ERP失利原因之浅析   总被引：1，自引：0，他引：1  

朱墨池  楼建忠  李瑞东 《金华职业技术学院学报》2001,1(3):22-24

本文从宏观和微观两方面分析了国内ERP(企业资源计划管理)失利的主要原因是：没有制定量化标准、不规范的开发、不规范的市场、薄弱的企业主体意识、企业的信息化不足、匮乏ERP人才等。从企业内部和外部两方面提出了诸如加强宏观管理和指导、提倡竞争、通过BPR优化企业资源、培养人才等改进措施。  相似文献   

The Effects of Systemic Family Violence on Children's Mental Health   总被引：15，自引：0，他引：15  

Laura Ann McCloskey  Aurelio José Figueredo  Mary P. Koss 《Child development》1995,66(5):1239-1261

This study examines the link between different forms of family aggression and children's symptoms of psychopathology. The goal of the study was to understand what forms children's problems might take in violent homes and whether close ties within the family (to the mother or a sibling) buffered children. Interviews with 365 mothers and 1 of their children between the ages of 6 and 12 about abuse in the home, support and closeness within the nuclear family, and mother's and children's mental health formed the basis of this study. Families were recruited from battered women's shelters and the community. We found that different forms of abuse in the home were highly interrelated and that children of battered women were at risk for child abuse. Domestic violence predicted children's general psychopathology, but we uncovered little evidence for the presence of specific sorts of disorders as a result of family dysfunction. Although mothers experiencing conjugal violence were more likely to have mental health problems, their mental health did not mediate the children's response to family conflict. Finally, there was less sibling and parental warmth in families marked by aggression, although when it was present, family social support failed to buffer children. Although the general pattern of results was consistent across respondents (mother and child), there was low agreement on symptoms of child psychopathology.  相似文献   

产教融合视角下高职院校“双师型”教师团队建设的创新机制     

楼世洲  岑建 《职业技术教育》2020,(3):6-11

"双师型"教师是高职院校教师队伍专业化的必然选择,包括"双师型"的专业教师与"双师型"的教师团队,前者是"双师型"教师队伍的个体特征而后者是队伍的团体特征。随着我国职业教育产教融合的不断深入,高职院校师资队伍的专业化水准显著提升,专业化团队的重要性和必然性凸显。因为只有高水平、专业化的"双师型"团队才能承担科技创新、人才培育和服务社会的整体功能。实现这一目标,必须深化高职院校管理体制和机制的改革,构建知识共享的产教融合平台,建立多元化教师引进和专业发展机制,构建分层分类的教师评价体系。  相似文献   

会计准则的中国特色     

楼土明 《金华职业技术学院学报》2001,1(1):69-71

会计准则最早产生于美国，我国在借鉴国外会计准则的基础上，经过十多年的艰苦努力，制定本国的会计准则，那么，我国制定的会计准则是否具有其特色，就成为会计理论与实践的一个重要课题。为此，笔者在分析我国会计准则制定过程的基础上，归纳出中国会计准则的特色，并提出完善会计准则的建议。  相似文献   

The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: a randomized control trial     

Steve Graham  Karen R. Harris  Mary Adkins 《Reading and writing》2018,31(6):1273-1294

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Internet Survey of Nutrition Claim Knowledge     

Mary E. Camire  Michael P. Dougherty 《Journal of Food Science Education》2005,4(2):18-21

ABSTRACT: Consumer interest in healthy foods has spurred approval of several health claims for foods and dietary supplements. Although undergraduate and graduate food science curricula address food laws and regulations, nutrition claims may not be fully addressed. We posted a survey on the Internet for 2 mo for food industry professionals and others interested in taking the survey to assess their understanding of laws and regulations pertaining to nutrition labeling for foods and dietary supplements. The purpose of this survey was to measure knowledge in this area so that our university and others could reevaluate their curricula to provide student and lifelong learners with appropriate information about this important topic. Respondents were asked to indicate whether displayed claims were health claims, structure-function claims, or not approved for use on food labels. Respondents ( N = 136) indicated that they gained information about nutrition claims from many sources. Although respondents correctly identified approved health claims and claims that are not approved for foods, some confusion about nutrition claims may exist because not all respondents correctly identified claims in the appropriate category. Issues in educating food scientists include keeping food labeling information current and defining complex topics such as structure-function claims. The findings of this pilot study have been used to incorporate lectures about health claims in courses in addition to the food law class at the Univ. of Maine.  相似文献   

Promoting Prosocial Behaviours Among Preschool Children With and Without Disabilities     

Mary Trotter Davis  D. Michael Malone 《International Journal of Disability, Development & Education》1996,43(3):219-246

A multiple probe across subjects design was used to evaluate the effectiveness of an intervention program on promoting prosocial behaviours among preschool children with and without disabilities. The intervention was carried out with three integrated groups of children, each comprised of one child with a disability and two peers without disabilities, created from three mainstreamed preschool classrooms. The intervention was successful in promoting increases in positive social interactions among the children with disabilities and their peers without disabilities. For two of the three groups the children with disabilities engaged in an equal or greater percentage of positive social initiations than their peers without disabilities. Increases in positive social responses to positive social initiations were similar for children with and without disabilities. Intervention phase behavioural changes generalised to both immediate group conditions, but did not generalise to deferred classroom conditions. Variability of response to intervention across groups highlights the need to develop and implement interventions on an individualised basis. The results indicate that further research is needed regarding the promotion of deferred generalisation effects as well as understanding the effects that trainer presence may have on the generalisation of the targeted social behaviours. There is also a need for the investigation of the potential for gender‐related effects including differential activity levels, ability for sustained attention, and group composition.  相似文献   

Focussing the Teacher's Gaze: Primary teachers reconstructing assessment in self managing schools     

Mary Hill 《Educational Research for Policy and Practice》2002,1(1-2):113-125

As a result of the changes to school administration and curriculum in New Zealand over the last ten years, primary teachers have had to make significant changes to their assessment practices. This paper briefly reviews literature relating to the competing discourses of assessment that underpin teachers' practices and describes how the changes to New Zealand education have provoked a reconsideration of the balance between formative and summative assessment. It then reports findings from a qualitative investigation into how some primary teachers have attempted to accommodate these competing discourses and the effects these have had on their teaching practice. These results are discussed in light of the research literature and suggestions for changing national and school policies and practices to prioritise assessment for better learning over accountability conclude the paper. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

The Relational Power of Education: The Immeasurability of Knowledge, Value, and Meaning     

Mary Elizabeth Mullino Moore 《Interchange》2005,36(1-2):23-48

Recognizing the challenge of adequate evaluation in higher education, this essay introduces some of the critical, alternative-seeking conversation about educational measurement. The thesis is that knowledge, value, and meaning emerge in the relational dynamics of education, thus requiring complex approaches to evaluation, utilizing relational criteria. The method of the essay is to analyse two educational case studies – a travel seminar and a classroom course – in dialogue with educational literature and a process-relational philosophy of education. Building from this analysis, the essay concludes with proposals for relational criteria of evaluation: relations with self, community and culture, difference, earth, and social structures.  相似文献   

Beyond Part C: Reducing Middle School Special Education for Early Intervention Children with Developmental Delays     

Mary Anne Ullery  Lynne Katz 《Exceptionality》2016,24(1):1-17

This study examined the rates of special education placement during middle school grades (sixth through eighth) among children who participated in the Linda Ray Intervention Program (LRIP) center-based and home-based learning modalities. The study sample included 113 children in Miami Dade County Public Schools who had gestational cocaine exposure and received early intervention services due to developmental delays. This study found that children who participated in the center-based (25 hours per week) learning modality had a significantly lower rate of special education placement (14%) than the students in the home-based (three hours per week) learning modality (30%) in middle school. Also, results indicated that children who were socioeconomically disadvantaged (free/reduced lunch) and in the home-based learning modality were three to four times more likely to be in special education. This study provides evidence for the long-term impact of the LRIP center-based modality on special education outcomes.  相似文献