Dr. Biman Bagchi a bibliometric portrait

Analyses bibliometrically 226 publications [Papers Published in journals-220, thesis [others 4] by Biman Bagchi, a renowned physical chemist from India, published during 1981 to 2002. The first contribution of the author was in 1981 at the age of 27. The number of his contributions in a year peaked in 1999 and 2002 when it touched 19. The author is highly productive in as much as on average the author has produced 10 papers per year. In the byline of authorship, Bagchi occupies the first authorship position in 69 cases. His collaborator A. Chandra occupies the first authorship position in 30 papers thus becoming Bagchi's closest collaborator. The journal has been the most preferred channel of communication of the author in as much as 220 papers out of 226 have been praced in journals. J. Chem. Phys. is found to be the most preferred journal that carried 91 papers of the author, followed by Chem. Phys. Lett. (21 papers). J. Phys. Chem. (19 papers), Proc. Indian Acad. Sci. - Chem. Sci. (13 papers), and others. Of the papers, 179 received 4030 citations and 47 received no citations. It is expected that more than 20 uncited papers till 2002 will receive citations in future. Three papers of the author have received more than 200 citations each, and another three received between 100-200 citations each. The number of papers receiving 10 citations or more total 92. On four different years the scientist has received more than 300 citations and his citation rate per paper has peaked at 18.98. The article shows with a concrete example the growth, peaking and declining of citation rate. A few new terms such as citation gain, citation loss, gaining citation rate and losing citation rate have been introduced and described

Playing with Identity. Authors, Narrators, Avatars, and Players in The Stanley Parable and The Beginner’s Guide

This article offers a comparative analysis of Davey Wreden’s The Stanley Parable (Wreden 2011 / Galactic Cafe 2013) and The Beginner’s Guide (Everything Unlimited Ltd. 2015) in order to explore the interrelation of authors, narrators, avatars, and players as four salient functions in the play with identity that videogames afford. Building on theories of collective and collaborative authorship, of narratives and narrators across media, and of the avatar-player relationship, the article reconstructs the similarities and differences between the way in which The Stanley Parable and The Beginner’s Guide position their players in relation to the two games’ avatars, narrators, and (main) author, while also underscoring how both The Stanley Parable and The Beginner’s Guide use metareferential strategies to undermine any overly rigid conceptualization of these functions and their interrelation

Do age and professional rank influence the order of authorship in scientific publications? Some evidence from a micro-level perspective

Scientific authorship has important implications in science since it reflects the contribution to research of the different individual scientists and it is considered by evaluation committees in research assessment processes. This study analyses the order of authorship in the scientific output of 1,064 permanent scientists at the Spanish CSIC (WoS, 1994-2004). The influence of age, professional rank and bibliometric profile of scientists over the position of their names in the byline of publications is explored in three different research areas: Biology and Biomedicine, Materials Science and Natural Resources. There is a strong trend for signatures of younger researchers and those in the lower professional ranks to appear in the first position (junior signing pattern), while more veteran or highly-ranked ones, who tend to play supervisory functions in research, are proportionally more likely to sign in the last position (senior signing pattern). Professional rank and age have an effect on authorship order in the three fields analysed, but there are inter-field differences. Authorship patterns are especially marked in the most collaboration-intensive field (i.e. Biology and Biomedicine), where professional rank seems to be more significant than age in determining the role of scientists in research as seen through their authorship patterns, while age has a more significant effect in the least collaboration-intensive field (Natural Resources).Peer reviewe

Positioning adolescents in literacy teaching and learning

Secondary literacy instruction often happens to adolescents rather than with them. To disrupt this trend, we collaborated with 12th-grade “literacy mentors” to reimagine literacy teaching and learning with 10th-grade mentees in a public high school classroom. We used positioning theory as an analytic tool to (a) understand how mentors positioned themselves and how we positioned them and (b) examine the literacy practices that enabled and constrained the mentor position. We found that our positioning of mentors as collaborators was taken up in different and sometimes unexpected ways as a result of the multiple positions available to them and institutional-level factors that shaped what literacy practices were and were not negotiable. We argue that future collaborations with youth must account for the rights and duties of all members of a classroom community, including how those rights and duties intersect, merge, or come into conflict within and across practices.The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by a Faculty Research Award from the School of Education at Boston University. (Faculty Research Award from the School of Education at Boston University)Accepted manuscrip

Authorship as cultural performance: new perspectives in authorship studies

This article proposes a performative model of authorship, based on the historical alternation between predominantly 'weak' and 'strong' author concepts and related practices of writing, publication and reading. Based on this model, we give a brief overview of the historical development of such author concepts in English literature from the Middle Ages to the twentieth century. We argue for a more holistic approach to authorship within a cultural topography, comprising social contexts, technological and media factors, and other cultural developments, such as the distinction between privacy and the public sphere

Weighted Indices for Evaluating the Quality of Research with Multiple Authorship

Devising an index to measure the quality of research is a challenging task. In this paper, we propose a set of indices to evaluate the quality of research produced by an author. Our indices utilize a policy that assigns the weights to multiple authors of a paper. We have considered two weight assignment policies: positionally weighted and equally weighted. We propose two classes of weighted indices: weighted h-indices and weighted citation h-cuts. Further, we compare our weighted h-indices with the original h-index for a selected set of authors. As opposed to h-index, our weighted h-indices take into account the weighted contributions of individual authors in multi-authored papers, and may serve as an improvement over h-index. The other class of weighted indices that we call weighted citation h-cuts take into account the number of citations that are in excess of those required to compute the index, and may serve as a supplement to h-index or its variants.Comment: 12 pages, 9 figures, 4 table

Gender Trends in Dental Leadership and Academics: A Twenty-Two-Year Observation

The purpose of this study was to examine gender disparities in dental leadership and academics in the United States. Nine journals that represent the dental specialties and high published impact factors were selected to analyze the percentage of female dentists’ first and senior authorship for the years 1986, 1990, 1995, 2000, 2005, and 2008. Data on appointment status and female deanship were collected from the American Dental Association (ADA) survey, and the trends were studied. The proportion of female presidents in ADA-recognized specialty organizations was also calculated. Overall, the increase in first female authorship was not statistically significant, but the increase of last female authorship was statistically significant in a linear trend over the years. The percentage of tenured female faculty members and female deans in U.S. dental schools increased by factors of 1.7 and 9, respectively, during the study period. However, female involvement in professional organizations was limited. Findings from this study indicate that female participation in authorship and leadership has increased over time. Nevertheless, females are still a minority in dental academics and leadership

“Now you see me, now you don't": Dialogic loopholes in authorship activity with the very young

The genesis for this paper lies in the problematic nature of assessment practice, as a central authorship activity, for early childhood education teachers. This paper draws on dialogic philosophy to explore this challenge based on a doctoral investigation of a very young child (White, 2009) and the strategic means by which she reveals and conceals meaning through dialogic loopholes that are generated through eavesdropping tactics. The central argument made is that what can be seen and interpreted, when language is not shared between dialogic partners, is always and only an ontologic endeavour and never an epistemological truth. Seen in relation to the very young child, this tenet invites the potential to ‘see’ more and to move beyond narrow definitions of learning as an outcome of authorial intervention on the part of the teacher; to embrace uncertainty and difference as a central pedagogical stance; and to re-vision the infant as polyphonic hero in their own adventure plots