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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>. "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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Iba, Debra L. Lumsden D. Barry. "Hardiness and public speaking anxiety problems and practices /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3960.
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Iba, Debra L. "Hardiness and public speaking anxiety: Problems and practices." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3960/.
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This study explored the relationship between the personality construct of hardiness and public speaking anxiety. Although hardiness has been widely explored in a variety of anxiety-arousing life events, its relationship with communication anxiety had not been previously studied. Therefore, hardiness, public speaking trait anxiety, and public speaking state anxiety were measured in a course requiring an oral presentation assignment. One hundred fifty students enrolled in a basic speech communication course participated in the study. A statistically significant correlation was revealed between hardiness and trait communication anxiety. Students higher in hardiness reported lower trait communication apprehension in three contexts: 1) meeting, 2) interpersonal, and 3) group. Overall, students did not differ on measures of hardiness and a fourth communication context: public speaking anxiety. Likewise, on measures of hardiness and state public speaking anxiety, students did not differ.
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Mowbray, Robert. "Improving lecture effectiveness through training in public speaking." Thesis, Mowbray, Robert (2010) Improving lecture effectiveness through training in public speaking. Masters by Research thesis, Murdoch University, 2010. https://researchrepository.murdoch.edu.au/id/eprint/4547/.
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Many tertiary educational institutions are interested in upgrading teaching standards. However this process is especially slow in parts of the world where finances or traditional education systems make the introduction of improved techniques a challenge (Vosper, 2009). The purpose of this study was to investigate the effectiveness of a public speaking skills program as a method of improving lecture delivery standards, developing better student contact, increasing student interest in the lecture material and improving retention of the information presented (Knight & Wood, 2005; Visioli, Lodi, Carrassi & Zannini, 2009). The program was designed to be inexpensive to implement and suitable even for institutions possessing only basic facilities.
A mixed methods approach was used in this study. A group of eleven lecturers from a private university in Malaysia participated in the Public Speaking for Educators program and were involved in the study. Data were collected through the use of questionnaires given to students and lecturers. These questionnaires revealed both the lecturers’ and the students’ view of the effectiveness of the program. The lecturers were also interviewed regarding their perceptions of the public speaking program and its impact on their lecturing. Analysis was carried out on final student grades, comparing results of students taught by lecturers not participating in the program with the results of students of lecturers who did participate in the program, as well as results from classes taught by the participant lecturers before and after their public speaking training.
The results of this study reveal that the public speaking program correlated with greater self confidence amongst the participating lecturers, iv although the students generally did not rate their lecturers any more highly than before the program. Final grades were, however, significantly higher for the students of the lecturers trained in public speaking, both in comparison to other lecturers and to previous classes from the same lecturers before the program commenced. The results indicate that successful training in public speaking benefits both students and lecturers and has potential to improve the value of lecturing as a method of student instruction.
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Gentile, Francesca. "Speaking to Crisis: Intellectuals, Literacy, and Public Discourse." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20682.
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This dissertation analyzes public-intellectual work that deploys crisis tropes in its treatment of literacy, arguing that such work provides insight into the influence that intellectual engagement might exert on discourse in the public sphere. From A.S. Hill’s lament that freshman entering Harvard in 1874 could barely construct a legible sentence to Stanley Fish’s charge that millions of college graduates earning degrees in 2005 did so without learning what a sentence was, the relationship between literacy and the communicative skills required of productive citizens has been a constant source of concern. Between these two historical moments, this relationship has been an undertheorized feature of debates surrounding racial uplift, feminist protest, and America’s role as a world power. When interlocutors in such debates minimize the significance of literacy practices, they encourage rhetorical action driven by a coercive conception of social crisis that limits critical engagement on the part of the public. I argue that the public intellectual’s capacity to facilitate rhetorically literate discursive exchange at the level of the mass public can transform the paralysis of crisis into possibility. I reframe well-known debates between W.E.B. Du Bois and Booker T. Washington, Betty Friedan and Gloria Steinem, and Mortimer Adler and Glenn T. Seaborg in terms of the rhetorical models they offer for responsible public-intellectual work.
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TIPKEMPER, JESSICA M. "RACE AND GENDER AS MEDIATORS OF PUBLIC SPEAKING STYLES." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1078249478.
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Anderson, Larry D. "The Public Speaking of John Taylor: Champion of Liberty." Diss., CLICK HERE for online access, 1986. http://patriot.lib.byu.edu/u?/MTAF,3905.
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Suominen, Keiju, and n/a. "The migration experiences of non-English speaking background children." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061109.112910.
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This study examines the migration experiences of non-English speaking background children. The research was conducted at the Southside Primary
Introductory English Centre in the A.C.T. An ethnographic approach was
employed enabling the researcher to participate in the setting in order to
develop an in depth understanding of the children's experiences.
The data was collected using observation and key informant interviewing. The
participants were encouraged to freely reflect on their past and present
experiences to enable them to make a comparative analysis of their
experiences in Australia and in their country of origin. The data has been
faithfully recorded to represent the children's point of view.
The data was then organised into taxonomies. These were used as a basis for
the analysis of the data in relation to the pertinent literature. The three major
categories examined were culture, interaction and feelings. This analysis has
been used to draw implications for the education of migrant children in the
A.C.T.
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Macaulay, Kaitlyn. "Speaking Like a Lady: College Students' Perceptions on the Differences between Men and Women in Public Speaking." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/578993.
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The purpose of this study is to determine how the attire of male and female public speakers affects college students‟ perception of their credibility. This study was conducted by having a sample of currently enrolled undergraduate students watch a video recording of a male speaker and a female speaker give an identical speech and then evaluate each of them based on ten sets of criteria. The male and female speaker each had three possible videos for the speakers to watch where they were either dressed casually, professionally, or night-out attire. After assessing the two speakers in the random appearance selection, each participant filled out a demographics questionnaire to provide information about their gender, age, ethnicity, and political affiliation. Unfortunately the results proved to have little to no significance with the difference scales based on credibility of each speaker. This is mainly due to the lack of sample size for the participants, indicating that although the topic of this study is of interest, it needs a larger sample size for future investigations in order to yield significant results.
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Irvine, Lesley. "Let's talk about public speaking anxiety: Supporting and scaffolding sustainable speaking practices while at university and beyond." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/201344/1/Lesley_Irvine_Thesis.pdf.
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Public Speaking Anxiety (PSA) is an enduring challenge in education and employment. This professional doctorate investigated PSA in higher education via two connected projects. Project 1 utilised an instrumental case study to explore how PSA was recognised and experienced in an undergraduate university oral communication unit. Applying critical reflective practice, this study concluded that PSA is complex, prevalent, individual and unstable. Leveraging this understanding, Project 2 presents a new support framework and offers practical guidance for both educators and students. This framework promotes self-regulation, self-efficacy and self-reflection to develop sustainable speaking practices while at university and beyond.
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McNamara, Howard D. "A pastor's plan for improving sermon structure, style, and delivery." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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McCallister, Karl F. "The sermon preferences of the church members of Southeast Alabama Presbytery." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Liebert, Elisabeth Mary, and n/a. "Speaking selves : dialogue and identity in Milton�s major poems." University of Otago. Department of English, 2006. http://adt.otago.ac.nz./public/adt-NZDU20061106.160106.
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In his Dialogue on the State of a Christian Man (1597), William Perkins articulated the popular early-modern understanding that the individual is a "double person" organised under "spiritual" and "temporal" regiments. In the one, he is a person "under Christ" and must endeavour to become Christ-like; in the other, he is a person "in respect of" others and bound to fulfil his duties towards them. This early-modern self, governed by relationships and the obligations they entail, was profoundly vulnerable to the formative influence of speech, for relationships themselves were in part created and sustained through social dialogue. Similarly, the individual could hope to become "a person...under Christ" only by hearing spiritual speech - Scripture preached or read, or the "secret soule-whisperings" of the Spirit. The capacity of speech to effect real and lasting change in the auditor was a commonplace in seventeenth-century England: the conscious crafting of identity, dramatised by Stephen Greenblatt in Renaissance Self-Fashioning, occurred daily in domestic and social transactions, in the exchange of civilities, the use of apostrophe, and strategies of praise. It happened when friends or strangers met, when host greeted guest, or the signatory to a letter penned vocatives that defined his addressee. It lacked a sense of high drama but was nonetheless calculated and effective.
Speaking Selves proposes that examining the impact of speech upon the "double person" not only contributes to our understanding of selfhood in the seventeenth century, but also, and more importantly, leads to new insights into some of that century�s greatest literary artefacts: Paradise Lost, Paradise Regained, and Samson Agonistes. The first chapter turns to conduct manuals and conversion narratives, to speech-act theory and discourse analysis, and draws out those verbal strategies that contributed to the organisation of social and spiritual selves. Chapter 2 turns to Paradise Lost and traces the Father�s gradual revelation to the Son, through apostrophe, how he is to reflect, how enact the divine being whose visible and verbal expression he is. Chapter 3 discusses advice on address behaviour in seventeenth-century marriage treatises; it reveals the positive contribution of generous apostrophe and verbal mirroring to Adam and Eve�s Edenic marriage. The conversational dyads in heaven and prelapsarian Eden enact positive identities for their collocutors. Satan, however, begetting himself by diabolical speech-act, discovers the ability of words to dismantle the identity of others. Chapter 4 traces the development of his deceptive strategies, drawing attention to his wilful misrepresentation of social identity as a means to pervert the spiritual identity of his collocutor. The final chapter explores the reorganisation of the complex social-spiritual person in the postlapsarian world. We watch the protagonist of Samson discriminate between the many voices that attempt to impose upon him their own understanding of selfhood. Drawing on spiritual autobiographies as structurally and thematically analogous to Milton�s drama, this final chapter traces the inward plot of Samson as its fallen hero redefines identity and rediscovers the "intimate impulse" of the Spirit that alone can complete the reorganisation of the spiritual self.
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Kim, Simon Y. "The Impact of Stereotypes on Public Speaking Performance and Anxiety." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/psych_diss/25.
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Public speaking anxiety is a common experience in both community and clinical populations and can have a negative impact on quality of life. Although contemporary treatments have been found to be effective, there is a lack of cultural relevance in existing theories and treatments. The purpose of this study is to examine the impact of stereotypes, a culturally relevant variable, on public speaking performance and anxiety for African Americans and Asian Americans. Participants (N=97) were randomly assigned to one of two experimental conditions where they either received feedback that was stereotype confirming or non-stereotype confirming. Analyses of variance procedures were utilized to determine whether stereotype confirming feedback would have a negative impact on public speaking performance and anxiety during a speech performance task. Overall, stereotype confirming feedback was not found to have a negative impact on the participants’ public speaking performance or anxiety as measured by self-report and observer ratings. In particular, participants who received stereotype confirming feedback reported less prediction of poor performance in public speaking situations compared to those who received non-stereotype confirming feedback. However, there was a significant positive relation between the participants’ concerns for confirming negative stereotypes and self-report measures of public speaking anxiety. African American participants also reported fewer negative self-statements associated with public speaking compared to Asian American participants. These results encourage future studies to further examine the relation between stereotypes and public speaking anxiety.
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Long, Kim E. "Increasing self reported argumentativeness in college level public speaking students." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4594.
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Argumentativeness, or the predisposition "to advocate positions on controversial issues and to attack verbally the positions which other people take on these issues" (Infante & Rancer, 1982, p.72), has been associated with a number of positive outcomes. Research among student populations indicates that compared to people who are low in argumentativeness, people high in argumentativeness display higher ability to learn, higher self esteem, greater ability to creatively manage conflict, and higher ability to see both sides of a situation (Barden & Petty, 2008; McPherson Frantz & Seburn, 2003; Rancer, Whitecap, Kosberg, & Avtgis, 1997). Promoting argumentativeness among college students should prepare students to effectively handle conflict and enhance their overall communicative competence, thus setting students up for increased success in life (Rancer et al., 1997). Although much research exists on increasing argumentativeness, none could be found that specifically looked at content in the college level public speaking course in relation to increasing argumentativeness. Specifically, this researcher sought to determine whether instruction in Elaboration Likelihood Model as part of the persuasion unit in a college public speaking course increases student argumentativeness more than instruction in Toulmin's model of reasoning/argument. Students in seven public speaking courses at a large Southeastern college were asked to complete the Argumentativeness Survey by Infante and Rancer (1982) after receiving instruction in either Elaboration Likelihood Model of Persuasion or Toulmin's model of reasoning/argument. Overall results did not indicate any difference between scores for students that received instruction in the two different content areas.ID: 029050183; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 53-58).
M.A.
Masters
Nicholson School of Communication
Sciences
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Meyr, Jessica. "Making the grade : self-monitoring and student public speaking performance." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1452.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Interpersonal and Organizational Communications
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Dervisic, Edvin. "All eyes on me: : Public speaking skills and performance anxiety." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-54769.
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This research investigates how pupils perceive performance anxiety and where this trait may originate. Based on the findings from the interviews, it was factors such as lack of studying technique, expectations of a high grade, and pressure from home as well as classmates that were the main reasons to why their performance anxiety arose from the very beginning. In relation to this, the study aims at discussing how rhetoric as a subject in school may reduce performance anxiety amongst pupils. A qualitative method was used to investigate the research question of this essay. The interviews have been done through semi-structured interviews as a primary source. Through these interviews, the work aims to examine performance anxiety amongst students and exploring how public speaking skills and performance anxiety may be influenced by preparation and rhetorical knowledge. Although this study cannot conclusively argue that the teaching of rhetoric would reduce performance anxiety, the results of the interviews suggest that better rhetorical skills would enhance students public speaking skills.”
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Roslewicz, Elizabeth A. "Educating Adults Through Distinctive Public Speaking: Lucretia Mott, Quaker Minister." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27104.
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Lucretia Coffin Mott, in an era filled with events the significance of which reverberates today, spoke publicly about issues of societal and ethical concern. This study focuses on her work as a nineteenth-century female Quaker minister who through public speaking educated adults about the following: abolition of slavery, rights of women, and peaceful ways to address injustice. Separate chapters explore each of these three vital issues.
Lucretia Mott ranks as a pioneer female public speaker. At a time that barred women's speaking in public, she spoke about significant issues. Her speaking admitted her to the company of American women who pioneered in speaking publicly. These endeavors to speak to "promiscuous" audiences, those comprised of adult males and females, also admitted her to the company of women who endured criticism, insults, and peril. Through a process of education, these women changed history and shaped culture.
Lucretia Mott's Quaker perspective, her way with spoken words, and her womanhood distinguished her work as an educator in public forums and settings that ranged from religious meetings to the lyceum and conventions called to consider issues of national import. What could have prepared this Quaker minister--active in public domains for more than fifty years--for a place among the pioneers who advocated and practiced the right of women to speak purposefully in public forums?
Lucretia Mott's commitment to the Society of Friends enabled her to be a pathfinder both in education and on important issues. Therefore, Chapter Two presents an exploration of Quaker history, spirituality, and practices to inform for purposes of historic educational analysis and interpretation. References in historical works to noteworthy innovations that originated from efforts by Quakers in American society and to successes in business sparked this inquiry.
This study examined her speeches to see how they reflected Quaker principles and practices and her work as a pioneer public speaker who educated about societal and ethical issues. The study concludes that her work was energized because she knew her history, she questioned her world and she lived her faith.Ph. D.
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Eckenwiler, Jennifer Ann. "4-H Members’ Public Speaking Experience Through County Leadership Activities." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259557726.
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Spieler, Claire. "Using Awareness Training to Decrease Nervous Habits in Public Speaking." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5577.
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Research on components of habit reversal suggests that awareness training alone may be an effective and efficient intervention for reducing nervous habits. This study evaluated the effectiveness of awareness training for the reduction of three nervous habits that manifest in public speaking: filled pauses, tongue clicks, and inappropriate use of the word "like." Four university students delivered short speeches during baseline and assessment sessions. Awareness training consisted of response description and response detection. Awareness training resulted in meaningful reductions in target behaviors for all participants. Booster awareness training sessions were necessary for all participants to achieve further reductions in target behaviors. Generalization probes conducted in front of a small audience indicated that treatment effects generally maintained at low levels. Social validity scores indicated that the treatment was acceptable, and participants indicated not only decreased use of verbal fillers, but also improved overall public speaking ability post-treatment. Although awareness training was effective, it was not more efficient than simplified habit reversal.
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Obasaju, Mayowa. "Speaking while Black: The Relationship between African Americans’ Racial Identity, Fear of Confirming Stereotypes, and Public Speaking Anxiety." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04202007-122250/.
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Thesis (M.A.)--Georgia State University, 2007.Title from file title page. Page Anderson, committee chair; Rod Watts, Leslie Jackson, committee members. Electronic text (101 p. : ill. (some col.)) : digital, PDF file. Description based on contents viewed Dec. 5, 2007. Includes bibliographical references (p. 76-85).
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Strother, Christian Matthew. "Malaria policy and public health in French West Africa, 1890-1940." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648260.
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Deegan, Johanna Christine, and j. deegan@latrobe edu au. "NON-ENGLISH SPEAKING NURSES MOVING TOWARDS CONTEXTUAL COMPETENCE IN VICTORIA." La Trobe University. School of Educational Studies, 2007. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20091123.101606.
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The purpose of this study was to obtain an in-depth understanding of the perceptions of overseas-qualified nurses from non-English speaking backgrounds (NESB) in relation to their educational and socialisation experience whilst enrolled in a Competency Based Assessment Program (CBAP).
The study was conducted using a modified grounded theory approach. There were a total of seventeen participants; fourteen NESB nurses, and three teachers who were directly involved with their education in the CBAP. The NESB nurses who participated fell into three main groups in terms of their previous professional experience. These were:
� Specialist
� Experienced generalist
� Inexperienced generalist
However, the level of skill and experience that the nurses brought to the educational and practice encounter made no difference to their experience of prejudice and lack of support, particularly in the clinical environment. The education and clinical experience they received challenged feelings of competency as much as they expanded feelings of competency. The NESB nurses� experiences of diversity also challenged their feelings of competence. In addition, the level of previous experience did not reduce the concern expressed by NESB nurses regarding the possibility of finding appropriate employment following registration. The implications of this for the profession and the health care system are that even the most experienced specialist and generalist nurses are not having their level of skill appropriately recognised and utilised in a timely way despite the current shortage of generalist and specialist nurses in Victoria.
The outcome of the study led to the development of a model that has the potential to lead to a culture change in the clinical environment with a view to improving educational opportunities and experiences for NESB nurses who are enrolled in CBAP. In addition, the model has the potential to be useful in terms of providing local nurses with an opportunity to express their own thoughts and ideas in relation to the education of NESB nurses in the clinical environment. The model is based upon the theoretical perspectives of �productive diversity� and �clinical governance and organisational learning�.
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England, Erica Lee Herbert James D. Forman Evan M. "Exposure with acceptance-based versus habituation-based rationale for public speaking anxiety /." Philadelphia, Pa. : Drexel University, 2010. http://hdl.handle.net/1860/3267.
Full text
34
Ellison, Renai. "Communication theory vs. performance skills : how do Rowan public speaking professors weave both into class lectures? /." Full text available online, 2007. http://www.lib.rowan.edu/find/theses.
Full text
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Smith, Tony Edward. "Keeping it real does practicing speeches before an audience improve performance? /." Oxford, Ohio : Miami University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1058484247.
Full textAbstract:
Thesis (M.A.)--Miami University, Dept. of Speech Communication, 2003.Title from first page of PDF document. Document formatted into pages; contains iii, 35 p. Includes bibliographical references (p. 20-24).
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Hait, Aaron Vincent. "Is breathing control an effective coping strategy for public speaking anxiety?" Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31015.
Full textAbstract:
Two studies were conducted to determine whether controlled, abdominally-predominant breathing could be accurately implemented during periods of acute anxiety by speech anxious/phobic individuals, and what effect breathing control has on autonomic and subjective indices of anxiety. Twenty-two moderately speech anxious young adults took part in Study 1. The results of this study indicated that after two weeks of training, only 50% of trainees were able to implement the controlled breathing technique with any degree of accuracy while waiting to deliver an impromptu speech before a small audience. No one were successful at reliably implementing the technique during the speech itself. As in previous research, training had little impact on autonomic arousal but was associated with improvements in self-reported anxiety. Similar findings emerged for Study 2, which differed from Study 1 in that it involved a larger (N = 48) and more highly speech anxious sample who participated in a longer (4-week), more intensive training program. Although training had little effect on subjective or autonomic arousal during speech anticipation and speech delivery, it did result in significantly higher predictions of speech aptitude and emotional control relative to no treatment. Such findings suggest that breathing control is not a useful emotion-focused coping strategy on its own, but may add to the effectiveness of exposure-based therapies by enhancing patients' self-efficacy and willingness to expose themselves to feared situations.Arts, Faculty of
Psychology, Department of
Graduate
37
Swift, Crystal L. "Conflating rules, norms, and ethics in intercollegiate forensics." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1313950.
Full textAbstract:
This paper explores the concepts of rules, norms, and ethics as they pertain to intercollegiate forensic competition. The perspective is taken that these concepts tend to be conflated. Definitions of rules and ethics are drawn primarily from the National Forensics Association (NFA). The pertinent literature is reviewed, methods are explained, and results are reported and discussed. The conclusions pertain to the idea that forensics coaches and students alike are hesitant to accept universal rules and ethics, and prefer more contextualized standards. Suggestions for future research are also offered.Department of Communication Studies
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Bong, Nguyen Thi, and n/a. "Communication in teaching speaking skills at the Hanoi Foreign Languages Teachers Trainin College." University of Canberra. Teachinf English to Speakers of other Languages, 1988. http://erl.canberra.edu.au./public/adt-AUC20060608.151436.
Full textAbstract:
In recent years, English has become a compulsory
subject in schools and many tertiary institutions of
Vietnam. The need to train teachers of English is greater
than ever before.
However, in the Hanoi Foreign Languages Teachers
Training College (HFLTTC), English language teaching in
general and the teaching of oral skills in particular leave
much room for improvement. The students' oral proficiency is
far from satisfactory.
This problem has inspired the writing of this
study report as an attempt to search for an appropriate
method to improve the students' communicative competence.
The study consists of four chapters. Chapter one
will overview some English Language Teaching (ELT) methods
in relation to teaching spoken English and their application
in Vietnam.
Chapter two will consider the context of the
HFLTTC where teaching and learning are carried out with a
view to identifying an appropriate approach to the problem.
Chapter three will outline communicative
competence as an objective of the ELT and discuss principles
of the communicative approach to attain the objective, and
suggest teaching material through which the principles can
be applied.
Chapter four will recommend the classroom
techniques which may improve the students' oral proficiency.
This study report should be regarded as an
attempt to apply the communicative approach to teaching oral
skills to students in the context of Vietnam.
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Demetrious, Kristin Mary, and kristin demetrious@deakin edu au. "Speaking Up: changing social relations in south-west Victorian grassroots activism." Deakin University. Communication and Creative Arts, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20090917.145427.
Full textAbstract:
Grassroots activist groups have received limited attention in Australia and research-based examinations of their communication and relationship to social change are rare. My central research question asks: what changes are occurring in the approach of grassroots activists to contemporary communication, and, as a form of social relations, does this differ from the approach of state and business organisations? My thesis analyses the scope and significance of three grassroots activists campaigns in south-west Victoria, Australia, between 1995 and 2003 that are distinctive for their sustained vigour and inclusive, ethical and novel approaches to communication. They are: Werribee Residents Against Toxic Dump (WRATD), Batesford and Geelong Action Group (BAGAG) and Otway Ranges Environment Network (OREN). My thesis also focuses on the groups response to public relations issued by the state and business interests they opposed. To investigate the case study data that is face to face interviews with case study participants, media transcripts and textual samples from the campaigns, such as flyers and newsletters I use a double research methodology: discourse analysis and reception analysis. These methods reveal how meanings are created that influence power and control in society and any transformations in this. As an overarching framework for analysis, I apply Ulrich Becks theories of risk society, reflexive modernisation and individualisation. These theories discuss social conditions transforming the contemporary world. In particular, I use them to explain the growth of sub-political networks, what grassroots activists seek to promote and their capacity to create change in state and business sectors. I also draw on a range of other communicative and citizenship theories that shed light on some of the invisible effects of communication on society, particularly unethical practices. Lastly, my thesis sets out an alternative set of social relations to public relations that I call public communication. The principles of public communication are distilled from the case studies and are inclusive of all organisational types and seek to address the inherent problems and flawed coherences of public relations. The results of this research provide policy decision makers, educators, activists and other communication strategists with deep and unusual understanding of public communication and public relations and its relationship to social change. Overall, this thesis explores a rupture a point of transformation in the relationship between contemporary civil, state and business sectors in Australia and the surfacing of a new discursive formation. In particular, it explores a transformation in texts, discursive practice and social practice (Fairclough 1999) and analyses its significance, within an emerging and distinct discursive formation, peculiar to late modernity.
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York, Misty. "Dramatism, Feminine Style and Women's Weblogs: Women Speaking in the E-Public." TopSCHOLAR®, 2005. http://digitalcommons.wku.edu/theses/437.
Full textAbstract:
During the 2004 election cycle, online communication technologies emerged as a legitimate influence on political participation and strategy. Weblogs (blogs) played a pivotal role in the Internet's unprecedented sway. This research combined Burke's (1969) dramatism with Campbell's (1989) feminine style to describe and critique three women's political blogs. The pentad highlighted an argument derived from each blogger's master narrative, while feminine style analysis revealed subtle differences among the women's persuasive tactics.
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Beharry, Prya. "Acceptance and commitment therapy for public speaking anxiety: A self-help format." The University of Waikato, 2008. http://hdl.handle.net/10289/2442.
Full textAbstract:
A non-concurrent multiple baseline design across eight participants was used to determine whether working through Hayes and Smith's (2005) book would help those with public speaking anxiety. Hayes and Smith (2005) is based on Acceptance and Commitment Therapy. It encourages people to accept internal experiences as opposed to avoiding and struggling with them. For the purposes of this study, the book was divided into nine components, which participants discussed with the researcher. They also completed measures daily, during baseline and over the intervention period, as well as a battery of tests pre-baseline, mid and post intervention. The multiple baseline data showed that self-reported willingness to approach public speaking situations increased while self-reported avoidance decreased over the intervention. The pre and post measures also showed avoidance of internal experiences decreased significantly after the intervention. These outcomes are in line with changes suggested to result from engaging in such a therapy. The pre and post results also showed that quality of life increased significantly from mid to post-intervention. However, engagement with values did not change. While this measure is expected to change after such an intervention, this result may have occurred because the ideas about values were introduced last in the book. The intervention also led to significant decreases in anxiety, significant changes in thoughts about public speaking and significant increases in anxiety control as shown by the test battery. These findings are positive but are not predicted by processes posited for this therapy. However, there was no control group so these pre vs post comparisons must be interpreted with caution. Despite this limitation, the results suggest that the book, together with therapist contact, can help those with public speaking anxiety.
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Nguyen, Duc Hoat, and n/a. "Towards a communicative approach to teaching speaking skills to students of commerce in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121755.
Full textAbstract:
As a result of the development in foreign trade in
Vietnam, there is a growing need for trained business
executives and business people. A good command of spoken
English is one of the most important qualifications of a
foreign trade executive who needs English as a means of
communicating with English speaking people in various
business activities. At present, the responsibility for
training students of commerce mainly rests with Hanoi Foreign Trade College. English language teaching in
general, and the teaching of speaking skills in particular
still leave much,to be desired. The students' oral
proficiency is far from satisfactory.
The purpose of this report is to explore the two
main problematic areas in teaching speaking skills to
students of commerce in Vietnam: syllabus design and
teaching methods.
The report consists of four chapters. Chapter one
looks at some major theoretical problems and practical
issues in English for Specific Purposes teaching. Chapter
two provides an analysis of the teaching and learning
situations at Hanoi Foreign Trade College and problems
in teaching oral skills. Chapter three is mainly concerned
with designing a communicative syllabus for the teaching
of speaking skills to students of commerce. Chapter four
deals with the theoretical assumptions and processes
involved in oral communication and discusses some classroom
methods and techniques in the light of the current
communicative approach.
This report should be regarded as an exploratory
attempt in adopting the communicative approach to teaching
oral skills to students of commerce in Vietnam.
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Seliman, Salbiah. "The genre and the genre expectations of engineering oral presentations related to academic and professional contexts." Thesis, University of Stirling, 1996. http://hdl.handle.net/1893/1778.
Full textAbstract:
This research was done to find out if engineering oral presentations (EOPs) are a genre, if there are systematic differences between EOPs delivered by native speakers (NSs) and non-native speakers (NNSs) of English, if there are systematic differences between EOPs delivered by novices and experts and, if the engineering discourse community (DC) members have beliefs concerning what constitute 'good' EOPs. One engineering seminar and four engineering conferences carried out in Malaysia and the UK between March and September 1994 were participated. From this participant observation exercise, 100 questionnaires were gathered and responses analysed; sixty-eight EOPs delivered by NSs and NNSs were transcribed and analysed using Genre Analysis frameworks. Results from the analysis of EOPs were counterchecked with the responses in the questionnaires. It was found that EOPs did have describable characteristics which qualify them as a genre; There were few differences between EOPs delivered by NSs and NNSs of English because the latter tend to follow the former; There were describable differences between EOPs delivered by experts and novices. The engineering DC members did have their genre expectations but not all of their beliefs concerning what constitute 'good' EOPs were possible to materialise in actual occasions because of certain unavoidable constraints. These constraints were found to be affecting the variants of the genre more than the invariants. These variant-invariant elements were found to be related to the characteristics of exemplars, prototypes, prestige markers and the patterns of imitations of NNSs and novices of the engineering DC members. 'Ecological validity' was pointed out to be one of the ways of achieving the reliability and the validity of the research. Potential teaching implications were also discussed. Unavoidable limitations of the research were pointed out and finally immediate and longer term research projects have been identified.
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Bistodeau, Keith Cyril. "A Historical Perspective Framed Content Analysis Investigation of Persuasive Shifts in Interstate Oratorical Association Final Round Speeches." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27324.
Full textAbstract:
This thesis explores the historical trends of persuasion as it functions in the competitive forensic setting, looking at the structures used as well as the topics of the speeches. Persuasion plays a large role in our academic and daily lives, which stresses the importance of studying this area due to the large role it plays in our society. This thesis explores the persuasive speeches in the final round of the Interstate Oratorical Association competition from 1970, 1980, 1990, 2000 and 2010 to document the historical trends of persuasive strategies used as a representation of the role forensics fills in our understanding of persuasive trends.
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Moyer, Norman. "Accepting Bilingualism in English-speaking Canada, Testing the Limits of the Official Languages Policy in the Federal Public Service, 1962-1972." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31841.
Full textAbstract:
This work is concerned with the way that official bilingualism emerged as a part of English-Canadian values in the 1960s. Much of this work is about the effort in the 1960s to change the federal public service from a stronghold of English-speaking Canada to an organisation where English-speaking and French-speaking Canadians could work in their own language on an equal footing. The archival records of the Professional Institute of the Public Service provide detailed insight into this change and the resistance to it. It is the thesis of this work that the adaptation to official bilingualism in the Public Service of Canada played a key role in setting English-speaking attitudes to bilingualism. The struggle to define and impose official bilingualism in the federal public service was a testing ground for the evolution of bilingualism in English-speaking Canada as a whole. As much of English-speaking Canada accepted the value of bilingualism in principle, the public service worked out the practical ramifications of this culture change. The result was a slow and only partial progress toward effective bilingualism in the federal public service and in Canada as a whole.
46
Vander, Maas Andrew. "Speaking of delivery an examination of the processes leading through sermon delivery /." Theological Research Exchange Network (TREN), 2009.
Find full text
47
Beitsch, Owen M. "DEMOCRATIC VOICES SPEAKING LOUDLY: DOES PUBLIC PARTICIPATION YIELD ACCOUNTABILITY IN SPECIAL PURPOSE GOVERNMENTS?" Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2804.
Full textAbstract:
The American system of governance includes a network of state and local units identified as either general purpose or special purpose governments. The latter are often aligned with, but operate independently of, general purpose governments. Even as these special purpose or special district governments have shown extraordinary growth relative to their general purpose counterparts, there has been little interest in them or the structural characteristics that distinguish their systems for maintaining order and assuring accountable behaviors. In the meanwhile, the literature regarding accountability has been expanded materially in the last several years leading to debates about its form, component parts, objectives, and the preferred means for achieving accountability as an end state. While these concepts may have application to special districts, inquiry has yet to extend to the particular devices required to monitor or control these governments. This research effort closes the knowledge gap by linking this little studied form of government with recent ideas about accountability and the role that citizen participation plays in developing or advancing accountable behaviors. The analysis applies an adaptation of the well known model developed by Romzek and Dubnick (1987) to create an accountability framework and documents the role that public participation plays in influencing accountable behaviors. The analysis culminates in a multivariate model that examines the role of pubic participation in the context of competing influences that might also force accountable behaviors. The research concludes that participation can be an important influence in shaping specific forms of accountable behavior but that other factors are also essential to sustaining accountability. Most notable among these other factors is the role of the workplace environment, defined here in terns of employee interaction, ethics training, purpose, overall sense of commitment and other attributes.Ph.D.
Department of Public Administration
Health and Public Affairs
Public Affairs: Ph.D.
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Kemper, Matthew Thomas. "An assessment of curricular methods to reduce communication apprehension among public speaking students." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/674.
Full textAbstract:
This study investigated curricular methods to reduce communication apprehension among public speaking students. Previous research has found many intervention strategies to be successful in reducing levels of communication apprehension, including both visualization and cognitive restructuring. However, prior research has failed to examine the efficacy of such techniques within the context of teaching a public speaking course that has limited time to devote to these techniques. Consequently, an experiment was conducted which examined whether a one hour instructional unit using cognitive restructuring and visualization can reduce levels of communication apprehension among public speaking students. The results of the study indicate that a one hour instructional unit does not reduce the anxiety of high communication apprehensive students in a public speaking course.
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Ramstad, Andrea. ""Can We Help?": Students? Reflections on their Public Speaking Anxiety and Teacher Immediacy." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28784.
Full textAbstract:
Public speaking is one of the most common anxieties for the average person, with many even ranking it as a more significant fear than death. Even though several people suggest that they would rather be the one in the casket than the one giving the eulogy at a funeral, public speaking courses are required at almost all colleges and universities. Public speaking anxiety is particularly real for most college students, meaning that it is important for public speaking teachers to develop andragogical strategies to help students alleviant their public speaking anxiety. Thus, the purpose of the study is to observe if students? perceptions of their teacher?s verbal and nonverbal immediacy influences students? public speaking anxiety. Using Emotional Response Theory (ERT) as the conceptual framework, I applied a phenomenological analysis that explored students? lived experiences and perspectives in their college public speaking course. Twenty-one students enrolled in a Fall 2017 public speaking course at a Midwest University participated in one-on-one, semi-structured interviews about the students? anxiety of public speaking and their perceptions of their teacher?s verbal and nonverbal immediacy. Students? responses suggested their teacher?s verbal and nonverbal immediacy helped decrease their public speaking anxiety. In particular, students indicated when a teacher demonstrated positive verbal and nonverbal behaviors, the students? public speaking anxiety decreased. In addition, new themes emerged on the matter: the teacher self-disclosing about their own public speaking anxiety, mistakes, and current status, classroom activities, peer-to-peer interactions, timely detailed feedback, and class-wide feedback. Some students noted that being graded and the using of timecards did increase their public speaking at times. Even though some students? public speaking anxiety increased during those specific circumstances, all the students stated their public speaking anxiety decreased during the semester. This study concludes with recommendations for how public speaking teachers can address students? concerns about public speaking anxiety by applying verbal and nonverbal immediacy strategies in their public speaking courses.
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Frey, Kristen Ann. "Do College Students with Public Speaking Anxiety Show an Attentional Bias Toward Threat?" Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/43359.
Full textAbstract:
Cognitive theories postulate that attention toward threatening information and away from neutral cues plays an etiological role in anxiety. The present study examines whether a preconscious attentional bias (AB) toward threatening stimuli exists in individuals with public speaking anxiety. Participants included 61 undergraduates with high and low speech anxiety. AB was measured using a dot-probe paradigm with threatening and neutral words. Reaction times to dot-probes on threatening and neutral trials were compared between the two groups. Results indicated that, contrary to expectations, high and low speech anxious participants did not differ in their mean reaction times to threat words. Thus, AB may not be measurable in individuals with public speaking anxiety using the method that the current study employed.Master of Science