企业R&D预算分配的“研发树”模型     

梁莱歆  王嘉 《软科学》2008,22(7)

为解决企业对R&D资金在不同项目之间的分配问题,在研究和借鉴以往决策方法的基础上,构建了适用于大型高科技企业R&D资金分配的"研发树"模型。该方法使R&D预算系统既实现了宏观上的指导功能,又具有微观上的资金控制和配置功能。  相似文献   

摩尔定律的思想潜力和极限   总被引：1，自引：0，他引：1  

马群刚  杨建飞  李跃进  杨银堂 《中国软科学》2002,(9):70-76

集成电路是电子信息产业的核心,在其发展过程中,摩尔定律起到了预言和导向的作用,所以,摩尔定律的思想潜力和应用极限不仅关系到信息产业的前景,也关系到目前人类技术思想的前沿趋向和社会经济形态的进化与转型。本文结合科学方法论关于在两极中保持张力的准则,分别阐述并预测了摩尔定律在电脑、语言辨识、光纤设备和光器件中的应用以及促使摩尔定律达到极限的几个技术思想方面的问题。  相似文献   

新空间经济学:21世纪经济学研究的主题   总被引：6，自引：0，他引：6  

刘朝明 《中国软科学》2002,2(3):104-108

本文采取历史与逻辑相结合的方法考察空间经济学的演变轨迹，从研究 起点看，从经济研究的效率导向原则必然引伸出资源配置的空间结构选择，这正是空间经济学或区域经济学的研究对象；从研究目标看，从区位导向的空间经济学必然转变为以利益导向新空间经济学，从而大大拓宽了空间经济学的内源结构及其所延伸的范畴；从实践过程看，由新空间经济学在探索中确立的标准范畴和组织形式必然转化为各国政府或国际组织所遵循的政策模式或行为规则，从而使空间经济学的标准理论在区域政策以及其管理方面找到了最为适宜的应用土壤。  相似文献   

公司治理与财务困境预测   总被引：2，自引：0，他引：2  

黄善东  杨淑娥 《预测》2007,26(2):63-67

本文在分别借助因子分析和非参数检验方法对公司财务指标和治理因素进行统计处理的基础上,构造并实证检验了用于预测我国上市公司财务困境的两大模型,即仅是包含财务信息与融合财务信息和公司治理因素的Logistic回归预测模型。实证结果表明,作为通过了非参数检验的公司治理因素之关键特征变量——第一大股东派出董事比例,不但与公司发生财务困境的概率之间呈现显著的负相关关系,而且能够显著提高包含该变量的预测模型的回判和预测准确率。因此,公司治理信息应当是利于预测我国上市公司是否可能发生财务困境的重要因素。  相似文献   

计算机犯罪及其对我国刑法的挑战     

龚义年 《安庆师范学院学报(社会科学版)》2005,24(1):89-92

我国刑法中有关计算机犯罪的罪名、犯罪主体、刑罚制裁、刑事管辖权等立法滞后。我国刑法典应修改 :增设计算机犯罪新的罪名 ,降低犯罪主体刑事责任年龄 ,增加单位计算机犯罪的规定 ,完善计算机犯罪的刑罚制度 ,拓展刑法管辖领域  相似文献   

我国所得税会计处理的现状及改进构想   总被引：1，自引：0，他引：1  

何育英 《安阳工学院学报》2005,(6):96-97

目前从我国对所得税会计处理的实际情况看,绝大部分企业采用的是优化程度最低、且旱已被世界上多数国家所摒弃的应付税款法.要想改进这种现状,应用会计国际化的视角探寻个中原因,并以相关制度为突破口进行改进.  相似文献   

Children’s rights in education research: from aims to outcomes     

Hilary A. Smith  Stephen J. Haslett 《Cambridge Journal of Education》2017,47(3):413-438

One approach to children’s rights in research is to adopt a methodology that focuses on eliciting children’s perspectives. Ensuring representative participation from all children allows a diversity of contexts to be reflected in the results, and points to ways in which improvements can be made in specific settings. In cultural contexts where participation in decision-making is not a traditional role for children, their viewpoints are likely to provide results that highlight differences between cultural norms and children’s rights, and can offer an important focus of dialogue among stakeholders. It is proposed that children’s rights can therefore become integral to the whole process of a quantitative research project. This paper describes such an approach used in a Pacific Islands study, which investigated the quality of schooling through a probability-based sample survey of 1560 children in the first three years of formal education in 55 schools in Vanuatu, the Solomon Islands and Kiribati.  相似文献   

Hearing children’s voices? Including children’s perspectives on their experiences of domestic violence in welfare reports prepared for the English courts in private family law proceedings     

《Child abuse & neglect》2017

This research examined Children and Family Court Advisory and Support Service (Cafcass) reports prepared for private family court proceedings in domestic violence cases in England. The research found that in cases where children’s accounts identified them as victims of violence, these disclosures regularly disappeared from report recommendations. Particular discourses regarding ‘child welfare’ and ‘contact’ were identified, which routinely impacted on the ways in which children’s voices were taken into account. Whilst culturally there has undoubtedly been an influential move towards including children’s perspectives in decision-making that affects them, how these views are interpreted and represented is subject to adult ‘gate-keeping’ and powerful cultural and professional ideologies regarding ‘child welfare’ and ‘post-separation family relationships’. This research found that the unrelenting influence of deeply embedded beliefs regarding the preservation or promotion of relationships with fathers continues to have the effect of marginalising issues of safeguarding, including children’s voiced experiences of violence, in all but the most exceptional of cases. Rather, safeguarding concerns in respect of domestic violence and child abuse were persistently overshadowed by a dominant presumption of the overall benefits of contact with fathers.  相似文献   

Adverse family experiences and flourishing amongst children ages 6–17 years: 2011/12 National Survey of Children’s Health     

《Child abuse & neglect》2017

Adverse Childhood Experiences (ACEs) are prevalent in the population and linked to various negative long-term health and social consequences. However, due to the retrospective nature of most studies on the topic, little is currently known regarding ACEs' immediate health impact. This study aims to provide insight into this area by examining the association between a new measurement, Adverse Family Experiences (AFEs), and flourishing amongst children ages 6–17 years in the United States. Data from the 2011/12 National Survey of Children's Health were analyzed. Adjusted prevalence ratios assessed flourishing by the number of AFEs (0 events versus 1, 2, 3/3+) controlling for individual/household characteristics. A sub-analysis examined characteristics of flourishing children ages 12–17 years with 3/3+ AFEs. The results showed children with 1 AFE (APR = 0.87; 95% CI = 0.83-0.91), 2 AFEs (0.74; 0.69–0.79), and 3/3+ AFEs (0.68; 0.62–0.72) were less likely to flourish compared to those without any AFEs. Sub-analysis of children ages 12–17 years with 3/3+ AFEs revealed a higher proportion of flourishing children volunteering, participating in extracurricular activities, and working for pay compared to those who did not flourish. Findings show significant differences in flourishing by number of AFEs and suggest that social connectedness may play a role in determining flourishing amongst children with 3/3+ AFEs. Furthermore, the results highlight the potential importance of identifying children with high AFE counts and helping them build resilience outside of the home.  相似文献   

Students’ writing ‘in transition’ from A-levels to university: how assessment drives students’ understandings,practices and discourses     

Sally Baker 《Assessment & Evaluation in Higher Education》2017,42(1):18-36

The lament that ‘students can’t write’ remains loud and defiant, even after years of research pointing to the myriad factors that make students’ writing challenging, particularly when they move into university. This paper reports on a longitudinal, ethnographic study which explored students’ writing ‘in transition’, from A-levels to university in the UK, through the critical lens offered by the academic literacies conceptual framing. This paper offers critical analysis of the ways that students, teachers and institutions position writing at A-level and university, exploring the assumptions and beliefs that underpin their understandings and practices using Ivani?’s framework of discourses of writing. The analysis proposes that the centrality of assessment in the treatment of language at both levels creates an ‘assessment discourse of writing’, which originates in school, and becomes a defining and restrictive frame for students’ writing as they move into higher education. The analysis further suggests that assessment is the principal cause for the students’ challenges with adapting to the writing requirements of university. Moreover, assessment is used as a metalanguage for discussing writing at A-levels, and can become an unhelpful ‘anchor of continuance’ for students as they move into university.  相似文献