《宏观经济学》课程教学改革——来自课堂外的思考

根据发达国家《宏观经济学》本科课程设置的实际,目前,在我国《宏观经济学》本科课程教学改革中,应注意加强教材建设,选择适合中国学生学习和阅读的教材,而且要配合一定量的课外阅读资料,包括引进版的教材;同时,应适当增加课堂教学时数,布置课堂作业和课后作业、安排测验,以巩固学生学习成果;此外,还需要有数学、经济学基本原理等其他相关课程的基础理论支持。     

“伤痕”与“反思”小说中“受伤者”的形象分析

"伤痕"和"反思"小说中的"受伤者"形象包含着丰富的时代信息。当其为"知识分子"时,常常被设计为"革命知识分子";当其为"女性"时,常常被想象为等待男性拯救的"少女"形象或寻找父亲的"女儿"形象。在关于"受伤者"的身份设计和性别想象中,既展示着历史与现实的交锋,又演绎着记忆与遗忘的辩证法。     

Valuing equity-indexed annuities with icicled barrier options

Inspired by the recent popularity of autocallable structured products, this paper intends to enhance equity-indexed annuities (EIAs) by introducing a new class of barrier options, termed icicled barrier options. The new class of options has a vertical (icicled) barrier along with the horizontal one of the ordinary barrier options, which may act as an additional knock-in or knock-out trigger. To improve the crediting method of EIAs, we propose a new EIA design, termed autocallable EIA, with payoff structure similar to the autocallable products except for the minimum guarantee, and further investigate the possibility of embedding various icicled barrier options into the plain point-to-point or the ratchet EIAs. Explicit pricing formulas for the proposed EIAs and the icicled barrier options are obtained under the Black–Scholes model. To the purpose, we derive the joint distribution of the logarithmic returns at the icicled time and the maturity, and their running maximum. As an application of the well-known reflection principle, the derivation itself is an interesting probability problem and the joint distribution plays a key role in the subsequent pricing stage. Our option pricing result can be easily transferred to EIAs or other equity-linked products. The pricing formulas for the EIAs and the options are illustrated through numerical examples.     

Promoting Deep Learning: A Teaching,Learning and Assessment Endeavour

The need for social workers to develop expertise in critical reflection is now a dominant theme in the literature. How this expertise is achieved, however, remains under‐explored in an environment increasingly focused on outcomes, evidence of performance and teachers' preoccupations with curriculum content and assessment. Students' understanding of critical reflection and how, if at all, their social work education assists in developing this capacity, continue to be under‐represented.

Applying a ‘deep‐learning’ framework, this article outlines an attempt to engage final year social work students in a teaching, learning and assessment exchange that promotes critical reflexivity. It presents the thinking behind the evolution of a unit focused on social work in public welfare and health settings. Using their final assessment exercise in which they are asked to review their learning, it then offers students' responses to that unit. In particular, the paper highlights the personalised practice visions offered by students as they seek to locate themselves, personally and professionally, before making the identity‐challenging transition from student to qualified practitioner.     

The trend toward multiple authorship in social work: A British and US comparison

This article provides a comparative analysis of publication trends in social work in the US and Great Britain. This exploratory effort seeks to identify possible explanations for the phenomenon of multiple authorship, the implications of multi-authored scholarship, and some of the potential ethical questions that may arise from such collaborations in regard to what constitutes legitimate contributions to a scholarly article or book. To the extent that common trends are emerging across international boundaries, the incentive for heightened communication and collaboration may be increased in an effort to identify implications and derive solutions to common problems.     

Enhancing Wellbeing in Social Work Students: Building Resilience in the Next Generation

The need for social workers to be resilient is widely emphasised. Although enhancing resilience in social work trainees presents a challenge to educators, they are nonetheless responsible for developing professionals who are able to cope with the emotional demands of the job. This paper argues that building resilience in the future workforce should be a key element of social work education. However, as little is known about the competencies and support structures that underpin resilience or the extent to which resilience protects the wellbeing of trainees, an evidence-based approach is required to inform curriculum development.

Recent research conducted by the authors of this paper has highlighted the protective nature of resilience in social work trainees. Emotional intelligence and associated competencies, such as reflective ability, aspects of empathy and social confidence, were found to be key predictors of this important quality. The important role played by social support from various sources was also emphasised. The present paper summarises this research, and presents interventions based on the findings that have the potential to promote resilience and wellbeing in social work trainees. Also considered are ways in which the curriculum might be further enhanced to provide trainees with an internal ‘tool-box’ of strategies that will help them manage their wellbeing more effectively in their future career.     

The Journey Around My PhD: Pitfalls,Insights and Diamonds

Embarking on postgraduate research involves making a transition from practitioner to researcher. While there is a well established body of knowledge to address research methodology, it is presented in a fashion that suggests the research process is straightforward and linear and fails to offer insights into the ways postgraduate students construct their researcher identities. This paper will draw on the authors' experiences as PhD students and highlight what was learned about the research process from involvement in a research project. The paper will highlight some of the challenges of undertaking postgraduate research as well as some of the insights gained.     

审美反映与艺术揭示 ——钱中文与叶秀山“文艺反映论”之比较

钱中文和叶秀山的“文艺反映论”都是对传统文艺反映论的创新性发展,但二者差异颇大。就“反映者”而言,前者强调创作主体,后者推崇艺术家。在反映者定位和反映者能力的阐述上二者差异明显：前者将反映者定位为“主体”,后者将反映者定位为“在世界中的人”;前者看重反映者的“感动力”,后者看重反映者的“洞察力”。就“反映内容”而言,虽然二者都坚持“文艺是现实生活的反映”,但在对“现实生活”的界定和“反映内容”的认定上,二者却有差异：前者将“现实生活”界定为“客观现实”,后者将“现实生活”界定为“生活世界”;前者将“反映内容”认定为“心理现实”,后者将“反映内容”认定为“基础生活”。就“反映方式”而言,前者认为其是创作主体“改造”客观现实,后者认为其是艺术家“揭示”基础生活。差异成因源自二者在思想动因、理论基础、思维方式和价值取向上的不同。     

困境与超越：反思性道德教育探究

高校道德教育陷入实效性不强的现实困境,根源于对道德目的、道德本质和道德教育方法的误读。在多元价值并存、道德冲突和道德争论普遍存在的现代社会,高校道德教育应当超越道德认知阶段,从传统的规范性、知识性道德教育向反思性道德教育转变,构建以社会主义核心价值体系为指导的道德推理课程体系,在道德教育过程中,尊重道德内化规律,进行探究式教学,注重道德思维能力和实践能力的培养。     

长歌当哭——《二泉映月》与生命的悲剧性存在

有关瞎子阿炳《二泉映月》的研究已经很多,研究者从曲式结构、音乐取材、演奏技法、律制、文化等方面展开了分析和探讨,这为人们认识和理解这部作品提供了很好的平台。但笔者认为我们对这部作品的研究依然不够完善,比如从悲剧性视角所做的专门研究就没有出现。鉴于此,笔者认为这部作品之所以让人产生如此深刻的共鸣,正在于它真实体现了人生命的悲剧性存在。只有从这一视角入手,我们才能真正理解这部作品,也才能真正揭示这部作品之所以取得如此成功的内在秘密。