土地职业伦理:内涵、现实缺失与建设途径

土地职业伦理是现代职业伦理建设的一个重要方面.是土地法治的伦理基础.但是目前在我国的职业伦理建设中却出现土地职业伦理的缺失,这既不利于人地关系的和谐发展,又对现代伦理建设职业化趋势造成阻碍.加强土地职业伦理研究和教育,完善土地职业伦理考评体系和监督机制,建立土地职业行为准则,繁荣传统土地伦理文化是目前填补土地职业伦理缺失的重要途径.     

《资本论》及其手稿的哲学地位

<资本论>及其手稿的哲学地位,长期以来被理论界低估了,这主要表现在以下几个方面:(1)人们长期以来把<资本论>看做经济学著作,而不是哲学著作,这必然妨碍了对<资本论>哲学意义的开掘;(2)改革开放以后开始了对<资本论>哲学意义的探讨,但大都停留在逻辑学和方法论层面,而没有深入到历史观层面;(3)对<资本论>手稿哲学意义和哲学地位探讨的论著更少.     

The moderating role of interviewer's regulatory focus in the effectiveness of impression management tactics: Regulatory fit as a source of subjective value

Based on the recently explored regulatory fit effect in social contexts, the present research is the first to investigate the interaction between interviewer's regulatory focus and interviewee's impression management (IM) tactics. We hypothesized that assertive and defensive IM tactics would fit with interviewer's promotion and prevention focus, respectively, and that interviewer's experience of this regulatory fit would lead to enhanced interview evaluation. We conducted four studies in which the participants were asked to rate an interviewee after reading a list of the interviewee's IM-related behaviours or watching a videotaped interview. Additionally, the participant's regulatory focus was operationalized as both an induced situational state and a measured chronic trait. The results supported our hypotheses by showing a significant interaction of the interviewer's regulatory focus and the IM tactics on interview evaluation: the promotion-assertive and the prevention-defensive ratings were more positive than the prevention-assertive and the promotion-defensive ratings. Moreover, mediation analysis revealed that the interaction exerts its effects on interview evaluation by providing interviewers with an intrapersonal regulatory fit experience.     

唐宋道教与中外星宿学说关系初探

本文以《秤星灵台秘要经》《灵台经》《天老神光经》《北斗法治武威经》四部道经为例,对唐宋时期道教对中西方星宿学说的认知态度进行分析,发现唐宋道教不仅对中国传统星宿理论加以继承,而且保留有九曜、黄道十二宫等大量域外星宿学说遗痕。道教在融合中西方星宿思想的基础上,进一步拓展出富有自身特色的星神信仰方式与星占技法。     

马克思《1861—1863年经济学手稿》对唯物史观的运用与发展——以对斯密生产劳动理论的批判为视角

唯物史观在《德意志意识形态》中创立之后,马克思在《资本论》及其手稿中通过对资本主义社会的科学批判使其得到运用与发展。马克思在《1861—1863年经济学手稿》中对斯密关于生产劳动社会规定性和物质规定性定义的批判,运用了唯物史观科学批判功能的历史辩证法引导出生产劳动的历史性生产关系线索,阐释了资本主义生产劳动的历史性;运用从抽象上升到具体的方法,在揭示出资本主义生产关系的实质之上,论证了资本主义生产劳动的本质特征。与此同时,唯物史观的价值批判功能表现出对资本主义生产劳动非人道性质的批判。马克思在《1861—1863年经济学手稿》中通过对斯密生产劳动理论的批判,创立了科学的生产劳动理论,丰富与发展了唯物史观关于资本主义生产劳动问题的研究。这对于我们理解新时代中国特色社会主义的生产劳动有一定的启发意义。     

The Use of Exploratory Factor Analysis and Principal Components Analysis in Communication Research

Exploratory factor analysis is a popular statistical technique used in communication research. Although exploratory factor analysis (EFA) and principal components analysis (PCA) are different techniques, PCA is often employed incorrectly to reveal latent constructs (i.e., factors) of observed variables, which is the purpose of EFA. PCA is more appropriate for reducing measured variables into a smaller set of variables (i.e., components) by keeping as much variance as possible out of the total variance in the measured variables. Furthermore, the popular use of varimax rotation raises some concerns about the relationships among the factors that researchers claim to discover. This paper discusses the distinct purposes of PCA and EFA, using two data sets as examples to highlight the differences in results between these procedures, and also reviews the use of each technique in three major communication journals: Communication Monographs, Human Communication Research, and Communication Research.     

美国的宗教与宗教渗透

我国实行改革开放以来,经济发展取得了举世瞩目的成就,但随着开放步伐的加大,宗教渗透也越演越烈。在构建社会主义和谐社会的今天,和谐     

Exploring the Effect of Perceived Teacher Support on Multiple Creativity Tasks: Based on the Expectancy–Value Model of Achievement Motivation

The present study explores the effect of perceived teacher support on three forms of thinking related to creativity. Tests of convergent thinking (by means of the Remote Associates Test), insight thinking (explored through a brain‐teaser test), and divergent thinking (by means of a verbal creativity test) were given to 512 middle school students in China, along with assessments of their perceived teacher support and creative self‐efficacy. The results of this study indicate that perceived teacher support positively predicts convergent thinking and insight thinking, with creative self‐efficacy playing a partial mediating role between perceived teacher support and convergent thinking. However, no significant relationships were found between perceived teacher support and divergent thinking. The findings partly lend support to the expectancy–value model of achievement motivation that teacher’s behavior influences student performance through self‐belief pathway.