title: Stock price crash risk: review of the empirical literature

authors: Habib, Ahsan

abstract: We survey the burgeoning literature on the determinants and consequences of firm‐specific future stock price crash risk. We synthesise a vast body of literature on the determinants of crash risk, identify weaknesses, and offer future research opportunities. We categorise the determinants into: (i) financial reporting and corporate disclosures, (ii) managerial incentives and managerial characteristics, (iii) capital market transactions, (iv) corporate governance mechanisms, and (v) informal institutional mechanisms. Despite a large body of research into the determinants of crash risk, very little research attention has been directed towards understanding the consequences of stock price crash.

text: Stock price crash risk: review of the empirical literature We survey the burgeoning literature on the determinants and consequences of firm‐specific future stock price crash risk. We synthesise a vast body of literature on the determinants of crash risk, identify weaknesses, and offer future research opportunities. We categorise the determinants into: (i) financial reporting and corporate disclosures, (ii) managerial incentives and managerial characteristics, (iii) capital market transactions, (iv) corporate governance mechanisms, and (v) informal institutional mechanisms. Despite a large body of research into the determinants of crash risk, very little research attention has been directed towards understanding the consequences of stock price crash.

year: 2017

title: Eye tracking in children with ADHD: exploring new diagnostic measures and reading training procedures

authors: Dempster-Rivett, Kirsty

subjects: ADHD

abstract: The overall aim of this research was to explore new diagnostic measures and reading training procedures for children with Attention Deficit Hyperactivity Disorder (ADHD). Specifically, it was hypothesised that the participants with ADHD would have different eye movement behaviours when reading aloud and silently compared to matched controls. It was also hypothesised that there would be a relationship between their eye movement behaviours and their leg and arm movements, with the administration of methylphenidate producing noticeable changes. The participants consisted of three male children with ADHD, aged between 7-8 years, and two reading level and age matched controls. The research consisted of two experiments during which the participants read short stories, while ignoring two visual distracters. The eye tracker recorded their eye lines of gaze, including their the number of fixations and the angles of saccades. During the training procedure, visual reminders prompted the participants to focus their attention on the reading task. As additional help, the computer-generated words were highlighted on the desired reading position. A calibration procedure that accommodated the hyperactivity of the participants with ADHD was successfully designed and outlined. Preliminary results indicate that the eye movements of the participants with ADHD differed from that of their matched controls and were characterised by rapidly changing lines of gaze and shorter fixation periods, which tended to be more pronounced when reading silently. :MPH reduced the amount of arm and leg movements but did not reduce the rapidly changing eye movements of one participant with ADHD, compared to matched controls with and without ADHD. The visual prompts in the training procedure had little social validity, but highlighting the text resulted in an increased consistency in the eye movement variables and reading performance when reading aloud and silently for both the participants with and without ADHD.

text: Eye tracking in children with ADHD: exploring new diagnostic measures and reading training procedures The overall aim of this research was to explore new diagnostic measures and reading training procedures for children with Attention Deficit Hyperactivity Disorder (ADHD). Specifically, it was hypothesised that the participants with ADHD would have different eye movement behaviours when reading aloud and silently compared to matched controls. It was also hypothesised that there would be a relationship between their eye movement behaviours and their leg and arm movements, with the administration of methylphenidate producing noticeable changes. The participants consisted of three male children with ADHD, aged between 7-8 years, and two reading level and age matched controls. The research consisted of two experiments during which the participants read short stories, while ignoring two visual distracters. The eye tracker recorded their eye lines of gaze, including their the number of fixations and the angles of saccades. During the training procedure, visual reminders prompted the participants to focus their attention on the reading task. As additional help, the computer-generated words were highlighted on the desired reading position. A calibration procedure that accommodated the hyperactivity of the participants with ADHD was successfully designed and outlined. Preliminary results indicate that the eye movements of the participants with ADHD differed from that of their matched controls and were characterised by rapidly changing lines of gaze and shorter fixation periods, which tended to be more pronounced when reading silently. :MPH reduced the amount of arm and leg movements but did not reduce the rapidly changing eye movements of one participant with ADHD, compared to matched controls with and without ADHD. The visual prompts in the training procedure had little social validity, but highlighting the text resulted in an increased consistency in the eye movement variables and reading performance when reading aloud and silently for both the participants with and without ADHD.

year: 1999

title: Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako

authors: Horne, Sharon Karey

subjects: Addressing

abstract: This research involved interviewing five Māori whānau, with children attending four of six schools across a  Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori.
A review of the literature highlighted precolonial ways of teaching and learning where whānau were highly involved in the education of their children and where teaching and learning was reciprocal and where the mana of children, whānau and hapū were important.
Applying culturally responsive methodologies and using group focussed, semi-structured interviews to collect whānau perspectives it was revealed that many Māori children were neither enjoying education nor achieving success as Māori. Māori whānau spoke sincerely about their own experiences and those of their children.  Critical and consistent messages from Māori whānau identified what must be addressed if Māori children are to reach their full potential and enjoy and achieve education success with their Māori cultural identity secure. 
This thesis identifies that it is crucial for school leaders and teachers to listen to what whānau are saying if educators are to take greater responsibility for the performance of Māori students’ learning and cultural identity by delivering their teaching performance against the cultural competencies stated in Tātaiako.  Addressing, reducing and removing the ongoing challenges and disparities Māori children and whānau face in education is essential. However, unless school leaders and teachers believe they have to change, then Māori will continue to get from schooling what they have always got. That is not good enough for Māori whānau and nor is it good enough for anyone’s whānau. This thesis discusses how together we can make this happen.

text: Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako This research involved interviewing five Māori whānau, with children attending four of six schools across a  Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori.
A review of the literature highlighted precolonial ways of teaching and learning where whānau were highly involved in the education of their children and where teaching and learning was reciprocal and where the mana of children, whānau and hapū were important.
Applying culturally responsive methodologies and using group focussed, semi-structured interviews to collect whānau perspectives it was revealed that many Māori children were neither enjoying education nor achieving success as Māori. Māori whānau spoke sincerely about their own experiences and those of their children.  Critical and consistent messages from Māori whānau identified what must be addressed if Māori children are to reach their full potential and enjoy and achieve education success with their Māori cultural identity secure. 
This thesis identifies that it is crucial for school leaders and teachers to listen to what whānau are saying if educators are to take greater responsibility for the performance of Māori students’ learning and cultural identity by delivering their teaching performance against the cultural competencies stated in Tātaiako.  Addressing, reducing and removing the ongoing challenges and disparities Māori children and whānau face in education is essential. However, unless school leaders and teachers believe they have to change, then Māori will continue to get from schooling what they have always got. That is not good enough for Māori whānau and nor is it good enough for anyone’s whānau. This thesis discusses how together we can make this happen.

year: 2020