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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
A poietic for leaders : engaging the moral imagination in educational leadership
No full textThis study examined the role of imagination in educational leadership through an investigation of the creative (poietic) process exercised by formal and informal leaders in two schools. The purpose of the study was to explore the ways in which school leaders utilized poietic elements in their leadership practice. The three research questions that guided the research addressed (a) what poietic elements were engaged by educational leaders, (b) how those elements were engaged, and (c) the nature of the moral discourse created by the poietic process. The conceptual framework informing the research proposed that four imaginative elements--stereoscopic vision, metaphor, narrative, and irony--were employed by leaders to create a "room" within which effective moral discourse could occur. Two public schools were selected for a comparative, exploratory case study. The researcher spent twenty days in participant observation at each school over a period of six months. During that time, interviews were conducted with the identified formal and informal leaders in each school. The results of the study were reported in the form of episodal narratives which exemplified the engagement of the poietic elements by school leaders. The study revealed that the four poietic elements were actively and effectively employed by leaders in the two schools; however, there were clear differences in the ways in which these elements were employed. Furthermore, the nature of the rooms created by these leaders was influenced by the ways in which these elements were employed. The level of moral discourse in each room was perceived to be influenced by the propensity of leaders to engage the poietic elements. The results indicated that the predilection of participants to interact with the poietic elements was influenced by cultural and historical factors as well as by the attitudes of the school principal. The study also suggested that effective engagement with the poietic elements involved an aesthetic-poietic reciprocity on the part of the participants in the room. The poietic elements were not effective in the absence of a manifest appreciation on the part of the other participants in the room. The importance of this reciprocity was especially evident in the exercise of irony among the participants; however, it was clearly evident in each of the four elements. The aesthetic (appreciative) roles of the school principals were perceived to be of equal importance to their poietic (creative) roles. Several implications for the theory and practice of leadership emerged from the study. The results suggested that the inclusion of an imaginative domain in the conceptualization of leadership might enhance the level of moral discourse in schools and, therefore, provide educators with more effective ways of moving from theory to practice. Similarly, the inclusion of an artistic domain in formal leadership training programs might increase the effectiveness of leadership praxis. Finally, the author suggested that artistic leadership research might lead to a richer understanding of educational leadership
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
Reconceptualizing accountability for education
No full textThe purpose of this conceptual inquiry was to add clarity and substance to the idea of accountability. It was conducted in two parts. First, the conversations surrounding accountability were reviewed to seek answers to such questions as: What are the purposes of accountability and whose purposes is accountability intended to serve? What can be considered an instance of accountability, and why do some consider an instance to be one of accountability while others do not? and What concepts need to be better understood in order to bring accountability into being? The etymology of accountability was reviewed, as well as the historical relationship between accountability and democracy. Particular attention was paid to the essential expectations of the principle of accountability in democratic governance. Manzer's (1994) review of the constituent meanings of educational policy in Canada was used to move the research into the context of public education. His typology illustrated the extent to which interpretations of accountability in education are dependent upon competing liberal visions of the public good. The second part of this research provided a reconceptualization of accountability for education. Having found the contemporary accountability models lacking, it focussed efforts on the development of a framework that would be sufficiently robust to account for the political nature of accountability reforms, yet capable of centering discussions on the essence of the concept itself. Three key principles, originally taken from the Auditor General of Canada's Report (1996), provided the conceptual core of this framework. These principles (disclosure, transparency, redress) trace their historical origin to the idea of accountability in democracy. They provided a place to link accountability procedures back to conceptually, and thus could serve as a way to test their integrity. In addition, four key elements of accountability (planning, evaluation, responsiveness and communication) were identified and discussed in depth with reference to both their legitimacy within the present ideological divide, and their relationship to the concept of accountability itself. This research provided a way to view accountability as a neutral concept. It called for increased research focussed on accountability principles (particularly transparency and redress) and elements to enhance our understanding of how accountability is created and sustained in public education
A certain and reasoned art : the potential of a dialogic process for moral education; Aristotelian and Kantian perspectives
No full textAt present two options are available that can lead to a determination of how moral education may be possible in practice. One takes its formulation from the work of Kant, the other stands in the tradition of Aristotle. Kant emphasizes the importance of duty mid obligation. In contrast, Aristotle attempts to construct a theory of moral life on the practice of virtue. Both theoretical perspectives have debilitating deficiencies. A spectrum of moral experience is presented that represents the wood opportunities available to the agent in life experience. The polarities of this spectrum pull most naturally towards either an Aristotelian or a Kantian perspective, although neither perspective is capable of addressing the requirements of the entire spectrum. The Aristotelian perspective is associated with the life of non-dilemmic virtue, undertaken in community, where relational realities and the contextual contingency of moral life is emphasized. The Kantian perspective is associated with dilemmic situations to be resolved by a process of moral The central problem of the dissertation acknowledges the antithetical nature of these perspectives, and the dichotomous nature of their philosophical roots. The central task of the dissertation is the establishment of a dialogic process that has the potential to reconcile this dichotomy, and to allow these perspectives to mutually inform and reinforce each other. This task is accomplished by providing responses to a central research question that is accompanied by a series of subsidiary questions. From an analysis of various theories of moral education, Kohlberg's theory of structural developmentalism is chosen for reformulation as it is informed by the exploration of the requirements of the dialogic process. To address the research questions, additional Spectra are offered to provide an epistemological and ontological basis for a five-step dialogic treatment that combines, through a developmental climacteric, the Magistral dialogue of Vvgotsky Socratic dialogue of Bakhtin. The five-step model is comprised of a recursive loop through the four steps of the Magistral dialogue prior to an entrance into a Socratic dialogue. (Abstract shortened by UMI.
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