Factors contributing to successful public private partnership projects - Comparing Hong Kong with Australia and the United Kingdom

Purpose: With the increasing interest in Public Private Partnership (PPP) there is a need to investigate the factors contributing to successful delivery of PPP projects. Design/methodology/approach: An empirical questionnaire survey was conducted in Hong Kong and Australia. The survey respondents were asked to rate eighteen factors which contribute to delivering successful PPP projects. Findings: The findings from this survey were further compared with the results achieved by a previous researcher (Li, 2003) in a similar survey conducted in the United Kingdom. The comparison showed that amongst the top five success factors ranked by Hong Kong respondents, three were also ranked highly by the Australians and British. These success factors included: ‘Commitment and responsibility of public and private sectors’; ‘Strong and good private consortium’; and ‘Appropriate risk allocation and risk sharing’. Originality/value: These success factors were therefore found to be important for contributing to successful PPP projects irrespective of geographical locations

Researching participants taking IELTS Academic Writing Task 2 (AWT2) in paper mode and in computer mode in terms of score equivalence, cognitive validity and other factors

Computer-based (CB) assessment is becoming more common in most university disciplines, and international language testing bodies now routinely use computers for many areas of English language assessment. Given that, in the near future, IELTS also will need to move towards offering CB options alongside traditional paper-based (PB) modes, the research reported here prepares for that possibility, building on research carried out some years ago which investigated the statistical comparability of the IELTS writing test between the two delivery modes, and offering a fresh look at the relevant issues. By means of questionnaire and interviews, the current study investigates the extent to which 153 test-takers’ cognitive processes, while completing IELTS Academic Writing in PB mode and in CB mode, compare with the real-world cognitive processes of students completing academic writing at university. A major contribution of our study is its use – for the first time in the academic literature – of data from research into cognitive processes within real-world academic settings as a comparison with cognitive processing during academic writing under test conditions. The most important conclusion from the study is that according to the 5-facet MFRM analysis, there were no significant differences in the scores awarded by two independent raters for candidates’ performances on the tests taken under two conditions, one paper-and-pencil and the other computer. Regarding analytic scores criteria, the differences in three areas (i.e. Task Achievement, Coherence and Cohesion, and Grammatical Range and Accuracy) were not significant, but the difference reported in Lexical Resources was significant, if slight. In summary, the difference of scores between the two modes is at an acceptable level. With respect to the cognitive processes students employ in performing under the two conditions of the test, results of the Cognitive Process Questionnaire (CPQ) survey indicate a similar pattern between the cognitive processes involved in writing on a computer and writing with paper-and-pencil. There were no noticeable major differences in the general tendency of the mean of each questionnaire item reported on the two test modes. In summary, the cognitive processes were employed in a similar fashion under the two delivery conditions. Based on the interview data (n=30), it appears that the participants reported using most of the processes in a similar way between the two modes. Nevertheless, a few potential differences indicated by the interview data might be worth further investigation in future studies. The Computer Familiarity Questionnaire survey shows that these students in general are familiar with computer usage and their overall reactions towards working with a computer are positive. Multiple regression analysis, used to find out if computer familiarity had any effect on students’ performances on the two modes, suggested that test-takers who do not have a suitable familiarity profile might perform slightly worse than those who do, in computer mode. In summary, the research offered in this report offers a unique comparison with realworld academic writing, and presents a significant contribution to the research base which IELTS and comparable international testing bodies will need to consider, if they are to introduce CB test versions in future

Benchmarking Money Manager Performance: Issues and Evidence

Academic and practitioner research yields a proliferation of methods using size and value/growth attributes or factors to evaluate portfolio performance. We assess the relative merits of several of the most widely-used procedures, including variants of matched-characteristic benchmark portfolios and time-series return regressions, by applying them to a sample of active money managers and passive indexes. Estimated abnormal returns display large variation across approaches. The benchmarks most widely used in academic research --- attribute-matched portfolios from independent sorts, the conventional three-factor time series model, and cross-sectional regressions of returns on stock characteristics --- have poor ability to track returns. Simple alterations are provided that improve the performance of the methods.

Diagnosis isn\u27t enough: Understanding the connections between high health care utilization, chronic conditions and disabilities among U.S. working age adults

Background Under the ACA, new programs are being developed to enhance care coordination and reduce health care costs among people with chronic conditions, disabilities, and high utilization of health care. However, the relationships between these groups are not well understood. Objectives Our aims were to (1) identify high utilizers of health care in the U.S. working age (18–64) population, (2) examine the overlap between this group and people with chronic conditions and/or disabilities, (3) identify predictors of high service use or cost among these subpopulations, and (4) recommend approaches for stratification of individuals with high health care utilization. Methods Using pooled national data from the Medical Expenditure Panel Survey (2006–2008), we created indices to identify elevated or high utilization and cost groups. We performed descriptive analyses, bivariate comparisons and multivariate analyses to examine the relations between these populations and individuals with chronic conditions and/or disabilities. Results While the large majority of persons with high use/cost had chronic conditions, the minority of persons with chronic conditions had high health care utilization. However, among persons with chronic conditions, disability was a significant predictor of high utilization. Annual expenditures were significantly elevated among people with disabilities, particularly when activities of daily living were limited. Conclusions We conclude that medical diagnosis alone is insufficient for the development of eligibility criteria for, or the evaluation of, programs intended to better the delivery or coordination of services for high utilizers of health care services. New approaches are needed to assess functional limitations and identify ongoing needs for services and supports

MaxHedge: Maximising a Maximum Online

We introduce a new online learning framework where, at each trial, the learner is required to select a subset of actions from a given known action set. Each action is associated with an energy value, a reward and a cost. The sum of the energies of the actions selected cannot exceed a given energy budget. The goal is to maximise the cumulative profit, where the profit obtained on a single trial is defined as the difference between the maximum reward among the selected actions and the sum of their costs. Action energy values and the budget are known and fixed. All rewards and costs associated with each action change over time and are revealed at each trial only after the learner's selection of actions. Our framework encompasses several online learning problems where the environment changes over time; and the solution trades-off between minimising the costs and maximising the maximum reward of the selected subset of actions, while being constrained to an action energy budget. The algorithm that we propose is efficient and general in that it may be specialised to multiple natural online combinatorial problems.Comment: Published in AISTATS 201

The perspective of feminists : gender role modelling on Disney princess theme songs

published_or_final_versionMedia, Culture and Creative CitiesMasterMaster of Social Sciences in Media, Culture and Creative Citie