从两个层次把握企业技术创新的知识流动问题   总被引：3，自引：0，他引：3  

易显飞  李兆友 《科学学与科学技术管理》2005,26(5):81-84

企业开展技术创新活动必然会存在知识流动，但优质的知识流动并不是自然而然的行为。因而，有必要研究企业内部与企业间的知识流动机理，发现其流动过程中的主要障碍性因素，从而优化其流动机制，推动知识流动，在知识的流动中实现知识的价值和知识的增值。并最终达到提高企业核心竞争力的目的。  相似文献   

中医适宜技术联合舒适护理干预在脓毒症并发胃肠功能障碍患者中的应用     

徐敏  陈燕 《泰州职业技术学院学报》2021,(1):83-85

目的探讨在脓毒症并发胃肠功能障碍患者临床护理中开展中医适宜技术联合舒适护理干预的应用价值。方法选取2019年02月至2020年01月期间我院收治的脓毒症并发胃肠功能障碍患者60例,随机将其分为对照组与观察组,每组30例。对照组患者予以常规护理,观察组患者开展中医适宜技术联合舒适护理干预,对比两组患者干预前、干预7d后的肠功能障碍评分、APACHEⅡ评分,对比两组患者肠鸣音恢复时间、肛门排气恢复时间及排便恢复时间。结果两组患者干预前胃肠功能障碍评分、APACHEⅡ评分比较,差异无统计学意义(P>0.05),观察组干预7d后的胃肠功能障碍评分、APACHEⅡ评分均低于对照组,肠鸣音恢复时间、肛门排气恢复时间、排便恢复时间均短于对照组,差异有统计学意义(P<0.05)。结论采用中医适宜技术联合舒适护理干预可以有效改善患者脓毒症并发胃肠功能障碍患者的胃肠功能评分,促进肠蠕动,缩短肠鸣音恢复时间、肛门排气恢复时间及排便恢复时间,对患者预后有积极影响,值得在临床推广应用。  相似文献   

高校贷款的理性思考和解决方略   总被引：31，自引：0，他引：31  

邬大光 《教育研究》2007,28(4):18-25,55

高校贷款是我国现阶段高等教育发展中的一个“既成事实”,也是高等教育发展中面临的一个无法回避的问题。“负债经营”是我国现阶段高等教育发展的一个特点。高校贷款与教育市场化和高等教育规模扩张之间并非简单的线性关系,而是各种因素“叠加”的结果,对此政府、银行和高校都有一定的责任。如何理性地看待这一现象,如何有效地化解可能出现的风险,是目前我国高等教育必须正视和急需回答的一个重大问题。  相似文献   

社会信息学：教育技术研究新思考     

刘凡  解继丽 《昆明师范高等专科学校学报》2013,(1):154-156

社会信息学质疑技术决定论,主张重视环境对技术的影响,以及应理性看待信息技术在环境（教学）中的应用价值.它启示教育技术研究者应重视环境对技术的促进作用,将环境和技术看成一个系统——社会技术系统,并从整体上考虑,科学地进行技术应用,促进教育技术合理应用,最大程度地发挥教育技术的教学应用价值.  相似文献   

A Study of the Meaningful Construction of Mental Schema in English Reading Comprehension     

张静 《海外英语》2014,(19):264-265

Schemata are abstract structures that represent what one holds to be generally true about the world. What people know exists in schemata hierarchies and this prior knowledge is activated when they encounter new information. Schema theory asserts that reading is an interactive process between the text and the reader. Such interaction involves the readers’ prior knowledge of schemata and the actual information in the text. Only be constructing appropriate and meaningful schemata, can readers comprehend the text.  相似文献   

经济法视野下国企市场化研究     

张恋恋 《哈尔滨学院学报》2014,35(10):34-37

近年来,社会各界对国有企业改革的必要性已经达成了共识。经济法的适度干预原则决定了国企改革的市场化方向,影响国企市场化的主要因素有内部环境和外部环境。当下应通过厘清政企角色,构建市场化机制,建立市场化用人制度,建立法律制度等措施,进一步实现国企深度改革。  相似文献   

Beginning to untangle the strange coupling of power within a neoliberal early education context     

Christopher P. Brown  Yi-Chin Lan  Hye In Jeong 《International Journal of Early Years Education》2015,23(2):138-152

Policymakers across the globe continue to promote access to early education programmes as a means to improve children's readiness for school. Many of their reforms are rooted in a neoliberal conception of governance that frames policy solutions through economic rather than democratic terms. Such policies foster an image of the successful learner as one who becomes an earner and consumer rather than an active member of the larger democratic society. This shift in the conception of publicly supported early education affects teachers of young children in multiple ways. This article examines how a sample of early educators in the USA responded to a set of neoliberal reforms in their pre-kindergarten teaching context. Examining their responses, which ultimately mimicked their policy-makers’ neoliberal reforms, reveals the subtlety of these policies in overtaking their attempts to resist them. It also illuminates the challenges they and other early educators face as policy-makers’ neoliberal policies continue to alter the purpose and direction of early childhood. Finally, it ends by considering the ways in which early educators working in similar contexts might respond to and navigate such reforms.  相似文献   

探析邓小平评价历史人物的思想     

杨振华 《金陵科技学院学报(社会科学版)》2009,23(1)

在对毛泽东的评价中,邓小平坚持了马克思主义唯物史观的基本观点,同时也提出了"客观公正"和"恰如其分"等一些新的原则,从而丰富和发展了马克思主义唯物史观.这些思想是邓小平理论的重要组成部分.  相似文献   

论教育名家与语境教学的发展     

孔凡成 《江苏教育研究》2013,(9):44-47

20世纪以来,诸多教育名家的教学思想和实践直接或间接地体现了语境教学精神。这些教育名家的思想及实践中所蕴涵的语境教学精神,为确立和践履语境教学思想提供了丰厚的思想资源和实践范例,为建设符合汉语规律的语境教学理论创造了条件。  相似文献   

Principles under pressure: student teachers' perspectives on final teaching practice in early childhood classrooms     

Janet Rose 《International Journal of Early Years Education》2012,20(1):43-58

Global concerns about what constitutes an appropriate curriculum and pedagogy for young children inevitably raises questions for teacher educators and the content of teacher education programmes. These concerns have been particularly visible in England following recent policy initiatives and the resultant ‘academic shovedown’ and ‘high stakes’ performativity culture in schools. Against this background, this article reports on a qualitative study of student teachers' experiences of their final teaching practice, identifying pressure from a range of sources to deliver a more formalised curriculum than they were prepared for in their university-based courses. Drawing on Bronfenbrenner among others, we consider the socio-political and -cultural sources of pressure linked through human agency, and the implications of these for teacher educators. The study argues that student teachers of young children may be faced with cognitive and emotional dissonance between the content of university-based training on the one hand, which promotes a developmentally appropriate, play-based approach in keeping with the Early Years Foundation Stage (the statutory curricular framework in England), and the reality of pedagogical practice in early years settings on the other.  相似文献