Following the Basel Committee’s advocacy of value-at-risk (VaR) disclosure in external reports of financial institutions, the U.S. Securities and Exchange Commission issued Financial Reporting Release No. 48 to permit VaR disclosure as one of the most important disclosure approaches for market-risk quantitative information in 1997. This study is the first to empirically examine both economic determinants and consequences of VaR disclosure informativeness in the banking industry. First, this study finds that more informative VaR disclosure is associated with more effective corporate governance characteristics, including better shareholder protection, a larger and more independent board, the presence of a separate risk committee under the board of directors, a more independent risk committee, higher institutional ownership and a better overall governance environment. These results suggest that corporate governance mechanisms are important determinants of the informativeness of VaR disclosure. Second, the evidence shows that the cost of equity capital is negatively associated with the informativeness of VaR disclosure, consistent with informative VaR disclosure effectively communicating private information to investors about a bank’s market risk exposure and its risk management system. Additional evidence during the recent crisis further suggests the importance of VaR disclosure informativeness to the capital market as a strong signal reflecting the efficacy of risk management practices and the quality of risk governance mechanisms. However, I still find that a large proportion of the sample banks choose not to disclose information with respect to some important disclosure items (e.g., quantitative stress-test results, and non-trading portfolio VaR). It is necessary for government regulators to re-consider the current regulation on VaR disclosure in the external reports of the banking industry.

The generalization from the univariate volatility model into a multivariate approach opens up a variety of modeling possibilities. This study aims to examine the performance of the two multivariate GARCH models BEKK and DCC, applied on ten years exchange rates data. Estimations and forecasts of the covariance matrix are made for the EUR/SEK and USD/SEK, whereby the  used in a practical application: 1-day and 10-day ahead historical simulated Value-at-Risk predictions for two theoretical portfolios, one equally weighted and one hedged, consisting of the two exchange rates. An univariate GARCH(1,1) approach is included in the Vale-at-Risk predictions to visualize the diversification effect in the portfolio. The conditional correlation forecasts are evaluated using three measures, OLS-regression, MAE and RMSE, based on an one year evaluation period of intraday data. The Value-at-Risk estimates are evaluated with the backtesting method introduced by Kupiec (1995). The results indicate that the BEKK model performs relatively better than the DCC model, and both these models perform better than the univariate GARCH(1,1) model.

Climate is a long-term driver of ecological change, but the rapidity with which climate is projected to change over the next century may push the limitations of ecological adaptability, to the detriment of biodiversity. Given their typically small populations, limiting biological traits and exposure to external stressors, species currently classified as “at risk” may be among the most vulnerable to climate change and least capable of adapting naturally. A screening level assessment of the impacts of climate change on endangered species in Canada was conducted by integrating knowledge of the current status and characteristics of each endangered species with projections of climate change and climate change impacts. It was determined that climate change may have a potential overall negative influence on more than half of all endangered species in Canada. However, while relatively few species were predicted to respond in an overall positive or neutral manner to climate change, a large portion of endangered species were classified as having insufficient information to generate a decision on the net influence of climate change; in many cases, these species were located at the northern extent of their range in warmer regions of Canada and have the potential to experience at least some benefits under climate change provided that other stressors are sufficiently mitigated. These results, as well as the inherent vulnerability of species at risk to environmental change, the potential for species at risk distributional shifts and the likelihood of increasing rates of species imperilment, demonstrate the need for greater consideration of the implications of climate change in species at risk management and policy. Canada’s Species at Risk Act (SARA) does not explicitly address the issue of climate change and limitations exist in SARA’s time-sensitive definition of wildlife species eligible for protection in Canada and in the interpretation of SARA’s mandates in the context of anthropogenically driven climate change. It is recommended that climate change be systematically considered in all species at risk assessments, recovery strategies and management plans and that SARA’s definition of a wildlife species be revaluated in light of shifting species distributions under climate change. Further recommendations to identify “values” that will assist in prioritizing species for conservation, to reassess the concept of an invasive species under climate change and to implement strategies that focus more broadly on the conservation of biodiversity and ecological integrity rather than individual species may require ethically complex discussions and decisions on the part of species at risk managers and policy makers. Future research should focus on informing species at risk management and policy by improving modeling capabilities at the species level, conducting in-depth analyses of priority species, and building knowledge of alternative species conservation strategies such as assisted colonization.

Arbetet spelar en central roll i livet för de flesta människor och vi spenderar större delen av vår vakna tid på arbetet. I denna uppsats definieras yrkesstolthet som en självupplevd känsla som gör att individen känner sig viktig och engagerad i sitt yrkesliv och i en organisation. För att förstå individens känsla av yrkesstolthet behöver ett par aspekter tas i beaktning. Undersökningsledarna har genomfört en kvantitativ studie med 122 deltagare, varav 79 kvinnor. Enkäten innehöll 25 påståenden angående yrkesstolthet, individens arbetsplatstrivsel och sociala relationer med en skala från ett till fem. Resultatet visade att de deltagande svarade generellt fyra på enkätfrågorna och därför antas trivas på arbetsplatsen. De effekter som visade sig vara starkast var sambanden mellan individens arbetsplatstrivsel, sociala relationer och yrkesstolthet. Att ingå i ett socialt sammanhang påverkar trivseln på arbetet och yrkesstoltheten. Andra faktorer som visade sig ha betydelse för yrkesstolthet var kön, ålder och utbildningsnivå.

Climate is a long-term driver of ecological change, but the rapidity with which climate is projected to change over the next century may push the limitations of ecological adaptability, to the detriment of biodiversity. Given their typically small populations, limiting biological traits and exposure to external stressors, species currently classified as “at risk” may be among the most vulnerable to climate change and least capable of adapting naturally. A screening level assessment of the impacts of climate change on endangered species in Canada was conducted by integrating knowledge of the current status and characteristics of each endangered species with projections of climate change and climate change impacts. It was determined that climate change may have a potential overall negative influence on more than half of all endangered species in Canada. However, while relatively few species were predicted to respond in an overall positive or neutral manner to climate change, a large portion of endangered species were classified as having insufficient information to generate a decision on the net influence of climate change; in many cases, these species were located at the northern extent of their range in warmer regions of Canada and have the potential to experience at least some benefits under climate change provided that other stressors are sufficiently mitigated. These results, as well as the inherent vulnerability of species at risk to environmental change, the potential for species at risk distributional shifts and the likelihood of increasing rates of species imperilment, demonstrate the need for greater consideration of the implications of climate change in species at risk management and policy. Canada’s Species at Risk Act (SARA) does not explicitly address the issue of climate change and limitations exist in SARA’s time-sensitive definition of wildlife species eligible for protection in Canada and in the interpretation of SARA’s mandates in the context of anthropogenically driven climate change. It is recommended that climate change be systematically considered in all species at risk assessments, recovery strategies and management plans and that SARA’s definition of a wildlife species be revaluated in light of shifting species distributions under climate change. Further recommendations to identify “values” that will assist in prioritizing species for conservation, to reassess the concept of an invasive species under climate change and to implement strategies that focus more broadly on the conservation of biodiversity and ecological integrity rather than individual species may require ethically complex discussions and decisions on the part of species at risk managers and policy makers. Future research should focus on informing species at risk management and policy by improving modeling capabilities at the species level, conducting in-depth analyses of priority species, and building knowledge of alternative species conservation strategies such as assisted colonization.

The purpose of this study was two-fold. First the researcher set out to determine if phonemic awareness skills improved for first grade students of teachers who used the Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood, 1998). Second, an attempt was made to determine if there was a relationship between reading improvement in decoding and teacher level variables (i.e., perception of their knowledge of the LiPS program (Lindamood & Lindamood, 1998), and relevant demographic variables).<p>Students scores based on the Learning Disabilities Working Committee Kindergarten screening tool (LDWC, 2005) were compared to their respective scores on the Learning Disabilities Working Committee Grade One screening tool (LDWC, 2002). Comparison of progress for all students were evaluated as well as assessment of progress for students deemed at risk (below the 25th percentile) of reading failure compared to those not at risk (above the 25th percentile). Teachers perceptions of the critical elements of the LiPS program (Lindamood & Lindamood, 1998) and demographic information were collected. The teacher level variables gathered from this survey (i.e., teaching experience, formal training, knowledge, or skill level in program delivery) were correlated to students scores on the screening tools.<p>Results revealed that teacher demographics, such as teaching experience, specialized training, and intensity of instructional approach are related to student reading achievement in decoding; however, no clearly defined relationship was found between teachers perceptions of the LiPS program (Lindamood & Lindamood, 1998) and student achievement. Paired-sample t-tests were also used to determine if statistically significant differences existed between the means of phonemic identity, phonemic blending, and letter/sound identification between Kindergarten and Grade One. Even though statistically significant results were noted, consideration of the actual change in mean scores and effect size suggested if a practical significance existed. Results indicated that gains were made by students in phonemic awareness and letter/sound correspondence; however, greater gains were noted for students deemed at-risk whose teachers used the LiPS program (Lindamood & Lindamood, 1998).

The purpose of this inquiry was to retell and represent the life that I have lived as I explore how I adapted my professional practice for students in an alternative program. This naturalistic inquiry is positioned as a self narrative. Retrospection and reflection enabled me to bring together my construction of self and my journey of teaching as I attempted to explain how I know what I know about working with at risk students and alternative programming. <p>The collection of data comes from my personal experience; thus I am observer, participant, and narrator. Threaded throughout this thesis are interwoven stories which create the fabric of my teaching experience. Each narrative represents justification of teacher knowledge and a refocusing of the lens through which I viewed at risk students and their marginalized position in our education system. As teachers we must first establish a relationship with our students and develop an empathetic understanding of the circumstances of the life experiences each one brings to the classroom. By understanding their past, we can make the school experience a positive influence in their lives and hopefully smooth out their way to a successful future.

The purpose of the present study was to construct and validate a brief screening instrument to support parent(s) and preschool/kindergarten teachers in monitoring and screening for cognitive impairment and/or delay in preschoolers. The target population of interest is all preschoolers <i>at-risk</i> for poor psychosocial and school outcomes due to chronic and acute dysfunction of the central nervous system (CNS). The accessible populations of interest to the present study are pediatric cancer survivors, preschoolers with alcohol related neurodevelopmental disorder (ARND), being preterm low birth weight, and/or diagnosed with various learning disabilities. The past practice of waiting until an <i>at-risk</i> child experienced poor school outcomes before being referred for cognitive assessment toward tailoring an intervention is no longer defensible. For the present study, a 61-item screening instrument (18 memory items, 19 verbal ability items, 15 attention items, and 9 demographic items) was pilot tested with parents, playschool teachers, and kindergarten teachers to rate preschoolers on overt behaviours associated with cognitive functioning. A criterion-referenced framework was used to establish a performance standard and set a cut score based on a sample of 151 normally functioning preschoolers aged 4:0- to 5:11-years. The various empirical and substantive analyses conducted resulted in a revised scale of 28 items (10 memory, 11 verbal ability, and 7 attention) titled, <i>Screening Test for the Early Prediction of School Success</i> (STEPSS). Given the need for a future study to validate the STEPSS with clinical groups of preschoolers, the screening instrument is intended to provide the empirical evidence needed to refer <i>at-risk</i> preschoolers for assessment with more comprehensive cognitive batteries. Constructing and validating the STEPSS is important for two reasons: 1) to fill a gap in the types of instruments available for monitoring and assessing cognitive functioning in <i>at-risk</i> preschool populations; and 2) to alleviate the current delay in targeting interventions for preschoolers because of the practice of depending upon the school system to monitor and identify poor cognitive functioning.

In this article, we propose an overview of missing data problem, introduce three missing data mechanisms and study general solutions to them when estimating a linear regression equation. When we have partly missing data, there are two common ways to solve this problem. One way is to ignore those records with missing values. Another method is to impute those observations being missed. Imputation methods arepreferred since they provide full datasets. We observed that there is not a general imputation solution in missing not at random (MNAR) mechanism. In order to check the performance of existing imputation methods in a regression model, a simulation study is set up. Listwise deletion, simple imputation and multiple imputation are selected into comparison which focuses on the effect on parameter estimates and standard errors. The simulation results illustrate that the listwise deletion provides reliable parameter estimates. Simple imputation performs better than multiple imputation in a model with a high determination coefficient. Multiple imputation,which offers a suitable solution for missing at random (MAR), is not valid for MNAR.

How do we match our education with the needs of the construction line of business and the requirements of the Swedish National Agency for education? Is there something that we have to change? In this study I have asked our former students about their opinion of our education and I have also asked them to give me their view on what a good teacher is like. I have been able to benefit a lot from their answers in my efforts to be that good teacher. This survey took place at Facebook. The answers showed that we carry on a piece of solid workmanship. But you can always improve, try harder. The profession contains so many techniques, so many innovations that is impossible to match them all. So, training has to get on and on through all of the students professional life, starting when they leave school and get their first employment as apprentices. School education gives them 2500 hours. The trade union gives them still 300 hours if they have passed the core subjects. If they have been working during holidays they get a further 600 hours, making it a total of 3400 hours, equivalent to half way getting fully paid. The construction business and school have a shared responsibility for the education of constructors. The business has no specific requirements for their apprentices, more than the intention to work as best as they can, and to learn. Social behaviour is also very important, taking parts in conversations during breaks and being parts of good team work.