Q U I C K S TA RT ( c o n t . )

How to change the template color theme You can easily change the color theme of your poster by going to the DESIGN menu, click on COLORS, and choose the color theme of your choice. You can also create your own color theme. You can also manually change the color of your background by going to VIEW > SLIDE MASTER. After you finish working on the master be sure to go to VIEW > NORMAL to continue working on your poster.

How to add Text The template comes with a number of pre-formatted placeholders for headers and text blocks. You can add more blocks by copying and pasting the existing ones or by adding a text box from the HOME menu.

Text size Adjust the size of your text based on how much content you have to present. The default template text offers a good starting point. Follow the conference requirements.

How to add Tables To add a table from scratch go to the INSERT menu and click on TABLE. A drop-down box will help you select rows and columns.

You can also copy and a paste a table from Word or another PowerPoint document. A pasted table may need to be re-formatted by RIGHT-CLICK > FORMAT SHAPE, TEXT BOX, Margins.

Graphs / Charts You can simply copy and paste charts and graphs from Excel or Word. Some reformatting may be required depending on how the original document has been created.

How to change the column configuration RIGHT-CLICK on the poster background and select LAYOUT to see the column options available for this template. The poster columns can also be customized on the Master. VIEW > MASTER.

How to remove the info bars

If you are working in PowerPoint for Windows and have finished your poster, save as PDF and the bars will not be included. You can also delete them by going to VIEW > MASTER. On the Mac adjust the Page-Setup to match the Page-Setup in PowerPoint before you create a PDF. You can also delete them from the Slide Master.

Save your work Save your template as a PowerPoint document. For printing, save as PowerPoint of “Print-quality” PDF.

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This PowerPoint 2007 template produces a 36”x48” presentation poster. You can use it to create your research poster and save valuable time placing titles, subtitles, text, and graphics. We provide a series of online tutorials that will guide you through the poster design process and answer your poster production questions. To view our template tutorials, go online to PosterPresentations.com and click on HELP DESK. When you are ready to print your poster, go online to PosterPresentations.com Need assistance? Call us at 1.510.649.3001

Q U I C K S TA RT

Zoom in and out As you work on your poster zoom in and out to the level that is more comfortable to you. Go to VIEW > ZOOM.

Title, Authors, and Affiliations

Start designing your poster by adding the title, the names of the authors, and the affiliated institutions. You can type or paste text into the provided boxes. The template will automatically adjust the size of your text to fit the title box. You can manually override this feature and change the size of your text. TIP: The font size of your title should be bigger than your name(s) and institution name(s).

Adding Logos / Seals Most often, logos are added on each side of the title. You can insert a logo by dragging and dropping it from your desktop, copy and paste or by going to INSERT > PICTURES. Logos taken from web sites are likely to be low quality when printed. Zoom it at 100% to see what the logo will look like on the final poster and make any necessary adjustments. TIP: See if your school’s logo is available on our free poster templates page.

Photographs / Graphics You can add images by dragging and dropping from your desktop, copy and paste, or by going to INSERT > PICTURES. Resize images proportionally by holding down the SHIFT key and dragging one of the corner handles. For a professional-looking poster, do not distort your images by enlarging them disproportionally.

Image Quality Check Zoom in and look at your images at 100% magnification. If they look good they will print well.

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Eleanor Roosevelt once wrote, “ I t is better to l ight a candle / than curse the darkness.” One such candle for teenagers, in the dark f ight against cancer, is Star l ight ’s Coping with Chemo website . According to i ts website: “Coping with Chemo is a ser ies of webisodes wri t ten by teens with cancer to help other teens deal ing with cancer. Each webisode addresses a di f ferent topic - - gett ing diagnosed with cancer, s ide ef fects of chemotherapy and other t reatments, te l l ing your f r iends, and celebrat ing your last t reatment .” The importance of “wri t ten by teens for teens” becomes quite important here. Teens are l ikely to connect and “ l isten” to advice from their fe l low teens quicker than from most adults . Consumer Heal th Informat ion resources, such as Coping with Chemo, a l low teenagers to connect with one another, whether they are separated by distance or not .

Goal of Resource

References for Teens

In order to help teenagers deal with l i fe impact ing issues (such as chemotherapy) , information professionals must be aware of the developmental stages of adolescence. In part icular, teenagers go through “Adolescent Ecocentr ism” where their thoughts begin changing as they bui ld on their conceptual and cr i t ical th inking ski l ls . Teenagers often have an “ imaginary audience” where, in the l ikely case of having a bad hair day, their day is “ruined” because they bel ieve everyone wi l l not ice.

Information Needs of the Ordinary Adolescent Quality of Resource

The qual i ty of the resource, Coping with Chemo, is excel lent . Given the fact that the major i ty of information is presented through mult imedia, the “readabi l i ty” of the resource is perfect for teens of var ious learning backgrounds. Those teens, whom have reading or learning di f f icul t ies, can st i l l get access to the same information as those teens without reading or learning di f f icul t ies. This is important because, when coping with Chemotherapy, every teenager has the same vi ta l quest ions running through their minds which they seek the answers.

Level of Recommendation

The visual presentat ion of Coping with Chemo’s information appears to be quite re levant as wel l as easy to fol low. Al though teenagers may not make the same emotional connect ion as i f a real teen were speaking to them, for the sake of narrat ion and i l lustrat ing si tuat ions, the cartoons work perfect ly for present ing clear, concise informat ion. Younger teens wi l l love the cartoons; those teens nearer to Young Adulthood may be f i rst turned off f rom the cartoon page. When cl icking further, teens are brought to information and videos of real teens speaking about their stor ies; therefore, the website becomes an introduct ion to something much more emotional ly acceptable for teens.

Lance Armstrong, It's Not About the Bike: My Journey Back to Life.

Geraldo Rivera, A Special Kind of Courage. New York: Simon and Schuster, 1976.

Edith Pendleton, ed. Too Old to Cry, Too Young to Die. Nashville: Thomas Nelson Publishers, 1980.

Mary A. Kjosness and Laura A. Rudolph, What Happened to You Happened to Me. Seattle: Children's Orthopedic Hospital and Medical Center, 1980.

Lori Wiener, This Is My World (workbook). Washington, DC: Child Welfare League of America, 1999.

John Green, The Fault in Our Stars.

Nicholas Sparks, A Walk to Remember.

[http://chemo.starlight.org]

References for Librarians

Visual Presentation (Appropriateness)

Want ing to be independent , teens often turn to the internet seeking answers to their most personal problems; therefore, the Coping with Chemo resource is a great tool for them to come across on the internet . In a recent study, researchers examined adolescents searching for heath information on the internet . The study found that adolescents searching for heal th information ut i l ized search engines near ly every t ime (Hansen, et a l , 2003) . This shows the importance of the Coping with Chemo name as i t is more l ikely to “pop up” whi le teenagers are typing in their own search str ings.

Whi le teenagers are going through this psychological change, they feel that others are obsessed with the teen’s behavior and appearance as wel l . More speci f ical ly, in “actual or impeding social s i tuat ions,” teenagers wi l l of ten ant ic ipate what other people’s react ions wi l l be towards them as they, the teen, are towards themselves. The imaginary audience is “a cont inuous construct ion in the mind of an adolescent” (Elkins, 1967, p.1029) . Al though i t is usual ly not the case, teenagers bel ieve they are under a constant microscope and they are the focus of at tent ion. When information professionals understand the teens need to not feel di f ferent (as they often worry about this more than death i tsel f ) , they can better t reat and help teens with coping.

Blum, R. W., Garell, D., Hodgman, C. H., Jorissen, T. W., Okinow, N. A., Orr, D. P., & Slap, G. B. (1993). Transition from child-centered to adult health-care systems for adolescents with chronic conditions: a position paper of the Society for Adolescent Medicine. Journal of Adolescent Health, 14(7), 570-576. Elkind, D. (1967). Egocentrism in adolescence. Child development, 1025-1034. Hansen, D. L., Derry, H. A., Resnick, P. J., & Richardson, C. R. (2003). Adolescents searching for health information on the Internet: an observational study. Journal of Medical Internet Research, 5(4). Rosenberg, M. (1965). Society and the adolescent self-image (p. 326). Princeton, NJ: Princeton University Press. Shaffer, D., & Kipp, K. (2013). Developmental psychology: Childhood and adolescence. Cengage Learning. Wallace, M. L., Harcourt, D., Rumsey, N., & Foot, A. (2007). Managing appearance changes resulting from cancer treatment: resilience in adolescent females. Psycho‐Oncology, 16(11) 1019-1027.