查询词典 professional work

They can find more values on their professions for a long period of time.（2）University counselors' professional identity is increasing by age, and the differences are significant.（3）The degree of masters' professional identity is a little higher than that of students of five-years term college and undergraduates, and also the differences are significant.（4）The differences of university counselors' professional identity on work age are significant. Who work for 5 to 10 years involves into Job burnout easily.（5）The differences of university counselors' professional identity on monthly profit are significant. The counselor who owns more monthly profit may increases the degree of professional identity.（6）University counselors' professional identity is increasing by administrative level, and the differences are significant.（7）University counselors' professional identity is increasing by professional title, too. The differences are significant.（8）The differences of university counselors' professional identity on school types are significant. The professional consciousness of counselors from Key University is the highest, and General College, voluntary school, junior college follows. There are subjective and objective factors which have impacts on the identity.

与男性辅导员相比，女性辅导员更喜爱辅导员职业，认为从事该职业体现自我价值，愿意长期从事辅导员工作；高校辅导员职业认同度随着年龄的增加而提高；30岁以下的女性比男性辅导员职业认同程度低，而31--45岁的女性则比男性高，45岁以上男女无差异；不同学历水平的高校辅导员在职业认同度上不存在显著差异，相对于大专、本科学历的高校辅导员而言，具有硕士研究生学历的高校辅导员职业认同度略高；不同工龄的辅导员在职业认同上存在差异，工作了5-10年的辅导员易产生职业倦怠，职业认同程度低；不同月收入水平的高校辅导员在职业认同度上存在显著差异，月收入越多，职业认同程度越高；不同行政级别高校辅导员的职业认同存在显著差异，随着行政级别的提高，高校辅导员的职业认同度逐步提高；不同职称的高校辅导员在职业认同上存在显著差异，辅导员职称越高，其职业认同程度提升；不同学校类型的辅导员对职业的认同程度存在显著差异，省重点高校的辅导员职业认同度最高，其他依次为省普通高校、省民办高校、省大专院校。

To professional identity of kindergarten teacher majors, there exist such differences as: nature of kindergarten, age of the kindergarten teachers, years of serving as a teacher, the educational background, professional post and salary and so on, which can be seen in the following aspects: 1 the degree of professional identity of kindergarten teachers in non-governmental kindergarten is higher than that of teachers in governmental kindergartens; 2 the degree of professional identity of kindergarten teachers aged between 21 to 25 is the highest, while those aged between 31-40 is lowest; 3 the professional identity of kindergarten teachers who have taught for 2 to 14 years in school is of the highest, while those for 15 to 25 is of the lowest; 4 those whose academic background is intermediate rank are considered to be the highest in the professional identity while those graduated from the junior middle school are regarded to be the lowest, 5those whose professional post ranks second in primary school are the highest level in professional identity, while those whose professional post are of first rank are in the lowest; 6those whose income is between 501 and 1000 RMB are regarded to be on the top in their professional identity while those whose income above 1500 RMB are in the lowest level.

主要表现为：1民办幼儿园教师职业认同高于公办幼儿园教师；2年龄在21—25岁之间的教师职业认同最高，31—40岁之间的教师最低；3教龄在2—14年间的教师职业认同最高，15—25年间的教师最低；4学历为中职的教师职业认同最高，初中学历教师职业认同最低；5职称为小教二级的教师职业认同最高，小教高级的教师最低；6工资收入在501—1000元的教师职业认同最高，1500元以上的教师最低。3、在其他因素上，如"是否担任行政职务"、"婚否"、"所带班级"、"班额大小"等方面，幼儿教师的职业认同没有显著差异。

"Work" means the literary and/or artistic work offered under the terms of this License including without limitation any production in the literary, scientific and artistic domain, whatever may be the mode or form of its expression including digital form, such as a book, pamphlet and other writing; a lecture, address, sermon or other work of the same nature; a dramatic or dramatico-musical work; a choreographic work or entertainment in dumb show; a musical composition with or without words; a cinematographic work to which are assimilated works expressed by a process analogous to cinematography; a work of drawing, painting, architecture, sculpture, engraving or lithography; a photographic work to which are assimilated works expressed by a process analogous to photography; a work of applied art; an illustration, map, plan, sketch or three-dimensional work relative to geography, topography, architecture or science; a performance; a broadcast; a phonogram; a compilation of data to the extent it is protected as a copyrightable work; or a work performed by a variety or circus performer to the extent it is not otherwise considered a literary or artistic work.

本著作」指依据本授权条款提供的文学及艺术创作，包含但不限於以任何方式或形式表达之文学、科学及艺术范围之制作物，例如：书籍、小手册及其他撰著；演讲、演说、布道及其他类似同性质之著作；戏剧著作或歌剧著作；舞蹈著作或默剧；含歌词或不含歌词之音乐作曲；电影著作及其他藉由与电影摄影技术类似之程序表达之同类著作；素描、绘画、建筑、雕塑、雕刻或版画之著作；摄影著作及其他藉由与摄影技术类似之程序表达之同类著作；应用艺术著作；插图、地图、设计图、素描及地理、地形、建筑或科学相关立体著作；表演；广播；录音物；和可受著作权保护的资料编辑；或不属於文学或艺术创作的各式表演人或马戏团表演人所表演的创作。

H. "Work" means the literary and/or artistic work offered under the terms of this License including without limitation any production in the literary, scientific and artistic domain, whatever may be the mode or form of its expression including digital form, such as a book, pamphlet and other writing; a lecture, address, sermon or other work of the same nature; a dramatic or dramatico-musical work; a choreographic work or entertainment in dumb show; a musical composition with or without words; a cinematographic work to which are assimilated works expressed by a process analogous to cinematography; a work of drawing, painting, architecture, sculpture, engraving or lithography; a photographic work to which are assimilated works expressed by a process analogous to photography; a work of applied art; an illustration, map, plan, sketch or three-dimensional work relative to geography, topography, architecture or science; a performance; a broadcast; a phonogram; a compilation of data to the extent it is protected as a copyrightable work; or a work performed by a variety or circus performer to the extent it is not otherwise considered a literary or artistic work.

h。 「本著作」指本授权条款下提供的文学及艺术著作，包含但不限於以任何方式或形式表达之文学、科学及艺术范围之制作物，例如：书籍、小手册及其他撰著；演讲、演说、布道及其他类似同性质之著作；戏剧著作或歌剧著作；舞蹈著作或默剧；含歌词或不含歌词之音乐作曲；电影著作及其他藉由与电影摄影技术类似之程序表达之同类著作；素描、绘画、建筑、雕塑、雕刻或版画之著作；摄影著作及其他藉由与摄影技术类似之程序表达之同类著作；应用艺术著作；插图、地图、设计图、素描及地理、地形、建筑或科学相关立体著作；表演；广播；录音物；和可受著作权保护的著作同样受保护的资料编辑物；或种种表演人或马戏团表演人表演的不被视为文学或艺术著作的著作。

But in its essence in terms of no more than the following five ways : to establish a firm professional confidence is a young teacher professional development of the force; have good ethics cultivation of young teachers is a prerequisite for professional development; those with higher levels of expertise and with the necessary teaching skills of young teachers professional development of the base infrastructure; conduct regular, systematic reflection is to promote teaching young teacher professional development of the important ways, foster continuous learning, the concept of lifelong learning is a young teacher professional development of the protection.

青年教师专业化发展的途径和方式也比较灵活多样，但就其本质来讲不外乎有以下五种途径：树立坚定的职业信心是青年教师专业化发展的动力；具备良好的师德修养是青年教师专业化发展的前提；拥有较高的专业知识和掌握必要的课堂教学技能是青年教师专业化发展的基础；进行经常化、系统化的教学反思是促进青年教师专业化发展的重要方式，树立不断学习，终身学习的理念是青年教师专业化发展的保障。

In this dissertation, the studies on teacher professional development in western countries were schematized and a concise description of research history was given, which would be the basis for understanding the research background and assimilating the existing research results. A new teacher development phase dividing criterion, professional self-development consciousness, was suggested and a new analyzing framework, i. e. self-renewal approach to professional development, was raised. These formulations would make for better understanding of the teacher's active role in professional development, strengthen teacher's professional self-development consciousness and advance the development. At present, great efforts is being made to increase the teachers' qualities. The self-renewal approach, as a new professional development conception, would demonstrate its significance in practice.

本文对国外教师专业发展的研究作了系统梳理，比较清晰地描述了研究轨迹，为进一步了解有关研究背景、吸收借鉴国外研究结果奠定了一定基础：提出了教师专业发展阶段划分的新标准——自我专业发展意识和教师专业发展新的分析框架——&自我更新&取向教师专业发展，这将有助于深化理解教师本人在教师专业发展的积极作用，并强化教师的自我专业发展意识，促进教师专业发展；在我国目前正大力提高教师素质的今天，&自我更新&取向教师专业发展作为一种新的专业发展理念，也有着重要的现实意义。

Article 6 To obtain a work safety license, an enterprise shall satisfy the following work safety conditions:(1)Having established and improved the responsibility system for work safety,and formulated a whole set of work safety regulations and operating rules;(2)Its investment In safety Is up to work safety requirements;(3)Having set up administrative entities for work safety and installed full-time work safety administrative personnel;(4)The major person-in—charge and work safety administrative personnel have passed the appraisal;(5)The special personnel have passed the appraisal conducted by the competent authority, and have obtained qualification certificates for special operations;(6)The workers have gone through work safety education and training;(7)Having workers insured against work—related injuries in accordance with the law and having paid insurance premiums in this regard;(8)Its premises,worksites,safety facilities,equipment and technology are up to the requirements of the relevant work safety laws,regulations,standards and rules;(9)Having preventive measures against occupation hazards and providing workers with labor protection articles which are up to the national standards or standards of the industrial sector concerned;(10)Having conducted safety evaluation in accordance with the law;(11)Having measures for the testing,assessment and monitoring of sources of grave danger, as well as emergency plans thereabout;(12)Having emergency rescue plans for work accidents,and entities or personnel specialized in emergency rescue.and having necessary emergency rescue materials and equipment; and (13)Satisfying other conditions as provided by laws and regulations.

第六条 企业取得安全生产许可证，应当具备下列安全生产条件：建立，健全安全生产责任制，制定完备的安全生产规章制度和操作规程；设置安全生产管理机构，配备专职安全生产管理人员；主要负责人和安全生产管理人员经考核合格；主要负责人和安全生产管理人员经考核合格；特种作业人员经有关业务主管部门考核合格，取得特种作业操作资格证书；从业人员经安全生产教育和培训合格；依法参加工伤保险，为从业人员缴纳保险费；厂房，作业场所和安全设施，设备，工艺符合有关安全生产法律，法规，标准和规程的要求；有职业危害防治措施，并为从业人员配备符合国家标准或者行业标准的劳动防护用品；依法进行安全评价；有重大危险源检测，评估，监控措施和应急预案；有生产安全事故应急救援预案，应急救援组织或者应急救援人员，配备必要的应急救援器材，设备；法律，法规规定的其他条件。

Strong academic background and qualifications of our professional consulting team include: Professor Gao Xiao, such as Beijing University, Tsinghua, returned overseas doctor, the first line of research, linguistics experts; Translation U.S. Team member include: Ph.D., English professional certificate 8 winner , Translation Certificate winner, senior technical translation, native-speaking English Edit diversified professional configuration, effective working team we are fully aware of each translation team linguistic characteristics of staff, as well as strengths and weaknesses; we start to build from the language of professional translator to communicate the evaluation system; We accept various professional translators, and the course of a project carried out simultaneously for translators personalized training; rich experience, and meticulous work style and thoughtful follow-up services in various fields to grasp the terminology and the variety of language structure , and then effectively organized into authentic language; meticulous scrutiny usually made for our customers seriously and deeply moved; not only the commitment to your high-quality manuscripts, but also to use our Services to make you believe that trustworthy

强大的学术背景与资历我们的专业咨询团队包括：北大清华等高校教授、海外归国博士、第一线研究人员、语言学专家；我们的翻译团队成员包括：博士研究生、英语专业八级证书获得者、翻译资格证书获得者，资深技术翻译，外籍英语编辑等多元化的专业配置，有效的工作团队我们充分了解翻译团队中每一个工作人员的语言特点以及长处和短处；我们从语言专业出发建立起翻译员的评价沟通体系；我们接受各专业翻译人员，并在项目过程中同步进行对翻译人员的个性化培训；丰富的经验，细致的作风，周到的后续服务把握各领域术语与各式语言结构，然后有效地组织成地道的语言；细致的推敲常常使得客户为我们的认真而感动；不仅仅承诺交给您高质量的稿件，还会用服务使您确信我们值得信赖

The third chapter clarifies the reasonableness of the doctrine of presumptive wrongs applying to professional liability, inquires into the professional standards which determine whether it is the professional's fault or not in principle and speciality, and discusses further the burden of adducing evidence of professional's fault and determination of professional's counterargument.

第三章阐明了现阶段过错责任原则中之过错推定适用于专家责任的合理性，从原则性和特殊性两方面探讨了专家过错的认定标准，并进一步讨论了专家过错的举证和专家抗辩事由的确定。

As an "acceptor", the teachers" professional development will be influenced by many exterior factors, namely the restrictions and limitations, which includes the factors from the society and school which are expounded on from the outside to inside and one tier after another. As a "subject", the impellent of the teachers" subjectivity plays an essential role in their professional development by reasons of the intrinsic factors-teachers" activity, sociality, independence and creativity, that is the teachers" subjectivity in the professional development. As an "object", teachers have obvious characteristics and relatively centralized needs and attention in their development, so the teachers"development is quite different from other professional development in developing phases and training modes, viz, the uniqueness of the stages of the teachers" professional development. The factors analysis connotes two clues. One is the lognitudinal analysis from "acceptor" to "subject", the other is lateral analysis from the "object".

外在影响因素包括社会影响因素和学校影响因素两方面，采用由外向内，逐层递进的考察方式；第二个层面是把教师看作"主体"，教师在专业发展中不只是被动地接受外部的影响，教师本身具有能动性、社会性、自主性和创造性，教师要受到自身各种内在因素的影响，教师专业发展要考虑教师主体性的发挥对自身发展的推动，即"教师专业发展的主体性"；第三个层面是把教师看作"本体"，教师在专业发展中具有相对明显的阶段性特征和相对集中的教师发展需要与教师关注点，教师专业发展作为一种相对独立的专业发展历程，有区别于其他专业发展历程的独特的发展阶段特点和培养模式，即"教师专业发展的独特阶段性"。

"Bird Man's Diary, Butting on the Love Island", Changsha, China

2008年"鸟人日记，顶在爱情岛"，中国长沙

As long as they were in the service of a family of wizards, their magic would remain dormant.

只要他们一天为家庭服务，他们的法力就潜藏不动。