基于空间认知的“丝绸之路经济带”耕地利用模式   总被引：4，自引：1，他引：4       下载免费PDF全文

吴炳方  曾红伟  陈曦 《中国科学院院刊》2016,31(5):542-549

通过耕地利用模式的遥感动态监测,认知丝绸之路核心带中亚五国与我国新疆地区的农业发展现状,同时结合两地水资源禀赋特征,总结耕地扩张过快、农业结构失衡是该地区农业发展存在的主要问题,也是区域生态环境恶化的主要根源。结合中亚与新疆水资源禀赋不足且空间分布不均、但天然草场丰富的特点,提出以流域为单元,水资源约束下的控制耕地规模、调整种植结构、积极发展高端畜牧业与精品瓜果业的发展思路,从而为"丝绸之路经济带"核心区的发展提供宝贵的水资源支撑。  相似文献   

"议行合一"和当代中国的政治决策与执行模式   总被引：2，自引：0，他引：2  

杨国鹏 《安阳工学院学报》2005,(3):56-59

"议行合一"是社会主义国家机构体制的组织原则,然而这一原则在实际的政治实践过程中不同程度地出现了"偏离".分析偏离的原因与存在的问题,可以为中国政治的良性健康发展提供借鉴.  相似文献   

桥梁裂缝产生原因分析   总被引：1，自引：0，他引：1  

纪安业  王庆华  郑炳辉  崔明庆 《安阳工学院学报》2005,(3):32-36

在桥梁建造和使用过程中,因出现裂缝而影响工程质量甚至导致桥梁垮塌的情况屡见不鲜.实际上,混凝土结构裂缝的成因复杂而繁多,甚至多种因素相互影响,但每一条裂缝均有其产生的一种或几种主要原因.设计疏漏、施工低劣、监理不力,均可能使混凝土桥梁出现裂缝.因此,严格按照国家有关规范、技术标准进行设计、施工和监理,是保证结构安全耐用的前提和基础.  相似文献   

360M2烧结机台车的铸造生产     

张进鹏 《安阳工学院学报》2005,(3):17-19

烧结机台车属于耐热铸件,其主要的失效形式是氧化和生长造成的变形和裂纹,必须具有良好的热强度、抗氧化生长、耐热冲击及在循环应力作用下不产生裂纹等综合耐热性能.采用铁素体 珠光体的球墨铸铁,同时加入一定量的合金元素,合金化稳定珠光体,强化工艺措施的方法控制石墨的形态及尺寸,操作过程中严格控制关键工序的工艺规范,配合有力的检测手段,可保证了材质良好的机械强度、组织稳定性和化学稳定性.  相似文献   

Trust: the power that binds in team supervision of doctoral students     

Margaret J. Robertson 《高等教育研究与发展》2017,36(7):1463-1475

Team supervision of doctoral students adds new dimensions and complexities to relationships within the teams that impact functionality of the team. Trust emerged as a significant theme in recent qualitative research into the quality of team supervision of doctoral students. Trust was cited as a key component in successful team collaborations, and the missing component in dysfunctional teams. Definitions refer to trust as the belief of truthfulness, reliability or faith in another person’s abilities. My hypothesis is that trust operates as a form of power in team supervision. It is a form of power that enables voice, resilience and creativity in teams. This article concludes that placing trust in others in supervisory teams is a deliberate decision by candidates and supervisors. It is a decision to engage in a team context despite known risks and may be understood as a gamble on the reliability of others in the expectation of reciprocity. By conceptualising trust as a form of power, strategies that engender and maintain trust may be utilised more intentionally.  相似文献   

Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority   总被引：1，自引：0，他引：1  

Oliver McGarr  Emmanuel O’Grady  Liam Guilfoyle 《师资教育杂志》2017,43(1):48-60

The ‘theory-practice divide’ in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator’s authority to determine what is relevant educational theory. This research aimed to explore student teachers’ views of ‘educational theory’ and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the ‘theory-practice’ gap.  相似文献   

Challenging assumptions about values,interests and power in further and higher education partnerships     

Geoffrey Elliott 《Journal of Further & Higher Education》2017,41(2):143-154

This article raises questions that challenge assumptions about values, interests and power in further and higher education partnerships. These topics were explored in a series of semi-structured interviews with a sample of principals and senior higher education partnership managers of colleges spread across a single region in England. The data suggest that common assumptions evident in the literature and professional discourse about the hegemony of higher education institutions in partnerships with further education and sixth form colleges may be misplaced. Questions are also raised about an exclusive focus upon shared values in educational partnerships, and it is suggested that greater clarity about the focus of educational partnerships can explain how successful partnerships can negotiate which values and interests are shared and which are not – an approach that can be a useful modus operandi in the increasingly competitive educational markets in which universities and colleges operate.  相似文献   

Departmentalized,Self-Contained,or Somewhere in Between: Understanding Elementary Grade-Level Organizational Decision-Making     

Audra Parker  Lori Rakes  Katie Arndt 《The Educational forum》2017,81(3):236-255

Recent trends indicate a move away from self-contained classrooms and toward content-focused departmentalization in elementary schools. This study takes a snapshot of the existing organizational structures used in elementary schools in one district and explores administrators’ beliefs and practices regarding this phenomenon. Our findings suggest administrators base their decisions to organize grade levels on various factors, including their own experiences, contextual dynamics, and personal perceptions of outcomes for students and teachers.  相似文献   

Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer     

Hee Seung Lee  Shawn Betts  John R. Anderson 《Journal of Experimental Education》2017,85(2):309-333

Appreciation of problem structure is critical to successful learning. Two experiments investigated effective ways of communicating problem structure in a computer-based learning environment and tested whether verbal instruction is necessary to specify solution steps, when deep structure is already embellished by instructional examples. Participants learned to solve algebra-like problems and then solved transfer problems that required adjustment of learned procedures. Experiment 1 demonstrated that verbal instruction helped learning by reducing learners' floundering, but its positive effect disappeared in the transfer. More importantly, students transferred better when they studied with examples that emphasized problem structure rather than solution procedure. Experiment 2 showed that verbal instruction was not necessarily more effective than nonverbal scaffolding to convey problem structure. Final understanding was determined by transparency of problem structure regardless of presence of verbal instruction. However, verbal instruction had a positive impact on learners by having them persist through the task, and optimal instructional choices were likely to differ depending on populations of learners.  相似文献   

A construct‐modeling approach to develop a learning progression of how students understand the structure of matter     

《科学教学研究杂志》2017,54(8):1024-1048

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