Relevant bibliographies by topics / Speeches, addresses, lectures

Academic literature on the topic 'Speeches, addresses, lectures'

Author: Grafiati
Published: 26 July 2024
Last updated: 27 July 2024

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Journal articles on the topic "Speeches, addresses, lectures"

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Maslauskienė, Greta. "Speaker stance and engagement across disciplines in Lithuanian university lectures: the case of mes ‘we’ in medicine and business administration." Taikomoji kalbotyra, no. 19 (June 19, 2023): 14–32. http://dx.doi.org/10.15388/taikalbot.2023.19.3.

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To gain a greater understanding of how speakers construct their disciplinary-situated identities and interact with their addressee(s) in Lithuanian spoken academic discourse, this corpus-based exploratory analysis focuses on the use of mes ‘we’ as a marker of stance and engagement in lecturers’ speech in Lithuanian university lectures on business administration and medicine. The data reveals that the lecturers in business administration used only the inclusive mes ‘we’, which is known to promote student involvement and strengthen lecturer-student rapport. The instructors in medicine frequently employed the exclusive reference to indicate their belonging to professional communities and highlight their level of expertise in the discipline, creating a sense of distance between the lecturer and the student audience.
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Barabanova, K. S. "Educational Activities of Omsk Medical Society in Late XIX - Early XX Century." Nauchnyi dialog 12, no. 3 (April 28, 2023): 341–60. http://dx.doi.org/10.24224/2227-1295-2023-12-3-341-360.

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At the end of XIX - beginning of XX centuries members of the Omsk Medical Society began to give public lectures to the townspeople. During this period, doctors throughout the Russian Empire carried out active educational activities, the purpose of which was to familiarize society with new sanitary practices and prevent epidemics. The purpose of this article is to study the educational activities of Omsk doctors in the late 19th - early 20th centuries, to achieve which we will turn to the issues that the lecturers raised in their speeches and their professional qualifications. For their presentations, lecturers chose topics related to both general issues of the development of medical science and addressed local sanitary problems. So public lectures became a platform for discussing urban problems. Doctors acted as experts, both for the authorities and for the townspeople. Omsk doctors were welltrained specialists with extensive practical experience, as well as actively engaged in scientific activities. Reading public lectures gave them the opportunity to take part in the educational activities of the scientific societies of Omsk, as well as to do charity work.
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Гагаев, Андрей Александрович, and Павел Александрович Гагаев. "ABOUT THE INDIVIDUAL AUTHOR'SBASIS UNIVERSITY LECTURE." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(58) (March 28, 2022): 204–13. http://dx.doi.org/10.26456/vtpsyped/2022.1.204.

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Аргументируется и раскрывается положение о необходимости прочтения вузовской лекции на индивидуально-авторской основе. Индивидуально-авторское прочтение лекции трактуется как, с одной стороны, научно-личностная интерпретация существенных положений читаемой теории, а с другой - актуализация в читаемом (в возможной мере) образа мира лектора, его видения обучающихся (адресат высказывания). Авторское прочтение лекции предполагает и обращение лектора к особой стилистике высказывания (стилистике удержания в речи авторского образа мира). Argues and develops the provision on the need to read a university lecture on an individual author's basis. The individual author's reading of the lecture is interpreted as, on the one hand, a scientific and personal interpretation of the essential provisions of the theory being read, and on the other hand, the actualization in the read (to the extent possible) of the lecturer's image of the world, his vision of students (the addressee of the statement). The author's reading of the lecture also involves the lecturer's appeal to a special style of utterance (the style of retaining the author's image of the world in speech).
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Ruytenbeek, Nicolas. "Lexical and morpho-syntactic modification of student requests: An empirical contribution to the study of (im)politeness in French e-mail speech acts." Varia, no. 24 (July 1, 2019): 29–47. http://dx.doi.org/10.54563/lexique.295.

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Despite considerable attention to the politeness of French requests, to date, no study has been devoted to the lexical variation within one and the same politeness strategy. In an attempt to overcome this shortcoming, this paper addresses lexical and morphosyntactic modification in university students’ requests to lecturers. On the basis of a corpus of 150 French students’ request e-mails, it is observed, on the one hand, that a large majority of requests include lexical items that mitigate the face-threat entailed by the request speech act. This is somewhat surprising, as the context in which these requests are grounded entails a weak degree of threat to the negative face of the recipient lecturer. On the other hand, unlike the politeness marker please, the terms of address that characterize formal communication are not systematically present. The results of this corpus analysis demonstrate that, even though a limited number of request strategies are used by students, the wording of their e-mails contains some degree of lexical variation in their choice of verbs and their use of lexical items to modify their requests. I also propose a naturalistic method consisting in eliciting e-mail speech acts, which avoids the downsides of semi-controlled production tasks.
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Mahendra, Yoannes Bosco Candrasuryya, and Felix Novaldy Zulham. "THE ANALYSIS OF SPEECH FUNCTIONS USED BY AN ELESP LECTURER IN ENGLISH FOR YOUNG LEARNER CLASS." ELTR Journal 1, no. 1 (February 7, 2020): 44–53. http://dx.doi.org/10.37147/eltr.v1i1.49.

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Speech function is a function performed by a speaker which has a purpose to specify their role. It is a situation where a speaker uses certain expression in order to convey some messages effectively. The use of speech function can be beneficial in our lives, especially in teaching learning processes. This research analyzed the speech function used by an English Language Education Study Program (ELESP) lecturer in English for Young Learners class. This study addressed one research question. It was the types of speech function which are used by an English Language Education Study Program of Sanata Dharma University lecturer in English for Young Learners class. The researcher used observation as the instrument to collect the data. Based on the findings, there were six speech functions used by the ELESP lecturer in teaching English for Young Learner class. They were referential function, emotive or expressive function, directive or conative function, phatic function, metalinguistic function, and poetic function. The result of the study revealed that the use of speech function in the classroom depends on the context and situation. Hence, it is not merely a meaningless function, yet it provides a bunch of advantageous for both lecturer and students.
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Mahendra, Yoannes Bosco Candrasuryya, and Felix Novaldy Zulham. "THE ANALYSIS OF SPEECH FUNCTIONS USED BY AN ELESP LECTURER IN ENGLISH FOR YOUNG LEARNER CLASS." ELTR Journal 1, no. 1 (February 7, 2020): 44–53. http://dx.doi.org/10.37147/eltr.v1i1.49.

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Speech function is a function performed by a speaker which has a purpose to specify their role. It is a situation where a speaker uses certain expression in order to convey some messages effectively. The use of speech function can be beneficial in our lives, especially in teaching learning processes. This research analyzed the speech function used by an English Language Education Study Program (ELESP) lecturer in English for Young Learners class. This study addressed one research question. It was the types of speech function which are used by an English Language Education Study Program of Sanata Dharma University lecturer in English for Young Learners class. The researcher used observation as the instrument to collect the data. Based on the findings, there were six speech functions used by the ELESP lecturer in teaching English for Young Learner class. They were referential function, emotive or expressive function, directive or conative function, phatic function, metalinguistic function, and poetic function. The result of the study revealed that the use of speech function in the classroom depends on the context and situation. Hence, it is not merely a meaningless function, yet it provides a bunch of advantageous for both lecturer and students.
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TSIOTRAS, Vasileios. "EDUCATION AND POLITICS IN IAKOVOS ARGEIOS’S ORATION ADDRESSED TO CONSTANTINE BASSARABA (1708)." Icoana Credintei 7, no. 13 (January 24, 2021): 61–91. http://dx.doi.org/10.26520/icoana.2021.13.7.61-91.

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Iakovos Argeios (ca 1660-1736), dean of the Patriarchal Academy of Constantinople, authored in 1708 a lengthy encomiastic oration in honor of John Constantine Bassaraba Brancoveanu, the prince of Wallachia. This oration remained almost totally unknown to researchers. The main purpose of the present article is to edit this interesting text, in order to give the opportunity to study not only its content but also its connection with the political situation and the educational program of the Patriarchal Academy. It is delivered by three manuscripts, but only one is accessible: cod. Beinecke ms 295 (XVIII ce.), which was cautiously and diligently copied by the Phanariot Scholar Nikolaos Karatzas (1705-1787). Iakovos Argeios taught rhetoric theory and practice, a course that was introductory to the upper course of philosophical studies. As it emerged through the text analysis, the speech is written in the context of the rhetorical lecture and therefore had to implement all the principles of the literary genre of encomium, as mentioned in the handbooks of ancient and contemporary rhetoricians (Hermogenes, Aphthonius and Korydalleus). Yet, there is a basic difference: the present oration is a royal oration, which means that Iakovos had to use additional sources (Menander the Rhetor and Synesius). Furthermore, the existence and the content of the speech allows us to draw conclusions about Bassarava’s involvement in the administration and financial support of the Patriarchal Academy and Iakovos’s political ideas on the ideal ruler, the skills and qualities he must possess in order to exercise effective administration. This oration is not a slavish praise, full of flattery; it is an excellent example of the rhetorical eloquence of the famous Aristotelian professor. Iakovos gives us an ideal picture of Wallachia, as seen through the eyes of Constantinopolitan Greeks: the country of Constantine Bassaraba was the refuge for all the Orthodox.
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Zahara, Amalina, Yuliani Setyaningsih, and Suroto Suroto. "distinguish test of health promotion media toward skin diseases prevention." Jurnal Formil (Forum Ilmiah) Kesmas Respati 4, no. 1 (July 30, 2019): 89. http://dx.doi.org/10.35842/formil.v4i1.232.

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Garbage transport officer risky for skin disease cause direct contact with various types of trash. A skin disease worsening the condition could reduce productivity and health if not addressed seriously because it is very disturbing for the convenience of patients. The aim of this study was to compare health promotion with lecture and poster on the knowledge and attitudes of skin diseases preventionThis study was a quasy-experimental with pre-post test two group design. Total subjects was 32 divided into 2 groups, namely speech group and poster group. Lecture intervention was given twice, which is lecture and lecture with forum group discussion (FGD). Interventions using posters are given for 2 weeks. Knowledge and attitude about prevention of disease skin obtained from questionnaire before and after education. Effect of disease skin prevention on knowledge and attitude in both groups were tested used Mann-Whitney and Wilcoxon.There was an increase in knowledge of skin diseases prevention in the lecture group (p-value=<0,001) and poster groups (p-value=0,257), but there was no increase in attitude in both group. There was a difference between post-test scores skin diseases prevention knowledge in speech and poster group (p<0,05). However, there was no difference in attitude changing in both groups.The results revealed that health promotion with lecture dan poster media can affect in knowledge garbage transport officer of skin diseases prevention. Lecture was more effective at increasing knowledge than poster media
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DUBSKIKH, A. I., A. V. BUTOVA, and O. V. KISEL. "LINGUO-PRAGMATIC AND SEMANTIC MEANS OF IMPLEMENTING THE PERSUASION STRATEGY IN ENGLISH POLITICAL DISCOURSE." HUMANITARIAN RESEARCHES 4, no. 80 (2021): 43–49. http://dx.doi.org/10.21672/1818-4936-2021-80-4-043-049.

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In modern society, linguistic sciences pay close attention to political discourse, since there exists a strong relationship between language and politics, which makes their separate existence impossible. That is why professional teams of philologists, imagemakers and PR specialists work on politicians’ speeches. The relevance of the study is explained by the fact that a multifaceted analysis of politicians’ verbal behavior, communicative strategies, tactics and techniques they use to implement intentions in public affairs contributes to a clearer understanding of political discourse and efficiency determination in the impact of politicians’ speeches on the mass addressee. The article deals with the consideration of political discourse and politicians’ verbal behavior peculiarities (based on a case study of British Prime Minister Boris Johnson’s speeches). The authors give a brief overview of Russian and foreign scientists’ works on communicative strategies and tactics. Most of the focus is on the ways to persuade the audience. The persuasion strategy is viewed as a macro strategy implemented with the help of an argumentation sub-strategy. The paper provides a classification of tactics that explicate an argumentation strategy, as well as the pragmalinguistic means used by politicians to manipulate public opinion and audience behavior are examined. The purpose of the study is to describe the macro strategy of persuasion in British political discourse, as well as the tactics for its implementation. The results obtained can be used for lectures on the theory of linguistic manipulation, semantics and pragmatics of conversation, imageology.
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Cienki, Alan. "Self-focused versus dialogic features of gesturing during simultaneous interpreting." Russian Journal of Linguistics 28, no. 2 (June 7, 2024): 227–42. http://dx.doi.org/10.22363/2687-0088-34572.

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The present study considers an implicit debate in the field of gesture studies as to whether gestures are produced primarily for the speaker or for the addressee. It considers the unique monologic setting of simultaneous interpreters working in a booth in which there is no visible audience present and where they only hear and do not see the speaker whose words they are interpreting. The hypotheses (H) are that the interpreters might produce more representational gestures, to aid in their own idea formulation (H1), and self-adapter movements, to maintain their self-focus (H2), rather than pragmatic gestures, which are known to serve interactive functions. Forty-nine interpreters were videorecorded as they interpreted two portions of popular science lectures, one from either English or German (their L2) into Russian (their L1) and one from Russian into their respective L2. The results showed that a vast majority of the gestures produced were either pragmatic in function or self adapters. H2 was thus supported, but H1 was not. The frequent use of pragmatic gestures is interpreted in terms of the internalized dialogic nature of talk and gesturing itself. Both beat gestures expressing emphasis and reduced forms of presentation gestures can facilitate the interpreters’ speaking by prompting the presentation and emphasis of ideas. Though focused on their own process of speech production, simultaneous interpreters may embody elements of the lecturer of the source text engaging with the audience, blended with their own dialogic speaking behaviors, aspects of which we may see in their gesturing.
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Dissertations / Theses on the topic "Speeches, addresses, lectures"

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De, Salvio Domenico. "Three case studies of enhancing speech intelligibility in University lecture halls." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/15496/.

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La qualità delle attività didattiche dipende in maniera preponderante dalla qualità della comunicazione fra insegnanti e studenti. Una buona comunicazione, in termini di facilità di elaborazione dei messaggi recepiti, permette di ottenere degli alti livelli di concentrazione da parte degli studenti ed un basso affaticamento fisico e mentale da parte degli insegnanti. È facile dedurre come la qualità della trasmissione della parola dipenda dalla sua intelligibilità. Questa è oggettivamente misurabile tramite complessi calcoli che tengono conto principalmente di due fattori: le caratteristiche acustiche degli spazi in cui l'attività si svolge ed i livelli di rumore di fondo che deteriorano la trasmissione dei segnali. Il presente lavoro affronta in maniera approfondita il tema dell'intelligibilità del parlato all'interno di tre aule universitarie e propone interventi di natura attiva e passiva al fine di migliorarla e conformarla agli standard richiesti dalle normative tecniche vigenti. Inoltre è stata realizzata un'analisi approfondita, sulla base di misure effettuate durante lo svolgimento delle lezioni nelle aule oggetto di studio, del rumore di fondo dovuto all'attività antropica. Ulteriori misure sono state effettuate, infine, per verificare gli effetti degli interventi di natura attiva e verificarne la conformità con i risultati previsti dalle simulazioni numeriche in fase di progetto.
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Books on the topic "Speeches, addresses, lectures"

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Kamal, Aziz Khursheed, ed. Abdullah Yusuf Ali's: Lectures, speeches and addresses. Lahore: Sang-e-Meel Publications, 2009.

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1938-, McDonald Donald, and Australian Broadcasting Corporation, eds. The Boyer collection: Highlights of the Boyer lectures, 1959-2000. [Sydney: ABC Books for the Australian Broadcasting Corporation, 2001.

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Kentridge, Sydney. Free country: Selected lectures and talks. Oxford, United Kingdom: Hart Pub., 2012.

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Shang da yan jiang lu: Lectures of Shanghai University. Shang hai: Shang hai ta xue chu ban she, 2009.

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Clark, C. M. H. Speaking out of turn: Lectures and speeches, 1940-1991. Carlton, Vic: Melbourne University Press, 1997.

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Williams, Eric Eustace. Lectures by Dr. Eric Williams. Pleasantville, San Fernando: Viren Annamunthodo, T/A Unique Services, 2011.

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Stoker, Bram. Bram Stoker's A glimpse of America and other lectures, interviews and essays. Westcliff-on-Sea: Desert Island, 2002.

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Stephanie, McLuhan, McLuhan Stephanie, and Staines David 1946-, eds. Understanding me: Lectures and interviews. Toronto, Ont: McClelland & Stewart, 2003.

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Marshall, McLuhan. Understanding me: Lectures and interviews. [Cambridge, MA: MIT Press], 2003.

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Channing, Edward Tyrrel. Lectures read to the seniors in Harvard College, 1856. Delmar, N.Y: Scholars' Facsimiles & Reprints, 1997.

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Book chapters on the topic "Speeches, addresses, lectures"

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Volpicelli, Robert. "Correspondent." In Transatlantic Modernism and the US Lecture Tour, 134–55. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192893383.003.0006.

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Chapter 5 demonstrates how W. H. Auden’s public lecturing was deeply interconnected with his poetry writing during the World War II era. Important to this argument is the fact that Auden didn’t come to the US with the intention of conducting a lecture tour; instead, he arrived as a European émigré during the onset of World War II. Once in America, though, he started delivering lectures as a means of generating a secondary income. Taking these circumstances into account, this chapter examines how the outbreak of World War II informed Auden’s approach to public speaking. Through his work as a lecturer, the poet quickly assumed the role of a wartime correspondent. Yet his early lectures and addresses left him with deep ambivalence about how easily he could stir up the emotions of his audiences. This is an anxiety that compelled Auden to move to the university as a place of semi-detachment. The rest of this chapter thus goes on to trace how he used his poetry to develop a new mode of allegorical speech that still allowed him to address political issues from his new position within the postwar academic institution.
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Bowie, Malcolm. "Introduction to Judith Butler." In Sex Rights, 44–47. Oxford University PressNew York, NY, 2005. http://dx.doi.org/10.1093/oso/9780192805614.003.0002.

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Abstract Judith Butler’s lecture, delivered in the Sheldonian on 6 March 2002, was a deeply moving occasion. In that tiered and ornamented space, through which so many local speech-makers had already passed and in which so many grandiloquent lectures on matters of public concern had previously been delivered, Butler spoke with unerring directness about a matter that had seldom been addressed there, even obliquely. She spoke about the oppression of sexual minorities, and about the hope for humanity at large that an end to such oppression might bring. Inhumanity was her theme; and yet, as her successive propositions found their target, a new, enlarged and inclusive vision of what it is to be human began to emerge. The whole performance was compelling in its moral authority, and it is encouraging to know that the lecture will now reach a much wider audience by way of the printed page. Butler describes both the brutality and the subtle discriminatory practices to which gays, lesbians and transgendered people are exposed in Western and non Western societies, and the exemplary courage and lucidity with which she proceeds will be a source of inspiration to campaign groups and concerned individuals around the world.
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FITZPATRICK, SHEILA. "Ending the Russian Revolution: Reflections on Soviet History and its Interpreters." In Proceedings of the British Academy, Volume 162, 2008 Lectures. British Academy, 2009. http://dx.doi.org/10.5871/bacad/9780197264584.003.0002.

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This lecture presents the text of the speech about the ending of the Russian Revolution delivered by the author at the 2008 Elie Kedourie Memorial Lecture held at the British Academy. It addresses the problems for historians in determining the meaning and moral of a revolution. The lecture analogizes the French and Russian Revolution and suggests that the Russian Revolution and its historiography has always been to some extent in the shadow of the French.
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Rosenblum, Bruce, and Fred Kuttner. "One-Third of Our Economy." In Quantum Enigma, 81–86. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195175592.003.0009.

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Abstract We were deep into the quantum mysteries in the fourth week of our “Quantum Enigma” course, which is addressed to students not majoring in the sciences (though some physics majors always take it). A young woman’s hand went up with a question: “Is quantum mechanics useful for anything practical?” I (Bruce) was speechless for at least ten seconds. In the narrowness of my physicist perspective, I just assumed that everyone realized the quantum basis of our technology. I put aside my lecture notes and for the rest of the hour went off on a tangent to tell of practical applications of quantum mechanics.
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Gaunt, Simon. "Bel Acueil and the Improper Allegory of the Romance of the Rose." In New Medieval Literatures, 65–93. Oxford University PressOxford, 1998. http://dx.doi.org/10.1093/oso/9780198184768.003.0004.

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Abstract In his influential analysis of the Romance of the Rose, C. S. Lewis concluded that the text was a failure, albeit ‘a great failure’. Whereas Guillaume de Lorris was (for Lewis) a ‘good’ allegorist, Jean de Meun was insufficiently concerned to sustain the allegorical coherence of the dream narrative. Lewis’s first and main example of Jean’s disregard for the allegorical texture of Guillaume’s Rose is his treatment of the figure Bel Acueil, whom Guillaume leaves languishing in Jalousie’s prison, guarded by Male Bouche and La Vieille; in Jean’s continuation, Amant succeeds in sending him a present-a chaplet or woman’s headdress through the intermediary La Vieille, who lectures him at length on how women should handle their lovers, before bringing Amant and Bel Acueil together for a rhapsodic moment that is spoilt by Dangier’s inevitable arrival. Bel Acueil is, of course, a masculine figure. For Lewis, the idea that La Vieille should address her speech to a young man and that he should receive a present such as the chapletwith obvious delight (12697-705) is an ‘absurdity’: in his view ‘the allegory has broken down’ (All.egory, 140).
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Hewitt, Nancy A. "Sustaining Visions, 1873–1889." In Radical Friend, 268–94. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469640327.003.0010.

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Amy Post remained active in numerous causes until her death in 1889. These included women’s rights, women’s suffrage, and spiritualism as well as new organizations devoted to industrial workers and to religious liberty and free speech. The last issues were addressed by the National Liberal League, for which Amy served as a founding officer. Although Post suffered a variety of ailments in later life, she regularly attended Progressive Friends’ meetings and other conventions, hosted lecturers in her home, joined spiritualist circles, and continued her friendships with Nell, Jacobs, Truth, Douglass, and other early co-workers. Post was also honored at woman’s rights anniversary celebrations. Her son Willet joined her in many activities, and her sister Sarah, her children and grandchildren provided joy and solace. Amy mourned the deaths of many fellow activists, and when she died in 1889, the Frederick Douglass League of Rochester, spiritualists, radical Quakers, friends and family gathered to celebrate her life. Although well-known in her time, Post’s activism and her broad vision of social justice slowly faded from memory. The Post Family Papers bring her social justice legacy and her diverse circle of friends and co-workers vividly back to life.
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Prozorov, Sergei. "The truth won’t tell itself." In Biopolitics After Truth, 146–80. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474485784.003.0005.

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Chapter 4 addresses acts of truth-telling as a form of affirmative biopolitics, a politics of bringing truth into life or living life in truth. Drawing on Foucault’s analysis of Cynic parrhesia in his final lecture course and the experience of East European dissident movements that he actively supported in the early 1980s, the chapter reconstructs truth-telling as a practice of political subjectivation and constructs a model of truth-telling that would be adequate for the post-truth era, which differs from both the Antiquity and socialist authoritarianism in no longer even pretending to practice what it preaches, since it no longer preaches anything at all. In this new condition, truth-telling cannot be content with living in accordance with the truth, but must forcefully restore truth to existence, giving it surplus illocutionary force in one’s speech acts that, as it were, speak both the truth and one’s very act of speaking it. We shall analyze the statements of environmental activist Greta Thunberg as precisely such parrhesiastic acts that add to the semantic content of established scientific truths the force of their affirmation as truths rather than opinions. The chapter concludes by demonstrating the centrality of such affirmation to a genuinely democratic biopolitics, in which the principles of freedom, equality and community are not merely retained as transcendental conditions but enter our very experience of, and experiment in, living.
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Reports on the topic "Speeches, addresses, lectures"

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GOVERNORS & SENIOR PERSONNEL - Dr H.C. Coombs - Correspondence, Diaries and Speeches - Address - ?Other People's Money? - John Morris Memorial Lecture, Hobart - 5 April 1962. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/03031.

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GOVERNORS & SENIOR PERSONNEL - Dr H.C. Coombs - Correspondence, Diaries and Speeches - Address - ?Some Ingredients For Growth? - The Edward Shann Memorial Lecture, University of Western Australia - 31 May 1963. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/03037.

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GOVERNORS & SENIOR PERSONNEL - Dr H.C. Coombs - Correspondence, Diaries and Speeches - Address - ?The Role of a Regional University? - 5th Albert Joseph Memorial Lecture, New England University College, Armidale - Ceremony of Commemoration of Benefactors - 17 October 1953. Reserve Bank of Australia, September 2022. http://dx.doi.org/10.47688/rba_archives_2006/04368.

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