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Studies parts presentation in manufacturing processes, most of which is now mechanized. Looks at various materials such as metals, paper, springs and food products and how their characteristics affect the way they are presented. Examines the various operations that have to be carried out during presentation including the use of hopperfeeds and vibratory bowl feeders. It is during presentation that parts are often inspected, using types devices including mechanical probes, cameras and optical systems. Looks at parts presentation processes in several industries such as the high speed packaging of pharmaceutical pills, packaging of cigarettes and the manufacture of shirts.

The aim of this paper is to introduce the topic of poster presentation as legitimate area of academic study and practice within the marketing discipline.

The paper presents the output of one part of a research project that reviewed the state of knowledge and practice within poster presentation as a dissemination medium for research information. The results of the literature search are presented as an annotated bibliography.

The literature search reveals a sizeable body of material on the use of poster presentation as a dissemination media, indicative of a set of key themes that guide good practice in poster design, construction and presentation. It also includes material that has studied the use of poster design and presentation exercises as pedagogical devices.

The research on which the paper is based is limited by virtue of not offering a more complete survey of contemporary poster presentation practice across the sciences. It draws observations from the author's attendance at several marketing and management‐related conferences where poster presenters have been interviewed and examples of poster presentation have been collected. However, in the sciences, especially the medical sciences, poster practice is well‐established and in some cases moving towards digitisation.

The aesthetics of poster design remain unclear in the case of poster design for the dissemination of scientific information. However, a set of templates has been produced based on the close study of a database of over 600 poster designs and ten years' experience of using posters as teaching tools for research training. A methodology for poster design has also been developed known as “The Block Architecture Method of Poster Design”. It uses the software Powerpoint and Photoshop to develop poster design electronically.

The bibliography will help interested teachers and students explore the various issues surrounding poster design, construction and presentation. It will also help to understand some of the advantages of using poster‐design exercises as creative and critical devices in a pedagogical context.

The authors assess the suitability of different types of parts presentation devices in a variety of robotic assembly situations.

“Minomi” is a unit load where no container is used. The aim of this paper is to identify the effects of using minomi in the materials supply within an assembly plant.

Based on three case studies within the body shop of Saab Automobile in Trollhättan, Sweden, effects of using minomi are identified. Furthermore, relations are identified between these effects and the different characteristics of each case.

The paper identifies both benefits and drawbacks of using minomi and relates these benefits and drawbacks to different part characteristics, characteristics of the receiving assembly station, and characteristics of handling and storage. Among the benefits is that minomi is associated with space efficient presentation of parts. This can enable the presentation of a large number of part variants and also result in time efficient parts picking in the receiving assembly operations.

Through the knowledge gained in the case studies, the potential benefits associated with minomi are more likely to be realised within industry.

The paper provides insight into the concept of minomi, which has previously received very little attention in research literature, but which can offer substantial benefits within industry if used under the right conditions.

This chapter offers professional advice for educators, particularly those unfamiliar with history-based performance, on how to move their historic character research to the place of actual portrayal. Using a questioning method, the author takes the reader step-by-step through essential elements of historical character portrayal such as character perspective, props, and costuming, placing them within the context of educational objectives and performance logistics. The author discusses in detail differences between portraying a well-known historical figure versus someone connected to that person. She explains the importance of choosing a date for a first-person portrayal, as it defines what the character “knows,” and provides techniques for handling questions beyond the character's date range. For newcomers to researching and portraying historical figures, it is important to consider the following points: What is each character teaching? Where will the presentation be held? Is the presentation solely for students, or does it include peers, parents, or administrators? This chapter addresses these critical questions along with research techniques, performance methods, and practical suggestions for obtaining costumes and props. In addition, the author discusses presentation skills required for an effective presentation, such as voice, mood, and movement. She provides examples from her own professional repertoire showing how techniques such as pace level and articulation work effectively in front of an audience and breaks down the structure of a 20- to 45-minute presentation. The author gives examples of how to be prepared for audience questions and unexpected interruptions during a performance. Finally, she explains the importance of the “story” in historic character presentations to enhance its teaching and presentation effectiveness.

Engineers graduating from premier institutions of India look for global opportunities that will provide a chance to work with the best and the most innovative minds in the world. Nevertheless, to compete in the global job market, they require added competence in English. However, it is seen that despite exemplary hard skills, lack of good communication skills has obstructed the growth of engineers. This study aims to find a viable tool to enhance engineering students' communication skills despite many limitations. The purpose of this study is to explore how presentations can be used to address problems of low levels of English ability in highly skilled, high-functioning engineering professions.

This paper discusses a study conducted in India's premier institution where around 240 first-semester engineering students were the sample. It uses partial ethnographic research to verify its hypothesis that presentations compel students to plan, prepare, practise and perfect their communication skills. It presents an ethnographic experiment conducted by the researchers and data collected using the qualitative research method of interviews.

The results of the paper indicate that making engineers plan, prepare and make presentations can explore their ability to communicate in English. It also concludes that presentation helps students explore all four language skills, that is, reading the information collected, listening to peers, writing or preparing their presentation and finally speaking in front of the audience.

This paper argues that presentation can be made a practice even in a large class of multi-level second language (L2) learners as it will generate interest in students and will develop many qualities such as team spirit, confidence and public speaking.

This study will help to address problems of low levels of English ability in highly skilled, high-functioning engineering professions.

Since engineering classes in Indian institutes often comprise 80–120 students, the English teachers face immense challenge of simultaneously improving communication skills of a large number of students who are multi-lingual, multi-level L2 learners. Therefore, this paper presents an effective and interesting way of involving all the students and using presentation to improve their communication skills.

This study aims to focus on how online presentations have a positive effect on the anxiety of the students, especially students who are introverted by nature and always suffer from anxiety and stress while performing face-to-face presentations in the classrooms, which negatively affect students’ performance and, thereby grade.

This study adopted a quantitative research design to obtain a broader perspective. An online questionnaire, developed using Google Forms, was accessed by 239 female undergraduate students from Level 1 to 8 of the English Department at the College of Languages and Translation in King Khalid University, Saudi Arabia. The questionnaire consisted of 15 closed Likert-type questions. The Arabic translation of the questions was included in the questionnaire to make the participants more comfortable answering the questions as all the participants' L1 is Arabic.

With the outbreak of the pandemic in March 2020, COVID-19 became a global health issue and significantly impacted education worldwide. With this, a digital transformation took place, resulting in a total e-learning distance education system. This type of technology enhanced distance learning approach had to be adopted as social and physical contacts were limited globally to mitigate the transmissions of the virus. Accordingly, all lectures, learning activities, tests and other forms of evaluation were conducted via distance e-learning. When oral presentations were conducted online, a new reality emerged in this changed situation. This study sought to prove that online oral presentations positively reduce introvert EFL learners' anxiety and stress.

The study was conducted using a small number of samples; thus, to gain substantial insight, future research could be conducted with a greater number of samples from diverse demographic backgrounds. Teachers' perceptions of online oral presentations could also be considered in future studies since education consolidates between learners and teachers. In addition, as this research explored English language major students only, further comparative studies can be conducted including students from other disciplines, which may lead to new insights and issues related to online presentations. This study used a questionnaire as a data collection instrument. It is recommended to use qualitative tools such as interviews, focus group meetings, journals and student diaries in future studies so that more information about in-person presentation anxiety can be discovered.

Participants' opinions, procured through the questionnaire of this study, can bring new insights for educators and policymakers to incorporate online presentations as one of the mainstream assessment methods for tertiary-level courses.

The purpose of this paper is to describe the evolution of a blended learning strategy in a company law course for accounting students and to evaluate its impact on assessment and student self-reflection.

A case study approach is used to describe the development of blended learning technologies within an elevator pitch assessment item in four cohorts over a two-year period. This is complemented by teacher observations, an online survey and student interviews to evaluate the assessment item, the technology used and its impact as a self-reflection and assessment tool.

The case study reveals the benefits of blended learning technologies but also a series of logistical, assessment-related, behavioural and technological issues and how these issues were addressed. The preliminary evidence from the online survey and student interviews suggests that the blended learning technologies have facilitated flexibility in assessment (both from a student and teacher perspective), student self-reflection and fairness in assessment practices.

The study identifies the benefits of and likely issues facing educators when considering the deployment of blended learning technologies to teach and assess oral communication skills. The paper contributes to pedagogy by describing the innovative use of video cameras in assessing elevator pitches and extends the literature on video presentations in higher education, in particular, its positive influence on student self-reflection.

Product design for robot assembly is assisted by a new software package developed at the University of Salford