Problem: Article: Words are great, but pictures say much more. Include as many pictures, graphs, tables, charts, diagrams, etc., as possible. Keep your backgrounds (i.e., whatever is behind your graphics and text) simple and subtle. Reading the text that is on top of a colourful or complex background can be difficult and distracting. Try to print as many of your graphics in colour as possible, especially graphs and charts where the colour distinguishes between different items or variables. If you don't have access to a colour printer, you can use markers or crayons to add color to things like graphs and charts. Each visual item (graph, chart, table, diagram, picture, etc.) should have its own number (or letter), plus a descriptive caption. When the main text refers to a specific visual item, that number or letter should be used. The caption should accurately and quickly describe what is contained in the visual item, and can be printed in slightly smaller font (less than 16 pt). Your main text and captions should include the technical or scientific names, terms and jargon for the discipline your project is based on. If necessary, you can also include a glossary of terms on your display board or in your project report. Using the proper terms is especially important if your project is being displayed in a science fair or event that is being judged by professionals. If your project is really complex, you can also include a 'layman's summary' as part of your display which sums up your project in language anyone can understand. This is particularly useful if your display board is also being viewed by fellow students, parents, or non-professionals. It can be tempting to get really creative and eccentric when creating a project display board, but try to avoid the temptation! A good project display board is one that is uncluttered, has easy-to-read and clear material, contains graphics that effectively explain your project, and colours that don't overwhelm the viewer. Search the web for example display boards to get an idea of what works well, and what doesn't. Ask your teacher for advice on what to do and not to do, and for examples of project boards that previously received awesome grades. Display boards come in a standard size of 36" tall and 48" wide. You can buy or make larger (or smaller) boards, but make sure the size is not only appropriate for your display but also allowed by the event (if such rules exist). These display boards have three panels - the middle panel which is half the width of the whole board, and the two outside panels that are a quarter of the width each. The two outside panels can fold over the middle panel to close the board for transport. And the outside panels can be used to stand the whole display board upright on a table. You can find display boards at online retailers like Amazon.com or at your local school supply store. Bigger is not always better. Boards that are really tall or really wide may be difficult to read and/or contain too much information.
Summary: Use as many visual items as possible. Label all your graphs, charts and photos. Include the proper terms and jargon. Remember that less is more. Buy the proper display board.

Problem: Article: If you want to file a charge against a federal employer, you need to contact an EEO counselor at the agency you applied with or worked for. You must contact the EEO counselor within 45 days from the day the discrimination occurred. The EEO counselor will offer alternative dispute resolution programs, but if you cannot settle the dispute, you will need to file a formal complaint. You will file a formal complaint with the help of your EEO counselor. Once you do, the agency will decide whether to investigate the claim or dismiss it. If the agency investigates the claim, they have 180 days to do so. When the investigation is completed, the agency will issue a notice allowing you to request a hearing in front of the EEOC or ask the agency to issue a decision concluding whether discrimination occurred. If you ask the agency to issue a decision and they find that no discrimination took place, or if you disagree with a part of the decision, you can appeal to the EEOC or to federal court. If you want a hearing, you must request one within 30 days of receiving the investigation findings. At the hearing, you will plead your case in front of an administrative law judge. The judge will make a finding and order relief if discrimination is found. The judge's findings and order will then be sent to the agency and they will decide whether to uphold the decision or not. The agency will have 40 days to make their final decision. If the agency declines to follow the administrative law judge's decision, you will be able to appeal to the EEOC. You must do this within 30 days of receiving the agency's decision. The EEOC will review all the materials and make a determination. If you do not agree with the EEOC's determination, you can ask for a reconsideration. Your request will only be accepted if you can show there was a mistake of fact or law. This request must happen within 30 days of receiving the appeal decision. If a reconsideration is granted, the decision that comes out of it is considered the final agency action.
Summary: Contact an EEO counselor. File a formal complaint. Ask the agency to issue a decision. Request a hearing. File an appeal. Request reconsideration.

Problem: Article: Begin blowing softly through the bundle while gently squeezing the tinder around the coal. As more tinder catches, you might have to turn and/or reshape it to keep the ember spreading into more and more of the tinder. Blowing will provide more oxygen to stoke the fire and transfer the energy from the coal to the tinder bundle. Continue blowing and gently squeezing with the tinder bundle until you get actual flames. Put it on the ground where you want your fire. Keep blowing if you need to keep the flames going. Add the toothpick size sticks on top of the bundle, then the pencil sized sticks, followed by increasingly bigger items until you have your campfire. If you have prepared a teepee-type fire put the burning tinder bundle into the center. Keep blowing slowly and steadily to help spread the fire.
Summary: Blow through the tinder bundle. Build your fire.

Problem: Article: In your notes, summarize the experience, reading, or lesson in one to three sentences. These sentences should be both descriptive yet straight to the point. Determine why that material stands out and make another note of what you figure out. For lectures or readings, you can write down specific quotations or summarize passages. For experiences, make a note of specific portions of your experience. You could even write a small summary or story of an event that happened during the experience that stands out. Images, sounds, or other sensory portions of your experience work, as well. You may find it helpful to create a chart or table to keep track of your ideas. In the first column, list the main points or key experiences. These points can include anything that the author or speaker treated with importance as well as any specific details you found to be important. Divide each point into its own separate row. In the second column, list your personal response to the points you brought up in the first column. Mention how your subjective values, experiences, and beliefs influence your response. In the third and last column, describe how much of your personal response to share in your reflection paper. If you are struggling to gauge your own feelings or pinpoint your own response, try asking yourself questions about the experience or reading and how it relates to you. Sample questions might include: Does the reading, lecture, or experience challenge you socially, culturally, emotionally, or theologically? If so, where and how? Why does it bother you or catch your attention? Has the reading, lecture, or experience changed your way of thinking? Did it conflict with beliefs you held previously, and what evidence did it provide you with in order to change your thought process on the topic? Does the reading, lecture, or experience leave you with any questions? Were these questions ones you had previously or ones you developed only after finishing? Did the author, speaker, or those involved in the experience fail to address any important issues? Could a certain fact or idea have dramatically changed the impact or conclusion of the reading, lecture, or experience? How do the issues or ideas brought up in this reading, lecture, or experience mesh with past experiences or readings? Do the ideas contradict or support each other?
Summary:
Identify the main themes. Jot down material that stands out in your mind. Chart things out. Ask yourself questions to guide your response.