37,262 research outputs found
The structure of the Arts & Humanities Citation Index: A mapping on the basis of aggregated citations among 1,157 journals
Using the Arts & Humanities Citation Index (A&HCI) 2008, we apply mapping
techniques previously developed for mapping journal structures in the Science
and Social Science Citation Indices. Citation relations among the 110,718
records were aggregated at the level of 1,157 journals specific to the A&HCI,
and the journal structures are questioned on whether a cognitive structure can
be reconstructed and visualized. Both cosine-normalization (bottom up) and
factor analysis (top down) suggest a division into approximately twelve
subsets. The relations among these subsets are explored using various
visualization techniques. However, we were not able to retrieve this structure
using the ISI Subject Categories, including the 25 categories which are
specific to the A&HCI. We discuss options for validation such as against the
categories of the Humanities Indicators of the American Academy of Arts and
Sciences, the panel structure of the European Reference Index for the
Humanities (ERIH), and compare our results with the curriculum organization of
the Humanities Section of the College of Letters and Sciences of UCLA as an
example of institutional organization
Qualitative conditions of scientometrics: the new challenges'
While scientometrics is now an established field, there are challenges. A closer look at how scientometricians aggregate building blocks into artfully made products, and point-represent these (e.g. as the map of field X) allows one to overcome the dependence on judgements of scientists for validation, and replace or complement these with intrinsic validation, based on quality checks of the several steps. Such quality checks require qualitative analysis of the domains being studied. Qualitative analysis is also necessary when noninstitutionalized domains and/or domains which do not emphasize texts are to be studied. A further challenge is to reflect on the effects of scientometrics on the development of science; indicators could lead to `induced¿ aggregation. The availability of scientometric tools and insights might allow scientists and science to become more reflexive
Embedded librarianship and problem-based learning in undergraduate mathematics courses
A pedagogical approach of problem-based learning with embedded librarianship
in several undergraduate mathematics courses is implemented in this educational
research. The students are assigned to work on several projects on various
applications of mathematical topics in daily life and submit written reports.
An embedded librarian collaborates together with the instructor and the
students to improve the students' information literacy. Initial reaction and
anecdotal evidence show that the students' information literacy and academic
performance have improved throughout the semesters.Comment: 4 pages, 2 tables, International Congress of Women Mathematicians
Presentation Book, Ewha Womans University, Seoul, South Korea, pp. 117-120,
201
Methods for measuring the citations and productivity of scientists across time and discipline
Publication statistics are ubiquitous in the ratings of scientific
achievement, with citation counts and paper tallies factoring into an
individual's consideration for postdoctoral positions, junior faculty, tenure,
and even visa status for international scientists. Citation statistics are
designed to quantify individual career achievement, both at the level of a
single publication, and over an individual's entire career. While some academic
careers are defined by a few significant papers (possibly out of many), other
academic careers are defined by the cumulative contribution made by the
author's publications to the body of science. Several metrics have been
formulated to quantify an individual's publication career, yet none of these
metrics account for the dependence of citation counts and journal size on time.
In this paper, we normalize publication metrics across both time and discipline
in order to achieve a universal framework for analyzing and comparing
scientific achievement. We study the publication careers of individual authors
over the 50-year period 1958-2008 within six high-impact journals: CELL, the
New England Journal of Medicine (NEJM), Nature, the Proceedings of the National
Academy of Science (PNAS), Physical Review Letters (PRL), and Science. In
comparing the achievement of authors within each journal, we uncover
quantifiable statistical regularity in the probability density function (pdf)
of scientific achievement across both time and discipline. The universal
distribution of career success within these arenas for publication raises the
possibility that a fundamental driving force underlying scientific achievement
is the competitive nature of scientific advancement.Comment: 25 pages in 1 Column Preprint format, 7 Figures, 4 Tables. Version
II: changes made in response to referee comments. Note: change in definition
of "Paper shares.
Supporting Students with Math Anxiety
Math anxiety has been the focus of much research throughout the years. Math anxiety is defined as the feeling of discomfort and disturbance that is experienced when facing mathematical problems. Math anxiety causes students to avoid mathematics and learning of it because of the feeling of distress when confronted with a problem to complete. Math is studied so that students can learn about numbers in order to complete simple and complex calculations each and every day. The studying of mathematics has even impacted future career options for individuals. Career fields in the Science, Technology, Engineering, and Mathematics (STEM) have been on the decline because individuals have been avoiding taking classes in mathematics which results in fewer individuals pursuing such careers. Research has shown that beliefs about math are developed early on; once they have been established, they are hard to change. This study was conducted to determine how to support students with math anxiety. The study involved five math teachers, five science teachers, three special education teachers, and four administrators. Through the survey responses and the interviews, I found that educators need to support students with math anxiety. Educators need to make sure every student has opportunities to be successful in math
- …