1,720,966 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
The visual arts as a learning tool within an early childhood setting
No full textFaculty of Education & Social Work Exemplar 60 point
Examining the in-between: Contextual influences on how young children learn through the visual arts
No full textThis thesis explores the contextual factors that shape how young children come to value and use the visual arts in their learning. In the early childhood sector, what constitutes quality visual arts pedagogy has long been an area of debate with some teachers advocating for a hands-off approach and others increasingly adopting more teacher-directed ways of working. A third group of teachers, informed by sociocultural theories, have developed visual arts pedagogies that reside in-between these two approaches. The stories of how such practices develop are, however, not always accessible. In response, this interpretive qualitative research examines the bidirectional relationships occurring between the teachers, children, and their families at three early childhood settings in Auckland, New Zealand. These settings have adopted visual arts practices that resonate strongly with sociocultural theories, locating them in the ‘in-between’ space. The theoretical framework and study design are informed by sociocultural and bioecological theories and narrative inquiry. The inclusion of participatory arts-based methods allowed the research participants to play a significant role in creating and telling their stories both visually and textually.
The point of difference with my thesis, particularly within the New Zealand context, is that I sought the perspectives of children, teachers, and families at both their early childhood centres and homes. Through multi-layered analysis, a complex web of influences shaping how children engage in the visual arts across these contexts is revealed. Key influences were the teachers rich, contextualised visual arts pedagogies, and families who recognise the importance of the visual arts in their children’s learning. These key adults created environments that enabled children to utilise the visual arts in complex and multifaceted ways. This thesis argues that integrating the visual arts effectively into localised curriculum requires teachers who have developed both pedagogical and practical visual arts knowledge. A particularly potent influence is through adults – teachers and parents – role modelling active enjoyment and expertise in the visual arts. This position opens up new spaces through which children and adults can engage in meaningful dialogue about and through the visual arts, positioning both teachers and children as agentic participants in learning
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
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
Colouring Outside the Lines: Re-exploring the Teacher’s Role in Visual Arts Learning in Early Childhood
No full textTeachers can be powerful influences on how young children experience the visual arts. It is often teachers who make choices about when, where and how children will experience the visual arts in early childhood education. This paper explores an interpretivist, qualitative research project that examined the visual arts experiences of young children (aged 3-4) at three early childhood settings in Auckland, New Zealand. This paper explores a portion of the findings, focusing on the experiences and visual arts pedagogies of the early childhood teachers who participated in this study. In response to the literature, which suggests that many early childhood teachers continue to experience uncertainty around their roles as teachers of the arts, settings where the visual arts were deeply valued within the curriculum, were purposively selected. The rationale for selecting settings that valued this domain was to determine what factors and choices had enabled these settings to develop a rich visual arts curriculum for children. The study aimed to discover what influences had shaped teacher’s visual arts pedagogies, and how this impacted young children’s learning through the visual arts. The research found that when teachers nurture their visual arts knowledge and confidence, both personally and professionally, they are equipped to engage authentically with children’s visual arts making and they make intentional and creative choices about visual arts curriculum and pedagogy
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