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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Pienten lasten huumorin rakentuminen ”Mua kikattaa kun mä teen jekkuja”
Full text linkThe study deals with the humor of children under school age in kindergarten. The data consists of video material from five kindergartens and seven groups, observation diaries, children's expressions of humor collected by early childhood education professionals and nursing students, and responses to a questionnaire for educators. Analysis of the video material was implemented as multimodal content analysis, which was supported by examining observation diaries and humor expressions. Further, the analysis of the survey was carried out as a qualitative content analysis. There are special features in the humor of young children that early childhood education personnel should find useful to understand. It is not joking, but humor occurs in everyday games and routines in loose and spontaneous manner. The humor of small children is bodily: sounds, gestures, facial expressions and actions as well as later also verbal humor. Scatological humor, hyper fun and carnivalesque activities are the humor styles of young children. They are not always accepted by adults. The operating culture and atmosphere of early childhood education have an impact on how many opportunities children have to use humor. The conclusion of the study states that young children have versatile humor skills, which adults could even learn from. It would be necessary to present the pedagogical possibilities of humor more than currently, also in early childhood education plans and in-service education of early childhood personnel. Tutkimus käsittelee alle kouluikäisten lasten huumoria päiväkodissa. Aineisto koostuu viiden päiväkodin ja seitsemän lapsiryhmän videoaineistosta, havaintopäiväkirjoista, varhaiskasvatuksen ammattihenkilöiden ja lähihoitajaopiskelijoiden keräämistä lasten huumori-ilmaisuista sekä kasvattajille tehdyn kyselyn vastauksista. Videoaineiston analyysi toteutettiin multimodaalisena sisällönanalyysinä, jota tuettiin tarkastelemalla videoaineiston rinnalla havaintopäiväkirjoja ja huumori-ilmaisuja. Kyselyaineiston analyysi puolestaan toteutettiin laadullisena sisällönanalyysina. Pienten lasten huumorissa on erityispiirteitä, jotka varhaiskasvatuksen henkilöstön olisi hyvä ymmärtää. Se huumori ei ole vitsejä, vaan huumoria esiintyy arjen leikeissä ja rutiineissa soljuvasti ja spontaanisti. Pienten lasten huumori onkin ensin hyvin kehollista, ääniä, eleitä, ilmeitä ja toimintaa, ja vasta myöhemmin myös sanallista huumoria. Skatologinen eli eritehuumori, hyperhauskuus ja karnevalistinen toiminta ovat pienten lasten huumorityylejä, mutta ne eivät saa aina aikuisten hyväksyntää. Toimintakulttuurilla ja ilmapiirillä on vaikutusta siihen, kuinka paljon lapsilla on mahdollisuuksia huumorin käyttöön päiväkodin arjessa. Tutkimuksen johtopäätöksenä todetaan, että pienillä lapsilla on monipuoliset huumoritaidot, josta aikuiset voisivat jopa ottaa oppia. Olisikin tarpeen esittää, myös varhaiskasvatussuunnitelmiin ja täydennyskoulutuksiin huumorin pedagogisia mahdollisuuksia nykyistä enemmän
Lasten huumorin rakentuminen varhaiskasvatuksessa : "Mua kikattaa, kun mä teen jekkuja"
No full textThe construction of children’s humour in ECEC centres.
“It makes me giggle when I play pranks”
This doctoral dissertation investigates young children’s humour. Humour is familiar to almost everyone, and having a “good sense of humour” is an appreciated quality, both in individuals and in groups. Humour is part of being human, and its purpose is to lighten the mood in people’s lives. In this study, humour refers to producing or receiving an experience that generates smiles, laughter, or other positive expressions, gestures or actions. Previous studies have shown that humour is useful in developing children’s self-knowledge, creativity and problem-solving, as well as for making friends and learning during social interactions. Little research has been conducted on the humour of young children in Finland. Finnish research with connections to humour has been implemented on joy, playfulness and narratives produced by children, but especially empirical and child-oriented research on young children's humour has been published less. International research highlights the special features of humour in young children, but qualitative studies in the context of kindergarten that apply child-perspective methods in which children themselves are the subject of research are scarce.
The aim of this study is to focus on children’s perspectives. The study falls into the category of childhood studies and it makes children’s knowledge visible. Alongside children’s perspectives, this study also describes the humour of children of early education age through adults’ observations and descriptions of humour, based on a sociocultural framework in which learning happens with other people in a social and cultural environment so that cultural customs, values and norms guide children’s growth and learning. Many factors influence how individuals learn humour skills, and this study focuses especially on various kinds of situations involving interactions with other children and adults.
The nature of this study is ethnographic. Primary empirical data were collected between 2018 and 2020 in five ECEC centres from seven groups of children. The data included videos and field observation notes supplemented by staff members’ observation notes about children’s humour. Alongside the primary data produced with the children, expansionary data were collected from adults. This dataset was collected using a questionnaire that aimed to investigate how adults value young children’s humour.
The study is composed of scientific articles based on four substudies and a summary. The first substudy investigated how children’s shared humour is constructed in an ECEC setting. In the second substudy, educators described children’s humour and offered advice on using humour with children. The third substudy examined children who use a lot of humour and act as part of the group in an ECEC setting, and the fourth inquired into the working culture of an ECEC centre’s children’s group and its impact on enabling or hindering humour.
The results demonstrate the important role that humour plays in child–child and child–adult interactions, as well as in constructing a sense of community. Humour is constantly present in children’s everyday lives. Children’s humour is expressed diversely as bodily and verbal silliness, hyper-fun and carnivalism. For children, humour is a tool for play, everyday situations and interaction. Stimuli include funny irregularities and surprising phenomena that produce laughter. Children may use humour to test boundaries in a safe environment, manage their relationships and convert simple routines into play through laughter and contact with adults.
The study showed that adults interpreted humour differently in different ECEC centres. The adults did not easily notice the children’s humour. The children who used humour frequently became visible in the group, and they were viewed as either disruptive or contributors to the group dynamic. In smaller group settings, an adult with a gentle manner gives a child who uses a lot of humour an opportunity to practice his or her special talent. The significant factor for this seemed to be the working culture of the group. If the emphasis of the working culture was on control and order, there was no room for humour, whereas in a participatory working culture, both adults and children enjoyed shared moments of fun. Reciprocity was the central element in constructing humour between children and adults.
This doctoral dissertation provides new empirical evidence about how children’s humour is expressed and how it is supported by working culture. The results bring new perspectives on children’s everyday lives, peer relationships, playful situations and adults’ practices in ECEC settings. The study shows that humour skills, in addition to a sense of humour, are necessary and that they are learned through practice. This requires that educators understand humour, allow its use, join in humorous situations, provide gentle guidance and create a climate that facilitates spontaneous humour. The spatial design of ECEC centres can be used to support the development of humour skills. ECEC centres should include spaces that do not demand quiet and calm. In addition to home and ECEC settings, the general attitudes of society toward children’s moments of fun affect how children’s humour develops. For this reason, it is important to allow space for children’s humour at all levels of society.
Keywords: Young children’s humour, early childhood education and care, children’s perspectives, working culture, reciprocity, humour skillsVäitöskirja käsittelee pienten lasten (1–6-v.) huumoria. Huumori on lähes kaikille tuttu asia, ja sitä arvostetaan niin yksilön kuin ryhmän ominaisuutena. Huumori on osa ihmisyyttä, ja sen yhtenä tarkoituksena on sanottu olevan keventää ihmisten elämää. Huumori tarkoittaa tässä tutkimuksessa kokemusta, jonka tuottaminen tai vastaanottaminen saa aikaan hymyä, naurua tai positiivista asennetta ilmaisevia ilmeitä, eleitä tai toimintaa.
Aikaisemmat tutkimukset osoittavat, että huumorista on lapselle hyötyä niin itsetuntemuksen, luovuuden ja ongelmanratkaisun, ystävien saamisen, oppimisen kuin sosiaalisen vuorovaikutuksen näkökulmista. Pienten lasten huumoria on Suomessa tutkittu vähän. Suomalaista tutkimusta, jolla on yhteyksiä huumoriin, on tehty ilosta, leikillisyydestä ja lasten itsensä tuottamasta kerronnasta, mutta etenkin empiiristä ja lapsinäkökulmaista pienten lasten huumoritutkimusta on ilmestynyt vain vähän. Kansainvälinen tutkimus tuo esiin pienten lasten huumorin erityispiirteitä, mutta edelleen on niukasti tutkimuksia huumorista päiväkodin kontekstissa ja lapsinäkökulmaisella metodilla, jossa lasten itsensä tuottama huumori on tutkimuksen kohteena.
Tutkimuksen tavoitteena on lapsinäkökulmaisuus. Paikantumalla lapsuudentutkimuksen kenttään tutkimus tekee näkyväksi lasten tuottamaa tietoa. Lapsinäkökulmaisuuden rinnalla tutkimus kuvaa varhaiskasvatusikäisten lasten huumoria myös aikuisten lapsista tekemien huumorihavaintojen ja kuvausten perusteella. Tutkimus on luonteeltaan etnografinen. Primaarinen empiirinen aineisto kerättiin vuosina 2018–2020 viidessä päiväkodissa seitsemässä eri lapsiryhmässä. Aineisto koostui videoista ja tutkijan kenttäpäiväkirjoista, ja sitä täydennettiin henkilökunnan tekemillä muistiinpanoilla lasten huumorista. Enimmäkseen lasten tuottaman aineiston rinnalle kerättiin tutkimusta laajentava aineisto myös aikuisilta. Tämä aineisto kerättiin kyselylomakkeella, jonka tavoitteena oli selvittää sitä, miten aikuiset arvostavat pienten lasten huumoria.
Tutkimus tuo uutta empiiristä tietoa lasten huumorin ilmenemisestä ja sitä tukevasta toimintakulttuurista. Tulokset tuovat uusia näkökulmia lasten arkeen, vertaissuhteiden sisältöihin, leikillisiin tilanteisiin ja aikuisten käytäntöihin varhaiskasvatuksessa. Tutkimuksessa tuli esiin, että huumorintajuisuuden lisäksi tarvitaan huumoritaitoja, joita harjoittelemalla voi kehittyä. Huumoritaitojen harjoittelu edellyttää lasten kasvattajilta pienten lasten huumorin tuntemusta, sen sallimista, huumorissa mukana olemista, leikillisyyttä, lempeää ohjausta ja spontaanin huumorin sallivaa toimintakulttuuria. Aikuisten toiminnan rinnalla myös tilojen käytön hyödyntämisellä voidaan tukea huumoritaitojen harjoittelua. Päiväkodeissa tulisikin olla tiloja, joissa ei tarvitse olla hiljaa ja rauhallisesti. Kodin ja päiväkodin lisäksi myös ympäröivän yhteiskunnan suhtautuminen lasten ilonpitoon vaikuttaa lapsen huumorin kehitykseen. Siksi lasten ilolle ja naurulle tulee tehdä tilaa myös muualla yhteiskunnassa.ei saavutettav
Variations on the Author
Full text link“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
Full text linkWe 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
Full text linkWe 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
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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