JaxoDraw: A graphical user interface for drawing Feynman diagrams

JaxoDraw is a Feynman graph plotting tool written in Java. It has a complete graphical user interface that allows all actions to be carried out via mouse click-and-drag operations in a WYSIWYG fashion. Graphs may be exported to postscript/EPS format and can be saved in XML files to be used in later sessions. One of the main features of JaxoDraw is the possibility to produce LaTeX code that may be used to generate graphics output, thus combining the powers of TeX/LaTeX with those of a modern day drawing program. With JaxoDraw it becomes possible to draw even complicated Feynman diagrams with just a few mouse clicks, without the knowledge of any programming language.Comment: 15 pages, no figures; typos corrected; visit the JaxoDraw home page at http://altair.ific.uv.es/~JaxoDraw/home.htm

Text books untuk mata kuliah pemrograman web

.HTML.And.Web.Design.Tips.And.Techniques.Jan.2002.ISBN.0072228253.pd

Developing alternative over-the-counter medicine label formats: How do they compare when evaluated by consumers?

Background: In recent years, the Australian Therapeutic Goods Administration (TGA) has proposed implementing a standardized over-the-counter (OTC) medicine label. However, there were mixed consumer opinions regarding a label proposed in 2012 and limited evidence demonstrating the usability of the revised (2014) format. Objective: To develop and examine the usability of alternative OTC medicine label formats for standardization, and explore consumer perspectives on the labels. Materials and methods: Four alternative labels were developed for the exemplar medicine diclofenac. One was based on the Medicine Information label proposed by the TGA (‘Medicine Information’), one was based on the U.S. Drug Facts label (‘Drug Facts’), and two were based on suggestions proposed by consumers in the earlier needs analysis phase of this research (referred to as the ‘Medicine Facts’ and ‘Consumer Desires’ label formats). Five cohorts of 10 participants were recruited. Each cohort was assigned to user test one of the alternative labels or an existing label for a proprietary diclofenac product (which acted as a comparator) for diagnostic purposes. Each participant then provided feedback on all 5 labels. Each interview consisted of the administration of a user testing questionnaire, measuring consumers’ ability to find and understand key points of information, and a semi-structured interview exploring consumer perspectives. Results: Overall, all 4 alternative label formats supported consumers’ ability to find and understand key points. The existing comparator label was the poorer label with respect to participants’ ability to find and understand key points. Factors such as perceived usability, color, design, content, and/or content ordering impacted consumer preferences. The ‘Consumer Desires’ or ‘Drug Facts’ label formats were most often preferred by consumers for use as the standardized OTC label over the TGA proposed format. Conclusions: All alternative label formats demonstrated satisfactory usability and could be considered for use in OTC label standardization. User testing of OTC labels and consumer feedback received as part of the testing process can assist in the refinement of OTC labeling to ensure that implemented policies are evidence-based

Reading e-books on a near-to-eye display: Comparison between a small-sized multimedia display and a hard copy

Peer reviewe

The unConference Toolkit

The unConference Toolkit was developed in preparation for the inaugural Digital Youth & Learning unConference hosted by Digital Opportunity Trust (DOT; dotrust.org) in Nairobi, Kenya in May 2013. We believed an unConference approach could disrupt traditional perceptions of what happens at a knowledge exchange. It is thought that blending research, theory, practice, and policy discourses can lead to more participatory knowledge creation as well as more research savvy organizations, such as DOT's. Knowledge exchanges are seen as one way to accomplish this goal. However, this can be challenging to achieve. And so, with this challenge in mind, DOT set out to conceptualize and deliver a more innovative approach to such exchanges and knowledge mobilization, particularly within a global context: an unConference. Drawing on leading-edge research (focused on ICT, youth, gender, learning and pedagogy, and entrepreneurship) as a catalyst, DOT hosted an unConference focused on changing the way researchers, youth beneficiaries, practitioners, and policy makers interact with knowledge and building a network of like minded individuals to create economic, education, and entrepreneurial opportunities in East Africa. Although unConferences have been around for several decades, they are only now finding their way into more research-informed knowledge sharing events. As we, and our colleagues in East Africa, embarked on this unConference project we struggled to find relevant resources to help us design this event. This toolkit reflects an amalgam of resources we both found and innovated. We hope it will be helpful to others considering a more organic and participatory approach to sharing and mobilizing knowledge.The website where this toolkit is hosted may be undergoing maintenance and the page unavailable. If so, the toolkit is available in STORRE. Click the full text link or STORRE handle to access. http://education.ok.ubc.ca/research/innovative-learning-centre/The_unConference_Toolkit.htm

Word and Excel as Qualitative Data Analytic Software

Word and Excel provide the qualitative data analyst basic software tools for small-scale projects. This presentation reviews how the Office software was employed for analyzing a quantitative and qualitative data base derived from an e-mail survey. Software features and functions such as FONT SIZE, TEXT BOX, and CONCATENATE provide fundamental assistance with data analysis. This presentation is appropriate for beginning qualitative researchers with no access to sophisticated CAQDAS software

Choice-based learning : lecture-based or team learning?

This study investigates choice-based learning as a choice between lecture-based or team learning in a large class at a large university in a European country. The study was designed as a between-subjects quasi-experiment where students were allocated their preferred learning approach. Data were collected for eight consecutive years (2008-2016). Based on quantitative and qualitative data, this study investigates the effect of choice-based learning on choice satisfaction, student selection and on student learning outcomes. The results show that team learning has a positive effect on learning outcomes. If students are faced with the choice, the majority select lecture-based learning. Additionally, both student groups are satisfied with their selected learning paths but selected them for specific reasons. Finally, choice-based learning provides job satisfaction for the instructors of both learning paths. These results can re-energize the ongoing discussion on why and how to engage students in learning activities