The ?Biglan model? and the smart messenger: A case study of eponym diffusion

Bayer, Alan E.

doi:10.1007/bf00992030

Cited by 13 publications

(6 citation statements)

References 23 publications

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“…1 Although there is no clear academic or scientific definition of an eponym, Bayer et al states that eponymous status is certified by (a) its use in dissertation and published paper titles and (b) its use in written text without an accompanying citation. 6 Therefore, as these "signs" were mentioned in published paper titles, they could be considered certified eponyms. Our title search may provide the baseline data for a discussion of appropriate eponyms as medical terms.…”

Section: Discussionmentioning

confidence: 99%

Bibliographic title search for medical cardiological “signs” (eponyms)

Kanie

Mizuno

Kawai

et al. 2018

J of Gen and Family Med

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BackgroundThe word “sign” refers to important physical findings or observations that are useful in diagnosis; however, there are no scientific reviews of “signs.” The aim of this paper was to list and review these terms using a bibliographic approach.MethodsWe performed a title search of “sign” using a bibliographic search and review approach in MEDLINE and EMBASE.ResultsWe detected 398 papers including 217 medical signs in cardiology.ConclusionsThis is the first literature review of eponyms specifically for signs using a bibliographic method, which is useful for the discussion of the appropriateness of eponyms.

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Section: Discussionmentioning

confidence: 99%

Bibliographic title search for medical cardiological “signs” (eponyms)

Kanie

Mizuno

Kawai

et al. 2018

J of Gen and Family Med

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“…5. Biglan, whose classification system has been used extensively in studies of academic scholarship (Bayer 1987), identified three dimensions of interdisciplinary variation: hard/soft, pure/applied, and life/nonlife. The analysis we report below indicates that the first two of these dimensions affect scholars' excitement about recent developments in their fields.…”

Section: Discussionmentioning

confidence: 99%

Determinants of Disciplinary Discontent

Hargens

Kelly-Wilson

1994

Social Forces

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Data from the 1984 Carnegie survey of faculty at U.S. universities show substantial disciplinary variation in perceptions that one's field is stagnant. We examine the extent to which variation in pessimism about the intellectual state of one's field can be explained by theories that attribute it to field-level variation in anomie and consensus. We also examine the effects of individual-level characteristics on disciplinary discontent using a multilevel analysis. We find that both anomie and consensus exert strong effects on the average levels of scholarly pessimism within fields. In addition, there is an interaction effect involving the level of consensus in a field and whether the field is primarily pure or applied. The multilevel analysis shows that the effects of field-level variables are not attributable to compositional differences in individual characteristics and that, as a group, the field-level variables are stronger determinants of scholarly pessimism than individual characteristics. Scholars often dismiss research in a particular discipline, specialty, or subspecialty as unproductive, describing such fields as "stagnant," "in the doldrums;' or "intellectual backwaters." That scholars so assess fields other than their own seems a natural result of disciplinary or specialty chauvinism. In this article we examine scholars' assessments of the vitality of current work in their own fields. We examine both individual-level and disciplinary factors that may produce perceptions that recent developments in one's discipline are pedestrian and uninteresting. Previous discussions of discontent with the state of one's field have focused on disciplinary differences and have identified two possible disciplinary-level sources: scholarly anomie and low consensus. The first condition is a form of the "anomic division of labor;' which Durkheim defined as specialization without integration. Although Durkheim ([19021 1947) drew most of his examples of this condition from economic systems, he also pointed to the state of the social sciences during his time as an example:

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“…С другой стороны, исследование рассматриваемого феномена продолжается во многих аспектах, в первую очередь, разумеется, филологических [1,2,14,15]. Эпонимы изучаются также с позиций истории [16], философии [17], общей пользы для науки и техники [18] и даже гендерной теории [19]. Есть работы, посвященные существованию эпонимов в национальных контекстах истории науки (например, испанском ( [20], итальянском [5], советском / российском [21,22]), установлению или оспариванию приоритета открытия или изобретения [23,24], этическим проблемам использования эпонимов [25][26][27] и т. п.…”

Section: обзор литературыunclassified

Knowledge and Perception of Eponyms in Chemistry by University Students in Belarus and the United States

Слабин¹

2019

Obraz. nauka

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Introduction. The didactic principle of education-in-studies is one of the most important instruments of quality education at all levels. Compliance with this principle enhances the results of methodological means educators choose. A positive example is considered a widely recognised and effective method of education and upbringing. As such examples, in education it is recommended to use personal and scientific biographies of scholars whose names became a part of scientific eponyms – terms meaning phenomena, laws, theories, inventions, etc. derived from the names of their originators. Eponyms are researched from the prospective of many sciences, including pedagogy. According to the principles of humanisation and historicism declared in governmental documents on education, eponyms can be utilised as means of upbringing while studying natural and other disciplines. However, the research data about this role of eponyms are scarce. In particular, it is unknown how students perceive this component of language and if there is a difference in perception between school and university students. This gap in methodology and teaching technique applies to a number of disciplines including chemistry.The aims of this research publication were to study attitudes of university students in two countries – Belarus and the USA – to chemical eponyms, and to identify correlations between their reflective cognition and solid knowledge of the future professionals.Methodology and research methods. A 27-item questionnaire with different types of answers was developed by the author of the present research. The questionnaire was administered via the Internet for the survey of students at University of Oregon and Belarusian State University. Analysis of the data collected was done in IBM® SPSS® package using descriptive (mean, standard deviation, variance) and inferential (Mann–Whitney and Pearson tests) statistics.Results and scientific novelty. The survey showed that students in both countries recognise chemical eponyms by association better than by their content. Belarusian respondents exhibited a bit higher level of eponym knowledge than American respondents, which is explained by populations (the former one had more chemistry majors), timing and duration of chemistry courses. Recognition of chemical eponyms differs; it is promoted by their repeatability, uniqueness, and phoneticity. The majority of students in both countries perceive eponyms non-reflexively, and the students’ attitude towards eponyms is mostly uncertain. It was found that the determinant factor for good knowledge and reflective positive attitude towards eponyms is the student’s motivation for learning. This motivation, in turn, is determined by the chosen major. Naturally, the profile majors “Chemistry” and “Chemistry Teaching” motivate students the most. It has been concluded that on the one hand, for implementation of the humanisation and historicism principles, one should not rely exclusively on eponyms. To avoid mistakes, one should keep a systemic approach that implies a set of pedagogical means and methods. On the other hand, systematic, regular work with chemical eponyms helps to get an in-depth understanding of chemical phenomena and to get the chemical theory-and-practice synthesis quick and balanced. Unfortunately, less and less attention is paid in educational literature to both eponyms and scholar personalities as their sources, and that is fundamentally wrong.Practical significance. The research materials and the results obtained in this research will be useful for teachers and instructors of chemistry in the development of lessons, lectures, seminars and laboratory classes as well as in writing tutorials and textbooks.

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The ?Biglan model? and the smart messenger: A case study of eponym diffusion

Cited by 13 publications

References 23 publications

Bibliographic title search for medical cardiological “signs” (eponyms)

Bibliographic title search for medical cardiological “signs” (eponyms)

Determinants of Disciplinary Discontent

Knowledge and Perception of Eponyms in Chemistry by University Students in Belarus and the United States

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