1,720,956 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
EFL acquisition - a comparison of a Croatian and a Danish international preschool
No full textIn today's world, because of its widespread use across the globe, knowing English has become almost a necessity, which is why many parents want their children to learn English from an early age. Young children are considered to have natural predispositions for acquiring languages, which is why early childhood and preschool period is seen as an optimal period for the introduction of an additional language. Because of children’s age, special attention needs to be paid to the teaching activities. Play-based learning, which incorporates activities like singing, playing games, and storytelling has proven effective in making language acquisition enjoyable and meaningful (Hyliarska & Mynenko, 2024). In addition, because of their specific educational context, international preschools are increasingly gaining in popularity and setting higher standards for best practices in education (Schmidt & Chuang, 2014).
The research presented in this thesis aimed to provide insight into early childhood and preschool-aged children’s English language acquisition and their use of English in two international kindergartens - one in Zagreb and one in Copenhagen. The research involved a sample of 26 children, aged three to seven, and five teachers. The initial data set consisted of recordings and field notes documenting everyday activities taking place in the two international kindergartens. The focus was mainly on the activities used by teachers to foster language acquisition and on children’s language output. Children's communication in English with their teachers and peers, as well as the activities in which they participated were observed and analysed. In the second phase of the study, the children and the teachers were interviewed, and their responses were summarised and presented in this thesis. The obtained data were analysed qualitatively.U današnje vrijeme, zbog značajne upotrebe engleskoga jezika diljem svijeta, njegovo je poznavanje postalo gotovo nužnost i sve više roditelja želi da njihova djeca nauče engleski jezik od rane dobi. Smatra se da djeca imaju prirodne predispozicije za usvajanje jezika, zbog čega se rano i predškolsko razdoblje smatraju optimalnima za uvođenje dodatnoga jezika. Zbog dobi djece, posebnu pažnju treba posvetiti nastavnim aktivnostima. Učenje temeljeno na igri, koje uključuje aktivnosti poput pjevanja, igranja igara i pričanja priča, pokazalo se učinkovitim u tome da proces učenja jezika učine ugodnim i smislenim (Hyliarska i Mynenko, 2024). Osim toga, zbog specifičnog obrazovnog konteksta, međunarodni vrtići sve više dobivaju na popularnosti i postavljaju više standarde za najbolje prakse u obrazovanju (Schmidt i Chuang, 2014).
Istraživanje predstavljeno u ovom radu imalo je za cilj pružiti uvid u usvajanje engleskoga jezika kod djece rane i predškolske dobi te njihovu upotrebu engleskoga jezika u dva međunarodna vrtića - jedan u Zagrebu i jedan u Kopenhagenu. U istraživanju je sudjelovalo 26 djece, u dobi od tri do sedam godina, i pet odgojitelja. Podatci u istraživanju sastojali su se od snimaka i terenskih bilješki kojima su dokumentirane svakodnevne aktivnosti koje su se odvijale u dvama međunarodnim vrtićima. Naglasak je bio prvenstveno na aktivnostima koje odgojitelji koriste za poticanje usvajanja jezika i na dječjoj jezičnoj produkciji. Promatrana je analizirana komunikacija djece na engleskom jeziku s njihovim odgojiteljima i vršnjacima, kao i aktivnosti u kojima su sudjelovali. U drugoj fazi istraživanja djeca i odgojitelji su intervjuirani, a njihovi su odgovori sažeti i analizirani. Dobiveni podaci analizirani su kvalitativno
Predškolsko stjecanje EFL-a i "outdoor" kurikulum
No full textThe importance of teaching a foreign language to preschool children has been recognized by the National Curriculum for Early Childhood and Preschool Education. The teaching methodology for early childhood and preschool FL teaching has not been prescribed in the sense that it favors one specially designed teaching methodology procedure, rather the foreign language is woven into children’s everyday activities (Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje, 2015). Since the usage of the English language has spread to every continent, it is beneficial for children to start learning it from an early age. Also, age is believed to be one of the factors influencing foreign language acquisition, i.e., children are considered more adept at learning foreign languages than adults. One of the important areas of language development, especially in the early childhood is vocabulary, which children can, if appropriate teaching procedures and materials are used, acquire quite easily.
Learning that happens "in", "about" and "for" the outside space is referred to as the outdoor curriculum or forest kindergarten. The goal of the forest kindergarten is to help children become more active, confident, creative and to develop critical thinking. In today's world, there is more pollution and destruction of nature, and people in general are becoming alienated from the nature. However, children who experience nature as a calming environment as they grow up are more likely to love and appreciate it in the future.
The main objective of this thesis was to gain insight into EFL acquisition of children enrolled in the programs of early EFL acquisition and outdoor curriculum. The sample included 21 children aged four to seven. The first phase of the research was based on the recordings and notes of everyday activities and the children's conversations with the kindergarten teacher. The second phase was the interview with some of the children. There was a total of 11 interviews and participants were aged five to seven. The obtained data were analyzed qualitatively.U Nacionalnom kurikulumu za rani i predškolski odgoj i obrazovanje prepoznata je važnost poučavanja stranih jezika za djecu rane i predškolske dobi. Metodologija poučavanja stranoga jezika nije propisana na način da se preporučuje primjena jednog posebno oblikovanog metodičkog postupka, već je strani jezik utkan u svakidašnje odgojno-obrazovne aktivnosti u vrtiću (Nacionalni kurikulum za rani i predškolski odgoj i obrazovanje, 2015). Budući da se engleski jezik jako proširio i govore ga brojni stanovnici svih kontinenata, korisno je da se s učenjem engleskoga jezika krene od najranije dobi. Isto tako, smatra se da su godine jedan od čimbenika koji utječe na usvajanje stranoga jezika, odnosno da djeca bolje savladaju usvajanje stranoga jezika nego odrasle osobe. Jedno od značajnih područja usvajanja jezika, naročito u ranom djetinjstvu, je i rječnik, koji djeca uz primjenu odgovarajućih postupaka i materijala mogu svladati relativno lako. Učenje koje se odvija „u”, „oko” i „za” vanjski prostor naziva se outdoor kurikulum ili šumski vrtić. Cilj šumskoga vrtića je pomoći djeci da postanu aktivna, samopouzdana, i kreativna, te da razviju kritičko mišljenje. U današnjem svijetu čovjek sve više zagađuje te svakodnevno uništava prirodu. Međutim, djeca koja doživljavaju prirodu kao mirno mjesto više će ju voljeti i cijeniti u budućnosti.
Ovaj završni rad prikazuje rezultate istraživanja provedenog u cilju da se dobije uvid u usvajanje engleskoga kao stranoga jezika među djecom koja pohađaju programe ranoga usvajanja stranoga jezika i outdoor kurikuluma. Sudionici ovog istraživanja bila su djeca od četiri do sedam godina, ukupno njih 21. Djeca su upisana u cjelodnevni posebni program ranog učenja engleskog jezika. U prvoj fazi istraživanja na temelju snimaka i bilježaka prikupljeni podaci o svakodnevnim organiziranim aktivnostima u vrtiću i razgovorima između odgajateljica i djece. U drugom je dijelu obavljen intervjua s nekolicinom djece. Sveukupno je bilo 11 djece u dobi od pete do sedme godine. Podaci su odrađeni kvalitativno
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
EFL acquisition - a comparison of a Croatian and a Danish international preschool
No full textIn today's world, because of its widespread use across the globe, knowing English has become almost a necessity, which is why many parents want their children to learn English from an early age. Young children are considered to have natural predispositions for acquiring languages, which is why early childhood and preschool period is seen as an optimal period for the introduction of an additional language. Because of children’s age, special attention needs to be paid to the teaching activities. Play-based learning, which incorporates activities like singing, playing games, and storytelling has proven effective in making language acquisition enjoyable and meaningful (Hyliarska & Mynenko, 2024). In addition, because of their specific educational context, international preschools are increasingly gaining in popularity and setting higher standards for best practices in education (Schmidt & Chuang, 2014).
The research presented in this thesis aimed to provide insight into early childhood and preschool-aged children’s English language acquisition and their use of English in two international kindergartens - one in Zagreb and one in Copenhagen. The research involved a sample of 26 children, aged three to seven, and five teachers. The initial data set consisted of recordings and field notes documenting everyday activities taking place in the two international kindergartens. The focus was mainly on the activities used by teachers to foster language acquisition and on children’s language output. Children's communication in English with their teachers and peers, as well as the activities in which they participated were observed and analysed. In the second phase of the study, the children and the teachers were interviewed, and their responses were summarised and presented in this thesis. The obtained data were analysed qualitatively.U današnje vrijeme, zbog značajne upotrebe engleskoga jezika diljem svijeta, njegovo je poznavanje postalo gotovo nužnost i sve više roditelja želi da njihova djeca nauče engleski jezik od rane dobi. Smatra se da djeca imaju prirodne predispozicije za usvajanje jezika, zbog čega se rano i predškolsko razdoblje smatraju optimalnima za uvođenje dodatnoga jezika. Zbog dobi djece, posebnu pažnju treba posvetiti nastavnim aktivnostima. Učenje temeljeno na igri, koje uključuje aktivnosti poput pjevanja, igranja igara i pričanja priča, pokazalo se učinkovitim u tome da proces učenja jezika učine ugodnim i smislenim (Hyliarska i Mynenko, 2024). Osim toga, zbog specifičnog obrazovnog konteksta, međunarodni vrtići sve više dobivaju na popularnosti i postavljaju više standarde za najbolje prakse u obrazovanju (Schmidt i Chuang, 2014).
Istraživanje predstavljeno u ovom radu imalo je za cilj pružiti uvid u usvajanje engleskoga jezika kod djece rane i predškolske dobi te njihovu upotrebu engleskoga jezika u dva međunarodna vrtića - jedan u Zagrebu i jedan u Kopenhagenu. U istraživanju je sudjelovalo 26 djece, u dobi od tri do sedam godina, i pet odgojitelja. Podatci u istraživanju sastojali su se od snimaka i terenskih bilješki kojima su dokumentirane svakodnevne aktivnosti koje su se odvijale u dvama međunarodnim vrtićima. Naglasak je bio prvenstveno na aktivnostima koje odgojitelji koriste za poticanje usvajanja jezika i na dječjoj jezičnoj produkciji. Promatrana je analizirana komunikacija djece na engleskom jeziku s njihovim odgojiteljima i vršnjacima, kao i aktivnosti u kojima su sudjelovali. U drugoj fazi istraživanja djeca i odgojitelji su intervjuirani, a njihovi su odgovori sažeti i analizirani. Dobiveni podaci analizirani su kvalitativno
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
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