Accounting education and the corporate reporting function : inaugural lecture delivered at Rhodes University

Inaugural lecture delivered at Rhodes UniversityRhodes University Libraries (Digitisation

Corporate financial reporting: history, development and future directions

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On the perturbative chiral ring for marginally deformed N=4 SYM theories

For \cal{N}=1 SU(N) SYM theories obtained as marginal deformations of the \cal{N}=4 parent theory we study perturbatively some sectors of the chiral ring in the weak coupling regime and for finite N. By exploiting the relation between the definition of chiral ring and the effective superpotential we develop a procedure which allows us to easily determine protected chiral operators up to n loops once the superpotential has been computed up to (n-1) order. In particular, for the Lunin-Maldacena beta-deformed theory we determine the quantum structure of a large class of operators up to three loops. We extend our procedure to more general Leigh-Strassler deformations whose chiral ring is not fully understood yet and determine the weight-two and weight-three sectors up to two loops. We use our results to infer general properties of the chiral ring.Comment: LaTex, 40 pages, 4 figures, uses JHEP3; v2: minor correction

Beyond the Planar Limit in ABJM

In this article we consider gauge theories with a U(N)X U(N) gauge group. We provide, for the first time, a complete set of operators built from scalar fields that are in the bi fundamental of the two groups. Our operators diagonalize the two point function of the free field theory at all orders in 1/N. We then use this basis to investigate non-planar anomalous dimensions in the ABJM theory. We show that the dilatation operator reduces to a set of decoupled harmonic oscillators, signaling integrability in a nonplanar large N limit.Comment: v2: minor revisison

Semiclassical Strings, Dipole Deformations of N=1 SYM and Decoupling of KK Modes

In this paper we investigate the recently found $\gamma$-deformed Maldacena-Nunez background by studying the behavior of different semiclassical string configurations. This background is conjectured to be dual to dipole deformations of $\N=1$ SYM. We compare our results to those in the pure Maldacena-Nunez background and show that the energies of our string configurations are higher than in the undeformed background. Thinking in the lines of (hep-th/0505100) we argue that this is an evidence for better decoupling of the Kaluza-Klein modes from the pure SYM theory excitations. Moreover we are able to find a limit of the background in which the string energy is independent of $\gamma$, these strings are interpreted as corresponding to pure gauge theory effects.Comment: 31 pages, references added, new solutions in Section 7 presented, an appendix added, to appear in JHE

The limits of discourse: masculinity as vulnerability

For many, gender equity being fair to women and men is a zero sum game in which men should be willing to give up their privileges for the creation of a more equitable and just society. The idea that men might benefit from gender equity seems, for many, unthinkable. This was brought home a few years ago in a gender studies test, when students answering a question on what men might gain from gender equality explained instead how women would benefit. In this Perspective I reflect on the ways in which popular discourses around gender may inadvertently undermine movement towards gender and social justice. Dismissing my students' answers as the result of poor teaching or learning misses a key point: It seems to be extraordinarily difficult for most people to recognise how gender creates masculine vulnerabilities or how gender equity could benefit men. I suggest that if we are to improve women's lives through the reduction of violence, feminist teachers and activists need to think creatively about how to help men and boys understand that performances of masculinity deeply compromise their own lives

Matter, Literacy, and English Language Teaching in an Underprivileged School in Spain

This article analyzes the processes and findings of a collaborative action research (CAR) project that aimed to analyze the potential of materiality to radically transform the way English was taught and learned in an underprivileged public school in Spain. The CAR drew on new materialisms and new literacy studies to explore the relationship between matter and English language teaching from socioeconomic, sociocultural, and technological perspectives. The main pedagogical strategy consisted of widening the quantity and quality of the material resources in the English classroom, precisely to draw a material link between the English classroom and the students' homes, communities, and the informal literacies they enacted in them. Through two cycles of inquiry, the CAR team put into practice two multimodal and artifactual workshops with a group of nine children from underprivileged, minority backgrounds. A variety of qualitative strategies were used (including classroom recordings, student interviews, and photographs) to confirm that the insights from new materialisms and new literacy studies had generated opportunities for meaningful English learning within a culturally sustaining pedagogy

Investigating pupils’ interactions around digital texts: a spatial perspective on the ‘classroom-ness’ of digital literacy practices in schools

This paper complements debates around use of new technologies and literacy in education by proposing a focus on “classroom-ness.” It highlights the significance of incidental, everyday and ephemeral practices associated with classroom technology-use. Using examples from a study of primary pupils’ interactions around digital texts, it argues that we must acknowledge the distinctiveness of technology-use in classroom contexts but also see the spaces associated with those contexts as continually constructed, relational and heterogeneous. This helps us look beyond binary distinctions – between in/out of school and global/local practices, on/off-screen and on/offline activity, material/virtual contexts and official/unofficial discourses – to recognise the complex and nuanced ways that children make meaning around new technologies. It is proposed that this theoretical lens – in recognising the complexity of classroom-ness – can help us better understand the barriers and opportunities associated with effective integration of new technologies in educational contexts

A Framework to Support Interdisciplinary Engagement with Learning Analytics

Learning analytics can provide an excellent opportunity for instructors to get an in-depth understanding of students’ learning experiences in a course. However, certain technological challenges, namely limited availability of learning analytics data because of learning management system restrictions, can make accessing this data seem impossible at some institutions. Furthermore, even in cases where instructors have access to a range of student data, there may not be organized efforts to support students across various courses and university experiences. In the current chapter, the authors discuss the issue of learning analytics access and ways to leverage learning analytics data between instructors, and in some cases administrators, to create interdisciplinary opportunities for comprehensive student support. The authors consider the implications of these interactions for students, instructors, and administrators. Additionally, the authors focus on some of the technological infrastructure issues involved with accessing learning analytics and discuss the opportunities available for faculty and staff to take a multi-pronged approach to addressing overall student success.https://scholarworks.wm.edu/educationbookchapters/1045/thumbnail.jp