情态量值取向的语用诠释与科学语篇理解

情态分为高中低量值,具有显隐性和主客观取向。隐性情态中隐含一定的言语行为,通过施为句,情态的语用含义得以显性化,成为显性情态。情态的的语用诠释,有助于理解科学语篇的主旨态度,提高阅读理解的效率。     

基于心理契约的基金经理激励机制分类设计

已有的基金经理激励机制研究多假定激励对象的心理和需求是同质的,忽视了对基金经理异质性特征的分析。这与实际的经济活动并不相符合。本文通过建立数学模型,将心理契约理论引入基金经理激励问题研究。结果表明,在信息对称条件下,即基金经理的不同心理需求能够被辨别时,应依据其心理契约类型,分类设计激励机制;在信息非对称条件下,即基金经理的不同心理需求无法被辨别时,应依据基金经理特征,如风险厌恶程度、工作成本、投资能力,及其所管理基金的风险大小和外部市场环境的变化方向,分类设计激励机制。并且,在多代理人环境下,基金经理间的合作程度也将对激励机制设计产生影响。本研究不仅是对已有基金经理激励机制研究的拓展与完善,使之更接近现实,也从心理契约视角为解决基金经理激励问题提供了新思路。     

政府隐性保险政策与银行业风险承担行为——对“国家信用悖论”的理论解释

本文在一个两期经济的框架内,研究了国家隐性保险对银行业风险承担行为的影响,给出了隐性保险对不同银行风险选择的激励条件和边界,并对基于政府隐性保险的"国家信用悖论"给予了理论解释.政府隐性保险并不必然鼓励所有银行的风险承担行为,它只是可能地鼓励了问题银行的风险承担激励.政府隐性保险对问题银行的风险承担激励取决于银行自身的资本充足状况和实体经济的微观基础.当实体经济缺乏竞争性的微观基础时,政府隐性保险越有可能鼓励了问题银行的整体性风险承担行为.     

显性激励和隐性激励对基金风险承担行为的影响

通过假设基金管理者的报酬合同为PBF合同,研究了显性激励和隐性激励对开放式基金的风险承担行为的影响.然后,以一个存在混合策略的博弈模型为基础,发现隐性激励使年中业绩领先的基金其下半年持有高风险资产的概率要高于年中业绩落后的基金.最后,分析了风险资产与市场组合的收益率之差、2个基金年中业绩之差、资产收益的波动率和2种激励的强度对基金选择高风险资产的影响.     

体育课程中少数民族传统体育资源的开发

我国是一个多民族国家,少数民族体育文化源远流长,每个民族都有丰富多衫的民族体育活动,把这些丰富而且有特色的资源科学合理的引入到体育课程中来,既丰富了体育课程资源,又是对民族文化的继承和发扬。本文通过对少数民族传统体育作为学校体育课程资源的优势与问题的分析,提出了在体育课程中开发少数民族传统体育的几点对策,使之成为新一轮体育课程资源开以的一个亮点。     

开发校本课程,突出工科院校办学特色

校本课程开发是目前我国课程改革乃至教育改革的热点问题.文章阐述了工科院校开发校本课程的必要性、如何开发校本课程以及在开发中突出工科院校自身特色.     

需求分析视域下普通理工院校校本多元大学英语课程体系构建

如何构建校本大学英语课程体系的问题备受高校大学英语教学研究者的关注。基于需求分析,通过问卷调查和半结构式访谈对上海理工大学37名大学英语教师、10名教学职能部门负责人和702名非英语专业一至四年级学生,就英语学习目标、学生身份认同、课程需求等进行调查。结果显示：1）学生英语学习目标需求和身份认同呈现明显多元;2）学生身份认同多元与其对学校设定不同教学目标的愿望等呈显著相关;3）学生大学英语学习内容取向多元。基于需求分析结果,研究构建了适应理工特点、对接学校培养理念的普通理工院校大学英语校本课程体系,以满足学生多元目标需求。     

职技高师英语专业课程设置与人才培养模式

职技高师院校是我国教育事业的一个特殊领域,其英语专业与综合院校、理工院校甚至普通师范院校在办学宗旨、培养目标等方面均有所差异。因此,职技高师英语专业课程设置必须进行改革,力行创新,从而形成独特而适应社会需求的人才培养模式。本文论述传统英语专业所面临的问题,探讨如何培养适应职业教育需求的复合型英语人才,并提出相应的专业课程设置,解决课程改革中的相关问题。     

Examining the effects of gambling-relevant cues on gambling outcome expectancies

There is a consensus in the addictions literature that exposure to addiction-relevant cues can precipitate a desire to engage, or actual engagement, in the addictive behaviour. Previous work has shown that exposure to gambling-relevant cues activates gamblers’ positive gambling outcome expectancies (i.e. their beliefs about the positive results of gambling). The current study examined the effects of a new, arguably more ecologically valid cue manipulation (i.e. exposure to a gambling lab environment vs. sterile lab environment) on 61 regular gamblers’ explicit and implicit gambling outcome expectancies. The authors first tested the internal consistency of their implicit reaction time measure of gambling outcome expectancies, the Affective Priming Task. Split-half reliabilities were satisfactory to high (.72 to .88), highlighting an advantage of this task over other characteristically unreliable implicit cognitive measures. Unexpectedly, no predicted between-lab condition differences emerged on most measures of interest, suggesting that peripheral environmental cues that are not the focus of deliberate attentional allocation may not activate positive outcome expectancies. However, there was some evidence that implicit negative gambling outcome expectancies were activated in the gambling lab environment. This latter finding holds clinical relevance as it suggests that presenting peripheral gambling-related cues while treating problem gamblers may facilitate processing of the negative consequences of gambling.     

Exploring the Transferability of Competency-Based Education Model to Social Work Education in Vietnam

The Socialist Republic of Vietnam (hereafter Vietnam) has made extraordinary strides in terms of economic progress during the past two decades. Such rapid economic change has also created many social problems such as poverty, family abuse, substance abuse, HIV/AIDS, and mental health problems. Vietnam has taken steps to develop workforce capacity to ameliorate such challenges by investing in social work educational programs, including participation in an international collaborative initiative, the Social Work Education Enhancement Program (SWEEP). This article describes the procedures and process of the initial stage of the development of a competency-based social work curriculum in Vietnam through SWEEP. More specifically, this paper presents the following collaborative strategies between partners in Vietnam and the SWEEP team in the United States: conducting a needs assessment; providing trainings on competency-based education (CBE) to the partners in Vietnam; and receiving feedback from the partners to grasp the challenges at the early stage of development of CBE in Vietnam. While this article focuses on Vietnam, the SWEEP project can be a reference from which to develop social work education in other countries in regard to global collaboration for development of social work curriculum based on the CBE model.