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Ruler of The Land

Judul asli "Yul Hyul Kang Ho" adalah manhwa asal korea yang gokil abiz. Bercerita tentang petualangan seorang pemuda mata keranjang bernama Han Bie Kwang yang tidak pandai kungfu namun diangkat murid oleh pemimpin aliran hitam paling tersohor "Cheon Ma sin Gun". Han bie kwang yang tidak suka berkelahi ini bertemu dengan cucu kaisar pedang dari aliran putih yang menyamar menjadi laki2 yang bernama Dam Hwa Rin. Bie kwang pun jatuh hati padanya dan mulai ikut dalam kemelut dunia persilatan aliran hitam dan putih.  bersama2, sejoli ini berpetualang di dunia persilatan. Dengan segala kekonyolannya, komik ini wajib untuk dibaca bagi pcinta manhwa. :)
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Aturan Debate British

An Introduction to British Parliamentary Debating

The Oxford Union Schools’ Competition uses a format known as British Parliamentary
(BP) debating. This is the format used by most university competitions for schoolchildren
(it is also used by the Bristol, Cambridge and Durham Schools’ Competitions), but it is
quite different from other formats, such as that used in the ESU Schools’ Mace. Speakers
who have debated in other formats usually have no difficulty switching to BP, but it is
important that everyone understands the format and rules of the debate. This information
sheet can only give the most salient points about BP debating; if this format is new to
you, we strongly recommend that you attend one of our workshops, to which all schools
that enter the Oxford Union Schools’ Competition are invited.
The Motion
Every debate has a motion; this is the issue for discussion. A good motion has clear
arguments in favour of it and against it. The motions used in the Oxford Union Schools’
Competition will be on topics that a young person who frequently reads a good
newspaper and thinks about what they are reading will be well equipped to argue about.
Often, the motions are highly topical. Examples of recent motions are posted on the
website (www.oxfordschools.org.uk). The motion is expressed “This House…”: this is a
convention and “The House” is all the people present at the debate.
Each team is allocated whether they will propose or oppose the motion. The teams are
allocated whether they will speak first or second on their side of the motion. The teams
sit as shown in this diagram. The roles of each position on the table are discussed later on
this sheet. You must not contradict the other team on your side, but you are competing
against them: you must show the judges that you can debate more persuasively that the
teams on the other side and the other team on your own side. You should therefore not
discuss with the other team on your side what you are going to say or help them in any
way. Indeed, you must not talk to anyone other than your partner during the preparation
period: coaching during this time by teachers, parents or anyone else is strictly
prohibited.

Basic rules and advice about structure

• Speeches are five minutes in length.
• The first and last minutes are protected time – no points of information may be made
during this time.
• Points of Information should be offered during the three minutes of unprotected
time when members of the other side are speaking.
• Speeches should have a clear Internal Structure. It is often best to begin by
attacking the arguments of previous speakers from the other side (especially the one
just before you) and then to make you own points. Try to separate your arguments
into two, three or four areas (e.g. a social argument, a political argument and an
economic argument). Signpost your arguments clearly (e.g. “this is my first point”,
“now to move onto my second points”, “lastly, looking at my third point” etc): this
makes it much easier for the audience and the judges to follow your speech.
• Work as a team, ensuring that your arguments are consistent and complementary.

The roles of the four teams

Opening Proposition Team
First speaker
1. Define the motion (see below).
2. Outline the case he and his partner will put forward and explain which speaker
will deal with which arguments.
3. Develop his own arguments, which should be separated into two or three main
points.
4. Finish by summarising his main points
Second speaker
1. Re-cap the team line.
2. Rebut the response made by the first opposition speaker to his partner’s speech.
3. Rebut the first opposition speaker’s main arguments.
4. Develop his own arguments – separated into two or three main points.
5. Finish with a summary of the whole team case.
Opening Opposition Team
First speaker
1. Respond to the definition if it is unfair or makes no link to the motion. You can
re-define (offer an alternative interpretation of the motion), but this can be risky
and should only be done when the definition is not debatable (usually better to
complain a little and hope the adjudicator gives you credit – “well this is a silly
definition but we’re going to debate it and beat you on it anyway” approach).
2. Rebut the first proposition speech.
3. Outline the case which she and her partner will put forward and explain which
speakers will deal with which arguments
4. Offer additional arguments (roughly 2) about why the policy is a bad idea, or
develop a counter case (i.e. an alternative proposal). This decision is largely based
on the circumstances of the debate, and only experience will provide guidance on
this.
Second speaker
1. Rebut the speech of the second proposition speaker.
2. Offer some more arguments to support your partner’s approach to the motion.
3. Summarise the case for your team, including your own and your partner’s
arguments.
Closing Proposition Team
First speaker
The first speaker must stake his team’s claim in the debate by doing one of the
following:
1. Extend the debate into a new area (i.e. “this debate has so far focused on the
developed world, and now our team will extend that to look at the important
benefits for the developing world)
2. Introduce a couple of new arguments that make the case on his side more
persuasive.
Again, this decision depends on the scenario. This is quite a complex part of debating
to master, but it is very important to add something new to the debate or you will be
penalised.
Second speaker
The last speech of a debate is known as a Summary Speech. In it you should step back
and look at the debate as a whole and explain why on all the areas you have argued your
side has won. You can:
1. Go through the debate chronologically (this is not very advanced and usually not
very persuasive either).
2. Go through one side’s case and then the other.
3. Go through the debate according to the main points of contention (this is the most
persuasive and advanced way) explaining why on each of the main issues that
have been debated have been won by your side.
Closing Opposition Team
First speaker
This is very similar to the second prop role.
1. You must rebut the new analysis of the third proposition speaker.
2. You must also bring an extension to the debate – i.e. extend the debate into a
new area or bring a couple of new arguments to the debate.
Second speaker
Like the closing proposition, the last opposition speaker must devote their whole
speech to a summing up and should not introduce new material.

Points of Information

Points of Information are a very important part of BP. They enable you to keep involved
throughout the whole debate, rather than just during your five minutes are up. They do
not figure too heavily in most judging decisions, but in a close round where the teams are
all similarly good at style and content could be the deciding factor. Teams that offer very
few points of information are likely to be penalized heavily for failing to engage in the
debate.

Points of information should be offered in unprotected time (i.e. in the time
between the two time signals).
They should be offered by members of the opposite side only.
You offer a point of information by standing and saying “point of information”.
You should aim to offer one point of information every minute during someone
else’s speech. This is just a rough guideline. If you offer too few it will look like
you cannot argue against the point they are making, and if you offer too many it
will look like you are trying to unsettle or harass the speaker.
Speakers may accept or decline the point of information in any way they like; the
simplest is by saying “yes please”, or “no thank you”.
You should aim to accept two points of information during a five minute speech.
Points of Information should be quick and to the point (no more than about
fifteen seconds). They should offer a new piece of information to explain why
what the speaker is saying at the time is wrong.
 
Dealing with Points of Information

Many new debaters find points of information one of the scariest bits of debating. This is
usually because they vastly overestimate the intelligence of the speakers on the other
side. Remember confidence does not equal intelligence, it only gives that impression and
is designed to do so.
There are a number of ways of dealing with Points of Information.
1. Dismiss them briefly and then get on with your speech (if it was a stupid point).
2. Answer them more fully and merge your answer into what you were going to say
next.
3. Say that you are planning to deal with that point later on in your speech and carry
on where you were. If you do this, you absolutely MUST make it utterly explicit
when you refute the point later on. You must not use this as a ducking tactic since
adjudicators will notice.

Case Building

One of the most difficult skills in debating is preparing cases (i.e. being First
Proposition). Many teams find it difficult to come up with a good case statement and
supporting arguments in the 15 minutes that most tournaments allot for preparation time.
The key to success is to recognise your time constraints and live within them. Every other
team in the tournament will have similar restrictions placed on them when they are in
opening proposition. Accept it and move on.
Sometimes, the motion won’t be very helpful in locating a case. For example:
• This House would use the force.
• This House believes fish swim faster in cold water.
These are known as Open Motions, and you will not encounter them in the Oxford
Schools’ Competition.
Usually the subject for debate more obvious. For example:
• This House would legalise euthanasia.
• This House would bomb North Korea.
These are known as Closed Motions. Here, it is clear about what you should be arguing;
you will be penalised for any attempts to debate about something else.
You should identify your contention/case statement (even if it’s just a rewording of the
resolution) in a one sentence. For Example:
• “The proposition will argue that doctors in the UK should be allowed to
administer lethal drugs to terminally ill patients.”
• “We believe that the US and its allies should bomb North Korea now to halt
its production of nuclear weapons.”
Judges like succinct (one-sentence) case statements. A short case statement will help your
own thought processes.
It is not ok to run a case with no opposition to it at all. If your case is
• tautological (true by definition: the Sun rises in the morning),
• truistic (true by commonly accepted principles: Hitler was bad)
you will be penalised, and will probably lose the debate by default. If the definition is
tautological or truistic, the first opposition speaker should explain this, substitute a fair
definition and then argue against this new definition.
Having now identified the case statement, all you need to do is answer the following
questions:
1. “How would we implement this resolution?” (model)
2. “Why should we implement this model?” (arguments)

The Model

The proposition’s model/plan should be introduced in the first minute of the first
speaker’s speech. In building the model, you want to work out how your proposition will
be implemented. Judges hate first proposition teams that take forever to get to the point.
In the motion about euthanasia above, the first proposition team should outline how their
plan would work, perhaps referring to somewhere where euthanasia is or has been legal
(e.g. The Netherlands, Oregon, the Northern Territories of Australia). They should refer
to things like the people who would be eligible (e.g. those of sound mind with terminal
illnesses causing severe pain or distress, who have expressed a consistent wish to die),
how these people would indicate that they wished to die and what safeguards there would
be (e.g. two doctors agreeing independently about the patient’s condition).
Often, motions do not demand an answer to the question “how”? The resulting debates
are called “philosophical” debates and can be quite enjoyable.
• This House believes that the Roman Catholic Church should ordain female
priests.
• You argue that the Roman Catholic Church SHOULD do this for all
sorts of logical and theological reasons; you do NOT need to propose
invading the Vatican to make them do it!
• This House would not use economic sanctions as a tool of diplomacy.
• This can be debated as a broad principle or first proposition could
identify a specific country (e.g. Zimbabwe, Cuba, North Korea, Libya)
and argue that sanctions should be lifted; the former case (broad
principle) does not require a model, the latter (specific example) does.
• This motion is semi-closed since the issue for debate is clear (it
is about sanctions) but the proposition could reasonably define
it in many ways (e.g. about different countries). The opposition
could challenge the definition if the proposition started talking
about something unrelated to sanctions; they could not
challenge the definition if it was about a particular country they
did not happen to know about. Having said that, proposition
teams should not try to pick obscure examples in the hope that
no-one has heard of them – it is better and fairer to concentrate
on your arguments that on trying to outwit the opposition with
the definition.
• Semi-closed motions may be set in the Oxford Union
Schools’ Competition.

SPeakiNG IV

SEMINAR PRESENTATION

SEMINAR

A.    What is Seminar?

Seminar is, generally, a form of academic instruction, either at an academic institution or offered by a commercial or professional organization. It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate.(Wikipedia)

Seminar [ˈsɛmɪˌnɑː]

1.      (Social Science / Education) a small group of students meeting regularly under the

guidance of a tutor, professor, etc., to exchange information, discuss theories, etc.

2.   (Social Science / Education) one such meeting or the place in which it is held

3.   (Social Science / Education) a higher course for postgraduates

4.   Any group or meeting for holding discussions or exchanging information

(English Dictionary)

A seminar is, ideally, a small-group teaching situation in which a subject is discussed, in depth, by the participants.( http://www.qualityresearchinternational.com/glossary/)

A seminar is a lecture or presentation delivered to an audience on a particular topic or set of topics that are educational in nature. It is usually held for groups of 10-50 individuals. A seminar is frequently held at a hotel meeting space or within an office conference room. 

( http://eventplanning.about.com/od/eventindustryglossaryrv/g/seminar.htm)

            Seminar is formal presentation by one or more experts in which the attendees are encouraged to discuss the subject matter.

( http://www.businessdictionary.com/definition/seminar.html#ixzz1pX6zTq2K)

B.     Why/When People Need This Skill?

Why people need this skill? That is because seminar designed to:

1. Review and increase their understanding of the specific topics tested.

2. Improve their ability to communicate that understanding to the grader.

3. Increase the effectiveness with which they use the limited examination time.

When People Need This Skill?

Seminar can be presented when we all in the university or college and when we all in the commercial or professional organization. In university the participants must not beginners field under discussion but the participants of seminar are generally reserved for upper class students. In some universities in the world, for example is in American Universities, the term of seminar refers to a course of intense study relating to the student's major and generally more specific in topic of study. In European universities, a seminar may be large lecture course, especially when conducted by a renewed thinker.

When we in the commercial or professional organization, seminar can be presented to describe a commercial event (though sometimes free to attend).

C.    Preparation Needs in Seminar

Part I Preparing Presentation

Step 1:

            Know the context of presentation: Who are tha audience, and what are their interest? How big will audience be? How long is the presentation to be? What facilities are available for visual aids? What about time for questions?

Step 2:

            Decide on your topic. Think carefully about the main point or points that you want to communicate. You should be able to write these clearly in the one or two sentences.

Step 3:

            Structure the content. Most people begin with an unordered collection of ideas and then put them into sequence. Then decide on the relative weight of each section of the talk.

Step 4:

            Think of ways of catching the listeners’ interest: examples, anecdotes, impressive statistics, interesting quotations.

Step 5:

            It is useful to ‘rough-draft’ visual aids at this stage, because they can help you make the sequence of points more clear and logical. Think about whether some information should be put into handouts.

Step 6:

            Check overall length, and the relative weight of sections. A little too short is better than even a little too long. As a rough guide, allow about 1 minute for every 100 words, plus time if necessary for changing transparencies. One A4 page, double-spaced, takes about 3 minutes of speaking time.

Step 7:

            Finish preparation of visual aids. If you are using PowerPoint data projection, having slides or transparencies available is a useful in back-up in case of last-minute technical problems.

Step 8:

            Prepare handouts, if you want them. Make copies.

Step 9:

            Plan the exact words you will use for the opening, the transition points, and the conclusion. Practise them again and again. If you are anxious, write on cards the introductory and concluding sentences. Make more notes if you need them.

Step 10:

            Rehearse your presentation, as often as necessary. Do not omit this step! You can practice alone, or ask a friend or colleagues to listen to you. With practice, you will become more fluent and at ease. Make sure you speak simply, but in academic not conversational style. Project your voice across the room. You will find this slows your speech. Check the timing carefully and make adjustments if necessary. Mark a time reference at one or two points in the presentation.

Step 11:

            Think about thew questions the audience may want to ask you. Plan how you will answer them.

Step 12:

            On the day of your presentation, be calm and organized. If you are unfamiliar with the location, go beforehand to plan where you will stand and where you will put your papers and to see how the projection works. Arrive in good time for your presentation. Remember to take all your visual aids, notes and papers.

            If you feel nervous, do not worry. That’s normal. Breathe slowly and deeply for a few minutes beforehand, and try to relax the muscles of your face, mouth and neck. This will make you look relaxed, and will improve the quality  of your voice. Then remind yourself how well prepared you are, and enjoy it. Concentrate not on yourself or your notes, but on the audience and making clear to them what you have to say.

Part II Using Visual Aids, Handouts and Notes

Visual Aids If you are using an overhead projector, follow steps 1-4 below.

1.      Before your presentation check that the equipment works. Decide on the best place to stand, so that you do not obscure the view of the audience; decide where  to put transparencies before and after use; decide whether you will point at the transparency or at the screen ( or not at all).  

2.      If you point at the transparency, use a pen as a pointer. Detach the transparencies from their backing paper to make things easier during your presentation. Interleave them with plain paper.

3.      Number the transparencies in case you drop them.

If you are using power point data projection, follow step 1-6 below

1.      Check beforehand whether you should bring your presentation on diskette or CD or DVD. If you are bringing a computer, check on the type of connection required for the data projector.

2.      If possible, set up your presentation before your talk. This can take several minutes, even if all goes well

3.      Have a blanks slide at the start and end of your presentation. This makes your start and finish smooth.

4.      Power point has an excellent online tutorial and help system. Use it when you are preparing your presentation so that you can make full use of its facilities ( such us time monitoring, handouts, and notes).

5.      Don’t tempted, because of power point’s capabilities, to make your slides too ‘busy’. That will distract the audience’s attention.

6.      Even if you are giving your presentation in a well-equipped room, technology can go wrong. Print out your power point slides on to transparencies, so that you have an alternative.

Handouts,  Handouts are useful in three ways

1.      They show data that are too detailed for a visual aid, such us transcript data from interviews, or mathematical calculation. If there is a lot of detail, the points you want to refer to in your presentation should be clearly highlighted in the handout. The handout is given immediately before the presentation, and then referred to.

2.      They provide a ‘signposting’ framework to guide the audience through your talk. In this case, the handouts will be a note-frame, which is given out before the presentation. Don’t put too much into it, or the audience will read the handout instead of listening to you.

3.       They act as a record of your presentation, which the audience can take away. This could be either not frame or a fuller text. for this ‘record’ type of handout, it’s common practice to add you address and email address, so that people working in the same field can contact your later. Some presenters like to give out this type of handout at the end of their talk, so that the audience listens with full attention. Others give it out at the start, a support to listening.

Keep your handout short - one page if possible

Notes   Visual aids often provide sufficient support your presentation. If  you feel you need notes as well, remember that they will be more to cope with during the presentation; you will have to deal with the visual aids, the notes, and the audience.

1.      Cards A5 paper  are often recommended because they are neater in the hand than big pages. Make sure you number them clearly!

2.      A good alternative is to use photocopies of your visual aids, with notes written on them. It is then easier to coordinate your progress through notes and visual aids.

3.      Write very large and clear, with a plenty of space.

4.      Use colour, so that you can quickly locate key points or words.

D.    Language Used in Seminar

INTRODUCING TE TALK

I’d like to         talk about…

I’m going to     discuss…

I want to          tell you about…

What I’d like to do       is          to explain to you…

What I’m going to do  is          to describe…

What I want to do        is          to give an account of…

ORDERING POINTS (TIME ORDER)

To begin with              At the beginning                      At the start

Second(ly),                  Then    Next     After that

Finally,                        At the end

ORDERING POINTS (LISTING AND ADDING)

First(ly),                      Second(ly)                   Third(ly),

                                    A second reason          The third aspect

                                    Another point              Other factors

                                    Also                             In addition

                                    Last(ly)                        Finally

STARTING A NEW SECTION

Now

Moving on to               If we move on to          I’d like to move on to

Turning to                   If we turn to                 I’d like to turn to

What…?                      Why…? How…?         Which…?

TRANSITION

Having considered(X), let us now move on to(Y).

So these were our methods. What about our result?

CONTRASTING

But       However          Nevertheless,

On the other hand       By contrast

REFFERRING TO VISUAL AIDS

This slide (graph, chart) shows…

Here you can see         Here are          This is

DEFINING

By X we mean yy.        We call X yy.

X is defined as yy.        We can define X as yy.

REPHRASING

That is, In other words, To put it another way,

GIVING AN EXAMPLE

For example,               For instance,

Such as                        say,      like       including

To give you an exampke,                     An example of this is…

Let me give you an example.               Here is an example.

EMPHASISING

Actually           in fact              indeed

Importantly      surprisingly     interestingly

It is clear that              clearly             obviously

I’d like to underline     highlight          emphasise        stress

It’s important to bear in mind             keep in mind    remember

CONCLUDING A SECTION

So

CONCLUDING THE TALK

So        Finally,

To simmarise   Summing up    to conclude      In conclusion

I’d like to finish by saying…

I’d like to conclude now with a few remarks about…

ASKING QUESTIONS

GENERAL

Make clear:

·         that it’s a question       I have a question

·         what the topic is          …about assessment:

·         what the point is…     what’s the balance between exams and project?

INTRODUCING A QUESTION

I’ve got a question about…

Could I ask a question…?

Sorry, could I just ask…?

CLARIFICATION

Sorry, I didn’t follow what you said about…

What did you mean when you said…?

Could you give me an example of…?

MORE INFORMATION

I was interested in what you were saying about…

Could you tell us more about…?

Could you expand a bit on what you were saying about…?

CHECKING COMPREHENSION

So you mean…?

So you’re saying…?

Can I just check I’ve understood-did you say…?

Have I got this right:…?

RESPONDING TO ANSWERS

Yes, I see.

OK, thanks.

Thanks, that’s clear now.

That’s not really what I was asking. What I meant was…

OK, but what I really wanted to know was…

Sorry, I’m still not clear about…

Perhaps I didn’t make my question clear. What I was really asking was…

DEALING WITH QUESTIONS

ANSWERING DIRECTLY

Well, as I understand it…

If I’ve understood X correctly,…

Well, according to our results…

OK-I think I can answer that quite simply…

‘PLAYING FOR TIME’

Er, let me deal with those questions one at a time.

Your first question/point was about…

I’ll deal with your second question/point first, if I may.

DEADLING WITH AWKWARD QUESTIONS

I haven’t had time to look into that, sorry.

I really don’t know/I’m not (quite) sure/I’ve really no idea.

I’d need to think about that.

I’m not absolutely sure, but I’d guess that…

I don’t really have any experience of that, but X might like to comment?

I don’t think there’s enough evidence to say for sure.

I was just coming to that/I’ll come back to that in a minute, if that’s all right. I just wanted to…

That’s rather outside my field.

That isn’t really my field, but perhaps X could say something about…?

That’s an important question, but it’s really too complex to deal with now.

That’s really a whole different argument/discussion/topic.

There isn’t really time to go into that now/here.

I think we’re going off the point a little.

Well, I think you’d be wrong to assume that…

You seem to be assuming that…

Do I take it you don’t think/believe/accept…?

E.     Non-verbal Communication

More than half of your impact as a speaker depends upon your body language. Body language comprises posture, movement and gesture, facial expression, voice, and eye contact. These are all the more important when all eyes of an audience are upon you. When you are presenting, strong, positive body language becomes an essential tool in helping you build credibility, express your emotions, and connect with your listeners. It also helps your listeners focus more intently on you and what you're saying. 

Effective body language supports the message and projects a strong image of the presenter. Audiences respond best to presenters whose bodies are alive and energetic. Audiences appreciate movement when it is meaningful and supportive of the message. The most effective movements are ones that reflect the presenter's personal investment in the message. Presenters who care deeply about their material tend to use their entire bodies to support the message.

POSTURE    

a) Stand straight but not stiff

b) Balance your weight evenly on both feet

c) Standing well allows your diaphragm to move more easily to control your  breathing and

    voice production. So you feel better, sound better, and look better.

MOVEMENT AND GESTURE

a)      Too much movement is distracting; no movement at all is boring and    uncommunicative.

b)      Use movements and gestures to signal transition points or to stress points of importance.

c)      Avoid meaningless gestures and repetitive movements. Don’t wave your left hand about in circles or wave the pointer about. Use the pointer only when necessary, and with a firm movement. If you have a laser pointer, keep your hand close to your body when using it; don’t hold it at arm’s length like a gun

FACIAL EXPRESSION

a)      Your facial expression must match your message. If you claim something is interesting, look as if you find it so.

b)      Relax your facial muscles. If you look nervous, the audience will not be comfortable.

c)      In the 10 minutes before you start, make sure your tongue is relaxed and not raised tensely against the roof of your mouth. If you can discreetly yawn widely once or twice, this will help to relax your facial and throat muscles and to feel less tense.

VOICE          

a)      Speak a little louder than you think is necessary. Project your voice to the  back of room. Use your diaphragm to do this, not muscles of your throat. Keep the muscles of your throat and mouth relaxed. Otherwise your voice loses resonance and power, and is less pleasant to listen to.

b)      Speak a little more slowly than you normally do, especially if you feel nervous. This will help you sound and feel more confident. A useful rule-of-thumb is: the larger the audience, the more slowly you should speak.

c)      Use your voice as a communication tool. Vary the speed- speak more slowly in the introduction and the conclusion. Use stress for important points and contrasts. A short silence can also serve to emphasis a  point or a transition. All these techniques contribute greatly to making a presentation interesting to listen to.

EYE CONTACT

a)      Eye contact creates a relationship between the speaker and the audience. It encourages the audience to listen. It helps to relax the speaker. So look at people.

b)      Start and end with direct eye contact, looking round the whole audience. During the talk, don’t gaze over people’s heads or out of the window. look at your visual aids ( and notes if you have them) as much as is necessary, but don’t stare at them. Look at the audience as much as you can.

c)      Don’t look always at the same section of the audience or, even worse, at one ‘victim’. Don’t dart your eyes about quickly or sweep your gaze round like a searchlight. Focus on one person or group for 1-2 seconds; then look at another person or group, then another.

While we all want to believe that it's enough to be natural in front of a room, it isn't really natural to stand up alone in front of a group of people. It's an odd and unusual thing that creates stress, tension, and stomach troubles. Being natural won't cut it. We need to be bigger, more expressive, and more powerful. It takes extra effort and energy. It also takes skill and practice. With so much depending on communication and communication depending on body language, it's worth getting it right. Work on your body language-movement and gesture, posture, voice, eye contact and facial expression-to make the most of every speaking opportunity.