The author establishes an elementary system AS which contains functions +, ≐ and a constant 0 and then proves the semi-completeness and the decidability of AS, using the theory of systems of inequalities.

This paper begins by reviewing dominant themes in current teaching of professional ethics in engineering education. In contrast to more traditional approaches that simulate ethical practice by using ethical theories to reason through micro-level ethical dilemmas, this paper proposes a pragmatic approach to ethics that places more emphasis on the practical plausibility of ethical decision-making. In addition to the quality of ethical justification, the value of a moral action also depends on its effectiveness in solving an ethical dilemma, cultivating healthy (...) working relationships, negotiating existing organizational cultures, and achieving contextual plausibility in everyday professional practice. This paper uses a cross-cultural ethics scenario to further elaborate how a pragmatic approach can help us rethink ethical reasoning, as well as ethics instruction and assessment. This paper is expected to be of interest to educators eager to improve the ability of engineers and other professional students to effectively and appropriately deal with the kinds of everyday ethical issues they will likely face in their careers. (shrink)

Engineering is a social enterprise. A successful engineering career depends on how engineers manage their relationships with diverse stakeholders including managers, clients, contractors, and the p...

This paper will first introduce the development of professional ethics of counseling and psychotherapy in mainland China. Ethical awareness is often limited due to variations in training experiences. Aligning with ethics codes can also bring challenges due to nuances within Chinese culture. Furthermore, the authors discuss the ethical challenges regarding the principles of multiple relationships, informed consent, and confidentiality in the context of Chinese culture. These ethical issues are often discussed within an individualistic cultural frame and presentation from a collectivist (...) culture offers a unique perspective in the ethics literature. (shrink)

Previous studies on the effects of emotional context on memory for centrally presented neutral items have obtained inconsistent results. And in most of those studies subjects were asked to either make a connection between the item and the context at study or retrieve both the item and the context. When no response for the contexts is required, how emotional contexts influence memory for neutral items is still unclear. Thus, the present study attempted to investigate the influences of four types of (...) emotional picture contexts on recognition memory of neutral words using both behavioral and event-related potential (ERP) measurements. During study, words were superimposed centrally onto emotional contexts, and subjects were asked to just remember the words. During test, both studied and new words were presented without the emotional contexts and subjects had to make “old/new” judgments for those words. The results revealed that, compared with the neutral context, the negative contexts and positive high-arousing context impaired recognition of words. ERP results at encoding demonstrated that, compared with items presented in the neutral context, items in the positive and negative high-arousing contexts elicited more positive ERPs, which probably reflects an automatic process of attention capturing of high-arousing context as well as a conscious and effortful process of overcoming the interference of high-arousing context. During retrieval, significant FN400 old/new effects occurred in conditions of the negative low-arousing, positive, and neutral contexts but not in the negative high-arousing condition. Significant LPC old/new effects occurred in all conditions of context. However, the LPC old/new effect in the negative high-arousing condition was smaller than that in the positive high-arousing and low-arousing conditions. These results suggest that emotional context might influence both the familiarity and recollection processes. (shrink)

Empirical studies have suggested that language-capable robots have the persuasive power to shape the shared moral norms based on how they respond to human norm violations. This persuasive power presents cause for concern, but also the opportunity to persuade humans to cultivate their own moral development. We argue that a truly socially integrated and morally competent robot must be willing to communicate its objection to humans’ proposed violations of shared norms by using strategies such as blame-laden rebukes, even if doing (...) so may violate other standing norms, such as politeness. By drawing on Confucian ethics, we argue that a robot’s ability to employ blame-laden moral rebukes to respond to unethical human requests is crucial for cultivating a flourishing “moral ecology” of human–robot interaction. Such positive moral ecology allows human teammates to develop their own moral reflection skills and grow their own virtues. Furthermore, this ability can and should be considered as one criterion for assessing artificial moral agency. Finally, this paper discusses potential implications of the Confucian theories for designing socially integrated and morally competent robots. (shrink)

Drawing on the transactional model of stress, we propose that organizational identification and positive affectivity moderate the relationship between abusive supervision and proactive behavior. In Study 1, we collected data from a sample of 165 dentists and 41 supervisors in two Chinese hospitals. In Study 2, we used a sample of 226 employee-supervisor dyads from a large Chinese transportation company. The results of two studies showed that the interaction between abusive supervision and organizational identification on proactive behavior occurred only when (...) positive affectivity was high. We discuss theoretical and managerial implications and indicate future research directions. (shrink)

Science and Society presents comments on some of the social and economic implications of the new biology. Here, Cao Tian‐qin presents a perspective from China on recent developments in biotechnology.

Defining the purposes of engineering ethics education (EEE) is paramount for the engineering education community, and understanding the purposes of EEE can be a catalyst for actively involving students in the learning process. This chapter presents a conceptual framework for systematically describing and comparing various approaches to the purposes of EEE. Such a framework is inherently embedded with a tension between a normative approach and a pragmatic approach regarding the purposes of EEE. The normative approach focuses on what the purposes (...) of EEE should be, an ‘ideal world’ scenario, given the needs of the engineering profession and of society at large. Conversely, the pragmatic approach starts from the question ‘What can be achieved through educational practice?‘ and results from ‘actual world’ situated outcomes of stakeholder negotiations. The authors’ framework balances these. They – scholars from diverse cultural backgrounds – assert that the purposes of EEE are socially constructed and vary from country to country based on unique historical, political, and cultural contexts. Their framework embraces both the individualistic and holistic aspects of EEE, incorporating perspectives from both Western and non-Western traditions. It identifies six purposes of EEE (knowledge, actions, personal traits, relationships, etc.), aligning these with examples (e.g., moral knowledge, desirable actions, ethical skills or competencies, care ethics, etc.) and theoretical frameworks (moral epistemology, moral psychology, virtue ethics, objects or qualities of relations, etc.). It is problematic and potentially dangerous when engineering educators design ethics-learning activities without critically examining the purposes of these activities and assessing whether these purposes are justified for educating ethically and professionally competent engineers. This chapter provides tools to help avoid such pitfalls. (shrink)

In this paper, we argue that engineering ethics education does have moral implications. More specifically, practices in engineering ethics education can lead to negative moral consequences if not conducted appropriately. Engineering ethics educators are often passionate about teaching students ways to examine the ethical implications of engineering and technology. However, ethics educators may overlook the moral significance of their instructional classroom practices. In this paper, we discuss two issues: First, we discuss the moral impacts of ethics curriculum and pedagogies on (...) students’ learning experiences. Then we discuss the professional responsibilities of educators who are involved in designing ethics learning experiences for engineering students. The reflections presented in this paper will serve as catalysts for more comprehensive discussions regarding the impact of engineering ethics education on the ethical development of engineering students. (shrink)

Contextualism and Disagreement This paper argues that attributor contextualism is in conflict with ordinary language methodology. Attributor contextualism has at its center the thesis that, the truth-values of knowledge attributions vary with the conversational contexts. This thesis entails that if two speakers in similar contexts make conflicting knowledge attributions, at least one of these attributions is false. One important argument for attributor contextualism depends on ordinary language methodology, a methodology that places great trust in ordinary speakers and prevents judging a (...) substantial group of ordinary speakers' simple knowledge attributions false. I argue that there is strong empirical evidence that ordinary speakers do extensively disagree in similar contexts. My conclusion is that one cannot coherently hold the attributor contextualist thesis and use ordinary language methodology, because the lesson we learn from the empirical evidence is that using the methodology would prove the thesis false. Since prominent attributor contextualists explicitly adopt the methodology, and that the methodology is what distinguishes attributor contextualism from its main rival, invariantism, the conflict with the methodology is a problem for attributor contextualism. (shrink)

本书介绍曾子的身世背景、曾子的生平、曾子的著作、曾子的思想、曾子与《孝经》的关系、《孝经》的思想内容、《孝经》的影响、历代对曾子的推崇。.

Total factor productivity is not only the core of high-quality economic development but also a core indicator for measuring the quality of economic development. Improving total factor productivity is one of the most critical points in building a modern economic system. Firstly, this paper uses the DEA-Malmquist index method to measure and decompose the total factor productivity of China’s 30 provinces, municipalities, and autonomous regions from 2001 to 2017 and analyzes the characteristics of its temporal and spatial changes. From a (...) spatial perspective, the regional gap is relatively large. Secondly, we construct the index system of five dimensions and use this index system to comprehensively evaluate the improvement degree of China’s modernized economic system. The results show that the overall level of the improvement degree of China’s modernized economic system is relatively low, and the differences between provinces are great. Thirdly, this paper uses static and dynamic spatial econometric models to empirically analyze the effect of total factor productivity on the improvement degree of the modern economic system. The results show that the improvement degree of the modern economic system in China has obvious characteristics of time spillover and space spillover. Finally, we put forward countermeasures and suggestions on how to perfect the modern economic system. (shrink)

Some engineering educators recognize the necessity and challenges of teaching students moral sensitivity. As recently pointed out by some scholars, along with moral sensitivity, promoting “self-knowledge” is significantly lacking in engineering curricula. We suggest that the “ethics autobiography” employed in some health and psychological science programs can serve as a useful tool for helping engineering students develop moral sensitivity and self-reflective competencies. First, this paper briefly discusses some unique potential strengths of introducing ethics autobiography as a tool for moral pedagogy (...) to engineering education. Second, this paper provides five specific examples on how to implement ethics autobiography in the classroom. Among the five examples, two are directly related to engineering education and the other three can easily be adapted to meet the needs of engineering education. Finally, this paper concludes with some discussion of the implications of ethics autobiography for engineering ethics education reform and the limitations and ethical considerations of using autobiography in moral pedagogy. (shrink)

Fourteen subjects were tape‐recorded while they undertook to find a law to summarize numerical data they were given. The source of the data was not identified, nor were the variables labeled semantically. Unknown to the subjects, the data were measurements of the distances of the planets from the sun and the periods of their revolutions about it—equivalent to the data used by Johannes Kepler to discover his third law of planetary motion.Four of the 14 subjects discovered the same law as (...) Kepler did (the period varies as the 3/2 power of the distance), and a fifth came very close to the answer. The subiects' protocols provide a detailed picture of the problem‐solving searches they engaged in, which were mainly, but not exclusively, in the space of possible functions for fitting the data, and provide explanations as to why some succeeded and the others failed.The search heuristics used by the subjects are similar to those embodied in the BACON program, computer simulation of certain scientific discovery processes. The experiment demonstrates the feasibility of examining some of the processes of scientific discovery by recreating, in the laboratory, discovery situations of substantial historical relevance. It demonstrates also, that under conditions rather similar to those of the original discoverer, a law can be rediscovered by persons of ordinary intelligence (i.e., the intelligence needed for academic success in a good university). The data for the successful subjects reveal no “creative” processes in this kind of a discovery situation different from those that are regularly observed in all kinds of problem‐solving settings. (shrink)

Interpenetration, a central idea in Huayan Buddhist metaphysics, is commonly understood as the mutual dependence of all things. However, in Religion and Nothingness, Keiji Nishitani proposes that while everything is interdependent, each entity is also absolutely independent. Furthermore, Nishitani attributes a "non-objective" mode of being to entities in interpenetration. These tensions between dependence and independence, and objecthood and non-objecthood, reveal the uniqueness of Nishitani’s view and the limitations in the traditional understanding of interpenetration. This paper explores these tensions within Nishitani, (...) contrasts Nishitani’s approach to interpenetration with both the common view and Fazang’s view, addresses Nishitani’s treatment of contradictory utterances, and reflects on the relation between metahpysics and ethics in Buddhist philosophy. (shrink)

There is little doubt that China's reform can be seen as a special case in the history of humanity, of modernization, and even in the relatively short history of economic transition. In terms of market-oriented choice, reform in China is not different from that in most countries in the world. With respect to the transition from a command to a market-based economy, comparable countries could be narrowed down to most of the former communist states that bear similarity. When taking into (...) consideration the circumstances in which the ongoing corporatization and/or privatization take place under the conditions of a regime that is nondemocratic in both polity and, to a large extent, resource allocation, however, the matching number of countries would be further reduced to a few, such as Vietnam and some autocratic small nations. Again, among these few, China's reform has its own specific features. (shrink)

Foresight of development of science and technology.

This study explores the philosophical and religious dimensions of Lusheng musical instruments in the Qiandongnan Miao and Dong Autonomous Prefecture, Guizhou Province, China. The study's qualitative research method involved conducting interviews and observations, and the use of qualitative research design grounded in ethnomusicological theory and philosophical and religious frameworks. A purposive sampling technique was used to identify participants comprising musicians, community leaders, artisans, religious figures, and elders having extensive knowledge about Lusheng traditions. A thematic content analysis approach was used to (...) analyze the data collected. The results of the study reveals that the Miao and Dong communities deeply integrate one Lusheng instrument, a traditional reed-pipe, into their cultural, spiritual, and social fabric. The research highlights Lusheng’s significance in religious ceremonies such as funerals and the Drum Zang Festival, where it functions as a sacred medium, facilitating communication with ancestors and deities. Philosophically, Lusheng music embodies communal unity, continuity and the interconnectedness of life and death. Economically, Lusheng music supports local artisans and performers, contributing to the region’s economy through its production and performance during festivals and tourist attractions. Educationally, Lusheng music fosters cultural identity, religious understanding, and artistic expression, ensuring its transmission across generations. Through formal and informal educational programs, the Lusheng remains a vibrant part of community life, blending tradition with creative innovation. The study underscores the importance of preserving Lusheng as both a cultural and spiritual artifact, enriching the lives of the Miao and Dong people while maintaining its relevance in the modern world. (shrink)

Literary exchanges between China and Korea have played a pivotal role in the formation and development of the East Asian Han cultural circle. This paper explains the advantages of cultural exchange in ancient literary works of China and Korea from the perspective of common cultural background and diplomatic relations between the two countries, and puts forward the necessity of studying cultural exchange and mutual influence in literary works of the two countries from the perspective of the importance of cultural exchange (...) and its influence on political relations and economic development. Finally, the cultural exchanges and mutual influences in the ancient literature of China and Korea are analyzed in depth. The results of the study show that 29 and 53 works of Chinese and Korean ancient literature respectively involve elements of the other country's culture, and that there are obvious cultural exchanges and mutual influences in the literary works. It is also found that Chinese and Korean readers are highly receptive to this kind of ancient literature, and are able to understand the cultural elements and images of each other's countries through this kind of works. The study found that the mutual exchange of Chinese and Korean cultures in ancient China has a long history, and in the future, through the communication and reference platform of literary exchange, it will be able to promote the further development of the comprehensive partnership between China and Korea. (shrink)

Engineers and other technical professionals are increasingly challenged by the impacts of globalization. Further, engineering educators, technical managers, and human resources staff have demonstrated great interest in selecting and training engineers who are capable of working competently, professionally, and ethically in global context. However, working across countries and cultures brings considerable challenges to global engineers, including as related to understanding and navigating local and regional differences in what counts as professional ethics and integrity. In this study, we focus on written (...) responses to 27 assessment scenarios that involve micro- and/or macro-ethical considerations in six national/cultural contexts. More specifically, we analyze responses to open-ended versions of the scenarios. Our participants consisted of both experts and novices. Comparing and contrasting how experts and novices responded to these ethical problems sheds light on differences in their ethical strategies and approaches. This analysis also allows us to discern what specific cultural knowledge and sensitivity were employed by experts in solving cross-cultural ethical problems, but were largely lacking among novices. Finally, we analyze and discuss challenges faced by experts and novices in responding to cross-cultural ethical situations. (shrink)

Ethical leadership skills are crucial for professionally competent engineers working in a global context. This article explores the possibility of integrating a non-Western ethical tradition of Confucian ethics into the teaching of ethical leadership in engineering ethics. First comes a brief discussion of the historical origins of Confucianism and its persistence in contemporary Chinese culture. Second is a conceptualization of the major aspects of Confucian ethical leadership including moral power, role modeling, and meritocratic ethical leadership, introducing a prevalent approach to (...) developing ethical leadership in the Confucian tradition: self-cultivation. The practice of self-cultivation often includes three interrelated processes: observation, reflection, and practice. The Confucian development of ethical leadership goes through four different moral psychological stages: beginner, developing learner, junzi, and sage. Finally, I discuss potential implications of the Confucian understanding of ethical leadership for teaching engineering ethics. (shrink)

Developmental and neuroscience works have demonstrated that the moral judgment is influenced by theory of mind, which refers to the ability to represent the mental states of different agents. However, the neural and cognitive time course of interactions between moral judgment and ToM remains unclear. The present event-related potential study investigated the underlying neural substrate of the interaction between moral judgment and ToM by contrasting the ERPs elicited by moral judgments for self and for others in moral dilemmas. In classic (...) moral dilemmas, the agents must choose between the utilitarian choice and the non-utilitarian choice. The ERPs were recorded from participants who made moral judgments for self and for others when the agent made utilitarian or non-utilitarian choices during the dilemma. The results revealed that the moral judgment for others elicited a larger frontal late positive component than that for self when the agents made utilitarian choices, while no difference was observed on early components of N1, P2, and N2. Moreover, individual differences in mentalizing ability were negatively correlated with the LPC amplitudes. These findings suggested that ToM modulated the late controlled process but not the early automatic process during moral judgments. (shrink)

Grammatical error correction is an important element in language learning. In this article, based on deep learning, the application of the Transformer model in GEC was briefly introduced. Then, in order to improve the performance of the model on GEC, it was optimized by a generative adversarial network. Experiments were conducted on two data sets. It was found that the performance of the GAN-combined Transformer model was significantly improved compared to the Transformer model. The F 0.5 value of the optimized (...) model was 53.87 on CoNIL-2014, which was 2.69 larger than the Transformer model; the generalized language evaluation understanding value of the optimized model was 61.77 on JFLEG, which was 8.81 larger than that of the Transformer model. The optimized model also had a favorable correction performance in an actual English essay. The experimental results verify the reliability of the GAN-combined Transformer model on automatic English GEC, suggesting that the model can be further promoted and applied in practice. (shrink)

In response to the COVID-19 outbreak in many parts of the world, online education has become a more viable option. Some studies have assessed undergraduate students’ readiness for online learning, while others examined students’ anxiety about online learning at home. The relationship between readiness and anxiety about online learning is, however, not well explored. This paper has two purposes: to develop a new and valid instrument—the Home-based Online Learning Readiness Questionnaire —to measure students’ readiness to study online at home based (...) on a theoretical framework of self-regulated learning. As a replacement for the previous readiness scale, this new instrument adds a section on learning strategies and updates and develops new items. to investigate the relationship between readiness and anxiety in online learning. In order to explore those issues, 527 undergraduate students in China were surveyed in this study. The results indicated that HOLRQ was validated in the following six domains: motivation, self-efficacy, information technology skills, resource management, learning strategies and help-seeking. Chinese undergraduate students were more prepared in resource management, motivation, and help seeking, but less prepared in learning strategies, information technology skills, and self-efficacy. However, the regression analysis showed that readiness did not predict online learning anxiety. It means even highly prepared self-regulated learners may experience anxiety when learning online from home. The findings provide insights for instructors and administrators to determine how students really feel about learning from home with online education. (shrink)

Computer aided modeling and simulation of nanomaterials can describe the correlation between the material’s microstructure and its macroscopic properties quantitatively. In this paper, we propose an integrated modeling, simulation, and visualization approach for designing nanomaterials. Firstly, a fast parametric modeling method for important nanomaterials such as graphene, nanotubes, and MOFs is proposed; secondly, the material model could be edited adaptively without affecting the validity of the model on the physical level; thirdly a preliminary calculation for nanomaterials’ energy is implemented based (...) on the theory of surface fitting; finally, an integrated framework of nanomaterials modeling, simulation, and visualization is designed and implemented. Experimental results show that the proposed approach is feasible and effective. (shrink)

本书内容包括:曹魏时期名士的儒道兼治;正始名士:名教出于自然;竹林名士:越名教而任自然;西晋时期士大夫的玄儒兼治;东晋时期士大夫的玄儒兼治等。.

This paper provides a generalized characterization of the family of independence conditions which are equivalent to independence of irrelevant alternatives by proposing a pair-based refinement of S\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\mathcal {S}$$\end{document}-independence. Equipped with the new result, the relation between external independence conditions and independence of irrelevant alternatives is explored.

我們已有的知識，雖然作為學科各有領域，但並不是孤立地存在，而是互為聯繫、互為影響。這些知識的積累，會逐漸地擴大認知領域，由此及彼、由近到遠，由小到大，由現象而至規律，由規律而至本質，直至去認識終極事物 ——宇宙——世界的本質。.

Reading-to-write is an essential skill in academic writing, and reading-writing tasks have been widely adopted in standardized English tests. Much more recent literature on integrated reading-writing tasks has focused on writers’ use of source texts or the validity of integrated writing assessment, while little is known about whether the nature of the types of reading texts has any bearing on integrated reading-writing tasks. This study examines whether the types of reading texts (i.e., similar views or opposing views on a debatable (...) issue) have any influence on second language (L2) students’ argumentative writing in terms of the use of argument elements and its overall quality. Fifty-four Chinese second-year university students majoring in English language teaching were asked to write an argumentative essay after reading texts with either similar views or opposing views. Results show that students reading texts with opposing viewpoints presented more data and higher overall quality of argumentative essays than students reading texts with similar viewpoints, although the latter group presented more counterargument data. Pedagogical implications on teaching argumentative writing are discussed. (shrink)