Money and exchange rates in the Grossman-Weiss-Rotemberg model

We analyze the impact of monetary policy on inflation, interest rates and exchange rates in a model with segmented asset markets developed by Grossman and Weiss (1983) and Rotemberg (1984, 1985). We find parameters for which real and nominal exchange rates in this model are (1) much more volatile than interest rates, inflation rates, and money growth rates, (2) highly correlated with each other, and (3) highly persistent. While this model fails to match the data in other important respects, it illustrates a potentially useful approach to modelling exchange rate behavior.     

Complementarity, coordination and compatibility: The role of fixed costs in the economics of systems

We analyze industry equilibrium and incentive to compatibility when goods produced by different producers generate utility only when consumed as component parts of a system. We assume the presence of two systems, each composed of some basic component and a set of differentiated complementary products. The combination of complementarity between the two components of the system and of fixed costs in the production of the complementary product results in a form of network effect. We focus on the role played by the size of the fixed costs in the production of the complementary products in determining the size of this system effect and, by this means, the structure and types of equilibria that may be observed: monopolistic or duopolistic, symmetric or asymmetric. We also highlight the consequence of the same fixed costs for the private and social incentives to render the systems compatible.     

论我国机构投资者对股票市场的反稳定作用

运用数理统计的基本原理，指出导致近几年中国股市非理性下跌的最直接原因，是以证券投资基金为主的机构投资者超常规发展。在目前的情况下，不宜继续提倡大力发展机构投资者，应努力恢复股票市场对中小投资者的吸引力，实现中国股市投资主体之间的“生态平衡”，从而支持中国股市长期稳定和谐发展。     

企业模块化的边界及其经济效应研究

作为一种分析工具，模块或模块化的涉及范围和利用能力非常强大。尤其是在信，皂，技术快速发展和需求日益个性化的知识经济时代．对模块化理论的重新解读和运用，更有助于我们认识新经济现象的本质特征。大量的研究已显示．企业模块化以后形成了一种全新的组织形式，而且带来了许多令人想像不到的效果。但这并不意味着对企业模块化研究的终结。本文试图在经济学理论和模块化理论融合的基础上．探究企业模块化的形成机理，企业模块化的最佳边界．以及企业模块化后究竟带来了怎样影响三个核心命题。     

The Friday Effect in European Securitized Real Estate Index Returns

This study extends research on the day-of-the-week effect towards European real estate indices. We examine this anomaly for several European securitized real estate index returns between 1990 and 2003. Although the countries under analysis have unique country-specific patterns, we find that eight out of eleven European countries exhibit abnormally high Friday returns. Moreover, two different Europe indices also exhibit the Friday anomaly. The anomaly is robust with respect to extreme observations, alternative specifications and several well-known calendar effects.     

Contagion or Competition: Going Concern Audit Opinions for Real Estate Firms

We examine whether intra–industry information transfers from going–concern audit opinion announcements create contagion or competitive stock price reactions for other real estate firms operating in the same line of business. Using returns from publicly-traded land subdivision/development firms and Real Estate Investment Trusts, we find modest evidence supporting a competitive effect among rival firms as a result of another real estate firm announcing the receipt of a Going Concern Opinion (GCO) from its independent auditors.     

浅谈标杆管理在供电企业中的运用

介绍了标杆管理的概念及在供电企业中运用的几种主要类别,分析了标杆管理对于供电企业的重要作用,探讨了标杆管理在供电企业中的具体实施步骤和运用中应注意的几个问题.     

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.     

Developing Technological Stance: Children's Learning in Technology Education

Following a review of current research in children's learning in technology education, and an examination of the kinds of knowledge demanded in contemporary technology education programs in elementary schools, I argue that what is needed in early technology education programs is the scaffolding of what I am calling technological stance. This construct acknowledges the socio-cultural character of technology as a human endeavor. In contrast to programs which are oriented to application of conceptual and procedural knowledge or to programs in which knowledge is generated through interpretation of interactions with materials and tools, programs which support technological stance position learners as critical inquirers into both tool-related and discursive practices of technology.     

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented. This revised version was published online in July 2006 with corrections to the Cover Date.