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Communicating Science - McMaster University
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Communicating Science - McMaster University

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June 26, 2012

June 26, 2012

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Transcript

  • 1. HOW TO MAKESURE NO ONE IS SCARED OF YOUR TALKS
  • 2. SIMPLEmemorableCENTRAL MESSAGE
  • 3. AUDIENCE NOT READINGLISTENING
  • 4. VISUALS WITH IMPACT
  • 5. SIMPLEmemorableCENTRAL MESSAGE
  • 6. A SINGLE CENTRAL MESSAGE
  • 7. “A thesis statement is a short passage - usually only a single sentence - summarising thefundamental argument of an essay or report.”
  • 8. yours isONEof manyMANY talks
  • 9. HOW TO BE REMEMBERED
  • 10. REPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONREPETITIONR
  • 11. tell a story
  • 12. HOOK THE AUDIENCE PROVIDE BACKGROUND DEFINE THE PROBLEM EMPHASIZE YOUR CONTRIBUTION WALK THROUGH YOUR PROCESS ABSTRACT MAJOR RESULTSEXPLAIN THEIR SIGNIFICANCE COHESIVE SYNOPSIS
  • 13. parachute yourself into the narrative
  • 14. ELEGANT SIMPLICITY
  • 15. EXPLAIN LIKE YOUWOULD TO SOMEONEYOU JUST MET AT A PARTY
  • 16. I WORK AT THE LEADING EDGE OFMOLECULAR EPIDEMIOLOGY, COMBININGNEXT-GENERATION SEQUENCING-BY-SYNTHESIS GENOMICS TECHNOLOGIES,BAYESIAN MARKOV CHAIN MONTE CARLOPHYLODYNAMIC METHODS, ANDEPIDEMIOLOGICAL DATA IN THE FORM OFEDGE-WEIGHTED SOCIAL NETWORKS, TOINVESTIGATE THE ORIGINS ANDTRANSMISSION OF EMERGING PATHOGENSAT A SYSTEMS LEVEL.
  • 17. “I’m basically a disease detective, using DNAsequencing and patientdata to figure out whereoutbreaks start and how they spread.”
  • 18. “Finding the cause of an outbreak is like playing detective - you startwith a list of suspect organisms and narrow that list down in the lab.”
  • 19. “Many bioinformatics tools are black boxes - data goes in, an answer comes out, but we don’t know how it happened.”
  • 20. NDSAJ*The receptor tyrosine kinase for NGF, gp140TrkA (where TrkA is a receptor tyrosine kinase forNGF, a product of the trk oncogene) suppresses programmed cell death and activates theexpression of the genes associated with neuronal differentiation by signalling through Shc/Grb2/m-Sos/Ras/Raf-1 [where Grb2 is the growth factor receptor-bound protein 2, Shc is anSH2 (Src homology 2)-containing adaptor protein that binds Grb2, m-Sos is a mammalianhomologue of the Drosophila son of sevenless gene (a GDP-releasing factor of Ras) and Raf isthe serine/threonine protein kinase family downstream of tyrosine kinases and upstream ofMEK], PLC-γ1 (phospholipase C-γ1)/PKC (protein kinase C), Gab1 (Grb2-associated binder-1)/PI3K (phosphoinositide 3-kinase)/Akt (a product of the v-akt oncogene ≡ protein kinase B) andCrk/C3G/Rap1/B-Raf (where Crk is an oncogene, adaptor protein containing SH2 and SH3domains and C3G is a guanine nucleotide-exchange factor that activates Rap1)… *NO DAMN SYMBOLS, ACRONYMS, OR JARGON
  • 21. TAILOR YOUR CONTENTTO FIT YOUR AUDIENCE
  • 22. a word about words
  • 23. SIMPLEmemorableCENTRAL MESSAGE
  • 24. AUDIENCE NOT READINGLISTENING
  • 25. Minimize slide text• If you do not have your talk written out word-for-word on screen like this, you will not be tempted to read it our word for word, like I am doing right now• Your audience will be reading, not listening to you and you never want them not listening• Also it means you are not a very good presenter
  • 26. LEARN YOURSCRIPT
  • 27. Pseudomonas aeruginosa OprM• OprM is an outer membrane protein from Pseudomonas aeruginosa.• It has an outer membrane beta-barrel domain and a periplasmic alpha-helical domain.• It is involved in antibiotic efflux.• It interacts with MexA and MexB.
  • 28. Pseudomonas aeruginosa OprM forms an efflux pump with MexA and MexB Outer membrane beta-barrel Periplasmic alpha-helix
  • 29. 70% of the human body is water
  • 30. 70%
  • 31. USE SLIDE TITLES AS SUMMARIES• All this other text• And that picture over there• Can be summed up• With a catchy headline• That your audience• Can scribble in their notes• To capture what you said•
  • 32. PLAY TOUR GUIDE
  • 33. WALK PEOPLE THROUGH COMPLEX FIGURES
  • 34. difference present at 3 mos. absent at 12mos. ? ?
  • 35. ENGAGING YOUR AUDIENCE
  • 36. theory of MULTIPLEINTELLIGENCES
  • 37. Howard Gardner, 1983Different intelligences = differentmodes of learningEight intelligencesIndividual unique profilesModes of teaching need to betailored to different groups
  • 38. LINGUISTIC spoken/written wordLOGICAL math, scientific investigationMUSICAL recognize/compose patternsBODILY physically doing an activityVISUAL drawing/animationNATURALISTIC classification, comparisonINTERPERSONAL working with othersINTRAPERSONAL understanding oneself
  • 39. LINGUISTIC messages, keywordsLOGICAL formulaeMUSICAL patterns, rhymes or mnemonicsBODILY physical activityVISUAL graphics illustrating major pointsNATURALISTIC compare & contrastINTERPERSONAL group work, discussionINTRAPERSONAL puzzles, rhetorical ???s
  • 40. AUDIENCE NOT READINGLISTENING
  • 41. VISUALS WITH IMPACT
  • 42. TEXT SHOULD BE READABLE FROM THE BACK OF A LARGE AUDITORIUM
  • 43. Headlines at least 48pt• Text no smaller than 24pt• Ideally 32-36pt• Rememberas having properly-sized as important your white space. It’s just fonts
  • 44. DON’T AFRAID beto have funWITHYOURTEXT
  • 45. A Word
  • 46. WWW.SXC.HU
  • 47. WWW.COMPFIGHT.COM
  • 48. This is so muchbetter than that weird clip art
  • 49. Where to go for inspiration
  • 50. presentationzen.com
  • 51. SIMPLEmemorableCENTRAL MESSAGE
  • 52. AUDIENCE NOT READINGLISTENING
  • 53. VISUALS WITH IMPACT
  • 54. BABYSTEPS