James E. Cloern (1948–2025)—Remembering a Renowned Estuarine Ecologist and Collegial Champion of Scientific Writing and Publishing

As the largest physician-owned private multispecialty healthcare practice in central and northern Wisconsin and one of the largest in the nation, Marshfield Clinic has a long-standing track record in scientific research to support its healthcare mission. The Clinic’s staff of 790 physicians serves over 40 regional centers in a largely rural setting in 80 clinical specialties and undertakes research in a broad range of disciplines. In addition, the Clinic’s Research Foundation employs a staff of scientists who collaborate with clinician investigators. A rich research environment pervades the Marshfield system, supported by a state-of-the-art informatics environment, access to an epidemiologically-defined study population for which detailed medical and demographic data are available, with its status as the largest population-based genetics repository in the USA. Not surprisingly, this rich research environment attracts researchers with a broad range of expertise and experience. An additional layer of complexity is added with multidisciplinary or multi-institutional research. Preparing competitive scientific grant proposals responsive to emerging public health priorities is especially daunting for individuals collaborating on interdisciplinary and translational projects who lack experience and traditional training in grantsmanship. New page limits and a revision of the peer review process at the National Institutes of Health have created new challenges, even for seasoned investigators. To assist researchers in navigating the process of preparing successful grant proposals in an increasingly competitive research environment, a full-service research infrastructure was established over time at the Clinic’s Research Foundation, including a Clinical Research Center, Epidemiological Study Center, Bioinformatics Research Center, Offices of Scientific Writing and Publication, Research Integrity and Protection, Sponsored Programs, and a Core Laboratory. However, coordinating assistance to busy clinicians proved challenging, and supplemental, conveniently-accessible resources were required by researchers for navigating the rich, but complex research environment. To this end, Marshfield Clinic Research Foundation personnel teamed up to create a comprehensive informatics-based resource, Research Mentor, designed to support both new and established investigators in successful grant writing and manuscript preparation. The overarching purpose envisioned for Research Mentor was to serve as an educational resource on scientific writing related to research and as a bridge to internal resources, policies, and documents. The concept was to have scientific writing specialists centralize access to these resources to save investigators valuable time scouring the web in search of support tools. In addition, for internal personnel and investigators at institutions collaboratively working on research projects with Marshfield investigators, access to forms, policies, and support service personnel is also provided. Thus, Research Mentor was created as a web-based interactive resource that would provide direct links to other web-based educational resources which promote grantsmanship and scientific publication on the internet. Institutional resources that support investigators and sponsored programs offices are not unique. As example, Duke University,1 Stanford University,2 and Virginia Polytechnic Institute and State University (Virginia Tech),3 all have websites for their Sponsored Programs/Research office that provide some online tutorials regarding grant writing, and Purdue’s ‘The Owl’4 offers assistance with various aspects of manuscript development. However, we found none as comprehensive in their scope as Research Mentor, in providing support from research conceptualization, grant development, and submission to manuscript preparation within the context of the institutional research environment. To facilitate access across its network of regional centers, Research Mentor was originally launched on Marshfield Clinic’s intranet in 2008. Partially in response to requests for access from external collaborators who appreciated its value, and following exhibition of its contents and capabilities at several national conferences, Research Mentor was transferred to its current internet website at http://www.marshfieldclinic.org/mcrf/researchmentor in 2010, where it is a publically available resource. Access to research-related services and personnel, however, must remain limited to Marshfield Clinic investigators and their collaborators in the context of specific collaborative efforts, due to workload constraints on service personnel.

Clarity: <i>How to Write Scientific and Technical Papers</i> . Sam F. Trelease. M.I.T. Press, Cambridge, Mass., 1969. xii + 188 pp., illus. Paper, $2.95. An outgrowth of <i>Preparation of Scientific and Technical Papers and The Scientific Paper, How to Prepare It, How to Write It</i> . Reprint of the 1958 edition.; <i>Scientific Writing for Graduate Students</i> . A Manual on

The purpose of community service is the achievement of the tri dharma of higher education by providing knowledge that can be applied by the community. This training aims to encourages the academic community to play an active role in research activities. By the theme of the event, this activity is also present to provide benefits in the form of education for both lecturers and students in preparing themselves to make a scientific journal. The Community Service Team held initial discussions with several lecturers from several universities that have cooperation with the Faculty of Economics, Jakarta State University such as YKPN Polytechnic University Yogyakarta, STABN Raden Wijaya Wonogiri, STIE Pertiwi, STIAB Jinarakkhita Lampung, Podomoro University, Dian Nusantara University, Gunung Swaadaya University. Teak. The partners discussed their desire to receive the Basic Skills Training for Scientific Writing and Publication to Improve Research Competence. The method used is qualitative with descriptive analysis techniques. This activity is carried out so that partners can have basic skills in writing scientific papers and publications in international journals. The result of training in writing articles and scientific publications is to improve the quality of research in universities that have an impact on society.

The high level of academic procrastination in the Scientific Writing course needs serious attention because, if left unchecked, it can result in failure to achieve academic achievement. The main focus of this study is to analyze the impact of Project-Based Learning Model on academic procrastination and examine the impact of Self-Regulated Learning as a mediating variable among students in Scientific Writing courses. This research uses an experimental research design. The research population was all students from the Faculty of Teacher Training and Education, Universitas PGRI Madiun, Indonesia, who were taking the Scientific Writing courses. A sample of 186 students was obtained by using the cluster random sampling technique. The instruments used were the Self-Regulated Learning scale and the academic procrastination scale. Data analysis includes descriptive data analysis, prerequisite tests, and inferential data analysis using a two-way ANOVA. The following research findings support the following findings: (1) students in the Scientific Paper course who received a project-based learning model showed significantly higher levels of academic procrastination than students who received a conventional learning model; (2) students in the Scientific Paper course who had high levels of self-regulated learning and those who had low levels of self-regulated learning showed significantly higher levels of academic procrastination; and (3) there was an interaction effect between the project-based learning model and self-regulated learning on academic procrastination of students in the Scientific Paper course. It is thought that the growth of SRL will improve academic performance and boost students' accountability for their education. To track the evolution of SRL and the calibre of students' scientific work over time, further longitudinal study can be done. Another possible line of inquiry is the creation of a hybrid learning paradigm that specifically combines SRL training and PBL.

[THE EFFECTIVENESS OF THE TRAINING OF SCIENTIFIC PAPERS ON WIDYAISWARA WRITING COMPETENCE] The purpose of this study is to describe the effectiveness of the training of scientific article on widyaiswara writing competence regarding the formulation of research problems, the formulation of theoretical studies, the formulation of research methods, the preparation of results and discussion, and the presentation of conclusions and suggestions. This research is a qualitative descriptive study. The research was carried out in the Education and Religious Technical Training Center. The research subjects were 10 widyaiswara who had participated in the training on scientific writing. Data collection techniques are documentation studies while data analysis techniques are using qualitative data analysis techniques. The results of the study showed that the training of scientific writing for widyaiswara was effective in developing the widyaiswara's competence in writing scientific papers. It revealed that all documents had included research problems in the introduction, content, and closing, although the terminology is not exactly the same as the writing guidelines but the essence is relevant to the problem. Some are explicitly disclosed and some are implicitly. Based on the results of the study, the researcher proposed a suggestion that the Pusdiklat continue to program scientific papers training for Widyaiswara.

In a scientific work, it is closely related to a writing management. Writing which is a writing activity is inseparable in the learning process. Writing can also be used as a management communication tool in conveying information. There are 4 (four) written communication elements as media tools. But recently a new paradigm has begun to develop that a management of scientific work does not have to be based on scientific research, but also a study of a problem that is analyzed professionally by experts. With the method of description using 5 (five) principles in the management of scientific writing to solve problems. So writing management is needed in compiling scientific papers in order to create good work by following the development of the industrial era 4.0. Thus, the task of intellectuals and intellectuals is not only able to read, but also must be able to manage writing about scientific writings and master the procedures for preparing scientific works. Utilization of Management of Writing Scientific Writing in the Learning Process in Higher Education. &#x0D; Keywords: management of scientific work, management of writing, scientific work.

Scientific writing is a challenging task, particularly for novice researchers who often rely on feedback from experienced peers.Recent work has primarily focused on improving surface form and style rather than manuscript content.In this paper, we propose a novel task: automated focused feedback generation for scientific writing assistance 1 .We present SWIF 2 T: a Scientific WrIting Focused Feedback Tool.It is designed to generate specific, actionable and coherent comments, which identify weaknesses in a scientific paper and/or propose revisions to it.Our approach consists of four componentsplanner, investigator, reviewer and controllerleveraging multiple Large Language Models (LLMs) to implement them.We compile a dataset of 300 peer reviews citing weaknesses in scientific papers and conduct human evaluation.The results demonstrate the superiority in specificity, reading comprehension, and overall helpfulness of SWIF 2 T's feedback compared to other approaches.In our analysis, we also identified cases where automatically generated reviews were judged better than human ones, suggesting opportunities for integration of AIgenerated feedback in scientific writing.* The GF-SVM approach is an algorithm that combines the Genetic Folding (GF) algorithm with Support Vector Machines (SVM) for classifying patients with prostate cancer.It is a hybrid model that uses the SVM classifier with various conventional kernels to achieve high accuracy in classification.How is the GF-SVM approach applied to the prostate cancer detection dataset?* The GF-SVM approach is applied to the prostate cancer detection dataset by using the SVM classifier with several conventional kernels such as linear, polynomial, and RBF kernels.The performance of the GF-SVM approach is evaluated and compared to other ML approaches, and it is found to have superior accuracy.What improvements did the GF-SVM approach bring to the existing models in prostate cancer detection?* The GF-SVM approach brought superior accuracy performance compared to the six ML approaches in prostate cancer detection.What are the full features of the dataset used in the experiments?* The full features of the dataset used in the experiments are Radius, Texture, Perimeter, Area, Smoothness, Compactness, Symmetry, Fractal_dimension, and Diagnosis.What are the usual performance measures in prostate cancer detection models?* The usual performance measures in prostate cancer detection models are sensitivity, specificity, and the area under the ROC curve.Are there any specific considerations or challenges in handling datasets for cancer detection?* Yes, there are specific considerations and challenges in handling datasets for cancer detection, such as batch effects and the need to consider vital biological information.

Abstract. This community service activity (PkM) specifically aims to, 1) provide understanding to students about tips and tricks for writing scientific papers, 2) improve students' skills in writing scientific papers, and (3) improve the quality of student scientific papers. The training participants were 30 IAIN Ambon students consisting of students from the Faculty of Tarbiyah and Teacher Training (FITK) and the Faculty of Sharia and Islamic Economics (FSEI). The materials presented during the training included 1) Basic Concepts of Writing Scientific Writing, 2) Anatomy of Scientific Writing, 3) Use of Language in Scientific Writing, and 4) Tips and Tricks to Overcome Plagiarism. The methods used during the training were lectures, demonstrations, interactive discussions and coaching clinics. The results of this PkM activity are, 1) students gain basic knowledge about the preparation of scientific works such as articles, proposals and theses, 2) students are able to compose scientific papers in accordance with systematics and writing criteria, and 3) students are able to write scientific papers that quality.Keywords: systematics of scientific writing, paraphrasing, plagiarism, language formulation

The purpose of scientific writing is to explain the role of the Turnitin tool to detect plagiarism in a scientific work and also to encourage quality scientific work. To suppress plagiarism and encourage quality scientific work, it is necessary to have a detailed and intense mastery of scientific work material so as to produce scientific writings that produce writings that have high originality. To suppress plagiarism in scientific writing, you can also use a paraphrase strategy and process words and sentences manually. Although the Turnitin tool is currently the best tool for detecting plagiarism, it still has a weakness, namely that it only detects the similarity or similarity of words and sentences. For this reason, there needs to be collaboration between students, lecturers and universities in suppressing thesis plagiarism and utilizing the role of the Turnitin tool in encouraging quality scientific works or thesis..

The quality of students’ scientific writing is a crucial indicator in assessing academic standards and program accreditation. However, many students continue to face difficulties in formulating research problems, understanding research methodology, and writing according to academic conventions. To address these challenges, the Government Science Study Program of the Faculty of Social and Political Sciences, Universitas Mulawarman, implemented the Scientific Writing Clinic as a systematic mentoring initiative to enhance students’ academic writing skills. Conducted over four weeks, the program applied a student-centered learning approach. The activities consisted of three main stages: Clinic Series I, which focused on identifying research problems and developing research background; Clinic Series II, which addressed social research methods; and the Intensive Consultation Clinic, which provided continuous personalized guidance. A total of 208 students participated in both offline and online sessions. Evaluation results indicate that approximately 91% of participants experienced improved abilities in designing research and writing scientific papers systematically. Beyond strengthening methodological literacy, the program also fostered self-confidence, reflective abilities, and a collaborative academic culture among students. The Scientific Writing Clinic proved effective as a sustainable mentoring model that can be adopted to enhance the quality of students’ scientific work and support program accreditation achievements

Technological advances in Natural Language Processing have brought forth language models capable of advanced response delivery. Scientific papers are traditionally written manually by human researchers, but with the advent of mainstream Large Language Models, e.g., OpenAI's ChatGPT, it is of increasing concern to scientists and academics that content in scientific papers may be generated by Artificial Intelligence (AI). Wishing to stop this is a losing attitude, as large-scale generative AI only becomes more powerful and accessible. Taking the more tenable position of cautious adaptation, this paper argues that there exists a taxonomy in the structure of scientific papers, and that language models can be used by scientific researchers to bootstrap scientific writing. Furthermore, AI can augment their own writing workflow to more efficiently traverse the academic publishing pipeline. Despite the shortcomings of language models, e.g., hallucination, when prompted appropriately with sufficient constraints, language models are extremely accurate and efficient content providers. In this work, the canonical scientific paper is broken down into its taxonomy of parts, where it is then considered how each part can benefit from language models, e.g., in generating abstracts and keywords, reformatting sections, theorizing titles, etc. Finally, a call for consensus among the academic and scientific communities regarding the use of language models in the scientific writing workflow is established.

Students are certainly familiar with the term scientific work. Scientific work is written work that contains an explanation of a scientific discussion carried out by a writer or researcher. Scientific work is written work, specifically writing a thesis. For every student completing their studies, they are required to write a scientific work, because it is a regulation in higher education that they will graduate or get a degree when they have completed all the demands in higher education, namely writing a thesis. So it is necessary to hold training in writing Scientific Writing (KTI) for tourism study program students, Faculty of Tourism and Creative Industries, Universitas Muhammadiyah Tangerang. With this training activity, it is hoped that students will be able to increase their knowledge and skills in writing scientific papers, namely writing theses or other scientific works. The methods used in this service or training in writing scientific papers are the lecture method, discussion method and writing practice method. This training was carried out over three meetings starting from Tuesday to Thursday 17-19 October 2023. The training participants were 20 tourism study program students from the Faculty of Tourism and Creative Industries. Based on the results of the training. Students are trained in choosing titles and determining topics and creating an outline for an essay. Students are able to write problem formulations well by following the systematics of writing scientific papers. With the level of student ability in the training process, the level of student ability in understanding how to choose a title is 80%, compiling an outline online is 82%, practicing writing is 75%, while students find it difficult to determine a topic at 5%.Students are certainly familiar with the term scientific work. Scientific work is written work that contains an explanation of a scientific discussion carried out by a writer or researcher. Scientific work is written work, specifically writing a thesis. For every student completing their studies, they are required to write a scientific work, because it is a regulation in higher education that they will graduate or get a degree when they have completed all the demands in higher education, namely writing a thesis. So it is necessary to hold training in writing Scientific Writing (KTI) for tourism study program students, Faculty of Tourism and Creative Industries, Universitas Muhammadiyah Tangerang. With this training activity, it is hoped that students will be able to increase their knowledge and skills in writing scientific papers, namely writing theses or other scientific works. The methods used in this service or training in writing scientific papers are the lecture method, discussion method and writing practice method. This training was carried out over three meetings starting from Tuesday to Thursday 17-19 October 2023. The training participants were 20 tourism study program students from the Faculty of Tourism and Creative Industries. Based on the results of the training. Students are trained in choosing titles and determining topics and creating an outline for an essay. Students are able to write problem formulations well by following the systematics of writing scientific papers. With the level of student ability in the training process, the level of student ability in understanding how to choose a title is 80%, compiling an outline online is 82%, practicing writing is 75%, while students find it difficult to determine a topic at 5%.

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. &#x0D; Keywords: scientific writings, scientific publications, teacher profession development

The study employs a narrative inquiry approach and involves five English master students who have used AI tools in their academic writing. The participants' experiences and opinions on AI's role in scientific writing are analysed through thematic analysis. The findings of the study reveal that master students perceive AI as a helpful tool that can assist in various aspects of scientific writing, such as brainstorming ideas, the writing process itself, and refining scientific papers. AI tools have transformed the pre-writing process by offering solutions to streamline the workflow and unlock new research paths. The students reported using AI tools for literature exploration and idea generation, refining arguments and style, boosting research efficiency, and visualizing data and findings. The study also highlights the importance of maintaining academic integrity and ensuring the originality of works when using AI-generated content, particularly pre-, during-, and post-writing processes. This study provides insights into the experiences of English master students in using AI tools for scientific writing and highlights the benefits and potential of using AI-based tools in scientific writing by English master students to improve their writing skills, streamline the writing process, and improve the overall quality of their scientific work.

How do we enhance the learning experience of graduate students in scientific writing, an essential skill in their professional development? A graduate course TPSS 711 “Scientific Writing for Graduate Students” was developed to address this need. Its objectives were to help students write, analyze, and revise parts of a scientific paper; critically evaluate their own writing and the writings of others; and become familiar with types of publications. The diverse topics included purpose of scientific writing; organizing your writing; parts of a scientific paper; data analysis and growth analysis; writing the content of a poster or oral presentation; newspaper articles and popular works; extension publications; technical writing for the general public; thesis/dissertation writing; a journal editor's perspective; and reviewing a manuscript. TPSS 711 had an enrollment of 11 TPSS master's students. Students were in their second through fifth semesters of their graduate program. A student survey showed no student had submitted a manuscript to a peer-reviewed journal, had a peer-reviewed article published, or had a newspaper, trade magazine, or popular work published. Only 9% of the students had a paper published in a conference proceedings or presented a scientific paper outside Hawaii, with only 18% having presented a paper in Hawaii. Writing assignments, in-class activities, and evaluations of the writings of others helped students gain intensive hands-on experience in scientific writing. As a course requirement, students submitted an abstract and presented a paper at our college's annual scientific symposium. Course evaluations indicated this course was important and valuable in helping enhance the students' learning experience.