title: What about talented students? An exploratory study.

authors: Rubie-Davies, Christine

abstract: This study was the final phase in a three-phase project. The first phase was exploratory in design and explored across four faculties, what support existed for high achieving students. The second phase introduced the intervention outlined below to one faculty in which there were no supports for high achieving students. The current phase introduced the same intervention across three contexts and was designed to support the learning of talented undergraduate students in tertiary settings. The study was based in three institutions: The Universities of Auckland and Waikato (based in the Faculties of Education) and Massey University (based in the College of Sciences).
Students whose Grade Point Average (GPA) was above 7.0 (i.e., students’ whose overall grade across all their courses was in the A range) were identified in the respective institutions and invited to take part. Of those (N = 496), 126 students chose to take part. The intervention had five components:
1) A congratulatory letter sent to all undergraduate students receiving a GPA above 7.0 across all their courses
2) An invitation to a morning or afternoon tea
3) Invitations to all research seminars and presentations (normally reserved for staff and
postgraduate students)
4) The opportunity to work alongside an academic on a research project
5) Acting as academic mentors for other undergraduate students
Quantitative data were gathered at the beginning of the study in order to determine differences among groups represented in the sample. Students (n = 55) were interviewed about their backgrounds, why they considered they had been identified, factors they believed had helped or hindered their learning, and perceptions of university support for their learning. Following the intervention student views on its success were sought in a questionnaire and focus group interview.

text: What about talented students? An exploratory study. This study was the final phase in a three-phase project. The first phase was exploratory in design and explored across four faculties, what support existed for high achieving students. The second phase introduced the intervention outlined below to one faculty in which there were no supports for high achieving students. The current phase introduced the same intervention across three contexts and was designed to support the learning of talented undergraduate students in tertiary settings. The study was based in three institutions: The Universities of Auckland and Waikato (based in the Faculties of Education) and Massey University (based in the College of Sciences).
Students whose Grade Point Average (GPA) was above 7.0 (i.e., students’ whose overall grade across all their courses was in the A range) were identified in the respective institutions and invited to take part. Of those (N = 496), 126 students chose to take part. The intervention had five components:
1) A congratulatory letter sent to all undergraduate students receiving a GPA above 7.0 across all their courses
2) An invitation to a morning or afternoon tea
3) Invitations to all research seminars and presentations (normally reserved for staff and
postgraduate students)
4) The opportunity to work alongside an academic on a research project
5) Acting as academic mentors for other undergraduate students
Quantitative data were gathered at the beginning of the study in order to determine differences among groups represented in the sample. Students (n = 55) were interviewed about their backgrounds, why they considered they had been identified, factors they believed had helped or hindered their learning, and perceptions of university support for their learning. Following the intervention student views on its success were sought in a questionnaire and focus group interview.

year: 2015

title: Impact of ownership structure on the level of voluntary disclosure: A study of listed family-controlled companies in Malaysia

authors: Zaini, Syeliya Md

subjects: Social Sciences

abstract: This paper investigates the level of voluntary disclosure in the annual reports of listed companies in Malaysia by examining the impact of ownership structure. A mixed methods approach was adopted to analyse the content and level of information disclosed voluntarily in companies’ annual reports. Family-controlled companies tend to voluntarily disclose information in relation to external factors and global conditions. Most family-controlled companies provide financial warnings in their disclosures. Studies that examine a voluntary disclosure practice by family-controlled companies in Malaysia are limited. As such, little is known about the effect of ownership structure on the level of voluntary disclosure.

text: Impact of ownership structure on the level of voluntary disclosure: A study of listed family-controlled companies in Malaysia This paper investigates the level of voluntary disclosure in the annual reports of listed companies in Malaysia by examining the impact of ownership structure. A mixed methods approach was adopted to analyse the content and level of information disclosed voluntarily in companies’ annual reports. Family-controlled companies tend to voluntarily disclose information in relation to external factors and global conditions. Most family-controlled companies provide financial warnings in their disclosures. Studies that examine a voluntary disclosure practice by family-controlled companies in Malaysia are limited. As such, little is known about the effect of ownership structure on the level of voluntary disclosure.

year: 2020-01-01

title: What do New Zealand picturebooks tell us about New Zealand national identity?

authors: Daly, Nicola

abstract: Jeffries (2004, p. 4) defines national identity as ' ... a shared sense of belonging of a group of people that depends on a common area of named place, a common set of beliefs and values, and positive feelings for a specific named geographical area'. In her examination of how New Zealand culture is portrayed in picturebooks published between 2000 and 2005, McNeur (2006) suggests that the visual and textual messages in children's picturebooks are an important contributor to the development of children's national identity. This paper describes the process of choosing a collection of 22 New Zealand children's picturebooks (known as the New Zealand PictureBook Collection) to reflect and represent diversity in New Zealand national identity, and analyses what these books tell us about the New Zealand national identity.

text: What do New Zealand picturebooks tell us about New Zealand national identity? Jeffries (2004, p. 4) defines national identity as ' ... a shared sense of belonging of a group of people that depends on a common area of named place, a common set of beliefs and values, and positive feelings for a specific named geographical area'. In her examination of how New Zealand culture is portrayed in picturebooks published between 2000 and 2005, McNeur (2006) suggests that the visual and textual messages in children's picturebooks are an important contributor to the development of children's national identity. This paper describes the process of choosing a collection of 22 New Zealand children's picturebooks (known as the New Zealand PictureBook Collection) to reflect and represent diversity in New Zealand national identity, and analyses what these books tell us about the New Zealand national identity.

year: 2016