Academic literature on the topic 'Professional essay writing service'
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Journal articles on the topic "Professional essay writing service"
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Anishchenko, V. "RESULTS OF THE STUDY ON THE STATUS OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE PENITENTIARY OFFICERS OF UKRAINE IN TRADITIONAL TRAINING SYSTEM." Innovative Solution in Modern Science 1, no. 37 (March 26, 2020): 103. http://dx.doi.org/10.26886/2414-634x.1(37)2020.10.
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The main indicator of the readiness for future activity of penitentiary officers of the State Criminal and Executive Service of Ukraine is the professional competence. The problem of its formation study is urgent especially at present, when the whole penitentiary system of our country is being reformed.The purpose of the article is to determine the results of experimental verification of professional competence level of future penitentiary officers of the traditional training system. In order to achieve the purpose, there were used the study methods as questioning, testing, cadets and students' practical tasks in solving juridical situations, writing essays, interviews and others.The article presents the results of the study of professional competence level of future penitentiary officers of Ukraine, who obtain higher education at the first (bachelor’s) and second (master’s) levels of education. The professional competence level of future officers of the State Criminal and Executive Service of Ukraine was determined by cognitive, activity, motivational, motivational and volitional, axiological and professional and personal criteria.The provided study results of the status of professional competence formation of future penitentiary officers in the traditional training system indicate the need for methodological improvement of the training system which in the future will become the basis for the author's concept development for the graduate officers` training of the State Criminal ans Executive Service of Ukraine.Keywords: penitentiary officer, professional competence, service quasi-professional activity, criteria of the level of professional competence formation, professional development.
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Conrad, Nina. "Revisiting Proofreading in Higher Education: Toward an Institutional Response to Editors Canada’s Guidelines for Ethical Editing of Student Texts." TESL Canada Journal 36, no. 1 (October 1, 2019): 172–83. http://dx.doi.org/10.18806/tesl.v36i1.1309.
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Anglosphere universities are a site of growing concern about students’ use of professional English language editing and proofreading services for the correction of academic writing. Students’ use of such services raises issues of ethics and academic integrity as well as fundamental questions about how value is allotted to the labour involved in producing written texts and providing writing instruction. In addition, the term proofreading is ambiguous, obscuring the extent to which proofreaders intervene in students’ written texts. Although much attention has been focused on graduate students’ use of proofreading services, there is growing recognition that some undergraduates receive proofreading as well. In response to these issues, Editors Canada (2018) has recently released new guidelines for ethical editing of student texts that, for the first time, delineate standards for professional editing of both undergraduate and graduate students’ writing. These guidelines are effective in clarifying acceptable practices for editors, students, and university instructors, yet they apply only to students who seek proofreading from an Editors Canada affiliate. This essay summarizes key considerations in the proofreading debate with the aim of encouraging the development of clearer institutional and classroom policies on proofreading that will complement the Editors Canada guidelines and apply to all students.
Les universités de l’anglosphère s’inquiètent de plus en plus de l’utilisation que font les étudiants et étudiantes de services professionnels de révision et de correction pour leurs textes académiques de langue anglaise. Le recours à de tels services de la part des étudiants soulève des questions d’éthique et d’intégrité académique en plus de questionnements fondamentaux sur l’attribution de la valeur accordée au travail exigé pour la production de textes écrits et l’enseignement de l’écriture. Qui plus est, le terme de correction est ambigu puisqu’il ne permet pas de déterminer dans quelle mesure les correcteurs interviennent dans les textes écrits des étudiants. Si on accorde une attention grandissante au recours des étudiants de cycle supérieur aux services de correction, on reconnaît de plus en plus que certains étudiants de premier cycle y font appel eux aussi. En réponse à ces questions, Réviseurs Canada (2018) a récemment publié de nouvelles directives pour la révision éthique de textes rédigés par des étudiants qui délimitent pour la première fois les normes applicables à la révision professionnelle de textes d’étudiants de premier cycle et de cycle supérieur. Ces normes définissent clairement les pratiques acceptables chez les réviseurs, les étudiants, et les enseignants universitaires, mais elles s’appliquent uniquement aux étudiants qui recourent à des services de correction de texte affiliés à Réviseurs Canada. Le présent essai résume les principales considérations du débat sur la correction de texte dans le but de permettre d’offrir aux établissements et aux salles de classe des politiques de correction plus claires susceptibles de compléter les directives de Réviseurs Canada et de s’appliquer à l’ensemble de la population étudiante.
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Błaszczyński, Kamil. "CODE PREFERENCES OF 1st YEAR UNDERGRADUATE STUDENTS – CASE STUDY OF “SOCIOLOGY OF DISPOSITIONAL GROUPS” STUDENTS." Journal of Education Culture and Society 6, no. 2 (January 2, 2020): 184–95. http://dx.doi.org/10.15503/jecs20152.184.195.
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Because of the formal and non-formal changes which are taking place in Polish higher education, the role and function of the university is also changing. Contemporary Polish students consider higher education as one of the phases of their career. The new generations of students expect rapid and effective education, perceiving academic education as a purchase of services or professional training. The aim of the study was to diagnose if those trends are visible also in the processes of communication between the students and the academic staff. To verify this thesis, the author diagnoses the language expression of students, in the form of essay writing. Expressions were analysed quantitatively and were correlated with some chosen indicators of the students social background.
Results indicated that students language expression could be divided into three types: mixed, restricted and elaborate expression. Each of those types can be classified as social codes, which have their own features. Gathered data only partially confirmed the hypothesis tested by the author. Because of the low scale of the study, it can only be considered an inspiration for other researchers and future studies on a high-scale level.
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Neal, Michael R. "Review Essay: Assessment in the Service of Learning." College Composition & Communication 61, no. 4 (June 1, 2010): 746–58. http://dx.doi.org/10.58680/ccc201011337.
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Effective Grading: A Tool for Learning and Assessment in College, 2nd ed. Barbara E. Walvoord and Virginia Johnson Anderson San Francisco: Jossey-Bass, 2010. 255 pp. A Guide to College Writing Assessment Peggy O’Neill, Cindy Moore, and Brian Huot Logan: Utah State University Press, 2009. 218 pp. Organic Writing Assessment: Dynamic Criteria Mapping in Action Bob Broad, Linda Adler-Kassner, Barry Alford, Jane Detweiler, Heidi Estrem, Susanmarie Harrington, Maureen McBride, Eric Stalions, and Scott Weeden Logan: Utah State University Press, 2009. 167 pp. Teaching and Evaluating Writing in the Age of Computers and High-Stakes Testing Carl Whithaus Mahwah, NJ: Erlbaum, 2005. 169 pp. Composition in Convergence: The Impact of New Media of Writing Assessment Diane Penrod Mahwah, NJ: Erlbaum, 2005. 184 pp.
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Díaz Larenas, Claudio, Lucía Ramos Leiva, and Mabel Ortiz Navarrete. "Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing." PROFILE Issues in Teachers' Professional Development 19, no. 2 (July 1, 2017): 87–100. http://dx.doi.org/10.15446/profile.v19n2.60231.
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This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.
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Opaliuk T. L. "METHOD OF WRITING DISCURSIVE ESSAYS ON SOCIAL AND PEDAGOGICAL TOPICS." World Science 3, no. 3(55) (March 31, 2020): 23–30. http://dx.doi.org/10.31435/rsglobal_ws/31032020/6987.
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The article discusses essential problems of discursive essay writing method during professional formation of a future teacher, conceptual approaches and technique of step-by-step preparation for its writing, as well as approaches to assessing and analyzing the level of performance using defined set of criteria given specifics of social and pedagogical problems. General theoretical bases of interpretation of discourse features and logic and technological support of its implementation are described, given the specifics of essay writing method, which was not relevant in the system of information and reproductive professional education.
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Adebanjo, Adebimpe Olubunmi, Olusola Akintunde Adediran, and Adebayo Adeyinka Salako. "Appraising the Blindspots and Creativity Effects in the Teaching of Essay Writing Among Students with Learning Disabilities." International Journal of Interdisciplinary Research Methods 11, no. 1 (January 15, 2024): 60–67. http://dx.doi.org/10.37745/ijirm.14/vol11n16067.
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Effective teaching/learning of essay writing is very crucial to the achievement of educational objectives. This paper, therefore, discussed the aims of teaching essay writing in schools most importantly to students with learning disabilities, notably to develop critical thinking skills in the students; stages involved in essay writing was extensively discussed: pre-writing, writing, post-writing, to mention but a few. The paper also viewed creativity as a key to professional development in the 21st century. Different definitions of creativity as given by some scholars were highlighted and some important components of the concept as well as the features of a creative student were discussed. The paper further discussed some creative methods of teaching essay writing to students with learning disability, among which are potency of technology and bringing of samples to the classroom for students’ observation and learning.
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Beccaria, Lisa, Megan Kek, and Henk Huijser. "Using "just in time" online feedback to improve first year undergraduate nursing students' essay writing performance." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 91–109. http://dx.doi.org/10.53761/1.16.4.7.
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Undergraduate nursing students often find essay writing challenging, and feel underprepared, yet the impact of using online feedback to support essay writing has been underexplored. First-year nursing students from a regional university were involved in a project that encouraged them to access an online tutoring service, as part of their development of an essay task. Significant differences were found in students’ final essay marks for those who accessed the online writing support. Students who accessed online writing support were also more likely to be deep, rather than surface learners. The findings indicate that the provision of prompt or ‘just in time’ feedback, using an online feedback mechanism, can greatly enhance students’ essay writing performance.
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Dush, Lisa. "When Writing Becomes Content." College Composition & Communication 67, no. 2 (December 1, 2015): 173–96. http://dx.doi.org/10.58680/ccc201527641.
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This essay explores content, a word and concept now often associated with writing in fields including marketing, journalism, publishing, and technical communication. Ipresent a definition of content appropriate to writing studies and explore a range of issues and practices that the content metaphor can bring to our professional, scholarly, and pedagogical attention.
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Ybyrayeva, Korkem, Merey Shyrynbekova, and Fariza Toltebayeva. "Developing students' academic writing skills through the use of Bloom's taxonomy strategies (analysis, synthesis, evaluation)." InterConf, no. 39(179) (November 20, 2023): 155–60. http://dx.doi.org/10.51582/interconf.19-20.11.2023.016.
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This research explores the application of Bloom's taxonomy as a tool to enhance students' argumentation skills in academic writing. The professional development goal focuses on developing students' academic writing skills through the strategic implementation of Bloom's taxonomy strategies, specifically analysis, synthesis, and evaluation. The study aims to improve students' academic essay argumentation by cultivating higher-order thinking skills. The research is prompted by the identified knowledge gap in students' writing skills, including low argumentative writing, lack of high-order thinking skills, and insufficient interdisciplinary integration. The action research plan addresses these gaps and proposes new approaches to enhance students' academic essay writing skills.
Dissertations / Theses on the topic "Professional essay writing service"
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Greene, Cantice G. "Writing and Wellness, Emotion and Women: Highlighting the Contemporary Uses of Expressive Writing in the Service of Students." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/english_diss/63.
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In an effort to connect women’s spiritual development to the general call for professors to reconnect significantly with their students, this dissertation argues that expressive writing should remain a staple of the composition curriculum. It suggests that the uses of expressive writing should be expanded and explored by students and professors of composition and that each should become familiar with the link between writing and emotional wellness. In cancer centers, schools of medicine, and pregnancy care centers, writing is being used as a tool of therapy. More than just a technique for helping people cope with the stresses of loss, pain, and abuse, teaching personal writing techniques enables writers to transfer their skill in writing narratives to other forms of writing, including the more traditional academic essay. By presenting interdisciplinary blending of composition and performance studies, the discussion introduces contemporary tools of writing that engage digital environments and digital storytelling techniques already familiar to students. An important highlight of the research, that allowing students to treat personal themes in the writing classroom boosts students’ overall academic performance, is a discussion relevant to professors outside of the English department. Spurred by the public health calls for intervention in the HIV and HPV spread on minority, tribal, and HBCU campuses, the essay also considers the appropriateness of offering the Life-Support Class (a mainstay of Pregnancy Care Centers) in campus clinics. The subject of emotion is treated in the essay in relation to women’s relationships on campus and the evasion and stigmatization of emotion among professors in the academic setting. Further, the essay highlights research which suggests that a fear of feminist retaliation interferes with campus psychologists’ recommendations for the best outcomes for sexual health. This dissertation follows the trend of feminist research methodology by explicitly exposing the author’s hopes and goals, which connect women’s spiritual formation to expressive writing.
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Shumway, Jill Brown. "Elements of Professional Development That Influenced Change in Elementary Teachers' Writing Instruction." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2257.
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Teacher quality has been identified as the most crucial factor in raising student achievement. In order for teachers—and consequently their students—to be successful, teachers must participate in life-long career development. For this reason, a great deal of time and resources are spent on professional development. However, professional development for teachers is not always effective. This study was aimed at identifying those elements that led to success in professional development conducted in one rural Utah school district. The study operated within the theoretical framework of Appreciative Inquiry, which consists of collecting evidence by interviewing successful participants to gather stories that reveal what works best in an organization. For this study, four elementary teachers in the district were identified as having made positive changes in their classrooms as a result of participation in the professional development. These teachers were interviewed and their stories were recorded. Then, their stories were analyzed and the following common themes emerged: validation, modeling with children, "doable" practices, reanimation of previously learned content and desire to learn more. These themes were then categorized into two sections that represent instructional strategies used by the presenter and teacher behaviors that were influenced by the identified instructional strategies. While research has identified many elements of quality professional development programs, these additional elements that emerged deserve further investigation. Results may provide useful information when designing professional development that will encourage teachers to take up promoted practices.
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Börjesson, Lisa. "Resources for scholarly documentation in professional service organizations : A study of Swedish development-led archaeology report writing." Doctoral thesis, Uppsala universitet, Institutionen för ABM, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-306157.
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This information studies dissertation deals with the problem that results from research outside academia risk to receive little or no attention if communicated through reports, instead of in mainstream academic genres like research journal articles. The case in focus is Swedish development-led (DL) archaeology, i.e. state regulated archaeology preceding land development. Swedish DL archaeology is organized as a semi-regulated market. The organizations competing on the market are professional service organizations selling research services to land developers. Regional government departments, county administrative boards, function as intermediaries setting up procurement-like processes. In previous research on archaeological documentation, the problem with non-use of reports has been described as depending on cultural issues of access, possible to solve if individuals make efforts to communicate and use extra-academic results. This dissertation offers an alternative definition of the problem, highlighting a different set of solutions. The aim is to further the understanding of how the distribution of research duties to professional service organizations affects the scholarly documentation in Swedish archaeology. The aim is met through identification, operationalization and analysis of resources available to report writing DL archaeology practitioners, and an analysis of how practitioners draw on these resources. The results further the understanding of how reports are shaped within the DL archaeology institution. In view of these results, efforts to solve issues of access should target the organization of research in the archaeology discipline, and specifically how scholarly documentation is governed on the archaeology market. The dissertation draws on science and technology studies, practice theory, and document theory for the design of the study of documentation resources and contexts in extra-academic research. A mixed methods approach is applied to capture regulative, institutional, and infrastructural resources, and practitioners’ use thereof. Dissertation papers I-III contain analyses of concrete instantiations of the resources: information policy, documentation ideals, and information source use. The fourth paper presents an analysis of how practitioners draw on these resources in their everyday report writing. The dissertation concerns archaeology specifically, but serves as grounds to inquire into the premises for scholarly documentation in other areas of extra-academic research and knowledge-making as well.Archaeological Information in the Digital Society (ARKDIS)
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Roberts, Jennifer A. "Voices of worth- listening to teachers: A phenomenological study of professional development and instructional change." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9831/.
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The purpose of this phenomenological study was to describe and explain teachers' perceptions about effective professional development as well as to identify the environmental factors that affect the teacher participants' ability to engage in and implement various behaviors and beliefs transferred from the professional development experience. Four teachers were studied in depth for one school year, and data collected included in-depth interviews and classroom observations. Findings indicate three main themes related to the research questions, which sought to understand how teachers perceive and describe their experiences of participating in professional development and the factors that support or constrain their instructional decision-making as it relates to new knowledge and skills acquired through professional development. These themes are that: (a) Effective professional development must have a supportive context and meaningful purpose which: meets the physical and cognitive needs of participants; focuses on improving practice, content knowledge, and pedagogy; provides participants with choice, adequate time and ownership of learning experiences; and includes opportunities for sustained learning and accountability; (b) Learning experiences are greatly affected by interpersonal relationships and opportunities for social learning and should be built upon the principles of: taking risks in the learning environment; sharing beliefs in a community of practice with effective support structures; involving all members, including the leaders, in the community of practice; and including opportunities for dialogue and the sharing of best practices as tools for learning, and (c) Implementation efforts are influenced by multiple sources, including: collegial and administrator support; curriculum and standardized testing; and time. Effective professional development must include attention to assisting teachers in dealing with these influences when they become barriers to implementation efforts.
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Wendler, Rachael. "Community Perspectives On University-Community Partnerships: Implications For Program Assessment, Teacher Training, And Composition Pedagogy." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556591.
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As widely recognized, the voices of community members have been severely overlooked in scholarship. This dissertation reports on interviews with 36 community partners from the three most common types of university-community partnerships in composition and rhetoric: Youth mentored in their writing by first-year composition (FYC) students; Non-profit staff acting as clients for upper-division professional writing students; and Community members (including adult literacy learners, youth slam poets, and rural teachers) working with graduate students in a community literacy practicum or engaged research course. The project offers a theoretical rationale for listening to community voices, combining theories from community development with critical raced-gendered epistemologies to argue for what I term "asset-based epistemologies," systems of knowing that acknowledge the advantages marginalized communities bring to the knowledge production process in service-learning. The dissertation also suggests a reciprocal, reflective storytelling methodology that invites community partners to analyze their own experiences. Each set of community members offered a distinct contribution to community-based learning: Latino/a high school students mentored by college students revealed the need to nuance traditional outcomes-based notions of reciprocity. The high school students experienced fear about interacting with college students, a response that I understand through Alison Jaggar's concept of "outlaw emotions." To mitigate this fear, the youth suggested emphasizing cultural assets and relationships, leading to what I term "relational reciprocity." Non-profit staff detailed their complex motivations for collaborating with professional writing courses, challenging the often-simplistic representations of non-profit partners in professional writing scholarship. Invoking the theory of distributed cognition, I use non-profit staff insights to describe how knowledge circulates in non-profits and how students can interact and write more effectively in organizational contexts. Community members who interacted with graduate students in a range of projects used the term "openness" to describe healthy partnerships, and I build from their stories, along with insights from bell hooks and Maria Lugones, to detail a disposition of openness needed for engaged work. This disposition includes open communication, open structures, open minds, open hearts, and open constructions of self and others. The dissertation concludes with an argument for attention to "relational literacies" in both service-learning practice and scholarship.
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Head, Samuel L. "Macro-Rhetoric: Framing Labor Distribution in Client- and Partner-Based Composition." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595272915985507.
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Le, Clercq Dianne. "Practicum as a context for host teachers' professional development through discourse and reflection." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36568/1/36568_Digitised%20Thesis.pdf.
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Practicum is perceived by both student teachers and practising teachers to be vitally important in the process oflearning to teach. However, as student enrolments into early childhood courses rise, there seems to be an almost corresponding fall in the number of early childhood teachers offering to accept student teachers for practicum. In beginning to investigate the reason for this critical situation, I found, besides the many legitimate calls on teachers' time, and the numerous stressors affecting their teaching, that there was also a critical shortage of professional development opportunities for early childhood teachers. The seed was thus sown - could practicum provide an opportunity for host teachers to learn and develop professionally? If this were possible, teachers might accept student teachers more readily.
Two main issues influenced and consequently determined the direction the study assumed. Firstly, that teachers should be worked 'with' rather than 'on' in research projects, and secondly, that professional development should be a personal journey of learning and growth. The study set out to describe and document the learning and growth which occurred for five early childhood teachers working in five diverse settings (child care, community kindergarten, State preschool, State primary school and an alternative setting), as they hosted a final year student teacher for practicum. While constructivist theory guided the study, Weissglass's (1991) model for educational change provided the framework for considering the possibility of practicum being an avenue for host teachers' professional development.
To ensure that the essence of the complex and dynamic interactions of practicum was captured, qualitative methodology was employed, as this allowed for maximum flexibility of data gathering techniques. Insight into host teachers' learning and growth was gained through the use of reflective journals, telephone conversations and focus group meetings. Knowledge and understanding gleaned through these processes were gathered and recorded as case studies.
All five host teachers gained professionally from the practicum experience, particularly from the professional dialogues which occurred, but also from maintaining a reflective journal. All four teachers working with children on a daily basis continued to regularly reflect on their teaching in written form. Furthermore, host teachers gained professionally from the discussions with the researcher and with the other host teachers (Focus Groups).
This study confirmed what the literature has been saying about both the relative isolation of early childhood teachers, and the need for relevant professional development opportunities. Practicum with a final year student teacher has the potential to reduce this isolation, and to stimulate learning and growth, particularly if the practicum experience is combined with an opportunity to meet with other host teachers. The establishment of local educative communities based on practicum will :further enhance host teachers' professional development. These learning communities, known as PINGs (Practicum Integrating Network Groups) will also provide the collegial networks, the need for which was identified in this study.
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Treviño, Marlea. "Laying the foundation for successful non-academic writing: Professional communication principles in the K-5 curricula of the McKinney Independent School District." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12206/.
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Traditionally, K-5 students' writing has had a primarily academic aim-to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice-over the long period of time mastery requires-the non-academic writing skills they will be required to use as part of their jobs and in their civic life. Based on a limited K-5 study, Texas' McKinney Independent School District is doing a good job of preparing students at the elementary-school level in the areas of collaboration and presentation. A fair job of helping elementary-school students understand the communication situation, define audience, clarify purpose, gather and evaluate resources, and test usability. [And] a poor job of helping elementary-school students with analysis and organization. With their teachers' help, K-5 students eventually grasp the communication situation and can broadly identify their audience and purpose, but they do not appear to select words, format, communication style, or design based on that audience and purpose. Their writer-based focus affects their presentations as well, although they do present frequently. If teachers routinely incorporated audience and purpose considerations into every aspect of communication assignments (format, communication style, design), students would be better prepared for non-academic communication. Texas pre-service teachers practice the types of documents they will write on the job but do not receive training in design or style. Likewise, they practice researching, collaborating, and presenting but receive little training in those skills. If Texas K-5 teachers are to supplement the curriculum with professional writing principles, as trends suggest they should, education programs need to focus on these principles in their pre-service teacher curriculum. Professional writing principles need to become part of ingrained writing patterns because these are the skills that will best serve students after they graduate, both in their careers and civic lives. Understanding how to tailor communication for audience and purpose; how to effectively collaborate; how to select, evaluate, analyze, and organize information efficiently and productively; and how to format presentations effectively requires practice over a long period of time.
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Obery, Angela D. "An examination of Oregon Writing Project teachers : a qualitative study of professional development experiences." Thesis, 2012. http://hdl.handle.net/1957/29027.
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This qualitative study examined the influence of the 2011 Oregon Writing Project (OWP) Summer Institute (SI) on the professional development of six teachers in the following ways:
1. The development of case descriptions of teachers' personal and professional backgrounds relevant to their teaching of writing.
2. An examination of the effects of the Summer Institute on participants' self-reported teaching practices, attitudes, and beliefs about the teaching of writing.
3. An examination of participants' perceptions of aspects of the SI program that they deemed 'influential' in their professional development.
Data was collected from Summer Institute application materials, written coursework, and follow-up interviews. Using inductive reasoning, systematic analysis of the data resulted in the following findings:
1. Teachers reported a neglect of writing education in their teacher preparation programs, as well as in the professional development programs offered by K-12 schools.
2. Participants tended to report change in their professional and personal practices, attitudes, and beliefs related to writing following the Summer Institute.
3. Participants unanimously identified the characteristics of time and a safe learning environment as significant in their professional development experience.
The study suggests the need for more comprehensive inclusion of writing instructional methods in preservice and professional development programs. The study also reinforces pre-existing research that supports professional development models that are designed to be teacher and context-centered within a collaborative community. The present research highlights the need to consider factors of time and participant feelings of "safety" when designing professional development programs. Finally, the study maintains that effective professional development may offer the important teacher learning and confidence needed in K-12 schoolsGraduation date: 2012
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Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
Books on the topic "Professional essay writing service"
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Jacqueline, Connelly, ed. Essay writing skills: Essential techniques to gain top marks. London: Kogan Page Limited, 2012.
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Sarah, Robbins, ed. Teachers' writing groups: Collaborative inquiry and reflection for professional growth. Kennesaw, GA: Kennesaw State University Press, 2006.
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Project for the Study of Alternative Education in South Africa, ed. Interactive reflective journal writing as a tool for mentoring and teacher professional development: A case-study. Cape Town, South Africa: Praesa, 2013.
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Chŏng, Ŭn-yŏng. Chosŏn hugi t'ongsinsa haengnok ŭi kŭlssŭgi tamnon: Kŭlssŭgi pangsik kwa Ilbon tamnon ŭl chungsim ŭro = Writing discussion of envoy's travel essay in the late Joseon dynasty : focusing on writing method and discussion about Japan. [Sŏul T'ŭkpyŏlsi]: Kyŏngjin, 2015.
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Solutions at Your Fingertips: The World of Essay Writing Services. Mary William, 2023.
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Essay writing service review. Essay writing service review, 2021.
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Custom essay | Custom term paper | Essay writing service. paul jhon, 2009.
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Sasulkar, Rajan. Writing Essay in a Professional Way: A Guide to Write an Professional Essay. Independently Published, 2018.
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Team Of Professional Essay Writers. josephlindquist, 2021.
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Nelson, Peter, and Karen Vitler. Successful Writing for Professional Social Work. Palgrave MacMillan, 2017.
Find full textBook chapters on the topic "Professional essay writing service"
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Garrison, Bruce. "Service Features." In Professional Feature Writing, 315–35. 6th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003343400-18.
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Venis, Linda. "E-Mentoring the Individual Writer within a Global Creative Community." In Cases on Online Tutoring, Mentoring, and Educational Services, 98–116. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch008.
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This chapter presents a case study of how the UCLA Extension Writers’ Program, which is America’s largest continuing education provider of online creative writing and screenwriting courses and services, offers individualized feedback and mentoring to 1,000’s of aspiring and practicing writers worldwide. Writing creatively is singularly private and can be isolating; the Writers’ Program’s 220 annually-offered online courses in fiction writing, memoir, personal essay, children’s literature, playwriting, poetry, publishing, feature film writing, and television writing provide access to in-depth instructor/student, student/student, and student/advisor relationships designed to help meet individual writing goals. Writing education is particularly well-suited for online delivery because writers write: students submit their work in writing; the teacher and fellow students give their feedback in writing. For students, the act of learning to write online reinforces their accountability to create in a disciplined way and allows time to absorb and respond to critiques with reflection. For teachers, e-mentoring requires unusual rigor and preciseness in order to give thoughtful feedback on each piece of creative work, and the 80 professional writers who teach the Writers’ Program online courses employ a range of pedagogical strategies to do so. In addition, the Writers’ Program provides personalized guidance and advice on writing online through its student advisors as well as an array of services, including one-on-one manuscript and script consultations; feature film mentorships for which students sign up monthly and receive “on demand” guidance on their projects; and a first-of-its-kind course limited to six advanced students in which they hold virtual internships at production companies and studios as script readers. The chapter begins with an overview of UCLA Extension and the Writers’ Program’s history, mission, products, services, and managerial structure, and then describes the origins and current status of the Writers’ Program’s online curriculum and educational services. The ways in which writing education comprises a near-perfect match for a virtual delivery system are explored, followed by a discussion of what makes Writers’ Program’s products and services uniquely suited to deliver e-mentoring for a global, mostly post-baccalaureate student body who puts a high premium on results and quality of interaction. The chapter next outlines how clear expectations, course design, lectures and critiquing guidelines ensure successful response to creative work (instructor/student and student/peers), and then focuses on “best practices” techniques and strategies that online Writers’ Program instructors use to shape and deliver critiques, including a common critiquing vocabulary and methodology, use of technological tools to provide sustained, personalized feedback, and ways to cultivate the individual writer’s sense of place in the global literary and entertainment communities. The chapter concludes by addressing technological, pedagogical, and economic challenges and future directions of e-mentoring aspiring creative writers and screenwriters.
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McDonald, Catherine, Christine Craik, Linette Hawkins, and Judy Williams. "Recording and report-writing." In Professional Practice in Human Service Organisations, 68–91. Routledge, 2020. http://dx.doi.org/10.4324/9781003116851-4.
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Daugherty, Beth Rigel. "Essay-writing and Book-reviewing Skills." In Virginia Woolf's Apprenticeship, 250–71. Edinburgh University Press, 2022. http://dx.doi.org/10.3366/edinburgh/9781399504515.003.0013.
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Relying on representative samples of Virginia Stephen’s diary entries, archival reading notes for reviews, and reviews and essays, this chapter traces her development and practice of crucial writing skills: observing, taking notes, and revising. Stephen learns to describe, interpret, and find meaning in her diary literary exercises, and essays evolving from diary entries show her revising to go beyond scene making. Comparing some review reading notes with the resulting reviews reveals Virginia Stephen learning professional respect and the balance between sympathy and judgement Virginia Woolf later aims for. In addition, using archival research into newspapers, the online Oxford Dictionary of National Biography, and comparison of reviewers’ evaluations, this chapter discusses the skills Virginia Stephen develops as she reviews fifty-six pieces of popular fiction between 1905 and 1908. She gains independence, a stance and voice of her own, and the confidence to explore more complex literary questions. Reading and reviewing popular fiction gave her dual training, shaping both her non-fiction’s persona and her fiction’s aesthetic standards.
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Plakhotnik, Maria Sergeevna, and Ekaterina Alexandrovna Ershova. "Developing Academic Writing Skills of In-Service and Pre-Service Teachers." In Handbook of Research on Teacher Education and Professional Development, 238–57. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch013.
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This chapter reports on services created and implemented by a writing center in a large public university in the USA to assist to pre-service teachers and in-service teachers with academic writing as professional development activities while they are pursuing their degrees. Academic writing is a style of written communication that has become acceptable in institutions of higher education (Craswell, 2005). The services include: 1) a series of workshops to teach the requirements of the Publication Manual of the American Psychological Association (American Psychological Association [APA], 2010), 2) a series of workshops around conceptualizing a research project and submitting a paper to a conference, 3) writing support circles, and 4) individual consultations. The chapter provides a description of each of this service, including the purpose and the design, highlights outcomes of these professional development services, and discusses challenges in its design and implementation.
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Hochberg, Michael. "What to Expect from Journal Service." In An Editor's Guide to Writing and Publishing Science, 97–103. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198804789.003.0014.
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Journal service includes the manuscript handling system, notifications, the possibility of liaising with administrative, scientific and production contacts, but also less transparent features such as the number of reviews solicited, reviewer quality control, and possibilities for resubmission and for appeals. There is no charter for journal service. What should one expect? This chapter presents the essentials of professional manuscript handling.
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Yiğitoğlu Aptoula, Nur, and Derya Altınmakas. "12 Integrating Genre-Based Writing and Critical Thinking in Developing Writing Skills of Pre-service Language Teachers." In EFL Writing Teacher Education and Professional Development, 116–23. Multilingual Matters, 2024. http://dx.doi.org/10.21832/9781800415140-016.
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Reichard-Brown, Jan L., and Carl Lam. "Writing a Personal Statement Gets Personal." In Advances in Medical Education, Research, and Ethics, 234–48. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9617-3.ch012.
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The personal statement, depending on the profession, may be the only opportunity for the voice of the applicant to be heard. Advisors understand the gravity of this essay and want to facilitate students presenting themselves in the most competitive and best possible light. While the context of the personal statement is highly specific, the best practices for professional writing remain key components for production of a compelling personal statement. This chapter provides practical advice for working with students on crafting and editing their essays. In addition, the chapter provides insights into why applicants can find writing these essays so traumatizing. Students often get caught up in comparing themselves with other individuals applying to professional health programs. Using social comparison theory, this chapter explores reasons why students may get bogged down early in the process.
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Rahman, Tania. "20 In-Service Teacher Training, Agency and Teaching Writing in English at a Bangladeshi University: A Critical Perspective." In EFL Writing Teacher Education and Professional Development, 203–21. Multilingual Matters, 2024. http://dx.doi.org/10.21832/9781800415140-024.
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Slorach, Scott, Judith Embley, Peter Goodchild, and Catherine Shephard. "14. Writing and drafting." In Legal Systems & Skills, 435–79. Oxford University Press, 2023. http://dx.doi.org/10.1093/he/9780192874429.003.0014.
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This chapter focuses on the development and improvement of writing skills by law students. It then goes on to explore why these skills are needed in practice, and how to continue to improve them at that stage. It also explains what are professional drafting skills and provides guidance for good drafting. The section about academia includes comprehensive writing guidance for law students. This includes spelling, grammar, punctuation, structure, layout, language and proofreading. The section then moves on to explaining plagiarism, honesty and academic conduct. Guidance is provided about how to OSCOLA reference, and how this differs from other styles such as Harvard. Supportive technology is discussed, including Endnote and Grammarly. The section then moves on to how to write good essays, with guidance about planning and structuring essays. Reference is made to assessment criteria, and how to meet the criteria at the highest level in an essay. The professional writing and drafting section explores how to further develop the good writing practice mastered at university. It also explores drafting and dictation skills, and how to use a precedent. Writing and drafting templates are provided, including for an email.
Conference papers on the topic "Professional essay writing service"
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Hutchison, Allison. "Writing Support for the Online Technical Writing Service Course: A Feasibility Study." In 2018 IEEE International Professional Communication Conference (ProComm). IEEE, 2018. http://dx.doi.org/10.1109/procomm.2018.00011.
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Grabill, Jeff, Jacob McCarthy, William Hart-Davidson, and Michael McLeod. "Content management and a self-service society: Identifying and solving a key problem of organizational writing." In 2010 IEEE International Professional Communication Conference (IPCC 2010). IEEE, 2010. http://dx.doi.org/10.1109/ipcc.2010.5530014.
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Gunning, Sarah K. "Writing students' self-assessment of communication skills in the service learning classroom: Preliminary results of a quasi-experiment." In 2015 IEEE International Professional Communication Conference (ProComm). IEEE, 2015. http://dx.doi.org/10.1109/ipcc.2015.7235828.
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Kmiec, Dave, Olga Menagarishvili, and Bernadette Longo. "Humanistic approaches for teaching technical writing service courses better meet the needs of our students (and our discipline)." In 2017 IEEE International Professional Communication Conference (ProComm). IEEE, 2017. http://dx.doi.org/10.1109/ipcc.2017.8013951.
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Barry, Kristin M. "Nontraditional Grading for Equitable Learning: Alternative Assessment in Architecture." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.54.
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“Professional architectural education in the United States has changed very little since its inception, outside of the techno-logical evolution of structures and computing. History/theory courses, in particular, often represent a specific pattern of information processing: memorize, regurgitate, repeat. This instruction method can alienate students for whom memorization of historical dates or images and/or efficient essay writing are a challenge. With more students arriving in higher education with a broader spectrum of learning needs, evolving teaching strategies to meet these needs is paramount to the continued success of students in architecture.This paper explores the benefits and constraints of using non- traditional grading practices, detailed rubrics, and integrated design projects in two architectural history/theory courses, focusing on student learning objectives and summative understanding of course material. Disrupting the stereotype of the “sage-on-the-stage” history/theory course, alternative teaching and grading that requires self-reflection and discourages adversarial discussion may help students better understand not only the conten s application as critical in the design process.”
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Calle, Maria, Adela De castro, Jose Soto, Luis Torres, Lucy Garcia, John Candelo, and Ricardo Gonzalez. "DEVELOPING ARGUMENTATIVE DOCUMENTS IN ENGINEERING: A CASE STUDY THROUGH THE CURRICULUM." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-003.
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Communication skills are very important for engineers, especially when they need to justify professional choices by developing arguments in written documents. Engineering students at Universidad del Norte learn how to write argumentative documents in the second semester. However, when students reach their senior year, their communication skills do not show their previous training. The paper presents preliminary results of a diagnosis of this skill in engineering students of different programs, different semesters and two different universities. The methodology for the diagnosis consisted in asking students to first read documents on a particular subject, and then, in the classroom, to write an argumentative essay about the same topic. All students used computers and submitted their essays digitally. The professors evaluated the essays by using a predefined rubric. Results show the students have a low level in academic writing and argument developing. Few students properly cited their sources and no essay fulfilled the minimum requirements for an argumentative document. Noticeably, even though all students employed word processor software, they did not use grammar or style check features. As a consequence, the research team believes that students may not be familiar with these tools. Additionally, students do not allow time for the text to settle before verifying the document, or they do not correct it before submission. Regarding formal aspects of the argument document, fifty percent of the students do not include a thesis in the introduction. Nonetheless, in most cases the research team identified some statements that could form or be understood as a pseudo-thesis. Essays in general lack evidences and facts to support the arguments. Moreover, most essays did not provide a conclusion where they clearly set the reader in a context and they did not resume the thesis.
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Lie, Anita, Siti Mina Tamah, Trianawaty, and Fransiskus Jemadi. "Challenges and Resources in Enhancing English Teachers’ Proficiency." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.
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This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist. The present study focuses on teachers’ English proficiency, which has been recognized as an important qualification for successful English teaching. Thirty secondary school teachers of English who were participating in an in-service professional development program were asked to self-assess their English proficiencies based on the ACTFL guidelines as well as to identify their challenges and resources. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The study also conducted in-depth interviews of selected teachers. This study found that teachers strive to build their willingness to communicate in English despite challenges, and still grapple to improve their proficiency. They employ various resources to overcome the prevailing challenges.
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Schleicher, Dean M. "Bringing Science and Technology to the Waterfront - Donald L. Blount." In SNAME Chesapeake Power Boat Symposium. SNAME, 2012. http://dx.doi.org/10.5957/cpbs-2012-001.
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Donald Blount is recognized around the world for his contributions to high-speed marine vehicles of various types for more than 50 years. A highlight of his career has been the revolutionary high-speed craft, DESTRIERO, which holds the combined east- and west-bound Atlantic crossing elapsed time record and the fastest east-bound crossing record for which its development history has been presented in numerous forums. An in-depth look at his career beyond this singular achievement will be shared in honor of his numerous contributions to the marine industry during his lifetime of bringing science and technology to the waterfront. Donald Blount began his formal career in 1954 as an intern at David Taylor Research Center while a student at Virginia Polytechnic Institute. He was hired by DTRC and worked in the model test basin and in the tests and trials branch. In 1959 he successfully tested into a naval architecture position. He concluded his degree in Mechanical Engineering at George Washington University in 1963. Also in 1963, Gene Clement and Donald published "Resistance Tests of a Systematic Series of Planing Hull Forms" in SNAME Transactions which concluded two years of testing in Tank 3 at DTRC and of the subsequent analysis of Model Series 62. He worked in Jacques Hadler's division conducting individual research and directing engineering programs relating to emerging technology in the field of hydrodynamics. He served as Project Engineer in the ship powering, small craft, propeller and full-scale trials branches. He volunteered and served two years as a civilian with NRDUV (Naval Research and Development Unit, Viet Nam) including being in Viet Nam during the summer of 1968. Throughout 1967 while acting as branch head, he received casualty reports from the field for trend monitoring. During his in-country tour in 1968, he personally participated in nine missions on the rivers of the Mekong Delta and offshore. Upon returning from his service he found that his position as Trials Branch Head at DTRC was no longer available and he chose to transfer to the Combatant Craft Engineering Department in Norfolk, Virginia as Technical Manager in 1969. He was responsible for planning, organizing and monitoring research and development programs for small craft and their systems. He also evaluated technological trends and selected promising approaches to achieve significant advances in performance. Department of Defense and other governmental agencies. He was promoted to Department Head in 1981 where he was responsible for design, engineering and testing of all non-commissioned navy craft. He supervised 80 government employees and an additional 45 contracted technical staff. The department developed contract plans and specifications used to procure navy boats and craft. He served as advisor to all levels of the Department of Defense on issues relating to state-of-the-art technologies required for producing high-speed small craft. Throughout his civil service tenure he maintained a small, private consulting practice for the recreational boating industry and when he retired from the Civil Service in 1990, he took his consulting practice full time as a naval architect and professional engineer providing hydrodynamic expertise with an emphasis on sea-keeping, propulsion, maneuvering, control and dynamic stability for high speed and special purpose commercial, military and recreational craft. Donald has published numerous papers and has received several honors in recognition of his contributions. He maintains several professional society memberships, is a professional engineer registered in Virginia and North Carolina and has professional interests including marine archaeology and the collection of antiquarian naval architectural books about boat and yacht design. He is currently writing a book regarding the technical design of small craft. An attempt is made here to present Donald's many contributions in bringing science and technology to the waterfront.
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Msipha, Mzwakhe, and Lydia Mavuru. "THE IMPACT OF SCIENTIFIC LANGUAGE ON THE TEACHING AND LEARNING OF GRADE 7 NATURAL SCIENCES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end119.
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"Questions have been asked about whether science is more special than any other subject in being less culture bound, and less subject to the usual differences between languages. At so many angles scientific language has been viewed as difficult because of its academic, authoritative and impersonal nature which makes it difficult for both teachers and learners to understand. This is an unfortunate reality because learners ought to develop a strong foundational understanding of scientific concepts in order to comprehend scientific knowledge and processes. Previous studies have shown how language acts as a possible barrier to scientific concept formation. Consequently, the current paper reports on a study to determine how the nature of scientific language impact on the teaching of grade 7 Natural Sciences. Guided by the socio-cultural theory as a framework the study adopted a qualitative case-study research approach. From two different schools in Johannesburg, four Natural Sciences teachers and their grade 7 Natural Sciences learners were purposefully selected to participate in the study. Each teacher was observed twice while teaching Natural Sciences to grade 7 learners and the observations were captured using Reformed Teaching Observation Protocol (RTOP). Each lesson observation was followed by semi-structured interviews to accord the teachers an opportunity to explain some of the episodes observed in the lessons. Data collected was subjected to constant comparative analysis. The results showed that both teachers and learners struggled with writing, pronouncing and spelling scientific terminologies regardless of their proficiency in the language of teaching and learning. The teachers indicated that their learners failed to understand the scientific concepts and processes when they explain to them in English. The lack of fluency in English reduced the participation of learners during the teaching and learning process particularly where teachers had zero tolerance for learners’ use of home languages to answer questions. What came out strongly from the lesson observations was that whether learners were first or second English language speakers, the teachers’ abilities to scaffold learning was essential to ensure science concepts were comprehensible to the learners. Concepts were more accessible to the learners in classrooms where the teachers utilised different ICT tools which lowered the impact of scientific language. The findings have implications for both pre-service and in-service teacher professional development programmes to equip teachers with the knowledge and skills for making science more comprehensible to the learners."
Reports on the topic "Professional essay writing service"
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Ley, Matt, Tom Baldvins, Hannah Pilkington, David Jones, and Kelly Anderson. Vegetation classification and mapping project: Big Thicket National Preserve. National Park Service, 2024. http://dx.doi.org/10.36967/2299254.
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The Big Thicket National Preserve (BITH) vegetation inventory project classified and mapped vegetation within the administrative boundary and estimated thematic map accuracy quantitatively. National Park Service (NPS) Vegetation Mapping Inventory Program provided technical guidance. The overall process included initial planning and scoping, imagery procurement, vegetation classification field data collection, data analysis, imagery interpretation/classification, accuracy assessment (AA), and report writing and database development. Initial planning and scoping meetings took place during May, 2016 in Kountze, Texas where representatives gathered from BITH, the NPS Gulf Coast Inventory and Monitoring Network, and Colorado State University. The project acquired new 2014 orthoimagery (30-cm, 4-band (RGB and CIR)) from the Hexagon Imagery Program. Supplemental imagery for the interpretation phase included Texas Natural Resources Information System (TNRIS) 2015 50 cm leaf-off 4-band imagery from the Texas Orthoimagery Program (TOP), Farm Service Agency (FSA) 100-cm (2016) and 60 cm (2018) National Aerial Imagery Program (NAIP) imagery, and current and historical true-color Google Earth and Bing Maps imagery. In addition to aerial and satellite imagery, 2017 Neches River Basin Light Detection and Ranging (LiDAR) data was obtained from the United States Geological Survey (USGS) and TNRIS to analyze vegetation structure at BITH. The preliminary vegetation classification included 110 United States National Vegetation Classification (USNVC) associations. Existing vegetation and mapping data combined with vegetation plot data contributed to the final vegetation classification. Quantitative classification using hierarchical clustering and professional expertise was supported by vegetation data collected from 304 plots surveyed between 2016 and 2019 and 110 additional observation plots. The final vegetation classification includes 75 USNVC associations and 27 park special types including 80 forest and woodland, 7 shrubland, 12 herbaceous, and 3 sparse vegetation types. The final BITH map consists of 51 map classes. Land cover classes include five types: pasture / hay ground agricultural vegetation; non ? vegetated / barren land, borrow pit, cut bank; developed, open space; developed, low ? high intensity; and water. The 46 vegetation classes represent 102 associations or park specials. Of these, 75 represent natural vegetation associations within the USNVC, and 27 types represent unpublished park specials. Of the 46 vegetation map classes, 26 represent a single USNVC association/park special, 7 map classes contain two USNVC associations/park specials, 4 map classes contain three USNVC associations/park specials, and 9 map classes contain four or more USNVC associations/park specials. Forest and woodland types had an abundance of Pinus taeda, Liquidambar styraciflua, Ilex opaca, Ilex vomitoria, Quercus nigra, and Vitis rotundifolia. Shrubland types were dominated by Pinus taeda, Ilex vomitoria, Triadica sebifera, Liquidambar styraciflua, and/or Callicarpa americana. Herbaceous types had an abundance of Zizaniopsis miliacea, Juncus effusus, Panicum virgatum, and/or Saccharum giganteum. The final BITH vegetation map consists of 7,271 polygons totaling 45,771.8 ha (113,104.6 ac). Mean polygon size is 6.3 ha (15.6 ac). Of the total area, 43,314.4 ha (107,032.2 ac) or 94.6% represent natural or ruderal vegetation. Developed areas such as roads, parking lots, and campgrounds comprise 421.9 ha (1,042.5 ac) or 0.9% of the total. Open water accounts for approximately 2,034.9 ha (5,028.3 ac) or 4.4% of the total mapped area. Within the natural or ruderal vegetation types, forest and woodland types were the most extensive at 43,022.19 ha (106,310.1 ac) or 94.0%, followed by herbaceous vegetation types at 129.7 ha (320.5 ac) or 0.3%, sparse vegetation types at 119.2 ha (294.5 ac) or 0.3%, and shrubland types at 43.4 ha (107.2 ac) or 0.1%. A total of 784 AA samples were collected to evaluate the map?s thematic accuracy. When each AA sample was evaluated for a variety of potential errors, a number of the disagreements were overturned. It was determined that 182 plot records disagreed due to either an erroneous field call or a change in the vegetation since the imagery date, and 79 disagreed due to a true map classification error. Those records identified as incorrect due to an erroneous field call or changes in vegetation were considered correct for the purpose of the AA. As a simple plot count proportion, the reconciled overall accuracy was 89.9% (705/784). The spatially-weighted overall accuracy was 92.1% with a Kappa statistic of 89.6%. This method provides more weight to larger map classes in the park. Five map classes had accuracies below 80%. After discussing preliminary results with the parl, we retained those map classes because the community was rare, the map classes provided desired detail for management or the accuracy was reasonably close to the 80% target. When the 90% AA confidence intervals were included, an additional eight classes had thematic accruacies that extend below 80%. In addition to the vegetation polygon database and map, several products to support park resource management include the vegetation classification, field key to the associations, local association descriptions, photographic database, project geodatabase, ArcGIS .mxd files for map posters, and aerial imagery acquired for the project. The project geodatabase links the spatial vegetation data layer to vegetation classification, plot photos, project boundary extent, AA points, and PLOTS database sampling data. The geodatabase includes USNVC hierarchy tables allowing for spatial queries of data associated with a vegetation polygon or sample point. All geospatial products are projected using North American Datum 1983 (NAD83) in Universal Transverse Mercator (UTM) Zone 15 N. The final report includes methods and results, contingency tables showing AA results, field forms, species list, and a guide to imagery interpretation. These products provide useful information to assist with management of park resources and inform future management decisions. Use of standard national vegetation classification and mapping protocols facilitates effective resource stewardship by ensuring the compatibility and widespread use throughout NPS as well as other federal and state agencies. Products support a wide variety of resource assessments, park management and planning needs. Associated information provides a structure for framing and answering critical scientific questions about vegetation communities and their relationship to environmental processes across the landscape.
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Ley, Matt, Tom Baldvins, David Jones, Hanna Pilkington, and Kelly Anderson. Vegetation classification and mapping: Gulf Islands National Seashore. National Park Service, May 2023. http://dx.doi.org/10.36967/2299028.
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The Gulf Islands National Seashore (GUIS) vegetation inventory project classified and mapped vegetation on park-owned lands within the administrative boundary and estimated thematic map accuracy quantitatively. The project began in June 2016. National Park Service (NPS) Vegetation Mapping Inventory Program provided technical guidance. The overall process included initial planning and scoping, imagery procurement, field data collection, data analysis, imagery interpretation/classification, accuracy assessment (AA), and report writing and database development. Initial planning and scoping meetings took place during May, 2016 in Ocean Springs, Mississippi where representatives gathered from GUIS, the NPS Gulf Coast Inventory and Monitoring Network, and Colorado State University. Primary imagery used for interpretation was 4-band (RGB and CIR) orthoimages from 2014 and 2016 with resolutions of 15 centimeters (cm) (Florida only) and 30 cm. Supplemental imagery with varying coverage across the study area included National Aerial Imagery Program 50 cm imagery for Mississippi (2016) and Florida (2017), 15 and 30 cm true color Digital Earth Model imagery for Mississippi (2016 and 2017), and current and historical true-color Google Earth and Bing Map imagery. National Oceanic Atmospheric Administration National Geodetic Survey 30 cm true color imagery from 2017 (post Hurricane Nate) supported remapping the Mississippi barrier islands after Hurricane Nate. The preliminary vegetation classification included 59 United States National Vegetation Classification (USNVC) associations. Existing vegetation and mapping data combined with vegetation plot data contributed to the final vegetation classification. Quantitative classification using hierarchical clustering and professional expertise was supported by vegetation data collected from 250 plots in 2016 and 29 plots in 2017 and 2018, as well as other observational data. The final vegetation classification includes 39 USNVC associations and 5 park special types; 18 forest and woodland, 7 shrubland, 17 herbaceous, and 2 sparse vegetation types were identified. The final GUIS map consists of 38 map classes. Land cover classes include four types: non-vegetated barren land / borrow pit, developed open space, developed low – high intensity, and water/ocean. Of the 34 vegetation map classes, 26 represent a single USNVC association/park special, six map classes contain two USNVC associations/park specials, and two map classes contain three USNVC associations/park specials. Forest and woodland associations had an abundance of sand pine (Pinus clausa), slash pine (Pinus elliottii), sand live oak (Quercus geminata), yaupon (Ilex vomitoria), wax myrtle (Morella cerifera), and saw palmetto (Serenoa repens). Shrubland associations supported dominant species such as eastern baccharis (Baccharis halimifolia), yaupon (Ilex vomitoria), wax myrtle (Morella cerifera), saw palmetto (Serenoa repens), and sand live oak (Quercus geminata). Herbaceous associations commonly included camphorweed (Heterotheca subaxillaris), needlegrass rush (Juncus roemerianus), bitter seabeach grass (Panicum amarum var. amarum), gulf bluestem (Schizachyrium maritimum), saltmeadow cordgrass (Spartina patens), and sea oats (Uniola paniculata). The final GUIS vegetation map consists of 1,268 polygons totaling 35,769.0 hectares (ha) or 88,387.2 acres (ac). Mean polygon size excluding water is 3.6 ha (8.9 ac). The most abundant land cover class is open water/ocean which accounts for approximately 31,437.7 ha (77,684.2 ac) or 87.9% of the total mapped area. Natural and ruderal vegetation consists of 4,176.8 ha (10,321.1 ac) or 11.6% of the total area. Within the natural and ruderal vegetation types, herbaceous types are the most extensive with 1945.1 ha (4,806.4 ac) or 46.5%, followed by forest and woodland types with 804.9 ha (1,989.0 ac) or 19.3%, sparse vegetation types with 726.9 ha (1,796.1 ac) or 17.4%, and shrubland types with 699.9 ha (1,729.5 ac) or 16.8%. Developed open space, which can include a matrix of roads, parking lots, park-like areas and campgrounds account for 153.8 ha (380.0 ac) or 0.43% of the total mapped area. Artificially non-vegetated barren land is rare and only accounts for 0.74 ha (1.82 ac) or 0.002% of the total area. We collected 701 AA samples to evaluate the thematic accuracy of the vegetation map. Final thematic accuracy, as a simple proportion of correct versus incorrect field calls, is 93.0%. Overall weighted map class accuracy is 93.6%, where the area of each map class was weighted in proportion to the percentage of total park area. This method provides more weight to larger map classes in the park. Each map class had an individual thematic accuracy goal of at least 80%. The hurricane impact area map class was the only class that fell below this target with an accuracy of 73.5%. The vegetation communities impacted by the hurricane are highly dynamic and regenerated quickly following the disturbance event, contributing to map class disagreement during the accuracy assessment phase. No other map classes fell below the 80% accuracy threshold. In addition to the vegetation polygon database and map, several products to support park resource management are provided including the vegetation classification, field key to the associations, local association descriptions, photographic database, project geodatabase, ArcGIS .mxd files for map posters, and aerial imagery acquired for the project. The project geodatabase links the spatial vegetation data layer to vegetation classification, plot photos, project boundary extent, AA points, and the PLOTS database. The geodatabase includes USNVC hierarchy tables allowing for spatial queries of data associated with a vegetation polygon or sample point. All geospatial products are projected using North American Datum 1983 (NAD83) in Universal Transverse Mercator (UTM) Zone 16 N. The final report includes methods and results, contingency tables showing AA results, field forms, species list, and a guide to imagery interpretation. These products provide useful information to assist with management of park resources and inform future management decisions. Use of standard national vegetation classification and mapping protocols facilitates effective resource stewardship by ensuring the compatibility and widespread use throughout the NPS as well as other federal and state agencies. Products support a wide variety of resource assessments, park management and planning needs. Associated information provides a structure for framing and answering critical scientific questions about vegetation communities and their relationship to environmental processes across the landscape.