论《老子》中“物”之含义——郭店楚简本与王弼本的比较研究

"物"是《老子》书中的一个高频词,但其丰富的含义及重要性还未得到充分揭示。对比研究郭店楚简本《老子》和王弼本《老子》可以发现,"物",在"楚简本"中基本指"一切自然存在者",其含义比较单一、明确;而在"王弼本"中,其含义则比较复杂,"物"或意指"道"。由此可以推断王弼本对郭店楚简本《老子》之文义存在继承与发展。另外,只有建立在"道"、"物"、"器"三个层次相区分的基础上,《老子》中的"有"、"无"之含义才能更明晰。     

日本九州大学图书馆馆藏《朱子语类》版本辨正--与《〈朝鲜古写徽州本朱子语类〉的传播过程考订》商补

日本九州大学图书馆馆藏黄士毅所编徽州刊《朱子语类》之古朝鲜写本,上承朱子语录之最早编本《池录》,下启今传黎靖德所编《语类大全》,在《朱子语类》版本发展史上具有重要价值。因其卷帙浩繁、情况复杂,学界对该版本的认识存在较多误差。通过古写本与成化本的全面比勘,结合其版本情况,对古写本成书的大致年代、原本卷目数量及其与今传通行本间存在的卷目次序差异进行介绍,并对古写本与《蜀类》《徽类》的关系进行辨析。     

基于新指标体系的制药产业现状俯瞰与未来预测

日本版 NIH 及其制药企业,政策制定·战略规划需要佐证。为此,本研究尝试基于新的指标体系 进行制药产业的现状俯瞰与未来预测。连载第一篇,着眼于制药产业研究开发的 pipeline,即在研药物。按照研究开发阶段来梳理 pipeline,通过与已上市药物数量的比较,显然可以把握各国目前及未来的研发能力。该结果凸现出了美国在研发中的优势,以及日本的特异性等。     

孔子“仁”学思想在《论语》英译中的阐释

＂仁＂学是孔子思想体系的核心。在《论语》英译过程中,不同译者对＂仁＂做出了不同的翻译。阐释学翻译为分析＂仁＂学思想在韦利和刘殿爵《论语》译本中的阐释提供了理论基础。     

Continuous usage of e-participation: The role of the sense of virtual community

Local governments around the world are increasingly implementing e-participation platforms to involve citizens in consultation and decision-making processes. E-participation platforms usually succeed and produce positive effects in the community when adopted in the long-term scenario. The adoption of those platforms is still a challenge for local governments. The understanding of the factors that influence the continuous intention to use e-participation over time is critical for the design of diffusion and promotion strategies that motivate the citizens to keep using e-participation. This article explores the drivers that predict the post-adoption of e-participation platforms from the perspective of the sense of virtual community theory, that is the degree of affective attachment to a given community mediated by information technology. Specifically, our research model evaluates the association between the sense of virtual community with use behaviour and the continuous intention to use e-participation. Structural equation modelling was used to evaluate the data collected from 370 citizens who experienced an e-participation platform hosted by a European capital city. We found out that the direct association between the sense of virtual community and use was significant. Even though the direct association between the sense of virtual community and the continuous intention was non-significant, the indirect association sense of virtual community to use to continuous intention was statistically significant. This finding may indicate that the use behaviour is triggered by the influence of other members of the community for a short period of time, but it does not persist to influence the continuous intention over time.     

Required Collaborative Work in Online Courses: A Predictive Modeling Approach

This article describes a predictive model that assesses whether a student will have greater perceived learning in group assignments or in individual work. The model produces correct classifications 87.5% of the time. The research is notable in that it is the first in the education literature to adopt a predictive modeling methodology using data collected via a designed experiment. All subjects experienced both a collaborative and an individual assignment, thus mitigating uncontrolled external factors in the measurement of differences in perceived learning. The exploratory nature of the work prompted the use of Partial Least Squares Regression for estimation. The work serves as an illustration of how predictive modeling might enlighten those in educational and academic settings.     

Research on Translation of Campus Public Signs in Wuhan University of Technology

Based on Eugene Nida's "dynamic equivalence" translation theory as well as current situations for the translation of campus public signs in Wuhan University of Technology, this paper aimed at investiga...     

MPOC:大规模私有在线课程的设计与运营

从MOOC发展的动态来看,Coursera、中国大学MOOC、清华学堂在线等都在向SPOC转型,试图通过(在线课程)内容授权和在线课堂(Online Classroom)租赁的方式,寻找盈利模式。以SPOC为基础的MPOC(Massive Private Online Course),通过培养合格的网络辅导教师以及同时开设多个"班"的方式,实现大规模私有在线网络教学,很可能代表了MOOC未来的发展方向。MPOC与MOOC/SPOC,从在线课程的内容和教学活动设计来看,可以共享同一个网络课程设计方案,差异主要体现在运营阶段的班额、收费、师资配备等方面。MPOC课程设计要以学习者分析、教学目标分析等为出发点,注重教学内容的表达,设计有效的教学活动,使课程设计方案落实到教学实施的行为层面。北京大学MPOC课程从2006-2014年,不仅在"班"和"课"的层面上,建立了师生、生生之间的持续教学对话,还在教育机构(学院、大学等办学机构)的层面上,形成了虚拟教育组织和虚拟教学团队。这个成功探索,使"虚拟教育组织"和虚拟教学团队的领导和管理,成为网络教育下一步研究的重要课题。     

Examining research on the impact of distance and online learning: A second-order meta-analysis study

Distance learning has evolved over many generations into its newest form of what we commonly label as online learning. In this second-order meta-analysis, we analyze 19 first-order meta-analyses to examine the impact of distance learning and the special case of online learning on students’ cognitive, affective and behavioral outcomes. We examine to what extent distance learning generation level, and instructional setting moderate the influences of distance learning on cognitive, affective and behavioral outcomes. This second-order meta-analyses also analyzes the first-order meta-analyses for methodological quality and robustness. The findings revealed a statistically significant overall average effect size (g = 0.156, p < .001 with a 95% confidence interval of 0.087–0.224) of distance learning impacting cognitive, affective and behavioral outcomes in comparison to face-to-face learning. Meta-analyses on higher education had a statistically significant larger effect size than K-12 education. Limitations, implications, and directions for future research are discussed.     

Tutoring in (online) higher education: Experimental evidence

Demand for personalized online tutoring in higher education is growing but there is little research on its effectiveness. We conducted an RCT offering remote peer tutoring in micro- and macroeconomics at a German university teaching online due to the Covid-pandemic. Treated students met in small groups, in alternating weeks with and without a more senior student tutor. The treatment improved study behavior and increased contact to other students. Tutored students achieved around 30% more credits and a one grade level better GPA across treated subjects. Our findings suggest that the program reduced outcome inequality. We find no impacts on mental health.