Additional Information
Book Details
Abstract
Do you dread the nerve-wracking task of giving presentations? Or are you looking for new ways in which to give your presentation a boost? With practical, step-by-step hints on all presentation scenarios, Kerry Shephard's Presenting at Conferences, Seminars and Meetings is an excellent guide for post-graduate students, academics and professionals, providing the skills you need to succeed in the process of presenting to your peers.
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
INTRODUCTION | |||
Objective | |||
Field of Study | |||
Background | |||
INDIVIDUAL EXPERIENCES | |||
Adrian Dixon - Kingston, Jamaica | |||
Patricia Dageng - Baguio, The Philippines | |||
Basu Dev Prajapati - Bhaktapur, Nepal | |||
Hidayati - Wonokromo Village, Indonesia | |||
Hari - Bhopal, India | |||
HOW THE INFORMATION WAS OBTAINED | |||
Background | |||
Literature | |||
Original Data Collection | |||
A TYPICAL ENTREPRENEURSHIP DEVELOPMENT PROGRAMME | |||
History | |||
Publicity | |||
Selection | |||
Organisation | |||
Content | |||
Staffing | |||
Support | |||
Evaluation and Future Intentions | |||
ALTERNATIVE APPROACHES AND "SUCCESS" | |||
Background and Location | |||
Organisation and Recruitment | |||
Content and Staffing | |||
Post-Programme Support | |||
PROGRAMME DETAILS 34 | |||
Technical Training 34 | |||
Management Training and Information 35 | |||
Preparation of Business Proposals 38 | |||
Achievement Motivation Training 39 | |||
Development Banking Centre, Management | |||
Development Institute, India | |||
University of The Philippines, Institute of | |||
Small-Scale Industry | |||
Different Methods of Entrepreneurship qc. | |||
Development | |||
The Yayasan Purba Danarta 99 | |||
GENERAL ISSUES AND CONCLUSIONS 101 | |||
(1) Is Entrepreneurship Development Worth 1 m | |||
Doing at all? iUi | |||
(2) Where should Entrepreneurship Development | |||
Programmes be Introduced? | |||
(3) Which Institutions should Conduct | |||
Entrepreneurship Development Programmes? ^ | |||
(4) Who should be the Trainers? 108 | |||
(5) Who should be Trained? 110 | |||
Summary 114 |