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# 2014 01 science slide design ss version

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• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• To find out why we begin to lose attention, we can turn to surveys of audiences. My favorite survey which mirrors the results of most of them is from my colleague Dave PardiEvery year he surveys audiences to find out what annoys people the most about presentations “Annoying PowerpoInt survey”http://www.thinkoutsidetheslide.com/free-resources/latest-annoying-powerpoint-survey-results/I thought I share with you the top 5 annoyances, and interestingly the the top 3 spots haven’t changes since last year. Let’s take a quick look at them.
• 72% of respondents (out of 682) - say that reading a slide aloud is by far the most annoying thing a presenter can do…The Redundancy PrincipleLearners can learn better with just graph and narrationText that is presented verbally at the same time creates cognitive overload EXCEPTIONS: When there is no graphics and the text is very limited When there is enough time to process the graphic and the text is very limited If audio is difficult to understand (foreign language) In case you don’t think this applies to you…https://sites.google.com/site/cognitivetheorymmlearning/redundancy-principle
• The Redundancy PrincipleLearners can learn better with just graph and narrationText that is presented verbally at the same time creates cognitive overload EXCEPTIONS: When there is no graphics and the text is very limited When there is enough time to process the graphic and the text is very limited If audio is difficult to understand (foreign language) In case you don’t think this applies to you…https://sites.google.com/site/cognitivetheorymmlearning/redundancy-principle
• People read the slide often because they want to be sure they get the words right. Or they want to be sure they don’t skip anything.Put the details the notes section if necessary, but don’t put it on the slide. When you do that you are being YOU focused and not audience focused.
• Text is too small (and there’s to much)Relative size of the fonts is also not right
• Text is too small (and there’s to much)Relative size of the fonts is also not right
• I believe this is primarily result of business presentations—not academic presentations (Many people in industry are moving toward using presentation software to create documents – academia/science create a paper)However, I have seen some fonts that just weren’t readable -- If they can’t see it , there is no point in putting it on the slide Only exception for small fonts are the references which should be small, but readable font for reference.
• Text is too small (and there’s to much)Relative size of the fonts is also not right
• Size difference -- overall size -- underlines – don’t duplicate
• Background colors and text colors – high contrast
• This was a submitted slide – good use of contrast and color – BACKGROUND ONLY - CLICKCLICK
• This was a submitted slide – good use of contrast and color – BACKGROUND ONLY - CLICKCLICK
• Background:High Contrast – Light on dark, dark on light – highest contrast light on dark (some say better for large conference halls)Take science into consideration CLICK– florescence or micrographs then black may be better -- combination is OK—just realize the transition will be jarring so use that to your advantage
• Again, this is the same mouse 20 minutes post infusion of KKO. These are uninvolved vessels. Note that the complement staining appears to be specific and correlates with the binding of platelets and KKO.HIT(hPF4+/FcyRIIA+) mouse post KKO injuriesmPlatelets(CD41) – Blue, KKO-568 – Red, mC3b-488 - Green
• – florescence or micrographs then black may be better -- combination is OK—just realize the transition will be jarring so use that to your advantage
• Psychology of color – colors have meaningColor blindness - most common is red/green – doesn’t meant they see it in black and white or don’t see at all, just can’t distiguish between the twoAre are final top annoyance….CLICK
• And this is what we are going to be spending a good amount of our time on…How to data slides
• Minimum essential data– you need to focus on ONLY what is necessary to make your pointRemember the paper is repository for all the data- the presentation is to generate interest and discussionEXAMPLE to PROCESS
• Minimum essential data– you need to focus on ONLY what is necessary to make your pointRemember the paper is repository for all the data- the presentation is to generate interest and discussionEXAMPLE to PROCESS
• Minimum essential data– you need to focus on ONLY what is necessary to make your pointRemember the paper is repository for all the data- the presentation is to generate interest and discussionEXAMPLE to PROCESS
• Minimum essential data– you need to focus on ONLY what is necessary to make your pointRemember the paper is repository for all the data- the presentation is to generate interest and discussionEXAMPLE to PROCESS
• Minimum essential data– you need to focus on ONLY what is necessary to make your pointRemember the paper is repository for all the data- the presentation is to generate interest and discussionEXAMPLE to PROCESS
• Minimum essential data also means only point per slide – you can make as many slides as you need to make your points…don’t worry about how many slides you have ultimately as long don’t go over your time. You’ll need to create slides that are SEPARATE from the data you collect or the figures that you create for your paper. Keeping in mind the purpose of the presentation…
• Like a billboard design (I’ve been teaching billboard design for close to 20 years here at Penn)What can we learn from the billboard? Headline title and/or takeaway that expresses the one main idea – The message is very clear, Tailgaiting isn’t worth it – and if that’s not enough, it’s against the law. Guides eyes to important stuff (in this case the crash is what we look at)Mixture of text and images (notice it’s mostly image and just a little bit of text)Uses color for text and background well (clear while backgound – notice the colors work together)Fonts are reading from distance (chose a clear readable font that was readable from distance)
• Like a billboard design (I’ve been teaching billboard design for close to 20 years here at Penn)What can we learn from the billboard? Headline title and/or takeaway that expresses the one main idea – The message is very clear, Tailgaiting isn’t worth it – and if that’s not enough, it’s against the law. Guides eyes to important stuff (in this case the crash is what we look at)Mixture of text and images (notice it’s mostly image and just a little bit of text)Uses color for text and background well (clear while backgound – notice the colors work together)Fonts are reading from distance (chose a clear readable font that was readable from distance)
• Like a billboard design (I’ve been teaching billboard design for close to 20 years here at Penn)What can we learn from the billboard? Headline title and/or takeaway that expresses the one main idea – The message is very clear, Tailgaiting isn’t worth it – and if that’s not enough, it’s against the law. Guides eyes to important stuff (in this case the crash is what we look at)Mixture of text and images (notice it’s mostly image and just a little bit of text)Uses color for text and background well (clear while backgound – notice the colors work together)Fonts are reading from distance (chose a clear readable font that was readable from distance)
• Like a billboard design (I’ve been teaching billboard design for close to 20 years here at Penn)What can we learn from the billboard? Headline title and/or takeaway that expresses the one main idea – The message is very clear, Tailgaiting isn’t worth it – and if that’s not enough, it’s against the law. Guides eyes to important stuff (in this case the crash is what we look at)Mixture of text and images (notice it’s mostly image and just a little bit of text)Uses color for text and background well (clear while backgound – notice the colors work together)Fonts are reading from distance (chose a clear readable font that was readable from distance)
• Like a billboard design (I’ve been teaching billboard design for close to 20 years here at Penn)What can we learn from the billboard? Headline title and/or takeaway that expresses the one main idea – The message is very clear, Tailgaiting isn’t worth it – and if that’s not enough, it’s against the law. Guides eyes to important stuff (in this case the crash is what we look at)Mixture of text and images (notice it’s mostly image and just a little bit of text)Uses color for text and background well (clear while backgound – notice the colors work together)Fonts are reading from distance (chose a clear readable font that was readable from distance)
• Like a billboard design (I’ve been teaching billboard design for close to 20 years here at Penn)What can we learn from the billboard? Headline title and/or takeaway that expresses the one main idea – The message is very clear, Tailgaiting isn’t worth it – and if that’s not enough, it’s against the law. Guides eyes to important stuff (in this case the crash is what we look at)Mixture of text and images (notice it’s mostly image and just a little bit of text)Uses color for text and background well (clear while backgound – notice the colors work together)Fonts are reading from distance (chose a clear readable font that was readable from distance)
• Like a billboard design (I’ve been teaching billboard design for close to 20 years here at Penn)What can we learn from the billboard? Headline title and/or takeaway that expresses the one main idea – The message is very clear, Tailgaiting isn’t worth it – and if that’s not enough, it’s against the law. Guides eyes to important stuff (in this case the crash is what we look at)Mixture of text and images (notice it’s mostly image and just a little bit of text)Uses color for text and background well (clear while backgound – notice the colors work together)Fonts are reading from distance (chose a clear readable font that was readable from distance)
• Like a billboard design (I’ve been teaching billboard design for close to 20 years here at Penn)What can we learn from the billboard? Headline title and/or takeaway that expresses the one main idea – The message is very clear, Tailgaiting isn’t worth it – and if that’s not enough, it’s against the law. Guides eyes to important stuff (in this case the crash is what we look at)Mixture of text and images (notice it’s mostly image and just a little bit of text)Uses color for text and background well (clear while backgound – notice the colors work together)Fonts are reading from distance (chose a clear readable font that was readable from distance)
• Like a billboard design (I’ve been teaching billboard design for close to 20 years here at Penn)What can we learn from the billboard? Headline title and/or takeaway that expresses the one main idea – The message is very clear, Tailgaiting isn’t worth it – and if that’s not enough, it’s against the law. Guides eyes to important stuff (in this case the crash is what we look at)Mixture of text and images (notice it’s mostly image and just a little bit of text)Uses color for text and background well (clear while backgound – notice the colors work together)Fonts are reading from distance (chose a clear readable font that was readable from distance)
• The assertion is a sentence headline that states the main message of the slideThe evidence is NOT a bulleted list, but instead visual evidence: photos, drawings, diagrams, graphs, films, or equationsThe main assumption of the assertion-evidence structure assumes the primary purpose of the slide is the help the audience understandRemember the content rather than provide talking points for the speaker.
• Here’s an example:The headline is the assertion – image shows the evidence
• In 2013, Michael Alley did a study and the results showedThis style of presentation vs. the topic and bullet point list lead to better better recall and comprehension of complex dataInternational Journal of Engineering Education (accepted 2013)
• In the same study he found that people who were exposed to the assertion-evidence slides had fewer major misconceptions about the material
• In a separate study, by team, [add in picture of a college student)Students that use this approach to present in class think and learn more deeply about the topic
• It’s important to notice using this structure for slides evidence is NOT a bulleted list, but instead visual evidence: photos, drawings, diagrams, graphs, films, or equationsSo let’s say this is your evidence is this photo….What I see (not as much, but still I see it) is the “structure” type of title CLICK
• Structure titles do not communicate any meaning…and they simply repeat…Don’t waste valuable real estate on the slide with meaningless words. So in coaching I’ll push someone and say – what are you communicatingAh, I’ve got…CLICK
• Although it’s slightly better, the meaning is still missing, rightThe audience can SEE the what! They don’t need text to tell them that! They want to know the meaning…
• Although it’s slightly better, the meaning is still missing, rightThe audience can SEE the what! They don’t need text to tell them that! They want to know the meaning…
• It could be….
• It could be….
• So the headings always need to communicate the so what
• Minimum essential data– you need to focus on ONLY what is necessary to make your pointRemember the paper is repository for all the data- the presentation is to generate interest and discussionEXAMPLE to PROCESS
• Here’s an example of something that is close, but not quite enough…it’s almost a cross between the two…You see the topic heading and the bulleted list in red, but you also see the graphs underneath. It was like the person understood they should be there, but felt like they also had to keep the old structure
• Here’s an example of something that is close, but not quite enough…it’s almost a cross between the two…You see the topic heading and the bulleted list in red, but you also see the graphs underneath. It was like the person understood they should be there, but felt like they also had to keep the old structure
• When you have an assertion in the title it lets you know what to go looking for in the graph.
• When you have an assertion in the title it lets you know what to go looking for in the graph.
• Minimum essential data– you need to focus on ONLY what is necessary to make your pointRemember the paper is repository for all the data- the presentation is to generate interest and discussionEXAMPLE to PROCESS
• Here’s another example from the same presentation – notice the assertion-evidence structure The title is the sentence assertion and the images below are what support it. However, my friend (and colleague) Jean-Luc Lebrun questions the sequence…assertion then evidence or is it better to go with evidence then assertion. Certainly in the opposite direction it more closely models the scientific process: Hypothesis, observation, assertionHe suggest that some might feel more engaged if they were actively involved in probing the visual evidence for answers –he suggest that it the mind is in a moe active let-me-see mode The idea is that the under the guidance of the presenter, they discover the yet-to-appear assertion. When I work with clients I suggest they use upside down evidence-assertion when they want to use a story telling style and use the research questions to guide them through. I also think it’s useful to use the upside structure when you have a controversial result and you want to walk through your observations step-by-step before revealing the assertion.
• Here’s another example from the same presentation – notice the assertion-evidence structure The title is the sentence assertion and the images below are what support it. However, my friend (and colleague) Jean-Luc Lebrun questions the sequence…assertion then evidence or is it better to go with evidence then assertion. Certainly in the opposite direction it more closely models the scientific process: Hypothesis, observation, assertionHe suggest that some might feel more engaged if they were actively involved in probing the visual evidence for answers –he suggest that it the mind is in a moe active let-me-see mode The idea is that the under the guidance of the presenter, they discover the yet-to-appear assertion. When I work with clients I suggest they use upside down evidence-assertion when they want to use a story telling style and use the research questions to guide them through. I also think it’s useful to use the upside structure when you have a controversial result and you want to walk through your observations step-by-step before revealing the assertion.
• So here is an example, that although it’s not controversial –this would be the example of a more story telling style approach. Notice the question is at the top and the evidence walks through how the question was addressed…this slide then works in conjunction with the second one we already saw…CLICK
• So here is an example, that although it’s not controversial –this would be the example of a more story telling style approach. Notice the question is at the top and the evidence walks through how the question was addressed…this slide then works in conjunction with the second one we already saw…CLICK
• So here is an example, that although it’s not controversial –this would be the example of a more story telling style approach. Notice the question is at the top and the evidence walks through how the question was addressed…this slide then works in conjunction with the second one we already saw…CLICK
• Here’s another example from the same presentation – notice the assertion-evidence structure The title is the sentence assertion and the images below are what support it. However, my friend (and colleague) Jean-Luc Lebrun questions the sequence…assertion then evidence or is it better to go with evidence then assertion. Certainly in the opposite direction it more closely models the scientific process: Hypothesis, observation, assertionHe suggest that some might feel more engaged if they were actively involved in probing the visual evidence for answers –he suggest that it the mind is in a moe active let-me-see mode The idea is that the under the guidance of the presenter, they discover the yet-to-appear assertion. When I work with clients I suggest they use upside down evidence-assertion when they want to use a story telling style and use the research questions to guide them through. I also think it’s useful to use the upside structure when you have a controversial result and you want to walk through your observations step-by-step before revealing the assertion.
• Size difference -- overall size -- underline
• It means editing down the picture and thinking about color, making it readable and labelling properly
• Again, this is the same mouse 20 minutes post infusion of KKO. These are uninvolved vessels. Note that the complement staining appears to be specific and correlates with the binding of platelets and KKO.HIT(hPF4+/FcyRIIA+) mouse post KKO injuriesmPlatelets(CD41) – Blue, KKO-568 – Red, mC3b-488 - Green
• What is the absolute least amount of data you need to present?
• This graph is directly from Jean-Luc Doumont, from his book Trees, Maps, and theoremsYou can find a download from wwww.treesmapsandtheorems.com
• This graph is directly from Jean-Luc Doumont, from his book Trees, Maps, and theoremsYou can find a download from wwww.treesmapsandtheorems.com
• JUST FOR A SECOND TO SEE THE CHANGE – Then click to see the stuff that changed….
• Minimum essential data– you need to focus on ONLY what is necessary to make your pointRemember the paper is repository for all the data- the presentation is to generate interest and discussionEXAMPLE to PROCESS
• We wanted to assess the relative strength of KKO in the presence of PF4 as an activator compared to other established platelet agonists. As you can see when comparing the mean fluorescence intensity and percent positivity, PF4/KKO is second only to convulxin as a platelet activator.
• I would have put them in the order of increasing – not just random orderTo make my redo process more efficient and because I didn’t have the original data – I just put boxes over stuff to Not sure how I feel about the only relevent tick marks – also since it’s not me, I wasn’t sure which were relevant
• What is the absolute least amount of data you need to present?
• Minimum essential data– you need to focus on ONLY what is necessary to make your pointRemember the paper is repository for all the data- the presentation is to generate interest and discussionEXAMPLE to PROCESS
• Notice the direction that that moves Notice there aren’t any wipes or animated transitions
• 23 participants were tested: 11 LA and 12 HA. Participants’ olfactory abilities, anxiety vulnerability and, the presence of recordable SCR response were tested. One participant was excluded from the final analyses because she did not demonstrate a SCR. Participants set their own shock level subsequently used in Session 2. During session two we simultaneously recorded perceptual ratings, physiological arousal, and neural activations. Perceptual ratings were collected on a Visual analogous scale ranging from not at all to very much. Participants had to answer the questions how intense was the odor. Arousal was measured via skin conductance, or the ease with which electrical current pass through the skin. Skin conductance changes for a variety of reasons mostly tied to how much you&apos;re sweating. The more anxious someone becomes, the more he sweats, the higher the amplitude of her skin conductance response.An event-related design was used to collect neural responses. In order to account for temporal autocorrelations in time series, a 1st order polynomial expansion regressor was applied.
• 23 participants were tested: 11 LA and 12 HA. Participants’ olfactory abilities, anxiety vulnerability and, the presence of recordable SCR response were tested. One participant was excluded from the final analyses because she did not demonstrate a SCR. Participants set their own shock level subsequently used in Session 2. During session two we simultaneously recorded perceptual ratings, physiological arousal, and neural activations. Perceptual ratings were collected on a Visual analogous scale ranging from not at all to very much. Participants had to answer the questions how intense was the odor. Arousal was measured via skin conductance, or the ease with which electrical current pass through the skin. Skin conductance changes for a variety of reasons mostly tied to how much you&apos;re sweating. The more anxious someone becomes, the more he sweats, the higher the amplitude of her skin conductance response.An event-related design was used to collect neural responses. In order to account for temporal autocorrelations in time series, a 1st order polynomial expansion regressor was applied.
• I wasn’t sure exactly whey the process was there? Perhaps it was to orient the person to where they were in the process?If the process was an important part of the slide, then move it horizontal…our minds more easily process a process horizontallyFirst thing to notice is that the process moves horizontally. Often there are slides that simply don’t let themselves to much of an image—and turning them horizontal will add a visual elementOK- -NOW BACK to the inventory that you couldn’t read…I see this with surveys or variable lists. Show the entire list, but then use animation to highlight the key examples
• Now I’m going to cover rules that are associated with certain types of slides that you all create—title slides, aknowledgment slides, etc.
• Asnake rattlesnakeappears at your feet. Most likely you’d freeze and start sweating ― a quick, automatic sequence of arousing physical reactions. We areclearly experiencing fear.
• Asnake rattlesnakeappears at your feet. Most likely you’d freeze and start sweating ― a quick, automatic sequence of arousing physical reactions. We areclearly experiencing fear.
• For those of you not familiar with Heparin induced thrombocytopenia and thrombosis designated HITT, the sentinel clinical features are shown on this slide. This is the leg from someone who donated their saphenous vein for coronary bypass and subsequently developed HITT. Heparin induced thrombocytopenia is a prothrombotic disorder seen in patients receiving heparin approximately 5 days to 14 days after the initiation of heparin therapy. The overall mortality in patients diagnosed with HIT is 10-20%. Approximately 10% of patients suffer amputations and new thromboembolic events occur in 20-75% of people with HIT. Current therapies such as direct thrombin inhibitors or anti-Factor Xa drugs reduce new events by approximately 60%, but do not reduce amputations or increase survival indicating the clear need for additional therapeutic modalities.
• For those of you not familiar with Heparin induced thrombocytopenia and thrombosis designated HITT, the sentinel clinical features are shown on this slide. This is the leg from someone who donated their saphenous vein for coronary bypass and subsequently developed HITT. Heparin induced thrombocytopenia is a prothrombotic disorder seen in patients receiving heparin approximately 5 days to 14 days after the initiation of heparin therapy. The overall mortality in patients diagnosed with HIT is 10-20%. Approximately 10% of patients suffer amputations and new thromboembolic events occur in 20-75% of people with HIT. Current therapies such as direct thrombin inhibitors or anti-Factor Xa drugs reduce new events by approximately 60%, but do not reduce amputations or increase survival indicating the clear need for additional therapeutic modalities.
• The title is what, not a so what and at the start there may not yet be a so what…better to use the image at the attention getter
• Motor neurons are specialized cells, consisting of a soma with short dendrites and a single axon that might extend over one meter in length to reach its targets (show on the figure). Motor neurons directly link the nervous system and muscles and each motor neuron with its associated muscle fibers constitutes a functional entity called the motor unit (show on the figure). Damage to motor neuron cell bodies or their peripheral axons results in paralysis or weakness of the affected muscles and as later effect atrophy due to denervation and disuse of the affected muscles.
• CLICK THROUGH JUST TO SEE IT….
• TitleSections are numberedKeywords are highlightedOrienting “home” image
• TitleSections are numberedKeywords are highlightedOrienting “home” image
• TitleSections are numberedKeywords are highlightedOrienting “home” image
• TitleSections are numberedKeywords are highlightedOrienting “home” image
• TitleSections are numberedKeywords are highlightedOrienting “home” image
• Here’s an example from the submitted slidesSpecific Aim or subaim?
• For longer presentations using this sort of orienting slide can be helpful
• This was created
• In this case this slide is pretty good, but the main equation is at the very bottom. May get missed.
• What is the absolute least amount of data you need to present?
• What is the absolute least amount of data you need to present?
• What is the absolute least amount of data you need to present?
• And this is what we are going to be spending a good amount of our time on…How to data slides
• What is the absolute least amount of data you need to present?
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• Of course, we don’t really die from too many bullet points, but what does happen to audience attention during a talk in important. So I if you look at this graph of audience interest, we have audience interest on the y-axis and time on x-axis….What this graph represents is the attention level of the audience when a speaker is being introduced. Not everyone is paying attention yet, but a good majority are….some people are still thinking about the last speaker, some people are still entering the room, some people may be thinking about lunch or dinner…
• ### 2014 01 science slide design ss version

1. 1. Do your slides suck?
2. 2. Based on the live seminar Mediocre to Memorable Effectively designing slides for science Originally created for University of Pennsylvania School of Medicine Faculty and Postdocs (Lisa’s client for over 15 years) (She’s also the host of The Public Speaker podcast which has earned over 11 million downloads)
3. 3. Do you know what happens to your attention during a presentation?
4. 4. You’re just settling in… High Interest Low The speaker is being introduced Time
5. 5. High “Oh, the presentation started!” Interest Low Time
6. 6. Then the mind vacations begin…
7. 7. High Interest “Oh, that reminds me …” Low Time
8. 8. The speaker continues with bad delivery, unclear organization, and poorly designed slides… …the trifecta of horrible presentations!
9. 9. High Interest Low Sleep Time
10. 10. …and the speaker drones on and on, and on, and on, and on, and on, and on, and on, and on, and on, and on…
11. 11. High Interest Low Time Coma
12. 12. …until the two magic words High Interest Low Time Coma
13. 13. High Interest “In conclusion…” Low Time
14. 14. Unfortunately this isn’t far from the truth!
15. 15. Top 5 presentation annoyances Top 5 Annoyances (Pardi, 2013)
16. 16. 72% Reading slides aloud (Pardi, 2013)
17. 17. The Redundancy Principle: Redundant material interferes with learning (Hoffman, 2006)
18. 18. Pathogenesis of HIT 1. Caused by ultralarge immune complexes composed of IgG antibodies against complexes between platelet factor 4 secreted from activated platelets and heparin or glyscosaminoglycans 2. Thrombocytopenia and thrombosis arise as a result of platelet activation through FcgRIIA, activation of monocytes, and endothelium which together generates a thrombin-mediated feed-forward pathway. 3. Treatment with direct thrombin inhibitors provides incomplete benefit and is associated with major bleeding that approximates 1% per day.
19. 19. Pathogenesis of HIT 1. Caused by ultralarge immune complexes composed of IgG antibodies against complexes between platelet factor 4 secreted from activated platelets and heparin or glyscosaminoglycans Yes, this is a REAL slide from someone here at Penn! 2. Thrombocytopenia and thrombosis arise as a result of platelet activation through FcgRIIA, activation of monocytes, and endothelium which together generates a thrombin-mediated feed-forward pathway. 3. Treatment with direct thrombin inhibitors provides incomplete benefit and is associated with major bleeding that approximates 1% per day.
20. 20. Look! Speak don’t read!
21. 21. Pathogenesis of HIT (Heparin-induced thrombocytopenia)
22. 22. Pathogenesis of HIT • Caused by ultralarge immune complexes • Thrombocytopenia and thrombosis arise from platelets, monocytes, and endothelium • Treatment with direct thrombin inhibitors provides incomplete benefit
23. 23. 48% Full sentences (Pardi, 2013)
24. 24. Observation/Hypothesis Observation: Platelets from patients with HIT carry increased C3, the third component of complement, and HIT plasma contains complement fixing anti-endothelial cell antibodies that induce expression of tissue factor (NEJM, 1987). Hypothesis: Inhibition of complement will attenuate thrombocytopenia and thrombosis, increase the benefit of direct thrombin inhibitors, and permit lower and safer doses to be used.
25. 25. Observation/Hypothesis Observation: Platelets from patients with HIT carry increased C3, the third component of complement, and HIT plasma contains complement fixing anti-endothelial cell antibodies that induce expression of tissue factor (NEJM, 1987). Hypothesis: Inhibition of complement will attenuate thrombocytopenia and thrombosis, increase the benefit of direct thrombin inhibitors, and permit lower and safer doses to be used.
26. 26. 51% Text too small to read (Pardi, 2013)
27. 27. Observation/Hypothesis Observation: Platelets from patients with HIT carry increased C3, the third component of complement, and HIT plasma contains complement fixing anti-endothelial cell antibodies that induce expression of tissue factor (NEJM, 1987). Hypothesis: Inhibition of complement will attenuate thrombocytopenia and thrombosis, increase the benefit of direct thrombin inhibitors, and permit lower and safer doses to be used.
28. 28. Hypothesis: Inhibition of C3 complement will attenuate thrombocytopenia and thrombosis
29. 29. 26% Poor color choices (Pardi, 2013)
30. 30. Complement staining appears to be specific and correlates with binding of platelets and KKO Anti-CD41 (Platelets) Anti-C3b KKO HIT Mouse: Uninvolved Vessels, 20 Min. Post-KKO
31. 31. NKCC co-localizes with ACIII on the cilia AC III Ab Cilia Overlay NKCC Ab T4
32. 32. 31% Overly complex diagrams
33. 33. NKCC1 and olfactory transduction (I) Nkcc1 Is Expressed in 50mM [Cl]ex 150mM [Cl]ex Rat Olfactory Epithelium Determination of [Cl]in in dendritic knobs using 2P-FLIM in rat OE Changes of [Cl]in in dendritic knobs of mouse OE Cl uptake mechanism happens in the cilia Kaneko et al., 2004
34. 34. CL uptake mechanism happens in cilia 50mM [Cl]ex 150mM [Cl]ex Kaneko et al., 2004
35. 35. O O
36. 36. Photos: Brandon Rossen Photography
37. 37. Minimum Essential Data
38. 38. Only data to make your point
39. 39. Remember your paper contains all data
40. 40. Your presentation is to generate interest and discussion
41. 41. Let’s look at an example
42. 42. Skeletal Defects in PcG Mutants wildtype Mutant 1 Suzuki, et al. (2002) Development 129(18):4171-83 Mutant 2 Mutant 3
43. 43. Skeletal Defects in PcG Mutants wildtype Mutant 1 Suzuki, et al. (2002) Development 129(18):4171-83 Mutant 2 Mutant 3
44. 44. Skeletal Defects in PcG Mutants wildtype Mutant 1 Suzuki, et al. (2002) Development 129(18):4171-83 Mutant 2 Mutant 3
45. 45. Skeletal defects found in PcG mutants Wildtype (Suzuki, et al. 2002) Mutant
46. 46. Skeletal defects found in PcG mutants Wildtype (Suzuki, et al. 2002) Mutant
47. 47. Is silencing PcG important in mammals? Wildtype Mutant Skeletal defects found in PcG mutants (Suzuki, et al. 2002)
48. 48. 1 main point per slide
49. 49. Use “billboard” design
50. 50. “Headline” titles and takeaways
51. 51. Guide eyes to important stuff
52. 52. Mix of image and text
53. 53. [Mostly image and only some text]
54. 54. High contrast color
55. 55. [Blue writing on white background]
56. 56. [Red as highlight color]
57. 57. Sans-serif font
58. 58. Assertion-evidence structure (Alley et. al, 2007)
59. 59. Assertion-evidence structure
60. 60. Assertion-evidence slides led to better recall and understanding of complex ideas 59% (Alley et. al, 2013) (p < .01) 42%
61. 61. Assertion-evidence audience had fewer major misconceptions 5% (Alley et. al, 2013) 48%
62. 62. Students that use assertion-evidence think and learn more deeply (Aippersbach, Alley, & Garner, 2013)
63. 63. Results (1/4)
64. 64. Photo of mouse with helmet
65. 65. Photo of mouse with helmet
66. 66. Never give up!
67. 67. Helmets save lives???
68. 68. Success = creativity + determination!
69. 69. Let’s look at an example
70. 70. Assertion-evidence structure
71. 71. Assertion-evidence structure
72. 72. Let’s look at another example
73. 73. How do neutral stimulus come to symbolize threats? (Pavlov, 1927)
74. 74. How do neutral stimulus come to symbolize threats? (Pavlov, 1927)
75. 75. How do neutral stimulus come to symbolize threats? (Pavlov, 1927)
76. 76. A
77. 77. What is the best font for science? The quick brown fox…Georgia The quick brown fox…Times New Roman The quick brown fox...Verdana The quick brown fox…Tahoma The quick brown fox…Arial The quick brown fox...Trebuchet The quick brown fox…Calibri The quick brown fox...Century Gothic The quick brown fox…Comic Sans
78. 78. What is the best font for science? The quick brown fox…Georgia The quick brown fox…Times New Roman The quick brown fox...Verdana The quick brown fox…Tahoma The quick brown fox…Arial The quick brown fox...Trebuchet The quick brown fox…Calibri The quick brown fox...Century Gothic The quick brown fox…Comic Sans
79. 79. 94
80. 80. 95
81. 81. What leads to motor neuron degeneration in SMARD1? 3 weeks 4 weeks Fading Nissl staining suggests arrest of protein translation
82. 82. 97
83. 83. 98
84. 84. Observation/Hypothesis Observation: Platelets from patients with HIT carry increased C3, the third component of complement, and HIT plasma contains complement fixing anti-endothelial cell antibodies that induce expression of tissue factor (NEJM, 1987). Hypothesis: Inhibition of complement will attenuate thrombocytopenia and thrombosis, increase the benefit of direct thrombin inhibitors, and permit lower and safer doses to be used.
85. 85. HIT Mouse, Uni nvolved Vessels, 20 Min. PostKKO Blue= Anti-CD41 (Platelets) Green= Anti-C3b Red= KKO
86. 86. Complement staining appears to be specific and correlates with binding of platelets and KKO Anti-CD41 (Platelets) Anti-C3b KKO HIT Mouse: Uninvolved Vessels, 20 Min. Post-KKO
87. 87. Minimum Essential Graphs
88. 88. Example of bad graph from Jean-Luc Dumount, Principae (Principae, 2009)
89. 89. Principae pruning process • Data lines better contrasted • Non-data lines grey • Position labels near data • Relevant ticks marks only (Principae, 2009)
90. 90. Minimum essential graph by Jean-Luc Dumount, Principae (Principae, 2009)
91. 91. Minimum essentials graphs by Jean-Luc Dumount (Principiae, 2009)
92. 92. Let’s look at examples from you!
93. 93. Platelet activation in WB with KKO agonist 16000 P sel MFI 120 P sel % + Ann % + Annexin MFI 14000 100 12000 80 10000 8000 60 6000 40 4000 20 2000 0 0 Control PF4 ADP 10ul TRAP 6 Convulxin PF4 + KKO Control PF4 ADP 10ul TRAP 6 Convulxin PF4 + KKO
94. 94. What is the relative strength KKO in presence of PF4 compared to other established platelet agonists? Mean fluorescence Percent Positivity 16000 120 14000 12000 P Sel 100 P Sel % 10000 80 8000 6000 4000 60 40 2000 0 20 0 Control PF4 ADP 10ul TRAP 6 PF4/KKO second to Convulxin Convulxin PF4 + KKO
95. 95. Minimum essential graphs require “builds” (sometimes)
96. 96. Meet the PcG Complexes PRC 2 ~600 kDa RPD3 E(z) Pcl PRC 1 ~ 2MDa Su(z)12 N55 Pc Ph Psc zeste Scm Esc Sce Initiation Maintenance
97. 97. Meet the PcG Complexes PRC 2 ~600 kDa Points speaker made: PRC 1 ~ 2MDa RPD3 • Su(z)12 Each protein complex is made up E(z) Pc Ph N55 Psc of multiple distinct subunits zeste • All subunits are required Pcl Scm Esc • Silencing requires both Sce complexes (this was the main point) Initiation Maintenance
98. 98. Meet the PcG Complexes PRC 2 ~600 kDa RPD3 E(z) Pcl PRC 1 ~ 2MDa Su(z)12 N55 Pc Ph Psc zeste Scm Esc Sce Initiation Maintenance
99. 99. Meet the PcG Complexes PRC 2 ~600 kDa RPD3 E(z) Pcl PRC 1 ~ 2MDa Su(z)12 N55 Pc Ph Psc zeste Scm Esc Sce Initiation Maintenance
100. 100. Meet the PcG Complexes PRC 2 ~600 kDa RPD3 E(z) Pcl PRC 1 ~ 2MDa Su(z)12 N55 Pc Ph Psc zeste Scm Esc Sce Initiation Maintenance
101. 101. Let’s look at the “re-do”
102. 102. PcG complexes PRC1 and PRC2 PRC1 PRC2 Multiple distinct sub-units
103. 103. PcG complexes PRC1 and PRC2 PRC1 PRC2 All sub-units are required – team effort
104. 104. PcG complexes PRC1 and PRC2 PRC1 PRC2 All sub-units are required – team effort
105. 105. Both PcG complexes PRC1 and PRC 2 are required for silencing PRC1 PRC2
106. 106. 4EBP1 acts as a switch between cap-dependent and capindependent mRNA translation eIF4G eIF4E cap growth factors mitogenic signals hormones, cytokines AAAAAAA eIF4G 40S Akt (kinase) mTOR (kinase) eIF4E Active 4E-BP Rapamycin/hypoxia 4E-BP eIF4E sequestered cap-dependent mRNA translation P P Inactive 4E-BP P cap-dependent mRNA translation inhibited 40S Cap AUG UAA AAAAAn cap-independent mRNA translation stimulated (e.g., VEGF, FGF, Bcl2, HIF1)
107. 107. 4EBP1 acts as a switch between cap-dependent and capindependent mRNA translation eIF4G eIF4E cap growth factors mitogenic signals hormones, cytokines AAAAAAA eIF4G 40S Akt (kinase) mTOR (kinase) eIF4E Active 4E-BP Rapamycin/hypoxia 4E-BP eIF4E sequestered cap-dependent mRNA translation P P Inactive 4E-BP P cap-dependent mRNA translation inhibited 40S Cap AUG UAA AAAAAn cap-independent mRNA translation stimulated (e.g., VEGF, FGF, Bcl2, HIF1)
108. 108. 4EBP1 acts as a switch eIF4G eIF4E cap growth factors mitogenic signals hormones, cytokines AAAAAAA eIF4G 40S Akt (kinase) mTOR (kinase) eIF4E Active 4E-BP Rapamycin/hypoxia 4E-BP P P P Inactive 4E-BP cap-dependent mRNA translation
109. 109. 4EBP1 acts as a switch eIF4G eIF4E cap growth factors mitogenic signals hormones, cytokines AAAAAAA eIF4G 40S Akt (kinase) mTOR (kinase) eIF4E Active 4E-BP Rapamycin/hypoxia 4E-BP eIF4E sequestered cap-dependent mRNA translation inhibited P P P Inactive 4E-BP 40S Cap AUG UAA AAAAAn cap-independent mRNA translation stimulated (e.g., VEGF, FGF, Bcl2, HIF1)
110. 110. Cap-independent mRNA translation stimulated (e.g., VEGF, FGF, Bcl2, HIF1α) eIF4G eIF4E cap growth factors mitogenic signals hormones, cytokines AAAAAAA eIF4G 40S Akt (kinase) mTOR (kinase) Active 4E-BP eIF4E Rapamycin/hypoxia 4E-BP eIF4E sequestered P P P Inactive 4E-BP cap-dependent mRNA translation inhibited 40S Cap AUG UAA AAAAAn
111. 111. Experimental Design Aversive Olfactory learning Session 1 Olfactory Screening Specific anosmia Anxiety STICSA Baseline Set Shock State–Trait Inventory for Cognitive and Somatic Anxiety (Ree et al., 2000)
112. 112. Experimental Design Aversive Olfactory learning Session 1 Olfactory Screening Specific anosmia Anxiety STICSA Baseline Set Shock State–Trait Inventory for Cognitive and Somatic Anxiety (Ree et al., 2000)
113. 113. State-Trait inventory for cognitive and somatic anxiety Session1 Olfactory Screening (Ree et al., 2000) Specific anosmia Anxiety STICSA Baseline Set Shock
114. 114. Visual analogous scale used to collect perceptual ratings Session1 Olfactory Screening Specific anosmia Anxiety STICSA Baseline Set Shock
115. 115. Visual analogous scale used to collect perceptual ratings Session1 Olfactory Screening Specific anosmia Anxiety STICSA Baseline Set Shock
116. 116. Multi-scale dispersal patterns of Triatoma infestans Corentin M. Barbu, Karthik Sethuraman, Jen Manne, Javier E. Quintanila Calderon, Michael Z. Levy University of Pennsylvania – Universidad Peruana Cayetano-Heredia
117. 117. The fear of smelling Odors and Anxiety Charles Marshall
118. 118. The fear of smelling Odors and Anxiety Charles Marshall
119. 119. The fear of smelling Odors and anxiety Charles Marshall Monell Chemical Senses Center
120. 120. Fear vs. Anxiety Outline FEAR real stimulus ANXIETY anticipation signal of threat
121. 121. HIT needs more therapeutic modalities • • • • Mortality 10-20% Amputations 10% New thromboembolic events 20-75% Therapy reduces new events by 60% does not reduce amputations or increase survival
122. 122. Firestein, 2001
123. 123. Lower motor neurons in the spinal cord and their motor units
124. 124. How we added enzymatic function to de novo proteins 1. Review analysis of the structure 2. How we created the active site by trimming side chain residues 3. How we stabilized our design by reengineering the turn
125. 125. Outline 1. Background: structure 2. Methods: active site 3. Results: our design
126. 126. How we added enzymatic function to de novo proteins 1. Review analysis of the structure 2. How we created the active site by trimming side chain residues 3. How we stabilized our design by reengineering the turn
127. 127. How we added enzymatic function to de novo proteins 1. Review analysis of the structure 2. How we created the active site by trimming side chain residues 3. How we stabilized our design by reengineering the turn
128. 128. How we added enzymatic function to de novo proteins 1. Review analysis of the structure 2. How we created the active site by trimming side chain residues 3. How we stabilized our design by reengineering the turn
129. 129. How we added enzymatic function to de novo proteins 1. Review analysis of the structure 2. How we created the active site by trimming side chain residues 3. How we stabilized our design by reengineering the turn
130. 130. How we added enzymatic function to de novo proteins 1. Review analysis of the structure 2. How we created the active site by trimming side chain residues 3. How we stabilized our design by reengineering the turn
131. 131. Disrupting vector-borne disease transmission in complex environments 1. To improve accuracy of maps of disease vectors based on imperfect and incomplete surveys 2. To improve vector advance through a divided landscape 3. To improve detection of emerging or re-emerging vector-borne disease transmission through sequential spatial sampling strategy
132. 132. Computer-aided detection in DOT drbusch@physics.upenn.edu • Automated, fast data analysis scheme • Improved diagnosis uses multiple – Measurements – Subjects – Chromophores • Pilot study of chemotherapy monitoring trending
133. 133. Computer-aided detection in DOT drbusch@physics.upenn.edu • Automated, fast data analysis scheme • Improved diagnosis uses multiple – Measurements – Subjects – Chromophores • Pilot study of chemotherapy monitoring trending • Therapy monitoring • Adding healthy subjects • DOT and other data – DCS blood flow – MRI: T1 and Gd-Uptake • Expand data set
134. 134. Questions?
135. 135. Results (2), Characteristics Variable CC (N=199) Age 58 (47-70) Gender 67 (33.7%) BMI: <25, 59 (29.8%) 25-30, 54 (27.3%) >30 85 (42.9%) CYP2C9, any *2 or *3 29 (14.9%) APOE, any E4 67 (34.2%) Vitamin K intake 44 (20-112) Any T (N=118) 60 (51-72) 32 (27.1%) 37 (31.9%) 45 (38.8%) 34 (29.3%) 42 (35.6%) 35 (29.7%) 35 (20-85) P-value 0.23 0.22 0.03 <0.001 0.40 0.49 CCEB
136. 136. Which? Results Variable (2), Characteristics CC What are these? (N=199) Age 58 (47-70) Gender Which ? 67 (33.7%) BMI: <25, 59 (29.8%) 25-30, 54 (27.3%) >30 85 (42.9%) CYP2C9, any *2 or *3 29 (14.9%) APOE, any E4 67 (34.2%) Vitamin K intake 44 (20-112) Any T (N=118) 60 (51-72) 32 (27.1%) 37 (31.9%) 45 (38.8%) 34 (29.3%) 42 (35.6%) 35 (29.7%) 35 (20-85) P-value 0.23 0.22 0.03 <0.001 0.40 0.49 CCEB
137. 137. Results (2), Characteristics Variable CC Any T P-value (N=199) (N=118) Age 58 (47-70) 60 (51-72) 0.23 Gender 67 (33.7%) 32 (27.1%) 0.22 N values? BMI: <25, 59 (29.8%) 37 (31.9%) 0.03 Percentage45 (38.8%) of group? 25-30, 54 (27.3%) Precision of percentage? >30 85 (42.9%) 34 (29.3%) CYP2C9, any *2 or *3 P-values? 42 (35.6%) <0.001 29 (14.9%) APOE, any E4 67 (34.2%) 35 (29.7%) 0.40 Vitamin K intake 44 (20-112) 35 (20-85) 0.49 CCEB
138. 138. Results (2), Characteristics Variable CC (N=199) Ag 58 (47-70) Gender 67 (33.7%) BMI: <25, 59 (29.8%) 25-30, 54 (27.3%) >30 85 (42.9%) CYP2C9, any *2 or *3 29 (14.9%) APOE, any E4 67 (34.2%) Vitamin K intake 44 (20-112) Any T (N=118) 60 (51-72) 32 (27.1%) 37 (31.9%) 45 (38.8%) 34 (29.3%) 42 (35.6%) 35 (29.7%) 35 (20-85) P-value 0.23 0.22 0.03 <0.001 0.40 0.49 CCEB
139. 139. Results (2), Characteristics Variable CC (N=199) Age 58 (47-70) Gender 67 (33.7%) BMI: <25, 59 (29.8%) 25-30, 54 (27.3%) >30 85 (42.9%) CYP2C9, any *2 or *3 29 (14.9%) APOE, any E4 67 (34.2%) Vitamin K intake 44 (20-112) Any T (N=118) 60 (51-72) 32 (27.1%) 37 (31.9%) 45 (38.8%) 34 (29.3%) 42 (35.6%) 35 (29.7%) 35 (20-85) P-value 0.23 0.22 0.03 <0.001 0.40 0.49 CCEB
140. 140. T-allele carriers have increased risk of CYP2C9 *2 or *3 & decreased risk of elevated BMI T allele carriers (N=118) Non T-allele carriers (N=199) Avg. Age (years) 60 58 % Male % CYP2C9 *2 or *3 27% 36% 34% 15% <0.001 % BMI >30 29% 43% 0.03 % APOE4 Avg. Vit.K intake 30% 35 34% 44 p value
141. 141. Minimum Essential Data
142. 142. Billboard Design
143. 143. …from Mediocre
144. 144. O O
145. 145. …to memorable
146. 146. www.lisabmarshall.com www.morefromlisa.com Featured on:
147. 147. Lisa would be delighted to deliver a full seminar for your organization. Contact us for details.
148. 148. Programs for science /engineering: Art of Speaking Science 1 Art of Speaking Science 2 Designing Science Slides Networking for Academics Interviewing Skills Poster Presentations More…