The Effect of Board Structure on Bidder-Shareholders' Wealth: Further Evidence from the UK Bidding Firms

In this study we provide evidence of cross-sectional dependence of bidder-shareholder wealth and target’s board characteristics. More specifically we provide evidence that the percentage of non-executives, the board size, the stock holdings of executives, and the other directorships held by non-executives serving the target board are important in assessing the announcement of the bid, whereas in the bidder’s board only the percentage of non-executive directors is important for bidder-shareholders. In addition to that we provide evidence that some of these relationships are not monotonic in nature. Finally, in this study it is documented that bidder-shareholder wealth is favoured in acquisitions where bidders have marginally more executive than non-executive directors in their boards and therefore the question arises as to whether “dependent” boards are more efficient than “independent” ones.Takeovers, Board Characteristics, Corporate Governance, Shareholder-wealth

Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment

The aim of this study was to examine how students used evidence in argumentation while they engaged in argumentive and reflective activities in the context of a designed learning environment. A web-based learning environment, SOCRATES, was developed, which included a rich data base on the topic of Climate Change. Sixteen 11th graders, working with a partner, engaged in electronic argumentive dialogs with classmates who held an opposing view on the topic and in some evidence-focused reflective activities, based on transcriptions of their dialogs. Another sixteen 11th graders, who studied the data base in the learning environment for the same amount of time as experimental-condition students but did not engage in an argumentive discourse activity, served as a comparison condition. Students who engaged in an evidence-focused dialogic intervention increased the use of evidence in their dialogs, used more evidence that functioned to weaken opponents’ claims and used more accurate evidence. Significant gains in evidence use and in meta-level communication about evidence were observed after students engaged in reflective activities. We frame our discussion of these findings in terms of their implications for promoting use of evidence in argumentation, and in relation to the development of epistemological understanding in science

The Internet's unexploited path diversity

The connectivity of the Internet at the Autonomous System level is influenced by the network operator policies implemented. These in turn impose a direction to the announcement of address advertisements and, consequently, to the paths that can be used to reach back such destinations. We propose to use directed graphs to properly represent how destinations propagate through the Internet and the number of arc-disjoint paths to quantify this network's path diversity. Moreover, in order to understand the effects that policies have on the connectivity of the Internet, numerical analyses of the resulting directed graphs were conducted. Results demonstrate that, even after policies have been applied, there is still path diversity which the Border Gateway Protocol cannot currently exploit.Comment: Submitted to IEEE Communications Letter

Students' epistemological awareness concerning the distinction between science and technology

We have developed an approach for assessing students' understanding about the distinction between science and technology. The assessment approach focuses on a specific aspect of this distinction, namely the different goal pursued by each of the two domains. Based on this approach, we collected data from two sources; two written tests administered to 183 elementary, 132 middle school and 78 elementary education students and follow-up interviews with a sub-sample of the participants. The findings that have emerged from the data analysis indicate that students of all ages commonly fail to distinguish between the goals pursued by science and technology. They also suggest that students possess a vague notion of the two domains in that they tend to draw on a wide variety of criteria to distinguish between them in a non-systematic and inconsistent manner. Our data also suggest that age and education level do not seem to have a significant impact on the validity and systematicity of students' response patterns concerning the distinction between science and technology. The study concludes by reporting the various epistemological difficulties that seem to influence participants' attempts to differentiate and explore the interconnections between the two fields. Our assessment approach can be used in studies or educational interventions that seek to monitor student understandings about science and technology. The findings can be used to inform possible attempts for designing or modifying activity sequences that address this particular aspect of epistemological awareness

Enhancing students’ interest in science and understandings of STEM careers:The role of career-based scenarios

Theoretically framed within Social Cognitive Career Theory emphasising on the construct of situational interest, this study explores the impact of career-based scenarios, as an instructional approach, on students’ interest in science and understandings of STEM careers. This case study involved 16 students aged 13–15 years old, who participated in a classroom intervention consisting of five sessions in a period of two years. Data were collected through a questionnaire and semi-structured interviews administered repeatedly after each session. The questionnaire data were analysed with the use of descriptive statistics and the interview data were analysed through content analysis. The findings illustrate that opportunities for active engagement in scientific practices and interactions with experts were important conditions for career-based scenarios to succeed in enhancing students’ situational interest and understandings of STEM careers. These findings hold important implications for educational practice as they offer insights into career-oriented curriculum design for the purpose of enhancing student interest in science as well as understandings of STEM careers

Lateral colonialism: exploring modalities of engagement in decolonial politics from the periphery

This article contributes to an understanding of how the world outside the Global North is complicit in the visibility politics that render spaces of harm relevant or irrelevant to the reproduction of racism. Extending insights from decolonial theorising, we examine the colonial matrix that produces ongoing legacies of violence and racism through the case of Cyprus. As a peripheral location, Cyprus has been invisible to this story yet had a role in the distribution and mitigation of colonial violence through the institution of what we call lateral colonialism. Through this concept, we explore how peoples otherwise situated and outside the purview of these violences (non-colonisers and non-Blacks) were also enveloped and complicit in them. The case of Cypriots in Africa helps delineate three modalities of this involvement: governmental, entrepreneurial and religious. Lateral colonialism, we argue, is indispensable in linking decolonial possibilities to a global political agenda. The paper re-scripts Africa into Cypriot histories and Cyprus-qua-periphery into the decolonial narrative. In this double sense, lateral colonialism excavates connections that have been forgottern and obscured

An investigation of the potential of interactive simulations for developing system thinking skills in elementary school: a case study with fifth- and sixth- graders

The purpose of this study was to investigate the impact of a simulation-based learning environment on elementary school students’ (11- to 12- year old) development of system thinking skills. The learning environment included interactive simulations using the Stagecast Creator software to simulate the ecosystem of a marsh. Simulations are an important tool in any effort to develop system thinking, because they have the potential to highlight the dynamic nature of systems. Before the implementation of the learning environment (over a period of 5, 90 minutes lessons) two written tests were administered to the students, investigating the development of seven aspects of system thinking. The same tests were administered after the implementation. Specifically, four of the tasks included in each test were associated with skills concerning the structure and the elements of a system and three were associated with the processes and interactions taking place within a system. The findings indicated that elementary school students have the potential to develop system-thinking skills. The proposed learning environment provoked considerable improvements in some system thinking skills during a relatively brief learning process. However, the learning environment was not successful in promoting feedback thinking. We interpret these results in view of the difficulties encountered by the students. We also discuss the implications of our findings for the design of learning environments