基于信誉激励的银行与中小企业合作的博弈模型

我国中小企业在发展过程中普遍受到资金不足的制约。针对这一问题,在原有模型研究的基础之上引入惩戒机制,在重复博弈理论和惩戒机制基础之上建立一种银企信誉模型,以达到鼓励银行和中小企业合作的目的。通过分析银行与中小企业中的不合作均衡,阐述了这种有惩戒思想的信誉机制,并应用重复博弈理论解释了这种信誉机制下中小企业的重复信贷行为。提出并且证明了合作均衡定理,以此来衡量惩戒机制的作用以及中小企业合作的耐心程度。最后得出了一个合作条件,中小企业将慑于这种惩戒机制而采取合作策略。     

独立学院高层次人才引进机制探析

独立学院作为高等教育在办学机制与办学模式上的重要创新,已成为我国高等教育快速发展的主要增长点。高层次人才队伍建设关系到独立学院质量提升和未来发展,探索构建具有独立学院特色的高层次人才引进机制是本文论述的主题。     

排球运动中踝、膝关节损伤与应力性骨折损伤机制分析及运动干预

排球是一项普及程度极广的体育运动,对参加者的跳跃能力有很强的要求。跳跃落地动作对下肢的冲击是造成排球运动中膝、踝关节损伤与应力性骨折的重要原因。本文对损伤产生的机制进行了相应分析,并提出了相应运动干预的措施以有效避免损伤的发生。     

地方政府职能转变研究论纲

地方政府职能转变,是当代中国政府发展的重要内容和组成部分,是中国政府适应社会主义市场经济发展要求、应对经济全球化挑战作出的战略性选择。党的十八届三中全会提出：“加强中央政府宏观调控职责和能力,加强地方政府公共服务、市场监管、社会管理、环境保护等职责。”这就指明了我国地方政府职能转变的方向和目标,要求我们在全面、系统和深入分析地方政府职能转变制约因素的基础上．探寻破解制约瓶颈之道,加快推进地方政府职能转变,建设服务型政府。     

高职院校产学合作管理:全景式国际经验

产学合作是高职院校的重要组成部分,产学合作管理则是关系其成败的重要因素。全景式梳理国外高职院校产学合作的管理经验,从组织架构、管理方式、课程规划、经费编制和激励机制五个维度解读高职院校产学合作管理,可为新时期我国高职院校产学合作教育的实施提供指导与借鉴。     

产权视域下的校企合作——市场机制的失效和政府的有限介入

教育的不断变革让市场机制走进了职业教育。由于校企双方具有不同的利润期许以及所有制角色的不同,造成了市场机制在合作中的失效。政府需用市场经济的思维推动双方的双赢合作,实现积极有效介入。     

董事会决策体制下民办高校党的工作机制的内涵、结构及其特点

在实行董事会领导下的校长负责制的民办高校,党组织政治核心作用的有效发挥离不开党的工作机制的构建及其科学化水平的提高。为此,文章对民办高校党的工作机制的科学内涵、结构及特点进行了解析,为进一步构建和完善党的工作机制奠定了基础。     

Quality Assurance Mechanisms and Processes in Teaching Practice: The Case of the University of Botswana

ABSTRACT

Teacher education in Botswana is offered at various higher education institutions (HEIs). Undergraduate pre-service teachers for the secondary school level are trained at the University of Botswana (UB) and the Botswana College of Agriculture, and both HEIs offer different and autonomous teacher-training programmes. The Faculty of Education at UB has its own quality assurance mechanisms for the Teaching Practice (TP) and Practicum. The purpose of the study reported on was to identify the quality assurance mechanisms and processes in place and then to establish their effectiveness. The research type adopted was the case study. Data for the study was collected through document analysis, an open-ended questionnaire and interviews with student teachers, TP coordinators and supervisors and those who have participated in moderation panels. Generally, the findings indicated that there are effective quality assurance mechanisms, structures, processes and procedures in place for the TP at UB.     

Some Thoughts on Teaching Method

Student teaching evaluations (STEs) are increasingly used in the process of determining promotion and tenure. While most research has focused on career consequences, there has been little inquiry into the remarks students write at the end of the evaluation form. The structure of the collection process, involving emotional arousal and anonymity in a group situation, may induce a state of deindividuation, which allows students to write cruel remarks and morally disengage from the consequences of their actions. Such behavior may also reflect more general student attitudes toward their education—specifically, the current cultural student-as-consumer metaphor. This paper describes a small pilot study examining such cruel remarks and proposes some changes in the process of collection of these ratings. Theoretical and empirical perspectives from disciplines such as behavioral economics, psychology and sociology, education, rhetoric and composition, ethics, and public policy may be helpful in further understanding this phenomenon.     

Family Communication Patterns and Difficult Family Conversations

Difficult conversations among family members can impact the health and structure of familial relationships. The reported study investigated potential antecedents and outcomes of difficult family conversations. Perceived consequences of, reasons behind, responses to, and results of difficult conversations were considered, and the family communication patterns (FCP) framework guided the examination. Although the majority of respondents feared negative consequences prior to conversations, most reported positive results. The type of response received from conversational partners was associated with the eventual result. Counter to predictions, data analysis found no relationships among the family communication styles proposed by FCP and the antecedents and outcomes of difficult family conversations. These results suggest that the need for engaging in difficult conversations may outweigh family communicative norms and potential family consequences. Practical implications of the findings, including how therapists or counselors might communicate the benefits of discussing difficult topics generally and of avoiding negative reactions during such conversations, are considered.