刘锡诚:民俗学理论家与探索者

刘锡诚先生从事民间文艺学和民俗学研究凡四十余年,作为理论家和探索者,近年在原始艺术和文化模式的研究方面卓有成就,其<中国原始艺术>和<象征--对一种民间文化模式的考察>等著作在理论探索、实证研究和学科建设方面均有重要的意义.     

论《民族区域自治法》的根本职能

论述了解放和发展民族地区生产力是<民族区域自治法>的主要职能和根本原则,指出要使社会各界从解放和发展民族地区生产力这个理论高度充分认识<民族区域自治法>的重大意义,并将其作为贯彻和实施<民族区域自治法>的原则.     

贯彻《国务院实施《中华人民共和国民族区域自治法》若干规定》,坚持和完善民族区域自治制度

坚持和完善民族区域自治制度,要求制定相关行政法规和实施细则,把法律的原则性具体化、可操作化.<国务院实施<中华人民共和国民族区域自治法>若干规定>的颁布是坚持和完善民族区域自治制度的必然要求,体现出与时俱进的理论品质,要积极贯彻落实<规定>,促进民族自治地方全面发展.     

关于"人类学"与"民族学"的关系问题

关于"人类学"和"民族学"这两个学科名称的关系问题,学术界有不同的理解,国内有关部门的分类也较为混乱.本文认为,"民族学"这一学科的形成以1839年巴黎民族学会的成立为标志.早期的"民族学"学科是广义的,既研究文化,也研究体质.19世纪下半叶后,"民族学"由广义变为狭义,主要研究文化.而"人类学"这一学科名称在早期则是狭义的,主要研究体质.后来"人类学"由狭义变为广义,既研究体质,也研究文化.在当代中国,"民族学"又有广义和狭义之分,广义的"民族学"是具有中国特色的学科,狭义的"民族学"与"文化人类学"和"社会人类学"基本相同.把广义的"民族学"与"人类学"并列为一个一级学科,比较符合学科发展的历史和当前中国的现实.     

广西民间故事《金仲和阿翘》的采录与研究

通过对流传于广西的京族民间故事<金仲和阿翘>的采录和研究,厘清了该故事由中国传入越南,再由越南传回中国的大体年代、路线和变迁情况;认为"京族化"的<金仲和阿翘>既是中越文化交流的见证,也是京汉文化融合的结果.     

解读"整合"与"民族整合"

"整合"和"民族整合"两词在当前的学术论著中出现频繁,学者们对"民族整合"的理解也各不相同.实现学术话语的趋同性认识和使用,有利于消除歧异性理解,形成认知上的共识.本文在对"民族整合"的不同表述进行梳理的基础上,提出了自己的主张,并认为"民族整合"是不同于民族融合和民族同化的功能和过程.     

重视女员工心理疏导 构建银行和谐团队

<正>在党的十七大报告中,胡锦涛总书记指出:"加强和改进思想政治工作,要注意人文关怀和心理疏导,用正确的方式处理人际关系。""人文关怀"和"心理疏导"这两个词汇在党的全国代表大会和全国人民代表大会报告中出现,尚属首次。这一新提法与科学发展观的核心以及社会和谐的本质一脉相承,既彰显了党中央的人本关怀,也是对党中央提出"以人为本",实现人的全面发展观的时代诠释。     

国外学者对《格萨尔》的搜集与研究

二百多年来,国外学者对史诗<格萨尔>的研究有着自身的学术传统和特点.在诸如史诗资料的发掘及有关<格萨尔>的主题、产生年代等基本问题方面,进行了积极的开掘,并对我国<格萨尔>早期史诗学的建设有着深远的影响.研究和探讨国外学者二百多年来对史诗<格萨尔>研究的学术传统和特点,对于人们进一步深化史诗<格萨尔>的研究有着重要的意义.     

构建和谐校园初探

<正>千百年来,人类向往和谐,追求和谐。从孔子提倡的"礼之用,和为贵"、"和而不同",到孟子"天时不如地利,地利不如人和"的论断;从洪秀全提出的"有田同耕,有饭同食,有衣同穿,有钱同使"的理想方案,到康有为描绘的"人人相亲,人人平等,天下为公"的社会状态;从孙中山"大同世界"的理想,到毛泽东"环     

《简·爱》两个中译本之评析

<简·爱>是深受读者喜爱的一部世界经典名著,祝庆英译的<简·爱>和由英语学习大书虫研究室盛兴庆、翟士钊译的<简·爱>,两个中译本翻译语言的运用和翻译风格上各有千秋,但后者比前者更胜一筹.     

Do Expectations Make the Difference? A Look at the Effect of Educational Expectations and Academic Performance on Enrollment in Post-Secondary Education

Despite the belief that education is the great equalizer in American society, previous research has shown that the promises of educational accomplishments have not extended equally across racial/ethnic groups as minorities are less likely to matriculate to post-secondary education. Using data from the second follow-up and base year of the Educational Longitudinal Study of 2002, we examine the impact of GPA and students’ expectations on the probability of post-secondary enrollment. Specifically, we assess the impact of low achievement on the probability of post-secondary enrollment across racial/ethnic groups. We find that low achievement acts as less of a barrier to post-secondary enrollment for minority students compared with their non-Hispanic white counterparts. Moreover, students with high expectations and low achievement experienced higher probabilities of post-secondary enrollment than students with low expectations and high achievement. Given that minority students are said to have higher expectations, we examine whether the interaction of expectations and achievement varies across racial/ethnic groups. While we did not uncover racial/ethnic differences for low-achieving students with high expectations, our findings suggest that expectations help propel all low-achieving students with high expectations into post-secondary enrollment. This study moves beyond the traditional black/white differences by including a number of racial/ethnic groups.     

白寿彝先生的学术思想和史学成就

白寿彝先生的学术思想集中表现为社会责任和理论追求;其成就反映在中国史学史、中国通史、民族史和宗教史等许多领域;他的学风和文风作为精神境界和表现形式,则深深地浸润着他的学术思想和史学成就。白先生是一位有广泛影响的史学家。探讨他的学术思想和史学成就,具有学术史的价值和现实的借鉴意义。     

试论清代甘肃士人向上流动的捷径——以军功奖叙为例

在科举正途之外,经由军功向上流动成为清代甘肃读书人科举之外的一条重要途径。其经此而跻身士绅群体者不仅人数众多,而且所获功名和学衔也各不相同。其中,既有经此途径获取功名学衔改变身份者,也有因此获得出仕机会和资格者。探究这一突出现象的原因,既与甘肃地处西北边疆、军事人才众多有密切关系,也与甘肃文化教育发展相对滞后等息息相关。此外,经由军功获得学衔及功名的品级也与士人原有的学衔呈正比关系。     

唐高祖时期唐突关系史事新解

本文在陈寅恪《论唐高祖称臣于突厥事》研究成果的基础上,探讨了联突厥的重要人物刘文静的真正主人、高祖称臣突厥与兴国寺兵的向背关系、唐突关系与刘武周兴灭、李世民国际地位等问题,认为初唐称臣的真正谋主就是李渊,他也是刘文静的真正主人;兴国寺兵是贯彻李渊外稳突厥、内招杨隋旧部的忠诚部队;刘武周覆灭的关健在于李渊成功地运用唐突外交策略,李世民与突厥关系是次要的;武德后期在唐突国际关系中,李世民的国际地位是他多年累积的军功资本、连兵突厥及招纳谋臣勇将苦心经营的综合结果.     

The Impact of School Bullying on Racial/Ethnic Achievement

Significant bodies of scholarship have explored family background and its implications for racial/ethnic differences in academic achievement. Much less attention, however, has focused on the ways in which victimization in schools—and bullying in particular—may impact student performance. Drawing on nationally representative data from the Educational Longitudinal Study of 2002 and employing multilevel analysis from four racial/ethnic groups (Asian, black, Latino, and white), this study examines: (1) the impact of bullying on achievement and (2) the extent to which high- or low-achieving students are more vulnerable to bullying. Results indicate that bullying is relatively more frequent among blacks who are higher achievers and that bullying has equally detrimental consequences on later achievement for all racial/ethnic groups considered in this study. These findings are discussed relative to prior research on racial/ethnic inequality, education, and victimization, and also public policy efforts to address bullying in schools.     

探索民族文化发展之路

本文在总结分析"十五"期间广西民族文化工作取得的成绩的基础上,提出广西民族文化发展的思路:强化民族文化是一个民族的灵魂和根基的共识;以民族节庆为平台,广泛推崇民族文化;加强和扶持民族文化载体建设,借助现代化手段,推动民族文化走向全国、走向世界;构建"点、线、区、网"相连的民族文化体系。     

严谨治学开拓创新--评《施正一文集》

本文论述了《施正一文集》的学术地位和成就.     

Does a Self-Affirmation Intervention Reduce Stereotype Threat in Black and Hispanic High Schools?

The risk of confirming negative stereotypes about one’s social group, known as stereotype threat, depresses academic achievement among students of color and contributes to racial gaps in achievement. Some work finds that stereotype threat may be alleviated through self-affirmation exercises, translating into improved performance among students vulnerable to threat. However, this work has been conducted primarily in settings where students of color represent a relatively small segment of the student population. The current study explores whether this intervention is efficacious in schools where students of color are the majority. Through a randomized controlled trial of 886 students in three high schools (one predominantly black, one predominantly Hispanic, and one mixed race school), we administered self-affirmation exercises over the course of an academic year. We find no clear evidence that self-affirmation promoted higher standardized test scores or higher grades within the sample. The null findings highlight the complex nature of academic challenges in segregated contexts and raise important questions about the nature of stereotype thereat in such contexts. Importantly, this suggests that solely enhancing self-integrity may not be sufficient to close academic race-based gaps.     

模糊综合评判方法在湖泊营养分类中的应用初探

应用模糊数学方法，建立了湖泊营养分类的数学模型，并对镜泊湖进行了营养分类，取得了较为满意的结果。为科学地对湖泊进行营养分类提供了一种方法。     

评《中国北方神话论稿》

本书论述了《中国北方神话论稿》一书的学术成就。