新时期大学生信息素质教育现状与创新研究

信息素质是新时期大学生适应信息化社会的必备素质,对于提高他们在信息社会的生存和发展能力具有重要意义.目前,大学生信息素质教育并没有和信息社会的发展同步,大学生的信息素质普遍偏低,存在信息素质教育意识淡薄,获取信息的渠道和方式模糊,信息检索和利用的技能不高,对信息道德和信息法规的重视不够,信息素质教育内容和形式单一等问题...     

高校实施素质教育的探讨

高校实施素质教育是社会发展对高等教育提出的必然要求。高校落实素质教育应培养大学生的个人品质和心理素质;注重提高大学生的人文素质;提高教师的素质意识,强调通才教育;注重大学生创新能力的培养。     

高校图书馆与大学生人文素质教育

对大学生人素质的培养是全社会精神明建设的一项基础性工程，开展大学生人素质教育已成为高校图书馆履行教育职能的重要内容。本从图书馆馆藏建设、空间环境等方面阐述了高校图书馆应承担的对大学生进行人素质教育的重任所在。     

对经管类学科大学生第二课堂地位及作用的思考

大学生第二课堂活动是第一课堂活动的重要补充,是激发学生学习兴趣的最佳方式,可以提高大学生的思想政治素质、身心素质和综合业务素质,是经管类大学生素质教育的重要载体.在教育教学活动中,要通过各种各样的第二课堂活动培养全面发展的大学生.     

论"三个代表"思想指导下大学生信息素质教育

阐述了在“三个代表”重要思想指导下,开展信息素质教育的必要性;指出要凭借“与时俱进的创新”原则。开展大学生信息素质教育;之后作进行大胆地尝试,阐述了如何在“三个代表”重要思想指导下,具体开展大学生信息素质教育。尤其指出应如何对信息管理专业大学生进行信息素质的教育。     

浅析高校大学生人文素质教育

作为培养全面发展人才的高校,在做好科学专业知识素质教育的同时,必须注重加强大学生人文素质教育的培养。本文从人文素质教育的内涵﹑主要功能、当代大学人文素质教育的现状及提高大学生人文素质教育的措施等几方面分析了如何推进大学生的人文素质教育以促进人的全面发展。     

简论军事教育在高校素质教育中的作用

进行军事教育有利于培养大学生的思想政治素质、道德素质、专业素质、化科技素质，是我国高校素质教育的重要组成部分。     

论高校社团文化与大学生素质教育的融合

高校学生社团是高校实施素质教育的重要载体。社团文化的繁荣,开辟了大学生素质教育的新领域。学生社团在提高学生综合素质、引导学生适应社会、促进学生成才与就业等方面发挥着重要作用。因此,实现高校社团文化与大学生素质教育的有机融合,是提高大学生素质教育实效性的内在要求和必然选择。     

高校图书馆与大学生信息素质教育

信息素质是大学生必备的基本素质。作为学校的献信息中心和学校信息化的重要基地,高校图书馆应利用自身优势,采取多种措施对大学生进行信息素质教育。     

大学素质教育理念下创新人才的培养

随着社会经济的迅速发展,我国人才强国战略的迅速推进,需要更多的创新型人才来作为有力的支撑。在这样一个大环境下,培养创新人才成为了我国大学的一个重要而又紧迫的任务,大学素质教育理念下创新人才的培养不仅要提高大学生的各方面素质,更要把培养大学生的创新意识、精神和能力作为重要方面加以对待。创新不仅是一个民族发展的灵魂,更是促进我国兴旺发达的重要动力。本文就培养创新人才的社会背景与意义等进行了深度探析,以期为大学素质教育理念下高校创新人才的培养提供理论指导。     

Hill Valley University

Hill Valley University is faced with a number of issues in the current year, including a $12 million deficit. You, CPA, are asked to analyze a number of strategic and operational issues to help the Board make important decisions regarding various program growth and cost savings opportunities. You also are asked to assess the impact of various initiatives on the university's strategic plan and its students. Some issues, such as recruiting more international students and increasing class size, may affect the student learning experience. Other issues, such as the building of a new residence and the implementation of a new enterprise resource planning (ERP) system, may help the university increase its ranking. You, CPA, are also asked to incorporate your recommendations into a five‐year budget.     

University of Delaware

During the early '90s, sharehold‐ers and other observers were call‐ing for a stronger link between CEO pay and performance–more spe‐cifically, a link between CEO pay and shareholder value. One result was a dramatic increase in the use of stock options for incentive pur‐poses. But, in the face of a booming stock market during the '90s, the “excesses” in CEO pay became a controversial issue in the business press. And when a number of CEOs cashed out their option holdings just prior to the collapse of their own companies' stock prices, the topic generated even more controversy. This roundtable brings together a small group of people from academia, business, institutional investing, and the courts to discuss problems with executive pay and corporate governance. There was general agreement among the pan‐elists that the board of directors and the compensation committee have a fiduciary responsibility to share‐holders to ensure that executive compensation is appropriate, and that an active, informed, and inde‐pendent board is critical to achiev‐ing that end. Nevertheless, in many cases, shareholders have voted on stock option plans and have almost always approved them–and in this sense they too bear some responsi‐bility for incentive plans that fail to serve their own interest. As one remedy for the problem, both the New York Stock Exchange and the Conference Board have called for boards to hire the compensation consultants who design the compen‐sation plans. But this is not likely to be a complete solution since, as several panelists pointed out, the consultants do not negotiate executive pay con‐tracts. There have also been new regulations on board independence to prevent “friendly” boards from overpaying their CEOs–although, here again, some panelists expressed reservations about the loss of “institu‐tional memory” if these regulations mean giving up board members from a company's major suppliers or lead banks. The loss of such outside ex‐pertise and knowledge of the com‐pany may be even more critical now that board members with any pos‐sible relationship to the firm are pro‐hibited from sitting on various board committees. In general, there was a clear pref‐erence among the panelists for market‐based solutions–with greater reliance on investors' ef‐forts to protect their own inter‐ests–as a meaningful alternative to new regulations designed to ensure the sort of responsible be‐havior that monitoring by inves‐tors is intended to accomplish. Survey data indicate that institu‐tional investors have finally real‐ized that pay packages matter, espe‐cially when they are outrageously high and completely disconnected from financial performance. In such cases, investors are likely to “weigh in” on compensation prac‐tices, and through repeated use, the shareholder voting process could become an effective force for disciplining management. The primary role of the judiciary in all this is twofold: first, to hold corpo‐rate board members accountable for their actions; and second, to protect the integrity of the share‐holder voting process.     

杨百翰大学

学校简介 杨百翰大学(Brigham Young University,简称BYU)成立于1875年,位于犹他州,隶属摩门教,是全美最大的私立大学和教会大学.该校的最佳学科是计算机科学、初级教育、工程、商科(尤其是会计).新生入学时必须签署一份约章,包括不饮酒、不吸毒、不抽烟,甚至不喝咖啡或茶.学生必须选修七学期的宗教课程,校内教规颇严.     

大学理念、大学精神与大学文化

大学理念、大学精神和大学文化,是既有联系又相互区别的概念.但由于种种原因,学界对以上三个概念的表述和理解往往存在着一些差异,概念泛化使用现象屡见不鲜.明确大学理念、大学精神与大学文化之间的联系与区别,对于我们正确把握其内在联系,继续深入探讨大学之道具有重要意义.     

高校网络信息平台对大学生的舆论导向探究

随着网络技术和网络传媒在我国的迅速发展,贴吧、博客、博文、网络空间等自媒体得到了广泛的应用,大学生参与信息传播的热情度越来越高,高校学生群体中的政治舆论导向就显得越来越重要.本文从中日钓鱼岛争端中的网络舆论引出加强校园网络平台建设的必要性,并解读了大学生校园舆论的特点,最后提出了引导学生舆论走向的举措.     

论高校债务的化解

高校债务基本上是政府债务,是投资性债务而不是经营性债务,是社会功能的代偿性表现。核实高校现有债务,重新明确偿债主体,建立政府和学校分摊偿还债务机制和偿债基金,调整高校负债结构,加强对高校基建和举债的管理,是化解高校负债、防止高校财务风险、保证高校稳定持续发展的可行之途。     

Class Size at University

An effective higher education market should increase educational standards. For universities to fulfil this role, students need reliable information about the teaching on offer at different universities, but no such data are currently available. We define a measure of teaching that weights contact hours by their intensity and collect a new data set that allows comparison of teaching across universities and across three departments. No two universities offer identical teaching. There is large variation in contact hours and even larger variation in teaching intensity, across both universities and departments. We combine our data with existing data to investigate the relationship that teaching has with university and student characteristics. We find that how much teaching students receive is uncorrelated with tuition fee; that teaching has little predictive power in explaining student satisfaction; and that physics students consistently receive more teaching than either economics or history students.