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落实实验室安全准入制度 保障实验室安全 总被引:1,自引:0,他引:1
《实验技术与管理》2013,(3):201-203
分析了实验室安全准入制度的必要性和安全准入制度的主要内容,阐述了狭义与广义的实验室安全准入的区别。结合国内外高校实验室安全工作的典型做法,从人、物、环境和制度体系4个方面梳理了构建实验室安全准入制度的基本做法。着重介绍北京理工大学的实验室安全管理体系和实行安全准入制度以来实验室安全工作的新思路和新做法。这些做法有效提升了实验室安全管理水平。 相似文献
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随着高等教育的迅速发展、教育投入的日益增长,实验室内潜在风险性较高的设备逐渐增多,同时,师生的实验室教学、科研活动也急剧增加,造成人员、财产损失等安全事故频发。因此,实验室安全问题应予以充分重视,尤其是在实验室安全事故处理应急方面,更需要通过安全演练强化实践技能。本文以设计实验室桌面演练为切入点,阐述制定应急预案、设计安全桌面演练在实验室安全管理工作的作用。 相似文献
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高校实验室安全管理新思路——实验室安全周初探 总被引:1,自引:0,他引:1
通过参与广东工业大学实验室安全周的筹备及落实过程的,对安全周的教育形式其特点进行了分析,总结了其中的经验与不足,继而从管理者的角度对国内理工类高校实验室安全管理工作进行了反思,得出在高校现有条件下,只有通过对实验室安全工作检查和落实方式的不断创新,加强其可操作性,才能有效提高实验室安全管理的成效和高校的实验室安全工作的水平。 相似文献
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针对网络教育系统中存在的质量问题,本文分析了影响网络教育质量的重要因素,从网络教育的满意度入手,提出了网络教育的质量保障因素。在此基础上,本文引进了整合的公共服务体系思想。 相似文献
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关于如何保证和提高研究生教育质量的探讨 总被引:1,自引:0,他引:1
郑兆兆 《教学研究(河北)》2010,33(3):40-42
研究生教育是培养高层次创新型人才的重要环节,如何保证和提高研究生教育质量已成为社会各方面普遍关注的问题。本文从质量是研究生教育的永恒主题、提高研究生教育质量的有效途径、造就创新人才需要教育创新和创新教育三个方面对其进行了探讨。 相似文献
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在日常信息处理中都要频繁处理机密信息,为了保障机密信息的安全,提出了一种全新的保护方法,通过底层驱动来监视进程,过滤出“机密进程”并作出“透明化”处理,即实现自动加密解密.该方法回避了传统方法的诸多不便,在不影响用户使用的同时,不知不觉保护了机密信息的安全. 相似文献
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完善职业教育体系条件保障的思考 总被引:6,自引:0,他引:6
马树超 《中国职业技术教育》2004,(2):9-9,11
一、构建职业教育体系应具有相匹配的保障条件 职业教育体系的正常运行,必须具有与其相适应的保障条件.德国在双元制职业教育体系的发展过程中,逐步完善其运行的保障条件,主要表现在四个方面. 相似文献
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Knorr D 《National forum》1999,79(3):31-34
The year 2000 will mark the tenth anniversary of the first human gene therapy experiment. This first year of the new millennium is also the twenty-fifth anniversary of the National Academy of Sciences conference known as "Asilomar." In the early 1970s, the importance of recombinant DNA technologies to the development of a host of new therapeutics to treat many of humanity's most devastating diseases was widely recognized. At the same time, public anxiety increased about the possible generation of hazardous biological agents and unknown public health risks that might arise as a result of this new technology. 相似文献
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Jane Yeomans 《Educational Psychology in Practice》2008,24(2):105-114
This article examines tensions in Dynamic Assessment (DA) practice that relate ways in which its findings can be followed up and made accessible to school staff, by examining how process skill interventions can be implemented in the context of a content‐focussed curriculum. It briefly outlines some of the theoretical and methodological underpinnings of DA that arise from Feuerstein’s theory of structural cognitive modifiability. It then suggests ways in which links can be made between DA and Department for Education and Skills initiatives that emphasise the development of process skills as well as delivery of curriculum content. Finally, three conditions that are likely to ensure links between assessment and intervention are proposed: sharing common assessment and intervention goals; sharing a common curriculum context; and sharing a common language. 相似文献
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The potential of technology to connect people and provide access to education, commerce, employment and entertainment has never been greater or more rapidly changing. Communication technologies and new media promise to ‘revolutionize our lives’ by breaking down barriers and expanding access for disabled people. Yet, it is also true that technology can create unexpected and under‐critiqued forms of social exclusion for disabled people. In addition to exploring some of the ways that even (or especially) assistive technology can result in new forms of social exclusion, we also propose alternative ways of thinking about inclusive and accessible (as opposed to assistive) technology and provide some very practical ways that accessible technologies would promote greater access and flexibility for disabled students and adults. We contend that technology should be conceived of as a global, accessible and inclusive concept, not one that requires a qualifier based on who it is for. 相似文献