Professional values are standards for action and provide a framework for evaluating behavior. This study examined changes in the professional values of nursing students between their entrance to and graduation from an undergraduate nursing program. A pre- and post-test design was employed. A convenience sample of 94 students from a university in Taiwan was surveyed. Data were collected from students during the sophomore and senior years. Total scores obtained for the revised Nurses Professional Values Scale during the senior year of (...) the nursing program were significantly higher than upon program entry. The ‘caring’ subscale was scored highest at both program entry and graduation, but the pre- and post-test scores were not significantly different from each other. The students scored significantly higher on the ‘professionalism’ and ‘activism’ subscales at post-test than they did at pre-test. Professional values changed in a positive direction between the beginning of the student nurses’ educational experience and their graduation. The results supported the premise that education had a positive effect on these students’ professional values but causality could not be assumed. (shrink)

Globalization is a part of modern life. Sharing a common set of professional nursing values is critical in this global environment. The purpose of this research was to examine the professional values of nursing students from two distinct cultural perspectives. Nurse educators in Taiwan partnered with nurse educators in the United States to compare professional values of their respective graduating nursing students. The American Nurses Association Code of Ethics served as the philosophical framework for this examination. The convenience sample comprised (...) 94 Taiwanese students and 168 US students. Both groups reported high scores on an overall measure of values. They did differ substantially on the relative importance of individual items related to advocacy, competence, education, self-evaluation, professional advancement, and professional associations. Global implications for the collaborative practice of nurses from different cultures working together can be improved by first recognizing and then attending to these differences in value priorities. (shrink)

Anxious major depressive disorder is a common subtype of major depressive disorder; however, its unique neural mechanism is not well-understood currently. Using multimodal MRI data, this study examined common and specific alterations of amygdala subregions between patients with and without anxiety. No alterations were observed in the gray matter volume or intra-region functional integration in either patient group. Compared with the controls, both patient groups showed decreased functional connectivity between the left superficial amygdala and the left putamen, and between the (...) right superficial amygdala and the bilateral anterior cingulate cortex and medial orbitofrontal cortex, while only patients with anxiety exhibited decreased activity in the bilateral laterobasal and superficial amygdala. Moreover, the decreased activity correlated negatively with the Hamilton depression scale scores in the patients with anxiety. These findings provided insights into the pathophysiologic processes of anxious major depressive disorder and may help to develop new and effective treatment programs. (shrink)

This study draws on Relevance Theory, Conversation Analysis, and Politeness Theory in investigating a full range of discourse functions for hao and dui with reference to recurrent patterns, distributions, and forms of organization in a large corpus of talk. Special emphasis is placed on a comparison of hao and dui in combination with a small subset of discourse particles: in particular hao/hao le/ hao la/hao a/hao ba and dui/dui a/dui le in spoken discourse. We find that both of the markers (...) signal special sequential relatedness in talk and carry information which is relevant in determining the boundaries of conversational exchange. However, in interaction hao is used for expressing acceptance of the other speaker’s move or act, whereas dui conveys acknowledgment of the propositional content of the utterance produced by the other speaker. (shrink)

Discourse marker analysis has been widely studied, leading Fraser to call this subject `a growth market in linguistics'. In our present research, we extended the study of discourse markers to the Chinese marker meiyou, which has traditionally been treated as a negator. The corpus studied here contains 40 conversations, totaling 482'27”. The analytical framework adopted in the study was drawn from van Dijk's model, which mainly consists of a semantic/textual level and a pragmatic/interactional level. A total of 141 occurrences of (...) meiyou were identified as discourse markers in the corpus: 13 of them occur at the textual level and 128 of them at the interactional level. Thus, meiyou occurs more frequently at the interactional level than at the textual level. At the textual level, meiyou introduces an answer to a self-inquiry or self-correction. At the interactional level, meiyou mainly serves as a response to provide information, as a marker of correction/clarification or evasion, and as a response to praise or gratitude. In particular, with respect to meiyou's interactive functions, we use the concepts of preference structure and face-threatening acts to analyze the collected data. We further demonstrate that intersubjectification, a mechanism whereby meanings become more centered on the addressee, is involved in the development of the discourse marker meiyou. (shrink)

In this study, we tested a possible mechanism of the association between math anxiety and math achievement: the mediating role of math-specific grit. In Study 1, a sample of 10th grade students completed a battery of personality and attitude questionnaires, and math achievement was indexed by curriculum-based examination scores. Mediation analyses indicated that math-specific grit, but not domain-general grit, mediated the relationship between math anxiety and math achievement. In Study 2, we replicated and extended the above findings with another sample (...) of 11th grade students. Mediation analyses indicated that math-specific grit and math-specific procrastination played sequential mediating roles in the relationship between math anxiety and math achievement. That is, individuals with higher math anxiety were less gritty in math learning, possibly further leading them to be more procrastinated in performing math work, which may finally result in worse math achievement. In summary, the current study provides the first evidence that math-specific grit may mediate the relationship between math anxiety and math achievement. Furthermore, it also demonstrated the value of math-specific grit over domain-general grit in predicting math success, which invites a broader investigation on subject-specific grit. (shrink)

本书收录的文章按照四个主题进行了编排,分别是:世界历史与世界交往、马克思主义全球化理论建构、全球化与社会主义以及全球化理论的全球化等。.

Compared with the large number of studies on reading of children with hearing loss in alphabetic languages, there are only a very limited number of studies on reading of Chinese-speaking children with HL. It remains unclear how phonological, orthographic, and semantic skills contribute to reading fluency of Chinese school-age children with HL. The present study explored this issue by examining the performances of children with HL on reading fluency and three linguistic skills compared with matched controls with normal hearing. Specifically, (...) twenty-eight children with HL and 28 chronological-age-matched children with NH were tested on word/sentence reading fluency, phonological awareness which was composed of onset/vowel/lexical tone awareness, orthographic knowledge, and semantic competence which comprised animal word identification, pseudo-homophone detection, and word segmentation. Results showed that children with HL lagged behind their peers with NH in WRF/SRF and most of the phonological, orthographic, and semantic subskills except onset awareness and pseudo-homophone detection. Furthermore, the significant contributors to WRF differed between the two groups with PA being the significant contributor in the children with NH while OK being the significant contributor in the children with HL. However, the significant contributor to SRF did not differ between the two groups with SC being the only significant contributor. These results revealed not only between-group differences but also similarities in the relative contributions of PA, OK, and SC to reading fluency at both word and sentence levels, which has practical implications for developing better training programs to improve reading for children with HL. (shrink)

Ben shu gong you ba jiang zu cheng, fen bie shi sheng ren bi ke xue er zhi, Wang Yangming de xin xue ti xi, shi gong yu bing xue, wen xue si xiang yu shi wen chuang zuo, jiao yu si xiang yu shi jian, Yangming hou xue, Yangming xue zai jin xian dai de ying xiang, Yangming wen hua yu Guizhou lü you. Mei ge lun ti lun shu ji zhong, shen du shi zhong, xu shu xing (...) yu yan tong su liu chang, gu shi xing qiang, hen shi he da zhong du zhe yue du. wei qi fa du zhe si kao, zeng qiang yue du xiao guo, zai mei yi jiang zhi hou shi liang she zhi le yi xie ming ci jie shi, jian da tao lun ti. ling pei he xiang guan wen zi, she zhi le yi xie tu pian, bei ke he Yangming shu fa zuo pin deng, ju you ji jia de guan shang xing. (shrink)

Speech recognition by second language (L2) learners in optimal and suboptimal conditions has been examined extensively with English as the target language in most previous studies. This study extended existing experimental protocols ( Wang et al., 2013 ) to investigate Mandarin speech recognition by Japanese learners of Mandarin at two different levels (elementary vs. intermediate) of proficiency. The overall results showed that in addition to L2 proficiency, semantic context, F0 contours, and listening condition all affected the recognition performance on (...) the Mandarin sentences. However, the effects of semantic context and F0 contours on L2 speech recognition diverged to some extent. Specifically, there was significant modulation effect of listening condition on semantic context, indicating that L2 learners made use of semantic context less efficiently in the interfering background than in quiet. In contrast, no significant modulation effect of listening condition on F0 contours was found. Furthermore, there was significant interaction between semantic context and F0 contours, indicating that semantic context becomes more important for L2 speech recognition when F0 information is degraded. None of these effects were found to be modulated by L2 proficiency. The discrepancy in the effects of semantic context and F0 contours on L2 speech recognition in the interfering background might be related to differences in processing capacities required by the two types of information in adverse listening conditions. (shrink)

本书共四章,介绍了宗白华中国画理论的思维方式、宗白华中国画理论中的概念术语、宗白华中国画理论的文本结构、宗白华中国画理论话语方式对当代建构本土话语的启示。.

现代医学在技术上高度发展,却与因人文精神的失落造成的职业冷漠形成巨大反差。本书呼吁对医学的功能与本质进行反思,呼唤医学保持应有的人性温度。.

本书以教师与学生对话的方式就科学发展的社会背景和影响科技发挥作用的社会因素,科学技术进步对社会经济发展的影响,科学与社会相互关系的调节控制等一系列重大事件和问题展开讨论。.

本书介绍的内容包括:全球化与后现代性、后现代思潮与全球化生态、后现代性与全球文化、全球化时代的后现代主义。.

藤原文亮(1963~),1996年加入日本国籍,现为日本九州看护福祉大学副教授.

本书是对后现代主义文化思潮研究的文集,文章内容涉及对后现代主义哲学景观、后现代主义文化美学、后现代主义文艺形态的讨论。.

本书着眼于人与文化,运用马克思人学理论和文化类型理论对中国传统走向现代的社会变革和人的存在进行了深入的理论分析,不仅从人的活动及其目的、人的自我及其实现、现代人的自我实现之路三大层在展开对中国现代化过 程的探讨.

本书主要从传统文化与民族精神、诚信的思考、传统与时代、德治与法制等八个方面,阐述了中国的传统文化与道德建设。.

本书探讨中国宇宙观从四方到五行的根本转变,是如何发生在两个不同政治体制的变革之间,即由青铜时代霸权王国到铁器时代统一帝国的这一历史转折.

1. Xin yi shu chuang zuo lun, Xin yi shu lun ji -- 2. Mian xiang sheng huo, Lun yi shu de ji qiao -- 3. Yi yi dang shi -- 4. Xi wen le jian -- 5. Ge er bu ge -- 6. Lun Feng jie -- 7. Kai xin yue shi -- 8. Bu dao ding dian, Shen mei de min gan -- 9. Zai zai tan suo -- 10. Liao ran yu xin -- 11. Shen mei tan (...) -- 12. Si zeng xiang shi, Yi shen er ren -- 13. Shen mei xin tai -- 14. Hui jian zi ji -- 15. Diao su diao su -- 16. "Fu huo" de fu huo -- 17. Dong fang ji bai -- 18. Shen yu wu you -- 19. Tu na ying hua -- 20. Qu yu wu xie -- 21. Shu xin, ti ci xuan -- 22. Duan jian can pian. (shrink)

本书由湖南省教育厅重点课题(04A062)教育部高校人文社会科学重点研究基地湘潭大学毛泽东思想研究中心资助。.