高校档案部门立卷制度初探

部门立卷是高等学校档案工作的基本制度 ,1 989年国家教委颁布的《普通高等学校档案管理办法》对此作了明确规定。时隔十余年 ,这项制度在我省一些高校迟迟得不到落实。针对我省高校部门立卷工作的状况 ,部门立卷制度难以落实的原因 ,提出了保证部门立卷制度实施的有效方法主要应从实行岗位责任制 ,改进高校档案工作模式和局部文件由档案室立卷等方面入手。     

高校人事代理制的现状及改革路径探讨

介绍了人事代理制的含义及其在高校中实施的意义,分析了高校人事代理制的现状和存在的问题,针对代理人员、代理机构和保障体系所面临的困境,提出了高校人事代理制改革路径。     

当前四川民族文化事业的问题和成因

本文概述了四川民族地区文化事业目前面临的问题，认为要改变四川民族地区文化事业面临的困境，需要从体制改革、资金投入、硬件建设、人才培养、文化保护等多方面齐头并进，不懈努力，才可能显现效益。     

身与身外:儒家的一个未决问题

费孝通对儒家的“差序格局”分析,实际上揭示了儒家在社会合作理论中存在的一个内在困难,即儒家道德体系一直都没有完成普遍性的理论构造。也就是说,儒家理论并不是一种超越其实践情景的纯粹理论,其普遍原则总是消失在具体情景中。长期的主流话语地位使儒家未能反思自身理论上的不完善,但这个内在困难或悖论在儒家面对现代挑战时显露出来。     

民办普通高校学籍管理存在问题与改革思路——以浙江树人大学为例

学籍管理是高等教育工作的一个重要组成部分。随着教育改革的日益深入,办学形式、教学内容和教学方法的不断改进,很多民办普通高校依据校本的特点,逐步从学年制向学分制过渡。在学年制与学分制共存的情况下,研究如何更好地加强学籍管理,对于提高教学质量具有十分重要的意义。     

新时期高校财务管理研究：问题与创新

随着高校办学规模的扩大，高校资金结构由过去的国家财政拨款为主，转为由财政拨款、事业收费（包括研发费用）和银行贷款为主的多元结构。在这样的背景下，高校面临着巨大的财务风险。对于外部的监管机构应采取相应措施，改革高校财务管理体系和核算制度，完善高校会计核算方法，通过社会机构进行审计和评价高校的财务和经济活动；高校内部财务管理人员也应转变理财观念，加强预算管理，特别是提高预算执行力度，改进高校财务报告体系。     

新建本科院校发展策略思考

在高等教育管理体制改革中，新建本科院校必须确立以发展本科教育为主，以教学为中心的指导思想，确立应用性本科教育的科学定位和以教学改革为核心，人才培养为目标的发展方向。同时使学校的各级管理干部成为懂教育、有思想的治教治校专家。     

关于利用高校资源优势开拓我国中小企业竞争情报搜集工作的思考

竞争情报搜集工作是企业竞争情报工作的重要环节。我国中小企业由于自身规模较小、资金缺乏、人员的信息处理能力相对较低，很难有效地开展竞争情报搜集工作，而高校具有良好的理论基础、人才优势、丰富的文献资料、充足的网络设施等资源，为中小企业获取竞争情报提供了有利保证。     

浅谈高校建设节约型校园的措施和途径

结合沈阳高校开展创建节约型校园活动取得的实效,从采用高新技术、实施建筑节能、科技节能、实现资源共享、建立长效监管机制、树立科学理财观、提倡决策节约理念和培养大学生勤俭节约意识等方面,阐述了新形势下高校建设节约型校园的有效措施和途径。     

Social Competence with Peers in Third Grade: Associations with Earlier Peer Experiences in Childcare1

The early developmental antecedents of individual differences in children's social functioning with peers in third grade were examined using longitudinal data from the large‐scale National Institute of Child Health and Human Development (NICHD) study of early child care. In a sample of 1,364 children, with family and child factors controlled, the frequency of positive and negative peer interactions in childcare between 24 and 54 months and the number of hours spent in childcare peer groups of different sizes (alone, dyad, small, medium, large) predicted third graders' peer competence at three levels of analysis: individual social skills, dyadic friendships, and peer‐group acceptance. Children who had more positive experiences with peers in childcare had better social and communicative skills with peers in third grade, were more sociable and co‐operative and less aggressive, had more close friends, and were more accepted and popular. Children with more frequent negative experiences with peers in childcare were more aggressive in third grade, had lower social and communicative skills, and reported having fewer friends. When children spent more time in small‐sized peer groups in childcare (four or fewer children at 24 months of age up to seven or fewer at 54 months), they were more sociable and co‐operative in third grade, but their teachers rated them as more aggressive, suggesting that such children may be more socially outgoing and active both positively and negatively. Like those who spent more time in small peer groups, children who spent more hours in medium‐sized groups received higher ratings for peer aggression by their third‐grade teachers. Children who spent more time with one other child in childcare or in small peer groups had fewer classroom friends in third grade as reported by the teacher but not according to maternal report or self‐report. There were no significant associations between the amount of time children spent in large childcare‐based peer groups and third‐grade peer social competence.