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1. To what did you give greatest attention in preparing and giving the lecture?
Via communication with Mr. Tanaka and Ms. Omachi –persons responsible for ‘Science dialog’ at Nishi High School, Nagasaki and with advise from my supervisor Professor Shibata I understood that talking all way only about my research could be quite complicated for understanding by students. So I have decided to divide my presentation into three parts. First part included general information about Kazakhstan and particularly its north-eastern side where my research on breast cancer was conducted. The second part contained epidemiology as a discipline and case-control study as one of the methods in epidemiology used in my research. And third part included breast cancer case-control study and study subjects. Before going to Nishi High School I did a rehearsal at home with my daughter (she is a first grade high school student too) and asked if it was difficult to comprehend. I relieved as she gave me positive reaction. At presentation at school, I just tried to speak the slowest and the clearest I can in English, to make sure that a maximum number of students understand. I was also helped by one of my Japanese colleague (Mine sensei) who translated each slide key-point into Japanese.
2. Did you find it difficult to give a lecture in English to Japanese students? Could you give some advice to future lecturers on how to facilitate communication with Japanese students?
Giving a lecture in English is not so hard for me but giving a lecture in English to Japanese High School students was not very easy in terms of explaining a scientific terminology in plain words. I hope that so called ‘key words’ and the slides handout for the lecture prepared and given in advance was helpful in understanding Science and Research for students.
3. Could you give your impression with regard to participating in this program?
Participating in program was interesting, not only on a scientific point of view but also on a cultural point. In terms of communication I think it was meaningful for both sides.
4. Was it meaningful in terms of your fellowship activities?
I think so.
5. In what ways do you think the students benefited from the program?
I’m not sure. Some students looked very tired but some were really interested and questioned me in the end of my presentation. Anyway I hope I gave them some understanding on my specific field. They promised to give their feedback soon, so we will see.
6. Could you give some overall advice or comments to future participants in the program?
Definitely one mixed (English-Japanese) lecture for understanding a scientific discipline is not enough. At least lecture in Japanese should go first and then in English. Again giving ‘key words’ for the discipline and explaining them by school Science teacher in Japanese first is a good idea in general. Surely the earlier ‘Science dialog’ starts the better for your future carrier.
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