本文分別評價了美元交換利率連結之結構型商品及在香港發行的一檔股權結構型商品，並針對其風險、報酬及條款設計進行分析與建議。文中所評價的利率結構型商品為「11倍利差連動債券」，在對數常態遠期LIBOR模型(LFM)的假設下，我們先利用市場報價的Swaption求出期初的殖利率，再以殖利率求算期初的遠期利率。而交換利率可由一連串的遠期LIBOR利率計算出來，模擬之前我們還需先校準模型的波動度函數及相關係數函數，再使用最小平方法蒙地卡羅模擬利率路徑，以處理此商品的提前贖回條件。另一個股權結構型商品為「Fortune Accumulator」，假設股價變動皆符合幾何布朗運動(Geometric Brownian Motion)，並且在風險中立的條件下，其動態過程可經由Ito’s Process轉換出其股價路徑，再利用蒙地卡羅模擬來求算其合理價格。

本文分別評價了目前市面上最常見的利率連動與股權連動之結構型商品，並針對其風險及條款設計進行分析。文中所選擇的利率結構型商品為「10年期長短期利差型連動債券」，在對數常態遠期LIBOR模型（LFM）的假設下，首先利用市場報價校準參數化之波動度及相關係數函數，再使用最小平方法蒙地卡羅模擬利率路徑，以處理此商品的提前贖回條件。另一個股權結構型商品為「美日爭鋒連動債」，由於此商品包含S&P500與Nikkei225兩個連結標的指數，文中針對兩指數套用不同的參數以利後續的蒙地卡羅模擬之進行，並依此求算其合理價格。文末，針對此兩商品所必須注意的風險，本文亦提出了建議。

Cette thèse fait état d’une recherche-action menée entre 2014 et 2018 à l’Institut d’Étude Politiques de Lyon (IEP), autour de l’analyse des difficultés rencontrées par les étudiants internationaux dans l’activité de prise de notes en cours magistral.A partir des besoins constatés sur le terrain, nous avons implémenté un dispositif collaboratif de prise de notes, baptisé Unipad, au sein des amphithéâtres de l’IEP. Unipad est basé sur un modèle de collaboration reliant des étudiants allophones et francophones autour de l’usage synchrone d’un pad (éditeur de texte partagé). Il vise à repenser les pratiques individuelles deprise de notes et la manière d’accompagner les étudiants allophones en cursus disciplinaire. Notre enquête met en regard la situation précédent Unipad (phase 1) et celle lui succédant (phase 2). Les résultats font état des potentialités du dispositif au regard des difficultés de départ, d’un point de vue académique (richesse et qualité des PDN grâce à une dynamique coopérative et des stratégies de réception différenciées) et socioaffectif (entraide, reconnaissance, empathie et émergence d’un sentiment de communauté). La mise en œuvre de cet accompagnement technopédagogique au cœur des cours magistraux vise à répondre à des besoins encore difficilement pris en charge par la didactique du Français Langue Étrangère, et à contribuer aux réflexions menées dans le champ Français sur Objectif Universitaire autour de l’accompagnement et l’intégration des étudiants internationaux de l’enseignement supérieur francophone. / This thesis details a research project conducted between 2014 and 2018 at the Institut d’Études Politiques de Lyon (IEP), concerning the analysis of note taking difficulties encountered by international students during lectures. From requirements observed in the field, we implemented the use of a collaborative note-taking device, called a Unipad, within IEP classrooms. Based on a cooperative model connecting international and francophone students around the synchronous use of a pad (with shared text editor), this device aims to rethink individual note-taking practices and the means by which international students follow their course of study. Our research compares the situation before (Phase 1) and after (Phase 2) use of the Unipad. The results show the potential of the system with regards to initial difficulties, an academic point of view (wealth and quality of notes owing to a cooperative dynamic, differentiated reception strategies) and from a socio-emotional perspective (mutualaid, recognition, empathy and the emergence of a sense of community).The implementation of this tech teaching aid in lectures aims to meet needs which are still misunderstood within the French as a Foreign Language sector of education, and contribute to the observations made in the French for Academic Pursposes field, concerning the accompaniment and integration of international students in French higher education.

Dans les collèges français, la question de l’éducation fait l’objet d’un traitement assez sombre : au niveau statutaire, elle marque en effet le faible prestige de certains personnels, ou de certaines matières enseignées. C’est le cas des conseillers et assistants d’éducation, ou, sur un autre plan, de l’éducation artistique, de l’éducation civique ou de l’éducation physique et sportive. La connotation négative de l’éducation apparaît aussi dans les discours quotidiens, enclins à dénoncer des carences. L’écart social entre les membres des classes moyennes cultivées et leurs élèves ne prédit pas, cependant, le niveau de tension. La construction d’un climat d’établissement joue en effet une fonction importante ; en second lieu, les situations éducatives les moins aisées obligent précisément à réfléchir en termes éducatifs. Il en ressort souvent un meilleur climat que dans des établissements peu exposés. Dans l’imaginaire des professionnels, le collège n’aurait d’autre but que d’organiser la succession de cours entre enseignants savants et apprenants captivés. Depuis les débuts de la massification, les professeurs appliquent en réalité des pédagogies « bricolées », sans rapport avec les principes idéels. Malgré ces adaptations officieuses, les collégiens sont pénalisés par la segmentation des cours, l’étouffement de l’esprit critique, la faible intégration éducative et la relégation du « sale boulot » de discipline. Dans les établissements favorisés, l’insuffisance démocratique incite plutôt à l’utilitarisme, et au développement d’une culture juvénile anti-scolaire ; dans les collèges populaires, les élèves en échec peuvent aussi opposer une violence. / In French colleges, the issue of education is poorly treated : at the statutory level, it marks the low prestige of certain personnel, or certain subject matter being taught. This is the case with counsellors (conseillers d’éducation) and teaching assistants (assistants d’éducation) or, on another level, with arts education, civic education or physical education. Education’s negative connotation is confirmed in people’s discourse, which is inclined to report deficiencies. The social gap between members of the cultivated middle class and their students does not, however, predict the level of tension. First, the construction of a school environment indeed plays an importance role ; what’s more, the most difficult educational situations are precisely the ones that require us to think in educational terms. The result is often a better environment than in institutions with little exposure to difficulties. In the minds of professionals, French colleges have no other purpose than to organise the succession of courses between scholarly teachers and captivated learners. From the beginning of mass schooling, teachers actually apply “tinkered” pedagogies, unrelated to imaginary principles. In spite of these unofficial adaptations, students suffer from the segmentation of courses, the stifling of critical thinking, poor educational integration and the relegation of disciplinary “dirty work”. In privileged establishments, the democratic deficit rather encourages utilitarianism, and the development of an anti-school youth culture ; in lower class French colleges students who are failing may also resist through other forms of violence.

到期還本的指數連動型證券為一種連結權益(equity)的債權證券，所連結的權益部分通常以隱含選擇權的方式建立。指數連動證券具有自動資產配置調整的特性，當股票市場表現不錯時，此契約給予投資人較高的股票市場風險暴露（因為股票上漲時，Delta值增加）。若股票市場表現不佳，則契約收益特徵接近債券的型式。所以是保守型投資得以參與部分股票市場表現之設計。 本論文所研究之中短期連動型票券，係以零息債券持有至到期（其面額等於到期還本金額），期間不可贖回或申購，並以期初零息債券貼現的部分來購買不同的請求權，以做為連動股票市場表現的機制。在推導多重標的資產請求權評價模型上，係採Martingale方式，其中並證明在Gisanov轉換機率測度下，多重標的之隨機項轉換的規則。 本文主要研究Rainbow Call與Spread Call的評價模型與避險參數；進一步研究標的資產間相關係數對選擇權價值之影響與避險上的財務經濟意義。另一方面，運用Martingale此一有力的工具，佐以現金流量分析，來推導跨國標的之評價模型，並提出跨國之避險操作方法，與說明標的資產與匯率間相關係數在避險上的財務經濟意義。 本文最後就兩套請求權設計之指數連動票券，模擬比較在不同相關係數下，與其他選擇權設計之指數連動票券的表現。並嘗試提出該設計票券之較佳表現時機。

經由愈來愈多的實證研究發現，的確在利率的變動過程中，除了包含連續性行為，即遵循”擴散”模式(diffusion process)，亦包含了不連續性行為，也就是有著跳躍(jump)的情形發生。因此顯示出假設利率隨機過程僅為連續性的擴散模型已是不足夠的，跳躍-擴散模型(Jump-diffusion model)顯然會比純粹擴散模型有著更好的解釋能力。而市場模型(LIBOR market model)的提出，則說明了遠期LIBOR利率模型較能描述市場實際的利率型態，並且可方便使用市場資訊，進行模型參數校準。 所以本研究旨在以LIBOR market model 加上跳躍過程，即遠期LIBOR利率的跳躍-擴散模型，分別針對歐洲美元期貨與利率結構型債券中的滾雪球式累息債券建立評價方法。由於所選用動態模型的複雜度，使得封閉解的求出不易，因此在文中，最後是採用蒙地卡羅模擬法，求兩商品的數值解。在後續研究上，本文還挑出了幾個最直接影響商品價值的因素，如殖利率、波動度、跳躍幅度等，進行各種情境下商品價值的敏感度分析，以提供投資人與發行商在考量風險因子所在時的一個參考。

本論文針對市面上發行的兩檔結構型商品：『十年期美元計價雪球型利率連動票券』與多標的信用連動債券-『啄利信用連動債券』進行分析。分別利用LIBOR利率市場模型（LIBOR Market Model）來評價利率連動票券，以及Kijima與Muromachi（2000）評價一籃子信用違約交換的方法來評價信用連動債券。計算出合理價值後，再因應不同的經濟環境作敏感度分析。

現今資訊科技發展突飛猛進、通訊工具與網際網路日益普及，深深影響了人類的經濟活動，從傳統商務活動中，延展了物流、金流、資訊流的範圍，電子化提升了處理速度，改變使用模式，進而改變企業經營模式、人類思考模式與生活習慣。加上金融自由化、金融全球化等衝擊，除金融產業有擴大規模、擴大範疇之變革，金融服務亦為了因應客戶需求，趨向多元化與個人化。時至今日，商務活動中以金流的進展為最待加強，其中支付工具之電子化尤為重要。本論文研究電子票據之整體發展方向，探討電子票據能否成為安全、便利、有效、低成本之電子支付工具。 票據為支付工具之一種，其使用已久亦廣，為了能將其改進並予以電子化應用，乃有「電子票據」之電子支付工具產生。本研究旨在以票據之使用及電子票據之規劃設計機制，以我國之經濟、社會、技術、制度面等不同層面需求考量，參考歐美國家文獻與實務資料，從電子支付之角度，安全性、規模度、可靠度、低交易成本、用戶基礎等關鍵因素分析，針對電子票據發展趨勢探討，分析現行紙本票據與電子票據之優缺點，並進行電子票據與其他支付工具之比較，且比較國內外電子票據之差異性，期能對現行電子票據流程及架構提供改善及建議。此外，本研究亦研擬電子票據實施之程序及所需相關資源的配合，期能提供主管機關管理電子票據業務等之參考，進而更提昇電子支付之效率。 / Nowadays the rapid development and population of the information technology, the media, and the Internet has deeply affected all the economical movements of the human beings. The traditional commercial activities have expanded in the areas of distribution, finance, and information, because the entire entrepreneurial management strategies along with the ways that people think and live have all changed with the electronicalization that accelerates and modifies the process and usage. In addition, the financial deregulation and globalization forces the finance industry to expand in size and areas. Moreover, the financial services have become more and more various and personalized to respond the demands of their customers. Up to the present day, the development in finance area has been the one that needs to be strengthened most, especially the electronicalization of the payment tools. This essay is to study the entire development focus of the electronic note, and to find out whether the electronic note could be a safe, convenient, effective, and low-cost e-payment tool. Note is one of the payment tools and has been widely used for a long time. The so-called “electronic note” is produced in order to improve and electronicalize the traditional note. This study refers to the national documentation and practical data of the European and American countries and the different demands of Taiwan’s economics, society, technology, and regulations. It analyzes the electronic note’s design and usage in terms of safety, standard, credibility, low-cost, and user’s backgrounds. Furthermore, it discusses the development trend of the electronic note and demonstrates the pros and cons of the paper-note and electronic note. By the comparison between the electronic note and other payment tools and exploring the differences of the electronic note’s usage in Taiwan and in other countries, it is expected to come out some advice for improving the current electronic note infrastructure and the required resources. It maybe provides helpful suggestions for many financial organizations and increases the effectiveness of the e-payment systems.

This thesis presents an investigation into the effect of Liberated Learning Technology (LLP) on academic listening comprehension, notetaking and listening strategies in an English as a foreign language context (L2). Two studies are reported: an exploratory study and subsequent main study. The exploratory study was undertaken to determine L2 and native speaker (L1) students' perceptions on the effectiveness of the technology on academic listening and notetaking. The main study took a more focused approach and as a result, extended the exploratory study that was done in an authentic lecture context in order to gather data to measure listening comprehension and notetaking quality. The participants in the main study comprised six L2 students: five of whom intended to go to university. The methodology was a multimethod one: data was gathered from notetaking samples, protocol analysis, email responses and a questionnaire. Results indicated that continuous speech recognition (CSR) has the potential to support the listening comprehension and notetaking abilities of L2 students as well as facilitate metacognitive listening strategy use and enhance affective factors in academic listening. However, it is important to note that as CSR is an innovative technology, it first needs to meet a number of challenges before its full potential can be realized. Consequently, recommendations for future research and potential innovative uses for the technology are discussed. This thesis contributes to L2 academic listening and notetaking measurement in two areas: 1. the measurement of LLP-supported notetaking; and, 2. the measurement of LLP-supported academic listening comprehension.

Increasing involvement with students at the University of Namibia has indicated their overall difficulty with comprehending and recalling information from oral content lectures. It has also been observed that in general very little attention is given to the development of listening skills in L2 ESP and EAP courses. For this study, I conducted a quasi-experiment to determine whether the recognition and interpretation of discourse markers will enhance students' listening comprehension in academic lectures. Students were tested to determine their comprehension of content information in a video-taped lecture. Qualitative data were collected by means of a questionnaire. After an intervention period of eight weeks, where the experimental group received strategy training in the recognition and interpretation of discourse markers in spoken texts, both groups were again tested. Their results were statistically compared. I also looked at related findings of other researchers. Finally, aspects for possible future research will also be considered. / English Studies / MA - (Specialisation in TESOL)