中欧纺织品谈判的理论分析及启示   总被引：2，自引：0，他引：2  

吴显英  苏根英 《科技与管理》2006,8(6):42-45

应用原则谈判法、谈判的需要理论以及谈判圈理论，对中欧纺织品谈判的经过、结果进行了系统分析，得出有益的启示，为以后通过谈判解决中外贸易摩擦提供了借鉴。  相似文献   

网络环境下高校图书馆读者服务创新浅析   总被引：2，自引：0，他引：2  

任可心 《现代情报》2007,27(11):133-134

论述了网络环境下高校图书馆读者服务工作的特点及存在的问题，提出高校图书馆必须实现创新思维，开辟新的途径，最大限度满足读者需求。  相似文献   

高校图书馆读者需求识别方法探析     

叶冬梅  牛卫东 《兰台世界》2020,(2):112-114

从读者角度对国内部分高校图书馆开展的调查进行分析,针对收集高校读者需求信息的三种主要方法,即基于图书馆和数字平台的读者数据挖掘需求信息,使用问卷调查收集读者需求信息,以及采用校内访谈形式捕获读者需求信息,分析三种方法的应用以及优势和局限性,旨在为高校图书馆识别读者需求提供参考。  相似文献   

Pre‐requisites,barriers and advantages of clinical informationist participation in grand round: a qualitative study     

Elahe Zare‐Farashbandi  Firoozeh Zare‐Farashbandi  Peyman Adibi  Alireza Rahimi 《Health information and libraries journal》2020,37(2):143-151

  相似文献   

高等工程教育:迎接学科交叉融合的挑战——从工业界诉求看我国高等工程教育改革的方向与策略     

马涛  何仁龙 《复旦教育论坛》2007,5(2):65-69

2006年8月16日至20日,“国际多学科和交叉学科工程教育研讨会”在华东理工大学举行,会议的主题是“全球多学科和交叉学科工程教育”。本文将就此次会议的研讨内容说明工业界对高等工程教育的诉求,介绍相关国家的高等工程教育的改革策略,进而分析归纳面对多学科融合的高等工程教育必须关注的几个方面。  相似文献   

重庆市农村小学教师培训需求的调查研究     

张虹 《中学教育》2011,(5):70-74,120

农村小学教师是我国教师队伍的重要组成部分,实现农村小学教师专业的可持续发展对于促进义务教育均衡,提高农村教育质量发挥着基础性和关键性的作用。文章对来自重庆市农村地区300名小学教师进行调查,揭示了重庆市农村小学教师队伍的发展现状以及对教师专业发展培训的需求,从培训内容、培训形式、培训保障条件等方面提出了进一步提高农村地...  相似文献   

知己知彼 百战不殆——谈国家安全对外语能力建设的需求     

王华丹 《江西教育学院学报》2011,32(2):95-97

外语的重要战略地位是毋庸置疑的,甚至是克敌制胜的秘密武器。文章从简要介绍美国实施的＂关键语言＂战略入手,试图就我国跨界民族的具体情况,各省市间的经济发展水平、经济结构、历史传统、地缘安全特点等方面的差别,以及中国战略资源通道这三个方面分析我国国家安全对外语能力的需求,并针对我国的＂关键语言＂战略实施提出一些建设性意见,以引起大家对我国国家安全语言的重视。  相似文献   

关于地方高校图书馆读者流失问题的思考     

覃忠跃 《黔南民族师范学院学报》2011,31(5):77-79

导致地方高校图书馆读者流失的主要原因在其自身的馆藏陈旧、服务滞后、环境欠佳。内强素质,外塑形象,已成为地方高校图书馆扩大影响、科学发展、和谐发展、守住读者的当务之急。  相似文献   

Teaching science skills and knowledge to students with developmental disabilities: A systematic review     

Magdalena M. Apanasionok  Richard P. Hastings  Corinna F. Grindle  Richard C. Watkins  Andreas Paris 《科学教学研究杂志》2019,56(7):847-880

A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, psychology, and science were systematically searched. A detailed protocol can be viewed on PROSPERO (registration number: CRD42017057323). Thirty studies were identified that reported on science interventions and 20 on student/teacher experiences of the interventions. The majority of the studies targeted science vocabulary and concepts. Other targets included inquiry skills and comprehension skills. The majority of the interventions used components of systematic instruction (n = 23). Five studies focused on self-directed learning and two on comprehension-based instruction. Students and teachers reported positive experiences of the interventions. The findings suggest that components of systematic instruction in particular might be effective in teaching science content to students with ID and/or ASD. Further research is needed to explore the effectiveness of identified interventions on teaching more complex science skills and with students with severe disabilities. Some limitations related to the search strategy are highlighted.  相似文献   

Teacher Empathy and Attitudes Towards Individuals with Disabilities     

Monika Parchomiuk 《International Journal of Disability, Development & Education》2019,66(1):56-69

The article presents research results of a study aimed at determining the correlation between empathy understood as a personality disposition and general attitudes towards individuals with disability. The sample consisted of 300 special education teachers working with persons with intellectual disabilities in primary and secondary schools and institutions of rehabilitation, and 280 general education teachers working with able-bodied students in primary and secondary schools. Two instruments were used: Empathic Understanding of Other People Questionnaire, and the Scale of Attitudes towards Individuals with Disability. In the group of special education teachers, only Syndrome 2 of empathy was statistically significant for shaping the attitudes, whereas among teachers, Syndromes 1, 3 and 4 were significant. In Syndromes 1, 2 and 4, including the highest level of emotional, cognitive, motivational and communication aspects of empathy, the correlations were positive as expected. In the case of Syndrome 3, including the considerable level of cognitive empathy, the correlation was negative.  相似文献