塔里木盆地区域城市化的现状分析

正一、塔里木盆地区域城市化特征及现状分析塔里木盆地位于新疆维吾尔自治区南部,它是中国最大的内陆盆地,也是一个大型封闭性山间盆地。盆地面积达53万平方公里,约占新疆总面积的64%。中部是我国最大的沙漠——塔克拉玛干大沙漠,面积为32.4×104平方公里,占盆地总面积的57%,可利用的土地面积较小。塔里木盆地行政区域涵盖了巴音郭楞蒙古自治州、阿克苏地区、克孜勒苏柯尔克孜自治     

乘风破浪正有时——第二次中央新疆工作座谈会精神解读

在第一次中央新疆工作座谈会召开四周年之际,在新疆的反恐问题日益凸显、形势日益复杂之时,中央召开第二次新疆工作座谈会,具有特别重要的意义。     

走红网络的塔吉克族女特警

大眼睛、长睫毛、高鼻梁,身穿特警制服,真正的英姿飒爽……近日,塔吉克族姑娘迪丽热巴·牙合甫的一组照片因为展现出了新疆少数民族女特警的靓丽风采,从而迅速在网络上走红,赢得无数网友关注。这些照片其实是迪丽热巴·牙合甫在微博发给好友的,但没想到会被网友们纷纷转载,并使自己成为＂网络红人＂。今年24岁的迪丽热巴·牙合甫,家住喀什地区塔什库尔干塔吉克自治县,母亲是教大提琴演奏的音乐老师,父亲做个体生意,弟弟在上海读大学。     

爬行的野燕麦

在农村长大的孩子．不会不认识野燕麦。 麦子生长的季节．野燕麦一直以恶草的形象挤在麦田中．不请自来．农人看见它总要连根拔起。但在与麦子的空间抢夺战中．野燕麦从来没有输过。哪怕麦子有除草剂和人类这两大帮手．野燕麦也依然能够挺立在北方的麦田里．以一种侵略者的姿态。     

当代独生子女大学生价值观教育问题研究

大学生树立科学、健康的主流价值观,有助于促进他们综合素质的全面提高以及综合能力的持续发展,对于他们健康人格和良好社会适应力的养成具有十分重要的意义。我国计划生育政策的实施产生了数以亿计的独生子女人口,独生子女在高校中的比例已经超过非独生子女。文章基于独生子女大学生价值观现状分析,系统梳理了独生子女大学生价值观养成的培育路径,认为独生子女大学生价值观的教育是一项系统性、前置性工程,应该同时发挥多方面的力量,形成一股教育合力,为其价值观的形成提供良好的教育成长环境。     

“陌生化”:构建生态课堂的潜动力

近年来大学英语课堂教学理念不断变革,使英语课堂教学逐步从传统的灌输式单向教学过渡到以学生为主体的双向式互动教学上来,但是整体教学效果依然不佳、存在着诸多弊端。实施教育生态化、构建生态课堂、达到最大限度地发展和完善学生的教学目的,是大学英语课堂教学改革追求的一种终极教境。文章拟从"陌生化"的理论视角来重新给力大学英语生态课堂的构建。在课堂生态场中,通过师生场、心理场、物化场等子场的"陌生"整合,形成协调共振的和谐共生场,为大学英语生态课堂的构建提供一种潜在的推动力。     

师恩情深——记导师谷苞

"思维的神速要快过白驹过隙。"哈萨克人常说的这句民谚绝不是凭空而来的,当思维的鸟儿张开翅膀的时候,他翱翔的空间一定是十分辽阔的。依我看来,他首先想到的应该是生他养他的民族和哺育他成长的祖国,我深爱我的祖国,同时,也深爱我的民族。     

Accommodating diverse clients' needs in evaluation capacity building: A case study of the Tobacco Control Evaluation Center

In this case study, we detail and analyze how the Tobacco Control Evaluation Center (TCEC), an evaluation technical assistance center that serves approximately 100 local tobacco control organizations in California, endeavors to build capacity among the state-funded local providers it serves by using evaluation capacity building activities with an utilization-focused evaluation framework. We call this a "blended approach" and describe these methods. Satisfaction and demand for TCEC services are documented to provide measurements for evaluation capacity building. Final evaluation report scores from two intervention cycles (2004-2007 and 2007-2010) submitted to the California Health Department, Tobacco Control Division are also assessed and compared. These measures demonstrate an increase in evaluation capacity by local projects under TCEC's purview.     

Lessons learned about collaborative evaluation using the Capacity for Applying Project Evaluation (CAPE) framework with school and district leaders

Schools, districts, and state-level educational organizations are experiencing a great shift in the way they do the business of education. This shift focuses on accountability, specifically through the expectation of the effective utilization of evaluative-focused efforts to guide and support decisions about educational program implementation. In as much, education leaders need specific guidance and training on how to plan, implement, and use evaluation to critically examine district and school-level initiatives. One specific effort intended to address this need is through the Capacity for Applying Project Evaluation (CAPE) framework. The CAPE framework is composed of three crucial components: a collection of evaluation resources; a professional development model; and a conceptual framework that guides the work to support evaluation planning and implementation in schools and districts. School and district teams serve as active participants in the professional development and ultimately as formative evaluators of their own school or district-level programs by working collaboratively with evaluation experts. The CAPE framework involves the school and district staff in planning and implementing their evaluation. They are the ones deciding what evaluation questions to ask, which instruments to use, what data to collect, and how and to whom results should be reported. Initially this work is done through careful scaffolding by evaluation experts, where supports are slowly pulled away as the educators gain experience and confidence in their knowledge and skills as evaluators. Since CAPE engages all stakeholders in all stages of the evaluation, the philosophical intentions of these efforts to build capacity for formative evaluation strictly aligns with the collaborative evaluation approach.