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Financial price forecast issues are always a concern of investors. However, the financial applications based on machine learning methods mainly focus on stock market predictions. Few studies have explored credit risk predictions. Understanding credit risk trends can help investors avoid market risks. The purpose of this study is to investigate the prediction model that can effectively predict credit default swaps (CDS).

A novel generative adversarial network (GAN) for CDS prediction is proposed. The authors take three features into account that are highly relevant to the future trends of CDS: historical CDS price, news and financial leverage. The main goal of this model is to improve the existing GAN-based regression model by adding finance and news feature extraction approaches. The proposed model adopts an attentional long short-term memory network and convolution network to process historical CDS data and news information, respectively. In addition to enhancing the effectiveness of the GAN model, the authors also design a data sampling strategy to alleviate the overfitting issue.

The authors conduct an experiment with a real dataset and evaluate the performance of the proposed model. The components and selected features of the model are evaluated for their ability to improve the prediction performance. The experimental results show that the proposed model performs better than other machine learning algorithms and traditional regression GAN.

There are very few studies on prediction models for CDS. With the proposed novel approach, the authors can improve the performance of CDS predictions. The proposed work can thereby increase the commercial value of CDS predictions to support trading decisions.

The purpose of this paper is to reveal the development of Chinese studies in selective Canadian universities through examining the remarkable careers of three middle-aged ethnic Chinese intellectuals.

This paper analyses the origin and growth of East Asian Studies programs in Canada by first describing the backgrounds of the three scholars. Why did Canadian universities accept them despite their Chinese origin?

Canadian universities are indeed the incubators of racial tolerance. Racism existed in the 1950s but was only confined to the collegial level. Universities generally welcomed a diversified representation of their payroll. While none of three academics founded East Asian Studies programs in their institutions, they had forcibly become their mascots and had lured more students into lifelong studies of the Far East. Despite the early fanfare of their recruitments, all three had become disillusioned with their employers as years passed. They felt their contributions were taken for granted and had shifted their career focuses elsewhere. The Asia-Pacific is still marginally focussed in the Canadian academe.

The three men and many others in the field have sowed the seed for the study of China and the East Asian region in Canada. It is up to future “East Asianists” to carry on this tradition that they had built in the twentieth century.

The purpose of this paper is to examine if personal identification could explicate the black box between participative leadership and employee ambidexterity. Also, the authors aim to explore how and why the top-down effects of higher-level leadership styles affect lower-level outcomes.

The authors collected multilevel and multisource data from top manager teams, and unit managers and employees of research and development, marketing and sales, and operations from Taiwanese technology firms.

The results revealed that individual-level personal identification partially mediated the relationship between firm-level participative leadership and individual-level employee ambidexterity, and individual-level coworker social support moderated the effect of firm-level participative leadership on individual-level employee ambidexterity through individual-level personal identification.

This paper demonstrated the importance of participative leadership and personal identification. It contributed to profound comprehension for potential mechanisms of individual-level personal identification and an enhancer of individual-level coworker social support why and how affects firm-level participative leadership on individual-level employee ambidexterity.

This paper gives a comparative analysis of the foundation of sinology in two Canadian universities. Despite not having diplomatic exchanges, Canada's new relationship with the People's Republic of China (PRC) ignited a China interest in the Canadian academe. Through York University and the University of Guelph (U of G)'s experiences, readers will learn the rewards and challenges that sinology brings to Canadian higher education.

This paper offers an overview of the historical foundation of sinology in the Canadian academe. Who pushes through this process? What geopolitical developments triggered young and educated Canadians to learn about China? This paper assesses York and Guelph's process in introducing sinology by relying on university archival resources and personal interviews. Why was York University successful in its mission, which, in turn, made into a comprehensive East Asian Studies degree option in 1971? What obstacles did the U of G face that prohibited it from implementing China Studies successfully?

After 1949, Canada took a friendlier relationship with the PRC than its neighbor in the south. As China–Canada relations unfolded, Canadian witnessed a dramatic state investment in higher education. The 1960s was a decade of unprecedented university expansion. In the process, sinology enjoyed its significant growth, and both York University and the U of G made their full use of this right timing. However, China Studies at the U of G did not take off. Besides its geolocation disadvantage, Guelph's top-down managerial style in the 1960s, which resulted in collegial disillusionment, was also a significant barrier to this program's success.

Before the Internet age, universities were the first venues for most Canadians to acquire their initial academic knowledge of China. After the Second World War, sinology became popular among students as China became one of the world's “Big Fives”. More Canadians became romanticized with Maoism while opposing America's containment policy. York and Guelph exemplified this trend in Canadian history. Contrary to popular belief, historian Jerome Chen did not establish York's China Studies. Likewise, an ex-US diplomat John Melby did not bring China into Guelph, sinology arrived due to individual scholastic initiatives. Visionaries saw envisioned China's importance in the future world community.