Why Press Coverage of a Client Influences the Audit Opinion

In this study I use an experiment to examine why auditors are more likely to issue going–concern opinions when the client has been the subject of negative press coverage prior to the date of the audit opinion. I find no evidence that negative press coverage increases auditors' perceptions of legal liability, as was suggested in the prior literature. I do find, however, that negative press coverage increases auditors' perception of a client's bankruptcy probability and this, in turn, leads auditors to modify the audit opinion. Because the press coverage presented in this study provides no new information, the results suggest that auditors react too strongly to redundant information. This over–reaction can result in inefficient allocation of audit resources and can have deleterious affects on clients. Accordingly, policy makers, auditors and their clients might be interested in how auditors' reliance on redundant information can be reduced.     

An Examination of the Interaction Between Modelling and Its Relationship with Construction Kits: Lessons from the Past and for the Future

Construction kits have played a significant part in nurturing the growth and development of the minds and manipulation-based skills of children (and adults) in formal and non-formal education settings. These kits have origins rooted in the representation of the built world and now have a diversity of form and function, including technical versions with moving parts. This article examines some of the historically based ideas that lie behind the role that kits may have in terms of physical modelling. The article traces the transformation of kits from simple bricks and blocks into more complicated pieces for space-filling and achieving the transfer of forces and motion. This transformation occurred during the Victorian era when the influence of the ideas of educationalists and, perhaps rather strangely, exponents of early aviation, played major roles in determining the diversity of forms of construction kit and modelled possibilities that are now to be seen in classrooms and homes. The article ends with a review of some of the lessons from the past and present that will need to be considered in relation to concrete modelling in schools for the future. This revised version was published online in July 2006 with corrections to the Cover Date.     

数据管理:电子商务数据的存储问题

许多情况说明，用于组织中数据存储的消费已经成爆炸状态。产生这种情况的主要因素是电子邮件和电子商务对数据的质量和数量的要求提高了，并且这种数据大部分是分散的、非结构性的，这就增加了对组织中数据管理的要求。本文是在澳大利亚进行的一次调查的基础上做出的，该调查是关于组织中如何处理数据增长和由于数据增长所带来的问题。调查的结果显示人们对该问题表现出高度的关注，同时显示出一种乐观的趋势，即技术将对未来出现的各种各样的问题提供解决方案。     

Searle's Monadological Construction of Social Reality

A BSTRACT . One aim of this paper is to make visible the connection between Searle's views on social reality and his general ontology, and at the same time to show that some peculiar features of his analysis of social reality are a natural outcome of his general ontology. The paper contains five sections. In the first Searle's naturalism is philosophically situated and its differentia specifica explained. Then, Searle's view that intentional states exist only in brains is presented. One might say that, according to Searle, each mind is, although caused by a material brain, a Leibnizian monad. This view is related to an important, but neglected, distinction that Searle himself has made between requirement conditions of satisfaction and required conditions of satisfaction. In the third section, it is pointed out that, necessarily, sometimes there has to exist some kind of relation of satisfaction between the two kinds of conditions of satisfaction. Searle, however, has never really discussed what this satisfaction relation may look like. The upshot of all the remarks is that, fourth, Searle's general ontology automatically implies an ontology of social reality according to which a social fact can only exist as a scattered aggregate whose items exist in the brains of the people who constitute it. Finally and fifth, I try to think with Searle against Searle. His monadological view of social reality cannot, Searle notwithstanding, be regarded as being close to the direct realism of common sense. Searle's realism is an indirect realism. However, if Searle's view that intentional states exist only in brains is rejected, then the rest of his ontology has features that may take us closer to a direct realism. Such a move, which in one respect takes us closer to common sense, takes us in another respect away from common sense. The title of the last section is "Social Reality and the Impossibility of Common Sense."     

An Illuminating Exchange The Construction of Social Reality

A BSTRACT . In his The Construction of Social Reality , Searle presents an account of rights, responsibilities, obligations, duties, and similar entities in terms of the formula X counts as Y in context C , where " X " refers in the simplest case to some physical object or event and " Y " to the result of imposing upon X some deontic power or function. Smith attempts to show the limitations of this formula, focusing especially on the examples of contested property rights (where C is not uniquely defined), and of money in bank accounts and other phenomena (where no physical X -term is available). Searle responds to these criticisms, above all by pointing to the fact that some of the problems Smith raises are to be addressed not by an ontological analysis of social reality but rather through legal or political means.     

The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA)

In this article the impact of technology education, as a new learning area (subject) in the curriculum, on in-service teacher education in South Africa is described in order to ascertain the extent of the impact. The research on which this article is based draws on a variety of experiences and observations in the field at grassroots level (in particular an outreach project in rural communities). The envisaged impact of technology education on South African schools, communities, teacher educators and teachers, the range of in-service teacher education that is required, and the impacts in urban and rural areas are discussed. Finally a number of concluding remarks are made about the extent of the impact of the inclusion of technology education in the new National Curriculum Statement and whether the situation has changed since the implementation of a pilot technology education project in 1998. This revised version was published online in July 2006 with corrections to the Cover Date.