喜看三秦道教变化 见证改革开放成果

2008年,是改革开放三十周年.30年来,伴随着改革开放的春风和祖国日新月异的发展变化,陕西省道教事业在党的宗教政策的指引下,在党和政府的大力支持下,取得了长足发展与全面进步.广大道教徒借此最直接、最真实地感受到了改革开放带给自己的莫大好处.可以说,道教事业处在历史最好的发展时期之一.     

远离烦恼 保持喜悦

<正>大凡修道之人虽然可以做到身遁山林,却不易做到超脱尘世;虽然可以诚心信仰,却不易做到了却烦恼、保持喜悦;虽然容易放下名利,但却很难克服习性与执着。所有这些不易和困难,恰恰是修道人必须面对的功课,必须逾越的屏障;更能体现修道者苦志修炼、超凡入圣的精神追求。处在这个意识决定行动的人类社会,我们之     

Charting New Terrain in Work Design: A Study of Hybrid Work Characteristics

Research on work design to date has focused on work characteristics associated primarily with one of three domains—task, social, or contextual. The present paper introduces a new concept—hybrid work characteristics—that refer to work characteristics which are not fully captured within any one of the three domains but possess features from more than one domain. We identify boundarylessness, multitasking, non-work-related interruptions, and demand for constant learning as hybrid work characteristics in the modern work environment. Furthermore, we theorise that boundarylessness, multitasking, and demand for constant learning carry both enriching and depleting potential, but non-work-related interruptions have only depleting potential. In our study, we developed instruments to assess the four work characteristics and tested their relationship with jobholders’ job satisfaction, occupational commitment, emotional exhaustion, and somatic health symptoms, through three independent studies (a total of 968 employees across a wide range of jobs). The results demonstrated convergent, predictive, and discriminant validity for the newly developed scales, and showed partial support for the prediction that boundarylessness and multitasking are beneficial as well as detrimental for jobholders and consistent support for the depleting potential inherent in non-work-related interruptions. We conclude with a discussion of how our exploration of hybrid work characteristics contributes to research on work design and management practices.     

“人的个性”的前提性问题

"人的个性"问题虽然日益引起学界的兴趣并取得了不少研究成果,但对这一问题的研究仍需进行前提性反思。当我们深入思考和分析这三个问题时,就会发现其中隐含着一系列需要思考的前提性问题:究竟什么是人的个性?人的个性对于人究竟意味着何种意义与价值?人的个性究竟是从哪里来的?这些问题是研究人的个性需要首先回答的问题。真正理解和把握"人的个性"问题需要超越"抽象人性论"的思想局限。只有以马克思的"具体人性论"思想为指导,才能形成关于"人的个性"的合理观念。     

推进六朝文化研究的若干思考

六朝概念的把握,包括朝代内涵、时间起迄、空间范围、一贯性相共通四点。六朝文化的研究,应从物质文化、精神文化、制度文化、行为文化、心态文化五个方面展开。开展六朝文化研究的前提,是了解研究状况、熟悉基本文献资料、重视文物考古资料。拓宽加深六朝文化研究,则需做到胸有成竹、更新认识、追求创新、经世致用     

What do academics know and do about plagiarism? An interview study with Chinese university teachers of English

Previous research on plagiarism has increased awareness and knowledge of the various aspects of this issue, such as contributing factors to plagiarism, students’ and teachers’ perceptions of plagiarism, and institutional policies and regulations on plagiarism. Yet much of this research, especially on the latter two aspects, has been conducted in Anglo-American contexts or English-as-a-second-language (ESL) settings (where English is an official or important language in the larger societal context), while the diversity of English-as-a-foreign-language (EFL) contexts (where English as a foreign language is largely used only in the language classroom) remains relatively under-researched. Of those studies that did focus on EFL contexts, the majority were based on survey data that were limited in the depth of information collected. To address this relative lack of in-depth understanding of how plagiarism is understood and acted against in EFL contexts, this paper reports on an interview study with 13 EFL teachers from 12 universities in mainland China. The study focused on the teachers’ knowledge and attitudes concerning plagiarism, plagiarism-related pedagogical practices, as well as perceived stances and expectations of their institutions in plagiarism prevention. Its findings contribute to the current knowledge base of EFL academics’ views and practices regarding plagiarism, add to our understanding of EFL teachers’ experiences concerning plagiarism in specific educational settings, and inform institutions’ efforts to develop and improve strategies and policies for preventing plagiarism.     

布尔模态的公理化（英文）

布尔模态(即模态生成算子补、交、并)涉及到了完全性问题。并模态是模态可定义的,但是补和交都不是。这意味着证明包含这三个模态的逻辑的完全性不是一件简单直接的事情。Gargov和Passy使用复制方法从整体上处理这三个模态,但是,这个方法不适用于强完全性,也不能单独处理这三个模态。本文改进了这个方法,使得改进后的方法更具一般性,并且没有这两个不足之处。     

中学生心理素质的类别特征:基于个体中心的潜在类别分析

了解中学生心理素质的类别特征并考察其性别与学段特点。使用中学生心理素质问卷对全国1570名中学生被试施测,使用潜在类别分析方法对中学生的心理素质类别特征进行划分,使用无序多分变量的Logistic回归考察中学生心理素质的性别与学段特点。结果:依据潜在类别分析的统计指标,中学生心理素质可划分"高心理素质组"(15%)、"较高个性-适应性组"(21%)、"较低个性-适应性组"(33%)和"低心理素质组"(31%)。进一步的分析发现,与"低心理素质组"相比,其它三组有着显著的性别和学段效应,"高心理素质组"、"较高个性-适应性组"和"较低个性-适应性组"的女生所占比例更大;同时,在这三个组群中初中生所占的比例更高。表明,中学生的心理素质有明显分类特征,不同潜在类别中有显著的性别与学段特点。     

明代的乐舞生与《大明御制玄教乐章》

明代,在封建社会趋向衰落和道教式微的景况下,明皇室为借助道教为其政治服务,仍积极倡导和促使道教科仪的规范和道乐的实践活动.本文通过对明代神乐观与乐舞生特有音乐机制,以及<大明御制玄教乐章>的创制过程及御用功能的探讨,认为明代道教斋醮和道乐的活跃与繁荣,均系明皇室有意作为的结果.