政府规制与中国稀土产品出口增长的二元边际?--对2001-2012年微观贸易数据的实证分析

采用HS?6位数级微观贸易数据,计算2001—2012年中国稀土产品出口增长的二元边际,并进一步分析相对出口规制程度、相对产量与出口增长二元边际之间的相互影响,结果表明：中国稀土产品出口规制政策对稀土产品出口增长的集约边际和扩展边际都有促进作用,其中对集约边际的影响更大;而相对产量对二元边际有负面影响。在中国经济新常态下,随着稀土产品出口规制政策的逐步弱化,应加强对稀土产业的生产规制,提高产品附加值,实现从规模速度型粗放增长向质量效率型集约增长的转变;并积极开拓新的出口市场,促进稀土产业的良性扩张。     

我国文化产品出口影响因素分析

采用2002—2013年我国对33个国家（地区）文化产品出口额的面板数据,运用扩展的引力模型,对我国文化产品的影响因素进行静态和动态分析。静态模型分析表明：中国和进口国（地区）的经济规模、进口国（地区）的收入和科技应用水平、共同边界和共同自贸区对我国文化产品出口有着显著的促进作用,文化距离有着显著的阻碍作用,地理距离有一定的阻碍作用但并不显著;动态模型的回归结果显示：前一期文化产品出口对于当期有着明显的促进作用,这种促进作用部分抵消了地理距离和文化距离的阻碍作用。经济新常态下,应以经济总体发展带动文化产业发展,以创新驱动文化产业发展;加强对外文化交流,弱化文化距离的阻碍作用;积极参与全球和区域经济合作,从经济合作中拓展文化产品出口的渠道。     

中国出口商品的技术结构与贸易竞争力研究--对1995-2012年10类商品MS、RCA、TC和IIT的综合评价

根据Lall（2000）提出的贸易产品技术分类体系进行商品分类,进而分别测算中国1995—2012年10类商品的国际市场占有率（ MS）、显示比较优势指数（ RCA）、贸易竞争力指数（ TC）和产业内贸易指数（ IIT）,分析表明：中国出口商品的技术结构和贸易竞争力都得到了很大提升,在保持传统低技术制成品强大竞争力的同时,部分中高技术制成品的出口取得突破性进展,以市场换技术的发展战略基本成功;但商品贸易竞争力仍主要来自劳动力成本优势,且出口商品的产业集中度过高,仍处于全球价值链的低端。应促进各类高技术产业的发展,抢占其价值链的高端,并在某些中高技术产业重点突破,提高整体贸易竞争力。     

体育赞助合同的若干法律问题探析

采用献资料等研究方法，阐述了体育赞助的商业性、公益性及其意义。从法学角度分析了体育赞助合同与赠与、买卖合同的区别，论述了《合同法》对体育赞助的法律保护中存在的问题，并对完善《合同法》对体育赞助的法律保护进行了探索。     

A short German Physical-Self-Concept Questionnaire for elementary school children (PSCQ-C): Factorial validity and measurement invariance across gender

Research on children’s physical self-concept (PSC) is increasingly recognised as an important field of psychology. However, there is a lack of instruments suitable for younger children at elementary school age. In the present study, a short German 21-item Physical Self-Concept-Questionnaire for children (PSCQ-C) was tested measuring seven specific facets of elementary school children’s PSC (strength, endurance, speed, flexibility, coordination, physical appearance, global sport competence). A number of 770 elementary school children aged 8–12 years completed the PSCQ-C. Results showed good psychometric properties and high reliabilities of the seven scales. Confirmatory factor analysis revealed that the presumed 7-factor model fitted the data best compared to a global 1- and 2-factor model. Also, full measurement invariance was strongly established. Correlations among the seven scales were mainly moderate. Gender differences were suggestive of developmental trends that are consistent with prior studies. These results provide support that the PSCQ-C is a confidential instrument with sound psychometric properties measuring seven specific facets of elementary school children’s PSC.     

基于模糊理论和大数据的医学院校学生体质健康测试结果分析

基于2014年国家最新颁布的《学生体质健康标准》和湖南省医学院校体测大数据,运用模糊理论,对其进行研究与分析。研究表明湖南省医学院校学生体质健康测试结果不太理想,主要集中在及格区域,达到优秀和良好的学生比例男生仅为1.68%、女生0.73%,且男生7.54%没有达到及格要求。     

体育课堂运动干预对女大学生体质健康影响的实验研究

运用文献资料法、数理统计法、实验法,研究体育课堂运动干预对女大学生体质健康的影响,为高校的体育教学改革提供一定的理论依据.结果显示:体育课堂的运动干预对女大学生身体素质和身体机能的改善和提高效果明显.     

Embodied learning and school-based physical culture: implications for professionalism and practice in physical education

We write as critical theorists, who consider that in terms of scoping out robust conceptual elaborations which are suitable for contemporary schooling, that physical education has ground to make up connecting theory with practice and practice with theory. We advocate that aspects of existentialism and phenomenology can provide a theoretically sound basis on which to argue that embodied learning should be the foundational cornerstone of physical education programmes. To avoid embodied learning becoming overly learner centric and insular, we advance Merleau-Pontian informed ideas on how learning could flourish when an individual and embodied focus merges with a school-wide physical culture agenda which is underpinned by social and moral theorizing. In developing our focus on merging embodied learning and physical culture, we draw upon MacIntyrean views on the goods which are internal to practice and extend thinking on how these goods could merge with the diverse aims and intentions informing the culture and ethos in schools. In pursuing these ambitions, we outline the constructive activist-based benefits of teachers working within subsidiarity-based school communities where pedagogical decisions are made at a level consistent with realizing whole schools aims. This is in spite of our acknowledgement that the lack of career-long professional learning adds to the difficulty of achieving these aims. In conclusion we argue that if physical education is to become a pivotal component of realizing a diverse range of whole school aims there is a need for greater professional engagement with pedagogical approaches that attempt to derive greater meaning from learners movement experiences and which help learners to understand better both their own identity and the ethos of the school context and environment they share with others.     

Tinkering through transition: on ‘doctoring’ as an early-career academic in physical education and sport pedagogy

This article addresses the notion of ‘making it’ as an early-career academic in physical education and sport pedagogy. In it, we draw on the tradition of material semiotics to reflect on our shared journeys from doctoral student to beginning scholar and beyond. By attuning ourselves to the relationality, materiality and precariousness of our experiences, we offer an answer to the question of what it takes to ‘make it’ as an early-career academic by advocating the practice of ‘making do’ or ‘doctoring.’ We develop this argument, first, by describing the narrative methods we used to conduct our inquiry and by explaining the material-semiotic ideas we used to explore the stories it generated. Then, we tell tales of our transitions from higher degree research student to early-career academic, focusing specifically on our ongoing, collective efforts to make do. In our discussion, we explore these narratives and attend to three features of our actions and activities as early-career academics; namely semiotic relationality, material heterogeneity and the precarious processes of heterogeneous engineering through which we sought to make a career in our field. We conclude by encouraging beginning scholars in physical education and sport pedagogy to become sensitive to these aspects of their own agency, and to experiment, experience and tinker together in ways that are attentive, inventive, caring and persistent.     

Questioning the no-touch discourse in physical education from a children's rights perspective

In this paper we question the rationality of ‘no-touch policies’ and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education (PE) in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in PE practice. The avoidance of intergenerational touch is increasingly justified by referring to the children's rights agenda. Here, arguments for ‘no-touching’ are linked to children's right to be protected from harm. In the paper we explore a children's rights-based viewpoint that supports the use of and need for physical contact in PE teaching by developing theoretical and practice-based arguments. An alternative children's rights perspective, based on rights theorising, is used to formulate the theoretical argument. Interviews with 16 PE teachers about their experiences of physical contact in their pedagogical work form the practice-based arguments. The two arguments provide a way of looking at intergenerational touch in education from the vantage point of children's human right to develop to their full potential, which can support a need for physical touch in pedagogical situations.