1,721,095 research outputs found
Weldon, A H, 17703
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/424808Surname: WELDON. Given Name(s) or Initials: A H. Military Service Number or Last Known Location: 17703. Missing, Wounded and Prisoner of War Enquiry Card Index Number: SEA-2444.250486
Item: [2016.0049.57069] "Weldon, A H, 17703
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
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
The effect of black consciousness and black identity on the self-concept of black elementary school children, 1980
Full text linkThe purpose of this exploratory investigation was to analyze the effects of the dimensions of Black consciousness and identity on the self-concepts of Black sixth elementary school children and their all Black educators in traditional schools compared to Black sixth grade elementary school children and their Black and white educators in non-traditional schools. In addition, the study attempted to determine if there were any differences in the way which the two groups perceived themselves from a perspective. Methods and Procedures This study uses the descriptive survey method and the anthropological field method. The study is ejc post facto in that it is aimed at discovering the relations and interactions among sociological, psychological and educational variables in real social structures" (Kerlinger, 1973, p. 37 9). Observations and interviews were employed using specific questions taken from the two instruments designed for this study by the researcher. The descriptive questionnaires: Educators' Self-Identity Questionnaire (ESIQ) and Self-Identity Student Questionnaire (SISQ) were administered to the select subjects of educators and sixth grade students in Chicago, Illinois, and Gary, Indiana, schools. All students in this sampling were asked to draw self-portraits so that the in�vestigator could establish evidence of how they perceived themselves physically and whether or not Black consciousness had any effect on their self-concepts. The samples investigated consisted of 2.13 traditional school students enrolled in one Catholic and four public schools, and 91 non-traditional school students. The non- traditional schools included two Catholic schools and one independent Black Nationalist school. There was a total of 26 educators, 17 in the traditional schools and 9 non-traditional school educators. Eleven null hypotheses were tested to determine if Black consciousness, Black identity, education for Black history/ culture awareness, and family expectations affect the development of the Black self-concept. The Statistical Package for the Social Sciences(SPSS) was used to compute the data derived from the questionnaires. These hypotheses were tested by analysis of variance to show the differences between groups. For further statistical treatment, Pearson's Product- Moment Correlation Coefficient was employed to show significant differences between correlation coefficients, if there were any. In these comparisons z and t ratios were used to show significant differences. All statistics were inter-preted at the .05 level of significance. Four questions that are related to the research were posed and were included in the discussion which is based on the findings and conclusions of this study. Findings The self-portrait section presented interpretational problems not anticipated in the original design of this study; these problems indicated a need to employ standard criteria for judging the portraits that would enhance the replication of the study. The interpretative guide used in this study relied upon the degree to which the following components were presented in each drawing: Broad facial features, afro or curly hair styles, skin coloration, or how closely the portrait resembled the actual subject. The self-portraits and observations revealed that 54 percent of the traditional school students (N=213) drew themselves paradoxically different from the way they looked. In every instance the non-traditional school students drew themselves more as they really looked. The reader is cautioned in drawing conclusions from these data, or attempting broad generalizations. The interviews and observations showed differences be�tween the two groups of students. Some traditional school students evidenced low negative racial self-concept in that they did not find it a pleasant experience to be Black in an urban ghetto. The same students frequently expressed feelings that reflected a lack of parental communication regarding Black awareness. Non-traditional school students spoke positively about family expectations and education towards their Afrikan heritage. They also evidenced strong ties to Afrikan cultural influences through hair styles and dress attire. Educators showed fewer differences in their levels of Black consciousness than did the students, but the differences were important. The greatest difference between non-traditional and traditional educators was in respect to the relationship between Black identity and self-concept. Non-traditional school educators in this study, as opposed to traditional school educators, believed that these factors are inextricably related. There were no significant differences between students on any of the components in traditional and non-traditional schools with respect to the independent variables sex and age. The independent variable, school, revealed a statistically significant difference in the direction of non-traditional school students on all components except Black Identity, thus rejecting the null hypothesis for this component. The hypothesis for the component, Family Expectations, was not supported by the data on the independent variables, school and education of parents. On this component, there was a significant statistical difference favoring non-traditional school students in what their families expect of them regarding Black awareness and education from a historical perspective. The hypothesis for the statistical correlations for students was supported for all paired factors between the two groups except the paired variables of self-concept and education for Black history/ culture, which rejected this hypothesis in favor of traditional school students
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