this is the presentation of group 1

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Planning for and Giving a Group Presentation

Students working on group projects are often asked to give an oral presentation summarizing the results of their research. Professors assign group presentations because they combine the cooperative learning benefits of working in groups with the active learning benefits of speaking in front of an audience. However, similar to participating in a group project , giving a group presentation requires making decisions together , negotiating shared responsibilities, and collaborating on developing a set of solutions to a research problem . Below are issues to consider when planning and while giving a group presentation.

Before the Presentation

When to Begin

Planning the logistics around giving a presentation should take place as the group project progresses and, most critically, coalesce immediately after results of your study are known and clear recommendations can be made. Keep in mind that completing the basic tasks of giving a presentation [e.g., designating a moderator, designing the slide templates, working on the introduction, etc.] can save you time and allow your group to focus just before giving the presentation on how to effectively highlight the most important aspects of the research study.

Sharing the Responsibility

Everyone in the group should have an equal role in preparing the presentation and covering a similar amount of information during the presentation. However, a moderator should be elected to lead the presentation. The group should then determine what each member will speak about. This can be based on either the member's interests or what they worked on during the group project. This means that each member should be responsible for developing an outline of what they will talk about and drafting the content of their section of the slides or other forms of visual aids.

NOTE: If , for whatever reason, a group member is  particularly anxious about speaking in front of an audience or perhaps they are uncomfortable because English is not their first language, consider giving them a role that can be easily articulated, such as, introducing the purpose of the study and its importance. Everyone must participate in speaking, but be cognizant of the need to support that person by discussing what would work best for them while still being an active contributor to the presentation.

Organizing the Content

The content of the presentation should parallel the organization of the research study. In general, it should include a brief introduction, a description of the study, along with its purpose and significance, a review of prior research and its relevance to your group's project, an analysis of the results, with an emphasis on significance findings or recommended courses of action, and a brief statement about any limitations and how the group managed them. The conclusion of the presentation should briefly summarize the study's key findings and implications and, if time has been allotted, ask for questions from the audience. The conclusion can also be used to highlight areas of study the require further investigation. Note that the group's time should be spent primarily discussing the results of the study and their implications in furthering knowledge about the research problem .

Developing the Content

The narrative around each section must flow together smoothly t o ensure that the audience remains engaged. An initial meeting to discuss each section of the presentation should include the following: 1) deciding on the sequence of speakers and which group member presents on which section; 2) determining who will oversee the use of any technology [and who steps up when it's that person's turn to speak]; 3) determining how much time should be allocated for each section in relation to the overall time limit; 4) discussing the use and content of slides or other visual aids; and, 5) developing a general outline of the presentation. Once everyone's roles and responsibilities have been negotiated, the group should establish a schedule of deadlines for when the work should to be completed.

Creating Transitions

Building the narrative of an oral presentation means more than imparting information; it also requires the group to work together developing moments of transition from one section to the next. Transitional statements ensures coordination among members about what is to be covered and helps your audience follow along and remain engaged. The transition from one section to the next should include both verbal cues [e.g., a recap what you just discussed and an introduction of the next speaker] and non-verbal gestures [e.g., stepping away from the podium or front of class to make room for the next speaker]. An example of this transition could be something like this:

Speaker 1: " ...so to summarize, the literature suggested that allegations of election fraud often created the conditions for massive street protests in democratized societies. Next Mike will discuss how we analyzed recent events in Mexico and determined why this assumption may not apply under certain conditions. "

Speaker 2: " Thank you, Jordan. Next slide. In our study, we coded and analyzed the content of twitter accounts to explore the rise of dissension among.... "

NOTE:   Each member of the group should learn the entire presentation and not just their section. This ensures that members can help out if the speaker becomes nervous and loses track of what to say or if they forget something. If each member knows the entire presentation, then there is always someone who can step up and support the speaker by maintaining the narrative and not losing the audience's attention.

Practicing the Presentation

The most critical thing to do before giving a group presentation is to practice as a group. Rehearse what will be said and how it will be said so you know that the overall structure works, that the time is allotted correctly, and that any changes can be made, if needed. Also, rehearsing the presentation should include practicing use of the technology and choreographing where people will stand. An effective strategy is to rehearse the entire presentation at least twice. Practice with each member taking turns speaking in front of the other members pretending that they are the audience. This way the group members can take turns offering suggestions about improving the presentation and the speaker gets more comfortable speaking in front of people. Practice a second time presenting as a group. This way, everyone can rehearse where to stand and coordinate transitions. If possible, practice in the room where your presentation will take place; standing in the front of a classroom feels very different from sitting there as a student.

During the Presentation

Before the Presentations Begin

If groups are presenting from a shared computer, ask your professor if you could pre-load your slides or other visual aids before the class begins . This will ensure that you're not taking time away from your presentation downloading and setting everything up. In addition, if there is a problem, it can be resolved beforehand rather than it being a distraction when you start the presentation.

Introduction

Begin by having the moderator introduce the group by giving each member's name and a brief description of what they will be presenting on. And, yes, this seems like a pointless formality because it's likely that everyone knows everyone else. However, this is expected because it reflects giving oral presentations in most professional and work settings. In addition, your group has a limited amount of time to present and introducing everyone before the presentation begins saves more time than having each individual introduce themselves before they speak.

When Not Speaking

Assuming your group has practiced at least twice [and preferably more], you have heard and seen the entire presentation multiple times. Keep in mind, however, that your audience has not and they can observe everyone in the group. Be engaged. Do not look bored or distracted while others are speaking. Pay attention to each other by watching what the presenter is doing. Respond positively to the presenter and use nonverbal cues [e.g., nodding your head] as a way to help emphasize keys points of the presentation; audiences notice when those not speaking react to something the speaker is saying.

Coordinate Moving from One Speaker to the Next

The person presenting should take a position in the foreground of where you are delivering the information. Group members not speaking should step back and take a spot behind or off to the side of the speaker. When the person speaking is done, the next person steps forward. This pre-planned choreography may seem trivial, but it emphasizes to your audience who the next speaker will be and demonstrates a smooth, coordinated delivery throughout the presentation.

Visual Aids

Plan ahead how to use slides or other visual aids. The person currently presenting should not be distracted by having to constantly move to the next slide, backup and show an earlier slide, or exit a slide to show a video or external web page . Coordinate who in the group is responsible for taking the cue to change slides or otherwise manipulate the technology. When it's time for that person to speak, have a plan in place for passing this responsibility to someone else in the group. Fumbling around with who does what when, distracts the audience. Note however that the role of moving from one slide to the next does not count as being a presenter!

The presentation should conclude with the moderator stepping forward and thanking the audience and asking if there are any questions. If a question relates to a specific part of the presentation, the group member who spoke during that part should answer the question; it should not be the moderator's responsibility to answer for everyone. If another group follows your presentation from a shared computer, be courteous and close out all of your slides or other visual aids before stepping away.

Aguilera, Anna, Jesse Schreier, and Cassandra Saitow. "Using Iterative Group Presentations in an Introductory Biology Course to Enhance Student Engagement and Critical Thinking." The American Biology Teacher 79 (August 2017): 450-454; Barnard, Sam. "Guide for Giving a Group Presentation." VirtualSpeech Ltd., 2019; Eisen, Arri. "Small-Group Presentations: Teaching Science Thinking and Context in a Large Biology Class." BioScience 48 (January 1998): 53-58; Group Presentations. Writing@CSU. Colorado State University ; Kågesten, Owe, and Johann Engelbrecht. "Student Group Presentations: A Learning Instrument in Undergraduate Mathematics for Engineering Students." European Journal of Engineering Education 32 (2007): 303-314; Lucas, Stephen. The Art of Public Speaking . [Chapter 19]. 12th edition. Boston, MA: McGraw-Hill Higher Education, 2015; McArthur, John A. “10 Tips for Improving Group Presentations.” [blog]. Department of Communication Studies, Furman University, November 1, 2011; Melosevic, Sara. “Simple Group Presentation Tips for Maximum Teamwork Magic.” PresentBetter, November 13, 2018; St. John, Ron. Group Project Guidelines. Department of Speech, University of Hawai'i Maui Community College, January 16, 2002.

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3 Group Presentation Pitfalls — and How to Avoid Them

• Allison Shapira

Strategies for a polished, unified final product.

Putting together an effective group presentation takes teamwork and coordination so it doesn’t look like a patchwork quilt. And yet, many of us never budget the time to fully prepare. The author outlines some of the common mistakes people make in group presentations and offers best practices to keep you on track. 

Many of us have experienced poor group presentations. If you’re giving one, it’s the last-minute scramble the night before to decide who is presenting which part of the presentation. If you’re observing one, it’s the chaos of hearing multiple people talking over one another or, even worse, simply reading their slides word-for-word and ignoring their audience. 

• Allison Shapira teaches “The Arts of Communication” at the Harvard Kennedy School and is the Founder/CEO of Global Public Speaking, a training firm that helps emerging and established leaders to speak clearly, concisely, and confidently. She is the author of the new book, Speak with Impact: How to Command the Room and Influence Others (HarperCollins Leadership).

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5 Powerful Group Presentation Examples + Guide to Nail Your Next Talk

Leah Nguyen • 04 April, 2024 • 6 min read

A group presentation is a chance to combine your superpowers, brainstorm like mad geniuses, and deliver a presentation that'll have your audience begging for an encore.

That's the gist of it.

It can also be a disaster if it's not done right. Fortunately, we have awesome group presentation examples to help you get the hang of it💪.

Table of Contents

What is a good group presentation, #1. delivering a successful team presentation, #2. athletetrax team presentation, #3. bumble - 1st place - 2017 national business plan competition, #4. 2019 final round yonsei university, #5. 1st place | macy's case competition, bottom line, frequently asked questions, tips for audience engagement.

• Manager your timing in presentation better
• Learn to introduce team member now

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Here are some key aspects of a good group presentation:

• Organisation - The presentation should follow a logical flow, with a clear introduction, body, and conclusion. An outline or roadmap shown upfront helps guide the audience.

• Visual aids – Use slides, videos, diagrams, etc. to enhance the presentation and keep it engaging. But avoid overly packed slides with too much text. For the sake of convenience of quickly sharing the content, you can attach a QR code directly in your presentation using slides QR code generator for this goal.

• Speaking skills - Speak clearly, at an appropriate pace and volume. Make eye contact with the audience. Limit filler words and verbal tics.

• Participation - All group members should contribute to the presentation in an active and balanced way. They should speak in an integrated, conversational manner. You can also gather attention from your audience by using different interactive features, including spinner wheel word cloud , live Q&A , online quiz creator and survey tool , to maximize engagement.

🎉 Choose the best Q&A tool with AhaSlides

• Content - The material should be relevant, informative, and at an appropriate level for the audience. Good research and preparation ensure accuracy.

• Interaction - Involve the audience through questions, demonstrations, polls , or activities. This helps keep their attention and facilitates learning.

• Time management - Stay within the allotted time through careful planning and time checks. Have someone in the group monitor the clock.

• Audience focus - Consider the audience's needs and perspective. Frame the material in a way that is relevant and valuable to them.

• Conclusion - Provide a strong summary of the main points and takeaways. Leave the audience with key messages they'll remember from your presentation.

🎊 Tips: Icebreaker games | The secret weapon for connecting a new group

Present in powerful and creative visual

Engage your audience in real-time. Let them imprint your presentation in their head with revolutionising interactive slides!

Best Group Presentation Examples

To give you a good idea of what a good group presentation is, here are some specific examples for you to learn from.

The video provides helpful examples and recommendations to illustrate each of these tips for improving team presentations.

The speaker recommends preparing thoroughly as a team, assigning clear roles to each member, and rehearsing multiple times to deliver an effective team presentation that engages the audience.

They speak loudly and clearly, make eye contact with the audience, and avoid reading slides word for word.

The visuals are done properly, with limited text on slides, and relevant images and graphics are used to support key points.

The presentation follows a logical structure, covering the company overview, the problem they are solving, the proposed solution, business model, competition, marketing strategy, finances, and next steps. This makes it easy to follow.

The presenters speak clearly and confidently, make good eye contact with the audience, and avoid simply reading the slides. Their professional demeanor creates a good impression.

They provide a cogent and concise answer to the one question they receive at the end, demonstrating a good understanding of their business plan.

This group nails it with a positive attitude throughout the presentation . Smiles show warmness in opposition to blank stares.

The team cites relevant usage statistics and financial metrics to demonstrate Bumble's growth potential. This lends credibility to their pitch.

All points are elaborated well, and they switch between members harmoniously.

This group presentation shows that a little stutter initially doesn't mean it's the end of the world. They keep going with confidence and carry out the plan flawlessly, which impresses the judging panel.

The team provides clear, supported responses that demonstrate their knowledge and thoughtfulness.

When answering the questions from the judge, they exchange frequent eye contact with them, showing confident manners.

🎉 Tips: Divide your team into smaller groups for them to practice presenting better!

In this video , we can see instantly that each member of the group takes control of the stage they present naturally. They move around, exuding an aura of confidence in what they're saying.

For an intricate topic like diversity and inclusion, they made their points well-put by backing them up with figures and data.

🎊 Tips: Rate your presentation by effective rating scale tool , to make sure that everyone's satisfied with your presentation!

We hope these group presentation examples will help you and your team members achieve clear communication, organisation, and preparation, along with the ability to deliver the message in an engaging and compelling manner. These factors all contribute to a good group presentation that wow the audience.

More to read:

• 💡 10 Interactive Presentation Techniques for Engagement
• 💡 220++ Easy Topics for Presentation of all Ages
• 💡 Complete Guide to Interactive Presentations

What is a group presentation?

A group presentation is a presentation given by multiple people, typically two or more, to an audience. Group presentations are common in academic, business, and organisational settings.

How do you make a group presentation?

To make an effective group presentation, clearly define the objective, assign roles among group members for researching, creating slides, and rehearsing, create an outline with an introduction, 3-5 key points, and a conclusion, and gather relevant facts and examples to support each point, include meaningful visual aids on slides while limiting text, practice your full presentation together and provide each other with feedback, conclude strongly by summarising key takeaways.

Leah Nguyen

Words that convert, stories that stick. I turn complex ideas into engaging narratives - helping audiences learn, remember, and take action.

Tips to Engage with Polls & Trivia

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A Guide to Effective Group Presentations + Free Checklist ✨

Picture this, it is the morning of your big group presentation.

You and your team have put in many late nights, working on slides, rehearsing lines, and fine-tuning every detail (if only, sigh). As you gather in the conference room, there’s a mix of nerves and excitement in the air.

You’ve got a solid plan, but there’s ALWAYS that lingering doubt: will everything work according to plan? Will everything go off without a hitch?

We’ve all been there, the anticipation, the hope that all your hard work pays off. Group presentations can be tough to pull off. But with the right strategies, and a bit of know-how, you can transform your next group presentations into a success story.

Most of the challenges surrounding group presentations revolve around navigating the dynamics of a team presentation, and ensuring a smooth, cohesive delivery. This requires careful planning and practice. In this guide, you’ll learn tips and strategies to nail your upcoming group presentation.

How to Get Started on Your Group Presentation

There is a different dynamic to group presentations because different individuals bring with them different ideas. Here are some basics on getting started with group presentations.

Decide How You are Going to Collaborate

First things first. Decide how your team and you are going to collaborate on the presentation material. If you’re using MS Word, you can easily save a document and share its link with team members. And each member can then work on the same document, on the specific subject that they’ve been assigned. Alternatively, you can also use Google Docs.

When it’s time to create the slides, PowerPoint has collaborative features that you can put to good use.

👉 First create a PowerPoint file.

👉 At some point you need to decide what your slides should look like. You can check out SlideBazaar’s choice of presentation themes, or work on slide designs from scratch (which will take more time).

👉 If you’ve already worked on the content for the slides on a Word file, you can divide the work in PowerPoint for each member as well. To do this, go to the outline view on the left, and create sections for each team member:

To create sections, simply right click a slide, and click on Add Section, and name your section. You can even right-click the area between 2 slides to create a section.

Once you’ve created sections, each member can work on the section assigned to them.

👉 But be sure to lay down some ground rules on what kinds of fonts, images, etc. are allowed. This is to maintain a visual consistency across the entire presentation.

👉 Now all you have to do is share the file with your team and let each member work on each slide.

How to Nail the Slideshow Part of Group Presentations

Now when it comes to preparing the content for your group presentation, the slideshow, there are some things that you should keep in mind:

Know Your Audience, Understand the Objective

Before creating content, take a step back and clearly define your target audience and the goals you want to achieve with your group presentation. Tailor your content, language and visuals around them, for a better presentation.

Visual Appeal

Create visually engaging slides that complement your presentation delivery. You can spend time working on the design of your slides, or use templates or themes, like those found on SlideBazaar, to create stunning presentations in no time.

Content Quality

Proofread the content in your slideshows. Make sure your slides are organized well. You may also want to rehearse presenting the entire slideshow, while recording yourself. Watch the recording back to ensure your slideshow has a logical flow, and that the content in your slides is easy to understand.

👉 Pro Tip 1: Never fill your slides with too much text. You are not supposed to read aloud from the slides. These slides are meant to support your presentation. 👉 Pro Tip 2: To ensure seamless sharing and distribution of your presentation after rehearsal and finalization, consider converting your PowerPoint slides to PDF format using an online PPT to PDF converter . This not only preserves the layout and design integrity but also makes it easier to share across different platforms and devices without the need for specific software.

A good rule to follow is Guy Kawasaki’s 10/20/30 rule. Have less than 10 slides, spend 20 minutes presenting them, and don’t use font sizes smaller than 30 pts. This ensures that your presentation is short, concise, and does not have too much text.

Presentation Delivery – Useful Tips

Nonverbal cues and stage presence.

Pay attention to your posture while presenting. Maintain good posture, and don’t forget to make eye contact with your audience. Use natural hand gestures to emphasize your points.

Speak loud enough for the audience to hear. You can also try varying your tone to keep the audience engaged. Remember, even silent team members that are with you, contribute to the overall impression through their body language and attentiveness. So, make sure you’re all standing with good posture, and look relaxed and confident.

Transitions and Handovers

When presenting as a group, seamless transitions between speakers are crucial. Practice clear handoff cues.

Handoff cues are signals or actions used to coordinate the transfer of responsibility from one person to another. These could be either verbal or non-verbal, and are needed to maintain a smooth flow during your group presentation.

Here are some examples of handoff cues that you can use:

Verbal Cues:

• Introduction: Now, I’ll hand it over to [NAME], who will talk about [TOPIC].
• Summary and lead-in: Now that we’ve covered [TOPIC], I would like to invite [NAME] to expand on [NEXT TOPIC].
• Question prompt: To answer this question, I’ll pass the stage to [NAME].

Non-Verbal Cues:

• Physical gesture: A nod or a smile towards the next speaker.
• Movement: Stepping aside to physically clear up space for the next speaker.
• Eye Contact: Making eye contact with the next speaker to signal it’s their turn.

Visual Cues:

• Props or clicker handoff: Passing the clicker or a relevant prop to the next speaker.

Addressing Questions as a Team

Designate a team member to manage the Q&A session or establish a system for fielding questions. This ensures all inquiries are addressed effectively and avoids confusion for the audience.

Common Challenges You Might Face – And Solutions

Here are some of the most common challenges people usually face with group presentations:

Coordination

Problem: It’s a challenge to coordinate schedules and align everyone’s availability for meetings and rehearsals.  

Solution: One way to fix this problem is to use tools like polls or Google Calendar to find times that work for everyone. If you’re all in one group chat, add a poll, and ask your team members to vote on a time and date that they’re available. Try to finalise a time that everyone’s available, and set regular meeting times and dates in advance to allow team members to plan accordingly.

Communication

Problem: Miscommunication or lack of clarity can lead to confusion among team members and can cause inconsistencies in the final presentation.

Solution: Make sure you establish clear channels of communication, such as a group chat, to facilitate ongoing discussions and updates. Document important decisions and action items in these channels to ensure everyone on your team is on the same page.

Unequal Contribution

Problem: Balancing workload and ensuring everyone contributes can be difficult.

Solution: One of the first things to do, is assign specific roles and responsibilities to each team member to ensure a fair distribution of tasks. There should be regular check-ins with team members to assess progress and address any concerns about workload distribution.

Creative Differences

Problem: Creative differences and disagreements can arise in groups.

Solution: Your meetings can have brainstorming sessions where every team member can openly share ideas and provide feedback. Focus on finding a common ground, and compromise to reach consensus on the decisions you make.

Time Constraints

Problem: Tight deadlines can add pressure, which can impact the quality of the final presentation.

Solution: Break down your presentation project into smaller tasks with clear deadlines . Prioritize tasks based on urgency, and allocate time for regular progress checks to make sure you’re all on track.

Nervousness and Performance Anxiety

Problem: Some members may struggle with anxiety or nervousness, affecting their ability to deliver their parts of the presentation effectively.

Solution: Offer support and encouragement to team members who may be struggling with presentation anxiety. Make sure they get to practice their parts enough. The rest of the team can also pretend to be the audience, if they want to practice in front of people.

Additional Tips for Success

Embrace technology:.

Instead of assigning someone to click through your slides, you can use a clicker, or even a wireless mouse. If you’re using a wireless mouse, make sure you only click through your slides, and do not accidentally move the mouse about.

However, the simplest way I’ve found to move through the slides in your presentation, is to just use your phone. If you have an Android, install PPTControl and its desktop client (search for PPTControl Desktop in the Microsoft Store). Once done, simply connect the app to your device, and you’ll now be able to control the presentation using your phone. It’s super useful!

You can also use other tools like polls, quizzes, and more to keep your audience engaged throughout your presentation.

Time Management:

You should be mindful of the allocated time for your presentation. There’s a quick way to keep track of time during your presentation. You can either do this during rehearsals, or during the actual presentation.

Click on the Windows button on your keyboard and search for “Clock”.

Click on Clock, and in the sidebar of the app, find and click on Stopwatch.

Now just above the stopwatch, click on the Keep on top button.

You now have an onscreen, floating timer. Place it somewhere on the screen as you practice or during your presentation, to keep track of time.

Oh and, one more thing. Here’s a group presentation checklist for you to make sure everything is on track.

Group Presentation Checklist

• Establish clear communication channels for the team.
• Pick a tool (polls, Calendar), to schedule meetings and rehearsals.
• Assign roles and responsibilities.
• Define target audience and presentation goals.
• Tailor your content, language, and visuals (with SlideBazaar themes).
• Create sections in PowerPoint, share it with your team.
• Let members create slides.
• Proofread for errors, and logical flow. Check for visual consistency.
• Rehearse the presentation and record yourselves.
• Practice handoff cues for seamless transition between speakers.
• Decide on a system for handling audience questions.
• Use a clicker or a smartphone app to transition between slides.
• Use tools like polls or quizzes in the presentation to keep your audience engaged.
• Keep track of time with a floating stopwatch.

Well, that’s about it. These were some tips on how you can get started on your group presentations, some best practices on nailing them, and general advice on getting success! I sure hope you found this article helpful, and that your presentation goes well. Why not check out SlideBazaar, you might find a presentation theme or template that might make your slideshow look amazing. Don’t believe me? Have a look for yourself.

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Whether for an introductory course, internship, or senior seminar, group presentations are part of everyone's college experience and can be a source of very real anxiety. Next time you are assigned a group presentation, don't panic—instead, embrace the opportunity to learn and demonstrate your abilities. Read to find out what you can do to make your next group presentation memorable.

Distribute the Work Evenly

The first step to planning an A-worthy presentation is to make sure everyone carries their own weight, though this is easier said than done. This step will set your presentation up for success but can be challenging to pull off. It is likely that at least some of the people in your group will have unmatched academic abilities and work ethics, but this problem can be overcome.

Outline the work that needs to be done for the whole project and divvy up roles based on what people are comfortable doing. Make the expectations of each person clear so that there is accountability from start to finish—if something gets sloppily finished or is left entirely undone, the issue can be traced back to whatever group member is responsible and handled accordingly. If necessary, discuss problems with the professor . Don't let one person's laziness sabotage your entire group's work.

Schedule Deadlines and Rehearsals in Advance

As a college student, it can be incredibly difficult to manage your own time let alone synchronize the schedules of several different group members. Planning to get together as far in advance as possible makes it less likely that other commitments are prioritized over important group planning time.

At your first group meeting, set a timeline for when things need to be done. Schedule meetings, deadlines, and rehearsals as far into the future as the assignment allows. Never plan to cram at an all-night stress fest the night before—tired and over-extended group members will have a hard time executing even the most well-planned presentation.

Present Together

Just as you should use the strengths and weaknesses of group members to assign planning roles before the presentation, you should consider the abilities of every group member when deciding how the presentation itself should actually be delivered. Cohesion is crucial to a great presentation. People will notice if one or more group members do not speak or the presentation gets off-topic each time a new person takes over, and weak delivery does not bode well for your grade.

When you are planning how you will present, ask yourself and your group members the following questions:

• What is the best way to deliver this material?
• What presenting strengths does each group member have?
• What goals must be met during the presentation?
• How will we divide and conquer scripting the presentation?
• What will we do if the presentation gets off-topic or a member forgets their part?

Prepare for Emergencies

Hopefully, you have put the time into creating an outstanding presentation, so don't let small hiccups derail it. Make sure that you know each other's responsibilities well enough to take over for them in times of crisis.

You never know when someone will get unexpectedly sick , face a family emergency, or be otherwise unable to show up for a presentation. Have a system in place where one group member can serve as an understudy for another group member so that your presentation does not crash and burn if someone is not there. Make the most of your preparations by planning for any scenario and remember to work as a team when things go wrong.

For a crisp presentation that leaves a strong impression on your professor and classmates, you need to rehearse. At least one run-through from beginning to end can smooth out any wrinkles, help nervous members overcome their fear, and ensure that you haven't left anything out.

Go through your parts as planned and offer each other constructive feedback immediately after. This may be uncomfortable, but helpful peer feedback can prevent negative feedback and bad grades from professors. Frame comments to members positively with a "glow and a grow": one thing they did really well and one area for improvement.

You should also discuss a dress code right before you rehearse so that all group members don the appropriate attire for the occasion. Lend each other clothes to help each other out if needed.

Stay Present During the Presentation

As long as your group is up there presenting, you need to be giving the presentation your all. This means that, even if your part is over, you should remain alert, engaged, and undistracted. This will make your presentation look and sound better while also enabling seamless emergency transitions. If you pay attention to your whole presentation, you will be much better prepared to step in for someone that needs rescuing—also, odds are that everyone else (professor included) will be more likely to pay attention if they see you paying attention.

Group presentations can be very effortful and time-consuming, so celebration is definitely in order once it's over. Reward yourself as a team for a job well done to bond after the potentially traumatizing experience you have shared.

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How to Deliver Group Presentations: The Unified Team Approach

When you’re asked to present as part of a panel of experts or a team making a sales pitch, you might think that there is safety in numbers and that you need to prepare less than if you were speaking on your own.

The truth is that, for your audience, a group presentation is only as strong as its weakest presenter. Here’s how to help your team create a strong and unified group presentation .

3 Ingredients of Great Group Presentations

The three ingredients to develop and deliver a unified group presentation are clarity, control, and commitment.

Clarity of Purpose

Clarity of roles, clarity of message, control introductions, control transitions, control time and space, commit to a schedule, commit to rehearsing.

• Commit to Answering Your Audience’s Questions

Incorporating these elements will give your audience a “seamless” message.

Ingredient #1: Clarity

Just as your presentation will have a clear purpose, expressed in a thesis statement, your group should create a Charter Statement that explicitly captures the group’s desired outcome.

The charter is different from a thesis statement. The thesis specifically frames the presentation message whereas the charter frames your group’s purpose. This Charter Statement becomes the test of everything that will go into the presentation and help guide the efforts of the team. The charter and the thesis may overlap, but even your thesis statement must be tested against the group’s Charter.

For example, if your group agrees that your general purpose is to sell your product, and, more specifically, you know that the key decision maker in the audience is leery about cutting checks to companies like yours, build that into your Charter Statement.

The purpose of our presentation is to sell our Product to ABC Company by overcoming the objections of the company’s Purchasing Officer through clear examples of how our Product provides a fast return on investment.

The Charter Statement will come in handy when you have a team member who may want to go “off track” to tell personal anecdotes that don’t pass the test of the group’s charter.

Personalities come into play when groups meet to develop presentations. Jockeying for position and ego struggles can quickly deplete the group’s momentum, resulting in hurt feelings and, potentially, a weaker presentation. Providing clarity to group roles helps to establish expectations and keep the entire group moving towards a common objective: a great group presentation.

“ Developing clarity within your group will help you develop a clear message for your audience. ”

Identify the roles your group needs during message development. For example, to ensure that team members are meeting assignments, select a Project Manager . This person isn’t the “boss of the presentation”, but rather will focus on schedule and assignments.

Other roles could include a Gap Analyst who is responsible for identifying “gaps” in content and support materials (handouts, graphics, etc.), which in turn could work closely with other roles within the group like the Chief Researcher .

Capitalize on the unique personalities within your group to develop roles that work well for all, but be sure to discuss the roles openly so they are clear to everyone.

Instead of writing “speeches” for each individual speaker , try creating one master presentation , a unified narrative, and then decide who speaks to which points, and when.

This is a shift from the traditional segmented method of group presentations where often group members are directed to “give five minutes of talking” and then are left to develop content independently.

In a master presentation, each speaker may weave in and out at various points during the presentation. When done well, this fluid dynamic can hold an audience’s attention better by offering a regular change in speakers’ voices and presence.

By using a master presentation, your group will ensure that each of the presenters will stay “on script” and use cohesive language, smooth transitions, and (when using visuals) consistent graphics.

Ingredient #2: Control

Your audience notices how your group introduces itself, so plan those introductions with your presentation.

Your presentation may be part of a larger event that includes an emcee who will introduce the team. If so, be sure that you provide pertinent information to the emcee that will allow her/him to generate interest in your presentation even before you begin speaking.

If your group is responsible for making its own introductions, however, you will need to decide if you will introduce your group members in the beginning, or when they first speak. Your group also will need to decide if each member introduces her/himself, or if one member will introduce everyone.

There is no one right way to do introductions, but your group must decide how to do them before the day of the presentation.

Decide how you are going to “hand off” from one speaker to the next. In the “master presentation” approach, you may want to consider simply have speakers pick up a narrative right where the previous speaker left off.

“ Your audience notices how your group introduces itself, so plan those introductions with your presentation. ”

If you use the more traditional segmented approach, each speaker may cue the subsequent speakers by identifying them and their subject matter. For example:

“…and speaking of quality control, no one is more qualified the Bob Johnson. Bob is going to tell us about how this team will deliver a quality project for you.”

Another option is to assign a group emcee who will handle transitions between presentation sections. Your group will need to determine which option makes the most sense based on your presentation style and audience expectations.

Multiple speakers translate to occupying more physical space, and the potential to gobble up more time with introductions and transitions.

If you will be presenting in a small room, consider where each speaker needs to be positioned to quickly reach the speaking area, and whether they will sit or stand when not speaking.

Your presentation must fit within your allotted time, so you will need to time your group’s presentation, including equipment set up, introductions, and transitions.

Ingredient #3: Commitment

Once you know the date of your presentation, create a schedule that includes specific milestones, such as “presentation draft due” and “final rehearsal”. Having a specific schedule allows members either to agree to the group’s expectations or to offer dates that better fit their personal schedules.

Additionally, you can assign specific responsibilities to the scheduled milestones; for example, who is responsible for bringing the handouts, projector, and laptop to the presentation?

“ If you find group members who lack the commitment to rehearse, consider finding group members who will commit. ”

Rehearsing is one of the most important steps for presentation success. Have your team members agree from day one that they will make themselves available to practice with the group.

If you find group members who lack the commitment to rehearse, consider finding group members who will commit. Practice makes perfect, and no rehearsal means your group doesn’t know what will happen to the content, timing, or quality of the presentation. Do those sound like things your group would like to leave to chance?

Commit to Answering Your Audience’s Questions

Once your formal presentation is over, you may see some raised hands in the audience, ready to pepper your group with questions. Your presentation is not over yet. How you handle those questions is as important as the presentation itself. A well-done presentation means nothing if presenters fumble questions so badly that they appear incompetent.

Have each member develop a list of potential questions and then, as a group, review the list. Discuss who will be responsible for handling which types of questions. Are there any questions important enough to build into the presentation?

From a Rag-Tag Group of Speakers to a Dynamic Presenting Team

By incorporating these three ingredients into your next group presentation process, you will find that you not only develop a presentation that your audience loves, but your group will transform from a rag-tag group of speakers into a dynamic presenting team.

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Great article — what I have found over the years with group presentations (2 or more people) is that the transitions are critical for success. Done well, with good chemistry, and a group presentation is fun to watch. Done badly, with awkward moments, and a group presentation becomes a group debacle.

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How to Structure your Presentation, with Examples

August 3, 2018 - Dom Barnard

For many people the thought of delivering a presentation is a daunting task and brings about a  great deal of nerves . However, if you take some time to understand how effective presentations are structured and then apply this structure to your own presentation, you’ll appear much more confident and relaxed.

Here is our complete guide for structuring your presentation, with examples at the end of the article to demonstrate these points.

Why is structuring a presentation so important?

If you’ve ever sat through a great presentation, you’ll have left feeling either inspired or informed on a given topic. This isn’t because the speaker was the most knowledgeable or motivating person in the world. Instead, it’s because they know how to structure presentations – they have crafted their message in a logical and simple way that has allowed the audience can keep up with them and take away key messages.

Research has supported this, with studies showing that audiences retain structured information  40% more accurately  than unstructured information.

In fact, not only is structuring a presentation important for the benefit of the audience’s understanding, it’s also important for you as the speaker. A good structure helps you remain calm, stay on topic, and avoid any awkward silences.

What will affect your presentation structure?

Generally speaking, there is a natural flow that any decent presentation will follow which we will go into shortly. However, you should be aware that all presentation structures will be different in their own unique way and this will be due to a number of factors, including:

• Whether you need to deliver any demonstrations
• How  knowledgeable the audience  already is on the given subject
• How much interaction you want from the audience
• Any time constraints there are for your talk
• What setting you are in
• Your ability to use any kinds of visual assistance

Before choosing the presentation’s structure answer these questions first:

• What is your presentation’s aim?
• Who are the audience?
• What are the main points your audience should remember afterwards?

When reading the points below, think critically about what things may cause your presentation structure to be slightly different. You can add in certain elements and add more focus to certain moments if that works better for your speech.

What is the typical presentation structure?

This is the usual flow of a presentation, which covers all the vital sections and is a good starting point for yours. It allows your audience to easily follow along and sets out a solid structure you can add your content to.

1. Greet the audience and introduce yourself

Before you start delivering your talk, introduce yourself to the audience and clarify who you are and your relevant expertise. This does not need to be long or incredibly detailed, but will help build an immediate relationship between you and the audience. It gives you the chance to briefly clarify your expertise and why you are worth listening to. This will help establish your ethos so the audience will trust you more and think you’re credible.

Read our tips on  How to Start a Presentation Effectively

2. Introduction

In the introduction you need to explain the subject and purpose of your presentation whilst gaining the audience’s interest and confidence. It’s sometimes helpful to think of your introduction as funnel-shaped to help filter down your topic:

• Introduce your general topic
• Explain your topic area
• State the issues/challenges in this area you will be exploring
• State your presentation’s purpose – this is the basis of your presentation so ensure that you provide a statement explaining how the topic will be treated, for example, “I will argue that…” or maybe you will “compare”, “analyse”, “evaluate”, “describe” etc.
• Provide a statement of what you’re hoping the outcome of the presentation will be, for example, “I’m hoping this will be provide you with…”
• Show a preview of the organisation of your presentation

In this section also explain:

• The length of the talk.
• Signal whether you want audience interaction – some presenters prefer the audience to ask questions throughout whereas others allocate a specific section for this.
• If it applies, inform the audience whether to take notes or whether you will be providing handouts.

The way you structure your introduction can depend on the amount of time you have been given to present: a  sales pitch  may consist of a quick presentation so you may begin with your conclusion and then provide the evidence. Conversely, a speaker presenting their idea for change in the world would be better suited to start with the evidence and then conclude what this means for the audience.

Keep in mind that the main aim of the introduction is to grab the audience’s attention and connect with them.

3. The main body of your talk

The main body of your talk needs to meet the promises you made in the introduction. Depending on the nature of your presentation, clearly segment the different topics you will be discussing, and then work your way through them one at a time – it’s important for everything to be organised logically for the audience to fully understand. There are many different ways to organise your main points, such as, by priority, theme, chronologically etc.

• Main points should be addressed one by one with supporting evidence and examples.
• Before moving on to the next point you should provide a mini-summary.
• Links should be clearly stated between ideas and you must make it clear when you’re moving onto the next point.
• Allow time for people to take relevant notes and stick to the topics you have prepared beforehand rather than straying too far off topic.

When planning your presentation write a list of main points you want to make and ask yourself “What I am telling the audience? What should they understand from this?” refining your answers this way will help you produce clear messages.

4. Conclusion

In presentations the conclusion is frequently underdeveloped and lacks purpose which is a shame as it’s the best place to reinforce your messages. Typically, your presentation has a specific goal – that could be to convert a number of the audience members into customers, lead to a certain number of enquiries to make people knowledgeable on specific key points, or to motivate them towards a shared goal.

Regardless of what that goal is, be sure to summarise your main points and their implications. This clarifies the overall purpose of your talk and reinforces your reason for being there.

Follow these steps:

• Signal that it’s nearly the end of your presentation, for example, “As we wrap up/as we wind down the talk…”
• Restate the topic and purpose of your presentation – “In this speech I wanted to compare…”
• Summarise the main points, including their implications and conclusions
• Indicate what is next/a call to action/a thought-provoking takeaway
• Move on to the last section

5. Thank the audience and invite questions

Conclude your talk by thanking the audience for their time and invite them to  ask any questions  they may have. As mentioned earlier, personal circumstances will affect the structure of your presentation.

Many presenters prefer to make the Q&A session the key part of their talk and try to speed through the main body of the presentation. This is totally fine, but it is still best to focus on delivering some sort of initial presentation to set the tone and topics for discussion in the Q&A.

Other common presentation structures

The above was a description of a basic presentation, here are some more specific presentation layouts:

Demonstration

Use the demonstration structure when you have something useful to show. This is usually used when you want to show how a product works. Steve Jobs frequently used this technique in his presentations.

• Explain why the product is valuable.
• Describe why the product is necessary.
• Explain what problems it can solve for the audience.
• Demonstrate the product  to support what you’ve been saying.
• Make suggestions of other things it can do to make the audience curious.

Problem-solution

This structure is particularly useful in persuading the audience.

• Briefly frame the issue.
• Go into the issue in detail showing why it ‘s such a problem. Use logos and pathos for this – the logical and emotional appeals.
• Provide the solution and explain why this would also help the audience.
• Call to action – something you want the audience to do which is straightforward and pertinent to the solution.

Storytelling

As well as incorporating  stories in your presentation , you can organise your whole presentation as a story. There are lots of different type of story structures you can use – a popular choice is the monomyth – the hero’s journey. In a monomyth, a hero goes on a difficult journey or takes on a challenge – they move from the familiar into the unknown. After facing obstacles and ultimately succeeding the hero returns home, transformed and with newfound wisdom.

Storytelling for Business Success  webinar , where well-know storyteller Javier Bernad shares strategies for crafting compelling narratives.

Another popular choice for using a story to structure your presentation is in media ras (in the middle of thing). In this type of story you launch right into the action by providing a snippet/teaser of what’s happening and then you start explaining the events that led to that event. This is engaging because you’re starting your story at the most exciting part which will make the audience curious – they’ll want to know how you got there.

• Great storytelling: Examples from Alibaba Founder, Jack Ma

Remaining method

The remaining method structure is good for situations where you’re presenting your perspective on a controversial topic which has split people’s opinions.

• Go into the issue in detail showing why it’s such a problem – use logos and pathos.
• Rebut your opponents’ solutions  – explain why their solutions could be useful because the audience will see this as fair and will therefore think you’re trustworthy, and then explain why you think these solutions are not valid.
• After you’ve presented all the alternatives provide your solution, the remaining solution. This is very persuasive because it looks like the winning idea, especially with the audience believing that you’re fair and trustworthy.

Transitions

When delivering presentations it’s important for your words and ideas to flow so your audience can understand how everything links together and why it’s all relevant. This can be done  using speech transitions  which are words and phrases that allow you to smoothly move from one point to another so that your speech flows and your presentation is unified.

Transitions can be one word, a phrase or a full sentence – there are many different forms, here are some examples:

Moving from the introduction to the first point

Signify to the audience that you will now begin discussing the first main point:

• Now that you’re aware of the overview, let’s begin with…
• First, let’s begin with…
• I will first cover…
• My first point covers…
• To get started, let’s look at…

Shifting between similar points

Move from one point to a similar one:

• In the same way…
• Likewise…
• Equally…
• This is similar to…
• Similarly…

Internal summaries

Internal summarising consists of summarising before moving on to the next point. You must inform the audience:

• What part of the presentation you covered – “In the first part of this speech we’ve covered…”
• What the key points were – “Precisely how…”
• How this links in with the overall presentation – “So that’s the context…”
• What you’re moving on to – “Now I’d like to move on to the second part of presentation which looks at…”

Physical movement

You can move your body and your standing location when you transition to another point. The audience find it easier to follow your presentation and movement will increase their interest.

A common technique for incorporating movement into your presentation is to:

• Start your introduction by standing in the centre of the stage.
• For your first point you stand on the left side of the stage.
• You discuss your second point from the centre again.
• You stand on the right side of the stage for your third point.
• The conclusion occurs in the centre.

Key slides for your presentation

Slides are a useful tool for most presentations: they can greatly assist in the delivery of your message and help the audience follow along with what you are saying. Key slides include:

• An intro slide outlining your ideas
• A  summary slide  with core points to remember
• High quality image slides to supplement what you are saying

There are some presenters who choose not to use slides at all, though this is more of a rarity. Slides can be a powerful tool if used properly, but the problem is that many fail to do just that. Here are some golden rules to follow when using slides in a presentation:

• Don’t over fill them  – your slides are there to assist your speech, rather than be the focal point. They should have as little information as possible, to avoid distracting people from your talk.
• A picture says a thousand words  – instead of filling a slide with text, instead, focus on one or two images or diagrams to help support and explain the point you are discussing at that time.
• Make them readable  – depending on the size of your audience, some may not be able to see small text or images, so make everything large enough to fill the space.
• Don’t rush through slides  – give the audience enough time to digest each slide.

Guy Kawasaki, an entrepreneur and author, suggests that slideshows should follow a  10-20-30 rule :

• There should be a maximum of 10 slides – people rarely remember more than one concept afterwards so there’s no point overwhelming them with unnecessary information.
• The presentation should last no longer than 20 minutes as this will leave time for questions and discussion.
• The font size should be a minimum of 30pt because the audience reads faster than you talk so less information on the slides means that there is less chance of the audience being distracted.

Here are some additional resources for slide design:

• 7 design tips for effective, beautiful PowerPoint presentations
• 11 design tips for beautiful presentations
• 10 tips on how to make slides that communicate your idea

Group Presentations

Group presentations are structured in the same way as presentations with one speaker but usually require more rehearsal and practices.  Clean transitioning between speakers  is very important in producing a presentation that flows well. One way of doing this consists of:

• Briefly recap on what you covered in your section: “So that was a brief introduction on what health anxiety is and how it can affect somebody”
• Introduce the next speaker in the team and explain what they will discuss: “Now Elnaz will talk about the prevalence of health anxiety.”
• Then end by looking at the next speaker, gesturing towards them and saying their name: “Elnaz”.
• The next speaker should acknowledge this with a quick: “Thank you Joe.”

From this example you can see how the different sections of the presentations link which makes it easier for the audience to follow and remain engaged.

Example of great presentation structure and delivery

Having examples of great presentations will help inspire your own structures, here are a few such examples, each unique and inspiring in their own way.

How Google Works – by Eric Schmidt

This presentation by ex-Google CEO  Eric Schmidt  demonstrates some of the most important lessons he and his team have learnt with regards to working with some of the most talented individuals they hired. The simplistic yet cohesive style of all of the slides is something to be appreciated. They are relatively straightforward, yet add power and clarity to the narrative of the presentation.

Start with why – by Simon Sinek

Since being released in 2009, this presentation has been viewed almost four million times all around the world. The message itself is very powerful, however, it’s not an idea that hasn’t been heard before. What makes this presentation so powerful is the simple message he is getting across, and the straightforward and understandable manner in which he delivers it. Also note that he doesn’t use any slides, just a whiteboard where he creates a simple diagram of his opinion.

The Wisdom of a Third Grade Dropout – by Rick Rigsby

Here’s an example of a presentation given by a relatively unknown individual looking to inspire the next generation of graduates. Rick’s presentation is unique in many ways compared to the two above. Notably, he uses no visual prompts and includes a great deal of humour.

However, what is similar is the structure he uses. He first introduces his message that the wisest man he knew was a third-grade dropout. He then proceeds to deliver his main body of argument, and in the end, concludes with his message. This powerful speech keeps the viewer engaged throughout, through a mixture of heart-warming sentiment, powerful life advice and engaging humour.

As you can see from the examples above, and as it has been expressed throughout, a great presentation structure means analysing the core message of your presentation. Decide on a key message you want to impart the audience with, and then craft an engaging way of delivering it.

By preparing a solid structure, and  practising your talk  beforehand, you can walk into the presentation with confidence and deliver a meaningful message to an interested audience.

It’s important for a presentation to be well-structured so it can have the most impact on your audience. An unstructured presentation can be difficult to follow and even frustrating to listen to. The heart of your speech are your main points supported by evidence and your transitions should assist the movement between points and clarify how everything is linked.

Research suggests that the audience remember the first and last things you say so your introduction and conclusion are vital for reinforcing your points. Essentially, ensure you spend the time structuring your presentation and addressing all of the sections.

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Definition of presentation of a group.

basing myself on suggestions I found in previous discussions, I have opted for the algebra book of Dummit. However, I have now a little problem. On page 26 (3th edition) the authors say that

"presentations" give an easy way of describing many groups, but there are a number of subtleties that need to be considered. One of this is that in an arbitrary presentation it may be difficult (or even impossible) to tell when two elements of the group (expressed in terms of the given generators) are equal. As a result it may not be evident what the order of the presented group is, or even whether the group is finite or infinite.

Then they report two examples

$\qquad$$\qquad$$\qquad$$\qquad$ $<x_1,y_1 \;|\; x_{1}^2=y_{1}^2=(x_{1}y_{1})^2=1>$

saying that one can show this is a presentation of a group of order 4, whereas

$\qquad$$\qquad$$\qquad$$\qquad$ $<x_2,y_2 \;|\; x_{2}^3=y_{2}^3=(x_{2}y_{2})^3=1>$

is a presentation of an infinite group.

The problems I encountered are essentially two:

1) I have found vague the "definition" of "relations"(and consequently that of "presentation"), because it is set metamathematicalwise (at least this way it sounds to me), using the concept of "derivation/deduction". Infact, no method is exhibited to clarify and rigorously formalize the expression used in the "definition", so I find some trouble, the underlying ideas having been left up in the air (what is meant, for example, as they say "it may be difficult (or even impossible) to tell when two elements of the group are equal"? what's the corresponding mental mechanism? and what if the $S$ generators set has an exorbitant cardinality? Is perhaps (also) this a motive of difficulty to which the authors refer?);

2) with reference to the two examples I mentioned, I am not able to understand the link between these and what has been said just before: there may be some problems about assigning the order to the presented group (it has been said), but the two presentations in the examples are well defined in this sense (I say).

• abstract-algebra
• group-theory
• group-presentation
• combinatorial-group-theory

• 1 $\begingroup$ The definition given here is intuitive. Formally we construct a group $G$ with set of generators $X$ and relations $R_i$ among the $X$ as a quotient of the free group on $X$. Specifically, if $F$ is a free group on $X$, then $G$ is defined to be $F/K$, where $K$ is the normal subgroup generated by the relations $R_i$. In the first example, $X = \{x_1, x_2\}$ and $R_1 = x_1^2$, $R_2 = y_1^2$, $R_3 = (x_1y_1)^2$ are the relations. $\endgroup$ –  spin Commented Apr 26, 2013 at 13:22
• 1 $\begingroup$ When giving a "relation" in a group presentation, one is asserting the given word is equal to the identity, e.g. $(x_1 y_1)^2 = 1$ in one of the examples you cite. Think of the relations as generating a normal subgroup of the free group on whatever generators are used. $\endgroup$ –  hardmath Commented Apr 26, 2013 at 13:23
• $\begingroup$ @spin yes, and thanks. But I ask if it has some utility present such an advanced topic at the very beginning... the reader (not possessing like me that notion), in my humble opinion, should be astonished at least... $\endgroup$ –  Bento Commented Apr 26, 2013 at 16:16

5 Answers 5

Let $\bar x$ be a vector of variables (e.g. $\bar x = a,b,c$).

Let $\bar R$ be a list of words formed from the variables in $\bar x$ (e.g. $aa$, $b^{-1}c^{-1}bc$).

The presentation $\langle \bar x \mid \bar R \rangle$ defines a group that is a quotient of [the free group on the symbols $\bar x$] by [the smallest relation on words of $\bar x$ that makes each word of $\bar R$ the identity].

A simple example is $\langle a \mid a^3 \rangle$, this defines the group $C_3$ because we start with the free group $\{\ldots, a^{-2}, a^{-1}, a, a^{2}, a^{3}, \ldots\}$ (this is isomorphic to $\mathbb Z$) and then quotient it out by the relation defined by $a^3 = 1$. That relation is the reflexive symmetric transitive closure of:

• $aaa \sim 1$
• $x^{-1} \sim y^{-1} \implies x \sim y$
• $x \sim x'$, $y \sim y' \implies xy \sim x'y'$

Throughout I used the term 'words', but it's really 'words plus inverses' but I don't have a name for that.

• $\begingroup$ thank you, I suppose this is the formal definition, but please consider my comment to Loki. Again, I will reread your answer afterwards. I will procede with order following the order of the book, without putting the cart before the horse. $\endgroup$ –  Bento Commented Apr 26, 2013 at 17:30

Here is a more abstract point of view.

The group $G=\langle x,y : x^2 = y^2 = (xy)^2 = 1 \rangle$ can be defined(!) by the universal property $\hom(G,H) \cong \{(a,b) \in H \times H : a^2 = b^2 = (ab)^2 = 1\}$, naturally in $H$, which is an arbitrary group. Thus, $G$ is the universal ("smallest") group containing two elements $x,y$ satisfying the three relations. One can easily check that $\mathbb{Z}/2 \times \mathbb{Z}/2$ solves this universal property, thus $G$ is isomorphic to this group. In particular, $G$ is finite, and abelian.

However, if $p$ is an odd prime, then $G=\langle x,y : x^p = y^p = (xy)^p = 1 \rangle$ is infinite and not abelian. This can be seen using the homomorphism $G \to \mathrm{Sym}(\mathbb{Z})$ corresponding to $a=(-p+1,-p+2,...,-1,0)(1,2,...,p)(p+1,...,2p)... $ and $b=...(-p+2,-p+3,...,0,1)(2,...,p+1)(p+2,...,2p+1)...$ (see MO/22459 ).

More generally, if $R_1(x_1,\dotsc,x_n),\dotsc,R_m(x_1,\dotsc,x_n)$ are group words in $x_1,\dotsc,x_n$, then

$$G=\langle x_1,\dotsc,x_n : R_1(x_1,\dotsc,x_n),\dotsc,R_m(x_1,\dotsc,x_n)=1 \rangle$$

is defined to be the group satisfying the universal property

$$\hom(G,H) \cong \{a \in H^n : R_1(a_1,\dotsc,a_n)=\dotsc=R_m(a_1,\dotsc,a_n)=1\}.$$

The uniqueness is justified by the Yoneda Lemma, and existence follows by taking $G=F_n/\langle \langle R_1,\dotsc,R_m \rangle \rangle$, where $F_n$ is the free group on $n$ generators and $\langle \langle - \rangle \rangle$ denotes the normal closure. In particular, the elements of $G$ are represented by group words in $x_1,\dotsc,x_n$, and we calculate modulo the relations $R_1,\dotsc,R_n$ and all relations derived inductively from them.

But in my opinion the universal property is far more important and also useful than the element description, which is even intractable in many interesting cases (see also hardmath's answer). For example, try to show that $\langle x,y : x^3 = y^3 = (xy)^3 = 1 \rangle$ is infinite with the element definition. Good luck!

You cannot really understand a group just by looking at its elements. You have to map the whole group it into more concrete groups. This is the whole point of representation theory, and actually is a special case of the philosophy of the Yoneda Lemma.

By the way, presentations are nothing special to groups. They apply to arbitrary algebraic structures. For example in the theory of $\mathbb{R}$-algebras, $\langle x : x^2=0 \rangle$ is the ring of dual numbers.

• $\begingroup$ some results you propose are not in my algebrical background, and I am at the present more interested in the question if the exposition is formally sensible. Also the connection of the two examples with the preceding assertions of the author, for which connection It seems to me that your answer gives indications. I think I'd better read your reply later (perhaps after finishing the group theory at least) for having plain consciousness of the matter. Eventually, why do you affirm the group to be abelian? I noticed (by an exercise) in the book that this is the dihedral, which is not abelian. $\endgroup$ –  Bento Commented Apr 26, 2013 at 17:03
• $\begingroup$ $D_2=\langle x,y : x^2=y^2=(xy)^2=1 \rangle$ is abelian, since it is generated by $x,y$ and $xyxy=1 \Rightarrow yx=x^{-1} y^{-1}=xy$. For $n>2$, the group $D_n = \langle x,y : x^n=y^2=(xy)^2=1 \rangle$ is not abelian. $\endgroup$ –  Martin Brandenburg Commented Apr 26, 2013 at 17:22
• 1 $\begingroup$ In order to understand my answer, no special group theory is necessary, only basic notions from category theory, namely the Yoneda Lemma and universal properties. For the deep understanding of algebra (and all related areas of mathematics) one needs to learn category theory. Even for basic notions in algebra, such as here the presentation of group, category theory helps a lot to organize the ideas. Feel free to ask questions! $\endgroup$ –  Martin Brandenburg Commented Apr 26, 2013 at 17:28
• $\begingroup$ Thank you very much! Casually I found this site, and I'm going to post questions anytime I need help:-) This is a good site, I have found a lot of competence, and helpful people. Sometime there's a little temptation of not thinking enough, since then someone will certainly give the solution, but in my little experience I try to get it by myself... at least until I must hoist the white flag. I choose the Dummit-Foote also because at the end of the book I noticed an Appendix about Category. (continue) $\endgroup$ –  Bento Commented Apr 26, 2013 at 18:55
• $\begingroup$ (continue) It was also vying Artin's book, in fact, reading comments on the site, it was even preferred by some, but I opted for DF because it contains more material. I have also learned that there is a classic of Birkhoff and Mac Lane that treats the matter from a point of view categorial. I've gave a look just now at the appendix and it seems to me, however, that there is not much (I do not see the lemma). $\endgroup$ –  Bento Commented Apr 26, 2013 at 19:03

What I know about the two groups is that they are from a family of groups called Von Dyke group $D(l,m,n)$. They can be presented as $$D(l,m,n)=\langle a,b\mid a^l=b^m=(ab)^n=1\rangle$$ Here, you see $m=n=l=2$ and $m=n=3$. You can google to find that this group is finite if and only if $$\frac{1}{l}+\frac{1}{m}+\frac{1}{n}>1$$

• $\begingroup$ this is interesting, and I think it's not present in the text (for the first one there's an exercise in which it is used the fact that the group presented is the dihedral, the second is just like an "ipse dixit"). $\endgroup$ –  Bento Commented Apr 26, 2013 at 16:23
• 1 $\begingroup$ You know your groups $\checkmark^{+1}$ $\endgroup$ –  amWhy Commented Apr 27, 2013 at 1:18

The difficulty or "impossibility" that Dummit refers to in your quoted material is the undecidability of the word problem for even finitely presented groups . Although for many group presentations the word problem can be solved algorithmically, a general solution was proved impossible by Pyotr Novikov in 1955 and again (using a different approach) by William Boone in 1958.

• $\begingroup$ I suspected something in such a sense. Thank you for replying, this make me more "relaxed" about the framework of the text... I think that I have just to wait for next chapters (well, I hope it will). $\endgroup$ –  Bento Commented Apr 26, 2013 at 16:03

Consider the free group on a set S of generators. From a set of simple statements $a \equiv b$ we can generate a congruence relation on the free group - an equivalence relation $\equiv$ such that $a \equiv b \implies ax \equiv bx, a/x \equiv b/x$ for all x in the free group. Congruence relations are homomorphisms with kernel $\{a|a \equiv 0\}$.

The laws the equivalence relation must satisfy depend on the signature of the algebra, and congruence relations can be used to define presentations for arbitrary varieties of algebra.

• $\begingroup$ what I said above I repeat it here. I am at the beginning of the text, I have the basics of abstract algebra, but not all there in the book (which is why I'm reading it). The free groups are among them, and I noticed that there are about at the end of group theory as well as the theory of representation (who I miss too). Thanks for the answer, I need it anyway to give me an idea, albeit approximate. $\endgroup$ –  Bento Commented Apr 26, 2013 at 17:18
• $\begingroup$ The free groups could just as easily be at the beginning of a group theory textbook. See if you can figure out what algebra has words made only from the symbols 0, 1 +, and parentheses, and where no words identify the same element if associativity and 0+x=x don't give you a rule for identifying them. $\endgroup$ –  Loki Clock Commented Apr 26, 2013 at 17:31
• $\begingroup$ I looked at the wiki-link hardmath gave, and I think I understand that, in summary, we proceed in this way: we consider the elements of a group and build a group formed by the expressions of the group (= sequences of elements) in relation to this group I suppose it happens the definition of presentation of the starting group. $\endgroup$ –  Bento Commented Apr 26, 2013 at 20:37
• $\begingroup$ But there are a lot of notions that are involved, so I remain with my opinion that it is premature to expose the concept just after the axioms of a group. (correction of the previous comment: ... AND in relation to this group I suppose it happens the definition of presentation of the starting group. ) $\endgroup$ –  Bento Commented Apr 26, 2013 at 20:43
• $\begingroup$ It's a lot less complicated than what hardmath is talking about. I think this is what you were saying about building a group formed by the expressions of the group: If you want $\Bbb{Z}_3$, you could present it as $<\{a,b\} | a+a=b, a+b=0>$ or as $<\{a\}|a+a+a=0>$. You could find out those expressions, $a+a=b$ and so on, from inspecting $\Bbb{Z}_3$. But say you don't apply any expressions, you just know there's this element $a$ and you assume it's in a group. That assumes it's closed, so $a+a$ is also in the group. You know $(a+a)+a=a+(a+a),$ because you assumed it's associative. What else? $\endgroup$ –  Loki Clock Commented Apr 26, 2013 at 21:00

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16 Presenting as a Group

Learning Objectives

• List the four common types of group presentations
• Discuss techniques for coordinating a group assignment
• Plan speech organization for the intended audience
• Practice effective group delivery

Imagine you have been assigned to a group for a project requiring a presentation at the end. “Now is the busiest time in my schedule and I do not have time to fit all these people into it,” the voice in your head reminds you. Then you ask the question: “Is there ever a non-busy time for assembling a group together for a presentation ?” These thoughts are a part of a group presentation assignment. The combined expertise of several individuals is becoming increasingly necessary in many vocational (related to a specific occupation) and avocational (outside a specific occupation) presentations.

Group presentations in business may range from a business team exchanging sales data; research and development teams discussing business expansion ideas; to annual report presentations by boards of directors. Also, the government, private, and public sectors have many committees that participate in briefings, conference presentations, and other formal presentations. It is common for group presentations to be requested, created, and delivered to bring together the expertise of several people in one presentation. Thus, the task of deciding the most valuable information for audience members has become a coordination task involving several individuals. All group members are responsible for coordinating things such as themes, strong support/evidence, and different personalities and approaches in a specified time period. Coordination is defined in the dictionary as harmonious combination or interaction, as of functions or parts.

This chapter focuses on how the group, the speech assignment, the audience, and the presentation design play a role in the harmonious combination of planning, organization, and delivery for group presentations.

Preparing All Parts of the Assignment

In group presentations, you are working to coordinate one or two outcomes—outcomes related to the content (product outcomes) and/or outcomes related to the group skills and participation (process outcomes). Therefore, it is important to carefully review and outline the prescribed assignment of the group before you get large quantities of data, spreadsheets, interview notes, and other research materials.

Types of Group Presentations

A key component of a preparation plan is the type of group presentation. Not all group presentations require a format of standing in front of an audience and presenting. According to Sprague and Stuart (2005), there are four common types of group presentations:

• A structured argument in which participants speak for or against a pre-announced proposition is called a debate . The proposition is worded so that one side has the burden of proof, and that same side has the benefit of speaking first and last. Speakers assume an advocacy role and attempt to persuade the audience, not each other.
• The forum is essentially a question-and-answer session. One or more experts may be questioned by a panel of other experts, journalists, and/or the audience.
• A panel consists of a group of experts publicly discussing a topic among themselves. Individually prepared speeches, if any, are limited to very brief opening statements.
• Finally, the symposium is a series of short speeches, usually informative, on various aspects of the same general topic. Audience questions often follow (p. 318).

These four types of presentations, along with the traditional group presentation in front of an audience or on-the-job speaking, typically have pre-assigned parameters. Therefore, all group members must be clear about the assignment request.

Establishing Clear Objectives

For the group to accurately summarize for themselves who is the audience, what is the situation/occasion, and what supporting materials need to be located and selected, the group should establish clear objectives about both the process and the product being assessed.

Assessment plays a central role in optimizing the quality of group interaction. Thus, it is important to be clear whether the group is being assessed on the product(s) or outcome(s) only or will the processes within the group—such as equity of contribution, individual interaction with group members, and meeting deadlines—also be assessed. Kowitz and Knutson (1980) argue that three dimensions for group evaluation include (1) informational —dealing with the group’s designated tasks; (2) procedural —referring to how the group coordinates its activities and communication; and (3) interpersonal —focusing on the relationships that exist among members while the task is being accomplished. Groups without a pre-assigned assessment rubric may use the three dimensions to effectively create a group evaluation instrument.

The group should determine if the product includes both a written document and an oral presentation. The written document and oral presentation format may have been pre-assigned with an expectation behind the requested informative and/or persuasive content. Although the two should complement each other, the audience, message, and format for each should be clearly outlined. The group may create a product assessment guide (see Table 1) . Additionally, each group member should uniformly write down the purpose of the assignment. You may think you can keep the purpose in your head without any problem. Yet the goal is for each member to consistently have the same outcome in front of them. This will bring your research, writing, and thinking back to focus after engaging in a variety of resources or conversations.

Once the assignment has been coordinated in terms of the product and process objectives, type of presentation, and logistics, it is important for the group to clearly write down the agreed outcomes. Agreed outcomes about the product include a purpose statemen t that reflects an agreement with the prescribed assignment (i.e. “at the end of our group presentation the audience will be informed or persuaded about the prescribed assignment”). It also includes the key message or thesis to be developed through a presentation outline , a full-sentence outline of virtually everything the speaker intends to say. The outline allows the speakers to test the structure, the logic, and persuasive appeals in the speech (DiSanza & Legge, 2011, p. 131).

Logistics for Group Members

As a group, be very clear about the length of your presentation and its preparation. The length of the presentation refers to your time limit, and whether there is a question and answer period involved. Assignment preparation may or may not have a prescribed deadline. If the assignment does not have a deadline, then set one as a group. If there is a deadline, then the group begins by creating a schedule from the final deadline. As a group, create an action timetable explicitly listing all processes and outputs, as well as communication update points.

As a group, decide the best way to leave enough time in the end to put all the pieces together and make sure everything is complete. If there is a written document, it should be completed prior to the oral presentation rather than at the same time. As a group, realize not everyone may work off a physical calendar. Thus, do not hesitate to require each member to write down all deadlines.

Next, the group can strategically add meeting dates, times, and venues to the action timetable. A meeting is a structured conversation among a small group of people who gather to accomplish a specific task (Beebe & Mottet, 2010). For group presentations, meetings do not always include the entire group. So a schedule of who meets with whom and when is useful for planning work and agendas. In addition, all meetings do not serve the same purpose. For example, informational meetings may be called simply to update all group members; solicitation meetings are called to solicit opinions or request guidance from group members; group-building meetings are designed to promote unity and cohesiveness among group members; and problem-solving meetings result in making decisions or recommendations by the time the meeting convenes.

Once the group is unified about the assignment objectives and time frame, it is vital to predetermine the type of note-taking required of each group member (which may vary) and the variety of information exchange. The more systematic a group is in these two areas, the more unified the process and the product. The system begins with each group member writing down the message, specific purpose, and central ideas for the group presentation. If these are still to be determined, then have each group member identify the areas of background information needed and basic information gathering. Next, simply create a general format for note-taking—whether typed or handwritten and what types of details should be included especially sources. Also with the increasing use of electronic databases be very clear on when related articles should be forwarded to group members. The email inbox flooded with PDF files is not always a welcome situation.

The group should be clear on the explicit requirements for locating recent, relevant, and audience-appropriate source material for the presentation. All of this leads to the foundation of clearly defining the responsibilities of each group member. All tasks should be listed, given deadlines, and assigned people. A means for tracking the progress of each task should be outlined. The group should be clear on what are individual, joint (involving more than one group member), and entire group tasks. Throughout the entire process, all group members should be supportive and helpful but should not offer to do other people’s work.

Organizing for Your Audience

Organizing for your audience relates to how the gathered content can be best arranged for them. According to Patricia Fripp (2011), a Hall of Fame keynote speaker and executive speech coach, any presentation can be intimidating but the key is to remember “your goal is to present the most valuable information possible to the members of the audience” (p. 16). Now what you think is most valuable and what the audience thinks is most valuable must be coordinated because of differences in perception (the process by which we give meaning to our experience). Therefore, organizing for your audience is focused on content, structure, packaging, and human element—not for you, not for the assignment, but for the audience. A customized plan of organization will assist your group in creating relevant messages that satisfy others’ personal needs and goals (Keller, 1983).

Audience members are interested in your expertise that has been developed from solid research and preparation. Audience members may have expectations about what foundational literature and key sources should be contained within your presentation. Therefore as a group, you need to go beyond providing a variety of supporting material within your presentation to considering who will be present, levels of expertise, and their expectations. In general, organizing the content should be focused on usage, knowledge levels, and objectives. First, usage refers to how audience members expect to use your presentational content which will help the group transform ideas into audience-centered speech points. Second, knowledge level means the audience’s knowledge level about the topic within the audience which assists the group in developing supporting material for the entire audience. Third, the objectives are linked to how the content serves the audience’s needs and assists the group in being intentional about helping the audience see the reason for their involvement and receive value for the time they devoted to attend. Overall, the content is coordinated in a way that keeps at the forefront who the decision-makers are and what specifics they need to know, would be nice to know, and do not need to know.

Next professionally packaging a presentation for the audience deals with the structure or how you arrange points. The structure takes into consideration a strong opening, logical order, relevant key points, conciseness, and use of supplementary visual aids. In addition, the linking of points involves conversational language and the appropriate use of acronyms and technical jargon for inclusion or exclusion. The focus is geared to the perception of trustworthiness. Three strategic questions to answer include:

• What qualities as a group will demonstrate your trustworthiness to this audience?
• What content order needs to be achieved to give a consistent perception of fairness?
• What content requires repeating and how should that be achieved—through comparisons, examples, illustrations, etc.?

The packaging of successful group presentations revolves around the type of relationship with the audience, the division of time, and enthusiasm. An important dynamic of group presentations is for your group to know if audience members will be required to give an internal presentation or briefing from your presentation. As a group, know if you are packaging a one-time presentation, bidding for a long-term relationship, continuing a relationship for offering expertise, or if the presentation is tied to internal pressures to performance appraisals. Such knowledge will aid your group in developing talking points which can be re-presented with accuracy.

The type of presentation will help you divide the time for your presentation. The majority of the time is always spent on the body of the speech. A typical 30-minute speech might be divided into four minutes for the introduction, ten minutes for the body, and four minutes for the conclusion. The remaining 12 minutes is for the audience to ask questions, offer objections, or simply to become part of the discussion. It is important to leave enough time for the audience to contribute to the intellectual content. Therefore, always design group presentations with the intent not to run out of time before the audience can participate. All group presentations should have enthusiasm. Group members should be enthusiastic about the audience, message, and occasion. Planned enthusiasm should play a role in creating the introduction, conclusion, and body of your presentations. The consistent use of enthusiasm can be planned throughout the speech outline.

Human Element

Now it is time to focus on compatibility. As a group, consider what will it take to get this audience to pay attention to your presentation. Answer questions such as:

• What can your group do to develop an introduction, transitions, and conclusions in a way to connect with this audience?
• What types of stories are common or relatable to this audience?
• What are the attitudes, beliefs, and values of this audience?

Delivering Your Presentation as One

By completing the other levels of coordination, the group will have decided on the key message, thoroughly researched the supporting material, developed logical conclusions, and created realistic recommendations. Therefore all that stands between you and success is the actual presentation—the vehicle that carries the facts and the ideas to your audience. Here it is important to recognize that if an assignment required both a written document and an oral presentation then be sure one effectively complements the other. Although you can reference the written document during the oral presentation, the oral presentation should be planned with the thought in mind that not everyone is given the written document. Therefore, the oral presentation may be the only content they receive. Since you will not always know who receives the written document, it is best to coordinate the presentation as if no one has the full written document, which can serve as a reference tool for gaining content requiring further explanation or accessibility to detailed information. At the same time, if the entire audience is provided written material keep in mind different decision-makers may be in the audience. For example, the creative director may be only interested in your creative concepts, whereas a vice president of finance may be only interested in figures.

The presentation preparation primarily focuses on your group’s ability to develop a clear plan and execution of delivery. A delivery plan includes essential elements such as (1) purpose, (2) oral content, (3) dress, (4) room, (5) visuals, (6) delivery, and (7) rehearsal to ensure that the group presentation is both captivating and useful to your audience, as well as worth their time.

Group members should keep at the forefront of their minds the answer to the question “Was the general purpose—to inform or to persuade—achieved?” As a group, practice keeping the purpose of the presentation explicit for the audience. The purpose should never become hidden during the presentation. Each group member’s awareness of the purpose is important in maintaining the right kind of delivery. It is possible to have great content for a presentation and miss the entire purpose of the presentation. For example, say your group had been asked to do a presentation about Facebook and how it could be used in the financial industry. You could take an informative or persuasive approach. However, if the audience—banking professionals—attends a presentation where the content is focused on Facebook rather than having a focus on its use in the financial industry, then the purpose was not achieved.

The delivery plan will help you evaluate if the purpose of the presentation is clearly aimed at the primary audience. In addition, the group can determine when and how clearly they are articulating the explicit purpose of the presentation. The purpose is complemented by a clear preview, the audience members’ awareness of what decisions are at issue, and the audience’s desire to get important information first.

Oral Content

Up to this point the majority of the group’s engagement with the content has been in terms of reading and writing. It is time to orally interact with the selected content to ensure that it has been developed for this audience, properly structured, and clearly articulated. The delivery plan is a time to evaluate word choice, idioms, and antidotes. When working with this content, make sure that it is suited to the purpose, and that the key message is explicit so the audience remembers it well.

The introduction of group members, transitions, and internal summaries are all important elements of the delivery plan. A proper introduction of group members and the content will not happen automatically. Therefore, it is important to practice it to determine if introductions fit better at the beginning of the presentation, if names need to be emphasized through the wearing of name tags, or if names are better used as a part of transition content. The use of name only may not be effective in some speaking situations. Therefore, the group needs to determine what a proper group member introduction includes beyond the name. Plus, be consistent; that is, determine if everyone is using first name only or full name, do they need to know your positions, some background, or can you simply state it in a written format such as a team resume. Speech content is not useful if the audience does not accept your credibility.

As in all presentations, an awareness of your physical appearance is an important element in complementing the content of your speech. Do not hesitate to talk about and practice appropriate dress as a group. It is important to look like a group. Really consider defining a group’s speaking uniform by deciding how formal or informal the dress code is.

As a group, the overall question you want to be able to answer is: Did our dress provide an accurate first impression not distracting from the content? So what kinds of things can be distracting? The most common are colors, busy patterns, and large or clinking jewelry. As a group determine what type of dress is effective in coordinating your group’s credibility. It is important to take into consideration cultural, occupational, and regional norms. In addition, it is important to think about branding choices. Often groups want to brand themselves for the audience. It is not necessary to mimic your audience. For example, a sales presentation to cranberry association members may entice a group to wear red. However, the cranberry association may not be the only sale your group needs to make so you will be forced to ask the question: Will each sales presentation audience determine the color we accent in dress? In short, do not let the speaking occasion brand you. Simply know what is considered professional for this presentation. You have spent a lot of time on preparing the content for this audience so do not detract from it.

It is not always feasible to practice your delivery in the actual room where you will deliver your speech. However, it is extremely important that you actively plan your delivery for the room by recreating the speaking environment. If prior access to the room is not available, then you will need to do your planning by asking a series of questions of the presentation planner. Some common things to find out include the size of the room; if a projector is available and its location within the room; is there a platform and/or a stationary lectern; is there a sound system and how many microphones; where the group will be seated before being introduced; will the presentation be recorded; what is the availability of the room in advance of the presentation; and what is the number of seats and seating arrangement so the group can plan for the zone of interaction.

The term visuals refers to both non-technology visual aids (handouts, posters, charts, etc.) and presentation technology. Visuals should not appear as though several individuals made them but rather as uniform to the group’s presentation. All visuals should blend smoothly into the speech. All group members should be clear on what visuals or documents were pre-requested (so you do not eliminate them as unnecessary during rehearsal). Many times it is better to simply project or display visuals. At other times, visuals may need to be assembled in a presentation packet for all audience members. Bohn & Jabusch (1982) suggest that there are several researched-based reasons why visual aids enhance presentations including (a) enhanced understanding —helps audience comprehend what they hear and see; (b) enhanced memory —serves as a visual reinforcement; (c) enhanced organization—visually displays your organizational strategy; (d) enhanced attention —grabs and maintains audience interest; and (e) enhanced sequencing —shows rather than describes.

The four modes of delivery—memorized, impromptu, manuscript, and extemporaneous—are all valuable in group presentations. However, the most common mode of delivery is extemporaneous. Earlier in the chapter, developing a script was discussed. The step of transforming the script into a delivery outline —an abbreviated version of the preparation outline (DiSanza & Legge, 2011)—is a significant part of planning delivery. The ultimate goal is to figure out how the group can be confident that the entire presentation stays together and does not just exist in pieces. The delivery outline may go as far as to stipulate vocal and gesture instructions. The delivery outline is not created to be read from, therefore, the group also should determine how speaker notes will be used. The delivery outline should be provided to every group member so everyone is familiar with the entire presentation. It is important to set up contingency plans for who will present content if someone is absent on the day of the presentation—the presenter who gets stuck in morning traffic or the professional who had a flight delay.

The key is for all group members to remain conversational in their delivery style. This may be best achieved by utilizing effective delivery strategies such as appropriate gestures, movement, and posture; appropriate facial expressions including eye contact; and appropriate vocal delivery—articulation, dialect, pitch, pronunciation, rate, and volume. Group members should evaluate each other on audibility and fluency.

Rehearsals are for the final polishing of your presentations. It is a time to solidify logistics of how many group members are presenting, where they will stand, and the most appropriate transitions between each speaker. Group members should grow more comfortable with each other through rehearsals. A key aspect of polishing involves identifying gaps in content and gaining feedback on content (oral and visual), style, and delivery. The rehearsals are a good time to refine speaker notes and to practice the time limit. The number of scheduled rehearsals is dependent on your group and the amount of preparation time provided. The most important element for the group is to adapt their rehearsal timetable based on an honest evaluation of the speaking skills represented within the group.

The only part of a group presentation that you may not be able to rehearse is responding to the actual audience members’ questions and objections. However, you can anticipate the types of questions and practice a simple strategy of how you will respond—repeating the question, stating who from the group will respond, and answering succinctly. Four of the most common types of questions are follow-up questions; action-oriented questions focused on what would you do if; hypothetical questions focused on different scenarios; and information-seeking questions. A primary way to practice is to think of at least three questions you would like to answer, prepare the answer, and practice it during rehearsal(s).

The foundation of a group presentation is constructed from all the guidelines you use in an individual presentation coupled with additional strategies for working effectively with others. Group presentations primarily entail group communication, planning, organization, and delivery. Effective groups communicate about interaction roles, decision-making, and conflict resolution. Such communication helps the group reflect on group dynamics, customize communication for this speaking group, and establish a unified commitment and collaborative climate.

Review & Reflection Questions

• How might a group presentation be different than presenting individually?
• In preparing for a group presentation, what are some key questions and considerations for your group?
• How can you ensure your group presentation is effective and appears ‘as one’?
• Beebe, S.A. & Mottet, T.P. (2010). Business and professional communication: Principles and skills for leadership . Allyn & Bacon.
• Bohn, E. & Jabusch, D. (1982). The effect of four methods of instruction on the use of visual aids in speeches. Western Journal of Speech Communication, 46 , 253-265.
• DiSanza, J.R., & Legge, N. J. (2011). Business and professional communication: Plans, processes, and performance (5th ed.). Pearson.
• Fripp. P. (2011). 9 timely tips for pre-presentation preparation. American Salesman, 56 , 13- 16.
• Keller, J.M. (1983). Motivational design of instruction. In C.M. Reigeluth (Ed.), Instructional design theories: An overview of their current status (pp. 383-434). Lawrence Erlbaum.
• Kowitz, A.C. & Knutson., T.J. (1980). Decision making in small groups: The search for alternatives . Allyn and Bacon.
• Sprague, J. & Stuart D. (2005). The speaker’s handbook (7th ed. ) . Thomson Wadsworth.

Authors & Attribution

This content comes from the introduction, “Preparing All Parts of the Assignment” and “Delivering Your Presentation as One” written by Jennifer F. Wood, Ph.D., in Chapter 18 Group Presentations . from the Public Speaking Project . This content is licensed under a CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives License.

harmonious combination or interaction, as of functions or parts

a structured argument in which participants speak for or against a pre-announced proposition

a presentation in which one or more experts may be questioned by a panel of other experts, journalists, and/or the audience

a presentation format that consists of a group of experts publicly discussing a topic among themselves

a presentation format that involves a series of short speeches, usually informative, on various aspects of the same general topic

a clear, agreed outcome for the presentation

a full-sentence outline of virtually everything the speaker intends to say. The outline allows the speakers to test the structure, the logic, and persuasive appeals in the speech

an abbreviated version of the preparation outline

Presenting as a Group Copyright © 2020 by Jasmine R. Linabary, Ph.D. is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

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Group Presentations: 7 Tips for Presenting With a Group

Presenting as a team is a complex exercise that requires diplomacy, respect, and many human qualities. A group team is composed of individuals where each one has a character and history.

The role of the leader within it is decisive. Each team member must feel in their place and work not only for their own interests but also for a common goal; they must adhere to values to succeed in the work.

Working alone is an opportunity that requires discipline; however, working as a group requires twice of it; all members must be aware of their limitations so that they do not hold them back.

Group Presentations: 7 Tips for Presenting With a Grou p

1. set a criteria to select the members.

Choose your partners and form a balanced group of up to four people, with about the same level, to avoid wasting time on adjustments. Don’t forget to cross-check experiences and personalities so that everyone can help and be helped in turn.

Do not choose only close friends, and surround yourself with motivated and serious people who know each other a minimum.

2. BE ORGANIZED!

Assign individual tasks based on their skills. Also, set meeting rules to improve efficiency, such as turning off laptops, taking notes, scheduling, preparing for meetings, etc.

For successful group presentation, each team member needs to know their role and what they can bring; the objectives to be achieved must therefore be clearly defined, precisely defined, and must, of course, be achievable. Having common objectives clearly stated and well understood helps increase motivation and build a strong team spirit.

3. Outstanding performance is linked to a great leader.

The leader ensures the project as all tasks are distributed between all teammates; a fantastic group also clarifies mutual respect’s needs and boundaries. 

Excellent teamwork and leadership ensure outstanding performance because work can be a source of conflict, and the team can go through tensions. However, in a project, the group’s cohesion and teamwork often make a difference.

4. Communication: the key to performance

This makes it easier to help solve a potential problem or to know who to ask for help when needed.

It is essential to listen to others and not make judgments. Everyone works and thinks differently, even if the team uses standard tools and references.

By knowing how to listen, it is possible to learn from others and find together the best solution to achieve the goal. So don’t just focus on how you would have done this or that and consider all the ideas, even the craziest sometimes.

5. Start with individual work

This allows intense exchanges in the group because each student can bring the result of an individual’s work and reflection. 

Group work is particularly effective when group members have worked previously on documents that complement each other. The group work then begins with a debriefing of participants.

Mutual listening, cooperation, and integration of all take place spontaneously and without a long start-up time.

6. Set a time to deliberate with your group

Group work is less rentable if time is too short; groups need time to organize their work, interact and prepare their presentation. Time certainly decreases with routine practice, but it is essential when groups are formed randomly.

A reasonable minimum time is obtained by multiplying the time by the number of participants. Groups of three should have at least 9 minutes available.

7. Prioritize rehearsal presentations

Want to stand out 15 key tips for an awesome presentation, 11 best body language tips for engaging presentations (#11 is underrated).

Growing up, we were always taught how we should have manners while talking to others and that there were some things we could not do in front of people like sprawling or even putting our elbows on the table while eating because it was rude. In the examples above, the rudeness comes from gestures, not…

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10 Public Speaking Tips for First-Timers

Reference and Further Reading

AcethePresentation. AmadeBai, Emidio. 14 Types of Speech and Easy Tips to Master Them.

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Module 14: Small Group Communication

Presenting as a group, learning objectives.

Describe different formats for presenting as or for a small group.

Small groups are often a problem-solving group that researches a situation or problem that presents their conclusions and recommendations. This presentation might take different forms including an individual reporting, a group presentation, or a panel discussion. [1]

Regardless of the particular method of delivery, all the elements of outstanding public speaking apply. These elements include a logical structure; an engaging introduction and strong conclusion; well-supported main points; and clear, descriptive language. In terms of delivery, having excellent eye contact, vocal variety, an open posture, and animated features all combine to effectively convey the group’s message.

Let’s look at three presentation formats in more detail:

Individual Report

Although the entire small group has participated in researching and discussing a particular project or objective, oftentimes one person will be designated to present the findings or recommendations. This person might be a group leader or a member who enjoys or has experience presenting. Ideally, the entire group would assist in putting together the presentation so that it is balanced, easy to follow, and well supported. Both the main presenter and the group members might be called upon to answer questions both before and after the presentation. Depending on the tone and setup of the presentation, group members might chime in to clarify any points, so long as they don’t take over the presentation.

“A symposium is a public presentation in which several people present prepared speeches on different aspects of the same topic” (Lucas, 2020, p. 387). If your small group presents a symposium, you need to decide in advance who will present which aspect of your findings or project and practice in advance. Sometimes, the group leader will act as a moderator to introduce the group and segue between each speaker. Other times, each speaker will conclude their remarks by introducing the next speaker: “now that I’ve talked about the risks of adopting our proposal, I’ll turn the time over to Raj to discuss how we hope to address those risks.” In a symposium, each speaker needs to plan their time carefully so they don’t take over other presenters’ allotted time.

Panel Discussion

Like a symposium, a panel discussion draws on some or all members of a small group to present. Unlike a symposium, a panel discussion tends to be more informal and conversational, with a moderator introducing each panelist, asking questions and facilitating the discussion. Like all public speakers, panelists should be well prepared with their content and confer with other panelists in advance, possibly bringing along notes to refer to. However, the tone should still be more spontaneous and discussion oriented with some back-and-forth among panelists and with the moderator. A panel discussion often involves a question-and-answer period with the audience. When asked questions, panelists should listen carefully to each question, keep their responses relatively brief, and be sure they’ve clearly understood and responded to any questions.

Practice Question

• Lucas, Stephen.  The Art of Public Speaking . United States, McGraw-Hill Education, 2020. ↵
• Panel discussion. Authored by : Quinn Dombrowski. Located at : https://flic.kr/p/rJeT8H . License : CC BY-SA: Attribution-ShareAlike
• Presenting as a Group. Authored by : Susan Bagley-Koyle with Lumen Learning. License : CC BY: Attribution

Team Presentations: How to Present Better as a Group

Posted by Belinda Huckle  |  On January 29, 2022  |  In Presentation Training, Tips & Advice

In this Article...quick links

1. Choose a team captain

2. map out a cohesive narrative, 3. know your roles within the team, 4. have a strategy in place for question time, 5. all team presentations must have a full group rehearsal, 6. be supportive and put up a united front in your next team presentation, 7. making good, better, follow us on social media for more great presentation tips:.

We’re all getting used to being back in the office and re-learning our in person presentation skills after spending so much time working remotely. So it’s not surprising that the prospect of creating a seamless and cohesive group presentation is even more daunting right now.

It’s safe to say that team presentations involve a lot of moving parts, not least because it brings together different personalities with varying confidence levels and presentation styles.

One of the common pitfalls with group presentations is a diffusion of responsibility – ‘My bit’s OK, that’s all I should worry about, right?’ Wrong.

A group presentation is only as good as its weakest presenter. There are a lot of potential obstacles to overcome, but there are some key reasons why presenting as a team is both relevant and a good idea:

• Showcasing expertise – to showcase different people’s expertise as Subject Matter Experts (SMEs).
• Meeting the team – increasingly in new business/pitch situations, clients and customers want to see, and hear from, ‘the team’ – those who will actually be looking after their business i.e. those operating at the ‘coalface’. And so having multiple presenters becomes an imperative.
• Maintaining energy, engagement & attention – breaking up longer presentations with different presenters helps to inject energy (much like in a relay race), keep people’s attention and maintain listeners’ engagement. Remember, variety is the spice of life!

Your people may be seasoned presenters but team them up to present with others, and lots of practical questions arise:

How do you start a team presentation? Who ends a team presentation? How do you seamlessly hand over to the next presenter, or who fields questions from the audience?

In this blog post we discuss how teams can collaborate to plan, practise and present successfully as a group.

Why this is important: Having a strong Team Captain is crucial as they will usually start and finish the presentation. As part of starting and finishing the presentation the role of the Captain also often includes:

• Making sure there is a strong Attention Grab early in the presentation in order to hook the audience from the start.
• Assigning roles within the team.
• Introducing each presenter and their role at the start of the presentation.
• Managing the transitions/handovers between each presenter.
• Fielding questions from the audience on behalf of the team and directing questions to the most relevant speaker as required.
• Summarising next steps or action points after the conclusion to the presentation.

Top Tip: The Captain should typically be either the most senior person in the group, or the most confident speaker. They don’t have to be subject matter experts.

Why this is important: Team members may have differing opinions about the message they want to convey. Having a clear overall goal for the presentation before everyone starts working on their slides is crucial for ensuring the deck, and the message you’re delivering, is clear and cohesive.

The team should decide in advance roughly how long each speaker should be speaking for (and don’t forget to include time for questions), what the structure of the presentation will be and who will cover what.

SecondNature’s Presentation Mapper™ methodology is a great tool for achieving all of this. If you’re not using our Presentation Mapper™ then get together as a team with a stack of A4 paper and, on a large table, storyboard your presentation.

Don’t get bogged down in the details at this stage. Instead, decide collectively what the purpose and end goal of the presentation are, the sections of the presentation (chapters of your story), what the key takeaways for the audience should be, and then roughly the information you want to include. Once you have outlined the storyboard for the presentation you can then discuss how long each section/chapter should be and who will be delivering each element.

Spending a bit of time at the beginning mapping out the narrative and setting a single goal for the presentation will save lots of time at the end of the process because it will ensure there aren’t areas that are needlessly repetitive. And likewise it will mean there aren’t gaping holes in your logic. Missing this step could result in duplication of content, inconsistency in the flow (and impact) of different sections, and not enough clarity about who’s presenting what.

Don’t forget to ensure that every section contributes to your presentation’s main aim, and if data is critical to your presentation, ensure everyone knows the go-to data collection sources, or people to interview, so there are no conflicting numbers.

Top Tip: Everyone needs to know all of the information inside out, even if they’re not presenting it, in case someone can’t make it on the day.

Why this is important: Assigning roles based on peoples’ strengths will create accountability and ensure things don’t fall through the cracks.

Take the time to assess your team – of course you will select people to present certain sections within the presentation based on their expertise and experience. But you should also consider some additional factors. E.g. some people may be better at explaining and simplifying difficult-to-understand ideas while others are good at engaging the audience and providing supporting information through humour, videos and interesting case studies.

Now, let’s assume everyone has been assigned a speaking slot based on their strengths and expertise and you’ve got a strong team captain to open and close the presentation.

But who takes accountability for things like design, delivery, questions and setting the boardroom up?

Here are some ways to make your next team presentation smooth and effective:

• The Team Captain, along with input from the presenters, should assign responsibilities for the smaller moving parts like consistency in design, the order of presenters, organising rehearsals, AV checks, timekeeping and so on.
• Schedule brief, but regular update meetings to ensure everyone is on track to fulfil their roles.
• Put someone in charge of the dry run , which should be scheduled at least a week before the presentation. This is important so people have enough time to work on constructive feedback before the day of the presentation.

Top Tip: Remember that unequal participation can negatively impact the dynamics of your team, so sharing responsibility is important!

Why this is important: Question time can be nerve-wracking . In a group presentation, question time can also cause some confusion if too many people jump in to answer at once, or worse still, if no one seems to know who will answer the question.

It’s best to have the team captain direct questions to the speaker with the most relevant knowledge.

Remember to pause before answering and formulate your thoughts – keep your reply concise and ensure it answers the question. If you don’t understand the question, there’s no harm in asking for a clarification. To learn more about answering questions with confidence during a presentation, read this blog .

Top Tip: If you don’t know the answer, don’t be afraid to say so. You can look into the question and return with the best answer later.

Why this is important: While everyone practising their individual presentations is great, it doesn’t guarantee that once you’ve combined all the slides, it will feel coherent or go well.

As they say, practice makes perfect – and you definitely need to schedule at least one group rehearsal to present and engage a large audience. Here are some things that you should aim to cover in a dry run of your presentation:

• The order of speakers. The team captain should open and close the presentation assuming they are the strongest and most confident presenter. The remaining speakers should follow the order, or natural chapters of the story.
• It’s important that introductions establish the credibility of each speaker i.e. why are they there.
• The transition dialogue to recap the last section and briefly introduce the next section and speaker. For longer presentations, it’s a good idea to provide an agenda for the audience which details who is speaking against each section within the presentation.
• Fine-tuning and adjusting time for each section. This keeps the presentation from being too lengthy, so you don’t lose the audience’s interest. It will also ensure you stick to the time allocated for the presentation – making sure you also allow time for questions!
• At the end of the presentation, ensure you deliver a clear, concise summary that highlights all the key points, and then the overall message or final call-to-action.

During the rehearsals you should also work out where the presenting team will be seated and/or standing in the room (taking into account where the client/customer might/will be) – when they’re presenting, and also when they aren’t speaking. Think about how you use the room. For tips about ‘The Attention Traingle’ and how to use it check out this blog .

A great option is to have the Team Captain starting and finishing at the front and centre of the room; with those that are speaking early in the presentation standing front and left of the room; and those that are speaking later, front and right of the room.

This is because we read from left to right and this visual positioning will be intuitive for the audience ‘moving through the presentation from start to finish’. And remember, if the presentation is taking place at someone else’s offices, ask to have access to the meeting room at least 30 minutes before the start to allow for adequate set up time.

Top Tip: We always recommend that there is someone outside the presentation group to listen to the presentation, from the audience’s perspective, to make sure the narrative is as clear and as tight as possible. They can also get the team to practise some Q&A and make sure timings are adhered to.

Why this is important: Remember that you’re in this together and teamwork is non-negotiable if you want to inspire confidence in your audience.

There’s nothing that puts a presenter off more than seeing their own team members look disinterested. So regardless of how many times you’ve seen and heard your team-mates present, act as though it’s the very first time.

Put up a united front by being mindful of these small but important details:

• Arrive early so the entire team has enough time to set things up.
• Be an attentive listener as each person presents – laughing, nodding and reacting in a supportive manner throughout the presentation.
• If someone can’t answer a question, step in and answer it for them, but without making them lose face..
• Avoid the urge to go through your notes when others in your team are presenting. It’s disrespectful to whomever is speaking and it will make you come across as unprepared and nervous.
• Watch your timings. The team captain should be keeping an eye on this (or they make have delegated this important task to someone else) so look to him/her to make sure you’re on track.
• Do not overrun because doing so will rob time from others in the team.

Top Tip: Remember that if in the planning process you argue, you’re only human. Work out how you can move forward in a way that makes the most of each presenter’s strengths.

Most of us don’t make group presentations that often. So a PPR (Post Presentation Review) is a great way to sharpen everyone’s skills ever further. Within 24 hours of a group presentation sit down as a team and discuss what worked well and how could things been improved in terms of:

• The process leading up to the presentation
• Handling of the technology
• The clarity of the message and the flow of the narrative
• The level of detail covered
• Overall and individual timings
• Handovers between speakers
• Management and answering of questions
• Non-verbal support from team members
• People’s individual presenting style and confidence

Top Tip: Be honest in your feedback. Remember, feedback is, as the saying goes, the breakfast of champions!

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If you want to take your presenting skills (or your people’s) to the next level, we can help. We take people further TM because our programs are 100% tailored for your business and fully personalised for you/your people.

For nearly 20 years we have been the Business Presentation Skills Experts , training & coaching thousands of people in an A-Z of global blue-chip organisations – check out what they say about our programs .

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Belinda is the Co-Founder and Managing Director of SecondNature International. With a determination to drive a paradigm shift in the delivery of presentation skills training both In-Person and Online, she is a strong advocate of a more personal and sustainable presentation skills training methodology.

Belinda believes that people don’t have to change who they are to be the presenter they want to be. So she developed a coaching approach that harnesses people’s unique personality to build their own authentic presentation style and personal brand.

She has helped to transform the presentation skills of people around the world in an A-Z of organisations including Amazon, BBC, Brother, BT, CocaCola, DHL, EE, ESRI, IpsosMORI, Heineken, MARS Inc., Moody’s, Moonpig, Nationwide, Pfizer, Publicis Groupe, Roche, Savills, Triumph and Walmart – to name just a few.

A total commitment to quality, service, your people and you.

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Press Release

Celebrate Pompano Beach's Rich Black History at The Gathering | Rock Road Restoration Historical Group and the City of Pompano Beach Celebrate Community

Apollo Park | 1580 NW 3rd Avenue

Saturday, September 14th

12:00 pm - 4:00 pm

The City of Pompano Beach and Rock Road Restoration Historical Group are proud to announce The Gathering , a special event dedicated to celebrating and preserving the rich history of Pompano Beach’s Black community. This unique free family event will offer various activities aimed at collecting, documenting, and archiving the residents’ stories and photos. Join us September 14, 2024, from 12:00 p.m. to 4:00 p.m. at Apollo Park located at 1580 NW 3 rd Avenue. Learn more at www.pompanobeacharts.org .

"Preserving the experiences, contributions, and achievements of the residents and ancestors of our historic Black neighborhoods is vital to understanding our City's cultural tapestry," said Ty Tabing, Director of the Pompano Beach Cultural Affairs Department, operating as Pompano Beach Arts. "We're proud to partner with the Rock Road Restoration Historical Group on The Gathering, ensuring this heritage is cherished for years to come."

Through this effort, the City aims to enrich the collections held at the Pompano Beach Historical Society, Blanche Ely House Museum, and Ali Cultural Arts Center by gathering photographs and historical artifacts from participating community members. This project will support a more equitable presentation of Pompano Beach history, offering researchers and the community a fuller representation of the local Black/African American experience.

Highlights of the event include:

• Photograph Scanning Station : Attendees are encouraged to bring their old photos to be scanned and digitized on-site.
• Oral History Recording Booth : Community members can share their personal stories for inclusion in the local archives.
• Historical Exhibit : Explore displays featuring historical documents and artifacts that tell the story of the community.
• Refreshment Area : Enjoy light refreshments while connecting with fellow attendees.

Rock Road Restoration Historical Group, Inc., a 501(c)(3) organization, is committed to preserving the history and cultural contributions of Black residents west of Dixie Highway in Pompano Beach, Florida. The organization continues to serve as a change agent, enriching the community and ensuring that local heritage is honored and remembered.

Sandra King, Strategic Communications Administrator | Phone: 954.786.4527

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Title Page Setup

A title page is required for all APA Style papers. There are both student and professional versions of the title page. Students should use the student version of the title page unless their instructor or institution has requested they use the professional version. APA provides a student title page guide (PDF, 199KB) to assist students in creating their title pages.

Student title page

The student title page includes the paper title, author names (the byline), author affiliation, course number and name for which the paper is being submitted, instructor name, assignment due date, and page number, as shown in this example.

Title page setup is covered in the seventh edition APA Style manuals in the Publication Manual Section 2.3 and the Concise Guide Section 1.6

Related handouts

• Student Title Page Guide (PDF, 263KB)
• Student Paper Setup Guide (PDF, 3MB)

Student papers do not include a running head unless requested by the instructor or institution.

Follow the guidelines described next to format each element of the student title page.

Professional title page

The professional title page includes the paper title, author names (the byline), author affiliation(s), author note, running head, and page number, as shown in the following example.

Follow the guidelines described next to format each element of the professional title page.

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How This Inc. 5000 Company Is Using AI to Bring Mail Marketing Into the Future

Forget chatbots. postpilot is using artificial intelligence to make direct mail a formidable alternative to digital advertising..

Thanks to the generative artificial intelligence hype , the term AI may bring to mind hallucinating chatbots or deepfake videos that fall squarely in the realm of uncanny. But many applications of AI are decidedly less splashy and more utilitarian --and entrepreneurs are already using them today.

Inc.'s annual CEO Survey found that 90.5 percent of CEOs of Inc. 5000 companies say they are currently using or plan to use AI in their businesses, and 63.2 percent of CEOs say they expect to use generative AI to help with sales-related tasks. Spartanburg, South Carolina-based PostPilot is using AI quite a bit differently.

A direct mail marketing platform, PostPilot ( No. 67 on the 2024 Inc. 5000 ) is using the technology to bring a time-tested marketing channel back into vogue. In the age of Instagram, TikTok, Google, email, and text messaging, direct mail marketing may seem antiquated. But PostPilot's AI-generated insights, native integration with e-commerce tools, and print-on-demand services are attracting a cohort of disruptive direct-to-consumer and e-commerce clients including  Kizik (Inc. 5000 No. 407) , HexClad (No. 784) , Jones Road, Good American, and Dr. Squatch. And PostPilot's revenue has surged 4,280 percent since 2020.

Direct mail marketing is exactly what it sounds like: advertisements sent in the mail from brands to existing or potential customers. PostPilot, which Sanocki co-founded in 2018 together with co-founder and co-CEO Michael Epstein, offers a number of different services at different price points. On the low end are postcards that cost 53¢ each including postage (or, as Epstein says, "less than the cost of a click"), whereas "handwritten" cards, which are actually written by robots with pens, cost just under $2 each. Catalogs can cost around 60¢ each because they must be ordered in bulk, whereas the other products can be printed and mailed on demand.

"Part of the other secret sauce of our platform is there's literally no minimum or lead time," Epstein says.

PostPilot uses AI to help its clients both find new customers and market to existing ones. AI parses through the thousands of data points on millions of U.S. consumers that PostPilot has gathered from third-party data providers and through integrations with its clients' e-commerce software systems, such as Shopify or Klaviyo (Inc. Best Workplaces 2024) . PostPilot's AI models can analyze a segment of a brand's highest-quality customers, and comb through the data to find prospective customers who share those qualities.

Epstein says AI has also changed the game when it comes to marketing to a brand's existing customers. One of PostPilot's core capabilities is triggered automation--or sending out mail reminders at strategic moments. If a customer bought a 60-day supply of a product, for example, and still hasn't reupped on day 62, PostPilot may trigger a mailing to that individual with a reminder to purchase more. AI empowers PostPilot's clients to make more informed mailing decisions, via a variety of data points. Factors like a customer's purchase history, transaction value, and shopping cadence, combined with demographic data like household income can help brands assess whether a client is "high value," and then determine the most opportune time to send out a mailing for the best likelihood of return.

Sanocki says there are several differentiators between the strategies that give direct mail marketing an edge. For one thing, direct mail marketing doesn't require an "opt-in" in the U.S., meaning direct mail advertisers can legally contact potential customers. Sanocki says that the lasting power of a tangible advertisement is also typically longer than that of an email, which can be deleted in seconds or ignored forever. 

"The life cycle of an email is seconds, whereas you literally see the orders come in off our campaigns for weeks," he says.

Sanocki and Epstein saw direct mail as a space ripe for innovation and independent of the capricious nature of digital advertising and its big tech gatekeepers. The rules governing a more than 100-year-old advertising vertical are less likely to change overnight, Sanocki says, unlike Apple's infamous iOS 14 update that crippled mobile advertising or Google's recently abandoned plan to phase out third-party cookies on its Chrome web browser.

"The cost of Facebook ads keeps going up. It becomes more competitive. It's harder to differentiate and attract attention," Sanocki says. "We're trying to create a strong alternative to Meta on a channel that's really been around and doing acquisition for 100 years."

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Can’t Believe Your Eyes? Discover the New LEGO® Ideas Disney Tim Burton’s The Nightmare Before Christmas set

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NOTES TO EDITOR

Product information: LEGO® Ideas Disney Tim Burton’s The Nightmare Before Christmas   Age: 18+ RRP: €199.99 / $199.99 / £169.99 Pieces: 2196 Product No.: 21351 Dimensions:

LEGO Insiders: 3rd September 2024 Available: 6th September 2024

About the LEGO Group   The LEGO Group’s mission is to inspire and develop the builders of tomorrow through the power of play. The LEGO System in Play, with its foundation in LEGO bricks, allows children and fans to build and rebuild anything they can imagine.

The LEGO Group was founded in Billund, Denmark in 1932 by Ole Kirk Kristiansen, its name derived from the two Danish words LEg GOdt, which mean “Play Well”.

Today, the LEGO Group remains a family-owned company headquartered in Billund. Its products are now sold in more than 120 countries worldwide. For more information: www.LEGO.com.

About the LEGO Ideas platform LEGO® Ideas offers fans the opportunity to submit their own brick creations with the chance to have their concept brought to life with the help of LEGO master designers and a share of the profits. Find out more at www.ideas.LEGO.com.

• Open access
• Published: 12 August 2024

Micropapillary breast carcinoma in comparison with invasive duct carcinoma. Does it have an aggressive clinical presentation and an unfavorable prognosis?

• Yasmine Hany Abdel Moamen Elzohery 1 , 5 ,
• Amira H. Radwan 2 , 5 ,
• Sherihan W. Y. Gareer 2 , 5 ,
• Mona M. Mamdouh 3 , 5 ,
• Inas Moaz 4 , 5 ,
• Abdelrahman Mohammad Khalifa 5 ,
• Osama Abdel Mohen 5 ,
• Mohamed Fathy Abdelfattah Abdelrahman Elithy 5   nAff6 &
• Mahmoud Hassaan 5   nAff7  

BMC Cancer volume  24 , Article number:  992 ( 2024 ) Cite this article

327 Accesses

Metrics details

Invasive micropapillary carcinoma (IMPC) was first proposed as an entity by Fisher et al. In the 2003 World Health Organization (WHO) guidelines for histologic classification of the breast tumors. IMPC was recognized as a distinct, rare histological subtype of breast cancer.

IMPC is emerging as a surgical and oncological challenge due to its tendency to manifest as a palpable mass, larger in size and higher in grade than IDC with more rate of lymphovascular invasion (LVI) and lymph node (LN) involvement, which changes the surgical and adjuvant management plans to more aggressive, with comparative prognosis still being a point of ongoing debate.

Aim of the study

In this study, we compared the clinicopathological characteristics, survival and surgical management of breast cancer patients having invasive micropapillary carcinoma pathological subtype in comparison to those having invasive duct carcinoma.

This is a comparative study on female patients presented to Baheya center for early detection and treatment of breast cancer, in the period from 2015 to 2022 diagnosed with breast cancer of IMPC subtype in one group compared with another group of invasive duct carcinoma. we analyzed 138 cases of IMPC and 500 cases of IDC.

The incidence of LVI in the IMPC group was 88.3% in comparison to 47.0% in the IDC group (p < 0.001). IMPC had a higher incidence of lymph node involvement than the IDC group (68.8% and 56% respectively). IMPC had a lower rate of breast conserving surgery (26% vs.37.8%) compared with IDC.

The survival analysis indicated that IMPC patients had no significant difference in overall survival compared with IDC patients and no differences were noted in locoregional recurrence rate and distant metastasis rate comparing IMPCs with IDCs.

The results from our PSM analysis suggested that there was no statistically significant difference in prognosis between IMPC and IDC patients after matching them with similar clinical characteristics. However, IMPC was found to be more aggressive, had larger tumor size, greater lymph node metastasis rate and an advanced tumor stage.

Peer Review reports

Introduction

Breast cancer is the most common cancer in women. In the 2012 World Health Organization (WHO) classification of breast cancer. Breast Cancer is classified into up to 21 different histological types depending on cell growth, morphology and architecture patterns [ 1 ]. The invasive carcinoma of no special type (IBC-NST), which is known as invasive ductal carcinoma (IDC), is the most frequently occurring histological type, which constitutes around 75% of invasive breast carcinoma [ 2 ].

Invasive micropapillary carcinoma (IMPC) was first proposed as an entity by Fisher et al. in 1980 [ 3 ] and first described as the term “invasive micropapillary carcinoma” by Siriaunkgul et al. [ 4 ] in 1993.

In the 2003 World Health Organization (WHO) guidelines for histologic classification of the breast tumors [ 5 ]. IMPC was recognized as a distinct, rare histological subtype of breast cancer. While micropapillary histological architecture is present in 2–8% of breast carcinomas, pure micropapillary carcinoma is uncommon and accounts for 0.9–2% of all breast cancers [ 6 ].

IMPC exhibits more distinct morphologic architecture than the IDC, characterized by pseudopapillary and tubuloalveolar arrangements of tumor cell clusters in clear empty sponge-like spaces that resemble extensive lymphatic invasion [ 7 ]. The neoplastic cell exhibits an “inside-out” pattern, known as the reverse polarity pattern [ 2 ].

Most studies demonstrate that the radiological findings of IMPC are irregular-shaped masses with an angular or spiculated margin on ultrasound, mammography and MRI with heterogeneous enhancement and washout kinetics on MRI [ 8 ].

IMPC had tendency to manifest as a palpable mass, larger in size and higher in grade than IDC with more rate of lymphovascular invasion (LVI) and lymph node (LN) involvement, which changes the surgical and adjuvant management plans to more aggressive, with comparative prognosis still being a point of ongoing debate [ 9 ].

In this study, we compared the clinicopathological characteristics, survival and surgical management of breast cancer patients having invasive micropapillary carcinoma pathological subtype in comparison to those having invasive ductal carcinoma.

Patient and method

This is a comparative study on female patients presented to Baheya center for early detection and treatment of breast cancer, in the period from 2015 to 2022 diagnosed with breast cancer of IMPC subtype in one group compared with another group of invasive duct carcinoma.

This retrospective study analyzed 138 cases of IMPC and 500 cases of IDC. Informed consent was obtained from all patients. Ethical approval is obtained from Baheya center for early detection and treatment of breast cancer and National research center ethics committee. Baheya IRB protocol number:202305150022.

The following clinical-pathological features were analyzed for each case: patient age at diagnosis, clinical presentation, laterality, imaging findings, histopathological examination, treatment plan with either primary surgical intervention or other treatment protocol according to tumor stage and biological subtypes.

A breast pathologist evaluated the tumor size, type, grade, lymphovascular invasion, estrogen receptor (ER), progesterone receptor (PR), human epidermal growth factor receptor 2 (HER2) receptor and the axillary lymph node involvement.

According to the ASCO/CAP guideline update, 2019: Samples with 1% to 100% of tumor nuclei positive for ER or progesterone receptor (PgR) are interpreted as positive. If ER (not PgR), 1% to 10% of tumor cell nuclei are immunoreactive, the sample are reported as ER Low Positive. There are limited data on the overall benefit of endocrine therapies for patients with low level (1%-10%) ER expression, but they currently suggest possible benefit, so patients are considered eligible for endocrine treatment. A sample is considered negative for ER or PgR if < 1% or 0% of tumor cell nuclei are immunoreactive [ 10 ]. An Allred score between 0 and 8. This scoring system looks at what percentage of cells test positive for hormone receptors, along with how well the receptors show up after staining, called intensity: proportion of cells staining (0, no staining; 1, < 1%; 2, between 1 and 10%; 3, between 11 and 33%; 4, between 34 and 66% and 5, between 67%–100% of the cells staining). Intensity of positive tumor cells (0, none; 1, weak, 2, intermediate; and 3, strong) [ 11 ].

HER2 Test Guideline IHC Recommendations, 2018. IHC 0: as defined by no staining observed or membrane staining that is incomplete and is faint/barely perceptible and within <  = 10% of the invasive tumor cells. IHC 1 + : as defined by incomplete membrane staining that is faint/barely perceptible and within > 10% of the invasive tumor cells. IHC 2 + : The revised definition of IHC 2 + (equivocal) is weak to moderate complete membrane staining observed in > 10% of tumor cells. IHC 3 + : based on circumferential membrane staining that is complete, intense in > 10% of tumor cells. [ 12 ].

ASCO–CAP HER2 SISH Test Guideline Recommendations,2018 Twenty nuclei (each containing red (Chr17) and black (HER2) signals) should be enumerated. The final results for the HER2 status are reported based on the ratio formed by dividing the sum of HER2 signals for all 20 nuclei divided by the sum of Chromosome 17 signals for all 20 nuclei. The amplification status is defined as Amplified if the HER2/Chromosome 17 ratio > / = 2.0 and the average Her2 gene copy number is > / = 4.0. It is non-Amplified if the HER2/Chromosome 17 ratio < 2.0 with the Her2 gene copy number is < 4.0. If the HER2/Chr17 ratio is < 2 and the Her2 gene copy number is between 4.0 and 6.0, or, HER2/Chr17 ratio is > / = 2 and the Her2 gene copy number is < 4, or HER2/Chr17 ratio is < 2 and the Her2 gene copy number is > / = 6.0, an additional work should be done. [ 12 ].

Follow-up duration was calculated from the date of diagnosis to the date of the last follow-up. Patients still alive at the last follow-up censored or to the date of occurrence of any event or death.

Disease-free survival was defined as the duration (months) from the initial diagnosis of breast cancer to first any type of recurrence (invasive ipsilateral breast tumor recurrence, local invasive recurrence, regional invasive recurrence, invasive contra lateral breast cancer, distant metastasis.

Overall survival (OS) is defined as the time from diagnosis of breast cancer to death from any cause.

Data were statistically analyzed using an IBM-compatible personal computer with Statistical Package for the Social Sciences (SPSS) version 23. Quantitative data were expressed as mean, standard deviation (SD) and range (minimum–maximum). Qualitative data were expressed as Number (N) and percentage (%), while A P value of < 0.05 was statistically significant. For comparison of unmatched data, chi-square tests were used for categorical variables and t-tests or Mann–Whitney tests for continuous variables.

In this study, we analyzed 138 cases of IMPC which presented to our center in the period from 2015 to 2022.We included a total number of 500 cases of IDC as controls with a ratio of controls to cases 4:1.

Propensity score matching (PSM) is a method for filtrating experimental and control cases of similar characteristics, which are called the matching variables, from existing data to make them comparable in a retrospective analysis. PSM reduce the effect of selection bias. So, the comparison of outcomes between two groups can be fair.

The variables for propensity score matching were selected as follows: age (years), tumour size (cm), nodal status, HR status and HER2 status.

To diminish the effects of baseline differences and potential confounds in clinical characteristics and patients across histology subtypes for outcome differences (disease-free survival and overall survival), PSM method was applied with each micropapillary patient matched to one IDC patient who showed similar baseline characteristics in terms of: menopausal status, comorbidities, multiplicity, histologic grade, tumor size, stage, nodal status, ER /PR status. Differences in prognosis were assessed by Kaplan–Meier analysis.

Most of the patients were postmenopausal, the mean age of patients in IMPC group was 57.36 ± 11.321 years while the mean age of the IDC group was 56.63 ± 9.719 years ( p  = 0.45) (Table 1 ).

The most common presentation of IMPC on breast mammography was an irregular shaped mass with a non-circumscribed spiculated margin. while, the most common sonographic finding of IMPC was hypoechoic mass with irregular shapes and spiculated margins. Associated microcalcifications were found in 49 patients (35.5%) of IMPC group. Figs. ( 1 , 2 ): Radiological characteristics of IMPC.

A , B 37-years-old female patient presented with Left breast UOQ extensive fine pleomorphic and amorphous calcifications of segmental distribution, with UOQ multiple indistinct irregular masses. C ultrasound showed left breast UOQ multiple irregular hypoechoic masses with calcific echogenic foci, the largest is seen at 1 o’clock measuring 13 × 15mm. Intraductal echogenic lesions are noted

A , B , C 40-years-old female patient presented with left UOQ extensive pleomorphic microcalcifications of segmental distribution reaching the areola, with multiple well-circumscribed small obscured masses. D , E complementary Ultrasound showed left 2 o’clock multiple ill-defined and well-defined hypoechoic masses (BIRADS 5)

All patients underwent axillary sonography where 77 patients (55.8%) of the IMPC group exhibited pathological lymph nodes and 18 patients (13%) had indeterminate lymph nodes demonstrating preserved hila and associated with either a symmetrical increase of their cortical thickness reaching 3mm or with a focal increase in the cortical thickness.

Multiple lesions were detected in 30% of IMPC patients in comparison to 7% of IDC patients. Intra-ductal extension with nipple involvement was found in 44 patients (31.9%) of the IMPC group (Table 2 ).

MRI was done for 5 cases (3.6%), while CESM was performed for 18 cases (13%) of the IMPC group, the commonest presentation of IMPC in contrast study was irregular shaped enhanced mass in 21 patients and non-mass enhancement was found in 5 patients. Figs. ( 3 , 4 ).

Further imaging modalities. A , B , C 60-years-old female patient had right breast irregular hypoechoic solid mass by ultrasound (BIRADS 5). D , E CESM showed a right breast irregular heterogeneously enhancing solid mass

Role of CESM in diagnosis of IMPC patients. A , B 42-years-old patient presented with a left LIQ irregular spiculated mass with suspicious microcalcifications, other similar lesions were seen anterior and posterior at the same line. C Ultrasound showed a heterogeneously hypoechoic irregular mass with a spiculated outline with multiple similar satellite lesions were seen anterior and posterior to the main lesions

The average tumor size in the IMPC and IDC groups was 3.37 ± 2.04 cm and 2.72 ± 1.39 cm, respectively ( P  < 0.001).

The percentage of tumors larger than 5cm, was reported 9.5% in IMPC and 7.4% in IDC.

The pure form of IMPC was the most common type and found in 90 cases (65%) and 47 cases (34%) were mixed type where IDC was the commonest associated type.

There are 6 cases in the IMPC group diagnosed as invasive mucinous carcinoma on biopsy, then in the specimen was mixed invasive micropapillary, IBC-NST and invasive mucinous carcinoma.

On core biopsy, 28 cases were diagnosed as IMPC with focal IDC component, but in corresponding specimens 10 cases were only approved to be mixed invasive micropapillary and invasive duct carcinoma, while others diagnosed as pure invasive micropapillary carcinoma without IDC component.

On the other hand, 48 of our cases were diagnosed as IDC on core biopsy, but in the final specimen examination, 17 of these cases were diagnosed as pure invasive micropapillary carcinoma without invasive ductal component.

The explanation of controversy in proper histologic subtyping of carcinoma on core biopsy and the definite subtype on the corresponding specimen was that the ductal component which only represented in the biopsy is a very minor component of the tumor or the limited sampling, tissue fragmentation and architecture distortion in core biopsy may cause diagnostic pitfalls as regard precise subtyping of the tumor.

The incidence of LVI in the IMPC group was 88.3% in comparison to 47.0% in the IDC group ( p  < 0.001).

IMPC had a higher incidence of lymph node involvement than the IDC group (68.8% and 56% respectively) with N3 stage reported in 12.4% of IMPC patients.

IMPC had a higher nuclear grade than the IDC group (25.1% and 15.2% respectively).

The percentage of ER-positive patients was 97.8% in the IMPC group and 87.6% in the IDC group ( p  < 0.001), while PR-positive cases were 98.6% in the IMPC group and 88.8% in the IDC group ( p  < 0.001). HER2 status was positive in 4.3% of IMPCs and 8% of IDCs ( p  = 0.23) (Table 3 ) (Figs. 5 ,  6 ).

A case of invasive micropapillary carcinoma. A case of invasive micropapillary carcinoma, grade II. A Tissue core biopsy, × 100, B MRM specimen × 100 with Positive metastatic L. nodes 2/15, C ER is positive in > 90% of tumor cells, × 100, D PR is positive in > 90% of tumor cells, × 400, E HER2/neu is negative, × 400 and F) Ki-67 labelling index is high, × 200. This case was considered as luminal type pure invasive micropapillary carcinoma. (100 micron 20__ 50 micron 40)

A case of invasive duct carcinoma. A case of invasive duct carcinoma, grade II. A Tissue core biopsy, × 100, B MRM specimen, × 200 with negative L. nodes 0/16, C ER is positive in > 90% of tumor cells, × 200, D PR is positive in > 90% of tumor cells, × 100, E HER2/neu is negative, × 400. This case was considered as luminal type pure invasive duct carcinoma

Regarding definitive surgical management, IMPC had a lower rate of breast conserving surgery (26% vs.37.8%) compared with IDC. While, 49.3% of IMPC patients underwent modified radical mastectomy in comparison to 46% of the IDC patients. Such high incidence of mastectomy was due to the advanced stage at presentation, presence of multiple lesions and presence of intra-ductal extension with nipple involvement.

The incidence of re-surgery in the IMPC group was only in 3 cases, two of them underwent completion mastectomy after the initial conservative breast surgery and axillary clearance. While one patient underwent wider margin excision as positive margin for an invasive residual disease was found.

Two patients in the IMPC group had distant metastasis at the initial diagnosis, they had multiple metastatic lesions and received systemic treatment but one of them underwent palliative mastectomy.

Systemic chemotherapy was administered to 107 patients (77.5%) in the IMPC group and to 207 patients (41%) in the IDC group. Hormonal therapy was administered to all IMPC patients and 76% patients in the IDC group (Table 4 ).

The overall median follow-up duration was 21 months (range 6 – 88 months) with mean follow up duration = 29.8months.

Among the 138 IMPC patients, local recurrence developed in 3 cases, they developed a recurrence at 6,18 and 48 months postoperative. Distant metastasis developed in 5 patients in the form of bone, lung, hepatic and mediastinal lymph node metastasis.

The survival analysis indicated that IMPC patients had no significant difference in overall survival compared with IDC patients and no differences were noted in locoregional recurrence rate comparing IMPCs with IDCs (2.2% and 0.4% respectively). P value for local recurrence = 0.12 (yates corrected chi square).

Distant metastasis rate comparing IMPCs with IDCs was (3.7% and 5.4% respectively). P value for distant metastasis = 0.53 (Table 5 ).

Comparison of OS between IDC and micropapillary cases (Matched by propensity score matching -PSM).

Case Processing Summary

Overall Comparisons

• Test of equality of survival distributions for the different levels type

Disease free survival

• Test of equality of survival distributions for the different levels of type

IMPC is a highly invasive type of breast cancer. Hashmi A.A. et al. [ 13 ] found that the incidence of IMPC is very low accounting for 0.76–3.8% of breast carcinomas.

Shi WB et al.; [ 7 ] in a study comparing 188 IMPC cases and 1,289 invasive ductal carcinoma (IDC) cases from China showed that IMPC can occur either alone or mixed with other histological types, such as ductal carcinoma in situ, mucinous carcinoma and IDC. Furthermore, the majority of patients had mixed IMPC.

Fakhry et al. [ 14 ] reported that 64.7% of IMPC patients were pure type. In our study, we found that the pure form of IMPC was the commonest type and presented in 90 patients (65%) and 47 cases (34%) were mixed type which was similar to that reported by Nassar et al. [ 15 ], and Guo et al. [ 16 ] in their studies.

In our study, the commonest finding of IMPC on breast mammography was an irregular shaped mass with a non-circumscribed spiculated margin. While, the commonest sonographic finding of IMPC was hypoechoic mass with irregular shapes and spiculated margins.

These findings were similar to the results demonstrated by Jones et al., [ 17 ] which found that the commonest morphologic finding of IMPC was an irregular high-density lesion (50% of patients) with spiculated margin (42% of patients). However, Günhan-Bilgen et al. [ 18 ] reported that an ovoid or round lesion was found in 53.8% of patients.

Alsharif et al., [ 19 ] reported that the commonest sonographic finding of IMPC was hypoechoic masse (39/41, 95%) with irregular shape (30/41, 73.2%) and angular or spiculated margin (26/41, 63.4%).

In our study, MRI was done for 5 cases (3.6%), while CESM was performed for 18 cases (13%) of the IMPC group, the commonest presentation of IMPC in contrast study was irregular shaped enhanced lesion in 21 cases and non-mass enhancement was presented in 5 cases.

Nangogn et al. [ 20 ] and yoon et al. [ 8 ] recorded that the commonest finding of IMPCs in MRI was spiculated irregular mass with early rapid initial heterogenous enhancement, indicating that the MRI findings correlated with the invasiveness of IMPC.

Fakhry et al. [ 14 ] conducted a study on 68 cases, out of which 17 cases underwent CEM. In all of these cases, the masses showed pathological enhancement, which was either in the form of mass enhancement (12/17 patients, 70.6%) or non-mass enhancement (4/17 patients, 23.5%). The majority of the enhanced masses were irregular in shape (11/12 patients, 91.7%).

All patients underwent axillary sonography and 77 patients (55.8%) of the IMPC group exhibited pathological lymph nodes; this percentage was similar to that recorded by Nangong et al. [ 20 ] which was 54.8% and lower than that recorded by Jones et al. [ 17 ] but higher than that of Günhan et al. [ 18 ] which were 67% and 38% respectively.

Günhan et al. [ 18 ] reported microcalcification in about 66.7% of the cases. In our study, associated microcalcifications were found in 49 patients (35.5%) of the IMPC group. Yun et al. [ 21 ] and Adrada et al. [ 22 ] showed a fine pleomorphic appearance (66.7% and 68%).

Hao et al. [ 23 ] compared the rate of tumors larger than 5cm, reporting 3% in IDC and 4.3% in IMPC. In our study, the rate of tumors larger than 5cm, was reported 7.4% in the IDC patients and 9.5% in the IMPC patients.

Yu et al., et al. [ 24 ] documented in a study comparing 72 cases of IMPC and 144 cases of IDC of the breast that IMPC had a higher nuclear grade than IDC (52.8% vs. 37.5% respectively). In our study, IMPC had a higher nuclear grade than the IDC group (25.1% and 15.2% respectively).

Verras GI et al.; [ 9 ] demonstrated that IMPC was an aggressive breast cancer subtype with a great tendency to lymphovascular invasion and lymph node metastasis. In our study, the incidence of LVI in the IMPC patients was 88.3% in comparison to 47.0% in the IDC patients ( p  < 0.001). Tang et al., [ 25 ] also reported that lymphovascular involvement was more common among the IIMPC group than IDC group, with a percentage of 14.7% compared to only 0.1% in the IDC group.

Also, Shi et al. [ 7 ] reported that LVI was detected in 74.5% of cases. Furthermore, the frequency of LVI was found to be greater in IMPC cases when compared to IDC cases. Jones et al., [ 17 ] recorded angiolymphatic invasion in 69% of cases.

Hashmi et al. [ 13 ] reported in his comparative study that nodal involvement was present in 49.5% of IDC patients and N3 stage was only 15.6% in IDC patients compared to 33% in IMPC patients. In our study, the percentage of lymph node involvement of IMPC and IDC patients were 68.8% and 56% respectively with N3 stage reported in 12.4% of IMPC patients.

Guan et al. [ 26 ], Lewis et al., [ 27 ], Pettinato et al., [ 28 ] and De La Cruz et al., [ 29 ] recorded a higher percentage of lymph node metastasis in IMPC patients, reaching 90%, 92.9%,55.2% and 60.9% respectively.

The management of IMPC remains controversial, particularly among breast surgeons. Modified radical mastectomy was the preferred surgical procedure for the majority of IMPC case reports, as found in a study conducted by Yu et al., [ 24 ] where 99% of IMPC cases underwent modified radical mastectomy. Fakhry et al. [ 14 ] reported that 76.5% of the patients underwent modified radical mastectomy. In our study, 49.3% of IMPC patients received modified radical mastectomy.

IMPC patients were also prone to accept BCS rather than mastectomy in the previous series conducted by Lewis GD,et al. [ 27 ] and Vingiani, A. et al. [ 30 ]. However, the precise prognosis value of BCS for patients with IMPC remained unknowable. In our study, IMPC had a lower rate of breast conserving surgery (26% vs.37.8%) compared with IDC.

IMPC was characterized by a high incidence of ER and PR positivity. Our study recorded a high percentage of ER (97.8%) and PR (98.6%) expression. Our findings are similar to those found by Walsh et al., [ 31 ] who reported ER and PR expression of 90% and 70%, respectively. Zekioglu et al. [ 32 ] demonstrated a rate of ER and PR expression of 68% and 61%respectively.

In this study, we reported a relatively lower percentage of HER-2 positivity (4.3%). Also, Nangong et al. [ 20 ] showed HER 2 overexpression in 26.4% of cases.

However, Cui et al. [ 33 ] reported a much higher incidence of HER 2 positivity and Perron et al., [ 34 ] reported that 65% of IMPCs were HER-2 positive.

Chen, A et al. [ 35 ] reported that that the percentage of radiation therapy for IMPC patients was similar to those seen in IDC patients and demonstrates a similar benefit of radiation treatment in both groups. In our study,77.5% patients received radiotherapy in IMPC group in compared to 59.4% patients in IDC group.

Shi et al. [ 7 ] found that patients with IMPC had worse recurrence-free survival (RFS) and overall survival (OS) rates as compared to those with IDC. However, because IMPC is relatively rare, most studies had reported on small sample sizes with limited follow-ups.

Yu et al., [ 24 ] conducted a comparison between IMPC and IDC patients, and the results showed that the IMPC group had a greater tendency for LRR compared to the IDC group ( P  = 0.03), but the distant metastasis rate ( P  = 0.52) and OS rate ( P  = 0.67) of the IMPC showed no statistical differences from the IDC group.

Nevertheless, several recent studies documented that IMPC had better or similar prognosis in comparison to IDC.

Hao et al. [ 23 ] and Vingiani et al. [ 30 ] documented that there was no statistically significant difference in OS and disease-free survival between IMPC patients and IDC patients which was similar to our results. locoregional recurrence rate comparing IMPCs with IDCs was (2.2% and 0.4% respectively). P value for local recurrence = 0.12 (yates corrected chi square). Distant metastasis rate comparing IMPCs with IDCs was (3.7% and 5.4% respectively). P value for distant metastasis = 0.53.

Chen H et al. [ 36 ], compared the overall survival in patient groups with similar nodal involvement and found that IMPC group had better breast cancer–specific survival and overall survival than IDC group.

Availability of data and materials

No datasets were generated or analysed during the current study.

Abbreviations

Invasive micropapillary carcinoma

Invasive duct carcinoma

Modified radical mastectomy

Conserving breast surgery

Estrogen receptor

Progesterone receptor

Lymphovascular invasion

Contrast enhanced spectral mammography

Overall survival

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Open access funding provided by The Science, Technology & Innovation Funding Authority (STDF) in cooperation with The Egyptian Knowledge Bank (EKB).

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Mohamed Fathy Abdelfattah Abdelrahman Elithy

Present address: Department of Surgical Oncology, Faculty of Medicine, Al Azhar University, Cairo, Egypt

Mahmoud Hassaan

Present address: Departement of Surgical Oncology, National Cancer Institute, Cairo University, Giza, Egypt

Authors and Affiliations

Department of General Surgery, Faculty of Medicine, Ain Shams University, Cairo, Egypt

Yasmine Hany Abdel Moamen Elzohery

Department of Radiodiagnosis, NCI, Cairo University, Giza, Egypt

Amira H. Radwan & Sherihan W. Y. Gareer

Department of Pathology, National Cancer Institute, Cairo University, Giza, Egypt

Mona M. Mamdouh

Department of Epidemiology and Preventive Medicine, National Liver Institute, Menoufia, Egypt

Baheya Center for Early Detection and Treatment of Breast Cancer, Giza, Egypt

Yasmine Hany Abdel Moamen Elzohery, Amira H. Radwan, Sherihan W. Y. Gareer, Mona M. Mamdouh, Inas Moaz, Abdelrahman Mohammad Khalifa, Osama Abdel Mohen, Mohamed Fathy Abdelfattah Abdelrahman Elithy & Mahmoud Hassaan

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Mohamed fathy participated in the sequence alignment and Yasmine hany drafted the manuscript. Mahmoud Hassan participated in the design of the study. Inas Moaz and Abdelrahman Mohammad performed the statistical analysis. Amira H. Radwan and Sherihan WY Gareer conceived the study. Mona M Mamdouh and Osama abdel Mohen participated in its design and coordination and helped to draft the manuscript. All authors read and approved the final manuscript.

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Elzohery, Y.H.A.M., Radwan, A.H., Gareer, S.W.Y. et al. Micropapillary breast carcinoma in comparison with invasive duct carcinoma. Does it have an aggressive clinical presentation and an unfavorable prognosis?. BMC Cancer 24 , 992 (2024). https://doi.org/10.1186/s12885-024-12673-0

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How did Raygun qualify for the Olympics? Is she really the best Australia has to offer?

By Mawunyo Gbogbo

ABC Entertainment

Topic: Olympic Games

Rachael "Raygun" Gunn did not score a single point at the Paris Olympics. ( Getty Images: Elsa )

Since Australian breaker Rachael "Raygun" Gunn failed to score a single point in any of her Olympic bouts, many have asked how she qualified for the Games.

Fellow breaker and anthropologist Lucas Marie says she won her qualification "fair and square" last year, but African American man Malik Dixon has criticised the Olympic body for letting her in.

What's next?

Breaking will not be an event at the 2028 Los Angeles Olympic Games — a decision made before Raygun's performance.

The 2024 Paris Olympics marked breaking's debut as a sport at the global event, with 36-year-old lecturer and breaker Rachael "Raygun" Gunn representing Australia for the first time.

Having failed to win a single point in any of her Olympic bouts, Raygun quickly became a viral sensation.

The question on many people's minds now is: How did she even qualify?

Lucas Marie is a breaker who has competed, performed, taught and judged breaking competitions over the past 25 years. He's also an anthropologist who recently co-authored an article with Gunn.

He says the answer to that question is simple.

Lucas Marie recently co-authored an article with Raygun. ( Supplied )

"There was an Oceania qualifier in which any B-boy or B-girl from Australia [or] New Zealand could enter, and that was in Sydney in October 2023," he told ABC News.

"And leading up to that, there were a lot of other events in which breakers were competing.

"She won those battles fair and square and won the qualification in Sydney.

"And it wasn't really a surprise to anyone. 

"She's been fairly consistent, winning or coming second or third at a lot of breaking events in Australia for the last five to 10 years."

Marie said there was nothing out of the ordinary about Raygun's performance.

"It's not like gymnastics where there's this kind of agreed-upon standard," he said.

"It's always had a rawness to it. It's always had an improvisational kind of quality. And I think looking different and trying different stuff has always been celebrated.

"And I think Raygun, in a way, was just expressing a core kind of hip hop trait in a way a lot of breakers do."

He described her efforts as bold.

"I thought — and this is how I judge a lot of breaking events — I thought, 'Oh, she's making some really interesting choices to mimic Australian animals.' And you can kind of see the choices that she's making in the moment."

Is she the best Australia has to offer?

Team Australia chef de mission Anna Meares insisted after Raygun's performance that she was the best breaker the country had to offer. But is this true?

Lucas Marie has competed, performed, taught and judged breaking competitions for more than 25 years. ( Supplied: momentsby.naz )

"It's sometimes just who's performing better on the day," Marie said.

"And at the qualification event in which she won, and other events in which she's won, she performed better on that day and won the ticket.

"That doesn't mean she's the best. It doesn't really work like that.

"I think she's a great breaker. She won the qualification. She's won other events in the past, and she was a good representative for Australia at that competition."

Asked whether there were B-girls in Perth, regional Victoria or rural Brisbane who might have qualified but could not afford to travel to Sydney for the tryouts, Marie agreed this was possible.

"Of course, there's breakers all over the country that maybe should have been in that event, but they weren't."

Breaking will not carry over to the 2028 Olympics in Los Angeles, a decision made before Raygun's battle.

Marie described this as sad.

"Maybe, based on the ratings, they'll reassess that and maybe allocate some medals to breaking," he said.

"I really hope that's the case, and I hope that for other breakers who want to compete in it as a dance sport."

Marie said that at the end of the day people should remember they were dealing with a human.

"As a friend of Rachael's, there's a human being who's getting a lot of negative attention," he said.

"I think people kind of miss that sometimes and forget the human aspect of all this."

'Toying with the culture'

Malik Dixon is an African American who has been living in Australia for more than a decade and is a Sydney University graduate.

He said Raygun made a total "mockery" out of breaking at the Olympics.

Malik Dixon says too many people feel entitled to African American culture. ( Supplied )

"She was dressed like a member of the cricket team or an Australian PE teacher, and from that point it just seemed like satire," Mr Dixon told ABC News.

"It just looked like somebody who was toying with the culture and didn't know how culturally significant it was being the first time in the Olympics and just how important it was to people who really cherish hip hop and one of the elements of hip hop, which is breakdancing.

"It made me think, was Borat her breakdancing coach?"

Mr Dixon said too many people felt entitled to African American culture.

"The African American space has been one where we've shared our community so much and without any restraints, any barriers, roadblocks, obstacles, any gatekeepers, that essentially what should have been African American cultural capital is just shared, which is cool," he said. 

"We like to share, right? 

"We shared 400 years of free labour.

"To see Rachael in her attempt to be a part of the culture just be grossly underwhelming made it seem like she didn't take it seriously."

Olympics body criticised for Raygun qualification

Mr Dixon criticised the body that qualified Raygun, saying she devalued breaking with her performance.

"Whatever governing body nominated her as Australia's entrant into the Olympics either did not understand the assignment or didn't really believe in the integrity or significance of breakdancing, because if they did they would just say, rather than disrespect the culture, we're just not ready to send an applicant this year."

He said Raygun was extremely audacious and not self-aware.

"You've got to know your role, know your position, know your limitation," he said. 

"And I think that part of privilege is saying that there are no limits to what I can do. 

"Part of privilege is having the authority to say that there are no limits and there are no requirements, there are no prerequisites to what I can do."

Raygun's degrees do not hold much water with Mr Dixon.

"Due to consumerism, this Foundational Black American product, which is hip hop, is global," he said.

"And even people who have no connection to any African Americans or any local or regional things that come out in these songs, they have become a part of the whole experience now.

"If I came in and said that I was an authority on Greek music and I was going against the grain of what the mainstream Greek musicians thought, or the school of thought, and I've said that I was the authority, people would check me on that.

"If I had a PhD in sprinting, does that qualify me to go against Noah Lyles? No, it doesn't."

He also doubts Raygun was the best breaker Australia had to offer.

"[There's] got to be somebody out here that's better than that! The kangaroo! The sprinkler! She did the sprinkler out there, man!" he said.

Should everybody just lighten up?

Should we lighten up? Mr Dixon does not believe so.

"Larrikinism is used as a get-out-of-jail-free card and to escape responsibility of how words or actions impact a hurt person," he said.

"But when the majority culture is offended, there's no playing around.

"This is a part of my culture, and I don't think Australians are in a place to tell me how I should feel about breakdancing being mocked on an international stage.

"People who don't have any or limited access to black people or hip hop culture now may see Rachael and her buffoonery as a representation of hip hop and black culture.

"People who were already side-eyeing breakdancing as an Olympic sport, Rachael Gunn has put the nail in that coffin.

"This might be the most viral clip of the whole Olympics. From a comedy standpoint, she's got it, but from an Olympics perspective, its regressive."