The Concept of Key Competence and Its Implementati
供应链融资：优化供应链的资金流动外文翻译
供应链融资：优化供应链的资金流动外文翻译外文题目:Supply chain finance: optimizing financial flows in supply chains出处:Springer-Verlag 2009作者:Hans-Christian PfohlMoritz Gomm原文:Supply chain finance: optimizing financial flows in supply chains AbstractIssues related to flows of goods and information are frequently discussed in the logistics and Supply Chain Management literature. But, only few contributions are exploring the financial flows associated with supply chains. This article reviews the state-of-the-art of research regarding financial flows in supply chains. In doing so, it becomes apparent that an explicit examination and optimisation of the cost of capital has been missing so far. In order to close this gap, a conceptual framework and a mathematical model of ‘‘Supply Chain Finance’’ is proposed1.Supply chain finance?research gapSupply chain management SCM is applied in today’s business world to optimise the flows of goods, information, and the financial flows within and between companies by functional and cross-companyintegration.1 In the past, academic papers regarding SCM mainly dealt with the design and optimisation of the flows of goods and information.The financial flows between companies of the supply chain, however, were often neglected and have only recently found greater attention in the academic SCM literature.This paper analyses the role of financial flows in supply chains and the impact SCM can have on optimising such flows in terms of capital cost. A framework for the financial aspects of SCM is developed. Furthermore, a mathematical model is proposed to explain financing activities across supply chains, which are referred to as ‘‘supply chain financing’’ SCF. The basic idea of the model is that supply chain information can be used to decrease investment risks and thus capital costs of financing projects within supply chains.First, in this paper, supply chain flows are analysed, and the role of financial aspects are discussed on the basis of a preliminary review of related literature. It is shown that the cost of capital in supply chains has been mostly neglected so far. The following part of the discussion Sect. 3 proposes a supply chain finance framework. It covers the objects, actors, and levers of supply chain financing. Finally, in part 4, a mathematical model is developed to better understand to what extent financial SCM can contribute in decreasing the capital costs. The paper closes with a discussion of the results.2. Literature review on financial flows in SCMSupply chain management is an interdisciplinary management concept which is based on the idea of holistic optimisation of the various flows constituting a supply chain.There are numerous suggestions about the kinds and levels of flows to be considered in the literature. Pfohl distinguishes between flows of information, rights, goods and financial flows. Croom et al.differentiate between goods, financial resources, human resources, information, knowledge, and technologies as ‘‘elements of exchange’’. Cooperet al. include the flows of material, goods, and information in one direction, and reverse flows of information and financial resources. Mentzer et al. consider products, services, information, financial resources, information about demand, and forec asts as ‘‘supply chain flows’’ With respect to the range of activities covered in SCM, the logistics channel as well as the marketing channel are usually considered, i.e. the channel of interaction of a company with its sources of supply and sales markets. For the purposes of this discussion, the relevant fabric of flows is summed up under the notions of the flow of goods,the flow of information, and the financial flow, as shown in Fig. 1 Reviewing the academic contributions on SCM regarding the optimisation of financial flows, again a number of different approaches are found. Pfohl et al. denominate the flow of financial resources as the ‘‘financial supply chain’’ and locate the latter atthe interface between the fields of logistics and finance. They examine the management of the net current assets as an important issue within the scope of SCM. Beyond the optimisation of the flow of goods with a focus on the physical reduction in stocks, they analyse the instruments of cash management As primary levers for management, they consider optimal timing of activities, the control of receivables, liabilities, and advance payments. Moreover, the optimisation and support of the inventory and cash managements are described within the scope of process managementStemmler and Seuring were amongst the first authors to use the term ‘‘supply chain finance’’. They speak of the control and optimisation of financial flows induced by logistics. Logistically induced financial processes comprise inventory management, the handling of the logistically induced financial flows as well as the supporting processes with an immediate reference to logistics as, for example, the insurance management for stocks.Another approach to the optimisation of financial flows within supply ch ains is ‘‘logistics financing’’ as defined by Stenzel: the ‘‘[…] active marketing of financial services in addition to logistics services by logistics service providers.’’ This opens up another field of competence for logistics service providers within the scope of financing logistics structures. In this context, Steinmu¨ llerexamines possibilities to finance logistics real estate and Feinen particularlydeals with the leasing of logistics real estates. The term ‘‘Financial Chain Management FCM’’, which is also used in the context of financial flow research, has to be seen in contrast to the term supply chain finance. The former has particularly come to be known in literature and practice in connection to software products by SAP AG and is defined as the sum of the ‘‘financial flows in and across companies’’. The processes that have to be managed by the FCM are thus reduced to the processing steps of the business initiation and business transaction processes. FCM is supposed to optimize cross-company financial processes using collaborative and automatic transactions between suppliers, customers as well as financial and logistics service providers. Consequently, a decisive role is attributed to information and communication technology, so that mainly the flows of information or documents are affected. A common ground for the contributions in the literature is the focus on the financial impact of SCM upon the value chain in terms of inventory, process, and cash management or by means of synchronisation and collaboration. These variables affect the free cash flow of each company involved by increased sales or decreased costs as well as the cost of capital by reduced assets. The explicit consideration of the influence of SCM measures on the capital cost rate, however, has been lacking so far cf. Fig. 2. Considering the growing importance of value orientation in management, this is methodically as well as practically critical sincethe capital costs are determined by the assets to be financed and the capital cost rate. This reveals a gap in research, which this paper targets at: how can SCM contribute to decrease the capital costs in terms of the capital cost rate.The following part of the argument examine how the supply chain of a company can contribute to more costeffective financing. Inter-company financing within the supply chain is called ‘‘supply chain finance’’ and is defined here as: Supply chain finance SCF is the inter-company optimisation of financing as well as the integration of financing processes with customers, suppliers, and service providers in order to increase the value of all participating companies. The task of SCF is to save capital cost by means of better mutual adjustment or completely new financing concepts within the supply chain?eventually in combination with a changed role or task sharing. In order to substantiate this term, a conceptual framework will be developed in the following 3 A conceptual framework of supply chain financeIn order to conceptualise the term supply chain finance, it has to be examined which assets objects within a supply chain are actually financed by whom actors and on whatterms levers. These three dimensions add up to the framework of the supply chain finance译文:供应链融资:优化供应链的资金流动摘要有关货物和信息流的问题经常在物流与供应链管理的文献中讨论。
KEY CONCEPTS
背诵为王和新概念英语
背诵为王和新概念英语Recitation has long been regarded as a cornerstone of language learning, particularly in the realm of foreign language acquisition. The practice of committing texts, dialogues, or even entire passages to memory has been a time-honored tradition in education, as it has been believed to enhance language proficiency, improve pronunciation, and foster a deeper understanding of the target language. In the context of English language learning, the concept of "Recitation as the King" has gained significant traction, particularly in the realm of traditional Chinese education.The notion of "Recitation as the King" is rooted in the belief that the systematic and diligent practice of recitation is the most effective way to master the English language. Proponents of this approach argue that by repeatedly reciting and memorizing English texts, learners can internalize the language's grammar, vocabulary, and idiomatic expressions, ultimately developing a more natural and fluent command of the language.One of the key advantages of the recitation-based approach is itsemphasis on developing a strong foundation in the language. Through the process of recitation, learners are exposed to a wide range of linguistic structures, vocabulary, and patterns, which they can then draw upon and apply in their own language production. This repetitive practice not only helps to solidify the learner's understanding of the language but also enhances their ability to recall and use the language in various contexts.Moreover, the act of recitation has been shown to have a positive impact on pronunciation and intonation. By carefully articulating and repeating the words and phrases of the target language, learners can develop a more accurate and natural-sounding pronunciation, which is crucial for effective communication.In contrast to the traditional recitation-based approach, the emergence of "New Concept English" has introduced a more communicative and interactive approach to language learning. This method emphasizes the importance of practical language use, focusing on developing the learner's ability to engage in real-life conversations and scenarios, rather than solely relying on the memorization of language structures.The New Concept English approach is based on the premise that language is a tool for communication, and that the ultimate goal of language learning should be to enable learners to effectively expressthemselves and understand others in a variety of contexts. This approach encourages learners to actively participate in dialogues, role-play, and other interactive activities, which helps to develop their communicative competence and confidence.One of the key advantages of the New Concept English approach is its ability to engage learners and make the learning process more enjoyable and meaningful. By focusing on practical language use and real-world scenarios, learners are more likely to stay motivated and interested in the learning process, as they can see the immediate application and relevance of what they are learning.Moreover, the New Concept English approach emphasizes the importance of developing a well-rounded understanding of the language, including its cultural and social nuances. By exposing learners to authentic language use and cultural contexts, this method helps to foster a deeper appreciation and understanding of the target language and its associated cultural traditions.Despite the apparent differences between the recitation-based approach and the New Concept English approach, there is a growing recognition that a balanced and integrated approach to language learning can be the most effective. Many educators and language experts now advocate for a hybrid approach that combines the strengths of both methods, allowing learners to benefit from thesolid foundation provided by recitation while also developing their communicative competence through interactive and practical language use.In this hybrid approach, learners may begin their language learning journey by engaging in systematic recitation of key texts, dialogues, and language patterns. This foundational work can then be supplemented by more communicative and interactive activities, such as role-play, discussions, and task-based learning. By integrating these two complementary approaches, learners can develop a well-rounded and versatile command of the English language, capable of both accurate language production and effective communication.In conclusion, the debate between "Recitation as the King" and "New Concept English" highlights the ongoing evolution and diversity of language learning methodologies. While these two approaches may appear to be at odds, they both have valuable contributions to make in the quest for effective language acquisition. By embracing a balanced and integrated approach that combines the strengths of both methods, language learners can embark on a journey of linguistic mastery that is both rigorous and rewarding, ultimately empowering them to communicate with confidence and clarity in the global arena.。
(完整版)英语教学法知识点整理
1，Structural view of language sees languages as a linguistic system made up of various subsystems (Larsen—Freeman&Long）: Phonology, morphology, syntax。
语言的结构观把语言看作是由各种子系统组成的语言系统(弗里曼&朗）:音位学、形态学、句法。
2，Functional view： communicative needs of the learner （Johnson and Marrow)， the functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities： offering, suggesting， advising，and apologizing.功能观：学习者的交际需求(约翰逊和马罗），功能观不仅把语言看作一种语言系统，而且把语言看作一种做事的手段.我们日常使用的大部分语言都涉及功能性活动：提供、建议和道歉。
3，Interactional view： the interactional view considers language to bea communicative tool， whose main use is to build up and maintain socialrelations between people。
互动观：互动观认为语言是一种交际工具，其主要作用是建立和维护人与人之间的社会关系。
4，Behaviourist theory： the way human acquires language (Harmer). Based on their experiments，Watson and Raynor formulated a stimulus—response theory of psychology。
(完整word版)英语教学法复习题
山东理工大学成人高等教育英语教学法复习题Ⅰ. Explain the following terms.1）Discourse competence2）Mistake3）Critical period hypothesis4）Implicit knowledge5）Sight vocabulary6）Pragmatic competence7）task8）active vocabulary9）Exercises10）Denotative meaning (of a word)Ⅱ.Fill in the blanks with proper words.1. The elements that contribute to the qualities of a good language teacher can be categorized into three groups: ______________ , ________________ and _______________ .2. Task-based language teaching has stressed the importance to combine _____________ teaching with __________ teaching.3. Questions have been classified using different criteria. For example, it can be classified into _________ and open questions, display questions and _____________ questions, lower-order and _____________ questions.4. There are two kinds of stress that are important to achieving good pronunciation. They are ________ stress and _________ stress.5. In meaningful practice the focus is on ____________ , ___________ or ____________.6. Our realistic goal of teaching pronunciation should be: ________ , _______ and _______.7. Receptive / passive vocabulary refers to words that one is able to _____ and _____ in reading or listening but unable to _______ in speaking or writing.8. Littlewood(1981:20)divides communicative speaking activities into two types: ____ activities and _______ activities.9. The main purpose for reading aloud is to ______ with others while silent reading is for _____ or _______ information.10. The most popul ar teaching stages are three P’s model, which include:_______,________, and___________.11. The theory of learning is referred to as behaviorism, which has three major stages, “______________ , _____________and reinforcement”.12. Grant (1987) designed a _____________ questionnaire, which can be used as checklist when teachers select textbooks for their students.III. Judge the following statements true (T) or false (F).( )1. The main aim of English language teaching is promoting the students “overall l anguageability”.( )2. Students need to be able to write International Phonetic Alphabets. (IPA)( )3. When the teacher joined the students, he should not dominate or appear to be authoritative.( )4. Students need to be given detailed grammar rules if they are to learn a foreign language successfully.( )5. The process approach to writing highlights accurate choice of words, complete sentence structure, paragraph organization and systematic model.( )6. Languages consist of "words" with equivalents from one language to another.( )7.When we read, our eyes are constantly moving from letter to letter, word to word and sentence to sentence.( )8. When the structural view of language was combined with the stimulus-response principles of Behaviouristic psychology, TBLT emerged.( )9. Portfolios may increase the workload of teachers and students, but if used properly, it shouldn’t.Ⅳ. Answer the following questions briefly.1. How do you interpret bottom-up model for teaching reading?2. What does it mean to know a word?3. What does “structural view on language” advocates?4. What do effective readers do?5. What’s the cognitive theory of language learning?6. What are the features of communicative language teaching?7. What are the three steps in helping learners learn to use resources according to Ryan?8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?参考答案I.1. Discourse competence refers to one’s ability to creat coherent written text or conversation and the ability to understand them.2. A mistake refers to a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system’.3. Critical Period Hypothesis states that if humans do not learn a foreign language before a certain age(perhaps around puberty),then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.4. implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort.5. Words that one is able to recognize immediately are often referred to as sight vocabulary.6. It is concerned with the appropriateness use of the language in social context. The choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.7. Task has four main components: a purpose, a context, a process, a product.8. Active vocabulary refers to words that one is not only able to recognize and comprehend but also able to use automatically in speaking and writing.9. the activities which focus on individual aspects of language, such as vocabulary, grammar or individual skills.10. Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects in the physical world.II.1. ethic devotion, professional qualities, personal styles2. form-focused, communication-focused3. closed, genuine, higher-order4. word-level stress, phrase-level / sentence-level stress5. production, comprehension, exchange of meaning6. consistency, intelligibility, communicative efficiency7. recognise, comprehend, use automatically8. functional communication, social interaction9. share information, getting, extracting10. Presentation, practice and production11. Stimulus, response12. Three-partⅢ.1. T2. F3. T4. F5. F6. F7. F8. F9. TⅣ.1. Some teachers teach reading by introducing new vocabulary and new structuresfirst and then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. This way of teaching reading reflects the belief that reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.2. 1) Knowing a word means knowing its pronunciation and stress; 2) knowing a word means knowing its spelling and grammatical properties; 3) knowing a word means knowing its meaning; 4) knowing a word mean knowing how and when to use it to express the intended meaning.3. Watson and Raynor formulated a stimulus-response theory of psychology, in which all complex forms of behavior are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement.Based on the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.4. They have a clear purpose in reading;read silently;read phrase by phrase,rather than word by word;concertrate on the important bits,skim the rest,and skip the insignificant parts;use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context, or ignore them; have and use background information to help understand the text.5. W hat’s the cognitive theory of language learning?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced. A language learner acquires language competence, which enables him to produce language. Though Chomsky’s theory is not direc tly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.6. What are the features of communicative language teaching?Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic and creative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates task-based language teaching. Students should be given tasks toperform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning. Also, to be competent in the target language, learners should acquire not only linguistic knowledge, but also the culture of that language.7. What are the three steps in helping learners learn to use resources according to Ryan ?The first step is a consciousness-raising discussion of available resources. The teacher can ask the students to discuss and share what resources they use to extend learning outside the classroom. Then the teacher will model by presenting and practicing some techniques to exploit resources: gathering information from newspapers in readily understandable form or using photos and names in headline to predict the contents of articles. Finally, the teacher can introduce the theoretical assumptions underlying the selection of resources and techniques.8. What are the seven intelligences proposed by Gardner? Can you explain them briefly?Verbal/Linguistic Intelligence: the ability to use words effectively, both orally and in writing.Musical Intelligence: sensitivity to rhythm, pitch, and melody.Logical/Mathematical Intelligence: the ability to use numbers effectively and reasons as well.Spatial/Visual Intelligence: sensitivity to form, space, color, line, and shape. Bodily/Kinesthetic Intelligence: the ability to use the body to express ideas and feelings, and to solve problems.Interpersonal Intelligence: the ability to understand another person’s mood, feelings, motivation, and intentions.Intrapersonal Intelligence: the ability to understand yourself, your strength, weakness, moods, desires, and intentions.9. What are the measures for indisciplined acts and badly behaving students suggested by Harmer?1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damages is caused. The longer a disciplined problem is left unchecked, the more difficult it is to taken action.2) Stop the class. If the discipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them. Besides, if students are moved to the front of the class they may behave better.4) Change the activity. If the class seems to be getting out of control, or if indiscipline occurs due to inappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to that student after class. The student should be given a chance to explain why he/she behaves in this way.6) Use the instruction. When problems become extreme it will be necessary to usethe institution—the school or institute—to solve the problem.。
英语教学法复习提纲Unit2
Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is to enable thestudents to use the foreign language in work or life when necessary. 11. The goal of CLTThe goal of CLT is to develop students' communicative competence,12. Communicative competence:Competence simply means knowledge of the language system:grammatical knowledge in other words.13. Hymes (1979), communicative competence includes four aspects: 1) knowing whether something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguisticcompetence交流内容是否规范2) knowing whether something is understandable to human beings;3) knowing whether something is in line with与、、、有关social norms;4) knowing whether something is in fact done: Do people actually use language this way?14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic andcreative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates提倡task-based language teaching. Students should begiven tasks to perform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning (i.e. whatpeople do with language,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying outmeaningful task promote learning.3) Meaningfulness principle: Language that is meaningful to the learnersupports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:。
核心竞争力和教育【外文翻译】
外文翻译原文Corecompetence andeducationMaterialSource:HigherEducation40:247-258,2000Author:GaryHolmes&NickHooperAbstract.Core competence is a managerial conceptused to analyse and developkeyelementsofbusinessstrategy.Thisarticleoutlinestheconceptandappliesittopost-compulsoryeducation intheUK.After considering educational characteristicswhichmightbeconsideredto delineate corecompetence, an economic approach isadopted.Theeducationalperspectivesuggestsaccreditationas the corecompetenceof Universities. The economic approach suggests that the market trend towardlifetimelearningmightbestbemetbyinstitutionsdevelopinga corecompetence inrelationshipmarketing.Thearticleconcludes byconsideringtheimplications fortheinstitutional structureofpost-compulsoryeducation.Keywords: accreditation, business strategy, core competence, educationalcharacteristics,institutional structure,relationshipmarketingTheconceptand implicationsofcorecompetenceT heterm‘c orecompetenc e’i s u sed i n the l i teratureof e ducation a nd i n tha t o f economics and management. The two disciplines use the term to convey verydifferentconcepts.This article briefly reviews the conceptofcorecompetence as itis used in education, before focusing on the application of the economic andmanagementconcepttopost-compulsoryeducation.Inessence,thephrasecorecompetenceintheliterature oneducationdefines aset of learning outcomes (skills or competencies) which each individual shouldacquireduring or demonstrate at the end of a period of learning. It is one of anumberofassociatedconcepts,including coreskills,corecompetency,genericskillsandkey qualifications.Therearedifferences betweenall oftheseconcepts,buttheyallrelatetolearningoutcomeswhichsupportfurtherlearning,employment,perso naldevelopmentandsocialisation.Inthecontext oflifelonglearning,theacquisition ofcore educational outcomesis not hierarchical or sequential (Nijhof 1998). Socialisation, occupational andtransitionskillsareacquiredthroughoutlife.Thetimingandrate ofacquisitionandthenatureandclassificationofcoreorkeylearningoutcomesarediscussedatlengthinthelite rature.NijhofandStreumer(1998)provideacomprehensivediscussionoftheconceptsand their application. It is not the aim of this article to re-visit thedebatearoundtheeducationalcorecompetence anditsassociated concepts.Rather,theobjective is toexploretheimplicationsoftheeconomic andmanagerial conceptofcorecompetence tothebusinessofpost-compulsoryeducation.Theeconomic and managerialconceptofcorecompetenceC ore com p etenc e a s a m a na g e ria l conc ept i s a t the ce ntre o f the de v el opm e ntofbusiness strategy. As such,itisthefundamental basis ofthecompetitive positionofan organisation in the market. Business strategy development is concerned withmatchingcustom ers’r equirements(needs, wants, desires, preferences, and buyingpatterns) with the capabilities of the company, based on the skills and resourcesavailabletothebusiness.Thisleadstotheconceptofcorecompetence,definedas‘s o m e thingtha t th e c o m pany d oe s a s a t l east a s w el l a s, a ndpreferabl y betterthan, anyothercompanyinthemarke t’.P roductsbasedonsuchcorecompetenciesdefinethecompany’s v alueproposition ineachtargetmarketandthecompany’s b usiness strategy (Webster1994).Corecompetencedefineswhat business a company is in, interms ofproducts,marketsandactivities.Itfocuses oncustomerbenefitsandidentifieswhatattributesformthe basis of success in current markets and which may form the basis ofsuccess in new markets, and what those new markets may be (Prahalad 1997).Businessessuccesscan be based on a numberof factors,including raw materials,patents,productdifferentiationandcustomerloyalty.Successmaynotbebasedonaphysical product. It can be dealing with large numbers of small consumertransactions (Tesco), marketing (NIKE), or simplifying a complicated service(Virgin).Competitiveadvantagecan be developed by a business, and often transferredbetween orextendedintonewmarkets.Theconceptis directly linkedto theideaofthe marketasa searchprocess,withcorecompetence beingseenas petitivestrengthsexistwhereabusinesshassomethingunique,relevanta ndpotentiallylastingtooffer(Prahaladand Hamel1990).Tobetruecorecompetencea capability shouldmeetfourcriteria:i t m u s t be v a lu e d by cu stomersitmustberelevantformultiplemarkets,providinggrowthopportunitiesi t shou l d be know l e dg e baseditprobablyshouldnotbebasedonaphysicalcapability thatcan potentiallybe du pli ca te d bya com petitor.Venkatraman (1994) argues that ‘T hecurrent strategic thrustsaroundcore competenceandoutsourcingshouldbeaccompaniedbyasystematicapproachtocombinethecritical competencies in a formacceptable tothecustom er’.This introducesanexternalperspective ontheissue,and inparticular brings theuser orcu s tom er into the ce ntre of the stra teg y of the bu si ness.Companies focus oncorecompetence as thepartoftheirbusiness they mustdoand in which they must excel. Any other activity can be sourced internally orexternallyas thecompany judgestobemostefficient(HammerandChampy 1993;NaisbittandArburdene 1986;Peters1992).Aspartofthe market search process,companiesredefine, focus, investin and exploittheircores as marketschange anddevelop,oftendispensing with businesses and activities in which notthey do nothave sufficientstrengthor whicharenotsufficiently critical to theirfuture (Lorenz1992).Relationship marketingRelationship marketing is a development oftraditional marketing based ontheideathatcustomerswhoaresatisfiedwiththerelationshipwiththesupplier,notjustwiththeproductorservice,aremorelikelytostaywiththatsupplier.Davies(1995)defi nesrelationshipmarketingas‘t h etechniquesformaximisingongoingcustomer relationshipsandrepeatbusines s’.I tis thus concernedwith‘a ttracting,maintaining and–inmulti-servicefirms–buildingcustomerrelationshi ps’(Berry1999).Whererelationshipmarketingisappropriate,itsapplication has the effect offocusingthewholebusinessonidentifying, developingandmeetingtheneedsofthecustomer.It involves identifying the sources of customer value and the marketsegmentstowhicheachapplies,decidinghowtoprovidethatvalue,andmaintainingcustomersatisfacti on.Thepenaltyforfailureisnotjustalostsale,butthelossoftheopportunity tomeetthefutureneedsoverthelifetimeofthatcustomer.Therewardsofsuccessare the increased preferences ofthat customerfor therange ofsolutionsw hi ch the org a ni za ti on ca noffer.The implementation of relationship marketing carries the implication that thesupplierprovides aservice which offerscustomersa setofpromises concerning thegoods or services supplied, including cost, quality, availability and othercharacteristics. The customer in turn enters into a set of promises about hiscommitmenttotherelationship.Bothpartieswill benefitbydevelopinganddeepeningtherelationshipovertime(Grosnroos1999). Itis linkedwiththe‘b esttotalsolution’a pproachtobusinessstrategyproposedbyTreacyandWiersema(1995), ratherthan‘b estprice’or‘b estprodu ct’.R e l a tio nship m a rk e ting i s a ppropria te w h ere a user ha s a c ontinu i ng or periodicneed for a service and when the customer selects from alternative suppliers,especiallywherepersonal service is important. These characteristics may all bepostulatedasapplyingtoeducationinthecontextoflifelonglearning.Corecompetenceand thestructureofeduationEdu ca tiona l c ore com petenc e i s one of a ra ng e of con c epts tha t d ea l w i ththeidea of essential skills to support personal development, employability andsocialisation.Thereisa significantliteratureonthemeaningofthevariousconcepts,andon the composition and acquisition of the skills or competencies concerned.Ratherthanextendthisdebate,thisarticleappliesthe managementand economicconceptofcorecompetencetopost-compulsory education.Thenotionofthemarketasasearchprocesssuggeststhatindividualeducationalinstitutionsshouldbe allowed to determine their core competence and develop cationaltheoryguidesthe identificationof corecompetencebasedonproducts,butisnottheonlyvalidapproach.Themanagementconceptofcorecom petence suggests that educational institutions should focus ondevelopingarelationshipwithstudentsratherthansupplyingasinglecourseofstudy. By providingthe‘b e st total experience’,i nstitutionswill create an opportunitytodevelopsolutionstothefuturelearningneedsofeachstudent.Themeaningofcorecompetenceforeducationalinstitutionshasimplicationsforthestructure ofeducation. The concept and its implications for business strategyinfluence,if notdetermine,which categories ortypes ofactivity should orcould begrouped in one institution and which characteristics might form the basis ofdivisionsbetw eeninstitutions.Focusing on accreditation as the educational core competence suggests astructurecomprisingan accrediting institutionanda network ofproviders.Such ane tw ork m i g ht u se a m a rk et te st to sel e ct th e o pti m u m w a y to prov i de su pport a ndother non-educational activities, including administration, finance, student servicesandother supportactivities. Thus network relationships may include franchising,partnerships and other forms of association (Naisbitt 1997; Kelly 1997). Someinstitutions may seek wide powers of accreditation, up to all aspects ofpost-compulsory education. Others might develop a business strategy based on aparticulartypeofaccreditation,forexampletheskillsofa particularprofession.Theavailabilityofall educational requirementswithin oneinstitutionmay helpmaintain standards, improve access and facilitate lifelong learning. In selectinglifelonglearningas thesecondprincipleonwhichanewmodelofhighereducationmightbebuilt,McNair (1997) suggeststhat ‘w e must assume that most of thosewhocompletetheirinitialexperienceofhighereducationwill return...oratleastundertakelearningatthatlevelindependently’.A ninstitutionabletoaccreditallthelearnin ganindividualmight require has an opportunity to developa customer foreducation,ratherthan selling a course(Davies 1995). Such a situation wouldhaveadvantages to both students and providers, as the literature of lifelong learningsuggests.Aproviderof lifelonglearningwouldeffectivelybe basing theirbusinessstrategy ona combinationofaccreditationandrelationshipmarketing.Combiningtheeducational(product) approachwhich identifies accreditationasthecorecompetencewiththebusiness strategyapproach ofmasscustomisationandrelationshipmarketingprovidesaviewofeducational institutionsas packaging thetransferofskillstofacilitatetheempowermentofindividualstoacquireinformation,turn it into knowledge and apply that knowledge to answer important questions.Suchaviewisconsistentwith,ifnotattheheartof,theaimoflifetimelearning.Tofollow such a strategy, an institution needs theflexibility to encompassa range oflearningprovisionsandtodevelopthatrangeinpartnershipwiththosewhouseitsservices.Suchanapproach has far reaching implications for the structure ofeducation,the role of government and the regulatory mechanism. There remainsa questionwhether, given the historical hierarchical nature of education, an educationalinstitutionwhichdoesnotfollowthathierarchyandchoosesadifferentbasisforitscore competence can establishsufficient status to meettheperceived requirementsofemployers,potential students,andgovernment.译文核心竞争力和教育资料来源：高等教育40:247-258, 2000作者：Ga ry Hol me s &Ni c k Ho oper摘要：核心竞争力是一个管理理念，它是经营策略中用于分析和发展的重要因素。
2024高三九省联考英语试卷及答案解析
2024高三九省联考英语试卷及答案解析2024高三九省联考英语试卷及答案文字版注意事项：1. 答卷前，考生务必将自己的考生号、姓名、考点学校、考场号及座位号填写在答题卡上。
2. 回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。
如需要改动，用橡皮擦干净后，再选涂其他答案标号。
回答非选择题时，将答案写在答题卡上。
写在本试卷上无效。
3. 考试结束后，将本试卷和答题卡一并交回。
第一部分听力(共两节，满分30分)做题时，先将答案标在试卷上。
录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节(共5小题;每小题1. 5分，满分 7. 5分)听下面5 段对话。
每段对话后有一个小题，从题中所给的 A、B、C三个选项中选出最佳选项。
听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
每段对话仅读一遍。
例: How much is the shirt?A. ?19. 15.B. ?9. 18.C. ?9. 15.答案是C。
1. What will Chris do next?A. Drink some coffee.B. Watch the World Cup.C. Go to sleep.2. What is the probable relationship between the speakers?A. Strangers.B. Classmates.C. Relatives.3. What is the woman’s attitude to the man’s suggestion?A. Favorable.B. Tolerant.C. Negative.4. What can we learn about Tom?A. He’s smart for his age.B. He’s unwilling to study.C. He’s difficult to get along with.5. What did Kevin do yesterday?A. He went swimming.B. He cleaned up his house.C. He talked with his grandparents.第二节(共15小题;每小题1. 5分，满分22. 5 分)听下面5段对话或独白。
高中英语哲学思想单选题50题
高中英语哲学思想单选题50题1. In Plato's Republic, the concept of "Forms" is often mentioned. Which of the following is NOT related to the "Forms"?A. JusticeB. BeautyC. ImperfectionD. Truth答案：C。
“Forms”在柏拉图的《理想国》中通常指的是完美的、永恒不变的理念，如正义（Justice）、美（Beauty）和真理（Truth）。
而不完美（Imperfection）不符合“Forms”的概念。
2. Aristotle's philosophy emphasizes the importance of __________.A. MetaphysicsB. EpistemologyC. EthicsD. Ontology答案：C。
亚里士多德的哲学强调伦理学（（Ethics）的重要性，关注人类的道德行为和品德。
形而上学（Metaphysics）、认识论（Epistemology）和本体论（（Ontology）虽然也是哲学的重要领域，但不是亚里士多德哲学重点强调的。
3. The term "Dialectic" was popularized by __________.A. HegelB. KantC. DescartesD. Locke答案：A。
“辩证法（Dialectic）”这个术语是由黑格尔（Hegel）推广普及的。
康德（（Kant）、笛卡尔（（Descartes）和洛克（（Locke）在哲学上有重要贡献，但不是与“Dialectic”密切相关的人物。
4. In philosophical discussions, "Causality" refers to __________.A. Random eventsB. The relationship between cause and effectC. Unpredictable phenomenaD. Independent occurrences答案：B。
The Role of Skills and Competencies
The Role of Skills and CompetenciesThe significance of skills and competencies in today's rapidly evolving world cannot be overstated. As technology advances at an unprecedented pace, and industries undergo constant transformation, individuals must possess a dynamic and adaptable skillset to thrive in their chosen fields. Skills refer to the learned ability to perform specific tasks effectively, often involving physical dexterity or technical expertise. Competencies, on the other hand, encompass a broaderrange of abilities, including knowledge, attitude, and behavior, which enable individuals to navigate complex situations and achieve desired outcomes. While skills are essential for task execution, competencies empower individuals to apply their skills strategically and creatively in diverse contexts. In the workplace, a robust set of skills and competencies is paramount to success. Employers increasingly seek individuals who can not only perform routine tasks but also demonstrate problem-solving abilities, critical thinking, and adaptability. The ability to communicate effectively, work collaboratively in teams, and manage time efficiently are highly sought-after competencies that contribute to a productive and efficient work environment. Furthermore, the rise of automation andartificial intelligence necessitates the development of skills and competenciesthat complement technological advancements. As machines take over repetitive tasks, individuals must focus on acquiring skills that require creativity, emotional intelligence, and complex decision-making. For example, data analysis, programming, and digital marketing are becoming increasingly crucial as businesses leverage technology to enhance efficiency and reach new markets. Education plays acrucial role in fostering the development of skills and competencies. Traditional education systems are adapting to incorporate more hands-on learning experiences, problem-solving exercises, and collaborative projects. Moreover, online learning platforms and vocational training programs are providing alternative pathways for individuals to acquire specialized skills and knowledge relevant to their chosen fields. In conclusion, the cultivation of skills and competencies is essentialfor individuals to navigate the complexities of the modern world. As technology continues to advance and industries evolve, a dynamic and adaptable skillset empowers individuals to thrive in the workplace, contribute to society, andachieve their full potential. By embracing lifelong learning and actively seeking opportunities for personal and professional growth, individuals can remain competitive in an ever-changing global landscape.。
一级勤务 英语
一级勤务英语Primary DutyThe concept of primary duty is deeply rooted in the foundation of military service and the unwavering commitment to the protection of one's nation and its citizens. This fundamental responsibility encompasses a wide range of tasks and obligations that form the backbone of a well-functioning armed force. From the meticulous maintenance of equipment to the rigorous training of personnel, every aspect of a soldier's duty is designed to ensure the readiness and effectiveness of the military in the face of any challenge.At the heart of primary duty lies the principle of discipline. Soldiers are expected to adhere to a strict code of conduct, upholding the values and traditions that have guided military organizations for centuries. This discipline is not merely a matter of blind obedience, but rather a deep-seated understanding of the importance of order, hierarchy, and the collective well-being of the unit. It is this discipline that allows soldiers to operate seamlessly as a cohesive force, ready to respond to any situation with precision and decisiveness.One of the key components of primary duty is the meticulous maintenance of equipment. Soldiers are tasked with ensuring that every piece of gear, from weapons to vehicles, is in perfect working order. This requires a keen eye for detail, a thorough understanding of the equipment's functionality, and a dedication to preventive maintenance. By meticulously caring for their equipment, soldiers not only enhance the operational readiness of their unit but also demonstrate a sense of ownership and pride in their duties.In addition to equipment maintenance, primary duty also encompasses the rigorous training of personnel. Soldiers must be prepared to face a wide range of challenges, from combat operations to humanitarian relief efforts. This training regimen, which often includes physical fitness exercises, weapons handling, and scenario-based simulations, is designed to develop the skills and resilience necessary to respond effectively in any situation. By investing in this comprehensive training, soldiers are able to build the confidence and competence required to fulfill their primary duty with unwavering commitment.Another critical aspect of primary duty is the maintenance of discipline and order within the ranks. Soldiers are expected to adhere to a strict set of rules and regulations, which govern everything from personal conduct to the execution of orders. This adherence toprotocol is not merely a matter of compliance, but rather a reflection of the soldier's understanding of the importance of cohesion and unity within the military. By upholding these standards, soldiers contribute to the overall effectiveness and morale of their unit, ensuring that the organization is well-equipped to meet any challenge.Beyond the day-to-day responsibilities of equipment maintenance, training, and discipline, primary duty also encompasses a broader commitment to the well-being of the nation and its citizens. Soldiers are often called upon to respond to natural disasters, humanitarian crises, and other emergencies, using their skills and resources to provide relief and support to those in need. This aspect of primary duty reflects the military's role as a vital component of the broader social fabric, serving as a source of stability and resilience in times of crisis.Ultimately, the concept of primary duty is a testament to the selfless dedication and unwavering commitment of the men and women who serve in the armed forces. It is a duty that extends far beyond the confines of a military base or the battlefield, encompassing a deep-rooted sense of responsibility to one's country, one's comrades, and the well-being of all those who depend on the military's steadfast protection. Through the consistent and exemplary fulfillment of this primary duty, soldiers uphold the ideals of service,sacrifice, and the unwavering pursuit of excellence that have defined the military's role throughout history.。
2024南京二模英语作文
2024南京二模英语作文The Importance of Embracing Diversity in a Globalized WorldIn today's interconnected world, the concept of diversity has become increasingly significant. As we navigate the complexities of a globalized society, it is crucial to recognize and celebrate the richness that diversity brings to our lives. In the context of the 2024 Nanjing Second Model English Examination, this essay will delve into the importance of embracing diversity and its far-reaching implications.Firstly, diversity fosters cultural understanding and appreciation. In a world where people from various backgrounds and experiences come together, the opportunity to learn about and appreciate different cultures is invaluable. By engaging with diverse perspectives, we can broaden our own horizons and gain a deeper understanding of the human experience. This cultural exchange not only enriches our personal growth but also contributes to the creation of more inclusive and harmonious communities.Moreover, diversity drives innovation and creativity. When individuals with diverse backgrounds and skill sets collaborate, they bring unique ideas, problem-solving approaches, and fresh perspectives to the table. This synergy of diverse talents and experiences can lead to groundbreaking solutions and innovative breakthroughs that may not have been possible in a homogeneous environment. Embracing diversity in the workplace, educational institutions, and various other spheres can foster an atmosphere of creativity and collaboration, ultimately driving progress and advancement.Furthermore, diversity enhances our ability to navigate the complexities of the modern world. In an increasingly globalized economy and interconnected society, the ability to understand, communicate, and work effectively with people from diverse backgrounds is a crucial skill. Embracing diversity equips us with the cultural competence and adaptability necessary to navigate the ever-changing landscape of the 21st century. This skill set not only benefits individuals but also contributes to the success and competitiveness of organizations and nations as a whole.Additionally, diversity promotes social justice and equity. By acknowledging and celebrating the unique experiences and contributions of individuals from diverse backgrounds, we can work towards dismantling systemic barriers and creating more inclusiveand equitable societies. This effort not only addresses historical injustices but also empowers marginalized communities and fosters a more just and compassionate world.However, it is important to acknowledge that embracing diversity is not without its challenges. Navigating cultural differences, overcoming biases, and fostering effective communication can require significant effort and commitment. Nonetheless, the benefits of diversity far outweigh the challenges, and it is our responsibility to address these obstacles and create environments that truly value and celebrate diversity.In the context of the 2024 Nanjing Second Model English Examination, the importance of embracing diversity is particularly relevant. As students prepare for this examination, they should be equipped with the knowledge and skills to navigate a globalized world and engage with diverse perspectives. The examination should not only assess their language proficiency but also their ability to think critically, communicate effectively, and demonstrate cultural awareness and sensitivity.In conclusion, embracing diversity is a fundamental necessity in our interconnected world. By fostering cultural understanding, driving innovation, enhancing our ability to navigate complexity, and promoting social justice, diversity enriches our lives and strengthensour communities. As we prepare for the 2024 Nanjing Second Model English Examination, let us embrace the transformative power of diversity and equip ourselves with the knowledge and skills to thrive in an increasingly diverse and interconnected world.。
体适能课英文
体适能课英文English:The concept of physical literacy encompasses a person's ability to move with competence and confidence in a wide variety of physical activities. A physical literacy class focuses on developing fundamental movement skills such as running, jumping, throwing, and catching, while also emphasizing the importance of maintaining an active lifestyle. By engaging in activities that promote physical literacy, participants can improve their overall physical well-being, develop a greater sense of self-confidence, and enhance their overall quality of life. These classes often incorporate a mix of traditional sports, dance, yoga, and fitness exercises to provide a well-rounded approach to physical development. Additionally, physical literacy classes can help individuals establish healthy habits that can be sustained throughout their lifetime, leading to a higher level of fitness and overall health.中文翻译:身体适能课程的概念包括一个人在各种体育活动中以熟练和自信的姿态移动的能力。
新概念青少版英语对应年级
新概念青少版英语对应年级The New Concept English Youth Edition is a comprehensive language learning program designed specifically for young learners. This innovative approach to English education aims to provide students with a solid foundation in the language, enabling them to communicate effectively and confidently in a variety of contexts. The program is structured around a series of grade levels, each tailored to the cognitive and linguistic development of the students at that stage.At the primary level, the New Concept English Youth Edition focuses on building a strong understanding of the basics of the English language. Students are introduced to the fundamental grammar structures, vocabulary, and pronunciation patterns through engaging and interactive lessons. The curriculum emphasizes the development of listening and speaking skills, as these are crucial for effective communication in everyday situations.As students progress through the program, the content becomes more complex and challenging. The intermediate level delves deeperinto the nuances of the language, with a greater emphasis on reading and writing. Students learn to express themselves more eloquently, using a wider range of vocabulary and more sophisticated grammatical structures. They are also exposed to a variety of literary and informational texts, which help them develop their critical thinking and analytical skills.The advanced level of the New Concept English Youth Edition is designed to prepare students for the academic and professional demands of the modern world. At this stage, the focus shifts to honing students' ability to communicate effectively in a range of formal and informal settings. They learn to write persuasive essays, deliver presentations, and engage in discussions on complex topics. Additionally, the curriculum incorporates elements of cultural awareness and cross-cultural communication, equipping students with the skills to navigate the globalized landscape.One of the key strengths of the New Concept English Youth Edition is its emphasis on practical application. Rather than relying solely on rote memorization or grammar drills, the program encourages students to use the language in real-world contexts. Through role-playing exercises, simulations, and project-based learning, students have the opportunity to apply their knowledge and develop their communication skills in meaningful ways.Another notable aspect of the New Concept English Youth Edition is its adaptability to different learning styles and preferences. The program utilizes a variety of teaching methods, including multimedia resources, interactive activities, and individualized feedback, to cater to the diverse needs of students. This flexibility ensures that each learner can engage with the content in a way that best suits their learning preferences and pace.Moreover, the New Concept English Youth Edition places a strong emphasis on cultural awareness and global citizenship. By exposing students to a wide range of cultural perspectives and traditions, the program helps them develop a deeper understanding and appreciation for the diversity of the English-speaking world. This cultural competence is crucial in today's interconnected global community, as it enables students to communicate and collaborate effectively with individuals from diverse backgrounds.The implementation of the New Concept English Youth Edition has been met with widespread acclaim from educators, parents, and students alike. The program's comprehensive approach to language learning, combined with its focus on practical application and cultural awareness, has proven to be highly effective in preparing young learners for the challenges and opportunities of the 21st century.As the demand for proficient English speakers continues to grow, the New Concept English Youth Edition stands as a shining example of how language education can be transformed to meet the evolving needs of today's youth. By providing a solid foundation in the English language and fostering the development of essential communication skills, this innovative program empowers students to become confident and successful global citizens, ready to engage with the world around them.。
孔子思想的英文总结翻译
孔子思想的英文总结翻译The Thought of Confucius is an ancient Chinese philosophical system that has greatly influenced Chinese culture and society for thousands of years. Here is a brief summary of the key ideas of Confucianism.At the core of Confucianism is the belief in the importance of moral values and ethics. Confucius emphasized the concept of Ren, often translated as "benevolence" or "humanity." He believed that individuals should cultivate these virtues in order to strive for personal perfection and create a harmonious society. Confucius taught that Ren could be achieved through conducting oneself with sincerity, honesty, and social propriety.Another central idea in Confucianism is the importance of filial piety, or respect for one's parents and elders. Confucius believed that family is the foundation of society, and that maintaining strong family bonds is crucial for social stability. This concept also extended to the relationship between rulers and subjects, emphasizing the importance of benevolent and just governance.Confucianism also emphasized the value of education and self-cultivation. Confucius believed that individuals should constantly strive for self-improvement and intellectual growth. He emphasized the importance of studying the classics and learning from the wisdom of past sages. Confucius believed that education and self-cultivation were the key to becoming a moral and virtuous person.In terms of social and political organization, Confucianismadvocated for a hierarchical order based on moral authority and competence. Confucius believed that a ruler should be virtuous and lead by example, while the subjects should be loyal and respectful. He emphasized the mutual responsibilities and obligations between rulers and subjects, arguing that a harmonious society could only be achieved if everyone fulfilled their roles with integrity and righteousness.Confucianism also placed a strong emphasis on ritual and etiquette. Confucius believed that proper behavior and decorum were essential for maintaining social order and harmony. He believed that rituals and ceremonies served to express and reinforce moral values and social norms. Confucianism promoted a strict code of conduct, emphasizing the importance of respecting hierarchy and observing proper social etiquette.In summary, the Thought of Confucius encompasses a range of ideas and values that emphasize the importance of moral values, family relationships, education, and social harmony. It promotes the cultivation of virtues such as benevolence, filial piety, and integrity. Confucius's philosophy has had a profound impact on Chinese society, shaping its values, ethics, and social order for centuries.。
知识与文凭的英语作文
知识与文凭的英语作文Title: The Significance of Knowledge versus Degrees。
In the contemporary landscape of education and career pursuits, a debate rages on regarding the relative importance of knowledge and academic credentials. While degrees symbolize a certain level of achievement and expertise, knowledge transcends the confines of formal education, encompassing practical skills, critical thinking, and experiential learning. This essay delves into the nuanced relationship between knowledge and degrees,exploring their respective merits and implications intoday's society.Firstly, let us examine the concept of knowledge. Knowledge is the accumulation of information, skills, and understanding acquired through learning, observation, and experience. It encompasses a broad spectrum of disciplines, ranging from the sciences and humanities to technicalskills and interpersonal competencies. Unlike degrees,which are often standardized and structured, knowledge is dynamic and adaptable, evolving with time and context.One of the key advantages of knowledge lies in its practical utility. While degrees provide a foundational framework for learning, knowledge empowers individuals to apply theoretical concepts to real-world scenarios. For example, a computer science graduate may possess a degree certifying their proficiency in programming languages, but it is their practical knowledge and problem-solving abilities that enable them to develop innovative software solutions.Moreover, knowledge fosters critical thinking and creativity, attributes that are increasingly valued in today's knowledge-based economy. In a rapidly changing world, the ability to think critically, adapt to new challenges, and innovate is often more valuable than a static set of qualifications. This is particularly evident in industries such as technology and entrepreneurship, where disruptive innovation is driven by individuals who possess deep domain knowledge coupled with a capacity forcreative thinking.On the other hand, degrees serve as tangible markers of academic achievement and expertise within a specific field. In many professions, such as medicine, law, and engineering, formal credentials are prerequisites for entry and advancement. Degrees provide a structured pathway for acquiring specialized knowledge and skills, often validated through rigorous examination and assessment processes.Furthermore, degrees confer a certain level ofcredibility and recognition within society. Employers may use degrees as screening criteria to assess thequalifications of job applicants, viewing them asindicators of competence and commitment. Additionally, degrees can enhance one's earning potential, as individuals with higher levels of education tend to command higher salaries on average.However, it is essential to recognize the limitationsof degrees as sole determinants of success. In today's competitive job market, employers increasingly prioritizeskills and experience over academic qualifications alone. A study by the World Economic Forum found that by 2022, over half of all employees would require significant upskilling or reskilling to meet the demands of emerging job roles.In conclusion, while degrees remain important markers of academic achievement and professional credentials, they are not synonymous with knowledge. Knowledge encompasses a broader spectrum of skills, including practical experience, critical thinking, and creativity, which are essential for success in the modern world. As individuals navigate their educational and career pathways, they must strive to cultivate both knowledge and degrees, recognizing the unique value that each brings to their personal and professional development.。
工作胜任感英语
工作胜任感英语Title: Professional Competence at WorkIntroduction:Competence at work is vital for individuals to succeed in their careers. It not only showcases their expertise, but also enhances their overall job satisfaction. In this essay, we will explore the concept of professional competence and discuss some key factors contributing to its development, including knowledge, skills, adaptability, communication, leadership, and continuous learning. By focusing on these crucial aspects, employees can enhance their job performance and advance in their respective fields.Knowledge:A strong foundation of knowledge in a specific field is essential for professional competence. It includes a deep understanding of industry trends, technical expertise, andfamiliarity with relevant theories and concepts. By continuously updating their knowledge base through formal education, attending workshops, conferences, and staying updated with the latest research, professionals can remain current and effective in their roles.Skills:In addition to theoretical knowledge, practical skills play a crucial role in job competency. These skills are developed through hands-on experience, practice, and continuous improvement. Technical skills, such as proficiency in software applications, equipment operation, or specialized techniques, are essential for professionals in various industries. Furthermore, soft skills like effective communication, problem-solving, critical thinking, and time management contribute to overall competence and success in the workplace.Adaptability:The ability to adapt to changing work environments and demands is a hallmark of professional competence. In today's dynamic world, flexibility is paramount. Adaptable professionals quickly embrace new technologies, processes,and tools while seamlessly adjusting to unfamiliar situations. They are open to learning from others, welcoming feedback,and readily accepting challenging assignments, enabling themto excel in diverse work scenarios.Communication:Communication skills are fundamental for workplace success. Being able to express ideas clearly, listen actively, and collaborate effectively with colleagues fosters apositive work environment and enhances productivity. Competent professionals exhibit strong verbal and written communication skills, enabling them to convey their thoughts concisely, resolve conflicts, and engage in constructivediscussions. Effective communication fosters teamwork, trust, and professional growth.Leadership:Leadership skills are essential for individuals aspiring to advance in their careers. A competent leader inspires and motivates team members, sets clear expectations, delegates responsibilities, and facilitates the achievement of collective goals. Competent leaders provide guidance, recognize achievements, and foster an environment that encourages innovation and growth. Developing leadershipskills enhances overall professional competence and paves the way for career advancement.Continuous Learning:Professional competence is a lifelong journey that requires a commitment to continuous learning and self-improvement. Professionals should embrace new challenges, seek opportunities for growth, and actively pursue furthereducation and training. By staying updated with industry developments, engaging in professional networks, and seeking mentorship, individuals can acquire new knowledge, refine skills, and remain relevant in an ever-evolving job market.Conclusion:Professional competence is an essential attribute for individuals to succeed in their careers. By investing in knowledge acquisition, skill development, adaptability, effective communication, leadership qualities, and continuous learning, professionals can enhance their job performance and attain personal and professional fulfillment. Cultivating these competencies ensures long-term success and enables individuals to excel in their respective fields.。
Perseverance The Key to Success
Perseverance The Key to Success Perseverance is often cited as the key to success in various aspects of life. Whether it's in academics, career, relationships, or personal development, the ability to persist in the face of challenges and setbacks is crucial for achieving one's goals. This notion is deeply ingrained in our cultural and societal narratives, with countless stories of individuals overcoming adversity through sheer perseverance. However, the concept of perseverance is multi-faceted, and its implications can vary depending on the context in which it is applied. From an academic standpoint, perseverance is essential for students to navigate the challenges of learning and mastering new concepts. The journey of education is filled with obstacles such as difficult assignments, exams, and the pressure to excel. In these moments, students who demonstrate perseverance are more likely to push through the difficulties, seek help when needed, and ultimately achieve academic success. Moreover, the ability to persevere in the face of academic challenges fosters resilience and a growth mindset, which are valuable attributes for lifelong learning and personal development. In the realm of career and professional development, perseverance plays a pivotal role in achieving success. The path to building a fulfilling career is often riddled with rejections, failures, and moments of self-doubt. Individuals who exhibit perseverance are better equipped to weather these storms, learn from their experiences, and continue striving towards their professional aspirations. Whether it's pursuing a promotion, starting a new business, or navigating a career transition, the ability to persevere through setbacks is a defining factor in one's professional journey. Beyond academics and career, perseverance is also integral to nurturing meaningful relationships and personal growth. In the context of interpersonal relationships, the willingness to persevere through conflicts, misunderstandings, and hardships is fundamental for building strong, enduring connections. Whether it's in friendships, romantic relationships, or familial bonds, the ability to navigate challenges with patience and determination can lead to deeper, more resilient connections with others. On a personal level, perseverance is closely linked to resilience, mental strength, and emotional well-being. Life is inherently unpredictable, and everyone faces their share of adversities, setbacks, anddisappointments. In these moments, individuals who possess a resilient spirit and a capacity for perseverance are better equipped to bounce back from setbacks, adapt to change, and maintain a sense of optimism and hope. The ability to persevere through personal challenges is an essential component of mental and emotional well-being, enabling individuals to cultivate a positive outlook and navigate life's ups and downs with grace and fortitude. In conclusion, the concept of perseverance extends far beyond a mere cliché; it is a fundamental quality that underpins success and fulfillment in various facets of life. Whether it's in academics, career, relationships, or personal development, the ability to persist in the face of challenges is a defining factor in achieving one's aspirations. By cultivating perseverance, individuals can navigate obstacles with resilience, learn from their experiences, and ultimately chart a path towards growth and success. As the saying goes, "Perseverance is not a long race; it is many short races one after the other." It is through this steadfast commitment to overcoming challenges, one step at a time, that individuals can truly unlock their potential and achieve their goals.。
英语国际化培训计划
英语国际化培训计划1. IntroductionIn today's globalized world, the ability to effectively work across cultures and countries is a crucial skill for professionals in all industries. Internationalization training is designed to help individuals develop the cultural competence and global mindset necessary to succeed in an increasingly interconnected world. This training program aims to provide participants with the knowledge, skills, and attitudes needed to thrive in cross-cultural environments and excel in international business.2. ObjectivesThe main objectives of this internationalization training program are as follows:- To increase participants' awareness of different cultural values, norms, and communication styles.- To develop participants' ability to adapt to and work effectively in diverse cultural contexts.- To enhance participants' cross-cultural communication and negotiation skills.- To cultivate a global mindset and the ability to think and act strategically on a global scale. - To provide practical tools and strategies for navigating cultural differences and building successful international relationships.3. Target AudienceThis training program is designed for professionals from a wide range of industries who have regular interactions with colleagues, clients, or partners from different cultural backgrounds. Participants may include managers, executives, sales professionals, human resources specialists, and anyone else who is looking to enhance their international business skills.4. Program StructureThe internationalization training program will be a comprehensive and interactive learning experience that combines theory, practical exercises, case studies, and real-life examples. The program will be delivered in a workshop format, with a combination of lectures, group discussions, role-playing activities, and experiential learning opportunities. The program will be divided into multiple modules, each focusing on a specific aspect of international business and cross-cultural communication.5. Module 1: Understanding Culture- Introduction to cultural dimensions and their impact on behavior and communication- Exploring the concept of cultural intelligence and its relevance in a global context- Case studies and examples of cultural misunderstandings and their consequences6. Module 2: Cross-Cultural Communication- Recognizing and adapting to different communication styles and preferences- Verbal and non-verbal communication across cultures- Strategies for effective cross-cultural communication, including active listening and asking clarifying questions7. Module 3: Building Cross-Cultural Relationships- Developing trust and rapport with international colleagues, clients, and partners- Understanding the role of etiquette, protocol, and social norms in building relationships - Overcoming cultural barriers and navigating cross-cultural conflicts8. Module 4: Negotiation and Decision Making- Cultural differences in negotiation styles and approaches- Strategies for successful international negotiations- Making decisions in a multicultural context and considering diverse viewpoints9. Module 5: Global Mindset and Strategic Thinking- Developing a global mindset and understanding the implications of global business trends - Thinking and acting strategically in international business contexts- Embracing diversity and leveraging it as a competitive advantage10. Module 6: Practical Applications and Action Planning- Applying cross-cultural skills to real-life business scenarios- Developing an action plan for further developing cultural competence and international business skills- Reflection and feedback on the learning experience11. Training FormatThe internationalization training program will be delivered through a combination of in-person workshops, virtual training sessions, online resources, and practical assignments. The program will be facilitated by experienced trainers and subject matter experts with adeep understanding of international business and cross-cultural communication. Participants will have the opportunity to engage with trainers and peers, share experiences, and receive personalized feedback and coaching.12. Assessment and EvaluationThroughout the program, participants will be assessed through a variety of methods, including quizzes, case studies, role-plays, and practical assignments. At the end of the program, participants will undergo a final assessment to evaluate their understanding and application of the concepts covered. Additionally, participants will have the opportunity to provide feedback on the training program, which will be used to continuously improve and adapt the program to meet the needs of future participants.13. Program OutcomesUpon completion of the internationalization training program, participants can expect to achieve the following outcomes:- Increased cultural competence and awareness of their own cultural biases and assumptions- Enhanced cross-cultural communication and negotiation skills- Improved ability to build and maintain relationships across cultures- Greater confidence in working and engaging with international colleagues, clients, and partners- A clear action plan for further developing their international business skills and cultural competence14. ConclusionThe internationalization training program is designed to equip participants with the knowledge, skills, and attitudes needed to succeed in today's globalized world. By developing cultural competence, cross-cultural communication skills, and a global mindset, participants will be better prepared to navigate the complexities of international business and build successful relationships with stakeholders from diverse cultural backgrounds. This training program is an essential investment for professionals looking to thrive in a globalized and interconnected business environment.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
The Concept of Key Competence and Its Implementation in English Teaching作者：杨建雄来源：《校园英语·中旬》2017年第08期【Abstracts】This paper analyzes the concept of key competence defined by different international organizations and countries， points out the parallel between the Western key competence and the Chinese “all-round personality”， and then explores how to reform English teaching in terms of curriculum design， course arrangement and classroom teaching so as to foster key competence in students， or in other words， nurture all-round personality of students.【Key words】key competence； components； all-round personality； English teaching【摘要】本论文通过分析不同国际组织和国家给“核心素养”下的定义而界定了该术语的概念，指出了西方的“核心素养”与我国的“素质型人才”之间的相似之处，并进而探索了如何在课程方案设计、课程内容设置和课堂教学方法等方面进行英语教学改革的问题，以达到培养核心素养的目的。
【关键词】核心素养成分素质型人才英语教学I. IntroductionNowadays， the new task education faces is how to improve the quality of education to cultivate innovative talents. The best way to cultivate innovative talents is to devel op something known as “key competence” in every discipline as well as nationwide. At the beginning of the 21st century， the EU introduced the lifelong learning strategy in the field of education and training， and put forward the concept of “key competence”. It has since become a reference framework underlying all education goals and policies， and has subsequently triggered curriculum reforms in all EU Member States.Although China’s research into key competence is still in its infancy， in recent yea rs China’s education policies have been emphasizing the building of a national character marked by fine qualities and the cultivation of students’ innovativeness. The National Long-term Education Reform and Development Plan （2010-2020） designates human-centeredness and nurturing of all-round personality as two major goals of education reform so that students can get all-round development. It can be seen that China’s education reform pursues exactly what EU calls key competence （Dun Ji’an， 2015：44-47）.II. The Definition of Key CompetenceWhat is key competence？ Many countries are now referring to the framework laid down by the OECD project as key competence，EU’s lifelong learning objective.The research into key competence sponsored by international organizations has been going on for quite some years. The OECD project and EU’s formulation of “lifelong learning key competence” are but a few examples （Chang Shanshan et al， 2015：29-32）. Besides， the UNESCO published a report entitled “T o life-long learning –what children should learn”. The OECD-financed project proposes three primary components of key competence and nine secondary components. The EU lists eight elements of lifelong learning key competence. Following the humanist tradition， the UNESCO sets forth a model of seven constituents of key competences.When we compare findings of the OECD-financed project，the EU’s eight elements of key competence and UNESCO’s seven constituents of key competence， it is not difficult to find that they actually have many shared features. They all embody the idea that knowledge shouldn’t be the only pursuit of education. It should be combined with skills， attitudes and morality， etc. to turn out graduates of all-round personality. In addition to the aforesaid studies into key competence， the United States， and some other countries have also developed the content and structure of key competence suitable for education in their native countries. The major qualities of the key competence defined by the United States are called “21st-century competence”. After the framework of “21st-century competence” was formulated， the United States kept updating and refining it until it includes the core curriculum， necessary themes and three major skill areas.III. Proposals about Curriculum Design， Course Arrangement and Classroom Teaching to Foster Key CompetenceChina’s current “Compulsory Education English Curriculum Standards （2011）” （“Standards”） points out that English courses in compulsory education have both instrumental and humanist functions. The “Standards” emphasizes the learning process and integration of all language skills. This is consistent with the concept of key competence. Namely， knowledge， skills， ability and emotional attitude should all be taken into consideration in the education process. Now that English courses are no longer a mere means to facilitate students’ second language acquisition， new course design guidelines are needed.3.1 Two urgent tasks in curriculum designThe two urgent tasks in curriculum design are defining the disciplinary aspect of key competence and integrating different discipline-related key competence in students.Experiences gained through international curriculum design indicate that there are two basic relations between the curriculum and students’ key competence. That is to say， first， each course has the responsibility of cultivating one aspect of students’ key competence. Second， differentcourses have different contri butions to the nurture of students’ overall key competence. Therefore，when we design English courses aiming at attainment of students’ key competence， the primary task is to pin down the key competence components inherent in the discipline. In other words， while designing the curriculum， imparting knowledge is not the only concern. Simultaneously， ability，morality and attitude should also be put on the list for consideration.It is now widely accepted that when students are taught a foreign language，they shouldn’t learn grammar alone. Their communicative competence depends on their command and integration of many different language skills. The famous linguist Hedge proposed five parts of the communicative competence： linguistic competence， pragmatic competence， discourse competence， strategic competence and fluency （Wang Qiang， 2006： 17）.3.2 An important principle in course arrangementThe important principle in course arrangement is interdisciplinary teaching， which means to combine resources from different disciplines in one course so that intra-disciplinary resources are interwoven to form a network of teaching resources to integrate different aspects of key competence in students.Take primary education for example， in C hina’s middle schools， Chinese， math， foreign languages and so on are the dominant traditional curriculum items. Generally speaking， different disciplines will tap and train different faculties of students， and each course develops a corresponding aspect o f students’ key competence. Various disciplines overlap with each other in imparting knowledge and training skills， and they will complement and supplement one another in cultivating students’ key competence. Therefore， complementary teaching across disciplines will be an effective way to develop students’ key competence， and with this in mind， a breakthrough will be made in the innovation of course design. Computer-aided teaching and MOOC online learning are just a few cases in point. This interweavement of disciplinary resources will not only stimulate students’ interest in learning， but will， above all， integrate different aspects of key competence in students.3.3 Reform of classroom teaching methodsTeacher’s teaching efficiency and student’s learning effect are both dependent on the teaching approach and classroom teaching methods. Classroom teaching methods should also be subjected to reform. While planning teaching tasks，teachers should try to develop students’ self-learning ability. To do so， a single teaching method is far from being enough. L2 teachers are advised to adopt the communicative teaching approach to the design of classroom activities. Thus teachers can effectively cultivate students’ independent thinking and explorative disposition.If we want to cultivate students’ key competence， it is necessary for us to form a consistent，long-term teaching goal， and march toward that goal by reforming not only curriculum design and course arrangement but also classroom teaching methods.IV. ConclusionNowadays， the concept of key competence has become the DNA of global education reform and almost all countries adopt this concept as a guideline for their reform in curriculum design，teaching material compilation， course arrangement and classroom teaching.How to cultivate students’ key competence through school education is an issue of paramount importance facing all educators， school management and teachers alike. It sets off an enormous wave of education reform and English teaching is certainly affected first and foremost， as the concept came from Western countries. Now the immediate task facing researchers and teachers of English in China is to integrate the Western concept of key competence and the Chinese image of all-round personality based on more insightful interpretation of these two terms. Thus new Western discoveries in theory and application of key competence can be introduced into China and employed as springboards for China’s further education reform.References：[1]顿继安（Dun Ji’an）.基于核心素养的数学教学：基础、挑战与对策[J].中小学教材教学，2015，09：44-47.[2]常珊珊（Chang Shanshan），李家清.课程改革深化背景下的核心素养体系构建[J].课程.教材.教法，2015，09：29-32.[3]王蔷（Wang Qiang）.A Course in English Language Teaching.英语教学法教程[M].高等教育出版社，2006，06：18-19.。