As the majority of trading volume in the Taiwanese stock market is created by retail investors, the Taiwanese government has been aiming to promote professionalism by channelling the money from retail investors into the hands of professional asset managers. The Executive Yuan passed the third reading of the Amended Draft of the Securities & Exchange Law on the 30th June 2000 (Article 18-3, the Securities & Exchange Law) and the Securities & Futures Bureau approved on 5th January 2001 that investment & trust and investment consulting companies may offer services in the discretionary investment business. The discretionary investment business in, in nature, similar with the set-up of mutual funds; however, the discretionary investment business offers bespoke characteristics and specifications catering to specific requests of individual investors. The customization in the scope of investment and underlying targets is made possible to satisfy differing needs of individual clients. As institutional investors are sophisticated in mapping out investment strategies and dedicated in their fundamental analysis of macroeconomic and political situations, industry trends and financial reports of listed companies, they are able to better allocate assets and select the stocks. At first, this research reviews all the relevant literature and looks into the details of the legal framework governing the discretionary investment business. This paper argues that the originally well-intentioned regulations in fact, at least to some degree, hamper the development of the discretionary investment business. Then this research paper examines the characteristics, basic structure and the legal framework of the discretionary investment business, probes into the Taiwanese asset management market and uses Grand Cathay Securities Investment Trust as a case study, as an attempt to shed light to the future development of the discretionary investment business in Taiwan. In this case study, the author investigates the strategies employed by Grand Cathay Securities Investment Trust against the backdrop of the business environment and the market competition by deploying scenarios analysis, SWOT analysis and the Porter¡¦s competitiveness framework (cost leadership vs. product differentiations). The scope of the strategic considerations covers 4P, i.e. price, product, place and promotion. Finally, this research concludes that there are two competitive strategies in this market, i.e. cost leadership and product differentiations and summarize the operational, marketing and operational implications of these two strategies.

Alors que la plupart des chercheur.e.s en sciences sociales s’accordent sur le caractère éminemment social de l’amour et de l’amitié, peu se sont attaché.e.s à décrire empiriquement la manière dont les dispositions à aimer se forment et sont progressivement intériorisées par les personnes au cour de leur vie, laissant ainsi les vastes questions de la production et du développement des sentiments affectifs et amoureux à des disciplines qui ont tendance à les naturaliser, en biologisant ou psychologisant ses mécanismes.A l’intersection de la sociologie du genre et de la socialisation, l’objectif de la thèse est d’ouvrir la « boite noire » des sentiments en proposant de faire la socio-genèse des rapports –socialement et sexuellement différenciés– à l’amour et à l’amitié. Plus précisément, il s’agit de comprendre comment, dès leur plus jeune âge, les filles et les garçons apprennent à aimer et à bien aimer, c'est-à-dire à aimer, de la bonne manière, les bonnes personnes du bon sexe.A partir d’une enquête ethnographique d’un an réalisée en 2014 au sein d’une école primaire parisienne, d’une quarantaine d’entretiens menés auprès d’enfants et de parents, et d’une analyse secondaire d’une enquête quantitative nationale réalisée en 2008 sur les pratiques culturelles enfantines auprès de 4979 enfants, le travail de la thèse s’emploie à préciser et à décrire en trois temps l’enfance des sentiments, c’est-à-dire à caractériser, au-delà des processus d’acquisitions des dispositions sentimentales, ce que signifient « aimer », « de la bonne manière », « les bonnes personnes » « du bon sexe », en tenant compte à chaque fois des propriétés sociales des enfants et de leurs autrui significatifs.La première partie met en évidence ce que veut dire aimer d’amour et aimer d’amitié pour les enfants. Loin d’être des sujets neutres, les sentiments affectifs et amoureux semblent, selon les milieux sociaux, avoir un âge et un sexe plus ou moins marqués dont la transgression peut s’avérer très coûteuse dans la mesure où elle est susceptible de remettre en cause la définition de soi des enfants, et donc leur réputation et leur rang au sein de la cour de récréation.La deuxième partie interroge les processus qui conduisent les enfants à apprendre à aimer de la bonne manière, c’est-à-dire à se tenir plus ou moins à distance dans l’amour et de l’amitié. Elle souligne qu’en plus d’avoir un sexe et un âge, l’investissement dans les discussions sentimentales a une classe sociale : les garçons des classes supérieures mettant plus facilement en mot et en scène leurs sentiments affectifs et amoureux que les filles des classes moyennes et populaires.La dernière partie, enfin, s’attache à décrire les mécaniques du cœur des enfants, et plus précisément les façons dont les filles et les garçons apprennent à aimer et à « choisir » les bonnes personnes (du bon sexe). En un mot, elle souligne que, une fois les conditions d’âge et de sexe passées avec mention (i.e. être du même âge et du même sexe pour les ami.e.s, et être du même âge et de l’autre sexe pour les amours), il existe trois principales logiques de sélection et de jugement des pairs : une logique « scolaire » vs une logique « ordinaire », une logique intellectuelle vs une logique esthétique, et enfin une logique relationnelle vs une logique morale. Ces logiques de sélection, variables selon les positions de classe des enfants, permettent non seulement de rendre compte de l’existence d’une forte homogamie dans les relations affectives et amoureuses enfantines, mais également d’en expliquer sa précocité et ses différentes conditions de félicité. / While social scientists will certainly agree that love and friendship are social matters, there is a dearth of empirical research on the social processes of formation and interiorization of individuals’ dispositions toward them. Inquires about the production of emotions have provided mainly naturalized explanations, i.e. explanations that only consider the biological and phycological aspects of their mechanisms.To overcome this paradox, this dissertation further understanding on how children of both sexes and different socioeconomic background learn to love correctly, i.e. to love in an appropriate manner, and to love the right people of the right age and sex. This understating implies opening the black box where emotions are produced, i.e. it implies the explanation of the sociogenesis of emotions.I use data from three different sources. First, 1000 hours of ethnographic observation in a Parisian primary school conducted by me during October 2013 and July 2014. Second, 40 interviews with the parents and the children of this school. Third, a national representative survey of 4,979 children aged 11 in 2008 from France. In analyzing these sources, I shed light on three aspects of the production of emotions: (1) how children understand/build the meaning of loving, (2) what does it mean and imply to love correctly, and (3) who are the subjects towards whom love can be experienced.The first part shows that children understand that love and friendship are not neutral matters, and that this understanding varies by children’s social class. There is a sex and an age to each feeling. Love is heterosexual, for adults and mostly a feminine issue, whereas friendship is homosexual and for children. In addition, children are aware that by transgressing the sex and age boundaries of love and friendship they risk their own status as children, their reputation. Social class plays an important role. Children from high-class families are more likely to transgress these boundaries because their their emotional education at home is less marked by gender and age distinctions due to the involvement of the two parents.The second part focuses on the processes that lead children to learn to love correctly, i.e. to keep the right distance from love and friendship when they must. This part highlights that, on the top of having a sex and an age, participation in discussions about (romantic) feelings also intersects with social class. Not only, children from low- and middle-classes were less likely to engage in discussions and openly express their feelings than children with high-class backgrounds, but low and middle-classes girls were also less likely to address this so-called ‘female’ topic than upper-class boys. These social differentiations are mainly due to the extent of fathers’ involvement in their children’s socialisation to feelings. By participating in children’s discussions to love and friendship, upper-class fathers partly neutralise the gender of feelings and legitimate the topic among both girls and boys. In doing so, one can note that social class and gender effects are intertwined, and more specifically that gender effects on children disposition to talk evolve across social class.Last part is devoted to how children learn to choose whom they love and whom they establish friendships with. It is clear for children that and intimate relationships and friendships ought to be established with children of the same age. And that the former type of relationships is restricted to the opposite sex. This part distinguishes three logics in the selection of partner and friends that vary across social class: school criteria vs ordinary criteria, intellectual dispositions vs esthetic disposition, and relational choice vs moral choice. Together these logics demonstrate the existence of a strong homogamy in affective and romantic relations, its early appearance in individual socialization process and its felicity’s conditions

This dissertation examines the developing understandings of teacher candidates being prepared to teach ELs in general education PreK-12 classrooms. As the ethnic and linguistic diversity in U.S. classrooms continue to increase, it is crucial that teacher candidates receive high-quality, effective training in teaching culturally and linguistically diverse learners. Relatively few states currently require general education preservice teachers to participate in any formal training related to teaching ELs. The states that do have requirements and the teacher education programs within those states have the potential to provide valuable data on how the training being provided mediates the meaning making of teacher candidates preparing to enter the field of teaching. Conducted during the fall of 2016 and using survey data, class assignments, interviews, and fieldwork observations from 11 preservice teachers (eight early childhood majors; three secondary education majors), this study describes patterns in the ways that the teacher candidates made sense of artifacts (e.g., articles, experiences, interactions) available to them in a state-mandated undergraduate foundational course on teaching ELs and the accompanying fieldwork. The study uses sociocultural theory to explore how the teacher candidates use course and fieldwork artifacts to learn about ELs and about teaching ELs. By gathering data from early in the course through the end of the course, this study is able to describe the perspective transformation experienced by most of the focal participants, providing evidence of increased empathy, more nuanced beliefs, and new strategies for differentiating instruction for ELs. Despite having differing backgrounds (e.g., their race, language(s), hometown, crosscultural and crosslinguistic experiences), differing goals (e.g., their college major, anticipated areas of certification, preferred teaching position, preferred region or school district, perceived likelihood that they would teach ELs in the future), and differing orientations toward ELs at the beginning of the course (e.g., positive, ambivalent), the preservice teachers identified many of the same artifacts as mediating changes in their development. These artifacts fall into the broad categories of ELs’ stories and experiences, repeated interactions with ELs, and opportunities for application. This study suggests, therefore, that the efficacy of such courses may increase with the inclusion of the following artifacts: (a) stories, simulations, and videos from ELs’ perspectives; (b) a fieldwork component in which teacher candidates actively engage with ELs; and (c) opportunities for teacher candidates to put their developing cognition into practice through course assignments and teaching in the field. Finally, this study makes suggestions for studying the long-term study of teacher candidates’ ongoing development. / Applied Linguistics