Measurement Error in Google Ticker Search

We quantify and illustrate the effects of measurement error in the Google ticker search volume index (“SVI”)—a commonly used proxy for investor attention. Based on a dataset of roughly 2.7 billion website visits following S&P 500 ticker searches, we estimate that 69% of searches are not by investors searching for information, and find that this measurement error is highly correlated with firm characteristics. We then show that measurement error in SVI can cause erroneous inferences in three common types of tests. First, in tests of investor attention around information events, measurement error biases coefficients towards zero and can generate false-negative results (type 2 errors). Second, because SVI measurement error is correlated with firm characteristics, it can easily generate false-positive results in cross-sectional tests (type 1 errors). Third, tests that compare SVI to other attention proxies can produce erroneous inferences due to difference

Presenting dynamic information on mobile computers

A problem with mobile computing devices is the output of dynamic information owing to their small screens. This paper describes an experiment to investigate the use of non-speech sounds to present dynamic information without using visual display space. Results showed that non-speech sound could be used in a simple share-dealing scenario to present a “sound graph” of share prices. This allowed participants to reduce the workload they had to invest in share-price monitoring as they could listen to the graph whilst they worked in a share accumulation window

Migrants d'Afrique de l'Ouest

[N° thématique de la revue Hommes et migrations, n°1160] - Au sommaire : - L'espace migratoire de l'Afrique de l'Ouest : panorama statistique, par N. Robin. -Itinéraires africains de migrants sénégalais, par S. Bredeloup. - Les frontières en Afrique de l'Ouest, sources et lieux d'informations, par E. Gu Konu. - Retour au pays des Burkinabé de Côte d'Ivoire, par R. Blion. - Camelots à New-York : les pionniers de l'immigration sénégalaise

Psychological benefits of networking technologies in children’s experience of ensemble music making

Little is currently known about the possible benefits of using networked technology to enhance ensemble performance. This study explored whether the introduction of specially devised technology – networked tablets using traditional music notation – to a primary school orchestra would enhance the experience of ensemble music. Particular emphasis was placed on how the technology could help children to overcome practical problems associated with ensemble playing for early stage musicians (e.g., keeping in sync with other players), thereby leading to better engagement with the music and ultimately greater enjoyment. Findings from a thematic analysis of responses from a focus group with 8 young orchestra players aged 9-11 years and from an interview with the orchestra conductor, together with indications from the statistical analysis of 28 orchestra participants’ questionnaire responses, suggest that the technology did help to reduce the practical problems associated with ensemble playing. This appeared to interrupt the downward spiral of frustration and lack of confidence in playing for some young people, and enhanced the likelihood of feelings of enjoyment and belonging

Design of higher education teaching models and carbon impacts

Purpose This research examines the main findings of the SusTEACH study of the carbon-based environmental impacts of 30 higher education (HE) courses in 15 UK institutions, based on an analysis of the likely energy consumption and carbon emissions of a range of Face-to-face, Distance, Online and ICT-enhanced blended teaching models. Design/methodology/approach An environmental assessment of 19 campus-based and 11 distance-based HE courses was conducted using questionnaire surveys to gather data from students and lecturers on course-related travel; the purchase and use of Information and Communication Technologies (ICTs) and paper materials; residential energy consumption, and campus site operations. Results were converted into average energy and CO2 emissions, normalised per student per 100 study hours, and then classified by the primary teaching model used by lecturers. Findings The main sources of HE course carbon emissions were travel; residential energy consumption; and campus site operations. Distance-based HE models (Distance, Online and ICT-enhanced teaching models) reduced energy consumption by 88% and achieved significant carbon reductions of 83% when compared with campus-based HE models (Face-to-face and ICT-enhanced teaching models). The Online teaching model achieved the lowest energy consumption and carbon emissions, although there were potential rebound effects associated with increased ICT-related energy consumption and paper used for printing. Practical implications New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel, residential and campus accommodation. Originality/value Few studies have examined the environmental performance of HE teaching models. A new classification of HE traditional, online and blended teaching models is used to examine the role of ICTs and the likely carbon impacts