1,720,997 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
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
ENGINEERING INSTRUCTORS AND THEIR TEACHING GOALS, TEACHING PRACTICES AND CONCEPTIONS OF STUDENT LEARNING IN UNDERGRADUATE EDUCATION
No full textThis paper shares the results of a multiinstitutional study examining the teaching goals andpractices of engineering instructors. Through both a survey and a set of interviews, engineering instructors at four institutions in Ontario were invited to share their key teaching and learning goals, teaching philosophy, and the use of teaching and learning activities in the teaching of undergraduate engineering students. Engineering instructors shared a surprising diversity of teaching goals and practices, and through a discussion of powerful teaching activities, a set of conceptualizations around student learning emerged, ordered in decreasingprominence: Students learn through: (1) making realworld connections; (2) application of concepts; (3) interaction with the instructor; (4) interaction between students; (5) independence and ownership and (6) listening to what the professor says and does. These views are all reflected in the diversity of learning theories available in the literature, and in particular situated learning theory, but an understanding of these specific conceptualizations, articulated by engineering instructors, can be used to better support engineering instructors in their teaching, and in the development of new curricular initiatives in undergraduate engineering education. This work expands on the existing literature on teaching in higher education and teaching practices in engineering
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
Instructor Goals and Practices Related to Sociotechnical Thinking in the Teaching of Undergraduate Engineering Students
Get PDF© 2023 American Society for Engineering EducationAs a global society, we face significant challenges, including environmental degradation and climate change, increasing economic inequity, rapid urbanization and population growth, the exclusion of individuals and groups from different forms of social engagement, and concerns with privacy and security. Given the omnipresent nature of technology and its influence on our lives, engineers must consider the ethical, environmental and sociological impacts of their work, and some engineering programs are considering new pedagogical methods and broader frameworks to engage students in macroethics, sociotechnical thinking and engineering for social justice. Using a particular perspective on sociotechnical thinking (STSE – Science, Technology, Society and the Environment), the goal of this research was to explore sociotechnical thinking within engineering instructor teaching goals and practices. STSE was selected given both its inherent flexibility, and its specific features that allow for some natural connections with engineering. Using STSE also allowed for the introduction of a framework from a different context to assess its utility and relevance to the engineering landscape.
This work is part of a broader study which employed an online survey, featuring both qualitative and quantitative methods, with engineering instructors at four universities in Canada, designed to provide an initial understanding and broad overview of STSE in the context of engineering education. Following the survey, a smaller group of instructors participated in semi-structured interviews, to provide a deeper understanding of instructor goals and practices related to STSE. The results of the interviews is the focus of this paper.
This work demonstrated that engineering instructors employ a diversity of goals and practices in their teaching, but with a strong bend towards real-world applications through a variety of mechanisms. Instructors demonstrated moderate support for STSE, with a strong orientation towards problem solving and design, but shared concerns, in particular about exploring issues of social justice and fairness and the possibility of imposing bias on students. This is reflective of work in engineering education that highlights the apolitical nature of engineering and its resonance in undergraduate engineering programs
Instructor Goals and Practices related to STSE (Science, Technology, Society and the Environment) in the Teaching of Undergraduate Engineering Students
Get PDFGiven the role of science and technology in creating and mitigating our society’s biggest challenges, undergraduate engineering programs must build in opportunities for students to explore the complex relationship between science and technology, encourage citizenship and action on critical social issues, and consider the impact of engineering’s work on society and the environment– the hallmarks of STSE (Science, Technology, Society and the Environment) education. The goal of this research was to explore instructor teaching goals and practices, and more specifically their goals and practices related to the use of STSE perspectives in their own teaching of undergraduate engineering students. The study also sought to identify the challenges and enabling factors that engineering instructors experience in utilizing STSE-related practices. This study employed an online survey with 180 participants at four universities in Ontario, designed to provide an initial understanding and broad overview of STSE in the context of engineering education. Following the survey, 12 instructors who had completed the survey were interviewed, to help provide a deeper understanding of instructor goals and practices related to their teaching and teacher identity, and the relationship between their teaching goals and practices and an existing STSE theoretical framework. The study draws from the literature on K-12 STSE education, teaching in higher education, instructor views of teaching engineering, and STSE-related practices and philosophies in engineering education.
The study found that engineering instructors employ a diversity of goals and practices in their teaching, and demonstrate a strong bend towards real-world applications. Instructors demonstrated moderate support for STSE, with a strong orientation towards problem solving and design, but shared concerns about exploring issues of social justice and fairness and the possibility of imposing bias on students. This is reflective of work in engineering education that highlights the historically apolitical nature of engineering and its resonance in undergraduate engineering programs. Finally, a reframing of STSE is offered to acknowledge the role of problem solving alongside a more holistic issues-based exploration in engineering, which aligns with recent work on sociotechnical thinking and social responsibility in engineering education.Ph.D
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