论“变现”

文章认为，变现部分国有资产是我国建立社会保障体系和国有经济调整与改组的必然要求。一方面，由于社会保障基金的巨大的缺口，作为一种历史欠债，只能通过变现部分国有资产来偿还。另一方面，由于我国国有经济的战略性调整与改组都需要有部分国有资本通过流动变现与重组来实现。由于国有资本在变现、流动过程中发生的只是形态的转换，因此，不存在私有化问题。同时，只要变现方式得当，各项预定目的是可以实现的。     

实施六项举措提升六大作用--浙江大学宁波理工学院开展大学生党员旗帜工程的探索与实践

大学生党员的先进性应落实在大学生的学习、生活和工作诸方面。浙江大学宁波理工学院通过实施以大学生党员挂牌为核心的学生党员旗帜工程,使大学生党员在政治思想、业务学习、班团建设、社会活动、校园文明建设和联系群众等方面的作用都得到了充分的发挥,同时也探索出了一条学生党员做学生思想政治教育工作带头人的新路。     

论非公有制经济宪法地位的确立与提升

非公有制经济的合宪性是其宪法地位确立的前提条件,社会主义市场经济制度的确立是非公有制经济合宪性的基础.我国非公有制经济的宪法地位是随着社会主义市场经济体制逐步建立,在1982宪法的基础上,经过1988年、1993年两次修改后,逐步确立起来的,而随后的1999年、2004年两次修宪则实现了非公有制经济的宪法地位的提升.     

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.     

Enjoying A Good Story: Why We Use Children’s Literature When Teaching Adults

Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’ experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included.     

学习科学与教育政策——2011计算机支持的协作学习国际会议回顾

2011计算机支持的协作学习国际会议于2011年7月在香港举行。此次会议的主题是计算机支持协作学习的研究与教育政策和实践的链接,旨在促进CSCL研究对各级正规和非正规教育领域的政策和实践带来新启示。会议集中了全球学习科学、教育技术与协作学习领域的前沿科学家,是一次有关学习科学的盛会。除了在香港的研讨会,本次会议还增设了在广州、上海和北京的连锁会,因此在大陆也吸引了不少学者参与。作为2011CSCL会议的前奏,主办方在香港举行了一个小型的全球教育政策论坛,20位成员之中,一半是前沿的学习科学研究人员,另一半则是各国际机构的教育政策领军人物,他们就教育的微观与宏观研究,做了别开生面的对话。我们相信,有关学习科学的研究,必将成为教育领域的基础研究。     

Application of Affect to CALL

0. Introduction Since there is not yet any further research on affect in CALL, this paper will attempt to discuss the affect in CALL, and through this educators on the one hand should make good use of CALL, on the other hand they should control or deal wi…     

Assessing early arithmetic abilities: Effects of verbal and nonverbal response types on the calculation performance of middle-and low-income children

In two studies, we compared young children's performance on three variations of a nonverbally presented calculation task. The experimental tasks used the same nonverbal mode of presentation but were varied according to response type: (1) putting out disks (nonverbal production); (2) choosing the correct number of disks from a multiple-choice array (nonverbal recognition); and (3) giving a number word (verbal production). The verbal production task required children to map numerosities onto the conventional number system while the nonverbal production and nonverbal recognition tasks did not. Study 1 showed that the performance of 3-, 4- and 5-year-old middle-income children (N = 72) did not vary with the type of response required. Children's answers to nonverbally presented addition and subtraction problems were available in both verbal and nonverbal forms. In contrast. Study 2 showed that low-income children (3- and 4-year-olds; N = 48) performed significantly better on both nonverbal response type tasks than on the verbal response type task. Analysis of individual data indicated that a number of the low-income children were successful on the completely nonverbal calculation tasks, even though they had difficulty with verbal counting (i.e., set enumeration and cardinality). The findings suggest that the ability to calculate does not depend on mastery of conventional symbols of arithmetic.     

Evaluating a technology supported interactive response system during the laboratory section of a histology course

Monitoring of student learning through systematic formative assessment is important for adjusting pedagogical strategies. However, traditional formative assessments, such as quizzes and written assignments, may not be sufficiently timely for making adjustments to a learning process. Technology supported formative assessment tools assess student knowledge, allow for immediate feedback, facilitate classroom dialogues, and have the potential to modify student learning strategies. As an attempt to integrate technology supported formative assessment in the laboratory section of an upper‐level histology course, the interactive application Learning Catalytics^TM, a cloud‐based assessment system, was used. This study conducted during the 2015 Histology courses at Cornell University concluded that this application is helpful for identifying student misconceptions “on‐the‐go,” engaging otherwise marginalized students, and forming a new communication venue between students and instructors. There was no overall difference between grades from topics that used the application and grades from those that did not, and students reported that it only slightly helped improve their understanding of the topic (3.8 ± 0.99 on a five‐point Likert scale). However, they highly recommended using it (4.2 ± 0.71). The major limitation was regarding the image display and graphical resolution of this application. Even though students embrace the use of technology, 39% reported benefits of having the traditional light microscope available. This cohort of students led instructors to conclude that the newest tools are not always better, but rather can complement traditional instruction methods. Anat Sci Educ 10: 328–338. © 2016 American Association of Anatomists.     

Patterns of Social Interaction of Mainstreamed Preschool Children: Hopeful News from the Field

Much of the research on social interaction in mainstreamed settings has focused on “reverse mainstreamed” or special environments in contrast, the present study observed 600 social interactions in 19 regular preschools. Three findings emerged: a) retarded children are substantially integrated into the emotional and social life of the peer group, but not fully integrated into peer group verbal life; b) there is an inverse relationship between teachers’ initiation of social interaction with retarded children and the degree to which the latter are integrated into peer group life; and c) teachers provide retarded children with more verbal enrichment and emotional protection than these children receive from their peer group. On balance, these findings are fairly encouraging, suggesting that to a considerable extent mainstreaming is working in preschool classrooms.