Diversification and sophistication of livestock products: The case of African countries

This study assesses the level of sophistication of livestock products in Africa by evaluating technology intensity and economic complexity of each product. Using trade data from 1995 to 2012, livestock commodity exports are classified based on technology intensity. Employing a method of reflection in computing the economic complexity of export products, we find that one fifth of African livestock commodity exports are manufactured with low technology while the rest is composed of raw materials. The results also show that the ten most complex livestock commodities represent about a third of African livestock total exports while the world level is almost double this figure. Yet African countries spend a huge share of their wealth on importing complex products. The results imply that by exporting non-complex products Africa loses nearly a third of the total value of its livestock exports. To boost the value of livestock products, African countries should exploit their untapped potential while securing the domestic market to achieve import substitution. This can be done by integrating with global value chains or developing niche markets at the regional or international markets and improving productive capabilities.     

Socio-institutional determinants of educational resource efficiency according to the capability approach: An endogenous stochastic frontier analysis

We investigate the role of private and public resources in educational attainments and the socio-institutional determinants of educational resource efficiency in Italy. Following the Sen's capability approach, we consider social capital and the quality of government part of the social conversion factors through which resources can be converted into human capabilities, such as education. We analyze the case of Italy by constructing a new longitudinal dataset from 1993 to 2012, using repeated cross sections from the main social survey of the Italian Statistical Institute and a panel stochastic frontier model that takes into account endogeneity. The results show the relative importance of private resources (measured by an ad hoc constructed wealth index), the complementarity between private wealth and public expenditures on education, and the positive impact of social capital and the quality of government on educational resource efficiency.     

成都理工大学教职工体育协会的现状研究

文章对成都理工大学6个教职工体育协会的建制、经费、场地设施、指导人员以及活动开展状况等方面进行了调查访谈,发现协会中仍然存在着协会成员固化、成员覆盖面小以及资金不足、场地匮乏等问题,并提出加大宣传力度,狠抓培训、扩大会员人数;扩展资金来源,寻求学校场地人力支持以及多层次创造活动交流平台等建议措施,以促进成都理工大学教职工体育协会的进一步发展。     

How to improve a technology evaluation model: A data-driven approach

Academic research suggests a number of technology evaluation models. To ensure effective use, models need to be improved in accordance with changing internal and external environments. However, a majority of previous studies focus on model development, while a few emphasize their implementation or improvement. To fill this research gap, this study suggests a systematic approach to examining the validity of technology evaluation models and improving them. We consider three propositions as criteria for improvement: 1) the coherence of the evaluation results with the evaluation purpose, 2) the appropriateness of the evaluation methods, and 3) the concreteness of the evaluation model. Rather than using expert opinions, this study takes a data-driven approach, wherein we analyze actual evaluation results and determine whether the model produces the intended results. A case study of 291 technology evaluation results, all made by the South Korean government in support of technology-based small and medium-sized enterprises, is conducted to verify the suggested approach's applicability. This is one of the few studies to address issues regarding improvements to a technology evaluation model. Its approach can help to develop and continuously improve a valid technology evaluation model, thus leading to more effective practice.     

Socio-technical transition governance and public opinion: The case of passenger transport in Finland

As a governance perspective, transition management views the engagement of a wide variety of stakeholders in policy development as a necessary element in furthering sustainability through enhanced social learning. Yet as a literature it has paid relatively little attention to public consultation on socio-technical change. Here we set transition management in the context of longstanding debates in science and technology studies, technology assessment and deliberative democracy. Empirically, we use national survey data on Finnish public opinion of state support for future transport options. Showing how transport practices and attitudes to transport innovation policy vary with both demography and geography, we argue that these differences have implications for policy legitimacy. We suggest that, both given and despite the practical difficulties of deliberative democracy, use of participative opinion surveying to better understand social groups with needs and interests that differ from national averages, may help to enhance policy legitimacy and hence the success of transition management.     

基于工作过程的数控编程与操作课程学习情境设计

现代制造企业对高职院校学生的职业技能要求越来越高,开展课程教学改革,实施理实一体化教学非常重要。数控编程与加工课程是数控技术专业核心课程,开展基于工作过程的数控编程与操作课程学习情境设计,实施理实一体化教学,有利于提高学生职业技能的培养。     

任务体验模式在商务英语教学中的实证研究——基于语言经济学视角

基于语言经济学理论,分析探讨了任务体验模式在大学商务英语教学中的可行性和有效性。教学实验表明,以互联网和QQ通讯软件为支撑的大学商务英语任务体验模式不仅获得了学生的普遍认可,增强了学生参与活动的兴趣,而且有助于提高商务意识和学业成绩,同时还为校内商务英语实践提供了新途径。     

Ethical dilemmas: Teaching futures in schools

Educational policy is implicitly futures oriented, yet in most instances fails to engage learners with explicit futures tools and concepts at a school level. Futures studies in education, or futures education has the potential to reposition learning as purposeful and mobilizes the lives of participants by connecting the curriculum of schools with the multifaceted futures of learners. This is a complex task within the tensions often existing between: the cultural role of a school, the expectations of a society, the expertise of teachers, and the increasingly diverse needs of learners (Bateman, 2012). It is between the tensions of these things that the ‘ethical’ issues of what is taught, or omitted as content in a classroom and the consequences of these choices are evident.This paper highlights ethical and moral dilemmas, as they were apparent in two futures education projects. In the first study, the teachers discuss the inherent limitations of offering a broader and more futures oriented curriculum. In the second study, teachers reflect upon their students’ anxiety with regards to futures images as they are interrogated within a curriculum study. Each of these studies highlights the ethical challenges that arise, when possible, preferable and probable futures are developed as part of learning in school settings, which are culturally and demographically diverse.Tirri and Husu (2002) highlight the ethical dilemmas, which emerge in classrooms around the world, based on conflicts in values and competing intentions between key stakeholders. In the studies which contribute to this discussion, there is evidence to suggest that futures thinking causes conflict within an individual's perception of how the world should be, or their worldview as a result of futures imagining which goes beyond what is taken for granted, or is an assumed future eventuality. In the same way, Carrington, Deppeler, and Moss (2010) argue that all curriculum choices about what is taught (or not taught) in a classroom reflect an ethical decision made by a teacher, with regards to what is foregrounded for learning and what is omitted.It is crucial to re-examine the role of a school in educating students for their futures, as opposed to educating students with an aim of furthering governmental agendas. More significantly, however, as this paper highlights, it is exploring the boundaries of what is acceptable or unacceptable, appropriate or inappropriate to teach in a classroom, given the changing diversities of schools and education systems throughout the world.     

Institutional changes in university accounting education in post-revolutionary China: From political orientation to internationalization

Since the formation of the Peoples’ Republic of China (PRC) in 1949, the broad field of accounting education in China has undergone many changes in the context of a dramatically changing sociopolitical environment. The institutional mechanisms in Chinese university accounting education are examined in this paper, principally through a re-reading of the historical experience since 1949. We utilize an institutional theory frame to examine how action in the regulative, normative, and cultural-cognitive pillars have shaped accounting education from its heavily political orientation in the early years of the PRC to a more internationalized university accounting education system that has begun to take shape in contemporary China. We seek to contribute a contextualized understanding of contemporary China's accounting education, while adapting and extending the role of institutional theory in explaining education changes more broadly.     

知识重叠、知识库特性与创新绩效

以往研究着重探讨重叠/非重叠知识在技术并购中的创新效应，然而在测度知识重叠时仅关注到数量属性而忽略了质量评估。因此，构建一个新的理论框架，利用国家知识产权局2008-2018年专利授权数据，分析217家中国机械制造企业352次国内技术并购案例，探索知识库中重叠、非重叠知识数量和质量属性对并购后创新绩效的影响。结果表明，高质量重叠知识对并购后的企业创新绩效具有正向影响，而高质量非重叠知识则有负向影响。同时，探讨知识数量对并购后创新绩效的影响。研究结果强调了知识重叠对企业获取外部知识的重要性，对企业技术并购实践具有借鉴作用。