The benefits of applying the lightning talk in child and youth care education

<div> <div> <div> <p>Child and youth care instructors often aspire to prepare students for unforeseen circumstances in the field, including circumstances that may require spontaneous advocacy and public speaking skills in various settings, such as an interdisciplinary case conference or a plan of care meeting. We suggest that one way of contributing to these goals is the pedagogy of the lightning talk. A lightning talk can be defined as a short (three minutes), time-limited, oral presentation on a particular subject without the use of supporting materials, such as Power Point slides, notes, an electronic device, or audience engagement, so as to simulate a practice context that was unexpected and for which the practitioner has no opportunity to plan or prepare (Jean-Pierre et al., 2020). </p><div> <div>In this article, we will share the main lessons learned from a study that examined the learning experiences and processes of the pedagogy of the lightning talk at a Canadian metropolitan university in two child and youth care undergraduate courses. </div> </div> <p></p> </div> </div> </div>

The benefits of applying the lightning talk in child and youth care education

<div> <div> <div> <p>Child and youth care instructors often aspire to prepare students for unforeseen circumstances in the field, including circumstances that may require spontaneous advocacy and public speaking skills in various settings, such as an interdisciplinary case conference or a plan of care meeting. We suggest that one way of contributing to these goals is the pedagogy of the lightning talk. A lightning talk can be defined as a short (three minutes), time-limited, oral presentation on a particular subject without the use of supporting materials, such as Power Point slides, notes, an electronic device, or audience engagement, so as to simulate a practice context that was unexpected and for which the practitioner has no opportunity to plan or prepare (Jean-Pierre et al., 2020). </p><div> <div>In this article, we will share the main lessons learned from a study that examined the learning experiences and processes of the pedagogy of the lightning talk at a Canadian metropolitan university in two child and youth care undergraduate courses. </div> </div> <p></p> </div> </div> </div>

Preface

(word. doc) should be separate from the PDFs and include information about their virtual format if this is relevant. This information should include: • The reason(s) why the meeting will take/took place virtually (covid- 19/travel restrictions, etc). • The Forum was held both online and offline. All participants who took part offline provided vaccination certificates. The online forum was held for participants who did not have the opportunity to participate in the forum directly or to submit a report in person. Including, in order to be able for the majority of participants to participate in the Forum in a format convenient for them. • Location where the organisers will be/were. • The Forum was held on the premises of the Institute of Nuclear Physics in Almaty, Kazakhstan • The Model, for example, the plenary, the contributions, the time spent to deliver the talks by each speaker. • • The version of the poster or oral presentation was adopted as a model of reports, both online and offline. Plenary lectures were conducted both online and offline, through the presentation and oral presentation of the speaker. In each section, the time for a report was different, on average it ranged from 20 to 30 minutes. • The discussions, the feasibility, room for Q&A? • All questions and discussions were held in conference halls of 5 sections. Including online. Everyone could ask a question and get an answer, upon completion of the report, 10-15 minutes were allotted for this procedure. • The participants: location and the overall attendance number expected. • The participants took part in the forum on the territory of the Institute of Nuclear Physics. Within 5 days, more than 90% of the participants took part offline. There were more than 90 offline participants in total. In general, about 300 applications were accepted for participation in the forum. • The technology needed to deliver the meeting successfully. • The Forum was provided with the most modern technical equipment. Each section contained several projectors, computers and microphone sets for the participants. To ensure high parallelization of communication, high-speed Internet access was used for each 4G section. • Mention any technical difficulties. • • Technical difficulties during the forum were minor and were resolved as they arose. All forum participants appreciated the high level of technical equipment of the forum. • Mention any drawbacks in the delivery of the conference virtually, e.g. impact on the community. • No shortcomings were identified during the forum. The forum had an extremely positive impact on the public, which was mentioned in his speech for the journalists of the national channel, the chairman of the forum and the general director of the INP Batyrzhan Karakozov. Please make sure that the following information is included in the preface: l. The full list of committees names and affiliations which shall be published as part of the preface. Editors of proceedings, ORGANISING COMMITTEE, INTERNATIONAL ADVISORY BOARD, and ORGANIZED BY are available in the pdf.

Interprète simultané par rapport à l’image

The aim of this article is to signal the possible relationships between the simultaneous interpreter and the image in its widest sense. In this communicative situation, attention is first paid to the text of the oral presentation, the meaning of which is conveyed by the interpreter. However, this meaning is also made up of visual elements that the interpreter faces and which make the interpretation inter-semiotic and multimodal. Three different types of simultaneous interpreter/image relationships will be outlined: firstly, the whole interpreting communicative situation can become an image if remote interpretation is necessary, secondly, it is the speaker who can be understood as an image, thirdly, the speaker can refer to previously prepared images. Then, by means of a pilot study, it will be checked whether and how experienced simultaneous interpreters relate the speaker to the picture when the picture presented is not redundant with what is being said, but complements the speech. The main question is whether and how it will be verbalized. Possible ways of extending the study will also be discussed.

Atypical Oral Presentation of SARS-CoV-2 Infection: Case Report

Hypogeusia, dysgeusia and ageusia are commonly prevalent and considered as the first recognized oral symptom of SARS-CoV-2 infection. Various other oral manifestations have also been reported in patients positive for SARS-CoV-2 infection. This article presents clinical presentation of oral lesions in two patients who were subsequently confirmed with SARS-CoV-2 infection.