汉初封国经济发展及其原因探析

汉初封国经济的发展表现在两个方面 :在农业生产中 ,铁农具进一步发展 ,生产技术进步 ,作物品种增多 ,产量提高 ,农业人口增加 ,养殖业发展 ;在手工业方面 ,诸如冶铁、铸币、制盐、纺织等行业都取得了相当程度的发展。封国所处的优越地理环境和王国政府一系列政策措施的推行共同促成了封国经济的全面振兴。     

民国初年教育宗旨的理论基础

文章对蔡元培的教育方针思想作了回溯性的审视和评析 ,并给其以民初教育宗旨理论基础的准确复位 ,揭示了其与民初教育宗旨之间的内在联系 ,从而为民国教育宗旨的研究提供了一个新的视界     

近五年中英幼儿教师职前教育项目的比较及其启示

2014年以来，中英两国均出台了卓越取向的幼儿教师职前培养项目以提升幼儿教师质量，促进幼儿教育高质量发展。通过比较研究两国幼儿教师职前培养项目在培养机构、课程内容、学员情况、经费投入方面的特色及异同点，分析得出我国卓越幼儿园教师的培养实施可借鉴英国幼儿教师职前教育项目的经验，建立卓越幼儿园教师专业标准，开设职前职后一体化培养路径，健全培养质量监管与激励机制三方面的经验。     

大学生心理危机的识别与预警

心理危机的识别与预警既是预防心理危机发生的重要策略，也是对危机当事人和相关人进行生命教育和促进生命成长的重要机会。心理危机产生的原因具有复杂性，发生过程具有阶段性，危机现象具有特殊性，危机爆发具有极端性，危机发生也具有一定规律性。因此，在进行生命教育过程中，需要关注不同类别的生命个体、不同阶段的生命现象、处在规律中的独特生命个体，同时要注意识别生命危机信号和生命求救信号。     

On the Identification and Early Warning of College Students＇ Psychological Crisis from the Perspectiveof Life Education

心理危机的识别与预警既是预防心理危机发生的重要策略，也是对危机当事人和相关人进行生命教育和促进生命成长的重要机会。心理危机产生的原因具有复杂性，发生过程具有阶段性，危机现象具有特殊性，危机爆发具有极端性，危机发生也具有一定规律性。因此，在进行生命教育过程中，需要关注不同类别的生命个体、不同阶段的生命现象、处在规律中的独特生命个体，同时要注意识别生命危机信号和生命求救信号。     

A Preliminary Evaluation of the 1-2-3-Magic Parenting Program in an Australian Community Services Setting

Cognitive-behavioural parenting programs provide caregivers with alternative strategies to harsh disciplining practices but the choice of programs that are evidence-based in Australia is limited. Australian community service workers suggest that having a choice of evidence-based programs is important when matching programs to client needs, and that 1-2-3 Magic is a program used widely in Australia despite its small Australian evidence base. The efficacy of the 1-2-3 Magic program has previously been shown in a controlled trial in an Australian university research setting but little is known about its effectiveness in a “real-world” setting. This study examined a three-session group-format of the Australian 1-2-3 Magic & Emotion Coaching program in a typical metropolitan community service setting. Thirty-eight caregivers with children aged 2–6 years reported a significant decrease in disruptive child behaviour (ECBI), permissive parenting (PS), and parental depression and stress (DASS) from pre- to post-intervention, with results maintained at 3-month follow-up. While these findings suggest that a brief 1-2-3 Magic program is beneficial, it is important to note that methodological limitations (intervention-group only study design and possible confounding variables) do not allow ruling out alternative causes for these improvements. Further research will be needed to confirm that this program can generalise to “real-world” settings.     

基于动画前期创作的大脑图像库的建立探索

动画前期创作是整个动画创作过程中具有决定意义的重要阶段,当前动画前期创作的困境在于创造者的大脑中缺乏可转化的图像素材以及右脑思维发挥不足。如果想要切实提高创作的质量,必须对赖以工作的大脑进行充分的认识,了解左脑和右脑各自的功能和运作特点。基于动画前期创作建立大脑图像库是一个新课题,通过该课题研究可以提升动画创作者的创造力,进而提升国产动画的创作水平。     

Parents’ perspectives of social support and social cohesion in urban contexts of diversity

Although provisions for young children are increasingly considered as ideal places to foster an inclusive and socially just society by embracing issues of social support and social cohesion, there is no in-depth understanding of the role these provisions can play in enabling supportive and cohesive encounters in contexts of diversity. Even more striking is the absence of parents’ voices in this discussion. Based on an analysis of qualitative interviews with 18 parents who use childcare services in urban contexts of diversity, our findings show the relevance of ephemeral contacts with diverse people that could offer bridging opportunities in terms of social connectedness to familiarise within diversity while decoding the other in urban contexts of diversity. However, neither bonding nor bridging contacts appear as self-evident. Our research shows that the role of childcare services might be vital in creating light and temporal communities as the prerequisite for social cohesion to flourish, in both individual as well as collective dimensions.     

Identifying Systemically Important Banks: A temporal approach for macroprudential policies

Contrary to the general belief, systemic risk does not only regard the risk posed by balance sheet relationships and interdependencies among institutions. It also features a temporal dimension related to the inappropriate responses of financial market participants to changes in risk over time. This paper proposes a method to simultaneously address the cross-sectional and the time dimension in which systemic risk materializes. The method is based on the TOPHITS algorithm. It provides three scores, namely borrowing, lending and time scores: the first two represent the systemic importance of the borrowing and the lending activity associated with each financial institution,while the third represents an empirical Early Warning Signal of the financial crisis. Our findings reveal that the identification of the time score as an indicator for an incoming market distress could be relevant to design macro prudential policies.     

Heterogeneous treatment effects on Children's cognitive/non-cognitive skills: A reevaluation of an influential early childhood intervention

The 1962–67 High/Scope Perry Preschool Program, a well-known experimental early childhood intervention study that provided quality preschool education to disadvantaged children, has been shown to have had positive impacts on early child development and on a variety of adulthood outcomes. However, most previous analyses have only examined average treatment effects across all program participants without exploring possible effect heterogeneity by children's background characteristics. We investigated this question by first using the 1964–65 Current Population Survey data in combination with the Perry data to construct a scale of child socioeconomic status based on the estimated propensity for inclusion in the Perry program, then analyzing effect heterogeneity within the Perry sample by strata of our socioeconomic scale. We found that the treatment effects of enrollment in the Perry preschool on cognitive and non-cognitive skills were much larger and more persistent among the most disadvantaged children than among others in the Perry program. Furthermore, among the most disadvantaged children, the treatment (i.e., preschool enrollment) affects later outcomes through a reinforcement mechanism of skill development (i.e., early cognitive gain leads to a non-cognitive gain, which in turn leads to later cognitive gain) and a sequential improvement of cognitive skills over time. These findings have important implications for the evaluation of policy interventions in early child development using experimental data.