城市功能定位与现代服务业发展模式比较研究—兼论南宁市现代服务业发展

本文从城市功能定位、比较优势和驱动机制三方面对上海、北京、深圳发展现代服务业模式进行了比较分析,总结了发展现代服务业的基本经验。并结合南宁的实际情况,分析了南宁在发展现代服务业方面主要存在的问题,认为南宁必须在新的城市功能定位基础上发展服务业。     

高校中层干部实行教育职员制度初探

:从高校中层干部的构成及“双肩挑”干部在高校管理工作中的作用出发 ,探讨实行教育职员制度的途径和方法     

基于员工角度的企业社会责任研究

在实现和谐社会这一伟大战略目标过程中,企业应当履行对消费者、员工、政府、社区、供应商等利益相关者的社会责任。员工是企业履行社会责任的重要对象,是企业履行其他社会责任的行动者,也是企业经营成败最关键的因素。根据人性理论、社会责任理论以及科学发展观,阐述当今我国企业对员工应负的社会责任,如何使企业履行对员工的责任。     

德国统一以来东部经济转轨与现行经济模式

德国统一后 ,在东部实现了由国家计划经济向社会市场经济的转轨。东部的经济转轨面临着独特的历史背景 ,实行了独特的转轨方式 ,但并没有达到预期的效果 ,东部经济依然存在着与西部经济差距明显 ,失业严重 ,经济秩序混乱等问题。德国新一届政府正探索新的经济发展模式 ,以完善东部的社会经济体制。这是社会市场经济不断自我完善和自我发展的必然过程     

海院教职工体质现状的调查研究

采用随机抽样的方法 ,对海院 14 0名教职工进行了体质测定和评价。研究结果表明 :( 1)总体测试人群中体质综合评定等级分布情况为 :优秀 2 6.4% ,良好 3 2 .2 % ,合格 3 6.4% ,不合格仅占 5 %。男教职工情况优于女教职工 ,甲组女教职工优于乙组女教职工。 ( 2 )海院教职工体质特点具有良好的身体形态 ,较好的身体素质 ,与全国成年人相比除女教职工的握力和体前屈外 ,其余各项指标匀高于全国平均水平 ,且达到非常显著性差异。但身体机能较差 ,尤其是心血管系统的功能。 ( 3 )针对教职工体质的薄弱环节 ,提出了若干对策与建议     

定向增发抑价分解研究——基于双边随机边界分析的新视角

针对定向增发新股存在价格溢出现象,本文首次引入双边随机边界模型探究定向增发高抑价的形成机理,发展了一个新的定向增发抑价分解模型,将定向增发抑价分解为一级市场折价效应和二级市场溢价效应,并对2007-2017年度内已完成定向增发新股的沪深两市A股上市公司进行了实证检验,结果表明：定向增发新股的发行价格与二级市场交易价格均被高估,存在价格泡沫;折价效应与溢价效应均对定向增发抑价施加了显著的影响,但溢价效应是导致定向增发高抑价的主导因素;溢价效应对定向增发高抑价的影响程度在国有企业、大股东全认购、牛市以及信息透明度较低的子样本中更显著。基于中国本土文化拓展了抑价分解理论,结论更符合中国股市实情,为定向增发抑价现象的后续研究提供了理论指导与方法支撑。     

普通本科院校向应用技术院校转型的师资队伍建设思考

在社会的需求和政府的号召下,部分普通本科院校开始向应用技术型院校转型。然而在这个过程中,传统的师资队伍建设惯性导致了招聘意识偏颇、教师缺乏实践经验、兼职教师凤毛麟角、考评制度不相适应等阻碍转型的现象。因此,高校需要采取一些新的举措以适应双师型教师队伍的建设,才能保证转型的顺利进行。在分析当前本科高校师资队伍建设现状及其存在问题基础上,提出了向应用技术类型高校转型发展中师资队伍建设的基本思路和具体措施.     

基层计生专干的离职意愿及其影响因素--基于湖北、山东、甘肃三省调研数据

利用三个省1635名基层计生专干调查数据,运用二元Logistic回归分析方法,考查受教育程度、家庭年收入、工资补贴、医疗保险、养老保险、培训次数、日平均工作时间、工作难度和干群关系9个变量与基层计生专干离职意愿之间的关系.研究结果显示,以上变量中工资补贴、养老保险、医疗保险对不同基层计生专干群体的离职意愿均有显著负向影响,且据此结论提出两点降低基层计生专干离职意愿的政策建议.     

Complexities of cultural difference in social care work in England

The ageing of the ethnic minority population in Britain has led to a more ethnically diverse older client group for social care services than has ever been the case. This article focuses on the issue of how social care staff in England experience working across differences of culture, ethnicity, religion, and language. First, the article critically discusses the concept of cultural competence. Then, it reports on the perspectives of social care staff on their attempts to work in a culturally competent way. Individual in-depth qualitative interviews were carried out with 39 social care practitioners, and thematically analysed. Themes related to professional competence, appropriate behaviour, and training needs. Some practitioners felt unable to perform to their accustomed skill level when working across diversity, which has implications for the quality of care provided and job satisfaction. Other practitioners were confident in working across diversity. The key difference between these practitioners was a degree of cultural reflexivity. Recommendations for training are provided.     

Student isolation: the experience of distance on an international field placement

In an era of global awareness of the impact of social, political and environmental impact, the international field placement has become a feature of many social work programmes throughout Australia. A theoretical framework of international social work principles allows for a guiding platform for teaching and learning; however, the experience of the social work student is often one of cultural isolation and emotional vulnerabilities. Whilst cross-cultural learning is a core practice goal of the placement, the ability to engage with this learning is affected by the impact of distance on the student. In turn, the university responsibility for the student is heightened by the distance involved, creating an increased sense of risk for both the student and the social work educator. This article draws on a mixed-methods study, with data sourced from both questionnaires and in-depth interviews with university field education staff, former social work students, and field educators. Five lenses of distance are explored in the aim of increasing understanding of the student experience: geographical distance, cultural distance, emotional distance, pedagogical distance and technological distance. In doing so, the social work educators’ ability to monitor and support remote students is enhanced, and the capacity for the student to engage in a positive teaching and learning environment is increased.