国际国内甲醇市场分析及预测

介绍了近年来国际国内甲醇市场供需、生产、贸易、价格等变化特点，并对未来市场走向进行了分析预测。     

我国石油天然气会计准则国际协调探讨

以我国石油天然气会计准则《石油天然气开采》和国际财务报告准则《矿产资源的勘探与评价》为研究对象，从范围框架和内容方面对两个准则进行对比分析，并结合我国石油：无然气会计准则国际协调情况，对我国石油天然气会计准则国际协调策略进行探讨。     

我国财政科技投入现状分析与调整策略

世纪之交,科技创新已经成为国际竞争的主导因素,科技竞争力将成为决定国家前途和命运的重要因素.科技创新的出现也必须有科技投入的后台保障.本文在比较工业化国家不同发展阶段科技投入水平的基础上,结合我国工业化进程发展所处的阶段,对我国的科技投入现状进行比较分析,认为:当前应加大政府对科技投入的支持力度,提高基础研究的投入比例,依据国情,实行有所为、有所不为策略,加大官、产、学、研结合,加速科技成果转化,抢占新世纪科技制高点.     

"三农"问题的财政对策思考--治标更要治本

"三农"问题是我国转型时期社会、经济、人口、资源、环境等诸多问题的汇聚点,是关系我国改革、发展和稳定大局的重大问题.解决"三农"问题不能满足于一时的效果,而是要考察其更深层次的原因,达到治标与治本相结合.为此,本文提出发展城市经济以吸纳农村劳动力;加大农村教育投入,进行农村人力资源开发;以及进行农村制度创新,彻底改善农业和农村发展的外部条件等财政经济对策以求得"三农"问题的最彻底解决.     

浅谈油气田企业固定资产折旧方法

以油田开发过程中油气井固定资产的特点及产量变化规律为依据，与财务会计制度和经济效益变化规律相结合，论述了含水上升和产量递减对折旧成本的影响，指出了油气田企业折旧方法的选择，使折旧的计提方法更符合油气田开发的经济运行规律。     

世界主要跨国石油石化公司的发展之路

为实现在未来20年里把中国石油和中国石化建成具有较强国际竞争力的跨国公司这一发展目标，文章从宏观角度研究和探讨世界主要跨国石油公司的发展历史、现状和趋势，总结出可供中国石油、石化可借鉴和吸取的共性经验和经营策略。     

我国中小企业政策:演进过程与创新思路

我国中小企业政策的演进过程,可以分为四个阶段:以"单一公有制"为特征的中小企业政策;以"分户口"和"所有制等级序列"为特征的中小企业政策;以"重大轻小"为特征的中小企业政策;统一整体的中小企业政策。构建我国中小企业政策体系的基本思路是:一要切实落实法律精神;二要设立专门管理机构;三要全面深入地加大整顿市场经济秩序的力度;四要建立中小企业的社会化服务体系;五要促进行业性中小企业协作会的建立;六要从政策方面进一步促进中小企业发展。     

Technology and Rights

What do we know about technology and rights? This article provides a fairly comprehensive overview of current issues regarding this topic. We explore and analyse a wide spectrum of rights that are challenged in this current era of technological convergence. We use the United States Bill of Rights as an example of the vulnerability of legal protections for rights against particular political and technological changes in this post 9-11 climate. New streams of rights acting as a safeguard against further incursions of technology into civil liberties are explored. We also address intellectual property rights and international trends in copyright, patent and trademark laws. We question whether these issues of technology and rights have a place in current technological literacy scenarios.     

Developing Technological Stance: Children's Learning in Technology Education

Following a review of current research in children's learning in technology education, and an examination of the kinds of knowledge demanded in contemporary technology education programs in elementary schools, I argue that what is needed in early technology education programs is the scaffolding of what I am calling technological stance. This construct acknowledges the socio-cultural character of technology as a human endeavor. In contrast to programs which are oriented to application of conceptual and procedural knowledge or to programs in which knowledge is generated through interpretation of interactions with materials and tools, programs which support technological stance position learners as critical inquirers into both tool-related and discursive practices of technology.     

Enhancing Practicing Primary School Teachers' Pedagogical Content Knowledge in Technology

This paper describes the frameworks and cognitive tools that have been developed to enhance practising teachers' pedagogical content knowledge in primary school technology education. The frameworks evolved from our research that firstly examined existing teaching practices, secondly enhanced formative interactions and thirdly enhanced summative assessment strategies. The evidence gained over the three years demonstrated how the effective use of frameworks could be utilised to enhance teacher pedagogical content knowledge (PCK). How we see learning is of prime importance in examining the development of teacher pedagogical content knowledge. A sociocultural view of learning is taken where human mental processes are situated within their historical, cultural and institutional setting. In the research project we strongly emphasised the need for teachers to build a knowledge base for teaching technology. Critical aspects identified as enhancing PCK included: negotiated intervention, planning frameworks, reflection on case studies, workshops and support in classrooms, appropriate resources, teacher agreement meetings, portfolios of student work and summative profiles. The increased PCK resulted in: enhanced teacher knowledge about technology including the nature of technology, areas of technology and specific technological knowledge, changed pedagogical approaches, enhanced teacher student interaction, refinement of appropriate learning outcomes, critical decision making, improved teacher confidence, and enhanced student learning. Seven characteristics or features of pedagogical content knowledge that we believe are important for effective teaching and learning in technology are presented. This revised version was published online in July 2006 with corrections to the Cover Date.