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Purpose - This paper aims to conduct a comprehensive analysis to evaluate the current situation of journals, examine the factors that influence their development, and establish an evaluation index system and model. The objective i...
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Purpose - This paper aims to conduct a comprehensive analysis to evaluate the current situation of journals, examine the factors that influence their development, and establish an evaluation index system and model. The objective is to enhance the theory and methodologies used for journal evaluation and provide guidance for their positive development. Design/methodology/approach - This study uses empirical data from economics journals to analyse their evaluation dimensions, methods, index system and evaluation framework. This study then assigns weights to journal data using single and combined evaluations in three dimensions: influence, communication and novelty. It calculates several evaluation metrics, including the explanation rate, information entropy value, difference coefficient and novelty degree. Finally, this study applies the concept of fuzzy mathematics to measure the final results. Findings - The use of affiliation degree and fuzzy Borda number can synthesize ranking and score differences among evaluation methods. It combines internal objective information and improves model accuracy. The novelty of journal topics positively correlates with both the journal impact factor and social media mentions. In addition, journal communication power indicators compensate for the shortcomings of traditional citation analysis. Finally, the three-dimensional representative evaluation index serves as a reminder to academic journals to avoid the vortex of the Matthew effect Originality/value - This paper proposes a journal evaluation model comprising academic influence, communication power and novelty dimensions. It uses fuzzy Borda evaluation to address issues related to the weighing of single evaluation methods. This study also analyses the relationship of the three dimensions and offers insights for journal development in the new media era.
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OBJECTIVE: The effect of academic procrastination in predicting academic stress among young adults. Additionally, it is aimed to explore the moderating role of peer influence resistance. METHODOLOGY: The study used a correlations ...
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OBJECTIVE: The effect of academic procrastination in predicting academic stress among young adults. Additionally, it is aimed to explore the moderating role of peer influence resistance. METHODOLOGY: The study used a correlations design with survey method. Data was collected from various government and private universities of Rawalpindi and Islamabad. Data was collected from December 2016 to January 2017. The sample included N = 400 young adults including (n = 200) males and (n = 200) females with age ranging from 18 years to 25 years. Along with a demographic sheet, participants responses were collected on the Resistance to Peer Influence Scale, Academic Stress Scale and Tuckman Procrastination Scale were used. Correlation analysis was computed to investigate the relationship between academic procrastination, academic stress and peer influence resistance. RESULTS: A significant positive relationship between academic procrastination and academic stress was evidenced whereas, significant negative relationship between peer influence resistance and academic procrastination, as well between peer influence resistance and academic stress was reported. Results also showed that females are more resistant to peer influence as compared to males whereas males appeared to procrastinate more as compared to females. Moderation analysis was showed that high levels of peer influence resistance buffered against effect of academic procrastination on to the academic stress. CONCLUSIONS: It is concluded that peer influence resistance is a protective factor against negative consequences of academic procrastination in decreasing academic stress. ? 2019, Liaquat University of Medical and Health Sciences. All rights reserved.
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Performance evaluation and prediction of academic achievements is an essential task for scientists, research organizations, research funding bodies, and government agencies alike. Recently, heterogeneous networks have been used to...
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Performance evaluation and prediction of academic achievements is an essential task for scientists, research organizations, research funding bodies, and government agencies alike. Recently, heterogeneous networks have been used to evaluate or predict performance of multi-entities including papers, researchers, and venues with some success. However, only a minimum of effort has been made to predict the future influence of papers, researchers and venues. In this paper, we propose a new framework WMR-Rank for this purpose. Based on the dynamic and heterogeneous network of multiple entities, we extract seven types of relations among them. The framework supports useful features including the refined gran-ularity of relevant entities such as authors and venues, time awareness for published papers and their citations, differentiating the contribution of multiple coauthors to the same paper, amongst others. By leveraging all seven types of relations and fusing the rich information in a mutually reinforcing style, we are able to predict future influence of papers, authors and venues more precisely. Using the ACL dataset, our experimental results demonstrate that the proposed approach considerably outperforms state-of-the art competitors. (C) 2020 Published by Elsevier Ltd.
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Traditionally, citation count has served as the main evaluation measure for a paper's importance and influence. In turn, many evaluations of authors, institutions and journals are based on aggregations upon papers (e.g. h-index). ...
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Traditionally, citation count has served as the main evaluation measure for a paper's importance and influence. In turn, many evaluations of authors, institutions and journals are based on aggregations upon papers (e.g. h-index). In this work, we explore measures defined on the citation graph that offer a more intuitive insight into the impact of a paper than the superficial count of citations. Our main argument is focused on the identification of influence as an expression of the citation density in the subgraph of citations built for each paper. We propose two measures that capitalize on the notion of density providing researchers alternative evaluations of their work. While the general idea of impact for a paper can be viewed as how many researchers have shown interest to a piece of work, the proposed measures are based on the hypothesis that a piece of work may have influenced some papers even if they do not contain references to that piece of work. The proposed measures are also extended to researchers and journals. (C) 2019 Elsevier Ltd. All rights reserved.
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The academic book business has many moving parts and libraries are one of them. To hypothesize on the future, I want to examine how libraries influence the market today. Delving into what I see as a librarian might help to give co...
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The academic book business has many moving parts and libraries are one of them. To hypothesize on the future, I want to examine how libraries influence the market today. Delving into what I see as a librarian might help to give context to the larger discussion.
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Abstract Identifying and recommending influential scholars is one of the leading applications of scholarly data analytic. The existing methods to identify influential scholars focus on scholastic influence or social collaborations...
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Abstract Identifying and recommending influential scholars is one of the leading applications of scholarly data analytic. The existing methods to identify influential scholars focus on scholastic influence or social collaborations. In the former approach, scholar’s scientific productivity is anatomized, whereas in the latter one, scholar’s collaborations are analyzed. To accurately measure a comprehensive influence of a scholar, it is essential to combine scholastic influence and social collaborations. The purpose of this research is to develop a recommender system, ScholarRec, which combines scholastic influence and social collaborations; hence, accurately and comprehensively identifies influential scholars from Academic Social Networks (ASNs). To measure scholastic influence, apart from scientific productivity, ScholarRec incorporates scholar’s active engagement in information propagation and knowledge dissemination. To measure the degree of social collaborations, ScholarRec explores follower and following connections among scholars instead of traditional co-author and co-citation relations. The performance of ScholarRec is evaluated on two well-known ASNs, ResearchGate (RG) and Academia. User demographic features demonstrating scholar’s scholastic and social contributions are collected for a set of scholars. To identify the significance of each feature included in ScholarRec, a weighting scheme is developed. It assigns an appropriate weight to each feature based on its significance in influence calculation. The weighted features help in generating unique ranks to influential scholars. The developed weight assignment technique also makes ScholarRec applicable to different ASNs with diverse features. The results reveal that ScholarRec accurately identifies and uniquely recommends influential scholars for RG and Academia.
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Background: The effect of academic influence, or the volume and quality of a surgeon's publications, on industry payments and National Institutes of Health (NIH) funding has recently been studied in some academic orthopedic subspe...
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Background: The effect of academic influence, or the volume and quality of a surgeon's publications, on industry payments and National Institutes of Health (NIH) funding has recently been studied in some academic orthopedic subspecialities. The purpose of this study is to evaluate the relationship between academic influence, industry payments, and NIH funding among American Shoulder and Elbow Surgeons accredited shoulder and elbow fellowship faculty. Methods: Shoulder and elbow fellowships and affiliated faculty members were identified from the American Shoulder and Elbow Surgeons website. Academic influence, measured by the Hirsch (h)-index, and the number of articles published were determined for faculty members using the Scopus Database Author Identifier tool. Industry payments were derived from the Centers for Medicare and Medicaid Services Open Payments database. NIH funding was determined using the NIH's Research Portfolio Online Reporting tool. Statistical analysis used Spearman correlations and the Mann-Whitney U-test with an alpha value of 0.05 (P < .05).Results: A total of 146 faculty members were included. Twenty-two percent (42 of 146) received nonresearch payments, whereas 78% (114 of 146) received industry research funding averaging $6364 (standard deviation = $21,213). NIH funding averaged $272,589 (standard deviation = $224,635), and 5% received NIH funding (7 of 146). Faculty members who received NIH funding had a higher average h-index than those who did not (38 +/- 22 vs. 22.64 +/- 22.7, P = .02), whereas those receiving industry research payments had a greater number of publications than those who did not (127.97 +/- 127.2 vs. 100.3 +/- 122.3, P = .03). Industry nonresearch payments did not impact the number of publications or the h-index. Discussion/Conclusion: This study demonstrated that academic influence among academic shoulder and elbow surgeons is not greater in those who receive nonresearch industry funding. However, surgeons with industry research funding did produce more publications, whereas NIH funding is associated with greater academic influence.(c) 2022 Journal of Shoulder and Elbow Surgery Board of Trustees. All rights reserved.
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We explored the genetic and environmental influence on both stability and growth in literacy and numeracy in 1927 Australian twin pairs from Grade 3 to Grade 9. Participants were tested on reading, spelling, grammar and punctuatio...
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We explored the genetic and environmental influence on both stability and growth in literacy and numeracy in 1927 Australian twin pairs from Grade 3 to Grade 9. Participants were tested on reading, spelling, grammar and punctuation, writing, and numeracy. In each domain, performance across time was highly correlated and this stability in performance was primary due to genes. Key findings on growth showed that reading followed a compensatory growth pattern that was largely due to genetic effects, while variation in growth in the other literacy domains was predominantly due to environmental influences. Genes and the shared environment influenced growth in numeracy for girls, while for boys it was influenced by the shared and unique environment. These results suggest that individual differences in growth of reading are primarily due to a genetically influenced developmental delay in the acquisition of necessary skills, while environmental influences, perhaps including different schools or teachers, are more important for the other domains.
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The influence of parents and teachers in the decisions made by adolescents regarding study options has not been widely documented in Spain. The main aim of this qualitative study consisted of analyzing the opinions of parents and ...
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The influence of parents and teachers in the decisions made by adolescents regarding study options has not been widely documented in Spain. The main aim of this qualitative study consisted of analyzing the opinions of parents and secondary school teachers about their role in the different academic and professional choices boys and girls make. Seven focus groups (4 with 27 parents and 3 with 22 secondary school teachers) from 5 schools located in urban and rural areas of Catalonia (Spain) were carried out in order to explore how both groups perceive Information and Communication Technology (ICT) professionals, gender differences in study options and their own role in adolescents' choice of study options. Our findings show that parents and teachers hold stereotypes about ICTs and consider that gender does not condition adolescents' study choices. Both groups saw themselves as playing a secondary role in adolescents' academic and professional choices. Some gender differences among parents and teachers emerged regarding their perception of the ICT professionals and their own role and of others in shaping adolescents' study choices. The findings and their practical implications are discussed.
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摘要 :
The influence of parents and teachers in the decisions made by adolescents regarding study options has not been widely documented in Spain. The main aim of this qualitative study consisted of analyzing the opinions of parents and ...
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The influence of parents and teachers in the decisions made by adolescents regarding study options has not been widely documented in Spain. The main aim of this qualitative study consisted of analyzing the opinions of parents and secondary school teachers about their role in the different academic and professional choices boys and girls make. Seven focus groups (4 with 27 parents and 3 with 22 secondary school teachers) from 5 schools located in urban and rural areas of Catalonia (Spain) were carried out in order to explore how both groups perceive Information and Communication Technology (ICT) professionals, gender differences in study options and their own role in adolescents’ choice of study options. Our findings show that parents and teachers hold stereotypes about ICTs and consider that gender does not condition adolescents’ study choices. Both groups saw themselves as playing a secondary role in adolescents’ academic and professional choices. Some gender differences among parents and teachers emerged regarding their perception of the ICT professionals and their own role and of others in shaping adolescents’ study choices. The findings and their practical implications are discussed.
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