Items 22-24 pgs 230-235, 257

Question 1

• Some students and professionals do not like the idea of speaking in public, whether in front of small or large groups.
• Just the thought that they will be facing people already makes them jittery.
• Being able to speak effectively in front of an audience will always be an advantage.

Answer 1

The Oral Presentation

Question 2

These are the things you need to consider so that you can render an effective speech and be a good public speaker:

1. Audience

o Be aware of your listener’s profile
o Age, gender, educational background, religion, economic status, and interests
o Know how much the audience knows about the topic
o Avoid discussions that may be in contrast with their beliefs and practices to prevent miscommunication or misunderstanding

Answer 2

PUBLIC SPEAKING TIPS

Question 3

These are the things you need to consider so that you can render an effective speech and be a good public speaker:

2. Logistics

o It is something basic or essential to know who is organizing the event
o To tie up the earlier presentation with your own, resulting in more coherent presentation.

2.1 Venue

o As a speaker, you should know how to position yourself and how you should move in front to get the attention of the listeners.
o Work on posture and avoid bad habits when speaking
o Do not block the view of the visual aids as you present them
o Do not lean on any object that will give support to your weight

2.2 Facilities

o Ask beforehand the equipment available for you
o The facilities should match your visual aids
o Know how to troubleshoot technical problems

Answer 3

PUBLIC SPEAKING TIPS

Question 4

These are the things you need to consider so that you can render an effective speech and be a good public speaker:

3. Content of report/speech/lecture

o Read a lot

o Prepare your oral presentation with an introduction, body, and conclusion.
▪ The strategy you will employ should match the topic you will present

o Rehearse by practicing and getting feedback during the rehearsal stage

o Use technology so that listeners can easily follow the discussion
▪ Disadvantage: some speakers rely on their visuals that when a technical problem arise, they are caught off-guard and their presentation goes awry
▪ Visuals should only be used to enhance presentation
▪ Use keywords, do not copy paste
▪ Use pictures, graphs, tables, charts, maps, quotes, and important passages and sayings

Answer 4

PUBLIC SPEAKING TIPS

Question 5

o It includes posture, gesture, facial expression, and movement
▪ Eyes and eye-to-eye contact are important when it comes to facial expression this can detect the emotional state of a person
▪ Posture refers to speaker’s stance.
* The speaker should project an air of confidence to get the attention of the audience
▪ Gestures are made by some parts of the body
* Use gestures to make a point more emphatic.
* However, they should only be used for important points raised as they can become distractive when used often
▪ Know how to move on stage in a way that does not distract the audience.

o Dress or attire is not considered as a paralinguistic cue; however, dress appropriately to attract the attention of the audience

Answer 5

Paralinguistic cues (Non-Verbal)

Question 6

o Arefeatures that appear when we put sounds together in connected speech. Intonation, stress and rhythm are prosodic features.
o When speaking, aim at delivering the message clearly through intelligible and comprehensible pronunciation
o Articulate sound clearly by paying attention to the movement of lips, tongue, and teeth
o Assimilation is the blending of the final sound of a preceding word with the initial sound of the following word (e.g. the pros and cons; the prosend cons)
o Intonation, tone, stress and rhythm, pauses on phrases and sentences

Answer 6

Prosodic features

Question 7

READ
1ST PARAGRAPH

I recently attended an online town hall at the college where I teach regarding education under COVID-19. It had the qualities one would expect: a mix of updates, confidence building, but also a great deal of uncertainty. This tension was revealed with greater clarity in a New York Times opinion piece published last weekend by Christina Paxson, president of Brown University. Arguing that “College Campuses Must Reopen in the Fall,” Paxson offered little concrete logistical detail about rethinking classroom space and student and faculty accommodations that would apply beyond a wealthy Ivy League institution.

Answer 7

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 8

READ
2ND PARAGRAPH

That neglect reflects a deeper problem: whose voices are heard in this process of reopening. As colleges and universities scramble to put together different scenarios for this fall, we have much to weigh and consider, but one of the most urgent questions is precisely how these decisions are going to be made, and by whom.

Answer 8

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 9

READ
3RD PARAGRAPH

I share many of the concerns held by my college’s administration about student enrollment, budgetary outlooks, and staff employment. Like many colleagues, I readily grasp the challenges that lie ahead for students who are making important decisions about their future. Students, both graduate and undergraduate, have been organizing and going on strike across the country—including the New School, Columbia, Vassar, Pomona, and the University of Chicago—over issues of tuition, grading, and fellowship support, which has been reduced or cut for many.

Answer 9

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 10

READ
4TH PARAGRAPH

Against this backdrop of growing discontent, I am equally apprehensive about certain assumptions being made about faculty of all ranks, especially their capacity to handle teaching and other responsibilities under the pandemic. The operating notion seems to be that faculty across the board are robust and healthy, able to withstand the stress and emotional costs, and even, it seems, the medical threat it poses to our lives. A positive attitude—what some have more critically referred to as “toxic positivity”—has been positioned by university administrators as the main prophylactic against COVID-19 and for regaining the financial bottom line.

Answer 10

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 11

READ
5TH PARAGRAPH

Faculty members are a diverse class, of course, spanning a range of ages, abilities, and medical histories. We are also diverse in terms of income level, personal savings, and other safety nets designed to assist in times of illness and leave. The divide between tenured/tenure-track faculty and adjunct faculty has become even starker in the present moment, with many in the latter category facing terminated contracts and the disaster of lost salaries and benefits. As many have observed, the current crisis has vividly exposed inequalities, both known and those less recognized, across academia and society more generally.

Answer 11

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 12

READ
6TH PARAGRAPH

With these conditions in mind, the question remains what claims faculty may have recourse to in the face of school administrations seeking a return to normal routine. To be direct, I am concerned about my personal health and how my teaching and on-campus activity may impact the health of others. I am concerned about facing medical costs from exposure and illness, even if temporary. Private matters like health are difficult to air publicly, and I fear that faculty voices and rights are being marginalized. The decades-long trend of administrative bloat, combined with increasing reliance on temporary faculty, appears structurally predisposed to minimize faculty input.

Answer 12

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 13

READ
7TH PARAGRAPH

Existing faculty rights largely concern the right to work. Colleges and universities by law operate under the guidelines of the U.S. Equal Employment Opportunity Commission, which are principally concerned with discrimination on the basis of race, religion, gender, sexual orientation, national origin, disability, and age. These guidelines are primarily intended for situations of hiring and promotion, workplace harassment, and workplace accommodation, with regard to such matters as respect for religious practices and building access for employees who are physically disabled. A parallel set of faculty rights concern freedom of expression, extending from the First Amendment. The American Association of University Professors (AAUP) lists this right to academic freedom first in its mission statement. However, the AAUP issued a statement last month expressing its concern about faculty involvement in decision-making at colleges and universities.

Answer 13

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 14

READ
8TH PARAGRAPH

How might these existing rights apply to the situation of COVID-19? The answer depends on the epidemiological facts. While much remains uncertain, it is clear that the virus is transmitted easily, that institutions appear to be key vectors for the virus, and that there is no vaccine. These observations taken together highlight the risks for faculty members. One immediate set of questions is purely logistical. Is social distancing possible in existing classrooms? Will communal areas, like libraries, remain closed? Will these spaces be regularly disinfected? Another set of questions concerns what will happen if cases are detected. If a student, professor, or staff member becomes ill, is a campus to be shut down again? Do students and faculty remain, in order to prevent the spread of the virus? Or will they be allowed to disperse, but with great disruption for teaching and at great cost to them and their families? More tragic to imagine is what happens if a faculty member, staff, or student dies. Is a college or university liable? Is that institution responsible for not taking appropriate measures to work against the spread of infection? All of the questions, and many others, must be answered clearly and unambiguously.

Answer 14

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 15

READ
9TH PARAGRAPH

As a faculty member I do not pretend to have ready or universal solutions. But I do think faculty opinion should be involved, and, as much as I would like to return to my past routine of teaching, developing solutions should consist of more than simple consent to what college and university administrators decide. Just like any other community member, faculty members are vulnerable to the disabling effects and mortality of the disease. By the same token, we are just as liable to be asymptomatic vectors. These observations pose ethical questions as to how far we should be willing to put our own health at risk, and what responsibilities we have to others in terms of how we might unwittingly spread infection.

Answer 15

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 16

READ
10TH PARAGRAPH

One option is the right not to work. By this I do not mean not working at all, but the right not to work under certain conditions. For example, given that a number of schools are seeking to re-open before a vaccine is available, one prospect is to give faculty members the choice of whether to continue teaching online or not. This proposal could benefit at-risk colleagues, while allowing the option of in-class teaching if a faculty member prefers it.

Answer 16

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 17

READ
11TH PARAGRAPH

Another idea could be to shift the balance of teaching loads to later semesters. A three-course load in the fall, say, could be moved to the spring or later, depending on a school’s curriculum. While this option does not eliminate exposure completely, it could limit the level of exposure with fewer classes in the fall semester. A similar suggestion would be to have classes meet once a week for extended periods—three hours one day versus three one-hour periods over a week—which could limit contact on a daily basis. Finally, a combination of these options could be deployed: a choice of whether to teach online or not; a choice of whether to defer teaching certain courses to a later semester; and, for those deciding to teach in person, a choice to teach classes in a single session, once a week.

Answer 17

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 18

READ
12TH PARAGRAPH

This range of options could be an organizational headache for registrars, but it could also map a middle ground between closing for an entire semester and re-opening as normal with the risk of having to shut down abruptly again. Furthermore, the right not to work draws upon existing EEOC guidelines. It could fall within protection for employees in need of “reasonable workplace accommodation” for reasons of “disability or genetic information.” At the moment, given limited testing and the still uncertain epidemiological nature of COVID-19, faculty members would generally fall within this latter category, even without pre-existing conditions, until a vaccine is available. Agreement to such a right would equally mitigate against “immunoprivilege,” whereby those who are unaffected have greater job security and no medical expenses. The right not to work equalizes matters by enabling those who are at a greater risk of illness avoid exposure, without compromising job security, and by extension avoid costly medical expenses.

Answer 18

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 19

READ
13TH PARAGRAPH

Declaring this right does come from a position of privilege relative to adjunct faculty without permanent contracts and graduate students who face cuts in support and dire job prospects in the foreseeable future. Unemployment figures across the economy are staggeringly bleak. But these issues should not be seen as disconnected. The marginalization of faculty input, the furloughing of temporary faculty, and the cutting of financial support for graduate students are all part of the same financial equation managed by university administrators aiming to cut expenses and salvage, from a budgetary standpoint, what remains of the academic year. Paxson betrays this logic when she invokes the “basic business model” for colleges and universities and the need for tuition in order to survive. She is not alone. However, Brown’s endowment in 2019 was $4.2 billion. Short-term fiscal goals should not outweigh the long-term lives of students, staff, and faculty. The recent statement and petition by tenured and tenure-track faculty in solidarity with contingent faculty and graduate student workers demonstrates the potential for organizing faculty voices across ranks against a precarious academic system that has thrived on exploiting the most vulnerable.

Answer 19

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic

Question 20

READ
14TH PARAGRAPH

To be clear, an eventual return to routine is essential. Students have futures ahead. Staff members, particularly those who have been furloughed, want to return to work. It is imperative that we, as faculty, reaffirm our commitment to our teaching mission. But faculty should have certain rights with regard to our health and safety and that of our families, students, and colleagues. Even among those who are infected and recover, there are serious medical costs to consider and long-term effects that are unknown. These private matters should not be neglected. They should instead form an integral part of the stated commitments of colleges and universities to the safety and well being of the students, staff, and faculty they serve. The right not to work is one way of negotiating this situation.

Answer 20

Higher Education in the Age of Coronavirus:
The Right Not to Work

Christopher J. Lee

Thinking in a Pandemic