蒋孔阳：新实践美学的奠基人

蒋孔阳力图消解、突破西方形而上学主客二分思维方式,以全球化的视野研究马克思主义哲学和美学、中国传统美学、西方美学,创造性地提出了“美在创造中”、“人是世界的美”、“美是人的本质力量的对象化”和“美是自由的形象”等命题,对美的本质以及美的规律、美感、审美范畴等美学基本问题作出了系统的阐释,有力地推动了美学学科基础研究的现代进程,为新实践美学的发展指明了方向,并奠定了坚实的基础。     

技术创新与市场互动的支撑环境构筑

市场需求是技术创新的主要动力之一。论文首先论述了技术创新和市场的互动关系。然后,就我国加入WTO后,企业应该如何构筑技术创新和市场互动的支撑环境进行了阐述,其中包括三个方面,从而说明了组织创新、制度创新和管理创新对企业运作的必要性。     

浅析“生态整体论”对我国林业建设的指导意义

我国林业工作在取得巨大成就的同时,也存在着一些突出问题。如人工纯林问题、天然林保护不力、绿化中大面积铺设草皮等现象。其根本原因在于传统的人类中心主义价值观指导下人们只关注森林的工具价值,而忽视森林的内在价值尤其是森林生态系统的价值。罗尔斯顿＂生态整体论＂为人类认识森林问题和森林价值提供了新视角,对林业实践具有指导意义。为实现林业可持续发展,必须扭转人类中心主义观念,实现由以木材生产为主向以生态建设为主的转变,注重维护森林系统整体性、保护生物多样性。     

应对危相：经济学的时代转折

国际金融危机的爆发给予现代经济学界重要启迪：自20世纪新技术革命至今，经济学的研究必须要跟随自然科学的进步实现时代转折。应对此次国际金融危机的挑战，现代经济学的研究至少要在经济人假说、加深对虚拟经济的理解和认识、明确中间效用的适度性、应对现代信用的高度发展、遏制金融衍生品市场泛滥、科学认识现代货币的虚拟性、建立虚实一体化的宏观调控体系、以劳动作为经济学的最基础范畴等方面实现根本性的认识创新。     

关于历史考察课的认识与实践

历史考察课是传统的课堂教学所不能取代的 ,它能激发大学生旺盛的求知欲和探索问题的强烈兴趣     

基于潜类别随机前沿的区域创新效率及其影响因素分析

运用可根据研究对象的潜在属性内生分组的潜类别随机前沿模型,采用1999-2012年中国各省区数据,研究各省区的创新效率及影响因素。结果表明:以人力资本水平和基础设施状况为条件变量,将全国各省区分成两个技术类别,分别有各自的技术前沿和函数形式,A类别中上海市的创新效率最高,B类别中河北省的创新效率最高;平均来看,各类的创新效率均呈上升趋势,贸易开放、产业结构和金融发展对创新效率均有显著的正向作用,同时创新效率在各类内部均存在俱乐部收敛。     

What are Social Work Students’ Perceptions of the Community Practice Method?

Summary. A unique aspect of the social work profession is the combination of intervention on the personal, community, and societal levels and their interaction. The purpose of this research is to determine students’ perceptions of community practice. Qualitative research was conducted among Israeli social work students before gaining any practical experience in community practice. Findings. The results demonstrated a change in students’ perceptions of the importance of community practice to the profession, and the factors that contributed to this change. Applications. Recommendations that may contribute to changing students’ perceptions of community practice are offered to educators.     

自贸区所属城市创新驱动发展评价

自贸区对所属城市创新能力具有直接推动作用。选取福建省为评价对象,应用改进熵值法,实证分析自贸区所属城市创新驱动发展要素及互动关系,指出科技进步、政策支撑、产业参与和环境匹配是区域创新的重要因素,在资源秉赋差异明显的情况下,应着力推进科研投入与措施创新,并加快人才培育和产业集聚。     

Selected indicators for evaluation of eco-innovation projects

This paper addresses a particular innovation projects category, that is, eco-innovation, in line with the fact that a lot of research has been recently carried out in this area, due to increasing attention. Eco-innovation projects are related to development and introducing the new products, processes and services that reduce the overall negative impact on the environment, putting the business and innovation together to create sustainable solutions. The aim of our research is developing a model for prioritization of the most frequent eco-innovation projects in the recycling field. It should be one of the key challenges for national economies as it happens to be one of the current priorities and burning issues for the European Commission (Horizon 2020, CIP, COSME, etc.), giving the proposed model framework. The ranking has been established with regard to common national economy benefits defined through identified criteria, by applying the well-known analytic hierarchy process method of multi-criteria decision-making.     

Intercultural education in everyday practice

While there is substantive work in intercultural education, especially that which proposes intellectual or conceptual road maps for pedagogic interculturalism and, more specifically for the classroom, there is a need to surface the complexity of everyday intercultural classroom practices. This article reflects on some Singapore students’ responses to materials designed to help them engage critically with intercultural issues. These responses can be categorized into three types of tajectories: reifying, critical and conflicted. Reifying practices basically mean that students essentialize individuals, communities and countries despite (and perhaps because of) the intercultural approach to the teaching of communication. Critical trajectories, on the other hand, showcase students’ ability to identify stereotypes and provide much more nuanced characterizations of individuals and countries. Conflicted trajectories, however, seem to be the most dominant classroom practice: these are attempts of students to be critical but, in practice, their criticality is enmeshed in reifying tendencies. In other words, ‘criticality’ as it is envisioned is always incomplete on the ground. Thus, we need micro-lenses in interculturalism and intercultural education to help us critically reflect on and surface essentialisms, tensions and struggles in everyday classroom practice.