Upper ontologies have traditionally arisen from the approach in which concepts that are common across a set of domains can be axiomatized at a general level. The rationale is that reuse across domains is to be supported through specialization of the general concepts from an upper ontology. Similarly, semantic integration between ontologies is to be achieved through the general concepts they specialize. The TUpper Ontology follows an alternative approach to the conventional upper ontology paradigm. Rather than think of an upper (...) ontology as a monolithic axiomatization centred on a taxonomy, the sideways approach considers an upper ontology to be a modular ontology composed of generic ontologies that cover concepts including those related to time, process, and space. TUpper is therefore composed of a set of generic ontologies, and each generic ontology axiomatizes a particular set of generic concepts. The TUpper Ontology is designed as a top-level ontology that contains modules from the ontologies within existing international standards. (shrink)

国家社会科学基金项目获“高等学校优秀青年教师教学科研奖励计划资助”(TRAPOYT).

Because of the impact of close partner's touch on psychological and physical well-being by alleviating stress, it is important to explore the influence factors that underlie the stress-alleviating effect of close partner's touch. Previous studies suggested that the stress-alleviating effect was different when individuals were touched by different persons. Specifically, the stress was reduced significantly when the individual was touched by the close partner compared with the acquaintance and the stranger. However, whether the stress-alleviating effect of touch was modulated by (...) the close relationship quality is unknown. To examine this question, the participants performed a 3 × 2 within-subjects experiment. The results revealed that the stress of the participants alleviated significantly while close partners present with touch compared with without touch during facing a threat. We also found that the relationship quality of couple-members modulated touch-induced stress alleviation. Participants perceiving the low quality of alternatives and the high partners' commitment level showed stronger touch-induced stress-alleviating effect than participants perceiving the high quality of alternatives and the low partners' commitment level. The explained variance was around 16.8% jointly for actor and partner effects. These findings provide evidence for explaining the reasons for touch-induced alleviating stress and have important implications for predicting the future effect of interactive behaviors. (shrink)

During the COVID-19 pandemic, online education has become an important approach to learning in the information era and an important research topic in the field of educational technology as well as that of education in general. Teacher–student interaction in online education is an important factor affecting students’ learning performance. This study employed a questionnaire survey to explore the influence of teacher–student interaction on learning effects in online education as well as the mediating role of psychological atmosphere and learning engagement. The (...) study involved 398 college students studying at Chinese universities as the research object. Participants filled out a self-report questionnaire. The study found that the level of teacher–student interaction positively affected students’ learning effects. The psychological atmosphere mediated the positive effect of the level of teacher–student interaction on learning effects with mediating effect value of 0.1248. Learning engagement mediated the positive effect of teacher–student interaction on learning effects with a mediating effect value of 0.1539. The psychological atmosphere and learning engagement play a chain-mediating role in the mechanism of teacher–student interaction affecting students’ learning effects; that is, teacher–student interaction promotes students’ learning engagement by creating a good psychological atmosphere, which, in turn, influences learning effects. The mediating effect value was 0.0403. The results indicate that teacher–student interaction not only directly affects students’ learning effects but also influences students’ learning effects through the mediating effect of the psychological atmosphere and learning engagement. (shrink)

Despite considerable disruption of social order caused by the COVID-19 pandemic, it has also been said to contribute to positive psychological changes and influence on the perception of public life satisfaction. The present study aimed to explore the association between the COVID-19 related posttraumatic growth and life satisfaction and the mediating role of personal values. A two-wave longitudinal design was used. 226 self-quarantined Chinese college students completed post traumatic growth inventory, satisfaction with life scale, personal values questionnaire between February 2020 (...) and May 2021. Results showed that more than half of self-quarantined Chinese college students reported moderate to high levels of the COVID-19 related posttraumatic growth. A structural equation model revealed that COVID-19 related posttraumatic growth was positively associated to life satisfaction, and self-transcendence and self-enhancement values partially mediated this association. These findings shed light on whether and how pandemic-related posttraumatic growth influenced personal life satisfaction, supporting the outcome and process perspectives of posttraumatic growth as well as Schwartz’s value theory. Based on the findings, some positive psychology interventions, such as online rumination activities and mindfulness practice, were proposed to enhance self-quarantined college students’ posttraumatic growth and life satisfaction. (shrink)

미래주의적 시각에서 한국교육의 개혁방향을 모색한 연구서. 미래사회가 오늘의 교육에 어떠한 의미와 시 사를 던져주는지, 미래에 일어날 사회변동 추세에 맞 추어 한국교육을 어떠한 방향으로 개혁해야하는가 등 등을 검토하였다.

Detailed summary in vernacular field only.

Ben shu yi jian ming e yao de bi chu xiang du zhe ti gong le yi fu quan jing shi de xi fang mei xue li shi hua juan.Qi nei rong han gai cong gu xi la,Luo ma zhi dao 20 shi ji de xi fang mei xue si xiang he li lun cheng guo,Qi zhong yi li lun xing tai de mei xue si xiang wei zhu gan,Tong shi she ji wen xue yi shu yi ji she hui (...) feng shang suo ti xian de shen mei yi shi. (shrink)

本书分为“性质与方法”、“美的研究”、“审美的研究:康德”、“审美的研究:审美心理学”、“艺术的研究:黑格尔”、“艺术的研究:一般艺术学”、“美学问题的历史解答”七讲内容。.