title: Trends on Engineering Interactive Systems: an overview of works presented in workshops at EICS 2019

authors: Distante, Damiano

subjects: Science & Technology

abstract: Workshops are a great opportunity for identifying innovative topics of research that might require discussion and maturation. This paper summarizes the outcomes of the workshops track of the 11th Engineering Interactive Computing Systems conference (EICS 2019), held in Valencia (Spain) on 18-21 June 2019. The track featured three workshops, one half-day, one full-day and one two-days workshop, each focused on specific topics of the ongoing research in engineering usable and effective interactive computing systems. In particular, the list of discussed topics include novel forms of interaction and emerging themes in HCI related to new application domains, more efficient and enjoyable interaction possibilities associated to smart objects and smart environments, challenges faced in designing, developing and using interactive systems involving multiple stakeholders.

text: Trends on Engineering Interactive Systems: an overview of works presented in workshops at EICS 2019 Workshops are a great opportunity for identifying innovative topics of research that might require discussion and maturation. This paper summarizes the outcomes of the workshops track of the 11th Engineering Interactive Computing Systems conference (EICS 2019), held in Valencia (Spain) on 18-21 June 2019. The track featured three workshops, one half-day, one full-day and one two-days workshop, each focused on specific topics of the ongoing research in engineering usable and effective interactive computing systems. In particular, the list of discussed topics include novel forms of interaction and emerging themes in HCI related to new application domains, more efficient and enjoyable interaction possibilities associated to smart objects and smart environments, challenges faced in designing, developing and using interactive systems involving multiple stakeholders.

year: 2019

title: Is there market discipline for New Zealand non-bank financial institutions?

authors: Huss, Kurt

subjects: banking

abstract: This paper studies effects of market discipline on the pricing of term deposit type investment products issued by New Zealand Non-Bank Financial Institutions (NBFIs) and how risk disclosure by NBFIs affects this relationship. While we find that more risky NBFIs indeed have to offer higher interest premiums, it is remarkable that investors do not appear to reward NBFIs for disclosure by accepting lower interest rates for better transparency. We attribute this unexpected result to possible limitations of a purely prospectus based disclosure quality index developed for this study or the inherent opaqueness of financial firms which cannot be overcome by even the best of disclosure [as argued by Morgan D.P., 2002. Rating banks: risk and uncertainty in an opaque industry. The American Economic Review 92 (4), 874–888].

text: Is there market discipline for New Zealand non-bank financial institutions? This paper studies effects of market discipline on the pricing of term deposit type investment products issued by New Zealand Non-Bank Financial Institutions (NBFIs) and how risk disclosure by NBFIs affects this relationship. While we find that more risky NBFIs indeed have to offer higher interest premiums, it is remarkable that investors do not appear to reward NBFIs for disclosure by accepting lower interest rates for better transparency. We attribute this unexpected result to possible limitations of a purely prospectus based disclosure quality index developed for this study or the inherent opaqueness of financial firms which cannot be overcome by even the best of disclosure [as argued by Morgan D.P., 2002. Rating banks: risk and uncertainty in an opaque industry. The American Economic Review 92 (4), 874–888].

year: 2007

title: What (actually) matters in literacy education: Contributions from community psychology

authors: Furness, Jane Amanda

subjects: Family literacy

abstract: This paper describes the critical role community psychology theories played in reframing literacy research involving mainly Māori and Pacific peoples’ extended families and communities. Within a critical social constructionist paradigm, ecological systems theory and holistic, integrative theories of wellbeing brought much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. This reframing marks a challenge to and movement away from still-dominant Western individualistic, behavioural orientated, skills-based and formal economy-focused ways of thinking about people’s literacy abilities. It highlights the important role of community psychology in developing theory, informing policy and enhancing practices in culturally diverse education settings to achieve both educational and quality of life aims. Improving quality of life is not possible through literacy education in and of itself, but rather through the inculcation in programme design and delivery of those things which are fundamental and critical to the participants’ overall wellbeing and welfare.

text: What (actually) matters in literacy education: Contributions from community psychology This paper describes the critical role community psychology theories played in reframing literacy research involving mainly Māori and Pacific peoples’ extended families and communities. Within a critical social constructionist paradigm, ecological systems theory and holistic, integrative theories of wellbeing brought much-needed new thinking to how family-focused adult literacy education might be theorised and practiced. This reframing marks a challenge to and movement away from still-dominant Western individualistic, behavioural orientated, skills-based and formal economy-focused ways of thinking about people’s literacy abilities. It highlights the important role of community psychology in developing theory, informing policy and enhancing practices in culturally diverse education settings to achieve both educational and quality of life aims. Improving quality of life is not possible through literacy education in and of itself, but rather through the inculcation in programme design and delivery of those things which are fundamental and critical to the participants’ overall wellbeing and welfare.

year: 2013