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1.
基于主成分分析在安徽经济发展水平评价 总被引：3，自引：0，他引：3
姚群 《铜陵职业技术学院学报》2009,8(2):25-26,40
区域经济发展水平是多因素综合作用的结果,因此,衡量一个地区的经济发展水平,应从社会生产的各个方面进行综合考察分析,这就需要一种综合评价方法。文章以安徽省17个地市为统计单元,选取了能够反映社会经济发展水平的10个指标,采用主成分分析数量分析方法对安徽省区域经济发展水平进行度量、比较和综合评价,以期为制定合理的区域决策、壮大区域经济实力、加快安徽省经济的协调发展提供现实的指导作用。 相似文献
2.
依据比较优势理论,运用综合比较优势指数法,对宜春市各县19个农产品进行了比较优势分析,其研究结果表明:水稻、猪肉、羊肉、蜂蜜、贝类具有很高的综合比较优势,花生、油菜籽、薯类、淡水鱼具有综合比较优势。同时也发现,不同农产品在不同县有不同的区位综合比较优势,这为宜春市农业结构调整与优化和县域农业布局提供了方向。 相似文献
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4.
《武汉职业技术学院学报》2019,(2):9-12
经济的发展要求高职教育优化专业结构。目前对专业设置与区域经济适应性的分析维度单一、评价指标不科学,忽视了劳动力市场的流动性和可替代性。在对相关研究文献进行梳理的基础上,综合数据的可获得性等因素,提出从种类结构、规模结构、地区布局和就业四个维度,选取9项指标,比较全面地分析、评价适应性,以期能够为高职专业设置与区域经济适应性的实证研究提供指导。 相似文献
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省域经济是区域经济的一个重要组成部分和特殊表现形式,发展区域经济必须重视省域经济的发展.深入研究省域经济综合竞争力,既要对省域经济综合竞争力进行全面、客观、科学的评价分析,更要深入把握省域经济综合竞争力变化发展的基本特征,找出提升省域经济综合竞争力的正确路径和方法,从而为提升省域经济综合竞争力的决策和发展规划提供科学依据. 相似文献
6.
经济区域差异研究方法探讨——以保定市为例 总被引：3，自引：0，他引：3
本采用了综合区域序位、变差系数、综合差异指数等方法,对保定市经济区域差异进行了分析,并评价了各种方法的优缺点,最后得出区域区域差异有所扩大的结论,并选择出一些优势县市,为进一步提出区域经济协调发展战略提供了依据。 相似文献
7.
何雄浪 《娄底职业技术学院学报》2004,2(2):30-35,45
文章对我国地区经济差异进行了综合分析，并利用多元统计的主成分分析模型，计算出各地区的综合得分．为合理划分地区经济类型提供依据。文章最后对地区经济差异作出了简要评析，提出缩小地区经济差异的基本思想。 相似文献
8.
区域经济发展理论应该也有可能进行综合创新。它综合创新的原则是以马克思经济学和邓小平经济理论为指针,可与战略经济学,中观经济学、综观经济学和产业经济学,与马克思法学、马克思政治学和邓小平社会正义论等四个方面进行综合创新。这四个方面的综合创新为区域经济发展理论的体系完整建立和进一步深化研究提供了初步可能性。 相似文献
9.
基于第二次全国经济普查资料中2008年滁州各县市区的社会经济主要指标,借助于SPSS统计分析软件,利用因子分析和聚类分析对滁州区域经济实力进行了比较研究,建立了相应模型,得出了2008年滁州8个县市区的综合经济优劣排序为：天长市、凤阳县、来安县、全椒县、明光市、琅琊区、定远县和南谯区。并对排序结果进行了合理的分析和解释。 相似文献
10.
基于第二次全国经济普查资料中2008年滁州各县市区的社会经济主要指标,借助于SPSS统计分析软件,利用因子分析和聚类分析对滁州区域经济实力进行了比较研究,建立了相应模型,得出了2008年滁州8个县市区的综合经济优劣排序为:天长市、凤阳县、来安县、全椒县、明光市、琅琊区、定远县和南谯区。并对排序结果进行了合理的分析和解释。 相似文献
11.
Parents’ involvement in schooling and education is highly important for children’s results. Still, both levels of involvement and their effects vary according to social class. Previous research on educational reproduction within the family has, however, largely studied differences between the middle and the working class, and generally ignored differences in the composition of cultural and economic capital. In this article, we aim to fill this gap in the literature by separating cultural and economic resources and investigate their correlation with two kinds of parental involvement in four different European countries. Results show that parents with more cultural resources are more likely to be involved by having future educational expectations, and parents with more economic resources are more likely to be involved in their children’s current schooling (e.g. help with homework) than those with more cultural resources. The association between economic resources and involvement in educational expectations is however stronger in Spain and Iceland than in Belgium and Norway, suggesting an influence from system-level features as well as general economic trends. 相似文献
12.
Anne van den Ban 《The Journal of Agricultural Education and Extension》2013,19(5):401-409
Abstract In order to profit from the economic growth in their society farmers can (1) increase the yields of their crops and animals, (2) switch to the production of high value products for which there is an increasing demand in the market, (3) increase the labour productivity on their farm, (4) find non-farm sources of income for some or all of their family members. Many farmers are aware that with the increasing average income in their country the proportion of the labour force which can find employment in agriculture decreases. Therefore options (3) and (4) are important for them, but in many countries they do not get much help from extension services and social institutions to realize these options in their situation. These extension services and institutions need support from socio-economic research to be able to provide this help. 相似文献
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区域经济增长差异的实证研究与R/S分析--以福建省为例 总被引：5，自引：0，他引：5
本文首先运用库兹涅茨不平衡系数和经济区位商分析1989～2003年福建省67个县(市)区的人均GDP,考察这些研究样本的绝对差异和相对差异的变化情况;然后通过对库兹涅茨系数的进一步计算,解析导致区域经济差异变化的直接原因;最后在实证研究的基础上,依据分形理论中的R/S分析法预测区域经济增长差异未来的发展趋势. 相似文献
14.
Alistair Ross 《Assessment & Evaluation in Higher Education》1992,17(3):169-182
In a previous paper (AEHE vol. 17(2) pp. 69‐88) Alistair Ross explored student teachers’ backgrounds and economic experiences, relating this to their economic and industrial understanding.
In this complementary paper he draws on the work of his research group and its EATE‐sponsored project to examine student teachers’ attitudes to economic issues and to their perceptions of teaching as work. In particular, the paper discusses students’ attitudes to the English and Welsh national curriculum cross‐curricular theme: economic and Industrial understanding (EITJ). 相似文献
15.
V. Selvaratnam 《International Journal of Educational Development》1985,5(4):307-323
This article is a shift away from the narrow socio-psychological focus of student flows towards an examination and analysis of the mutual educational, political and economic advantages and disadvantages to both sending and receiving countries and to global development through educational exchange. The, article within its limited framework goes on to outline the impetus for the origin and development of the international flow of scholars and students in a global context. It then examines the implications and contribution this movement makes towards cross-cultural understanding, international co-operation in higher education and a global development in knowledge. It outlines the educational, cultural and economic advantages and disadvantages that sending and host countries have derived and continue to derive from these flows. However, the benefits seem to outweigh the disadvantages, particularly in the light of the growing new international economic order accompanied by an interdependent world economic system. In spite of this, a number of the developed host countries, mainly for parochial economic and political reasons, have introduced a series of protectionist measures to curtail the number of overseas students coming into their institutions of higher education. This has adversely affected particularly the poorer developing countries and their students. The article also points out that this exchange of scholars and students is a useful marketing mechanism for the developed countries, as students returning home take back with them a considerable amount of knowledge of their host country and this is helpful in a highly competitive world market system. 相似文献
16.
经济素养是现代公民素养的重要组成部分。文章以TEL经济素养量表为基础编制问卷,对中职学校学生经济素养的现状、特点以及影响因素进行调查。调查结果显示,学生的经济素养有待提高,表现为对市场经济运行基本规律不熟悉,常从政策角度思考经济问题,缺乏经济理性判断能力,这容易引发与经济活动有关的社会和心理问题。经济素养不足与历史和社会发展进程相关,也与学校现有课程体系和教学内容设置相关。 相似文献
17.
方群 《安庆师范学院学报(社会科学版)》2003,22(4):72-75
现阶段的弱势群体主要包括贫困的农民、进入城市的农民工以及城市中以失业者为主体的贫困人口。现行保护体制不能完全适应新形势,应从扩大就业、保障基本生活、加强法制和工会建设等方面加强对弱势群体的保护。 相似文献
18.
Dimitra Hartas 《British Educational Research Journal》2011,37(6):893-914
Parental support with children's learning is considered to be one pathway through which socio‐economic factors influence child competencies. Utilising a national longitudinal sample from the Millennium Cohort Study, this study examined the relationship between home learning and parents’ socio‐economic status and their impact on young children's language/literacy and socio‐emotional competence. The findings consistently showed that, irrespective of socio‐economic status, parents engaged with various learning activities (except reading) roughly equally. The socio‐economic factors examined in this study, i.e., family income and maternal educational qualifications, were found to have a stronger effect on children's language/literacy than on social‐emotional competence. Socio‐economic disadvantage, lack of maternal educational qualifications in particular, remained powerful in influencing competencies in children aged three and at the start of primary school. For children in the first decade of this century in England, these findings have equity implications, especially as the socio‐economic gap in our society widens. 相似文献
19.
《欧洲教育》2013,45(2):34-83
Endeavors to reform the Swedish education system must be viewed in light of the change in this nation's place in world power politics and its increasing economic prosperity during the thirties and, in particular, after World War 11. After years of political stability, the Social Democrats acceded to the government in 1932 and began to create the conditions necessary for carrying out radical and economic social change as they established and consolidated their position of power. (92) The measures they undertook to improve social and economic conditions went beyond the mere elimination of existing disparities; their goal was broader — namely, to eliminate the differences among social groups, rooted in the Swedish social system, with regard to standard of living and degree of influence in p blic life. Central to the efforts to make this goal a reality was the discussion over a redefinition of the function of education. The Social Democrats started from the postulate — as formulated in the report of the Working Group on Equality in 1969 — that "education is one of the most important means for changing society." (93) The education offered to the individual must take into account the relationship between education and work, and hence the problem of social reproduction and social integration. 相似文献
20.
Are There Economic Incentives for Non‐Traditional Students to Enter HE? The Labour Market as a Barrier to Widening Participation 总被引：1，自引：0，他引：1
The expansion of higher education (HE) in the UK has disproportionately benefited young people from relatively rich families: the gap between rich and poor in terms of participation in HE having widened since the 1970s. We explore a neglected possible cause of this class difference: that the labour market fails to provide sufficient incentives for potential entrants from less advantaged backgrounds to enter HE. Most studies of the rewards from participating in HE in the UK suggest that the rates of returns are sufficiently high to provide clear economic incentives to participate. However, until recently, most studies generated estimates of the average rate of return to graduation, which could overestimate returns to marginal entrants, particularly those from disadvantaged backgrounds. In this review we examine the methodological problems faced by more targeted studies of the rates of return to graduation and review their key findings concerning the economic returns to non‐traditional entrants. 相似文献