1,720,990 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
Thriving in Two Worlds? - Identity and Academic Efficacy: Yarning with Aboriginal and Torres Strait Islander Students Studying on Scholarships at Independent Australian Boarding Schools
No full textIn Australia today, around 2,350 young Aboriginal and Torres Strait Islander students living in remote, rural, and regional communities are enrolled on scholarships in traditional, urban, independent boarding schools. These scholarships are supported by independent boarding schools and organisations such as the Australian Indigenous Education Foundation, Yalari, and the Indigenous Youth Leadership Program. Many of these students have transitioned in Year 7 from membership of the majority ethnic-racial-cultural population to become members of a minority group within an often-conservative Eurocentric cultural community.
250 years after invasion and colonisation, during which time Aboriginal and Torres Strait Islander people have faced eradication, dispossession, relocation, segregation, assimilation, integration and, most recently, reconciliation, where on this continuum do these young people find themselves? Are these scholarship programs simply assimilation by stealth? Is it possible for these young people to engage in the primary purpose of adolescence, to explore and establish their sense of identity, including their ethnic-racial-cultural identity as Aboriginal and Torres Strait Islander people, or must they forgo this in order to develop the academic self-efficacy needed to succeed as scholars in the boarding school communities in which they find themselves? Utilisation of a systematic quantitative literature review process found a gap in the knowledge as illustrated by the questions above that this project therefore seeks to fill.
These questions were interrogated through the engagement of an Indigenist qualitative methodology, Yarning, within a context of a constructivist grounded theory framework. This methodology was employed as it provided a vehicle for the research project that is respectful, responsible, and accountable of and to the young people who agreed to contribute their experiences and stories, allowing for the emergence of knowledge from the voices of the participants rather than via a priori hypothesis. A deliberate decision was made to privilege the voices of the young Aboriginal and Torres Strait Islander students, seeking to understand their boarding school journey through their lens, particularly in relation to their developing racial-ethnic-cultural identities and their academic self-efficacy. Yarning provides for loosely structured, in-depth conversations guided by the facilitator but driven by the individual and group participants. Thematic analysis of the Yarning conversations held over a 1-week period while participating in the Yalari Biennial Cherbourg Memorial Walk uncovered a number of themes and, through these, a number of findings.
Within the overarching context of boarding were identified four themes: (a) Culture, with sub-themes of Belonging and community, Cultural differences, Cultural ignorance, Kinship, Language, and Regard; (b) Academic Self-Efficacy with sub-themes of Expectations and Inequity; (c) Identity, with sub-themes of Foreclosure, Exploration, Moratorium, Achievement, Bicultural integration, Commitment, Fitting in, and Living in two worlds; and (d) Experiences of Racism with sub-themes of Crabs in the bucket, Stereotype, and Tokenism.
The student participants were confident, intelligent, and eloquent young people, proud of their Aboriginal and Torres Strait Islander Australian heritage and, while recognising the challenges they encountered, were on a clear trajectory towards achievement of their racial-ethnic-cultural identity and educational success. Through the Yarning conversations, these young people have indicated their affinity with dimensions of racial-ethnic-cultural identity described by Indigenous Australian researchers. They are overcoming challenges and obstacles – social, relational, academic, and personal – to balance their sense of identity with a developing academic self-efficacy. They have been challenged by racist behaviours – intentional and unintentional, overt, covert, and casual. Some have faced conflict in their home communities with the breakdown of friendships resulting from their choices to move to “the city” for a boarding school education that they perceived as being of greater benefit than what was on offer in their communities. Most have learnt to live comfortably in two worlds as young Aboriginal and Torres Strait Islander Australians without compromising their cultural values or their academic pursuits. Others continue to navigate this journey.
Opportunities for the schools that support these scholarship programs are also identified. These schools have made a commitment to providing a highly efficacious educational experience for young Aboriginal and Torres Strait Islander students from remote, regional, and rural communities. Through reflecting on the experiences and stories of these students, these partner schools and, possibly, schools considering participation in one of these scholarship programs, can continue to evolve and improve their pedagogy and residential boarding practice.Thesis (Professional Doctorate)Doctor of Education (EdD)School Educ & Professional StArts, Education and LawFull Tex
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
Forced migration and ethnolinguistic identity (re)construction : the experiences of recently arrived Syrian and Iraqi refugee girls in Australia
Get PDFThis thesis examines the impact of forced migration on the construction of ethnolinguistic identity among Syrian and Iraqi late adolescent girls who were resettled in Australia between 2015 and 2019. Employing a narrative inquiry approach, the study explores the life stories of six young women, focusing on their journeys before displacement, in transit, and after resettlement in Australia. Based on their lived experiences, it addresses the realities of becoming a refugee and the challenges encountered throughout the resettlement process. The thesis is crafted and presented in a narrative style that intertwines the author’s experiences of migration with the stories of the young women. It situates their experiences within the broader sociopolitical context, outlining how the Syrian Civil War and the War on Iraq have led to large numbers of forcibly displaced individuals seeking settlement in Western nations.
The literature review reveals a gap in empirical research regarding the lived experiences of these groups, particularly adolescent girls, as they navigate the challenges of adolescence and identity formation. Much of the existing research focuses primarily on the emotional wellbeing and mental health of refugee youth, often framing their lives within the “extraordinary aspects” of the refugees’ journey, which are perceived as the “standard” experiences of immigrant and refugee youth. This tendency to standardise experiences is further corroborated by a systematic quantitative literature review (SQLR) that highlights a general tendency to homogenise the experiences of immigrant and refugee youth. The SQLR identified a key area for further investigation: understanding the experiences of belonging and non-belonging among recently arrived youth.
A narrative inquiry methodology was employed to collect and analyse the stories of the six young refugee women involved in this study. This methodology shaped how data were collected, presented, and analysed. Data were collected through semi-structured interviews, written and artistic reflections by the participants, and a researcher’s diary. The stories of these young women, detailing their experiences of forced migration, ethnolinguistic identity construction, settlement, and belonging in Australia, are presented across two chapters. The narratives cover various stages of their lives: early childhood (pre-forced migration), witnessing war and becoming forcibly displaced as older children and early adolescents (during forced migration), and arriving in Australia as humanitarian entrants (post-forced migration).
To conduct a thorough narrative analysis, I employed ethnolinguistic identity theory and belonging theory to story their experiences. Ethnolinguistic identity theory facilitated an examination of language and cultural practices, shedding light on how identity is formed and how young women negotiate their sense of self amid the implications of forced migration. The young women described their experiences as they confronted the horrors of becoming refugees, faced the uncertainties in refugee camps, and encountered challenges in Australia. This analysis uses concepts from Communication Accommodation Theory and Acculturation theory to examine participants’ narratives as they construct and reconstruct their ethnolinguistic identity before, during, and after forced migration. The thesis highlights how the girls’ ethnic, linguistic, religious, and gender identities intersect and interact, influencing their sense of self.
Belonging theory is also applied through an examination of the politics of belonging, focusing on how the participants were positioned as new arrivals in Australian schools and society. Utilising conceptual tools like boundary maintenance and Othering, the analysis reveals that the girls were positioned along axes of power that rendered them less deserving of recognition and respect. This positioning is juxtaposed within the context of ‘multicultural’ Australian society, illustrating the young women’s daily efforts to gain acceptance and inclusion. A central aspect of their sense of belonging involved an ongoing struggle, effort, and emotional labour to belong and maintain their uniqueness.
The thesis demonstrates that these young women experience identity reconstruction as a dynamic and multifaceted process shaped by their past and present experiences. They navigate a continuous process of ethnolinguistic identity negotiation. However, their efforts were rarely recognised in an environment that expects them to “integrate” rapidly, with little recognition of their prior experiences of forced displacement and their daily efforts to belong. While they may appear resilient, the study challenges the glorification of their resilience as a ‘favoured’ narrative in Australian society. Emphasis throughout is on representing both the diversity of the participants—and the need to resist simplistic representations of ‘refugee girls’—and the profound impact of forced migration on the lives of young adolescents. An impact that makes specific demands of educators in Australia who strive to create environments that genuinely and respectfully include, value, and celebrate these young women in their new homes.Thesis (PhD Doctorate)Doctor of PhilosophySchool of Education and Professional StudiesArts, Education and Law GroupFull Tex
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
- …
