生态文明视阈下的贵州可持续发展路径探析

以可持续发展战略理论指导贵州经济社会又好又快发展,是在现实条件下实现缩小贵州与全国发展差距的必要选择。贵州是典型的喀斯特山区,生态环境脆弱是突出的特点,其发展必须在保护生态环境的基础上进行。就是说,构建贵州可持续发展战略必须在分析省情的基础上,针对问题从目标层面、策略层面及行动层面进行决策和采取相应措施,坚持以经济社会发展与生态环境发展相协调为中心的可持续发展战略路径。     

博弈论视角下《越狱》的经济学分析

以博弈论视角为出发点,在引入西方经济学序数效用理念的基础之上对美剧《越狱》中的部分场景进行了鹰鸽博弈、斗鸡博弈、不完全信息博弈以及不确定性博弈下的经济学分析,带来了一种不同视角的剧情新体验。     

随机内生增长模型中的福利性政府开支

通过引入福利性政府公共开支,建立一个连续时间随机经济增长模型,讨论了政府花费的波动及收入税率对经济的宏观影响,利用随机最优化方法,确定了均衡状态下的消费一财富比、期望经济增长率和关注福利的政府最优选择．     

经济特区建设对喀什民族基础教育的机遇与挑战

喀什经济特区的设立对喀什民族基础教育带来了空前的发展机遇,同时也带来了很大的挑战。本文从这一点出发,分析喀什民族基础教育面临的机遇和挑战,提出应对这些机遇和挑战的对策。     

中国医药城核心竞争力影响因素分析

中国医药城是国内唯一的国家级医药高新区,但其面临国内外医药产业园巨大的竞争压力.通过分析中国医药城现状和影响竞争力因素,并结合波特的钻石理论体系,提出中国医药城提升核心竞争力的运作模式、人力资本和园区文化三大要素,这是培育“中国第一,世界有名”的医药园区的关键.     

综合评价方法在防砂方式优选中的应用

为解决油田疏松砂岩油藏油井出砂问题,发展了多种防砂技术,然而每种防砂方式有各自的适应性及优缺点．针对目前油井防砂方法优选存在的问题和不足,拟采用模糊数学原理,初选技术上可行的防砂方法,然后利用经济评价模型给出经济有效的防砂方法,再结合两种方法的计算结果,进行综合评价,优选出技术上科学合理、经济高效的防砂方法．为油田防砂方法的选择提供决策依据．应用综合评价方法对两口井进行了计算分析,通过综合评价模型给出了适合该井的技术合理、经济有效的防砂方法;另外,当模糊数学评价模型与经济评价模型计算结果有差别时,要结合综合因素进行选择．     

From special to inclusive education in Macau (SAR)

The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of inclusive education in mainstream schools. Interviews with the leaders in a primary and secondary mainstream government school in Macau outline the ways in which learners with SEN are included in mainstream schools. The discussion focuses on a range of issues regarding the inclusion movement in Macau, including management, schooling and the inclusive model that is applied.     

Exploring organisational perspectives on implementing educational inclusion in mainstream schools

Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education.     

Insights into inclusive education through a small Finnish case study of an inclusive school context

This study seeks to present data and discussion arising from a case study of a school in Finland renowned for its practice in the inclusion of learners with additional support requirements due to cognitive and physical disabilities. It aims to establish how the school staff understand their practice with inclusion through day-to-day professional experiences. The process of reflexive dialogue has enabled authors to reconceptualise our understanding of inclusive education through gaining deep contextual insight. The case study emerges as an inspiring effort to reduce exclusion and isolation through skilful manipulation of physical, institutional and communicative contexts, from which we may draw valuable lessons. The case study demonstrated high levels of personal motivation in teachers and assistants, used as a force for participation in inclusive education – bottom-up, via dialogue, consultation, voluntary involvement and transformation by exposure. This democratic approach was evident in and supported through leadership and management, teaching and learning, and the involvement of the wider community.     

Current state of inclusion of children with special needs in child care programmes in one Canadian province

We suggest that most inquiry in special education is misconceived. We examine the consequences of an allegiance to the erstwhile knowledge of special education in professional assumptions about learning difficulty and the research and practice of special education. We assert that obeisance to that knowledge has proven unfruitful for the children and young people it is intended to serve. Suggesting that the preferred inquiry methods of special education have led only into culs-de-sac, we argue that inclusive education should reinstate the importance of teachers' own experience, insights, and values—restore the significance of reflective practice. It is these that should provide the lead for new developments in inclusion. We suggest that arguments for inclusion have to emerge less out of the kind of supposed knowledge so respected by 20th-century educators—less out of notions of success and failure (of children or of schools)—and more out of ideas about social justice and human rights.