高职学生的党建工作

高职学生党建工作事关全面建设小康社会宏伟目标和中国特色社会主义长远发展、培育党的事业接班人的大局。高职学生党建工作应从加强思想政治教育，提高学生对党的事业的认识；明确党员标准，确保学生党员质量；加强对学生党员的考察和教育，不断提高其党性修养；实践“三个代表”重要思想，充分发挥学生党员的先锋模范作用四个方面入手。     

试论高职院校学生党员如何优化班级的就业心态

学生党员带动作用充分融合了学生身份优势和党员优势,对高职院校学生的就业心态起到了非常积极的作用.     

高职院校学生党员发展工作机制

随着高职教育的快速发展，重视和加强高职大学生党员发展工作，对于在社会各个阶层和领域增强党的阶级基础和党的群众基础，有着重要意义。由于高职院校在校生的迅猛增加．在学生党员发展工作中也暴露出一些不相适应的难点和问题。高职院校党组织应树立信心，创新思路．从打基础、畅途径、坚持原则、严格程序、发挥带动作用、加强队伍建设等方面着手，不断建立健全学生党员发展工作的良性运行机制，以确保高职院校培养“四有”高素质、高技能人才的艰巨任务的顺利完成。     

加强高校学生党建工作

学院党委努力探索学生党建工作的新思路、新方法．以“三个代表”重要思想为指导．将党建工作和学生工作相蛄合，打造了一支好的学生党员队伍．带动了广大学生积极向上的良好政治风气。     

高职院校学生党建工作精细化管理探究

本文从细化、流程化、标准化、严格化、专业化和制度化等六个方面阐述了精细化管理的核心思想，并就如何在高职院校学生党建工作中融入精细化管理理念进行了探索，以开拓学生党建管理工作的新途径。     

关于新形势下高校学生党员发展工作的探讨

通过对新形势下高等学校学生党员发展工作的重要意义和存在的问题进行分析,针对教育模式不能适应形势发展、学生党员发展分布不均衡、考察力度不够、入党目标不明确等问题,提出了加强新形势下高等学校学生党员发展工作的建议与措施,这是对新时期高等学校学生党建工作有益的探讨.     

研究新形势探索新思路开创高职院校党建工作新局面

近年来，高职院校如雨后春笋不断涌现，如何做好新建高职院校的党建和思想政治工作是值得研究的一个新课题。本文结合高职院校实际，对确立高职院校党建和思想政治工作的新思路、新机制、新方法等有关问题进行了一些有益的探索。     

高等学校政治辅导员在学生党建工作中的作用

随着高等学校学生党员数量的不断增加。学生党建工作已经成为高校党建工作的重要组成部分，引起高校党委的高度重视。由于政治辅导员的工作对象是学生。这就决定了学生党建工作离不开政治辅导员，必须依靠他们，充分发挥他们在学生党建工作中的重要作用。文章结合辽宁科技大学实际，对政治辅导员在学生党建工作中存在的不适应问题、自身修养、作用的发挥等进行了深入的探讨，提出了高等学校政治辅导员在学生党建工作中如何发挥作用的对策。     

关于高职院校基层党建工作满意度调查报告

本次调查研究采用的是调查问卷进行定置分析和定性分析相结合的分析方法,对高职院校基层党建工作的现况进行分析,对如何增强党建工作的满意度提出建议.     

探讨以学生为本的高职院校学生工作新思路

高职院校的学生工作纷繁复杂、难度较大,与高职学生的特点密切相关.本文深入分析了高职学生的心理特点,从安全工作、师生关系、因材施教、平台搭建、就业工作等方面,对高职院校学生工作中以学生为本的理念进行了分析与探讨.     

有关中共党史学习的几个问题的探讨——纪念中国共产党成立九十周年

中国共产党具有通过总结党的历史经验推动革命事业,并以党的历史教育干部和党员的传统。党史上几次大规模有关党史的学习和讨论都对当时的革命事业起了巨大的推动作用。学习党史应对党的整个历史发展作深入了解,以党的路线、方针和政策的发展为学习重点,继承和发扬党的优良传统,团结一致向前看。     

Restructuring the Undergraduate Laboratory Instructional Process

There is little doubt that a laboratory experience can be a beneficial component of the undergraduate engineering learning process. Observing physical demonstrations of textbook and lecture information can enhance a student’s perception of a concept and produce clarity of key issues. Unfortunately, limitations often exist that constrain the developing laboratories and sometimes reducing the student’s experience to little more than performing “cookbook” experiments and copying previous lab reports; an exercise that benefits neither the instructor nor the student. This paper summarizes an alternative approach for undergraduate laboratory instruction that relies on the undergraduate students working in teams to design and conduct experiments. The instructor acts as mentor to a process that ensures a quality laboratory exercise without being the sole responsible party. The students’ learning is increased and the laboratory experience is enhanced due, in part, to the experiments being designed by students and for students; matching students’ needs, education, and interests with experiments. An additional benefit comes from participants being immersed into the concepts of experimental design and analysis using a team of peers.     

Hepatitis B virus transmission in an elementary school setting

CONTEXT: The risk of transmission of hepatitis B virus (HBV) in day care centers and schools is low. OBJECTIVE: To investigate the source of HBV transmission for an elementary school teacher with acute hepatitis B. DESIGN: Serologic survey for HBV infection among elementary school students, school staff, and household members of an HBV-infected teacher and student. SETTING: General community and elementary school. PATIENTS: Elementary school students and staff members and household members of an HBV-infected teacher. MAIN OUTCOME MEASURES: Elementary school students, school staff, and household members of an HBV-infected teacher were tested for markers of HBV infection. Samples positive for hepatitis B surface antigen (HBsAg) were tested for HBsAg subtype using monoclonal antibodies and examined for HBV DNA homology by polymerase chain reaction techniques. RESULTS: An HBV-infected student and the teacher were found to have the same HBV subtype (ayw1-2) and to have identical HBV DNA sequences. The teacher reported none of the usual risk factors for acquiring HBV infection, and none of her family members had been infected prior to her illness. The specific means of HBV transmission from student to teacher was not identified. Of 108 total children in the same grade as the HBV-infected student, 102 (94%) were tested for serologic markers of HBV infection, and none was positive. CONCLUSIONS: This investigation documented transmission from an HBV-infected student to a teacher in an elementary school setting without a reported overt percutaneous or permucosal exposure to blood or infectious body fluids. Transmission of HBV to other students or staff members in the school was not observed.     

Family dynamics and presenting problems in college students.

Psychological separation from parents, parental conflict and dominance, and parental symptoms were examined in relation to the common presenting problems of college students. In a random sample of 83 male and 107 female college students from intact families, a direct relation was found between degree of interpersonal conflict in the family and intrapersonal distress among family members as reported by the student. We found that the greater the degree of the conflictual dependence of the student on either or both parents, the more symptoms the student reported, both for him- or herself and for the parents. Conflict between the parents was also related to student and parental symptoms. The effect of parental conflict did not, however, vary as a function of which parent was dominant in the marital relationship. Finally, parental symptoms were found to be related to students' presenting problems, with emotional dependence serving as an important mediating variable. Implications for future research and for counseling college students are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

抓住机遇再接再厉趁势而上加快发展为确保完成集团“十一五”发展目标而努力奋斗——在云南冶金集团股份有限公司工作会暨党委工作会上的报告（有删节）

总结集团2009年生产经营、项目建设、并购重组和资源整合、改革创新、自主创新、党的建设等方面的主要工作和取得的成绩，安排部署2010年的工作任务。     

Teaching Construction Contracts: Mutual Learning Experience

Construction contract modules are delivered to second-year architectural technology and construction/construction management students undertaking foundation and undergraduate degree programs. Feedback and assessment results from recent years showed that students generally found these modules difficult. Studies were conducted to further understand students’ experiences and expectations, to assess quality of teaching, and to evaluate the dissemination of theoretical and practical knowledge during the delivery of construction contract modules. The objective was to review the methods used for teaching, learning, and assessment of construction contract modules and make recommendations to inform and improve future module development and delivery. This paper is based on a first-time experience of teaching a law-related subject to construction students. Reflection on the teaching and assessment methods implemented during the term and on student responses permits conclusions to be drawn on how best to improve students’ learning experience and simultaneously maintain the university’s quality standards.     

Predicting the Academic Performance of Construction Engineering Students by Teaching and Learning Approaches: Case Study

There are various teaching approaches that instructors may adopt in their quest to teach effectively, and students can choose from a range of learning approaches to help them achieve good grades. This study investigates the effectiveness of personal learning approaches adopted by undergraduates and the teaching approaches employed by instructors in the context of construction engineering courses. The research questions are as follows. (1)?What are the students’ learning approaches that lead to better academic achievement? (2)?What are the instructors’ teaching approaches that give rise to better academic achievement? The study also aims to construct a model to predict a student’s likely academic performance in a construction engineering course. The research design is a self-administered survey. Using a structured questionnaire consisting of questions relating to learning strategies and teaching approaches, data were collected from undergraduates who majored in construction engineering. Statistical analyses undertaken include Pearson correlation and multiple linear regression modeling. Pearson correlation analysis shows that both the Growing Teaching approach and the students’ Achieving Motive learning approach are significantly correlated with academic performance. A robust grade prediction model was developed, whereby a student’s grade in a construction engineering course may be predicted using one teaching approach (Growing Teaching) and three learning approaches (Achieving Motive, Achieving Strategy, and Deep Motive). To help students obtain higher grades in a construction engineering course, instructors should adopt the Growing Teaching approach, and students should adopt the Achieving Motive learning approach. Because students who adopt the Deep Motive learning approach are penalized with lower grades, it is recommended that instructors modify their teaching methods and approaches so that students do not take shortcuts in their learning without deeper regard for higher-order learning outcomes.     

Evaluating Learning Approaches of Construction Students in Hong Kong through a Matrix Framework

Learning is a process of acquiring knowledge, and students may adopt different learning approaches to achieving their learning goals. While educationalists can draw up what they believe is a good construction curriculum for students, students’ learning would depend on their own learning approaches and attitudes. Acknowledging a lack of research on the learning attitudes of construction students, a matrix framework of learning approaches (MFLA) based on the relationships between three learning motives and three learning strategies is proposed in this paper. The MFLA enabled a major empirical survey to be carried out in Hong Kong to examine the learning characteristics of construction students. A questionnaire based on Biggs’s study process questionnaire was distributed to five groups of construction-related students in three universities in Hong Kong. The results of the survey indicate that seven of the nine hypothetical learning approaches exist in construction education in Hong Kong. The assortment of learning approaches used varied across the five student groups. As a result, different teaching and learning factors should be adopted by educators of construction students to meet the distinctive characteristics of students in various universities.     

从政治合法性谈“执政为民”

政权合法性是执政党有效执政的前提。“执政为民”表明了我党执政权力的公众认可,是我党在政治现代化过程中对政治合法性的理论建构。依法行政是“执政为民”在制度上的安排,是“执政为民”最终的落脚点。     

抓住机遇突出重点扎实工作加快发展为全面实现云南冶金集团总公司"十五"发展目标而努力奋斗--在2005年总公司集团工作会暨党委工作会上的报告

从生产经营全面取得新突破；企业管理水平进一步提高；重点项目建设进展顺利；改革改制工作进一步深化；科技工作取得积极进展；党的建设、思想政治工作和精神文明建设进一步加强等六个方面，客观全面地总结了2004年的工作。并从强化内部管理，确保生产经营顺利进行；深化改革，进一步增强集团的生机和活力；加强项目建设管理，尽早实现达产达标；依靠科技进步，提高自主创新发展能力；着眼长远发展，编制好集团“十一五”发展规划；贯彻落实党的十六届四中全会精神，全面加强集团总公司党的建设等六个方面，实事求是地提出了2005年的目标任务和“十一五”发展战略。