更正教的歷史 的英文怎麼說

中文拼音 [gēngzhēngjiāodelìshǐ]
更正教的歷史 英文
protestantism
  • 更 : 更副詞1. （更加） more; still more; even more 2. （再,又） further; still further; furthermore
  • 正 : 正名詞（正月） the first month of the lunar year; the first moon
  • 教 : 教動詞（把知識或技能傳給人） teach; instruct
  • 的 : 4次方是 The fourth power of 2 is direction
  • 歷 : Ⅰ名詞1 （經歷） experience 2 [天文學] （歷法） calendar 3 （歷書; 年鑒; 歷本） almanac Ⅱ動詞（經...
  • 史 : 名詞1 （歷史） history 2 （古代掌管記載史事的官） an official who was in charge of historical rec...
  • 更正 : make corrections; amend; [拉丁語] corrigendum
  • 歷史 : history; past records
  1. Chapter three author aimming at the blank of study on the inrollment policy of the higher education for minorities tries to probe theoretically into it from the perspective of the cause of minority student achieveinent higher educational function and educational policy, and to define the essence principle and foundadion of this policy, firstly, auther wants to show that the root to implementing this policy bases on minority history earth instance and cultural speciality by analyzing the cause of minority students low achievement, secondly, by the perspective perspective of higher educational function, author tries to show the important role of higher education to socialize minority students in case they are peripheried, to inherit and improve minority culture, in order to define that this policy is an important political mechanism to safeguard minority " s educational right and educational equality, thirdly, there are two points to be showed by discussing with the perspective of educational policy : the inrollment policy of the higher education for minorities is complexity and it is restricted and influenced easily by correlative mechanism because it involves virtuely in educational problem ethical problem and policy problem, on the other hand, the inrollment policy of the higher education for minorities don " t violate the principle of individual equality, instead, it carries out certain policy for some groups basing on the principle of the individual equality

    一、通過對少數民族學生低學業成就的歸因分析，論述少數民族高等教育招生政策實施依據是少數民族歷史發展、現實狀況和文化特殊性。二、通過高等教育功能視角的探討，論述高等教育對少數民族學生的進一步社會化，避免少數民族個體被邊緣化的意義，以及高等教育對少數民族繼承、發展民族文化的意義，明確少數民族高等教育招生政策是保障少數民族高等教育權利、保證教育公平的一項重要的「政治機制」 。三、通過教育政策視角的探討，主要有兩方面內容，一是由教育政策的特點，論述少數民族高等教育招生政策實質上是集教育問題、民族問題和政策問題於一身，這使它的運行具有復雜性，它更易受其它相關機制的制約和影響;二是通過教育政策價值取向的探討，論述少數民族高等教育招生政策雖以一定群體為實施的對象，但並不違背個體平等原則，它是立足於個體平等的基礎上，依據能力選拔的原則，針對群體差異客觀存在的現實，對一定群體實施的一定「優惠政策」 ，以保證處於弱勢地位群體的權利，從而真正實現個體的平等。
  2. The research of human resource value measure models of this paper has very important theoretical meaning and realistic significance. under the guidance of marxian labor valve theory and occident human capital theory and element distribution theory, this paper aims at the high science & technology software development enterprise and designs model systems of human resource group value and individual value measuring, which not only adhere the traditional accounting principle, but also combine qualitative analysis with quantitative analysis. in detail, it is organized as follows : ( 1 ) according to some defects of the available value measuring models, this thesis brings forward 4 innovative trains of thought : adopts the method that combine qualitative analysis with quantitative analysis, and establishes the new measuring basis that contain human resource the present period input cost and realized value, and defines the high - grade human resource as the target evaluation group of individual value measuring, as the basis for revealing the real contribution of human resource group firstly and achieving individual value by distributing group value to the target evaluation group in according with the specific rules secondly ; ( 2 ) analyzes the constitution of human resource value, and comes up with new way of thinking on group value measuring : adopts the historical cost means to calculate human resource group the present period input cost, and rectifies the present period realization value theory of li - shicong professor from accounting angle, and obtains more scientifically the group present period new contribution value, as the basis for structuring the new measuring

    首先揭示組織中人力資源群體對企業的真實貢獻，然後再將群體價值以一定的規則分配給目標評估群，從而確認個人價值; （ 2 ）分析人力資源的價值構成，提出新的群體價值計量思路:採用歷史成本法計量群體當期投入成本，並對李世聰教授提出的當期實現價值理論從會計學角度進行了修正，更為科學地確定了群體當期新增貢獻價值，從而構建了全新的人力資源群體價值計量模型; （ 3 ）分析個人價值的影響因素及其關系，提出新的個人價值計量思路:運用層次分析法獲得目標評估群在群體當期新增價值中的權重，確定高級人力資源當期所創造的貢獻份額;基於崗位相對權重和個人崗位績效評估值這兩個關鍵指標，將層次分析法和關聯矩陣法結合起來，計算個人貢獻價值系數，確定某個體在目標評估群中的權重，從而構建了全新的人力資源個人價值計量模型; （ 4 ）選取了一家人力資本含量較高的it公司，將所構建的理論模型在該公司進行了實證檢驗，驗證了模型體系在實務中的科學性與可操作性，從而在一定程度上豐富了人力資源價值計量理論，推動了人力資源會計與現行會計核算體系的接軌。
  3. Part three analyzes some characteristics of the school - running of christian women ' s higher education, such as religionary teaching aim, rigorous school supervision, updated teaching contents, diversified teaching methods, social teaching activity, and multilateral funding, etc. part four summarizes the experience and the shortage of christian women ' s higher education by comparing christian women ' s higher education with state - run women ' s higher education and the american women ' s higher education

    第三部分從橫向的角度分析了教會女子高等教育的辦學特徵，主要表現為教學目的宗教化、教學管理嚴密化、教學內容西方化、教學方法多樣化、教學活動社會化、經費籌措多樣化等。第四部分運用比較分析法研究教會女子高等教育的歷史地位，試圖將教會女子高等教育與國立女子高等教育、中美近代女子高等教育進行比較，以求正確評價其功過是非，從而更好地總結中國近代教會女子高等教育的經驗教訓。
  4. What i know is, that, like a fool, a greater fool than he of whom i spoke just now, i mistook for this peasant girl a young bandit of fifteen or sixteen, with a beardless chin and slim waist, and who, just as i was about to imprint a chaste salute on his lips, placed a pistol to my head, and, aided by seven or eight others, led, or rather dragged me, to the catacombs of st. sebastian, where i found a highly educated brigand chief perusing c ? sar s commentaries, and who deigned to leave off reading to inform me, that unless the next morning, before six o clock, four thousand piastres were paid into his account at his banker s, at a quarter past six i should have ceased to exist

    我只知道自己當時象個傻瓜，一個大傻瓜，我錯把這個下巴上沒有胡須，腰肢纖細，年約十五六歲的男強盜看成是一個農家女了，正當我想在他的嘴唇上吻一下時，他忽然拿出一支手槍頂住我腦袋，另外還有七八支手槍過來幫忙，於是我被領到，或說得更準確些，是被拖到了聖塞巴斯蒂安的陵墓里。在那兒，我發現有一位受過高深教育的強盜正在那兒閱讀凱撒歷史回憶錄，蒙他棄書賜教，告訴我說，除非我在第二天早晨六點鐘以前拿出四千畢阿士特，否則到了六點一刻我就活不成了。
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