人力资源开发是企业兴业之本

进行人力资源开发的必要性 1．国有企业改革与发展的需要 从文化素质上看，我国国有企业职工80％左右在中等文化水平以下；从技术素质上看，总的状况是劳动技能低、结构不合理。在全国近7000万技术工人中，初级、中级分别为80％、18％，达到高级工的只有2％。从管理人员素质上看，应当承认，我国国有企业管理人员素质不高，缺乏一支会领导、善管理的企业家队伍。     

企业税收筹划策略

随着竞争压力的增大，企业为了争取更大的利润，就必须进一步地节约成本。税收策划作为降低成本的因素之一，发挥着不可替代的作用。该文从企业投资、筹资、成本费用以及利润分配四个环节阐述了税收筹划在企业管理中的运用。     

企业文化建设要"以人为本"

企业文化反映了企业的根本理念和最高目标,"以人为本"的管理对形成共同价值观,增强企业凝聚力,推动企业快速发展,具有重要作用.文章较深入地阐述了"以人为本"的企业文化建设的要点.     

简论大学办学资源

大学办学资源具有专用性、知识性、目的性、依赖性等属性,它以高深知识及其体系为核心资源,依次向外是由知识载体构成的基础性资源、由获取知识的工具构成的辅助性资源、承载知识载体与工具的服务性资源。大学的具体职能就是发现、集聚、转化和运用资源。     

开发课程资源 加强语文实践

“语文是最重要的交际工具。”“小学语文是义务教育阶段的一门基础学科。”语文教育要立足于学生发展 ,突出培养学生的创新精神和实践能力 ,让学生较好地掌握和使用语文这个工具 ,全面提高语文综合素质 ,为他们的终身学习、生活和工作奠定基础。围绕这个目标 ,我们应树立语文课程新理念 ,积极开发语文课程资源 ,联系学生现实生活 ,加强语文实践 ,致力于打好基础 ,促进学生全面发展。一、树立课程理念“全面提高学生的语文综合素养”是语文课程的基本理念。语文素养是一种以语文能力为核心的综合素养 ,是学生学好其他课程的基础 ,也是学生全…     

Selecting value-added models for postsecondary institutional assessment

Value-added scores from tests of college learning indicate how score gains compare to those expected from students of similar entering academic ability. Unfortunately, the choice of value-added model can impact results, and this makes it difficult to determine which results to trust. The research presented here demonstrates how value-added models can be compared on three criteria: reliability, year-to-year consistency and information about score precision. To illustrate, the original Collegiate Learning Assessment value-added model is compared to a new model that employs hierarchical linear modelling. Results indicate that scores produced by the two models are similar, but the new model produces scores that are more reliable and more consistent across years. Furthermore, the new approach provides school-specific indicators of value-added score precision. Although the reliability of value-added scores is sufficient to inform discussions about improving general education programmes, reliability is currently inadequate for making dependable, high-stakes comparisons between postsecondary institutions.     

出版企业人力资本运营的内容与方法

在知识经济时代,人力资本越来越起着主导作用。谁拥有高素质的人才,谁能高水平地运营人力资本,谁就能在未来的竞争中取胜。我国的出版企业是知识密集型企业,主要从事知识的生产、传播、积累,其有形资本甚少,更多的是人力资本、版权等无形资本,其价值创造主要依赖于管理者、员工智能的充分发挥。成功的出版企业资本运营首先必须着眼于人力资本运营。本文从方法论角度探讨出版企业人力资本的运营。     

企业“战略危机”的8种表现

流浪倾向 一位管理大师有个形象的比喻:没有战略的企业就像流浪汉一样无家可归。国内不少企业就有这种"流浪倾向"。它们缺乏企业战略,经营企业喜欢"脚踏溜冰鞋","溜"到哪儿算哪儿。许多企业经营者,因为繁冗的 事务性工作而成为"大忙人",以至于无     

The importance of adjusting for pupil background in school value-added models: A study of Progress 8 and school accountability in England

In the UK, USA and elsewhere, school accountability systems increasingly compare schools using value-added measures of school performance derived from pupil scores in high-stakes standardised tests. Rather than naïvely comparing school average scores, which largely reflect school intake differences in prior attainment, these measures attempt to compare the average progress or improvement pupils make during a year or phase of schooling. Schools, however, also differ in terms of their pupil demographic and socioeconomic characteristics and these factors also predict why some schools subsequently score higher than others. Many therefore argue that value-added measures unadjusted for pupil background are biased in favour of schools with more ‘educationally advantaged’ intakes. But others worry that adjusting for pupil background entrenches socioeconomic inequities and excuses low-performing schools. In this article we explore these theoretical arguments and their practical importance in the context of the ‘Progress 8’ secondary school accountability system in England, which has chosen to ignore pupil background. We reveal how the reported low or high performance of many schools changes dramatically once adjustments are made for pupil background, and these changes also affect the reported differential performances of regions and of different school types. We conclude that accountability systems which choose to ignore pupil background are likely to reward and punish the wrong schools and this will likely have detrimental effects on pupil learning. These findings, especially when coupled with more general concerns surrounding high-stakes testing and school value-added models, raise serious doubts about their use in school accountability systems.