title: Principal-principal conflicts: Is it a big problem in ASEAN 4 markets?

authors: Banchit, Azilawati

subjects: principal-principal conflicts

abstract: This paper examines the issue of principal-principal (PP) conflicts in large public listed companies in four ASEAN countries. The PP conflicts are regarded as a major problem in emerging markets and have attracted considerable attention. The percentage of cash dividend of total assets is used to measure the expropriation depicted in PP conflicts. A sample of companies with total assets of US$1 billion are filtered to select those with single/multiple block holders of shareholdings concentration equal to or greater than five percent. A regression model is estimated with PP conflicts as the dependent variable. The findings confirm the existence of PP conflicts, suggesting that large shareholders do expropriate company wealth by paying higher cash dividends. This expropriation occurs through agency perspective and makes it apparent that PP conflicts are a major problem in ASEAN markets.

text: Principal-principal conflicts: Is it a big problem in ASEAN 4 markets? This paper examines the issue of principal-principal (PP) conflicts in large public listed companies in four ASEAN countries. The PP conflicts are regarded as a major problem in emerging markets and have attracted considerable attention. The percentage of cash dividend of total assets is used to measure the expropriation depicted in PP conflicts. A sample of companies with total assets of US$1 billion are filtered to select those with single/multiple block holders of shareholdings concentration equal to or greater than five percent. A regression model is estimated with PP conflicts as the dependent variable. The findings confirm the existence of PP conflicts, suggesting that large shareholders do expropriate company wealth by paying higher cash dividends. This expropriation occurs through agency perspective and makes it apparent that PP conflicts are a major problem in ASEAN markets.

year: 2011-09

title: On the bipenalty method: why is it advantageous to add stiffness and mass

authors: Ilanko, Sinniah

subjects: engineering

abstract: In a recent paper, Askes et al [1] proposed the simultaneous use of stiffness and inertia of large magnitude to model constraints in time domain analysis. From a frequency domain perspective, as stiffness and inertia have opposite effects on the natural frequencies, this seems counter-intuitive. With increasing stiffness, the natural frequencies either increase or remain unchanged, whereas the opposite is true for inertia. However, it can be shown, through very simple illustrative examples, that the natural frequencies and modes of continuous systems can be found in this way, and that there are advantages in using both stiffness and mass simultaneously.

text: On the bipenalty method: why is it advantageous to add stiffness and mass In a recent paper, Askes et al [1] proposed the simultaneous use of stiffness and inertia of large magnitude to model constraints in time domain analysis. From a frequency domain perspective, as stiffness and inertia have opposite effects on the natural frequencies, this seems counter-intuitive. With increasing stiffness, the natural frequencies either increase or remain unchanged, whereas the opposite is true for inertia. However, it can be shown, through very simple illustrative examples, that the natural frequencies and modes of continuous systems can be found in this way, and that there are advantages in using both stiffness and mass simultaneously.

year: 2011

title: Tukua Kia Rere! Maori Adult Students Succeeding at University

authors: Williams, Daphne Christina (Tina)

subjects: Maori students in higher education

abstract: A considerable amount of research has focussed on Māori underachievement in mainstream education. There is, however, much less research that celebrates Māori academic success. Even less has been written about the experiences of adult Māori students who return to study long after leaving school and go on to become academically successful in higher education. This study contributes to the growing body of knowledge regarding Māori academic success at university. It sought to explore the experiences of sixteen adult Māori students who entered university via special admission and went on to attain undergraduate degrees. The study examined the challenges that these individual’s experienced on their way to becoming academically successful and identified the main factors that helped them to achieve educational success. An overarching Kaupapa Māori theoretical framework was employed in this study. A qualitative research methodology was implemented and Kaupapa Māori research principles informed both the research processes and the interpretation of research outcomes. The findings suggest four major factors contributed to the success of the participants in this study: a strong determination to succeed (whāia te iti kahurangi), the extended family (whānau), strong social support networks with peers and faculty (whakawhanaungatanga) and Te Ao Māori (the Māori World). However, some of these same factors were also found to hinder academic success in the university setting. The Manu Tukutuku (kite) model was developed directly from the research findings. In addition to providing a theoretical frame for understanding the experiences of Māori special admission students at university, this model also provides a useful ‘toolkit’ for those wanting to support Māori students within the university context. The implications of this study suggest that New Zealand Universities can better support Māori special admission students by being more inclusive of their cultural capital, by eliminating racism and discrimination in the university environment and by fostering better relationships between staff and students. Creating opportunities for Māori students to develop social networks at University was also identified as important.

text: Tukua Kia Rere! Maori Adult Students Succeeding at University A considerable amount of research has focussed on Māori underachievement in mainstream education. There is, however, much less research that celebrates Māori academic success. Even less has been written about the experiences of adult Māori students who return to study long after leaving school and go on to become academically successful in higher education. This study contributes to the growing body of knowledge regarding Māori academic success at university. It sought to explore the experiences of sixteen adult Māori students who entered university via special admission and went on to attain undergraduate degrees. The study examined the challenges that these individual’s experienced on their way to becoming academically successful and identified the main factors that helped them to achieve educational success. An overarching Kaupapa Māori theoretical framework was employed in this study. A qualitative research methodology was implemented and Kaupapa Māori research principles informed both the research processes and the interpretation of research outcomes. The findings suggest four major factors contributed to the success of the participants in this study: a strong determination to succeed (whāia te iti kahurangi), the extended family (whānau), strong social support networks with peers and faculty (whakawhanaungatanga) and Te Ao Māori (the Māori World). However, some of these same factors were also found to hinder academic success in the university setting. The Manu Tukutuku (kite) model was developed directly from the research findings. In addition to providing a theoretical frame for understanding the experiences of Māori special admission students at university, this model also provides a useful ‘toolkit’ for those wanting to support Māori students within the university context. The implications of this study suggest that New Zealand Universities can better support Māori special admission students by being more inclusive of their cultural capital, by eliminating racism and discrimination in the university environment and by fostering better relationships between staff and students. Creating opportunities for Māori students to develop social networks at University was also identified as important.

year: 2010