Group 1: Educational Support and Reform - The article highlights the educational support provided to Ganzi Prefecture, where various assistance teams from Zhejiang and other regions have been deployed to improve local education through curriculum reform, teacher training, and information technology development [5][8] - The implementation of "school-based courses" tailored to local cultural contexts has been emphasized, with teachers creating bilingual materials that resonate with students' backgrounds, such as integrating Tibetan proverbs and local flora and fauna into lessons [6][7] - The establishment of a "one school, one policy" approach has led to the development of unique course systems in local schools, enhancing students' learning experiences and increasing graduation rates [8] Group 2: Teacher Development and Collaboration - The article discusses the creation of "master teacher studios" aimed at enhancing the capabilities of local teachers through mentorship and collaborative teaching practices [9][10] - A significant challenge noted is the limited number of support teachers available, with only around 200 teachers assisting multiple local educators, necessitating innovative solutions to maximize impact [10] - The article mentions the establishment of 46 "master teacher studios" to facilitate ongoing professional development for local teachers through workshops, lectures, and peer observations [10][11] Group 3: Remote Education Initiatives - The introduction of online courses has been a key strategy to bridge educational gaps caused by geographical barriers, with over 367 schools benefiting from remote education initiatives that have reached more than 100,000 students [12] - The "dual-teacher classroom" model has been adopted to ensure that local teachers can support students in understanding content delivered by remote instructors, thereby enhancing both student learning and teacher skills [12] - The article emphasizes the importance of integrating external educational resources with local teaching practices to ensure sustainable development of educational quality in Ganzi Prefecture [12] Group 4: Vocational Education Collaboration - The article outlines a vocational education collaboration mechanism between Ganzi and Zhejiang, aimed at providing more career opportunities for students from remote areas [13][14] - The "2+1+2" segmented training model allows students to receive local training followed by further education in Zhejiang, addressing the mismatch between regional educational resources and labor market needs [14] - This initiative has enrolled 240 students, with a focus on aligning educational outcomes with the demand for skilled labor in economically developed regions [14]

Group 1 - Weifang is recognized as a national vocational education innovation development pilot zone, with 65 vocational schools and over 800 programs, serving more than 300,000 students and supplying over 90,000 skilled talents annually [1] - The "Qihuang Academy" project, initiated by Weifang Nursing Vocational College, aims to promote traditional Chinese medicine techniques overseas and address the shortage of skilled personnel in international Chinese medicine institutions [1] - The collaboration between Shandong Transportation Vocational College and GoerTek in Vietnam has led to the establishment of an intelligent manufacturing academy, offering 18 online courses to enhance local talent skills [2] Group 2 - Shandong Science and Technology Vocational College has developed vocational standards that are now part of Tanzania's education system, promoting Chinese technology benefits [3] - Weifang Vocational College has established overseas training centers in Uganda, Congo (DRC), and Pakistan, training over 1,100 students and developing 9 textbooks [3] - The upcoming "Hundred Cities, Thousand Schools, Ten Thousand Enterprises" employment promotion event in Weifang aims to showcase vocational education achievements and foster collaboration among government, schools, and enterprises [4]

Group 1 - The "Investor Education Network Course" is a public welfare initiative guided by the Shaanxi Securities Regulatory Bureau and organized by the Shaanxi Investor Education Pioneer Alliance, involving 21 member units [1][4] - The upcoming course on May 15, 2025, focuses on "Diversified Dispute Resolution and Legal Rights Protection for Securities Investors," aiming to educate investors on maintaining their rights [3][8] - The course will cover the establishment of a diversified dispute resolution mechanism for securities and futures disputes, which is crucial for protecting investors' legal rights and improving the capital market's foundational systems [3][4] Group 2 - The Shaanxi Investor Education Pioneer Alliance consists of 21 units, including industry self-regulatory organizations, investor education bases, securities and futures operating institutions, listed companies, and media, aimed at enhancing investor education quality [4] - The alliance promotes resource sharing and complementary advantages among its members to improve the effectiveness of investor education and support the healthy and stable development of the capital market [4] - The course series aims to help investors understand regulations, identify risks, and foster a rational, value-oriented, and long-term investment mindset [4]

文/梧桐小新 近日，深交所发布最新一期《会计监管动态》（2025年第1期，总第11期）。在"典型会计案例研究"板块，深交所通过两组六个案例，解答不同场景下知识产权授 权许可业务收入确认和长期股权投资未实现内部交易损益抵销的问题，包括： 案例一： 关于技术转让确认收入的相关问题； 案例二： 关于网络课程的收入确认相关问题； 案例三： 关于"一次性授权、分阶段收款"模式下时点法时段法判断的相关问题； 案例四： 未实现内部交易损益在长投为零时抵销的相关问题； 案例五： 子公司变为联营企业后未实现内部交易损益抵销的相关问题； 案例六： 联营企业变为子企业后未实现内部交易损益抵销的相关问题。 一、知识产权授权许可业务收入确认 A公司从事农作物种子生产、加工、销售以及相关技术开发、服务、转让等。20X4年， A公司与客户Z公司签订某款种子生产经营权（技术秘密）的技术转让合 同，授予Z公司该种子5年的生产经营权。 合同约定： （1）A公司将该项技术秘密的非独占使用权授予给Z公司，限于其在约定区域内用于某款农作物种子生产经营，不得向第三方转让； （2）该项技术秘密具体包括种子培育技术、生产流程、相关实验数据等，以技术文档为载 ...