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The purpose of this paper is to investigate office users' perceptions of their working environment in relation to the addition of plants.

Office users' perceptions were examined using a survey, administered to an experimental group and a control group before and after the installation of plants. The results were analysed to determine any statistically significant differences between the two groups and between the pre‐ and post‐test surveys for the experimental group. Absence data were analysed to establish any changes in absence rates.

Significant differences were found between the experimental and control groups for the work environment contributing to pressure, health concerns, morale and preference for plants. There were also perceived improvements in productivity, pressure, privacy and comfort although these were non‐significant. Sickness absence reduced substantially in the area with plants and increased slightly in the control area.

It would be useful to extend this research over a longer time frame and in a greater range of buildings to validate the results.

By providing well‐designed workplaces, including living plants, organizations can potentially improve employee perceptions, leading to performance gains and reduced absence. This paper suggests that significant savings can be achieved in comparison to the cost of plants.

The role of indoor nature has received relatively little attention compared to the number of studies on outdoor nature. Additionally, this paper applies the research to a real working environment as opposed to experimental designs, which have formed the majority of previous studies.

How should economists incorporate culture into their economic analysis? What empirical approaches to identifying, measuring, and analyzing the relationship between culture and economic action are most appropriate for economists? In particular, what can experimental economists learn from the methods of economic anthropologists, sociologists, and historians who study culture? We argue that while both quantitative and qualitative approaches can reveal interesting relationships between culture and economic actions/outcomes, especially in experimental research designs, qualitative methods help economists better understand people’s economic choices and the economic outcomes that emerge from those choices. This is because qualitative studies conceptualize culture as a pattern of meaning, take the relevant cultural data to be people’s thoughts and feelings, treat the market as a cultural phenomenon, and allow for novel explanations.

The purpose of this study is to scrutinize the influence of individual learning styles on the effectiveness of augmented reality (AR)-based learning in structural engineering. There has been a lack of research examining the correlation between learning efficiency and learning style, particularly in the context of quantitatively assessing the efficacy of AR in structural engineering education.

Using Kolb’s experiential learning theory (ELT), a model that emphasizes learning through experience, students from the construction management department are assigned four learning styles (converging, assimilating, diverging and accommodating). Performance data were gathered, appraised, and compared through the three dimensions from the Knowledge, Attitude and Practices (KAP) survey model across four categories of Kolb’s learning styles in both text-graph (TG)-based and AR-based learning settings.

The findings indicate that AR-based materials positively impact structural engineering education by enhancing overall learning performance more than TG-based materials. It is also found that the learning style has a profound influence on learning effectiveness, with AR technology markedly improving the information retrieval processes, particularly for converging and assimilating learners, then diverging learners, with a less significant impact on accommodating learners.

These results corroborate prior research analyzing learners' outcomes with hypermedia and informational learning systems. It was found that learners with an “abstract” approach (convergers and assimilators) outperform those with a “concrete” approach (divergers and accommodators). This research emphasizes the importance of considering learning styles before integrating technologies into civil engineering education, thereby assisting software developers and educational institutions in creating more effective teaching materials tailored to specific learning styles.

The act of consolidating multiple parcels of land to form a single larger parcel is known as land assembly. Laboratory experiments have enabled researchers to explore how various factors, environments, and institutions hinder or assist the aggregation process. This chapter surveys the experimental literature and highlights the experimental design used in those studies, as well as their main findings.

The purpose of this paper is to suggest that a fundamental cause of market booms and busts is that investor risk attitudes change during market booms. Specifically, the authors propose that an investor’s risk aversion falls as (s)he attempts to “keep up with the Joneses.” This paper studies changing risk attitudes induced by social interactions, and shows that risk-seeking behavior that is initially successful may induce copycat behavior and lead individuals in the same peer group to reduce their degree of risk aversion to attempt to obtain similar rewards, a phenomenon we call “Gain attraction in the presence of social interactions.”

The authors propose a new theoretical model that incorporates the social interaction term into the value function of prospect theory. The modified value function empowers the standard prospect theory by introducing the idea that people often compare themselves to others and then compare their gains to the gains of others. The model predicts that, if people exhibit some degree of envy, they will treat the observed utility achieved by others as destination points and will reposition themselves to the new reference points, and at that point their willingness to accept risk dramatically increases.

The theoretical model is tested empirically against experimental data and survey data. Consistent with the theoretical prediction, the experimental results suggest that, after subjects observed the behavior of the leading investor in the controlled laboratory condition, there was a significant increase in risk-taking behavior. The survey results further confirm that envy is an emotional force behind the dissatisfaction and disappointment among investors when they miss available opportunities that others were able to take advantage of.

This study provides evidence that investment decisions are not made in a social vacuum by isolated individuals, but rather in social settings in which individuals are influenced by the actions and outcomes of their peers. The study also opens up a new research avenue that the reduction in risk aversion induced by peer effects may be an important element explaining how greed is transmitted across the economy during times of financial boom, thus helping to fuel the flames of financial crises.

VINE is produced at least four times a year with the object of providing up‐to‐date news of work being done in the automation of library housekeeping processes, principally in the UK. It is edited and substantially written by Tony McSean, Information Officer for Library Automation based in Southampton University Library and supported by a grant from the British Library Research and Development Department. Copyright for VINE articles rests with the British Library Board, but opinions expressed in VINE do not necessarily reflect the views and policies of the British Library. The subscription to VINE is £10 per year and the subscription period runs from January to December.

This study aims to report business preferences for achieving net-zero power production emissions in Saskatchewan, Canada as well as business perceptions of the most preferable power production sources, barriers to change and suggestions for improvement. Mixed methods included focus groups and a survey with experimental design. This research demonstrates that this method of advancing academic and business knowledge systems can engender a paradigmatic shift to decarbonization.

The study is a mixed-methods study using five focus groups and a survey which included a 15-min information video providing more information on power production sources (small modular reactors and biomass). Participants requested more information on these topics in the initial three focus groups.

There is a significant gap in Canadian Government targets for net-zero emissions by 2050 and businesses’ plans. Communications, knowledge and capacity gaps identified include lack of regulatory requirements, institutional barriers (including a capacity charge in the event a business chooses to self-generate with a cleaner source) and multi-level governance dissonance. More cooperation between provincial governments and the federal government was identified by participants as a requirement for achieving targets. Providing information to survey respondents increased support for clean and renewable sources, but gender and knowledge are still important characteristics contributing to support for different power production sources. Scientists and teachers were the most trusted sources of information. Power generated from small modular nuclear reactors was identified as the primary future source of power production followed by solar, wind and natural gas. Research results also confirmed the high level of support for hydropower generated in Saskatchewan versus import from Manitoba based on high values of energy solidarity and security within the province.

This study is original, as it concerns upstream system power production portfolios and not failed projects; the mixed-method research design including a focus group and an experimental survey is novel. This research partially addresses a gap in knowledge surrounding which knowledge systems advance paradigmatic shifts and how and whether involving business people in upstream power production decisions can inform decarbonization.

Guided by a synthesis of social norms theory (SNT), the social identity model of deindividuation effects (SIDE) and information cascades theory (ICT), this study aims to unveil the mechanism underlying the role of social norms in shaping consumer responses to woke advertising in the algorithmic social media environment.

This paper analyzed 125,481 unique comments on a woke campaign, which represented the dynamic social norms condition in which the prominence of popularity information sets a social norm that can be passed on through a sequential commenting process. Also, this paper conducted an experiment with two conditions, namely, static social norms condition, representing a situation in which the prominence of popularity information sets a social norm through a non-sequential commenting process; without social norms condition, epitomizing the situation in which there is no popularity information that can set a social norm.

The results revealed that when evaluating a social media-based woke ad, depersonalized consumers in a dynamic social norms condition were more likely to be influenced by the prevailing norms than those in a static social norms condition were.

Through the lens of ICT, this research extends SNT and SIDE by detailing the procedure regarding how perceived social norms shape the formation of consumer opinions in a sequential fashion.

We review the experimental evidence on risk aversion in controlled laboratory settings. We review the strengths and weaknesses of alternative elicitation procedures, the strengths and weaknesses of alternative estimation procedures, and finally the effect of controlling for risk attitudes on inferences in experiments.

This chapter includes a citation analysis of the first 16 volumes of Advances in Accounting Education: Teaching and Curriculum Innovations (henceforth, Advances in Accounting Education). Using this analysis, we identified the top 20 articles of the 195 articles published. This analysis provides an understanding of the relative contribution and impact of the papers published in Advances in Accounting Education, and the information provides past authors with a measure of how their contributions compare with the contributions of other authors. Also, this analysis may be valuable for potential contributors who are developing a research topic in that it will enable them to identify the types of articles that have traditionally had the greatest impact.

We also identify the top 30 authors of the 383 who have published in the journal. This analysis not only gives feedback to the authors listed, but also helps accounting education researchers identify authors whose work may be relevant to their interests.

We report the research categories (issues) and methodologies used for all articles published from 1998 to 2015 in Advances in Accounting Education. We also compare the research issues and research methodologies used in Advances in Accounting Education to those in the Journal of Accounting Education and Issues in Accounting Education for the period 2006–2015. Authors considering submitting a manuscript to one of these journals can use this information to determine which journal might be the best fit for their work.