PurposeThe purpose of this study is to investigate the impacts of surface ozone pollution on rice profit, output and variable inputs in China.Design/methodology/approachThis study estimates the rice profit function using county-level rice production data and ozone monitoring data in 2014 and 2015 to capture the impact of ozone pollution on rice profit. Then, it uses dual approach to identify the impacts of ozone on the supply of rice and the demand for variable inputs. The ozone concentration data are obtained from 1,412 monitoring stations established by the National Environmental Monitoring Centre of China.FindingsThe results show that surface ozone would significantly reduce rice profits; a 1% increase in (the daily average ozone concentration from 9 am to 4 pm) leads to a 0.1% decrease in profits. In addition, ozone has a negative impact on the levels of inputs and the supply of rice, and the elasticities of rice output, fertilizer input and labour input with respect to are −0.87, −0.86 and −0.78%, respectively. These results suggest that ozone pollution affects rice production via two channels: the direct damage on rice growth and the indirect negative impact of reducing variable inputs.Originality/valueThis study estimates the impacts of surface ozone pollution on rice profit and output, and quantifies its influence on variable inputs in China, which provides a better understanding of farmers' adaptation behaviour.
Vocational education, as an exact academic term, originated from “Tianpin Putong Jiaoxiwen” written by Yao Wendong, the general manager of Shanxi Agriculture and Forestry School in 1904. However, the practice of vocational education as a type of education runs through the development of Chinese society, and its emergence and development have experienced a relatively long evolution process. In China, vocational education has experienced the development of traditional apprenticeship, industrial education, vocational education, technical education, and vocational and technical education. With the promulgation and implementation of the Chinese Vocational Education Law in 1996, and vocational education practice and theoretical exploration for more than 40 years since the reform and opening up, it was not until the 2014 national policy document that vocational education was finally adopted as a parallel education type of Chinese general education. Only when there is a clearer understanding of the characteristics and essential attributes of vocational education as a type of education and a consensus is reached, the dispute over the title of vocational education will gradually subside in the academic circle.
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