制约农民致富的制度分析

本文认为农民贫困有三重含义 :一是货币的和实物的收入低、享受的社会福利少 ,即收入贫困 ;二是创造财富和收入的能力差 ,即能力或人力资本的贫困 ;三是获取收入或财富和提高能力的权利和机会少 ,即权利和机会的贫困。这三重意义上的贫困内在联系 ,而且形成恶性循环。从根本上说 ,农民贫困是制度性贫困 ,是不合理的制度决定了农民贫困、制约了农民致富。现行土地制度、户籍制度、税费制度、教育制度和政治体制中不合理的成分是导致农民贫困或不能致富的主要因素     

产品市场化与要素市场化不同步的负面影响透析

文章首先概述了我国产品和要素市场化进程不同步的表现 ,然后详细阐述这种不同步在产业组织效率、产品继续市场化、货币政策效果、城乡二元结构转换、社会苦乐不均等五方面对经济运行所造成的负面影响 ,最后论文结论性指出在下一步要素市场化改革推进中 ,必须对这些问题优先考虑     

A skew factor analysis model based on the normal mean–variance mixture of Birnbaum–Saunders distribution

This paper presents a robust extension of factor analysis model by assuming the multivariate normal mean–variance mixture of Birnbaum–Saunders distribution for the unobservable factors and errors. A computationally analytical EM-based algorithm is developed to find maximum likelihood estimates of the parameters. The asymptotic standard errors of parameter estimates are derived under an information-based paradigm. Numerical merits of the proposed methodology are illustrated using both simulated and real datasets.     

基于SEM的教师精力投入及激励机理研究

为提高教师精力投入程度,提升高校教学质量,以马斯洛需求层次理论为基础,从物质需求、安全需求、尊重交往需求、发展需求4个方面,对需求因素与精力投入之间的关系以及需求因素之间的关系提出研究假设,建立了教师精力投入影响因素结构方程模型; 基于调查问卷数据,分析了结构方程模型(SEM)各因素之间的路径关系及相互效应,并利用显著性指标对模型进行了修正,得到与实际调查问卷数据相符合的教师精力投入影响因素修正结构方程模型。研究表明:高校教师需求结构并非完全与马斯洛的层次需求结构相符,物质需求、安全需求和发展需求都对教师精力投入有显著正向作用,而尊重与交往需求未对教师精力投入产生明显影响作用; 因此,高校应进一步保障教师的物质需求与发展需求,并依据教师岗位的差异性和多元化诉求,制定科学合理的教师激励机制。     

我国城镇社区法治建设探析

城镇社区法治建设是我国社会主义法治建设的重要组成部分,是构建和谐社会、维护社会稳定、繁荣的必然要求。城镇社区法治建设在我国还刚刚起步,虽然取得了一定的成绩,但还有许多问题需要解决,特别是要明确城镇社区法治建设的方向和目标,健全和完善符合我国实际的城镇社区法律制度,在此基础上,严格依法办事。     

The relationship between driving anger and risk could be non-linear. Towards a circumplex model of anger and risk on the road / La relación entre la ira y el riesgo en la conducción podría ser no lineal. Hacia un modelo circumplejo de la ira y el riesgo en carretera

Hypotheses of non-linear relationships are not common in the social sciences, although some relationships among variables are more likely to be curvilinear. Based on previous research, the current study analysed the relationship between driving anger (state anger) and risk (mean speed) in a simulation task. Seventy-two participants completed a driving simulation task and, immediately following task completion, answered a state anger self-reported measure. The results show that a quadratic relationship between these variables explained more variance than a linear relationship (22.2% and 9.0%, respectively). From these results and previous findings, a circumplex model of the relationship among anger, aggression and risky road behaviour is proposed. Finally, the implications of these results are discussed.     

我国产业安全监测预警指数的构建及其应用

在吸收和采纳国内外现有产业安全主要评价指标基础上,充分考虑国民经济运行所包含的诸方面(包括金融环境、信息环境、能源环境等)对产业安全评价的影响,补充设计一组新的指标;同时从产业发展的动态角度模仿层次分析法的结构构建三级评价指标体系,并结合因子分析和专家评判法逐层简化评价指标体系,进一步构建产业安全监测预警指数。为了验证评价指标体系的合理性和可操作性,充分理解产业安全监测预警指数的内涵和原理,我们以制造业历年数据为例,详细地展示了制造业产业安全监测预警指数的构建过程及其结果,全面客观评价了我国制造业产业安全状况的动态变化过程。     

城乡产业结构研究理论框架的构建

去掉要素禀赋论的规模报酬不变的假设,而把集聚经济作为内生变量,就建立了集聚经济理论和要素禀赋论相结合的城乡产业结构研究的理论框架。根据该框架,城市集聚经济的变化、要素价格变化、产业的集聚经济布局指向和运输费用等共同决定了城乡产业结构及其演变。对于北京市城乡产业结构的实证分析验证了上述结论。     

Dimensionality of the Chinese Dyadic Adjustment Scale Based on Confirmatory Factor Analyses

Based on the responses of 1,501 Chinese married adults to the Chinese version of the Dyadic Adjustment Scale (C-DAS), confirmatory factor analyses showed that four factors were abstracted from the C-DAS (Dyadic Consensus, Dyadic Cohesion, Dyadic Satisfaction and Affectional Expression) and these four primary factors were subsumed under a second-order Dyadic Adjustment factor. Invariance of the factorial structure between men and women were also found. The findings suggest that the dimensions of marital adjustment assessed by the Dyadic Adjustment Scale [Spanier (1976). Journal of Marriage and the Family, 38, 15–28] can be replicated in the Chinese culture, although some minor refinement might be needed. The present findings also provide support for the use of the C-DAS for assessing marital adjustment in Chinese people.     

试析环境教育实施中的障碍

〕环境教育作为环境保护基础工程,其业绩显著,但在实施过程中却存在许多困难,其障碍何在？本文初步认为：环境教育资金投入不足是制约环境教育顺利进行的主要因素,社会文化发展总体水平不高是阻碍环境教育的基本原因,政策执行中缺乏有效的监督是环境教育无法深入进行的重要原因,此外,决策者的环境意识滞后及师资培训不足等也起了相当的阻碍作用。