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排序方式: 共有203条查询结果,搜索用时 15 毫秒
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CIO与企业信息化互动关系初探 总被引:3,自引:0,他引:3
文章分析了企业信息化与CIO间的关系:企业信息化是CIO成长的动力机制,CIO是推进企业信息化的核心力量,两者共同推进,共同发展。 相似文献
3.
《罗马规约》重申了《联合国宪章》院对整个国际社会关注的最严重犯罪的管辖,安理会的关系具有兼容性。但毋庸置疑的是,会在行使《罗马规约》规定的司法参与权时,的宗旨和原则;规定了联合国对国际刑事法院的经费支持;国际刑事法是维持国际和平与安全的另一种手段。从这些方面看,国际刑事法院和安理会是一个政治机构,而国际刑事法院是一个纯粹的司法机构,安理会导致其与国际刑事法院之间冲突的发生。 相似文献
4.
Educational Research for Policy and Practice in Japan – With Particular Reference to Youth Education
Taro Numano Yoshiyuki Nagata Mariko Ichimi Abumiya 《Educational Research for Policy and Practice》2002,1(1-2):35-50
Based upon the Fundamental Law of Education, Japanese school education system has long been a source of pride for the country
as a result of the high school participation rate, the homogeneity of compulsory education throughout the country. However,
the confidence of the people in its schools is now showing severe signs of strain and fatigue. In recent years, there have
been many reports about the growing seriousness of a number of educational problems having to do with young people in their
childhood and adolescence. Since the mid-1970s, a number of problems have been highlighted. They include violent behavior,
juvenile crimes, bullying, refusal to attend school, dropping out at secondary level of education, and corporal punishment.
Against the above background, based on recommendations from such advisory bodies as the Central Council for Education and
the National Commission on Education Reform, the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has
adopted a range of policies and launched a series of educational reform programmes. For instance, what is called “Rainbow
Plan”, based on the final report submitted by the National Commission on Education Reform, provides the country with basic
guidelines for the educational reform in the near future. Roles of educational research for making policies have been of significance.
Research initiated by the National Institute for Educational Policy Research (NIER) and the National Federation of Educational
Policy Research Institutes (NFERI) is an example of contributions to the development of educational qualities in the country.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
5.
党洁 《安庆师范学院学报(社会科学版)》2008,27(5):65-68
抗战时期,难童作为一个特殊的群体引起了上至国民政府,下至各种民间组织的积极关注,难童救济逐渐展开。中华全国基督教协进会作为一个在华各差会的协调机构,发起全国四十余城的战时难童救济事工,成为各种难童救济组织中一股特殊的力量,也是其在华慈善事业的一个重要组成部分。 相似文献
6.
George Hargraves 《British Journal of Educational Studies》2000,48(3):285-308
A significant historical role in the development of competence-based vocational qualifications in England and Wales is customarily ascribed to the 1985 to 1986 Review of Vocational Qualifications (RVQ), the body which invented the National Vocational Qualification (NVQ). This paper analyses the RVQ's internal debates. The paper demonstrates that the RVQ proposed only the general principles of a structure and an administration for a reformed vocational qualifications system. The RVQ did not address in detail either the definition of occupational competence or the curriculum and assessment models to be embodied in the NVQ. In the light of this analysis, the paper re-evaluates the role of the RVQ in the development of competence-based vocational qualifications, and suggests some potentially fruitful areas for future research. 相似文献
7.
简述了CIO及CIO的职能,指出CIO应该具有的知识结构,最后重点分析了目前中国高校相关专业在校大学生与CIO的知识差距。 相似文献
8.
我国CIO现状及发展研究 总被引:4,自引:1,他引:4
作为推进企业信息化的一把手,CIO已经成为不可或缺的人才。本篇论文总结了中国CIO的发展现状并对其发展趋势进行预测。最后,论文还对CIO的发展提出若干建议。 相似文献
9.
李昀 《南通师范学院学报》2011,(1):86-91
马歇尔计划并不仅仅限于以促进自由贸易和恢复生产为核心的经济援助,它的主管机构经济合作署还十分重视以美国企业文化影响欧洲企业的经营方式。经济合作署资助大量英国生产考察队赴美国企业实地观察,这些专业考察队在对美国相关部门先进的生产和管理方式有了一定了解后,通过发布考察队报告、举办论坛等方式向本国传播美国的生产技术和管理模式。经济合作署实际上是希望通过这些考察队来展示美国的生产技术、管理经验和经营理念,并采用美国经验来解决西欧企业生产中面临的问题。可是,美国的生产方式和管理经验并不一定具有普世性,在推行上难以达到所期望的目标。 相似文献
10.
Klaus Hüfner 《European Journal of Education》2011,46(1):117-126
In this article, the work of three international governmental organisations (IGOs) dealing with human rights will be discussed, namely the United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children's Fund (UNICEF)1 and the Council of Europe (CoE). In the first section, the main characteristics of the three IGOs in terms of similarities and differences will be elaborated. Then, their human rights approach to education will be described, dealing with the legal foundations. In the final section, the different strategies of implementation based on both their official mission statements and their present strategy papers will be evaluated under the heading ‘competition vs. cooperation’. 相似文献