Статті в журналах: "Oral science presentations"

1

Jacinto, T., A. Boots, A. Bikov, G. Hardavella, N. Saad, and A. Bjerg. "Doing Science: Oral presentations." Breathe 10, no. 1 (February 28, 2014): 79–81. http://dx.doi.org/10.1183/20734735.101214.

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2

Al-Saggaf, Mohammad Ali, and Amira Aida Iman binti Azman. "Management and Science University BTESL Students' Perceptions towards Anxiety in Oral Presentation." Journal of Translation and Language Studies 2, no. 1 (March 31, 2021): 66–81. http://dx.doi.org/10.48185/jtls.v2i1.192.

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Regardless of age, students often experience anxiety in oral presentations. This quantitative study investigates the perceptions of students towards anxiety in oral presentation in a tertiary educational context. It aims to examine students’ perceptions of anxiety in oral presentations and the factors affecting anxiety in oral presentation. A total of three hundred and two students taking Bachelor in Teaching English as a Second Language (BTESL) in Management and Science University, Malaysia participated in this study by answering an adapted questionnaire with two sections: demographic and anxiety in oral presentation. The items under anxiety in oral presentation revealed students’ perceptions towards anxiety in oral presentation and factors affecting anxiety in oral presentation. Collected data were analyzed through Statistical Package for Social Sciences (SPSS). Results showed that the respondents perceived anxiety in oral presentation to be negative. Moreover, there were six factors affecting anxiety in oral presentation which were preparation, number of presentations, teacher’s feedback, audience’s attention, self-confidence and make mistakes. Thus, the results concluded that the students perceived anxiety in oral presentation to be negative and perceived that the major factor affecting their anxiety was preparation.

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3

anon. "Oral Presentations." Scientia Pharmaceutica 74, no. 2 (2006): S15—S40. http://dx.doi.org/10.3797/scipharm.oephg.19.op.

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4

Riis, Jenna. "Paper session: Diversity science oral presentations." Psychoneuroendocrinology 100 (February 2019): S44. http://dx.doi.org/10.1016/j.psyneuen.2018.12.154.

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5

Kuhlman, Kate. "Paper session: Translational science oral presentations." Psychoneuroendocrinology 100 (February 2019): S48. http://dx.doi.org/10.1016/j.psyneuen.2018.12.166.

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6

Bartsch, M., D. K. F. Meijer, G. L. Scherphof, J. A. A. M. Kamps, S. Erdoğan, A. Y. Özer, B. Caner, et al. "Oral Presentations—Abstracts." Journal of Liposome Research 13, no. 1 (January 2003): 37–50. http://dx.doi.org/10.1081/lpr-120017489.

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7

Cormier, Caroline, and Simon Langlois. "Enjoyment and Self-Efficacy in Oral Scientific Communication Are Positively Correlated to Postsecondary Students’ Oral Performance Skills." Education Sciences 12, no. 7 (July 5, 2022): 466. http://dx.doi.org/10.3390/educsci12070466.

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Scientific oral communication is of major importance in democratic societies, but science students often dread giving oral presentations because of the stress they cause, and more generally, because of their attitude towards science communication. As attitude influences behavior, attitude towards science communication might have an impact on the performance students give during an oral presentation. This study was conducted with French-speaking postsecondary CEGEP (17–19 years old) science students in Montreal, Quebec, Canada. In this mixed-methods study, students’ attitude towards oral communication in science (n = 1295) was measured using a five-component model (perceived relevance, anxiety, enjoyment, self-efficacy (S-E) and context dependency). We then observed, by video, a sample of 26 students and measured their oral performance skills during a presentation on a scientific topic. The results suggest a strong correlation between oral performance in science and two components of attitude: the enjoyment of doing oral presentations and a specific aspect of S-E we called Showmanship S-E. In addition, although most students had a high perception of the relevance of oral communication in science, this did not correlate to their oral performance and most experienced anxiety about their oral communication.

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8

McConnell, Charles R. "Effective Oral Presentations." Health Care Manager 28, no. 3 (July 2009): 264–72. http://dx.doi.org/10.1097/hcm.0b013e3181b3f0bb.

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9

Gwee, Susan, and Hwee Leng Toh-Heng. "Developing Student Oral Presentation Skills with the Help of Mobile Devices." International Journal of Mobile and Blended Learning 7, no. 4 (October 2015): 38–56. http://dx.doi.org/10.4018/ijmbl.2015100103.

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Video recording is increasingly used in higher education settings to help students develop their oral presentation skills. However, little is known about the effect of video review for bringing about better high school student outcomes in oral presentation in formal (classroom) and informal (out-of-classroom) settings. Using a quasi-experimental design, this study investigated the effectiveness of using video review in developing the oral presentation skills of Grade 11 students in formal and informal settings in Singapore and how students felt about learning oral presentation skills in these settings. Students who viewed their oral presentations in a formal setting had significantly higher effectiveness of group presentation scores than those who viewed them in informal settings using mobile devices. Their presentations were rated more effective, cohesive, and organised. However, students found viewing their oral presentations in informal settings to be effective, engaging, convenient, and that it provided immediate feedback.

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10

Yim, Ilona. "Paper session: Resilience and intervention science oral presentations." Psychoneuroendocrinology 100 (February 2019): S46. http://dx.doi.org/10.1016/j.psyneuen.2018.12.160.

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11

Barnett, Michael L. "EVIDENCE-BASED PRESENTATIONS: SCIENCE OR SHAM." Clinical Implant Dentistry and Related Research 1, no. 2 (October 1999): 57–58. http://dx.doi.org/10.1111/j.1708-8208.1999.tb00092.x.

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12

Wolschrijn, Hilka, Dot P. Bruring, Peura Sirpa, J. A. Coombes, R. Horne, AhG Blom, A. Bakker, et al. "Abstracts of oral presentations." Pharmacy World & Science 15, S4 (June 1993): D7—D12. http://dx.doi.org/10.1007/bf02079034.

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13

Boulieu, R., A. Lenoir, J. F. Mornex, C. Bohman, J. Balzarini, P. Wigerinck, A. Aerschot, et al. "Abstracts of oral presentations." Pharmacy World & Science 15, S4 (August 1993): F7—F14. http://dx.doi.org/10.1007/bf02297670.

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14

Abdelmajdid, Benraghda, and Noor Raha Mohd Radzuan. "A correlational study of ESL undergraduate students' perceptions of oral presentation assessments." Global Journal of Foreign Language Teaching 12, no. 4 (November 29, 2022): 311–23. http://dx.doi.org/10.18844/gjflt.v12i4.7105.

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This research aims to analyze the issue of delivering an oral presentation and the undergraduates’ perceptions. The study intends to examine ESL undergraduates’ perceptions of oral presentation performances and to view any statistical correlation between the undergraduates’ assessments of oral presentations and their perceptions of presenting their performances. This study was conducted with 242 undergraduates at Universiti Malaysia Pahang, Malaysia. A quantitative approach was implemented to attain the aims of the study. The findings indicate that ESL undergraduates possess a positive perception of delivering oral presentations. Furthermore, it revealed a weak positive relationship between the ESL undergraduates’ perception and their oral presentation assessments. This study is significant as the issue of understanding the importance of the ESL undergraduates’ perception will help lecturers as well as undergraduates in developing strategies that could be fruitful to enhance the undergraduates’ oral presentation skills. Keywords: Assessments; ESL undergraduates; oral presentation; perceptions.

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15

Alkhawaja, Hussein W., Shamala Paramasivam, Vahid Nimehchisalem, and Zalina Mohd Kasim. "Discourse Markers (DMs) in Classroom Oral Presentation of Arab Postgraduate Students." International Journal of Linguistics 14, no. 1 (February 10, 2022): 27. http://dx.doi.org/10.5296/ijl.v14i1.19391.

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Towards auto didacticism in the learning of English language in Malaysian universities, students are required to do oral presentations as an academic task such as presentations of articles reviews, book chapter summaries and mini or final project proposals. To conduct these classroom oral presentations, students usually employ a number of technological aids and resources such as computers, overhead projectors and Microsoft PowerPoint software to create their slides. In fact, conducting coherent oral presentations goes beyond the use of technology to include appropriate use of linguistic devices called discourse markers. However, the absence or misuse of these markers in oral presentation would not only affect the flow of the ideas, coherence of speech and organization of facts but might also alter the intended message of the presenter. The objective of this study was to shed light on the use of these markers by focusing on the types and functions of these markers. For this purpose, a discourse analysis approach was used in which the data were collected in the form of audio-recordings of students’ oral presentations, and then analyzed based on Fraser’s (2009) classification and functions of discourse markers. The findings of this study are useful for instruction of better oral presentation performance of ESL/EFL learners in general and postgraduate students in particular. They also add to the current body of literature in the area of discourse studies.

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16

Jarvis, Louise, and Joe Cain. "Posters and Oral Presentations in Undergraduate History of Science." Discourse: Learning and Teaching in Philosophical and Religious Studies 2, no. 2 (2003): 50–72. http://dx.doi.org/10.5840/discourse20032225.

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17

Pervaiz, Azhar, Faheem Arshad, Kaynat Khudad, and Rabieah Tahir. "An Analysis of Spoken proficiency during Oral presentations of Pakistani ESL Undergraduate Students." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (March 23, 2022): 241–53. http://dx.doi.org/10.52131/pjhss.2022.1001.0192.

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Анотація:

The spoken proficiency, considering the speaking skills in English of ESL learners, needs close attention. For the purpose of improving the speaking skills of students, oral presentation is the most common method used in academics to improve their spoken proficiency. The previous works are abundant with descriptions of ideal presentations. No specific study is seen on the oral presentation, its role in spoken proficiency, and the reasons behind it. This paper not only talks about the oral presentations of the language learners but also explores the needs of the learners, the reasons, factors, and possible solutions. For this purpose, the presentations of the twenty Undergraduate students of the BS English program at the University of Sargodha were recorded both in audio and video for analysis. However, the structured rubrics reflect all the important factors and components explained by (Dornyei & Scott, 1995) model for oral presentation skills. The results of the present study reveal a long list of the lacks and needs of the learners' presentation skills and speaking skills. The research opens a vast field for future research, more practical in nature, concerning the needs of the learners.

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18

Bullock, Darrh, Jeffrey Lehmkuhler, Leslie Anderson, and Michelle Arnold. "255 President Oral Presentation Pick: Exposing Undergraduate Students to Extension: Delivering Producer Education Presentations." Journal of Animal Science 98, Supplement_4 (November 3, 2020): 185–86. http://dx.doi.org/10.1093/jas/skaa278.342.

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Abstract Recent communications with livestock industry employers suggest that students seem to be prepared to publicly deliver scientific information to peers, but struggle to present comprehensible science-based information to lay audiences. Based on this premise, a producer education presentation at local Extension offices was incorporated into the Beef Cattle Science Course. The course has four core areas (health, nutrition, reproduction and genetics) with supporting instructors from meat science, forages, agricultural economics and biosystems/agricultural engineering. Students are presented a case study in each of the four focus areas and are required to submit a written report addressing the issues in the case study. At midterm, students are divided into groups of four or five and assigned to a local county. Students are required to contact the county agent and develop an educational program, with one student presenting on each of the core areas, with environmental stewardship as a fifth option. Each student must first prepare an outline and send it to the corresponding faculty member for feedback prior to developing a 15-minute PowerPoint presentation. Each student is required to deliver their presentation to instructors to receive feedback prior to the Extension meeting. Each student group must develop a promotional flyer for the agent’s use. The producer educational programs are delivered in the evening to 15–50 producers, followed by audience questions. Additionally, students are tasked with developing, administering and summarizing an assessment tool. On the last day of class we have an informal discussion of this experience. For the five years that we have incorporated this into the course, the consensus is that students initially hate the concept but love the experience and appreciate the value after presenting. Agent and producer feedback have been positive.

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19

McConnell, Charles R. "The Manager and Oral Presentations." Health Care Manager 24, no. 1 (January 2005): 77–88. http://dx.doi.org/10.1097/00126450-200501000-00012.

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20

Sağın, Ferhan. "IS-23 THE ART AND SCIENCE OF EFFECTIVE ORAL PRESENTATIONS." Turkish Journal of Biochemistry 43, s4 (September 1, 2018): 17. http://dx.doi.org/10.1515/tjb-2018-43s429.

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21

Ochoa Alpala, Carol Anne, and William Ricardo Ortíz García. "Creating Machinima (3D) and Real Life Videos in an ESP Classroom." Profile: Issues in Teachers´ Professional Development 20, no. 1 (January 1, 2018): 41–56. http://dx.doi.org/10.15446/profile.v20n1.59412.

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This research paper reports on the development of oral presentation skills in a 3D virtual world called Moviestorm machinima, in contrast with real-life videos. In this way, the implementation of both types of videos sought to promote the improvement of oral communication skills, specifically oral presentations in a foreign language, as well as promoting collaborative work. The study involved 60 students from different semesters of a private Colombian university from the schools of electronic engineering, computer science, and law, focusing on English for specific purposes. The results showed how students from different faculties worked collaboratively to achieve one goal: improve their oral presentation skills.

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22

Reitmeier, C. A., and D. A. Vrchota. "Self-Assessment of Oral Communication Presentations in Food Science and Nutrition." Journal of Food Science Education 8, no. 4 (October 2009): 88–92. http://dx.doi.org/10.1111/j.1541-4329.2009.00080.x.

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23

Weavers, Karen M., and Becca Gas. "2268 Utilizing digital pedagogy to build communication skills in predoctoral training programs." Journal of Clinical and Translational Science 2, S1 (June 2018): 63. http://dx.doi.org/10.1017/cts.2018.234.

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OBJECTIVES/SPECIFIC AIMS: A key factor for success in science is the ability to communicate clearly and succinctly using language appropriate to the audience. Most predoctoral training programs offer opportunities for students to build oral and written communication skills at local and national conferences. However, this rarely provides specific feedback and tends to be episodic. The Mayo Clinic Center for Clinical and Translational Science (CCaTS) has developed an environment for deliberate practice of presentation skills within a weekly Works in Progress and Journal Club session using a learning management system, Blackboard Collaborate. The learning management system captures the presentation that can then be viewed by the student. Watching yourself give a presentation is a powerful learning tool. The learning objectives of the sessions provide students deliberate practice to: (1) Build critical presentation skills for a 1-minute elevator talk, a 2-minute poster overview, a 10-minute oral presentation of your science to a science audience and to a non-science audience. (2) Develop constructive reviewer skills by completing peer reviews of presentations. (3) Develop critical thinking skills to ask thought provoking questions during presentations. By utilizing a curriculum that offers video-recording for reflection and self-evaluation, Mayo Clinic CCaTS has developed an environment in which predoctoral students are encouraged and supported to constantly hone their presentation skills. METHODS/STUDY POPULATION: All CCaTS predoctoral students are asked to prepare presentations in several formats for the weekly 1-hour session. The students’ presentations of their science or journal articles are recorded and saved within Blackboard; a link is provided for the student to review personally, with a mentor, and with the Education Coordinator to discuss the strengths and weaknesses of the presentation. During each session, faculty facilitators encourage students to ask thought provoking questions, and student reviewers are assigned to provide critical and constructive written feedback to the presenter. Sessions providing tools and guidelines for constructive feedback and developing critical and constructive questions are regularly interspersed. RESULTS/ANTICIPATED RESULTS: By reviewing a video recording of their presentations, CCaTS predoctoral students get the opportunity to self-evaluate their performance as an audience member. By going through this process of preparing, presenting, reflecting on their presentations, and discussing their strengths and weaknesses with mentors and classmates, the students gain both powerful presentation skills and methods to improve their delivery and reviewer skills. DISCUSSION/SIGNIFICANCE OF IMPACT: Successful scientists, whether in academia or industry, have the ability to communicate their science clearly using appropriate and common language specific to each audience they present to. By utilizing a curriculum that offers video-recording for reflection and self-evaluation, Mayo Clinic CCaTS has developed an environment in which predoctoral students are encouraged and supported to constantly hone their presentation skills.

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24

OHKA, Masahiro. "INT-K INTELLIGENT TACTILE SENSING INSPIRED BY COMPLEX SYSTEMS SCIENCE(Intelligent Machines II,Technical Program of Oral Presentations)." Proceedings of JSME-IIP/ASME-ISPS Joint Conference on Micromechatronics for Information and Precision Equipment : IIP/ISPS joint MIPE 2009 (2009): 41–44. http://dx.doi.org/10.1299/jsmemipe.2009.41.

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25

Miller, Tim. "How to Optimize Images for Oral Presentations." MRS Bulletin 35, no. 3 (March 2010): 184–85. http://dx.doi.org/10.1557/mrs2010.649.

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26

NAKANO, Miki. "MNS-K TRIBOLOGICAL PROPERTIES OF SELF-ASSEMBLED MOLECULAR LAYERS(Micro/Nanosystem Science and Technology IV,Technical Program of Oral Presentations)." Proceedings of JSME-IIP/ASME-ISPS Joint Conference on Micromechatronics for Information and Precision Equipment : IIP/ISPS joint MIPE 2009 (2009): 189–90. http://dx.doi.org/10.1299/jsmemipe.2009.189.

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27

Sukhotin, Alexey, Matthew Frost, and Herman Hummel. "Introduction to the Proceedings of the 49th European Marine Biology Symposium." Journal of the Marine Biological Association of the United Kingdom 95, no. 8 (June 11, 2015): 1517. http://dx.doi.org/10.1017/s002531541500082x.

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In September 2014 a group of 130 marine biologists from 26 countries assembled in the 49th European Marine Biology Symposium (EMBS) held in Saint Petersburg, Russia. The EMBS is a series of annual conferences providing presentations and dialogue in a fairly informal atmosphere – the perfect conditions for encouraging interactions on state-of-art issues in marine science in Europe and beyond. The 49th symposium, organized by the Zoological Institute of the Russian Academy of Sciences, included four keynote lectures, 65 oral presentations and 92 poster contributions under the overarching theme ‘A variety of interactions in the marine environment’.

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28

Rahayu, Famala Eka Sanhadi. "Lexical Complexity of Students' Oral Performance on PechaKucha." PAROLE: Journal of Linguistics and Education 11, no. 2 (October 31, 2021): 189–95. http://dx.doi.org/10.14710/parole.v11i2.189-195.

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This study examines the lexical complexity of undergraduate students' speaking performance, taking from their performance in Pechakucha. Pechakucha is an internet-based platform that enables people to do their presentations at a specific time and share it worldwide. The researcher uses PechaKucha since it enhances the students' actual speaking competence by giving them limited time to discuss an image. The lexical complexity of the students' speaking performance is measured using Lexical Complexity Analyser (LCA). This present study finds a significant difference between students' lexical frequency when performing descriptive and narrative oral presentations, shown by the sig.2-tailed of that variable is less than 0.05. While on the other hand, students' lexical variation, lexical density and lexical sophistication showed that the sig-2 tailed value is higher than 0.05, which means there is no significant difference between those two oral presentations. The finding indicates that the students' word choices are similar, and the measurements of their lexical complexity are influenced by the different requirements applied in two oral presentations. In addition, Pechakucha is one of the speaking activities which can be an alternative activity during online classes which prevent students from having face-to-face speaking activity.

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29

Kunioshi, Nílson, Judy Noguchi, Hiroko Hayashi, and Kazuko Tojo. "An online support site for preparation of oral presentations in science and engineering." European Journal of Engineering Education 37, no. 6 (October 17, 2012): 600–608. http://dx.doi.org/10.1080/03043797.2012.733681.

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30

황필아. "Target Discourse in Oral Presentations by Science and Engineering Graduates in the U.S." English Teaching 68, no. 1 (March 2013): 85–109. http://dx.doi.org/10.15858/engtea.68.1.201303.85.

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31

Zhao, Xinbo, and Fei Fei. "Investigation on the Design of Anthropomorphic Oral Presentation Assistant Training System." Mobile Information Systems 2022 (July 16, 2022): 1–10. http://dx.doi.org/10.1155/2022/3719010.

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Oral presentation is a formal talk on a specific topic given to the audience through presentation tool. With the widespread use of oral presentations in a variety of professions, the ability to deliver an oral presentation using PowerPoint is becoming increasingly important. However, when a speaker practices alone, the presenter is unable to communicate with the audience, which means that the emotional input is unaffected, resulting in the training effect. A presentation assistant training system is designed using the anthropomorphic design concept which consists anthropomorphic appearance sensor to enable presentation practitioners to receive emotional feedback in the anthropomorphic appearance and further sensory immersion, thereby improving the training effect. The results of a comparative grouping experiment with 60 students at a university reveal that the system based on anthropomorphic design aspects has a greater practice effect. The design of the system has viable importance to improve oral presentation ability which also opens up for the improvement of the system, product research, and development.

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32

McAllister, Mark, Talia Flanagan, Karin Boon, Xavier Pepin, Christophe Tistaert, Masoud Jamei, Andreas Abend, Evangelos Kotzagiorgis, and Claire Mackie. "Developing Clinically Relevant Dissolution Specifications for Oral Drug Products—Industrial and Regulatory Perspectives." Pharmaceutics 12, no. 1 (December 23, 2019): 19. http://dx.doi.org/10.3390/pharmaceutics12010019.

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Анотація:

A meeting that was organized by the Academy of Pharmaceutical Sciences Biopharmaceutics and Regulatory Sciences focus groups focused on the challenges of Developing Clinically Relevant Dissolution Specifications (CRDS) for Oral Drug Products. Industrial Scientists that were involved in product development shared their experiences with in vitro dissolution and in silico modeling approaches to establish clinically relevant dissolution specifications. The regulators shared their perspectives on the acceptability of these different strategies for the development of acceptable specifications. The meeting also reviewed several collaborative initiatives that were relevant to regulatory biopharmaceutics. Following the scientific presentations, a roundtable session provided an opportunity for delegates to discuss the information that was shared during the presentations, debate key questions, and propose strategies to make progress in this critical area of regulatory biopharmaceutics. It was evident from the presentations and subsequent discussions that progress continues to be made with approaches to establish robust CRDS. Further dialogue between industry and regulatory agencies greatly assisted future developments and key areas for focused discussions on CRDS were identified.

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33

McConnell, Charles R. "Speak Up: The Managerʼs Guide to Oral Presentations". Health Care Manager 18, № 3 (березень 2000): 70–77. http://dx.doi.org/10.1097/00126450-200018030-00010.

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34

NAKANO, Miki, Koji MIYAKE, Atsushi KORENAGA, Yasuhisa ANDO, and Shinya SASAKI. "MNS-03 THE EFFECT OF MICRO-TEXTURING ON TRIBOLOGICAL PROPERTIES(Micro/Nanosystem Science and Technology I,Technical Program of Oral Presentations)." Proceedings of JSME-IIP/ASME-ISPS Joint Conference on Micromechatronics for Information and Precision Equipment : IIP/ISPS joint MIPE 2009 (2009): 89–90. http://dx.doi.org/10.1299/jsmemipe.2009.89.

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35

&NA;. "BASIC SCIENCE ORAL PRESENTATIONS SATURDAY, OCTOBER 26, 2002 10:00 AM–12:00 PM." Journal of Pediatric Gastroenterology and Nutrition 35, no. 3 (September 2002): 456–59. http://dx.doi.org/10.1097/00005176-200209000-00055.

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36

SUZUKI, Kenji, Shusuke NEMOTO, Takahiro FUKUDA, Hideaki TAKANOBU, and Hirofumi MIURA. "MNS-09 INSECT-INSPIRED WALL-CLIMBING ROBOTS UTILIZING SURFACE TENSION FORCES(Micro/Nanosystem Science and Technology III,Technical Program of Oral Presentations)." Proceedings of JSME-IIP/ASME-ISPS Joint Conference on Micromechatronics for Information and Precision Equipment : IIP/ISPS joint MIPE 2009 (2009): 179–80. http://dx.doi.org/10.1299/jsmemipe.2009.179.

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37

Satoshi, Katto, Masato Kadotani, Takakazu Kitagawa, Tomoko Hirayama, Takashi Matsuoka, and Katsumi Sasaki. "MNS-12 Development of Pneumatic Servo Bearing Actuator for Nano-Positioning(Micro/Nanosystem Science and Technology III,Technical Program of Oral Presentations)." Proceedings of JSME-IIP/ASME-ISPS Joint Conference on Micromechatronics for Information and Precision Equipment : IIP/ISPS joint MIPE 2009 (2009): 185–86. http://dx.doi.org/10.1299/jsmemipe.2009.185.

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38

Hirano, Toshiki. "MNS-13 ACTIVE DAMPING OF MICRO-ACTUATOR FOR HDD TRACKING SERVO(Micro/Nanosystem Science and Technology III,Technical Program of Oral Presentations)." Proceedings of JSME-IIP/ASME-ISPS Joint Conference on Micromechatronics for Information and Precision Equipment : IIP/ISPS joint MIPE 2009 (2009): 187–88. http://dx.doi.org/10.1299/jsmemipe.2009.187.

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39

Fukuzawa, Kenji, Yusuke Shikata, Yuichi Imura, Shintaro Itoh, and Hedong Zhang. "MNS-14 NANO-STRUCTURE-BASED PATTERNING OF NANOMETER THICK LUBRICANT FILMS(Micro/Nanosystem Science and Technology IV,Technical Program of Oral Presentations)." Proceedings of JSME-IIP/ASME-ISPS Joint Conference on Micromechatronics for Information and Precision Equipment : IIP/ISPS joint MIPE 2009 (2009): 191–92. http://dx.doi.org/10.1299/jsmemipe.2009.191.

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40

Levit, Alexander, Charles Yin, and James Lewis. "Fourth Annual Clinician Scientist Trainee Symposium at the Schulich School of Medicine and Dentistry." Clinical and Investigative Medicine 42, no. 4 (December 29, 2019): E46—E49. http://dx.doi.org/10.25011/cim.v42i4.33345.

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The Annual Clinician Scientist Trainee Symposium (CSTS) gathers the local medical research community at the Schulich School of Medicine & Dentistry, including research trainees at the medical student, resident and fellow levels. Trainees showcase their current and upcoming work, and leaders in the community impart their perspectives on the importance and future of research in medicine. At the 4th Annual CSTS, perseverance and cautious optimism emerged as the characteristics that trainees should foster through their future careers as clinician scientists. This was echoed by the challenges and encouraging findings presented by trainees, who conducted their work as part of research projects within the MD, MD/PhD and clinical investigator programs. The four oral presentations and 10 three-minute thesis presentations covered the full breadth of medical disciplines across the spectrum of translational medicine, from fundamental sciences through knowledge translation. The CSTS concluded with the keynote presentation by Michael Strong, current president of the Canadian Institutes of Health Research, who gave a glimpse into his decades-long path of overcoming and overturning dogmatic views in the world of amyotrophic lateral sclerosis research, demonstrating how roadblocks in research can become an impulse for stronger science.

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Lee, Hyekyung. "A Study on the Characteristics of Academic Style in Oral Presentation corpus of Foreign Students for Academic Purpose." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (October 31, 2022): 653–66. http://dx.doi.org/10.22251/jlcci.2022.22.20.653.

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Objectives The purpose of this study is to analyze the colloquial presentation corpus of Korean learners for academic purposes to reveal stylistic characteristics and to find out the correlation between the use of academic styles according to proficiency. Methods 69 academic learners in Korean universities or graduate schools recorded and transcribed presentations to build researcher’s own corpus of learner colloquial presentations, and analyzed high-frequency word segment and high-frequency expression sentences using AntConc corpus analysis programs. Results The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. The purposes of this study were to specify variables related to convergence competency, and to analyze the structural relationships among them. Conclusions Through this study, it can be seen that learners for academic purposes are not fully aware of the grammar and expressions strategically used by native Korean speakers in presenting academic purposes and are not effectively used. In addition, it was found that the academic style characteristics were influenced by the genre of presentation rather than the difference according to the degree of mastery. Therefore, in Korean language education for learners for academic purposes, it is necessary to understand the academic nature of the presentation of academic purposes and to appropriately and effectively use a style that reveals academic specificity according to the academic level or purpose.

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Tomar, S. L., S. S. Hecht, I. Jaspers, R. L. Gregory, and I. Stepanov. "Oral Health Effects of Combusted and Smokeless Tobacco Products." Advances in Dental Research 30, no. 1 (September 20, 2019): 4–10. http://dx.doi.org/10.1177/0022034519872480.

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The oral cavity is usually the first part of a consumer’s body exposed to the constituents of tobacco products or their emissions. Consequently, the oral cavity is a frequent site for carcinogenic, microbial, immunologic, and clinical effects of tobacco use. This article summarizes 5 presentations on various aspects of oral health affected by combusted or noncombusted tobacco products from a recent conference, “Oral Health Effects of Tobacco Products: Science and Regulatory Policy,” sponsored by the American Association for Dental Research and the Food and Drug Administration.

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SUZUKI, Kenji, Hiroaki HOMMA, Tatsuya MURAYAMA, Hideaki TAKANOBU, and Hirofumi MIURA. "MNS-10 ELECTROWETTING-BASED ACTUATION OF LIQUID DROPLETS FOR MICRO TRANSPORTATION SYSTEMS(Micro/Nanosystem Science and Technology III,Technical Program of Oral Presentations)." Proceedings of JSME-IIP/ASME-ISPS Joint Conference on Micromechatronics for Information and Precision Equipment : IIP/ISPS joint MIPE 2009 (2009): 181–82. http://dx.doi.org/10.1299/jsmemipe.2009.181.

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44

Minhas, Sadia, Aniqa Sajjad, Muhammad Kashif, Farooq Taj, Hamed Alwadaani, and Zohaib Khurshid. "Oral Ulcers Presentation in Systemic Diseases: An Update." Open Access Macedonian Journal of Medical Sciences 7, no. 19 (October 10, 2019): 3341–47. http://dx.doi.org/10.3889/oamjms.2019.689.

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BACKGROUND: Diagnosis of oral ulceration is always challenging and has been the source of difficulty because of the remarkable overlap in their clinical presentations. AIM: The objective of this review article is to provide updated knowledge and systemic approach regarding oral ulcers diagnosis depending upon clinical picture while excluding the other causative causes. METHODS: For this, specialised databases and search engines involving Science Direct, Medline Plus, Scopus, PubMed and authentic textbooks were used to search topics related to the keywords such as oral ulcer, oral infections, vesiculobullous lesion, traumatic ulcer, systematic disease and stomatitis. Associated articles published from 1995 to 2019 in both dental and medical journals including the case reports, case series, original articles and reviews were considered. RESULTS: The compilation of the significant data reveals that ulcers can be classified according to (i) duration of onset, (ii) number of ulcers and (iii) etiological factors. Causation of oral ulcers varies from slight trauma to underlying systemic diseases and malignancies. CONCLUSION: Oral manifestations must be acknowledged for precise diagnosis and appropriate treatment.

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Cherni, Thameur, and Badreddine Cherni. "EFL FUTURE ENGINEERS’ LANGUAGE ANXIETY: FINAL PROJECT PRESENTATIONS AND ORAL EXAMINATIONS." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (April 12, 2022): 232–52. http://dx.doi.org/10.20319/pijtel.2022.61.232252.

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For many years, undergraduate students’ foreign language anxiety (FLA) has been investigated. These students have experienced different levels of FLA due to several variables leading them to feel anxious during final summative examinations. In this context, several EFL future engineers show anxiety when performing classroom final project presentations and oral examinations at ESPRIT, School of Engineering, Tunisia. Despite the significance of FLA for research and researching, few studies missed the correlation between anxiety and final oral assessments in Tunisian academic settings. Thus, the researchers in this study were interested in reviewing the factors and causes of anxiety as experienced by EFL students so that the right strategies can be implemented. This study collected data from 129 participants of both electromechanical and civil engineering second-year students through an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz, et al. (1986). The results show eight factors and six causes impeding undergraduate students from speaking their minds orally. It follows some implications for language teaching are offered to reduce EFL Future Engineers’ English Language Anxiety while performing Final Project Presentations and Oral Examinations.

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Hardner, Craig M., Marisa Wall, and Alyssa Cho. "Global Macadamia Science: Overview of the Special Section." HortScience 54, no. 4 (April 2019): 592–95. http://dx.doi.org/10.21273/hortsci13543-18.

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Macadamia is a rapidly developing global crop; however, limited cultivation history and size of the industry means many challenges remain to support sustained productivity and profitability of this industry. This paper summarizes oral and poster presentations, and subsequent papers included in this volume, delivered at the 2017 International Macadamia Research Symposium, held in Hilo, HI, in September of that year. This was the first international meeting of macadamia researchers since 1992. The 28 oral and seven poster presentations covered propagation technology, tree physiology, soils and nutrition, pollination, pest and disease, orchard management, genetics and breeding, product development, and new production regions. Notable messages were that micrografting of macadamias is commercially viable; planting density and girdling could increase early yield per hectare; resource availability may limit cross-pollination yield; and yield production of individual branches is not independent. Integrated pest management was described to develop pest-resilient farming systems and manage felted coccid; an international collaborative approach was proposed for effective disease management and early detection; and the concept of integrated orchard management was used to translate research outputs into a common language for grower adoption. In the areas of breeding and genetic resources, research demonstrated that modern macadamia cultivars are two to four generations from wild but do not capture all wild diversity; progress was reported on the Macadamia Genome Project to produce the first macadamia reference genome; and advances in phenotypic selection and cultivar development were described.

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RIOS-VELAZQUEZ, CARLOS, REYNALDO ROBLES-SUAREZ, ALBERTO J. GONZALEZ-NEGRON, and IVAN BAEZ-SANTOS. "The Delta Cooperative Model: a Dynamic and Innovative Team-Work Activity to Develop Research Skills in Microbiology." Microbiology Education 7, no. 1 (May 2006): 20–27. http://dx.doi.org/10.1128/me.7.1.20-27.2006.

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The Delta Cooperative Model (DCM) is a dynamic and innovative teamwork design created to develop fundamentals in research skills. High school students in the DCM belong to the Upward Bound Science and Math (UBSM) program at the Inter American University, Ponce Campus. After workshops on using the scientific method, students were organized into groups of three students with similar research interests. Each student had to take on a role within the group as either a researcher, data analyst, or research editor. Initially, each research team developed hypothesis-driven ideas on their proposed project. In intrateam research meetings, they emphasized team-specific tasks. Next, interteam meetings were held to present ideas and receive critical input. Finally, oral and poster research presentations were conducted at the UBSM science fair. Several team research projects covered topics in medical, environmental, and general microbiology. The three major assessment areas for the workshop and DCM included: (i) student’s perception of the workshops’ effectiveness in developing skills, content, and values; (ii) research team self- and group participation evaluation, and (iii) oral and poster presentation during the science fair. More than 91% of the students considered the workshops effective in the presentation of scientific method fundamentals. The combination of the workshop and the DCM increased student’s knowledge by 55% from pre- to posttests. Two rubrics were designed to assess the oral presentation and poster set-up. The poster and oral presentation scores averaged 83% and 75% respectively. Finally, we present a team assessment instrument that allows the self- and group evaluation of each research team. While the DCM has educational plasticity and versatility, here we document how the this model has been successfully incorporated in training and engaging students in scientific research in microbiology.

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Antoun, Ghadi, Véronique D. Ram, Xin Wang, Jared T. Wilcox, and Ju-Yoon Yoon. "Scientific overview: CSCI – CITAC Annual General Meeting and Young Investigator’s Forum 2012." Clinical & Investigative Medicine 36, no. 5 (October 1, 2013): 248. http://dx.doi.org/10.25011/cim.v36i5.20124.

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In 2012, the Annual General Meeting of the Clinical Investigator Trainee Association of Canada – Association des cliniciens-chercheurs en formation du Canada (CITAC – ACCFC) and the Canadian Society of Clinician Investigators (CSCI) was held 19-21 September in Ottawa. Several globally-renowned scientists, including 2012 Friesen International Prize recipient, Dr. Marc Tessier-Lavigne, the CSCI/Royal College Henry Friesen Award recipient, Dr. Morley Hollenberg, and the recipient of the Joe Doupe Young Investigator Award, Dr. Phillip Awadalla, presented on a range of topics on research in basic and translational science in medicine. This year’s CITAC Symposium featured presentations by Dr. Alain Beaudet, Dr. Michael Strong and Dr. Vivek Goel on the Role of Physician Scientists in Public Health and Policy, which was followed by a lively discussion on the role of basic science and clinical research in patient-oriented policy development. This scientific overview highlights the research presented by trainees at both the oral plenary and poster presentation sessions. As at previous meetings, research questions investigated by this year’s trainees span multiple medical disciplines; from basic science to clinical research to medical education. Below is a summary of the presentations showcased at the Young Investigator’s Forum.

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Simone-Finstrom, Niño, Flenniken, Arrowsmith, and Wu-Smart. "Proceedings of the 2019 American Bee Research Conference." Insects 11, no. 2 (January 29, 2020): 88. http://dx.doi.org/10.3390/insects11020088.

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The 2019 American Bee Research Conference (ABRC) was held January 10–12, 2019 in conjunction with the annual convention of the American Honey Producers Association in Tempe, AZ. Over the three-day conference, a total of 45 oral presentations and 13 poster presentations were given, representing work done from over 27 institutions and 34 different research groups from throughout the United States and Canada. This proceedings contains and overview of the conference and the submitted abstracts for presentations given at the 2018 American Bee Research Conference.

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TOKOROYAMA, Takayuki, Makoto KAMIYA, Noritsugu UMEHARA, and Yoshio FUWA. "MNS-02 The effect of Ultraviolet ray irradiation on CNx coating's tribological property(Micro/Nanosystem Science and Technology I,Technical Program of Oral Presentations)." Proceedings of JSME-IIP/ASME-ISPS Joint Conference on Micromechatronics for Information and Precision Equipment : IIP/ISPS joint MIPE 2009 (2009): 87–88. http://dx.doi.org/10.1299/jsmemipe.2009.87.

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