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Relevant bibliographies by topics / Public speaking

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Academic literature on the topic 'Public speaking'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Public speaking"

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Cayton, Mary Kupiec, Kenneth Cmiel, and Mark A. Graber. "Public Speaking." Reviews in American History 20, no. 2 (June 1992): 205. http://dx.doi.org/10.2307/2703102.

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Schmidt, Karen M. "Public Speaking." Journal of Christian Nursing 18, no. 1 (2001): 26–28. http://dx.doi.org/10.1097/00005217-200118010-00008.

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Sharp, Nicola. "Public speaking." BMJ 328, no. 7435 (February 7, 2004): s60. http://dx.doi.org/10.1136/bmj.328.7435.s60.

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Wolf, Zane Robinson, and Gloria F. Donnelly. "Public Speaking." Nurse Educator 18, no. 2 (March 1993): 30–32. http://dx.doi.org/10.1097/00006223-199303000-00013.

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Herd, Niki. "Public Speaking." Community Literacy Journal 8, no. 1 (2013): 91–92. http://dx.doi.org/10.1353/clj.2013.0012.

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Zaheer, Hananah. "Public Speaking." Pleiades: Literature in Context 42, no. 2-1 (September 2022): 18–19. http://dx.doi.org/10.1353/plc.2022.0082.

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Mursalim, Mursalim, Musliadi Musliadi, R. Firdaus Wahyudi, and Muh Anis. "SEMINAR PUBLIC SPEAKING." INKAMKU : Journal of Community Service 1, no. 1 (September 30, 2022): 28–31. http://dx.doi.org/10.47435/inkamku.v1i1.1161.

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Public speaking dapat didefinisikan sebagai kegiatan menyampaikan pesan dari pembicara tertentu kepada audiens tertentu (public) dalam konteks yang formal dan telah direncanakan sebelumnya. Mempelajari lebih dalam mengenai public speaking tentu tidak dapat dilepaskan dari teori-teorikomunikasi yang berada di sekitarnya. Adapun tujuan diadakannya seminar Public Speaking adalah agar pemuda /kalangan pelajar mampu berbicara di depan umum/publik. Adapun metode yang digunakan adalah metode observasi dan sosialisasi. Hasil dari seminar public speaking adalah peserta mampu berbicara did epan umum tanpa ada rasa gugup

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Iftakhar, Shampa. "Teaching Speaking Through Public Speaking Course." Stamford Journal of English 7 (April 7, 2013): 183–203. http://dx.doi.org/10.3329/sje.v7i0.14473.

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In Bangladesh, English is taught as a foreign language. The English Language Teaching Improvement Project (ELTIP) introduced commutative textbooks in between 1992 to 2001 from class three to the higher secondary level. The main aim of ELTIP is to facilitate the teaching and learning of English with a methodology that will encourage students to acquire communicative competence in English through regular practice of these skills. Each of the books contains many tasks on speaking, but unfortunately in reality there is no practice and reflection of this skill. The speaking skill is never examined in S.S.C. and H.S.C. exam though in the English medium schools the scenario is totally opposite. Now the students who get admitted in the private universities having a very poor competency in speaking face great problems from the very beginning because English is the medium of instruction in these universities and general English courses are compulsory for all students. Very few students are capable of understanding lectures given in English. So conducting the class in English becomes a great challenge for all teachers. In my paper, I intend to analyse some factors that are closely related with teaching speaking. Then I will try to evaluate how Public Speaking course at Stamford University Bangladesh plays a vital role in teaching speaking, and our teachers and learners opinions regarding this course. DOI: http://dx.doi.org/10.3329/sje.v7i0.14473 Stamford Journal of English; Volume 7; Page 183-203

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Rizky, Irna Julia, and Yudha Asmara D.Aksa. "PELATIHAN PUBLIC SPEAKING." DEVOSI 1, no. 1 (February 11, 2021): 23–29. http://dx.doi.org/10.33558/devosi.v1i1.2491.

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Public speaking can be understood as a technique of delivering messages in public. Scientifically, public speaking is part of the science of communication. This is because communication is a process of interaction to relate from one party to another. With this training, it is hoped that students will have the confidence to speak in public. The method used is to do public speaking training which has predetermined points. The results of this public speaking training allow students to have high self-confidence to speak in public. So that it helps students express themselves in public.

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Iacono, Maureen. "Public speaking 101." Journal of PeriAnesthesia Nursing 16, no. 1 (February 2001): 27–28. http://dx.doi.org/10.1053/jpan.2001.20654.

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Dissertations / Theses on the topic "Public speaking"

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Гладченко, Оксана Робертівна, Оксана Робертовна Гладченко, and Oksana Robertivna Hladchenko. "Public speaking." Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16686.

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McGarrity, Matthew. "The public speaking public an analysis of a rhetoric of public speaking pedagogy /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178427.

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Thesis (Ph.D.)--Indiana University, Dept. of Communication and Culture, 2005.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2200. Chair: Patricia Hayes Andrews. "Title from dissertation home page (viewed Nov. 27, 2006)."

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Ivanova, I. "Cultural diversity in public speaking." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18496.

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Bristow, Laurence S. C. "Ezra Pound, poetry and public speaking." Thesis, University of Cambridge, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359763.

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Pozzi, Camilla <1992&gt. "Public speaking and didactics: study on the use of public speaking strategies in the Italian secondary school." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16554.

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L’elaborato ha lo scopo di illustrare i legami che intercorrono tra public speaking e didattica. Di fatto, in classe gli studenti sono chiamati in diverse occasioni a svolgere attività di produzione orale di fronte ai propri compagni di classe. Questo elaborato mira ad analizzare come le competenze legate al public speaking possano agevolare gli studenti in questi contesti, migliorandone le capacità orali e contribuendo in tal modo al loro apprendimento linguistico. Si è partiti con il definire il contesto teorico avvalendosi di un’ampia letteratura legata al tema per poi tracciare un quadro dell’importanza delle tecniche e delle abilità di public speaking all’interno del sistema scolastico italiano e, infine, muovere verso una loro applicazione in ambito didattico. Il secondo capitolo focalizzata l’attenzione sulle abilità linguistiche di produzione orale in senso stretto, sulle caratteristiche degli studenti e sulle tecniche didattiche adatte allo sviluppo di tali abilità. Il terzo capitolo allarga invece la prospettiva a comprendere le differenze culturali che influenzano le modalità di esposizione, interpretazione e trasmissione del messaggio. Per concludere, attraverso la somministrazione di questionari ad un campione di ragazzi della scuola secondaria italiana, si sono indagate le tecniche e le strategie messe in atto dagli studenti in classe per affrontare situazioni nelle quali viene loro richiesto di parlare in pubblico e si è registrata la loro reazione di fronte a problemi comunicativi di tipo interculturale.

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Broeckelman, Melissa Ann. "Bakhtin speaking : a dialogic approach for teaching the basic public speaking course." Thesis, Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/111.

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Wald, Shannon M. "Framing social information and public speaking anxiety /." Available to subscribers only, 2005. http://proquest.umi.com/pqdweb?did=1083543041&sid=36&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Xu, Jiahao. "Multi-label Learning for Public Speaking Annotation." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/28615.

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Public speaking, as a critical communication skill, has always been very challenging for many people. Despite numerous books and courses available on the market, the secret formula of giving a successful public speech is still unknown to the public. To help people with public speaking, we aim to investigate audience responses to public speeches and analyze how TED speakers deliver their speeches. To achieve this objective, we formulate the task as an audio affective annotation problem, which predicts user emotional ratings on audio signals from public speaking scenes. In addition, we also quantitatively analyse the influence of speech delivery techniques on audience impressions. Therefore, we can provide speakers with personalized and constructive feedback on their public speaking skills and improve their delivery effectively and efficiently. The research presented in this thesis explores the audio annotation problem in multi-label learning settings from three perspectives and demonstrates our approaches to such perspectives. The first perspective is to examine clustering features as mid-level representations for input space learning. While most existing audio annotation studies focus on high-level representations such as spectral features, we propose to learn intermediate-level features from the input space, enabling more discriminative representations and improving annotation accuracy. Considering the rapid development and successful applications of deep learning techniques, we propose a novel convolutional clustering neural network (CCNN) to achieve effective input space learning. A clustering layer is proposed for the first time to derive intermediate representations, and we explore the effects of different clustering strategies. State-of-the-art annotation results are reported in the experiments on our TEDtalk dataset, which consists of more than 2,000 video clips from the TED website with user ratings. Our second perspective is to learn from the output space and the input space to further improve the annotation accuracy. In other words, we aim to map the correlation between the labels in a multi-label learning setting as complementary information. Therefore, we propose a novel deep learning framework that incorporates flexible modules that can jointly learn from input and output spaces. With this framework, we can extract label-specific features and learn multi-label classifiers simultaneously. We introduce a label-specific feature pooling method for the input space to refine convolutional features and obtain features specific to each label. We adopt Graph Convolutional Network (GCN) to map the inter-label correlation and enhance the multi-label classifiers for the output space. Although the label of our TEDtalk dataset is limited and the performance improvements are marginal on audio affective annotation, the proposed method achieves superior performance on image multi-label classification task. For the third and last perspective, we propose a deep affective scoring network for audio affective annotation, which can both predict the audience emotion score and provide users with constructive feedback for improving their speech delivery. The proposed network adopts a deep ranking framework to address this multi-label problem, reformulating the binary classification task into a continuous regression task, which is more intuitive for this specific problem. Furthermore, we model the correlation between speakers’ emotions and audience perception as auxiliary features. For affective annotation, the trained scoring network outperforms existing methods on annotation accuracy. Meanwhile, we use the trained network to examine how various general speaking attributes (e.g. pitch, speaking speed and pauses) would influence speech delivery, which can be further used to provide users qualitatively and quantitatively advice on public speaking.

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Sawyer, Chris R. (Chris Roberts). "Predictors of Judgment Accuracy in the Nonverbal Communication of Public Speaking Anxiety: a Social Relations Analysis." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278614/.

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This study examined the encoding accuracy and decoding accuracy of individual speakers and audience members as predictors of the accuracy with which public speaking anxiety is communicated during speech performance. Previous research revealed that audiences tend to underestimate the state anxiety of public speakers and that a low-to-moderate, positive correlation exists between speaker self-report and audience-observed state public speaking anxiety. Two divergent theoretical perspectives, differential information processing and emotional communication processes, were proposed as explanations for this phenomenon. Predictors for each perspective were estimated by Kenny's 1988 Social Relations Model (SRM). The study was conducted at a large metropolitan community college in the southwest region of the United States. Eighty subjects (40 males and 40 females) delivered two brief speeches before audiences of 20 fellow classmates. Immediately following each speech, speakers reported their state public speaking anxiety on the State-Trait Anxiety Inventory A-State (STAI A-State). Audience members recorded their observations of speaker state anxiety on an audience version of the STAI A-State. Correlations between speaker self-report and audience-perceived state public speaking anxiety served as the estimate of judgment accuracy. The full SRM explained 65.7% of the variance in communication accuracy. Actor effects, the most powerful predictor of communication accuracy, accounted for 49.5% of the variance. The interaction of actor and partner effects accounted for approximately 10% of the variance. A surprisingly low (5% of the variance) degree of accuracy was attributable to audience decoding skills. Interpretation of the findings and suggestions for future research are presented.

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Beck, Robert Drew. "The Speaking Cognitions and Attention Scale: An Empirically-Derived Measure of Public Speaking Anxiety." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/221.

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Although public speaking anxiety is one of the most commonly reported causes of both clinical and non-clinical anxiety, many of the currently used questionnaire measures of public speaking anxiety do not reflect the advances made in recent decades regarding empirical methods of test construction, including item generation and determination of subscale composition. The current study administered 35 empirically-generated cognitive self-statement items related to speaking anxiety to a sample of 367 undergraduate students along with measures of public speaking anxiety, fear of negative evaluation, generalized social anxiety behaviors, and self-consciousness tendencies. Using exploratory factor analysis and item-total correlations, participant responses to the 35 self-statement items were examined, producing the 30-item Speaking Cognitions and Attention Scale (SCAS). Data indicated that in the current sample the SCAS displayed a three-factor solution, with factors composed of items reflecting positive self-statements, negative self-statements, and catastrophic self-statements. The scale also demonstrated excellent internal reliability, with alphas in the range of .90 to .97. Discriminant validity analyses supported the specificity of the measure in measuring public speaking anxiety by correlating highly with another measure of speaking anxiety, at a moderate level with measures of general social anxiety, and at a small level with a measure of self-consciousness with no theoretical relationship to speaking anxiety. Results are discussed with respect to implications of the current findings for questionnaire measurement of public speaking anxiety, needed future directions in further validation of the measure, and potential applications for treatment of public speaking anxiety.

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Books on the topic "Public speaking"

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Goldstein, Jerald, and Rahime Hicks. Public Speaking. .Description: New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315679709.

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Osborn, Michael. Public speaking. 3rd ed. Geneva, Ill: Houghton Mifflin, 1994.

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Osborn, Michael. Public speaking. 8th ed. Boston: Allyn & Bacon, 2009.

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Suzanne, Osborn, ed. Public speaking. 7th ed. Boston: Houghton Mifflin, 2006.

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C, Zak-Dance Carol, ed. Public speaking. New York: Harper & Row, 1986.

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Suzanne, Osborn, ed. Public speaking. 2nd ed. Boston, Mass: Houghton Mifflin Co., 1990.

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Osborn, Michael. Public speaking. 8th ed. Boston: Allyn & Bacon, 2009.

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Osborn, Michael. Public speaking. 3rd ed. Boston: Houghton Mifflin, 1997.

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Osborn, Michael. Public speaking. 6th ed. Boston: Houghton Mifflin, 2003.

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King, Sporty. Public speaking. [Great Britain]: Aspatore, 2002.

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Book chapters on the topic "Public speaking"

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Cormack, Desmond. "Public speaking." In Developing Your Career in Nursing, 165–75. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-7274-3_12.

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Heller, Daniel. "Public Speaking." In Building a Career in Software, 191–92. Berkeley, CA: Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-6147-7_15.

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Bailey, Jon S., and Mary R. Burch. "Public Speaking." In 25 Essential Skills for the Successful Behavior Analyst, 207–17. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003265573-24.

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Jones, Kate. "Public speaking." In Smashing Glass Ceilings: Empowering Women in Education, 82–96. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003380528-7.

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Goldstein, Jerald, and Rahime Hicks. "Why Public Speaking?" In Public Speaking, 2–8. .Description: New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315679709-1.

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Goldstein, Jerald, and Rahime Hicks. "To Mediate or Not To Mediate." In Public Speaking, 289–301. .Description: New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315679709-10.

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Goldstein, Jerald, and Rahime Hicks. "Not Fearing Fear." In Public Speaking, 303–21. .Description: New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315679709-11.

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Goldstein, Jerald, and Rahime Hicks. "The Pervasiveness of Persuasion." In Public Speaking, 323–51. .Description: New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315679709-12.

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Goldstein, Jerald, and Rahime Hicks. "How Micro-teaching Can Enhance Your Public Speaking Prowess." In Public Speaking, 353–68. .Description: New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315679709-13.

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Goldstein, Jerald, and Rahime Hicks. "Speaking on the Job." In Public Speaking, 370–93. .Description: New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315679709-14.

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Conference papers on the topic "Public speaking"

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Jackson, Noel R., and Anthony E. Ward. "Assessing public speaking." In 2014 Information Technology Based Higher Education and Training (ITHET). IEEE, 2014. http://dx.doi.org/10.1109/ithet.2014.7155700.

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Manderson, Jill, Binod Sundararajan, and Linda Macdonald. "Teaching public speaking without the public." In SIGDOC '15: The 33rd ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2775441.2775475.

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Wörtwein, Torsten, Mathieu Chollet, Boris Schauerte, Louis-Philippe Morency, Rainer Stiefelhagen, and Stefan Scherer. "Multimodal Public Speaking Performance Assessment." In ICMI '15: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818346.2820762.

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Eng, Tony L. "Public speaking for MIT engineers." In 2014 World Congress on Computer Applications and Information Systems (WCCAIS). IEEE, 2014. http://dx.doi.org/10.1109/wccais.2014.6916647.

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Piyush. "Public Speaking Enhancement via Virtual Reality." In 2018 4th International Conference on Computing Communication and Automation (ICCCA). IEEE, 2018. http://dx.doi.org/10.1109/ccaa.2018.8777707.

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Kimani, Everlyne, and Timothy Bickmore. "Addressing Public Speaking Anxiety in Real-time Using a Virtual Public Speaking Coach and Physiological Sensors." In IVA '19: ACM International Conference on Intelligent Virtual Agents. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3308532.3329409.

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Lind, Colene J. "Speaking of Place." In 2016: Confronting the challenges of public participation in environmental, planning and health decision-making. Iowa State University, Digital Press, 2016. http://dx.doi.org/10.31274/sciencecommunication-180809-8.

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Huang, Fuli, Wanhui Wen, and Guangyuan Liu. "Facial Expression Recognition of Public Speaking Anxiety." In 2016 9th International Symposium on Computational Intelligence and Design (ISCID). IEEE, 2016. http://dx.doi.org/10.1109/iscid.2016.1061.

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Chollet, Mathieu, Torsten Wörtwein, Louis-Philippe Morency, Ari Shapiro, and Stefan Scherer. "Exploring feedback strategies to improve public speaking." In the 2015 ACM International Joint Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2750858.2806060.

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Tsizhmovska, N. L., and L. M. Martyushev. "Analysis of sentence lengths in public speaking." In THE VII INTERNATIONAL YOUNG RESEARCHERS’ CONFERENCE – PHYSICS, TECHNOLOGY, INNOVATIONS (PTI-2020). AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0033104.

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Reports on the topic "Public speaking"

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Nelson, Jennifer, Mario Casco, José Luis Delgado Davara, Mihwa Park, Luis Tejerina, Alexandre Bagolle, and Cristina Pombo. Detect, Prevent, Respond, Recover Digitally: Speaking the Same Language for Digital Solution in Public Health Emergencies. Inter-American Development Bank, July 2020. http://dx.doi.org/10.18235/0002497.

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Schmeisser, Tamara. Using a blend of the Knowledge Framework and the Project Framework to develop materials for teaching public speaking. Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-1551.

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Calderón, Claudia, Anamaría Núñez, and Z’leste Wanner. Speaking of Water: Digital conversation on water and sanitation in Latin America and the Caribbean (2016-2017). Inter-American Development Bank, March 2018. http://dx.doi.org/10.18235/0006446.

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Public digital conversations can offer valuable insight into how issues are being covered and discussed in online news and social platforms. This study compiles over one million news articles, blog posts and tweets that reference water and sanitation issues from October 1, 2016 to September 30, 2017 in Spanish, English and Portuguese. The analysis seeks to uncover trends, key topic areas, and patterns in public conversations particularly around the Sustainable Development Goals to guide actors working on communications around water and sanitation, particularly in an international development context.

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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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Hooke, William. Three Policies Shape Enterprise Value: Minor Adjustments Could Enhance the Societal Benefit. American Meteorological Society, January 2022. http://dx.doi.org/10.1175/three-policies-shape-enterprise-value-2022.

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This AMS Policy Study examines explicitly the role that public policy plays in determining the sum societal value of Earth Observations, Science, and Services (OSS) as well as the allocation of that value and the costs of OSS production across society. It examines three policy frameworks of quite different origin, purview, and standing. The first is the 2003 Fair Weather Report developed by the National Academy of Sciences. That policy focuses on collaboration. The second is the 2017 Weather Research and Forecasting Innovation Act enacted by the U.S. Congress. It focuses on innovation. The third is the current World Meteorological Organization development of Resolution 42, which seeks to make international contributions to and access to data and information more equitable, and at the same time expand the domain of data and information sharing from weather per se to Earth observations, science, and services more broadly. The study takes as its point of departure views of individual stakeholders in the so-called Weather, Water and Climate Enterprise (loosely speaking, the community of U.S. providers of weather, water, and climate information and services) with respect to these policies. Their perspectives were captured through informally solicited public and private comments from senior members of the Enterprise. Individually and in aggregate the comments hint at or suggest opportunities for extending and improving Enterprise value by broadening collaboration, fostering innovation, and making the Enterprise more equitable.

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Mai Phuong, Nguyen, Hanna North, Duong Minh Tuan, and Nguyen Manh Cuong. Assessment of women’s benefits and constraints in participating in agroforestry exemplar landscapes. World Agroforestry, 2021. http://dx.doi.org/10.5716/wp21015.pdf.

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Participating in the exemplar landscapes of the Developing and Promoting Market-Based Agroforestry and Forest Rehabilitation Options for Northwest Vietnam project has had positive impacts on ethnic women, such as increasing their networks and decision-making and public speaking skills. However, the rate of female farmers accessing and using project extension material or participating in project nurseries and applying agroforestry techniques was limited. This requires understanding of the real needs and interests grounded in the socio-cultural contexts of the ethnic groups living in the Northern Mountain Region in Viet Nam, who have unique social and cultural norms and values. The case studies show that agricultural activities are highly gendered: men and women play specific roles and have different, particular constraints and interests. Women are highly constrained by gender norms, access to resources, decision-making power and a prevailing positive-feedback loop of time poverty, especially in the Hmong community. A holistic, timesaving approach to addressing women’s daily activities could reduce the effects of time poverty and increase project participation. As women were highly willing to share project information, the project’s impacts would be more successful with increased participation by women through utilizing informal channels of communication and knowledge dissemination. Extension material designed for ethnic women should have less text and more visuals. Access to information is a critical constraint that perpetuates the norm that men are decision-makers, thereby, enhancing their perceived ownership, whereas women have limited access to information and so leave final decisions to men, especially in Hmong families. Older Hmong women have a Vietnamese (Kinh) language barrier, which further prevents them from accessing the project’s material. Further research into an adaptive framework that can be applied in a variety of contexts is recommended. This framework should prioritize time-saving activities for women and include material highlighting key considerations to maintain accountability among the project’s support staff.

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Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, October 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6

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Halych, Valentyna. SERHII YEFREMOV’S COOPERATION WITH THE WESTERN UKRAINIAN PRESS: MEMORIAL RECEPTION. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11055.

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The subject of the study is the cooperation of S. Efremov with Western Ukrainian periodicals as a page in the history of Ukrainian journalism which covers the relationship of journalists and scientists of Eastern and Western Ukraine at the turn of the XIX-XX centuries. Research methods (biographical, historical, comparative, axiological, statistical, discursive) develop the comprehensive disclosure of the article. As a result of scientific research, the origins of Ukrainocentrism in the personality of S. Efremov were clarified; his person as a public figure, journalist, publisher, literary critic is multifaceted; taking into account the specifics of the memoir genre and with the involvement of the historical context, the turning points in the destiny of the author of memoirs are interpreted, revealing cooperation with Western Ukrainian magazines and newspapers. The publications ‘Zoria’, ‘Narod’, ‘Pravda’, ‘Bukovyna’, ‘Dzvinok’, are secretly got into sub-Russian Ukraine, became for S. Efremov a spiritual basis in understanding the specifics of the national (Ukrainian) mass media, ideas of education in culture of Ukraine at the end of XIX century, its territorial integrity, and state independence. Memoirs of S. Efremov on cooperation with the iconic Galician journals ‘Notes of the Scientific Society after the name Shevchenko’ and ‘Literary-Scientific Bulletin’, testify to an important stage in the formation of the author’s worldview, the expansion of the genre boundaries of his journalism, active development as a literary critic. S. Yefremov collaborated most fruitfully and for a long time with the Literary-Scientific Bulletin, and he was impressed by the democratic position of this publication. The author’s comments reveal a long-running controversy over the publication of a review of the new edition of Kobzar and thematically related discussions around his other literary criticism, in which the talent of the demanding critic was forged. S. Efremov steadfastly defended the main principles of literary criticism: objectivity and freedom of author’s thought. The names of the allies of the Ukrainian idea L. Skochkovskyi, O. Lototskyi, O. Konyskyi, P. Zhytskyi, M. Hrushevskyi in S. Efremov’s memoirs unfold in multifaceted portrait descriptions and function as historical and cultural facts that document the pages of the author’s biography, record his activities in space and time. The results of the study give grounds to characterize S. Efremov as the first professional Ukrainian-speaking journalist.

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Tapia Troncoso, Waldo. Belize Pension System. Inter-American Development Bank, April 2015. http://dx.doi.org/10.18235/0009249.

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The primary goal of a pension system should be to provide adequate, affordable, sustainable, and robust retirement income. Belize, like many other countries in the Caribbean, faces the challenge to both expand the pension coverage and guarantee its financial sustainability. In the last few years, the issue of social security reform has been a rising concern in Belize, as well as throughout the region. In this context, Belize has undertaken actuarial forecasts to examine the prospective state of its social security scheme. This document describes the Belizean pension system in terms of three critical issues. The most important issue is financial sustainability and its fiscal implications. The second is coverage, since Belize has one of the lowest coverage rates of workers among English-speaking Caribbean countries. The third issue is the institutional framework of the pension system. In addition, the document offers the main options for reforming a typical publicly managed, unfunded defined-benefit scheme such as the Belize pension system.

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.

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