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In response to growing dissatisfaction from employers, accounting educators have been called upon to broaden the knowledge and skills of their graduates. This leads us to consider how these objectives can best be achieved. This paper considers the relative benefits of various forms of instruction commonly employed by accounting educators. Facts and definitions, understanding rules, a worked example, and a worked example with integrated understanding rules are all considered in a single study which allows direct comparisons to be made as to their ability to meet specific learning objectives. The relative importance of practice and outcome feedback are also considered. The performance variables of interest are declarative and procedural knowledge, judgement performance, and knowledge transfer.

The purpose of this study is to investigate students’ decisions in example-based instruction within a novel self-regulated learning context. The novelty was the use of automated generators of worked examples and problem-solving exercises instead of a few handcrafted ones. According to the cognitive load theory, when students are in control of their learning, they demonstrate different preferences in selecting worked examples or problem solving exercises for maximizing their learning. An unlimited supply of examples and exercises, however, offers unprecedented degree of flexibility that should alter the decisions of students in scheduling the instruction.

ASolver, an online learning environment augmented with such generators for studying computer algorithms in an operating systems course, was developed as the experimental platform. Students’ decisions related to choosing worked examples or problem-solving exercises were logged and analyzed.

Results show that students had a tendency to attempt many exercises and examples, especially when performance measurement events were impending. Strong students had greater appetite for both exercises and examples than weak students, and they were found to be more adventurous and less bothered by scaffolding. On the other hand, weak students were found to be more timid or unmotivated. They need support in the form of procedural scaffolding to guide the learning.

This study was one of the first to introduce automated example generators for studying an operating systems course and investigate students’ behaviors in such learning environments.

Introduction Consider a hi‐fi loudspeaker manufacturing company acquired on the brink of insolvency by an American multinational. The new owners discover with growing concern that the product range is obsolete, that manufacturing facilities are totally inadequate and that there is a complete absence of any real management substance or structure. They decide on the need to relocate urgently so as to provide continuity of supply at the very high — a market about to shrink at a rate unprecedented in its history.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:

The author argues that we must stop and take a look at what our insistence on human labour as the basis of our society is doing to us, and begin to search for possible alternatives. We need the vision and the courage to aim for the highest level of technology attainable for the widest possible use in both industry and services. We need financial arrangements that will encourage people to invent themselves out of work. Our goal, the article argues, must be the reduction of human labour to the greatest extent possible, to free people for more enjoyable, creative, human activities.

Addresses the standardization of the measurements and the labels for concepts commonly used in the study of work organizations. As a reference handbook and research tool, seeks to improve measurement in the study of work organizations and to facilitate the teaching of introductory courses in this subject. Focuses solely on work organizations, that is, social systems in which members work for money. Defines measurement and distinguishes four levels: nominal, ordinal, interval and ratio. Selects specific measures on the basis of quality, diversity, simplicity and availability and evaluates each measure for its validity and reliability. Employs a set of 38 concepts ‐ ranging from “absenteeism” to “turnover” as the handbook’s frame of reference. Concludes by reviewing organizational measurement over the past 30 years and recommending future measurement reseach.

Discusses the long existing and confusing problems of establishing the relationship of who is, and who if not, a dependent worker. Reflects developments which have occurred in British law as it affects the employment field, plus an evaluation and analysis of some of the different types of employment relationships which have evolved by examining, where possible, the status of each of these relationships. Concludes that the typical worker nowadays finds himself in a vulnerable position both economically and psychologically owing to the insecurity which exists.

Major demographic trends are affecting the work schedules of U.S. employees with likely consequences for health and quality-of-life outcomes. These trends include long work hours, at least for some groups of employees, and an increasing proportion of employees in the U.S. and other countries who are working nonstandard work schedules. This chapter contains a review of the empirical literature linking the number of hours worked and the distribution of those hours at the individual and couple level to a variety of outcomes, cross-sectionally and longitudinally. In addition, because the majority of U.S. workers live in dyads (Jacobs & Gerson (2004). The time divide: Work, family and gender inequality. Cambridge, MA: Harvard University Press), major attention is given to the impact of work hours on the employee's spouse as well as on the employee. It is also noted that the relationship between work hours and outcomes might be different among employed single women with children. Data are presented from two new studies conducted by my research team to fill some of the critical knowledge gaps. Finally, I suggest some directions for future research.

The purpose of this paper is to present a theoretical framework, which describes how police training programs can be developed in order to improve learning retention and the transfer of skills to the work environment.

A brief review is provided that describes training strategies stemming from Cognitive Load Theory (CLT), a well‐established theory of instructional design. This is followed by concrete examples of how to incorporate these strategies into police training programs.

The research reviewed in this paper consistently demonstrates that CLT‐informed training improves learning when compared to conventional training approaches and enhances the transferability of skills.

Rarely have well‐validated theories of instructional design, such as CLT, been applied specifically to police training. Thus, this paper is valuable to instructional designers because it provides an evidence‐based approach to training development in the policing domain.

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal took great pains to interpret the intention of the parties to the different site agreements, and it came to the conclusion that the agreed procedure was not followed. One other matter, which must be particularly noted by employers, is that where a final warning is required, this final warning must be “a warning”, and not the actual dismissal. So that where, for example, three warnings are to be given, the third must be a “warning”. It is after the employee has misconducted himself thereafter that the employer may dismiss.