加强民族地区教师专业化发展 促进民族地区教育信息化

文章探讨教师专业化的概念及意义,分析加强民族地区教师专业化发展的必要性,提出以加强民族地区教师专业化来促进民族地区教育信息化的发展。     

高校新任辅导员专业化发展探析

阐述了高校新任辅导员专业化发展的必要性和重要性,分析了新任辅导员专业化发展的基本素质要求,指出要通过进行专业化培养、职业化发展、科学化推进和制度化保障等相关措施才能实现新任辅导员的专业化发展,建设高素质的辅导员队伍。     

清末民初奉天省的司法变革

以区域研究的方法,考察奉天省自清末新政开始到张作霖统治结束为止这一时期司法体制所经历的变革。奉天省在民国初期政局动荡的大环境下新式法院却以较快的速度增长,在数量上领先于全国其他省份。同时在民国初年法院改组时确立的担任司法官所需要的学历要求,在实践中得到了较为严格的执行。最后从地方政权建设和收回治外法权运动这两个因素入手,分析这一现象产生的原因。     

Community Development, Partnership Governance and Dilemmas of Professionalization: Profiling and Assessing the Case of Ireland

Over the last two decades, Ireland has emerged as a paradigmaticcase of partnership governance. Underpinned by state-facilitatednational agreements that sought to maximize economic and socialdevelopment, ‘partnership’ was also held to includethe development of progressive social policies. The ‘communityand voluntary sector’ has been both the site and purportedvehicle for these progressive policies. In this context, communitydevelopment emerged as a discourse of social action that wasboth popular with what Donnelly-Cox and Jaffro (1999) have inthe Irish context called ‘second generation communitydevelopment’, i.e. the emergence of self-activated localcommunity groups informed by a social justice ethos, and tothe Irish state as a route to social inclusion for an arrayof marginalized social groups. Since the early 1990s, thesegroups have been the recipients of significantly increased statefunding. This resource has had a dramatic effect on the structureand nature of community development. In this paper, we outlineand assess the model of community development that has emergedin Ireland during this period. Based on empirical data arisingfrom a nationwide survey of community workers, we profile theextent of state funding; the consequent employment profile ofcommunity development workers and the impact on volunteerism;and the nature and consequence of community development’semerging relationship with the Irish state.     

The Invisible (Inaudible) Woman: Nursing in the English Academy

Nursing is numerically a far larger academic discipline than medicine, and is situated in many more higher education institutions in England (over 50), whereas there are 21 medical schools. Like the rest of ‘non medical education and training’ it is purchased through a quasi‐market. Despite the size of this market, however, nursing education has until recently been largely invisible in policy documents and the ambitions of nursing academics to develop their subject are seen as inappropriate. This article explores this invisibility and inaudibility, with particular reference to the 1997 Richards Report, Clinical Academic Careers and the 2001 Nuffield Trust report, A New Framework for NHS/University Relations. It draws on the work of Davies on the ‘professional predicament’ of nursing, to argue that, although the move of nursing education into higher education had the aim of improving its status, nursing has difficulty finding its voice within academia. As a result, issues which are salient for nursing (as for many of the health professions), such as a poor (or relatively poor) showing in the Research Assessment Exercise and the complexities of balancing research, teaching and maintaining clinical competence, are raised as high‐profile issues only in medicine.     

经理人“两化”工作体系及运作模式框架研究

在入世和十六大关于经济体制改革有关问题的背景下,研究国内外经理人职业化和市场化运作模式基础上,结合我国现实条件,探索经理人"两化"工作体系和运作模式初步框架.对推进经理人的职业化和市场化,深化国有企业改革、完善企业治理结构、最终提升企业竞争力有一定的现实意义.     

资本所有者与职业经理人关系的现状和发展

随着中国加入WTO,中国的企业必将面临国外成熟企业的激烈竞争,中国的职业经理人必将迎来巨大的机遇与挑战.然而,由于历史原因和规则、体制原因,造成目前我国的职业经理人队伍整体职业化水平不高,资本所有者与职业经理人之间的关系还是一种新型的、尚处在摸索之中的关系.培养塑造合格的职业经理人、建立资本所有者与职业经理人之间严密的有约束力的规则和稳定的文化、使职业经理人的"理性忠诚"与资本所有者的"合理授权"结合,已成为发展的必然趋势.     

中国海外项目经理职业化水平测评研究

“一带一路”宏伟蓝图下,我国承接沿线国家工程项目业务已成为常态。中国海外项目经理是建筑企业开拓国际工程承包市场的中坚力量,建筑企业要想在“一带一路”国际市场中搏击长空,加强海外项目经理职业化建设乃当务之急。项目依据海外项目经理的岗位职责,从德、能、勤三方面总结影响海外项目经理职业化水平的各个因素,并结合几何平均法和TOPSIS法进行中国海外项目经理职业化水平测评研究。     

中职教师专业化发展的目标取向及推进策略

立足我国中职教育的发展现状,指出中职教师岗位具有教育对象特殊化、所处环境复杂化、工作内容多元化、社会角色综合化等四个特征。从知识结构、职业态度、素质提升等三个角度,分析了目前中职教师专业化发展所存在的主要问题。在此基础上,提出中职教师专业化发展在教育观念、职业道德、业务知识、教学能力和身心素质等五个方面的目标取向。同时,从社会、政府、学校及教师等视角,探讨了中职教师专业化发展的推进策略。     

教师专业化途径浅析

本文阐释教师专业化的定义及其重要意义,分析教师专业化的实现途径。