共查询到20条相似文献，搜索用时 93 毫秒
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分析加强高校内部审计工作的重要意义,阐述内部审计工作的四大职能,阐明新形势下加强高校内部审计工作的五条措施。 相似文献
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李红 《江苏经贸职业技术学院学报》2023,(1):43-46
内部审计是高校治理机制的重要组成部分,因具有“免疫系统”功能而在高校内部治理体系中占据重要位置,对于高校的健康发展有重要意义。分析高校内部审计工作的现状及存在的问题,指出高校应从审计的经济监督职能出发,健全内部审计工作机制,规范内部审计工作流程,扩大内部审计工作范围,转变内部审计工作模式,提升内部审计工作质量。 相似文献
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浅谈加强高校内部审计工作 总被引：1，自引：0，他引：1
高校投入资金来源多样化,会计核算复杂化,寓监督检查于服务之中的内部审计工作任务繁重。笔者分析了高校加强内部审计工作的必要性,针对高校现实提出了加强高校内部审计工作的主要途径。 相似文献
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内部审计是高校内控管理体系中非常重要的组成部分。近年来，高校内部审计发展水平得到了较大的提升，大数据时代的到来也使内部审计实现了高速智能化发展，然而，部分高校内部审计机构仍存在制度建设不全面、内审人员数量不足等问题。在加强高校内部审计工作不断向前发展、全面彰显内部审计工作价值意义的基础之上，从四个维度分析当前高校内部审计工作的现实发展情况和在高校内部审计工作中存在的问题，并提出了新形势下高校内部审计发展对策，以期能全面提升当前我国高校的内部审计工作的综合管理水平，让审计工作成为服务于高校高质量发展的一个关键推手。 相似文献
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提高高校内部审计工作质量的思考 总被引：2，自引：0，他引：2
李建芳 《山西财经大学学报(高等教育版)》2001,(2):58-58,72
在分析当前高校内部审计工作存在的主要问题的基础上，提出了进一步提高高校内部审计工作质量的若干对策，包括：审计选题要准确；审计工作要深入；审计处理要慎重。同时，要加强领导，完善内部审计工作管理模式。 相似文献
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根据转型时期高校内部审计工作出现的新特点、高校内部审计监督出现的新问题、对高校内部审计提出新要求三个方面进行阐述,论证高校内部审计工作如何适应高校转型的需要,服务高校跨越式发展。 相似文献
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随着我国高等教育宏观管理体制和学校内部管理体制改革的深化,高校办学自主权相应扩大,学校资金来源渠道也不断增加,这就对高校内部审计工作提出了新要求和新标准。文章在分析高校内部审计工作现状的基础上,探讨了高校内部审计存在的问题,并提出了完善高校内部审计工作的对策。 相似文献
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鲍建青 《山东商业职业技术学院学报》2008,8(4):27-30
随着我国高校教育管理体制改革的不断深入,高等学校的环境已发生巨大的变化,这些变化使高校的经济关系越来越复杂,内部审计工作也面临着各种严峻的挑战。分析了高校内部审计工作的现状,并提出创新高校内部审计工作的建议。 相似文献
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略论高校内部审计 总被引：1，自引：0，他引：1
陈燕清 《宁波大学学报(教育科学版)》2001,23(5):61-63
高校内部审计在审计对象、审计范围、审计过程等方面有其自身的特点，高校内部审计工作必须从其特点出发，为高校改革保驾护航。 相似文献
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敦煌写本碑铭赞文书历来是敦煌学研究所倚重的重要文献资料。文章以前人释本为基础,参核缩微胶片及相关文献材料,补正了部分字词的释录,疏解了一些未被各类语文辞书收录的词语,以供研究者参考。 相似文献
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In this essay, I discuss three key ideas related to the construction and treatment of “difference” in and around schools and schooling. First, just as difference is most commonly located within marginalized populations at the intersections and along the lines of race, disability, social class, national origin, sexuality, sex, language, and religion, such “locating” is done by those socialized and reinforced to view themselves as normal and the norm against which they compare those different from them. Therefore, normalcy operates to maintain positions of superiority for some and inferiority for others. Next, the situation of disability at the intersection of non-dominant identities can be a powerful tool for disrupting normative spaces, practices, and beliefs. Finally, I call for critical action that exposes the negative construction of and consequences of difference in the academy, noting how epistemologies, methodologies, publication outlets and formats, and sentence structures that fall outside what we associate with normalcy, and those who employ them, are also sorted along lines of competence and incompetence, leading to the dismissal or exclusion of disabled scholars, scholars of color, and those scholars engaging in more public praxis outside the academy walls. 相似文献
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ABSTRACTMany behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. 相似文献
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《Studying Teacher Education》2013,9(2):143-156
This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns. 相似文献
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Irene W. Gaskins John T. Guthrie Eric Satlow Joyce Ostertag Linda Six Janice Byrne Beth Connor 《科学教学研究杂志》1994,31(9):1039-1056
This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice. 相似文献
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School disciplines,social representations,and the construction of the didactics of history,geography, and civics 总被引：1，自引：0，他引：1
The author presents a concept of the didactics of history, geography, and civics that seeks to link, through a single dynamic, the civic, political, and social goals of school knowledge with everyday classroom practice and pupils' learning. Two concepts occupy the heart of this construction: those of school disciplines and social representations. The concept of school disciplines addresses the fact that school knowledge is a creation of the school, designed to enable it to achieve the social goals it is assigned. A school discipline is thus a particular combination of goals, content (in the form of shared knowledge), methods, and practices. The concept of social representations is a tool serving to analyze knowledge as theories of the natural and social world, its production, and its reception by the different actors involved. 相似文献
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