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Ethics in speaking (seminars)

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Ethics in speaking (seminars)

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Submitted to:Sir. Waseem Sarwar
7th semesterBioinformatics(a.n)

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S B Mirza;1314
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 Ethics in speaking (seminars)

Contents
1. SOME MAJOR SUGGESTIONS.................................................................................................3
2. GETTING PREPARED...............................................................................................................3
3. DURING YOUR SEMINAR - TAKE CHARGE AND TELL YOUR STORY..................................10
4. A FINAL RECOMENDATION..............................................................................................11
5.Refrences:..........................................................................................................................12

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 Ethics in speaking (seminars)

1. SOME MAJOR SUGGESTIONS

 When you attend a seminar take special notice of what you like and don’t like
about those presentations.  Emulate the things you like and avoid the things you
don’t like. 
 Pay attention to how your talk is organized.  Your audience will understand and
appreciate a good story that starts with an introduction that gives needed
background and leads to relevant data that, in turn, lead to a clear take-home
message. 
 Work hard to keep your talk properly timed.  Good targets are 45 minutes for a
1hour slot and 22 minutes for a 30 minute slot.   Remember that shorter talks
can be more difficult to keep on time.  You will need time for questions.  If you
are giving the first of two talks, you need to respect the time allotted for the
other speaker.
 Try to make your slides perfect.  Don’t allow a good story to be lost with poorly
prepared slides.  Triple check the spelling.  If you are not a native English
speaker, have someone who is help you check your slides.  Work to make each
slide visually appealing through a good use of color, font, and space.  Animation
can be very effective, but it can also be distracting, so use wisely.
 Practice.  You will be nervous.  Good preparation will help make the presentation
go as smoothly as possible.  

2. GETTING PREPARED

A.  The different time slots:

There are two types of time slots that we use:

1) Most seminar days, there will be two 30 minute talks.  Each speaker should be
prepared to give a presentation that is about 20 to 22 minutes in length without any
interruptions.  The additional time will be used for questions (during and after the talk),
introductions, and changing between speakers. 

2) There will also be a small number of single 60 minute talks.  The speaker should be
prepared to give a presentation that is about 45 minutes in length without
interruptions.  The additional time will be used for the introduction and questions (both
during and after the talk).

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 Ethics in speaking (seminars)

B. Outline of your seminar: The most common seminar structure includes 5 general
sections: 

1) Introduction, 2) Data, 3) Summary, 4) Future directions, and 5) Acknowledgments.

The exact amount of time spent in each section depends upon many factors, but
suggestions are given with each section below.

1) The introduction

Time = Approximately 10 to 12 minutes of a 45 minute talk or about 5 minutes of a 22

minute talk. 

The main goals of the introduction are to: a) Make your audience interested in your data
and results, and 2) give them any background information they will need to understand
your data and results.  Keep in mind that your audience will consist of scientists with a
variety of backgrounds, with only a few experts in your field (the other members of your
lab).  At a job seminar, there may be no experts in your field at the talk.  Do not assume
that everybody is familiar even with the basics of your field of expertise.  

 Begin by describing the basic problem that you are working on in broad, but
scientifically precise terms.  Start simply and gradually get to the more
complicated details.  
 Be sure to give proper credit to the scientists who made the key discoveries in
the field.  Never give the impression that you or your lab made all those
discoveries.
 State the goals of your studies.  Explain the overall question you are trying to
answer, why this question needs to be answered, and how the answer to this
question will bring the field forward.  This information will give the audience
context for your talk and a ‘head-start’ on understanding what you are going to
talk about.

 2) The Data  

Time = Approximately 30 minutes of a 45 minute talk or 12-13 minutes of a 22 minute

talk. 

The next section of the talk will be a data section.  Clearly this is the main focus of the
presentation.  It is also the newest and most complex part, so extra attention to the
clarity will be needed.        

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 Ethics in speaking (seminars)

Don't try to show too much data. 

 You want to make a good impression and it will be tempting to show how hard
you have worked by showing every experiment.  This is not necessary!  It will
also lose the audience. 
 Keep the goals of your study (stated in the introduction) in mind and focus on
the data that support those goals. 

Explain the experiment so that your non-expert audience can understand it.

 Explain the reason for doing the experiment.  For example, “The first question
we asked was . . . “
 Explain your methods.  For example, “I did an immunoprecipitation for actin and
blotted for total and phosphorylated kinase.  Lane 1 is the control, lane 2 is
stimulated with . . . “    
 Interpret the data for the audience.  Specifically point out what they should see
in the data and what comparisons they should be making.  Specialized data, like
histology, may require even more explanation.    
 Describe how one experiment leads to the next experiment.

Be honest about your data.  Talk about your data like a critical scientist.

 Don't try to gloss over less than perfect results.  It is better to point out that the
results of a particular experiment are borderline statistically significant and that
you are currently working to improve this. 
 If a result is preliminary, say that it is preliminary.  Remind the audience that you
are doing the additional controls or treatments, etc., to verify or solidify the
data.
 At the same time, don’t apologize for or criticize your own data to the point that
it seems meaningless.    
 Be aware of alternative interpretations of your data, mention them, and justify
your interpretation.

Add summary slides along the way

 This can help the audience keep up with the presentation by telling them what is
important.  A particularly effective technique is to show a building model and
then use that model in the summary slide.  Alternatively, a bullet list can also be
effective. 

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 Ethics in speaking (seminars)

3) Summary

Time = Approximately 5 minutes of a 45 minute talk or 2-3 minutes of a 22 minute talk. 

 This is an important section because it will be the part of your talk the audience
will best remember. 
 Summarize the various parts of your seminar. This is to remind everyone what
your seminar was all about.  Continue to be concise!  Hit the main points, but
don’t reiterate every piece of data.
 Explain what your results contribute to the bigger picture.  You can be
speculative.  For example, you can say that your results have led to this
particular discovery which suggests that pathway X may be involved in the
pathogenesis of the Y disease, and that if this turns out to be true an inhibitor of
Z could become an effective treatment. 

4) Future directions: Time = Approximately 5 minutes of a 45 minute talk or 2-3 minutes

of a 22 minute talk.  Be aware that you may need to add time here for a job talk.    

 For a departmental talk, this section is generally a single slide with two or three
ideas of where your work is headed.  Input from the audience here may be
helpful for you to focus on key points — so listen to suggestions.
 If you are giving a job seminar for an academic position, this section is especially
important.  Your goal will be to outline your future research projects so that your
potential employers can judge your pathway to success.  You may need to spend
10+ minutes on this part of the talk, and you may wish to have a few extra slides
with additional preliminary data.  Check ahead with the department you are
visiting because some departments will have you give a chalk talk after your
presentation.  In those cases, you will still want to have a future directions
section in your presentation, but you can make it shorter and expand on your
plans during the chalk talk.  

5) Acknowledgments

Time = 1 minute. 

 Do not forget collaborators at other institutions.  Don't think people will believe
that you didn’t do any work yourself if you have a long acknowledgment list.  On
the contrary, a proper acknowledgment list will show that you are a team player,

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can coordinate more complex experiments, and appreciate the contributions of

others. 
 ALWAYS end the talk by saying, "Thank you."  That is the universal cue for the
audience to clap.  Without it, there is just an awkward silence.

C. Work hard to have effective, precise, and visually attractive slides:

Good slides will help both you and your audience in many ways:

They will help you remember to make important points and include important details.

They will help you with the timing of the talk.

They will make it easier for the audience to understand your presentation.

They will help keep the audience’s attention by giving them something interesting to
look at.

To be as effective as possible, you will need to put effort into creating good slides.

 Be careful with the colors that you use.  Colors can look very different on the
computer screen when compared with the projected image.  This difference can
result in illegible slides if you are not careful.  Also, remember people react to
colors in different ways – for example, some people can’t see differences in

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certain colors, while other people will be distracted by what they consider ugly
or harsh colors.  
 Double check the visibility of certain types of images, such as fluorescence
micrographs.  It may be better to have dark backgrounds for these types of
slides.
 Talk about everything that is on your slide, and don’t talk about things that are
not on your slide.  Don’t use slides borrowed from another presentation without
adjustment for your current presentation.  
 Similarly, avoid using figures from papers exactly as they appear in the paper. 
Manuscript figures are smaller, may contain multiple types of information, may
be in a style that is unlike your other slides, and (unlike a seminar-goer) a journal
reader has an infinite amount of time to think about a figure.  Take the time to
remake those figures as good slides that are consistent with the rest of your talk
and contain only the data that you want to talk about.   
 Pay attention to consistent use of symbols and colors.  If your controls are blue
circles in one slide, make them blue circles in all slides.
 Use larger font sizes for all text (including the labeling on the axes in diagrams,
etc.).  Arial or Helvetica fonts work best.
 Use the width and height of the slide to present your data as large as possible.
Endeavor to fill up the slide space, but keep a small border area so that an odd
projection doesn’t run parts of your images off the projection screen.  Be

especially careful with the title and the x-axis of graphs.

 Have titles on each slide.   As much as possible, use that title to summarize the
message of the slide or the result of the experiment.  For example, do not say
"Effect of ceruloplasmin on myeloperoxidase activity". Instead, say

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"Ceruloplasmin inhibits myeloperoxidase activity".  Thoughtful titles will allow

the audience to rapidly see the point of each slide.
 Be very careful with abbreviations.  It is likely that a general audience will not
know some abbreviations that are common in your own lab.  Even worse, they
may think an abbreviation means something different.  If you have to use
abbreviations, always define them.  In some cases, if forced to use an
abbreviation for space (i.e. when labeling a bar graph) it may be useful to say the
full term when going through the slide.  For example, you may label a part of
your graph as “+tBOOH” but then say “tert butyl hydroperoxide treated” when
you describe the experiment.  
 Check and double check your spelling.  Misspelled words will make your
presentation look sloppy.  Too many misspelled words (i.e. more than one!), may
be considered a reflection on the accuracy of your work.

D. Practice

Remember that good preparation will help you make the best possible presentation. 
For job talks, a near flawless presentation is critical because all problems have possible
explanations that reflect poorly on you, i.e. poor preparation shows a lack of interest in
the job, unclear data shows poor experimental design, an unclear introduction shows
limited understanding of the field, etc.

The best way to prepare is to practice, initially by yourself and later with a small,
friendly, but constructively critical audience (like your lab mates).  

As you prepare, ask your peers to pay particular attention to:

 Timing.  You must keep to the allotted time without having to talk as fast as you
can.  Talks that go too long are unacceptable because the audience will have
other activities planned for after the seminar and/or the next speaker will need
their allotted time.  You may need to take out a slide or two to reach your time
goals.  Be aware of where you are in your time slot and have a plan to adjust
your talk if it should go long as a result of interruptions.
 Effectiveness of the slides.  Tailor your slides to the points you wish to make.  Is
there anything missing?  Is there extraneous data that needs to be removed?  Is
it clear what is going on in an experiment?     
 The overall structure of the talk.  Does it present a clear and understandable
story?
 Did you convince the audience that your work is important?

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 Ethics in speaking (seminars)

 If you are not a native English speaker, ask your peers to point out any
mispronounced words.  

3. DURING YOUR SEMINAR - TAKE CHARGE AND TELL YOUR STORY

A. Before you start:

 Overall, be ready to take control of the room so that your presentation will be
seen and heard correctly. 
 Be ready to use the computer, pointer, and microphone.  Know where the
appropriate buttons are on the computer and pointer.  It is hard to look like a
sophisticated scientist when you don’t know how to advance your slides.  Be
ready to turn the microphone on without making a loud screeching sound. 
 Check the lighting in the room.  Take steps to adjust the lights appropriately for
your slides.

B. Speaking and interacting with the audience:

 Speak at a moderate pace and enunciate clearly.  Try to use your voice to
emphasize important points.  Also, show enthusiasm for your work with your
voice.  Avoid giving the entire seminar in a monotone.  
 Pay attention to how your voice is reaching the audience.  If using a microphone,
then be aware of the volume.  Microphones can be awkward to use.  It is
probably best to consider them as aids to help project your voice, but you still
want to act as if your are talking to the audience and not just to the
microphone.  If you have a louder voice and it makes your voice too loud, turn
down the volume.  If you have a softer voice, turn the volume up to help, but be
prepared to speak louder then you may be used to speaking.  It is your
responsibility to make yourself heard.     
 Go methodically through your slides.  Talk about everything that is on a slide; if
there is extra information that you won’t talk about, take it out of the slide. 
Similarly, if there is missing information that you want to include, add it to the
slide. 
 Do not use lab slang! (e.g. "lambda" instead of "microliter" or "bugs" instead of
"bacteria" or "beta" instead of TGF-beta").  One of the real challenges to a
formal presentation is speaking in a precise and formally accurate manner using
correct terminology that is widely understood.  Speaking in code will lose the
audience instantly.

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 Ethics in speaking (seminars)

 Face the audience as much as possible.  Talk to the audience, not the ceiling or
the projection screen or your computer.  Practice making eye contact with many
people in the audience.  Looking at the audience will help keep their interest in
you and what you are saying.   
 Use the laser pointer wisely.  Do not have it on all the time pointing all over the
wall.  Do not continually circle each part of a slide.
 Keep your eye on the time.  It is your responsibility to keep on time even if it
requires adjusting your talk as a result of questions from the audience, a slow
start, etc.   

C. Questions:

 As a starting point, consider the questions a chance to continue the explanation

of your work and why it is important.  Talk with the audience as colleagues that
share an interest in your field.  Do not to treat the questions as a test with right
and wrong answers.   
 Never begin an answer with:  "As I already said during the talk ...”  
 Never just say "I don't know" and go on to the next question.  It is OK if you don't
know the answer and you should say this, but the audience is looking at you as
an expert who can think out loud and speculate, give an opinion, or propose a
hypothetical experiment that might help answer the question. 
 Continue to keep your eye on the time.  If there are many questions (many
hands raised) and your allotted time is nearly over, you may need to shorten
your answers.  If there are still questions at the end of your time, offer to answer
questions one-on-one at the podium or after the seminar is done if you are the
first of two speakers.

4. A FINAL RECOMENDATION

After your talk is complete, take a little bit of time to review how you think it went. 
Make the effort to correct any problems with your slides, make notes about the
questions that were asked and any issues that came up during the presentation.  It will
certainly be a great relief to have completed your talk and be able to get back to your
other work BUT, this is actually a great time to get a head start on preparing for your
next talk.  At the very least, you don’t want all your hard work to simply go away and
need to be redone the next time you talk.  Many parts, like the introduction and key
data slides, will likely still be useful a year later, so making them perfect now will
definitely be a help.  More importantly, it is simply a very good idea to keep a talk ready
to go on short notice.  Many job opportunities will require you to act quickly and having

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a good presentation prepared, practiced, and ready will be a real advantage if you apply
for one of those jobs.  

5.Refrences:

 Marshal E. Clinical promise, ethical quandary. Science1996; 271: 586-588.Collins FS,

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implantation genetic diagnosis for early-onset Alzheimer disease caused by V717L
mutation.JAMA 2002; 287: 1018-1021.
 Ray P, Munnich A, Nisand I, Frydman R, Vekemans M, Viville S. Sex selection by pre-
implantation genetic diagnosis: should it be carried out for social purposes?: Is pre-
implantation genetic diagnosis for "social sexing "desirable in today’s and tomorrow’s
society? Hum Reprod 2003; 18: 463-464.
 Hellani A, Al-Aqeel AI, Jaroudi K, Ozand P, Coskun S. Pregnancy after Pre-implantation
genetic diagnosis for anjad Sakati Syndrome. Prenat Diagn 2004; 24: 302-306.
 Strong C. Fetal anomalies: ethical and legal considerations in screening, detection, and
management. Clin Perinatol 2003; 30: 113-126.
 Gatrad AR, Sheikh A. Medical ethics and Islam: an Islamic perspective. Eastern Med
Health J 1999; 5: 1129-1133. Stern HJ, Harton GL, Sisson ME, Jones SL, Fallon LA,
 Thorsell LP, et al. Non-disclosing pre-implantation genetic diagnosis for Huntington
disease. Prenat Diagn 2002; 22: 503-
 Sermon K, Steirteghem AV, Liebaers I. Pre-implantation genetic diagnosis (Review).
Lancet 2004; 363: 1633-1641.
 Seroura GI, Dickens BM. Ethical and legal issues in reproductive health. Assisted
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 Scriver CR. Genetic screening, testing and treatment: how far can we go? J Inher Metab
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 Al-Aqeel AI, Ruiter JPN, Ijlst L, Wanders RJA. A novel molecular defect of carnitine
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