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西南聯大文人群生活文化之研究劉順文, Liu Shun Wen Unknown Date (has links)
西南聯大為蘆溝橋事變後,北京、清華和南開三所大學所合併之聯合大學,校址設於昆明。其中為數不少的任教者除了具有學者身分外,同時也是文化界知名人士,本文以「西南聯大文人群」稱之,並將其所處時空的生活文化,分為學校背景、自我空間、學院空間和文學空間四個部分加以探討。進行學校背景研究時,歸結出聯大文人群自戰爭爆發到正式開學期間,曾共同歷經錯愕、奮起、抉擇、沉潛等心理階段,教授們由多種人生規劃中選擇加入聯大,成為群體組成份子的先天同質性,而清華在人數和制度上的優勢,也為聯大帶來穩定的基礎。聯大校風充分展現「自由」精神的可貴,使得文人群在戰亂的時代,仍能忠於自我,保有無愧於心的氣度。第三章從飲食和居住著手,探討昆明料理對聯大師生的意義、包飯制的實行方式、居住的衛生條件和地理位置分佈等情形;休閒娛樂方面,看竹(打麻將)、玩撲克牌、偕伴踏青出遊、散步閒談、蒐集手工藝品、欣賞昆曲或話劇表演、看電影、種花與養寵物,皆屬文人群經常從事的活動;跑警報也是生活中的一環,透過資料分析,整理出其形式、規模、路線和校方遭受的損失及因應方式。自我空間的另一個重點是探討收入與開銷,藉由薪俸表、物價指數和最低生活費的計算,了解文人群生活困難程度,以及各自開發副業之苦。第四章將學院空間分為行政、教學、研究、社會責任等四個層面。聯大延續「教授治校」的管理方式,文人群有充分參與校務的機會,經常擔任起草聯合宣言、紀念碑文、制訂校歌校訓等工作,為「西南聯大」樹立傳頌後世的品牌形象。教學方面,藉由新舊文學於課程和教材中的消長,以及大學中文系重新分組和中外文系合併的爭議,可觀察文人群的文學教育理念與實踐。學術方面,其研究動機與現實生活緊密相關:戰爭背景成為哲學研究的動力,語言學則把握身在「語言學的黃金地」的地理優勢,開展西南少數民族語言文化和漢越語關係研究。社會責任方面,集中探討「一二‧一運動」(昆明慘案)之前因後果,觀察文人群在此事件中的立場、觀點和作為。第五章探討文學空間,西南聯大的文學活動蓬勃,各類文體創作均有突破性的發展。聯大文人群的文學創作歸納出五點特色,各小節則依序就新詩、小說、雜文三種文體,分別選擇馮至《十四行集》、沈從文《長河》和聞一多、朱自清、王力的作品為代表,從中可觀察時代環境對作家的啟迪,以及作家對歐美思潮、民族生存、現代文化等層面的反思與回應。末章總結各章重點和本文之得失,期望有助於學界進行相關研究。
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司馬遷的人生際遇與史記書寫麻愛琪 Unknown Date (has links)
人類在文化創造的過程中,經由許多有志之士窮盡一生的心力,才能在學術領域成就今日的璀璨局面。司馬遷身處西漢盛世,繼承史官家業,開創紀傳正史的體制,為後代留下光芒萬丈的名山事業--《史記》。
《史記》之所以不朽,與司馬遷的時代條件、個人條件與文學條件絕對相關。西漢開國之初,強大的時代氛圍賦予漢代士人優越感,司馬遷在寫作時展現的恢弘氣度,很明顯的跟他所處的時代相關,而漢家外儒內法的本質,更是不容忽視的時代特色。
司馬遷的家世,除了為他的寫史工作奠定了紮實的基本功之外,更重要的是賦予他以修史為己任的責任感。他從二十歲開始,便陸續到各地考察遊歷,進而瞭解各地風土人情、蒐集遺文舊事、考察山川地理,司馬遷的眼光,因此更接近民間了,就在這看似平順的寫史歷程中,天漢三年(西元前98年),卻遭遇了他意想不到的苦難--李陵之禍與宮刑。這場災難不僅使司馬遷蒙受了人世間的奇恥大辱,更使他的思想產生重大轉變,直接影響了《史記》的創作內涵,他抒憤寄託,在書寫歷史人物的同時,也同時表達了是非觀念與愛憎感情,也從而深化了《史記》的主題。
筆者企望,能夠以現代心理學的角度解釋司馬遷的這些心路歷程,探討他的人生際遇是如何影響文本的寫作,並為他何以在受難之後選擇苟活下來,並以更加堅韌的毅力來完成曠世之作提出解釋。司馬遷活下來的理由,不是為了追求快樂或避免痛苦,而是因為他找到了唯有自己才能實現的生命意義,他活著是要成就自己的獨特性、唯一性,正因為如此,他體會了全新的生死觀念:生命不可隨便犧牲,犧牲的必要條件,必須是為了更重大的理由才可為之。
司馬遷從李陵之禍的挫敗和生死抉擇的痛苦中,完成了文本的寫作,並實踐了他個人的生命意義,他以最大的毅力和決心來完成《史記》,這些幽微的的情緒,都隨著文本內容宣洩,因此致令司馬遷在書寫時,即便有些地方不符合史書撰寫的要求,也都瑕不掩瑜了。
壓力是攸關心理健康至為重要的部分,人一生的際遇中,會面臨的壓力俯拾皆是,綜觀今日社會,人類因壓力而造成的社會亂象處處皆有,面對這種情況,不停的質疑、抱怨或負面情緒,只是讓自己更往死亡的陰暗幽谷裡去,我們該以正確的行動和作為,來作為人生問題的正確解答,完成生命賦予給每個人的使命,筆者認為,這是《史記》所帶給後人,除了文本內容之外,更重要的人生哲理。
是以筆著嘗試著耙梳出司馬遷的人生際遇對於《史記》書寫的影響,冀望用不同的角度剖析司馬遷的心靈世界,更期盼以個人的淺見,吸引更多有志之士投入對《史記》相關議題的探討。
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大學生參與老人服務性社團之經驗探討 / Exploring the experiences of youth volunteers involved in service for elderly楊伊伊 Unknown Date (has links)
近年來,青年加入志願服務已成為一種趨勢,而在這逐漸步入高齡化的社會中,青年的服務提供者扮演重要的人力資本。從研究者在大學期間至浩然敬老院服務的經驗出發,探討大學生何以願意加入服務老人行列及加入服務後對他們的影響為何。據此,研究問題如下:(1)大學生加入老人服務性社團的動機為何?(2)參與老人服務性社團的大學生對老人的態度為何?(3)大學生對老年生活的認知為何?(4)服務老人的經驗對大學生對老人的態度及人生價值有何影響?
本研究採用質性研究法,並以半結構式訪談蒐集資料。本研究共訪談9名來自淡江大學浩然守護天使社團的大學生,其中5名女性4名男性,他們提供服務的年數介於1年至3年間,而大多數大學生自大學一年級即加入服務,出席率狀況穩定者居多。有6位大學生自小由祖父母照顧或居住;至於未由祖父母照顧的3位學生,他們亦有和祖父母頻密接觸的經驗。研究結果如下:
一、大學生服務老人的動機:大學生參與服務老人的服務性社團的動機可分為兩個層次:大學生參與服務性社團的原因及大學生選擇以老人為服務對象的原因。在大學生參與服務性社團的原因方面,包含:(1)實踐利他的意義;(2)同儕的影響;及(3)機會的可近性。在大學生選擇以老人為服務對象的原因方面則為:(1)對服務對象的認知;及(2)個人的生命經驗。
二、大學生對老人的態度:大學生對老人的生理特徵方面提出了三個面向的觀察:(1)老人在外觀上,包含軀體上及感官系統皆產生變化;(2)老人身體機能退化;(3)老人的移動能力降低。大學生對老人心理狀態的看法分為四個面向:(1)健康老人的圖像:可以好好照顧自己的生活、保有樂觀的態度、願意與別人互動、擁有自我排解負面情緒的能力才是健康的老人;(2)老人學習能力:大學生認為老人有學習的能力,並提出學習的機會、長者本身擁有高度學習意願及指導者的耐心教學是影響老人學習的因素;(3)老人的人格是被動、冷漠、自我、不服老、健談、熱情及堅強的;(4)老人的情緒呈現悲觀消極、憤世嫉俗、需要被別人關懷及看得開的。
三、大學生對老年生活的認知:(1)家庭面向:老人擁有實際層面和精神層面的意義,他們是完整家庭的精神象徵、家庭凝聚力的中心、意見提供者及分擔照顧責任的輔助角色;(2)社會面向:老人在社會中扮演傳承、經驗分享及生命教育的角色,但也有大學生認為老人消耗社會資源造成社會負擔;(3)經濟面向:大學生觀察到居住於敬老院的長者能夠維持基本的生活開銷,但社區長者在經濟上則呈現貧窮與富裕兩極端的現象;(4)居住面向:大學生不僅認為長者的居家環境必須清靜、安全、充滿活力及具備無障礙設計,也對安養機構提出看法,認為安養機構有別於家的感覺、生活制式化、缺乏選擇的自由及生活照顧疏離。
四、大學生加入老人服務後的影響:首先,服務老人影響了大學生對老人的態度,他們變得更願意關懷長者、更尊重長者、對長者更有包容心、發現長者的能力、更了解長者的需求,甚至將服務中的感受回饋給家種的長者。其次,大學生服務老人的經歷也對他們的人生價值產生影響:(1)個人價值:對「幸福」意義的反思、提升自信、學習到人生的智慧;(2)社會價值:重視家庭的安全感、體會真誠的友誼之重要性;(3)能力價值:發現口條能力的重要性;及(4)道德價值:服務的觀念、重視真誠的態度及對長者投入更多愛心。
五、本研究依據結果提出幾個建議:(1)針對學校的建議:鼓勵校方可透過辦理代間服務學習課程及老化體驗,並加強課外活動組的角色,以推動更多大學生加入服務性社團;(2)針對安養機構的建議:促進安養機構長者的活力老化,以及讓安養機構展現家的元素;(3)針對政策的建議:提供長者活到「活到老,學到老」的環境,並完善經濟安全體系。 / In recent years, the youth to join the volunteer service has become a trend. With gradually aging society, youth service providers are playing an important role. This is to explore the experience of University students from researchers at the University to nursing home services. At the same time to find out why students are willing to join the ranks of the service for the elderly and what the effects are after joining services.
The following are the research questions: (1) What motivates the students to join service club for the elderly? (2) What are the attitudes of the involved University students towards the elderly community? (3) What level of knowledge the University students have about life in old age? (4) What are impacts for the students in terms of the value of life and the attitudes towards the elderly following their experience of the service the elderly?
This research used a qualitative research method, and semi-structured interviews to collect data. The research interviews with a total of nine University students from Tamkang University, Hao Ran Guardian Angel Club. Five of them are female and four of them are male. In between them they have the experience of providing the services of one to three years. Most students involved since their first year in University and most of them have stable attendance rate. Six of the students brought up or live with their grandparents. Three out of the six students have not been under the care of their grandparents. However they have the experience of close relationship with their grandparents.
The results of the research are as follows:
A. The motivation of university students to join in the services for the elderly: The motivation of the students involved in services for the elderly service club can be divided into two levels: The reasons for students to participate in community service and in the services targeting the elderly. The reason for students to participate in the community service include: (1) Involve in activity that contributing to the society, (2) The influence their peers, and (3) The accessibility of opportunity. The reasons for students to chose the elderly as their servicing targets include: (1) Familiar with the servicing targets, and (2) Personal life experience.
B. University student’s attitudes toward the elderly: Students have raised three observation points with regarding to the elderly physiological characteristics: (1) Elderly change of physical appearance and sensory system, (2) Degradation of the physical function of the elderly, and (3) Elderly reduced ability to move. Students have raised four observation points with regarding to the elderly psychological characteristics: (1) Images of healthy elderly: Able take good care of their own lives, to maintain an optimistic attitude, willingness to interact with others and has the ability to self troubleshooting negative emotions, (2) Elderly learning ability: Students believe that the elderly have the ability to learn, and if presented an opportunity to learn, the elders themselves have a high degree of willingness to learn. Patience and guidance during teaching process have a direct impact to elderly learning ability, (3) The elderly personalities are passive, indifference, self-centred, talkative, enthusiastic and strong, (4) The elderly are pessimistic and cynical, need others caring.
C. University student’s awareness of life in old age: (1) Family perspective: The elderly are significance in both the actual and spiritual life. They are a symbol of the complete family, the centre of family cohesion, the supporting role of advice and sharing the responsibility in parenting, (2) Social perspective: The elderly are the symbol of heritage, experience sharing and the role model. But some students believe that the elderly consume social resources became the social burden, (3) Economic perspective: Students observed that the elderly living in nursing home has the ability to maintain basic living expenses, but the financial situation of the elderly living in the community are divided by two extremes of poverty and wealth, and (4) Living perspective: Students not only believe that the living environment for the elderly must be quiet, safe, vibrant and with easy access design, they also put forward their views that nursing homes have a different feeling of home, life regularization, the lack of freedom of choice and family members caring became a rarity.
D. Effect of University students involve in services for the elderly: First, services for the elderly affecting college students' attitudes toward the elderly, they become more willing to care for the elderly, and more respect for the elderly, treating the elderly with more generosity, recognise the ability of the elderly, better understanding of the needs of the elderly, and even express their feeling to the elderly after providing the service. Secondly, the experience of the university student services for the elderly also have an impact to their view on the value of life: (1) Personal values: A reflection on the meaning of happiness, to enhance self-confidence and acquired the wisdom of life, (2) Social values: Emphasis on the family's sense of security and appreciate the importance of friendship, (3) Competence values: Discover the importance of persuasive eloquence, and (4) Moral values: The concept of service, appreciate the sincere attitude and treating the elderly more care and love.
E. With the data and information collected above, this research proposed a few suggestions: (1) Suggestion for the school: To encourage the school upon intergenerational service-learning courses and the elderly service experience. Strengthen the role of the curricular activities and to push for more students to join a service clubs, (2) Recommendations for nursing homes: Promote vitality of the elderly activities and to inject the elements of home in nursing homes, and (3) Recommendations for policy: To provide the elderly the adequate learning environment, and to improve the economic security system for the elderly.
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Association between social networks and discussions regarding advance care planning among Japanese older adults / 日本の高齢者における社会的ネットワークとアドバンスケアプランニングとの関連Miyashita, Jun 23 March 2020 (has links)
京都大学 / 0048 / 新制・課程博士 / 博士(社会健康医学) / 甲第22385号 / 社医博第107号 / 新制||社||医11(附属図書館) / 京都大学大学院医学研究科社会健康医学系専攻 / (主査)教授 横出 正之, 教授 今中 雄一, 教授 佐藤 俊哉 / 学位規則第4条第1項該当 / Doctor of Public Health / Kyoto University / DFAM
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論電信監察與談話監聽-以德國刑事訴訟法為中心曹珮怡 Unknown Date (has links)
本文介紹德國刑事訴訟法中電信通訊監察與談話監聽(包括住宅內談話監聽)措施的規定,與德國聯邦憲法法院基於人權保障對住宅內談話監聽所設立的要求,並藉由德國法規與判決所設立相關標準,進一步來審視我國通訊保障及監察法有關規定是否妥適。
德國基於犯罪偵查目的之電信監察與談話監聽,主要規定在德國刑事訴訟法第100條a以下,對電信監察與談話監聽措施成立的要件作有詳細的規定,並作為本論文研究德國規定的主要架構。
其次德國聯邦憲法法院在2004年3月3日對住宅內談話監聽做出重要判決,判決認為私人生活核心領域 (Kernbereich privater Lebensgestaltung) 的保護屬於不可侵犯的人性尊嚴(Unantastbarkeit der Menschenwürde)。若涉及私人生活核心領域,則不允許基於刑事訴追目的進行住宅內談話監聽。並認為刑事訴訟法有關住宅監聽的部分規定未符合憲法上的要求,進而要求立法者修正相關規定。本文將介紹該判決所揭示的監聽基本原則,以及循該判決所揭示的原則,德國刑事訴訟法於2005年針對住宅內談話監聽措施所作的修正。此後,聯邦憲法法院上開判決所揭示的原則,並進一步導致2008年德國刑事訴訟法中電信通訊監察措施以及隱密性質偵查措施規定的大幅修正,本文亦將作一簡略介紹。
最後藉由德國刑事訴訟法中針對電信偵查措施與談話監聽的規定及其中所揭示的法律原則,反思我國現行通訊保障及監察法規定有何進步的空間,以及我國現今是否應採行住宅內談話監聽的偵查措施。
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中國美學的建構-宗白華美學思想研究黃郁博 Unknown Date (has links)
No description available.
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澳門中學生生命意義感之探討 / Study on the Macau secondary students' perception of the meaning of life何彩雲 January 2006 (has links)
University of Macau / Faculty of Education
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皮爾的人生教育之研究李妙靜, Li, Miao-Jing Unknown Date (has links)
第一章:結論,包括研究動機與目的、研究方法與資料、皮爾著作的特色、重要名詞
釋義等四節。
第二章:生平與時代,包括皮爾的生平、時代背景、思想基礎等三節。
第三章:皮爾的人生教育,包括問題正是人生的標誌、解決問題的方法、積極思想的
驚人力量、勢心的奇蹟、成功的公式、看重今天等六節。
第四章:宗教、心理與教育,包括宗教與人生、心理與人生、皮爾對教育的貢獻三節
。
第五章:結論,包括評論與建議兩節。
人生教育在教導人能從生命中追尋到永恆的精神生命,從生活上生活出一種具有理想
的生活,而在方向上又能達到天人合一,與天地同參的真善美聖的境地。本論文即以
皮爾的人生教育為主體,探討其對教育之貢獻,進而以宗教精神與實用心理學加深或
批評皮爾的思想,尚祈對教育界有所拋磚引玉之功。
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藉由地緣情感關係連結之群眾打卡資訊建⽴立個⼈人⽣生命記憶 / Construct Personal Lifelog by Check-in Information from Location-based Emotion Connected Crowd王怡婷, Wang, Yi Ting Unknown Date (has links)
生活於行動網絡與社群網站發展快速的今日,人們逐漸依賴利用隨手可得之行動裝置紀錄生活,打卡儼然成為生命紀錄的方式之一。本研究致力於提供使用者個人化之打卡系統,讓使用者在選用群眾所推薦的地理標籤名稱之餘,同時保有個人化情感傾向特色之地理標籤名稱。透過基於地緣情感關係連結之群眾推薦地理標籤名稱,我們提供更貼近使用者個人情感偏好之地理標籤,讓使用者在省下自行建立個人化地理標籤名稱上的繁瑣程序的同時,還能同時保有個人化特色,更能夠作為未來回憶時之線索。在實驗設計上,我們邀請共二十八位受試者使用本研究所開發之打卡系統,利用三週的時間真實模擬生活中的打卡情況。我們分析受試者進行打卡時所選用的地理標籤名稱來源作為評估之依據,透過實驗結果顯示基於地緣情感關係連結之群眾推薦地理標籤名稱模型,能夠推薦較適合的地理標籤名稱給使用者使用。因此本研究有效利用特定群眾之力量協助使用者建立個人化之地理資訊。 / In the present, people used to have one or more mobile devices. With the mobile devices thriving, the social network is also getting more popular. People rely on the mobile devices or social network to record their lives—“Check in” is becoming a kind of “lifelog”. Our research provides user a customized check in system, which can free users from the troublesome procedures, naming the geotag by their own, meanwhile; they can still have their own style. Furthermore, this customized name of geotag will be the hint to their memory in the future. When it comes to the experiment, we have 28 users experience our check in system, and we spent three weeks to simulate the situation of check in in the real life. We analyze the users’ name of geotag and use it as the result to estimate. According to the result of our experiment, the Location-Based Emotion Connected model can recommend a better name of geotag to the users. Consequently, our research the effective help people to construct personalizes geographic information.
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以情境與行為意向分析為基礎之持續性概念重構個人化影像標籤系統 / Continuous Reconceptualization of Personalized Photograph Tagging System Based on Contextuality and Intention李俊輝 Unknown Date (has links)
生活於數位時代,巨量的個人生命記憶使得人們難以輕易解讀,必須經過檢索或標籤化才可以進一步瞭解背後的意涵。本研究著力個人記憶裡繁瑣及週期性的廣泛事件,進行於「情節記憶語意化」以及「何以權衡大眾與個人資訊」兩議題之探討。透過生命記憶平台裡影像標籤自動化功能,我們以時空資訊為索引提出持續性概念重構模型,整合共同知識、個人近況以及個人偏好三項因素,模擬人們對每張照片下標籤時的認知歷程,改善其廣泛事件上註釋困難。在實驗設計上,實作大眾資訊模型、個人資訊模型以及本研究持續性概念重構模型,並招收九位受試者來剖析其認知歷程以及註釋效率。實驗結果顯示持續性概念重構模型解決了上述大眾與個人兩模型上的極限,即舊地重遊、季節性活動、非延續性活動性質以及資訊邊界註釋上的問題,因此本研究達成其個人生命記憶在廣泛事件之語意標籤自動化示範。 / In the digital era, labeling and retrieving are ways to understand the meaning behind a huge amount of lifetime archive. Foucusing on tedious and periodic general events, this study will discuss two issues: (1) the semantics of episodic memory (2) the trade-off between common and personal knowledge. Using the automatic image-tagging technique of lifelong digital archiving system, we propose the Coutinuous Reconceptualization Model which models the cognitive processing of examplar categorization based on temporal-spatial information. Integrating the common knowlegde, current personal life and hobby, the Continuous Reconceptualization Model improves the tagging efficiency. In this experiment, we compare the accuracy of cognitive modeling and tagging efficiency of the three distinct models: the common knowledge model, personal knowledge model and Coutinuous Reconceptualization Model. Nine participants were recruited to label the photos. The results show that the Continous Reconceptualization Model overcomes the limitations inherent in other models, including the auto-tagging problems of modeling certain situations, such as re-visiting places, seasonal activities, noncontinuous activities and information boundary. Consequently, the Continuous Reconceptualization Model demonstrated the efficiency of the automatic image-tagging technique used in the semantic labeling of the general event of personal memory.
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