我国证券民事责任制度不足与完善

我国现行证券法中规定的民事责任制度存在着一定程度的缺陷,突出地表现在民事责任的缺位,这不利于保护投资者的合法利益.应加强立法对内幕交易、操纵市场等扰乱证券市场秩序的行为进行控制.     

The Kantian idea of hope – Bridging the gap between our imperfection and our duty to perfect ourselves

Abstract

This journal recently published a special issue on Kant, evil, moral perfection and education. The essays included in the special issue discussed the vulnerably and imperfection of human beings and the role of education as facilitating such beings in their pursuit of moral perfection. The contribution of this article is to put forward a Kantian idea of hope as a response to the difficulty of holding imperfect agents to an impossibly high standard (perfect virtue). Hope plays an enabling role for human agents, mediating the seemingly unstable relationship between imperfect moral agents, characterised by radical evil, and their duty to elevate themselves to the idea of moral perfection in an uncertain world. As such, hope can be seen as a response to the editors’ call to bring attention to the need to work with the vulnerabilities and imperfections of human beings through education and social change. One practical way in which education can accomplish this task is through role modelling. A further contribution of this article is to advocate a Kantian idea of impure role modelling (the role model as imperfect but hopeful).     

Primary teacher education in England: 40 years on

Exclusion from school is a disciplinary sanction used in English schools to manage behaviour by limiting a young person’s attendance at school and the over-representation of Black pupils in national exclusions statistics has been a long-standing cause of concern. This paper reports on the findings of a small-scale, qualitative study that explored the opportunities that the student teachers in the Initial Teacher Education (ITE) departments of four English universities had to gain an understanding of this particular form of educational inequality and how it might be addressed. Despite a strong focus on diversity and social justice within each institution, interviews with the student teachers highlighted gaps and inconsistencies in their opportunities to learn about exclusion from school and its disproportionate impact on Black young people. Nevertheless, Initial Teacher Education programmes emerged as an important space from which to explore student teachers’ understandings of this issue, with a view to moving them beyond the sort of more individualised understandings that militate against recognition of this as an equalities issue.     

The influence of entry route to teaching on Irish pre-service primary teachers’ attitudes towards mathematics

Abstract

Research examining the characteristics of both qualified and pre-service teachers focuses on traits including gender, socio-economic and socio-demographic background, knowledge and a variety of relevant affective constructs. Studies also investigate such traits among entrants to initial teacher education (ITE). The desire for more diversity within the teaching profession has led to alternative entry routes to the teaching profession (consecutive model for post-graduates) for those who may be unable to gain entry via the traditional concurrent (undergraduate) route. Internationally, there are divergent viewpoints and practices in relation to the value and use of the respective routes. This paper presents a comparative study within the Irish context, examining whether the consecutive model route to ITE promotes diversity in terms of entrants’ attitudes to mathematics. The study examines the entry-level mathematics attitudes of two distinctive groups of ITE entrants, namely 419 concurrent and 59 consecutive elementary pre-service teachers, in one Irish ITE institution prior to engagement with their ITE mathematics education programme. It compares their enjoyment of mathematics as well as their beliefs regarding the value of mathematics and examines the extent to which any distinguishing differences are apparent among the respective cohorts using the Aiken’s Revised Mathematics Attitude Scale. Analyses indicate generally positive attitudes among both cohorts; however, differences are evident between the cohorts with the consecutive route cohort demonstrating particularly apposite attitudes. The findings support the belief that the consecutive ITE route holds merit and prompts further investigation regarding the unique dispositions that these entrants possess.     

Practicalising theoretical knowledge in student teachers' professional learning in initial teacher education

This paper reports the findings collected from a four year longitudinal study aiming to investigate the professional learning of student-teachers in Bachelor of Education programmes. Four case studies which suggest a typology of ways of practicalising theoretical knowledge with one extreme as the testing out of teaching approaches mainly to find out their practicality in the school context to the other extreme whereby the student-teacher sought to work out a schema or personal theory were identified. Influences from the campus-based and the field-based components of the teacher education programme are drawn. The paper ends with implications for initial teacher education.     

Evaluating initial teacher education programmes: Perspectives from the Republic of Ireland

Research studies in teacher education have focussed on the outcomes of preparatory programmes. Less attention has been paid to the processes through which professional learning is acquired. This article argues that the study of attitudes and persuasion is very important in teacher education. The elaboration likelihood model (ELM) of persuasion provides an integrative framework to analyze empirical evidence from a five-year study, conducted in the Republic of Ireland, which presents findings from an in-depth survey of 2348 respondents. This model highlights many salient issues that teacher educators should consider when engaged in programme development, delivery and evaluation.     

Curriculum studies in initial teacher education: the importance of holism and project 2061

Initial teacher education programmes, in order to comply with the requirements for teacher registration, are usually expected to introduce student teachers to the mandated curriculum. Often this is done uncritically, so students tend to accept rather than examine the underlying epistemological model which partitions knowledge into distinct ‘pillars of wisdom’. But there is little agreement over how knowledge is to be partitioned, which raises the question of if it can be partitioned at all. A different philosophical model—holism—is proposed based on the metaphor of a spider's web, and the Queensland ‘New Basics’ project is given as an example which fits this alternative approach. A second problem is in the overcrowding of the curriculum and here Project 2061 offers a set of robust criteria for making rational decisions about curriculum content.     

奎因翻译不确定性论题之哲学渊源及其不完备性

奎因翻译不确定性论题是针对传统的意义理论而提出,其直接原因是意义的不确定性和指称的不可测知性,从哲学渊源来看,它是奎因自然主义语言观和行为主义意义观的必然结果。该论题看似如数学定理,却也存在一些缺陷和不完备性,对其进行解读和归纳有利于消除误读。     

Fit(ness) to teach?: disability and initial Teacher education in the republic of Ireland

The lack of diversity in the teaching profession is recognised internationally [Schleicher, A. 2014. Equity, Excellence and Inclusiveness in Education: Policy Lessons from around the World. Paris: OECD]. Research shows consistently that teachers from majority socio-economic and ethnic groupings dominate, often in contrast to school populations. While studies in the USA and the UK have shown that teachers with disabilities are significantly under-represented compared to the general population, there has been a dearth of research in this area in Ireland, including in relation to initial teacher education (ITE). Following a review of the literature and an overview of the study’s methodology, we present findings exploring 2014 ITE applicants and entrants with respect to their dis/ability status and intersections with other socio-demographic variables based on data gathered in the Diversity in Initial Teacher Education in Ireland national research project, establishing the first national dataset about disability in Irish state-funded ITE. While we identified increases in the proportion of disabled students entering ITE, especially at postgraduate level, applicants with disabilities were significantly less likely to be accepted into undergraduate primary ITE than were those without, and there was considerable variation in the proportions from different categories entering ITE. We end by discussing the significance and implications of our findings in terms of practice, policy, and further research.     

像集压缩映射的不动点

在像集压缩的条件下讨论映射的不动点,也就是从像的整体出发,而不是从集合中单个点的像出发来研究不动点,在不要求连续映射的条件下,集合А到自身的映射,只要求А与f（A）之间满足一定关系时,映射也存在不动点。