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Journal articles on the topic 'Presentation'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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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12

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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13

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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14

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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15

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

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16

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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17

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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18

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

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19

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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20

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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21

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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22

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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23

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

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24

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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25

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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26

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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27

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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28

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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29

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

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30

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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31

Neveu, Érik, Rémy Rieffel, and Denis Ruellan. "Presentation." Réseaux 111, no. 1 (2002): 9. http://dx.doi.org/10.3917/res.111.0009.

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32

Licoppe, Christian, and Marc Relieu. "Presentation." Réseaux 112-113, no. 2 (2002): 9. http://dx.doi.org/10.3917/res.112.0009.

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33

Flichy, Patrice, and Philippe Zarifian. "Presentation." Réseaux 114, no. 4 (2002): 9. http://dx.doi.org/10.3917/res.114.0009.

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34

Smoreda, Zbigniew. "Presentation." Réseaux 115, no. 5 (2002): 9. http://dx.doi.org/10.3917/res.115.0009.

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35

Beaudouin, Valérie, and Christian Licoppe. "Presentation." Réseaux 116, no. 6 (2002): 9. http://dx.doi.org/10.3917/res.116.0009.

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36

Le Guern, Philippe. "Presentation." Réseaux 117, no. 1 (2003): 9. http://dx.doi.org/10.3917/res.117.0009.

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37

Neveu, Érik. "Presentation." Réseaux 118, no. 2 (2003): 9. http://dx.doi.org/10.3917/res.118.0009.

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38

Caradec, Vincent, and Hervé Glevarec. "Presentation." Réseaux 119, no. 3 (2003): 9. http://dx.doi.org/10.3917/res.119.0009.

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39

Rieffel, Rémy. "Presentation." Réseaux 120, no. 4 (2003): 9. http://dx.doi.org/10.3917/res.120.0009.

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40

Mallard, Alexandre. "Presentation." Réseaux 121, no. 5 (2003): 9. http://dx.doi.org/10.3917/res.121.0009.

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41

Ferreira, Lydia Masako. "Presentation." Acta Cirurgica Brasileira 19, suppl 1 (December 2004): 1. http://dx.doi.org/10.1590/s0102-86502004000700001.

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42

Claros, José Ignacio. "Presentation." Sistemas y Telemática 12, no. 31 (December 30, 2014): 6. http://dx.doi.org/10.18046/syt.v12i31.1917.

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43

Claros, José Ignacio. "Presentation." Sistemas y Telemática 13, no. 32 (May 27, 2015): 6. http://dx.doi.org/10.18046/syt.v13i32.2021.

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44

Claros, José Ignacio. "Presentation." Sistemas y Telemática 13, no. 33 (June 30, 2015): 6–7. http://dx.doi.org/10.18046/syt.v13i33.2083.

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45

Claros, José Ignacio. "Presentation." Sistemas y Telemática 13, no. 34 (September 30, 2015): 6–7. http://dx.doi.org/10.18046/syt.v13i34.2101.

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46

Claros, José Ignacio. "Presentation." Sistemas y Telemática 13, no. 35 (December 3, 2015): 6–7. http://dx.doi.org/10.18046/syt.v13i35.2158.

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47

Claros, José Ignacio. "Presentation." Sistemas y Telemática 14, no. 36 (March 30, 2016): 6–7. http://dx.doi.org/10.18046/syt.v14i36.2219.

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48

Claros Vaca, José Ignacio. "presentation." Sistemas y Telemática 14, no. 37 (August 5, 2016): 6–7. http://dx.doi.org/10.18046/syt.v14i37.2258.

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49

Claros vaca, Jose Ignacio. "Presentation." Sistemas y Telemática 14, no. 38 (October 6, 2016): 6–7. http://dx.doi.org/10.18046/syt.v14i38.2291.

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50

Claros Vaca, Jose Ignacio. "Presentation." Sistemas y Telemática 14, no. 39 (December 1, 2016): 6–7. http://dx.doi.org/10.18046/syt.v14i39.2353.

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