学术演讲稿.docx

学术演讲稿.docx

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学术演讲稿

学术演讲稿

篇一：

学术学风演讲稿尊敬的各位领导、老师、亲爱的同学们：

大家好，我是，今天我演讲的主题是

众所周知，学风是一所学校的灵魂，是学校生存与发展的根本支柱。

求是——崇尚科学、追求真理，求新——求索创新、探索规律，这是我们中南林亘古不变的校训，需要每个中南林人铭记在心。

倡导良好的学风，我们大学生是直接营造者，也是最大受益者。

学风是学生思想作风在学习上的具体体现，是学生在学习方面所展示的精神、态度、风格、方法和习惯等要素的综合体现。

学风是一种氛围，是一种追求。

它犹如宁静的蓝天，庄严而凝重；它仿佛飘逸的白云，清雅而透彻。

良好的学风可以鼓舞斗志，培养创新的时代精神；良好的学风可以磨练品质，培养诚信友爱的道德风尚，良好的学风是一个学校培养学生思想观念和价值取向的根本所在。

大学，是我们现在拥有的美好天堂。

然而，在这个安逸的象牙塔里，本该放飞理想的我们，却有些迷失了方向，多了些放松和浮躁，少了些勤奋刻苦。

作为学校的一员，你的一举一动不仅体现着自己的修养素质，更深刻地影响着学校这个大家庭的整体学风。

从当前我校学生整体来看，学风的主流是勤奋上进、刻苦认真的。

大部分同学有着远大的抱负，积极进取。

但是，学风不正的问题仍然存在:

学习态度不端正，没有良好的学习和生活习惯，上课

迟到、早退，甚至旷课。

不认真听讲，不做笔记，抄袭作业。

上课玩手机，交头接耳，影响正常的教学秩序。

还有的同学贪图玩乐,追求享受，处事以自我为中心，沉缅于谈情说爱、上聊天、游戏。

这种缺乏勤奋精神，奉行享乐主义的行为，可以说是白白浪费了青春时光,严重影响了学风建设。

学风问题不可小视，学风建设任重而道远。

同学们，建设良好学风需要我们大家持之以恒的努力。

从现在做起，从小事做起，让我们共同努力，让优良学风吹进书声朗朗的课堂里，让文明之花盛开在校园的每一个角落，为我们人生目标的实现而厚积薄发！

篇二：

英语学术演讲稿

Goodmorningeveryone.Welcometomypresentation.

Mynameis…Mymajorismechanicalengineering.Theresearchdirectionofmyteamistherobot,soI'll

talksomethingaboutapplicationsoftheteleoperatorrobotinourlifewithtwoexamples.Themaincontentsofmyspeecharethemedicalrobotandthecookingrobot.

Firstofall,weshouldknowwhatteleoperatorrobotis.Teleoperator

robotsaremainlyusedforvariousoperationsofnon-industrialproduction,forexample,themedicalrobot,thecookingrobotandthecleaningrobot.Let'sfirstseethemedicalrobot.Themaincharacteristicsofthemedicalrobotisremotecontrol.Theremotecontrolletspeoplestrideacrossthespace-timebarrier.Itmeansthatthedoctorandthepatientcanbeindifferentplaces,asisshowninthepictures.ThepatientisinStrasbourgwhilethesurgeonisinNewYork.Thedisplayscreen

providessurgeryscenetothesurgeon.Byoperatingthemainoperationterminalandinputtingcommands,doctorscancontroltherobottohavesurgery.

Robotscanalsoserveourdailylife.MostofusmayalreadyknowthattherobotcooksintheuniversitycafeteriaofBeijingJiaotongUniversity.Weallthinkthatit'sveryinteresting.Thesepicturesshowustheprocessoftherobotcooking.First,thechefputsrawmaterialsintotherobot,thenchosesthedishtocookinthedisplayscreen.Next,therobotstartsto

cook.Inthecookingprocess,thecheffollowstherobot'svoicepromptstoaddspices.Justthreeminuteslater,therobotpoursthecookeddishintothepreparedbasin.Therobotcookingnotonlytakeslesstimebutalsouseslessgas.Itcansavefiftypercentofgas.

Astheaboveexamplesallude,teleoperatorrobotsprovideserviceformankindandmakeourlifemoreconvenient.Meanwhiletheysaveusalotoftimeandsourcesofenergy.Ibelieveinthefutureteleoperatorrobotswillbemorewidelyusedandprovidebetterservicetoourlife.That'sall.Thankyou.

篇三：

国际学术论文演讲稿

Goodmorningeverybody!

It'smyhonortospeakhere,andIamverygladtosharemytopicwithyou.ThentodayI'dliketotalksomethingaboutPublicengagementwithcarbonandclimatechange:

Towhatextentisthepublic‘carboncapable'

Asweknow,thephenomenonofclimatechangeforsocietyseemsclear:

muchevidenceshowsasignificanthumancontributionincausingclimatechange,andtheimpactswillincrease.Inordertoreducegreenhousegas（GHG）emissions,thereisanurgentneedtounderstandandenablesocietalengagementinmitigation.

Yetrecentresearchindicatesthatthisinvolvementiscurrentlylimited:

althoughawarenessofclimatechangeiswidespread,understandingandbehavioralengagementarefarlower.Proposalsformitigative‘personalcarbonbudgets'implyaneedforpublicunderstandingofthecausesandconsequencesofcarbonemissions,aswellastheabilitytoreduceemissions.However,littlehasbeendonetoconsiderthesituatedmeaningsofcarbonandenergyineverydaylifeanddecisions.

Now,let'sgotothefirstpart.Thestructureofthepaper.Itincludesfiveparts.Thefirstisbackground.Nestisclimatechange,carboncapability,thethirdisdevelopingcarboncapability,fourthisexploringthecarboncapability,thelastoneisconclusion.

Ok,letmeintroducethebackgroundatfirst.SomefindingsfromaUKsurveyofpublicengagementwithclimatechangeandcarboncapability,focusingonbothindividualandinstitutionaldimensions.Thesefindingshighlightthediversepublicunderstandingsabout‘carbon',encompassingtechnical,social,andmoraldiscourses;andprovidefurtherevidencefortheenvironmentalvalue-actiongapinrelationtoadoptionoflow-carbonlifestyles.Implicationsofthesefindingsforpromotingpublicengagementwithclimatechangeandcarboncapabilityarediscussed.ButwhatistheclimatechangeClimatechangeisanissuewhichposesmajorchallengestocommunicatorsandeducators.Itisariskinfamiliarnaturalprocessessuchastemperaturechangeandweatherfluctuations,andhaslowhighlightingasariskissuebecauseitcannotbedirectlyexperienced.Sincepeopleareaccustomedtoconsiderableweatherandtemperaturevariationon

adailyandseasonalbasistheyunderestimatetheeffectsofapredictedriseinglobaltemperaturesofafewdegreesTheWorldMeteorologicalOrganizationusesconsecutiveperiodsofweatheroveraperiodof

30yearstocalculatea‘climate'average:

andthus

-unlikeanindividualweatherevent-‘climate'isnotdirectlyobservable.Confidenceinprojectionsofclimatechangeimpactsdecreaseswithscale—with

regional,andespeciallylocal,impactsoftenpoorlydescribed,meaningtherisksposedbyclimatechangetoindividualsareill-defined.Furthermore,relianceonsecond-handinformationabouttherealityandseverityoftheriskofclimatechangemeanstheriskisdefinedandinterpretedbyboththeinformationsourceandmessagerecipient.Uncertaintyaboutclimatechangecanbeexaggeratedbythemedia,whichtendstoemphasizethescientificandpoliticalcontroversysurroundingtheissue.

Facingtheglobalwarming,wemustdoourbesttodecreasetheemissionofcarbon.Everyonehavetheduty.Butwhatisthe‘carboncapability'Letmetointroduceit.

Thereissomeconvergenceoffindingsfromtheworkaroundpublicengagementwithclimatechangeandtheworkonlearningaboutclimatechangeandcarbon.Inparticular,thesetwoliteraturesdemonstratethatbothindividualandinstitutionaldimensionsofengagementarevitaltounderstanding（barriersto）adoptionoflow-carbonlifestyles.Furthermore,theyhighlighttheneedtounderstandthe‘situated'meaningsassociatedwithcarbon;thatis,howindividualstranslateandapplyknowledgeaboutcarbonandclimatechangetotheirdailylives（forexamplethroughprocessesofobjectificationandanchoring）.

Seyfanghaveproposedtheconceptof‘carbon

capability'tocapturethecontextualmeaningsassociatedwithcarbonandtheindividualabilityandmotivationtoreduceemissions.Carboncapabilityisdefinedas:

‘Theabilitytomakeinformedjudgmentsandtotakeeffectivedecisionsregardingtheuseandmanagementofcarbon,throughbothindividualbehaviorchangeandcollectiveaction'Weidentifythreecoredimensionsofcarboncapability:

（1）decision-making（knowledge,skills,motivationsandjudgments）,

（2）individualbehavioror‘practices'（,energyconservation）,and

（3）broaderengagementwithsystemsofprovisionandgovernance

（,lobbying,voting,protesting,andcreatingalternativesocialinfrastructuresofprovision）.

Carboncapabilityisnotdefinedinanarrowindividualisticsenseofsolelyknowledge,skillsandmotivations（althoughtheseareimportantcomponents）rather,theconceptofcarboncapabilityimpliesanunderstandingofthelimitsofindividualactionandwheretheseencounterwidersocietalinstitutionsandinfrastructure,andsoprompttheneedforcollectiveactionandothergovernancesolutions.Thenotionalsosuggestsanappreciationthatmuchconsumption（andhencecarbonemissions）isinconspicuous,habitualandroutine,ratherthantheresultofconsciousdecisionmaking.

Whataboutthecarboncapabilityofthepublic,wehavemadeasurveyfromthethreedimensions.

First,Awarenessandknowledgeaboutclimatechangeandcarbon

Therecognitionofclimatechange

Consistentwithpreviousresearch,wefindthatawarenessofclimatechangeisveryhigh.Lessthan1%hasnotheardofclimatechangeatall;andthelargestproportion（56%）saystheyknow‘afairamount'aboutit.Afurther10%saytheyknow‘alot',and29%know‘justalittle'.

Furthermore,mostpeople（%）agreewiththestatement‘climatechangeiscausedbybothnatural

processesandhumanactivity'.Participantsevidently

recognizethemaincausesofclimatechange,includingemissionsfromdeforestation,industry,transportand（moregenerally）fossilfueluse（Fig.2）.However,misperceptionsexistinrespectoftherelativecontributionofdifferentactivitiesorprocessesincausingclimatechange.Animportantmisperceptionoccursinthelackofrecognitionofthecontributionofmeateating/productioncontributingtogreenhousegasemissions.

Therecognitionofcarbon

Movingfromclimatechangeingeneraltomorespecificknowledgearound‘carbon',wefindlevelsofawarenessandengagementdecrease.Inordertopromptlinksbetweencarbonandclimatechange,thesurveyasked‘Whenyouhearstatementssuchas

CC]・・・・?

?

‘‘carbonemissionsareincreasing''or‘‘thecompanyisaimingtobecomecarbon-neutral''whatdoyouunderstandbytheword‘‘carbon''（ppt）Second,Individualbehaviorsorpractices

Weaskedwhetherrespondentshadtakenactionstoreducetheiremissions.Theresultsshowdomesticenergyconservationisrelativelycommon,butchangingtravelandshoppinghabitsarelesspopular（seeTable2forfrequentactions.

Third，Engag