Giving an oral presentation

Most students feel very nervous about giving talks. This is natural, since very few people are sufficiently confident and outgoing that they look forward to speaking in public. Additionally, the technical nature of your subject matter may give you cause for concern, especially if you feel that some members of the audience have a greater knowledge than you have. However, this is a fundamental method of scientific communication and it therefore forms an important component of many courses. 

The comments in this chapter apply equally to informal talks, e.g. those based on assignments and project work, and to more formal conference presentations. It is hoped that the advice and guidance given below will encourage you to make the most of your opportunities for public speaking, but there is no substitute for practice. Do not expect to find all of the answers from this, or any other, book. Rehearse, and learn from your own experience. 

The three Rs of successful public speaking are Reflect - give sufficient thought to all aspects of your presentation, particularly at the planning stage. Rehearse - to improve your delivery. Rewrite - modify the content and style of your material in response to your own ideas and to the comments of others. 

Begin by marshalling all of the details you need to plan your presentation, 

It is especially important to find out whether the room has the necessary equipment for slide projection (slide projector and screen, black-out curtains or blinds, appropriate lighting) or overhead projection before you prepare your audiovisual aids. If you concentrate only on the spoken part of your presentation at this stage, you are inviting trouble later on. Have a look around the room and try out the equipment at the earliest opportunity, so that you are able to use the hghts, projector, etc., with confidence. 

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After giving an oral presentation, perform a postmortem analysis with a couple of members of the audience. 

In some cases, the teaching methods and the assessment methods may be the same for a specific learning outcome. For example, students learn how to give effective oral presentations by practicing them. To assess whether or not they have achieved the intended learning outcome, we observe them as they give oral presentations. This is an example of performance assessment. 

Insoluble matrix tablets need a carrier, which can be a lipid- or polymer-based excipient [7,31-36], Some suggestions of carrier materials can be found in Table 1. The table also presents the number of hits found upon searching the FDA s homepage [37] for the number of times an excipient is registered as a component in oral extended, sustained, or controlled formulations. This list gives an indication of how often these excipients are commercially used in oral ER formulations but does not automatically tell us the exact formulation or exact mechanistic effect of the excipient. The choice of carrier material is important, and one should be aware of possible... 

While the above-mentioned examples cannot be considered an exhaustive representation of all the possible uses of membranes in the delivery field, they serve to give an idea of how many and how variegated the applications can be. The aim of this chapter is to first describe the basic principles mhng mass transport through membranes. Then, in the light of the administration route (oral, transdermal, and implantable), some of the most important applications are presented and discussed. Finally, future applications of membranes in the dehvery field are briefly treated. 

Giving oral presentations is a responsibility, but it is also an opportunity that can bring great rewards. It is a task that can be learned like any other. I hope that, by giving you the tools, this chapter will give you more confidence in your ability to make effective oral presentations. 

C) Any rule under subparagraph (A), and any substantive amendment or repeal of such a rule, shall be promulgated pursuant to the procedures specified in section 553 of title 5, except that (i) the Administrator shall give interested persons an opportunity for the oral presentation of data, views, or arguments, in addition to an opportunity to make written submissions, (ii) a transcript shall be kept of any oral presentation, and (iii) the Administrator shall make and publish with the rule the finding described in subparagraph (A). 

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