1,720,979 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
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
Abilità di apprendimento di lettura e scrittura in bambini in età prescolare e predittori di rischio
Get PDFThe years from birth through age 5 are a critical time for children’s development and learning. Early childhood educators understand that at home and in early childhood education settings, young children learn important skills that can provide them with the cornerstones needed for the development of later academic skills. These patterns of learning in preschool are closely linked to later achievement: children who develop more skills in the preschool years perform better in the primary grades.
The development of early skills appears to be particularly important in the area of literacy. It is estimated that more than a third of all graders (and an even higher percentage of our at-risk students) read so poorly that they cannot complete their schoolwork successfully. Providing young children with the critical precursor skills to reading and writing can offer a path to improving overall achievement (Teale & Sulzby, 1986; Badian, 1988; Tressoldi & Vio, 1996; Whitehurst & Loningan, 1998; Ehri et al., 2005; Pepi, 2004; Cornoldi & Tressoldi, 2007; Pinto et al., 2009; Puranik & Lonigan, 2011).
The purpose of this research is to identify and discuss areas of emerging evidence on the relationship between early childhood literacy experiences and subsequent reading acquisition. We do not wish to minimize the role of oral language in early literacy development, for it serves as a companion to the development of reading and writing. First, dimensions of literacy knowledge and literacy experiences are discussed, based on data from recent primary studies and reviews of emergent literacy research. Then areas of emerging evidence are examined for instructional implications for children entering school with diverse literacy experiences (Lonigan et al., 2009 ).
In general, purpose of this study was to examine the correlations between indirect and direct measures of emergent literacy skills. Another the purpose of the present study was to examine the research that correlate emergent literacy skills and risk factors of learning disabilities in children in reading and writing . Although many advances have been made in early identification and intervention for students with reading disabilities, there has been less progress in identifying the elaboration of an effective assessment tool (in the Italian language and the languages transparent and semi-transparent like Italian) or “universal screening” for the early identification of learning disabilities that includes all the variables directly and indirectly involved in the learning of reading and writing (Jiménez, 2010; Lonigan et al., 2011).
Standardized tools that assess learning to read and writing and can be accurate in identifying variables "at risk" of learning disabilities. Because some of these students may have experienced difficulty with reading from the beginning of their school careers, but other students confront reading and writing problems for the first time in primary school.
Appropriate tools have been used for an assessment of all the skills involved in learning to read and write, according to the theoretical model of The National Early Literacy Panel (NELP; see Lonigan, Schatschneider, & Westberg, 2008a). Furthermore, we have involved the teachers in the early identification , we have showed confirming the literature that have a crucial role in learning processes. Instead, the present study is a longitudinal study in two phases (two years from 2012 to 2013), in which they were observed variables involved in learning to read and write in children from last year of kindergarten until first year of primary school. An important role in this research has been given to the influence of socio-cultural context and home literacy experiences or environment which have an important role (Puranik et al., 2010; Jiménez et al., 2009). Some children who have been assessed as "at risk" during the screening of the first phase were included in a specific training.
In general, this research is divided into three main parts and three chapters:
From emergent literacy to the risk profiles of learning of reading and writing in children (chapters I)
Risk factors of learning disabilities in children : a systematic review and international meta-analysis (chapters II)
The construction of a risk profile in reading and writing in pre-school-age children (chapters III)
These three chapters are organized as three separate searches but that are related to each other by the study of the foundations of learning to read and write in typical and atypical development. The study of learning prerequisites of reading and writing as evidenced by the extensive literature throughout the world is crucial because are involved the life span. In particular, this research is characterized by the following specific and general objectives (Table 1)
Disabilità visiva e neuroni specchio
No full textIl seguente lavoro ha come obiettivo quello indagare, il possibile coinvolgimento del sistema dei neuroni specchio nella disabilità visiva, cercando di analizzare, in particolare, come il soggetto non vedente possa comprendere e conoscere l’azione degli altri privato dal corpus di informazioni provenienti dal canale visivo. L’ipotesi da verificare è se nei soggetti con disabilità visiva e nei soggetti con sviluppo tipico venga messo in gioco e con quale modalità, lo stesso sistema di neuroni specchio unitario (visivo-uditivo) per il riconoscimento dell’azione. Inoltre, lo studio dovrebbe consentire di verificare se la disabilità visiva ad esordio precoce (congenita) è in grado di aumentare la responsività del sistema dei neuroni specchio rispetto a quella ad esordio più tardivo (acquisita) nel processo di apprendimento
Disabilità visiva e neuroni specchio: processi di apprendimento nello sviluppo atipico
No full textLo studio,verificherà: 1) che la modalità di codifica tra i soggetti non vedenti (acquisiti) e non vedenti (congeniti) segue dei circuiti neuronali differenti, ma che comunque coinvolgono il sistema dei neuroni specchio; 2) che l’attività dei neuroni specchio non è vincolata al solo input sensoriale della visione di un semplice movimento, ma ad un vero e proprio “vocabolario di atti” che il soggetto riconosce come dotati di significato e appartenenti alla propria esperienza soprattutto nel caso di una disabilità visiva acquisita (più grande e ricco è questo vocabolario di atti, più il soggetto è in grado di apprendere); 3) che comprendere l’effettivo significato di una frase, di un suono che esprime un’azione sicuramente comporta l’attivazione di quegli stessi circuiti nervosi coinvolti durante l’effettiva esecuzione di quella stessa azione, gli stessi circuiti che probabilmente si attivano anche nei soggetti non vedent
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