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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.
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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 groundbreaking book provides a refreshing introduction to the
field of leadership and is jam-packed with theoretical and
practical insights derived from a wealth of applied scientific
research conducted by the authors and their colleagues around the
world over the last three decades. It starts from the premise that
leadership is never just about leaders. Instead it is about leaders
and followers who are joined together as members of a social group
that provides them with a sense of shared social identity - a sense
of "us-ness". In these terms, leadership is understood as the
process through which leaders work with followers to create,
represent, advance, and embed this sense of shared social identity.
The new edition of this award-winning book presents a wealth of
evidence from historical, organizational, political and sporting
contexts to provide an expanded exploration of these processes of
identity leadership in action. In particular, it builds upon the
success of the first edition by examining the operation of identity
leadership in contemporary society and fleshing out practical
answers to key organizational and institutional challenges. Drawing
on real-world examples and rich data sources, this book will appeal
to academics, researchers, and students of psychology, business,
and management, as well as to practitioners, policy makers, and
anyone interested in the workings of leadership, influence, and
power.
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.
This groundbreaking book provides a refreshing introduction to the
field of leadership and is jam-packed with theoretical and
practical insights derived from a wealth of applied scientific
research conducted by the authors and their colleagues around the
world over the last three decades. It starts from the premise that
leadership is never just about leaders. Instead it is about leaders
and followers who are joined together as members of a social group
that provides them with a sense of shared social identity - a sense
of "us-ness". In these terms, leadership is understood as the
process through which leaders work with followers to create,
represent, advance, and embed this sense of shared social identity.
The new edition of this award-winning book presents a wealth of
evidence from historical, organizational, political and sporting
contexts to provide an expanded exploration of these processes of
identity leadership in action. In particular, it builds upon the
success of the first edition by examining the operation of identity
leadership in contemporary society and fleshing out practical
answers to key organizational and institutional challenges. Drawing
on real-world examples and rich data sources, this book will appeal
to academics, researchers, and students of psychology, business,
and management, as well as to practitioners, policy makers, and
anyone interested in the workings of leadership, influence, and
power.
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 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.
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