Can variations in temperature explain the systemic risk of European firms?

We employ a ∆CoVaR model in order to measure the potential impact of temperature fluctuations on systemic risk, considering all companies from the STOXX Europe 600 Index, which covers a wide range of industries for the period from 1/1/1990 to 29/12/2017. Furthermore, in this study, we decompose temperature into 3 factors; namely (i) trend, (ii) seasonality and (iii) anomaly. Findings suggest that, temperature has indeed a significant impact on systemic risk. In fact, we provide significant evidence of either positive or nonlinear temperature effects on financial markets, while the nonlinear relationship between temperature and systemic risk follows an inverted U-shaped curve. In addition, hot temperature shocks strongly in-crease systemic risk, while we do witness the opposite for cold shocks. Additional analysis shows that deviations of temperature by 1◦C can increase the daily Value at Risk by up to 0.24 basis points. Overall, higher temperatures are highly detrimental for the financial system. Results remain robust under the different proxies that were employed to capture systemic risk or temperature

Alumni associations in Kazakhstan: Building the future of higher education institutions through its graduates

As HEIs are becoming autonomous, the sheer need to search for new ways to overcome financial difficulties and diversify the sources of revenue becomes a necessity, not just a choice. The research problem, therefore, is underpinned by the need for higher education institutions to adapt new approaches to income-generating projects, allowing to conduct an investigation of the topic of alumni associations for them historically to serve as one of the fund-raising and networking venture at the universities of the US and Europe..

Climate change and GHG emissions reporting in Russia : practice and perceptions

Global climate change is one of the biggest environmental problems the planet is facing, which is thought be a result of greenhouse gas (GHG) emissions. This study investigates climate change and GHG emissions reporting in Russia, one of the biggest GHG emitters in the world. The study draws from neo-institutional theory. The empirical analysis was carried out in several stages: analysis of the Russian context; quantitative content analysis of GHG emissions; qualitative content analysis of climate change related disclosures; followed by in-depth analysis of managers’ and accountants’ perceptions of climate change issues. Contradictory logics imposed by the institutional and market context lead organizations to seek the “win-win” approach to climate change issue, where the company can be profitable and environmentally friendly. The findings also show the difference in the approach to climate change problem across different sectors, suggesting that industries diffuse appropriate templates within a sector. At the same time, results demonstrate the variations within sectors. The results of also demonstrate that the change in practice takes place if a new practice is supported by a powerful group, for example by the board of directors. The findings show direct relationship between companies’ size and GHG disclosures. The results also demonstrate that financial resources play important role in changing the practice. These findings support Greenwood and Hinings’ (1996) suggestion that companies need a capacity for change to be able to manage the process of change to a new disclosure practice. The originality of the study is in its focus on a developing/transitional economy, with the in-depth analysis of Russia’s context. It is suggested that application of a neo-institutional perspective in the analysis of the accounting practice within a transitional/developing economy is particularly useful. Application of a mixed methods approach allows understanding climate change related disclosures among Russian companies and appreciating the reasons behind those (non-)disclosures

New advances in Raman study of polyvinylchloride structure

In this work we investigated Raman spectra of a number of industrial grades of polyvinylchloride powder and films, prepared from solutions in tetrahydrofuran and acetophenone. The number and spectral characteristics of the Raman lines in the spectral regions of the C-Cl stretching vibrations and in the region of the C-H and CH2 stretching vibrations were evaluated

Desenvolvendo comunicação em língua estrangeira intercultural via tecnologia de estudo de caso

Profound structural changes in the economy, increasing saturation and awareness of the population, internationalization of various spheres of life lead to the need to create a variety of opportunities for education and self-education of young people in intercultural foreign language communication. In this regard, one of the leading technologies which help to promote intercultural foreign language communication is case study technology. The case-method is based on the acquisition of sets (cases) of text teaching materials and transfer them to students for self-study. The main aim of the research work is to study the effectiveness of case study technology for promoting autonomous learners in intercultural foreign language communication. The author reveals the concept of case study technology in foreign language learning, distinguish four main stages of using case study technology for promoting autonomous learners in foreign language education: preparatory stage, introductory, main stage and final. It is concluded that the use of case study technology for promoting autonomous learners in intercultural communication promotes the development of internal motivation of student to educate and self-educate; the development of creative thinking, activity and autonomous work of students; the consolidation of the knowledge and skills necessary for the formation of self-educational activities; reflection on their self-educational activity. The results and conclusions of the presented paper can be used by teachers and lecturers at the English classes, seminars and in such lecture courses as “Technologies of foreign language teaching in primary schools»”, “Theory of foreign language teaching”.Los profundos cambios estructurales en la economía, la creciente saturación y conciencia de la población, la internacionalización de las diversas esferas de la vida llevan a la necesidad de crear una variedad de oportunidades para la educación y autoeducación de los jóvenes en la comunicación intercultural en lenguas extranjeras. En este sentido, una de las tecnologías líderes que ayudan a promover la comunicación intercultural en lenguas extranjeras es la tecnología de estudio de casos. El método de casos se basa en la adquisición de conjuntos (casos) de materiales didácticos de texto y transferirlos a los estudiantes para su autoestudio. El objetivo principal del trabajo de investigación es estudiar la eficacia de la tecnología de estudio de casos para promover a los estudiantes autónomos en la comunicación intercultural en lenguas extranjeras. El autor revela el concepto de tecnología de estudio de caso en el aprendizaje de idiomas extranjeros, distingue cuatro etapas principales del uso de la tecnología de estudio de caso para promover estudiantes autónomos en la educación de idiomas extranjeros: etapa preparatoria, introductoria, etapa principal y final. Se concluye que el uso de tecnología de estudio de casos para promover aprendices autónomos en la comunicación intercultural promueve el desarrollo de la motivación interna del estudiante para educar y autoeducar; el desarrollo del pensamiento creativo, la actividad y el trabajo autónomo de los estudiantes; la consolidación de los conocimientos y habilidades necesarios para la formación de actividades autodidactas; reflexión sobre su actividad autodidacta. Los resultados y conclusiones del trabajo presentado pueden ser utilizados por profesores y conferencistas en las clases de inglés, seminarios y cursos de conferencias como “Tecnologías de la enseñanza de lenguas extranjeras en las escuelas primarias”, “Teoría de la enseñanza de lenguas extranjeras”.Mudanças estruturais profundas na economia, aumento da saturação e consciência da população, internacionalização de várias esferas da vida, levam à necessidade de criar uma variedade de oportunidades de educação e autoeducação dos jovens na comunicação intercultural de línguas estrangeiras. Nesse sentido, uma das tecnologias líderes que ajudam a promover a comunicação intercultural em línguas estrangeiras é a tecnologia de estudo de caso. O método de caso baseia-se na aquisição de conjuntos (casos) de materiais didáticos textuais e na sua transferência aos alunos para auto-estudo. O objetivo principal do trabalho de pesquisa é estudar a eficácia da tecnologia de estudo de caso para a promoção de alunos autônomos na comunicação intercultural de línguas estrangeiras. O autor revela o conceito de tecnologia de estudo de caso na aprendizagem de línguas estrangeiras, distingue quatro etapas principais do uso da tecnologia de estudo de caso para a promoção de alunos autônomos no ensino de línguas estrangeiras: estágio preparatório, introdutório, estágio principal e final. Conclui-se que o uso da tecnologia de estudo de caso para a promoção de alunos autônomos na comunicação intercultural promove o desenvolvimento da motivação interna do aluno para educar e autodidatar; o desenvolvimento do pensamento criativo, da atividade e do trabalho autônomo dos alunos; a consolidação de conhecimentos e habilidades necessárias à formação de atividades autodidatas; reflexão sobre sua atividade autodidata. Os resultados e conclusões do artigo apresentado podem ser usados por professores e palestrantes nas aulas de inglês, seminários e em cursos como “Tecnologias de ensino de línguas estrangeiras nas escolas primárias”, “Teoria do ensino de línguas estrangeiras”

THE MODEL OF FORMATION OF SELF-DIRECTED LANGUAGE LEARNING OF UNIVERSITY STUDENTS IN A UNIFIED HIGHER EDUCATION AREA

Purpose of the study: The article aims to analyze the problem of modeling self-directed language learning of university students in a Unified Higher Education Area. Methodology: Our study is based on the theoretical research method – the analysis of foreign and national philosophical, pedagogical literature on a problem; analysis and generalization of modern pedagogical experience; theoretical modeling; empirical – research and analysis of pedagogical experience; observation, interviews with teachers and students. Results: Modeling of self-directed language learning of university students is considered by the author in terms of systemic, student-centered and competence-based approaches. The model of self-directed language learning is represented as an integrative construct, which includes the target, content, technological and productive blocks. The main components of the model are the goal, tasks, components of self-directed learning, modern technologies, methods, forms, criteria, and indicators. Applications of this study: The materials of this research can be used by teachers to develop special courses of lectures and seminars on the organization of self-directed language learning of university students. Novelty/Originality of this study: In this research, the model of Formation of Self-Directed Language Learning of University Students in a Unified Higher Education Area is presented in a comprehensive and complete manner

Традиция и инновация в исламе: опыт полевого исследования

Muslim revival in post-Soviet Russia is characterized by two trends: besides of traditional Islam guided by imams graduated from Soviet educational institutions there appeared young imams who educated in Islamic universities in Saudi Arabia , UAE, Egypt. The coexistence of the two traditions in a socio-cultural environment leads sometimes to conflicts engendered by the divergence between religious norms and ritual canons. This collision is clearly manifested in a relatively small and homogeneous ethnoconfessional loci. One of such cases is examined in this paper on the basis of a case study carried out in the Tatar village of Elyuzan in Penza province in 2006-2009. The investigation allowed to identify factors that influence the development of the local Islamic tradition and new globalized forms of Islam in Muslim village communities. The village history and its inhabitants’ narratives allow us to make the assumption that the evolution of Islam is the primary role played by the family in the generational reproduction of practices , and in the post-Soviet  religious “revival”.Мусульманский ренессанс в постсоветской России характеризуется двумя тенденциями: наряду с традиционным исламом активно развивается «новый» ислам. Его проводники – молодые имамы, получившие образование в исламских университетах Саудовской Аравии, ОАЭ, Египта. Сосуществование двух традиций в одном социокультурном пространстве приводит, подчас, к конфликтам, вызванным несовпадением религиозных норм и обрядово-ритуальных канонов. Подобная коллизия ярко проявляет себя в условиях относительно небольших и этноконфессионально гомогенных локусах. Одним из таких случаев можно назвать татарское село Средняя Елюзань Пензенской области РФ. В ходе авторского лонгэтюдного исследования (2006-2009гг.) предпринималась попытка выявить факторы, влияющие на развитие старой исламской традиции и новой глобализированной формы ислама в условиях мусульманской сельской общины и рассмотрение социальных характеристик их носителей. История села и нарративы его жителей позволяют сделать предположение, что в эволюции ислама здесь первостепенную роль сыграла семья, как в поколенческом воспроизводстве практик, так и в постсоветском «возрождении»

Training students to be autonomous learners

The role of students' self-education is being enhanced in Russian higher education as a result of the Bologna Process, which emphasizes independent cognitive activity among students. This process involves a paradigm shift in higher education from "teaching" (when the person is taught) to "learning" (when the person learns independently). We developed and tested a special course called "Learning to Learn," which included twenty-eight hours of lecturepresentations and practical classes, as well as eight hours of individual tutorials. To make the process more effective, we designed special guidelines on self-education activities. The course included the study of three modules: theoretical aspects of self-education; the design of students' individual educational routes and portfolio technology; and techniques for organizing students' self-education. "Learning to Learn" was successful, as most of the students expressed their willingness to participate in self-education, and they learned how to do it. This course was the first step in helping students organize their self-education, a valuable practice that will allow students to continue to learn over the course of their lifetimes. © Common Ground, Rimma Raisovna Sagitova, All Rights Reserved

The Russian language portfolio as an effective technology in foreign language lifelong learning

© the author(s). A successful learner in the modern society should be able to integrate knowledge from different sources, educate and self-educate throughout the life in order to be competitive in an increasingly globalized labor market. The Language Portfolio technology offers new possibilities for supporting students' self-directed language learning. The article aims to study the effectiveness of using the Russian Language Portfolio technology in promoting students' independent language learning. The leading approach to the study of this problem is competence-based approach as it corresponds to the understanding of the fundamental purposes of education formulated in UNESCO documents. The author gives the definition of the term "self-education", offers the Instructions section to the structure of the Russian Language Portfolio, defines invariant requirements to it, reveals difficulties on the creation the Russian Language Portfolio and singles out three basic groups of students' self-educational skills and abilities. The materials of the article may be useful for the teachers and lecturers to design courses on "Theory and methods of foreign language teaching", "Technologies of foreign language teaching", "Theory of foreign language teaching"

O inglês como uma ferramenta para a comunicação trans-cultural

The ability to speak one language is considered insufficient for successful career development. It is believed that speaking more than one language can deliver economic growth of the country. Integration and globalization in education set new educational standards for future professionals. The study is relevant due to the significance of the English language in various spheres of activity. The development of the intercultural communicative competence is the main objective of educational institutions all over the world and international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organization for Economic Co-operation and Development (OECD). English as an international language is considered by the author as a tool for cross-cultural communication. The main aim of the research work is to identify the concept of cross-cultural communication as a part of intercultural communication competence. The authors reveal potential challenges in language learning and give different approaches to successful language acquisition. The case study of the USA as one of the multi-ethnic countries in the world deserves examining. The system of education in the USA takes leading positions in the matter of modernization and reformation. Fundamental principals in English as a foreign language/ English as a second language learning reflect the well-organized system ensuring the development of tolerance, respect for the representatives of different ethnic groups, their cultures, beliefs and values, thus, providing efficient intercultural communication.La capacidad de hablar un idioma se considera insuficiente para el desarrollo profesional exitoso. Se cree que hablar más de un idioma puede generar crecimiento económico del país. La integración y la globalización en la educación establecen nuevos estándares educativos para los futuros profesionales. El estudio es relevante por la trascendencia del idioma inglés en diversos ámbitos de actividad. El desarrollo de la competencia comunicativa intercultural es el principal objetivo de las instituciones educativas de todo el mundo y de organismos internacionales como la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) y la Organización para la Cooperación y el Desarrollo Económicos (OCDE). El inglés como idioma internacional es considerado por el autor como una herramienta para la comunicación intercultural. El objetivo principal del trabajo de investigación es identificar el concepto de comunicación intercultural como parte de la competencia de comunicación intercultural. Los autores revelan desafíos potenciales en el aprendizaje de idiomas y brindan diferentes enfoques para una adquisición exitosa del idioma. El estudio de caso de Estados Unidos como uno de los países multiétnicos del mundo merece ser examinado. El sistema educativo de los Estados Unidos ocupa posiciones de liderazgo en materia de modernización y reforma. Los principios fundamentales del aprendizaje de inglés como lengua extranjera / inglés como segunda lengua reflejan un sistema bien organizado que garantiza el desarrollo de la tolerancia, el respeto por los representantes de los diferentes grupos étnicos, sus culturas, creencias y valores, proporcionando así una comunicación intercultural eficaz.A habilidade de falar um idioma é considerada insuficiente para o desenvolvimento de uma carreira de sucesso. Acredita-se que falar mais de um idioma pode proporcionar o crescimento econômico do país. A integração e a globalização na educação definem novos padrões educacionais para os futuros profissionais. O estudo é relevante devido à importância da língua inglesa em várias esferas de atividade. O desenvolvimento da competência comunicativa intercultural é o principal objetivo das instituições de ensino de todo o mundo e de organizações internacionais como a Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO) e a Organização para a Cooperação e Desenvolvimento Económico (OCDE). O inglês como língua internacional é considerado pelo autor como uma ferramenta de comunicação intercultural. O principal objetivo do trabalho de pesquisa é identificar o conceito de comunicação intercultural como parte da competência de comunicação intercultural. Os autores revelam desafios potenciais na aprendizagem de línguas e oferecem diferentes abordagens para a aquisição bem-sucedida da língua. O estudo de caso dos EUA como um dos países multiétnicos do mundo merece ser examinado. O sistema de educação nos EUA assume posições de liderança em matéria de modernização e reforma. Os princípios fundamentais da aprendizagem do Inglês como língua estrangeira / Inglês como segunda língua refletem o sistema bem organizado que garante o desenvolvimento da tolerância, respeito pelos representantes dos diferentes grupos étnicos, suas culturas, crenças e valores, proporcionando assim uma comunicação intercultural eficiente