试论《哈尼阿培聪坡坡》所载各迁徙阶段的历史分期

《哈尼阿培聪坡坡》是哈尼族最重要的迁徙史诗,长期以来一直为研究哈尼族的学者所重视,但是诗中所载各迁徙阶段的历史分期问题一直没有得到很好的解决。文章尝试运用新的证据为该史诗断代。据国内史学界研究,哈尼人最迟已于唐朝年间到达红河地区,这一研究成果成为笔者为该史诗断代的基点。通过史诗所述谷哈密查时期哈尼人学会"烧石化水"、"造犁铸剑"这一重要信息,结合昆明地区最早出现炼铁技术的史学研究成果,笔者初步判断哈尼人在谷哈密查的生活年代当为西汉末年到东汉末年。之后运用了三尖叉、轺车、父子连名制、南中大姓及哈尼在那妥、石七生活期间的社会氛围等相关资料为断代结果做进一步的论证,以确保断代的科学性。     

Preservice Secondary Education Majors and Visual-Spatial Perception: An Important Cognitive Aptitude in the Teaching of Science and Mathematics

Journal of Science Teacher Education -     

Family relationships and perfectionism in middle‐school students

Several authors have suggested that perfectionism develops in the context of a person's family of origin. However, there are few empirical studies that address the relationship between family variables and perfectionism. This study examined the relationship between family variables and multidimensional perfectionism among a sample of 253 middle‐school students. The results indicated that adaptive perfectionism was correlated with numerous positive family variables, and adaptive perfectionists tended to have more balanced, cohesive, adaptable families, with a greater perception of parental nurturance than either maladaptive perfectionists or nonperfectionists. © 2011 Wiley Periodicals, Inc.     

Teaching practices and strategies to involve inner-city parents at home and in the school

Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children’s education. Over the school year, the various teaching practices and strategies of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through interviews and observations. The five main teaching practices and strategies to engage parents are practicing parent outreach, establishing relationships with the parents, creating a positive classroom climate, teaching to involve parents, and making the community-school connection. This study offers insights into teachers’ classroom practices that are connected to various specific strategies to involve parents.     

Simultaneous and successive contrast with delay of reward

In Experiment I, rats showed no evidence of a successive negative contrast effect (NCE) when shifted from immediate reward to a 15-sec delay of reward. Experiment II provided a direct comparison of NCE in both successive and simultaneous paradigms. As in Experiment I, there was no evidence of a successive NCE, but a reliable simultaneous NCE was observed. These results add support for the view that simultaneous and successive NCEs are not due to a single, common process.