葛梯尔反例与实践确证的知识论

葛梯尔反例吹响了挑战知识的传统三元定义(JTB)的号角。现有的方案虽然提出了一些有意义的观点,但都未能完满解决葛梯尔问题。实践确证的知识论把"实践"纳入知识根据的范围,区分了主观根据与客观根据,厘清了信念与知识的根本区别,合理地回答了葛梯尔反例引发的一系列重大问题,为进一步研究认知逻辑打下了基础。     

中共十六大的三个伟大贡献

党的十六大提出了党在新世纪新阶段的政治宣言和行动纲领．其贡献表现在许多方面．主要贡献是三个方面：明确了举什么旗、走什么路这个对党的事业至关重要的重大问题；提出了全面建设小康社会的奋斗目标，绘制了小康社会的宏伟蓝图；顺利地实现了中央领导集体从第三代到第四代的整体过渡．是作为执政党的中国共产党走向成熟的标志。这些贡献体现了党的十六大的理论创新和实践意义。     

双因素理论与公平理论在我国现代管理中的应用

本文通过对双因素理论和公平理论与我国传统文化的对比分析,揭示了传统文化对应用两种理论的影响,并根据我国现实情况,提出了自己对两种理论应用的几点看法.     

动机和效果的统一

文章就动机与效果对立统一关系,运用马克思主义理论展开论述;批驳了动机论和效果论的片面性。并阐明在实际工作中,由于客观事物在发展中要受到各方面条件的限制而导致动机与效果不一致时,应如何对待和评价。     

修辞在人物性格刻画中的作用──以《生活大爆炸》中的对白为例

《：生活大爆炸》是时下非常风靡的一部以＂科学天才＂为背景的情景喜剧,该片荣获了包括TCA奖和艾美奖在内的多个奖项。本文尝试从修辞的视域出发,分析人物对白中的修辞手法,如反语、曲解、反问、用典等,从而剖析其在人物性格刻画中的作用。     

A Research on Guiding Effect of Marxist Literary Theory on Literary Creation

Through summarizing the basic problems in Marxist literary theory,reflects on the phenomena of contemporary literary creation from the perspectives in Marxist literary theory,such as "Human Nature","the Nature of Beauty","Anti-alienation and Aesthetics" as well as "Overall Emancipation of Human Beings" to demonstrate that with its contemporary values.     

我们赖以生存的“语言模因”

模因论（Memetics）,作为文化进化阐释的新理论,近年来深受语言学家的关注。生活中千奇百怪的语言现象,是对时代主题、生活热点、人群心智等各方面的反映,也是随着科技和网络的发展对语言的一种模仿与复制。本文选择著名语言学家莱可夫与约翰逊合著的《我们赖以生存的隐喻》作为标题上的模因,提出生活中离不开＂模因＂的各个语言现象,旨在运用模因论来归纳并发掘时代产物下的各种流行语言,阐释模因论对语言的进化与发展。     

论学分银行的体系建设及其功能定位

在开放大学的建设中学分银行是一个关键,学分银行体系建设包含的内容非常广泛,在学分银行的建设中认证体系、学习平台建设和制度建设是重中之重,特别是学分认证系统,它是学分银行成立的前提和基础。各级各类学分的“含金量”不同,不能简单的兑换,因此首先需要对学分进行认证,然后经过教育行政主管部门的授权和认可,最后学分才能兑换学历证书、资格证书、写实性学习证明书或终身教育补贴。     

利益相关者理论视野下的地方高校融资风险防范机制建构

根据利益相关者理论,政府、银行与高校构成了地方高校融资风险的三方利益相关者。应从政策调控、融资管理、信息沟通和融资监管四个方面来构建地方高校融资风险防范机制的建构。     

Intrinsic Factors for Continued ERP Learning: A Precursor to Interdisciplinary ERP Curriculum Design

Unilateral enterprise resource planning (ERP) curriculum improvements from the instructor's perspective are likely to generate only limited success. Understanding student motivations and beliefs with ERP systems is the missing link to effective ERP education. Relatively little attention in the ERP literature has been given to student learning associated with ERP experience, and almost none to factors influencing current and expected student beliefs and behaviors relative to ERP. The complexity of ERP systems demands that beliefs and behaviors be considered when planning ERP curricula. In the present study, the Theory of Planned Behavior was extended to examine students’ intentions to explore additional aspects of ERP after their class exercises. When considering all students, attitude and subjective norm had positive and significant effects on intentions to continue ERP learning. Subjective norm also affected attitude, and availability of support materials had a positive effect on subjective norm. Distinctive patterns are found for the construct relationships between student groups who valued ERP education (the engaged) and those who placed little or no value on ERP education (the undecided). Results from competing model analyses indicate that support materials influenced the engaged and undecided groups differently. Strategies for ERP curriculum design are provided.