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This extensive extract from the proposed rules on how to disclose financial instruments and similar items in the income statement of banks and other financial institutions develops the thinking of the joint working group set up to prepare global standards in this field. The extract covers the critical issue of disclosure in the income statements of such organisations. As such it is the most comprehensive summation of the arguments involved yet produced.

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?

We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.

We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.

These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

The purpose of this research is to propose a framework for research on Macaulay duration and establish future research directions.

Thematic, bibliometric and content analyses have been used to review 168 research papers published between 1938 and 2019 taken from ISI Web of Science and Scopus contributed by leading authors, journals and regulatory bodies.

Identification and integration of themes of duration theory, duration model development and duration model implementation leading to unattended research gaps, and framework for research on Macaulay duration.

The study is based on an extensive review of the literature to extract important themes, research gaps and frameworks. It does not empirically investigate significance of Macaulay duration and various sectors.

This research has several aspects that are helpful for practitioners. Macaulay duration has been the subject of empirical research only without any guiding framework. This research provides a platform to initiate profound researches in various areas of finance. Various proposed models are required to be tested under holistic approach in conventional and emerging fields, especially in Islamic settings.

This research highlights, research themes leading to framework, research gaps and factors that are crucial in developing, extending and testing duration models leading to enhancement of theoretical base of Macaulay duration.

The purpose of this paper is to deal with the maximum interest rate guarantees (MIRGs), and develop a methodology for setting the optimal value of the interest rate cap, namely the maximum interest rate above which the private investor will obtain reimbursement from the government, which balances the interests of the parties involved in the project.

The mechanism underlying the MIRG is modeled through real options. Monte Carlo simulation is employed as the option-pricing method. The resulting real option-based model is applied to the case of the “Camionale di Bari” toll road (Southern Italy).

The application provides some insights for the policy maker called to define the proper forms of guarantees. Furthermore, the results support the negotiation process, allowing the different actors to structure the guarantee in a way that satisfies all the parties and fairly allocates risks between them according to different operational and financial conditions.

The novelty of the contribution is triple. First, the authors advance the state of the art on government supports by focusing on the interest rate guarantee. Second, the authors enrich the existing studies on MIRG by proposing a quantitative model to set the guarantee in compliance with the public–private win-win principle. The developed real option-based model supports the decision maker in finding the optimal value of the interest rate cap, which is able to satisfy the interests of the parties involved in the project. Third, the authors consider not only the private sponsor and the government, as traditionally made by the models developed for other guarantees, but also the lender.

In recent years, public administration has been targeted by multiple reform efforts. In multiple instances, such initiatives have been ideologically couched in public-choice perspectives and entrenched beliefs that government is the problem. One unavoidable consequence of this continued bout of criticism is the fact that government currently has a noticeably decreased capacity of boosting creation of public value. Within this context, there certainly is an important need for approaches that would counterbalance the loss of public value induced by market fundamentalism. This article suggests that leadership, as a concept of theory and practice, due to its partial immunity to the private-public dichotomy, can provide a pragmatic avenue for nurturing public interest and public value within the devolution of governance, a declining trust in government and a diminished governmental capacity to propagate the creation of public value. While this article critically examines and assesses the capacity of different leadership perspectives in terms of creating and maximizing public value, its primary scope is not the provision of definite answers but rather the instigation of a much necessary discussion.

This paper aims to generate new research directions at the intersection of accounting, whistleblowing and publicness: defined as the attainment of public goals, interests and values.

A problematising review is used to challenge and rethink the existing accounting and whistleblowing literature by incorporating readings from the public interest and public value literature. The paper draws on the work of Dewey (1927), Bozeman (2007) and Benington (2009) to open up new ways of theorising relations between accounting, whistleblowing and publicness.

Firstly, the paper develops a public interest theoretical framework which shows whistleblowing is a public value activity that moves organisational wrongdoing into the public sphere where it is subject to democratic debate and dialogue required to reconcile the public's interests with what the public values. Secondly, this framework provides one answer to continuing questions in the literature of how to define accountings relationship to the public interest. Finally, the paper suggests this conceptual framework be used to stimulate debate on whether and how one should expand existing accounting and accountability knowledge boundaries to incorporate the broader social, political and moral concerns highlighted by whistleblowers acting in the public interest.

Accounting and whistleblowing research has ignored the theoretical implications of whistleblowing in the public interest. The paper shows how accounting and accountability can respond to the challenges of a shifting and intangible public interest by providing a conceptual framework to guide current and future theoretical questions of how accounting is connected to the public interest.

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are emerging that promote a high level of personalization of the learning experience. One type of personalization is context personalization, in which instruction is presented in the context of learners’ individual interests in areas like sports, music, and video games. Personalized contexts may elicit situational interest, which can in turn spur motivational and metacognitive states like positive affect and focused attention. Personalized contexts may also allow for concepts to become grounded in prior knowledge by fostering connections to everyday activity. In this Chapter, we discuss the theoretical, design, and implementation issues to consider when creating interventions that utilize context personalization to enhance motivation.

First, we provide an overview of context personalization as an instructional principle and outline the emerging evidence that personalization can enhance motivation and improve achievement. We then discuss the theory hypothesized to account for the effectiveness of context personalization and discuss the approaches to personalization interventions. We close by discussing some of the practical issues to consider when bridging the design and implementation of personalization interventions. Throughout the paper, we anchor our discussion to our own research which focuses on the use of context personalization in middle and high school mathematics.

The theoretical mechanisms through which context personalization enhances learning may include (1) eliciting positive affective reactions to the instruction, (2) fostering feelings of value for the instructional content through connections to valued personal interests, or (3) drawing upon prior funds of knowledge of the topic. We provide hypotheses for the relatedness of context personalization to triggering and maintaining situational interest, and explore potential drawbacks of personalization, considering research on seductive details, desirable difficulties, and authenticity of connections to prior knowledge. We further examine four approaches to personalized learning – “fill-in-the-blank” personalization, matching instruction to individual topic interests, group-level personalization, and utility-value interventions. These approaches vary in terms of the depth of the personalization – whether simple, shallow connections are made to interest topics, or deep, meaningful connections are made to learners’ actual experiences. The consideration of depth also interacts with grain size – whether content is personalized based on the broader interests of a group, or the individual experiences of a particular learner. And finally, personalization interventions can have different levels of ownership – an instructor can generate the personalized connections, the connections can be made by the curriculum designers, or learners can take an active role in personalizing their own learning. Finally, we discuss the practical implementation issues when bringing context personalization interventions into K-12 classrooms. Personalization can be logistically difficult to implement, given that learners hold a diverse array of interests, and may experience each of those interests differently. In addition, particular types of instructional content may show greater sensitivity when personalization is implemented, and personalization may be most helpful for learners with certain background characteristics.

Realizing the promise of personalized learning is an unsolved problem in education whose solution becomes ever more critical as we confront a new digital age. Context personalization has the potential to bring together several well-established strands of research on improving student learning – research on the development of interest, funds of knowledge, and utility value – into one powerful intervention.

Generally, the user requires customized information reflecting his/her current needs and interests that are stored in his/her profile. There are many sources which may provide beneficial information to enrich the user’s interests such as his/her social network for recommendation purposes. The proposed approach rests basically on predicting the reliability of the users’ profiles which may contain conflictual interests. The paper aims to discuss this issue.

This approach handles conflicts by detecting the reliability of neighbors’ profiles of a user. The authors consider that these profiles are dependent on one another as they may contain interests that are enriched from non-reliable profiles. The dependency relationship is determined between profiles, each of which contains interests that are structured based on k-means algorithm. This structure takes into consideration not only the evolutionary aspect of interests but also their semantic relationships.

The proposed approach was validated in a social-learning context as evaluations were conducted on learners who are members of Moodle e-learning system and Delicious social network. The quality of the created interest structure is assessed. Then, the result of the profile reliability is evaluated. The obtained results are satisfactory. These results could promote recommendation systems as the selection of interests that are considered of enrichment depends on the reliability of the profiles where they are stored.

Some specific limitations are recorded. As the quality of the created interest structure would evolve in order to improve the profile reliability result. In addition, as Delicious is used as a main data source for the learner’s interest enrichment, it was necessary to obtain interests from other sources, such as e-recruitement systems.

This research is among the pioneer papers to combine the semantic as well as the hierarchical structure of interests and conflict resolution based on a profile reliability approach.

Sees the objective of teaching financial management to be to help managers and potential managers to make sensible investment and financing decisions. Acknowledges that financial theory teaches that investment and financing decisions should be based on cash flow and risk. Provides information on payback period; return on capital employed, earnings per share effect, working capital, profit planning, standard costing, financial statement planning and ratio analysis. Seeks to combine the practical rules of thumb of the traditionalists with the ideas of the financial theorists to form a balanced approach to practical financial management for MBA students, financial managers and undergraduates.