1,720,962 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
Sánchez, B. y Coto, P. (2016). Inspiraciones alcanzables: 15 políticas educativas destacadas en América Latina. Buenos Aires: CIPPEC, Natura e Instituto Natura.
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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
School-level inequality and learning achievement: measurement, theory, and analysis based on the Programme for International Student Assessment (PISA)
Get PDFExogenous socioeconomic characteristics in schools, or school socioeconomic compositional effects (SCE), heavily influence students’ cognitive and noncognitive outcomes. The influence of SCE on learning achievements varies across individuals, schools, and wider contexts. SCE reflect structural individual and societal conditions that affect people’s future lives and development. In this respect, understanding their complexity provides a greater opportunity to address disparities and enable people and societies to reach their potential.
The most common aspects studied in the academic literature are the student’s socioeconomic status (SES) and the school socioeconomic status. This thesis focuses on a less studied SCE dimension, namely within-school economic inequality (hereafter school inequality). This aggregated measure of inequality reflects the distribution of students’ household wealth in each school and provides an understanding beyond the usual SCE aspects. The presence of school inequality matters to educational and development studies and practice because it sheds further light on the role of SCE inside schools. Studying school inequality across a range of contexts enables the development of appropriate policies to address its potential influence on students’ learning outcomes.
I use data from the Programme for International Student Assessment (PISA), which measures learning outcomes as the Reading, Mathematics and Science skills of 15-year-old students across the world. I use waves 5, 6 and 7 corresponding to years 2012, 2015 and 2018.
I focus on four aspects related to the phenomenon of school inequality: i) its measurement based on categorical data using tools provided by Item Response Theory models, which is axiomatised and validated with other inequality measurements; ii) a review of how socioeconomic inequalities affect schooling outcomes identifying four distinct academic bodies of literature, namely, difficulties in terms of access to education; the corrosive effect of inequality in the social fabric; relative deprivation and interpersonal comparisons; and, finally, social reproduction theory. Based on that, I develop a set of inferential analysis models to study the relationship between both school inequality and learning scores. I consistently find negative associations between them across the different PISA waves, model specifications and inequality measurements. I also find that school wealth interacts differently with school inequality, finding that students in wealthier schools tend to be more negatively influenced by inequality.
iii) I theorise potential channels of how school inequality affects schooling outcomes suggesting mechanisms such as social isolation, interpersonal comparisons and anomie. By understanding schools as socialising spaces and based on a social cohesion framework, I study how certain attitudes operate as mitigating resources – in terms of compensation, moderation and mitigation – of the negative consequences of inequality on learning scores. However, the negative effects remain in place after the inclusion of those explanatory variables.
iv) Finally, I develop an exploratory study addressing a theoretical and empirical trade-off between school inequality and country school segregation, showing how both factors coexist and negatively affect learning scores. Learning scores are used as a synthetic measurement of school achievement, and at the same time, are a relevant predictor of further academic advancement and economic development
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