刘伯温传说的产生及其演变——"人物神化"与"文化交流"

刘基在历史上有“两面”形象。文章综合个人历年对刘基的形象及其神化过程的研究,以“人物神化”与“文化交流”为焦点,探讨刘伯温传说的产生及其演变的轨迹及影响。     

科举源流述略及其它

从对科举制度的渊源、开启、定型、革新和终结的历史考察中可以发现：若从不同的角度出发，可以得出完全不同的关于科举制度的评价。有人认为，科举制度是人类所发展出的选择公仆的方法中最奇特、最令人赞赏的方法，也有人认为，科举制度是人类所发明的最恶劣的知识枷锁。由此观之，科举制具有典型的两面性因而其影响也具有典型的双重性。这种两面性和双重性对于当今的有关制度建设具有一定的启迪。     

中共抗日根据地政权建设的特点和历史经验

中国共产党在抗日根据地建立的政权，有着突出的特点，最突出的有以下七个方面：建立议行并列的政权体制，加强对政府的监督；实行“三三制”，建立一个包容性更强、代表性更广泛的政权；实行普选制和竞选制，使广大群众具有监督权、罢免权；实行“精兵简政”原则，达到执政成本与社会负担的均衡；严惩贪污腐败，保持良好作风，建设廉洁政权；切实为群众谋利益，把政府建成“帮忙政府”；正确处理党政关系，实行正确的执政方式。     

A tripartite taxonomy of character: Evidence for intrapersonal,interpersonal, and intellectual competencies in children

Other than cognitive ability, what competencies should schools promote in children? How are they organized, and to what extent do they predict consequential outcomes? Separate theoretical traditions have suggested interpersonal, intrapersonal, and intellectual dimensions, reflecting how children relate to other people, manage their own goals and impulses, and engage with ideas, respectively. However, very little work has examined character empirically. In the current investigation, we partnered with middle schools that had previously identified character strengths relevant in their communities. Across three longitudinal, prospective studies, we examined the factor structure of character, associations with intelligence and Big Five personality traits, and predictive validity for consequential outcomes like peer relations, class participation, and report card grades. In Study 1, teachers rated their students on behaviors exemplifying character strengths as they played out in students’ daily lives. Exploratory factor analyses yielded a three-factor structure consisting of interpersonal (interpersonal self-control, gratitude, social intelligence), intellectual (zest, curiosity), and intrapersonal (academic self-control, grit) factors of character. In Study 2, children rated their own behavior and completed a test of cognitive ability. Confirmatory factor analyses supported the same three-factor structure, and these factors were only weakly associated with cognitive ability. In Study 3, teachers provided character ratings; in parallel, students completed measures of character as well as Big Five personality factors. As expected, intellectual, interpersonal, and intrapersonal character factors related to Big Five openness to experience, agreeableness, and conscientiousness, respectively. Across studies, positive peer relations were most consistently predicted by interpersonal character, class participation by intellectual character, and report card grades by intrapersonal character. Collectively, our findings support a tripartite taxonomy of character in the school context.     

“昆仑”与佤族的公鸡崇拜之关系研究

从历史、考古、语言、宗教、地名以及口碑资料等许多方面进行了论证,对于"昆仑"作为一种文化现象进行研究。本文认为,作为民族群体名称,"昆仑"是我国孟高棉语族佤族、布朗族、德昂族、克木人在古代文献中的一种称谓,因这些民族古老而浓厚的公鸡崇拜而产生;作为国名,它是历史上他们建立的一个古国;作为山名,是今天云南省西部的高黎贡山。     

12阶群的特征标表

通过群的同构分类的观点,分析了12阶群的生成关系,再利用特征标的基本性质一一构造每个群的特征标表。     

城市少数民族论略--以兰州市为例

城市少数民族是学术界研究的一个重要课题。本文主要以兰州市为视点，通过分析认为，兰州市城市少数民族的来源既有历史上的定居迁移者，又有建国后新近迁入者，还有改革开放后出现的流动人口．并基于此将兰州市城市少数民族主要划分为世居少数民族、新近少数民族以及流动少数民族三种类型，最终总结出兰州市城市少数民族具有民族成分多、人口增长快、回族穆斯林人口数量多，多居住在城区且既有集中性又有分散性，结构呈现多层次性，有较强的流动性以及民族意识强化等特点。     

《古汉语常用字字典》献疑

《古汉语常用字字典》是现今读者常用的工具书,使用相当频繁但难免有义项失收或释义失妥之处。就“怒”、“愤”二例之解提出疑问,质疑“怒”为释义用例不当,“愤”则为释义不当,并举例说明。     

从《首席金座活佛》看中国当代文化小说之得失

当代盛行的文化小说存在三大问题:缺乏文化整体观念,缺乏文化批判精神,丧失小说性。《首席金座活佛》的文化描写以全面准确细致取胜,充分展现了藏文化多姿多彩灿烂辉煌的艺术魅力,揭示了宗教作为一种权力体系、一种社会组织机构的世俗性、政治性层面,显示出厚重的文化修养和宽广的叙述空间。但是,小说却忽视了藏传佛教作为民族信仰的巨大精神文化层面,也丢弃了可贵的文化批判视角,落入权力文化写作的流行窠臼,艺术技巧也存在缺陷。     

The relative importance of predictors of math and science achievement: An opportunity–propensity analysis

In the present study, the authors propose a new framework that integrates literature on achievement, supports the testing of novel hypotheses, and stresses the importance of examining a large number of factors in the same study. This framework assumes that high achievement is a function of three categories of factors: (a) opportunity factors (e.g., coursework), (b) propensity factors (e.g., prerequisite skills, motivation), and (c) distal factors (e.g., SES). A secondary analysis of the National Longitudinal Educational Study (NELS:88) using hierarchical regression and structural equation modeling revealed that 58–81% of the variance in achievement was explained by family variables and specific opportunity and propensity factors. The findings are discussed in terms of their potential implications for intervention efforts.