{"id":139,"date":"2015-08-13T23:06:05","date_gmt":"2015-08-13T23:06:05","guid":{"rendered":"https:\/\/courses.candelalearning.com\/standupspeakoutxmaster\/?post_type=chapter&#038;p=139"},"modified":"2015-08-14T17:37:16","modified_gmt":"2015-08-14T17:37:16","slug":"types-of-presentation-aids","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/chapter\/types-of-presentation-aids\/","title":{"raw":"Types of Presentation Aids","rendered":"Types of Presentation Aids"},"content":{"raw":"<div class=\"bcc-box bcc-highlight\">\r\n<h3>Learning Objectives<\/h3>\r\n<ul>\r\n\t<li>Understand how charts can be used to present information.<\/li>\r\n\t<li>Explain the importance of using graphs while speaking.<\/li>\r\n\t<li>Describe four common types of representations.<\/li>\r\n\t<li>Differentiate between objects and models.<\/li>\r\n\t<li>Identify why speakers may use people as presentation aids.<\/li>\r\n<\/ul>\r\n<\/div>\r\nAs we saw in the case of the orientation presentation at the organic farming conference, using presentation aids can be risky. However, with a little forethought and adequate practice, you can choose presentation aids that enhance your message and boost your professional appearance in front of an audience.\r\n\r\nOne principle to keep in mind is to use only as many presentation aids as necessary to present your message or to fulfill your classroom assignment. Although the maxim \u201cless is more\u201d may sound like a clich\u00e9, it really does apply in this instance. The number and the technical sophistication of your presentation aids should never overshadow your speech.\r\n\r\nAnother important consideration is technology. Keep your presentation aids within the limits of the working technology available to you. Whether or not your classroom technology works on the day of your speech, you will still have to present. What will you do if the computer file containing your slides is corrupted? What will you do if the easel is broken? What if you had counted on stacking your visuals on a table that disappears right when you need it? You must be prepared to adapt to an uncomfortable and scary situation. This is why we urge students to go to the classroom at least fifteen minutes ahead of time to test the equipment and ascertain the condition of things they\u2019re planning to use. As the speaker, you are responsible for arranging the things you need to make your presentation aids work as intended. Carry a roll of duct tape so you can display your poster even if the easel is gone. Find an extra chair if your table has disappeared. Test the computer setup, and have an alternative plan prepared in case there is some glitch that prevents your computer-based presentation aids from being usable. The more sophisticated the equipment is, the more you should be prepared with an alternative, even in a \u201csmart classroom.\u201d\r\n\r\nMore important than the method of delivery is the audience\u2019s ability to see and understand the presentation aid. It must deliver clear information, and it must not distract from the message. Avoid overly elaborate presentation aids because they can distract the audience\u2019s attention from your message. Instead, simplify as much as possible, emphasizing the information you want your audience to understand.\r\n\r\nAnother thing to remember is that presentation aids do not \u201cspeak for themselves.\u201d When you display a visual aid, you should explain what it shows, pointing out and naming the most important features. If you use an audio aid such as a musical excerpt, you need to tell your audience what to listen for. Similarly, if you use a video clip, it is up to you as the speaker to point out the characteristics in the video that support the point you are making.\r\n\r\nAlthough there are many useful presentation tools, you should not attempt to use every one of these tools in a single speech. Your presentation aids should be designed to look like a coherent set. For instance, if you decide to use three slides and a poster, all four of these visual aids should make use of the same type font and basic design.\r\n\r\nNow that we\u2019ve explored some basic hints for preparing visual aids, let\u2019s look at the most common types of visual aids: charts, graphs, representations, objects\/models, and people.\r\n<div id=\"wrench_1.0-ch15_s02_s01\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Charts<\/h2>\r\nA <span class=\"im_margin_term\"><span class=\"im_glossterm\">chart<\/span><\/span> is commonly defined as a graphical representation of data (often numerical) or a sketch representing an ordered process. Whether you create your charts or do research to find charts that already exist, it is important for them to exactly match the specific purpose in your speech. Figures 1 and 2 \"Acupuncture Charts (A) and (B)\" show two charts related to acupuncture. Although both charts are good, they are not equal. One chart might be useful in a speech about the history and development of acupuncture, while the other chart would be more useful for showing the locations of meridians, or the lines along which energy is thought to flow, and the acupuncture points.\r\n\r\n[caption id=\"attachment_505\" align=\"aligncenter\" width=\"300\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224412\/Acupuncture_chart_300px.jpg\"><img class=\"wp-image-505 \" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224412\/Acupuncture_chart_300px.jpg\" alt=\"Stylized Chinese drawing from the Ming Dynasty (1368\u20131644) of a man with various acupoints indicated on the arms and abdomen.\" width=\"300\" height=\"558\" \/><\/a> Figure 1. Acupuncture Chart (A).[\/caption]\r\n\r\n[caption id=\"attachment_507\" align=\"aligncenter\" width=\"300\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224414\/357px-Archie_McPhee_acupuncture_2.png\"><img class=\"wp-image-507 \" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224414\/357px-Archie_McPhee_acupuncture_2.png\" alt=\"3D nude male figure with all the acupoints indicated.\" width=\"300\" height=\"759\" \/><\/a> Figure 2. Acupuncture Chart (B)[\/caption]\r\n\r\nIn the rest of this section, we\u2019re going to explore three common types of charts: statistical charts, sequence-of-steps chart, and decision trees.\r\n<div id=\"wrench_1.0-ch15_s02_s01_s01\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Statistical Charts<\/h2>\r\n<div id=\"wrench_1.0-ch15_s02_s01_s01_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"500\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/e44bc4c9e0a4fa2574cdfa9d97398423.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224347\/sm_e44bc4c9e0a4fa2574cdfa9d97398423.jpg\" alt=\"Birth Weight Chi-Square\" width=\"500\" height=\"295\" \/><\/a> Figure 3.\u00a0Birth Weight Chi-Square[\/caption]\r\n\r\n<\/div>\r\nFor most audiences, statistical presentations must be kept as simple as possible, and they must be explained. The statistical chart shown in Figure 3 \"Birth Weight Chi-Square\"[footnote]Source: Woods, S. E., &amp; Raju, U. (2001). Maternal smoking and the risk of congenital birth defects: A cohort study. <em class=\"im_emphasis\">Journal of the American Board of Family Practitioners, 14<\/em>, 330\u2013334.[\/footnote] is from a study examining the effects of maternal smoking on a range of congenital birth defects. Unless you are familiar with statistics, this chart may be very confusing. When visually displaying information from a quantitative study, you need to make sure that you understand the material and can successfully and simply explain how one should interpret the data. If you are unsure about the data yourself, then you should probably not use this type of information. This is surely an example of a visual aid that, although it delivers a limited kind of information, does not speak for itself.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s01_s02\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Sequence-of-Steps Charts<\/h2>\r\n<div id=\"wrench_1.0-ch15_s02_s01_s02_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"497\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/23c942422d0f515d3cc9bb7d78ee594d.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224349\/sm_23c942422d0f515d3cc9bb7d78ee594d.jpg\" alt=\"Diagram showing the steps in cell reproduction\u2014DNA replication and mitosis.\" width=\"497\" height=\"700\" \/><\/a> Figure 4.\u00a0Steps in Cell Reproduction[\/caption]\r\n\r\n<\/div>\r\nCharts are also useful when you are trying to explain a process that involves several steps. The two visual aids in Figure 4 \"Steps in Cell Reproduction\"[footnote]Source: Images courtesy of LadyofHats, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:MITOSIS_cells_secuence.svg\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:MITOSIS_cells_secuence.svg<\/a>, and the National Institutes of Health, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:MajorEventsInMitosis.jpg\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:MajorEventsInMitosis.jpg<\/a>.[\/footnote] both depict the process of cell division called mitosis using a sequence-of-steps chart, but they each deliver different information. The first chart lacks labels to indicate the different phases of cell division. Although the first chart may have more color and look more polished, the missing information may confuse your audience. In the second chart, each phase is labeled with a brief explanation of what is happening, which can help your audience understand the process.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s01_s03\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Decision Trees<\/h2>\r\n<div id=\"wrench_1.0-ch15_s02_s01_s03_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"500\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/94690571912e82ab646afdda4d68a58e.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224350\/sm_94690571912e82ab646afdda4d68a58e.jpg\" alt=\"Image shows a complex decision tree used to determine whether or not to play baseball based on the weather. If sunny, yes, but if sunny and too humid, no, and so on.\" width=\"500\" height=\"449\" \/><\/a> Figure 5.\u00a0To Play or Not to Play[\/caption]\r\n\r\n<\/div>\r\nDecision trees are useful for showing the relationships between ideas. The example in Figure 5 \"To Play or Not to Play\"[footnote]Source: Image courtesy of T-kita, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:Decision_tree_model.png\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:Decision_tree_model.png<\/a>.[\/footnote] shows how a decision tree could be used to determine the appropriate weather for playing baseball. As with the other types of charts, you want to be sure that the information in the chart is relevant to the purpose of your speech and that each question and decision is clearly labeled.\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s02\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Graphs<\/h2>\r\nStrictly speaking, a graph may be considered a type of chart, but graphs are so widely used that we will discuss them separately. A <span class=\"im_margin_term\"><span class=\"im_glossterm\">graph<\/span><\/span> is a pictorial representation of the relationships of quantitative data using dots, lines, bars, pie slices, and the like. Graphs show the variation in one variable in comparison with that of one or more other variables. Where a statistical chart may report the mean ages of individuals entering college, a graph would show how the mean age changes over time. A statistical chart may report the amount of computers sold in the United States, while a graph will show the breakdown of those computers by operating systems such as Windows, Macintosh, and Linux. Public speakers can show graphs using a range of different formats. Some of those formats are specialized for various professional fields. Very complex graphs often contain too much information that is not related to the purpose of a student\u2019s speech. If the graph is cluttered, it becomes difficult to comprehend.\r\n\r\nIn this section, we\u2019re going to analyze the common graphs speakers utilize in their speeches: line graphs, bar graphs, and pie graphs.\r\n<div id=\"wrench_1.0-ch15_s02_s02_s01\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Line Graph<\/h2>\r\n<div id=\"wrench_1.0-ch15_s02_s02_s01_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"500\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/a95c0ddca863c44fdab86c8e604571a6.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224351\/sm_a95c0ddca863c44fdab86c8e604571a6.jpg\" alt=\"Graph shows the steep fall of Enron's stock price from August 23, 2000, to January 11, 2002.\" width=\"500\" height=\"431\" \/><\/a> Figure 6.\u00a0Enron\u2019s Stock Price[\/caption]\r\n\r\n<\/div>\r\nA line graph is designed to show trends over time. In Figure 6 \"Enron\u2019s Stock Price\"[footnote]Source: Image courtesy of Nehrams 2020, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:EnronStockPriceAug00Jan02.jpg\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:EnronStockPriceAug00Jan02.jpg<\/a>.[\/footnote] we see a line graph depicting the fall of Enron\u2019s stock price from August 2000 to January 2002. Notice that although it has some steep rises, the line has an overall downward trend clearly depicting the plummeting of Enron\u2019s stock price. Showing such a line graph helps the audience see the relationships between the numbers, and audiences can understand the information by seeing the graph much more easily than they could if the speaker just read the numbers aloud.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s02_s02\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Bar Graph<\/h2>\r\nBar graphs are useful for showing the differences between quantities. They can be used for population demographics, fuel costs, math ability in different grades, and many other kinds of data.\r\n\r\nThe graph in Figure 7 \"Natural Death vs. Homicide\"[footnote]Source: Image courtesy of Centers for Disease Control and Prevention, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:Homicide_suicide_USA.gif\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:Homicide_suicide_USA.gif<\/a>.[\/footnote]\u00a0is well designed. It is relatively simple and is carefully labeled, making it easy for you to guide your audience through the quantities of each type of death. The bar graph is designed to show the difference between natural deaths and homicides across various age groups. When you look at the data, the first grouping clearly shows that eighteen- to twenty-four-year-olds are more likely to die because of a homicide than any of the other age groups.\r\n<div id=\"wrench_1.0-ch15_s02_s02_s02_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"500\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/f8b9cedff6f176519e4583ba0c1ace36.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224353\/sm_f8b9cedff6f176519e4583ba0c1ace36.jpg\" alt=\"Bar graphs comparing natural death and homicide for different age groups. \" width=\"500\" height=\"271\" \/><\/a> Figure 7.\u00a0Natural Death vs. Homicide[\/caption]\r\n\r\n<\/div>\r\nThe graph in Figure 8 \"Distribution of Income and Wealth in the United States\"[footnote]Source: Wolff, E. N. (2007). Recent trends in household wealth in the United States: <em class=\"im_emphasis\">Rising debt and the middle-class squeeze<\/em> (Working Paper No. 502). Retrieved from the Levy Economics Institute of Bard College website: <a class=\"im_link\" href=\"http:\/\/www.levy.org\/pubs\/wp_502.pdf\" target=\"_blank\">http:\/\/www.levy.org\/pubs\/wp_502.pdf<\/a>[\/footnote] is a complicated bar graph depicting the disparity between the haves and the have nots within the United States. On the left hand side of the graph you can see that the Top 20% of people within the United States account for 84.7% of all of the wealth and 50.1% of all of the income. On the other hand, those in the bottom 40% account for only 0.2% of the wealth and 12.1% of the actual income.\r\n<div id=\"wrench_1.0-ch15_s02_s02_s02_f02\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"500\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/eb326fbc1c0361c9e0ff17e3c4d91881.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224354\/sm_eb326fbc1c0361c9e0ff17e3c4d91881.jpg\" alt=\"Graph showing distribution of income and wealth in the U.S. by percentiles.\" width=\"500\" height=\"222\" \/><\/a> Figure 8. Distribution of Income and Wealth in the United States[\/caption]\r\n\r\n<\/div>\r\nWhile the graph is very well designed, it presents a great deal of information. In a written publication, readers will have time to sit and analyze the graph, but in a speaking situation, audience members need to be able to understand the information in a graph very quickly. For that reason, this graph is probably not as effective for speeches as the one in Figure 5 \"Natural Death vs. Homicide\".\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s02_s03\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Pie Graph<\/h2>\r\nPie graphs should be simplified as much as possible without eliminating important information. As with other graphs, the sections of the pie need to be plotted proportionally. In the pie graph shown in Figure 9 \"Causes of Concussions in Children\", we see a clear and proportional chart that has been color-coded. Color-coding is useful when it\u2019s difficult to fit the explanations in the actual sections of the graph; in that case, you need to include a legend, or key, to indicate what the colors in the graph mean. In this graph, audience members can see very quickly that falls are the primary reason children receive concussions.\r\n<div id=\"wrench_1.0-ch15_s02_s02_s03_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"500\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/64b536c3ee445b48ada8eb3511ebdc9f.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224355\/sm_64b536c3ee445b48ada8eb3511ebdc9f.jpg\" alt=\"Pie chart showing causes of concussions in children by percent. Types of causes: fall, collision, struck by object, struck by person, assault, and unknown.\" width=\"500\" height=\"377\" \/><\/a> Figure 9.\u00a0Causes of Concussions in Children[\/caption]\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s02_s03_f02\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"500\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/155f27eac1c33b395f65f72030434f5a.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224357\/sm_155f27eac1c33b395f65f72030434f5a.jpg\" alt=\"Pie chart representing world populations. Extremely detailed, difficult to read.\" width=\"500\" height=\"333\" \/><\/a> Figure 10. World Populations[\/caption]\r\n\r\n<\/div>\r\nThe pie graph in Figure 10 \"World Populations\"[footnote]Source: Image courtesy of Brutannica, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:World_population_pie_chart.JPG\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:World_population_pie_chart.JPG<\/a>.[\/footnote] is jumbled, illegible, confusing, and overwhelming in every way. The use of color coding doesn\u2019t help. Overall, this graph simply contains too much information and is more likely to confuse an audience than help them understand something.\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s03\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Representations<\/h2>\r\nIn the world of presentation aids, <span class=\"im_margin_term\"><span class=\"im_glossterm\">representations<\/span><\/span> is the word used to classify a group of aids designed to represent real processes or objects. Often, speakers want to visually demonstrate something that they cannot physically bring with them to the speech. Maybe you\u2019re giving a speech on the human brain, and you just don\u2019t have access to a cadaver\u2019s brain. Instead of bringing in a real brain, you could use a picture of a brain or an image that represents the human brain. In this section we\u2019re going to explore four common representations: diagrams, maps, photographs, and video or recordings.\r\n<div id=\"wrench_1.0-ch15_s02_s03_s01\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Diagrams<\/h2>\r\n<span class=\"im_margin_term\"><span class=\"im_glossterm\">Diagrams<\/span><\/span> are drawings or sketches that outline and explain the parts of an object, process, or phenomenon that cannot be readily seen. Like graphs, diagrams can be considered a type of chart, as in the case of organization charts and process flow charts.\r\n<div id=\"wrench_1.0-ch15_s02_s03_s01_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"500\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/0bb136bbb5dbc05c45897e926221cfe5.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224358\/sm_0bb136bbb5dbc05c45897e926221cfe5.jpg\" alt=\"Graphic showing the parts of the human eye (retina, optic nerve, cornea, lens, and iris) and generally how the eye registers an image.\" width=\"500\" height=\"340\" \/><\/a> Figure 11.\u00a0The Human Eye[\/caption]\r\n\r\n<\/div>\r\nWhen you use a diagram, be sure to explain each part of the phenomenon, paying special attention to elements that are complicated or prone to misunderstanding. In the example shown in Figure 11 \"The Human Eye\", you might wish to highlight that the light stimulus is reversed when it is processed through the brain or that the optic nerve is not a single stalk as many people think.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s03_s02\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Maps<\/h2>\r\nMaps are extremely useful if the information is clear and limited. There are all kinds of maps, including population, weather, ocean current, political, and economic maps, but you should be able to find the right kind for the purpose of your speech. Choose a map that emphasizes the information you need to deliver.\r\n\r\nThe map shown in Figure 12 \"African Map with Nigerian Emphasis\" is simple, showing clearly the geographic location of Nigeria. This can be extremely valuable for some audiences who might not be able to name and locate countries on the continent of Africa.\r\n<div id=\"wrench_1.0-ch15_s02_s03_s02_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"500\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/35e8bd11efe30d8b6b38b8a576175401.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224359\/sm_35e8bd11efe30d8b6b38b8a576175401.jpg\" alt=\"Map of Africa in green with Nigeria colored red. \" width=\"500\" height=\"511\" \/><\/a> Figure 12.\u00a0African Map with Nigerian Emphasis[\/caption]\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s03_s02_f02\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"501\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/e05b08cd38909986f0a45ecd9e31409c.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224401\/sm_e05b08cd38909986f0a45ecd9e31409c.jpg\" alt=\"Map of Rhode Island showing major highways.\" width=\"501\" height=\"387\" \/><\/a> Figure 13.\u00a0Rhode Island Map[\/caption]\r\n\r\n<\/div>\r\nFigure 13 \"Rhode Island Map\"[footnote]Source: Map courtesy of the National Atlas of the United States.[\/footnote] is a map of the state of Rhode Island, and it emphasizes the complicated configuration of islands and waterways that characterize this state\u2019s geography. Although the map does not list the names of the islands, it is helpful in orienting the audience to the direction and distance of the islands to other geographic features, such as the city of Providence and the Atlantic Ocean.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s03_s03\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Photographs and Drawings<\/h2>\r\n[caption id=\"attachment_499\" align=\"aligncenter\" width=\"509\"]<a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224411\/Birchbark_Wigwams_Of_Penobscot_Indians_%E2%80%94_Official_Views_Of_The_Worlds_Columbian_Exposition_%E2%80%94_88.jpg\"><img class=\"  wp-image-499\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224411\/Birchbark_Wigwams_Of_Penobscot_Indians_%E2%80%94_Official_Views_Of_The_Worlds_Columbian_Exposition_%E2%80%94_88.jpg\" alt=\"Black and white photo of several birchbark wigwams of the Penobscot.\" width=\"509\" height=\"401\" \/><\/a> Figure 14. Wigwams[\/caption]\r\n\r\n<div id=\"wrench_1.0-ch15_s02_s03_s03_f02\" class=\"im_figure im_large im_medium-height im_editable im_block\">\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"499\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/4384a25e62c3bcc4564fd293d24178b9.jpg\" target=\"_blank\"><img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224402\/sm_4384a25e62c3bcc4564fd293d24178b9.jpg\" alt=\"Photo of a ships rigging.\" width=\"499\" height=\"374\" \/><\/a> Figure 15.\u00a0Ship\u2019s Rigging[\/caption]\r\n\r\n<\/div>\r\nSometimes a photograph or a drawing is the best way to show an unfamiliar but important detail. Figure 14 \"Wigwams\" is a photograph of several wigwams. \u00a0A wigwam was a living dwelling used by Native Americans in the Northeast. In this photograph you can see the curved birchbark exterior, which makes this dwelling ideal for a variety of weather conditions. The photograph of the tall ship in Figure 15 \"Ship\u2019s Rigging\"[footnote]Source: Image courtesy of Mathieu Dr\u00e9o, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:Tall_ship_rigging_in_amsterdam_close.jpg\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:Tall_ship_rigging_in_amsterdam_close.jpg<\/a>.[\/footnote] emphasizes the sheer amount and complexity of the ship\u2019s rigging.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s03_s04\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Video or Audio Recordings<\/h2>\r\nAnother very useful type of presentation aid is a video or audio recording. Whether it is a short video from a website such as YouTube or Vimeo, a segment from a song, or a piece of a podcast, a well-chosen video or audio recording may be a good choice to enhance your speech.\r\n\r\nImagine, for example, that you\u2019re giving a speech on how \u201cLap-Band\u201d surgeries help people lose weight. One of the sections of your speech could explain how the Lap-Band works, so you could easily show the following forty-three-second video to demonstrate the medical part of the surgery:\r\n\r\nhttps:\/\/youtu.be\/KPuThbFMxGg\r\n\r\nMaybe you want to include a recording of a real patient explaining why he or she decided to get the Lap-Band.\r\n\r\nThere is one major caveat to using audio and video clips during a speech: do not forget that they are supposed to be aids to your speech, not the speech itself! In addition, be sure to avoid these three mistakes that speakers often make when using audio and video clips:\r\n<ol id=\"wrench_1.0-ch15_s02_s03_s04_l01\" class=\"im_orderedlist im_editable im_block\">\r\n\t<li>Avoid choosing clips that are too long for the overall length of the speech. If you are giving a five-minute speech, then any audio or video clip you use should be under thirty seconds in length.<\/li>\r\n\t<li>Don\u2019t fail to practice with the audio or video equipment prior to speaking. If you are unfamiliar with the equipment, you\u2019ll look foolish trying to figure out how it works. This fiddling around will not only take your audience out of your speech but also have a negative impact on your credibility.<\/li>\r\n\t<li>Don\u2019t fail to cue the clip to the appropriate place prior to beginning your speech. We cannot tell you the number of times we\u2019ve seen students spend valuable speech time trying to find a clip on YouTube or a DVD. You need to make sure your clip is ready to go before you start speaking.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s04\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Objects or Models<\/h2>\r\nObjects and models are another form of presentation aid that can be very helpful in getting your audience to understand your message. <span class=\"im_margin_term\"><span class=\"im_glossterm\">Objects<\/span><\/span> refer to anything you could hold up and talk about during your speech. If you\u2019re talking about the importance of not using plastic water bottles, you might hold up a plastic water bottle and a stainless steel water bottle as examples. If you\u2019re talking about the percussion family of musical instruments and you own (and can play) several different percussion instruments, you can show your audience in person what they look like and how they sound.\r\n\r\n<span class=\"im_margin_term\"><span class=\"im_glossterm\">Models<\/span><\/span>, on the other hand, are re-creations of physical objects that you cannot have readily available with you during a speech. If you\u2019re giving a speech on heart murmurs, you may be able to show how heart murmurs work by holding up a model of the human heart.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s05\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">People and Animals<\/h2>\r\nThe next category of presentation aids are people and animals. We can often use ourselves or other people to adequately demonstrate an idea during our speeches.\r\n<div id=\"wrench_1.0-ch15_s02_s05_s01\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Animals As Presentation Aids<\/h2>\r\nWhen giving a speech on a topic relating to animals, it is often tempting to bring an animal to serve as your presentation aid. While this can sometimes add a very engaging dimension to the speech, it carries some serious risks that you need to consider.\r\n\r\nThe first risk is that animal behavior tends to be unpredictable. You may think this won\u2019t be a problem if your presentation aid animal is a small enough to be kept confined throughout your speech\u2014for example, a goldfish in a bowl or a lizard or bird in a cage. However, even caged animals can be very distracting to your audience if they run about, chirp, or exhibit other agitated behavior. The chances are great that an animal will react to the stress of an unfamiliar situation by displaying behavior that does not contribute positively to your speech.\r\n\r\nThe second risk is that some audience members may respond negatively to a live animal. In addition to common fears and aversions to animals like snakes, spiders, and mice, many people have allergies to various animals.\r\n\r\nThe third risk is that some locations may have regulations about bringing animals onto the premises. If animals are allowed, the person bringing the animal may be required to bring a veterinary certificate or may be legally responsible for any damage caused by the animal.\r\n\r\nFor these reasons, before you decide to use an animal as a presentation aid, ask yourself if you could make your point equally well with a picture, model, diagram, or other representation of the animal in question.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s05_s02\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Speaker As Presentation Aid<\/h2>\r\nSpeakers can often use their own bodies to demonstrate facets of a speech. If your speech is about ballroom dancing or ballet, you might use your body to demonstrate the basic moves in the cha-cha or the five basic ballet positions.\r\n\r\n<\/div>\r\n<div id=\"wrench_1.0-ch15_s02_s05_s03\" class=\"im_section\">\r\n<h2 class=\"im_title im_editable im_block\">Other People As Presentation Aids<\/h2>\r\nIn many speeches, it can be cumbersome and distracting for the speaker to use her or his own body to illustrate a point. In such cases, the best solution is to ask someone else to serve as your presentation aid.\r\n\r\nYou should arrange ahead of time for a person (or persons) to be an effective aid\u2014do not assume that an audience member will volunteer on the spot. If you plan to demonstrate how to immobilize a broken bone, your volunteer must know ahead of time that you will touch him or her as much as necessary to splint their foot. You must also make certain that they will arrive dressed presentably and that they will not draw attention away from your message through their appearance or behavior.\r\n\r\nThe transaction between you and your human presentation aid must be appropriate, especially if you are going to demonstrate something like a dance step. Use your absolute best judgment about behavior, and make sure that your human presentation aid understands this dimension of the task.\r\n<div class=\"bcc-box bcc-success\">\r\n<h3>Key Takeaways<\/h3>\r\n<ul>\r\n\t<li>Various types of charts can aid audience understanding of a speaker\u2019s message. Statistical charts help audiences see and interpret numerical information. Sequence-of-steps charts show how a process occurs. Decision trees help audience members see how a specific decision can be made in a logical fashion.<\/li>\r\n\t<li>Line graphs, bar graphs, and pie graphs are commonly used by speakers to help present numerical information. The information presented on a graph should be clean and easily understandable from a distance.<\/li>\r\n\t<li>Representations are presentation aids designed to represent a real process or object. Commonly used representations in public speaking include diagrams, maps, photographs, and video or audio recordings.<\/li>\r\n\t<li>Objects are physical items that can be held up and used during a speech. Models, on the other hand, refer to tangible items that can be held during a speech, but are not the actual object but rather a facsimile of it.<\/li>\r\n\t<li>Speakers often will use their own bodies or the bodies of other people to help them illustrate a part of a speech. When using another person, it is very important to coach that person prior to the speech to ensure that he or she will not upstage the speaker. Using animals as presentation aids is generally not recommended.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<div class=\"bcc-box bcc-info\">\r\n<h3>Exercises<\/h3>\r\n<ol>\r\n\t<li>Watch the video on gshep1\u2019s YouTube channel from Booher Consultants:https:\/\/youtu.be\/wXILI9Q1jIw\r\n\r\nHow many mistakes can you identify that this speaker makes in using presentation aids?<\/li>\r\n\t<li>Find a speech on YouTube and see what types of presentation aids the speaker uses. Does the speaker select appropriate aids? How could you have made them better? Were there any missing presentation aids that should have been in the speech?<\/li>\r\n\t<li>Create a chart representing the speech creation process. Try using either a sequence-of-steps chart or a decision tree.<\/li>\r\n\t<li>Think about your next speech. What presentation aids can you use in your speech to enhance your audience\u2019s understanding?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"bcc-box bcc-highlight\">\n<h3>Learning Objectives<\/h3>\n<ul>\n<li>Understand how charts can be used to present information.<\/li>\n<li>Explain the importance of using graphs while speaking.<\/li>\n<li>Describe four common types of representations.<\/li>\n<li>Differentiate between objects and models.<\/li>\n<li>Identify why speakers may use people as presentation aids.<\/li>\n<\/ul>\n<\/div>\n<p>As we saw in the case of the orientation presentation at the organic farming conference, using presentation aids can be risky. However, with a little forethought and adequate practice, you can choose presentation aids that enhance your message and boost your professional appearance in front of an audience.<\/p>\n<p>One principle to keep in mind is to use only as many presentation aids as necessary to present your message or to fulfill your classroom assignment. Although the maxim \u201cless is more\u201d may sound like a clich\u00e9, it really does apply in this instance. The number and the technical sophistication of your presentation aids should never overshadow your speech.<\/p>\n<p>Another important consideration is technology. Keep your presentation aids within the limits of the working technology available to you. Whether or not your classroom technology works on the day of your speech, you will still have to present. What will you do if the computer file containing your slides is corrupted? What will you do if the easel is broken? What if you had counted on stacking your visuals on a table that disappears right when you need it? You must be prepared to adapt to an uncomfortable and scary situation. This is why we urge students to go to the classroom at least fifteen minutes ahead of time to test the equipment and ascertain the condition of things they\u2019re planning to use. As the speaker, you are responsible for arranging the things you need to make your presentation aids work as intended. Carry a roll of duct tape so you can display your poster even if the easel is gone. Find an extra chair if your table has disappeared. Test the computer setup, and have an alternative plan prepared in case there is some glitch that prevents your computer-based presentation aids from being usable. The more sophisticated the equipment is, the more you should be prepared with an alternative, even in a \u201csmart classroom.\u201d<\/p>\n<p>More important than the method of delivery is the audience\u2019s ability to see and understand the presentation aid. It must deliver clear information, and it must not distract from the message. Avoid overly elaborate presentation aids because they can distract the audience\u2019s attention from your message. Instead, simplify as much as possible, emphasizing the information you want your audience to understand.<\/p>\n<p>Another thing to remember is that presentation aids do not \u201cspeak for themselves.\u201d When you display a visual aid, you should explain what it shows, pointing out and naming the most important features. If you use an audio aid such as a musical excerpt, you need to tell your audience what to listen for. Similarly, if you use a video clip, it is up to you as the speaker to point out the characteristics in the video that support the point you are making.<\/p>\n<p>Although there are many useful presentation tools, you should not attempt to use every one of these tools in a single speech. Your presentation aids should be designed to look like a coherent set. For instance, if you decide to use three slides and a poster, all four of these visual aids should make use of the same type font and basic design.<\/p>\n<p>Now that we\u2019ve explored some basic hints for preparing visual aids, let\u2019s look at the most common types of visual aids: charts, graphs, representations, objects\/models, and people.<\/p>\n<div id=\"wrench_1.0-ch15_s02_s01\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Charts<\/h2>\n<p>A <span class=\"im_margin_term\"><span class=\"im_glossterm\">chart<\/span><\/span> is commonly defined as a graphical representation of data (often numerical) or a sketch representing an ordered process. Whether you create your charts or do research to find charts that already exist, it is important for them to exactly match the specific purpose in your speech. Figures 1 and 2 &#8220;Acupuncture Charts (A) and (B)&#8221; show two charts related to acupuncture. Although both charts are good, they are not equal. One chart might be useful in a speech about the history and development of acupuncture, while the other chart would be more useful for showing the locations of meridians, or the lines along which energy is thought to flow, and the acupuncture points.<\/p>\n<div id=\"attachment_505\" style=\"width: 310px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224412\/Acupuncture_chart_300px.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-505\" class=\"wp-image-505\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224412\/Acupuncture_chart_300px.jpg\" alt=\"Stylized Chinese drawing from the Ming Dynasty (1368\u20131644) of a man with various acupoints indicated on the arms and abdomen.\" width=\"300\" height=\"558\" \/><\/a><\/p>\n<p id=\"caption-attachment-505\" class=\"wp-caption-text\">Figure 1. Acupuncture Chart (A).<\/p>\n<\/div>\n<div id=\"attachment_507\" style=\"width: 310px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224414\/357px-Archie_McPhee_acupuncture_2.png\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-507\" class=\"wp-image-507\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224414\/357px-Archie_McPhee_acupuncture_2.png\" alt=\"3D nude male figure with all the acupoints indicated.\" width=\"300\" height=\"759\" \/><\/a><\/p>\n<p id=\"caption-attachment-507\" class=\"wp-caption-text\">Figure 2. Acupuncture Chart (B)<\/p>\n<\/div>\n<p>In the rest of this section, we\u2019re going to explore three common types of charts: statistical charts, sequence-of-steps chart, and decision trees.<\/p>\n<div id=\"wrench_1.0-ch15_s02_s01_s01\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Statistical Charts<\/h2>\n<div id=\"wrench_1.0-ch15_s02_s01_s01_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 510px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/e44bc4c9e0a4fa2574cdfa9d97398423.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224347\/sm_e44bc4c9e0a4fa2574cdfa9d97398423.jpg\" alt=\"Birth Weight Chi-Square\" width=\"500\" height=\"295\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 3.\u00a0Birth Weight Chi-Square<\/p>\n<\/div>\n<\/div>\n<p>For most audiences, statistical presentations must be kept as simple as possible, and they must be explained. The statistical chart shown in Figure 3 &#8220;Birth Weight Chi-Square&#8221;<a class=\"footnote\" title=\"Source: Woods, S. E., &amp; Raju, U. (2001). Maternal smoking and the risk of congenital birth defects: A cohort study. Journal of the American Board of Family Practitioners, 14, 330\u2013334.\" id=\"return-footnote-139-1\" href=\"#footnote-139-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> is from a study examining the effects of maternal smoking on a range of congenital birth defects. Unless you are familiar with statistics, this chart may be very confusing. When visually displaying information from a quantitative study, you need to make sure that you understand the material and can successfully and simply explain how one should interpret the data. If you are unsure about the data yourself, then you should probably not use this type of information. This is surely an example of a visual aid that, although it delivers a limited kind of information, does not speak for itself.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s01_s02\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Sequence-of-Steps Charts<\/h2>\n<div id=\"wrench_1.0-ch15_s02_s01_s02_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 507px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/23c942422d0f515d3cc9bb7d78ee594d.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224349\/sm_23c942422d0f515d3cc9bb7d78ee594d.jpg\" alt=\"Diagram showing the steps in cell reproduction\u2014DNA replication and mitosis.\" width=\"497\" height=\"700\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 4.\u00a0Steps in Cell Reproduction<\/p>\n<\/div>\n<\/div>\n<p>Charts are also useful when you are trying to explain a process that involves several steps. The two visual aids in Figure 4 &#8220;Steps in Cell Reproduction&#8221;<a class=\"footnote\" title=\"Source: Images courtesy of LadyofHats, http:\/\/commons.wikimedia.org\/wiki\/File:MITOSIS_cells_secuence.svg, and the National Institutes of Health, http:\/\/commons.wikimedia.org\/wiki\/File:MajorEventsInMitosis.jpg.\" id=\"return-footnote-139-2\" href=\"#footnote-139-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a> both depict the process of cell division called mitosis using a sequence-of-steps chart, but they each deliver different information. The first chart lacks labels to indicate the different phases of cell division. Although the first chart may have more color and look more polished, the missing information may confuse your audience. In the second chart, each phase is labeled with a brief explanation of what is happening, which can help your audience understand the process.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s01_s03\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Decision Trees<\/h2>\n<div id=\"wrench_1.0-ch15_s02_s01_s03_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 510px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/94690571912e82ab646afdda4d68a58e.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224350\/sm_94690571912e82ab646afdda4d68a58e.jpg\" alt=\"Image shows a complex decision tree used to determine whether or not to play baseball based on the weather. If sunny, yes, but if sunny and too humid, no, and so on.\" width=\"500\" height=\"449\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 5.\u00a0To Play or Not to Play<\/p>\n<\/div>\n<\/div>\n<p>Decision trees are useful for showing the relationships between ideas. The example in Figure 5 &#8220;To Play or Not to Play&#8221;<a class=\"footnote\" title=\"Source: Image courtesy of T-kita, http:\/\/commons.wikimedia.org\/wiki\/File:Decision_tree_model.png.\" id=\"return-footnote-139-3\" href=\"#footnote-139-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a> shows how a decision tree could be used to determine the appropriate weather for playing baseball. As with the other types of charts, you want to be sure that the information in the chart is relevant to the purpose of your speech and that each question and decision is clearly labeled.<\/p>\n<\/div>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s02\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Graphs<\/h2>\n<p>Strictly speaking, a graph may be considered a type of chart, but graphs are so widely used that we will discuss them separately. A <span class=\"im_margin_term\"><span class=\"im_glossterm\">graph<\/span><\/span> is a pictorial representation of the relationships of quantitative data using dots, lines, bars, pie slices, and the like. Graphs show the variation in one variable in comparison with that of one or more other variables. Where a statistical chart may report the mean ages of individuals entering college, a graph would show how the mean age changes over time. A statistical chart may report the amount of computers sold in the United States, while a graph will show the breakdown of those computers by operating systems such as Windows, Macintosh, and Linux. Public speakers can show graphs using a range of different formats. Some of those formats are specialized for various professional fields. Very complex graphs often contain too much information that is not related to the purpose of a student\u2019s speech. If the graph is cluttered, it becomes difficult to comprehend.<\/p>\n<p>In this section, we\u2019re going to analyze the common graphs speakers utilize in their speeches: line graphs, bar graphs, and pie graphs.<\/p>\n<div id=\"wrench_1.0-ch15_s02_s02_s01\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Line Graph<\/h2>\n<div id=\"wrench_1.0-ch15_s02_s02_s01_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 510px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/a95c0ddca863c44fdab86c8e604571a6.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224351\/sm_a95c0ddca863c44fdab86c8e604571a6.jpg\" alt=\"Graph shows the steep fall of Enron's stock price from August 23, 2000, to January 11, 2002.\" width=\"500\" height=\"431\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 6.\u00a0Enron\u2019s Stock Price<\/p>\n<\/div>\n<\/div>\n<p>A line graph is designed to show trends over time. In Figure 6 &#8220;Enron\u2019s Stock Price&#8221;<a class=\"footnote\" title=\"Source: Image courtesy of Nehrams 2020, http:\/\/commons.wikimedia.org\/wiki\/File:EnronStockPriceAug00Jan02.jpg.\" id=\"return-footnote-139-4\" href=\"#footnote-139-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a> we see a line graph depicting the fall of Enron\u2019s stock price from August 2000 to January 2002. Notice that although it has some steep rises, the line has an overall downward trend clearly depicting the plummeting of Enron\u2019s stock price. Showing such a line graph helps the audience see the relationships between the numbers, and audiences can understand the information by seeing the graph much more easily than they could if the speaker just read the numbers aloud.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s02_s02\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Bar Graph<\/h2>\n<p>Bar graphs are useful for showing the differences between quantities. They can be used for population demographics, fuel costs, math ability in different grades, and many other kinds of data.<\/p>\n<p>The graph in Figure 7 &#8220;Natural Death vs. Homicide&#8221;<a class=\"footnote\" title=\"Source: Image courtesy of Centers for Disease Control and Prevention, http:\/\/commons.wikimedia.org\/wiki\/File:Homicide_suicide_USA.gif.\" id=\"return-footnote-139-5\" href=\"#footnote-139-5\" aria-label=\"Footnote 5\"><sup class=\"footnote\">[5]<\/sup><\/a>\u00a0is well designed. It is relatively simple and is carefully labeled, making it easy for you to guide your audience through the quantities of each type of death. The bar graph is designed to show the difference between natural deaths and homicides across various age groups. When you look at the data, the first grouping clearly shows that eighteen- to twenty-four-year-olds are more likely to die because of a homicide than any of the other age groups.<\/p>\n<div id=\"wrench_1.0-ch15_s02_s02_s02_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 510px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/f8b9cedff6f176519e4583ba0c1ace36.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224353\/sm_f8b9cedff6f176519e4583ba0c1ace36.jpg\" alt=\"Bar graphs comparing natural death and homicide for different age groups.\" width=\"500\" height=\"271\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 7.\u00a0Natural Death vs. Homicide<\/p>\n<\/div>\n<\/div>\n<p>The graph in Figure 8 &#8220;Distribution of Income and Wealth in the United States&#8221;<a class=\"footnote\" title=\"Source: Wolff, E. N. (2007). Recent trends in household wealth in the United States: Rising debt and the middle-class squeeze (Working Paper No. 502). Retrieved from the Levy Economics Institute of Bard College website: http:\/\/www.levy.org\/pubs\/wp_502.pdf\" id=\"return-footnote-139-6\" href=\"#footnote-139-6\" aria-label=\"Footnote 6\"><sup class=\"footnote\">[6]<\/sup><\/a> is a complicated bar graph depicting the disparity between the haves and the have nots within the United States. On the left hand side of the graph you can see that the Top 20% of people within the United States account for 84.7% of all of the wealth and 50.1% of all of the income. On the other hand, those in the bottom 40% account for only 0.2% of the wealth and 12.1% of the actual income.<\/p>\n<div id=\"wrench_1.0-ch15_s02_s02_s02_f02\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 510px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/eb326fbc1c0361c9e0ff17e3c4d91881.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224354\/sm_eb326fbc1c0361c9e0ff17e3c4d91881.jpg\" alt=\"Graph showing distribution of income and wealth in the U.S. by percentiles.\" width=\"500\" height=\"222\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 8. Distribution of Income and Wealth in the United States<\/p>\n<\/div>\n<\/div>\n<p>While the graph is very well designed, it presents a great deal of information. In a written publication, readers will have time to sit and analyze the graph, but in a speaking situation, audience members need to be able to understand the information in a graph very quickly. For that reason, this graph is probably not as effective for speeches as the one in Figure 5 &#8220;Natural Death vs. Homicide&#8221;.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s02_s03\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Pie Graph<\/h2>\n<p>Pie graphs should be simplified as much as possible without eliminating important information. As with other graphs, the sections of the pie need to be plotted proportionally. In the pie graph shown in Figure 9 &#8220;Causes of Concussions in Children&#8221;, we see a clear and proportional chart that has been color-coded. Color-coding is useful when it\u2019s difficult to fit the explanations in the actual sections of the graph; in that case, you need to include a legend, or key, to indicate what the colors in the graph mean. In this graph, audience members can see very quickly that falls are the primary reason children receive concussions.<\/p>\n<div id=\"wrench_1.0-ch15_s02_s02_s03_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 510px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/64b536c3ee445b48ada8eb3511ebdc9f.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224355\/sm_64b536c3ee445b48ada8eb3511ebdc9f.jpg\" alt=\"Pie chart showing causes of concussions in children by percent. Types of causes: fall, collision, struck by object, struck by person, assault, and unknown.\" width=\"500\" height=\"377\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 9.\u00a0Causes of Concussions in Children<\/p>\n<\/div>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s02_s03_f02\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 510px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/155f27eac1c33b395f65f72030434f5a.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224357\/sm_155f27eac1c33b395f65f72030434f5a.jpg\" alt=\"Pie chart representing world populations. Extremely detailed, difficult to read.\" width=\"500\" height=\"333\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 10. World Populations<\/p>\n<\/div>\n<\/div>\n<p>The pie graph in Figure 10 &#8220;World Populations&#8221;<a class=\"footnote\" title=\"Source: Image courtesy of Brutannica, http:\/\/commons.wikimedia.org\/wiki\/File:World_population_pie_chart.JPG.\" id=\"return-footnote-139-7\" href=\"#footnote-139-7\" aria-label=\"Footnote 7\"><sup class=\"footnote\">[7]<\/sup><\/a> is jumbled, illegible, confusing, and overwhelming in every way. The use of color coding doesn\u2019t help. Overall, this graph simply contains too much information and is more likely to confuse an audience than help them understand something.<\/p>\n<\/div>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s03\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Representations<\/h2>\n<p>In the world of presentation aids, <span class=\"im_margin_term\"><span class=\"im_glossterm\">representations<\/span><\/span> is the word used to classify a group of aids designed to represent real processes or objects. Often, speakers want to visually demonstrate something that they cannot physically bring with them to the speech. Maybe you\u2019re giving a speech on the human brain, and you just don\u2019t have access to a cadaver\u2019s brain. Instead of bringing in a real brain, you could use a picture of a brain or an image that represents the human brain. In this section we\u2019re going to explore four common representations: diagrams, maps, photographs, and video or recordings.<\/p>\n<div id=\"wrench_1.0-ch15_s02_s03_s01\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Diagrams<\/h2>\n<p><span class=\"im_margin_term\"><span class=\"im_glossterm\">Diagrams<\/span><\/span> are drawings or sketches that outline and explain the parts of an object, process, or phenomenon that cannot be readily seen. Like graphs, diagrams can be considered a type of chart, as in the case of organization charts and process flow charts.<\/p>\n<div id=\"wrench_1.0-ch15_s02_s03_s01_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 510px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/0bb136bbb5dbc05c45897e926221cfe5.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224358\/sm_0bb136bbb5dbc05c45897e926221cfe5.jpg\" alt=\"Graphic showing the parts of the human eye (retina, optic nerve, cornea, lens, and iris) and generally how the eye registers an image.\" width=\"500\" height=\"340\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 11.\u00a0The Human Eye<\/p>\n<\/div>\n<\/div>\n<p>When you use a diagram, be sure to explain each part of the phenomenon, paying special attention to elements that are complicated or prone to misunderstanding. In the example shown in Figure 11 &#8220;The Human Eye&#8221;, you might wish to highlight that the light stimulus is reversed when it is processed through the brain or that the optic nerve is not a single stalk as many people think.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s03_s02\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Maps<\/h2>\n<p>Maps are extremely useful if the information is clear and limited. There are all kinds of maps, including population, weather, ocean current, political, and economic maps, but you should be able to find the right kind for the purpose of your speech. Choose a map that emphasizes the information you need to deliver.<\/p>\n<p>The map shown in Figure 12 &#8220;African Map with Nigerian Emphasis&#8221; is simple, showing clearly the geographic location of Nigeria. This can be extremely valuable for some audiences who might not be able to name and locate countries on the continent of Africa.<\/p>\n<div id=\"wrench_1.0-ch15_s02_s03_s02_f01\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 510px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/35e8bd11efe30d8b6b38b8a576175401.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224359\/sm_35e8bd11efe30d8b6b38b8a576175401.jpg\" alt=\"Map of Africa in green with Nigeria colored red.\" width=\"500\" height=\"511\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 12.\u00a0African Map with Nigerian Emphasis<\/p>\n<\/div>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s03_s02_f02\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 511px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/e05b08cd38909986f0a45ecd9e31409c.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224401\/sm_e05b08cd38909986f0a45ecd9e31409c.jpg\" alt=\"Map of Rhode Island showing major highways.\" width=\"501\" height=\"387\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 13.\u00a0Rhode Island Map<\/p>\n<\/div>\n<\/div>\n<p>Figure 13 &#8220;Rhode Island Map&#8221;<a class=\"footnote\" title=\"Source: Map courtesy of the National Atlas of the United States.\" id=\"return-footnote-139-8\" href=\"#footnote-139-8\" aria-label=\"Footnote 8\"><sup class=\"footnote\">[8]<\/sup><\/a> is a map of the state of Rhode Island, and it emphasizes the complicated configuration of islands and waterways that characterize this state\u2019s geography. Although the map does not list the names of the islands, it is helpful in orienting the audience to the direction and distance of the islands to other geographic features, such as the city of Providence and the Atlantic Ocean.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s03_s03\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Photographs and Drawings<\/h2>\n<div id=\"attachment_499\" style=\"width: 519px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224411\/Birchbark_Wigwams_Of_Penobscot_Indians_%E2%80%94_Official_Views_Of_The_Worlds_Columbian_Exposition_%E2%80%94_88.jpg\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-499\" class=\"wp-image-499\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224411\/Birchbark_Wigwams_Of_Penobscot_Indians_%E2%80%94_Official_Views_Of_The_Worlds_Columbian_Exposition_%E2%80%94_88.jpg\" alt=\"Black and white photo of several birchbark wigwams of the Penobscot.\" width=\"509\" height=\"401\" \/><\/a><\/p>\n<p id=\"caption-attachment-499\" class=\"wp-caption-text\">Figure 14. Wigwams<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s03_s03_f02\" class=\"im_figure im_large im_medium-height im_editable im_block\">\n<div style=\"width: 509px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/LBpubspeakethics\/section_18\/4384a25e62c3bcc4564fd293d24178b9.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images-archive-read-only\/wp-content\/uploads\/sites\/901\/2015\/08\/23224402\/sm_4384a25e62c3bcc4564fd293d24178b9.jpg\" alt=\"Photo of a ships rigging.\" width=\"499\" height=\"374\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 15.\u00a0Ship\u2019s Rigging<\/p>\n<\/div>\n<\/div>\n<p>Sometimes a photograph or a drawing is the best way to show an unfamiliar but important detail. Figure 14 &#8220;Wigwams&#8221; is a photograph of several wigwams. \u00a0A wigwam was a living dwelling used by Native Americans in the Northeast. In this photograph you can see the curved birchbark exterior, which makes this dwelling ideal for a variety of weather conditions. The photograph of the tall ship in Figure 15 &#8220;Ship\u2019s Rigging&#8221;<a class=\"footnote\" title=\"Source: Image courtesy of Mathieu Dr\u00e9o, http:\/\/commons.wikimedia.org\/wiki\/File:Tall_ship_rigging_in_amsterdam_close.jpg.\" id=\"return-footnote-139-9\" href=\"#footnote-139-9\" aria-label=\"Footnote 9\"><sup class=\"footnote\">[9]<\/sup><\/a> emphasizes the sheer amount and complexity of the ship\u2019s rigging.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s03_s04\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Video or Audio Recordings<\/h2>\n<p>Another very useful type of presentation aid is a video or audio recording. Whether it is a short video from a website such as YouTube or Vimeo, a segment from a song, or a piece of a podcast, a well-chosen video or audio recording may be a good choice to enhance your speech.<\/p>\n<p>Imagine, for example, that you\u2019re giving a speech on how \u201cLap-Band\u201d surgeries help people lose weight. One of the sections of your speech could explain how the Lap-Band works, so you could easily show the following forty-three-second video to demonstrate the medical part of the surgery:<\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Lap Band Procedure Animation\" width=\"500\" height=\"375\" src=\"https:\/\/www.youtube.com\/embed\/KPuThbFMxGg?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>Maybe you want to include a recording of a real patient explaining why he or she decided to get the Lap-Band.<\/p>\n<p>There is one major caveat to using audio and video clips during a speech: do not forget that they are supposed to be aids to your speech, not the speech itself! In addition, be sure to avoid these three mistakes that speakers often make when using audio and video clips:<\/p>\n<ol id=\"wrench_1.0-ch15_s02_s03_s04_l01\" class=\"im_orderedlist im_editable im_block\">\n<li>Avoid choosing clips that are too long for the overall length of the speech. If you are giving a five-minute speech, then any audio or video clip you use should be under thirty seconds in length.<\/li>\n<li>Don\u2019t fail to practice with the audio or video equipment prior to speaking. If you are unfamiliar with the equipment, you\u2019ll look foolish trying to figure out how it works. This fiddling around will not only take your audience out of your speech but also have a negative impact on your credibility.<\/li>\n<li>Don\u2019t fail to cue the clip to the appropriate place prior to beginning your speech. We cannot tell you the number of times we\u2019ve seen students spend valuable speech time trying to find a clip on YouTube or a DVD. You need to make sure your clip is ready to go before you start speaking.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s04\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Objects or Models<\/h2>\n<p>Objects and models are another form of presentation aid that can be very helpful in getting your audience to understand your message. <span class=\"im_margin_term\"><span class=\"im_glossterm\">Objects<\/span><\/span> refer to anything you could hold up and talk about during your speech. If you\u2019re talking about the importance of not using plastic water bottles, you might hold up a plastic water bottle and a stainless steel water bottle as examples. If you\u2019re talking about the percussion family of musical instruments and you own (and can play) several different percussion instruments, you can show your audience in person what they look like and how they sound.<\/p>\n<p><span class=\"im_margin_term\"><span class=\"im_glossterm\">Models<\/span><\/span>, on the other hand, are re-creations of physical objects that you cannot have readily available with you during a speech. If you\u2019re giving a speech on heart murmurs, you may be able to show how heart murmurs work by holding up a model of the human heart.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s05\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">People and Animals<\/h2>\n<p>The next category of presentation aids are people and animals. We can often use ourselves or other people to adequately demonstrate an idea during our speeches.<\/p>\n<div id=\"wrench_1.0-ch15_s02_s05_s01\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Animals As Presentation Aids<\/h2>\n<p>When giving a speech on a topic relating to animals, it is often tempting to bring an animal to serve as your presentation aid. While this can sometimes add a very engaging dimension to the speech, it carries some serious risks that you need to consider.<\/p>\n<p>The first risk is that animal behavior tends to be unpredictable. You may think this won\u2019t be a problem if your presentation aid animal is a small enough to be kept confined throughout your speech\u2014for example, a goldfish in a bowl or a lizard or bird in a cage. However, even caged animals can be very distracting to your audience if they run about, chirp, or exhibit other agitated behavior. The chances are great that an animal will react to the stress of an unfamiliar situation by displaying behavior that does not contribute positively to your speech.<\/p>\n<p>The second risk is that some audience members may respond negatively to a live animal. In addition to common fears and aversions to animals like snakes, spiders, and mice, many people have allergies to various animals.<\/p>\n<p>The third risk is that some locations may have regulations about bringing animals onto the premises. If animals are allowed, the person bringing the animal may be required to bring a veterinary certificate or may be legally responsible for any damage caused by the animal.<\/p>\n<p>For these reasons, before you decide to use an animal as a presentation aid, ask yourself if you could make your point equally well with a picture, model, diagram, or other representation of the animal in question.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s05_s02\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Speaker As Presentation Aid<\/h2>\n<p>Speakers can often use their own bodies to demonstrate facets of a speech. If your speech is about ballroom dancing or ballet, you might use your body to demonstrate the basic moves in the cha-cha or the five basic ballet positions.<\/p>\n<\/div>\n<div id=\"wrench_1.0-ch15_s02_s05_s03\" class=\"im_section\">\n<h2 class=\"im_title im_editable im_block\">Other People As Presentation Aids<\/h2>\n<p>In many speeches, it can be cumbersome and distracting for the speaker to use her or his own body to illustrate a point. In such cases, the best solution is to ask someone else to serve as your presentation aid.<\/p>\n<p>You should arrange ahead of time for a person (or persons) to be an effective aid\u2014do not assume that an audience member will volunteer on the spot. If you plan to demonstrate how to immobilize a broken bone, your volunteer must know ahead of time that you will touch him or her as much as necessary to splint their foot. You must also make certain that they will arrive dressed presentably and that they will not draw attention away from your message through their appearance or behavior.<\/p>\n<p>The transaction between you and your human presentation aid must be appropriate, especially if you are going to demonstrate something like a dance step. Use your absolute best judgment about behavior, and make sure that your human presentation aid understands this dimension of the task.<\/p>\n<div class=\"bcc-box bcc-success\">\n<h3>Key Takeaways<\/h3>\n<ul>\n<li>Various types of charts can aid audience understanding of a speaker\u2019s message. Statistical charts help audiences see and interpret numerical information. Sequence-of-steps charts show how a process occurs. Decision trees help audience members see how a specific decision can be made in a logical fashion.<\/li>\n<li>Line graphs, bar graphs, and pie graphs are commonly used by speakers to help present numerical information. The information presented on a graph should be clean and easily understandable from a distance.<\/li>\n<li>Representations are presentation aids designed to represent a real process or object. Commonly used representations in public speaking include diagrams, maps, photographs, and video or audio recordings.<\/li>\n<li>Objects are physical items that can be held up and used during a speech. Models, on the other hand, refer to tangible items that can be held during a speech, but are not the actual object but rather a facsimile of it.<\/li>\n<li>Speakers often will use their own bodies or the bodies of other people to help them illustrate a part of a speech. When using another person, it is very important to coach that person prior to the speech to ensure that he or she will not upstage the speaker. Using animals as presentation aids is generally not recommended.<\/li>\n<\/ul>\n<\/div>\n<div class=\"bcc-box bcc-info\">\n<h3>Exercises<\/h3>\n<ol>\n<li>Watch the video on gshep1\u2019s YouTube channel from Booher Consultants:https:\/\/youtu.be\/wXILI9Q1jIw\n<p>How many mistakes can you identify that this speaker makes in using presentation aids?<\/li>\n<li>Find a speech on YouTube and see what types of presentation aids the speaker uses. Does the speaker select appropriate aids? How could you have made them better? Were there any missing presentation aids that should have been in the speech?<\/li>\n<li>Create a chart representing the speech creation process. Try using either a sequence-of-steps chart or a decision tree.<\/li>\n<li>Think about your next speech. What presentation aids can you use in your speech to enhance your audience\u2019s understanding?<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-139\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Public Speaking: Practice and Ethics. <strong>Authored by<\/strong>: Anonymous. <strong>Provided by<\/strong>: Anonymous. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/2012books.lardbucket.org\/books\/public-speaking-practice-and-ethics\/\">http:\/\/2012books.lardbucket.org\/books\/public-speaking-practice-and-ethics\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Acupuncture doll. <strong>Authored by<\/strong>: Joe Mabel. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Archie_McPhee_acupuncture_2.png\">https:\/\/commons.wikimedia.org\/wiki\/File:Archie_McPhee_acupuncture_2.png<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">All rights reserved content<\/div><ul class=\"citation-list\"><li>Lap Band Procedure Animation. <strong>Authored by<\/strong>: christhewebguy. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/KPuThbFMxGg\">https:\/\/youtu.be\/KPuThbFMxGg<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube license<\/li><li>Funny Presentation Training . <strong>Authored by<\/strong>: Booher Consultants - Effective Communication. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/youtu.be\/wXILI9Q1jIw\">https:\/\/youtu.be\/wXILI9Q1jIw<\/a>. <strong>License<\/strong>: <em>All Rights Reserved<\/em>. <strong>License Terms<\/strong>: Standard YouTube license<\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">Public domain content<\/div><ul class=\"citation-list\"><li>Birchbark Wigwams of Penobscot Indians. <strong>Authored by<\/strong>: C. D. Arnold (1844-1927); H. D. Higinbotham. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Birchbark_Wigwams_Of_Penobscot_Indians_%E2%80%94_Official_Views_Of_The_World%27s_Columbian_Exposition_%E2%80%94_88.jpg\">https:\/\/commons.wikimedia.org\/wiki\/File:Birchbark_Wigwams_Of_Penobscot_Indians_%E2%80%94_Official_Views_Of_The_World%27s_Columbian_Exposition_%E2%80%94_88.jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><li>Acupuncture Chart from the Ming Dynasty (1368u20131644). <strong>Provided by<\/strong>: History of Medicine. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Acupuncture_chart_300px.jpg\">https:\/\/commons.wikimedia.org\/wiki\/File:Acupuncture_chart_300px.jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/pdm\">Public Domain: No Known Copyright<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-139-1\">Source: Woods, S. E., &amp; Raju, U. (2001). Maternal smoking and the risk of congenital birth defects: A cohort study. <em class=\"im_emphasis\">Journal of the American Board of Family Practitioners, 14<\/em>, 330\u2013334. <a href=\"#return-footnote-139-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-139-2\">Source: Images courtesy of LadyofHats, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:MITOSIS_cells_secuence.svg\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:MITOSIS_cells_secuence.svg<\/a>, and the National Institutes of Health, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:MajorEventsInMitosis.jpg\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:MajorEventsInMitosis.jpg<\/a>. <a href=\"#return-footnote-139-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-139-3\">Source: Image courtesy of T-kita, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:Decision_tree_model.png\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:Decision_tree_model.png<\/a>. <a href=\"#return-footnote-139-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-139-4\">Source: Image courtesy of Nehrams 2020, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:EnronStockPriceAug00Jan02.jpg\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:EnronStockPriceAug00Jan02.jpg<\/a>. <a href=\"#return-footnote-139-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><li id=\"footnote-139-5\">Source: Image courtesy of Centers for Disease Control and Prevention, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:Homicide_suicide_USA.gif\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:Homicide_suicide_USA.gif<\/a>. <a href=\"#return-footnote-139-5\" class=\"return-footnote\" aria-label=\"Return to footnote 5\">&crarr;<\/a><\/li><li id=\"footnote-139-6\">Source: Wolff, E. N. (2007). Recent trends in household wealth in the United States: <em class=\"im_emphasis\">Rising debt and the middle-class squeeze<\/em> (Working Paper No. 502). Retrieved from the Levy Economics Institute of Bard College website: <a class=\"im_link\" href=\"http:\/\/www.levy.org\/pubs\/wp_502.pdf\" target=\"_blank\">http:\/\/www.levy.org\/pubs\/wp_502.pdf<\/a> <a href=\"#return-footnote-139-6\" class=\"return-footnote\" aria-label=\"Return to footnote 6\">&crarr;<\/a><\/li><li id=\"footnote-139-7\">Source: Image courtesy of Brutannica, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:World_population_pie_chart.JPG\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:World_population_pie_chart.JPG<\/a>. <a href=\"#return-footnote-139-7\" class=\"return-footnote\" aria-label=\"Return to footnote 7\">&crarr;<\/a><\/li><li id=\"footnote-139-8\">Source: Map courtesy of the National Atlas of the United States. <a href=\"#return-footnote-139-8\" class=\"return-footnote\" aria-label=\"Return to footnote 8\">&crarr;<\/a><\/li><li id=\"footnote-139-9\">Source: Image courtesy of Mathieu Dr\u00e9o, <a class=\"im_link\" href=\"http:\/\/commons.wikimedia.org\/wiki\/File:Tall_ship_rigging_in_amsterdam_close.jpg\" target=\"_blank\">http:\/\/commons.wikimedia.org\/wiki\/File:Tall_ship_rigging_in_amsterdam_close.jpg<\/a>. <a href=\"#return-footnote-139-9\" class=\"return-footnote\" aria-label=\"Return to footnote 9\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":9,"menu_order":3,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Public Speaking: Practice and Ethics\",\"author\":\"Anonymous\",\"organization\":\"Anonymous\",\"url\":\"http:\/\/2012books.lardbucket.org\/books\/public-speaking-practice-and-ethics\/\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"pd\",\"description\":\"Birchbark Wigwams of Penobscot Indians\",\"author\":\"C. D. Arnold (1844-1927); H. D. Higinbotham\",\"organization\":\"\",\"url\":\"https:\/\/commons.wikimedia.org\/wiki\/File:Birchbark_Wigwams_Of_Penobscot_Indians_%E2%80%94_Official_Views_Of_The_World%27s_Columbian_Exposition_%E2%80%94_88.jpg\",\"project\":\"\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"copyrighted_video\",\"description\":\"Lap Band Procedure Animation\",\"author\":\"christhewebguy\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/KPuThbFMxGg\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"Standard YouTube license\"},{\"type\":\"pd\",\"description\":\"Acupuncture Chart from the Ming Dynasty (1368u20131644)\",\"author\":\"\",\"organization\":\"History of Medicine\",\"url\":\"https:\/\/commons.wikimedia.org\/wiki\/File:Acupuncture_chart_300px.jpg\",\"project\":\"\",\"license\":\"pd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Acupuncture doll\",\"author\":\"Joe Mabel\",\"organization\":\"\",\"url\":\"https:\/\/commons.wikimedia.org\/wiki\/File:Archie_McPhee_acupuncture_2.png\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"copyrighted_video\",\"description\":\"Funny Presentation Training \",\"author\":\"Booher Consultants - Effective Communication\",\"organization\":\"\",\"url\":\"https:\/\/youtu.be\/wXILI9Q1jIw\",\"project\":\"\",\"license\":\"arr\",\"license_terms\":\"Standard YouTube license\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-139","chapter","type-chapter","status-publish","hentry"],"part":119,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/pressbooks\/v2\/chapters\/139","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/wp\/v2\/users\/9"}],"version-history":[{"count":11,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/pressbooks\/v2\/chapters\/139\/revisions"}],"predecessor-version":[{"id":498,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/pressbooks\/v2\/chapters\/139\/revisions\/498"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/pressbooks\/v2\/parts\/119"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/pressbooks\/v2\/chapters\/139\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/wp\/v2\/media?parent=139"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/pressbooks\/v2\/chapter-type?post=139"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/wp\/v2\/contributor?post=139"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-fmcc-standupspeakout1\/wp-json\/wp\/v2\/license?post=139"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}