Spillover Effects of Carbon Footprint Labelling on Less Developed Countries: The Example of the East Asia Summit Region

The spillover effects of carbon footprint (CFP) labelling are particularly significant in the East Asia Summit (EAS) region which has closely integrated production networks, wide development gaps and predominantly small and medium‐sized enterprises. Poor management of the effects would undermine not only the effectiveness of CFP labelling, but also EAS efforts towards economic integration and the narrowing of development gaps. Well‐designed labelling schemes, accessible and affordable data and transparent certification processes are essential, as well as capacity‐building and engagement of non‐labelling countries, in particular LDCs.     

Brain drain in Venezuela: the scope of the human capital crisis

ABSTRACT

Brain drain, the exodus of highly skilled professionals, has a strong connection with Human Resource Development (HRD), as these experts are human capital for organizations, communities, and nations. In today’s global economy, HRD practitioners and scholars need to keep abreast of what circumstances trigger the migration of talented workers around the world and the implications for HRD. This article describes the brain drain in Venezuela. The magnitude of the talent crisis is the result of a complex combination of poor policy implementation, mismanagement, corruption, and socio-economic and political conflict. This article exposes the current realities and the repercussions the exodus of talent has had on Venezuela and the decline of a country that was once among the world’s richest, but is now an impoverished nation.     

从《橘颂》看南国橘和橘文化

屈原是战国时期楚国人,其《橘颂》对橘树的热情礼赞反映了先秦时期橘生南国的情况。从《橘颂》及有关的记载中可窥测到南国橘的种植分为楚国、吴越和巴渝等几大区。     

冷战后国际环境领域的南北矛盾

冷战后国际环境领域的南北矛盾 ,主要表现在全球环境问题的责任与义务的分担、发展援助与技术转让、环境问题与国际贸易规则的关系等方面。南北差距的日益扩大、环境霸权主义的存在、国家利益的冲突和不合理的国际经济旧秩序等因素阻碍了南北矛盾的解决。要解决国际环境领域的南北矛盾 ,必须树立新的安全观 ,寻求两类国家的利益共同点 ,把“共同但有区别的责任”落到实处。     

作为传记文学家的郑学稼

《鲁迅正传》从书名到内容对鲁迅均持贬损态度。郑学稼研究鲁迅是通过一个人去折射当时的社会思潮与文化思潮,因而该书的某些史料的运用仍有可取之处。在中西文化大论战期间,郑学稼站在卫道士的立场上反对李敖对中国传统思想的批判,使他成了守旧派。在禁谈马列主义的"戒严"时代,郑学稼在台湾反复歪曲、批判马克思主义,这也是对马列主义的另一类"宣传"。这就难怪郑学稼去台后知音甚少,倍感寂寞。     

Risk Perception in a Developing Country: The Case of Chile

In this work we characterize risk perception in Chile, based on the psychometric paradigm, exploring the difference between perceived social and personal risk. For this purpose, we conducted a survey including 54 hazards, 16 risk attributes, and 3 risk constructs. The survey, divided into four parts, was administered to 508 residents of Santiago, Chile. Using factor analysis, three main factors, which accounted for 80% of the sample's variance, were identified: factor 1, commonly called "Dread Risk" in the literature, explained 37% of variance; factor 2, "Unknown Risk," explained 28%; and factor 3, which we called "Personal Effect," explained 15% of the variance. On average, individuals perceived themselves as less exposed to risk and with more control and knowledge about them than the general population. OLS regression models were used to test the association of perceived risk with the three main factors. For social risk, factor 1 had the greatest explanatory power, while factor 2 had a negative sign. For personal risk, only factors 2 and 3 were significant, with factor 3 having the greatest explanatory power. Risk denial (defined as the difference between perceived personal and social risk) was associated with factors 1 and 2 only, with factor 2 having a negative sign. The difference between desired and actual regulation levels proved positive for all hazards, thus indicating that Chileans are dissatisfied with the current regulation level for all the hazards analyzed. The comparison of data at the aggregate and at the individual subject's level suggests that while the aggregate analysis overestimates the magnitude of the correlations it still reflects the tendency of the individual responses.     

部分发达国家师范教育课程设置述析--兼谈我国师范教育课程设置存在的问题

课程作为教学活动的一个基本要素,在培养人才的质量和规格等方面具有十分重要的意义.本文首先分析了部分发达国家在师范教育课程设置方面的特点,如注重师范生宽厚的知识底蕴,加强课程的师范性特色,注重课程体系中的实践性课程,采用多样化的课程结构与模式,等等.在此基础上,本文分析了我国师范教育课程设置中存在的不足与问题,如课程的师范性特色不明显、实践性课程薄弱、学生的知识面狭窄以及师范教育课程结构模式的不平衡性和单一性等问题,并对我国师范教育课程设置改革的措施进行了讨论.     

A personal validation of the social nature of disability: different environments,different experiences

There is neither a unified definition of disability nor a unique experience of disability across the world. The present paper aims to explore the lived experiences of disability in three different countries – Turkey, England and the USA – to evaluate the continued value of the social model of disability in those contexts. A comparison between these countries is provided through the lens of my personal experiences in each country as a disabled student and an academician. As can be seen in each example, whilst impairment does not change, the role of disabling barriers did change depending on the physical, social and psychological nature of the respective environments. We can therefore reasonably refer to the extent to which environments are disabling or non-disabling aspects of each setting. The paper provides a personal validation of the social nature of disability.     

丘逢甲三事考辩

丘逢甲的一生可分三个阶段,每一阶段都熠熠生辉.甲午战争前的丘逢甲是个忧国忧民、淡泊仕途、鄙弃功名利禄积极寻求富民强国道路的知识分子；甲午中日战争起,他散家资筹建义军,首倡自主,临危受命担任义军统领和民主国副总统,与强敌浴血苦战；内渡后,投身教育,为国育才,同情维新派进而转变成一位资产阶级民主革命者,可谓与时俱进.