Predicting the duration of leveraged buyouts.

We employ newly developed split hazard modeling to estimate the conditional probability that a firm eventually return to public status following a leveraged buyout (LBO), and the conditional probability of reversion to public status in a given year for a firm that eventually may reverse. Our results, based on 343 LBO transactions, imply that not all LBO firms expect eventual reversion to public status. In addition, we find that those LBO decisions that are expected to enhance value the most are less likely to reverse eventually. We also find that eventual reversal probabilities and the timing of reversals for divisional LBOs are not significantly different from full-firm LBOs.Leveraged buyouts;

Using RUFDATA for the evaluation of assessment authenticity: An Overview

Programmatic evaluations are used by higher education institutions as part of their quality assurance and enhancement processes in the assessment and monitoring of academic programmes to ensure the maintenance of the standards, integrity and viability of these programmes. The type of evaluation most suited to this purpose is a utilisation-focused formative evaluation, which should be carried out in a structured and systematic manner. Saunder’s (2000) RUFDATA framework is a useful tool that can be used to both systematically plan and monitor the activities associated with such an evaluation project, being suited to projects at both small (e.g., module), medium (e.g., programmatic) and large (e.g., institutional) evaluation levels. This paper provides a brief overview of the fundamental theory underpinning utilisation-focused formative evaluative practice in higher education contexts. The implementation of the RUFDATA framework in the evaluation of the assessment authenticity of a programme of study is then explored, including consideration of additional factors, such as stakeholder engagement and ethical considerations, concluding with a suggested outline for the reporting of an education-based evaluation

“The relationship between approaches to learning and assessment outcomes in undergraduate optometry students”

A cross-sectional quantitative study was implemented to identify and analyse student approaches to learning (SALs) in the four stages of an undergraduate optometry honours degree programme. Study results will be used to inform optometric educators of the SAL trends of this student cohort. Seventy-three undergraduate optometry students participated in the study. Individual participant SAL scores were calculated using the shortened Study Process Questionnaire (R-SPQ-2F) for a semester-long academic module identified for each programme stage. Only R-SPQ-2F main scale SAL scores measuring the deep approach (DA) and surface approach (SA) were included in the final analyses, due to poor internal consistency and reliability of subscale measures, as confirmed using Cronbach’s alpha coefficient. Assessment scores across a range of assessment types represented measures of participant academic performance. No statistically significant differences were found in intra-or-inter-stage DA and SA scores as analysed using the paired t-test. Pearson correlational analysis elicited a negative correlation between the DA and SA scores for stage 4 data and for combined participant data. One-way ANOVA analysis showed no inter-stage or inter-gender SAL differences. Pearson correlation coefficient analyses showed no relationship between SAL and age. Overall, Pearson correlational analyses of SAL and assessment scores showed variable results, with no significant correlations found for most of these analyses. For stage 1 participants, the DA score and multiple choice questions, MCQ, (Online) scores were positively correlated. Stage 3 participant DA scores were positively correlated with Written Theory Question and Literature Review Assignment scores respectively. Stage 4 participants SA scores were negatively correlated with MCQ (Written) and Case Study Question scores respectively. It is envisaged that this study will form the foundation for ongoing investigation into SALs in undergraduate optometry students to further elicit the relationship between SAL and assessment methods across a wider range of academic modules. This information will be used in routine reviews of teaching and assessment materials for the DT224 optometry programme as well in the planning of continuing professional development (CPD) activities for graduates of the programme

Early learning programs that promote children’s developmental and educational outcomes

This resource sheet reviews international and Australian research evidence for the characteristics of early learning programs that are effective in promoting developmental and learning outcomes. The early years of life are the best opportunity to lay the foundations for a child’s future. By getting it right in early childhood, we plant the seeds for tomorrow’s engaged and active student, productive and skilled worker, and confident and loving parent. Investments of time and money in the early years have been shown to be far more cost-effective than investments made at any other time. The skills children develop as infants, toddlers and preschoolers are cumulative and form the basis for later skill development. Early learning contributes to a chain of effects that either reinforces initial achievements or exacerbates initial difficulties. As a result, children enter school with marked differences in the cognitive, emotional, attention-related, self-regulatory, learning and social skills needed for success in the school environment, and these differences are predictive of later academic success. Progress during the school years depends partly on early levels of functioning and partly on family socioeconomic status. Throughout the early years, socioeconomic disadvantage is associated with poorer outcomes in language and literacy, communication, socioemotional functioning and early learning skills. Attending an early learning program in the years before school has been shown to have significant benefits for children’s development, particularly for children growing up in situations of socioeconomic disadvantage or special need. However, many of these children miss out due to problems of access and uptake or cost and quality. This resource sheet reviews international and Australian research evidence for the characteristics of early learning programs that are effective in promoting developmental and learning outcomes. The bulk of this research is not Indigenous-specific. The review focuses on centre-based or school-based education and care settings; universal and targeted approaches to program delivery; and Australian studies that address the needs of Indigenous children. &nbsp

A Primer on Quality Assurance and Performance Improvement for Interprofessional Chronic Kidney Disease Care: A Path to Joint Commission Certification.

Interprofessional care for chronic kidney disease facilitates the delivery of high quality, comprehensive care to a complex, at-risk population. Interprofessional care is resource intensive and requires a value proposition. Joint Commission certification is a voluntary process that improves patient outcomes, provides external validity to hospital administration and enhances visibility to patients and referring providers. This is a single-center, retrospective study describing quality assurance and performance improvement in chronic kidney disease, Joint Commission certification and quality outcomes. A total of 440 patients were included in the analysis. Thirteen quality indicators consisting of clinical and process of care indicators were developed and measured for a period of two years from 2009-2017. Significant improvements or at least persistently high performance were noted for key quality indicators such as blood pressure control (85%), estimation of cardiovascular risk (100%), measurement of hemoglobin A1c (98%), vaccination (93%), referrals for vascular access and transplantation (100%), placement of permanent dialysis access (61%), discussion of advanced directives (94%), online patient education (71%) and completion of office visit documentation (100%). High patient satisfaction scores (94-96%) are consistent with excellent quality of care provided

The Status of Workplace Violence in the United States: A Model for Prevention and Intervention

This paper examines the scope and causes of workplace violence, the second leading cause of death in the U.S. workplace today. A comprehensive review of existing literature is presented and a new model for prevention and intervention of workplace violence is proposed for use by practitioners. Suggestions for further data collection and research are presented so that further refinement can be made to workplace violence prevention and intervention models

The Status of Workplace Violence in the United States: A Model for Prevention and Intervention

This paper examines the scope and causes of workplace violence, the second leading cause of death in the U.S. workplace today. A comprehensive review of existing literature is presented and a new model for prevention and intervention of workplace violence is proposed for use by practitioners. Suggestions for further data collection and research are presented so that further refinement can be made to workplace violence prevention and intervention models

Educators and technology, using multimedia as a teaching and presentation tool

This project was intended to demonstrate how teachers can tailor classroom instruction to save time, increase student participation, enhance learning outcome, and build student self-esteem using a multimedia approach