大学生就业竞争力的形成机制及现实选择

由于竞争机制的不完善,我国就业市场供需出现了失衡,大学生就业形势也日益严峻,大学生就业竞争力建设已成为高校的一种共识。大学生就业竞争力是适应就业市场的综合能力,包括就业社会心理适应力、自主就业的能动力,以及职业发展的潜力等方面,大学生就业竞争力形成是主体与高校、社会人才培养要素之间互动选择的结果。一方面,高校要通过机制创新来克服人才培养与市场需求脱节的信息不对称问题;另一方面,高校内部组织要为培养个性化毕业生人才提供平台。可以说,大学生就业竞争力是高校人才培养制度支撑和组织承载的综合体现。因此,组织设计和制度安排是大学生就业竞争力形成的关键,现实地看,互动共进模式则是大学生就业竞争力形成的最佳选择。     

新时期下高校贫困生就业能力的培养思路

随着社会经济的不断发展与进步,社会在发展中对人才的选取方面提出了更高的要求。面对竞争激烈的就业形势,由于种种原因,导致一些高校贫困生在就业过程中会出现各种负面的心理,例如焦躁、困惑、恐惧等,这样的心理状态会影响高校贫困生就业。为了使高校贫困生能够顺利就业,缓解贫困生的心理问题,高校应该采取有效的措施,实行贫困生心理帮扶政策,帮助高校贫困生顺利就业。因此,本文着重分析高校贫困生的就业心理表现,以此论述了形成高校贫困生就业心理的主要因素,并探讨新时期下高校贫困生就业能力的培养思路进行研讨,从而使高校贫困生能够克服自身的心理压力,提升就业能力。     

我国高校毕业生就业国际化趋势探源

我国高校毕业生就业的国际化趋势已经显露出来，其原因为：1)高校毕业生就业国际化是经济全球化进程的客观要求；2)信息技术革命推动高校毕业生就业的国际化进程；3)高等教育国际化加速了人才的国际流动；4)毕业生就业制度的改革、就业形式的转变，促进了我国高校毕业生就业市场与国际市场接轨；5)改革开放政策为高校毕业生就业国际化提供了政策保障；6)高校毕业生就业国际化是大学生自身发展的主观要求。     

大学生就业竞争力的形成机制及现实选择

由于竞争机制的不完善,我国就业市场供需出现了失衡,大学生就业形势也日益严峻,大学生就业竞争力建设已成为高校的一种共识。大学生就业竞争力是适应就业市场的综合能力,包括就业社会心理适应力、自主就业的能动力,以及职业发展的潜力等方面,大学生就业竞争力形成是主体与高校、社会人才培养要素之间互动选择的结果。一方面,高校要通过机制创新来克服人才培养与市场需求脱节的信息不对称问题;另一方面,高校内部组织要为培养个性化毕业生人才提供平台。可以说,大学生就业竞争力是高校人才培养制度支撑和组织承载的综合体现。因此,组织设计和制度安排是大学生就业竞争力形成的关键,现实地看,互动共进模式则是大学生就业竞争力形成的最佳选择。     

对高校哲学专业毕业生就业状况的调查与分析

了解和掌握我国高等院校哲学人才就业的基本走势，通过对高校哲学系毕业生就业情况及其相关信息的调查，分析和研究当前高校哲学系毕业生就业困境的原因及其解决的办法，这对于完善我国今后哲学人才的培养模式和哲学学科未来的建设与发展都将具有十分重要的意义。     

对目前大学生就业的探究

目前我国高校就业难的问题凸显，就业率偏低已引起社会各界的广泛关注。如何提高就业率、提高就业成功率是高校乃至全社会普遍关注的问题。大学生的就业心理及学校的就业指导工作是十分重要的因素。     

我国高校毕业生就业问题的理论分析

随着经济的转型、就业机制的变革、高校的扩招，近年来，我国高校毕业生的就业问题日益凸显，在一定程度上成了具有普遍性的社会现象，成为关系到高等教育的改革和发展，影响到高校与社会的关系，关系到高等教育的办学效益，以及社会安定的综合性问题。鉴于此，有必要对我国高校毕业生的就业问题作进一步的研究和探讨。     

优化大学生就业工作系统的探索与思考

随着我国高等教育事业的发展和毕业生就业制度改革的不断深化。高校毕业生就业工作事关改革发展稳定的大局，如何优化大学生就业工作，成为当前一项重大而紧迫的任务。本从系统科学的角度出发，对毕业生就业工作不同层面的优化进行分析和探索，提出优化大学生就业工作应着重抓好大学生就业工作系统的优化设计和政府宏观调控、就业指导与服务、就业市场、就业工作评估、人才素质培养等子系统的优化。     

新媒体视角下高校就业信息化现状、价值与路径研究

就业问题是关系到社会稳定、民生稳定的关键要素之一。大学生作为国家未来发展最主要的储备人才,其就业质量直接关系到我国人才利用是否充分和我国的社会主义现代化建设能否顺利推进。随着互联网技术的迅猛发展,新媒体作为新的传播媒介改变人们的生活方式。本文以新媒体为视角,将其与高校的就业信息化建设相结合,剖析当前高校就业信息化建设现状,分析在就业信息化建设中融入新媒体的重要价值与意义,提出将新媒体与就业信息化建设融合发展的可行性路径,为高校就业信息化建设提供建议。     

转化高校就业指导工作的几点思考

我国高校毕业就业制度改革已经进行了十多年了，毕业就业工作也取得了可喜成绩，但是，随着我国各项改革的深化，人才的竞争也随之激烈，毕业生供给大于需求的矛盾也日益突出。面对这种新形势下，高校就业指导工作部门将如何开展工作，方能适应国家毕业生就业制度的改革和帮助毕业生顺利就业的呢？这便是本所思考的问题。     

Assessing personnel practices in higher education: A misleading note of caution

Williams and I provided a model of the ideal or random flow of people from a pre-selection pool of applicants to a post-selection work force. Dometrius and Sigelman claim that our test of the ideal versus actual work force composition lacks statistical power. They also claim that our assumption of random terminations is unreasonable. I show that their two claims are wrong, because they did not use relative measures of female representation in the work force, and because they base their modification of our model on unsupported supposition.     

In the periodicals

Previous work suggests that standard dialects assume their prestige over other language varieties not because they are linguistically or aesthetically superior, but because of historical, cultural norms. An empirical investigation lends this view support by showing that British listeners cannot differentiate evaluatively speech styles having distinct social meanings in Greece.     

Teacher Educators: hidden professionals?

The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold.     

试论高校网络思想政治工作者的角色

互联网络的发展 ,对传统的思想政治教育工作提出了巨大的挑战 ,高校的应对措施之一就是配备专门的网络思想政治工作人员 ,开展网络思想政治教育。这些人员的角色定位、相关职责和素质要求如何 ,本文试图作出一些探索     

Future teacher scholarship programs for science education: Rationale for teaching in perceived high need areas

Data from Oklahoma Future Teachers Scholarship (OFTS) recipients were collected covering awards over a seven-year period. Scholarships ($1000–$1500 per year) were awarded by the State Regents for Higher Education to attract and retain potential teachers into the teaching of science. The study focused on the reasons that these teachers (N=58) went into the teaching of science. From the survey, teachers went into (in ranked order) teaching because they wanted to teach specific subject matter, they were committed to social change, they liked to work with and be a positive force in the life of children (adolescents), etc. They did not go into teaching for money, because it was easy, because they drifted into it, or because it was not their first choice. The teachers who received scholarships like teaching science, like teaching and say they are likely to stay in the field. However, the OFTS recipients indicated they would have gone into teaching anyway, 82% were not enticed into either the field or the discipline of science by their scholarships. Those who would use scholarship(s) in the $1000–$1500 per year range, as a marketing strategy, to attract students to a discipline such as science should rethink the efficacy of this approach.     

Future teacher scholarship programs for science education: Rationale for teaching in perceived high-need areas

Data from Oklahoma Future Scholarship Recipients were collected covering awards over a seven-year period. Scholarships ($1000–$1500 per year) were awarded by the State Regents for Higher Education to attract and retain potential teachers into the teaching of science. The study focused on the reasons that these teachers (N=58) went into the teaching of science. From the survey teachers went into teaching because (in ranked order) they want to teach subject matter; they were committed to social change; they liked to work with and be a positive force in the life of children (adolescents), etc. They did not go into teaching for money, because it was easy, because they drifted into it, or because it was not their first choice. The teachers who received scholarships like teaching science, liked teaching, and are (they say) likely to stay in the field, but they would have gone into teaching anyway: 82% were not enticed into either the field or the discipline of science by their scholarships. Those who would use scholarships in the $1000–$1500 per year range, as a marketing strategy, to attract students to a discipline such as science should rethink the efficacy of this approach.     

浙西词派与常州词派的交汇——张翥词接受研究

张翥词作融南北宋词风,于清代得到广泛的传播与接受。清前期浙西词学推崇张翥词作姜派之风及格律音韵;清后期常州词派赏张翥词作忧时伤乱及以词为史的特点。同时,身处浙常二派交汇的张翥词风亦对介于浙常二派中间词人群体的形成及促进词坛全面繁荣有着重要的影响。     

梁末南方入北士人史家意识略论

梁末,由于侯景之乱、西魏对益州的侵占以及江陵政权的灭亡,致使一大批南方士人被迫进入北方。生活在北方政权下的这些南方士人,在东魏(北齐)以颜之推为代表,在西魏(北周)以庾信等人为代表,不论是就他们所做的事情来说,还是就他们留下的作品而言,在他们的思想中都自觉和不自觉地表现出了一种深沉的史家意识。     

Design and documentation: The state of the art

Conclusion As designers contemplate methods for improving their practice over time, the thoughts expressed here, inspired by work in other creative design fields, may help us to choose which path will lead to the greatest benefit. With our visions growing rapidly because of improved tools, improved theory, and the new freedoms they give us, it is unhappy to think that new principles, ideas, and experiences may fail to emerge or be slow to benefit our students because we had no way to capture, examine, and share them and accomplish the assurance of their quality.     

Formative assessment and the design of instructional systems

The theory of formative assessment outlined in this article is relevant to a broad spectrum of learning outcomes in a wide variety of subjects. Specifically, it applies wherever multiple criteria are used in making judgments about the quality of student responses. The theory has less relevance for outcomes in which student responses may be assessed simply as correct or incorrect. Feedback is defined in a particular way to highlight its function in formative assessment. This definition differs in several significant respects from that traditionally found in educational research. Three conditions for effective feedback are then identified and their implications discussed. A key premise is that for students to be able to improve, they must develop the capacity to monitor the quality of their own work during actual production. This in turn requires that students possess an appreciation of what high quality work is, that they have the evaluative skill necessary for them to compare with some objectivity the quality of what they are producing in relation to the higher standard, and that they develop a store of tactics or moves which can be drawn upon to modify their own work. It is argued that these skills can be developed by providing direct authentic evaluative experience for students. Instructional systems which do not make explicit provision for the acquisition of evaluative expertise are deficient, because they set up artificial but potentially removable performance ceilings for students.