Group items tagged

"The PowerPoint presentation BMJ 2007; 335 doi: http://dx.doi.org/10.1136/bmj.38994.480845.DE (Published 20 December 2007) Cite this as: BMJ 2007;335:1292 Article Related content Read responses (3) Article metrics David Isaacs, senior staff specialist1, Stephen Isaacs, consultant2, Dominic Fitzgerald, senior staff specialist3 Author Affiliations davidi@chw.edu.au The main purpose of a PowerPoint presentation is entertainment. Intellectual content is an unwarranted distraction. In preparing a PowerPoint presentation, aesthetics should transcend substance. The background colour scheme and logo for your slides should be selected for maximum emetogenic potential. The first inverse ridicule rule of PowerPoint presentation states: "The more lines of writing that can be coerced onto a slide and the smaller the font, the lower the risk of anyone criticising any data which has accidentally been included." The second rule states: "The number of slides you can show in your allotted time is inversely proportional to the number of awkward questions which can be asked at the end." PowerPoint has superseded the carousel era, when presentations were severely limited by the number of slots in the slide carousel and the risk of dropping the lot seconds before your talk. Plagiarism laws do not apply to PowerPoint, so cartoons of marginal relevance but high entertainment value can be downloaded and shown at suitable intervals to maintain audience mirth while minimising critical capacity. Research has shown that the ideal cartoon:data ratio is 5:1. The seasoned PowerPoint artist or PowerPointilliste has refined the presentation into a son-et-lumiere extravaganza, in which scattered dots and luminescent clumps of meaningless datasets hurtle on to the screen from all points of the compass, to the strident strains of Handel's Fireworks Music, building inexorably to a Fantasia-style Sorcerer's Apprentice climax. This fulfils an important s

"A Passion for Creative Transformation The Transformative Leadership MA is a uniquely innovative distance-learning program that integrates extensive practical skills with deep self-reflection and an emphasis on creative action in the world. The program prepares students to embody leadership and mobilize their creativity in many different ways, whether in organizations, social movements, or a range of activities requiring personal initiative and dedication to making a difference. Transformative Leadership offers a creative incubator for new forms of leadership in a rapidly changing world. New forms of leadership are needed in all dimensions of life, not just in boardrooms and governments. Transformative Leadership explores leadership along four dimensions: new ways of being, relating, knowing, and doing, all requiring new perspectives, skills, and personal practices. Transformative leadership holds that as we change the world we also change ourselves, and as we change ourselves we also change the world. The transdisciplinary curriculum develops students' abilities to reflect on their mission in life, apply leading edge research, develop new sets of skills, and creatively act in the world. Faculty and students create a rich and supportive online learning community that provides a context where students can create their own approach to leadership, based on their personal values, capacities, and mission in life. This innovative program culminates in a Capstone Action Project that demonstrates leadership in the world and allows students to apply their learning and test their theories and assumptions about leadership in real time. The lessons learned from this project are often stepping stones for new initiatives and life paths for our graduates. The program also offers a unique set of electives, including a set of courses specifically designed to address issues related to LGBTQ leadership and policy."

We are an artistic research and development outfit for the improvement of civil society and everyday life. We are situated at the intersections of design thinking and practice, social justice and activism, public art and social practice and civic / popular engagement. We design and test social interventions with and on behalf of marginalized populations, controversies and ways of life.

"Hack, play, learn A hack is a tiny, often throwaway, rapid prototype. It's a way of demonstrating the very first part of an idea in a short space of time. I build each one to test how I think something could or should work... Always done at speed, always done with passion, always to scratch an itch and always best if there's some humour or novelty involved."

The Linda test has another explanation. The choices are read in context, so "Bank teller" is read as "Bank teller and not feminist." The fact that Kahneman and followers do not check out this alternative might show their confirmation bias!

What does successful learning look like? ...Not a series of remembered ideas, reproduced for testing, and quickly forgotten. But something flexible that is already integrated with the other things a learner knows.

"As a United States citizen now, I wish Americans could experience the freedom of knowing that the health care system will always be there for us regardless of our employment status. I wish we were free to assume that our doctors get paid a salary to look after our best interests, not to profit by generating billable tests and procedures. I want the freedom to know that the system will automatically take me and my family in, without my having to battle for care in my moment of weakness and need. That is real freedom."