中国证券市场股票回购的可操作性探索

股票回购作为中国证券市场新的资本运作方式，正为许多上市公司所接受，尤其是在当前世界经济低迷时期，更被许多上市公司所采用。在进行该资本运作时，应把握时机，熟悉其蒹作性，并加强对操作方式的监督与管理。     

17世纪荷兰室内画“画中画”解读

17世纪的荷兰绘画多用于室内装饰,在加尔文教与新经济机制的影响下,以家庭为核心的美学享受在绘画作品中得到体现,普通人的日常生活成为了绘画的中心题材和组织原则。而室内画中悬挂的室内画体现了17世纪荷兰人对日常生活的注视,带给人们家庭生活中的视觉与精神享受。也体现了17世纪荷兰社会的艺术状态与市民文化精神。     

The Dutch East India Company,Christiaan Huygens and the Marine Clock, 1682-95

The story of the Dutch East India Company, Christiaan Huygens and the marine clock shows that in the seventeenth century Dutch Republic there was a tendency towards the formation of a modern partnership between business, science and technology. This emerging relationship was personified by Johannes Hudde (1628-1704) and Christiaan Huygens (1629-1695), men from entirely different walks of life except for their shared interest in science, especially mathematics. It was this shared interest in mathematics which brought them together and indirectly led to the marine clock research project. Hudde was a Director of the Dutch East India Company as well as a mathematician of international standing, whilst Huygens was both a brilliant theoretical scientist and extremely skilled innovator.Through his interest in mathematics, Hudde had come to know Huygens - he had corresponded with him and was broadly familiar with the work Huygens had been doing. So when Huygens, in 1682, returned to Holland from France, Hudde conceived the idea, which was entirely novel at the time, to enlist the support of the East India Company for one of Huygens' research projects, a project, of course, in which the Company had a direct economic interest, namely, the marine clock which it needed to find the longitude at sea.     

数字出版先锋:海牙大树出版社

从商业模式、生产流程和产品形态三方面,揭示荷兰数字出版先锋海牙大树出版社从传统出版物生厂商向数字内容提供商成功转型所走过的历程。作为一家主要面向国内市场的小型行业出版商,大树出版社的数字化道路值得国内同行借鉴。     

我国高中生统计推理的现状调查及与荷兰相关结果的比较研究

在统计推理方面,我国高中生应用直觉推理和错误概念的现象较为普遍.学生对于理解小样本更容易与总体产生偏差、独立性的理解有困难.他们在进行推理时最容易犯“等可能偏见”、“好样本必须是大样本”、“两组的数目相同才能比较”、“小数定律”等错误.与荷兰学生相比,我国高三学生在正确推理的各个方面均存在一定的差距,在错误概念方面两国学生各有优劣.     

Prefix identification in the reading of Dutch bisyllabic words

Two experiments were conducted in order to explore the role of prefix identification in the reading of Dutch bisyllabic words. Although Dutch orthography is highly regular, several deviations from a one-to-one correspondence exist. A case in point is the grapheme E which can represent the vowels ε, e and œ in polysyllabic words. In Experiment 1, 33 third-grade children and 46 sixth-grade children were presented a list of randomly ordered bisyllabic words starting with the letter string BE and the first syllable being (1) a real prefix, (2) a phonological prefix (same sound pattern as a prefix), or (3) a pseudoprefix (sound pattern deviant from a prefix). Pseudowords starting with the same letter string were also presented. The results showed that words starting with a real or a phonological prefix were identified more accurately than words starting with a pseudoprefix. For the pseudowords, a predominant interpretation of the first part as a prefix was also evidenced. In Experiment 2, a lexical decision task was administered to 35 third-grade children, 33 sixth-grade children, and 26 adults. Words with a phonological prefix and words with a pseudoprefix were randomly presented along with other word types. The data showed both children and adults to retrieve words with phonological prefixes more quickly and more accurately than words with a pseudoprefix. The results are discussed with reference to current models of word decoding.     

Importing mosque pedagogy from Turkey: an analysis of contextual factors shaping re-contextualisation processes in the Netherlands

ABSTRACT

This article explores how mosque pedagogy was imported from Turkey through imams who were appointed to the Netherlands, and textbooks developed and printed in Turkey. Furthermore, this article examines how a range of contextual factors have reshaped the imported pedagogy in mosque classes. The factors identified in the analysis include language policies, the influence of pedagogical practices in mainstream Dutch schools, concerns about student motivation, and in the backdrop of fears of cultural alienation and assimilation in a Western context, the imperative of nurturing an Islamic and Turkish identity among ethnic minority children. This paper is based on a case study in a Turkish mosque in the Netherlands. The findings demonstrate how a myriad of individual, societal, cultural and institutional factors reshaped imported pedagogy. At the same time, this paper highlights how mosque pedagogy is not only an educational matter but increasingly immersed within competing societal and political agendas of two states.     

‘Everything was black and white … ’: primary school pupils’ naive reasoning while situating historical phenomena in time

This study focuses on problems in pupils’ reasoning when they situate historical phenomena in time. The context is the Dutch curriculum with 10 eras and characteristic features, which was implemented to support pupils in orientating themselves in time. Twenty-two pupils aged 6–12 conducted assignments in which they had to place historical phenomena in time. Next to problems that were described in previous studies, problems were identified that related to the names and icons of the 10 eras, which sometimes helped, but also hindered pupils in their reasoning. Awareness of these problems is helpful for teachers, teacher trainers and educational policymakers.     

Contact hours in Dutch and Vietnamese higher education: a comparison

The number of contact hours, one of the important institutional context factors, was examined and compared between Dutch and Vietnamese higher education at institute and student levels in Psychology and Business and/or Economics specializations. The quantity of contact hours per credit point given by institutions was investigated in a number of Dutch and Vietnamese universities. Additionally, 104 students in Groningen, the Netherlands, and 140 students in Hanoi and Ho Chi Minh City, Vietnam, participated in the survey with a self-reported and self-assessed questionnaire on their study time allocation. Beside contact hours, other learning process related factors such as study activities, motivation, quality of instruction, and generic skills were examined to provide a better insight into these two systems. Results showed that Vietnamese students had significantly higher number of contact hours than Dutch students while their generic skills, motivation and time spent on independent study were a lot lower.