diff --git a/lectures/lecture21/lecturenotes.tex b/lectures/lecture21/lecturenotes.tex index 97862183478dd4dfbc6c99693b415f8d2df8598d..68e9558b4ac03541856d58e032a6146567589203 100644 --- a/lectures/lecture21/lecturenotes.tex +++ b/lectures/lecture21/lecturenotes.tex @@ -10,9 +10,9 @@ \newfontfamily\titlefont[Numbers=OldStyle,Ligatures=TeX]{Equity Caps A} \allsectionsfont{\titlefont} -\title{CS6963 Lecture \#19} +\title{CS6963 Lecture \#17} \author{Robert Ricci} -\date{March 17, 2014} +\date{April 8, 2014} \begin{document} @@ -20,25 +20,55 @@ \begin{outline} -\1 Figuring out what the factors are that caused us to get different results. 2d grid: - \2 Results: DM, Reno w/o, Reno w/, Cubic (SACK doesn;t matter) - \2 Methods: Runs (Few/lots), method of launching clients (threads, client-side, server-side), controlling time (number of runs, size of fetch) - \2 Goal here is not to declare someone right and wrong, goal is to understand under what conditions we get different results - -\1 Review: - \2 One run - \2 Three runs, five runs - \2 Turn on display of variance - \2 Turn display of mean CI - \2 Pick the number of runs - \2 Approximate test - -\1 First half of a good report - \2 Intro clearly states goals---even though they are in the plan, it helps focus the report - \2 Followed procedure to pick the number of runs --- but did he actually re-calc confidence for all of them - \2 TODO: Figures 1 and 2 - \2 Regional network conditions - one table, easy to compare, - \2 Discussion as we go +\1 Post-mortem for Lab 1 + \2 Was our plan sufficient? + \2 What could/should we have done differently? + +\1 Grading Lab 1 + \2 Everyone will try to reproduce someone else's result! + \2 Assignments to be passed out after class + \2 Due next Tuesday + +\1 Giving talks - specifically, conference type talks + +\1 Hold the audience's interest + \2 Tell a story + \2 Assume they are looking for an excuse to get back to their email + \2 Put in the effort: multiply the audience size by the length of your + talk to think of how much attention you are consuming + +\1 Slides + \2 Your slides are not your notes + \3 They are visual aids to punctuate what you're saying + \2 If you and the slides say the same thing, one is not necessary + \2 You are competing with your slides for audience attention + \3 Don't put up complicated stuff all at once---progressive reveal + \3 Use bullet lists as little as possible + \2 Slides are not paper, you don't have to do black on white + \2 Use color to convey information, but remember + \3 Conference projectors have the worst color accuracy in the universe + \3 Colorblindness, esp. red/green colorblindness (8\% of + European-descended men) + \2 If you're not comfortable with humor, just put the joke on the slide + \2 Animations should only reduce confusion or convey information + +\1 Preparation + \2 Do practice talks---and consider the audience + \2 Listen to feedback, don't argue with it + \2 Do two practices after the final change you make to your slides + \2 It's important to be comfortable (physically as well as mentally) + \2 Practice the key words that you might have trouble pronouncing + +\1 Presentation + \2 Never look at your slides + \2 Never look at your slides + \2 Don't us a laser pointer---use animated objects on the slides + \2 Talk to people, not the room + \2 Use a clicker + +\1 For next time + \2 Two papers to read, evals to do + \2 Work on reproducing! \end{outline}