88 research outputs found
Stephen McCullagh
No full textThe author discusses the life of Stephen McCullagh, who was a pioneer Australian Adventist evangelist who worked closely with Ellen White to purchase the Brettville Estate, upon which Avondale College was later established
Flannery o\u27connor\u27s theology viewed through the haze of the grotesque
No full textIn this thesis, by an analysis of the major works of Flannery O\u27Connor, I have examined the relationship between the author\u27s theology and her art, and by taking into consideration all significant critical points of view, the author\u27s published statments, I have attempted to come to some condlusions about Miss O\u27Connor\u27s peculiar vision, and more importantly, to determine whether her religious concerns in any way undercut her fiction
The Other Newspaper in St. Louis
No full text The author of A History of the St. Louis Globe-Democrat gives a brief account of the 110-year-old rival of the Post-Dispatch and of some of its well-known figures: Joseph B. McCullagh, Casper S. Yost, E. Lansing Ray. Dr. Hart is associate professor of journalism at Ohio University. </jats:p
From Perception to Action: The Role of Auditory and Visual Information in Perceiving and Performing Complex Movements
No full textThis eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contac
From Perception to Action: The Role of Auditory and Visual Information in Perceiving and Performing Complex Movements
No full textThis eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contac
Oklahoma State University Research Lab Reflection
No full textThis reflection is about my summer working in a research lab at Oklahoma State University. I was a lab intern in the Integrative Biology Department for Dr. Elizabeth McCullagh. Her research focuses on auditory processes and how different factors can affect these pathways in mice. One of her focuses is to look into mice with autism to see if there are any abnormalities in their auditory pathways compared to mice without autism. I was able to learn many different lab techniques and participated in many experiments. Finally, I was able to become an author on two papers that are going to be pending publication next year
Evaluating VaR: a qualitative and quantitative impact study
No full textValue-at-Risk (VaR) is the primary measure used to estimate the potential losses for a bank portfolio due to market movements. It has three key roles: internal risk management; risk reporting; determination of market risk regulatory capital for banks with approval for their proprietary regulatory VaR model. These three roles exalt VaR to a position of significant influence. It influences risk allocation and control through the internal risk management role. It influences market perception of a bank’s risk-taking through its reporting role. Through its regulatory capital role, it affects an opportunity cost. VaR has been central to the measurement and management of market risk for banks since its technical development by RiskMetrics in the 1990’s. Having emerged from practice in JP Morgan, it has an atypical genesis as a reporting measure, and unusual longevity not wholly dependent on regulatory imperatives. VaR’s internal control function, its reporting role, and its use in determining market risk regulatory capital means it has the potential to influence risk-taking behaviour of banks with clear societal implications, embodying the interrelationship between accounting and the social (Burchell et al. 1985).
VaR’s role within the market risk regulatory capital framework led to its emerging as a cynosure or centre for attention by financial media and was a source of concern in investigations into the events of the 2007-2009 financial crisis. The Basel Committee on Banking Supervision (BCBS) have developed a revised framework for the treatment of market risk, known as the Fundamental Review of the Trading Book (FRTB) with implementation due in January 2022(BCBS 2019). This framework demotes the role of VaR as the central measure in the determination of market risk regulatory capital. The FRTB calculative framework addresses many of the key issues that became apparent in the financial crisis, and includes the replacement of VaR by Expected Shortfall (ES), a measure heralded for capturing tail risk. However, these changes to the market risk regulatory framework do not automatically infer changes to the other roles of VaR. This prompts the need for a qualitative evaluation of VaR within the context of its various roles and its sphere of influence in banking, together with an evaluation of the potential impact of the regulatory changes on risk and portfolio management practice.
The necessity to evaluate VaR on a contextual basis prompts consideration to view VaR as an accounting measure, thereby facilitating the use of sociological evaluation methodologies developed for accounting measures. Miller and Power (2013) identify four key roles of accounting measures: territorialising, mediating, adjudicating and subjectivising. This framework has been used to evaluate the performative power and accountability of various applications of accounting (Vosselman 2014; Pelger 2016) and other economised settings including: sustainability (Markota Vukić et al. 2017); environmental impact (Doganova and Karnøe 2015); and marketing knowledge (Jacobi et al. 2015). To the best knowledge of the author, it has so far not been applied to accounting measures that function in risk management within the financial sector, despite the clear societal impact of these technologies. We translate the four key roles of accounting measures identified by Miller and Power (2013), to the realm of influence of VaR. Through a series of semi-structured interviews with relevant actors in the field, we investigate the latent power and endurance of VaR as an accounting measure despite its apparent shortcomings and a loosening of its regulatory power. We explore its dominance within banking organisations and in financial markets (territorialising), how it is communicated (mediating), the control aspect of the device (adjudicating) and its propensity to prompt action (subjectivising).
We find that the territorialising and subjectivising power of accounting measures is revealed in how VaR has become embedded in the thinking of users. This “stickiness” of an accounting technology may become an impediment to change or may affect the perception of the impending change. This case shows the latent power of accounting measures, and the reach they can acquire when developed in an under-regulated way. We find that the Miller-Power frame has resonance beyond what is considered conventional financial accounting. It highlights the need for awareness of the embedded nature of accounting measures when implementing regulatory, organisational, or market changes. Hence, we find that VaR, as a useful though inaccurate (Millo and MacKenzie 2009) risk model may have sustained longevity in its internal risk management role beyond the implementation of FRTB.
We deploy a mixed methods approach whereby we use the findings from a qualitative evaluation of VaR and the market risk regulatory framework, to inform and shape a quantitative evaluation of the impact of the FRTB calculative framework on risk and portfolio management practice. One of the key findings from the qualitative study is the belief by practitioners that the FRTB regulatory framework will have limited impact on risk modelling, chiefly entailing a change of metric at the end of the risk modelling process (that is, a point estimate at 99% confidence level replaced by an average of the tail at 97.5% confidence level). This framed our quantitative analysis to examine
the potential impact of the additional criteria introduced under FRTB for the authorised use of proprietary risk models (regulatory VaR/ES): P&L attribution test and desk-level backtesting. Our quantitative impact study examined the propensity for equity portfolios to pass the P&L attribution tests. We found that particular characteristics, inclusion of high market-capitalisation stocks and weightings proportional to index-weightings, increased the likelihood of passing the P&L attribution test. We also found that the FRTB desk-level backtests had low power to reject poorly performing resolution models. We argue that these results infer a change of emphasis from the ex post performance of the VaR resolution models to the ex ante role of portfolio management. This is important because it has implications for the implementation of the FRTB regulatory framework. Banks will find it challenging to meet the additional requirements of the PLA tests to secure authorisation for use of their internal models unless they recognise this change of emphasis. The difficulty in passing the PLA tests prompts two alternative actions for banks. First, that they adopt a full revaluation approach to market risk modelling. This would have significant system implications and the computation time would increase significantly. Alternatively, that they enhance alignment between the portfolio and the risk factors through the construction of the bank portfolio. These options may prove too onerous and costly and may cause banks to reconsider the efficacy of pursuing the authorisation of internal models for market risk regulatory capital. The widespread adaptation of the standardised approach is contrary to the BCBS philosophy that the use of internal models facilitate a level playing field between banks in different jurisdictions.
A common characteristic in the criticism of VaR is the assumption that the same resolution model is used cohesively in each of its roles. Our qualitative study finds that practitioners’ do not perceive any conflict between using different VaR models for internal market risk management and regulatory capital calculations. A McKinsey study found that currently 50% of banks use a different model for regulatory capital purposes than for internal risk management purposes (Mehta et al. 2012). Although FRTB introduces additional desk-level backtests, our quantitative study finds that they do not incentivise the use of risk resolution models with strong forecasting ability. This is consistent with the findings of Hermsen (2010), who finds that Basel II does not incentivise the use of superior market risk forecasting resolution models. Coupling this finding with the additional calculative layers of FRTB (asset-specific liquidity horizons, weighted diversified and non-diversified ES, calibration on stress period, output floor at 75% of SA), we find that the importance of internal models in the calculation of market risk regulatory capital is diminished. Thus, FRTB will further detach the internal risk management role of VaR from the mechanism used to calculate market risk regulatory capital
Riding the seven c’s, developing an international cross-cultural design educational model
No full textThis research paper questions how we can enrich and enhance the international and cross-cultural diversity perspectives of curricula in graphic design education?
In a period of constant educational change and global education opportunities (UNESCO) it is apparent that staff and students need to re-position themselves and be reminded that ‘the development of a culturally sensitive learning environment should be viewed as a shared responsibility amongst teachers, developers, administrators and learners’, which involves consultation of participants to ensure a rich and purposeful model is being developed’. (GOODEAR, 2001).
This is both an opportunity and necessity in enabling UK and international design students to proactively learn, culturally liberate themselves and subsequently develop invaluable transferable design skills in a global economy. There are educational dangers if we are not proactive in developing sustainable cross-cultural pedagogies in our education environments ‘the sanitizing of cultural differences has the potential to limit the educational opportunities that can be found in culturally diverse learning environments’. (GOODEAR, 2001).
This paper will offer practical and theoretical insights by proposing an educational model developed by the author ‘the seven c’s’; consisting of cross-cultural, communication, collaboration, commerce, creativity, cross-disciplinary and community. The model has been developed working within an international educational environment at postgraduate level consisting of students from the ‘seven seas’, represented from countries as diverse as Qatar to China.
Contextually the research builds on and openly questions the cross-cultural work outside of design by Tromepnaars, Hofstede, alongside initiatives by UNESCO on the global citizen and educational sustainability. It also engages with cultural design debates initiated at the Seattle ICOGRADA conference and issues in graphic design of the global/local (TWEMLOW). The research is also informed by previous cross-cultural work by designers Tenazas and Steiner.
Clearly, design needs to develop its own research and practices within cross-cultural contexts. The paper illustrates an educational cross-cultural working process specifically for the subject of design and particularly graphic design. The paper highlights how an active model can be developed through learning by doing (GIBBS, 1998) and thinking (RAMSDEN, 2003) however, coming from a perspective which addresses creativity across cultures (LUBART), cross-disciplinary and importantly by a practice-based collaborative international team project approach.
The research methodology is predominantly an action research one through problem-solving. It is also situated within a pedagogic research-informed teaching approach where teaching draws upon enquiry into the teaching and learning process itself (JENKINS AND HEALEY, 2005). Methods incorporated have been cross-cultural international focus groups attended by students, interviews and student case studies. The practical pedagogic findings will be of use to anyone working in design education wishing to develop cross-cultural curricula.
The paper will be contextualized and presented through student project images and a short film by the author entitled: ‘research is like a pair of scissors’, which derives from a Japanese student questioning design research
When People at Work Go Astray, What to Say and How to Say It: A Typology and Test of the Effect of Moral Feedback on Unethical Behavior
No full textabstract: Unethical behavior is a phenomenon that is unavoidable in the workplace. Ethical transgressors, when caught, often receive feedback regarding their actions. Though such moral feedback—feedback that is in response to an ethical transgression—may be aimed at curtailing future unethical behavior, I seek to demonstrate that under certain conditions, moral feedback may promote subsequent unethical behavior. Specifically, I propose that moral intensity and affective tone are two primary dimensions of moral feedback that work together to affect ethical transgressor moral disengagement and future behavior. The notion of moral disengagement, which occurs when self-regulatory systems are deactivated, may account for situations whereby individuals perform unethical acts without associated guilt. Despite the burgeoning literature on this theme, research has yet to examine whether feedback from one individual can influence another individual’s moral disengagement. This is surprising considering the idea of moral disengagement stems from social cognitive theory which emphasizes the role that external factors have in affecting behavior. With my dissertation, I draw from research primarily in social psychology to explore how moral feedback affects transgressor moral disengagement. To do so, I develop a typology of moral feedback and test how each moral feedback type affects transgressor future behavior through moral disengagement.Dissertation/ThesisDoctoral Dissertation Business Administration 201
Developing communities of practice and research through research informed teaching and learning in cross-cultural groups.
No full textThis conceptual research aims to answer three questions:
• What is the process for learning where teachers and learners research together?
• How can this process be enriched and enhanced, specifically working within an international
and cross-cultural student population?
• How can a co-existence of a pedagogic research informed learning and teaching environment
be embedded with staff and students?
This research looks into the way staff research informs pedagogic practice, and how staff work as
’joint partners’ with students to deliver more ’iterative’ education learning models. The research is aimed at the development of inclusive scholarly knowledge-building communities of practice (see Brew, 2006). The research highlights how staff work with students in an iterative communal process through project-based research activity and collaborative teamwork within cross-cultural groups. It also describes the processes of working with students and how it has helped to directly reinforce the curricula and informed the author’s own learning and teaching strategies. Significantly, this type of open engagement with cultural groups has alerted the author to howtraditional linear ’Western’ forms of academic research within art and design can be influenced by Eastern models of research enquiry. The research describes a coexistence of practice where research and enquiry can be fluidly exchanged between teacher and student.
Changes were made to curricula to develop a more social constructivist form of working (Gredler,
1997) where both the context in which learning occurs and the social contexts that learners bring
to their learning environment were put centre stage. A short film entitled Event digestion, a
pedagogic filmic picnic, where students came together to form a community event, highlighted
this process. This process was also one of cross-disciplinary staff team-working within art and
design where research work is enhanced through creating a more open social experiential learning
environment.
The research methodology is a predominantly qualitative one through problem solving and action
research. It is also situated within a pedagogic research-informed teaching approach where
teaching draws upon enquiry into the teaching and learning process itself (Jenkins & Healey,
2005). Methods incorporated have been cross-cultural international focus groups attended by
students, ’unstructured’ interviews, student case studies and, importantly, practice-based work.
The paper highlights how an active educational model can be developed through learning by
doing (Gibbs, 1998) and thinking (Ramsden, 2003), however, coming from a perspective which
addresses creativity across cultures (Lubart), is cross-disciplinary, and, importantly, by a practicebase collaborative international team project approach. The practical pedagogic findings will be of use to anyone working in design education wishing to develop cross-cultural curricula through practice-based learning and research
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