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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
Effective training for job creation in the South African education system
Get PDFThesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2002It is generally accepted that the quality of a country's labour force is a crucial factor in successful competition in the global economy. South Africa's richness in human resources unfortunately does not in itself make us a winning nation. Because of the low educational attainment of our labour force, we have to compete in the global economy at a disadvantage. The global labour market is characterised by constant change (benefiting skilled workers) and the progressive destruction of jobs (affecting in particular semiskilled and unskilled workers).
The purpose of the study is to investigate the structural changes taking place in the workplace, the effects thereof on the demand for human resources, and how education and training in South Africa can respond to these changes to the benefit of individuals, organisations and the country as a whole. An intensive literature survey cast light on the development of economies, how such development influences the demand for worker skills and how different nations have attempted to meet the requirements of their productive systems through appropriate education and training. South Africa's economy, labour problems and strategies to enhance human capital and create jobs were also examined. Consistent with trends observed in the advanced economies of the world, the pattern of activity in the South African economy has shifted from the primary and secondary sectors to the tertiary and service sectors, shedding jobs requiring lower levels of skills and creating jobs for highly qualified workers. A historical overview of the provision of education and training in South Africa highlights how apartheid policies contributed to vast disparities in the skills levels of the different population groups in South Africa. Many innovative measures to enhance skills levels and job creation have been introduced since 1994 by the democratically elected government. These measures were evidently informed by the experience of other countries. The formidable task of implementing these measures or strategies successfully is exacerbated by the fact that the different provinces in South Africa are in different stages of economic development and have
different educational outputs, leading to differences in the skills levels of their respective labour forces. Research on how unemployed people participate in the labour market served as the basis for the empirical input to the study. The data collected in Gauteng and the Eastern Cape were interpreted to ascertain how such people interact with the labour market in these provinces. The survey results revealed that the effects of low educational levels, people's interaction with the labour market, their job interest and the way job creation strategies are implemented may influence the efficacy of strategies to enhance people's skill levels and to create jobs. Factors influencing the demand for labour and factors that may impact on the success of education and training interventions were considered in the construction of a model to prioritise skills formation strategies. The model should be a versatile planning tool for identifying target
groups, and for prioritising and implementing skills development strategies in the context of local socio-economic structures, as well as in the context of the national socio-economic structure and the global economy. As proposals for job creation by experts throughout the world have not been able to arrest increasing unemployment rates, it would be presumptuous to claim that this study provides a solution to the problem. Never the less, ways need to be found to optimise the impact of skills formation and job creation efforts. The following recommendations are made on the basis of
the findings of the present study: • The structural and attitudinal changes taking place in the workplace should be investigated and workplace demands should be matched with the skills needed by workers. • Efficient, modern systems of administration staffed by technically competent officials should be established to manage the implementation of skills formation and job creation strategies. • A close relationship should be established between government, business and labour. • All persons over the age of 15 years who enter the labour market (and those who are already in the labour market) without the prospect of becoming employed should be registered as job seekers. • All young people should have a minimum of 12 years general education and enhanced forms of technical education. • Educational and training institutions should disabuse learners of the idea that they have to be dependent on someone else to give them a job. • The general and further education and training system should provide learners with the basic skills in mathematics, language, science and technology required by industry. • Qualified mathematics and science teachers should receive recognition through higher salaries. • Appropriate assistance should be provided to education leavers and to the unemployed. • The basic skills of those already in jobs should be improved. • Employers should be assisted on how to organise and implement workplace training. • Organisations should double their investment in training to at least 2% of their payrolls.Doctora
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
Changes in the South African education system: in search for economic growth
No full textPaper presented at the XXth conference of the Comparative Education Society of Europe: towards the end of educational systems? Europe in a world perspective. Institute of Education, London University, 15-19 JulyConcurrent with South Africa's democratic elections in 1994 the government signed the World Trade Organisation's (WTO) Uruguay Round, which accelerated the integration of our economy into the global marketplace. The global labour market is characterized by constant change (to the benefit of skilled workers) and the progressive destruction of jobs (affecting especially semiskilled and unskilled workers). South Africa re-entered the world economy with several disadvantages of which an exceptionally high unemployment rate and a low-skilled labour force were the most challenging. Each year over the past decade increasing numbers of jobs have been destroyed in South Africa. There are virtually no jobs for the hundreds of thousands of (apparently better qualified) new entrants to the labour market, let alone the backlog of millions who have been unable to find a job or who cannot generate an income on their own initiative. The same shifts, observed in global economies, are occurring in South Africa. The challenge facing South Africa in addressing the problem of job creation is aggravated by the fact that its labour force is predominantly low skilled, especially if comparisons are drawn with skills levels in other countries. Various innovative measures for enhancing the skills base in South Africa have been introduced since the first democratic elections in 1994. The new policies are designed to deal with the country's lack of international competitiveness and the low rates of investment in the development of human capital. Since 1994, several policies and strategies have been put in place with the aim of creating jobs in various sectors of the South African economy. Because South Africa's education and training system (and in some instances the industrial relations system) has been modelled on those in industrialised countries, problems of co-ordination between the systems may well occur. An integrated approach to the implementation of the different innovative policy frameworks by the responsible public service departments is needed
Minimum requirements for the provisioning of ABET in the North West Province
No full textThesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000.The paradigm shift in the provisioning of ABET in the North West Province brought by the dawn of democracy in South Africa since 1994, served a basis for this research. Hutton (1992) identified problems in the use of young learners' materials to teach aduit learners and indicated that the use of such materials did not take into consideration the wide experience that the adult learners brought into their learning. The purpose of this research project was to determine, by means of literature study, whether the present provisioning of ABET in the North West Province is based on the needs of the learners and the different stakeholders in ABET. After a thorough literature study, diverse points of view were considered, followed by the empirical research. Relevant information was collected through a postal questionnaire. These questionnaires were completed by district ABET specialists, ABET programme co-ordinators or supervisors and ABET Forum members attached to ABET delivery sites registered with the North West Province, Department of Education, in the twelve districts of which the Province is comprised. Deductions were made on the basis of tables and calculated averages and it was discovered that the effective provisioning of ABET in the North West Province was hampered by a lack of resources and that the provisioning of ABET is in most instances not provided on the basis of the socio-economic needs of learners or the workplace, but merely to create jobs for the qualified unemployed teachers, who were neither preserviced or in-serviced to adapt to the strategies of interacting with adult learners, who need a different approach to young learners in schools, for whose teaching most of these teachers were trained to teach. After discovering, on the basis of literature study, that there is a model of providing education and training by RUTEC, it was recommended that such programmes need to be adapted by the state ABET delivery sites, as they will then be in a position to meet the needs of the poor, the unemployed, the workers who may face retrenchment, the employers and individuals who want to start their own businesses as a measure of creating jobs for themselves and for others. It was also discovered that in some instances, the ABET providers were not quite aware of who the stakeholders in ABET are. The beneficiaries to the programmes offered at the ABET delivery sites were not of diverse origin. This suggests that there must be a rigorous advocacy of the ABET programmes which will have to be held at different local areas to conscientise the target group on the available programmes at ABET delivery sites and how learners can benefit from such programmes. More closer partnerships between the providers of adult education and training and the stakeholders should be entered into for the purposes of recognition and the accreditation of learner's skills and experience.Master
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