research paper presentation 2022

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How to present a research paper in PPT: best practices

A research paper presentation is frequently used at conferences and other events where you have a chance to share the results of your research and receive feedback from colleagues. Although it may appear as simple as summarizing the findings, successful examples of research paper presentations show that there is a little bit more to it.

In this article, we’ll walk you through the basic outline and steps to create a good research paper presentation. We’ll also explain what to include and what not to include in your presentation of research paper and share some of the most effective tips you can use to take your slides to the next level.

Research paper PowerPoint presentation outline

Creating a PowerPoint presentation for a research paper involves organizing and summarizing your key findings, methodology, and conclusions in a way that encourages your audience to interact with your work and share their interest in it with others. Here’s a basic research paper outline PowerPoint you can follow:

1. Title (1 slide)

Typically, your title slide should contain the following information:

• Title of the research paper
• Affiliation or institution
• Date of presentation

2. Introduction (1-3 slides)

On this slide of your presentation, briefly introduce the research topic and its significance and state the research question or objective.

3. Research questions or hypothesis (1 slide)

This slide should emphasize the objectives of your research or present the hypothesis.

4. Literature review (1 slide)

Your literature review has to provide context for your research by summarizing relevant literature. Additionally, it should highlight gaps or areas where your research contributes.

5. Methodology and data collection (1-2 slides)

This slide of your research paper PowerPoint has to explain the research design, methods, and procedures. It must also Include details about participants, materials, and data collection and emphasize special equipment you have used in your work.

6. Results (3-5 slides)

On this slide, you must present the results of your data analysis and discuss any trends, patterns, or significant findings. Moreover, you should use charts, graphs, and tables to illustrate data and highlight something novel in your results (if applicable).

7. Conclusion (1 slide)

Your conclusion slide has to summarize the main findings and their implications, as well as discuss the broader impact of your research. Usually, a single statement is enough.

8. Recommendations (1 slide)

If applicable, provide recommendations for future research or actions on this slide.

9. References (1-2 slides)

The references slide is where you list all the sources cited in your research paper.

10. Acknowledgments (1 slide)

On this presentation slide, acknowledge any individuals, organizations, or funding sources that contributed to your research.

11. Appendix (1 slide)

If applicable, include any supplementary materials, such as additional data or detailed charts, in your appendix slide.

The above outline is just a general guideline, so make sure to adjust it based on your specific research paper and the time allotted for the presentation.

Steps to creating a memorable research paper presentation

Creating a PowerPoint presentation for a research paper involves several critical steps needed to convey your findings and engage your audience effectively, and these steps are as follows:

Step 1. Understand your audience:

• Identify the audience for your presentation.
• Tailor your content and level of detail to match the audience’s background and knowledge.

Step 2. Define your key messages:

• Clearly articulate the main messages or findings of your research.
• Identify the key points you want your audience to remember.

Step 3. Design your research paper PPT presentation:

• Use a clean and professional design that complements your research topic.
• Choose readable fonts, consistent formatting, and a limited color palette.
• Opt for PowerPoint presentation services if slide design is not your strong side.

Step 4. Put content on slides:

• Follow the outline above to structure your presentation effectively; include key sections and topics.
• Organize your content logically, following the flow of your research paper.

Step 5. Final check:

• Proofread your slides for typos, errors, and inconsistencies.
• Ensure all visuals are clear, high-quality, and properly labeled.

Step 6. Save and share:

• Save your presentation and ensure compatibility with the equipment you’ll be using.
• If necessary, share a copy of your presentation with the audience.

By following these steps, you can create a well-organized and visually appealing research paper presentation PowerPoint that effectively conveys your research findings to the audience.

What to include and what not to include in your presentation

In addition to the must-know PowerPoint presentation recommendations, which we’ll cover later in this article, consider the following do’s and don’ts when you’re putting together your research paper presentation:

• Focus on the topic.
• Be brief and to the point.
• Attract the audience’s attention and highlight interesting details.
• Use only relevant visuals (maps, charts, pictures, graphs, etc.).
• Use numbers and bullet points to structure the content.
• Make clear statements regarding the essence and results of your research.

Don’ts:

• Don’t write down the whole outline of your paper and nothing else.
• Don’t put long, full sentences on your slides; split them into smaller ones.
• Don’t use distracting patterns, colors, pictures, and other visuals on your slides; the simpler, the better.
• Don’t use too complicated graphs or charts; only the ones that are easy to understand.
• Now that we’ve discussed the basics, let’s move on to the top tips for making a powerful presentation of your research paper.

8 tips on how to make research paper presentation that achieves its goals

You’ve probably been to a presentation where the presenter reads word for word from their PowerPoint outline. Or where the presentation is cluttered, chaotic, or contains too much data. The simple tips below will help you summarize a 10 to 15-page paper for a 15 to 20-minute talk and succeed, so read on!

Tip #1: Less is more

You want to provide enough information to make your audience want to know more. Including details but not too many and avoiding technical jargon, formulas, and long sentences are always good ways to achieve this.

Tip #2: Be professional

Avoid using too many colors, font changes, distracting backgrounds, animations, etc. Bullet points with a few words to highlight the important information are preferable to lengthy paragraphs. Additionally, include slide numbers on all PowerPoint slides except for the title slide, and make sure it is followed by a table of contents, offering a brief overview of the entire research paper.

Tip #3: Strive for balance

PowerPoint slides have limited space, so use it carefully. Typically, one to two points per slide or 5 lines for 5 words in a sentence are enough to present your ideas.

Tip #4: Use proper fonts and text size

The font you use should be easy to read and consistent throughout the slides. You can go with Arial, Times New Roman, Calibri, or a combination of these three. An ideal text size is 32 points, while a heading size is 44.

Tip #5: Concentrate on the visual side

A PowerPoint presentation is one of the best tools for presenting information visually. Use graphs instead of tables and topic-relevant illustrations instead of walls of text. Keep your visuals as clean and professional as the content of your presentation.

Tip #6: Practice your delivery

Always go through your presentation when you’re done to ensure a smooth and confident delivery and time yourself to stay within the allotted limit.

Tip #7: Get ready for questions

Anticipate potential questions from your audience and prepare thoughtful responses. Also, be ready to engage in discussions about your research.

Tip #8: Don’t be afraid to utilize professional help

If the mere thought of designing a presentation overwhelms you or you’re pressed for time, consider leveraging professional PowerPoint redesign services . A dedicated design team can transform your content or old presentation into effective slides, ensuring your message is communicated clearly and captivates your audience. This way, you can focus on refining your delivery and preparing for the presentation.

Lastly, remember that even experienced presenters get nervous before delivering research paper PowerPoint presentations in front of the audience. You cannot know everything; some things can be beyond your control, which is completely fine. You are at the event not only to share what you know but also to learn from others. So, no matter what, dress appropriately, look straight into the audience’s eyes, try to speak and move naturally, present your information enthusiastically, and have fun!

If you need help with slide design, get in touch with our dedicated design team and let qualified professionals turn your research findings into a visually appealing, polished presentation that leaves a lasting impression on your audience. Our experienced designers specialize in creating engaging layouts, incorporating compelling graphics, and ensuring a cohesive visual narrative that complements content on any subject.

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Open Access

Ten simple rules for effective presentation slides

* E-mail: [email protected]

Affiliation Biomedical Engineering and the Center for Public Health Genomics, University of Virginia, Charlottesville, Virginia, United States of America

• Kristen M. Naegle

Published: December 2, 2021

• https://doi.org/10.1371/journal.pcbi.1009554
• Reader Comments

Citation: Naegle KM (2021) Ten simple rules for effective presentation slides. PLoS Comput Biol 17(12): e1009554. https://doi.org/10.1371/journal.pcbi.1009554

Copyright: © 2021 Kristen M. Naegle. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The author received no specific funding for this work.

Competing interests: The author has declared no competing interests exist.

Introduction

The “presentation slide” is the building block of all academic presentations, whether they are journal clubs, thesis committee meetings, short conference talks, or hour-long seminars. A slide is a single page projected on a screen, usually built on the premise of a title, body, and figures or tables and includes both what is shown and what is spoken about that slide. Multiple slides are strung together to tell the larger story of the presentation. While there have been excellent 10 simple rules on giving entire presentations [ 1 , 2 ], there was an absence in the fine details of how to design a slide for optimal effect—such as the design elements that allow slides to convey meaningful information, to keep the audience engaged and informed, and to deliver the information intended and in the time frame allowed. As all research presentations seek to teach, effective slide design borrows from the same principles as effective teaching, including the consideration of cognitive processing your audience is relying on to organize, process, and retain information. This is written for anyone who needs to prepare slides from any length scale and for most purposes of conveying research to broad audiences. The rules are broken into 3 primary areas. Rules 1 to 5 are about optimizing the scope of each slide. Rules 6 to 8 are about principles around designing elements of the slide. Rules 9 to 10 are about preparing for your presentation, with the slides as the central focus of that preparation.

Rule 1: Include only one idea per slide

Each slide should have one central objective to deliver—the main idea or question [ 3 – 5 ]. Often, this means breaking complex ideas down into manageable pieces (see Fig 1 , where “background” information has been split into 2 key concepts). In another example, if you are presenting a complex computational approach in a large flow diagram, introduce it in smaller units, building it up until you finish with the entire diagram. The progressive buildup of complex information means that audiences are prepared to understand the whole picture, once you have dedicated time to each of the parts. You can accomplish the buildup of components in several ways—for example, using presentation software to cover/uncover information. Personally, I choose to create separate slides for each piece of information content I introduce—where the final slide has the entire diagram, and I use cropping or a cover on duplicated slides that come before to hide what I’m not yet ready to include. I use this method in order to ensure that each slide in my deck truly presents one specific idea (the new content) and the amount of the new information on that slide can be described in 1 minute (Rule 2), but it comes with the trade-off—a change to the format of one of the slides in the series often means changes to all slides.

• PPT PowerPoint slide
• PNG larger image
• TIFF original image

Top left: A background slide that describes the background material on a project from my lab. The slide was created using a PowerPoint Design Template, which had to be modified to increase default text sizes for this figure (i.e., the default text sizes are even worse than shown here). Bottom row: The 2 new slides that break up the content into 2 explicit ideas about the background, using a central graphic. In the first slide, the graphic is an explicit example of the SH2 domain of PI3-kinase interacting with a phosphorylation site (Y754) on the PDGFR to describe the important details of what an SH2 domain and phosphotyrosine ligand are and how they interact. I use that same graphic in the second slide to generalize all binding events and include redundant text to drive home the central message (a lot of possible interactions might occur in the human proteome, more than we can currently measure). Top right highlights which rules were used to move from the original slide to the new slide. Specific changes as highlighted by Rule 7 include increasing contrast by changing the background color, increasing font size, changing to sans serif fonts, and removing all capital text and underlining (using bold to draw attention). PDGFR, platelet-derived growth factor receptor.

https://doi.org/10.1371/journal.pcbi.1009554.g001

Rule 2: Spend only 1 minute per slide

When you present your slide in the talk, it should take 1 minute or less to discuss. This rule is really helpful for planning purposes—a 20-minute presentation should have somewhere around 20 slides. Also, frequently giving your audience new information to feast on helps keep them engaged. During practice, if you find yourself spending more than a minute on a slide, there’s too much for that one slide—it’s time to break up the content into multiple slides or even remove information that is not wholly central to the story you are trying to tell. Reduce, reduce, reduce, until you get to a single message, clearly described, which takes less than 1 minute to present.

Rule 3: Make use of your heading

When each slide conveys only one message, use the heading of that slide to write exactly the message you are trying to deliver. Instead of titling the slide “Results,” try “CTNND1 is central to metastasis” or “False-positive rates are highly sample specific.” Use this landmark signpost to ensure that all the content on that slide is related exactly to the heading and only the heading. Think of the slide heading as the introductory or concluding sentence of a paragraph and the slide content the rest of the paragraph that supports the main point of the paragraph. An audience member should be able to follow along with you in the “paragraph” and come to the same conclusion sentence as your header at the end of the slide.

Rule 4: Include only essential points

While you are speaking, audience members’ eyes and minds will be wandering over your slide. If you have a comment, detail, or figure on a slide, have a plan to explicitly identify and talk about it. If you don’t think it’s important enough to spend time on, then don’t have it on your slide. This is especially important when faculty are present. I often tell students that thesis committee members are like cats: If you put a shiny bauble in front of them, they’ll go after it. Be sure to only put the shiny baubles on slides that you want them to focus on. Putting together a thesis meeting for only faculty is really an exercise in herding cats (if you have cats, you know this is no easy feat). Clear and concise slide design will go a long way in helping you corral those easily distracted faculty members.

Rule 5: Give credit, where credit is due

An exception to Rule 4 is to include proper citations or references to work on your slide. When adding citations, names of other researchers, or other types of credit, use a consistent style and method for adding this information to your slides. Your audience will then be able to easily partition this information from the other content. A common mistake people make is to think “I’ll add that reference later,” but I highly recommend you put the proper reference on the slide at the time you make it, before you forget where it came from. Finally, in certain kinds of presentations, credits can make it clear who did the work. For the faculty members heading labs, it is an effective way to connect your audience with the personnel in the lab who did the work, which is a great career booster for that person. For graduate students, it is an effective way to delineate your contribution to the work, especially in meetings where the goal is to establish your credentials for meeting the rigors of a PhD checkpoint.

Rule 6: Use graphics effectively

As a rule, you should almost never have slides that only contain text. Build your slides around good visualizations. It is a visual presentation after all, and as they say, a picture is worth a thousand words. However, on the flip side, don’t muddy the point of the slide by putting too many complex graphics on a single slide. A multipanel figure that you might include in a manuscript should often be broken into 1 panel per slide (see Rule 1 ). One way to ensure that you use the graphics effectively is to make a point to introduce the figure and its elements to the audience verbally, especially for data figures. For example, you might say the following: “This graph here shows the measured false-positive rate for an experiment and each point is a replicate of the experiment, the graph demonstrates …” If you have put too much on one slide to present in 1 minute (see Rule 2 ), then the complexity or number of the visualizations is too much for just one slide.

Rule 7: Design to avoid cognitive overload

The type of slide elements, the number of them, and how you present them all impact the ability for the audience to intake, organize, and remember the content. For example, a frequent mistake in slide design is to include full sentences, but reading and verbal processing use the same cognitive channels—therefore, an audience member can either read the slide, listen to you, or do some part of both (each poorly), as a result of cognitive overload [ 4 ]. The visual channel is separate, allowing images/videos to be processed with auditory information without cognitive overload [ 6 ] (Rule 6). As presentations are an exercise in listening, and not reading, do what you can to optimize the ability of the audience to listen. Use words sparingly as “guide posts” to you and the audience about major points of the slide. In fact, you can add short text fragments, redundant with the verbal component of the presentation, which has been shown to improve retention [ 7 ] (see Fig 1 for an example of redundant text that avoids cognitive overload). Be careful in the selection of a slide template to minimize accidentally adding elements that the audience must process, but are unimportant. David JP Phillips argues (and effectively demonstrates in his TEDx talk [ 5 ]) that the human brain can easily interpret 6 elements and more than that requires a 500% increase in human cognition load—so keep the total number of elements on the slide to 6 or less. Finally, in addition to the use of short text, white space, and the effective use of graphics/images, you can improve ease of cognitive processing further by considering color choices and font type and size. Here are a few suggestions for improving the experience for your audience, highlighting the importance of these elements for some specific groups:

• Use high contrast colors and simple backgrounds with low to no color—for persons with dyslexia or visual impairment.
• Use sans serif fonts and large font sizes (including figure legends), avoid italics, underlining (use bold font instead for emphasis), and all capital letters—for persons with dyslexia or visual impairment [ 8 ].
• Use color combinations and palettes that can be understood by those with different forms of color blindness [ 9 ]. There are excellent tools available to identify colors to use and ways to simulate your presentation or figures as they might be seen by a person with color blindness (easily found by a web search).
• In this increasing world of virtual presentation tools, consider practicing your talk with a closed captioning system capture your words. Use this to identify how to improve your speaking pace, volume, and annunciation to improve understanding by all members of your audience, but especially those with a hearing impairment.

Rule 8: Design the slide so that a distracted person gets the main takeaway

It is very difficult to stay focused on a presentation, especially if it is long or if it is part of a longer series of talks at a conference. Audience members may get distracted by an important email, or they may start dreaming of lunch. So, it’s important to look at your slide and ask “If they heard nothing I said, will they understand the key concept of this slide?” The other rules are set up to help with this, including clarity of the single point of the slide (Rule 1), titling it with a major conclusion (Rule 3), and the use of figures (Rule 6) and short text redundant to your verbal description (Rule 7). However, with each slide, step back and ask whether its main conclusion is conveyed, even if someone didn’t hear your accompanying dialog. Importantly, ask if the information on the slide is at the right level of abstraction. For example, do you have too many details about the experiment, which hides the conclusion of the experiment (i.e., breaking Rule 1)? If you are worried about not having enough details, keep a slide at the end of your slide deck (after your conclusions and acknowledgments) with the more detailed information that you can refer to during a question and answer period.

Rule 9: Iteratively improve slide design through practice

Well-designed slides that follow the first 8 rules are intended to help you deliver the message you intend and in the amount of time you intend to deliver it in. The best way to ensure that you nailed slide design for your presentation is to practice, typically a lot. The most important aspects of practicing a new presentation, with an eye toward slide design, are the following 2 key points: (1) practice to ensure that you hit, each time through, the most important points (for example, the text guide posts you left yourself and the title of the slide); and (2) practice to ensure that as you conclude the end of one slide, it leads directly to the next slide. Slide transitions, what you say as you end one slide and begin the next, are important to keeping the flow of the “story.” Practice is when I discover that the order of my presentation is poor or that I left myself too few guideposts to remember what was coming next. Additionally, during practice, the most frequent things I have to improve relate to Rule 2 (the slide takes too long to present, usually because I broke Rule 1, and I’m delivering too much information for one slide), Rule 4 (I have a nonessential detail on the slide), and Rule 5 (I forgot to give a key reference). The very best type of practice is in front of an audience (for example, your lab or peers), where, with fresh perspectives, they can help you identify places for improving slide content, design, and connections across the entirety of your talk.

Rule 10: Design to mitigate the impact of technical disasters

The real presentation almost never goes as we planned in our heads or during our practice. Maybe the speaker before you went over time and now you need to adjust. Maybe the computer the organizer is having you use won’t show your video. Maybe your internet is poor on the day you are giving a virtual presentation at a conference. Technical problems are routinely part of the practice of sharing your work through presentations. Hence, you can design your slides to limit the impact certain kinds of technical disasters create and also prepare alternate approaches. Here are just a few examples of the preparation you can do that will take you a long way toward avoiding a complete fiasco:

• Save your presentation as a PDF—if the version of Keynote or PowerPoint on a host computer cause issues, you still have a functional copy that has a higher guarantee of compatibility.
• In using videos, create a backup slide with screen shots of key results. For example, if I have a video of cell migration, I’ll be sure to have a copy of the start and end of the video, in case the video doesn’t play. Even if the video worked, you can pause on this backup slide and take the time to highlight the key results in words if someone could not see or understand the video.
• Avoid animations, such as figures or text that flash/fly-in/etc. Surveys suggest that no one likes movement in presentations [ 3 , 4 ]. There is likely a cognitive underpinning to the almost universal distaste of pointless animations that relates to the idea proposed by Kosslyn and colleagues that animations are salient perceptual units that captures direct attention [ 4 ]. Although perceptual salience can be used to draw attention to and improve retention of specific points, if you use this approach for unnecessary/unimportant things (like animation of your bullet point text, fly-ins of figures, etc.), then you will distract your audience from the important content. Finally, animations cause additional processing burdens for people with visual impairments [ 10 ] and create opportunities for technical disasters if the software on the host system is not compatible with your planned animation.

Conclusions

These rules are just a start in creating more engaging presentations that increase audience retention of your material. However, there are wonderful resources on continuing on the journey of becoming an amazing public speaker, which includes understanding the psychology and neuroscience behind human perception and learning. For example, as highlighted in Rule 7, David JP Phillips has a wonderful TEDx talk on the subject [ 5 ], and “PowerPoint presentation flaws and failures: A psychological analysis,” by Kosslyn and colleagues is deeply detailed about a number of aspects of human cognition and presentation style [ 4 ]. There are many books on the topic, including the popular “Presentation Zen” by Garr Reynolds [ 11 ]. Finally, although briefly touched on here, the visualization of data is an entire topic of its own that is worth perfecting for both written and oral presentations of work, with fantastic resources like Edward Tufte’s “The Visual Display of Quantitative Information” [ 12 ] or the article “Visualization of Biomedical Data” by O’Donoghue and colleagues [ 13 ].

Acknowledgments

I would like to thank the countless presenters, colleagues, students, and mentors from which I have learned a great deal from on effective presentations. Also, a thank you to the wonderful resources published by organizations on how to increase inclusivity. A special thanks to Dr. Jason Papin and Dr. Michael Guertin on early feedback of this editorial.

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• PubMed/NCBI
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• 9. Cravit R. How to Use Color Blind Friendly Palettes to Make Your Charts Accessible. 2019. Available from: https://venngage.com/blog/color-blind-friendly-palette/ .
• 10. Making your conference presentation more accessible to blind and partially sighted people. n.d. Available from: https://vocaleyes.co.uk/services/resources/guidelines-for-making-your-conference-presentation-more-accessible-to-blind-and-partially-sighted-people/ .
• 11. Reynolds G. Presentation Zen: Simple Ideas on Presentation Design and Delivery. 2nd ed. New Riders Pub; 2011.
• 12. Tufte ER. The Visual Display of Quantitative Information. 2nd ed. Graphics Press; 2001.

Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for  GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:

More is more

In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.

Less is more

Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.

Limit the scope of your presentation

Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

Craft a compelling research narrative

After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.

• Introduction (exposition — rising action)

Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.

• Methods (rising action)

The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.

• Results (climax)

Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.

• Discussion (falling action)

By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.

• Conclusion (denouement)

Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).

Use your medium to enhance the narrative

Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.

The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.

For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .

— Alec Getraer, Natural Sciences Correspondent

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6 Tips For Giving a Fabulous Academic Presentation

6-tips-for-giving-a-fabulous-academic-presentation.

Tanya Golash-Boza, Associate Professor of Sociology, University of California

January 11, 2022

One of the easiest ways to stand out at an academic conference is to give a fantastic presentation.

In this post, I will discuss a few simple techniques that can make your presentation stand out. Although, it does take time to make a good presentation, it is well worth the investment.

Tip #1: Use PowerPoint Judiciously

Images are powerful. Research shows that images help with memory and learning. Use this to your advantage by finding and using images that help you make your point. One trick I have learned is that you can use images that have blank space in them and you can put words in those images.

Here is one such example from a presentation I gave about immigration law enforcement.

PowerPoint is a great tool, so long as you use it effectively. Generally, this means using lots of visuals and relatively few words. Never use less than 24-point font. And, please, never put your presentation on the slides and read from the slides.

Tip #2: There is a formula to academic presentations. Use it.

Once you have become an expert at giving fabulous presentations, you can deviate from the formula. However, if you are new to presenting, you might want to follow it. This will vary slightly by field, however, I will give an example from my field – sociology – to give you an idea as to what the format should look like:

• Introduction/Overview/Hook
• Theoretical Framework/Research Question
• Methodology/Case Selection
• Background/Literature Review
• Discussion of Data/Results

Tip #3: The audience wants to hear about your research. Tell them.

One of the most common mistakes I see in people giving presentations is that they present only information I already know. This usually happens when they spend nearly all of the presentation going over the existing literature and giving background information on their particular case. You need only to discuss the literature with which you are directly engaging and contributing. Your background information should only include what is absolutely necessary. If you are giving a 15-minute presentation, by the 6 th minute, you need to be discussing your data or case study. At conferences, people are there to learn about your new and exciting research, not to hear a summary of old work.

Tip #4: Practice. Practice. Practice.

You should always practice your presentation in full before you deliver it. You might feel silly delivering your presentation to your cat or your toddler, but you need to do it and do it again. You need to practice to ensure that your presentation fits within the time parameters. Practicing also makes it flow better. You can’t practice too many times.

Tip #5: Keep To Your Time Limit

If you have ten minutes to present, prepare ten minutes of material. No more. Even if you only have seven minutes, you need to finish within the allotted time. If you write your presentation out, a general rule of thumb is two minutes per typed, double-spaced page. For a fifteen-minute talk, you should have no more than 7 double-spaced pages of material.

Tip #6: Don’t Read Your Presentation

Yes, I know that in some fields reading is the norm. But, can you honestly say that you find yourself engaged when listening to someone read their conference presentation? If you absolutely must read, I suggest you read in such a way that no one in the audience can tell you are reading. I have seen people do this successfully, and you can do it too if you write in a conversational tone, practice several times, and read your paper with emotion, conviction, and variation in tone.

What tips do you have for presenters? What is one of the best presentations you have seen? What made it so fantastic? Let us know in the comments below.

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Microsoft Research Blog

Neurips 2022: seven microsoft research papers selected for oral presentations.

Published December 5, 2022

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Microsoft is proud to be a platinum sponsor of the 36th annual conference on  Neural Information Processing Systems (opens in new tab) (NeurIPS), which is widely regarded as the world’s most prestigious research conference on artificial intelligence and machine learning.

Microsoft has a strong presence at NeurIPS again this year, with more than 150 of our researchers participating in the conference and 122 of our research papers accepted. Our researchers are also taking part in 10 workshops, four competitions and a tutorial.

In one of the workshops, AI for Science: Progress and Promises , a panel of leading researchers will discuss how artificial intelligence and machine learning have the potential to advance scientific discovery. The panel will include two Microsoft researchers: Max Welling , Vice President and Distinguished Scientist, Microsoft Research AI4Science, who will serve as moderator, and Peter Lee , Corporate Vice President, Microsoft Research and Incubations.

Of the 122 Microsoft research papers accepted for the conference, seven have been selected for oral presentations during the virtual NeurIPS experience the week of December 4 th . The oral presentations provide a deeper dive into each of the featured research topics.

In addition, two other Microsoft research papers received Outstanding Paper Awards for NeurIPS 2022. One of those papers, Gradient Estimation with Discrete Stein Operators , explains how researchers developed a gradient estimator that achieves substantially lower variance than state-of-the-art estimators with the same number of function evaluations, which has the potential to improve problem solving in machine learning. In the other paper, A Neural Corpus Indexer for Document Retrieval , researchers demonstrate that an end-to-end deep neural network that unifies training and indexing stages can significantly improve the recall performance of traditional document retrieval methods.

Spotlight: Event

Inclusive Digital Maker Futures for Children via Physical Computing

This workshop will bring together researchers and educators to imagine a future of low-cost, widely available digital making for children, both within the STEAM classroom and beyond.

Below we have provided the titles, authors and abstracts for all seven of the Microsoft research papers chosen for oral presentations at NeurIPS, with links to additional information for those who want to explore the topics more fully:

Uni[MASK]: Unified Inference in Sequential Decision Problems

Micah Carroll, Orr Paradise, Jessy Lin, Raluca Georgescu , Mingfei Sun, David Bignell, Stephanie Milani, Katja Hofmann , Matthew Hausknecht, Anca Dragan, Sam Devlin

Abstract :   Randomly masking and predicting word tokens has been a successful approach in pre-training language models for a variety of downstream tasks. In this work, we observe that the same idea also applies naturally to sequential decision making, where many well-studied tasks like behavior cloning, offline RL, inverse dynamics, and waypoint conditioning correspond to different sequence maskings over a sequence of states, actions, and returns. We introduce the UniMASK framework, which provides a unified way to specify models which can be trained on many different sequential decision-making tasks. We show that a single UniMASK model is often capable of carrying out many tasks with performance similar to or better than single-task models. Additionally, after fine tuning, our UniMASK models consistently outperform comparable single-task models.

K-LITE: Learning Transferable Visual Models with External Knowledge

Sheng Shen, Chunyuan Li , Xiaowei Hu, Yujia Xie, Jianwei Yang , Pengchuan Zhang, Zhe Gan , Lijuan Wang , Lu Yuan , Ce Liu, Kurt Keutzer, Trevor Darrell, Anna Rohrbach, Jianfeng Gao

Abstract : The new generation of state-of-the-art computer vision systems are trained from natural language supervision, ranging from simple object category names to descriptive captions. This form of supervision ensures high generality and usability of the learned visual models, based on the broad concept coverage achieved through large-scale data collection process. Alternatively, we argue that learning with external knowledge about images is a promising way which leverages a much more structured source of supervision and offers sample efficiency.

In this paper, we propose K-LITE (Knowledge-augmented Language-Image Training and Evaluation), a simple strategy to leverage external knowledge for building transferable visual systems: In training, it enriches entities in natural language with WordNet and Wiktionary knowledge, leading to an efficient and scalable approach to learning image representations that uses knowledge about the visual concepts; In evaluation, the natural language is also augmented with external knowledge and then used to reference learned visual concepts (or describe new ones) to enable zero-shot and few-shot transfer of the pre-trained models. We study the performance of K-LITE on two important computer vision problems, image classification and object detection, benchmarking on 20 and 13 different existing datasets, respectively. The proposed knowledge-augmented models show significant improvement in transfer learning performance over existing methods. Our code is released at https://github.com/microsoft/klite (opens in new tab) .

Extreme Compression for Pre-trained Transformers Made Simple and Efficient

Xiaoxia Wu, Zhewei Yao, Minjia Zhang , Conglong Li , Yuxiong He

Abstract : Extreme compression, particularly ultra-low bit precision (binary/ternary) quantization, has been proposed to fit large NLP models on resource-constraint devices. However, to preserve the accuracy for such aggressive compression schemes, cutting-edge methods usually introduce complicated compression pipelines, e.g., multi-stage expensive knowledge distillation with extensive hyperparameter tuning. Also, they oftentimes focus less on smaller transformer models that have already been heavily compressed via knowledge distillation and lack a systematic study to show the effectiveness of their methods.

In this paper, we perform a very comprehensive systematic study to measure the impact of many key hyperparameters and training strategies from previous. As a result, we find out that previous baselines for ultra-low bit precision quantization are significantly under-trained. Based on our study, we propose a simple yet effective compression pipeline for extreme compression.

Our simplified pipeline demonstrates that:

(1) we can skip the pre-training knowledge distillation to obtain a 5-layer \bert while achieving better performance than previous state-of-the-art methods, like TinyBERT;

(2) extreme quantization plus layer reduction is able to reduce the model size by 50x, resulting in new state-of-the-art results on GLUE tasks.

On the Complexity of Adversarial Decision Making

Dylan J Foster , Alexander Rakhlin, Ayush Sekhari, Karthik Sridharan

Abstract : A central problem in online learning and decision making—from bandits to reinforcement learning—is to understand what modeling assumptions lead to sample-efficient learning guarantees. We consider a general adversarial decision-making framework that encompasses (structured) bandit problems with adversarial rewards and reinforcement learning problems with adversarial dynamics. Our main result is to show—via new upper and lower bounds—that the Decision-Estimation Coefficient, a complexity measure introduced by Foster et al. in the stochastic counterpart to our setting, is necessary and sufficient to obtain low regret for adversarial decision making. However, compared to the stochastic setting, one must apply the Decision-Estimation Coefficient to the convex hull of the class of models (or, hypotheses) under consideration. This establishes that the price of accommodating adversarial rewards or dynamics is governed by the behavior of the model class under convexification, and recovers a number of existing results –both positive and negative. En route to obtaining these guarantees, we provide new structural results that connect the Decision-Estimation Coefficient to variants of other well-known complexity measures, including the Information Ratio of Russo and Van Roy and the Exploration-by-Optimization objective of Lattimore and György.

Maximum Class Separation as Inductive Bias in One Matrix

Tejaswi Kasarla, Gertjan J. Burghouts, Max van Spengler, Elise van der Pol , Rita Cucchiara, Pascal Mettes

Abstract : Maximizing the separation between classes constitutes a well-known inductive bias in machine learning and a pillar of many traditional algorithms. By default, deep networks are not equipped with this inductive bias and therefore many alternative solutions have been proposed through differential optimization. Current approaches tend to optimize classification and separation jointly: aligning inputs with class vectors and separating class vectors angularly.

This paper proposes a simple alternative: encoding maximum separation as an inductive bias in the network by adding one fixed matrix multiplication before computing the softmax activations. The main observation behind our approach is that separation does not require optimization but can be solved in closed-form prior to training and plugged into a network. We outline a recursive approach to obtain the matrix consisting of maximally separable vectors for any number of classes, which can be added with negligible engineering effort and computational overhead. Despite its simple nature, this one matrix multiplication provides real impact. We show that our proposal directly boosts classification, long-tailed recognition, out-of-distribution detection, and open-set recognition, from CIFAR to ImageNet. We find empirically that maximum separation works best as a fixed bias; making the matrix learnable adds nothing to the performance. The closed-form implementation and code to reproduce the experiments are available on GitHub.

Censored Quantile Regression Neural Networks for Distribution-Free Survival Analysis

Tim Pearce , Jong-Hyeon Jeong, Yichen Jia, Jun Zhu

Abstract : This paper considers doing quantile regression on censored data using neural networks (NNs). This adds to the survival analysis toolkit by allowing direct prediction of the target variable, along with a distribution-free characterization of uncertainty, using a flexible function approximator. We begin by showing how an algorithm popular in linear models can be applied to NNs. However, the resulting procedure is inefficient, requiring sequential optimization of an individual NN at each desired quantile. Our major contribution is a novel algorithm that simultaneously optimizes a grid of quantiles output by a single NN. To offer theoretical insight into our algorithm, we show firstly that it can be interpreted as a form of expectation-maximization, and secondly that it exhibits a desirable `self-correcting’ property. Experimentally, the algorithm produces quantiles that are better calibrated than existing methods on 10 out of 12 real datasets.

Learning (Very) Simple Generative Models Is Hard

Sitan Chen, Jerry Li , Yuanzhi Li

Abstract : Motivated by the recent empirical successes of deep generative models, we study the computational complexity of the following unsupervised learning problem. For an unknown neural network \(F:\mathbb{R}^d\to\mathbb{R}^{d’}\), let \(D\) be the distribution over \(\mathbb{R}^{d’}\) given by pushing the standard Gaussian \(\mathcal{N}(0,\textrm{Id}_d)\) through \(F\). Given i.i.d. samples from \(D\), the goal is to output \({any}\) distribution close to \(D\) in statistical distance.

We show under the statistical query (SQ) model that no polynomial-time algorithm can solve this problem even when the output coordinates of \(F\) are one-hidden-layer ReLU networks with \(\log(d)\) neurons. Previously, the best lower bounds for this problem simply followed from lower bounds for \(supervised\) \(learning\) and required at least two hidden layers and \(poly(d)\) neurons [Daniely-Vardi ’21, Chen-Gollakota-Klivans-Meka ’22].

The key ingredient in our proof is an ODE-based construction of a compactly supported, piecewise-linear function \(f\) with polynomially-bounded slopes such that the pushforward of \(\mathcal{N}(0,1)\) under \(f\) matches all low-degree moments of \(\mathcal{N}(0,1)\).

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• Abstract Submission Guidelines

Submission Deadline EXTENDED TO November 30, 2021

Abstract submission website: https://spr.confex.com/spr/spr2022/cfp.cgi

To facilitate reviews and scheduling, all abstracts must be submitted via the website by  Monday, November 15, 2021, 11:59 pm, Pacific. If you have ANY questions about the annual meeting or program content, please contact Jennifer Lewis, SPR Executive Director at [email protected] or 703-934-4850, x3.  For urgently needed technical support, phone +1 (401) 334-0220 between the hours of 8:30 AM and 6:00 PM Monday through Friday, US Eastern Standard Time (GMT -05:00).

Author Submission Instructions (PDF)

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2022 Annual Meeting Call for Papers

Deadline for submission and other important dates, author instructions, abstract types, sample abstracts.

• Author Roles (Updates for 2022)

Research Foci Questions

• Abstract Review Criteria for Blind, Peer Review (New for 2022)

Call for Papers (PDF)

• You will receive a confirmation email from “[email protected].” Make sure to keep/print out your email notifications.  Each abstract that you submit has its own ID# and password which you’ll need to access the abstract which you may do until the deadline of November 15.
• Chairs/Organizers of organized paper symposium, organized poster forums, the “20 x 20” presentations, and the TED-Like Talk Format must submit all abstracts within the session.  The Confex system automatically links all abstracts within a session.  VERY, VERY IMPORTANT: all abstracts within a session must have the same theme . If you have not entered all of the abstracts within a session with the same theme it may adversely impact the abstract review.
• Word/character limit:  There is a 2800 character limit for each abstract which is approximately 400 words. The character limit includes spaces.
• No tables or figures are permitted.  References are not required.
• Please do not include the names of chairs, authors and discussants in your abstracts.  Abstracts are reviewed in a “blind,” peer-review.
• Research Foci Questions must be completed for each abstract submitted. Click here for the PDF version.
• Please contact the SPR staff for assistance. So that you can complete your submission as efficiently as possible we’re happy to guide you through the process. Email [email protected] or [email protected] or call 703-934-4850, ext. 3.
• The abstract submission website is open as of Friday, September 17, 2021.
• The abstract submission deadline is Monday, November 15, 2021, 11:59 pm, Pacific.
• Presenting Author Acceptance notifications will be e-mailed in March 2022.
• Presenting Author Schedule notifications will be e-mailed mid-April 2022.
• The complete schedule will be available mid-April 2022.

Each abstract submission may contain a maximum of 2800 characters (including spaces) which is approximately 400 words.  Tables and Figures are not allowed.  References are not required.

Given the limited time and rooms for oral presentations, we are especially interested in organized paper symposia, organized poster forums, “20 x 20” presentation format and the “TED-Like Talks” that include authors from a variety of research groups and from more than one project; or from several authors from single research studies, such as multi-site and/or longitudinal studies.

We seek broad participation in the conference, and many individual poster presentations can be accommodated. We will again combine the three evening poster sessions with receptions to enhance camaraderie. The conference is planned to be in person at the Hyatt Regency Seattle, Seattle, WA.

Please note that all submissions must be in English.

Individual Paper Presentation Abstracts of individual research papers may be submitted for a 20 minute oral presentation. A maximum of three individual papers will be grouped together based on a single theme and similar content within a 90-minute concurrent session. A volunteer chair will facilitate an extended period of open discussion following the three oral paper presentations.

When submitting an individual paper presentation, your abstract will be reviewed as an individual paper.  However, authors are encouraged during the abstract submission process to indicate their willingness to present an individual poster and/or a paper within the “20 x 20” presentation format, if your submission cannot be scheduled as an individual paper in a session with 2 other individual papers due to the limitations of meeting time and space.  Please note that the ability for the abstract theme review committees (2 nd stage of the review process) to group your individual paper with two other papers with similar content is a factor for acceptance as an individual paper presentation.

Individual Poster Presentation Poster displays allow presenters to discuss their research with interested colleagues during a 75-minute block of time. The standard poster boards are 4 ft. high x 8 ft. wide. The poster sessions will be held in the early evening along with a reception, and will not compete with any other sessions. Please note there is a NIDA International Poster Session , held in conjunction with the SPR poster session which will be held Tuesday, May 31, 2022 (select the category/theme “NIDA International Poster Session” when submitting to this session).

Organized Paper Symposium An organized paper symposium provides for multiple oral research presentations to be made on a single theme involving a brief introduction by the chair, 3 (minimum/maximum) presenters, with one discussant (encouraged, though optional) and open discussion from the floor. When a discussant is included indicate the perspective, issue, etc. they will address. The concurrent session is 90-minutes. Presenters have 15 minutes to present the core content and the discussant has 15 minutes to comment upon the presentations with 30 minutes reserved for interactive discussion, facilitated by the chair, between the presenters and the session audience. An abstract should be submitted that describes the overall symposium, and separate abstracts should be submitted for each proposed presentation (that is, 4 abstracts should be submitted for a symposium with 3 presenters). One person should submit all components of the organized paper symposium. Please make sure all abstracts have the same theme.

Organized Poster Forum An organized poster forum provides for multiple, 4 minimum/8 maximum, poster research presentations to be made on a single theme. The concurrent session is 90-minutes. Poster boards are standard 4ft. high x 8 ft. wide boards. Posters will be displayed for a 45-minute period allowing time for presenters to individually discuss their research with the session audience as they move through the posters. 15 minutes is allocated for comments from a discussant (encouraged, though optional) and 30 to 45 minutes (if no discussant) of general discussion, moderated by the chair, between the presenters and the session audience. When a discussant is included indicate the perspective, issue, etc. they will address. One person should submit all components of the organized poster forum.  Please make sure all abstracts have the same theme.

TED-Like Talk A TED-Like Talk presentation provides for multiple oral presentations to be made on a single theme involving a brief introduction by the chair and 4 minimum/6 maximum unique presenters (not including the chair, a presenter may not present more than 1 time in the session).  These TED-Like Talks offer commentary, present new ideas, promote a new direction, or emphasize a take-home message from your work that transcends single empirical papers. The TED-Like Talk is less of a research format, more personal, process orientated, concise, and presents innovative and ground breaking ideas. The talks should be engaging and inspiring. Presenters have 10 – 15 minutes total for their presentation. After the 4-6 presentations there will be 30 minutes for active discussions/questions. The Ted-Like Talk abstract submission should include only one abstract which outlines the overall topic of the session, the innovation, and/or take home message. The individual presentations should be briefly highlighted. One person should submit all components of the Ted-Like Talk.

Organized “20 x 20” Presentation An organized “20 x 20” presentation provides for multiple oral research presentations to be made on a single theme involving a brief introduction by the chair and 6 (minimum/maximum) unique presenters (not including the chair, a presenter may not present more than 1 time in the session). 20 x 20 presentations are fast-paced slide presentations. The name comes from the standardized format: each presentation is 20 slides set on a 20-second automatic advance.  So, each presentation lasts exactly 6 minutes, 40 seconds.  The 20-second advance favors slides that focus on a few (even one or two) words or images, not densely paced text. An abstract should be submitted by the chair that describes the overall session, and 6 separate abstracts should be submitted for each proposed presentation (that is, 7 abstracts should be submitted for a symposium with 6 presenters). One person should submit all components of the organized “20 x 20” presentation. Please make sure all abstracts have the same theme.

Roundtable Discussion/Scientific Dialogue A roundtable discussion/scientific dialogue (RD/SD) does not present research findings, but rather addresses an area or issue of fundamental importance to the field, in a format that encourages a lively exchange of different points of views. Examples include training and funding opportunities in prevention, priorities in prevention, and advocacy for the use of scientific approaches to prevention. The RD/SD chair and the required panel of five (5) discussants often include members/people outside the research community. The 90-minute RD/SD should include a brief introduction clearly outlining the issues presented by the chair followed by each of the discussants elaborating on their different viewpoints and perspectives on the issue. Then the chair facilitates extended open discussion with the session audience and the discussants. The RD/SD abstract submission should include only one abstract (unlike an organized symposium), which includes an outline of the issue and varying viewpoints that will be elaborated upon.  Please note the panel must include 1 chair and 5 discussants.  In the interest of providing an atmosphere of open discussion the meeting room, when possible, will be set up so that seating is in the “round.”

Technology Demonstration Abstracts are encouraged that describe prevention-related technology and science-based prevention program materials. A technology demonstration session will be presented during the conference for “hands-on” presentations of technology, such as statistical analysis programs, data collection instruments and techniques, literature search techniques, or science-based prevention curricula. The technology demonstrations will be held in the same area as the evening poster sessions. A table chairs and a power outlet will be provided.  Please note that Internet access must be requested by the presenting author when the schedule notification emails are sent.

Please see the following links for examples of five (5) model abstracts. These examples are included to provide guidance to authors; however, there may be instances in which another format is preferable depending upon the nature of your research and your proposed presentation.

• Organized Paper Symposium (PDF) Introductory session abstract AND individual paper abstracts within an organized paper symposium.  This model is also appropriate for an Organized Poster Forum introductory session AND individual poster abstracts within an Organized Poster Forum, AND Organized 20 x 20 Presentations,.
• Individual Paper (PDF)
• Individual Poster (PDF)
• Individual Technology Demonstration (PDF)
• Roundtable Discussion/Scientific Dialogue (PDF)
• Organized 20 x 20 Presentation (PDF)
• TED-Like Talks. The TED-Like Talk is similar to the roundtable discussion/scientific dialogue format; there is only one abstract which outlines the overall topic of the session, the innovation, and/or take home message. The individual presentations should be briefly highlighted.

Author Roles (Updates for 2022 – please read carefully as requirements have been changed.)

All persons associated with an abstract submission shall be included in the abstract author information. Please select author roles carefully. To maximize participation in oral presentations a limit on TWO Presenting Authors abstract submissions has been instituted. Oral presentations are limited to TWO per person, therefore when inviting your presenters for an organized symposium it is important to confirm that they have not already committed to more than one other organized symposium presentation or individual oral presentation. Chairing a symposium or serving as a discussant does not count as an oral presentation.

The online abstract submission system will not allow a presenting author to submit more than two oral presentations.

Submitter – This individual is responsible for entering all abstract information and may or may not be an author or presenter.

Presenting Author – This individual is the presenter for oral (both individual papers or within an organized symposium, organized poster forum, 20 x 20 presentation and TED-Like Talks) and poster presentations and technology demonstrations. This individual must attend the meeting. There is a minimum and maximum of one Presenting Author per submission. A presenting author is limited to TWO oral presentations in the meeting.  The presenting author is ALWAYS LISTED FIRST IN THE PROGRAM.

First Author – This individual is the primary author of the abstract and/or research paper. The primary author may or may not be the presenting author and may or may not attend the meeting. During the Author entry step, you may order the authors as to how they should be listed in the program.

Co-Author – This individual(s) is a co-author on the abstract and/or research paper. Co-authors may or may not attend the meeting. There is no minimum or maximum requirement for Co-Authors. During the Author entry step, you may order the authors as to how they should be listed in the program.

Chair/Organizer – This individual organizes the symposium, roundtable/scientific discussion, poster forum, TED-Like Talk, and “20 x 20” presentation. The chair/organizer is responsible for coordinating the presenters’ abstracts, selecting the theme for the submission (note all abstracts within an organized session must have the same theme) and that the presenters and discussant attend the meeting. The Chair/Organizer acts as moderator to ensure presenters keep to the 15-minute time limit and to facilitate the open discussion segment of the session. The Chair/Organizer must attend the meeting. There is a minimum and maximum of one Chair/Organizer for an organized symposium, roundtable/scientific dialogue and organized poster forum, 20 x 20 presentation, and TED-Like Talk.

Discussant – This is an optional role in organized symposia and poster forums and a required role in roundtable discussions/scientific dialogues. Discussants should not give presentations . In an organized symposium/poster forum a discussant’s role/goal is to identify common themes among the presentations, clarify the big-picture, and integrate the research presentations. In a roundtable/scientific discussion a discussant’s role is to elaborate on varying perspectives within the specified area or issue. Discussants are not limited to the number of organized symposia or roundtable/scientific dialogues in which they participate.   However, be considerate as to how many you agree to be included in so as to give other prospective conference presenters opportunities to participate in the program.

Note to ALL Presenting Authors, Chairs and Discussants: If your abstract(s) and session(s) are accepted you are required to register for the meeting.

The Research Foci questions must be completed for each abstract submission.   For the complete list, click here .

Questions include

• Research Content
• Research Method/Design
• Research Method/Analytic Quantitative
• Research Method/Analytic Qualitative
• Research Method/Data Collecting Assessment
• Research Population(s)
• Developmental Stage
• Research Funding

Abstract Review Criteria for Blind, Peer Review

Abstract Review Criteria (PDF)

IMPORTANT: NEW FOR 2022.

Special theme #3: Charting the future of prevention D&I science will be reviewed and scored differently than other submissions as primary data will not be required for submissions to this theme. However, well-reasoned and empirically-driven positions supported by research in the field are expected. See Criteria 3c. and 3d.

• Review Type: Quantitative rankings
• Rank Scoring 5 point scale:
• = Very Weak
• = Very Strong

3a.  Standard review criteria. Five categories for review for individual papers and posters, organized paper symposia, organized poster forums, 20 x 20 presentations, technology demonstrations:

3b.  Standard review criteria. Five categories for review for roundtables discussions/scientific dialogues and TED-Like Talks:

  3c.  Special theme #3: Charting the future of prevention D&I science. Five categories for review for individual papers and posters, organized paper symposia, organized poster forums, 20 x 20 presentations, technology demonstrations:

  3d.  Special theme #3: Charting the future of prevention D&I science. Five categories for roundtable discussions/scientific dialogues and TED-Like Talks:

 4. Weighting and Scoring:

       Category              Weight                    Maximum Score per Category

• Interest                 2                                10
• Significance          4                                20
• Innovation            3                                15
• Rigor                    4                                20
• Overall Rank        7                                35

Total Score                                                              100

5. Score Interpretation

90 – 100 Exceptional

80 – 89   Very good

70 – 79   Good

60 – 69   Marginal

0  –  59   Poor

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The new year is a great time to set ambitious goals. But alongside our plans for the future, it’s also helpful to acknowledge all the challenges we’ve faced — and the progress we’ve made — in the last 12 months. In this end-of-year roundup, we share key insights and trends from HBR’s most-read research articles of 2022, exploring topics from embracing a new identity to fostering equity in the workplace and beyond.

For many of us, the arrival of a new year can be equal parts inspiring and daunting. While the promise of a fresh start is often welcome, it’s also a reminder of all the challenges we faced in the last 12 months — and all those still awaiting us, that we have yet to overcome.

• Dagny Dukach is a former associate editor at Harvard Business Review.

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113 Great Research Paper Topics

General Education

One of the hardest parts of writing a research paper can be just finding a good topic to write about. Fortunately we've done the hard work for you and have compiled a list of 113 interesting research paper topics. They've been organized into ten categories and cover a wide range of subjects so you can easily find the best topic for you.

In addition to the list of good research topics, we've included advice on what makes a good research paper topic and how you can use your topic to start writing a great paper.

What Makes a Good Research Paper Topic?

Not all research paper topics are created equal, and you want to make sure you choose a great topic before you start writing. Below are the three most important factors to consider to make sure you choose the best research paper topics.

#1: It's Something You're Interested In

A paper is always easier to write if you're interested in the topic, and you'll be more motivated to do in-depth research and write a paper that really covers the entire subject. Even if a certain research paper topic is getting a lot of buzz right now or other people seem interested in writing about it, don't feel tempted to make it your topic unless you genuinely have some sort of interest in it as well.

#2: There's Enough Information to Write a Paper

Even if you come up with the absolute best research paper topic and you're so excited to write about it, you won't be able to produce a good paper if there isn't enough research about the topic. This can happen for very specific or specialized topics, as well as topics that are too new to have enough research done on them at the moment. Easy research paper topics will always be topics with enough information to write a full-length paper.

Trying to write a research paper on a topic that doesn't have much research on it is incredibly hard, so before you decide on a topic, do a bit of preliminary searching and make sure you'll have all the information you need to write your paper.

#3: It Fits Your Teacher's Guidelines

Don't get so carried away looking at lists of research paper topics that you forget any requirements or restrictions your teacher may have put on research topic ideas. If you're writing a research paper on a health-related topic, deciding to write about the impact of rap on the music scene probably won't be allowed, but there may be some sort of leeway. For example, if you're really interested in current events but your teacher wants you to write a research paper on a history topic, you may be able to choose a topic that fits both categories, like exploring the relationship between the US and North Korea. No matter what, always get your research paper topic approved by your teacher first before you begin writing.

113 Good Research Paper Topics

Below are 113 good research topics to help you get you started on your paper. We've organized them into ten categories to make it easier to find the type of research paper topics you're looking for.

Arts/Culture

• Discuss the main differences in art from the Italian Renaissance and the Northern Renaissance .
• Analyze the impact a famous artist had on the world.
• How is sexism portrayed in different types of media (music, film, video games, etc.)? Has the amount/type of sexism changed over the years?
• How has the music of slaves brought over from Africa shaped modern American music?
• How has rap music evolved in the past decade?
• How has the portrayal of minorities in the media changed?

Current Events

• What have been the impacts of China's one child policy?
• How have the goals of feminists changed over the decades?
• How has the Trump presidency changed international relations?
• Analyze the history of the relationship between the United States and North Korea.
• What factors contributed to the current decline in the rate of unemployment?
• What have been the impacts of states which have increased their minimum wage?
• How do US immigration laws compare to immigration laws of other countries?
• How have the US's immigration laws changed in the past few years/decades?
• How has the Black Lives Matter movement affected discussions and view about racism in the US?
• What impact has the Affordable Care Act had on healthcare in the US?
• What factors contributed to the UK deciding to leave the EU (Brexit)?
• What factors contributed to China becoming an economic power?
• Discuss the history of Bitcoin or other cryptocurrencies  (some of which tokenize the S&P 500 Index on the blockchain) .
• Do students in schools that eliminate grades do better in college and their careers?
• Do students from wealthier backgrounds score higher on standardized tests?
• Do students who receive free meals at school get higher grades compared to when they weren't receiving a free meal?
• Do students who attend charter schools score higher on standardized tests than students in public schools?
• Do students learn better in same-sex classrooms?
• How does giving each student access to an iPad or laptop affect their studies?
• What are the benefits and drawbacks of the Montessori Method ?
• Do children who attend preschool do better in school later on?
• What was the impact of the No Child Left Behind act?
• How does the US education system compare to education systems in other countries?
• What impact does mandatory physical education classes have on students' health?
• Which methods are most effective at reducing bullying in schools?
• Do homeschoolers who attend college do as well as students who attended traditional schools?
• Does offering tenure increase or decrease quality of teaching?
• How does college debt affect future life choices of students?
• Should graduate students be able to form unions?

• What are different ways to lower gun-related deaths in the US?
• How and why have divorce rates changed over time?
• Is affirmative action still necessary in education and/or the workplace?
• Should physician-assisted suicide be legal?
• How has stem cell research impacted the medical field?
• How can human trafficking be reduced in the United States/world?
• Should people be able to donate organs in exchange for money?
• Which types of juvenile punishment have proven most effective at preventing future crimes?
• Has the increase in US airport security made passengers safer?
• Analyze the immigration policies of certain countries and how they are similar and different from one another.
• Several states have legalized recreational marijuana. What positive and negative impacts have they experienced as a result?
• Do tariffs increase the number of domestic jobs?
• Which prison reforms have proven most effective?
• Should governments be able to censor certain information on the internet?
• Which methods/programs have been most effective at reducing teen pregnancy?
• What are the benefits and drawbacks of the Keto diet?
• How effective are different exercise regimes for losing weight and maintaining weight loss?
• How do the healthcare plans of various countries differ from each other?
• What are the most effective ways to treat depression ?
• What are the pros and cons of genetically modified foods?
• Which methods are most effective for improving memory?
• What can be done to lower healthcare costs in the US?
• What factors contributed to the current opioid crisis?
• Analyze the history and impact of the HIV/AIDS epidemic .
• Are low-carbohydrate or low-fat diets more effective for weight loss?
• How much exercise should the average adult be getting each week?
• Which methods are most effective to get parents to vaccinate their children?
• What are the pros and cons of clean needle programs?
• How does stress affect the body?
• Discuss the history of the conflict between Israel and the Palestinians.
• What were the causes and effects of the Salem Witch Trials?
• Who was responsible for the Iran-Contra situation?
• How has New Orleans and the government's response to natural disasters changed since Hurricane Katrina?
• What events led to the fall of the Roman Empire?
• What were the impacts of British rule in India ?
• Was the atomic bombing of Hiroshima and Nagasaki necessary?
• What were the successes and failures of the women's suffrage movement in the United States?
• What were the causes of the Civil War?
• How did Abraham Lincoln's assassination impact the country and reconstruction after the Civil War?
• Which factors contributed to the colonies winning the American Revolution?
• What caused Hitler's rise to power?
• Discuss how a specific invention impacted history.
• What led to Cleopatra's fall as ruler of Egypt?
• How has Japan changed and evolved over the centuries?
• What were the causes of the Rwandan genocide ?

• Why did Martin Luther decide to split with the Catholic Church?
• Analyze the history and impact of a well-known cult (Jonestown, Manson family, etc.)
• How did the sexual abuse scandal impact how people view the Catholic Church?
• How has the Catholic church's power changed over the past decades/centuries?
• What are the causes behind the rise in atheism/ agnosticism in the United States?
• What were the influences in Siddhartha's life resulted in him becoming the Buddha?
• How has media portrayal of Islam/Muslims changed since September 11th?

Science/Environment

• How has the earth's climate changed in the past few decades?
• How has the use and elimination of DDT affected bird populations in the US?
• Analyze how the number and severity of natural disasters have increased in the past few decades.
• Analyze deforestation rates in a certain area or globally over a period of time.
• How have past oil spills changed regulations and cleanup methods?
• How has the Flint water crisis changed water regulation safety?
• What are the pros and cons of fracking?
• What impact has the Paris Climate Agreement had so far?
• What have NASA's biggest successes and failures been?
• How can we improve access to clean water around the world?
• Does ecotourism actually have a positive impact on the environment?
• Should the US rely on nuclear energy more?
• What can be done to save amphibian species currently at risk of extinction?
• What impact has climate change had on coral reefs?
• How are black holes created?
• Are teens who spend more time on social media more likely to suffer anxiety and/or depression?
• How will the loss of net neutrality affect internet users?
• Analyze the history and progress of self-driving vehicles.
• How has the use of drones changed surveillance and warfare methods?
• Has social media made people more or less connected?
• What progress has currently been made with artificial intelligence ?
• Do smartphones increase or decrease workplace productivity?
• What are the most effective ways to use technology in the classroom?
• How is Google search affecting our intelligence?
• When is the best age for a child to begin owning a smartphone?
• Has frequent texting reduced teen literacy rates?

How to Write a Great Research Paper

Even great research paper topics won't give you a great research paper if you don't hone your topic before and during the writing process. Follow these three tips to turn good research paper topics into great papers.

#1: Figure Out Your Thesis Early

Before you start writing a single word of your paper, you first need to know what your thesis will be. Your thesis is a statement that explains what you intend to prove/show in your paper. Every sentence in your research paper will relate back to your thesis, so you don't want to start writing without it!

As some examples, if you're writing a research paper on if students learn better in same-sex classrooms, your thesis might be "Research has shown that elementary-age students in same-sex classrooms score higher on standardized tests and report feeling more comfortable in the classroom."

If you're writing a paper on the causes of the Civil War, your thesis might be "While the dispute between the North and South over slavery is the most well-known cause of the Civil War, other key causes include differences in the economies of the North and South, states' rights, and territorial expansion."

#2: Back Every Statement Up With Research

Remember, this is a research paper you're writing, so you'll need to use lots of research to make your points. Every statement you give must be backed up with research, properly cited the way your teacher requested. You're allowed to include opinions of your own, but they must also be supported by the research you give.

#3: Do Your Research Before You Begin Writing

You don't want to start writing your research paper and then learn that there isn't enough research to back up the points you're making, or, even worse, that the research contradicts the points you're trying to make!

Get most of your research on your good research topics done before you begin writing. Then use the research you've collected to create a rough outline of what your paper will cover and the key points you're going to make. This will help keep your paper clear and organized, and it'll ensure you have enough research to produce a strong paper.

What's Next?

Are you also learning about dynamic equilibrium in your science class? We break this sometimes tricky concept down so it's easy to understand in our complete guide to dynamic equilibrium .

Thinking about becoming a nurse practitioner? Nurse practitioners have one of the fastest growing careers in the country, and we have all the information you need to know about what to expect from nurse practitioner school .

Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius? We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa).

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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• IEEE Paper Format | Template & Guidelines

IEEE Paper Format | Template & Guidelines

Published on August 24, 2022 by Jack Caulfield . Revised on April 6, 2023.

IEEE provides guidelines for formatting your paper. These guidelines must be followed when you’re submitting a manuscript for publication in an IEEE journal. Some of the key guidelines are:

• Formatting the text as two columns, in Times New Roman, 10 pt.
• Including a byline, an abstract , and a set of keywords at the start of the research paper
• Placing any figures, tables, and equations at the top or bottom of a column, not in the middle
• Following the appropriate heading styles for any headings you use
• Including a full list of IEEE references at the end
• Not including page numbers

To learn more about the specifics of IEEE paper format, check out the free template below. Note that you may not need to follow these rules if you’ve only been told to use IEEE citation format for a student paper. But you do need to follow them to submit to IEEE publications.

Table of contents

Ieee format template, ieee heading styles, frequently asked questions about ieee.

The template below can be used to make sure that your paper follows IEEE format. It’s set up with custom Word styles for all the different parts of the text, with the right fonts and formatting and with further explanation of key points.

Make sure to remove all the explanatory text in the template when you insert your own.

Download IEEE paper format template

Prevent plagiarism. Run a free check.

IEEE recommends specific heading styles to distinguish the title and different levels of heading in your paper from each other. Styles for each of these are built into the template.

The paper title is written in 24 pt. Times New Roman, centered at the top of the first page. Other headings are all written in 10 pt. Times New Roman:

• Level 1 text headings begin with a roman numeral followed by a period. They are written in small caps, in title case, and centered.
• Level 2 text headings begin with a capital letter followed by a period. They are italicized, left-aligned, and written in title case.
• Level 3 text headings begin with a number followed by a closing parenthesis . They are italicized, written in sentence case, and indented like a regular paragraph. The text of the section follows the heading immediately, after a colon .
• Level 4 text headings begin with a lowercase letter followed by a closing parenthesis. They are italicized, written in sentence case, and indented slightly further than a normal paragraph. The text of the section follows the heading immediately, after a colon.
• Component headings are used for the different components of your paper outside of the main text, such as the acknowledgments and references. They are written in small caps, in title case, centered, and without any numbering.

You should use 10 pt. Times New Roman font in your IEEE format paper .

For the paper title, 26 pt. Times New Roman is used. For some other paper elements like table footnotes, the font can be slightly smaller. All the correct stylings are available in our free IEEE format template .

No, page numbers are not included in an IEEE format paper . If you’re submitting to an IEEE publication, page numbers will be added in the final publication but aren’t needed in the manuscript.

IEEE paper format requires you to include an abstract summarizing the content of your paper. It appears at the start of the paper, right after you list your name and affiliation.

The abstract begins with the word “Abstract,” italicized and followed by an em dash. The abstract itself follows immediately on the same line. The entire section is written in bold font. For example: “ Abstract —This paper discusses … ”

You can find the correct format for your IEEE abstract and other parts of the paper in our free IEEE paper format template .

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Collection  12 March 2023

Journal Top 100 - 2022

This collection highlights our most downloaded* research papers published in 2022. Featuring authors from around the world, these papers highlight valuable research from an international community.

You can also check out the Top 100 across various subject areas here .

*Data obtained from SN Insights, which is based on Digital Science’s Dimensions.

mRNA vaccine-induced antibodies more effective than natural immunity in neutralizing SARS-CoV-2 and its high affinity variants

• Dominic Esposito

Cats learn the names of their friend cats in their daily lives

• Saho Takagi
• Atsuko Saito
• Hika Kuroshima

Metformin administration is associated with enhanced response to transarterial chemoembolization for hepatocellular carcinoma in type 2 diabetes patients

• Woo Jin Jung
• Sangmi Jang
• Jin-Wook Kim

The impact of digital media on children’s intelligence while controlling for genetic differences in cognition and socioeconomic background

• Bruno Sauce
• Magnus Liebherr
• Torkel Klingberg

Life tables of annual life expectancy and mortality for companion dogs in the United Kingdom

• Kendy Tzu-yun Teng
• Dave C. Brodbelt
• Dan G. O’Neill

Bioarchaeological and palaeogenomic portrait of two Pompeians that died during the eruption of Vesuvius in 79 AD

• Gabriele Scorrano
• Serena Viva
• Fabio Macciardi

Reading on a smartphone affects sigh generation, brain activity, and comprehension

• Motoyasu Honma
• Yuri Masaoka
• Masahiko Izumizaki

Principal Component Analyses (PCA)-based findings in population genetic studies are highly biased and must be reevaluated

• Eran Elhaik

The determinants of COVID-19 morbidity and mortality across countries

• Dianna Chang
• Kelvin Jui Keng Tan

Birdsongs alleviate anxiety and paranoia in healthy participants

• J. Sundermann

Identification of ADS024, a newly characterized strain of Bacillus velezensis with direct Clostridiodes difficile killing and toxin degradation bio-activities

• Michelle M. O’Donnell
• James W. Hegarty
• Laurent Chesnel

Multiple sclerosis genetic and non-genetic factors interact through the transient transcriptome

• Renato Umeton
• Gianmarco Bellucci
• Giovanni Ristori

The effect of metformin on the survival of colorectal cancer patients with type 2 diabetes mellitus

• Zeinab Tarhini
• Kamelia Manceur
• Niki Christou

Chemical characterisation of the vapour emitted by an e-cigarette using a ceramic wick-based technology

• M. Isabel Pinto

Large-magnitude (VEI ≥ 7) ‘wet’ explosive silicic eruption preserved a Lower Miocene habitat at the Ipolytarnóc Fossil Site, North Hungary

• Dávid Karátson
• Imre Szarvas

Far-UVC (222 nm) efficiently inactivates an airborne pathogen in a room-sized chamber

• Waseem Hiwar
• Kenneth Wood

Low dose aspirin associated with greater bone mineral density in older adults

• Hongzhan Liu
• Xungang Xiao

First direct evidence of adult European eels migrating to their breeding place in the Sargasso Sea

• Rosalind M. Wright
• Adam T. Piper
• David Righton

Infections with the SARS-CoV-2 Delta variant exhibit fourfold increased viral loads in the upper airways compared to Alpha or non-variants of concern

• Christian J. H. von Wintersdorff
• Jozef Dingemans
• Paul H. M. Savelkoul

Inappropriate sinus tachycardia in post-COVID-19 syndrome

• Júlia Aranyó
• Victor Bazan
• Roger Villuendas

The microstructure and the origin of the Venus from Willendorf

• Gerhard W. Weber
• Alexander Lukeneder

COVID-19 reinfections among naturally infected and vaccinated individuals

• Sezanur Rahman
• M. Mahfuzur Rahman
• Mustafizur Rahman

Lockdown measures during the COVID-19 pandemic strongly impacted the circulation of respiratory pathogens in Southern China

• Heping Wang
• Yuejie Zheng
• Wenjian Wang

Alzheimer’s disease large-scale gene expression portrait identifies exercise as the top theoretical treatment

• Mason A. Hill
• Stephen C. Gammie

COVID-19 symptoms are reduced by targeted hydration of the nose, larynx and trachea

• Carolin Elizabeth George
• Gerhard Scheuch
• David A. Edwards

SARS-CoV-2 spike protein induces cognitive deficit and anxiety-like behavior in mouse via non-cell autonomous hippocampal neuronal death

• Junyoung Oh
• Woo-Hyun Cho
• Sung Joong Lee

Abdominal pain patterns during COVID-19: an observational study

• Alexandre Balaphas
• Kyriaki Gkoufa
• Christian Toso

Detection of human pathogenic bacteria in rectal DNA samples from Zalophus californianus in the Gulf of California, Mexico

• Francesco Cicala
• David Ramírez-Delgado
• Alexei F. Licea-Navarro

Industrialised fishing nations largely contribute to floating plastic pollution in the North Pacific subtropical gyre

• Laurent Lebreton
• Sarah-Jeanne Royer
• Matthias Egger

Hypertension and diabetes including their earlier stage are associated with increased risk of sudden cardiac arrest

• Seung Young Roh
• Young-Hoon Kim

Utility of an artificial intelligence system for classification of esophageal lesions when simulating its clinical use

• Ayaka Tajiri
• Ryu Ishihara
• Tomohiro Tada

Prevalence, age of decision, and interpersonal warmth judgements of childfree adults

• Zachary P. Neal
• Jennifer Watling Neal

Acute and protracted abstinence from methamphetamine bidirectionally changes intrinsic excitability of indirect pathway spiny projection neurons in the dorsomedial striatum

• Sanghoon Choi
• Steven M. Graves

Indeterminacy of cannabis impairment and ∆ 9 -tetrahydrocannabinol (∆ 9 -THC) levels in blood and breath

• Gregory T. Wurz
• Michael W. DeGregorio

High rates of plasmid cotransformation in E. coli overturn the clonality myth and reveal colony development

• Delia Tomoiaga
• Jaclyn Bubnell
• Paul Feinstein

Metformin sensitizes leukemic cells to cytotoxic lymphocytes by increasing expression of intercellular adhesion molecule-1 (ICAM-1)

• Nerea Allende-Vega
• Joaquin Marco Brualla
• Martin Villalba

Incorporation of machine learning and deep neural network approaches into a remote sensing-integrated crop model for the simulation of rice growth

• Seungtaek Jeong
• Jong-min Yeom

Perceiving societal pressure to be happy is linked to poor well-being, especially in happy nations

• Egon Dejonckheere
• Joshua J. Rhee
• Brock Bastian

The earliest Pleistocene record of a large-bodied hominin from the Levant supports two out-of-Africa dispersal events

• Alon Barash
• Miriam Belmaker

Generation mechanism and prediction of an observed extreme rogue wave

• Johannes Gemmrich

Fitness tracking reveals task-specific associations between memory, mental health, and physical activity

• Jeremy R. Manning
• Gina M. Notaro
• Paxton C. Fitzpatrick

Domestic dogs ( Canis familiaris ) grieve over the loss of a conspecific

• Stefania Uccheddu
• Lucia Ronconi
• Federica Pirrone

Human transgenerational observations of regular smoking before puberty on fat mass in grandchildren and great-grandchildren

• Jean Golding
• Steve Gregory
• Matthew Suderman

Chlamydia pneumoniae can infect the central nervous system via the olfactory and trigeminal nerves and contributes to Alzheimer’s disease risk

• Jenny A. K. Ekberg

Oxycodone/naloxone versus tapentadol in real-world chronic non-cancer pain management: an observational and pharmacogenetic study

• Jordi Barrachina
• Cesar Margarit
• Ana M. Peiró

Cooking methods are associated with inflammatory factors, renal function, and other hormones and nutritional biomarkers in older adults

• Montserrat Rodríguez-Ayala
• José Ramón Banegas
• Pilar Guallar-Castillón

Classification of pig calls produced from birth to slaughter according to their emotional valence and context of production

• Elodie F. Briefer
• Ciara C.-R. Sypherd
• Céline Tallet

Higher emotional awareness is associated with greater domain-general reflective tendencies

• Michelle Persich
• William D. S. Killgore

A large Megaraptoridae (Theropoda: Coelurosauria) from Upper Cretaceous (Maastrichtian) of Patagonia, Argentina

• Alexis M. Aranciaga Rolando
• Matias J. Motta
• Fernando E. Novas

Long COVID occurrence in COVID-19 survivors

• Aya Sugiyama
• Junko Tanaka

Water activated disposable paper battery

• Alexandre Poulin
• Xavier Aeby
• Gustav Nyström

Intestinal preservation in a birdlike dinosaur supports conservatism in digestive canal evolution among theropods

• Yichuan Liu

Antiviral effect of cetylpyridinium chloride in mouthwash on SARS-CoV-2

• Hirofumi Sawa

Evidence of an oceanic impact and megatsunami sedimentation in Chryse Planitia, Mars

• J. Alexis P. Rodriguez
• Darrel K. Robertson
• Mario Zarroca

Curcumin and metformin synergistically modulate peripheral and central immune mechanisms of pain

• Peththa Wadu Dasuni Wasana
• Pasarapa Towiwat

The first occurrence of an avian-style respiratory infection in a non-avian dinosaur

• D. Cary Woodruff
• Ewan D. S. Wolff
• Lawrence M. Witmer

Optimal linear estimation models predict 1400–2900 years of overlap between Homo sapiens and Neandertals prior to their disappearance from France and northern Spain

• Igor Djakovic
• Alastair Key
• Marie Soressi

The influence of time on the sensitivity of SARS-CoV-2 serological testing

• Arturo Torres Ortiz
• Fernanda Fenn Torrente
• Louis Grandjean

Online misinformation is linked to early COVID-19 vaccination hesitancy and refusal

• Francesco Pierri
• Brea L. Perry
• John Bryden

A distinct symptom pattern emerges for COVID-19 long-haul: a nationwide study

• Melissa D. Pinto
• Charles A. Downs
• Natalie Lambert

SARS-CoV-2-reactive IFN-γ-producing CD4 + and CD8 + T cells in blood do not correlate with clinical severity in unvaccinated critically ill COVID-19 patients

• Beatriz Olea
• Eliseo Albert
• David Navarro

Classification of 74 facial emoji’s emotional states on the valence-arousal axes

• Gaku Kutsuzawa
• Hiroyuki Umemura
• Yoshiyuki Kobayashi

The emergence of a new sex-system (XX/XY 1 Y 2 ) suggests a species complex in the “monotypic” rodent Oecomys auyantepui (Rodentia, Sigmodontinae)

• Willam Oliveira da Silva
• Celina Coelho Rosa
• Cleusa Yoshiko Nagamachi

Detection of COVID-19 using multimodal data from a wearable device: results from the first TemPredict Study

• Ashley E. Mason
• Frederick M. Hecht
• Benjamin L. Smarr

Spinal degeneration is associated with lumbar multifidus morphology in secondary care patients with low back or leg pain

• Jeffrey R. Cooley
• Tue S. Jensen
• Jeffrey J. Hebert

Phenomenology and content of the inhaled N , N -dimethyltryptamine ( N , N -DMT) experience

• David Wyndham Lawrence
• Robin Carhart-Harris
• Christopher Timmermann

A gigantic bizarre marine turtle (Testudines: Chelonioidea) from the Middle Campanian (Late Cretaceous) of South-western Europe

• Oscar Castillo-Visa
• Àngel H. Luján
• Albert Sellés

The first experience with fully endoscopic posterior cervical foraminotomy and discectomy for radiculopathy performed in Viet Duc University Hospital

• Son Ngoc Dinh
• Hung The Dinh

Mapping the “catscape” formed by a population of pet cats with outdoor access

• Richard Bischof
• Nina Rosita Hansen
• Torbjørn Haugaasen

Investigation of humans individual differences as predictors of their animal interaction styles, focused on the domestic cat

• Lauren R. Finka
• Lucia Ripari
• Marnie L. Brennan

Genesis of fecal floatation is causally linked to gut microbial colonization in mice

• Syed Mohammed Musheer Aalam
• Daphne Norma Crasta
• Nagarajan Kannan

Young children’s screen time during the first COVID-19 lockdown in 12 countries

• Christina Bergmann
• Nevena Dimitrova
• Nivedita Mani

Cichlids and stingrays can add and subtract ‘one’ in the number space from one to five

• V. Schluessel

Elevated estradiol levels in frozen embryo transfer have different effects on pregnancy outcomes depending on the stage of transferred embryos

• Liming Ruan

Group VR experiences can produce ego attenuation and connectedness comparable to psychedelics

• David R. Glowacki
• Rhoslyn Roebuck Williams
• Mike Chatziapostolou

New therizinosaurid dinosaur from the marine Osoushinai Formation (Upper Cretaceous, Japan) provides insight for function and evolution of therizinosaur claws

• Yoshitsugu Kobayashi
• Ryuji Takasaki
• Yoshinori Hikida

Smartphone-based ecological momentary assessment reveals mental health benefits of birdlife

• Ryan Hammoud
• Stefania Tognin
• Andrea Mechelli

Long-term outcomes of cataract surgery with toric intraocular lens implantation by the type of preoperative astigmatism

• Tetsuro Oshika
• Shinichiro Nakano
• Tsutomu Kaneko

Forest fire detection system using wireless sensor networks and machine learning

• Udaya Dampage
• Lumini Bandaranayake
• Bathiya Jayasanka

Misinformation of COVID-19 vaccines and vaccine hesitancy

• Sun Kyong Lee
• Juhyung Sun
• Shane Connelly

Deep language algorithms predict semantic comprehension from brain activity

• Charlotte Caucheteux
• Alexandre Gramfort
• Jean-Rémi King

Children with autism spectrum disorder show atypical electroencephalographic response to processing contextual incongruencies

• Amparo V. Márquez-García
• Vasily A. Vakorin
• Sam M. Doesburg

A generalizable one health framework for the control of zoonotic diseases

• Ria R. Ghai
• Ryan M. Wallace
• Casey Barton Behravesh

HS3ST2 expression induces the cell autonomous aggregation of tau

• M. B. Huynh
• N. Rebergue
• D. Papy-Garcia

Exceptional warming over the Barents area

• Ketil Isaksen
• Øyvind Nordli
• Tatiana Karandasheva

A new Early Cretaceous lizard in Myanmar amber with exceptionally preserved integument

• Andrej Čerňanský
• Edward L. Stanley
• Susan E. Evans

Coffee consumption and diabetic retinopathy in adults with diabetes mellitus

• Hak Jun Lee
• Daniel Duck-Jin Hwang

Shifts in the foraging tactics of crocodiles following invasion by toxic prey

• Abhilasha Aiyer
• Richard Shine
• Georgia Ward-Fear

Production of high loading insulin nanoparticles suitable for oral delivery by spray drying and freeze drying techniques

• Alberto Baldelli
• Anubhav Pratap-Singh

Cable news and COVID-19 vaccine uptake

• Matteo Pinna
• Christoph Goessmann

Estimating the time of last drinking from blood ethyl glucuronide and ethyl sulphate concentrations

• Zhongyuan Guo

COVID-19 infections in infants

• Małgorzata Sobolewska-Pilarczyk
• Maria Pokorska-Śpiewak
• Małgorzata Pawłowska

COVID-19 increases the risk for the onset of atrial fibrillation in hospitalized patients

• Jakob Wollborn
• Sergey Karamnov
• Jochen D. Muehlschlegel

Childhood temperament and adulthood personality differentially predict life outcomes

• Amanda J. Wright
• Joshua J. Jackson

Antivirus applied to JAR malware detection based on runtime behaviors

• Ricardo P. Pinheiro
• Sidney M. L. Lima
• Wellington P. dos Santos

Therapeutic enzyme engineering using a generative neural network

• Andrew Giessel
• Athanasios Dousis
• Stuart Licht

Identification of genes associated with human-canine communication in canine evolution

• Akiko Tonoike
• Ken-ichi Otaki
• Miho Nagasawa

Breath chemical markers of sexual arousal in humans

• G. Pugliese
• J. Williams

A 5-km-thick reservoir with > 380,000 km 3 of magma within the ancient Earth's crust

• Rais Latypov
• Sofya Chistyakova
• Mauritz van der Merwe

Return of large fin whale feeding aggregations to historical whaling grounds in the Southern Ocean

• Helena Herr
• Sacha Viquerat
• Bettina Meyer

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NIH HIV Research – Highlights at AIDS 2022

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Cross-posted from NIH Office of AIDS Research, Director’s Corner

The 24th International AIDS Conference (AIDS 2022), held July 29 to August 2 in Montreal, Canada, and online, brought together researchers, policymakers, health practitioners, civil society leaders, advocates, and other partners working to end the HIV/AIDS pandemic. This conference marked the first time that the international HIV research and advocacy communities have gathered in person since 2019.

The conference had a significant global presence in concert with strong representation from the U.S. government, including the White House Office of National AIDS Policy (ONAP), the U.S. Department of Health and Human Services (HHS) Office of Infectious Disease and HIV/AIDS Policy (OIDP), the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR), and the National Institutes of Health (NIH). Federal officials shared progress in the Ending the HIV Epidemic in the U.S. (EHE) initiative and implementation of the National HIV/AIDS Strategy .

NIH at AIDS 2022

NIH-sponsored HIV/AIDS research was an integral aspect of formal presentations and informal discussions throughout the conference. More than 100 presentations highlighted NIH-funded research fueling advances in implementation science, HIV-related stigma and discrimination, cure, vaccine development, and more.

Examples of sessions involving NIH staff include:

• A workshop Exit Disclaimer , organized by National Institute of Mental Health (NIMH) staff, on advancing HIV health communication science to improve messaging among key populations, with remarks by NIH OAR staff;
• A satellite session, co-organized by NIMH and NIH OAR staff, to launch a special issue of the American Journal of Public Health Exit Disclaimer  highlighting innovative theory and research on HIV-related intersectional stigma and discrimination;
• A satellite session on implementation science tied to a special issue of the Journal of Acquired Immune Deficiency Syndromes Exit Disclaimer ;
• A satellite session, organized by NIMH, on the role of behavioral economics and conditional incentives in strengthening HIV treatment and prevention;
• A workshop on infants, children, and adolescents with perinatal HIV exposure, moderated by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD);
• A session on current approaches to HIV vaccine and cure research, co-moderated by the National Institute of Allergy and Infectious Diseases (NIAID); and
• A satellite session on ethical considerations and community engagement for experimental medicine trials in Africa, with a panelist from NIAID.

Anthony S. Fauci, M.D., Director of NIAID, delivered a plenary address, where he discussed approaches for HIV cure and vaccine research. In comments to HIV.gov , Dr. Fauci charted the history Exit Disclaimer  of HIV vaccine development efforts, pointing out the difficulty in eradicating the virus from reservoirs even after the virus has been suppressed to undetectable levels.

The NIH OAR, as the coordinator of the NIH HIV/AIDS research program, collaborated with colleagues across the NIH to collect highlights during the conference that may inform the NIH HIV/AIDS research agenda. Scientists from eight NIH Institutes, Centers, and Offices (ICOs) shared insights from conference sessions on topics such as innovations in diagnostics, prevention, and treatment; community engagement; and inclusion of all people affected by HIV when implementing programs. 1

Community Engagement and Global Learning

AIDS 2022 underscored the value of NIH-sponsored HIV/AIDS research and its overall impact on public health for those with, or affected by, HIV. Central to this discussion was the importance of community engagement in HIV prevention and treatment. Recent research has led to breakthroughs in HIV testing, prevention, and treatment; however, these innovations must be tailored to meet the needs of diverse communities affected by HIV. Among other venues and opportunities, this was especially highlighted during my tour through the AIDS 2022 Global Village Exit Disclaimer .

The focus on community engagement and global learning was underscored by a site visit to two co-located community-based HIV clinics in Montreal. ONAP coordinated the visit for the U.S. delegation, which was led by Admiral Rachel L. Levine, M.D., HHS Assistant Secretary for Health. The clinics demonstrated how community engagement can remove barriers to HIV services. Their innovative models leverage technology to enable clients to complete screenings and schedule appointments online, self-test on-site, and learn results via telehealth appointments. These innovations, along with flexible hours and a status-neutral model that provides HIV and STI testing, prevention, and treatment services all in one place, make it more convenient for clients to access interventions. As ONAP Director Harold Phillips said in our joint interview with HIV.gov Exit Disclaimer , “The clinic was really patient- and person-centered. … I would love to see that kind of ease and access to STI testing in the United States.”

AIDS 2022 presented opportunities to learn from other countries that have reached HIV/AIDS epidemic control. While the United States has not yet achieved this goal, at least 20 countries have done so or have met the 90-90-90 HIV treatment targets, in part through PEPFAR support. 2 PEPFAR successes in HIV service delivery and programs that meet the needs of diverse communities abroad can inform research and public health efforts in the United States. In an HIV.gov interview Exit Disclaimer  I gave with Ambassador John Nkengasong, Ph.D., the U.S. Global AIDS Coordinator, we stressed the importance of research in making these success stories possible and the critical need for more research in the areas of behavioral and social science, implementation science, and communication science.

Prominent Discussions About U=U, PrEP, Vaccine, and Cure

Other AIDS 2022 highlights spanned health communication science and advances in HIV prevention, testing, and vaccine research, including:

• The health communication campaign U=U, which promotes the message that undetectable is untransmittable;
• The applicability of lessons from HIV in responses to COVID-19 and monkeypox, including pandemic preparedness, surveillance and contact tracking, program implementation, and the need to address stigma and discrimination;
• Efforts to ensure equitable access to pre-exposure prophylaxis (PrEP), both within the United States and globally, as well as advances in PrEP formulations and implementation;
• Advances in diagnostics, such as multiplex technologies that test for both HIV and other infections like hepatitis and STIs, as well as creative distribution, through pharmacies, vending machines, and mobile services, that facilitates private self-testing and has the potential to expand access to health care and reduce stigma;
• Vaccine development, including the acceleration of early Phase 1 trials of candidates using mRNA technology, compared with previously tested platforms;
• Vaccine candidates that produce broadly neutralizing antibodies (bNAbs), which can combat a wide range of genetic variants of HIV hidden within the body, driving research toward a potential cure; and
• HIV management throughout the lifespan, with presentations on pediatrics, adolescence, pregnancy and breastfeeding, and aging.

AIDS 2022 was a welcome moment for the global HIV/AIDS community to come together, in a hybrid format, to share insights and affirm the commitment to end the HIV/AIDS pandemic. To learn more about NIH participation, visit the NIH OAR website . To learn more about the conference generally, visit the AIDS 2022 website Exit Disclaimer .

1 -  ICOs participating in the data call included the Fogarty International Center, the National Institute of Allergy and Infectious Diseases, the National Cancer Institute, the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institute of Diabetes and Digestive and Kidney Diseases, the National Institute of Mental Health, the Office of AIDS Research, and the Office of Research on Women’s Health.

2 - PEPFAR, PEPFAR 2022 Country and Regional Operational Plan (COP/ROP) Guidance for all PEPFAR-Supported Countries , January 2022.

Related HIV.gov Blogs

Putting people first: ias closing day, exploratory analysis associates hiv drug abacavir with elevated cardiovascular disease risk in large global trial, day 4 aids 2024: long-acting injectables, bi-directional learning, pacha & more.

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Nagpur City Branch

Best Research paper presentation 2022

• Competition , Events
• January 24, 2022

The ISA NCB conducted the ‘Best Research paper presentation’ competition for the postgraduate students in Anesthesiology on 21st January Friday, 2022 at 4.30 pm on Virtual mode.

At the outset Dr. Kiran Vyawahare welcomed the gathering.

Total 13 postgraduate students from the department of  Anaesthesia  of  GMC,  IGGMC and NKPSIMS participated in the competition with great enthusiasm and presented their research paper on various topics.

The Judges for the competition were Dr. Likhar, Director Kalpavruksha hospital and senior practicing anaesthesiologist from Nagpur Dr. Sheetal Dalal, Associate Professor at IGGMC & GC member MSCISA and and Dr. Vrushali Ankalwar, Associate Professor at Government Medical College Nagpur.

Dr. Srirao Award & Rev. B. N. Sahay Memorial award for first best paper was won by  Dr. Huma Qureshi Abdul Rafique khatib from Govt Medical College Nagpur. Her paper was on ‘Comparison between C-Mac Videolaryngoscope and Macinthosh laryngoscope for the ease of nasotracheal intubation.

Dr. S. K. Deshpande Award  for Second best paper was declared to  Dr. Yogita Karemore from Govt medical college  Nagpur. Her  paper was  on ‘Comparison if C-Mac  Videolaryngoscpe and Millers Direct Laryngoscope for neonatal intubation amongst  trainee anaesthetists, A RCT’ study. 45 ISA NCB members attended the program on zoom platform. Dr. Anjali Bhure, Vice President National, and HOD of NKPSIMS and the member of Advisory board of MSCISA, Dr. Saurabh Barde GC member MSCISA, Dr. Vaishali Shelgaonkar, HOD IGGMC and Dr. Sandhya Bakshi HOD GMC, Dr. S. K. Deshpande and Dr. Charuta Gadkari Senior anaesthesiologist joined the program Virtually. Dr Leena Gedam Executive member and Lecturer IGGMC conducted the program. Dr. Sonali khobragade and Dr. Leena and Dr. Heena, executive member ISANCB  worked hard for the success of the program. Dr.Sarita Joglekar Hon Secretary ISANCB conducted the official vote of thanks.

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2022 AIChE Mid-Atlantic Region Student Conference

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Presentation Competition

Regional Student Technical Presentation Competition (STPC):  The subject of each paper is left entirely to the individual student. Presentations often focus on recent advances in some branch of chemical engineering, original research, or plant design. Participation in the Regional Student Paper Competition offers valuable, real-world experience for students. AIChE's Student Chapters Committee supports the competition with prize money, though the regional awards may be augmented from other sources at the discretion of each regional host school.  Learn more:   https://www.aiche.org/community/awards/student-technical-presentation-competition

IMPORTANT :  Due to a low number of applicants, we are currently accepting everyone who applies.

When you buy the General Admission ticket , Eventbrite will ask you whether you want to participate in the poster and paper competitions. And if the answer is "yes", it will give you Google form links for uploading your files.  The files do not have to be uploaded at the time of the registration, but we should receive them by the specified deadlines for the respective competitions.

A nomination is not required.

Since STPC is an individual competition, multiple students cannot present an oral presentation together.  

Although not strictly enforced, It is strongly recommended that you adhere to a 1,500 abstract word limit and 150 character title limit.

Students will be judged on the following Categories: Nonverbal skills (Eye contact, Body language, Poise), Verbal skills (Enthusiasm, Elocution), Logistics (Visuals/Slides/Movies, Timing, Mechanics), Technical Content (Subject knowledge, Student Contribution) and Student Contribution (Student's Personal Contribution to the Presented Work).

Competition Rules & Instructions

Regional Student Technical Presentation Competition (STPC) Instructions:

The subject of each technical presentation is left entirely to the individual student. Presentations often focus on recent advances in some branch of chemical engineering, original research, or plant design. Participation in the Regional Student Technical Presentation Competition (STPC) offers valuable, real-world experience for students.

General Rules:

1. Each entry must be an undergraduate student and a member of one of the participating student chapters. Others may present, but cannot be considered for the top prize.

2. AIChE places no limit on the number of technical presentations submitted for presentation by a participating student chapter. However, any restrictions on the number of technical presentations placed by the host school due to time constraints, space restrictions, or any other factors must be clearly stated on the Call for Abstracts and must be fair and equitable.

3. Co-authorship of technical presentations is permitted. However, only one person shall make the presentation at the Regional STPC, and this person must have been substantially involved in the project or subject of the technical presentation.

4. A panel of three chemical engineers (faculty, industry representative, or AIChE local section member) will judge STPC presentations. The decision of these judges will be final.

5. Time limits are generally 15 minutes for presentation and 3-5 minutes for Q&A.

6. First Place receives a cash award of $200 from AIChE and will be invited to present at the Annual Student Conference STPC.

7. Second Place receives a cash award of $100 from AIChE.

8. Third Place receives a cash award of $50 from AIChE.

9. Only one Student Technical Presentation from each AIChE Regional Student Conference shall be presented at the Annual Student Conference STPC. In the case of a tie for first prize at a Regional Conference, or if two first prizes are awarded, the Region must make a selection and nominate only one Student Technical Presentation for presentation during the Annual Student Conference STPC.

Presentation Tips

Here are some tips for making good slides (these are personal experience and do not reflect the views or AICHE or the rules/rubrics of the competition):

• Start with something attention grabbing --> Make it clear to the audience why they should care about your particular topic, and why your contribution is novel to the field. In other words, explain the importance of an unsolved problem and explain how your work fits into solving it.  Captivate your audience from the start!
• Present at a rate of about 1 slide per minute
• Make sure to have large visible fonts (including labeling graph legends and axes)
• Don't have a lot of clutter on the slides, but don't leave a lot of white space either
• Use key phrases instead of full sentences (nobody will have time to read them). And even these phrases are more like reminders for you what to say (as opposed to for the audience to read).  You can always speak the words yourself.  Humans can process pretty visuals a lot easier than a lot of dense boring text going by fast in front of their eyes
• Don't present many slides in one slide (there should be one take-away message or result per slide)
• Don't go crazy with animations (a lot of blinking is distracting)
• Only put something on the slide that you are comfortable being asked about.  For example, if you state that a material is an anisotropic conductive film, someone might ask you what anisotropic conductivity is or how you make something anisotropically conductive.  If you don't want to be asked about it, don't put it on the slide
• Follow a structure:  intro/background, methods, results/discussion, conclusion/acknowledgements
• Practice in front of many different people and always time yourself.  It is very frustrating for everyone (including the judges) if you finish way too early, or keep ignoring the overtime warnings

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• Call for Volunteers
• Call for papers
• Call for Tutorials
• Call for Special Sessions
• Call for Challenge Proposal
• Call for Workshops
• Call for Workshop Papers
• Submit a Regular Paper
• Submit a Paper to the OJSP Track
• Submit a Paper to the “Datasets and Benchmarks” Track
• Request ICIP Presentation of an SPS Journal Paper
• Registration
• Approval Request
• Program at a Glance
• Technical Program
• Welcome Reception
• Banquet Dinner
• Closing Ceremony
• Plenary Speakers
• Special Sessions
• MVI Tournament
• Micro Mentoring Experience (MiME)
• PROGRESS Workshop
• Student Job Fair and Luncheon
• Women in Signal Processing Luncheon
• Young Professionals Networking
• Plan your future with IEEE SPS
• Travel Information
• Travel Guide
• Useful Information
• Patrons & Sponsors

Publishing and Paper Presentation Options

ICIP 2024 offers several ways for authors to present their latest research that is aligned with the scope of ICIP: 

1. Submit a conference paper 

Authors are invited to submit papers that are up to 6 pages for technical content including figures and references, and one optional seventh page containing only references. To maximize visibility and impact, all accepted papers will be published in IEEE Xplore digital library and will be freely accessible and downloadable by all, in final format, beginning one month prior to the conference and through the conference end date (Open Preview). View submission instructions, templates for paper format, and the “no show” policy. Submit a Paper to ICIP

2. Submit an Open Journal of Signal Processing (OJSP) Paper

Manuscripts are subject to an 8+1 page length limit, with the review being managed by the editorial board of the Open Journal of Signal Processing (OJSP). Review of these manuscripts will be expedited to ensure that a decision is made prior to finalization of the ICIP technical program. Accepted papers will be published in OJSP and will also be scheduled for presentation at ICIP. Submit a Paper to the OJSP Review Track

3. ICIP Presentation of an SPS Journal Paper

Present an accepted SPS journal paper Authors who have published a paper in a Signal Processing Journal within the last year may submit their published journal paper and present it at the conference, in order to discuss and advance the research and find additional collaborative opportunities. 

4. Datasets and Benchmarks

We are thrilled to announce ICIP dataset and benchmark track. High-quality, publicly available images and videos datasets are critical for advancing the field of image processing, and we seek to provide researchers with a diverse collection of datasets that can be routinely used to test, benchmark, and improve the overall performance of image processing methods and algorithms. We encourage researchers from all fields to submit their datasets and be part of this exciting track. This track serves as a venue for high-quality publications on highly valuable images and videos datasets and benchmarks, as well as a forum for discussions on how to improve dataset development.

Submissions to the track will be  part of the main ICIP conference , presented alongside the main conference papers. Accepted papers will be  officially published in the ICIP proceedings and follow the same deadlines as regular papers.  Make sure you choose the “ Submit to Datasets and Benchmarks Track ” button on the paper submission site .