Relevant bibliographies by topics / AuthorAID

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'AuthorAID'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "AuthorAID"

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Harris, Siân. "Partnership across continents: the AuthorAID network." Biochemist 42, no. 3 (2020): 34–37. http://dx.doi.org/10.1042/bio20200021.

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Many academics have experienced the difficulty of getting their first grant or getting their first papers published. Imagine the added complexity if you are based in the ‘Global South’. Siân Harris talks to three African biochemists who are part of the AuthorAID network about their research experiences and how AuthorAID can help address some of the inequities within the global research system.
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Gastel, Barbara. "AuthorAID: An international service and chance to serve." Medical Writing 22, no. 4 (2013): 284–87. http://dx.doi.org/10.1179/2047480613z.000000000151.

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Nobes, Andy. "AuthorAID – supporting early career researchers in developing countries." Biochemist 38, no. 5 (2016): 39–41. http://dx.doi.org/10.1042/bio03805039.

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Shoko, Amon P., Ismael A. Kimirei, Baraka C. Sekadende, Mary A. Kishe, and Innocent E. Sailale. "Online course in conjunction with face-to-face workshops to improve writing skills leading towards more publications in peer reviewed journals." European Science Editing 47 (February 1, 2021): e54417. https://doi.org/10.3897/ese.2021.e54417.

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<strong>Background: </strong>Researchers in the developing countries often have inadequate scientific writing skills to publish their research in international peer reviewed journals.<strong>Obj</strong><strong>ectives: </strong>To improve the research-and proposal-writing skills of researchers and to evaluate the impact of this intervention.<strong>M</strong><strong>e</strong><strong>th</strong><strong>ods: </strong>An off-the-shelf online course (AuthorAID, developed by INASP) was embedded in the Tanzania Fisheries Research Institute&rsquo;s (TAFIRI) website and offered to the institute researchers in Tanzania. The 8-week course was followed by a 2-day face- to-face workshop that used the course material contextualized to local conditions, and the combination was repeated one more time.<strong>Results: </strong>A total of 47 participants completed the course and attended the workshop: 21 (54%) completed the course in 2016 and 26 (67%) in 2017. The number of papers published annually by TAFIRI staff more than tripled between 2016 and 2019 after the AuthorAID intervention, most of them (114, or 91%) by researchers who had undergone the training.<strong>C</strong><strong>on</strong><strong>c</strong><strong>l</strong><strong>u</strong><strong>s</strong><strong>i</strong><strong>o</strong><strong>n: </strong>Embedding and contextualizing proven learning materials, such as the AuthorAID online course, can be an economical and effective approach to improving the writing skills of scientists in developing countries.
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Remmington, Janet, and Jessica Feinstein. "Only Connect! Linking Up and Training Emerging Authors through AuthorAID." Editors' Bulletin 7, no. 2 (2011): 55–59. http://dx.doi.org/10.1080/17521742.2011.685627.

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Freeman, Phyllis, and Anthony Robbins. "Editoral: The Publishing Gap Between Rich and Poor: the Focus of AuthorAID." Journal of Public Health Policy 27, no. 2 (2006): 196–203. http://dx.doi.org/10.1057/palgrave.jphp.3200071.

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Walker, Julie. "The AuthorAID project at INASP: building on a holistic approach to research communication." Serials: The Journal for the Serials Community 22, no. 3 (2009): 220–23. http://dx.doi.org/10.1629/22220.

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Memon, Aamir Raoof, and Martina Mavrinac. "Knowledge, Attitudes, and Practices of Plagiarism as Reported by Participants Completing the AuthorAID MOOC on Research Writing." Science and Engineering Ethics 26, no. 2 (2020): 1067–88. http://dx.doi.org/10.1007/s11948-020-00198-1.

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Holstrom, Chris. "Local Authorial Voice and Global Authorial Voice in Community-Authored Knowledge Organization Systems." Advances in Classification Research Online 29, no. 1 (2019): 6. http://dx.doi.org/10.7152/acro.v29i1.15451.

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Folksonomies are crowdsourced knowledge organization systems that rose to popularity during Web 2.0 and that are still actively used today. This crowdsourced approach to knowledge organization moves authorial voice from an individual expert or small group of experts to the community. What does it mean to have many voices contribute to a knowledge organization system? Do community members create a collective authorial voice? Are minority opinions more readily included? How does access to information, especially “long tail” information, change? This paper explores these questions by examining authorial voice in community-authored knowledge organization systems (CAKOS) and expert-authored knowledge organization systems (EAKOS).
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Wijayanti, Lely Tri, Nur Indah Sholikhati, and Exwan Andriyan Verrysaputro. "Authorial Pronoun We." J-Lalite: Journal of English Studies 3, no. 1 (2022): 76. http://dx.doi.org/10.20884/1.jes.2022.3.1.5934.

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This study aims to decipher the use of authorial pronoun we as a politeness strategy in the EFL academic writing. The data consist of 56 published research articles taken from the Corpus of State University of Malang Indonesian Learners’ English. The articles were written by Indonesian undergraduate students co-authored with their thesis supervisors. Attempting to categorize pronoun we into inclusive, exclusive, and ambiguous types in the co-authored texts, we identify seven functions of the authorial pronoun. The result unveils that the ambiguous authorial pronoun we appear to be the most frequently used politeness device to minimize face threatening acts (FTA).
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Dissertations / Theses on the topic "AuthorAID"

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Scott, Graham Robert. "Teaching the team-authored text." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=151&did=1871875201&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270495997&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 233-245). Issued in print and online. Available via ProQuest Digital Dissertations.
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Cheung, Kevin Yet Fong. "Understanding the authorial writer : a mixed methods approach to the psychology of authorial identity in relation to plagiarism." Thesis, University of Derby, 2014. http://hdl.handle.net/10545/324822.

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Academic writing is an important part of undergraduate study that tutors recognise as central to success in higher education. Across the academy, writing is used to assess, develop and facilitate student learning. However, there are growing concerns that students appropriate written work from other sources and present it as their own, committing the academic offence of plagiarism. Conceptualising plagiarism as literary theft, current institutional practices concentrate on deterring and detecting behaviours that contravene the rules of the academy. Plagiarism is a topic that often elicits an emotional response in academic tutors, who are horrified that students commit these ‘crimes’. Recently, educators have suggested that deterring and detecting plagiarism is ineffective and described moralistic conceptualisations of plagiarism as unhelpful. These commentaries highlight the need for credible alternative approaches to plagiarism that include pedagogic aspects of academic writing. The authorial identity approach to reducing plagiarism concentrates on developing understanding of authorship in students using pedagogy. This thesis presents three studies that contribute to the authorial identity approach to student plagiarism. Building on the findings of previous research, the current studies used a sequential mixed-methods approach to expand psychological knowledge concerning authorial identity in higher education contexts. The first, qualitative, study used thematic analysis of interviews with 27 professional academics teaching at institutions in the United Kingdom. The findings from this multidisciplinary sample identified that academics understood authorial identity as composed of five themes; an individual with authorial identity had confidence; valued writing; felt attachment and ownership of their writing; thought independently and critically; and had rhetorical goals. In addition, the analysis identified two integrative themes representing aspects of authorial identity that underlie all of the other themes: authorial identity as ‘tacit knowledge’ and authorial identity as ‘negotiation of identities’. The themes identified in the first study informed important aspects of the two following quantitative studies. The second study used findings from the first study to generate a pool of questionnaire items, assess their content validity and administer them to a multidisciplinary sample of 439 students in higher education. Psychometric analyses were used to identify a latent variable model of student authorial identity with three factors: ‘authorial confidence’, ‘valuing writing’ and ‘identification with author’. This model formed the basis of a new psychometric tool for measuring authorial identity. The resultant Student Attitudes and Beliefs about Authorship Scale (SABAS) had greater reliability and validity when compared with alternative measures. The third study used confirmatory factor analysis to validate the SABAS model with a sample of 306 students. In addition, this study identified aspects of convergent validity and test-retest reliability that allow the SABAS to be used with confidence in research and pedagogy. The overall findings of the combined studies present a psycho-social model of student authorial identity. This model represents an important contribution to the theoretical underpinnings of the authorial identity approach to student plagiarism. Differing from previous models by including social aspects of authorial identity, the psycho-social model informs future pedagogy development and research by outlining a robust, empirically supported theoretical framework.
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MacDonald, Sarah Nicole. "WORKING WOMEN’S LIFE WRITING AND AUTHORIAL COMPETENCY." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1511353472506823.

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Kroeger, Robert. "Admission Control for Independently-authored Realtime Applications." Thesis, Waterloo, Ont. : University of Waterloo, 2004. http://etd.uwaterloo.ca/etd/rjkroege2004.pdf.

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Thesis (Ph.D.)--University of Waterloo, 2004.<br>"A thesis presented to the University of Waterloo in fulfilment of the thesis requirement for the degree of Doctor of Philosophy in Computer Science". Includes bibliographical references.
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Herrmann, Andrew F. "Mucking Around: A Co-authored Organizational Autoethnography." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/819.

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Wander, Kristine Claire. "Multi-Authorial Design for an Assisted Living Center." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148260878.

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Flanagan, John. "The Carver Canard: Textual Restoration as Authorial Effacer." ScholarWorks @ UVM, 2012. http://scholarworks.uvm.edu/graddis/82.

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On July 8th, 1980, Raymond Carver wrote an impassioned letter to his editor, Gordon Lish, begging him to cancel the publication of what would soon become Carver’s minimalist masterpiece, What We Talk About When We Talk About Love. Carver argues in his letter that Lish’s heavily-edited versions of his original stories were bound to cause Carver's death. Despite his anxieties, Carver’s authorial demise didn’t come until 2009, 21 years following his physical death, when the unedited versions of the What We Talk About stories appeared in a posthumous collection called Beginners. Beginners excises Lish’s excisions, exposing a Raymond Carver at odds with his minimalist identity. The “restored” text also displaces Carver as the sole author of his work. We learn from Carver’s effacement that any cultural construction of an author is an erroneous effigy. Beginners exemplifies how textual restorations deflate cultural myths as they work with original texts to enrich our understanding
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Dechant, Dennis Lyle 1979. "Transformations of Authorial Representation in the Manesse Codex." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10625.

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viii, 80 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>The author portraits from the Manesse Codex, a 14th-century compilation of German love lyrics, have traditionally been viewed as expendable illustrations to the accompanying texts. In fact, these paintings profoundly affected how contemporary readers would have understood the poems, thus helping shape social attitudes regarding the nature and meaning of authorship. Three specific images in the manuscript reveal various modulations in the patron's or artist's attitude towards authorship. The frontispiece for Der von Kiirenberg reconfigures a traditional motif to encourage an autobiographical understanding of his lyrics. Ulrich von Liechtenstein's image draws on sources outside the manuscript to promote a similar interpretation. In a third image, the poet Johannes Hadlaub, who appears to have participated in the making of the manuscript, deliberately exploits the image's ability to shape expectations of his status as an author by having himself depicted as if he had experienced the events described in his poetry.<br>Committee in Charge: Dr. Richard A. Sundt, Chair; Dr. James Harper; Dr. Lori Kruckenberg
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Adair, Thomas James. "Shakespeare vs. Middleton : authorial disagreement in Timon of Athens." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265859.

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Olivier, Aletta Petronella. "Authorial voice as a writing strategy in doctoral theses." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65596.

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Voice is not a new concept in writing; however, it is relatively new in the field of academic writing. The main aim of this research is to determine how voice as a social construct is understood and perceived by doctoral students and supervisors from the faculties of Humanities and Social Sciences at a South African university. The focus is on the challenges of exhibiting an authorial voice in doctoral writing in particular, with the aim of informing a pedagogical framework of voice that might serve as a foundation for further development of an instructional framework. The term ‘voice’ started to appear in North American composition writing in the mid-1960s as a mark of self-discovery, individualism, and expressivism. However, the emergence of social constructivism led to a marked decrease in the emphasis on individual voice in favour of regarding voice as socialised and constructed. The post-2000 voice era became more nuanced and established a definite niche for voice in academic discourse. The three approaches that influenced written voice most significantly are individualised voice, powered by the expressivist approach; socialised voice, which embraces voice as multi-dimensional and dialogic and embedded in Bakhtin’s heteroglossia; and voice as empowerment, represented by the Academic Literacies Approach. Except for its historic evolution the notion of voice was impacted by Systemic Functional Linguistics (SFL) as a theory of language. Two partially operationalised models, grounded in social constructivism and SFL, provided the substance for designing a heuristic framework for voice: the Engagement Framework, situated in the Appraisal Framework of Martin and White (2005) and Hyland’s (2008a) model of stance and engagement. With the decline of the expressivist approach a number of theoretical and empirical studies propagating a pedagogical approach started to appear. Although these studies validate the need for a visible voice pedagogy, voice has yet to be operationalised as student friendly pedagogical tool. The following research questions guided the research: 1. How is authorial voice theorised in linguistics and applied linguistics? 2. Has the notion of ‘voice’ been adequately operationalised in academic writing contexts? 3. What guidance on developing a voice pedagogy is found in the scholarly literature on writing instruction in higher education? 4. How is the notion of voice understood by supervisors and doctoral students? A qualitative case study was conducted to determine the understanding and perceptions of voice by supervisors and doctoral students by means of semi-structured interviews. The data were systematically analysed and coded using qualitative content analysis. The qualitative data analysis software program ATLAS.ti.2 was used for this purpose. The data yielded four main categories: 1. Assumptions about voice as non-negotiable in doctoral writing; 2. Enablers of voice; 3. Impediments of voice, confirming voice as complex and unstable; 4. Opinions on voice as construct that substantiated gaps in the literature. As the findings point to a need for a pedagogy of voice these categories were translated into parameters for a pedagogy of negotiated voice. The pedagogical model integrates the theory-based heuristic as well as pedagogical attempts at measuring voice and the findings of the empirical study.<br>Thesis (PhD)--University of Pretoria, 2017.<br>Unit for Academic Literacy<br>PhD<br>Unrestricted
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Books on the topic "AuthorAID"

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Busuttil, Joseph. Tristia ex Melitogaudo: Lament in Greek verse of a XIIth-century exile of Gozo. Farsons Foundation, 2010.

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Škvorecký, Josef. Reception: an authorial experience. St. Martin's Press, 1992.

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Pho, Phuong Dzung. Authorial Stance in Research Articles. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137032782.

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Subbarayudu, G. K. Surviving deconstruction: Authorial intention revisited. Yugadi Publishers, 2000.

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Farrell, John. The Varieties of Authorial Intention. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-48977-3.

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Moses, Itamar. Authorial intent: A short drama. Playscripts, Inc., 2005.

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Heartland Film Festival Video (Firm) and Films for the Humanities (Firm), eds. Inside Hollywood: Writing in Hollywood: tips from the pros : mindsets and methods. Films for the Humanities & Sciences, 2004.

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Jestrovic, Silvija. Performances of Authorial Presence and Absence. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43290-4.

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Denmark) International Conference on Authorial and Editorial Voices in Translation (2011 Copenhagen. Authorial and editorial voices in translation. Éditions québécoises de l'oeuvre, 2013.

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Workshop on Greco-Roman Scientific and Medical Writing (2007 Humanities Institute of Ireland). Authorial voices in Greco-Roman technical writing. Wissenschaftlicher Verlag, 2009.

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Book chapters on the topic "AuthorAID"

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Shachar, Hila. "Authorial Histories." In A Companion to the Historical Film. Blackwell Publishing Ltd., 2013. http://dx.doi.org/10.1002/9781118322673.ch10.

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Hoover, David L. "Authorial Style." In Language and Style. Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-06574-2_15.

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Jones, Joey Donald. "Authorial Burden." In Human–Computer Interaction Series. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05214-9_4.

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Shafik, Viola. "Authorial Dissidence." In Resistance, Dissidence, Revolution. Routledge, 2023. http://dx.doi.org/10.4324/9781003242932-6.

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Pho, Phuong Dzung. "Authorial Stance." In Authorial Stance in Research Articles. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137032782_3.

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Schrag, Calvin O. "Authorial Reflections." In American Phenomenology. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2575-5_34.

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Di Leo, Jeffrey R. "Authorial Prestige." In Corporate Humanities in Higher Education. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137361530_7.

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Spurr, David. "Authorial gestures." In FILLM Studies in Languages and Literatures. John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/fillm.16.11spu.

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Woods, Peter, and Pat Sikes. "Authorial responsibility." In Successful Writing for Qualitative Researchers, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003143406-3.

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Matterson, Stephen. "The Authorial Perspective." In The Great Gatsby. Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20768-8_3.

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Conference papers on the topic "AuthorAID"

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Lourie, Yonatan, Jonathan Ben-Dov, and Roded Sharan. "Integrating Semantic and Statistical Features for Authorial Clustering of Qumran Scrolls." In Proceedings of the Second Workshop on Ancient Language Processing. Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.alp-1.2.

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Khomytska, Iryna, Iryna Bazylevych, Vasyl Teslyuk, and Olena Durytska. "The Specificity of Authorial Style Determined by the Cramer-von-Mises Test." In 2024 IEEE 19th International Conference on Computer Science and Information Technologies (CSIT). IEEE, 2024. https://doi.org/10.1109/csit65290.2024.10982581.

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Mondal, Pronoy Kumar, Sadman Sadik Khan, Md Toufiq Imrog, Md Ainul Ahsan Arman, Md Muhetul Islam, and Afraz Ul Haque Rupak. "Exploring Authorial Style in Bangla Literature: LSTM and Bi-LSTM -Based Author Detection." In 2024 15th International Conference on Computing Communication and Networking Technologies (ICCCNT). IEEE, 2024. http://dx.doi.org/10.1109/icccnt61001.2024.10725023.

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Saputro, Immanuela Puspasari, Yulius Denny Prabowo, and Jullend Gatc. "Fostering Scientific Engagement: Creating a Digital Hub for Student-Authored Research Works." In 2024 International Conference on Information Management and Technology (ICIMTech). IEEE, 2024. https://doi.org/10.1109/icimtech63123.2024.10780833.

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Reina, Michael P., Kirk R. Shields, and Michael F. MeLampy. "Costing Considerations for Maintenance and New Construction Coating Work." In CORROSION 1998. NACE International, 1998. https://doi.org/10.5006/c1998-98509.

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Abstract This paper updates “Updated Protective Coating Costs, Products, and Service Life”(1) on protective coating costing and selection co-authored by G. H. Brevoort, M. F. MeLampy and K. R. Shields. Beginning with this edition, data collection and publication will be co-authored by K. R. Shields, M. F. MeLampy and M. P. Reina. Designed to assist the coatings engineer or specifier in identifying suitable protective coating systems for specific industrial environments, this paper provides guidelines for calculating approximate installed costs, expected coating life for each identified system, and how to determine the most cost-effective systems. The effect of maintenance sequences on long-term costs and system performance is also reviewed. New features of this paper include life-cycle and material costs for hot dip galvanizing. Included in the paper are 1) most commonly used generic systems in typical industrial environments, 2) service life for each, 3) current material costs, and 4) current field and shop painting costs. Guidelines for developing long-term life-cycle costs, and number of paintings for the expected life of the structure are included. The basic elements of economic analysis and justification, and how to prepare a Present Value Analysis are also addressed. Worksheets and examples are provided to aid the reader in the proper use of the information.
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Brevoort, Gordon H., Michael F. MeLampy, and Kirk R. Shields. "Updated Protective Coating Costs, Products, and Service Life." In CORROSION 1996. NACE International, 1996. https://doi.org/10.5006/c1996-96477.

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Abstract This paper updates “The Paint and Coatings Cost and Selection Guide”(1) on protective coating costing and selection co-authored by G. H. Brevoort and A. H. Roebuck. Beginning with this edition, data collection and publication will be co-authored by G. H. Brevoort and M. F. MeLampy and K. R. Shields. Designed to assist the coatings engineer or specifier in identifying suitable protective coating systems for specific industrial environments, this paper provides guidelines for calculating approximate installed costs, expected coating life for each identified system, and how to determine the most cost-effective systems. The effect of maintenance sequences on long-term costs and system performance is also reviewed. New features of this paper include the Paint Removal Multiplier Table showing the approximate impact on cost when removal of paints is required, and the Variation Multiplier Table, giving multipliers to adjust the base coating cost to reflect structure size, height and component(s) type. Information on the use of metallizing is also included. Practical information provides assistance in understanding the economies of job size, as well as comparing maintenance vs. new construction. Included in the paper will be 1) most commonly used generic systems in typical industrial environments, 2) service life for each, 3) current material costs, and 4) current field and shop painting costs. Guidelines for developing long-term life-cycle costs, and number of paintings for the expected life of the structure are included. The basic elements of economic analysis and justification and how to prepare a Present Value Analysis are also included.
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Leyland, David S., and L. Brian Castler. "Time Tested Performance of Bridge Coatings." In Paint and Coatings Expo (PACE) 2006. SSPC, 2006. https://doi.org/10.5006/s2006-00044.

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The purpose of this study was to determine the actual service life of some commonly used bridge coating systems. A study authored by Gordon H. Brevoort and updated by KTA-Tator, Inc. in 1996 (1) provided a table of projected service life based largely on a survey of coating manufacturers. Are industry wide predictions of coating life accurate? That is the central issue this study examined. The results may help bridge owners select coating protection that provides the lowest life cycle cost. Bridge owners may also find the information useful to pro-rate the remaining value of the coating system and to plan maintenance activities.
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Aschemeier, Uwe, Marcur Cridland, and Mushtaq Shaik. "Permanent Underwater Wet Weld Repairs." In MPWT 2019. NACE International, 2019. https://doi.org/10.5006/mpwt19-15406.

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Abstract Subsea Global Solutions (SGS) it a worldwide provider for underwater ship repair and maintenance. During a 2.5 year long extensive joint research and development program with DNV GL it was proven that underwater wet welds meeting the class A requirements of AWS D3.6-Underwater Welding Code can be produced. AWS D3.6 Class A welds are comparable to out of the water welded joints. Today, SGS has approval from DNV GL and from ABS to perform permanent underwater wet weld repairs on vessels and offshore installations. This paper will discuss two applications of permanent underwater wet weld repairs performed on a cruise ship and on a Floating Production Storage Offloading (FPSO) vessel. The paper is co-authored by ABS, who will provide class opinion on underwater wet welds.
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Alghazo, Sharif. "Authorial Identity in English and Arabic Academic Discourse: A Genre-Based Analysis." In 8th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2025. https://doi.org/10.62422/978-81-981590-2-1-026.

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This study explores how authors of research articles in the field of applied linguistics construct their authorial identity in English and Arabic. It also compares the use and functions of authorial presence strategies in the six generic sections of research articles in the two languages. The corpus comprises60 single-authored research articles in applied linguistics, 30 in Arabic and 30 in English. The articles are sourced from journals with high perceived standing, judged by their percentile ranking in the Scopus database. The study used a mixed-methods approach that combined both quantitative and qualitative analyses, employing statistical and discourse analysis techniques. The results indicate that there are differences in the use of the three types of self-mentionbetween Arabic and English research articles. In addition, the analysis of the generic structure showed variation in the construction of authorial presence in the six sections of the research article in the two languages, which indicates a relationship between the textual function of language and authorial presence. The results also reveal that self-mention is used to serve a number of functions, with the Recounterfunction being overwhelmingly most frequently used in both corpora. The study provides insight into the complexities that emerge while constructing authorial identities across languages. These cross-linguistic variations offer valuable implications for research and pedagogy in academic and research writing. Keywords: Authorial identity; academic discourse; the research article; English; Arabic
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Jones, Joey Donald, and David Millard. "Experiencing The Authorial Burden." In HT '24: 35th ACM Conference on Hypertext and Social Media. ACM, 2024. http://dx.doi.org/10.1145/3648188.3675134.

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Reports on the topic "AuthorAID"

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Weglein, Arthur B., and Bob H. Stolt. Seismic Imaging and Inversion: Application of Linear Theory (2012), Cambridge University Press, co-authored with Bob Stolt. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1052406.

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Hart, Stuart. Opportunities for the Majority. Inter-American Development Bank, 2007. http://dx.doi.org/10.18235/0006775.

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This document was authored by the key note presenter of the "Opportunities for the Majority in the Caribbean", IDB Seminar, Jamaica, 2007. The presentation revolves around the concept of "the base of the pyramid" to build a business strategy to target low income sectors.
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Burt, Andrew, and Daniel Geer, Jr. A Plea: The Case for Digital Environmentalism. Center for Security and Emerging Technology, 2022. http://dx.doi.org/10.51593/2022ca005.

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Digital technology, the defining innovation of the last half century, has deep and unaddressed insecurities at its core. This paper, authored by two prominent technologists and strategic thinkers, argues that a new form of “digital environmentalism”—marked by a re-evaluation of our relationship to technology, growth, and innovation—is the only way to fix such insecurities, and to bring meaningful change to the digital world.
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Smith, Hinekura, Jenn Sarich, Taoitekura Eruera, Ann-Margaret Campbell-Strickland, and Lillian Mato Bartlett. Whakarongo ki te Tangi! – Listen to Our Tears, Listen to Our Call! Learnings from a Summer Research Mentorship to Grow Kaupapa Māori Community Health Researchers. Unitec ePress, 2023. http://dx.doi.org/10.34074/ocds.105.

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This co-authored paper centres the Māori cultural practice of tangi, both as a way to heal and to be heard, for four new and emerging Māori community health researchers involved in a Kaupapa Māori research mentorship. If research mentorships are about growing research capability and capacity, we highlight here that another important ‘c’ comes first – confidence. For over 20 years, Kaupapa Māori theory and research have carved out critically important space for Māori to research ‘as Māori’ in academia, yet omnipresent colonialism continues to cast doubts on the validity of our voices as researchers, and our ‘worthiness’ or ability to step confidently into research space. Here, four emerging Māori researchers who are committed to making research-informed health changes in our communities share how our confidence to ‘do’ research grew during a summer Kaupapa Māori research mentorship. We each experience the emotion of tangi – be it a bird’s call or weeping – in different ways. Therefore, rather than offer advice on ‘how to become confident as an emerging Kaupapa Māori researcher’, this co-authored paper encourages you to hear, and importantly feel, these stories about ‘becoming’ and to consider how research must do better to create more Kaupapa Māori-led opportunities for Māori to confidently step into research with, and for, their communities.
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Keinan, Ehud. Asian Chemists speak with one voice. AsiaChem Magazine, 2020. http://dx.doi.org/10.51167/acm00001.

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Dear Reader, the newly born AsiaChem magazine echoes the voice of the Federation of Asian Chemical Societies (FACS). We believe that this biannual, free-access magazine will attract worldwide attention because it comprises diverse articles on cutting-edge science, history, essays, interviews, and anything that would interest the broad readership within the chemical sciences. All articles are authored by scientists who were born in Asian countries or actively working in Asia. Thus, eight FACS countries, including Australia, China, India, Israel, Jordan, South Korea, Taiwan, and Turkey, are represented in this inaugural issue.
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Gehlhaus, Diana, Ron Hodge, Luke Koslosky, Kayla Goode, and Jonathan Rotner. The DOD’s Hidden Artificial Intelligence Workforce: Leveraging AI Talent at the U.S. Department of Defense. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/20210013.

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This policy brief, authored in collaboration with the MITRE Corporation, provides a new perspective on the U.S. Department of Defense’s struggle to recruit and retain artificial intelligence talent. The authors find that the DOD already has a cadre of AI and related experts, but that this talent remains hidden. Better leveraging this talent could go a long way in meeting the DOD’s AI objectives. The authors argue that this can be done through policies that more effectively identify AI talent and assignment opportunities, processes that incentivize experimentation and changes in career paths, and investing in the necessary technological infrastructure.
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Ripoll, Santiago, Eva Niederberger, and Leslie Jones. Key Considerations: Behavioural, Social and Community Dynamics Related to Plague Outbreaks in Madagascar. Institute of Development Studies (IDS), 2022. http://dx.doi.org/10.19088/sshap.2021.044.

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This brief explores behavioural and community dynamics related to plague outbreaks in Madagascar. The aim is to support actors involved in plague response to acquire a deeper understanding of behavioural and cultural practices and structural inequities that may exacerbate plague transmission. It also provides suggestions on how to improve communications and community engagement as part of a context-adapted plague response. It is authored by Santiago Ripoll (IDS) and Eva Niederberger (Anthrologica) and edited by Leslie Jones (Anthrologica). Contributions were made by colleagues at Institut Pasteur Madagascar, the Institute of Development Studies, Rutgers University, the IFRC and UNICEF.
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Au, Hubert, Mona Elswah, Sebastián Valenzuela, Wendy Hui Kyong Chun, Young Mie Kim, and Philip N. Howard. Expert Survey on the Global Information Environment 2023: Lessons for Technology Policy and Design. Edited by Frank Esser and Daniel Pemstein. International Panel on the Information Environment (IPIE), 2023. https://doi.org/10.61452/rjlv4135.

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The global information environment is impacted by both technology design and public policy. This Summary for Policymakers summarizes Trends in the Global Information Environment: 2023 Expert Survey Results (SR2023.3). How do technology experts around the world perceive the varied features of, and threats to, the information environment in their countries of expertise? The IPIE surveyed 289 scientists—researchers who had authored a relevant, peer-reviewed journal article—over a four-week period in the spring of 2023. This large-scale expert survey was offered in Arabic, Chinese, English, French and Spanish, and experts from around the world reported on the trends in 54 countries.
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Au, Hubert, Mona Elswah, Sebastián Valenzuela, Wendy Hui Kyong Chun, Young Mie Kim, and Philip N. Howard. Trends in the Global Information Environment: 2023 Expert Survey Results. Edited by Frank Esser and Daniel Pemstein. International Panel on the Information Environment (IPIE), 2023. https://doi.org/10.61452/benz7498.

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The information environment is rapidly evolving, with algorithmic bias, manipulation and misinformation having a significant impact on public life. The global network of researchers is an important source of knowledge about the prospects for building a more healthy and resilient information environment. How do technology experts around the world perceive the varied features of, and threats to, the information environment in their countries of expertise? The IPIE surveyed 289 scientists—researchers who had authored a relevant, peer-reviewed journal article—over a four-week period in the spring of 2023. This large-scale expert survey was offered in Arabic, Chinese, English, French and Spanish, and experts from around the world reported on the trends in 54 countries.
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Hrynick, Tabitha, and Santiago Ripoll. Key Considerations: Achieving COVID-19 Vaccine and Health Equity in Ealing and North West London. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/sshap.2021.041.

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This brief illustrates how COVID-19 vaccine (in)equity has played out on the ground and offers key considerations for how it can be improved in the North West London (NWL) borough of Ealing. We conducted a review of literature and several informal consultations with local actors involved in COVID-19 vaccination efforts in statutory bodies (local authorities and the NHS) and the community in order to build a picture of and contextualise COVID-19 vaccine uptake in Ealing. Key considerations and lessons for achieving greater vaccine and health equity are presented, followed by additional context of interest to responders within statutory authorities and the community. This brief was produced by SSHAP in collaboration with partners in Ealing Council. It was authored by Tabitha Hrynick and Santiago Ripoll and is the responsibility of SSHAP.
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