晚清吐鲁番契约文化探析——以《清代新疆档案选辑》为中心

近代新疆大规模的人口流动,既使新疆各民族间的经济交往愈加密切,也带来了激烈的土地等资源的纠纷,而民族间为保障经济的交往与互助,逐步形成了以契约为中心的一系列纠纷解决机制.维吾尔族和当地汉族移民在文化上都高度重视契约的履行,前者的契约受到宗教的影响,后者的契约受到儒家伦理思想的熏陶,虽然文化渊源不同,但是仍有许多相通之处...     

Revisiting Patterson's paradigm: gaze behaviors in deaf communication

Eye contact and eye gaze behaviors within communication contexts are considered vital to clear linguistic transmission. Although much research has been done on eye contact and gaze behaviors, surprisingly little literature exists in this area concerning deaf populations. Due to linguistic necessity, certain factors influencing gaze behaviors during communication will differ between hearing and deaf groups. The present article explains a sequential model of eye gaze and eye contact behaviors (Patterson, 1982) developed and researched among hearing populations and explores possible similarities and differences in these behaviors in deaf people. It is found that characterizations of eye contact and eye gaze behaviors applied to hearing populations are not completely applicable to deaf groups. Empirical research is needed to validate the ideas presented here, and future research directions are indicated.     

Multicultural contacts in education: a case study of an exchange project between different ethnic groups

One important aim of citizenship education is learning to deal with cultural diversity. To this end, schools organise exchange projects to bring students into contact with different social and cultural groups. The aim of this study is to investigate the effects of intergroup contact in educational settings and to understand what the most favourable conditions are. The paper discusses a case study on an exchange between 10th‐grade students of Surinamese and Dutch‐Antillean backgrounds from an Amsterdam suburb with native Dutch students from rural Netherlands. The study included interviews with teachers and students and pre‐ and post‐tests of intergroup attitudes. The results indicate that students become more aware of their own preconceived ideas. The results show that interaction on the individual level is important. Getting students to work together on common goals is an effective way of stimulating interaction.     

Does shock modifiability contribute to preference for signaled shock?

The central question asked was whether differential shock modification occurs (posturally induced differences in shock contact time) under signaled and unsignaled conditions using scrambled shock. Shock modifiability was tested with two different shock sources, intensities, and scrambling units by measuring the duration of time subjects were in contact with shock. Subjects were then given a choice between the signaled and unsignaled conditions. Results showed that differential modification of shock contact time did not occur between signaled and unsignaled conditions with any shock source, intensity, or scrambler unit. In addition, subjects preferred the signaled condition. It was concluded that experiments using scrambled shock are not confounded by posturally induced differences in shock contact time.     

Analysis of a load application point in spline coupling teeth

The objective of this paper is to investigate the position of the resultant force in involute spline coupling teeth due to the contact pressure distribution for both ideal and misaligned conditions. In general, spline coupling teeth are in contact all along the involute profile and the load is far from uniform along the contact line. Theoretical models available in publications consider the resultant contact force as it is applied at the pitch diameter, and this study aims to evaluate the error introduced within the confines of a common approximation environment. This analysis is carried out through using finite element method （FEM） models, considering spline couplings in both ideal and misaligned conditions. Results show that the differences between the load application diameter and pitch diameter are not very obvious in both ideal and misaligned conditions; however, this ap- proximation becomes more important for the calculation of the tooth stiffness.     

An analytical model for predicting sheet springback after V-bending

INTRODUCTION As an important manufacturing method, bending has been widely used in modern industries to produce stamping parts such as frames, channels, braces, brackets and other structural parts. The understanding and development of bending mechanics are aimed at achieving two kinds of information which are very important for industrial production. One is to predict springback for dies design and compensation in order to obtain high dimension accuracy of bending parts. The other is to …     

A systematic review of fantasy driven vs. contact driven internet-initiated sexual offences: Discrete or overlapping typologies?

Within the literature individuals who use the internet to facilitate the sexual abuse of a minor are generally classified as being fantasy or contact driven. Classification is based upon the intended location for sexual climax: fantasy driven individuals aim to reach sexual climax online, whereas contact driven individuals target minors to achieve physical sex offline. This review systematically investigates whether there is an empirical basis for the distinction between these two proposed discrete types. Comparison of tactics and behaviour are considered to examine whether the contact vs. fantasy distinction is useful. A two-stage literature selection process, considered against pre-determined inclusion criteria, identified a total of twenty-two studies. As methodological heterogeneity limited the ability to conduct pooled analysis, a narrative synthesis of data employing an interpretive approach was conducted. This showed that the contact and fantasy distinction is ambiguous, given that both groups engage in online behaviours that provide them with online sexual gratification that can also lead to offline contact. Furthermore, no clear pattern of behaviour was found to define contact and fantasy individuals idiosyncratically. The European Online Grooming Project typology is thus proposed as a better representation of this behaviour; intimacy seeking, adaptable and hypersexualized groups. The distinction between these groups focuses primarily on the intensity of the relationship, acknowledging that sexual abuse can occur with or without offline contact. This review also highlights the need for larger, methodologically robust studies that examine the behaviour of online child sexual offenders.     

Racial differences in attitudes toward aging,aging knowledge,and contact

The present study assessed knowledge of aging, attitudes toward aging, ageism, and contact with older adults in a sample of 271 Non-Hispanic White and African-American undergraduates. Research examining racial differences in knowledge of aging, attitudes toward aging, ageism, and contact with older adults has been sparse. Results for the current study demonstrated a significant correlation between knowledge of aging measured by the Facts on Aging Quiz-Revised (FAQ-R) and attitudes toward aging measured by the Aging Semantic Differential (ASD) for Non-Hispanic Whites but not African-Americans. In contrast, correlations between the FAQ-R and the Fraboni Scale of Ageism (FSA) were significant for both groups. Significant group differences were also noted for the ASD-total score and ASD-Instrumentality subscale as well as for the FSA-total score, Antilocution, and Discrimination subscales. Discussion focuses on the importance of identifying cultural and contextual factors that have been neglected in the “one size fits all” approach to promoting more positive attitudes toward older adults across different racial and ethnic groups.     

‘By law,custom or local atmosphere’: Exploring institutional support in school-based contact programmes

Allport’s intergroup contact theory outlines four conditions for effective contact: equal status between participants within the contact situation, cooperation, common goals and institutional support. While the literature indicates that institutional support may be a particularly important condition for effective contact, its role and impact remain under-researched, particularly in studies of contact within real-world contexts. This article seeks to address this gap through a study of institutional support within a school-based contact initiative operating in two countries, Northern Ireland and North Macedonia. Known as ‘shared education’, this promotes inter-school collaboration as a means of fostering contact between pupils from different ethnic or religious backgrounds. Adopting a qualitative approach and using data collected through interviews with staff involved in four shared education projects, this study explores three aspects: the extent to which shared education demonstrates support for contact; the factors that encourage or impede supportive contact norms; and the relationship between the norms of the school and those of other authorities, particularly parents and the community.     

Approach for electrodynamic force for compensation in low voltage circuit breaker WP 630-1.2 type

Undesirable repulsive force between contact members due to both a current path shrink near a real contact area and/or so-called pinch effect is particularly onerous for power switch applications, and results in either contact floating or bouncing which are associated with an electric arc following contact welding. This problem is of great importance for any circuit breaker especially for compact low voltage vacuum circuit breakers. To avoid contact floating at closure and during any inrush current under short circuit conditions, the electrodynamic repulsive force can be employed successfully if we use a special compensation system flexibly combined with the contact itself. However to select and design the compensation system properly, its efficiency has to be known. This paper presents an approach to obtain the electrodynamic force value depending on different shaped (rectangular, square, circle and arch) copper plates used in the compensator by using ANSYS for current values 40 kA RMS. Curve-fitting was done according to the calculating results, the optimization designing of compensation unit is based on them.     

A general approach for calculating the likelihood of dyadic interactions: Applications to sex preferences in rat pups and agonistic interactions in adults

We introduce a general approach for calculating the expected frequency of different types of dyadic interactions between animals and illustrate it with two applications. The first application determines whether there are sex contact biases between male and female Norway rat pups. We hypothesized that opposite-sex contact biases should be small, because it is likely that differences in contact based on the sex of animals would interfere with other biological functions, such as group temperature regulation. We found a small but significant bias of 3% in opposite-sex contacts. The second application reanalyzed J. B. Calhoun’s (1962) data on antagonistic encounters between rats for two factors (sex and birth location), each with two levels. The results of these two applications suggest that sex contact biases among pups are predictive of agonistic encounters among adults and that this approach has general application to the analysis of dyadic interactions among animals.     

Exploring the influences on classroom-based contact via shared education in Northern Ireland

Initiatives in intercultural education have frequently involved the promotion of contact between members of different groups as a means of improving intergroup relations. Experience from Northern Ireland suggests, however, that such schemes have often been organised and delivered in such a way that opportunities for sustained, high-quality contact are limited. This paper considers processes of contact in one relatively recent initiative, “shared education”, which involves collaboration between separate schools to deliver classes to Catholic and Protestant pupils in mixed groups. Employing qualitative methods of observation and interviewing to capture participants’ experiences of contact, the research explores the influences on the quality and frequency of cross-group interaction in the shared class. With findings highlighting the subject and pedagogy, teacher’s approach and classroom arrangement as key factors, the study offers suggestions for policy and practice to enhance opportunities for contact and relationship-building in mixed classes.     

移居缅甸的云南人

在缅甸的华侨华人这个群体当中,有一个独特的群体,国外学者把他们称为"云南人",他们主要是在历史上不同时期从云南迁到当地的操汉语云南方言的云南汉族和回民.随着历史的推移,这些云南人在社会文化方面逐渐发生了一些变化,但是,他们与故乡云南依然保持着密切的联系.而且,随着中国越来越开放和云南与东南亚跨境交通的发展,他们与云南的关系也越来越密切.     

汉语书信开头段中问询语寒暄功能分析

寒暄语是人类话语交际中非常普遍的语言现象,是一种高度规约化的语言。汉语书信开头段中的问询语是表现寒暄语功能的话语之一。它受社会习俗的规约,以不同的程式化语言结构和词语形式来反映写信人与收信人的关系以及写信人旨在维持双方社会接触和友好交往的目的。文章的讨论证明了寒暄语是通过人们频繁的交际而形成的,并且在运用语言方面自成体系,具备与其他言语行为明显相区别的语用标记。     

Education in a bi/multilingual setting

Group bilingualism is typically the result of ethnic groups in contact and competition, where one group becomes bilingual, a concomitant condition of the degree of integration. The nature of the relationship is influenced by 1) the origin of the contact situation 2) the degree of enclosure and 3) the degree of control by dominant groups. Migrant groups tend to shift languages after some generations of bilingualism; colonized and annexed groups tend to shift languages at a much slower rate. Bilingual education may have the goal of language maintenance or induced language shift. The paper closes with a discussion of the development of bilingual education from this perspective.     

Daily Intragroup Contact in Diverse Settings: Implications for Asian Adolescents' Ethnic Identity

This study examined the daily‐level association between contact with same‐ethnic others and ethnic private regard among 132 Asian adolescents (mean age = 14 years) attending four high schools ranging in ethnic composition diversity. The data suggest a positive daily‐level association between contact with same‐ethnic others and ethnic private regard for adolescents, who were highly identified with their ethnic group and who attended predominantly White or ethnically heterogeneous schools. In addition, using time lag analyses, contact with same‐ethnic others yesterday was positively related to ethnic private regard today, but ethnic private regard yesterday was unrelated to contact with same‐ethnic others today, suggesting that adolescents' identity is responsive to their environments. The implications of these findings for the development of ethnic identity are discussed.     

隐语行话的“破解”——略论隐语行话的通用化传承

隐语行话是一种特殊的民俗语言现象。它的创制和使用主体是某些民间社会集团或群体,外部人员一律被排斥在外;它被创制和使用的目的是维护本集团的利益、满足交流协调人际关系的需要。隐语行话具有表达、掩饰功能和隐蔽性、秘密性的特征。于某种程度上说,隐语行话不是独立的语言,是对民族共同语的一种“反动”,是民族共同语的变体。隐语行话经历从创制到“破解”的过程,共同的文化大背景影响下的思维方式使社团外的人有破译隐语行话个别词汇的可能,频繁的社会接触,使隐语行话常处于一种开放的环境中,从而使其被破解的机率增大。     

Identification of Variables Associated With Group Separation in Descriptive Discriminant Analysis: Comparison of Methods for Interpreting Structure Coefficients

Discriminant Analysis (DA) is a tool commonly used for differentiating among 2 or more groups based on 2 or more predictor variables. DA works by finding 1 or more linear combinations of the predictors that yield maximal difference among the groups. One common goal of researchers using DA is to characterize the nature of group difference by interpreting the contributions of the individual predictors to this linear combination, often using structure coefficients (SC). The authors of this simulation study examine the utility of several methods for interpreting SCs. Results indicate that with samples greater than 100, a bootstrap confidence interval may be optimal, whereas with smaller samples, common rules of thumb may work best. Furthermore, nonnormal data and unequal covariance matrixes diminish the effectiveness of SCs as an interpretive tool.     

A Psychometric Framework for the Evaluation of Instructional Sensitivity

Although there is a common understanding of instructional sensitivity, it lacks a common operationalization. Various approaches have been proposed, some focusing on item responses, others on test scores. As approaches often do not produce consistent results, previous research has created the impression that approaches to instructional sensitivity are noticeably fragmented. To counter this impression, we present an item response theory–based framework that can help us to understand similarities and differences between existing approaches. Using empirical data for illustration, this article identifies three perspectives on instructional sensitivity: One perspective views instructional sensitivity as the capacity to detect differences in students' stages of learning across points of time. A second perspective treats instructional sensitivity as the capacity to detect differences between groups that have received different instruction. For a third perspective, the previous two are combined to consider differences between both time points and groups. We discuss linking sensitivity indices to measures of instruction.     

Recognising the needs of gender-variant children and their parents

Gender variance confronts widely held assumptions that children born as males will act like ‘boys’ and children born as females will act like ‘girls’. This imposed binary has the effect of perpetuating negativity towards people who express themselves with gendered variations in attire, behaviour or preferences. Despite the existence of gender-variant individuals in every culture and throughout time, many people are unaware that diversity in gender expression and sexual formation is a naturally occurring phenomenon. This qualitative study aimed to establish the needs of gender-variant children and their parents in order to inform education programmes, policies and clinical approaches to gender variance. Three Internet surveys were conducted to explore the experiences of parents raising gender-variant children, the childhood experiences of transgender adults and the views of professionals who work with the transgender community. The needs of gender-variant children emerged in terms of the need for information, peer contact, personal gender expression, safety, and to be heard and accepted by their parents. The most common needs for parents were for information (stories from other parents, research and guidelines; peer support) and educational resources for schools, professionals and local communities. The paper provides comparisons between the three participant groups and recommendations for future research.