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Given the explosion of information and knowledge in the field of Life Sciences, adapting primary literature as materials in course work as part of active learning seems to be more effective in improving scientific literacy among science undergraduates than the pure transmission of content knowledge using traditional textbooks. In addition, students also read research articles as part of undertaking laboratory research projects useful for preparing them for graduate school. As such, a good grasp of reading and analytical skills is needed for students to understand how their research project contributes to the field that they are working in. Such skills are being taught at UK and USA universities. In Asia, this approach in teaching has not yet been as widespread, although similar ideas are beginning to be used in education. Written as a quick guide for undergraduate students and faculty members dealing with scientific research articles as part of a module or research project, this book will be useful, especially in Asia, for students and faculty members as the universities look to incorporating the use of scientific research articles in their undergraduate teaching. For Life Science students, the first time they encounter a primary literature can be rather daunting, though with proper guidance, they can overcome the initial difficulties and become confident in dealing with scientific articles. This guidebook provides a structured approach to reading a research article, guiding the reader step-by-step through each section, with tips on how to look out for key points and how to evaluate each section. Overall, by helping undergraduate students to overcome their anxieties in reading scientific literature, the book will enable the students to appreciate better the process of scientific investigations and how knowledge is derived in science.

02 --- Critics --- Peer review --- Research --- Peer evaluation --- Peer rating --- Review, Peer --- Professional employees --- 360-degree feedback (Rating of employees) --- Science --- Science research --- Scientific research --- Information services --- Learning and scholarship --- Methodology --- Research teams --- Literary critics --- Criticism --- Litterateurs --- Study and teaching --- Rating of

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College teachers --- Peer review --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- Universities and colleges --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Peer evaluation --- Peer rating --- Review, Peer --- Rating of&delete& --- Congresses --- Teachers --- Higher education --- Great Britain --- Netherlands --- Professional employees --- 360-degree feedback (Rating of employees) --- Rating of --- Faculty

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Water resources development --- Peer review. --- Peer evaluation --- Peer rating --- Review, Peer --- Professional employees --- 360-degree feedback (Rating of employees) --- Energy development --- Natural resources --- Water-supply --- Planning. --- Research --- Rating of --- United States. --- COE --- Corps of Engineers (U.S.) --- U.S. Army Corps of Engineers --- U.S. Army Engineers --- U.S.E.D. --- US Army Corps of Engineers --- USACE --- USED --- U.S. Army Engineer Department

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Research --- Peer review. --- Peer review --- Administrative agencies --- Science --- Science research --- Scientific research --- Information services --- Learning and scholarship --- Methodology --- Research teams --- Agencies, Administrative --- Executive agencies --- Government agencies --- Regulatory agencies --- Administrative law --- Public administration --- Peer evaluation --- Peer rating --- Review, Peer --- Professional employees --- 360-degree feedback (Rating of employees) --- Evaluation. --- Government policy --- Law and legislation --- Rating of

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This Element describes for the first time the database of peer review reports at PLOS ONE, the largest scientific journal in the world, to which the authors had unique access. Specifically, this Element presents the background contexts and histories of peer review, the data-handling sensitivities of this type of research, the typical properties of reports in the journal to which the authors had access, a taxonomy of the reports, and their sentiment arcs. This unique work thereby yields a compelling and unprecedented set of insights into the evolving state of peer review in the twenty-first century, at a crucial political moment for the transformation of science. It also, though, presents a study in radicalism and the ways in which PLOS's vision for science can be said to have effected change in the ultra-conservative contemporary university. This title is also available as Open Access on Cambridge Core.

Research --- Peer review. --- Periodicals --- Scholarly publishing. --- Academic writing --- Evaluation. --- Publishing. --- Learned writing --- Scholarly writing --- Authorship --- Academic publishing --- Publishers and publishing --- Journal publishing --- Magazine publishing --- Periodical publishing --- Periodicals, Publishing of --- Peer evaluation --- Peer rating --- Review, Peer --- Professional employees --- 360-degree feedback (Rating of employees) --- Rating of --- publishing --- literature