Research Mentor: A Web-Based Resource Supporting Grantsmanship and Scientific Publication

Diversity-related factors in research mentorship and publishing in the ACBS community and the Journal of Contextual Behavioral Science

Scientific writing training was one of the efforts to develop the profession of high school teachers N 7 Pekanbaru. The training aims to equip high school teachers of N 7 Pekanbaru in terms of strategizing the scientific papers correctly according to the writing guidelines, and equip the teachers in the scientific writing publication procedures in the journal. The training method is the percentage of resources, discussion and simulation of papers that have been prepared by the trainees. The lecture method is necessary to explain the procedures of scientific writing, including how to arrange class action research into a scientific work. The exercise/practice method is required to give participants a scientific writing for the journal article. This scientific writing training activity in its entirety can be said to be seen from the achievement of the target participants, the achievement of training objectives, the achievement of planned target material, and the ability of participants in Material. The supporting factors in this community service activities are the availability of experts who are imported to the training in SMA N 7 Pekanbaru, participant enthusiasm, the support of the school principal, and the supporting fund of the university . The Output of this activity is expected to have several teacher papers (participants) in the form of journals and proceeding that are ready to be submitted to the relevant journal. 
 Keywords: scientific writings, scientific publications, teacher profession development

Purpose: The main aim of the study was to investigate the relationship between research self-efficacy and the perception of the research training environment, interest in research, research mentoring experience, and research knowledge within a sample of Ph.D. students (N=120) at a local university in Malaysia. Method: Correlation and regression analysis were employed to investigate the impact of research mentoring, research training environment, interest in research and research knowledge on research self-efficacy. Self-reported questionnaires and a research knowledge test were distributed to the Ph.D. students in the university to collect the data. Findings: An apparent correlation was found between research self-efficacy, research training environment, interest in research and research mentoring while research self-efficacy was not correlated with research knowledge. Research training environment and interest in research contributed to 26 percent of the variance of change in research self-efficacy. Implications for research and practice: Conducive environment in the institution fosters higher levels of research self-efficacy and encourage Ph.D. students’ research skills and development. Furthermore, the incorporation of research methodology as a compulsory course in the Ph.D. study serves to improve students’ research interest and knowledge. The self-efficacy theory helps to assist decision making in identifying future researchers in the institution.

Scientific writing is one of the most important communication skills entomologists use, and requires extensive practice and feedback to master (Rice 1998). Despite the ongoing emphasis on developing writing skills in higher education through the use of required college composition courses and “writing across the curriculum” programs, there is strong evidence that the only way science students learn, develop, and improve their scientific writing skills is by completing writing assignments within specialized courses that integrate research experiences with writing exercises (Krest and Carle 1999). Also essential is faculty feedback on writing, and an opportunity for revision based upon that feedback (Jerde and Taper 2004). This paper describes an exercise using mealworms ( Tenebrio molitor ) and sandpaper that I incorporate into my general entomology course as one way of developing scientific writing skills in my students. We begin the course with a close examination of insect morphology so that students can distinguish an insect from other types of animals (including other arthropods) and also learn the modifications of various external appendages used to identify different types of insects. The composition, structure, and function of layers of the insect exoskeleton are part of this introductory discussion. I emphasize the key entomological concept that the exoskeleton is an important adaptation responsible for the incredible evolutionary success of insects by its role in desiccation avoidance in terrestrial environments due to the wax layer in the epicuticle. Knowing the scientific literature and incorporating relevant findings into our own work is an important aspect of scientific writing. To model …

The ability to write scientific papers is an essential competency for students in supporting academic achievement and readiness to face the world of work and research. However, many students still experience difficulties in compiling scientific papers, especially in the aspects of writing systematics, the use of academic language, and reference management. In response to this problem, the service team carried out a Scientific Writing Preparation Training for PASIM National University students as a form of implementation of the Tri Dharma of Higher Education in the aspect of community service. The training method uses an andragogy approach through interactive lectures, discussions, and hands-on practice. The activity was attended by around 50 students across study programs. The training material includes an introduction to scientific papers, writing rules, topic determination techniques, reference search and management, and outline preparation. Evaluation was carried out through observation, assessment of written products, and satisfaction questionnaires. The results showed an increase in participants' understanding by 30–40% based on the comparison of pre-test and post-test. All participants succeeded in compiling an outline of scientific papers, and the majority expressed satisfaction with the training. This activity has proven to be effective in improving students' scientific writing skills and fostering academic motivation and culture. It is recommended that similar training be carried out on an ongoing basis with intensive mentoring to support the improvement of the quality of human resources and contribution to student scientific publications.

Institutes in the Lead: Identifying Environmental Factors in Breast Cancer.

Environmental science and research in China: A snapshot of the current state

Scientific writing is one of the tasks in the professional development of teachers and the requirements for promotion outlined by the Ministry of Education in Indonesia. Producing scientific writing requires skills, and this is a trending issue among Christian religious education subject teachers in Indonesia today, how they struggle to develop effective scientific writing. At present, in private and other public schools, it is common for teachers to produce writing using digital technology. However, this has not happened for teachers of Christian religious education subjects. Integrating technology in schools by Christian religious education subject teachers can help improve writing initiatives and skills that focus on writing pedagogy. This initiative will provide technical support to teachers of Christian religious education so they can focus on writing scientific papers. Professional development of teachers in the subject of continuing Christian religious education based on scholarly writing will emphasize how to utilize digital tools to deliver evidence-based writing instructions. Christian Religious Education subject teachers gain the most when given systematic and explicit instruction in science-based strategies for writing and the writing process, and how to make effective use of digital tools as part of the scientific paper writing process

The purpose of the study presented in this paper is to examine uses of evidence inuniversity students' writing of scientific argument. The study was conducted in anintroductory level oceanography course in a large public university. In this course students draw on large-scale geological data sets provided by an interactive CD-ROM,`Our Dynamic Planet' (Prothero 1995), to write a scientific technical paper. We examined the uses of evidence in two ways. First, we conducted interviews with undergraduate oceanography students n = 9, non-oceanography undergraduate students n = 8 , and course instructors n = 4 to assess the differences in interpretation of uses of scientific evidence for high ranked and low ranked student papers from a previous academic year. Second, we applied our proposed argumentation analysis to student writing to examine the formulation of evidence in these high and low ranked papers. We draw on these findings to discuss ways of teaching students the construction of argument in scientific writing.

We draw on data from interviews with physics instructors and research mentors, interviews with physics students, and surveys of the physics community to model how physics gatekeepers respond to the access and inclusion needs of disabled undergraduate and graduate students. While we continue to develop this model, we will discuss a priori and emergent model features. We compare the differential pathways to access through two common mechanisms: institutional accommodations and inclusive practices. Then, we discuss an emergent mechanism from our data: gatekeepers provide access to “students who need it”. We argue that gatekeepers who provide access to “students who need it” likely have good intentions, such as demonstrating care and treating disability as a facet of diversity. However, we describe several challenges with this mechanism, such as the role of power in which students share their access needs and which students are evaluated by gatekeepers as “needing” alternative access.

This research aims to describe the practicality of the blended learning model combined with the project-based learning model when Indonesian students write scientific papers. This research employs the research and development method but focuses only on the small group testing stage. The subjects of this research are students taking scientific writing courses in the study program of Indonesian Language and Literature Education, Indonesia. The data were collected through tests, a questionnaire, and an interview and analyzed by means of qualitative and quantitative techniques. The research results show that in general, this learning model is practical to be used in learning scientific writing. Furthermore, the post-test results show significantly higher scores than those of the pre-test results in students' scientific writing (34.59). Additionally, based on the results of the questionnaire distributed to students, all components of the blended learning model combined with the project-based learning model that have been developed, namely the learning structure, reaction principles, social systems, and support systems are considered by students to be appropriate and very appropriate. However, the results of the interview reveal that there are weaknesses in the learning model being developed. These weaknesses will be addressed so that its effectiveness is well tested in the next stage, namely the large group test.

The frequency of side effects of Ritalin was examined in a randomized double-blind placebo-controlled cross-over trial in 206 children aged 5 through 15 years with ADHD at the Marshfield Clinic and Research Foundation, Marshfield, WI.

In response to the declining school-age population and policy directions emphasizing differentiated institutional roles in gifted education, this study examined the status and challenges of research mentoring for middle school students at university-affiliated and education office-affiliated gifted education centers in Seoul. Data from institutional operation plans, a survey of 46 instructors, and interviews with six instructors were analyzed using quantitative and qualitative methods. Instructors at both institution types perceived research activities as reflecting students’ interests and thinking, indicating partial alignment with the goals of research-centered gifted education. However, clear structural and instructional differences emerged. University-affiliated centers secured more mentoring hours, supervised fewer teams more intensively, and emphasized research methods instruction, whereas education office-affiliated centers faced greater challenges due to limited instructional time, instructor expertise, and infrastructure. Centers allocating fewer than approximately 14 hours for research mentoring frequently relied on additional mentoring beyond allocated hours, negatively affecting instructor motivation, feedback quality, and students’ research autonomy. Although topic selection was perceived as more open at education office-affiliated centers, overall openness in research processes was constrained in both contexts by students’ insufficient research competencies. In mathematics, open-ended problem-solving processes were perceived to be less emphasized at university-affiliated centers. Based on these findings, this study proposes strategies to strengthen research-centered curricula, including enhancing foundational research competencies, securing sufficient mentoring hours with online support, improving infrastructure through collaboration, institutionalizing professional development programs provided by university-affiliated centers, and systematizing research mentoring models tailored to institutional conditions. These findings highlight the need for differentiated support systems to sustain student-led research in gifted education.

For over a decade, forensic scientists/meta-scientists, publishers, and authors have developed and used software tools to find issues in scientific pre-prints and publications. The recent rise of Large Language Models (LLMs) provides these groups with a whole new range of tools. With this symposium, we will bring together people from four ongoing projects to discuss how the latest LLMs and other AI tools are being developed, evaluated, and used to detect errors in scientific publications: The Black Spatula Project, RegCheck, SocEnRep, and Psy-RAG. These projects involve people from different countries, and academic disciplines as well as people outside academia. The structures, pipelines, and goals of these projects differ. While the Black Spatula Project is an international grassroots initiative driven mostly by volunteer efforts, SocEnRep is a research and infrastructure project funded by the German Research Foundation (DFG), and RegCheck and Psy-RAG are also academic research projects based in Switzerland. The Black Spatula Project wants to make use of LLMs for detecting errors in scientific publications, SocEnRep develops a pipeline for automated reproducibility checks in economics and the social sciences, RegCheck compares preregistration documents to papers, and Psy-RAG combines LLMs and RAG to identify problematic patterns, inconsistencies, and error propagation in psychological research. What all of these projects have in common is that they use AI/LLMs for scalable and (semi-)automated checks of academic publications. We will first present preliminary results, the challenges ahead and potential solutions, with a moderated discussion at the end. Introduction Shakhlo Nematova introduces today's subject matter and speakers

The growing concerns about using tools based on large language models (LLMs) have caused academic institutions and scientific publishers to adopt rigid policies with little to zero tolerance for LLMs in academic writing. Moreover, some may employ artificial intelligence (AI) tools to differentiate LLM-generated and human essays. We argue that such an approach is inherently limited, as it leaves room for false detection. After analysing recent studies on the effectiveness of AI detection tools and human ability to recognize AI-generated text, we explore epistemic conclusions and the black box problem. Turning to ethical aspects, we argue that non-native English speakers are particularly at risk of false-positive AI detection. We propose the potential benefits of moderate tolerance for LLM-based applications in scientific publishing.