Institutional Investor Attention and Firm Disclosure

We study how short-term changes in institutional owner attention affect managers’ short-term disclosure choices. Holding institutional ownership constant and controlling for industry-quarter effects, we find that managers respond to attention by increasing the number of forecasts and 8-K filings. Rather than alter the decision of whether to forecast or to provide more informative disclosures, attention causes minor disclosure adjustments. Although attention explains significant variation in the quantity of disclosure, we find little change in abnormal volume and volatility, the bid-ask spread, or depth. Overall, our evidence suggests that management responds to temporary institutional investor attention by making disclosures that have little effect on information quality or liquidity

Modern Web Design and Blog Design: Virtual Reality and Augmented Reality

The article is a reflection of research on web design and blog design in modern society. The work considers the relevance of learning the basics of designing a network information resource in the system of art education, analyzes the composition of its main functions and tasks. The study also highlights the main stages of designing a website, reveals their content and essence, forms an understanding of the aspects of brain activity in the perception of virtual and augmented reality, determines the neuropsychological factor of reality perception in the conditions of the information society. The phenomenon of web design is considered in the context of the cultural and professional activity of a professional specialist in the artistic design of the aesthetic appearance of the elements of the subject environment. According to researchers, web design has a significant impact on the level of aesthetic culture of various categories of the modern Internet audience, their visual thinking and worldview. An important factor in the formation of a new worldview is the intensive development of information and communication technologies, which cover all spheres of human activity. Accordingly, new needs arose in the formation of space for human life activities and human perception of the virtual world. Web design and blog design are new manifestations of the realization of personality in combination with information and communication technologies. Web design models space and projects a virtual world. Theoretical and methodological approaches are formed in the article based on the research of scientists in the field of art and the latest information technologies. Scientific, research and explanatory methods were used to achieve the goal. The purpose of the study is to determine the neuropsychological factor in the perception of virtual and augmented reality, in particular in Web design and blog design. The results of the study do not exhaust all possibilities, but they are sufficient for determining the most important priorities of human activity in the information space.</em

Russian-speaking immigrant teachers\u27 beliefs about their teaching roles

This dissertation is an inquiry into the experiences and beliefs of six Russian-speaking immigrant teachers, including myself, about the role of a teacher. We were all brought up and educated in the former republics of the Soviet Union and arrived in the United States at different times after its collapse in 1991. Our experiences of living in Soviet times were influential, as they shaped the beliefs that we bought to the United States. Encountering new people and cultures in a new country and adjusting to the new cultural environment, we were teaching and learning, and in the process, we were developing our identities and changing our beliefs. The conceptual framework of this study of beliefs was developed based on existing theories of multicultural education, curriculum theory and Mikhail Bakhtin\u27s (1981) theory of language. Such concepts as experience, context and culture were illuminated and explored through the lens of language. Language was chosen because it helped to understand social and cultural meanings embedded in the language used by the participants. A life history approach, in combination with narrative inquiry, helped me to examine our beliefs in context. I explored our personal experiences, critical incidents in our lives, our cultures, and how they shaped our beliefs and practices. Employing the elements of narrative inquiry, I studied our experiences and beliefs and created a story with a plot. I also inquired into my experiences and beliefs and critically examined them. The study used elements of aesthetic design in the form of drawings, which challenged the rigid and linear qualities of scientific research. The research methods, which included a series of two interviews, observations of teaching and drawings, allowed me to gather rich data. In the analysis and interpretation process, I preserved the richness of the narratives but also tried to make meaning of our lives in context. In this study, I found that we had multiple beliefs about the role of a teacher that were shaped by our context, individual experiences and teaching practices in both countries, and by our cultural understandings of what it means to teach and to learn. Context played a critical role in the formation of our beliefs and influenced us in different ways, which supported the findings of other researchers. The political context of the Soviet education, in which we were educated, affected our beliefs about the role of a teacher as a powerful figure, a belief that we brought to the United States. Some of us struggled for voice in the new environment and, in this struggle, exhibited creativity in teaching and, as a result, introduced new teaching practices. Experiencing conflict between beliefs about the role of a teacher and institutional requirements some of us resisted the mandatory discourse in our thoughts but adjusted to it and implemented it in practice. For others, the change of context led to a change in beliefs, which was reflected in teaching. The multicultural context of our work and formal educational experiences influenced our beliefs about diversity and how we had to address the needs of students. In some cases, these beliefs were not supported by practice. Although we experienced some conflict that reflected our struggles with the English language and our cultural understanding of the role of a teacher, we were passionate about our work, dedicated to students\u27 learning, and exhibited the desire to grow and develop professionally. In addition to these findings, the study has implications for theory. It confirms my convictions that beliefs are based on the experiences of an individual and are shaped by context. In turn, teaching practices are shaped by individual experiences, context and cultures

НАУЧНО-ПРАКТИЧЕСКИЕ ОСНОВЫ ПОДГОТОВКИ ТЬЮТОРА ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ

In article questions of modernization of education of child-ren with limited opportunities of health are considered, need of preparation and inclusion in educational process of the tutor is proved, concepts tutoring and support of the tutor, features of pedagogical activity of the tutor in the conditions of realization of inclusive practice are defined, competences of the tutor of the higher education are described, experience on formation competences within development of the main educational program of higher education in the preparation directions «Psychology and pedagogical», «Special (defektologichesky) education» and systems of additional education in pedagogical higher education institution is presented, professional competences of the tutor, interactive educational technologies of their formation are designated, structural components of the program support of the tutor are opened, the projective technology of development support of the tutor is in detail described.В статье рассмотрены вопросы модернизации образования детей с ограниченными возможностями здоровья, обоснована необходимость подготовки и включения в образовательный процесс тьютора, определены понятия тьюторство и тьюторское сопровождение, особенности педагогической деятельности тьютора в условиях реализации инклюзивной практики, описаны компетенции тьютора в высшем образовании, представлен опыт работы по формированию тьюторских компетенций в рамках освоения основной образовательной программы высшего профессионального образования по направлениям подготовки «Психолого-педагогическое», «Специальное (дефектологическое) образование» и системы дополнительного образования в педагогическом вузе, обозначены профессиональные компетенции тьютора, интерактивные образовательные технологии их формирования, раскрыты структурные компоненты программы тьюторского сопровождения, подробно описана проективная технология разработки тьюторского сопровождения

Boardroom network and corporate governance : when who you know contributes to what you know

Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, 2017.Page 51 blank. Cataloged from PDF version of thesis.Includes bibliographical references (pages 34-35).In this study, I examine whether boardroom centrality has a causal effect on firm performance. If boardroom ties work as a conduit for information about market, industry, feedback on peers' experience, etc., then I expect central boards' corporate decisions to incorporate richer information and, as a result, become more efficient. Alternatively, if boardroom ties can put a firm at a disadvantage by disseminating proprietary information or conveying incorrect or misleading information, then I expect to find a deterioration in the central firms' performance. To isolate the effect of network centrality on the firm's performance, I use an instrumental variable approach based on director deaths at distant firms within the network. Contrary to the prevailing evidence in the literature, the results suggest that boardroom centrality deteriorates firm performance. To the best of my knowledge, this paper is the first to resolve the disagreement in the literature on the sign of the boardroom centrality effect on performance by using an exogenous setting that can rule out the selection and ability channels from the set of explanations for the results.by Inna Abramova.S.M. in Management Researc

Labor supply and accounting firm mergers

Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, 2020Cataloged from the official PDF of thesis.Includes bibliographical references (pages 36-39).In this paper, I study how regulation-induced accounting labor supply shocks affect the audit market. Using a novel dataset that includes both large and small accounting firms, I identify labor supply shocks using the 150-Hour Rule and the Mobility Provision and investigate the resulting incidence of mergers and acquisitions (M&A). I find that a reduction in labor supply increases accounting firms' M&A activity and leads to a higher audit market concentration. My results suggest that accounting firm growth decisions and audit market structure depend on the supply of labor.by Inna Abramova.Ph. D.Ph.D. Massachusetts Institute of Technology, Sloan School of Managemen

Institutional Investor Attention and Firm Disclosure

We study how short-term changes in institutional owner attention affect managers’ disclosure choices. Holding institutional ownership constant and controlling for industry-quarter effects, we find that managers respond to attention by increasing the number of forecasts and 8-K filings. Rather than alter the decision of whether to forecast or to provide more informative disclosures, attention causes minor disclosure adjustments. This variation in disclosure is primarily driven by passive investors. Although attention explains significant variation in the quantity of disclosure, we find little change in abnormal volume and volatility, the bid-ask spread, or depth. Overall, our evidence suggests that management responds to temporary institutional investor attention by making disclosures that have little effect on information quality or liquidity

Sex-Specific Features of the Correlation between GWAS-Noticeable Polymorphisms and Hypertension in Europeans of Russia

The aim of the study was directed at studying the sex-specific features of the correlation between genome-wide association studies (GWAS)-noticeable polymorphisms and hypertension (HTN). In two groups of European subjects of Russia (n = 1405 in total), such as men (n = 821 in total: n = 564 HTN, n = 257 control) and women (n = 584 in total: n = 375 HTN, n = 209 control), the distribution of ten specially selected polymorphisms (they have confirmed associations of GWAS level with blood pressure (BP) parameters and/or HTN in Europeans) has been considered. The list of studied loci was as follows: (PLCE1) rs932764 A > G, (AC026703.1) rs1173771 G > A, (CERS5) rs7302981 G > A, (HFE) rs1799945 C > G, (OBFC1) rs4387287 C > A, (BAG6) rs805303 G > A, (RGL3) rs167479 T > G, (ARHGAP42) rs633185 C > G, (TBX2) rs8068318 T > C, and (ATP2B1) rs2681472 A > G. The contribution of individual loci and their inter-locus interactions to the HTN susceptibility with bioinformatic interpretation of associative links was evaluated separately in men’s and women’s cohorts. The men–women differences in involvement in the disease of the BP/HTN-associated GWAS SNPs were detected. Among women, the HTN risk has been associated with HFE rs1799945 C > G (genotype GG was risky; ORGG = 11.15 ppermGG = 0.014) and inter-locus interactions of all 10 examined SNPs as part of 26 intergenic interactions models. In men, the polymorphism BAG6 rs805303 G > A (genotype AA was protective; ORAA = 0.30 ppermAA = 0.0008) and inter-SNPs interactions of eight loci in only seven models have been founded as HTN-correlated. HTN-linked loci and strongly linked SNPs were characterized by pronounced polyvector functionality in both men and women, but at the same time, signaling pathways of HTN-linked genes/SNPs in women and men were similar and were represented mainly by immune mechanisms. As a result, the present study has demonstrated a more pronounced contribution of BP/HTN-associated GWAS SNPs to the HTN susceptibility (due to weightier intergenic interactions) in European women than in men