Relevant bibliographies by topics / Teaching of public communcation skills

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

Academic literature on the topic 'Teaching of public communcation skills'

Author: Grafiati
Published: 28 May 2022
Last updated: 29 May 2022

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Journal articles on the topic "Teaching of public communcation skills"

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Aczél, Petra. "Learning Public Skills – Teaching (Global) Publicity." Procedia - Social and Behavioral Sciences 93 (October 2013): 640–47. http://dx.doi.org/10.1016/j.sbspro.2013.09.254.

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Donelan, Steve. "Teaching emergency care skills." Wilderness & Environmental Medicine 10, no. 2 (1999): 125–27. http://dx.doi.org/10.1580/1080-6032(1999)010[0125:tecs]2.3.co;2.

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Gorman, Linda. "Teaching Internet Health Search Skills to the Public." Journal of Hospital Librarianship 4, no. 2 (2004): 57–72. http://dx.doi.org/10.1300/j186v04n02_05.

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Hawkins, Janice, and Beth Tremblay. "Teaching Public Policy Advocacy Skills Through Experiential Learning." Nurse Educator 46, no. 4 (2021): E54. http://dx.doi.org/10.1097/nne.0000000000001046.

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Vaughan, Sheila. "Teaching Policy Presentation Skills a Case Study." Teaching Public Administration 7, no. 2 (1987): 34–39. http://dx.doi.org/10.1177/014473948700700205.

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Griffiths, David. "Teaching Journalism Skills Courses to New Public Relations Majors." Journalism & Mass Communication Educator 51, no. 1 (1996): 82–86. http://dx.doi.org/10.1177/107769589605100111.

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Brumback, Richard A. "Teaching Public Administration in a Post-Literate Society." Political Science Teacher 1, no. 2 (1988): 1–4. http://dx.doi.org/10.1017/s0896082800000131.

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As we move farther into a condition of “post literacy” in our society (a condition where reading and writing have been displaced by television and video as the primary sources of mass entertainment and communication), the problem of students entering universities and even graduate programs with substandard communication skills is becoming more pronounced.In addressing the problem, despite frequent references to the “art and science of public administration,” there seems to be far too little emphasis on communication skills. Most public administration schools concentrate on the behavioral and management sciences—while largely ignoring the equally important communication techniques upon which our students' competence and effectiveness will be assessed in their careers.We aid and abet the problem by failing to recognize those skills, or lack of them, in our program guidelines. The National Association of Schools of Public Affairs and Administration calls for specialized areas of study—management, program analysis, and policy analysis—that seem to assume a firm grounding in communication skills; but that assumption is so often incorrect.The science of public administration can only take us as far as systematizing our search for information. Effective evaluation and interpretation of that information rests in the ability to use it persuasively. It is the normative evaluation of information, mostly absent from scientific inquiry, that is so important to effective public administration. And the normative interpretation of policy conclusions is largely contingent on persuasive ability, alacrity in the use of the art, not the science, of public administration.
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O'Neill, Maureen. "Programs in Practice: Teaching Life Skills: A Public Health Exercise." Kappa Delta Pi Record 34, no. 4 (1998): 156–57. http://dx.doi.org/10.1080/00228958.1998.10518757.

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Barss, P. "Cautionary notes on teaching water safety skills." Injury Prevention 1, no. 4 (1995): 218–19. http://dx.doi.org/10.1136/ip.1.4.218.

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Oliveira, Karime Rodrigues Emilio de, Monica Martins Trovo, Amanda Creste Martins da Costa Ribeiro Risso, and Eliana Mara Braga. "The teaching approach on communicative skills in different teaching methodologies." Revista Brasileira de Enfermagem 71, no. 5 (2018): 2447–53. http://dx.doi.org/10.1590/0034-7167-2017-0728.

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ABSTRACT Objective: to understand, from the perspective of professors, which are the facilities and difficulties in the development of communication skills in nursing undergraduates who experiment different teaching-learning methodologies. Method: qualitative research performed with 30 nursing professors from two public education institutions. The data was collected by semi-structured individual interview with guiding questions. We used Bardin's content analysis for the data processing and analysis. Results: the development of communication skills is influenced by factors such as the experience of practical activities, students' individual characteristics, use of active methodologies, access to the mass media, relationship of proximity between student and professor, and knowledge of theoretical concepts of communication and nursing. Final considerations: there is similarity between the influential factors, however, the use of active methodologies seems to favor the development of communication skills.
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Dissertations / Theses on the topic "Teaching of public communcation skills"

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Халезова, Л. В. "Формування навичок публічної комунікації як одного з основних чинників підготовки конкурентноспроможного професіонала". Thesis, Рибэст, 2012. http://essuir.sumdu.edu.ua/handle/123456789/63719.

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Проаналізовано необхідність формування спеціальних комунікативних навичок для публічної комунікації на прикладі складання та проведення бізнес-презентацій.<br>The paper analyzes the need for specific communication skills forming using creating and performing business-presentations as an example that will later help in a career of a student majoring in international economics because of the need to develop concepts of intercultural communication.
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Dung, Tran BA Viet, and n/a. "Teaching listening skills to students of commerce at Hanoi Foreign Trade College." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060706.122222.

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There is a great need for competent teaching of Business English in tertiary institutions in Vietnam. At the Hanoi Foreign Trade College (HFTC) alone, about 150 students per year seek training to equip them to work in export and import organizations, banks for foreign trade and customs departments. In teaching such students, one problem is the provision of interesting and relevant materials. This study addresses the question of selection of materials and techniques for teaching business English listening skills. This Field Study Report consists of five chapters. Chapter 1 describes the purposes and aims of study, the background to this study, dealing with students, the teaching and the curriculum. Chapter 2 looks at the general theory about listening and in particular listening in business. The chapter also describes listening requirements for business graduates from the HFTC. Chapter 3 discusses criteria for selection of textbooks for language teaching in general and for teaching listening skills in business English in particular. Chapter 4 surveys the teaching of business English in two institutes of Technical and Further Education in the Australian Capital Territory (ACT). The final chapter makes suggestions for priorities to improve the teaching of business English. This Field Study Report should be regarded as an exploratory attempt in choosing classroom techniques and materials for teaching listening skills to students of commerce at the Hanoi Foreign Trade College.
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Nga, Dang Thi, and n/a. "Teaching oral communicative skills to trainee interpreters at the University of Hanoi." University of Canberra. Liberal Studies, 1986. http://erl.canberra.edu.au./public/adt-AUC20060824.124125.

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At present, there is a great demand for qualified interpreters in Vietnam, but the oral proficiency of the trainee interpreters graduating from the University of Hanoi is far from being satisfactory. This Field Study is an attempt to search for appropriate ways to improve the oral proficiency of final year interpreters at Hanoi University. As any language teacher's work is determined consciously and unconsciously by his/her view of language and language learning, the effective teaching of oral communicative skills requires a good understanding of the nature of language, communication and its process of learning. This field study attempts to review the major theories of language and language learning and their implications for language teaching; and tentatively suggests some guidelines for syllabus design, classroom procedures, and techniques for teaching oral communication skills for final year trainee interpreters at Hanoi University in the light of new developments in these theories of language teaching.
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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.

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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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Seng, Gee Chiau, and n/a. "An analysis of effective teaching skills : with particular reference to a Singapore context." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060711.160850.

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This study sets out to analyse the teaching skills of an effective Australian teacher of French in a primary school in Canberra. Chapter One provides an overview of the primary education in Singapore with particular emphasis on the language policies. The purpose and scope of the study and the approach used in carrying out the study are also described in this chapter. Chapters Two to Six present descriptive features of the teacher's teaching approach. Clarity in her goals and instructions to her Year 3 and Year 5 classes were analysed through extracts of the classroom discourse. The way the teacher provided encouragement and feedback on errors to her Year 3 class were also described. The variation in the pace of her speech in relation to the activities and the adjustments made when she posed questions according to the language proficiency of the pupils, also form part of the data analysed. In Chapter Eight, conclusions were made of the possibility of transferring the teaching approaches to the teaching of English as a second language in primary schools in Singapore by comparing the French program described in Chapter Seven with the primary education system in Singapore. The study concludes with an overview of the areas that need further research and study.
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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.

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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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Hurley, Gabrielle C., and n/a. "Towards the 'Smart State': The Teaching and Learning of Thinking Skills." Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040220.150536.

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In an age of substantial educational reform, the teaching and learning of 'thinking-skills' are considered to be an integral component of a child's education. Further, they are considered an important factor in developing skills which may contribute to increased learning outcomes for all learners. Current reform agenda nominate a range of 'thinking-skills' and processes that inform essential lifelong learnings and that are supported by characteristics that all learners should exhibit. At the heart of such prescription is a vision of a future in which 'process' rather than 'knowledge' will be the focus. A fundamental paradigm shift is pressing, and so too, the revised role of the teacher. Teacher practices that assist students to search for their own understandings rather than follow other people's logic are paramount and essential to the successful implementation of educational change. This case study presents one teacher's approach to the provision of 'thinking-skills' instruction in a primary school classroom for year-six children. The three objectives of the project were first, to trial a different pedagogical approach, second, to influence and change the 'thinking' habits of youngsters, and third, to encourage students to employ 'good thinking' in order to maximize learning outcomes. The model for implementation was underpinned by philosophical approaches gleaned from the literature, which were caring, humane, stimulating and creative. An eclectic mix of insights and strategies were employed to target full immersion of students and teacher into a 'Thinking-Skills Classroom'. Data were gathered from two groups of student participants who represented two discrete learning contexts. One context was that of the Trial Classroom, where the 'immersion' process sought to create a 'culture of thinking', in which 'thinking' was the focus of all teaching, learning, and operating activity. The context of the Control Classroom, was one in which 'thinking' was not the focus of all instruction and learning, but rather, was taught in an incidental and less formal manner. The aim of this study was to determine whether significant educational outcomes would become apparent in the Trial Classroom, that is in a context where children were immersed in, and learned to use, a range of strategies aimed at progressing them as independent, confident and 'accomplished thinkers'. The teaching experiment that was 'The Thinking-Skills Classroom', proved successful. The research has revealed effective 'transfer' after instruction for students in the Trial Classroom. Learners effectively applied new 'thinking understandings' into everyday thinking situations, in addressing real-life problem solving, and in producing evidence of new ways of operating. Across all strata of academic ability students from the Trial Classroom increased their thinking prowess. A category was established for 'excellent thinkers', where students demonstrated acquisition of a different set of skills from those normally associated with 'good thinking'. Students developed increased self-confidence, risk-taking initiatives and independence across the board as a result of increased thinking ability. A study of this kind may be helpful to other teacher/researchers who are considering instructional and curriculum change in light of wider paradigmatic change in education. Although this particular study would be difficult to replicate, this researcher's story can be usefully interpreted to allow insights and generalizations from the case-study to be made. These may serve as a catalyst for other innovative school-based pedagogies to emerge, and for new learning approaches to be considered and trialled, in order to prepare students for life and learning in the Twenty-First Century.
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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.

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Brown, Nicola, and n/a. "The development of medical students� communication skills throughout training : a longitudinal study." University of Otago. Dunedin School of Medicine, 2005. http://adt.otago.ac.nz./public/adt-NZDU20070130.160535.

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There is ample evidence that clinical communication skills deteriorate in medical students without specific training, but are improved by training. However, little is known about how well-equipped students are to communicate with patients on entering medical school, and there is limited evidence about whether all students improve with tuition in communication skills. This thesis describes a longitudinal study into these issues at the University of Otago�s Medical School. It was hypothesised that the majority of participants would demonstrate significant improvement in communication skills over their first two phases of specific tuition in communication. However, a small minority of participants were expected to fail to develop adequate skills in communication over this time, and the researcher wished to investigate whether any of the variables measured at baseline (demographic characteristics, personal qualities, academic abilities, and demonstrated interaction and interview observation skills) would predict those participants who developed superior communication skills, or who failed to demonstrate sufficient improvement by the end of eighteen months of medical education. Participants were 232 new entrants to the Otago Medical School programme, who were evaluated at three time points over the first eighteen months of their medical training. After completing a range of baseline measures (including a pre-training videotaped interview with a simulated patient role-played by an actor), participants completed two phases of communication skills training and, at the end of each phase, undertook a further videotaped interview. Interviews were marked by trained raters, using a novel assessment tool, the Brown-Peace Interview Marking Schedule, developed specifically for this purpose. Actors and participants themselves also evaluated each interview. Results showed that there was considerable variation in participants� abilities to perform the pre-training interview, indicating that the communication skills required in a clinical setting were not present in the majority of participants before training. Analysis of participant performance over time indicated that, while certain skills improved with training (e.g., receptive listening skills, non-verbal expression, and degree of structure in the interview) others did not improve significantly (e.g., responsiveness to the patient�s needs). As a group, participants benefited from the training, but a small sub-group of participants exhibited significant deficits in communication, even after two phases of communication skills training. It was easier to predict those participants who would develop superior communication skills than those who would continue to experience difficulties with simulated interviews. However, a small number of qualities (such as lack of familiarity with the English language, and high levels of personal qualities such as aloofness) were useful predictors of poor performance in the videotaped interviews. Further research could clarify whether the same personal qualities influence student performance in later interviews, once students have had more experiential training and opportunities to practise interviewing in a range of settings. In terms of the practical implications of the research findings, a number of issues are highlighted, such as the range of skills required of those who teach and evaluate communication skills. Recommendations are made regarding the timing, content and implementation of communication skills training for medical students.
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Vu, Ngoc Tu, and n/a. "Towards a syllabus for the teaching of writing for Vietnamese students." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.160245.

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This Study considers some of the problems and solutions to the needs of Vietnamese tertiary students with respect to writing in English in the University setting. The Study identifies that writing English as a foreign language has been and continues to be a f u n d a mental difficulty for Vietnamese tertiary students. Consequently, in order to understand the difficulty and the needs of such students, this Study enters into a consideration of the language and learning needs of the target population and describes the teaching strategy and syllabus content necessary to assist such students to function in English writing more adequately. In order to realise these aims, the Study reviews the relevant literature with respect to: (i) the development of the theory of the concept of writing in a foreign language , and (ii) the teaching of different foreign language teaching methods in the twentieth century. Finally , details of syllabus design and suggested techniques are presented in Appendices 1 and 2 respectively.
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Books on the topic "Teaching of public communcation skills"

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Presentation skills for teachers. Kogan Page, 1995.

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Southern African Conference on Communication Skills for the Public Sector (1986 Lusaka, Zambia). Communication skills for the public sector: Proceedings of the Southern African Conference on Communication Skills for the Public Sector, Lusaka 1986. Communication Unit, National Institute of Public Administration, 1987.

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Gottfried, Karen. Teaching information-management skills to students attending public elementary schools in southeastern Pennsylvania. University Microfilms International, 1988.

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Instance, Joanne. Classroom critters: Developing our writing skills. s.n., 2002.

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JoAnne, Moore, ed. Teaching library skills in grades K through 6: A how-to-do-it manual. Neal-Schuman, 1993.

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Harvey, John R., M.P.H. and Lancaster R. Brick, eds. Community health education: Settings, roles, and skills. Aspen Systems Corp., 1985.

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Harvey, John R., M.P.H. and Lancaster R. Brick, eds. Community health education: Settings, roles, and skills. 2nd ed. Aspen Publishers, 1989.

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Fuentes, Sara María. Logro escolar y poder: Sus implicaciones en el desarrollo sociomoral de los estudiantes de una escuela técnica. Plaza y Valdés, 2005.

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J, Breckon Donald, and Breckon Donald J, eds. Community health education and health promotion: Settings, roles, and skills. 5th ed. Jones and Bartlett Publishers, 2009.

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Harvey, John R., M.P.H. and Lancaster R. Brick, eds. Community health education: Settings, roles, and skills for the 21st century. 3rd ed. Aspen Publishers, Inc., 1994.

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Book chapters on the topic "Teaching of public communcation skills"

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Schneider, Jan, Dirk Börner, Peter van Rosmalen, and Marcus Specht. "Presentation Trainer: A Toolkit for Learning Non-verbal Public Speaking Skills." In Open Learning and Teaching in Educational Communities. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11200-8_56.

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Aprile, Domenico. "Makers in Education: Teaching is a Hacking Stuff." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_5.

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AbstractSeveral changes and challenges affect contemporary society: public administration, business, society at large. The lowest common denominator is digitization through IT tools. And what about school systems? Do they play a decisive role in enabling the skills needed to these challenges? We send our children to school to prepare them for a fast-changing world. But have our schools (and teachers) changed in the last 100 years? Modern teachers are being asked to change their teaching and learning practices, and to implement methodologies (including the use of IT tools) and make way for new teaching practices.
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Maggini, Massimo. "La competenza lessicale nei metodi d’insegnamento linguistico." In Competenza lessicale e apprendimento dell’Italiano L2. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-403-8.03.

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The article analyzes the importance of the development of lexical competence within the various glottodidactic methods. In particular, it is highlighted how, at present, teaching vocabulary has definitively freed itself from a subordinate, almost accessory, position with respect to grammar teaching. The article then focuses on the role of the dictionary in learning vocabulary and on the necessary skills for its use. It is highlighted the lack, in Italian L2, of pedagogical dictionaries, i.e. simplified monolingual dictionaries specifically designed for a non-Italian speaking public. The article ends with the description of the most important corpora of Italian language, which could became useful operational tools in teaching vocabulary.
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Egglezou, Foteini. "Odyssey' Scientific Debate: Rhetoric STEM Education." In Competing, cooperating, deciding: towards a model of deliberative debate. Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-329-1.10.

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Τhe Erasmus+ KA2 Odyssey project aims at introducing debates on STEM topics in European schools for cultivating the scientific, argumentative and critical literacy as well as the communication skills of students in secondary education (13-19 years old). In Greece, the testing phase (October 2019-June 2020) involved 18 STEM educators and 126 students from 11 schools. The debate format, which combined elements of Oxford and Public Forum, aimed at making students realize that scientific ideas and practices are not absolute, objective and immutable and therefore require discussions based on convincing arguments supported by relevant and sufficient evidence. The first findings of the project were encouraging, revealing that the rhetorical turn in the teaching of science through debates is purposeful for promoting advances in the modern STEM classroom despite the barriers that hinder analogous efforts.
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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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"Skills Seminars." In Experiential Teaching for Public Health Practice, edited by Bud Nicola. BENTHAM SCIENCE PUBLISHERS, 2017. http://dx.doi.org/10.2174/9781681083872117010014.

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"frequency count of rule mention does not, of course, reveal much about the effectiveness or appropriateness of the rules themselves. Some experienced teachers established a rule such as that forbidding pupils' casual chatter when the teacher is talking during phases of public exposition, by stating it quite explicitly in the first seconds of their first lesson, punishing the first infraction moments." In Classroom Teaching Skills. Routledge, 2006. http://dx.doi.org/10.4324/9780203135983-42.

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Wosh, Peter J., Cathy Moran Hajo, and Esther Katz. "Teaching Digital Skills in an Archives and Public History Curriculum." In Digital Humanities Pedagogy. Open Book Publishers, 2012. http://dx.doi.org/10.2307/j.ctt5vjtt3.8.

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Wosh, Peter J., Cathy Moran Hajo, and Esther Katz. "Teaching Digital Skills in an Archives and Public History Curriculum." In Digital Humanities Pedagogy: Practices, Principles and Politics. Open Book Publishers, 2012. http://dx.doi.org/10.11647/obp.0024.04.

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Wanna, John, Russell Ayres, Brian Head, and Trish Mercer. "Public policy theory, practice and skills: Advancing the debate." In Learning Policy, Doing Policy: Interactions Between Public Policy Theory, Practice and Teaching. ANU Press, 2021. http://dx.doi.org/10.22459/lpdp.2021.15.

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Conference papers on the topic "Teaching of public communcation skills"

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Knapik, Janete, Synara Sepulveda Sales, Romilda Guilland, et al. "DEVELOPMENT OF SOFT SKILLS FOR THE LABOR MARKET IN PUBLIC TEACHING ADOLESCENTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1932.

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O'Leary, Shannon, and Parvaneh Abbaspour. "LCphysX: Teaching Undergraduate Physics Majors Multi- Media Science Communication Skills for Public Outreach." In 2015 Conference on Laboratory Instruction Beyond the First Year. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/bfy.2015.pr.018.

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Zhussupova, Roza Flurovna, Sholpan Zharkynbekova, and Shynar Suleimenova. "Exploring PechaKucha in EFL Learners’ Public Speaking Performances." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5103.

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The purpose of the study is to examine PechaKucha helps EFL Learners’ to enhance their Public Speaking Performances and to explore useful information regarding the PechaKucha implementation as a learning tool. This study was conducted with sixty students at the University level. They were assigned into two groups randomly as experimental and control. The experimental teaching put into practice PechaKucha in accordance with public speaking activities. Meanwhile, the control group was given conventional speaking lessons only. To assess the performance the initial and post-testing by means of analytic scoring rubrics were used. In addition, a survey questionnaire was administrated to experimental group to examine their attitudes towards using Pecha Kucha in improving public speaking skills. The results showed that themost number of students in the experimental group scored higher points than the control group. It can be concluded that the average performance of experimental group on the speaking public presentation skills posttesting increased in 10% comparing with that of the control group. Questionnaire’s results reported that EFL learners in the experimental group mostly conveyed positive attitudes. This study recommended that EFL students need to be familiarized and trained with the use of PechaKucha technology into their EFL teaching.
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Aliza, Ana Dyah, and Farida Kartini. "Student Perception of the Preceptorship Model in Midwifery Care: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.43.

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ABSTRACT Background: Preceptorship is a time-limited, education-focused model for teaching and learning within a clinical environment that uses a clinical staff as role models. Its primary goal is to assist new staff and students in adapting to their roles, develop clinical skills and socialize the novice to a department or institution. This difference has caused various opinions from related parties. This study aimed to determine the implementation of a tutorial system from different levels of student education to the entire midwifery health care system. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, Wiley, Google Scholar, dan Sciendirect. The inclusion criteria were English-language and full-text articles published between 2000 and 2019. The data were selected by the PRISMA flow chart. Results: Ten articles from total of 803 articles found. It was divided into two categories: Elements in the preceptorship model and application of preceptorship. Preceptorship can help preceptors to improve teaching effectiveness and create an effective learning environment so that preceptors can perform clinical skills to improve the quality of education. The problem that arises in preceptorship in many student reports is the difficulty students experience in finding their clinical practice area. Professional organizations provide several solutions to the issues that occur in a preceptorship, one of which is paying attention to student attendance and facilitating students to give input and ideas. Conclusion: The application of the principles in the practice of midwifery clinics varies because the guideline instruments are not standardized. Keywords: Perspectives, Preceporship, Students, Midwifery Correspondence: Ana Dyah Aliza, Universitas ‘Aisyiyah Yogyakarta. Jalan Ringroad Barat No.63, Mlangi, Nogotirto, Gamping Sleman, Yogyakarta, Email: anadyahaliza@gmail.com Mobile: 085600072744. DOI: https://doi.org/10.26911/the7thicph.03.43
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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.
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Juríčková, Lubica, Kateřina Ivanová, Kateřina Azeem, and Dagmar Tučková. "Teaching Communication with Disabled Patients Using Case-Based Learning – Experience from practice." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13023.

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The aim of this paper is to describe what lecturer’s experiences of teaching communication are with disabled patients using CBL method at Faculty of Medicine and Dentistry, Palacký University Olomouc. The CBL didactic method includes both intentional and unintentional learning. It is a method of controlled questioning and provides more space for teaching of small groups. During lessons students can communicate with a disabled patient, i.e. an adult with limited legal capacity due to mild mental retardation, and his public guardian. It helps medical students better understand communication processes with a disabled patient and develop interpersonal skills. Using CBL method, students think critically and ask targeted questions to the public guardian of the disabled patient. This experience strengthens the feeling of empathy with the patient, allows him to get to cooperate in treatment. Students are familiar with the communication problem before the lesson. The teacher acts as a facilitator. The inclusion of patient with limited legal capacity and his guardian in the conduct of CBL communication seminars meet the needs of practical training in communication. Keywords: disability; mental retardation; legal capacity; health communication; medical education; case-based learning.
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Parnell, Roderic. "Applying Sustainability Knowledge and Skills to Post-COVID Challenges." In Challenges in Economics and Business in the Post-COVID Times. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.epf.5.2022.51.

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The term “wicked problems” describes urgent challenges that are ill-defined, dynamic, complex, public, and often intractable. They stem from interconnected economic, social and environmental problems. Sustainability professionals take a transdisciplinary approach to creating a more sustainable society when dealing with wicked problems like climate change, water policy, resource management, biodiversity, and sustainable development. As society adapts to the complexities of a postCOVID world, it has become increasingly important to incorporate broader perspectives in decision-making. With the many interconnected issues of health, economics, and politics left in the wake of COVID-19, the business community must examine the role of corporate responsibility in addressing these problems. Business can look to the field of sustainability science for tools to help with this. Sustainability is oriented toward problem-solving on a variety of scales, from entrepreneurial niche innovation to global accords. Sustainability expertise will tackle wicked problems evolving in the post-COVID-19 economy - the flow of raw materials through the economy and the development of social resources to address issues of justice, equity, diversity, and inclusion. Sustainability skills can be used to more efficiently acquire and use raw materials through the improved application of circular economy principles. Examples include how to use blockchain technology to create a more effective supply chain. Sustainability science also emphasises interpersonal and intrapersonal skills. These skills improve the acquisition and understanding of stakeholder perspectives, bridging differences in perspectives and vocabularies. Intrapersonal skills help to develop attitudes of community engagement and corporate responsibility, teaching how to incorporate stakeholder concerns in personal decision making. Sustainability professionals strive to build a more resilient, robust, efficient, and most importantly, effective society. A key focus is on building interactive networks and promoting community engagement and social responsibility.
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Pushkina, Valentina, Svetlana Razmahova, Dilbar Borisovets, Irina Gernet, and Tatyana Shirokova. "Use of Speech Exercises at Correction of Rigidity Level in Students." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-74.

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To date, the guiding values of the domestic educational system have been changed. Knowledge and skills have been substituted with competences i.e., the ability to perform any work in an efficient and the cheapest manner. A practice-oriented approach has come to the forefront, requiring changes in teaching methods and technology. Therefore, active and interactive forms of education have taken a significant place in the educational process. By organising the learning process in this way, personal features of students, plasticity and flexibility of mental formations play an important role. In the course of intercommunication, the improvisation method is often employed, therefore such a personal trait as rigidity can badly hamper intercommunication. The methods embraced under the study were as follows: questionnaires to discover student personality characteristics, the analysis of scientific and research publications on the subject topic. To alleviate rigidity, speech exercises to develop speech skills and enunciation were used. The students’ rigidity was assessed prior to and following the Effective Engagement Techniques class, which included 36 hours of classroom work. The study demonstrated that the use of speech training exercises in the teaching process significantly reduced the level of rigidity in students: the number of students with high levels of rigidity decreased by 19 %, the group of students with medium levels of rigidity decreased by 6 %, and the group with low levels of rigidity increased by 25 %. The changes in young people’s personal characteristics will enable them to alter their actions more effectively and to adapt to the changing external environment.
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Karamolegkou, Anastasia, Christina Diamantopoulou, Georgia Koutentaki, and Lefkothea-Vasiliki Andreou. "CO-CONSTRUCTING A LEARNING EXPERIENCE TO APPROACH MENTAL ILLNESS IN THE CLASSROOM: A TEACHING MICRO-SCENARIO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end148.

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Social distancing, isolation, stress, and fear in the times of the COVID-19 pandemic are factors that trigger or exacerbate mental health conditions. Further to this, mental health literacy is particularly relevant to secondary education as puberty is a common age of onset of mental disorders. Nevertheless, the topic is somewhat overlooked due to teaching challenges that involve potential emotional triggers, the complex and sensitive nature of the issue, as well as a limited pool of educational resources. Here, we propose a teaching micro-scenario that addresses the topic of mental health literacy via an interdisciplinary approach that promotes active learning. First, students are introduced to the neurobiology of mental disorders by means of engaging with interactive audiovisual materials and a 3D brain simulation. Then, students work on their statistics skills by calculating estimates on affected populations including the school community. Finally, art and creativity are employed to explore healing and public health. The evaluation of the proposed learning intervention is achieved in the form of plenary discussion.
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Lilly, Blaine W., Lisa M. Abrams, Michael Neal, K. Srinivasan, and Daniel Mendelsohn. "Developing an Effective Platform for Introducing Mechanical Engineering in a Large Public University." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86853.

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In conjunction with a shift from an academic calendar based on ten–week quarters to one based on semesters, the Department of Mechanical and Aerospace Engineering at The Ohio State University has completely re–designed the mechanical engineering curriculum. As a part of this re–design, the MAE department has added a new course for sophomores entering the department that will emphasize hands–on skills in machining and electronics while simultaneously giving students a broad introduction to the kinds of problems that mechanical engineers typically confront in industrial practice. This paper describes the evolution of our thinking as we created the teaching platform that is the heart of the course, a multi–cylinder compressed air motor. Lectures are structured to provide ‘just in time’ information to the students as they build and test this platform in the laboratory. It was crucial to create a device that would be complex enough to challenge the students and provide an opportunity to explore the widest possible range of mechanical engineering concepts. After a review of similar courses in other programs, we decided to employ a multi–cylinder compressed air motor, controlled by a commercially available microprocessor, as the teaching platform. Because the course will be required of all students entering the major, an overriding constraint on the design is that the device is simple enough for three hundred students a year, working in teams, to construct and test it. At the same time, the air motors must also be complex enough to support the learning objectives of this course and subsequent courses in the curriculum. Our final design is a direct–injection six–cylinder radial compressed air motor that is controlled by an Arduino© microprocessor. Students will spend five weeks machining and assembling the motors in the machine shop, another four weeks learning to program the Arduino© to control the motor, and the remainder of the term testing and analyzing the performance of the motors. The air motors allow us to introduce students to machine design, engine design, thermodynamics, fluid flow, vibrations, electronics, and controls. We have pilot tested this course twice, and find that the students quickly take ownership of the motors, and are quite interested in optimizing the design to improve performance.
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Reports on the topic "Teaching of public communcation skills"

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BARYSHNIKOV, M. P., and A. M. BARYSHNIKOVA. ON TEACHING THE BASICS OF ACADEMIC COMMUNICATION IN A NEW FORMAT. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-7-15.

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The article is devoted to the problem of teaching academic communication to future engineers. The authors consider the possibilities of teaching the “Basics of Academic Communication” to future engineers in new formats in order to form competencies listed in the syllabus. It is essential to use not only traditional teaching methods, but also innovative, interactive teaching methods, to use tasks in new formats aimed at developing students’ skills to shape their own knowledge, working in groups. The authors describe the system of work that develops the ability to communicate effectively and present the results of research and project activities at various public events, not only in Russian, but also in a foreign language.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Foreit, James R. FRONTIERS capacity building: An overview. Population Council, 2002. http://dx.doi.org/10.31899/rh2002.1005.

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The Population Council’s Frontiers in Reproductive Health Program is a cooperative agreement with USAID to improve family planning and reproductive health service delivery through operations research (OR). Frontiers builds on more than 20 years of research to improve family planning service delivery programs. A major goal of Frontiers is to transfer skills in OR so that public and private agencies in developing countries can conduct OR and apply research findings to reproductive health programs and policies. OR addresses problems in operational effectiveness, access, quality, and efficiency by investigating facets of programs that managers can control and change. As concluded in this overview report, Frontiers seeks to institutionalize capacity building by increasing the number of service delivery organizations that use OR and increasing the number of research organizations capable of conducting and teaching OR. Investment in capacity building will ensure that OR will make a continuing, significant contribution to reproductive health and family planning programs and policies.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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