中国制造业部门碳排放的差异分析:基于投入产出模型的分解研究

通过计算我国2007年制造业部门的碳排放量情况,对比了我国制造业部门各行业的直接碳排放及由最终需求引致的碳排放,并利用投入产出模型将由最终需求引致的碳排放量分解为直接效应、反馈效应、溢出效应、自给效应以及自溢效应。研究发现,在直接排放中,石油加工、炼焦及核燃料加工业这类化石能源消耗较大产业的碳排放量最大,而由最终需求引致的总排放中,通用、专用设备制造业和通信设备、计算机及其他电子设备制造业这类高技术产业的排放量最大;同时,分解研究发现,制造业部门碳排放的溢出效应最大,主要对象是能源产业以及服务业。     

科研项目间接费用补偿的激励作用研究

间接费用的补偿是科研项目经费管理的重要内容。本文从中国间接费用管理实践中存在的问题与现有研究的不足出发,首先分析了间接费用的定义与内涵,提出间接费用在政府科研资助、经费管理体系中的激励作用。其次,在委托代理理论框架下建立了间接费用补偿激励作用的分析模型,并提出影响其激励作用的关键因素。再次,基于国际实践的分析归纳形成两种典型的间接费用补偿模式,并分析其激励作用。最后,基于中国实践提出对科研项目间接费用补偿管理改革的政策建议。     

关联语境理论对等效翻译的解释作用

关联理论是一种认知语用理论,强调语境效果,翻译则是一个认知推理的交际过程,二者有着共同的研究对象,即语言理解和表达。从关联的角度出发,实现等效翻译必须通过关联来获得最佳的语境效果的理论;再从词义确定、情景理解和文化关联三个方面论述语境在实现等效翻译中的重要作用。关联语境对等效翻译的这种解释力是相对的,而不是绝对的。     

从认知语用角度探讨话语标记语的语境构建功能

从认知语用观点出发,交际的过程也就是语境构建的过程,话语标记语在语境构建中起着明示导向与限制制约的作用,一方面明示认知假设,对语境构建具有提示功能;另一方面限制语境假设的选择,对语境构建具有制约作用,从而帮助听话人构建说话人所期待的认知语境,减少听话人在话语理解时花费的努力,获得说话人期待的语境效果。     

反思性教学在网络环境下的表征

反思性教学作为一种蓬勃兴起的教育理论,同时也是一种促进教师职业专业化发展的有效途径,在信息时代网络环境下呈现出一系列新的表征。本文简要介绍了反思性教学的源起和内涵,着重探讨了网络环境下反思性教学的特点以及应用方法,旨在提高教学质量。     

梅州森林生态系统服务功能间接经济价值评估

以2007年的相关统计数据为主要基础信息,采用市场价值法、影子工程法、机会成本法和净收益替代法等方法,计算梅州市森林生态系统服务功能的间接经济价值,得出以下结论：梅州市2007年的森林生态系统服务功能间接经济价值为245.06×108元,其中净化空气功能的贡献率最大,占总量价值的54.2%;其次是固碳释氧功能,占总量价值的36.5%;其他生态功能贡献率虽然较小,但也发挥着重要作用.并提出该市森林资源可持续开发利用的相关建议.     

语境关联与翻译

作为一种跨文化交际行为,翻译的理解和表达都依赖于对语境的正确理解。关联理论中的最佳关联这一概念从认知的角度为翻译研究提供了一个新的视角。在具体的翻译活动中,译者如何求得最佳关联,正确理解原文本并生成最佳译文是建立在对相关语境的准确把握这一基础之上的。从关联理论的认知角度来研究翻译过程中译者如何实现最佳语境关联对翻译实践具有很重要的指导意义。     

Coaches as sport workers: professional agency within the employment context of elite European basketball

Increased activity of multiple stakeholders (e.g. agents and owners) have created new challenges for some coaches working in professional sports clubs. The purpose of this project was to draw attention to the normative or accepted practices inherent in sport work, some of the day-to-day realities of some coaches working in this context, and to understand how coaches’ perceptions of other stakeholders come to bear on their individual circumstances, career expectations/objectives and professional agency. Data were generated from semi-structured interviews with seven professional basketball coaches who worked in top-level European clubs. The analysis reveals the coach’s relationships between some owners and agents differed with respect to exercising professional agency, and, coach’s decisions and actions were tied to their professional ideals as well as understandings of what they need to undertake their work effectively and negotiation and/or adjustment strategies. Occasionally coach’s work practices could be viewed as antithetical to employment security, however, the presence of insecurity was at times embraced and used strategically to affect workers’ career decisions. Amid contemporary regional geo-political shifts, this work aids examinations of global sport settings, structures and issues that may contour sporting professionals’ lives.     

Relationship Understanding Between Emotional Stability,Self-Disclosure and Social Adjustment

This paper discusses a survey, carried out by the authors, of 211 employees’ employed in public and private manufacturing organizations in North India to determine if emotional stability acts as a mediator between self-disclosure and social adjustment. Capitalization theory has been used as theoretical framework to examine the proposed relationships. Results indicate that high self-disclosure has positive association with social adjustment. Results also suggest that emotional stability partially mediates self-disclosure and social adjustment relationship. Implications for future research include further examination through additional mediators and other dimensions of self-disclosure from capitalization theory in understudied non-U.S. cultures like India.     

Do EFL Teachers ‘Critically’ Engage in Cultural Awareness? A Mixed-Method Investigation

ABSTRACT

This study explored 150 EFL teachers’ perceptions of critical cultural awareness (CCA) considering their teaching context, academic degree, and professional development programs. The participants all completed the CCA questionnaire, fifteen of whom also sat a semi-structured qualitative interview. Our findings showed, a) EFL teachers’ perceptions of CCA located at a medium level, b) the PhD participants showed significantly higher engagement in CCA than their BA and MA counterparts, c) private language institute teachers reported higher levels of CCA than their state-run school counterparts and d) local professional development programs did not emphasize culture teaching in general and CCA in particular.