基于熵值法的贸易可持续发展指数——以浙江省的实证研究为例

贸易可持续发展成为我国经济和社会可持续发展的重中之重。文章从贸易可持续发展的定义出发,提出由贸易升级指数、贸易稳定指数和贸易环保指数构成的贸易可持续发展综合评价指数,再运用熵值法实证测算浙江省贸易可持续发展指数,结果表明浙江省2002-2004年实证研究结果符合该时期的实际情况,表明该指数和评价方法是科学合理的。     

中国电信市场未来发展趋势研究

通过对西方国家具有代表性的美英两国近年来电信市场引入竞争的开放策略进行对比分析,结合我国电信市场的改革历程和独有特性,指出未来中国电信市场将在政府的规范和监督下,合理进行产业布局,迅速提高电信企业的技术创新和差异化竞争能力,不断增强国际竞争力。     

城市群可持续发展水平演化及其影响因素研究——来自中国十大城市群的证据

采用基于变异系数的灰色关联分析方法,度量2002-2011年中国十大城市群可持续发展水平并分析其收敛性和影响因素。研究发现:十大城市群在经济发展水平、社会进步程度、生态环境状况、资源供给能力方面呈现显著的差异,城市群可持续发展水平并没有与经济增长的大趋势保持一致;城市群可持续发展水平收敛特征具有分区域特点,全国样本具有非绝对收敛但条件收敛的特征,东部地区城市群绝对收敛特征不显著,但条件收敛特征较明显,而中部与西部城市群具有绝对收敛和条件收敛特征;经济发展水平、社会进步程度等变量与城市群可持续发展水平之间正向相关,但其影响程度在不同区域具有显著差异。     

当代中国农民的居住和迁徙自由权

人作为动物,享有居住和迁徙自由的本能权利。在人类文明的发展进程中,居住和迁徙自由已经上升到国际人权法律的层面,成为举世公认的一项基本人权。20世纪50年代以来,中国在照搬苏联模式建设社会主义中,建立起城乡分离的二元户籍制度,人为地将农民限制在农村,使农民丧失了宝贵的居住和迁徙自由权。在坚持以人为本、树立科学发展观的今天,彻底废除二元户籍制度,恢复和保障农民的居住和迁徙自由权,以自由看待发展,已成为人们的共同关切。     

从不列颠帝国到英语帝国——英语帝国主义的特征

英语帝国主义就是英语的统治地位。这种统治地位的形成与保持建立在英语对其他语言所不断产生的结构和文化的不平等的基础之上。英语帝国主义的特征就是统治和不平等。     

高校管理要树立以人为本的理念

以人为本是高校最重要的管理理念,是高校科学发展观的本质和核心。坚持以教师为本、以学生为本是高校管理的时代特征和必然要求。具体体现在高校管理中就是要坚持"以教师为主导,以学生为中心"。     

科学发展观与21世纪中国复兴

新一届中国政府提出的“发展是硬道理”、树立并落实“科学发展观”、建设和谐社会的治国方略,不仅与当今世界和平与发展的时代主题相一致,也与经济全球化的世界潮流相符合,更是21世纪中国复兴的必然选择。贯彻这一命题,中国目前的当务之急是要坚持全面、协调、可持续的社会发展,注重制度的创新和精神战线的整合,抑制并缩小贫富差距,实现经济能力和效率的协调发展,社会自身基本需要和资源的内生自发发展,社会生活全面综合的整体发展,最终达到以人为目的的真正社会发展,建成民主法治、公平正义、诚信友爱、充满活力、安定有序、人与自然和谐相处的社会。     

美国学校休闲体育计划及其启示

从美国学校休闲体育计划的目标与价值、管理机构、活动方式以及特点等方面作了介绍,以期对我国学校休闲体育计划的发展有所启示。     

Symbols Build Communication and Thought: The Role of Gestures and Words in the Development of Engagement Skills and Social‐emotional Concepts during Toddlerhood

Social skills and symbol skills are positively associated in middle childhood, but the relation between these domains is less clear in newly verbal toddlers. Vygotsky proposed that symbols are both tools for interaction and mental tools for thought. Do symbols help even very young children build skills for interacting with and conceptualizing the social world? Longitudinal data from 108 children and mothers were collected when children were 14, 24, and 36 months. Children's gestures and words during mother–child interactions were used as symbol skill indicators to predict children's abilities to engage others and the number of social‐emotional concepts children portray during play. In a series of growth models, words had a stronger effect on engagement skills whereas early gesture use predicted later development of social‐emotional concepts. Therefore, even in early development, symbols serve as both communication tools and mental tools to construct understanding of the social‐emotional world.     

Japanese and American Children's Reasoning about Accepting Credit for Prosocial Behavior

Children's reasoning about the appropriateness of accepting credit for one's own prosocial behavior was examined. Participants aged 7–11 years old in Japan and the USA (total N = 206) were presented with a series of stories in which a protagonist performs a good deed and is asked about it by another character. Across stories, the protagonist either truthfully acknowledges the deed or falsely denies it, in a statement that is made either in public or in private, and is addressed to either a teacher or to a peer. As predicted, Japanese children judged protagonists less favorably when they acknowledged the good deed in public rather than in private. Further, Japanese children tended to view modest lies more favorably overall than did children in the USA. These results point to the importance of modesty in Japan and to the ways in which Japanese children take into account the social context of communication when deciding whether it is appropriate for individuals to convey information about themselves.