1,720,976 research outputs found
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
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
Pengembangan buku ajar Tematik berbasis karakter tema “makananku sehat dan bergizi” untuk kelas IV SD Islam As Salam Kota Malang
No full textABSTRAK
Pengembangan buku ajar berbasis karakter untuk kelas IV tema “Makananku Sehat dan Bergizi” dengan menggunakan pendekatan pembelajaran tematik integratif di SDI As-Salam didasarkan pada kenyataan bahwa belum tersedianya buku ajar tematik khusus untuk peserta didik yang bersekolah di lembaga Islam yang berbasis Islam yang mengakamodir pembelajaran tematik dan adab. Tentunya karakteristik peserta didik yang sekolah dasar yang berbasis Islam berbeda dengan yang sekolah di sekolah dasar biasa. Karakteristik inilah yang menjadi faktor penting untuk penanaman karakter, sehingga media atau sarana pembelajaran harus disusun menyesuaikan dengan keadaan tersebut.
Dalam penelitian pengembangan buku ajar ini, pengembang menggunakan model desain pengembangan Dick and Lou Carey. Prosedur pengembangan model ini terdiri dari sepuluh tahap. Akan tetapi, pada pengembangan ini hanya Sembilan tahap yang dilaksanakan.
Pengembangan ini menghasilkan produk berupa buku ajar tematik berbasis karakter. Produk pengembangan ini diujicobakan melalui beberapa tahap secara berurutan yakni, (1) Validasi ahli materi, ahli media/desain pembelajaran, dan ahli bahasa, (2) Validasi dan uji coba guru tematik kelas IV, (3) Uji coba perorangan, kelompok kecil, dan uji coba lapangan.
Hasil penelitian menunjukkan bahwa buku ajar yang dihasilkan memiliki tingkat efektivitas dan kemenarikan yang tinggi. Hal ini ditunjukkan dengan hasil uji coba berada pada kategori baik menurut skala 5. Adapun hasil validasi dan uji coba yang telah dilakukan adalah sebagai berikut: (1) Validasi ahli materi 85,00%, (2) Validasi ahli media/desain pembelajaran 86,66%, (3) Validasi ahli bahasa 85,00%, (4) Validasi dan uji coba guru wali kelas IV 86,66%, (5) Uji coba perorangan 90,00%, (6) Uji coba kelompok kecil 91,66%, (7) Uji coba lapangan 87,05%. Selain hasil tersebut, percobaan penggunaan buku ajar tematik di SD Islam As-Salam juga menunjukkan adanya peningkatan karakter siswa yang dilihat dari peningkatan hasil pre-test dan post-test, setelah dianalisis menunjukkan: (1) Karakter religius Rata-rata peningkatan karakter pada postest mencapai 3.06 dibanding pretest yang hanya berada pada 2.41 yang menunjukkan bahwa ada peningkatan perolehan belajar basil belajar siswa sebesar 0.65. (2) Karakter Tanggungjawab Rata-rata peningkatan karakter pada postest mencapai 3.12 dibanding pretest yang hanya berada pada 2.24. (3) Karakter secara umum Rata-rata peningkatan karakter pada postest mencapai 77.20 dibanding pretest yang hanya berada pada 58.08 yang menunjukkan bahwa ada peningkatan perolehan belajar basil belajar siswa sebesar 19.12. Dengan demikian, pengembangan sudah dapat dikatakan memenuhi unsur kebutuhan pembelajaran, khususnya pada pembelajaran tematik integratif berbasis karakter Islami di kelas IV.
ABSTRACT
Textbook development of thematic based on character fo 4th grade theme” Makananku Sehat dan Bergizi” using a thematic integrative learning approach in SDI As-Salam is based on the fact that the unavailability of a special thematic textbook for students enrolled in institutions of Islam which accommodate thematic and etiquette. Obviously the characteristics students of Islamic elementary school are different from the students in regular elementary school. This characteristic is an important factor for the cultivation of character, so the media or means of learning should be prepared to adjust to the situation.
In this study textbook development, developers use the design model of the development from Dick and Lou Carey. The model development procedure consists of ten stages. However, the development is just nine stages are implemented.
The product from this development is thematic textbook based on character. Product from this development was demonstrated through several stages in sequence namely, (1) Validation matter experts, media specialists / instructional design, and expert language, (2) Validation and testing of teachers thematic 4th grade, (3) trial individual, small group, and class trials.
The results showed that the textbook has generated a level of high effectiveness and attractiveness. This is indicated by the test results are in the good category according 5 scale. The results of the validation and testing that has been done is as follows: (1) Validation matter experts 85.00%, (2) Validation of expert media / design learning 86, 66%, (3) Validation linguists 85.00%, (4) Validation and teacher IV testing 86.66%, (5) 90.00% of individual trials, (6) 91,66% of a small group trials, (7) class trials 87.05%. In addition to these results, the experimental use of textbooks in As-Salam Islamic elementary school also showed an increase in students' character as seen from the increase in the pre-test and post-test, after analysis showed: (1) religious character average elevation of character at posttest reaches 3:06 pretest than just being at 2:41 which shows that there is an increase in learning acquisition for students to learn result 0.65. (2) Character Responsibility average elevation of character on the posttest than the pretest which reaches 3:12 just to be on the 2:24. (3) The characters in general average elevation of character to reach 77.20 compared pretest posttest only be at 58.08 which indicates that there is an increase in learning acquisition for students to learn result 19:12. So, development can already be said to meet the learning needs of the element, particularly the thematic learning-based integrative Islamic character in the fourth grade
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
مقارنة تدريس اللغة العربية بين إستراتيجيةجغساو(Jigsaw) وSTAD(تقسيم الطلاب الى المجموعات بالإنجاز)فى مادّة القواعدلدى طلاّبالصف الثامن (أ) و طلاّب الصف الثامن (ب) بمدرسة “جمعية الوصلية” الثانوية الإسلاميةكابواس
Full text linkمحمد شبرينا، 2012م. مقارنة تدريس اللغة العربية بين إستراتيجية جغساو(Jigsaw)وSTAD (تقسيم الطلاب الى المجموعات بالإنجاز) فى مادّة القواعد لدى طلّاب الصف الثامن (أ) و طلّاب الصف الثامن (ب) بمدرسة “جمعية الوصلية” الثانوية الإسلامية كابواس. المرشد الأول أحمد مرادي الماجستير ، والمرشد الثّاني: الدكتورندوس أحمد ديرابي.
الكلمات الرئيسية : تعليم اللغة العربية، إستراتيجية جغساو(Jigsaw)وSTAD(تقسيم الطلاب الى المجموعات بالإنجاز. عنصرا هاما في أنشطة التعلم هو نموذج للتعلم. يتم تطبيق نموذج التعلم والمقصود وجود نمط من تفاعل الطلاب مع المعلمين فيما يتعلق باستراتيجيات الفصول الدراسية، ومناهج وأساليب وتقنيات التعليم في تنفيذ التدريس وأنشطة التعلم. مدرس درس اللغة العربيةالحاليةما زالت تميللتطبيقالنماذجالتقليديةالتعلم فيتعلماللغة العربيةفيهاالمعلم هوالدور المهيمنللغايةفي حين أندورالطلاب منخفضة جدا مما أدى إلى الطلاب أقل نشاطا والتعلم تصبح رتيبة ومثيرة للاهتمام أقل. واحدةمنالاستراتيجياتالتعليمية للطلابفيتعلم الطالبالنشط بإستراتيجية التعلمجغساو (Jigsaw) و STAD(تقسيمالطلابالىالمجموعاتبالإنجاز).بإستراتيجية التعلمجغساو (Jigsaw) و STAD(تقسيم الطلاب الى المجموعات بالإنجاز) هو cooperatifالتعلم التي تركز على التعلم بحيث يمكن للطلاب بنشاط للتغلب على الصعوبات معا، سواء في المفهوم أو فهم كامل للأسئلة الممارسة.
تهدف هذه الدراسة إلى تحديد ما إذا كانت هناك اختلافات كبيرة من تعلم دروس اللغة العربية لتعلم كيفية باستخدامإستراتيجية جغساو (Jigsaw) في الصف مع الصف باستخدام إستراتيجية STAD(تقسيم الطلاب الى المجموعات بالإنجاز) في التعلمجمع المذكر سالم و مؤنث سالم.
هذه الدراسة يستخدم السببية المقارنةمواضيع البحث هي معلم اللغة العربية، وجميع الطلاب في الصف الثامن (أ) و الصف الثامن (ب)مدرسة “جمعية الوصلية” الثانوية الإسلامية كابواس. استخدام الصف الثامن (أ) بإستراتيجية جغساو (Jigsaw) و الصف الثامن (ب) بإستراتيجيةSTAD(تقسيم الطلاب الى المجموعات بالإنجاز). مادة تدرس هيجمع المذكر سالم و مؤنث سالم. ولكن، إذا ما نظر إليها من متوسط قيمة الاختبار النهائي، ونتائج التعلم باستخدم إستراتيجية STAD(تقسيم الطلاب الى المجموعات بالإنجاز)= 87.08 تدل على أنها احسن من إستراتيجية جغساو (Jigsaw) = 82.08.هذا يشير إلى أن إستراتيجية يمكن أن تحسن ويمكن استخدام نتائج تعلم الطلاب ونماذج التعلم كبديل للمعلمين في تنفيذ عملية التعلم
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