This study proposed a children’s digital art ability training system with artificial intelligence-assisted learning, which was designed to achieve the goal of improving children’s drawing ability. AI technology was introduced for outline recognition, hue color matching, and color ratio calculation to machine train students’ cognition of chromatics, and smart glasses were used to view actual augmented reality paintings to enhance the effectiveness of improving elementary school students’ imagination and painting performance through the diversified stimulation of colors. This study adopted the (...) quasi-experimental research method and designs the pre-test and post-test for different groups. The research subjects are the Grade 4 students of an elementary school in Taitung City, Taiwan. The test tools included an imagination test and an evaluation of painting performance ability. The test results of a total of 30 students before and after the experiment included the experimental group that received the children’s digital art ability training system with AI-assisted learning and 30 students in the control group that had not received the teaching were analyzed by covariance. These results were supplemented by the description and interpretation of student feedback, teachers’ reflection notes, and other qualitative data to understand the performance of the students in the experimental group in terms of imagination and painting performance. (shrink)

Given the widespread acceptance of computational thinking in educational systems around the world, primary and higher education has begun thinking about how to cultivate students' CT competences. The artificial intelligence of things combines artificial intelligence and the Internet of things and involves integrating sensing technologies at the lowest level with relevant algorithms in order to solve real-world problems. Thus, it has now become a popular technological application for CT training. In this study, a novel AIoT learning with Augmented Reality technology (...) was proposed and explored the effect of CT skills. The students used AR applications to understand AIoT applications in practice, attempted the placement of different AR sensors in actual scenarios, and further generalized and designed algorithms. Based on the results of the experimental course, we explored the influence of prior knowledge and usage intention on students' CT competence training. The results show that proposed AIoT learning can increase students' learning intention and that they had a positive impact on problem solving and comprehension with AR technology, as well as application planning and design. (shrink)

The twenty-first century is arguably the century of computing. In such a world saturated by computing, Computational Thinking is now recognized as a foundational competency for being an informed citizen and being successful in STEM work. Nevertheless, how to effectively import different types of teaching methods in university courses is subjected to further evaluation. Currently, the arguments in favor of tangible robots including high interaction, great practicality, and specific operation results make themselves to be often used as a teaching medium (...) and tool for teaching activities between teachers and students. Hence, in addition to cultivating students with computational thinking ability, this paper discussed how to integrate tangible robots into project-based learning courses of thinking skills training to improve the learning performance of the computational thinking ability. This study conducted in one semester on the 105 students from three classes. Experimental results show that the project-based learning method integrated with the teaching material of robotic visual programs approach had significantly better effectiveness in improving students' learning achievements than the traditional teaching method integrated with paper practice teaching materials approach. Analysis of the questionnaire results showed that the proposed learning approach did not increase the students' cognitive burden. In sum, the proposed approach helps students' learning achievement and cognitive load. (shrink)

Lü-shih ch'un-ch'iu [Spring and Autumn of the House of Lü] appeared on the scene in 239 B.C. This was the latter part of the Warring States period. Our country's transition from slavery to feudalism had already been basically completed, but chaotic wars of secession among the feudal princes still occurred. Remnant forces of the slave system were still quite strong, and the restoration-counterrestoration struggle between the declining slave-owning class and the newly emerging landlord class was proceeding violently. Lü Pu-wei (...) was a careerist and plotter of the declining slave-owning class and a representative of the Confucians. In response to the needs of the slave-owning class's counterrevolutionary restoration, Lü adopted the tactic of "attacking the mind." He sneaked into the government of the newly emerging landlord class in the state of Ch'in and played the role of an ardent vanguard for restoration. This big commercial slave owner, who had originally run around among Ch'in, Chao, and other states, had amassed thousands of gold pieces at home and possessed more than ten thousand slaves. He played around with political conspiracies and became chancellor of the state of Ch'in. Before King Ying Cheng of Ch'in personally took power in 238 B.C., political power fell for a time into Lü's hands. Lü Pu-wei worked in collusion with Lao Ai, a eunuch he sponsored, and joined the industrial and commercial slave owners and the aristocratic slave owners to form a frenzied restorationist force. On the one hand, they formed factions to strengthen private interests, expanded their power, and prepared for an armed coup d'état. On the other hand, they took in riff-raff [literally, people who had surrendered and rebelled], assembled Confucian scholars, set to work on ideology, and grandly created public opinion for the restoration of the slave system. At that time, a reactionary adverse current favoring the restoration of the slave system hung over the state of Ch'in. Lü-shih ch'un-ch'iu, which was compiled under Lü's direction by his retainers, was the product of this adverse current. (shrink)

This study examines the influence of three components of corporate social responsibility on team performance. In the proposed model of this study, team performance is indirectly affected by three dimensions of perceived corporate citizenship (i.e., economic, legal, and ethical citizenship) via the mediation of team efficacy and team self-esteem. Surveying members of 172 teams confirms most of our hypothesized effects. Our results show that economic citizenship influences team performance via the mediation of both team efficacy and team self-esteem. However, legal (...) citizenship influences team performance via team efficacy alone, whereas ethical citizenship influences team performance only via team self-esteem. We discuss the theoretical and managerial implications of our findings. (shrink)

Preface Part One Buddhism and Phenomenology Ch.1Buddhism and Phenomenology Ch.2 Husserl and Merleau-Ponty Part Two The Four Basic Buddhist Models in India Introduction Ch.3 Model One: The Five Skandhas Ch.4 Model Two: Pratitya-samutpada Ch.5 Model Three: Tridhatu Ch.6 Model Four: Sila-Samadhi-Prajna Ch.7 Asamjni-samapatti and Nirodha-samapatti Ch.8 Summary of the Four Models Part Three Karma, Meditation, and Epistemology Ch.9 Karma Ch.10 Madhyamikan Issues Ch.11 The Privilaging of Prajna-paramita Part Four Trimsika and Translations Ch.12 Texts and Translations Part Five The Ch’eng Wei- (...) class='Hi'>Shih Lun and the Problem of Psychosophical Closure: Yogacara in China Ch.13 Ch.14 Seven Trajectories Ch.15 The Legend of the Transmission of the Ch’eng Wei-Shih Lun Ch.16 Alterity: Parinama Ch.17 Why Consciousness in Not Empty Ch.18 On Rupa Ch.19 Externality Ch.20 The Four Conditions Ch.21 Mirror Knowing: Soteric Alterations Ch.22 Language, Avijnapti-Rupa and Vijnapti-Rupa Ch.23 Is What is Ultimately Real Itself Ultimately Real? Conclusions Appendices Bibliography Index. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Buddhist Phenomenology: A Philosophical Investigation of Yogacara Buddhism and the Ch'eng Wei-shih LunCharles MullerBuddhist Phenomenology: A Philosophical Investigation of Yogacara Buddhism and the Ch'eng Wei-shih Lun. By Dan Lusthaus. Curzon Critical Studies in Buddhism Series. London: Routledge, 2002. Pp. xii + 611. Hardcover $65.00.Western students of Yogācāra Buddhism have long been in need of a full-length work that analyzes the key Yogācāra problematic concepts in a (...) comprehensive manner. Due to the lack of such a text, many nonspecialists have been forced to rely on the accounts provided in reference and survey works, which have tended to offer vague and confusing interpretations of what the tradition actually represents. In writing Buddhist Phenomenology, Dan Lusthaus has provided us with the most comprehensive and coherent response to these needs seen in recent years. After decades spent reading descriptions of the school written by both classical and modern scholars that he considers to have missed the point in one way or another, his aim in writing Buddhist Phenomenology is to set the meaning of Yogācāra straight. In so doing, he provides a re-articulation of Yogācāra that amounts to a must-read for anyone with an interest in this seminal Buddhist system.The core thread in this work lies in treating what Lusthaus takes to be the foremost of the misunderstandings of Yogācāra-the meaning of vijñapti-mātra, commonly rendered as "consciousness-only" or "mind-only." Standard introductions to Yogācāra for several decades now have tended to explain vijñapti-mātra as either a Buddhist form of "idealism" or a Jungian psychologism wherein the store consciousness is equated with a collective unconscious. Most introductions to "consciousness-only" continue to explain it as a "kind of happy realization and valorizing affirmation of consciousness as a reality, meaning something like 'true cognition' or 'consciousness is real'" (p. 435). Lusthaus argues that Vasubandhu and his colleagues never intended such a valorizing signification, but in fact used the term vijñapti-mātra with "the intent of laying out an indictment of the problems that the activities of consciousness engender" (p. 435). The explanation of exactly how and why this is so necessitates a reexamination of a wide array of arcane Yogācāra concepts. But in a more fundamental sense—at least for Lusthaus (and, we would suppose, for Vasubandhu and Xuanzang)—it implies a reevaluation of one's understanding of the most basic concepts of Buddhism itself, including karma, dependent origination, and selflessness. Lusthaus' main vehicle for carrying out this project is Xuanzang's Ch'eng Wei-shih Lun (CWSL), which Xuanzang composed for the express purpose of clarifying the meaning of Yogācāra in his own time. Lusthaus has been working on the CWSL for decades, and so this book also represents a culmination of his studies on that text.We should not misunderstand, based on the title, that Lusthaus is attempting to write a work of East-West comparative philosophy that directly correlates Husserlian phenomenology and Buddhism. The reason for the reference to phenomenology, as explained in the first two chapters, is that despite the numerous fundamental differences that lie between Buddhism and Western philosophy, when we attempt to translate the discourse of a Buddhist tradition such as Yogācāra, which is epistemological [End Page 135] in character (and not ontological or metaphysical, as it is often construed to be), the branch of Western philosophy that has the language most applicable to the task is that of phenomenology, with such hallmark concepts as noesis/noema and hyle.In these first two chapters Lusthaus gives a welcome review of the various permutations and usages of the term "idealism," as understood by different branches of philosophy, so that we may, later in the book, see exactly why the term is not applicable to what is going on in Yogācāra. In the second part of the book (starting from chapter 3), Lusthaus shows how Yogācāra fleshes out the fundamental components of the Buddha's teaching by examining the terms and concepts located within the discourse of... (shrink)