1,728,384 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
Australia's response : a patriotic song /
No full text"Designed and executed by Vera E. Campbell"; Also available online http://nla.gov.au/nla.aus-vn110822; FERG copy from Ferguson First World War, 1914-1919 pamphlet collection.Australia's response, a souvenir of the peace celebration
La narrazione nell’esperienza di tirocinio SFP come dispositivo di formazione del tirocinante e del tutor
No full textThe epistemological recognition of narrative as a professional development paradigm allows to design writing processes in the curricular internship of the degree course in Primary Teacher Education
as an indispensable didactic mediator in professional self-building processes and as the starting point of teacher's professionalization. Within an accreditation process of practice documentary writing (Perla, 2012; Schiavone, 2012) welcoming descriptive, reflective and narrative writings as an innovative device for professional development, and of documentary competence as an essential component of the teaching expertise, the proposal of PTE Course at University of Bari provides for the implementation of narrative practices and generative professional biographies of student-trainee empowerment, as future teachers capable of reflecting in action and sharing the narration of the processes, and also of the tutors themselves.
Redefining an internship model according to innovative trajectories means creating shared practices of tutorial mediation. The new model of internship practices is configured as a process in which the tutors, called to improve the quality of professional writing and the management of students' documentation in a work group, are invested by the same narrative practices in an osmotic process creation of "horizontal" relationship spaces in the working group and with other groups, "vertical" between tutors and students, "transversal" in the group of disciplinary teachers and tutors. In this sense, narrativity welcomes the recovery of a dialogic culture oriented towards the ability to listen and listen, to make reciprocal narrations accessible, give meaning to words and give body to emotional feeling.
Rethinking the internship path in an empowerment dimension recalls the importance of a systematic approach in the realization of an effective reflective practice. Starting therefore from a didactic act as a reflective learning practice, which becomes a professionalizing process when it is translated into reflection, narration and enhancement of the writing processes, the contribution in the last three paragraphs, made by an internship tutor, presents professional writings in order to interpret voices of teachers with multiple roles and functions: the teacher, the welcoming teacher, and the teacher-tutor.Il riconoscimento epistemologico della narrazione come paradigma di sviluppo professionale consente di progettare processi di scrittura nel tirocinio curriculare del corso di laurea in Scienze della formazione primaria
nella sua veste di mediatore didattico indispensabile nei processi di costruzione del sé professionale e momento di avvio alla professionalizzazione dell’insegnante. All’interno di un processo di accreditamento della scrittura documentale della pratica (Perla, 2012; Schiavone, 2012) accogliente scritture descrittive, riflessive e narrative quale dispositivo innovativo di sviluppo professionale, e della competenza documentativa quale componente essenziale dell’expertise docente, la proposta formativa del CLCU in SFP dell’Università di Bari prevede l’implementazione di pratiche narrative e biografie professionali generative di empowerment degli studenti-tirocinanti, quali futuri docenti capaci di riflettere in azione e condividere la narrazione dei processi, ed anche degli stessi tutor.
Ridefinire un modello di tirocinio secondo traiettorie innovative significa difatti creare pratiche condivise di mediazione tutoriale. Il nuovo modello di pratiche del tirocinio si viene a configurare come un processo in cui i tutor, chiamati a migliorare la qualità delle scritture professionali e la gestione della documentazione degli studenti in un gruppo di lavoro, sono investiti dalle stesse pratiche narrative in un processo osmotico di creazione di spazi di relazione “orizzontali” nel gruppo di lavoro e con gli altri gruppi, “verticali” fra tutor e studenti, “trasversali” nel gruppo dei docenti disciplinaristi e tutor. La narratività accoglie in tal senso il recupero di una cultura dialogica orientata alla capacità di ascoltarsi ed ascoltare, di rendere fruibili le narrazioni reciproche, dare senso alle parole e dare corpo al sentire emozionale.
Ripensare il percorso di tirocinio in una dimensione di empowerment richiama l’importanza di un approccio sistematico nella realizzazione di un’efficace pratica riflessiva. A partire pertanto da un agire didattico come pratica riflessiva di apprendimento, che diviene processo professionalizzante quando riesce a tradursi in riflessione, narrazione e valorizzazione dei processi di scrittura, il contributo negli ultimi tre paragrafi, realizzati da un tutor del tirocinio, presenta scritture professionali che interpretano voci di insegnanti con ruoli e funzioni molteplici: l’insegnante, l’insegnante-accogliente, e l’insegnante-tutor
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