Individuals affected by some form of disability face difficulties when looking to participate in sporting activity. Previous research has highlighted a number of possible prohibiting factors including, a lack of parental support, inaccessible venues and unavailability of required specialist equipment. The objectives of the research study were to, firstly identify and explain the different barriers to sports participation affecting individuals with acquired and congenital disabilities, and secondly to ascertain the benefits and areas for development required by national governing bodies and sports organisations to ensure a greater number of individuals with disabilities could participate. Six male participants were selected (3 with congenital and 3 with acquired disabilities), including: Muscular Dystrophy, Visual Impairment, Achondroplasia, Illness Related Disabilities and a range of Spinal Cord Injuries. Six Semi structured interviews, based on an interview guide were completed. The key findings were that there were no significant differences between the barriers identified by individuals with acquired and congenital disabilities, with the exception of the need for complex care provision for those with acquired disabilities. The impact of an individual's support and care network was highlighted as an area for future research as it plays a significant role in determining an individual's participation. A secondary finding was that affordability and inadequate transport remain limiting factors to participation. Key words: Disability, acquired, barriers, congenital, development, participation
How to Write an Abstract for the Undergraduate Research, Scholarship and Creative Activities Conference
How to Write an Abstract Workshops:
The following Workshops will be in Meeting Room D, Student Community Center
Tuesday, January 30, 2018, 12:10 p.m. to 1:00 p.m.
Wednesday, January 31, 2018, 3:10 p.m. to 4:00 p.m.
Thursday, February 1, 2018, 4:10 p.m. to 5:00 p.m.
What is an abstract?
An abstract is a one-paragraph summary of a research project. Abstracts precede papers in research journals and appear in programs of scholarly conferences. In journals, the abstract allows readers to quickly grasp the purpose and major ideas of a paper and lets other researchers know whether reading the entire paper will be worthwhile. In conferences, the abstract is the advertisement that the paper deserves the audience's attention.
Why write an abstract?
The abstract allows readers to make decisions about your project. Your sponsoring professor can use the abstract to decide if your research is proceeding smoothly. The conference organizer uses it to decide if your project fits the conference criteria. The conference audience (faculty, administrators, peers, and presenters' families) uses your abstract to decide whether or not to attend your presentation. Your abstract needs to take all these readers into consideration.
How does an abstract appeal to such a broad audience?
The audience for this abstract covers the broadest possible scope--from expert to lay person. You need to find a comfortable balance between writing an abstract that both shows your knowledge and yet is still comprehensible--with some effort--by lay members of the audience. Limit the amount of technical language you use and explain it where possible. Always use the full term before you refer to it by acronym [DNA double-stranded breaks (DSBs), for example]. Remember that you are yourself an expert in the field that you are writing about--don't take for granted that the reader will share your insider knowledge.
What should the abstract include?
Think of your abstract as a condensed version of your whole project. By reading it, the reader should understand the nature of your research question. Like abstracts that researchers prepare for scholarly conferences, the abstract you submit for the Undergraduate Research Conference will most likely reflect work still in progress at the time you write it. Although the content will vary according to field and specific project, all abstracts, whether in the sciences or the humanities, convey the following information:
- The purpose of the project identifying the area of study to which it belongs.
- The research problem that motivates the project.
- The methods used to address this research problem, documents or evidence analyzed.
- The conclusions reached or, if the research is in progress, what the preliminary results of the investigation suggest, or what the research methods demonstrate.
- The significance of the research project. Why are the results useful? What is new to our understanding as the result of your inquiry?
Whatever kind of research you are doing, your abstract should provide the reader with answers to the following questions: What are you asking? Why is it important? How will you study it? What will you use to demonstrate your conclusions? What are those conclusions? What do they mean?
The abstract should be one paragraph and should not exceed the word limit. Edit it closely to be sure it meets the Four C's of abstract writing:
- Complete — it covers the major parts of the project.
- Concise — it contains no excess wordiness or unnecessary information.
- Clear — it is readable, well organized, and not too jargon-laden.
- Cohesive — it flows smoothly between the parts.
The importance of understandable language
Because all researchers hope their work will be useful to others, and because good scholarship is increasingly used across disciplines, it is crucial to make the language of your abstracts accessible to a non-specialist. Simplify your language. Friends in another major will spot instantly what needs to be more understandable. Some problem areas to look for:
- Eliminate jargon. Showing off your technical vocabulary will not demonstrate that your research is valuable. If using a technical term is unavoidable, add a non-technical synonym to help a non-specialist infer the term's meaning.
- Omit needless words—redundant modifiers, pompous diction, excessive detail.
- Avoid stringing nouns together (make the relationship clear with prepositions).
- Eliminate "narration," expressions such as "It is my opinion that," "I have concluded," "the main point supporting my view concerns," or "certainly there is little doubt as to. . . ." Focus attention solely on what the reader needs to know.
Before submitting your abstract
- Make sure it is within 150-200 words. (Over-writing is all too easy, so reserve time for cutting your abstract down to the essential information.)
- Make sure the language is understandable by a non-specialist. (Avoid writing for an audience that includes only you and your professor.)
- Have your sponsoring professor work with you and approve the abstract before you submit it online.
- Only one abstract per person is allowed.
Multimedia Risk Assessment of Biodiesel - Tier II Antfarm Project
Significant knowledge gaps exist in the fate, transport, biodegradation, and toxicity properties of biodiesel when it is leaked into the environment. In order to fill these gaps, a combination of experiments has been developed in a Multimedia Risk Assessment of Biodiesel for the State of California. Currently, in the Tier II experimental phase of this assessment, I am investigating underground plume mobility of 20% and 100% additized and unadditized Soy and Animal Fat based biodiesel blends and comparing them to Ultra Low-Sulfer Diesel #2 (USLD) by filming these fuels as they seep through unsaturated sand, encounter a simulated underground water table, and form a floating lens on top of the water. Thus far, initial findings in analyzing the digital images created during the filming process have indicated that all fuels tested have similar travel times. SoyB20 behaves most like USLD in that they both have a similar lateral dispersion lens on top of the water table. In contrast, Animal Fat B100 appears to be most different from ULSD in that it has a narrower residual plume in the unsaturated sand, as well as a narrower and deeper lens formation on top of the water table.
Narrative Representation of Grief
In William Faulkner's As I Lay Dying and Kazuo Ishiguro's Never Let Me Go how can grief, an incomprehensible and incommunicable emotion, be represented in fiction? Is it paradoxical, or futile, to do so? I look at two novels that struggle with representing intense combinations of individual and communal grief: William Faulkner's As I Lay Dying and Kazuo Ishiguro's Never Let Me Go. At first glance, the novels appear to have nothing in common: Faulkner's is a notoriously bleak odyssey told in emotionally heavy stream-of-consciousness narrative, while Ishiguro's is a near-kitschy blend of a coming-of-age tale and a sci-fi dystopia. But they share a rare common thread. They do not try to convey a story, a character, an argument, or a realization, so much as they try to convey an emotion. The novels' common struggle is visible through their formal elements, down to the most basic technical aspects of how the stories are told. Each text, in its own way, enacts the trauma felt by its characters because of their grief, and also the frustration felt by its narrator (or narrators) because of the complex and guilty task of witnessing for grief and loss.
This webpage was based on articles written by Professor Diana Strazdes, Art History and Dr. Amy Clarke, University Writing Program, UC Davis. Thanks to both for their contributions.
Instructions for Submitting an Abstract
Please submit the following by Tuesday, February 20, 2018 at 4:00 p.m.
- Complete online registration form and abstract
- We will send an e-mail to your faculty sponsor to confirm that your abstract has been reviewed and approved.