列宁晚年与邓小平晚年经济思想比较

章通过对列宁晚年的新经济政策与邓小平晚年提出的改革开放、建设社会主义市场经济等经济思想进行“纵向”和“横向”的比较，表明列宁晚年与邓小平晚年的经济思想是世界社会主义理论与实践中两座不朽的丰碑。     

论邓小平经济理论的内在活力

邓小平经济理论的内在活力,主要指它既继承、发展和创新了马克思主义经济理论,也为以江泽民为核心的中国共产党第三代领导集体发展、创新这一理论奠定了重要的基础。邓小平经济理论的内在活力主要表现;第一唯物辩证法的运用使邓小平经济理论能够不断地开辟认识真理的道路;第二,理论与实践与统一使邓小平经济理论具有永恒的生命力;第三,创新性的思维品格使邓小平经济理论不仅是“创新的理论”,而且也做了“理论的创新”;第四,直观现实的开放性使邓小平经济理论开拓了马克思主义经济学的新境界,为以江泽民为核心的中国共产党第三代领导集体发展马克思主义经济提供广阔的理论空间,成为永葆青春活力的理论。     

邓小平经济理论的实践特色探析

伟大的理论来自伟大的实践，同时对实践具有指导作用。邓小平经济理论是邓小平理论中极为重要的组成部分，邓小平提出了检验经济理论、政策是否正确的实践标准和尊重实践、尊重群众的首创精神等一系列科学论断，使其经济理论具有了鲜明的实践特色。深刻认识和把握邓小平经济理论的实践特色，对我们进行社会主义现代化建设具有重要的理论意义和现实意义。     

邓小平经济管理思想试探

本文对邓小平的经济管理思想分为5个方面进行了较为系统的探讨,并结合他关于“计划与市场都是经济手段”的思想作了分析,对促进经济建设有一定的理论意义与实践价值。     

邓小平辩证法思想对湛江跨越式发展的启示

“要照辩证法办事”是邓小平同志哲学智慧的方法论特征,是中国这个古老民族在当代能实现伟大复兴的根本保证。在湛江实现跨越式发展的过程中,邓小平提出“三个有利于”的标准,以及他对社会主义的认识和他实践辩证法的风格,给湛江的经济建设和发展带来了非常重要和有益的启示。     

邓小平"两个大局"思想对新时期区域经济发展的历史启示

邓小平“两个大局”思想是我国区域经济发展经验的智慧结晶,它内涵着区域经济非均衡协调发展思想和战略。在我国全面建设小康社会目标、统筹区域发展的新时期,“两个大局”的思想及实践为我们发展区域经济提供了可资借鉴的宝贵历史启示。     

邓小平经济理论的实践特色探析

伟大的理论来自伟大的实践 ,同时对实践具有指导作用。邓小平经济理论是邓小平理论中极为重要的组成部分 ,邓小平提出了检验经济理论、政策是否正确的实践标准和尊重实践、尊重群众的首创精神等一系列科学论断 ,使其经济理论具有了鲜明的实践特色。深刻认识和把握邓小平经济理论的实践特色 ,对我们进行社会主义现代化建设具有重要的理论意义和现实意义。     

邓小平共同富裕思想研究

共同富裕思想是邓小平经济理论的重要组成部分,有着深刻的思想内涵。其理论基础是解放思想,实事求是;其实践方略是从“一个大政策”入手,通过实施“两个大局”,最终达到共同富裕。     

邓小平非公有制经济思想的形成及其当代价值

改革开放后,邓小平在建设有中国特色社会主义实践过程中,逐渐形成了以公有制经济为主体,非公有制经济为有益补充,大力发展个体和私营经济,积极利用外资为核心内容的非公有制经济思想。邓小平非公有制经济思想的形成,有着深厚的理论基础,丰富的实践基础和独特的时代背景。党的十八届三中全会以来,全面深化改革,邓小平非公有制经济思想对推动非公有制经济的发展,促进经济体制的改革,实现我国经济健康科学发展依然有着重要的现实意义。     

邓小平经济政治观探源

邓小平的经济政治观,是指邓小平把经济问题上升到政治高度,从政治角度认识和处理经济建设和发展问题的根本态度和基本观点;是对马克思主义政治观,特别是对列宁关于“经济方面的政治”、毛泽东关于“政治工作是一切经济工作的生命线”的观点在我国改革开放和社会主义现代化建设伟大实践中的丰富和发展。对马克思主义经典大师关于经济方面的政治观作一历史的、逻辑的考察,有助于我们进一步认识和理解邓小平的经济政治观。正确认识和理解邓小平的经济政治观,对于我们处理好改革开放和社会主义现代化建设中的政治与经济的关系,从政治高度总揽以经济建设为中心的现代化建设的全局,具有重大的理论意义和现实意义     

Counternarrating Racialized Expectations at School: The Diverse Enactments of “Non-Dominant” Identities Among 1.5-Generation Japanese Immigrant Youth

This study adds to the research on the education of Asian immigrant adolescents by situating how generation, language, nationality, and race complexly impacted how a group of 1.5-generation Japanese youth have made sense of their multiple “non-dominant” identities as immigrant Americans and transnational students within an urban high school setting that publicly promoted a mission of inclusivity but, in practice, devalued “non-dominant” cultural and linguistic expressions. The findings highlight how the youth have contested the English-only ideologies and racialized expectations at their school through alternative literacies and other diverse enactments of their identities, such as by speaking Japanese or Japanglish (a mix of Japanese and English) and expressing their “Made in Japan” pride through the public display of nationalistic symbols and various bilingual or Japanese-language textual representations. New directions are offered for theorizing 1.5-generation Asian immigrant youth linguistic expressions with implications for practice and theory.     

“Screening” or “Meritocracy”: Does the Choice of a Private School Help Students Achieve Higher Academic Performance? —Based on the PISA 2018 Analysis of Four Provinces and Municipalities in China

The introduced policy of “synchronized enrollment of public and private schools” has once again triggered the debate on the effectiveness of public and private schools. Based on the data of the Program for International Student Assessment (PISA) 2018 from four Chinese provinces and municipalities, this paper explores whether private schools gain a relative advantage in student academic performance through student “screening” or academic “meritocracy,” through a hierarchical linear model (HLM) and an empirical test of the propensity score matching (PSM). It has been found that the academic performance of students in private schools is significantly better than that in public schools. But with background, metacognitive ability, and learning hours of students in private schools controlled for, such academic performance is not significantly superior, suggesting that private schools rely heavily on student “screening” to achieve a relative advantage in student academic performance. This finding has also verified the scientific nature of the above policy.     

爱国实业家卢作孚与中国西部科学院

３０年代初,深受“五四”民主与科学精神影响和日本帝国主义觊觎中国野心刺激的爱国实业家卢作孚,在创办民生轮船公司、经营北碚峡区等事业初成之际,不惜斥巨资、耗精力、费心血,首创民营的中国西部科学院,并将管理民生公司的成功经验运用于科研机构,使该院于艰苦条件下仍在理化、地质、农林、生物等领域和科普方面成果卓,为抗战时期的大后方经济开发和日后的西南建设作了重要的铺垫。     

THE PRIVATIZED PUBLIC: ANTAGONISM FOR A RADICAL DEMOCRATIC POLITICS IN SCHOOLS?

In an extended era of privatization initiatives, when accountability principles and competitive business logics pervade school discourse and practice, what is left of the “public” part of public schooling? When market rationality privileges individualism and competition and provides much of the justification for the aims of U.S. schools, how is the notion of the public good evidenced? In this essay Deron Boyles makes the claim that public schools inordinately function as private markets—as places where a unidirectional narrative of “givens” reinforce individualism, competition, and corporatization under the guise of merit, testing, and school‐business partnerships.     

抗日战争中抗币与法币、伪币斗争述论

抗战期间，我党在同日、伪、顽等反动势力进行军事、政治斗争的同时，还在经济领域同其进行着激烈的金融货币斗争。抗币在这场斗争中诞生、成长、壮大，逐步建立起了良好的信誉并占据了市场，形成了中国共产党领导下的独立自主的抗区货币体系，推动了抗日根据地的建设与发展，对中共领导的敌后抗战的全面胜利发挥了积极而又重要的作用。     

Private Tutoring and Social Cohesion

Mastering the public school curriculum is so important to a child's occupational future that in many regions of the world “shadow” education outside of the public system has now become the norm. In one way, this is excellent news because private investment in human capital is a strong contributor to economic and social development. However, private demand is driving a separate and powerful private industry. According to the constitutional standards in many countries, education is supposed to be “free.” This suggests that, in some instances, shadow education might be unconstitutional. The United Nations Declaration on Human Rights also says that education should be free. This suggests that in some circumstances, shadow education may be contrary to the principles of human rights. The question addressed in this article is whether shadow education is wrong. This article summarizes the arguments in favor and against shadow education and ends with a series of recommendations to better manage what has become a worldwide dilemma.     

西方经济学分析范式的演变

从 18世纪古典经济学产生以来,经济学家就形成了把“自私人”作为人类经济行为的范式。随着经济实践的发展,古典主义的分析范式在不断得到修正,并推动整个经济学体系的发展和演变。     

Race and Genetics from a Modal Materialist Perspective

Prevailing idealist and materialist theories of rhetoric fail to account for the continual circulation and recirculation of “racism” as a scientific discourse. An alternative theory of modal materialism addresses this problem by suggesting that the properties of all being are constituted through three distinguishable forms of matter that include the “physical,” the “biological,” and the “symbolic.” A sufficiently lush and nimble conceptualization of human action requires consideration of the interaction of all three modes in theory and in practice. The theory of modal materialism is illustrated through a consideration of the discourse of race and genetics as it was recirculated and modified in 2005 and 2006 by publications in the journal Science, and which were amplified for a larger reading public through circulation in the New York Times.     

The school in the state and the state in the school: the social re-production of education systems in a mobile modernity

Schools offer powerful scope for viewing and comprehending the wider society in which they are produced and replicated. The ways in which schools are structured, positioned, funded, managed, appreciated, critiqued, cared for and neglected, presents us with a means for seeing beyond the rhetoric of a nation state to the lived realities faced by its citizens. In this paper I want to link the development of Australian educational policies to shifts in socio-cultural thought and practice that reflect and reproduce a mobile modernity. I am interested in school funding policies as they relate to the private, or non-government education sector from the late colonial period to these so-called neo-liberal/late modern times. The interrogated scenes shift about amongst a complex of interrelated fields, from the urban to the rural, the public and the private, as well as the primary, secondary and tertiary layers of educational “offerings”. The periodization reveals a loosening of commitments to a secular, state-centred, welfare-focused modernity, towards a privatizing, individualizing “second modernity”. Drawing from a range of empirical studies of school choice I highlight the shifting ideas and practices of those involved in the re-production of both public and private schools either as professionals/workers in the system, or as “consumers” of the products available in education’s “quasi-markets”.     

论中美《桐油借款合约》之后的湘西桐油业

中美《桐油借款合约》是抗战初期美国对华的首次援助,增强了中国军民抗战的信心。为了偿还借款,国民政府对桐油实施统购统销,湘西的桐油业在这一时期种植面积增加,传统的运输路线发生改变,交易系统亦发生重大变化。中美签订"桐油借款"之后,传统的湘西桐油业发生了很大改变。