This document provides information and resources for learning development at Plymouth University. It outlines services available for developing academic skills like writing, critical thinking, and exam preparation. Support includes drop-in sessions at the Learning Gateway and Writing Cafe, as well as one-on-one writing tutorials. Guidelines are provided for structuring academic writing, including describing, analyzing, and evaluating points. The differences between reports and essays are summarized. Tips are offered for referencing in the Harvard style and maintaining a focused writing process.
This document provides tips for giving effective presentations. It discusses establishing clear aims, collecting and organizing ideas, using visual aids like slides simply and effectively, practicing your presentation, dressing professionally, maintaining good posture and eye contact, controlling nerves and mannerisms, allowing time for questions, and providing contact information for further help. The overall message is to be well prepared, positive, and engage your audience.
Presentation emerald linking research to the benefit of the communityraboudi amina
This document provides guidance on preparing manuscripts for international journals. It discusses key aspects such as choosing the right journal, following the journal's author guidelines, and structuring the manuscript properly. The ideal manuscript length is 25-30 pages and should follow a standard structure of title, abstract, introduction, methods, results, discussion, and conclusions sections. It is important to choose the correct journal type and scope that matches your research, and only submit your manuscript to one journal. The document offers tips for writing clearly and concisely while emphasizing the main points of your research for reviewers.
This document summarizes tips for organizing lecture notes and electronic materials. It recommends organizing notes by subject in separate folders based on how the materials will be used later. Lecture notes should be dated and labeled clearly. Electronic files should also have descriptive names and be organized in a logical folder structure. The document discusses online tools for organizing notes and bookmarks, such as Evernote, EndNote, and social bookmarking sites. It emphasizes thinking about how materials will be used and customized organization methods for individual study styles.
Laura Connaughton Poster presentations that get noticed CDG AGM 2015LAICDG
This document provides guidelines and tips for creating effective academic poster presentations. It recommends starting with an interesting idea that aligns with conference themes. Content should be concise with a clear layout, hierarchy of text sizes, ample white space, and illustrative material. Examples of successful posters are provided that demonstrate best practices like eye-catching design, logical flow, and minimal text. References for inspiration and free design software are included.
Being a PhD student: Experiences and ChallengesFaegheh Hasibi
These slides provide some guidance to the prospective PhD students. The content reflects my personal experiences together with useful feedbacks I received from my colleagues/friends.
This document provides guidance on creating and presenting a poster. It discusses that posters are large printed placards or announcements that advertise or publicize an idea or message. The goals of a poster presentation are to promote and explain research work at conferences by stimulating interest and discussion and generating contacts. The document offers tips for designing posters such as formulating ideas, knowing the audience, using a visual sequence and logical flow, and including sections for the title, authors, introduction, methods, results, conclusions, and references. It recommends keeping text short and simple while using graphics for visual attention and emphasizing empty space. Guidance is also provided on title design, colors, graphics, and how to effectively present the poster.
Taking notes is an important student responsibility during lectures. The key is to focus on capturing main ideas, points, and facts rather than writing down everything. When taking notes, listen for verbal and nonverbal clues from the instructor like repeated ideas or information written on the board. Effective note taking involves including dates, titles, and outlines while writing ideas in your own words. When taking notes from reading, highlight the main points in one color without overcomplicating it. Compiling notes from multiple sources helps with reviewing by typing notes, outlining key points, using question/answer grids, or visual mapping.
This document provides tips for giving effective presentations. It discusses establishing clear aims, collecting and organizing ideas, using visual aids like slides simply and effectively, practicing your presentation, dressing professionally, maintaining good posture and eye contact, controlling nerves and mannerisms, allowing time for questions, and providing contact information for further help. The overall message is to be well prepared, positive, and engage your audience.
Presentation emerald linking research to the benefit of the communityraboudi amina
This document provides guidance on preparing manuscripts for international journals. It discusses key aspects such as choosing the right journal, following the journal's author guidelines, and structuring the manuscript properly. The ideal manuscript length is 25-30 pages and should follow a standard structure of title, abstract, introduction, methods, results, discussion, and conclusions sections. It is important to choose the correct journal type and scope that matches your research, and only submit your manuscript to one journal. The document offers tips for writing clearly and concisely while emphasizing the main points of your research for reviewers.
This document summarizes tips for organizing lecture notes and electronic materials. It recommends organizing notes by subject in separate folders based on how the materials will be used later. Lecture notes should be dated and labeled clearly. Electronic files should also have descriptive names and be organized in a logical folder structure. The document discusses online tools for organizing notes and bookmarks, such as Evernote, EndNote, and social bookmarking sites. It emphasizes thinking about how materials will be used and customized organization methods for individual study styles.
Laura Connaughton Poster presentations that get noticed CDG AGM 2015LAICDG
This document provides guidelines and tips for creating effective academic poster presentations. It recommends starting with an interesting idea that aligns with conference themes. Content should be concise with a clear layout, hierarchy of text sizes, ample white space, and illustrative material. Examples of successful posters are provided that demonstrate best practices like eye-catching design, logical flow, and minimal text. References for inspiration and free design software are included.
Being a PhD student: Experiences and ChallengesFaegheh Hasibi
These slides provide some guidance to the prospective PhD students. The content reflects my personal experiences together with useful feedbacks I received from my colleagues/friends.
This document provides guidance on creating and presenting a poster. It discusses that posters are large printed placards or announcements that advertise or publicize an idea or message. The goals of a poster presentation are to promote and explain research work at conferences by stimulating interest and discussion and generating contacts. The document offers tips for designing posters such as formulating ideas, knowing the audience, using a visual sequence and logical flow, and including sections for the title, authors, introduction, methods, results, conclusions, and references. It recommends keeping text short and simple while using graphics for visual attention and emphasizing empty space. Guidance is also provided on title design, colors, graphics, and how to effectively present the poster.
Taking notes is an important student responsibility during lectures. The key is to focus on capturing main ideas, points, and facts rather than writing down everything. When taking notes, listen for verbal and nonverbal clues from the instructor like repeated ideas or information written on the board. Effective note taking involves including dates, titles, and outlines while writing ideas in your own words. When taking notes from reading, highlight the main points in one color without overcomplicating it. Compiling notes from multiple sources helps with reviewing by typing notes, outlining key points, using question/answer grids, or visual mapping.
Research presentation tips for seniors, graduate students, & researchers. Cover 4 phases of presenting - Plan, Prepare, Practice, & Present. Also include practical tips that are believed to be not very useful.
This document provides guidance for a group assignment in a business ethics course. It outlines that students will work in groups of 4 to research and write a 3,000 word paper on an ethical issue related to one of several topics. It provides details on the structure and content for each section, including background, explanation using theory, analysis and evaluation applying theory, implications, and conclusion. Students are also instructed to submit a peer review rating sheet evaluating their group members. The document concludes with tips for writing the assignment such as carefully addressing the topic, using proper formatting, integrating references, and proofreading.
NASIG academic writing and pub preconference 2016Eleanor Cook
This document outlines an agenda for a workshop on academic writing and publishing. The workshop covers various topics to help participants improve their writing skills and publish their work. It discusses getting started in writing, writing for journals, managing time for writing, types of scholarly writing, the peer review process, and finding help and support. The workshop also includes writing activities for participants to work on framing their writing topics and projects.
Writing for Academic Publication Workshop 1 by Helen FallonL2Lproject
Helen Fallon takes us through how to write for academic publication in this first workshop on the topic. She gives tips on every aspect of writing a piece for an academic publication.
This document discusses challenges and opportunities in academic publishing. It outlines current challenges such as lack of time, open access costs, long publication timelines, difficulty getting work published, and choosing the right journal. It then provides strategies to address these challenges, such as scheduling writing time, collaborating with others, becoming a productive reviewer, researching journals, and developing writing skills. Finally, it explores future trends in publishing like open peer commentary and self-publishing blogs.
The document provides information and suggestions for improving academic writing practices. It discusses common reasons students stop writing and offers solutions like planning before writing and not censoring initially. Students comments suggest they focus more on grades than feedback or see academic writing as unnecessary complex language. The workshop proposes setting up spaces for regular low-stakes writing to help students write more, learn through writing, and feel comfortable practicing their craft. It offers tips on structuring essays, using critical thinking questions, and formatting paragraphs as a dialogue. Overall, the document aims to help students and staff develop better academic writing habits.
The document provides guidance on creating effective poster presentations, including planning the layout, content, and visual design of the poster, as well as tips for presenting the poster such as practicing beforehand and being prepared to answer questions. It discusses deciding on a topic, designing the poster layout, including the appropriate amount of text and graphics, and practicing the presentation to convey the research question, results, and importance in a concise manner. Sample judging criteria are also provided to evaluate the poster content, organization, presenter's delivery, and any demonstrations.
This document provides guidance for graduate students on presenting research results. It discusses various outlets for presenting research, such as conferences, journals, and digital publications. Conference presentations can help circulate research, lead to career opportunities and publications. The document reviews tips for conference proposals, poster sessions, and oral presentations. It emphasizes keeping content concise and visually engaging. Students are encouraged to gain experience presenting and to find opportunities to share their unique and original research.
how write a good cv
resume vs vitae
why we do this
general set up suggestions
5 tips for CV
What should be on a CV
other sections for CV
Tips for education section
professional section
This document discusses different types of essays and provides tips for writing essays. It describes the basic 500-word essay as having an introduction, main body with three paragraphs, and conclusion. It identifies eight main types of essays based on purpose: descriptive, narrative, process, definition, argumentative, critical, cause and effect, and compare and contrast. The document provides advice on choosing a topic, creating an outline, writing drafts, editing for grammar and style, conducting research, and avoiding plagiarism. It warns against using free essays from online sources and recommends using a custom writing service like Essay-Academy for original essays.
African Regional Strategic Analysis and Knowledge Support System (ReSAKSS)
Strategic policy analysis 24 06
by African Regional Strategic Analysis and Knowledge Support System (ReSAKSS) on Jun 27, 2012 Edit
10 views
ReSAKSS-AfricaLead Workshop on Strengthening Capacity for Strategic Agricultural Policy and Investment Planning and Implementation in Africa
Safari Park Hotel, Nairobi, June 25th‐ 26th 2012
This document provides guidance on creating scientific posters. It discusses that posters visually display recently completed or in-progress research findings. Key sections to include are the title, abstract, introduction, methods, results, discussion, and references. Figures should be simple, clear, and readable from 6 feet away. When designing the poster, use a column format and font sizes between 18-80 points depending on the text. Sans-serif fonts work well for headings while serif fonts are better for blocks of text. Colors should be chosen carefully and complement the overall design. The goal is to tell a clear story in an engaging visual format. During the poster session, presenters should concisely summarize their work and use the time to network
The document provides guidance on how to effectively read assigned materials for class. It recommends embracing reading to acquire knowledge, develop understanding, and gain exposure to class materials. It also suggests finding the purpose of the reading and previewing materials before reading by looking at headings and developing questions. When reading, the document advises marking up texts and clarifying confusing parts. After reading, students should revisit materials, discuss them with others, and reread supplemental sources. The document emphasizes developing a personalized reading system and breaking down assignment prompts to understand requirements.
This document provides guidance on choosing and conducting a final year undergraduate research project. It discusses:
- The benefits of doing a project, such as learning real-world skills and becoming an expert in a subject.
- Factors to consider when choosing a project topic, such as your interests, the industry, and career goals. It's important to pick a topic that is interesting, meaningful, and feasible within the time frame.
- How to identify a project mentor and get the most out of the advising relationship through regular communication and preparation.
- Best practices for conducting the project such as having goals, writing early, and presenting results to gain feedback and visibility.
- The iterative research process
The document provides tips for taking effective lecture notes as a nursing student. It emphasizes that notes should be legible, clear, and easily understood as they will serve as the "textbook" for exam preparation. Students should focus on capturing signal words that indicate important concepts, examples, or summaries. Participation such as asking questions can aid understanding and memory of the material. Distractions should be avoided to stay focused on listening and note-taking during lectures.
This workshop aimed to help participants overcome barriers to publishing their research. It covered motivations for publishing, choosing appropriate journals, writing manuscripts, submitting papers, and responding to reviewer feedback. The facilitator had extensive publishing experience and shared tips on getting started, choosing journals, writing strategies, common reasons for rejection, and responding to editorial decisions. Participants were encouraged to develop plans and timelines for their own publishing goals.
Supporting can do learning objectives with digital tools (tim goodier)eaquals
The document discusses using "can do" statements as learning objectives and digital tools to support this approach. It describes a language school's use of a custom online platform called "my.Eurocentres" where students can self-evaluate their progress on various language skills and competencies aligned with the Common European Framework of Reference levels. Data from thousands of student responses is analyzed to identify areas where students feel confident and where they need more practice. The system aims to give students agency in tracking their progress, while also providing teachers and administrators with granular feedback to help plan lessons and curricula. Key challenges discussed include developing meaningful learning objectives for each CEFR level and balancing student, teacher, and institutional needs and expectations.
This document provides guidance on developing strong writing skills for the workplace. It discusses planning and structuring documents, drafting and editing, and technical writing skills. Specific types of workplace writing are identified, such as letters, reports, memos, and minutes. The document emphasizes clear purpose, logical structure, appropriate language, and consideration of the audience. It offers tips for planning documents, identifying topics, using mind maps and outlining structures. Strong paragraphs and accuracy are addressed.
The document provides an overview of the paper reviewing process for conferences and journals. It discusses the purpose of reviewing from the perspective of editors and authors. It also outlines what makes a good reviewer and provides tips for writing useful reviews and getting accepted as a reviewer for publications. The key points covered are maintaining the credibility of the publication, protecting the presenter, objectively evaluating the work, and providing constructive feedback to improve the paper.
Research presentation tips for seniors, graduate students, & researchers. Cover 4 phases of presenting - Plan, Prepare, Practice, & Present. Also include practical tips that are believed to be not very useful.
This document provides guidance for a group assignment in a business ethics course. It outlines that students will work in groups of 4 to research and write a 3,000 word paper on an ethical issue related to one of several topics. It provides details on the structure and content for each section, including background, explanation using theory, analysis and evaluation applying theory, implications, and conclusion. Students are also instructed to submit a peer review rating sheet evaluating their group members. The document concludes with tips for writing the assignment such as carefully addressing the topic, using proper formatting, integrating references, and proofreading.
NASIG academic writing and pub preconference 2016Eleanor Cook
This document outlines an agenda for a workshop on academic writing and publishing. The workshop covers various topics to help participants improve their writing skills and publish their work. It discusses getting started in writing, writing for journals, managing time for writing, types of scholarly writing, the peer review process, and finding help and support. The workshop also includes writing activities for participants to work on framing their writing topics and projects.
Writing for Academic Publication Workshop 1 by Helen FallonL2Lproject
Helen Fallon takes us through how to write for academic publication in this first workshop on the topic. She gives tips on every aspect of writing a piece for an academic publication.
This document discusses challenges and opportunities in academic publishing. It outlines current challenges such as lack of time, open access costs, long publication timelines, difficulty getting work published, and choosing the right journal. It then provides strategies to address these challenges, such as scheduling writing time, collaborating with others, becoming a productive reviewer, researching journals, and developing writing skills. Finally, it explores future trends in publishing like open peer commentary and self-publishing blogs.
The document provides information and suggestions for improving academic writing practices. It discusses common reasons students stop writing and offers solutions like planning before writing and not censoring initially. Students comments suggest they focus more on grades than feedback or see academic writing as unnecessary complex language. The workshop proposes setting up spaces for regular low-stakes writing to help students write more, learn through writing, and feel comfortable practicing their craft. It offers tips on structuring essays, using critical thinking questions, and formatting paragraphs as a dialogue. Overall, the document aims to help students and staff develop better academic writing habits.
The document provides guidance on creating effective poster presentations, including planning the layout, content, and visual design of the poster, as well as tips for presenting the poster such as practicing beforehand and being prepared to answer questions. It discusses deciding on a topic, designing the poster layout, including the appropriate amount of text and graphics, and practicing the presentation to convey the research question, results, and importance in a concise manner. Sample judging criteria are also provided to evaluate the poster content, organization, presenter's delivery, and any demonstrations.
This document provides guidance for graduate students on presenting research results. It discusses various outlets for presenting research, such as conferences, journals, and digital publications. Conference presentations can help circulate research, lead to career opportunities and publications. The document reviews tips for conference proposals, poster sessions, and oral presentations. It emphasizes keeping content concise and visually engaging. Students are encouraged to gain experience presenting and to find opportunities to share their unique and original research.
how write a good cv
resume vs vitae
why we do this
general set up suggestions
5 tips for CV
What should be on a CV
other sections for CV
Tips for education section
professional section
This document discusses different types of essays and provides tips for writing essays. It describes the basic 500-word essay as having an introduction, main body with three paragraphs, and conclusion. It identifies eight main types of essays based on purpose: descriptive, narrative, process, definition, argumentative, critical, cause and effect, and compare and contrast. The document provides advice on choosing a topic, creating an outline, writing drafts, editing for grammar and style, conducting research, and avoiding plagiarism. It warns against using free essays from online sources and recommends using a custom writing service like Essay-Academy for original essays.
African Regional Strategic Analysis and Knowledge Support System (ReSAKSS)
Strategic policy analysis 24 06
by African Regional Strategic Analysis and Knowledge Support System (ReSAKSS) on Jun 27, 2012 Edit
10 views
ReSAKSS-AfricaLead Workshop on Strengthening Capacity for Strategic Agricultural Policy and Investment Planning and Implementation in Africa
Safari Park Hotel, Nairobi, June 25th‐ 26th 2012
This document provides guidance on creating scientific posters. It discusses that posters visually display recently completed or in-progress research findings. Key sections to include are the title, abstract, introduction, methods, results, discussion, and references. Figures should be simple, clear, and readable from 6 feet away. When designing the poster, use a column format and font sizes between 18-80 points depending on the text. Sans-serif fonts work well for headings while serif fonts are better for blocks of text. Colors should be chosen carefully and complement the overall design. The goal is to tell a clear story in an engaging visual format. During the poster session, presenters should concisely summarize their work and use the time to network
The document provides guidance on how to effectively read assigned materials for class. It recommends embracing reading to acquire knowledge, develop understanding, and gain exposure to class materials. It also suggests finding the purpose of the reading and previewing materials before reading by looking at headings and developing questions. When reading, the document advises marking up texts and clarifying confusing parts. After reading, students should revisit materials, discuss them with others, and reread supplemental sources. The document emphasizes developing a personalized reading system and breaking down assignment prompts to understand requirements.
This document provides guidance on choosing and conducting a final year undergraduate research project. It discusses:
- The benefits of doing a project, such as learning real-world skills and becoming an expert in a subject.
- Factors to consider when choosing a project topic, such as your interests, the industry, and career goals. It's important to pick a topic that is interesting, meaningful, and feasible within the time frame.
- How to identify a project mentor and get the most out of the advising relationship through regular communication and preparation.
- Best practices for conducting the project such as having goals, writing early, and presenting results to gain feedback and visibility.
- The iterative research process
The document provides tips for taking effective lecture notes as a nursing student. It emphasizes that notes should be legible, clear, and easily understood as they will serve as the "textbook" for exam preparation. Students should focus on capturing signal words that indicate important concepts, examples, or summaries. Participation such as asking questions can aid understanding and memory of the material. Distractions should be avoided to stay focused on listening and note-taking during lectures.
This workshop aimed to help participants overcome barriers to publishing their research. It covered motivations for publishing, choosing appropriate journals, writing manuscripts, submitting papers, and responding to reviewer feedback. The facilitator had extensive publishing experience and shared tips on getting started, choosing journals, writing strategies, common reasons for rejection, and responding to editorial decisions. Participants were encouraged to develop plans and timelines for their own publishing goals.
Supporting can do learning objectives with digital tools (tim goodier)eaquals
The document discusses using "can do" statements as learning objectives and digital tools to support this approach. It describes a language school's use of a custom online platform called "my.Eurocentres" where students can self-evaluate their progress on various language skills and competencies aligned with the Common European Framework of Reference levels. Data from thousands of student responses is analyzed to identify areas where students feel confident and where they need more practice. The system aims to give students agency in tracking their progress, while also providing teachers and administrators with granular feedback to help plan lessons and curricula. Key challenges discussed include developing meaningful learning objectives for each CEFR level and balancing student, teacher, and institutional needs and expectations.
This document provides guidance on developing strong writing skills for the workplace. It discusses planning and structuring documents, drafting and editing, and technical writing skills. Specific types of workplace writing are identified, such as letters, reports, memos, and minutes. The document emphasizes clear purpose, logical structure, appropriate language, and consideration of the audience. It offers tips for planning documents, identifying topics, using mind maps and outlining structures. Strong paragraphs and accuracy are addressed.
The document provides an overview of the paper reviewing process for conferences and journals. It discusses the purpose of reviewing from the perspective of editors and authors. It also outlines what makes a good reviewer and provides tips for writing useful reviews and getting accepted as a reviewer for publications. The key points covered are maintaining the credibility of the publication, protecting the presenter, objectively evaluating the work, and providing constructive feedback to improve the paper.
This seminar presentation aimed to help academics overcome barriers to publishing their research. It explored motivations for publishing, approaches to writing for publication, and submitting work to publishers. The presenter, who has extensive publishing experience, provided tips on choosing the right journal, preparing manuscripts, common reasons for rejection, and responding to editor and reviewer feedback. The presentation encouraged participants to develop plans and timelines for their own publishing goals.
Getting Published! Exploring strategies, myths and barriers of academic publi...Prof Simon Haslett
Publications are an important aspect of the work of an academic; remaining the principal vehicle through which research is reported, opinions aired, reviews undertaken, and knowledge transferred, and writing is also a useful learning exercise. For many, it also underpins teaching and curricula, means greater success in research grant applications, and a good publication track record is still seen by many institutions as a key recruitment and promotion criteria. Yet traditionally how to get your work published has not been taught, but learnt through trial and error, mainly from rejection by journal editors. This seminar is aimed at inexperienced academic authors and explores and discusses the issues surrounding the strategy and publication of academic work, and addresses some of the myths and barriers that might discourage would-be authors after the research and writing process is complete.
A presentation by Professor Simon Haslett (University of Wales) at the International University of Malaya-Wales (IUMW) on Wednesday 19th February 2014.
The following topics are discussed in this presentation:
Research
Components of Research;
Why should We Publish?
Where to Publish?
Choosing journal
How to publish?
Writing a scientific paper
The structure of scientific papers
The submission and next steps
What to do if your manuscript is rejected?
Writing Skills
This document provides guidance on developing effective presentation skills. It covers topics such as planning a presentation by determining the purpose and assessing the audience, creating an outline and organizing content, techniques for delivering a presentation including building rapport, presenting main points, and concluding, using visual aids, managing anxiety, and evaluating a presentation. The overall message is that presenting is a skill that can be improved through practice and focusing on the audience's needs.
Writing for Publication: Get Started, Get Support, Get PublishedSelf Employed
Slides from @EAHIL2015 workshop in Edinburgh, 10-12 June 2015 facilitated by Maria J Grant, Editor-in-Chief of the Health Information and Libraries Journal (m.j.grant@salford.ac.uk)
The document provides an overview of publishing in academic journals presented by Professor Simon Haslett. It discusses the academic writing process, making your name known, choosing the right journal, preparing manuscripts, dealing with rejection, and responding to reviewer comments. The goal is to guide researchers through getting published, including tips on collaboration, networking, choosing suitable journals, writing for specific publications, and overcoming rejection.
This document provides guidelines for creating an effective academic poster presentation. It discusses the key elements that should be included, such as the title, authors' names, introduction, methods, results, conclusions, and references. Visual design is also an important consideration. The poster should have a clear layout with large, legible text and figures. Creating an outline and practicing the presentation are recommended. Interacting with conference attendees to discuss the research is an essential part of a successful poster session.
Graduate Scholarship Workshop - September 15, 2022.pptxUCalgaryCFD
This document summarizes a workshop about graduate scholarships. The workshop covers how to write effective scholarship applications, additional writing resources, and information about available scholarships. It provides tips for crafting strong CVs, research proposals, and letters of recommendation. The document emphasizes preparing well-written application materials, seeking feedback, and highlighting the importance and impact of one's research. Additional resources like university supports and books on navigating graduate school are also mentioned.
This document summarizes a workshop on getting published. The workshop aims to explore motivations for publishing, overcome barriers to writing and submission, and discuss approaches to writing for publication and responding to editor/reviewer comments. Attendees will discuss their motivations, writing experiences, and barriers in small groups and develop personal action plans for next steps in publishing their work. The facilitator has extensive publishing experience and resources on academic publishing will be provided.
Trend Spotting Workshop. A practical guide to making sense of large information sources. Workshop run with Gemma Long (QAA) at etc.venues Maple House, Birmingham, 23rd February 2017.
Academic writing in English: Communicating with journalsRon Martinez
This document provides an overview of communicating with academic journals. It discusses cover letters, responding to reviewer feedback, and submitting articles. Cover letters are important for making a good first impression and convincing editors of a paper's significance. They typically include a summary, why the work is important, and why the journal is a good fit. When responding to reviewers, authors should not be defensive and should thank reviewers. It is also important to specifically address key comments while standing ground if disagreeing. The submission process involves sending the article and evaluation link to one's advisor and the course email.
The document provides guidance on academic writing structure and content. It recommends that academic writing should include critical thinking, with points supported by references. Key components are an introduction describing the topic and points to be discussed, a discussion section analyzing and evaluating each point, and a conclusion summarizing the evaluations without new information. Academic writing must be structured, use in-text citations and a reference list, and follow guidelines for describing, analyzing and evaluating.
Get Abstracts Accepted: Demystifying Conference Abstract WritingShungo Suzuki
1. The document provides tips for writing conference abstracts in 5 steps: understand reviewers' expectations, know your own study well, write a first draft, revise the draft, and have peers proofread.
2. Reviewers judge abstracts based on how well the topic matches the conference theme, how rigorous the study design is, and how clearly the abstract conveys this information. The abstract should explain the research background, questions, methods, and key findings.
3. When revising the abstract, the writer should reduce redundant information, ensure consistency across sections, and prioritize the study's highlights and their theoretical importance. Peer proofreaders can identify unclear parts from the perspective of an informed outsider.
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The document discusses the End Point Assessment (EPA) process for a Chartered Manager apprenticeship. The EPA evaluates if an apprentice has developed the required knowledge, skills, and behaviors. It comprises a work-based project, portfolio review, presentation, and interview. Apprentices must pass through a gateway process before the EPA to confirm their readiness. The work-based project and portfolio provide evidence of the apprentice's qualifications and skills. The presentation and interview allow assessors to evaluate the apprentice's full competency against the professional standard.
This document provides information for new students on health and safety procedures, finding computer access and audio/visual loans on campus, student services for learning support, health and wellbeing, online safety, careers and employability resources, and quick links for further assistance. Key services and contact details are highlighted for reporting incidents, accessing computers across different campus buildings, borrowing equipment, getting counseling or disability support, and staying safe online. Students are also introduced to digital learning platforms like Moodle and LinkedIn Learning available through the university.
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Faculty of Business IT & Student Services Induction 2018Applet
The document provides information for new students on health and safety procedures, IT support services, and student support resources at the Faculty of Business. It outlines where to go in the event of a fire alarm or incident, how to report hazards, and where to find computer access and printing. It also describes support services for students including personal tutoring, careers advice, disability assistance, and well-being resources. Learning support is available through Lynda.com videos, study guides, and tutorial bookings. Students are advised to keep their work safe and use strong passwords to stay safe online.
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This document provides an induction for the Faculty of Business, IT and Student Services at Plymouth University. It includes information about fire safety procedures, locations of computers and printing, support services available to students, library and IT essentials, online safety, careers advice, health and safety procedures, and how to get help. Students are also invited to join the Faculty's online communities.
This document provides information for new students on IT resources and support available at the Faculty of Business at Plymouth University. It outlines where students can access computers and borrow AV equipment on campus. It also lists helpful links and services for students regarding IT, the library, careers support, wellbeing resources and security tips. Contact information is provided for IT support, disability services and the faculty's student life hub team.
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This document provides an overview and summary of the Plymouth University Faculty of Business IT induction session. It covers topics such as logging in, available facilities, loan equipment, printing, available software, launching applications, file management, PebblePad e-portfolio, the career portal, the student portal, the digital learning environment, and getting IT help. The session aims to familiarize new students with IT resources and support available.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. Learning Development
can help with:
• writing and presenting
• developing thinking
• using literature critically
• managing projects
• articulating knowledge
• communicating ideas
• preparing for exams and
assessment
3. Further support
• ‘Open Hours’ drop in (no
booking) Learning Gateway
– Thursdays 10am to 12noon
– term time
• Or Royal Literary Fund Writing
Fellow (writing 1 to 1 tutorials)
• Guides and everything above:
www.plymouth.ac.uk/learn
Learning Gateway (Roland Levinsky Building)
Call: 01752 587676 or visit the reception
to book a one to one tutorial.
4. The Writing Café
• Drop in (no booking!)
• 4th floor of Babbage
1pm – 4pm Mon-Fri
(term time)
• Coffee, tea and food!
6. In your writing,
every POINT you make needs…
• Critical thinking: the foundation of academic
writing (Supported with references)
Description
• What?
• Who?
• When?
• Where?
Analysis
• Why?
• How?
• What if?
Evaluation
• So
what?
• What
next?
7. Title: A typical example of academic writing
Introduction
• First sentence relates to title and has a
‘hook’ to keep reader interested.
• Say what points will be discussed.
• Predominantly future tense. E.g. ‘The
following will be discussed…’
Discussion
• Discuss those points in the same order…
• Point 1 – Describe, analyse & evaluate.
• Point 2 – Describe, analyse & evaluate.
• Cont. – Describe, analyse & evaluate
• Ensure logical flow of ideas
Conclusions
• Are a summary of the evaluations!
• Don’t add anything new.
• Write in past tense. E.g. ‘It was found’.
9. Describe, Analyse and Evaluate
Looking at the individual stages for any business project, …it is particularly
important… (Peters, 2016). According to Matthew (2015) this should always…
Certainly Peters (2016) demonstrates how certain approaches may help…
However, to gain a better understanding of where certain approaches can lead
to project failure, we must examine… …certainly managers need to
communicate clearly what it is they… as also suggest by Adams
(2006). Although, one major drawback of this approach is that… (Peters, 2016).
In order to insure that any project outcome is favourable…, a new approach is
required to overcome those issues… Brian (2016) provides a solution that would
lead to better…
Having considered all the important issues associated with business projects,
there is clear evidence that more needs to be done…, particularly… Making
these changes would not only improve the impact of those businesses, but it
would also lead to...resulting in more customers willing… Finally there is…
PLEASE NOTE: if you use any acronyms, make sure they are explained within the text!
10. Writing with critical language
• www.phrasebank.manchester.ac.uk
• Manchester Phrase Bank
– Note the left navigation
menu:
• Being Critical
• Being Cautious
• Classifying and Listing
• Compare and Contrast
• Defining Terms
Etc…
11.
12. Differences between
reports and essays
Reports are: Essays are:
• Formally structured
• Informative and fact-based
• Written with a specific purpose and
reader in mind
• Written in a style appropriate to
each section
• Always include section headings
• Sometimes use bullet points
• Often include tables or graphs
• Offer recommendations for action
• Semi-structured
• Argumentative and idea-based
• Not written with a specific reader in
mind
• Written in single narrative style
throughout
• Usually do not include sub-headings
• Usually do not include bullet points
• Rarely include tables or graphs
• Offer conclusions about a question
Learnhigher (2012) What’s The Different Between Reports And Essays?
http://www.learnhigher.ac.uk/writing-for-university/report-writing/whats-
the-different-between-reports-and-essays/ (Accessed: 14/10/2016
13. How to reference
• Important – Business School uses Harvard format!
– Always check with your tutor or assignment brief
• ‘Cite Them Right’ (available as a book and also online)
– See slides from Amanda Southam (at the end)
14. Report writing (numbered)
• Tend to be a numbered format:
1.0 Introduction
1.1 …
2.0 Literature review
2.1 …
3.0 Discussion
3.1 …
3.1.1 …
4.0 Conclusions and Recommendations
4.1 Conclusions
4.2 Recommendations
References
Appendices
This is a simplified example – check with tutor or assignment brief!
15. How to reference a book (example)
• Be consistent with references and in text citations (Harvard):
In text citations:
(Johns, 2013, p. 25) or Johns (2013, p. 25)
Reference:
Johns, J.B. (2013) A guide to good management, London: A publisher.
16. Reference list (alphabetical order)
References
Adams, B. (2013) Management today, London: A publisher.
Jacobson, R.J., Harrison, T., Ford, H., and Jones, P. (2014) ‘Adapting
to change', Example Journal of management, 33(3), pp. 323–326.
Johns, J.B. (2013) A guide to good business practice, London: A
publisher.
Vivoni, E.R. and Camilli, R. (2003) ‘Making money out of
nothing’, Business Philosophy, 13(4), pp. 457-468.
17. Summing up
• Maintain focus
– Avoid writing too many points
– Use the brief to help you focus
• Employ critical thinking
– Describe, analyse, evaluate
• Reference to support your arguments
– Opinion alone appears less trustworthy
18. Writing tips
• Write regularly, 15-30 mins a day, to maintain momentum
• Avoid over elaborate writing, be concise and to the point;
being aware of linking phrases and flow
• Proofread aloud and carefully to ensure proper language use
and readability
• Talk about your ideas and writing as much as you can with
others
• Read academic texts to see how they ‘sound’, follow the
principles of their good practice
19. Amanda Southam
Senior Information Specialist
amanda.southam@plymouth.ac.uk
• Library overview
• Accessing our services and resources
20. If you visit the
library:-
• Information Desk
• To help you find you way
around
• General enquiries
• Staff on duty 24 hours a
day
• IT & media support
• Study areas
• Bookable study rooms
• Computer areas
(PCs and Macs)
• Café
21. 24/7/365 opening
25000 journals and subject
collections (online)
eBooks
Bookable rooms
Computing areas
Wifi
If you visit the Library
just remember to
bring some ID !!
22. Accessing Primo – our online library
http://www.plymouth.ac.uk/library
27. References
• Cottrell, S. (2005) Critical Thinking Skills. Basingstoke: Palgrave
Macmillan.
• Crème, P. & Lea, M. (2008) Writing at University: a guide for students (3rd
ed.). Maidenhead: Open University Press.
• Levin, P. (2005) Write great essays. Maidenhead: Open University Press.
• Northedge, A. (2005) The Good Study Guide. Milton Keynes: The Open
University.
• Rose, J. (2002) The mature student’s guide to writing. Palgrave.
Macmillan Press.
• Wallace, M. & Wray, A. (2006) Critical Reading and Writing for
Postgraduates. London: Sage Publications.
www.plymouth.ac.uk/learn
Editor's Notes
This is in addition to your tutor, we always recommend you speak with your tutor throughout your studies!
Individual and group tutorials: 01752 587676 or go to the Learning Gateway in RLB
Writing Café: 4th floor of Babbage
writing support 12 – 4 pm, Mon - Fri
Info: www.plymouth.ac.uk/learn
online study guides and links
Who has written a play, a poem, an email?
Then you already know about writing.
The skills you need for writing your essay are not far off from writing a script or visual story.
Before we go onto a mini quiz a quick look at critical thinking, and making points in your writing.
Of course you should also include a reference section, and use references to support your arguments.
The important part to remember is that each point includes critical thinking (Describe, Analyse, Evaluate) you may compare and contrast with other ideas or you may argue that a new approach is required.
This is a typical approach to critical thinking. Note that the description (before the first ‘however’) is very short. Description is literally just saying ‘What?’ is the main point about, keeping it short, then moving onto the analysis.
Analysis can start with words like ‘However’ (Why? Or How? Questions). Ultimately ensure that you use words that show you are analysing, not just adding more facts. You may find the Manchester Phrase Bank helpful in this respect: http://www.phrasebank.manchester.ac.uk/being-critical/ When on this website, please note the left hand menu for other phrases.
Finally, the icing on the cake, evaluate. ‘Having considered…’ (So What? Or What Next?) at this point you pull together the analysis, thus demonstrating to your tutor the intended direction or decision. This part may seem obvious, but if left out, you are not going to achieve better marks.
Note: Ensure that you reference new ideas or facts throughout. Sometimes this is also extended into the evaluation section, but be careful that it does not sounds like more analysis. References here can help reinforce a decision for a specific course of action base on the original analysis.
The use of ‘however’ or ‘although’ are good words to demonstrate critical writing (analytical). However, there are times when you want use something different. In this respect the phrase bank is very good to help you construct your sentences to ensure you are sounding critical, or comparing and contrasting or being cautious about your critical views of the literature. You all have your own writing style, so some of these phrases may not be your preference. Pick and choose what you feel works for you.
This is a much more detailed example. Remember you don’t have to include every single one, as it might not be appropriate in your essay. Just be sure to include those that are relevant!
Also look at the details in the boxes in the slide, they have useful contextualised insights.
This is available on the Learning Development website in our guide on ‘Critical Thinking’ and also the ‘Model to generating critical Thinking’. Link (guides at bottom of the page): www.plymouth.ac.uk/learn
References/arguments/discussions/opinions are liken to actors bringing their own views.
Don’t forget that you need to give credit to those ideas!
The headings provided here are examples, this varies and depends on the brief or student handbook!
References/arguments/discussions/opinions are liken to actors bringing their own views.
Don’t forget that you need to give credit to those ideas!
These references are all fake!
References/arguments/discussions/opinions are liken to actors bringing their own views.
Don’t forget that you need to give credit to those ideas!
The examples here are fake references…
Good luck in your writing.
My details so they know who I am, (i.e. subject / information librarian supporting the Faculty of Business)
Just an overview of key things to know about the physical library space, facilities and services.
Physical and digital content – further info. Also, if students using the Library need to have their Uni ID cards – strict with access as we are a 24 hour environment.
Main library services page with link to our eLibrary – PRIMO. If time allows it might be good to show the students the live library page > library catalogue/Primo. If you feel happy to do so a very brief overview of the general search plus tabs to other key content, eg. Databases and AZ eJournals.
My subject guide brings together not only my contact details and drop in sessions, but more importantly, easy links directly to core services such as journal collections, company and industry data, statistics, etc.