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The Great Dictionary of Taoism, published by Huaxia Publishing House in 1994 and compiled by the Chinese Taoist Association and Suzhou Taoist Association, is the first comprehensive reference book on Taoism in the world. The dictionary has provided invaluable assistance for scholars of Taoism. However, in the last three decades, with the flourishing research on the language of Taoist literature, the inadequacies in the Great Dictionary of Taoism have gradually become apparent. Therefore, a systematic revision of this dictionary is necessary. Based on a selection of 700 typical entries with obvious problems from the Great Dictionary of Taoism, this paper conducts a detailed study of their errors from five key areas: entries, meanings, definitions, documentary evidence, and convention. By providing examples and proposing correctional suggestions, the paper aims to provide a necessary reference for the revision of the Great Dictionary of Taoism. The Great Dictionary of Taoism serves as a vital link between the sacred world and the secular society in Taoism, and this study will help Taoist priests, believers, and researchers accurately understand complex Taoist ideologies and practice patterns. It is significant for the inheritance and promotion of Taoist culture. [ABSTRACT FROM AUTHOR]

Objectives: This article presents a multiyear pilot study delineating practical challenges, solutions, and lessons learned from Wikipedia editing experiences with first-year medical students at the John A. Burns School of Medicine at the University of Hawai'i at Mānoa. The purpose of our project was to determine the feasibility and effectiveness of Wikipedia editing to improve information literacy and lifelong learning skills and to investigate aspects of social responsibility in first-year medical students. Methods: Lessons were provided through a combination of in-person and online instruction via the WikiEdu learning management system (LMS). Students next selected a health-related Wikipedia article to edit. After the editing experience, structural completeness data were collected from the WikiEdu LMS. Feedback was collected via an anonymous retrospective pre-post survey to assess the students' attitudes toward their perceived information literacy skills and the social responsibility of improving Wikipedia articles. Nonparametric tests were conducted to compare pre versus post outcomes. Results: Fifty-seven (79%) participants in the 2018 cohort and forty-nine (64%) participants in the 2019 cohort completed the retrospective pre-post survey. In both cohorts, respondents showed statistically significant increases (p<.05) in self-rating of all ten domains of information literacy and social responsibility after completing the program. Conclusions: This study showed that medical students are competent editors of Wikipedia and that their contributions improve both the quality of the articles and their own perceived information literacy. Additionally, editing medicine-related articles provides an opportunity to build students' social responsibility by improving content on an open platform that reaches millions each day. [ABSTRACT FROM AUTHOR]