1,720,961 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Mise en scène de la parole magistrale dans un cours de philosophie
No full textInternational audienceThis article comes from a doctoral thesis defended in 2018 and dedicated to the teaching of philosophy in high school. It comes within a clinical approach of psychoanalytical orientation in educational sciences. The author explores some latent aspects of the discourse held by a philosophy teacher of secondary education interviewed within a non-directive clinical interview conducted from the following instruction: "I would like you to tell me, as it comes to you, what you feel when you teach philosophy." Starting from a psychic elaboration of counter-transferential feelings in resonance with several enunciation elements of the speech of this teacher related to spectacle and staging, the author analyses unconscious psychic mechanisms that seem to underlie the evocation, by this professor, of a certain dramatisation of her teaching practice. After having highlighted the partially conscious psychic investment of which this dramatisation seems to be the object in this evocation, the author makes the hypothesis that a part of a certain professional psychic suffering which seems to underlie the discourse of this teacher could be an effect of the psychic efforts inherent in this supposed staging of the act of teaching. Indeed, if this evocation of a staging of the magistrate speech is obviously a part of the pleasure she says she takes when teaching, it also includes several metaphorizations of which a latent suffering is the central and common element, which forms, as regards the unconscious psychic field, a heuristic paradox. Through this article, it is thus about trying to better understand certain psychic effects that might provoke, on the evocation of a teaching practice, a dramatisation inflected by unconscious psychic processes.Cet article fait suite à une thèse soutenue en novembre 2018. Intitulée Enseigner la philosophie au lycée. Hypothèses cliniques d'orientation psychanalytique, cette recherche porte sur l'enseignement de la philosophie en France, tel qu'il est actuellement dispensé dans les classes terminales des séries générales et technologiques des lycées. Elle est plus particulièrement consacrée à la manière dont des professeurs de philosophie vivent l'acte d'enseigner leur discipline et elle a été construite sur l'analyse d'entretiens cliniques non-directifs réalisés auprès de six professeurs de philosophie de l'enseignement secondaire à partir de la consigne suivante : « J'aimerais que vous me disiez, comme ça vous vient, comment vous vivez le fait d'enseigner la philosophie ». Au cours de cette recherche, enseignant moi-même la philosophie au lycée, j'ai été particulièrement attentif aux ressentis dont font part des enseignants de cette discipline lorsqu'ils évoquent leur rapport au déploiement de la parole magistrale dans l'espace de la classe. Comment vivent-ils leur enseignement si celui-ci est, pour eux, étroitement lié à l'exercice d'une certaine démonstrativité déclamatoire et se heurte ordinairement à la difficulté de composer avec un groupe-classe dont l'attention peut être inégalement soutenue ? À quels processus psychiques inconscients cette composante irréductible de l'acte d'enseigner soumet-elle la parole magistrale lorsque sont interrogées, dans le cadre d'entretiens cliniques, des déclinaisons individuelles et singulières ? Après avoir précisé le cadre théorique de cette recherche, je présenterai l'un des entretiens que j'ai réalisés. Puis, à partir d'une analyse du contenu latent de certains éléments d'énonciation de cet entretien, j'exposerai quelques-unes des hypothèses auxquelles celle-ci m'a mené. Cadre épistémologique de cette recherche Ma recherche s'inscrit dans le cadre d'une clinique d'orientation psychanalytique de recherche en sciences de l'éducation. Elle porte, en-8
Mise en scène de la parole magistrale dans un cours de philosophie
No full textInternational audienceThis article comes from a doctoral thesis defended in 2018 and dedicated to the teaching of philosophy in high school. It comes within a clinical approach of psychoanalytical orientation in educational sciences. The author explores some latent aspects of the discourse held by a philosophy teacher of secondary education interviewed within a non-directive clinical interview conducted from the following instruction: "I would like you to tell me, as it comes to you, what you feel when you teach philosophy." Starting from a psychic elaboration of counter-transferential feelings in resonance with several enunciation elements of the speech of this teacher related to spectacle and staging, the author analyses unconscious psychic mechanisms that seem to underlie the evocation, by this professor, of a certain dramatisation of her teaching practice. After having highlighted the partially conscious psychic investment of which this dramatisation seems to be the object in this evocation, the author makes the hypothesis that a part of a certain professional psychic suffering which seems to underlie the discourse of this teacher could be an effect of the psychic efforts inherent in this supposed staging of the act of teaching. Indeed, if this evocation of a staging of the magistrate speech is obviously a part of the pleasure she says she takes when teaching, it also includes several metaphorizations of which a latent suffering is the central and common element, which forms, as regards the unconscious psychic field, a heuristic paradox. Through this article, it is thus about trying to better understand certain psychic effects that might provoke, on the evocation of a teaching practice, a dramatisation inflected by unconscious psychic processes.Cet article fait suite à une thèse soutenue en novembre 2018. Intitulée Enseigner la philosophie au lycée. Hypothèses cliniques d'orientation psychanalytique, cette recherche porte sur l'enseignement de la philosophie en France, tel qu'il est actuellement dispensé dans les classes terminales des séries générales et technologiques des lycées. Elle est plus particulièrement consacrée à la manière dont des professeurs de philosophie vivent l'acte d'enseigner leur discipline et elle a été construite sur l'analyse d'entretiens cliniques non-directifs réalisés auprès de six professeurs de philosophie de l'enseignement secondaire à partir de la consigne suivante : « J'aimerais que vous me disiez, comme ça vous vient, comment vous vivez le fait d'enseigner la philosophie ». Au cours de cette recherche, enseignant moi-même la philosophie au lycée, j'ai été particulièrement attentif aux ressentis dont font part des enseignants de cette discipline lorsqu'ils évoquent leur rapport au déploiement de la parole magistrale dans l'espace de la classe. Comment vivent-ils leur enseignement si celui-ci est, pour eux, étroitement lié à l'exercice d'une certaine démonstrativité déclamatoire et se heurte ordinairement à la difficulté de composer avec un groupe-classe dont l'attention peut être inégalement soutenue ? À quels processus psychiques inconscients cette composante irréductible de l'acte d'enseigner soumet-elle la parole magistrale lorsque sont interrogées, dans le cadre d'entretiens cliniques, des déclinaisons individuelles et singulières ? Après avoir précisé le cadre théorique de cette recherche, je présenterai l'un des entretiens que j'ai réalisés. Puis, à partir d'une analyse du contenu latent de certains éléments d'énonciation de cet entretien, j'exposerai quelques-unes des hypothèses auxquelles celle-ci m'a mené. Cadre épistémologique de cette recherche Ma recherche s'inscrit dans le cadre d'une clinique d'orientation psychanalytique de recherche en sciences de l'éducation. Elle porte, en-8
Variations on the Author
Get PDF“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
Get PDFWe 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
Get PDFWe 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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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