企业推行清洁生产的分析研究

清洁生产是企业实现可持续发展的主要手段，也是企业快速发展和保护环境“双赢”的最佳选择。推行清洁生产，就是在生产过程中找出造成污染的主要原因，提出减少或消除污染的方案并加以落实，从而达到“节能、降耗、减污、增效”目的。     

企业推行清洁生产的分析研究

清洁生产是企业实现可持续发展的主要手段，也是企业快速发展和保护环境“双赢”的最佳选择。推行清洁生产，就是在生产过程中找出造成污染的主要原因，提出减少或消除污染的方案并加以落实，从而达到“节能、降耗、减污、增效”目的。     

采油厂清洁生产指标体系构建与评价——基于模糊综合评价方法

油气田企业推行清洁生产的最大障碍是尚未颁布行业清洁生产评价指标体系，这严重影响到油气田企业清洁生产的顺利推行。本文在参考已颁布的煤炭企业评价指标体系的基础上，针对油气田企业主要的二级生产单位——采油厂的生产特点，构建了采油厂清洁生产评价指标体系，在此基础上使用模糊综合评价的方法进行了清洁生产状况的评价，并以胜利油田下属的某一采油厂为例，进行了清洁生产指标体系评价的实证研究。     

环境规制下企业清洁生产博弈分析

随着经济的快速发展,环境污染日益严重,为了防止环境污染的恶化,清洁生产作为环境污染治理的一种有效方式被政府大力推行。文章运用博弈方法,分析了环境规制下企业与企业之间实施清洁生产时的完全信息静态博弈均衡和动态演化博弈均衡。研究发现,当企业实施清洁生产时的净收益大于不实施清洁生产的净收益时,企业会选择清洁生产策略;当企业实施清洁生产时的净收益小于不实施清洁生产的净收益时,企业会选择不实施清洁生产策略。企业实施清洁生产的收益、成本、政府监督并发现企业未实施清洁生产的概率及给予企业的惩罚力度均是影响企业是否采取清洁生产策略的因素。     

树立科学的发展观 向循环经济要效益

积极推行清洁生产，逐步形成公司内部循环经济模式，是实现企业持续发展的重要保证，也是降低环境污染使环境保护工作向生态化发展的有效途径。我公司从2001年开始，在公司范围内推行清洁生产，公司领导逐步认识到推行清洁生产，实现废物综合利用和减少污染物排放，是实现环境保护和经济效益双赢的根本所在，由此，公司转变发展观念，使清洁生产、建立循环经济模式逐步成为全体职工的自觉行动。     

正在崛起的──绿色企业

推行‘努色设计”,进行“绿色生产”,生产“绿色产品”是环保时代企业的新追求。“绿色生产”又称“清洁生产”,是指在工业生产的全过程中控制对环境的污染和减少资源（能源、材料等〕的消耗。清洁生产的具体内容是：l选用无毒、低毒、少污染的原材料和能源;2．采用新设备、新技术、新工艺（污染少、节约资源的设备、技术和工艺）;35ffits工艺、设备及原材料储运管理和生产过程的组织管理,减少物料流失和泄漏事故;4对必须排放的少量有害污染物进行高效、低费的及时处理。清洁生产与传统的“末端治理”污染相比,则更为积极、有效和彻…     

科技创新是实施清洁生产的重要手段

文章叙述了清洁生产的内涵及要求，详细了清洁生产是目的，技术创新是手段的根据，文章中提出了钢铁厂以技术创新为手段推行清洁生产若干行之有效的新工艺，新技术，新设备，企业通过实施技术创新可以使企业走上清洁生产，提高效益的道路。     

依法推行清洁生产 促进可持续发展

九届全国人大常委会第二十八次会议审议通过了《中华人民共和国清洁生产促进法》(以下简称《清洁生产促进法》)。这是一部旨在动员各级政府、有关部门和企业推行和实施清洁生产的法律，也是一部污染预防的法律，标志着我国可持续发展有了历史性的进步，我国推行清洁生产开始走上规范化和法制化的轨道，对促进我国经济社会可持续发展必将产生积极的影响。     

沈阳水泵厂在“双增双节”运动中应用价值工程

<正> 沈阳水泵厂在“双增双节”运动中把推行和应用价值工程作为一项长期的中心任务来抓,使产品质量提高,物质消耗降低,增加了企业的经济效益,各项经济指标都有较大幅度增长.一、在“双增双节”运动中,把推行和应用价值工程作为重要内容推行。推行和应用价值工程,是一种一本万利,无本也得利的管理方法。它既能解决“用户与商品生产者的共同利益”,又能解决”国家和企业的共同效益”,是增加经济效益、降低物质消耗、提高产品质量的重要途径。该厂在检查落实指标、制订措施     

清洁生产的适用性及规律

清洁生产越来越受到各行各业的重视,它能提高企业效益,减少废弃物,从而最终达到保护环境的效果。目前,我国生态环境恶化的趋势尚未得到有效遏制,环境形式依然严峻,推行清洁生产刻不容缓。     

Decision analysis of auto emission control

In response to public pressure to reduce air pollution, governments are forced to consider alternate means to limit auto emissions. This paper addresses the problem of evaluating these regulatory policies and choosing the one that is best for society.Economic tradeoffs play an important role in the analysis of emission control policies. Cleaner air comes only at a price, and the judgments as to “How clean?” At what price?” and “At who's expense?” are crucial. Once these value issues are resolved, questions of implementation remain. “How do regulatory policies such as mandatory emission standards for cars compare with a system of emission taxes?” “Are there ways to collect a fee from drivers to compensate those who breathe their pollution, without taxing emissions directly?”Our approach is first to describe a decision-focused analytical procedure for evaluating various policy alternatives. This procedure is then demonstrated with a preliminary analysis of representative emission control plans for the Los Angeles air basin. Both emission standards and market or “pricing” alternatives are considered. These plans include: present (1975) emission standards; an emission tax; an increase in the gasoline tax; a policy of no government control.The preliminary analysis shows market mechanisms to be superior to present emission standards. Many significant advantages of market mechanisms are discussed, though this conclusion is due primarily to—in our opinion—inappropriate value judgments that are implicit in the present standards.The analytical framework is very general, and it can be applied to a wide variety of social decisions involving externalities. The quantitative models developed, though preliminary, can be used by organizations such as regional planning agencies or pollution control boards. However, these models must not be viewed as formulas for answers to social problems. Rather, they are intended as aids for the policy maker that will help him or her balance the many factors that influence the decision and provide insight to the wisest social course of action.     

科技是保证水利建设工程质量的基石

水力发电是一种生产可再生清洁能源的途径。开发水利资源不但能够经济持续地为人类生活与生产提供电力,还能获得防洪、灌溉、航运、供水、旅游等综合社会效益,并能促进所在地区的工农业发展,有利于节约石油、煤炭资源,以及保护环境。因此,21世纪的中国水利建设任重道远。“百年大计,质量第一”,笔者就此提出自已的观点。     

What drives organic food consumption in Lebanon?

To increase the sparse knowledge about what drives organic food consumers in developing markets, Lebanese consumers' reasons and motives for buying organic food are studied in the framework of means‐end chain theory. A sample of N = 180 Lebanese consumers was interviewed in several retail outlets using a hard laddering questionnaire. The data were subjected to frequency analysis, cluster analysis, and structural equation modelling. Hierarchal value maps constructed from the laddering interviews revealed that “quality of life,” “pleasure,” and “peace of mind” are the main values driving organic food consumption in Lebanon. Frequent organic consumers displayed higher concern for their family's health and for the environment, whereas occasional organic consumers cared more about their own pleasure and were more likely to perceive organic food as a traditional and nostalgic product. Structural equation modelling revealed that “care for nature” and “care for children's health” significantly affect consumers' (self‐reported) purchasing behaviour. The found means‐end chains are a useful basis for marketing campaigns for organic food products in the Lebanese market. One focus of marketing campaigns should be raising consumers' awareness on the environmental benefits of organic production and the fact that it does not allow the use of harmful chemical products.     

Animal spirits and unemployment: a disequilibrium analysis

The past decade has seen a number of advances in modelling disequilibrium dynamics. This paper draws on separate approaches to disequilibrium dynamics to demonstrate a Keynesian result concerning the formal relevance of “animal spirits” in production economies. Specifically, it is shown that a parameter that can be associated with the “animal spirits” of firms is crucial to the stability of full employment equilibrium in a production economy. This approach to “animal spirits” is different to that taken by recent New Keynesian DSGE-type models, but similar in spirit to “Old Keynesian” approaches, including that of the General Theory. The corollary of the main conclusion is that price flexibility is not a sufficient condition for convergence on full employment equilibrium.     

The Effect of Follow-up Mailings on The Response Rate and Response Quality in Mail Surveys

Numerous experts have demonstrated that the increase in the number of contacts produces a “lengthening” of the field work, although this lag in the analysis of the data is “compensated” by the increase in the response rate that is achieved through this second, third, and successive “contacts”. However, can it be said that these interviewees respond with the same dedication as those who responded from the initial contact? Or could it be that they will try to respond “hastily” so as not to be “harassed” further? The aim of this study is to try to find some answers to these questions by giving the results of the first ever research carried out in Spain using the TDM of Dillman in mail surveys.     

Pervasive myths in leadership development: Unpacking constraints on leadership learning

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Project management systems: Moving project management from an operational to a strategic discipline

This article illustrates one aspect of the concept of “fit” between an organization's implementation of project management and its organizational context by exploring how the underlying drivers of an organization's strategy might influence not only the nature of the projects that it undertakes, but also the appropriateness of the arrangements that it makes to manage those projects. Using a model conceptualized from the literature on strategic management, an analysis of four organizations that have made significant investments in project management over the past 5 years supports the hypothesis that the degree of “fit” between an organization's strategic drivers of value and the configuration of its project management system influences the value it obtains from project management.     

Leadership learning: Crucial conversations,next steps,and thoughts for consideration

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Leadership: A journey of sustained performance

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Entrepreneurship education as a new model for leadership education

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?