1,720,977 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
How Does Media Education Change Over the Course of a Family’s Biography? A Quantitative Longitudinal Analysis on the Stability of Parental Media Education from the Perspective of Parents and Adolescents
Full text linkEine längerfristige Betrachtung elterlicher Medienerziehung findet noch kaum Beachtung. Ziel des vorliegenden Beitrags ist es Parental Mediation Strategien (aktive, restriktive und technische Mediation, ebenso wie Monitoring) empirisch über einen längeren Zeitraum zu untersuchen. Ein multiperspektivischer Ansatz ermöglicht einen Vergleich zwischen Eltern- und Jugendlichenperspektive. Eine besondere Rolle spielt zudem die Frage, wie konsequent sich Eltern in diesen Erziehungsstrategien verhalten und ob ebenfalls zeitliche Veränderungen beobachtbar sind. Die quantitative Panelstudie «Verläufe exzessiver Internetnutzung in Familien (VEIF)» liefert über vier Erhebungswellen im Abstand von etwa einem Jahr Daten aus Eltern- und Jugendlichensicht. So kann durch die Auswertung ein multiperspektivischer und längsschnittlicher Einblick gewonnen werden. Die Heranwachsenden waren zu Beginn zwischen 12 und 14 Jahren alt. Zwischen den Einschätzungen aus Jugendlichen- und Elternsicht zeigen sich mittlere bis starke Zusammenhänge, in den Mittelwerten allerdings auch signifikante Unterschiede. So werden die verschiedenen Strategien aus Erziehendenperspektive häufiger angewandt als aus Sicht der Jugendlichen. Längsschnittlich nehmen die Mittelwerte der eingesetzten Strategien aus beiden Sichtweisen signifikant ab. Anders gestaltet es sich in Bezug auf die inkonsistente Mediation: Eltern schätzen sich insgesamt konsequenter in ihrer Medienerziehung ein als die Heranwachsenden dies tun und es handelt sich aus beiden Perspektiven um einen zeitlich relativ stabilen Aspekt.Research has hardly taken a longer-term view on parental mediation into account yet. The aim of this paper is to investigate empirically parental mediation strategies (active, restrictive and technical mediation, as well as monitoring) over a long-term period. A multi-perspective approach allows the comparison between parental and adolescent perspectives. The question of how consistently parents behave in these educational strategies and whether one can observe changes over time plays a special role. The quantitative panel study «Trajectories of excessive Internet use in families (VEIF)» provides data from parental and adolescent perspectives over four waves at intervals of about one year. The paper gains a multi-perspective and longitudinal insight. The adolescents were between 12 and 14 years old at baseline. There are moderate to strong correlations between the assessments from adolescent and parental perspectives, but there are also significant differences in the mean values. The various strategies are used more frequently from the educator‘s perspective than from the adolescent perspective. Longitudinally, the mean values of the strategies decrease significantly from both perspectives. The situation is different regarding inconsistent mediation: parents rate themselves more consistent in their media education than do the adolescents, and this is a relatively stable aspect over time from both perspectives
[KFM] Communicative figurations as an approach to parental media education in a deep mediatized society: ZSE Zeitschrift für Soziologie der Erziehung und Sozialisation 43 (2): 187–201. https://doi.org/10.3262/ZSE2302187.
No full textKinder und Jugendliche wachsen vor dem Hintergrund einer tiefgreifend mediatisierten Gesellschaft heutzutage mit vielfältigen sowie dynamischen Medienpraktiken auf. Eltern versuchen dabei durch Medienerziehung sowohl die neuen Chancen und Möglichkeiten für ihre Kinder zu maximieren, als auch Herausforderungen und Gefahren zu minimieren. Aufgrund unterschiedlichster Medienpraktiken, -interessen, und -kompetenzen, aber auch Einstellungen und Werthaltungen der beteiligten Akteur/-innen, gestaltet sich elterliche Medienerziehung heutzutage ganz individuell. Bisherige Forschung, die insbesondere auf Erziehungsstrategien und -stile fokussiert ist, lässt jedoch bisher größtenteils noch offen, wie diese Komplexität hinreichend analysiert werden kann. Vor dem Hintergrund aktueller empirischer Befunde schlägt der Beitrag deshalb vor, den Ansatz der kommunikativen Figurationen (Hasebrink & Hepp, 2017) für die Analyse elterlicher Medienerziehung fruchtbar zu machen. Dieser ermöglicht es, über die Machtstrukturen in der Eltern-Kind-Beziehung hinaus Medienerziehung als zentralen Bestandteil medienbezogener familialer Sozialisation in Form dynamischer Aushandlungsprozesse im Interdependenzgeflecht aller beteiligter Akteur/-innen zu betrachten.Against the background of a deep mediatized society, children and adolescents grow up with diverse and dynamic media practices. Through media education, parents try to maximize the new opportunities and possibilities for their children as well as to minimize challenges and dangers. Due to the wide variety of media practices, interests and competencies, as well as the attitudes and values of the actors involved, parental media education today is very individual. However, past research, which has focused in particular on parenting strategies and styles, has largely left open the question of how this complexity can be adequately analyzed. Against the background of current empirical findings, this article therefore proposes to make the approach of communicative figurations (Hasebrink & Hepp, 2017) fruitful for the analysis of parental media education. This approach makes it possible to go beyond the power structures in the parent-child relationship and to view media education as a central component of media-related familial socialization in the form of dynamic negotiation processes in the interdependent network of all actors involved
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Elterliche Medienerziehung in einer tiefgreifend mediatisierten Gesellschaft. Qualitative und quantitative Befunde zu Aushandlungsprozessen in der kommunikativen Figuration Familie.
No full textVor dem Hintergrund einer tiefgreifend mediatisierten Lebenswelt und dem damit verbundenen Wandel von Medienumgebungen, familialen Medienensembles und kindlichen Medienrepertoires widmet sich die vorliegende kumulative Dissertation der Fragestellung, wie sich elterliche Medienerziehung gestaltet. Hierbei wird das Ziel verfolgt, medienbezogene Erziehungsprozesse sowohl theoretisch, methodologisch als auch empirisch zu erfassen. Die Thematik wurde anhand von vier Artikeln bearbeitet.
Ein Beitrag verdeutlicht unter Aufarbeitung des aktuellen Forschungsstandes und eigener empirischer Ergebnisse aus theoretischer und methodologischer Perspektive, wie der Ansatz der kommunikativen Figurationen eine umfassende Betrachtung elterlicher Medienerziehung, nicht nur als relationale, sondern auch als situative und über die Zeit hinweg dynamische Aushandlungsprozesse zwischen allen beteiligten Akteur*innen, ermöglicht. Dabei werden insbesondere Machtdynamiken und die Bindung zwischen Eltern und Kindern bzw. Jugendlichen, aber auch weiteren wichtigen Personen und sozialen Domänen berücksichtigt.
In drei Artikeln wurden darüber hinaus empirische Erkenntnisse zu elterlicher Medienerziehung anhand von qualitativen und quantitativen Daten zweier Panelstudien eigenständig hervorgebracht. Die längsschnittlichen Daten lieferten dabei jeweils die Perspektiven der Erziehenden als auch der Zu-Erziehenden, die über mehrere Zeitpunkte hinweg erhoben und analysiert wurden. Unterschiedliche Kohorten mit gerade eingeschulten Kindern (ab sechs Jahren) bis hin zu Jugendlichen in der späten Adoleszenz (bis 17 Jahre) ermöglichen einen Einblick über eine große Zeitspanne des Aufwachsens. Zwei qualitative Ergebnisse darstellende Artikel geben einerseits Aufschluss darüber, wie elterliche Medienerziehung in den familialen Mediensozialisationsprozess eingebunden ist und welchen Stellenwert sie dort einnimmt. Andererseits verdeutlicht der zweite Beitrag, inwiefern Medienerziehung als dynamische Machtbalance zwischen Eltern, deren Kindern und weiteren familienexternen Akteur*innen verstanden werden kann. Ein Artikel, der quantitative Ergebnisse vorstellt, berücksichtigt dagegen, inwiefern sich Eltern in ihrer Medienerziehung konstant verhalten, ebenso wie Unterschiede in den Sichtweisen von Erziehenden und Zu-Erziehenden. Die Dissertation beleuchtet demnach nicht nur den aktuellen Stand der Forschung zu elterlicher Medienerziehung, sondern bringt eigene theoretische, methodologische und empirische Ergebnisse hervor.Against the backdrop of a deeply mediatized lifeworld and the associated changes in media environments, familial media ensembles, and children's media repertoires, this cumulative dissertation addresses the question of how parental media education is shaped. The aim here is to capture media-related educational processes theoretically, methodologically, and empirically. The topic was dealt with by means of four articles.
One article, by reviewing the current state of research and own empirical results from a theoretical and methodological perspective, illustrates how the approach of communicative figurations enables a comprehensive view of parental media education, not only as relational, but also as situational and over time dynamic negotiation processes between all actors involved. In particular, power dynamics and the bond between parents and children or adolescents, but also other important persons and social domains are considered.
In addition, three articles provided own empirical findings on parental media education based on qualitative and quantitative data from two panel studies. The longitudinal data provided the perspectives of both the educators and the educated, which were collected and analyzed over several points in time. Different cohorts of children just starting school (from age six) to later adolescents (up to age 17) provide insight into a large time span of growing up. Two articles presenting qualitative results, on the one hand, provide information about how parental media education is integrated into the familial media socialization process and what significance it has there. On the other hand, the second article illustrates how media education can be understood as a dynamic balance of power between parents, their children and other actors outside the family. An article presenting quantitative results, on the other hand, considers the extent to which parents behave in a constant manner in their media education, as well as differences in the views of educators and educated. Accordingly, the dissertation not only highlights the current state of research on parental media education, but also produces its own theoretical, methodological, and empirical results
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