This dissertation is divided into three parts. The first part aimed to investigate the cannabidiol anxiolytic effect in treatment-naïve individuals with social anxiety disorder through simulation of public speaking. Twenty-four never-treated social anxiety disorder subjects were allocated to receive 0 or 600 mg cannabidiol (CBD; n=12) in a double-blind randomized design. The same number of controls performed the simulation of a public speaking test without receiving any medication. Pretreatment with CBD significantly reduced anxiety, cognitive impairment, and discomfort in speech performance and significantly decreased alertness in their anticipatory speech. The placebo group displayed higher anxiety, cognitive impairment, discomfort, and alertness when compared with controls as assessed with the Visual Analogue Mood Scale (VAMS). The SSPS-N scores showed significant increases during testing of the placebo group that was almost abolished in the cannabidiol group. No significant differences were observed between the cannabidiol and control groups in SSPS-N scores or in cognitive impairment, discomfort, and alertness factors of the VAMS. The second part evaluated healthy subjects\' x y during a public speaking test following a high rimonabant oral dose, to understand better the possible pharmacological approaches for anxiety disorder treatment. Twenty four participants were randomly allocated to receive 0 or 90 mg rimonabant (n=12) in a double-blind design. No significant adverse effects were reported in either group. Participants who received rimonabant showed increased anxiety levels compared to placebo during anticipatory speech and performance measurements. Rimonabant treatment did not affect sedation, cognitive impairment, discomfort, blood pressure, heart rate, self-statements during public speaking, or bodily symptoms scales. Increased anxiety may reflect lower endocannabinoid activity in CB1 receptors and CB1 p \' possible role in modulation of anxiety and anxiety disorders. The third part aimed to monitor cannabinoid blood concentrations during sustained abstinence from chronic daily cannabis smoking. Thirty male chronic daily cannabis smokers resided on a secure clinical research unit for up to 33 days, with blood collected once daily. ?9-tetrahydrocannabinol (THC), 11-hydroxy-THC (11-OH-THC), and 11-nor-9-carboxy-THC (THCCOOH) whole blood concentrations were quantified by two-dimensional gas chromatography-mass spectrometry. Twenty-seven of 30 participants were THC-positive on admission, with a median (range) concentration 1.4 ng/mL (0.3-6.3). THC decreased gradually with only 1 of 11 participants negative at 26 days; 2 of 5 participants remained THC-positive (0.3 ng/mL) for 30 days. 5.0% f p p h TH >=1 0 g/ L f 12 y M 11-OH-THC w 1 1 g/ L w h >=1 0 g/ L 24h THCCOOH detection rates were 96.7 on admission, decreasing slowly to 95.7 and 85.7% on days 8 and 22, respectively; four of 5 participants remained THCCOOH positive (0.6-2.7 ng/mL) after 30 days and one remained positive on discharge at 33 days. THC was quantified in some participants for 30 days, albeit in low concentrations, due to the large cannabinoid body burden from extended exposure / Esta tese é dividida em três partes. A primeira parte consiste em investigar o efeito ansiolítico do canabidiol na ansiedade social através do teste de simulação de falar em público. Vinte e quatro sujeitos com ansiedade social, nunca tratados, receberam placebo ou canabidiol (CBD) 600 mg (n=12) em um estudo randomizado e duplo-cego. O mesmo número de indivíduos saudáveis realizaram o teste de simulação de falar em público sem receber medicação. A administração do CBD reduziu significativamente a ansiedade, sedação física e outros sentimentos e atitudes durante a fase de estresse, e diminui o nível de alerta na fase pré-estresse. O grupo placebo apresentou níveis elevado de ansiedade, sedação física, outros sentimentos e atitudes, e alerta comparado com o grupo controle. A pontuação do SSPS-N evidenciou aumento significativo durante o teste no grupo placebo, enquanto que o CBD reduziu estes níveis. Não houve diferenças significativas entre os grupos CBD e controle na SSPS-N e nos fatores sedação física, outros sentimentos e atitudes e alerta, da Visual Analogue Mood Scale (VAMS). A segunda parte do estudo avaliou a ansiedade em indivíduos saudáveis que receberam alta dose oral de rimonabanto e submetidos ao teste de simulação de falar em público, para melhor entendimento do possível mecanismo farmacológico para tratamento de transtornos de ansiedade. Vinte e quatro sujeitos saudáveis receberam placebo ou rimonabanto 90 mg (n=12) em um randomizado e duplo-cego. Não foi observado efeitos adversos significativo em ambos grupos. O grupo rimonabanto apresentou maiores níveis de ansiedade na fase pré-estresse e durante o estresse. Não houve diferença significativa quanto aos demais fatores avaliados entre os grupos. O aumento na ansiedade após administração do rimonabanto pode-se ao fato de haver diminuição no sistema endocanabinóide nos receptores CB1 e a possível modulação na ansiedade clínica e patológica. A terceira parte objetivou quantificar canabinóides no sangue total em usuários crônicos de cannabis durante abstinência supervisionada. Trinta usuários crônicos de cannabis, do sexo masculino, permaneceram no centro de pesquisa por até 33 dias, com coleta de sangue uma vez ao dia. ?9-tetrahidrocanabinol (THC), 11-hidróxi-THC (11-OH-THC) e 11-nor-9-carbóxi-THC (THCCOOH) foram quantificados no sangue por meio da cromatografia gasosa-espectrometria de massa bidimensional. Vinte e sete de 30 usuários foram positivos para THC no ingresso do estudo, com concentração mediana (variação) de 1.4 ng/mL (0.3-6.3). Níveis de THC diminuíram gradativamente com somente 1 de 11 participantes negativo no dia 26; 2 de 5 indivíduos permaneceram positivos para THC (0.3 g/ L p 30 5 0% j TH >=1 0 g/ L p 12 ç mediana de 11-OH-TH f 1 1 g/ L g >=1 0 g/ L pó 24h. A taxa de detecção de THCCOOH foi 96.7% no ingresso, diminuindo gradativamente para 95.7 e 85.7% nos dias 8 e 22, respectivamente; 4 de 5 sujeitos permaneceram positivo para THCCOOH (0.6-2.7 ng/mL) após 30 dias e um permaneceu positivo no 33º dia. Foi detectado THC em alguns indivíduos por 30 dias, porém em baixas concentrações, devido a extensa eliminação do canabinóide em decorrência da exposição crônica

Syftet med denna litteraturstudie är att utreda vad aktuell forskning säger om undervisningen i muntlig framställning i gymnasieskolan. I studien har tidigare forskning inom området systematiskt samlats in och analyserats. Resultatet visar att muntlig framställning ofta får mycket begränsat undervisningsutrymme i den svenska gymnasieskolan. I svenskämnet tycks den muntliga delen oftast åsidosättas till fördel för skriftliga aktiviteter samt litteraturarbete. Trots att forskning förespråkar systematisk talträning och metakunskap för utveckling av muntlig kommunikativ kompetens, tycks denna typ av undervisning få begränsat utrymme i arbetet med muntliga framställningar. Elever efterfrågar mer undervisning i muntlig framställning samt utvidgad respons och vägledning från lärare. Genom jämförelser med internationella studier kan det konstateras att finns likartad problematik även i andra länder. / <p>Svenska</p>

University of Macau / Faculty of Social Sciences and Humanities / Department of English

Have you ever listened to a speech, seriously attempted to discern the speaker’s message, then realize you have forgotten most of, if not, the entire message moments after the speech is finished? Far too often audiences sit through a presentation focusing as best as they can, only to have the speaker craft a message in a way that is nearly impossible for the audience to remember. The best speakers not only deliver a memorable message, but also one that inspires their audience to action or change of mindset. Speakers at Ted Conferences are faced with a difficult challenge: they are given roughly 20 minutes to deliver a speech that is both unforgettable and inspiring. This thesis will examine how to craft speeches that are both memorable and inspiring.

This dissertation is divided into three parts. The first part aimed to investigate the cannabidiol anxiolytic effect in treatment-naïve individuals with social anxiety disorder through simulation of public speaking. Twenty-four never-treated social anxiety disorder subjects were allocated to receive 0 or 600 mg cannabidiol (CBD; n=12) in a double-blind randomized design. The same number of controls performed the simulation of a public speaking test without receiving any medication. Pretreatment with CBD significantly reduced anxiety, cognitive impairment, and discomfort in speech performance and significantly decreased alertness in their anticipatory speech. The placebo group displayed higher anxiety, cognitive impairment, discomfort, and alertness when compared with controls as assessed with the Visual Analogue Mood Scale (VAMS). The SSPS-N scores showed significant increases during testing of the placebo group that was almost abolished in the cannabidiol group. No significant differences were observed between the cannabidiol and control groups in SSPS-N scores or in cognitive impairment, discomfort, and alertness factors of the VAMS. The second part evaluated healthy subjects\' x y during a public speaking test following a high rimonabant oral dose, to understand better the possible pharmacological approaches for anxiety disorder treatment. Twenty four participants were randomly allocated to receive 0 or 90 mg rimonabant (n=12) in a double-blind design. No significant adverse effects were reported in either group. Participants who received rimonabant showed increased anxiety levels compared to placebo during anticipatory speech and performance measurements. Rimonabant treatment did not affect sedation, cognitive impairment, discomfort, blood pressure, heart rate, self-statements during public speaking, or bodily symptoms scales. Increased anxiety may reflect lower endocannabinoid activity in CB1 receptors and CB1 p \' possible role in modulation of anxiety and anxiety disorders. The third part aimed to monitor cannabinoid blood concentrations during sustained abstinence from chronic daily cannabis smoking. Thirty male chronic daily cannabis smokers resided on a secure clinical research unit for up to 33 days, with blood collected once daily. ?9-tetrahydrocannabinol (THC), 11-hydroxy-THC (11-OH-THC), and 11-nor-9-carboxy-THC (THCCOOH) whole blood concentrations were quantified by two-dimensional gas chromatography-mass spectrometry. Twenty-seven of 30 participants were THC-positive on admission, with a median (range) concentration 1.4 ng/mL (0.3-6.3). THC decreased gradually with only 1 of 11 participants negative at 26 days; 2 of 5 participants remained THC-positive (0.3 ng/mL) for 30 days. 5.0% f p p h TH >=1 0 g/ L f 12 y M 11-OH-THC w 1 1 g/ L w h >=1 0 g/ L 24h THCCOOH detection rates were 96.7 on admission, decreasing slowly to 95.7 and 85.7% on days 8 and 22, respectively; four of 5 participants remained THCCOOH positive (0.6-2.7 ng/mL) after 30 days and one remained positive on discharge at 33 days. THC was quantified in some participants for 30 days, albeit in low concentrations, due to the large cannabinoid body burden from extended exposure / Esta tese é dividida em três partes. A primeira parte consiste em investigar o efeito ansiolítico do canabidiol na ansiedade social através do teste de simulação de falar em público. Vinte e quatro sujeitos com ansiedade social, nunca tratados, receberam placebo ou canabidiol (CBD) 600 mg (n=12) em um estudo randomizado e duplo-cego. O mesmo número de indivíduos saudáveis realizaram o teste de simulação de falar em público sem receber medicação. A administração do CBD reduziu significativamente a ansiedade, sedação física e outros sentimentos e atitudes durante a fase de estresse, e diminui o nível de alerta na fase pré-estresse. O grupo placebo apresentou níveis elevado de ansiedade, sedação física, outros sentimentos e atitudes, e alerta comparado com o grupo controle. A pontuação do SSPS-N evidenciou aumento significativo durante o teste no grupo placebo, enquanto que o CBD reduziu estes níveis. Não houve diferenças significativas entre os grupos CBD e controle na SSPS-N e nos fatores sedação física, outros sentimentos e atitudes e alerta, da Visual Analogue Mood Scale (VAMS). A segunda parte do estudo avaliou a ansiedade em indivíduos saudáveis que receberam alta dose oral de rimonabanto e submetidos ao teste de simulação de falar em público, para melhor entendimento do possível mecanismo farmacológico para tratamento de transtornos de ansiedade. Vinte e quatro sujeitos saudáveis receberam placebo ou rimonabanto 90 mg (n=12) em um randomizado e duplo-cego. Não foi observado efeitos adversos significativo em ambos grupos. O grupo rimonabanto apresentou maiores níveis de ansiedade na fase pré-estresse e durante o estresse. Não houve diferença significativa quanto aos demais fatores avaliados entre os grupos. O aumento na ansiedade após administração do rimonabanto pode-se ao fato de haver diminuição no sistema endocanabinóide nos receptores CB1 e a possível modulação na ansiedade clínica e patológica. A terceira parte objetivou quantificar canabinóides no sangue total em usuários crônicos de cannabis durante abstinência supervisionada. Trinta usuários crônicos de cannabis, do sexo masculino, permaneceram no centro de pesquisa por até 33 dias, com coleta de sangue uma vez ao dia. ?9-tetrahidrocanabinol (THC), 11-hidróxi-THC (11-OH-THC) e 11-nor-9-carbóxi-THC (THCCOOH) foram quantificados no sangue por meio da cromatografia gasosa-espectrometria de massa bidimensional. Vinte e sete de 30 usuários foram positivos para THC no ingresso do estudo, com concentração mediana (variação) de 1.4 ng/mL (0.3-6.3). Níveis de THC diminuíram gradativamente com somente 1 de 11 participantes negativo no dia 26; 2 de 5 indivíduos permaneceram positivos para THC (0.3 g/ L p 30 5 0% j TH >=1 0 g/ L p 12 ç mediana de 11-OH-TH f 1 1 g/ L g >=1 0 g/ L pó 24h. A taxa de detecção de THCCOOH foi 96.7% no ingresso, diminuindo gradativamente para 95.7 e 85.7% nos dias 8 e 22, respectivamente; 4 de 5 sujeitos permaneceram positivo para THCCOOH (0.6-2.7 ng/mL) após 30 dias e um permaneceu positivo no 33º dia. Foi detectado THC em alguns indivíduos por 30 dias, porém em baixas concentrações, devido a extensa eliminação do canabinóide em decorrência da exposição crônica

Previous studies show that students are often expected to speak in front of a group, but they receive little guidance on how they should proceed. The aim of this essay is to contribute to the area by a critical examination of the advice and exercises that appear in six textbooks for the Swedish subject in upper secondary school. The study focuses solely on body language and voice ("actio") in oral presentations.       Through a qualitative text analysis, the study examines what is considered to characterize a good actio according to the textbooks and how students are expected to acquire these abilities. The essay also sheds light on how the content of textbooks can be understood in relation to the theory ”actiokapitalet” (Gelang, 2008). The result show that contact with the audience through gaze, variation in the use of voice and a lack of nervous expressions, is considered desirable. In the textbooks, students are often encouraged to develop actio through listening to feedback. Within actiokapitalet, a holistic perspective on actio is emphasized, as well as the fact that body language and the use of voice depend on the social context. The content of the books can both be considered compatible with, and deviating from, the theory. In the concluding discussion, I claim that ”actiokapitalet” contributes with an in-depth perspective on the textbooks and I call for further studies where the theory is tested in teaching.

Работа посвящена изучению особенностей декодирования культурно-кодового значения, которое заложено в аллюзивный контекст риторики оратора, на примере речей Си Цзиньпина и их переводов на английский и русский языки. Исследование основывается на положении, что аллюзия, являясь когнитивной категорией, имеет культурно-кодовое значение, которое отражается не только в словарном понятийном содержании, но и в системе экстралингвистических знаний, ассоциаций и образов, обретающих смысл, закрепленный в культуре языковой общности, что обусловливает многоаспектный характер декодирования этого значения. Интерпретация аллюзивных языковых единиц осуществляется в рамках трех аспектов: прагматического, философского и образного. В ходе исследования анализируются 93 текстовых фрагмента с аллюзивными контекстами речей китайского лидера. В первой главе работы рассматриваются общие теоретические и методологические вопросы с опорой на научные труды И. В. Арнольд, М. М. Бахтина, Ю. Н. Караулова, Ю. Кристевой, Ю. М. Лотмана, А. П. Чудинова, У. Эко и др., где выявляются аспекты взаимодействия понятий «язык», «культура», «культурный код», а также описываются феномены интертекстуальности и прецедентного текста как лингвокультурологические явления. Особое внимание уделяется функционированию аллюзий в тексте публичного выступления и особенностям их декодирования при переводе, вводится понятие культурно-кодовое значение. В содержании главы представлены основные положения теории интерпретации П. Рикера, которая допускает множественность толкований смысла текста. Во второй главе исследования предлагается и описывается алгоритм интерпретационного анализа аллюзивных языковых единиц в речи китайского лидера путем сопоставления их репрезентаций на трех языках. Логика построения и описания системы аллюзивных языковых единиц учитывает полиаспектность изучения процесса декодирования аллюзии в текстах публичных выступлений и их переводах. Подчеркивается, что аллюзии в выступлениях Си Цзиньпина и их смысловые соответствия в текстах переводов обращены как к внутреннему (носителю китайского языка), так и к внешнему (иноязычной аудитории) адресатам. В результате, сопоставление переводов аллюзивных единиц с оригиналом позволяет сделать вывод, что в двуязычных переводах фрагментов речи оратора представлено неискаженное восприятие оригинального текста: авторская мысль передается без утраты исходного смысла, заложенного в аллюзии, и сохраняется образная нагрузка источника прецедентных языковых единиц. Результаты исследования могут быть использованы в практике преподавания лингвистических дисциплин, а также курсов, связанных с теорией перевода, теорией межкультурной коммуникации, стилистикой текста и лингвокультурологией. / The work is devoted to the study of the features of decoding the cultural-code meaning, which is embedded in the allusive context of the speaker's rhetoric, based on Xi Jinping's speeches and their translations into English and Russian. The study is based on the statement that the allusion, being a cognitive category, has a cultural-code meaning, which is reflected not only in the vocabulary conceptual content, but also in the system of extralinguistic knowledge, associations and images that acquire meaning, enshrined in the culture of linguistic community, that determines the multidimensional nature of the decoding this meaning. The interpretation of allusive language units is carried out in accordance with three aspects: pragmatic, philosophical and figurative. 93 text fragments contained allusive contexts are analyzed in the study. In the first chapter, theoretical and methodological issues are considered, based on the scientific works of I. V. Arnold, M. M. Bakhtin, Yu. N. Karaulov, Yu. Kristeva, Yu. M. Lotman, A. P. Chudinov, U. Eco and etc., which reveal the interaction aspects of the concepts «language», «culture», «cultural code» and describe the phenomena «intertextuality» and «precedent text» as linguoculturological phenomena. Particular attention is given to the functioning of allusions in the text of public speaking and to the features of their decoding in translation, the concept of cultural-code meaning is also introduced. The main statements of P. Ricoeur's «interpretation theory», which implies a great number of text interpretations, are represented in the chapter. In the second chapter of the study, the algorithm is proposed for the interpretative analysis of figurative units in the speech of Xi Jinping by comparing their representations in three languages. The compilation and description of the allusive language units system reflects the multidimensional aspect of decoding allusion process in the texts of public speaking and their translations. It is underlined that the allusions in the speech of the Chinese leader and their semantic correspondences in the translation texts are addressed both to the internal (native Chinese speaker) and to the external (foreign-language audience) addressees. As a result, comparing translations of allusive units with the original ones, we conclude that bilingual fragment translations of the speaker's speech present an undistorted perception of the original text: the author's thought is transmitted without the loss of the original meaning of an allusion, and the figurative component of the source of precedent language units is preserved. The results of this study can be used for teaching linguistic disciplines, as well as for the courses related to the Theory of Translation, the Theory of Intercultural Communication, Stylistics of the Text and Linguoculturology.

published_or_final_version / Education / Master / Master of Education

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

This study indicates that communication skills and communication apprehension of English First Additional Language (EFAL) learners are important aspects in teaching and learning, as well as for academic performance. A learner‘s major hurdle to overcome in communication in a second language classroom is a fear of failure. Communication skills and communication apprehension are challenges teachers have to face in language classrooms. Communication barriers that may lead to fear, distress and poor performance should be identified at an early stage. Therefore, it is critical for teachers to know about the communication process, communication skills, and communication apprehension to design positive solutions and teaching strategies to assist learners to overcome fear of communication, especially in the area of second and additional languages. A sample of 779 male and female learners in the secondary phase in Kannaland District, Western Cape participated in the study. For this non-experimental quantitative study, data were gathered using two questionnaires, Communication Skills Scale, and the Personal Report Communication Apprehension questionnaire. To explore the relationship between communication skills, communication apprehension and academic achievement, the first and second term EFAL marks of grades 7-9 learners were used. The data were presented as descriptive statistics, factor analysis, reliability analysis, correlations and comparisons. Results distinguished no differences between males, females, or grades. Findings were discussed with regard to communication skills and the academic achievement, as well as communication apprehension and academic achievement of the learners. Results indicate that there is no significant relationship between communication skills and academic achievement. Nevertheless, distinct relationships between communication skills and communication apprehension (group work, meetings and public speaking) were established and discussed. Communication apprehension (group work, conversations and in the classroom) and academic achievement presented clear relationships that were reported in detail. The factors identified may have a negative impact on learners‘ academic achievement in EFAL. Insight generated by the research in Kannaland District, Western Cape will help to develop an understanding of the situations that affect the degree of communication apprehension of secondary phase EFAL learners. It will allow for a better understanding of the influence of communication skills and could assist teachers to understand EFAL learners‘ fear, distress or ability to communicate. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015