Food turns out to be not only the nutrient supplier for our body but also a carrier of regulatory information. Interestingly, a recent study made the discovery that some plant/food‐derived microRNAs (miRNAs) accumulate in the serum of humans or plant‐feeding animals, and regulate mammalian gene expression in a sequence‐specific manner. The authors provided striking evidence that miRNAs could function as active signaling molecules to transport information across distinct species or even kingdoms. Although the mechanism of how miRNAs are shuttled between (...) different organisms is still not well characterized, initial results point to the involvement of microvesicles and specific RNA‐transporter‐like proteins. These findings raise both speculation about the potential impact that plants may have on animal physiology at the molecular level, and an appealing possibility that food‐derived miRNAs may offer us another means to deliver necessary nutrients or therapeutics to our bodies. (shrink)

The content of existence theorems in the calculus of variations has been explored and an effective treatment of semi-continuity has been achieved. An algorithm has been developed which captures the natural algorithmic content of the notion of a semi-continuous function and this is used to obtain an effective version of the “chattering lemma” of control theory and ordinary differential equations. This lemma reveals the main computational content of the theory of relaxed optimal control.

不了解日本國學，就無法了解日本社會及文化，更遑論了解日本人 日本國學產生的歷史和背景漫長且複雜， 為了對日本國學的形成、發展、特點及其影響，有較為清晰的把握， 香港城市大學人文‧社會科學學院副教授王小林 以漢字、名實觀、朱子學、疑古思潮等作為觀察對象， 多元檢視日本國學思想的要素， 為讀者提供了相對全面理解日本國學之內在精神結構的可能。 本書作者王小林以「從漢才到和魂」作為日本國學思想之形成與發展的研究、觀察視角，分別從不同議題、現象與學說主張來考察日本國學思想的發展流變。 《從漢才到和魂：日本國學思想的形成與發展》第一章與第二章主要從「漢字」與「言靈」；「名」與「言」，探討了漢字與「和魂」、「國語（日語）」之關係，以及名、言與「實事」、「體魂」之間的演繹詮釋，如何神聖化 日語同時強化日本之神國意識。第三、四、五章則以朱子學為江戶儒學之代表，將之視為日本國學之對照學問，闡述了日本國學之文論、宇宙觀與不可測度之神。第六章則從江戶儒者富永仲基之「加上說」與顧頡剛之層累說之間 的關聯，爬梳了中日兩國之「中國學」背後的日本國學之成份。最後一章的第七章，則闡明了決定近代日本資本主義的「職分」、「世間」這兩個精神關鍵概念，其宗教理論根據其實來自近世日本之國學家。 如上所述，《從漢才到和魂：日本國學思想的形成與發展》以漢字、名實觀、朱子學、疑古思潮作為「漢才」與「和魂」比較的觀察對象，多元檢視了日本國學思想的形成要素，本書所涉及之議題內容，提供了讀者數個面向以思 考形構日本國學之要素有何？同時也為讀者提供了相對全面理解日本國學之內在精神結構的可能。.

Unethical behavior is under-examined in the workplace. To date, few studies have attempted to explore the antecedents of an employee’s ethical decisions, particularly with respect to unethical behavior and its effects. To capture an employee’s psychological perception of unethical behavior in the workplace, this paper integrates organizational factors into the Theory of Reasoned Action. By conducting an empirical study in a Chinese firm, we found that codes of conduct and performance pressure have a significant influence on an employee’s attitude toward (...) and social beliefs about unethical behavior. We also demonstrated that employees’ unethical behaviors affect the firm performance of an entrepreneurial venture. The insights gleaned from the findings on this Chinese company have a number of important implications for both research and practice. (shrink)

Collection of quotes of Chinese philosophy by Laozi, Confusius, Sunzi, and Mencius.

A successful student has been defined as one who not only performs well in academics but is also happy. Hence, how to promote adolescents’ academic success and wellbeing is an important issue with which researchers have been concerned. A few studies have explored the relationship of filial piety to the academic achievement or life satisfaction of Chinese adolescents. However, in view of the close relationship between the two outcomes, the unique effects of filial piety on academic achievement and subjective wellbeing (...) and their underlying mechanisms need to be further clarified. Based on a sample of 677 students in Grade 6 (Mage = 12.24, SD = 0.36) and their parents in Beijing, China, this study examines how adolescents’ reciprocal filial piety (RFP) and authoritarian filial piety (AFP) are related to their academic achievement and subjective wellbeing. It also examines the mediating role of adolescents’ educational expectations in these relationships, and the moderating role of parents’ educational expectations in the relationships of adolescents’ filial piety to educational expectations and of adolescents’ educational expectations to academic achievement and subjective wellbeing. The results indicate that, when the two outcome factors are considered simultaneously, RFP is positively related to academic achievement and subjective wellbeing. In contrast, AFP is negatively related to academic achievement but not significantly related to subjective wellbeing. Moreover, adolescents’ educational expectations play a mediating role in the relationships of both RFP and AFP to academic achievement and subjective wellbeing. In addition, the positive effect of adolescents’ educational expectations on subjective wellbeing is stronger when mothers’ educational expectations are higher, supporting the moderating role of parents’ educational expectations. Our findings provide new insights into and implications for the moderated mediation mechanism underlying the links between filial piety and early adolescent development. (shrink)

The Plight of Humanity in Paul In Paul and Palestinian Judaism, E. P. Sanders argues that, for Paul, humanity’s plight was not the condition that necessitated the solution of Jesus Christ. Instead, the solution was presented to Paul first on the Damascus road, and humanity’s plight was simply the logical corollary to the solution. This study will critically examine the particulars of Sanders’s argument— particularly with regard to Romans 7, Philippians 3, and Galatians 3—and offer some alternative exegetical analyses. This (...) essay will argue that, while the development of Paul’s thinking may indeed have run from solution to plight, the exposition of Paul’s thinking goes from plight to solution. The movement of Paul’s exposition may suggest that his conception of the plight of humanity was born out of his ideational milieu, which must have been fed, at least, by the Old Testament and evidenced, at least, by literature such as 4 Ezra. (shrink)

The philosophy of sports is a relatively young discipline in China which we argue, can be divided into four stages of development over the past four decades. This paper attempts to map the history...

Judges and jurors must make decisions in an environment of ignoranceand uncertainty for example by hearing statements of possibly unreliable ordishonest witnesses, assessing possibly doubtful or irrelevantevidence, and enduring attempts by the opponents to manipulate thejudge''s and the jurors'' perceptions and feelings. Three importantaspects of decision making in this environment are the quantificationof sufficient proof, the weighing of pieces of evidence, and therelevancy of evidence. This paper proposes a mathematical frameworkfor dealing with the two first aspects, namely the quantification ofproof (...) and weighing of evidence. Our approach is based on subjectivelogic, which is an extension of standard logic and probability theory,in which the notion of probability is extended by including degrees ofuncertainty. Subjective Logic is a framework for modelling humanreasoning and we show how it can be applied to legalreasoning. (shrink)

1. Kyoyuk iran muŏt in'ga -- 2. Kyoyuk ponwi ui sam -- 3. Kyoyuk yŏn'gu ŭi sae chip'yŏng.

As far as I’m concerned, Korean moral education is facing the new challenge and new era. I’m teaching Korean secondary school studens as an Ethic teacher in high school and EBS lecturer as well. I’m worried about Korean education especially in middle and high school. There was missing thinking those parts cause an entrance examination, only for university in Korea. In this a serious worry, I found some exits from significant experience. First, I’d like to mention about P4C (Philosophy for (...) children) Program which was learned from Professor Mattew Lipman of Mont Clair State University in New Jersey, U.S.A. This program is emphasizing upon thinking skill including creative, critical, and caring thinking. The huge shift from knowledge based education to thinking based education inKorea contemporarily. Also Student-based education is new stream of Korean education system. Teachers think students come to school to get knowledge, parents think children can learn judgment at school which was "lost area.”All this things come from philosophy, when we ask for reason it is a philosophical question. For example, "Why is he a hero?”, “He is brave.” "Why is he brave?" Which is philosophical conceptualization? Every day life gives us some questions and concepts like: love, freedom and philosophy gives us answers to those question so without philosophy we cannot have happy life. In reality of Korean education system there is no independent class for philosophy. So philosophy can be taught in Korean language classes or social studies. I started using P4C program from Lipman: I taught students making questions or making stories. These exercising result was remarkable and amazing. So questions are thebeginning of discovering new knowledge. Even if the knowledge is known by other people students can enjoy the process of discovering new knowledge. They could also get thinking skills. (shrink)

미래주의적 시각에서 한국교육의 개혁방향을 모색한 연구서. 미래사회가 오늘의 교육에 어떠한 의미와 시 사를 던져주는지, 미래에 일어날 사회변동 추세에 맞 추어 한국교육을 어떠한 방향으로 개혁해야하는가 등 등을 검토하였다.