本书是一部表现孔子一生事迹的连环图画,共收录了“二龙五老图”、“空中奏乐图”、“同车次乘图”、“问津图”、“去鲁图”、“退修琴书图”等39幅作品。.

本书内容包括:四岳之后、姓氏称谓、东海上人、早年坎坷、时定入周、为文王师、封建齐国、强国方略、政略特色等。.

"yan zi chun qiu " shi ji shu chun qiu mo qi qi guo ming xiang yan ying yan xing de yi bu zhu zuo.

本书共收录了丘汉平在《法学杂志》和《东方杂志》等刊物公开发表的法学论文36篇,涉及领域有法理学、法史学、宪法学、民商法学、罗马法、华侨问题等。.

本书主要内容有:先秦社会与伦理思想、德治与法治、伦理道德的理论基础、伦理精神和道德原则、道德规范等。.

本书内容包括什么是法社会学、多元化的法概念、社会·法律·法律文化、法与社会制度、法与社会发展、法与社会分层、法与社会问题、法与社会控制、法与社会化、法律职业、法的实现等11章。.

In today’s competitive economy, the war for talent has intensified. Organizations are increasingly investing in student engagement initiatives to build a robust talent pipeline. Among these initiatives, the offering of internship placements is a popular choice as it not only helps identify suitable talent, students can also benefit with valuable opportunities to develop work-related skills and gain experience. However, ensuring mutually beneficial outcomes for all stakeholders involved remains a challenge due to diverging expectations among stakeholder groups. This study aims to (...) enhance our understanding of high-quality internship design by applying stakeholder theory (ST) and the expectancy theory of motivation (ET) as theoretical frameworks. Qualitative research methods were employed, including semi-structured interviews with key stakeholders from higher education institutions, human resources managers, and front-line supervisors as well as a focus group with graduating business students. Thematic analysis of the data revealed several key themes related to stakeholder priorities and interests. The findings of this paper contribute to the fields of ST and ET by addressing an under-researched area: the motivations of supervisors as crucial stakeholders in delivering the internship experience. Scholars and practitioners have largely overlooked this aspect. From a managerial perspective, the findings highlight opportunities for fostering more synergistic partnerships between stakeholders, not only at the institutional level but also among internal stakeholder groups, including top management, human resources functions, and front-line supervisors. (shrink)

Mandarin Chinese, along with Japanese, Yorùbá, Mòoré, and Samoan, has been argued to lack ‘degree abstraction’, a configuration at LF involving lambda abstraction over a degree variable. These languages are claimed to have a negative setting for a hypothesized ‘Degree Abstraction Parameter’. Recent work, however, has argued for degree abstraction in Japanese and Yorùbá, and degree abstraction has been detected in a number of additional languages. Could it in fact be universal? Here, we focus on the case of Mandarin, and (...) argue that Mandarin has degree abstraction too. We offer three arguments in favor of degree abstraction in Mandarin, based on attributive comparatives, comparatives with embedded predicates, and scope interactions with modals. We also rebut prior arguments for the lack of degree abstraction in Mandarin, considering degree questions, measure phrases, and negative island effects. Taken together, these results show that degree abstraction is not a parameter along which Mandarin and English vary, and suggest rather that degree abstraction may be universally available. (shrink)

We examine the link between a firm’s environmental and social disclosures and measures of its risk including total, systematic, and idiosyncratic risk. While we do not find any link between a firm’s E and S disclosures and its systematic risk, we find a negative and significant association between these disclosures and a firm’s total and idiosyncratic risk. These are novel findings and are consistent with the predictions of the stakeholder theory and the resource-based view of the firm suggesting that firms (...) which make extensive and objective E and S disclosures promote corporate transparency that can help them build a positive reputation and trust with their stakeholders. This in turn can help mitigate the firms' idiosyncratic/operational risk. These findings are important for all corporate stakeholders including managers, employees, and suppliers who have a significant economic interest in the survival and success of the firm. (shrink)

Little is known about the Korean Peninsula before 12 th century, due to which potentially biased assessments of its social, cultural, and political history exist. This study attempted to unearth the history of the Korean Peninsula since the late 10th century through the Buddhist inscriptions. These inscriptions unveil the authentic social environment, religious beliefs, and political ecology of late Silla and delve into the political motives and life philosophies of Silla scholars who studied the Tang Dynasty, especially their approach of (...) 'interpreting Buddhism through Confucianism'. Based on empirical research grounded in documentary evidence, combined with literary-historical methods, this study examined the inscriptions of two great Silla scholars Choi Chi-Won and Choi Eun-Wee. Their works predominantly feature Confucian thought within Buddhist narratives. Politically, they used Confucian principles as the foundation for governance, interpreting them through Buddhist concepts to enlighten the masses and strengthen dynastic rule. Ideologically, while Choi Chi-Won fully implemented Confucian logic, Choi Eun-Wee demonstrated a stronger Buddhist inclination. This research enriches the understanding of the history, culture, and society of the Korean Peninsula, highlighting the significant role of blending Confucian and Buddhist elements in shaping its social and political structures. (shrink)

This study focuses on mindfulness programs in the corporate world, which are receiving increasing attention from business practitioners and organizational scholars. The workplace mindfulness literature is rapidly evolving, but most studies are oriented toward demonstrating the positive impacts of mindfulness as a state of mind. This study adopts a critical perspective to evaluate workplace mindfulness practice as a developmental process, with a focus on its potential risks that have ethical implications and are currently neglected by both researchers and practitioners. We (...) draw from a Buddhist perspective that understands mindfulness training as an ethics-based, longitudinal, and holistic path. To this end, we develop a four-stage model to illustrate a potential developmental process for participants in workplace mindfulness programs. This model comprises four stages of preliminary concentration, deep concentration, self-transcendence, and reengagement, each of which has its own underlying characteristics and impacts on individual participants and organizations. (shrink)

The COVID-19 epidemic is associated with negative mood, which has the potential to be a powerful driver of creativity. However, the influence of negative mood on cognitive creativity and emotional creativity remains elusive. Previous research has indicated that self-focused attention is likely to be related to both negative mood and creativity. The current study introduced two self-focused attention variables to explore how negative mood might contribute to cognitive creativity and emotional creativity. Based on a sample of 351 participants, our study (...) found that negative mood during the outbreak of COVID-19 was associated with cognitive creativity and emotional creativity. Meanwhile, there were significant serial mediation effects of rumination and reflection in the relationship between negative mood and creativity and the psychological impact after exposure to the COVID-19 epidemic was positively correlated with emotional creativity but not with cognitive creativity. These results suggested that individuals, in real life and work, could achieve better creative performance through moderate self-focus. Moreover, individuals with different mood states can be induced to enhance their creativity in times of crisis through intervention training to promote reflection. (shrink)

This book explores Aristotelian and Confucian wisdom traditions to understand education and what counts as a good teacher in an embodied dialogic approach. The book creates a dialogue between ancient ideas and the author's lived experiences as a teacher in cross-cultural landscapes today to ruminate on the important themes of educational purpose, teacher excellence, teacher-student relationships, and teaching skill. It asks fundamental educational questions including "Why Do We Educate? Eudaimonia and Dao"; "What Do We Educate? Phronesis, Philia and Ren"; and (...) "How Do We Educate? Techne and Liuyi". Moving beyond the dominant epistemological concerns such as how to teach more effectively to help students gain better marks in schools, it constitutes an ethical inquiry that illuminates the values, purposes, concerns, and hopes that animate genuinely educational work. Using a comparative approach to wisdom traditions from both the East and the West, it addresses parochialism and challenges Eurocentric research paradigms. Embedded in the messy ground of teaching in intergenerational and cross-cultural narratives, the author's own experiences as a student/teacher/daughter of a teacher/mother of a student crucially unpacks and concretizes ancient concepts and reactivates them in concrete situations. A sense of a whole without completeness, a conception of the good without closure, and an aspiration without achievement continue to haunt the search for an ultimate answer to the question "what counts as a good teacher?". It will appeal to scholars, teachers, and teacher educators with an interest in narrative inquiry and educational research, as well as those in the field of curriculum studies and the philosophy of education. (shrink)

Why Do They Hate Us? In the aftermath of the 9/11 terrorist attacks, many Americans began to ask the question “Why do they hate us?” Today, those who hate us have greatly expanded in number. They range from Muslim fanatics who wish to kill Americans, to numerous citizens of France, Germany, Spain, South Korea, Canada, and elsewhere who see the United States as a bigger threat than the global terrorists that it seeks to eliminate. Americans continue to brood over the (...) fact that others hate us, but they seem no more prepared to understand or address the problem. At a…. (shrink)

The impostor phenomenon refers to a false internal experience of low intelligence or ability that is associated with anxiety, depression, psychological distress, and burnout. The emotions associated with the IP affect not only personal mental health but also patient care. To address this issue, we need to completely understand the prevalence of and factors related to the IP and ways to resolve/overcome IP feelings. The aim of this scoping review was to identify the existing evidence regarding the IP among nursing (...) students and nurses and determine gaps that can be addressed in future research. We conducted our study based on the scoping review methodological framework proposed by Arksey and O’Malley and advanced by Levac et al.. After searching the Embase, PubMed, Cumulative Index to Nursing and Allied Health Literature, Cochrane Library, Web of Science and ProQuest databases, we identified 11 studies for inclusion in this review. We found that while the IP exists in nursing students and nurses, clinical nurse specialist students and final-year nursing students are at significant risk of impostor behavior. We also found that research in the nursing field has focused on the prevalence of and factors related to the IP, but few studies have addressed ways to resolve/overcome IP feelings. Thus, research in this area should be increased. This scoping review presents research gaps that may serve as a starting point for future work on the IP in the nursing field. (shrink)