1. Juan shou -- 2. Da zong hu zhi yi -- 3. Da zong hu zhi er -- 3. Linyi hu. Mengcun hu -- 4. Daogou hu -- 6. Tengyang hu zhi yi -- 7. Tengyang hu zhi er -- 8. Jiu Xian hu -- 9. Zhongji hu -- 10. Caizhuang hu. Daizhuang hu. Liyuan hu -- 11. Shizhuang hu. Sibei hu -- 12. Dianbei hu. Xiguo hu -- 13. Xianyuan hu. Quannan hu. Qiwang hu. Chengguo hu -- 14. Miaokong (...) hu. Wenxian hu. Yibei hu -- 15. Hongmen hu. Shi Cun hu. Luxian hu. Yiyang hu. Kong Cun hu. Wangtang hu. Xiaozhuang hu. Gongduan hu -- 16. Huadian hu -- 17. Gucheng hu. Gangshan hu -- 18. Lucheng hu zhi yi -- 19. Lucheng hu zhi er -- 20. Kongtun hu. Xicheng hu. Jiucheng hu -- 21. Lüguan hu zhi yi -- 22. Lüguan hu zhi er -- 23. Lüguan hu zhi san -- 24. Lüguan hu zhi si -- 25. Linqian hu. Fangxi hu. Linmen hu -- 26. Guanzhuang hu. Daxue hu -- 27. Guangwen hu -- 28. Xiaoxue hu. Taole hu. Beigong hu -- 29. Zhifang hu. Dongzhuang hu. Fangshang hu. Gaozhuang hu. Nangong hu -- 30. Xing Cun hu. Guliu hu. Wu Sun hu. Dong Cun hu. Mozhuang hu -- 31. Zhangqu hu. Xizou hu -- 32. Xilin hu. Linxi hu -- 33. Nanzong pai -- 34. Jiangxi Xinjian zhi. Sichuan Langzhong zhi. Zhejiang Wenling zhi. Zhejiang Qiantang zhi -- 35. Qingping Kongzhuang zhi. Guangdong Nanhai Dali zhi. Henan Taikang zhi --. (shrink)

Euthanasia in China is gaining increasing acceptance among physicians, intellectuals, and even the people. This paper surveys current attitudes towards euthanasia and suggests why it should be legalized.

In this article, we offer a critical realist conception of curriculum that aims to cultivate critical thinking (CT) and liberate students from egocentric rationality. We first examine egocentric rationality as a problem emerging from the technicist paradigm of cultivating CT in higher education, exemplified by issues arising from the pedagogical activity of debate. We then examine existing approaches to cultivating CT, focusing on the extent to which their goals and conceptions of CT could liberate students from egocentric rationality. Drawing on (...) Roy Bhaskar’s stratified conception of being and principle of immanent critique, we offer a critical realist conception of curriculum, explaining its definition of CT as the capacity for self-critique. We shall illustrate, in the context of an undergraduate debate course, how such capacity can be developed in order to liberate students from egocentric rationality. Curriculum is thus a critical praxis, a created space where student’s CT develops in a way that is intrinsically entwined with their being and becoming. This article extends the philosophical basis for integrating CT with curriculum and offers pedagogical implications. (shrink)

In an effort to fulfill the commands of Chairman Mao and Premier Zhou, our people are working strenuously to build our country into a powerful, modernized socialist state before the end of the century. Following the gradual progress of the four modernizations, the productive forces will rapidly grow, and the socialization level of production is bound to rise noticeably. How to understand the socialization of production, how to promptly readjust the relations of production and the superstructure in order to fit (...) in with the new situation in which the socialization level of production is continuously on the rise, and how to reform the management of industrial and agricultural enterprises as well as the administrative system of the national economy in order to quicken the speed of economic development pose a new problem calling for earnest study and exploration. (shrink)

Ben shu wei "Song Ming shi qi Chang Jiang zhong you de ru xue yan jiu" cong shu zhi yi: ben cong shu shi ren wen she hui ke xue chong dian yan jiu ji di-Wuhan da xue Zhongguo chuan tong wen hua yan jiu zhong xin tou biao, jing jiao yu bu zu zhi zhuan jia ping shen tong guo, zheng shi pi zhun de jiao yu bu ren wen she hui ke xue 2001 nian du zhong da yan (...) jiu xiang mu, xiang mu pi zhun hao shi 01JAZJD720008, ding yu 2004 nian qian hou wan cheng. ke ti zu zhu chi ren wei Guo Qiyong jiao shou, "Jiangxi zhi xue"shi Zhu Xi ti chu de yi ge gai nian, zhu yao zhi chu zi yu Jiangxi Jinxi Lu shi jia zu yi men de xue shuo, qi nei he shi Lu Jiuyuan de xin xue; di 2 quan ze shi you "Song Yuan xue an" suo zai zhi Xiangshan xiong Zhangfu, Suoshan de xue shuo; di 3 quan wei Xiangshan xiong di de di zi men de si xiang. Ben shu quan mian kao cha Jiangxi zhi xue zai Song dai Chang Jiang zhong you xing qi de xue mo yuan yuan, zhu yao xue shuo, yu Luo xue Min xue Zhejiang zhu xue zhe (Lü Zuqian, Yong Shangsi xian sheng deng) zhi jian de guan xi, yi ji qi dui Wang (Yangming) xue xing qi de nei zai guan lian xing, bing yan ji dui xian dai xin ru xue de tan tao. ben shu de xie zuo jiang zhu zhong si xiang kao gu de fang fa, zai quan mian yan jiu you guan dian ji de ji chu shang, dui you guan ren wu de chu sheng di, huo dong de di qu (ru jia zu suo zai cun luo, xue zhe shu xin wang lai, jiang xue, hui jiang, shu yuan deng) jin xing shi di de kao cha, guang fan di yun yong fang zhi, nian pu, shu yuan zhi, jia pu deng cai liao, ba si xiang jia huan yuan yu ju ti huan jing zhi zhong, zai ju ti she hui de li shi de jia zu de bei jing xia kao cha qi si xiang de nei han, jie shi qi jing shen suo zai, bing jin er yin shen chu qi yi yi yu jia zhi. (shrink)

v. 1. Ji nian juan = Annals -- v. 2. Ji shi juan = Chronicles -- v. 3-4. Xue an juan = Academics.

Scientific investigation of Jain philosophical thought.

ObjectiveTo investigate post-traumatic stress disorder, perceived professional benefits and post-traumatic growth status among Chinese nurses in the context of the COVID-19 pandemic and to compare the differences between nurses working inside and outside Hubei.MethodsFrom February 18 to February 25, 2020, the authors constructed the questionnaire using the Questionnaire Star platform, and convenience sampling was used to distribute the questionnaire via WeChat. Nurses who worked at the hospital during the COVID-19 pandemic were the research subjects.ResultsA total of 3,419 questionnaires were received, (...) of which 2,860 nurses were working outside Hubei Province and 559 nurses were working inside Hubei Province. Both groups were exposed to COVID-19. The results indicated that gender, job title, department, average monthly income, the number of night shifts per month, hospital classification, specialization, and previous experience with assisting during disasters were statistically significant. The t-test results showed that the difference in perceived professional benefits scores between the two groups was not statistically significant, and the differences in PTG scores and PTSD scores between the two groups were statistically significant. The chi-square test indicated that the difference in PTSD prevalence between nurses working outside and inside Hubei Province was statistically significant and that the PTSD prevalence of nurses working outside Hubei Province was higher than that of nurses working inside Hubei Province. One-way ANOVA and independent sample t-test results showed that age, job title, job assignment, length of service, average monthly income, number of night shifts per month, number of children, and the Nurses’ Perceived Professional Benefits Scale and post-traumatic growth inventory scores influenced the prevalence of PTSD. Logistic regression showed that the occurrence of PTSD was associated with average monthly income, length of service, number of children, and the PTGI and NPPBS scores.ConclusionDuring the COVID-19 pandemic, nurses working outside Hubei Province reported greater PTSD than those working inside Hubei Province. The occurrence of PTSD was related to average monthly income, length of service, number of children, and the PTGI and NPPBS scores. (shrink)

《东西均》是明清之际哲学家方以智的著作,在本书中他提出并论证了“公因反因”这一重要学说。作者详加注释并阐明了书中抉发的哲学奥理,对研究和认识方以智的哲学思想和哲学地位,均有极高的参考价值。.

本书包括:进学赖三迁慕贤定一生;诉空位而超越立“仁宅”则无敌;乐天以知命生生而不息等内容。.

本书讲述了程颢和程颐的生平事迹,以及他们的思想学说及成就,二程开创了北宋的“洛学”,直接开启了理学后来的“程朱理学”和“陆王心学”两大体系。.

本书包括:大时代的产儿;稷下游学;追寻先王之道;“最为老师”;综百家之举等内容。.

本书力图站在思想和历史的高度,以评传的手法,真实、准确、形象地速写黄宗羲的生平、思想、学术。.

A reanalysis of the eight astronomical images that Johann Adam Schall von Bell incorporated in the first Chinese treatise on the telescope to illustrate the telescopic discoveries made by Galileo Galilei shows that they were borrowed from the works on telescopic astronomy by Galileo Galilei and Johann Georg Locher, a student of Christopher Scheiner. Except minor changes to both Galileo’s illustrations of the telescopic view of the moon and nebulae and Locher’s illustration of sunspots, Locher’s images about the phases of (...) Venus and Jovian satellites were redrawn presumably to convey a clearer commitment to Tycho Brahe’s system of the world and most of the contents in Locher’s image of Saturn was replaced by Schall’s own observation. These changes seem to be the result of two important factors that confined the transcultural transmission of astronomical knowledge from Europe to China through the Jesuits in the seventeenth century, namely the official standpoint of the Catholic Church on the ongoing cosmological issues and the cultural tradition of Chinese astronomy. (shrink)

本书讲述了王阳明的一生,首先记叙他的生活经历和社会实践,分析他所处的时代以及这一时代对他的影响,然后才是分析他的思想。.

本书讲述了顾炎武的一生及其成就,介绍了其著作《广师》和《日知录》,并探讨了顾炎武的礼学思想。.

本书研究了“正统思想家”董仲舒,作为统治阶级思想家,其思想成分存在许多消极的东西,作为汉代经学的开山者,他成功地建立了儒学为主体的思想体系,吸收、糅合了儒学外其他学派的东西。.

Commentary and summarization of the selected works of Yaḥyá ibn Ḥabash Suhrawardī, 1152 or 1153-1191.

ObjectiveTo elucidate the clinical, radiologic characteristics of Leber’s hereditary optic neuropathy (LHON) associated with the other diseases.Materials and methodsClinical data were retrospectively collected from hospitalized patients with LHON associated with the other diseases at the Neuro-Ophthalmology Department at the Chinese People’s Liberation Army General Hospital (PLAGH) from December 2014 to October 2018.ResultsA total of 13 patients, 24 eyes (10 men and 3 women; mean age, 30.69 ± 12.76 years) with LHON mitochondrial DNA (mtDNA) mutations, were included in the cohort. 14502(5)11778(4)11778 (...) &11696(1)12811(1)11696(1)3460(1). One patient was positive for aquaporin-4 antibody (AQP4-Ab), and two were positive for myelin oligodendrocyte glycoprotein antibody (MOG-Ab). Three patients were associated with idiopathic optic neuritis (ON). Two patients were with compression optic neuropathy. Three patients were with the central nervous system (CNS) diseases. One patient was with proliferative diabetic retinopathy (PDR) and one with idiopathic orbital inflammatory syndrome (IOIS). At the onset, visual acuity (VA) in eighteen eyes was below 0.1, one eye was 0.5, five eyes were above 0.5, while VA in sixteen eyes was below a 0.1 outcome, three eyes experienced moderate vision loss. MRI images showed T2 lesions and enhancement in nine patients who received corticosteroids treatment; additional immune modulators treatment was performed on two patients. None of the patients had relapse during the follow-up time.ConclusionLeber’s hereditary optic neuropathy can be accompanied with multiple-related diseases, especially different subtypes of ON, which were also exhibited with IOIS and compression optic neuropathy for the first time in this cohort. This condition may be a distinct entity with an unusual clinical and therapeutic profile. (shrink)

你自己去寻出一个本不成问题的问题，“人生有何意义？”其实这个问题是容易解答的。人生的意义全是各人自己寻出来、造出来的：高尚、卑劣、清贵、污浊、有用、无用，……全靠自己的作为。生命本身不过是一件生物学的 事实，有什么意义可说？一个人与一只猫，一只狗，有什么分别？人生的意义不在于何以有生，而在于自己怎样生活。你若情愿把这六尺之躯葬送在白昼作梦之上，那就是你这一生的意义。你若发愤振作起来，决心去寻求生命的 意义，去创造自己的生命的意义，那么，你活一日便有一日的意义，作一事便添一事的意义，生命无穷，生命的意义也无穷了。.

Seit etwa 50 Jahren prägt der Identitätsbegriff die Religionspädagogik. Die Grundlage dafür lieferte maßgeblich das Konzept der psychosozialen Identität von Erik H. Erikson. Trotz spätmoderner Kritik und Dekonstruktion geht die Rede von Identität weiter und ist der "Abschied von Erikson" (Keupp) bis heute gesellschaftlich und wissenschaftlich nicht gelungen. Barbara Pühl untersucht die Hintergründe für die bleibende Bedeutung des Begriffs und schreibt ihm eine neue Rolle in der Religionspädagogik zu.

本书讲述了孔子的一生及其成就,分别探讨了孔子早年、中年和晚年的思想发展演变过程。.

On the philosophy of education and views of Aurobindo Ghose, 1872-1950; articles.

Jild-i 1-2. Nāmahʹī az nāmahʹhā-yi andīshahʹvarzī.