1,720,955 research outputs found
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
Uso de dispositivos móveis em sala de aula para dinamizar e incentivar o aprendizado. Estudo de caso com estudantes de graduação
Get PDFThis text is developed because it looks to understand how new pedagogies based on the use of mobile devices can be incorporated in the classroom by teachers and professors as well. The objective of this research is to show that the use of smartphones, tablets and laptops during class sessions is something necessary and that it should be incorporated as a practice in classrooms. The methodological approach is qualitative; There are 63 people as study subjects, who are divided into fourteen focus groups. There are three essential results: 1) it is inevitable to incorporate mobile devices as work tools in classes; 2) devices are allies of learning if they are used properly; 3) technology must be integrated into current educational contexts. The main discussion focuses on understanding that mobile devices are an essential component and those are part of the students. As a conclusion, the prohibition of mobile devices isn´t a viable option, on the contrary, the teacher must have the ability to include them within the sessions and make them a tool that promotes the learning process. teaching and learning, that is, education needs to be updated and accompany this renewal from a point of view that integrates technology with innovative education.Este texto se desarrolla porque busca comprender cómo se pueden incorporar en el aula nuevas pedagogías basadas en el uso de dispositivos móviles. El objetivo de esta investigación es sustentar que el uso de smartphones, tabletas y laptops en el salón de clases es algo necesario y debe incorporarse como una práctica lúdica en los salones de clases. El enfoque metodológico es cualitativo; se tienen 63 personas como sujetos de estudio, las cuales se dividen en catorce grupos focales. Hay tres resultados esenciales: 1) es inevitable incorporar dispositivos móviles como herramientas de trabajo en las clases; 2) los dispositivos son aliados del aprendizaje si se utilizan de forma adecuada; 3) se debe integrar la tecnología en los contextos educativos actuales. La principal discusión se enfoca en entender que los dispositivos móviles son un componente esencial que forma parte del estudiantado y del ser humano y que su uso es cada vez mayor. La conclusión es que prohibir su uso no es una opción viable, al contrario; el docente debe tener la capacidad de incluirlo en las sesiones y hacer que se convierta en una herramienta que fomenta el proceso de enseñanza y aprendizaje, es decir, la educación necesita actualizarse y esa renovación debe abordarse desde un punto de vista que integre la tecnología con la innovación educativa.Este texto é desenvolvido porque busca compreender como novas pedagogias baseadas no uso de dispositivos móveis podem ser incorporadas à sala de aula. O objetivo desta pesquisa é sustentar que o uso de smartphones, tablets e laptops em sala de aula é necessário e deve ser incorporado como prática lúdica em sala de aula. A abordagem metodológica é qualitativa. Como sujeitos do estudo participam 63 pessoas, que são divididas em quatorze grupos focais. Emergem três resultados essenciais: 1) é inevitável incorporar dispositivos móveis como ferramentas de trabalho nas aulas; 2) os dispositivos são aliados da aprendizagem se usados corretamente; 3) a tecnologia deve ser integrada aos contextos educacionais atuais. A discussão principal está focalizada na compreensão de que os dispositivos móveis são um componente essencial que faz parte do corpo discente e do ser humano e que seu uso está aumentando. A conclusão é que proibir seu uso não é uma opção viável, pelo contrário: o professor deve ter a capacidade de incluí-lo nas sessões e fazer com que ele se torne uma ferramenta que estimule o processo de ensino e aprendizagem, ou seja, a educação precisa ser atualizada e essa renovação deve ser abordada de um ponto de vista que integre a tecnologia com a inovação educacional
Uso de dispositivos móviles en el aula para dinamizar e incentivar el aprendizaje. Estudio de caso con alumnado de pregrado
Get PDFEste texto se desarrolla porque busca comprender cómo se
pueden incorporar en el aula nuevas pedagogías basadas en el
uso de dispositivos móviles. El objetivo de esta investigación
es sustentar que el uso de smartphones, tabletas y laptops en el
salón de clases es algo necesario y debe incorporarse como una
práctica lúdica en los salones de clases. El enfoque metodológico
es cualitativo; se tienen 63 personas como sujetos de estudio, las
cuales se dividen en catorce grupos focales. Hay tres resultados
esenciales: 1) es inevitable incorporar dispositivos móviles como
herramientas de trabajo en las clases; 2) los dispositivos son
aliados del aprendizaje si se utilizan de forma adecuada; 3) se
debe integrar la tecnología en los contextos educativos actuales.
La principal discusión se enfoca en entender que los dispositi vos móviles son un componente esencial que forma parte del
estudiantado y del ser humano y que su uso es cada vez mayor.
La conclusión es que prohibir su uso no es una opción viable, al
contrario; el docente debe tener la capacidad de incluirlo en las
sesiones y hacer que se convierta en una herramienta que fomen ta el proceso de enseñanza y aprendizaje, es decir, la educación
necesita actualizarse y esa renovación debe abordarse desde
un punto de vista que integre la tecnología con la innovación
educativa.//This text is developed because it looks to understand how new
pedagogies based on the use of mobile devices can be incorpo rated in the classroom by teachers and professors as well. The
objective of this research is to show that the use of smartphones,
tablets and laptops during class sessions is something necessary
and that it should be incorporated as a practice in classrooms. The
methodological approach is qualitative; There are 63 people as
study subjects, who are divided into fourteen focus groups. There
are three essential results: 1) it is inevitable to incorporate mobile
devices as work tools in classes; 2) devices are allies of learning
if they are used properly; 3) technology must be integrated into
current educational contexts. The main discussion focuses on
understanding that mobile devices are an essential component
and those are part of the students. As a conclusion, the prohibition
of mobile devices isn´t a viable option, on the contrary, the teach er must have the ability to include them within the sessions and
make them a tool that promotes the learning process. teaching and
learning, that is, education needs to be updated and accompany
this renewal from a point of view that integrates technology with
innovative education
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
Uso de dispositivos móviles en el aula para dinamizar e incentivar el aprendizaje. Estudio de caso con alumnado de pregrado
No full textEste texto se desarrolla porque busca comprender cómo se
pueden incorporar en el aula nuevas pedagogías basadas en el
uso de dispositivos móviles. El objetivo de esta investigación
es sustentar que el uso de smartphones, tabletas y laptops en el
salón de clases es algo necesario y debe incorporarse como una
práctica lúdica en los salones de clases. El enfoque metodológico
es cualitativo; se tienen 63 personas como sujetos de estudio, las
cuales se dividen en catorce grupos focales. Hay tres resultados
esenciales: 1) es inevitable incorporar dispositivos móviles como
herramientas de trabajo en las clases; 2) los dispositivos son
aliados del aprendizaje si se utilizan de forma adecuada; 3) se
debe integrar la tecnología en los contextos educativos actuales.
La principal discusión se enfoca en entender que los dispositi vos móviles son un componente esencial que forma parte del
estudiantado y del ser humano y que su uso es cada vez mayor.
La conclusión es que prohibir su uso no es una opción viable, al
contrario; el docente debe tener la capacidad de incluirlo en las
sesiones y hacer que se convierta en una herramienta que fomen ta el proceso de enseñanza y aprendizaje, es decir, la educación
necesita actualizarse y esa renovación debe abordarse desde
un punto de vista que integre la tecnología con la innovación
educativa.//This text is developed because it looks to understand how new
pedagogies based on the use of mobile devices can be incorpo rated in the classroom by teachers and professors as well. The
objective of this research is to show that the use of smartphones,
tablets and laptops during class sessions is something necessary
and that it should be incorporated as a practice in classrooms. The
methodological approach is qualitative; There are 63 people as
study subjects, who are divided into fourteen focus groups. There
are three essential results: 1) it is inevitable to incorporate mobile
devices as work tools in classes; 2) devices are allies of learning
if they are used properly; 3) technology must be integrated into
current educational contexts. The main discussion focuses on
understanding that mobile devices are an essential component
and those are part of the students. As a conclusion, the prohibition
of mobile devices isn´t a viable option, on the contrary, the teach er must have the ability to include them within the sessions and
make them a tool that promotes the learning process. teaching and
learning, that is, education needs to be updated and accompany
this renewal from a point of view that integrates technology with
innovative education
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