Are Drivers\u27 Manuals Understandable?

In 1984, researchers determined that the readability of state drivers\u27 manuals exceeded the average literacy levels in the United States. Because text complexity threatened the ability of license applicants and practicing drivers to understand the information presented in the manuals, a potential safety risk was indicated. This study analyzes recent editions of the manuals using readability formulas and formal text presentation ratings. It was found that the average difficulty of the drivers\u27 manuals was reduced by more than one grade level and that the 1994 manuals are clearly superior to their earlier versions, but that, in the interest of highway safety, improvements should still be sought

IFOAM Training Manual: Training Manual for Organic Agriculture in the Humid Tropics

The first IFOAM Training Manual for Organic Agriculture in the Tropics (the Basic Manual) was published in 2004. The Research Institute of Organic Agriculture (FiBL) together with partners of the organic movement in the Tropics were commissioned by IFOAM to complete two new training manuals that build on the Basic Manual. The new IFOAM training manuals address the two basic climatic zones of the Tropics, the Arid and Semi-Arid Tropics, and the Humid Tropics. For both new manuals, already existing material was collected, screened and condensed into comprehensive training manuals. Additionally, a large number of farmers, trainers and scientists were asked for their experience. Partner institutions from the Tropics actively collaborated in the development of the manuals. The partners of the manual for the Arid and Semi-Arid Tropics are from Asia (India), Africa (Senegal and Tunisia) and Latin America (Chile). The training manuals contain case studies of organic farming systems, describe successful organic marketing initiatives and offer guidelines for the main crops of the Tropics. With the informative text, transparencies and didactical recommendations the training manuals offer a resource basis for trainers with the idea of encouraging individual adaptation and further development of the material according to need. The training manuals are available on separate CDs in English, French and Spanish. The training manuals were commissioned by IFOAM and funded through its program IFOAM-GROWING ORGANIC II (I-GO II). The Research Institute of Organic Agriculture (FiBL) and the Swiss Import Promotion Programme (SIPPO) provided co-funding

Automatic editing of manuals

The documentation problem is discussed that arises in getting all the many items included in a computer program prepared in a timely fashion and keeping them all correct and mutually consistent during the life of the program. The proposed approach to the problem is to collect all the necessary information into a single document, which is maintained with computer assistance during the life of the program and from which the required subdocuments can be extracted as desired. Implementation of this approach requires a package of programs for computer editorial assistance and is facilitated by certain programming practices that are discussed

"Do screen captures in manuals make a difference?": a comparison between textual and visual manuals

Examines the use of screen captures in manuals. Three types of manuals were compared: one textual and two visual. The two visual manuals differed in the type of screen capture that was used. One had screen captures that showed only the relevant part of the screen, whereas the other consisted of captures of the full screen. All manuals contained exactly the same textual information. We examined immediate use on time (use as a job aid) and on learning (use as a teacher). For job-aid purposes, there was no difference between the manuals. The visual manual with full-screen captures and the textual manual were both better for learning than the visual manual with partial screen captures. We found no effect on user motivation. The tentative conclusion of this study is that screen captures seem not to be vital for learning or immediate use. If one opts for including screen captures, then the conclusion is that full-screen captures are better than partial one

The effects of screen captures in manuals: A textual and two visual manuals compared.

The study examines the use of screen captures in manuals. Three designs of manuals were compared, one textual and two visual manuals. The two visual manuals differed in the type of screen capture that was used. One had screen captures that showed only the relevant part of the screen, whereas the other consisted of captures of the full screen. All manuals contained exactly the same textual information. We examined the time used on carrying out procedures (manual used as a job aid) and the results on retention tests (manual used for learning). We expected to find a trade-off between gain in time and learning effects. That is, we expected that higher scores on the retention tests involved an increase in time used and, vice versa, that gains in time would lead to lower retention test scores. We also explored the influence of manual design on user motivation. For job-aid purposes, there were no differences between manuals. For learning, the full-screen captures manual and the textual manual were significantly better than the partial-screen captures manual. There was no proof for the expected trade-off. More learning was not caused by an increase in time used. We found no effects on user motivation. This study does not yield convincing evidence to support the presence of screen captures in manuals. However, if one wants to include screen captures, this study gives clarity for the type of screen capture to choose. The use of full-screen captures is preferable to partial ones. Finally, we conclude that documentation designed to expedite the execution of tasks does not necessarily hamper the learning that may resul

Instruction manuals for radiographic nondestructive testing

Six new handbooks on the fundamentals of nondestructive test techniques supply recent information for instructing inspectors and technicians, and can be used effectively in shops or laboratories, technical schools, or home study programs

Lyme Disease and the Workplace

{Excerpt] Lyme disease, an infection by the bacterium Borrelia burgdorferi, was named after a Connecticut town where a group of arthritis cases in children appeared in the early 1970s. These bacteria are carried by infected blacklegged ticks and are transmitted to humans through tick bites. While deer feed ticks and spread them around — actually mice infect the majority of ticks carrying Lyme in the Northeast. A mouse might have dozens of ticks covering its ears and face and can infect up to 95% of those ticks. Climate change is part of the surge in Lyme disease cases, but a big factor has been the history of land use in the Northeast. When the area was first settled, early farmers clear-cut nearly all of the forests to plant crops and raise livestock, as well as cutting down trees for commercial use and for firewood. While a lot of forest has come back, today it\u27s broken up by roads, farms, and housing developments. Mice tend to thrive in these fragmented landscapes because their predators -- foxes, hawks, owls -- need big forests to survive

Occupational Stress: Some Background with Ideas for Organizational Change

[Excerpt] What is stress? Dr. Hans Selye, an early researcher on stress, defined it as “the wear and tear caused by living.” Since it is part of life, we cannot avoid it – at work and in our personal lives. In today’s world, we experience situations and circumstances that are typically not really life-threatening. Or we worry about things that might happen or go wrong, but may never actually occur. Our bodies respond to these situations using our natural survival mechanisms – yet these can be an over-response because they evolved to deal with life-threatening events. In many ways, you could say that we are living in the bodies of our ancestors, but in a very different world. We inherited the adaptive responses that enabled them to survive