1,721,031 research outputs found
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
Integrating intercultural literary competence: An intervention study in foreign language education
No full textConfronted with a reading decline among teenagers, literary education is having a hard time at secondary schools. As a Spanish teacher at the Spinoza Lyceum in Amsterdam, however, Esther Schat noticed that students can be motivated to read books in a foreign language through an intercultural approach. According to the author of this dissertation, more emphasis is needed on the integration of language and culture in current foreign language education. This research shows how intercultural literature education offers opportunities to create a curriculum with greater depth of content, in which the subject matter of the languages is paramount and skills have an essential supporting function. With a doctoral grant for teachers from Dudoc Alfa, the author investigated how a dialogic approach to literature education can contribute to the intercultural competences of students. For two years she followed a group of three hundred students and, in consultation with teachers, she designed a theoretical model, a pedagogy and three series of lessons on the theme of migration. The research was characterized by a typical three-phase educational design research approach: analysis and exploration; design and construction; and evaluation and reflection. In the first phase of the research, she explored teacher beliefs and practices through a survey. What do teachers want and what do teachers already do with intercultural competence and literature? Based on these insights, the theoretical model for Intercultural Literary Competence and accompanying learning objectives were developed (Chapter 2 and 3). In the second phase, various teacher materials were developed (Chapter 4 and 5) such as an evaluation instrument and several workbooks for Spanish literary texts on the theme of migration. Added to that, these chapters provide hands-on principles for text selection and task design as pedagogical principles for an Integrated Intercultural Literary Pedagogy were formulated and validated. In the final phase, the effects of the pedagogy were investigated (Chapter 6,7 and 8). We found that students not only became more proficient in the foreign language by means of dialogical speaking and writing tasks about books with controversial themes, but also acquired competences to discuss and appreciate differences in moral views in dialogue with fellow students. The lesson series were conducted in fourteen classes at seven schools in the upper forms of pre-university education. Aiming to develop a more substantive curriculum in which the subject-content of language education is paramount and language skills have an essential supporting function, this dissertation provides reliable models for teachers and examples for upcoming curricular innovations
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
Debate as a tool for L2 learning: Investigating the potential of in-class debates for second language learning and argumentation skills
No full textDebate is widely hailed as an effective teaching tool capable of attaining many learning objectives. Yet, in second language education there is scant empirical evidence available to support this assumption. The present study set out to: 1) elicit second language students’ perceptions with regard to the factors that underlie positive attitudes towards debate and their perceptions of its impact on different aspects of language development; and 2) experimentally explore the affordances and effectiveness of debate pedagogy with regard to speaking, writing, and argu¬mentation skills in the Dutch secondary school context. After having developed a debate task design—consisting of a number of speaking and writing activities—following the guidelines and principles of educational design research, I conducted the perception studies. Drawing on data from questionnaires, interviews, classroom observations, and student performance, the main finding of the perception studies was that the participants greatly admire debate and correlate debate participation with an improvement in all language areas being investigated (i.e., speaking, writing, reading, and listening skills, as well as vocabulary and grammar). The intervention studies, which were conducted in three secondary schools and involved intervention and control groups, evaluated the effects of debate pedagogy on different aspects of speaking, writing (including opinion writing tasks and argumentative essays), and argumentation skills. Multilevel analyses in all these intervention studies revealed that the students in the intervention group significantly improved on a number of the assessed measures in comparison to the control group. From the findings, it can be concluded that debate pedagogy can provide a motivating learning environment that nests a range of unique combinations of pedagogical features that presumably activate processes that lead to the improvement of many dimensions of speak¬ing, writing, and argumentation skills. Debate pedagogy provides fertile ground for an interplay of many pedagogical approaches and factors—such as competitiveness, presence of audience, interactiveness, engagement, and skill-integration—that mutually strengthen and interact with each other and ultimately lead to enhanced language and argumentation performance. It seems that the observed gains hinge on the synergetic collaboration of a number of these factors, if not all of them. This study has provided research-based evidence on the affordances of debate pedagogy. This departs from the common view that debates are only apt for extracurricular activities or in the competitive sphere. In short, in-class debates provide unique learning opportunities. While debating, students are doing something worthwhile that leads to substantial progress. In-class debates should therefore be an integral part of not only second language but of foreign language learning as well
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
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