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哀牢山是哀牢民族的发源地和哀牢文化的中心地。自从建立不韦县以来,移民实边一直以来就是汉族同化哀牢民族的锐利武器。魏晋南北朝时期的战火纷飞给哀牢文化以复兴的空间,哀牢民族又一度回归哀牢山区域。唐宋元时期,哀牢山区域均为少数民族政权的管辖范围,哀牢文化虽然在一定程度上被汉化,但是在哀牢山区域应该还是处于主导地位的。明清时期,当时政府大量移民永昌郡,从北、南、西三面包围哀牢山。哀牢文化在汉族移民文化的南北夹击和中间堵截中失去其生存与发展空间,最终消失在汉族移民集体无意识的文革大清洗中。移民文化与土著文化的历史博弈行进到今天,终于定格在作为移民文化中心的顺龙寺所在地——河村。     

农村成人学校实施外来务工人员培训的策略

大量的外来务工人员持续流入我市,成为我市经济建设的重要力量。开展外来务工人员的培训,既是企业提高生产效益、员工提高自身素质的需要,也是社会安定、文明、发展的需要。农村成校应从建立基地,创新模式,丰富内容,提供免费培训,推荐就业单位等方面,增强外来务工人员培训的实效性。     

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中巴关系需要新的论述

中巴关系的发展现状是政府来往多,民间交往少;基础建设多,经济联系少;战略论述多,文教联系少。中国要加大对巴国的帮助与支持,加强中巴民间友好往来。     

FOCUS ON PRACTICE: Difficulties in initiating and sustaining peer friendships: perspectives on students diagnosed with AD/HD

In this article, Myra Taylor, research fellow, and Professor Stephen Houghton of the Centre for Child and Adolescent Related Disorders at the University of Western Australia, report theory generated from interviews with teachers, students and mothers residing in Perth, Western Australia, on how children with attention‐deficit/hyperactivity disorder (AD/HD) initiate and sustain peer relationships. An initial review of the three sample groups’ respective perspectives reveals that children with AD/HD exhibit three distinct socialisation patterns: a socially integrated pattern (that is, having three or more ongoing friendship pairings with peers); a marginal integrated pattern (that is, having two or less ongoing friendship pairings with peers); and a socially isolated pattern (that is, having no, or infrequent, friendship pairings with peers). Both teacher and maternal perspectives are similar in so far as both perceive children with attention deficit disorders to have marginal to non‐existent friendships. Students with AD/HD perceive themselves, however, as having strongly to marginally formed friendships with their peers. Myra Taylor and Stephen Houghton explore suggestions that differences between adult and child perspectives relate to diagnostic status, age and developmental maturity. They identify opportunities for further research arising out of their work and indicate that a wider evidence base will be needed before robust recommendations for practice can be made.     

Placing Immigrant and Minority Family and Community Members at the School's Centre: the role of community participation

Schools alone cannot reverse the high rates of school failure in the poorest communities in Europe; they need the contributions of the entire community. Coordination between families, the larger community, and the school has proven crucial to enhance student learning and achievement, especially for minority and disadvantaged families. However, families from such backgrounds often participate in their schools only peripherally because the schools take a ‘tourist’ approach, call parents to inform them about school projects and teachers' programmes, or consult them about decisions to be made by professionals, rather than engaging them in their children's education. In contrast, the INCLUD-ED project studied schools across Europe whose students are culturally diverse and from low SES backgrounds; here, the communities are deeply involved in the schools and the students do well academically. This article focuses on three strategies used by these successful schools to engage immigrant and minority community members in more active, decisive, and intellectual ways and thus have greater impact on the school and the students' learning. It also describes some specific practices of involvement grounded in those strategies and the improvements they generate. Though the schools studied use different practices, the three strategies have been found to contribute to a transformative result in all schools: moving minority and disadvantaged families from the periphery of school participation to the centre.

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