阿昌族女性信仰变迁与民族文化关系研究——以云南德宏梁河阿昌族为例

受传统文化影响,阿昌族女性长期被边缘化于本民族文化继承主体的范围之外,然而随着社会生活现代化、市场化的发展趋势,阿昌族妇女的信仰以及妇女的社会地位也随之呈现出相应的变化。以云南省德宏州梁河县阿昌族女性信仰变迁为研究对象,尝试寻找这些变化与阿昌族传统文化在未来的存续前景之间的密切联系。这些分析对我们认识与了解少数民族女性生活状貌与文化延续具有极为积极的意义。     

The Impact of the Transition to HE: emotions,feelings and sensations

Transition to Higher Education (HE) is a significant life event and it is supposed to be a very agreeable experience to students. However, such impact is not linear, being mediated by students' psychosocial variables and by their own perceptions concerning the HE environment. Transition to HE encompasses many tasks to cope with changes: dealing with new kinds of responsibilities and managing emotions. A wide variety of emotions take place in the HE transition, either of a positive or negative nature, such as joy of enrolment success and fears of social rejection. This research focused on the transition to HE, approaching freshmen's personal and developmental variables. Results confirm that the impact of transition has a mostly emotional nature and that related concerns differ according to students' gender and socio-cultural background. With greater joy or greater anxiety, HE transition may be perceived as a stage of a long process towards adulthood.     

论道德视阈下的互利原则

在当前经济与社会转型的历史条件下，互利成为调节人际行为的基础性道德原则，它体现了个人作为平等主体之间的契约关系，反映了道德的功利性特征与要求．平等主体之问的利益共生性和常态下的道德情境，是互利原则合理发挥其作为道德原则的规范调节功能的必要条件．互利原则作为调节人际行为的一种基础性道德原则，有它的合理性与积极意义，但同时也有自身的缺陷与不足．因而，互利原则不是调节人际行为的唯一准则，也不是最高的道德原则和最终的道德价值目标．     

试论近代转型时期的中国文化特点

文化是一种具有多元性的抽象性概念,不带有价值判断与是非好坏之分。文化在不同的历史发展时期呈现出不同的阶段性特点。中国具有数千年的传统历史文化,到了近代转型时期,中国开始面临前所未有的民族危机,外部生存环境的改变,近代化潮流的不断冲击,迫使中国文化寻找新的发展方向,并开始呈现出诸如学习西方,时代鲜明;文化觉醒,探索变革;中西交汇,碰撞融合等一系列前所未有的特殊文化特点,影响至深至远。     

Economic independence for adolescents with special educational needs

Do young men and women diagnosed with special educational needs succeed in finding full‐time employment that provides sufficient income to live on? The analyses presented in this paper are based on interviews conducted between October 2001 and April 2002 of nearly 500 young people with various types of disabilities. The young people who were interviewed have been studied prospectively since they entered upper secondary school as special needs students six or seven years earlier. These adolescents are followed through a critical phase of life when they are trying to find their way in society as adult individuals. This process is gradual and involves making tentative steps in various arenas. A crucial topic is how these young men and women, between 23 and 25 years of age, succeed in gaining employment that allows them to become economically independent. This is a vulnerable process for most youth, but it is especially challenging for young people with functional difficulties who have experienced protracted and disjointed transitions throughout their educational trajectories.     

转型社会中我国新闻失范行为状况分析

本文通过对有关新闻失范文章的分析,间接了解到我国转型时期各阶段新闻失范行为的状况,发现我国目前正处于新闻失范行为稳定的高发状态。这种状态与我国的社会转型密切相关,是属于社会失范的范畴。而对社会转型背景的考察是分析新闻失范行为的一个基本视角。     

转型时期中国新闻媒体及其从业者的角色实践与新闻失范

转型时期我国新闻媒体及其从业者在角色期望模糊和角色领悟暧昧的状态下,本文分析了他们基于政治利益片面诉求、经济利益片面诉求以及职业利益片面诉求的角色实践,为研究我国新闻业中一些以利益诉求为主的新闻失范行为提供了一种基本分析框架。     

从和布克赛尔“奥尔古勒胡”婚礼仪式看卫拉特蒙古人婚礼仪式的文化变迁

通过田野作业的描述和分析,从人类学和民俗学的角度来解释“奥鲁古勒胡”这一民俗现象,并从中透视出卫拉特蒙古人婚礼仪式的文化变迁特点。     

Learning for professional life: Student teachers' and graduated teachers' views of learning,responsibility and collaboration

The focus of this study is on how final-semester students and newly-graduated teachers experience the formal objectives of teacher education, with a particular view of the concepts of learning, responsibility and collaboration. The ways of experiencing these concepts varied from conceptions in which only one dimension is discerned from in the student teachers group to conceptions in which several dimensions of the phenomena are discerned in the graduate teachers group.     

Transition as a displacement from more fundamental system concerns: Distinguishing four different meanings of transition in education

There is a danger that transition becomes a concept that aids the official reality of a school or education system to mask the unofficial system difficulties. This article distinguishes four very different understandings of transitions that underpin research in education on this issue. Going beyond a typical systems framework for understanding transitions, frequently, it is not the change features associated with transition that are the key issue. Rather it is the stability issues, the residual background environmental conditions that require change. Fundamental problems become glossed over through attributing problematic features to transition rather than background environmental stasis. Four different meanings of transition include: System mismatch where at least one system needs reform—the transition bridge is not the problem; Transition represented as system mismatch between two purportedly well-functioning areas displaces the problem as being one of contrast rather than system quality; Transition as a system blockage and fragmentation in communication between transition environments; A transition strategic focus on individual change to the foregrounded child through supports in moving from background environment A to B. Spatial metaphors of bridge and yo-yo are used to aid temporal understanding of transitions. Nevertheless, this masks the need for a further spatial interrogation into background conditions sustaining systemic processes and practices.