需求价格弹性的计算与应用

利用价格弹性定义公式,运用积分方法求得需求函数,根据价格和需求量的一系列数据,采用回归分析法确定需求函数的待定常数,用需求函数进行价格式需求量的预测和决策,从而避免了直接运用弹性定义公式计算弹性系数并进行价格或需求量预测和决策的弊端和错误,同时运用需求函数进行价格预测或决定时,提出用优选法进行取值计算,大大简化了高次方程求解的过程。     

高师师范生培养目标与中学需求标准的矛盾与对策——以历史专业为例

高师师范生培养目标与中学需求标准之间存在着不完全符合的矛盾。矛盾的成因就在于二者教学目标、传授知识和评价标准的差异。解决该矛盾的关键在于中学教育制度尤其是高考制度的改革,对师范院校教育制度的改革在解决上述矛盾中也具有重要的意义。就现实而言,大学强化师范生的专业基础学习,夯实师范生的专业基础,是缓解这一矛盾的可行性措施。     

需求价格弹性分析及应用

从需求价格弹性理论入手,阐述了关于政府制定征税政策的依据,推导出以总收益增加为目标的调价幅度取值范围以及最优调价幅度公式。     

交流示波极谱滴定法测定水中化学耗氧量

本文报告了用双铂片电极交流示波极谱滴定法测定水中COD的方法。研究了终点时示波极谱图的一些影响因素。实验表明,Ag(Ⅰ),Cd(Ⅱ),CO(Ⅱ),Ni(Ⅱ),Zn(Ⅱ),Mn(Ⅱ),PO_4~(3-),NO_3~(-),Cl~-,Br~-,均不影响终点示波图形观察,本法也适合于在高浓度强酸中直接滴定。     

‘There is Still a Long Way to Go to be Solidly Marvellous’: Professional Identities,Performativity and Responsibilisation Arising From the Send Code of Practice 2015

Special educational needs and disability (SEND) professionalism can be seen as a microcosm of the wider policy arena where traditional policy frameworks of professionalism and bureaucracy are challenged by frameworks of managerialism, consumerism and individual rights and where the neoliberal policy technologies of performativity and responsibilisation challenge and change collaborative working practices and professional identities. The recent introduction of the statutory SEND Code of Practice 2015 in England brings this transformation into relief. An exploratory qualitative interview study highlights how individual professionals respond to, are changed by and sometimes resist these demands.     

我国旅游景区开发与管理专业人才需求情况调查与分析

随着我国旅游业的快速发展,旅游景区开发速度也在加快,旅游景区已成为旅游业的一个具有广阔发展前景的子行业。旅游景区的快速发展需要大批相应的专业技术人才,然而,与此不相适应的是目前我国旅游景区开发与管理专业人才培养落后于景区对相应人才的需求。作者利用文献资料、问卷调查和实地走访调查资料,分析了目前我国旅游景区对人才的需求情况。     

体育院校专业设置与市场需求的矛盾辨析

由“精英教育”走向“大众教育”产生的扩招潮流使我国的教育超越短缺状态,实现了短期内招生规模的跨越式发展,以质量为品牌的办学竞争逐步拉开。如何在愈发竞争的环境中立于不败之地,关系到体育院校的生存与发展。建议：体育院校利用“综合体育”特色,转变同质竞争观念,革新传统教学模式,改革考试方法,培养综合性的体育人才,从整体上解决其专业设置与市场需求的矛盾。     

PROFESSIONALISM, PROFESSIONALITY AND THE DEVELOPMENT OF EDUCATION PROFESSIONALS

ABSTRACT:  What purpose is served by renovation or redesign of professionalism, and how successful a process is it likely to be? This article addresses these questions by examining the effectiveness as a professional development mechanism of the imposition of changes to policy and/or practice that require modification or renovation of professionalism. The 'new' professionalisms purported to have been fashioned over the last two or three decades across the spectrum of UK education sectors and contexts have been the subject of extensive analysis, and this article avoids going over old ground and revisiting issues that have already been much debated. Nevertheless, the example of UK government education policy during this period is used as a basis for considering the pitfalls associated with mechanisms for modifying professionalism through a reform and standards agenda. The article's analysis incorporates re-definition and examination of the concept and substance of professionalism and offers new perspectives in the form of three distinct conceptions: demanded, prescribed and enacted professionalism. Exploring the existentialist status of 'new' or 'modified' professionalisms and the relationship between professionality, professional culture and professionalism, it examines how professionalism may be interpreted and utilised for the development of education professionals.