Relevant bibliographies by topics / Presentations of self

Academic literature on the topic 'Presentations of self'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Presentations of self"

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Crozier, W. Ray, and Paul Greenhalgh. "Self-Portraits as Presentations of Self." Leonardo 21, no. 1 (1988): 29. http://dx.doi.org/10.2307/1578412.

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Counts, Scott, and Kristin Stecher. "Self-Presentation of Personality During Online Profile Creation." Proceedings of the International AAAI Conference on Web and Social Media 3, no. 1 (March 20, 2009): 191–94. http://dx.doi.org/10.1609/icwsm.v3i1.13961.

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When users present themselves in a social networking community, they are called on to create profiles that are representative and portray a desired image. In this paper, we examine the profile creation process. We explore what self-presentations are desired and how these presentations are created by having people rate their profile along personality dimensions after completing each attribute field in a mock social network-like profile. Findings indicate that people hope to convey personality traits through their online profiles and that they are able to create profiles they feel match their desired self-presentation. Free-form profile attributes best enable desired self presentations of traits, and only a few of these attributes are needed for sufficient self presentation online.
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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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Toyota, Hiroshi, and Yasuko Kikuchi. "Encoding Richness of Self-Generated Elaboration and Spacing Effects on Incidental Memory." Perceptual and Motor Skills 101, no. 2 (October 2005): 621–27. http://dx.doi.org/10.2466/pms.101.2.621-627.

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The present study investigated encoding variability in self-generated elaboration on incidental memory as a function of the type of presentation which was either massed or spaced. The subjects generated different answers to a “why” question for the first and the second presentations of a target sentence in a self-generated elaboration condition. In an experimenter-provided elaboration condition they then rated the appropriateness of the different answers provided by the experimenter for the first and second presentations. This procedure was followed by two free recall tests, one of which was immediate and the other delayed. A self-generated elaboration effect was observed in both the spaced and the massed presentations. These results indicated that the self-generated elaboration effect was facilitated, even in the massed presentation because the different answers to the first and the second presentations led to a richer encoding of each target.
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Kelly, Anita E., Jeffrey H. Kahn, and Russell G. Coulter. "Client self-presentations at intake." Journal of Counseling Psychology 43, no. 3 (July 1996): 300–309. http://dx.doi.org/10.1037/0022-0167.43.3.300.

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Kittelsaa, Anna M. "Self-presentations and intellectual disability." Scandinavian Journal of Disability Research 16, no. 1 (March 20, 2013): 29–44. http://dx.doi.org/10.1080/15017419.2012.761159.

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McKillop, Kevin J., Michael D. Berzonsky, and Barry R. Schlenker. "The Impact of Self-Presentations on Self-Beliefs: Effects of Social Identity and Self-Presentational Context." Journal of Personality 60, no. 4 (December 1992): 789–808. http://dx.doi.org/10.1111/j.1467-6494.1992.tb00274.x.

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Campbell, Kim Sydow, David L. Mothersbaugh, Charlotte Brammer, and Timothy Taylor. "Peer versus Self Assessment of Oral Business Presentation Performance." Business Communication Quarterly 64, no. 3 (September 2001): 23–40. http://dx.doi.org/10.1177/108056990106400303.

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Pedagogical practice related to oral business presentations has received little research attention despite the pervasiveness of oral presentations in business class rooms and their perceived importance to workplace success. This study collected data on three groups (self, peers, and instructor) to address four research ques tions related to (a) the usefulness of self and peer ratings as substitutes for instruc, tor evaluation of oral business presentations and (b) the relationship between vari ous content and non-content factors on overall perceptions of presentation quality. Data from this study suggest that (1) both holistic and analytical peer assessments are reasonable substitutes for instructor assessment when raters are trained; (2) self assessment does not closely reflect either peer or instructor assessments; and (3) peer assessment of delivery characteristics, command of material, and content strongly predict peer ratings of overall presentation quality.
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Shebanova, Vitaliia, and Tetiana Yablonska. "Peculiarities of Internet Self-Presentations of People with Eating Disorders." Collection of Research Papers "Problems of Modern Psychology", no. 55 (April 18, 2022): 150–72. http://dx.doi.org/10.32626/2227-6246.2022-55.150-172.

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The article presents the research results concerning self-presentations of people with eating disorders on specialized Internet forums. The purpose of the article is to reveal the peculiarities of self-presentation of anorexic and overweight persons on the basis of psychological analysis of their avatars. Research method is discourse analysis as a tool revealing specificity of symbolic information (avatars, nicknames) to identify the peculiarities of selfpresentation of people with eating disorders. The results of the research. Avatars of users visiting sites for anorexic and overweight people are analysed from the psychological point of view, the analysed results assert that images used as avatars reflect specific nutritional problems and self-attitude in connection with them. Such sites are visited mostly by the female audience, and hence the problem of standards of a woman body is really important. The main categories of images used as avatars are differentiated to: personal photos; anime characters; food related images; images of well-known people as examples of success; emotionally-coloured images, etc. The differences in self-representations of anorexic and overweight people have been determined on the basis of content, colours of used images, in particular, a more positive self-presentation and self-attitude of people with excess weight compared with anorexics have been revealed. Conclusion. The article argues that the analysis of avatars’ characteristics as a means of self-presentation is useful both for psychological diagnosis of people with eating disorders, as well as for provision of professional psychological assistance for them. Such analysis is appropriate at contact establishing, primary psychological diagnosis and psychotherapy for people with eating disorders combined with chronic dissatisfaction with their own weight.
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Shebanova, Vitaliia, and Tetiana Yablonska. "Peculiarities of Internet Self-Presentations of People with Eating Disorders." Collection of Research Papers "Problems of Modern Psychology", no. 55 (April 18, 2022): 150–72. http://dx.doi.org/10.32626/2227-6246.2022-55.150-172.

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The article presents the research results concerning self-presentations of people with eating disorders on specialized Internet forums. The purpose of the article is to reveal the peculiarities of self-presentation of anorexic and overweight persons on the basis of psychological analysis of their avatars. Research method is discourse analysis as a tool revealing specificity of symbolic information (avatars, nicknames) to identify the peculiarities of selfpresentation of people with eating disorders. The results of the research. Avatars of users visiting sites for anorexic and overweight people are analysed from the psychological point of view, the analysed results assert that images used as avatars reflect specific nutritional problems and self-attitude in connection with them. Such sites are visited mostly by the female audience, and hence the problem of standards of a woman body is really important. The main categories of images used as avatars are differentiated to: personal photos; anime characters; food related images; images of well-known people as examples of success; emotionally-coloured images, etc. The differences in self-representations of anorexic and overweight people have been determined on the basis of content, colours of used images, in particular, a more positive self-presentation and self-attitude of people with excess weight compared with anorexics have been revealed. Conclusion. The article argues that the analysis of avatars’ characteristics as a means of self-presentation is useful both for psychological diagnosis of people with eating disorders, as well as for provision of professional psychological assistance for them. Such analysis is appropriate at contact establishing, primary psychological diagnosis and psychotherapy for people with eating disorders combined with chronic dissatisfaction with their own weight.
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Dissertations / Theses on the topic "Presentations of self"

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Gonibeed, Aparna. "Exploring the self-presentations of Indian IT professionals on social media." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/16881.

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Self-presentations are goal-directed acts designed by individuals to convey particular images of their selves and thereby influence how they are perceived and treated by various audiences (Goffman, 1959). Recent literature suggests that individuals are increasingly interacting with their workplace colleagues on personal networking sites like Facebook and Twitter. In such overlapping interactions, individuals often move swiftly and in an asymmetric fashion between physical-virtual settings and personal-professional life. Presumably, diverse self-presentations across physical-virtual settings and personal-professional life may create conflicts or tensions. Drawing on 31 semi-structured interviews, this thesis explores the self-presentations of Indian IT professionals on social media. Overall, the analysis suggests that in most cases, respondents enacted diverse self-presentations across physical-virtual settings and personal-professional life. In such cases, they expressed concerns that overlapping audiences may view their self-presentations on social media out-of-context and inevitably misconstrue their professional image. From a theoretical perspective, the thesis illustrates that individuals who exercise region behavior experience cognitive discomfort when they enact self-presentations on social media as overlapping self-presentations are inevitable. From a practical perspective, empirical evidence suggests that employees take their interactions on social media seriously and thus dispute managers arguments that interacting on social media is merely a time-pass.
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Brown, Adriane J. "Distinctly Digital: Subjectivity and Recognition in Teenage Girls' Online Self-Presentations." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306518667.

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Penpek, Stephanie, Morgan Treaster, Fuschia Sirois, and Jameson Hirsch. "Self-Continuity and Depression in Cancer: Does Coping Help to Explain the Association?" Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/asrf/2020/presentations/48.

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In the United States, approximately two million new cancer diagnoses will emerge in 2020, and more than 16 million persons are cancer survivors. Poor mental health is a significant concern among individuals with current or remitted cancer. Approximately 15%-25% of persons in the cancer population experience depression, perhaps attributable to the physical burden of illness and recovery (e.g., treatment side effects), and threat of mortality. Risk for distress may vary relative to the cohesiveness of one’s sense of self across time. Self-continuity, or perceived congruence of how one views their past, current, and future self (e.g., personality; values) may be disrupted by the illness experience but, when present, may promote psychosocial adjustment throughout the illness trajectory. Specifically, stable self-concept may promote engagement in adaptive coping mechanisms (e.g., problem-solving; seeking support), whereas self-discontinuity may deleteriously impact coping (e.g., interpersonal dysfunction; emotion dysregulation). In turn, it is well-established that effective coping is linked to less psychological distress. However, the role of self-continuity in this process has not been previously examined in the context of chronic illness. At the bivariate level, we hypothesized that self-continuity would be positively associated with adaptive coping and negatively related to depressive symptoms, with opposite patterns of correlations for self-discontinuity. At the multivariate level, we hypothesized that adaptive coping would mediate the associations between self-perception type and depressive symptoms; self-continuity would be associated with adaptive coping and, sequentially, to fewer depressive symptoms. Conversely, self-discontinuity would be linked to poorer coping and, in turn, to more depressive symptoms. Our U.S. national sample of persons with current or remitted cancer was recruited online (N=235). Most were female (n=152; 64.4%) and White (n=216; 91.5%). Participants completed self-reported measures including the Self-Continuity Scale and Multidimensional Health Profile-Psychological (coping and depression subscales). Bivariate correlations and mediation analyses, per Hayes (2013), were conducted, covarying age, sex, and ethnicity. At the bivariate level, all variables were significantly (pt=-2.6289, SE=.3389, pt=-1.4125, SE=.3124, p=.159, CI [-1.0579, .1755]), indicating mediation. Coping was also a significant mediator of the relation between self-discontinuity and depressive symptoms; the total effect was significant (t=5.15, SE=.3098, p=.000, CI [.9849, 2.208]), and the direct effect reduced in significance when coping was added to the model (t=3.5539, SE=.2997, p In our sample of persons with or recovering from cancer, self-continuity was associated with better coping and, in turn, to fewer depressive symptoms. Conversely, self-discontinuity was linked to poorer coping and consequent depression. To stabilize temporal self-perception, intervention strategies such as cognitive defusion (e.g., “leaves on a stream” mindfulness) or distress tolerance skills (e.g., sensory grounding) may promote acceptance of uncontrollable situations or inner experiences that threaten self-concept. Encouraging self-continuity (e.g., via nostalgia journaling) and adaptive coping (e.g., problem solving, relaxation may have beneficial effects on mental health throughout the diagnosis, treatment and survivorship phases of the cancer experience.
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Lesley, Abigail, Karee Diem, and Marcy Hite. "Assessing self-efficacy in families of children with hearing concerns through an audiological early intervention training." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/asrf/2021/presentations/22.

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Assessing self-efficacy in families of children with hearing concerns through an audiological early intervention training. Abigail Lesley, B.S., Karee Diem, B.S., and Marcy Hite, Au.D., Ph.D., Department of Audiology and Speech Pathology, College of Clinical and Rehabilitative Health Sciences, East Tennessee State University, Johnson City, TN. For children with hearing loss, spoken language outcomes are best when children have optimal auditory access through the consistent use of appropriately fitted hearing devices and are exposed to a rich linguistic environment. Parents can play a large role in facilitating their children’s use of hearing devices and supporting their language development. The purpose of this study was to improve of parent self-efficacy, increase family knowledge on language outcomes, and increase consistent use of amplification by providing an educational workshop to families with children identified with hearing loss and/or hearing concerns. The hypothesis of this study was to see an enhancement of self-efficacy skills within parent participants to empower and grow confidence in their ability to optimize their child’s amplification use and linguistic exposure. Participants were educated on the impact of hearing loss and/or hearing concerns on language development, importance of language exposure, use and care of amplification for families that utilize hearing technology, and empowerment to establish consistent device use. Assessment of self-efficacy skills in parents were measured through a pre- and post-survey distributed to participants. Survey and study were modeled after Ambrose et al., 2020 using the Scale of Parent Involvement and Self-Efficacy-Revised (SPISE-R). It queries parents about their child’s hearing device use and their perceptions of their own beliefs, knowledge, confidence, and actions pertaining to supporting their child’s auditory access and spoken language development. Ambrose et al., 2020 found the SPISE-R to be a promising tool for use in early intervention to better understand parents’ strengths and needs pertaining to supporting their young child’s auditory access and spoken language development. A total of nine parents were in attendance of the educational workshop conducted with only three participants completing both the pre- and post-survey. An analysis using a paired samples t-test revealed no statistically significant difference between the pre- and post-survey across all categories assessed within the SPISE-R apart from one question within the ‘Confidence’ category. Parents were found to have a significantly worse score between pre- and post-survey responses in the ‘Confidence’ category for the following question “If applicable, Put and keep my child’s hearing device(s) on him/her”. The overall mean significantly decreased between the pre- and post-survey, indicating less confidence with this skill. It should be noted, limited parent responses impacted the statistical analysis performed. Although the overall findings were not statistically significant, moving forward, data findings will be used to appropriately adjust the audiological early intervention training to improve self-efficacy skills of parents.
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Wolff, Megan, Kelly Daniel, Julia Najm, and Diana PhD Morelen. "Taking Care of the Caregivers." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/asrf/2021/presentations/32.

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The present study examined the impact of COVID-related stress on the mental health and professional burnout in the infant and early childhood mental health (IECMH) workforce and to examine reflective supervision and consultation (RSC) as a possible protective factor that buffers against the detrimental impact of COVID-related stress. Participants included 123 adults (n = 121 female, modal age range 30-39 years) in the TN IECMH workforce (mean years of experience = 13.6 years) surveyed in June/July 2020. Sector representation was quite varied (home-visiting, childcare, child welfare, early intervention). Results indicated that 46% of the sample had depression symptoms (18% in the moderate-severe range) and 75% of the sample had anxiety symptoms (33% in the moderate-severe range). Higher COVID stress was associated with higher internalizing symptoms and burnout levels and this relationship was mediated by self-care behaviors, such that the more COVID stress one reported, the fewer self-care behaviors they engaged in, and the higher the risk for internalizing symptoms and burnout. Finally, the pathway from COVID stress to self-care behaviors was moderated by RSC such that IECMH professionals who received 1 year or more of RSC were buffered against the detrimental impact of COVID stress on lowering self-care behaviors whereas this protective effect of RSC was not present for individuals with less than 1 year (or no experience of) RSC.
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Oke, Adekunle, Esther Adeniran, Christian Nwabueze, and Nathan Hale. "Association between Home Blood Pressure Monitoring and Total Office Visits among Medicare Beneficiaries with self-reported High Blood Pressure." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/asrf/2021/presentations/30.

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High blood pressure (BP) is the most significant risk factor for cardiovascular disease and a major contributor to chronic disease burden in the United States. Chronic conditions are the most common reason for office-based physician visits among adults, accounting for 37% of all visits. Home BP monitoring when combined with clinical support may help engagement with care and improve condition control. This study examines the extent to which home BP measurement is associated with total office visits among Medicare beneficiaries with self-reported high BP and the influence by other related factors. The 2018 Medicare Current Beneficiary Survey (MCBS) was used in the study. The study population consists of Medicare beneficiaries (n=4,456) with self-reported high BP who had at least one total office visit in the year. Total office visits served as the outcome and were dichotomized to low (1-5 visits) and high (greater than 5 visits), while self-reported home BP measurement was the primary independent variable. Andersen’s conceptual framework was used to establish the co-variates [Predisposing factors: age, gender, race, education; Enabling factors: insurance plan (Medicare Advantage, MA), income, patients’ satisfaction (a. quality, b. information); Individual needs: smoking, BMI; Environment: region]. Bivariate analysis using a chi-square test for independence, unadjusted and adjusted logistic regression was conducted using SAS v 9.4. Of the study population, 57.9% reported measuring blood pressure at home. Approximately 95.6% and 94.2% of beneficiaries were satisfied with the quality of care received and information about their symptoms respectively. Bivariate analysis showed a significant relationship between total office visits and home BP measurement (p<0.05). Unadjusted logistic regression results noted that those who reported home BP measurement had increased odds of high total office visits [uOR: 1.17 (1.02-1.33)]. This relationship was slightly increased in the adjusted analysis when accounting for other factors of interest [aOR:1.22 (1.06- 1.40)]. Those aged 65-74 years had reduced odds [aOR: 0.77 (0.61 -0.98)], females had increased odds [aOR: 1.38 (1.19 – 1.61)], and those with higher education had increased odds [aOR: 1.41 (1.14 -1.75)] of high total office visits. Those not enrolled in MA [aOR: 3.37 (2.31- 4.90)] and those who earn $25,000 or more [aOR: 1.23 (1.04 -1.45)] had increased odds of high total office visits. Those who have never smoked [aOR: 0.81 (0.69-0.94)] and those from the non-metro region [aOR: 0.65 (0.56-0.76)] had reduced odds of high total office visits. We conclude that those who engage in home BP monitoring are more likely to have a high number of total office visits. The use of home BP monitoring could reflect the severity of high BP suggesting the need for regular follow-up and frequent use of services. Further studies that explore this association are recommended.
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Parker, Ronald L. "Performing Self through Social Media: How African American Males (Re) Construct Their Identities, Self-Presentations, and Relationships Offline and Online." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440390563.

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Vendemia, Megan Ashley. "Clarifying the Relationships Between the Self, Selfie, and Self-Objectification: The Effects of Engaging in Photo Modification and Receiving Positive Feedback on Women's Photographic Self-Presentations Online." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555063304715201.

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Esmeier, Chelsea Marie. "Impact of Female Adolescents’ Motivations for Managing Online Photographic Self-Presentations on Their Social and Psychological Wellbeing." Xavier University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1554114196609514.

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Aspling, Fredrik. "The private and the public in online presentations of the self: A critical development of Goffman’s dramaturgical perspective." Thesis, Stockholms universitet, Sociologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59867.

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Erving Goffman is an important sociologist whose dramaturgical perspective on social interaction and presentation of the self is a classic within sociology. However, social interaction and presentations of the self occurs increasingly more online. Goffman’s perspective is, unfortunately, limited to face-to-face interaction. The aim of this study is to discuss how far Goffman’s dramaturgical perspective can take us in a discussion on the private and the public in online presentations of the self in Facebook and personal blogs. The aim is specified with the following research questions: What are the possible constrains and possibilities? What happens to the central concepts in the model? How can the model be critically developed to online presentations of the self? The discussion connects to the distinction between the private and the public, as it implicitly is presented in Goffman’s model. The discussion draws on empirical material consisting of reflections of ten individuals on their social practices on Facebook and personal blogs. As all respondents use both applications, it opens up for a comparison between how they present themselves in each forum. All respondents presented themselves differently on Facebook compared to their personal blogs. Goffman’s model works better on self-presentations on Facebook than on personal blogs, which are contradictive to the model. Facebook is about staging a successful character. Conversely, the idea with the personal blog was to stage the front stage as a backstage. Performances on the personal blog constitute an inverted model where the intimate is sublimated and ritualized. Additionally, impression management follows an altered logic of selective opening of the backstage. However, the performances are just as, if not even more, theatrical and dramaturgical as performances in Goffman’s model. Moreover, social situations on Facebook and personal blogs are dissimilar to face-to-face situations. Both settings can be seen as an abstract sociability rather than a concrete sociability. There is no immediate co-presence between the interactants which has the consequence of creating an uncertainty of in front of whom the performance actually is held, which in addition makes the social situation diffuse, scattered and harder to define.
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Books on the topic "Presentations of self"

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Making successful presentations: A self-teaching guide. 2nd ed. New York: Wiley, 1991.

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Oversharing: Presentations of self in the Internet age. New York, NY: Routledge, 2011.

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Walker, TJ. Presentation training A-Z: A complete guide to your audience understanding, remembering, acting upon, and telling other people about your message. 3rd ed. New York, NY: Media Training Worldwide, 2008.

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Jones, Frances Cole. How to Wow. New York: Random House Publishing Group, 2008.

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How to wow: Proven strategies for presenting your ideas, persuading your audience, and perfecting your image. New York: Ballantine Books, 2008.

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Jacobi, Jeffrey. How to Say It® Persuasive Presentations. New York: Penguin Group USA, Inc., 2008.

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In the line of fire: How to handle tough questions--when it counts. 2nd ed. Upper Saddle River, NJ: Pearson Education, 2014.

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Bender, Peter Urs. Secrets of power presentations: Focusing on effective, dynamic and impressive business presentations. Willowdale, Ont: Firefly Books, 1995.

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Bender, Peter Urs. Secrets of power presentations: Focusing on effective, impressive and dynamic business presentations. 6th ed. Toronto: Achievement Group, 1991.

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Bender, Peter Urs. Secrets of power presentations: Focusing on effective, impressive and dynamic business presentations. 5th ed. Toronto: Achievement Group, 1991.

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Book chapters on the topic "Presentations of self"

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Vonk, Roos. "Aversive self-presentations." In Behaving badly: Aversive behaviors in interpersonal relationships., 79–115. Washington: American Psychological Association, 2001. http://dx.doi.org/10.1037/10365-004.

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Graumann, C. F. "Psychology in Self-Presentations." In History of Psychology in Autobiography, 159–77. New York, NY: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88499-8_5.

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Wallwork, Adrian. "Rehearsing and Self-Assessment." In English for Presentations at International Conferences, 175–87. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26330-4_15.

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Wempen, Faithe. "Designing User-Interactive or Self-Running Presentations." In Microsoft® PowerPoint® 2010 Bible, 577–605. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118983959.ch21.

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Heinrich, Patrick. "New presentations of self in everyday life." In Identity and Dialect Performance, 210–25. Milton Park, Abingdon, Oxon ; New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315279732-13.

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Viola, Julianne K. "Presentations of the Adolescent Self in Contemporary Society." In Young People's Civic Identity in the Digital Age, 79–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37405-1_3.

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Polanska, Dominika V. "Squatters’ self-presentations and the creation of adversaries." In Contentious Politics and the Welfare State, 102–30. 1 Edition. | New York : Routledge, 2019. | Series: Cities and society: Routledge, 2019. http://dx.doi.org/10.4324/9781315107899-5.

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Rosenthal, Gabriele. "On the rules for front-stage self- and we-presentations." In Transnational Biographies, 19–26. Göttingen: Göttingen University Press, 2022. http://dx.doi.org/10.17875/gup2022-2204.

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Buhl, Mie. "Virtual Bodies in Cosplays On media-generated self-presentations of gender constructions." In Erziehung, Bildung und Geschlecht, 177–89. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-19112-6_10.

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Santos, Telma João. "Local Estimates for Minimizers, Embodied Techniques and (Self) Re-presentations Within Performance Art." In Imagine Math 7, 411–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42653-8_24.

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Conference papers on the topic "Presentations of self"

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Petrović, Vesna, Ana Radović Firat, and Lidija Palurović. "Oral presentation as authentic material for providing ESP instruction." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.414p.

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The paper investigates some perspectives of oral presentation as an authentic task for providing instruction to students who create their own presentations on a specified topic. For that purpose, undergraduate students who attend ESP courses were exposed to oral presentations prepared by their colleagues in order to be instructed on how to prepare their own presentations. Upon the task completion, a survey was conducted to collect the students’ opinions on the impact of the instruction that contains authentic material on their preparation strategies, self-regulation and self-evaluation in the process of fulfilling the task. The results show that oral presentation used as authentic material for ESP instruction positively affect the strategies and activities that students use during the preparation for the task completion. It also promotes students’ self-regulation and self-evaluation within the same process
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Gan, Tian, Yongkang Wong, Bappaditya Mandal, Vijay Chandrasekhar, and Mohan S. Kankanhalli. "Multi-sensor Self-Quantification of Presentations." In MM '15: ACM Multimedia Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2733373.2806252.

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Batrinca, Ligia, Bruno Lepri, and Fabio Pianesi. "Multimodal recognition of personality during short self-presentations." In the 2011 joint ACM workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2072572.2072583.

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Jimenez-Perez, Irene, Lara Requena-Bueno, Marina Gil-Calvo, Pedro Pérez-Soriano, and Jose Ignacio Priego-Quesada. "Relación entre la percepción de validez de una rúbrica, el rendimiento académico y la autorregulación de estudiantes de ciencias del deporte." In IN-RED 2021: VII Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/inred2021.2021.13658.

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The use of rubrics can be an especially useful tool to align the teaching, learning and evaluation processes of oral presentation. Its validity is essential to assess academic performance and may be influenced by student self-regulation. The objective of the study was to determine the perception of validity and utility of a rubric for students of the Physical Education and Sports Sciences degree, as well as to identify the relationship between this perception, their academic performance and their self-regulation. 123 students participated in the study. The teacher of the subject provided the rubric to evaluate oral presentations. After oral presentations, students answered two questionnaires: one about the perception of the validity of the rubric and the other about self-regulation. In addition, their academic performance was recorded. The students positively assessed the rubric’s validity as a method of preparing and evaluating the oral presentation. Self-regulation presented a clearer direct relationship with the perception of rubric’s validity than academic performance, however, this relationship was weak and needs to be verified in future studies.
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Epp, Felix Anand, Ilyena Hirskyj-Douglas, Maria Karyda, David McGookin, and Andrés Lucero. "Collocated Sharing of Presentations of Self in Public Settings." In MUM 2020: 19th International Conference on Mobile and Ubiquitous Multimedia. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3428361.3428380.

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Tyagi, Pawan. "Second Modified Student Presentation Based Effective Teaching (SPET) Method Tested in COVID-19 Affected Senior Level Mechanical Engineering Course." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23615.

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Abstract Student presentation based effective teaching (SPET) approach was designed to engage students with different mindsets and academic preparation levels meaningfully and meet several ABET student learning outcomes. SPET method requires that students prepare themselves by guided self-study before coming to the class and make presentations to teach the whole class by (a) presenting complex concepts and systems appealingly and engagingly, and most importantly (b) serving as the discussion platform for the instructor to emphasize on complex concepts from multiple angles during different presentations. In class, SPET presentations address the conceptual questions that are assigned 1–2 weeks before the presentation day. However, the SPET approach becomes impractical for large class sizes because (i) during one class period all the students can not present, (ii) many students do not make their sincere efforts. This paper focuses on the second modification of SPET to make it practical for large classes. The method reported in this paper was tested on MECH 462 Design of Energy System Course. Unlike the first modified approach, all the students were expected to submit the response to the preassigned questions before coming to the class. In class, SPET group presentations were prepared by the group of 3–6 students, who prepared themselves by doing SPET conceptual questions individually. Students communicated with each other to make a cohesive presentation for ∼30 min. In two classes per week, we covered 5–6 group presentations to do enough discussions and repetition of the core concepts for a more in-depth understanding of the content. During the presentation, each student was evaluated for (a) their depth of understanding, (b) understanding other parts of the presentation covered by other teammates, and (c) quality of presentation and content. The student who appeared unprepared in the class group presentation were provided direct feedback and resources to address concerning areas. SPET approach was applied in the online mode during the campus shut down due to COVID-19. SPET was immensely effective and helped to complete the course learning outcomes without interruptions. SPET could be customized for the online version without any additional preparation on the instructor part.
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Hirai, M. "How to publish a self-study book on professional presentations." In 2008 IEEE International Professional Communication Conference (IPCC 2008). IEEE, 2008. http://dx.doi.org/10.1109/ipcc.2008.4610207.

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Chertkova, Y. D. "Interaction Of Presentations About The Personality Traits And Self-Assessment Of Success." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.18.

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Tyagi, Pawan. "Student Presentation Based Effective Teaching (SPET) Approach for Advanced Courses." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66029.

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A student activity based effective teaching approach can significantly improve student learning. However, implementing student activity based teaching for the advanced level courses can be very challenging. Incomplete course coverage and the amount of time required by an instructor for designing active teaching strategies are cited as the common inhibiting factors in the adoption of active student teaching. This paper discusses a student presentation based effective teaching (SPET) approach that covers more course material than that covered in the conventional or other student-active teaching methods. Moreover, SPET approach requires less preparation time on instructor behalf. This paper is based on the effective teaching experiments conducted on senior level science and technology courses at University of the District of Columbia. Under the SPET approach, students are given reading assignment to prepare ∼ 10–20 minutes long power point presentation on well-defined conceptual topics, questions, or chapter modules. In every class typically three presentations take place on the same questions or topics. However, non-presenter students are required to generate conceptual questions. These questions were asked during or after the presentation by the designated students. Students’ presentations were graded according to the rubric focusing on coverage of suggested topics, quality of presentation, and questions and answers. Hence, the whole class is engaged in understanding the topic either for making the presentation or for creating conceptual questions. These grades were posted right after the class in the Blackboard’s online grade center to provide quick feedback. The following are key advantages of this approach. (1) Students understand 50–100% about the intended topic during self-reading and while making a presentation or participating in class discussion. (2) Repeating same concepts thrice during a class period and occasionally with instructor’s insights enable deep learning. (3) Students get quick quantitative feedback after each class and qualitative feedback during the class from instructor and peers. (4) This approach allowed coverage of very complex topics. (5) Students improved their communication skills by making coherent presentations and doing class discussion. In the survey, students reflected a higher degree of satisfaction with their learning as compared to instructor’s lecture-based classroom education system. This approach is highly suitable for advanced-level elective courses with small enrollment.
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Ji, H., M. Yamada, S. P. Gerhardt, E. Belova, Emilio Panarella, and Roger Raman. "RECENT ADVANCES IN THE SPIRIT (SELF-ORGANIZED PLASMA WITH INDUCTION, RECONNECTION, AND INJECTION TECHNIQUES) CONCEPT." In CURRENT TRENDS IN INTERNATIONAL FUSION RESEARCH: Proceedings of the 7th Symposium—Selected Presentations. AIP, 2009. http://dx.doi.org/10.1063/1.3204615.

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Reports on the topic "Presentations of self"

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Mulaku, Mercy N. What are the effects of interventions to improve healthcare utilization and health outcomes in people with low health literacy? SUPPORT, 2016. http://dx.doi.org/10.30846/1610113.

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People with low health literacy are more likely to use health services incorrectly and to have poorer health outcomes than people with high health literacy. Single strategies to improve health literacy (e.g. alternative presentations of numerical data) might improve health service utilisation and health outcomes by improving health literacy. Other mixed strategies, such as self-management, disease management, and adherence interventions, might improve healthcare utilization and health outcomes in people with low health literacy by facilitating patient/provider communication, circumventing barriers to healthcare, or improving health-related skills.
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Orizaga, Rhiannon. Self-Presentation and Identity in the Roman Empire, ca. 30 BCE to 225 CE. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1016.

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Runjic, Frane, Andrija Matetic, Matjaz Bunc, Nikola Crncevic, and Ivica Kristic. Small Degenerated Surgical Bioprosthetic Valve should be Treated with SupraAnnular Valve-in-Valve Transcatheter Aortic Valve Replacement. Science Repository, December 2021. http://dx.doi.org/10.31487/j.jicoa.2021.04.02.

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Background: Patient-prothesis mismatch (PPM) is a serious potential complication following surgical aortic valve replacement (SAVR). If it develops, valve-in-valve transcatheter aortic valve replacement (TAVR) is a reasonable therapeutic option. However, there is low evidence on the management of small degenerated surgical bioprosthetic valves, not prone to balloon-valve fracture (BVF). Case Presentation: This case report presents a successful valve-in-valve TAVR in acute heart failure due to degenerative surgical bioprosthetic valve Trifecta (21 mm) that is not susceptible to BVF. Standard preparation for transfemoral TAVR with a self-expandable valve was conducted, including the over-the-wire pacing. Thereafter, a successful valve-in-valve primary implantation of the self-expanding, supra-annular valve Evolut R 26 (Medtronic™) has been achieved. Follow-up at 3 months showed mild paravalvular leak in the region with clinical and heart function improvements of the patient. Follow-up echocardiographic parameters showed the reduction of anterograde flow impairment and improved effective orifice area (~0.85 cm2/m2). Conclusion: In conclusion, supra-annular valve-in-valve TAVR is a potential therapeutic option for PPM of small degenerated surgical bioprosthetic valves which are not prone to BVF.
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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