No matter what type of abstract you are writing, or whether you are abstracting your own work or someone else’s, the most important step in writing an abstract is to revise early and often. When revising, delete all extraneous words and incorporate meaningful and powerful words. The idea is to be as clear and complete as possible in the shortest possible amount of space. The Word Count feature of Microsoft Word can help you keep track of how long your abstract is and help you hit your target length.
Now let’s break down this abstract into its component parts to see how the author has distilled his entire dissertation into a ~200 word abstract.
When abstracting something you have not written, you cannot summarize key ideas just by cutting and pasting. Instead, you must determine what a prospective reader would want to know about the work. There are a few techniques that will help you in this process:
Search through the entire document for key terms that identify the purpose, scope, and methods of the work. Pay close attention to the Introduction (or Purpose) and the Conclusion (or Discussion). These sections should contain all the main ideas and key terms in the paper. When writing the abstract, be sure to incorporate the key terms.
To create a first draft of an abstract of your own work, you can read through the entire paper and cut and paste sentences that capture key passages. This technique is useful for social science research with findings that cannot be encapsulated by neat numbers or concrete results. A well-written humanities draft will have a clear and direct thesis statement and informative topic sentences for paragraphs or sections. Isolate these sentences in a separate document and work on revising them into a unified paragraph.
NNs may well herald the difference between thriving or languishing in today's competitive credit markets.
This article develops important principles of Neural Network applications in finance and credit management.
A critical difference between judgmental/rules-based credit scoring and SBCS is the ability of SBCS systems to quantify risk and provide a probability measure of the risk inherent in an account and, thereby, an estimate of the likelihood that the account will not pay on a timely basis.
By: Scott Hunter
AbstractA crisis is gripping the business community that is deeper and farther reaching than most people realize or even imagine.
& Behzad Kianian
AbstractChina's emergence as a manufacturing juggernaut selling so many goods to so many countries has attracted enormous attention from academics, policymakers, and the media.
By: David Bonneau
AbstractOn November 19 and 21 , 2011, Fedwire, CHIPS and SWIFT are instituting a new structure in their wire transactions where your customer can provide an additional 9,000 characters of remittance information embedded in the actual financial transaction.
By: John Carl ("JC") Barone
AbstractBankruptcy claims offer buyers the potential to realize compelling returns, provided they are able to effectively manage the risks and challenges associated with transacting in these assets.
Five Practices that will Keep You in the Black, During a Sluggish Economy
By: George Garner
AbstractSituation: Sluggish Economic Conditions Create Uncertain Accounts Receivable Cash FlowDuring the recent economic downturn, enterprises have been deeply concerned about the financial stability of their existing customers and the strength of their outstanding accounts receivable.
A summary of conclusions is usually longer than the final section of the abstract, and you have the space to be more explicit and more careful with qualifications.
Mathematics instruction in the elementary classroom involves many teaching strategies. Best practice is derived from historically classic theories of teaching and is supported by present day research. It is evidently clear that effective teaching encompasses many instructional strategies that involve ideas such as cooperative learning, multiple intelligences, concrete connections, problem solving, critical thinking, differentiated instruction, and necessary accommodations. In the subject area of mathematics, supplementary games can incorporate these fundamental teaching practices, while also promoting higher level thinking. I conducted a study to investigate the correlation between supplemental mathematical games used in mathematics instruction and student achievement, motivation, and engagement. Specifically, I evaluated the performance of two diverse groups of third grade students in an urban elementary school by comparing pre- and post-test data in the content areas of multiplication and division according to the Massachusetts Curriculum Frameworks for Mathematics. With the third grade teacher, I implemented a unit introducing the concept of multiplication without the support or use of supplemental mathematical games. Then, I implemented another unit introducing the concept of division infused with supplementary mathematical games to address both skill and content standards. In addition to the academic assessment, the students were given a survey regarding motivation and engagement. The results of the study showed that on average there was a higher percentage of increase from pre- to post-test assessments with division, and the majority of students felt more excited and interested when supplemental math games were employed.