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ACE2006 Agricultural Economics

Guidelines for poster assessment

You must decide on a research hypothesis and then extract the data you need to test that hypothesis from the Farm Business Service (FBS) dataset. This dataset contains a large number of variables, including measurements of farm income, farm size, total costs, fixed and variable costs, total revenue, revenue from farming, subsidies, farm diversification and agri-environment payments. It also contains details of farm location, enterprise revenue and variable costs (and gross margins), farm type.

It is up to you to decide what data you need to test your research hypothesis.

For example, you might wish to examine the economies/diseconomies of scale theory, or you may wish to show how farm business income varies with region and within region by farm type (or size). You may wish to determine which farm types earn what % of total revenue from agri-environment payments or from diversification payments. You could examine the labour used on different farms, and correlate this with a measure of farm income. There are endless possibilities.
You are asked to decide on a research hypothesis yourself and to work alone this is individual work so DO NOT work in groups.

The poster that you will present your research hypothesis and data analysis is described below, this exercise is assessed and is worth 20% of the module mark.
This document contains guidelines for extracting data, and the pro-forma which you MUST use in your poster submission. There is NO poster presentation attached to this exercise,

The purpose of this lesson.
You need to (i) know what data is available in the FBS dataset and (ii) know how to access and extract that data. This lesson is designed to help you learn about the data and to be able to extract the data. Please work individually.

Extracting your data set
The FBS dataset is maintained by Rural Business Research (RBS), their webpage is; http://www.fbspartnership.co.uk/ This is what you will see;

You need to click on “data and results” as shown in the arrow.
This is what you will see now;

The next link is not all that obvious; it is shown by the arrow in the picture above, and again below;
Data and Results
National and for my region
For the latest Government Office Region Reports 2010/11 click here

This is what you will see if you do this correctly;

Have a quick look at this page, but you next need to click onto “Data builder”, which is circled in the above diagram.
This presents a list of predetermined datasets that you can explore and download if you wish.
However, in this exercise you are going to create your own dataset.
To do this, you now need to click onto “request data”, as shown in the picture below.

The picture below is what you will see if you have followed the instructions carefully.
This is the “outline table” page.
You are now in a position to extract the data that you will need to explore your research hypothesis.
You will see: (1) Select dimensions, and (2) select variables. Hover your cursor over each and read the descriptors. Then click onto (1) Select dimensions – shown by the arrow.

When you have clicked onto (1) Select dimensions this is what you will see.

Select dimensions

Now you need to click onto one of the categories listed.
The picture below is what you will see if you click onto “farm size”.
A new box has appeared.
In this new box click “all sizes”

You now need to select a category in the Dimensions 2 box.
Select “performance across all”, and you will get to the same place as the picture below.

In the new box that has appeared, select “select all”.
You will now see the picture below:

NOW SELECT “OK”.
You will return to the “table outline” page – below - but now the data you have selected will be entered into the appropriate part of the “table outline” - see the picture below.
This box remains empty
Performance across all
Farm size
England

Now you need to select the variables to complete the table [i.e. to select data for the final box]
Click onto (2) Select variables. This is what you will now see.

FIRST VARIABLE: Click onto “number of farms”.
This is what you will now see, a new box has appeared at the bottom of the first box showing more details of the data that you have selected.
In this case there is only one line, other options present more data.

Click onto the item or items in the new box, (i.e. Number of holdings within farms”, and you will see the picture below.

Once you have checked you have the data you need then click onto “Accept number of holdings within farms”. This option is illustrated in the picture with an arrow.

When you have done this a new box appears below the second box, as shown in the picture below.

You now need to “Select type of statistic”, where the arrow is in the picture above.
Select “average per farm” - this changes the entry in the third box.
Press OK to return to the table outline page.
You will now have on your computer screen the picture shown below; showing the details of the dataset that you want to extract.
Performance across all
Farm size
England
Number of holdings within farm

Now press “Execute Request”
You will get a holding screen telling you that your data request is being executed, and asking you to wait whilst this happens – as below.

If you make larger data requests then enter your email address and the date file will arrive there in due course

This is the text that is shown on the screen, read it carefully
Still Calculating

Your results are still being prepared. Tables with more complex statistics can up to several minutes per cell in your table. However, for quicker requests, the output is usually available after a few seconds. If you entered an email address, the results will be sent when they are complete. To see if your results are ready, please click 'back to table specification' and then try 'execute request' again, after a short pause. Your table reference is: 007144

Although this example is a relatively simple request, we have worked with the entire data set and this is one reason why it will take some time to deliver the data.
After about three minutes your data will appear
You should see the screen below:

You now need this data in an xls datasheet.
The option to do this is available and is shown by the arrow in the above picture.
This will open an xls spreadsheet on your computer, SAVE this data
Now the data is in an xls spreadsheet you can manipulate it and use it to create graphs etc.

CONGRATULATIONS, YOU HAVE EXTRACTED DATA FROM THE FBS DATA SET.

However, this data is not of much use for your poster as it does not answer a particular research question!

What data is available in the FBS database

You can see what data is available in the database by clicking onto the “Technical Variable List 2.4a” – as illustrated in the arrow below.

This will give you a 15 page pdf file which has details of all the data that is available.
You can use this to help you identify a research hypothesis.

Your data extraction exercise

It is likely that you will want to extract more data than shown in this example.
If this is the case then you are advised to enter your email address under:

(3) To receive 'emailed results' optionally enter email address:

After you have decided on your research hypothesis, you need to decide what data you will need to test that hypothesis.
As this data set is likely to be quite large, I advise you to enter your email in this box and wait for the data to appear in your inbox.

IT CAN TAKE SOME TIME FOR THIS TO HAPPEN, UP TO SEVERAL DAYS IF YOU HAVE ASKED FOR A LOT OF DATA.

BECAUSE IT CAN TAKE A LONG WHILE FOR THE DATA TO APPEAR IN YOUR INBOX, IS ADVISABLE TO EXTRACT ONLY THE DATA YOU NEED TO ANSWER YOUR RESEARCH HYPOTHESIS.

Family Food Datasets

This website contains datasets already in xls spreadsheets. It covers expenditure on and purchases of different categories of food by different categories of purchasers and by regions.

The webpage you need is

https://www.gov.uk/government/statistical-data-sets/family-food-datasets

This is the page you will see.

This gives details of the data in the database, these are copied and presented below

Detailed annual statistics on family food and drink purchases.
These family food datasets contain more detailed information than the ‘Family Food’ report and mainly provide statistics from 2001 onwards. The UK household purchases and the UK household expenditure spreadsheets include statistics from 1974 onwards. These spreadsheets are updated annually when a new edition of the ‘Family Food’ report is published.
The ‘purchases’ spreadsheets give the average quantity of food and drink purchased per person per week for each food and drink category. The ‘nutrient intake’ spreadsheets give the average nutrient intake (e.g. energy, carbohydrates, protein, fat, fibre, minerals and vitamins) from food and drink per person per day. The ‘expenditure’ spreadsheets give the average amount spent in pence per person per week on each type of food and drink. Several different breakdowns are provided in addition to the UK averages including figures by region, income, household composition and characteristics of the household reference person.

Look carefully at these data.

There are four databases, each relating to a different category; country, region, rural/rural, gross income quartile groups, household consumption, age of household reference group, ethnic group, age and economic status.

Each dataset contains data in many different units, including in the expenditure databases financial data. This data generally covers the years 2001 to 2011 inclusive.

This is a copy of the databases available to select from. 1. UK * UK - household purchases [MS Excel Spreadsheet, 307KB] * UK - eating out purchases [MS Excel Spreadsheet, 156KB] * UK - household and eating out nutrient intakes [MS Excel Spreadsheet, 440KB] * UK - expenditure [MS Excel Spreadsheet, 309KB] 2. countries and regions (CR) * CR - household purchases [MS Excel Spreadsheet, 1.7MB] * CR - eating out purchases [MS Excel Spreadsheet, 1.68MB] * CR - household nutrient intakes [MS Excel Spreadsheet, 1.47MB] * CR - eating out nutrient intakes [MS Excel Spreadsheet, 1.45MB] * CR - expenditure [MS Excel Spreadsheet, 1.88MB] 3. rural and urban (RU) * RU - household purchases [MS Excel Spreadsheet, 899KB] * RU - eating out purchases [MS Excel Spreadsheet, 835KB] * RU - household nutrient intakes [MS Excel Spreadsheet, 180KB] * RU - eating out nutrient intakes [MS Excel Spreadsheet, 169KB] * RU - expenditure [MS Excel Spreadsheet, 953KB] 4. gross income quintile group (GIQ) * GIQ - household purchases [MS Excel Spreadsheet, 739KB] * GIQ - eating out purchases [MS Excel Spreadsheet, 735KB] * GIQ - household nutrient intakes [MS Excel Spreadsheet, 675KB] * GIQ - eating out nutrient intakes [MS Excel Spreadsheet, 679KB] * GIQ - expenditure [MS Excel Spreadsheet, 743KB] 5. equivalised income decile group (EID) * EID - household purchases [MS Excel Spreadsheet, 1.09MB] * EID - eating out purchases [MS Excel Spreadsheet, 1.02MB] * EID - household nutrient intakes [MS Excel Spreadsheet, 236KB] * EID - eating out nutrient intakes [MS Excel Spreadsheet, 202KB] * EID - expenditure [MS Excel Spreadsheet, 1.14MB] 6. household composition (HC) * HC - household purchases [MS Excel Spreadsheet, 1.45MB] * HC - eating out purchases [MS Excel Spreadsheet, 1.41MB] * HC - household nutrient intakes [MS Excel Spreadsheet, 1.31MB] * HC - eating out nutrient intakes [MS Excel Spreadsheet, 1.27MB] * HC - expenditure [MS Excel Spreadsheet, 1.59MB] 7. age of household reference person (AGE) * AGE - household purchases [MS Excel Spreadsheet, 849KB] * AGE - eating out purchases [MS Excel Spreadsheet, 844KB] * AGE - household nutrient intakes [MS Excel Spreadsheet, 710KB] * AGE - eating out nutrient intakes [MS Excel Spreadsheet, 811KB] * AGE - expenditure [MS Excel Spreadsheet, 882KB] 8. age the household reference person ceased full-time education (AED) * AED - household purchases [MS Excel Spreadsheet, 1.23MB] * AED - eating out purchases [MS Excel Spreadsheet, 848KB] * AED - household nutrient intakes [MS Excel Spreadsheet, 781KB] * AED - eating out nutrient intakes [MS Excel Spreadsheet, 762KB] * AED - expenditure [MS Excel Spreadsheet, 931KB] 9. ethnic origin group of the household reference person (EO) * EO - household and eating out purchases [MS Excel Spreadsheet, 124KB] * EO - household nutrient intakes [MS Excel Spreadsheet, 564KB] * EO - eating out nutrient intakes [MS Excel Spreadsheet, 565KB] * EO - expenditure [MS Excel Spreadsheet, 99KB] 10. occupation of the household reference person (OCC) * OCC - household and eating out purchases [MS Excel Spreadsheet, 223KB] * OCC - household nutrient intakes [MS Excel Spreadsheet, 1.08MB] * OCC - eating out nutrient intakes [MS Excel Spreadsheet, 1.07MB] * OCC - expenditure [MS Excel Spreadsheet, 186KB] 11. economic status of the household reference person (ECON) * ECON - household and eating out purchases [MS Excel Spreadsheet, 181KB] * ECON - household nutrient intakes [MS Excel Spreadsheet, 1020KB] * ECON - eating out nutrient intakes [MS Excel Spreadsheet, 886KB] * ECON - expenditure [MS Excel Spreadsheet, 154KB]

NOTE the data are largely the same, but they are presented in different categories: age, location income category

ACE2006 Module assignment: Amadeus database

Amadeus contains financial information on over 400,000 European public and private companies. It can be used to find company contact information, company financials, company directors and key employees, competitor analysis, ownership data and stock prices for listed companies. Despite its large size and comprehensive coverage, it is surprisingly intuitive to use, and produces data in an xls format extremely quickly (much faster that the FBS database)

You can find the Amadeus database by: (1) Going to the Newcastle University libraries homepage (2) clicking on the tab for Resources (3) then in the left hand tab clicking “Databases, e-journals, ebooks”, (4) then find Amadeus use the A-z list of databases either typing in Amadeus or searching manually (you need to go to A and move through the pages until Amadeus appears in the list).
Step 1 go to libraries homepage

Step 2 click tab for resources
Click to databases – located as shown above. You will arrive at the web page shown below.

Step 3: then in the left hand tab clicking Databases, e-journals, ebooks,

Step 4, then find Amadeus use the A-z list of databases either typing in Amadeus or searching manually.

Now type in Amadeus

This is what you get if you follow these instructions

You can then EITHER take the quick tour OF follow my instructions below
To take the quick tour, which lasts about 20 minutes, you need to access the HELP tab, and then the “Quick Tour” option – as shown below.

The “quick tour” starts from this screen.

My guide/instructions to locating food based industries
You need to return to this screen

Go to Industry & activities
From here access the “industry classification”
From the list of options select 10: - you will get the following screen.

Then press OK and you will get a summary of the results of your search – as shown below – 13,252 “hits” from a database of 461,868 businesses (as of 10 October 2013)

Now you need to have thought of what variables you need to examine your research hypothesis. For example, do the businesses with the largest cash turnover employ the most people and generate the largest profit?

Let’s assume you want to know: turnover, number employed and profit.

Select “number of employees” and you will get the following options – accept the default “annual data” (i.e. last available year), enter 1 in minimum, 100000 in maximum and select “all” in top/quartile. Once this is done press OK.

You will now go the screen below, which shows the results of this search – you have employment data for 9,892 firms.

Now you need turnover and profit – so accept “Financial data”. This will give you the screen below, so you need to accept the default year, put in minimum value of 1,000 and maximum of 10 million, and select “all” again, the OK.

The screen below will show you have 8,7878 businesses with this information and employment information.

Finally, add profit

Go to Financial data and you will get a similar screen as before, but you now need to look down the list to accept “profit before tax”
Enter the range of values you want to include in your analysis as minimum and maximum

You now have the screen below – it includes 8,472 firms with all the information you need.

View list of results and you get the following screen

Now you need to export your data to xls, so simply accept the Export tag (shown above) and accept all the defaults – write in your own file name if you want to.

Look at the xls data to see if all the data you want is there.

IF it is not then go back to the Amadeus web page and add more data using the “add” data facility indicated below. Follow the same list of instructions above to add any additional data.

Selecting your research hypothesis
A research hypothesis is a statement of expectation or prediction that will be tested by research.

Selecting a good research hypothesis
A good hypothesis is stated in declarative form and not as a question.

For example; “Are small farms more profitable than large farms?” is not declarative, but “Small farmers are more profitable than large farms” is.

A good hypothesis posits an expected relationship between variables and clearly states a relationship between variables. For example, the research hypothesis “Larger farms have lower unit costs of production than smaller farms” states a clear relationship between farm size and total farm costs

Hypotheses reflect the theory or literature on which they are based. A good hypothesis has a substantive link to existing literature and theory. In the above example, we know there is a literature that supports the theory that increasing farm size is a way to increase profits, but that perhaps at some size, farm profits start to decline again (“economies & diseconomies of scale”). The exercise is to test that hypothesis.

A hypothesis should be brief and to the point. You want the research hypothesis to describe the relationship between variables and to be as direct and explicit as possible.
Good hypotheses are testable hypotheses. This means that one can actually carry out the intent of the question reflected by the hypothesis. For example, in the economies of scale hypothesis, total profit, total costs and farm size (in ha) are all objective and can be incorporated reliably. In addition, they are all included in the FBS database.

Finally, a good research hypothesis combines all of the above to be understandable and easy to envision how it fits into the larger world of the research question. After reading such a hypothesis, the reader should have a good grasp of which direction the research is taking and what some of the implications for its testing might be.

Guidelines for producing posters
The poster MUST be presented using the supplied pro-forma – see following page.
The pro-forma is presented on the following page. You may alter any words that are in {italics} TO CONFORM WITH YOUR RESEARCH HYPOTHESIS AND FINDINGS. For example, {STUDENT’S NAME} must be edited and replaced by YOUR NAME! However, DO NOT ALTER any text in bold or the number of sections, which should be SIX – the size of each of these sections can change if you wish, but the number and content in your submitted poster must conform to these instructions.

Below is an example. You must prepare your own results and put them into each of the three “result figures/tables” sections on the poster. The other three sections are for (i) the research hypothesis and details of the sample and data (definitions), (ii) the result of your analysis – is the research hypothesis supported or not, and an explanation of why you reach this conclusion and (iii) implications for {businesses, farmers, managers, policy makers etc]

Do not only use tables – you can have no tables if you like. Tables can be accompanied by statistical levels of significance IF you have covered this topic in any other modules (if this topic has not been covered then don’t worry about significance measures).

Clearly, any table and your graphs must be appropriate to demonstrate the tested hypothesis.

All axis and data must be clearly labelled. DO be careful about the scale of the axis (don’t start at £0 if the smallest value is £18,000), and the units you use, keep the numbers you use on the axis small and indicate the units in the axis labels and/or in the title to the graphs.

Be very carefully to label the axis and data series of any graphs/figures very carefully, use colour and different line formats (continuous, dotted, dashed etc) and market formats (squares, circles, triangles etc) to help make sure the differences can be seen in black and white.

Also be careful to selection the appropriate font size. Your poster must be readable and understandable, so the text needs to be clear, but not so big it reduces the size of the figures/tables so the data itself is not easy to see.

DO not put headings directly into your figures/graphs in xls, because this takes up too much room - making data presentation more difficult and therefore making interpretation more difficult.

Graph/figure/ headings must be typed directly onto the poster - as shown.

You can add “logos” and “pictures” if you wish, but ONLY if you think they help to make the poster “more interesting” and you have the space to spare.

ACE2006 Agricultural Economics poster presentation | {TITLE OF POSTER}{STUDENT’S NAME}{STUDENTS DEGREE} | | I used Farm Business Survey data to examine the research hypothesis (Ho):……………………………………………..……………………………………………………..……………………………………………………..……………………………………………………….…….…………………………………………….….……To do this I used the following variables:……………………………………………..……………………………………………………..……………………………………………………..……………………………………………………..……....…………………………………………………….. . | Results 2: {Title of graph/table – font 10}What this shows (i.e. the “take-home” message):……………………………………….………..……………………………………………….……..……………………………………………….… . | DISCUSSIONMain findings:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Main consequences:……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….….. . | Results 1: {Title of graph/table – font 10}What this shows (i.e. the “take-home” message):……………………………………………………..……………………………………………………..……………………………………………………..…………………………………………………….. . | Results 3: {Title of graph/table – font 10}What this shows (i.e. the “take-home” message):…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..…….. . | CONCLUSIONS{Implications for stakeholders e.g. farmers, policy makers, farm advisors, prospective farmers, wider government policy etc}………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. . |

ACE2006 Poster marking criteria (indicative marks)

Student’s name: ………………………………………………………………………

Title of poster: ……………………………………………………………….……….

Criteria | | Marks available | Mark awarded | Does the poster conform to the required pro-forma? | YES / NO | IF NOT reduce marks accordingly | | | | | Choice of research hypothesis (RH) | | | | Does the RH follow the declarative form and not as a question? | YES / NO | Out of 5 | | Does the RH posits an expected relationship between variables | YES / NO | Out of 5 | | Is the RH brief and to the point. | | Out of 5 | | | | | | Examination of the RH | | | | For result 1 | | Out of 10 | | Are they readable? Are they understandable? Are the conclusions justifiable? Do the conclusions lead onto the next results table? Is format correct? | | | | | | | | For result 2 | | Out of 10 | | Are they readable? Are they understandable? Are the conclusions justifiable? Do the conclusions lead onto the next results table? Is format correct? | | | | | | | | For result 3 | | Out of 10 | | Are they readable? Are they understandable? Are the conclusions justifiable? Do the conclusions lead onto the next results table? Is format correct? | | | | | | | | Is the chosen analysis good/adequate/poor for demonstrating the chosen RH? | | Out of 20 | | | | | | Does the discussion refer back to the RH and give a clear statement of whether it is supported or rejected by the analysis? Is this conclusion justified & it accurate? | | Out of 15 | | | | | | Do the conclusions fully and accurately summarise the implications of the research? Do they outline its weaknesses? | | Out of 20 | | | | | | Total mark | | | | Comments:------------------------------------------------- |

Guidelines on producing posters

Guidelines from the University of Newcastle – School of Chemistry http://lorien.ncl.ac.uk/ming/Dept/Tips/present/posters.htm Preamble | Right, you are to present your research work as posters. What do you do? Panic? What the hell are posters? Surely you have posters of the Spice Girls or Take That (depending on your inclination of course)! No, those are not the kind of posters we are referring to although the purpose is similar. We are concerned with the use of posters to present technical information, not images.A poster is simply a static, visual medium (usually of the paper and board variety) that you use to communicate ideas and messages. The difference between poster and oral presentations is that you should let your poster do most of the 'talking'; that is, the material presented should convey the essence of your message. However, that does not mean that you can disappear to the pub or where ever you fancy. You have to 'stand-by-your-poster'! Your task as the presenter is to answer questions and provide further details; to bask in praises or suffer difficult questions; and to convince others that what you have done is excellent and worthwhile. Easy or what? But wait ... first, stop and think! | How much poster space are you allowed? | The purpose of poster presentations is not to have boards upon boards of information. Better to hand out a report in that case. If you are presenting your poster at a conference or convention, you would have limited space. The space you are allowed will determine the content of the poster. Find out how much space you are allowed! | Is there a standard format? | Yes, there is! As with an oral presentation, there is normally: * a Title page, telling others the title of the project, the people involved in the work and their affiliation. * a Summary of the project stating what you have set out to do, how you have done it, the key findings and the main results. * an Introduction that should include clear statements about the problem that you are trying to solve, the characteristics that you are trying to discover or the proofs that you are trying to establish. These should then lead to declarations of project aims and objectives. * a Theory or Methodology section that explains the basis of the technique that you are using or the procedure that you have adopted in your study. You should also state and justify any assumptions, so that your results could be viewed in the proper context. * a Results section that you use to show illustrative examples of the main results of the work.. * a Conclusion section, listing the main findings of your investigation, and * a Further Work section that should contain your recommendations and thoughts about how the work could be progressed; other tests that could be applied, etc. You therefore have to present certain pieces of information but have limited space. So, before you rush away to put pen to paper or fingers to keyboard, spend a few moments or even hours to plan your presentation. This is very important. Unlike oral presentations, where some ultra-smooth talkers may be able to divert attention from a poorly planned presentation, with posters, poor planning is there for all to see. | Planning | Planning is crucial if you do not want to be afflicted by the 'headless chicken' syndrome. There are several stages in planning a presentation. Gathering the information First, ask yourself the following questions. * What is the objective of the investigation? * Has someone done the work before? * How have I gone about with the study? * Why did I follow this particular route of investigation? * What are the principles governing the technique that I am using? * What assumptions did I make and what were my justifications? * What problems did I encounter? * What results did I obtain? * Have I solved the problem? * What have I found out? * Are the analyses sound? Although the above list is by no means exhaustive, you should get the gist. You have to stand back and think again about the What's, the How's and the Why's of the work that you have done. You have to examine critically, the approach that you have taken and the results that you have got. Be ruthless in your assessment: better to be a masochist than the victim of a sadist . Ideally, you should have done this throughout your project anyway. In doing so, you will have a clearer idea of the objectives and the contributions that you have, or have not, been able to make. This means that you will know better, the information you have at your disposal for presentation. Such brainstorming often yields loads of responses. Jot your answers on a BIG piece of paper, not necessarily in an ordered fashion. The intention is to note as many points as possible, so that you do not miss any important aspects. The ordering and pruning of the information come later. From your list, note the common areas, topics or pieces of information, and group them together. Use colour or number coding, or circles and lines to help you identify and categorise the information. This activity should help you focus further on the content you can use with confidence.Deciding on the content If you follow the above presentation format guidelines, then the content is more or less determined for you. However, given that you have limited space, you now have to decide between what is important and what is not necessary. Your decision should be based on at least 2 factors, namely: * What are you trying to achieve by presenting the posters? Is it to sell a product? Is it to tell people what you have done? Is it to tell people of a new discovery? Is it to convince people that one product or technique is better than another? * Who will be attending the presentation? Are they technical people? What is the level of their knowledge of your subject area? The answers to these questions define the type of content to include and set the tone of the presentation. | Design | An advertising billboard is a poster. If well designed, it will be attractive and engender a lasting impression; earnest but not boring. Importantly, it should shout out to you - "buy me!" or you would think "I want that!" Similarly, in using posters to convey technical information, they should be designed such that readers think "Yes!" or "I see!" and leave with the impression that they have learnt something new. Ultimately, poster design is a personal matter and different individuals will have different views on how best to present certain information. Nevertheless, here are some 'rules-of-thumb' ™ to guide you: 1. Plan, plan and plan! 2. Keep the material simple * make full use of the space, but do not cramp a page full of information as the result can often appear messy * be concise and do not waffle. Use only pertinent information to convey your message * be selective when showing results. Present only those that illustrate the main findings of the project. However, do keep other results handy so that you may refer to them when asked 3. Use colours sparingly and with taste * colours should be used only to emphasise, differentiate and to add interest. Do not use colours just to impress! * try to avoid using large swathes of bright garish colours like bright green, pink, orange or lilac. Yuck!! * pastel shades convey feelings of serenity and calm while dark bright colours conjure images of conflict and disharmony. * choose background and foreground colour combinations that have high contrast and complement each other - black or dark blue on white or very light grey is good. * it is better to keep the background light as people are used to it (for example newspapers and books) * if you insist on having a dark background, use coloured paper so that you would not have to spray white paper with ink. Not only is this cheaper, you would also not face the problem of a soaked and distorted page. * avoid the use of gradient fills. They may look great on a computer display, but unless you have access to a high resolution printer, the paper version can look really tatty. 4. Do not use more than 2 font types * too many font types distracts, especially when they appear on the same sentence * fonts that are easy on the eyes are Times-Roman and Arial.

This is Times-Roman

This is Arial 5. Titles and headings should appear larger than other text, but not too large. The text should also be legible from a distance, say from 1.5m to 2m. 6. Do not use all UPPER CASE type in your posters. It can make the material difficult to read. Just compare the two sentences below:

WHAT DO YOU THINK OF THIS LINE WHERE ALL THE CHARACTERS ARE IN UPPER CASE?

What do you think of this line, where only the first character of the first word is in upper case? 7. Do not use a different font type to highlight important points * otherwise the fluency and flow of your sentence can appear disrupted. For example,

In this sentence, I want to emphasise the word 'emphasise'.

In this sentence, I want to emphasise the word 'emphasise'. * use underlined text, the bold face or italics or combinations to emphasise words and phrases. * if you use bold italicised print for emphasis, then underlining is not necessary - overkill! 8. Equations * should be kept to a minimum * present only the necessary and important equations * should be large enough (see point 5) * should be accompanied by nomenclature to explain the significance of each variable 9. A picture is worth a thousand words … (but only if it is drawn properly and used appropriately) * graphs * choose graphs types that are appropriate to the information that you want to display * annotations should be large enough, and the lines of line-graphs should be thick enough so that they may be viewed from a distance (see point 5) * do not attempt to have more than six line-graphs on a single plot * instead of using lines of different thickness, use contrasting coloured lines or different line styles to distinguish between different lines in multi-line graphs. * multi-line plots or plots with more than one variable should have a legend relating the plotted variable to the colour or style of the line. * diagrams and drawings, * should be labelled * drawings and labels should be large and clear enough so that they are still legible from a distance * do not try to cramp labelling to fit into components of a drawing or diagram. Use 'arrows' and 'callouts' * clipart * should only be used if they add interest to the display and complement the subject matter. Otherwise, all they do is to distract attention from the focus of the presentation. * can also be 'dangerous' as you may spend more time fiddling about with images and choosing appropriate cartoons than concentrating on the content. 10. Check your spelling * there is nothing more amusing or annoying than spelling mistakes on public display, especially if they are on the title page. * spelling mistakes give the impression that you have not put in the effort; careless; not bothered; not worthy of high assessment scores. 11. Maintain a consistent style * inconsistent styles give the impression of disharmony and can interrupt the fluency and flow of your messages. * headings on the different pages of the poster should appear in the same position on all pages. * graphs should be of the same size and scale especially if they are to be compared. * if bold lettering is used for emphasis on one page, then do not use italics on others. * captions for graphs, drawings and tables should either be positioned at the top or at the bottom of the figure. 12. Arrangement of poster components should appear smooth * you would probably be preparing sections of the poster on A4 sized paper before sticking them onto mounting boards or display stands. * remember that you are using posters to tell a story about what you have done and achieved. As in report writing, the way you arrange the sections should follow the 'storyline'. * sometimes it is helpful if you provide cutouts of arrows to direct attention to the sequence of the presentation * use a new page to start off a new section (see format) 13. Review, review and review * make draft versions of your poster sections and check them for * mistakes * legibility and * inconsistency in style * try different layout arrangements * ask your partner, friends, colleagues or supervisor for their 'honest' opinions * be critical |

A short take on the above: like other public information materials, posters need to have clarity and impact. If you want to produce posters for public display, keep the following points in mind: * Keep information short and to the point. * Don’t crowd your poster with information, and keep your text away from the edges. This will make your poster easier to read. * Keep text left-margin aligned; this will make it easier to read. * If you are using a laser printer, don’t use dark coloured paper. * Always set dark text against a light background; black on white is usually best. * Don’t use all upper case text, as this will make your poster more difficult to read. * Use a sans serif font, such as Frutiger or Arial, for all type on your posters. * If you are using pictures, avoid ‘clipart’. * Don’t put text over images, pictures or graphics of any kind.
In this assignment you will submit your poster as a single sheet of A4, so the font size you use will need to be quite small. I suggest you use 12 for headings and 10 for text. BUT try this out for yourselves.
IF you were producing a full size poster (which you will do in the third year as part of your dissertation) then it is important to put your poster up on a wall and see if it is clear from the other side of the room. If not, consider how it could be improved.

Additional information and ideas go oogle on google

For more information google poster design or some such phrase. This may give you some ideas for this poster but if your ideas are outside the guidelines for this module then PLEASE do not use them - however, they may be useful in the next year when you will have to design a poster summary of your dissertation.

University of Liverpool Graduate Poster day – some great posters BUT much too complex and time consuming for this purpose of this assessment – ideas for next year though? http://www.liv.ac.uk/gradschool/events/PosterDay/posterday2009.htm Student posters from the university of Leeds
http://www.sddu.leeds.ac.uk/gts/postgrad/poster.html

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