Supplementary material for: Effects of microclimatic and human parameters on outdoor thermal sensation in the high-density tropical context of Dhaka

The supplementary material has a separate DOI generated from ResearchGate: DOI: 10.13140/RG.2.2.30599.4496

Open or Closed: Balancing Border Policy with Human Rights

Open or Closed: Balancing Border Policy with Human Rights on ResearchGate, the professional network for scientists

Whose Law Is It Anyway? The Cultural Legitimacy of International Human Rights in the United States

Whose Law Is It Anyway? The Cultural Legitimacy of International Human Rights in the United States on ResearchGate, the professional network for scientists

ResearchGate versus Google Scholar: Which finds more early citations?

ResearchGate has launched its own citation index by extracting citations from documents uploaded to the site and reporting citation counts on article profile pages. Since authors may upload preprints to ResearchGate, it may use these to provide early impact evidence for new papers. This article assesses the whether the number of citations found for recent articles is comparable to other citation indexes using 2675 recently-published library and information science articles. The results show that in March 2017, ResearchGate found less citations than did Google Scholar but more than both Web of Science and Scopus. This held true for the dataset overall and for the six largest journals in it. ResearchGate correlated most strongly with Google Scholar citations, suggesting that ResearchGate is not predominantly tapping a fundamentally different source of data than Google Scholar. Nevertheless, preprint sharing in ResearchGate is substantial enough for authors to take seriously

Electronic Social Networks as Supporting Means of Educational Process in Higher Education Institutions

Given research describes experience of electronic social networks use in educational practices. It was determined that electronic social networks can be a powerful tool for support of educational process in higher education institutions, namely to support study of different disciplines. There are main advantages of electronic social networks use for education: universal accessibility and free of charge; possibility of instant messaging and multimedia data; user-friendly intuitive interface; ability to search data and information; availability of event scheduling, invitations, reminder settings; support for synchronous and asynchronous communication between network members; access from different devices. It is emphasized that one of the main advantages of electronic social networks is receipt of quick feedback and convenience of their tools and services. Nowadays, it is important to include network educational interaction in existing models of study organization. It is advisable to use electronic social networks to manage educational process in higher education institution. Efficiency of electronic social networks use depends on intensity and need for their use in educational system management for implementation of organizational, educational, psychological and pedagogical functions and ensuring universal communication with subjects of educational process. Expediency of electronic social networks use to carry out research work at university is described. Electronic social networks are convenient tool to conduct surveys and questionnaires, to create thematic groups for specific issue discussion. Also it is possible to interact with researchers from different countries, share experiences and disseminate research findings, invite those who wish to participate in various scientific activities using these networks

Same Question, Different World: Replicating an Open Access Research Impact Study

To examine changes in the open access landscape over time, this study partially replicated Kristin Antelman’s 2004 study of open access citation advantage. Results indicated open access articles still have a citation advantage. For three of the four disciplines examined, the most common sites hosting freely available articles were independent sites, such as academic social networks or article sharing sites. For the same three disciplines, more than 70% of the open access copies were publishers’ PDFs. The major difference from Antelman’s is the increase in the number of freely available articles that appear to be in violation of publisher policies

Communication, collaboration and identity: factor analysis of academics’ perceptions of online networking

Since the advent of online social networking sites, much has been written about their potential for transforming academia, as communication and collaboration underpin many scholarly activities. However, the extent to which these benefits are being realised in practice is unclear. As the uptake of tools by academics continues to grow, there is a question as to whether differences exist in their use and if any patterns or underlying factors are at play. This article presents the results of an online survey addressing this gap. A disciplinary divide was evident in terms of preferred academic social networking platforms, while perceptions about how academics use online networking for different purposes are linked to job position. Exploratory factor analysis identified four components representing different strategies used by academics in their approaches to online networking, including maintaining a personal learning network, promoting the professional self, seeking and promoting publications, and advancing careers

Academics’ online connections: Characterising the structure of personal networks on academic social networking sites and Twitter

Academic social networking sites (SNS), such as Academia.edu and ResearchGate, seek to bring the benefits of online social networking to academics' professional lives. Online academic social networking offers the potential to revolutionise academic publishing, foster novel collaborations, and empower academics to develop their professional identities online. However, the role that such sites play in relation to academic practice and other social media is not well understood at present. Arguably, the defining characteristic of academic social networking sites is the connections formed between profiles (in contrast to the traditional static academic homepage, for example). The social network of connections fostered by SNSs occupies an interesting space in relation to online identity, being both an attribute of an individual and shaped by the social context they are embedded within. As such, personal network structures may reflect an expression of identity (as "public displays of connection" (Donath & boyd, 2004) or "relational self portraits[s]" (Hogan & Wellman, 2014)), while social capital has been linked to network structures (Crossley et al., 2015). Network structure may therefore have implications for the types of roles that a network can play in professional life. What types of network structures are being fostered by academic SNS and how do they relate to academics' development of an online identity? This presentation will discuss findings from a project which has used a mixed-methods social network analysis approach to analyse academics' personal networks online. The personal networks of 55 academics (sampled from survey participants, to reflect a range of disciplines and job positions) on both one academic SNS (either Academia.edu or ResearchGate) and Twitter were collected and analysed. Differences in network structure emerged according to platform, with Twitter networks being larger and less dense, while academic SNS networks were smaller and more highly clustered. There were differences between academic SNS and Twitter in the brokerage positions occupied by the participant. The results are discussed in relation to other salient studies relating network structure in online social networks to social capital, and implications for academic practice. Future work, including co-interpretive interviews to explore the significance of network structures with participants, is introduced