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61.
房地产开发项目三阶段投资决策的实物期权模型研究 总被引:1,自引:0,他引:1
房地产开发项目一般包括土地所有权的获得、建筑和销售三个阶段,对于其投资决策,传统的NPV法无法正确地评价管理的柔性价值。文章引入实物期权理论,指出实物期权是对实物投资的选择权,对于房地产开发项目,当每一阶段完成后,即拥有了对后续阶段的投资期权。针对企业投资房地产开发项目的三阶段决策建立了相应的实物期权模型,并给出了每一阶段的期权价值以及最佳投资点的临界价格。 相似文献
62.
廖建平 《贵州民族学院学报》2014,(3):197-202
研究采用问卷和访谈形式调查职前英语教师是否有在课堂提问中培养学生思辨能力的意识。调查结果显示:职前教师的提问以理解课文为主要目的;绝大多数问题是不鼓励学生思考的低度认知问题,不利于培养学生的思辨能力。职前教师课堂提问存在着理论与实践的矛盾。他们认为在英语课堂上培养学生思辨能力的最大障碍是考试制度。 相似文献
63.
Tyson E. Lewis 《Race Ethnicity and Education》2018,21(1):118-131
In this article, I call for a phenomenological turn in educating white, pre-service teachers. As opposed to dominant pedagogical models which focus on changing one’s beliefs about race, phenomenology points toward the importance of pre-conceptual, pre-critical forms of racial embodiment. Here I draw upon recent work on the different between body image (beliefs about the body) and body schema (what the body can do). The worry is that existing forms of anti-oppressive education miss the centrality of the schema, and thus do not go far enough in uncovering the embodied, perceptual roots of racism. 相似文献
64.
Valentina Migliarini 《Race Ethnicity and Education》2018,21(4):438-457
This article explores discriminatory discourses articulated by Italian professionals operating in educational, health and social services for refugees in Rome, in relation to the educational and social inclusion of unaccompanied asylum-seeking and refugee children. It locates such narratives within the historical ‘concealment and invisibilisation of race and racism’ that have characterised Italy particularly since the end of the Second World War, while showing how they legitimate contemporary processes of disablement and over-representation of forced migrant children in the category of Special Educational Needs. A theoretical framework influenced by Dis/ability Critical Race Studies, Italian postcolonial studies, and Judith Butler’s notions of subjectivation and performative politics is used to discuss how a ‘colour-evasive’ racial ideology has seeped into various institutions in Italian society, and importantly into education policies and practices. 相似文献
65.
Michael Joseph Viola 《Race Ethnicity and Education》2016,19(3):500-523
The article highlights the ongoing relevance of W.E.B. Du Bois for the global analysis of race and class. Engaging scholarly debates that have ensued within the educational subfields of critical race theory (CRT) and (revolutionary) critical pedagogy, the article explores how a deeper engagement with Du Bois’s ideas contributes theoretically and methodologically to these two subfields. Of particular focus is Du Bois’s conceptualization of a ‘guiding hundredth,’ which he forwarded as a corrective to his ideas of a ‘talented tenth.’ The article also offers a case study analysis of the film Sounds of a New Hope, which documents a hip hop exposure program to the Philippines. The case study draws upon Du Bois’s ‘guiding hundredth’ for a twenty-first century context as a Filipino American cultural worker utilizes hip hop to articulate, analyze, and alter the lived experiences for Filipino/a Americans in a global diaspora. 相似文献
66.
Julio Cammarota 《Race Ethnicity and Education》2016,19(2):233-251
This article focuses on a youth participatory action research (YPAR) program called the Social Justice Education Project (SJEP) that fostered young people of color’s critical consciousness. Their critical consciousness emerged through praxis (reflection/action) while focusing on preserving ethnic studies in Tucson, Arizona. Because the SJEP home was in ethnic studies, the youth also struggled to keep their program alive. The Arizona Department of Education claimed the program bred ‘radicals’ who wanted to overthrow the government and therefore lobbied the state legislature to ban K-12 ethnic studies in public schools. In January 2012, the ban went into effect, shutting down ethnic studies classes as well as the SJEP. Young people’s qualitative research on their struggle led to action to save the education that gave them hope for a more equitable and just world. The article addresses the praxis of YPAR, which sparks a thought process leading to the drive to take action. Observing and documenting educational injustices inspire the need to seek radical change of Self and schools. Through the reflection and action facilitated by YPAR, young people of color construct a message about the importance of ethnic studies for individual as well as social transformation. 相似文献
67.
This article employs the process of critical reflection to uncover and challenge the hegemonic assumptions of evidence-based practice (EBP). The critical reflection process results in a re-conceptualisation of best practices that, while still honouring empirical research, is less hierarchical and more inclusive of a broad spectrum of interests than traditional EBP. Multidimensional Evidence-Based Practice (MEBP) validates consumer wisdom, professional experience, and qualitative research as equal partners to quantitative research in determining current state-of-the art best practices. Furthermore, MEBP incorporates a value-critical analysis of those best practices that can lead to improvements and innovations, so that ‘best practices’ becomes a dynamic rather than a static construct. 相似文献
68.
王书明 《佳木斯大学社会科学学报》2007,25(5):1-4
费耶阿本德对作为信仰的科学进行了哲学、社会学的反思、批判,结论是西方发达国家的科学现在已经不是解放力了,对科学普遍性的信仰束缚了科学自由创新的本性,妨碍了科学的进步,因此他提出用自由的社会-历史主义限制普遍主义的僭越。 相似文献
69.
本文着重探讨如何在大学本科英语专业课程《英语写作》教学中培养学生的思辨能力,并指出应采用语篇教学法、引进辩论法和阅读写作整合法等开展写作教学。 相似文献
70.
批判性思维的培养是高等教育中重要的组成部分,批判性思维由批判性思维技能和批判精神两方面构成。大学生批判性思维能力对创新人才的培养尤为重要,设计专门课程、创建新型的教育教学文化等是培养大学生批判性思维的有效途径。 相似文献