Academic and non-academic conference presentations - are they the same genre? Five case studies.

Il presente elaborato si pone l’obiettivo di determinare se il genere del discorso di conferenza non accademica coincida con il genere del discorso di conferenza accademica, nello specifico per quanto riguarda le loro introduzioni. La prima parte della tesi si concentra sulle basi teoriche. In primo luogo è stata sviluppata una panoramica della letteratura esistente riguardo ai discorsi di conferenza accademica, dalla quale si è poi ristretto il campo sugli studi che hanno preso in esame solo la loro introduzione. Alla luce dell’assenza di pubblicazioni sulle conferenze non accademiche, e di conseguenza anche sui loro discorsi, si è cercato di definire il genere del discorso di conferenza non accademica, applicando il concetto di ‘comunità discorsiva’ sia ai discorsi di conferenza accademica sia a quelli di conferenza non accademica. Una volta stabilito che il contesto non accademico differisce da quello accademico, si è passati a definire l’introduzione dei discorsi di conferenza non accademica in quanto genere. Nella seconda parte dell’elaborato è stata svolta l’analisi di cinque case study, ovvero della trascrizione delle introduzioni di cinque discorsi di conferenza non accademica. A queste è stato applicato il modello di mosse retoriche delle introduzioni dei discorsi di conferenza accademica elaborato da Rowley-Jolivet e Carter-Thomas, per determinare se fosse valido anche per le introduzioni dei discorsi di conferenza non accademica. Una volta scoperto che non lo è, e che quindi le introduzioni dei discorsi di conferenza non accademica e quelle dei discorsi di conferenza accademica sono due 'sotto-generi' diversi, è stato proposto un nuovo modello di mosse retoriche. Infine sono stati avanzati dei suggerimenti riguardo all’applicabilità del suddetto modello, non solo in altri studi nel campo dell’analisi di genere, ma anche nel settore dell’interpretazione simultanea, con particolare riferimento alla preparazione dell’interprete e alla strategia di anticipazione.

Everything You Have Always Wanted to Know About Academic Advising (Well, Almost...)

Answering the question “what occurs in an academic advising interaction” is not as easy as one might think. Many factors contribute to the academic advising process, and no two advising interactions are the same. This article discusses the different factors involved in an academic advising interaction, emphasizing the need for psychological counselors to become familiar with the specific aspects of the advising processes that occur at their respective institutions.

Standardized endpoint definitions for transcatheter aortic valve implantation clinical trials: a consensus report from the Valve Academic Research Consortium

To propose standardized consensus definitions for important clinical endpoints in transcatheter aortic valve implantation (TAVI), investigations in an effort to improve the quality of clinical research and to enable meaningful comparisons between clinical trials. To make these consensus definitions accessible to all stakeholders in TAVI clinical research through a peer reviewed publication, on behalf of the public health.

Standardized endpoint definitions for transcatheter aortic valve implantation clinical trials: a consensus report from the valve academic research consortium

To propose standardized consensus definitions for important clinical endpoints in transcatheter aortic valve implantation (TAVI), investigations in an effort to improve the quality of clinical research and to enable meaningful comparisons between clinical trials. To make these consensus definitions accessible to all stakeholders in TAVI clinical research through a peer reviewed publication, on behalf of the public health.

Updated standardized endpoint definitions for transcatheter aortic valve implantation: the Valve Academic Research Consortium-2 consensus document

The aim of the current Valve Academic Research Consortium (VARC)-2 initiative was to revisit the selection and definitions of transcatheter aortic valve implantation (TAVI) clinical endpoints to make them more suitable to the present and future needs of clinical trials. In addition, this document is intended to expand the understanding of patient risk stratification and case selection.

Updated standardized endpoint definitions for transcatheter aortic valve implantation: the Valve Academic Research Consortium-2 consensus document (VARC-2)

The aim of the current Valve Academic Research Consortium (VARC)-2 initiative was to revisit the selection and definitions of transcatheter aortic valve implantation (TAVI) clinical endpoints to make them more suitable to the present and future needs of clinical trials. In addition, this document is intended to expand the understanding of patient risk stratification and case selection.

Updated standardized endpoint definitions for transcatheter aortic valve implantation: the Valve Academic Research Consortium-2 consensus document

The aim of the current Valve Academic Research Consortium (VARC)-2 initiative was to revisit the selection and definitions of transcatheter aortic valve implantation (TAVI)clinical endpoints to make them more suitable to the present and future needs of clinical trials. In addition, this document is intended to expand the understanding of patient risk stratification and case selection.

Updated standardized endpoint definitions for transcatheter aortic valve implantation: the Valve Academic Research Consortium-2 consensus document

The aim of the current Valvular Academic Research Consortium (VARC)-2 initiative was to revisit the selection and definitions of transcatheter aortic valve implantation (TAVI)- clinical endpoints to make them more suitable to the present and future needs of clinical trials. In addition, this document is intended to expand understanding of patient risk stratification and case selection.

The Clearing Storm: A Re-Assessment of the Climate for Collaboration between Academic and Student Affairs

There is increasing recognition among those in higher education that it is no longer adequate to train students in a specific field or industry. Instead, the push is more towards producing well-rounded students. In order to do so, all of a university’s resources must come together and the climate on campus must be one that supportscollaboration. This report is a re-examination of the climate for collaboration on the campus of a private liberal arts university in the Mid-Atlantic region of the United States. It is a follow up to a similar investigation conducted on the same campus by Victor Arcelus(2008) five years earlier. In the interim, the university had re-configured its organizational structure, combining separate academic and student affairs divisions into a single unit overseen by the Provost. Additionally, the university had experienced turnover in several key leadership positions, including those of the President and the chief academic and student affairs officers. The purpose of this investigation, therefore, was to gauge the immediate impact of these changes on conditions for collaboration, which when present, advance student learning and development. Through interviews with six men and women, information was collected on the perceived climate for collaboration between academic and student affairs personnel.Analysis of the interview transcripts revealed that, depending on the position of the interviewee within the university, conditions on campus were seen as either improved or largely unchanged as a result of the transition in leadership and the structural merger of the two divisions.

Public Speaking Anxiety, Test Anxiety, and Academic Achievement in Undergraduate Students

Public speaking anxiety and test anxiety are both psychological difficulties which may adversely influence academic achievement in undergraduate students. Previous research has indicated that both public speaking anxiety and test anxiety are negatively correlated with academic performance, usually measured by grade point average. The purpose of this study was to assess the prevalence of public speaking anxiety, test anxiety, and their effects on academic achievement in a sample of undergraduate students, and to determine if certain groups of students are more likely to be affected than others. Although test anxiety and public speaking anxiety were both found to be negatively correlated with grade point average, these correlations were not statistically significant. Potential reasons for the lack of statistical congruence with previous studies, as well as implications for future research and treatment, are discussed.