Consumer behaviour and financing pattern of Malaysia through the economic cycles: 1997 to 2005

This study will help to shed light on consumer spending and financing in Malaysia.The descriptive and quantitative analyses focuses on how Malaysian consumer spending and financing patterns may change through the economic cycles from 1997 to 2005 and establishes the relationships that will be helpful in predicting the result of the financial and economic shocks. The patterns of residential property loans and various types of consumer credit were examined in relation to the performance of the economy as measured by real GDP. Observations were also made on the trend of purchases on credit basis.The finding shows that there is direct correlation and positive growth for consumer credits throughout the economic cycles. However for residential property it is inversely correlated.In both categories, during an economic downturn there will be contractions in the outstanding loans but it is still viable to extend credit to selected portfolio

Chilli rush 火辣滋味

One of the most exciting culinary trends for 2017 is the use of spice. Turn up the heat with chilli peppers and blends from across the planet 辛辣風味是2017年最刺激的飲食潮流之一！來自世界各地不同品種的辣椒和辣椒製的香料，讓味蕾升

The Effects of Decreasing the Magnitude of Elevationdependent notches in HRTFs on Median Plane Localisation

Accurate sound localisation in the median plane is known to require certain spectral cues caused by the pinnae and upper body; which provides important information about a sources location in space, with pinna cues in particular producing considerably prominent peaks and troughs in the spectrum. Iida et al. (2007) suggest that the first peak and the first two pinna related spectral notches (> 5 kHz) provide enough information for the source to be accurately localised. The importance of the magnitude of spectral peaks and notches in median plane localisation is thought to depend on the relative rather than absolute distribution across the frequency spectrum (Macpherson and Sabin, 2013). The present experiment tested three subjects and explored whether a necessary magnitude of pinna related spectral notches exists, if so, what happens to the perceived source position once the magnitude is reduced. The results generally showed that for elevated sources, as pinna related notches were reduced in magnitude, the source position moved upwards in space. This seems to be due to the overall frequency spectrum becoming closer to that of sources located higher in space. For a non-elevated frontal source in the median plane on the other hand, an increase in front-back confusion occurred as a result of notch magnitude manipulation. This again is considered to be due to the altered frequency distribution mimicking that of the HRTF for the opposite direction (i.e., relative dominance of frequencies around 1 kHz over those around 4 kHz)

The teaching of “Chinese for Spanish Speakers” in the Common European Framework of Reference for Languages (CEFR)

En este artículo nos proponemos relatar nuestra experiencia sobre cómo en la Universidad, en estrecha colaboración con la Consejería de Educación de la Comunidad de Madrid, estamos llevando a cabo la adaptación del aprendizaje, enseñanza y evaluación del “chino para hispanohablantes” al llamado Marco Común Europeo de Referencia para las Lenguas. Aunque nosotros nos centramos en los objetivos lingüísticos, intentaremos proporcionar al docente de Ch/LE unas pinceladas teóricas y metodológicas sencillas para conseguir que sus alumnos, aparte de dominar el código lingüístico (nivel fonológico, morfosintáctico y léxicosemántico), sean también capaces de actuar de forma comunicativamente adecuada en un contexto determinado. Llevar al aula los factores socioculturales y la comunicación no verbal (paralenguaje, quinésica, proxémica y cronémica) supone trabajar con diferentes destrezas de manera integrada, las cuales facilitarán al alumno las herramientas para adquirir estrategias de análisis, comparación, contraste y reflexión acerca de realidades diversas. Esta toma de conciencia evitará caer en tópicos y prejuicios y desarrollará actitudes positivas de cara al pluralismo cultural y lingüístico de la sociedad internacional.Dans cet article nous nous proposons de rapporter notre expérience comment à l´Université, dans une étroite collaboration avec la Conciergerie de l´Éducation de la Communauté de Madrid, nous sommes en train d´accomplir l´adaptation de l´apprentissage, l´enseignement et l´évaluation du “chinois pour hispanophones” au Cadre Européen Commun de Référence pour les Langues. Bien que nous mous centrons dans les objectifs linguistiques, nous essaierons de fournir au professeur de CH/LE quelques données théoriques et (niveau phonologique, morphosyntaxique et lexique-sémantique) soient également capables d´agir de manière communicative adéquate dans un contexte déterminé. Apporter à ce cours les facteurs sociaux-culturels et la communication non verbale (paralangage, kinésique, proxémique et chronémique) suppose de travailler avec de différentes habiletés de manière intégrée, ce qui armera l´élève à acquérir des stratégies d´analyse, de comparaison, de contraste et de réflexion sur des réalités diverses. Cette prise de conscience évitera de tomber dans des clichés et des préjugés et développera des attitudes positives face au pluralisme culturel et linguistique de la société internationale.The aim of this article is to give information of our experience on how our university, in close cooperation with the Department of Education of Madrid Community, is making the necessary adjustments to the learning, teaching and assessment of the Chinese, as “Chinese for Spanish Speakers”, in accordance with the Common European Framework of Reference for Languages. Although we are focusing on the linguistic goals we will try to provide teachers of CH/ LE with simple theoretical and methodological clues and tips for them to use with their students, so that these students should be able not only to use the linguistic code (the phonetic, morphological, and syntactic level) but also to communicate appropriately in different contexts. Bringing into the classroom socio-cultural factors and non-verbal communication (paralinguistic, kinesic, proxemic, chronemic) implies working with integrated skills which will provide students with the necessary tools and strategies to be able to analyze, compare, contrast and reflect on the diverse realities. This awareness will avoid coming into prejudices and will develop positive attitudes to face the cultural and linguistic pluralism in this international and global society

Considerations for Inclusive Creative Placemaking

Multicultural Cities are forming faster than ever before and with these new communities comes challenges and opportunities. Creative Placemaking offers a way to build empathy for one another through arts and culture. In order to do so, we need to infuse the practice of Creative Placemaking with processes that are inclusive and culturally responsive. I explore the systemic barriers and challenges and through case studies, examine approaches that could support the development of inclusive Creative Placemaking in urban multicultural environments. Finally, I develop elements for a change plan that can be utilized by practitioners in the field

ImpactScore: A Novel Credit Score for Social Impact

Socially motivated lenders pursue lending that considers both financial return and social good, yet they lack a systematic tool to incorporate such considerations into their decisions. This paper proposes the application of credit scoring mechanisms not only to the likelihood of default but also to the likelihood of happiness. Using the existing data on microcredit loan applicants in Bosnia and Herzegovina, we construct a full credit scoring model that involves the construction of outcome variables to accurately capture borrower’s change in subjective well-being, the classification of input variables depending on the ease of information acquisition, and the selection of the model based on different criteria. We also find that the variables on the household’s level of consumption have significant explanatory power in predicting future subjective well-being of loan applicants

Peer relationships and friendships: Perspectives from Pupils and Staff at a Secondary Pupil Referral Unit (PRU)

There has been much research suggesting that peer relationships and friendships become increasingly important in adolescence and that they usually play a beneficial role in young people’s lives. Although there has been some exploration of the views of excluded young people in Pupil Referral Units (PRUs), little research has focused on their experiences with their peers during their time at the PRU, including whether they maintain friendships with their friends in mainstream school. The current study aimed to explore these experiences from the views of young people excluded from mainstream school and attending a secondary PRU in an inner London borough. Underpinned by Bronfenbrenner’s ecosystemic model, this study also aimed to gain the perspectives of staff at the PRU to explore their views regarding the peer relationships of pupils at the PRU, thereby attempting to gather a broader understanding of the microsystem of the PRU setting. The study employed the qualitative method of interviewing and semi-structured interview schedules were used. Participants included twelve pupils (four female and eight male participants) ranging from Year 9-11 who had been permanently excluded from mainstream secondary school. Eleven members of staff at the PRU were also interviewed and this sample consisted of six teachers and five learning assistants. A thematic analysis was carried out and various main themes and sub-themes emerged for both group of participants. Drawing from the pupils’ results, themes included facilitators and barriers to peer acceptance and factors that contributed to friendships. Themes that emerged from staff interviews included the features of peer relationships amongst pupils and what factors staff perceived to affect the peer relationships of these pupils. Results are discussed in light of the existing literature, with the limitations of the current study considered. Future research and implications for Educational Psychologists and other professionals are consequently reflected upon