Telecommuting -- substituting the computer for the trip to the job -- has been hailed as a solution to all kinds of problems related to office work. For workers it promises freedom from the office, less time wasted in traffic, and help with child-care conflicts. For management, telecommuting helps keep high performers on board, minimizes tardiness and absenteeism by eliminating commutes, allows periods of solitude for high-concentration tasks, and provides scheduling flexibility. In some areas, such as Southern California and Seattle, Washington, local governments are encouraging companies to start telecommuting programs in order to reduce rush-hour congestion and improve air quality. But these benefits do not come easily. Making a telecommuting program work requires careful planning and an understanding of the differences between telecommuting realities and popular images. Many workers are seduced by rosy illusions of life as a telecommuter. A computer programmer from New York City moves to the tranquil Adirondack Mountains and stays in contact with her office via computer. A manager comes in to his office three days a week and works at home the other two. An accountant stays home to care for her sick child; she hooks up her telephone modem connections and does office work between calls to the doctor. These are powerful images, but they are a limited reflection of reality. Telecommuting workers soon learn that it is almost impossible to concentrate on work and care for a young child at the same time. Before a certain age, young children cannot recognize, much less respect, the necessary boundaries between work and family. Additional child support is necessary if the parent is to get any work done. Management too must separate the myth from the reality. Although the media has paid a great deal of attention to telecommuting in most cases it is the employees situation, not the availability of technology that precipitates a telecommuting arrangement. That is partly why, despite the widespread press coverage, the number of companies with work-at-home programs or policy guidelines remains small.
2016春鲁教版英语六下Unit 5《How do you get to school》(Section A)word学案
2016春鲁教版英语六下Unit 8《I’m watching TV》(第四课时)word教学设计
2016春鲁教版英语六下Unit 5《How do you get to school》(Section A)word教案1
2016春鲁教版英语六下Unit 10《Is there a post office near here》(第二课时)word教学设计
2016春鲁教版英语六下Unit 7《Why do you like pandas》(第六课时)word教学设计
2016春鲁教版英语六下Unit 1《When is your birthday》word单元备课
2016春鲁教版英语六下Unit 7《Why do you like pandas》(第二课时)word教学设计
2016春鲁教版英语六下Unit 8《I’m watching TV》(第五课时)word教学设计
2016春鲁教版英语六下Unit 10《Is there a post office near here》(Section B)word学案2
2016春鲁教版英语六下Unit 7《Why do you like pandas》(第五课时)word教学设计
2016春鲁教版英语六下Unit 9《It’s raining》(第二课时)word教学设计
2016春鲁教版英语六下Unit 5《How do you get to school》(第四课时)word教学设计
2016春鲁教版英语六下Unit 4《What time do you go to school》(第五课时)word教学设计
2016春鲁教版英语六下Unit 8《I’m watching TV》(第六课时)word教学设计
2016春鲁教版英语六下Unit 10《Is there a post office near here》(单元备课)word教学设计
2016春鲁教版英语六下Unit 1《When is your birthday》(第一课时)word教学设计
2016春鲁教版英语六下Unit 5《How do you get to school》(Section B)word学案2
2016春鲁教版英语六下Unit 7《Why do you like pandas》(第三课时)word教学设计
2016春鲁教版英语六下Unit 9《It’s raining》(第一课时)word教学设计
2016春鲁教版英语六下Unit 7《Why do you like pandas》(单元备课)word教学设计
2016春鲁教版英语六下Unit 10《Is there a post office near here》(Section B)word教案2
2016春鲁教版英语六下Unit 5《How do you get to school》(第三课时)word教学设计
2016春鲁教版英语六下Unit 5《How do you get to school》(第五课时)word教学设计
2016春鲁教版英语六下Unit 5《How do you get to school》(第六课时)word教学设计
2016春鲁教版英语六下Unit 4《What time do you go to school》(第六课时 )word教学设计
2016春鲁教版英语六下Unit 9《It’s raining》word单元备课
2016春鲁教版英语六下Unit 8《I’m watching TV》(第三课时)word教学设计
2016春鲁教版英语六下Unit 8《I’m watching TV》(第二课时)word教学设计
2016春鲁教版英语六下Unit 5《How do you get to school》(Section A)word教案
2016春鲁教版英语六下Unit 10《Is there a post office near here》(第四课时)word教学设计
| 不限 |
| 英语教案 |
| 英语课件 |
| 英语试题 |
| 不限 |
| 不限 |
| 上册 |
| 下册 |
| 不限 |