Definition for Business Communication
Business communication means the communication between the people in the organization for the purpose of carrying out the business activities. It may be oral, verbal, written etc..,
A business can flourish when all the targets of the organization are achieved effectively. For efficiency in an organization all the people (within and outside) of the organization must be able to convey their message properly. The exchange of ideas, understanding, within and outside the organization to achieve the business goals is known as business communication.
Sources
1. www.riverplateinc.com/definitionofbusinesscommunication.html
2. www.managementstudyguide.com
Definition for Business Communication
Business communication means the exchange of messages conveying information, ideas, attitudes, emotions, opinions, or instructions between individuals or groups with the objective of creating, understanding, or coordinating activities. Communication is essential to the effective operation of an organization. It may be conducted informally through a grapevine or formally by means of letters, reports, briefings, and meetings. Communication may be verbal or nonverbal and include spoken, written, and visual elements.
Sources
dictionary.bnet.com/definition/Communication.html
Definition for Business Communication
Two-way process of reaching mutual understanding, in which participants not only exchange (encode-decode) information but also create and share meaning.
Sources
www.businessdictionary.com/definition/communication.html
Definition for Business Communication
Business communication is a tool that allows you to improve the performance of your employees, it allows you to improve the performance of the teams within your company, and it allows you to improve the performance of your entire organization, all with the common purpose to execute the organization’s strategy, reach its vision, and fulfill its mission.
Sources
www.skills2lead.com/definition-of-business-communication.html
Monday, July 12, 2010
Thursday, July 1, 2010
History of English Literature
The first works written in English were long epic poems, such as Beowulf, which was written over 1,000 years ago in Anglo-Saxon England. After the Norman Conquest of England in 1066, most people wrote in French or Latin.
In the 1300's people such as Geoffrey Chaucer began to write again in English. The introduction of printing in the 1400's made books cheaper and more popular. Chaucer's works were mostly long poems. Later, people began to write shorter poems, and plays.
During the reign of Queen Elizabeth I in the 1500's, such poets as Edmund Spenser and playwrights, such as William Shakespeare and Ben Jonson, wrote some of the finest works in the English language (Literature). In the following century, many writers were concerned with religion. John Milton's Paradise Lost and John Bunyan's Pilgrim's Progress were both about religious subjects. In the later 1600's, there was a reaction against these religious works. Poets, such as Alexander Pope, wrote light verse and playwrights, such as William Congreve, wrote bright comedies. In the 1700's, some of the first novels, including Daniel Defoe's Robinson Crusoe, were written.
In the late 1700's and early 1800's, the Romantic poets began to write. These poets included Coleridge, Byron, Shelley and Keats. They were succeeded by the great Victorian poets Browning and Tennyson. Many great novels were also written in the 1800's by Charles Dickens, the Bronte sisters and many others. Towards the end of the 1800's and in the 1900's, Gerard Manley Hopkins, W. B. Yeats and T. S. Eliot wrote new kinds of poems and James Joyce wrote a new kind of novel. Other important writers of literature in the 1900's included G. B. Shaw, D. H. Lawrence and W. H. Auden.
01.07.2010
In the 1300's people such as Geoffrey Chaucer began to write again in English. The introduction of printing in the 1400's made books cheaper and more popular. Chaucer's works were mostly long poems. Later, people began to write shorter poems, and plays.
During the reign of Queen Elizabeth I in the 1500's, such poets as Edmund Spenser and playwrights, such as William Shakespeare and Ben Jonson, wrote some of the finest works in the English language (Literature). In the following century, many writers were concerned with religion. John Milton's Paradise Lost and John Bunyan's Pilgrim's Progress were both about religious subjects. In the later 1600's, there was a reaction against these religious works. Poets, such as Alexander Pope, wrote light verse and playwrights, such as William Congreve, wrote bright comedies. In the 1700's, some of the first novels, including Daniel Defoe's Robinson Crusoe, were written.
In the late 1700's and early 1800's, the Romantic poets began to write. These poets included Coleridge, Byron, Shelley and Keats. They were succeeded by the great Victorian poets Browning and Tennyson. Many great novels were also written in the 1800's by Charles Dickens, the Bronte sisters and many others. Towards the end of the 1800's and in the 1900's, Gerard Manley Hopkins, W. B. Yeats and T. S. Eliot wrote new kinds of poems and James Joyce wrote a new kind of novel. Other important writers of literature in the 1900's included G. B. Shaw, D. H. Lawrence and W. H. Auden.
01.07.2010
History of English Literature
The first works written in English were long epic poems, such as Beowulf, which was written over 1,000 years ago in Anglo-Saxon England. After the Norman Conquest of England in 1066, most people wrote in French or Latin.
In the 1300's people such as Geoffrey Chaucer began to write again in English. The introduction of printing in the 1400's made books cheaper and more popular. Chaucer's works were mostly long poems. Later, people began to write shorter poems, and plays.
During the reign of Queen Elizabeth I in the 1500's, such poets as Edmund Spenser and playwrights, such as William Shakespeare and Ben Jonson, wrote some of the finest works in the English language (Literature). In the following century, many writers were concerned with religion. John Milton's Paradise Lost and John Bunyan's Pilgrim's Progress were both about religious subjects. In the later 1600's, there was a reaction against these religious works. Poets, such as Alexander Pope, wrote light verse and playwrights, such as William Congreve, wrote bright comedies. In the 1700's, some of the first novels, including Daniel Defoe's Robinson Crusoe, were written.
In the late 1700's and early 1800's, the Romantic poets began to write. These poets included Coleridge, Byron, Shelley and Keats. They were succeeded by the great Victorian poets Browning and Tennyson. Many great novels were also written in the 1800's by Charles Dickens, the Bronte sisters and many others. Towards the end of the 1800's and in the 1900's, Gerard Manley Hopkins, W. B. Yeats and T. S. Eliot wrote new kinds of poems and James Joyce wrote a new kind of novel. Other important writers of literature in the 1900's included G. B. Shaw, D. H. Lawrence and W. H. Auden.
01.07.2010
In the 1300's people such as Geoffrey Chaucer began to write again in English. The introduction of printing in the 1400's made books cheaper and more popular. Chaucer's works were mostly long poems. Later, people began to write shorter poems, and plays.
During the reign of Queen Elizabeth I in the 1500's, such poets as Edmund Spenser and playwrights, such as William Shakespeare and Ben Jonson, wrote some of the finest works in the English language (Literature). In the following century, many writers were concerned with religion. John Milton's Paradise Lost and John Bunyan's Pilgrim's Progress were both about religious subjects. In the later 1600's, there was a reaction against these religious works. Poets, such as Alexander Pope, wrote light verse and playwrights, such as William Congreve, wrote bright comedies. In the 1700's, some of the first novels, including Daniel Defoe's Robinson Crusoe, were written.
In the late 1700's and early 1800's, the Romantic poets began to write. These poets included Coleridge, Byron, Shelley and Keats. They were succeeded by the great Victorian poets Browning and Tennyson. Many great novels were also written in the 1800's by Charles Dickens, the Bronte sisters and many others. Towards the end of the 1800's and in the 1900's, Gerard Manley Hopkins, W. B. Yeats and T. S. Eliot wrote new kinds of poems and James Joyce wrote a new kind of novel. Other important writers of literature in the 1900's included G. B. Shaw, D. H. Lawrence and W. H. Auden.
01.07.2010
Newsletter-Format
How to format a Newsletter
Newsletters are used to disseminate information because the format is ideal for presenting information in a streamlined style. Companies create newsletters for their employees, small presses often use the newsletter format for their creative publications, and schools often use newsletters to teach students about the publishing business. A newsletter is a cost-effective way to publish and get your information to the public easily and effectively.
1. Step 1
Design your newsletter before you begin formatting. Take into account your newsletter's graphic content in relation to the textual content. The way you format your newsletter will rely largely on this information.
2. Step 2
Create your newsletter using desktop publishing software or Microsoft Word. If you don't have Word, there are several desktop publishing programs available. Microsoft Publisher is priced reasonably and Serif PagePlus is free desktop publishing software (see Resources). These programs include properly formatted newsletter templates that you can use for your newsletter or they are customizable to design your own layout.
3. Step 3
Open your desktop publishing software and select a newsletter template that resembles the way you want your newsletter to look or choose a template that is a close match that you can edit. The newsletter template will be filled with nonsense text and generic images as placeholders. Delete the generic material and replace it with your own.
4. Step 4
Decide how many columns your newsletter will be. Try a simple, two-column newsletter. Add couple of graphic images to break up the text. Keep your graphic images to a minimum to avoid crowding your newsletter's page and overshadowing your article content.
5. Step 5
Select Times New Roman, Courier, or similar font for your article text so it is easy to read. You can use other fonts, but try to keep them along the same characteristics as Times or Courier. Keep the font size around 11 point and use bold or italics for image captions. Use fancier fonts for article titles and other headings, but apply the same standard for readability as used for your article text.
6. Step 6
Aim for a clean, streamlined look. Don't use fancy borders around your articles. If you want a border, use a thin, solid-color border instead of a border with images. Include the title of your newsletter on the front page. This can be a graphic logo image or simply written as text in a large, creative font. Include your contact and subscription information on the back page of your newsletter.
Sources
www.ehow.com › ... › Computer Software › Desktop Publishing
01.07.2010
Newsletters are used to disseminate information because the format is ideal for presenting information in a streamlined style. Companies create newsletters for their employees, small presses often use the newsletter format for their creative publications, and schools often use newsletters to teach students about the publishing business. A newsletter is a cost-effective way to publish and get your information to the public easily and effectively.
1. Step 1
Design your newsletter before you begin formatting. Take into account your newsletter's graphic content in relation to the textual content. The way you format your newsletter will rely largely on this information.
2. Step 2
Create your newsletter using desktop publishing software or Microsoft Word. If you don't have Word, there are several desktop publishing programs available. Microsoft Publisher is priced reasonably and Serif PagePlus is free desktop publishing software (see Resources). These programs include properly formatted newsletter templates that you can use for your newsletter or they are customizable to design your own layout.
3. Step 3
Open your desktop publishing software and select a newsletter template that resembles the way you want your newsletter to look or choose a template that is a close match that you can edit. The newsletter template will be filled with nonsense text and generic images as placeholders. Delete the generic material and replace it with your own.
4. Step 4
Decide how many columns your newsletter will be. Try a simple, two-column newsletter. Add couple of graphic images to break up the text. Keep your graphic images to a minimum to avoid crowding your newsletter's page and overshadowing your article content.
5. Step 5
Select Times New Roman, Courier, or similar font for your article text so it is easy to read. You can use other fonts, but try to keep them along the same characteristics as Times or Courier. Keep the font size around 11 point and use bold or italics for image captions. Use fancier fonts for article titles and other headings, but apply the same standard for readability as used for your article text.
6. Step 6
Aim for a clean, streamlined look. Don't use fancy borders around your articles. If you want a border, use a thin, solid-color border instead of a border with images. Include the title of your newsletter on the front page. This can be a graphic logo image or simply written as text in a large, creative font. Include your contact and subscription information on the back page of your newsletter.
Sources
www.ehow.com › ... › Computer Software › Desktop Publishing
01.07.2010
Newsletters
Newsletter
A newsletter is one of the best ways to keep your name in front of the eyes of your clients, your associates, and others that may be in your target market. A newsletter allows you to show them that you are more than just someone who is looking for projects to work on. And a newsletter shows that you are willing to pass on information that will help them run their own businesses.
Think about how many newsletters you read each week or month. Do you enjoy getting and reading it? Do you find the articles and other information in the newsletter helpful? Do you know who or what company produces it? Of course you do!
Newsletter Formats
Newsletters can be produced in several formats. For businesses, the most economical and most readily acceptable newsletter formats are plain text emails, HTML emails, HTML page on your website, PDF, and print. Each newsletter format has its own advantages and disadvantages. (See the table below.)
Deciding which newsletter format to use and how frequently you publish your newsletter may be a process of trial and error. For instance our newsletter, Virtual TidBits, started as a monthly text only email. This only took about 2 hours a month to put together.
For creative types, plain text just didn't seem to be appealing enough. So we tried an HTML newsletter design. These newsletters turned out very visually appealing but seemed to take a long time to produce, about 4-5 hours each month.
But it still didn't seem to be exactly what our readers or we fully enjoyed reading. Our current newsletter format for Virtual TidBits is PDF and feedback has shown that everyone loves the new format. It does take quite a bit of time to produce but, when you enjoy being creative, it doesn't seem all that bad. We use MS Publisher to design the newsletter and then convert that to PDF. If you have the full version of Adobe, you can choose to distill it or print to file. Distilling it leaves the hyperlinks in place while printing it to file will require that you go into the newsletter in Adobe and re-insert the hyperlinks.
If you do not have the full version of Adobe to accomplish this, you can choose to use one of the many PDF printer drivers that are on the market today, such as EasyPDF, PDFZone, and Win2PDF. (I used this one before getting the full Adobe and was very happy with the results). The only drawback of some of these printer drivers is that some of them (if not all) do not allow for hyperlinks to be active.
In Part 2 of "Newsletters Are Smart Marketing", Janice Byer looks at what to include as newsletter content, where to find the content, and how to promote your newsletter. Click to continue reading.
Newsletter Format Pros and Cons
Format Pros Cons
Plain Text Email easy to format Limited to text only
Can't include graphics or fancy formatting
Costs only your time
HTML Email Visually appealing Restricted in size
Costs only your time Can only be fully viewed while reader is online
Allows for creativeness
HTML Web Page Endless possibilities for design Takes time to design
Room for lots of content & graphics Reader has to be online to view
Can be as big as you like
Don't need to send as email attachment
Costs only your time
PDF Endless possibilities for design The larger the format, the longer to produce
Room for lots of content & graphics Need to have the full version of Adobe to produce or a PDF printer driver
Can be as big as you like
Can send only a text email with a link to the page
Readers can save to their computer and read at their leisure
Costs only your time
Print Endless possibilities for design Costly to print and mail
Room for lots of content & graphics
Can be as big as you like
Sources
sbinfocanada.about.com/cs/marketing/a/newslettersjb.htm
01.07.2010
A newsletter is one of the best ways to keep your name in front of the eyes of your clients, your associates, and others that may be in your target market. A newsletter allows you to show them that you are more than just someone who is looking for projects to work on. And a newsletter shows that you are willing to pass on information that will help them run their own businesses.
Think about how many newsletters you read each week or month. Do you enjoy getting and reading it? Do you find the articles and other information in the newsletter helpful? Do you know who or what company produces it? Of course you do!
Newsletter Formats
Newsletters can be produced in several formats. For businesses, the most economical and most readily acceptable newsletter formats are plain text emails, HTML emails, HTML page on your website, PDF, and print. Each newsletter format has its own advantages and disadvantages. (See the table below.)
Deciding which newsletter format to use and how frequently you publish your newsletter may be a process of trial and error. For instance our newsletter, Virtual TidBits, started as a monthly text only email. This only took about 2 hours a month to put together.
For creative types, plain text just didn't seem to be appealing enough. So we tried an HTML newsletter design. These newsletters turned out very visually appealing but seemed to take a long time to produce, about 4-5 hours each month.
But it still didn't seem to be exactly what our readers or we fully enjoyed reading. Our current newsletter format for Virtual TidBits is PDF and feedback has shown that everyone loves the new format. It does take quite a bit of time to produce but, when you enjoy being creative, it doesn't seem all that bad. We use MS Publisher to design the newsletter and then convert that to PDF. If you have the full version of Adobe, you can choose to distill it or print to file. Distilling it leaves the hyperlinks in place while printing it to file will require that you go into the newsletter in Adobe and re-insert the hyperlinks.
If you do not have the full version of Adobe to accomplish this, you can choose to use one of the many PDF printer drivers that are on the market today, such as EasyPDF, PDFZone, and Win2PDF. (I used this one before getting the full Adobe and was very happy with the results). The only drawback of some of these printer drivers is that some of them (if not all) do not allow for hyperlinks to be active.
In Part 2 of "Newsletters Are Smart Marketing", Janice Byer looks at what to include as newsletter content, where to find the content, and how to promote your newsletter. Click to continue reading.
Newsletter Format Pros and Cons
Format Pros Cons
Plain Text Email easy to format Limited to text only
Can't include graphics or fancy formatting
Costs only your time
HTML Email Visually appealing Restricted in size
Costs only your time Can only be fully viewed while reader is online
Allows for creativeness
HTML Web Page Endless possibilities for design Takes time to design
Room for lots of content & graphics Reader has to be online to view
Can be as big as you like
Don't need to send as email attachment
Costs only your time
PDF Endless possibilities for design The larger the format, the longer to produce
Room for lots of content & graphics Need to have the full version of Adobe to produce or a PDF printer driver
Can be as big as you like
Can send only a text email with a link to the page
Readers can save to their computer and read at their leisure
Costs only your time
Print Endless possibilities for design Costly to print and mail
Room for lots of content & graphics
Can be as big as you like
Sources
sbinfocanada.about.com/cs/marketing/a/newslettersjb.htm
01.07.2010
Business Communication-CV models
CURRICULUM VITAE
PASCALE TREMBLAY
School of Communication Sciences and Disorders
Center for Research on Language, Mind and Brain
Faculty of Medicine
McGill University
1266 avenue des Pins West
Montréal, QC
Canada
H3G 1A8
Tel.: 514-398-6998
E-mail: pascale.tremblay@mail.mcgill.ca
CURRICULUM VITAE
Pascale Tremblay
PERSONAL INFORMATION
Pascale Tremblay
Date of Birth: March 7th 1980
Citizenship: Canadian
Languages: French, English
EDUCATION
Institution and Location Degree Year Field of Study
McGill University, Montreal, Canada PhD 2008 Communication Sciences & Disorders
Université Laval, Québec, Canada B.A. 2002 Linguistics/Psychology
POSITIONS
2002-2005 Research Assistant, Speech Motor Control Laboratory, School of Communication Sciences & Disorders, McGill University,
1999-2002 Research Assistant, Phonetic Laboratory, Université Laval.
1998-1999 French Tutor, Chicoutimi College, Tutoring Center.
HONORS AND AWARDS
2006, 2007 Travel Award, Organization for Human Brain Mapping (OHBM).
2005-2007 Canada Graduate Scholarship, Canadian Institute for Health Research (CIHR).
2005 Faculty of Medicine Internal Studentships, McGill Faculty of Medicine.
2005 REPRIC (Réseau provincial en Imagerie cérébrale) Training award.
2004, 2005 Travel award from the Centre for Research on Language, Mind and the Brain (CRLMB).
2003 Student Award from the Centre for Research on Language, Mind and the Brain (CRLMB).
1999 Life Skills Scholarship, Association of Universities and Colleges of Canada (AUCC).
1999 Excellence Award for Community Leadership, Chicoutimi College.
TEACHING
COURSE INSTRUCTOR
2008 Anatomie et Physiologie de la parole et de la deglutition. Undergraduate level. Université de Montréal, Department of Speech pathology and Audiology.
2006 Anatomy and Physiology for Speech and Hearing. Master-level course. McGill School of Communication Sciences and Disorders
2006 Perception et Production de la Parole. Undergraduate level. Université de Montréal, Département d’orthophonie et d’audiologie. Co-teaching with M. Thibeault.
2003-2005 Anatomy and Physiology for Speech and Hearing. McGill School of Communication Sciences and Disorders. Co-teaching with Dr. Vincent L. Gracco.
GUEST LECTURER
2007 Research Techniques in Cognitive Neuroscience. Doctoral Seminar. McGill School of Communication Sciences and Disorders.
2007 Neurolinguistics. Undergraduate level. Concordia University.
2005-2007 Anatomie et Physiologie de la parole et de la deglutition. Undergraduate level. Université de Montréal, département d’orthophonie et d’audiologie.
SOCIETY/RESEARCH CENTER MEMBERSHIPS
Organization for Human Brain Mapping (OHBM)
Society for Neuroscience (SFN)
Réseau provincial en Imagerie cérébrale (REPRIC)
Centre for Research on Language, Mind and Brain (CRLMB)
McConnell Brain Imaging Center (BIC)
RESEARCH INTERESTS
My current research focuses on the application of modern neuroimaging techniques to address issues related to verbal fluency and, more generally, speech motor control and motor cognition. I have been using fMRI, EEG and rTMS to examine the contribution of the frontal lobe to the planning and production of spoken language.
I am also interested in the domain-generality of the brain networks underlying spoken language production and non-speech voluntary orofacial movements, and the role of sensory feedback in the control of spoken language production.
PUBLICATIONS
Gracco VL, Tremblay P., & Pike B. (submitted) Basal ganglia and corticostriatal contributions to speech sequencing. Cortex.
Tremblay P., Shiller, D., & Gracco VL (in press) On the time-course and frequency selectivity of the EEG for different modes of response selection: evidence from speech production and keyboard pressing. J Clin Neurophysiol.
McFarland DH, & Tremblay P. (2007) Implications cliniques des interactions entre les systèmes ensorimoteurs: Parole et déglutition. Fréquences, 18 (3), 12-16.
Tremblay P., & Gracco VL. (2006) Contribution of the frontal lobe to externally and internally specified verbal responses: fMRI evidence. Neuroimage. 33(3):947-57.
McFarland DH, & Tremblay P. (2006) Clinical implications of cross-system interactions. Semin Speech Lang. 27(4): 300-9. Review.
Gracco VL, Tremblay P., & Pike B. (2005) Imaging speech production using fMRI. Neuroimage. 15; 26(1): 294-301.
CONTRIBUTED RESEARCH PRESENTATIONS
INVITED TALKS
March 2, 2007: “Stimulation magnétique transcrânienne et Imagerie par résonance magnétique: Méthode et Applications dans le domaine de l’orthophonie », as part of the Seminar Series on Cerebral Plasticity and Intervention, Institut Universitaire de Gériatrie de Montréal.
January 19, 2006: «Imagerie cérébrale et production de la parole », as part of the Seminar Series of the UQAM department on Cognition and Computer Sciences.
ORAL PRESENTATIONS:
Tremblay, P. (2007) On the role of the frontal lobe in response selection and response set reconfiguration: evidence from fMRI and rTMS. Presented at the 37th annual meeting of the Society for Neuroscience which to be held on November 3 - 7.
Tremblay, P. (2006) Role of non-primary motor areas in word reading and word generation: fMRI evidence. Fourth Conference on Speech Production. Kingston, Ontario.
Tremblay, P. (2004) The role of internal forward models in speech production: a functional magnetic resonance imaging (fMRI) study. Bag Lunch Seminar Series, School of Communication Sciences & Disorders, Montréal.
Tremblay, P., & Gracco, V. L. (2004) Event-related beta desynchronization in speech and non-speech orofacial movements: the effects of task complexity, presented at the Conference on Speech Motor Control, Albuquerque, New Mexico.
Gracco, V. L., Tremblay, P., Pike, B. (2004) Speech movement sequence versus speech movements in sequence: fMRI observations, presented at the Conference on Speech Motor Control, Albuquerque, New Mexico, April 2004.
Ho, R. M., Ombao, H., Gracco, V., & Tremblay, P. (2004) Statistical detection of induced gamma activity in EEG experiment. International Workshop on Recent Advances in Time Series Analysis. Protaras, Cyprus.
Tremblay, P. (2003) Changes in brain oscillations in speech and non-speech oral movements: an ERD/ERS study. Invited presentation to the Third Conference on Speech Production, Queen University, Kingston, Ontario.
POSTER PRESENTATIONS:
Tremblay, P., & Gracco, V. L. (2007) On the Role of Frontal Lobe in Response Set Configuration and Response Selection: a Sparse-Sampling fMRI study. Presented at the 13th Annual Meeting of the Organization for Human Brain Mapping in Chicago, IL, USA, June 10-14.
Gracco, VL., Klepousniotou, E., Itzhak, I. Tremblay, P., and Baum, SR. (2007) Spoken word production: Cortical motor areas and sensorimotor organization. Presented at the 13th Annual Meeting of the Organization for Human Brain Mapping in Chicago, IL, USA, June 10-14.
Tremblay, P., & Gracco, V. L. (2006) The neural basis of verbal response selection: insight from EEG and fMRI, presented at the 12th Annual Meeting of the Organization for Human Brain Mapping in Florence, Italy, June 11-15.
Gracco, V. L., Tremblay, P., Ho, R. M., & Pike, B. (2006). Functional differentiation of the insula: Preliminary evidence from neuroimaging of speech, language and oral motor behaviors. Poster presented at the 12th Annual Meeting of the Organization for Human Brain Mapping in Florence, Italy, June 11-15.
Tremblay, P., & Gracco, V. L. (2006). Role of the SMA in verbal vs. non-verbal response production: preliminary observations. Poster presented at the Center for Research on Language, Mind and Brain (CRLMB) Research Day, McGill University, Montréal, Québec
Tremblay, P., & Gracco, V. L. (2005). The neural basis for externally and internally driven spoken language production: an fmri study. Poster presented at the 11th Annual Meeting of the Organization for Human Brain Mapping in Toronto, Canada.
Gracco, V. L., Tremblay, P., & Pike, B. (2005). Corticostriatal contributions to speech movement sequencing. Poster presented at the 11th Annual Meeting of the Organization for Human Brain Mapping in Toronto, Canada.
Tremblay, P., & Gracco, V. L. (2005). Internally and Externally selected finger movements: an ERD study. Program No. 867.9. 2005 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience.
Tremblay, P., & Gracco, V. L. (2004). From externally to internally driven speech: An fMRI study of the role of frontal nonprimary motor areas. Program No. 665.10. 2004 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience.
Tremblay, P., Gracco, V. L., & Pike, B. (2004). A neural mechanism for speech motor control: Evidence for efference copy. Presented at the 10th International Conference on Functional Mapping of the Human Brain, June 13-17, 2004, Budapest, Hungary. Available on CD-Rom in Neuroimage, 22, No. 1.
Gracco, V. L., Tremblay, P., Ho, R. & Pike, B (2004). Brain regions for spoken language: Interactions and specialization. Program No. 595.1. 2004 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience.
Gracco, V. L., Tremblay, P., & Pike, B. (2004). Some observations on serial speech timing. Presented at the 10th International Conference on Functional Mapping of the Human Brain, June 13-17, 2004, Budapest, Hungary. Available on CD-Rom in Neuroimage, 22, No. 1.
Tremblay, P. & Gracco, V. L. (2004) From externally to internally driven speech: An fMRI study of the role of frontal nonprimary motor areas. Poster presented at the Center for Research on Language, Mind and Brain (CRLMB) Research Day, McGill University, Montréal, Québec, June.
Tremblay, P. & Gracco, V. L. (2003). Changes in brain oscillations in speech and non-speech oral movements: an ERD/ERS study. Poster presented at the Centre for Research on Language, Mind and Brain (CRLMB) Research Day, McGill University, Montréal, Québec, June.
COMMITTEE MEMBERSHIPS AND OTHER ACTIVITIES
2007 McGill Selection Committee for the 2007-2008 Principal’s Award for Excellence in Teaching.
2007- McGill Senate.
2007- McGill Senate Committee on Ancillary Services.
2007- McGill Graduate and Postdoctoral studies advisory committee.
2007- Reviewer, Journal of Cognitive, Behavioural and Affective Neuroscience.
2007- Vice President (Academic and University Affairs), McGill Post-Graduate Students’ Society (PGSS)
2006- McGill University Council on Graduate and Postdoctoral studies.
2006 McGill University Selection Committee for the 2006-2007 David Thomson Award for Graduate Supervision and Teaching at McGill.
2006- Council on Graduate Student Support, McGill Post-Graduate Students’ Society.
2006- University Affairs Caucus, McGill Post-Graduate Students’ Society.
2006-2007 Chair, Research Progress Tracking Report Special Committee, McGill Post-Graduate Students’ Society.
2006- Scientific Advisory Board for the Organization for Human Brain Mapping (OHBM).
2006- Advisory Board for the Centre for Research on Language, Mind and Brain.
2004- Organizer, bimonthly Post Graduate Student Series of the Centre for Research on Language, Mind and Brain (CRLMB).
2004-2005 Graduate Program Committee Representative, School of Communication Sciences and Disorders.
2004-2005 Editor, Beatty Beat: the Newsletter of the School of Communication Sciences & Disorders.
2000-2002 Student Representative to the Laval University Linguistics Undergraduate Program Committee.
REFERENCES
Vincent L. Gracco, Ph.D.
School of Communication Sciences & Disorders, Faculty of Medicine, McGill University, and Center for Research on Language, Mind and Brain, 1266 avenue des Pins Ouest, Montréal, QC, H3G 1A8. Tel.: 514-398-7386; email: vincent.gracco@mcgill.ca
Shari R. Baum, Ph.D.
Chair, School of Communication Sciences & Disorders, Faculty of Medicine, McGill University and Chair, Center for Research on Language, Mind and Brain. Tel.: 514-398-7386; email: shari.baum@mcgill.ca
David McFarland, Ph.D.
Département d’orthophonie et d’audiologie [Speech Pathology], Faculty of Medicine, Université de Montréal, 2375 Chemin de la Côte-Ste-Catherine. Tel.: 514-343-7049, email: david.mcfarland@umontreal.ca
01.07.2010
PASCALE TREMBLAY
School of Communication Sciences and Disorders
Center for Research on Language, Mind and Brain
Faculty of Medicine
McGill University
1266 avenue des Pins West
Montréal, QC
Canada
H3G 1A8
Tel.: 514-398-6998
E-mail: pascale.tremblay@mail.mcgill.ca
CURRICULUM VITAE
Pascale Tremblay
PERSONAL INFORMATION
Pascale Tremblay
Date of Birth: March 7th 1980
Citizenship: Canadian
Languages: French, English
EDUCATION
Institution and Location Degree Year Field of Study
McGill University, Montreal, Canada PhD 2008 Communication Sciences & Disorders
Université Laval, Québec, Canada B.A. 2002 Linguistics/Psychology
POSITIONS
2002-2005 Research Assistant, Speech Motor Control Laboratory, School of Communication Sciences & Disorders, McGill University,
1999-2002 Research Assistant, Phonetic Laboratory, Université Laval.
1998-1999 French Tutor, Chicoutimi College, Tutoring Center.
HONORS AND AWARDS
2006, 2007 Travel Award, Organization for Human Brain Mapping (OHBM).
2005-2007 Canada Graduate Scholarship, Canadian Institute for Health Research (CIHR).
2005 Faculty of Medicine Internal Studentships, McGill Faculty of Medicine.
2005 REPRIC (Réseau provincial en Imagerie cérébrale) Training award.
2004, 2005 Travel award from the Centre for Research on Language, Mind and the Brain (CRLMB).
2003 Student Award from the Centre for Research on Language, Mind and the Brain (CRLMB).
1999 Life Skills Scholarship, Association of Universities and Colleges of Canada (AUCC).
1999 Excellence Award for Community Leadership, Chicoutimi College.
TEACHING
COURSE INSTRUCTOR
2008 Anatomie et Physiologie de la parole et de la deglutition. Undergraduate level. Université de Montréal, Department of Speech pathology and Audiology.
2006 Anatomy and Physiology for Speech and Hearing. Master-level course. McGill School of Communication Sciences and Disorders
2006 Perception et Production de la Parole. Undergraduate level. Université de Montréal, Département d’orthophonie et d’audiologie. Co-teaching with M. Thibeault.
2003-2005 Anatomy and Physiology for Speech and Hearing. McGill School of Communication Sciences and Disorders. Co-teaching with Dr. Vincent L. Gracco.
GUEST LECTURER
2007 Research Techniques in Cognitive Neuroscience. Doctoral Seminar. McGill School of Communication Sciences and Disorders.
2007 Neurolinguistics. Undergraduate level. Concordia University.
2005-2007 Anatomie et Physiologie de la parole et de la deglutition. Undergraduate level. Université de Montréal, département d’orthophonie et d’audiologie.
SOCIETY/RESEARCH CENTER MEMBERSHIPS
Organization for Human Brain Mapping (OHBM)
Society for Neuroscience (SFN)
Réseau provincial en Imagerie cérébrale (REPRIC)
Centre for Research on Language, Mind and Brain (CRLMB)
McConnell Brain Imaging Center (BIC)
RESEARCH INTERESTS
My current research focuses on the application of modern neuroimaging techniques to address issues related to verbal fluency and, more generally, speech motor control and motor cognition. I have been using fMRI, EEG and rTMS to examine the contribution of the frontal lobe to the planning and production of spoken language.
I am also interested in the domain-generality of the brain networks underlying spoken language production and non-speech voluntary orofacial movements, and the role of sensory feedback in the control of spoken language production.
PUBLICATIONS
Gracco VL, Tremblay P., & Pike B. (submitted) Basal ganglia and corticostriatal contributions to speech sequencing. Cortex.
Tremblay P., Shiller, D., & Gracco VL (in press) On the time-course and frequency selectivity of the EEG for different modes of response selection: evidence from speech production and keyboard pressing. J Clin Neurophysiol.
McFarland DH, & Tremblay P. (2007) Implications cliniques des interactions entre les systèmes ensorimoteurs: Parole et déglutition. Fréquences, 18 (3), 12-16.
Tremblay P., & Gracco VL. (2006) Contribution of the frontal lobe to externally and internally specified verbal responses: fMRI evidence. Neuroimage. 33(3):947-57.
McFarland DH, & Tremblay P. (2006) Clinical implications of cross-system interactions. Semin Speech Lang. 27(4): 300-9. Review.
Gracco VL, Tremblay P., & Pike B. (2005) Imaging speech production using fMRI. Neuroimage. 15; 26(1): 294-301.
CONTRIBUTED RESEARCH PRESENTATIONS
INVITED TALKS
March 2, 2007: “Stimulation magnétique transcrânienne et Imagerie par résonance magnétique: Méthode et Applications dans le domaine de l’orthophonie », as part of the Seminar Series on Cerebral Plasticity and Intervention, Institut Universitaire de Gériatrie de Montréal.
January 19, 2006: «Imagerie cérébrale et production de la parole », as part of the Seminar Series of the UQAM department on Cognition and Computer Sciences.
ORAL PRESENTATIONS:
Tremblay, P. (2007) On the role of the frontal lobe in response selection and response set reconfiguration: evidence from fMRI and rTMS. Presented at the 37th annual meeting of the Society for Neuroscience which to be held on November 3 - 7.
Tremblay, P. (2006) Role of non-primary motor areas in word reading and word generation: fMRI evidence. Fourth Conference on Speech Production. Kingston, Ontario.
Tremblay, P. (2004) The role of internal forward models in speech production: a functional magnetic resonance imaging (fMRI) study. Bag Lunch Seminar Series, School of Communication Sciences & Disorders, Montréal.
Tremblay, P., & Gracco, V. L. (2004) Event-related beta desynchronization in speech and non-speech orofacial movements: the effects of task complexity, presented at the Conference on Speech Motor Control, Albuquerque, New Mexico.
Gracco, V. L., Tremblay, P., Pike, B. (2004) Speech movement sequence versus speech movements in sequence: fMRI observations, presented at the Conference on Speech Motor Control, Albuquerque, New Mexico, April 2004.
Ho, R. M., Ombao, H., Gracco, V., & Tremblay, P. (2004) Statistical detection of induced gamma activity in EEG experiment. International Workshop on Recent Advances in Time Series Analysis. Protaras, Cyprus.
Tremblay, P. (2003) Changes in brain oscillations in speech and non-speech oral movements: an ERD/ERS study. Invited presentation to the Third Conference on Speech Production, Queen University, Kingston, Ontario.
POSTER PRESENTATIONS:
Tremblay, P., & Gracco, V. L. (2007) On the Role of Frontal Lobe in Response Set Configuration and Response Selection: a Sparse-Sampling fMRI study. Presented at the 13th Annual Meeting of the Organization for Human Brain Mapping in Chicago, IL, USA, June 10-14.
Gracco, VL., Klepousniotou, E., Itzhak, I. Tremblay, P., and Baum, SR. (2007) Spoken word production: Cortical motor areas and sensorimotor organization. Presented at the 13th Annual Meeting of the Organization for Human Brain Mapping in Chicago, IL, USA, June 10-14.
Tremblay, P., & Gracco, V. L. (2006) The neural basis of verbal response selection: insight from EEG and fMRI, presented at the 12th Annual Meeting of the Organization for Human Brain Mapping in Florence, Italy, June 11-15.
Gracco, V. L., Tremblay, P., Ho, R. M., & Pike, B. (2006). Functional differentiation of the insula: Preliminary evidence from neuroimaging of speech, language and oral motor behaviors. Poster presented at the 12th Annual Meeting of the Organization for Human Brain Mapping in Florence, Italy, June 11-15.
Tremblay, P., & Gracco, V. L. (2006). Role of the SMA in verbal vs. non-verbal response production: preliminary observations. Poster presented at the Center for Research on Language, Mind and Brain (CRLMB) Research Day, McGill University, Montréal, Québec
Tremblay, P., & Gracco, V. L. (2005). The neural basis for externally and internally driven spoken language production: an fmri study. Poster presented at the 11th Annual Meeting of the Organization for Human Brain Mapping in Toronto, Canada.
Gracco, V. L., Tremblay, P., & Pike, B. (2005). Corticostriatal contributions to speech movement sequencing. Poster presented at the 11th Annual Meeting of the Organization for Human Brain Mapping in Toronto, Canada.
Tremblay, P., & Gracco, V. L. (2005). Internally and Externally selected finger movements: an ERD study. Program No. 867.9. 2005 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience.
Tremblay, P., & Gracco, V. L. (2004). From externally to internally driven speech: An fMRI study of the role of frontal nonprimary motor areas. Program No. 665.10. 2004 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience.
Tremblay, P., Gracco, V. L., & Pike, B. (2004). A neural mechanism for speech motor control: Evidence for efference copy. Presented at the 10th International Conference on Functional Mapping of the Human Brain, June 13-17, 2004, Budapest, Hungary. Available on CD-Rom in Neuroimage, 22, No. 1.
Gracco, V. L., Tremblay, P., Ho, R. & Pike, B (2004). Brain regions for spoken language: Interactions and specialization. Program No. 595.1. 2004 Abstract Viewer/Itinerary Planner. Washington, DC: Society for Neuroscience.
Gracco, V. L., Tremblay, P., & Pike, B. (2004). Some observations on serial speech timing. Presented at the 10th International Conference on Functional Mapping of the Human Brain, June 13-17, 2004, Budapest, Hungary. Available on CD-Rom in Neuroimage, 22, No. 1.
Tremblay, P. & Gracco, V. L. (2004) From externally to internally driven speech: An fMRI study of the role of frontal nonprimary motor areas. Poster presented at the Center for Research on Language, Mind and Brain (CRLMB) Research Day, McGill University, Montréal, Québec, June.
Tremblay, P. & Gracco, V. L. (2003). Changes in brain oscillations in speech and non-speech oral movements: an ERD/ERS study. Poster presented at the Centre for Research on Language, Mind and Brain (CRLMB) Research Day, McGill University, Montréal, Québec, June.
COMMITTEE MEMBERSHIPS AND OTHER ACTIVITIES
2007 McGill Selection Committee for the 2007-2008 Principal’s Award for Excellence in Teaching.
2007- McGill Senate.
2007- McGill Senate Committee on Ancillary Services.
2007- McGill Graduate and Postdoctoral studies advisory committee.
2007- Reviewer, Journal of Cognitive, Behavioural and Affective Neuroscience.
2007- Vice President (Academic and University Affairs), McGill Post-Graduate Students’ Society (PGSS)
2006- McGill University Council on Graduate and Postdoctoral studies.
2006 McGill University Selection Committee for the 2006-2007 David Thomson Award for Graduate Supervision and Teaching at McGill.
2006- Council on Graduate Student Support, McGill Post-Graduate Students’ Society.
2006- University Affairs Caucus, McGill Post-Graduate Students’ Society.
2006-2007 Chair, Research Progress Tracking Report Special Committee, McGill Post-Graduate Students’ Society.
2006- Scientific Advisory Board for the Organization for Human Brain Mapping (OHBM).
2006- Advisory Board for the Centre for Research on Language, Mind and Brain.
2004- Organizer, bimonthly Post Graduate Student Series of the Centre for Research on Language, Mind and Brain (CRLMB).
2004-2005 Graduate Program Committee Representative, School of Communication Sciences and Disorders.
2004-2005 Editor, Beatty Beat: the Newsletter of the School of Communication Sciences & Disorders.
2000-2002 Student Representative to the Laval University Linguistics Undergraduate Program Committee.
REFERENCES
Vincent L. Gracco, Ph.D.
School of Communication Sciences & Disorders, Faculty of Medicine, McGill University, and Center for Research on Language, Mind and Brain, 1266 avenue des Pins Ouest, Montréal, QC, H3G 1A8. Tel.: 514-398-7386; email: vincent.gracco@mcgill.ca
Shari R. Baum, Ph.D.
Chair, School of Communication Sciences & Disorders, Faculty of Medicine, McGill University and Chair, Center for Research on Language, Mind and Brain. Tel.: 514-398-7386; email: shari.baum@mcgill.ca
David McFarland, Ph.D.
Département d’orthophonie et d’audiologie [Speech Pathology], Faculty of Medicine, Université de Montréal, 2375 Chemin de la Côte-Ste-Catherine. Tel.: 514-343-7049, email: david.mcfarland@umontreal.ca
01.07.2010
Business Communication-CV
Writing your Curriculum Vitae
A Curriculum Vitae (CV) is a summary of your educational and academic background. Its purpose is to outline your credentials for an academic position, fellowship, or grant. Its length can range from 2-4 pages. Please keep in mind each field has a different standard. Ask the faculty in your department for feedback on your CV.
In applying for an academic position, an applicant is asked to submit a CV along with a Dissertation Abstract, a Statement of Research Interests, and a Statement of Teaching Interests. It is important to present a clear and well-organized application. Your goal is to make the search committee want to interview you.
What to include on your CV:
Primary materials
o Applicant Information
o Education
o Dissertation Title and Advisor
o Awards/Honors/Patents
o Grants/Fellowships
o Research Experience
o Teaching Experience
o Publications and Presentations
o Related Professional Experience
o Languages
o Other- Memberships, Associations, Conferences
o References
Supplementary Materials
o Cover Letter
o Dissertation Abstract
o Statement of Research and Scholarly Interests
o Statement of Teaching Interests
o Course lists
Primary Materials
Applicant Information
Your name should appear on the top of each page. On the first page include your name, address, phone number, fax number, and email address. Page numbers should appear on all pages except for the first. When including your email address consider this communication with an employer to be professional. It is advised to avoid "nick names" or "cute" automatic responses. This also applies for phone messages.
Education
In reverse chronological order list all of your degrees from college on, with the name of the institution and date they were awarded. List the date you expect to receive the degree for the program you are currently in. It is standard to list the name of your advisor and your thesis title.
From this point on you have more latitude in shaping the organization of your CV. You should be guided by your strengths, requirements for the job, and conventions of your discipline.
Honors and Awards (Grants, Fellowships and Patents, etc.)
Place Honors/Awards near the top of the CV (unless you have few, then put later or omit). This is a good place to list research-related and dissertation-supported grants, fellowships, awards and patents. Scientists may create a separate section for "Research Grants", which would probably come later in the CV.
Research Experience
Scientists will briefly describe their postdoctoral, doctoral, and possibly undergraduate research. You should include both substance and techniques employed if relevant. List names of the institution, professor, project, and dates. Along with descriptions note any contribution you made (Some scientists append a "Statement of Research Interests")
Teaching Experience
Where you place this section depends on the target institution (i.e. small teaching college) as well as your strengths as a candidate. The basic information should include: Where, What, When you have taught and your titles i.e. teaching fellow or lecturer.
Publications and Presentations
Where you place this section depends on the strength of your publication record. If substantial, it may come first. If too lengthy or short it can come at the end of the CV or have an additional page. Some candidates will subdivide this category into:
o Publications (if have you enough, you can separate this into Books, Abstracts, Reviews, other publications, etc...). Use standard bibliographic form for publications.
o Papers and Presentations. Include dates/locations with titles of your presentations.
Avoid listing published abstracts in with papers. List Abstracts as a separate section. Otherwise, it gives the impression of "padding."
Related Professional Experience
Use this category for any experience that is related to teaching, research, and administration, i.e. conference organizing, tutoring, and committee work.
Languages
Accurately assess your knowledge level of a language: native, fluent, proficient or working knowledge.
Optional Sections
o Memberships of Professional Organizations
o Scholarly Associations
o Travel or Study Abroad
References
Most academics tend to operate within small informal networks, the names of references will convey significant information to most readers. Most applicants will list their references at the end of their CV. Include:
Full name
Title
Institutional address
Telephone address/email/fax
Three references are expected, but you may add more if their evaluations would add significant information
** make sure your references know they are listed and have a copy of your CV**
Supplementary Materials
In addition to the CV, most academic job applications will contain the following:
Cover Letter
A cover letter should be concise and to the point. Certainly no longer than one page. Simply state why you are applying, why you are interested in the position/school, and your relevant background. Let them know you are appending a CV, a statement of research and teaching interests, etc. DO NOT discuss these in the cover letter. Direct them to where they can find the information. Do not bury the information in a three page letter and make them look for it, as they won't. Use your department's letter head and your professional address. Do not use plain paper and your home address-- that's a big red flag (at least in Biology).
Dissertation Abstract
A dissertation abstract is a clear and concise summary of your work, placing it within its scholarly context and noting its contribution to the field. The summary should be comprehensible to people outside your field, but scholarly enough to interest those familiar with your area of expertise (HAVE FACULTY IN AND OUT OF YOUR AREA READ THIS). The summary is typically 1-2 pages appended at the end of your CV and clipped or stapled together with previous pages.
Statement of Research and Scholarly Interests
Scientists are customarily asked to submit a "Statement of Research". This is meant to be a 2-4 page statement of past, current, and future research interests. You should describe your past and present research methodology, lab skills, and results. For the future section, tell the reader what you hope to do for the next 3- 5 years and how you might involve students (undergraduates, graduates, and post-docs) in the work. Normally, this work will follow on the momentum of your own postdoctoral studies, but if it does not (this would be rare) be sure to explain why.
Teaching Interests
A “Statement of Teaching Interests” is typically required as part of the application process for an Assistant Professor position. Tell the reader what you feel competent to teach. If you are applying for a job where teaching biochemistry is one of the requirements as stated in the job ad, then you better be sure you tell them you want to teach biochemistry. This may sound trite, but you would be amazed at the number of people who fail to follow this seemingly self-evident step.
Course Lists/Transcript
Occasionally applicants are asked to submit a list of their graduate courses or a transcript.
Sources
www.dartmouth.edu › Home › Careers › Services
01.07.2010
A Curriculum Vitae (CV) is a summary of your educational and academic background. Its purpose is to outline your credentials for an academic position, fellowship, or grant. Its length can range from 2-4 pages. Please keep in mind each field has a different standard. Ask the faculty in your department for feedback on your CV.
In applying for an academic position, an applicant is asked to submit a CV along with a Dissertation Abstract, a Statement of Research Interests, and a Statement of Teaching Interests. It is important to present a clear and well-organized application. Your goal is to make the search committee want to interview you.
What to include on your CV:
Primary materials
o Applicant Information
o Education
o Dissertation Title and Advisor
o Awards/Honors/Patents
o Grants/Fellowships
o Research Experience
o Teaching Experience
o Publications and Presentations
o Related Professional Experience
o Languages
o Other- Memberships, Associations, Conferences
o References
Supplementary Materials
o Cover Letter
o Dissertation Abstract
o Statement of Research and Scholarly Interests
o Statement of Teaching Interests
o Course lists
Primary Materials
Applicant Information
Your name should appear on the top of each page. On the first page include your name, address, phone number, fax number, and email address. Page numbers should appear on all pages except for the first. When including your email address consider this communication with an employer to be professional. It is advised to avoid "nick names" or "cute" automatic responses. This also applies for phone messages.
Education
In reverse chronological order list all of your degrees from college on, with the name of the institution and date they were awarded. List the date you expect to receive the degree for the program you are currently in. It is standard to list the name of your advisor and your thesis title.
From this point on you have more latitude in shaping the organization of your CV. You should be guided by your strengths, requirements for the job, and conventions of your discipline.
Honors and Awards (Grants, Fellowships and Patents, etc.)
Place Honors/Awards near the top of the CV (unless you have few, then put later or omit). This is a good place to list research-related and dissertation-supported grants, fellowships, awards and patents. Scientists may create a separate section for "Research Grants", which would probably come later in the CV.
Research Experience
Scientists will briefly describe their postdoctoral, doctoral, and possibly undergraduate research. You should include both substance and techniques employed if relevant. List names of the institution, professor, project, and dates. Along with descriptions note any contribution you made (Some scientists append a "Statement of Research Interests")
Teaching Experience
Where you place this section depends on the target institution (i.e. small teaching college) as well as your strengths as a candidate. The basic information should include: Where, What, When you have taught and your titles i.e. teaching fellow or lecturer.
Publications and Presentations
Where you place this section depends on the strength of your publication record. If substantial, it may come first. If too lengthy or short it can come at the end of the CV or have an additional page. Some candidates will subdivide this category into:
o Publications (if have you enough, you can separate this into Books, Abstracts, Reviews, other publications, etc...). Use standard bibliographic form for publications.
o Papers and Presentations. Include dates/locations with titles of your presentations.
Avoid listing published abstracts in with papers. List Abstracts as a separate section. Otherwise, it gives the impression of "padding."
Related Professional Experience
Use this category for any experience that is related to teaching, research, and administration, i.e. conference organizing, tutoring, and committee work.
Languages
Accurately assess your knowledge level of a language: native, fluent, proficient or working knowledge.
Optional Sections
o Memberships of Professional Organizations
o Scholarly Associations
o Travel or Study Abroad
References
Most academics tend to operate within small informal networks, the names of references will convey significant information to most readers. Most applicants will list their references at the end of their CV. Include:
Full name
Title
Institutional address
Telephone address/email/fax
Three references are expected, but you may add more if their evaluations would add significant information
** make sure your references know they are listed and have a copy of your CV**
Supplementary Materials
In addition to the CV, most academic job applications will contain the following:
Cover Letter
A cover letter should be concise and to the point. Certainly no longer than one page. Simply state why you are applying, why you are interested in the position/school, and your relevant background. Let them know you are appending a CV, a statement of research and teaching interests, etc. DO NOT discuss these in the cover letter. Direct them to where they can find the information. Do not bury the information in a three page letter and make them look for it, as they won't. Use your department's letter head and your professional address. Do not use plain paper and your home address-- that's a big red flag (at least in Biology).
Dissertation Abstract
A dissertation abstract is a clear and concise summary of your work, placing it within its scholarly context and noting its contribution to the field. The summary should be comprehensible to people outside your field, but scholarly enough to interest those familiar with your area of expertise (HAVE FACULTY IN AND OUT OF YOUR AREA READ THIS). The summary is typically 1-2 pages appended at the end of your CV and clipped or stapled together with previous pages.
Statement of Research and Scholarly Interests
Scientists are customarily asked to submit a "Statement of Research". This is meant to be a 2-4 page statement of past, current, and future research interests. You should describe your past and present research methodology, lab skills, and results. For the future section, tell the reader what you hope to do for the next 3- 5 years and how you might involve students (undergraduates, graduates, and post-docs) in the work. Normally, this work will follow on the momentum of your own postdoctoral studies, but if it does not (this would be rare) be sure to explain why.
Teaching Interests
A “Statement of Teaching Interests” is typically required as part of the application process for an Assistant Professor position. Tell the reader what you feel competent to teach. If you are applying for a job where teaching biochemistry is one of the requirements as stated in the job ad, then you better be sure you tell them you want to teach biochemistry. This may sound trite, but you would be amazed at the number of people who fail to follow this seemingly self-evident step.
Course Lists/Transcript
Occasionally applicants are asked to submit a list of their graduate courses or a transcript.
Sources
www.dartmouth.edu › Home › Careers › Services
01.07.2010
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