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This research focused on investigating the effect of integrating Performance-Based Pedagogy, an approach to teaching and learning that emphasizes students being able to do or perform specific skills because of instruction, in enhancing the 21st-century public speaking skills of Senior High School learners, specifically in terms of delivering prepared and extemporaneous speeches. This study employed a true-experimental research design to further explore the effectiveness of narrative pedagogy in reducing the affective filter and enhancing speaking skills among learners. The research findings indicated that the Experimental Group with students exposed to the performance-based speaking activities tended to have a higher proportion of students scoring Excellent in both types of speeches, while the Controlled Group had more students scoring in the Good range. These findings underscored the effectiveness of Performance-Based intervention, as evidenced by the superior performance of the Experimental Group, thereby emphasizing the importance of innovative pedagogical approaches in enhancing students' public speaking skills. The findings revealed the superior performance of the Experimental Group in both prepared and extemporaneous speeches, highlighting the effectiveness of Performance-Based Pedagogy in enhancing the 21st-century skills of Senior High School students. The study highly recommends the integration of performance-based activities into the curriculum and the exploration of alternative approaches for enhancing extemporaneous speech skills. The proposed action plan emphasizes experiential learning and feedback mechanisms to foster articulate and confident 21st-century communicators. [ABSTRACT FROM AUTHOR]

Online content moderation is often equated with platform-initiated take-downs and account suspensions. Counterspeech and other types of pro-social bystander behaviours present alternative approaches. They rely on the reactions of online bystanders to crowd-moderate hostile content. However, the current conceptual understanding of bystander reactions to hostility on social media is inadequate. What constitutes a reaction; what functions do specific reactions serve; and what audiences are reactions aimed at? Conceptual clarity is a prerequisite for studying the prevalence and consequences of pro-social bystander reactions. We therefore offer a novel unifying framework for conceptualising bystander reactions to online hostility: The Online Bystander Repertoire of Action (OBRA) Framework. This provides a foundation for future research on crowd-moderation, as it (1) combines insights across multiple research fields, (2) explicates the complex possible reactions beyond simplistic 'reaction/no reaction' distinctions and (3) draws attention to the degree of pro-sociality of bystander reactions – something that is often taken for granted. [ABSTRACT FROM AUTHOR]

Simple habit reversal training is effective at reducing public speaking disfluencies; however, the time and resources necessary to implement this intervention may reduce practicality for widespread adoption. The purpose of the present study was to evaluate the effectiveness of asynchronous awareness training. Four participants completed a computer‐based training consisting of response description and practice detecting recorded disfluencies prior to taking a quiz in which they scored the frequency of disfluencies in a recorded speech. Relative to baseline, all participants' rates of disfluencies decreased following training. In addition, acceptability ratings were high and all participants indicated greater willingness to participate in asynchronous training than in‐person training. [ABSTRACT FROM AUTHOR]

BACKGROUND: Fear of Public Speaking (FOPS), also known as glossophobia, is classified as a nongeneric social anxiety disorder associated with performance situations that involve perceived scrutiny by others. Distraction can be used passively or actively, and one of the active types of distraction is virtual reality (VR) distraction. OBJECTIVE: The purpose of this study is to investigate whether VR distraction is effective in reducing anxiety caused by fear of public speaking. METHODS: Fifty-six individuals participated in the study (VR Distraction- VR-D:19, Non VR Distraction- Non VR-D:19, Control: 18), who were university students in a split-plot experimental design. The mean age of the participants was 20.9±1.8 and 55 % (n:31) was female. Participants completed the Personal Information Form, the Public Speaking Anxiety Scale (PSAC), and the COVID -19 Fear Scale (CAS) and were randomly assigned to groups based on these scores. Pre- and post-test measurements were taken using the State-Trait Anxiety Inventory (STAI-I). RESULTS: Pre and post-test comparisons revealed statistically significant reductions in STAI-I in all groups. Our main results were pre-test (F: 0.23, p: 0.792, η2: 0.00) and post-test (F: 10.50, p<0.001, η2: 0.28). VR-D reduced anxiety more than the other groups. [ABSTRACT FROM AUTHOR]

Foreign language anxiety (FLA) has drawn a considerable amount of attention in recent decades. However, the anxiety that EFL learners experience during public speaking has been relatively underexplored. Thus, this study explored the effects of personality traits and self-perceived public speaking competence on public speaking anxiety (PSA). A total of 205 university students in China participated in a questionnaire gauging EFL learners' PSA, personality and self-perceived public speaking competence. SPSS, version 27, was used for data analysis, including descriptive statistics, correlation analysis and regression analysis. The first finding revealed significant associations between PSA and Extraversion, Conscientiousness and Neuroticism, with Neuroticism showing the strongest correlation with PSA. The second result indicated that self-perceived public speaking competence negatively correlated with PSA, with 9 out of the 17 aspects of overall public speaking competence showing significant correlations with PSA. In addition, this study revealed significant associations between self-perceived public speaking competence and Extraversion, Conscientiousness and Neuroticism. This study has pedagogical implications for educators to help EFL learners better combat anxiety in public speaking settings. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This activity draws on the African American rhetorical tradition to extend the project of communication activism pedagogy. Through instruction that decenters the Greco-Roman rhetorical tradition, this assignment invites students to engage in protest rhetoric that facilitates an understanding of how to use communication and rhetorical resources to argue for social change. Students learn to build persuasive arguments in unconventional yet culturally sustaining ways. Courses: Public Speaking, Advanced Public Speaking, African American Rhetoric, Communication and Social Justice, Rhetoric and Civic Controversy. Objectives: Through an orientation to African American protest rhetoric, students will (1) develop an action-oriented understanding of rhetoric beyond the traditional Greco-Roman tradition and (2) learn to use their communication and rhetorical resources to argue for social change. [ABSTRACT FROM AUTHOR]

In the context of antipoverty programs, what are the benefits of marginal investments in interventions targeting soft skills or psychological well-being compared with direct economic assistance? We make progress on this question by benchmarking two programs against an unconditional cash transfer. One targets participants' self-confidence and sense of agency using personal reflection and storytelling exercises. The other teaches soft skills: goal setting, public speaking, and networking. Relative to cash, the psychologically targeted intervention significantly improves psychosocial outcomes but not economic outcomes, while the soft skills program improves economic outcomes with few effects on psychosocial outcomes. However, when comparing the two interventions with one another, effects are statistically indistinguishable along most outcomes. Our results highlight the potential for targeted marginal investments in similarly designed interventions to improve specific outcomes. [ABSTRACT FROM AUTHOR]

The fast development of engineering technologies forces a wide range of students to choose the technological path for their careers. Universities focus on theoretical study with limited practical exposure. To ensure students are prepared for the industry requirements, engineering universities set a core industrial experience for all students. This industrial experience aims to bridge the gap between academia and industry and to ensure students have gained the required industrial. The work in this paper highlights the importance of continuous professional development (CPD) hours for engineering students. The paper studies the impact of CPD hours on the critical skills of the student learning outcomes. A descriptive analytical methodology is applied to examine this impact. Thus, a survey of 34 questions was created and distributed to students at engineering schools in different universities across the MENA and Gulf Region. A sample of 234 answers is collected and analyzed using a statistical package for the social sciences (SPSS). The results show that students agree that CPD activities can enhance their learning outcomes, teamwork skills, public speaking, and technical competencies. The results show that student believes that CPD activity may enhance their chance of securing employment within a short timeline after graduation. [ABSTRACT FROM AUTHOR]

This study investigated the influence of co-regulation on public speaking self-efficacy in the context of collaborative oral presentations. A total of 237 students enrolled in an English course at a university in China took part in the research. The factor analysis findings revealed that learners' co-regulation in public speaking encompass five components: co-planning, co-monitoring, co-evaluation, effort regulation, and help-seeking. Public speaking self-efficacy, on the other hand, pertains to learners' confidence in aspects including the topic, language use, organization, and delivery during public speaking engagements. The path analysis demonstrated that co-planning was a significant predictor of students' self-efficacy in terms of the topic and organization. Moreover, the co-monitoring strategy exhibited direct and positive correlations with language and topic self-efficacy. Similarly, the co-evaluation strategy showed direct and positive relationships with language, delivery, and organization self-efficacy. Furthermore, both effort regulation and help-seeking strategies were found to have direct and positive impacts on organization self-efficacy. This study offers valuable implications for educators, trainers, and individuals aiming to enhance their public speaking self-efficacy in collaborative environments. [ABSTRACT FROM AUTHOR]

Objective: To describe the speaker and leadership development seminars during the 2023 EAO Summer Camp (SC). Materials and Methods: In September 2023, 24 participants joined the SC organized by the EAO Junior Committee (JC) in Lisbon, focused on enhancing public speaking and leadership skills. Facilitated by two experienced trainers, the program aimed to evaluate the participants' progress through pre‐, post‐training "immediate" and "delayed" (3 months after the event) anonymous questionnaires. The JC formulated a survey (JCS) addressing aspects of public speaking, presentation skills and leadership, how important the participants considered them and what type of training in this field they had received thus far. Results: Twenty‐three participants responded to the pre‐ and immediate post‐training surveys, 22 completed the delayed post‐training survey and 20 completed the JCS. The findings revealed increased confidence and comfort in public speaking post‐event, with sustained improvements over time, accompanied by positivity, pleasant feelings, and increased camaraderie. Post‐training delayed results also showed that reduced symptoms of anxiety before a speech were reported. The JCS highlighted that many participants had not properly acquired public speaking skills during university. Similarly, 19 out of 20 participants felt that leadership skills were important in contemporary dentistry but not properly taught in dental school curriculums. Conclusions: The 2023 EAO SC was a successful event providing advanced training in leadership and public speaking skills. However, a notable number of young dentists continue to experience anxiety when faced with presentations, indicating a potential need for additional training to relieve stress and enhance confidence. [ABSTRACT FROM AUTHOR]

This document offers ten tips for delivering successful scientific presentations. The tips cover a range of topics, including understanding the audience and the context of the meeting, being mindful of time constraints, considering the setup of the podium and slide projection system, selecting appropriate audio and microphone options, and creating visually appealing slides. The aim of these tips is to assist presenters in delivering well-structured, engaging, and informative presentations that meet the specific needs and expectations of the audience. The document also emphasizes the importance of storytelling and entertaining the audience, provides guidance on speaking to interpreters, and concludes by acknowledging the challenges of public speaking while offering encouragement to presenters. [Extracted from the article]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Glossophobia (fear of public speaking, presentation anxiety) is an anxiety disorder characterized by extreme fear and anxiety about public speaking. Glossophobia is a very common phobia worldwide, reportedly affecting 75% of the population. This study aims to examine the effects of different aroma inhalations (Thyme and Juniper) on public speaking anxiety, and salivary cortisol hormone levels in university students. The sample of the research consisted of a total of 104 university students, male and female, between the ages of 18-20. In the first step, cortisol hormone levels were determined using the ELISA technique in the saliva samples taken from the university students included in the study. The average salivary cortisol hormone level and public speaking anxiety levels of the university students participating in the study showed a positive and statistically significant relationship (p=0.001). There is a significant negative correlation between the participants' public speaking anxiety and post-thyme oil status at a 99% confidence level and a 1% significance level, r=-.318. When public speaking anxiety and juniper oil were analyzed, a significant negative relationship was found at r=-.290, a 99% confidence level, and a 1% significance level. It was also concluded that inhalation of 2% thyme essential oil in individuals with high glossophobia is both safe and beneficial in reducing anxiety levels. [ABSTRACT FROM AUTHOR]

Persuasiveness in oral communication in English can be expressed with various vocal phonetic cues that may not be readily accessible to English second language (L2) learners whose native language may employ a different set of cues. With a goal to increase L2 learners' perceived spoken confidence and persuasiveness, and obtain empirical evidence for phonetic adjustments that native English speakers make to influence listeners, the current study explored the use of consonant prolongation in stressed syllable onsets for emphasis by native British English speakers and English L2 learners. The native speakers' durations of continuant consonants and voiceless stop consonant voice onset times (VOTs) in (1) neutrally-produced speech and (2) persuasively delivered motivational/shocking/emotional messages were compared to Latvian L2 English speakers' productions. The results revealed that in persuasive speech, the British speakers' consonantal durations, particularly those of continuants, got significantly longer relative to the vowels that followed them; for English L2 learners, the duration of consonants did not change as a factor of speech type. This is in line with our previous research with American English speakers and carries implications for L2 speech learning and teaching. [ABSTRACT FROM AUTHOR]

Background: Educators ensure that nurse practitioner (NP) students meet core competencies prior to graduation. Post-graduation, students navigate certification, licensure, resume building, and job searches. A statewide virtual conference was developed to help students during the transition to advanced nursing practice. Method: Information was presented on professional role development, resume writing, interviewing, licensure, certification, contract negotiation, and transitioning to a provider role. Results: Nearly all participants (92%) were able to describe the status of NP practice and licensure requirements. Most attendees (90%) valued the insight shared by panelists. Many students (88%) felt more prepared to negotiate a contract. Conclusion: Current educational programs lack the time to thoroughly address NP graduates' learning needs regarding transition to practice. A partnership between faculties and a state professional organization is an innovative approach to meet students' educational desires. Delivery of a virtual conference during the pandemic proved to be cost effective. [J Nurs Educ. 2024;63(9):630–633.] [ABSTRACT FROM AUTHOR]

The study aimed to determine the public speaking performance in different communicative domains of Grade 12 learners in Angono National High School, during the school year 2020-2021. The Public Speaking Guideline (PSG) was developed and validated based on the learner's level of understanding. In rating the acceptability of the material, a partially-adapted checklist was utilized. To evaluate the public speaking performance, a researcher-made rubrics was employed and evaluated by English teachers from other schools and Angono National High School. Descriptivedevelopmental research method was used in the study. The participants were composed of two (2) sections of Grade 12 who were enrolled in the Online Distance Learning (ODL) modality, particularly HUMSS A and HUMSS B. The participants were selected using the equating variables in Oral Communication subject. A diagnostic test was given to assess the learners in terms of communicative domains and online communicative events used in public speaking. The Public Speaking Guideline was validated by the experts and was found acceptable in terms of objective, content, language used, usefulness and presentation. Based on the findings, it was found that the learners were able to deliver comprehensible ideas yet had difficulty on the use of articulation, modulation, gestures and movement. In addition, the study revealed that student's interest was stimulated when exposed to various communicative event which led to a meaningful interaction that created a positive impact on learner's speaking performance. [ABSTRACT FROM AUTHOR]

Public speaking is a crucial component of many higher education courses and is essential for students' academic performance and future career success. Despite its importance, public speaking anxiety is a common issue among higher education students, adversely impacting their learning. Addressing this anxiety through targeted interventions, especially for the most at-risk students, is vital. This study provides insights into the demographic predictors of public speaking anxiety, using a sample of 1745 students from a large public university in the Czech Republic. We employed the Personal Report of Confidence as a Speaker in a short form to assess public speaking anxiety levels. Our multivariate regression analysis identified gender, type of high school, and study level as significant predictors of public speaking anxiety, whereas age, nationality, and field of study were not. The study found that women, non-binary individuals, graduates of academic high schools, and bachelor's students are more prone to public speaking anxiety. These findings highlight the need for targeted intervention and support strategies for students with higher levels of public speaking anxiety. [ABSTRACT FROM AUTHOR]

In the age of globalization, learning the English language in Senior High School is essential. One way of learning the English language is through speaking activities. However, there are still students who are anxious whenever they engage in a speaking activity. Hence, this study aims to measure the speaking anxiety level of Grade 11 students and to determine its causes as well as to provide strategies to overcome speech anxiety. This study used a descriptivecomparative research design. The number of Grade 11 senior high school respondents was determined using purposive random sampling. James McCroskey's Personal Report on Public Speaking Anxiety (PRPSA) was used in order to determine the student's level of anxiety in public speaking. The results showed that the respondents had a moderately high level of anxiety. Also, variables such as strand, school graduated from, and socioeconomic status have no significant difference in their speech anxiety. Then, the sex of the respondents was found to have no significant difference with the respondents' speech anxiety. Furthermore, it was found that fear of negative evaluation is the most common reason why students experience speech anxiety. Meanwhile, preparation is the most effective way to use as a strategy in coping with speech anxiety. Therefore, this study has pedagogical implications for teaching and learning speaking. [ABSTRACT FROM AUTHOR]

Previous research on providing feedback on public speaking has investigated the effectiveness of feedback sources, namely teacher feedback, peer feedback, and self-feedback, in enhancing public speaking competence, predominantly individually. However, how these sources of feedback can be collectively harnessed to optimize learner engagement and public speaking performance still warrants further investigation. Adopting a pre- and post-test quasi-experimental design, this study randomly assigned four classes to four feedback conditions: Group 1 received teacher feedback, Group 2 self-feedback and teacher feedback, Group 3 peer and teacher feedback, and Group 4 feedback from all three sources. Both student engagement, measured using the Public Speaking Feedback Engagement Scale (PSFES), and their public speaking performance ratings, assessed using the Public Speaking Competency Instrument (PSCI), were validated using Rasch analysis. The inferential statistics revealed that Group 3 showed significant improvements across nearly all three dimensions of engagement, whereas Group 2 experienced significant declines in all dimensions of engagement except behavioral engagement. Group 3 demonstrated significantly greater engagement gain compared to Groups 2 and 4, indicating the synergistic effect of peer and teacher feedback in contrast to the limited impact of self-feedback. Additionally, all groups demonstrated significant improvements except for Group 2, which showed significantly lower improvement compared to Group 4. The following correlation analysis identified a significant correlation between the gain of students' behavioral engagement and the gain of public speaking performance, whereas such association was absent between cognitive or emotional engagement and public speaking competence. This study suggests that peer feedback should be preceded by group discussion and supplemented with teacher feedback in classes for enhancing the teacher–student dialog, while self-feedback should be conducted after class to improve student engagement and public speaking performance. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Pendidikan Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent years have witnessed the growing presence of artificial intelligence in language learning apps. Against this backdrop, this technology review provides an overview of the affordances of Speeko and discusses its potential in developing English-as-a-foreign-language students' public speaking skills. [ABSTRACT FROM AUTHOR]

The analysis of brain signals and their properties yields significant insights into the fundamental neural impairments associated with attention bias in individuals suffering from public speaking anxiety (PSA). This study aims to identify electroencephalogram (EEG) and performance biomarkers of attention bias in individuals with public speaking anxiety using the ex-Gaussian modeling technique, frontal alpha asymmetry (FAA) and deltabeta correlation (DBC). 12 subjects with high (H) PSA and 12 subjects with low (L) PSA performed the modified emotional stroop task. EEG data were captured using the low-cost 14-channel emotiv Epoc+. Results showed that the ex-Gaussian sigma was higher in the emotional condition in the high public speaking anxiety (HPSA) group, indicating attention bias. The study also found higher right FAA in HPSA compared to LPSA group. There was a negative correlation between s and alpha power in the left region of the brain in the HPSA group, potentially related to attentional bias. Moreover, there was a notable trend towards significantly heightened DBC in the frontal and central regions of the brain among HPSA subjects. In conclusion, in biomedical engineering, the ex-Gaussian model, FAA and DBC are useful because they can identify EEG and performance biomarkers of attention bias in people with PSA. [ABSTRACT FROM AUTHOR]

Public speaking anxiety is a typical problem for language learners, particularly those pursuing academic careers in their second language. This study generally aimed to determine the public speaking classroom anxiety and oral language performance of language learners. The descriptive-correlational method was used in the study. The study was comprised of 58 students who were selected through purposive sampling. Based on the results gathered by the researcher, it was found that the students generally experienced a moderate level of public speaking classroom anxiety. Physiological factors such as pounding hearts and trembling during speaking tasks were prevalent, which is attributed to a lack of preparation. Furthermore, low levels of selfconfidence and the pressure of being on the spot were some of the indicators of public speaking classroom anxiety. Meanwhile, in the speaking activity done by the respondents, they achieved a "satisfactory" rating in their oral language performance, indicating that the respondents were able to deliver an excellent attention-grabber and provide a solid introduction to the topic. However, there was a lack of clarity in the main points due to the minimal evidence that backs up the assertions made by the respondents. Furthermore, it was revealed that public classroom speaking anxiety and oral language performance had a significant relationship. It indicated that as public speaking anxiety increases, the oral language decreases. The indicators of this assumption can be drawn from factors such as panic when speaking without preparation, nervousness, fear of being laughed at, anxiety when asked to speak, discomfort in using expressive body language, and anxiety despite preparation. It is recommended that diverse speaking activities such as would you rather, think pa think-pair-share, and roleplays, which can be considered low-pressure activities, be integrated into class to develop confidence and gradually increase the difficulty through the incorporation of activities such as impromptu speaking, talk shows, and conversational dialogues to help students hone their communication skills by speaking spontaneously. [ABSTRACT FROM AUTHOR]

This study evaluated how speech disfluencies affect perceived speaker effectiveness. Speeches with filler sounds and filler words at different rates of disfluencies (i.e., 0, 2, 5, and 12 per minute) were created and evaluated by a crowdsourcing service for survey‐based research for the speaker's public speaking performance. Increased disfluencies, particularly filler sounds, significantly affected perceptions across most categories, notably at higher rates of filler sounds (i.e., 12 per minute). A low, but nonzero, rate of disfluencies (5 per minute) did not adversely affect perceived effectiveness. These findings suggest that although reducing filler sounds is crucial for optimizing perceived speaking effectiveness, a rate of five or fewer disfluencies per minute may be acceptable. [ABSTRACT FROM AUTHOR]

The article explores the advantages of student debate leagues in Boston, specifically focusing on their ability to enhance public speaking, critical thinking, and communication skills. A study conducted by the University of Virginia and Harvard reveals that Boston Public School students who participate in policy debate experience improved academic performance, including higher English language arts scores, increased graduation rates, and enrollment in four-year colleges and universities. The Boston Debate League (BDL) supports debate teams in Boston Public Schools, particularly those with low-income students of color who may lack the resources to form their own debate teams. The BDL strives to create an inclusive debate culture that welcomes students from diverse backgrounds and academic levels. The article also features personal testimonies from participants, highlighting the positive impact of debate on individual students. The BDL organizes tournaments and provides opportunities for students to compete, learn, and receive feedback from judges and opponents. Overall, the article emphasizes the benefits of debate participation for students in Boston, including improved self-confidence, critical thinking abilities, and academic performance, as well as the sense of community and personal growth fostered by debate. [Extracted from the article]

The objective of this study is to analyze the changes that occurred in female parliamentarians of the National Assembly in Pakistan and they have faced very dynamic political and social changes from 2013 to 2023.In different parts of the world, the advancement of women in political positions is a big sign. The development of egalitarian relations between the sexes in cultures such as Pakistani culture, for a long time limited women in their interactions with the public domain. This study uses a qualitative research design to examine the nature of gender based political participation and uses data collected from interviews with female lawmakers and legislative and media records and also seeks to use intersectional analysis to determine the various ways in which the female parliamentarians are discriminated against such as the socialcultural practices, political marginalization and legislations. The examination reveals substantial challenges that curb their legislative impact: they are locked out from occupying key leadership positions in their parties, are met with pervasive hostility from male counterparts who do not wish to see women’s rights advanced, and are denied institutional help in enacting the laws passed, making them ineffectual on various fronts – policy-making inclusive. Separate women's wings should be formed within various parties through which women members can foster sisterhood, gain experience as well as some form of leadership and will train women leaders on matters such as public speaking, policy formulation and political campaign among others, in order to prepare them to effectively compete for higher posts. [ABSTRACT FROM AUTHOR]

DiLorenzo (2024A) is not a "more in sorrow than in hate" criticism of the present author. It is if anything the very opposite: "more in hate than in sorrow." He charges that I am no longer a libertarian in good standing due to the fact that I champion Israel not in spite of its genocide, war crimes, apartheid, etc., but because of these very rights violations. This author is very strong on making such accusations. He is very weak on backing them up with empirical evidence, with direct quotes from my writing or public speaking. Instead, he contents himself with misinterpreting the actual record insofar as I am concerned. He is guilty of concocting straw men arguments and then deriding them. The present paper is an attempt to refute these unwarranted charges on the part of this old friend of mine. He makes such preposterous claims, and more than just a few others of a similar ilk. He does so in order to buttress his charge that I am no longer a libertarian, at least not with regard to important, or "macro-libertarian" issues. [ABSTRACT FROM AUTHOR]

Block and Futerman argue that the classical liberal political economic philosophy, when properly understood, strongly aligns with the Israeli perspective in their defensive war against Hamas in 2023-2024. However, Hoppe (2024) vehemently disagrees with this view and offers sharp criticism of the work by the two authors. This paper serves as our rebuttal to Hoppe's critique. We present three primary criticisms of Hoppe's essay. Firstly, we contend that he fundamentally misinterprets the conflict between Hamas and Israel by misunderstanding and distorting Israel's claims while uncritically accepting Hamas's assertions. He also overlooks the role of Hamas hatred of Jews and Israel in originating the ongoing conflict. Secondly, despite Hoppe's esteemed contributions to Austrian economics and libertarian theory, we find his understanding in these areas to be lacking. His view of libertarianism as a conservative enterprise leads to problematic conclusions regarding property rights and social issues like homosexuality and holding alternative belief systems. Lastly, while Hoppe is a respected scholar, his use of language does not align with scholarly standards aimed at advancing knowledge and understanding. Unlike past disagreements among Austro-libertarian scholars, Hoppe's language detracts from scholarly discourse rather than facilitating meaningful dialogue. This departure from academic norms undermines the pursuit of truth and intellectual progress. [ABSTRACT FROM AUTHOR]

Stage fright is a natural and very common phenomenon that affects everyone who must present themselves in public. However, it has a negative impact on the health and voice emission of children and adolescents, which is why it is important to study and measure it. Unfortunately, there are no appropriate tools for examining public presentation anxiety intended for children and adolescents, and that would also include the context of voice production. The main aim of this study was to describe stage fright and to present the stages of creating a tool based on the three-factor theory of stage fright constructs. The text describes the steps of developing the questionnaire, Confirmatory Factor Analysis, reliability, and convergent and discriminant validity. The results of the conducted analyses confirmed the three-factor structure of the tool and suggest that the Stage Fright Scale – Children & Youth is a reliable and consistent questionnaire for measuring stage fright in children and adolescents. [ABSTRACT FROM AUTHOR]

Highly controversial at the time that it was delivered, lay and scholarly critics have treated Martin Luther King, Jr.'s April 4, 1967 "Speech at Riverside Church," ("A Time to Break Silence") as rhetorically eloquent but pragmatically problematic. This essay argues that King's speech marked an important discursive turning point, as he crafted a signal message using a Social Gospel frame as he adapted previous antiwar discourse to his own purpose. In doing so, King blended a call to individual and collective conscience in a manner that seems to have resonated throughout the antiwar discourse and subsequent reactions to his speech during the last year of his life. While the speech was uniquely King's, an analysis of its Social Gospel framework suggests that this landmark speech provided a rhetorical vocabulary that helped call forth an important discursive community. [ABSTRACT FROM AUTHOR]

Despite the extensive research on willingness to communicate in a second language (L2 WTC), foreign language anxiety (FLA), and foreign language enjoyment (FLE), few studies have tested the roles of these variables in predicting L2 learning outcomes. This line of inquiry is imperative, especially because the importance of L2 WTC primarily lies in its presumable role in enhancing L2 learning. This study examines how FLA, FLE, and L2 WTC predict English public speaking performance. Data were collected by administering a questionnaire that contained closed-ended and open-ended items to 132 Chinese university students who took an English public speaking course. Hierarchical regression analysis showed that FLE was the single significant predictor of L2 WTC and public speaking performance. Participants' responses revealed a range of major categories underlying classroom episodes when they felt most enjoyable, most anxious, and most willing to communicate. Implications for future research and pedagogical practice are finally addressed. [ABSTRACT FROM AUTHOR]

This paper examines the effectiveness of virtual reality (VR) in training public speaking skills. The fear of public speaking (FPS) is a common problem that can have a significant impact on an individual's professional and personal life. Traditional therapies for public speaking anxiety have been shown to be effective, but there is growing interest in the use of VR as an alternative or supplement to these therapies. This study aims to investigate the VR medium in improving public speaking skills and to explore the potential mechanisms underlying this effect. A framework was developed with the aim to investigate the possibility of improving public speaking skills through VR. Key features of this framework include the ability to adjust the audience size and alter the dimensions of the room. Additionally, it allows for the modification of initial audience behaviors. One of the innovative aspects is the inclusion of an evolving attention span in the virtual audience, adding a dynamic element to the VR experience. The framework excels in tracking various metrics in real time and has the audience react dynamically based on them. These metrics include movement and voice parameters. The system is designed to present this data as immediate feedback to the user, but also as a summary after a presentation has concluded. After an extensive two-phased testing, the results are discussed. These findings suggest that VR can be an effective means for improving public speaking skills and potentially helping in alleviating fear of public speaking. [ABSTRACT FROM AUTHOR]

Given the exponential increase in the number of refugees and displaced people worldwide, it has become critical to examine the experiences of refugees; particularly their identity, since it is an important marker of their adjustment to the new context. Besides other factors impacting their identity and adjustment, the role of the leader is important as it can impact the construction of refugee identities. This paper explores the construction and negotiation of Tibetan refugee identities through the identity entrepreneurship of the Dalai Lama, the spiritual and erstwhile political leader of the Tibetans. It is postulated that leaders are entrepreneurs of identity who shape identity construction and negotiation. With an emphasis on the social, political, and historical context, three kinds of sources are analysed using a discourse‐historical approach to understand how leaders function as entrepreneurs of identity across the various contexts and negotiate identity construction across the shifting contexts. First, 12 speeches by the Dalai Lama on 10 critical events in Tibetan history since 1959; second, six speeches by the Dalai Lama for Tibetan Uprising Day (1961–2009); and third, two international interviews (CNN, 2009; BBC, 2012). The analysis demonstrates that the identity entrepreneurship of the Dalai Lama has strong elements of protection towards the ingroup, that is, the Tibetan refugees, through the crafting of a collective sense of identity for Tibetans. The study sheds new light on the nature of refugee leadership, acknowledging the impact of the shifting nature of identity, from a native citizen to refugee; and the leader's identity entrepreneurship in these evolving and often malleable contexts. [ABSTRACT FROM AUTHOR]

Speech anxiety, or Glossophobia, currently affects approximately 75% of the population with potentially severe negative effects on those with this condition. There are several treatments currently available with research showing that the use of Virtual Reality (VR) as a non-pharmacologic treatment can have positive effects on individuals suffering from such social phobias. However, there is a significant lack of treatments currently available for speech anxiety, even though such a large number of the population are affected by it. In this paper, we aim to contribute to efforts to improve the effects of speech anxiety through a VR intervention. Our VR solution was designed following the Exposure Therapy approach for treating social anxiety disorders. The evaluation of this work was twofold: A. to assess the ability of our solution to positively change participants’ perception of factors related to non-verbal communication contributing to anxiety toward public speaking, and B. to determine whether it is able to induce a sense of presence. We carried out an empirical evaluation study that measured participants’ self-reported anxiety level towards public speaking using the Personal Report of Public Speaking Anxiety and their perceived sense of presence using the iGroup Presence Questionnaire. Our results demonstrate the potential of VR Exposure Therapy solutions to assist towards positively changing perception of factors related to non-verbal communication skills that contribute to increasing public speaking anxiety for participants suffering from self-reported speech anxiety symptoms. Our findings are of wider importance as they contribute to ongoing efforts to improve social anxiety-related phobias. [ABSTRACT FROM AUTHOR]

This activity aims to assist students with persuasive tactics for argumentative speeches. The activity involves students creating an argumentative speech to defend a hot-take assertion chosen from a list provided by the instructor. In small groups, students will craft an argument supporting their hot-take assertion and present it to the class. During debrief, students will assess the strength of arguments and how to persuade audiences better for their assignment. Foundational Communications, Public Speaking, Argumentation and Debate, Face-to-Face, Online, Basic Course Appropriate. After completing this activity students will (1) identify the aspects of the Toulmin method in an argument, (2) be able to craft sound arguments meant for persuasion, and (3) be able to evaluate arguments posted by peers. [ABSTRACT FROM AUTHOR]

Public speaking is a communication ability that is expressed in social contexts. Public speaking anxiety consists of the fear of giving a speech or a presentation and the perception of being badly judged by others. Such feelings can impair the performance and physiological activation of the presenter. In this study, eighty participants, most naive in Virtual Reality experience, underwent one of four virtual reality public speaking scenarios. Four different conditions were tested in a between-group design, where the audience could express positive or negative non-verbal behavior (in terms of body gesture and facial expression), together with positive or adverse questions raised during a question-and-answer session (Q&A). The primary outcomes concerned the virtual audience behavior's effect on perceived anxiety and physiological arousal. In general, perceived anxiety seemed to be unaffected neither by the verbal nor non-verbal behavior of the audience. Nevertheless, experimental manipulation showed a higher susceptibility to public speaking anxiety in those participants who scored higher on the Social Interaction Anxiety Scale (SIAS) than those with lower Social Interaction Anxiety Scale scores. Specifically, in the case where the verbal attitude was negative, high SIAS trait participants reported a higher level of anxiety. Participants' physiological arousal was also affected by the proposed scenarios. Participants dealing with an approving audience and encouraging Q&A reported increased skin conductance response. The lack of correlation between reported anxiety and skin conductance response might suggest a physiological engagement in an interactive exchange with the virtual audience rather than a form of discomfort during the task. [ABSTRACT FROM AUTHOR]

This study investigated the affordances of a mobile video observation and tagging tool used to evaluate presentation skills in English language classrooms. The data consists of 35 video-recorded presentations in a higher education setting. Using a digital evaluation grid, the students received feedback based on visual analytics generated by the mobile app. The students then were asked to reflect on their performances, and were also asked to comment on the affordances and limitations of the method and the tool. Qualitative data that came from (1) students' written self-evaluations and reflections and (2) their reported perceptions of the affordances of the tool were analyzed using the Constant Comparison Method. Analyses of reflective writings indicated the dominance of negative self-evaluations of language use, while affective factors were also a strong theme. The video-tagging tool was found to be very beneficial by the learners, mainly in enabling them to notice their strengths and weaknesses in presenting in English and facilitating effective feedback. The results show that this data-led reflective presentation model can be beneficial for learners as they can identify points of development. [ABSTRACT FROM AUTHOR]

Vanessa Bird explains how public speaking can elevate your professional profile [ABSTRACT FROM AUTHOR]

Because strong oral communication skills have well-known academic, social, and professional benefits, they are increasingly targeted and reinforced throughout general education programs in higher education. In these efforts, public speaking assignments most often ask students to discuss information they have previously written about (e.g., theses defenses, position statements, research papers). This article presents a reverse approach—using short oral presentations to prepare students for subsequent written assignments. Previous studies have found that students will more closely read and evaluate source materials when they must articulate the information orally for an audience. Integrating oral presentations in the writing process gives students practice with language and vocabulary, but maybe more importantly, it also has the potential to increase students' self-efficacy—their confidence in their ability to understand and successfully complete additional research-related activities—which can, in turn, positively affect engagement and retention. [ABSTRACT FROM AUTHOR]

In early 2020, the COVID-19 pandemic forced educators to transition to online teaching almost overnight. This paper focuses on students' perceptions of communication skills in a practice course in the spring of 2020. The beginning of the course was held face-to-face and conducted online at the end. We sought information regarding students' experiences of online course in a skill-based course. Relying on knowledge about online communication, we selected three areas to focus on in online course. First, feedback is essential in the process of learning communication skills and is included in the course learning objectives. Second involves eliciting conversations in an online environment. The third area is the connection between the audience and the speaker in public speaking. Our goal was to develop the course according to student's perceptions. At the end of the course, 26 students answered open-ended questions about the two forms of implementation. Using thematic analysis, five different themes were constructed: (1) positive perceptions of the course, (2) neutral perceptions of online course, (3) perceptions of the challenges in online course, (4) perceptions of public speaking, and (5) perceptions of feedback. During the course, the students learned much-appreciated computer-mediated communication. They believed that the good learning results were due to careful organization and connection to other students. While uncommon, few students perceived online course as neither good nor bad, just neutral. Nevertheless, online course was not without challenges; students identified several problems concerning, for example, conversations and non-verbal communication. Furthermore, students considered feedback to be successful; however, online public speaking was perceived as different from speaking to a physical audience. The results of this study indicate that in a skill-based course, the online format can be just as effective as the face-to-face format. However, especially because public speaking was regarded as different and participants appreciated practicing communication in the online setting, we suggest that students should have the opportunity to practice communication skills both online and face-to-face. Additionally, although conversations received special attention, it caused the most significant challenges in the online environment; therefore, we propose that solutions to address this problem must be investigated further. [ABSTRACT FROM AUTHOR]

Public speaking is an essential skill in everyone's professional or academic career. Nevertheless, practicing it is often not very easy; people do not always have access to a suitable environment and find others willing to listen during their rehearsals. Previous research has shown the usefulness of having a virtual audience in reducing the fear of public speaking. However, the effects of having an audience with whom the presenter is familiar are still under-explored. To help university students practice their presentations, we developed a virtual reality environment and used 3D scans of real people to create a realistic and familiar audience. We conducted a study with 10 participants to analyze whether they had different anxiety levels when presenting to familiar virtual faces compared to unfamiliar faces. Moreover, we explored whether or not the exposure to the customized virtual faces affected anxiety when the participants subsequently presented to a real-life audience. We found that people with a medium fear of speaking in public benefited the most because they felt more relaxed facing a virtual audience with familiar faces; in contrast, there were no noticeable effects for others. In addition, we examined whether anxiety could be detected through some non-traditional metrics we recorded. Results showed that we could not establish a linear correlation between the anxiety scores and our metrics, but our study suggests some underlying patterns. Finally, our findings indicate that users' perceptions of virtual audience feedback were more concerned with the facial expressions of the virtual audience than their body language. [ABSTRACT FROM AUTHOR]