PowerPoint

I have to do a PowerPoint 13 slides long based on a paper that I have done.

I want you to take a look at the “Major Assign 3 Info” doc, so you will have some idea what the PowerPoint presentation requirements. Based on the requirements

I’ll upload three files; Major Assign 3 Info doc, the paper I have done, and PowerPoint as an example.

See the example.

A Method to Automatically Detect Fish Aggregations

I

ndividuals are created different with different personalities which make them develop interests and pursue dissimilar hobbies. Some people also gain interest in other people’s avocations and do all it takes to learn with an intention of emerging experts at such. With the constant technological advancements, learning such hobbies has been a lot easier as compared to the ancient time when people entirely relied on traditional forms of learning and acquiring avocational skills. For instance, fishing is a hobby that many people from all parts of the world not only find interesting or challenging but are also engaged in for some extent of economic gain. Scientists have helped out in coming up with devices like an electronic fish finder that helps in locating fish and making the fishing sports a bit interesting. There are numerous concerns regarding this sport, most of which question the ethical nature using the device and whether it has any beneficial or detrimental effects and poses any unfair advantage. This paper is determined to make the audience understand the electronic fish finder in detail.

Title Graphic Source: me

By

Learning about the Electric Fish Finder

The electronic fish finder is a sports fishing device that was developed in the verge of technology to assist people in the fishing industry in locating fish. At the same time, the device was developed to make fishing easier than it used to be when done the traditional way since school of fish already developed avoidance mechanisms and different migratory patterns that made the sporting activity much more stressful (Vatnehol et al. 1803). The electronic fish finder uses state of the art technologies such as GPS and SONAR to detect schools of fish. SONAR means Sound Navigation and Ranging (Mehnazd par 1). They also detect the migration patterns of fish as it maps schooling fish closer to the water surface. Moreover, this device not only discover and evaluate the reaction of fish towards avoidance but also their abundance and sizes in their distinct schools.

The electronic fish finder combines different techniques and applies them in order to bring precision and accuracy regarding location of schools of fish. The fish sonars have multi-frequencies domains of echo sounder system that ultimately provide coverage (Vatnehol et al. 1804).

Figure 1: The Lowrance Structure Scan 3D

Source: West Marine

The applied data-processing methods entail the use of image processing approach which connects the neighboring pixels which surpass a given level of threshold. The sonars have systems that make real time transmission on video screens after capturing and registering echoes of Bluefin tuna school. Apparently, the device is dedicated to search for fish accretions or groups in the given range. Before the invention of the elect electronic fish finder, individuals with interests in fishing faced the avocation traditionally without any clues of where schools of fish could be in abundance. This situation made the hobby less more interesting.

Located in the United States of America, Lowrance Marine & Fishing Electronics has existed for over 50 years and is concerned with the manufacture of marine electronics. The company has its headquarters in Tulsa, Oklahoma, U.S. and constantly comes up with innovative products that are essential for both recreational and commercial activities. Again, the company is dedicated to manufacture consumer sonar and GPS receivers together with other essential systems for digital mapping. The company has its marketing department which reaches out to various consumers in the fishing market, be it individual fishermen or different companies who does commercial fishing both in freshwater lakes and in the coastal regions.

Positive Effect of the Fish Finder

A number of benefits surround the use of Lowrance StructureScan 3D Module & Transducer that the company manufactures. In the first place, the end users not only find the 3D fish finder useful because of the GPS system which shows the precise location of the boat they are using but also the fish in different terrains of water. Individuals are able to use the device and locate the fish in spawning time. The fact that people are able to use the device in all weather patterns creates a favorable advantage to people who value fishing and pursue it as an avocation (The GPS Store par

2

). This means that they can go fishing regardless of the weather, including under ice fishing, snow, when it is raining or in fast flowing rivers.

Figure 2: The Photographic Representation of a Deeper Smart Sonar Pro +

Source: Deeper Smart Sonar Pro +

Moreover, the fish finder is a device that helps the fishermen to examine the speed of the boat they are using. It is also worth noting that the device is not only meant for commercial purposes but also for individual use. The device comes with a variety of power voltages where the customers consider the right voltage depending on the places they intent to go fishing. Individuals interested in fishing in the deep and salty water surfaces go for the fish finders with high peak watt. The other advantage of this device is that is has trackback ability which makes tracing movement of the boat an easier task (The GPS Store par 2). The fishermen are able to track their movements from time to time.

“Fish finders gives the fisherman the options of viewing the depth, aqua structure, and fish hiding locations, speed and also depth temperature”

(The GPS Store)

Figure 3: Example of patterns generated in sonar

Source: ICES Journal of Marine Science

Negative Effect of the Fish Finder

However, the device also have questionable aspects that ultimately pose a raft of negative features. Ballanti (par 16) has identified a limitation to detect fish using the fish finder concerning the complexity of their coverage. The noise that comes from other sources like the flow of water, rain, boat motors creates a great deal of interference with the detection of fish. Again, the device encourages unethical behaviors among individuals who engaging in fishing as a sporting activity. For example, the device is able to allocate fish regardless of the prevailing situations. As such, individuals may locate endangered fish species and participate in illegal fishing. At the same time, the use of the electronic device may pose detrimental effects to the endangered fish species. This is unethical behavior which is not only inconsiderate to the environment but also to the fish species which are meant to be preserved for their continuity of existence.

Personal Reactions

The fact that the electronic device has the ability to locate schools of fish in their scarcity poses an immense threat to their survival. Their remoteness is also compromised hence making them vulnerable to any illegal activities that the fishermen may undertake. It is worth noting that the device creates an unfair competitive advantage to competitors given that sports fishing competitors who fail to deploy the electronic device do not stand a chance against those who do. In essence, the device utilizes sonar tracking and geo-location software such as GPS and GLONASS to accurately determine the precise location of schools of fish, thus giving users an unfair competitive advantage.

The unfair competitive advantage springs up in dissimilar forms in the fishing sporting activity. For instance, individuals who are unable to possess the device go fishing without any clue of a precise location of the schools of fish. On the other hand, individuals who have the device will go straight to where fish is found in plenty and fish as they please. This is the same case even for the companies that undertaking fishing for commercial purposes. From an analytical point of view, it is clear that the device does not defeat its original purpose. This is mainly because the device helps save time in sports fishing, consistent with its intended purpose.

As much as there are several concerns regarding the electronic fish finder, it is hard overlooking the technological advancements which makes this kind of sporting activity an easier task. Individuals who value fishing and pursue it as an avocational activity need to use the device and experience it convenience, reliability and efficacy. The device has a lot of beneficial aspects that easily override the detrimental effects (McInnes et al. 3). Nevertheless, it is advisable for the fishermen to observe ethical behavior while fishing and not to overfish or capture the endangered fish species.

On a Final Note

The paper above has given the details surrounding the electronic fish finder that is used for avocational purpose. Technological advancement has availed an easier means of locating the exact location of schools of fish using GPS and Sonar to detect schools of fish. The device serves its intended purpose of making the sporting activity much easier than the traditional way of fishing. Some benefits of the device include the precision of locating fish and tacking ability while the detrimental aspects encompass locating even the endangered species of fish and provision of unfair competitive advantage. The device therefore helps save time in sports fishing, consistent with its intended purpose.

Works Cited

Ballanti, Ron. “Finding Fish.” Anglers Journal, 8 Apr, 2019. https://www.anglersjournal.com/boats-gear/finding-fish-a-guide-for-choosing-the-right-transducer. Accessed 13 Mar, 2020.

Deeper Smart Sonar Pro +. Fishing Sun, 2017, Photograph, https://fishingsun.com/review-10-best-fish-finders/#Deeper_Smart_Sonar_Pro. Accessed 13 Mar, 2020.

Mehnazd. “What Is A Fishfinder And How Does It Work?” Marine Insight, 18 Oct, 2019, https://www.marineinsight.com/marine-navigation/what-is-a-fishfinder-and-how-does-it-work/. Accessed 13 Mar, 2020.

ME. “Miami Beach.” 2020. JPEG file.

The GPS Store. “The Advantages Of Fishfinders.” Thegpsstore.Com, 2020, https://www.thegpsstore.com/The-Advantages-of-Fishfinders.aspx. Accessed 13 Mar, 2020.

Vatnehol, Sindre et al. “A Method To Automatically Detect Fish Aggregations Using Horizontally Scanning Sonar.” ICES Journal Of Marine Science, vol 75, no. 5, 2018, pp. 1803-1812. Oxford University Press (OUP), doi:10.1093/icesjms/fsy029. Accessed 13 Mar, 2020.

West Marine. “The Lowrance StructureScan 3D creates a high-resolution, 180-degree, three-dimensional view beneath your boat.” West Marine, 5 July. 2019, Graph, https://www.westmarine.com/WestAdvisor/Selecting-a-Fishfinder. Accessed 13 Mar, 2020.

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Major Assignment 3 (Presentation)
Spring Semester 2020

English 272 T. Stuckert, Instructor

English 272: Introduction to Technical Communication

Major Assignment 3: Presentation
Information – Spring 2020

Important Note: Presentations similar to this one have been developed by students in previous semesters in this course as well as other Intro to Technical Communication courses. Remember that plagiarism on this assignment will not be tolerated. This includes copying text, slides, and/or graphics from another student’s work (from this semester or a previous semester) as well as incorrectly citing, paraphrasing or quoting information.

If you will be completing this as a collaborative assignment, it may be difficult to determine which group member is responsible for presentation content that contains plagiarized information. Because of this, all members of group will suffer the consequences of plagiarism. It is the responsibility of all group members to review the content of this assignment to insure that none of the work has been plagiarized.

Review the information on the University’s Honor Code and Academic Honesty Academic Integrity policies in the Syllabus for more information on this issue.

IMPORTANT NOTE: You are required to develop a PowerPoint presentation for MA3. DO NOT develop a presentation using Prezi or any other slideware (such as Google slides). You will receive zero (0) credit for a presentation that is in a format other than PowerPoint.

Introduction
The purpose of this assignment is to give you an opportunity to apply many of the concepts you have learned throughout the semester. The assignment will involve planning and developing a PowerPoint presentation. You will not deliver or present the PowerPoint to an audience. However, your presentation must be designed so it would be effective if it were presented in both of these situations:

· in-person presentation with the speaker and audience present

and

· digital presentation viewed by the audience on a digital device (without recorded audio narration)

It is very important to remember this when designing your presentation.

Designing the presentation so it will be successful in both situations will impact slide design and content. Remember, explanations of graphics and slide content that would be provided verbally with an in-person presentation must be provided in the slide content for a digital presentation that does not make use of recorded audio narration.

Presentation Goal and Topic

Your goal and topic for the presentation will be the same as your goal and topic for Major Assignment 1: Provide information for a general reader audience with an interest in the subject matter but little or no prior knowledge or experience with the subject.

Topic Selection Form

You will submit a topic selection form to your instructor via an email attachment. The form is located in the MA3 link in Canvas. If you are working in a group, one form will be submitted per group.

Objectives

1. Apply presentation design concepts to the planning and development of a PowerPoint presentation that includes slides and multimedia content.

2. Apply concepts of effective slide design to presentation design and development.

3. Work effectively in a collaborative group (if applicable) to plan and create a presentation.

4. Research and develop content, arguments and other supporting detail in a presentation.

5. Apply concepts for selection and development of effective graphics in a presentation.

Collaboration vs. Individual Work

You will complete this assignment by yourself or in a group of two or three. If you choose to work in a group of two or three, you can work with students from my other sections.

· If you choose to work by yourself, you will have to develop a presentation that covers the same subject and content as your MA1 article (even if you completed MA1 in a group).

· If you work in the same group as you did for MA1, you will have to develop a presentation that covers the same subject and content as your MA1 article.

· If you choose to work in a group that is different from your group for MA1 or if you worked by yourself for MA1, you will have to decide which MA1 article you use as the basis your MA3 presentation.

If you work in a group for MA3, one of the greatest concerns is a situation where one student does all the work and the other group member(s) do little or nothing. It is crucial that each member in a group share equally (50% each for a group of two and 33% each for a group of three) in completing work on each phase of the assignment: planning, research, drafting, revising, and editing/proofreading. Do not take an approach where one person does planning and research, another does drafting, and a third does revising, and editing/proofreading. It just doesn’t work. Remember that ultimately, it is the responsibility of the group members to make certain that the workload is shared equally and that everyone produces quality work.

If you have concerns about one or more members of your group, you will do the following
as soon as you notice that work is not being shared equally or that there is an issue with the quality of the work
. Do not wait until the assignment has been completed to express this concern.

· Discuss the situation with the group member who is not working to his or her potential. Do your best to convince the student that sharing the workload is important and that not sharing the workload evenly is unfair.

· Make certain the student knows exactly what he or she should be working on for the assignment.

· Set dates when portions of the work should be completed.

· Make sure that all members of the group keep in touch via email, text, etc.

If you do not get a good response from following the above points, send me an email providing the following information: (Note: You will only send this email if you had concerns about the workload or quality of work for one or more members of your group.)

· Identify the individual in your group who is not doing their share of the work and/or is producing poor quality work without making any effort to improve.

· Completely describe the workload and/or quality issues and how they have impacted your group.

· State the percentage of work the members of the group have completed.

· In order to be fair to other members of the group, should the individual(s) grade be reduced due to lack of participation and/or poor quality work? If so, how many points?

· This email must be sent while you are working on the assignment. Do not wait until the assignment has been completed.

· Be sure and use this subject line in your email: MA3 Eval Info class time (example: MA3 Eval Info 9).

I will, in most cases, contact the student you identify in order to obtain an explanation for his/her reduced quality or quantity of work and participation. This might result a reduction in the student’s grade. Remember, you will only send this email if you felt the workload was unequal or the quality of work of one or more members of your group was substandard.

If I do not receive expressions of concern about group members from other group members, everyone in the group will receive the same grade for the assignment.

Sources of Information on Developing Effective Presentations

Review the following presentations in the Presentations topic in Canvas. These will be discussed class and will provide a good background on how to create effective presentations.

· Oral and Digital Presentations SP 20

· Making Effective PowerPoint Slides SP 20

· Gettysburg Address in PowerPoint SP 20

· Edward Tufte on PowerPoint

Including a Video in the Presentation

One of the biggest mistakes one can make in developing a presentation is to use slideware exclusively. There are a number of reasons for this that are covered in the do0cuments in Unit 5: Presentations. The bottom line is that a presentation cannot be effective unless other media are used in addition to the slide content. You will be required to use at least 1 multimedia item in your presentation. The most convenient and effective multimedia to use in a presentation is an embedded video.

· If you used a video as one of the graphics in MA1, you can use that same video to fulfill the multimedia requirement for MA3.

· The video will count as one of the minimum 3 required graphics for the presentation.

· The video must be an image from the video and not a box filled with a solid color.

· If a video you used in MA1 cannot be inserted with an image, you will have to locate a different video that does.

· Clicking on the image must open the video either in the slide in a separate screen.

· The video image must be correctly titled and sourced as shown in the MA3 Presentation Demo.

· The video must be introduced and explained in terms of how it relates to the presentation in text

that precedes the video link.

· Follow the video link with follow-up information that will help the audience transition to the next point or topic in the presentation.

Presentation Requirements

The presentation must follow all the concepts of effective communication and design that have been discussed throughout the semester as well as information on effective slide design discussed in class and documents posted to Canvas on this subject.

Your presentation must meet the following requirements:

·
General Slide Design
Use a background color and/or design that contrasts with the text. See information in the PowerPoint “Making Effective Power Point Slides.” Note that you should use light backgrounds with dark text.

·
Presentation Organization and Content

The following are found in most presentations. Specific content will be determined by the purpose and content of the presentation as well as the audience.

·
Title Slide
Be sure and use an effective title and by-line (name(s) of individual(s) in your group). Use a background image in the title slide that will capture the interest of the audience. The background image in the title slide does not count as one of the minimum 3 content graphics for the presentation. Indicate the source of the background image as you would other graphics in the presentation (see below). You can use the background image you used in your MA1 article.

·
Contents Slide
The 2nd slide in your presentation must list the topics that will be discussed in your presentation. This is not an outline. It is more like a table of contents.

·
Background information
This should involve 1-2 slides that provides the reader with background information that relates to your topic. This is the kind of information that will help the reader understand the remainder of the presentation. At the beginning of this section, you should inform the reader of the purpose of the presentation (this should be based on the thesis in the introduction of your article – assuming you had an effective thesis).

·
Body
Your presentation should follow the sub-topics in your application (assuming your sub-topics were complete and correctly ordered).

Be sure and discuss the social, cultural, ethical, and/or psychological effects of the technology you selected. This should be placed in the last half of your presentation.

·
Conclusion
This will be 1 or 2 slides that will provide the reader with a brief summary of the main points discussed in the presentation. Remember, this is your last (and maybe only) chance to achieve your goal in your presentation. This is also the last information your audience will see and most likely what they will remember.

·
Sources
This will be a complete list of the sources used in both the content of your presentation as well as your graphics. If you use MLA, title this section Works Cited and if you use APA title it References. Be sure and space between each reference. References must be in alphabetical order, and do not separate the content sources from the graphic sources.

·
Note: Due to the nature of this assignment, you do not have to include a slide at the end of the presentation that invites the audience to ask questions.

·
Graphics

· You are required to have
at least 3 content graphics
in your presentation. That being said, you must have as many graphics as are needed for your audience to fully understand what is being communicated. Many of you will find that more than 3 graphics will be needed. Content graphics do not include the graphic used in your title slide.

The required video counts as one of the 3 content graphics.

· You can use graphics from the MA1 article. This, of course, is assuming that the graphics used in MA1 were effective and contributed to the audience’s understanding of the content of the presentation.

· Do not use images that the audience is familiar with. Graphics must be appropriate for a general reader audience.

· The graphics can be photographs, drawings, tables, charts, graphs, maps, etc.

· Follow all guidelines discussed in class and the PowerPoints regarding effective graphics.

· Make sure your graphics do not include chartjunk (what constitutes chartjunk has been discussed in class during the semester – if you are uncertain of this, feel free to contact your instructor)

· Graphic Title, Number and Source Information:

· In general follow the examples and information in the document: “MA3 Presentation Demo SP 20.ppt” in Canvas for the graphic title, number and source information. These guidelines are summarized below:

· Indicate a number for a graphic
only if there is more than one graphic on a slide by placing “Figure 1” before the title.

· All graphics must have a title that describes the graphic content. This might be the original title of the graphic or a title you give to an untitled graphic. Be sure and use correct punctuation as indicated in the How to Cite and Label Digital Images and Videos SP 20 under MA1 in Canvas.

· Place the number and/or title below the graphic using Arial 16 pt. bold text centered on the graphic.

· Place the number and/or title in a text box. This will insure proper alignment by centering the text and placing it just below the bottom of the graphic. Be sure to use correct capitalization in graphic titles.

· Indicate source information for borrowed graphics at the very bottom of the slide, left justified following the word “Source:” followed by a parenthetical citation with the parenthesis removed in Arial 11 pt. plain text. Placing the source information in a text box will insure proper alignment.

· The source information must match the beginning of each citation in the Works Cited or References list at the end of the presentation.

If there is more than one graphic on the slide, Use “Figure 1 Source:” followed by a parenthetical citation with the parenthesis removed. On the next line, “Figure 2 Source:” followed by a parenthetical citation with the parenthesis removed.

· Box graphics that do not contrast on all four sides with the slide background.

· Remove all chartjunk (e.g. distracting titles, source information, etc. from graphics).

· Graphic titles should not be inside the graphic. Titles must be below the graphic border as described above.

·
Text

· Use good design and content for the text used in the presentation slides. Take into consideration contrast (text color vs. background) as well as font size and style. Make sure your text is concise and easy for your audience to read.

· IMPORTANT: Follow font and font size guidelines in “MA3 Presentation Demo SP 20.ppt” in Canvas.

· Four key points to keep in mind:

· Keep the points made in slides brief. You should avoid complete sentences and paragraphs. Instead, use short, high-impact phrases that convey considerable meaning in a few words.

· Avoid lengthy quotations in slides by using ellipses ( … ) to remove portions of a quote that are not relevant.

·
Individual points in PowerPoint presentations must appear one at a time and not all at once (use animation for this).

· Since you are using short phrases,
use a sans serif font for all text used in slides.

·
Length

· You must have a minimum of 12 slides in your presentation (not including the title slide, table of contents slide, and the Works Cited / References slides).

·
Use of Outside Sources

· You are required to use a minimum of three (3) outside sources in your presentation not including sources used for graphics.

· You can use the sources from MA1. You can also add sources not used in MA1.

· If you quoted from outside sources or paraphrased uncommon knowledge used in presentation slides,
cite the information with parenthetical in-text citations on the slides
. See “MA3 Presentation Demo SP 20.ppt” for examples.

· Place the Works Cited (MLA) or References (APA) on the last slide of the presentation.

· Use a smaller font (1 to 2 font sizes smaller) for your in-text citations so they do not distract the audience from the slide content. See “MA3 Presentation Demo SP 20.ppt”

· Complete and correct citations must be used in the Works Cited / References list. Include graphics citations in the Works Cited / References list (even though complete graphic citations were placed at the bottom of slides with graphics).

· If you use information from a graphic source in slide content, you will have one item in the Works Cited / References list for the graphic and another for the information used in slide content. The reason is that the content of references for graphics is different than that of text references.

Getting Help with Major Assignment 3 (Questions and Drafts)

There are two ways of obtaining help with MA3:

1) Email general questions about the assignment.

2) Send your draft as an email attachment or post to the MA3 Drafts link in Canvas. Attach a portion of your draft or the complete draft. Your draft must be a Word doc or a Word doc and a pdf. There will be no points or credit assigned for these voluntary drafts.

· You can submit as many drafts as you want.

· Do not submit drafts of MA3 to the assignment link titled MA3 Final (this is only for your completed assignment that is ready for grading).

· If you are working in a group, one group member should submit the draft and share the comments with the other member(s) of the group.

·
IMPORTANT: In your email or the comments box in Canvas explain what you want me to review in your draft. Do not ask that I review everything in the entire draft. I will not review your draft if you do not let me know what you want me to review.

· Comments will be written in the body of an email or in the comments box in Canvas. I will not record my comments unless there is an unusual situation that warrants recorded comments. If you have questions about my comments please contact me via email.

Submitting Your Presentation to Canvas

· If you complete the assignment with one or two other students, each member of your group will submit identical PowerPoint files to Canvas by the assignment due date.

· DO NOT submit a presentation using Prezi or any slideware (such as Google slides). You will receive zero (0) credit for a presentation other than a PowerPoint.

· When your PowerPoint is opened, it must run as a presentation with animation within slides advancing with a mouse or keyboard arrow click.

· Name your PowerPoint file as follows: MA3 Pres last name(s) of group members class time (9, 10, 12, 1)

Example: (please note the spaces between each item)

· 3 person group (all from same class): MA3 Pres Jones Smith Wilson 9

· 2 person group (all from same class): MA3 Pres Smith Wilson 9

· 2 person group (from different classes): MA3 Pres Roberts 9 Pickett 12

· 1 person group: MA3 Pres Smith 9

·
IMPORTANT: It should not be necessary to submit a pdf version in addition to the PowerPoint due to concerns about style and format.

·
IMPORTANT: Immediately after submitting your assignment (but before the deadline), check Canvas to make sure the assignment has been submitted. If it is not there, resubmit or locate a computer and/or connection that will allow the assignment to post.

It is YOUR RESPONSIBILITY to make sure your assignment is submitted by the deadline. “I thought I submitted it” is not a legitimate reason for not having the assignment in Canvas by the deadline.

Grading Criteria

Your grade will be based on the extent to which you have met all the criteria for the assignment as well as correct sentence structure, grammar, spelling, mechanics, etc. A rubric will be used in grading your assignment. You should review the rubric to make sure your presentation conforms to the requirements before you submit your presentation for grading.

MA3 Basic Requirements Summary Table
Individual / Groups	· you will complete the assignment in a groups of 1, 2 or 3
Due Date	· Wednesday. April 29, 2020 at 11:30 pm in Canvas
Mandatory Draft Check	· No required draft check
Topic Selection Form	· Due Wednesday April 22, 2020 (email attachment – not Canvas) · No credit will be given for this topic selection form
Outside Sources	· minimum of 3 different outside sources (does not include source(s) for graphics) – use as many outside sources as are necessary · note: multiple use of references to the same source will count as one reference
Graphics	· minimum 3 content graphics (use as many graphics as are needed to give your audience a visual of the points you are communicating) · use correct graphic labeling · the 3 content graphics are in addition to the title slide graphic
Multimedia Item (video)	· you are required to have at least 1 multimedia item · a video is the only multimedia item that will work for a presentation that is designed for both digital and in-person use · this will count as one of the required content graphics

Notes on Citations and Inserting Videos:
The following slides were taken from a presentation to illustrate the correct way to indicate citations for the title slide and content slides as well as the works cited. <

/

p>

IMPORTANT: MLA is used in this demo PowerPoint. You will have to make adjustments if you use APA in your PowerPoint.
This is not a complete presentation. Just a few slides to demonstrate documentation format.

Insert videos using the Insert/Video “Online Video” or “Video from My PC.” YouTube videos must be saved to your computer in order to be inserted as a “Video from My PC.” This will allow you to have the video window appear via animation and also go full screen automatically or on click. You can use a program such as ClipConverter.cc (

http://www.clipconverter.cc

/) to save the video.

1

Another issue with videos is the length of the video. How much of the video do you really want your audience to watch? The only portions of a video you want to show are the ones that help support the point(s) you are making. This could be the entire video, but it could also be just a portion of the video.
This can be done in two ways:
Using the advanced Video Tools/Playback, you can set the video to start and/or stop at selected points. These features will only work if you insert the video as a file that has been saved to your computer.
If you insert the video as a YouTube link, you will not be able to have it enter the screen via animation, nor will you be able to start and stop it at certain points. Instead, you should place a note at the end of the introductory info above the video that explains how much of the video the audience should watch. (e.g. “Watch this video up to 5:15 as what follows is not relevant to the presentation.”)

Self-Driving Cars:
Social and
Psychological Effects
By:
Barbara Bane
Peter Graves
Martin Landau
Source: Mercedes-Benz F 015 Luxury in Motion Research Car
December 12, 2016

3

Navigating City Streets
This is a video from the Google Self-Driving Car Project to help explain how the car uses its sensors and cameras to detect objects in every direction so it can react as needed. Also, explained in the video are some of the situations test drivers have ran into while taking the cars out on the streets for test runs.
Background of Self-Driving Cars
Source: Google Self-Driving Car Project

4

Background of Self-Driving Cars (continued)
The video shows how Google is trying to eliminate one of the biggest concerns about self-driving cars: the inability to adapt to situations.
Next, we will examine how self-driving cars work.
How self-driving cars work
– Sensors
– Cameras outside the cars

5

Background of Self-Driving Cars
The technology that accompanies the self-driving cars comes with an expense in order to cover the cost of making these cars.
Expenses
– Prices vary from company to company
Mercedes-Benz – more expensive
Google self driving cars – $75,000 (Brustein)

Background of Self-Driving Cars (continued)
Future Projections
– These cars become more developed as time goes on.
Levels at which a car can drive itself continues to increase.
By 2030, the cars will be fully self-driving.

7

“Self-Driving Car Evolution”
Future Projections
Source: “Self-Driving Car Evolution”
The following graphic shows how the technology of self-driving cars has and will evolve over time.

8

The graphic on the previous slide proves that, as self-driving cars continue to improve and develop, these cars will raise several ethical and legal issues that will have to be addressed by courts and insurance companies.

Ethical Issues
Tunnel Problem
– “An autonomous car on a single-lane mountain road is about to enter a tunnel when a child crossing just inside the entrance trips and falls. Does the car continue straight and run over the child, or does it swerve and hit either side of the tunnel entrance?” (Newcomb 45)

Figure 1: Customer Willingness to Buy a Partially Autonomous Car

Fully Autonomous vs. Fully Autonomous Self-Driving Cars
Figures 1 and 2 below show that more individuals would buy a partially autonomous car than would buy a fully autonomous car.
Figure 2: Customer Willingness to Buy a Fully Autonomous Car
Source: “Customer Willingness to Buy Autonomous Cars is Strong in the U.S.”

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The graphic on the previous slide shows that the ethical issue of trust is important in the minds of U.S. consumers of self-driving cars. One must believe that the car he or she is driving is going to get them where they want to go safely.
A partially autonomous car might be more trustworthy than one that is fully autonomous.

Ethical Issues
Trust
consumers must be able to trust the vehicle they are driving
many drivers are concerned about a self-driving car going out of control
manufacturers of self-driving cars will have to prove to consumers that the cars are safe

Brustein, Joshua. “Nice Self-Driving Car. But How Much Does It Cost?”
Bloomberg, 23 May 2013, www.bloomberg.com/bw/articles/2013-05-23/nice-self-driving-car-dot-but-how-much-does-it-cost. Accessed 1 Dec. 2016.
“Customer Willingness to Buy Autonomous Cars is Strong in the U.S.” Engineering.com, 14 Jan. 2014. Graph, www.engineering.com/ AdvancedManufacturing/ArticleID/9357/Self-Driving-Vehicles-by-2025a-Death-Knell-for-Auto-Manufacturing.aspx. Accessed 30 Nov. 2016.
Google Self-Driving Car Project. Navigating City Streets. YouTube, 27 May 2014. www.youtube.com/watch?v=bDOnn0-4Nq8. Accessed 1 Dec. 2016.
Mercedes-Benz F 015 Luxury in Motion Research Car. Mercedes-Benz. Illustration, www.mercedes-benz.com/en/mercedes-benz/innovation/research-vehicle-f-015-luxury-in-motion/. Accessed 30 Nov. 2016.

Works Cited

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Works Cited (continued)
Newcomb, Doug. “Who Should Be The Self-Driving Car’s Moral Compass?” PC Magazine, Oct. 2014, 44-46. MasterFILE Premier, metis.findlay.edu:2048/login? url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=98472576&site=eds-live. Accessed 29 Nov. 2016.
“Self-Driving Car Evolution.” Kurzweil Accelerating Intelligence. KurzweilAl Network. Jan. 2014. Illustration, www.kurzweilai.net/fully-self-driving-cars-expected-by-2030-says-forecast. Accessed 30 Nov. 2016.

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