scholarly journals Reuse in STEM research writing

AILA Review ◽  
2020 ◽  
Vol 33 ◽  
pp. 120-135
Author(s):  
Chris M. Anson ◽  
Susanne Hall ◽  
Michael Pemberton ◽  
Cary Moskovitz

Abstract Text recycling (hereafter TR), sometimes problematically called “self-plagiarism,” involves the verbatim reuse of text from one’s own existing documents in a newly created text – such as the duplication of a paragraph or section from a published article in a new article. Although plagiarism is widely eschewed across academia and the publishing industry, the ethics of TR are not agreed upon and are currently being vigorously debated. As part of a federally funded (US) National Science Foundation grant, we have been studying TR patterns using several methodologies, including interviews with editors about TR values and practices (Pemberton, Hall, Moskovitz, & Anson, 2019) and digitally mediated text-analytic processes to determine the extent of TR in academic publications in the biological sciences, engineering, mathematical and physical sciences, and social, behavioral, and economic sciences (Anson, Moskovitz, & Anson, 2019). In this article, we first describe and illustrate TR in the context of academic writing. We then explain and document several themes that emerged from interviews with publishers of peer-reviewed academic journals. These themes demonstrate the vexed and unsettled nature of TR as a discursive phenomenon in academic writing and publishing. In doing so, we focus on the complex relationships between personal (role-based) and social (norm-based) aspects of scientific publication, complicating conventional models of the writing process that have inadequately accounted for authorial decisions about accuracy, efficiency, self-representation, adherence to existing or imagined rules and norms, perceptions of ownership and copyright, and fears of impropriety.

2020 ◽  
Vol 16 (2) ◽  
pp. 155-169
Author(s):  
Dhevi Enlivena Irene Restia Mahelingga

Introduction. There has been limited discussion on Open Monograph Press (OMP) although its  potential is recognized to support academic publications in Indonesia. This is due to the lack of access to information and dissemination of OMP by academic publishers that have implemented OMP in their publication process. Data Collection Method. This paper used a qualitative approach by starting the elaboration publication process in Lembaga Ilmu Pengetahuan Indonesia (LIPI) Press. This paper examined how OMP-based online publishing system is able to accommodate book publishing process in LIPI Press. Primary data in this study was collected through records of the user interface of the online page of LIPI Press which uses OMP. Data Analysis. The data was analyzed by using  a descriptive-analytic approach. Results and Discussions. OMP is useful not only to accommodate all roles and processes of scientific publication but also to accommodate the publisher's need for a catalog website. OMP metadata can be indexed by Google Scholar and can be a helpful tool for product distribution. Conclusion. OMP is suggested to become a standard in publication process.


Author(s):  
Jason Chew Kit Tham

With constant emergence of cloud services and platforms for learning at a global scale, the field of education is in the midst of exploring and adapting to new pedagogical features afforded by these environments. Among the most debated is the development of MOOCs, short for massive open online courses, which pose questions to the traditional brick-and-mortar teaching model and implore new ways for instruction and learning. While some studies have looked at the effectiveness of MOOCs as a mode of delivery, there still lacks a genre approach to analyzing MOOCs as socio-rhetorical systems that have complex relationships with other social entities in the larger ecology of learning. With an eye toward how writing is taught and learned in the MOOC context, I investigate the kinds of course genre invented or reimagined by the cloud technologies and pedagogies afforded by MOOCs, and how those affordances facilitate writing instruction. Specifically, I use Activity Theory to highlight the genre activities specific to two composition MOOCs. By situating these MOOCs as activity systems, I offer an informed observation on the genre components affecting how students learn about writing in MOOC settings. These insights lead to numerous pedagogical implications, including the need to treat MOOCs as an emerging learning ecology that is different from conventional models.


Author(s):  
Joshua Ebere Chukwuere ◽  
Precious Chibuike Chukwuere

Academic research writing (manuscript writing) involves many shortcomings and challenges, but the process is systematically structured. Overcoming these challenges should involve proper adherence to steps and processes when carrying out academic studies. These challenges are a continuous worry for beginners and emerging researchers. Also, the components that constitute academic writing and its structure are continuously debated by scholars globally, especially for beginners and emerging researchers. The purpose of this chapter is to provide guidelines and steps that can assist researchers (beginners) to write manuscripts that meet the requirements of journal editorial boards, their audiences, as well as theses/dissertations for academic institution requirements and expectations of examiners. To achieve the purpose of this chapter, various vital variables and constructs were explained in clear and understandable terms in line with literature review of precious studies. The constructed ideas make the chapter useful for beginners who are writing manuscripts, theses, and dissertations.


Water ◽  
2018 ◽  
Vol 10 (10) ◽  
pp. 1317 ◽  
Author(s):  
Y. Xu ◽  
Nina Lam ◽  
Kam-Biu Liu

This book contains 14 articles selected from a special issue on the assessment of resilience and sustainability of the Mississippi River Delta as a coupled natural-human system. This effort is supported in part by a U. S. National Science Foundation grant. The goal of this book is to present some of the recent advances in research and research methodologies, major discoveries, and new understanding of the Mississippi River Delta, which represents one of the most challenging cases in finding the pathways for coastal resilience and sustainability because of the complexity of environmental and socioeconomic interactions. The articles are contributed by 39 researchers and they studied the deltaic system from five aspects including 1) riverine processes and sediment availability, 2) sediment deposition and land creation, 3) wetland loss, saltwater intrusion, and subsidence, 4) community resilience and planning, and 5) review and synthesis. As editors, by reviewing and putting these papers together, we have realized a major challenge in conducting an interdisciplinary assessment of resilience: How to identify a “Common Threshold” from different scientific disciplines for a highly nature-human intertwined river delta system? For instance, the threshold for sustaining a river delta in the view of physical sciences is different from that of social sciences. Such a common threshold would be a radical change and/or a collapse of a coupled natural-human delta system if nothing can be or will be done. Identifying the common threshold would help guide assessment and evaluation of the resilience of a CNH system as well as the feasibility and willingness of protecting the system’s resilience. We hope this book will be a first step toward inspiring researchers from different disciplines to work closely together to solve real problems in sustaining precious river delta ecosystems across the globe.


2020 ◽  
Vol 8 (2) ◽  
pp. 219
Author(s):  
Testiana Deni Wijayatiningsih ◽  
Enny Dwi Lestariningsih ◽  
Dwi Ampuni Agustina

One of the consequences of teachers as functional positions is that teachers are required to carry out continuous professional development (PKB), so they can carry out their duties and functions professionally. Continuous professional development is the development of teacher competencies carried out in accordance with the needs, gradually, continuously to improve their professionalism; one of them is scientific publication (KTI) or academic writing. This study aims to determine the process of designing the Task Based Language Teaching method in scientific writing material and examine the learning outcomes of elementary school teachers who take tutorial courses on Scientific Work Writing Techniques based on Task Based Language Learning. The subjects of this study were students who took the eight semester of Scientific Writing Techniques course. The method of this research used the modified 4-D instructional development model of Thiagarajan, Semmel and Semmel (4-D models). The methods of collecting data used interviewing, observing, test, and filling out questionnaires. The results show that the application of the Task Based Language Teaching method is appropriate to use in classroom tutorial teaching by considering the results of validation, namely conformity to concept indicators, content feasibility indicators, presentation indicators, and competency indicators with existing RAT and SAT along with Engineering learning modules Writing Scientific Work. Furthermore, students' self-concept is good in learning the Scientific Writing Technique in the tutorial class. This means that students' self-concept had a good improvement and reached a percentage above 70%. This proves that the application of the Task Based Language Teaching method runs seamlessly and according to what is expected. All in all, the students are more enthusiastic and challenging in writing research articles.


2020 ◽  
Vol 40 (06) ◽  
pp. 369-374
Author(s):  
Raj Kishor Kampa ◽  
Dhirendra Kumar Padhan ◽  
Faeem Ahmad

The pandemic of plagiarism, which is wide-spread all over the world, is incredibly common among the generation of students of secondary, higher secondary and university education.The present study investigates the level of awareness of plagiarism among food technology students in India and to understand their perceptions towards academic dishonesty and reasons behind indulgence in plagiarism. A structured questionnaire was administered to the students and researchers of the National Institute of Food Technology Entrepreneurship and Management (NIFTEM) in India. The findings of the study reveals that 18 per cent, 57.8 per cent and 11.8 per cent of the students are extremely aware, moderately aware and somewhat aware that what constitutes plagiarism and what does not. Most of the respondents believe copying from a publication/book without crediting the source/author is plagiarism (Mean=4.318, SD=1.0041) and plagiarism as stealing (Mean=4.024, SD=.9126). It is also found that busy schedule (Mean=3.67), easy accessibility of electronic resources (Mean=3.69), unwareness of plagiarism instructions (Mean=3.6), poor knowledge of research writing (Mean=3.95) and lack of penalty (Mean=3.4) are the perceived reasons of indulging in plagiarism by the students and research scholars, hence, conducting orientation programmes and workshops on academic integrity, scholarly writings and referencing styles could be helpful in discouraging plagiarism in academic writing among students.


2021 ◽  
pp. 234-250
Author(s):  
RADHIKA C

English as a universal academic language enables the international flexibility of researchers. Hynninen, N., &Kuteeva, M. (2017) have discussed the use of English in academic writing. In recent days most of the international research journals prefer English to be their choice due to dominated L2 writers. Writing a research paper is complex and academic research paper writing should be clear, formal, and precise. This study states that in what way the English language used for research writing in their domain by the researchers


2018 ◽  
Vol 17 (2) ◽  
pp. 1
Author(s):  
Dipendra Raj Pandeya

<p><span>Our Science and scientific explorations are integral components in the process of research and development. Therefore, keeping abreast of recent scientific knowledge and development is an imper proceativess of a professional scientist. Scientific literature such as publications are among the most popular ways to update and up-skill one’s knowledge in a particular area. One can either become a consumer of scientific publication as a reader or s/he could also contribute to the body of literature through academic publications in quality peer-reviewed journals. </span></p><p><span>Having contributed to academic writing as an author is like your passport to your scientific community, not only to share your knowledge but also to gain professional recognition. Your contribution to publication also helps disseminate your new and foremost findings or techniques among scientific and academic communities. In order to be an accomplished scientist, one needs to have good scientific writing skills and be able to express the scientific knowledge effectively and efficiently to the scientific/academic community. </span></p><p><span>Before you start writing, it is important that you should be aware of the main goals of your publication. Your research should answer the relevant questions of the involved field and should arouse interest in the readers. Furthermore, the researcher should also know whether the research and findings of the work are publishable at the given point or not. If the answers are ticked off positively, then the researcher can start preparing the manuscript. Most research papers are based upon the IMRaD format. The word IMRaD stands for the initial letters of the words Introduction (I), Methods (M), Results (R), and Discussion (D). The Introduction describes the scope and purpose of the research in the light of recent information on the existing research; the Methods explain how the analysis was done; the Results section reports your audience to know what the investigation showed; and the Discussion section should explain the significance of the new information provided by your study and suggestions for future studies. . The IMRaD structure has been followed by a progressively increasing number of academic journals and has been the basis for most researches. It is a very effective approach as it facilitates the literature review and lets the readers understand the research more logically.</span></p><p><span>Good scientific writing with the methodical approach is not the only criteria for getting published in scientific journals. For publishing in a particular journal, it's very important to follow the author guidelines. Every journal has a particular format of writing and it is expected that the particular journal is going to publish the articles in the same particular format. This is very important for the journal to be consistent in all the publications. </span></p><p><span>In addition, writing a good research article can seem challenging at first, however, if a researcher plans it properly, the challenge becomes interesting. Your research may conclude with meaningful answers to the unanswered questions in a particular scientific field and serve as a stimulus for further studies in the future. Well-written papers get published more frequently and can easily attract the attention of the readers. They are highly read, recommended as well as cited. Reviewers are more willing to review a well written research article and give favorable comments to improve the quality of the study. The authors should make every effort to implement the proper use of correct grammar. Poor language quality, including errors in grammar, spelling mistakes, typographical errors could delay the publication or lead to outright rejection of the paper.</span></p><p><span>Ultimately, the readers of your scientific manuscript are your primary examiners. They are going to examine the details of all the appropriate components of your study: purpose, background and rationale, strategies, results|, discussion and conclusions. . The elements of good scientific publishing must certainly be clear, precise, and logical. Finally, scientific work is incomplete until the results are disseminated to the larger community. Thus, effective scientific writing will create information exchange, to improve knowledge progress, ideas and improve your colleague's future work. </span></p><div><span><br /></span></div>


Author(s):  
Harry Wang ◽  
Hsing K. Cheng ◽  
Leon Zhao

With the dramatic expansion of global e-markets, companies collaborate more and more in order to streamline their supply chains. Small companies often form coalitions to reach the critical mass required to bid on large volume or wide ranges of products. Meanwhile, they also compete with one another for market shares. Because of the complex relationships among companies, controlling the access to shared information found in e-markets is a challenging task. Currently, there is a lack of comprehensive access control approaches that can be used to maintain data security in e-markets. We propose to integrate several known access control mechanisms such as role-based access control, coalition-based access control, and relationship driven access control into an e-market access control model (EMAC). In this chapter, we present a Web services-based architecture for EMAC and the associated concepts and algorithms. We also illustrate, via an automotive e-market example, how the EMAC model can support e-market access control.


2016 ◽  
Vol 16 (1) ◽  
pp. 88
Author(s):  
Noor Hanim Rahmat

Abstract The teaching of writing has undergone many stages over the years—from product approach, to process approach, and then to cognitive approach. Recently, the approaches to the teaching of writing have shifted to social orientation. Researchers are encouraged to write for specific audiences. We undergo through three basic writing stages: (a) planning, (b) translating and (c)evaluating. Generally all writers will undergo these three processes, but what differentiates one writer form the other is the way they behave in each process. Nevertheless, better writers write with the audience in mind and are more careful with their writing process. As such, audience awareness is a characteristic of skilled writers and some writers write with the audience, while some do not. This study explores the writing process and audience awareness of undergraduates who have undergone a semester of a course in research writing. Using a questionnaire as the instrument, the quantitative data reveal interesting implications towards the teaching of academic writing in higher institutions. Keywords: writers, writing process, audience awareness, research writing, undergraduates AbstrakPengajaran penulisan telah melalui banyak tahap selama beberapa tahun ini. Ia bermula dengan cara pengajaran secara produk, kemudian cara proses dan selepas itu secara kognitif. Kebelakangan ini, pengajaran penulisan telah berpaksikan orientasi sosial. Penulis disaran agar menulis dengan memikirkan pembaca yang berlainan. Lazimnya, penulis akan melalui tiga peringkat yang asas iaitu (a) perancangan, (b) penterjemahan, dan (c) penilaian. Secaranya, semua penulis akan melalui ketiga-tiga proses ini, yang berbeza Cuma cara setiap apa yang setiap penulis buat dalam setiap peringkat. Walau bagaimanapun, penulis yang lebih baik akan menulis dengan mengambil apa pembaca fikir dan akan lebih berhati-hati dalam proses penulisan. Kesedaran pembaca merupakan satu karekistik penulis yang mahir.Kajian ini mengkaji proses penulisan dan kesedaran pembaca di kalangan pelajar universiti. Pelajar-pelajar dalam kajian ini telah melalui satu semester kursus dalam penilisan kajian. Kajian ini menggunakan sola selidik sebagai instrument. Data kuantitatif ini akan menunjukkan penemuan yang menarik dalam pengajaran penulisan akademik di peringkat pengajian tinggi.Kata kunci: penulis, proses penulisan, kesedaran pembaca, penulisan kajian, pelajar university


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