目的地少数民族居民旅游感知与态度研究——以青海互助北山浪士当村为例

近年国内关于旅游影响的研究日渐增多,许多学者针对不同类型旅游地做了大量的实证研究,但关于旅游对少数民族居民影响方面的研究却相对较少。以互助北山浪士当村为例,通过问卷调查和访谈相结合的方法。分析目的地少数民族居民对旅游影响的感知与态度,结果表明,旅游对当地少数民族传统建筑样式有很大影响,对民族语言、民族服饰等影响并不十分显著。     

跨文化交际与大学英语教学

跨文化交际能力的培养是大学英语教学中学生语言能力全面发展不可或缺的一个重要环节。通过调查分析可以发现,价值观、思维模式的差异以及词汇的不同文化内涵往往导致跨文化交际的障碍,因此大学英语教学中必须有意识地培养学生的跨文化交际能力,其常见策略主要有:增强学生的文化认同感、广泛开展培养文化知识的各项活动、利用现代网络培养跨文化意识、提高大学教师业务水平以及进行教材的相关改革。     

孤独者的寻觅形象——试论李白诗歌对现实世界介入的努力

从太白诗作看,他对现实对人生的态度是:对之只当作一种把玩,一种游戏,没有必要也不可能为之牺牲自己的自由与快乐。这就使得李白自身的存在和他的诗歌,在现实世俗世界中,都只能作为一种形象出现,而他的介入现实也只是一种意识的努力,他的诗歌始终摆脱不了第三者的形象和声音,并成了他塑造自我形象的手段,是一种试图证明自己的存在的方式。     

现象学视野下的具象表现绘画与《逍遥游》

《逍遥游》是《庄子》的总论,集中体现了庄子对精神自由的祈向。《逍遥游》有三个方面的思想：至人无己;拔俗;无用之用。通过解读《逍遥游》文本,力图挖掘其对于当代中国具象表现绘画艺术的某些启示。首先论述画家如何通过“待道”的途径实现“无待”,达到至人无己的生命境界。其次论述艺术沦为俗务的种种表现以及拔俗对于具象表现绘画的重要性。最后论述了将具象表现绘画树之于无何有之乡,实现其无待逍遥游。     

关于历史考察课的认识与实践

历史考察课是传统的课堂教学所不能取代的 ,它能激发大学生旺盛的求知欲和探索问题的强烈兴趣     

Effects of a Punitive Environment on Children's Executive Functioning: A Natural Experiment

Few studies have examined the influence of environmental factors on children's executive functioning (EF) performance. The present study examined the effects of a punitive vs. non‐punitive school environment on West African children's EF skills. Tasks included a ‘cool’ (relatively non‐affective) and ‘hot’ (relatively affective/motivational) version of three EF tasks: delay of gratification; gift delay; and dimensional change card sort. Children had more difficulties with the hot versions of the tasks than the cool versions, and older children outperformed younger children. After controlling for verbal ability (Peabody picture vocabulary test‐third edition), a consistent pattern of interaction between school and grade level emerged. Overall, kindergarten children in the punitive school performed no differently than their counterparts in the non‐punitive school. However, in grade 1, children in the punitive school performed significantly worse than their counterparts in the non‐punitive school. These results point to the need to consider interactions among discipline style, age, and internalization processes of self‐regulation to better understand environmental influences on EF development.     

Generic Processes in Aligning the Multiple Bases of Identity: The Case of Becoming a Ministry Student

Identity theory distinguishes three bases of identity—role, group, and person—but studies have typically focused on one identity at a time. The interrelationship among the multiple bases of identity remains understudied. This study examines the multiple bases of identity individuals engage on their way to becoming ministry students. The results reveal the advantage of examining the multiple bases of identity as subcultural processes, the utility of qualitative research for expanding the empirical scope of identity theory, and the possibility of employing structural symbolic interactionist concepts within a processual symbolic interactionist agenda.     

Making it Work: Supporting Group Representation in a Liberal Democratic Organization

Providing oppressed social groups with rights of representation is one suggestion for counteracting bias towards privileged groups in society. In order to counteract a bias towards their white, male, heterosexual, able‐bodied membership, a number of trade unions have provided social groups with resources to self‐organize and represent their group interests to mainstream decision‐makers. However, enabling group representation at the same time as individual representation is problematic in trade unions that are organized along liberal democratic lines. This case study of UNISON shows that while the union supported the self‐organization of oppressed social groups, these groups were excluded from matters affecting pay and working conditions. The article argues that this outcome reflects the difficulty of reconciling the representation of social groups with the representation of individuals in a liberal democratic organization. The implications of this organizational framework are illustrated by contrasting the organizing strategies of two women's self‐organized groups. While one strategy (the organization of women shop stewards) fits the prevailing organizational structure, the other (the organization of all women) attempts to be different and may have more potential for counteracting the bias towards privileged groups in the future. The article argues that a radical organizational framework is required if oppressed social groups are to gain real power within trade unions.     

Self,Career and Nationhood: The contrasting aspirations of British and French elite graduates

There is increasing interest in the emergence of a ‘global middle class’ in which high achieving young graduates increasingly look to develop careers that transcend national boundaries. This paper explores this issue through comparing and contrasting the aspirations and orientations of two ‘elite’ cohorts of graduates. Interviews with students at the University of Oxford, England, and Sciences‐Po, France, reveal very different ambitions and allegiances. Our Oxford respondents portray their futures as projects of self‐fulfilment as they build portfolio careers by moving from job to job and from country to country with limited social allegiances – epitomizing the nomadic worker of the transnational elite. Our Parisian respondents, on the other hand, display strong allegiances to the nation, state and civic duty. Their projects of the self involve reconciling their personal aspirations with strong allegiances to France. The paper concludes by discussing the significance of these differences. It argues that the enduring role of education in the formation of national identities should not be overlooked and that more detailed research is needed on the contextual specifity of transnationalism and the (re)production of elites.     

女大学生可持续发展意识的培养

女大学生是女性中的佼佼者和出色代表，是女性人才资源构成的核心部分，女大学生的素质直接关系到21世纪中国妇女的整体面貌，其发展水平直接关系到我国现代化能否顺利实现，也直接影响着中华民族的全面素质。但目前中国女大学生面临着就业难和女生“高分低成就”的残酷现实以及女大学生的女性意识困惑、人生追求迷茫等现象。女大学生可持续发展意识的培养对女大学生个人发展、对社会发展和人类的发展都有重大的意义。针对当今女大学生面对的现实挑战和困惑彷徨等现象，可持续发展意识的培养可从五种方法入手：构建新的教育理念、加强主体意识教育、优化认知意识教育、正确定位优秀品质、培植终身学习的理念。