Relevant bibliographies by topics / Public speakers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Public speakers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Public speakers"

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Sutherland, Sharon. "Quotations for Public Speakers." Canadian Public Administration/Administration publique du Canada 44, no. 4 (December 2001): 518–20. http://dx.doi.org/10.1111/j.1754-7121.2001.tb00908.x.

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Pilus, Zahariah, Nur Shahida Zakaria, Muhamad Khairul Zakaria, and Ridwan Wahid. "Stretching the boundaries." Journal of Asian Pacific Communication 29, no. 2 (August 6, 2019): 300–321. http://dx.doi.org/10.1075/japc.00035.pil.

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Abstract Nowadays, international communication using English as the medium is a common occurrence. To communicate effectively, English as a second language (ESL) speakers need to possess relevant communicative skills including understanding and being familiar with inner circle accents. This paper seeks to find out ESL learners’ evaluative reactions to four inner circle accents, representing British, American, Australian and New Zealand English varieties, through an accent perception and a survey task conducted on Malaysian undergraduates at a public university in Malaysia. The participants responded to descriptors on speaker attributes categorized into three dimensions: competence, social appeal and accent preference while or after listening to a recorded passage read in one of the four accents by male and female speakers. The learners showed a tendency to prefer certain accents more than others. In general, the best rated accent was the British accent for the male speakers and the American accent for the female speakers. The New Zealand accent was rated the lowest among the male speakers and one of the lowest among the female speakers. The study also found that speaker’s competence, speaker’s social appeal and accent preference were positively correlated. These findings highlight the importance of listening practices and exposure to various English accents in ESL classrooms to prepare students for international and intercultural communication.
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Roberts, Will, Samuel Jellison, Cole Wayant, and Matt Vassar. "Characteristics and conflicts of interests of public speakers at the Psychopharmacologic Drug and Advisory Committee meetings regarding psychiatric drugs." BMJ Evidence-Based Medicine 25, no. 4 (February 4, 2020): 145–46. http://dx.doi.org/10.1136/bmjebm-2019-111299.

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The Psychopharmacologic Drug Advisory Committee (PDAC) is one of 33 advisory committees of the Food and Drug Administration (FDA). During committee meetings, an open public hearing takes place where speakers provide testimonies about the drug in question and are asked, not required, to disclose any conflicts of interests (COIs) before speaking. These speakers may present with COIs which include, but are not limited to, reimbursement for travel and lodging by the pharmaceutical company to attend the meeting; previous or current payments for consulting from the pharmaceutical company and compensation as a paid investigator in previously conducted clinical trials for the drug under review. Our study aimed to investigate the characteristics and COIs of public speakers at PDAC meetings of the FDA. We evaluated 145 public speakers at FDA committee meetings over a 10-year period. We found a total of 52 public speakers disclosed a COI with travel and lodging being the most prominent. Among these speakers, 82.4% provided a positive testimony regarding the psychiatric drug in question. Speakers who had the condition in question were not more likely to provide a positive statement than those who did not. Our results showed that disclosing a COI was associated with increased odds of public speakers providing a favourable testimony for the recommendation of psychiatric drugs. The implications of these findings are concerning since COIs have the potential to skew public speaker’s testimonies and persuade committee members to recommend a drug through emotionally charged tactics.
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Finn, Amber N., Chris R. Sawyer, and Ralph R. Behnke. "Audience‐perceived anxiety patterns of public speakers." Communication Quarterly 51, no. 4 (September 2003): 470–81. http://dx.doi.org/10.1080/01463370309370168.

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McIlvenny, Paul. "Heckling in Hyde Park: Verbal audience participation in popular public discourse." Language in Society 25, no. 1 (March 1996): 27–60. http://dx.doi.org/10.1017/s004740450002042x.

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ABSTRACTSpeakers' Corner is a multicultural setting in a London park at which the general public can actively participate in popular debate. A successful “soap-box” orator should attract and keep an audience, elicit support from the crowd, and gain applause; indeed, a mastery of the crowd, the discourse, and the message is highly valued. However, although talk resources are deployed sensitively by speakers to elicit group affiliation and response, they are also exploitable by hecklers as resources for launching heckles and disaffiliative responses. Audiences at Speakers' Corner are not passive receivers of rhetorical messages; they are active negotiators of interpretations and alignments that may support, resist, or conflict with the speaker's and other audience members' orientations to prior talk. Using transcribed examples of video data recorded at Speakers' Corner, the timing, format, and sequential organization of heckling are described and analyzed with the tools and methods of conversation analysis. (Conversation analysis, audience response, popular public discourse, political speech, heckle)
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O'Rourke, Bernadette, and John Walsh. "New speakers of Irish: shifting boundaries across time and space." International Journal of the Sociology of Language 2015, no. 231 (January 1, 2015): 63–83. http://dx.doi.org/10.1515/ijsl-2014-0032.

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Abstract While traditional Irish-speaking communities continue to decline, the number of second-language speakers outside of the Gaeltacht has increased. Of the more than one and half million speakers of Irish just over 66,000 now live in one of the officially designated Gaeltacht areas. While “new speakers” can be seen to play an important role in the future of the language, this role is sometimes undermined by discourses which idealise the notion of the traditional Gaeltacht speaker. Such discourses can be used to deny them “authenticity” as “real” or “legitimate” speakers, sometimes leading to struggles over language ownership. Concerns about linguistic purity are often voiced in both academic and public discourse, with the more hybridized forms of Irish developed amongst “new speakers” often criticised. This article looks at the extent to which such discourses are being internalised by new speakers of Irish and whether or not they are constructing an identity as a distinct social and linguistic group based on what it means to be an Irish speaker in the twenty first century.
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Novoa De Cordeiro, Angelica. "Access to Public Library Services for Spanish-Speakers." OLA Quarterly 22, no. 1 (July 2016): 29–34. http://dx.doi.org/10.7710/1093-7374.1848.

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Herhiyeu, A. A. "Speaker-audience interaction in British and Belarusian public speeches." Proceedings of the National Academy of Sciences of Belarus, Humanitarian Series 64, no. 2 (May 18, 2019): 176–81. http://dx.doi.org/10.29235/2524-2369-2019-64-2-176-181.

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The article is dedicated to the speaker-audience interaction in British and Belarusian oratory. Two t ypes of speeches are analyzed: epideictic and argumentative. Some genre and culture-specific features are revealed. In particular, the speaker in epideictic speech interacts with their audience mainly via inclusive we and appeals to shared k nowledge while interaction in the argumentative speech has a more sophisticated nature. British speakers tend to use less categorical directives (let’s +infinitive constructions, modals of necessity, performative constructions) while in Belarusian speeches obligatory modals prevail. The peculiarities are based on different culture types: individualistic – for British orators and collectivistic – for Belarusian counterparts.
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Christophersen, Paul. "‘Native speakers’ and world English." English Today 4, no. 3 (July 1988): 15–18. http://dx.doi.org/10.1017/s0266078400003473.

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Kalinina, Marina. "The Genre of Invective in Public Discourse." Nizhny Novgorod Linguistics University Bulletin, Special issue (December 31, 2020): 153–63. http://dx.doi.org/10.47388/2072-3490/lunn2020-si-153-163.

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The relevance of this research project lies in the increasing interest of the general public and professional linguists towards public discourse and the specific type of the communicative personality whose verbal behavior shakes up the normative framework and leads to violations of linguistic security. Such a speaker prefers non-normative linguistic means with the strongest communicative and stylistic charge, because they support her desire for self-expression and attract the attention of others; needless to say they often include invective. The rejection of normative expressive means is also due to the deliberate or spontaneous intention of the speaker to humiliate, ridicule, or offend the interlocutor and assert herself, which is much easier to do with invective vocabulary. Looking at the functions of the invective, its paralinguistic and linguistic features, and the intentions of the speakers, the article describes the invective genres of hating and flaming. Hating is viewed as a deliberate communicative action aimed at discrediting a person or at her social stigmatization. Flaming is characterized by spontaneity and is due to the speaker’s communicative emotionality, asociality, and propensity towards conflicts. The author determines risks of using verbal abuse, invective genres, and pejoratives in public discourse, emphasizing the importance of regulating these through relevant legislation, since, as experience shows, invective may become a form of expressing linguistic extremism and lead to physical violence. The author discusses the immediate need of introducing mandatory moderation (both automated and manual) of chats on social networks, forums, public websites, messengers, TV shows and other media in order to prevent negative consequences of invectizing public discourse and to ensure linguistic security for communication participants.
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Dissertations / Theses on the topic "Public speakers"

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Huong, Dang Thi, and n/a. "A cross-cultural study on the way in which speakers of Vietnamese and speakers of English issue, accept and decline spoken invitations." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060731.161630.

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In this field study report, the author investigates behaviour associated with inviting in order to see if there is any effect on the language used across cultures due to factors such as status, age, gender in actual social interactions. Chapter one gives a brief introduction to the important role of the English Language in the world in general, and in Vietnam nowadays in particular, and a review of Teaching Methods which have been used in Vietnam so far. Chapter two will deal with the theoretical background, language competences including linguistic competence, sociolinguistic competence and communicative competence. In addition, speech act theory , face work, distance, power in relation to status, age and gender as well as reviews research on the differences between spoken and written are also discussed. Chapter three defines the structure of an invite with its social and cultural characteristics focussing on the natural structure of a spoken invitation. Chapter four describes research and data analysis of the issuing, accepting and declining of spoken invitations used by Vietnamese speakers of Vietnamese (VSV). Chapter five contains the data analysis of the issuing, accepting and declining of spoken invitations used by Australian speakers of English (ASE). Chapter six discusses the comparison of Vietnamese and Australian spoken invitations, the main difference being found in the use of much more direct forms used in VSV as opposed to more tentative forms preferred by ASEs. Directness of form, however, does not reflect a lack of politeness, which is conveyed to a much larger extent by other prosodic and paralinguistic features. Chapter seven is a brief cross-cultural investigation of the spoken invitations of Vietnamese learners speaking English. This shows up a degree of cross-cultural interference and offers some implications for the classroom. Chapter eight contains a summary and conclusion. The results of the study may suggest that Vietnamese learners of English need to be taught not only linguistic competence but also communicative competence with an emphasis on cultural and social factors. Spoken invitations which really have some function in actual interactions need to be incorporated in the program for teaching spoken English.
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Roberts, John Michael. "Speakers' Corner : the conceptualisation and regulation of a public sphere." Thesis, Cardiff University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274648.

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Sugirin, (Sugirin), and sugirin@uny ac id. "The comprehension strategies of above average English as a foreign language (EFL) readers." Deakin University. School of Social and Cultural Studies in Education, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080828.092848.

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The study reported in this thesis is a single-shot case study, which aims to provide a detailed description ofthe reading comprehension strategies used by fifteen student teachers ofEnglish from Indonesian- and Javanese-speaking backgrounds in the last year of their four-year Strata-One study at a university In Yogyakarta, Indonesia. These readers were above average among their peers in that their average indexes of grades in Reading and Speaking classes were 3.22 and 3,34 respectively, while the average indexes ofthe peer group were 271 and 2.63, respectively, out ofa scale of 0 to 400. In addition, while students in this university may complete their study by course work or by research, these readers were all enrolled as research students. As studying comprehension strategies involves complex issues, a multi-method approach is required, not only for breadth of coverage, but also to allow for a check on the validity of individual methods. To achieve the goal of the study, thinka1oud tasks, retellings, a reading comprehensIon test, indepth interviews and observations were employed to explore the strategies used. An analysis of the recorded data indicates that these readers used thirty strategies classified under five clusters: infomiation gathering, information processing, text interpretation, comprehension monitoring, and comprehension utilisation. In general, readers started gathering information by silent reading, interpreted the text by an inference or a paraphrase, and ended the task by making selfreflections relevant to the text. Most readers managed to identify problems when they occurred, and monitored their comprehension when they doubted their interpretation, as could be seen from their rereading the text or vocalising its pail(s). When direct interpretation was difficult, readers associated the text with prior knowledge or interrelated parts of the text, The readers in this study share characteristics of both poor and good native readers, in the sense that there was evidence ofgood strategy use butthe readers did not manage to maintain it consistently. As a result, even the successful readers were not able to maximise their potential. The implication is that in order to develop students into independent readers, strategy instruction should be part of and appropriately embedded in, the reading instruction. There is a need not merely to teach strategies as such, but rather to teach flexibility in strategy use. While there was sufficient evidence that thinkaloud tasks and their complementary methods worked to achieve the goals ofthe present study, similar studies with different cohorts are suggested for crosschecks.
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Luyen, Pham Phuong, and n/a. "An investigation of the difficulties experienced by non-native speakers of English in academic listening." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060818.163103.

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For many students, listening to academic lectures is one of the hardest listening skills (Lebauer, 1988). There are various possible reasons for this: the jargon and specialised words of the field that are used; also the language that is used is often at a more formal level; the lecture situation which is unidirectional with the listener having little role to play, and no control of the oral message; the expectations that the listener is assumed to have in listening to lectures which depends on many factors such as attitude, motivation, linguistic knowledge and world experience. Trying to find an answer to where difficulties lie is the purpose of this study, with the focus on the type of problems that post-graduate non-native students of English might have had during their study in a native English academic environment. Chapter one presents the purpose and significance of study, and deals with a few problems in the history of the teaching of listening in Vietnam. Chapter two looks at the different developments in understanding the listening processes in general and listening to lectures in particular. Chapter three studies difficulties that non-native speakers of English may face in lecture listening. Chapter four mentions some of the recommendations that the study implies.
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Donohue, John J. "Impact of descriptive versus evaluative constructive feedback on public speakers' performance self-efficacy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66146.pdf.

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Ng, Lee-Luan, and n/a. "The influence of cognitive styles on the interaction with a language instruction CD-ROM : a case study of Malaysian ESL learners." University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061025.115945.

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Computer technology has been introduced into the field of language education for more than three decades. However, how individual learners interact with language learning multimedia programmes in different ways is not yet understood. A possible explanation is related to the learners� variables. The purpose of this study is to investigate the impact of cognitive style, one of these variables, on the language learning process. The participants of this study were a group of ESL university students from Malaysia, who interacted with a language instruction CD-ROM. This study focuses on investigating the interaction process from the students� perspective. Riding�s Cognitive Style Analysis, a computer software that measures individual�s cognitive style, was used to assist in identifying and categorizing students� cognitive style. Thirty students� cognitive style was measured before each student spent an average of three hours interacting with a language instruction CD-ROM. This study adopts the case study approach. The primary method of collecting data involved semi-structured interviews with students that focused on their experiences and preferences while interacting with language instruction CD-ROM. Factors that affected the interaction process were then examined to detect whether they were linked to the differences of students� cognitive orientation. The findings of this study reflect the mixed results that previous researchers have found regarding the effect of cognitive style on students� language learning experiences. Although responses toward the content, graphics and vocabulary items did partially reflect their cognitive orientation, cognitive style was not the only factor that influenced these students� behaviours or preferences as they interacted with the language instruction CD-ROM. The study found factors that were not linked to the students� cognitive styles, yet these also influenced the interaction process. These non-cognitive-style factors consisted of students� language learning motivation, social presence, and their conception of language learning and cultural influence, which resulted in teacher-centeredness. As a result of these findings, theoretical, research and pedagogical implications are discussed. Recommendations and limitations of the study are also presented.
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Mallan, Vijay Kumar, and n/a. "The influence of contextual factors on revision strategies : the case of four Malaysian native speakers of English in a mainstream E.S.L. classroom." University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061024.115955.

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This case study explored the revision strategies of four Malaysian native speakers of English when they composed aloud while writing an argumentative essay. Think aloud verbal protocols were analysed using the grounded theory approach in conjunction with written texts. The findings suggest that contextual factors influenced classroom practices. The contextual factors included a teacher who was not provided with adequate training, administrative policies which did not provide support for the development of writers based on their abilities, writing instruction which viewed revision as a process of error correction and public assessment practices which were non-transparent. These classroom practices influenced the participants� beliefs about revision. These beliefs affected the quality of their essays as judged by Malaysian public examiners. Additionally, the findings suggest a mismatch between classroom instruction and public examination. Suggestions are made to address these concerns by considering the theoretical underpinnings of the cognitive process, socio-cultural and community of practice models of writing and learning. These include instruction on revision strategies, considering alternative assessment practices, providing formative feedback, ability streaming, focussing on critical reading skills and providing adequate support to the teacher.
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Kim, Van Tat, and n/a. "Designing an English course for scientists and technologists in Vietnam." University of Canberra. Liberal Studies, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.123424.

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In 1974 the Ministry for Higher Education stated that every scientist in Vietnam must know one or two foreign languages (one of them being English), and be able to use it for his work. But even now, the number of people who have acquired the language as required is still small. This paper examines the causes of this problem and possible remedies. What has caused the situation to change so slowly? The reasons may be several, but the most striking one is that teachers do not understand the nature of EST, so they try to teach scientists the same language forms in the same way as they do with young students at Foreign Language Colleges. Consequently, the learners know a lot about the language, but can use only a little. The paper considers several aspects of the situation. Scientists and technologists need to learn only the language forms often used in scientific literature and the skills needed for their work. For this reason, teachers must first identify the learners' needs, then draw up a list of objectives of the course, look for relevant materials and use appropriate methods of teaching. To help teachers to do these things, a training programme is needed. The training will familiarize the teachers with key scientific concepts, characteristics of EST, and the way to place learners in appropriate groups. Several approaches to ESP/EST are examined, but EST learners in Vietnam are rather different from those in other countries, so a special model for an EST course is designed ; an example of a reading course to illustrate the model is given for teachers to refer to. Finally, some suggestions are offered to solve problems arising from present EST courses.
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Chand, Rajni Kaushal, and n/a. "Listening needs of distance learners : a case study of EAP learners at the University of the South Pacific." University of Otago. Department of English, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080827.114047.

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This study focuses on student listening needs in the context of the English for Academic Purposes program taught by distance education at the University of the South Pacific. It explores the relationship between learners� awareness of the learning strategy they use for developing their listening skills and their teachers� knowledge of the strategy use and listening needs of learners. Using an ethnographic case study approach, the study was conducted at various campuses and centres of the University of the South Pacific. Interviews were conducted with five EAP/study skills teachers, five subject/course teachers, 19 past learners and 10 present learners of the EAP/study skills course. Questionnaire data was also obtained from 19 past learners and 153 present learners. In addition, a course material analysis was carried out. The study confirms and adds weight to the conclusions of earlier researchers such as Berne (1998), and Mendelsohn (2001) who explain that discrepancies exist between L2 listening research and practice. The findings of this research indicate that teachers differ from their learners in terms of learners� knowledge and understanding of listening skills and learning strategies in use. The findings also indicate that even though learning had taken place in this distance education context some face-to-face teaching would have been desirable. A combination of distance teaching with longer teacher-learner contact for distance teaching of listening skills is recommended, since regular contact between teachers and learners is seen by learners as very beneficial and more likely to lead to a better development of listening skills. It also helps create an awareness of learners� present and future listening needs. The nature of distance teaching at the University of the South Pacific, and the challenges faced by both teachers and learners are discussed in this study, and the requirement for further needs analysis in regard to distance EAP courses are noted. The study concludes with recommendations for strategy training for distance learners as well as for raising teacher awareness about the importance of strategy teaching. It is also recommended that similar studies be undertaken in other language skills courses offered by distance at universities like USP such as reading, writing and speaking courses.
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Tanaka, Noriko, and n/a. "An investigation of politeness : two request situations in English and Japanese." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061109.121055.

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Until recently, English teaching in Japan focused on giving much grammatical knowledge to students, and paid little attention to communicative competence, 'competence as to when to speak, when not, and as to what to talk about with whom, when, where, in what manner' (Hymes 1971: 277). However, nowadays, the importance of communicating with foreign people for mutual understanding is often pointed out, and communicative competence is gradually receiving more attention in English teaching in Japan. Grammatical knowledge is not sufficient for making students communicate well, and in addition to grammatical knowledge, the knowledge of appropriate use of the language is necessary for effective communication. Furthermore, as a part of communicative competence, 'social competence', the knowledge and ability to create and maintain a harmonious atmosphere in social interaction, should be given more attention in order to allow students to communicate with English speaking people harmoniously and effectively. Although a number of teachers have noticed the importance of communicative and social competence, such competence is not taught sufficiently in Japan. One reason for this is that, with few opportunities to communicate with native speakers of English in Japan, teachers themselves do not know well the communication patterns of English in actual situations. To develop students' communicative competence, Japanese teachers of English need to know the cultural patterns in English, and to see what kind of problems could occur for Japanese students. It is intended that this field study will contribute a small part to the growing understanding of the cultural patterns in English and Japanese. Before considering the possible problems especially for Japanese learners of English, three possible causal factors of communication problems for non-native speakers are discussed: (1) lack of linguistic competence (2) transfer of native cultural patterns (3) false stereotyping. As a basis for considering the problems in terms of politeness strategies, in particular, Brown and Levinson (1978)'s 'face theory' is introduced, and some characteristics of Japanese cultural patterns which may cause some politeness problems are discussed. Based on the discussion, some hypotheses are built up about Australian and Japanese communication patterns, and an investigation has been conducted, focusing on two request situations: (1) asking a lecturer to lend a book (2) asking a friend to lend a book. Four Australian native speakers of English and four native speakers of Japanese were asked to role-play in each situation, and their results were compared with each other. These results were also analyzed in comparison with the results of four Japanese speakers of English and four Australian speakers of Japanese. Although this is a preliminary study and has some limitations in the investigation, the results show that, although politeness is a universal phenomenon, it is expressed differently in English and Japanese, and they indicate some possible problems in politeness strategies for Japanese speakers of English and for Australian speakers of Japanese. As to the implications of the results for English teaching in Japan, three points can be considered: (1) the need to make students aware of the cultural patterns of English (2) the need to teach students sufficient variety of expressions (3) the need to give students enough practice. In terms of these points, some weaknesses in English teaching in Japan are discussed. For example, teachers do not have enough knowledge of communication patterns in English, materials used in class do not give enough information about the target culture and actual use of English by native speakers, and the amount of time spent on English in the school curriculum and the number of students in one class cannot be considered desirable for the purpose of giving enough practice to each student. These problems are not easy to solve, but it is possible to find ways to improve the situation. In the final chapter, some practical, though tentative, suggestions are made in the hope that English teaching in Japan will be improved to help students to communicate well with people in different cultures.
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Books on the topic "Public speakers"

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Morris, Mandel, ed. Stories for public speakers. Middle Village, N.Y: J. David Publishers, 1996.

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Ta-dah!: Showtime for speakers - 9 show business tips every speaker should know. Saint John, N.B: Trinity Pub., 2006.

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1938-, Raimes Ann, ed. Pocket keys for speakers. Boston: Houghton Mifflin, 2002.

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Perry, E. Eugene. Articulate!: A practical handbook for public speakers. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 2009.

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Perry, E. Eugene. Articulate!: A practical handbook for public speakers. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 2009.

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Perry, E. Eugene. Articulate!: A practical handbook for public speakers. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 2009.

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A, Cook John, ed. Persuasion: Strategies for speakers. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1990.

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1950-, Ragsdale James Gaut, ed. Can we talk?: A handbook for public speakers. Lanham, MD: University Press of America, 1994.

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Vassallo, Wanda. Speaking with confidence: A guide for public speakers. White Hall, Va: Betterway Publications, 1990.

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Speaking with confidence: A guidebook for public speakers. White Hall, Va: Betterway Publications, 1990.

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Book chapters on the topic "Public speakers"

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Juskow, Barbara. "Public Speaking Pointers." In Speakers' Club, 45. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238133-28.

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Gambescia, Stephen F., and Evelyn González-McDevitt. "Recruiting Speakers for Your Speaker Bureau." In Managing A Public Speaker Bureau, 19–40. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/978-0-306-48567-1_4.

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Gambescia, Stephen F., and Evelyn González-McDevitt. "Orienting and Training Your Speakers." In Managing A Public Speaker Bureau, 41–50. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/978-0-306-48567-1_5.

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Gambescia, Stephen F., and Evelyn González-McDevitt. "Tools and Resources for Your Speakers." In Managing A Public Speaker Bureau, 51–63. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/978-0-306-48567-1_6.

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Barros, Fábio, Ângelo Conde, Sandra C. Soares, António J. R. Neves, and Samuel Silva. "Understanding Public Speakers’ Performance: First Contributions to Support a Computational Approach." In Lecture Notes in Computer Science, 343–55. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50347-5_30.

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Kioko, Angelina Nduku, and Margaret Jepkirui Muthwii. "English Variety for the Public Domain in Kenya: Speakers’ Attitudes and Views." In New Language Bearings in Africa, edited by Margaret Jepkirui Muthwii and Angelina Nduku Kioko, 34–49. Bristol, Blue Ridge Summit: Multilingual Matters, 2004. http://dx.doi.org/10.21832/9781853597282-003.

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Gambescia, Stephen F., and Evelyn González-McDevitt. "Publicizing Your Public Speaker Bureau." In Managing A Public Speaker Bureau, 65–70. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/978-0-306-48567-1_7.

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Gambescia, Stephen F., and Evelyn González-McDevitt. "Evaluating Your Public Speaker Bureau Program." In Managing A Public Speaker Bureau, 97–114. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/978-0-306-48567-1_10.

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Gambescia, Stephen F., and Evelyn González-McDevitt. "Introduction." In Managing A Public Speaker Bureau, 1–3. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/978-0-306-48567-1_1.

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Gambescia, Stephen F., and Evelyn González-McDevitt. "Summary and Final Tips for Success." In Managing A Public Speaker Bureau, 115–21. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/978-0-306-48567-1_11.

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Conference papers on the topic "Public speakers"

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Nguyen, Anh-Tuan, Wei Chen, and Matthias Rauterberg. "Online feedback system for public speakers." In 2012 IEEE Symposium on E-Learning, E-Management and E-Services (IS3e). IEEE, 2012. http://dx.doi.org/10.1109/is3e.2012.6414963.

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Cao, Yating, and Hua Chen. "World Englishes and Prosody: Evidence from the Successful Public Speakers." In 2019 Asia-Pacific Signal and Information Processing Association Annual Summit and Conference (APSIPA ASC). IEEE, 2019. http://dx.doi.org/10.1109/apsipaasc47483.2019.9023164.

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Suharsono, Degita Danur, Julien Arief Wicaksono, and Gullit Tornado Taufan. "Course Design of Indonesian Language for Foreign Speakers in Vocational Education." In The First International Conference on Social Science, Humanity, and Public Health (ICOSHIP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210101.035.

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El-Yamri, Meriem, Alejandro Romero-Hernandez, Manuel Gonzalez-Riojo, and Borja Manero. "Emotions-Responsive Audiences for VR Public Speaking Simulators Based on the Speakers' Voice." In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2019. http://dx.doi.org/10.1109/icalt.2019.00108.

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James Kumalija, Elhard, and Yukikazu Nakamoto. "Live Monitoring of Speech Quality of Public Addressing Network Speakers: A Preliminary Study." In AICCC 2020: 2020 3rd Artificial Intelligence and Cloud Computing Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3442536.3442551.

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Fortin, Claude, Kate Hennessy, and Hughes Sweeney. "The 'Making of' Mégaphone, an Interactive "Speakers' Corner" and Digitally-Augmented Agora in Public Space." In PerDis '14: The International Symposium on Pervasive Displays. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2611009.2617198.

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Wang, Jinping, Hyun Yang, Ruosi Shao, Saeed Abdullah, and S. Shyam Sundar. "Alexa as Coach: Leveraging Smart Speakers to Build Social Agents that Reduce Public Speaking Anxiety." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376561.

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Gao, Ge, Naomi Yamashita, Ari MJ Hautasaari, Andy Echenique, and Susan R. Fussell. "Effects of public vs. private automated transcripts on multiparty communication between native and non-native english speakers." In CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2556288.2557303.

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Gamez, Jose L. S., and Andrew Chin. "The Need for Not-So-White-Papers." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.3.

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Working under the title of “The Need for Not-So-White Papers: Architectural Education, Talk + Actions,” we aimed for a dynamic discussion to be spurred by short presentati ons by invited speakers and guests. This was not a traditional session so no formal papers were presented, no slides were used, and we all sat face to face in good ole analog fashion. The format that we envisioned allowed audience members to participate and contribute to a meaningful dialog. Panelists included faculty and participants from ACSA programs in HBCU, HSI and PWI campuses as well as public and private educational environments. Specifically, we aimed to address the fact that architecture schools struggle to attract, retain and graduate under-represented minorities, which (in turn) limits the academy’s ability to energize the profession.
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Von Sperling, Otto, and Marcelo Ladeira. "Mining Twitter Data for Signs of Depression in Brazil." In VII Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/kdmile.2019.8785.

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The literature on computerized models that help detect, study and understand signs of mental health disor- ders from social media has been thriving since the mid-2000s for English speakers. In Brazil, this area of research shows promising results, in addition to a variety of niches that still need exploring. Thus, we construct a large corpus from 2941 users (1486 depressive, 1455 non-depressive), and induce machine learning models to identify signs of depression from our Twitter corpus. In order to achieve our goal, we extract features by measuring linguistic style, behavioral patterns, and affect from users’ public tweets and metadata. Resulting models successfully distinguish between depressive and non-depressive classes with performance scores comparable to results in the literature. We hope that our findings can become stepping stones towards more methodologies being applied at the service of mental health.
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Reports on the topic "Public speakers"

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Ahlbrecht, John. College Student Rankings of Multiple Speakers in a Public Speaking Context: A Language Attitudes Study on Japanese-accented English with a World Englishes Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6227.

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Ray, Deepayan Basu. An African Response to COVID-19: From principled first response to just recovery. Oxfam, April 2021. http://dx.doi.org/10.21201/2021.7444.

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In November 2020 Oxfam and SOAS facilitated an online high-level event to bring together African and international policy and public-health professionals to discuss their experiences during the COVID-19 pandemic, and offer insights into strategies and policies they have enacted in their respective contexts. Speakers tackled a wide range of issues, including government strategies and policies implemented, public health messaging and community engagement, varying threads of intersectionality and an honest discussion about gaps and additional support. This ‘outcomes’ paper draws out the key themes, trends and recommendations emerging from the discussions to inform a people-not-profit-centric Covid response.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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