One Hour PowerPoint: Ten Strategies for Improving Presentations
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This document provides tips for improving PowerPoint presentations in 10 steps: 1. Use visuals like images to communicate concepts rather than just text on slides. 2. Teach how to find appropriate images and consider intellectual property issues. 3. Cover design principles to make slides visually appealing yet not distracting. 4. Explain that color, font choice, and multimedia can enhance presentations when used correctly. 5. Reveal PowerPoint secrets to improve slide content and delivery.
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The document discusses how the brain works and processes information. It states that the brain contains billions of nerve cells arranged in patterns that coordinate thought, emotion, behavior, movement, vision and sensation. It also discusses that multitasking is impossible as the brain can only focus on one task at a time. The document provides examples of how the brain codes information and transmits it from one region to another. It also discusses how computer processing works much faster than the human brain at framing information. Further, it talks about how the brain stores memories and information when we learn or experience something and how we can improve our speaking skills by listening to English speakers.
The Negativity Bias and Taking in the Good
The brain's evolved bias is like Velcro for negative experiences, but Teflon for positive ones. The unfortunate results include stress and threat reactivity, anxiety, depression, and limited gains in psychotherapy. Happily, through tree steps of mindful attention, we can internalize positive experiences in implicit memory systems, weaving resources for well-being, coping, and kindness into the fabric of the barin and the self.
drafting bold dreams
The document appears to be a slide deck summary of research done in Loveland, Colorado exploring new ways to redefine how students spend their time in school. Some key findings include that nothing will be for everyone and the importance of facilitating different options. The research also emphasized listening to student voices and perspectives, noticing the unlikely, being mindful, and creating a sense of community and interdependence in the school.
Psychology club hult prof. boshkoff presentation - march 23, 2012
Slides from Professor Katherine Boshkoff's for the Hult Management Psychology Club's March 23, 2012 event Management Rewired: What brain science teaches us about engaging and influencing others.
Psychology club hult prof. boshkoff presentation - march 23, 2012
Slides from Professor Boshkoff's presentation during the Hult Management Psychology Club's Management Rewired workshop that took place 3/23/2012
Why don't students like school
This document contains a summary of key ideas from Daniel Willingham's book "Why Don't Students Like School?" including that the brain is designed for survival, not thinking. It also discusses how curiosity and thinking work, and implications for instruction like making information meaningful and relevant to students. The document ends with additional resources on cognitive science and teaching.
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Psychology club hult prof. boshkoff presentation - march 23, 2012
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More from David Jakes
Illinois Computer Educations Conference Learning Space Workshop
The document discusses 21st century learning experiences and student learning spaces. It introduces common vocabulary around student learning experiences and possibilities for new frameworks. Specific topics covered include what 21st century learning looks like, the language of learning spaces, designing new learning ecologies, and case studies of digital and physical learning spaces.
Texas Computer Education Association Library Academy Keynote
This document contains images and snippets of text from various sources about libraries and their role in communities. It discusses how libraries can be disruptive by providing access to knowledge and how they help shape school and community culture. It also questions how libraries can capture and tell the story of learning as well as embrace wonder, possibility, and the spirit of "What if?".
Developing Digital Spaces for Learning
Devices like Chromebooks and Android tablets are being adopted by schools at a staggering rate. In this session, we'll explore how schools can truly leverage this increased capacity by developing dedicated spaces for learning in the digital domain. Learn how these spaces are designed, what tools are available to do so, and obtain strategies for effectively creating learning spaces in the cloud that support ubiquitous technology access and a more expansive condition for learning and where it occurs.
This presentation also includes an emergent model of digital space design.
CADCA Learning Spaces
The document discusses reimagining learning spaces to better prepare students for challenges beyond school. It suggests a new ecology of learning is emerging with spatial implications. Key aspects discussed include flexible, agile, adaptive, intentional, and interconnected classrooms, libraries, informal learning spaces, and digital spaces. The document outlines a design thinking process to identify the ideal student learning experience and develop strategies for improving spaces over different timeframes.
Novanow v online
This document discusses the future of learning and creating conditions for wonder and curiosity. It contains quotes about imagining learning throughout life like an infant, education being an unmemorable journey, and creating basecamps of wonder. The document discusses containers for learning like classrooms and bell schedules. It also includes a scale for bravery and links to videos about rethinking the learning experience.
Learning Spaces TechForum Texas
The document discusses re-envisioning learning spaces to better support modern approaches to education. It advocates for learning spaces that are flexible, agile, adaptive, intentional, and interconnected to accommodate communication, collaboration, critical thinking, creativity, and citizenship skills. The document also suggests that learning now occurs anytime, anyplace, with any device, and that spaces need to support learning across physical and digital realms in both synchronous and asynchronous ways. It argues that in 2011, learning spaces had become multi-dimensional, blending physical and virtual elements.
Social Media and Student Device Policy Panel TechForum Texas
This document summarizes a panel discussion on developing guidelines for the use of social media and student devices in schools. The panel included Dean Shareski, Scott Floyd, Carolyn Foote, and was moderated by David Jakes. They discussed topics such as the importance of social media for learning, whether organizations and teachers need guidelines, recommendations for personal teacher social media use, posting student information online, arguments for and against BYOD policies, using social media as a learning platform, gaining support for changes regarding new technologies, engaging in two-way communication on social media, and balancing innovation with consistency for educators.
What If?
This document discusses the concept of "back of the napkin" thinking, which encourages thinking creatively and coming up with new ideas and concepts quickly without overplanning. It contains images and quotes promoting questions like "what if?" and challenging waiting for detailed maps or plans before taking action. The document advocates for big, ambitious ideas and visions that can be realized over various timescales and reach wide audiences through different devices and platforms.
Michigan AIA Opening Keynote
This document discusses renewing the imagination of schools and learning. It touches on several themes, including designing schools to support 21st century skills like communication, collaboration, critical thinking and creativity. It advocates for flexible learning spaces that can support virtual, mobile and lifelong learning. It also emphasizes the importance of schools fostering community, joy, play, growth and humanity. The document contains quotes and images related to reimagining schools and features brief biographies of presenters on the topic of innovative learning spaces.
Akron Ready Steps: Learning Spaces
This document discusses understanding learning spaces in the digital age. It notes that learning now occurs both through traditional institutional channels like schools as well as through informal peer and interest-driven channels online. It explores how the design of learning spaces, both physical and digital, can influence the type of teaching and learning that occurs. It argues that boundaries between classrooms, libraries, content and pedagogy need to be rethought, as learning can now happen anywhere, anytime through various paths. The document calls for educators to rethink and expand the dimensions of schools and re-envision them as learning spaces.
ISTE SIG Learning Spaces
The document discusses the development of multidimensional learning spaces that integrate digital and physical spaces to support skills like communication, critical thinking, collaboration, creativity, and citizenship. It questions whether current classroom spaces can support this vision of learning and asks how schools can transition from legacy classroom models to more expansive learning spaces. Specifically, it examines how digital spaces, physical classrooms, and new contexts can come together to create modern multidimensional learning environments.
Developing Social Media Guidelines
This document outlines topics for discussion at a tech forum on developing guidelines around student social media use and devices in schools. The panel will discuss the importance of social media for learning, the need for organizational social media and teacher use guidelines, whether to post students' names and work online, allowing student devices, gaining buy-in for technology changes, engaging students on social media, and balancing innovation with consistency for educators. The goal is to provide guidance on these issues to various education stakeholders.
5 Things to Rethink
This document discusses 5 areas to rethink for 21st century leadership in education: 1) Teaching and learning to better support skills, experiences, and dispositions needed in a future with blurred digital and physical worlds, 2) Learning spaces to support envisioned learning styles like independent and collaborative work, 3) Professional development to shift from isolated tool training to collaborative learning, 4) Policies to enable new learning environments, and 5) Developing multiple learning streams for all learners. The document challenges readers to consider changes needed in these areas to improve education.
Using Google To Improve Social Studies Instruction
This document discusses using Google tools like Docs, Sites, Forms, and Maps to enhance a social studies curriculum. It suggests that these connective technologies can help develop students' communication, critical thinking, collaboration, creativity, and citizenship skills when integrated into a pedagogical process that supports skill development and includes assessing student learning and the effectiveness of the technology tools. The document also notes the explosion of virtual worlds like WebKinz and Poptropica that can serve as entry points or visuals for engaging students in social studies content.
140 Characters and Beyond: Learning to Connect in Twitter
This presentation given as a NYSCATE Webinar. See the entire NYSCATE 2011 Webinar Series at http://www.nyscate.org/conferences.cfm?subpage=479. Resources to support this presentation can be found at: http://jakes.editme.com/140
Digital Storytelling Final Thoughts
The document provides final thoughts on digital storytelling, noting that digital stories are personal anthems that utilize video as the language of their age, amplify writing by including visuals to derive additional meaning, and empower students by giving them a voice through technology.
Why Johnny Can't Read
This conversation given at Educon 2.3 in Philadelphia, PA by David Jakes and Laura Deisley. Resources can be found at jakes.editme.com/johnny
NYSCATE 2010 Web 2.0 Panel Discussion
Question for the panelists at the NYSCATE 2010 Conference in Rochester, NY, featuring Ryan Bretag, Sylvia Martinez, Brian Smith, and Christopher Craft
Towards a Framework for Visual Literacy Thinking
This document discusses visual literacy and its importance in today's digital world. It defines visual literacy as having three key skills: navigating, evaluating, and communicating visually. It then discusses how visuals are processed biologically and how emotion and visuals are closely linked in communication. The document emphasizes that individuals are powerful producers of visual imagery and have tools like smartphones, social media, and the internet to create and share visual content globally. It highlights principles of visual learning and multimedia design and argues that visuals allow individuals a voice when combined with other media.
Moodle
This document discusses using Moodle, an open-source learning management system, to create an effective online course presence. It notes statistics on student technology use and questions how this influences 21st century education. The document suggests exploring Moodle features like creating content, using blogs, videos and podcasts, as well as discussing how physical and digital learning spaces can complement each other to support informal and synchronous/asynchronous learning.
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Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
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Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
Breast cancer: Post menopausal endocrine therapy
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
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It is mostly found in the brain, intestines, and blood platelets.
5-HT is utilised to transport messages between nerve cells, is known to be involved in smooth muscle contraction, and adds to overall well-being and pleasure, among other benefits. 5-HT regulates the body's sleep-wake cycles and internal clock by acting as a precursor to melatonin.
It is hypothesised to regulate hunger, emotions, motor, cognitive, and autonomic processes.
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Histololgy of Female Reproductive System.pptx
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Cell Therapy Expansion and Challenges in Autoimmune Disease
There is increasing confidence that cell therapies will soon play a role in the treatment of autoimmune disorders, but the extent of this impact remains to be seen. Early readouts on autologous CAR-Ts in lupus are encouraging, but manufacturing and cost limitations are likely to restrict access to highly refractory patients. Allogeneic CAR-Ts have the potential to broaden access to earlier lines of treatment due to their inherent cost benefits, however they will need to demonstrate comparable or improved efficacy to established modalities.
In addition to infrastructure and capacity constraints, CAR-Ts face a very different risk-benefit dynamic in autoimmune compared to oncology, highlighting the need for tolerable therapies with low adverse event risk. CAR-NK and Treg-based therapies are also being developed in certain autoimmune disorders and may demonstrate favorable safety profiles. Several novel non-cell therapies such as bispecific antibodies, nanobodies, and RNAi drugs, may also offer future alternative competitive solutions with variable value propositions.
Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
Despite these headwinds, industry leaders and investors remain confident that cell therapies are poised to address significant unmet need in patients suffering from autoimmune disorders. However, the extent of this impact on the treatment landscape remains to be seen, as the industry rapidly approaches an inflection point.
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One Hour PowerPoint: Ten Strategies for Improving Presentations
- 1. One Hour PowerPoint: Strategies for Improving Presentations David Jakes
- 3. 1 “ Teach them biology”
- 7. Dual Processing: Visual and Auditory
- 8. 2 “ Teach them to make it visual”
- 9. PowerPoint doesn’t kill presentations Bullet points do.
- 10. “ Why would you use words on the screen when they do just fine in your mouth” Seth Godin
- 12. Use images to communicate, not decorate…
- 13. Recall Dupuit, Flow to fixed heads with recharge: Note: Recharge is a fixed flux and head/gradient will be calculated to accommodate that recharge - e.g. High recharge >> High heads h1 and h2 are fixed heads and flux will be calculated to accommodate those heads - e.g. a high h1 will shift the divide to the left of the problem domain and produce large influx that joins the reachrge and discharges to the right, if h2 is very low, that influx will be even higher h 1 h 2 L x=0 w q x d h x
- 14. Cognitive Load: Intrinsic and Extraneous
- 15. 3 “ Teach them how to find images ”
- 19. 4 “ Teach them about intellectual property”
- 21. 5 “ Teach them design”
- 22. iBrain The Brain: Past, Present , and Future
- 23. The Brain : Past, Present, and Future iBrain
- 25. ff Adolescent Brain More gray matter than white matter Prefrontal Cortex Brain grows and matures by 25
- 26. ff ttt Adolescent Brain Teenage brain has a well-developed accelerator but only a partly developed break New proliferation of neurons at 11 for girls and 12 for boys
- 28. The Brain: Present Synaptic Changes in the Brain We create new synapses through learning | Changes in synaptic strength enhance learning |
- 29. The Brain: Present Synaptic Changes in the Brain Neurons that fire together wire together | Experiences leave indelible imprints in the brain
- 31. Negative Plasticity Examine the worry circuitry Limbic System Thoughts have an impact on the brain Get rid of the ANTS-negative thinking Bad thoughts as air pollution
- 32. 6 “ Teach them to Sell”
- 33. Communication is the transfer of emotion” Seth Godin
- 35. How many experience being homeless? Between 2.3 and 3.5 million people… 1.35 million are children 200,000 are veterans
- 36. 7 “ Color and font choice matters”
- 37. Of the 16 million colors…
- 42. This is a Serif Font This is a Sans Serif Font
- 43. 8 “ Teach them to incorporate multimedia”
- 44. The Hard Way…
- 45. The Easy Way….Kind of
- 46. The No Brainer
- 47. The Story of a Sign
- 48. 9 “ Teach them PowerPoint Secrets ”
- 49. 10 “ Teach them to share”
- 50. “ Having the winning idea means nothing without being able to share it with someone else” Dan Roam, The Back of the Napkin
- 54. Thank You!