125,012 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe 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
Dispelling the Myths Behind First-author Citation Counts
No full textWe 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
Normal prions as a new target of cobalamin (vitamin B 12) in rat central nervous system
No full textAbstract The pathogenesis of cobalamin (Cbl)-deficient (Cbl-D) neuropathy and the role of normal prions (PrPcs) in myelin maintenance are both subjects of debate. We have demonstrated that Cbl deficiency damages myelin by increasing tumor necrosis factor (TNF)-α, and decreasing epidermal growth factor (EGF) levels in the rat central nervous system (CNS). It is known that TNF-α and EGF regulate PrPc expression in vitro, and that myelin vacuolation, reactive astrocytosis and microglial activation are common to rat Cbl-D neuropathy and some prion diseases. We have shown that Cbl deficiency leads to high levels of PrPcs [particularly the octapeptide repeat (OR) domains] in the rat CNS thereby damaging the spinal cord (SC) myelin, and that chronic intra-cerebroventricular treatment with anti-OR antibodies normalizes SC myelin morphology. We have also found that PrPc levels are increased in the SC of Cbl-D rats by the time the myelin lesions appear, and that this increase is mediated by excess myelinotoxic TNF-α and prevented by EGF treatment, which has proved to be as effective as Cbl in preventing Cbl deficiency-induced lesions. Cbl stimulates PrPc mRNA-related synthesis in Cbl-D SC and duodenum, two rat tissues that are severely affected by Cbl deficiency. New PrPc synthesis is a common effect of various myelinotrophic agents, two of which (EGF and anti-TNF-α antibodies) also stimulate PrPc mRNA-related synthesis in the SC of Cbl-D rats
Dance dramatization and educational work in kindergarten
No full textDiplomsko delo obravnava vzgojno delo v vrtcu na področju plesnih aktivnosti. Podrobnejše je obravnavana plesna dramatizacija kot ena izmed najbolj dovršenih oblik plesnih aktivnosti. Namen naloge je bil predstaviti vzgojno delu v vrtcu na plesnem področju in raziskati zastopanost plesne dramatizacije v vzgojnem procesu. V prvem delu so predstavljena teoretična izhodišča za vzgojno delo na področju plesne vzgoje. Plesna vzgoja s spodbujanjem otrokovega gibalnega ustvarjanja prispeva k razvoju celovite otrokove osebnosti. Vključuje tako gibanje kot tudi spodbujanje izvirnosti in ustvarjalnosti in tako povezuje več področij. V teoretičnem delu so predstavljeni pomen, cilji, naloge, metode, načela in načrtovanje plesne vzgoje. Posebni poglavji sta namenjeni ustvarjalnemu gibu in plesni dramatizaciji. V empiričnem delu je narejena raziskava o vlogi plesne dramatizacije v vzgojnem procesu. Narejena je bila s pomočjo anketnega vprašalnika za vzgojitelje. Raziskava je pokazala, da se plesna dramatizacija v vzgojnem procesu izvaja le nekajkrat letno. Zaradi njenega velikega pomena za razvoj otroka bi se ta aktivnost morala izvajati pogosteje. Raziskava je pokazala, da imajo otroci velik interes do te dejavnosti. Vzgojno-varstveni zavodi bi vzgojiteljem morali nuditi več materialne podpore in ustreznih izobraževanj s tega področja, da bi tako spodbudili pogostejše izvajanje v vzgojni praksi.The B. A. dissertation deals with education in the field of dancing activities in the kindergarten. Special attention is paid to the dance dramatization which is one of the most sophisticated forms of dancing activities. The main purposes of this diploma work are to present the educational work in the kindergarten in the field of dancing and to research the distribution of dance dramatization within ¬¬¬¬¬¬¬¬¬¬the educational process. The initial part presents the theoretical background for educational work in the field of dance education. Dance education plays an important role in a child\u27s personal development through the encouragement of his/her motional creativity. It includes the motion as well as the encouragement of a child\u27s originality and creativity and in this way it binds many fields. In the theoretical part I present the meaning, aims, tasks, methods, principles and planning of dance education. Special chapters are dedicated to the creative motion and dance dramatization. In the empirical part I present the results of a research about the role of dance dramatization in the educational process. The research was carried out by means of a questionnaire for kindergarten teachers. The results show that dance dramatization is carried out only a few times a year. Because of its great importance in the development of children it should be performed more often. The results also show that children show great interest to it. To encourage more implementation of dance dramatization kindergartens should provide more material support as well as encourage their teachers to acquire more knowledge of the field
Pragmatic Case Studies as a Source of Unity in Applied Psychology
No full textTo unify or not to unify applied psychology: that is the question. In this article we review pendulum swings in the historical efforts to answer this question—from a comprehensive, positivist, “top-down,” deductive yes between the 1930s and the early 60s, to a postmodern no since then. A rationale and proposal for a limited, “bottom-up,” inductive yes in applied psychology is then presented, employing a case-based paradigm that integrates both positivist and postmodern themes and components. This paradigm is labeled “pragmatic psychology” and, its specific use of case studies, the “Pragmatic Case Study Method” (“PCS Method”). We call for the creation of peer-reviewed journal-databases of pragmatic case studies as a foundational source of unifying applied knowledge in our discipline. As one example, the potential of the PCS Method for unifying different angles of theoretical regard is illustrated in an area of applied psychology, psychotherapy, via the case of Mrs. B. The article then turns to the broader historical and epistemological arguments for the unifying nature of the PCS Method in both applied and basic psychology.Peer reviewe
Zur Verortung des Konzeptes der "Potenzialorientierten Förderung" in den sozialwissenschaftlichen Fachdidaktiken - am Beispiel der Berufsorientierung
No full textZurstrassen B. Zur Verortung des Konzeptes der "Potenzialorientierten Förderung" in den sozialwissenschaftlichen Fachdidaktiken - am Beispiel der Berufsorientierung. In: Veber M, Benölken R, Pfitzner M, eds. Potenzialorientierte Förderung in den Fachdidaktiken. Begabungsförderung: Individuelle Förderung und Inklusive Bildung. Vol 7. Münster: Waxmann; 2019: 135-149
Dr. Edwin Wright Collection: Author Unknown
No full textNotes - The author relates several short stories about his neighbours including Alex McDonell, homesteading and life around Meanook and Athabasca (1 page
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