532,130 research outputs found

    The effects of the use of a color code in graphic presentation and assessment on the reader\u27s immediate recall and delayed retention

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    The study investigated the effects of the use of a color code in graphic presentation and assessment of verbal material on the reader\u27s immediate recall and delayed retention. Nine seventh-grade classes, containing a total of 132 students, were randomly assigned to one of four treatment groups: (a) color-coded graphic presentation with a color-coded graphic assessment, (b) color-coded graphic presentation with a black/white graphic assessment, (c) black-white graphic presentation with a color-coded graphic assessment, and (d) black/white graphic presentation with a black/white graphic assessment. The research design was a 2 x 2 x 2 factorial; the independent variables were the graphic presentation type (color-coded or black/white), the graphic assessment type (color-coded or black/white), and the time of testing (immediate recall and delayed retention). The dependent variable was achievement on assessments at immediate recall and delayed retention. A repeated measures analysis of variance was used to test all relevant interactions and main effects. Based on the analysis, there was a significant three-way interaction among graphic presentation type x graphic assessment type x time of testing. Further analyses indicated a significant simple two-way interaction between presentation type x assessment type at the immediate recall and the absence of one at delayed retention. Two major implications can be drawn from these findings: (1) At immediate recall, the important factor in enhancing performance appeared to be the match between graphic presentation and assessment types rather than the presence or absence of a color code. However, there was a slight overall advantage for the matched systematic color code in both graphic presentation and assessment. (2) At delayed retention, the important factor in enhancing performance appeared to be the presence of a systematic color code in graphic presentation. The additional presence of a color code in assessment produced a slight advantage. The knowledge gained from this study supports and extends our understanding of schema theory, graphics, and color. These findings should be noted and their implications assimilated by graphic designers, teachers, and students when preparing and using educational materials

    Codes and Hypertext: the Intertextuality of International and Comparative Law

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    The field of information studies reveals gaps in the literature of international and comparative law as part of interdisciplinary and textual studies. To illustrate the kind of theoretical and text-based work that could be done, this essay provides an example of such a study. Religious law texts, civil law codes, treaties and constitutional texts may provide a means to reveal the nature of hypertext as the new format for commentary. Margins used to be used for commentary, and now this can be done with hypertext and links in footnotes. Scholarly communication in general is now intertextual, and texts derive value and meaning from being related to other texts. This paper draws upon examples chosen after observing relationships between text presentation and hypertext as well as detailing similar observations by scholars to date. However, this essay attempts to go beyond a descriptive level to argue that this intertextuality, and the hypertext nature of the web, bring together texts and traditions in a manner conducive to the study of legal systems and their points of convergence

    Instructional strategies and tactics for the design of introductory computer programming courses in high school

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    This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to control students' processing load. In order, they emphasize topdown program design, incremental learning, and program modification and amplification. In contrast, tactics are specific design plans that prescribe methods to reach desired learning outcomes under given circumstances. Based on ACT* (Anderson, 1983) and relevant research, we distinguish between declarative and procedural instruction and present six tactics which can be used both to design courses and to evaluate strategies. Three tactics for declarative instruction involve concrete computer models, programming plans and design diagrams; three tactics for procedural instruction involve worked-out examples, practice of basic cognitive skills and task variation. In our evaluation of groups of instructional strategies, the Reading approach has been found to be superior to the Expert and Spiral approaches

    Screening of energy efficient technologies for industrial buildings' retrofit

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    This chapter discusses screening of energy efficient technologies for industrial buildings' retrofit

    Using simulation studies to evaluate statistical methods

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    Simulation studies are computer experiments that involve creating data by pseudorandom sampling. The key strength of simulation studies is the ability to understand the behaviour of statistical methods because some 'truth' (usually some parameter/s of interest) is known from the process of generating the data. This allows us to consider properties of methods, such as bias. While widely used, simulation studies are often poorly designed, analysed and reported. This tutorial outlines the rationale for using simulation studies and offers guidance for design, execution, analysis, reporting and presentation. In particular, this tutorial provides: a structured approach for planning and reporting simulation studies, which involves defining aims, data-generating mechanisms, estimands, methods and performance measures ('ADEMP'); coherent terminology for simulation studies; guidance on coding simulation studies; a critical discussion of key performance measures and their estimation; guidance on structuring tabular and graphical presentation of results; and new graphical presentations. With a view to describing recent practice, we review 100 articles taken from Volume 34 of Statistics in Medicine that included at least one simulation study and identify areas for improvement.Comment: 31 pages, 9 figures (2 in appendix), 8 tables (1 in appendix

    Adherence of Prime-Time Television Advertising Disclosures to the “Clear and Conspicuous Standard: 1990 vs. 2002

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    In 1990, one-fourth of all national television commercials contained disclosures, yet none of the disclosures adhered to all of the Federal Trade Commission\u27s clear and conspicuous standard (CCS). As a result of marketplace changes and a 2001 Federal Trade Commission and National Advertising Division joint workshop, the authors anticipate an increase in the number of disclosures and greater adherence to the CCS. The authors find a significant increase in disclosure incidence; however, adherence declines or remains unchanged for most individual guidelines. Finally, the authors provide public policy implications and offer suggestions to increase adherence to the CCS

    Capital market pressures and the format of intellectual capital disclosure in intellectual capital intensive firms

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    Purpose - A number of studies have examined firms’ intellectual capital (IC) disclosure practices. However, the presentation format of IC disclosure (text, numerical and graphs/pictures) is yet to be examined. In addition, there is little evidence on the impact of capital market pressures on IC disclosure. This study aims to examine the relation between presentation format of IC disclosures and three market factors (market-to-book ratio, share price volatility and multiple listing. Design/methodology/approach - Using content analysis, we examine the level of IC disclosure provided in the annual reports of 100 IC-intensive listed UK firms. A 61-IC-item research instrument is used to measure IC disclosure and regression analysis is employed to examine the relation between disclosure and the market factors, controlling for corporate governance and firm specific variables. Findings - Text is the most commonly used format for IC disclosure, whilst the use of graphs/pictures is very low. The findings of the relation between market factors and IC disclosure are mixed. Market-to-book ratio is significantly related to disclosure in text and numerical, but not to graphs/pictures. Share price volatility is only associated with graphs/pictures, whilst multiple listing is only related to text. Originality/value - Our findings suggest that the impact of capital market pressures on IC disclosure might differ with presentation format. In this context, the study makes a significant contribution to the IC disclosure literature

    A study on the effect of a web-based teaching module and gender on accounting students’ ethical judgements

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    Accounting educators face the increasingly important task of teaching ethics. Yet, there is little empirical evidence on the effectiveness of different ethics instructional methods on accounting students’ ethical judgements. This study examines whether the ethical decision making of accounting students differs (1) between those instructed through a web-based teaching module and those adopting a more traditional textbook-focused approach, and (2) between gender. A total of 156 students from a second-year financial accounting course participated in the study, with 90 students utilising the web-based module which was designed based on Rest’s (1979) model on ethics development. The other 66 students were instructed through a more traditional teaching approach based on regular class discussions using the ethical problems presented in the textbook. Subsequently, when presented with a whistle-blowing situation, the results of the study suggest that the attitudes and judgements of students instructed through the web-based module were more ethical than those utilising the traditional textbook module. Further, gender was found to impact ethical judgements but only among students who were exposed to the web-based module. The implications of the findings on accounting ethics education are discussed
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