The existence of a weak school is, on the surface, the gap between school and school, but from a social point of view, it is a manifestation of unbalanced social development. Therefore, this problem must be solvedThere is probably no need to avoid prescribing dipeptidyl-peptidase-4 inhibitors () for the treatment of type 2 diabetes mellitus (T2DM) to elderly patients at risk of pneumonia.
s. First, poor hardware conditions, individual schools are still dangerous. The second is no plastic track. The third is the lack of canteens. Fourth, there is no water to flush the toilet. It is neither hygienic nor safe. The main thing is that weak schools lack good teachers. Rural conditions are poor, leaving no good teachers and teachers. In this way, schools would have to hire substitute teachers in large numbers, affecting the quality of rural school developmentPolyU ranks top asian universities Rankings 2018. PolyU continues to expand its academic links with those top 100 universities in Asia and top-ranked universities in the world, to create overseas learning opportunities for students.
Over the years, Shenyang has some experience in transforming the weak rural schools. First of all, increase the transfer of city-level finance to rural schools. With municipal financial support, 80% of the rural schools in Shenyang have owned plastic runways, aqua lavatory toilets, and protected canteens and rural special teachers. Second, the government-led, school voluntary, social promotion, urban quality schools and rural weak schools hand in hand, the establishment of education groups, and common development. Next, establish a metropolitan area network. Urban and rural schools enjoyed the same high-quality teaching resources. Not only did students improve but teachers also improvedETG, a Hong Kong-based company, develops to manage and track the stocks with RFID tags and to achieve the goal of efficient stock control and security protection along the supply chain.
Given that the municipal government's overall planning capability is far greater than that of the county level, I suggest that we must change the county-based education management system, at least to the provincial level and the municipal level. At the same time, we must fully mobilize the enthusiasm of social forces in running schools.
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