高校人事档案管理存在的问题及对策思考     

刘英 《济宁师范专科学校学报》2004,25(3):91-92

人事档案是职工个人信息的储存库．是人事部门为职工提供人事服务的基础性资料。由于历史的原因，人事档案包含的信息量、管理手段及附加功能等已不适应当今高校人事制度改革的要求。人事档案管理应该从个性化、信息化、社会化三方面探索服务于高校改革大局的新途径．人事代理成为改革的一种有效补充手段。  相似文献   

浅析表见代理的构成要件     

陈雪 《科教文汇》2012,(19):202-203

表见代理作为合同法中无权代理的特殊情况,是建立在无权代理制度基础之上的一种新兴制度。其构成要件一直在学术界是讨论的热点,本文将构成要件分为一般构成要件和特殊构成要件进行分开讨论,并作出一定分析。  相似文献   

高等教育治理的社会参与     

范文曜 《复旦教育论坛》2010,8(4):15-18

随着高等教育在经济社会发展中地位的提升,社会参与高等教育治理的广度和深度也随之发生着正向变化,呈现出规律性的特征.扩大高等教育治理的社会参与,对于经济社会发展和国际竞争力提升具有重要基础性作用,对于国家行政管理体制改革和扩大基层民主具有重要基础性作用.促进高等教育治理的社会参与程度,实现高等教育良治,需要政府、社会和高等教育机构共同做出努力.  相似文献   

张家口市实施村级会计委托代理服务工作调研报告     

谢云天  李强  任立英 《河北北方学院学报(社会科学版)》2010,26(6):50-52,89

张家口市所辖县区实行村级会计委托代理前会计核算存在白条抵库严重、银行存款和借款长期与银行不对账、应收应付款项多年不清理、长期挂账、实物资产长期不清查以及会计基础工作薄弱等问题,其原因在于新官不理旧账、村集体投资失败未按规定及时清算、换届“接力效应”、主管部门监管不到位以及村级会计人员业务素质偏低等。应加强村级会计委托代理政策宣传、改进工作作风、锁定并清理“旧账”、建立健全内部控镧制度以及实行定期审计等完善张家口市村级会计委托代理工作。  相似文献   

区域机构知识库的构建研究   总被引：1，自引：0，他引：1  

周晓兰 《新世纪图书馆》2010,(1):83-85

论文阐述创建区域机构知识库的目的、意义和可行性,分析当前构建区域机构知识库存在的主要障碍和问题。提出构建区域机构知识库在政策支持、组织建设、人力和费用等方面采取的具体措施。  相似文献   

Pedagogically aware academics’ conceptions of change agency in the fields of science and technology     

Maria Clavert  Erika Löfström  Anne Nevgi 《International Journal for Academic Development》2013,18(3):252-265

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Editorial     

Gary Holden 《School Leadership & Management》2013,33(4):307-308

Leadership for learning (LfL) is conceived as a network rather than as a centre within the University of Cambridge Faculty of Education. This paper explores what is understood by the term network, both within LfL and in the wider educational and research communities, and how these understandings are reflected in a number of projects carried out under the aegis of LfL over the last three years. The paper draws out the key distinguishing features of these activities and, using the five principles of leadership for learning, explores the degree to which these activities have contributed to the creation and transfer of new knowledge. The paper concludes by proposing a model for knowledge-building which draws on the work of LfL and suggests ways in which this model may be of use to the wider educational community.  相似文献   

试析我国涉外代理法律适用困顿     

刘正全  汪福强  彭桐亮 《金华职业技术学院学报》2013,13(1):74-79

《涉外民事关系法律适用法》的出台,统一了我国法院审理涉外代理案件法律适用的标准。由于我国司法实践匮乏,加之实体法对代理及涉外代理概念界定模糊不清甚至前后矛盾,导致我国法院在审理涉外代理案件适用法律方面出现困顿甚至司法惰怠。为保证涉外代理法律制度有效准确实施,我国有必要借鉴海牙国际私法会议《代理法律适用公约》中有关条款的规定,以出台单行法或以司法解释的方式,明确界定涉外代理法律制度的适用范围,以突破因立法缺陷导致的司法困顿。  相似文献   

Teachers’ professional agency and learning – from adaption to active modification in the teacher community     

Kirsi Pyhältö  Janne Pietarinen  Tiina Soini 《Teachers and Teaching》2013,19(7):811-830

The aim of this study was to examine teacher learning in terms of teachers’ professional agency in the professional community of the school. Altogether 2310 Finnish comprehensive school teachers completed a survey. Results showed that teachers’ active efforts to learn in the professional community and to promote school development cannot be explained, and hence reduced, to a single behavioral attribute. The findings indicated that teacher learning in terms of professional agency in the professional community consists of several elements including: skills, efficacy beliefs, and motivational factors, which entail transforming one’s teaching practices, experiencing collective efficacy, constructing positive interdependency, the appreciation of mutual agreements, and using active strategies of help-seeking. The investigation also suggests that the use of modifying strategies is characteristic of both the teacher’s professional agency as well as the strategies employed to reduce stress.  相似文献   

Roles,practices and contexts for acting as agents of social justice – student teachers’ perspectives     

Nataša Pantić  Mary Taiwo  Amanda Martindale 《Teachers and Teaching》2013,19(2):220-239

ABSTRACT

Student teachers are oftentimes encouraged to apply theoretical principles of social justice to their professional practice. However, this can be problematic when theoretical knowledge is contested or if it is inconsistent with the practices in their future workplaces. Studies in this area often examine student teachers’ beliefs and understanding of their roles without taking account of how concrete working contexts shape what they see as possible in their practice. This study explored how students in two teacher education programmes based at the University of Edinburgh perceived their roles, practices and contexts for acting as agents of social justice. Mixed methods were used for data generation and triangulation including a questionnaire survey (n = 299) and scenario-based interviews (n = 9) to explore how students think about social justice issues in context. Student teachers generally saw agency for social justice as part of their role. Their understanding of the ways of addressing context-embedded issues of social justice focused on classroom practices while they raised concerns about how their practice depends on others in the system. We discuss the implications of these findings for teacher education.  相似文献