Deaf Culture Presentation Week 14 and Week 15

****Creating a presentation

PreparationThe content:
• Research your topic
• Prepare an outline of your presentation
o Write 3 or 4 main points which you want to develop
o Write 2 or 3 sub-headings for each main point
• Develop your information using these headings
• Transfer the headings to overhead transparencies (OHTs) or PowerPoint slides
• Mark on your notes when you intend to use an OHT or audio-visual aid, and write down any statistics or examples to support your points
• Prepare some open-ended questions to stimulate discussion after your presentation, if required
Audio-visual aids• Prepare visual aids e.g., OHTs, PowerPoint slides, pictures, videos, models
• Prepare any material for handouts (e.g., a summary of your presentation)
• Remember that visual aids are AIDS and should not distract the audience from the spoken delivery
• Use the 7 x 7 rule: no more than seven lines of seven words per slide or OHT
• Use a plain font like Arial and a large font size (e.g., 22 point) on your visual aids • Cue any tapes and videos so they are ready for immediate use
The room• Check the equipment is functioning properly and you can use it confidently
• Leave enough time to rearrange the furniture, if necessary
Your delivery• Practice using the equipment and your visual aids
• Practice making eye contact with people in different parts of the room
• Make a tape recording of your delivery to check how your voice sounds
• Time yourself to check your presentation is not too short or too long
• Practice in front of a mirror
StructureAn oral presentation is structured much the same way as an essay: Introduction, Body and Conclusion. You will be assessed on evidence of your preparation from academic sources, the relevance of your material to the topic, critical analysis of the topic and the logical structure of your presentation.
However, because your information/argument is spoken rather than written, there are some further considerations:
1. Introduction - tells your audience what you are going to tell them
o Provides some brief background information to show why your topic is important/relevant
o Outlines the structure of your presentation, the order in which you will present your information
o Attracts the audience's attention with, for example, a relevant quote, story, or question for the audience
10% of allotted time
2. Body - tells them
o Contains the main argument of the presentation
o Presents the issues relating to the main argument (thesis statement)
o Includes support/evidence for each of the main issues using:
- statistics
- diagrams
- reference to other research
- examples, reasons
o Is presented in a logical way, using explicit signalling phrases and connectives to signal a new point, an example, a contrast, etc.
70% of allotted time
3. Conclusion - tells them what you told them
o Summarizes the main points discussed in the body
o Evaluates the importance of the information
o Reviews any implications
o Brings the presentation to a smooth and natural close
o Leaves the audience with ideas to think about (e.g., a quote or question)
o If appropriate, gives the audience the chance to ask questions
20% of allotted time

Delivery• Introduce yourself to the audience
• Clearly outline the structure and content of your presentation
• Engage the audience using eye contact
• Use your notes, but look up frequently: NEVER read your information
• Speak clearly and try to look relaxed and confident
• Signal your points showing how ideas relate to each other
My next point is
In contrast
• Don't speak while giving handouts to the audience
• Look at the audience while referring to points on OHTs or slides
• Make sure you keep to the allotted time for your presentation

Audience participationIf your lecturer expects this to be included in your presentation, you can encourage the audience to participate in discussion by:
• asking open questions or personalising the issues
• beginning the presentation with a brief handout displaying interesting questions, key concepts or a diagram
• setting a problem-solving task for small groups to discuss
• using the PAIR discussion strategy near the beginning and again at various times during your presentation:
P repare by taking a minute to jot the answer to an interesting general question
A sk other people about their jottings for a minute or so
I nteract for further discussion in the same pairs, or threes or fours
R eflect on or Revise the initial jotting (a brief sentence only)



***Paper Requirements and Help

1. Review of Assignment/Paper Standards
a. Typed in Times New Roman 12 pt. font.
b. 1” margins
c. Printed and Stapled prior to class
d. Header (click ‘View’ on toolbar, then ‘Header and Footer’)
e. Page numbers (click ‘Insert on toolbar, then ‘Page Numbers’)
i. Lower right hand corner
f. Reference page when appropriate
i. APA format/MLA Format
ii. Unless an English/Business major you will need to learn APA format ASAP- this is what you will be expected to know and use throughout college!!! Invest in a good manual or use credible online search engines.
g. Title of project when appropriate (different from assignment name)

2. Writing Center
a. If you have problems, or if you simply would like another set of eyes to proof your paper… If you need help understanding format… Can’t seem to figure out what scholarly writing means… Come here!
b. Check it out http://www.css.edu/x1635.xml
c. For more information contact Steve Backus: sbackus@css.edu or writingcenter@css.edu.
d. T3111

***How Students are evaluated**

Introduction to Deaf Culture Presentations
Fall 2011

Speakers(s):___________________________________________________________________

Topic:________________________________________________________________________

5 = Excellent 4 = Good 3 = Average 2=Fair 1 = Poor 0 = Missing

INTRODUCTION
Gained attention and interest 5 4 3 2 1 0 Introduced topic early 5 4 3 2 1 0
Previewed body of speech 5 4 3 2 1 0
Related to audience 5 4 3 2 1 0

BODY
Main points clear 5 4 3 2 1 0 Comments:
Main points fully supported 5 4 3 2 1 0
Organization well planned 5 4 3 2 1 0
Clearly cited support materials(2+sources) 5 4 3 2 1 0
Language clear, concise, appropriate 5 4 3 2 1 0
Effective transition 5 4 3 2 1 0

CONCLUSION
Reviewed main points 5 4 3 2 1 0 Comments:
Reinforced central idea 5 4 3 2 1 0
Strong closing 5 4 3 2 1 0

DELIVERY
Maintained eye contact 5 4 3 2 1 0 Comments:
Used voice effectively 5 4 3 2 1 0
Presented 1 visual aid 5 4 3 2 1 0
Used nonverbal communication effectively5 4 3 2 1 0
Posture/ stance 5 4 3 2 1 0
Vocalized pauses 5 4 3 2 1 0

OVERALL EVALUATION
Speech was engaging/conveyed topic 5 4 3 2 1 0
Speech clearly stated goal 5 4 3 2 1 0
Speech completed in time limit 5 4 3 2 1 0 Time: ______:______

Comments / Grade:___________

***HOW TO CREATE A POWER POINT**
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=5&ved=0CHYQFjAE&url=http%3A%2F%2Fwww.iasted.org%2Fconferences%2Fformatting%2FPresentations-Tips.ppt&ei=0SnVTuKeC4Ty2QXCwvhZ&usg=AFQjCNEIgqx6x4ULHFXzzYDzCITuUJOczA

Parallels

****There is no need to comment on each other's posts. The information that I want to see here is what you discovered in class while watching the film.******In class today we began to watch a film. I am sure several of you were very surprised that the film I picked to wrap up our semester lectures and discussion is "X-men III". However, the parallels to the Deaf community or any minority community are enormous. The message we are taught and are often raised to believe is that people most conform to the majority to live a fulfilling and satisfying life. What is often not realized is that this very conformity creates a life time of oppression and isolation.

What parallels do you see present in this film? Think about our lectures and discussions as you develop your responses. What is something you have taken from this class that you did not realize before? How will you take what you learned and apply it to your life?

Thank you for joining me on this journey so far. I look forward to your presentations very much.

Your partner in learning,
M

article to read

http://www.nomadit.net/ojs/index.php?journal=anth_matters&page=article&op=viewArticle&path%5B%5D=38&path%5B%5D=68

Blog: Sound and Fury

Here are some scenes from the documentary called, "Sound and Fury". This documentary was made in 2001. Comment on your thoughts and feeling in regards to what you see. I know that you do not get to see a lot but what you see in these scenes are powerful and will give you an overall idea of what this is about.


This is a very unique situation that left a family divided. Read on.


SOUND AND FURY documents one family's struggle over whether or not to provide two deaf children with cochlear implants, devices that can stimulate hearing. As the Artinians of Long Island, New York debate what is the right choice for the two deaf cousins, Heather, 6, and Peter, 1 1/2, viewers are introduced to one of the most controversial issues affecting the deaf community today. One brother is deaf and the other is hearing. Both brothers have deaf children. Heather is born into a strong deaf family (mom and dad are both Deaf). Peter is a twin, his brother is hearing. Although his father grew up with a Deaf brother and his mother grew up with Deaf parents, they have decided to get Peter a cochlear implant. The family is left confused, angry, and very divided. Heather wants an implant but her parents after looking into it, do not feel it is in the best interest of their family. The grandparents are very involved and the discussion becomes very heated, leaving the families torn apart.


Cochlear implants may provide easier access to the hearing world, but what do the devices mean for a person's sense of identity with deaf culture? Can durable bridges be built between the deaf and hearing worlds?








http://www.youtube.com/watch?v=s80N4o4ctxw&feature=related

Blog: Deaf Poltics

http://www.nad.org/news/2011/8/students-sue-college-failure-provide-access

Please watch this clip. (the transcipt is provided below) Is this discrimination? Why or why not? Find resources that support your claims.