In this study,the ecological footprint(EF)from 2004 to 2013 of a poor county chosen from Central China was measured and analyzed by using the methodology and theory of EF.The results showed that in the past 10 years,t...In this study,the ecological footprint(EF)from 2004 to 2013 of a poor county chosen from Central China was measured and analyzed by using the methodology and theory of EF.The results showed that in the past 10 years,the county’s ecological footprint per capita was growing gradually,increasing from 0.7053 hm^(2)in 2004 to 1.4473 hm^(2)in 2013,with growth clearly accelerated in recent years.During the same period,the ecological carrying capacity per capita reduced from 0.6351 hm^(2)to 0.5018 hm^(2).Additionally,regional development had been in a state of ecological deficit,per capita ecological deficit increased from 0.0702 hm^(2)to 0.9456 hm^(2).This led to contradictions between regional socio-economic development and sustainability of natural ecosystems,meaning the development of the region is unsustainable.Measures to reduce the ecological deficit were proposed to coordinate regional industrialization,urbanization,ecological environmental protection,and to promote the sustainable development in the region(e.g.adjusting industrial structure and consumption structure,promoting economic transformation,scientific planning and management of land).The results could provide a scientific basis for studies on ecological carrying capacity of the poor areas in Central China.展开更多
Since the founding of the People’s Republic of China in 1949,China’s per capita education level has risen from less than two years to 9.91 years.However,as the province with the lowest per capita education level in ...Since the founding of the People’s Republic of China in 1949,China’s per capita education level has risen from less than two years to 9.91 years.However,as the province with the lowest per capita education level in China,Tibet has only reached the level of 6.75 years per capita.This illustrates the worrying educational inequality that still exists between China’s poorer and more developed regions.This educational inequality can also be expressed by the Gini coefficient of education.In order to eliminate this educational inequality,the Chinese government has made great efforts.The Chinese government has expanded the demand for education through the right incentive system and the nine-year compulsory education law.On the other hand,the Chinese government directly or indirectly grants subsidies to education suppliers and demanders to achieve the purpose of increasing education output.Based on the positive externality of education itself,the Chinese government attaches great importance to the cultivation of human resources for offspring,and hopes to transform China’s quantity-based demographic dividend into quality-based demographic dividend,and finally realize sustained economic growth.We believe that some education-related policies promulgated by China have indeed reduced educational inequality in poor areas to some extent,but there is still potential for progress in further addressing educational inequality in poor areas by the Chinese government.展开更多
基金the Shaanxi Science&Technology Co-ordination&Innovation Project of China(No.2016KTCL03-18)National Natural Science Foundation of China(No.31670713).
文摘In this study,the ecological footprint(EF)from 2004 to 2013 of a poor county chosen from Central China was measured and analyzed by using the methodology and theory of EF.The results showed that in the past 10 years,the county’s ecological footprint per capita was growing gradually,increasing from 0.7053 hm^(2)in 2004 to 1.4473 hm^(2)in 2013,with growth clearly accelerated in recent years.During the same period,the ecological carrying capacity per capita reduced from 0.6351 hm^(2)to 0.5018 hm^(2).Additionally,regional development had been in a state of ecological deficit,per capita ecological deficit increased from 0.0702 hm^(2)to 0.9456 hm^(2).This led to contradictions between regional socio-economic development and sustainability of natural ecosystems,meaning the development of the region is unsustainable.Measures to reduce the ecological deficit were proposed to coordinate regional industrialization,urbanization,ecological environmental protection,and to promote the sustainable development in the region(e.g.adjusting industrial structure and consumption structure,promoting economic transformation,scientific planning and management of land).The results could provide a scientific basis for studies on ecological carrying capacity of the poor areas in Central China.
文摘Since the founding of the People’s Republic of China in 1949,China’s per capita education level has risen from less than two years to 9.91 years.However,as the province with the lowest per capita education level in China,Tibet has only reached the level of 6.75 years per capita.This illustrates the worrying educational inequality that still exists between China’s poorer and more developed regions.This educational inequality can also be expressed by the Gini coefficient of education.In order to eliminate this educational inequality,the Chinese government has made great efforts.The Chinese government has expanded the demand for education through the right incentive system and the nine-year compulsory education law.On the other hand,the Chinese government directly or indirectly grants subsidies to education suppliers and demanders to achieve the purpose of increasing education output.Based on the positive externality of education itself,the Chinese government attaches great importance to the cultivation of human resources for offspring,and hopes to transform China’s quantity-based demographic dividend into quality-based demographic dividend,and finally realize sustained economic growth.We believe that some education-related policies promulgated by China have indeed reduced educational inequality in poor areas to some extent,but there is still potential for progress in further addressing educational inequality in poor areas by the Chinese government.
