Moments of Recognition:The Four Semester Studio in QUB

It is a legitimate assertion that the common ground of work of worth in architecture, whether theoretical or built comes from a firmly held position on the part of the author. In addition to delivery key competencies architectural education should act to support the formation of such a position in the student, or to make students aware of the possibility of holding such a position.

It is with this in mind perhaps that intensive unit-based diploma and masters structures are increasingly becoming the standard structure for for schools of architecture across the UK. The strengths of such a structure are most evident when the school, either by virtue of financial strength or geographic location is able to attract a diverse range of contrasting positions to bear in the formation of these units. In effect the offering to the student is a short, intensive immersion into a clear line of thought based on the position of those running the unit. Research is channeled by those running the unit to the work of the students. A single cohort of students therefore is able to observe and understand a wide range of ways of thinking about the subject whether or not they are participants in a unit or not. It is axiomatic that where this structure is applied in the absence of these resources the result can be less helpful, individual units are differentiated not to reflect the interests of those running the unit but for the sake of difference as its own end.

In structuring the M.Arch programme in Queens University Belfast the reality of our somewhat peripheral location was placed at the forefront of our considerations. A single 4 semester studio is offered. The first three semesters are carefully structured to offer a range of directed and self directed projects to the students. By interrogation of these projects, and work undertaken at undergraduate level the aim is to assist the students to identify a personal position on architecture, which is then developed in the thesis in semester four. Research and design outputs are emergent from the interest of the student body, cultivated by staff who have the time over the four semesters to get to know all aspects of a students interests.

This paper will lay out this structure and some of the projects run within it. Now having delivered two graduating years the successes and challenges of the system will be laid out by reference to several case studies of individual student experiences of the structure.

Étude exploratoire de l’incidence de l’intimidation sur le parcours scolaire et la construction identitaire d’étudiants universitaires

Ce mémoire a pour but d’examiner la façon dont s’est opérée la construction identitaire d’étudiants et d’étudiantes universitaires ayant subi de l’intimidation à l’école secondaire. Il vise en outre à mieux cerner le processus de résilience qui a conduit à la persévérance jusqu’à l’université. L’intimidation est une problématique sociale d’importance, qui touche entre 16,5 % et 36 % des élèves durant leur parcours scolaire (Beaumont, Leclerc, Frenette & Proulx, 2014; Conseil canadien sur l’apprentissage, 2008; Institut de la statistique du Québec, 2012). Sur le plan scientifique, cette problématique a été examinée sous différents angles, mais peu d’études se sont intéressées à la façon dont elle peut influencer le parcours scolaire et la construction identitaire des adolescents et adolescentes qui en ont été victimes. Pour réaliser ce mémoire, dix-huit étudiants universitaires ont été rencontrés dans le cadre d’entretiens individuels s’inspirant de l’approche biographique du récit de vie. L’angle d’approche choisi a permis de mettre en lumière « la vie après l’intimidation » et d’en dégager une typologie comprenant trois types de parcours. Le premier type, le parcours où la persévérance scolaire a été compromise, est caractérisé par le fait que l’intimidation a agi comme un frein à la poursuite d’un parcours scolaire positif. Le deuxième type, le parcours axé sur la transition, met en lumière des répercussions d’ordre contextuel. Puis, pour le parcours axé sur la réussite, l’intimidation a poussé les étudiants à s’investir davantage sur les plans scolaire et professionnel et à vivre des réussites. Par ailleurs, cette étude apporte un éclairage descriptif quant aux répercussions de l’intimidation sur la persévérance scolaire et le choix de carrière. Les résultats ont également permis d’appliquer un nouvel éclairage théorique à la construction identitaire des élèves qui subissent de l’intimidation, soit la théorie de contrôle identitaire (Kerpelman et coll., 1997).

Multivariate Moments Expansion Density: Application of the Dynamic Equicorrelation Model

In this study, we propose a new semi-nonparametric (SNP) density model for describing the density of portfolio returns. This distribution, which we refer to as the multivariate moments expansion (MME), admits any non-Gaussian (multivariate) distribution as its basis because it is specified directly in terms of the basis density’s moments. To obtain the expansion of the Gaussian density, the MME is a reformulation of the multivariate Gram-Charlier (MGC), but the MME is much simpler and tractable than the MGC when positive transformations are used to produce well-defined densities. As an empirical application, we extend the dynamic conditional equicorrelation (DECO) model to an SNP framework using the MME. The resulting model is parameterized in a feasible manner to admit two-stage consistent estimation and it represents the DECO as well as the salient non-Gaussian features of portfolio return distributions. The in- and out-of-sample performance of a MME-DECO model of a portfolio of 10 assets demonstrate that it can be a useful tool for risk management purposes.

Higher-order moments in the theory of diversifying and portfolio composition

This paper examines the role of higher-order moments in portfolio choice within an expected-utility framework. We consider two-, three-, four- and five-parameter density functions for portfolio returns and derive exact conditions under which investors would all be optimally plungers rather than diversifiers. Through comparative statics we show the importance of higher-order risk preference properties, such as riskiness, prudence and temperance, in determining plunging behaviour. Empirical estimates for the S&P500 provide evidence for the optimality of diversification.

A note on moments of dividends

We reconsider a formula for arbitrary moments of expected discounted dividend payments in a spectrally negative L,vy risk model that was obtained in Renaud and Zhou (2007, [4]) and in Kyprianou and Palmowski (2007, [3]) and extend the result to stationary Markov processes that are skip-free upwards.

Revue de l'enseignement secondaire et de l'enseignement supérieur

1892 (T18,N3).

Revue de l'enseignement secondaire et de l'enseignement supérieur

1891 (A8,T16,N7).

Revue de l'enseignement secondaire et de l'enseignement supérieur

1890/02/15 (A7,T13,N3).

Revue de l'enseignement secondaire et de l'enseignement supérieur

1892 (T18,N14).

Revue de l'enseignement secondaire et de l'enseignement supérieur

1892 (T18,N20).

Revue de l'enseignement secondaire et de l'enseignement supérieur

1891 (A8,T16,N10).

Revue de l'enseignement secondaire et de l'enseignement supérieur

1892 (T18,N13).

Revue de l'enseignement secondaire et de l'enseignement supérieur

1892 (T18,N2).