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In this study we compare the titles of scientific letters and those of research papers published in the field of astrophysics in order to identify the possible differences and/or similarities between both genres in terms of several linguistic and extra-linguistic variables (length, lexical density, number of prepositions, number of compound groups, number of authors and number of countries mentioned in the paper bylines). We also carry out a cross-genre and cross-journal analysis of the referred six variables. Our main findings may be summarized as follows: (1) When compared to research paper titles, scientific letter titles are usually shorter, they have a lower lexical density, they include a higher number of prepositions per number of words and a lower number of compound groups per number of words, although they have more up to 4-word compound groups, i.e. the simplest ones. As a consequence, scientific letter titles include less information, which is also less condensed, than research paper titles. (2) The predominance of compound adjectives over compound nouns in the titles of both genres highlights the scientificity of astrophysical discourse. (3) In general terms, our data show a positive correlation between title length and the number of countries mentioned in the bylines for both genres. The positive correlation between title length and number of authors is only met in the case of research papers. In light of these findings, it may be concluded that scientific letters are a clear example of a timeliness and more "immediate" science, whereas research papers are connected to a more timeless and "elaborate" science. It may also be concluded that two different collaboration scenarios are intertwining on the basis of three separate geographic and linguistic publication contexts (Mainland Europe, The United Kingdom and The United States of North America).

Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

The present study aims to identify the most productive countries, journals, authors, institutions and the most used keywords in the field of special education during 2011-2020, based on the WoS database. The widespread effects of the papers and how they are related were analyzed with the bibliometric analysis method. The findings of the study showed that the USA is inarguably the most productive country, followed by England and Australia. On the other hand, there was a very strong positive correlation (r = 0.929) between the number of papers published by countries and their h-index, a similar finding was also found to be present between the countries' h-index and GDP per capita (r = 0.790). Moreover, it was found that the journals with the highest quartile (Q1 and Q2) in the field of special education published significantly more papers than the journals with the lowest quartile (Q3 and Q4). Matson, JL (USA), Sigafoos, J (New Zealand) and Lancioni, GE (Italy) were determined as the most prolific authors, respectively. Autism, intellectual disability, and Down syndrome were the phrases most frequently used as keywords. Our findings provide key information regarding the developments that the research direction of special education field has recently taken. This study also serves a potential roadmap for future studies.

The authors classified citations included in papers presented at 10 International Society for Music Education (ISME) biennial International Research Commission Seminars across an 18-year period (1988-2006) based on the six world regions as specified by the ISME Research Commission. Citations (N = 4,535) were examined from 238 papers presented at the 12th through 21st seminars. There were 2,250 citations from 407 journals, the most prevalent sources. Twenty-eight papers from this sample were multinational in nature, with 79% (n = 22) of these by U.S. researchers as either sole or senior authors. The main result of this study is that the researchers from around the world who were presenters at these seminars primarily cited sources within their own geographical regions. Additionally, the "Journal of Research in Music Education" was by far the most referenced journal throughout the entire sample. (Contains 2 tables.)

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Global science is set to experience different times in the 2020s. China surpasses the USA in terms of the number of scientific papers in 2020 in most scientific databases. This scenario is expected to have implications not only in East Asia but also beyond the region. Against this backdrop, this paper investigates the scientific influence of the US-China competition on six major Muslim-majority science systems. Multiple data sources are used to collect data for the bibliometric analyses, which include the trend analysis of collaboration patterns, discipline-based collaborations, authorship patterns for responsibility in collaborations, and citation premium of collaborations with the USA versus China. All the analyses consistently demonstrate that the USA is losing its scientific influence on the selected Muslim-majority science systems to China. Analysis results indicate an astonishing increase in collaborations with China-based scientists in the last decade. Half of the selected Muslim-majority science systems collaborate more with China-based scientists, whereas the other half collaborate more with the USA in 2021, indicating a fifty-fifty split. The collaborations with China-based authors garner higher citation premiums for the selected Muslim-majority science systems than the collaborations with the USA.

This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students' readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was "Computers and Education" and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

Compare is a leading journal in the comparative and international education research field. To assess this journal's productivity and influence, we conducted a bibliometric analysis of 428 papers published in Compare between 2010 and 2019. The findings show that in the past decade, Compare experienced significant growth in the number of publications and citations. This growth primarily stemmed from England, which yielded over half of the top 20 most productive authors and institutions. Among the numerous research topics discussed in Compare, the disciplinary development of comparative and international education, the internationalisation of education, gender studies in education, and citizenship education were the most frequently addressed. A detailed analysis of these four topics reveals that despite having published many papers falling within the scope of international education, Compare is encouraged to publish more papers about this subfield in the post-COVID-19 era.

This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment & Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and COVID-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as COVID-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors.

Remote learning has rapidly emerged as one of the most fundamental approaches in facilitating self-directed learning in Higher Learning Institutions. The purpose of this paper was to conduct a bibliometric study on the global trends in research about remote learning during 1961 to 2021 period. A bibliometric analysis of 719 research articles from the Dimensions database was carried out. The VOSviewer1.6.16 software was used to carry out visual analysis of the publications to establish the network and overlay visualization maps. The results indicate that there has been a steady growth of research articles on remote learning during COVID-19 pandemic of which „Polytechnic Institute of Porto? was the leading organization in terms of publications. Countries which are most productive include the United States, Russia and the United Kingdom while "Corter" and "Kreijns" were the most cited authors and "Lima? and "Viegas" were the authors with highest links in terms of collaboration. Regarding the cooccurrence of key words, it was found that keywords such as "experience", "COVID?, "internet" "poverty" "interaction", "inequality", "social emotions" and "online interactions" had strong association with remote learning. The findings suggest the need for developing countries to allocate adequate funds on remote learning.

Purpose: Scholarly interest in interorganizational learning (IOL) has spiked in the past decade because of its potential to absorb, transfer and create valuable knowledge for enhanced innovative performance and sustained competitive advantage. However, only a handful of review studies exists on the topic. The evolution of IOL has not been studied explicitly and there is a lack of understanding of the field trends. To fill this gap, this paper aims to comprehensively review the literature on IOL and map its evolution and trends using bibliometric techniques. In particular, the authors use visualization of science mapping freeware to systematize the findings and interpret the results. Design/methodology/approach: The authors synthesize the findings using "evaluative bibliometric techniques" to identify the quality and quantity indicators of the IOL research and use "relational bibliometric techniques" to determine the structural indicators of the IOL field such as the intellectual foundations and emerging research themes of IOL research. Findings: Through an analysis of 208 journal publications obtained from the Scopus database, the authors determine the leading authors, countries, highly cited papers and their contributions to the IOL literature. By identifying the key hotspots, intellectual foundations and emerging trends of IOL, the authors provide promising avenues in IOL research. Originality/value: To the best of the knowledge, this study is the first to systematically review the IOL literature and provide future research directions.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

This paper examines how quotations are linguistically constructed by expert contributors in US, UK, and Australian opinion texts, vis-à-vis their form, function, and processes. Cope's (2016) study found that authoritative expert contributors integrated a considerable number of quotations on blame and responsibility for the global financial crisis in single-authored US, UK, and Australian opinion texts. By examining the form, function, and processes of quoting in this paper, she found evidence that quoting is an intertextual form of positioning. Empirically grounded linguistic analyses investigate the language of quoting frames -- how the quoted source is specified, the quoting verb used, e.g., strong meanings ("demanded, thundered, promised") or neutral ("said, told") -- and evaluate the language of propositional content in quotations. Such analyses reveal authorial positions taken in quoting. A greater number of quotations incorporated by general newspaper opinion authors, than by specialized financial newspaper opinion authors, furthermore implies that quoting increases a writer's authority in non-specialized media sources. The specially created integrated linguistic framework draws on Martin & White's (2005) Appraisal system from systemic-functional linguistics, White's (2012, 2015) "attribution" and "endorsement," and Bazerman's (2004) intertextuality techniques. Contextual factors in language use and quoting are evaluated throughout. This paper thus provides evidence of, and implications for, quoting in cross-cultural opinion texts, and contributes to knowledge on the increasingly mediatized practice of language recycling and to media literacy.

Multimodal Learning Analytics (MMLA) has huge potential for extending the work beyond traditional learning analytics for the capabilities of leveraging multiple data modalities (e.g. physiological data, digital tracing data). To shed a light on its applications and academic development, a systematic bibliometric analysis was conducted in this paper. Specifically, we examine the following aspects: (1) Analyzing the yearly publication and citation trends since the year 2010; (2) Recognizing the most prolific countries, institutions, and authors in this field; (3) Identifying the collaborative patterns among countries, institutions, and authors, respectively; (4) Tracing the evolving procedure of the applied keywords and development of the research topics during the last decade. These analytic tasks were conducted on 194 carefully selected articles published since 2010. The analytical results revealed an increasing trend in the number of publications and citations, identified the prominent institutions and scholars with significant academic contributions to the area, and detected the topics (e.g. characterizing learning processes using multimodal data, implementing ubiquitous learning platforms) that received the most attention. Finally, we also highlighted the current research hotspots attempting to initiate potential interdisciplinary collaborations to promote further progress in the area of MMLA.

This paper discusses the evolution of capitalism in British and American literature. The impact of capitalism on the lives of individuals has been well represented in both American and British literature throughout the centuries. The paper will discuss how seminal British authors such as Thomas More, William Shakespeare, Charles Dickens and George Orwell use capitalism as central themes in their writings. In addition, the paper will also discuss how seminal American authors such as Benjamin Franklin, Ernest Hemingway, John Steinbeck and Ayn Rand use capitalism in the development of the characters and themes in their writings. One dominant theme from both streams of literature is how capitalism impacts the lower class citizens in society. Another dominant theme that will be presented is how wealthy capitalists are portrayed in both American and British Literature. The concluding section of the paper will compare and contrast how British and American writers use capitalism in their writings.

Online and virtual teaching-learning has been a panacea that most educational institutions adopted from the dire need created by COVID-19. We provide a comprehensive bibliometric study of 9523 publications on virtual laboratories in higher education covering the years 1991 to 2021. Influential bibliometrics such as publications and citations, productive countries, contributing institutions, funders, journals, authors, and bibliographic couplings were studied using the Scientific Procedures and Rationales for Systematic Literature Reviews (SPAR-4-SLR) protocol. A new metric to complement citations called Field Weighted Citation Impact was introduced that considers the differences in research behavior across disciplines. Findings show that 72% of the research work was published between 2011-and 2021, most likely due to digitalization, with the highest number of publications in 2020-2021 highlighting the impact of the pandemic. Top contributing institutions were from the developed economies of Spain, Germany, and the United States. The citation impact from publications with international co-authors is the highest, highlighting the importance of co-authoring papers with different countries. For the first time, Altmetrics in the context of virtual labs were studied though a very low correlation was observed between citations and Altmetrics Attention Score. Still, the overall percentage of publications with attention showed linear growth. Our work also highlights that virtual laboratory could play a significant role in achieving the United Nations Sustainable Development Goals, specifically SDG4-Quality Education, which largely remains under-addressed.

In this paper we review fifty years of articles published in Australian Journal of Adult Learning in its various iterations. We examine the different roles of the journal: to illuminate the history and trends of adult education authors; to be the flagship of the adult education profession in Australia; to reflect on significant national events; and to mirror the changing knowledge base of the discipline. We analyse the authorship of the articles over fifty years, and determine patterns in contribution to the journal by gender, location, institutional affiliation and author numbers. We also examine key themes that have surfaced in the writings on adult education. The articles published in the journal are significant because they are primary sources of the day, unfettered by the perspectives, viewpoints and standards of later periods. Our paper serves as a useful looking glass through which we might be able to view more clearly the shifting research interests of the past and the challenges in the future for the adult and community learning sector. (Contains 11 figures and 6 tables.)

This review paper synthesizes peer-reviewed empirical research published between 2010 and 2021 about wildland fire communication practices. Our goal was to systematically review and provide an overview of how wildland fire communication has been empirically studied, and theoretical and methodological underpinnings and representativeness of this work. We found that researchers employ diverse theoretical and methodological approaches, yet most work originates from the western United States or Australia. Studies were published in diverse disciplinary journals, most frequently looked at residents as study subjects, and many sought to understand the effectiveness of communication. There is a need to build theoretical and methodological consistency in wildland fire communication research.

This paper presents an interview with Douglas Brinkley, an award-winning author and historian and director of Tulane University's Theodore Roosevelt Center for American Civilization. His wide-ranging portfolio includes books on John Kerry and the Vietnam War, Ronald Reagan and D-Day, Rosa Parks, Henry Ford, Dean Acheson and Jimmy Carter. He is also editing Jack Kerouac's diaries, Hunter S. Thompson's letters and Theodore Dreiser's travelogue. Brinkley's latest book, "The Great Deluge: Hurricane Katrina, New Orleans and the Mississippi Gulf Coast," is a narrative of the crisis before and after the monster storm, which he experienced firsthand. Before joining Tulane, he was a professor at the University of New Orleans and at Hofstra University, where his American Odyssey course took students across the United States to visit historic sites and meet figures in politics and literature. His 1994 book, "The Majic Bus: An American Odyssey" chronicled his first experience teaching the on-the-road class which was the model for C-SPAN's School Bus. This interview focuses on Katrina, history, and higher education.

This paper presents findings from two studies of publication patterns in leading English, German, European and US journals of education. The studies were funded by the German Research Association and conducted by an international team of researchers. All papers published in 14 selected journals between 2001 and 2010 were analysed in terms of their author profile, their methodological approach and their thematic focus. The analyses resulted in publication patterns for the selected journals and at an aggregated level for the four geographic areas in which journals are published, highlighting many similarities, but also distinct differences. As far as the differences are concerned, the lower share of female authors and the relative low proportion of papers drawing on empirical research in German journals are noteworthy. For US journals, the comparatively low importance of papers drawing on the international research discourse seems to be particularly important. Based on an analysis of related studies in this field the paper demonstrates a degree of alignment of publication patterns with disciplinary traditions and formation processes in the field of education. However, the trend analysis provided also shows that some of the traditional boundaries of education as an academic discipline are in a state of flux.

Are computer science papers extended after they are published? We have surveyed 200 computer science publications, 100 journal articles, and 100 conference papers, using self-citations to identify potential and actual continuations. We are interested in determining the proportion of papers that do indeed continue, how and when the continuation takes place, and whether any distinctions are found between the journal and conference populations. Despite the implicit assumption of a research line behind each paper, manifest in the ubiquitous 'future research' notes that close many of them, we find that more than 70% of the papers are never continued. [ABSTRACT FROM AUTHOR]

Drawing upon a research study on lifelong learning, citizenship, and fiction writing, this paper explores issues around identity and learning in becoming a fiction author. Five main thematic areas are discussed: (1) envisioning a writing career, (2) compelled to write, (3) learning the craft, (4) getting published, and (5) online identity. The challenges, hurdles, and motivational factors in pursuing a career in a field as tenuous as fiction writing are explored. The paper argues that fiction writers, like many people who work in the creative sector, have a strong desire to engage in work that they consider to be meaningful. Those who succeed demonstrate great perseverance. As the impact of new technologies and social media shape and change the publishing sector, there are new challenges as well as opportunities that writers will need to learn about and address as they develop their career trajectories.

Adequate blood supply, a prerequisite for flap survival after grafting, makes angiogenesis of the flap the biggest problem to be solved. Researches have been conducted around vascularisation in correlation with flap grafting. However, bibliometric analyses systematically examining this research field are lacking. As such, we herein sought to conduct comprehensive comparative analyses of the contributions of different researchers, institutions, and countries to this research space in an effort to identify trends and hotspots in angiogenesis and vascularisation in the context of flap grafting. Publications pertaining to angiogenesis and vascularisation in the context of flap grafting were retrieved from the Web of Science Core Collection. References were then analysed and plotted using Microsoft Excel 2019, VOSviewer, and CiteSpace V. In total, 2234 papers that were cited 40 048 times (17.63 citations/paper) were included in this analysis. The greatest number of studies were from the United States, with these studies exhibiting both the highest number of citations (13 577) and the greatest overall H‐index (60). For The institutions that published the greatest number of studies were WENZHOU MEDICAL UNIVERSITY (681), while UNIVERSITY OF ERLANGEN NUREMBERG has the highest number of citations (1458), and SHANGHAI JIAO TONG UNIVERSITY holds the greatest overall H‐index (20). The greatest number of studies in this research space were published by Gao WY, while Horch RE was the most commonly cited researcher in the field. The VOS viewer software clustered relevant keywords into three clusters, with clusters 1, 2, 3, and 4 corresponding to studies in which the keywords 'anatomy', 'survival', 'transplantation', 'therapy' most frequently appeared. The most promising research hotspot‐related terms in this field included 'autophagy', 'oxidative stress', 'ischemia/reperfusion injury', which exhibited a most recent average appearing year (AAY) of 2017 and after. Generally speaking, the results of this analysis indicate that the number of articles exploring angiogenesis and flap‐related research has risen steadily, with the United States and China being the two countries publishing the greatest proportion of studies in this field. The overall focus of these studies has shifted away from 'infratest and tissue engineering' towards 'mechanisms'. In the future, particular attention should be paid to emerging research hotspots, which include 'ischemia/reperfusion injury' and treatments for promoting vascularization, such as 'platelet‐rich plasma'. In light of these findings, funding agencies should continue increasing their investment in the exploration of the concrete mechanisms and interventional therapeutic relevance of angiogenesis during flap transplantation. [ABSTRACT FROM AUTHOR]

The current article analyses the papers presented at the 2011 BELMAS Conference in order to understand the sorts of works it contained in terms of topics addressed and types of papers, as well as authorship patterns of the presenters. Based on an analysis of 57 works presented at the Conference, it was found that the typical paper was authored by a single individual, who might originate from countries other than the UK. Additionally, the presenter is usually a university member who presents empirical and conceptual works mostly in the area of policy/reforms and headship (leadership) but not solely. Compared to the 2007 BELMAS Conference, some increase in the works authored by practitioners from schools and a variety of educational agencies was observed. A major shift between the conferences is evident in respect to the topics discussed by the presenters. Some suggestions for BELMAS end this paper. (Contains 7 tables.)

The author found "This Bridge Called My Back" at the local public library when she was, at age thirty-three, finally beginning to write again, and write honestly. There were Indian voices in "Bridge"--a few poems or personal narratives that moved her, but which barely began to represent the range of the writers or the astonishingly diverse Native communities from which these writers emerged. The author wanted to belong to this book, she wanted to own this book, she wanted her struggles as an "Indian woman" to be present and "part" of this beautiful, incredible book! In many ways, the book was somebody else's story. She felt that in order to have some claim to the book's power, she needed to become a sort of "generic" woman of color, lose her Indianness. The underrepresentation of Native women in "Bridge" is by no means an anomaly. The author has not found Indian women's voices to be truly present in most publications or forums, academic coursework, readings, conferences, or critical analyses of American literatures and culture (including projects by and about women of color). American Indian experiences are still absent from a communal discourse about racism, representation, academic life, literary theory, or the powers of love. The call for papers for this look back at "Bridge" has brought all these frustrations, never far away from the author, back full force. Women of color still need to talk about what it's like to be an Indigenous person alive in her still-colonized homeland; someone who, when she looks at that homeland, sees few traces of an Indigenous presence, or none that are recognizable--and yet, "knows that Indigenous presence is there because she is it." What does this do to their hearts, their sanity? What does it do to the other cultures and communities living in this homeland? The author has struggled to find the words for telling this, but perhaps the best way is through her own story as an Indian woman in academia in the late twentieth century. Four years into the academy, the author is only beginning to bridge the gaps found there--and to do it without using her own back as the bridge, refusing to learn "conditioned subservience," or bear the burdens of dehumanizing absent histories and voices. Some of her Indian friends have fled or abandoned academia, disgusted or exhausted by the constant battle; some have graduated with degrees only to find that non-Native scholars fill many of the positions in Native studies; others have simply turned their tremendous gifts and energies in other directions, discounting the university as a place with the potential to make a difference. So far, the author has stayed--isolated as a student, as a part-time lecturer, as a writer. She no longer fear that she will be judged "unable" to separate her mind from heart; instead, she acknowledges that she is "unwilling" to separate intellectual work from the work of the heart. (Contains 11 notes.)

This paper proposes that the paradigm of relationality, engaged methodologically, can be the basis of praxis that purposefully moves away from business-oriented notions of "best practices" and toward education research that meets the needs of Indigenous and Black communities currently designing futures within settler colonial states during climate catastrophe. In so doing, the paper considers what a critical Indigenous research paradigm requires of researchers, what a critical Black epistemology requires, and what we can learn by bringing the two together in a relational approach to qualitative research. Relationality is defined and placed in historical context. The author's positionality is engaged by exploring his relationship to relationality through examination of the confluence of Black and Indigenous epistemologies in the United States. Through auto-reflection on a qualitative study of land-based education, this paper analyzes research "openings" as an example of relational methodology praxis. The paper offers a critical analysis of specific, detailed methodological actions undertaken to practice relationality in order to create cracks in existing educational research methodologies through which relationality can take root. [ABSTRACT FROM AUTHOR]

Objective. Aging is a growing public health concern for people, organizations, and governments. The current study was undertaken to provide insights into the global research output on geriatric nursing. Methods. A bibliometric study was implemented using the WoS database for the period from 1900 to 2020. Various tools and measures were used to analyze and visualized. Results. The search strategy found 4923 papers. The oldest paper was written by Beverly C. Andre in 1953. As team size increases, so does the number of citations. The USA was the active country and the highest number of coauthors. New York University was an active institution. Stig Karlsson was the most active author in Geriatric Nursing with 28 articles from Sweden, followed by Koen Milisen and Sandman, with 26 articles each from Sweden and Belgium. The most frequent words in this field were depression, malnutrition, education, Alzheimer's disease, and dementia. The latest research themes in this field were COVID-19, interprofessional locomotive syndrome, emergency nursing, and public health. The most influential papers were specified. Journal of the American Geriatrics Society was the most active journal. Conclusions. Geriatric nursing is a rooted field and has received special attention in the last decade. Policymakers, especially in developing countries, should pay attention to geriatric nursing as a specialty of nursing to solve aging issues they would face considering the increasing elderly population. [ABSTRACT FROM AUTHOR]

The article explains the requirements for authors who will be submitting contributions for review and consideration for presentation at the symposium on topics of interest to the U.S. Antennas and Propagation Society (AP-S) and the International Union of Radio Science (URSI). The general submission information is presented along with the instructions for URSI authors. The criteria of eligibility for entries in the AP-S student paper competition are given as well.

A moderate but consistent positive correlation was found between the number of citations in a paper and the number of times it is cited. This result refers to a collection of papers published in the American Sociological Review and the American Journal of Sociology in 1972 and 1973. The following variables were controlled: journal, year of publications, subject category of paper, number of authors, and seniority of author. Several explanations of this finding are suggested. [ABSTRACT FROM AUTHOR]

Presents the abstracts of papers presented at the 40th annual meeting of the Society for Psychophysiological research slated in San Diego, California. Speakers; Symposia abstracts; Authors and topics.

This paper examines the coverage of management accounting techniques in several popular management accounting texts, assessing each technique's claimed position within practice, its benefits and limitations, and the information sources substantiating these claims. Employing the notion of research genres, the study reveals that textbooks in their discussion of techniques are essentially representing the consulting genre, characterized by its technical interest of knowledge and a prescriptive style of argumentation. Textbooks are found to be unrepresentative of the critical genre, concerned with emancipatory interest of knowledge and an increased awareness of ideologies predominant in current accounting practices. This study suggests that popular management accounting texts lack the representation of the basic genre oriented towards practical and theoretical interests of knowledge and an argumentation that possesses scientific rigour. If accounting educators have the ambition to offer broader perspectives on accounting in their teachings, they should be more considerate in their selection of textbooks.

Talcott Parsons is often identified as the "master" of mid-twentieth-century social theory. In the 1960s and 1970s, however, his writings were hardly any longer discussed, but mostly neglected. "The American University" is Parsons's last monograph published during his lifetime. On the basis of extensive archival research, this paper discusses the conception, construction and publication of this monograph. The first section clarifies how and why some fine distinctions were made within "the team," viz. between co-author (Gerald Platt), collaborator (Neil Smelser) and editorial associate (Jackson Toby). The second section focuses on the two epilogues of this monograph, viz. Smelser's epilogue to "The American University" and Parsons's epilogue to Smelser's coeval study on "Public Higher Education in California," in which the tensions within "the team" surfaced most visibly. The third section looks at the publication of the monograph and the failed attempts to complete related research projects. Altogether, this reconstruction of the making of "The American University" clearly illuminates the descending phase of Parsons's scientific career. It also sheds light on the substantive problems of the work Parsons produced in the latter part of his life and career.

China's remarkable gains in science over the past 25 years have been well documented but it is less well known that China and the United States have become each other's top collaborating country. Science and technology has been a primary vehicle for growing the bilateral relationship between China and the United States since the opening of relations between the two countries in the late 1970s. During the early 2000s, the scientific relationship between China and the United States--as measured in coauthored papers--showed significant growth (Jin et al. in "Journal of Shanxi University" 30(2):295-302, 2007). Chinese scientists claim first authorship much more frequently than U.S. counterparts by the end of the decade. The sustained rate of increase of collaboration with one other country is unprecedented on the U.S. side. Even growth in relations with eastern European nations does not match the growth in the relationship between China and the United States. Both countries can benefit from the relationship, but for the U.S., greater benefit would come from a more targeted strategy.

Addresses the question of who should own scientific papers. Information on the 1976 Copyright Act of the United States; Views of scientists and authors on the issue.

This paper provides a citation network analysis of the publications in "Studies in Higher Education" from 1976 to 2013 inclusive. This represents the entire history of the journal to date. It analyses the most published authors, most cited authors and most discussed topics using keywords. 1056 articles were taken from Web of Science[superscript SM] as a source of primary data. These articles were determined to have 32,738 references. A small percentage of these articles, 218 articles, had 1030 keywords. A data visualisation and manipulation software, Gephi, was used to provide a visual representation of the associated citation networks. We compare the results with other higher education citation analyses published elsewhere--a small, but growing area of research. Results indicate that the five most published authors throughout the journal's history are Richardson, Kember, Becher, Boud and Elton. The five most cited authors are Entwistle, Marton, Ramsden, Biggs and Becher. The five most discussed topics, using keywords, excluding higher education, are "doctoral education", "assessment", "phenomenography", "student learning" and "identity", with a number of subordinate topic clusters amongst these. Results derived from this exercise are helpful in illuminating the evolving concerns of the journal and its readership, and providing a demonstration of a rigorous analytical technique for assessing journal citation data in the future.

This article presents an interview with the noted Nepali American fiction writer Samrat Upadhyay. Samrat Upadhyay's fiction is mostly about his native country of Nepal, but he writes mainly for an Anglo-American audience. In the interview, Upadhyay not only discusses his own work, but he also examines samples of prose by other Asian or Asian American authors. He chose the excerpts himself that have been part of workshops he has given on the study and practice of cross-cultural writing. The authors specifically analyze with him issues of translation that he has faced in his own work and that he has found in the prose of other Asian and Asian American authors who, like him, primarily address an Anglo-American audience.

According to a number of authors, character is dead. On their view, the evidence is in, and all of our attempts to inculcate character in our students have not only failed, but are in fact destined to fail for various reasons. They base their conclusions in part on a number of experimental results that have been obtained since the 1920s, collectively known as situationism. If these authors are right, then the current emphasis on character education in the United States (and elsewhere) is woefully misplaced. On the contrary, however, Matthew Pamental argues in this essay that situationism's evidence is being misinterpreted. A Deweyan sociocultural approach to the nature and ideals of character both explains the evidence and reveals how character can be reconstructed and revived.

The term "Latino" in this paper adopts a U.S. definition to refer to those persons born/living in the United States who are of Latin American ancestry. U.S. Latino literature is defined as literature that is originally composed mostly in English, but not exclusively, by authors of U.S. Latino background. Selections of Latino literature in the U.S. high school English curriculum, though particular to certain Latino groups, have served as representative of the entire Hispanic or Latino population in the United States. Textbooks and supplementary readings and materials are usually limited to the same authors. In this article, the author explores the ways U.S. Latino literatures are situated within commonly used high school literature anthologies. She examines how their positionings within the textbooks affect knowledge produced about U.S. Latino cultures and identities. In particular, the author focuses on nationally mandated or adopted teacher edition (TE) literature anthologies selected for high school 9th to 11th grade. The author discusses the work of Sandra Cisneros and the ways in which she and her work are positioned within the selected high school literature anthologies constructing specific meanings that serve as representations of U.S. Latino literatures, cultures, and identities. The author begins with a brief review of literature that highlights previous research noting that the ways in which U.S. Latino literatures are commonly analyzed for study are insufficient at best. (Contains 1 table and 3 notes.)