The prospect of public speaking is daunting and often frightening for many people. Despite this, most students and professionals must make public presentations in one capacity or another over the course of their careers. What makes dealing with their fear difficult is that most have never been taught how to give a professional presentation. The purpose of this book is to provide some guidance in the 'how to's' of giving professional presentations in the behavioral sciences and related professions.
The book is written specifically for students and professionals who have little or no experience of giving presentations and for those who are particularly anxious about public speaking. It gives concrete advice about designing, delivering, and defending presentations. This advice includes recognition of the appropriate goals of the presentation, using the appropriate fonts, projecting one's voice, and dealing with stage fright. Also included is advice on giving persuasive presentations, drawing on recent social psychological research, and advice on lecturing to students.
Each chapter also includes summary tables to help readers organize their thoughts after each section. The book ends with some examples of good and bad overhead displays and slides.

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The prospect of public speaking is daunting and often frightening for many people. Despite this, most students and professionals must make public presentations in one capacity or another over the course of their careers. What makes dealing with their fear difficult is that most have never been taught how to give a professional presentation. The purpose of this book is to provide some guidance in the 'how to's' of giving professional presentations in the behavioral sciences and related professions.
The book is written specifically for students and professionals who have little or no experience of giving presentations and for those who are particularly anxious about public speaking. It gives concrete advice about designing, delivering, and defending presentations. This advice includes recognition of the appropriate goals of the presentation, using the appropriate fonts, projecting one's voice, and dealing with stage fright. Also included is advice on giving persuasive presentations, drawing on recent social psychological research, and advice on lecturing to students.
Each chapter also includes summary tables to help readers organize their thoughts after each section. The book ends with some examples of good and bad overhead displays and slides.

Related link: Free Email Alerting

This innovative volume integrates social identity theory with research on teaching and education to shed new and fruitful light on a variety of different pedagogical concerns and practices. It brings together researchers at the cutting edge of new developments with a wealth of teaching and research experience. The work in this volume will have a significant impact in two main ways. First and foremost, the social identity approach that is applied will provide the theoretical and empirical platform for the development of new and creative forms of practice in educational settings. Just as the application of this theory has made significant contributions in organisational and health settings, a similar benefit will accrue for conceptual and practical developments related to learners and educators - from small learning groups to larger institutional settings - and in the development of professional identities that reach beyond the classroom. The chapters demonstrate the potential of applying social identity theory to education and will stimulate increased research activity and interest in this domain. By focusing on self, social identity and education, this volume investigates with unprecedented clarity the social and psychological processes by which learners' personal and social self-concepts shape and enhance learning and teaching. Self and Social Identity in Educational Contexts will appeal to advanced students and researchers in education, psychology and social identity theory. It will also be of immense value to educational leaders and practitioners, particularly at tertiary level.

Social identity research is very much on the ascendancy, particularly in the field of organizational psychology. Reflecting this fact, this volume contains chapters from researchers at the cutting edge of these developments.

Social identity research is very much on the ascendancy - particularly in the field of organizational psychology. Reflecting this fact, this volume contains chapters from researchers at the cutting edge of these developments and presents findings from a range of key international research programs. Its seventeen chapters are organized into six sections dealing in turn with the nature of identity, motivation and performance, communication and decision-making, leadership and authority, change and change management, and perceiving and responding to inequity. The chapters address a broad range of topical issues including diversity, discrimination, goal-setting, groupthink, mergers, negotiation, and culture. Not only do they present a compelling framework for theoretical advance in each of these areas, but they also discuss wide-ranging issues of practical intervention and application. The result is a text that will be essential reading for students and researchers in social and organizational psychology, as well as many others who are interested in social identity and group behaviour at work.

Related link: Free Email Alerting

This innovative volume integrates social identity theory with research on teaching and education to shed new and fruitful light on a variety of different pedagogical concerns and practices. It brings together researchers at the cutting edge of new developments with a wealth of teaching and research experience. The work in this volume will have a significant impact in two main ways. First and foremost, the social identity approach that is applied will provide the theoretical and empirical platform for the development of new and creative forms of practice in educational settings. Just as the application of this theory has made significant contributions in organisational and health settings, a similar benefit will accrue for conceptual and practical developments related to learners and educators - from small learning groups to larger institutional settings - and in the development of professional identities that reach beyond the classroom. The chapters demonstrate the potential of applying social identity theory to education and will stimulate increased research activity and interest in this domain. By focusing on self, social identity and education, this volume investigates with unprecedented clarity the social and psychological processes by which learners' personal and social self-concepts shape and enhance learning and teaching. Self and Social Identity in Educational Contexts will appeal to advanced students and researchers in education, psychology and social identity theory. It will also be of immense value to educational leaders and practitioners, particularly at tertiary level.