Cable Communication Main Line Project Digital Cross-Connection Equipment Technical Specifications

Author: None
Publisher: Beijing University of Posts and Telecommunications Press
Publish Date: 1999-12-01
Features:
Excerpt: "The Indication on Education Work" points out: "The slogan proposed by the Party, 'cultivating laborers with socialist awareness and culture,' correctly explains the meaning of 'all-round development.'" The Marxist theory of human all-round development is the basis for formulating China's educational goals and policies. Humanistic education see [Humanistic Education]. The Human Relations Movement is a school that emphasizes the role of human nature in production. It was formed based on the famous Hawthorne experiments. In 1924, the U.S. National Academy of Sciences organized a team to conduct experiments on the relationship between working conditions and production efficiency at the Hawthorne factory of the Western Electric Company in western Chicago. One of the main experiments was the "Illumination Test" (November 1924 – April 1927), which served as a precursor to the Hawthorne experiments. The research team hypothesized that increasing illumination would improve productivity. They selected two groups of workers: one as the experimental group and the other as the control group. In the experimental group, illumination conditions were varied, while in the control group, illumination remained constant. The results showed that the output of both groups increased almost equally, indicating no significant effect of illumination on production. After nearly three years of testing, the researchers were about to give up when Elton Mayo organized a group of Harvard professors and personnel from Western Electric to form a new experimental team to continue the experiments. Based on the analysis of previous experiments, they chose two groups—relay assembly and mica peeling—to modify wage payment methods and implement other welfare measures, such as shortening the workday, extending rest periods, and providing free tea and snacks. This was called the "Welfare Test." It was initially assumed that these welfare measures would stimulate productivity, and that production would decline once they were removed. However, the results were contrary to expectations. The measures had no direct relationship with the increase in production. Further investigation revealed that harmonious interpersonal relationships played a significant role in boosting morale and productivity, suggesting that interpersonal factors were more important than welfare measures. From these experiments, the research team also observed the existence of "informal groups" among workers. They conducted a "Small Group Test" involving the wiring layout group to study this phenomenon. After several months of observation, the existence of "informal groups" was confirmed. These groups had their own behavioral norms, such as not producing too much or too little, and not reporting anything that could harm their peers to supervisors. They also had natural group leaders. During the experiments, the research team engaged in extensive conversations with workers to understand their views on work, the work environment, supervisors, and the company. Over two years, they interviewed over 20,000 employees, gathering a wealth of material through the "Interview Test." This experiment yielded unexpected results, significantly boosting productivity at the Hawthorne factory. The reason was that through the conversations, workers' grievances were expressed, making them feel better and thus increasing productivity. In 1933, Mayo summarized these experiments and others in his book "Industrial Civilization," founding the Human Relations Movement. This school proposed new perspectives different from scientific management:
(1) Scientific management assumes that people are "economic men," believing that money is the only motivation for enthusiasm. The Hawthorne experiments, however, consider people as "social beings," recognizing that production is influenced not only by physical and physiological factors but also by social and psychological ones.
(2) Scientific management views production efficiency as solely determined by work methods and conditions, emphasizing the scientificization of work methods, specialization of labor organization, and standardization of operational procedures—management centered on "tasks." The Hawthorne experiments, however, found that production efficiency depends primarily on workers' morale, or "spirit," which is influenced by two factors: workers' attitudes in family and social life, and interpersonal relationships within the organization.
(3) Management science focuses only on the role of "formal organizations," such as organizational structure, authority division, and rules and regulations. The Hawthorne experiments confirmed the existence of "informal organizations," which have their own emotional bonds, norms, and tendencies, controlling the behavior of their members. This raised new requirements for business leaders to listen to and communicate with employees, balancing the economic goals of formal organizations with the social needs of informal organizations. Business leaders must understand not only logical behavior but also illogical behavior driven by emotions.
In summary, the core idea of the Human Relations Movement is to emphasize human nature. Workers should be treated as people, not machines, and subjected to "friendly supervision," ultimately maintaining high morale. It criticizes Taylor's scientific management system, which focuses only on material and technical conditions, emphasizing control and rewards/punishments while ignoring the impact of social conditions on work efficiency—a one-sided approach. Starting in the 1940s, this emphasis on interpersonal relationships gradually gained attention and occupied an important position in Western school administration.
Man is the Object of Education is the main educational theory work of Russian educator Ivan Chernyshevsky. Between 1862 and 1867, he wrote the first two volumes of the book during his educational study abroad, publishing them in 1867 and 1869. The third volume only collected materials and was left unfinished due to his early death. The first and second volumes are divided into physiological and psychological sections, totaling 103 chapters. He believed that "education is the broadest, most complex, highest, and most necessary of all arts." "If education aims to educate people in all aspects, it must first understand them in all aspects." Therefore, education should draw on useful knowledge from the broad "human sciences" to reveal the laws of education. He called this book "A Trial Work in Educational Anthropology." The author holds that physiology and psychology are the main foundations of education. To this end, he deeply explored the physiological basis of psychology, the psychological characteristics of children at different ages, and attempted to draw educational conclusions from psychology, integrating education with psychology.
Entering school meant entering prefectural, provincial, or county schools. It is said that in ancient times, schools had semi-circular ponds in front, called "Panyu" (Panyu Water). The school was called "Pan Gong." Later, entering prefectural, provincial, or county schools was referred to as "entering Pan" or "wandering in Pan."
Enrollment In the Qing Dynasty, after passing the local examinations, candidates became "shengyuan" and were sent to prefectural, provincial, or county schools, a process called "enrollment" or "entering Pan." After enrollment, teachers were responsible for assessing students, with monthly and quarterly exams. Except for mourning duties, illness, or traveling for studies, missing three monthly exams in a row would result in disciplinary action, while missing all exams throughout the year would revoke the candidate's status as a shengyuan.