The adoption of a comparative method in research on the thought of Mao Zedong is essential. In the past, study in this area has frequently concentrated on the thought of Mao Zedong itself and there has been no attempt at a comprehensive comparison of it within a world-wide context.

Although the target article provides strong evidence against the locationist view, evidence for the constructionist view is inconclusive, because co-activation of brain regions does not necessarily imply connectivity between them. We propose a rigorous approach wherein connectivity between co-activated regions is first modeled using exploratory Granger causality, and then confirmed using dynamic causal modeling or Bayesian modeling.

We obtained an exact solution for a uniformly accelerated Unruh–DeWitt detector interacting with a massless scalar field in (3 + 1) dimensions which enables us to study the entire evolution of the total system, from the initial transient to late-time steady state. We find that the conventional transition probability of the detector from its initial ground state to excited states, as derived from time-dependent perturbation theory over an infinitely long duration of interaction, is valid only in the transient stage and (...) is invalid for cases with proper acceleration smaller than the damping constant. We also found that, unlike in (1 + 1)D results, the (3 + 1)D uniformly accelerated Unruh– DeWitt detector in a steady state does emit a positive radiated power of quantum nature at late-times, but it is not connected to the thermal radiance experienced by the detector in the Unruh effect proper. (shrink)

Student demotivation with English as a medium of instruction has attracted increased attention of scholars, particularly in those countries where it is taught as a second or foreign language. While there is a consensus that proficiency in English brings several benefits, it is found that students are demotivated to learn in English. As a result, many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on disappointment theory, this study aims to investigate why (...) and how the discouraging attitude of a teacher and discouraging teaching approaches create negative emotions, which in turn demotivates Chinese students with English as a medium of instruction. This study has adopted a cross-sectional research design. The data were collected through a self-administered questionnaire survey from Chinese students studying in different universities in China. The hypothesized relationships were tested through PLS-based SEM by using Warp-PLS 7.0 software. The findings show that teachers' discouraging attitudes and discouraging teaching approaches are important determinants of student demotivation with English as a medium of instruction. The results also confirm that student disappointment is an important underlying mechanism in the relationship between exogenous and endogenous variables. This study contributes to the literature on student demotivation with English as a medium of instruction by superficially identifying teacher-related factors in China, which were previously overlooked. The implications of this study are that the university administration should monitor the attitude of the teachers toward English, as well as their teaching approaches, in order to curb any potential threat to student motivation. The administration should train the teachers on how to show a positive attitude and follow encouraging teaching approaches. In this way, students' disappointment with the English language and teaching methodology can also be overcome, which will ultimately increase their motivation with English as a medium of instruction in universities. (shrink)

Background and ObjectivesSchool bullying threatens the health of children and adolescents, such as mental health disorders, social deviant behaviors, suicidal behaviors, and coping difficulties. The present study aims to address (1) prevalence rates of both traditional and cyber school bullying perpetration, and (2) the associations between self-control, parental involvement, experiencing conflicts with parents, experiencing interparental conflict, and risk behaviors, and school bullying perpetration among Chinese children and adolescents.MethodThis study used data from a national representative school bullying survey (n= 3,675) among (...) children and adolescents from all grades (primary school 4th grade to high school 12th grade) in seven cities in China. Negative binomial regression was used to estimate the effects of these predictive factors on traditional and cyber school bullying perpetration, respectively. Seven control variables were included, such as gender, boarding school, family socioeconomic status, and parents’ education levels.ResultsThe sample comprised 52% female, 18% at boarding school, 70% of the participants’ academic performance was average or above. Approximately 17.3% of the participants reported participating in traditional school bullying against their peers, and 7.8% perpetrated cyberbullying behaviors. Also, after controlling sociodemographic characteristics and high self-control, parental involvement reduced the likelihood of traditional and cyberbullying perpetrating. Experiencing interparental conflict and risk behavior was significantly associated with increased perpetration of traditional and cyber school bullying. We found that having a conflict with parents was significantly associated with cyberbullying perpetration.ImplicationsFindings have implications for practice. Anti-bullying intervention programs targeting this population should consider these factors. For example, school administrators may develop school programs involving parents in the efforts and interventions workshops improving children and adolescents’ levels of self-control. Limitations are also discussed. (shrink)

This chapter contains section titled: Literary Revolution and its Meaning The Naturalistic Conception of the Universe and the Experimentalist Method History of Chinese Philosophy and Systematizing the National Heritage Political Philosophy and Liberalism Hu Shi as an Enlightenment Philosopher.

本书从马克思的原著出发,详尽地展示这位著作家在各个主要理论时期对自然概念的多方面阐述;阐明马克思自然概念的主要理论原则,进而从理论科学及社会工业实践方面论证马克思自然概念的现时代意义。.

本卷收入胡适哲学与文化方面的论文、函牍、讲演、札记80余篇。其中包括实验主义、我们对于西洋近代文明的态度等重要文章。所收文章全面反映了胡适哲学思想、学术主张和对于中西文化的态度,对于了解和研究胡适本人 以及现代中国学术史、现代中国启蒙运动等内容。.

On the qualities considered to be negative in a woman as per Islamic teachings.

di yi juan. Wen yi mei xue -- di er juan. Zhongguo gu dian wen yi xue -- di san juan. Bi jiao wen yi xue --di si juan. Wen hua mei xue -- di wu juan. Mei de zhui xun.

ABSTRACT Academic dishonesty has remained high in Chinese college students. We examined Chinese college senior students’ everyday academic practices, especially academic dishonesty, considering the contextual changes inside and outside higher learning settings in China. Data were collected from 120 college seniors from four universities and were analyzed using a qualitative content-based exploratory approach in NVivo 10. Three themes were identified, including college seniors’ perceptions of academic dishonesty, contextual influences on academic dishonesty, and seniors’ personal attitudes about academic misconduct. Interview results (...) indicated that the contextual changes have reduced cheating both at the national level and at the college level; however, some contextual factors stubbornly remain unchanged, suggesting that the current, contextual climate on and beyond the Chinese college campuses should be restructured, not necessarily exclusively using top-down approaches. A theoretical model was provided to illustrate mechanisms associated with these students’ academic misconduct. Suggestions are discussed regarding future research and implications made for university personnel practice. (shrink)

Hempel seems to hold the following three views: (H1) Understanding is pragmatic/relativistic: Whether one understands why X happened in terms of Explanation E depends on one's beliefs and cognitive abilities; (H2) Whether a scientific explanation is good, just like whether a mathematical proof is good, is a nonpragmatic and objective issue independent of the beliefs or cognitive abilities of individuals; (H3) The goal of scientific explanation is understanding: A good scientific explanation is the one that provides understanding. Apparently, H1, H2, (...) and H3 cannot be all true. Some philosophers think that Hempel is inconsistent, while some others claim that Hempel does not actually hold H3. I argue that Hempel does hold H3 and that he can consistently hold all of H1, H2, and H3 if he endorses what I call the “understanding argument.” I also show how attributing the understanding argument to Hempel can make more sense of his D-N model and his philosophical analysis of the pragmatic aspects of scientific explanation. (shrink)

Machine learning algorithms bring out an under-appreciated puzzle of discrimination, namely figuring out when a decision made on the basis of a factor correlated with race is a decision made on the basis of race. I argue that prevailing approaches, which are based on identifying and then distinguishing among causal effects of race, in their metaphysical timidity, fail to get off the ground. I suggest, instead, that adopting a constructivist theory of race answers this puzzle in a principled manner. On (...) what I call a “thick constructivist” account of race, to be raced is to be socially positioned in the way indicated by a certain set of statistical regularities on the basis of particular phenotypical traits. A thick constructivist sees that acting on the basis of correlations that constitute race qua social position just is acting on the basis of race, because races just are social positions that subject their member individuals to a particular matrix of social relations that define the raced position. This conclusion has considerable ramifications for our understanding of discrimination, algorithms and beyond. (shrink)

Given the colexification of perception and cognition, Georgakopoulos et al. (2022. Universal and macro-areal patterns in the lexicon: A case-study in the perception-cognition domain. Linguistic Typology 26(2). 439–487) claim that uncontrolled experience rather than controlled activity has a direct linkage to cognition. To test whether this is a universal tendency, this study conducts a contrastive behavioral profile analysis of two basic vision verbs in Mandarin: kàn, a controlled activity verb, and jiàn, an uncontrolled experience verb. The results show that (i) (...) both kàn and jiàn colexify visual activity and cognitive senses; (ii) kàn is able to express a wider range of cognitive meanings, i.e., know, understand, and think, whereas jiàn only extends into know; and (iii) visual and cognitive meanings have more proximal relationships in the colexification pattern of kàn than that of jiàn. The study confirms the universality of the colexification between vision and cognition while providing counterexamples to the above-mentioned large data-based findings. Accordingly, a dichotomy of controlled activity versus uncontrolled experience is proposed for the colexification of vision and cognition in cognitive typology. (shrink)