This document provides guidance on how to effectively structure, prepare, and deliver a research presentation. It discusses organizing the presentation around a clear story or narrative, preparing data and visuals to support the key points, and rehearsing to feel comfortable presenting. The document emphasizes beginning and ending by stating the main topics, keeping the audience in mind, using simple and clear slides, and being confident but not overly rehearsed when presenting.
This document provides guidance on structuring, preparing, and delivering effective research presentations. It discusses organizing the presentation content into a coherent story, preparing data and figures to clearly convey key results and concepts, and rehearsing to improve delivery. Tips include using a three-part structure of introduction, body and conclusion; focusing on the audience; limiting slides to one minute each; and practicing aloud to refine the presentation.
This document provides guidance on structuring and delivering effective research presentations. It discusses preparing the content by telling a story with your data/results, using figures and tables to clearly convey information, and rehearsing your talk. For the presentation, it recommends introducing your 1-3 main points, speaking freely while making eye contact, and concluding by summarizing the significance of your work at a high level. The document also provides tips on attire, printing slides, using presentation software, and handling questions.
This document provides guidance on structuring and delivering effective research presentations. It discusses preparing the content by telling a story with your data/results, using figures and tables to convey information clearly, and rehearsing your presentation. Presentation structure should include an introduction stating the main points, presenting the content, and concluding by summarizing the main points. Visual aids like slides should have large font, minimal text, and consistent formatting. Proper preparation involves practicing delivery and being familiar with any presentation technology.
Engr fe 6_basic_circuitcomponentspowerpointSagar Jadhav
THESE SLIDE ARE ABOUT THE
BASIC CIRCUIT ELECTRONIC COMPONENTS (RESISTORS,INDUCTORS,CAPICTORS,ETC.)
MOST HELPFUL FOR ELECTRONICS ENGINEERS STUDENTS (EJ/EX)
El documento habla sobre el tomate de Barbastro. Cultivado en la provincia de Huesca, es una variedad de tomate rojo de gran tamaño y forma redondeada. Se cosecha principalmente en verano y se utiliza fresco en ensaladas y guisos o para elaborar salsas y conservas.
Social Sales Academy provides training to help sales professionals improve their skills and performance. The company offers both online and in-person courses focused on strategies for social media sales, lead generation, and closing deals. Their goal is to help salespeople and businesses increase revenue through more effective use of digital tools and techniques.
This document provides guidance on structuring, preparing, and delivering effective research presentations. It discusses organizing the presentation content into a coherent story, preparing data and figures to clearly convey key results and concepts, and rehearsing to improve delivery. Tips include using a three-part structure of introduction, body and conclusion; focusing on the audience; limiting slides to one minute each; and practicing aloud to refine the presentation.
This document provides guidance on structuring and delivering effective research presentations. It discusses preparing the content by telling a story with your data/results, using figures and tables to clearly convey information, and rehearsing your talk. For the presentation, it recommends introducing your 1-3 main points, speaking freely while making eye contact, and concluding by summarizing the significance of your work at a high level. The document also provides tips on attire, printing slides, using presentation software, and handling questions.
This document provides guidance on structuring and delivering effective research presentations. It discusses preparing the content by telling a story with your data/results, using figures and tables to convey information clearly, and rehearsing your presentation. Presentation structure should include an introduction stating the main points, presenting the content, and concluding by summarizing the main points. Visual aids like slides should have large font, minimal text, and consistent formatting. Proper preparation involves practicing delivery and being familiar with any presentation technology.
Engr fe 6_basic_circuitcomponentspowerpointSagar Jadhav
THESE SLIDE ARE ABOUT THE
BASIC CIRCUIT ELECTRONIC COMPONENTS (RESISTORS,INDUCTORS,CAPICTORS,ETC.)
MOST HELPFUL FOR ELECTRONICS ENGINEERS STUDENTS (EJ/EX)
El documento habla sobre el tomate de Barbastro. Cultivado en la provincia de Huesca, es una variedad de tomate rojo de gran tamaño y forma redondeada. Se cosecha principalmente en verano y se utiliza fresco en ensaladas y guisos o para elaborar salsas y conservas.
Social Sales Academy provides training to help sales professionals improve their skills and performance. The company offers both online and in-person courses focused on strategies for social media sales, lead generation, and closing deals. Their goal is to help salespeople and businesses increase revenue through more effective use of digital tools and techniques.
Fresh water is defined as having a low salt concentration, usually less than 1%. It can be found in ponds and lakes, which absorb heat from the sun and support various plant and animal life. Streams and rivers are bodies of moving water that change in characteristics from source to mouth, with cooler temperatures at the source. Wetlands are very wet areas that support aquatic plants adapted to humid conditions, such as marshes, swamps, and bogs.
Social media recommendations are “word of mouth” today. From buying a shoe, booking a hotel to purchasing a car, we all love to see how people talk about a particular brand before making an order.
Challenge with most online businesses today is that they confuse social media as a channel similar to radio and television and use it for broadcasting information rather than creating interaction with prospects. However if carried in a right way social platforms can be used as a channel to prospect, engage, communicate, convert & retain people.
This training provides you the expertise to take more specialist roles in the field of social media management in 1-2 months
Campaña informativa acerca del ahorro del agua comfandisistemasena
El documento presenta una campaña informativa sobre el ahorro de agua dirigida a estudiantes del Colegio Adultos y Jóvenes de Cali. Detalla las consecuencias de la escasez del recurso hídrico como racionamientos y problemas a futuro para obtener agua. Plantea como problema qué acciones debe tomar la comunidad estudiantil para colaborar con el ahorro de agua.
How Makerere university is idealy thriving on her namethat she already made l...Bishop Nakaima
The document discusses Makerere University, often called "The Harvard of Africa", and argues that it is currently surviving primarily on its past reputation rather than its current state. It notes issues like dilapidated infrastructure, outdated equipment, and unpopular administrative policies. It includes photos of some buildings that are in disrepair and a video showing poor sanitation and drainage systems, with students reacting negatively to the university's garbage disposal. The document suggests the reality of Makerere today does not match its still widely used nickname.
This document lists the names, sports, and grades of 22 student athletes from a high school. It includes athletes from varsity and junior varsity football, basketball, baseball, softball, track and field, swimming, volleyball, wrestling, and cross country. The document expresses thanks to the athletes and teams represented for a theme project about athletes.
The document provides an overview of strategies and activities for teaching bilingual classes, including:
1) Discussing the teacher's role and possible classroom activities with the students.
2) Exploring activity options for presenting vocabulary and information interactively using tools like PowerPoint and videos.
3) Examples of tasks to help students access, process, and use new information through comprehension activities, problem solving, and producing their own work.
This document provides tips and guidelines for creating powerful presentations. It begins with a brief history of presentation methods from cave paintings to modern technologies like PowerPoint. It then provides nuts and bolts advice like focusing on one clear idea per slide. Additional tips include using high contrast colors, limiting text, and employing animations and transitions purposefully. The document encourages thinking creatively and provides examples and resources for creating engaging presentations.
This document summarizes a presentation on integrating science and literacy in elementary classrooms. The presentation discusses common student misconceptions about states of matter and changes between solid, liquid, and gas. It provides classroom activities and resources to effectively teach these concepts, including using formative assessment probes, modeling states of matter, developing science vocabulary, and engaging students with informational texts. The presentation aims to move beyond typical polar science topics to more complex water-related concepts.
The document discusses how to use PowerPoint to engage learners through dynamic visualization tools. It provides tips for making PowerPoint presentations more interactive, such as using animations, videos, questions, and hyperlinks to stimulate discussion. Examples are given of how to visualize concepts like accuracy vs precision using animation. The document encourages incorporating active learning techniques like posing questions and predictions to keep students engaged.
This document summarizes a presentation on how to give an effective academic research presentation. The presentation covers several key areas: structuring the presentation to tell a clear story with an introduction, body, and conclusion; preparing content and data to include in the body such as figures, tables, and methods; preparing visual aids and rehearsing the presentation; techniques for delivering the presentation confidently; and tips for handling questions from the audience. The overall message is that an effective presentation tells a logical story, is well-structured and rehearsed, uses visual aids to enhance the message, and engages the audience.
This document summarizes a presentation on how to give an effective academic research presentation. The presentation covers several key areas: structuring the presentation to tell a clear story with an introduction, body, and conclusion; preparing content and data to include in the body such as figures, tables, and methods; preparing visual aids and rehearsing the presentation; techniques for delivering the presentation confidently; and tips for handling questions from the audience. The overall message is that an effective presentation tells a logical story, is well-structured and rehearsed, uses visual aids to enhance the message, and engages the audience.
This document summarizes a NISO webinar on guidelines and resources for developing data access plans in response to the Office of Science and Technology Policy's (OSTP) 2013 memo. The memo directs large federal funding agencies to develop public access plans for research results. The webinar outlines the required elements of these plans and provides existing guidelines and resources that can help agencies meet digital data requirements, such as standards for data dissemination, description, and long-term preservation. Speakers from the Interuniversity Consortium for Political and Social Research discuss how agencies can leverage existing infrastructure and best practices to develop plans that maximize access to and reuse of federal research data.
The document discusses using PowerPoint presentations in science classrooms and provides tips and examples. It suggests that clickers can be used for attendance, content review, and increasing student engagement. It also presents multiple choice questions about the evolution of the eukaryotic cell and the order of organelle acquisition. The document then provides guidelines for effective PowerPoint slide design, including limiting the number of words and lines of text per slide. It offers examples of slide content and provides suggestions for incorporating images, audio, charts, and breaking content across multiple slides. Finally, it discusses presentation tools and getting feedback from students.
This document provides tips for giving an effective academic research presentation. It discusses structuring the presentation with an introduction, body, and conclusion. The body should tell a story with the research approach, results, and analysis. Slides should have 3-7 bullet points each and flow logically. Presenters should rehearse and be familiar with the presentation technology. Questions after the presentation can help improve the research. The overall goals are to engage the audience and effectively communicate the key points of the research.
The document discusses how PowerPoint presentations can be made more engaging for students by incorporating animations, videos, and interactive elements. It provides examples of using animation to illustrate concepts like accuracy vs precision or the motion of a hurricane. The document encourages adding elements like questions, polls, and hyperlinks to external content to promote active learning and prevent PowerPoint from inducing sleep in students. It also demonstrates how to make simple cartoon animations within PowerPoint and provides resources for finding additional multimedia content.
This document provides guidance on creating accessible PowerPoint presentations. It recommends using universal design principles to make presentations understandable and accessible across different technologies. Specific tips include choosing clear colors and fonts, limiting animations and transitions, and providing transcripts or captions for narrated slides to accommodate those who are deaf or hard of hearing. Narrated presentations can benefit some learners but exclude those without hearing. The document stresses keeping slides simple and uncluttered so content is easily understood by all audiences.
Dark Data In the Long Tail of Science: Examples in BiologyBryan Heidorn
The document discusses "dark data" which refers to scientific data that exists but is difficult to find or access. It provides examples of dark data in biology, such as unpublished observations. It recognizes the importance of data curation and management roles. Technological and organizational solutions are proposed to help address issues around long-tail data and facilitate access to more of the existing scientific data.
The document describes the Pre-Major in Astronomy Program (Pre-MAP) at the University of Washington, which aims to bridge skills gaps between high school and undergraduate research. The 5-week program includes seminars on programming, writing, and public speaking, as well as 5-6 weeks of guided research. It targets first-generation college students and those from underrepresented backgrounds. The program helps students develop skills needed for research like UNIX, data analysis, plotting, and technical writing. It also provides mentoring, networking opportunities, and example research projects to engage students in the field of astronomy.
Fresh water is defined as having a low salt concentration, usually less than 1%. It can be found in ponds and lakes, which absorb heat from the sun and support various plant and animal life. Streams and rivers are bodies of moving water that change in characteristics from source to mouth, with cooler temperatures at the source. Wetlands are very wet areas that support aquatic plants adapted to humid conditions, such as marshes, swamps, and bogs.
Social media recommendations are “word of mouth” today. From buying a shoe, booking a hotel to purchasing a car, we all love to see how people talk about a particular brand before making an order.
Challenge with most online businesses today is that they confuse social media as a channel similar to radio and television and use it for broadcasting information rather than creating interaction with prospects. However if carried in a right way social platforms can be used as a channel to prospect, engage, communicate, convert & retain people.
This training provides you the expertise to take more specialist roles in the field of social media management in 1-2 months
Campaña informativa acerca del ahorro del agua comfandisistemasena
El documento presenta una campaña informativa sobre el ahorro de agua dirigida a estudiantes del Colegio Adultos y Jóvenes de Cali. Detalla las consecuencias de la escasez del recurso hídrico como racionamientos y problemas a futuro para obtener agua. Plantea como problema qué acciones debe tomar la comunidad estudiantil para colaborar con el ahorro de agua.
How Makerere university is idealy thriving on her namethat she already made l...Bishop Nakaima
The document discusses Makerere University, often called "The Harvard of Africa", and argues that it is currently surviving primarily on its past reputation rather than its current state. It notes issues like dilapidated infrastructure, outdated equipment, and unpopular administrative policies. It includes photos of some buildings that are in disrepair and a video showing poor sanitation and drainage systems, with students reacting negatively to the university's garbage disposal. The document suggests the reality of Makerere today does not match its still widely used nickname.
This document lists the names, sports, and grades of 22 student athletes from a high school. It includes athletes from varsity and junior varsity football, basketball, baseball, softball, track and field, swimming, volleyball, wrestling, and cross country. The document expresses thanks to the athletes and teams represented for a theme project about athletes.
The document provides an overview of strategies and activities for teaching bilingual classes, including:
1) Discussing the teacher's role and possible classroom activities with the students.
2) Exploring activity options for presenting vocabulary and information interactively using tools like PowerPoint and videos.
3) Examples of tasks to help students access, process, and use new information through comprehension activities, problem solving, and producing their own work.
This document provides tips and guidelines for creating powerful presentations. It begins with a brief history of presentation methods from cave paintings to modern technologies like PowerPoint. It then provides nuts and bolts advice like focusing on one clear idea per slide. Additional tips include using high contrast colors, limiting text, and employing animations and transitions purposefully. The document encourages thinking creatively and provides examples and resources for creating engaging presentations.
This document summarizes a presentation on integrating science and literacy in elementary classrooms. The presentation discusses common student misconceptions about states of matter and changes between solid, liquid, and gas. It provides classroom activities and resources to effectively teach these concepts, including using formative assessment probes, modeling states of matter, developing science vocabulary, and engaging students with informational texts. The presentation aims to move beyond typical polar science topics to more complex water-related concepts.
The document discusses how to use PowerPoint to engage learners through dynamic visualization tools. It provides tips for making PowerPoint presentations more interactive, such as using animations, videos, questions, and hyperlinks to stimulate discussion. Examples are given of how to visualize concepts like accuracy vs precision using animation. The document encourages incorporating active learning techniques like posing questions and predictions to keep students engaged.
This document summarizes a presentation on how to give an effective academic research presentation. The presentation covers several key areas: structuring the presentation to tell a clear story with an introduction, body, and conclusion; preparing content and data to include in the body such as figures, tables, and methods; preparing visual aids and rehearsing the presentation; techniques for delivering the presentation confidently; and tips for handling questions from the audience. The overall message is that an effective presentation tells a logical story, is well-structured and rehearsed, uses visual aids to enhance the message, and engages the audience.
This document summarizes a presentation on how to give an effective academic research presentation. The presentation covers several key areas: structuring the presentation to tell a clear story with an introduction, body, and conclusion; preparing content and data to include in the body such as figures, tables, and methods; preparing visual aids and rehearsing the presentation; techniques for delivering the presentation confidently; and tips for handling questions from the audience. The overall message is that an effective presentation tells a logical story, is well-structured and rehearsed, uses visual aids to enhance the message, and engages the audience.
This document summarizes a NISO webinar on guidelines and resources for developing data access plans in response to the Office of Science and Technology Policy's (OSTP) 2013 memo. The memo directs large federal funding agencies to develop public access plans for research results. The webinar outlines the required elements of these plans and provides existing guidelines and resources that can help agencies meet digital data requirements, such as standards for data dissemination, description, and long-term preservation. Speakers from the Interuniversity Consortium for Political and Social Research discuss how agencies can leverage existing infrastructure and best practices to develop plans that maximize access to and reuse of federal research data.
The document discusses using PowerPoint presentations in science classrooms and provides tips and examples. It suggests that clickers can be used for attendance, content review, and increasing student engagement. It also presents multiple choice questions about the evolution of the eukaryotic cell and the order of organelle acquisition. The document then provides guidelines for effective PowerPoint slide design, including limiting the number of words and lines of text per slide. It offers examples of slide content and provides suggestions for incorporating images, audio, charts, and breaking content across multiple slides. Finally, it discusses presentation tools and getting feedback from students.
This document provides tips for giving an effective academic research presentation. It discusses structuring the presentation with an introduction, body, and conclusion. The body should tell a story with the research approach, results, and analysis. Slides should have 3-7 bullet points each and flow logically. Presenters should rehearse and be familiar with the presentation technology. Questions after the presentation can help improve the research. The overall goals are to engage the audience and effectively communicate the key points of the research.
The document discusses how PowerPoint presentations can be made more engaging for students by incorporating animations, videos, and interactive elements. It provides examples of using animation to illustrate concepts like accuracy vs precision or the motion of a hurricane. The document encourages adding elements like questions, polls, and hyperlinks to external content to promote active learning and prevent PowerPoint from inducing sleep in students. It also demonstrates how to make simple cartoon animations within PowerPoint and provides resources for finding additional multimedia content.
This document provides guidance on creating accessible PowerPoint presentations. It recommends using universal design principles to make presentations understandable and accessible across different technologies. Specific tips include choosing clear colors and fonts, limiting animations and transitions, and providing transcripts or captions for narrated slides to accommodate those who are deaf or hard of hearing. Narrated presentations can benefit some learners but exclude those without hearing. The document stresses keeping slides simple and uncluttered so content is easily understood by all audiences.
Dark Data In the Long Tail of Science: Examples in BiologyBryan Heidorn
The document discusses "dark data" which refers to scientific data that exists but is difficult to find or access. It provides examples of dark data in biology, such as unpublished observations. It recognizes the importance of data curation and management roles. Technological and organizational solutions are proposed to help address issues around long-tail data and facilitate access to more of the existing scientific data.
The document describes the Pre-Major in Astronomy Program (Pre-MAP) at the University of Washington, which aims to bridge skills gaps between high school and undergraduate research. The 5-week program includes seminars on programming, writing, and public speaking, as well as 5-6 weeks of guided research. It targets first-generation college students and those from underrepresented backgrounds. The program helps students develop skills needed for research like UNIX, data analysis, plotting, and technical writing. It also provides mentoring, networking opportunities, and example research projects to engage students in the field of astronomy.
The document provides information about an assignment where students will work in pairs to create a PowerPoint presentation about exploration of the Antarctic environment. It outlines the goals of engaging with exploration, practicing research and ICT skills, and creating a 4-slide presentation focusing on the Antarctic that incorporates researched information, images, sounds and possible animation. It also provides guidance on peer assessment of presentations and PowerPoint design, as well as example websites for researching the topic.
This document provides advice on how to give an effective scientific presentation. It begins by noting that public speaking is one of Americans' top fears. It then discusses why giving talks is important for one's career. The document outlines the key elements of a talk and emphasizes choosing a clear outline, knowing your audience, and using graphics to enhance audience understanding and retention. It stresses practicing and preparing thoroughly to feel relaxed and hold audience attention. The overall message is that preparation, simple and clear presentation, and use of graphics are crucial for an effective scientific talk.
This document discusses how technology can be used to support the Common Core standards for 5th grade English Language Arts and literacy. It provides examples of standards involving using digital sources to find information and using multimedia to enhance presentations. It then describes new comic creation software that allows students to create comics using online images. It provides literacy and content area ideas for comic projects. Examples of completed comic projects are also included. The document emphasizes planning projects before starting and discussing copyright issues related to images. It also mentions other digital tools like Voki that allow creating talking avatars to explain concepts or retell stories.
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This document provides a summary of various multimedia tools and websites that can be used to create videos, presentations, stories, brainstorming activities and more for classroom instruction. It lists tools for screencasting, animating with images and video, interactive discussion forums, embedding copyright friendly images, audio/video commenting, creating timelines, rubrics, educational games and virtual worlds. Links are provided to specific websites like Animoto, VoiceThread, Britannica Image Quest, TimeToast and more. It also directs teachers to the grade level library webpages for additional interactive activities.
Renovations are underway at the Du Bois Library to replace the HVAC system and expand the Learning Commons. The project will add 5,000 square feet to the Learning Commons and take approximately two years to complete. Library services during the renovation include poster printing, study abroad advising, wireless internet access, research guides, workshops on citation management software, computer availability, and printing from personal devices.
Best Digital Marketing Strategy Build Your Online Presence 2024.pptxpavankumarpayexelsol
This presentation provides a comprehensive guide to the best digital marketing strategies for 2024, focusing on enhancing your online presence. Key topics include understanding and targeting your audience, building a user-friendly and mobile-responsive website, leveraging the power of social media platforms, optimizing content for search engines, and using email marketing to foster direct engagement. By adopting these strategies, you can increase brand visibility, drive traffic, generate leads, and ultimately boost sales, ensuring your business thrives in the competitive digital landscape.
Rethinking Kållered │ From Big Box to a Reuse Hub: A Transformation Journey ...SirmaDuztepeliler
"Rethinking Kållered │ From Big Box to a Reuse Hub: A Transformation Journey Toward Sustainability"
The booklet of my master’s thesis at the Department of Architecture and Civil Engineering at Chalmers University of Technology. (Gothenburg, Sweden)
This thesis explores the transformation of the vacated (2023) IKEA store in Kållered, Sweden, into a "Reuse Hub" addressing various user types. The project aims to create a model for circular and sustainable economic practices that promote resource efficiency, waste reduction, and a shift in societal overconsumption patterns.
Reuse, though crucial in the circular economy, is one of the least studied areas. Most materials with reuse potential, especially in the construction sector, are recycled (downcycled), causing a greater loss of resources and energy. My project addresses barriers to reuse, such as difficult access to materials, storage, and logistics issues.
Aims:
• Enhancing Access to Reclaimed Materials: Creating a hub for reclaimed construction materials for both institutional and individual needs.
• Promoting Circular Economy: Showcasing the potential and variety of reusable materials and how they can drive a circular economy.
• Fostering Community Engagement: Developing spaces for social interaction around reuse-focused stores and workshops.
• Raising Awareness: Transforming a former consumerist symbol into a center for circular practices.
Highlights:
• The project emphasizes cross-sector collaboration with producers and wholesalers to repurpose surplus materials before they enter the recycling phase.
• This project can serve as a prototype for reusing many idle commercial buildings in different scales and sizes.
• The findings indicate that transforming large vacant properties can support sustainable practices and present an economically attractive business model with high social returns at the same time.
• It highlights the potential of how sustainable practices in the construction sector can drive societal change.
2. Outline
Structuring your story
Preparing your data/information
Preparing and giving the presentation
Concluding your presentation
Questions and answers
3. Resources
Edward R. Tufte “Envisioning Information,” “The Visual Display of Quantitative Information,”
“The Cognitive Style of PowerPoint: Pitching Out Corrupts Within”
Luca Aceto,Aalborg University and Olivier Danvy, °Arhus, Denmark
http://www.cs.aau.dk/~luca/SLIDES/howtotalk-ru.pdf
Michigan State University Graduate Student Organization
http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopDocsSp2006/TipsforGivingaScientificPresentation.p
df
http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopDocsSp2006/PresentationTipsinPowerPoin
t.ppt#428,1
Susan Herzog, Eastern Connecticut State University
http://www.easternct.edu/smithlibrary/library1/presentations.htm#ppt
Heather Heying, Evergreen
http://academic.evergreen.edu/H/heyingh/downloads/givingatalk.pdf
Mark Schoeberl and Brian Toon
http://www.cgd.ucar.edu/cms/agu/scientific_talk.html
UJohn Cairns, Jr., BioScience Vol. 39 No. 9
http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopDocsSp2006/CairnsSpeakingAtLength.pdf
CD-Condensed Matter Journal Club
http://www.physics.ucdavis.edu/~kliu/Phy298/PresentationTips.pdf
Meshnick SR, Eaton JW., City College, CUNY Medical School,
Prog Clin Biol Res. 1989;319:663-4. How to give a scientific talk., New York., PMID: 2622932 [PubMed -
indexed for MEDLINE]
How to give a job talk
http://www.psychologicalscience.org/observer/getArticle.cfm?id=2046
http://chronicle.com/jobs/2001/03/2001033002c.htm
4. How to Give an Effective
Presentation: Structure
Basic rule
Say what you are going to say
1-3 main points in the introduction
Say it
Give the talk
Then say what you said
Summarize main points in the conclusion
Don‟t try to build suspense and then unveil a
surprise ending
http://www.safetyoffice.uwaterloo.ca/hspm/t
ools/images/scaffold_stair.png
5. Tell a Story
Prepare your material so that it tells a story logically
Subject: title, authors, acknowledgements
Introduction/overview
Method/approach
Results/information/analysis
Conclusion/summary
Use examples, anecdotes, and significant details
Create continuity so that your slides flow smoothly
Guide the audience through your story
Your last point on one slide can anticipate the next slide
http://www.cgd.ucar.edu/cms/agu/scientific_talk.html
http://battellemedia.com/images/book_open.jpg
6. Audience
Why and to whom are you giving this
presentation?
What do you want the audience to learn?
Think about this as you construct your talk
Edit your slides -- delete what is
unnecessary, distracting, confusing, off point
7. Dear Dr. Pfirman,
On behalf of the Italian and French
Embassy, I would like to thank you very
much for your participation to the "Science
at the Poles" seminar, organized with
NSF/OPP on Mai 25th.
Your talk was really impressive and
provided an excellent overview of Arctic
water and sea ice dynamics. It made it
possible for the attendees to
capture the issues at stake
regarding the impacts of climate
change in boreal regions.
I hope to have the opportunity to meet you
again soon. …
Thank you again and best regards
Philippe
--
Prof. Philippe JAMET, PhD
Attaché for science and technology
Office of science and technology
Embassy of France
8. Presenting Your Methods, Data, and
Results
Methods, Instrumentation
For most talks, only present the minimum
Data Tables
Tables are useful for a small amount of data
Include units
Indicate data source if they are not your own
But tables are often used badly …
10. Esopus Creek
0
500
1000
1500
2000
2500
3000
3500
1-Nov 8-Nov 15-Nov 22-Nov 29-Nov 6-Dec 13-Dec 20-Dec 27-Dec
Date in 1992
Dischargerate(cf/s)
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
Precipitation(in/day)
discharge (cf/s)
precipitation (in/day)
Discharge of the Esopus Creek (Coldbrook, NY) and
precipitation at Slide Mountain, NY (source: USGS/NCDC)
11. Preparing Your Data, continued
Figures
„1 figure 1000 words‟
Figures should be readable, understandable,
uncluttered
Keep figures simple, use color logically for clarification
Blue = cold, red = warm, dark = little, bright = a lot
Invisible color
Meaning attached to colors (color blindness is more
common than you think
Explain axes and variables
Include reference on figure
http://www.cs.aau.dk/~luca/SLIDES/howtotalk-ru.pdf
12. Emk1 knockdown inhibits lumen formation in
MDCK cells:
-RT-PCR: EMK1 is effectively knocked down in
MDCK cells 24 hours after transfection with P-
SUPER (control) or P-SUPER-siEMK1 plasmid;
knockdown confirmed on the right with
antibodies to EMK1.
- Collagen overlay assay: cells cultured 24 h on
collagen I before being overlaid with additional
collagen on the apical surface, analyzed 24 h
later. Note the lack of lumen in EMK1-KO
cultures.
- Ca switch: control or EMK1-KO cells were
plated in low Ca medium 24 h upon transfection
with pSUPER or pSUPER-KO. After 12 h,
cultures were switched to normal medium for 24
h. Transmission EM of cells sectioned
perpendicular to the substratum shows lack of
microvilli in EMK1-KO cells.
http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopDocsS
p2006/PresentationTipsinPowerPoint.ppt#428,1,Tips for Preparing
and Giving an Effective Scientific Presentation using Powerpoint
13. Figures
continued ...
Create a summary cartoon with major findings, or
an illustration of the processes or problem
Consider showing it at the beginning and the end
You can use web sources for figures
Include reference
14. East
Greenland, B
arents Shelf
Siberian, Beauf
ort Shelf
Deep Arctic Basin
Atmospheric Deposition
Surface Melt/Ablation
Marginal
Ice Zone
Release
Annual Ice Growth
Adapted from Pfirman et al., 1990
Arctic Sea Ice Conveyor
15. Preparing the Presentation
Average not more than 1 slide per minute
MS Powerpoint is now standard
If you use something else, be careful to check it in advance
No sounds! Some logical animations good
Use 3-7 bullets per page
Avoid writing out, and especially reading, long and complete
sentences on slides because it is really boring to the audience
Slide appearance (font, colors) should be consistent
Speelcheck
16. What Font to Use
Type size should be 18 points or larger:
18 point
20 point
24 point
28 point
36 point
* References can be in 12-14 point font http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshop
DocsSp2006/PresentationTipsinPowerPoint.ppt#307,6,Powe
rpoint basics: 1. What font to use
AVOID USING ALL CAPITAL LETTERS
BECAUSE IT’S MUCH HARDER TO READ
17. Color
Dark letters against a light background work
Dark letters against a light background
are best for smaller rooms, especially when the
lights are on for teaching
http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopD
ocsSp2006/PresentationTipsinPowerPoint.ppt#302,5,Powerp
oint basics: 1. What font to use
18. Color
Many experts feel that a dark blue or
black background works best for talks in a
large room
Light letters against a dark background
also work
http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshop
DocsSp2006/PresentationTipsinPowerPoint.ppt#302,5,Powe
rpoint basics: 1. What font to use
19. Preparing Yourself...
Immerse yourself in what you are going to say
Web of Science/Google it: use the latest news
Make sure you are familiar with the projection
equipment, remote control and Powerpoint
Bring your presentation on a memory stick AND a
laptop with power supply AND an extension cord …
www.terryfoxtheatre.com/theatre_specification...
20. What to Wear …
Dress up – maybe wear a jacket?
More formal attire makes you appear more
authoritative and you show you care enough to
try to look nice
From “Ask Dr. Marty” AnimalLabNews (Jan-
Feb 2007)
Dark clothes are more powerful than light
clothes
Shirts or blouses with collars are better than
collarless ones
Clothes with pressed creases (!) are signs of
power
21. Print Your Slides
Don‟t read the presentation
Print out copies of your slides („handouts‟)
You can annotate them and use them as notes
You can review them as you‟re waiting
If everything crashes – the bulb blows, you can still
make your main points in a logical way
www.com.msu.edu/.../p
owerpoint/printing.htm
22. Rehearsing
Practice – actually stand up and say the words out loud
You discover what you don‟t understand
You develop a natural flow
You come up with better phrasings and ways to describe things
It is harder to explain things than you think, practicing helps you find
the words
Stay within the time limit
Try speaking too loud to get a feeling where the upper limit is
Don’t over rehearse or memorize the talk
The first practice things will improve at least 10 fold -- the second
will make things twice as good -- the third may add a bit of
polish, but from there it can easily get worse
http://www.fw.msu.edu/orgs/gso/documents/GSOWorksh
opDocsSp2006/TipsforGivingaScientificPresentation.pdf
www.thomas.edu/facilities/auditorium/index.htm
23. Giving the Presentation
Starting out is the hardest part
of the talk
To get going, memorize the first
few lines
“Hello, I‟m Stephanie Pfirman. The
title of my presentation is, „The
Arctic Marginal Ice Zone.‟ The
edge of the pack ice is the most
dynamic, the most productive, and
– unfortunately -- the most
vulnerable region in the Arctic.”
http://www.fw.msu.edu/orgs/gso/documents/G
SOWorkshopDocsSp2006/TipsforGivingaScien
tificPresentation.pdf
http://soroptimistofgreaterdavis.org/doc
uments/images/photos/speaker.gif
24. Giving the
Presentation
Experienced speakers:
Speak freely and look directly at audience
Inexperienced speakers:
Put outline and key points of your presentation on your slides
You don‟t have to remember what to say
Eyes are on the slide not on you
Key points are there for people who weren‟t listening or who
are visual learners
http://www.metclubnyc.org/slide%20show.jpg
25. Stand where the figures can be seen
Look at people during presentation
Be enthusiastic
Don‟t worry about stopping to think
Don‟t rush
Figure out which slide is your half-way mark and use
that to check your time
Giving the
Presentation
http://www.dvd-photo-slideshow.com/screenshot/01.gif
26. Giving the Presentation
Don‟t apologize or make comments about
yourself
“I hope you‟re not bored”
“I was working on this „til 3 am”
Don‟t overuse the pointer
Don‟t try to be cute and don‟t force being funny
Don‟t forget acknowledgements, always give
proper credit
Tip: Everyone in the audience has come to listen to your lecture
with the secret hope of hearing their work mentioned
27. Concluding Your
Content
Announce the ending so that people are prepared
For example, with a slide titled “Conclusions”
Or by saying, “In my final slide …” or “My final point is …”
Have only a few concluding statements
Come back to the big picture and summarize the
significance of your work in that context
Extend logically beyond your limited study – but don‟t overreach
Open up new perspective
Describe future work, raise questions, potential implications
http://www.cs.aau.dk/~luca/SLIDES/howtotalk-ru.pdf
28. Finishing Your Presentation
Think carefully about your final words and how
to finish your presentation strongly
Don‟t just drift off … “I guess that‟s all I have to say …”
You may want to actually memorize your ending
lines, just as you do your starting points
Ending your talk
Say “Thank You” … pause for applause … then
Say: “Any questions?”
http://international.internet2.edu/images/CLARA
-I2-MoU/i2-clara-applause.JPG
29. What Can Go
Wrong?
Uncertainty about material
Interruptions
Running out of slides
Running out of time
http://www.cs.aau.dk/~luca/SLIDES/howtotalk-ru.pdf
www.rcpsych.ac.uk/.../ anxiety/images/grap6.jpg
30. Uncertainty About
the Material
Try to structure your talk so that you are sure about
the material you present
If you have to address something important that you
are unsure of
Acknowledge the gap in your understanding
“I‟m working on it” or “I‟m looking into it”
This is better than being pressed to admit something
Also it may very well be an open question
Another way to handle this is to raise it as a
question yourself
From What's so Funny About Science? by Sidney Harris (1977)
31. Stirling, Ian. Polar Bears. Ann Arbor: University
of Michigan Press, 1988.
Nicklin, Flip. "Beneath Arctic Ice".
National Geographic. 180(1), July 1991
What Will Happen to Polar
Cod, Seals and Polar Bears?
Okosystem Barentshavet. Norwegian
Research Program for Marine Arctic
Ecology, 1992
32. Minor Interruptions
During Your Presentation
Don‟t look irritated or rushed
Answer – briefly – just enough to straighten it out
Then carry on with your presentation without checking back
A question that you will answer later in your talk?
Say “Good point; just wait two slides”
Requires a long answer and is not critical understanding?
Say “Good point; I‟ll come back to it at the end of the talk.”
http://www.cs.aau.dk/~luca/SLIDES/howtotalk-ru.pdf
www.rscni.ac.uk/.../netmanage/networkindex.htm
33. Major Interruptions
During Your Presentation
If most in the audience are non-specialists
Explain the issue to the audience
Delay discussion until after the talk
If most of the audience is knowledgeable
Make your point as clearly as you can
Discuss it out – don‟t try to diminish or avoid it
http://www.cs.aau.dk/~luca/SLIDES/howtotalk-ru.pdf
http://www.alumni.berkeley.edu/imgs/
Alumni/Mentorship/hand_raised.jpg
34. Running Out of
Slides
Short talks are better than ones that are too long
What to do:
Don‟t make a personal comment
“hum, I‟m running out of slides …”
Stretch it a little -- see if you can think of an example, or
story, to bolster your points
Conclude unhurriedly, summarizing your main points, but
don‟t be repetitious
http://www.cs.aau.dk/~luca/SLIDES/howtotalk-ru.pdf
http://photolog.icyshard.com/archives/26things3/stretch.jpg
35. Running Out of
Time
Avoid this – impolite to other speakers and
the audience: if it happens …
Do not assume that you can carry on past your time
Do not skip all of your slides looking for the right one to put
on next
Conclude – on time wherever you are in your talk -- by
making your main points
In Powerpoint you can just type the number of your concluding
slide and press Enter to skip right to it
http://www.cs.aau.dk/~luca/SLIDES/howtotalk-ru.pdf
“He cannot speak
well that cannot
hold his tongue”
Thomas Fuller, 1732, Gnomologia
http://www.fw.msu.edu/orgs/gso/documents/GSOWorkshopD
ocsSp2006/CairnsSpeakingAtLength.pdf
36. Questions and Answers
Questions after your talk can be difficult but they
definitely help you in writing up your research
Identifies parts the audience did not understand
Focuses and adds dimension to your analysis
You can repeat the question
This gives you time to think
The rest of the audience may not have heard the question
Also if you heard the question incorrectly, it presents an
opportunity for clarification
http://www.erp.wisc.edu/profdev/Talkhandout05.doc
http://www.firekills.gov.uk/seniors/cool/howstart/images/howstart.gif
37. Questions and Answers,
continued
Keep your answers short and to the point – don‟t
respond with another lecture
Don‟t say that a question is bad, or that you
addressed it already
Rephrase it into something that you want to talk about
Never demean the question or questioner
They may have friends in the audience, and you never
need more enemies
The research world is smaller than you think and you will
continue to encounter people throughout your career
http://www.erp.wisc.edu/profdev/Talkhandout05.doc
http://www.cartoonstock.com/newscartoons/cartoonists/ato/lowres/aton893l.jpg
38. Usually you have thought more about the material than
anyone else -- this puts you in a stronger position than
you may think
Anticipate typical questions and prepare for them
Generalizability of your findings to other times? Other places?
Other conditions?
Methodological bias? Uncertainties? Exceptions? Priorities?
Still concerned about questions?
Make extra slides – perhaps on details of instrumentation or
methodology
Difficult Questions
http://www.regislasvegas.org/images/class-pic-hand-raised.jpg
39. Difficult Questions, continued
If you really don't know the answer
Say "Interesting, I will look into that" or “That‟s a good point, let‟s
discuss it afterwards”
Don't feel that you have to invent an answer on the fly -- you are
only human and you can't have thought of everything
If the questioner disagrees with you and it looks like
there will be an argument then defuse the situation
"We clearly don't agree on this point, let's go on to other
questions and you and I can talk about this later"
http://www.erp.wisc.edu/profdev/Talkhandout05.doc
40. Small World of Research
Your goal is to handle situations such that your host and people
in the audience want to invite you to give more presentations in
the future
Deal with difficulties by taking the high road and thinking long
term – you gain more by being seen as rolling with the situation
than you do by articulating your rights
If your host or the session chair handles something badly, don‟t
refer to it in public – they will be grateful to you
If other panelists take too long – don‟t complain, just make your main
points within the remaining time
If something happens to make you angry, rather than having a
public confrontation, see if you can think of a way to turn it around
Perhaps go up to them afterwards and talk with them – it could even
lead to a collaboration
41. Conclusions
Structure your content in a way that is
comfortable for you
Use your own style to your advantage
Think ahead about where you might
encounter difficulties and figure out ways to
overcome them