里贾纳大学中文社区
加拿大 萨省 里贾那 社区介绍-dieppe
DIEPPE PLACEIntroductionLast update: March 2015Area: West ZoneWard: Ward 8, Councillor Mike O’DonnellCity of Regina Map with Dieppe Place HighlightedThe Neighbourhood Profiles are documents developed by the City of Regina Planning Department. The profiles provide demographic information and highlight the key issues and characteristics of each residential neighbourhood in Regina. The Neighbourhood Profiles use the Community Association boundaries to establish the neighbourhoods.The Neighbourhood Profiles have four sections. The four sections considered together should provide some understanding of the neighbourhood.1. Narrative – This section presents historical information, current highlights and the features that contribute to theuniqueness of the neighbourhood.2. Community Resources – This section maps each neighbourhood’s key community assets and resources. Forty-fouritems have been identified on the legend as possible items to map.3. Demographic, Social and Economic Statistics – This section provides information on the neighbourhood populationand their demographic, social and economic characteristics using largely the data from the 2011 Census. Statistics Canada completes a Census of the Canadian population every five years. The section will be updated as new Census data becomes available.4. City of Regina and Community Information – This section provides additional demographic, social and economicinformation using City of Regina and other community data. The section will be updated on an ongoing basis as data becomes available.The Neighbourhood Profiles are intended to present basic characteristics on the neighbourhood. For further information on this neighbourhood or other neighbourhoods in Regina, please contact the City of Regina at 306-777-7000 or visit Regina.ca.The Neighbourhood Profiles align with Design Regina: The Official Community Plan1 and in particular with the concept of complete neighbourhoods. The Neighbourhood Profiles highlight many of the aspects important to supporting complete communities, including diverse housing options, parks, density, transportation and the integration between neighbourhoods.The City of Regina is committed to building complete neighbourhoods that are living, dynamic and unique entities that evolve over time. The concept of complete neighbourhoods is applicable to every area of the city, but it recognizes the unique aspects that differentiate one neighbourhood from another.Complete neighbourhoods are places where residents enjoy their choices of lifestyles, food, housing options, employment, services, retail and amenities, multi-modal transportation, and educational and recreational facilities and programs.Most importantly, complete neighbourhoods provide easy access to the daily life necessities for people of all ages, abilities and backgrounds in an engaging and adaptable urban environment.Complete Neighbourhoods provide:∙Safe, accessible and connected modes of transportation including roads, transit and cycling and pedestrian routes;∙ A diversity of rental and owned housing forms that are attainable to a range of incomes for a variety of household types and sizes and for individuals of all stages of life;∙Convenient access to employment;∙Community resources, services and amenities to allow residents to meet most of their daily needs;∙Civic gathering areas, cultural resources and heritage features that contribute to a distinctive character and support a sense of place and community; and∙Access to parks, open space and the city’s natural system.Each neighbourhood within the city will face various infrastructure and land-use decisions required to create a complete neighbourhood. To identify each neighbourhood’s needs, the City will require active and a wide-ranging public participation process that includes identifying specific needs.1 An Official Community Plan (OCP) is the keystone of a municipality’s long-term strategic direction. It is essential to managing further growth and development. An OCP provides a comprehensive policy framework to guide the physical, environmental, social and cultural development of the municipality.DIEPPE PLACENeighbourhood ProfileThe Dieppe Place neighbourhood is bordered by the Rosemont/Mount Royal neighbourhoods to the north and east of Wascana Creek, the McNabneighbourhood to the south of Dewdney Avenue and the West Industrial Lands to the west. Grand Trunk Annex is located within the boundaries of Dieppe Place.In the early 1960s, the City of Regina in partnership with the federal and provincial governments established a new neighbourhood in Regina torecognize war veterans. Dieppe Place was named inhonour of those who fought at Dieppe in World War II.A.E. Wilson ParkVeterans were offered half acre lots at favourable rates provided that they built homes on the lot and lived in them. Today many of Dieppe’s current residents are the families of those veterans. A memorial was erected in A E Wilson Park anddedicated on the 50th anniversary of the Dieppe Raid “to those who served during the Dieppe Raid, August 19, 1942".Wascana Creek and A.E. Wilson Park are key amenities in the neighbourhood. They offer bike and walking paths, an outdoor skating rink, a community garden, benches and other passive and active recreation opportunities.There is a small amount of retail activity in Dieppe Place; however, access to retail in neighbouring communities is convenient.Wascana CreekBackground on the Census and the National Household Survey (NHS)In the past, the Census of Canada conducted by Statistics Canada consisted of a short-form questionnaire sent to all Canadian households and the long-form questionnaire. The latter, sent to 20 per cent of all Canadian households contained an additional 53 questions on top of what included in the short-form. Both questionnaires were mandatory.In 2011, the short-form Census remained mandatory and three language-related questions were added in addition to the standard questions on age, sex, marital status, families, households and language. As with prior Censuses, this questionnaire was sent to all Canadian households.The previous mandatory long-form Census was replaced by the voluntary National Household Survey and was sent to 30 per cent of Canadian households. The questions asked in the survey were similar to the earlier long-form censuses.Among those households selected in Regina to complete the National Household Survey, approximately 78 per cent responded to the survey. The response rates vary at the neighbourhood level.Data QualityCensusStatistics Canada advises caution when comparing the results of the 2011 Census with the results of previous Censuses for some data sets.National Household Survey∙Non-response bias: Certain groups of people are historically less inclined to respond to surveys (e.g.people with lower education and/or income levels, immigrants, etc), which means that that these groups could be under-represented in the results.∙Data availability: Low response rates may compromise the availability of data at small levels of geography (e.g. neighbourhoods).GeographyThe Neighbourhood Profiles use the Community Association boundaries to establish the neighbourhoods. The information on the neighbourhood population and their demographic, social and economic characteristics were derived by aggregating data published by Statistics Canada in what are called Dissemination Areas (DAs). In more than one-half of the neighbourhoods, these align exactly with the Community Association neighbourhood boundaries. In most of the remaining ones there are only very small differences between the DA boundaries and the neighbourhood boundaries. There is one exception - therefore the data for Cathedral was complied from a special tabulation prepared by Statistics Canada.Regina Total Population and Percentage Change,1966 to 2011Regina City Population, 1966 to 2011Population as ofJune Average AnnualIncrease1966 131,127 3.2% 1971 139,479 1.2% 1976 149,593 1.4% 1981 162,894 1.7% 1986 175,064 1.4% 1991 179,183 0.5% 1996 180,404 0.1% 2001 178,225 -0.2% 2006 179,246 0.1% 2011 193,1001.5%Households by Household Size, Dieppe Place and Regina, 2011 2011 CensusDIEPPE PLACE REGINANumber Percentage Number PercentageTotal Number of Private645 100% 79,610 100% Households by SizePerson 130 20% 23,800 30% OneTwo Persons 255 40% 27,130 34%Three Persons 120 19% 12,185 15% Persons 95 15% 10,700 13% FourFive Persons 25 4% 3,805 5%2% 2,000 3%Six or More Persons 15Families Headed by a Lone Parent, Dieppe Placeand Regina, 2011 2011 CensusPopulation Aged 65 and Over by Living Arrangements, Dieppe Place, 2011 2011 CensusLone Parent FamiliesTotal FamiliesNumber PercentageDIEPPE PLACE 495 120 24% REGINA52,79010,09019%Population Aged 15 and Over by HighestCertificate, Diploma or Degree, Dieppe Place, 20112011 NHSLabour Force Participation, Dieppe Place, 20112011 NHSDistribution of Income of Individuals Aged 15 and Over, Dieppe Place and Regina, 2010 2011 NHSHousehold Total Income, Dieppe Place, 2010 2011 NHSBefore Tax After TaxWithout Income - -Under $5,000 0 0$5,000 to $9,999 0 0$10,000 to $14,999 0 0$15,000 to $19,999 0 0$20,000 to $29,999 35 65$30,000 to $39,999 65 45$40,000 to $49,999 45 45$50,000 to $59,999 0 55$60,000 to $79,999 80 150$80,000 to $99,999 135 80$100,000 and over 235 165Average Household Income $86,542 $72,509Median Household Income $87,397 $70,879Population with After Tax Income Below the Low Income Measure, Dieppe Place and Regina, 2010 2011 NHSDieppe Place ReginaNumber PercentageNumberPercentageTotal Persons in Low Income Households195 12% 24,035 13% Less than 18 years 5013% 7,535 19% 18 to 64 years 130 11% 13,800 11% 65 plus years14%2,70512%Aboriginal Identity, Dieppe Place and Regina, 2011 2011 NHSRecent Immigrant Population by Country of Birth,Regina, 2011 (Top 10) 2011 NHSNumber Percentage Dieppe PlacePopulation1,635100% Aboriginal Identity 250 15% Non-Aboriginal Identity 1,380 84%Regina Population189,745 100% Aboriginal Identity 18,750 10% Non-Aboriginal Identity 170,995 90%Immigrant Population by Year of Immigration,Dieppe Place, 2011 2011 NHS Most Common Place of Birth, Dieppe Place, 2011(Top 3) 2011 NHSNumber PercentageTotal ImmigrantPopulation 45100% Before 1971 15 33% 1971-1980 10 22% 1981-1990 0 0% 1991-2000 0 0% 2001-2005 0 0% 2006-2011 0 0%Private Dwellings by Structure Types, Dieppe Place,2011 2011 Census Private Dwellings by Tenure for Dieppe Place,2011 2011 NHSHouseholds Spending 30% or More of Household Income on Shelter, Dieppe Place and Regina, 20112011 NHS Private Dwellings Requiring Major and Minor Repairs, Dieppe Place, 20112011 NHSRegina has experienced significant population increases in the past decade due to a booming economy and the subsequent arrival of international immigrants. To meet the challenges and opportunities of the changes, Regina is constructing new buildings within existing neighbourhoods and developing new neighbourhoods.These neighbourhoods are being planned and developed based on the concept of complete neighbourhoods. A key goal of complete neighbourhoods is to ensure the integration and interconnectivity of the new development with all adjacent neighbourhoods, the city and where appropriate the region. The following provides information on the subdivisions under construction or approved in Regina and on the neighbourhoods adjacent to the new developments.Appendix A - DefinitionsApartment with five or more Storeys A dwelling unit in a high-rise apartment building which has five or more storeys.Apartment with less than five Storeys A dwelling unit attached to other dwelling units, commercial units, or other non-residential space in a building that has fewer than five storeys.Apartment/Flat in a Duplex One of two dwellings, located one above the other, may or may not beattached to other dwellings or buildings.Census Family Refers to a married couple (with or without children), a common-law couple(with or without children) or a lone parent family.Child Care Centre The Province of Saskatchewan regulates child care services. The Provincehas classified child care services into four classifications. Child Care Centresare larger than the other three classifications and accommodate more than12 children.Children Blood, step or adopted sons and daughters (regardless of age or maritalstatus) who are living in the same dwelling as their parent(s), as well asgrandchildren in households where there are no parents present. Community Garden A single piece of land gardened by a group of people for fruits, vegetables orflowers. Those community gardens shown on the map are located on City ofRegina land or have a special working relationship with the City of Regina. Community Resources The broad support system provided by the public, private, and communitysectors to enhance the quality of life in a community. It includes programs,services, amenities and physical structures such as schools, churches,libraries, parks and other cultural resources.Density The number of people inhabiting a given urbanized area, expressed bydividing the number of people by the given land area. Density can also referto the total population, number of rooms or dwelling units, or availabledwelling space (floor area). The land area can be expressed as a "gross"figure, or pared-down to a "net" usable land area.Density (High) The net density is greater than 50 units per hectare.Density (Low) The net density is less than 25 units per hectare.Density (Medium) The net density is 25-50 units/hectare.Households A person or a group of persons (other than foreign residents) who occupy thesame dwelling and do not have a usual place of residence elsewhere inCanada. It may consist of a family group (census family) with or withoutother persons, of two or more families sharing a dwelling, of a group ofunrelated persons, or of one person living alone.Household Size The members or persons occupying a private dwelling.Labour Force Persons who during the week of May 1 to May 7, 2011 were either employedor unemployed.Lone Parent Mothers or fathers, with no married spouse or common-law partner present,living in a dwelling with one or more children.Low Income Measure (after tax income) The low income measure after tax is a fixed percentage (50 per cent) of median adjusted after-tax income of households observed at the person level, where “adjusted” indicates that a household’s needs are taken into account (e.g. a household’s needs increase as the number of members in a household increases).Major Repairs A "condition of dwelling" category that includes needing major repairs suchas dwellings with defective plumbing or electrical wiring or dwellingsneeding structural repairs to walls, floors or ceilings.Median The midpoint in a range of values with one half above the median and onehalf below. Compared with the average value, the median is not affected asmuch by relatively large or small values.Minor Repairs A "condition of dwelling" category that includes dwellings needing onlyminor repairs such as dwellings with missing or loose floor tiles, bricks orshingles or defective steps, railing or siding.Mobile Home A single dwelling designed and constructed to be transported on its ownchassis and capable of being moved to a new location on short notice.Not in the Labour Force Persons aged 15 years and over who are not employed or unemployed. Theyare not working and are not looking for work.Other Movable Dwelling A single dwelling, other than a mobile home, used as a place of residence,but capable of being moved on short notice, such as a tent, recreationalvehicle, travel trailer, houseboat or floating home.Other Single-Attached House A single dwelling that is attached to another building and that does not fallinto any of the other categories, such as a single dwelling attached to a non-residential structure (e.g. a store or a church) or occasionally to anotherresidential structure (e.g. an apartment building).Personal Care Homes Personal Care Homes are private, for-profit, licensed businesses. Theyprovide a range of services and programs to assist residents in performingactivities of daily living. Personal Care Homes are regulated by the provinceof Saskatchewan and licensed by the Regina Qu’Appelle Health Region.Resident capacity in Personal Care Homes ranges from one to 106. Thoseshown on the map have 15 or more residents.Private Dwelling A separate set of living quarters where a person or group of persons reside. Row House One of three or more dwellings joined side by side (or occasionally side toback), such as a townhouse or garden home, but not having any otherdwellings either above or below.Semi-Detached House One of two dwellings attached side by side (or back to back) to each other,but not attached to any other dwelling or structure (except its own garage orshed).Single-Detached House A single dwelling not attached to any other dwelling or structure (except itsown garage or shed).Special Care Homes Special Care Homes are long-term care facilities for residents requiring on-going assistance. The Regina Qu’Appelle Health Region operates orcontracts the operation of Special Care Homes.Spending on Shelter/Shelter Cost Includes expenses such as the monthly rent (for tenants) or the mortgage payment, property taxes and condominium fees (for owners) and the costs of electricity, heat, municipal services, etc. If these costs exceed 30% of the total household income, Canada Mortgage and Housing Corporation and the provinces consider the household to be overspending on shelter.Structural Type of Dwelling The structural characteristics and/or dwelling configuration, that is, whetherthe dwelling is a single-detached house, an apartment in a high-risebuilding, a row house, a mobile home, etc.Supermarkets Supermarkets offer a selection of fresh, frozen, and canned food in each ofthe food groups so it will always be possible to purchase healthy ingredientsat these kinds of stores. Some smaller establishments are included on themap even though their selection of foods is more limited than in the largerestablishments.2Tenure Refers to whether some member of the household owns or rents thedwelling.Urban Holding The Urban Holding zone is designed to protect lands required for futureurban development from premature subdivision and development.2 This definition of supermarkets is from the report Accessing Healthy Food Choices in Regina prepared by Sask Trends Monitor in June 2012.21。
motivation in language learning tesol internation
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Extrinsic reward and intrinsic motivation: implications for the classroom.In J. M. Levine & M. C. Wang (eds.), Teacher and student perceptions: implications for learning (pp. 281-317). Hillsdale, NJ; Erlbaum.Li, J. (2009). Motivational force and imagined community in ‘Crazy English.’ In J. Lo Bianco, J.Orton, & Y. Gao (Eds.), China and English: Globalisation and the dilemmas of identity(pp. 211-223). Clevedon, UK: Multilingual Matters.Lopez., F. (2010).Identity and motivation among Hispanic ELLs. Education Policy Analysis Archives, 18(16), 1-29.MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. In P.Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68).Amsterdam, The Netherlands: John Benjamins.MacIntyre, P. D., MacMaster, K., & Baker, S. C. (2001). The convergence of multiple models of motivation for second language learning: Gardner, Pintrich, Kuhl, and McCroskey. In Z.Dörnyei & R. Schmidt (Eds.), Motivation and language acquisition (pp. 461-492).Honolulu, HI: University of Hawai’i Press.Maehr, M. L. & Archer, J. (1987). Motivation and school achievement. In L. G. Katz (ed.), Current topics in early childhood education (pp. 85-107). Norwood, NJ: Ablex.Manderlink, G., & Harackiewicz, J. M. 1984. Proximal versus distal goal setting and intrinsic motivation. Journal of Personality and Social Psychology, 47, 918-928.Markus, H. R., & Kitayama, S. (1991). Culture and self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224-253.Maslow, A. H. (1970). Motivation and personality. New York, NY: Harper & Row.McCombs, B. L. (1984). Processes and skills underlying continued motivation to learn.Educational Psychologist, 19(4), 199-218.McCombs, B. L. (1988). Motivational skills training: combining metacognitive, cognitive, and affective learning strategies. In C. E. Weinstein, E. T. Goetz & P. A. Alexander (Eds.),Learning and study strategies (pp.141-169). New York: Academic Press.McCombs, B. L. (1994). Strategies for assessing and enhancing motivation: keys to promoting self-regulated learning and performance. In H. F. O’Neill & M. Drillings (Eds.),Motivation: theory and research (pp. 49-69). Hillsdale, NJ: Erlbaum.McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco. CA:Jossey-Bass.McCrossan, L. (2011). Progress, motivation and high-level learners. Cambridge ESOL Research Notes, 44, 6-12.Melvin, B. S., & Stout, D. S. (1987). Motivating language learners through authentic materials.In W. Rivers (Ed.), Interactive language teaching (pp. 44–56). New York, NY:Cambridge University Press.Midraj, S., Midraj, J., O’Neil, G., Sellami, A., & El-Temtamy, O. (2007). UAE grade 12 students’ motivation & language learning. In S. Midraj, A. Jendli, & A. Sellami (Eds.), Research in ELT contexts (pp. 47-62). Dubai: TESOL Arabia.Molden, D. C., & Dweck, C. S. (2000). Meaning and motivation. In C. Sansone & J.Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimalmotivation and performance (pp. 131-159). San Diego, CA: Academic Press.Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14, 91-110.Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation.Modern Language Journal,83, 23-34.Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language?: Motivational orientations and self-determination theory. LanguageLearning, 50, 57-85.Oxford, R. L. (Ed.). (1996). Language learning motivation: pathways to the new century.Hono lulu: Second Language Teaching & Curriculum Center, University of Hawai’i.Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.Papadimitriou, A. D. (2011). The impact of an extensive reading programme on vocabulary development and motivation. Cambridge ESOL Research Notes, 44, 39-47.Paris, S. C., & Turner, J. C. (1994). Situated motivation. In P. R. Pintrich, D. R. Brown, & C. E.Weinstein (Eds.), Student motivation, cognition, and learning (pp. 213-237). Hillsdale,NJ: Erlbaum.Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal, 51(2), 144-156.Pedraza, P., & Ayala, J. (1996). Motivation as an emergent issue in an after-school program in El Barrio. In L. Schauble & R. Glaser (Eds.), Innovations in learning (pp. 75-91). Mahwah, NJ: Erlbaum.Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning.International Journal of Educational Research, 31(6), 459-470.Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research and applications. Englewood Cliffs: NJ: Prentice-Hall.Ramage, K. (1991). Motivational factors and persistence in second language learning. Language Learning, 40(2), 189-219.Rueda, R., & Moll, L. (1994). A sociocultural perspective on motivation. In H. F. O’Neill & M.Drillings (Eds.), Motivation: theory and research (pp. 117-137). Hillsdale, NJ: Erlbaum.Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology,25, 54-67.Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. Oxford (Ed.), Language learning motivation:Pathways to the new century (pp. 9-70). Honolulu: Second Language Teaching &Curriculum Center, University of Hawaii Press.Schutz, P. A. (1994). Goals as the transaction point between motivation and cognition. In P. R.Pintrich, D. R. Brown, & C. E. Weinstein (Eds.), Student motivation, cognition, andlearning (pp. 135-156). Hillsdale, NJ: Erlbaum.Scott, K. (2006). Gender differences in motivation to learn French. The Canadian Modern Language Review, 62, 401-422.Syed, Z. (2001). Notions of self in foreign language learning: A qualitative analysis. In Z.Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 127-147).Honolulu, HI: University of Hawaii Press.Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 9-70). Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii Press.Scott, K. (2006). Gender differences in motivation to learn French. The Canadian Modern Language Review, 62, 401-422.Sisamakis, M. (2010). The motivational potential of the European language portfolio. In B.O’Rourke & L. Carson (Eds.), Language learner autonomy: Policy, curriculum,classroom (pp. 351-371). Oxford, UK: Peter Lang.Smith, K. (2006). Motivating students through assessment. In R. Wilkinson, V. Zegers, & C. van Leeuwen (Eds.), Bridging the assessment gap in English-medium higher education (pp.109-121). Nijmegen, The Netherlands: AKS –Verlag.St. John, J. (2007). Motivation: The teachers’ perspective. In S. Midraj, A. Jendli, & A. Sellami (Eds.), Research in ELT contexts (pp. 63-84). Dubai: TESOL Arabia.Syed, Z. (2001). Notions of self in foreign language learning: a qualitative analysis. In Z.Dörnyei & R. Schmidt, (Eds.), Motivation and second language acquisition (pp. 127-148).Honolulu: National Foreign Language Resource Center/ University of Hawai'iPress.Ushioda, E. (2003). Motivation as a socially mediated process. In D. Little, J. Ridley, & E.Ushioda (Eds.), Learner autonomy in the language classroom (pp. 90-102). Dublin,Ireland: Authentik.Ushioda, E. (2008). Motivation and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 19-34). Cambridge, UK: Cambridge University Press. Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity.In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp.215-228). Tonawanda, NY: Multilingual Matters.Ushioda, E. (2012). Motivation. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to pedagogy and practice in language teahcing (pp. 77-85). Cambridge, UK: CambridgeUniversity Press.Verhoeven, L., & Snow, C. E. (Eds.). (2001). Literacy and motivation: Reading engagement in individuals and groups. Mahwah, NJ: Lawrence Erlbaum.Wachob, P. (2006). Methods and materials for motivation and learner autonomy. Reflections on English Language Teaching, 5(1), 93-122.Walker, C. J., & Quinn, J. W. (1996). Fostering instructional vitality and motivation. In R. J.Menges and associates, Teaching on solid ground (pp. 315-336). San Francisco, SF:Jossey-Bass.Warden, C. A., & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting.Foreign Language Annals, 33, 535-547.Weiner, B. (1984). Principles for a theory of student motivation and their application within an attributional framework. In R. Ames & C. Ames (Eds.), Research on motivation ineducation (pp. 15-38). New York: Academic Press.Weiner, B. (1992). Human motivation: Metaphors, theories and research. Newbury Park, CA: Sage.Weiner, B. (1994). Integrating social and personal theories of achievement motivation. 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加拿大好大学推荐：新斯科舍社区学院
加拿⼤好⼤学推荐：新斯科舍社区学院学校名称：所在位置：加拿⼤，NSCC Admissions, P.O. Box 220, Halifax, NS B3J 2M4学费：10500 加币录取率：0.938学校中⽂⺴址：院校简介 Nova Scotia Community College 简称NSCC，组建于1988年，12 个校区分布于新斯科舍省各地。
NSCC 共有8600名全⽇制学⽣，和12000名兼职及业培训学员，是本省唯⼀的⼀所公⽴⼤专。
2003年，Nova Scotia 省政府⼀次性投资⼀亿⼆千三百万加币，对NSCC 的设施进⾏改造完善。
⼀个崭新的校园将于⼆零零七年⼀⽉在Dartmouth 投⼊使⽤。
相对于⼤学的课程，⼤专的课程设置更注重于实际技能的培养，以实⽤、针对就业市场为特点。
⼤专的学费较⼤学为低，作为政府公⽴(publicly funded)的⾼等学府，NSCC 以服务诺省居⺠为宗旨，因此国际学⽣的⽐例⾮常之低，⺫前尚⽆中国学⽣就读，这是⾸次对中国开放招⽣。
从该校毕业的国际学⽣享有同⼤学毕业⽣⼀样的待遇，可以留在加拿⼤⼯作两年，这对有计划移⺠的学⽣来说，⽆疑是⾮常明智的选择。
对于希望继续深造的学⽣，NSCC 同多所加拿⼤,美国知名⼤学有转学分的协议。
NSCC 的专业⼤多为两年，全⽇制课程专业设置：NSCC 下设五个专业学院分别是：成⼈教育学院、应⽤艺术和新媒体学院、商学院、健康与⼈⽂服务学院、职业技术学院。
提供超过100 种以就业为导向的证书、⽂凭、⾼级⽂凭课程可供学⽣选择，包括适合中国国情的商务管理（ Business Administration）,财会（Accounting）, ⾦融（Finance）,信息技术（IT）,以及⺫前在加国具有⼲阔就业市场的临床护理（Practical Nursing）,规划（Planning: Land Information Technology)等。
daad_faltblatt_hs-system_en_120920_dl
since. One of the most influential German scholars was the reformer Wilhelm von Humboldt (1767–1835), whose principle of uniting research and instruction remains the focus of German universities today.
Elmshorn Wedel Wilhelmshaven Emden Leer Elsfleth Bremerhaven Buxtehude
MecklenburgWestern Pomerania
Neubrandenburg
Schwerin
Hamburg
Lüneburg
Hamerman universities provide important stimulus for innovation and progress. More than 80 Nobel laureates have come from Germany, 70 of whom have received the Nobel Prize in Chemistry, Physics and Medicine
Schwäbisch Hall Regensburg Eichstätt Aalen Stuttgart Esslingen Schwäbisch Gmünd Nürtingen Reutlingen Ulm Riedlingen Biberach Neu-Ulm Ingolstadt Passau Deggendorf
Moritzburg Dresden Freiberg
Görlitz Zittau
上海对外汉语专业：中国文化之影响日益深重 龙舟节也在加拿大当地顺利召开!
上海对外汉语专业：中国文化之影响日益深重龙舟节也在加拿大当地顺利召开！近日，加拿大里贾纳龙舟节开幕，市内共有55支龙舟队参与了比赛。
里贾纳大学孔子学院今年组织了两支龙舟队参与竞赛。
龙舟赛已被里贾纳旅游局确认为萨省发展最快的社区活动。
在美丽的瓦斯卡纳湖举行的龙舟节吸引了2,000名划桨手和20,000名观众。
它是跨文化社区精神的一个独特展示。
在本届里贾纳龙舟节中，中国留学生和各国学生在孔子学院的团队里共同训练、比赛、建立友谊；在击鼓号子声中欢呼、奋力，感受参与其中的乐趣与兴奋。
孔子学院也通过赛事活动，进一步地融入了里贾纳社区。
中文热加拿大国家电视台在中国内地海选演员中新网广州电加拿大国家电视中文台(CNTV)与广东华之杰影视传播有限公司近日在广州举行战略合作伙伴签字仪式，为联袂打造的加拿大青春偶像系列微电影《枫叶红了时——留学时代》和爱情冒险喜剧大片《百万赌注》正式启动国内外海选演员，据悉，上述影片拟明年在加拿大、美国和中国广州拍摄。
《枫叶红了时——留学时代》讲述的是五个中国留学生带着各自不同的故事和梦想相遇在枫叶之国加拿大，经历了一段青春无悔的美好回忆和一场刻骨铭心的爱恨经历，最后成长为励志青年的故事。
据介绍，加拿大国家电视中文台是加拿大24小时全天候普通话有线电视台，播出新闻及专题综艺节目，直接观众近500万，其中华语观众近150万，是北美洲最大的中文电视台，该台致力于向在北美的华人观众及时提供全面的节目服务。
该台影视总监萧棠华表示，中国要走向世界，世界更需要中国，希望通过上述两部影片在中加等地拍摄，能够为中加文化交流添砖加瓦。
据悉，除普通话节目播出外，该台还将安排粤语、英语、法语和印度语节目的播出。
汉语热中国文化影响力日益增强出国做中文老师前景好上海对外汉语专业就业无忧！近些年，中国经济高速发展，外汇储备世界第一。
奥运会、世博会、亚运会及一年一度的“汉语桥”等经济文化国际盛事的举办，使得越来越多的外国政府及个人急需了解和学习中国文化。
德国部分网址大全
德国网站大全http://www.abcdv.de学桥网络(留学德国最大中文门户网站)http://www.china-botschaft.de/ger/index.html(中国驻德国大使馆)(德国驻华使馆，包括审核部具体要求)http://www.campus-germany.de(在德国学习于研究)http://www.daad.de(DAAD德文)http://www.hochschulkompass.hrk.de(大学指南德文网页)http://www.higher-education-compass.hrk.de(大学指南英文网页)http://www.studienwahl.de(大学和专业选择仅供参考)http://www.studienkollegs.de(大学预科)http://www.daad.de/info-f-a/de/fuhr...tml(国际课程)http://www.hrk.de(德国大学校长会议Hochschulrektorenkonferenz)http://www.daad.de/info-f-a/de/deut...tml(德国概况)http://www.testdaf.de(达福考试TestDaF)歌德学院Goethe-Institut(GI)http://www.goethe.de(德国总部)http://www.goethe.de/peking(北京分院)http://www.goethe.de/os/pek/chspruef.htm(德语考试网页)E-Mail:gipekbib@http://www.studentenwerke.de/inhalt/student.html德国大学生生活服务中心Deutsches Studentenwerk(DSW)：http://www.djh.de德国青年旅社有限责任公司(DJH Service GmbH)Fax:＋49.5231.7401-74E-Mail:Service@djh.de德国文化及外教中心http://www.auslandsschulwesen.de德国高校指数http://www.stern.de/karriere/start/hitlisten德国驻外学校一览http://www.iaeste.de德国外国留学生服务部http://www.dfg.de/foerder/grako/liste.html德国学位大学一览(DFG)http://www.higher-education-compass.de德国高校指南网http://www.bildungsserver.de德国教育服务网http://www.daad.de/info-f-a/en/zulassng/index.html德国大学预科一览http://www.studienkollegs.de德国大学预科一览http://www.student-affairs.de德国大学生服务部http://www.che.de德国高校发展中心http://www.his.de德国高等教育信息中心http://www.bmbf.de德国教育科研部/tr在线的英德，德英，中英互译翻译/index.php?act=detail&ID=906德国所有高校地址汇总(中文)德国媒体政府网站一、报刊杂志德国的各大报刊杂志都有自己的网址，而且网址和报刊杂志同名。
国外学位论文下载网址
国外学位论文下载网址1.the university of Nottingham/2.Washington University/subjects/life/books.html3.Kansas State University/HSRC/JHSR/4.University of Waterloo Electronic Thesis Databasehttp://uwspace.uwaterloo.ca/handle/10012/65.University of Texas - Austin/cr/utexas/main6.Universitatsbibliothek Munchen ( Germany )http://edoc.ub.uni-muenchen.de/perl/advsearch7.Australian Digital Theses Program.au/8.University of New Orleans/9.University of Pretoria : Electronic Theses and Dissertationshttp://upetd.up.ac.za/10.University of Florida/etd.html11.Virginia Commonwealth University/ETD-db/ETD-search/search12.Yale University Library/ETD-db/ETD-search/search13.The George Washington University/ETD-db/ETD-search/search14.the Pennsylvania State University's electronic Theses and Dissertations Archives /ETD-db/ETD-search/search15、North Carolina State University/ETD-db/ETD-search/search16、The New Jersey Institute of Technology's Electronic Theses & Dissertations /etd/index.cfm17、Pennsylvania State University library/ETD-db/ETD-search/search18、Ohio State University/etd/search.cgi19、Linkoping University Electronic Presshttp://www.ep.liu.se/diss/20、Virginia Polytechnic Institute and State University/theses/browse/国外博士论文下载的网站/etd/index.cgi美国电子图书馆（绝对可下）/search.htmthe university of Nottingham/Washington University/subjects/life/books.htmlYale University medicine dissertition/ETD-db/ETD-search/searchKansas State University/HSRC/JHSR/University of Waterloo Electronic Thesis Databasehttp://etheses.uwaterloo.ca/university of South Florida/cgi-bin/ETD-db/ETD-search/searchUniversity of Texas - Austin/cr/utexas/mainUniversity Utrecht(Electronic Theses and Dissertations)http://laurel.library.uu.nl/cgi-bin/mus212/dialogserver?DB=da_en Universitatsbibliothek Munchen ( Germany )http://edoc.ub.uni-muenchen.de/perl/advsearchUniversity of Campinas Faculty of Education/Pubs/ETD/Australian Digital Theses Program.au/University of New Orleans/University of Pretoria : Electronic Theses and Dissertationshttp://upetd.up.ac.za/University of Florida/etd.htmlUniversity of Puerto Rico Mayaguez Campus/tesisdigitales.htmUniversity of Tennessee, Knoxville:90/cgi-perl/dbBroker.cgi?help=148Uppsala Universitiethttp://publications.uu.se/theses/Virginia Commonwealth University/ETD-db/ETD-search/searchWorcester Polytechnic Institute/ETD-db/ETD-search/searchYale University Library/ETD-db/ETD-search/searchThe George Washington University/ETD-db/ETD-search/searchthe Pennsylvania State University's electronic Theses and Dissertations Archives /ETD-db/ETD-search/searchNorth Carolina State University/ETD-db/ETD-search/searchThe New Jersey Institute of Technology's Electronic Theses & Dissertations/etd/index.cfmUniversity of Mississippi Rowland Medical Library /free-e_res.htm#Journals North Carolina State University/ETD-db/ETD-search/search Pennsylvania State University library/ETD-db/ETD-search/search Ohio State University/etd/search.cgiLinkoping University Electronic Presshttp://www.ep.liu.se/diss/The Institute for Systems Research/ARCHIVE/Virginia Polytechnic Institute and State University /theses/browse/university of the free statehttp://lourie.uovs.ac.za/ETD-db/ETD-search/search Virginia Polytechnic Institute and State University /theses//theses/etd-search.html Universitatsbibliothek Munchen ( Germany )http://edoc.ub.uni-muenchen.de/perl/advsearchUniversity of Campinas Faculty of Education/cr/uchsc/mainUniversity of Florida/etd.htmlUniversity of Georgia Electronic Theses and Dissertations (Summer 1999 to present) /cgi-bin ... on=search&_cc=1/ DGlJSRjywsAustralian Digital Theses Program.au/University of New Orleans/University of Pretoria : Electronic Theses and Dissertationshttp://upetd.up.ac.za/University of Puerto Rico Mayaguez Campus/tesisdigitales.htmUniversity of Tennessee, Knoxville:90/cgi-perl/dbBroker.cgi?help=148University of South Florida/cgi-bin/ETD-db/ETD-search/searchUniversity of Texas - Austin/cr/utexas/mainUniversity Utrecht(Electronic Theses and Dissertations)http://laurel.library.uu.nl/cgi-bin/mus212/dialogserver?DB=da_enUW Electronic Thesis Databasehttp://etheses.uwaterloo.ca// 5KAPdLSZvyUppsala Universitiethttp://publications.uu.se/theses/Virginia Commonwealth University/ETD-db/ETD-search/searchWorcester Polytechnic Institute/ETD-db/ETD-search/searchYale University Library/ETD-db/ETD-search/searchThe George Washington University/ETD-db/ETD-search/searchThe Pennsylvania State University's electronic Theses and Dissertations Archives /ETD-db/ETD-search/searchNorth Carolina State University/ETD-db/ETD-search/searchThe New Jersey Institute of Technology's Electronic Theses & Dissertations /etd/index.cfmNaval Postgraduate School Theses/home/theses.htmNational Taiwan Normal Universityhttp://140.122.127.250/cgi-bin/gs/egsweb.cgi?o=dentnucdr University of Mississippi Rowland Medical Library/free-e_res.htm#Journals/ETD-db/ETD-search/search/ETD-db/ETD-search/search//subjects/life/books.html/ETD-db/ETD-search/search香港大学http://sunzi.lib.hku.hk/hkuto/main.jsp/HSRC/JHSR//mrkshared/mmanual/section13/sec13.jsp 澳大利亚博硕论文（很多可看全文）.au/。
dollard-des-ormeaux中文
dollard-des-ormeaux中文1. 引言dollard-des-ormeaux是蒙特利尔的一个城市，位于加拿大魁北克省西岛地区。
这个城市有着悠久的历史和丰富的文化传统，而最近几十年来，随着移民和各种文化的融合，中文在dollard-des-ormeaux的影响力逐渐增强。
本文将探讨dollard-des-ormeaux中文的现状、发展和对当地社区的影响。
2. dollard-des-ormeaux中文的历史渊源dollard-des-ormeaux是一个多元文化的社区，其中文的影响可以追溯到20世纪60年代，当时开始有华人移民来到这里。
随着时间的推移，越来越多的华人选择在这里定居，他们带来了自己的语言、宗教、风俗和文化，逐渐形成了一个独特的社区。
3. dollard-des-ormeaux中文的现状和发展目前，在dollard-des-ormeaux，中文已经成为社区中一个重要的语言。
除了华人社区之外，越来越多的当地人也开始学习中文，这为中文的传播和发展提供了有利条件。
在这个城市，可以看到很多中文学校、中文培训机构和文化交流活动，这些都为中文的发展和传播做出了贡献。
4. dollard-des-ormeaux中文对当地社区的影响中文的发展对dollard-des-ormeaux社区有着积极的影响。
它丰富了当地的文化多样性，让社区变得更加丰富多彩。
中文的传播也为当地的经济发展带来了新的机遇，比如促进了中加之间的商贸合作和文化交流。
中文的影响也使得当地人更加了解和尊重其他文化，这有利于推动社会的和谐发展。
5. 个人观点和理解作为一个居民，我对dollard-des-ormeaux中文的发展感到由衷的骄傲和欣慰。
中文的传播不仅丰富了社区的文化，还为社区的发展带来了新的机遇。
我相信，在未来的发展中，中文会继续发挥重要的作用，让dollard-des-ormeaux变得更加美好。
6. 总结dollard-des-ormeaux中文的发展是一个不断融合的过程，它丰富了社区的文化，促进了经济的发展，更重要的是推动了社会的多元化和和谐发展。
中央民族大学跨专业选修课任课教师简介
中央民族大学跨专业选修课任课教师简介经济学院教师简介 -----------------------------------------------------------------------------------5李俊峰----------------------------------------------------------- 5萨茹拉----------------------------------------------------------- 5王天津----------------------------------------------------------- 6民族学系教师简介 -----------------------------------------------------------------------------------6代堂平----------------------------------------------------------- 6贾仲益----------------------------------------------------------- 7罗惠翾----------------------------------------------------------- 8兰林友----------------------------------------------------------- 8李冰------------------------------------------------------------- 8李丽------------------------------------------------------------- 9阿布都热西提〃基力力 --------------------------------------------- 9张国杰---------------------------------------------------------- 10张曦------------------------------------------------------------ 11张亚莎---------------------------------------------------------- 11关凯------------------------------------------------------------ 12信息工程学院教师简介--------------------------------------------------------------------------- 12赵洪帅---------------------------------------------------------- 12王利众---------------------------------------------------------- 12陈丽文---------------------------------------------------------- 12耿瑞平---------------------------------------------------------- 12高宁宁---------------------------------------------------------- 13于洪------------------------------------------------------------ 13钮金真---------------------------------------------------------- 13舒玉------------------------------------------------------------ 14机关干部教师简介 --------------------------------------------------------------------------------- 14王文东---------------------------------------------------------- 14陈暋------------------------------------------------------------ 14谭家健---------------------------------------------------------- 15王洁------------------------------------------------------------ 15高娃------------------------------------------------------------ 15罗自群---------------------------------------------------------- 15李静------------------------------------------------------------ 16孙洪涛---------------------------------------------------------- 16靳晓芳---------------------------------------------------------- 17刘裕明---------------------------------------------------------- 17生命与环境科学学院教师简介 ----------------------------------------------------------------- 18张淑萍---------------------------------------------------------- 18刘越------------------------------------------------------------ 18黄耀江---------------------------------------------------------- 18唐丽------------------------------------------------------------ 19王斌------------------------------------------------------------ 19阿里穆斯-------------------------------------------------------- 19覃筱燕---------------------------------------------------------- 19崔箭------------------------------------------------------------ 19徐斯凡---------------------------------------------------------- 20巴哈提古丽------------------------------------------------------ 21李璇------------------------------------------------------------ 21哈萨克语言文学系教师简介--------------------------------------------------------------------- 22努尔古丽-------------------------------------------------------- 22努尔巴汗-------------------------------------------------------- 22维吾尔语言文学系任课教师简介 -------------------------------------------------------------- 22毛尼亚孜〃吐尼牙孜 ---------------------------------------------- 22吐丽帕阿依．祖农 ------------------------------------------------ 23阿布都鲁甫.甫拉提 ----------------------------------------------- 24努尔古丽-------------------------------------------------------- 25朝鲜语言文学系教师简介------------------------------------------------------------------------ 26任广旭---------------------------------------------------------- 26金京振---------------------------------------------------------- 26金艺铃---------------------------------------------------------- 27理学院教师简介 ------------------------------------------------------------------------------------ 27张可如---------------------------------------------------------- 27胡建德---------------------------------------------------------- 27朱伟利---------------------------------------------------------- 28张颖------------------------------------------------------------ 28王文忠---------------------------------------------------------- 29舞蹈学院教师简介 --------------------------------------------------------------------------------- 29陆路------------------------------------------------------------ 29赵龙淑---------------------------------------------------------- 29喻少岩---------------------------------------------------------- 29马庆玲---------------------------------------------------------- 30蒙古语言文学系教师简介------------------------------------------------------------------------ 30吉特格勒图------------------------------------------------------ 30那木吉拉-------------------------------------------------------- 30马列主义学院教师简介--------------------------------------------------------------------------- 31熊坤新---------------------------------------------------------- 31侯淑芳---------------------------------------------------------- 31少数民族语言文学系教师简介 ----------------------------------------------------------------- 31韦景云---------------------------------------------------------- 31朱文旭---------------------------------------------------------- 32陈国光---------------------------------------------------------- 32赵加------------------------------------------------------------ 33钟进文---------------------------------------------------------- 33敖特根---------------------------------------------------------- 33赵富荣---------------------------------------------------------- 34石德富---------------------------------------------------------- 34李生福---------------------------------------------------------- 35赵志忠---------------------------------------------------------- 35朱崇先---------------------------------------------------------- 36梁沙沙---------------------------------------------------------- 36罗芳------------------------------------------------------------ 36李泽然---------------------------------------------------------- 37徐建顺---------------------------------------------------------- 37藏学院教师简介 ------------------------------------------------------------------------------------ 37干木滚---------------------------------------------------------- 37罗桑开珠-------------------------------------------------------- 38岗措------------------------------------------------------------ 38安平------------------------------------------------------------ 38文学与新闻传播学院教师简介 ----------------------------------------------------------------- 39杨吉春---------------------------------------------------------- 39石新民---------------------------------------------------------- 39刘瑾鸿---------------------------------------------------------- 39刘淑欣---------------------------------------------------------- 39翟燕------------------------------------------------------------ 40敬文东---------------------------------------------------------- 40王秀琳---------------------------------------------------------- 40刘正发---------------------------------------------------------- 40管理学院教师简介 --------------------------------------------------------------------------------- 41史璐------------------------------------------------------------ 41谷明------------------------------------------------------------ 41李燕琴教师简介------------------------------------------------- 42教育学院教师简介 --------------------------------------------------------------------------------- 42崔鸿飞---------------------------------------------------------- 42崔玲玲---------------------------------------------------------- 43单仕宏---------------------------------------------------------- 43高兵------------------------------------------------------------ 43田小军---------------------------------------------------------- 43吉雅------------------------------------------------------------ 44李剑------------------------------------------------------------ 44苏和平---------------------------------------------------------- 44孙娜------------------------------------------------------------ 44吴冬梅---------------------------------------------------------- 44夏仕武---------------------------------------------------------- 45许丽英---------------------------------------------------------- 46张阳阳---------------------------------------------------------- 46雷桂榕---------------------------------------------------------- 46历史系教师简介 ------------------------------------------------------------------------------------ 47刘爱兰--------------------------------------------------------- 47张晔------------------------------------------------------------ 47崔丽娜---------------------------------------------------------- 47法学院教师简介 ------------------------------------------------------------------------------------ 48乔世明---------------------------------------------------------- 48张艳蕊---------------------------------------------------------- 48张步峰---------------------------------------------------------- 48张杰------------------------------------------------------------ 49雷明光---------------------------------------------------------- 49陈徐奉---------------------------------------------------------- 50周其洪---------------------------------------------------------- 50田艳------------------------------------------------------------ 50音乐学院教师简介 --------------------------------------------------------------------------------- 52依曼那列-------------------------------------------------------- 52哲学系教师简介 ------------------------------------------------------------------------------------ 52陈亚军---------------------------------------------------------- 52体育系教师简介 ------------------------------------------------------------------------------------ 53李廷海---------------------------------------------------------- 53宗雪飞---------------------------------------------------------- 53张延庆---------------------------------------------------------- 53张涛------------------------------------------------------------ 53张凤民---------------------------------------------------------- 54韦晓康---------------------------------------------------------- 55李建平---------------------------------------------------------- 55经济学院教师简介李俊峰李俊峰、男、 1963年12月出生，彝族，1985年6月于中央民族大学数理系数学专业本科毕业，1996年6月于中央民族大学民族经济研究所硕士研究生毕业，现为中央民族大学民族经济研究所副教授，先后发表了‚论西部特色经济的培育与发展‛‚试论布依族传统生产性文化与现代市场经济‛‚论民族地区利用外资问题‛‚特色经济：西部民族经济发展的必由之路‛‚加快西部开发战略对策‛‚可持续发展是民族地区社会经济发展的战略选择‛等二十余篇文章，与他人合著了《西部特色经济开发》，《西部地区资源开发与可持续发展研究》等著作。
亚洲地区国家的门户网站分析(IJIEEB-V4-N4-4)
I.J. Information Engineering and Electronic Business, 2012, 4, 25-32Published Online August 2012 in MECS (/)DOI: 10.5815/ijieeb.2012.04.04Web Portal Analysis of Asian Region CountriesSubhash ChanderGovt. P.G. College,Sec-14, Karnal (Haryana), IndiaEmail:subhashjaglan@Ashwani KushUniversity College, Kurukshatra University , Kurukshetra (Haryana), IndiaEmail:akush20@Abstract — The number of online services provided by Government and private sectors is increasing these days. On the same pattern various countries have their own portals to provide basic services to the citizens and other people of the world. Analysis of portals in Asia is the main theme of the paper. There are various indicators or attributes necessary for the implementation of e-services .Some of the indicators may be frequency of use of services, number of users, visitors, site hits, searchable option, accessibility, language option, performance, functionality, broken links, traffic analysis, and feedback. Out of these metrics taken into consideration here are Traffic analysis, feedback, accessibility, security and language option. The countries taken into consideration are India, China and Pakistan. Web portals of these countries will be analyzed in detail. Index Terms —E-Governance, E-services, security, ICT, E-government, web portal, Citizen ParticipationI. INTRODUCTIONThe dawn of the Information Technology (IT) age and rapid growth of Internet have led to every sector whether Private or Government computerizing their services for its citizens throughout the world. This phenomenon of computerizing services is broadly referred to as e-government. E-government, the application of ICT within public administration to optimize its internal and external functions, provides government, the citizens and business with a set of tools that can potentially transform the way in which interactions take place, services are delivered, and citizens participate in governance [3]. In the past various technological developments like Radio, T.V, computer and video conferencing have played important role in the development of the country. People have reaped the benefits of these technologies a lot. Today it is the turn of Information and communication Technology (ICT) and Internet. Expectation of citizens has increased a lot in the modern world of ICT. This expectation creates pressure on governments to perform. E-governance initiatives are results of such pressures by citizens combined with the capabilities achieved through the use of ICT. The potential of web portals in reaching out to citizen users can not be denied at all. One of the important aspects of e-governance is the use of government web portals as an electronic medium for government to Citizens‘ (G2C) interactions. There is a need to understand e-governance users‘ perceptions, specifically, what constitutes a high quality e-governance online service quality [4]. In the past, web portals have not often been used and associated with citizen demands. ICT for Governance has not been used properly by the governments. Government and governance are used for getting the consent and cooperation of the governed. Government is the formal apparatus for this objective and Governance is the outcome as experienced by those on the receiving end. Government is an institutional superstructure that society uses to translate politics into policies and legislation. Governance is the outcome of interaction of government, the public service, and citizens throughout the political process, Policy development, program design, and service delivery [2]. Governments contribute to governance. Democratic Governments seek and receive citizen support and active cooperation of public servants. Modernization of public services based on the power of Information and Communication Technology (ICT) has given birth to new type of Governance named as e-Government. E-Government is the name given to use of electronic means to deliver and provide effective and efficient Government. E-Government is much secure, provide quality services, citizen engagement, financial benefits for Government and citizens as compared to traditional Government. The potential benefit of e-government to citizens, business and public administration include user can interact with Government through Kiosk, Internet and mobile devices [1]. E-government is not simply an introduction to web-based technologies but a complex social system which covers key social issues. It provides opportunities for the government to reconsider how and in what way to deliver better public services to meet users‘ needs .E-Government and E-Governance are used interchangeably many times yet there are certain26Web Portal Analysis of Asian Region Countriesdifferences between the two. E-Government is more fruitful and productive as compared to traditional Government. But problems here are of the implementation and Management. E-Governance can happen to be participatory Governance if it is well supported and architected [2]. Various challenges in e-Governance are resistance from those who want to have the system of Governance as it is and thinking of the citizens about bureaucrats regarding implementation of various policies and rules with sincerity. Yet there are chances of failures of various e-governance projects in developing countries due to such challenges. Only 15% of the total projects of e-governance are complete success whereas 50% are partial failure and 35% are totally failure [5]. Section 2 shows related work, section 3 gives details of choice of portals, section 4 gives analysis of portals and section 5 gives conclusion of the paper.II．RELATED WORKICT has already shown its potential in increasing the productivity and effectiveness of organizations. Government's anti-corruption drive can also be boosted through e-governance because it will bring openness and transparency in government affairs. Every ministry and division must be asked to register information about their procurements and other affairs at the government portal by the use of e-governance. That will certainly help in the diminishing corruption spread among various countries. The ultimate test is whether governments can use e-governance as a technology to operate more efficiently, to design and implement better policies, and to provide programs and services more effectively [6]. Study [3] ranked municipalities worldwide based on their scores in five e-governance categories of security and privacy, usability, content, services and citizen participation. Essentially, the web portal is the new face of government, and steps need to be taken to ensure that the relationship between government and citizens is maintained, if not enhanced, by the transformation to e-government [3]. Since E-Governance services are to be provided by the Government hence Quality in providing service will increase user satisfaction and services would be realized by more and more citizens. Various evaluation parameters are taken into account for performance evaluation of e-Governance web portals by many authors. Unit Research report [4] brings out other important attributes as ready access to information, wide range of services by single website, ease of contact by users, integrated services, assurance factors, interaction using multiple means, website design, privacy and security concerns. Another study [16]takes into account the metrics like e-readiness, accessibility, use of information on web portal, look of portal, services ,reliability, size and complete information language and server side analysis for evaluating the e-governance web portals of two countries. Also there may be a long list of such parameters but basically core parameters for evaluation purpose must be taken into account. Security component is also one of the major factor which determines the success or failure of any web portal. But security measurement is typical issue and requires certain permissions from government officials and designers of these portals which is again a tedious process. Privacy of the information about citizens is also the top priority of any Government. Hence Privacy and security is also taken into account for these portals. Conclusively metrics like content, usability, accessibility, privacy & security, General services (including search, user awareness movements, feedback & language) citizen participation and visitors summary have been taken into account for the evaluation of the selected Asian countries.III．CHOICE OF PORTALS Information delivery is regarded as one of the most important role of e-governance initiatives.In the last few years many western Programmes and ideas have been adopted by many Asian countries including Electronic Government (E-Government) program. In this era of digitization many countries around the world are developing digital information vigorously and implementing wired as well as wireless Service Delivery Programs (SDP). Various Asian countries are providing e-governance services to its citizens with the help of internet as also confirmed by a latest survey done by United Nations. There are various countries in the world but the authors have taken into account only certain neighboring countries of India. No doubt all the countries are trying their best to apply ICT for Governance for their citizens. Out of these three one country is China, which is most populated country of the world. The second populated country being the native country of authors has been taken into account. The third country being taken into consideration is the Pakistan, whose in the e-readiness score is far behind India and China. As per Economic Intelligence Unit (EIU) [12], Digital Economy Ranking 2010 beyond e-readiness, the status of these countries is China is at the 56th place, India at 58th place and Pakistan is at 66th place and all the three countries have retained their position of the year 2009 ranking. The demographic status and status of ICT infrastructure of all these three countries in brief is as here.3.1Indian portal & E-GovernanceIndia is a country in South Asia. It is the seventh-largest country by geographical area, the second-most populous country with over 1.2 billion people, and the most populous democracy in the world. Total area of India is 32,87,263 sq. Km. Population density of India is 368 person per square kilometer. Type of Government in India is federal parliamentary and constitutional republic. As per 2011 census population ofIndia is 1,210,193,422. Population grew at 1.76% per annum during 2001–2011, down from 2.13% per annum in the previous decade (1991–2001). The human sex ratio, according to the 2011 census, is 940 females per 1,000 males. The literacy rate in 2011 was 73.8 %;65.46% among females and 82.14% among males. Regarding infrastructural growth, growth of IT sector in India has been fuelled by equally impressive growth in telecommunication infrastructure. The world is moving towards converged networks being referred as ‗Ne xt Generation Networks (NGN)‘.In the coming decade the NGN is likely to replace the legacy networks. This upcoming national information infrastructure would be marriage of IT and telecommunication infrastructure with various regulatory and security challenges that need careful scrutiny [15]. National Portal of India (NPI) is designed and developed by National Informatics Centre (NIC) which is Premier organization of Government of India (GOI) under the aegis of Department of Information Technology (DIT), Ministry of Communication and Information Technology (MCIT). NPI has been developed as Mission Mode project (MMP) under National e-Governance Plan of the Government. Major aim of the NPI is to provide single window access for providing information and services to its citizens.A try has been made to provide accurate, reliable and comprehensive information to the users through NPI. Content development of the portal is collective effort of various Indian Government ministries and various departments at Centre, state and various levels. Portal is maintained and updated on regular and enhancement and enrichment of the portal is going on improving day by day in terms of content, design and technology. Information related with the content, archival, review and contribution, maintenance and moderation is available on the portal itself. For maintaining standards and usability of users, NPI is designed using XHTML 1.0 and meets level AA of the Web Content Accessibility Guidelines (WCAG) 2.0 laid by the World wide web Consortium (W3C)[7]. For readability and ease in accessing the information on the portal Hindi version of the portal is available at http:\\.in. Snap shot of NPI is shown in fig. 1 below.Figure 1. Snap shot of NPI; Source [7]3.2Pakistan and its E-Government Programme Pakistan is a developing nation and with increased commercialization there is need to increase its e-service platform to all classes of citizens. In a survey done by the United Nations, Pakistan comes in mid range as far as its e- Government services are concerned. Survey [8] says that the most commonly used e-services by the citizens of Pakistan were education, job, utility bills, passport and taxation. It is also being observed that Citizens use Internet on regular basis which is good indicator of the increasing penetration of internet and computer services in Pakistan. In October 2002 the Electronic Government Directorate (EGD) was established in pursuance to a decision of the federal cabinet. EGD is a dedicated wing of Ministry of Information Technology. The Government of Pakistan (GOP) announced its E-Government Programme in 2005. Indeed, the E-Government Programme of Pakistan represents a paradigm shift for providing the services to its citizen but still much has to be incorpora ted in Pakistan‘s E-Government portal such as spatial information that is being developed as E-Government projects but is missing in the portal right now [10]. EGD has been established to perform the following functions(1) Preparation of e-government projects.(2) Implementation of federal level e-Government projects approved by government.(3) Preparation of standards and guidelines.(4) Providing technical support to the Federal, Provincial and District departments.By applying this Programme Government aims to achieve certain objectives like improving service delivery to citizens and increasing internal efficiency of government operations of all departments of the government so that government functionaries become well versed in the use of ICT to provide service in a speedy, efficient and transparent governance. Certain barriers are still there in implementation of E-Governance in Pakistan . Some of these may include Infrastructure barriers, Regulatory barriers, Skilled personnel barriers, Security barriers and Social and cultural barriers [8]. Except these barriers one of the major barriers in development of e-Governance in Pakistan is the political instability due to which plans, strategies implemented by one government may not be continued by another Government. Moreover political stability plays a great role in the overall development of any country but E-governance field is mostly dependent on the Vision of Governments and its bureaucracy. The snap of the Pakistan Portal is here as fig. 2 below.Figure. 2 Snap shot of the Pakistan Portal; Source[9]3.3 Pakistan and its E-Government ProgrammeChina is a country in East Asia. It is the second-largest country by geographical area, the most populous country with over 1.3 billion people, and the most populous democracy in the world.Being populous country in world, it has initiated certain step to stabilize population growth and is hoped that population growth in China will stabilize in the early decades of the 21st century, though some projections estimate a population of anywhere between 1.4 billion and 1.6 billion by 2025 [17]. The People's Republic of China is a single-party state governed by the Communist Party of China. As of year 2007, 93.3% of the population over age 15 are literate. In 2000, China's literacy rate among 15-to-24-year-old was 98.9% (99.2% for males and 98.5% for females) [17]. Regarding various e-governance initiatives in China, E-government began in the early 1980‘s through office automation. In 1993 the Government of China launched the ‗Golden Project‘. On 22 January, 1999 the Government Online Project (GOP) was officially launched. Main aim of GOP was to lay the foundation for China e-government development, facilitate G2G and G2C communication at different levels. The Government of China has set up the National Informatisation Office (NIO) to promote the progress of ICT implementation. After this there was a lot of improvement in government websites in China. In 2003, the World Economic Forum (WEF) conducted a survey of national government websites to assess the quality and sophistication of their online services. In the final report, WEF classed China as being in the highest transaction stage, meaning that e-government in China is able to deliver electronic payments [13].Snap shot of china portal is shown in fig. 3 below.Figure. 3 snap shot of China portal; Source [11]IV. ANALYSISServices available on the Internet come in the category of Self-service technologies (SSTs). SSTs are technological interfaces that enable customers to produce a service independent of direct service employee involvement. Government information plays important role in the development of any nation .Being a basic right for each citizen, it is also duty of governments to avail relevant and timely information to its citizens for timely decision making. This is achievable through use of electronic media so as to have a balanced knowledgeable citizenship as well as an efficient and effective system of governance [14]. The parameters or metrics for the success of web portals of E-Government and E-commerce must be different. In case of E-commerce one is to take into consideration about the competition in the market whereas in e-governance services this is not the case as mainly services are to be provided by the Government itself being its duty. Hence all the metrics that are necessary for e-commerce need not necessarily be true in case of Government. But e-Governance portal should at least provide the basic qualities or metrics. Many e-governments are responsible for managing and organizing a variety of information. Therefore search function, functionality, and navigation are important for the execution of those Responsibilities .There are various performance measurement indicators widely used for evaluation of websites and web portal. Some of the indicators may be frequency of use of services, number of users, visitors, site hits, searchable option, accessibility, language option, performance, functionality, broken links, traffic analysis, feedback and many more. These three web portals will be analyzed in detail. Out of these above-mentioned indicators here, the authors have concentrated on the factors like traffic analysis, feedback, searchable option, language and accessibility, Content and citizen services. Accessibility has a key role in the development of the website. People with special needs must be taken into account while designing and developing a web portal. Accessibility can also beincreased with the help of providing various language options and fonts. Web portal is group of various websites, that are linked on the home page of the portal. Each website has lot of information .If user/citizen wants to know about a information or service on a portal, then search option (if available) on the portal may be utilized. In the absence of such an option on a portal, it will be a time consuming process to find relevant information. Feedback option is also an important to know the ideas of viewers or users of the portal and its services. Many times very good suggestions are provided by the general public users or citizens. Because they are the ultimate users of the services and they know better what shortcomings are in the present system. By knowing the problems faced by citizens one can think of their solutions. Traffic analysis means how many people are using the web portal. This analysis is done on the basis of number of frequent users of the portal, total hits, frequency of use of services and visitors. Metrics used here are: Content, Usability, accessibility, privacy and security, general services, citizen participation and Traffic analysis.(1)ContentContent is the major part of any portal. Informative content available on the portal is very crucial to the success of any portal. Content should neither be less nor more on the portal. It must have at least frequently needed information on it. Providing services to its citizens must be major aim of the portals basically in developing and populous countries. Because most of the problems in developing countries are due to the red-tapism and bureaucratic hurdles which give rise to other social evils like corruption and delay in providing services to its citizens in a transparent manner. Regarding content, NPI is devoted to its citizens and various types of services are available through this portal. Links of many other sub portals exist at the NPI for listening the grievances from various states and Centre departments and citizens. At NPI,more stress is laid on the citizen service which is necessary for democratic state like India. On the ‗How do I‘ column at NPI, one can find valuable information, important links and various services provided by various Governments, that can be availed by citizens sitting at their homes. Pakistan portal has various links on the main page regarding languages, government and e-governance in Pakistan. Portal is divided in to 5 sections namely, about Pakistan, ministries and divisions, departments, information and services. About Pakistan part gives information about Pakistan and details of various other websites linked to the portal. Ministries and divisions give details about various departments and ministries of Pakistan. Various web links regarding various departments of Pakistan are available on the portal under heading departments. Employment information is available on this section. Feedback, directory and search options are also available on the portal. But Portal has no such column like providing online services to its citizens at the home page of the portal. By having a look at the sitemaps of both the portals it can be concluded that NPI has more information and services regarding use of its citizens. China portal has detailed information about china, world, weather, art, business, environment, sports, travel, opinion, photo, video, top 10 and learn Chinese languages. Top 10 features available on the portal give details of top 10 companies, richest people in china and on earth, cities, hotels, ancient cities and many more. Portal is full of content and pictures showing latest events in china and the world.(2) UsabilityIt includes features like, home page and its length, overlapping of information on various links, user-friendly design, targeted audience links or channels, and site search capabilities. On these features National Portal of India (NPI) information is accessible to to people with disabilities using various assistive technologies like screen readers and nguage option in case of China portal permits one to choose any language among various languages. This China portal provides more flexibility in selection of language to its citizens as compared to India and Pakistan. Ultimately language option increases the usability of the portal. China portal is much better because of length of the homepage is more as compared to other portals. It provides more flexibility in searching option available on the portal. Many language options are available on this portal as compared to other portals. China portal has link to learn Chinese language that may increase usability of the portal . User friendly nature of the portal can be known through knowing the number of users using the portal. For ease in using the portal Pakistan portal is having online dictionary regarding Urdu, Torwali and Sindhi English dictionary. But language option and contact us, site amp are not readily available on the Pakistan portal home page. NPI is having these features on its home page. In this category China portal is at top of the list then Indian portal and lastly the Pakistan portal is regarding usability feature of the portal.(3) AccessibilityAccessibility option enables you to increase or decrease the font size and/or change color scheme of this website according to your preferences. One can change the text size and contrast of the portal. To Access information from any portal search option is also very helpful. Accessibility options and statements are available on the Indian portal. NPI can also be accessed by all users using various devices, technologies and abilities. NPI provides more accessibility and usability to its visitors and hence can be viewed from a variety of devices like mobile devices, PDAs, WAP phones and so rmation on NPI is accessible to people withdisabilities using various assistive technologies like screen readers and magnifiers. Search option is available on all these portals but China portal provides more flexibility in selection of options as compared to other portals. Pakistan portal is again lacking on this part. (4) Privacy and securityPrivacy and security include the features like Privacy policies, authentication, encryption, data management. Data available on the portal must be managed properly for its effective use by users of the portal. To access private information about citizens or governments certain checks must be there. This job is completed by providing various checks to access secure and private information. Hence providing user login and password is must to access to access such type of services and Information. NPI, Pakistan and China portals have login features for authentication and entering the secure area of these portals. To send information in a secured manner one of the foremost way is to send through encryption and then decrypt information at the target end. For authentication part one can use login details yet after providing these details information passed to others also should be in encrypted mode. To measure security of these portals there is requirement of certain tools like various vulnerability scanners and permissions from the developers and designers of the portals which is also not an easy job.(5) General servicesThese services include whether feedback, language, search options are available on the portal or not. Through surveys one can measure the effectiveness of administrative actions of the Government towards its citizens. But if these surveys are done online that can help in measuring the effectiveness of the programs and through feedback options one can know the problems faced by the users of the services through the portals. Other factors which are included in the general services are transactional services involving purchase or register, interaction between citizens, businesses and government. Feedback option is not available on the China Portal yet it provides choices in use of languages. Various Search options are available on the China portal but it lacks on the part of feedback options. China portal has option for registration and sitemap but has no place for feedback option about the portal. Pakistan portal has no place for all these features except search option from all sources. Overall among all such features NPI is better than both the other portals.(6) General servicesFactors which constitute citizen participation include online citizen engagement, citizen services, Internet based policy deliberation, feedback and citizen based performance measurement. Feedback is one of the major contributors for citizen participation. Regarding citizen participation and feedback, every visitor is an important recipient of information. It is very important to get feedback from the visitor as much as possible. Special emphasis should be placed on systematic communication with current and potential users, analysis of user behavior and assessment of the site‘s user-friendliness by the agencies as well as effective communication of key information to users. Through feedback one can know about the problems, likes dislikes and other comments of citizens. Any query related to content, design, service and technological issues about NPI can be sent through customized feedback interface available at NPI. Pakistan and China portal has no place for feedback. For citizen engagement there is need to stress on providing more and more services online. Pakistan portal‘s link to information and services provide accurate information on government policies, Programmes, services and activities, with a view to generate public support for government policies, Programmes, services and activities, thereby creating the environment of mutual success. This section is dedicated to the management of information and services related to different departments of Pakistan. But one link ‗Employment in Government Sector ‗has only been shown on this portal. China portal does not have any direct link related to citizen services which is the one of the main motive of portals in populous countries. Whereas NPI under head ‗How do I‘ provides ways to interact with citizens for various services.(7) Traffic AnalysisTraffic analysis provides the details about popularity of the portal among users. By analyzing it one can have idea about the problems faced and use of online services by various types of visitors. One can know about the exact number of users of the portal month wise, which can help in the deciding the factors that increase the traffic. It is an important step as it shows the total impact of ICT in e-Governance on the citizens of a particular country. Hence traffic analysis must have some place on every portal. At NPI one can find monthly hit analysis that shows the visitors interest towards the portal from various states and countries. March 2012 summary from NPI shows that more than 66% of the users are from India and among Indian states. Delhi users (38%) are highest. It shows hourly report about number of hits on the portal. This hourly report shows that during office hours it is gaining maximum hits [7]. Pakistan and China portal do not mention about checking of number of users. China portal stresses on areas like Home, China, world, business, environment, arts, sports, travel, opinion, photos, video, top10 and learning Chinese. Pakistan portal has main links to welcome, about Pakistan, Ministries and divisions, Departments and information and services. Certain links to various governments are also seen on the Pakistan portal but no place for visitors‘。
加拿大里贾纳大学住宿设施与服务介绍
里贾纳大学的前身可以追溯到1911年成立的里贾纳高中学院，经过三十多年的发展，现在的里贾纳大学已成为一所拥有10个学院，25个学术科系，37个研究中心与研究所的综合性大学，拥有学士、硕士和博士学位授予权。
如今的它已经跻身于加拿大综合性大学前十强。
留学360加拿大部金牌留学老师介绍，在加拿大著名刊物Maclean的加拿大综合性大学的排名中，里贾纳大学从2007年至今一直稳居第9位。
目前，在校学生人数已达12,000多名，教职员工近1,500名。
住宿与膳食：要完全体验里贾纳大学的学习生活，最好住在校内。
住在校内宿舍的学生对独立性会有一种全新的体验，并有机会用自己的方式生活。
学生们将会在这个令人振奋和互相关怀的环境中建立起友谊。
宿舍楼内有众多仅供住宿学生使用的休息室、音乐室或运动房，这一系列设施能让学生很快适应远离家人的大学生活。
里贾纳大学共有四处全装修的住宿区来满足学生们的不同需求，校内住宿既舒适又便利，住在这里有一种家的感觉。
里贾纳大学的四处住宿区分别是：La住宿区、南区、北区和西院住宿区。
住宿有两种类型，一种是传统的宿舍型，另一种为公寓型。
里贾纳大学设有专门的饮食服务机构来解决学生们在学校内的吃饭问题。
学校的各类食堂提供风格各异的饮食，以满足学生们不同的饮食需求。
学校的饮食服务机构为此还制定了一系列的饮食方案供大家选择。
加拿大教育联盟需要提醒大家注意的一点是：选择公寓住宿区的同学不被强求选择一种饮食方案，除此之外所有校内住宿的学生都必须选择一种饮食方案。
设施与服务：里贾纳大学设有一系列的学生服务机构，它们包括：学术顾问、咨询中心、学生会、残疾人中心、宗教服务中心、健康服务中心、儿童保育中心、校园安全中心、图书馆、书店等等，它们给里贾纳大学的学生们提供在学习及生活方面的帮助与服务。
里贾纳大学充满着活力，该校是音乐会、艺术展览、运动会及公共演讲较受欢迎的场所。
学校专门设有娱乐与运动中心，在2005年加拿大夏季运动会中，该校是主要的合作伙伴，且运动会的指挥部当时就设在该校。
加拿大预科留学院校推荐
加拿大预科留学院校推荐对于那些成绩一般的学生来说，如果想实现加拿大留学，选择到加拿大读预科就是一种留学途径。
学生可以先到加拿大攻读预科课程，然后再进行本科课程学习。
那么中国学生到加拿大读预科，有哪些比较推荐的院校呢?跟着中青小编来了解一下吧!加拿大预科学校推荐1.约克大学约克大学的国际预科课程(LFP，简称约克大学预科)是约大为了国际学生专门设立的，针对国内优秀的高中毕业生，语言成绩没有达到约克大学的入学要求，可以拿至有条件录取进入约克大学业本科直通车项目，在完成语言的同时学习专业学科的课程，预科结束后可以直接进入约克大学相关专业继续完成学士学位。
2.多伦多大学多伦多大学的国际预科课程(IFP，简称多伦多大学预科)是多大为了国际学生专门设立的，针对国内优秀的高中毕业生，语言成绩没有达到多伦多大学的入学要求，可以拿到有条件录取进入到多伦多大学，在完成语言的同时学习专业学科的课程，预科结束后可以获得专业学科的1个完整学分后直接进入多伦多大学相关专业继续完成学士学位。
3.英属哥伦比亚大学英属哥伦比亚大学(UniversityofBritishColumbia)始建于1908年，经历近百年的长足发展后成为了蜚声全球的综合性大学，与多伦多大学、麦吉尔大学等院校一起跻身加拿大大学三甲之列。
UBC大学有丰富的国际学生教学经验，并为国际高中生专门开办了“UBCiCAP大学预备课程”。
4.里贾纳大学于1974年建立，是加拿大的一所著名的公立院校之一，校园周边环境安全舒适，该校的学历被世界承认。
该校专为准备进入里贾纳大学学习的学生提供预科、专科、本科、研究生学习。
所在城市：里贾纳市-Regina地理位置：位于萨斯喀彻温省的中南部，距离美国边境仅160公里当地气候：干燥大陆性气候，气候温和，年降水量300毫米预科课程特色：1、是萨斯客彻温省唯一可提供社会工作学士学位课程的大学2、是温哥华-多伦多地区唯一可提供电影及电视专业的学位课程的大学3、提供加拿大先进的环境质量分析实验室4、里贾纳大学管理学院已连续27年主持每年的加拿大本国及国际商界成功者商务会议5.曼尼托巴大学(ICM)这是一所公立综合性大学，于1877年建立，是加拿大西部老牌大学。
里贾纳大学
里贾纳大学学生安全指南疏散有时可能需要从里贾纳大学的一座或者多座建筑物中撤离。
如果你居住在学校宿舍楼中，住宿助手接受过消防安全和疏散程序的培训，他们能够在紧急情况下帮助你。
疏散程序遵循紧急情况管理员的指导不要使用电梯去掉鞋的高跟以避免跌倒不要猛跑或者拥挤使用楼梯间的扶手—靠右行前往疏散集合点，除非另有通知开门前检查门的温度帮助有需要的残疾人迅速离开建筑物小心落下的玻璃或者碎片从建筑物撤离后，与紧急情况管理员在一起从建筑物撤离后，不要返回建筑物，除非建筑物负责人或者学校安全处通知可以安全返回。
你自己的常识是最好的安全设备。
请预先了解疏散通道的位置。
疏散通道在学校的所有入口处都作了标明。
请牢记，学校所有的建筑物都有多个出口可供使用，以防某个出口被堵塞或者使用有危险。
疏散残疾人轮椅使用者消防队员和第一反应人接受过帮助轮椅使用者从建筑物撤离的训练。
但是，如果轮椅使用者当前就面临危险并且请求你的帮助，如果安全条件允许，你应该帮助他们转移到诸如楼梯间之类的较为安全的地方。
一旦你从建筑物撤离后，请立即通知紧急情况管理员或者附近的消防队员，告诉他们任何被困在建筑物中的轮椅使用者的位置。
视觉障碍者大多数视觉障碍者都应熟悉自己周边的区域。
告诉视觉障碍者紧急情况的性质，并且提供引导帮助。
你们行走时，请告诉视觉障碍者你们的位置和前方的任何障碍物。
当你们抵达安全地点后，告诉视觉障碍者他/她所处的方位，并询问是否需要任何其他帮助。
不要让视觉障碍者无人陪伴。
听觉障碍者听觉障碍者可能听不到警报，因此，需要其他的警告方式。
下面两种方法可供选择：写一张纸条，写明发生的紧急情况，以及最近的疏散通道（比如“火灾。
迅速从后门处去并下楼”）；反复开关电灯以引起注意，然后用手势或字条表明发生的紧急情况和应采取的措施。
如果你是一名残疾学生如果你位于建筑物高层，需要帮助，并且不能独立走到疏散楼梯间，建议你在紧急情况发生前就预做安排。
这些安排可能包括请某人（室友或者同学）陪伴你走到安全的楼梯间，以便与当地的疏散官员会合。
关于纽约三大华人社区进展状况的调查实践报告
大学生暑期社会实践报告《关于纽约三大华人社区进展状况的调查实践报告》2021/7/22~2021/8/191.预备今年暑假超级宝贵地来到美国纽约，由于涉及签证、时刻和费用等各类因素，不能组队来完成那个实践课题，遗憾的同时我也意识到这次调查的难度之高。
于是乎必要的预备和策划成了这次实践可否成功的重要因素。
在动身之前，我定下了时刻表，尽可能的把一切因素考虑进去，包括调时差和适应环境等，语言问题上，出来前一个月我恶补了旅行英语，保证行程中不迷路不露宿即可，唐人街的调查大体仍是以国语和福州话为主。
唐人街是英文Chinatown的中文翻译。
纽约华人有时称其为华埠,有时也叫它中国街。
它是中国人聚居地和商业区。
目前,纽约有三个公认的唐人街。
它们是曼哈顿区的唐人街(Chinatown)、皇后区的法拉盛(Flushing)和布鲁克林区的第八大道(Eighth Avenue)。
有人说,纽约还有第四唐人街和第五唐人街。
这指的是皇后区的艾姆赫斯特(Elmhurst)和新鲜草原(Fresh Meadows)。
的确,在这些社区,华人居民很多,不仅走在路上到处可见,而且常常碰到华人商店。
但我以为唐人街的华人居民要超过一半以上,这两地尚未达到那个标准。
加上一个人调查时刻和精力有限，只能选取公认的三个了。
这些华人社区因为地理位置，工作薪资等等因素存在着不同程度的进展优势，挖掘和分析这些优势推测其以后进展即是我这次社会实践调查的最终目的。
2.实践进程调时差、熟悉环境（~）——法拉盛唐人街（~）——曼哈顿唐人街（~）——布鲁克林八大道（~）——休整、总结分析（~）3.实践调查分析A.人口（数量、地域、从事工作）B.住房（房租、类型）C.公共设施（公园、学校、医院）D.餐饮（卫生状况、种类）E.交通（地铁、公交、小巴士）F.街头采访（What do you think of the future of ### ）注：人口数量一项，未包括非法滞留人群。
lebanese american university post code
lebanese american university post code
【实用版】
目录
1.黎巴嫩美国大学的简介
2.黎巴嫩美国大学的学术成就
3.黎巴嫩美国大学的校园设施与活动
4.黎巴嫩美国大学的地址与邮编
正文
黎巴嫩美国大学，简称 LAU，是一所位于黎巴嫩贝鲁特的私立大学，成立于 1866 年，是黎巴嫩历史最悠久、规模最大的综合性大学之一。
其学术成就卓越，吸引了来自世界各地的学生和教师。
LAU 提供多个学科领域的本科、硕士和博士学位课程，涵盖文、理、工、商、法等多个学科领域。
LAU 以其卓越的学术成就而闻名，其教授队伍来自世界各地，具有丰富的教学和研究经验。
大学的研究项目覆盖各个领域，包括自然科学、社会科学和人文科学。
近年来，LAU 的教授和研究人员在国际学术期刊上发表了大量的论文，为国际学术界做出了重要贡献。
LAU 的校园设施齐全，包括现代化的教学楼、实验室、图书馆和体育设施。
此外，大学还为学生提供了丰富的校园活动，包括学生社团、学术讲座和文化活动。
这些活动旨在培养学生的领导力、团队合作能力和创新能力。
黎巴嫩美国大学的地址是：P.O.Box 11-1020, Beirut, Lebanon。
邮编为 11020。
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里贾纳大学的中文社区
据立思辰留学360介绍，里贾纳大学（University of Regina，简称： U of R）其创始于1911年时为私立教会中学，1961年成为萨省大学的分校区，1974年脱离并成为自主的公立大学。
学校位于加拿大中南部萨斯喀彻温省首府里贾纳市（Regina），为加拿大著名的公立院校之一。
里贾纳大学目前有全职教师1283人，研究生1530人，校本科生为10740人，留学生占在校的10%，下设10个院及25个系80个专业，学生各类社团共80多个。
校园周边环境安全舒适，校园环境更是优美，所提供学历被全世界承认。
同时，里贾纳市在全加拿大同规模城市中的生活消费是最低的，因此该校的学费及生活费用也较低。
同时学校是近几年保持加拿大综合类大学前十的中型大学。
里贾纳大学共有三个联合学院，分别是Campion College、路德学院（Luther College）和加拿大第一民族大学（First Nations University of Canada），它们均处于里贾纳大学校园内，并都互相有着学术上的交流项目。
里贾纳大学硕士申请要求。
作为以服务为导向的教育机构，里贾纳大学为学生提供了高质量的教学及舒适的学习生活环境。
每位学生均可在入学时便享受到是始终如一的个性化服务。
学校采取小班授课方式，浓厚的学习氛围方便学生展开讨论，同时也可使教师针对不同学生进行个性化教学。
对留学生亦可提供医疗保险、移民咨询、心理咨询、律师服务及志愿者工作等服务。
国际学生可享受加拿大萨斯客彻温省免费医疗保险。
加拿大里贾纳大学石油硕士。
作为最近逐渐升温的专业石油工程来说，加拿大能提供此专业的大学主要集中在中部三省与东海岸，也是加拿大的石油储量最丰富的地方。
石油工程，包括天热气与勘探工程，一直以来被国内视为冷门专业，但随着近几年经济危机，原油的价格攀升，石油工业方面的人才需求量越来越大，学习石油工程类的学生逐渐增多，无论在加拿大，或是国内，石油工业的人才的收入都非常可观，而且诸如中石油，中石化这样的公司都急需此类人才加入。
The Application of Culture Comparison in English Teaching for Chinese Mongolian Students
ISSN 1927-0232 [Print] ISSN 1927-0240 [Online] Higher Education of Social ScienceV ol. 4, No. 3, 2013, pp. 64-67DOI:10.3968/j.hess.1927024020130403.1667The Application of Culture Comparison in English Teaching for Chinese Mongolian StudentsZHAO Lili [a],*[a]Department of Foreign Language Teaching, Inner Mongolia University for the Nationalities, Tongliao, China.* Corresponding author.Received 20 March 2013; accepted 20 May 2013AbstractThe Chinese Mongolian students are one of the ethnic minorities. They have specific folk features. Most of the Mongolian students haven’t learned English before. Therefore, the particularity of their nationality and their poor English backgrounds determine the particularity of English teaching. From the aspects of social customs and nonverbal communication, I introduced culture comparison into English teaching. In this way, the teacher attempted to cultivate students’culture awareness and found some feasible teaching methods to improve students’ command of English and thus enhance English teaching effect.Key words: Culture comparison; Mongolian students; Social customs; Nonverbal communication; Teaching methodsZHAO Lili (2013). The Application of Culture Comparison in English Teaching for Chinese Mongolian Students. Higher Education of Social Science, 4(3), 64-67. Available from: /index.php/hess/article/view/j.hess.1923669720130403.1667 DOI: /10.3968/j.hess.1923669720130403.1667INTRODUCTIONEnglish teaching for Mongolian students has its particularity. In our university, the Mongolian students are mainly from Inner Mongolia and its surrounding areas such as Heilongjiang province and Jilin province. Many students are from rural areas, which are remote and backward. Their native language is Mongolian. Most ofthe students’ English proficiency is low, and even some of them only know a few English letters. Their characters have obvious folk features. However, they are bold and enthusiastic. And they are capable of singing and dancing. Besides, as ethnic minority, they are very cohesive. Different social backgrounds, and cultural backgrounds as well as their different English backgrounds decide the English teaching methods should be different. Effective and targeted teaching methods should be carried out to help the students improve their English proficiency. Therefore, the application of culture comparison is confirmed to be efficient in English teaching.1. THE SIGNIFICANCE OF CULTURE TEACHINGAccording to the definition of culture given by Kroeber and Kluckhohn (1952), culture is the knowledge acquainted by social life, while language is the knowledge system, which is acquainted by the inspiration of human’s acquired social language environment. Language is the main part of culture, and it reflects its culture. It is nowadays a commonplace in language pedagogy to stress the importance of culture teaching and to say that language and culture are intertwined, and it is not possible to teach a language without culture, and culture is the necessary context for language use. Culture teaching derives from social and cultural anthropology, which aims to provide a comprehensive description of the way of life in a society. The main ideas of Hammerly’s (1982) culture teaching goals are as follows: a) The development of interest and understanding toward the second culture; b) Understanding of cross-cultural differences; c) The understanding of intercultural institutions and differences; d) The development of an integrated view of the second culture; e) The development of empathy toward a second culture and its people.ZHAO Lili (2013). Higher Education of Social Science, 4(3), 64-67Culture teaching provides context, without which language remains an empty code and lacks credibility from the learner’s perspective. Culture teaching offers the opportunity for a carefully planned introduction to the new environment. Every country has its own living ways, customs, etiquette, ethnic psychology and traditional ideas. The ignorance of culture teaching can’t help students master the language. Students can’t cultivate their ability of language communication by learning mere language, leaving alone cross-cultural communication ability. Any language teaching without culture penetrated is tedious, and lacks vigor. Thus, it is important to cultivate the students’ intercultural awareness. As Hanvey (1979) has illustrated, intercultural awareness refers to the sensitivity of participants to cultural factors during intercultural communication. This awareness is helpful to language patterns and strengthens the understanding of language output depending on the culture of the target language. Cultural awareness requires learners to have the skills of “empathy” and “cultural integration”. Therefore, a comparison between two different cultures in class is deemed as a feasible way to improve language teaching.1.1 Cultural Comparison of Social Customs Between Mongolian People and American People Take a teaching practice as an example. When a teacher talks about the holidays in America in class, he lists some famous holidays such as Christmas, Thanksgiving, Easter, etc. on the one side of the blackboard. While on the other side, he lists some famous Chinese holidays such as Spring Festival, Mid-Autumn Festival etc., then ask the students to find out the similar holidays in China and America, and share the different ways of festival celebration with the others. Meanwhile, because the teaching targets are Mongolian students, their special ethnic features enlighten teachers to teach students from their cultural point of view. As for Mongolian students, their native language is Mongolian and there are some Mongolian customs and holidays. The teacher may take some typical Mongolian holidays such as Nadam Fair of the Mongolian people, Luban Festival and so on as examples. In this way, the Mongolian students will get the topics that they are familiar with and they will get interested in the topics. As a result, they may be eager to actively take part in the discussion or classroom activities.In a party, when your friends asks “Would you like another piece of cake?”, if you want to refuse the cake, you should say “No, thank you”. And if you want it, you should say “Yes, please.” This is different from Chinese, who will give an opposite answer out of courtesy. That is usually where misunderstanding occurs. Although the Mongolian people are very hospitable, there are many taboos that a foreigner should take care. When the guests are invited to the yurt, they must pay attention to their outfit.It is not acceptable to roll up their sleeves and tuck their shirts into their belts.The guests are not allowed to bring the riding whip into the yurt.They should put the whip upright on the right hand of the yurt .Neither is it permitted to sit before the shrine after the guests entering the yurt. Otherwise, the owners will think the guests don’t respect them and will give the guests the cold shoulder. 1.2 Comparison of Nonverbal Communication Concerning Culture1.2.1 The Connotation of Nonverbal Communication and Its Relationship Between CultureNonverbal communication is “all those messages that people exchange beyond the words themselves.” It is a system of symbols, signs and gestures developed and used by members of a culture to bring specific messages to expression. Nonverbal communication involves all nonverbal stimuli in a communication setting that is generated by both the source and his or her use of the environment and that has potential message value for the source or receiver. Nonverbal communication depends heavily on the actions, postures, movements and expressions of our bodies.Nonverbal communication includes body language(general appearance, dress, gestures, eye contact, facial expression, posture, touching), paralanguage(silence, pitch, volume) and environment language(space, time). Nonverbal communication serves the way of repeating, substituting, complementing, regulating and contradicting a conversation.Nonverbal communication is an indispensable and inseparable part of human interaction and communication. Nonverbal language is a symbol system people use to exchange ideas, transmit messages, and express feelings. It has its own characteristics and functions. Nonverbal communication is universal, conventional, vague, and contextual. We use nonverbal communication to emphasize, repeat, complement, replace, regulate or even contradict our verbal behavior. Nonverbal communication also has the functions of expressing feelings and conveying interpersonal attitudes. Nonverbal communication system is the result of a certain social culture. It has its own cultural specific features. Nonverbal behavior may convey different meanings in different culture s. And because of their different culture backgrounds, communication rules or lack of understanding their culture s and nonverbal behaviors, neither of the communicators can understand each other. Nonverbal differences between culture s may hinder communicating. Thus, it is necessary for us to make some strategies to solve the problems that may happen in cross-cultural communication, for the important role that nonverbal actions play in human interaction.1.2.2 The Significance of Nonverbal Communication in the Teaching ProcessCommunication theorists assert that in face to face communication, less than 30% of communication is verbal in nature. Over 70% of communications take place nonverbally. Miller (1981) explains why humans use nonverbal communication in such a degree: (a)The Application of Culture Comparison in English Teaching for Chinese Mongolian StudentsWords have limitations. It is easier to explain the shape of something or give directions using hand gestures or head nods. (b) Nonverbal signals are powerful. They primarily express inner feelings and evoke immediate action or response. (c) Nonverbal messages are likely to be more genuine. Nonverbal behaviors are not as easily controlled as spoken words with the exception of some facial expressions and tone. (d) Nonverbal signals can express feelings too disturbing to state. These feelings of superiority or dislike or feelings of etiquette or rules may be prevented from being stated verbally.Classroom teaching is a process of communication between teacher and student. Meanwhile, the classroom is a process of encoding and decoding verbal or nonverbal signals transmitted from both teacher and student.A survey shows that most teachers feel the nonverbal is a more effective tool for improving student-teacher relationship than verbal.Most of the Mongolian students are from remote and rural areas. Because of its previous poor teaching conditions, the students’ English base is not so good. Before they get into university, some of them even only know the basic English letters. Therefore, everything is fresh in college for them, especially the English teaching environment. They are curious and eager to learn. While they are shy, intimidated, and inferior in class due to their poor English base. Because of their different family backgrounds, cultural backgrounds and social backgrounds, they have various learning psychology. They need the teacher’s understanding and encouragement. Since the Mongolian students only know a little English, too much verbal communication will only make them feel confused and hard. Nonverbal cues can provide more information that can’t be perceived in teacher’s verbal language. In order to make students understand the teacher’s words, the teacher should speak mainly in English plus some Chinese explanations. Besides, in the teaching process, the teacher must depend on nonverbal communication to make himself understood. When the students can’t understand the teacher’s words, the teacher’s nonverbal expression plays an important role. Nonverbal behaviors are the key factors to achieve a successful classroom teaching.1.2.3 The Comparison of Nonverbal Communication Between Mongolian People and American PeopleWe can see one difference from the example below. A poor mother led a hard life with her children. They had some money in the bank. When they met difficulties, they dared not take the money out. The following were the deficit of the dialogues between the mother and her children.Mama pursed her lips “We do not” She reminded us gently,” “want to have to go to the bank.” We all shook our heads. In the dialogue, the phrase “shook our heads” means an agreement. American people use negative gestures to show their acknowledgements and affirmative postures to express their denial, which is absolutely different from Chinese people. Besides, Chinese people would like to touch the new clothes someone is wearing, and even enquire the price. This is a taboo subject in English speaking countries. Chinese people will pat a lovely baby’s head to show their love, but it is considered impolite for American people.As for Mongolian people, there are some cultural specialities that we should pay attention to. Mongolian people convey their greetings in the means of worship on bended knees, making bows, embracing and shaking hands. They will bend down their knees with their heads lowered to give regards to their elders. When they see their children off, they will kiss their children’s right cheek. If a man wants to show his respect to someone, he will take a half step forward with his right foot, bend forward his right knee with his upper body bending forward and put his right hand on his right knee and then put his left hand on his right hand. Women will hug each other if they are good friends. If they meet for the first time, they will shake hands with each other.2. ADVANTAGES OF INTRODUCING CULTURE TEACHING INTO ENGLISH TEACHINGTherefore, when a teacher teaches Mongolian students English, he should know Mongolian culture well, and pay attention to comparing the differences and introduce the culture differences into language teaching. He should find some topics related to culture backgrounds for students to discuss as well. There are some advantages to put culture differences into English teaching practice. Firstly, students can get to know the taboos of American people and avoid making some misunderstandings. Secondly, the comparison between two different cultures can offer the students an opportunity to take part in the classroom activities, such as group discussion, role plays, etc. In this way, students can get a familiar topic to talk about, which greatly stimulates the students’ initiative. Thirdly, the teacher can promote the feeling of harmony and amity with students since the teacher is acquainted with their culture and the students may feel there is no barrier between them.3. STRATEGIES OF INTRODUCING CULTURE TEACHING INTO ENGLISH TEACHINGAs it is mentioned above, there are many aspects that the Mongolian people differ from American people. The teacher can take full advantage of the comparison of different cultures to find the exact topics that can motivate students’ interest and get them involved in the classroom activities. The effective teaching methods are as follows:ZHAO Lili (2013). Higher Education of Social Science, 4(3), 64-67a) Foster the students’ culture awareness of history, religion, literature, convention and cognition. The English culture is extensive and profound. The way of simply transmitting English grammar and rules to students will make students feel bored. Only from comprehensive aspects to integrate the culture teaching can the teacher offer student opportunities to gain further insight into English language.b) It is particularly important to create an authentic classroom environment for the learners to express themselves freely. Hence, classroom decorations and displays of all kinds, posters, cartoons, maps, newspaper cuttings, and exhibitions of regalia should be taken into consideration by the teachers in the culture teaching process.c) Teach culture by means of visual materials as well as acoustic materials. For example, take the advantage of English tapes and films in foreign language teaching and discuss the cultural details in groups.d) Teach culture through internet. Teacher can use the internet to convey and exchange cultural information with students. Arrange some homework connected with English social customs, music and stories. Then students have a group discussion in class.e) Divide the students into several groups to do role play. Let students perform different cultural customs. By cultural comparison, students will get a deep understanding of cultural connotation it conveys. In addition, it is bound to create a lively classroom atmosphere and make students take an active part in classroom activities.f) Just as an old saying goes: Genuine knowledge comes from practice. The teacher ought to arrange some singing competitions or dancing performances both in English and Mongolian for students to participate in. This serves a good way for Mongolian students to understand the essence of different cultures.CONCLUSIONKramsch (1993) remarked “Native speakers of a language speak not only with their own individual voices, but through them speak also the established knowledge of their native community and society, the stock of metaphors this community lives by, and the categories they use to represent their experience”. Culture introduction is an indispensable part in foreign language teaching due to learners’ limited contact with native speakers and insufficient authentic language input.The comparison of culture is very important in English learning and English teaching. The introducing of culture teaching is not only valuable but also feasible for Mongolian students. In case the teacher pay attention to putting cultural factors into language teaching, and find some topics that can generate the students’ empathy, the students will get the common topics to share, and their interest and motivation to participate in activities will be aroused. A sound policy on culture teaching will recognize the difficulties inherent in presenting the target culture, but will also affirm its legitimate place in second language education. Chen Shen (1999) proposed a three-dimension treatment of culture introduction into language teaching: learning to know; learning to do and learning to interact. The three levels of culture introduction are not isolated from one and another. They are overlapping and interrelated. By means of culture comparison, the Mongolian students are not only provided with different conceptions, world outlook and value but also an opportunity to display their own culture. Hence, it is the teacher’s duty to help Mongolian students not only grasp the connotation of culture but also put culture factors into practice. Only in this way can teacher achieve his teaching goals and thereby improve students’ language proficiency.REFERENCESHammerly, H. (1982). Synthesis in Second Language Teaching.Blaine, Washington: Second Language Publications.H. H. Stern (1992). Issues and Options in Language Teaching.Oxford: Oxford University Press.Hanvey, R. G. (1979). Cross-Cultural Awareness. New York: Newbury House.Kroeber, Kluckhohn (1952). A Critical Review of Concepts and Definitions. Cambridge Mass.Kramsch, C. (1993). Context and Culture in Language Teaching.Oxford: OUP.Miller, P. W. (1981). Nonverbal Communication. Washington,D.C: National Education Association.Chen Shen (1999). Culture Teaching in Foreign Language Eeducation, Beijing: Beijing language and Culture University Press.。
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WATER RESEARCH A Journal of the International Water AssociationEditor-in-ChiefMogens HenzeInstitute of Environment & Resources Technical University of Denmark BygningstorvetDK-2800 KGS LyngbyDenmarkTel: 45 4525 1477Fax: 45 4593 2850E-mail:**********.dkEditorsJ. BlockUniversité H. Poincaré, Nancy IFranceDavid DixonUniversity of MelbourneAustraliaHiroaki FurumaiThe University of TokyoJapanEberhard MorgenrothUniversity of Illinois Urbana-Champaign USAW. RauchUniversity InnsbruckAustriaMaria ReisUniversidade Nova de Lisboa/FCTPortugalHang-Shik ShinKorea Advanced Institute of Scienceand TechnologyKoreaMark van LoosdrechtDelft University of TechnologyThe NetherlandsThomas TernesBundesanstalt für Gewässerkunde GermanyStefan WuertzUniv. of California, DavisUSAHanqing YuUniversity of Science & Technology of China ChinaAssociate EditorsAndrew BakerThe University of BirminghamUK Damien BatstoneThe University of QueenslandAustraliaG-H. 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里贾纳大学（University of Regina，简称： U of R）其创始于1911年时为私立教会中学，1961年成为萨省大学的分校区，1974年脱离并成为自主的公立大学。
学校位于加拿大中南部萨斯喀彻温省首府里贾纳市（Regina），为加拿大著名的公立院校之一。
里贾纳大学目前有全职教师1283人，研究生1530人，校本科生为10740人，留学生占在校的10%，下设10个院及25个系80个专业，学生各类社团共80多个。
校园周边环境安全舒适，校园环境更是优美，所提供学历被全世界承认。
同时，里贾纳市在全加拿大同规模城市中的生活消费是最低的，因此该校的学费及生活费用也较低。
同时学校是近几年保持加拿大综合类大学前十的中型大学。
里贾纳大学共有三个联合学院，分别是Campion College、路德学院（Luther College）和加拿大第一民族大学（First Nations University of Canada），它们均处于里贾纳大学校园内，并都互相有着学术上的交流项目。
里贾纳大学硕士申请要求。
作为以服务为导向的教育机构，里贾纳大学为学生提供了高质量的教学及舒适的学习生活环境。
每位学生均可在入学时便享受到是始终如一的个性化服务。
学校采取小班授课方式，浓厚的学习氛围方便学生展开讨论，同时也可使教师针对不同学生进行个性化教学。
对留学生亦可提供医疗保险、移民咨询、心理咨询、律师服务及志愿者工作等服务。
国际学生可享受加拿大萨斯客彻温省免费医疗保险。
加拿大里贾纳大学石油硕士。
作为最近逐渐升温的专业石油工程来说，加拿大能提供此专业的大学主要集中在中部三省与东海岸，也是加拿大的石油储量最丰富的地方。
石油工程，包括天热气与勘探工程，一直以来被国内视为冷门专业，但随着近几年经济危机，原油的价格攀升，石油工业方面的人才需求量越来越大，学习石油工程类的学生逐渐增多，无论在加拿大，或是国内，石油工业的人才的收入都非常可观，而且诸如中石油，中石化这样的公司都急需此类人才加入。
所以说，石油专业的未来前景十分乐观。
下面，百利天下教育留学专家为学生介绍石油工程专业申请要求方面的信息，以便为有志于在该领域有所建树的同学们提供参考。
里贾纳大学（University of Regina）
综合类大学，排名前十，成立于1911年，是位于萨省首府的一所充满活力的教育机构，大学设有9个学院与25个系，提供学士、硕士、博士学位课程。
大学主校区坐落在Wascana Centre 的中心位置。
Wascana Centre 在里贾纳的中南部区域，是一个集教育、文化、娱乐、政府资源为一体的大型市区公园，为里贾纳大学师生们的学习研究与娱乐生活创造了优越的条件。
入学要求：
1）GPA 80%以上
2）托福IBT 80
3）入学及截止日期
9月入学：March 31
1月入学：July 31
5月入学：November 30
里贾纳大学中文社区:/forum.php。