Lecture in the context of "Presentation"

Architectural theory is the act of thinking, discussing, and writing about architecture. Architectural theory is taught in all architecture schools and is practiced by the world's leading architects. Some forms that architecture theory takes are the lecture or dialogue, the treatise or book, and the paper project or competition entry. Architectural theory is often didactic, and theorists tend to stay close to or work from within schools. It has existed in some form since antiquity, and as publishing became more common, architectural theory gained an increased richness. Books, magazines, and journals published an unprecedented number of works by architects and critics in the 20th century. As a result, styles and movements formed and dissolved much more quickly than the relatively enduring modes in earlier history. It is to be expected that the use of the internet will further the discourse on architecture in the 21st century.

Blackboard bold is a style of writing bold symbols on a blackboard by doubling certain strokes, commonly used in mathematical lectures, and the derived style of typeface used in printed mathematical texts. The style is most commonly used to represent the number sets ${\displaystyle \mathbb {N} }$ (natural numbers), ${\displaystyle \mathbb {Z} }$ (integers), ${\displaystyle \mathbb {Q} }$ (rational numbers), ${\displaystyle \mathbb {R} }$ (real numbers), and ${\displaystyle \mathbb {C} }$ (complex numbers).

To imitate a bold typeface on a typewriter, a character can be typed over itself (called double-striking); symbols thus produced are called double-struck, and this name is sometimes adopted for blackboard bold symbols, for instance in Unicode grapheme names.

A lectern is a standing reading desk with a slanted top, on which documents or books are placed as support for reading aloud, as in a scripture reading, lecture, or sermon. A lectern is usually attached to a stand or affixed to some other form of support. To facilitate eye contact and improve posture when facing an audience, lecterns may have adjustable height and slant. People reading from a lectern, called lectors, generally do so while standing.

The word has its origins in the medieval Latin term lectrum, related to legere which means 'to read'. In pre-modern usage, the word lectern was used to refer specifically to the "reading desk or stand ... from which the Scripture lessons (lectiones) ... are chanted or read." One 1905 dictionary states that "the term is properly applied only to the class mentioned [church book stands] as independent of the pulpit." By the 1920s, however, the term was being used in a broader sense; for example, in reference to a memorial service in Carnegie Hall, it was stated that "the lectern from which the speakers talked was enveloped in black." Lecterns are frequently also referred to as podiums, a word which can also refer to an elevated platform upon which a lectern is placed, derived from the Latin root pod-, meaning 'feet'.

Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussions, recitation, seminars, workshops, observation, active learning, practicum, or internships. The model incorporates the "I do" (instructor), "We do" (instructor and student/s), "You do" (student practices on their own with instructor monitoring) approach.

DI relies on a systematic and scripted curriculum, delivered by highly trained instructors. On the premise that all students can learn and all teachers successfully teach if given effective training in specific techniques, teachers may be evaluated based on measurable student learning.

"Two Concepts of Liberty" was the inaugural lecture delivered by the liberal philosopher Isaiah Berlin before the University of Oxford on 31 October 1958. It was subsequently published as a 57-page pamphlet by Oxford at the Clarendon Press. It also appears in the collection of Berlin's papers entitled Four Essays on Liberty (1969) and was reissued in a collection entitled Liberty: Incorporating Four Essays on Liberty (2002).

The essay, with its analytical approach to the definition of political concepts, re-introduced the study of political philosophy to the methods of analytic philosophy. It is also one of Berlin's first expressions of his ethical ontology of value-pluralism. Berlin defined negative liberty (as the term "liberty" was used by Thomas Hobbes) as the absence of coercion or interference with agents' possible private actions, by an exterior social body. He also defined it as a comparatively recent political ideal, which re-emerged in the late 17th century, after its slow and inarticulate birth in the ancient doctrines of Antiphon the Sophist, the Cyrenaic discipleship, and of Otanes after the death of pseudo-Smerdis. In an introduction to the essay, Berlin writes:

Passive learning is a teaching method where students receive information from the instructor and internalize it. It is a method "where the learner receives no feedback from the instructor". The term is often used together with direct instruction and lecturing, with passive learning being the result or intended outcome of the instruction. This style of learning is teacher-centered and contrasts to active learning, which is student-centered, whereby students take an active or participatory role in the learning process, and to the Socratic method where students and instructors engage in cooperative argumentative dialogue. Passive learning is a traditional method utilized in factory model schools and modern schools, as well as historic and contemporary religious services in churches (sermons), mosques, and synagogues.

Passive learning is not simply the outcome of an educational model. Passive learners may quietly absorb information and knowledge without typically engaging with the information received or the learning experience. They may not interact with others, share insights, or contribute to a dialogue. An estimated 60 percent of people are passive learners.

The Oxford University Museum of Natural History (OUMNH) is a museum displaying many of the University of Oxford's natural history specimens, located on Parks Road in Oxford, England. It also contains a lecture theatre which is used by the university's chemistry, zoology and mathematics departments. The museum provides the only public access into the adjoining Pitt Rivers Museum.

A lecture hall or lecture theatre is a large room used for lectures, typically at a college or university. Unlike flexible lecture rooms and classrooms with capacities normally below one hundred, the capacity of lecture halls can sometimes be measured in the hundreds. Lecture halls frequently have tiered seating, with those in the rear sat higher than those at the front.

Lecture halls differ from other types of learning spaces, seminar rooms in particular, in that they allow for little versatility in use, although they are no less flexible than, for example, chemistry laboratories. Experimentation, group work, and other contemporary educational methods are not practicable in a lecture hall. On the other hand, lecture halls are excellent for focusing the attention of a large group on a single point, either an instructor or an audio-visual presentation, and modern lecture halls often feature audio-visual equipment. A microphone and loudspeakers are common to help the lecturer be heard, and projection screens may be used for large displays.