1,720,958 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
O ENSINO DE GEOGRAFIA E HISTÓRIA NA PÓS-MODERNIDADE: OS DESAFIOS E AS POSSIBILIDADES DAS MULTIMODALIDADES E DAS TECNOLOGIAS
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Previous issue date: 2018-07-19At the present times, the school has become a multimodal space made possible in the development of methodologies, capacities and research that integrate the most diverse areas, among them, the technologies and the humanities. This dissertation has as its theme the teaching of Geography and History in postmodernity: the challenges and possibilities of multimodalities and technologies. Thus, the objective is to investigate the teaching of Geography and History in the Final Years of Elementary School in a school of the Municipal Education Network in Santa Maria, RS. The methodology was based on the qualitative method and hermeneutics to understand and interpret the intersubjectivities of the subjects involved. The research techniques were anchored in the participant observation and in the semistructured interview for the collection of data of the teaching practices of the studied disciplines. First, the current social context characterized by the constant technological advance and the instantaneousness of the information that configures postmodernity were presented and how those transformations interfere in the constitution of the contemporary subjects, identified as postmodern subjects. Subsequently, the unfolding of postmodernity in the school was related, more precisely in the teaching of Geography and History. In order to approach the student, postmodern subject, with the teaching of these curricular components it was proposed the construction of a multimodal didactic resource contemplating verbal texts, visual texts and digital technologies. To define the theme of this resource, the “Orientações Curriculares para os Anos Finais da Rede Municipal de Ensino de Santa Maria, RS (2014)” were consulted in the respective curricular components, as well as listening to teachers of Geography and History in a school of the Municipal Network of Teaching of Santa Maria, RS, through semi-structured interviews. In this itinerary it was identified the feudalism theme for the elaboration and construction of the multimodal didactic resource that received the denomination: "Uma História Feudal". When considering the objectives of the curricular components and proposing the combination of contents emerges an interdisciplinary attitude, together with the work of three professionals: a Geography teacher, a history teacher and a web designer who contributed to the materialization of the images and the correct interface between verbal and visual texts, and also in the operability of the multimodal didactic resource in the form of video. From the development of the research and the multimodal didactic resource "Uma História Feudal" it was possible to conclude that the feudalism theme makes possible the interdisciplinary teaching, the use of multimodalities and the insertion of digital technologies in the teaching-learning process.Na contemporaneidade, a escola tornou-se um espaço multimodal viabilizado no desenvolvimento de metodologias, capacitações e pesquisas que integram as mais diversas áreas e, entre elas, as tecnologias e as humanidades. Esta dissertação tem como tema o ensino de Geografia e História na pós-modernidade: os desafios e as possibilidades das multimodalidades e das tecnologias. Assim, o objetivo é investigar o ensino de Geografia e de História nos Anos Finais do Ensino Fundamental em uma escola da Rede Municipal de Ensino, em Santa Maria, RS. A metodologia foi embasada no método qualitativo e na hermenêutica para compreender e interpretar as intersubjetividades dos sujeitos envolvidos. As técnicas de pesquisa foram ancoradas na observação participante e na entrevista semiestruturada para a coleta de dados das práticas docentes das disciplinas pesquisadas. Primeiramente, foi apresentado o contexto social atual caracterizado pelo constante avanço tecnológico e a instantaneidade das informações que configuram a pós-modernidade e como estas transformações interferem na constituição dos sujeitos contemporâneos, identificados como sujeitos pós-modernos. Posteriormente, relacionou-se os desdobramentos da pós-modernidade na escola, mais precisamente no ensino de Geografia e História. No intuito de aproximar o estudante, sujeito pós-moderno, com o ensino destes componentes curriculares foi proposta a construção de um recurso didático multimodal contemplando textos verbais, textos visuais e as tecnologias digitais. Para definir a temática deste recurso foram consultadas as Orientações Curriculares para os Anos Finais da Rede Municipal de Ensino de Santa Maria, RS (2014) nos respectivos componentes curriculares, bem como a escuta dos professores de Geografia e História em uma escola da Rede Municipal de Ensino de Santa Maria, por meio de entrevistas semiestruturadas. Neste itinerário foi identificado o tema feudalismo para a elaboração e construção do recurso didático multimodal que recebeu a denominação: “Uma história feudal”. Ao considerar os objetivos dos componentes curriculares e propor a combinação de conteúdos emerge uma atitude interdisciplinar, conjuntamente com o trabalho de três profissionais: um professor de Geografia, um professor de História e um web designer que contribuiu na materialização das imagens e na correta interface entre textos verbais e visuais, e também na operacionalidade do recurso didático multimodal em forma de vídeo. A partir do desenvolvimento da pesquisa e do recurso didático multimodal “Uma história feudal” pôde-se concluir que o tema feudalismo possibilita o ensino interdisciplinar, o uso das multimodalidades e a inserção das tecnologias digitais no processo de ensino-aprendizagem
AS JUVENTUDES CONTEMPORÂNEAS, A ESCOLA E A CULTURA DIGITAL
Get PDFEste artigo tem, por objetivo, apresentar uma reflexão sobre o espaço educativo escolar e suas respectivas conexões com as juventudes contemporâneas. Assim, o estudo contempla dois momentos: primeiramente, uma discussão sobre a contemporaneidade e a escola; posteriormente, uma problematização dos discursos que a vinculam com as juventudes inseridas na cultura digital. Metodologicamente, trata-se de uma pesquisa bibliográfica e, para tanto, foram consultados autores que discutem a contemporaneidade, a escola, a emergência da cultura digital e as juventudes. A partir das reflexões, é possível identificar o descompasso entre as juventudes engendradas em um mundo marcado pelo consumo das tecnologias digitais, ou imersa na cultura digital, e a instituição escolar, que mantém suas práticas disciplinadoras erigidas na modernidade. O encontro das juventudes com a escola é, portanto, caracterizado por tensões, visto que, na maioria das vezes, os saberes extraescolares dos estudantes entram em contradição com o conhecimento escolar, que se apresenta fragmentado e desconectado da realidade vivida pelo jovem contemporâneo
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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