Miracle-dz/UniFAR-FTUs huggingface dataset:
Misallocation and Financial Frictions: Some Direct Evidence from the Dispersion in Borrowing Costs

Financial frictions distort the allocation of resources among productive units--all else equal, firms whose financing choices are affected by such frictions face higher borrowing costs than firms with ready access to capital markets. As a result, input choices may differ systematically across firms in ways that are unrelated to their productive efficiency. We propose an accounting framework that allows us to assess empirically the magnitude of the loss in aggregate resources due to such misallocation. To a second-order approximation, the framework requires only information on the dispersion in borrowing costs across firms, which we measure--for a subset of U.S. manufacturing firms--directly from the interest rate spreads on their outstanding publicly-traded debt. Given the observed dispersion in borrowing costs, our approximation method implies a relatively modest loss in efficiency due to resource misallocation--on the order of 1 to 2 percent of measured total factor productivity (TFP). In our framework, the correlation between firm size and borrowing costs has no bearing on TFP losses under the assumption that financial distortions and firm-level efficiency are jointly log-normally distributed. To take into account the effect of covariation between firm size and borrowing costs, we consider a more general framework, which dispenses with the assumption of log-normality and which implies somewhat higher estimates of the resource losses--about 3.5 percent of measured TFP. Counterfactual experiments indicate that dispersion in borrowing costs must be an order of magnitude higher than that observed in the U.S. financial data, in order for misallocation--arising from financial distortions--to account for a significant fraction of measured TFP differentials across countries.
Profiling the Differences in Students' Knowledge, Interest, and Strategic Processing

The purpose for this research was threefold: to determine whether distinct and informative student profiles would emerge from knowledge, interest, and strategy measures specific to educational psychology; to compare these profiles with prior studies; and to explore changes in student profiles across an academic semester. As a result of cluster-analytic procedures, 3 distinct groups of participants emerged at pretest, and 4 emerged at posttest. One of the profiles that remained fairly consistent from pretest to posttest was the Learning-Oriented cluster. Students fitting this profile began the semester with the highest means in interest and strategic processing and with a moderate level of domain knowledge. By the end of the semester, this cluster obtained the highest means also on the domain knowledge test Yet, the largest cluster at posttest seemed unable or unwilling to learn from demanding exposition. In the last decade, the research on individual differences has moved toward the exploration of intraindividual variabilities (Ackerman, Kyllonen, & Roberts, in press). That is to say, researchers have become increasingly concerned with how cognitive and noncognitive factors, such as knowledge and self-regulation, configure differently within individuals (Ackerman, Kanfer, & Goff, 1995). Our purpose in this study was to explore such intraindividual diiferences by examining the various learner profiles that emerged within one classroom. Specifically, we wanted to ascertain whether undergraduates enrolled in an educational psychology course would naturally form into distinctive clusters based on their academic characteristics. We formed these clusters from information on students' subject matter knowledge, interests, and strategic processing. Because they were constructed by means of cluster analysis, the resulting profiles encompassed not only multiple indicators for each student but also data from every participating student.
Fair Value Accounting and Financial Contagion: An Analysis of Marking Up

This paper examines how fair value accounting can create financial contagion among banks and therefore increase bank regulators' costs of protecting insured depositors. Prior research mainly focuses on the economic consequences of marking down, whereas I contribute to the literature by providing a novel trade-off of marking up. On the one hand, by marking its assets up, a healthy bank obtains additional regulatory capital to absorb a failing bank, which would otherwise be liquidated in a less efficient secondary market, thereby saving regulators' costs. On the other hand, the otherwise healthy bank becomes more leveraged and thus may face excessive default risk after this acquisition, leading to financial contagion and increased overall costs for bank regulators.
Sex Differences in Learned Helplessness: II. The Contingencies of Evaluative Feedback in the Classroom and III. An Experimental Analysis

Girls show greater evidence than boys of learned helplessness in achievement situations with adult (but not peer) evaluators: They attribute their failures to lack of ability rather than motivation and thus show impaired performance under failure. Two studies are reported linking sex differences in attributions to adults' use of evaluative feedback. Study 1 revealed that both the contingencies of feedback in classrooms and the attributions made by teachers were ones that would render negative evaluation more indicative of ability for girls than boys. For example, negative evaluation of girls' performance referred almost exclusively to intellectual inadequacies, whereas 45% of boys' work-related criticism referred to nonintellectual aspects. Moreover, teachers attributed the boys' failures to lack of motivation significantly more than they did the girls' failures. In Study 2, teacher-boy and teacher-girl contingencies of work-related criticism observed in classrooms were programmed in an experimental situation. Both boys and girls receiving the teacher-girl contingency were more likely to view subsequent failure feedback from that evaluator as indicative of their ability. Implications for developmental theories and for development are addressed.
Performance measurement frameworks in a state controlled research organization: Can the Balanced Scorecard (BSC) be modified?

The development of multiple stakeholder performance measurement frameworks (PMF) is a complex process in the public research sector. The objective of the paper was to investigate whether the performance measurement framework (PMF) of a state owned research organization could be adapted to the Balanced Scorecard (BSC). A conceptual framework developed a hybrid form of BSC that could be applied in a research setting before describing a case study setting. A case study, as well as a survey was employed to investigate the research questions. The results suggest that the research sector PMF incorporated the properties the organization’s value chain, as well as reflected its strategies and key actions. Furthermore, suitable performance measures had been created for all the organization’s stakeholders. Further inductive analysis indicated that the PMF resembled a hybrid form of BSC based on the Moullin (2002) public sector framework. Finally, the results indicated that the PMF motivated its researchers at operations level, however, a survey of opinions suggests there was a significant difference in opinion between different categories of researchers.
Occupation and basic income through the lens of Arendt’s vita activa

ABSTRACT There is a debate about the meaning and importance of paid work for individuals as well as for society. On the one hand, paid work is considered the only way to secure general welfare. On the other hand, the Jobs Strategy urged by the OECD as the only possible model for achieving welfare is questioned and challenged through the idea of basic income. While basic income is frequently discussed within other disciplines, it is scarcely raised within occupational science, despite its obvious relevance. In this article, the significance of paid work and the possible consequences of introducing basic income are raised. Paid work may have healthy effects, but for many people worldwide dependence on paid work for basic security implies unhealthy, hazardous, and unsecure circumstances. Basic income may have a substantial impact on people’s occupational patterns as well as their experiences of occupational meaning. Three underlying rationales for introducing basic income can be traced: i) abolish a bureaucratic payment transfer system and maintain consumption, ii) diminish poverty and enhance a self-determined life, and iii) deepen democratization. These three rationales are discussed through the lens of Arendt’s vita activa: labor, work and action. Rationales underlying claims for basic income have substantially different underlying ideologies and are therefore important to scrutinize. Rationales mainly building on maintaining consumption imply a risk that people are reduced to homo consumens and denizens. Developing all modalities creates opportunities for occupational justice as well as inclusion and citizenship.
The Influence of Place Attachment on Social Distance: Examining Mediating Effects of Emotional Solidarity and the Moderating Role of Interaction

Building on common identity theory and intergroup contact theory, this study sought to further understanding of people–place relationships by developing a holistic theoretical model to scrutinize place attachment as an antecedent of social distance, mediated by emotional solidarity and moderated by frequency of contact between tourists and residents. Visitor data analyzed with SEM revealed that place dependence is a significant predictor of social distance given it affects affinity positively and avoidance negatively, both of which are mediated by the three dimensions of emotional solidarity. Furthermore, the mediated relationships (via emotional solidarity) between place attachment and social distance vary by level of visitors’ frequency of interaction with residents. This study expands current theorization by examining the merits of emotional solidarity as an affective link in a tourist cognitive-behavioral model. From a practical standpoint, DMOs need to understand these construct linkages and include residents in their marketing strategies to increase repeat visitation.
Faculty Motivations and Perceptions of Service-Learning in Christian Higher Education

Abstract Service-learning is an educational strategy that aligns with the mission of Christian higher education, yet requires the support of multiple constituencies in order to become institutionalized and fully sustained. Faculty members are central to the implementation of service-learning, and they are influential in the institutionalization process. However, individual commitments to engage in service-learning are also reciprocally influenced by the institutional environment and the value placed on the practice by those in leadership. This qualitative study therefore sought to explore the motivations and perceptions of nine faculty members at three faith-based universities who engage in service-learning. Each participant indicated motivations to engage in service-learning based on a Christian value of service and a positive perception of service-learning as a meaningful educational strategy that reflects the faith-based context of the institution. Therefore, faculty members who commit to service-learning may present a faith integrationalist perspective in which faith influences their work and perceptions of institutional priorities. The participants asserted a need for increased institutional support for service-learning by ensuring that service-learning is rewarded during promotion and tenure processes and establishing a central coordinating structure that could provide faculty development and logistical assistance. Consequently, the findings indicate that greater intentionality is needed from administrators to capitalize on faculty motivations to engage. Recommendations for practice and future research are provided in order to support administrators and faculty members attempting to advance service-learning at faith-based institutions.
The Effects of Digital Storytelling on Astronomy Misconceptions Held by Fourth Grade Students

For students to be successful in the Knowledge Age, they need a deep understanding of subject area content. When students develop misconceptions of science concepts, it limits their ability to progress in this area. Misconceptions are very resistant to change and interfere with student mastery of accepted science theory (Stamp & O'Brien, 2005; Wendt & Rockinson-Szapkiw, 2014). The purpose of this study was to examine the effectiveness of student-produced digital stories in reducing the number of misconceptions held by students. This quasi-experimental study involved 118 fourth grade students in a small elementary school in the southeastern United States. The MOSART Astronomy and Space Science Concepts Inventory (ASSCI), a multiplechoice test employing common student misconceptions as distractors, was used as both the pretest and posttest to measure changes in student understanding. The resulting data was analyzed using ANCOVA with the pretest scores from the ASSCI serving as the covariate. The analysis of the data found a statistically significant difference in the scores of students who produced digital stories when compared to students who produced digital informational writing, the type of writing traditionally used in science classrooms. The results of this study supported the used of digital storytelling in science classrooms to help reduce student misconceptions of science concepts. One recommendation for future studies would be to examine the effectiveness of digital storytelling on specific subgroups. Another recommendation would be to examine the effectiveness of digital storytelling after teachers had received additional professional development on the use of digital storytelling as a pedagogical tool that integrates technology and content acquisition.
Evaluation of a teaching and learning curriculum for preceptors and residents

The role of the pharmacist as a clinician educator requires a developed skill set and dedication as a life‐long learner. The Clinician Educators Program (CEP) at Midwestern University College of Pharmacy‐Glendale in Glendale, Arizona is a 12‐month longitudinal teaching and learning curriculum designed to meet this need. It includes a postgraduate education track for residents and residency preceptors and an experiential education track for university‐affiliated preceptors. The program consists of 26 live seminar hours delivered over four full‐day sessions, two mentored teaching experiences, and creation of a philosophy of teaching statement and electronic teaching portfolio.
The #acadv Community: Networked Practices, Professional Development, and Ongoing Knowledge Sharing in Advising

The #acadv Twitter chat is an organic, online community of higher education academic advising professionals. Using a longitudinal study, we explored the way a self-directed learning network sustains ongoing professional development and knowledge sharing by examining the archives of 203 structured online discussions. In mapping the chat topics to published core competencies, we discovered that this advising community scaffolds on-demand learning for discussion of advising approaches and strategies, distribution of resources for supporting student success, collective sharing of personal advising philosophies, and encouragement to engage in reflective assessment about advising practice. Community members are motivated to contribute to networked practice to enhance professional development activities, share open educational practices, and support advising competency development in an occupational community of practice.
Minimum Wage Effects of Employment and School Enrollment: Reply to Evans and Turner

In earlier work, we presented results suggesting that minimum wage increases have important consequences for both the employment opportunities of youths and their decision to enroll in school. In this paper, we show that the recent claim made by William Evans and Mark Turner that our results are sensitive to changes in the definition of the enrollment rate is based upon an analysis that uses a mismeasured minimum wage index. When the data are constructed properly, our original conclusions are not affected by changes in the enrollment definition.
Towards More Understanding of the Financial Leverage Controversy The Evidence of the Industrial Firms at Amman Stock Exchange

The study objects for investigating the most important internal determinants of financial leverage of the listed industrial firms at Amman Stock Exchange (ASE). It is a cross sectional study that it used the issued data of the total listed industrial firms at ASE, where the total number of these firms till the end of 2015 is 48. Seven independent variables the study takes into consideration including firms’ size, liquidity, profitability, assets tangibility, earnings volatility, growth opportunities, and non-debt tax shield. Descriptive statistics, and simple and multiple linear regression methods are used in hypotheses testing. The study shows that liquidity, profitability, tangibility, each of which, have a significant impact on earnings volatility, where other independent variables that the study took into consideration, have no impact.
Perceived discrimination is disproportionally associated with sexual minority mental health: Implications for non-monosexual sexual minorities

Abstract We explored how perceived discrimination and mental illness change as a function of mono vs non-monosexual minority identity. Archival data gathered through the Healthy Minds Network was used to examine these relationships between 249 mono and 554 non-monosexual minority individuals. Results indicated no differences in perceived discrimination between mono and non-monosexual minority individuals. Non-monosexual individuals evidenced significantly higher rates of mental health problems. Moderation analyses suggested perceived discrimination was a significant predictor of mental illness symptoms only for non-monosexual minority individuals. Clinical implication, limitations, and directions for future research are discussed.
The Correlation Structure of the CDS Market: An Empirical Investigation

Using an extensive data set of credit default swap (CDS) spreads on U.S. firms, we investigate the correlation structure of the CDS market. For comparison, we also examine the correlation structure of their equity returns. We find that although industry affiliation plays a central role in CDS correlations, so too does rating classification above and below investment grade. By contrast, the correlation structure of equity returns is characterized by industry affiliation. Our results highlight differences in the organization of these markets and the salience of the investment-grade boundary.
Cultural Heritage and Communication through Simulation Videogames—A Validation of Minecraft

The use of world-simulation videogames for cultural heritage (CH) communication presents one of the greatest opportunities for engaging people with the safeguarding of cultural resources. However, not all simulation videogames have the capacity to transmit heritage values efficiently. This article reviews the use of serious and commercial videogames in CH to frame and properly identify characteristics for the selection and assessment of videogames in the context of cultural communication. Based on the analysis of the capacities of videogames to motivate, immerse and represent reality, the videogame Minecraft is identified as one of the optimal solutions to represent and promote engagement with the cultural built environment. As such, the authors assessed the capacity of the videogame Minecraft to be used as an efficient tool to communicate built heritage environments, considering identified criteria on immersion, motivation, and fidelity on simulation.
Stock Market Investors’ Use of Stop Losses and the Disposition Effect

The disposition effect is an investment bias where investors hold stocks at a loss longer than stocks at a gain. This bias is associated with poorer investment performance and exhibited to a greater extent by investors with less experience and less sophistication. A method of managing susceptibility to the bias is through use of stop losses. Using the trading records of UK stock market individual investors from 2006 to 2009, this paper shows that stop losses used as part of investment decisions are an effective tool for inoculating against the disposition effect. We also show that investors who use stop losses have less experience and that, when not using stop losses, these investors are more reluctant to realise losses than other investors.
DOES ANXIETY IMPEDE VLE ADOPTION INTENTIONS OF STATE UNIVERSITY LECTURERS? - A STUDY BASED ON MODIFIED UTAUT FRAMEWORK

Purpose of this study is to gain a deeper understanding of technology adoption in higher educational contexts. More precisely, this study would examine the significance of technology anxiety within the UTAUT framework in determining VLE adoption intentions of non-users from the perspective of Sri Lankan state university lecturers. A developing country like Sri Lanka can potentially expand higher education sector potentials through ICT integration in the state universities. Thus, a better understanding of university staff attitudes and perceptions about educational technologies such as VLEs is essential for effective use of these technologies which intern offer prolific payoffs. Quantitative methodology was used for primary data collection. QuestionPro online survey tool was employed to send out questionnaires of which returned with 219 valid responses. A unit of the sample was a university lecturer who fit to survey criteria of Non-VLE usage. SPSS and AMOS software was used to analyze data in terms of descriptive and hypotheses testing using structured equation modelling. By adding the technology anxiety as an external component (i.e., affection) to UTAUT factors (mainly cognitive and behavioral), this study enhanced the response power of the framework in determining adoption intention of non-users in the study context. Further, the theorized relationships between UTAUT factors and technology anxiety would fulfil the gap in the lack of literature that connects affective, cognitive components to predict technology adoption in the presence of demographics such as lecturer’s age and gender. Results of the study reveal that performance expectancy, facilitating conditions, has a positive correlation with VLE adoption intention, while technology anxiety confirms its significant negative effect on the same. Further, it was found that technology anxiety has positive effects on both performance expectancy and effort expectancy although one variable (PE) indicate a mediation effect. However, the effect of technology anxiety on all hypothesized relationships was moderated by lecturer’s age and gender. Article visualizations: