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This document provides an overview of Albert Einstein's life and accomplishments in the form of a presentation outline. It includes slides on Einstein's birth in Germany, education at the University of Zurich, his theory of relativity and Nobel Prize, key accomplishments like E=mc2, his later life as a professor in Princeton, and his impact on ideas of space and time. The presentation aims to help students understand Einstein's life story and influence through a timeline and details on his early years, career, major discoveries, and lessons to be learned from his example of perseverance and curiosity.
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Institution
Richard Feynman was born on the eleventh day of May 1918, in Queens, New York City. His parents were Lucille nee Philips and Melvin Arthur Feynman who was a homemaker and a sales manager respectively, and they were both Lithuanian Jews. He attended Far Rockaway High School in Queens and enrolled in Massachusetts Institute of Technology and Princeton University as an adult. Feynman was a late bloomer, in other words, he was not able to talk until his third birthday, and when he did speak, and he developed a New York accent even as an adult. However, some of his friends teased him about this and also called him a "bum." He had a strict and straight to the point father who often urged him to think outside the box and challenge conventional thinking.
Furthermore, the father was always there for him, ready to teach him new things and test his intellect. The mother, on the other hand, was a calm and collected woman. Feynman gained a sense of humor from her which he maintained most of his adult life.
As a young kid, Feynman had a liking for engineering. He had an experimental laboratory built in his home where he repaired broken radios. At one point, Feynman created an alarm burglar system. Several years later, in 1941, Feynman was involved in the Manhattan project where he aided the engineers working there by devising safety procedures for material storage (Kelly, 2009). The Manhattan Project was an experiment done by Robert R. Wilson who sought to produce enriched Uranium for use in an atomic bomb. He also received a Ph.D. in 1942 from Princeton University. While alive, he was regarded as the brightest, powerful and radical individual especially in the era of post-world war II. While doing his Ph.D., he married his first wife Arline Greenbaum, who later died in 1945.
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Allow enough time. Before you can write about the research, you have to understand it.
This can often take a lot longer than most people realize. Only when you can clearly
read the article are you ready to write about it.
Scan the article first. If you try to read a new article from start to finish, you'll get bogged down in detail. Instead, use your knowledge of APA
format to find the main points. Briefly look at each section to identify:
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the hypothesis or hypotheses tested (Introduction)
how the hypothesis was tested (Method)
the findings (Results, including tables and figures)
how the findings were interpreted (Discussion)
Underline key sentences or write the key point (e.g., hypothesis, design) of each paragraph in the margin. Although the abstract can help you to
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article that are most relevant.
Plagiarism. Plagiarism is al avoid it:
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later.
If you find yourself sticking closely to the original language and making only minor changes to the wording, then you probably don't understand the
study
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Like an abstract in a published research article, the purpose of an article summary is to give the reader a brief overview of the study. To write a good
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explain it thoroughly and briefly.
Write a first draft. Use the same order as in the article itself. Adjust the length accordingly depending on the content of your particular article and
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writing about the hypotheses, methods and results first, then about the introduction and discussion last. If you have trouble on one section, leave it for
a while and try another.
Edit for completeness and accuracy. Add information for completeness where necessary. More commonly, if you understand the article, you will
need to cut redundant or less important information. Stay focused on the research question, be concise, and avoid generalities.
Edit for style. Expect your readers to be interested, but don't make them struggle to understand you. Include all the important details; don't assume
that they are already understood.
Eliminate wordiness, including most adverbs ("very", "clearly"). "The results
be shortened to "There was no significant difference between the groups".
Use specific, concrete language. Use precise language and cite specific examples to support assertions. Avoid vague refer.
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1. An introductory paragraph should accomplish three things: grab the reader's attention, introduce the subject, and identify the specific thesis or focus of the writing.
2. The shape of the introductory paragraph is like an inverted triangle, starting broad and becoming more specific, ending with the thesis statement.
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This document provides tips and guidelines for effectively structuring introductions, bodies, and conclusions of speeches. It begins by outlining the key components of an introduction: getting the audience's attention with an attention-getting device, revealing the topic and purpose with a thesis statement, and establishing credibility. The document then discusses how to establish credibility by drawing from personal experience, research, or expertise. It also notes that the introduction should preview the main points that will be covered in the body. Finally, it provides tips for writing an effective conclusion such as signaling the end, summarizing main points, and restating the thesis in a memorable way.
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Norton Field Guide for Speaking 6.3
This document outlines Katherine Rowan's theory of explanatory communication and provides examples of how to structure presentations to clarify difficult terms, describe quasi-scientific phenomena, and overcome audience confusion and misunderstanding. It discusses defining terms' essential features, using examples and non-examples, metaphors and analogies to explain complex ideas simply. The document also emphasizes acknowledging misconceptions, providing contrary evidence to create dissatisfaction with incorrect beliefs, and explaining the accurate view to overcome misunderstandings.
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The document discusses writing a thesis statement for an academic essay. It states that the thesis statement should be placed in the introductory paragraph and act as a "roadmap" for the rest of the essay by telling the reader what the essay will be about. A good thesis statement makes an argument or interpretation, is specific and focused, and indicates how that position will be supported. It should fit at the end of the introductory paragraph and fulfill the purpose of answering the essay question and making a claim.
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The document provides a detailed lesson plan for a Grade 11 class. The lesson focuses on teaching patterns of development in writing, specifically narration. It defines narration and the elements of objective and subjective narration. Examples are used to distinguish between the two. The lesson then discusses chronological and spatial order in narration and provides activities for students to practice identifying and constructing different types of narration.
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Richard Feynman was born on the eleventh day of May 1918, in Queens, New York City. His parents were Lucille nee Philips and Melvin Arthur Feynman who was a homemaker and a sales manager respectively, and they were both Lithuanian Jews. He attended Far Rockaway High School in Queens and enrolled in Massachusetts Institute of Technology and Princeton University as an adult. Feynman was a late bloomer, in other words, he was not able to talk until his third birthday, and when he did speak, and he developed a New York accent even as an adult. However, some of his friends teased him about this and also called him a "bum." He had a strict and straight to the point father who often urged him to think outside the box and challenge conventional thinking.
Furthermore, the father was always there for him, ready to teach him new things and test his intellect. The mother, on the other hand, was a calm and collected woman. Feynman gained a sense of humor from her which he maintained most of his adult life.
As a young kid, Feynman had a liking for engineering. He had an experimental laboratory built in his home where he repaired broken radios. At one point, Feynman created an alarm burglar system. Several years later, in 1941, Feynman was involved in the Manhattan project where he aided the engineers working there by devising safety procedures for material storage (Kelly, 2009). The Manhattan Project was an experiment done by Robert R. Wilson who sought to produce enriched Uranium for use in an atomic bomb. He also received a Ph.D. in 1942 from Princeton University. While alive, he was regarded as the brightest, powerful and radical individual especially in the era of post-world war II. While doing his Ph.D., he married his first wife Arline Greenbaum, who later died in 1945.
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Richard Feynman is known for his work as a theoretical physicist. He made his mark as an original scientist, contributing to some jobs such as the theory of quantum electrodynamics, the path integral formulation of quantum mechanics and the physics of the superfluidity of supercooled liquid helium (Gri.
Allow enough time. Before you can write about the research, yo.docx
Allow enough time. Before you can write about the research, you have to understand it.
This can often take a lot longer than most people realize. Only when you can clearly
read the article are you ready to write about it.
Scan the article first. If you try to read a new article from start to finish, you'll get bogged down in detail. Instead, use your knowledge of APA
format to find the main points. Briefly look at each section to identify:
the research question and reason for the study (stated in the Introduction)
the hypothesis or hypotheses tested (Introduction)
how the hypothesis was tested (Method)
the findings (Results, including tables and figures)
how the findings were interpreted (Discussion)
Underline key sentences or write the key point (e.g., hypothesis, design) of each paragraph in the margin. Although the abstract can help you to
identify the main points, you cannot rely on it exclusively, because it contains very condensed information. Remember to focus on the parts of the
article that are most relevant.
Plagiarism. Plagiarism is al avoid it:
Take notes in your own words. Using short notes or summarizing key points in your own words forces you to rewrite the ideas into your own words
later.
If you find yourself sticking closely to the original language and making only minor changes to the wording, then you probably don't understand the
study
Writing the Summary
Like an abstract in a published research article, the purpose of an article summary is to give the reader a brief overview of the study. To write a good
summary, identify what information is important and condense that information for your reader. The better you understand a subject, the easier it is to
explain it thoroughly and briefly.
Write a first draft. Use the same order as in the article itself. Adjust the length accordingly depending on the content of your particular article and
how you will be using the summary. For the first draft, focus on content, not length (it will probably be too long). Condense later as needed. Try
writing about the hypotheses, methods and results first, then about the introduction and discussion last. If you have trouble on one section, leave it for
a while and try another.
Edit for completeness and accuracy. Add information for completeness where necessary. More commonly, if you understand the article, you will
need to cut redundant or less important information. Stay focused on the research question, be concise, and avoid generalities.
Edit for style. Expect your readers to be interested, but don't make them struggle to understand you. Include all the important details; don't assume
that they are already understood.
Eliminate wordiness, including most adverbs ("very", "clearly"). "The results
be shortened to "There was no significant difference between the groups".
Use specific, concrete language. Use precise language and cite specific examples to support assertions. Avoid vague refer.
Day 6 introduction
1. An introductory paragraph should accomplish three things: grab the reader's attention, introduce the subject, and identify the specific thesis or focus of the writing.
2. The shape of the introductory paragraph is like an inverted triangle, starting broad and becoming more specific, ending with the thesis statement.
3. A thesis statement gives the main idea or focus of an essay by telling readers what the paper will discuss in a specific manner and providing a roadmap for the body.
Writing an Effective Introduction and Conclusion for your Presentation
This document provides tips and guidelines for effectively structuring introductions, bodies, and conclusions of speeches. It begins by outlining the key components of an introduction: getting the audience's attention with an attention-getting device, revealing the topic and purpose with a thesis statement, and establishing credibility. The document then discusses how to establish credibility by drawing from personal experience, research, or expertise. It also notes that the introduction should preview the main points that will be covered in the body. Finally, it provides tips for writing an effective conclusion such as signaling the end, summarizing main points, and restating the thesis in a memorable way.
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CMST 2220Public Speaking Tips1. Know your material. Pick a
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1. Know your material. Pick a topic you are interested in. Use humor appropriately, personal stories, and conversational language – that way you won’t easily forget what to say.
2. Practice. Practice. Practice! Rehearse out loud in front of someone with all equipment you plan on using. Revise as necessary. Work to control filler words – “um, uh”. Practice with a timer and remember to pause and breathe!
3. Relax. Beginby addressing the audience, this buys you time and calms your nerves.Pause, smile, and count to three before saying anything. ("One one-thousand, two one-thousand, three one-thousand. Pause. Begin.) Transform nervous energy into enthusiasm.
4. Visualize yourself giving your speech. Imagine yourself speaking, your voice loud, clear and confident (self-fulfilling prophecy). Visualize the audience clapping – it will boost your confidence!
5. Realize that people want you to succeed. Audiences want you to be interesting, stimulating, informative, and entertaining. They’re rooting for you!
6. Don’t apologize for any nervousness or problem – the audience probably never noticed it.
7. Concentrate on the message – not the medium. Focus your attention away from your own anxieties and concentrate on your message and your audience.
8. Eye Contact. The best way to effectively use eye contact during your speech is to make eye contact! Though that may be difficult for some people, it's really important to connect with your audience. Find friendly faces in the audience and connect with them.
9. Gestures. Gestures should be natural and represent what you are feeling and thinking at that moment. Remember to also vary your gestures so that you do not bore the audience.
10. Posture and Movement. Your posture is also important. A slouching posture may indicate that you lack self confidence, or that you are uninterested in what you are talking about.
11. Your stance. A neutral stance is usually best. Movement is dependent on your situation and is encouraged if you feel comfortable.
12. Head nodding. Positive head nodding can be perceived positively, showing your audience that you are interested in them. Match your head nod to what you want your audience to feel.
13. Facial expressions. It's important to be aware of your facial expressions. Make sure you use your facial expressions to reinforce what you are thinking or feeling.
14. Always remember to smile at the audience. This helps relax you and helps the audience warm up to you. Plus it gives positive vibes out to your audience members!
15. Paralanguage. Make sure to use variety in your tone, pitch, and emphasis on words. Be sure to use a high volume and a slow rate of speed.
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OBSERVATION WORKSHEET
GENERAL INFORMATION
Age range:
Type of setting (e.g., family child care; center-based program):
Name of principal caregiver:
Contact phone for principal caregiver:
Number of caregivers for the “room” in which you observe:
Number of children in that “room”:
Date/time of observation:
PART 1: RUNNING RECORD FOR ONE CHILD
QUICK NOTES:
WRITE-UP:
EXAMPLE OF INTERPLAY OF DOMAINS:
PART 2: RUNNING RECORD FOR ONE DEVELOPMENTAL INSTANCE
QUICK NOTES:
WRITE-UP:
PART 3: PERSONAL REFLECTION
· Personal Reflection: 1-2 Pages.
For help in writing the Reflection: Please refer to the Guiding Questions in Part 3 Personal Reflection on the Observation Instructions document in the Application area.
Please write under the square that is called “Part 3: Personal Reflection.” It is easier to do the Reflection if you type under the square so that you are able to write with graduate-level writing requirements of fully-developed paragraphs. Please indent the paragraphs and double space.
Part 3: Personal Reflection
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· Observe that child for 30 minutes.
· As you observe, write down everything that happens with regard to this child and his/her interactions with others and the environment. Be as objective, and as detailed, as possible. In order to record as much as possible about what is happening, you will need to use “Quick Notes” (i.e., personal shorthand). Some people prefer to take notes by hand, some prefer to use laptops. If you take notes by hand, be sure to have a good supply of paper with you.
· At the end of the 30-minute observation period, take time to write out your “Quick Notes” in full sentences. (Note: Writing out your observation notes, immediately after you finish your note taking, will help you retain more information in your “Write-Up.”)
· Review your “Write-Up” and ask yourself if your observation revealed any overlap between developmental domains (e.g., interactions between biosocial and cognitive domains). At the end of your Running Record of One Child, briefly describe which developmental domains, if any, overlapped and how this overlap manifested itself.
Note: Record both your “Quick Notes,” your complete “Write Up,” as well as an example of the interplay between developmental domains on your Observation Worksheet.
Part 2: Running Record of One Area of Development
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Step 1: Creating a rough outline
- It begins with your research question.
- It identifies the focus of the research question.
- It lists several categories of answers to your research question. Those categories of answers SHOULD come from your reading sources. Thus, when reading your sources, you should do A FOCUSED REDDING of your sources about your focus of research question. Here one very important tip is while reading, take your notes, as the notes will guide you to create your outline.
Example: Rough Outline
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Focus of Research Question: Causes
Thesis Statement: Three are three primary causes of alcohol addiction.
Answers to Research Question:
1. Emotional distress
2. Social pressure
3. Genetic predisposition
Let’s Practice!
(a) Now take out your notebook. As a first step, go back to your working references list and read those sources with the goal of finding answers for your research question. It’s a great idea to take any notes while reading.
(b) Create a rough outline (like the box above) for your paper that includes your research question, focus of research question, thesis statement, and a list of potential supporting points (answers to your research question) from your sources and notes.
Step 2: Expanding your rough outline with evidence
When we use information from sources to explain the main points in body paragraphs, we call that information “evidence.” In other words, your source materials are the places where you will find evidences to answer your research question. However, it’s likely that only some of that information will work as evidence in your paper. You need to decide which information to use as evidence. Your paper will be more convincing if you use the following guidelines when choosing evidence.
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Think about whether you understand each idea well enough to explain it in your own words. If you don’t understand the information, you won’t be able to write about it clearly, and it will better to omit it.
Guideline 2: Choose ideas that are DIRECTLY and SPECIFICALLY related to the point you are making.
Sometimes it’s tempting to include interesting details that are related to your topic in a general way but don’t help to explain your specific supporting points.
Guideline 3: Choose a variety of types of evidence
Writers can support their ideas with several kinds of information. The following are there common types of evidence that you may find as you look through your sources.
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2. By 1932, the Nazis had become the largest party in the Reichstag, though Hitler refused compromise and held out for the chancellorship.
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3. If additional context is needed, weave 1-2 relevant but brief summaries of seminal studies into the introduction for background. Do not go into depth at this stage.
4. Use the literature review matrix to help structure the introduction in a logical flow, such as from
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Human civilizationWelcome to week 5 of your course. This discus.docx
Human civilization
Welcome to week 5 of your course. This discussion question will help you prepare for your CLA2 paper and final CLA2 PPT and as such will have a fair amount of detail. Read the CLA2 assignment listed in week 8 of the course. Then please provide an outline that itemizes the concepts that you will include in your CLA2 paper and final PPT. Please be sure to include concepts learned in the course and information (findings, conclusions) from your PA and CLA1 papers. Provide some brief details for each item that is outlined. Please keep in mind that you should have placeholders for material not yet covered in lecture from weeks 6 and 7. Here is an itemized list that summarizes the requirements of this DQ (include every item in the bullet point list below, or you will not receive full credit):
1. Outline that itemizes concepts learned in the course
2. Include information (findings, conclusions) from your PA and CLA1
3. Brief details for each item that is outlined
4. Placeholders for material not yet covered
This is CLA1:
From 3100 B.C.E. to 220 C.E., Mesopotamian, African, American, Indian, Chinese, Grecian and Roman civilizations flourished with developments that changed the world. As the regions grew, they developed complex processes and structures that were specific to their religious beliefs, social norms, and ethical needs. For this assessment, you will be comparing and contrasting these civilizations with special emphasis on their gods, social rulers, and social order.
In a digital format, you will create a presentation showcasing the differences and similarities between the regions. You are able to use any digital format you would like to create the presentation. There are many free programs available online that are movie makers, slide presentation format (a template is provided for this), or even a combination of multiple presentation styles. Your presentation should include photos, graphs, quotes, and/or video clips that show your synthesis of the coursework on the two regions and individual research you have completed. You should include at least three scholarly articles in your research and cite appropriately.
This is CLA2:
As you have learned in this course, ancient world civilizations and cultures have had great influence on modern society. Even those civilizations that have ceased to exist seem to have as great an influence on us as those who are still in existence. TheRoman and Chinese empires are examples of cultures with significant impact.For this assignment, you will research these two civilizations in the time periodsdiscussed in your textbook, focusing in on their most valued contributions, thefallout from their ancient decline, and how their influence is felt in the modernworld. Your information should be delivered in a narrated slideshow/oralpresentation and accompanying a 2-3 page paper. The slideshow should beapproximately seven to ten slides. Examples include YouTube, Visme, andVoiceT ...
Narrative Essay Ideas. Essay Topics For Narrativ
The rational actor hypothesis assumes that individuals act rationally to maximize their own self-interest. It is commonly used in economics and political science to predict behavior. However, its application throughout the social sciences has limitations. While useful for modeling behavior in some contexts, the rational actor hypothesis fails to account for cognitive biases and social/emotional factors that influence decision-making. Recent research in behavioral economics and other fields demonstrates situations where people systematically act irrationally. As a result, the scope and predictive power of the rational actor hypothesis is debated, and its use throughout the social sciences remains limited.
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Atendimento_ao_cliente_versao_final.pdf
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OBSERVATION WORKSHEETGENERAL INFORMATIONAge rangeType o.docx
OBSERVATION WORKSHEET
GENERAL INFORMATION
Age range:
Type of setting (e.g., family child care; center-based program):
Name of principal caregiver:
Contact phone for principal caregiver:
Number of caregivers for the “room” in which you observe:
Number of children in that “room”:
Date/time of observation:
PART 1: RUNNING RECORD FOR ONE CHILD
QUICK NOTES:
WRITE-UP:
EXAMPLE OF INTERPLAY OF DOMAINS:
PART 2: RUNNING RECORD FOR ONE DEVELOPMENTAL INSTANCE
QUICK NOTES:
WRITE-UP:
PART 3: PERSONAL REFLECTION
· Personal Reflection: 1-2 Pages.
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Part 3: Personal Reflection
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Step 1: Creating a rough outline
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Focus of Research Question: Causes
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Human civilizationWelcome to week 5 of your course. This discus.docx
Human civilization
Welcome to week 5 of your course. This discussion question will help you prepare for your CLA2 paper and final CLA2 PPT and as such will have a fair amount of detail. Read the CLA2 assignment listed in week 8 of the course. Then please provide an outline that itemizes the concepts that you will include in your CLA2 paper and final PPT. Please be sure to include concepts learned in the course and information (findings, conclusions) from your PA and CLA1 papers. Provide some brief details for each item that is outlined. Please keep in mind that you should have placeholders for material not yet covered in lecture from weeks 6 and 7. Here is an itemized list that summarizes the requirements of this DQ (include every item in the bullet point list below, or you will not receive full credit):
1. Outline that itemizes concepts learned in the course
2. Include information (findings, conclusions) from your PA and CLA1
3. Brief details for each item that is outlined
4. Placeholders for material not yet covered
This is CLA1:
From 3100 B.C.E. to 220 C.E., Mesopotamian, African, American, Indian, Chinese, Grecian and Roman civilizations flourished with developments that changed the world. As the regions grew, they developed complex processes and structures that were specific to their religious beliefs, social norms, and ethical needs. For this assessment, you will be comparing and contrasting these civilizations with special emphasis on their gods, social rulers, and social order.
In a digital format, you will create a presentation showcasing the differences and similarities between the regions. You are able to use any digital format you would like to create the presentation. There are many free programs available online that are movie makers, slide presentation format (a template is provided for this), or even a combination of multiple presentation styles. Your presentation should include photos, graphs, quotes, and/or video clips that show your synthesis of the coursework on the two regions and individual research you have completed. You should include at least three scholarly articles in your research and cite appropriately.
This is CLA2:
As you have learned in this course, ancient world civilizations and cultures have had great influence on modern society. Even those civilizations that have ceased to exist seem to have as great an influence on us as those who are still in existence. TheRoman and Chinese empires are examples of cultures with significant impact.For this assignment, you will research these two civilizations in the time periodsdiscussed in your textbook, focusing in on their most valued contributions, thefallout from their ancient decline, and how their influence is felt in the modernworld. Your information should be delivered in a narrated slideshow/oralpresentation and accompanying a 2-3 page paper. The slideshow should beapproximately seven to ten slides. Examples include YouTube, Visme, andVoiceT ...
Narrative Essay Ideas. Essay Topics For Narrativ
The rational actor hypothesis assumes that individuals act rationally to maximize their own self-interest. It is commonly used in economics and political science to predict behavior. However, its application throughout the social sciences has limitations. While useful for modeling behavior in some contexts, the rational actor hypothesis fails to account for cognitive biases and social/emotional factors that influence decision-making. Recent research in behavioral economics and other fields demonstrates situations where people systematically act irrationally. As a result, the scope and predictive power of the rational actor hypothesis is debated, and its use throughout the social sciences remains limited.
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Authentically Social by Corey Perlman - EO Puerto Rico
Authentically Social by Corey Perlman - EO Puerto Rico
Biography.pdf
- 1. The Life of Albert Einstein Include your name and the date of the presentation
- 2. Timeline of His Life 2 Use the timeline below to provide an overview of the person’s life. This will help your classmates and teacher understand the bigger picture, as well as what you are going to discuss more later in your presentation. Born German Empire Education University of Zurich work Theory of relativity Awards Nobel Prize
- 3. Timeline of His Life 3 Born German Empire Education University of Zurich Awards Nobel Prize in Physics Work Theory of relativity Use the timeline below to provide an overview of the person’s life. This will help your classmates and teacher understand the bigger picture, as well as what you are going to discuss more later in your presentation.
- 4. Introducing… Albert Einstein 4 Born on March 14th 1879 in Ulm, Germany The pocket compass: Root of Einstein’s fascination with science While traveling, Einstein wrote daily to his wife Elsa Introduce your person by starting with any important information. You can include their date of birth, as well as a fun fact about them that relates to what they're most known for. Include an image of the person you are discussing so that your classmates have a visual.
- 5. His Early Years 5 Expelled from school Skilled in both math and science at a young age Kant was his favorite philosopher Go into more detail about your person and the early years of their life. Tell your classmates about any important events or facts regarding their school years and leading up to adulthood.
- 6. His Life 6 Worked in patent office post-graduation 1905: Einstein’s “Miracle Year” 1921–1922: Travels abroad Go into detail about your person’s adult life. Remember to include images for your classmates to enjoy during your presentation.
- 7. 7 7 E=mc2 Theory of Relativity Briefly detail your person’s most well-known accomplishments. Avoid cluttering your slides with too much text. The goal with presentations is to create clean, easy-to-read slides. Biggest Accomplishments Old quantum theory The Nobel Prize
- 8. The End of His Life 8 Professor at the Institute for Advanced Study in Princeton, N.J. Died in 1955 Princeton, New Jersey, United States Include information about the end of your person’s life. This information may include key dates, what they did during the final years of their life, as well as where they died.
- 9. Impact on the World 9 1921 Nobel Prize in Physics Altered ideas about space and time E=mc 2 Explain further how this person has impacted the world. You can briefly list the ways in which they've had such an influence.
- 10. 1 0 Perseverance Study Tell your classmates and teacher of any lessons to be learned from your person’s life. You can also include any final thoughts or takeaway messages that you have about this historical figure. Lessons to Be Learned Curiosity Investigate
- 11. 1 1 “Whether you can observe a thing or not depends on the theory which you use. It's the theory which decides what can be observed.” Finish your presentation with famous quotes by your person. Choose one or two that you feel best represent them. Important Quotes “I'm enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.”
- 12. Thank You! Questions? Thank your classmates for listening and welcome any questions that they may have. 12
- 13. Sources 1. As this is a research project, be sure to include a slide with your sources of where your information is from!
- 14. Storytelling 1 4 Audiences respond well to stories. Look for a narrative thread behind your presentation content and consider presenting your information beginning-to-end. Follow a situation to its consequences or a problem to its solution. Weave the thread throughout your presentation. This will help it feel cohesive and make it easier to follow than a jumble of disjointed slides.
- 15. Eye Contact Improves Engagement 1 5 Tailor your slideshow to your audience’s needs. Consider their level of familiarity with the subject matter, industry jargon, and background. If you’re using language they're likely to be unfamiliar with, offer definitions so they don’t feel lost. You have a lot of knowledge to share. Decide which points you most want your audience to remember after they leave. Write your presentation with those points in mind, so your most important message is clear and memorable. Know Your Audience Keep Your Core Message in Mind
- 16. 1 6 SECTION DIVIDER Give a bit of context so the audience knows what to expect.
- 17. Data at a Glance 1 7 Show your data visually. Charts let your audience understand the numbers at a glance, so you can present a lot of information without breaking pace. Pull out and highlight the most compelling data points. Add a line or two about your analysis or how this influenced your presentation. Leverage Visuals Scientific Findings Area 1 Area 2 Area 3 Area 4
- 18. Storyboard 1 8 Compelling visuals are absolutely crucial. Choose simple, clean images that will draw attention without distracting from your presentation.
- 19. Zoho Show Para criar belas apresentações, baixe o Zoho Show de Play Store https://zoho.to/cy7 Biography.pdf (Este PDF foi gerado usando o Zoho Show)