The Effect of Subject Matter and Degree of Realism on Aesthetic Preferences for Paintings

This paper describes the impact of the degrees of realism (unrealistic, moderately realistic and highly realistic) of the pedagogical agent on student’s achievement during online learning in terms of gender. Three modes of the e-learning portal with appropriate degrees of realism, namely, Online Learning with a Cartoon Pedagogical Agent (OLCPA), Online Learning with a Moderately Realistic Pedagogical Agent (OLMRPA) and Online Learning with a Highly Realistic Pedagogical Agent (OLHRPA) were developed and implemented. A quasi-experimental 3x2 factorial design was employed; independent variables were three degrees of realism, the dependent variable was achievement scores, and the moderator variable was gender of students. The subjects were 130 Form Four students (16 years old) from Malaysian secondary schools who were randomly assigned to groups. Analysis of variance (ANOVA) was employed to analyze data. The findings of the study suggest that there was no significant difference in the students’ achievement among the three degrees of realism in terms of their genders; both genders achieved almost the same across different degrees of realism. The reasons for the observed results are discussed and elaborated.

We explored the value of skeuomorphism as an icon style particularly for the elderly people. To identify the proper approach of skeuomorphism we articulated two factors such as degree of realism and level abstraction. We employed call, contact, and camera icons and created eight alternatives, four degrees of realism by two levels of abstraction for each. We conducted semi-structured interviews with 30 Korean elderly and asked about their preference and understandability depending on how the app icons are visualized. A conjoint analysis revealed that the degree of realism is more important for having an aesthetic satisfaction, whereas the abstraction level is more relevant for better understanding the function of an icon. Overall, the degree of realism is positively correlated with both preference and understandability. Moreover a direct metaphoric icon has an advantage to appeal more and to inform more efficiently, particularly for female or novice elderly users.

The drafters of the Next Great Copyright Act will have to establish the subject matter that their statute will protect. Currently, the 1976 Copyright Act protects a very broad range of subject matter, though its reach is not unlimited. Perfume, for example, falls outside all of the categories of subject matter protected in the current statute. The question of what subject matter copyright law protects has been largely, though not entirely, uncontroversial in recent years, and this Article does not propose that the Next Great Copyright Act expand or contract copyright’s subject matter. Instead, it draws on experience under the current act and its predecessor (the 1909 Copyright Act) to offer lessons to guide legislators in drafting a new statute’s subject-matter provisions. Most importantly, Congress should expressly and exhaustively enumerate in the statute all of the categories of subject matter that it intends to protect. Congress should not delegate authority to the courts or the Copyright Office to find other, unenumerated categories of subject matter copyrightable. In the past, Congress appears to have left open the possibility that subject matter not enumerated in the statute—such as, for example, perfume under the 1976 Act—might nevertheless be copyrightable, either by writing a statute (the 1909 Act) that could be read to protect every type of authorship that the Constitution authorizes Congress to protect or by indicating (in the 1976 Act) that the statutory list of categories of copyrightable subject matter is nonexhaustive. The Next Great Copyright Act should reject both approaches. In addition to identifying all of the categories of authorship that it wishes to protect, Congress should statutorily define each enumerated category, and should do so with sufficient breadth that rapid technological developments do not quickly make the definitions obsolete. The current statute, in contrast to the 1909 Act, demonstrates how this can be done. Finally, Congress should make clear that works of authorship incorporating preexisting material—in particular, compilations of preexisting material—are copyrightable only if they come within one of the expressly enumerated categories. © 2014 R. Anthony Reese. † Chancellor’s Professor of Law, University of California, Irvine. Thanks to the participants in the symposium, and to Jane Ginsburg, Rob Kasunic, Jessica Litman, Lydia Loren, Pam Samuelson, Chris Sprigman, and Molly Van Houweling for helpful discussions on the topic of copyright’s subject matter. Thanks also to Chris Buccafusco, Ed Lee, David Schwartz, the participants in the Spring 2013 Chicago IP Colloquium, and the participants in the January 2012 Vanderbilt JET Copyright & Creativity Symposium for comments on an earlier draft paper on this topic. 1490 BERKELEY TECHNOLOGY LAW JOURNAL [Vol. 29:1489 Following these principles in establishing the subject matter protected by the Next Great Copyright Act would improve upon the 1976 Act’s provisions and would resolve a number of uncertainties generated by the current statutory language.

This study focuses on three key topics in environmental behaviour – social distance, boundary effects, and height preferences. Through a self-developed interactive motion capture virtualexperiment platform, the study investigates user behaviour differences across different intimacy levels and degrees of realism in VR environments. Compared to traditional environmental behaviour results, the study found that in VR environments, couples maintain a greater social distance than they do in real, while friends and strangers maintain much shorter distances. The boundary effect is significantly weakened in virtual environments, and climbing stairs becomes a more preferred choice. The level of realism in the VR has a notable impact on social distance. People's behaviour in VR does not completely align with their behaviour in real. The degree of realism in VR and the level of intimacy between participants are key factors influencing the experimental results. In VR environments, people are more likely to make ‘self-centered’choices. It is foreseeable that more diverse types of virtual spaces will encourage users to exhibit behaviours different from those traditionally anticipated by designers. Gaining a deeper understanding of users’ behaviours and motivations in virtual environments is essential for the effective construction of these spaces.

A developmental study of children's preferences for paintings

The purpose of this study was to compile a listing of theses and dissertations completed in home economics in colleges and universities in the United States during 1985. The 885 titles received from 73 institutions are listed by subject matter and degree; and the author, institution, and availability of the document are reported. Information about graduate research in home economics is summa rized through presentations of totals for each institution, by subject matter cate gories, and through rankings for the institutions reporting the largest numbers of theses and dissertations. Of all the titles, 26 percent were for dissertations. The largest number of titles was reported in nutrition, and family relations ranked second. In comparison to the titles reported in 1983 and 1984, the percentage of dissertations was similar (25% vs. 26%) and the subject matter areas with the largest numbers of titles were the same.

Artificial intelligence offers promising applications for content production. However, their development faces significant copyright issues because it involves reproduction of protected subject matter and requires datasets so large that obtaining licences from all rightholders is unfeasible. These issues potentially hinder technological development and content production. On the other hand, some AI applications can threaten the interests and incentives of those who create works and subject matter that are protected by related rights. This article examines whether EU copyright and antitrust law are capable of addressing these challenges. It identifies possibilities and obstacles in applying exceptions for text and data mining (TDM) and temporary copying to the development of artificial creativity (AC) applications. The article also examines mechanisms by which EU antitrust law facilitates access to copyright-protected training materials and licences – an important complement to the copyright exceptions. While copyright and antitrust law enable the development of AC in certain situations, their tools are limited to particular types of AI applications, certain categories of subject matter and specific market conditions, and are subject to requirements concerning the development process as well as considerable legal uncertainty. Copyright and antitrust law also remain largely toothless against contractual and technological restraints, while recent EU initiatives dealing with data access also provide little relief in this regard.

This study examined the relative influence of subject matter, color, and degree of realism in shaping the preference responses to paintings of subjects in grades 3, 5, 7, 11, and college. The results add to the evidence that degree of realism is the most important factor in shaping untrained subjects' responses to paintings and that color and subject matter have less influence on these judgments. In addition, there were no significant developmental differences across subjects representing the various age levels in this study.

PurposeThe purpose of this paper is to develop a framework that can be used by marketing educators to evaluate the appropriateness of case studies for inclusion in a course.Design/methodology/approachThis viewpoint paper represents the views of the author alone.FindingsSelection criteria for the possible inclusion of specific case studies in a marketing course will be affected by the characteristics of students (prior experience, familiarity with subject matter), characteristics of the course (academic level, subject matter, managerial or non‐managerial orientation), and by characteristics of the case study (degree of realism, complexity, knowledge content, skills content, degree of decision orientation).Originality/valueSuggests a practical way forward for marketing educators, particularly those new to the profession, when selecting case studies for incorporation into their course.

The purpose of this study was to examine the effect that large withinexaminee item difficulty variability had on estimates of the proportion of consistent classification of examinees into mastery categories over two test administrations. The classification consistency estimate was based on a single test administration from an estimation procedure suggested by Subkoviak (1976). Analyses of both actual and simulated data revealed that the use of a single, overall-item difficulty estimate for an examinee's true-score, even when item difficulty varied greatly within an examinee, did not influence the estimation of the proportion of consistent classifications any more than homogeneous difficulty situations. Effects of Item Difficulty Heterogeneity on the Estimation of True-Score and Classification Consistency Methods of estimating the consistency of classification into two or more categories over two testing occasions but using information gained from only a single test administration have been proposed (Huynh, 1976; Marshall & Haertel, 1975; Subkoviak, 1976). All of these methods of estimating classification consistency (CC) were originally conceived to be used on criterionor domainreferenced tests which were tests of fairly short length (i.e., 30 items or less) consisting of items assumed to measure somewhat narrowly defined content areas. The latter assumption is frequently thought to carry with it an assumption of approximate equal item difficulties or item exchangeability1* throughout the test for a given examinee. In fact all of the previously cited methods of estimating CC require this assumption. However, tests which are not constructed to these specifications can still be used to classify individuals into categories. The ACT Proficiency Examination Program (ACT PEP) tests are of this type. These exams are de­ signed to measure subject matter proficiency attained primarily outside of the classroom in on-the-job situations, such as nursing career experiences. Exams of this type cover a number of subject matter categories that are related more by job performance criteria than similarity of content. Because of the diversity of content included, the tests also report results on more homogeneous subcategories of items. The ACT PEP test called Fundamentals of Nursing is a typical representative of such proficiency tests. It consists of item sets from six subject matter categories ranging in length from only 8 items to 52 items with the average length around 20 items. The test specifi­ cations require that the items within a category item set fall under the broad content heading but the items within a set are not thought of as exchangeable,

The purpose of this study was to compile a listing of the theses and dissertations completed in home economics in colleges and universities in the United States during 1986. The 747 titles received from 68 institutions are listed by subject matter area and degree; and the author, institution, and availability of the docu ment are reported. Information about graduate research in home economics is summarized through presentations of totals for each institution, by subject matter categories, and through rankings for the institutions reporting the largest numbers of theses and dissertations. Of all the titles, 30 percent were for disser tations. The largest number of titles was reported in nutrition; family relations ranked second. In comparison to the titles reported from 1982 through 1985, the percentage of dissertations has increased (from 23% to 30%) and the subject matter areas with the largest numbers of titles remained the same.

Likert scale vs visual analog scale for assessing facial pleasantness

The article presents preliminary interdisciplinary criteria for understanding the subject field of art in the interaction between anthropology and art studies. It is important to highlight the methodological approach adopted in the comprehensive analysis of artistic content in relation to different geographical regions. It is crucial that scholars from diverse scientific disciplines engage in the theoretical comprehension of the Russian cultural field. The authors posit that the distinctive and particular content of the anthropology of art resides in the circumstances of culture, which may be understood in three dimensions: sacral/ethno-national-religious, socio-organisational, and nature-production. These dimensions may be conceived as parts of the “matrix of being,” which is essential for scientific comprehension of the object and subjects of the discussed scientific direction. There is currently no agreed scientific or practical substantiation for the anthropological nature of art in its ethnic understanding. The systematic classification of factors of production, social and religious modes of life within the cultural context of diverse peoples, in conjunction with historical periodization, enables the introduction of a typological dimension that is characteristic of ethnic art. Accordingly, the anthropological/ethnocultural aspect of art should be examined in the context of the causal relations between the material and spiritual purpose of the ‘thing’ (human-function-form). It is important to engage in interdisciplinary dialogue on this topic, but it is essential to reach a consensus on the categories of subject matter and the conditions for their formulation.

In the years since the U.S. Supreme Court gave public school administrators nearly absolute control of school-sponsored student publications (Hazelwood, 1988), supporters of the student press in 29 states have tried to convince their politicians to protect student expression by state statute (Arkansas Makes Six, 1995).(1) Efforts have been successful in Arkansas, Colorado, Iowa, Kansas, and Massachusetts, which increased to six the number of states having some form of statutory protection for student expression in school-sponsored publications. Prior to 1988, only California had included such protection in its Education Code. Shortly after the Hazelwood decision, one educator called upon university schools and departments to help the Third Press to secure laws forbidding (Knight, 1988, p. 47), while others decried the kind of censorship allowed under the Court's new guidelines (Garneau, 1988; Hentoff, 1988; Hazelwood: Experts React, 1988). Additionally, there emerged a new focus on research that could be related to successful campaigns for student publications legislation. The most helpful research has specifically tapped two areas: how principals, scholastic press association directors, journalism advisers, and students view various aspects of student publications; and what strategies are successful in securing political support for legislation. Very few scholarly studies or popular media articles have addressed the ways these two types of information may be synthesized to produce positive results, but such a synthesis was successful in the battle to gain student publications legislation in Arkansas (Plopper, 1995). With a failure rate of 83 percent in the 28 other states where efforts have been made to pass student press legislation since 1988, it may be time to reconsider the tactics being used by proponents of such legislation. By synthesizing views of the student press and information about successful political strategy, this study proposes a model for passing student press legislation. It also suggests that journalism and mass communication faculty take a major role in implementing the model. The student press In mid-1988, Click and Kopenhaver reported a nationwide study of high school principals and publications advisers that showed both groups, by overwhelming percentages, favored prior review of student publications (p. 50). Dickson (1989) reported that 98.6 percent of the Missouri principals he surveyed expected journalism advisers to talk to them if the advisers had any questions about the appropriateness of material scheduled for publication, and he documented several categories of subject matter that principals thought they would suppress in a student publication, if they found it objectionable (p. 171). Dvorak, Lain, and Dickson (1994), citing Dickson's previously unpublished 1990 nationwide study of high school newspaper advisers, reported that the kind of newspaper content causing the most conflict was that which was considered to be fair or balanced (p. 290). Click, Kopenhaver, and Hatcher (1993) surveyed principals and journalism advisers nationwide, asking about their attitudes toward student press freedom. They found that the two groups differed significantly in their attitudes toward factors relating to student newspapers (p. 69) and suggested, Advisers may be well advised to work with their principals to narrow this gap (p. 69). Olson, Van Ommeren, and Rossow (1993) asked the nation's scholastic press association directors about their attitudes toward the student press and found high agreement with the statement, High school journalism advisers should review all copy before it is printed (p. 11). They also concluded, Concerning press rights, the directors believe that high school journalists should be granted First Amendment protection coupled with a strong commitment, as one director puts it, to 'teaching, not supervision, advising, not control' (p. …

Designing An Optimal Intellectual Property System for Plants: A U.S. Supreme Court Debate