中国商业银行利率竞争分析

1　Introduction　Theobjectiveofthisstudyistoexaminecompeti tionenvironmentforinterestrateandtopreviewthecompetitiontrendsaftertheinterestratehasbeenful lyliberalizedinChina .Underthedominantfixedin terestrate ,almostnorealcompetitionregardingin terestratehadeveroccurredamongcommercialbanksinChinauntilveryrecentlywhentheinterestratelib eralizationreformhasbeenunderwaysince 2 0 0 0 .Tostudythecompetition ,thepaperisstructuredasfol lows .Section 2 providesaquantitativeexaminationoftheenvironment…     

优化问题的新步长法则

The step-size procedure is very important for solving optimization problems. The Armijo step-size rule, the Armijo-Goldstein step-size rule and the Wolfe-Powell step-size rule are three well-known line search methods. On the basis of the above three types of line search methods and the idea of the proximal point methods, a new class of step-size rules was proposed. Instead of a single objective function f, f ＋1/2（x - xk）^TBk（x-Xk） was used as the merit function in iteration k, where Sk is a given symmetric positive definite matrix. The existence of the steplength for the new rules was proved. Some convergence properties were also discussed.     

Super-proximity routing in structured peer-to-peer overlay networks

Peer-to-Peer systems are emerging as one of the most popular Internet applications. Structured Peer-to-Peer overlay networks use identifier based routing algorithms to allow robustness, load balancing, and distributed lookup needed in this environment. However, identifier based routing that is independent of Internet topology tends to be of low efficiency. Aimed at improving the routing efficiency, the super-proximity routing algorithms presented in this paper combine Internet topology and overlay routing table in choosing the next hop. Experimental results showed that the algorithms greatly improve the efficiency of Peer-to-Peer routing.     

Forming shared inquiry structures to support knowledge building in a grade 5 community

This study explores the reflective processes by which a grade 5 science community co-constructed shared inquiry structures to focus and guide its inquiry about human body systems over a school year supported by a collaborative online environment. The co-constructed structures included a list of collective wondering areas as the shared focus of inquiry and models of the inquiry process in the form of “research cycle.” Qualitative analyses of field notes, classroom videos, student notebooks and interviews elaborate the evolution of the inquiry areas and the “research cycle” model as well as students’ adaptive use of the structures to guide deeper inquiry. Content analyses of students’ individual research questions and collaborative online discourse indicate that students used the structures to develop more advanced inquiry and make productive contributions. The results contribute to elaborating a reflective structuration approach to co-organizing and sustaining long-term, open-ended inquiry in knowledge building communities.     

A technological pedagogical content knowledge based instructional design model: a third version implementation study in a technology integration course

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable framework. Strategies of relating TPACK domains to real-life learning experiences, role-playing, and teachers as designers were developed based on the three views and integrated into the third version of the model. The model was then applied in a teacher education undergraduate course on technology integration. A case study approach was used. Data were collected from the participants’ discussion worksheets, lesson designs, and the researchers’ field observation notes. Data analysis results suggest that the strategies integrated into the model helped the participants deepen their understanding of student-centered technology applications and practice TPACK. Findings, implications, and future research possibilities are discussed.     

Career guidance in India based on O*NET and cultural variables

The Occupational Information Network (O*NET) is the primary source of occupational information in the United States (US). In this study, I review O*NET’s usage for career guidance in India and conceive a career intervention based on it. In an empirical evaluation adopting a posttest-only experimental design with post-graduate management students (N = 220), effectiveness of the career intervention in reducing career decision-making difficulties is presented. An important cultural insight the study offers regarding occurrence of career decision-making difficulties, are the differences due to vertical–horizontal characteristics, apart from the more researched individualism–collectivism characteristics.     

Experiential learning in doctoral training programmes: fostering personal epistemology through collaboration

There has been increasing recognition for the need to reform doctoral training practices to foster students’ personal epistemology. This study describes the design and evaluation of a learning experience designed to help students understand the scholarly publication process. Firstly, this study discusses the design of the learning experience, describing the collaborative process of writing an interdisciplinary publication using both online and face-to-face learning. Secondly, this study evaluates the effectiveness of the learning experience by examining students’ reflections. We show that participation in the learning experience helped students to develop their academic writing proficiency, collaboration and teamwork, intercultural competence, and ability to engage in reflective practice. Importantly, we show that each student also created more individualised knowledge, gaining insight into how they and others think. This study, therefore, demonstrates that personal epistemology can be fostered through collaboration in a doctoral writing group context.     

Studienförderung für Auslandsstudien

In der Entscheidung Morgan und Bucher hat der Europäische Gerichtshof zwei Regelungen des deutschen Bundesausbildungsförderungsgesetzes zur Ausbildungsförderung für Auslandsstudien als gegen die Freizügigkeit der Unionsbürger nach Art 18 EGV verstoßend und somit gemeinschaftsrechtswidrig angesehen. Das Urteil unterstreicht die Bedeutung, die der Gerichtshof der Freizügigkeit und der Gleichbehandlung von Unionsbürgern im Bildungsbereich zuerkennt. Dies wird von Österreich auch bei Klärung der Hochschulzugangsproblematik zu berücksichtigen sein. Das durch eine Novelle zum österreichischen Studienförderungsgesetz eingeführte Mobilitätsstipendium ist entsprechend den vom Europäischen Gerichtshof in Morgan und Bucher entwickelten Grundsätzen am Gemeinschaftsrecht zu messen.     

Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level

Using national survey data and discrete-time logit modeling, this research seeks to understand whether student aid mediates the relationship between parental income and student dropout behavior. Our analysis confirms that there is a gap in dropout rates for low-income students compared with their upper income peers, and suggests that some types of aid are associated with lower risks of dropout. Thus, we examine the interaction between financial aid type and parental income to explore whether, and if so how, different types of aid may reduce the dropout gap by income level group. We find that the receipt of a Pell grant is related to narrowing the dropout gap between students from low- and middle-income groups, although overall the interaction between Pell grant and income is not significant. Loans and work-study aid both have similar effects on student dropout across all income groups. Methodologically, our results demonstrate the need to model dropout behavior temporally and to avoid main-effect bias by incorporating interaction effects.