1,720,996 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
S'Cool LAB Summer CAMP 2017
No full textThe S’Cool LAB Summer CAMP is an opportunity for high-school students (aged 16-19) from all around the world to spend 2 weeks exploring the fascinating world of particle physics. The 24 selected participants spend their summer at S’Cool LAB, CERN’s hands-on particle physics learning laboratory, for an epic programme of lectures and tutorials, team research projects, visits of CERN’s research installations, and social activities
Designing, measuring and modelling the impact of the hands-on particle physics learning laboratory S'Cool LAB at CERN Effects of student and laboratory characteristics on high-school students’ cognitive and affective outcomes
No full textAlthough many students find science important, science subjects are among the least favourite school subjects, student numbers declined over the past decades, and women are still strongly underrepresented in science. In particular, students’ decreasing enjoyment of and interest in school science, their low science-related self-beliefs, their stereotypic images of science and scientists, and thus, their low interest in science and technology careers are worrying. However, today’s students will need scientific literacy and scientific reasoning skills to face the challenges of the 21st century, such as the revolution of job markets due to machine learning and robotics. To counteract this troubling trend, researchers call for a) more practical work, b) science learning that is relevant for students and takes their interest into account, c) activities fostering students’ self-beliefs in science, in particular for female students, and d) more contact with scientists. Here, out-of-school learning opportunities are ideal complements to formal science education. In particular, out-of-school learning laboratories for high-school students hold a unique position within the informal learning sector because they provide hands-on activities, often guided by scientists, intended to foster students’ interest in science. Furthermore, these labs provide authentic learning environments, which are often related to modern science topics, and research equipment that is usually not available in schools. Whereas participation in hands-on workshops in these laboratories has an immense potential to foster both students' affects towards science and their knowledge and understanding, previous studies indicated that the high amount of novelty in these unique settings is not entirely beneficial. In particular, high levels of novelty can hinder learning. Here, student characteristics, such as their prior interest and experiences, and students’ perceptions of characteristics of out-of-school learning labs, such as the organisation, cognitive load or support by volunteering scientists, are expected to influence the educational effectiveness of hands-on sessions in these settings. Hence, it is crucial to assess these novelty factors together with the desired educational outcomes of the learning activities to coherently understand the ‘mechanism of action’ of out-of-school learning labs and thereby optimise their educational potential. In the framework of this PhD project, S’Cool LAB, a new out-of-school hands-on learning laboratory for high-school students was developed at CERN, Geneva, Switzerland. Particle physics learning activities were designed to help students understand the physics and technologies of the largest particle physics laboratory in the world, while also fostering their interest in physics, self-beliefs and scientific curiosity. To maximise the educational potential of this unique opportunity at CERN, the development of learning activities was based on documented students’ conceptions and took recent research results about interest, curiosity, cognitive activation and cognitive load into account. To analyse the educational effectiveness of half-day hands-on sessions in S’Cool LAB, and to understand the relevance of student and laboratory characteristics, more than 500 students from 15 different countries took part in a quantitative study employing a single group, pre- and post-test research design. In particular, different types of novelty factors were assessed and used to model S’Cool LAB’s educational outcomes in both single-level and multi-level linear models. The results of the S’Cool LAB evaluation study confirmed high educational effectiveness of its hands-on sessions. Despite the very short intervention time of only 4.5 hours, participation in a half-day hands-on session in S’Cool LAB led to medium-sized effects on students’ physics interest (d=0.6) and their conceptual understanding (d=0.7), as well as a small effect on students’ physics self-beliefs (d=0.4). Here, girls benefited more from the hands-on sessions in S’Cool LAB with respect to physics interest (d=0.8) and self-beliefs (d=0.5) than did boys (d=0.5 & 0.3). Consequently, the initial gender gap with girls reporting slightly lower dispositional physics interest (d=0.3) and physics self-beliefs (d=0.4) was closed with respect to their situational interest and self-beliefs. In summary, S’Cool LAB outperforms other hands-on out-of-school learning labs by triggering very high situational interest and self-beliefs even for students whose dispositional interest and physics self-beliefs were already very high. Furthermore, S’Cool LAB demonstrates that out-of-school learning labs can foster students’ conceptual understanding significantly without compromising the positive impact on other variables, such as interest and self-beliefs. When comparing students’ epistemic curiosity towards particle physics before and after having taken part in hands-on sessions in S’Cool LAB, no significant differences were identified. However, the level of students’ curiosity towards particle physics was already very high in the pre-visit questionnaire. Indeed, when comparing these curiosity levels with other topics, particle physics stands out as an extremely promising topic to both accommodate and maintain exceptionally high levels of epistemic curiosity. Students’ perception of support by the learning environment and by the educators in S’Cool LAB were crucial elements of their novelty experience and were associated with especially high affective outcomes. In particular, students highly appreciated the volunteering CERN scientists and perceived their support as very valuable. Furthermore, students’ perception of their cognitive preparedness and their cognitive load were vital with respect to the cognitive effects of S’Cool LAB. Overall, students’ perception of laboratory characteristics accounted for twice the amount of variance in the educational outcomes than did student characteristics. Although the results of single- and multi-level modelling were similar, ignoring the hierarchical data structure was associated with a substantial overestimation of the effective sample size up to a factor of 11. Indeed, students’ educational outcomes differed significantly among different groups of students because the groups showed major differences, for example, in their dispositional interest and their prior conceptual understanding. In the framework of this PhD project, S’Cool LAB was successfully established as CERN’s physics education research facility and students taking part in hands-on sessions also contributed to expanding our current understanding of students’ conceptions about radiation and radioactivity. Here, the respective research results suggest that students’ conceptual understanding of radiation and radioactivity has not changed much over the past decades. Instead, most of the previously documented conceptions were reproduced within this study. The results of a factor analysis suggest that, on the one hand, students argue rather consistently within certain areas, such as the macroscopic perspective on half-life. On the other hand, the results of a cluster analysis suggest that students’ conceptual understanding of one area is independent of their understanding of a different area. Most strikingly, misconceptions seem to manifest themselves independently of students’ (prior) knowledge. In summary, the results of the students’ conceptions study confirm that it is possible and worthwhile to assess students’ conceptual understanding of radiation and radioactivity quantitatively within the framework of out-of-school learning labs. In summary, the S’Cool LAB studies show that the topic of particle physics provides a promising opportunity to introduce high-school students to modern physics by taking their interest and curiosity into account without compromising their conceptual understanding. Here, the high educational effectiveness of S’Cool LAB as a unique out-of-school learning lab confirms its successful development, more than justifies the required resources, and provides highly promising insights into the mechanism of action of out-of-school learning
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
3D-gedrucktes Streuexperiment à la Rutherford
No full textStreuexperimente stellen einen wichtigen Typus von Experimenten in der Hochenergiephysik dar. Mit der Hilfe von Streuexperimenten untersuchen Wissenschaftler*innen die innere Struktur von Teilchensystemen, wie zum Beispiel Atomen oder Protonen, oder die Wechselwirkungen zwischen verschiedenen Teilchen. Dabei wird ein Strahl einer bestimmten Teilchensorte auf ein Streuobjekt gerichtet. Durch die Wechselwirkung zwischen den sogenannten ProjektilTeilchen und den Teilchen innerhalb des Streuobjektes kommt es dann zu Richtungsänderungen (elastische Streuung) oder Teilchenumwandlungen (inelastische Streuung), die mit der Hilfe von Detektoren aufgezeichnet werden. Je kleiner die zu untersuchenden Streuobjekte, desto höheren Energien benötigt man, um diese Strukturen aufzulösen. Daher wurden in der Vergangenheit immer bessere Teilchenbeschleuniger entwickelt, die hochenergetische Projektil-Teilchen für verschiedenste Streuexperimente zur Verfügung stellen. Eine detaillierte Beschreibung zur Physik von Streuexperimenten in der Hochenergiephysik fndet sich zum Beispiel in [1]. Eines der berühmtesten Beispiele eines elastischen Streuexperiments ist das sogenannte Goldfolien-Experiment. Geiger, Marsden und Rutherford untersuchten 1909 die Streuung von Heliumkernen an sehr dünnen Goldfolien. Dabei analysierten sie die Winkelverteilung der gestreuten Heliumkerne und Rutherford modellierte daraufhin die elektrische Ladungsverteilung im Atom. Die Beobachtungen widerlegten die Annahme, dass die positiven Ladungen im gesamten Volumen des Atoms gleichmäßig verteilt seien. Stattdessen ließen sich insbesondere große Streuwinkel besser mit einem kompakten zentralen Coulomb-Feld modellieren [2]. Die Erklärung ihrer Beobachtungen trug damit wesentlich zur Entwicklung des Rutherford‘schen und später des Bohr‘schen Atommodells bei. Das Goldfolien-Experiment stellt damit nicht nur einen Meilenstein der Atomphysik dar, sondern auch ein eindrucksvolles Beispiel der Modellbildung. Nicht zuletzt aus diesen Gründen wird das Goldfolienexperiment in gängigen Physiklehrbüchern erklärt und sogar die Verteilung der gestreuten ProjektilTeilchen interpretiert [3, 4]. Es ist leider relativ aufwändig und kostenintensiv, das Experiment real nachzustellen. Der Versuchsaufbau von LD Didactic beinhaltet zum Beispiel eine Vakuumpumpe sowie ein 330 kBq Americium-Präparat [5]. Allerdings lassen sich die Grundprinzipien einfach anhand eines mechanischen Modellversuchs nachvollziehen
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