Entrepreneurship competitions are an important way to implement entrepreneurship education in universities and the main way for many students improve their entrepreneurial competence. To clarify the mechanism of the role of entrepreneurship competition on the entrepreneurial competence of university students, based on data from a sample of 170,764 university students from 31 provinces in China, this study constructs a moderated mediation model that focuses on the mediating role of entrepreneurial spirit in entrepreneurial competition and entrepreneurial competence and the moderating role (...) of entrepreneurial practice. The results showed that ECompetition found to have a significant positive predictive effect on ECompetence. ES plays a mediating role in the relationship between ECompetition and competence. The direct predictive effect of ECompetition on ECompetence and the mediating effect of ES on their relationship is moderated by EP. The results provide a new perspective on the impact of entrepreneurship competition on college students’ entrepreneurial competence and expands the experiential learning theory in entrepreneurship education. (shrink)

The output feedback controller is designed for a class of stochastic nonlinear systems that satisfy uncertain function growth conditions for the first time. The multivariate function growth condition has greatly relaxed the restrictions on the drift and diffusion terms in the original stochastic nonlinear system. Here, we cleverly handle the problem of uncertain functions in the scaling process through the function maxima theory so that the Ito differential system can achieve output stabilization through Lyapunov function design and the solution of (...) stochastic nonlinear system objects satisfies the existence of uniqueness, ensuring that the system is globally asymptotically stable in the sense of probability. Furthermore, it is concluded that the system is inversely optimally stable in the sense of probability. Finally, we apply the theoretical results to the practical subsea intelligent electroexecution robot control system and obtain good results. (shrink)

BackgroundThe high incidence of post-stroke depression during rehabilitation exerts a negative effect on the treatment and functional recovery of patients with stroke and increases the risk of mortality. It is necessary to screen PSD in the rehabilitation stage and thus provide effective intervention strategies. However, existing measurements used to assess PSD in the rehabilitation stage in patients with stroke lack specificity. This study aimed to develop a clinical measure to assess symptoms of PSD in the rehabilitation stage.MethodsThe research team created (...) the initial items through a literature review and semi-structured interviews of patients with stroke. Then, the symptom-related items were estimated by three panels: healthcare professionals, Delphi experts, and patients with stroke in the rehabilitation stage.ResultsThe literature review and semi-structured interview produced 51 symptom-related items including six domains, and the items were reduced to 47 by the healthcare professionals. The symptom-related items were further reduced to 33 items by a two-round Delphi consultation. The initiative coefficients of the two Delphi rounds were 71.4 and 100%, the expert authority coefficients were both 0.85, Kendall’s W were 0.152 and 0.408, and the coefficient of variation were 0.05–0.32 and 0.00–0.18, respectively. The item-level content validity index was 0.53–1.00, the scale-level CVI/universal agreement was 0.26, and the S-CVI/average was 0.85 for the first found Delphi consultation; the I-CVI was 0.67–1.00, the S-CVI/UA was 0.61, and the S-CVI/Ave was 0.97 for the second round Delphi consultation. All content validity indicators have been significantly improved compared with the first round. Using mean ≥ 4 and full score ≥ 0.5, combined with CV ≤ 0.16 as the item criteria, a clinical measure of PSD with 33 items and 6 dimensions was finally formed after two rounds. The patients with stroke made no further revisions after evaluation.ConclusionThe research team developed a specific tool with good content validity to assess the symptoms of PSD in the rehabilitation stage. (shrink)

The present study examined the relationship between emotion malleability beliefs and daily positive affect (PA) and negative affect (NA) in adolescents. 639 participants provided information about emotion malleability beliefs and emotion regulation strategies on the first day of the study and six daily measurements of PA and NA. Emotion malleability beliefs had a positive relationship with PA and a negative relationship with NA. Higher emotion malleability beliefs predicted lower carryover effects of PA and NA across assessment days. We also found (...) that cognitive reappraisal might affect the relationship between emotion malleability beliefs and daily affect, such that those who held high levels of malleability beliefs were more likely to engage in cognitive reappraisal and report lower NA and higher PA. The findings of the present study suggest that emotion malleability beliefs could predicate daily emotions and emotion dynamics across days in adolescents. (shrink)

The goal of the present study is to explore whether the affective states of a pedagogical agent in an online multimedia lesson yields different learning processes and outcomes, and whether the effects of affective PAs depend on the learners’ emotion regulation strategies and their prior knowledge. In three experiments, undergraduates were asked to view a narrated animation about synaptic transmission that included either a happy PA or a neutral PA and subsequently took emotions, motivation, cognitive outcomes tests. Across three experiments, (...) the happy PA group reported more positive emotions and higher level of motivation than the neutral PA group. Moreover, the happy PA prompted higher germane load than a neutral PA in Experiment 3. However, adding a happy PA to the screen did not improve learning performance. In addition, in Experiment 2, learners’ usage of emotion regulation strategies moderated the effectiveness of affective PA on positive emotions in learners. Specifically, happy PAs increased the positive emotions of students who used expressive suppression strategy but not those who used cognitive reappraisal strategy. In Experiment 3, the effectiveness of affective PAs was not moderated by learners’ prior knowledge. Results support the cognitive affective theory of learning with media that students are happier and more motivated when they learn from happy PAs than from neutral PAs. (shrink)

BackgroundExercise is increasingly recognized as a key component of Parkinson’s disease treatment strategies, but the underlying mechanism of how exercise affects PD is not yet fully understood.ObjectiveThe activation likelihood estimation method is used to study the mechanism of exercise affecting PD, providing a theoretical basis for studying exercise and PD, and promoting the health of patients with PD.MethodsRelevant keywords were searched on the PubMed, Cochrane Library, and Web of Science databases. Seven articles were finally included according to the screening criteria, (...) with a total sample size of 97 individuals. Using the GingerALE 3.0.2 software, an ALE meta-analysis was performed using seven studies that met the requirements, and the probability of the cross-experiment activation of each voxel was calculated.ResultsThe meta-analysis produced seven clusters, and major activations were found in the cerebellum, occipital lobe, parietal lobe, and frontal lobe brain regions.ConclusionExercise for PD mainly results in the enhanced activation of the cerebellum, occipital lobe, parietal lobe, and frontal lobe. Exercise for PD does not cause a change in the activation of a single brain area, and the observed improvement may result from coordinated changes in multiple brain areas. (shrink)

As a worldwide epidemic in the digital age, cyberbullying is a pertinent but understudied concern—especially from the perspective of language. Elucidating the linguistic features of cyberbullying is critical both to preventing it and to cultivating ethical and responsible digital citizens. In this study, a mixed-method approach integrating lexical feature analysis, sentiment polarity analysis, and semantic network analysis was adopted to develop a deeper understanding of cyberbullying language. Five cyberbullying cases on Chinese social media were analyzed to uncover explicit and implicit (...) linguistic features. Results indicated that cyberbullying comments had significantly different linguistic profiles than non-bullying comments and that explicit and implicit bullying were distinct. The content of cases further suggested that cyberbullying language varied in the use of words, types of cyberbullying, and sentiment polarity. These findings offer useful insight for designing automatic cyberbullying detection tools for Chinese social networking platforms. Implications also offer guidance for regulating cyberbullying and fostering ethical and responsible digital citizens. (shrink)

安徽省社科规划项目 安徽省教育厅人文社科基金项目 安徽师范大学科研出版基金 安徽省省级重点学科——安徽师范大学马克思主义哲学学科建设基金资助项目安徽省高校人文社科重点研究基地——安徽师范大学马克思主义研究中心研究基金资助项目.

本書結集作者近年來從傳統道家思想與道教經典中，尋找以符應當代環境保護與生態哲學之生態智慧的研究成果。研究的範疇，包括：莊子思想、《太平經》、《陰符經》、葛洪《抱朴子內篇》等，並結合當代的環境生態思潮， 來詮證傳統到家與道教經典的生態智慧。.

本书主要回顾20世纪七八十年代中国发生的“美学热”现象,由此追溯20世纪五六十年代的美学大讨论,探讨中国美学现象背后的深层文化历史和社会政治原因,以期为当代中国美学与艺术的发展提供思考的线索。.

本书包括“全球化”语境下的哲学反思、经济哲学研究与我国社会主义建设、文化多样性与中国特色社会主义文化建设、当代哲学与政治研究、“网络时代”的科技与人、“三个代表”理论的哲学思考、马克思主义哲学教学与改 革等若干方面。.

本书通过对群星璀璨的犹太精英成功智慧的深刻剖析, 揭示了犹太人独特的价值观和伟大的理想, 让人在先进的理念和最优的实践中感受到犹太精英教育成功的奥秘.

本书精选二十世纪外国美学文艺学名著175种,分别介绍其体系构架和主要观点,并兼及史实性、资料性的说明。.

◎孔子為何周遊列國？因為沒有一個國君想用儒家治國，他只好到處教書遊說。 ◎秦國用法家統一天下，漢高祖劉邦用道家蓄積國力，直到漢武帝登基，儒家才被注意。 ◎儒學為何從沒人理，轉眼變治國工具？這得從董仲舒的「解釋」說起。 ◎儒學就像作業系統，幾千年來更新過四次版本，孔子的儒學不等於現在的儒學。 作者馬大勇，清華大學、上海交通大學國學特聘教授。 曾被推舉為最受歡迎的中文教授。 在本書中，他將儒家文明分為五個時期： 孔子奠基期、孟子成熟期、兩漢經學期、宋代理學期和明代心學期。 解析儒家思維是如何像電腦作業系統一樣，歷經四次的版本更新， 從原本的中庸之道、民為貴、君為輕的民主思想， 一步步變成君權神授，天人感應， 成為各朝代帝王穩固皇權的最佳推手。 就此儒學變成帝王學，開啟了千年以來人民為皇權奴隸的中央集權體制。 ◎孔子的儒學，是教你如何當君子 《論語》中，仁字出現了104次，禮字出現74次， 孔子的重要理念「中庸之道」，更成為宋元以後科舉考試的必讀書。 這個具有人道主義的思維，為何不被當時的統治者如春秋諸侯或秦國採納？ 因為亂世中，做君子的好處太少，當小人能得到的利益比較多。 ◎孟子是民主思想的啟蒙者，但被後代皇帝刪掉了 孟子思想的最大亮點就是「民為貴，社稷次之，君為輕」， 這套民主思維後來為何會消失？ 因為明太祖朱元璋看到「君為輕」三個字，就把《孟子》一書狠狠摔地上， 刪節版《孟子》就此誕生，往後一百年，學生學到的孔孟儒學知識都是不完整的。 ◎因為董仲舒的「特殊解釋」，從此百家遭罷黜，皇帝獨尊儒術 秦國用法家思想滅六國一統天下，漢高祖劉邦用道家治國，修生養息， 兩大皇權都對儒家思維沒興趣，直到漢武帝劉徹時期， 董仲舒為了拍皇帝馬屁，重新解釋，儒術從此轉化帝王術。 他口中的儒教，跟孔孟闡述的儒學，哪裡不一樣？差在造神。 ◎宋元明清重新詮釋儒學，想當官者必讀四書 宋、元之後，孔子的《中庸》又重新被提起， 因為它教你用大學之道維持國家秩序。 儒學家朱熹更讓《四書集注》成為為官者的必讀聖書。 至於為什麼是宋朝與明朝，跳過了大唐盛世？ 因為東漢黨錮之禍殺害許多知識分子，儒家文化走向低谷； 南北朝興盛佛教；至於唐朝則儒、釋、道並重。 直到韓愈寫的《原道》為儒家文明打下基礎，在宋代發揚光大。 打天下靠武力，龍椅要坐穩就靠統治， 儒家思想如何經過五階段改造，從民主思維變中央集權， 而且延續千年「至今」不墜。 本書特色 儒學為何從沒人理，轉眼變治國工具？這得從董仲舒的「解釋」說起。 孔子的儒學，如何經過五階段改造，從民主思維變中央集權。 名人推薦 淡江大學中文系教授／高柏園.

本书从古代圣人、贤人、名人的文诗词赋中精选有关立志、修身、博学、报国的名言警句,并加以译注和评述,引导大学生树立正确的目标、信念。.