Oral presentations and public speaking are an important aspect of the student experience in the United Kingdom higher education. Many modules (self-contained units normally within a programme of study) use presentations as a form of assessment and require students to verbally engage in small and large group settings to enhance learning. Previous research evidence has indicated that many students experience fear in public speaking. The aims of this qualitative survey were two-fold. First, it sought to gather further insight into the fears experienced and strategies used by students who fear public speaking, including oral presentations. The second objective was to determine whether their fear affected their experience of higher education. A qualitative survey comprising four open-ended questions was completed by 46 undergraduate and postgraduate students with a fear of public speaking from the University of the West of England (UWE), Bristol. All participants were attending one of the Stand Up and Be Heard (SUBH) UWE library-based workshops for fear of public speaking. Thematic analysis was used to identify the following six themes, namely: fear of being judged, physical symptoms, uncertainty about the topic, negative effect on university experience, practice and preparation, and more practical support needed. The results of this survey identify the specific fears students have in public speaking and provide evidence of the overall negative effect on their higher education experience. This survey provides further evidence that higher education institutions should acknowledge public speaking fear among some students and provide more support in oral presentation assessments.

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With particular reference to Gatty's British Sea-Weeds and Eliot's 'Recollections of Ilfracombe', this article takes an ecocritical approach to popular writings about seaweed, thus illustrating the broader perception of the natural world in mid-Victorian literature. This is a discursive exploration of the way that the enthusiasm for seaweed reveals prevailing ideas about propriety, philanthropy and natural theology during the Victorian era, incorporating social history, gender issues and natural history in an interdisciplinary manner. Although unchaperoned wandering upon remote shorelines remained a questionable activity for women, 'seaweeding' made for a direct aesthetic engagement with the specificity of place in a way that conforms to Barbara Gates's notion of the 'Victorian female sublime'. Furthermore, while women's contributions often received an uneven reception within the masculine institutions of professional science, marine botany proved to be a more accommodating area for participation. At Ilfracombe, Eliot wrote that she believed collecting and naming was a means to achieve distinct and definite ideas in her understanding of the world. The argument is developed that many needed to reorient their personal cosmologies in order to make sense of, and impose meaning upon, an uncertain world, thus contributing to the great debate about evolution.

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