VaR模型在我国养老基金投资风险控制中的应用

养老基金的投资面临多种风险,要实现其保值增值,必须进行风险度量和监控。VaR模型作为一种新的金融风险管理工具,因其有别于传统的金融风险管理工具的特点,在西方受到广泛青睐。探讨该模型在我国养老基金投资风险控制中的应用。     

浅谈罚金刑在立法、适用与执行中存在的问题

罚金刑是刑法规定的三种附加刑之一。罚金刑在立法内容、适用与执行等方面存在着法律涵量值过大、司法解释与刑法规定不一致、审判人员自由裁定权过大、执行不到位等问题。     

幼儿情绪健康教育刍议——从一项心理健康教育课程的实施效果谈起

比比和朋友是一项系统化的幼儿心理健康教育课程,情绪健康教育是其中的重要内容之一。许多教师以往对幼儿的情绪存在诸多误解。从教师对比比和朋友课程实施效果的反馈看,幼儿有着复杂的情绪体验,有发展情绪认知的基础和需要;幼儿需要表达情绪,但也存在情绪掩蔽的问题;幼儿能在群体中自主建构和掌握丰富的情绪调节策略。情绪认知、情绪表达和情绪调节是幼儿情绪健康教育的三项重要内容,教师不能忽视其中任何一方面。教师应改变传统观念,为幼儿提供系统、完整的情绪健康教育支持。     

自我导向学习浅析

国外对自我导向学习的研究已经处于一种比较成熟的阶段,其研究成果对于我国现阶段大力推广的“自主、合作与探究学习”新一轮课程改革具有现实的指导意义。自我导向学习活动的实施包括以下步骤：拟定完整可行的学习计划;寻求适当的学习资源;进行切实有效的学习活动;客观公正地评价学习结果。     

职业技能鉴定工作的现状及思考

本文对高职院校职业技能鉴定工作的状况进行分析,提出了深化教学改革,加强实践教学基地建设,充分发挥实践教学与职业技能鉴定工作相结合的优势,强化职业技能鉴定的组织管理等有效措施,以确保职业技能鉴定工作的实施效果。     

预算支出执行中存在问题及对策探析——以连云港市为例

近年来,随着经济持续稳定发展,连云港市经济实力逐步增强,在财政收入年年上台阶的同时,财政支出的规模及范围也在不断扩大。但是,在预算支出执行中也存在着一些问题。文章分析了预算支出执行中问题产生的原因,并从深化部门预算改革、努力提高年初预算的效用性、严格界定财政支出项目和范围、优化支出结构、建立预算执行考评机制等方面提出具体改进措施。     

Teachers’ perceptions and concerns about the implementation of the 2005 preschool curriculum in Tanzania

The aim of this study was to examine teachers’ perceptions and concerns about the implementation of the preschool curriculum developed over 10 years (2005–2015). This paper reports findings from an interpretive case study design in four preschool settings in Tanzania with 12 teachers and 8 parent participants. Data were generated using interviews and documentation. The research focus was on how teachers have implemented the 2005 preschool curriculum. The findings indicate that the implementation of the curriculum was problematic due to teachers’ lack of knowledge of a child-centred pedagogy. In addition there were no teachers qualified to work with young children, overcrowded classrooms, poor teaching and learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of early education, teachers need to develop their professional knowledge through in-service training. The government policy planners need to provide initial teacher education, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices.     

Orienting Schools Toward Equity: Subgroup Accountability Pressure and School-Level Responses

Abstract

This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.     

Does Fidelity of Implementation Account for Changes in Teacher–Child Interactions in a Randomized Controlled Trial of Banking Time?

This study examined fidelity of implementation in a randomized trial of Banking Time, a classroom-based intervention intended to improve children's behavior, specifically for those at risk for developing externalizing behavior problems, through improving the quality of teacher–child interactions. The study sample comes from a randomized controlled trial that took place over three years and included 183 teachers and 470 preschool children recruited across three sites. Results exploring fidelity of implementation indicated that Banking Time practices were present across treatment and nontreatment groups. In addition, the presence of more Positive Banking Time Practices accounted for improvements in teacher–child interactions while Restricted Banking Time Practices showed inconsistent patterns, relating both to positive and negative teacher–child interactions. Further, random assignment to Banking Time resulted in the presence of more Positive Banking Time Practices and fewer Restricted Banking Time Practices, which accounted for the improved teacher–child interactions. Thus, findings point to the critical need to better account for intervention fidelity across conditions in randomized trials, allowing for better understanding of the mechanism through which interventions lead to intended outcomes.     

深化产教融合:理论依据、实践基础与实现机制

产教融合已经成为国家战略和社会共识,也是教育发展的重要规律。产教融合是教育系统和产业系统互联互通、紧密协作的融合发展过程,是社会各领域要素相互渗透、交叉、协同基础上的异质性、互补性融合。依据教育的内外部关系规律和大学—产业—政府三螺旋创新模型,在社会大融合环境、产业融合、科教融合等广泛社会实践基础影响下,深化产教融合需要通过实施组织治理、协同创新、合作联盟等机制,才能有效推进产教融合纵深发展,服务于创新人才培养和经济社会发展。