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Regulators require banks to employ value‐at‐risk (VaR) to estimate the exposure of their trading portfolios to market risk, in order to establish capital requirements. However, portfolio‐level VaR analysis is a high‐dimensional problem and hence computationally intensive. This article presents two new portfolio‐based approaches to reducing the dimensionality of the VaR analysis.

Mobile social apps permeate every facet of daily life through the pervasive use of smartphones. Customer retention with mobile social apps has become extremely important for app-related companies. The purpose of this paper is to explore why experienced users in mobile social apps (e.g. WeChat) are likely to continue using the app.

This study proposed a conceptual model to identify key determinants of continuance intention of WeChat users and highlight the effects of individual experience. Data were collected from WeChat users, which is one of the most popular mobile social apps in China. The study employed partial least squares regression to test the research model based on a survey of 295 valid responses.

Results showed that trust, which was driven by user satisfaction and perceived critical mass, played a critical role in influencing the continuance intention of WeChat users. Moreover, tie strength exerted a negative moderating effect on the relationship between trust and continuance intention. Specifically, tie strength and perceived critical mass had strong impacts on the continuance intention of low-experience users. In addition, the effect of frequency was closely associated with the continuance intention of high-experience users.

This study addressed the issue of mobile social app continuance intention by providing an innovative means to explore the key antecedents of user continuance intention from the experience perspective. The findings not only prove that trust plays a central role in influencing the continuance intention of experienced users but also reveal that the determinants of continuance intention vary among users with different experience. The results provide insights into the key antecedents of experienced WeChat user continuance intention and contribute to the literature on mobile social apps and individual differences.

The results provide suggestions for mobile social app practitioners to effectively plan mobile social app retention practices and to set up appropriate incentive mechanisms for retaining users with different experiences.

Although abundant studies have focused on the adoption of media users, few studies have investigated the post-adoption behavior of experienced users in the context of mobile social apps. This study revealed the key determinants of the continuance intention of WeChat users and pinpointed the different impacts of these antecedents on users with different levels of experience. It also provides useful guidelines for practitioners to effectively retain users with different levels of experience.

The purpose of this article is to investigate attempts to safeguard classical humanism in secondary schools by appealing to a cultural-historical link with Antiquity, voiced in the face of educational reforms in Sweden between 1865 and 1971.

By focusing on the content of the pedagogical journal Pedagogisk Tidskrift, the article highlights a number of examples of how an ancient historical lineage was evoked and how historical knowledge was mobilized and contested in various ways.

The article argues that the enduring negotiation over the educational need to maintain a strong link with the ancient past was strained due to increasing scholarly specialization and thus entangled in competing views on reform and what was deemed “traditional” or “modern”.

From a larger perspective, the conflict over the role of Antiquity in Swedish secondary schools reveals a trajectory for the history of education as part of and later apart from a general history of the humanities. Classical history originally served as a common past from which Swedish culture and education developed, but later lost this integrating function within the burgeoning discipline of Pedagogy. The findings demonstrate the value of bringing the newly (re)formed history of humanities and history of education closer together.