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Journal articles on the topic 'Publishing student writing'
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BFN, Ellen Jo Ljung, Brenda Szedeli, and Sheryl L. Guth. "A Symposium: Publishing Student Writing." English Journal 82, no. 2 (February 1993): 47. http://dx.doi.org/10.2307/819703.
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Savonick, Danica. "What Can Our Writing Do in the World?: The Feminist Praxis of Publishing Student Writing." Radical Teacher 115 (November 26, 2019): 64–70. http://dx.doi.org/10.5195/rt.2019.635.
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In the digital age, scholars are increasingly arguing that one of the best ways to teach writing is by assigning students to write for audiences beyond the classroom. In this article, I argue that this praxis of publishing student writing is not merely a response to the internet, but has also been crucial to genealogies of feminist pedagogy, and that attending to this genealogy can help us think in more nuanced terms about the transformative potential of publishing student writing today.
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Cabral, Henrique, and Pedro Câmara Pestana. "AMP Student: Visão e Perspetivas." Acta Médica Portuguesa 28, no. 2 (April 30, 2015): 133. http://dx.doi.org/10.20344/amp.6563.
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Gardner, Susan A., Lorena M. Salto, Matt L. Riggs, Carlos A. Casiano, and Marino De Leon. "Supporting the Writing Productivity of Biomedical Graduate Students: An Integrated, Structured Writing Intervention." CBE—Life Sciences Education 17, no. 3 (September 2018): ar45. http://dx.doi.org/10.1187/cbe.16-12-0350.
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Writing is a critical skill for graduate students, but few studies in the literature describe how it is supported in the training of biomedical graduate students. The Initiative for Maximizing Student Development program at Loma Linda University aims to develop this important skill in its students through an integrated, structured writing intervention. Specifically, the program hired a writing specialist who taught writing seminars, facilitated writing and publishing workshops, and mentored students in one-on-one writing conferences. Doctoral students in the program, primarily underrepresented minority students with some not having English as a first language, all exhibited writing apprehension and blocking behaviors. The percentage of students graduating, publishing, and entering science careers, all of which require writing, is high. To yield insight into how this intervention worked, we conducted in-depth interviews of six of the earliest graduates, derived themes, analyzed data from pre- and post-assessments, and described their publication records. Participating students increased their writing confidence, adopted productive writing strategies, decreased writing anxiety and blocking behaviors, and published successfully.
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Paat, Jimmy. "STUDI PEMINATAN PENULISAN KREATIF DAN PEMINATAN JURNALISTIK PADA PROGRAM STUDI PENERBITAN." Jurnal Ilmiah Publipreneur 2, no. 2 (December 30, 2014): 134–46. http://dx.doi.org/10.46961/jip.v2i2.129.
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The purpose of this research are to (1) provide a reason academic formation of creative writing and journalism concentration, (2) describe the structure of the curriculum design creative writing and journalism concentration, (3) lays out the work prospects of graduates creative writing and journalism concentration, and (4) describe the level of student interest in courses of creative writing and journalism concentration in the department of Publishing in Polimedia. Researcher uses document study to draft a new curriculum structure design creative writing and journalism concentration. Furthermore, to study the interest of students towards creative writing and journalism, he uses a quantitative descriptive research. The results obtained, creative writing and journalism specification need to be held because the two concentrations give much interest to students, needed and in accordance with the development of the science publishing in Indonesia.
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Lenters, Kimberly. "Enhancing and Displacing Literacy Practices: Examining Student Publishing in a Fifth Grade Writer’s Workshop." Language and Literacy 14, no. 1 (January 25, 2012): 125. http://dx.doi.org/10.20360/g2x30w.
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Publication of student work has been considered a mainstay of the writer’s workshop since the early days of the ‘children as authors’ movement (Graves, 1983). However, this philosophy, which stipulates students should share their work with peers, may not be one that always benefits students. This case study utilizes the concept of literacy-in-action (Brandt & Clinton, 2002), to look at the manner in which one local rendition of writer’s workshop both enhanced and displaced student literacy practices. The guiding question asks: How are focal students, Sara, Ally and Nigel, engaging in the practice of publication of their writing and how are those publications, as literacy objects, mediating their practice of literacy in the writer’s workshop? The examination of writer’s workshop first presents the way publication of student writing found its way into Sara and Nigel’s classroom and the kinds of investments accumulated in it as it made its way into their practice of classroom writing. It then presents the agentful activity engaged in by these students in their classroom literacy practice of writing for publication. Through the analysis, the ways an assessment-focused writer’s workshop worked to enhance and displace individual student’s literacy practices are brought out.
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Kostanian, Z. V., and S. Iu Kuznetsova. "Professionally-oriented approach to teaching english genre writing to journalism students." Philology at MGIMO 6, no. 4 (December 28, 2020): 89–102. http://dx.doi.org/10.24833/2410-2423-2020-4-24-89-102.
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The article describes the experience of implementing the innovative programme Basic Journalism Writing (BJW) aimed at B2+-C1 (CEFR) journalism students. The programme was tested among first and second year bachelor students at the Faculty of Journalism, Moscow State University, in 2018-2020. The article analyses a complex methodological approach, which combines elements of Content and Language Integrated Learning (CLIL), process and product writing and Project-Based Learning (PBL). The programme is aimed at improving students’ English writing skills by means of developing journalistic competencies: genre writing, editing, pitching and publishing. In its step-by-step approach it guides the learner from meticulously studying and analyzing texts of various genres, from breaking news and features to opinion articles and reviews, to writing their own articles and publishing them in English language student media created as part of the programme. The article summarizes the results and draws the conclusions about the efficiency of project-based approach to writing for journalism students.
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Kurniasih, Kurniasih, Fitri Awaliyatus Sholihah, Atik Umamah, and Ika Hidayanti. "Writing Process Approach and Its Effect on Students’ Writing Anxiety and Performance." JURNAL ARBITRER 7, no. 2 (October 25, 2020): 144. http://dx.doi.org/10.25077/ar.7.2.144-150.2020.
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This study aims at investigating the effect of the process approach on student writing anxiety and performance. Teachers should find ways to cope with anxiety as it is known as the negative predictor of students’ writing performance. Fifteen students participated in this study. They were assigned to write an argumentative essay under the topic ‘should national exam be banned?”. The treatment was given following the writing stages, from outlining to publishing. SLWAI questionnaire was distributed before and after the treatment to measure the effectiveness of the process approach on students’ anxiety. The findings indicated that students writing anxiety decreases from 71.27 to 63.20, which means that the anxiety level goes down from high to moderate anxiety. The second findings informed us that there is a significant difference in students writing performance after the treatment with the level of significant .000. It can be said that the writing process approach has a significant effect on students writing anxiety and performance. The pedagogical implication is also discussed.
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Saefuddin, Erlan. "SKILL EDITING EXAMINATION STUDENTS OF PUBLISHING STUDIES STATE POLYTECHNICS OF CREATIVE MEDIA." Jurnal Ilmiah Publipreneur 8, no. 2 (December 31, 2020): 12–30. http://dx.doi.org/10.46961/jip.v8i2.156.
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This paper examines the problem of low editing skills , especially among students of Creative Media State Polytechnic Publishing. This study also departs from the problem of untested editing skills . Therefore, this article aims to 1) map the level of testing of the editing skills of the Creative Media State Polytechnic Publishing Study Program Students with a specialization in editing; 2) mapping the level of editing skill testing of the State Polytechnic Creative Media Publishing Study Program Students with a specialization in writing; 3) produce a comparison map of the testing skills of the State Polytechnic Creative Media Publishing Study Program between those who are interested in editing with those who are interested in writing. The study with the grand qualitative method used a script editing design. The data processing methods are descriptive and comparative. The data collection techniques applied were interviews and questionnaires. The activity plan showing the procedure for this study is as follows. Publishing student data collection who will be the study sample. Conducting interviews to get initial data. Testing the editing competence of Publishing students. Processing test data. Formulating policies, models, and conclusions.This study has resulted in the editing competency level of the Creative Media State Polytechnic Publishing students. The level of competence does not represent a qualified ability. The basic editing skills of the tested students showed a very good level as evidenced by their generally very good grades. Spelling and grammar skills are quite good. However, the syntactic capabilities still need to be improved. Therefore, the improvement of editing competency still needs to be improved, especially with regard to applied editing. According to the level achievement of the editing competency level of the Creative Media State Polytechnic Publishing student, the following conclusions can be generated. Editing education process is not based on the knowledge aspect, but prioritizes practice. Language problems are an element that must be strengthened in Creative Media State Polytechnic Publishing Students. Elements of spelling, words, and sentences are a matter of editing that must be further honed.
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Schoeps, Andreas, and Ingrid Hemmer. "Participation of student authors in reports on sustainability." International Journal of Sustainability in Higher Education 19, no. 2 (February 5, 2018): 249–65. http://dx.doi.org/10.1108/ijshe-08-2016-0155.
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Purpose Since 2012, the University of Eichstaett-Ingolstadt has been publishing an annual report on sustainability as part of its whole institution approach (WIA). This study aims to examine the participation in writing this report as it is experienced by the student stakeholders involved. The overall goal is to gain expertise concerning further improvement of students’ participation in sustainability-related aspects as part of WIAs. Design/methodology/approach The research is based on an explorative, qualitative study conducted at the Roman Catholic University of Eichstaett-Ingolstadt. Students who have been involved in writing the university’s report on sustainability were interviewed, using in-depth, semi-structured interviews. Findings Various categories relevant for a successful participation have been found. Foremost, there are no general barriers seen which are hindering students from participating in writing the reports. Specific students’ motivation can be gained from work-related experiences and sustainability-related university classes. Students perceived the effects of their work as mostly restricted to the university. Their intellectual contribution was regarded as limited owing to structures given and their student worker status. Positive effects included an increased awareness of sustainability-related activities at the university and increased competences regarding research and writing. Suggestions for improvement comprised the instalment of databanks, special sustainability report-writing classes and motivational measures. Originality/value Very few studies have addressed the issue of student participation within the WIAs towards sustainable universities. Students’ involvement in writing university reports on sustainability has so far been neglected. Given this, the study presented provides insight into students’ participation and reveals fields needing further development to ensure successful WIAs.
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Banegas, Darío Luis, Grisel Roberts, Romina Colucci, and Betina Ana Sarsa. "Authenticity and motivation: a writing for publication experience." ELT Journal 74, no. 1 (December 20, 2019): 29–39. http://dx.doi.org/10.1093/elt/ccz056.
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Abstract Framed in exploratory action research, this article reports on an experience carried out at an initial English teacher education (IELTE) programme in Argentina. A group of four tutors noticed their student-teachers’ demotivation to complete written coursework. On exploring this issue, it was found that lack of authenticity of audience in writing tasks acted as a demotivation factor. The tutors adapted their teaching practices to engage the student-teachers in a writing for publication project organized by an Argentinian teacher association in 2018. To understand the effects of this experience on the student-teachers’ motivation, data were collected through individual interviews, in-class group discussions, pair-work tasks with the student-teachers, and through notes taken during tutors’ meetings. Findings show that while authenticity of audience acted as a motivating factor with more advanced student-teachers, most student-teachers and tutors engaged in motivational synergy triggered by a change in tutors’ teaching practices given the possibility of publishing.
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Evmenova, Anya S., and Kelley Regan. "Supporting the Writing Process with Technology for Students with Disabilities." Intervention in School and Clinic 55, no. 2 (May 8, 2019): 78–85. http://dx.doi.org/10.1177/1053451219837636.
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Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded self-regulated learning strategies as well as universal design for learning (UDL) features that can be used to enhance the writing process for students with LD and EBD. Such technology categories as technology-based graphic organizers, word prediction, speech recognition, talking word processors, as well as multimedia and digital storytelling programs are discussed. All these technologies can improve the quantity and/or quality of student writing.
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Miller, A. "Classroom-Produced Journals: Integrating Undergraduate Research into the Curriculum and Publishing Scholarship through the Institutional Repository." Journal of Teaching and Learning with Technology 7, no. 1 (June 6, 2018): 157–61. http://dx.doi.org/10.14434//jotlt.v7n1.21971.
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Writing skills are an important part of a student’s academic success. Literature suggests that incorporating research into the undergraduate curriculum will not only strengthen their academic writing, but also the quality of the academic experience (Ho, 2011). Thus, allowing students to be active participants through an entire research lifecycle will not only enhance the curriculum but increase student engagement. The research lifecycle, including publication, requires both individual and group based efforts and both are essential to producing a classroom-produced journal.
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Miller, A. "Classroom-Produced Journals: Integrating Undergraduate Research into the Curriculum and Publishing Scholarship through the Institutional Repository." Journal of Teaching and Learning with Technology 7, no. 1 (June 6, 2018): 157–61. http://dx.doi.org/10.14434/jotlt.v7i1.21671.
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Writing skills are an important part of a student’s academic success. Literature suggests that incorporating research into the undergraduate curriculum will not only strengthen their academic writing, but also the quality of the academic experience (Ho, 2011). Thus, allowing students to be active participants through an entire research lifecycle will not only enhance the curriculum but increase student engagement. The research lifecycle, including publication, requires both individual and group based efforts and both are essential to producing a classroom-produced journal.
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Maolida, Elis Homsini, and Gilang Mustika. "Students’ Writing Process for Project Ibunka: A Case Study of EFL Writers." Journal of English Language Teaching and Linguistics 3, no. 3 (September 19, 2018): 203. http://dx.doi.org/10.21462/jeltl.v3i3.147.
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<p><em>Project Ibunka </em><em>is</em><em> a</em><em>n online</em><em> cross-cultural exchange </em><em>program that has a text-based bulletin board discussion</em><em> </em><em>where the students from various cultures can write about several topics from school life to social issues and give comments to each other. In the context of this study, this program was used as a media to develop students’ writing skill. </em><em>This </em><em>study</em><em> aims to reveal the students’ writing process in the Project. This case study involved 15 English department student</em><em>s</em><em> who took part in the </em><em>project</em><em> for more than twelve weeks. The data were collected through observation and interview </em><em>and they were analyzed qualitatively</em><em>. </em><em>The findings reveal that most students experienced all stages of writing process from pre writing, drafting, revising, editting and publishing. However, the arrangement, the way the students put the stages into practice and how they applied their strategies in each stage were various. In pre writing, for example, the students experienced different mixture of conversation, silent thinking, reading some sources, clustering, and outlining strategies. In drafting, most students focused on writing their ideas and avoided losing the ideas by mixing the language while the others did revision and editting during drafting process. In revising and editting, the students asked for feedback and utilized technologies to help them improve their writing. Eventhough all students published their writing in Project Ibunka, each student had different experience of publishing process. It shows that all writers have their own way and strategy that work for them and what works for a writer may not work for another and vice versa.</em></p>
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Akbar, Amar, and Tiraporn Junda. "The Experience of Doctoral Nursing Candidate in Writing Publication in Journal." NurseLine Journal 5, no. 2 (February 4, 2021): 241. http://dx.doi.org/10.19184/nlj.v5i2.15788.
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Graduates of PhD nursing programs are expected to produce complex genres of writing such as abstracts, research grants, manuscripts for publication, and dissertations. Research evidence shows a wide range of variability in writing among doctoral nursing students, and these variations may become more profound when exposed to complex genres. the objective of this study to explore the experience of PhD candidate in writing publication in high indexed journal. This case study used depth interview, semi structured question, Interview conducting in English, recorded voice used for transcribing data in 2 respondents from doctoral nursing candidate in Bangkok Thailand comes from Mahidol university and Chulalongkorn university. Participants’ criteria for this study are: 1) Doctoral candidate with minimum 1 publication in high indexed journal (Scopus/ ISI Thompson) 2) Doctoral nursing students that study in Thailand 3) Pass Qualifying Exam. Data analysis used modification Benner’s methods use in this study. This study exposing three themes. Theme 1: Strategies for publish. Theme 2: Support for publishing journal. Theme 3: two ways Communication with journal editors and public. Introduce scholarly writing at the undergraduate level and reinforce across the nursing education continuum, provide students with examples of quality scholarly writing, encourage student to connect with writing mentors (peers, colleagues, family, editor, faculty) are main recommendation for postgraduate student for increasing high level publication of nursing students.
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Stoneman, Lisa G., DorothyBelle Poli, Anna Denisch, Lydia Weltmann, and Melanie Almeder. "Book Publication as Pedagogy: Taking Learning Deep and Wide." Art/Research International: A Transdisciplinary Journal 4, no. 2 (August 30, 2019): 568–89. http://dx.doi.org/10.18432/ari29446.
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For students, the practice of writing, illustrating, and publishing facilitates deep learning experiences, both within and beyond the discipline for which the writing is targeted. In this case study, students created books under the umbrella of a large, transdisciplinary research project: a science-based, illustrated activity book, a children’s fiction chapter book with illustrations, an adolescent novel, and two illustrated social studies activity books. Students completed the self-directed research, wrote the narratives, created the artwork, sought the advice of outside scholars and artists, and revised with discipline-specific mentors. Data include the books, mentor notes, and student-reported learning outcomes. Data reveal broad content and pedagogical skill knowledge acquisition, knowledge synthesis, and a deep level of self-authorship.
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Irmawati, Dini Kurnia. "How to Make Use of Facebook to Write Descriptive Texts?" JEES (Journal of English Educators Society) 4, no. 1 (April 21, 2019): 53. http://dx.doi.org/10.21070/jees.v4i1.2013.
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This study involved the junior high school students and focused on the use of Facebook through process-genre based approach to help the students solve problems related to idea development and organization in writing descriptive texts. This study used collaborative classroom action research consisting of two cycles. The findings show that the use of Facebook equipped with the descriptive scaffold through process-genre based approach could improve their skills in writing descriptive texts. The publishing on wall application also improved the student’ motivation. The scores of the students’ writing products in terms of content, organization, vocabulary, grammar and mechanics improved significantly from preliminary study to Cycle 1 and from Cycle 1 to Cycle 2. It is recommended that Facebook can be used to teach other kinds of text types and on different grades and levels of education.
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Lee, Crystal Chen, and Nina R. Schoonover. "“My life’s blueprint”: publishing critical youth narratives in community-based organizations." English Teaching: Practice & Critique 19, no. 1 (December 16, 2019): 107–20. http://dx.doi.org/10.1108/etpc-05-2019-0069.
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Purpose This paper aims to explore how currently underserved young adults engaged in a community-based organization (CBO), Bull City YouthBuild, wrote and published a book together, and how this work impacted them and their communities. Through a critical literacy framework, the research asked: How do students in a community-based writing project demonstrate self-empowerment and agency through narrative writing? Design/methodology/approach This qualitative case study examined the students’ published narratives. The researchers used ethnographic methods in data collection, and the qualitative data analysis approaches were developed through a critical conceptual framework. Findings The students’ narratives expressed self-empowerment and agency in the ways the young adults wrote against a dominant discourse; they wrote about repositioning their lives and redesigning their futures to reveal how they wanted to be externally perceived and to be leaders in their communities. The students expressed how the CBO offered them freedom to write their stories as they found new ways of using their historical and cultural backgrounds to collectively pursue success. Social implications This work offers implications of how CBOs can meet the needs of currently underserved young adults through centering their voices. The authors see the writing process as crucial for student engagement in finding agency and self-empowerment with their words. Originality/value Critical literacy foregrounds the voices of young adults as they push back against dominant narratives and stereotypes. This research hopes to reveal the intersections between CBOs and the communities they serve to develop literacies that are relevant and meaningful to young adults’ lives.
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Silva, Lucas F. M. da. "Editorial." U.Porto Journal of Engineering 1, no. 1 (October 1, 2015): 1. http://dx.doi.org/10.24840/2183-6493_001.001_0001.
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The Faculty of Engineering of the University of Porto (FEUP) offers since 2014 a course on Transferable Skills for Engineering: Scientific Publication and Writing. It is expected that the course participants may publish articles with more success through a more systematic writing and more appropriate choice of the journal in terms of content and impact on the scientific community. Apart from writing and choosing the journal, the student will also be competent in terms of paper revisions and corrections. The student will gain knowledge of issues related to publishing, the type of journal, in which databases the paper is indexed, the impact of the paper, the basic steps of writing a scientific article, the proper search of articles published in bibliographic databases and the ethical issues of plagiarism.
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Amell, Brittany. "Review of "Detox Your Writing" and "Getting Published in Academic Journals"." Canadian Journal for Studies in Discourse and Writing/Rédactologie 27 (September 26, 2017): 95–97. http://dx.doi.org/10.31468/cjsdwr.610.
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In an era of increasing pressure to publish and complete doctoral degrees as quickly as possible, all while managing heavy administrative workloads, it likely comes as no surprise that do-it-yourself (DIY) doctoral supervision tools are becoming increasingly prolific (Kamler & Thomson, 2008). Perhaps these materials are a response to a growing friction between time needed and time available for doctoral supervision, as well as between the crucial place writing occupies in a doctoral researcher’s life and the often tacit nature of apprenticing to become an academic. As both a doctoral student and a writing coach that works with other doctoral students, I am keenly interested in resources that can support me in both roles. Recently I picked up two texts to aid me with navigating my first attempts at publishing an article and with facilitating a doctoral writing workshop: Thomson and Kamler (2016), Detox your writing, and Paltridge and Starfield’s (2016), Getting published in academic journals. Both texts are geared toward a doctoral audience, though master’s level students and supervisors may equally appreciate the texts for their practical strategies. The texts are complementary as well. Where Thomson and Kamler focus mostly on the journey toward producing a dissertation, Paltridge and Starfield pick up from there to discuss how and why to consider publishing articles from the dissertation.
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Sabouni, Ammar, Abdelkader Chaar, Yamama Bdaiwi, Abdulrahman Masrani, Heba Abolaban, Fares Alahdab, Belal Firwana, and Ahmad Al Moujahed. "An online academic writing and publishing skills course: Help Syrians find their voice." Avicenna Journal of Medicine 07, no. 03 (July 2017): 103–9. http://dx.doi.org/10.4103/ajm.ajm_204_16.
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Abstract Purpose: A group of Arab-American physicians and researchers in the United States organized a blended online course in academic writing and publishing in medicine targeting medical students and physicians in war-torn Syria. This was an effort to address one of the reasons behind the poor quantity and quality of scientific research papers in Syria and the Arab region. In this paper, we report on the design, conduct, and outcome of this course and attempt to evaluate its effectiveness. Methods: The educational intervention was a 2-month blended online course. We administered a questionnaire to assess satisfaction and self-reported improvement in knowledge, confidence, and skills of academic writing and publishing. Results: The course succeeded in reaching more than 2588 physicians and medical students from the region; 159 of them completed most of the course. Eighty-three percent of the participants felt that they were confident enough to write an academic paper after the course and 95% felt the learning objectives were achieved with an average student satisfaction of 8.4 out of 10. Conclusion: Physicians in Syria and neighboring countries are in need of training to become an active part of the global scientific community and to document and communicate the crisis their countries are going through from a medical perspective. Low-cost online educational initiatives help respond, at least partially, to those needs.
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Abdukhakimova, Diyora, and Yingqiu Xie. "Supervising Students in Scientific Writing for Peer Review & Possible Publication." American Biology Teacher 82, no. 3 (March 1, 2020): 158–61. http://dx.doi.org/10.1525/abt.2020.82.3.158.
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Innovation in assessment of STEM (science, technology, engineering, and mathematics) courses in subjects such as biology and biochemistry is a widely discussed topic. We report the use of a novel, research-integrated course assessment designed to increase students' self-motivation and improve their learning outcomes. We encouraged submissions to peer-reviewed journals, supported by stepwise supervision on writing by the instructor, which led to possible publication of some student-written articles. We compared the results from two classes in 2015 and 2016, assessing the quality of the published articles on the basis of journal impact factor, journal Scopus score, and number of citations of each article, using supervised assignments to fulfill this goal. Assessment of research-integrated biology learning via potential publishing may motivate students to actively learn a biochemistry topic and encourage early-career professional development.
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Buckmiller, Tom M., and Jerrid W. Kruse. "Writing the Book…Literally: The Convergence of Authentic Intellectual Work (AIW) and Project-Based Learning (PBL)." Journal of University Teaching and Learning Practice 12, no. 3 (July 1, 2015): 37–48. http://dx.doi.org/10.53761/1.12.3.4.
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Using the Project-Based Learning (PBL) and Authentic Intellectual Work (AIW) models, we sought to create coursework that had value beyond the classroom. Refinements in the self-publishing book industry provide the opportunity to present student work to a larger audience and in a different, more engaging format. With the help of free software, our classes were able to publish professionally-finished books for sale on Amazon.com. This article shows how we designed, implemented, assessed and evaluated a book-writing project for graduate (leadership studies) and undergraduate (science education) students who wrote, edited, designed, and published it at the end of the course.
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Vossen, Emma. "Publish AND Perish: On Publishing, Precarity and Poverty in Academia." Journal of Working-Class Studies 2, no. 2 (December 1, 2017): 121–35. http://dx.doi.org/10.13001/jwcs.v2i2.6095.
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We have all heard the phrase ‘publish or perish’ but what does perishing actually look like? Are you publishing and still perishing? In this article, Vossen probes into the complexity of academic publishing from her perspective as both a poor PhD student and the editor-in-chief of Game Studies publication First Person Scholar. Vossen argues that academic publishing (examining both journal articles and academic manuscripts) exploits the labour of grad students and contract workers by encouraging them to publish their work without compensation in the hopes of attaining tenure-track employment in the future. This ‘work for exposure’ method is dependent on the optimism of young scholars, the majority of whom will not attain tenure-track positions. Vossen focuses specifically on how academic journal articles function as both currency and commodity, devaluing alternative forms of research sharing (such as the work published in First Person Scholar) which is seen as ‘academic waste’ that doesn't ‘count’. Academic journal articles are intrinsically linked to an academics ‘worth’ both culturally and financially and therefore, many untenured academics feel they can't take the financial risk of publishing outside of traditional venues for fear of furthering their descent into debt and poverty. Vossen and the staff of First Person Scholar have attempted to remedy the system in their field of Game Studies by both paying academics for their writing and firmly rejecting opportunities to become an academic journal to instead be considered a ‘middle state publication’. Lastly, Vossen discusses opting out of the publish or perish game as a grad student and what you lose when you decide not to play.
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Coroiu, Petruţa Maria. "Luminița Duțică – An Exceptional Collection of Musical Studies." Artes. Journal of Musicology 18, no. 1 (March 1, 2018): 249–51. http://dx.doi.org/10.2478/ajm-2018-0016.
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Abstract The prestigious publishing house Artes, from the capital of Moldova, offered the general public a work which encompasses studies written by the Luminița Duțică starting from her student years, going through all the professional and teaching stages of her musical career as a teacher at secondary and tertiary level, until she became Professor at “George Enescu” National University of Arts Iași. The volume contains exceptional research, benefiting from many musical well-chosen examples accompanied by detailed analysis, but also a rich reference list which entails the investigation in detail of many areas of the sonorous art. The clear and comprehensive writing is very well-suited to the pedagogical dimension of the volume, is reflected in all of the specialized writings published by an author with a vocation for teaching.
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Qomaruddin, Muhammad, Ratih Nur Pratiwi, and Sarwono Sarwono. "Strategic on Management Scientific Publication of Student Journal in Higher Education (a Case Study)." HOLISTICA – Journal of Business and Public Administration 8, no. 3 (December 1, 2017): 41–54. http://dx.doi.org/10.1515/hjbpa-2017-0022.
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AbstractThe current publication of scientific journals is transitioning from a print format format to an electronic format, which has a different management model than before. Publication of scientific journals is an important thing in the existence of universities. In the dissemination of science results of an education, research, and community service generated by college civitas (Students & Lecturers) can be done with the publication of scientific journals. The purpose of this study is to determine the strategy of management publication of scientific journals that publish many articles of students at higher education. The type of this research is qualitative descriptive research. The research data were collected by indepth interview the Director of Graduate, Head of journal publishing unit, and staff of journal publishing unit. This research was conducted at the Journal Publishing Unit of Postgraduate of Brawijaya University. The managers of scientific journal publications should be continue to improve scientific publishing services and the quality of published articles, so that the management of scientific publications can compete with other electronic journals. The development of electronic journals in Indonesia has grown rapidly, within three years of electronic journal publication in Indonesia has increased sharply, from 1500 journals in 2012 to 16280 journals in 2016. This is a challenge for managers of scientific publications in Brawijaya University. The strategy in developing the management of scientific journal publications of students is to hold training activities of scientific journal writing for students to be able to provide the availability of quality articles. Benchmarking activities and management training for journal editing teams to maintain quality management and scientific journal publications. In addition, it is necessary to improve the reputation of scientific journals by paying attention to the Impact Factor; Index Journal, Ranking Journal, h-index, Number of Cites, & Percentage of Rejection Rates in managed journals.
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Aksela, Maija, and Veli Matti Vesterinen. "From the Editors." Lumat: International Journal of Math, Science and Technology Education 1, no. 5 (December 30, 2013): 477. http://dx.doi.org/10.31129/lumat.v1i5.1085.
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Welcome to the final issue of the first volume of LUMAT. With two regular issues, three special issues, eleven research articles, two perspective articles and thirty general articles published, the first volume of LUMAT has been a success. With three special issues and two regular issues lined up for the second volume, we hope to continue publishing quality articles on research and practice in math, science and technology education.
The purpose of the journal is to share good practices, and present especially Finnish but also international know-how in the field of math, science and technology education. With this purpose in mind, it has been a pleasure to publish several manuscripts from our colleagues around the globe. Also this final issue of the first volume includes articles from Finnish as well as international educational researchers.
The first article, by Jeronen, Karjalainen, Kuoppala, Sääskilahti and Tirri discusses the new student admission process of subject teacher education. Their topic is especially interesting, as the coming years are about to bring changes to student admission processes of Finnish universities.
The second article is a product of an international collaboration with Finnish and North American researchers. The study by Tolppanen, Rantaniitty, McDermott, Aksela and Hand investigates how Finnish comprehensive school students received a multimodal writing lesson. They conclude that general writing skills benefit students in production of multimodal writing during science lessons.
The last study published in this issue discusses the use of classroom response systems (also known as clickers) in physics teacher education. According to the results of the North American researchers Milner-Bolotin, Fisher and MacDonald clicker-enhanced pedagogy is a promising vehicle for developing pedagogical content knowledge of science teachers. The results of this study are interesting also from a Finnish perspective, as also Finnish teacher educators are searching new ways to implement use of modern educational technology to science and mathematics teacher education.
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Flowerdew, John. "The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality." Language Teaching 52, no. 02 (April 2019): 249–60. http://dx.doi.org/10.1017/s0261444819000041.
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Academics are coming under increasing pressure to publish internationally. Given the global dominance of English, this very likely means publishing in English-medium journals and with publishers which publish in English. This raises the important question of the possible disadvantage of those scholars whose first language is not English and who therefore have the additional burden of having to develop adequate proficiency in an additional language, English. As a student of modern languages to university level and of other languages to rather lower levels of proficiency and as a teacher of English for academic purposes (EAP) and of English for research and publication purposes (ERPP), since I became aware of this issue, I have always believed this extra burden on the English as an additional language (EAL) academic writer to be a self-evident truth. Ken Hyland, however, in a recent book (Hyland, 2015) and an article titled ‘Academic publishing and the myth of linguistic injustice’ (Hyland, 2016a), has taken it upon himself to argue that such an assumption is ill-founded. Hyland argues that native-speakers (NSs) of English encounter the same difficulties as non-native speakers (NNSs) when it comes to academic writing, that ‘academic English is no one's first language’, and that it requires ‘deliberate learning’ by both NSs and NSs (p. 57). Native and non-native writers, Hyland implies, are on a level playing field when it comes to writing for publication, both groups having to jump the same hurdles.
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Lee, Tracy K., Mary Hague, and Judy Caldwell. "AN EDUCATIONAL BOOKLET FOR HIGHWAY LANDSCAP DESIGNS." HortScience 27, no. 6 (June 1992): 575c—575. http://dx.doi.org/10.21273/hortsci.27.6.575c.
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A program called “Writing Across the Curriculum” has been initiated in many universities across the nation. In response to this initiative, the Horticulture Department at Clemson University is promoting writing in all areas of study. As part of this effort, an independent study was conducted to produce an educational booklet providing an account of a major landscape project. The project involved a tree inventory, landscape designs, and tree plantings along Highway 123. This interdisciplinary effort was completed by the City of Clemson and Clemson University's Horticulture 308 Landscape Design class with funding from America the Beautiful. Included in the booklet are student articles, concepts, and designs, as well as an account of the process they followed. Layout was completed on the Macintosh IIsi with Pagemaker software. The South Carolina Forestry Commission is publishing the booklet, which will be used by local officials as they implement future phases of the project. It will also be distributed to communities throughout the South to be used as an educational tool, showing the process our city followed in enhancing our urban tree cover.
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MacDonald, Lunden. "The 'Virtual Language Lab' Virtually Painless, Simply Real." IALLT Journal of Language Learning Technologies 41, no. 1 (April 15, 2011): 137–60. http://dx.doi.org/10.17161/iallt.v41i1.8484.
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This paper discusses the technology that has inspired and guided the design of a ‘virtual language center,’ within the context of a major urban college. Specifically, a number of mobile and cloud-based resources will be proposed and discussed such as: Asynchronous writing computer-mediated communication; Collaborative publishing; Textbook specific technological assistance; Video interface; Virtual realities and cyber-real estate; social networking tools; and communication tools that function in tandem with other technologies. The present paper provides a detailed assessment of the implementation of a virtual language learning center at one institution alongside suggestions for implementing a host of similar technologies at other schools. The paper argues that portable technology in the language classroom is particularly beneficial to the student and the instructor, and how it brings the language classroom and curriculum into the realm of best practices for 21st-Century Learning.
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Primandhika, Restu Bias, and Dida Firmansyah. "THE QUALITY IMPROVEMENT IN ICT APPLICATION FOR INDONESIAN LANGUAGE LEARNING THROUGH LESSON STUDY FOR LEARNING COMMUNITY." Journal Of Educational Experts (JEE) 1, no. 1 (January 8, 2018): 59. http://dx.doi.org/10.30740/jee.v1i1p59-68.
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This article discusses the practice of lesson study conducted in the higher level of education in order to design a better lesson in ICT Application for Indonesian Language Learning. This study has done in one class of Indonesian Language Study Programme involving two role-model teachers with three observers as a team. The team was involved in designing, observing and evaluating each lesson that is conducted in two cycles. The lesson materials are the use of Microsoft Office for editorial purpose as the study programme specialty, such as 1) the basic skills of proof-reading tools in Word 2) write a mind-mapping style notes and journalist organization in OneNote 3) typography, writing style and adaptation for article publishing. The result shows that the practice of lesson study improves the learning quality both for teachers and student activities, especially in collaboration, communication, critical thinking ability and also creativity.
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Nurwicaksono, Bayu Dwi, and Diah Amelia. "ANALISIS KESALAHAN BERBAHASA INDONESIA PADA TEKS ILMIAH MAHASISWA." AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia 2, no. 2 (December 31, 2018): 138–53. http://dx.doi.org/10.21009/aksis.020201.
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The purpose of this study is to describe the form of written language errors that is often done by students. The research method used is descriptive analysis method. The research data is a scientific variety text made by students in the form of a review of the books they read. The results showed an error in the error category of 89.08%, a mistake in the form of 10.71%, and a form of lapses of 0.2%. The finding of errors in letter usage errors reached 183 items or 43.16%, the finding of errors in word writing errors reached 145 items or 34.20%, the findings of errors in the use of punctuation reached 68 items or 16.04%, error findings in writing elements uptake reached 28 items or 6.6%. These findings prove that the student competency of the Publishing Study Program in mastering Indonesian Spelling really needs to be improved. The results of language error analysis in this study can be used as teaching materials for learning Indonesian especially spelling material.
Keywords: Indonesian language errors, scientific texts, students
Abstrak
Tujuan penelitian ini untuk mendeskripsikan bentuk kesalahan berbahasa tulis yang sering dilakukan mahasiswa. Metode penelitian yang digunakan ialah metode deskriptif analisis. Data penelitian ialah teks ragam ilmiah yang dibuat mahasiswa berupa ulasan terhadap buku yang dibacanya. Hasil penelitian menunjukkan adanya kesalahan berbahasa kategori error 89,08 %, bentuk mistake 10,71%, dan bentuk lapses 0,2%. Temuan error pada kesalahan pemakaian huruf mencapai 183 item atau 43,16%, temuan error pada kesalahan penulisan kata mencapai 145 item atau 34,20%, temuan error pada pemakaian tanda baca mencapai 68 item atau 16,04%, temuan error pada penulisan unsur serapan mencapai 28 item atau 6,6%. Temuan-temuan tersebut membuktikan bahwa kompetensi mahasiswa Program Studi Penerbitan dalam penguasaan Ejaan Bahasa Indonesia sangat perlu ditingkatkan. Hasil analisis kesalahan berbahasa dalam penelitian ini dapat dijadikan bahan ajar untuk pembelajaran bahasa Indonesia khususnya materi ejaan.
Kata kunci: kesalahan berbahasa Indonesia, teks ilmiah, mahasiswa
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Zemskov, Andrey. "Opportunities for Academic and Research Libraries and Wikipedia." Scientific and Technical Libraries, no. 8 (August 1, 2017): 65–80. http://dx.doi.org/10.33186/1027-3689-2017-8-65-80.
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Wikipedia supplements library resources with timely, useful information; acts as a tool for librarians answering reference questions; provides a pathway to primary and secondary sources and citations. Wikipedia helps library clients perform research; and provides a vital platform for recording local knowledge. Public libraries can expose both their staff and patrons to more complex and sophisticated strategies for dealing with the changing digital landscape. Wikipedia has the potential to point clients to libraries, where resources in their areas of interest can be found. Wikipedia-library engagement connects Wikipedia with the important role libraries play in bridging inequalities in access to information. Active collaborations between Wikipedia editors and academic and research libraries to advance the free flow of information which supporting sustainable development around the world. These collaborative opportunities offer a range of outcomes that could benefit academic and research libraries including crowdsourcing, community engagement, rapid models for online publishing, student writing assignments, etc. For the Russian National Public Library for Science and Technology both projects are equally of interest. (http://2016.ifla.org/wp-content/uploads/sites/2/2016/08/112-IFLAWikipediaAcademicandResearchLibrariesDiscussioDRAFT.pdf)
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Veselkova, N. V. "Her Life through Their Eyes. Reflections on A. Korevanova’s Book “My Life” (1936), which Arose under the Influence of the Revised Edition “Her Life” (2020)." Studies in Theory of Literary Plot and Narratology 16, no. 1 (2021): 79–102. http://dx.doi.org/10.25205/2410-7883-2021-1-79-102.
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The article provides an experience of reflexive reading of the autobiographical book of the Ural “peasant – worker” Agrippina Korevanova “My Life”, published in 1936 by the Moscow publishing house “History of Plants”, using the method of analyzing the narrative through ‘four readings’, focusing attention step by step on the plot and the reader’s reaction, the narrator’s I and the voices of Others, on cultural contexts and social structures. Press responses, Korevanova’s correspondence with publishers and other archival materials are used as context. A special place in this large hypertext is occupied by the revised work within the educational student project of the Ural Federal University, published in 2020 under the title “Her Life”. It focuses on the relevance of trauma talk and Agrippina’s purely personal life story, which gives a basis for polemical discussion. The peculiarity of the narrative, which at one time “did not give in” to such venerable editors as A. Tikhonov and M. Gorky, and which modern publishers are trying to eliminate, is the lack of coherence and consistency. According to the author of the article, this characteristic incoherence highlights the desire inherent in the construction of the text to combine the passive role of the heroine with her inexhaustible activity. The main and most interesting topic seems to be writing and, more broadly, mastery of the word. Korevanova struggled to enter the world of literature and it is in this field that the rejection of her auto heroine and her own are most dramatic: unrequited requests for help in “writing” (preserved in her archival fund), and difficult relations with the local writing community, and, finally, the multiple edits and shortenings that haunt the work today as well as in 1930s.
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Mokliak. "ORGANIZATIONAL AND ACADEMIC AUTONOMY OF KHARKIV IMPERATOR UNIVERSITY (1804-1835)." Scientific bulletin of KRHPA, no. 13 (January 17, 2020): 26–37. http://dx.doi.org/10.37835/2410-2075-2020-13-2.
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The peculiarities of the development of organizational and academic autonomy of Kharkiv Imperial University in 1804–1835 are highlighted. It is shown that during the specified period the dynamics of the university autonomy process was characterized by a decrease in independence. It is proved that during 1804–1814 the institution was characterized by a high level of personnel autonomy. There were appointment and dismissal of teachers and officials, training of professors), managerial and educational autonomy (opening schools, finding teachers, writing textbooks, attracting local funds for educational needs), teaching autonomy ( teachers' free choice of sources for preparation for classes, high level of academic freedoms), publishing autonomy (printing in their own printing house) and student autonomy. The reasons for the change in attitudes towards the university and its independence after 1815 are analyzed (news of the murder of a history teacher by a German student, as a result - fears of youth free-thinking by the Ministry of Education, interference in university life, division of society into supporters and establishments of higher education). The events that became natural for that time are covered. They are the attack of the government and the most reactionary figures (O. Sturdza, M. Magnytskyi, D. Runich, I. Laval, etc.) on higher education and on university autonomy, ignoring the provisions of the democratic statute of 1804, publication in periodicals of articles directed against the independence of universities; dismissal of qualified teachers, reduction of the quality of higher education, etc. The level of organizational and academic autonomy in 1815–1835 is characterized (subordination of the university administration to the trustee, who now controlled all issues of the university; introduction of strict censorship; restriction of freedom of teaching; departure of foreign professors abroad; lack of teaching staff; superior treatment of students; loss of other privileges, etc.). The role of academic freedoms in the development of the student's personality is shown (self-preparation of higher education seekers, fundamental professional training, respect for academic virtues, gratitude of the university). Key words: organizational autonomy, academic autonomy, university, academic freedoms, higher education, student training.
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Ssempebwa, Jude. "Editorial." Makerere Journal of Higher Education 11, no. 1 (August 31, 2019): vii. http://dx.doi.org/10.4314/majohe.v11i1.
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I am delighted to welcome you to the eleventh volume of the Makerere Journal of Higher Education (MAJOHE). The two issues in the volume are being published at the same time, belatedly! However, it is a better volume, thanks to the insights (and energy) of the new additions to our management board and to the support of Mrs. Sioux Cumming (Programme Specialist at the International Network for Advancing Science and Policy [INASP]). Sioux’s support was given under the auspices of a training workshop on Improving Journal Publishing Practices and Standards hosted by the Uganda National Council of Science and Technology (UNCST) in August 2019. At the workshop, I decided that, on returning home, we would upgrade some features of MAJOHE to reach the gold standard. As it turned out, however, it would take us some time and significant work to get there, which is why I am very proud to announce that we are now there. Moreover, the volume is also quite diverse—with writing drawn from Botswana, Ethiopia, Ghana, Nigeria, Tanzania and Uganda and touching on teacher education, technology in higher education, university governance, student loan schemes, pedagogy, TVET, student services and marketization. I hope you find the volume a useful resource. As usual, the Board and I thank the authors for submitting their work and for working hard to revise it as advised; the reviewers for giving the authors constructive feedback; and African Journals Online (AJOL) for hosting the journal online.
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WICAKSONO, Adhityo, and Jaime A. TEIXEIRA da SILVA. "Is COVID-19 impacting plant science, and is plant science impacting COVID-19?" Notulae Scientia Biologicae 12, no. 3 (September 29, 2020): 769–72. http://dx.doi.org/10.15835/nsb12310778.
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COVID-19 changed 2020 massively after becoming a worldwide pandemic. Many countries affected by the disease witnessed disruptions in the agricultural, farming, industry, production and distribution sectors, causing a loss of crops due to reduced consumer demand. Sales of cut flowers, potted plants and seasonal crops that are sensitive to specific seasons or dates were affected, as were fertilizer and food security. Academics, including plant scientists, with limited work or research conditions during the pandemic, alleviated their work through alternative approaches, e.g., in silico research, or made more time to writing research papers, while student education has largely been placed on hold or held online by lecturers. Most COVID-19 research has focused primarily on medical and social aspects while some plant science-related research has been conducted on the use of traditional medicinal plants as possible alleviating agents, but not cures, to COVID-19 patients. The integrity of science and publishing, including research related to plants, is being tested as cases of superficial research, lax or superficial peer review, and misinformation abound. COVID-19 has thus had limited impact on plant science, and vice versa, thus far, even though it is likely that most plant scientists were affected.
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Rokhmani, Teguh, Bedjo Sujanto, and Muchlis Rantoni Luddin. "The Implementation of Academic Responsibility in Higher Education: A Case Study." Integration of Education 23, no. 3 (September 30, 2019): 336–49. http://dx.doi.org/10.15507/1991-9468.096.023.201903.336-349.
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Introduction. Academic responsibility consists in the duty of higher education providers to their students. By implementing academic responsibility, these providers respond to the demands of their society. The purpose of this article is to explore and analyse: implementation of education and teaching; mentoring; service to the university; research, publication; community service and ch anges. Materials and Methods. A qualitative research approach, employing the case study method, was used. Data were obtained from in-depth interviews from lecturers and students, field observations, as well as collating and reviewing documents. Results. The results of the study show that, in the implementation of education and teaching, the planning stage refers to the process of drafting the semester lesson plan. Student-centred active and participatory learning models are maintained; in mentoring, the guiding process simultaneously combines academic guidance, career guidance and personal-social guidance. While service provision is prioritised as one of the important educational aspects, in the implementation of research, it improves the ability of lecturers to research; in publications, to meet writing standards, peer assessment standards and documentation standards; in community service, it consists at the level of how to devote the knowledge possessed by the academic community to the progress of society; in change leadership, it involves technology, structure and human resources. Discussion and Conclusion. There is a commitment to support the implementation of academic responsibility of higher education through engagement in teaching, mentoring, serving the university, discovering, publishing, truth-telling, serving the community and leading change. This academic process shows the value of commitment to a better quality of higher education.
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Zemskov, Andrey. "Opportunities for Public, Academic and Research Libraries and Wikipedia. Part 1." Scientific and Technical Libraries, no. 7 (July 1, 2017): 30–41. http://dx.doi.org/10.33186/1027-3689-2017-7-30-41.
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Several libraries and Wikipedia agreed on developing cooperation. This initiative has been translated into two Public Projects presented at Session 112. Library engagement and Wikipedia during IFLA General Conference (August 13-19, Columbus, USA). Wikipedia supplements library resources with timely, useful information; acts as a tool for librarians answering reference questions; provides a pathway to primary and secondary sources and citations. Wikipedia helps library clients perform research; and provides a vital platform for recording local knowledge. Public libraries can expose both their staff and patrons to more complex and sophisticated strategies for dealing with the changing digital landscape. Wikipedia has the potential to point clients to libraries, where resources in their areas of interest can be found. Wikipedia-library engagement connects Wikipedia with the important role libraries play in bridging inequalities in access to information. Active collaborations between Wikipedia editors and academic and research libraries to advance the free flow of information which supporting sustainable development around the world. These collaborative opportunities offer a range of outcomes that could benefit academic and research libraries including crowdsourcing, community engagement, rapid models for online publishing, student writing assignments, etc. For the Russian National Public Library for Science and Technology both projects are equally of interest.
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Teale, William H., Colleen E. Whittingham, and Emily Brown Hoffman. "Early literacy research, 2006–2015: A decade of measured progress." Journal of Early Childhood Literacy 20, no. 2 (March 25, 2018): 169–222. http://dx.doi.org/10.1177/1468798418754939.
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This review examines patterns found in early (preschool-grade 3) literacy research appearing in English-language publications during the period from 2006 through 2015. It focuses on studies related to early literacy learning and teaching in home and school/school-like environments. The review sought to answer two questions: (1) What has early literacy research focused on over the past decade? and (2) What has that body of research contributed to our enhanced understanding of early literacy development, teaching, and learning? The results report on patterns of publishing early literacy research found in scholarly journals, topics researched, ages of children researched, characteristics of the populations researched, and designs used in early literacy research. In addition, qualitative analyses report on the content and trends of the research for a sample of studies for each of seven facets of early literacy research: phonics, phonological awareness, reading fluency, vocabulary, reading comprehension, writing, and digital literacies, as well as for the umbrella terms emergent literacy/early literacy/beginning reading. The results found from these analyses are discussed through an historical lens which identified four patterns characterizing early literacy research of 2006–2015: accretion, the influence of "scientifically valid" research, limited response to increasingly diverse student populations, and increased research focus on younger children.
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Watt, F. M. "On science publishing in general and JCS in particular." Journal of Cell Science 113, no. 1 (January 1, 2000): 1–2. http://dx.doi.org/10.1242/jcs.113.1.1.
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It's not often that you are asked to come up with an article to a strict deadline but with absolutely no constraints as to the content. It's a challenge but also a luxury. Without a moment's hesitation I chose the journal as my topic. After all it is in JCS that I published my first papers; its editorial board was the first editorial board that I joined; and, of course, since I became Editor-in-Chief it has occupied a significant proportion of my waking thoughts. I was a PhD student in the laboratory of one of the Editors of the journal (now retired), and so it seemed natural that my thesis work would be published in JCS (though, come to think of it, no other options were on offer). We worked hard on my first manuscript until we had it in a form that we were satisfied with. I then left the manuscript with my advisor and, a few days later, he told me that the referees were positive and that the paper was now in press. (Oh happy days - now that I'm Editor my papers get rejected from JCS with some regularity.) While this gave me a very positive experience of science publishing in general and of JCS in particular, it did leave me completely unprepared for the more conventional review process. I was quite shocked when, as a postdoc, I submitted my first paper to a non-JCS journal (J. Cell Biol. in fact) and received referees' reports that were a) in writing, b) critical and c) took almost two months to arrive. I also discovered that JCS did not enjoy the same star billing at MIT as in Oxford and, when I rushed to the library to see my precious papers in print, it was some time before I located the journal in a dusty corner of the building. So, as we hurtle into the new Millennium, are my experiences as a PhD student relevant to publishing in JCS today? I believe that the answer is yes, for two reasons. First, because JCS still strives to be very author-friendly and, second, because any journal inevitably reflects the personalities and tastes of its Editors. JCS has always put the author first. Tangible examples of this philosophy are the open and rapid review process (ahem, I know we do slip up occasionally, so no need to interrupt my New Year hangover with any reminders), rapid, high quality publication, lack of page charges, free reprints and free colour. These features of the journal have undoubtedly benefited non-JCS authors, as competitor journals have been forced to adopt some of our policies. We are also unusual in being owned by a non-profit organisation that is committed to returning the (not inconsiderable) profits of the journal to the scientific community, through support for conferences, grants to allow scientists to visit other laboratories, and so on. While being kind to authors isn't controversial (is it?), the issue of journal content certainly is. We all grumble that such and such a journal ‘likes’ one research area and ‘dislikes’ another, and there is no doubt that for any given journal it is easier to publish some types of paper than others (thereby, of course, creating a convenient niche for new journals to fill). Here I would make two points: you can't publish papers that aren't submitted; and it is much easier to edit a journal with a modest number of submissions (JCS pre-1992) than to edit one in which the number of submissions exceeds the page allocation by a factor of greater than four (JCS at the cusp of the Millennium). As the impact factor of JCS has crept upwards, submissions have soared, but there is still a need to attract stronger papers, and so I spend a fair amount of time talking to potential authors and soliciting manuscripts, using any of the inducements at my disposal (sliding scale available on request). Along the way I seem to spend a lot of time over drinks in dingy conference bars, listening to authors' tales of cruel mistreatment at the hands of other journals; sometimes it is a struggle to remember exactly what I promised once I am safely back in my own lab. My tastes in cell biology are famously eclectic, but at some point in the last few years we no longer had space to publish all the scientifically sound papers that were being submitted. We were forced to resort to editorial rejections. This is when an Editor decides that a piece of work should not appear in the journal, even if the referees were to be positive, and therefore that the paper should not be sent out for review. Ouch! It always hurts to have a paper rejected in this way. We bend over backwards to spell out at the front of the journal the type of paper that will be editorially rejected and to explain the reasons for rejection in the decision letter to the author. An author can always appeal, in which case we will almost always send the paper out for review (and sadly the referees almost always tick the ‘too descriptive’, insufficient advance' or ‘insufficient general interest’ box on the report form). Even if space were not a limitation (and it will not be when hard copy journals disappear) there would still be the constant desire to improve the quality of the journal, the crude index of which is the impact factor. It is worth pointing out that the motivation to publish better and better science is largely the Editors' own and has almost nothing to do with the commercial success of the journal. It comes as a surprise to most scientists to discover that a large portfolio of journals with tiny circulations and mediocre content can potentially make as much money as one blockbuster journal; if the authors pay high enough page charges you enter the lucrative world of vanity publishing. Nor does it matter if a journal has a life span of only a few years; its demise is devastating for the scientists who put so much effort into it, but for the publisher it can simply be replaced with another new journal and another new title. Oops, I am beginning to sound cynical (but remember that I am writing this in 1999 and the rays of the new Millennium have yet to warm my soul). If the discrepancy between commercial success and scientific success is one issue that I brood on, the other is the growing ‘professionalisation’of science publishing. ‘Amateur’ editors, such as myself, who combine editing with running a research lab, are not quite an endangered species, but we are probably decreasing in number. We are being replaced by people who have left bench science after a PhD and, often, postdoctoral training and have taken up science publishing as a career. There have always been PhDs involved in different aspects of journal publishing, but I am thinking particularly of the growing numbers who actually determine the scientific content of the journal. At their best professional Editors are unparalleled in the flair that they bring to the job - witness the legendary Miranda Robertson and Benjamin Lewin. At their worst they have the mentality of failed postdocs, their understanding of science frozen at the point where they retired, injured, from the fray. At conferences they will assiduously take notes during the talks by their former colleagues and stare blankly into space when subjects that they are unfamiliar with are presented. They become fashion junkies, unable to decide for themselves what their journal should be publishing this season. The JCS experience of ‘professionalisation’, I hasten to add, has been totally positive (otherwise this bit would have been mysteriously edited out!). By recruiting a staff editor we have been able to take new initiatives we simply didn't have the time or energy for before. Without him ‘Editorials’, ‘In This Issue’ and a constant flow of interesting review articles would never have become reality - and there are plenty of other innovations in the pipeline. I believe in a partnership between the amateurs and the professionals, with the amateurs providing an accountability and a practical perspective that can only come from being active in the lab. No article about science publishing is complete without some pontification on electronic publishing. I'm all for it (electronic publishing, that is) for all the reasons that are rehearsed ad nauseam, but also out of nostalgia for those papers I published when I was a PhD student. Electronic publication can free us from the severe restrictions that are currently imposed on the length of individual articles. Of course it is already possible to publish supplementary material, such as movies and methods, on journal web sites, but what I would like to see is a return to longer reference lists. When I was beavering away on my first JCS paper, I took great trouble to cite all the relevant literature, both recently published and ancient (i.e. more than three years old). These days, so often, in the interests of space we restrict our citations to the newest papers, the papers in the top three journals or, worse, avoid the primary publications altogether and rely on reviews. All too often the Acknowledgements at the end of an article will include a blanket apology to those authors whose work could not be cited owing to lack of space. It would be doing science a great service if we could, once more, enjoy the luxury and the responsibility of placing our own work both in the context of the papers that preceded it and in a wider context than our own narrow research area. So, happy Millennium - and thank you to all the unsung heroes of JCS: the authors, referees, Editors and board members and all the staff who miraculously turn the constant deluge of accepted papers into a rather fine journal.
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LIVENTSEVA, Hanna, and Pavlo GRYSHCHUK. "CONTRIBUTION OF THE NADRA GROUP TO THE DEVELOPMENT OF MODERN GEOLOGICAL EDUCATION." Ukrainian Geologist, no. 1-2(44-45) (June 30, 2021): 172–82. http://dx.doi.org/10.53087/ug.2021.1-2(44-45).238973.
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The contribution of the NADRA Group to the development of geological education in Ukraine is featured. The main areas of its activity are highlighted, including the support of the Geological Faculty (ERI «Institute of Geology») at the Taras Shevchenko National University of Kyiv (KNU), advanced training of industry employees, geological education of schoolchildren, publication of specialized books and the professional magazine «Geologist of Ukraine» in particular. At the Geological Faculty of KNU four classrooms were renovated and equipped with computers, the auditorium named after Prof. Olgierd L. Einor was established, the premises of the Geological Museum were reorganized and renovated, etc. The valuable charitable assistance was provided during student geological field courses, namely the fuel, student accommodation, meals, field equipment, and the like. Many youth quizzes, olympiads, excursions, quests, festivals, conferences were carried out at the expense of NADRA Group. With its assistance, the clubs of paleontology, geology and geological local history were organized for students. NADRA Group has initiated the writing and publishing the book «Essays on the history of geological research at Kiev University» (1999). Since its first issue in 2003, the «Geologist of Ukraine» magazine has been published thanks to the information and financial support of NADRA Group. In 2008 it was published materials for the centenary of Prof. Einor. The «Treatises of the Tutkovsky Institute» were published during 2009 – 2011 at the expense of the company. The book by Rostislav Furduy «Brother of the Sun and Wind» (2011) was addressed to young geologists in Ukraine and published on the occasion of the 20th anniversary of the company. In the same period, the work on the project «Depths of the Earth, the spiritual depths» was started, the essence of which was to encourage schoolchildren to study geology and related disciplines. The important components of geological education as advanced training, courses on the modern technologies, lectures by leading domestic and foreign experts, conferences, seminars, and trainings are very relevant. In general, the activities of NADRA Group are aimed at introducing leading decisions into the practice, developing educational institutions, and disseminating knowledge among the geological community. Over its thirty-year history, the NADRA GROUP has made a great contribution to the development of the geological industry in Ukraine and abroad.
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Kim, Bok-rae. "Leftization of Education in South Korean Society Centering Around the Authorized Textbooks." European Journal of Education 1, no. 3 (November 29, 2018): 125. http://dx.doi.org/10.26417/ejed.v1i3.p125-134.
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In South Korea, education is no longer a place for learning, but a base for preparing ideological warriors, due to left-wing ideology education and fervent and conscientious teachers’ union and strong left-leaning media. Since left-wing president Moon took office in 2017, omnidirectional “leftization” of education is ongoing in society. According to Prof. Chul-hong Kim, the current left-leaning “authorized” textbook system strenuously inculcates students with the appropriateness of materialistic historical views. A high school student engaged in the protest against the campaign of “state-designated” textbooks says at a press interview, “I’m a proletarian class. It’s only the proletarian revolution that can change our social structure and its fundamental contradiction.” For reference, there are three kinds of textbooks: (1) state-designated textbook published by state (so, its copyright belongs to state), (2) authorized textbook published by private publishing companies, on the condition of passing through the government screening system (inviting criticism for its “poor screening”), (3) free-published textbook left entirely to the private sector without any state intervention. Prologue The second authorized textbook system is a “compromise” plan between state-led and privately-led textbooks. The main motive for adopting authorized textbooks (from previous state-designated textbooks) was to introduce “diversity of views and opinions” in Korean education, but a conservative journalist Gap-je Cho concluded - from analyzing 14 authorized history textbooks - that “promoting educational diversity” by authorized textbook system ended in failure. Because a great majority of left-wing professors and teachers take part in writing historical textbooks on the basis of Marxist class struggle theory: that is, Koreanized “popular view of history” or populism-based historical perspective (民衆史觀). These authorized textbooks are adopted by almost 99% of high schools across the country. Moreover, they tend to implant one “monolithic” idea (historical materialism) in the consciousness of young students. According to Cho, the authorized textbook system mired in controversy is degraded into a “certificate” of anti-state, pro-communist education, in place of diversity.
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Kusumayanthi, Susie. "WRITING AND PUBLISHING A MAGAZINE." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 1, no. 1 (April 30, 2019): 6–14. http://dx.doi.org/10.37742/jela.v1i1.5.
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Students who write a piece of writing need a perfect tool to engage themselves to write even when they are not interested in writing at all. One of the perfect tools to engage the students in writing process is creating a magazine as it offers students to publish their writing. Publication, according to Lange (1992) is a great tool to engage students to write, involving even those who do not consider themselves to be writers. This paper explores the implementation of writing and publishing a magazine in a writing class in one of the universities in Bandung. The class applies project-based learning as its teaching method.
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Dobberstein, Michael. "What Desktop Publishing Can Teach Professional Writing Students about Publishing." Journal of Technical Writing and Communication 22, no. 1 (January 1992): 105–11. http://dx.doi.org/10.2190/3e52-thdt-x06w-ru44.
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Desktop publishing is a meta-technology that allows professional writing students access to the production phase of publishing—which is crucial to readers' perception of the writer's text, yet is almost never controlled by the writer. Desktop publishing offers the most convenient means of giving students hands-on practice in preparing text for printing and in learning how that preparation affects the visual meaning of documents.
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Indah Sari, Anni Holila Pulungan, and Rahmad Husein. "Students’ Cognition and Attitude in Writing Descriptive Text." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 1 (March 20, 2020): 395–404. http://dx.doi.org/10.33258/biolae.v2i1.210.
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College students are in formal operational in period of cognitive development which they can use symbols logically related to abstract concepts, acquire flexibility in thinking as well as the capacities for abstract thinking and mental hypothesis and consider possible alternatives reasoning and problem solving. However, the students’ writings have some mistakes in terms of using surface features such as spelling, grammar, usage, punctuation, grammar, vocabulary and tenses. This study aimed to analyze about the students’ cognition and attitude in writing descriptive text. The design of this study was descriptive qualitative by conducting the in-depth interview and questionnaire administration. The data of this study were the sentences in descriptive text and transcript of interview. Moreover, the data source were 2 students of 7th semester at STBA – PIA Medan. The results showed that 1) the dominant type of students’ attitude in writing descriptive text was cognitive domain followed by affective and conative domains which could be interpreted that the students had positive attitude regarding to the writing of descriptive text, 2) the students’ cognition in writing descriptive text was having the stages of writing process which consists of pre-writing, drafting, revising, editing and publishing, and 3) the reasons of applying the students’ cognition and attitude in descriptive text were they had the goals and purposes in their thoughts when they were writing. Moreover, they believed that writing could improve their skills in learning English as a foreign language.
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Afandi, Afandi. "Nasyru al-Jaridah li Tarqiyati Maharah al-Kitabah fi Dar al-Lughah al-Arabiyyah wa al-Fiqh as-Salafii bi Ma’hadi an-Nuqayah Lati Sumenep Madura." Al-Irfan : Journal of Arabic Literature and Islamic Studies 4, no. 1 (March 17, 2021): 34–49. http://dx.doi.org/10.36835/al-irfan.v4i1.4314.
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The implementation of the newspaper publishing process requires to compose 'learning and continuous practice, in order to produce a correct writing according to Arabic rules. At first, the majority of Dalfis students found a difficult to write Arabic, whether it was in the form of information in the Dalfis Arabic newspaper, because there was a lack of learning to write Arabic by Dalfis only once a week. The purposes of the research are as follows: 1. To determine the process of implementation of Arabic newspaper publishing activities in supporting writing skills. 2. To find out the weaknesses in the process of publishing Arabic newspapers in improving writing skills. 3. To find out the factors that influence the publication of Arabic newspapers. The research method, researchers used a descriptive approach by using data collection methods, interview, observation and documentation. Research result In the Arabic language newspaper publishing activities did not run optimally, due to the lack of explanations given by the teacher to the students. The teacher only gives a few titles to students and asked them to write down without giving detailed guidance. Thus it need for good management in Arabic newspaper publishing activities in order it can improve students' skills in writing Arabic. The Weaknesses in activities of publishing Arabic newspapers includes the lack of references related to Arabic such as Arabic magazines, contemporary dictionaries and other one. Thus Dalfis should equip the Arabic language facilities and infrastructure in in order the students are able to read and have a writing skills. The factors influencing the publication of Arabic newspapers are internal factors, namely the lack of explanation given by the teacher about the rules of writing in Arabic, thus the teachers must increase their teaching competence, so that students can understand optimally. Meanwhile, external factors, namely the culture of speaking Arabic among Dalfis students for 24 hours both inside the Dalfis complex and outside.
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Ziegfeld, Richard. "Beyond Word Processing: Preparing Students for Writing in the Computer Medium." Journal of Technical Writing and Communication 16, no. 3 (July 1986): 221–34. http://dx.doi.org/10.2190/y43u-6f7f-t6k8-u5wp.
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The author draws upon experience in software publishing and in the composition classroom to indicate what challenges confront new technical writers in software writing positions. The paper covers four topics: 1) Descriptions of software writing projects which indicate that writers must know how to use options such as motion, color, reader interaction, and individualization; 2) Writing challenges facing students—orienting readers, interaction technique, succinctness, and pace; 3) Print/software publishing differences which include: the need for programming or authoring systems, the planning and implementation of computer options and mechanical detail, the influence of graphics on the writing, the use of a top/down approach, the use of necessary field tests, and the early involvement of publishers; and 4) A software writing exercise requiring students to use the top/down approach and to write text to accompany the graphics.
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Harley, Christopher D. G., Mark A. Hixon, and Lisa A. Levin. "Scientific Writing And Publishing—A Guide For Students." Bulletin of the Ecological Society of America 85, no. 2 (April 2004): 74–78. http://dx.doi.org/10.1890/0012-9623(2004)85[74:swapgf]2.0.co;2.
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