. "Presentation skills"@en . . "3" . "The study course provides knowledge about the types of public speaking, the basic conditions of presentation skills, the factors influencing speech and presentation. In the study course students will be introduced to techniques of overcoming stress, how to work with breath and voice, how to use verbal and non-verbal communication. Knowledge of speech planning, communicative strategies, argumentation, as well as tactics and speech structuring will be provided to ensure that the purpose of the presentation is achieved.\n\nOutcome:\nIs able to analyse and determine the factors influencing the presentation and public speech, understands the essence and role of the presentation. Is able to be aware of possible speech obstacles and is able to eliminate them. - Discussions. Tasks. Orator speech analysis.\r\nIs able to use speech enhancing means, effectively use verbal, non-verbal communication. - Practical tasks, role-plays with myths of different situations. Verification test.\r\nIs able to apply presentation skills, establish good contact with the audience providing feedback. - Demonstration. Practical individual and group work.\r\nIs able to prepare a well-structured presentation, present it convincingly and provide reflection or self-assessment of it. - Presentation skills (using digital technologies). Self-assessment analysis." . . "Presential"@en . "TRUE" . . "Science communication and outreach"@en . . "6" . "The course wants to stimulate reflection on the social meaning of science and the role of communication, information and popularization. In addition the course offers an\nintroduction to the scientific literature and empirical studies on science communication. Finally the concrete process of science communication (communication media,\ntypology of communication, communication sociology) is investigated." . . "Presential"@en . "TRUE" . . "Risk communication"@en . . "6" . "Contents:\nThis intensive course provides insight into theoretical and practical-strategic matters of risk communication. Special attention will be given to risk communication in the context of the life sciences issues and life science technologies such as malaria, zoonoses, gene technology, flooding, climate change, novel agro-technologies, and food scares. In our rapidly changing knowledge society, experts and non-experts tend to have different appreciations of science and technology issues. What exactly is the nature of these differences and what are the communicative implications? We will discuss psychological theories regarding risk perception. How do people process complex information regarding particular risks and what is the role of emotions therein? How does media coverage of risks affect the public's sense of anxiety? Attention will also be paid to sociological theories of risk and trust. Is there a general mistrust of science and technology, and can this be explained by a trust or knowledge deficit of the public? Under what conditions are institutions capable of handling and communicating risks? Throughout the course assignments and group work help students to translate theoretical insights to risk communication practices based on their own choice. Students from the bachelor Communication and Life Sciences (BCL) are expected to work on a risk topic for the assignment that is related to their choice of track.\nLearning outcomes:\nAfter successful completion of this course students are expected to be able to:\n- explain the core theoretical concepts in the field of risk communication;\n- identify relevant social processes related to the perception and acceptance of risks;\n- analyse and evaluate current communication practices in the field of risk communication;\n- apply these insights to develop practical suggestions for effective and legitimate forms of risk communication;\n- analyse a case on the topic of a particular risk, report the results, and give a presentation on this study." . . "Presential"@en . "FALSE" . . "Presentation skills"@en . . "no data" . "Annotation:\r\n\r\nThe overall aim of this course is to develop communication and language skills in order to plan and deliver an effective presentation. Students will be taken step by step through all the key points of presenting - from their preparation and ability to introduce themselves to the final summary. Using interactive methods, students are instructed to successfully communicate their thoughts and ideas in logical sequence and orderly units, all concisely, clearly and succinctly. Emphasis is placed on independent critical thinking and the correct formulation of presented ideas. During this course, students will practice skills that will enable them to become better speakers and presenters.\r\nStudy objectives:\r\n\r\nThe aim of the course is to develop the ability of structured thinking, logical formulation and argumentation, as well as the ability to express one's own opinion briefly and clearly according to the function of the speech and the expectations of the audience.\r\nContents:\r\n\r\nThe overall aim of this course is to develop communication and language skills in order to plan and deliver an effective presentation. Students will be taken step by step through all the key points of presenting - from their preparation and ability to introduce themselves to the final summary. Using interactive methods, students are instructed to successfully communicate their thoughts and ideas in logical sequence and orderly units, all concisely, clearly and succinctly. Emphasis is placed on independent critical thinking and the correct formulation of presented ideas. During this course, students will practice skills that will enable them to become better speakers and presenters.\r\nLecture outlines:\r\n\r\nWeek 1: Course Introduction & Credit Requirements How to Prepare and Give a Presentation Week 2: Body Language & Gestures: Non-Verbal Communication Preparing Slides for Presentations HW: Choose Topic for Presentation Week 3: Structure of a Presentation (INTRODUCTION - BODY - CONCLUSION) Signposting / Signalling: Introduction & Overview Portion of Presentation HW: Create OVERVIEW for Presentation Week 4: Making an Outline Innovative Ways to Open your Presentation Week 5: Individual Consultations Week 6: Language: Informal vs. Formal (Academic) / Other Word Choices At a Loss for Words: Describing Things When You Forget the Word Week 7: Fluency Practice: Summarizing Week 8: Pronunciation: It is WHAT you say...and HOW you say it Key Words in Presentation Week 9: Facts versus Opinions Reporting Verbs / Hedging Week 10: Graphs & Charts How to Talk About a Visual Aid Week 11: Individual Consultations Progress Check / Practice Presentation Week 12: STUDENT PRESENTATIONS Week 13: Feedback / Make-up Presentations Week 14: Reserve Class (Feedback / Make-up Presentations)\r\nExercise syllabus:\r\n\r\nWeek 1: Course Introduction & Credit Requirements How to Prepare and Give a Presentation Week 2: Body Language & Gestures: Non-Verbal Communication Preparing Slides for Presentations HW: Choose Topic for Presentation Week 3: Structure of a Presentation (INTRODUCTION - BODY - CONCLUSION) Signposting / Signalling: Introduction & Overview Portion of Presentation HW: Create OVERVIEW for Presentation Week 4: Making an Outline Innovative Ways to Open your Presentation Week 5: Individual Consultations Week 6: Language: Informal vs. Formal (Academic) / Other Word Choices At a Loss for Words: Describing Things When You Forget the Word Week 7: Fluency Practice: Summarizing Week 8: Pronunciation: It is WHAT you say...and HOW you say it Key Words in Presentation Week 9: Facts versus Opinions Reporting Verbs / Hedging Week 10: Graphs & Charts How to Talk About a Visual Aid Week 11: Individual Consultations Progress Check / Practice Presentation Week 12: STUDENT PRESENTATIONS Week 13: Feedback / Make-up Presentations Week 14: Reserve Class (Feedback / Make-up Presentations)" . . "no data"@en . "FALSE" . . "Effective communication skills"@en . . "no data" . "This module aims to help students develop effective written and oral communication skills through academic essay and reflective writing, technical report writing, small group discussions, oral pitching and presentation to technical and non-technical audiences. A process-based, reading-into-writing approach is adopted so that students have the chance to learn/unlearn/relearn from the multiple drafting experience of each writing assignment. For the principal instructional focus of the module, a project-based approach is used that requires teams of students to explore authentic engineering problems and develop viable solutions within real-world contexts. Students will read discipline-specific articles, do writing assignments and a project with an engineering focus, and interview engineers or related experts, thus facilitating greater acquaintance with the field." . . "Presential"@en . "TRUE" . . "Written / Oral Communication"@en . . . . . . .