{"id":2408,"date":"2018-03-20T19:19:53","date_gmt":"2018-03-20T19:19:53","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/?post_type=chapter&#038;p=2408"},"modified":"2024-05-09T21:52:28","modified_gmt":"2024-05-09T21:52:28","slug":"presentation-tools-and-visual-aids","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/chapter\/presentation-tools-and-visual-aids\/","title":{"raw":"Presentation Tools and Visual Aids","rendered":"Presentation Tools and Visual Aids"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Outcomes<\/h3>\r\n<ul>\r\n \t<li>Discuss key concepts to keep in mind as you create business presentations<\/li>\r\n \t<li>Discuss available presentation tools to help engage your audience<\/li>\r\n<\/ul>\r\n<\/div>\r\n<h2>Key Considerations<\/h2>\r\n[caption id=\"attachment_2705\" align=\"alignright\" width=\"400\"]<img class=\"wp-image-2705\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2785\/2018\/03\/02224415\/VARK_updated-e1522709089837.png\" alt=\"A rectangle split into four quadrants. Each quadrant is labelled with a different modality of learning: Visual, Aural, Read (and Write), and Kinesthetic.\" width=\"400\" height=\"199\" \/> Figure 1. There are four commonly accepted modalities for learning, often abbreviated as VARK.[\/caption]\r\n\r\nPresentation software allows you to take an oral presentation to the next level\u2014engaging your audience verbally and visually as well as aurally. What\u2019s particularly powerful about using presentation software and other visual aids is the ability to use imagery to bridge cultural and language gaps and arrive at a shared understanding of the issue\/opportunity at hand.\r\n\r\nA related point to keep in mind is that words have two different meanings\u2014a literal or denotative meaning (think: Merriam-Webster or Wikipedia definition) and a more subjective or connotative meaning. The connotative meaning of a word is based on a person\u2019s cultural background and experiences and has emotional and\/or judgement associations. Accomplished presenters are attuned to their audience and avoid words or references that may be misinterpreted by non-native speakers or may be perceived as emotionally \u201cloaded\u201d by audience members from a different subculture. In an increasingly diverse society, cultural awareness is as important for business communicators as it is for international marketers. To ensure that the message you intend to convey is what will be received, ask peers or colleagues\u2014ideally, those with a socio-cultural profile similar to that of your audience\u2014for feedback, with particular attention to the subtext of words and images.\r\n\r\nUsing multimedia\u2014images, photos and video and animation\u2014that supports your point also provides repetition and can increase retention. A memory research pioneer, German psychologist Hermann Ebbinghaus, found that we forget approximately 50 percent of new information within 18 minutes, with retention falling to 35 percent after a week. However, Ebbinghaus also discovered that repetition of the new information at key intervals can change this trajectory, a discovery known as the spacing effect. Specifically, repeating the information at a 10\u201320 minute, 24 hours and 7 day intervals countered the initial memory loss and reduced the subsequent rate of memory loss. The lesson for presenters: work repetition into your presentation and your follow-up. Figure 2 shows an illustration of the Forgetting Curve and Spacing Effect.\r\n\r\n[caption id=\"attachment_2610\" align=\"aligncenter\" width=\"701\"]<img class=\" wp-image-2610\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2785\/2018\/03\/30185144\/Ebbinghaus%E2%80%99s_Forgetting_Curve_Figure_1.jpg\" alt=\"A graph of a steep, exponentially decreasing curve. At 20 minutes after learning, only 58 percent of knowledge is left. At 1 hour, only 44 percent is left. At one day, 33 percent is left, and at 6 days, 25 percent is left.\" width=\"701\" height=\"498\" \/> Figure 2. The Forgetting Curve[\/caption]\r\n\r\n<div class=\"textbox tryit\">\r\n<h3>Practice Questions<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/ef458a3d-6cc4-4eff-b580-3e9d5eb2c359\r\n\r\n<\/div>\r\n<h2>Common Presentation Tools<\/h2>\r\n[caption id=\"attachment_2613\" align=\"alignright\" width=\"400\"]<img class=\"wp-image-2613\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2785\/2018\/03\/30195550\/ShoppingInfographic-451x1024.jpg\" alt=\"An infographic displaying holiday shopping data: 2.6+ million social conversations were analyzed. The graphic is broken down into four sections: Who is talking, What are they buying, where are they shopping, and who are they shopping for. In the What are they buying section, 36 percent of individuals talking were car enthusiasts. 33 percent of people talking were technology enthusiasts. 20 percent of people talking were parents. 29 percent of people talking were from California, 8 percent were from Texas, 6 percent were from New York. In the What are they buying section, 34 percent bought technology, 22 percent bought tickets to events, and 20 percent bought clothing. All other purchasing categories were under 6 percent. In the Where are they shopping section, 20.6 thousand shopped at Walmart, 17.7 thousand shopped at Target, 11.9 thousand shopped at Best Buy, 10.6 thousand shopped at Macys, and 5.1 thousand shopped at Toys R Us. In the Who are they shopping for section, 58 percent of individuals were \u201cnaughty\u201d and shopped for themselves. 42 percent were \u201cnice\u201d and shopped for others.\" width=\"400\" height=\"908\" \/> Figure 3. Infographics can be effective visual aids. Click on the image for a larger view.[\/caption]\r\n\r\nThe right tool for the job depends, of course, on the job. In this case, that means examining your audience and objective. If, for example, your task is simply to present \u201cthe facts,\u201d there\u2019s no need to consider interactive tools and techniques. If, however, your objective is to educate and\/or inspire, you may want to consider a range of options for involving your audience, engaging them as participants or even co-presenters. For example, some workshops require participants\u2014generally in group\u2014to solve challenges or \u201cstand and deliver.\u201d That is, to review and present a segment of the material to the audience or peers. Or perhaps your goal is to engage a group in a training or strategic planning exercise. In this case, you would want to incorporate tools that support participative learning and collaboration such as Post-It Note Pads, or packages of smaller note pads (don\u2019t forget markers, pens and highlighters) that can be arranged and rearranged as a pattern or plan emerges. Also consider easels, dry erase boards and other surfaces that lend themselves to idea sharing.\r\n\r\nWhether you\u2019re presenting to a K-12, higher education, or business audience will also influence your choice of primary and supplemental tools: handouts, product samples, giveaways, worksheets, and snacks (yes, even for the adults). If your assignment is to develop and present a business presentation to be delivered to your Business Communications class peers, the topic, format and any supporting materials may be pre-defined. But don\u2019t stop there. If you\u2019re proposing an edible garden space on campus, you could make or hand out seed packets. Think about how to differentiate yourself and your proposal\u2014whatever you\u2019re proposing\u2014in a way that\u2019s relevant and memorable.\r\n\r\nSimilarly, if you\u2019re presenting to your management, there may be a company standard template and tools that you\u2019re expected to use. Again, you can distinguish yourself by your knowledge and application of learning and design principles. Even basic facts and figures can be rendered beautifully. Instead of handing out a hard copy of your presentation or supporting charts, graphs or worksheets, consider creating an infographic that distills the insight. For inspiration, visit <a href=\"https:\/\/informationisbeautiful.net\" target=\"_blank\" rel=\"noopener\">David McCandless's Information is Beautiful website<\/a>. To understand the possibilities for presenting complex data in a compelling manner, explore the resources on <a href=\"https:\/\/www.edwardtufte.com\/tufte\/\" target=\"_blank\" rel=\"noopener\">Edward Tufte\u2019s website<\/a> or one of his classic books on data visualization. For perspective, <em>The New York Times<\/em> described Tufte as the \u201cLeonardo da Vinci of data.\u201d Not to be outdone, <em>Bloomberg<\/em> labeled Tufte the \u201cGalileo of graphics.\u201d\r\n<div class=\"textbox tryit\">\r\n<h3>Practice Question<\/h3>\r\nhttps:\/\/assess.lumenlearning.com\/practice\/864409cd-bab5-461c-9d81-e9f080d06746\r\n\r\n<\/div>\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Tools<\/h3>\r\nA short-list of possible tools that you may need for a presentation includes the following items:\r\n<ul>\r\n \t<li>Presentation software<\/li>\r\n \t<li>Polling software<\/li>\r\n \t<li>Handouts (i.e., infographic, quick reference)\u2014Not your presentation!<\/li>\r\n \t<li>Giveaways<\/li>\r\n \t<li>Pens\/pencils\/markers<\/li>\r\n \t<li>Flip Charts<\/li>\r\n \t<li>Self-Adhesive Pads<\/li>\r\n \t<li>Dry Erase Boards<\/li>\r\n \t<li>Snacks!<\/li>\r\n<\/ul>\r\n<\/div>\r\nAlso consider logistics and technical details including the room layout, lighting, temperature controls, wifi and electrical outlets and bathroom facilities.","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Outcomes<\/h3>\n<ul>\n<li>Discuss key concepts to keep in mind as you create business presentations<\/li>\n<li>Discuss available presentation tools to help engage your audience<\/li>\n<\/ul>\n<\/div>\n<h2>Key Considerations<\/h2>\n<div id=\"attachment_2705\" style=\"width: 410px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-2705\" class=\"wp-image-2705\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2785\/2018\/03\/02224415\/VARK_updated-e1522709089837.png\" alt=\"A rectangle split into four quadrants. Each quadrant is labelled with a different modality of learning: Visual, Aural, Read (and Write), and Kinesthetic.\" width=\"400\" height=\"199\" \/><\/p>\n<p id=\"caption-attachment-2705\" class=\"wp-caption-text\">Figure 1. There are four commonly accepted modalities for learning, often abbreviated as VARK.<\/p>\n<\/div>\n<p>Presentation software allows you to take an oral presentation to the next level\u2014engaging your audience verbally and visually as well as aurally. What\u2019s particularly powerful about using presentation software and other visual aids is the ability to use imagery to bridge cultural and language gaps and arrive at a shared understanding of the issue\/opportunity at hand.<\/p>\n<p>A related point to keep in mind is that words have two different meanings\u2014a literal or denotative meaning (think: Merriam-Webster or Wikipedia definition) and a more subjective or connotative meaning. The connotative meaning of a word is based on a person\u2019s cultural background and experiences and has emotional and\/or judgement associations. Accomplished presenters are attuned to their audience and avoid words or references that may be misinterpreted by non-native speakers or may be perceived as emotionally \u201cloaded\u201d by audience members from a different subculture. In an increasingly diverse society, cultural awareness is as important for business communicators as it is for international marketers. To ensure that the message you intend to convey is what will be received, ask peers or colleagues\u2014ideally, those with a socio-cultural profile similar to that of your audience\u2014for feedback, with particular attention to the subtext of words and images.<\/p>\n<p>Using multimedia\u2014images, photos and video and animation\u2014that supports your point also provides repetition and can increase retention. A memory research pioneer, German psychologist Hermann Ebbinghaus, found that we forget approximately 50 percent of new information within 18 minutes, with retention falling to 35 percent after a week. However, Ebbinghaus also discovered that repetition of the new information at key intervals can change this trajectory, a discovery known as the spacing effect. Specifically, repeating the information at a 10\u201320 minute, 24 hours and 7 day intervals countered the initial memory loss and reduced the subsequent rate of memory loss. The lesson for presenters: work repetition into your presentation and your follow-up. Figure 2 shows an illustration of the Forgetting Curve and Spacing Effect.<\/p>\n<div id=\"attachment_2610\" style=\"width: 711px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-2610\" class=\"wp-image-2610\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2785\/2018\/03\/30185144\/Ebbinghaus%E2%80%99s_Forgetting_Curve_Figure_1.jpg\" alt=\"A graph of a steep, exponentially decreasing curve. At 20 minutes after learning, only 58 percent of knowledge is left. At 1 hour, only 44 percent is left. At one day, 33 percent is left, and at 6 days, 25 percent is left.\" width=\"701\" height=\"498\" \/><\/p>\n<p id=\"caption-attachment-2610\" class=\"wp-caption-text\">Figure 2. The Forgetting Curve<\/p>\n<\/div>\n<div class=\"textbox tryit\">\n<h3>Practice Questions<\/h3>\n<p>\t<iframe id=\"assessment_practice_ef458a3d-6cc4-4eff-b580-3e9d5eb2c359\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/ef458a3d-6cc4-4eff-b580-3e9d5eb2c359?iframe_resize_id=assessment_practice_id_ef458a3d-6cc4-4eff-b580-3e9d5eb2c359\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<h2>Common Presentation Tools<\/h2>\n<div id=\"attachment_2613\" style=\"width: 410px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-2613\" class=\"wp-image-2613\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2785\/2018\/03\/30195550\/ShoppingInfographic-451x1024.jpg\" alt=\"An infographic displaying holiday shopping data: 2.6+ million social conversations were analyzed. The graphic is broken down into four sections: Who is talking, What are they buying, where are they shopping, and who are they shopping for. In the What are they buying section, 36 percent of individuals talking were car enthusiasts. 33 percent of people talking were technology enthusiasts. 20 percent of people talking were parents. 29 percent of people talking were from California, 8 percent were from Texas, 6 percent were from New York. In the What are they buying section, 34 percent bought technology, 22 percent bought tickets to events, and 20 percent bought clothing. All other purchasing categories were under 6 percent. In the Where are they shopping section, 20.6 thousand shopped at Walmart, 17.7 thousand shopped at Target, 11.9 thousand shopped at Best Buy, 10.6 thousand shopped at Macys, and 5.1 thousand shopped at Toys R Us. In the Who are they shopping for section, 58 percent of individuals were \u201cnaughty\u201d and shopped for themselves. 42 percent were \u201cnice\u201d and shopped for others.\" width=\"400\" height=\"908\" \/><\/p>\n<p id=\"caption-attachment-2613\" class=\"wp-caption-text\">Figure 3. Infographics can be effective visual aids. Click on the image for a larger view.<\/p>\n<\/div>\n<p>The right tool for the job depends, of course, on the job. In this case, that means examining your audience and objective. If, for example, your task is simply to present \u201cthe facts,\u201d there\u2019s no need to consider interactive tools and techniques. If, however, your objective is to educate and\/or inspire, you may want to consider a range of options for involving your audience, engaging them as participants or even co-presenters. For example, some workshops require participants\u2014generally in group\u2014to solve challenges or \u201cstand and deliver.\u201d That is, to review and present a segment of the material to the audience or peers. Or perhaps your goal is to engage a group in a training or strategic planning exercise. In this case, you would want to incorporate tools that support participative learning and collaboration such as Post-It Note Pads, or packages of smaller note pads (don\u2019t forget markers, pens and highlighters) that can be arranged and rearranged as a pattern or plan emerges. Also consider easels, dry erase boards and other surfaces that lend themselves to idea sharing.<\/p>\n<p>Whether you\u2019re presenting to a K-12, higher education, or business audience will also influence your choice of primary and supplemental tools: handouts, product samples, giveaways, worksheets, and snacks (yes, even for the adults). If your assignment is to develop and present a business presentation to be delivered to your Business Communications class peers, the topic, format and any supporting materials may be pre-defined. But don\u2019t stop there. If you\u2019re proposing an edible garden space on campus, you could make or hand out seed packets. Think about how to differentiate yourself and your proposal\u2014whatever you\u2019re proposing\u2014in a way that\u2019s relevant and memorable.<\/p>\n<p>Similarly, if you\u2019re presenting to your management, there may be a company standard template and tools that you\u2019re expected to use. Again, you can distinguish yourself by your knowledge and application of learning and design principles. Even basic facts and figures can be rendered beautifully. Instead of handing out a hard copy of your presentation or supporting charts, graphs or worksheets, consider creating an infographic that distills the insight. For inspiration, visit <a href=\"https:\/\/informationisbeautiful.net\" target=\"_blank\" rel=\"noopener\">David McCandless&#8217;s Information is Beautiful website<\/a>. To understand the possibilities for presenting complex data in a compelling manner, explore the resources on <a href=\"https:\/\/www.edwardtufte.com\/tufte\/\" target=\"_blank\" rel=\"noopener\">Edward Tufte\u2019s website<\/a> or one of his classic books on data visualization. For perspective, <em>The New York Times<\/em> described Tufte as the \u201cLeonardo da Vinci of data.\u201d Not to be outdone, <em>Bloomberg<\/em> labeled Tufte the \u201cGalileo of graphics.\u201d<\/p>\n<div class=\"textbox tryit\">\n<h3>Practice Question<\/h3>\n<p>\t<iframe id=\"assessment_practice_864409cd-bab5-461c-9d81-e9f080d06746\" class=\"resizable\" src=\"https:\/\/assess.lumenlearning.com\/practice\/864409cd-bab5-461c-9d81-e9f080d06746?iframe_resize_id=assessment_practice_id_864409cd-bab5-461c-9d81-e9f080d06746\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:300px;\"><br \/>\n\t<\/iframe><\/p>\n<\/div>\n<div class=\"textbox key-takeaways\">\n<h3>Tools<\/h3>\n<p>A short-list of possible tools that you may need for a presentation includes the following items:<\/p>\n<ul>\n<li>Presentation software<\/li>\n<li>Polling software<\/li>\n<li>Handouts (i.e., infographic, quick reference)\u2014Not your presentation!<\/li>\n<li>Giveaways<\/li>\n<li>Pens\/pencils\/markers<\/li>\n<li>Flip Charts<\/li>\n<li>Self-Adhesive Pads<\/li>\n<li>Dry Erase Boards<\/li>\n<li>Snacks!<\/li>\n<\/ul>\n<\/div>\n<p>Also consider logistics and technical details including the room layout, lighting, temperature controls, wifi and electrical outlets and bathroom facilities.<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-2408\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Presentations and Other Visual Aids. <strong>Authored by<\/strong>: Nina Burokas. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><li>VARK Illustration. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Ebbinghaus Forgetting Curve. <strong>Authored by<\/strong>: Educ320. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Ebbinghaus%E2%80%99s_Forgetting_Curve_(Figure_1).jpg\">https:\/\/commons.wikimedia.org\/wiki\/File:Ebbinghaus%E2%80%99s_Forgetting_Curve_(Figure_1).jpg<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><li>Naughty or Nice? Holiday Shopping Study. <strong>Authored by<\/strong>: Digitas Photos. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/flic.kr\/p\/dzvk1A\">https:\/\/flic.kr\/p\/dzvk1A<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/\">CC BY: Attribution<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":62559,"menu_order":3,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Presentations and Other Visual Aids\",\"author\":\"Nina Burokas\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"original\",\"description\":\"VARK Illustration\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Ebbinghaus Forgetting Curve\",\"author\":\"Educ320\",\"organization\":\"\",\"url\":\"https:\/\/commons.wikimedia.org\/wiki\/File:Ebbinghaus%E2%80%99s_Forgetting_Curve_(Figure_1).jpg\",\"project\":\"\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Naughty or Nice? Holiday Shopping Study\",\"author\":\"Digitas Photos\",\"organization\":\"\",\"url\":\"https:\/\/flic.kr\/p\/dzvk1A\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"e0805c2a-2d04-4903-ac97-1f64aa978a6b, 3f2bcdb5-ec1d-43e8-b7c6-f0144c22eb05, 5ca239ed-61d9-47d3-8dbb-f6c069594b7e","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-2408","chapter","type-chapter","status-publish","hentry"],"part":946,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/pressbooks\/v2\/chapters\/2408","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/wp\/v2\/users\/62559"}],"version-history":[{"count":25,"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/pressbooks\/v2\/chapters\/2408\/revisions"}],"predecessor-version":[{"id":8201,"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/pressbooks\/v2\/chapters\/2408\/revisions\/8201"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/pressbooks\/v2\/parts\/946"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/pressbooks\/v2\/chapters\/2408\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/wp\/v2\/media?parent=2408"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/pressbooks\/v2\/chapter-type?post=2408"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/wp\/v2\/contributor?post=2408"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-businesscommunicationmgrs\/wp-json\/wp\/v2\/license?post=2408"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}