后危机时代再论中国模式     

麦强盛  孙东川 《科学与管理》2010,30(2)

2008年美国引爆的金融危机席卷全球,时至今日危机影响已经消退,但是全球经济复苏仍然困难重重。中国成功抵御了两次大规模金融危机的冲击,经济基本面保持良好局面,在极度困难的经济环境下,2009年实现GDP增长8.7%,对世界经济的贡献达到50%。中国模式再次成为世界瞩目的焦点,金融危机考验了中国模式,也提升了中国模式的影响力。  相似文献   

基于神经网络专家系统的中药质量评价研究     

贺秋芳  曾启杰 《贵阳学院学报(自然科学版)》2006,(3):27-32

提出了一种基于神经网络专家系统的对中药质量进行分类评价的方法,并通过对中药连翘样品的气相色谱指纹图谱的实验和计算机仿真,获得了较好评价效果.  相似文献   

全球治理视域下我国高等教育国际化： 内涵新解与实践进路          下载免费PDF全文

刘亚西  计国君 《复旦教育论坛》2022,20(2):66-73

高等教育国际化既是新时代我国高等教育高质量发展的应然要求，也是参与全球教育治理体系和彰显全球教育治理能力的重要尺度。从全球治理的视域出发，构建“价值共识-制度公约-组织协商”的多维度分析框架，以此梳理我国高等教育国际化实践从接纳共享到输出共享、从场外接轨到场内共建、从松散联合到协作共商的演变特征，并揭示出当前我国高等教育国际化发展面临三大矛盾：价值共识共享中的路径依赖掣肘、制度公约共建中的本土角色暗淡、组织协商共商中的合力发挥不足。基于此，我们应加强文化自觉，构建中国高等教育国际话语体系；提升制度能力，深度参与高等教育国际规则的实施与制定；注重多元面向，打造分层分类的国际化网络协商新格局，以提升我国高等教育国际化水平和全球教育治理能力。  相似文献   

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK     

Laura Clarry  Annie Wood  Tony Long 《Journal of Research in Special Educational Needs》2023,23(3):175-198

Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4–22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.  相似文献