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Following Swales' (1990) influential study on research article (RA) introductions, some attention has increasingly been paid to other rhetorical units of both expert and learners' writing, including titles. A key and effective discursive means through which titles are constructed and presented is the syntactic configuration. The present study, thus, investigates the syntactic structures employed by authors of conference paper titles (CPTs) in Applied Linguistics. A qualitative content analysis was employed to study a corpus of 592 CPTs from a popular conference for researchers, scholars, and practitioners of Applied Linguistics worldwide, supported by some descriptive statistics. The analysis of the data of the study identified three main title styles: Single Unit Title, Compound Unit Title, and Complex Unit Title. The analysis showed that, out of these three title styles, Compound Unit Titles were preferred by researchers. Further, the colon was the dominantly used punctuation mark in separating the components of Compound Unit titles. The final point was that authors preferred prepositional phrases in the post modification of the noun phrase structure of CPTs. The findings of this study have implications for the scholarship on titlelogy, academic writing pedagogy as well as further research.

Research on mutual cooperation among scholars or research institutions has become more and more common. The purpose of this paper is to explore the current status of cooperation between scholars and research institutions in the field of Chinese education. In this paper, we use the method of the complex network to analyze the cooperative behavior of academic papers published by Chinese educational scholars by collecting academic papers on education leadership, education policy, quality education, and vocational education. Our conclusions show that most of the academic papers published by Chinese educational scholars are non-cooperative. In the authors of the co-authored papers, there is a significant "Matthew effect", that is, some key scholars in these fields that link the collaborators. Lastly, there is no obvious aggregation effect between the authors of the co-authored papers which indicating a widespread and extensive connection between the collaborators. The above conclusions provide valuable insights into our understanding of the cooperative behavior of Chinese education scholars.

Introduction: The academic social network site ResearchGate (www.researchgate.net) enables researchers to feature up to five of their research products (including papers, datasets and chapters) in a 'Featured research' section on their ResearchGate home page. This provides an opportunity to discover how researchers view their own publications. Method: We investigated ResearchGate members who self-selected their featured publications and compared these publications with other publications listed in ResearchGate. Analysis: We analysed the distribution of featured publications in the ResearchGate members' whole publications in terms of their importance, recency, citation and source reputation. Results: Researchers prefer to feature publications in which they played important roles, those that were recently published, highly cited and published by reputable sources. Conclusion: By featuring their research, researchers can highlight their academic achievements and create the potential to contribute to the wider scientific community through the future application or discussion of their work. Instances of featured research published for a relatively long period in somewhat obscure journals, with few citations, show that there is a difference between how these papers are valued by the scientific community and the authors who featured them. The presented method may be applied to find latent sleeping beauties.

This study investigated the writing parameters of a research paper by multiple authors who formed a research team in a public university in Malaysia. Drafts of the research paper were produced through the research activities and writings of the participant researchers. By observations, interviews, and textual analysis of drafts, we studied the three main parameters that each written text naturally contains: who wrote the text, what the text was, and to whom the text was written. Participants in the present study comprised a team of researchers from different disciplines. They conducted a project in science, wrote, and published their findings in an on-line journal. The findings indicate that the authentic task of writing a multi-authored research paper by a team of experienced researchers is beyond and more complicated than fulfilling a basic task of writing in the context of a class by a novice student. The experiences through which the participant researchers of this study produced the drafts of the article are greatly valuable for the academics who are planning to publish their findings in the form of an article. This study has implications for teaching of writing academic texts, particularly writing of research papers.

In this study we compare the titles of scientific letters and those of research papers published in the field of astrophysics in order to identify the possible differences and/or similarities between both genres in terms of several linguistic and extra-linguistic variables (length, lexical density, number of prepositions, number of compound groups, number of authors and number of countries mentioned in the paper bylines). We also carry out a cross-genre and cross-journal analysis of the referred six variables. Our main findings may be summarized as follows: (1) When compared to research paper titles, scientific letter titles are usually shorter, they have a lower lexical density, they include a higher number of prepositions per number of words and a lower number of compound groups per number of words, although they have more up to 4-word compound groups, i.e. the simplest ones. As a consequence, scientific letter titles include less information, which is also less condensed, than research paper titles. (2) The predominance of compound adjectives over compound nouns in the titles of both genres highlights the scientificity of astrophysical discourse. (3) In general terms, our data show a positive correlation between title length and the number of countries mentioned in the bylines for both genres. The positive correlation between title length and number of authors is only met in the case of research papers. In light of these findings, it may be concluded that scientific letters are a clear example of a timeliness and more "immediate" science, whereas research papers are connected to a more timeless and "elaborate" science. It may also be concluded that two different collaboration scenarios are intertwining on the basis of three separate geographic and linguistic publication contexts (Mainland Europe, The United Kingdom and The United States of North America).

Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.

The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.

Basic computer skills are essential for authors writing research papers as it has the potential to make the task easier for a researcher. This article provides a glimpse about the essential software programs for a novice author writing a research paper. These software applications help streamline the writing process, improve the quality of work, and ensure that papers are formatted correctly. It covers word processing software, grammar correction software, bibliography management software, paraphrasing tool, writing tools, and statistical software. All of the tools described are free to use. Hence, it would help researchers from resource-limited settings or busy physicians who get lesser time for research writing. We presume this review paper would help provide valuable insights and guidance for novice authors looking to write a high-quality research paper.

The general purpose of this study is to conduct a content study on 'computer' and 'educational technologies' research and trends between 2016 and 2020. The topics were evaluated according to years, universities of the authors, citations, keywords, document type, source, sponsors and publication languages. The articles examined in the research include keywords related to 'computer' and 'instructional technologies' between 2016 and 2020; 1,798 articles obtained by scanning the Scopus database according to the title, keywords and summary of the articles were examined. When the results of the study were examined, it was concluded that English, which is the universal language, is very common; the researches are mostly published as 'conference papers' and the most used keyword in the study is 'Computer Science'. In addition, it has been concluded that computer science is the basis of educational technologies in recent years. Similar content analysis studies may be recommended for other software used in computer training.

Who are the most prestigious authors cited in today's psychology textbooks and journals? And where are (or where were) they based? This short note reports on the answers gained to such questions by using the Web of Science Core Collection to find the authors of the most highly cited papers in psychology published between 1927 and 2012. The findings suggest that well-known historic figures of the past have now been replaced with tool makers.

In research, outcomes are often categorized as primary and secondary. The primary outcome is the most important one; it determines whether the study is considered 'successful' or not. Secondary outcomes are chosen because they provide supporting evidence for the results of the primary outcome or additional information about the subject being studied. For reasons that are explained in this paper, secondary outcomes should be cautiously interpreted. There are varying practices regarding publishing secondary outcomes. Some authors publish these separately, while others include them in the main publication. In some contexts, the former can lead to concerns about the quality and relevance of the data being published. In this article, we discuss primary and secondary outcomes, the importance and interpretation of secondary outcomes, and considerations for publishing multiple outcomes in separate papers. We also discuss the special case of secondary analyses and post hoc analyses and provide guidance on good publishing practices. Throughout the article, we use relevant examples to make these concepts easier to understand. While the article is primarily aimed at early career researchers, it offers insights that may be helpful to researchers, reviewers, and editors across all levels of expertise. [ABSTRACT FROM AUTHOR]

This paper is based on a study that examined authorship and collaborative research among scholars in Open and Distance Learning (ODL) institutions with a focus on prospects for Africa. The study involved intensive documentary desk review of conference book of abstracts and conference proceedings to examine authorship and collaborative research. The study reviewed a total of 10 conference books of abstracts and proceedings organized or hosted by universities including ODL institutions in Africa. Descriptive statistics were used to summarise some thematic areas of interest. It is revealed in this paper that authorship in terms of co-authorship is high in some conferences but low in others in relation to collaborative research. Furthermore, authorship between two scholars was higher compared to three or more authors in collaborative research. This implies that co-authorship is trending in relation to collaborative research thus raising collaboration prospects for Africa. It is therefore recommended that ODL scholars should be encouraged to do more co-author publications from collaborative research in order to promote teamwork and comparative studies in knowledge production for socio-economic development relevant for Africa and beyond.

LAK-18, the 8th International Conference on Learning Analytics and Knowledge, was hosted by the University of Sydney, Australia, from March 5 to 9, 2018. Traditionally, authors of papers that have received high scores through the review process of the conference are invited to extend their paper and submit it for a special issue of this journal. The chairs of LAK-18 have adopted a double-blind review process that has proven useful in maintaining the technical quality of the conference. Papers submitted to the special issue undergo a rigorous review process that is blind only, not double-blind, as a shorter version of the paper has been already published. The theme for LAK-18 was "Towards User-Centred Analytics". Though several of the papers receiving high scores in the review process explicitly dealt with this issue, it has been decided to devote a complete special issue of the journal to this theme and invite those papers in this special issue to come. Thus, the present special issue LAK-18 covers a broad range of themes, which reflect well the diversity and the vibrancy of the community, but excludes User-Centred Analytics. This editorial describes the story behind this special issue. This story begins with the contributions submitted to the conference and finishes with a short introduction to the papers in this issue. The two first episodes of the story, contribution type and country, include both tracks, research and practitioner. The reminder episodes refer only to the research track.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry. This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions. The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career. Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one ofhis statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.

The present study aims to identify the most productive countries, journals, authors, institutions and the most used keywords in the field of special education during 2011-2020, based on the WoS database. The widespread effects of the papers and how they are related were analyzed with the bibliometric analysis method. The findings of the study showed that the USA is inarguably the most productive country, followed by England and Australia. On the other hand, there was a very strong positive correlation (r = 0.929) between the number of papers published by countries and their h-index, a similar finding was also found to be present between the countries' h-index and GDP per capita (r = 0.790). Moreover, it was found that the journals with the highest quartile (Q1 and Q2) in the field of special education published significantly more papers than the journals with the lowest quartile (Q3 and Q4). Matson, JL (USA), Sigafoos, J (New Zealand) and Lancioni, GE (Italy) were determined as the most prolific authors, respectively. Autism, intellectual disability, and Down syndrome were the phrases most frequently used as keywords. Our findings provide key information regarding the developments that the research direction of special education field has recently taken. This study also serves a potential roadmap for future studies.

In this paper, we explore how librarians can teach students to deconstruct the concept of authority using questions and considering contextual needs in STEM fields. We argue that examining the complexities of common signifiers of authority, such as peer review, citation rates, and types of sources, as well as exploring contextual factors such as authority in academic and professional settings, are key to developing an understanding of the ACRL Framework for Information Literacy Frame "Authority is constructed and contextual" in the sciences. For each signifier of authority, we present ways to approach and discuss the question in the classroom.

Basic computer skills are essential for authors writing research papers as it has the potential to make the task easier for a researcher. This article provides a glimpse about the essential software programs for a novice author writing a research paper. These software applications help streamline the writing process, improve the quality of work, and ensure that papers are formatted correctly. It covers word processing software, grammar correction software, bibliography management software, paraphrasing tool, writing tools, and statistical software. All of the tools described are free to use. Hence, it would help researchers from resource-limited settings or busy physicians who get lesser time for research writing. We presume this review paper would help provide valuable insights and guidance for novice authors looking to write a high-quality research paper. [ABSTRACT FROM AUTHOR]

Ethical reviews of research plans function as a cornerstone of good research practice in order that no harm should come to participants. Ethical concerns have taken on a new salience in a digital world where data can be generated at scale. Big data research has grown rapidly, raising increased ethical concerns. Several intersecting areas of big data research exist within educational research, such as learning analytics, artificial intelligence (AI), and Massive Open Online Courses (MOOCs). In the current study, an investigation was made of peer-reviewed papers on MOOC teaching and learning to determine if they explicitly refer to (a) ethical considerations in their studies, and (b) obtaining formal ethical approval for their research. This investigation was accomplished through a review of MOOC-related, English-language papers available in Scopus database, over the course of a year. The review produced a total of 1,249 articles, of which, 826 articles related to empirical studies involving human participants where full text of the articles could be obtained. The string "ethic" was searched for within these articles, and resulting articles analyzed, which found that a small fraction, 42 articles (5.08%), mention ethics in relation to the study presented in the article, and only 13 articles (1.57%) explicitly mention obtaining formal ethical approval for the research. The findings show a lack of transparency in reporting on and/or engagement with ethical considerations in MOOC teaching and learning research. These findings indicate the need for further stakeholder engagement and sectoral dialogue in relation to ethics education and training for researchers; consideration of ethics in big data studies in education; and norms/policies in academic publishing for authors to report how ethical issues have been considered.

Copyright of Historia Contemporanea is the property of Historia Contemporania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In face-to-face writing center tutorials, tutor praise is an action that builds rapport and motivates writers (Mackiewicz & Thompson, 2013). Drawing on and extending prior interactional analyses of praise, this article examines writers' responses to text-based praise across 10 tutorials, with a particular focus on interactional segments in which writers reformulate their previously mentioned concerns in response to tutor praise. Unlike more common responses that signal acceptance of the praise, such as appreciation, overt acceptance, and alignment, this responding action reflects some momentary misunderstanding between tutor and writer in the tutorial interaction. Despite this, these segments also show writers taking a more active role in critically evaluating their own papers and identifying areas for revision. In addition to surveying writers' varied responses to praise and exploring future research directions, this article also raises pedagogical implications for writing center tutoring and the one-to-one teaching of writing, specifically about how certain ways of designing and delivering praise can contribute to ambiguity and can run the risk of foreclosing or precluding opportunities for writers to articulate the kind of assistance they need with their drafts. [ABSTRACT FROM AUTHOR]

The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type article is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are "Journal of Small Business Management" in global and the "Education Sciences" in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues.

The researchers investigated the usage of appropriate academic English vocabulary in research papers authored by English major students, publications in Thai national journals, and international journals. In total, 708 papers published between 2016 and 2018 were analyzed, consisting of 300 international research papers, 300 national research papers, and 108 research papers authored by English major students. The study focused on four aspects of lexical evaluation to analyze the vocabulary in these papers: lexical profiling, lexical level, lexical variation, and lexical density. The analysis yielded the following results: 1) Lexical profiling revealed that the usage of academic words in students' research papers was 8.11%, which was lower than that in national research papers (10.96%) and international research papers (12.01%). 2) In terms of lexical level, students' research papers had a medium-frequency word usage of 3.85%, lower than that of international research papers (4.17%) but higher than that of national research papers (3.32%). 3) Concerning lexical variation, the research papers authored by English major students had a rate of 24.26%, which was lower than that of national research papers (25.01%) but higher than that of international research papers (21.69%). 4) Finally, in terms of lexical density, the ratio of function words to content words was similar across students' research papers (57.59%), publications in national journals (57.19%), and publications in international journals (57.52%). Students who are required to write research papers and novice researchers are recommended to adhere to the standardized ratios set by publications in international journals when aiming to publish their research in such journals.

Publication, if successful, is exhilarating! Aspiring academic scholars recognize the contribution that peer-reviewed publications make to their careers. It identifies their engagement with their discipline. For students, the benefits of publishing a paper include bolstering their levels of confidence and knowledge and demonstrating to them how they can contribute to their chosen profession. However, inexperience can cause trepidations of the unknown or negative emotions when the writing and publication process goes amiss. Described in this paper is the background, structure, content, and limitations of a writing workshop the authors initiated during a recent conference. The purpose of the workshop was to aid both academic colleagues and students in publishing articles in peer-reviewed journals. It was designed as an introductory interactive session to stimulate conversation about the publishing experience.

STEAM education with gamification, a method that integrates game elements into the learning process, has proven to be a powerful tool. It not only encompasses various forms of gamified education but also has the potential to captivate and inspire students, breathing life into the course material. This study aims to present a comprehensive summary of the research carried out in the domain of STEAM education, with a particular emphasis on gamification. The focus will be on analyzing studies published in the past seven years. A meticulous bibliometric analysis was conducted to investigate the patterns in the published literature on STEAM education with gamification from 2017 to 2023. The relevant documents were retrieved by using keywords related to steam and gamification in the title, abstract, and keywords of the documents. Thus, 34 documents were acquired from the Scopus database for bibliometric analysis. The review analyzes the rate of publication growth, identifies the papers with the highest number of citations, determines the primary sources of these articles, evaluates the productivity of authors, examines the leading countries contributing to the field, and identifies the prominent subject areas within the research domain. Thailand has the highest output level in terms of publications and citations, as inferred from the results of our analysis. The Ceur Workshop Proceedings are widely acknowledged as the foremost scholarly resource in their subject. We have identified the most important keywords related to gamified STEAM education by conducting keyword analysis. Factorial Analysis provides a visual summary of the complex relationships between various concepts related to educational technology.

This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students' readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was "Computers and Education" and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.

As newspapers follow editorial work, the author's identity remains in the background. Hence, newspapers' discursive features should be studied from textual perspectives to understand the social dimension of the messages produced in such texts. What is more, pragmatically, the text as a whole and its separate language units with their structural elements require careful attention. Thus, this paper aims to analyze onomastic metaphors as one of the structural-stylistic types functioning in the language of newspapers. We analyzed the Moskovskij Komsomolets, Arguments and Facts, Komsomolskaya Pravda, Rossiyskaya Gazeta, and Izvestia during our analysis, with specific attention paid to the proper names as the binding elements with their substantial and semantic functions. Our results suggest that certain metaphorical language uses appear repetitively in the texts.

The pedagogical competency of preschool teachers is critical in shaping the learning path of young learners in today's world. Modern early childhood education, by focusing on the development of crucial skills like teamwork, innovation, and problem-solving, lays the foundation for long-term learning and success. This research delved into the shift in global research outputs over time, spotlighted significant contributors including publications, authors, and countries, and surveyed the prevalent themes discussed. From 1993 to 2023, 1163 out of 2034 papers from the Scopus database were analysed. A quantitative bibliometric approach was utilized, rooted in the 7C-21 framework, using with the PRISMA model to assure a structured and exhaustive review process. The findings indicated a rising emphasis on promoting pedagogical competency in early-grade teaching force, as seen through increased scholarly contributions. Principal contributors, such as journals, authors, and countries, play a pivotal role in encouraging collaboration and the spread of knowledge. The research underscored the necessity for holistic training programs for 21st-century preschool teachers, spotlighting themes like early childhood educator training and the cultivation of pedagogical competence. The study also documented a transition towards practices driven by evidence and cutting-edge methodologies to meet the ever-changing learning requirements of young learners.

Writing well and being well as academic writers is rarely spoken about, often hidden, and at times evaded. We believe that developing, maintaining, and growing well-being literacy not only engages the act but also allows awareness, reflection, and metacognitive thinking that enable mindful writing for well-being. Well-being literacy, the capacity to understand and employ wellbeing language for personal, collective, and global well-being, intrigues us. It encompasses nurturing, sustaining, and safeguarding well-being for individuals, groups, and systems to thrive. As scholars delving into well-being literacy, we, a diverse collective from across higher education career trajectories, investigate its role in scholarly writing and our academic realities. Our focus lies in unraveling the paradoxes inherent in higher education, particularly as researchers and writers. In this paper, we examine our own stories as a trioethnography and the impact of our writing practices on our own professional and personal lives. By doing so, we reveal the place of vulnerability, relationships, and meaning in who we are and are becoming as academic scholars. Guiding principles are shared with peers and colleagues in how they might cultivate writing practices while valuing and embodying well-being in the higher education space.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

Much of the current literature on plagiarism focuses on students, attempting to understand how students view the concept of plagiarism, the best ways to prevent it, and the impact of collaboration on the concept of original authorship. In this article, we look at the role of plagiarism in 761 conference abstracts written by graduate students, early- to late-career faculty, and industry representatives, representing institutions from nearly 70 countries. These abstracts were submitted for participation in an international conference focused on the liberal arts hosted by our institution over the past four years. This study analyzes the corpus for patterns of plagiarism among professional academic writers. Our findings indicate that, while other demographic categories were not consistent indicators of text-matching, full professors were the most prevalent group to produce self-plagiarized abstracts. Overall, our study illuminates the significance of power dynamics in conferences' efforts to maintain academic integrity.

Considering the importance of subject retrieval for scientific visibility, and the need to guide authors in self-archiving their papers in institutional repositories of university libraries, this study observed the patterns and strategies used by authors while indexing for keyword assignment. The study examined four categories of analysis: criteria for keyword assignment; use of controlled vocabulary for keyword assignment; understanding of the importance of keywords; and ordering criteria and function of assigned keywords. The study found that, while assigning keywords, authors: consider fundamental concepts for representing significant content of the text; act as domain expert indexers; and are unaware that keyword assignment is an indexing process that requires controlled vocabularies. The research suggests that institutional repositories implement a hybrid information representation and retrieval system to allow for both the representation of more specific subjects of knowledge domains, as well as controlled vocabulary indexing terms.

Current paper reports the findings of a content analysis of Open Educational Resources. Twenty three studies were collected for the analysis. The studies were collected from different journals depending on open access policy. Every study was categorised by author, year of publication, title of the study, author characteristics and analysis. The analysis refers to the information about Open Educational Resources variables. Therefore the investigators categorize the research papers based on OER. An analysis of research papers was formed in conclusion and finalizing the common dimensions of content analysis of OER studies.

Academic dishonesty presents in different forms, including fabrication of data, falsifying references, multiple submissions, collusion, and sabotage, with two forms haunting academia, namely plagiarism and contract cheating or ghost writing. These latter forms have received considerable attention and have been subjects for research. This interview-based study provides some further insight into the problem of ghost writing through presenting the attitudes, justifications and networking practices of some hired 'ghost-writers' from a developing country and discusses the depth of this emerging threat to the academic community. Initially, through simple internet searches using specific keywords, an array of professional advertisements selling contract writing services were identified. Some of these promotional advertisements were found in Facebook® posts, and/or Twitter® feeds. The second part of this study presents a summary of findings from interviews of a group of ghost-writers including their background, attitude and justifications for setting up this new business. The study identifies several high calibre post-graduates who have come to understand the Western (European/North American/Australian) ways of scientific writing and have produced a network of 'consultancy' services. Although the birth of their business was ad-hoc, they have established a good network and are now able to share projects and practices. Many of them offer services to home and foreign students with varied levels of customer focus. Some of them are even using Turnitin© software to identify text matching issues. This study suggests that these paper mills have widely been subscribed to by students. The article finally discusses wider issues arising from these interviews and proposes some ways of tackling this new threat to academia.