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

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.

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.

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).

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.

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.

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.

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.

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

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.

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.

This study aims to describe some of the errors in the use of Japanese speech levels in the Kenjougo form by Japanese language learners and the smooth form of Sundanese language for themselves by some Sundanese people. What kinds of errors are found in the use of the two languages, the answers will be presented in this study.The data in this study for the use of the Japanese language were obtained from questionnaires addressed to students of the Japanese Literature Study Program, Faculty of Humanities, Gadjah Mada University semester III, V, and VII. While the data for the use of the Sundanese language consisted of two groups, the first group was obtained from the distribution of questionnaires addressed to Japanese language lecturers who spoke Sundanese and the second group was obtained from housewives, civil servants, retired civil servants, and others. It was concluded that the errors in using Kenjougo in the third semester were 36.36%, the fifth semester errors were 21.27%, and the seventh semester errors were 33.33%. Meanwhile, errors in the use of the lemes keur sorangan form among Japanese language lecturers who speak Sundanese as much as 22% and the public as much as 15%.

This paper explicitly addresses the ‘elicited versus natural data debate’ in cross-cultural speech act realisation research through critical discussion of an empirical study of comparable request sequences by Spanish and British undergraduates to one of their lecturers. Elicited (discourse completion tests) and natural data (unsolicited emails) were used and, not unexpectedly, produced significantly different results for each language community. That these differences related to crucial aspects of the interpretation and performance of requesting behaviour — such as organisation, density and politeness choices — leads us to argue that the goals of cross-cultural speech act realisation research can be best pursued through the analysis of natural data. The latter, however, should not be regarded as some methodological panacea but needs to be exposed to the same intellectual rigour that elicited data have been.

The article focuses on the relevant problem of finding new methods in theory and practice of teaching foreign languages and attempts an interdisciplinary research of conceptual metaphors both as a phenomenon of linguistics and English-language training. The authors view the research novelty in considering conceptual metaphors of educational discourse as one of the means of teaching students English speech patterns. The research aim is to identify basic conceptual metaphors of educational discourse and describe the algorithm of using them in teaching English at universities. The primary methods of the study are conceptual-taxonomic analysis and the Metaphor Identification Procedure (MIP). The materials of the study include the articles of the English-language educational discourse and topical lectures on Education, Communication, Science and Society at TED Talks platform. The main research results present conceptual metaphor classification and its possible use as the means of teaching English speech patterns. The basic mechanism of learning new English speech patterns through conceptual metaphors suggests the implementation of cognitive-communicative approach. The results of the research are addressed to master and post-graduate students when learning English in professional sphere of education sciences.

Introduction Childhood Apraxia of Speech (CAS) was declared as a motor speech disorder by ASHA (2007). Yet, until then it was mainly addressed as a phonological disorder and until these days, 14 years later, the treatment of CAS is yet to be motor based worldwide. Professionals finds it hard to diagnose it clearly due to comorbidity with communication and language disorders. Objectives This non clarity might lead to non-accurate treatment since the essence of the syndrome is not addressed. An accurate treatment will integrate knowledge from several domains: communication, Language, Sensory, behavioural, emotional, cognitive and, the most important one for CAS, motor learning. Methods Motor learning is an area of knowledge which is learnt usually in sport academy, while Its main practical purpose is to improve training methods in sport. The use of motor learning knowledge doesn’t belong to the world of sport primarily but rather to the world of movement wherever it exists. One of the fascinating areas of movement is speech. Results Speech in its basic form is motor based, before it being used as a motor tool for language and communication. It is the most complicated motor task in the human body since for every syllable we activate directly and indirectly over 100 muscles. The children who can’t acquire speech spontaneously due to severe deficit in motor planning, need to practice motor speech tasks repeatedly and accurately. Conclusions This lecture will present the use of 20 motor learning principles in the speech treatment via the VML method Disclosure I am the founder of the VML method while teaching it in various countries

In “An Answer to the Question: What is Enlightenment?,” Kant defines the public use of reason as “that use which someone makes of it as a scholar before the entire public of the world of readers.” Commentators rarely note Kant’s reference to “scholarship” in this passage and, when they do, they often disagree about its meaning and significance. This paper addresses those disagreements by exploring discussions of scholarship in Kant’s logic lectures as well as in later works like The Conflict of the Faculties. These sources suggest that Kant defends a rigorous conception of scholarship, which may not be consistent with liberal and egalitarian interpretations of the public use of reason. The paper concludes that Kant’s account of the public use of reason provides only a limited defense of freedoms of speech and of the press, which is neither as liberal nor as egalitarian as other commentators have suggested.

The problem of speech delay in children is a serious problem that must be addressed immediately because it is one of the most common causes of developmental disorders in children. Several studies in several countries state that about 6 to 8% of preschool children have speech delay problems. Speech delay can be seen from the accuracy of word use, which is characterized by unclear pronunciation and in communicating can only use sign language, so that parents and people who those around him are less able to understand the child, even though the child can actually understand what people are talking about. This speech delay will not only affect the social and personal adjustment of the child, but can also affect the academic adjustment of the child. The method used in the implementation of this service activity is through the method of socialization and simulation approaches in the form of lectures and demonstrations. This service activity was carried out aiming to explain the factors that affect speech delay in children and also the treatment given by parents, teachers and the environment in response to this problem. have their own understanding in dealing with children who are late to speak and design a concept model for developing language skills for children who are late. In the end, the team of service implementation activities through this activity hopes that Nurul Hasanah's teachers can improve students' language development, knowledge and skills in presenting learning that is more attractive to students in learning.

The purpose of this article is consist of covering the music-speechissues which were studied in the scientific works of the period of musicalculture before Afasiev of the XIX century. In particular, it is emphasizedthat in scientific researches, in articles, in lectures by F. Odoevsky,G. Larosha, O. Serov, V. Stasov, M. Lysenko, F. Kolessi and many othersthe stated problem gained the meaning of the milestone and directed the 93further vector of the study of the musical language in general.The research methods of this investigation consist in applying thetypological approach to the analysis of the considerationsʼ works.Scientific novelty consists in the disclosure of musical-speech issues inthe context of the works of the period before B. Asafiyev period whichcontain deep scientific reflections and contributed to its furtherdevelopment. The article is focused on the fact that among the greatnumber of different scientific investigations the most thorough approachwas seen in the works of the representative of the V. Odoyevsky era ofencyclopedism who summarized the achievements of the musical andtheoretical thought of previous centuries. His most famous works weredevoted to the works of M. Glinka, in which he studied the problems of thenationality of the musical language, singled out the connection of themelody of rhymed folk songs, studied the affinity of musical and verbalspeech, etc. Conclusions. The problems addressed on the pages ofperiodicals were not only scientific researches but also an important formof presentation of the development of contemporary musical culture. Theyacquired the significance of the creative laboratory of musical education,original translators of musical values for the broad audience. It was on thebasis of articles and scientific researches of representatives of musicaleducational thought that the formation of musical criticism of theXIX century was established, and a further vector of the study of musicalspeech issues was determined.

The article addresses basic genre parameters of the operations manual and aims to develop its genre model within engineering discourse. Engineering communication is becoming a subject of a special focus for linguists due to its rapid development driven by dynamic changes in technology, society and industry, which results in continuous exchange of information between the members of the engineering society. Despite the significant number of studies in the field of certain institutional discourses, the genre structure of engineering discourse, one of the promising fields of communicative linguistics, is still a research challenge due to insufficient studies of the engineering discourse as well as the professional communication in general. Since discourse is embodied in certain genres, and genres, in turn, are always included into a certain discourse field, the author proposes the idea that the engineering discourse provides a number of core genres which reflect the values, strategies and information of engineering communication. The research is based on the texts of operations manuals for the equipment produced by Russian manufacturers. The analysis of genre parameters and lexical aspects has revealed a number of key characteristics of the operations manual as well as its peculiar linguistic presentation as of a specific genre of engineering communication. The analysis proves that the operation manual genre meets the primary goal of professional communication in the engineering field. The peculiar characteristics of the studied genre are determined by the professional communicative purposes and the situation. The results of the research may be used in university lectures on professional communication, cognitive linguistics and cognitive terminology studies.

The article devotes to the study of prominent dominants in the vision of the educational process by the outstanding Ukrainian philosopher-traveler Hryhorii Skovoroda (1722–1794). It focuses on highlighting the basic principles of educational activities, stages, components, specifics of the choice, beginning and results. The paper analyzes the concepts of “pupil schoolchild/student” and “teacher/educator/lecturer” in personal, social, national and universal aspects. It reveals the meaning of the specified definitions thanks to the study of the formal and content components of the works, in particular. The author raises the important range of topics and problems, the uniqueness of the presentation with the dominance of certain types of speech, addresses. He uses permanent artistic figurative and expressive means, multidimensional images, metaphors, symbols. The investigation emphasizes intertextual accents, Socratic dialogue. It highlights features of character development and the selection of heroes to express prominent ideas. The work clarifies the features of the idiostyle and the dominant worldview of Hryhorii Savych Skovoroda.

Community awareness regarding stroke signs, risk factors, and actions that help reduce the risk and complications of stroke is poorly addressed, as it is thought to be the best approach to control and prevent stroke. Aim: To establish the awareness of stroke and its management among high school and college students using an educational intervention. A questionnaire was administered to students from five high schools and four colleges with different areas of focus, (arts, science and commerce), types (public, semi-public and private), and economic locations before and after an educational lecture on stroke. The lecture covered the following elements: stroke definition, signs, risk factors, actions, time window for thrombolytic therapy, and types of rehabilitation interventions. This study included 1036 participants, of whom 36.3% were male and 56.4% were high school students, and the mean age was 17.15 ± 1.29 (15–22) years. Before the lecture, 147 participants were unaware of a single sign of stroke, and 124 did not know the risk factors. After the intervention, 439 participants knew four signs of stroke, and 196 knew 12 risk factors. Female students had better knowledge about stroke signs (odds ratio (OR), 3.08; 95% confidence interval (95% CI), 2.15–4.43). Hypertension (52.7%) and weakness (59.85%) were the most known signs and risk factors. The proportion of students who selected traditional medicine as the mode of treatment decreased from 34.75% to 8.59% after the lecture. Other rehabilitation methods (e.g., physical therapy, occupational therapy, speech therapy and counseling) were chosen by more than 80% of the students. The results of the current study showed that the awareness on stroke risk factors and management among the school and college students can be significantly improved with regular educational interventions, and therefore stroke can be prevented to some extent.

Following the recent development of address research in pluricentric languages (Clyne et al. 2006), the present study describes address practices in English-speaking academic settings and pursues two main objectives: (a) to provide a profile of address patterns in academic interactions in Australian English; and (b) to compare address practices in higher education across the three dominant varieties of English, namely American English, Australian English, and British English. The data on Australian English are drawn from 235 questionnaires completed by students, who reported on the address strategies adopted by students and teaching staff in classroom interactions in an Australian university. Data on American and British academic settings were retrieved from the research literature on the topic. The findings show a high degree of informality and familiarity in student-teacher relations in Australia, where reciprocal first names are the default pattern of address at all levels. By contrast, in American academia the hierarchical organization of roles and the different professional positions are foregrounded and reinforced through an asymmetrical use of titles, honorifics and first names. Finally, the British university setting displays a non-reciprocal usage of first names and titles between lecturer and students, which gradually evolves into a more generalised reciprocal use of first names, usually after extended contact and collaboration. We argue that the distinctive patterns of address observed in the three varieties of English reflect diverse social and cultural values systems at work in different speech communities.

This work had as main objective, to use the game the jaguar and the dogs, practiced by the Maniçobeiros, as a way to contribute to improve the logical-deductive reasoning skills of students of the 3rd year of the Integrated High School in Informatics, as well as to awaken the their interest in knowing the regional history of the city of São Raimundo Nonato. The methodology employed was based on the concept of interdisciplinarity and was divided into three stages: first, a questionnaire was applied to the students; then, a workshop was promoted, in which the game in question was addressed; in the last stage, there was a lecture open to the community that took place in the auditorium of the Campus of the Federal Institute of Piauí, which had as its theme: THE HISTORY OF THE MANIÇOBEIROS AND THE GAME THE ONÇA EOS DOGS. The results were the result of the analysis of a previously applied questionnaire and the appreciation of the students' informal speeches after the end of the experience, through which it was noticeable that the game encourages the incessant use of thought and contributed to arouse the students' curiosity for a part of the history of São Raimundo Nonato.

We consider the methods of teaching professional communication in the field of medicine at the lessons of Russian as a foreign language. The stages of work with professionally directed material in the aspect of speech competence are presented. The description of listening as a productive form of language teaching from the perspective of perception and understanding of professional terminology is given. In addition, examples of assignments for all types of pre-text, text and post-text listening work are given. A generalized characteristic of teaching dialogue and monologue speech based on the material of professional medical nomenclature is given. The most productive types of tasks that ensure the development of communicative competencies of future doctors have been highlighted. The conclusion is formulated that tasks for the development of speech among foreign students should contribute to effective mental activity; activation of language guess; enrichment of passive and active vocabulary; predicting the naming ability of text and text units, key concepts of a word and main content; the development of the ability to extract the main information from the text, independently evaluate what has been read, and also improve the lexical and grammatical competencies of students. The work is addressed to lecturers of Russian as a foreign language, teachers of Russian as a foreign language in secondary schools.

The speech act of paying compliment (“you are looking good”) to someone is the attempt to establish the social relationship and ties solidarity between the communicators. In addition, it attributes credit to someone other than the speaker; usually the person addressed, for some “good” (possession, characteristic, skill, etc.) which is positively valued by the speaker and the hearer. Furthermore, the act of responding it is an interlocutor’s acceptance (“Thanks, Thank you”) and non-acceptance (“it is really quite old”) of the compliments. In conjunction with English teaching and learning process, the attempt to compliment and respond it can be used as a strategy to help the EFL learners able to open a conversation or a short talk with their classmates. The EFL lecturers/teachers will bridge the learners to strike up their conversations/short talks by providing some conversations/short talks’ situations. The situations, which relate to their friends’ possessions, characteristics, or skills, are used to attribute their credits as conversation opener.

Reading C.P. Snow’s 1959 lecture, ‘Two Cultures and the Scientific Revolution’ in 2017, I was struck by the ways in which the essay, written over half a century ago, addresses issues that I’ve been engaged with for most of my life. Snow defined a world of cultures split between: ‘Literary intellectuals at one pole, at the other scientists. Between the two a gulf of mutual incomprehension, sometimes hostility and dislike, but most of all lack of understanding.’ I’ve encountered this lack of understanding in my own profession and in public life. But it was Snow’s closing argument that really grabbed my attention: he proposed to his Cambridge audience that they had ‘better look at education with a fresh eye’ and that there was a ‘good deal to learn from the Russians’. Not really. If, as Snow proposed, ‘Scientists have the future in their bones’, we’d all do better to respond to the cool reason of dissidents such as Andrei Sakharov and Anatol Sharansky and to recognize the ultimate power of free speech, which only exists in a free society.

Whether there is or has ever been such a thing as a European identity of some real substance and what changes that identity, if found to exist, has undergone in the course of history; at what time and why it was lost, if it no longer exists, and why it cannot be said ever to have existed at all, are questions which are among the favourite subjects of a certain kind of after-dinner speech and the welcoming or concluding addresses at academic – and indeed, of late, also political – gatherings. The fact that these questions are thus frequently dealt with in a branch of oral literature that is not above suspicion does not mean that they are devoid of importance or should be avoided in serious contexts. It seems clear, on the other hand, that they can be treated with intellectual honesty only if formulated in such a way that the answers can be determined, in the first place, by a clear choice of criteria for establishing identity and difference, but also by an equally explicit and clear choice of the geographical and chronological perspectives in which the application of these criteria is to take place.It is obvious that the broader the chosen historical perspective, the narrower in range are those elements of European life and history that can be said to have retained a minimum of identity over time. If you adopt a truly multi-secular perspective, one which still has room for what a French thinker has aptly called les grands récits, ‘the great tales’, the myths of peoples and tribes engaged in founding, migration, conquest and defeat, it must be admitted that a very modest identifiable identity remains. Likewise, the observer who insists on referring to the whole area, which is today called Europe, and also on contemporaneousness, is likely to find a meagre catch in his nets, were it only because time and change travel – or at least, travelled, in a not too distant past – at very different speeds over that vast area.

‘For him the streets of the great city of learning which we wished to build lay all clearly laid out before his mind’. These words describe the first Rathbone Professor, the imposing John Macdonald Mackay – who arrived in Liverpool, after a spell in St Andrews, at the precocious age of twenty-eight. Mackay was always portrayed in the image of the modern-day prophet. This was not only a matter of his posture, seen in a famous Liverpool picture in which he is represented pointing the so-called New Testament group of his fellow university progressives to the Promised Land (Figure 1), but also of his rambling style of speech (his lectures lasted nearly two hours) and in the characteristic pause, as the archaeologist John Garstang observed, after you addressed a question to him: ‘an interval during which his eyes roamed among things unseen’. Lytton Strachey, briefly a pupil, put it more brutally: ‘Professor Mackay is very weird and somewhat casual’. But with all this, as my opening quotation suggests, Mackay was one of the chief architects of the faculty and university; discoursing passionately, for example, on the need for Liverpool to maintain its distance from the ‘repellent American type’ (of which he evidently knew very little). By comparison with the great Mackay, and still more with my immediate predecessors, I feel I must begin by lowering expectations.

Over the last 5 years, MEIE has been held in various locations, including Hangzhou (2018 & 2019), online conferences (2020 & 2022), and hybrid event in Kunming (2021), attracted participants from 14 countries and regions including Sweden, Canada, the United States, Australia, China, Malaysia, Singapore, South Korea… The Sixth International Conference on Mechanical, Electric and Industrial Engineering (MEIE 2023) was co-organized by China Institute for Quality Research (Shanghai Jiao Tong University) and Faculty of Mechanical Engineering & Mechanics, Ningbo University, which was held successfully during May 23-25, 2023 in Sanya, China. This event attracted about 70 participants from all over the world, and addressed both basic research and the societal/industrial-technological needs within mechanical, electric and industrial engineering. Conference program was divided into 3 sessions: keynote speeches, oral presentations and poster presentations. We are honored to invite 3 experts to give the impressive lectures. Following the keynote speakers, there were 20 oral presenters and 13 poster presenters. During these sessions, presenters shared their latest achievements. Audiences were actively participated as well. The accepted papers have been through rigorous peer review to meet the requirements of international publication standards. Many thanks to the authors for their valuable contributions and to the attendees for their active participation. We would like to express our gratitude to the reviewers, who provided constructive criticism and stimulating comments and suggestions to the authors. We are grateful to the organizers, technical program committee for their precious time and advice, as well as internationally renowned scientists who acted as keynote speakers at the conference. Finally, our sincere gratitude goes also to the IOP Publishing editors and managers for their helpful cooperation during the preparation of the conference proceedings. On behalf of the Organizing Committee of MEIE 2023. List of Technical Program Committee are available in this pdf.

Abstract The complex and abstract character of political discourse makes it difficult to be understood directly by ordinary people. Assuming that use of metaphor could make political language easier to comprehend, more and more scholars began to focus on the study of metaphor in political discourse. However, most of these studies paid only attention to the contrastive study of single metaphor phenomena, while diachronic studies of metaphors still remained few. The present paper attempts to make a diachronic analysis of metaphor clusters in American and Chinese political discourse. The data employed are American and Chinese leaders’ political speeches, addressed to university students; the Chinese corpus contains 119021 characters, while the American corpus includes 118805 words. The research was implemented over three periods, namely before 1900, from 1900 to 2010, and from 2010 up to now (when the new term “metaphor cluster” was introduced to study the clustering phenomena of metaphor in different periods). In addition, both qualitative analysis and qualitative analysis were employed; the linguistic analysis tool Wmatrix and MIPVU procedures were adopted to identify metaphor clusters, thereby remedying the shortcomings of traditional methods which identify metaphor through researchers’ intuition and perception. Qualitative analysis was used to conduct a contrastive analysis of dominant metaphor clusters and how they tend to be used by the lecturers, both in the American and the Chinese corpuses. The data analysis shows that metaphor clusters abound in American and Chinese leaders’ political speeches in universities. Generally speaking, Chinese leaders adopt more metaphor clusters than do their American counterparts. Similar metaphor clusters in both data are: journey, family, and building. Circle and art metaphor clusters are unique to the Chinese data, while religion and drama metaphor clusters only occur in the American data. Before 1990, leaders adopted few metaphor clusters both in America and in China; the two decades from 1990 to 2010 witnessed a peak season of employing metaphor clusters in both Chinese and American leaders’ speeches, whereas after 2010, the usage of metaphor clusters in Chinese data ushered in a new stage of development, with a multitude of new metaphorical expressions having cultural connotations. The results reveal that the differences in the usage of metaphor clusters are mainly due to the various ideologies and cultural backgrounds of the two countries. In addition, our analysis also shows that the employment of metaphor clusters in political discourse could lead the audiences’ direction of thinking, reduce the audiences’ comprehensive burden, and arouse the audiences’ emotions.

Introduction. The article analyzes the frame-conceptual structure of the American popularpsychological discourse and touches upon the means of speech influence used in it. This discourse is a set of semiotic works aimed at popularizing and introducing ideas/concepts related to issues of practical psychology. The purpose of the article is to describe in general terms the frame-conceptual composition of American popular psychological texts.Methodology and sources. Methods of thematic and genre selection of texts are used, content analysis. The main method is interpretive: the gist of each text is reproduced, its meanings are extracted, frames and concepts are singled out. Materials range from popular science and scientific publications to popular psychological talks, TED talks, coaching, therapy lectures. In general, popular psychology in the United States comes from several sources, the most influential among which are the philosophy of “self-help”; psychotherapeutic/psychiatric models of humanistic psychology; transpersonal psychology, including mysticism, paranormal and religious experiences, practices of Hinduism, Buddhism, Taoism, Kabbalah, Theosophy, etc.Results and discussion. it is found that the basic conceptual units of the American popularpsychological discourse are the conceptual frame PSYCHOLOGICAL WELL-BEING with the subconcept PSYCHOLOGICAL HEALTH and the subsubconcepts MINDFULNESS and EMOTIONAL HYGIENE; the conceptual frame ACTIVITY/WORK/STUDY with its subframes CORPORATE/OFFICE WORK (with the subsubframe WORK ORGANIZATION), INDIVIDUAL WORK/STUDY and subconcepts ATTITUDE TO WORK, RESULT/PERFORMANCE/ACHIEVEMENT; the concept of SUCCESS with different script-producing subconcepts; the concept OVERCOMING ADVERSE CIRCUMSTANCES with the script-producing subconcept TURNING OBSTACLES INTO OPPORTUNITIES. Popular psychological discourse is characterized by a mixture of styles, multiple addressees, publicity, narrativity, quasi-dialogue form, empirical exemplifications, and applicability to everyday life.Conclusion. This discourse develops its own concepts and conceptual frames, has the potential for reframing the semantic constructs of recipients. It also generates scripts, for example, the concept of MINDFULNESS becomes the basis of modern American psychological and psychotherapeutic practices. This discourse demonstrates informative, argumentative, persuasive, illustrative (or allegorical) types of speech; it is logical, idiomatic, expressive which contributes to speech impact.

Background. A skill to evaluate different objects and phenomena of the objective reality establishes the nature of the interaction of the individual with the surrounding environment. This skill is considered to be one of the most important constituents of human cognitive activity. The necessity to evaluate develops human thinking. Since evaluation causes high interest of the readers in the sporting event, it is of prime importance to analyze the ways of linguistic representation of evaluative parameters in sports commentary. Purpose. The article finds out and considers the evaluative parameters and their linguistic representation. Materials and methods. The research material comprises 4 football scripts taken from the Sportsmole sports website (https://www.sportsmole.co.uk). The componential and definitional analysis as well as discourse and contextual analysis together with the pragmatic and cognitive methods were used in the analysis of the scripts. Results. The results of the research study showed that high level of evaluation is very typical of the speech of the sports online commentator. Following classifications were presented: according to the subject of evaluation, to the scale of evaluation and the presence of an emotional component as well as an absolute and relative types of evaluation. A rational component in the commentator’s evaluative speech was investigated. It is considered to be a result of thinking activity of the addresser and is not connected with his or her emotions. An emotional component which is closely linked to inner feelings and emotions was also analyzed. A conclusion was drawn that the speech of sports commentators is characterized by explicit and implicit evaluation. Practical implications. The results of the research study contribute to the theoretical aspects development in the field of pragmatic linguistics and sports discourse. They can also be used in the lectures on pragmatic linguistics and lessons of the English language. The paper is of particular interest to the researchers of sports discourse and online commentary.

Abstract The interest in ethical and bioethical topics in society is always present. However, the question arises as to how are ethical and bioethical problems of broad spectrum presented to the public, starting from issues related to health, medicine, technology, genetics, to issues about economy and politics. If ethical-bioethical issues will be addressed in different fields of social life without systematic methodological preparation, we could easily be trapped in ethics and bioethics speeches, which would be presented in a way that suits somebody at a certain point. When talking about educational institutions like College or Polytechnic with medical and health-related study programs, it would certainly be useful to make an analysis about the ethical-bioethical topics and subjects they are offering to students. Recently, there is a high interest of high school graduates in enrolling to professional study programs like Physiotherapy and Nursing. Bioethics is an obligatory subject within the framework of those study programs. However, lecturers of different profiles are chair professors of Bioethics at the aforementioned institutions, starting from physicians, through philosophers, theologians, sociologists, and lawyers. Of course, that is possible because a scientist can deal with various scientific challenges through his career, but it would certainly be important to at least equate syllabi, as well as plans and programs of Bioethics in Physiotherapy and Nursing study program. It is important to note that in Physiotherapy programs, besides subjects from the field of biomedicine, a significant part of the program is based on the science of movement and especially therapeutic exercises, which point out the need to include the field of kinesiology into the Bioethics plan and program.

В статье рассматриваются актуальные проблемы диалогичности, несущей в себе элементы аналитики и интердискурсивности. Диалогизация, понимаемая нами как фиктивно-реплицированная форма монологической речи, анализируется в фокусе универсальных функционально-стилистических характеристик лингвистического дискурса рубежа ХIX - XX веков. На материале особой гносеологической значимости - литературной критики, академической лекции и судебного красноречия - выявляются основные коммуникативно-эстетические программы и диалоговые формы рубежа прошлых столетий. К ним мы относим, прежде всего, приемы скрытой диалогизации монологического рассуждения. Диалогичность эксплицируется в числе основных релевантных признаков воздействия/убеждения и интерактивного вовлечения аудитории в процесс восприятия информации. Цель работы - выявление и анализ синтаксических средств оформления скрытой диалогизации как риторических приёмов монологического рассуждения. Исследование опирается на единство стилистического и жанрово-дискурсивного анализа прагматической реализации авторской рецептивной установки. Коммуникативные стратегии автора - создателя текста - устанавливаются посредством анализа структурной организации вопросно-ответных комплексов и их функциональной направленности. Проведенные наблюдения позволяют рассматривать диалогичность языка как основную коммуникативно-прагматическую и эстетическую характеристики лингвистического дискурса рубежа прошлых столетий. Специфика исследуемых жанров, нацеленных на интеракцию и ответную реакцию реципиентов, определяется отсутствием непосредственного контакта между адресантом и адресатом. «Однонаправленность» письменной и устной монологической речи активизирует использование большого количества вопросно-ответных комплексов, имитирующих прямой контакт между условными интерактантами. Внутренняя диалогизация монологической речи является одной из основных характеристик общей коммуникативной функции языка и риторической организации публичной речи. В лингвистическом дискурсе рубежа ХIX - XX веков диалогичность и экспрессивность речи (как и сегодня) получают особую значимость в аспекте фоновых противоречий и характерного для этого времени поиска новых эстетических форм и программ. The article examines topical problems of dialogicity, which carries elements of analytics and interdiscursiveness. Dialogueization, understood by us as a fictitiously replicated form of monologue speech, is analyzed in the focus of the universal functional and stylistic characteristics of linguistic discourse at the turn of the 19th - 20th centuries. Based on the material of special epistemological significance - literary criticism, academic lectures and judicial eloquence - the main communicative and aesthetic programs and dialogue forms of the turn of the past centuries are revealed. These include, first of all, the methods of hidden dialogization of monological reasoning. Dialogue is explicated among the main relevant signs of influence / persuasion and interactive involvement of the audience in the process of perceiving information. The purpose of our work is to identify and analyze the syntactic means of formalizing latent dialogization as rhetorical techniques of monological reasoning. The research is based on the unity of stylistic and genre-discursive analysis of the pragmatic implementation of the author's receptive attitude. The communicative strategies of the author - the creator of the text - are established by analyzing the structural organization of question-answer complexes and their functional orientation. The observations made allow us to consider the dialogicity of language as the main communicative-pragmatic and aesthetic characteristics of the linguistic discourse at the turn of the past centuries. The specificity of the studied genres aimed at the interaction and response of the recipients is determined by the lack of direct contact between the addressee and the addressee. The “unidirectionality” of written and oral monologue activates the use of a large number of question-and-answer complexes that imitate direct contact between conditioned interactants. Internal dialogization of monologue speech is one of the main characteristics of the general communicative function of the language and the rhetorical organization of public speech. In the linguistic discourse of the turn of the 19th - 20th centuries, the dialogicity and expressiveness of speech (as it is today) acquire special significance in the aspect of background contradictions and the search for new aesthetic forms and programs characteristic of this time.

The article presents the material of the original masters-level lecture course “Practical Rhetoric and Communication Management” and addresses the problems of theoretical and applied philosophy regarding the probability factor. It involves free self-awareness, conventional types of knowledge, forecasting modes, specific types of intellectual activity and the relevant types of speech, when communication appears as a dialogue with the future, which, in confirmation of the original unity of time, illuminates all three temporal forms.The Preamble defines the reasons supporting the topicality of the “problem of the future” in the Human World, which provokes a demand for the ability to a) think about the future, b) speak its language, and c) understand its tools. The role of rhetoric in realization of our relationship with the future is noted.In Section I, rhetoric is presented as a kind of art and a subject of knowledge. Considered in three dimensions and in connection with three types of mind, it is defined as the free self-consciousness convincingly expressed in language.Section II presents practical rhetoric as an art of conscious speech management of life in time and space. The connection between it, time and the probable dimension of life has been clarified. The concept and term “rhetorical images of time” are proposed, the possible composition of the latter is given.In Section III, the rhetorical images of time in the field of activity are considered, a definition and language for the rhetoric of purpose, result, and evaluation are proposed. In the “internal” opuscule, the rhetorical “axiomatics of Aristotle” (the author’s term) is formulated, extended from the second to the fifth axiomatizations by the author himself. As a result, the rhetorical axiomatics of a) free self-awareness, b) conventional knowledge, c) project activity – the activity of mastering the future, d) its agents: consultants, analysts, experts, implementers and managers-administrators, e) types of project communication, was obtained. A rhetorical definition of the term “project” is introduced.The Epilogue offers rhetorical definitions of management as powerful communication regarding personal mastery of the future and power as the exercise of the right to manage.

Abstract: This study analyzed speech acts contextualized in Dead Poet Society and Freedom Writers. This study focused on the use of illocutionary acts used by main characters in both movies. In analyzing the data, this study included content analysis. In this regard, three research questions are addressed: 1) What dominant types and functions of illocutionary acts are uttered by the main characters in certain contextual scenes in both movies? 2) What are the intended meanings of those illocutionary acts?, and 3) How frequently are the illocutionary acts used in both movies? The collected data included 97 utterances of the main character in the Dead Poet Society and 84 utterances in the Freedom Writers which contain illocutionary acts in certain scene contexts. The findings revealed that the kinds of illocutionary acts on both films consisted of five kinds: assertive (representative), directive, commissive, expressive, and declarative. Moreover, the second result of the study showed that the most frequently illocutionary acts used by the main characters in both movies were suitable with its movie scene contexts. Thus, the intended meaning of the main characters are well described and understandable by the viewers. The third result showed the different percentage of the use of illocutionary acts classification expressed by the main characters in both movies. The most frequently used illocutionary in Dead Poet Society is representative (47.06%) which emphasized on informing (30.59%), and directive (45.87%) in Freedom Writers which emphasized on asking (21.10%). Pedagogically, the findings above recommend that the lecturers develop their creativity in teaching pragmatics (sociolinguistics) to improve teaching and learning process by adapting other relevant sources such as movies. Key words: Illocutionary acts, Main Character, Movie

As a professor of theology with expertise in interreligious issues, I designed a January Term course on Hinduism set in south India. The course met liberal arts requirements and was designed for predominantly upper Midwestern students with Catholic and Protestant backgrounds. The focus was not on major sites but on meeting people in the countryside. Also, the course moved traditional learning and pedagogy into a living space by staying for six nights, during the Pongal harvest festival, in rural homes in Tamil Nadu. In terms of academics, the course was originally designed to focus on asceticism, the worship of Shiva, village goddesses, and the role of hill shrines in Tamil Nadu. The students would learn about these topics directly through the town, its inhabitants, and nearby religious sites. I did my best to prepare students for the experience, utilizing interviews, orientation sessions, on-site orientations, and assigned readings. My plans and preparations might seem to have been good, but at the midpoint of the course, on the first day in the small town, the program ground to a halt. Many students were emotionally devastated by the level of poverty. In this context, my lectures on asceticism, Shiva, goddesses, and hill shrines rang hollow and empty. Instead, the minds of the students were flooded by a host of other issues, including poverty, race, class, gender, environmental pollution. Although initially devastated by poverty, the students were quickly drawn into the life of the town. After only two days many frowns and tears turned into smiles. They were drawn in by the hospitality, the highly relational nature of the Tamil people, the exuberance and color of the Pongal celebrations, and the town’s rituals. Religion was a main facet of the experiences of the students, and this was key in terms of transforming their stay into a positive one, but my lectures on Shiva nevertheless rang empty. The students were experiencing a different aspect of the religion than what I had learned about in graduate school or was prepared to teach. Westerners tend to think of Asian religions in terms of meditation, asceticism, and philosophy, but the students were experiencing religion in terms of family intimacy, obedience to the elders, and hospitality to the stranger. I later found that the sixth century Tamil classic, the Tirukkural or “Holy Speech,” addresses the experiences of the students. The text gives instructions on how to live a virtuous life, and it discusses two main lifestyles, those of the ascetic and the householder. The former pertains to material that I was prepared to teach and the latter to the world my students were experiencing. There were a variety of lessons which the students, and students in future years, learned from the lifestyle of a Hindu householder. Lessons they wrote about in their journals included generosity to outsiders and guests, valuing family relations, that great joy can exist in the midst of poverty, and that Americans value individual choice, whereas Indians value collective decision making.

The complexity of everyday life, which brings countless challenges, confrontations, obstacles and, of course, beautiful moments, certainly goes beyond the simplified picture that is visible in the public only on the basis of the final “product”. Sport is a segment of society in which the result is clearly visible, and on the basis of which those more or less successful are ranked, but there is a harsh limit beyond which the effort invested is incomparably less appreciated and the achieved result is not adequately valued in society and the media. That dividing line is usually placed before the fourth place and is symbolized by the medals and other awards to those who place above and the certainty of sinking into oblivion for the others. Through research on Yugoslav and Serbian athletes whose greatest achievement at the Olympic and Paralympic Games was the fourth place (a total of 75 Olympic and 13 Paralympic athletes) and also through subsequent conversations with some of them, this global phenomenon, which permeates the world of sports and other segments of society, comes into the limelight. At the same time, through this work, the exceptional results of the athletes from this region are saved from oblivion. Looking at the answers to the key question, it is obvious that the interviewees mostly feel regret, i.e. regret for the missed opportunity to win a medal, often mixed with the feelings of pride, especially when their results are viewed from today’s perspective, bearing in mind that athletes think of the Games as the greatest event in sports. “Being fourth” is an everlasting phenomenon having no end and no unique conclusion, getting new heroes again and again. This paper is an adapted segment, both theoretical and research-based, of the book “Being fourth: Champions without an Olympic medal” (Predrag Đ. Bajić with students of Faculty of Sport, 2021, publisher: Faculty of Sport). The book emphasizes the importance of “the fourth place” through the social and media prism and lists all the athletes whose greatest success at the Olympic and Paralympic Games was the fourth place, starting from the debut of the Olympic athletes in Stockholm in 1912 and the Paralympic athletes in Heidelberg in 1972 to the Tokyo 2021 Games. The condition for selecting athletes was that they competed under the flags of the Kingdom of Serbia, the Kingdom of Serbs, Croats and Slovenes, the Kingdom of Yugoslavia, the Federal People’s Republic of Yugoslavia, the Socialist Federal Republic of Yugoslavia, the Federal Republic of Yugoslavia, Serbia and Montenegro and/or the Republic of Serbia. The list also included the athletes in individual sports who competed in Barcelona 1992 as independent Olympic and Paralympic participants without any national symbols, as a result of the UN Security Council’s sanctions against the Federal Republic of Yugoslavia. Finally, the list included those who had no “playing time” but were part of the national team in team sports and those who, at some point in their lives, competed for other countries, provided that they did not win a medal at the Games under their flags. In the book “Being fourth: Champions without an Olympic medal”, the research described in this paper is a segment of a project that includes examples of the practical power of an interview as a journalistic genre in shedding light on this phenomenon through the life stories of 22 athletes whose greatest success at the Olympic and Paralympic Games was the fourth place (Boris Čukvas, Ištvan Semeredi, Franciska Ševarac, Srećko Pejović, Dragan Pantelić, Nikica Klinčarski, Miloš Šestić, Zlatko Vujović, Slobodanka Čolović Maričić, Dragana Pešić Belojević, Nataša Kolega, Svetlana Vujčić, Milan Živić, Dragutin Topić, Dejan Perić, Nedeljko Jovanović, Dragan Škrbić, Nenad Peruničić, Željko Čeliković, Zorana Arunović, Tina Krajišnik and Maja Škorić). This is also illustrated by numerous photos and newspaper reports from the day they reached the fourth place. After these interviews, 6 more athletes who, in addition to the fourth place, also have an Olympic medal, spoke about the phenomenon (Mirko Nišović, Tomislav Ivković, Radomir Rakonjac, Mirjana Đurica Vermezović, Borislava Perić Ranković and Damir Mikec). In this way, a material trace has been left for the years ahead. The collected data were sorted, supplemented and corrected through the conversations with the actual participants, emphasizing the importance of remembering and knowing the past. The project “Being fourth” started as an integral part of practical classes in sports journalism and research skills in the second year of study at the Faculty of Sport of the University “Union – Nikola Tesla” in Belgrade. It was later expanded to include students of other years of study. The goal was to present the “the fourth place” phenomenon as a relevant concept that is recognized not only in sports, but also in the wider social community, and to do so in ways specific to journalism studies. In addition to Predrag Bajić, 24 students from the department of sports journalism took part in the realization of the book. These are the following: Uroš Selenić, Aleksa Janković, Elena Deleva, Đorđe Samoilović, Dušan Fatić, Stefan Stanković, Aleksandar Stajkovac, Ognjen Borjanović, Aleksandar Filipović, Filip Ljubisavljević, Anđelija Ratić, Dušan Krstić, Miloš Dragović, David Radanović, Miloš Petrović, Sara Đorđević, Aleksandar Brežanin, Boško Petrović, Ana Ratković, Nemanja Andrić, Ivan Miletić, Stefan Branežac, Vukić Stojanović and Atanasije Nikolić. The editor was professor Radivoje Petrović, and the reviewers were professors Zoran Jevtović, Vladimir Koprivica and Zoran Aracki. The book also pays tribute to the late founder and dean of the Faculty of Sport, professor Ivanka Gajić. The book promotion was held in the main lecture hall of the Faculty of Sport in Belgrade on March 31, 2022. Among the speakers were Nedeljko Jovanović, fourth at the Sydney 2000 Olympic Games in handball, professors Radivoje Petrović and Vladimir Koprivica, Jelena Arunović, who is Zorana Arunović’s coach (Zorana finished fourth in shooting both at the London 2012 and Tokyo 2021 Games) and Predrag Bajić. Moreover, on behalf of all the students who took part in the project, Elena Deleva gave a speech, Bojan Sekulić, the president of the Faculty Council, addressed the audience and the promotion program was led by Filip Ljubisavljević. Also, other participants of the book spoke at the promotion. Parts of the book were edited and published in the form of a serial in the Independent Daily Newspaper “Vesti” through 28 articles in the period between June 7 and July 9/10, 2022. They were also published on the Web portal of this daily newspaper.

In the last half of the 19th century the English biologist-educator—rhetorician, Thomas Henry Huxley (1825—95), was a leading expositor and advocate of science, and of Darwinism in particular. At scientific meetings and conventions, in classroom lectures, public presentations, commemorative addresses, after-dinner speeches, books and essays, articles, book reviews and letters to newspapers, he clarified and defended the world of science, often duelling en route with orthodox theology and the older conservative scientists. Friend and foe attested to his rhetorical expertise. His fame and influence was by no means limited to Great Britain, for the European continent and the United States soon knew him well, and indeed the English-speaking world and other areas also came to know of his works.

AbstractDigitalization and social media have profoundly changed the way in which we communicate and share knowledge. As a result, traditional formats of situational speech - including the specific case of academic speeches and lectures - have come under some scrutiny and pressure: Today’s digital society calls for innovative formats of situational academic communication that strategically incorporate considerations regarding social media and digitalization. Shedding light on this challenge, this paper takes a closer look at three new formats of academic speech: Slams, TEDTalks, and Science Notes. It shows that for all three formats, cross-media effects are of key importance - with attendees immediately addressed within the original situational setting becoming part of an overarching communicative event that is relayed to a wider audience via digital media. By examining the specific consequences which these and other effects entail with respect to questions of setting and performance as well as textual and content-related strategies, the paper illustrates the challenges and chances arising from new formats of situational communication in the field of knowledge communication. I argue that Slams, Ted Talks and Sciences Notes provide illuminating examples of how to combine the powerful immediacy and fascination of situational interaction with the innovative communicative possibilities of the digital era (by adapting the traditional medium of academic speech to the requirements of today’s digital society). In this sense, digitalization does not appear as heralding the end of situational speech, but rather as a genuine chance for its modernized revival.

Muḥammad Iqbāl’s book: Reconstruction of Religious Thoughts in Islam was published in English first time in Lahore in 1930 and then translated into Arabic. This book contains a collection of his six lectures that were delivered by Iqbāl in Madras and Hyderabad. These lectures were collected under the title: “Reconstruction of Religious Thoughts in Islam”. It is the biggest intellectual wealth left by Iqbāl. In his philosophical style, Iqbāl has addressed those topics that are related to the Islamic sciences, spiritual experiences, Existence of God Almighty, the reality and the nature, the human self, reparation, the choice, the spirit of Islamic civilization, the diligence and development of Islamic law. It seems that Iqbāl’s character appears in this book as an Islamic thinker and philosopher, in which we see him as he wants to develop a new Islamic science of speech. Iqbāl addressed these topics by the careful research and deep study in the light of Islamic knowledge and modern philosophy, and opened the doors of thinking about Islam to the contemporary thinkers and scholars in various fields. First of all, it is important to us to study his Islamic thought so that we can understand his poetry, which he wanted to put in the service of Islam, so we cannot ignore to study his seven lectures written in prose on the reconstruction of religious thoughts in Islam, as we think that the scholar cannot reach the spirit of his poetry and the depth of his thought without studying those lectures.

In Australian universities, many courses provide lecture notes as a standard learning resource; however, captions and transcripts of these lectures are not usually provided unless requested by a student through dedicated disability support officers (Worthington). As a result, to date their use has been limited. However, while the requirement for—and benefits of—captioned online lectures for students with disabilities is widely recognised, these captions or transcripts might also represent further opportunity for a personalised approach to learning for the mainstream student population (Podszebka et al.; Griffin). This article reports findings of research assessing the usefulness of captioned recorded lectures as a mainstream learning tool to determine their usefulness in enhancing inclusivity and learning outcomes for the disabled, international, and broader student population.Literature ReviewCaptions have been found to be of benefit for a number of different groups considered at-risk. These include people who are D/deaf or hard of hearing, those with other learning difficulties, and those from a non-English speaking background (NESB).For students who are D/deaf or hard of hearing, captions play a vital role in providing access to otherwise inaccessible audio content. Captions have been found to be superior to sign language interpreters, note takers, and lip reading (Stinson et al.; Maiorana-Basas and Pagliaro; Marschark et al.).The use of captions for students with a range of cognitive disabilities has also been shown to help with student comprehension of video-based instruction in a higher education context (Evmenova; Evmenova and Behrmann). This includes students with autism spectrum disorder (ASD) (Knight et al.; Reagon et al.) and students with dyslexia (Alty et al.; Beacham and Alty). While, anecdotally, captions are also seen as of benefit for students with attention deficit hyperactivity disorder (ADHD) (Kent et al.), studies have proved inconclusive (Lewis and Brown).The third group of at-risk students identified as benefiting from captioning recorded lecture content are those from a NESB. The use of captions has been shown to increase vocabulary learning (Montero Perez, Peters, Clarebout, and Desmet; Montero Perez, Van Den Noortgate, and Desmet) and to assist with comprehension of presenters with accents or rapid speech (Borgaonkar, 2013).In addition to these three main groups of at-risk students, captions have also been demonstrated to increase the learning outcomes for older students (Pachman and Ke, 2012; Schmidt and Haydu, 1992). Captions also have demonstrable benefits for the broader student cohort beyond these at-risk groups (Podszebka et al.; Griffin). For example, a recent study found that the broader student population utilised lecture captions and transcripts in order to focus, retain information, and overcome poor audio quality (Linder). However, the same study revealed that students were largely unaware about the availability of captions and transcripts, nor how to access them.MethodologyIn 2016 students in the Curtin University unit Web Communications (an introductory unit for the Internet Communications major) and its complementary first year unit, Internet and Everyday Life, along with a second year unit, Web Media, were provided with access to closed captions for their online recorded lectures. The latter unit was added to the study serendipitously when its lectures were required to be captioned through a request from the Curtin Disability Office during the study period. Recordings and captions were created using the existing captioning system available through Curtin’s lecture recording platform—Echo360. As well as providing a written caption of what is being said during the lectures, this system also offers a sophisticated search functionality, as well as access to a total transcript of the lecture. The students were provided access to an online training module, developed specifically for this study, to explain the use of this system.Enrolled Curtin students, both on-campus and online, Open Universities Australia (OUA) students studying through Curtin online, teaching staff, and disability officers were then invited to participate in a survey and interviews. The study sought to gain insights into students’ use of both recorded lectures and captioned video at the time of the survey, and their anticipated future usage of these services (see Kent et al.).A total of 50 students—of 539 enrolled across the different instances of the three units—completed the survey. In addition, five follow-up interviews with students, teaching staff, and disability support staff were conducted once the surveys had been completed. Staff interviewed included tutors and unit coordinators who taught and supervised units in which the lecture captions were provided. The interviews assessed the awareness, use, and perceived validity of the captions system in the context of both learning and teaching.ResultsA number of different questions were asked regarding students’ demographics, their engagement with online unit materials, including recorded lectures, their awareness of Echo360’s lecture captions, as well as its additional features, their perceived value of online captions for their studies, and the future significance of captions in a university context.Of the 50 participants in the survey, only six identified themselves as a person with a disability—almost 90 per cent did not identify as disabled. Additionally, 45 of the 50 participants identified English as their primary language. Only one student identified as a person with both a disability and coming from a NESB.Engagement with Online Unit Materials and Recorded LecturesThe survey results provide insight into the ways in which participants interact with the Echo360 lecture system. Over 90 per cent of students had accessed the recorded lectures via the Echo360 system. While this might not seem notable at first, given such materials are essential elements of the units surveyed, the level of repeated engagement seen in these results is important because it indicates the extent to which students are revising the same material multiple times—a practice that captions are designed to facilitate and assist. For instance, one lecture was recorded per week for each unit surveyed, and most respondents (70 per cent) were viewing these lectures at least once or twice a week, while 10 per cent were viewing the lectures multiple times a week. Over half of the students surveyed reported viewing the same lecture more than once. Out these participants, 19 (or 73 per cent) had viewed a lecture twice and 23 per cent had viewed it three times or more. This illustrates that frequent revision is taking place, as students watch the same lecture repeatedly to absorb and clarify its contents. This frequency of repeated engagement with recorded unit materials—lectures in particular—indicates that students were making online engagement and revision a key element of their learning process.Awareness of the Echo360 Lecture Captions and Additional FeaturesHowever, while students were highly engaged with both the online learning material and the recorded lectures, there was less awareness of the availability of the captioning system—only 34 per cent of students indicated they were aware of having access to captions. The survey also asked students whether or not they had used additional features of the Echo360 captioning system such as the search function and downloadable lecture transcripts. Survey results confirm that these features were being used; however, responses indicated that only a minority of students using the captions system used these features, with 28 per cent using the search function and 33 per cent making use of the transcripts. These results can be seen as an indication that additional features were useful for revision, albeit for the minority of students who used them. A Curtin disability advisor noted in their interview that:transcripts are particularly useful in addition to captions as they allow the user to quickly skim the material rather than sit through a whole lecture. Transcripts also allow translation into other languages, highlighting text and other features that make the content more accessible.Teaching staff were positive about these features and suggested that providing transcripts saved time for tutors who are often approached to provide these to individual students:I typically receive requests for lecture transcripts at the commencement of each study period. In SP3 [during this study] I did not receive any requests.I feel that lecture transcripts would be particularly useful as this is the most common request I receive from students, especially those with disabilities.I think transcripts and keyword searching would likely be useful to many students who access lectures through recordings (or who access recordings even after attending the lecture in person).However, the one student who was interviewed preferred the keyword search feature, although they expressed interest in transcripts as well:I used the captions keyword search. I think I would like to use the lecture transcript as well but I did not use that in this unit.In summary, while not all students made use of Echo360’s additional features for captions, those who did access them did so frequently, indicating that these are potentially useful learning tools.Value of CaptionsOf the students who were aware of the captions, 63 per cent found them useful for engaging with the lecture material. According to one of the students:[captions] made a big difference to me in terms on understanding and retaining what was said in the lectures. I am not sure that many students would realise this unless they actually used the captions…I found it much easier to follow what was being said in the recorded lectures and I also found that they helped stay focussed and not become distracted from the lecture.It is notable that the improvements described above do not involve assistance with hearing or language issues, but the extent to which captions improve a more general learning experience. This participant identified themselves as a native English speaker with no disabilities, yet the captions still made a “big difference” in their ability to follow, understand, focus on, and retain information drawn from the lectures.However, while over 60 per cent of students who used the captions reported they found them useful, it was difficult to get more detailed feedback on precisely how and why. Only 52.6 per cent reported actually using them when accessing the lectures, and a relatively small number reported taking advantage of the search and transcripts features available through the Echo360 system. Exactly how they were being used and what role they play in student learning is therefore an area to pursue in future research, as it will assist in breaking down the benefits of captions for all learners.Teaching staff also reported the difficulty in assessing the full value of captions—one teacher interviewed explained that the impact of captions was hard to monitor quantitatively during regular teaching:it is difficult enough to track who listens to lectures at all, let alone who might be using the captions, or have found these helpful. I would like to think that not only those with hearing impairments, but also ESL students and even people who find listening to and taking in the recording difficult for other reasons, might have benefitted.Some teaching staff, however, did note positive feedback from students:one student has given me positive feedback via comments on the [discussion board].one has reported that it helps with retention and with times when speech is soft or garbled. I suspect it helps mediate my accent and pitch!While 60 per cent claiming captions were useful is a solid majority, it is notable that some participants skipped this question. As discussed above, survey answers indicate that this was because these 37 students did not think they had access to captions in their units.Future SignificanceOverall, these results indicate that while captions can provide a benefit to students’ engagement with online lecture learning material, there is a need for more direct and ongoing information sharing to ensure both students and teaching staff are fully aware of captions and how to use them. Technical issues—such as the time delay in captions being uploaded—potentially dissuade students from using this facility, so improving the speed and reliability of this tool could increase the number of learners keen to use it. All staff interviewed agreed that implementing captions for all lectures would be beneficial for everyone:any technology that can assist in making lectures more accessible is useful, particularly in OUA [online] courses.it would be a good example of Universal Design as it would make the lecture content more accessible for students with disabilities as well as students with other equity needs.YES—it benefits all students. I personally find that I understand and my attention is held more by captioned content.it certainly makes my role easier as it allows effective access to recorded lectures. Captioning allows full access as every word is accessible as opposed to note taking which is not verbatim.DiscussionThe results of this research indicate that captions—and their additional features—available through the Echo360 captions system are an aid to student learning. However, there are significant challenges to be addressed to make students aware of these features and their potential benefits.This study has shown that in a cohort of primarily English speaking students without disabilities, over 60 per cent found captions a useful addition to recorded lectures. This suggests that the implementation of captions for all recorded lectures would have widespread benefits for all learners, not only those with hearing or language difficulties. However, at present, only “eligible” students who approach the disability office would be considered for this service, usually students who are D/deaf or hard of hearing. Yet it can be argued that these benefits—and challenges—could also extend to other groups that are might traditionally have been seen to benefit from the use of captions such as students with other disabilities or those from a NESB.However, again, a lack of awareness of the training module meant that this potential cohort did not benefit from this trial. In this study, none of the students who identified as having a disability or coming from a NESB indicated that they had access to the training module. Further, five of the six students with disabilities reported that they did not have access to the captions system and, similarly, only two of the five NESB students. Despite these low numbers, all the students who were part of these two groups and who did access the captions system did find it useful.It can therefore be seen that the main challenge for teaching staff is to ensure all students are aware of captions and can access them easily. One option for reducing the need for training or further instructions might be having captions always ON by default. This means students could incorporate them into their study experience without having to take direct action or, equally, could simply choose to switch them off.There are also a few potential teething issues with implementing captions universally that need to be noted, as staff expressed some concerns regarding how this might alter the teaching and learning experience. For example:because the captioning is once-off, it means I can’t re-record the lectures where there was a failure in technology as the new versions would not be captioned.a bit cautious about the transcript as there may be problems with students copying that content and also with not viewing the lectures thinking the transcripts are sufficient.Despite these concerns, the survey results and interviews support the previous findings showing that lecture captions have the potential to benefit all learners, enhancing each student’s existing capabilities. As one staff member put it:in the main I just feel [captions are] important for accessibility and equity in general. Why should people have to request captions? Recorded lecture content should be available to all students, in whatever way they find it most easy (or possible) to engage.Follow-up from students at the end of the study further supported this. As one student noted in an email at the start of 2017:hi all, in one of my units last semester we were lucky enough to have captions on the recorded lectures. They were immensely helpful for a number of reasons. I really hope they might become available to us in this unit.ConclusionsWhen this project set out to investigate the ways diverse groups of students could utilise captioned lectures if they were offered it as a mainstream learning tool rather than a feature only disabled students could request, existing research suggested that many accommodations designed to assist students with disabilities actually benefit the entire cohort. The results of the survey confirmed this was also the case for captioning.However, currently, lecture captions are typically utilised in Australian higher education settings—including Curtin—only as an assistive technology for students with disabilities, particularly students who are D/deaf or hard of hearing. In these circumstances, the student must undertake a lengthy process months in advance to ensure timely access to essential captioned material. Mainstreaming the provision of captions and transcripts for online lectures would greatly increase the accessibility of online learning—removing these barriers allows education providers to harness the broad potential of captioning technology. Indeed, ensuring that captions were available “by default” would benefit the educational outcomes and self-determination of the wide range of students who could benefit from this technology.Lecture captioning and transcription is increasingly cost-effective, given technological developments in speech-to-text or automatic speech recognition software, and the increasing re-use of content across different iterations of a unit in online higher education courses. At the same time, international trends in online education—not least the rapidly evolving interpretations of international legislation—provide new incentives for educational providers to begin addressing accessibility shortcomings by incorporating captions and transcripts into the basic materials of a course.Finally, an understanding of the diverse benefits of lecture captions and transcripts needs to be shared widely amongst higher education providers, researchers, teaching staff, and students to ensure the potential of this technology is accessed and used effectively. Understanding who can benefit from captions, and how they benefit, is a necessary step in encouraging greater use of such technology, and thereby enhancing students’ learning opportunities.AcknowledgementsThis research was funded by the Curtin University Teaching Excellence Development Fund. Natalie Latter and Kai-ti Kao provided vital research assistance. 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AbstractResilience is an important construct in the positive youth development literature. In this paper, the definition and concept of resilience are introduced. The relationships between resilience and adolescent development as well as leadership are also addressed. To help students develop qualities on resilience, a lecture on resilience is developed in a subject entitled “Tomorrow’s Leaders”. The objectives, intended learning outcomes, lecture outline and lecture materials are presented in this paper. Some issues surrounding the teaching of this lecture are discussed.

AbstractSocial competence is an important positive youth development attribute for adolescent development and effective leadership. In this paper, the definitions and approaches of social competence are introduced. The antecedents and consequences of social competence are highlighted. Moreover, the relationships between social competence and effective leadership, as well as adolescent development are also addressed. In particular, egocentrism as the barrier to social competence is discussed. To enhance the social competence of university students, a lecture on social competence was designed in the curriculum of a university subject entitled “Tomorrow’s Leaders”. The objectives, intended learning outcomes, lecture content and special features of the lecture are presented in this paper.

AbstractTo lead others, successful leaders must first, be able to lead themselves. Hence, self-leadership is an important element of leadership development for university students. In this paper, the definitions of self-leadership and responsibility are introduced. Their impacts on effective leadership are also addressed. In addition, the concept of egocentrism as a barrier to effective leadership and adolescent development is highlighted. To facilitate the development of self-leadership and responsibility in adolescents, a lecture on self-leadership, responsibility, and egocentrism is designed in the curriculum of a university subject entitled “Tomorrow’s Leaders”. The objectives, intended learning outcomes, lecture outline and materials are presented in this paper. Issues surrounding this lecture are discussed.

AbstractMoral competence is an important dimension in healthy adolescent development and effective leadership. In this paper, a lecture attempting to nurture the moral competence of university students in Hong Kong is described. There are several parts to this lecture. In the first part, moral dilemmas in real life and hypothetical situations are introduced. Second, conceptual frameworks on moral judgment are outlined. In the third part, the relationship between morality and leadership is addressed. In the next part, strategies to promote moral development are discussed. Finally, conclusions and reflections by the students are carried out. In the lecture, students are invited to have personal reflections on their moral competence and integrity in relation to their real life context.

Sentiment analysis can be used to study an individual or a group’s emotions and attitudes towards other people and entities like products, services, or social events. With the advancements in the field of deep learning, the enormity of available information on internet, chiefly on social media, combined with powerful computing machines, it’s just a matter of time before artificial intelligence (AI) systems make their presence in every aspect of human life, making our lives more introspective. In this paper, we propose to implement a multimodal sentiment prediction system that can analyze the emotions predicted from different modal sources such as video, audio and text and integrate them to recognize the group emotions of the students in a classroom. Our experimental setup involves a digital video camera with microphones to capture the live video and audio feeds of the students during a lecture. The students are advised to provide their digital feedback on the lecture as ‘tweets’ on their twitter account addressed to the lecturer’s official twitter account. The audio and video frames are separated from the live streaming video using tools such as lame and ffmpeg. A twitter API was used to access and extract messages from twitter platform. The audio and video features are extracted using Mel-Frequency Cepstral Co-efficients (MFCC) and Haar Cascades classifier respectively. The extracted features are then passed to the Convolutional Neural Network (CNN) model trained on the FER2013 facial images database to generate the feature vector for classification of video-based emotions. A Recurrent Neural Network (RNN) with Long Short-Term Memory (LSTM), trained on speech emotion corpus database was used to train on the audio features. A lexicon-based approach with senti-word dictionary and learning based approach with custom dataset trained by Support Vector Machines (SVM) was used in the twitter-texts based approach. A decision-level fusion algorithm was applied on these three different modal schemes to integrate the classification results and deduce the overall group emotions of the students. The use-case of this proposed system will be in student emotion recognition, employee performance feedback, monitoring or surveillance-based systems. The implemented system framework was tested in a classroom environment during a live lecture and the predicted emotions demonstrated the classification accuracy of our approach.

The 4th Summer School on Social Human-Robot Interaction in Chȩciny, Poland, sponsored by IEEE RAS and the EU’s Horizon 2020, assembled nearly 100 professionals and students from various fields to explore human–robot communication. This year’s edition emphasized the human–human interactions in which human–robot interactions are embedded. On this background participants addressed essential themes such as robots’ agency, gestures, speech, and likeness to humans and the program featured expert lectures, practical workshops, and analysis sessions, fostering an interdisciplinary approach to learning. The successful integration of educational content and community building was evident in the positive testimonials, highlighting the importance of in-person exchanges and the combination of diverse views for progress in HRI research. This paper reflects on the accomplishments of the summer school, illustrating how it became a crucible for thought leadership and collaborative innovation in the HRI space.

Green energy refers to energy that can be directly used in production and life. It includes nuclear energy and renewable energy. With the continuous growth of energy demand and the increasing awareness of environmental protection in the countries around the world, it is urgent and imperative to establish a green energy innovation research and development, promotion and application system, and electricity will play a huge role in the development of green energy. 2023 2nd International Conference on Green Energy and Power Systems (ICGEPS 2023) was held virtually under such a background in Changsha, China on January 6th to 8th, 2023. The aim of the symposium was to provide an opportunity for international experts, academics, researchers, practitioners and students working in the areas of green energy and power system to exchange information on the R&D and commercialization of green energy and power system. New developments, concepts, future research trends and potential commercialization areas were also discussed. The topics covered in the proceedings of ICGEPS 2023 are as follows: Power Systems and Its Automation, Measurement Technology and Instrumentation, Sensors and Micro Machines, Clean Energy Technology, Sustainable Coal Utilization and Clean Coal Technology, etc. Approximately 100 experts and scholars from almost 10 countries participated in the conference. The conference featured keynote speeches, oral presentations, and poster presentations. During the keynote speech part, three well-known professors delivered expertise lectures by imparting the latest findings from their respective research domains. Among them, Prof. Chong Kok Keong from Universiti Tunku Abdul Rahman, Malaysia addressed a keynote speech on Performance Analyses of Photovoltaic Module under Different Spectral Irradiances by Considering both Photonic and Electrical Characteristics. The solar spectral irradiance varies significantly for different locations and time due to latitude, humidity, cosine effect of incident sunlight, etc. To predict the actual performance of photovoltaic module under local climate conditions, he and his team proposed a methodology to compute the power-conversion efficiency of organic photovoltaic cells based upon indoor measurement with a solar simulator, the measured local solar spectrum, and making use of both optical and electrical factors. It was a wonderful opportunity for all the participants to interact with the experts and specialists to get their advice or suggestions. We would like to express our gratitude to all the participants for their presentations and discussions, which made the conference very successful indeed. We are also grateful to the Conference Chair, the Program Committee Chair, the Publication Chair, the Organizing Committee, and the Technical Program Committees for their fruitful work. We would like to express our thanks to all the authors for their time and genuine efforts, and to the reviewers for their fruitful comments during the preparation of this volume. The Committee of ICGEPS 2023 List of Committee Member is available in this pdf.

Refusal refers to a face-threatening act (FTA) for it can risk one’s face in communication. It encompasses turning down someone’s request, offer or suggestion. The speech act of refusal has been one of the most prominent areas of interest for many scholars. However, there is a dearth of such study in Malaysia, particularly within the Malay community. Aimed to fill the gap, this study examined the refusal strategies used in English by Malay ESL undergraduates, observe the differences and similarities in the refusal strategies of male and female undergraduates, and analyse whether relative power has an influence on the choice of their refusal strategies. This study employed the Discourse Completion Test (DCT) which was distributed among sixty Malay ESL undergraduates, consisting of 30 males and 30 females where they were required to refuse requests from three addressees (lecturer, friend, junior) in five different situations. The collected data were then analysed quantitatively. The findings showed that 32 out of 41 types of refusal strategies were used by the participants. Both male and female students employed more indirect refusal strategies regardless of the person’s relative power. Furthermore, relative power did influence the participants' choices in refusal strategies.

Purpose: Although early identification of pediatric hearing loss is crucial, a formal online training course has not been freely accessible to a global audience. In response, we created a novel course for health professionals worldwide. Method: Course development occurred from February 2019 to May 2020. Seventeen multidisciplinary experts provided video lectures and demonstrations, including a tour of ear anatomy, operating footage of cochlear implant insertion, and demonstrations of children undergoing hearing testing. Content also included steps for interpreting audiograms, an overview of early screening programs, interviews with deaf/hard of hearing children, and an introduction to public health/educational infrastructure. The course was hosted on Coursera and launched on May 4, 2020. Results: The course was approved for 11.5 Continuing Medical Education and American Board of Pediatrics Maintenance of Certification–Part 2 credits and spanned five modules composed of 50 video learning segments: (a) Ear Anatomy, (b) Hearing Loss and Assessments, (c) Hearing Loss Diagnosis and Impact on Speech and Language Development, (d) Interventions for Hearing Loss, and (e) Pediatric Vestibular System and Balance. Since its launch, 6,556 learners have enrolled and 1,540 have fully completed the course: 50% were 25–34 years old, 62% were women, and 43% were from Asia. Average rating was 4.9/5 ( n = 180 reviews). Conclusions: We created a freely accessible course for a global audience that provides a broad overview of pediatric hearing loss. Our multidisciplinary approach addresses an educational gap and can serve as a model for developing other online courses. Supplemental Material: https://doi.org/10.23641/asha.23929650