(v) the causes and passages of the incident are generally “causes of the incident”. Different introductory words such as “understanding”, “reflection”, and extract the most general language from the original information or process it by the compiler, linking the pre-incidental consequences, social effects, etc。
(vi) the incident management and effects section is generally quoted in the chapeau “after the incident”, “after the report”, and is based on top-down principles
The level of government is separated from the different measures of the unit of origin and is organically combined with different related terms, and finally provides a brief overview of the effects of these measures。
(vii) the current state and outlook projections generally draw from the entire paragraph in the introductory terms “current”, “understanding”, which mainly reflect the emotional state of teachers and students, the educational order and stability of schools, and the treatment of casualties among teachers and students。
Ii. Research-type information
(i) this type of information consists mainly of information developed by the various units and departments of the school system in the course of the implementation of educational reform and management, in response to a particular hotspot or problem。
(ii) the overall requirements for the preparation of such information are: strong policy, targeted, high reference value, clarity of facts, implementation of measures, sound structure and sound language。
(iii) the structure of such information is generally four-part: a description of the purpose of the study - a summary of the specific facts of the study - a list of the problems identified in the study - and a proposal for a response to the problem, or a three-paragraph “purpose-fact-recommendation”。
(iv) the titles of this type of information generally refer to intuitive and critical headings such as “universities — situations, problems and recommendations” or “universities — work needs to be strengthened”. Titles should be short, smooth and smooth。
(v) description of the purpose of the study - to basically reflect the time, organizer, purpose, main object and subject of the study, which should not be more than 150 words as a guide。
(vi) overview of the specific facts of the study - to the extent possible, the essential elements of the study should be linked in coherent terms, using the terms “one yes”, “two yes”, etc
The serial or associated words “at the same time”, “also” and “also” distinguish between different levels. It must be clear, concise, focused and full of flesh and blood。
(vii) to list the problems identified in the study - to reflect, on the basis of the true intentions of the researchers, major difficulties or hotspots of a universal, tendentious, illuminating nature - to list issues that are no longer a problem. It would be preferable to draw a hierarchy by the words “1 yes”, “2 yes” and to add different fonts to the important issues for attention and attention。
(viii) proposing policy responses and recommendations to address the problem - requiring authors to change their perspective, to look at them at the height of schools rather than at the level of researchers, and to reflect, through screening and identification, relevant responses and recommendations that need to be studied or addressed by schools and higher authorities to inform decision-making by school leaders and higher authorities。
Iii. Studies and students of investigation
(i) the message of student and teacher dynamics is mainly a reflection of students and teachers at key central meetings and major decision-making levels, of key gay speeches by central leaders, of major international and national events and events, of important initiatives and events on the educational front for reform and development, and of student and teacher dynamics at certain times, before and after the start of school。
(ii) general requirements: strong political, far-reaching, well-articulated, well-articulated, well-articulated, simple-languaged and precise. The policy, authenticity, comprehensiveness and systemic nature of information are highlighted through a broad-based approach based on love and understanding。
(iii) selection and use of materials: the selection of materials should be representative, typical, authoritative, ideological, taking into account all levels, parties, age groups and different positions and perspectives. The material is used to compare, summarize and “consolidate” the same items, based on a high level of generalization, so that the facts are clear, intuitive, not detached from the subject matter, non-comprehensive and not selective by personal good or evil。
(iv) structure and logic: first, to define the basic framework and overall structure of information. In general, a general division is used to provide an overview of the general reflections and positions of teachers and students, followed by a breakdown of different viewpoints or reflections from different sides (generally 34 are appropriate) (the reflection of teacher-student thinking on major conferences, major events and specific periods can also be sub-topiced or continued, but the presentation of each topic or phase is essentially similar). Each broad view and each side is based on a general reflection of the teacher and student - a reflection of the majority - a reflection of the different representatives - a reflection of the individual, the sequence of the teacher and the student first, or the logic of “reflecting-evaluating-recommended-recommended” and, with respect to the transformation and transposition between them, the appropriate pavement should be made to avoid a simple listing and disconnection. There is a need for a balance between dynamic reflections, a strong mainstream, interwoven debate, and mutual reflection。
(v) use of languages and scripts: language is personalized, subject to the central idea of the article. When quoting words (generally named), care should be taken to prepare and bake, generally using different verbs such as “thinking”, “talking”, “saying”, “noteing”, to refine different viewpoints, organically grouping them in a way that allows them to be fleshy and nuanced. At the same time, attention should be paid to the use of quantitative and qualitative terms, distinguishing between different situations using the terms “consistent”, “universal”, “majority”, “many”, “many”, “some”, “minor”, “individual” and the same terms, with precise characterization and appreciation。
(vi) title and length: the title requires a high degree of generality and the term is broken; it is intuitive and clear; it is novel and revealing the whole text. The space is to be kept in order to balance the layout and to avoid the backs and tails of the tiger, with a view to carrying the maximum amount of information with the least and most refined text。
Iv. Administration of information
(i) the type of supervisory information mainly reflects school follow-up on key policy decisions, major conferences, key circulars, problems in follow-up, responses and recommendations。
(ii) the theme of oversight information according to the different job categories, such as the implementation of security education, with a focus on security education promotion, prevention and institution-building; the implementation of counter-disruption fee-making, with a focus on strengthening leadership, strengthening efforts to govern and regularize education fee-paying practices; and the implementation of national loans for study assistance, financing of students in difficulty, educational support to counterparts, with a focus on advocacy, organization, typical practices and effectiveness。
(iii) the structure is generally based on the “triple curricular” approach, i. E. Leadership focus and organizational strengthening; implementation of measures; institutional safeguards; and typical, with three main components with significant results. However, more should be done on the basis of what has been agreed upon at the meeting and the notification, with a corresponding approach, which could also be summed up and refined under three or four broad headings. In order to emphasize relevance and effectiveness, content that goes beyond agreed matters is generally not selected or carefully chosen。
(iv) the selection must be based on what i need, rather than being obstinate and focused on outreach and universality. At the same time, the selected material needs to be organically integrated so that the whole body feels light, heavy and orderly。
(v) the need for cross-cutting and typical combinations, ranging from front-line profiles to case-by-case profiles; good practices and problematic recommendations; interlinkages and different features。
(vi) be good at making words, and if the facts are generally consistent, be combined, and if the facts are different, be typical。
V. Information writing in the category of continuous follow-up reporting
(i) there are two main types of information in the category of continuous follow-up reporting, namely, information on major emergencies and emergencies, epidemic management, major social developments and other important situations (vertical), and information transmitted from different angles of the same event (horizontal)。
(ii) the general requirements for processing this type of information are: organic chaining, capture of focus, complete elements, clear threads, first-end response and room for manoeuvre. The consolidation of multi-stage information reflects the broad trajectory of events from their origin to their upgrading, from their upgrading to their mitigation, from their mitigation to their elimination
(iii) such information should broadly reflect the causes of events in a; the general history of developments in b; measures taken to address or rehabilitate the situation from school to all levels of government, relevant departments and units; the effectiveness of measures in d; and the current state of affairs and trends projections in e。
(iv) the structure of this type of information is generally: a clear and condensed main title - a fully fledged introductory section - and a pulse clear cause paragraphs - step-by-step paragraphs - leave room for current status paragraphs。
(v) an organic combination of key material, key information and information from multiple periods of reported information, around the above content and structure, with accurate reporting
Time, place, person, measure, effect. At the same time, it is important to keep the narrative simple, to keep it together and to keep an eye on the transposition and correlation between paragraphs, layers and statements, so that the overall context of the development of the event is clear。
Deadline
