论马克思主义宗教思想的现代启示

在宗教复兴的现时代,宗教问题不仅影响着世界的稳定,也对我国的发展具有重要的制约作用。马克思主义宗教思想启示我们,宗教以“精神补偿”的独特方式,整合民族的发展,影响文化领域,促使人们更好地遵守社会道德规范,对人类社会的发展发挥积极作用。然而,宗教也制约着社会政治问题,引发许多民族纠纷,还被利用干预他国事务,这给社会生活带来消极影响。在建设中国特色社会主义的今天,我们必须汲取马克思主义宗教思想中的有益成分,正确面对现阶段宗教所发生的变化,坚决反对和抵制邪教,用全面发展的眼光来认识和处理我国的宗教问题,克服它给人类社会发展造成的消极影响,充分利用宗教中的积极因素为社会主义制度服务。     

文化解读：菲华文学中的闽南情结

菲华作家多数来自福建闽南地区，深受闽南文化的影响和熏陶，根据于他们灵魂深处的闽南情结成为他们的集体无意识，给菲华文学打下闽南文化的鲜明烙印。菲华作家作品中所透露出的闽南文化的传统性，世俗性、宽容性等精神批征和价值观念，对我们深入认识菲华文学与中华民族文的血肉联系在世界华文文学中的特殊意义都将具有丰富的启迪作用。     

浅析弗雷格意义理论中的"保值替换"原则

弗雷格认为句子的意义是思想,句子的意谓是真值。在复杂语境中,句子具有通常意谓和间接意谓,“保值替换”并不失效。弗雷格没有解释在任意复杂语境中“保值替换”能否顺利进行,也没有对句子具有通常意谓和间接意谓的可行性做出明确解释。     

论社会资本过度化对大学生就业的消极影响

社会资本的核心内容是具有先赋条件的人际网络体系。这一概念由法国当代社会学家布尔迪厄在上个世纪80年代首次提出后,历经科尔曼、帕特南、波茨等人的不断发展,形成了比较完整的社会资本理论体系,并与人力资本、经济资本和文化资本并称为推进社会发展的四大资本。近年来,社会资本理论在我国持续升温,成为社会学研究中的一个热点。一些学者将该理论应用于中国社会问题研究,其中也应用于大学生就业研究,并鼓励大学生要通过各种途径,广泛获取相应的社会资本来就业。对于中国这样一个具有明显“差序格局”和“社会圈子”的人情社会,社会资本过度化将会加剧社会的不平等,不利于大学生就业。     

“见1”向“见2”演变的发展轨迹——基于《大正藏》语料的考察

通过对《大正藏》汉魏六朝时期汉译佛经语料的考察和分析，发现诸多语例中的“见”既可以理解为被动标志，也可以理解为“他人行为及于己”，具有一定指代意义。在这样的用例中可以清晰地看出这两种意义之间存在着直接联系，并且呈现出比较明显的演变轨迹。     

基础日语教材被动句考察

日语被动句对中国学习者来说是个习得上的难关。通过对日语基础教材的考察，发现教材存在不利于习得的因素。主要表现在教材对日语被动句的解说不够清楚，例句不十分恰当，这已成为需要关注和解决的课题。     

香港申诉专员公署绩效指标的构建与运用

围绕效率、效果、质量等绩效主题构建香港申诉专员公署的绩效指标,并运用它们测量香港申诉专员公署的绩效,同时使用跨时期分析法得出其绩效不断提高的结论。指出这对提高大陆行政效能监察组织,特别是行政效能投诉组织的绩效具有启示意义。     

运动与吸烟对大鼠应激反应与肺部影像学的影响

通过观察有氧运动与被动吸烟环境下大鼠肺部氧化应激的影响及X线影像学表现,探讨有氧运动与被动吸烟对大鼠肺部影响机制。结果表明:有氧运动对被动吸烟大鼠肺部有保护作用,能增强被动吸烟大鼠肺部抗氧化清除自由基能力,明显改善双侧中下肺野纹理状况减少肺部疾病。     

Improving Active Range of Hip Flexion

Abstract

It is argued that previous studies of active flexibility have not achieved experimental control. An experiment then is described which achieved experimental control by using daily flexibility training over a 7-day period.

Forty-two female subjects were randomly assigned to one of six treatment groups or a control group. The six treatment groups received proprioceptive neuromuscular facilitation training for six consecutive days with isometric contraction periods of 0 sec, 3 sec, or 6 sec. Three of the treatment groups followed an active regime (concentric contraction of the agonists) and three a passive regime. All subjects were pretested for active flexibility on Day 1. They were also posttested after training on Day 6, and without training on Day 7. A two factor multivariate analysis of covariance with trend analysis on the period of isometric contraction factor indicated a significant positive linear trend for this factor, approximate F(2, 28) = 7.90, p < .002, together with a significant interaction between this linear trend and the active-passive regime factor, approximate F(2, 28) = 3.81, p < .034. Follow-up tests revealed that this interaction was due to larger gains in active flexibility being associated with longer periods of isometric contraction in the active groups, but not in the passive groups.     

The effects of passive and active learning on student preference and performance in an undergraduate basic science course

Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical) teaching methods on students' retention of information and performance. For each year of the study, the course was divided into two time periods. The first half was dedicated to instructor-led lectures, followed by a control survey in which the students rated the efficiency of pedagogical learning on a five-point Likert scale from one (strongly disagree) to five (strongly agree). During the second period, students engaged in andragogical learning via peer-led seminars. An experimental survey was then administered to students using the same scale as above to determine students' preferred teaching method. Raw examination scores and survey results from both halves of the course were statistically analyzed by ANOVA with Newman-Keuls multiple comparison test. By the end of the study, student preference for peer-led seminars increased [mean ± SD: (2.47 ± 0.94)/(4.03 ± 1.36), P < 0.04], and examination scores significantly increased [mean ± SD: (73.91% ± 13.18)/(85.77 ± 5.22), P < 0.001]. A majority of students (68.8%) preferred a method that contained peer-led seminars and instructor-led lectures. These results may indicate that integration of active and passive learning into undergraduate courses may have greater benefit in terms of student preference and performance than either method alone.