Acknowledgements

Conclusions, Summaries

1. We have seen two aspects of...

Our conclusions are summarized as follows:

1) The theory of... leads to...

2) The one point functions are reduced to...

2. I conclude with an example...

Still the problem of solving... remains an intriguing open question

3. In this paper I had described my point of view that... to shed some light on...

4. A brief review is presented of recent theoretical and experimental efforts that have led to an improvement in our knowledge of...

We thank Dr. J. J.

for reading the manuscript critically

for language corrections

for valuable general comments on...

for making some useful suggestions for organizational change

for all these contributions

The author is grateful to... for...

It is a pleasure to thank V.B. for reading the manuscript and making many useful remarks.

This paper sums up results of the joyful collaboration with A.S. and V.V.

The computations were performed at the...

I am grateful to... and other colleagues for pointing out errors and suggesting improvements in the original manuscript.

The work described in this paper was done in an exciting and enlightening collaboration with Mauricio Karchmer and Rau Raz.

Gratitude Gratitude is a sign of noble souls. Aesop	Благодарность Благодарность – признак благородства души. Эзоп
Grateful A proud man is seldom a grateful man for he never thinks he gets as much as he deserves. Beecher	Благодарный Гордец редко бывает благодарным, ибо всегда считает, что получил меньше, чем заслуживает. Бичер

8. When You have Written your Paper
Когда Вы уже написали текст доклада

When you have written your paper, give it to a friend, if possible to a fairly ignorant one. Or put it away for six months and sec if you still understand it yourself. You will probably find that some of the sentences which seemed quite simple when you wrote them, now appear very involved. Here are some hints on combing them out.

Can you get in a full-stop instead of a comma or a semicolon? If so, get it in. It gives your reader a chance to draw his breath. Can you use an active verb instead of a passive verb or a verbal noun? If so, use it. Instead of «Open windows are often thought to be good for health», or «There is a widespread opinion that open windows are good for health», try «Many people think that open windows are good for health».

Try the scientific value of your paper on your relatives and colleagues. The sections that cause fits of laughter or anxiety need rewriting.

9. A Model for a Paper
Образец для написания научного доклада

Thank you, Mr. Chairman. I am happy to have this opportunity to present my paper at this working group session The purpose of this study was to understand the mechanism of intersubband scattering in two-dimensional electron gas in heterostructures. It is well known that some interesting research has been done in this field in recent years. Yet, it is not clear why interband scattering rate does not increase with temperature. So the aim of this work was to find an explanation for the temperature dependent intermodulation. We suggest an explanation in terms of oscillations in the Fermi level, which is confirmed by a model calculation. Now let me discuss in some detail the data we have obtained and the conclusions we have drawn.

I would like to start by showing some slides. (To the projectionist.) The first slide, please. Here we see the intermodulation as a function of temperature. The data have been multiplied by a factor of 2.5 to better display the low field region Let's have а 1ook аt this plot. (To the projectionist.) Next slide, please. This is a Dingle plot for a sample with only subband occupied. I would like to stress that the amplitude of the resistance oscillations has been corrected for temperature. The full circles are for the low frequency that is for the upper subband. The open circles are for the high frequency, or the lower subband. Please, note the difference between the two lines which are least-square fits to the data. I'm afraid we'll have to skip the next two slides, because we're short of time. (To the projectionist) Can we see the last slide, please? This slide demonstrates the relationship between the experimental data and the model calculations, and you can see a good agreement.

This enables us to make the following conclusion. When a semiclassical treatment of the amplitude of the lowfield oscillations in two-dimensional systems is extended to the case of the two occupied subbands, the intercept of the Dingle plots depends on the intersubband scattering. In particular in some cases the intercept depends on the intersubband fraction of scattering for most of the carries. Experimental results, agree with this theory and show that in the heterojuriction investigated approximately one third of the scattering is intersubband. In contrast with a previous interpretation, we attribute the phenomenon to oscillations in the Fermi energy rather than to the acoustic phonons. Our explanation, is supported by a model calculation. With this I would like to finish. If there are questions I'll be glad to answer them. Thank you.

Part II
PRESENTING A PAPER AT A MEETING
Выступление с докладом на научной встрече

Устное представление доклада требует от выступающего специальной подготовки по формированию умений;

• четко и логично излагать содержание сообщения, соблюдая общепринятую структуру доклада;

• сохранять приемлемый темп речи, не забывая о четкости дикции;

• управлять вниманием слушателей;

• отвечать на вопросы, придерживаясь принятого этикета.

В п. 5 приводится достаточно подробная схема для оценивания устного выступления. Оценку могут давать как слушатели, так и сам выступающий.

1. How to Present a Paper at a Meeting
Как выступить с докладам перед аудиторией

By Herbert Gottlieb

(1) Over 100 papers were presented at the winter meeting at Chicago. The topics varied greatly in the quality and time of presentations. They ranged from gifted teaching that held live audience spellbound at the edges of their seats, to incoherent mumbling and a listless dull manner that could be tolerated only by an overcourteous audience of physics teachers.

(2) With the availability of advance abstracts and concurrent sessions, the audience, by its very presence, expresses an interest in the topic you will present. Don't disappoint them. In preparing your paper for this selected audience, a small amount of extra preparation will be appreciated. Without this, only those who have a special need for the information and those who are too tired to move to another room will remain.

(3) Unfortunately, not everyone is a born teacher. For many speakers a reminder calling attention to some of the basic rules of an effective delivery can be helpful.

The first and most urgent requirement is that you have something new and relevant to say to an audience of physics teachers. Next, consider the steps you can take to make sure that your presentation produces the desired effect.

(4) Prepare your talk in advance. Ten minutes is sufficient to present only one big idea in sufficient detail for the most of audience. Those who wish more detail can get it during questioning period that follows each presentation, or can correspond with you after the meeting. At the leisurely pace of 130 words a minute, a 10-minute paper should contain no more than 1300 words. This would occupy approximately six full pages of doublespaced typing with good wide margins. If slides, overhead transpar­encies, or apparatus is included, limit your paper to five typewritten pages or less. Some speakers feel that if they prepare too much material, they merely need to read faster. Don't try it! You may finish the paper but few in the audience will finish with you.

(5) Rehearse the presentation. When the entire paper has been written out, edit it mercifully to delete any unnecessary words or phrases that detract from the main idea. Then rehearse it several times using a tape recorder or a sympathetic listener. Niels Bohr was almost a fanatic in this respect.

(6) He would not only rehearse his papers before his family and friends, but would stay up all night before each presentation, trying different approaches in delivery. His speeches were still poor, but imagine what they would have been like without these rehearsals!

(7) If you find it impossible to include all of the essential detail in the allocated time, here is a trick that you can try. Leave out a whole section of your presentation, but just give enough information to get the audience interested. Then, at the end of the paper, the additional information can be worked in while answering questions from the audience. If, on the other hand, the audience does not express enough interest to ask questions, perhaps it is better that the material was left out.

(8) Some teachers feel that a.word-for-word reading of a carefully composed paper is a poor practice since it lacks the warm personal and human touch of an extemporaneous delivery. They argue that one might do better by obtaining a copy of the paper and saving the expense of attending a conference where such papers are read verbatim. Others feel that extemporaneous papers should be banned because many of them rample and use up most of the ten minutes before getting started.

(10) To achieve a balance between a well composed paper that is dulled by reading and an extemporaneous paper that suffers from poor planning and unnecessary repetition, try for the ideal situation. Carefully compose the paper. Then, rehearse it so well that you are able to look at the audience during the delivery and give them the feeling that the presentation is extemporaneous.

(11) Always include an introduction and a summary. Even if a paper is 10 minutes long, it is wise to spend a minute introducing the topic by showing how it fits into physics teaching and another minute at the end for a summary of main points. This is well expressed by the adage. «Tell them what you are going to tell them. Tell them. Then tell them what you told them».

(12) No single style is the best for everyone and it is expected that the presentation will vary with the lecturer and the topic. However, there are some archetypes to be avoided:

(13) 1. The Frugal Slidemaker. His slides and transparencies arc covered with the smallest typewriter print that he can find, making it, possible to squeeze almost everything into one or two slides. It really doesn't matter that the words cannot be seen beyond the first row because he reads the whole slide to the audience and tells them what they would have seen if it were visible. He never retakes a slide no matter how poor the colors are or how bad the contrast. He knows that his slides are poorly prepared but he rationalizes that hi is very busy doing other things that are much more important than preparing visual aids.

(14) Once you have made the decision to include slides or overhead transparencies why not get the rest of the way and make it truly professional job? Use large print that can be easily seen from the backs of the room. Retake any photographs that arc out of focus or have poor contrast. If a complicated diagram or photograph is essential arrange to have a pointer available to focus attention on a detail or to help the audience follow a sequential flow.

(15) 2. The Glib Mathematician. Rather than describing his contributions in a simple way that can be easily understood by the audience, he presents a long series of calculations and derivations trying them together with phrases such as, «It is well known that...» and «One can readily see that...». After the first few equations, no one can follow except of his friends who have heard it all before and arc there to give him moral support.

The rest of the audience appears to be following because they are so attentive. Each person feels that he is the only one who is having trouble and, being ashamed to admit it, puts on an act for the benefit of his nearby colleagues. They show this by asking peripheral questions at the end of the talk which completely ignore the series of equations that were presented.

(16) It is especially difficult for a listener to do mental arithmetics along with a speaker. If you feel that it is essential to present unfamiliar equations and detailed calculations, duplicate them for distribution to those interested at the end of your talk. Another trick is to come prepared with blank address labels. Anyone who fills in a label is sent the details by mail after die conference.

(17) 3. The Bungling demonstrator. Because his apparatus for a simple demonstration is complex and seldom works, he makes some amateur movies or videotapes of the one time the tiling behaved and shows them at the meeting. The movies are poorly planned completely unedited, and the detailed operation of apparatus is impossible to see on the small screen. The audience applauds the initiative and effort of the demonstrator, but each listener comes away firmly convinced that the demonstration is too complex and tricky to try himself in class. He also wonders whether he was wise in choosing this presentation instead of the concurrent session on teaching astrophysics with hand calculators.

(18) Unless one has experience with professional cameras and lightning, it is best to show demonstrations with the actual apparatus at the meeting. This involves a considerable amount of extra effort in transporting and setting up the apparatus and in rehearsing the demonstration, but the results speak for themselves. The audience will never forget a perfectly timed and dramatic demonstration. For most demonstrations, transporting the equipment to and from the meeting is an added difficulty – but it's worth the effort.

(19) Any demonstration shown at a meeting should be on a scale that is sufficiently large to be seen by the entire audience. If the apparatus is too small to be seen directly, you might the shadowgraph projection.

(20) 4. The Bashful Body-Language Orator. Although his prepared talk proclaims enthusiasm for the topic, his body language conveys the opposite impression to die audience. He paces back and forth like a caged animal hoping to be released from the captivity. He grasps the lectern tightly until his knuckles turn white and then throws both arms around it in the apparent hope that it will keep him afloat until the ten minutes are over. He sways from side to side shifting his weight from one foot to the other as if he were trying to hypnotize the audience before they fall asleep. He turns his back and talks to the screen or blackboard as if ashamed to look at the audience face to face. After writing an equation on the blackboard, he quickly erases it and writes another before (he audience has a chance of discovering an error in the first equation. He grunts, snorts, and then adds «OK? OK!» after each sentence, perhaps because he intuitively feels that all is not OK with the audience. Each sentence starts with a loud voice and then trails off until it becomes an inaudible mumble. Finally, in a desperate attempt to communicate, he holds the microphone so close to his lips that all of p's and t's come through like explosions, driving the listeners up the wall.

(21) No one speaker is guilty of all the transgressions enumerated above but they are all too common at meetings. Some can be explained by inexperience but most are the result of poor habits developed over many years of lecturing to students in the same manner. Experienced teachers have found die audio or video tape recorder an invaluable aid to see themselves in action. Once you become conscious of such habits they are rather easy to overcome.

To summarize, before sitting down to write your paper, think of die needs of the audience at the meeting. Start by telling how your presentation is an important contribution to their physics teaching. Write out the entire text incorporating appropriate visual aids, making sure that such aids meet professional standards. Practice and revise the talk until the timing fits the allocated time and die delivery leaves no doubt that you are an expert teacher. Summarize your main points and make good use of the question period that follows to clarify and provide additional details that will benefit the entire audience. Make provisions for individuals by providing handouts at the end of the paper or arranging for mail correspondence afterwards.

2. If You are Speaking before the Audience
Если Вы выступаете перед аудиторией

If you want to be successful,

You must look successful.

Moore

Jesting Many a true word is spoken in jest. Proverb

Шутки Много правды говорится в шутку. Пословица

1. Don't mumble, speak loud, but do not shout.

2. Do not swallow words, they have no meaning down your throat, leave something for your audience,

3. Do not speak to the ceiling, speak to the audience.

4. Do not close your eyes, you are not dreaming, you are talking.

5. Speak into the mike.

6. Do not wave or swing your hands, you arc not dancing, you arc lecturing.

7. Do not walk up and down the platform, as if you are doing Othello.

8. Do not consult your Watch every two minutes – it is too early for lunch, you are wasting time.

9. Do not empty the glass of water too often, you will need room for some food at the cocktail party.

10. Do not show off with your figure, you are not modeling, you are explaining.

3. Elements of Delivery
Элементы устного выступления

You can have the most impressive organization, the most powerful content, and the most professional visuals, and still not a successful presentation. How we present our material is just as important as what we say. That's why we must pay particular attention to our voice, our gestures,

and our movements as we present. Let's consider each of the elements of delivery and consider some examples of their use and importance

The Voice

The voice is the speaker's powerful tool in the speaker's arsenal. It creates moods and inspires audiences to action. For example, by increasing the speed of your delivery as you describe an action or event, you can create excitement and interest. By speaking softly, you can invite your audience to listen carefully and to become a part of a confidence between the listener and speaker. By speaking with enthusiasm and vigor, you create enthusiasm in your audiences. What you are what you feel come through in your voice.

For this reason, you must be aware of your voice and ask yourself some key questions. First, am I speaking too loudly or too softly?

If your audience is leaning toward you attempting to hear, you arc speaking too softly. However, if they are backing up in their chairs, you may be speaking too loudly. If you have doubts, ask the audience or have a friend sit in the back of the room to signal you if you are speaking too softly or too loudly.

I I A-

Second, «Am I speaking too quickly or too slowly?» Generally, a nervous presenter speaks too rapidly, like the American auctioneer who speaks so rapidly that only those who know «auction language» can follow what he says. Speaking too rapidly confuses the audience and shows your lack of confidence.

Speakers from the northeastern U.S. and countries with rapid speech patterns should be especially careful to slow their delivery rate so that the audience can follow their presentation comfortably. When you are delivering detailed data, especially if it is new to your listeners, or material containing numbers or statistical data, slow down. Reinforce important numbers or data by writing them on the board or using other visual media.

Sometimes, speakers present their material too slowly, which frustrates the audience. Speakers from the southern U.S. and those who are learning to speak English need to increase their delivery speed to between 90-150 words per minute, which is the normal pace for conversation.

Third, «Am I using trite phrases, unexplained abbreviations, or slang expressions in my presentation?» If you intend to use an abbreviation, explain it the first time you use it. Slang expressions and trite phrases should be deleted in favor of original phrases. Phrases such as «you know» and «have a nice day» are boring and commonplace.

Fourth, ask yourself, «Am I choosing and pronouncing words correctly?» Nothing destroys a positive impression more than mispronouncing words or using large words incorrectly. For example, a student was discussing how to improve one's writing mid told the group they should always use a «catharsis» to find alternative words. What he meant, of course, was «thesaurus», a compilation of synonyms and antonyms; however, the audience had a good laugh at his expensw. When you're in doubt the meaning or pronunciation of a word, look it up in the dictionary. Then practice the pronunciation until you are comfortable using it. If you still have doubts about your pronunciation, ask your professor or a native speaker to critique your pronunciation of words. Taping your presentation will often give you more clues about the correctness of your pronunciation when you review it with your instructor.

Related to pronunciation is accent, or the way you pronounce vowel and consonant sounds. Everyone, regardless of what region of the country they are from, speaks with an accent. Your accent is acquired when you are learning the language and supplemented or changed through your education and later language experiences. Accent helps the listener identify your background, education, and origin.

In the United States, there are many regional accents, For example, Texans elongate their vowels. People from the rural South tend to drop the «g» from words ending in «ing» mid soften the pronoun «I» to «Ah». This means that instead of saying, «I'm going fishing», a Southerner may say, «Ahm goin ‘fishin'». New Yorkers, however, clip their words and pronouns them with a nasal twang.

People from other countries have their own accent when speaking English. You will find Americans are very receptive to English spoken with a «foreign accent». For the most part, they find it charming and refreshing, so long as they can understand it clearly. When making a professional presentation, however, try to keep your accent and pronunciation as close to standard American pronunciation as possible. Have a native speaker critique your accent and note words and phrases that he or she had difficulty understanding vowel or consonant sounds that you need further work in pronouncing.

Fifth, ask «Am I using filler words like «and... uh» and «you know» in my presentation. Presenters tend to fill silences or pauses with verbal noise, hence the «and... uhs». Unfortunately, we are unconscious of doing this until we hear ourselves on tape or someone tells us. We all have heard stories about people actually keeping count of the times a speaker uses «and-uh» or «you know» in a speech. They get so caught up the speaker's error that they do not pay attention to the message.

4. Conquering Speaking Anxieties
Что6ы не бояться устного выступления

Why is it that people fear public speaking? Perhaps, because we are never really sure what will actually happen when the time comes. However, we can prepare and this preparation not only gives us confidence in the outcome but makes the waiting more pleasant.

Examining Common Speech Anxieties

You're ready to present your speech. You’ve analyzed yourself and your audience, researched and developed your presentation, selected and polished your attention-getting devices, and practiced to improve mid strengthen your platform skills. However, now that your moment on the stage is approaching, you feel nervous. This is a natural reaction. Perhaps you're afraid your mind will go blank, or that you will say something foolish. You may even have stage fright.

However, regardless of your particular type of anxiety, you can use the energy from these anxieties to become a more effective and dynamic speaker.

Dealing with Stage Fright

The primary problem speakers share is stage fright. This is characterized by cold sweat nervousness, queasy stomach, feelings of panic, and shortness of breath.

Interestingly enough, the most effective remedy for stage fright is adequate preparation and practice. This will give you confidence in your message and in yourself as a presenter.

Besides careful preparation and practice, there are several other useful remedies for stage fright. First, build your confidence and enthusiasm by seeing the positive aspects of your presentation. Take advantage of that. extra burst of adrenaline to build your energy level and to sharpen your delivery skills. Second, review your presentation matrix and visuals. Rereading your speech is reassuring because you can see that you have something worthwhile and well prepared to say. Third, take several deep breaths. This will relax and prepare your voice to begin speaking. Finally, take a drink of water, if possible, to clear your throat before speaking.

Remedies for Stage Fright

— Prepare and revise your presentation carefully

— Practice your speech and evaluate your delivery

— «Psych» yourself up to build your confidence and enthusiasm

— Review your presentation text and visuals

— Take several deep breaths before you speak

— Take a drink of water before you speak

Dealing with Audience Inattention

A second common fear centers round audience inattention. This is when no one is paying attention or listening to what you have to say. Here arc some things you can do to avoid audience inattention. First, have a clear organization so that the audience will be able to follow your logic and sequence easily. If you constantly change topics or move from one idea to another too quickly or without transition, your audience will quickly lose interest and patience.

Second, involve the audience in the presentation as quickly as possible. One of the best ways is to use an attention-getting question at the beginning of the speech. Even if they don't respond aloud, they will ask themselves the question and respond to it internally.

Third, make your presentation relevant to the audience. Fourth, use attention-getting devices such as stories, anecdotes, and examples to illustrate your points. Visuals, if they arc well prepared and appropriate, add flavor, interest, and variety to your presentation.

Besides these technical considerations, concentrate on your platform skills. One of the best ways to avoid audience inattention is to maintain good eye contact. Look at every individual so that he or she feels included in the presentation. However, it's important to keep your gaze moving. Don't concentrate on any one person, stare at your notes, or look over the heads of your audience.

Speaking in a monotone has put more than one audience to sleep. Put enthusiasm into your voice and vary the pace of your presentation. Depending on content, go slower or faster in places as you would do in normal conversation. Regardless of the temptation, however, don't rush through your presentation. Take your time.

Дата добавления: 2015-01-03