Power Point Presentations

Over the last few years, there has been a significant increase in the number of researchers dealing with the integration of paper and digital information or services. While recent technological developments enable new forms of paper-digital integration and interaction, some of the original research on interactive paper dates back almost twenty years. We give a brief overview of the most relevant past and current interactive paper developments. Then, based on our experience in developing a wide variety of interactive paper solutions over the last decade, as well as the results of other research groups, we outline future directions and challenges for the realisation of innovative interactive paper solutions. Further, we propose the definition of common data formats and interactive paper design patterns to ensure future cross-application and framework interoperability.

Apprenticeship Business Administration - Unit 9 - Deliver a presentation
Analyse the advantages and limitations of different methods of, and media for, making presentations
Explain how the type and size of the audience affects the delivery of a presentation
Explain the factors to be taken into account in developing contingency plans when delivering presentations
Explain voice projection and timing techniques when delivering presentations
Explain the factors to be taken into account in responding to questions from an audience
Explain different methods for evaluating the effectiveness of a presentation

PowerPoint is one of the most frequently used tools to present multimedia for educational purposes. Nevertheless, little is known about the users' needs when using PowerPoint during lecturing. Our study focused on the presenter's needs in this context of use. We interviewed nine university lecturers from the computer science department by means of a questionnaire. The results show that users require features that are not yet realised with PowerPoint. For example, the control and use of other media should be adequately integrated. Or the navigation within the slide collection should be improved to better meet the users' needs. Based on our findings, we outline required system features and suggest solutions in form of a prototype.

RESUMO: O presente ensaio de cunho teórico
reflexivo propõe que o conceito de Retórica
do Design Gráfico pode ser estendido a
projetos gráficos de apresentações digitais
em Powerpoint, com fins de maximizar sua
intenção persuasiva. Para tal caracterizamos o
campo de ação do Design Gráfico e sua relação
com a informação, conceituamos a retórica do
design apresentando fundamentação teórica e
problematizamos o crescente uso do Powerpoint
como suporte persuasivo em apresentações
com especial interesse ao campo da educação,
buscando ampliar a compreensão acerca dos
campos possíveis de atuação profissional do
designer

Recent developments in digital pen and paper solutions enable, not only the digital capture of handwriting, but also paper to be used as an interactive medium that links to digital information and services. We present a tool that builds on technologies for interactive paper to enable PowerPoint presentations to be controlled from printed slide handouts. Furthermore, slides can be easily annotated during presentations by simply drawing on the printed version of the slide. As well as discussing the advantages of such a paper-based interface and initial findings on its use, we describe how we were also able to exploit it to provide a general prototyping tool for interactive paper applications.

This chapter was written for the EU TEMPUS V programme Consortium for Modern Language Teacher Education (COMOLTE) and submitted there circa 2015 in slightly different form. It has not to my knowledge been published by them but authors (who were unpaid) were to retain equal rights in any case.

In this paper, critical discussions of electronic presentation software, initially focused on PowerPoint, are reviewed. The potentials and pedagogic implications of newer forms, such as Microsoft Producer, Prezi and Xerte, are then considered. Discussion turns to whether teaching technologies, including face to face formats, constrain or prompt pedagogic innovation. An argument is developed about using presentation software in a different context to construct learning objects (stand-alone online resources), to isolate the effects of the presentation software itself. Finally, non-technological issues which also affect actual use are considered, especially in teaching subject specialisms like leisure studies.

Using presentations allow students more flexibility and space to explore creative expression. One form of presentation is Pecha Kucha (PK). PK is an entertaining and creative activity for students to learn to think on the fly while using English. PK’s uncomplicated limitation of presenting 20 slides in total, each showing an image for 20 seconds is understandable by learners and can reflect the presenter’s passions and interests.

Bad presentations make lectures useless, while good presentations make lectures useful. Good lectures, and by extension, good presentations are the ones that make us think and make us think more efficiently. Students need to think because without it they will never understand. However, it is difficult to think about new ideas, and good presentations tap the power of distributed cognition to manage the cognitive load required, to make thinking more efficient so that thinking can be focused on what is important for understanding.

To achieve this requires a different approach to designing and delivering presentations. The approach explained in this workshop is a version of the assertion-evidence approach that is adapted using the principles from my first three workshops. In essence this adapted approach makes the teacher focus on critical ideas and exploit the uniqueness of lectures.

Teknik presentasi adalah bagian dari ilmu komunikasi. Komunikasi itu sendiri adalah penyampaian pesan dari pengirim kepada penerima, melalui suatu media. Jadi, mengapa kita perlu belajar teknik presentasi? Dengan belajar, memahami, dan menguasai teknik presentasi, kita dapat berkomunikasi atau menyampaikan pesan kepada audiens dengan lebih efektif.

Resumen: Para los nativos digitales, el aprendizaje es diferente al que tradicionalmente los docentes estaban acostumbrados con sus estudiantes, ahora los estilos de aprendizaje son distintos, cada estudiante tiene un estilo al cual el docente debe adecuar a los contenidos enfocados al logro de los aprendizajes, por ende, es necesario que el docente tenga la vocación y el compromiso necesario para emplear materiales didácticos llamativos que enriquezcan la práctica educativa. Y tener un mayor alcance respecto al aprendizaje y motivación del alumno, ya que la motivación es el principal motor para que alguien tenga disposición para el aprendizaje por medio de actividades en el cuaderno. El ensayo se compone de apartados que amplían el panorama respecto al diseño de material didáctico para implementar la gamificación en alumnos de segundo grado, debido a problemáticas como indisciplina, faltas de respeto, falta de compañerismo y poca motivación para realizar las actividades pertinentes. Para el diseño del material didáctico, se eligió una estrategia innovadora y que recientemente ha tenido éxito en el ámbito educativo, se denomina: Gamificación. Basada en introducir elementos de los videojuegos al desarrollo de las clases, con el objetivo de motivar al alumno y generar una experiencia de aprendizaje significativa, con temática de naves, planetas, misiones y tripulantes. Power Point fue un recurso electrónico de gran ayuda, diseñado como material didáctico modificado para simular un videojuego. Como resultado, las problemáticas encontradas disminuyeron en gran medida ya que todo el ambiente contribuyó integrando el diseño de un recurso electrónico como material didáctico. Introducción.

Recently, with the growth of technology computer assisted language learning (CALL) has equipped teachers with new tools to transform education. In order to exploit the advantages of CALL, this study explored whether applying Power Point presentations (PPTs) brings about significant improvements in high-school learners' English vocabulary knowledge. To this end, 120 Iranian male high-school students were divided into three experimental group and one control group. The administration of a 40-item multiple-choice vocabulary test, developed on the vocabularies to-be-instructed during the study period, demonstrated that the four groups were homogeneous in terms of their entry ability level. While all four groups received instruction in vocabulary during one and a half hour per week for six months, PPTs were employed only in the three experimental groups. Specifically, in the first group, the teacher used PPT to teach vocabulary and he exploited students' assistance in explanation of presentation. In the second group, the students were required to prepare and present PPTs to teach vocabulary. Simultaneously, the teacher helped the students to clarify ambiguities of their presentations. The students in the third group were also demanded to have PPTs; however, the teacher did not provide them with any assistance, clarification, or explanation. Finally, the fourth group which acted as the control group was the one in which the teacher instructed vocabulary in a traditional way without the exploitation of PPT. At the end of the study, the same vocabulary test was administered as a post-test and the results of the statistical analysis indicated that the first and the fourth group significantly outperformed the other two groups.

PowerPoint is a valuable communication aid that is now being used in many classrooms. PowerPoint is a type of presentation software that allows one to show colored text and images with simple animation and sound. PowerPoint is just one of many types of presentation software. Hyper-Studio is another. PowerPoint is the most popular because it comes bundled with Microsoft packages. PowerPoint will run on either Macintosh or Windows PC's. The files are easy to create and can be e-mailed as attachments. They can be posted on or downloaded from websites, and can be converted to html webpages. Not only can PowerPoint presentations be traded and exchanged, they can also be modified to fit any individual classroom setting. Although other presentation software may have the same capabilities, PowerPoint is the most common, and it is user friendly. PowerPoint can be used to teach new ideas and concepts to students. I have used PowerPoint presentations much more for practice and drills.

Multimedia presentation of information in instruction is widely used in many
academic and business settings around the world. The multimedia part of this
instruction is not only the use of computers, but also includes textbooks with pictures,
handouts, videos, etc., anything that uses “multiple” sources of media and multiple
perceptions to learn. Today there is a need for a well-defined, wide-spread, and easy to
remember definition of visual grammar for presentation software use in the classroom.
This research presents the finding of three attributes of this visual grammar, background
color, font style, and text density. A platform of presentation software was used to test
and define these characteristics on student retention in a classroom setting. In addition,
this research was conducted in Japan and the USA to ascertain if there is a cross cultural
perceptual difference in retention of information.

Hi, I am Samadkhan fromsun chemcial.co ltd India 
Mai l-    [email protected] ,

SUB-  Requesting for Appointment and Introduction For Oil Additives & Compressor cleaner.

It is with great pleasure and that we would like to introduce our range of cautiously formulated fuel additive products which can cater to your energy and cost saving needs.

Our company Sun Chemical Co Ltd. with head office in Hiroshima, Japan, is a leading manufacturer of state of the art Japanese technology fuel additive which caters to needs of excessive fuel consumption due to fouling of heat transfer surfaces, hard clinker, ash erosion / corrosion of tubes , emissions, excess unburnt carbon in ash , incomplete combustion and lower operating efficiency for boilers/ gas turbines/ furnaces and operating on heavy fuel oils, crude oil, coal and others.
We have a GE approval for use of SUNTURBO2000 Gas Turbine/Compressor Cleaner in turbine for Off-line Application.


We also specialize in products for Coal,  Heavy fuel oil , compressor cleaners , emulsified fuel and turbine corrosion inhibitors .


we are sending all Important details for Oil additives BA-100  & SUNTURBO2000 Compressor/ Turbine Cleaner.
I attached files describe below –

1.  BA-100 Data sheet ,BA-100 combustion mechanism,BA-100 corrosion Prevention
2.  VTTI Report
3. Hitachi Babcock Approval
4. BA-100 client list
5. SGS Test report Organica


Please find attached for Compressor/Turbine  Cleaner  (GE-based SUNTURBO2000)

It is concentrated Product can be diluted to 1:4  Ratio (1 ltr sunturbo2000 and 4 ltr DM water for Offline Cleaning &Cost effective

1. SUNTURBO2000 Data Sheet – (Includes chemical  specification and dilution rate for use)
2. SEC report -Saudi Electric Company trail test report  for SUNTURBO2000 Compressor Cleaner performance.
3. GE-Approval for SUNTURBO2000 Compressor cleaner .


Product -1-    (BA – 100 : Additive for Furnace oil/ LSHS / HFO & other fuel oils )

BENEFITS:

• Reduction in fuel consumption up to 2%-3%
• Reduction in oxides of Sulphur (SOx) and oxides of Nitrogen (NOx) – hence reduced corrosion of boiler pipes.
• Reduction of unburnt carbon/ soot in the boiler and hence promotion of complete combustion ( increase in combustion temperature)
• Acts as sludge dispersant (Sedimentation)  that reduces choking at the nozzle
• Reduction in the viscosity of the fuel ( increased flowability)
• Clean and maintained boiler tubes by reduced carbon deposits at the tubes  which reduces erosion and thereby increases the heat exchange and life of the pipes
• Reduction in  expenses and time on maintenances


We hope that you will satisfied for our all details &We will wait  for your response .

Product-2  (SUNTURBO 2000 : Compressor / Turbine Cleaner )

BENEFITS:

•    Easy to use , both Online line and offline operation.
•    Blend of non-ionic surfactants and emulsifiers hence are environmental friendly, easy disposal into atmosphere.
•    Water-based system will undergo rapid and ultimate biodegradation in aerobic aquatic environments.
•    Compatibility with aluminum, magnesium, nickel, nickel-cadmium, stainless steel, titanium and other coatings.


We hope that you will satisfied for our all details &We will wait  for your response .


Best Regards & Thanks
Mr. Samad Khan
Senior Engineer- Projects
Ph no -91-9139774298
Office Tel :080-41201785

Sun Kagaku [I] Pvt. Ltd
# 128, amarjyoti layout,
Intermediate ring road
domlur, Bangalore
INDIA – 560071
www.sunkagaku.com


Sun Chemical Co. 
TEL: +97143588205(Dubai) +97165572029(Sharjah).
FAX: +97143588201(Dubai) +97165572129(Sharjah).
TEL: +918041201785(India).
FAX: +918040932095(India).
URL: www.sun-chemical.Technology

Case studies were employed at university MBA programs for many years. These publications and internet searches, added significantly to learning. It is also a good practice to use case studies for undergraduates. At University of Phoenix, Research Information Utilization course was taught twice. Teaching this course was a challenge, because the number of hours per class was limited to 20 as opposed to 45 hours in traditional settings. At Dominican College, two classes of the International Management course were given. Using case studies in these courses provided a sound foundation for critical thinking, interpersonal, leadership, public speaking and team building skills. Student reviews were good to excellent. This paper gives the summary.

Making a good presentation is always a challenge - it makes us nervous and edgy. But one can overcome this by following the tips mentioned in the attached document.

How to make a great presentation?
Things required to make a great presentation
Use of MS Powerpoint or Apple's Keynote to make a good presentation

The aim of this study was to determine the effect of multimedia used as a teaching tool, to compare the effect of two different instructional methods on students' academic achievements and Pakistani Pharmacy student's perceptions of methods of lecture delivery. A self-constructed, prevalidated questionnaire with close and open ended items was administered on the Pharmacy students of three different institutes of Karachi, Pakistan (January 2012 to June 2012). Students were enrolled following informed consent and knowledge of the purpose of the study. Traditional method was the dominant lecture delivery method among Pharmacy students. They preferred power point presentations as compare to traditional method, but the difference was not significant. However, they welcomed the opportunity to have more interactive sections during lectures. Comparative effectiveness of multimedia instructional method to traditional methods on student's academic achievements was equal. Overall no difference attitude towards multimedia based lectures was observed among pharmacy students. In the present form of the e-learning program interactive space for students is not fully developed. To improve the overall learning experience of the students, constant source of electricity/power, teaching aids/equipment, a good environment for learning should be provided and lecturers should be trained in the use of modern teaching aids and technology.

La investigación acción se lleva a cabo en un colegio municipal de Ñuñoa en 2° y 4° básico, donde a partir de observaciones de clases se obtiene la pregunta problematizadora: ¿Cómo aportaría la tecnología al interior de la sala de clases, generando un cambio en el aprendizaje de los estudiantes de primer ciclo en un colegio de la zona oriente de Santiago? Se realizaron encuestas a los estudiantes y el test VAK de estilos de aprendizaje, además de entrevistar a los profesores para conocer su nivel conocimiento y uso de las TIC en su docencia. Se seleccionaron 2 herramientas TIC para incorporar: PowerPoint interactivos y la app Plickers para la evaluación formativa de los estudiantes. Como parte de las conclusiones podemos señalar que en general los estudiantes mantuvieron la concentración de forma constante y motivados en la clase, participando activamente. La clase funciona siempre y cuando sea divertida, motivadora y se logre una concentración para el aprendizaje constante y significativo. Hubo una mejor comprensión del contenido y el desarrollo de habilidades transversales, además de la concentración, hubo trabajo en equipo, potenciando la emocionalidad y participación de los estudiantes en el proceso de enseñanza aprendizaje autónomo, dando como resultado altas expectativas y constante motivación en el desarrollo de la clase. Esta investigación desencadenó en el establecimiento educacional, un taller aplicado a los profesores sobre app Plickers y PPT interactivos para replicar al año siguiente.

ABSTRACT A study was carried out on dialectal crosses among 18 maize populations. An analysis was conducted on ear weight data using Griffin's Method 2, Model I to determine general and specific combining ability effects. General combining ability (GCA) was found ...