西北地区少数民族女性教育及社会化发展研究

西北地区少数民族整体素质的培养与提高影响到西北地区综合素质的提高,而西北地区少数民族女性受教育的状况影响到少数民族自身整体素质的提高,也影响到对少数民族下一代的教育。制约西北地区少数民族女性发展的主要因素有:自然条件的影响,社会经济形态、政治形态的历史影响,少数民族封闭心理的制约,女性自卑心理的影响。对西北地区少数民族女性社会化发展的问题进行思考,从深层次上对西北地区少数民族女性的教育及社会化发展进行探讨,具有现实意义。     

Triple jeopardy: special education for Palestinians in Israel

Research comparing special education for Jews and for Palestinian Arabs in Israel outlines major inequalities. This situation has remained largely unchanged for decades and there is little evidential reason to believe there will be improvement in the near future. Palestinian children requiring special education are adversely affected by a combination of institutionalised discrimination and neglect and the implications of living in a traditional society that is reluctant to adopt outlooks necessary for modernising education, particularly for children with special needs. To the best of our knowledge, no overview of special education for the Palestinian minority in Israel has been published in English to date. While change is most likely to occur as a result of effective activism within the Palestinian Arab community, high rates of poverty and political marginalisation remain a daunting obstacle.     

西部少数民族传统体育资源与学校体育课程内容的开发利用

本文通过对我国西部少数民族传统体育资源和对学校体育课程改革优势的分析,阐明西部少数民族传统体育资源在学校体育课程内容中的开发利用.     

从语言态度的角度透视新疆少数民族双语教育

在新疆这样一个多民族、多语种的社会环境里,民族接触和语言的双向交流是形成双语现象的自然条件;政治、经济、文化生活的需求,是形成双语的现实动因.语言态度作为双语发展变化的内部因素,从宏观的角度看,会对一个地区社会群体成员双语的发展变化产生一定的影响;从微观的角度看,也会对个体成员的心理状态和语言行为产生重要的影响.     

汉语文学精神当自检与再构

当代学由于纯粹中原意义上的汉化没有鼎足而立的宗教作为民族心理的根基而呈现出虚缈和迷乱。汉族“主流化”应参与到揭示各民族生存状态和理想追求之中才能避免狭隘民族主义的倾向，中华各少数民族丰富的精神内蕴应吸收到汉语学中成就作家的非凡创造力。     

水资源:制约西北地区可持续发展的“瓶颈”

本文分析了西北地区日趋严重的水资源危机,提出了西北地区可持续发展的水资源战略。     

Psychological responses to reservation-based discrimination: A qualitative study of socially marginalized youth at a premier Indian university

Given the history of caste politics in India, it is not surprising that the socially marginalized students face discrimination, especially after the introduction of the reservation policy (affirmative action) in educational institutes. Our qualitative study, informed by Meyer’s Minority Stress model, analysed in-depth interviews with 30 undergraduate students, 3 faculty members, and 4 administrative officials at a premier Indian university to examine the psychological wellbeing of the reserved category students. We analysed how the discrimination processes contributed to students’ poor academic performance, low self-esteem, and weak motivation. Student group affiliations and university resources created a supportive environment for the socially marginalized, despite a small risk of stigmatization due to enrolment in a few campus support-programs. Moreover, there existed a palpable frustration among the socially privileged students, resulting in discriminatory attitudes against reserved categories but not “lower” caste. Our findings call for the attention of college administrators, policymakers, and the society at large to ensure that well-intended social justice policies are efficiently implemented, to deliver justice to the underprivileged students of India.     

怎样提高农村少数民族学生的学习成效

农村少数民族学生学习勤奋刻苦,但方法不够对头。在语言上要鼓励他们多说普通话,要增加课外活动,扩大社会人文自然史地知识,还应加强必要的背诵记忆。     

对我国少数民族地区城镇化建设的再思考

加快城镇化建设,对促进我国少数民族地区协调发展,实现小康社会有着极为重要的意义.近年来,在我国城镇化建设取得辉煌成果的同时,我国民族地区在城镇化过程中存在着诸多问题,严重地阻碍了民族地区的发展.     

城市垃圾分类政策路径与效能——以西北地区试点城市为例

【目的】为了完善城市垃圾分类政策从而提升政策执行效果。【方法】本文基于“路径-效能”分析框架,以西北地区垃圾分类试点城市政策为分析对象,首先运用文本挖掘方法厘清垃圾分类的政策路径,再以此为基础构建PMC指数评价模型,对政策效能进行全面评估。【结果】①推进垃圾分类的政策要素包括导向要素（政策目标）、资源要素（基础设施、技术支持、人员配套、资助体系）和保障要素（宣传教育、监督考核、处罚方式、奖励机制）,最终形成以政策目标为导向,给予配套资源,并为资源运用提供保障的政策路径。②6个试点城市的政策评级分别为良（西宁）、中（兰州、西安、银川、咸阳）、差（乌鲁木齐）,整体平均水平为中,除基础设施外,其余变量均有待提升,其中奖励机制的效能提升空间最大。③各城市政策均在部分变量上存在内容或实施细则的缺漏,而不同政策的内容缺失方面和程度都不尽相同,致使政策改进的参考路线也有所区别。【结论】从补充政策内容细则和制订差异化完善路线两方面提出政策优化建议。