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Quartz-pebble-conglomerate gold deposits: Chapter P in Mineral deposit models for resource assessment

Overview of attention for article published in US Geological Survey, January 2018
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Title
Quartz-pebble-conglomerate gold deposits: Chapter P in Mineral deposit models for resource assessment
Published in
US Geological Survey, January 2018
DOI 10.3133/sir20105070p
Authors

Taylor, Ryan D., Anderson, Eric D.

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Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 21 May 2018.
All research outputs
#14,864,527
of 23,065,445 outputs
Outputs from US Geological Survey
#1,341
of 2,158 outputs
Outputs of similar age
#252,858
of 442,504 outputs
Outputs of similar age from US Geological Survey
#154
of 242 outputs
Altmetric has tracked 23,065,445 research outputs across all sources so far. This one is in the 34th percentile – i.e., 34% of other outputs scored the same or lower than it.
So far Altmetric has tracked 2,158 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 6.5. This one is in the 35th percentile – i.e., 35% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 442,504 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 42nd percentile – i.e., 42% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 242 others from the same source and published within six weeks on either side of this one. This one is in the 34th percentile – i.e., 34% of its contemporaries scored the same or lower than it.