1,720,954 research outputs found
Meeting the Needs of Diverse Populations in Summer Programs for Advanced Learners
Get PDFMeeting the needs of diverse learners can be challenging for educators. The changing dynamics within the United States and the world, such as the effects of the COVID-19 pandemic, the rise in virtual learning, and rising rates of loneliness and depression among teens and adults, highlight the importance of focusing not only on the academic needs of students but their social and emotional needs as well. A needs assessment study explored international and domestic student satisfaction within an educational summer program for advanced learners. The findings showed no statistically significant difference in how international and domestic students perceive their satisfaction in academic and residential spaces. Summer program staff members commonly said they value more training about integrating international students and diverse student populations into the residential hall and classroom environments. An intervention was implemented to determine if the inclusion of the Student Life Curriculum modules affected staff members’ readiness with and perceptions and understandings of working with diverse populations and what effect the modules had on the community experience for students and staff. The Student Life Curriculum modules were based on the Collaborative for Academic, Social, and Emotional Learning framework for social and emotional learning. Staff members participating in the program presented these modules to students on-site outside of the academic day. A pre-program and post-program climate survey based on the Faculty Classroom Diversity Questionnaire was given to all staff members, and post-program semi-structured interviews were completed with nine administrative staff members. Quantitative data from the pre- and post-program survey showed no statistically significant differences in an increase in staff readiness or experience and no significant increases in staff members’ feelings related to the importance of specific diversity characteristics in contributing to the quality of learning or social and emotional
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growth. Qualitative data were mixed, with some respondents expressing that their work in the program positively affected their readiness and experience in working with diverse populations. In contrast, other respondents felt their work outside the program contributed more to their work with diverse populations. Insufficient data were present to determine whether the Student Life Curriculum modules affected the community experience. More data would be needed on applying the Student Life Curriculum modules and their on-site use to assess their impact on students and staff
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
Meeting the Needs of Diverse Populations in Summer Programs for Advanced Learners
Get PDFMeeting the needs of diverse learners can be challenging for educators. The changing dynamics within the United States and the world, such as the effects of the COVID-19 pandemic, the rise in virtual learning, and rising rates of loneliness and depression among teens and adults, highlight the importance of focusing not only on the academic needs of students but their social and emotional needs as well. A needs assessment study explored international and domestic student satisfaction within an educational summer program for advanced learners. The findings showed no statistically significant difference in how international and domestic students perceive their satisfaction in academic and residential spaces. Summer program staff members commonly said they value more training about integrating international students and diverse student populations into the residential hall and classroom environments. An intervention was implemented to determine if the inclusion of the Student Life Curriculum modules affected staff members’ readiness with and perceptions and understandings of working with diverse populations and what effect the modules had on the community experience for students and staff. The Student Life Curriculum modules were based on the Collaborative for Academic, Social, and Emotional Learning framework for social and emotional learning. Staff members participating in the program presented these modules to students on-site outside of the academic day. A pre-program and post-program climate survey based on the Faculty Classroom Diversity Questionnaire was given to all staff members, and post-program semi-structured interviews were completed with nine administrative staff members. Quantitative data from the pre- and post-program survey showed no statistically significant differences in an increase in staff readiness or experience and no significant increases in staff members’ feelings related to the importance of specific diversity characteristics in contributing to the quality of learning or social and emotional
iii
growth. Qualitative data were mixed, with some respondents expressing that their work in the program positively affected their readiness and experience in working with diverse populations. In contrast, other respondents felt their work outside the program contributed more to their work with diverse populations. Insufficient data were present to determine whether the Student Life Curriculum modules affected the community experience. More data would be needed on applying the Student Life Curriculum modules and their on-site use to assess their impact on students and staff
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
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