Weber Was Right: Death,Taxes, Working Capital,and the Excessive Propensity for Accumulation

It turns out that Max Weber was on to something when he suggested that it was not natural or automatic that wealthy individuals invest their capital rather than keep it or spend it on themselves. Patterns of economic growth and capital investment in the United States over the last century indicate that in general some inducement or pressure is necessary to convince those who control money to risk it rather than hoard it.     

传播符号学及其理论建构

具有百年历史的传播学研究在当代遇到了相当多的理论瓶颈，甚至被某些学者称之为传播学范式的危机。如何化解这种范式危机便成为传播学界孜孜以求的话题。某种程度上，正在成为“显学”的符号学恰恰能够提供这种化解危机的理论资源，符号学作为人文科学的“公分母”，本质上是一门“意义之学”，具体到传播而言，关注的是传播文本的意义建构，而非表象的传播效果。将符号学用于传播研究，能够从深层次揭示传播现象背后的原因。这样的背景下，传播符号学呼之欲出，传播符号学作为一门学科便具有了学理上的合法性与正当性。     

论儒家伦理精神与自我教育意识

社会管理除了需要从社会外部加强政府管理职能的创新与制度建设,还必须从社会内部增强社会各阶层自我教育意识,从而提高其自我管理能力。外在社会制度管理与内在自我道德教育结合,才能实现社会管理长期和谐稳定的理想目标。自我教育意识的增强可以从儒家伦理精神中汲取其注重仁义、自觉服从社会整体利益和长远利益的精华,为现代社会成员自觉贯彻执行社会管理制度提供道德保障与内在动力。     

Risk and Quantification: A Linguistic Study

In risk analysis and research, the concept of risk is often understood quantitatively. For example, risk is commonly defined as the probability of an unwanted event or as its probability multiplied by its consequences. This article addresses (1) to what extent and (2) how the noun risk is actually used quantitatively. Uses of the noun risk are analyzed in four linguistic corpora, both Swedish and English (mostly American English). In total, over 16,000 uses of the noun risk are studied in 14 random (n = 500) or complete samples (where n ranges from 173 to 5,144) of, for example, news and magazine articles, fiction, and websites of government agencies. In contrast to the widespread definition of risk as a quantity, a main finding is that the noun risk is mostly used nonquantitatively. Furthermore, when used quantitatively, the quantification is seldom numerical, instead relying on less precise expressions of quantification, such as high risk and increased risk. The relatively low frequency of quantification in a wide range of language material suggests a quantification bias in many areas of risk theory, that is, overestimation of the importance of quantification in defining the concept of risk. The findings are also discussed in relation to fuzzy‐trace theory. Findings of this study confirm, as suggested by fuzzy‐trace theory, that vague representations are prominent in quantification of risk. The application of the terminology of fuzzy‐trace theory for explaining the patterns of language use are discussed.     

论《齐民要术》新生复合词中的同义词

《齐民要术》是中古时期口语性较强的一部农业科技著作，书中使用了较多复合词，有的复合词意义相近或相关，彼此聚合成群，形成了不同的同义词词场。这些同义词词场中的复合词在构词上都有相同的特点：即构成复合词的两个语素单用时意义相近或相关，这样的复合词应是当时的语言社团根据已有的并列式构词法创造的新词。在汉语词汇的历时发展中，《齐民要术》中使用的同义复合词呈现出不同的发展结果：由曾经常用的单音词作语素构成的复合词或易于通过隐喻机制形成新义的复合词使用频率相对较高，生命力相对较强，在竞争中也相对较容易发展成汉语中的常用复合词；使用频率低或难以产生隐喻引申义的复合词很容易退出语言交际领域，从而成为汉语词汇历史发展中某阶段的陈迹。     

All that is solid melts into work: self‐work,the ‘learning ethic’ and the work ethic

In this paper I examine the intersections between a general commitment to education and learning and the moral and ethical dimensions of the work ethic under contemporary capitalism. Drawing on Kathi Weeks' (2011) recent exploration of the work ethic in The Problem with Work, I suggest there is a relationship between the form and function of the work ethic‐ and what I term the ‘learning ethic’. I suggest that commitment to a learning ethic, to the unreserved power of learning and education‐ may reiterate a moral commitment to the personal characteristics that define the work ethic under capitalism. As a consequence, consideration of the form and function of these moral character ideals in the continuation of unequal social relations across educational and workspaces, become obfuscated by a generalized celebration of learning, education and self‐work.     

赫哲族伦理道德初探

赫哲族的伦理道德是赫哲族人民的宝贵精神财富,它在赫哲族人民的精神生活中起着直接的规范性作用。这也表明赫哲族是一个极为讲究伦理道德的民族,其伦理道德既是中华民族传统伦理道德不可分割的组成部分,又具有自身鲜明的特点。赫哲族伦理道德在赫哲族人的生活习俗、民间文学等诸多方面都有十分具体的体现。在社会主义精神文明建设中,对赫哲族伦理道德的特点进行分析,取其精华,弃其糟粕,通过吸收和改造,使赫哲族的传统道德和社会主义道德相统一,是本文研究的主旨。     

试探《论语》语境恢复法

读书分两种目的,或为修身（做人）而读书,或为治学（立业）而读书,相应有两种读法：为修身而读书当重在一个“悟”字,为治学而读书则当重在一个“懂”字。《论语》在记载、誊写、编纂各个环节造成了语境缺失,使读“懂”《论语》变得很困难,要读懂《论语》就要尽可能恢复《论语》的语境。其基本做法,就是根据《论语》章中所透露的信息（诸如人物、事件、时间、地点等）来追寻某言某事得以发生的场景,以追溯其言语背景。     

中华文化教育与课程教学的有机结合——以英语专业课程为例

中华文化教育与课程教学的有机结合,是学校实施中华文化教育的重要途径.尽管不同课程和专业有着不同的教学内容与特点,但培养具有良好综合素质人才的教育目标,是各课程教学与中华文化教育结合的共同出发点与归宿.由于学科间的差异,中华文化教育与不同课程相结合的意义不同,结合的基础也不尽相同.英语专业课程的人才培养目标和当前所存在的问题,使其与中华文化教育的结合具有特殊的意义;英语专业课程的文化属性为两者的结合提供了基础;观念的更新、中华文化教育在课程教学中的明确定位、教育者素养的提高等,是两者结合的基本保障.     

汉语供用句的概念整合

现代汉语供用句由“（数量＋供用对象）＋V＋（数量＋供用物）”和“（数量＋供用物）＋供＋（数量＋供用对象）”概念空间整合,该句式具有“一定数量的物质供一定数量的人或物使用”浮现意义。供用句产生的关键在于能否建立输入空间,并选择性地将输入空间概念投射到整合空间,根据整合机制整合出该浮现意义。