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Are perks purely managerial excess?

A widespread view is that executive perks exemplify agency problems—they are a route through which managers misappropriate a firm’s surplus. Accordingly, firms with high free cash flow, operating in industries with limited investment prospects, should offer more perks, and firms subject to more external monitoring should offer fewer perks. The evidence for agency as an explanation of perks is, ...

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Anaphylaxis: Educational Programs Are Needed

Anaphylaxis is the number one emergency situation in allergy. More than 100 years after its first description, there are still many problems and open questions regarding pathophysiology, diagnosis, treatment, and prevention. Many national and international societies have edited guidelines that give clear recommendations for acute treatment, showing algorithms depending on the severity of the cl...

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Virtual Contact: the Continuum from Purely Visual to Purely Physical

Providing appropriate cues to users when interacting with objects in immersive virtual environments (IVEs) is a difficult task. In addition to individual user differences, environmental factors, and task-specific requirements, the technological complexity of the current state of the art in haptic feedback further increases the difficulty. Though the technology continues to improve, we are still...

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Educational Attainment and Personality Are Genetically Intertwined.

Heritable variance in psychological traits may reflect genetic and biological processes that are not necessarily specific to these particular traits but pertain to a broader range of phenotypes. We tested the possibility that the personality domains of the five-factor model and their 30 facets, as rated by people themselves and their knowledgeable informants, reflect polygenic influences that h...

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Why Educational Standards Are Not Truly Objective

Educational standards have become a popular choice for setting clear educational targets for students. The language of standards is that they are “objective” as opposed to typical tests which may suffer from bias. This article seeks to further analyze the claims that standards are objective and fair to all. The author focuses on six issues which illustrate the problematic nature of educational ...

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ژورنال

عنوان ژورنال: BMJ

سال: 1995

ISSN: 0959-8138,1468-5833

DOI: 10.1136/bmj.310.6991.1405d