The default risk of high-yield bonds.

This paper investigates the default behavior of original issue rated non-convertible high-yield bonds. The hazard model simultaneously estimates the impact of bond age, firm- and issue-specific characteristics, and changing economic conditions. The specification used models the impact of the time since issuance semi-parametrically, corrects for unobserved heterogeneity and allows for the possibility that outstanding bonds may default in the future. Our findings, based on a sample of 579 individual high-yield bonds issued between 1977 and 1989, suggest that, after controlling for annual changes in economic conditions, default rates increase with age. Bond characteristics at the time of issuance also impact the default behavior. BB rated bonds tend to have significantly lower default rates compared to CCC rated bonds; bonds with higher coupon rates have significantly higher default rates. In addition, high-yield bonds issued prior to 1980 experienced significantly lowerd default rates.Default; Risk; Bonds;

Challenges in collaborative writing : addressing authorship attribution

Purpose &ndash; Increasing pressure to enhance research coupled with a desire for a broadening ofacademic input, are prompting greater levels of collaboration. Research collaboration can generatenotable benefits but can also pose a variety of challenges. The purpose of this paper is to explore thereasons, facilitators, benefits and challenges of academic collaboration. It also provides suggestions tomanage identifiable risks and enhance team dynamics.Design/methodology/approach &ndash; This is a conceptual paper exploring prior literature in relationto the contentious points of research collaboration, particularly in regard to authorship attribution.Findings &ndash; The authors present two checklists that researchers can utilise to ensure the successfulcompletion of collaborative projects. The checklists incorporate the main factors required for effectivecollaborative work and research, and form a foundation for discussion among team members.Originality/value &ndash; The paper draws upon experiences, observations, academic literature andprotocols, and provides strategies and recommendations to enhance collaboration and authorshipattribution. The two checklists presented in the paper are value-adding for team members.<br /

A Comparison of Teaching Methods Based on Kolb Learning Styles in a Nurse Anesthesia Program

Purpose: In 2010, the Carnegie Foundation for the Advancement of Teaching published a call for the radical transformation of nursing education. A challenge was made to nursing educators to shift from a focus on decontextualized knowledge to an emphasis on teaching for a sense of salience, situated cognition and action in particular situations, as well as the development of lifelong learners. Team-based learning (TBL), a type of active learning, has been used in many health science programs to address these needs. The purpose of this capstone project was twofold: first, to evaluate student satisfaction, accountability and preference for team-based learning, and secondly to determine if a correlation exists between student satisfaction, accountability and preference for team-based learning and learning style as defined by Kolb. Methods: Team-based learning was used during the first semester of a nurse anesthesia program to teach 4 sessions in the module entitled 'Anesthesia for Specific Populations and Procedures' . A traditional lecture format was used to teach the remaining 5 topics in that module. Students were given a Kolb Learning Style Inventory (LSI) as well as a Team-Based Learning Student Assessment questionnaire (TBLSA) at the conclusion of the course. The LSI categorized the students into one of four learning types: converging, accommodating, diverging or assimilating and examined each student for their preference of learning method in Kolb's learning spiral. The TBLSA evaluated the students' perception of accountability (defined as student preparation before class and contribution to the team), preference for lecture or TBL, student satisfaction with the TBL method and overall experience with TBL. Results: Sixty percent of nurse anesthesia students in this study had a positive experience with team-based learning when used in a foundational nurse anesthesia class. There were significant differences between accountability (t (19)= 9.82, p<.OOl), satisfaction (t (18)= 3.18, p=.005), overall experience (t (18)= 4.77, p<. 001) and the neutral scores within each category, indicating that the experience with TBL was generally well received by the students. A correlation between the three subscales of TBL (accountability, satisfaction and preference) and learning styles could not be determined due to the limited number of students, however Pearson's correlation demonstrated a positive correlation between the use of concrete experimentation to grasp knowledge and student satisfaction (r (17)= .56, p=.012), overall experience with TBL (r (17)= .50, p=.029). A negative correlation was identified between the use of reflective observation and accountability (r (18)= -.52, p=.019), preference for TBL (r (18)= -.58, p=.008), student satisfaction (r (17)= -.51, p=.026) and overall experience (r (18)= -.60, p=.007). Conclusions: Students in this study were generally satisfied with TBL. They were more accountable for their education as a result of the implementation of the TBL method. They felt satisfied with team-based learning, but were neutral regarding preference for TBL over lecture. Students who had a preference for learning by applying knowledge to practical applications (concrete experimentation) felt more accountable and were more satisfied with TBL than those with a preference for reflective observation, active experimentation or abstract conceptualization. Students with a preference for reflective observation as a mode of learning were not satisfied with TBL and felt it negatively affected their accountability. This study adds to the literature examining the use of TBL in the health science professions and suggests that those with a preference for learning by concrete experimentation may better accept TBL, than those with a preference for learning with reflective observation.Doctor of Anesthesia Practice (DAP)Anesthesia PracticeUniversity of Michigan - Flinthttps://deepblue.lib.umich.edu/bitstream/2027.42/136914/1/McDonald2016.pdfDescription of McDonald2016.pdf : Thesi

HIV positive refugees/asylum seekers and clinical trials: some ethical issues

The aim of this thesis was to identify some of the ethical issues of HIV positive asylum seekers and refugees participating in clinical trials in Britain. While all individuals are to some degree vulnerable in clinical trials, I have shown in this thesis that this group is particularly vulnerable in a number of areas. Many will not have English as a first language and while they may be able to understand everyday language, the participant information sheet (PIS) may be difficult to comprehend both in terms of language and content. Cultural aspects may also influence the individuals’ participation in a clinical trial. Many will have come from a hierarchical culture where it would be unthinkable to refuse to participate if requested to do so by someone of a higher social status, such as physicians. Individuals may also be reluctant to decline an invitation to participate in a clinical trial if asked to do so by their own clinician, if they are reliant on him/her to provide letters of support for the immigration authorities

Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills

This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society

Staphylococcus aureus–associated Skin and Soft Tissue Infections in Ambulatory Care

The rise in visits to outpatient and emergency departments for skin and soft tissue infections may reflect the emergence of community-associated methicillin-resistant Staphylococcus aureus

Not Very Welcoming: A Survey of Internationally Educated Nurses Employed in Canada

Countries around the world are struggling to cope with a shortage of nurses and are increasingly relying on internationally educated nurses to fill the gap. Internationally educated nurses represent 9% of the Canadian nursing workforce, but this is expected to grow as the shortage continues. This study aimed to identify and understand the experiences of internationally educated nurses who came to Canada to seek nursing work. Methods: A cross-sectional survey of a random sample of internationally educated nurses was conducted. Descriptive statistics were used to analyze the survey responses. The survey also included an open-ended question about experience with the move to Canada to work as a nurse. Responses to the open-ended question were content analyzed and triangulated with the survey data. Results: A total of 2,107 internationally educated nurses responded to the study (47% response rate). Most were female (95%) and married (80%), and almost half were from the Philippines (49%). Professional (e.g., salary & benefits, 60%) and personal (e.g., quality of life, 56%) reasons drove migration to Canada, but 76% reported no recruitment incentives, and most (56%) relied on friends and family for information about nursing in Canada. Significant barriers to practicing in Canada included the licensure exam (75%), and obtaining information about different types of practice in Canada (56%). Conclusions: The findings from this study provide important information about internationally educated nurses’ perceptions and experiences of coming to Canada to obtain work in nursing. Improving the means for seeking employment by overseas nurses is a key area that regulatory agencies, health managers and policy leaders need to understand and address. Strategies to improve the barriers nurses face, particularly those related to licensure are important considerations