So we have a lot of work to do. So like Mike said, I think that Scholar 7, when we looked at Scholar 7, in the midst of it we were trying to develop a hypothesis, specific aims, and almost sort of writing a grant. We were in a grant model. We're going a little past that. So just imagine a world where you have everything done and you have all your data and you want to submit an abstract. You want to send it to a particular meeting. So you found that meeting, that sets up, that pretty much will take your topic, either a case report or a research study, and then you look at the instructions to the authors and there we are. So we're going to try to take it very quickly down that line. So we're going to have four sessions, each building on the previous session. We'll get homework at the end of every session. Our goals. Our goals are to sort of give you skill sets. Just like we talked about Scholar 7, there are certain skill sets in writing and writing and moving to the IRB. This is sort of a different type of skill set and sort of writing skill set. So we're going to look at how to develop an abstract and from how to develop an abstract, how to develop a poster, and then from a poster, then how to do an oral presentation, and then how to develop a manuscript. If you remember that when we were writing the grant or the document that we talked about in Scholar 7, everything built on itself. The introduction was translated later on in the document, the specific aims were reflected in the materials and methods, and then everything sort of built. So you kind of expand it. That's almost what we're going to do tonight. So first session is abstract development. That's tonight. Second is poster development. That'll be the next session. Manuscript development, the next session, and then the oral presentations. So let's get started. So let's kind of divide into groups. It's going to be sort of a fun day. I want you really not to focus on how to make this hard. I want you to have fun, but I really want to focus on knowing how to do it, or the format. And at the end of the day, when we have something, we'll show the format. So what I'd like you to do is, as we get into this form here, maybe one member from your group, come on up and pick a toy. So we're going to give you some paper to write on, and then we're going to go ahead and give you some magic markers. Now if you remember from the last time, we tried to develop a hypothesis. This is just fun. Don't take it too seriously, okay? So we're going to look at these toys, and we're going to try to figure out a hypothesis on the toys, all right? So development. So a hypothesis is a tentative explanation for an observation, a phenomena, or a scientific problem that can be tested by further investigation. So the key terms. It's a statement. It's not a question. It's clear. It's focused. It's simple. It's an observation. It's tentative. We're going to either prove it or don't prove it. It's a hunch. It's an assumption. It's a suspicion. It's an assertion, or it's an idea about a phenomena. It's a relationship or a situation, and the reality, we really don't know what the reality is of the situation. And the above becomes the basis for an inquiry for our research, and in most studies, a hypothesis will be based upon either previous studies or on your own data or someone else's observation. It's a tentative proposition. Validity is unknown. In most cases, it specifies a relationship between two things. So simply put, you can put in, last time we met, the hypothesis, we had a whoopee cushion, right? I don't know if you remember the whoopee cushion. And we blew it up, and we sat down. I'm surprised no one took it. We sat down. We said, how many times, what was your hypothesis? Do you remember? I think it had to do with make someone laugh. How many times, you know, make someone laugh. It's something simple like that. So that's simplicity. So it's one line. I just need you to develop one line, and then we're going to develop some really quick experiments, collect some really quick data, and then come up with some analysis, and then go on to our conclusions. So let's try doing, and let's look at the paper that you have in front of you, and write it like it's going to be your abstract. So let's start with a one line. I'm going to give you a couple minutes. I'm going to come by and ask you some, and see if you need some help. All right, what do you think a hypothesis would be on this? Okay, so, you know, so, you know, the statement would be, you know, three people, three people can't do this test. Not one out of three can do this test. More times on the floor than on the table. Very simple. You have to get numbers. So we have to do some, yeah. So maybe if you drop it five times here, drop it five times here, how many times would it go off, and which is a better surface? Yes, okay, and then you have to think of a way how we're going to prove that. So you've got, so the more, there you go, the more throws, the better you get. So then you would have to maybe, you know, each of you throw five times, and see how accurate you get, and then just see if that, if you prove your. You're going to disprove your hypothesis. So everybody needs to seem to have their hypothesis. Now we're quickly going to move into the aspect of researching your hypothesis. So we're going to prove or disprove your hypothesis, and literally, either way is good. You know, so, you know, I remember we were doing a project with some residents, and they disproved their hypothesis that whatever they said wasn't proven by their data. I said, that's still good. That's still a great statement. So you have to use that. So each one of you, I just want you to come up with an experiment where maybe you try to, you know, try to prove or disprove your, and generate some data. So we're going to try to get some results. So let's go around and try to start working on the experiments. All right, so how are we going to do yours, your trials? Our trials, we're going to go, we're trying to get at the equal distance high. Yep. And then we're going to do a soft surface versus a hard surface. A hard surface. And then you're going to do maybe five times each? Right, five, six times each. And then put a little table up there, so. Yeah, like that. All right, so you've got to figure out an experiment now. And how many times you're going to drop it to try to figure out? Ten each. That's good. And then try to make, like, make a table with your names. Ten tries, how many times? Some table height. Table height. Like this height. Oh. Like, make it so they just, you know, college things. They're so low, though. You've got to keep the compa- Take the bottom and then the top. And you each take five throws. Yeah, five throws, five, ten feet. Yeah. Yeah. And then see how well, how many, how many you get in. Okay. And so we just, uh, get going. Two always up, or the six always up. Other ones were, so long as it was an even number, it was up. Rotating. Yeah, it changed. So what did you conclude? It's about 50%. Yeah, it does look like it. So it's 50-50. Pretty much. Good, good. Good, perfect. OK, so now you have your data. You have your data. And then if you analyze that data, then you're going to look at it and say that pretty much that your hypothesis was correct. You've seen that, right? So let's. This device has a 100% failure rate. So what next we have to do is then we have to develop our abstract. So we have that. We have results. You have a method. You've already put together your method. And now we have results. And your conclusions are, yes, indeed, no one can do this darn toy. So let's get another sheet of paper. And I'm going to put up something for you. What I want you to imagine is that we're going to write the abstract. You can go up and look at that abstract. And that is the format of how we're going to write it. My suggestion, one, is let's come up with a title. Let's put the title up here. And we're going to make this piece of paper like that. And it's got to be, try to use the least amount of words as possible in the title. And you only have 200 words, 200 words total. Least amount of words. OK, we're next going to do the abstract. We're going to need another sheet of paper. That's what an abstract should look like. Feel free to go up and look at that. This is going to be your abstract. Now, what I want you to do is come up with a title, a title to describe what you just did. Very succinct, not a lot of words, maybe one line, one or two lines, OK? Just the title. And I'll come back. Hook, right? It's a hook. It's always about a hook. Yeah, it's got to have a hook. The least amount of words as possible, you have to have a hook. Something catchy, you know? Do you have to include the subject? Do you see what I'm saying? Yes, you should include a subject. And sometimes it's like, this is what we proved. It's like, here it is. This thing doesn't work. Catchy title. A cap grenade is the most advantageous surface for a cap grenade is a hard surface. Hard surface. Hard surface proves most advantageous for a hand grenade. Cap grenade. Cap grenade. Very limited. What's that? How to get the most fun out of your cap grenade. You can say that. If you're trying to make it catchy, yeah, I like that. Yeah, make it catchy. How to make the most. Catchy, it's very good. So the next part of this abstract, so remember, abstracts, it's a square. It's a square or a rectangle. You have a nice title. And then you need to put the authors. So authors, you can do it alphabetically. But you would say, typically, the first author is the one that did the most work, who wrote it. And the second author is someone who didn't do much work. The last author is the senior author. It's the person who's like your mentor. That's just the rules. You can put any order you want up there, OK? So, I mean, like in real life? Yeah. So, like, if I had my residents doing something, they would be the first author. I would be the last author. Last author, yeah. And the first author would be the person, the main person, who did all the writing and the calculating. Everybody who did a little bit of everything else would be in the middle. Maybe someone did the stats and stuff. And as the mentor, as a senior, you would be the senior. So, yeah, I got you. You got it? So why don't we just write that thin line across of the authors? Yeah. OK, so what's your title? The last author is usually the place of honor. That's the mentor, right? That's the mensch. That's the guy who's finishing up. So everybody in the middle might be your statistician, might be maybe someone who did some data collection for you, or organized. And then your affiliations would be right underneath that. The affiliations would be UH, you know, UHOC and all that. You just put that. So if everybody is that affiliation, and you would line them up as if this was you, it would be UHOC down here. If it was here and it was me, it would be CMC, like that. And you would just put them in order like that, OK? That's proper abstract. Can we get some names down here? How'd we do? We improved. Everybody improved. Yeah. Yay. So next thing we need to do now, an abstract. We need to write your abstract. So here's what you did. You've got your hypothesis. You had methods. You will describe your methods. And then now you have your results. So now we're going to start. We're going to take a fresh sheet. And we're going to write a title. It's got to be a little catchy title. And I'll put the title up there. I have another abstract up there. It's going to be very succinct. How do I describe this? Very catchy. You want to have something very brief. Least amount of words possible, OK? Here's our pitch. That could be here's our pitch. So when you say something like that, say here's our pitch. The proof behind practice or something like that, to give like that. So let's get another sheet and then write that up. Two sentences, right? Something like a little bit of an introduction. So this, you can say something like this has been, this toy, name the toy, has been used by children far and wide for enjoyment. It is well known that children do this well. No one has any data on adults playing. And then say we show that adults are poor players. That's your introduction. Tighten it up a little bit. Children have more, I mean adults have more fine motor skills than children. We like to think. So maybe just a short paragraph, right? A little introduction paragraph. Two or three sentences. But I mean, we don't just create that information. Like we would have like. You would have looked that all up. OK. So we're just pretending that children are better at this. Yeah. So the goal of this exercise is primarily to know how to do that format. That's all it is. You've got your title, right? What was your title? It's here. This is our. So you got a little bit of. Now we're going to do an introduction, right? A little introduction. So a little. Right. So you can say one. So we need three sentences, right? Three sentences as an introduction. First sentence is dice have been played for generations and all over the world with a lot of fun. Remember this? And then number two, the effectiveness of predict dice is unknown. We show that this procedure, or how you did it, produces this outcome. So just three sentences, OK? And then we'll work on the rest. State what we found. State what you found. OK. So the Kendra Master Toss and Catch skill game is enjoyed by children eight years around the world. It is well known that children between the ages of 10 and older are capable to master the spike catch within three attempts. We show that the adults can't, or something. So as you see over there, we have a title. We did the introduction. This is the dementia crowd. Dementia crowd. We need more pages. So now you have your little. So this is called your rationale, your introduction. So this is the rationale. Well, your introduction is your rationale. So introduction would be, you've got that, right? Yes, good. Now we need your methods. So how did you actually do it? I don't need results. I just need methods. And your methods are going to be, how did you do it? So one person took the hand grenade, held it about three feet. We used a similar measurement between the hard surface and soft surface. We dropped the grenade that precise distance. Yeah. Maintain the precise distance. But just methods, and try to be very, but you're going to say this in three sentences. Three sentences. So this is your rationale, your introduction. The next part is your methods. And the methods are going to be three lines again, just like up there. You can see how small the methods are, right? You see that. So very small, three lines. How did you do it? So what we did was, we got one of those things, whatever that's called. Inflatable baseball target. Target, right? We inflated it, put five feet away. We took three people, and we tossed it five times, and blah, blah. How did you do it? No results. This is how we did it. Oh, OK. Just the how. How did I do it? OK. Three, yeah. This is not about the baseball or anything. This is about format. Yes. This is just about format. And the less you say, the better. Simple is better, huh? You have 200 words only for this whole thing, not including title. You have 200 words. So results are the same. It's very simple, OK? So you want to say, just simple. You see it doesn't. Yeah, so make it about two sentences. OK. Two different sentences. It's good. This is it. I'm saying if you actually were writing the whole thing. So that's our next session. That's our next session. That's the poster. I mean, you would actually explain the spike catch, and maybe have pictures of the spike catch. Hey, that's great. Exactly right. Yeah. OK. Is that it? Well, now we have to say what happened. Yeah. That was a weird statement. None. And say like, say like. There were no successful catches. Or say like, yeah, like. Yeah. Yeah, basically. That's it, right? Yeah. How did you do your results? Results. Oh, we did methods. Yeah, your methods just tell you what you did. We just told the method, now we tell the results. Now your results. So just two or three sentences. What happened? What did you find? So the next part of this is conclusions. So your conclusions are very much like your introduction, OK? So what you next write is that say, you know, you say essentially the same thing with different words and make it maybe shorter, maybe two sentences. So your conclusions would be the Kendama Master Toss Catch Skill is a toy that's been enjoyed by children and perfected by children. We have shown with this study that adults are incapable of playing this toy. Like that. It should be left to the appropriate age of children, something like that. It should be left to the appropriate age of children. No. Good. OK, so now, conclusions. So that's the last part, and the conclusion's only about two sentences. So conclusions. Ours is going to be five minutes long. Conclusions. And then, so one, so your conclusions are a repeat of your introduction, essentially. In order to get the most bang for your buck. Yeah, so but using different words. And then your last sentence is the bang. It's like, here's what we showed you, right? That's the hook. So after our methods, we're going to make results. Results are three sentences. What did you find? Everything is three sentences, huh? That's right. Three sentences. And that's all you need. You need three sentences saying, OK, you know, this. Or even one or two sentences. Results, you can see up there. Sometimes it depends on what you have, but maybe one or two sentences. What did you find? And we'll go with that. And then your conclusion is your repeat of your introduction. So you write that with different words. And then the last sentence is, there's the bang. Here's the hook. That's what I told you. And I told you that if you practice, it gets better. It's the hook. You bring them in. Reel them in. Yeah, so this kind of thing, this is really beautiful. And this is the kind of thing that you say that you're going to be using for your poster. So it won't be in your abstract. Typically, tables and things aren't in your abstract. And so then the way that looks, it's just that small little square. You put what data you have in there, and it can always change. So when you go up to present, you may change it. We had one that you may even say something even completely different. But your abstract is the key to the door to the meeting. One thing we can say by looking at this since you put it out there so that you can understand it is that this person is 20% and then goes up to, well, it's going to be somewhere around 60%. And so people improve. Yeah, to help him. So charts, we don't put graphs or tables in your abstracts. But you're going to, no, that's not part of their abstract. That's their sideboard. But you can do that, but you're going to need that for your poster for the next session. Your next session is going to be the poster. But when you look at this kind of thing, this is how an abstract looks. It's usually 200 words. It's going to be minimal, a lot of minimalistic thinking, right? I'm a big fan of the abstract. Yeah. Get to the nitty gritty, right? Nitty gritty. Not a lot of words. Don't put a lot of fluff in. Nobody wants to write or read about a lot of background. You just want to put exactly what's needed to get the point across. And you want a lot of people to read it. So you get this done. You say, you read it, you read it. People cut it and then get it down to the right wording. And it's all about that. And remember, this is not poetry. And poetry, you don't change, right? Right. This is art. This is literature. This is literature. Shakespeare. That's exactly right. Yeah, but everything else outside of poetry can be changed. So what's very important here is that our next session is we're going to be making posters. So you're next. And so it's going to be on this. And so you're going to need to bring this back. Someone's going to have to be the warden. Why don't you lean at it? No. Yes, pictures are important. Pictures are important. Pictures of the items. Where are we at? They have made it so condensed that now they're trying to fluff it up. So that's great. That's a good place to be in when you need to use the art of separating one sentence into two. So what's going to be important about this next part... I'm going to have you guys go up there and read your abstract in a second once everybody else is up to speed. You guys are really quick. So our next level is the poster. So we're going to come together at the next session. We're going to bring this material with us. So someone's going to need to carry it. You want to get pictures. These items are yours. You take them home. And then you'll need pictures for the poster to put onto different components. You're going to have an area of abstract and introduction. You're going to have a column where there's going to be maybe material methods. It's going to be exactly this. The introduction, one column. Methods, another column. Results, another column. Conclusions, another column. So the methods will be pictures of this and expansion of this. It'll be poster development. You'll all get a template in the mail. And then you'll email and we'll be working on it here to do the poster. After that, we'll be making slides. And you'll do an oral presentation on this. And then after that, expand it to a manuscript. Yeah. Your poster moves to the manuscript. Your poster should be the template for your manuscript. So you can cut and paste out of the poster, put it into a Word document, and it's your manuscript. Okay? Good. Conclusion. Re-statement of your introduction. In different words. Rationale. So your rationale. Different words, but your hook, your last sentence, maybe two, three. Hook. Hook is that practice makes perfect. Or something like the more you do, we have found, we have found and we've concluded that the more times you pitch through that thing, the better you are. Okay. Okay? Okay. That's your hook. Okay. All right, so can everybody have a seat and we'll get started with the next set. I noticed everybody's pretty much done. I think that you all can see that you've done a great job already. You've got your abstract and you're just looking for a meeting to submit it to, right? Yeah. Yeah. I think you all did a great job. So what I really wanted everyone to get out of this was that the model. What were we looking for at the end? So at the end of the session, we came up with an abstract. And so no matter what you're doing, whatever you do, whether it's a diabetes study or whether it's an educational study, you're going to have that same thing. You're going to have variables. You're going to have to develop a hypothesis, a little bit of an experiment, and develop methods from that and develop a result. And then from the results, you have your conclusions. Once you find the appropriate meeting, you'll know exactly how the abstract is supposed to turn out, and they'll give you a word count. They'll tell you what it's supposed to look like. That's the typical model, but it might be anywhere. It may be something different, but usually typically it's that way. So you may be and most likely be submitting electronically. So reviewing quickly, the title is very short. It's brief. It says what you have to say. Don't say any more. And then your authors, your first author is the person who did all the work, the person who wrote. Typically, this is the junior. Typically, this is the resident. This will be the intern. This is someone who's working for you, still has a career to develop, right? The people in the middle might be your statistician. It might be someone, a med student, who did a lot of data collection for you. And at the very end, the last person, the place of honor, is you as the mentor. So that's where the last person goes. And then following that, right underneath that, is going to be the affiliation. So your affiliations, whether it goes as it goes through the author, that's how the affiliations follow. Then underneath that, you start with the introduction. You notice that it's a three. Everything comes in threes, right? It's a three sentence. It starts with a general sentence. It moves into something more specific and then goes right to your idea or your hypothesis or what you just showed. And then your methods. Your methods are primarily your methods. What did you do? It's not results. It's just what you did. How did you do it? And if you have materials, you can add materials. Say, you know, we bought this. We built this. We did this. This is how we did it. And then our methods. This is what we did. This is how many times we counted. And our results, another three sentences. Very specific. Here's what we found. And then at the end, your conclusions, another three sentences. What I hope to do and what I want you to do, we're going to come up one by one, and I'm going to have you read your abstracts. But what I hope to do at the next session, and I hope you all please attend the next session, is the next session is poster development. So just reviewing, we're going to need your abstract. We're going to need everything you have. And bring a computer with you. I think that's going to help you get a template for the poster sent to you. Mike, I'll give it to you and send it out to everyone. We're going to cut and paste your title. We're going to put your affiliations on. We're going to put all the things that are necessary in there. Your first section of your poster, the first column, is going to be your introduction. It will be your abstract and then a short introduction, longer. So every sentence in your introduction is going to be a paragraph on your poster. Okay? Does that make sense? All right. And then your next column is going to be your materials. So that materials might be a picture of what you used, the inflatable doll there or maybe the hand grenade. So it's what materials. It's always good to have a picture and a little legend underneath showing this is what we used. Here's the table we used. And this is the floor that we bounced it off of, that sort of thing. And then your next column is going to be your results. So that's tabulated. That would be a great place to put tabulated results. Tables, you know, other things, maybe a little bit of epidemiological things. Like, you know, on yours there were two women and one man, and you can put that kind of data, you know, nationality, blah, blah, blah, blah. So that kind of whether it makes any difference or not. But then the last is the conclusions. So you put your conclusions. Again, every sentence is going to be another paragraph in your conclusions or in your discussion and then finally your conclusions. And then we'll talk about where the conclusions are going to be a little bit different. There are going to be three bullets. So you'll boom, boom, boom towards the end. Does that all make sense? We'll be moving forward from here to an oral discussion. The oral discussion is going to make ten PowerPoint slides, and we're going to make an oral presentation. We'll show you how to talk. And then the last topic is then how do we expand that to make a paper. It all falls like that. Sometimes you get to an abstract and you send an abstract or you write the manuscript before the abstract. But what I teach my fellows is always we like the abstract, the poster, presentation, paper. It always falls that way. When you look at your CVs, if you put a CV in, if you have 100 abstracts and two papers, what's that tell about someone? You don't finish your job. So you want 100 abstracts, 100 papers. Or 100 abstracts, 10 or whatever. You want that relevancy in your CV. You want it to run that way. So I'm going to have you come on up and read your abstract. Adults Fail to Master the Kendama Master by Dr. Kozak, Dr. Carnell, and Dr. Rattay. Introduction. The Kendama Master toss and catch skill game is enjoyed by children 8 and above around the globe. It is well known that children between the ages of 8 and 17 years old are capable to master the spike catch within three attempts. We show that adults were unable to perform this skill. Methods. Three adults between the ages of 33 and 45 were randomly selected, two females and one male. Each participant was given three attempts to master the Kendama Master spike catch. The number of successful attempts were recorded. Results. Each of the three participants were given three attempts for a total of nine attempts to successfully complete the Kendama Master spike catch. There were no successful captures for a 0 out of 9, 0% success rate. Conclusion. It is well known that the Kendama Master is successfully played by children around the globe. Based on our data, adults are unable to master this game in comparison to children. Therefore, we recommend the Kendama Master be used by children for which it was designed. Applause. That was very nice. You see how that flowed? That was really good. Can I have your group? Our hypothesis was that dropping the cat grenade on a hard surface will cause an explosion more often than against a soft surface. We dropped them five times against each surface. The title of our abstract was How to Get the Most Fun out of Your Cat Grenade. The introduction. The Super Bang Cat Grenade is a fun and enjoyable toy. No one has looked into how to maximize the efficiency to increase the fun factor. End quote. To increase the bang for the buck. End quote. We have found through diligent, painstaking, precise testing that a hard surface delivers the most bang for your buck. The methods suspending the hand grenade from a precise, predetermined height manually released by the same researcher with his left hand onto two different landing surfaces, one hard and one soft. The exact procedure was repeated five times on the hard surface and five times on the soft surface. Results. We found on the hard surface the cat grenade successfully detonated five out of five times, whereas the soft surface, the cat grenade detonated only one out of five times. Our conclusion was by dropping the cat grenade onto the hard surface, one can achieve 100% detonation success to maximize the fun factor. Our researchers recommend only utilizing the hard surface. Have fun. Nice job. Nice. Great. You can do it. You can do it. Okay, so we looked at the effect of dice orientation on end drop value. Our introduction. Dice is a widely popular game that is enjoyed by both children and adults alike for generations. Controlling the outcome of dice rolls has long been a point of contention rife with superstitious beliefs. We have set out to definitively answer this long-debated topic. Our methods. Four individuals held a single die with an even number facing up. The die was dropped from chest height and the outcome was recorded. All individuals were in the same standardized environment. The results. A total of 40 drops between the four individuals were recorded. In total, 21 drops, or 52.5%, ended in an odd number facing up, while 19, or 47.5%, ended in an even number facing up. Our conclusion was people have endeavored to affect the outcome of dice with the starting orientation. After 40 recorded drops, we have no conclusive evidence that starting orientation of a die has any effect on the outcome. See how easy that was? Holy mackerel. So we used as our hypothesis the no significant difference in the accuracy of pitching between using the inflatable baseball target toss and not. So basically we designed this. The title is, Here's Our Pitch. The data supporting improved pitching performance using the inflatable baseball target toss. Our rationale was accurate pitching is the key to championship baseball performance. Practicing the art of pitching enhances the skill level. We showed that using the inflatable baseball target toss improved pitching performance. The methods were, we took three subjects and recorded the number of pitches out of a total of five pitches successfully thrown into the inflatable baseball target toss. Initial results were recorded and reported as controlled data. Each subject repeated the exercise two times. The three subjects who participated noted improvement in the pitching accuracy. The improvement ranged from 20 to 60 percent from the initial performance. In conclusion, it can be stated that practice makes perfect. The three subjects who participated noted improvement in the pitching accuracy. The improvement ranged from 20 to 60 percent from the initial performance. In conclusion, it can be stated that practice makes perfect. The more you practice, the better you become at any skill, and pitching is no different. The inflatable baseball target toss is invaluable in improving the accuracy of pitching. Wow. So you can see how easy this is. You can really, you know, go back and you can think about stuff you have in your office or things or thoughts you have and really create a nice experiment and create the abstract and submit it to a meeting. I think to get the full effect, I would really like you all to come back because I think that once we take this from where you're at and we move it to poster, this is going to be a lot fun. You'll see how far you can get and get forward and forward. Have someone be in charge of your paper. Take your papers home. Take your toy home. It is yours. And then that's your special gift from me tonight. That's your toy. Bring them all back. We'll need pictures of them. We'll need pictures of items that you used, and we'll go have some more fun. Yes, exactly. Exactly. You have to use that. Take a picture of it. Thank you very much, everyone. We'll see you the next time. Thank you.

scientific writing

abstract development

research presentation

workshop

experiment design

data simulation

communication skills

manuscript writing