民族地区突发事件与危机管理机制研究

近年来,我国民族地区突发事件的频发度与危害的严重性均呈上升趋势,已经明显阻碍了民族地区的经济发展乃至社会稳定。在对我国民族地区突发事件的表现形态、特征与产生原因等方面的特殊性进行深入分析的基础上,试图提出构建民族地区危机管理机制的基本思路。认为该机制的构建既需要发挥政府的主导作用,又不能单靠外援式或政府强制式推进,而应将民族传统文化与现代高科技相结合,发挥民族文化多样性优势,发掘和利用民间传统智慧,让民族地区的危机管理成为内源式的危机管理。     

"西电东送"中真实移民成本与少数民族传统文化保护、发展研究

大西南我国"西电东送"的重点区域.理应在厘清真实移民成本主要组成部份的基础上,促使真实移民成本成为电价的构成要素,对于少数民族移民奔向富裕繁荣和保存、发扬、光大其民族传统文化,具有重要意义.     

The political context and Duverger's theory: Evidence at the district level

A central tenet of electoral systems' research is that more parties should get votes in districts with large magnitudes than in districts with smaller magnitudes. This proposition is largely untested at the district level, even though that is the level at which relevant pressures are expected to work. At the aggregate level, research has found that there are systematic deviations from Duverger's law related to incentives from ethnolinguistic fragmentation, institutions, and strategic voting. This analysis confirms that many of these results hold at the district level, which is the most appropriate level for testing Duverger's law. District level party-system fragmentation patterns in 44 countries support Duverger's basic hypotheses. The effect of electoral institutions is contingent, however, upon the presence of social cleavages that generate pressures for additional parties, the establishment of patterns of party-system competition that help voters evaluate contenders' viability, and the absence of competing incentives generated by districts of varying magnitudes. These effects are robust to different specifications of social heterogeneity. However, we find no evidence that institutional features like federalism or presidentialism reduce the strategic effects of district level factors.     

The Role of Mothers’ and Adolescents’ Perceptions of Ethnic-racial Socialization in Shaping Ethnic-racial Identity Among Early Adolescent Boys and Girls

The current study examined relationships between adolescents’ and mothers’ reports of ethnic-racial socialization and adolescents’ ethnic-racial identity. The sample included 170 sixth graders (49% boys, 51% girls) and their mothers, all of whom identified as Black, Puerto Rican, Dominican, or Chinese. Two dimensions of ethnic-racial socialization (cultural socialization and preparation for bias) were evaluated alongside three dimensions of ethnic-racial identity (exploration, affirmation and belonging, and behavioral engagement). Mothers’ reports of their cultural socialization predicted adolescents’ reports, but only adolescents’ reports predicted adolescents’ ethnic-racial identity processes. Mothers’ reports of preparation for bias predicted boys’ but not girls’ reports of preparation for bias. Again, only adolescents’ reports of preparation for bias predicted their ethnic-racial identity. Thus, several gender differences in relationships emerged, with mothers’ and adolescents’ perceptions of cultural socialization, in particular, playing a more important role in girls’ than in boys’ identity processes. We discuss the implications of these findings for future research.

Ethnic Identity and Family Processes Among Adolescents from Latin American,Asian, and European Backgrounds

Ninth graders (N = 679; 50% male, 50% female) from Latin American (41%), Asian (38%), and European (21%) backgrounds reported on their ethnic identity and family attitudes and relationships. Adolescents also completed daily checklists of family interactions over a two-week period. Results indicated that ethnic identity, measured through exploration and belonging was more strongly associated with family obligation and assistance than with parent–child closeness and family leisure time. Adolescents from Latin American and Asian backgrounds reported significantly higher levels of obligation and assistance as compared to adolescents with European backgrounds, and these ethnic differences were mediated by ethnic identity. Longitudinal analyses indicated ongoing associations, with ethnic identity predicting respect and obligation one year later. The discussion focuses on the role of ethnic identity in children’s family connectedness during adolescence.

African–American Parents’ Racial and Ethnic Socialization and Adolescent Academic Grades: Teasing Out the Role of Gender

This study examined the relationship of racial and ethnic socialization and academic achievement in a sample of 218 African American adolescents (grades 9–12; 52% girls) attending a public high school in the northeastern United States. Researchers were particularly interested in whether adolescent gender moderated the relationship between racial and ethnic socialization and academic grades. Results indicated that aspects of ethnic socialization, African American cultural values and African American heritage were linked to adolescent grades. Additionally, adolescent gender was found to moderate the association between these socialization variables and grades. The findings also suggest that socialization provided by paternal caregivers around African American cultural values and African American heritage may have differential effects for academic grades than the socialization messages provided by maternal caregivers. Information generated from this study broadens the understanding of socialization factors that can facilitate positive academic outcomes in African American youth and has practical implications for parents and educators.

A field experiment on ethnic discrimination among local Swedish public officials

This study presents an innovative field experiment exploring ethnic discrimination in contacts between local public officials and members of Swedish society. Using a correspondence study design, fictitious individuals with Arabic- and Swedish-sounding names contacted Swedish municipalities via email, asking questions about access to preschools. The findings indicate disadvantageous treatment of individuals with Arabic-sounding names in terms of the informal tone of the replies, as Swedish-sounding names were replied to in a friendlier, more welcoming way. Regarding the more formal aspects of the emails – i.e., whether they were replied to at all and the questions posed were directly answered – no statistically significant signs of discrimination emerge (although differences were of some substantial size, to the disadvantage of Arabic-sounding names). Still, informal disadvantageous treatment is sufficient cause for concern and noteworthy in the case of Sweden, considering its reputation as being egalitarian, immigration friendly and democratically well functioning.     

对民族地区英语教学的社会心理学分析

民族地区的英语教学一直是教育中的一个难题,教育工作者们为改进其教学方法做了不懈的努力,但都没能从深层上认识英语教学的难点。本文采借社会心理学的理论,对民族地区英语教学中的社会偏见、社会信念与判断、群体影响等进行了分析,为民族地区英语教学研究提供了一个新的视角。     

云南省与周边国家跨境民族教育的兴起与发展

随着云南省边境口岸的全面开放,打破了长期以来云南省与周边国家边境贸易口岸定期、定时互市后的人口流动限制,促进了境内外人口的流动。边境地区的人口流动,推动了云南省与周边国家跨境民族教育的发展,形成了跨境民族教育的多元化。跨境民族教育既体现地缘文化关系,又体现国家边境地区教育的软实力,因此,跨境民族教育成为国家边疆文化安全的重要因素之一。     

群体性事件应急处置指挥机制的运行障碍与突破

在公安机关处置群体性事件的过程中,处置主体角色认知障碍、组织协调障碍、绩效评判障碍是阻滞群体性事件应急处置现场指挥机制良性运行的深层障碍因素。要使群体性事件应急处置指挥灵活高效,就必须克服障碍因素,适应并改善群体性事件应急处置指挥系统的运行环境和条件。对事件应急处置的相关机制进行配套改革,才能增强警务工作的主动性、针对性和实效性。实现群体性事件应急处置指挥框架的模塑化和指挥方式的弹性化、以预案形式对群体性事件进行项目化常态管理、实行全警轮值轮训的事件处置专业能力训练、加强信息化建设与组织间的动态协调,是在现行公共安全危机应急管理体制下公安机关解决群体性事件应急处置协同作战能力不足、提高应急处置指挥效能的有效途径。