The development of computer science research in the People's Republic of China 2000-2009: A bibliometric study

This paper reports a bibliometric study of the development of computer science research in the People's Republic of China in the 21st century, using data from the Web of Science, Journal Citation Reports and CORE databases. Focusing on the areas of data mining, operating systems and web design, it is shown that whilst the productivity of Chinese research has risen dramatically over the period under review, its impact is still low when compared with established scientific nations such as the USA, the UK and Japan. The publication and citation data for China are compared with corresponding data for the other three BRIC nations (Brazil, Russian and India). It is shown that China dominates the BRIC nations in terms of both publications and citations, but that Indian publications often have a greater individual impact. © The Author(s) 2012

Quantitative Analysis of Books by Bharat Ratna Professor C. N. R. Rao

The paper presents the results of the analysis of 49 books of Prof. C N R Rao, published during 1960 to 2013. The analysis shows that 18 books were written by him singly or jointly with other scientists. The rest (N=31) are works produced under his solo or joint editorship. Thirty five books were published abroad and 14 in India (11 from Delhi) World Scientific published 8 books, Wiley VCH published 4 books, Academic Press and Indian National Science Academy published 3 each, and the rest were published by 22 other publishers. His first book was published at the age of 27. Most of the books were authored by him during his 50s (16 books) and 70s (12 books). All his books were published in English. However, a number of books have been translated into Russian, Chinese, Hindi and Kannada. The popularity of his books can be gauged from the fact that two of his books have run into fourth edition, one to third edition, and five books to second edition. The largest number of books belong to physical chemistry, particularly to solid state chemistry

Growth and impact of scholarly contributions for SP University: A Bibliometric Analysis

Qualitative analysis of bibliographic datasets becomes advantageous to individuals and institutions since the high weightage of ‘research’ enunciated in assessment ranking or gradation framework. Out of the various existing methods ‘bibliometric methods’ applied in the current study for quantitative examination of research output to measure productivity and performance. A total of 1690 Bibliographic records consulted of Sardar Patel University (SPU) published during the year 2009-2018 retrieved from the Scopus indexing database. To validate the objectives i.e. to determine chronological growth, authorship pattern, core sources for research communication, and influence of productivity by citations received, various indicators, and indices and bibliometric laws i.e. RGR, Dt, CAI, DC, Bradford’s Law of distributions, and more have been applied appropriately. Furthermore, software of ‘MS-Excel’ and ‘bibliometrix’ & ‘biblioshiny’ of R-Package software applied for detailed and accurate analysis. Evaluated data figured out Average yearly contribution 169 research however accounted Mean RGR (P) ‘0.25’; Mean Dt (P) ’3.52 reveals inconsistent growth of research output. Rate of DC ‘0.98’ and the highest ‘51.30%’ productivity for ‘multi authorship’ indicates a higher rate of collaborative research work. Total ‘36 core sources’ identified which are highly relevant to ‘applied / pure science’ discipline. A total of 15153 citations were received for research occurrence in the span with an average of 8.97 ACPP where mean RGR (C) ‘0.19’ and Mean Dt (C) ‘7.06’ of citations should be the matter of anxiety for SPU and individual scholars. SPU has to make more effort to promote research and create quality culture, attention of developing better policies to enhance and enrich the research performance of individuals

Revisiting De Solla Price: growth dynamics studies of various subjects over last one hundred years

17-35The stalwart historian of science, Derek J. De Solla Price delivered a series of lectures at Brookhaven National Laboratory in 1962, which was dedicated to discussing science and its interaction with society. The collection of these lectures was published in 1963 as a book entitled Little Science, Big Science. Here, Price empirically established that the initial exponential growth pattern of literature reaches a ceiling after a certain time span, which results a logistic growth pattern. This paper analyses Price's empirical theory on the basis of 198 articles that presented growth of literature of variant subjects published since 1913 to 2018. In all, 214 growth models were reported by the 198 articles that analysed growth of literature of more than 50 subjects. It is found that growth patterns reported by nearly 50% articles followed Price's empirical theory, i.e., exponential and logistic growth pattern while remaining 50% articles followed other growth patterns, viz., power model, linear model, etc. All growth models reported by the 198 articles were broadly categorised into five groups on the basis of statistical characteristics, viz., (exponential + logistic), growing without definite pattern (GWDP), linear, non-linear and decaying models. The null hypothesis formulated states that 214 growth models observed by different subjects described in 198 articles will follow either of the five patterns that will be guided by Bradford's Law of Bibliographic Scattering. The null hypothesis is accepted by Chi-square test. It is inferred that the distribution of different models of growth of literature is guided by Bradford's Law where the core or nucleus zone is occupied by the logistic and exponential model, i.e. Price's empirical model prevails in Bradford's nuclear (core) zone

Hidden Citations Obscure True Impact in Science

References, the mechanism scientists rely on to signal previous knowledge, lately have turned into widely used and misused measures of scientific impact. Yet, when a discovery becomes common knowledge, citations suffer from obliteration by incorporation. This leads to the concept of hidden citation, representing a clear textual credit to a discovery without a reference to the publication embodying it. Here, we rely on unsupervised interpretable machine learning applied to the full text of each paper to systematically identify hidden citations. We find that for influential discoveries hidden citations outnumber citation counts, emerging regardless of publishing venue and discipline. We show that the prevalence of hidden citations is not driven by citation counts, but rather by the degree of the discourse on the topic within the text of the manuscripts, indicating that the more discussed is a discovery, the less visible it is to standard bibliometric analysis. Hidden citations indicate that bibliometric measures offer a limited perspective on quantifying the true impact of a discovery, raising the need to extract knowledge from the full text of the scientific corpus

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Study on open science: The general state of the play in Open Science principles and practices at European life sciences institutes

Nowadays, open science is a hot topic on all levels and also is one of the priorities of the European Research Area. Components that are commonly associated with open science are open access, open data, open methodology, open source, open peer review, open science policies and citizen science. Open science may a great potential to connect and influence the practices of researchers, funding institutions and the public. In this paper, we evaluate the level of openness based on public surveys at four European life sciences institute

Topic Maps : a bibliometric study

Topic Maps is an international standard (ISO/IEC 13250) to describe and encode knowledge structures and associating them with relevant information resources. This thesis seeks to investigate what has been written about Topic Maps from year 2000 to 2011, as well as finding out the research and publication trend in Topic Maps. This study was based on quantitative methodology, which was bibliometric analysis. The data was collected from Scopus and Web of Knowledge databases. Search keywords used are “topic map”, “topic maps” and “ISO/IEC 13250”. A total of 356 publications (265 conference papers, 91 journal articles) from 2001 to 2011 taken into data analysis. The findings revealed that Topic Maps researchers had a preference to present their findings in conference rather than in journal. The authorship pattern was more towards coauthorship. Most researchers were coauthored locally, as international collaboration was very low. Computer science and library and information science related journals were the favourite publishing venue. Majority of the conferences were computer science and education related. The focus of the topic maps was on data integration and interoperability (2001-2004), information theory (2005 – 2008), knowledge and intelligent based system (2009 – 2011). Also, there were five themes identified, namely content management, repository, ontology, information architecture, retrieval and navigation, and semantic web. The future research areas will possibly be collaborative e-learning system, knowledge visualization system, visualization construction, semantic metadata creation from a relational database, knowledge navigation and retrieval improvement, intelligent topic map, distributed knowledge management based on extended topic maps, knowledge service system, knowledge representation modeling, and multi granularity and multi-level knowledge.Joint Master Degree in Digital Library Learning (DILL