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
Moderate to vigorous intensity physical activity during school hours in primary school children
Get PDFBackground: Physical inactivity is a global challenge that needs to be addressed urgently. Schools can make a significant impact on children’s current and future physical activity behaviour as children spend more time in school than anywhere other than home. Sustainable school-based physical activity strategies are necessary to offer an active school day for large numbers of children with suitable interventions starting as early as possible to promote a long and healthy lifestyle. This thesis aims to evaluate and explore school-based strategies to increase pupils’ moderate-to-vigorous physical activity (MVPA) levels during school hours (through physical education, recess, and other domains of physical activity in school). The secondary aim is to provide recommendations and a clearer insight into the issues of school based MVPA. Methods: The thesis is based on the findings of four studies. The first is a systematic review of interventions to increase moderate-to-vigorous physical activity (MVPA) levels in physical education (PE) lessons for primary school children. The review was an update of Lonsdale et al.'s 2013 review. The update was necessary because the previous review was 10 years old, and the studies it included were mainly conducted in the USA, focusing on primary and secondary education levels. Research is a constantly evolving field, so more recent studies are likely to be available. Updating the review was useful, as it produced new evidence that was not included in Lonsdale et al.'s original review. This new evidence was relevant and applicable to Scotland, providing a solid basis for the thesis. The second study is a protocol paper developed by adapting an existing intervention to a Scottish context, the aim of this study is to determine whether the strategies employed in England could be adopted in Scotland. The third and fourth studies are based on a large nationally representative sample provided by the SPACES (Studying Physical Activity in Children’s Environments across Scotland) study conducted between May 2015 and May 2016. There were 774 children (417 females, 357 males), aged 10/11 years, randomly chosen from 471 schools, who took part. The SPACES study, with data collected inclusively during school hours and recess time across five weekdays, formed the basis for analyses in 2022. The third study looks at the MVPA levels accrued during a normal school day and risk factors including gender, socioeconomic status (SES), season, and urban or rural residency are investigated. The fourth study examines children’s MVPA levels during recess time with the same risk factors plus an extra one, namely, the length of the recess. Mean time spent in MVPA during school hours and recess is computed and compared against a recommendation that children should achieve 30 minutes of MVPA during school hours and 40% of recess time should be in MVPA. Binary logistic regression, presented as odds ratio (O.R.) and confidence intervals (C.I.), analyses explored associations between meeting/not meeting the recommendation by the candidate risk factors. Key findings and implications from the four studies are summarised and recommendations for schools on engaging pupils more in MVPA during school hours are also provided. Results: The systematic review (Study 1) identified only five studies from a total of 5459 records over the period from 2010 to 2019. All eligible studies reported favourable intervention effects. Meta-analysis was possible from 4/5 studies: The mean difference between intervention and control groups at follow-up was +14.3% of lesson time in MVPA (confidence interval (CI 2.7 to 25.8)). One apparently highly effective intervention, the SHARP Principles Model, was identified as it increased children’s MVPA during PE lessons by 30% and 27% respectively when tested twice across multiple schools in England. A protocol paper (Study 2) was employed to translate the SHARP intervention for use in Scotland (SHARP Scotland). However, circumstances made the implementation not feasible due to COVID lockdowns during the time frame. This paper was proposed as the foundation and provided insight for a fully powered effectiveness trial in the future. The results of device-based measured accelerometry data (from Studies 3 and 4) showed that children’s MVPA levels during school hours (an average of 29 minutes) and recess (3.2 out of 16.1 minutes) were very low. Only 43% of children during school hours and 6% during recess met the relevant MVPA recommendations. Gender was a significant factor in meeting the MVPA recommendations, with 33% of girls vs 54% of boys meeting the recommendations during school hours, and 1% of girls versus 11% of boys during recess. SES (socioeconomic status) was not a significant factor in meeting the MVPA recommendations during either school hours or recess. Among participants, 42% of those in the most deprived quintile met the school hours MVPA recommendation, compared to 39% in the least deprived quintile. During recess, 3.6% of those in the most deprived quintile met the recommendation, compared to 4.3% in the least deprived quintile. Seasons were a significant factor for achieving school hours MVPA, with 42% of participants meeting the recommendation in winter, 52% in spring, 59% in summer, and 34% in autumn. Urban versus rural residency was also a significant factor, with 40% of urban participants compared to 52% of rural participants meeting the school hours MVPA recommendation. Conclusions: Levels of MVPA during school hours and recess are very low in Scottish children included in the SPACES Study. Interventions to increase MVPA during PE are promising, and one particular intervention seemed especially promising. Any interventions run during PE lessons, recess, and other domains of physical activity in school should benefit all children.Background: Physical inactivity is a global challenge that needs to be addressed urgently. Schools can make a significant impact on children’s current and future physical activity behaviour as children spend more time in school than anywhere other than home. Sustainable school-based physical activity strategies are necessary to offer an active school day for large numbers of children with suitable interventions starting as early as possible to promote a long and healthy lifestyle. This thesis aims to evaluate and explore school-based strategies to increase pupils’ moderate-to-vigorous physical activity (MVPA) levels during school hours (through physical education, recess, and other domains of physical activity in school). The secondary aim is to provide recommendations and a clearer insight into the issues of school based MVPA. Methods: The thesis is based on the findings of four studies. The first is a systematic review of interventions to increase moderate-to-vigorous physical activity (MVPA) levels in physical education (PE) lessons for primary school children. The review was an update of Lonsdale et al.'s 2013 review. The update was necessary because the previous review was 10 years old, and the studies it included were mainly conducted in the USA, focusing on primary and secondary education levels. Research is a constantly evolving field, so more recent studies are likely to be available. Updating the review was useful, as it produced new evidence that was not included in Lonsdale et al.'s original review. This new evidence was relevant and applicable to Scotland, providing a solid basis for the thesis. The second study is a protocol paper developed by adapting an existing intervention to a Scottish context, the aim of this study is to determine whether the strategies employed in England could be adopted in Scotland. The third and fourth studies are based on a large nationally representative sample provided by the SPACES (Studying Physical Activity in Children’s Environments across Scotland) study conducted between May 2015 and May 2016. There were 774 children (417 females, 357 males), aged 10/11 years, randomly chosen from 471 schools, who took part. The SPACES study, with data collected inclusively during school hours and recess time across five weekdays, formed the basis for analyses in 2022. The third study looks at the MVPA levels accrued during a normal school day and risk factors including gender, socioeconomic status (SES), season, and urban or rural residency are investigated. The fourth study examines children’s MVPA levels during recess time with the same risk factors plus an extra one, namely, the length of the recess. Mean time spent in MVPA during school hours and recess is computed and compared against a recommendation that children should achieve 30 minutes of MVPA during school hours and 40% of recess time should be in MVPA. Binary logistic regression, presented as odds ratio (O.R.) and confidence intervals (C.I.), analyses explored associations between meeting/not meeting the recommendation by the candidate risk factors. Key findings and implications from the four studies are summarised and recommendations for schools on engaging pupils more in MVPA during school hours are also provided. Results: The systematic review (Study 1) identified only five studies from a total of 5459 records over the period from 2010 to 2019. All eligible studies reported favourable intervention effects. Meta-analysis was possible from 4/5 studies: The mean difference between intervention and control groups at follow-up was +14.3% of lesson time in MVPA (confidence interval (CI 2.7 to 25.8)). One apparently highly effective intervention, the SHARP Principles Model, was identified as it increased children’s MVPA during PE lessons by 30% and 27% respectively when tested twice across multiple schools in England. A protocol paper (Study 2) was employed to translate the SHARP intervention for use in Scotland (SHARP Scotland). However, circumstances made the implementation not feasible due to COVID lockdowns during the time frame. This paper was proposed as the foundation and provided insight for a fully powered effectiveness trial in the future. The results of device-based measured accelerometry data (from Studies 3 and 4) showed that children’s MVPA levels during school hours (an average of 29 minutes) and recess (3.2 out of 16.1 minutes) were very low. Only 43% of children during school hours and 6% during recess met the relevant MVPA recommendations. Gender was a significant factor in meeting the MVPA recommendations, with 33% of girls vs 54% of boys meeting the recommendations during school hours, and 1% of girls versus 11% of boys during recess. SES (socioeconomic status) was not a significant factor in meeting the MVPA recommendations during either school hours or recess. Among participants, 42% of those in the most deprived quintile met the school hours MVPA recommendation, compared to 39% in the least deprived quintile. During recess, 3.6% of those in the most deprived quintile met the recommendation, compared to 4.3% in the least deprived quintile. Seasons were a significant factor for achieving school hours MVPA, with 42% of participants meeting the recommendation in winter, 52% in spring, 59% in summer, and 34% in autumn. Urban versus rural residency was also a significant factor, with 40% of urban participants compared to 52% of rural participants meeting the school hours MVPA recommendation. Conclusions: Levels of MVPA during school hours and recess are very low in Scottish children included in the SPACES Study. Interventions to increase MVPA during PE are promising, and one particular intervention seemed especially promising. Any interventions run during PE lessons, recess, and other domains of physical activity in school should benefit all children
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
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
- …
