Xin Liu

Reading disability has been considered as a disconnection syndrome. Recently, an increasing number of studies have emphasized the role of subcortical regions in reading. However, the majority of research on reading disability has focused on the connections amongst brain regions within the classic cortical reading network. Here, we used graph theoretical analysis to investigate whether subcortical regions serve as hubs during reading both in Chinese children with reading disability and in age-matched typically developing children using a visual rhyming judgment task and a visual meaning judgment task. We found that the bilateral thalami were the unique hubs for typically developing children across both tasks. Additionally, subcortical regions were also unique hubs for typically developing children but only in the rhyming task. Among these subcortical hub regions, the left pallidum showed reduced connectivity with inferior frontal regions in the rhyming judgment but not semantic task in reading disabled compared with typically developing children. These results suggest that subcortical-cortical disconnection, which may be particularly relevant to the phonological and phonology-related learning process, may be associated with Chinese reading disability.

The linguistic theory of Chomsky has changed the long, traditional way of studying language. The nature of knowledge, which is closely tied to human knowledge in general, makes it a logical step for Chomsky to generalize his theory to the study of the relation between language and the world-in particular, the study of truth and reference. But his theory has been controversial and his proposal of "innate ideas" has been resisted by some empiricists who characterize him as rationalist. In our view, these empiricists make a mistake. In the present paper we attend to his position regarding linguistics as a science of mind/brain, which we believe is an important aspect of his theory that has not been paid enough attention or understood by his opponents. In turn, this will help to clarify some of the confusions around his theory. Finally we will discuss some of the debatable issues based on the outlines we draw.

Various studies have recognized the importance of humility as a foundational aspect of virtuous leadership and have revealed the beneficial effects of leader humility on employee moral attitudes and behaviors. However, these findings may overestimate the benefits of leader humility and overlook its potential costs. Integrating person–supervisor fit theory and balance theory with the humility literature, we employ a dyadic approach to consider supervisor and employee humility simultaneously. We investigate whether and how the congruence of supervisor and employee humility influences employee citizenship and deviance behaviors. We conducted a multilevel, multiphase, and multisource field study to test our hypotheses. The results of cross-level polynomial regression analyses revealed that when supervisors and employees were incongruent in humility, employees experienced higher levels of negative affect toward supervisors. Also, compared to those in low–low congruent dyads, employee negative affect toward supervisors was lower in high–high congruent dyads. The results further revealed asymmetric incongruence effects: employees experienced the highest levels of negative affect toward supervisors when their own humility was lower than their supervisors’. In addition, we found that employee negative affect toward supervisors mediated the impacts of supervisor–employee congruence in humility on employee organizational citizenship behavior and counterproductive work behavior.

Recent research has uncovered the dark side of creativity by finding that creative individuals are more likely to engage in unethical behavior. However, we argue that not all creative individuals make trouble. Using moral self-regulation theory as our overarching theoretical framework, we examine individuals’ moral identity as a boundary condition and moral disengagement as a mediating mechanism to explain when and how individual creativity is associated with workplace deviant behavior. We conducted two field studies using multi-source data to test our hypotheses. In Study 1, the results indicated that creativity positively predicted moral disengagement for those low in moral identity. In Study 2 with multi-wave data, we replicated the finding that moral identity moderated the effect of creativity on moral disengagement in Study 1 and further revealed that moral disengagement mediated the interactive effects of creativity and moral identity on workplace deviant behavior. The theoretical and practical implications of these findings and directions for future research are discussed.

The CUORE-0 experiment searched for neutrinoless double beta decay in130Te using an array of 52 tellurium dioxide crystals, operated as bolometers at a temperature of 10 mK. It took data in the Gran Sasso National Laboratory since March 2013 to March 2015. We present the results of a search for neutrinoless double beta decay in 9.8 kg-years130Te exposure that allowed us to set the most stringent limit to date on this half-life. The performance of the detector in terms of background and energy resolution is also reported.

© 2014 Elsevier B.V.We evaluate the factors influencing the abundance, [Li], and isotopic composition of riverine Li delivered to the oceans through analyses and modeling of [Li] and δ7Li in streams and groundwaters draining a single continental lithology, the Columbia River Basalts. The streams were sampled in different climate zones that lie east, and west of the Cascades Mountains, and during two different seasons in order to evaluate climatic and seasonal influences on Li isotopes in rivers. Dissolved Li is systematically heavier than that of fresh or weathered CRBs, suspended loads, and shallow groundwaters, consistent with previous studies showing that Li isotope fractionation is affected by equilibration between stream water and secondary minerals. However, the lack of correlation between δ7Lidis and climate zone, the uniform secondary minerals and bedrock, coupled with the highly variable δLidis7 indicate that other factors exert a strong control on δ7Lidis. In particular, the heavier Li in streams compared to the shallow groundwaters that feed them indicates that continued isotopic fractionation between stream water and suspended and/or bed loads has a major influence on riverine δ7Li. Seasonal δ7Li variation is observed only for streams west of the Cascades, where the difference in precipitation rate between the dry and wet seasons is greatest. Reactive transport model simulations reveal that riverine δ7Li is strongly controlled by subsurface residence times and the Li isotope fractionation occurring within rivers. The latter explains why there is no positive correlation between δ7Li and traditional weathering proxies such as Si or normalized Si in rivers, as riverine Li isotope fractionation drives δ7Li to higher values during transport, whereas the concentrations of major cations and anions are diluted. The varying residence time for groundwaters feeding the western streams in summer and winter explains the observed seasonal variations. A global, negative correlation between δ7Li and Li/Na for streams and rivers draining basaltic catchments reflects the overall transport time, hence the amount of silicate weathering. Based on our results, the increase of δ7Li in seawater during the Cenozoic is unlikely related to changing climate, but may reflect mountain building giving rise to increased silicate weathering.

Rawls’ appealing to free agreement in the original position cannot be understood as the source of real commitment to principles of social justice. According to the contextualistic interpretation, to establish and clarify the reasonableness of one context, one needs to appeal to the reasonableness of some higher-order contexts. Because the two meta-contexts of global basic structure and domestic basic structure can be seen as higher-order or lower-order context relative to each, depending on concrete cases, by excluding the consideration of global situation that must have effects on the realization of domestic justice, justice as fairness is blind both to the global context of domestic justice and to the domestic context of global justice.

This dissertation argues that, since authority is inevitable and indispensable in effective teaching, we need more theory and research on how teachers can use authority more constructively in teaching rather than their trying to avoid using authority or simply ignoring its existence in the classroom. Since the teacher's discourse is the key to the traditional teacher's authority in the classroom, changing the teacher's discourse therefore becomes the key issue in talking about teachers' authority. ;In the larger social context, radical educationists' criticism of the dominant discourse is progressive and revolutionary. However, I disagree with radical educationists that replacing the teaching of alternative discourses with the teaching of other discourses is a means of changing the traditional classroom and the traditional teacher's authority. First, teaching is always "symbolic imposition" , and a change of content does not completely change the basic institutional function of teaching and therefore does not change the traditional teacher's authority, for, as J. Hillis Miller points out, form and style can be equally oppressive as content. Second, since alternative discourses such as deconstruction, feminism, multiculturalism, and radical theories are all responses to the dominant discourse and are therefore parasitic upon it, avoiding teaching the dominant discourse not only leaves an irretrievable gap in students' education but also impedes students' development of critical literacy and thus disempowers them. ;Informed by Richard Rorty's edifying philosophy and his notions of normal and abnormal discourse, I argue that the teaching of first-year college writing can be conceived as a process of helping students move from their Abnormal Discourse I to Abnormal Discourse II by way of normal discourse . I propose that teachers play an edifying role in the writing class through a two-level interaction among the three discourses so as to turn the teacher's authority into enabling constraints that will enhance students' development of critical literacy

Mencius aesthetic features, that he inherited before Confucius and Confucius to "goodness-in-one" as the characteristics and tendencies of the Confucian aesthetics, and in its human nature is good, based on the "goodness-in-one" This proposition reflects a profound the sake of being in the main character. In this paper, respectively, from the moral emotions, moral reasoning and moral will of the three areas, see Mencius, human nature is good and what actually provides the theoretical basis, the "good" and "beauty" to above the sake of unity in the personality; then "desirability of that good, have all been of that letter, full of that beauty," as the central passage, Mencius, human nature is good in theory of thinking under the clear implication of which, in order to be able to explore one idea Mencius goodness The Katsuyoshi. A special characteristic of Mencius' aesthetic theory is that he carried on the Confucian tradition of "the union of the beautiful and good". He also made this theory the embodiment of. His most basic notion that "human nature is essentially good. " This article would like to lay as a basis three aspects of moral emotion, moral reasoning and moral will, in looking at Mencius' theory of the goodness of human nature. These findings culminate in" the good "and" the beautiful "in a person. I would also like to examine Mencius'" A man who commands our liking is called a good man, he whose goodness is part of himself is what is called a real man, and he whose goodness brims over is called a beautiful man ", as the crux of this article. From his consideration of man's essence as good, we can bring light to the profundity of his meditations on the synthesis of the beautiful and good