[1] Denisa Visual [SB1] perception and psychomotoric tempo as personality characteristics The [SB2] study compares the abilities of visual perception[SB3] and [INS: the :INS] judgment of children when they start attending [SB4] [DEL: the :DEL] school. The children are [DEL: of the :DEL] age[INS: d :INS] between five and seven years, from different cultural environments and different ethnic[INS: background :INS] s. [DEL: There :DEL] [INS: A :INS] [DEL: was developed :DEL] a computerized method[SB5] , called[INS: the :INS] "Perception Test"[DEL: , :DEL] [INS: was developed :INS] [DEL: in :DEL] [INS: for :INS] this research study[INS: . This involved the children being shown :INS] [DEL: . :DEL] [INS: and asked to comment on :INS] [INS: t :INS] [DEL: T :DEL] wo geometrical objects[DEL: were presented tachistoscopally to children :DEL] . Some pairs of objects were identical, [DEL: some :DEL] [INS: others :INS] differed in shape[DEL: s :DEL] , color[DEL: s :DEL] or number[DEL: s :DEL] . The children had to decide [DEL: during the test, :DEL] whether the objects are [SB6] equal or different. The time[DEL: , :DEL] that the children needed to [DEL: give :DEL] [INS: provide an :INS] [DEL: the :DEL] answer[DEL: , :DEL] was [INS: then :INS] measured. [INS: :INS] [INS: :INS] The results show [SB7] us that there are no statistically significant differences in [INS: the :INS] average number of correct answers [DEL: between :DEL] [INS: given by :INS] children [DEL: coming :DEL] from different ethnic[INS: background :INS] s. [INS: However, :INS] The results [INS: did :INS] show us [SB8] the differences in [INS: the :INS] average time that[INS: the :INS] children needed to [DEL: answer :DEL] [INS: respond to :INS] all [INS: the :INS] items. [INS: It may be argued that t :INS] [DEL: T :DEL] hese differences are partly caused by [INS: the :INS] [INS: :INS] socially disadvantage[INS: d :INS] [DEL: ous :DEL] background of some children[INS: , that is, those who :INS] [DEL: (these children :DEL] have [INS: no or limited access to a computer, and therefore :INS] [INS: a :INS] low[DEL: e :DEL] [DEL: r :DEL] level of abilit[INS: y :INS] [DEL: ies :DEL] to work with [DEL: computer :DEL] [INS: them. :INS] [DEL: and :DEL] [INS: It was :INS] only during the test[INS: that :INS] [INS: , :INS] they started to learn how to manipulate [DEL: with :DEL] [INS: the :INS] mouse and therefore it took these children longer to [DEL: give :DEL] [INS: provide :INS] the answer[DEL: ) :DEL] . [INS: The :INS] [DEL: N :DEL] [INS: n :INS] ext [INS: set of :INS] results [DEL: are :DEL] [INS: demonstrate a :INS] [DEL: the :DEL] comparison of [INS: the :INS] psychomotoric [SB9] tempo as personality characteristics of children. The speed of information processing has influence during the adaptation to the school attendace.[SB10] [INS: :INS] [DEL: :DEL] [2] Helena In [INS: the :INS] following text[INS: , :INS] I will try to approximate theoretical a metodology outcomes of proposal of evaluative research focused on one important aspect implementation of projects of structural fond [SB11] of EU in Czech republic, namely creating quasi trades in terms of project´s realization teams.[DEL: Simultaneously, :DEL] I would [INS: also :INS] like to [DEL: make clear :DEL] [INS: clarify :INS] [DEL: about :DEL] [INS: mis :INS] construed questions, [DEL: if it is :DEL] [INS: using :INS] investigat[DEL: ed :DEL] [INS: ion techniques that are :INS] [DEL: and :DEL] suit[INS: ed :INS] [DEL: able for :DEL] [INS: to :INS] the research. I [INS: make reference to :INS] [DEL: say :DEL] these quetsions [SB12] directly in [INS: the :INS] introduction[DEL: of my work, :DEL] because it is concerned [INS: with the research :INS] proposal[INS: . :INS] [DEL: of research, :DEL] I have not registered so far, that would be in available sources explicitly expressed[SB13] . [INS: The :INS] [DEL: F :DEL] [INS: f :INS] ocus of my research should be specialized [SB14] on evaluation of purposes and used resources by generating forenamed quasi trade. Quasi trade[INS: , the subject of this paper, :INS] [DEL: I :DEL] [INS: is about :INS] research into [DEL: is :DEL] engaging employees in terms of [INS: the :INS] implementation of [INS: EU :INS] projects[INS: ‘ :INS] [DEL: of EU :DEL] structural funds (implementing structure, but especially project teams),[SB15] [INS: . Its focus is also :INS] [DEL: it is :DEL] directive establishment, mediate [SB16] subjects, final recipients, central establishment od public administrativ[INS: e :INS] , realization teams of particular realised projects – receivers of subvention, pulbic [SB17] and profitable or unprofitable priváte subjects.)[INS: :INS] [INS: [ :INS] [INS: this paragraph reads like a list of key terms related to your research, rather than complete and coherent sentences: conjuctions and cohensive devices are missing...] :INS] During my decision making [SB18] within a purpose of developing this questions [SB19] dominated an idea to afford informations to authors of political intentions on each grades, creating and directing implementation of disposal EU structural funds in Czech republic in connection with function and possible effects of quasi trade springing up within the context of realization of projects cofinancing from structural funds.[INS: [this paragraph is very disjointed] :INS] I suppose that [SB20] outcomes efficiency from research will consist in following [INS: the :INS] elevation of [INS: the :INS] effectiveness of program management for realised projects, [DEL: also :DEL] [INS: and :INS] for projects[DEL: , :DEL] which are [DEL: in :DEL] [INS: at :INS] present in a period of their genesis (it is drawning challenges of appropriate directive establishment, which basis on will be accepted project requests or paging evaluative proces).[SB21] [INS: :INS] [DEL: :DEL] [3] Katarina This paper seeks to analyze the role of the Hopi prophecy of the "Rainbow warrior" [INS: during :INS] [DEL: in :DEL] the [INS: formation :INS] process [DEL: of formation :DEL] of the [SB22] Rainbow Family of the Living Light spiritual group. The research followed [SB23] two plans - [SB24] it examined the Hopi concept of the Rainbow warrior in its original context and studied the processes of its adoption by members of the spiritual group[SB25] . The research took the form of in-depth targeted interviews with 25 group members in three locations[INS: , namely :INS] [INS: Turkey, Thailand, Ukraine :INS] where the group meeting[INS: s :INS] took place [DEL: (Turkey, Thailand, Ukraine) :DEL] [INS: :INS] [DEL: :DEL] in[DEL: :DEL] 2005, 2007 and 2009. It also studied the usage of this prophecy in the group's writings. It proves that the notion of imaginary Indian origin helps to create the group's identity and shows how it is being effectively used in the process of myth-making in the group.[INS: :INS] [INS: :INS] [DEL: :DEL] [4] Ondrej Human embryonic stem cells – signs of an adaptation as a response to long term in vitro cultivation [SB26] Ráček Ondřej ^1,^ Sedláčková Miroslava ^1,^ Dvořák Petr^ 2,^ Hampl Aleš ^ 2 ^1Department of Histology and Embryology, Faculty of Medicine, Masaryk University Brno, Czech Republic ^2Department of Biology, Faculty of Medicine, Masaryk University Brno, Czech Republic Introduction: Human embryonic stem cells hESCs are derived from human blastocysts[DEL: , they :DEL] [INS: which :INS] are able to proliferate indefinitely in culture when maintained in an undifferentiated state. [DEL: Some r :DEL] [INS: R :INS] ecent studies indicate[DEL: , :DEL] that[INS: the :INS] long-term cultivation of hESCs may retain their phenotype affected [SB27] which is regarded as a manifestation of an adaptation to culture conditions (at preserved genomic stability). In [INS: the :INS] present study, early and late passages of 3 hESCs lines were compared morphologically at submicroscopic level[INS: s :INS] [DEL: and :DEL] to assess possible alterations in [INS: the :INS] biological properties of the cell culture after long-term cultivation. Materials and Methods: The hESCs (lines CCTL10, CCTL12 and CCTL14) were cultivated according to the standard protocol[INS: ; :INS] [DEL: , :DEL] mouse embryonic fibroblasts were used as feeder cells. Colonies of hESCs of early (30) and late (234 and 354) passages were processed [INS: using :INS] [DEL: by :DEL] standard techniques for both [INS: the :INS] transmission and scanning electron microscopy on day 3 and day 5 after replantation into [INS: the :INS] culture. Results: Generally, [INS: the :INS] submicroscopic characteristics of 3 hESCs lines were similar but not identical[INS: ; in particular, :INS] [DEL: , :DEL] [DEL: especially :DEL] [INS: the :INS] cells of CCTL12 line tended to [INS: [missing word] :INS] a single cilia formation and more extensive cell-to-cell communication via gap junctions - contrary to other lines.[INS: :INS] In all 3 lines, the growth of colonies was accelerated in late passages. [INS: A h :INS] [DEL: H :DEL] igh proportion of cells in colonies expressed undifferentiated state markers, however electron microscopy reveals [INS: a :INS] relatively high rate of partially differentiated cells (on day 5 in early passages[INS: , :INS] and on day 3 in late passages). Scanning electron microscope revealed numerous microvilli extendings[INS: ; this could be established :INS] [DEL: :DEL] from [INS: the :INS] surface of some cells, their length and [INS: the increase in :INS] number [DEL: increased with time :DEL] from[INS: the time of :INS] [DEL: :DEL] replantation[INS: , :INS] and with high number passage. [INS: The :INS] Rate of microvilli formation also differed among cell lines. Other types of surface modifications (blebs, filopodia, shedding vesicles) were observed.[INS: The :INS] [DEL: D :DEL] [INS: d :INS] ifferentiation potential of hESCs was not reduced up to [SB28] 234 passage, but it [INS: decreased :INS] slightly [DEL: decreased :DEL] at 354 passage. Conclusions: Acceleration of [INS: the :INS] cell cycle in late passages of all 3 lines, early morphologic marks of spontaneous differentiation[INS: and :INS] [DEL: as well as :DEL] extensive microvilli formation may be considered to be signs of an adaptation to culture conditions. Analysis of submicroscopic structure of hESCs colonies showed certain differences in cell phenotype among individual lines. Supported by Research Project MSM0021622430 of the Ministry of Education, Youth and Sports of the Czech Republic. [5] Martin Russia has been one of the main suppliers of energy resources to [DEL: the :DEL] EU member states. This fact, together with [DEL: the fact of :DEL] their energy interdependence, have many connotat ions in the economic and political sphere[INS: s. This is :INS] [DEL: , :DEL] because on both si des we can observe some signs of distrust, stemming from [INS: the :INS] fusion of business and po litics in Russia[INS: , :INS] and Russian fear of asymmetric interdependence on [INS: the :INS] E uropean Union. The main Russian energy player in Europe is Gazprom, which has worked out its strate gy [INS: on :INS] how to survive and expand in European markets, [DEL: but :DEL] [INS: though thi s :INS] [DEL: which :DEL] is not always compatible with [DEL: the :DEL] EU politics and [INS: th e :INS] energy liberalization policy.[INS: :INS] [INS: :INS] [DEL: :DEL] [6] Petra "This paper provide[INS: s :INS] [INS: an :INS] [INS: :INS] overview of client concepts construc ted by nongovernment organisations[INS: (NGO) :INS] [INS: which :INS] provid[INS: e :INS] [DEL: ing :DEL] social services for prisoners. [INS: The :INS] [DEL: P :DEL] [INS: p :INS] articular c oncepts [DEL: are by :DEL] [INS: focused on are the :INS] sociologic[INS: al and :INS] [DEL: , :DE L] psychologic[INS: al factors. :INS] and by field of social work standpoints consider.[SB29] This NGO´s [SB30] determine aims of interve[INS: n :INS] tion with prisoners [DEL: which :DEL] [IN S: by using a :INS] [DEL: destine :DEL] strategy [DEL: of :DEL] [INS: to explore :INS] their co nduct. [INS: The :INS] [DEL: C :DEL] [INS: c :INS] orrelation [DEL: of :DEL] [INS: between :INS] th[INS: e :INS] [DEL: is :DEL] aims and concepts of [INS: the :INS] client is described and anal yse[INS: d, :INS] [INS: following which :INS] [INS: the :INS] [DEL: . F :DEL] [INS: f :INS] unda mentals of implementation are introduced."[INS: :INS] [INS: :INS] [DEL: :DEL] [DEL: :DEL] [7] Katka Hello, here is my abstract. I would like to mention some results of my research, but there I still have not got any. I have just started my research. That abstract should be presented for my contrib ution in post-conference book. Information and communication technologies (ICT) are [INS: rapidly :INS] [INS: undergoing :INS] d evelop[INS: ments on a daily basis. :INS] [DEL: ing in present days. :DEL] They influence[DEL: d :DEL] every part of [DEL: the :DEL] human society. Geoinformation technolog ies[INS: , :INS] as part of information and communication technologies[INS: , :INS] are implement ed especially into [INS: the teaching of :INS] geography[DEL: teaching :DEL] . Th[INS: is :INS] [DEL: e :DEL] paper presents [DEL: a :DEL] dissertation research that is focused on the us[INS: e :INS] [DEL: ing :DEL] of geoinformation technologies in geography teaching and its influence on learning and [INS: the :INS] development of map skills (map reading, analyzing, interpretation and map creation). [INS: A description of t :INS] [DEL: T :DEL] he results of a current state of geoi nformation technologies used in geography teaching [INS: are presented :INS] [INS: ; :INS] [INS: :INS] [DEL: regarding to :DEL] the differences between women and men teacher[INS: s :INS] and nov ice and expert[DEL: s :DEL] teacher[INS: s :INS] are briefly described. An experiment and case st udy [INS: used :INS] in [INS: a :INS] lower grade of [INS: a :INS] grammar school provided [INS: the :INS] primary data for assessing the map skills development within the use of[INS: :INS] [D EL: :DEL] geoinformation technologies. [INS: :INS] [DEL: :DEL] [8] Jan Aesthetic relation between literature and illustration. Definition, explication and limits of illus tration.[SB31] Nowadays, as in the past, the term illustration is considered more or less intuitively. Nevertheles s[INS: , :INS] it is clear that [SB32] there is not relevant research of concept illustration amon g philosophical studies. This paper aims to [DEL: fill the gap :DEL] [INS: address this need :INS ] and to answer semantically question [SB33] what the illustration is. [INS: :INS] The basis of [INS: this :INS] research is [INS: a :INS] comparision of around [SB34] twenty parad igmatic examples of relations between text and illustration which embrace [DEL: the :DEL] [INS: a :INS] wide range of genres and expressive renderings: [INS: this includes examples :INS] from il lustration[INS: s :INS] of poetry to [DEL: illustration of :DEL] technical literature. We interpr et them via both [DEL: possibilities: :DEL] [INS: the :INS] reading of images and reading texts. In addition to content we have to[SB35] [INS: also :INS] analyze the form of examples as well[SB3 6] [INS: in an attempt to :INS] [DEL: . :DEL] [DEL: There is :DEL] answer[DEL: ed :DEL] the q uestion whether the text and its image must have the same degree of aesthetic value by virtue of fa lsification of Gestalt of examples in our anthology. The first point of our theory is that the[INS: :INS] [DEL: re is always :DEL] primar[DEL: il :DEL] y rend[INS: ition of :INS] [DEL: ered :DEL ] the phenomena [INS: is usally :INS] [INS: [SB37] :INS] [INS: through the :INS] [DEL: in :DEL ] picture[INS: ; :INS] [INS: and it is this that :INS] [INS: gives :INS] [DEL: which :DEL] rise s [DEL: on :DEL] [INS: to :INS] the imagination[DEL: of text :DEL] .[INS: :INS] [INS: :INS] The differenc[DEL: i :DEL] es between text and illustration are considered [DEL: such :DEL] as lim its of expression[DEL: s :DEL] , linquistic conception of text grammar and non-grammatically concep tion of image, using of universalies in text expression and concrete expression of phenomenon in il lustration[SB38] . The last chapters of work [DEL: are delt :DEL] [INS: explore the :INS] [DEL: wi th :DEL] pejorative us[INS: e :INS] [DEL: ing :DEL] of[INS: the :INS] term illustration among art critics and other historical con[INS: n :INS] otations [DEL: of :DEL] [INS: associated with : INS] this term. Such analysis provides us [DEL: find :DEL] [INS: with :INS] sufficient and necessary conditions t o define the concept illustration, [INS: and facilitate the :INS] explication and limits of illust ration which should be useful[DEL: l :DEL] for both [SB39] art critics, artists and also [DEL: eve ry :DEL] [INS: any :INS] one who is interested in this area. [INS: :INS] [DEL: :DEL] [9] Jitka History of variational calculus and its applications in physics[SB40] The variational calculus was formulated at the end of 18^th[INS: :INS] and beginning of [INS: th e :INS] 19^th century by [DEL: the :DEL] means of mathematical analysis. From its very beginning[ INS: , :INS] it was closely connected to the development of analytical mechanics and the formulati on of the principle of least action and the physical problems [DEL: related to it. :DEL] [INS: ass ociated with it. :INS] [SB41] [INS: :INS] During the 20th century[INS: , :INS] a new approach to this field was developed, using differentia l forms and fibred manifolds. This geometric formulation of variational calculus is not only [INS: an :INS] alternative method to the “classical” formulation, but [INS: it :INS] also enables formu lating and solving fundamentally new types of problems.[INS: :INS] In this thesis[INS: , :INS] there are analyzed basic texts which led to the formulation of variati onal calculus on fibred manifolds [SB42] and [DEL: on :DEL] examples [DEL: there are :DEL] show[D EL: n :DEL] the differences between the “classical” and the “new” approach. [DEL: Especially :DEL] [INS: It specifically :INS] [DEL: it :DEL] focuses on [INS: the :INS] work of Théophile Lepag e, who introduced [INS: the :INS] idea of using differential forms in variational calculus[DEL: , :DEL] [INS: ; :INS] [DEL: and then on :DEL] [INS: a :INS] comparison of [INS: these ideas is t hen made with :INS] expressions of Emmy Noether’s theorem[DEL: s :DEL] in both formulations. [INS: :INS] [DEL: :DEL] [10] Vincent In this paper i would like to concentrate my focus on [SB43] one of the crucial terms of Stanley Ca vell[INS: ’s :INS] philosophy – the ordinary and moral „perfectionism“. By research of this two [ SB44] terms in the context of Cavell´s thinking, we would get into[SB45] the most relevant extent of his conclusions about task of philosophy.[SB46] [DEL: :DEL] Stanley Cavell is a leading figure in American philosophy and one of the most exhilarating and wide – ranging intellectuals of our time.[INS: [ :INS] [INS: < :INS] [INS: very well formulated sente nce] :INS] The medium from which we will take the investigation is language in its everyday/ordina ry [SB47] use. Cavell is developing the resources and employing procedures of ordinary language phi losophy[DEL: , :DEL] [INS: in :INS] which their main task is to clarify[DEL: ing :DEL] [INS: the :INS] conception and function of [DEL: the :DEL] ordinary language in general [DEL: ( :DEL] by a sking „what we should say when“[DEL: ) :DEL] . This style of thinking about language – go[INS: ing :INS] from „college to streets“ – get[INS: s :INS] into the investigation of everyday use of lang uage in „every“ possible [DEL: event :DEL] [INS: situation :INS] . [DEL: Because, h :DEL] [INS: H : INS] ow I use [DEL: the :DEL] language[DEL: , :DEL] would [DEL: be :DEL] provide [DEL: the :DEL] [INS: an indication and :INS] answer[INS: s :INS] of who I am in a moral status. By linking the ordinary with [DEL: the :DEL] moral perfectionism, I would try to show that we cannot strictly b[ DEL: ound :DEL] [INS: ind :INS] [INS: or measure :INS] [DEL: the :DEL] philosophy by academic [D EL: area :DEL] [INS: dimensions :INS] , because we [INS: must :INS] assume that philosophy is a ma tter of everyday practical life.[INS: :INS] [INS: :INS] [DEL: :DEL] [11] INTERACTIVE EMBRYONIC ATLAS Dumková J. Department of Histology and Embryology, Faculty of Medicine, Masaryk University Brno The [DEL: education :DEL] [INS: study :INS] of embryology is an essential part of [DEL: the :DEL] education in the theoretical branches of the Faculty of Medicine. In our Department of Histology and Embryology, [INS: there are :INS] ample collection[INS: s :INS] of embryonic material [DEL: is :DEL] assembled in the depository. We decided to use this unique material of mouse, rat and also human embryos for new processing and utilization[INS: , :INS] and to prepare study[DEL: ing :DEL] material[INS: s :INS] [DEL: mainly :DEL] for medical students, advanced students and students of closely related fields and persons concerned in the embryology.[INS: :INS] Animal embryos have a potential to become a suitable model for [INS: the :INS] study[DEL: ing :DEL] of developmental processes res[DEL: s :DEL] embling human embryos in [INS: the :INS] very early stages of [DEL: the :DEL] development (first 8 weeks). The best images of evidence are inserted into the [SB48] interactive programme and [INS: are accompanied by :INS] [DEL: completed with the :DEL] [INS: a :INS] verbal explanation. [DEL: We organize :DEL] [INS: The :INS] new images [INS: have been organised :INS] into chapters according to the development of individual organ systems and [INS: the :INS] developmental stages during embryogenesis. The atlas will contain overview representations, which enable students to awake to topographic relations between organ systems. Students will work with this material more actively, because they will assign[DEL: e :DEL] embryonic structures and tissues in the form of [INS: a :INS] supplementary test. [DEL: :DEL] [INS: :INS] [INS: An :INS] [DEL: I :DEL] [INS: i :INS] nteractive embryonic atlas will be available for all [DEL: persons concerned :DEL] [INS: users, :INS] i.e. for the students [DEL: as well as for the :DEL] [INS: and :INS] public. The subject matter presented in this atlas will help to [INS: create a :INS] better understand[INS: ing of :INS] other subjects[INS: , :INS] including some clinical specializations. [INS: :INS] [DEL: :DEL] [12] By Anezka: Relation between picture and lyric in the poem Délie of Maurice Scève[INS: [SB49] :INS] [INS: :INS] The studies of 16th and 17th century emblem books are [DEL: nowadays :DEL] [INS: currently :INS] highly actual [SB50] at American and West European universities. Our research[INS: , which :INS] [INS: aims to :INS] contribut[INS: e :INS] [DEL: ing :DEL] to the discussion[INS: , :INS] explores the relation[INS: ship :INS] between picture and lyric in the emblem poem Délie of Lyon[INS: , by :INS] [DEL: poet :DEL] Maurice Scève (1500-1564). We compare the fifty hermetical engravings, mottos and poems of [DEL: the :DEL] Délie´s first edition (1544) to relevant period emblem books[INS: . These are then :INS] [DEL: , :DEL] interpretate[INS: d :INS] [DEL: them :DEL] and [DEL: searche if there is any :DEL] [INS: a :INS] uniting system[INS: is then searched for :INS] . This system[INS: , which :INS] [INS: is :INS] based on [INS: the :INS] classification of different lyric motifs[INS: , :INS] finally serves to define the novoplatonic [DEL: I :DEL] [INS: i :INS] dea included in the poem. The research [DEL: leaded :DEL] [INS: travels :INS] along [INS: a :INS] [DEL: the :DEL] linear series of pictures[INS: :INS] [DEL: , is :DEL] [INS: and :INS] [DEL: :DEL] proceed[INS: s :INS] [DEL: ing :DEL] from the text to the picture with parallel correction in the revers[INS: e :INS] [DEL: al :DEL] direction. The first part presents the biographical context and [INS: a :INS] [DEL: the :DEL] period role of [INS: the :INS] emblem book. The second part clarifies the symbolic language through style comparison, figure interpretation and [DEL: especially :DEL] [INS: most importantly, :INS] structure experimentation. Such analysis provides a new method [INS: on :INS] how to understand an emblem work, finding significan[INS: ce :INS] [DEL: t :DEL] [INS: in :INS] the structure of [INS: the :INS] work and its intrinsic systems. At the beginning of the third millennium[INS: , :INS] [INS: a :INS] [DEL: is :DEL] search[DEL: ing :DEL] for new interpretative method[DEL: es :DEL] [INS: for a :INS] [DEL: one of the :DEL] topical scientific problems[INS: is underway :INS] .[INS: :INS] [INS: :INS] ________________________________ [SB1]Content words in titles/sub-headings tend to be capitalised [SB2]Reconsider the use of the definite article here? [SB3]An odd expression: visual = physical; perception = internal/in the mind (the ability to see/the relationship between sight and perception)?? [SB4]to attemd [SB5]For what? [SB6]Tense consistency [SB7]See SB6 [SB8]Minimise reptition [SB9]...? [SB10]unclear [SB11]confusing and unclear [SB12]colloquial English [SB13]unlcear [SB14]not needed [SB15]why in brackets/parentheses? [SB16]? [SB17]sp. [SB18]Usually hypehenated [SB19]SVA [SB20]colloquial [SB21]? [SB22]Use noun phrases/clusters, where possible [SB23]Verb tense consistency (seeks to analyze v followed) [SB24]Avoid use of the dash in academic writing. A comma, semi-colon or colon could be used here instead [SB25]unclear [SB26]titles are usually capitalised [SB27]meaning is unclear [SB28]contradiction [SB29]unclear [SB30]? [SB31]Capitalise title words [SB32]This does not follow on logically; instead, write: little relevant research on the concept...has been conducted [SB33]Incorrect: you could state: provide a definition of the term illustration [SB34]colloquial [SB35]colloquial [SB36]colloquial [SB37]use hedging language [SB38]unclear [SB39]check [SB40]captitalise content words in titles [SB41]formal [SB42]unclear [SB43]sounds wordy and like spoken English [SB44]SVA, and, at first you refer to one term – and quickly change this to two terms... [SB45]colloquial [SB46]very convoluted! [SB47]better to select one word in academic writing [SB48]which one? [SB49]Capitaize content words in titles [SB50]?