1,721,110 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
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
Understanding educators’ attitudes towards and efficacy to include students with ASD and other disabilities in Saudi Arabia
No full textAbstract This study contributes to a vibrant conversation in inclusive education in Saudi Arabia by focusing on the attitudes of primary school principals and teachers, and teacher perceived efficacy. In order to complete the research objectives, the following have been investigated: (1) the attitudes of principals and teachers towards the inclusion of students with disabilities with special emphasis on students diagnosed with Autism Spectrum Disorder (ASD), (2) the relationship between their attitudes and the perceived efficacy level needed by teachers to teach students with disabilities including those diagnosed with ASD, (3) the influence of certain demographic variables on school principals and teachers’ attitudes and teachers perceived efficacy towards the inclusion of students with disabilities including those diagnosed with ASD, and (4) the facilitators and barriers perceived by the school principals and teachers that would impact the successful implementation of inclusive education in Saudi Arabia. Using an exploratory quantitative research approach, data was collected from 83 school principals and 1,529 teachers from inclusive primary schools in Al-Dammam and Al-Ahsa in the Eastern region of Saudi Arabia. The results indicated that school principals had moderately positive attitudes towards the inclusion of students with disabilities in regular primary schools but were least positive about including students with severe disabilities in a regular classroom. The findings further revealed that school principals were not very positive about including students diagnosed with ASD in regular primary schools. Importantly, lack of adequate professional education and knowledge in Autism Spectrum disorder and administrative challenges significantly influenced their attitudes towards the inclusion of students diagnosed with ASD. In addition, school principals who had experience teaching students with disabilities had more positive attitudes towards inclusion than those with no such experience. Although the school teachers were generally positive about inclusive education, they demonstrated the least positive attitudes on their willingness to adapt curriculum to meet the individual needs of students. Demographic variables such as gender, educational area, experience teaching students with disabilities, contact with a person with a disability, and training to teach students with disabilities have influenced the differences in attitudes; for example, male teachers reported more positive attitudes than female teachers towards student with disabilities. The school teachers of Saudi Arabia showed the most positive attitudes to manage the disruptive behaviours of students diagnosed with ASD. Teachers generally perceived high levels of efficacy to teach students with disabilities including those diagnosed with ASD. The findings also demonstrate a strong relationship between teachers’ attitudes and perceived efficacy. Teachers’ perceived efficacy was also influenced by several demographic variables, which were gender, age, educational area, years of teaching experience and contact with a person with a disability; for example, male teachers had higher levels of perceived efficacy towards the inclusion of students with disabilities than the female teachers. These findings shed light on the complexity as well as opportunities for developing a robust and effective inclusive education in Saudi Arabia. In light of the findings several implications and recommendations were proposed for implementation to improve inclusive education in Saudi Arabia, the most important being targeted professional development programs for principals to develop their knowledge, and their administrative and instructional skills, and to apply those when running inclusive programs in their schools. This study will help policy makers, including the Education Ministry of Saudi Arabia, in developing pragmatic guidelines for inclusive practices in Saudi Arabia
An exploration of the relationship between social perspective taking and positive outcomes for schools
No full textAdolescence is a time of change, exploration and exuberance (Coon, 1995). The changes that occur during adolescence includes physical, emotional and cognitive growth. It is a time where individuals become more accomplished at understanding themselves and others. Social perspective taking involves reasoning about others, and understanding what they think, feel or believe; it involves stepping into their 'mental shoes' and taking their perspective (Gallese & Goldman, 1998). Recent research has linked the ability to take another's perspective with learning, achievement and relational outcomes (Gehlbach, Brinkworth & Wang, 2012). It is this finding that has sparked the interest of educators in terms of tapping into an ability that may not only support the educational process, but enhance it. Interventions to help people engage in social perspective taking more often can not be developed however, until we understand when people engage in (or fail to engage in) social perspective taking in the first place (Gehlbach et al., 2012). This thesis was conducted to investigate whether or not a relationship exists between social perspective taking and age and gender. The relationship between social perspective taking and areas related to school success, namely academic outcomes, classroom behaviour and social standing, was also explored. A mixed method approach was used to gather data from participants aged 12-17. The participants were asked to report on their academic ability, classroom behaviour and social standing, along with describing their social perspective taking behaviours in terms of confidence, motivation and importance. A small number of participants were also interviewed to gain a more in depth view of their own personal understanding of the social perspective taking processes. The research revealed that there was a significant relationship between gender and the propensity with which one engaged in social perspective taking as well as the importance placed upon it. Female participants reported engaging in social perspective taking more often than male participants and believed it was more important than their male counterparts did. In terms of factors related to educational outcomes, a significant relationship was found between self-rated academic ability and confidence in taking another person's perspective, as well as the importance placed upon it. This same relationship was found with self-rated behaviour. The research found that those with higher self-rated academic ability and behaviour have more confidence in social perspective taking and place more importance in it as a skill in social interactions. A significant relationship between social standing and confidence in social perspective taking was also recorded. No significant relationship between social perspective taking and age was found. This study has identified and discussed the relationships between motivational factors when taking another's perspective and factors that are integral for school success. The important consideration now is how educators respond to these findings. Through the exploration of social perspective taking in the context of this thesis, the findings suggest that social perspective taking may be improved by providing feedback to individuals as a means by which to increase their confidence in social perspective taking when displayed in an academic context. The potential of teaching social perspective taking in schools may be in improvement in academic performance, behaviour or social standing. Whatever the future of educational practices, social perspective taking holds new potential for shaping young adults, by harnessing them not only with a greater academic and behavioural competency, but also with a more holistic social conscience as well
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
- …
