The effect of opposite sex siblings on cognitive and noncognitive skills in early childhood

We investigate the effect of having opposite sex siblings on cognitive and noncognitive skills of children in the United States at the onset of formal education. Our identification strategy rests on the assumption that, conditional on covariates, the sibling sex composition of the two firstborn children in a family is arguably exogenous. With regard to cognitive skills, learning skills and self-control measured in kindergarten, we find that boys benefit from having a sister, while there is no effect for girls. We also find evidence for the effect fading out as early as first grade.     

财务管理专业学生证券投资技能的培养

随着我国资本市场的迅速发展,证券投资无论是对企业还是对个人而言,都具有十分重要的意义。特别是财务管理专业的学生,尤其需要掌握此项技能。为了更好地培养财务管理专业学生的此项技能,从教学内容、教学方法、教学手段以及教学的软硬件建设等方面提出了改进设想。     

Excel2007高级技巧应用——股票计算器程序的实现

文章通过一个完整的实例,介绍了Excel中一些常用的高级技巧,包括数据有效性验证、报表保护、实时计算、单元格合并等技巧,并结合VBA进行程序开发,实现了一个功能完整的股票计算器程序。     

Exchange rate volatility and the role of regional currency linkages: the ASEAN case

As the economies of the Association of Southeast Asian Nations (ASEAN) have moved towards closer economic ties and trade integration in recent years, the establishment of exchange rate stability is becoming an important regional policy concern, particularly in the wake of the Asian currency crisis of 1997. This paper examines the exchange rate volatility of the currencies of Indonesia, Malaysia, Philippines, Singapore and Thailand between 1974 and 1999. Using variance decomposition (VDC) methods and impulse response functions, which are VAR-related estimation techniques, the study also investigates the regional currency linkages which may have played a role in transmitting exchange rate fluctuations. The results indicate that, in spite of the adoption of the crawling peg exchange regime following the breakup of the Bretton Woods system, all of the five ASEAN currencies experienced volatility, with the Indonesian rupiah posting the highest volatility level. The switch to de facto pegging against the US dollar in the mid-1980s helped to stabilize all ASEAN currencies with the exception of the Malaysian ringgit. Each of the five currencies became more susceptible to instabilities in other ASEAN currencies in the post-1985 period. Consistent with the experience of the Asian currency crisis, the Thai baht was the main channel through which regional currency fluctuations were transmitted.     

Explaining personality pay gaps in the UK

Using the British Household Panel Survey we estimate the effect on pay of each of the Big Five personality traits for employed men living in the UK. We add to the existing literature by estimating the role of factors such as education and occupation in explaining personality pay gaps, by allowing the personality traits to affect wage differently across occupations, education levels and other workers characteristics, and by investigating personality pay gaps for high- and low-paid workers. We find that openness to experience is the most relevant personality trait in explaining wages, followed by neuroticism, agreeableness, extroversion and conscientiousness. Openness and extroversion are rewarded while agreeableness and neuroticism are penalized, but the openness pay gap is totally explained by differences in worker characteristics, particularly education and occupation.     

Students' Perceptions of a Scaffolded Approach to Learning Financial Planning: An Empirical Study

In the aftermath of the global financial crisis (GFC), one understandable area of scrutiny and pressure for reform is the educational background and professionalism of personal financial advisers. This Australian study reports on a three-year investigation into students' perceptions of ‘scaffolded’ instruction in financial planning. The scaffolded approach was used to assist learning in areas that previously had caused difficulty. The results indicate that students perceived the scaffolded tasks to be valuable learning experiences which increased their appreciation of the skills and knowledge required by financial advisers. Although students may bring different frames of reference to their learning, and the positiveness of perceived value of scaffolded instruction may vary between different demographic groupings, scaffolding techniques are shown to provide strong potential to assist university educators and their students in financial planning.     

Emotional Intelligence in Undergraduate Accounting Students: Preliminary Assessment

Abstract

There is a growing recognition among researchers and practitioners that the workplace is not the strictly cognitively-managed environment it was once assumed to be. Emotions play a large role in organizational life, and emotional intelligence (the ability to recognize, use and manage emotions) has become a skill that may allow accountants to perform better in a variety of areas such as leadership, client relations, and perhaps even decision-making. In addition, it is a skill that employers seem to value and that may be important to personal development as well. Thus, accounting education must attempt to inculcate emotional intelligence in its graduates in addition to technical knowledge. This paper investigates the level of emotional intelligence of accounting students using the MSCEIT, an instrument that measures ability rather than acquired competencies. The results show that the level of emotional intelligence of the students in the sample could be a concern. There is no evidence that one term of traditional accounting education can be expected to provide an opportunity for improvement. Thus, attempts to increase the emotional intelligence of the students may require targeted educational interventions.     

Accounting Undergraduates' Perceptions of Cooperative Learning as a Model for Enhancing their Interpersonal and Communication Skills to Interface Successfully with Professional Accountancy Education and Training

To interface effectively with professional accountancy training, accounting educationalists should ensure that they turn out graduates who possess the interpersonal and communication skills required of today's accountant. Attainment of these skills is promoted by group work. However, little empirical evidence exists to help academics make an informed choice about which form of group learning enhances interpersonal and communication skills. This paper addresses this deficiency by comparing perceptions of skills enhancement between accounting students who experienced traditional or simple group learning and those who undertook cooperative learning. The findings reveal that the cooperative learning cohort perceived their learning experience to be significantly more effective at enhancing interpersonal and communication skills than that of the simple group learning cohort. This study provides evidence that cooperative learning is a more effective model for delivering interpersonal and communication skills than simple group learning, thereby creating a more successful interface between academic accounting and professional accountancy training.     

Generic Skills in Audit Education

The academic literature and higher education benchmark statements identify groups of skills that are desirable both for students seeking employment and for employers seeking to recruit students. Professional accounting education pronouncements also stipulate skills that are necessary for an individual to possess in order to act as a competent accountant and auditor. Through a questionnaire survey, this research examines: (i) which of these skills audit and accounting practitioners expect UK universities to teach; (ii) which skills audit and accounting academics believe are important for students to acquire; (iii) which skills audit academics believe that employers require; and (iv) which skills audit academics teach in the UK. Institutional theory is used to develop and interpret this research.     

Helping Disadvantaged Students: Findings from the Thuthuka Programme

Abstract

Drawing on social closure theory, this study achieved a deep understanding of the perceptions and experiences of the first cohort of candidates passing through the Thuthuka support programme. Using semi-structured interviews as part of a qualitative approach, currently prevalent modes of professional closure were considered by taking the backgrounds of these students into account, together with their perceptions of the accounting profession. Their views on whether the Thuthuka programme as an intervention had been successful in removing post-apartheid professional closure were determined by taking into account the Thuthuka students’ readiness to sit for professional examinations and to enter the workplace. The findings of the study suggest features that could be considered in support programmes intended for socio-economically disadvantaged students to facilitate their entry into a restrictive and restricted market.