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   

基于生态位理论的高校核心能力评价方法研究   总被引：1，自引：0，他引：1  

纪秋颖  林健 《中国软科学》2006,(9):145-150

本文借鉴生态学中的生态位理论，阐明高校生态位的基本理论。在此基础上，对高校核心能力进行了分析，将高校核心能力解剖为反映高校“态”属性的占有能力、反映高校“态”和“势”界面属性的适应能力、反映高校“势”属性的进化能力三个层面及其相应的三个测度：生态位高低、生态位适宜度、生态位进化动量：提出了基于高校生态位的高校核心能力综合评价方法，并进行了实证分析。  相似文献   

航天技术核心竞争力初探   总被引：1，自引：0，他引：1  

江帆  陈荣秋 《科研管理》2004,25(5):18-23

本文首先对核心竞争力的概念及内容作了论述，认为核心竞争力应包括领导者、技术、策略、文化、组织、环境等6个要素，并通过部分案例阐述了各个要素的作用和相互关系。通过对航天技术发展的分析，认为微电子技术已成为航天技术的核心竞争力。同时，通过对国外军工(航天)微电子技术的分析，佐证了军工(航天)微电子技术存在、发展的必要性和其核心作用。  相似文献   

Understanding bilingual education: an overview of key notions in the literature and the implications for Chinese university EFL education     

Wang Ping 《Cambridge Journal of Education》2017,47(1):85-102

This article starts with a review of definitions of bilingualism. It then discusses the definition of bilingual education with its focus on the analysis of bilingual competence. It is subsequently suggested that a theoretical hard nut to be cracked in today’s bilingual research is to establish the scope of discussion of bilingualism models meeting the specific needs in a specific context instead of simple acceptance of the current EFL teaching models learned from other countries or regions.  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   

大钊精神论析     

闫永增 《唐山学院学报》2017,30(5):7-12

李大钊是杰出的无产阶级革命家,对中国革命作出了重要贡献。在近代革命实践中铸就的大钊精神,即矢志不渝的爱国精神、与时俱进的探索精神、勇于担当的奉献精神,成为中华民族的宝贵精神财富,历久弥新,影响深远。  相似文献   

高校在线教学的教务学工联动机制探索与实践     

张丽靖  李桢  闫雪茹  沈昊宇  赵涵 《中国现代教育装备》2020,(9):10-12

新型冠状病毒肺炎疫情下,高校全面开展在线教学,尽力保证疫情防控期间的教学进度和教学质量,实现"停课不停教、停课不停学"的目标。但线上教学不同于教室课堂,教务学工如何联动做好疫情特殊时期线上教学的日常管理是当前形势下值得思考的课题。以浙江大学宁波理工学院为例,结合在线教学运行实际,分析了在此背景下在线教学存在的问题,并提出了几点教务学工有效联动策略。  相似文献