高职高专学生金工实习模式的探索与实践

金工实习是高职高专学生实现理论知识与实践过程相结合的重要途径,对学生树立正确的就业观,掌握职业技能至关重要。以行为导向教育思想为基础,探讨了高职高专学生体验真实工程过程,获取真实职业能力的金工实习模式,以真正培养出既有理论基础更有实践能力的高技能人才。     

论完善教师职业的社会责任

教师职业的社会责任是要把广大青少年培养成为有理想、有道德、有文化、有纪律的社会主义建设人才。人才的培养不仅决定于教师的劳动,而且决定于周围环境的关系。为了使环境符合教育学,教师必须遵循社会主义教师职业的道德要求,正确处理教师和社会的关系,教师职业要适应新时期的要求和建设的需要。     

教师职业素养新论

国家于2010年新出台的《国家中长期教育改革和发展规划纲要(2010——2020年)》(以下简称《教育规划纲要》),使教师的职业素养再度引起公众的关注。文章将其归结为"敦品"、"业精"、"敬业"六个字,并从这三个方面入手谈教师的职业素养。     

中职机电专业教学改革探讨

目前科技的飞速发展对中职毕业生提出了越来越高的要求,而学生的各方面素质却相对较差,学习积极性、主动性不高。以能力为本位进行中职机电专业课程体系改革是提高学生机电专业理论水平和动手操作能力的必然选择。根据机电专业岗位群的工作过程,分析了岗位能力要求,从而确定了本专业培养目标,设计了基于职业能力和项目化的学习情景,以求改革原有的课程设计理念,实现专业课程教育与工作任务与综合职业能力培养要求相统一的课程体系建设目标。     

我国职业技术培训现状及对策研究

我国近年来出现了"用工荒"和大学生"就业难"并存的问题,该问题的解决需要从劳动力的"质"上去突破,要通过职业技术培训来改善我国的人才结构。但是我国目前的"学校-企业-培训机构"三位一体的职业技术培训体系还存在诸多不足,文章将从主体资格、培养方式两个方面提出解决对策。     

建立以本土企业为主体的协同创新机制研究

改革开放以来,我国经济发展取得了巨大成就,但也面临一些重大挑战,特别是本土企业加入、依赖跨国公司主导的产业链,在短期内得以迅速发展的同时,也导致本土产业链出现了断裂和碎片化的问题,这对本土企业的创新和发展是不利的。文章研究在我国建立以本土企业为主体的协同创新机制的基本规律和特点,为提高本土企业的创新能力提供借鉴。研究的主要发现是,这是一个复杂和曲折的过程,在这一过程的启动阶段和转折阶段,非经济因素或者至少是长期经济因素而不是短期经济因素具有独特的、非常重要的作用。     

Supply Chain Strategies and International Tax Arbitrage

What motivates the geographic footprint of the supply chains that multinational firms (MNFs) deploy? Traditional research in the operations and supply chain management literature tends to recommend locations primarily based on differentials in production costs and the ramifications of physical distance ignoring the role of taxation. MNFs that strategically position parts of their supply chains in low‐tax locations can allocate the profits across the divisions to improve post‐tax profits. For the profit allocation to be defensible to tax authorities, the divisional operations must possess real decision authority and bear meaningful risks. Generally speaking, the greater the transfer of risk and control, the larger the allowable allocation of profit. These transfers may also create inefficiencies due to misalignment of business goals and attitudes toward risk. We model these trade‐offs in the context of placing in a low‐tax region a subsidiary that oversees product distribution (as a limited risk distributor commissionnaire, limited risk distributor, or fully fledged distributor). Our analysis demonstrates that the MNF's preferences regarding the operating structures are not necessarily an obvious ordering based on the amount of risk and decision authority transferred to the division in the low‐tax jurisdiction. We derive and analyze threshold values of the performance parameters that describe the main trade‐offs involved in selecting an operating structure. We find some of the optimal decisions to exhibit interesting non‐monotone behavior. For instance, profits can increase when the tax rate in the low‐tax jurisdiction increases. Numerical analysis shows that the Limited‐Risk Distributor structure is rarely optimal and quantifies when each alternative dominates it.     

青岛市农民专业合作社的发展:现状、问题与对策

近年来,青岛市农民专业合作社快速发展,在运行过程中发挥了重要功能,推动了现代农业发展.当前,还存在着发展空间有限、内部管理欠规范、主动参与市场竞争的动力不足、个别部门政策支持行为不到位等亟待解决的问题.因此,进一步规范和发展农民专业合作社,必须端正发展思想,避免"两个倾向"; 加强宣传教育与培训;加快组织模式创新;进一步完善内部运行机制;强化政府支持行为,营造一个有利于发展的外部环境.     

高校教师专业发展的理论基础与发展策略

高校教师的角色经历了古代、现代和当代的逐步深入的衍化,21世纪对高校教师提出了更高的挑战——专业发展.本文在综述教师专业社会化理论、教师专业发展阶段理论和人本主义学习理论基础上,从发展模式和保障机制两个方面论述了高校教师专业发展的策略.     

Five Star Teacher: In-Service on the Move

Teachers learned knowledge, skills, values, and dispositions through spending significant amounts of time working with heritage sites as they learned more about social studies. Elementary social studies teachers engaged in teacher in-service to increase their abilities to meet geography standards. Teacher professional development that caused instructors to engage with cultural and historic sites benefited them and should be considered as well as other models of teacher in-service. Teachers used study travel opportunities to engage in geographic investigation and exploration to accomplish inquiry. Teachers determined that extended time was required to experience the place, to value it, and to harbor the disposition to teach about it; they learned in-depth content from spending time on-site, and they learned skills to extract knowledge from site through reading the landscape. Teachers encountered multiple perspectives, technology, and controversial issues through their studies of regions in the Ohio River Valley. Teachers of elementary social studies may wish to consider this type of professional development to understand a sense of place and how it relates to the curriculum they teach.