Centrality of hospitality and tourism education : the case of Strathclyde business school

Hospitality and tourism management education thrives at the University of Strathclyde. As Susan Hart, Kevin O’Gorman and Matthew Alexander explain, following the recent reorganisation, integrating the degree into the Strathclyde Business School has strengthened the university’s presentation of the subject’s distinctiveness. This is how future leaders of the industry will be developed

Derivatives usage in Egypt : a study of the use of derivative financial instruments by Egyptian companies listed on the Egyptian Stock Exchange

Includes bibliographical references.In the absence of market imperfections, risk management cannot create value. There would be no demand for hedging instruments (including derivatives) in the absence of taxes, agency costs, information asymmetry or transaction costs. Financial theory proposes two main sets of explanations for risk management: firstly, risk management is a means to maximize firm value by reducing the costs of financial distress (hedging can allow firms to increase debts capacity and raise funds at lower costs), reducing taxation (reducing earnings volatility and therefore decreasing expected taxes) and reducing the effects of information asymmetry. Secondly, the reasons to hedge can be found by reference to economies of scale: the majority of studies have found a positive correlation between firm size and the use of derivatives, although size is believed to be a constraining factor rather than a determining factor for risk management. It is proposed by Schiozer and Saito (2009) that firms in emerging economies such as Brazil, Argentina (and arguably Egypt), manage risks for different reasons when compared to mature economies such as the US. Emerging economies are often characterized by high volatility of exchange and interest rates. Additionally, there is often a scarcity of domestic funding that leads firms to raise funds on foreign capital markets to finance investment projects. Foreign denominated debt has always proved to produce significant risk exposure for emerging market firms. This research was undertaken to gain insight into the use of derivatives by Egyptian firms. The majority of previous research into derivative usage has focused on developed economies with little similar research into emerging economies and even less research into Middle Eastern economies such as Egypt

Ramming Capitalism: Protest and Dissent at the University of Rhode Island, 1961-72

The University of Rhode Island, like many other universities, is a fertile ground for the reproduction of human capital. It houses strong engineering, computer science, and pharmaceutical programs, all highly profitable fields. Though protest and resistance are not the norms on the URI campus today, this was not always the case. Wherever capital is reproduced, so is class struggle. The 1960s saw a new wave of dissent and protest spread throughout the globe. One of the largest movements during this period was the student movement. University students became the vanguard of a “new left.” One that dissented from the old and archaic communist parties of the 1930s and 40s and embraced new and exciting ideas. This new left would even permeate through the often apolitical campus of the University of Rhode Island. The university would see its own organization form, the Students for Democratic Action (SDA). Like its parent organization, Students for a Democratic Society (SDS), the group took on issues surrounding racism, poverty, compulsory army reserve training, and the doctrine of In Loco Parentis. The SDA’s campaign against such issues was not an easy one, however. The group encountered stark resistance from the student population and a university administration headed by two critical presidents: Francis Horn and Werner Baum. By no means would the campus become a rallying place for all forms of dissent, but in many ways, this is what makes it an interesting case study. By examining protest and dissent at the University of Rhode Island during the 1960s, not only can another case study be added to the scholarship surrounding student protest, but also a picture of dissent at an average state university can be painted, something the literature has not been able to do properly thus far

Self-healing of an epoxy matrix using latent 2-ethyl-4-methylimidazole initiator

In this study, repeatable self-healing of a cross-linked epoxy polymer was achieved by incorporating 2-ethyl-4-methylimidazole (24-EMI) into the matrix as a latent polymerization initiator. Following a damage event and infiltration of liquid EPON 8132 epoxy monomer, polymerization occurs in the damaged region in the presence of heat and the latent initiator. Using tapered double cantilever beam fracture specimens, \u3e90% recovery is observed over multiple healing cycles, with up to 11 repeat healing cycles possible in samples containing 10 wt% 24-EMI. Effects of 24-EMI incorporation on the host epoxy fracture toughness, storage/loss moduli, and glass transition temperature were also investigated

When moving information online diminishes change : advisory services to SMEs

Small firms perform poorly. How to support SMEs effectively has occupied policymakers for decades. Previous work suggests weak competition as a cause of ‘the problem’. Therefore, the means of delivering support matters little. Accordingly, the government moved support online rather than be delivered in face-to-face exchanges between advisers and clients. However, we suggest adopting internal management practices to build capabilities does require face-to-face contact, so practices diffuse in a pattern like an ‘epidemic’. In support a multinomial logit model of 1334 cases of advice found SMEs that took advice to enhance internal management practices were more likely to be referred by other firms. Hence, we argue that moving online diminished change within these SMEs

The Teacher\u27s Role in Facilitating Memory and Study Strategy Development in the Elementary School Classroom

The efforts of 69 elementary school teachers to instruct children in cognitive processing activities were observed. Although the teaching of such activities was relatively infrequent, it varied by grade (occurring more often in grades 2-3 than in higher or lower grades) and by the content of instruction. Teachers of grade 4 and above more often provided rationales for the use of cognitive strategies than did teachers of younger children. In a second study, children of three achievement levels were selected from classrooms in which teachers varied in their use of suggestions regarding cognitive processes. Subsequent to training in the use of a memory strategy, children\u27s performance on a maintenance trial was evaluated: Among average and low achievers, those whose teachers were relatively high in strategy suggestions showed better maintenance and more deliberate use of the trained strategy than did children whose teachers rarely made strategy suggestions. The role of school experience in the development of children\u27s memory skills is discussed

How Do Teachers Teach Memory Skills?

Research on teachers\u27 efforts to influence the ways in which children approach memory tasks and understand and regulate their own memory processes has been limited, possibly because of the restrictive views of memory held by cognitive theories that have previously guided research efforts. A more complex perspective on the memory skills that develop over the elementary school years has been elaborated by developmental psychologists and information-processing theorists, but their work has had limited influence on either teacher-training practices or research in teaching. In order to begin to apply this newer perspective to an understanding of classroom teaching processes, research needs to consider teacher practices and expectations for children\u27s learning and memory. A program of research that has been concerned with how teachers teach memory and metacognitive skills and with teachers\u27 views of memory processes is summarized in this article, and implications for teacher training are discussed