中越在南海法理上的比较和分析

2013年1月1日,我国海南省修订的《海南省沿海边防治安管理条例》和越南第十三届国会第三次会议通过的《越南海洋法》同日生效,引发外界广泛关注。文章从出台背景、主要内容、法律效力和效力层级等方面对两法作出法理分析和比较,并对解决争端提出了相关对策建议。     

区隔化制度的失败和民族国家的胜利——读《民族国家的胜利:苏联、南斯拉夫和捷克斯洛伐克解体的教训》

菲利普·罗德(Philip G.Roeder)在1991年发表的<苏维埃联邦政治与族群动员>("Soviet Federalism and Ethnic Mobihzation")②一文中,提出"族群联邦主义"理论,以制度主义的理论视角对苏联解体进行分析.在该论文的基础上,他在这篇<民族国家的胜利:苏联、南斯拉夫和捷克斯洛伐克解体的教训>("The Triumph of Nation-States:Lessons from the Collapse of the Soviet Union,Yugoslavia,and Czechoslovakia")中,从苏联和南斯拉夫等前社会主义国家的"民族制度"入手,提出了"区隔化制度"这一重要概念.     

Public Support for Sickle-Cell Disease Funding: Does Race Matter?

Despite the fact that sickle-cell disease (SCD) is perhaps the most “racialized” medical condition in the USA, very little is known about how “race” impacts public support for health policies related to the condition. We embedded an experiment within the 2011 Cooperative Congressional Election Study in order to assess perceptions about SCD among 1250 participants from diverse backgrounds and evaluate the extent to which these perceptions were associated with support for government spending on SCD-related benefits. We manipulated the racial phenotype of SCD advocates who requested additional government funding and asked participants to indicate how much the government should provide. Overall, participants expressed moderately positive attitudes about SCD, and there were no differences in funding support based on the race of the advocate. However, white participants supported less funding compared to nonwhite participants, even after adjusting for a number of demographic and attitudinal covariates. These findings suggest that a complex relationship between racial identification and implicit racism may shape public perceptions about SCD that negatively influences perceivers’ support for SCD-related policy.     

Reciprocal Family,Friendship and Church Support Networks of African Americans: Findings from the National Survey of American Life

This study examined reciprocal support networks involving extended family, friends and church members among African Americans. Our analysis examined specific patterns of reciprocal support (i.e., received only, gave only, both gave and received, neither gave or received), as well as network characteristics (i.e., contact and subjective closeness) as correlates of reciprocal support. The analysis is based on the African American subsample of the National Survey of American Life. Overall, our findings indicate that African Americans are very involved in reciprocal support networks with their extended family, friends and church members. Respondents were most extensively involved in reciprocal supports with extended family members, followed closely by friends and church networks. Network characteristics (i.e., contact and subjective closeness) were significantly and consistently associated with involvement with reciprocal support exchanges for all three networks. These and other findings are discussed in detail. This study complements previous work on the complementary roles of family, friend and congregational support networks, as well as studies of racial differences in informal support networks.     

李土司先世辨正

本文主要对土族李土司家谱中关于其先世为李晋王的传说加以考证,认为李土司家族传说的晋王即是曾五次出征河湟的西夏晋王察哥,李土司初祖赏哥为晋王察哥子孙,所任之职为西夏齐王遵顼大都督府,出镇鄯州,夏封鄯善王,后世遂误传为元代之事。     

吐蕃统治敦煌的基层组织

敦煌吐蕃文文书中的■(岗)的本义应与西藏近现代封建农奴制社会中■(岗)的含义相同,为一定面积的耕地;吐蕃统治敦煌的基层组织负责人将头的另一称谓■(五十岗) 即管理承种50岗耕地民户的负责人,又被称为■(百户长);■(五岗)即管理承种5岗耕地民户的负责人。吐蕃统治敦煌的基层组织对后世河西归义军政权和藏族部落都有一定影响。     

“高等数学”教学中如何处理教材内容

“高等数学”课程是大学各专业的基础理论课,是学生学习后续课程的基础。如何提高课堂教学效果,培养学生创新意识、创新能力是每位高等数学老师都会遇到并关注的问题。根据多年的教学实践,从多个角度多个视角给出了在“高等数学”课程教学中,通过对教材内容的合理处理,进而得以解决这一问题,达到提升“高等数学”课程教学质量的目的。     

基于DEA的中国科普投入产出效率初步分析

文章介绍了中国科普投入产出的基本现状,结合中国科普工作的实际情况,构建了中国科普投入产出评价指标体系初步框架.应用数据包络分析法(DEA),选取了中国科普统计2006-2013年间的数据,分析评价了中国科普投入产出效率,得到效率有待提高的初步研究结论.     

基于生态理念的北京市新城发展模式

运用系统论的方法,通过分析北京市生态新城发展模式的构成要素及相应的子系统,以及分析在新城发展层次划分基础上的新城发展运行机制,研究构建基于生态理念的北京市新城发展模式。该模式是政治、经济、社会和环境各子系统之间的相互作用与影响、协调和谐运行,通过新城发展的内在机制、外在机制以及动力机制的作用,实现从新城规划建设到新城运行维护再到新城更新进步各个发展层次新城内部的生态系统的优化,以及新城与中心城之间相互促进与共同发展的模式。     

关于新西兰早期教育课程中教师角色的启示

新西兰是一个重视儿童早期教育的国家,为提高早期教育质量,新西兰政府组织研究团队经过不断的实践与探索最终形成了具有本国特色的Te Whāriki课程。在该课程中,教师扮演着儿童主动学习的支持者、学习的倾听者和观察者、连续学习与发展的反思者和促进者、不同学习情境的连接者等角色。通过对新西兰早期教育课程中教师角色的分析,给予我们如下启示：教师应重视学习的主动性,支持儿童的兴趣与探索;重视学习的记录与评价,促进对儿童的全面了解;重视学习的连续性,支持儿童的持续发展;重视与家庭和社区的连接,共同促进儿童的学习与发展。