2008年NI论文
历年解析2008年论文获奖名单
1
11
江苏农林职业技术学院
三位一体”创业型人才培养模式的实践与探索
邢军朱孟玲刘庆新宋艳红徐达明朱晓宦
1
12
南通纺织职业技术学院
扎实开展创业教育努力培养创业型高职人才
南通纺织职技院
1
13
苏州工业园区职技学院
IVT创业教育的实践与思考
倪洪洲
1
14
连云港师范高专科学校
高校创业教育的实施方略
徐爱玲
浅析高职院校大学生良好职业心态的培养
张艳
3
62
苏州经贸职业技术学院
构建和谐社会与大学生就业问题研究
何建秋
3
63
苏州农业职业技术学院
关于高职院校创业教育的思考
杨金红
3
64
盐城卫生职业技术学院
班主任与高职生的就业指导
黄诚吕红臻
3
65
民办明达职业技术学院
探析“2+1”培养模式对高职学生就业的影响
景仕荣
3
66
激情创业共赢明天
常州轻工职技院
2
39
江苏畜牧兽医职技院
高职院校校企合作的现状、难点和对策
张旭东
2
40
泰州师范高等专科学校
主体性人本观：高职院校就业指导工作新视野
朱以财
2
41
泰州职业技术学院
试论职业技术院校创业型人才培养与学生管理
倪亚兰钟庆文
2
42
江海职业技术学院
以创业为特色开创江海就业工作新思路
江海职技院
南通职业大学
2
29
南通航运职业技术学院
高职学生就业创业研究
吴军箭
2
orgnisational behaviour 论文
Expectancy theoryExpectancy theory has developed since the 1930s as an alternative to the behaviour list approaches to motivation. Brooks (2009) argues that humans act according to their conscious expectations that a particular behaviour will lead to specific desirable goals. The theory with all its consequent refinements provides a popular explanatory framework for a range of employee behaviours, including levels of motivation, performance, employee turnover and absenteeism, in addition to leadership effectiveness and career choice. Vroom (2005) indicated that a systematic explanatory theory of workplace motivation indicated that ‘the motivation to behave in a particular way is determined by an individual’s expectation that behaviour will lead to a partic ular outcome, multiplied by the preference or valence that person has for that outcome. In more practical term, Robbins (2008) stated that expectancy theory explains that employees are more likely to be motivated if they believe that their working effort will lead to a good performance appraisal and a good performance appraisal can lead to an organisational rewards like salary, fringe benefits or even a promotion, and finally employees’ personal goal can be satisfy by these rewards.The key point to expect ancy theory is the individual’s goals and the linkage between effort and performance, between performance and rewards, and finally the relationship between rewards and individual goal satisfaction. Expectancy theory believes that there is no universal principle for explaining everyone’s motivation. In addition, just because we understand what needs a person seeks to satisfy does not ensure that the individual perceives high performance as a necessarily leading to the satisfaction of these needs.Equity theoryIt has been acknowledged (Adam 1963, p.422) that equity theory is based on the belief that employees’ behaviours is influenced by their perception of the degree of equity in the outcomes suchas salary and position, they receive for the input like effort and experience they make. Equity is assessed in a continuing process of comparison with the inputs and outputs of someone they see as in an equivalent position. As a result, workers who believe that their outcome-to-input ratio is either higher or lower than those with who they compare will have resulting feelings of inequity that lead them to take action to remove the inequity. Furthermore, it has been argued (Jerald, Robert & Baron 2008) that according to equity theory people make equity judgment by comparing their own outcome and input ratio to corresponding outcome and input ratio of others. The personal who they comparing to may be someone else in the work group, another employee in the organisation, an individual working in the same field, or even oneself at an earlier point in the time. In short, almost anyone against whom we compare ourselves.There is simple examples which can be illustrate the equity theory, suppose Toni and Tom work together as paralegals in a law firm. Both of them have equal amounts of experience, training and education, and work equally long and hard at their jobs. As a consequence, their inputs are equivalent. However Toni is paid an annual salary of $30000 while Tom is paid only $20000. In this case, the ratio of Toni’s outcomes and inputs is higher than Tom’s, and according to equity theory, Toni realising that she is paid more than an equally qualified person doing the same work will feel guilty in response to his overpayment. By contrast, Tom realising that he is paid less than an equally qualifies person for doing the same work will feel angry in response to his underpayment. Both guilt and anger are negative emotion states that people are motivated to change.Hierarchy of needs theoryMaslow (1954) suggested that individuals are motivated to satisfy a set of needs which are hierarchically ranked according to their salience. Hence, man’s most basic requirements for food and drink are pursues at all costs until that need has been satisfied. When these basic physiological needs are met he will switch his attention to seeking a higher order need, that of security. Further fulfilment is then achieved via affiliation with others. Individuals who enjoy sufficient physiological, security and social affiliation may then be motivated to seek the esteem of others and self-respect or self-esteem. Finally, man will attempt to self-actualise, to realise his potential and to achieve something beyond the immediate needs of the body and his social circle. Maslow (1943) also suggests that freedom of enquiry and expression and the need for knowing and understanding are essential prerequisites for the satisfaction of other needs.Maslow (1954) recognised that this was not a fixed hierarchy; self-esteem might prove a more powerful motivator than affiliation or the love of others. Similarly, for some particularly creative people, the need for self-actualisation might even displace their motivation to satisfy certain basic physiological requirements. Hall and Nougaim (1968) indicated that Masl ow’s hierarchy of needs is fraught with difficulties when applying to the work place, although it must be said that Maslow did not intend this theory to be a managerial or organisational tool. People often achieve higher-level needs via non work related activities. Individuals differ and as a result, some place more value in certain needs than others. Lawler and Suttle (1972) has stated that as manager advance within organisations their need for security and safety tens to decrease, whereas social, esteem and self-actualisation needs increase. It also suggest that individual rarely satisfy their higher order needs and they continue to strive for status and autonomy even after experiencing considerable success in these areas.Herzberg’s two factor theoryHerzberg’s (1968) two-factor theory focused on intrinsic and extrinsic motivational factors and adds considerably to what motivates people in the workplace. Brooks (2009) indicated that the hygiene extrinsic rewards include company policy, administration, supervision, working conditions, remuneration, relationship with peers, status, promotion and job security. The motivator intrinsic rewards include sense of achievement, recognition , the work itself, responsibility advancement and personal growth. Herzberg also identified a series of factors which he suggested lead to satisfaction and, he at least implicitly suggested, increase motivation. These intrinsic factors are those directly related to the work itself and include a sense of achievement, regnition from superiors and colleagues, responsibility and opportunity for personal growth and advancement. Hence, the implication is that managers should attempt to enable employees to access satisfiers, while simultaneously avoiding the dissatisfaction resulting from the perceived in adequacy of extrinsic rewards. The intrinsic reward equate to Maslow’s higher-level need. Whereas the hygiene or extrinsic factors are similar to his low-level physiological and security.Brooks (2009) suggest that the prospect of receiving intrinsic rewards in the two-factor theory will be morelikely to motivate individuals than the possibility of, for example, improve working conditions, job security or salary improvements. Salary enhancements and other hygiene factors might be viewed in the short term as advantageous. However Herzberg (1968) suggests that they have only a small effort on sustained motivation in the workplace. The opportunity for personal advancement, recognition for one's contribution, enhanced responsibility for the outcome of an individual's or group's effort and the nature of the actual work itself will serve to motivate on an ongoing and sustainable basis. In addition, most common criticisms of the theory are that it has limited application for non-professional or non-manual employees, that is represents an oversimplification of sources of satisfaction and dissatisfaction and that it is methodologically flawed. It should be noted that, despite the often well considered criticism, the theory is not invalidated but merely questioned and refined. One could suggest that it is a measure of the appeal of this theory that so much critical attention has been paid to it. Furthermore, critiqueinvolves the argument that there is a lack of supporting evidence from other studies. For example, Dufty (1998) cites his research on sources of satisfaction and dissatisfaction among firefighters as evidence that extrinsic factors can be significant sources of satisfaction. Adler (1991) reviews studies undertaken in a number of different countries and concludes that what acts as a hygiene factor and what acts as a moticator varies between cultures.By apply the four theories to the case. Firstly, for the two-factor theory, Belcher ignored the motivate factor and did not reward Emily enough recognition and sense of achievement. When Emily made several recommendations to Smith that would improve the process of work, however Smith did not thank her or even talk to her or someone else about it. As a consequence, Emily stopped to mention her work improvement idea and led to dissatisfaction at work. The company should not only focus on the hygiene factor such as the payment raise for Emily but also need to pay attention to the motivate factor and reward Emily proper recognition of hard work and the sense of achievement for been mentioning and solving problems at work. Then productivity for the employees such Emily can maintain or even rise during the long-term.Secondly, for the Maslow’s hierarchy of needs, what Emily trying to seek from he r hard working are the higher-order needs which are esteem and self-actualization. In the Belcher Company, there are many different kind of employees whose at different stages of the hierarchy, some might still at the social stage, some would like Emily whose trying to actualize herself through her outstanding performance. Company should really recognize employee who at the different stage of the hierarchy and reward the employee differently in order to satisfy different needs of them to achieve the best efficiency and productivity of the company.Thirdly, for the equity theory,ReferenceAdam, J.S. 1963, ‘Towards an understanding off inequity’, Journal of Abnormal Social Psychology, 67, pp.422-36.Adams J.s. 1965, Injustice in social exchange. In Advance in the experimental social psychology, vol.2 (Berkowitz L., ed.). New York: Academic PressBrools, Lan 2009, Organisational behaviour: individual groups and organisation 4e. Harlow, New York: Financial Times.Vroom, V.H 1964, Work and Motivation. New York: Wiley.Robbins, S.P., Judge, T.A., Millett, B. & Waters-Marsh, T. 2008 Organisational Behaviour 5e, Pearson, Frenchs Forest, NSW.Maslow, A. 1954, Motivation and personality. New York: Harper &Row.Maslow, A. 1943, ‘A theory of human motivation’, Psychological Review, vol. 50, no. 4, pp. 370-96. Hall, D.T. and Dougaim, K. e. 1968, ‘An examination of Maslow’s need hierarchy in an organisational setting’, Organisational Behaviour and Human Performance, vol, 3 pp. 12-35.Adler N.J. 1965, International Dimensions of Organizational Behaviour. Boston: PWS-Kent.Dufty N. 1988, orientations to work: a comment. Journal of Industrial Relations, vol. 30, pp311-15.。
2008年研究生考试英语一作文
2008年研究生考试英语一作文全文共6篇示例，供读者参考篇1My Big Bro's Big TestGuess what? My big brother Jimmy is taking this reeeeeally important test soon! It's called the 2008 gradmate school enternance exam Ingleesh test. I don't know too much about it, but I know it's super duper important for Jimmy to do well on it.Jimmy has been studying like crazy for this test. He's always got his nose buried in these thick books with tiny print. They look sooooo boring! But Jimmy says he has to read them all carefully so he can answer any question the test might ask.Sometimes I try to play with Jimmy when he's studying, but he gets kind of grumpy. He's like "Not now, squirt! Can't you see I'm busy prepping for the GRE verbal?" I'm not totally sure what "GRE verbal" means, but it sounds kinda scary!A couple weeks ago, Jimmy let me look through one of his GRE books. There was a whole section on ananalmous sentences or something like that. It was basically a bunch of sentenceswhere the words were all jumbled up, and you had to un-jumble them to make sense. It looked super hard!There were other sections too, like one on rading comperhension. For that part, you had to read these long, boring passages and then answer all these tricky questions about them. No thank you! Reading is hard enough without having to get quizzed on it.Another section was on vocamulary words. Jimmy says you have to know a bajillion crazy vocabulary words to do well on the test. Words like "plethora" and "didactic" and "obfuscate." I don't even know what most of them mean! How is anyone supposed to remember definitions for so many wacky words?But the hardest part might be the awnalitical writing section. For that, you have to write entire essays in a time limit! Jimmy's been doing timed practice essays on boring topics like "The value of unpaid internships" or "Urban development and its impact." Writing is already pretty tough for an 8-year-old like me, so I can't imagine having to write a whole essay on something complicated with a timer counting down. No pressure or anything!Jimmy takes his test in just a few days, so he's been working overtime to get ready. He's been doing practice tests,memorizing vocab lists, and trying to improve his awnalitical writing skills. I don't envy him at all - this GRE test sounds like a total nightmare!Part of me hopes Jimmy doesn't get too high a score, because then he might have to go away for grad school. I'll really miss my big brother if he moves somewhere far away. But I know how important this test is for getting into a good school, so I'm rooting for him to do his best.No matter what happens, I'm proud of how hard Jimmy has worked to prepare. He's been hitting the books morning, noon and night. Even when he's not actively studying, you can tell his mind is still churning, thinking about vocab words or essay strategies. It's pretty inspiring to see someone work that hard towards a goal.So good luck on your big test, Jimmy! I'll be thinking of you when you're sweating it out over those reading comprehension passages and scrambled sentences. Just remember - you're wicked smart, and you've prepped like crazy. You've got this, bro!Whew, that was exhausting! And I didn't even have to take the actual test. I have a new respect for anyone gearing up for a huge exam like the GRE. It's no cakewalk, that's for sure. But withenough hard work and determination, like what Jimmy's shown, I know it can be conquered. Knock 'em dead, big brother!篇2My Big Test AdventureHi there! My name is Jamie and I'm 8 years old. I just had the craziest experience that I have to tell you all about. You won't believe what happened to me last week!It all started last Monday morning when my mom woke me up really early. I was still half asleep when she told me to get dressed quickly because we had to go somewhere very important. I asked her where we were going but she just said it was a surprise and that I'd find out when we got there.I got ready in a hurry and before I knew it, we were in the car driving across town. I looked out the window and saw we were headed toward the university. That's when my mom finally explained to me that I was going to take a very big test to try to get into graduate school!"Graduate school?" I said. "But mom, I'm only 8 years old! I'm supposed to be in 3rd grade, not grad school." She just laughed and told me not to worry about it.When we arrived at the university, there were tons of other kids my age outside along with their parents. We all lined up to go inside and take the test. I was really confused but also a little excited. Maybe this was some kind of fun event?Once we were all seated, the teachers passed out the test booklets and told us to begin. I opened up the booklet and my jaw dropped - this wasn't a normal test at all! It was the graduate admissions exam in English from 2008!The first section was reading comprehension. I had to readthrough long, difficult passages and answer questions about the main ideas, the author's tone, the vocabulary in context, and more. As an 8-year-old, I could barely understand half the words, let alone analyze the passages. I just filled in the bubbles randomly when I got stuck.Next up was the writing section where we had to write two essays, one giving our opinion on some issue and another analyzing an argument. How was I supposed to do that? I could barely even write a basic story, let alone a graduate-level analytical essay. I just doodled pictures of cats and spaceships instead.The English section after that was just as hard, testing our grammar, vocabulary, and comprehension skills way above anelementary level. By that point, I had stopped even trying and was just thinking about what I wanted for lunch.Finally, after what felt like years, we arrived at the math section which actually made a little more sense to me with the addition, subtraction, multiplication, and division. But then it quickly ventured into algebra, geometry, statistics, and calculus that I didn't recognize at all. Suddenly long division seemed easy compared to this!When time was finally up, we turned in our test booklets and I was so relieved it was over. I couldn't wait to get home, take a nap, and just be an 8-year-old kid again. Maybe grad school could wait until I was just a smidge older?As I walked out, I saw my mom waiting outside and ran over to give her a big hug. "Mom," I said, "I have no idea how I did on that test, but I think we can all agree that was pretty crazy!"She laughed and said "You're absolutely right, Jamie. I have no clue what I was thinking when I signed you up for the graduate admissions exam. That was my mistake! How about we go get some ice cream to celebrate being done with that madness?""Yes please!" I replied. Ice cream sounded perfect after an experience like that. We walked away and I put that bizarre day behind me, realizing that some things are just better left to the adults, at least for a little while longer. Maybe I'll take another look at grad school in about 10 or 15 years!篇3My Big Sister's Big TestHi there! My name is Timmy and I'm an 8-year-old kid who loves playing video games, watching cartoons, and eating pizza. I'm here to tell you all about my big sister Jenny and the really big test she had to take last year called the "2008 Graduate School Entrance Exam English Test." It was a huge deal for her and our whole family!Jenny is the smartest person I know. She's already finished college and got her bachelor's degree. But she told me that if she wants to get an even better job someday, she needs to go to graduate school and get a master's degree. Graduate school is like the super advanced level of college where you learn a ton of crazy difficult stuff.To get into a good graduate program, Jenny had to take this big important test called the 2008 Graduate School EntranceExam. It had sections on math, writing, and English. The English part was really hard because you had to read long, boring passages and answer questions about them. You also had to write a huge essay proving you could communicate well in English.For months, Jenny studied her butt off for this test. She read big, fat books about English grammar rules and vocabulary words I had never even heard of. She practiced writing essays on all sorts of topics like environmental issues, technology trends, and global politics. Whenever I would walk by her room, she'd be hunched over her desk with her nose in a book or typing away on her computer. I felt bad for her having to work so hard.Finally, the big day of the test arrived in December 2008. Jenny woke up at the crack of dawn, put on her nicest clothes, and headed out to the testing center. Mom, Dad, and I all gave her hugely encouraging words like "You got this, Jenny!" and "Go kick that test's butt!" She seemed nervous but confident.The test lasted like 6 hours or something crazy long like that. When Jenny finally came home, she looked exhausted but relieved to have it over with. For the next few weeks, we were all on pins and needles waiting for her score to come back in the mail.Then one day, the big envelope arrived! Jenny ripped it open and...she passed! She got a high enough score to get into lots of great graduate programs. We all cheered and gave her hugs and high-fives. Mom and Dad took her out for a fancy dinner to celebrate.A few months later, Jenny got accepted into the top graduate program she applied to. She started classes in the fall of 2009 to pursue her master's degree in English Literature. I'm so proud of my brilliant big sis for acing that brutal test and taking the next step towards her dream career.Moral of the story: If you set your mind to something and work really, really hard, you can achieve anything! Tests can be super difficult and stressful, but with enough perseverance and preparation, you can conquer them. Just don't forget to reward yourself afterward with pizza!篇4The Big Kahuna English TestBoy oh boy, was I excited for the big English test! Ya see, all the big kids who wanna go to grad school hafta take this massive test. It's no joke either - it's got reading, writing, listening, youname it! I may just be a little squirt but I wanted to get some practice for when I'm old enough to take it myself.My big sister Janey is the one who told me all about it. She's really smart and is applying to fancy schmancy grad schools this year. Janey said the first part is all about reading big long passages and answering questions on 'em. That sounds hard enough as it is if you ask me! But then she said there are different types of passages - like sciency ones, historians talkin' about old stuff, and even cartoons and ads! How crazy is that?I tried reading one of Janey's practice passages and I gotta say, they aren't kiddin' around. It was some sort of research paper about black holes or sumthin'. Half the words looked made up! I had no clue what was goin' on. Janey just laughed at me and said "Good luck solving that algebraic equation listing the mass-radius ratios!" Gee whiz, I thought I knew big words but she sure showed me.The writing part sounds fun though! You get two essays to write about different topics. One of the prompts Janey showed me was "What significant scientific or technological advance would you like to see in the future?" Now that's right up my alley! I'd want teleporters for sure. That way I could zap myself into the tree fort without having to climb up. Or maybe a super advancedvideo game that's so real it's like you're living inside of it! A kid can dream, can't he?But then Janey told me about the second writing prompt that's just bad news bears. It's one of those "agree or disagree" prompts where they give you two viewpoints and you gotta pick a side and argue for it. The example she read was something stupid like "Prioritizing job opportunities over sustainability is short-sighted" versus "Economic development must take precedence over environmental concerns." What a snore-fest! How's a kid supposed to have an opinion on that mumbo jumbo?At least the listening part sounds kinda fun in a bizarre way. Janey played one of her practice tracks for me and it was just people rambling about different random topics. One guy wouldn't shut up about his breakfast burrito! Another chick talked on and on about her jog around the park that morning. I couldn't believe they actually put that kinda stuff on the test. Still, it beats havin' to read another research journal I can't make heads or tails of.If ya ask me though, the worst part has gotta be the speaking section. Can you imagine having to speak English in front of a test grader for like 6 whole minutes straight? Nothanks! My mouth gets dry just thinkin' about it. And the topics they give you aren't any fun either. One of 'em Janey showed me was "Explain firewalls to someone unfamiliar with them. Give examples to illustrate your explanation." Firewalls? Who cares about firewalls when you're a kid! I'd way rather talk about Ninja Turtles or Batman.But you know what, even though it sounds hard as heck, I'm kinda looking forward to taking the big test myself one day. Janey said the reading and listening stuff is a cinch compared to the tests they'll have at her grad school. Plus, the writing and speaking sections let you get creative and share your thoughts on cool topics like the future of technology. If you ask me, tests should be more like that - less boring readings, more 'sploring awesome ideas!So bring it on, big English test! This kid is ready to take you on in a few years. I'll keep on reading my comic books to get ready. Maybe I'll even eat a couple of those breakfast burritos to stay fueled up. Just don't ask me to explain firewalls anytime soon!篇5The 2008 Graduate Test English Exam!Hi! My name is Timmy and I'm 8 years old. I just took the 2008 graduate school English test last week and I wanted to tell you all about it!First of all, it was really really hard. Like, way harder than my normal English tests at school. The reading part had all these big long passages about science and history and stuff. There were words in there that I didn't even know! I had to read them a few times to try to figure out what they meant.The passages were super boring too. One was about the history of farming in ancient Egypt. Yawnfest! Who even cares about that stuff? I'd much rather read about Spiderman or video games. Another passage was about black holes in outer space. I dunno, I guess space is kind of cool, but that essay was just a bunch of facts and no fun stories.After the reading part, there was the listening section. That part was actually okay because at least I got to wear headphones and listen instead of just reading. Although some of the conversations and lectures were still really hard to understand with all the big vocabulary words. Why do adults have to use such fancy language all the time?The listening questions were really tricky too. They'd ask stuff like "What was the professor's attitude toward thephilosophical theory discussed?" Umm, I don't know lady, I'm 8! I don't know anything about philosophical theories! A lot of the answer choices sounded pretty similar too. I basically had to guess on most of those types of questions.Then we had to do separate speaking and writing sections. Let me tell you, speaking and writing in a stupid test is NOT fun at all! For the speaking, I had to talk into a microphone about random topics for like 1-2 minutes each. One question asked me to describe the most important qualities of a good supervisor. What?? I'm 8, I don't have a job! I just made up some stuff about being nice and telling funny jokes.The writing was even worse. We had to write two essays, one about our opinion on something and one about a lecture we heard. My hands actually started to cramp up from writing so much! I ran out of time on the opinion essay because I had no idea what to say after a few sentences. Who cares about my opinion anyway? I'm just a kid!The other essay about the lecture was crazy hard too. The lecture was all about biological something-or-other and I didn't understand most of the big words the professor said. I just wrote down anything I could kind of understand and hoped for the best.After staying at the test center basically all day, I was finally done. Phew! I don't know how I did overall, but I'm pretty sure I failed that stupid test. Elementary kids should definitely NOT have to take it! The graduate students who have to take it every year must be really really smart.Well, that's my whole experience with the 2008 graduate exam. It was torture! I'm honestly not sure why my parents even made me take it. I guess they think I'm some sort of genius or something. But trust me, that test was just plain mean for a kid my age. Hopefully you big kids in grad school have an easier time with it than I did. Good luck!Okay, I'm getting tired of writing now. Thanks for reading my essay! I'm gonna go play some video games.The End!篇6My Dream VacationHi there! My name is Timmy and I'm 10 years old. Today my teacher asked us to write about our dream vacation for some big test that older kids take. I got really excited because dreaming about fun vacations is my favorite thing to do during math class!If I could go anywhere for vacation, I would want to go to an island in the middle of the ocean. Not just any island though - a deserted island with no adults around! Me and my best buddies Michael, Tommy and Joey could have the whole place to ourselves. We would be the kings of the island!The first thing we would do is build a awesome fort out of sticks, leaves and sand. It would have a lookout tower to watch for any Bad Grownup Ships trying to ruin our fun. We'd put up "No Parents Allowed" signs everywhere to make sure they knew we meant business. Joey's mom always packs him gross health food, but on our island we'd eat nothing but pizza, chicken nuggets and ice cream all day long!For entertainment, we could dig a huge hole and fill it with water to make a swimming pool. We'd take turns being human cannonballs and seeing who could make the biggest splash. Michael is really good at gymnastics, so he could put on daily shows of crazy flips and stunts for us.When we got bored of the swimming hole, we could go exploring through the jungle and look for bunny rabbits, parrots and Three-Headed Monkeys from the Planet Zorgon! If any huge snakes or tigers tried to attack us, we'd simply point our CycloneBlasters at them and shout "Phasers on Stun!" to scare them away.At nighttime, we'd gather branchy logs and build a raging bonfire on the beach. We could toastmarshmallows, swap scary stories about the Zombie Janitors from our school, and even put on a talent show! Tommy could juggle while balancing on a beach ball, I'd perform my world-famous armpit fart symphony, and Joey would hypnotize us with his dazzling belly dance routines.Sleeping under the stars on the warm sandy beach would be a million times better than being stuck in my lame bedroom with a dumb bedtime. On the island, we could stay up literally all night running along the shore and catching fluorescent glow crabs. If we got tired, we'd just plop down wherever and instantly fall into a deep sleep while dreaming about all the fun we'd have the next day.That's pretty much my ideal dream vacation – no chores, no homework, no rules, and best of all, no nagging parents saying "Time for bed!" or "Eat your broccoli!" Just me and my best pals being free to do whatever we wanted on our very own desert island. We could stay as long as we liked and—who knows?—maybe we'd never want to get rescued!Well, thanks for reading my essay. I'd better wrap this up before I get carried away daydreaming again. My teacher is giving me one of her scary mom looks for spacing out during class. Oops! A kid can dream though, can't he? Maybe when I'm older I'll save up my allowance and actually take that island vacation for real. But I'll definitely never invite my parents!。
经济危机论文：分析凯恩斯主义下美国2008年经济危机成因与应对方式
分析凯恩斯主义下美国2008年经济危机成因与应对方式1从凯恩斯主义浅析危机成因在次贷危机爆发前不久，美联储主席格林斯潘作为亚当·斯密的"看不见的手"和熊彼特的"创造性的破坏"的理论的推崇者，认为自由竞争市场可以更好地促进竞争和经济增长，采取了放松对金融的管制、增加美国经济运行中的灵活性等措施。
伴随着小布什的"居者有其屋"的计划，低收入者成为了房地产市场消费的"新宠",因此也就促成了次级贷款的大量发放进而导致了关于房地产次级贷款的一系列金融衍生品的产生，一层层的传导机制，只因买房者还不起房贷导致了次贷危机终于爆发。
紧接着，一场金融海啸席卷全球。
那么，现在问题来了，经济危机的产生难道不可避免吗？还是所有的美国人都后知后觉？从目前学过的行情波动理论来看，这一次的经济萧条让人不得不联想到1929-1933年的美国的经济危机，那么不得不提及凯恩斯主义对经济周期的言论，凯恩斯认为，在经济繁荣的后期，人们对资本品的未来收益作乐观的预期，而随着资本品不断增多，生产成本不断上升，资本边际效益递减，利率上升，当资本边际效率终于走向崩溃时，那么危机来临了，繁荣转入萧条，它很好地解释了1929年的经济危机，由于生产过剩，资本边际效率低下，而有效需求不足导致消费不足和投资乏力最终产生了危机。
解决办法就是通过增加政府支出来刺激经济，帮助就业，通过乘数效应最终使经济开始回升直至复苏。
罗斯福新政很好地见证了这一点。
那么，相对二三十年代的经济危机，这一次的金融风暴，是异曲同工还是截然不同呢？本人对此有以下看法：第一，从发生的根本原因和发展逻辑上看，大萧条与2008年金融危机有着很大的相似性，即财富的两极分化与消费不足---超前消费与投机热潮---资产价格下降、泡沫破裂---通货紧缩、信用危机、债务危机、支付危机---更严重的消费不足---危机的不断蔓延。
学年论文
经济管理学院学年论文题目美国次贷危机关键问题分析及启示专业班级2008级金融1班学生姓名刘佳玄指导教师张金霞职称讲师2011 年 3 月9 日美国次贷危机关键问题分析及启示摘要：次贷危机从2007年8月全面爆发以来，对国际金融秩序造成了极大的冲击和破坏，使金融市场产生了强烈的信贷紧缩效应，造成的危害已经向实体经济蔓延。
次贷危机是美国20世纪30年代“大萧条”以来最为严重的一次金融危机，各主要经济体中央银行、政府机构和金融机构对危机做出的反应前所未有。
危机更以一种特殊的方式揭示r当前国际金融存在的新秩序，新规则、新工具和新机构。
关键词：美国次贷危机贷款利率上升一、美国次贷危机的定义美国次贷危机（subprime crisis）又称次级房贷危机，也译为次债危机。
它是指一场发生在美国，因次级抵押贷款机构破产、投资基金被迫关闭、股市剧烈震荡引起的金融风暴。
它致使全球主要金融市场出现流动性不足危机。
美国“次贷危机”是从2006年春季开始逐步显现的。
2007年8月开始席卷美国、欧盟和日本等世界主要金融市场。
次贷危机目前已经成为国际上的一个热点问题。
次贷即“次级按揭贷款”（subprime mortgage loan），“次”的意思是指：与“高”、“优”相对应的，形容较差的一方，在“次贷危机”一词中指的是信用低，还债能力低。
次级抵押贷款是一个高风险、高收益的行业，指一些贷款机构向信用程度较差和收入不高的借款人提供的贷款。
与传统意义上的标准抵押贷款的区别在于，次级抵押贷款对贷款者信用记录和还款能力要求不高，贷款利率相应地比一般抵押贷款高很多。
那些因信用记录不好或偿还能力较弱而被银行拒绝提供优质抵押贷款的人，会申请次级抵押贷款购买住房。
在房价不断走高时，次级抵押贷款生意兴隆。
即使贷款人现金流并不足以偿还贷款，他们也可以通过房产增值获得再贷款来填补缺口。
但当房价持平或下跌时，就会出现资金缺口而形成坏账。
次级按揭贷款是国外住房按揭的一种类型，贷给没多少收入或个人信用记录较低的人。
2008年中国经济形势分析
２００８年中国经济形势分析班级：20054281 学号：2005428141 姓名：赵杰论文摘要：2008年，人民币对美元升值幅度或达7.5%，至2008年底达6.75元人民币/美元左右，人民币汇率双向波动更加显著，全年波动区间为7.31—6.75元人民币/美元，上半年人民币升值步伐加快，四季度人民币升值步伐趋缓。
关键词：理财服务，经济衰退，次债危机。
随着全球经济一体化加深，国际政治复杂多变，2008年世界经济增长的不确定性风险进一步加大。
一是美国次级抵押贷款危机。
去年下半年爆发的美国次级抵押贷款危机已经给美国及全球金融市场造成巨大损失，全球股票等金融市场及商品市场剧烈震荡，从目前看危机远未结束。
2008年如果暴露的损失进一步扩大，势必对全球经济增长产生重创。
二是石油等大宗商品价格高位震荡。
三是全球房地产市场动荡。
2008年，美国次级抵押贷款危机蔓延以及对市场预期可能形成的负面影响，会进一步造成房地产市场下滑，影响到全球经济增长。
四是全球贸易失衡、贸易保护抬头。
近年来以美国贸易逆差和财政赤字、其他经济体如欧洲、日本、中国和其他亚洲国家对美国贸易顺差为特征的全球经济失衡状况日益突出，造成了贸易保护和贸易摩擦的进一步升级。
而美元的持续贬值，不仅加剧全球通胀压力，也对国际金融体系稳定和全球经济增长造成不利影响。
2008年美国经济将进一步下滑，成为世界经济减速的主要原因。
次级抵押贷款危机影响进一步释放、金融市场波动、房地产市场持续走疲，将降低居民收入预期，打击消费信心，也使美国融资环境进一步趋紧；原油、粮食等国际大宗商品价格高位波动，不仅增加企业生产成本和居民消费成本，而且加大美国的通胀压力。
2007年下半年以来，美国采取了注入流动性、连续下调联邦基准利率、持续快速贬值美元等措施，抵御次级抵押贷款造成的危机，刺激经济发展，改善美国贸易环境，使“双赤字”问题得到了一定缓解，因此，2008年美国经济尽管下行，但陷入停滞的可能性不大。
经济危机论文：分析08年美国金融危机对我国经济的影响
分析08年美国金融危机对我国经济的影响随着2008年底以来美国次贷危机爆发，并逐步向国外扩散演变为全球性的金融危机和经济危机，使得国际金融形势急剧变化，并在越来越高的失业率和巨额的债务风险等不利因素的影响下，逐渐从发达国家向新兴经济体和发展中国家蔓延、向实体经济蔓延，使得我国承受着改革开放以来最严重的一次外部经济冲击，导致我国经济增长速率不断下滑。
因此，从对全球金融危机的趋势和状况的分析结果看来，如何做好充分的准备，实现我国经济的可持续增长和社会的稳定具有重要意义。
一、国际金融危机对我国经济负面的影响由于一个国家受金融危机传染的程度通常与这个个国家的金融体系稳健程度、市场开放程度、经济实力等因素密切相关，因此，随着美国次贷危机引发的国际金融危机的不断蔓延和加深，致使我国在金融、贸易、预期和产业联动等多种传染机制中受到改革开放以前所未有的冲击，负面影响日益显现，具体主要体现在以下几个方面：1.国际金融危机对我国经济增长的负面影响。
自国际金融危机爆发以来，受国际金融危机快速蔓延的影响以及全球济增长呈下降趋势的影响，我国面临着的经济增速下滑的主要矛盾越来越突出，可以说这次国际金融危机对我国经济下行风险比预想的要严重的多。
2.国际金融危机对我国投资的影响。
由于固定资产投资受到金融传染机制和预期传染机制的影响，大多数企业在面对当前存在的诸多不确定因素以及诸多潜在风险的经济形势下，普遍对经济增长没有信心，加之国内银行放贷更趋谨慎和国际金融市场流动性明显不足等因素，导致越来越多的企业对于企业是不是要投资的意愿和能否进行投资的能力存在一定疑虑，这就导致多数企业对于固定资产投资趋势呈不断下滑的趋势。
相关数据结果显示，在在金融危机爆发的第一年我国全社会固定资产投资实际累计增长同比回落达到5.7个百分点，而城镇固定资产投资虽然同比呈增长趋势，但是也降低了3.2个百分点。
3.国际金融危机对我国进出口贸易的影响。
我国作为个发展中国家，我国经济对于欧盟、美国等发达国家以及新兴经济体的对外依存度很高，GDP的2/3左右都来源于对外贸易的进出口总额，然而受贸易传染机制收入效应、国际金融危机的影响以及价格效应，的影响，欧盟、美国等发达国家的对外需求降低，进口数量萎缩，由于这些我国的主要出口国家经济走向衰退或增速放缓状态，使得我国在外贸出口增幅明显回落，与此同时受国内需求不旺和预期收入降低等因素的影响，我国国内进口数量也开始下降，最终导致我国在对外贸易交易中的出口总值增速呈下降趋势，进出口形势急转直下。
论文-基于NIELVIS电子实验设计
基于NI ELVIS的电子实验设计摘要随着低本钱高性能的计算机资源普及运用，数字化仪器平台逐渐取代传统电子仪器已成为一种趋势。
我国理工科学校的教学、科研需要大量的测量分析仪器设备，特别是电子类实验教学，每种仪器都必须配置多套，而且有些仪器设备价格十分昂贵。
因此购置仪器设备的巨大投入经费，一般学校难以承受，造成仪器设备缺乏和过时旧等现象，严重影响教学科研效果。
另外，由于传统电子学实验室教学模式存在的弊端，造成实验室设备利用率低，实验信息管理混乱，实验教师工作繁杂，最终不仅仅浪费了学校大量的人力物力，而且学生还不能真正地掌握实验，培养过关的动手能力〔学校实验室仪器配备不全，一些必要的实验无法展开〕。
如果把虚拟仪器运用到实验教学和科研中，不但可以节约大量仪器设备的经费投入，而且能够提高实验教学和科研的质量与效率。
尤其是NI ELVIS在数字电路实验教学中的应用，效果更为明显。
关键词:电子技术实验教学虚拟仪器LabVIEW 优势Based on the NI ELVIS electronic experimental designAbstractWith popularization using low-cost high-performance puter resources, digital instrument platform is gradually replacing traditional electronic instrument has bee a trend.School teaching and scientific research in science and engineering in our country needs a lot of measurement analysis instruments, especially the electronic experimental teaching, each instrument must be configured more sets, and some equipment is very expensive. Therefore buy equipment investment funds, general school unbearable, causing the phenomenon such as lack of obsolete and outdated equipment, seriously affect the effect of teaching and research. In addition, due to the insufficiency of the traditional electronics laboratory teaching mode, lab equipment utilization rate is low, the experiment information management chaos, the experiment teachers work multifarious, in the end not just wasted a lot of school resources, and students can't really control experiment, train pass ability (school laboratory instrumentequipped with is not plete, some necessary experiments can not open).If the virtual instrument is applied to the experiment teaching and scientific research, not only can save a lot of instruments and equipment of funds investment, but also can improve the quality and efficiency of experiment teaching and scientific research. Especially the virtual instrument in the digital circuit experiment teaching, the application of effect is more obvious.Keywords: electronic technology experiment teaching advantages of virtual instrumentLabVIEW目录摘要I引言- 1 -1. 1传统电子学实验室教学模式的弊端- 1 -1. 1.1 实验室设备利用率低- 1 -1. 1.2实验信息管理混乱- 1 -1. 1.3 实验教师工作繁杂- 1 -1. 2 虚拟仪器在电子实验教学中的应用- 1 -1. 2.1 虚拟仪器概述- 2 -1. 2.2 LabVIEW的编程简介- 2 -1. 2.3 虚拟仪器中的数字电子技术- 2 -第一章数字电路教学实验的设计- 5 - 1.1平台的构建- 5 -1.2半加器的设计- 6 -1.3全加器的设计- 7 -1.4比拟器的设计- 8 -1.5双向同步计数器的设计- 9 -1.6与非门的设计- 10 -1.7 D触发器的设计- 11 -1.8 JK触发器的设计- 12 -1.9 译码器的设计- 13 -第二章虚拟数字示波器的设计与实现- 15 - 2.1虚拟示波器的介绍- 15 -2.2软件设计思想- 16 -2.3 前面板设计- 17 -2．4信号采集模块- 19 -2.5信号测量和分析控制模块- 19 -2.6虚拟示波器的具体软件设计- 20 -第三章基于虚拟仪器的实验室设计方案- 23 - 3．1虚拟仪器实验室的硬件平台- 24 -3．1．1 DAQ虚拟仪器系统- 24 -3．1．2 GPIB虚拟仪器系统- 27 -3．1．3 VXI虚拟仪器系统- 28 -3．1．4 PXI虚拟仪器系统- 29 -3．1．5 USB和IEEEl394虚拟仪器系统- 30 -3．1．6 RS一232虚拟仪器系统- 30 -3．2虚拟仪器实验室的软件平台- 31 -3．2．1虚拟仪器软件体系构造(VISA)- 32 -3．2．2仪器驱动程序- 33 -3．2．3应用软件- 33 -第四章论文总结- 34 -参考文献- 39 -引言实验室是教学、科研的重要基地,实验室的建立也反映了学校的教学体系、学科建立和管理体制的水平。
y2008届省优秀学士学位论文一等奖论文
二○○八届毕业生学士学位论文论文题目换股合并会计方法选择问题研究—以T C L集团合并TC L通讯为例（英文）Reaserch on Consolidation AccountinMethods—— Based on the case of TCL学院商学院专业姓名学号指导教师2008 年 6 月8 日优秀学位论文作者声明本人郑重声明：所呈交的学位论文是本人在导师的指导下独立进行研究所取得的研究成果。
除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。
本人完全了解有关保障、使用学位论文的规定，同意学校保留并向有关学位论文管理机构送交论文的复印件和电子版。
同意省级优秀学位论文评选机构将本学位论文通过影印、缩印、扫描等方式进行保存、摘编或汇编；同意本论文被编入有关数据库进行检索和查阅。
本学位论文内容不涉及国家机密。
论文题目：换股合并会计方法选择问题研究——以TCL集团合并TCL通讯为例作者单位：江汉大学商学院作者签名：张冬青2008 年6 月8 日目录摘要................................................................................................... (1)Abstract………………………………………………………… (2)绪言 (3)一、文献综述 (3)（一）合并与换股合并的概念综述 (3)（二）合并会计方法选择研究文献综述 (4)二、合并会计方法及评价 (5)（一）购买法概念及特点 (5)（二）权益结合法的概念及特点 (6)（三）两种合并会计方法的比较、评价 (7)1、购买法与权益结合法的比较分析 (8)2、购买法与权益结合法的评价 (9)三、换股合并方式下会计方法选择 (10)（一）权益结合法选择的合理性分析 (10)（二）权益结合法选择的利润操纵动机分析 (142)（三）权益结合法选择的动因分析 (152)四、结论与启示 (185)致谢 (206)参考文献 (217)本文在对我国研究合并会计方法选择问题的文献进行概述的基础上，结合我国新会计准则的规定对购买法和权益结合法进行了详细的比较分析。
我校 2008 年 11 月 SCI 收录论文公布
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