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101.
对ERP成功实施的探讨 总被引:2,自引:0,他引:2
本文阐述了ERP的概念、ERP的目标与管理要素,探讨了企业在ERP实施中的误区,并总结了一条ERP成功实施的路线,同时指出了ERP成功实施的关键问题。 相似文献
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对于高中阶段的学生来讲,学生的道德观念以及法治观念的培养是十分重要的,所以新时期的思想政治教学提出了新的要求,逐渐将问答式教学、主题式教学转变为议题式教学,这种教学方式可以有效提高学生的学习能力,进而提高学生的核心素养。但是部分教师对如何实行思想政治课议题式教学感到苦恼,对此本文就其具体实施途径进行讨论。 相似文献
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根据对新乡市历史建筑现状的调查,分析造成历史建筑缺乏保护的原因,通过研究提出三种保护建议,重点是运用市场经济规律,赋予历史建筑一定的使用功能,恢复建筑的活力,以达到对历史建筑的保护。 相似文献
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大学生生涯规划教育目前普遍存在三大问题.即教育主体单一化、教育过程间断化、教育环境封闭化。“三全育人”理念是开展大学生生涯规划教育的必然选择。以此为指导,在开展生涯规划教育中。要做到全员参与生涯规划、全过程实施生涯规划、全方位引导生涯规划,从而提高大学生生涯规划教育的实效性。 相似文献
107.
《Communication monographs》2012,79(4):517-540
The adoption of enterprise-wide information and communication technologies (ICTs) has become a growing trend in a wide range of industries. Resistance has been identified as one of the most common reasons for unsuccessful implementations. Assuming technologies as fixed objects, many existing theories tend to reduce resistance to psychological mechanisms or structural misalignment. The purpose of this study is to retheorize resistance to ICTs by integrating a social constructionist perspective of technology and a framework of organizational tensions. By employing qualitative methods, a case study examined the adoption, implementation and use of an enterprise-wide software system in a technology service organization. The in-depth case analysis revealed a tension-centered process model, which shows that resistance to ICTs is constituted in a dynamic, reflexive interplay between the ongoing construction of ICTs and organizational tensions. In this process, an ICT adoption brings into play various organizational tensions, which then shape the interpretations of the ICT in oppositional terms, and reactions to these tensions and oppositional interpretations result in various forms of resistance behaviors. This tension-centered process model offers a useful alternative to existing research on resistance to ICTs in the workplace. 相似文献
108.
This article analyzes how to use IT to deploy trust-based regulation in the government-to-business (G2B) relationship, with the Authorized Economic Operator (AEO) certification in the Netherlands between the Tax and Customs administrations and the businesses as a case study. Specifically, based on the theory of institutional economics, the article discusses how to implement the AEO by utilizing the modern ICT, at lower transaction costs, in the meanwhile enhancing the trust and reputation between the government and businesses. We illustrate the benefits of trust-based regulation by presenting a qualitative comparison of the transaction costs under the two different types of regulations (control-based vs. trust-based). Further, with the AEO case study, we emphasize on the role of IT in facilitating this trust-based regulation design, in following three perspectives: competence trust signaling, competence trust screening, and goodwill trust enhancing. The article concludes with policy recommendations on how to further improve trust-based regulations (in our case, the AEO certification) by enhancing the reputation effect of the regulation in four aspects, which are influenced by the popularity, reliability, effectives and international recognition of the policy. Governments should strongly promote AEO certification in order to exploit the network externalities and make it a worldwide standard. 相似文献
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Most psychological interventions have to be administered repeatedly to be effective, but what is the optimal frequency? The answer will depend on how quickly the effects build up and wear off between intervention prompts. We investigated these temporal dynamics in a popular self-regulation intervention: implementation intentions. We combined a novel intervention design with objective high-resolution data of students’ learning success during 40 days of preparation for an exam. Students (n = 223) received intervention prompts on half of the days, alternating between 2 and 3 consecutive days of prompting and no-prompting. These students outperformed a no-prompt control group (n = 116) in the final exam (d = 0.21). However, the beneficial effect of prompting on learning success increased over consecutive days of prompting and decreased when prompting was discontinued. These results suggest that the beneficial effects of self-regulation prompts on learning success are highly volatile and might benefit from regular repetitions. 相似文献