题目内容
案例分析题上个月，小赵被公司解除了劳动合同，成为失业人员，偏偏他又生病住了院，医疗费用不断增加，小赵犯了愁。同病房的老王对小赵说，现在失业人员不用缴纳医疗保险费，同样可以享受医疗保险待遇。小赵将信将疑，但他想起办理解除劳动合同手续时，公司人力资源部的小王曾告诉他，他可以去社会保险经办机构申请领取失业保险金。小赵担心，因为他没有及时提出申请，可能已经不能享受失业保险待遇了。小赵于是向医生请假，赶紧跑到社会保险经办机构问个究竟。 小赵如申请领取失业保险金，应当（）。
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案例分析题某合资公司成立于1995年，目前是中国最重要的中央空调和机房空调产品生产销售厂商之一。公司在人力资源管理方面起步较晚，基础比较薄弱，尚未形成完整的体系，在薪酬福利方面存在严重的问题。早期，公司人员较少，单凭领导一双手、一支笔就可以明确给谁多少工资，但人员激增之后，靠过去的老办法显然不灵，并且这样的做法带有强烈的个人色彩，更谈不上公平性、公正性和竞争性了。为了改变这种情况，公司新聘用了一位人力资源部经理。人力资源部经理上任后经过调查认为，该公司的薪酬分配原则不清楚，存在内部不公平：不同职位之间、不同员工之间的薪酬差别基本上是凭感觉来确定；不能准确了解外部，特别是同行业的薪酬水平，无法准确定位薪酬整体水平；给谁加薪、加多少，老板和员工心里都没底。 为了解决该公司薪酬的内部公平性问题，应进行（）。
简述腹股沟管的四壁和内容。
Sending E-mails to ProfessorsOne student skipped class and then sent the professor an e-mail (51) for copies of her teaching notes. Another (52) that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, e-mail has made professors more approachable(平易近人 ). But many say it has made them too accessible, (53) boundaries that traditionally kept students at a healthy distance. These days, professors say, students seem to view them as available (54) the clock, sending a steady stream of informal e-mails. "The tone that they take in e-mails is pretty astounding(令人吃惊的)." said Michael Kessler, an assistant dean at Georgetown University. "They’ll (55) you to help: ’I need to know this. ’" "There’s a fine (56) between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an (57) who is in charge. " Christopher Dede, a professor at the Harvard Graduate School of Education, said (58) show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ (59) could rapidly become outdated. "The deference was driven by the notion (60) that professors were all-knowing sources of deep knowledge. " Dede said, and that notion has weakened (61) . For junior faculty members, e-mails bring new tension into their work, some say, as they struggle with how to (62) . Their job prospects, they realize, may rest in part on student evaluations of their accessibility. College students say e-mail makes (63) easier to ask questions and helps them learn. But they seem unaware that what they write in e-mails could have negative effects on (64) them, said Alexandra Lahav, and associate professor of Law at the University of Connecticut. She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. "Such e-mails can have consequences. " she said. "Students don’t understand that (65) they say in e-mail can make them seem unprofessional, and could result in a bad recommendation. " 56（）
Sending E-mails to ProfessorsOne student skipped class and then sent the professor an e-mail (51) for copies of her teaching notes. Another (52) that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party. At colleges and universities in the US, e-mail has made professors more approachable(平易近人 ). But many say it has made them too accessible, (53) boundaries that traditionally kept students at a healthy distance. These days, professors say, students seem to view them as available (54) the clock, sending a steady stream of informal e-mails. "The tone that they take in e-mails is pretty astounding(令人吃惊的)." said Michael Kessler, an assistant dean at Georgetown University. "They’ll (55) you to help: ’I need to know this. ’" "There’s a fine (56) between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an (57) who is in charge. " Christopher Dede, a professor at the Harvard Graduate School of Education, said (58) show that students no longer defer to (听从) their professors, perhaps because they realize that professors’ (59) could rapidly become outdated. "The deference was driven by the notion (60) that professors were all-knowing sources of deep knowledge. " Dede said, and that notion has weakened (61) . For junior faculty members, e-mails bring new tension into their work, some say, as they struggle with how to (62) . Their job prospects, they realize, may rest in part on student evaluations of their accessibility. College students say e-mail makes (63) easier to ask questions and helps them learn. But they seem unaware that what they write in e-mails could have negative effects on (64) them, said Alexandra Lahav, and associate professor of Law at the University of Connecticut. She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond. "Such e-mails can have consequences. " she said. "Students don’t understand that (65) they say in e-mail can make them seem unprofessional, and could result in a bad recommendation. " 53（）
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