Bibliografía estilo editorial

At present, oral communication and presentation skills are important components of accounting education. Students can improve their oral presentation skills when they know the expectations for effective presentations, give multiple group and individual presentations, and experience consistent instructor feedback. The authors use a case study methodology to describe a systematic approach to embed team and individual presentations in undergraduate and graduate accounting courses, include presentation competency descriptors, present an oral presentation assessment rubric with selected outcomes, and conclude with a discussion of the observed strengths and weaknesses of the case study. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Business is the property of Taylor & Francis Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Afiliaciones del autor:

¹Truman State University, Kirksville, Missouri, USA

ISSN:

08832323

DOI:

10.1080/08832320903252389

Número de acceso:

47380543

LINK:
http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=47380543&lang=es&site=ehost-live

This research includes two experiments that examined (a) whether the assessment situation in which individuals complete an implicit measure of bias alters their responses and (b) whether the hypothesized effect of the assessment situation on implicitly assessed bias reflects socially desirable responding. Participants in Experiment 1 (N = 151) completed an IAT measuring bias toward homosexuality in either a public or a private assessment situation. Consistent with studies of explicitly assessed attitudes, implicitly assessed bias toward homosexuality was significantly lower when assessed in a public versus a private assessment situation. Participants in Experiment 2 (N = 102) completed an IAT measuring bias toward homosexuality in a public assessment situation under a bogus pipeline or no-bogus pipeline condition. Results indicated that participants' implicitly assessed bias did not significantly differ across these conditions. The authors discuss these findings in terms of possible automatic processes affecting the malleability of implicitly assessed attitudes. Copyright © 2006 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Psychology is the property of John Wiley & Sons Ltd. 1996 and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Afiliaciones del autor:

¹Iowa State University, Iowa, USA.

ISSN:

00462772

DOI:

10.1002/ejsp.318

Número de acceso:

24677822

LINK:

http://search.ebscohost.com/login.aspx?direct=true&db=afh&AN=24677822&lang=es&site=ehost-live