The study on Liang Qichao¡¦s moralistic approach

Living in an information-overloading age, the original information searching mechanisms are ineffective and impractical. As the e-commerce is more and more popular, using information technology to discover the latent demand of customers becomes an important issue. Hence, a variety of recommendation techniques have been proposed and many of them have been implemented in real systems, mostly in online stores. Among the techniques, the content-based and collaborative filtering approaches are the ones broadly adopted and proved to be successful. Recently, social network-based recommendation approach has been proposed that takes into account the similarities of items with respect to their social closeness. The social network-based approach performs better than content-based approach in some scenarios and it can also avoid recommending articles that have high content similarity to a user¡¦s favorite articles but low quality. Therefore, we propose three hybrid approaches, Switching, Proportional, and Fusion that combine content-based and social network-based approaches in order to achieve a better performance. Our experimental result shows that even though the proposed approaches have pros and cons under different scenarios, in general they achieve better performance than individual approaches. Besides, we generate some synthetic articles that have close content similarities to articles in our collection to evaluate the fidelity of each approach. The experimental results show that approaches incorporating social network information have lower chance to recommend these faked articles.

One of the most important government policies to support and satisfy financing needs for marginal enterprises or special sectors in economic system is to provide credit guarantee. In Taiwan, while Small and Medium Enterprise Credit Guarantee Fund of Taiwan (SMEG) had been established to help small and medium enterprises (SMEs) acquiring bank loans successfully by providing credit guarantee, there is still a need to set up an appropriate credit rating systems for SMEs. This research proposes three kinds of assessment models to the credit risks of SMEG. While Model one employs a firm¡¦s financial performance, substituting debt level and estimated asset value and volatility into the model to derive probability of default (PD). Model two and three utilize a firm¡¦s risk premium observed from the loan rate to estimate credit level. The former belongs to the application of structure-form approach in the credit risk management model, on the other hand, the latter is the reduced-form approach. On the structure-form approach, due to the difficulties in accessing SMEs¡¦ public trade information in Taiwan, we adopt the Private Firm Model developed by Moody's KMV Company. We had also improved this PD evaluation model by taking some peculiar operating characteristics of Taiwan¡¦s SMEs into consideration. On the reduced-form approach, we apply risk-neutral model to estimate a firm¡¦s PD, which then been utilizing to evaluate the expected value of subrogation payment in the case of default. This can further go deeper to calculate the guarantee fee of a loan. The processes used in this model is same as that of actuarial methodology being used to determine the premium of a term insurance. The three credit risk management models proposed in this research are designed to reflect the market information of a SME, and to the applicability of operating in real world case. The empirical results indicate they could adequately reflect the risk levels of the SMEs to a certain extent. We hope to provide the SMEG with a method of evaluating credit risk of SMEs to establish a fairer and more reasonable guarantee fee, and contribute in enhancing and managing credit guarantee mechanism in Taiwan.

Background: Research into the benefits of exercise for individuals with Bipolar Disorder (BD) is limited and no current guidelines exist around recommending exercise during a hypomanic/manic state. The Behavioural Activation System (BAS) dysregulation theory is a popular model that attempts to explain the link between approach motivation (AM) and the difficulties that individuals with BD experience. It may offer an explanation for the ‘upward spiral’ reported by individuals with a diagnosis of BD in response to certain types and intensities of exercise. This study looked to investigate the impact of different intensities of exercise on the maintenance of AM levels. The presence of hypomanic traits and how these interacted between AM and exercise was also of interest. Method: Participants filled out an online pre-screening questionnaire identifying hypomanic traits. 61 then completed a computer task designed to induce higher levels of AM before taking part in one of three 15 minute activities (sedentary, moderate exercise or vigorous exercise). Various measures linked to hypomanic symptoms were taken during testing. Results The main findings indicated that vigorous exercise significantly increased individuals AM levels in comparison to moderate or no exercise. This relationship was not however found to be moderated by the presence of hypomanic traits. Conclusions: Vigorous exercise seems to have a greater impact on AM levels regardless of an individual’s levels of hypomanic traits. This has implications in terms of the type of exercise should engage in when experiencing hypomania. Any recommendations however within this study should be taken in light of the limitations identified. Further research replicating these results with a larger sample or using a BD population are recommended.

This investigation, into the efficacy of LEAP, as exemplified by Breakthrough to Literacy, as the main strand in a mixed method for the teaching of beginning reading, was motivated by the following considerations: 1. Breakthrough to Literacy has been and is being used with tremendous success not only in Great Britain, where it was launched, but also in Canada and Australia, and increasingly in South Africa. 2. A pilot investigation by Professor P T Pienaar revealed that the incidence of reading retardation among the South African Indian pupils at all levels in Primary Schools was high. 3. Reading is a very important, if not the most important aspect of language learning and, in turn, language plays a dominant role in the total curriculum of Junior Primary pupils. 4. The Department of Indian Education is introducing the "mixed Breakthrough method" referred to above on an increasing scale. If the present trend is maintained LEAP will become the sole method for the teaching of beginning reading. The investigation comprised the following: 1. The use of Experimental and Control classes at two different schools. LEAP as exemplified by Breakthrough to Literacy, was used in Experiment classes while the Look-and-Say Method, as exemplified by the Let's Learn to Read Series, was used in the Control Classes. 2. The use of questionnaires to obtain information on the pupils and their families. 3. Personal observations of the work of the teachers and pupils in the Experimental and Control classes. 4. The use of questionnaires to elicit the opinions of various teachers who had experience of LEAP and the Look-and-Say Method used by the classes in the study. 5. Tests of the reading and creative writing abilities of pupils in the Experimental and Control classes. The overall results show: 1. That pupils taught by LEAP, as exemplified by BL, got a better start to reading than pupils on the "Look-and-Say" method, as exemplified by LLR. Breakthrough pupils also performed better in reading "new" material. 2. That "Breakthrough" pupils not only wrote more but also wrote better in respect of both content and style. / Thesis (M.Ed.)-University of Durban-Westville, 1981.

The successful implementation of an inclusive education system relies heavily on educators, since they engage daily in reciprocal interactions with learners. The implementation of an inclusive education system in South Africa was part of the educational reforms that occurred after 1994. Inclusive education promotes the full personal, academic and proficient development of all learners and is based on values such as human dignity, the achievement of equality and the advancement of human rights and freedom. Although most educators were only trained for either mainstream education or specialised education, they now had to cope not only with the diverse challenges posed by individual learner barriers, but also with broader systemic issues such as non-protective legislation and policy, cultural prejudice, inaccessible and unsafely built infrastructure, and lack of parental involvement. The complexity of the interactive relationships between different systems such as learners, educators, families, schools and the learning context were recognised and therefore the ecosystemic perspective was applied. The purpose of the research was to explore the experiences of educators in ordinary schools regarding the challenges involved in inclusive learning contexts, and to identify the competencies that they apply to deal with some of these challenges. A qualitative research design was chosen, using a case study to obtain an in-depth understanding of educators' experiences in a specific context. The study was conducted in the North-West province at Klerksdorp Secondary School. The school is characterised by its cultural diversity among educators and learners. Various contextual and micro systemic barriers that threatened an enabling learning environment were observed. Seven educators, one male and six female, participated in the research after ethical approval was obtained from the Ethics Committee of the University, the Department of Education, the Head of the school as well as the individual participants. Participants were involved in the research through purposive sampling. Three methods of gathering data were used in this research, namely written assignments that were completed by the participants; in-depth follow-up interviews and a focus group with all the participants. Thematic content analysis was used to identify themes and subthemes in the educators' descriptions of their experiences. The findings indicated that educators demonstrated competencies that enabled them to support learners and initiate and form collaborative relationships in an inclusive learning environment. The competencies associated with supporting learners included unconditional acceptance, focussed observations, adaptation and flexibility and motivating and encouraging learners to achieve. The competencies associated with the initiation and forming of collaborative relationships included involving parents in the learning process and forming collaborative relationships with colleagues. The findings clearly indicated that although educators had not received formal training in dealing with learners challenged with barriers to learning, they intuitively explored various ways of co-creating enabling learning contexts. Various implications for the Department of Education and school management teams are suggested. The Department of Education's training policy should acknowledge teachers' existing competencies. Educators should form part of advisory committees that could advise the Department of Education about the development of inclusive learning contexts. School management teams and institutional support teams could emphasise collective planning for inclusion so that educators' expertise is explored and further developed. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2009.

The successful implementation of an inclusive education system relies heavily on educators, since they engage daily in reciprocal interactions with learners. The implementation of an inclusive education system in South Africa was part of the educational reforms that occurred after 1994. Inclusive education promotes the full personal, academic and proficient development of all learners and is based on values such as human dignity, the achievement of equality and the advancement of human rights and freedom. Although most educators were only trained for either mainstream education or specialised education, they now had to cope not only with the diverse challenges posed by individual learner barriers, but also with broader systemic issues such as non-protective legislation and policy, cultural prejudice, inaccessible and unsafely built infrastructure, and lack of parental involvement. The complexity of the interactive relationships between different systems such as learners, educators, families, schools and the learning context were recognised and therefore the ecosystemic perspective was applied. The purpose of the research was to explore the experiences of educators in ordinary schools regarding the challenges involved in inclusive learning contexts, and to identify the competencies that they apply to deal with some of these challenges. A qualitative research design was chosen, using a case study to obtain an in-depth understanding of educators' experiences in a specific context. The study was conducted in the North-West province at Klerksdorp Secondary School. The school is characterised by its cultural diversity among educators and learners. Various contextual and micro systemic barriers that threatened an enabling learning environment were observed. Seven educators, one male and six female, participated in the research after ethical approval was obtained from the Ethics Committee of the University, the Department of Education, the Head of the school as well as the individual participants. Participants were involved in the research through purposive sampling. Three methods of gathering data were used in this research, namely written assignments that were completed by the participants; in-depth follow-up interviews and a focus group with all the participants. Thematic content analysis was used to identify themes and subthemes in the educators' descriptions of their experiences. The findings indicated that educators demonstrated competencies that enabled them to support learners and initiate and form collaborative relationships in an inclusive learning environment. The competencies associated with supporting learners included unconditional acceptance, focussed observations, adaptation and flexibility and motivating and encouraging learners to achieve. The competencies associated with the initiation and forming of collaborative relationships included involving parents in the learning process and forming collaborative relationships with colleagues. The findings clearly indicated that although educators had not received formal training in dealing with learners challenged with barriers to learning, they intuitively explored various ways of co-creating enabling learning contexts. Various implications for the Department of Education and school management teams are suggested. The Department of Education's training policy should acknowledge teachers' existing competencies. Educators should form part of advisory committees that could advise the Department of Education about the development of inclusive learning contexts. School management teams and institutional support teams could emphasise collective planning for inclusion so that educators' expertise is explored and further developed. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2009.

Geostatistics and more specifically stochastic modeling of reservoir heterogeneities are being increasingly considered by reservoir analysts and engineers for their potential in generating more accurate reservoir models together with usable measures of spatial uncertainty. Geostatistics provides a probabilistic framework and a toolbox for data analysis with early integration of information. The uncertainty about the spatial distribution of critical reservoir parameters is modeled and transferred all the way to a risk conscious reservoir management. The stochastic imaging (modeling) algorithms allow the generation of multiple, equiprobable, unsmoothed reservoir models yet all honoring the data available. This thesis presents stochastic reserve estimation methods as related to the various stages of development of an oil field. Advances in technology are leading to better deterministic estimates as well as stochastic estimates with narrower ranges. Practices in the industry vary from complete dedication to deterministic or stochastic to a choice of the method depending on the stage of the development. In this study, reserves are calculated from the data available in Southeastern Turkey by using stochastic methods. Probability density functions, number of iterations are important statistical concepts. Increasing number of iterations leads to a normal distribution of histogram.

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2527. Includes abstracts in English and Hungarian.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 242-258).