We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.
To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure no-reply@cambridge.org
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
Developing the research, writing and referencing skills vital to achieving success in an academic environment is a necessary part of university study. Keys to Academic English presents Academic English, a distinct form of the language used at a tertiary level, and its building blocks - appropriate research, critical thinking and language, effective communication and essay preparation and writing - in an accessible, easy-to-use format. The first part of the text covers the overarching principles of Academic English, including the history of English, and grammar and language essentials. The second part discusses the practical application of this knowledge, with particular emphasis on crafting coherent, thesis-driven essays, alongside discussion of research and sources, referencing and citation, and style and presentation. Written by authors with extensive tertiary teaching experience, Keys to Academic English is an invaluable reference for students beginning their university degrees across a range of humanities disciplines.
In this chapter, we address the aspects of style and presentation that students most commonly encounter in preparing their essays for submission. What may seem like minor details of writing, like ellipses, italics and quotation marks, are actually aspects of clarity. They explain in shorthand form the nature of your material and how you are using it. As with the referencing conventions we looked at in the previous chapter, common style conventions are understood by other academic readers and are part of engaging in an academic conversation. The chapter is organised A–Z by topic so that you can locate the information you need quickly and easily when you encounter a style query in the course of your writing. However, the unique circumstances of your own writing assignments means that you will occasionally have to make judgements about how to present your information.
This chapter aims at clarifying basic concepts related to multimedia: communication, comprehension, and learning. Multimedia communication is considered as the intentional creation, display, and reception of multiple kinds of signs in order to convey messages about some content. It entails two subprocesses: meaning and comprehension. Multimedia meaning is a process in which the producer of a message creates multiple external signs based on his or her prior knowledge in order to direct the recipient’s mind so that the recipient understands what the producer means. Multimedia comprehension is the complementary process of reconstructing the previously externalized knowledge in the mind of the recipient. It can be seen as the bottleneck of multimedia communication. Multimedia comprehension and multimedia learning are related but are nevertheless different: While multimedia comprehension results in transient changes in working memory, multimedia learning results in permanent changes in long-term memory. Multimedia learning is a byproduct of multimedia comprehension. Further, an overview of the book is presented.
Dissemination of psychological science is vital to the field, and there is a number of reasons why trainees and professionals in the discipline are motivated to present their work. There are several different venues available for presentations, and each might host a range of formats. The most common types of presentations include posters, symposia, panel discussions, or workshops. When preparing and conducting presentations, there are key tips to consider to optimize success. For example, it is critical that the presenter read through the venue requirements, which vary considerably. There are also key items to bring to conferences in case of technological or other problems. Repeated practice with critical colleagues in advance of the presentation is recommended to increase the chance of a good delivery in the more stressful circumstances with an audience. The advice and guidance provided in this chapter should help the presenter navigate the intricacies of presenting research. In fact, appropriate preparation and practice for presentation will likely lead to a highly gratifying experience for the presenter and audience.
Treatment recommendations for mental health are often founded on diagnosis-specific models; however, there are high rates of co-morbidity of mental health presentations and growing recognition of the presence of ‘transdiagnostic processes’ (cognitive, emotional or behavioural features) seen across a range of mental health presentations. This model proposes a novel conceptualisation of how transdiagnostic behaviours may maintain co-morbid mental health presentations by acting as a trigger event for the cognitive biases specific to each presentation. Drawing on existing evidence, psychological theory and the author’s clinical experience, the model organises complex presentations in a theory-driven yet accessible manner for use in clinical practice. The model offers both theoretical and clinical implications for the treatment of mental health presentations using cognitive behavioural approaches, positing that transdiagnostic behaviours be the primary treatment target in co-morbid presentations.
Key learning aims
(1) To understand the strengths and limitations of existing transdiagnostic CBT formulation models.
(2) To learn about a novel, transdiagnostic and behaviourally focused formulation for use in clinical practice.
(3) To understand how to use the tool in clinical practice and future research.
Most philosophers agree that an argument's presentation is relevant to its philosophical merit. This paper explains why David Hume considered presentation philosophically important. On Hume's epistemology, presentation is closely connected with two principal aims of philosophical arguments: persuasion and epistemic justification. Hume's views imply that presentation is a factor determining an argument's persuasiveness and that, by philosophical standards of justification, presentation is also a factor determining the extent to which an argument's conclusion is justified.
Conferences are an excellent opportunity to hear about the latest news in your field. They are also a great chance to meet like-minded people, share experiences, discuss ideas and gain inspiration. Friendships, collaborations, new research directions, invitations and job offers can all arise from conversations at conferences. Conferences range from small regional or national gatherings to huge international meetings. They may address a particular topic or may be a more general meeting of a learned society, including symposia on a variety of topics as well as society business meetings. Conferences may have only one session, with all delegates in the same room at the same time or may have multiple concurrent sessions in a conference venue where all the rooms and corridors look the same and it’s very easy to get lost. Most conferences include keynote or plenary presentations by major researchers in the field. This is a great chance to meet the people whose articles you have read and admired. In this chapter, I cover preparing and submitting an abstract, then attending a conference. Next, I provide general advice on presentations, then cover preparing and presenting oral and poster presentations. I end with conference etiquette.
Practical information to and tips for using Mathematica and the Wolfram Language. Document creation, slideshow presentations, keyboard shortcuts, documentation, and troubleshooting are discussed.
Little is known about longitudinal changes of the first twin presentation in twin gestations. This is a retrospective cohort study including 411 women who were admitted consecutively and delivered live-born twins at 36 weeks of gestation or more. Longitudinal assessment of the first twin presentation was conducted during gestation and at birth in all cases. Gestational age at antenatal assessment was divided into two intervals: early-third trimester (28–31 weeks) and mid-third trimester (32–35 weeks). Fetal presentation was categorized as vertex or non-vertex. We analyzed change of fetal presentation between antepartum intervals and birth. First twin presentation at early-third trimester had the same presentation at birth in 87.6% (360/411) of the study population. In this ‘no change’ group, vertex presentation was seen in 95.6% (283/296) and non-vertex was seen in 67.0% (77/115) of cases. In total, 96.1% (395/411) of the study population maintained their presentation between mid-third trimester and birth. Vertex presentation was seen in 98.4% (310/315) and non-vertex was seen in 88.5% (85/96) of cases. When comparing vertex with non-vertex, vertex presentation during third trimester was a more reliable predictor of presentation at birth (p < .001). The only factor that contributed significantly to spontaneous version of the first twin during mid-third trimester and birth was a lower birth weight of the first twin compared with the second twin. In conclusion, first twin presentation with vertex during third trimester is not likely to change into non-vertex at birth. We concluded that vertex presentation in twin gestations at early- and mid-third trimester is very predictable. In contrast, a non-vertex first twin presentation is relatively unstable.
We compute coherent presentations of Artin monoids, that is, presentations by generators, relations, and relations between the relations. For that, we use methods of higher-dimensional rewriting that extend Squier’s and Knuth–Bendix’s completions into a homotopical completion–reduction, applied to Artin’s and Garside’s presentations. The main result of the paper states that the so-called Tits–Zamolodchikov 3-cells extend Artin’s presentation into a coherent presentation. As a byproduct, we give a new constructive proof of a theorem of Deligne on the actions of an Artin monoid on a category.
The perinatal characteristics of 16 vaginal-abdominal deliveries of twins were evaluated. The primary indication for the cesarean delivery was compound vertex presentation (n = 4), prolapsed umbilical cord (n = 4), transverse lie (n = 7), and mentoposterior face presentation (n= 1). Ther outcome of Twin A was not different from that of Twin B. About 90% of the twins were eventually discharged on time. A significant correlation (R = 0.9722, p < 0.0003) was found between the reported rates of combined deliveries and cesareans in twins. The data suggest that a higher rate of combined deliveries is expected in practices where abdominal deliveries are performed more often in twin gestations, while in obstetric services with low cesarean rates in twins, combined deliveries seem to be unfortunate occurrences dictated by unexpected intrapartum events.
Four hundred and thirty-four twins delivered from 220 women at Notre-Dame Hospital were studied during a period of 11 years (1969–1979). The maternal, fetal, and neonatal outcome was compared before and after 1974, the year ultrasonography and other changes in perinatal care were introduced in our institution. Early diagnosis occurred more frequently after 1974, together with increased antenatal hospitalization. Preeclampsia and hepatic cholestasis occurred in 19.5% and 9.5% of women, respectively. Preterm delivery occurred in 42.2% of the cases. The corrected fetal mortality rate was 30.2/1,000 and corrected perinatal mortality rate was 74.9/1,000. About 90% of the neonatal deaths occurred in infants born before 36 weeks. Internal version and complete extraction of the second twin increased the neonatal mortality sixfold compared to spontaneous delivery. Availability of ultrasound examination significantly reduced preterm delivery.
Recommend this
Email your librarian or administrator to recommend adding this to your organisation's collection.