企业财务风险的防范与控制

财务风险是企业必须面对的一种非常重要的的风险,对企业的生存和发展有着举足轻重的作用.因此,研究企业财务风险对企业来说非常必要.文章以企业财务风险为研究对象,探讨企业财务风险的防范与控制问题.文章首先介绍了有关企业财务风险的概念和特征,然后分析了企业财务风险形成的原因并针对财务风险形成的原因提出了相应的防范与控制方法.     

国有商业银行治理结构与风险防范问题的几点探讨

我国商业银行的体制改革也已进入了实质性阶段。如何建立符合现代企业制度要求的治理结构，防范金融风险是当前我国国有商业银行改革亟需解决的主要问题。我国国有商业银行治理结构存在产权结构单一，所有虚置等六个方面的问题，必须对国有商业银行治理结构进行再造并完善与之配套的风险防范对策。     

个人住房抵押贷款风险分析

个人住房抵押贷款作为房地产金融的龙头业务和银行零售业务的主要支撑点，正处于发展阶段，许多问题还需在实践中不断探索，体制摩擦、政策失误及信用基础薄弱等因素造成的系统性金融风险日益突出，市场的不稳定和信息的不对称带来更多的系统风险，在具体运作过程中存在许多信贷风险，给银行带来经济损失。     

“No Excuses” in New Orleans: The Silent Passivity of Neoliberal Schooling

Abstract

Drawing on ethnographic data, this article critically analyzes pedagogy in “no excuses” charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study provides empirical evidence that within a market-based system, the purpose of schooling shifts toward the production of assessment data at the expense of culturally relevant practices.     

大学生全面发展中的风险及其成因

大学生全面发展中的风险,是指大学生在发展中的决策及实践活动结果所遭受损失或失败的可能、概率、不确定性。其主要的风险类型有竞争性风险、选择性风险以及网络中的诱惑性风险三种。大学生全面发展中的风险成因包括市场经济的复杂性、社会影响的多重性、信息网络中的主体失落、科技知识学习与使用中呈现的“双刃剑效应”等。     

高中生综合性作业的实践策略

教学的目标是提升学生的综合能力与创新能力，因此在教学过程中，作业是形成学生知识结构，提升学生综合素质的根本活动，基于此，高中生综合性作业实验在为师生提供实践条件的基础上，通过将综合性作业与学科教学相融合，通过促师生实践反思，通过“主客体评价模式”的推行而得以实施与提高。     

高职院校负债办学财务风险问题的探讨

我国高等教育进入快速发展时期，高职院校纷纷走上负债办学之路。本文就高职院校负债办学存在的财务风险以及如何防范这些风险作一探讨。     

经济转型:社会风险与政府调控

社会不稳定一直是困扰第三世界国家发展的主要因素，而经济转型不当则是造成不稳定的一个重要原因。发挥政府的调控功能，保持适度的经济转型有助于维护社会稳定，也有利于促进经济的持续增长。     

A metasynthesis of the complementarity of culturally responsive and inquiry‐based science education in K‐12 settings: Implications for advancing equitable science teaching and learning

Employing metasynthesis as a method, this study examined 52 empirical articles on culturally relevant and responsive science education in K‐12 settings to determine the nature and scope of complementarity between culturally responsive and inquiry‐based science practices (i.e., science and engineering practices identified in the National Research Council's Framework for K‐12 Science Education). The findings from this study indicate several areas of complementarity. Most often, the inquiry‐based practices Obtaining, Evaluating, and Communicating Information, Constructing Explanations and Designing Solutions, and Developing and Using Models were used to advance culturally responsive instruction and assessment. The use and development of models, in particular, allowed students to explore scientific concepts through families’ funds of knowledge and explain content from Western science and Indigenous Knowledge perspectives. Moreover, students frequently Analyzed and Interpreted Data when interrogating science content in sociopolitical consciousness‐raising experiences, such as identifying pollution and asthma incidences in an urban area according to neighborhood location. Specific inquiry‐based practices were underutilized when advancing culturally responsive science instruction, though. For example, Using Mathematics and Computational Thinking and Engaging in Argument from Evidence were infrequently encountered. However, culturally responsive engineering‐related practices were most often connected with these, and thus, represent potential areas for future complementarity, particularly as the United States embraces the Next Generation Science Standards. In considering innovative directions for advancing equitable science education, several possibilities are discussed in light of the findings of this study.© 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1143–1173, 2017     

Raising the Bar: Using Coaching Conversations to Address Issues of Low Expectations for Students in Urban Settings

Abstract

Two instructional coaches explore the effectiveness of targeted coaching conversations to address teachers' perceptions of their students' capacities. In this study, the researchers focus on how specific questions can promote teachers' metacognition of underlying biases held toward their students. Researchers also explore the implications for curricular practices when teachers are prompted to address conceptions of ability.