人民币实际汇率与中国两部门生产率差异的关系——基于巴拉萨—萨缪尔森效应的实证分析

长期实际汇率主要取决于经济的供给面,即生产率的变化,这一思想体现在巴拉萨—萨缪尔森效应的模型中。文章从巴拉萨—萨缪尔森效应的理论出发选择合适的计量模型,然后以制造业和服务业分别表示贸易品部门和非贸易品部门,通过差分回归模型和协整检验来分析人民币实际汇率与中国两部门间生产率差异之间的关系,回归结果符合巴拉萨—萨缪尔森效应的结论。在1980~2004年间,人民币实际汇率的变动趋势与中国两部门间的生产率差异变化趋势基本相符:非贸易品部门生产率提高幅度大时,人民币趋向于贬值;而贸易品部门生产率提高幅度大时,人民币实际汇率趋向于升值。     

劳动关系的道德基础与中国传统道德文化

市场经济体制下劳动关系的道德基础是市场经济的道德基础在劳动关系中的体现 ,中国传统道德文化是劳动关系道德基础的一个重要来源。市场经济的道德基础应该是“己所不欲 ,勿施于人” ,而非“己所欲 ,施于人”。     

"下岗女工"的劳动权益保护

随着我国传统的劳动用工制度的变化,女性劳动的劳动权益保护面临前所未有的挑战,特别是“下岗女工”作为劳动中的弱势群体如何得到社会的关注和帮助,是关系到社会稳定、家庭安宁、经济发展的大事。本就这类女性劳动的现状、劳动权益保护中出现的问题、应当采取的对策做了较为详尽的论述,希望这些社会的弱势人群得到更为完善的保护。     

深化对劳动和劳动价值论的认识

我国社会主义市场经济的建立与发展过程中出现的新问题、新情况，需要我们深化对马克思主义劳动价值论认识。本文主要从劳动的价值概念及其度量、方法论、要素贡献率与劳动价值论的关系三个方面予以探讨，旨在对重建当代马克思主义经济学有所裨益。     

解决农村剩余劳动力问题的战略性措施

随着改革开放的深入进行，我国农村剩余劳动力的就业问题越来越突出。农村剩余劳动力的特点是存量大、素质低、政策法规观念淡薄。农村剩余劳动力的就业问题是农村社会保障体系的重要组成部分，从根本上讲，解决这一问题的办法是农村剩余劳动力的转移，包括向外转移和就地转移等。为此，应以长远的和全局的眼光来看待这一问题，寻求解决农村剩余劳动力问题的战略性措施。     

农村剩余劳动力转移的重要途径——国际劳务输出

我国农村剩余劳动力的转移问题越来越受到社会各界的关注。本文提出扩大国际劳务输出是转移农村剩余劳动力的重要途径。我国进行国际劳务输出具有较大的比较优势和发展空间。我国政府应加大国际劳务输出的管理力度,为促进我国农村剩余劳动力转移另辟新径。     

Minutes of Spring Council Meeting, 1965, of the Catholic Economic Association

This research compares perceived organizational support to work–family balance measures and policies in various work environments to determine whether the organizational context can be a mediating variable or whether the social economy sector, with its mission and management approach (participatory decision-making) might have an influence on organizational support to work–family balance. We studied the social economy sector and compared findings with three other sectors in the public service that have a public service mission but not the same democratic or participatory management mode: a metropolitan police service, social work, and nursing, all in the same city. Our research identifies many significant differences between the four sectors, essentially owing to the characteristics of the social economy sector. In addition to our quantitative research, we conducted interviews (36) in the sector and results indicate that the specificity of the social economy sector, i.e. mission and management mode, explain the overriding concern for work–life balance in the social economy sector.     

Hours worked in selected OECD countries: an empirical assessment

In this paper, we empirically assess the evolution of the aggregate hours worked, with a particular emphasis on their age structure, in a sample of OECD countries, along the period 1970–2007. We show that the age composition of the workforce has a large and statistically significant effect on hours worked volatility. To exploit the multilevel structure of our data, we use a Mixed Linear Model to investigate the consequences of (i) demographic change, (ii) sector-specific, and (iii) country-specific factors on hours worked by ‘young’ (aged 15–29) and ‘prime-aged’ (29+) individuals. We show that changes in workforce demographics, captured by the ratio between population older than 29 and population younger than 29, are strongly and significantly correlated with the amount of hours worked by ‘young’ individuals. We also document the impact of sectoral capital intensity and profitability on the dynamics of (aggregate) hours worked. Finally, we show that productive public expenditure, here proxied by the public investment in ICT, is beneficial for the hours worked both by young and prime-aged individuals.     

Math,girls and socialism

This paper argues that the socialist episode in East Germany, which constituted a radical experiment in gender equality in the labor market and other instances, has left persistent tracks on gender norms. We focus on one of the most resilient and pervasive gender gaps in modern societies: mathematics. Using the German division as a natural experiment, we show that the underperformance of girls in math is sharply reduced in the regions of the former GDR, in contrast with those of the former FRG. We show that this East–West difference is due to girls’ attitudes, confidence and competitiveness in math, and not to other confounding factors, such as the difference in economic conditions or teaching styles across the former political border. We also provide illustrative evidence that the gender gap in math is smaller in European countries that used to be part of the Soviet bloc, as opposed to the rest of Europe. The lesson is twofold: (1) a large part of the pervasive gender gap in math is due to social stereotypes; (2) institutions can durably modify these stereotypes.