1,720,957 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
No full text“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
No full textWe 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
No full textWe 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
The Pedagogy and Politics of Racial Passing: Examining Media Literacy in Turn-of-the-Century Activist Periodicals
No full textThis article explores how we can use African American activist media to theorize the role of pedagogy in the public sphere. Focusing on how racial passing stories expose the limiting (and often tropic) binaries through which racial identity is deciphered, this analysis further highlights the extent to which these binary constructions of identity are learned through media narration.
Using the December 1912, issue of W. E. B. Du Bois’s Crisis Magazine as a touchstone for investigation, this analysis considers how pedagogy is taken up as both a theme and project in the magazine. Foregrounding the degree to which Crisis critiques and counternarrates the demeaning and derogatory portrayals of African American identity in early twentieth-century media, this article suggests that Du Bois’s magazine not only indicts dominant visual systems of seeing and evaluating African American identity but also reveals the extent to which such systems of seeing and interpreting blackness are learned and can be remediated through media intervention.
The ultimate aim of this article is to derive an interpretive framework that understands pedagogy as not simply a method for inscribing pre-existent dominant norms but rather as a means for intervening, questioning, and challenging dominant systems of representation and public articulation. Moreover, this analysis intends to reveal the hidden pedagogies within dominant cultural paraphernalia for the purposes of advancing an approach to media literacy that recognizes and endeavors to transform the tropes and archetypes applied to marginal and minority communities
THE PEDAGOGY AND POLITICS OF RACIAL PASSING: EXAMINING THE ROLE OF VISUAL LITERACY IN TURN-OF-THE-CENTURY ACTIVIST MEDIA
No full textThis article explores how we can use African American activist media to theorize the role of pedagogy in the public sphere. Focusing on how racial passing stories expose the limiting (and often tropic) binaries through which racial identity is deciphered, this analysis further highlights the extent to which these binary constructions of identity are learned through media narration..
Using the December, 1912, issue of W.E.B. Du Bois’s Crisis Magazine as a touchstone for investigation, this analysis considers how pedagogy is taken up as both a theme and project in the magazine. Foregrounding the degree to which Crisis critiques and counternarrates the demeaning and derogatory portrayals of African American identity in early twentieth-century media, this article suggests that Du Bois’s magazine not only indicts dominant visual systems of seeing and evaluating African American identity but also reveals the extent to which such systems of seeing and interpreting blackness are learned and can be remediated through media intervention.
The ultimate aim of this article is to derive an interpretive framework that understands pedagogy as not simply a method for inscribing pre-existent dominant norms but rather as a means for intervening, questioning, and challenging dominant systems of representation and public articulation. Moreover, this analysis intends to reveal the hidden pedagogies within dominant cultural paraphernalia for the purposes of advancing an approach to media literacy that recognizes and endeavors to transform the tropes and archetypes applied to marginal and minority communities.
Keywords: Media Activism, Pedagogy, Public Sphere, Race, Giroux, Du Bois, African American, Print Cultur
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
Contact Zones
No full textIn my work, I explore forms of incantation and free-verse poetry in order to locate and interrogate the rhetorical, the metaphysical, and the corporeal border between linguistic behavior and sociocultural experience. Conceptually, my work is informed by Kristie S. Fleckenstein's research, particularly her theory of Bodysigns and Biorhetoric. Using this framework, I juxtapose the arrangement of physical/material forms and lexical/semiotic codes as each are translated through the human body and its changing environs. I'm interested in examining how human relationships evolve through time and experience, and how spatial identities, reflected through these temporal/experiential environs, inform and re-form our relationships with the natural world. It is this natural/rhetorical tethering that privileges orality over textuality in my work, as each of my poems reward recitation.Advisor(s): Julie Sheehan. Committee Member(s): Julie Sheehan; Robert Reeves; Roger Rosenblatt; Star Black.Stony Brook University Libraries. SBU Graduate School in Department of Creative Writing and Literature. Lawrence Martin (Dean of Graduate School)
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