排序方式： 共有44条查询结果，搜索用时 15 毫秒
1.
运输规模经济与运输企业集约化经营 总被引：1，自引：0，他引：1
刘成峰 《泰州职业技术学院学报》2011,11(2):7-9
通过运用规模经济理论,分析了运输业形成规模经济的外部和内在优势,总结了我国道路运输规模经济的现状,根据目前运输市场所存在的问题,提出集约化经营应解决的问题以及实现途径。 相似文献
2.
梁晨霞 《雁北师范学院学报》2001,17(5):51-53
中国古代小说起源于神话传说，在形式方面，经历了神话传说－寓言事故－逸史杂记－白话长篇的发展演变过程，在内容方面，经历了从谈神说鬼，扬道崇佛到作家以主动态度关注现实世界，社会生活以及人的灵魂的发展演变过程，总体上说，是一个神话色彩淡化而人的主题强化的过程。 相似文献
3.
Head Start is the largest early childhood education program in the US. Echoing patterns emerging in ECE world-wide, Head Start has dramatically changed. Greater emphasis is now placed on kindergarten readiness, child and teacher assessment, professionalization, and increased competition for program funding. Drawing on a mixed methods research design, a case study was conducted that explores the nature and effects of these changes on teachers and the work of teaching within Head Start. Strong evidence of work intensification was found, a topic little explored within the wider ECE literature. In the light of this finding the authors question the model of professionalism that now dominates ECE reform. 相似文献
4.
我国城市环境保护工作的重点逐步由污染防治转移到整个城市生态环境保护,由城市综合整治扩展到城市的生态建设。我国城市的发展战略已从国民生产总值或国民收入增长为主要目的传统发展战略,转移到以经济、社会与环境保护协调发展为目的的可持续发展战略上来,因而城市环境保护是我国基本国策的重要组成部分。 相似文献
5.
北京市海淀区农村居民点集约利用评价 总被引：11，自引：1，他引：10
论文从农村居民点的利用结构、农村居民点利用的充分程度、农村居民点利用的紧凑程度和农村居民点的利用强度4个方面选取了5个指标构建了农村居民点集约利用评价指标体系,并利用2005年北京市农委的普查数据,对海淀区72个农村居民点的集约利用程度进行了评价.研究表明:①现有农村居民点用地中混杂了部分企业用地,农村居民点的集约利用程度可能被低估;②目前,农村人口流动性较大,测算人均农村居民点用地时应使用实际在农村居住的本村和外来人口的总和;③评价的海淀区72个农村居民点中,利用相对集约、一般集约和相对不集约的农村居民点数量分别为23个、33个和16个,平均集约利用评价分值分别为0.71、0.61和0.43;④区域上,海淀区南、北部农村居民点集约利用的评价分值分别为0.63和0.57,南部明显高于北部;海淀北部4镇中,温泉镇农村居民点的集约利用程度最高(评价分值为0.66),其余3个乡镇农村居民点的集约利用程度相差不大. 相似文献
6.
我国区域城市化效率的动态评价 总被引：1，自引：0，他引：1
运用DEA分析方法,分别从动态和静态两个角度考察我国各省市的城市化效率。首先利用我国各省2002~2006年间的数据,通过对Malmquist效率指数进行分析,发现我国大部分省市处于效率变动的无效状态,即城市化效率不断降低,这主要是由技术变动的无效导致的;其次,运用CCR模型,借助投影分析,通过比较实际投入值与目标投入值,发现处于DEA无效状态省市的投入要素非集约化度很高,其城市化过程仍旧主要依靠投入要素的粗放型扩张,在要素的投入方面均不具有集约效率。 相似文献
7.
期刊阅览室集约化管理探讨 总被引：2，自引：0，他引：2
就期刊阅览室的管理提出了“集约化管理”思想，阐述了“集约”和“期刊阅览室集约化管理”概念，介绍了一种功能型集约管理模式并对其实施效果进行了分析。 相似文献
8.
先锋文本不再关注特定历史时间内所发生的有特定含义的事件或所产生的特定人物 ,只是把注意力集中于人物个体的时间即心灵的时间上 ,有意淡化或回避能引起公共回忆的公共时间。这种公共时间淡化、个体时间强化的直接结果是拓展了人物心灵的空间 ,加大了小说的表现力。实质是为了逃避政治背景 ,是对传统现实主义小说书写大题材的反叛。 相似文献
9.
Teachers and the Myth of Modernisation 总被引：1，自引：0，他引：1
Martin Merson 《British Journal of Educational Studies》2000,48(2):155-169
This paper seeks to analyse the proposals and assumptions in the Consultation Paper: Teachers Meeting the Challenge of Change (DfEE, 1998a). Although the Consultation Paper claims to be about the modernising of the teaching profession, it is argued here that it is a deeply conservative paper written with the economic and employment legacy of the New Right. The proposals are considered in relation to the tradition of teacher criticism and blame. The conceptual framework of post-fordism and neo-fordism is used to explore the form of modernisation proposed for teachers' work and conditions. 相似文献
10.
Teresa Strong‐Wilson 《Teachers and Teaching》2013,19(5-6):447-463
As new technologies promise to be an enduring feature of the landscape of teachers’ work, we consider how teachers implicitly bring stories forward into their classroom explorations with new media as a part of their ‘informal learning’. By ‘stories’ is meant specific classroom texts as well as preferred teacher practices with those texts. The article represents a reflection on the methodological role that ‘elicitation’ can play in drawing out teacher thinking during a time of professional change, thinking that would otherwise likely remain embedded, particularly when teachers’ attention is focused forward on innovation in practice. The methodological use of ‘elicitation’ emerged in the first year of an ongoing teacher action research study, in which seven teachers have been involved in a professional development initiative that actively engages teachers in examining changing literacy formations, beginning with the teachers’ own literacy formations. The methodological practice of elicitation borrows from phenomenology, ethnomethodology, narrative research, reader response theories, curriculum theory and psychoanalysis, and emerged as a way to acknowledge the life histories that teachers were bringing to their professional development with new media. We suggest that elicitation can potentially draw out deep and sustaining sources of a teacher’s commitment, as well as resistance, to change. It can help disclose the tensions between commitment and resistance that even teachers who voluntarily undertake to incorporate new technologies into their practice may experience. Within a teacher action research framework, elicitation can also serve to remind teachers (and others) of the value of what they know and are learning, thus contributing to teachers developing a ‘scholarship of practice’ in response to any actual or perceived ‘intensification’ of their work. 相似文献