This study examines the determinants of private placement discounts and announcement effects on the Stockholm Stock Exchange between 2014 and 2022. The results show that private placement announcement effects are significantly positive, reinforcing the empirical support for the monitoring hypothesis and information hypotheses. Positive announcement effects reflect signals of certification from private equity investors that the firm is undervalued. Regression analysis suggests that information costs and some firm characteristics are important determinants for discounts on private placements. Private equity investors will demand larger discounts when information asymmetry is high, and cash flow restraints are more severe. Foreign investors require significantly smaller discounts on private placements, possibly implying that they commonly assume a passive rather than active role as shareholders. Firms’ stated motivations for private placements and the agreed discounts are significantly related to stock market reactions. Specifically, motivations relating to an investment in a new project or an acquisition are associated with significantly more positive announcement effects.

Adverse Childhood Experiences (ACEs) exhibit a strong influence on later functioning in adolescence and adulthood, including impacts on physical and mental health, as well as behavioral and risk-related outcomes. A dose-response effect is evident, in that as the number of ACEs increase, the likelihood of detrimental outcomes similarly rises. Important outcomes associated with increased ACEs include: physical health problems like cancer or heart disease, risky sexual behaviors, diagnosis of a trauma-related disorder, and criminality (Felitti et al., 1998; Espleta et al., 2018; Lew & Xian, 2019; Ramakrishnan et al. 2019; Van Niel et al., 2014). More recently, the exploration of the impact of ACEs has demonstrated differential accumulated risk in offender populations, with ACEs that are more prevalent and a more intensified dose-response relationship between ACEs and outcomes associated with sexual offending and other violent behaviors (Harlow, 1999; Levenson, Willis, & Prescott, 2014; Baglivio et al., 2014; Stinson, Quinn, & Levenson, 2016). One such population evidencing increased risk are youth who have engaged in sexually abusive behaviors. These youth have experienced ACEs at higher rates than other typical youth in the community, or those involved in the justice system (Baglivio & Epps, 2016; Levenson, Willis, & Prescott, 2016), resulting in them being categorized as high-risk. Predictors like out-of-home placements have been linked to an earlier onset of aggression and sexually abusive behaviors (Hall, Stinson, & Moser, 2017). Conversely, ACEs and the youth’s own behavior are two important factors to consider when evaluating the timing and persistence of an out-of-home placement. The current study evaluates the temporal relationship between two main factors (specific ACEs and the youth’s own behavior) and out-of-home placements. We also plan to examine the relationship between these two factors and the persistence of specific placements. Data for this study consisted of archival records that were collected from a nonprofit inpatient treatment facility for adolescents who had engaged in sexually abusive behavior. The sample was comprised of 290 males and 5 females between the ages of 10 and 17 years of age (M = 14.8, SD = 1.56). The mean age was 14.8 years at time of first admission (SD = 1.56; range: 10-17 years). The sample was minimally diverse with regard to ethnicity: 83.1% Caucasian, 9.5% African American, 0.7% Hispanic, 4.4% mixed race, and 2.4% unspecified. The majority of participants were referred by the state’s Division of Children’s Services (68%), while others were referred by court representatives (20%), parents/guardians (3%), mental health providers (4%), insurance representatives (0.7%), or others (0.3%). These referrals were often used as an alternative to formal legal sanctioning (i.e., court diversion). Prior to admission, the majority of participants were residing in either a family member’s home (40.3%), residential care (78.3%) and/or foster care (48.4%), though others came from group homes (37.3%), inpatient care (36.9%), and/or a friend’s home (4.4%). The majority had only one admission to the current facility (89.5%), while approximately 10% had two or more admissions. It is expected that physical and sexual abuse will be the most significant predictors for placements like juvenile detention centers and residential treatment facilities. It is also expected that ACEs will prompt more immediate but also longer out-of-home placement decisions resulting from the youth’s own behavior. This study is for an honors thesis and has a completion deadline set for next month. For this reason, statistical analyses are still underway. Results and implications for this research will be discussed.

No description available.

Yes / This project built on research from university and employer perspectives exploring relationships between expectations of employers, professional bodies, students and universities on what constitutes a good work placement. Qualitative information on good practice was gathered in order to identify areas for improving placement practice and to illuminate employer engagement processes. Impact and benefits of different approaches to placements and curricula and/or staff Continuing Professional Development (CPD) implications were identified, together with recommendations on how improvements in understanding are shared and disseminated among employer groups and universities. Findings included that, although there were already guidelines on placement practice from a number of bodies, good practice identified at a wide range of points seemed more the result of academic staff drawing on their own experience, formed in the light of good knowledge of professional institution requirements, rather than use of guidelines. Employers mentioned professional institution requirements almost as a matter of course. That guidelines are not used as intended by those that produce them may be a general tendency, but this project¿s guidelines specifically reflect the organised voice of employers thanks to the involvement of their senior groupings, Sector Skills Councils and similar, in addition to individual employers. This project¿s guidelines are also more up to date than others identified, including particular issues affecting provision of placements that may face universities over the next few years. Students seem to recognise the benefits of placements more in retrospect than in advance. Some universities seem more flexible than others, adapting provision of placements as economic and other conditions have changed and to meet the needs of employers and placements. As one employer put it, ¿employers gravitate towards universities that make it easier¿. Employers also want to see academic credit awarded for placement learning and understandable processes with which they can help in support of this. The guidelines will be made available through a number of channels. / Royal Academy of Engineering

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Yes / The development of a clear personal and professional identity – ‘knowing oneself’ – is frequently cited as a key factor in supporting anti-oppressive practice. In the field of health and social care, work placements are a major vehicle for equipping students to become anti-oppressive practitioners committed to making effective diversity interventions in a range of organizational settings. This article highlights some of the tensions inherent in the formation of such an identity and pays particular attention to issues such as discomfort, power inequalities, the discursive production of the self and ways in which educational and workplace organizational settings can simultaneously promote and inhibit such identity development. The article concludes that the discomfort experienced by students as part of this learning process is not only inevitable but necessary to becoming an anti-oppressive practitioner, and that the narrative process offers ways of empowering both students and service users to challenge oppression.

One of the puzzles regarding IPO’s is that the issuers rarely get upset about leaving substantial amounts of money on the table due to underpricing. The cost of underpricing is the number of shares sold multiplied by the difference between the first-day closing price and the offer price. The research sample of IPOs and JSE databases comprised, respectively, 160 and 321 new applicants for the years 1995-1999. New applicants comprising the research sample raised R12.55 billion with an underpricing cost exceeding R2.85 billion i.e., 22.71 percent of the IPO capital raised. This cost was found to be nearly 10 times greater than the R295 million paid in fees to the corporate advisors by the issuing companies. The prime beneficiaries of this discount were a select grouping of private placement investors at the discretion of the corporate advisors and directors. Mean unadjusted initial first day returns amounted to 55.04 percent. Public Offer IPO’s (solely or as a component of a Hybrid Offer) follow UK influenced corporate legal systems– both in legislative norm and empirical results. First day initial returns were presented per issuer List Board, Method and Type of Listing, IPO capital raised and disclosed use of proceeds. Internationally many theories have been raised as to what has become to be known as the short-run underpricing puzzle. The winner’s curse hypothesis is directly tested flowing from and the unique data availability. It was shown that South African Public and Hybrid IPO Offer methods bear an exceptionally close correlation to UK influenced corporate legal systems and as such proved a reliable empirical testing ground for the winners curse phenomena using the same methodology and equations as their international counterparts hereunder. The UK based corporate law and institutional arrangements in South Africa allow a direct test of the empirical implications of the winner’s curse hypothesis in pricing unseasoned new issues.

research aims to examine evidence concerning the implementation of learning theories in the QU PharmD programme, utilising a case study research approach. The research is divided into four stages, conducted under the umbrella of a social constructivist interpretative framework and the constructivist and social theories of learning. In the first stage, the perceptions of full-time students, faculty and preceptors in the QU PharmD programme were explored; these raised questions regarding the role of learning theory in the design and delivery of the programme. The second stage explored the extent to which the programme is based on learning theories by interviewing two programme designers, a pharmacy education scholar and an accreditation agency administrator. This stage proposed a disconnect between learning theories and educational practice in the QU PharmD programme, and suggested the need for investigating the implications of the proposed disconnect from a Communities of Practice (CoP) theory perspective. In the third stage, a novel CoP theory-informed framework was developed through an extensive review of the literature. In the fourth stage, the CoP framework was used as a theoretical instrument to analyse the evidence of CoP theory in the QU PharmD programme by conducting three focus groups and five interviews with key stakeholders, and by performing document analysis. The research suggests that the disconnect between CoP learning theory and the educational practices in the QU PharmD programme is at the “implicit disconnect” level, meaning that some elements of the CoP framework were implicitly evident. This implicit disconnect contributes to the challenges found in the programme. This study concludes with the creation of a case study-developed theory emphasising the importance of the full and explicit implementation of learning theory in educational practices. The theory calls for better integration of academic, practice, accreditation, and governmental sector efforts in professional healthcare educational reform initiatives.

The purpose of this study was to investigate effective ways of providing educational services for at-risk students who are repeatedly placed out of the regular classroom into an alternative school. Characteristics of both settings were investigated in terms of meeting student needs to determine what ingredients might be missing from either or both settings that should be implemented to help these students succeed. The research was qualitative and used a case study design. Primary data were gathered from interviews with five students placed in an alternative school setting and interviews with teachers and administrators in both the regular school and the alternative school. Cumulative student records were also used. The researcher concluded that students who are repeatedly placed in the alternative program are a very small percentage in each school; however, there is a need for better resources in both the regular and alternative programs to meet the needs of these students. Key ingredients are better communication between the two settings and a better understanding of the role of the alternative program in serving these students. There is also a need for transition planning and follow-up with students who are not finding success when placed back in the regular classroom and are being pulled back and forth between the two programs.

In the United States, 397,000 children received foster care services in 2012. Some states successfully achieved permanent homes for children with diagnosed disabilities who exited care while others were less successful. Using change theory and social ecological theory as the foundations, the purpose of this study was to determine the impact that diagnosed disabilities had on permanent home placements among Pennsylvania's foster care children who were discharged and were between ages of 0 to 6 years in 2012. Hernandez's and Hodges's theory of change was used to evaluate the 1982 standards that license foster care agencies, while Stokol's ecological theory provided the framework to assess whether there were measurable increases in child welfare outcomes for permanent placements among children with diagnosed disabilities. Following a retrospective, nonexperimental, quantitative design, data were acquired from a purposive sample of 344 archived foster care files across the state. These data were analyzed using bivariate correlation procedures to evaluate the strength of the relationship between medically diagnosed conditions and permanent placement. The findings indicated a statistically significant association between medically diagnosed conditions and permanent placements (p=0.01). Additionally, length of stay in care was also found to be statistically associated with permanent placement (p=0.019). The theoretical constructs evaluation with a theory of change found the 1982 standards were outdated to authorize the licensing of foster care agencies; the social ecological theory identified evidence for change to achieve the intended goal. Findings of this study may provide guidance to policymakers in term of improving standards related to oversight and licensing foster care agencies in order to better support permanent placement of children with disabilities.