本篇論文共分為兩部分，第一部份是以每年交易量非常大的外匯選擇權（FX Option）市場以及台指選擇權為例，以Brigo 及Mercurio這兩位學者於2000年提出的Lognormal Mixture model (簡稱LM model)為基礎，捕捉選擇權市場中典型的波動度微笑（Volatility smile）曲線之特性。第二部份係商品評價之應用，是以大陸地區發行的匯率連動結構型商品（Structure Notes）為主。 第一部份中我們分別採用LM 模型（Lognormal Mixture Model）、Shifting LM模型（Shifting Lognormal Mixture Model）及LMDM模型（Lognormal Mixture with Different Mean Model）等三種模型，用以衡量其實際上在外匯選擇權市場及台指選擇權中波動微笑曲線校準的準確性。結果顯示LM模型、Shifting LM模型及LMDM模型均能有效地反應並捕捉出選擇權市場中波動度微笑曲線之特性，而其中又以LMDM模型的效果最佳，其無論在波動度校準或是選擇權價格評價上的誤差均最小。 第二部分是以「中國銀行匯聚寶0709G掛鉤美元兌加元匯率之加元產品」的匯率連動結構型商品為例，以Garman and Kohlhagen（1983）外匯選擇權模型求出其封閉解並作發行商期初利潤分析，然後再用蒙地卡羅模擬法進行投資人期末報酬分析。此外，亦針對此種商品的敏感性與避險參數作分析。

Rund 70 % der Energieaufnahme von elektrischen Antriebssystemen wird von quasistationären Antrieben in Transportanlagen hervorgerufen. Eine gesteigerte Energieeffizienz führt neben reduzierten Energiekosten zu weiteren Nutzeffekten, wie z.B. einem verringerten Kühlaufwand, einem kleinerem Bauraum und einer höheren Lebensdauer der Komponenten. Zur Steigerung der Energieeffizienz dieser Transportanlagen werden in dieser Arbeit Methoden zur Auslegung der zugehörigen Antriebssysteme unter besonderer Berücksichtigung des Förderprozesses erarbeitet. Als repräsentative Transportanwendungen werden Pumpen- und Förderbandanlagen untersucht. Dabei wird das gesamte elektromechanische System analysiert, um das volle Energiesparpotenzial zu erfassen – beginnend mit dem Lastprofil des transportierten Förderguts bis hin zur elektrischen Energieversorgung. Hierzu werden alle Systemkomponenten modelliert, um die Verluste in verschiedenen Betriebspunkten im Volllast- und Teillastbereich abzuschätzen. Darauf aufbauend erfolgt die Erarbeitung praktikabler Projektierungshinweise und prozessspezifischer Auswahldiagramme, welche eine schnelle Vorauswahl der energieeffizientesten Antriebstopologie ermöglichen. Da die Verlustmodelle auf frei zugänglichen Datenblattangaben basieren, können die vorgestellten Methoden und Auswahlkriterien bereits in einem frühen Projektierungsstadium zur Auslegung einer energieeffizienten Transportanlage angewandt werden.

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The National Center for Complementary and Integrated Health, National Institutes of Health, U.S. Department of Health and Human Services, has highlighted a need for research to better understand the usage of complementary and alternative medicine practices. The purpose of this study was to investigate the flow of complementary and alternative medicine information among yoga practitioners. The study consisted of 51 yoga practitioners from 7 yoga studio locations. This mixed-methods study used interviews, surveys, and field notes to collect data. Content and social network analyses provided supporting evidence for Rogers' diffusion of innovations theory and Granovetter's strength of weak ties theory. Key findings included a preference for face-to-face communications, students having both strong and weak relationship ties to directors and instructors, and yoga being the top recommended practice. The study suggested that yoga practitioners related to complementary and alternative medicine information through the lens of their friends and relatives, sought information from trusted sources, and used this information to determine which practices were right for them to pursue.

Esta tese abrange manuscritos inéditos dos cadernos da viagem ao Oriente, de Flaubert, e textos publicados postumamente, a partir do que ele copiou dos seus cadernos logo depois da viagem, fazendo mudanças e acréscimos. Esta tese também abrange cartas que ele escreveu no Oriente. Analiso movimentos da sua escritura e a mobilidade de formas textuais, que migram de cartas para textos da viagem e vice-versa. Ele não quis publicar essas anotações, que constituem um lugar de experiência com a linguagem, uma espécie de laboratório de formas, que depois, com mudanças, ele integra em seus romances. Relaciono esses textos a concepções estéticas da época. Comparo o modo descritivo que Flaubert desenvolve durante a viagem com páginas dos cadernos ilustrados de Delacroix, do Marrocos. Identifico nos textos do Oriente de Flaubert correspondências entre composição literária e composição pictural. Seu olhar e imaginação são informados pela arte orientalista, em voga na Europa, na época. O orientalismo é um elo para a análise de mudanças estéticas que acontecem nas duas artes, literatura e pintura, no século XIX. Escrever durante a viagem se associa à ideia de movimentar um repertório de imagens e, ao mesmo tempo, tornar visível o que o texto evoca / This thesis encompasses Flauberts unpublished manuscripts from his travel notes and copies he made from these travel notes, with a few changes and additions, soon after returning from his journey to the Orient and, moreover, letters written while on this journey. I have analyzed Flauberts writing and the mobility of textual variations that migrate from his letters to travel texts and vice versa. He never wished to publish these notes that are an experience in language, a laboratory for variations, which with some changes, he later integrates into his fiction. I have compared these texts with the aesthetic conceptions at that time. I have also analyzed the descriptive mode that Flaubert developed in the Orient, comparing excerpts from his notes to pages from Delacroixs illustrated travel notes made during his trip to Morocco. I identify in Flauberts texts from the Orient the correspondence with pictorial composition. His viewpoint and imagination are informed by Orientalist art, which was popular in Europe at the time. The Orientalism provides a link for analyzing the aesthetic changes that took place in literature and painting in the XIX century. Writing during travel is associated with the idea of creating a repertory of images while at the same time making visible what is evoked in the text

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.

The purpose of this essay is to provide performance and interpretive background and suggestions for David Maslanka's Give Us This Day. This essay serves as the first significant research document on the work and is intended as a source for musicians seeking information about the work. The essay includes a biography of David Maslanka, as well as descriptions of the history and commissioning of Give Us This Day, its compositional process, and its performance and interpretive issues. Information was accumulated through interviews with David Maslanka, Gary D. Green, director of bands at the University of Miami, and the consortium head, Eric Weirather.

Learners in South Africa underachieve in Mathematics. Amidst many other factors that influence the Mathematics scenario in South African schools, one major aspect of the Mathematics classroom culture is the Language of Learning and Teaching (LoLT). For many learners the LoLT, namely English, is not their main language. The question arises of whether Setswana learners with Limited English Proficiency (LEP) are disadvantaged because the LoLT is English and if so, what could be done about it. The interaction between language and thought is discussed against the background of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network Theory of Learning. From this study the importance of language for conceptualisation becomes clear, especially that of the mother tongue. The circle is then narrowed down to take a look at the vital part that language plays in Mathematics and the problems that exist for the learner when negotiating meaning during the journey between natural language and the mathematical register. Focusing on the situation of the Setswana Mathematics learner with English as LoLT, the views of parents and teachers come under scrutiny as well as government policies regarding the LoLT. The techniques and strategies of teachers in the English Second Language Mathematics classrooms (ESL-classrooms) are investigated. In this regard code-switching is of importance and is discussed extensively. These theoretical investigations led to an empirical study. Firstly, a quantitative study was undertaken by means of a survey to investigate the language situation in schools where Setswana is the main language. Furthermore, the views of those teachers, who teach Setswana learners with English as LoLT, on how English as LoLT influences Setswana Mathematics learners' conceptualisation were investigated. A sample of 218 teachers in the North-West Province of South Africa was used in this survey. A complex language situation crystallises where no one-dimensional answer can be recommended. Code-switching has clearly made large inroads into the Mathematics classroom, but teachers' views on the expediency of using Setswana, especially for formal notes, terminology and tests, vary considerably. Secondly, a qualitative study was undertaken in two schools. The study investigated the possibility that notes in Setswana as well as in English, and the aid of an English/Setswana glossary of Mathematical terminology in daily tasks as well as in tests, would be of value to learners. It was clear from the sample that the new terminology is difficult for the teachers in question because they are used to the English terminology. Some learners also find the Setswana terminology difficult. However, the learners experience the use of the Setswana in the notes positively. It was clear from the interviews with the learners that by far the most of the learners in the sample felt that the Setswana/English notes as well as the glossary helped them to understand better. The learners oscillate between English and Setswana to understand the explanation given or the question asked. Most of the learners are of opinion that tests where questions are asked in both languages contribute to a better comprehension of what is asked. They also experience the glossary of English/Setswana terminology supplied in the test as an important aid. Recommendations comprise that the Setswana Mathematics register should be expanded and final examinations set in both Setswana and English. Furthermore, teachers should be educated to use new terminology effectively as a scaffold to ensure adequate conceptualisation, as well as to manage code-switching in a structured way. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Learners in South Africa underachieve in Mathematics. Amidst many other factors that influence the Mathematics scenario in South African schools, one major aspect of the Mathematics classroom culture is the Language of Learning and Teaching (LoLT). For many learners the LoLT, namely English, is not their main language. The question arises of whether Setswana learners with Limited English Proficiency (LEP) are disadvantaged because the LoLT is English and if so, what could be done about it. The interaction between language and thought is discussed against the background of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network Theory of Learning. From this study the importance of language for conceptualisation becomes clear, especially that of the mother tongue. The circle is then narrowed down to take a look at the vital part that language plays in Mathematics and the problems that exist for the learner when negotiating meaning during the journey between natural language and the mathematical register. Focusing on the situation of the Setswana Mathematics learner with English as LoLT, the views of parents and teachers come under scrutiny as well as government policies regarding the LoLT. The techniques and strategies of teachers in the English Second Language Mathematics classrooms (ESL-classrooms) are investigated. In this regard code-switching is of importance and is discussed extensively. These theoretical investigations led to an empirical study. Firstly, a quantitative study was undertaken by means of a survey to investigate the language situation in schools where Setswana is the main language. Furthermore, the views of those teachers, who teach Setswana learners with English as LoLT, on how English as LoLT influences Setswana Mathematics learners' conceptualisation were investigated. A sample of 218 teachers in the North-West Province of South Africa was used in this survey. A complex language situation crystallises where no one-dimensional answer can be recommended. Code-switching has clearly made large inroads into the Mathematics classroom, but teachers' views on the expediency of using Setswana, especially for formal notes, terminology and tests, vary considerably. Secondly, a qualitative study was undertaken in two schools. The study investigated the possibility that notes in Setswana as well as in English, and the aid of an English/Setswana glossary of Mathematical terminology in daily tasks as well as in tests, would be of value to learners. It was clear from the sample that the new terminology is difficult for the teachers in question because they are used to the English terminology. Some learners also find the Setswana terminology difficult. However, the learners experience the use of the Setswana in the notes positively. It was clear from the interviews with the learners that by far the most of the learners in the sample felt that the Setswana/English notes as well as the glossary helped them to understand better. The learners oscillate between English and Setswana to understand the explanation given or the question asked. Most of the learners are of opinion that tests where questions are asked in both languages contribute to a better comprehension of what is asked. They also experience the glossary of English/Setswana terminology supplied in the test as an important aid. Recommendations comprise that the Setswana Mathematics register should be expanded and final examinations set in both Setswana and English. Furthermore, teachers should be educated to use new terminology effectively as a scaffold to ensure adequate conceptualisation, as well as to manage code-switching in a structured way. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

美國雷曼兄弟公司(Lehman Brothers Holdings Inc.)在2008年9月15日向美國法院申請破產保護，宣告進入美國破產法第11章重組程序，此程序影響由雷曼兄弟公司擔任發行或保證機構之連動債券。國內不少投資人購買雷曼兄弟相關的連動債券，因該等連動債券到期返還本金如係由雷曼兄弟公司支付或提供保證，當雷曼兄弟公司發生信用事件時，該公司之信用風險將可能導致該等債券之到期本金無法償付，造成投資人極度恐慌。 本研究從連動債券之發展、定義與類型出發，就投資人所爭議的銷售過程或資訊透明等議題，比較各國連動債券相關之法律規範，並就近年之國內外爭議案例進行法律分析，希望據以截長補短，並就我國在連動債銷售之法律規範之調整及紛爭解決機制等提出具體建議。