Academic literature on the topic 'Published expert writing'
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Journal articles on the topic "Published expert writing"
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Bowler, PETER J. "Presidential address Experts and publishers: writing popular science in early twentieth-century Britain, writing popular history of science now." British Journal for the History of Science 39, no. 2 (2006): 159–87. http://dx.doi.org/10.1017/s000708740600793x.
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The bulk of this address concerns itself with the extent to which professional scientists were involved in popular science writing in early twentieth-century Britain. Contrary to a widespread assumption, it is argued that a significant proportion of the scientific community engaged in writing the more educational type of popular science. Some high-profile figures acquired enough skill in popular writing to exert considerable influence over the public's perception of science and its significance. The address also shows how publishers actively sought ‘expert’ authors for popular material, but at the same time controlled what was published in accordance with their perception of what would sell. At a more popular level of writing there were many semi-professional authors who, while not active scientists, exploited close contacts with the scientific community. Here there was a strong emphasis on the practical applications of science.The address concludes by suggesting parallels between popular science writing in this period and the present state of popular writing about the history of science.
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Maryam, Siti, Neng Mustika, and Rasi Yugafiati. "The Analysis of Recount Text Written by Expert and Students." PROJECT (Professional Journal of English Education) 3, no. 2 (2020): 202. http://dx.doi.org/10.22460/project.v3i2.p202-209.
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Retelling the past experiences in the form of recount text is one of the competencies that should be mastered by the students in verbal or written form. Based on the preliminary observation in SMAN 4 Cimahi, the 10th grade students have no difficulties in retelling their past experiences orally. To overcome that problem, this research aims to investigate some pedagogical implication needed in enhancing students’ writing ability in retelling past experiences in form of recount text. This research belongs to qualitative descriptive using the document analysis as a technique to collect the data. The expert document of personal recount text was taken from the electronic book of English for 10th grade of senior high school published by the Ministry of Education and Culture. The finding showed that the expert’s text had genre, register, generic structure, and language features that were in line with the general characteristics of recount text. However, the analysis of student’s text showed that the students found difficulties in delivering and organizing ideas in every stage of Recount text, the content of writing was not totally fulfiiled the linguistic features required. Moreover vocabularies were still great boundaries in the writing. The pedagogical implication proposed is that using concept map. Keywords: Expert Text, Genre Analysis, Recount Text
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Wexelbaum, Rachel. "Book Review: Arab-Israeli Conflict: A Documentary and Reference Guide." Reference & User Services Quarterly 57, no. 3 (2018): 224. http://dx.doi.org/10.5860/rusq.57.3.6621.
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The Arab-Israeli conflict continues to spark confusion, emotion, and anger in educational environments. Tension around these topics remains so high that strict ground rules and active arbitration remedies exist for those who wish to edit the Wikipedia articles for Israel, Palestine, and the Arab-Israeli conflict. As events progress in these regions, these Wikipedia articles experience a flurry of activity as editors around the world work to update and improve their content. This is the downfall of any traditionally published encyclopedia; once published, it becomes a snapshot in time, a historical artifact, as opposed to a living document that captures past, present, and future tense. The other disadvantage of traditionally published encyclopedias is that editors often give subject experts a template and writing guidelines for the entries that can make the subject expert look incompetent. Dr. Priscilla Roberts’s “documentary and reference guide” to the Arab-Israeli conflict, for this reason, has strengths and weaknesses.
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Polio, Charlene. "Second language writing development: A research agenda." Language Teaching 50, no. 2 (2017): 261–75. http://dx.doi.org/10.1017/s0261444817000015.
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In 1998, Wolfe-Quintero, Inagaki & Kim published a monograph describing measures used in assessing writing development. Despite more recent research on linguistic development (e.g., Bulté & Housen 2012; Verspoor, Schmid & Xu 2012; Connor-Linton & Polio 2014), the volume is still a valuable resource and good starting point for anyone wanting to select measures of fluency, accuracy, and complexity for second language (L2) writing research. The volume, however, was limited to research onlanguagedevelopment within the context of writing, and this is certainly one way to think about writing development. A recent edited volume by Manchón (2012), however, has greatly expanded conceptions of writing development showing that it involves much more that linguistic development, for example, genre knowledge (Tardy 2012) and goal setting (Cumming 2012) as well. Writing development can also focus on various aspects of the writing process and how writers’ change their approach to text production as they become more expert writers (e.g., Sasaki 2004; Nicolás-Conesa, Roca de Larios & Coyle 2014). This expansion of focus, of course, makes development more difficult to define.
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Aull, Laura L., Dineth Bandarage, and Meredith Richardson Miller. "Generality in student and expert epistemic stance: A corpus analysis of first-year, upper-level, and published academic writing." Journal of English for Academic Purposes 26 (March 2017): 29–41. http://dx.doi.org/10.1016/j.jeap.2017.01.005.
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Cusen, Gabriela. "”Borders” in the Writing of Academic Texts: Investigating Informativeness in Academic Journal Abstracts." Acta Universitatis Sapientiae, Philologica 10, no. 2 (2018): 141–54. http://dx.doi.org/10.2478/ausp-2018-0019.
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AbstractWhen researchers write academic journal abstracts, they need to meet the requirements of the publisher, which may very well mean that they need to be aware of “the meaning and functions of borders” within which their work is presented in this type of academic text. This paper reports on an investigation of the use of vague language (VL) and IMRaD moves (Introduction, Method, Results, and Discussion) showing the degree of informativeness of academic journal abstracts published in the “Bulletin of Transilvania University” of Braşov between 2010 and 2017. The areas of research these articles focus on range from linguistics and literature to business studies, medicine, and engineering. The analysis of the data, based on Cutting’s (2012) analytical framework, revealed that abstract authors use vague language (e.g.: “universal general nouns” and “research general nouns”) and that their abstracts mostly consist of introduction, method, and discussion moves. Results of similar research into the writing of article abstracts may be informative for both novice academic text writers and expert writers guiding their work.
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Резник, Семен, and Semen Reznik. "METHODOLOGICAL APPROACHES TO PREPARATION, WRITING AND REPRESENTATION OF ARTICLE IN THE SCIENTIFIC JOURNAL: TECHNOLOGIES, TYPICAL MISTAKES, CRITERIA OF SELF-EVALUATION OF QUALITY." Russian Journal of Management 6, no. 1 (2018): 18. http://dx.doi.org/10.29039/article_5b06a2ed77ff27.54996258.
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The article discusses methodological approaches to the preparation, writing and submission of scientific articles to the journal. Particular attention is paid to the generalization of typical mistakes of young scientists in writing articles, as well as the criteria for self-assessment of the quality of the article prepared for submission to the scientific journal. The materials of the article are based on the author's many years of experience in the management of the dissertation Council, work in the expert Council of the WAC, editorial boards of scientific economic journals, his research, published monographs, textbooks and scientific articles, management of the preparation of candidate and doctoral theses, as well as on the experience and recommendations of well-known scientists.
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Bigham, B., C. Lavelle, J. Hulme, and K. Hayman. "MP26: The simulated newsroom: a novel educational intervention to teach advocacy skills to resident physicians." CJEM 22, S1 (2020): S51—S52. http://dx.doi.org/10.1017/cem.2020.174.
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Innovation Concept: Advocacy is a key competency of Canadian residency education, yet physicians seldom engage with supra-clinical advocacy efforts upon completion of training. Emergency medicine (EM) residency training may not equip graduates with the knowledge and skills required to engage as physician-advocates in their communities. Focused writing workshops may increase the confidence and ability of EM trainees to engage as health advocates. Methods: Following a literature review, simulated newsroom workshops were developed by two EM physicians with graduate-level journalism training and workplace experience. Participants were invited to participate in an audio-recorded focus-group and to submit their opinion editorial. Twelve participants registered for the workshops and six attended both sessions and the focus group; four submitted written work. Focus group transcripts and written work were qualitatively analysed to understand acceptability, feasibility, and how students might engage as future health advocates. Curriculum, Tool, or Material: The simulated newsroom consisted of participants acting as journalists and the expert facilitator acting as a news editor. The first workshop provided a framework for news judgement in a didactic session, followed by interactive exercises including: prioritization of news pitches, a simulated editorial meeting, and analysis of published news articles. The participants then drafted their own pitches for in situ feedback from peers and facilitators. Two-weeks later, participants brought their completed articles for peer and expert review before submitting their final article. Conclusion: The innovation bolstered resident physician confidence in advocacy through the popular press, and provided demonstrable skills in opinion writing. Participants felt challenged to develop compelling narratives and differentiate this form of advocacy communication from academic writing or prior media training. Participants valued the workshop as a voluntary component of residency education led by peer experts. Through their writing, residents demonstrated an understanding of structural factors that impact patient health and health systems. Future engagement as physician advocates may be tempered by fears of professional repercussions for public engagement; the impact of physician advocacy on population health outcomes is not yet known.
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Arrazola, Jessica, Malorie Polster, Paul Etkind, John S. Moran, and Richard L. Vogt. "Lessons Learned From an Intensive Writing Training Course for Applied Epidemiologists." Public Health Reports 135, no. 4 (2020): 428–34. http://dx.doi.org/10.1177/0033354920932659.
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Although writing is a valued public health competency, authors face a multitude of barriers (eg, lack of time, lack of mentorship, lack of appropriate instruction) to publication. Few writing courses for applied public health professionals have been documented. In 2017 and 2018, the Council of State and Territorial Epidemiologists and the Centers for Disease Control and Prevention partnered to implement a Morbidity and Mortality Weekly Report Intensive Writing Training course to improve the quality of submissions from applied epidemiologists working at health departments. The course included 3 webinars, expert mentorship from experienced authors, and a 2-day in-person session. As of April 2020, 39 epidemiologists had participated in the course. Twenty-four (62%) of the 39 epidemiologists had submitted manuscripts, 17 (71%) of which were published. The program’s evaluation demonstrates the value of mentorship and peer feedback during the publishing process, the importance of case study exercises, and the need to address structural challenges (eg, competing work responsibilities or supervisor support) in the work environment.
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Wohlmann, Anita. "Illness Narrative and Self-Help Culture – Self-Help Writing on Age-Related Infertility." European Journal of Life Writing 3 (November 3, 2014): VC19—VC41. http://dx.doi.org/10.5463/ejlw.3.90.
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Both self-help books and illness narratives are motivated by an impulse to overcome a crisis and, simultaneously, to help others who suffer from similar conditions. In doing so, authors of self-help and illness narratives move in between polar opposites: they have both individual and collective motives, they have a desire to overcome uncertainty and achieve control and they negotiate the authority of experience versus the authority of expertise. This paper has two objectives: (1) It describes the intersections of illness life writing and self-help culture and traces the thematic, cultural and historical similarities. (2) It analyzes a selection of four autobiographical, U.S.-American self-help books on age-related infertility published between 1987 and 2009. In juxtaposing these books with research perspectives from self-help criticism and medical humanities, the paper suggests that the authors blur the boundaries between patient and expert in their attempts to achieve control over what is ultimately uncontrollable – the body. The paper closes with a reflection on how scientific discourses and the Quantified Self-movement influence self-help narratives on illness. This article was submitted on June 1st, 2014 and published on November 3rd 2014.
Dissertations / Theses on the topic "Published expert writing"
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Larsson, Tove. "The introductory it pattern in academic writing by non-native-speaker students, native-speaker students and published writers : A corpus-based study." Doctoral thesis, Uppsala universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-305735.
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The present compilation thesis investigates the use of a pattern that is commonly found in academic writing, namely the introductory it pattern (e.g. it is interesting to note the difference). The main aim is to shed further light on the formal and functional characteristics of the pattern in academic writing. When relevant, the thesis also investigates functionally related constructions. The focus is on learner use, but reference corpora of published writing and non-native-speaker student writing have also been utilized for comparison. The thesis encompasses an introductory survey (a “kappa”) and four articles. The material comes from six different corpora: ALEC, BATMAT, BAWE, LOCRA, MICUSP and VESPA. Factors such as native-speaker status, discipline, level of achievement (lower-graded vs. higher-graded texts) and level of expertise in academic writing are investigated in the articles. In more detail, Articles 1 and 2 examine the formal (syntactic) characteristics of the introductory it pattern. The pattern is studied using modified versions of two previous syntactic classifications. Articles 3 and 4 investigate the functional characteristics of the pattern. In Article 3, a functional classification is developed and used to categorize the instances. Article 4 examines the stance-marking function of the pattern in relation to functionally related constructions (e.g. stance adverbs such as possibly and stance noun + prepositional phrase combinations like the possibility of). The introductory it pattern was found to be relatively invariable in the sense that a small set of formal and functional realizations made up the bulk of the tokens. The learners, especially those whose texts received a lower grade, made particularly frequent use of high-frequency realizations of the pattern. The thesis highlights the importance of not limiting investigations of this kind to comparisons across native-speaker status, as this is only one of the several factors that can influence the distribution. By exploring the potential importance of many different factors from both a formal and a functional perspective, the thesis paints a more complete picture of the introductory it pattern in academic writing, of use in, for instance, second-language instruction.
Books on the topic "Published expert writing"
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Ladenheim-Gil, Randy. The everything guide to getting published: Expert advice for building a successful writing career. Adams Media, 2012.
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Schütte, Uwe. W.G. Sebald. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9780746312988.001.0001.
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W. G. Sebald was a literary phenomenon: a German literary scholar working in England, who took up creative writing out of dissatisfaction with German post-war letters. Within only a few years, his unique prose books made him one of the most celebrated authors of the late twentieth-century.Sebald died prematurely, aged 57, after the publication of his most celebrated prose fiction Austerlitz. This accessible critical introduction, written by a leading expert, highlights Sebald’s double role as writer and academic. It discusses his oeuvre in the order in which his works were published in German in order to offer a deeper understanding of the original development of his literary writings. In addition to concise but incisive interpretations of the main publications, Schütte demonstrates how Sebald’s critical writings (most of which still await translation) fed into his literary texts and concludes his study with a perceptive assessment of Sebald as a cult author.
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Herr, Melody. Writing and publishing your book: A guide for experts in every field. 2017.
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AMA Manual of Style Committee. AMA Manual of Style. Oxford University Press, 2020. http://dx.doi.org/10.1093/jama/9780190246556.001.0001.
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The AMA Manual of Style, 11th edition, is a must-have guide for those seeking to publish research findings and anyone involved in medical, health, or scientific writing and publishing. The manual offers guidance on nuts-and-bolts topics including punctuation, capitalization, and grammar. It also provides recommendations on how to navigate the dilemmas that authors, researchers and their institutions, medical editors and publishers, writers, and members of the news media who cover scientific research confront on a daily basis. Written by an expert committee of JAMA Network editors, this 11th edition thoroughly covers ethical and legal issues, authorship, conflicts of interest, scientific misconduct, and intellectual property, in addition to preparation of articles for publication, style, terminology, measurement, and quantification.
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Davis, Paul, ed. Joseph Addison. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198814030.001.0001.
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Joseph Addison: Tercentenary Essays is a collection of fifteen essays by a team of internationally recognized experts specially commissioned to commemorate in 2019 the three-hundredth anniversary of Addison’s death. Almost exclusively known now as the inventor and main author of The Spectator, probably the most widely read and imitated prose work of the eighteenth century, Addison also produced important and influential work across a broad gamut of other literary modes-poems, verse translations, literary criticism, periodical journalism, drama, opera, travel writing. Much of this work is little known nowadays even in specialist academic circles; Addison is often described as the most neglected of the eighteenth century’s major writers. Joseph Addison: Tercentenary Essays sets out to redress that neglect; it is the first essay collection ever published which addresses the full range and variety of his career and writings. Its fifteen chapters fall into three groupings: an initial group of five dealing with Addison’s work in modes other than the literary periodical (poetry, translation, travel writing, drama); a central core of five addressing The Spectator from a variety of disciplinary perspectives (literary-critical, sociological and political, bibliographical); and a final set of five exploring Addison’s reception within several cultural spheres (philosophy, horticulture, art history) by individual writers (Samuel Johnson) or across larger historical periods (the Romantic age, the Victorian age), and in Britain and Europe (especially France). Joseph Addison: Tercentenary Essays provides an overdue and appropriately diverse memorial to one of the eighteenth century’s dominant men of letters.
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Kelly, Alan. How Scientists Communicate. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190936600.001.0001.
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What is scientific research? It is the process by which we learn about the world. For this research to have an impact, and positively contribute to society, it needs to be communicated to those who need to understand its outcomes and significance for them. Any piece of research is not complete until it has been recorded and passed on to those who need to know about it. So, good communication skills are a key attribute for researchers, and scientists today need to be able to communicate through a wide range of media, from formal scientific papers to presentations and social media, and to a range of audiences, from expert peers to stakeholders to the general public. In this book, the goals and nature of scientific communication are explored, from the history of scientific publication; through the stages of how papers are written, evaluated, and published; to what happens after publication, using examples from landmark historical papers. In addition, ethical issues relating to publication, and the damage caused by cases of fabrication and falsification, are explored. Other forms of scientific communication such as conference presentations are also considered, with a particular focus on presenting and writing for nonspecialist audiences, the media, and other stakeholders. Overall, this book provides a broad overview of the whole range of scientific communication and should be of interest to researchers and also those more broadly interested in the process how what scientists do every day translates into outcomes that contribute to society.
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Gordon, Jane Anna, and Cyrus Ernesto Zirakzadeh, eds. The Politics of Richard Wright. University Press of Kentucky, 2018. http://dx.doi.org/10.5810/kentucky/9780813175164.001.0001.
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Richard Wright left readers with a trove of fictional and nonfictional works about suffering, abuse, and anger in the United States and around the globe. He composed unforgettable images of institutionalized racism, postwar capitalist culture, Cold War neo-imperialism, gender roles and their violent consequences, and the economic and psychological preconditions for personal freedom. He insisted that humans unflinchingly confront and responsibly reconstruct their worlds. He therefore offered not only honest social criticisms but unromantic explorations of political options. The book is organized in five sections. It opens with a series of broad discussions about the content, style, and impact of Wright’s social criticism. Then the book shifts to particular dimensions of and topics in Wright’s writings, such as his interest in postcolonial politics, his approach to gendered forms of oppression, and his creative use of different literary genres to convey his warnings. The anthology closes with discussions of the different political agendas and courses of action that Wright’s thinking prompts—in particular, how his distinctive understanding of psychological life and death fosters opposition to neoslavery, efforts at social connectivity, and experiments in communal refusal. Most of the book’s chapters are original pieces written for this volume. Other entries are excerpts from influential, earlier published works, including four difficult-to-locate writings by Wright on labor solidarity, a miscarriage of justice, the cultural significance Joe Louis, and the political duties of black authors. The contributors include experts in Africana studies, history, literature, philosophy, political science, and psychoanalysis.
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Duff, David, ed. The Oxford Handbook of British Romanticism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199660896.001.0001.
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The Oxford Handbook of British Romanticism offers a comprehensive guide to the literature and thought of the Romantic period, and an overview of recent research. Written by a team of international experts, the Handbook analyses all aspects of the Romantic movement, pinpointing its different historical phases and analysing the intellectual and political currents which shaped them. It gives particular attention to devolutionary trends, exploring the English, Scottish, Welsh, and Irish strands in ‘British’ Romanticism and assessing the impact of the constitutional changes that brought into being the ‘United Kingdom’ at a time of political turbulence and international conflict. It also gives extensive coverage to the publishing and reception history of Romantic writing, highlighting the role of readers, reviewers, publishers, and institutions in shaping Romantic literary culture and transmitting its ideas and values. Divided into ten sections, the Handbook covers key themes and concepts in Romantic studies as well as less chartered topics such as freedom of speech, literature and drugs, Romantic oratory, and literary uses of dialect. All the major male and female Romantic authors are included, along with numerous less well-known names, the emphasis throughout being on the diversity of Romantic writing and the complexities and internal divisions of the culture that sustained it. The structure of the volume, and the titling of sections and chapters, strike a balance between familiarity and novelty so as to provide both an accessible guide to current thinking and a conceptual reorganization of this fast-moving field.
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Roth, Leon, and Edward Ullendorff. Is There a Jewish Philosophy? Liverpool University Press, 1999. http://dx.doi.org/10.3828/liverpool/9781874774556.001.0001.
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Leon Roth (1896–1963) was the first professor of philosophy at the Hebrew University of Jerusalem. He saw it as his purpose to encourage his students to think, and to think about their Judaism. Typical of his approach is the question with which this book opens: in what sense can we talk about Jewish philosophy, and what can we expect to find if we look for it? Defining philosophy as ‘the search, through thought, for the permanent’, the book argues that in order to say whether there is a truly Jewish philosophy, one has to ‘rethink fundamentals’: those elements in our lives, in history, in nature which appear to be not incidental and trivial but basic. The twelve essays published here represent a selection of Roth's explorations of various aspects of his theme. The title essay ends with the contention that Judaism must be seen as the classic expression of monotheism; as the antithesis of myth; and as the essence of ethics and morality. The emphasis that Roth placed on ethics as the essence of Judaism was not merely theoretical: in 1951 he resigned from the Hebrew University and left Israel in response to what he perceived as the betrayal of Jewish ethics by the rulers of the newly established State of Israel. The book's foreword is an appreciation of Roth's singular personality, grace, and moral stature, and of his devotion to an interpretation of Judaism that is rational and humane. A complete bibliography of Roth's writings rounds out the picture of the man and his achievements.
Book chapters on the topic "Published expert writing"
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Hauser, Kitty. "Revenants in the Landscape: The Discoveries of Aerial Photography." In Shadow Sites. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780199206322.003.0009.
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In 1937 John Piper’s article ‘Prehistory from the Air’ was published in the final volume of the modernist art journal Axis. In it, Piper compares the landscapes of southern England, seen from above, with the modernist works of Miró and Picasso (Fig. 4.1). His interest in the aerial view is not, however, confined to its Formalist-aesthetic aspect; Piper also points out how flying and aerial photography have accelerated archaeological theory and practice. Aerial photographs, he writes, ‘have elucidated known sites of earthworks and have shown the sites of many that were previously unknown’. They are also, he continues, ‘among the most beautiful photographs ever taken’. The aerial view, it seems, could be both investigative and aesthetic. The use of aerial photography by archaeologists, known as ‘aerial archaeology’, began in earnest in Britain in the decade in which Piper was writing, although its possibilities were beginning to be suspected in the 1920s, after the use of aerial photography for reconnaissance purposes in the First World War. In the interwar period it was British archaeologists who pioneered the new methods of aerial archaeology. In his book on aerial archaeology, Leo Deuel notes that until the 1950s ‘no other European country had made any comparable effort to tap the almost limitless store of information consecutive cultures had imprinted on its soil’. As many commentators pointed out, the British landscape offered plenty of such ‘information’: the series of invasions, settlements, clearances, and developments that constitute British history have made the landscape a veritable palimpsest, the layers of which can potentially be revealed in an aerial view. Archaeologists became expert in deciphering aerial views of this palimpsest, as we shall see. But such views of Britain exercised an appeal beyond archaeological circles. Aerial photography showed Britain as it had never before been seen; it revealed aspects of the landscape hitherto unknown, or at least never before visualized in such concrete form. The aerial view ‘made strange’ long-familiar features: hills seemed to disappear, towns and cities might appear tiny, rivers and roads ran through the two-dimensional scene like veins.
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Treacy, Corbin. "Writing in the Aftermath of Two Wars: Algerian Modernism and the Génération ’88." In Algeria. Liverpool University Press, 2017. http://dx.doi.org/10.5949/liverpool/9781786940216.003.0007.
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Algerian literary works from the civil war of the 1990s are often described as testimonial—a littérature d’urgence. While the label ignores many experimental and anti-representational works from this period, the décennie noire clearly weighed on authors and provoked particular aesthetic responses. Less has been said of Algerian cultural production from the years following the civil war. Algerian writers have started to leverage fantasy, myth, and the fable to respond to the increasingly surreal relationship between state and society. This article addresses the shift from realism to surrealism in contemporary Algerian fiction, with special attention to the ways in which less representational texts more fully adumbrate the particularities of the Bouteflika era. Specifically, I focus on works by Mustapha Benfodil and Kamel Daoud, two authors born after independence who continue to live, write, and publish in Algeria. Their affiliation with Éditions Barzakh—an independent Algerian publisher — has granted their work the freedom to deviate from the proscribed narratives of terrorism and victimhood more common to Algeria’s export literature. I argue that Daoud and Benfodil create alternative forms of literary engagement that articulate a revised Algerian nationalism, plotting paths to futures beyond the limiting terms of the static present.
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Toffoli, Silvia De. "Leopardi." In Evil. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199915453.003.0020.
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Giacomo Leopardi, a major Italian poet of the nineteenth century, was also an expert in evil to whom Schopenhauer referred as a “spiritual brother.” Leopardi wrote: “Everything is evil. That is to say, everything that is, is evil; that each thing exists is an evil; each thing exists only for an evil end; existence is an evil.” These and other thoughts are collected in the Zibaldone, a massive collage of heterogeneous writings published posthumously. Leopardi’s pessimism assumes a polished form in his literary writings, such as Dialogue between Nature and an Islander (1824)—an invective against nature and the suffering of creatures within it. In his last lyric, Broom, or the flower of the desert (1836), Leopardi points to the redeeming power of poetry and to human solidarity as placing at least temporary limits on the scope of evil.
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Siegfried, Tom. "Reporting From Science Journals." In A Field Guide for Science Writers. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195174991.003.0006.
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For police reporters, there are crimes. For political writers, elections. Sports-writers have games. And science writers have journals. In fact, there are more journal articles published every year than there are games, elections, and murders in all U.S. cities combined. So science writers must be selective. To select wisely, you'll need to know, first of all, what the major news-providing journals are, and what sorts of science they publish. You'll need to understand the different kinds of journals and different kinds of papers within them. And you'll need to comprehend how to navigate the elaborate web of censorship rules that most journals impose on reporters—a pernicious convenience known as the embargo system. Once you know all that, you can concentrate on reporting and writing. For science writers, the only journals of interest are those that are peer-reviewed, meaning that experts in the field have read the papers, and possibly suggested corrections and revisions, before the journal agreed to publish them. Traditionally, many science writers have focused on reporting from the “Big Four” peer-reviewed journals: Science, Nature, the New England Journal of Medicine, and the Journal of the American Medical Association. Science and Nature are major sources of science news, and they should be. They are the premier interdisciplinary journals of the English-speaking world, and therefore ought to be publishing the most important research of the broadest interest to the scientific community. Naturally, such research is most likely to be of interest to the general public as well. In recent years, the Big Four have been joined by several others as regular sources of science news—particularly the Proceedings of the National Academy of Sciences, the biology journal Cell, and the neuroscience journal Neuron. And the Nature publishing group has flooded the media journal market with a whole roster of specialty journals on such topics as neuroscience, biotechnology, genetics, and materials science. Other important journals for medicine include Annals of Internal Medicine and several published by the American Heart Association, such as Circulation and Stroke. An intriguing newcomer in late 2003 from the Public Library of Science is PLoS Biology, an “open-access” journal available free online.
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Issever, Cigdem, and Ken Peach. "Identifying the Context of the Presentation." In Presenting Science. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199549085.003.0007.
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The context of a presentation determines, or should determine, how you approach its preparation. The context includes many things, the audience, the purpose of the presentation, the occasion, what precedes the presentation and what follows from it. It will define what you expect from the audience, and will influence how you prepare yourself for the talk. A simple example. Suppose that you have been invited to give a series of lectures at a summer school. What more do you need to know, other than the topic? Here are a few of the questions that you need to have answered before you can start planning the course. 1. Is it an introductory course aimed at graduate students in their first year, or is it an advanced course more suited to graduates in their final year and young postdoctoral researchers? 2. Are the participants expected to ask questions during the lecture, or wait until the end? 3. Will there be any problem classes or discussion sessions? 4. Will lecture notes be handed out to participants before or after the lecture? 5. Will the proceedings be published, and if so, when? 6. What are the other lecture courses going to cover? 7. Will the basic theory already have been covered, or are they expected to know it already, or should you spend half of the first lecture going over it, just in case some have not seen it before? 8. If it is your job to give the basic introductory lectures, should you follow the standard approach in the usual text books, or should you assume that they have already covered that ground and try to give them more insight into the subject? 9. Will any of the lectures that come later in the school make any assumptions about what they have learned in your lectures? 10. Is there a social programme? If so, are you expected to participate in the activities and discuss the subject informally with the participants (which, from our experience, is always much appreciated), or can you spend most of the time in your room writing the next lecture?
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Wallace, Daniel J., and Janice Brock Wallace. "The Future Holds a Lot of Hope." In All About Fibromyalgia. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195147537.003.0038.
Full textAbstract:
When we became interested in fibromyalgia over 20 years ago, we quickly learned how it felt to be lonely. The Fibrositis Study Club (now the Fibromyalgia Study Club) of the American Rheumatism Association (now the American College of Rheumatology) had an average attendance of ten at its annual meetings. In 2001, more than 500 rheumatologists attended the same meeting. During the early 1980s, an average of 14 articles a year appeared in the fibromyalgia medical literature, and less than $100,000 was being spent annually on fibromyalgia research. The recognition of fibromyalgia by organized medicine as a distinct syndrome has had a salutary effect on research. As of this writing, 500 articles are now published yearly and $2 million is spent annually on research. All this attention and interest bodes well for more scientific breakthroughs in the field. What can fibromyalgia patients hope for over the next 20 years? In all probability, the name fibromyalgia will be replaced by a more all-encompassing term, one that includes related syndromes that have similar causes and physiologic processes. A better (and catchier) term that combines symptoms and signs reported in tension headache, pain amplification, irritable bowel syndrome, irritable bladder, and chronic fatigue syndrome, among others, will be devised and agreed on. When organized medicine marshals the resources of experts in gastroenterology, infectious disease, rheumatology, and other subspecialties to work together, our knowledge of pain amplification, neurotransmitter-mediated, behaviorally influenced fatigue syndromes will be increased, and research strategies will be better coordinated and focused. Fibromyalgia advocacy groups will unite to increase funding for research and education that will make a difference. We predict that 2–5 percent of the U.S. population has chronic neuromuscular pain with the systemic overlay mentioned above. Over the next 20 years, the precise racial and ethnic backgrounds of these individuals will be identified, as well as the genes that influence the process. Additionally, environmental and occupational factors that cause or aggravate chronic neuromuscular pain will be clarified. Through coordinated strategies involving all forms of media, the public will become aware of what fibromyalgia is and what factors are associated with it.
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Dubino, Jeanne. "Kenya Colony and the Kenya Novel: The East African Heritage of “A Very Fine Negress” in A Room of One’s Own." In Virginia Woolf and Heritage. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781942954422.003.0023.
Full textAbstract:
‘It is one of the great advantages of being a woman that one can pass even a very fine negress without wishing to make an Englishwoman of her.’ Virginia Woolf, A Room of One’s Own At the time Virginia Woolf’s narrator made this observation in the late 1920s, a number of her British and other European contemporary women writers were in fact passing by and indeed living among black women in one of Great Britain’s colonies, Kenya. Isak Dinesen (1885-1962) was among the most famous, and her memoir Out of Africa (1937), commemorates her years on a Kenyan plantation (1914-1931). Along with the canonical Danish Dinesen were British women whose work has been long forgotten, including Nora K. Strange (1884-1974) and Florence Riddell (1885-1960), both of whom wrote what is called the “Kenya Novel.” The Kenya Novel is a subgenre of romantic fiction set in the white highlands of Britain’s Crown Colony Kenya. The titles alone—e.g., Kenya Calling (1928) and Courtship in Kenya (1932) by Strange, and Kismet in Kenya (1927) and Castles in Kenya (1929) by Riddell—give a flavor of their content. Because these novels were popular in Britain, it is very likely that Woolf knew about them, but she does not refer to them in her diaries, letters, or published writing. Even so, it would be worth testing this famous comment by a Room’s narrator about (white) women’s lack of propensity to recreate others in her own image, or more specifically, to dominate the colonial other. How do Woolf’s white contemporaries, living in Kenya, represent black women? Given that Strange and Riddell were part of the settler class, we can expect that their views reflect dominant colonial ideology. The formulaic nature of the Kenya Novel, and its focus on the lives of white settlers, also mean that the portrayal of the lives of the people whose lands were brutally expropriated would hardly be treated with respect or as little more than backdrops. Yet it is important to understand these other global contexts in which Woolf is working and the role that some of her contemporary women writers played in the shaping of them. This paper concludes with an overview of the separate legacies of Woolf and her fellow Anglo-African women writers up to the present day.
Conference papers on the topic "Published expert writing"
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"Concept–based Analysis of Java Programming Errors among Low, Average and High Achieving Novice Programmers." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4246.
Full textAbstract:
[This Proceedings paper was revised and published in the 2019 issue of the Journal of Information Technology Education: Innovations in Practice, Volume 18.] Aim/Purpose: The study examined types of errors made by novice programmers in different Java concepts with students of different ability levels in programming as well as the perceived causes of such errors. Background: To improve code writing and debugging skills, efforts have been made to taxonomize programming errors and their causes. However, most of the studies employed omnibus approaches, i.e. without consideration of different programing concepts and ability levels of the trainee programmers. Such concepts and ability specific errors identification and classifications are needed to advance appropriate intervention strategy. Methodology: A sequential exploratory mixed method design was adopted. The sample was an intact class of 124 Computer Science and Engineering undergraduate students grouped into three achievement levels based on first semester performance in a Java programming course. The submitted codes in the course of second semester exercises were analyzed for possible errors, categorized and grouped across achievement level. The resulting data were analyzed using descriptive statistics as well as Pearson product correlation coefficient. Qualitative analyses through interviews and focused group discussion (FGD) were also employed to identify reasons for the committed errors. Contribution:The study provides a useful concept-based and achievement level specific error log for the teaching of Java programming for beginners. Findings: The results identified 598 errors with Missing symbols (33%) and Invalid symbols (12%) constituting the highest and least committed errors respec-tively. Method and Classes concept houses the highest number of errors (36%) followed by Other Object Concepts (34%), Decision Making (29%), and Looping (10%). Similar error types were found across ability levels. A significant relationship was found between missing symbols and each of Invalid symbols and Inappropriate Naming. Errors made in Methods and Classes were also found to significantly predict that of Other Object concepts. Recommendations for Practitioners: To promote better classroom practice in the teaching of Java programming, findings for the study suggests instructions to students should be based on achievement level. In addition to this, learning Java programming should be done with an unintelligent editor. Recommendations for Researchers: Research could examine logic or semantic errors among novice programmers as the errors analyzed in this study focus mainly on syntactic ones. Impact on Society: The digital age is code-driven, thus error analysis in programming instruction will enhance programming ability, which will ultimately transform novice programmers into experts, particularly in developing countries where most of the software in use is imported. Future Research: Researchers could look beyond novice or beginner programmers as codes written by intermediate or even advanced programmers are still not often completely error free.