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Artigos de revistas sobre o tema "Presentation"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 9 de junho de 2025

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1

Pihlar, Tanja. "Zur Theorie der Vorstellungsproduktion (,,Grazer" Gestalttheorie I: France Weber)." Grazer Philosophische Studien 73, no. 1 (April 1, 2006): 27–41. http://dx.doi.org/10.1163/18756735-073001002.

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In the following discussion, we are dealing with Weber's theory of the production of presentations, as presented in his article "The Problem of the Production of Presentations". In this article, published in 1928, Weber offers an essential modification of a version of the theory of objects which had been developed by the Graz school (and was closely linked with the theory of higher-order objects). According to Weber, the production of presentations consists in a primary transition from passive to corresponding active presentations (so there is active as well as passive presentation). Weber distinguishes several types of production of presentations: psychophysical, content, act, intentional, and surrogate production, all of which can be divided into many subtypes. Most interesting in this connection is his theory of intentional presentation. In the 1928 article, Weber postulates non-intentional presentations, on which intentional presentations are based. He distinguishes four levels of intentionality: non-intentional presentation, on the lowest level, is followed by presentational intentionality, isolative, and rational intentional presentation. Weber's 1928 article is of considerable importance for an understanding of his subsequent philosophical development.

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Hayne, Arlene N., and Gretchen S. McDaniel. "Presentation Rubric: Improving Faculty Professional Presentations." Nursing Forum 48, no. 4 (July 8, 2013): 289–94. http://dx.doi.org/10.1111/nuf.12043.

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Phuong, Pham Thi. "The use of videotaping in improving students’ presentation skill in English." Tạp chí Khoa học 15, no. 1 (September 20, 2019): 68. http://dx.doi.org/10.54607/hcmue.js.15.1.2233(2018).

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This study explores videotaping in improving students’ presentational skill in English. It was conducted with 90 students at Thuong Mai University who videotaped their presentations. The analysis of the presentation skill scores; self-assessment and questionnaires for the experimental groups indicates that videotaping is attributed to the sharpening of students’ presentation skill on a number of aspects.

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Gould, Elizabeth, and Kaitlin Gram. "Fostering Presentation Competence: Instituting a Comprehensive Presentation Curriculum." Issues in Language Instruction 3 (January 10, 2018): 6. http://dx.doi.org/10.17161/ili.v3i0.6990.

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Oral presentations are a part of the curriculum in many, if not most, academic listening/speaking courses. Often students are required to give presentations with very little direct instruction on what constitutes a good presentation let alone how to develop and present one. In this presentation, Kaitlin Gram and I explored the importance of having an oral presentation curriculum as well as its benefits. Additionally we provided an overview of an oral presentation curriculum I began developing a few years ago, which Kaitlin further developed into a full curriculum that she has implemented in the listening/speaking courses at Missouri Southern State University

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Gould, Elizabeth, and Kaitlin Gram. "Fostering Presentation Competence: Instituting a Comprehensive Presentation Curriculum." Issues in Language Instruction 3, no. 2 (January 10, 2018): 6–8. http://dx.doi.org/10.17161/ili.v3i2.6990.

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Oral presentations are a part of the curriculum in many, if not most, academic listening/speaking courses. Often students are required to give presentations with very little direct instruction on what constitutes a good presentation let alone how to develop and present one. In this presentation, Kaitlin Gram and I explored the importance of having an oral presentation curriculum as well as its benefits. Additionally we provided an overview of an oral presentation curriculum I began developing a few years ago, which Kaitlin further developed into a full curriculum that she has implemented in the listening/speaking courses at Missouri Southern State University

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Angela, Cosciug. "Volume Presentation." Limbaj si context / Speech and Context Journal 1(III)2011, no. 3 (June 21, 2017): 19–20. https://doi.org/10.5281/zenodo.815341.

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Angela, Cosciug. "Volume Presentation." Limbaj si context / Speech and Context Journal 2(II)2010, no. 2 (June 21, 2017): 17–19. https://doi.org/10.5281/zenodo.815389.

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Angela, Cosciug. "Volume Presentation." Limbaj si context / Speech and Context Journal 1(II)2010, no. 2 (June 21, 2017): 19–21. https://doi.org/10.5281/zenodo.815423.

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Angela, Cosciug. "Vomu Presentation." Limbaj si context / Speech and Context Journal 1(I)2009, no. 1 (June 23, 2017): 1–2. https://doi.org/10.5281/zenodo.817442.

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Wu, Liwei, Yilin Zhang, Justin Leung, Jingyi Gao, April Li, and Jian Zhao. "Planar or Spatial: Exploring Design Aspects and Challenges for Presentations in Virtual Reality with No-coding Interface." Proceedings of the ACM on Human-Computer Interaction 8, ISS (October 24, 2024): 70–92. http://dx.doi.org/10.1145/3698128.

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The proliferation of virtual reality (VR) has led to its increasing adoption as an immersive medium for delivering presentations, distinct from other VR experiences like games and 360-degree videos by sharing information in richly interactive environments. However, creating engaging VR presentations remains a challenging and time-consuming task for users, hindering the full realization of VR presentation's capabilities. This research aims to explore the potential of VR presentation, analyze users' opinions, and investigate these via providing a user-friendly no-coding authoring tool. Through an examination of popular presentation software and interviews with seven professionals, we identified five design aspects and four design challenges for VR presentations. Based on the findings, we developed VRStory, a prototype for presentation authoring without coding to explore the design aspects and strategies for addressing the challenges. VRStory offers a variety of predefined and customizable VR elements, as well as modules for layout design, navigation control, and asset generation. A user study was then conducted with 12 participants to investigate their opinions and authoring experience with VRStory. Our results demonstrated that, while acknowledging the advantages of immersive and spatial features in VR, users often have a consistent mental model for traditional 2D presentations and may still prefer planar and static formats in VR for better accessibility and efficient communication. We finally shared our learned design considerations for future development of VR presentation tools, emphasizing the importance of balancing of promoting immersive features and ensuring accessibility.

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MARGALIT, DAN, and JON McCAMMOND. "GEOMETRIC PRESENTATIONS FOR THE PURE BRAID GROUP." Journal of Knot Theory and Its Ramifications 18, no. 01 (January 2009): 1–20. http://dx.doi.org/10.1142/s0218216509006859.

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We give several new positive finite presentations for the pure braid group that are easy to remember and simple in form. All of our presentations involve a metric on the punctured disc so that the punctures are arranged "convexly", which is why we describe them as geometric presentations. Motivated by a presentation for the full braid group that we call the "rotation presentation", we introduce presentations for the pure braid group that we call the "twist presentation" and the "swing presentation". From the point of view of mapping class groups, the swing presentation can be interpreted as stating that the pure braid group is generated by a finite number of Dehn twists and that the only relations needed are the disjointness relation and the lantern relation.

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Novitasari, Heryanti, Syafryadin Syafryadin, and Dedi Sofyan. "The Rhetorical Structure of Students’ Presentation in Speaking Class." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 2 (November 30, 2022): 263. http://dx.doi.org/10.29240/ef.v6i2.5451.

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This study aims to find the rhetorical structure of Move and Step which are often found in the Speaking for Presentation class. Additionally, this research looks into the typical pattern of students’ presentations in the Speaking for Presentation class. This study used a mixed-method research strategy that incorporates qualitative and quantitative data. The object of the research is 30 video presentations of 4th-semester English education students from the Speaking for Presentation class at Bengkulu University. From this study, it was found that the rhetorical structures of the Moves and steps that are most often found in students' presentations in the Speaking for Presentation class are Greeting the audience, Introduction of oneself/other speakers, Announcing the topic of oral presentation, Hortatory/narration, Summarizing the points/conclusion, and Thanking/Thank you. Then, the second of the Moves and the steps that are most often found in students' presentations in the Speaking for Presentation class are Leading the audience into the content and Suggestion. Furthermore, the typical patterns found in student presentations are Obligatory and Conventional.

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Al-Saggaf, Mohammad Ali, and Amira Aida Iman binti Azman. "Management and Science University BTESL Students' Perceptions towards Anxiety in Oral Presentation." Journal of Translation and Language Studies 2, no. 1 (March 31, 2021): 66–81. http://dx.doi.org/10.48185/jtls.v2i1.192.

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Regardless of age, students often experience anxiety in oral presentations. This quantitative study investigates the perceptions of students towards anxiety in oral presentation in a tertiary educational context. It aims to examine students’ perceptions of anxiety in oral presentations and the factors affecting anxiety in oral presentation. A total of three hundred and two students taking Bachelor in Teaching English as a Second Language (BTESL) in Management and Science University, Malaysia participated in this study by answering an adapted questionnaire with two sections: demographic and anxiety in oral presentation. The items under anxiety in oral presentation revealed students’ perceptions towards anxiety in oral presentation and factors affecting anxiety in oral presentation. Collected data were analyzed through Statistical Package for Social Sciences (SPSS). Results showed that the respondents perceived anxiety in oral presentation to be negative. Moreover, there were six factors affecting anxiety in oral presentation which were preparation, number of presentations, teacher’s feedback, audience’s attention, self-confidence and make mistakes. Thus, the results concluded that the students perceived anxiety in oral presentation to be negative and perceived that the major factor affecting their anxiety was preparation.

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Angela, Cosciug. "Volume Presentation." Limbaj si context / Speech and Context Journal 2(I)2009, no. 1 (June 23, 2017): 21–22. https://doi.org/10.5281/zenodo.817399.

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Prodanovic, Tijana. "Ten Commandments for Presentations." Communicating Astronomy with the Public 3, no. 3 (November 1, 2009): 19–20. https://doi.org/10.5281/zenodo.14868587.

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It always amazes me, unfortunately often in a negative way, how only a few people know how to make and deliver a good presentation. For many scientists it’s usually their Achilles’ heel. Many get so caught up in their work that when they present it at a scientific meeting or to the general public, their presentation often looks confusing, boring or sometimes even scary. The good news is that there are some general rules that can work magic with presentations.

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A Rahman, Muhammad Hazwan, Siti Afiqah Mohammad, Nor Haniza Sarmin, Nurain Mieza Mahirah Mohd Sarip, Siti Nuraishah Mukhtar, and Ani Ayuni Zainal. "Transformation of Matrix Presentation for Bieberbach Groups into Polycyclic Presentations." Malaysian Journal of Fundamental and Applied Sciences 20, no. 6 (December 16, 2024): 1375–91. https://doi.org/10.11113/mjfas.v20n6.3457.

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A Bieberbach group is a torsion free crystallographic group that represents an extension of a free abelian lattice group by a finite point group. This research began by taking the group offered in the Crystallographic Algorithms and Tables (CARAT) package, which is in the matrix form. There are only four Bieberbach groups of dimension six to be isomorphic to the quaternion point group of order eight. In this study, three Bieberbach groups of dimension six with the quaternion point group of order eight that are considered as only the first group has been found its well-defined polycyclic presentation. Every group has eight generators that describe the group. However, the algorithm used in constructing the polycyclic presentation requires a new arbitrary generator to be added into the group. Then the consistency relations need to be checked and the polycyclic presentation is said to be a well-defined construction if it is consistent. Therefore, this study shows the construction of polycyclic presentation with the new arbitrary generator for all three groups. Furthermore, the polycyclic presentation for the second group has been proven to be consistent, which implies that the construction is well-defined.

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Barker, Randolph T., and Sandra B. Barker. "The Use of EMDR in Reducing Presentation Anxiety: A Case Study." Journal of EMDR Practice and Research 1, no. 2 (October 2007): 100–108. http://dx.doi.org/10.1891/1933-3196.1.2.100.

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Effective presentation skills are vital for success in most organizations. Preparing students for their careers, college educators often require that students demonstrate effective presentation skills. While traditional approaches to managing presentation anxiety help some students, EMDR may offer an effective intervention for those with serious presentation anxiety. This case study involves a student with presentation anxiety referred for EMDR from an organizational communication class. The subject delivered videotaped presentations and completed the State-Trait Anxiety Inventory (STAI) prior to and after completing three EMDR sessions. The subject’s pre–post STAI scores reduced from the 98th to the 55th percentile. Blind expert ratings of the videotaped presentations indicated pronounced performance improvement. At 12-month follow-up, the subject was successfully employed in a management position, making effective presentations without intense anxiety.

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Lim, Hyewon. "The Impact of Presentation Activities on College Students’ Self-efficacy." Korean Association of General Education 18, no. 1 (February 28, 2024): 257–67. http://dx.doi.org/10.46392/kjge.2024.18.1.257.

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In this study, we aim to identify the correlation between a student’s experience with presentations and self-efficacy, and to seek ways to teach the art of giving presentations in university classes. For this purpose, self-efficacy was measured before and after presentation practice for students in Presentation Techniques, a liberal arts subject at S University, and students' perceptions of the presentation experience were investigated. As a result of the survey, presentations were found to be helpful in improving self-efficacy, and were especially effective in improving social self-efficacy. These results show that presentation education can be an effective teaching method in teaching social and communication skills, and therefore, there appears to be a need to strengthen presentations in college classes.

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Good, Lance, and Benjamin B. Bederson. "Zoomable User Interfaces as a Medium for Slide Show Presentations." Information Visualization 1, no. 1 (March 2002): 35–49. http://dx.doi.org/10.1057/palgrave.ivs.9500004.

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In this paper, the authors propose Zoomable User Interfaces as an alternative presentation medium to address several common presentation problems. Zoomable User Interfaces offer new techniques for managing multiple versions of a presentation, providing interactive presentation navigation, and distinguishing levels of detail. These zoomable presentations may also offer several cognitive benefits over their commercial slide show counterparts. The authors also introduce CounterPoint, a tool to simplify the creation and delivery of zoomable presentations, discuss the techniques they have used to make authoring and navigation manageable in the multidimensional space. Lastly, some of the visualization principles compiled by the authors for designing these types of presentations are presented.

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Widodo, Widodo, Widya Handayani, and Jujur Gunawan Manullang. "Analysis of Delayed Onset Muscle Soreness in the Gastrocnemius Muscle Post Pre-Competition Athlete for the 2024 POPDA Batam Basketball Team Athlete." PPSDP International Journal of Education 3, no. 2 (September 30, 2024): 107–18. http://dx.doi.org/10.59175/pijed.v3i2.276.

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The aim of this study is to analyze the delayed onset of muscle soreness in the Gatrocnemius muscle after the pre-competition for the 2024 POPDA Batam men’s and women’s basketball teams. This research is a descriptive study using a survey method. The sample for this study was 24 people consisting of 12 male athletes and 12 female athletes. The research instrument used was the results of Delayed Onset Muscle Sores (DOMS) measurements carried out after 48 hours of pre-exercise. The data analysis used is descriptive statistics. The results of the research were that those experiencing very severe pain were athletes presenting (0%) and female presentations (0%), conditions of severe pain for male presentations (66.6%) and female presentations (50%), moderate pain conditions for male presentations (25%) and presentation daughter (25%), mild pain condition of presentation son (8.3%) and presentation daughter (25%), non-pain condition of presentation son (0%) and presentation daughter (0%).

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Wen, Hung-Yu, Hsien-Chung Chen, and Shun-Tai Yang. "Risk Factors of Aggressive Clinical Presentation in Patients with Angiographically Aggressive Cranial Dural Arteriovenous Fistulas." Journal of Clinical Medicine 10, no. 24 (December 13, 2021): 5835. http://dx.doi.org/10.3390/jcm10245835.

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Compared to nonaggressive cranial dural arteriovenous fistulae (cDAVF), aggressive cDAVF carries leptomeningeal venous drainage (LVD) and has approximately 15% annual risk of hemorrhagic and non-hemorrhagic aggressive neurological presentations. In terms of aggressive clinical presentations, the previous classification does not adequately differentiate the higher risk group from the lower risk group. Herein, we retrospectively collected a series of patients with aggressive cDAVF and explored the risk factors for differentiating the higher-risk group from the lower-risk group with aggressive clinical presentations. We retrospectively collected patients with aggressive cDAVF from March 2011 to March 2019. The risk of aggressive clinical presentation was recorded. Risk factors were included in the analysis for aggressive clinical presentations. From March 2011 to March 2019, 37 patients had aggressive cDAVF. Among them, 24 presented with aggressive clinical presentation (20, hemorrhagic presentation; four, non-hemorrhagic presentation). In patients presenting with hemorrhage, four patients experienced early rebleeding after diagnosis. In the univariate analysis, risk location, directness of LVD, exclusiveness of LVD, and venous strain were significantly different in patients with aggressive clinical presentation. In the multivariate analysis, exclusiveness of LVD and venous strain were observed, with a significant difference between patients with aggressive clinical presentation and those with benign clinical presentation. Among patients with angiographically aggressive cDAVFs, approximately 65% presented with aggressive clinical presentations in our series. Among all potential risk factors, patients with exclusiveness of LVD and venous strain have even higher risk and should be treated aggressively and urgently.

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Wijayanti, Sri Hapsari, Theresia Dian Widyastuti, Rodemeus Ristyantoro, and Herry Pramono. "An investigation of the quality of presentation slide design and oral communication in higher education." Journal of Research in Instructional 5, no. 1 (January 24, 2025): 185–98. https://doi.org/10.30862/jri.v5i1.608.

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Oral presentation methods utilizing presentation slides are prevalent learning activities in higher education. The workplace also frequently employs presentations to report project outcomes, disseminate new regulations, or convey ideas. This research aims to (a) investigate the evaluation of presentation slide design and text by lecturers and peers; (b) determine the perceived importance of oral presentations and the use of presentation slides in the workplace. This study employs a mixed-methods approach, combining quantitative and qualitative descriptive methods. Data collection involved questionnaires distributed to 222 active students in the 2023-2024 even-semester. Additionally, data were gathered through interviews with two students and four private company leaders in Jakarta and Bekasi, West Java. The results indicate that peer evaluations of presentation design are higher than those of lecturers. Peers assigned lower scores to visual aspects, while lecturers focused on text size. This research does not fully align with communication theory, emphasizing the 7-line pattern with seven words per line on a single presentation slide. Oral presentations in the workplace are considered crucial for career advancement. However, practical shortcomings persist, including poorly structured presentation slides, presenters' insufficient attention to the audience, presentation content lacking supporting data and facts, and presenters resorting to verbatim reading.

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RASMIN, La Ode, and Samsudin SAMSUDIN. "The Golden Book of Business Presentation Skills: Quick and Easy Tips to Make Powerful Presentations." Research and Innovation in Applied Linguistics-Electronic Journal 1, no. 1 (February 15, 2023): 64. http://dx.doi.org/10.31963/rial-ej.v1i1.3753.

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This book is not for generic business presentation tips. However, it provides several tried-and-tested presentation elements. It will help the presenter to enlighten, influence, and excite the audience. Each chapter is segmented into “Know” and “How” sections to help you grasp the idea and use it in your business presentation. This book will help you maximize your presentations to a group, relevant stakeholders, or a digital/online presentation. For example, learning to promote yourself professionally, amaze your audience, start, end, and transition your presentation. It also includes ideas on designing a presentation outline, practicing, and presenting. This book presents eight golden steps for delivering business presentations: 1) understanding the target audience’s viewpoints, 2) mastering the topic of the presentation, 3) outlining the presentation (e.g., topics, structure, rules), 4) summarizing the presentation, 5) handling the questions effectively and straightforwardly, 6) concluding the comments and responses effectively, and 7) using both verbal and non-verbal communications effectively during the presentation., and 8) the way forward, beyond this book. A business presentation must be well-prepared and consider ways to impress the audience (Sweeney, 2003). Moreover, a presenter must have an idea to map their mind to organize their talks during the presentation (Buzan & Abbott, 2006).

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Nafiseh, Zarei, Shankar Ashwin, and Mohd Noor Abdullah. "EFFECTIVE ORAL PRESENTATION AMONG UNDERGRADUATES." Asian Journal of Social Science Research (e-ISSN: 2600-9706) Volume 2, Issue 1, 2019 (June 29, 2019): 57–64. https://doi.org/10.5281/zenodo.8128840.

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ABSTRACT Success in oral pesentation skills contributes to students’ success in academic performance as well as their social life. It is important for teachers to know their students’ needs and social background in order to encourage them to share information relevant to their interests with their peers to improve their oral presentation skills. This study investigates the factors that affect oral presentation among undergraduates. This quantitative study used Likert scale questionnaire to collect data from 100 undergraduates at a private university in Malaysia (UNITAR International University). The data were analysed using Statistical Package for Social Sciences (SPSS) in the form of mean, standard deviation, and variance. The findings of the study showed four primary factors: confidence, nervousness, communication, and presentation skill that effect oral presentation among the undergraduate students. The results of the study demonstrated that the students were very nervous during presentations and they faced lack of self-confidence to speak during the oral presentations. The findings also showed that lack of necessary skills such as communication and presentation skills affected the students’ oral presentations in a negative way. 

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Hakkoymaz, Veli, F. Znati, and E. Dogdu. "User Control and Dynamic Reorganization of Multimedia Presentations During Playout." International Journal of Software Engineering and Knowledge Engineering 07, no. 03 (September 1997): 371–95. http://dx.doi.org/10.1142/s0218194097000229.

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A methodology to dynamically adjust the multimedia presentations as a result of user interactions during the playout is introduced. A constraint-driven approach is described for the automated assembly, organization and playout of presentations from multimedia databases. To allow interactive user control over the playout of an automatically generated presentation, a set of control buttons are provided. Using these buttons, the user can control and change the flow of the presentation in a variety of ways. Interactive user control during the presentation playout, however, can introduce new delays in the original presentation schedule of multimedia segments and possibly change playout constraints. To account for these delays and changes, strategies to (a) dynamically reorganize the subpresentations into a presentation, (b) replace segments with their compacted clips, and (c) delete segments on the presentation graph are proposed.

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Gwee, Susan, and Hwee Leng Toh-Heng. "Developing Student Oral Presentation Skills with the Help of Mobile Devices." International Journal of Mobile and Blended Learning 7, no. 4 (October 2015): 38–56. http://dx.doi.org/10.4018/ijmbl.2015100103.

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Video recording is increasingly used in higher education settings to help students develop their oral presentation skills. However, little is known about the effect of video review for bringing about better high school student outcomes in oral presentation in formal (classroom) and informal (out-of-classroom) settings. Using a quasi-experimental design, this study investigated the effectiveness of using video review in developing the oral presentation skills of Grade 11 students in formal and informal settings in Singapore and how students felt about learning oral presentation skills in these settings. Students who viewed their oral presentations in a formal setting had significantly higher effectiveness of group presentation scores than those who viewed them in informal settings using mobile devices. Their presentations were rated more effective, cohesive, and organised. However, students found viewing their oral presentations in informal settings to be effective, engaging, convenient, and that it provided immediate feedback.

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Katsumata, Shin-ya, Dylan McDermott, Tarmo Uustalu, and Nicolas Wu. "Flexible presentations of graded monads." Proceedings of the ACM on Programming Languages 6, ICFP (August 29, 2022): 902–30. http://dx.doi.org/10.1145/3547654.

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A large class of monads used to model computational effects have natural presentations by operations and equations, for example, the list monad can be presented by a constant and a binary operation subject to unitality and associativity. Graded monads are a generalization of monads that enable us to track quantitative information about the effects being modelled. Correspondingly, a large class of graded monads can be presented using an existing notion of graded presentation. However, the existing notion has some deficiencies, in particular many effects do not have natural graded presentations. We introduce a notion of flexibly graded presentation that does not suffer from these issues, and develop the associated theory. We show that every flexibly graded presentation induces a graded monad equipped with interpretations of the operations of the presentation, and that all graded monads satisfying a particular condition on colimits have a flexibly graded presentation. As part of this, we show that the usual algebra-preserving correspondence between presentations and a class of monads transfers to an algebra-preserving correspondence between flexibly graded presentations and a class of flexibly graded monads.

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Blegur, Jusuf, Isak Riwu Rohi, Yahya J. Palinata, Fredik E. Nope, Andreas J. F. Lumba, Ramona M. Mae, and Christin P. M. Rajagukguk. "Presenting with Impact: Training Students' Oral Presentation Skills." GANDRUNG: Jurnal Pengabdian Kepada Masyarakat 4, no. 2 (July 1, 2023): 965–78. http://dx.doi.org/10.36526/gandrung.v4i2.2736.

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Oral presentations have become pivotal in recent learning. Students must communicate their work or experiments to colleagues and lecturers through scientific protocols. In many cases, it was detected that students often experienced difficulties making oral presentations, resulting in irritation in critical and constructive class discussions. This service aims to conduct presenting with impact training to train students' oral presentations using lecture and discussion methods, exercises and peer-reviews, and oral presentations. Participants involved as many as 16 people. As a result, there was an increase in the participants' oral presentation skills in terms of content accuracy, effective communication, and clarity of speech. However, it still needs to improve various indicators to characterize oral presentation skills in various conditions. Presentation training should be a regular agenda to equip students with the latest oral presentation instruments to strengthen their professional skill profile as prospective teachers.

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Ayoub Ahmed Zebari, Zeravan, and Behbood Mohammadzadeh. "Speech and Thought Presentation in Chance by Alice Munro: A Stylistic Analysis." Advances in Language and Literary Studies 12, no. 1 (February 28, 2021): 77. http://dx.doi.org/10.7575/aiac.alls.v.12n.1.p.77.

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This study analyses the speech and thought presentation in Chance, a short story written by Alice Munro. The study aims to analyse how the speech and thought of the characters in the short story are presented. The concept of speech and thought presentation is dubious and complex. This study distinguishes speech and thought presentation and identifies either the characters responsible for representing their speech and thought or the narrator whose speech or thought gets to represent in Munro’s short story. The present study follows the speech and thought presentation techniques of Leech and Short (2007). The present study found out how the author used the categories of speech and thought presentation in the short story with all of their categories except DT. The findings of the study revealed a total of 293 speech and thought presentations in the short story. 235 presentations belong to speech presentations, and 58 to thought presentations. FDS and DS are the most occurred speech presentation within the short story which enabled the author to make her characters seem independent of the narrator. The FDS technique suggests that the context of speech in the story is clear enough, referring to whom the speakers are. FIS is the least occurred presentation within the short story. Besides, DT is not found in the whole short story. Munro has given the importance to the external speech rather than internal thought. The study results indicate that wareness towards speech and thought presentations leads to a better understanding of the literary texts.

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Veselkova, Tat’yana V. "Genre-forming signs of self-presentation (based on the material of students’ self-presentation)." International Journal “Speech Genres” 19, no. 3 (43) (August 22, 2024): 247–55. http://dx.doi.org/10.18500/2311-0740-2024-19-3-43-247-255.

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The article is devoted to a relatively new genre of speech – self-presentation. The research is based on self-presentations of non-philological students of the geographical, sociological, biological faculties, Faculty of Mechanics and Mathematics, Faculty of Computer Science and Information Technology, the Institute of Physical Culture and Sports of Saratov National Research State University named after N. G. Chernyshevsky and philologists studying at the Institute of Philology and Journalism. The purpose of the study is to identify the genre features of these texts. The multidimensional analysis of self–presentations revealed genre-forming features, the most typical cognitive models (scenarios) of self-presentation, which allow us to conclude that the student’s self-presentation is a synthetic speech genre pursuing informative, imperative, evaluative goals. It can also be attributed to the genre of reaction. The genre of self-presentation interacts with other speech genres, as a rule, self-presentation includes a call, a message, gratitude. Bachelors and specialists choose a strategy – the desire to please, to seem attractive to others, Master’s students – self-advertisement, self-promotion, proving their professional competence. The choice of these strategies is related to the basic characteristics that the author defines for himself as essential: for Master’s students this is a career, for bachelors and specialists – a family, in which they live, and positive personality qualities. The article presents an overview of the forms of students’ self-presentations. Examples of atypical self-presentation are poetic texts and fairy tales, in which verbal-logical and emotionally expressive elements of speech as means of influencing the audience. Irony, jokes, puns are successfully used in students’ self-presentations, but in general the degree of seriousness within the genre is very high, for the most part self-presentations are a variant of business communication. In the works of students of all faculties, except philologists, a rhetorical technique is productive and frequent – the use of quotations and references to the opinions of famous people, philologists use lyrical reflections.

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Mahmud, Murni, Abdul Halim, and Sahril Nur. "Discourse Markers in the Students’ Individual Presentation in Indonesian Classroom." PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE 2, no. 4 (November 16, 2023): 573. http://dx.doi.org/10.26858/performance.v2i4.54292.

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Individual presentation is one of common presentations used by students to present certain topic given by the lecturers in the class. This kind of presentation may take place in a range of setting such as in the classroom by providing question-and-answer session. Individual presentation might also invite classroom interaction among the students. One specific aspect of individual presentation which may contribute to the effective classroom interaction is the use of discourse markers by the students. This paper focuses to investigate the functions of discourse markers used by the students in the individual presentation as well as the students’ interaction during the presentation. Using data from an English class, this study describes the occurrences of discourse markers (DMs) used by the students in their individual presentations. To collect data, the researchers recorded individual presentations of the students in the class. Two long recording and transcription of the individual presentations was sampled and analyzed using discourse analysis approach. The discourse markers used by the students were analyzed using Schiffrin’s perspective of discourse markers (1987). Findings show that the students’ most common use of discourse markers function as pause filler, delaying tactic, hesitation device, to order the sequence of what the speaker says. Findings of this study are relevant to improve students’ English language proficiency and serves as a beneficial input for teachers and students to create effective classroom interaction.Keywords: Individual Presentation, Discourse Markers, Discourse Analysis, Scriffin’s discourse makers (DMs) perspective

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KAMBITES, MARK. "ON UNIFORM DECISION PROBLEMS AND ABSTRACT PROPERTIES OF SMALL OVERLAP MONOIDS." International Journal of Algebra and Computation 21, no. 01n02 (February 2011): 217–33. http://dx.doi.org/10.1142/s0218196711006145.

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We study the way in which the abstract structure of a small overlap monoid is reflected in, and may be algorithmically deduced from, a small overlap presentation. We show that every C(2) monoid admits an essentially canonical C(2) presentation; by counting canonical presentations we obtain asymptotic estimates for the number of non-isomorphic monoids admitting a-generator, k-relation presentations of a given length. We demonstrate an algorithm to transform an arbitrary presentation for a C(m) monoid (m at least 2) into a canonical C(m) presentation, and a solution to the isomorphism problem for C(2) presentations. We also find a simple combinatorial condition on a C(4) presentation which is necessary and sufficient for the monoid presented to be left cancellative. We apply this to obtain algorithms to decide if a given C(4) monoid is left cancellative, right cancellative or cancellative, and to show that cancellativity properties are asymptotically visible in the sense of generic-case complexity.

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Al Wadiy, Ahmed. "Atypical Presentation of Sacrococcygeal Pilonidal Disease: Presentation and Surgical Management." Journal of Orthopaedics & Bone Disorders 4, no. 1 (2020): 1–3. http://dx.doi.org/10.23880/jobd-16000198.

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Sacrococcygeal pilonidal disease presentation varies greatly between being asymptomatic, acute abscess and chronic sinus. Acute abscess constitutes almost half of the initial presentation of such disease. To our best knowledge, acute abscess presentation hasn’t been reported as a result of acute trauma in the literature. In this paper, we report a case of atypical presentation of sacrococcygeal pilonidal disease after a fall on the back a week earlier. Surgical management of the abscess, incidental finding of the pilonidal disease and lessons learned fr om such case is discussed in detail.

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Ben-Sasson, Hillel. "Representation and Presence: Divine Names in Judaism and Islam." Harvard Theological Review 114, no. 2 (April 2021): 219–40. http://dx.doi.org/10.1017/s0017816021000158.

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AbstractDivine names are linguistic objects that underlie the grammar of religious language. They serve as both representations and presentations of the divine. As representations, divine names carry information pertaining to God’s nature or actions, and his unique will, in a manner that adequately represents him. As presentations, divine names are believed to somehow effect divine presence in proximity to the believer, opening a path of direct connection to God. This paper seeks to analyze the interaction between presentation and representation concerning divine names in major trends within Judaism and Islam, from the Hebrew Bible and the Qur’an to medieval theological debates. It aims to demonstrate how central currents within both traditions shaped the intricate relation between divine presentation and representation through the prism of divine names. Whereas positions in philosophy of language focus on either the representational or the presentational functions of proper names, Jewish and Islamic theologies suggest ways to combine the two functions with regard to divine names.

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Leridon, Henri. "Presentation." Population (English Edition, 2002-) 57, no. 3 (May 2002): 413. http://dx.doi.org/10.2307/3246633.

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Santos, João Batista Ribeiro. "Presentation." Caminhando 25, no. 3 (December 15, 2020): 9. http://dx.doi.org/10.15603/2176-3828/caminhando.v25n3p9.

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In a year in which the countless daily difficulties of the majority of the Brazilian population abruptly became extreme sufferings in a worldwide pandemic system, scientific intellectual work, in all its domains, was present in extreme fields of debate – several fields in favor and several fields contrary to their productions. By publishing 3 (three) issues in the same year – the first time and in a joint effort –, the journal Caminhando wishes to convey a greeting of health and hope that academic production continues as an undeniable and important practice.

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Butturi Junior, Atilio. "Presentation." Fórum Linguístico 13, no. 2 (July 3, 2016): 1128. http://dx.doi.org/10.5007/1984-8412.2016v13n2p1128.

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Leoni, Federico. "Presentation." Chiasmi International 22 (2020): 15–16. http://dx.doi.org/10.5840/chiasmi2020222.

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Zezza, Gennaro. "Presentation." Journal of Post Keynesian Economics 44, no. 1 (January 2, 2021): 1. http://dx.doi.org/10.1080/01603477.2020.1840279.

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López Giral, Dorotea, and Felipe Muñoz Navia. "Presentation." Latin American Journal of Trade Policy 1, no. 1 (August 22, 2018): 4. http://dx.doi.org/10.5354/0719-9368.2018.50996.

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Sofia, Gabriele. "Presentation." Revista Brasileira de Estudos da Presença 4, no. 2 (August 2014): 172–73. http://dx.doi.org/10.1590/2237-266045483.

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Ireland, Susan, and Patrice Proulx. "Presentation." Quebec Studies 39 (April 2005): 1–4. http://dx.doi.org/10.3828/qs.39.1.1.

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Hurley, Erin. "Presentation." Quebec Studies 48 (October 2009): 3–8. http://dx.doi.org/10.3828/qs.48.1.3.

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García Folgado, María José. "Presentation." Signo y seña, no. 33 (October 5, 2018): 1. http://dx.doi.org/10.34096/sys.n33.5253.

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Suárez Castiñeira, María Luz, and Asier Altuna García de Salazar. "Presentation." Cuadernos Europeos de Deusto, no. 48 (April 30, 2013): 13. http://dx.doi.org/10.18543/ced-48-2013pp13-15.

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Lambert, Olivier. "Presentation." Cahiers d'histoire de l'aluminium 56-57, no. 1 (2016): 59. http://dx.doi.org/10.3917/cha.056.0059.

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Charon, Jean-Marie, and Rémy Rieffel. "Presentation." Réseaux 105, no. 1 (2001): 9. http://dx.doi.org/10.3917/res.105.0009.

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Benghozi, Pierre-Jean, Christian Licoppe, and Alain Rallet. "Presentation." Réseaux 106, no. 2 (2001): 9. http://dx.doi.org/10.3917/res.106.0009.

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Quéré, Louis. "Presentation." Réseaux 108, no. 4 (2001): 9. http://dx.doi.org/10.3917/res.108.0009.

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Flichy, Patrice, and Antoine Picon. "Presentation." Réseaux 109, no. 5 (2001): 9. http://dx.doi.org/10.3917/res.109.0009.

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