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产品毕业对我国出口的影响及对策 总被引：1，自引：0，他引：1
随着我国的经济快速发展和出口迅猛增长，越来越多的出口产品面临着普惠制中毕业问题的困扰；随着竞争力的提高，这些产品将被取消普惠制待遇。2003年，我国不少出口欧盟的产品被取消了普惠制待遇。此时客观正确的认识和积极主动的应对具有十分重要的现实意义。毕业是取消关税优惠，毕业条款的日益严格在某种程度上反映了给惠国的贸易保护。面对毕业，只要我们积极规避，主动创新，仍会大大受益于普惠制。 相似文献
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This paper investigates the impact of studying the first-choice university subject on dropout and switching field of study for a cohort of students in Germany. Using detailed survey data, and employing an instrumental variable strategy based on variation in the local field of study availability, we provide evidence that students who are not enrolled in their preferred field of study are more likely to change their field, delay graduation and drop out of university. The estimated impact on dropout is particularly strong among students of low socio-economic status and is likely to be driven by lower effort and motivation. 相似文献
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It is often assumed that academically trained scientists have a strong taste for science and are willing to “pay” for the ability to openly disclose their research results. However, little is known regarding how scientists considering jobs in industrial R&D make trade-offs between positions that allow publishing on the one hand and positions that do not allow publishing but offer higher pay on the other. Using data on over 1900 science and engineering PhD candidates about to enter the job market, we find that while some are unwilling to give up publishing at virtually any price, over one third of those most likely to seek positions in industrial research are willing to forego publishing for free. We develop a simple model of the “price” scientists assign to publishing in firms and explore potential sources of heterogeneity empirically. We find that the price of publishing increases with individuals’ preferences for various benefits from publishing such as peer recognition and contributing to society, but it decreases with their preference for money. Scientists who believe themselves to be of high ability and who train at top tier institutions have a higher price of publishing. Yet, they are more expensive to hire (not less) even if publishing is allowed. We discuss implications for research on the economics of science and on compensating differentials, for managers seeking to attract and retain academically trained personnel, and for firms considering their participation in open science. 相似文献
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Is it possible to access the ‘voice’ of pre‐school Children? Results of a research project in a pre‐school setting 总被引：2，自引：0，他引：2
Hilary Cremin 《Educational studies》2004,30(4):457-470
This paper presents a rationale for consulting with very young children to enable their voices to be heard, and taken into consideration, when planning pre‐school provision. It goes on to suggest that the expressed preferences of pre‐school children can be taken as an accurate account of their thoughts and feelings. This is tested through a case study of six 4‐year‐olds in a nursery setting. The research enabled a comparison to be made between what the children said were their favourite areas of nursery life, and their preferences as noted by adults. In five out of six cases, adult perspectives were the same as child perspectives. The paper ends with some exploration of the factors that contribute to reliable consultation with very young children. 相似文献
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[研究目的]现有科技服务平台中科技服务资源数量指数级增长、服务质量多样化,以及企业用户需求难以量化。为解决科技服务平台企业用户与服务资源间的精准匹配问题,提出一种基于企业用户需求的科技服务资源综合推荐算法(EURSTS)。[研究方法]综合考虑科技服务特殊属性和企业背景信息,采用模糊模型量化信息和综合相似度求解,对企业用户和科技服务资源进行匹配推荐。[研究结论]通过与CB算法、基于服务QoS算法的对比说明EURSTS算法能显著的改善推荐效果,其准确率平均提升了30.1%~37.1%,召回率平均提升了0.1%~7.9%,验证了该算法的有效性。 相似文献
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基本遗传算法适应度及遗传算子设计简单,求解复杂优化问题易于早熟,收敛速度慢等缺点.基于遗传算法基本框架,设计新的适应度函数,减少遗传算法中的交叉算子,改进其变异方式,提出一种改进的遗传进化算法. 相似文献
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Anne B. Shlay Henry Tran Marsha Weinraub Michelle Harmon 《Early childhood research quarterly》2005,20(4):393-416
Child care quality plays a crucial role in children's social and cognitive development. While child care quality is a critical issue for all children, it matters more for low-income children. Policy makers have increased the emphasis on allowing parents, not government, to make decisions about the type of care they want for their children. Yet most research on child care quality has focused on how child care professionals, not parents define high quality care. This study investigates how low-income families evaluate child care quality by examining the child care preferences of a sample of low-income African American parents. We employ the factorial survey method, a method used in sociological research to assess people's perceptions and rankings of individual attributes associated with complex multidimensional phenomena. The factorial survey method permits a simultaneous assessment of how respondents evaluate and make tradeoffs among multiple child care characteristics. We assess the impact of child care characteristics on respondents’ perceptions of child care desirability, fair market value, and willingness to pay. Findings indicate that parents’ definition of quality focused squarely on the care giving environment, specifically the qualifications, experience, training and behavior associated with the child care provider. The type of care facility—family, center, relative or neighbor care was largely irrelevant to this sample of parents. Parents believed that the characteristics they defined as desirable child care situations were worth more, and parents were willing to pay more for these characteristics. These parents also defined quality in terms of race and class, and they wanted racial and economic diversity. This research suggests parents may choose lower quality care, not because they do not know what quality is or because they define quality care differently, but because such care may be neither available nor affordable in their communities. 相似文献
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This study was designed to elicit the views and preferences of primary education students’ with general learning difficulties concerning different service delivery modes. The main areas to be investigated were: (a) their current educational provision, (b) alternative modes of provision and (c) the most appropriate provider (mainstream or special needs teacher) of educational support. The sample consisted of 95 students in grades 2–6 who voluntarily participated in the study. Interviews, including seven questions concerning students’ views on and preferences for different educational settings (regular classroom without additional support, resource room, in‐class support), were employed for gathering data. The findings clearly confirmed our hypotheses that: (a) students do hold preferences about where and by whom they should be taught, and (b) they do not unanimously prefer one service delivery mode over another. While the majority of the students preferred the resource room over the regular class, it is significant, at the same time, that almost one‐third of the participants preferred the regular classroom. Students’ preference for educational setting (regular classroom or resource room) was significantly influenced by their view of which setting provides more academic benefits. Regarding their preference for the most appropriate provider of support, the great majority preferred receiving help from the special education teacher. Given that in‐class support is not practised in Greek schools and none of the participants had any experience of systematic in‐class support provided by a special teacher, it was surprising to establish that almost one‐half of the students preferred to receive the additional support within the regular class. Students’ preference for a service delivery mode (pull‐out or in‐class support) was significantly influenced by: (a) their preference of educational setting (regular classroom or resource room), and (b) their views of which setting provided greater academic benefit. 相似文献