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
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
Testing a model of self-regulation in preschool age and evaluating a self-regulated learning training for kindergarten teachers and parents under consideration of individual influences
No full textBecause of study results reviewing school achievement (e.g., Programme for International Student Assessment, see Klieme et al., 2010) self-regulated learning (hereinafter SRL), defined as a process, in which “self-generated thoughts, feelings and actions are planned and cyclically adapted to the attainment of personal goals” (Zimmerman 2000, p. 14) has become an integral aim of the German education system. Despite of multiple empirical findings confirming a predictive influence of early SRL on future academic achievement (e.g., Nota, Soresi & Zimmerman, 2004; Blair & Razza, 2007; McClelland et al., 2007; Denham, Warren-Khot, Bassett, Wyatt, & Perna, 2011), interventions concerning SRL in young children are rare (Perels, Merget-Kullmann, Wende, Schmitz, & Buchbinder, 2009). In fact, particularly at preschool, an implementation of interventions promoting SRL seems to be useful because the development of many SRL abilities (e.g., attention-focusing) progress quickly in this time period (Larkin, 2010). In addition, children in this age group face many new challenges associated with the transition to primary school which can be better facilitated if the children are equipped with abilities to organize their learning processes independently (Morrison, Ponitz, & McClelland, 2010). Developmental-psychological findings (e.g., Bronson, 2000; Whitebread et al., 2009) clarify, that the support of important reference persons plays a decisive role in the development of SRL behavior in the first years of life. This is why they must be included into an intervention for preschool-aged children in any case. Based on these empirical assumptions, study I investigated the structure of SRL in preschool-aged children by developing and evaluating a model of self-regulation for preschool age in reference of Bronson’s (2000) research findings. Because it is still discussed if and how many (meta-)cognitive conditions for SRL have already been developed by preschool age, a model for this target group has to consider developmental-psychological abilities. As this age group is rarely examined empirically, a new conceptualization of self-regulation in preschool age was developed based on the research of Martha Bronson (2000). The model which distinguishes between the components emotional, prosocial, cognitive and motivational self-regulation was empirically tested by the means of confirmatory factor analysis in MPlus (Muthén & Muthén, 2012). Because of preliminary findings of studies concerning the importance of SRL for performance (e.g., McClelland et al., 2007; Ponitz, McClelland, Matthews, & Morrison, 2009; Von Suchodoletz et al., 2013), the relation of self-regulation on performance was further examined by the means of structure equation modeling. The results of the study indicate that self-regulation in preschool age can be adequately represented by these four theoretically assumed components. However, a predictive value of performance for self-regulation in preschool age could not be confirmed. As teachers report having difficulties to implement suitable methods in teaching practice (e.g., Dignath-van Ewijk & Van der Werf, 2012; Serratore, 2015; Tilema & Kremer-Hayon, 2002), study II aimed at the development and evaluation of a suitable SRL promotion training for kindergarten teachers and parents. Theoretical assumptions of Bandura (1977), Vygotsky (1978) and Pramling (1988), underline the importance of an adequate support of essential reference persons for the development of SRL behavior in the first years of life. In conclusion, an intervention for kindergarten teachers and parents of preschool-aged children which aimed to optimize the SRL behavior of the participants and mediate suitable strategies to foster SRL in preschoolers was developed and investigated concerning its effectiveness. The results of the study revealed, that the SRL behavior of kindergarten teachers as well as their knowledge in terms of SRL promotion strategies could be enhanced through the training. However, an indirect training effect on the SRL of the preschool-aged children could not be found. Because of the natural heterogeneity of training groups, it can be assumed that the training has different effects on the single participants of the training (Lapka, Wagner, Schober, Gradinger, & Spiel, 2011). By using a variable-oriented approach, as it was implemented in study II, these individual differences are neglected and only global effects of the training can be revealed. However, with the help of a person-centered approach, changes through the training in relation to special subgroups can be analyzed additionally. Based on these assumptions, study III aimed at an investigation of differential effects of the SRL promotion strategy training for kindergarten teachers. The results of LPA revealed that there are three different profiles within the trained kindergarten teachers which differ significantly concerning the knowledge of SRL promotion strategies. Moreover, results speak in favor of differences in the effectiveness of the training in dependence of the detected profiles. Whereas kindergarten teachers with low SRL promotion strategy profile benefited significantly through the training, kindergarten teachers with high SRL promotion strategy profile did not. Consequently, the development of an intervention that responds to the needs of the different profile groups seems to be necessary. Taken together, the present thesis contributes to a more profound theoretical view of SRL in preschool-aged children by investigating its empirical structure, by confirming preliminary findings of the effectiveness of an intervention of kindergarten teachers and parents (see Perels et al., 2009) and by supplementing the results by further investigating differential effects within the training group. Based on these findings, the provision of optimized contents, methods and learning environments within a SRL promotion strategy training for kindergarten teachers seems feasible.Vor dem Hintergrund von Ergebnissen aus Schulleistungsstudien (z.B., PISA, vgl. Klieme et al., 2010) wurde selbstreguliertes Lernen, welches als Prozess definiert wird, in dem selbstgenerierte Gedanken, Gefühle und Handlungen geplant und zyklisch auf die Erreichung persönlicher Ziele hin angepasst werden (Zimmerman, 2000), zum integralen Bestandteil des deutschen Bildungssystems erklärt. Trotz verschiedener Studien, die den bestimmenden Einfluss von frühem selbstregulierten Lernen auf zukünftige (schulische) Leistung bestätigen (z.B. Nota et al., 2004; Blair & Razza, 2007; McClelland et al., 2007; Denham, Warren-Khot, Bassett, Wyatt, & Perna 2011) sind Untersuchungen in Bezug auf selbstreguliertes Lernen von Vorschulkindern noch selten (Perels et al., 2009). Dabei erscheint eine Implementierung von Interventionen besonders im Vorschulalter gewinnbringend, da sich in dieser Zeit viele SRL Fähigkeiten (wie z.B. die Aufmerksamkeitsfokussierung) rasant weiterentwickeln (Larkin, 2010). Hinzu kommt, dass Kinder in dieser Altersklasse sich vielen neuen Herausforderungen, die in Verbindung mit dem Übergang vom Kindergarten in die Grundschule stehen, stellen müssen. Diese können sie besser bewältigen, wenn sie mit Fähigkeiten ausgestattet werden, die ihnen helfen ihren Lernprozess zu organisieren (Morrison et al., 2010). Entwicklungspsychologische Befunde (z.B., Bronson, 2000; Whitebread et al., 2009) verdeutlichen, dass die Unterstützung durch wichtige Bezugspersonen eine entscheidende Rolle in der Entwicklung des SRL in den ersten Lebensjahren spielt. Aus diesem Grund sind sie grundlegend in eine Intervention zur Förderung von Vorschulkindern mit einzubeziehen. Ausgehend von diesen empirischen Annahmen, untersucht Studie I die Struktur selbstregulierten Lernens anhand der Evaluation eines Modells der Selbstregulation für das Vorschulalter in Bezugnahme auf die Befunde von Bronson (2000) entwickelt wurde. Da weiterhin diskutiert wird, ob und welche meta(-kognitive) Voraussetzungen für selbstreguliertes Lernen bereits im Vorschulalter entwickelt sind, muss ein Modell selbstregulierten Lernens für diese Zielgruppe entwicklungspsychologische Fähigkeiten berücksichtigen. Diese Altersklasse wurde bisher nur wenig empirisch untersucht, sodass zunächst ein neues Konzept von SRL im Vorschulalter aufbauend auf Untersuchungsergebnissen von Martha Bronson (2000) entwickelt wurde. Das Modell, welches zwischen vier Komponenten der emotionalen, prosozialen, kognitiven Selbstregulation unterscheidet, wurde mit Hilfe einer konfirmatorischen Faktorenanalyse in MPlus (Muthén & Muthén, 2012) empirisch getestet. Aufgrund vorangegangener Befunde in Bezug auf die Bedeutung des selbstregulierten Lernens für schulische Leistung (z.B. McClelland et al., 2007; Ponitz et al., 2009; Von Suchodoletz et al., 2013), wurde außerdem die Beziehung der Selbstregulation zu Leistung mittels Strukturgleichungsmodellierung (SEM) untersucht. Die Ergebnisse der Studie weisen darauf hin, dass Selbstregulation im Vorschulalter adäquat durch diese vier theoretisch angenommenen Komponenten repräsentiert werden kann, wohingegen der angenommene positive Einfluss der Selbstregulation auf Leistung nicht bestätigt werden konnte. Da empirische Befunde aus dem schulischen Kontext darauf hinweisen, dass Lehrer Probleme besitzen, geeignete Methoden zur Förderung des selbstregulierten Lernens in der Unterrichtspraxis anzuwenden (vgl. z.B. Dignath-van Ewijk & Van der Werf, 2012; Serratore, 2015; Tilema & Kremer-Hayon, 2002), hat Studie II – unter Annahme, dass sich diese Ergebnisse auch auf den Elementarbereich übertragen lassen – die Entwicklung und Evaluation eines geeigneten Trainings für ErzieherInnen und Eltern von Vorschulkindern zum Ziel. Theoretische Annahmen von Bandura (1978), Pramling (1988) und Vygotsky (1978) unterstreichen die Bedeutung einer adäquaten Unterstützung durch wichtige Bezugspersonen für die Entwicklung des selbstregulierten Lernens in den ersten Lebensjahren. Aus diesem Grund wurde eine Intervention für ErzieherInnen und Eltern entwickelt, die im Sinne eines 2-Ebenen-Ansatzes erstens darauf zielt, das selbstregulierte Lernverhalten der Teilnehmer zu optimieren und zweitens geeignete Strategien zur Förderung des selbstregulierten Lernens von Vorschülern zu vermitteln, und welche hinsichtlich ihrer Effektivität untersucht wurde. Die Ergebnisse der Untersuchung machen deutlich, dass das selbstregulierte Lernverhalten von ErzieherInnen und Eltern und ihr Wissen zu SRL Förderstrategien durch das Training (teilweise) verbessert werden konnte, dass der vermutete indirekte Trainingseffekt auf das SRL der Vorschulkinder aber nicht nachgewiesen werden konnte. Aufgrund der natürlichen Heterogenität innerhalb einer Trainingsgruppe wird angenommen, dass das Training unterschiedliche Effekte für die einzelnen Teilnehmer des Trainings aufweist (Lapka, et al., 2011). Durch die Verwendung eines variablen-orientierten Ansatzes werden diese individuellen Unterschiede außer Acht gelassen und es können nur globale Effekte aufgezeigt werden. Mit Hilfe eines personenorientierten Ansatzes hingegen, können zusätzlich Veränderungen, die durch das Training bewirkt werden, in Bezugnahme auf spezielle Subgruppen analysiert werden. Beruhend auf diesen Annahmen, hat Studie III die Untersuchung differenzieller Effekte des SRL Förderstrategien-Trainings für ErzieherInnen zum Ziel. Die Ergebnisse der Latenten Profilanalyse zeigen, dass sich innerhalb der Gruppe der trainierten ErzieherInnen drei unterschiedliche Profile identifizieren lassen, die sich in Bezug auf das Wissen zu SRL Förderstrategien signifikant unterscheiden. Außerdem sprechen die Ergebnisse für Unterschiede in der Effektivität des Trainings in Abhängigkeit von den ermittelten Profilen. Während ErzieherInnen, die dem Profil mit geringem Wissen zu SRL Förderstrategien zugeordnet wurden, signifikant von dem Training profitierten, taten dies ErzieherInnen aus dem Profil mit hohem Wissen zu SRL Förderstrategien nicht. Die Entwicklung eines Trainings, welches die Bedürfnisse der unterschiedlichen Gruppen berücksichtigt, erscheint somit notwendig
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
- …
