1,720,954 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
Fächerübergreifender Unterricht und Lehrer*innenkompetenz: Eine Qualitative Untersuchung
No full textDie vorliegende Arbeit untersucht, welche Kompetenzen Lehrpersonen benötigen, um fächerübergreifend erfolgreich unterrichten zu können. Zunächst werden zentrale Ziele desfächerübergreifenden Unterrichts aus der bestehenden Literatur identifiziert. Daraufhin werden geeignete Unterrichtsmethoden erarbeitet, die sich besonders für fächerübergreifenden Unterricht eignen. Im Anschluss werden die erforderlichen Kompetenzen von Lehrpersonen präzise definiert, und es wird auf verschiedene Modelle eingegangen, um zentrale Begriffe und die damit verbundenen Konzepte zu erläutern. Zur Veranschaulichung der Merkmale von fächerübergreifendem Unterricht werden Ergebnisse eines Forschungsprojekts herangezogen, um zu zeigen, dass diese Merkmale auch in der Praxis relevant sind. Basierend auf diesen Merkmalen und Zielen werden die Kompetenzen ermittelt, die für die Durchführung von fächerübergreifendem Unterricht erforderlich sind. Die ausgewählten Merkmale beziehen sich insbesondere auf Spahn-Skrotzki (2010) und Labudde (2013). In diesem Zusammenhang wird auch auf handlungsorientierte Unterrichtsmethoden eingegangen, um die hierfür notwendigen Kompetenzen zu erfassen. Aus den damit verknüpften Zielen werden die zentralen Kompetenzen von Lehrpersonenabgeleitet. Zur Ergänzung dieser theoretischen Ausführungen wurden vier Lehrpersonen aus zwei Schulen im Rahmen von Expert*inneninterviews befragt. Ziel war es, aus der Perspektive der Lehrpersonen zu ermitteln, welche Kompetenzen für fächerübergreifenden Unterricht erforderlich sind und wie diese erlangt werden können. Jeweils zwei Lehrpersonen pro Schule wurden befragt, um das Bildungskonzept der beiden Schulen miteinandervergleichen zu können. Die Interviews wurden mit der qualitativen Inhaltsanalyse nach Mayring (2015) ausgewertet, um die Kompetenzen zu identifizieren, die nach Einschätzung der Lehrpersonen für einen erfolgreichen fächerübergreifenden Unterricht notwendig sind.This study examines the skills that teachers need to be able to teach successfully across subjects. First, central objectives of interdisciplinary teaching are identified from the existing literature. Suitable teaching methods that are particularly suitable for interdisciplinary teaching are then developed. The required competencies of teachers are then precisely defined and various models are discussed in order to explain key terms and the associated concepts. To illustrate the characteristics of interdisciplinary teaching, the results of a research project are used to show that these characteristics are also relevant in practice. Based on these characteristics and objectives, the competencies required for the implementation of interdisciplinary teaching are determined; the selected characteristics refer in particular to Spahn-Skrotzki (2010) and Labudde (2013). In this context, action-oriented teaching methods are also discussed in order to identify the competencies required for this, and the key competencies of teachers are derived from the associated objectives. To supplement these theoretical explanations, four teachers from two schools were interviewed as part of expert interviews.The aim was to determine, from the teachers' perspective, which skills are required for interdisciplinary teaching and how these can be acquired. Two teachers from each school were interviewed in order to be able to compare the educational concept of the two schools. The interviews were analyzed using qualitative content analysis according to Mayring (2015) in order to identify the skills that teachers believe are necessary for successful interdisciplinary teaching.Masterarbeit Universität Innsbruck 202
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
Fächerübergreifender Unterricht und Lehrer*innenkompetenz: Eine Qualitative Untersuchung
No full textDie vorliegende Arbeit untersucht, welche Kompetenzen Lehrpersonen benötigen, um fächerübergreifend erfolgreich unterrichten zu können. Zunächst werden zentrale Ziele desfächerübergreifenden Unterrichts aus der bestehenden Literatur identifiziert. Daraufhin werden geeignete Unterrichtsmethoden erarbeitet, die sich besonders für fächerübergreifenden Unterricht eignen. Im Anschluss werden die erforderlichen Kompetenzen von Lehrpersonen präzise definiert, und es wird auf verschiedene Modelle eingegangen, um zentrale Begriffe und die damit verbundenen Konzepte zu erläutern. Zur Veranschaulichung der Merkmale von fächerübergreifendem Unterricht werden Ergebnisse eines Forschungsprojekts herangezogen, um zu zeigen, dass diese Merkmale auch in der Praxis relevant sind. Basierend auf diesen Merkmalen und Zielen werden die Kompetenzen ermittelt, die für die Durchführung von fächerübergreifendem Unterricht erforderlich sind. Die ausgewählten Merkmale beziehen sich insbesondere auf Spahn-Skrotzki (2010) und Labudde (2013). In diesem Zusammenhang wird auch auf handlungsorientierte Unterrichtsmethoden eingegangen, um die hierfür notwendigen Kompetenzen zu erfassen. Aus den damit verknüpften Zielen werden die zentralen Kompetenzen von Lehrpersonenabgeleitet. Zur Ergänzung dieser theoretischen Ausführungen wurden vier Lehrpersonen aus zwei Schulen im Rahmen von Expert*inneninterviews befragt. Ziel war es, aus der Perspektive der Lehrpersonen zu ermitteln, welche Kompetenzen für fächerübergreifenden Unterricht erforderlich sind und wie diese erlangt werden können. Jeweils zwei Lehrpersonen pro Schule wurden befragt, um das Bildungskonzept der beiden Schulen miteinandervergleichen zu können. Die Interviews wurden mit der qualitativen Inhaltsanalyse nach Mayring (2015) ausgewertet, um die Kompetenzen zu identifizieren, die nach Einschätzung der Lehrpersonen für einen erfolgreichen fächerübergreifenden Unterricht notwendig sind.This study examines the skills that teachers need to be able to teach successfully across subjects. First, central objectives of interdisciplinary teaching are identified from the existing literature. Suitable teaching methods that are particularly suitable for interdisciplinary teaching are then developed. The required competencies of teachers are then precisely defined and various models are discussed in order to explain key terms and the associated concepts. To illustrate the characteristics of interdisciplinary teaching, the results of a research project are used to show that these characteristics are also relevant in practice. Based on these characteristics and objectives, the competencies required for the implementation of interdisciplinary teaching are determined; the selected characteristics refer in particular to Spahn-Skrotzki (2010) and Labudde (2013). In this context, action-oriented teaching methods are also discussed in order to identify the competencies required for this, and the key competencies of teachers are derived from the associated objectives. To supplement these theoretical explanations, four teachers from two schools were interviewed as part of expert interviews.The aim was to determine, from the teachers' perspective, which skills are required for interdisciplinary teaching and how these can be acquired. Two teachers from each school were interviewed in order to be able to compare the educational concept of the two schools. The interviews were analyzed using qualitative content analysis according to Mayring (2015) in order to identify the skills that teachers believe are necessary for successful interdisciplinary teaching.Masterarbeit Universität Innsbruck 202
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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