运用Logistic回归模型加强高收入者纳税遵从的实证研究

加强高收入者的个人所得税征管、促进纳税遵从一直是税务部门的重要工作之一。利用多元有序因变量Logistic回归模型,以江苏某市2010年度年所得12万元以上个人所得税纳税申报的数据为样本,以＂应补税额＂等级的五分类有序变量为因变量,以纳税申报表中纳税人的年龄、应纳税所得额、应纳税额、性别、职业大类、行业大类6个影响因素为自变量,进行多元有序因变量的Logistic回归分析,研究结果可为税务系统加强年所得12万元以上高收入者个人所得税的申报与征管、促进纳税遵从提供新的思路。     

Outward foreign investment by transnational entrepreneurs: Insights from emerging economies

This research considers how transnational entrepreneurs in emerging economies identify and develop opportunities for investment into international ventures. Specifically, this study seeks to identify common drivers for outward investment by transnational entrepreneurs from their country of origin (Brazil and India) to their adopted country (the US). Findings indicate three common drivers of this type of internationalization: formal education, effectual logic, and the leveraging of perceived market differences. Furthermore, the data show that entrepreneurs prefer a gradual process of investment rather than a large-scale initial investment during the exploitation of international opportunities in the adopted country. The results of this study have important practical implications and are valuable additions to the scholarly understanding of the growing field of transnational entrepreneurship.     

The effectiveness of information interventions to improve domestic food safety among rural consumers

Consumer education on food handling behavior is regarded as an effective method to improve domestic food safety and prevent foodborne illness, but is usually overlooked in rural areas. Using a presurvey and two rounds of postsurveys targeted at rural consumers from China included in a randomized controlled trial, this study investigated the effectiveness of two information interventions—a leaflet with tips for best practices and the leaflet plus consumer education sessions conveyed by phone—and compared them with a control group. Cloth use behavior was the target in the trial and five specific aspects were evaluated: (1) whether the cloth was made of old clothes, (2) whether the one used to clean kitchen tables was also used to wash dishes, (3) whether it was hung to dry, (4) how it was disinfected, and (5) how long the cloth was used before being discarded. Firstly, consumers' behavior was scored by summing the above-mentioned five behaviors. The results estimated using the difference-in-difference model showed that respondents in the leaflet-only group improved to a greater extent than those in the control group, but their difference in progress was not statistically significant until the second round of the postsurvey. Respondents in the leaflet-plus-phone group were quicker to adopt suggested practices and made discernible improvements compared with those in the leaflet-only group in the first round of the postsurvey, but the gap between these groups narrowed to statistically insignificant in the second round of the postsurvey. It was concluded that one consumer education session was effective and made a difference in the long term, whereas more education sessions produced normative behavior at faster rates, showing a significant improvement in the short term. Then, the study estimated the effectiveness of interventions on the five specific behaviors separately. The results were estimated using a probit difference-in-difference model and showed that the suggested behaviors with lower costs or a greater difference from past behaviors were more likely to be adopted by consumers. Consumer education facilitates proper food handling practices among rural households, which should be considered by policy makers.     

从发票管理角度看我国当前税收流失状况及改善措施

目前,全球金融危机对我国的影响还未见底。实施积极财政政策扩大内需,增强经济抵抗力和竞争力,确保持续增长是未来的艰巨任务。作为一系列重大举措的支撑力量,税收成为财政工作的关键一环。全面加强征收管理,减少税收流失是确保积极财政政策顺利推行的前提之一。本文围绕我国税收征管工作中的发票管理环节展开,分析了发票管理漏洞使税收流失加剧的现状,并提出了改善发票管理的若干措施。     

探析德国职业教育教学改革中的行动导向法

在普通教育大环境中成长起来的职业教育研究,无论是教育内容所传授的知识类型,还是教育对象所具有的智力类型,都有其特殊性。我国职业教育改革的重点,迫切需要彻底打破学科、“大专业”体系,恢复职业教育的“本来面目”,其结果必定是教学方法的改革。在德国,作为一种已经被实践证明的有效方法,行动导向法在职业能力的培养中体现出了突出的优越性。加强行动导向教学法的研究,总结出一套适合我国国情的职业教育理论,进而推进我国职教事业的发展,在我国具有重大的现实意义。     

论我国高等教育捐赠税收政策

我国高等教育事业在快速发展的同时,出现了规模的扩张和教育投入不足的突出矛盾,社会捐赠作为弥补高校经费不足的重要途径,其作用的发挥却受到种种不利因素的制约,在现行税制方面存在诸多问题。完善我国高等教育捐赠税收制度,需要健全机构,规范管理,有效运作;全面启动捐赠配套资金工程;鼓励直接向高校捐赠;进行流转税、所得税改革;开征遗产及赠与税。     

Teaching teenagers in finance: Does it work?

Many initiatives worldwide aim at improving financial literacy through targeted education programs, yet there is little evidence regarding their effectiveness. We examine the impact of a short financial education program on teenagers in German high schools. Our findings reveal that the training program significantly increases teenagers’ interest in financial matters and their financial knowledge, especially their ability to properly assess the riskiness of assets. Behaviorally, we observe a decrease in the prevalence of self-reported impulse purchases, but at the same time find no evidence of a significant increase in savings.     

La gestión mecanicista de las Instituciones de Educación Superior: un estudio desde la modelación sistémica

The bureaucratic tendencies to organize work in Higher Education Institutions (HEIs) of which facilitates personnel control and the mechanical ways to measure educational content are the ones that shatter education in pieces, under the hierarchy criterion, also shattering the professor's labor. This organizational method results in an incompetent education, leaving very negative consequences for teaching development. We address this problem by using systemic modeling and Structural Equations Systems (SEM) to confirm hypotheses from scientific observation. It was proven that there was a negative impact of mechanistic management which affected teacher's development. This was proven in context in two HEIs located in Villahermosa (Tabasco, Mexico).     

Developing globally responsible leaders: What role for business schools in the future?

This paper reports on a collaborative research process to explore the future role of business schools in the development of globally responsible leaders. Swinburne University of Technology held a collaboratory workshop of academics across disciplines and a range of business leaders to explore firstly what a globally responsible leader would look like and secondly how these capabilities would be developed. In taking forwards actions from the workshop, the Business School was noticeably absent which raised the specific question regarding the on-going role for business schools in the future development of leaders, and how they would need to change in order to maintain a future role in this sphere. The paper reflects on the transformative process necessary within business schools if they are to meet this future agenda.     

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.