Chapter 3. Preparing an Abstract for a Professional Meeting

2019 ◽  
pp. 35-46
Keyword(s):  
Professional Meeting

scholarly journals "Walking the Walk”: Promoting Competencies for Interprofessional Learning through Team Meetings—A Case Study

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Matthew Links
Keyword(s):  
Professional Learning ◽  
Interprofessional Education ◽  
Core Competencies ◽  
Critical Issue ◽  
Interprofessional Learning ◽  
Team Meetings ◽  
Explicit Consideration ◽  
Professional Meeting ◽  
Learning Competencies

Background: Interprofessional learning is a key aspect of improving team-based healthcare. Core competencies for interprofessional education (IPE) activities have recently been developed, but there is a lack of guidance as to practical application. Methods and Findings: Cancer Forum is a weekly multi-professional meeting used as the case study for this report. Power was identified as a critical issue and six questions were identified as the basis for a structured reflection on the conduct of Cancer Forum. Results were then synthesised using Habermas’ delineation of learning as instrumental, normative, communicative, dramaturgical, and emancipatory. Power was a key issue in identified obstacles to inter professional learning. Leadership emerged as a cross-cutting theme and was added as a seventh question. The emancipatory potential of interprofessional learning benefited from explicit consideration of the meeting agenda to promote competencies of sharing role knowledge, teamwork and communication. Modelling of required skills fulfils a dramaturgical and normative role. Conclusions: The structured reflection tool highlighted the relationship between power and IPE competencies. It was essential to walk the walk as well as talk. The process followed provides a practical guide for using team meetings to promote interprofessional learning competencies and thereby improving patient care.

scholarly journals Attending Professional Health Education Meetings

2004 ◽  
Vol 2 (1) ◽  
pp. 16-21
Author(s):  
Eleanor Dixon-Terry
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Personal Experience ◽  
New Professionals ◽  
Education And Health ◽  
Full Effect ◽  
Professional Health ◽  
Professional Meeting ◽  
Direct Immersion ◽  
The Way

The profession of health education and health promotion involves a journey of discovery, where along the way, the student and new professional is uncovers many layers and nuances. One of the mysteries surrounding the profession is the participation in a professional meeting. Student and new professionals often perceive this to be challenging, overwhelming and fraught with roadblocks and barriers. While understanding perceptions of mystery from those entering the field about professional meetings, the best way to fully engage in the profession and to get the full effect and benefit of a professional health education meeting is through direct immersion and personal experience.

scholarly journals Making Modern Social Science: The Global Imagination in East Central and Southeastern Europe after Versailles

2019 ◽  
Vol 28 (2) ◽  
pp. 137-142 ◽  
Author(s):  
Katherine Lebow ◽  
Małgorzata Mazurek ◽  
Joanna Wawrzyniak
Keyword(s):  
Social Science ◽  
Western Pacific ◽  
Subject Position ◽  
Southeastern Europe ◽  
East Central ◽  
Bronislaw Malinowski ◽  
Professional Meeting ◽  
Participant Observer ◽  
The Western Pacific ◽  
Central And Southeastern Europe

The events of 1914 initiated the redrawing of many boundaries, both geopolitical and intellectual. At the outbreak of the war the London-based anthropologist Bronisław Malinowski was at a professional meeting in Australia. Technically an ‘enemy alien’ (a Pole of Austro-Hungarian citizenship), he was barred from returning to Britain; stranded in Australia, under surveillance by authorities and with insecure finances, Malinowski began fieldwork in the Trobriand Islands that would result in his groundbreakingArgonauts of the Western Pacific(1922).1Argonauts’ influence rested on its compelling portrait of the anthropologist as ‘participant-observer’, the insider/outsider uniquely poised to decode and recode cultures and meanings.2Malinowski thus adeptly retooled his own ambiguous status into a paradigm of the ethnographer’s optimal subject-position – quipping that he himself was particularly suited to this role, as ‘the Slavonic nature is more plastic and more naturally savage than that of Western Europeans’.3

scholarly journals Use and access of grey literature in special libraries may be hindered by lack of visibility and cataloguing

2006 ◽  
Vol 1 (1) ◽  
pp. 98
Author(s):  
David Hook
Keyword(s):  
United States ◽  
Conference Proceedings ◽  
Grey Literature ◽  
Publishing Research ◽  
The United States ◽  
International Standards ◽  
Current State ◽  
Professional Meeting ◽  
Standard Set ◽  
Special Library

A review of: Ranger, Sara L. “Grey Literature in Special Libraries: Access in Use.” Publishing Research Quarterly 21.1 (Spring 2005): 53-63. Objective – To examine the barriers to making grey literature (literature not controlled by commercial publishers) easier to access in special libraries. Design – Interviews. Setting – Variety of special libraries (government, corporate and specialized academic) in the United States. Subjects – Sixteen librarians from fourteen organizations in Washington, Michigan and Texas were interviewed. Four of the organizations were government libraries, four were corporate libraries and five were specialized academic libraries. One of the interviews was not used because the organization did not maintain a collection of paper-based grey literature. Methods – Librarians were selected as possible interview subjects via three methods: some were previously familiar with the author; some were referred to the author by friends, family and colleagues; two candidates volunteered in response to a presentation of the project at a professional meeting. Interviews were conducted between February 2002 and May 2003. A standard set of seven questions were used, but often followed with further questions. The interviews were conducted either in the library or the librarian’s office. The interviews were tape-recorded and the answers were written down. Interviews typically lasted between fifteen and thirty minutes and asked about the current state, holdings, access and use of grey literature in the special library. Main Results – Results from the interviews suggest a wide variance in the percentage of users that access grey literature. Grey literature was used less in the corporate libraries than the academic and government libraries. The percentage of the collection made up of grey literature also varied widely between the different libraries. Reports were found to be the most popular form of grey literature, although most of the libraries reported owning conference proceedings and newsletters in addition to reports. One interesting observation found during the interviews was that most of the users of grey literature are also producers of grey literature. The librarians surveyed reported that some of the reasons for using grey literature included use in research, to write (often more grey literature), interest in the topic, for class assignments, as records of previous practices, for localized studies, and for creating models and practices. Results found that for the libraries surveyed, much of the grey literature remains uncatalogued and what has been catalogued was done using a variety of methods. Over half of the libraries surveyed had their grey literature accessible online. Conclusion – Two main reasons were cited as explanations for why grey literature was not used as much as it should be: lack of cataloguing and visibility. In many of the libraries surveyed, much of the grey literature had not been catalogued, making it difficult to find and use the resources. Reasons cited for not cataloguing grey literature include lack of time, funds and/or knowledge. As well, in many of the libraries surveyed, it was found that the holdings of grey literature were not readily visible to the users, so users were not even aware that it existed. To improve the awareness and accessibility of grey literature, the author recommends regional depositories for grey literature, international standards for cataloguing and more cooperation between special libraries.

Learning Paleontology Through Doing: Integrating an Authentic Research Project into an Invertebrate Paleontology Course

2012 ◽  
Vol 12 ◽  
pp. 181-198
Author(s):  
Patricia H. Kelley ◽  
Christy C. Visaggi
Keyword(s):  
Independent Study ◽  
Research Experience ◽  
Research Project ◽  
Course Content ◽  
Active And Collaborative Learning ◽  
Invertebrate Paleontology ◽  
Student Learning Objectives ◽  
Laboratory Component ◽  
Professional Meeting ◽  
Successes And Challenges

We implemented an authentic research experience as part of the invertebrate paleontology course at University of North Carolina Wilmington to promote student learning objectives related to understanding course content, critical thinking, problem solving, and oral and written communication. This semester-long research project, worth 20% of the course grade, is incorporated into the laboratory component of the course, and employs best practices of active and collaborative learning. Students work as teams to develop and test paleoecological and/or evolutionary hypotheses using field-collected or archived bulk samples. Following sample processing, specimen identification, and data collecting and analysis, students write a research paper using the format of a professional paper, with individually and team-written parts, and present their results orally. After completion, one or more abstracts based on the results are submitted to a professional meeting. Typically, several students attend the meeting and present the posters. This approach allows students to experience authentic research from conception to dissemination. Since 2003, the course has been offered seven times, resulting in 13 published and presented abstracts. Over half the students remained involved in paleontology following the course by presenting the work or taking additional courses or independent study, demonstrating that the experience was received positively. This approach provides a model for other instructors, as the research project can be adapted to a variety of geological settings and topics. Successes and challenges in implementing such a project are discussed.

Decreasing the Ceiling Effect in Assessing Meeting Quality at an Academic Professional Meeting

2013 ◽  
Vol 25 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Swaroop Vita ◽  
Heidi Coplin ◽  
Kristen B. Feiereisel ◽  
Sarajane Garten ◽  
Alex J. Mechaber ◽  
...  
Keyword(s):  
Ceiling Effect ◽  
Professional Meeting

A Quick Guide to Writing Online English

2004 ◽  
Author(s):  
Jerry Pournelle
Keyword(s):  
Mental Image ◽  
Discussion Groups ◽  
Online Discussions ◽  
Mutual Understanding ◽  
Online Writing ◽  
Professional Meeting ◽  
Academic Discussion

What is Online English? Online English is simply the English that people use online. That’s it. That’s all. Unfortunately, “Online English” when described that way, seems to bring with it an air of either trepidation or disdain. Trepidation, in that many people believe that they will not be able to understand what “these kids today” are writing online, or disdain, in that they can’t imagine why anyone would care what “these kids today” are writing online. The mental image is of a chatroom screen filled with TLAs (three-letter acronyms), emoticons, and enough exclamation points to outfit an entire shelf of melodramatic novels. The emoticons and acronyms are but a small part of Online English. The secret of Online English is this: it’s very close to a language you already know, and know well: Informal English. The confusion comes about because, offline, you speak Informal English much more than you write it. Sure, you might dash off a quick postcard to a friend, or leave a sticky note on a co-worker’s chair, but for the most part, when you are using Informal English, you’re speaking it. Online, of course, you write much more than you talk—it’s just that your online writing is (or should be, for the most part) much like conversation. The different kinds of Online English can be described much like the different kinds of conversation. At the most formal, Online English can be like the conversation at a professional meeting, with prepared remarks and considered dialogue. Many blogs and academic discussion groups have this tone. The point of these online discussions is to get ideas across clearly and succinctly, with a certain amount of style—not stiltedly or slangily, but certainly with the end goal of clarity and mutual understanding. Many blogs, if printed out and divorced from their web associations, would read just as well as many newspaper op-ed columns. No emoticons here! Think of this level as being the same as an informal business memo.

The Brake Assist System of Automobile Overhaul Competence Analysis

2011 ◽  
Vol 301-303 ◽  
pp. 1464-1470
Author(s):  
Chih Yang Chao ◽  
Shih Chun Yang ◽  
Yi Wen Guo ◽  
Chai Song Yieng ◽  
Ting Jian Liao
Keyword(s):  
Automobile Industry ◽  
Social Ethics ◽  
Curriculum Planning ◽  
Material Development ◽  
Analytical Skills ◽  
Expert Interview ◽  
Managerial Competence ◽  
Professional Meeting ◽  
Brake Assist ◽  
Work Done

The purpose of this research was to explore the Brake Assist System of automobile overhaul competence indicators. Literature review, interviews, professional meeting, Delphi method were yielded to analyze the competence items in the automobile overhaul. Thus, to reveal the curriculum planning, instruction strategy, and teaching material for the automobile overhaul professional technology manpower cultivating, this research was conducted deep expert interview, and three times Delphi questionnaire investigation. The opinions of experts were unanimity for the competence indicators. Finally, results of this study revealed three category competence indicators for the Brake Assist System of automobile overhaul including (1) the 11 professional ethics competence indicators such as value social ethics, working ethics, time, quality, attitude, working zeal and professional dedication, really get the work done, train oneself constantly, high loyalty, plasticity, and law-abiding, and self-managerial competence. (2) the 9 competence indicators of Brake relevant knowledge of the system and analytical skills such as understanding the systematic function of ABS, knowing relevant part names of ABS, function, erection site, and understanding the principle of moving of automobile ABS, and understanding the systematic function of EBD, knowing relevant part names of EBD, function, erection site, and understanding the principle of moving of automobile EBD, and understanding the systematic function of BAS, knowing relevant part names of BAS, function, erection site, and understanding the principle of moving of automobile BAS. And (3) the 6 competence indicators of brake assist system overhaul such as skilful with ABS examine and repair; skilful with ABS relevant part procedure of renewal , and skilful with EBD examine and repair; skilful with EBD relevant part procedure of renewal ,and skilful with BAS examine and repair; skilful with BAS relevant part procedure of renewal. These results are not only offered to help curriculum planning and material development for the basis of the automobile overhaul, but help vocational industrial school and automobile industry cultivating the talent manpower.

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