Past research demonstrates that mood can influence level of perceptual processing (global vs. local). The present research shows that level of perceptual processing can influence mood as well. In four studies, we manipulated people’s level of perceptual processing using a Navon letter task (Study 1), landscape scenery (Study 2), and Google Maps Street View images (Studies 3 and 4). Results from these studies and a meta-analysis support the conclusion that global processing results in higher happiness than local processing. In conjunction (...) with previous findings that mood affects level of cognitive processing, these results suggest that the link between level of processing and mood may be reciprocal and bidirectional. (shrink)

This paper deals with a single-machine resource allocation scheduling problem with learning effect and group technology. Under slack due-date assignment, our objective is to determine the optimal sequence of jobs and groups, optimal due-date assignment, and optimal resource allocation such that the weighted sum of earliness and tardiness penalties, common flow allowances, and resource consumption cost is minimized. For three special cases, it is proved that the problem can be solved in polynomial time. To solve the general case of problem, (...) the heuristic, tabu search, and branch-and-bound algorithms are proposed. (shrink)

The COVID-19 pandemic has witnessed an increase and amplification of anti-Asian racism and violence across the globe. Stop AAPI Hate1 in the United States and the COVID-19 Racism Incident Report2 i...

世界に溢れ続けるイメージは喫緊の思想的・文化的テーマである。像=イメージを行為主体と捉えるブレーデカンプによる像行為論の可能性を検討しつつ、独自の「像即是空、空即是像」たる「かげ」としての論理へと至る 最新論集。.

Adolescents often create social relationships with their gaming peers who take on the role of offline friends and peer groups. Through collaboration and competition in the games, the social relationships of adolescents are becoming broader and thicker. Although this is a common phenomenon in online games, few studies have focused on the formation and roles of social capital among adolescent gamers. In particular, longitudinal research that examines the role of social capital in terms of influencing gaming time on adolescent gamers’ (...) psychosocial factors has been minimal. This study was designed to fill this gap to see the long-term effect of social capital among adolescent gamers. Specifically, by using the three-year longitudinal data involving 403 adolescents, we analyzed the effect of gaming time on psychological factors with the moderating role of social capital. Results showed that social capital played a crucial moderating role. In the higher social capital group, gaming time enhanced the degree of self-esteem and life satisfaction. However, a vicious circle was found in the lower social capital group: Gaming time increased the degree of depression but decreased self-esteem, which in turn led to increase in gaming time. These results indicate that games work as an important tool for social capital cultivation among adolescent gamers, which imply successful cultivation of social capital is a key to positive gaming effects. Theoretical and practical implications are discussed. (shrink)

ObjectivesSeveral studies have examined the effects of repetitive transcranial magnetic stimulation (rTMS) on associative memory (AM) but findings were inconsistent. Here, we aimed to test whether twice-daily rTMS could significantly improve AM.MethodsIn this single-blind, sham-controlled experiment, 40 participants were randomized to receive twice-daily sham or real rTMS sessions for five consecutive days (a total of 16,000 pulses). The stimulation target in left inferior parietal lobule (IPL) exhibiting peak functional connectivity to the left hippocampus was individually defined for each participant. Participants (...) completed both a picture-cued word association task and Stroop test at baseline and 1 day after the final real or sham rTMS session. Effects of twice-daily rTMS on AM and Stroop test performance were compared using two-way repeated measures analysis of variance with main factors Group (real vs. sham) and Time (baseline vs. post-rTMS).ResultsThere was a significant Group × Time interaction effect. AM score was significantly enhanced in the twice-daily real group after rTMS, but this difference could not survive the post hoc analysis after multiple comparison correction. Further, AM improvement in the twice-daily real group was not superior to a previously reported once-daily rTMS group receiving 8,000 pulses. Then, we combined the twice- and once-daily real groups, and found a significant Group × Time interaction effect. Post hoc analysis indicated that the AM score was significantly enhanced in the real group after multiple comparisons correction.ConclusionOur prospective experiment did not show significant rTMS effect on AM, but this effect may become significant if more participants could be recruited as revealed by our retrospective analysis. (shrink)

ObjectiveTwo subregions of the dorsolateral prefrontal cortex have been identified as effective repetitive transcranial magnetic stimulation targets for the “anxiosomatic” and “dysphoric” symptoms, respectively. We aimed to develop a convenient approach to locate these targets on the scalp.Materials and methodsIn a discovery experiment, the two personalized targets were precisely identified on 24 subjects using a neuronavigation system. Then, a localized approach was developed based on individual scalp landmarks. This “landmark-based approach” was replicated and validated in an independent cohort. Reliability of (...) the approach was tested by calculating the correlation of both the inter-rater and intra-rater results. Validity was tested by comparing the mean distance between the personalized and landmark-based targets to the TMS spatial resolution. We further conducted a total of 24 sham rTMS sessions to estimate the misplacement between the coil center and target during a 10-min stimulation without neuronavigation.ResultsThe parameters of the “landmark-based approach” in the discovery experiment were replicated well in an independent cohort. Using discovery parameters, we successfully identified the symptom-specific targets in the independent cohort. Specifically, the mean distance between the personalized and landmark-based targets on the cortex was not significantly larger than 5 mm. However, the personalized and landmark-based targets distance exceeded 5 mm in more than 50% of subjects. During the 10-min sham rTMS session, the average coil misplacement was significantly larger than 5 mm.ConclusionThe “landmark-based approach” can conveniently and reliably locate the two symptom-specific targets at group level. However, the accuracy was highly varied at individual level and further improvement is needed. (shrink)

本书系作者近年来研究严复军事、政治及群学思想的论文结集，主要由三部分内容构成。“军事思想”部分论文2 篇，首次对严复的海军建设和海权思想、军事战略思想及其特点等进行较为系统的探讨。“政治思想”部分论文6 篇，分别研析严复《辟韩》的语境及其与晚清道统变化的关系，严复的民族主义，严复对俄国及中俄关系的认识，严复与英国思想家柏克的“保守主义”之间的关联与差别，严复晚年的建国构想及其与孙中山建国思想的同异等。 “群学思想”部分为一篇专题研究，集中考察严复著名译作之一《群学肄言》的相关问题，如翻译语境，严复及其所译《群学肄言》在中国思想文化史上的地位等，可以帮助读者更好地理解近代中国群学兴起的内在原因、思想主 张及其重要影响。.

Ben shu xi tong jie shi le zhi jue lun si xiang zai zhong guo xian dai zhe xue fa zhan yan bian de gui ji, Fen xi le liang shu ming, Xiong shi li, Feng you lan, He lin, Mou zong san, Fang dong mei, Tang jun yi deng ren yun yong zhi jue fang fa lai jian gou ge zi zhe xue si xiang ti xi zhi de yu shi, Ji you zhuan ti yan jiu de shen du, (...) You jian gu le shi de guang du, Xian ming gou le chu zhi jue lun zai zhong guo xian dai zhe xue yan jiu zhong de du te lun kuo. (shrink)

Ancient Chinese Encyclopedia of Technology: Translation and Annotation of the Kaogong ji. By Wenren Jun. Abingdon, UK: Routledge, 2018. Pp. xxviii + 525. $224 ; $49.95.

This is a collection of books that are related to moral teachings and moral conduct.

Ben shu miao shu le ma ke si zhu yi jun shi zhe xue yan jin de guo cheng ji qi ji ben si xiang xian suo.

Ben shu ji yu Wang Chuanshan zhe xue wen ben, can zhao "nei zai quan shi" de li lu yi ji quan shi zhi "dao" "shu" de ce lüe ji qiao, dui wang chuan shan zhe xue jin xing yan jiu, ti chu zhu ru Song Ming ru xue "san xi shuo", "wu zhong shi" ji xian shi shi jie de yu zhou lun, "tai ji" ben ti lun, xing zhi qian zai yu shi xian, liang ge ceng mian de (...) gong fu lun, ji yu "jin hua" de xun huan li shi guan, jun quan de "he fa xing" "zheng dang xing"yi ji "zi zhi lun" deng yi xie xin de guan dian, bing ti chu ru xue "shi cun dao de miao shu" "xing shang xue" "xing shang dao de shi jian" san zhong xing tai, tong guo jiang Wang Chuanshan yu Huang Zongxi deng tong shi dai de ru zhe yi qi zhi yu Ming mo Qing chu ru xue "xing shang dao de shi jian" xing tai, dui Wang Chuanshan zhe xue jin xing ru xue shi ding wei, wei Qing dai yi hou ru xue bao kuo xian dai xin ru xue dian ding ji ben fang xiang. (shrink)

Jiang Yong (1681-1762) -- Hui Dong (1697-1758) -- Lu Wenchao (1717-1796) -- Wang Mingsheng (1722-1797) -- Ji Yun (1724-1805) -- Zhao Yi (1727-1814) -- Qian Daxin (1728-1804) -- Jiao Xun (1732-1820) -- Duan Yucai (1735-1815) -- Wang Niansun (1744-1832) -- Wang Yinzhi (1766-1834) -- Wang Zhong (1745-1794) -- Hao Yixing (1757-1825) -- Jiang Fan (1761-1831) -- Yan Kejun (1762-1843) -- Huang Pilie (1763-1825) -- Ruan Yuan (1764-1849) -- Gu Qianli (1766-1835) -- Wang Jun (1784-1854) -- Zhu Junsheng (1788-1858).

There has been much research into teacher beliefs about teaching and learning as seen in the general teacher education literature. In the field of language teacher education, this line of research has been evolving, with the recent trend being streamlined into “teacher cognition” as a generic or umbrella term. Despite increasing amounts of research output so far, research into foreign language teachers’ cognitions about their own teaching and decision-making is still insufficient, particularly with regard to university-level English-as-a-foreign-language (EFL) teachers in (...) China. Drawing on Vygotsky’s Sociocultural Theory, this qualitative research focused on EFL teachers’ cognitions about form-focused instruction in Chinese university settings. It intended to discover how teachers’ cognitions changed when they were expected to teach in actual classrooms and what factors contributed to these changes. Data collected from four teacher-participants through semi-structured interviews, classroom observations and follow-up stimulated recall interviews showed participants’ support forfocus-on-forminstruction, which means they not only paid attention to the grammatical form of the language but also to the meaning it is intended to convey. However, data also showed that the teacher-participants shifted fromfocus-on-formtofocus-on-formSinstruction in actual teaching, which suggests that they might have realized the challenges of carrying out teaching activities surroundingfocus-on-formand would like to take an easier approach by only teaching the grammar of the language byfocusing on formS. Such incongruences are interpreted with reference to a plethora of sociocultural factors including traditional Chinese thinking and institutional expectations. The implications of the findings for stakeholders in universities, including faculty members, students, and curriculum developers in similar contexts, are also discussed. (shrink)

Kichul Kim, né en 1969 à Séoul, a ceci de remarquable qu’il prétend — et réussit — à sculpter le son. En effet, il a une formation de sculpteur. Mais il se fascine très tôt pour le son, pour des raisons spirituelles. L’énigme du bodhisattva Gwan-eum qui, selon l’étymologie de son nom, « voit ou fait voir les sons », l’intrigue. Une intuition lui révèle — pense-t-il — de quoi il s’agit. Il va s’efforcer de le faire voir à son (...) tour. Le son fait voir, visualiser, évoquer, et on peut donc, en ce sens, voir le son. Ses installations sonores sont en général réalisées dans des formes minimales et simplifiées. Ces formes pures ne correspondent qu’au son qu’il veut diffuser. C’est le son qu’émettent des haut-parleurs, un son qu’il a enregistré et qui parle. En effet, le son, tout invisible et intangible qu’il est, par l’espace qu’il recrée et modèle, est tridimensionnel, et sculptable. Le spectateur ne peut certes pas voir ce travail sonore par ses yeux de chair, pas plus qu’il ne peut le toucher de sa main, mais son œil de l’imagination, son imagination visuelle, le construit, et en ce sens il le perçoit bien : à partir du son se crée une image, une image dont l’intensité frôle l’illusion. On a là un véritable environnement créé par le son. Inspiré par l’Extrême-Orient ancien, son art et sa pensée, Kichul Kim puise dans ses sites historiques, religieux souvent, et dans la nature, son inspiration et ses enregistrements. L’environnement particulier d’origine est rendu présent par son son, si puissamment que l’auditeur devient spectateur, recréant activement la scène originelle : spect-acteur. Plongé si profondément en lui-même, il est graduellement conduit aux portes d’une sorte de méditation, ici et ailleurs à la fois, comme hors du temps. Kichul Kim, born in 1969 in Seoul, is remarkable in that he claims—and succeeds—to carve the sound. He trained as a sculptor but was fascinated very early with the sound, for spiritual reasons. The enigma of the Bodhisattva Gwan-eum which, according to the etymology of its name, “sees or makes one see sounds”, intrigued him. He understood intuititvely what it means and tried to examplify it himself. The sound makes you see, visualize, evoke, and you can, in this sense, see the sound. His sound installations are generally performed in minimal and simplified forms. These pure forms correspond only to the sound he wants to produce. This is the sound emitted through loudspeakers, a sound that he recorded and that speaks. Indeed, the sound, as invisible and intangible as it is, thanks to the space it recreates and models, becomes three-dimensional, and “sculptable”. The spectator certainly cannot see this sonic work through his/her eyes of flesh, any more than he/she can touch it with his/her hand. But his/her eye of the imagination, the visual imagination, builds it, and in this sense he/she perceives it well: from the sound is created an image whose intensity borders on illusion. This is a real environment created by sound. Inspired by the ancient Far East, its art and thought, Kichul Kim draws from historical sites, often religious, and from nature, for his inspiration, and recordings. The particular environment of which the sounds originates is made present by the sound, so powerfully that the listener becomes a spectator, actively recreating the original scene: spect-actor. So deeply immersed in himself, he is gradually led to the gates of a kind of meditation, here and elsewhere at once, as if out of time. (shrink)

As far as I’m concerned, Korean moral education is facing the new challenge and new era. I’m teaching Korean secondary school studens as an Ethic teacher in high school and EBS lecturer as well. I’m worried about Korean education especially in middle and high school. There was missing thinking those parts cause an entrance examination, only for university in Korea. In this a serious worry, I found some exits from significant experience. First, I’d like to mention about P4C (Philosophy for (...) children) Program which was learned from Professor Mattew Lipman of Mont Clair State University in New Jersey, U.S.A. This program is emphasizing upon thinking skill including creative, critical, and caring thinking. The huge shift from knowledge based education to thinking based education inKorea contemporarily. Also Student-based education is new stream of Korean education system. Teachers think students come to school to get knowledge, parents think children can learn judgment at school which was "lost area.”All this things come from philosophy, when we ask for reason it is a philosophical question. For example, "Why is he a hero?”, “He is brave.” "Why is he brave?" Which is philosophical conceptualization? Every day life gives us some questions and concepts like: love, freedom and philosophy gives us answers to those question so without philosophy we cannot have happy life. In reality of Korean education system there is no independent class for philosophy. So philosophy can be taught in Korean language classes or social studies. I started using P4C program from Lipman: I taught students making questions or making stories. These exercising result was remarkable and amazing. So questions are thebeginning of discovering new knowledge. Even if the knowledge is known by other people students can enjoy the process of discovering new knowledge. They could also get thinking skills. (shrink)

Originally, the expression “Teichmüller theory” referred to the theory that Oswald Teichmüller developed on deformations and on moduli spaces of marked Riemann surfaces. This theory is not an isolated field in mathematics. At different stages of its development, it received strong impetuses from analysis, geometry, and algebraic topology, and it had a major impact on other fields, including low-dimensional topology, algebraic topology, hyperbolic geometry, geometric group theory, representations of discrete groups in Lie groups, symplectic geometry, topological quantum field theory, theoretical (...) physics, and there are certainly others. Of course, the impacts on these various fields are not equally important, but in some cases (namely, low-dimensional topology, algebraic geometry, and physics) the impact was crucial. At the same time, Teichmüller theory established important connections between the fields mentioned. This, in part, is a consequence of the diversity and the richness of the structure that Teichmüller space itself carries. From a more subjective point of view, the result of pondering on these connections and applications demonstrates the unity of mathematics. The aim of this paper is to survey the origin of Teichmüller theory and the development of its early major ideas. (shrink)

Ben shu zhu yao cong san ge fang mian dui Zhou Dunyi li xue si xiang de mei xue te zhi jin xing jie du: yi shi gen ju qi "tai ji" guan fen xi "tai ji" zhi yuan rong mei, dong jing mei, he xie mei; er shi zai dui qi "jun zi guan" he "sheng ren guan" jin xing yan jiu de ji chu shang, zhan xian gang jian, zhong he, gao jie, sa luo, shang zhuo de jun (...) zi ren ge he yi "le" wei ben de sheng ren jing jie, shi dui chuan tong ren ge mei xue ji xian shi you chao yue de shuang chong te zheng de jin yi bu chan shi; san shi zai "xiang" yu "yi", "wen" yu "dao", "le" yun "li" de guan xi zhong fen xi "wen yi zai dao" de mei xue yi yun, cong ben ti de gao du fen xi wen dao guan xi, jiao wei jing zhun de chan shi le Zhou Dunyi "wen yi zai dao" de wen xue si xiang. (shrink)

This study adopted Q methodology to construct a holistic configuration of Chinese university students’ understandings of plagiarism. Twenty-five Chinese undergraduate students sorted 48 statements on plagiarism. Following the Q sorting, eight participants took part in a follow-up interview to justify their sorting. The study identified three distinct profiles of viewpoints on plagiarism: (a) highly condemnatory and punitive with a focus on practical causes, (b) moderately condemnatory with an emphasis on learning, (c) highly condemnatory with a focus on honor and self-accountability. (...) These viewpoints are discussed with reference to the moral, developmental, and regulatory discourses on plagiarism in the literature. (shrink)

A reléguer les valeurs dans la sphère exclusive du privé, le risque est grand de les enfermer dans leur particularité, de leur permettre d’occuper ou prétendre occuper la place de l’universel sans aucune forme de confrontation et de gommer leur pluralité. A les relativiser purement et simplement, le risque n’est pas moins grand de voir la place de l’universel envahie, non par une quelconque valeur particulière, mais par ce qui se veut la mesure publique de toute qualité et appréciation aujourd’hui (...) : les items de compétence. (shrink)