Voluntary disclosure and information asymmetry in Denmark

This paper examines if the level of voluntary disclosure affects information asymmetry for industrial companies listed on the Copenhagen Stock Exchange. Economic theory suggests that disclosing more information should lower the information asymmetry component of a firm's cost of capital [Leuz, C., & Verrecchia, R. E. (2000)]. The results indicate that voluntary disclosure is negatively associated with proxies for information asymmetry. The results are robust even after controlling for various firm characteristics introduced in related literature. Despite differences in institutional settings the findings in our paper are similar to the ones based on US data.     

新形势下加强水利工程项目管理

针对目前水利工程项目的特点和管理状况，探讨了如何通过发展项目管理公司实现水利工程项目的专业管理，加强水利工程项目管理信息化和项目风险管理，来确保新形势下水利工程项目目标的实现。     

财经类院校的商品学教学研究

现今商品学教学面临诸多问题,学科定位不明确,过分强调学科的完整性、专业性、技术性,教学思想没有很好地转变,教学仍然没有脱离普教的模式,商品学课程建设与现财经类专业建设脱节,没有针对财经类院校的实用教材,师资队伍力量薄弱等。为搞好商品学教学,使商品学学科发展能够持续、稳定、健康发展,应积极进行教学内容和教学课程结构的改革,加快商品学学科建设,加强商品学师资队伍建设。     

Research on Basic Design Education: An International Survey

This paper reports on the results of a survey and qualitative analysis on the teaching of ‘Basic Design’ in schools of design and architecture located in 22 countries. In the context of this research work, Basic Design means the teaching and learning of design fundamentals that may also be commonly referred to as the Principles of Two- and Three-dimensional Design. The body of knowledge associated with Basic Design may be regarded as part of the general theory of teaching and learning design as practiced in many design schools and which has its origins in the classical design schools such as the Bauhaus. In the author’s perception and practice, the pedagogy of Basic Design promotes a holistic, creative and experimental methodology that develops the learning style and cognitive abilities of students with respect to the fundamental principles of design. This includes an understanding of the elements of shape, colour, texture, light, and rhythm in a manner complementary but usually unrelated to the common design methods teaching approach. As is well known among design practitioners, including architects and industrial designers, a deep understanding of the purpose of these fundamental design elements and principles is still relevant to contemporary design practice. The main objective of the research described in this paper was to determine the status and development of Basic Design pedagogy in a significant number of contemporary design schools. On the basis of the results of two surveys conducted in 2001–2002, this paper will identify and illustrate interesting aspects concerning the programmes and organisation of courses delivered by teachers of ‘Basic Design’. This work will also survey the viewpoints of Basic Design teachers in elementary years of design courses and of those teaching design through projects during the subsequent years of the same courses. Interestingly, the design project teachers surveyed in this research expressed a desire to be more involved in the teaching of Basic Design fundamentals which indicates strongly that Basic Design principles are still relevant in contemporary design education terms as they have ever been and that more research is needed in order to better understand and apply the related pedagogy.     

Transferring and Transforming Technology Education: A Study of Norwegian Teachers’ Perceptions of Ideas from Design & Technology

What happens when educational ideas cross national and cultural borders? How do teachers respond to ideas originating in a different school system and a different national culture? This article reports on an empirical study investigating the transfer of ideas from Design &; Technology as a subject in England and Wales into Norwegian schools. A sample of teachers participating in a specific project on technology teaching inspired by this subject has been studied by means of interviews and classroom observation. Results of the study show that while some elements of Design &; Technology are adopted by the teachers, essential ideas of the subject are significantly transformed. Drawing on Barnes, (1992, Teachers and Teaching: From Classrooms to Reflection (pp. 9–32), The Falmer press, London) concept of teachers' professional frames for teaching, it is shown how specific aspects of the national and educational culture have had a considerable effect on?the teachers' interpretation of the nature of technology as a subject of teaching and its place in the curriculum. The study illustrates the importance of the cultural context in how educational ideas are interpreted, reshaped and realized in schools.     

国际收支与金融市场效率问题的探讨

以“逆差 顺差”为特点的美国国际收支结构是很难长期持续的,美国经常项目很可能会经历趋向平衡的调整过程。由于中美两国国际收支结构存在较强的互补性,美国国际收支结构的调整对目前中国国际收支结构提出了严峻挑战。金融市场的行政分割、金融资源结构及流向的不合理是影响中国国际收支结构失衡的重要因素,因此中国应该完善和发展金融市场,积极主动地调整目前失衡的国际收支结构以应对美国国际收支结构调整可能给中国经济发展带来的不利影响。     

代客境外理财业务新政对我国银行业的影响和对策

2006年4月,经国务院批准,中国人民银行推出了“外汇管理新政”, “外汇管理新政”放行商业银行代客境外理财业务,对我国银行业来说,带来的将是机遇大于挑战。本文在对代客境外理财业务新政解读基础上,对实施代客境外理财业务新政的目的以及对银行业的影响进行了分析,并提出了银行业的应对之策。     

基于金融安全的资本流动：理论解读与中国实证

基于IS-LM-BP模型阐述了资本流动—经济非均衡的生成机制,揭示了资本流入规模、资本流入结构、外汇储备及经常项目是影响一国资本流动金融安全的主要因素。通过建立资本流动影响金融安全的测算体系,对1996～2005年我国资本流动进行了实证分析,结果表明：(1)中国资本流动状况总体较好,状态界定为安全；(2)资本流入规模正常,但期限结构不够合理；(3)现阶段我国资本流动的安全运行有保障。     

外汇储备、外汇交易量与CHIBOR利率的VAR模型(2000～2004)——兼论“三元悖论”下冲销干预与货币政策的独立性

本文以“三元悖论”为切入点,从总量与结构两方面考察当前结售汇制度对商业银行外汇头寸及外汇交易量的影响,进而考察在货币政策时滞的影响下央行冲销干预的效果以及货币政策的独立性。结论认为:我国外汇储备成因中政策性制度安排(结售汇)作用突出,现行结售汇业务导致外汇交易量受到外汇储备的冲击,冲销干预的有效性十分有限且不确定性很强。在CHIBOR利率的波动中,外汇储备和外汇交易量的作用不可忽视,同时外汇交易量的波动中,外汇储备与CHIBOR利率的冲击作用贡献明显,货币政策独立性受到侵蚀。     

Board Members and Company Value

This essay surveys research about the value of individual members of boards of directors. When directors join or exit corporate boards, company stock prices respond, often in magnitudes of 1% of firm value or more. Related research shows that when a significant event impacts the stock price of one company, the effects are transmitted to other companies that share board members in common with the primary company. Share price reactions are sensitive to variables such as a director’s occupation, independence, and professional qualifications. Together, this evidence suggests that a well-functioning market for directors might already exist, making direct regulation unnecessary and possibly counter-productive.