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We compare the finite sample power of short- and long-horizon tests in nonlinear predictive regression models of regime switching between bull and bear markets, allowing for time varying transition probabilities. As a point of reference, we also provide a similar comparison in a linear predictive regression model without regime switching. Overall, our results do not support the contention of higher power in longer horizon tests in either the linear or nonlinear regime switching models. Nonetheless, it is possible that other plausible nonlinear models provide stronger justification for long-horizon tests.

We demonstrate in a laboratory experiment that the effectiveness of performance-contingent incentives is inversely related to risk-aversion levels. For about 16.5% of participants, performance fails to improve under performance-pay, and the probability of such failure increases with risk-aversion. This phenomenon works in part through the reduced effort level of more risk-averse individuals when effort level is positively correlated with risk exposure. It is also associated with higher self-reported levels of stress by more risk-averse people working under performance-contingent pay. We find no evidence of such stress causing decrements in the quality of effort affecting performance after controlling for effort level. However, controlling for effort, more risk-averse participants perform better under a fixed salary, leaving less room for improvement under performance-pay.

This chapter explores the development of the dangerous, sexualized fembot archetype in science-fiction film and television, drawing a line from the robot Maria in Fritz Lang's Metropolis (1927) to contemporary versions of the archetype.

Primarily, this chapter outlines how this historically villainous trope has been augmented and redefined in twenty-first Century posthuman science-fiction texts Ex Machina (Alex Garland, 2014) and Westworld (Joy et al., 2016 –). Both feature fembot characters who are central to the narrative, and can be defined as both villainous at times, but who also occupy the position of arguable sympathetic protagonists. In part, this redefinition can be argued as more a reflection of a Western hegemonic shift towards feminist values. Nevertheless, there have been criticisms of the male gaze present in both and of the emphasis on female suffering.

As oblique texts for an 18–35 audience, both Ex Machina and Westworld ask more questions than they answer. Through textual analysis and with reference to relevant scholarship, this chapter considers the impact of audience and institution on representation, the interplay between genre conventions and the presentation of the archetype as well as a considering how both offer different treatment of intersectional androids.

The purpose of this paper is to offer an autonomous motivation perspective to explore the relationship between perceived overqualification and adaptive work behavior and examine job autonomy as a factor that may moderate the association.

The hypotheses were tested in two culturally, demographically, and functionally diverse samples: sample 1 was based on North American community college employees (n=215); sample 2 was based on full-time workers, employed in a Chinese state-owned enterprise specializing in shipping (n=148).

In study 1, perceived overqualification was negatively related to self-rated adaptive behavior. A follow-up study 2 extended these findings by demonstrating that perceived overqualification was negatively related to supervisor-rated adaptive work behavior when job autonomy was low, rather than high.

The results of this research offer an autonomous motivation perspective to explain why perceived overqualification relates to adaptive behavior and suggests a job design approach to encourage adaptive behaviors of people who feel overqualified – a sizable segment of the current workforce.

This is one of the first studies to explore adaptive behavior of workers who feel overqualified – an outcome that has not been examined in this domain. The findings further point out what can be done to encourage adaptive behaviors among overqualified employees.

There is limited research on Cognitive Analytic Therapy (CAT) in forensic contexts; this case study therefore significantly contributes to the knowledge base. The purpose of this paper is to present the assessment and treatment of an adult male offender with a diagnosis of schizophrenia. The client’s offence involved intimate partner violence and was committed at a time of acute psychiatric relapse.

In total, 12 sessions of cognitive behavioural therapy and CAT informed treatment were individually designed to meet the needs of the client, delivered in an in-patient setting in the UK. The client’s progress was assessed using psychometric, observational, and narrative/descriptive methods.

Psychometric evidence was limited by distorted responding. However, narrative/descriptive assessment indicated that progress had been made in some areas. Recommendations for further treatment were made.

In total, 12 sessions did not meet all of the client’s needs. The use of CAT as a model that his team could use in understanding his violence was conducive to risk management. Overall, insight gained through CAT-based psychological intervention contributed to risk reduction.

This case study demonstrates the applicability of CAT to forensic settings.

This mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.

Participants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.

Quantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.

This study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.