Why Distinguish Between Statistics and Mathematical Statistics–The Case of Swedish Academia

A separation between the academic subjects statistics and mathematical statistics has existed in Sweden almost as long as there have been statistics professors. The same distinction has not been maintained in other countries. Why has it been kept for so long in Sweden, and what consequences may it have had? In May 2015, it was 100 years since Mathematical Statistics was formally established as an academic discipline at a Swedish university where Statistics had existed since the turn of the century. We give an account of the debate in Lund and elsewhere about this division during the first decades after 1900 and present two of its leading personalities. The Lund University astronomer (and mathematical statistician) C. V. L. Charlier was a leading proponent for a position in mathematical statistics at the university. Charlier's adversary in the debate was Pontus Fahlbeck, professor in political science and statistics, who reserved the word statistics for ‘statistics as a social science’. Charlier not only secured the first academic position in Sweden in mathematical statistics for his former PhD student Sven Wicksell but also demonstrated that a mathematical statistician can be influential in matters of state, finance as well as in different natural sciences. Fahlbeck saw mathematical statistics as a set of tools that sometimes could be useful in his brand of statistics. After a summary of the organisational, educational and scientific growth of the statistical sciences in Sweden that has taken place during the last 50 years, we discuss what effects the Charlier–Fahlbeck divergence might have had on this development.     

Perceptions of the benefits of the A3 planner in facilitating project-based learning in accounting education

This paper evaluates ways of instilling project management skills into accounting-based learning by the use of an iterative A3 planner to plan, monitor and review assignment progress. The application of an A3 planner to facilitate a project-based learning (PBL) group assignment in undergraduate accounting education has been critically evaluated in terms of both the student and tutor experience. The study uses a mix of qualitative and quantitative data. Quantitative data assisting exploration of perceptions were collected through 100 undergraduate students. A series of focus group discussions were carried out to investigate students’ engagement and tutors’ teaching experiences regarding the adoption of the A3 planner. The results suggest that the A3 planner promotes active planning and effective management of a PBL group assignment. It makes students’ thought processes more visible thereby facilitating and enhancing the tutoring/mentoring process. Moreover a more interactive and transparent approach by doing assignment via the use of an iterative A3 planner has ensured more feedback points and action based efficiency in the doing approach for learners.     

Analysing the media discourses surrounding DJs as authentic performers and artists within electronic dance music culture magazines

This paper critically analyses how the media construct, consolidate and perpetuate discourses surrounding DJs as artists. It explores representations of their status and roles in a selection of dance music magazines (Mixmag and DJ Mag) and the links to wider ideologies concerning music and dance culture such as authenticity, originality, innovation, cultural progression and performance. It considers how the media bestow DJs with artistic credibility and authenticity in addition to the range and type of references used to position DJs within the cultural landscape and hierarchy of electronic dance music culture. Furthermore, it discusses their sensationalist construction as powerful performers and the links between DJ performances and wider discourses surrounding event experiences. This paper concludes that not only do the discourses perpetuated serve to elevate and sustain the cultural status of DJs, they also validate and perpetuate a wider range of ideological notions within dance music culture. It also highlights the power relations between authors, audiences, DJs and promoters and the media’s role in sustaining the social capital of different players, through projecting a vibrant and dynamic culture.     

Can professional skepticism be learned? Evidence from China

The purpose of the present study was to explore whether professional skepticism can be learned in a classroom setting, an issue that has received scant attention in the prior literature. A questionnaire was administered to students enrolled either in the accounting program or in the business administration program of a large college in China. The author finds that participation in ethics education is positively related to students’ professional skepticism, whereas participation in auditing education is not related to accounting students’ professional skepticism. The author also finds that accounting and nonaccounting business students exhibit no significant difference in their scores of professional skepticism.     

金融素养、家庭财富与家庭创业决策

本文利用2015年中国家庭金融调查(CHFS)数据,分析了金融素养、家庭财富与家庭创业决策三者之间的关系。整体上,金融素养的提高显著增加了家庭参与创业的可能性,但家庭参与创业面临着"财富约束效应";而金融素养对家庭财富具有替代作用,提高金融素养有效缓解了家庭的"财富约束效应",促进家庭参与创业。同时,研究发现家庭财富对家庭创业决策的影响并不存在明显的城乡差异,但金融素养更能缓解农村家庭创业所面临的"财富约束效应"。另外,提高金融素养能有效缓解家庭的信贷约束,增加其风险偏好,间接地促进创业。     

COMPARING PPP WITH TRADITIONAL PROCUREMENT: THE CASE OF SCHOOLS PROCUREMENT IN IRELAND

Advocates of public‐private partnerships (PPPs) argue that they can deliver public infrastructure more efficiently than traditional procurement through timelier completion and superior value for money. Despite these claims comparative analysis of the performance of both procurement methods has received scant attention in the PPP literature to date. This paper addresses this issue by providing an in‐depth, case‐based comparison of PPP versus traditional procurement in the schools sector in Ireland. Through detailed semi‐structured interviews with key stakeholders and an examination of the available documentation, we assess whether the key objectives of using PPP have been achieved. Overall, we find no evidence that PPP leads to faster delivery of infrastructure when the overall procurement process from contract notice to delivery is accounted for. In addition, we find only limited evidence to suggest that PPP results in better value for money.     

基于县统筹财政分权视角下的地方义务教育公平研究 ——来自山东省的实例

由于基层政府长期存在财力事权上的不均衡,我国基层地区义务教育供给存在着差距。2001年的"以县为主"的县统筹财政制度开始实行,义务教育的负责主体变成了县级政府。借助2002年到2016年的山东省县级数据,运用泰尔指数作为分析工具,结合此期间山东省出台的教育改革措施,分析其对于缩小义务教育差异的影响。研究发现,政策制度仅仅改善了中等收入县级地区之间的差距,对于高收入和低收入地区并没有太好的效果,就目标而言,由于县级各地区上经济实力和义务教育规模的固有差距,导致无法取得理想中的效果。     

Economic Impacts of the Possible China–US Trade War

This article uses a multi-country global general equilibrium (GE) model to numerically simulate the effects of possible China–US trade wars. We introduce an endogenous trade imbalance structure with trade cost into the model which helps to explore both tariff and non-tariff trade war effects. Our simulation results show that China will be significantly hurt by the China–US trade war, but negative impacts are affordable. The US can gain under unilateral sanction measures to China, but will lose if China takes retaliation measures. Comparing the effects under mutual trade war, China will lose more than the US. Introducing non-tariff barrier trade wars will intensify the negative effects, and comparatively negative effects to China are larger than to the US. Mexico’s involvement in trade war with the US will strengthen the negative effects and comparatively hurt the US more. Under non-cooperative and cooperative Nash bargaining equilibrium, the US can gain more than China in trade war negotiation, which means the US has stronger bargaining power than China. Additionally, trade wars between China and the US will hurt most countries and the world especially in GDP and manufacturing employment, but benefit their welfare and trade.     

On the need to compensate the compensating variation in CGE modeling

The message of this research is that in the standard calibrated setting of Computational General Equilibrium (CGE) models, the welfare measures typically used to compare benchmark with counterfactuals are numéraire dependent. This evaluation bias affects the compensating variation and the Konüs index of cost of living. We show that the equivalent variation is neutral regarding the choice of value units in calibrated models but would be affected as well in uncalibrated CGE models. We illustrate with a simple example and propose an even simpler theoretical solution to overcome these biases; all that is required to have correct welfare estimates is to compensate normalizing with a suitable price index. This type of correction is necessary to overcome the sometimes blind implementation of welfare measures in numerical general equilibrium analysis. We show that the induced quantitative errors may be substantial providing biased welfare estimates and misleading results.     

Determinants of students’ entrepreneurial intention to compete in a fast-pitch competition

Despite the heightened popularity of entrepreneurship education, there remain open questions regarding best practices in co-curricular programs. Using the theory of planned behavior, the authors examine how students’ intention is shaped to increase the likelihood of participation in entrepreneurship co-curricular programs. To the best of the authors’ knowledge, this study is the first to examine the relation between entrepreneurial identity and entrepreneurial intention theory. They find the popular personality trait, openness, is related to ambition, which reveals the interaction between personal elements (personality/identity) and contextual elements (aspirations to success/intention), a novel finding in the literature. This further illustrates the interconnectedness between the theory of planned behavior and the entrepreneurial event model