关于秦观及其后裔史料的补正

历年来有关秦观葬地及其后裔的史料和文章多有讹误之处。秦观灵柩迁葬地在无锡惠山二茅峰间,而非“惠山西三里之璨山”;无锡秦园第三代园主秦炔实为秦耀之误,秦道然应是秦耀的曾孙兄弟秦德澄、德藻的长房孙。秦耀的七世孙秦蕙田使秦氏家族再度辉煌。     

African American Educators’ Perspectives on the Advanced Placement Opportunity Gap

This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses. Findings also revealed that educators were concerned about the lack of access for African American students to AP courses. Further, issues of belonging and operational citizenship within the school environment were raised. Recommendations for pedagogical techniques are presented as well as suggestions for future research. Jocelyn D. Taliaferro is an Assistant Professor in the Department of Social Work at North Carolina State University. Dr. Taliaferro earned her BA degree in Psychology with minors in African American Studies and English from University of Delaware and her MSW from Howard University in Washington, D.C. She returned to University of Delaware to earn her PhD in Urban Affairs and Public Policy. Dr. Taliaferro’s teaching and research interests include African American student achievement, social policy, community development, and family support. Jessica T. DeCuir-Gunby is an Assistant Professor of Educational Psychology in the Department of Curriculum & Instruction at North Carolina State University, CB#7801, Raleigh, NC, 27695, USA. Dr. DeCuir-Gunby earned her BS degree with a double major in Psychology and Spanish from Louisiana State University. She earned both her MA and PhD degrees in Educational Psychology at the University of Georgia. Dr. DeCuir-Gunby’s research and theoretical interests include race and racial identity development in education, Critical Race Theory, mixed methods research, and emotions.     

农裔城籍心态对中国新时期小说创作的影响

农裔城籍心态使作家在审美取向上走向乡村生活，有极强的认同感和回归意识，更多地吸纳和采用了浪漫主义和西方现代派的创作手法，带上一种因时代失落、个人沉沦、理想丧却而产生的哀愁情绪。     

Education for Citizenship: Interethnic Pedagogy and Formal Education at Escola Criativa Olodum

This paper depicts how an Afro-Brazilian carnival group turned community development organization addresses socioeconomic inequalities by educating a traditionally marginalized population as part of their larger goal of the preservation of black culture and full citizenship. Specifically, it examines the theory and practice of interethnic pedagogy, a unique approach to critical pedagogy specifically focused on incorporating the experiences and values of subaltern groups. Through ethnographic passages and analysis it examines their work in formal education at Escola Criativa Olodum in Salvador, Bahia and shows how Afro-Brazilian teachers, students and administrators engage in learning experiences while they strive to understand and redefine their own educational processes and outcomes. Lastly, through the lens of racial formation theory, it attempts to explain how these educators and activists periodically adjust their methods and considers their potential impact on Brazilian society.Judith King-Calnek has over 20 years experience of research in Brazil. She holds a Ph.D. in comparative education and anthropology from Columbia University Teachers College as well as two master’s degrees (curriculum and teaching and anthropology and education) from the same institution, and a BA from Pomona College. She taught anthropology at Manhattanville College in Purchase, NY, and presently teaches anthropology, history and theory of knowledge at the United Nations International School, where her children are students. Other publications have focused on differentiating curriculum for the gifted, world hunger, distance teaching, and evaluations of U.S. funded non-formal education projects overseas. In addition to her teaching and researching, Judith King-Calnek pursues her long time love of Brazilian music and jazz as a radio programmer and producer in the New York area, for which she has received numerous awards. She is fluent in Portuguese and Spanish.     

三十年以来美国黑人文学及文学研究的回顾

在过去30年中,非裔文学产量激增,几个世纪以来黑人作家一直在出版书籍,现在已经到了需要对他们的文化进行制度化和多元化处理的时代,我们需要将这些文化加以鉴定,打开这片文化市场,使对于它的研究规范化。本文旨在探寻自民权运动和黑人权利运动以来,非裔文学著述、发行和出售的几个大趋势。     

民间慈善组织对非洲基层图书馆的援助工作研究

民间慈善组织是援助非洲基层图书馆建设的一支重要力量。民间慈善组织对非洲基层图书馆的援助工作主要包括明确工作使命、选择受援地与合作伙伴、规范图书捐赠流程、制订人力资源管理制度和财务监察制度、保护非洲本土文化。民间慈善组织援助基层图书馆建设的慈善行为应以平等尊重为原则,以规范化制度作保障,以受援地读者需求为导向,同时建立舆论监督机制,以免受援地政府对自身义务的逃避。     

Preschool to kindergarten transition patterns for African American boys

This study focused on the transition patterns of African American boys from preschool to kindergarten using the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) dataset. Analyses were conducted to examine whether socioeconomic status, parenting (i.e., emotional support, intrusiveness), and attendance in a center-based program predicted likelihood of being in a particular transition pattern. Four patterns emerged from the data: (1) Increasing Academically, (2) Early Achiever: Declining Academically & Socially, (3) Low Achiever: Declining Academically, and (4) Consistent Early Achiever. There was heterogeneity in the school transition patterns of African American boys, with many showing stability from preschool to kindergarten. Family income and parenting practices and interactions were associated with an increased probability of being in the group that showed a significant increase in academics, suggesting the importance of parents’ provision of enriching opportunities and experiences for African American boys as they transition from preschool to kindergarten.     

No Parent Left Behind: Strengthening Ties Between Educators and African American Parents/Guardians

This study used regression analyses to identify variables predicting the six most frequently cited problems that concerned 129 African-American parents and guardians of children who were primarily enrolled in urban schools. The findings indicate that in order to increase African-American parents' and guardians' satisfaction with the public school system, the racial climate in schools must be improved; unfair disciplinary practices must be eradicated; and curricula and instructional practices must be reformed specifically in areas that result in the strengthening of African-American students' math and reading-comprehension skills.     

Black First-Generation Social Work Doctoral Students

Black students are underrepresented in doctoral programs in social work, and the disparity calls for greater attention to the preparation of such students for doctoral programs. Toward this goal, this article examines the sociocultural influences on the matriculation of Black students in social work who are the first in their family to pursue a doctoral degree. The author expands on the general concept of first-generation college students to capture a more inclusive population of students who may be equally disadvantaged in doctoral programs in social work. The author also identifies strategies social work faculty and administrators can use to facilitate the entry and achievement of Black students in the doctoral pipeline.     

Silver and Gold We Have None But What We Have, We Give Unto Thee: Indigenous African Counselling and the Rest of the World

This paper examines the complimentary roles and functions of African indigenous counselling in relationship with non-African forms of counselling. This paper is premised on the view that all forms of counselling, whether African or Western, stand to gain a lot from one another via collaboration and the cross fertilization of ideas. This paper examines the counselling and therapeutic contents of African language, African indigenous education, African indigenous counselling and social practices using the Yoruba culture of Western Nigeria as a reference point. Furthermore, the paper practically examines how the traditional therapeutic resources of African language, African traditional education and African indigenous counselling practices could complement non-African counselling culture. The paper advocates for the evolution of a somewhat global orientation to professional helping. This is possible if counselling practitioners from different cultural orientations develop interest in learning how different counselling cultures could complement one another. This orientation may contribute to mutual self-renewal and self-refinement for all forms of counselling. This paper primarily intends to promote the culture of sharing ideas, practices and concepts from different cultural orientations so that we may develop the mentality of a universal approach to employing counselling strategies to solve humanity's problems.