绿色创新效率测度及时空分异特征：以长江经济带制造业为例

采用超效率EBM模型测算纳入能源要素的区域绿色创新效率,并从空间相关角度,采用探索性空间数据分析（ESDA）方法分析区域绿色创新效率的时空差异。以长江经济带制造业为例,运用2008—2019年有关面板数据构建绿色创新效率测算指标体系,实证结果发现：（1）各年份内长江经济带制造业绿色创新效率值均小于1,未实现有效生产,其中下游地区的创新效率最高,中上游地区的创新效率较低;（2）各省市制造业绿色创新效率空间差异明显,且与其经济发展水平的空间分布格局表现出协调一致性;（3）各省市制造业绿色创新效率在空间上表现出正的自相关性,存在空间集聚特征。根据研究结论,分别从提升绿色创新水平、强化空间集聚效应和推动区域趋同化发展3个角度提出促进长江经济带制造业绿色创新的对策建议。     

知识产权政策在推动经济高质量发展中的作用——基于对广东的考察

将在广东实施的知识产权政策提炼成三大方面,分别是提高知识产权维权效率的政策、维护产业创新活力的选择性政策和促进生产要素向高质量知识产权集聚的政策,从理论上论证知识产权政策对广东创新发展和经济质量提升的作用机制。在此基础上,提炼出中国“十四五”期间借助知识产权政策提高经济发展质量的政策建议。     

长江经济带高技术产业产学研合作创新效率评价研究

基于长江经济带高技术产业产学研合作创新现状,根据产学研合作创新主体发挥的功能和作用,构建知识协同开发、科技成果转化两阶段评价指标体系,运用DEA-Malmquist指数法,分析2010—2019年长江经济带11省市高技术产业产学研合作创新面板数据,对长江经济带高技术产业产学研合作创新效率进行评价。研究结果显示：考察期间,长江经济带高技术产业产学研合作创新效率整体较高,呈现逐步上升的趋势但存在波动,创新成果有待进一步巩固。其中,创新技术是主要促进因素;科技成果转化阶段效率略高于知识协同开发阶段。最后结合研究结论,提出发挥创新主体优势、加强创新主体合作,合理配置创新资源、提高创新规模效益,以及完善创新法规制度、巩固合作创新成果等对策建议。     

长江经济带水资源配置质量演化特征及其驱动因素

长江经济带的绿色发展离不开水资源的合理配置。本文选择四川、湖北和江苏作为长江经济带上、中、下游的代表性省份,以灰水足迹强度作为水资源配置质量的指标,基于2002—2017年水资源投入产出表,研究了长江经济带水资源配置质量的区域和行业差异及其演化特征。主要研究结论有：①从地区差异看,2002—2017年长江经济带上游水资源配置质量先升后降,中下游水资源配置质量一直上升,但提升速率放缓。这种演化特征与污染密集型产业转移和特征污染物回流的特征事实相关。②从产业差异看,农业和工业水资源配置质量持续提升,上中游服务业水资源配置质量较低且呈恶化趋势,特别是住宿和餐饮业、居民服务和其他服务业。③从驱动因素看,化学需氧量（COD）浓度变动效应和污废水排放系数变动效应对长江经济带流域水资源配置质量优化起正向驱动效应,最终需求水平变动效应对长江经济带流域水资源配置质量优化起负向驱动效应。因此,本文提出动态协调规制、调整农业内部结构、健全市场化供水和排污收费制度3条提升水资源配置质量的建议。     

版权保护与盗版侵权的经济学分析

行使版权及相关知识产权保护,旨在防止权利所有人经济价值的损失。本文探讨了盗窃、侵权和盗版对受保护作品造成的损失以及这些损失反映在实物作品和虚拟作品上的差异。作者分析非法使用带来的成本和供求关系变化,揭示其导致的经济损失。同时考察对实物作品和虚拟作品的盗窃、侵权和盗版所产生的不同影响,认为这些损失的负面影响完全有可能避免,虚拟产品由于盗窃、侵权和盗版遭受的损失要小于实物产品。     

职业幸福感:职业教育的终极关怀

职业是人类在追寻幸福生活的过程中创造出来的,当职业与一个人的发展潜能相合的时候,职业幸福感就会产生。在教育的原初意义上,职业幸福感可以通过教育获得,但是,当下中国职业教育的误区是仅仅停留在外在的技术性追求上培养学生。职业教育创造职业生活的审美境界,职业幸福感应当是职业教育的终极关怀。     

关于加快漯河现代商贸物流业发展问题的思考

现代商贸物流业的发展状况。体现一个地方经济发展水平。加快商贸物流业发展,对促进三产发展、优化产业结构,具有十分重要的积极作用。     

经济危机下的思想政治工作创新

在全球经济危机持续恶化,国内经济增速放缓,企业处于寒冬的形势下,企业要更加重视发挥思想政治工作稳定队伍、理顺思想、凝聚力量的重要作用。同时要正确引导,调整工作内容和方式方法,适应形势变化,推动企业克难制胜。     

The student voice in well-being: a case study of participatory action research in positive education

Positive education blends academic learning and student well-being. Although research and application in positive education is growing, most has involved psychologists and educators applying strategies in schools, with little research that involves student voices in the development and implementation of a school’s positive education strategy. Assumptions are frequently made about what is best for student well-being, with little input from the students themselves. This paper describes a case study of participatory action research (PAR) carried out by students (N = 10) at a publically funded Australian school aiming to implement positive education. PAR is a form of collective inquiry undertaken by the people that the issue directly affects. The PAR group researched the school community regarding well-being during the school year. Mixed methods examined PAR student’s well-being, self-efficacy, autonomy, social and emotional assets, and other competencies before and after the process. Student involvement allowed the school to better understand their students’ well-being, and student-led communication about positive education laid the groundwork for its implementation. Results suggested benefits for the PAR students, particularly in engagement and self-efficacy. This realistically scaled study suggests that involving students using a framework of PAR is a promising, accessible, evidence-based, and developmentally beneficial approach to the implementation of positive education.     

Leadership succession

In the year 2007 in Scotland, in common with countries elsewhere in the world, the difficulty of recruiting high-calibre school leaders was becoming an increasing concern. The recruitment and retention study, commissioned by the Scottish Government and undertaken by three universities (Cambridge, Edinburgh and Glasgow), was charged with exploring the reasons for the shortfall of appropriate applicants. The study involved a national survey of teachers and head teachers, discussions with local authority administrators and follow-up interviews with a sample of respondents. The study identified on the one hand a common core of ‘satisfiers’ and ‘dissatisfiers’ of headship together with incentives and disincentives to apply for the job. A range of strategies adopted to cope with the pressures of the job illustrate the degree to which individuals respond by simply drowning in excessive paperwork and multiple accountabilities or are able to be adventurous and risk-taking with an ability to ‘fly below the radar’.