1,720,968 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
Kontribusi Pesantren Ummul Quro Al-Islami dalam kehidupan keagamaan di Banyusuci Luewimekar-Luewiliang Bogor 1993-2012
Full text linkPondok Pesantren Ummul Quro Al-Islami berdiri tahun 1993 oleh K.H. Helmi Abdul Mubin pada masa awal kepemimpinannya Pesantren Ummul Quro Al-Islami termasuk pesantren salaf atau tradisional hingga akhir nya semakin berkembang dari tahun ke tahun dan pada tahun 2012 sudah terlihat hasil perkembangannya menjadi Pesantren Modern dengan fasilitas pendidikan yang memadai dalam pengembangan ilmu pengetahuan.
Berdasarkan uraian di atas, terdapat beberapa rumusan masalah sebagai berikut: pertama, bagaimana sejarah berdirinya Pondok Pesantren Ummul Quro Al-Islami Bogor tahun 1993-2012? Kedua, bagaimana Kontribusi Pondok Pesantren Ummul Quro Al-Islami Dalam mengembangkan Kehidupan Keagamaan Di Lingkungan Pesantren dan Masyarakat Pada tahun 1993-2012?
Penelitian ini bertujuan untuk mengetahui sejarah berdirinya Pondok Pesantren Ummul Quro Al-Islami Bogor, dan Kontribusi Pondok Pesantren Ummul Quro Al-Islami Dalam mengembangkan Kehidupan Keagamaan Di Lingkungan Pesantren dan Masyarakat Pada tahun 1993-2012.
Adapun metode yang digunakan dalam penelitian ini adalah metode penelitian sejarah, yaitu model penelitian yang mempelajari peristiwa atau kejadian di masa lampau berdasarkan jejak-jejak yang ditinggalkan. Metode penelitian ini dilakukan melalui empat tahapan, yaitu heuristik. Kritik, interpretasi, dan historiografi.
Berdasarkan penelitian disimpulkan bahwa: pertama, Pesantren Ummul Quro Al-Islami termasuk pesantren termaju yang berada di Bogor yang sudah berdiri lama sejak tahun 1993 dan pada tahun 2012 merupakan pencapaian besar awal kemajuan Pesantren Ummul Quro Al-Islami. kedua, Pada tahun 1993 K.H. Helmi Abdul Mubin mendirikan Pesantren Ummul Quro Al-Islami pada awalnya sebagai pesantren salaf dan tujuan berdirinya pesantren adalah untuk memberikan pengembangan kegiatan keagamaan terhadap masyarakat selain pada santri dan pada tahun 2012 perubahan semakin terlihat dimana Pesantren semakin maju dan kegiatan keagamaan semakin meningkat. ketiga, Pesantren Ummul Quro Al-Islami sangat besar kontribusinya dari awal tahun pelirisannya tahun 1993 dan puncaknya pada tahun 2012, dalam peningkatan kualitas dan kuantitas kegiatan keagamaan bagi masyarakat sekitar khususnya Masyarakat Kampung Banyusuci secara komferhensif dalam berbagai bidang, baik sosial kemasyarakatan maupun sosial keagamaan
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
Model reward (targhib) dan punishment (tarhib) bagi siswa: Studi multikasus di Madrasah Hidayatul Mubtadiin, Pondok Pesantren Lirboyo, Kediri Dan Madrasah Diniyah Darullugah Wadd'awah, Pondok Pesantren Darullugah Wadd'awah, Bangil, Pasuruan
No full textINDONESIA:
Studi ini memfokuskan pada model reward (targhib) dan punishment (tarhib) bagi siswa di Madrasah Hidayatul Mubtadiin, PP. Lirboyo, Kediri dan Madrasah Diniyah Darullugah Waddawah, PP. Darullugah Waddawah, Bangil, Pasuruan. Hal ini dilakukan karena sampai saat ini kedua Madrasah Diniyah tersebut masih menerapkan reward (targhib) dan punishment (tarhib) dengan kekhasanya masing-masing.
Studi ini memfokuskan pada beberapa pertanyaan penelitian, diataranya: (1) Bentuk reward (targhib) dan punishment (tarhib), (2) Pelaksanaan reward (targhib) dan punishment (tarhib), (3) Makna reward (targhib) dan punishment (tarhib), dan (4) Model reward (targhib) dan punishment (tarhib).
Penelitian menggunakan pendekatan kualitatif dengan rancangan multi situs dan paradigma interpretatif. Teknik pengumpulan data menggunakan wawancara mendalam, observasi partisipasi dan dokumentasi. Data dianalisis melalui dua tahap, yaitu analisis data situs tunggal dan analisis data lintas situs. Pengecekan keabsahan data dilakukan dengan uji kredibilitas, transferabilitas, dependabilitas, dan konfirmabilitas.
Hasil penelitian ini yaitu: Bentuk reward (targhib) dan punishment (tarhib) adalah sebagai berikiut: 1) Bentuk reward (targhiib) dibagi menjadi dua, yaitu reward (targhib) berupa materi dan non reward (targhib) materi. Bentuk reward (targhib) materi diantaranya berupa: pemberian sertifikat dan Vandel, Kitab, Sarung, Uang, Ridah dan mendapat do’a dan kehormatan foto bersama mashayikh. Reward (targhib) non materi seperti pujian disaat KBM berlangsung dan senyuman yang mengembirakan. Bentuk punishment (tarhib) juga dibagi menjadi dua, punishment (tarhib) non fisik, diantaranya sindiran dan tatapan amarah. Bentuk punishment (tarhib) fisik seperti: dipukul dengan Rotan, berdiri di depan kelas, skors, dll. (2) Pelaksanaan reward (targhib) dan punishment (tarhib) berkaitan dengan aktifitas harian dilakukan oleh asaatidzah sendiri dan pelaksanaan reward (targhib) dan punishment (tarhib) untuk setiap semeseter melibatkan berbagai divisi, dewan guru dan pengasuh (3) Makna reward (targhib) dan punishment (tarhib) berikut ini: a) Makna reward (targhib) diantaranya: memotifasi lebih baik, kebanggan/prestise dan mempunyai nilai barokah. b) Makna punishment (tarhib) sebagai berikut: sadar untuk memperbaiki diri, siswa menjadi malu, dan ingin mendapatkan ridho dari guru. (4) Model reward (targhib) dan punishment (tarhib) yang dipraktikan yaitu model integrasi keislaman dengan budaya lokal (local wisdom) dan model sistemik.
(5) Temuan formal dalam penelitian ini yaitu reward (targhib) dan punishment (tarhib) yaitu model HARMONI (Hidupkan, Apresiasi, Refleksikan, Mediasikan, Organisasikan, dan Implementasikan) yang berbasis pada al-Qur’an, al-Hadits dan kearifan budaya lokal (local wisdom).
ENGLISH:
The current study focused on the reward (targhib) and the punishment (tarhib) toward students of Madrasah Hidayatul Mubtadiin at Lirboyo Islamic School, Kediri and Madrasah Diniyah Darullughah Wadda’wah at Darullugah Wadda’wah Islamic School, Bangil- Pasuruan. The reason behind the study was those schools still adopted their particular model of rewards and punishment with their own characteristics.
The research questions were formulated as follows: (1) the form of rewards (targhib) and punishment (tarhib), (2) the implementation of (targhi@b) and punishment (tarhib), (3) the implication of giving reward (targhib) and punishment (tarhib), (4) the model of (targhib) and punishment (tarhib).
The study employed a qualitative approach with multi-site design and interpretive paradigm. The data gathering technique were in-depth interview, participant observation and documentary study.The data was analyzed through two stages: single site data analysis and cross-site data analysis. Validity of the data was carefully verified by doing the tests on credibility, transferability, dependability and confirmability.
The result of the study were as follows: (1) The rewards (targhib) were divided into material form, such as: giving sertificates and trophies, books, sarong, prize money, Ridah, prayer and photos with honorable masyaikh, and non material form, such as: giving verbal praise during teaching and learning process and pleasure smile. Meanwhile, the forms of punishment(tarhib) were verbal punishment (tarhib), such as: giving a satire and angry gaze, and physical punishment (tarhib), such as: beaten with rattan, standing in front of class, giving suspension, and so forth. (2) The daily rewards (targhib) and the punishment (tarhib) were given by the teachers while in every six months, all divisions and teachers as well as the headmaster were involved in giving the rewards (targhib) and the punishment (tarhib). (3) The implication of giving rewards (targhib) were to motivate students to study harder, and to be their prestiges. Furthermore, the rewards (targhib) had blessing value. On the other hand, the implication of giving punishment (tarhib) were in order to to feel ashamed on the mistakes they had done thus they would be aware of them. The punishment (tarhib), moreover, became one of the ways to get their teachers’ blessing. (4) The applicable rewards (targhib) and punishment (tarhib) models adopted Islamic integrated local wisdom and systemic model.
(5) The formal findings of this study on rewards (targhib) and punishment (tarhib) was a model of HARMONI which stands for Hidupkan (Be exist), Apresiasi (Appreciate), Reflesikan (Reflect), Mediasikan (Mediate), Organisasikan (Organize) and Implementasikan (Implement) which based on Quran and al-Hadith and local wisdom
ARABIC:
يهدف هذا البحث لكشف نماذج الترغيب (reward) والترهيب (punishment) لطلاب مدرسة هداية المبتدئين والمدرسة الدينية دار اللغة والدعوة بانقيل-باسوروان. وهذه الحالة كانت ولم تزل تطبق الترغيب (reward) والترهيب (punishment) في كلتي المدرستين بخصوصيتهما الفردية.
تركز هذه الدراسة على الركائز الهامة وهي:(1)وشكل الترغيب (reward) والترهيب (punishment).(2)وتنفيذ الترغيب (reward) والترهيب (punishment).(3)ومعنى الترغيب (reward) والترهيب (punishment).(4)ووجه الترغيب (reward) والترهيب (punishment).
وأما المنهج المستخدم في هذا البحث فهو مدخل كيفي مع تصميم موقع متعدد ونموذج تفسير او تاويل. وأما جمع البيانات يستخدم بالمقابلة والملاحظة والوثائق. وتحلييل بيانات هذا البحث يكون من خلال مرحلتين: تحليل بيانات موقع واحد وتحليل البيانات عبر الموقع. وفحص صحة البيانات يكون بإختبار المصداقية (kredibilitas),و tranferabilitas والجدارة konfirmabilitas, و dependabilitas.
ونتائج هذا البحث تحتوي على (1) شكل الترغيب (reward) والترهيب (punishment). وأما شكل الترغيب (reward) ينقسم إلى نوعين: الترغيب في شكل المادية وعكسه. ومن الترغيب (reward) الشكل المادية: إعطاء الشهادة التقديرية والتذكارية والإزار والكتب والنقود والرداء والفوز على التصويير مع الأساتذة. وأما عكسه فهو المدخ وقت عملية التعليم والإبتسام المفرح.وينقسم الترهيب ايضا الى قسمين : جسميا و غيرجسمي,واما من جهة جسمي فهو الهجاء والنظرة بالغضب والكراهة.واما غير جسمي فيكون ضربا بالحيزوران وقياما في صدر المجلس او الفصل امام الطلاب وتوقيفا مؤقتا وغير ذلك. (2) تنفيذ الترغيب والترهيب والذي يقوم به أكثر الأساتذة نفسها. ويقام تنفيذ الترغيب والترهيب في كل دور الدراسة وشاركه فيه أيضا جميع الأقسام و الأساتذة وكذلك مدير المعهد.(3) معنى الترغيب والترهيب, وأما معنى الترغيب فهو الحث على فعل أحسن الحال والخير وإعطاء الهدايا التي فيها قيمة البركة المستقلة, وأما معنى الترهيب فهو التعزير الذي يسبب إنصاف الطلاب لإصلاح أنفسهم, والتعزير لنيل رضا الأساتذة حتى يؤثر نفع العلوم.(4) نموذج الهدية والعقاب الذي يُمارس هو نموذج للتكامل الإسلامي مع الثقافة المحلية ونموذج منهجي يُفهم أنه يجمع ويدمج جميع المكونات في التعليم لغرض واحد باعتباره تجسيدًا للحياة الدينية.(5) ونموذج الترغيب والترهيب: تحويل والتقدير والإنعكاس والتوسيط والتنظيم والتنفيذ على أساس القرآن والحديث والثقافة المحلية.والنتائج الرسمية في مجال هذه الدراسة او هذاالبحث يخلص ويقتصر أن وجه الترغيب والترهيب يكون في المعاهد والمدارس الإسلامية التقليدية بنى على أساس دعامة البركة المعلمة كل يوم على جميع طلبة
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
- …
