Search

This article employs the intertwined perspectives of age and gender to reexamine the understanding of aging bodies and its implications for the division of caregiving in China from the Song dynasty to Qing dynasty. During the Song dynasty, the literature on nourishing the elderly recognized the differences between the two sexes and emphasized that medication for the elderly women should focus on regulating the Blood. These concepts of the body marked a divergence from the Inner Canon of the Yellow Emperor (Huangdi Neijing) and the view of the body as being homogeneous with yin and yang. During the Yuan, Ming, and Qing dynasties, the gender-differentiated view gradually shifted back to seeing the elderly body as undifferentiated between men and women. This article suggests that this change is closely related to the development of gynecological medicine in China and the influence of Zhu Zhenheng's medical theories from the Yuan Dynasty onward. The discussion will not only re-conceptualize the interactions within Chinese medical knowledge, but also broaden the horizons of current research on the history of gynecology in China, which predominantly focuses on the reproductive female body. Nourishing the elderly not only concerns the treatment of elderly bodies but also involves everyday care and practices of filial piety. By examining the norms of nourishing the elderly and examples of filial conduct Song Dynasty to Qing Dynasty China, this article identifies a clear shift of caregiving responsibilities from sons to daughters-in-law. Since the Song Dynasty, expectations of "***" ("wives serving their husbands' parents"), combined with the medical belief that breast milk is especially beneficial for elderly care--evident in the wide spread of the story of "***" ( wives provide diligently her breast milk for her mother-inlaw)-- and the Qing dynasty's implementation of the system of honoring filial daughters-in-law, allowed women to achieve a moral status beyond their traditional role of ensuring male succession. From the Song to Qing dynasties, this article argues, a new paradigm of female filial piety emerged, one that emphasized the prolongation of the lives of their husband's parents. In sum, this article focuses on the issue of elderly care in China and explores how gender affected the definition of the elderly body. It explores the shifting social expectations of women's participation in elderly care from the Song to the Qing dynasties. The article probes the intersections of gender, healthcare, and the socio-cultural history of China. [ABSTRACT FROM AUTHOR]

本研究以在職進修碩士學位的教師及其同事為對象，分析創意教學自我效能的成長趨勢，以及五大人格特質、進修與否對於創意教學自我效能的初始狀態及成長趨勢的影響。本研究在2 年期間一共進行四次調查，分析結果顯示：一、抗壓信念呈現線性上升的成長趨勢，負向自覺為線性下降的發展趨勢；而正向肯定呈現先上後下發展的成長趨勢。二、進修教師的正向肯定、抗壓信念的成長趨勢明顯優於未參與進修的教師，負向自覺也明顯低於未進修的教師。三、五大人格特質的外向性與神經質對於創意教學自我效能成長趨勢有影響，其中神經質對於正向肯定的成長曲率為負向調節，但對於負向自覺的成長速率則為正向調節，而外向性對於抗壓信念的成長速率有正向影響。 Self-efficacy for creative teaching is a primary antecedent for the development of creative teaching. In consideration of the current emphasis on creative teaching, in-service trainee teachers studying for master’s degrees and their colleagues were surveyed regarding their growth of self-efficacy for creative teaching. The effect of personality traits and in-service training on initial state of self-efficacy for creative teaching and the time dependence of this self-efficacy were determined in this study. A total of 252 teachers were recruited and completed four surveys over a 2-year period; 126 of the participants were studying for master’s degrees. Analysis through hierarchical linear modeling revealed the following: (1) The stress-resistance faith of teachers’ self-efficacy for creative teaching linearly increased with time, whereas negative self-consciousness linearly decreased. Positive appreciation first increased and then decreased. (2) In-service trainee teachers were found to clearly outperform their colleagues who were not receiving training with regards to growth of positive appreciation and stress-resistance faith and mitigation of negative self-consciousness. (3) The personality traits of extraversion and neuroticism affected the growth trend of self-efficacy for creative teaching: neuroticism was found to reduce the growth rate of positive appreciation but enhance that of negative self-consciousness, whereas extraversion was discovered to positively affect the growth rate of stress-resistance faith. According to these results, suggestions are made for the reference of relevant actors.

Based on creativity component theory, creativity system theory and creative self-efficacy theory, this study aims to explore the influence of college students’ aesthetics experience and creative self-efficacy on their creativity and the role of creativity instruction as a mediator variable. The participants were 338 college design majors in 50 teams who were working on their graduation exhibitions, and 50 advising professors from departments related to design. Hierarchical Linear Models were applied for analysis. The result showed that instruction on enhancing students’ creative intention positively affect students’ aesthetics experience. Students’ aesthetics experience affects their creativity and creative self-efficacy. Creativity instruction with focus on creativity skills by means of promoting aesthetic attitude, aesthetic understanding, and offering complete experiences had a moderating effect on students’ perception toward creative product. However, there was a negative moderating effect of creative instruction on perceived aesthetic pleasure and students’ perception toward creative product. There was no moderating effect of creative instruction on the relationship between students’ creative self-efficacy and creativity. Accordingly, the study concluded that in order to enhance students’ creativity, universities should stress on the development of students’ aesthetics experiences and re-evaluation of approaches to creativity instruction.

本研究旨在科學想像力歷程模式的基礎下，發展適用於國小五、六年級的科學想像力圖形測驗。研究對象包含預試樣本558 位學生，正式樣本698 位學生。本測驗共有A、B、C、D 四項作業，每項作業均包含科學想像力歷程中的漫想力、聯想力、奇想力等三個向度，用以測量學生之科學想像力。經以Rasch部分給分模式分析，三向度的量表具有良好的模式資料適配度。所有的作業在男、女學生並無明顯的差異試題功能，且漫想力、聯想力、奇想力之信 度分別是 .88、 .88 以及 .87。最後，本研究針對「科學想像力圖形測驗」的發展與應用，提出未來研究之建議。 This study developed the Scientific Imagination Test-Figural (SIT-Figural) for 5th and 6th graders on the basis of the scientific imagination process. A total of 1,256 students who completed the SIT-Figural constituted Sample 1 (n = 558) and Sample 2 (n = 698). The SIT-Figural, which was designed to measure the students’ scientific imagination, comprised four tasks, A, B, C, and D–which covered three dimensions of the scientific imagination process, namely brainstorming, association, and transformation (or elaboration). The Rasch partial credit model was used to assess the model–data fit. A differential item functioning analysis was conducted to assess the consistency of the ratings provided by male and female students. The results revealed that the three dimensions of the SIT-Figural exhibited an acceptable model–data fit. The three subtests had person separate reliabilities of .88, .88, and .87. Finally, suggestions for future revisions and applications of the SIT-Figural have been proposed in this paper.

A variety of audio and video streaming platforms, equipped with streaming technology that supports instant usage of media resources in the process of downloading, have become a popular part of daily entertainments. Current researches on streaming platforms mostly focus on the technical dimension of streaming technology, with much less attention to the usability dimension of streaming operation. Nevertheless, issues concerning platform design and user-friendly operation are worthy of further exploration. This study selects four currently most popular audio and video streaming platforms as research subjects, including Spotify, Last.fm, YouTube, and Vimeo. To examine the usability of these platforms, 12 users were arranged to perform 16 tasks by alternatively applying streaming functions provided on the platforms. Their activities and self-report data are observed and analyzed. Research results indicate some drawbacks in streaming operations as well as users' expectation for streaming usability. Based on the research results, this study proposes some suggestions for improving streaming platform design, and furthermore configures a model of streaming platform that incorporates effective, efficient, enjoyable, and usable audio and video streaming services.

近年國小教師的數學教學能力受到高度重視，已有研究建議將「數學領域教學知能」納入教師資格檢定考試，為國小教師數學專業把關。在教育實習歷程中，實習輔導教師扮演著關鍵角色，其所採取的支持策略影響實習學生的實習成效，如何有效輔導不同數學能力背景的實習學生學習數學教學，是值得探究的議題。本研究目的為：（1）瞭解國小實習學生數學教學實習現況；（2）瞭解不同實習階段實習輔導數學教學的支持策略；（3）分析實習學生對於實習輔導支持策略有效性的主觀感受。採問卷調查法，發出226 份問卷，有效問卷198 份，以描述統計、卡方考驗、t 考驗等進行資料分析。研究發現：（1）實習學生之數學教學實習經驗落差大；（2）實習輔導教師會以個人支持、課室支持、專業支持、評價支持、反思支持等策略，進行數學教學實習輔導；（3）實習學生認為肯定與讚美、指導或示範有效的數學教學技巧、提供自主空間、提供真誠與及時的回饋、師徒彼此分享對教學的想法等支持策略，對自己學習數學教學的幫助最大；（4）具數學教育專業背景之實習輔導教師，有較多的「指導或示範有效的數學教學技巧」輔導作為；（5）實習學生認為課室支持最能提升數學教學實習效果。本研究依據結果進行討論並提出相關建議。 The importance of mathematics teaching expertise of teachers in primary school has been emphasized recently. For ensuring primary school mathematics teachers have enough expertise in mathematics teaching, the research suggests incorporating “mathematics teaching knowledge” into the teacher qualification test. Mentors play a key role for student teachers during the internship. The mentoring strategies adopted directly impact the effectiveness of the internship. As a result, it is important to study the topic of how to mentor student teachers with different mathematics experiences to learn mathematics teaching skills. The purposes of this study were to understand the current mathematics teaching internship process, examine support strategies mentors provided to student teachers during the stages of the mathematic teaching mentoring process, and analyze the student teachers’ subjective judgment of different support strategies. Questionnaires were used in this study. From the 226 questionnaires, we received 198 effective replies. Data were analyzed by descriptive-statistics, Chi-square test and independent sample t-test. The results revealed: 1) there are huge differences among student teachers’ mathematics teaching internships experiences, 2) personal support, classroom support, professional support, evaluative support, and reflective support are strategies used by mentors in the mentoring process, 3) student teachers regarded “recognition and compliments”, “instructing or modeling effective methods of instruction”, “giving independent freedom”, “providing immediate and sincere feedback” as the most helpful strategies to their mathematics teaching learning, 4) mentors with mathematic teaching background will do more “instructing or modeling effective methods of instruction” than those without that background, and 5) the most effective support to improve student teachers in mathematic teaching was classroom support. Finally, we had further discussions on the study results and provided suggestions towards mathematic teaching mentoring support strategies and future studies.

本研究旨在探究奈米國家型第一期人才培育計畫（2003至2008年）中小學種子教師自主發展的實驗教材所含有的奈米科技重要概念的出現頻率和關聯性。樣本包含209 份教材，以Stevens、Sutherland 與Krajcik（2009）提出的九項奈米尺度科學與工程重要概念：尺寸與尺度、物質構造、尺寸效應、力與交互作用、量子效應、自組裝、工具與儀器、模型與模擬、科學、科技與社會等為分析類目，首先依照各重要概念的定義，編製「奈米科技關鍵詞彙表」，並使用Excel 計數功能，分析國小、國中和高中各學習年段教材中的重要概念出現頻率和關聯性。研究結果發現：各年段中，高中實驗教材含有的奈米科技關鍵詞彙數量最多，且各重要概念間呈現高關聯性；整體中小學實驗教材的各重要概念出現頻率和相互關聯性的結構裡，以「尺寸與尺度」、「物質構造」和「尺寸效應」呈高出現頻率及高關聯性。本研究結果可作為未來建構臺灣中小學奈米科技課程指標，以及發展奈米科技教材之參考。 This study investigates the occurrence and relationships among significant nanotechnology concepts employed in the experimental teaching materials developed by primary and secondary seed teachers during Phase I of the National Science and Technology Program in Nanotechnology (2003 to 2008). This study adopts the core principles or “big ideas” of nanoscale science and engineering education, namely size and scale, structure of matter, forces and interactions, quantum effects, size-dependent properties, self-assembly, tools and instruments, models and simulations, and science, technology, and society (Stevens, Sutherland, & Krajcik, 2009), to compile a checklist of scientific terms in nine dimensions, and uses Microsoft Excel to analyze 209 teaching materials from each educational level. The investigation results revealed that 10 to 12 teaching materials from each level used more scientific keywords and had stronger relationships; the highest occurrence frequency and strongest relationships were between size and scale, structure of matter, and size effects. The results of this study can provide a reference for establishing nanotechnology curriculum indicators of primary and secondary education and developing nanotechnology teaching materials.

醫療方法之專利保護向來是一個充滿爭論且棘手的問題。歐洲專利公約於2000 年修法時，將不予醫療方法專利的立法架構，從擬制不具產業利用性變更法定不予專利事項。限制的項目維持不變，仍為人體或動物之「手術方法」、「治療方法」及在人體或動物上實施之「診斷方法」。而歐洲專利局擴大上訴委員會於2005 年關於診斷方法的G 1/04 （ Diagnostic methods/CYGNUS）案，及2010 年關於手術方法的G 1/07（Treatment by surgery/MEDI-PHYSIC）案之決定，更是進一步嘗試替爭議許久的醫療方法判斷標準及解釋方法，找出一最符合法安定性的平衡觀點。特別是在G 1/07 案中，擴大上訴委員會明確指出歐洲專利公約中之法定不予專利事項，應和其他可專利性要件採同樣之解釋方法，而非逕自認為宜採從嚴解釋。我國專利法及審查基準對醫療方法之看法，不管是定義或構成要件，都與歐洲形成之判斷標準十分接近。本文藉由對歐洲專利局最新醫療方法相關決定的詳細分析，期能提供我國法制在醫療專利和公共健康議題上，參考借鏡之處。 Under article 53(c) of the European Patent Convention (the “EPC”) 2000, methods for medical or veterinary treatment, namely therapeutic, surgical and diagnostic methods, are excluded from patent protection. Considering the difficulty to find a balance between the interests of public health and of patients, specially freeing the medical profession from constraints which would be imposed on them by patents granted on method of medical treatment, and the proper patent protection for these medical related inventions, the Enlarged Board of Appeal of the European Patent Office has delineated the boundaries of the exclusion to insure the necessary legal certainty by two recent decisions G 1/04 and G 1/07. This article attempts to analyze these recent decisions by considering the definition and the scope of the exclusion of surgical methods in the light of the ratio legis of Article 53(c) EPC. By doing so, some suggestions could be given to TIPO, in hope of more consistent in their interpretation of the exclusion of methods of medical treatment.

本研究旨在透過敘說取向個案研究，描述1 位國中教師發展數學探究教學的故事。利用「訪談」、「課室觀察錄影」、「研究群會議錄影」、「教師」與「研究者」反思筆記獲得研究資料，進行「敘說分析」，以整體描繪其信念與實務的改變。研究發現，個案教師初期的信念與實務立基於過去學習經驗與家人的影響；在專業成長活動中，透過文獻閱讀、觀摩資深教師教學、反思課室實務、與同儕間的互動與討論，促進了個案教師改變這些信念與實務。 The purpose of this study was to use a narrative approach to investigate the process undertaken by a mathematics teacher as she implemented a mathematics inquiry teaching program. Data collection methods included unstructured interviews, videotaped classroom observations, videotaped group meetings, and the teacher’s and researcher’s reflective notes. By means of a narrative analysis, an emplotment was developed to depict changes in the teacher’s beliefs and practices. The research findings showed that the teacher’s initial beliefs and practices were founded upon her former learning experiences and the influence of her family. Participation in the activities of a professional development research group, which included reviewing recent literature, inspecting and learning from an exemplary teacher’s instruction, reflecting on each other’s videotaped classroom teaching, and interacting with peers, seemed to encourage the case teacher to change her beliefs and practices.

本研究探討角色楷模課程之實施對高中數理資優女生性別角色、生涯自我效能與其生涯發展的影響，並嘗試進行理論的驗證。本研究以自編的角色楷模課程進行教學實驗，並以自編之「高中女生性別角色與發展量表」進行施測，嘗試透過角色楷模課程的介入，瞭解其對數理資優女生性別角色、生涯自我效能與其生涯發展的影響與變化，透過22 週的課程後調查與追蹤發現，角色楷模課程對數理資優女生性別角色、生涯自我效能與生涯發展雖有所提升，但並無顯著影響，不過從學生課程中所寫之心得分析發現，角色楷模課程對學生性別角色態度的覺知、生涯自我效能的提升與生涯發展方向的確認與瞭解都有正向的幫助，之後並進行追蹤瞭解後續的影響。此外，配合Bandura（1977）所提出之自我效能理論加以驗證，以瞭解成就、角色楷模、情緒、支持與生涯自我效能的關聯，並提出教育與研究上的建議。 This study examined a mentoring curriculum to understand its influences on gender roles, career self-efficacy, and career development choices in adolescent girls who were students in a senior high school class for gifted students in math and science. After the 22-week curriculum, it found that the mentoring didn’t have a significant influence on the girls’ gender roles, career self-efficacy, or career development. However students indicated that the curriculum helped them to be more aware of gender roles, and they better knew how to promote career self-efficacy, and to better plan their future career development. Techniques taught in the curriculum to improve self-efficacy were viewed as beneficial. According to the above findings, there were some suggestions proposed for readers.

本研究利用中央研究院2001 年釋出之TEPS 資料庫第一梯次國中一年級的調查問卷，樣本數為3,214 人，探討家庭教育資源、學習態度、班級互動，以及學習成效四者之間的關係，並結合相關實證研究，建構出以家庭教育資源為前置變項，學習態度、班級互動為中介變項，學習成效為結果變項的結構方程模式，以探討家庭教育資源對學習成效的因果機制。研究結果顯示，家庭教育資源對於學習態度以及學習成效確實有直接效果，其中對學習成效的直接效果為負，班級互動對於學習成效也為負向直接影響，學習態度對於班級互動以及學習成效有直接效果。此外，班級互動扮演家庭教育資源、學習態度對學習成效的中介效果。據此，本研究提出相關討論與建議。 The purpose of this study was to find out the relationships among family resources, learning attitudes, class interaction, and academic performances. Sample, including 3,214 freshmen of junior high school students, was drawn from Surveys of Taiwan Education Panel Survey in 2001. According to the results of previous empirical research, the study tried to build up a causal model of family resources as an exogenous variable and academic performances as an endogenous variable. Moreover, in the model, the impact of class interaction and learning attitudes also played a role of mediated variables. The findings of the study showed that students who had more family resources were more likely to have higher learning attitudes, but lower academic performances. Additionally, there were inverse relationships between class interaction and academic performances. Learning attitudes also directly influenced the situation of class interaction and academic performances. Finally, class interaction had mediated effects on the relationships among family resources, learning attitudes, and academic performances. This study also proposed some relevant suggestions.

Purpose: This study is to explore the risk factors of injurious falls among hospitalized patients at psychiatric units in a medical center of southern Taiwan. Methods: This retrospective matched case-control study selected patients who were hospitalized in psychiatric units and had at least one fall event from 2010 to 2015. A total of 352 cases were reviewed using chart audit and data were analyzed using a logistic regression. Results: The risk factors of injurious falls among psychiatric inpatients were as follow: the number of falls during hospitalization (OR=1.58 - 95% CI = 1.22-2.03), non-cancer diagnosis (OR=9.12 - 95% CI = 2.72-30.60), having an acute infection (OR=2.11 - 95% CI=1.12-3.97), sleep disturbance in nursing record (OR=3.29 - 95% CI=1.98-5.46), without providing fall-preventive education (OR=17.35 - 95% CI=1.55-194.60), and case in handover report (OR=4.34 - 95% CI=1.49-12.59). Conclusion: The results suggested that nurses should give an individualized nursing care for preventing the occurrences of injurious falls for the following conditions: fall history, having acute infections, having sleep disorders and case in handover report. [ABSTRACT FROM AUTHOR]

Taiwan experienced an unprecedented catastrophe during the SARS outbreak in 2003. That shock and sorrow experience enabled health professionals to learn many precious infectious preventions at the cost of some of their colleagues' lives. Evaluation mechanism on hospital infection inspections has been established, and efforts to evaluate the infection control have been strengthen in the past 17 years. Hospitals and their staff are now ready to deal with the COVID-19 outbreak. The authors of the article, as Infection Control Practitioners in a hospital, would share their experiences of involvement in the COVID-19 control. It is hoped that such sharing could inspire more frontline medical personnel to be aware of the necessity and the importance of hospital infection control. [ABSTRACT FROM AUTHOR]

Purpose: This study is to explore psychiatric nurses' beliefs, attitudes and communicative behaviors related to patients' use of Complementary and Alternative Medicine (CAM) and its relationships. Methods: This correlational research with a cross-sectional design was used to investigate psychiatric nurses who worked in the psychiatry teaching hospital. A total of 225 convenience samples was recruited during Feb. to Apr. 2016. A structured questionnaire was used to collect data, including demographic characteristics, the knowledge, attitude, behavior on CAM. Data were analyzed with SPSS 18 statistical software. Results: Amongst the psychiatric nurses, 22.2% of them have used CAM and 10.7% have received CAM education in the past year, but only 8.4% have practiced CAM in clinical settings. Among 60.8% of participants believed in CAM; 63.9% hold positive attitudes towards CAM; however, the communicative behaviors to CAM remained low (55.9%). Each domain was significantly positive correlated (p<0.001) which indicated that participants who have higher level of beliefs and attitudes towards CAM were more positive communicative behaviors to patients' CAM use. Conclusion/Implications for Practice: This study found the positive relationships between beliefs, attitudes and communicative behaviors of CAM. It is recommended that the practical trainings for CAM education should be arranged initiatively to implement the assessment and discussion of CAM in clinical practice in order to promote the safety of psychiatric patients' CAM use. [ABSTRACT FROM AUTHOR]

Copyright of Macau Journal of Nursing is the property of Macau Journal of Nursing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The integrative review method was used to explore the effects of Tai Chi on the impact of balance, lower extremity muscle strength, and the range of motion in order to examine the effect of fall prevention for community-dwelling elderly. This review method by searching databases has found nine clinical trials, including three randomized clinical trials, four controlled clinical trials and two uncontrolled clinical trial. The results showed that: (1) the training program for Tai Chi is at least 40 to 60 minutes a time, and 2 to 3 times a week for 8 to 12 weeks, (2) there is significant improvement on balance, lower extremity muscle strength, and joint mobility and flexibility for elderly through Tai Chi training program. It is suggested for the future that this exercise can be used as a quality physical movement to promote health in community health care organizations for elderly. [ABSTRACT FROM AUTHOR]

The origin of Chinese chariots has been regarded as one of the most important issues of the early West-East interaction. Many scholars have demonstrated that chariots were introduced from the Urals and the Caucasus in Central Asia to the Yellow River Valley, and have proposed two possible transmission routes. Stuart Piggot first maps a transmission route through the historical Silk Road across present day Xinjiang and Hexi Corridor to the Shang capital at present day Anyang, Henan. Recently, some scholars suggest a northern route starting from the southern Urals, through southern Siberia, Mongolia, then along the Taihang Mountains down to Anyang. To illuminate this issue, this paper adopts the ideas of set and package to re-examine the earliest Shang chariot burials to reveal the nature of the Shang chariot driving-and-fighting skill. It then examines the development of this skill and associated ideas in the wider Eurasian context to demonstrate that the transmission of chariots to Anyang was along the northern steppe route rather than the southern historical Silk Road. In addition to mapping this transmission, what is more important for our understanding of it is that we should recognize the importance of exchange of artifacts and technologies in the constitution of societies during this period. This transmission should be understood as a series of interactions of peoples in a chain-like network from the Urals to Anyang. It was in such a network, exchanges and further local transformations of the package of chariot skill and idea were achieved. [ABSTRACT FROM AUTHOR]

The civil service examination system was an important mechanism that linked state, society, and culture together during mid- and late-imperial China. This was true not only during dynasties controlled by native Chinese, but also during dynasties of conquest built by nomadic or semi-nomadic peoples from Inner Asia. The Yuan was the first conquest dynasty to rule over the entirety of China, and this paper is a re-appraisal of some of the salient features of the Yuan examination system and the influences of these features on the examination system’s development in subsequent dynasties. In addition to the prologue and the epilogue, this paper comprises five core sections. The second section seeks to show how and why the examination system was suspended for a long period early in the Yuan. It explains that the spirit of the examination system was in contradiction with the fundamental principles of the Mongol-Yuan sociopolitical organization. The third section discusses the scale of the Yuan examination system and its political limitations. The system was kept in a very limited scale because it was designed only as a supplementary method in selecting state officials. The fourth section discusses the unique ethnic quota system for the examinations and the implications of this system. The ethnic quota system was originally designed to protect the privileges of the conquest groups in the multi-ethnic society under Mongol rule but inadvertently accelerated the sinicization of these groups as well. The fifth section explores the influence of the Yuan system’s regional quotas on examination candidates from different regions. It shows that the quota system created intense competition not only for candidates from South China, which was highly developed culturally, but also for those from remote and backward areas. The sixth section discusses innovations in the Yuan examination curriculum. It shows that the shift in the focus of the exams from belles-lettres to the classics annotated by the Song dynasty Learning of the Way masters was a milestone in the developments of both the civil service examinations and early modern Chinese culture. Nevertheless, it is also revealed that tests on literary ability were not eliminated from the Yuan curriculum. In the epilogue, the influences of the Yuan examination system on the examination systems of the subsequent Ming and Qing dynasties are investigated. It is concluded that the Yuan system was not only a variation but also a turning point in the development of the Chinese civil service examinations. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effects of the power fitness yoga course of Community University intervention on basic physiological parameters, anthropometric parameters as well as muscular and cardiopulmonary fitness. Fifteen females were participated this study. Subjects took a 90-minutes power fitness yoga course once a week for 12 weeks. The resting heart rate, blood pressure, body weight, body fat percentage, waist-to-hip ratio, body mass index, back strength, sit-up test as well as 3-minutes step test of subjects were tested before and after the course. Paired t-tests were used to compare the variables. The results showed that after 12 weeks of power fitness yoga course, the resting heart rate, diastolic pressure, body fat percentage and waist-to-hip ratio had significant decreased. The cardiopulmonary index of 3-minutes step test was significantly increased. There were no differences on the other variables (p>.05). The results indicate that 12-week power fitness yoga course in Community University can improve the resting heart rate, diastolic pressure, waistto- hip ratio and body fat percentage as well as promote cardiovascular fitness. [ABSTRACT FROM AUTHOR]

This study investigates tone sandhis before the diminutive "á" suffix in six dialects, including two Zhang-based..., two Quan-based..., and two metropolitan accents. Our field work shows that the Lugang ... dialect, with the low level tone 11 as its distinctive characteristic, is the most different among the six dialects. In addition, variations in tone sandhis preceding the "á" suffix are not only found among different dialects but also among different speakers of the same dialect. This shows that these sandhis are an on-going process in the Southern Min dialect... in Taiwan. From a sociolinguistic perspective, we analyze tone sandhis of different dialectic accents in persons of varying ages and gender. From a phonological perspective, we argue that these sandhis occur in connection with syllable contraction. At the same time, we notice that convergences are taking place in the Southern Min dialect in Taiwan. On one hand, different tone sandhis preceding the "á" suffix are merging into two: 35 and 55. This is a phonological convergence. On the other hand, differences between Zhang-based and Quan-based accents are fast disappearing. This is a sociolinguistic convergence. [ABSTRACT FROM AUTHOR]

Besides communicating and sharing information, people on the virtual communities share knowledge as well. However, comparing with the communities in a real world, the motive, structure and level of sharing knowledge are different. From the standpoints of personal motivations, social capital, and organizational rewards, this study examines the factors affecting knowledge-sharing among members in the 3C & computer-related virtual communities. From the factor analysis and multiple regression analysis of 519 questionnaires collected by online survey system, 8 factors are found to be crucial. The "helping others for a long term", "cohesion of inter-personal relationship", "commitment to the community", and "organizational rewards" factors have positive impacts on knowledge-sharing; while "reputation" factor has negative impact; though "professional capability", "intensity of interaction", and "equivalence" factors are relevant, they are not statistically significant. From the T test and one-way ANOVA analysis, the results show that demographic attributes and participation experience have impacts on the above factors. [ABSTRACT FROM AUTHOR]

The growth of WWW has led to a rapid development of electronic commerce. The transmission of data relating to serial subscriptions has resulted in a heavy burden for libraries, publishers, and subscription vendors. To ease the burden, serial standards are becoming even more important in this digital age. ONIX for Serials, a serial standard co-developed by EDItEUR and NISO, is one of the many varieties of serial standards. ONIX for Serials is a standard format for communicating information pertaining to libraries' subscriptions to serial titles and related products and services. For ONIX for Serials to be an identification number, ISSN needed revision, which is undertaken by the ISO/TC 46/SC 9 Working Group 5. The origin, current status, and future development of ONIX for Serials are summarized in this paper. [ABSTRACT FROM AUTHOR]

This study proposes the concept of Fuzzy Metadata, and then applies it to library classification and catalogue for the purpose of reinforcing the connection of bibliography, such that the broadness of search results could be improved. In the first, the paper discusses the classification, catalogue, metadata and fuzzy theory. And then, it expounds the definition of Fuzzy Metadata and uses the model of fuzzy theory to explain its meaning. Furthermore, we propose a practical approach of fuzzy classifying and cataloging for the library to record the Fuzzy Metadata to its bibliography databases in CMARC format. Finally, we develop a classifying and cataloging system; it uses Fuzzy Metadata to build up distinct levels of connection in related books and categories. The users who use the system could grasp the relationship among the books from the search results, so that they could further search related ones to more satisfy their information needs. [ABSTRACT FROM AUTHOR]

The civil service examination system of the Yuan dynasty was a faithful reflection of the unique sociopolitical structure of that period. The fact that the Mongols and the Se-mu were guaranteed a quota of chin-shih (successful candidates in the metropolitan examinations) equal to that of the Chinese majority was a salient feature of the Yuan system. The Mongols and the Se-mu were privileged conquering minority groups with cultural backgrounds sharply different from that of the Chinese. Using the List of Chin-shih of A.D. 1333 and 15 other chin-shih records reconstructed by the author, this paper examines the relationship between the backgrounds of Mongol and Se-mu chin-shih and their success in the examinations from three different perspectives. In terms of the bureaucratic background of their families, more than 80% of the chin-shih had official backgrounds, and less than 20% could be considered "new blood" in the sense that none of their forebears in the previous three generations had held an office under the Mongol-Yuan regime. These statistics indicate that the main function of the examination system was to open a new door to officialdom for the scions of bureaucratic families. Nevertheless, the system still injected a small but significant amount of "new blood" into the originally closed Mongol and Se-mu elite stratum. In terms of ethnic background, while the numbers of the chin-shih produced by various Mongolian tribes and clans show no major differences, those produced by various Se-mu groups differed greatly from each other. This is because while the Mongols had become an ethnically and culturally homogeneous group by the 14th century, the Se-mu was constituted of peoples from sharply divergent ethnic and cultural backgrounds. The degree of success achieved by various Se-mu groups in the Yuan examinations was closely related to the original levels of culture these ethnic groups had achieved before entering China. In terms of the marital backgrounds of the chin-shih families, a significant proportion of the chin-shih were from Mongol and Se-mu families that had intermarried with the Chinese. The Chinese mothers in elite families were often educated and exerted great influence on their scions in terms of cultural orientation. In sum, from a social perspective, the chin-shih as a group can be considered an extension of the original Mongol and Se-mu elite stratum. From a cultural perspective, the chin-shih were the products of the most heavily sinicized Mongol and Se-mu families. [ABSTRACT FROM AUTHOR]

This article was composed by using written documents, bronze inscriptions, and archeological materials in an effort to identify the Xianyun and Rong tribes and clarify the relationship between them. By means of analysis, this article determined the times and places in which the two groups were active. The Xianyun and Rong tribes were active during the Western Zhou and Eastern Zhou eras respectively, but both were based in the large area which includes the upper streams of the Jing, Luo, and Qingshui rivers located in eastern Gansu, northern Shanxi, and southern Ningxia provinces respectively. Therefore, although they were active during different periods of time, they did occupy the same territory and the distinctive qualities of their cultures were similar which leads one to conclude that they were, in fact, the same people with just having different names. As for their ecological surroundings, they were centered at the loess plateau of Mt. Liupan which has a relatively high altitude and low annual rainfall. That area is primarily mountainous and hilly, has a dry climate, and belongs to a semi-arid steppe region. The natural conditions determined this people's mode of production as being a combination of agriculture and shepherding. They developed a domesticated animal economy (as opposed to a nomad economy) by raising their stock near their permanent residences. At the same time, they used war and plunder to supplement their production and lives. [ABSTRACT FROM AUTHOR]

This is a preliminary study on how and why the Mongols, the greatest cavalry power of the time, were able to overcome the vast superiority of the Southern Sung's naval power, destroying the latter in 1279 after winning an unbroken sequence of battles fought on the Yangtze and in the South China Sea. The birth of the Mongol navy was necessitated by the geography of Central and South China and the military needs in the protracted Mongol-Sung conflict. The expansion of this navy and the strategies adopted by Qubilai closely influenced each other. The role of the Mongol navy changed over time from that of an instrument for intercepting reinforcements sent by the Sung court to the besieged cities, to that of the chief arm of offence as a result of its growing strength and the changes in Qubilai's strategies. The success of the Mongols in building a powerful navy is attributed to the competence acquired by the Mongols themselves over a period of several decades an to their dexterity in using the talent and manpower of the northern and southern Chinese. The victory of the Mongol navy over its Sung counter-part should not be explained in terms of their quantitative strength, but in terms of the decline of the Sung navy, the different strategies and tactics adopted by the opposing sides; and in terms of the support the navy received from the respective land forces. All in all, the Mongols adroitness in building a powerful navy and using it effectively, reflect their adaptability to different geographical environments and their competence in mobilizing the local resources for the purpose of war and conquest, one of the keys to 'the Mongols' success in empire building. [ABSTRACT FROM AUTHOR]

The purpose of this article is to study the impact of the restoration of the civil service examinations on the elite mobility in the second half of the Yüan dynasty. The elite mobility is known to have been very low in the early half of the Yüan when the government recruited the members of its ruling elite on the basis of ascription rather than that of achievement. The restoration of the traditional Chinese system of civil service examinations since 1315 naturally would affect the mobility rate and actual composition of the Yüan elite. But the exact impact of this restoration is still to be determined. This paper uses the List of the Chin-shih of 1333 (Yüan-t'ung yüan-nien chin-shih lu), the only complete one of its kind of the Yüan period still available, as the basic material and focus of the present study. It seeks to reveal the general impact of the examinations on the elite mobility throughout the second half of the Yüan by studying in depth the family background of the 100 chin-shih who passed the examination in 1333 A.D. For this purpose, references are also frequently made to the chin-shih of other classes. Since the Yüan was a multi-racial society and the quota for the successful chin-shih was equally divided among the four major ethnic groups (i.e. the Mongols, Se-mu, Northern and Southern Chinese), this study will not only show the mobility rate of the chin-shih of 1333 as a whole, but also the difference in that rate among various ethnic groups. In view of the special characteristics of the Yüan social structure, we shall study also the hu-chi or "household categories" to which each chin-shih's family belonged and the record of intermarriages of their families, taking these as two auxilliary factors affecting the rate of elite mobility. The second section of this paper shows that only 35% of the 100 chin-shih can be termed as "new blood" in the sense that none of their forebears in the previous three generations had held a degree or an office under either the Chin, Sung or Yüan dynasties, while the rest were from scholar or official families. However, an analysis of the actual official positions held by chin-shih's ancestors reveals that the family background of the chin-shih of each of the four ethnic groups actually differed greatly from one another. The ancestors of the Mongols and Se-mu chin-shih whose position are still known were in most cases middle or high ranking officials. There were even a few chin-shih who were from the most illustrious Mongol and Se-mu families. Most of the ancestors of the Northern Chinese chin-shih were lower and, to a lesser extent, middle ranking officials. In contrast to all these three groups, the ancestors of the Southern Chinese chin-shih were mostly former Sung degree or office holders. Of the few who had the opportunity to serve under the Yüan, most were school teachers. It is therefore evident that most of the Mongol, Se-mu and Northern Chinese chin-shih came from the Yüan official families while the majority of the Southern Chinese chin-shih were from the Sung official and scholar families, which had little or no connection with the Yüan official world. The third section tries to link the success of the chin-shih in the examinations with the hu-chi or household categories to which the individual chin-shih belonged. Hu-chi was a special Y/jan system under which all families were registered under different occupational categories and expected to perform service to the state on a hereditary basis. Since the families of different household categories varied greatly from one another in terms of background, function, privilege and obligation, the system naturally affected the mobility rate of the family members of different household categories. Our study shows that all the Mongol and the majority of Se-mu chin-shih whose family status are recorded came from military households (chün-hu).… [ABSTRACT FROM AUTHOR]

The purpose of this article is first to prove "Ta-ch'ao" or the "Great Dynasty" as an early Chinese official name of the Mongol state, hitherto overlooked by historians, and second to study its historical significance in the broad context of the metamorphosis of the Mongol state as reflected in its changing national appellations. Based on a great variety of evidence -- numismatic materials, chancellery documents, epigraphical and literary writings and historical works - the author shows that "Ta-ch'ao" was widely used in North China as the Mongol state name by the Mongol regime itself as well as in non-official writings. The name was in all likelihood adopted in 1217 or soon thereafter when the general Muqali was entrusted by Chinggis Qan with the task of liquidating the Chin and consolidating Mongol rule in North China. It was a simplified translation of the Mongolian name, "Yeke Mongghol Ulus" or the Great Mongol Nation, which was adopted by Chinggis for his state perhaps in 1206 when he had just united under him all the Mongols. In this translation the word "ulus" which meant in Mongolian "nation" and "state," was rendered as "ch'ao" or dynasty in accordance with Chinese political practice, whereas the ethnic name "Mongol" was simply omitted. This simplified name was used in parallel with the complete and literal translation of the "Yeke Mongghol Ulus," "Ta Meng-ku kuo," for more than fifty years. There was, however, a division of function between these two names: while "Ta Meng-ku kuo" was used mainly in diplomatic documents, "Ta-ch'ao" was used in non-diplomatic official documents as well as in private writings. The former name apparently was the formal Chinese name for the Mongol state, whereas the latter was adopted for domestic use in North China in order not to offend Chinese racial sensibility when the region was ruled as a colony of the steppe-centered Mongol empire. "Ta-ch'ao" was replaced by "Ta Yüan" in 1271 as the Mongol state name when Qubilai Qaghan had begun to transform the Mongol steppe empire into a China-centered dynasty. The true meaning of the word "yüan," however, has been misunderstood by scholars in the past and the continuity between the names "Ta-ch'ao" and "Ta Yüan" has been overlooked. The word "yüan" has been usually interpreted as "origin" and "first beginning." Actually, the primary meaning of the word in the Book of Changes (I-ching), where the name was supposed to have been taken from, was "great." That the word was intended to mean "great" rather than "origin" is further confirmed in the General Preface (hsü-lu) to the Yüan compendium, Ching-shih ta-tien. "Yüan-ch'ao" and "Ta-ch'ao", therefore, were synonymous with each other insofar as their semantic values were concerned. The former was adopted as the latter's replacement only because it contained a classical allusion and hence was seen as more suitable as the official name of a China-centered dynasty. "Ta Meng-ku kuo," "Ta-ch'ao" and "Yüan-ch'ao," in conclusion, were all Chinese renditions of the Mongolian name, "Yeke Mongghol Ulus," used under different circumstances. Together they epitomized the metamorphosis of the Mongol state from a steppe empire into a China-based dynasty, "Ta-ch'ao" representing the transitional stage in this development. [ABSTRACT FROM AUTHOR]

Since 2008, the National Chengchi University Libraries have been actively collecting historical materials on the modern and contemporary history of Taiwan and China in line with the development of the university's research fields. In addition to collecting the physical originals of in-depth research resources, there is also digitization and database construction. On the premise that the originals will not be destroyed, digital value-added versions of the school's special collections will be constructed to provide more opportunities for academic researchers or the general public to use the content. In August 2019, the Sú Bîng Education Foundation donated Mr. Sú Bîng’s historical materials to the Libraries and signed a donation memorandum as a cooperation aimed at supporting teaching and research. The Special Collections Management Group implements the three-year “The Preservation Digitization Project of Sú Bîng's Archival Materials.” In addition to ensuring the preservation and status of historical materials, digital archive is also used to reduce the risk of data damage and improve the capacity of cultural protection and data use.

本研究旨在探討新冠疫情期間臺灣青少年學習適應與幸福感的現況與其相關。預試階段以便利取樣選取120位青少年填寫「臺灣中學生因應新冠疫情學習適應與幸福感問卷」，內容包含「基本資料」、「學習適應量表」及「幸福感量表」三部分。兩份量表─「學習適應量表」及「幸福感量表」，再以探索性因素分析和內部一致性信度檢驗兩份研究工具之信、效度後形成正式量表，其中，「學習適應量表」萃取出「到校上課」、「主動學習」、「遠距學習」等因素，共解釋57.86%變異量，總量表內部一致性信度為.88；「幸福感量表」萃取出「生活態度」、「生活滿意度」、「自我認同」等因素，共解釋60.19%變異量，總量表內部一致性信度為.95。正式施測階段以Google表單蒐集890位青少年資料並進行獨立樣本t檢驗、變異數分析，比較不同背景青少年在新冠疫情期間學習適應與幸福感之差異。最後再以結構方程模式檢驗各個潛在變數間之相關性及其預測力。資料分析結果發現，新冠疫情期間女學生、國中生和北部青少年分別比男學生、高中職學生及南部學生更期待返校實體上課。女生的自我認同感分數顯著高於男生，國中生的幸福感顯著高於高中職學生，居住南部青少年的生活滿意度顯著高於居住北部青少年。此外，結構方程模式分析發現「到校上課」能顯著正向預測臺灣青少年的「幸福感」。本研究結果可以作為未來相關研究及學校面臨重大疫情時規劃課程與教學之參考。 The COVID-19 pandemic led to considerable global morbidity and mortality between 2019 and 2022, prompting governments worldwide to close schools to prevent virus transmission. In early 2020, more than 180 countries suspended face-to-face classes in schools, disrupting the education of millions of students and leading to learning losses for children and adolescents. Investigations have revealed that some students lacked the necessary equipment for online learning and were therefore prevented from attending classes, while others intentionally skipped classes. I addition, surveys have indicated that the number of adolescents and young adults self-reporting mental health problems increased because of social isolation and a lack of face-to-face interaction with others. These findings suggest that during the COVID-19 pandemic period, poor learning performance and the mental health status of adolescents required close attention. In Taiwan, schools were closed twice from 2020 to 2022 to protect students from COVID-19. Learning adaptation refers to students’ learning skills, study plans, learning habits, learning interests and attitudes, learning environment, learning concepts, and physical and mental health. Researchers have suggested that learning adaptation is a dynamic process in which individuals adopt appropriate learning skills and strategies and use environmental resources to solve learning problems that they encounter. An individual’s well-being derives from their subjective perception of happiness rather than objective measures employed by others. The concept of subjective well-being (SWB) was originally proposed to encompass life satisfaction, positive mood, and negative mood. In 1989, Ryff redefined SWB and proposed the concept of psychological well-being (PWB), which covers six dimensions: self-acceptance, positive relationships with others, autonomy, environmental mastery, purpose in life, and personal growth. Researchers have since suggested that although PWB and SWB differ structurally, they correlate to varying degrees with factors including gender, age, educational status, emotion, self-awareness, and environment. In addition, related studies have found that well-being can elevate learning motivation and promote academic performance. The present study explored the differences and prediction in learning adaptation and well-being among Taiwanese adolescents during the COVID-19 pandemic period. The researchers constructed a research framework based on Bandura’s triadic theory of learning and related research findings. The following hypotheses were proposed: (1) The learning adaptation status of Taiwanese adolescents during the COVID-19 pandemic period differed on the basis of gender, educational status, and region of residence. (2) Each individual’s state of well-being during the COVID-19 pandemic varied depending on gender, educational status, and region of residence. (3) Taiwanese adolescents’ learning adaptation was positively correlated with their happiness levels during the COVID-19 pandemic. (4) The status of Taiwanese adolescents’ learning adaptation predicted their well-being during the COVID-19 pandemic. The researchers developed and validated two well-structured scales: the Learning Adaptation Scale and the Well-Being Scale. In the pilot stage of this study, 120 adolescents participated, and in the formal stage, 890 adolescents were recruited using Google Forms. Subsequently, the researchers performed exploratory factor analysis and internal consistency tests and conducted independent-samples t tests, an analysis of variance, and structural equation modeling to compare differences and relationships between adolescents’ learning adaptation and well-being in relation to multiple demographic variables during the COVID-19 pandemic. The Learning Adaptation Scale extracted three factors— namely going to school, active learning, and distance learning— which explained 57.859% of the variation. The scale’s overall internal consistency reliability was .878. The Well-Being Scale extracted three factors— namely life attitude, life satisfaction, and self-identity— which explained 60.187% of the variation. The scale’s overall internal consistency reliability was .950. The data analysis results revealed that during the suspension of in-person classes due to the COVID-19 pandemic, girls were more eager to return to school than were boys, junior high school students were more willing to return to school than were high school students, and adolescents living in northern Taiwan more eager to return to school than were those living in southern Taiwan. Girls had significantly higher self-identity scores than boys, and junior high school students scored significantly higher in self-efficacy than high school students did. Additionally, students living in southern Taiwan had significantly higher scores for life satisfaction than did those living in northern Taiwan. Finally, structural equation modeling revealed that “attending school” significantly and positively predicted the well-being of Taiwanese adolescents. This paper proposes the following suggestions for further research and application of the present findings in education: (1) Collect a higher quantity of samples using a random sampling selection method and conduct case studies or focus group interviews encompassing more regions of Taiwan to gain a clearer understanding of the current situation of adolescents’ learning adaptation and well-being throughout Taiwan. (2) Given that adolescents’ learning adaptation and well-being continuously change because of evolutions in environments and related factors, conducting a longitudinal study and establishing a large database to track such changes are highly recommended. Maintaining such a database could help identify problems early and could facilitate the formulation of effective strategies for improvement. Such a database could also provide references for education-related policy formulation and strategies. (3) The results of this study indicate that in Taiwan, an adolescent’s learning environment can effectively improve their well-being. Since online learning is regarded as another approach other than traditional learning. Schools at all levels should develop comprehensive support plans as soon as possible to address potential major and immediate changes in education. As developing and evaluating long-distance courses and teaching methods, creating a supportive learning atmosphere and encouraging communication and interaction between teachers and students should be considered crucial evaluation indicators given that these factors can consistently maintain high learning motivation among students. In summary, the results of this study could serve as a reference for the development of long-distance curricula, teaching plans, and related research that could be adopted during severe epidemic periods in the future.

本研究從教育與勞動市場連結的觀點探討「學用相符」與「就業職能」對畢業生初入職場薪資的影響，以文憑主義、訊號理論與人力資本論為理論依據，研究方法採多層次分析，總體層次包含團隊合作能力、溝通協調能力、專業技術能力三項就業職能，個體層次則探討垂直和水平學用相符程度對薪資的影響，且考慮總體與個體兩個層次的互動效應。資料來源為「臺灣高等教育整合資料庫」95 學年度畢業後一年流向調查，合併學士及碩士之資料。研究發現，總體層次的「團隊合作能力」以及「專業技術能力」對於薪資有顯著的提升效果，「溝通協調能力」則是負向作用；個體層次方面，垂直與水平的學用不符皆會導致薪資減少。總體與個體層次的調節效果呈現：縱向的學用相符與薪資間的關係會受到「團隊合作能力」與「專業技術能力」調節作用之影響，而三個就業職能在水平學用相符與薪資間則無調節效果。回應到理論的解釋，文憑和訊號對職場新鮮人的薪資提升皆有正向的影響，它的作用就像是過濾器，在第一階段先淘汰了學用不符者，人力資本在第二階段才發生實質的效果。本研究主題契合聯合國「永續發展目標」中「勞力市場制度」關懷的議題。 This study investigated the factors influencing graduates’ salaries. pecifically, this study analyzed the relationship between education and the labor market by considering education-job match and employee competencies. This article used credentialism, signaling theory and human capital theory as the theoretical basis to conduct in-depth analysis and discussion. To achieve research purpose, a multilevel analysis was adopted. At the group level, the study investigated several competencies, such as teamwork, communication skills, and expertise, among individuals with different university majors. At the individual level, the study focused on how vertical and horizontal education-job matches influence salary. The moderating effect of the two levels was also considered. Data were obtained from the 2006 follow-up of a university graduate survey from the Taiwan Integrated Higher Education Database, which contains data from bachelor’s and master’s degree holders. Our findings at the group level indicate that teamwork and expertise positively affect salaries. However, communication skills have the opposite effect. At the individual level, both vertical and horizontal education-job mismatches result in lower salaries. The interactions between these two levels, teamwork, and expertise moderate the relationship between vertical education-job match and salary. The three competencies do not moderate the relationship between horizontal education-job match and salary. In terms of theoretical explanations, credentialism and signaling theory have a positive impact on the salary increase of freshmen to the labor market. They act as a filter, eliminating education-misfit and major-misfit workers in the first stage. Thereafter, human capital theory takes substantial effect in the second stage. The research topic and analysis process are consistent with the labor market institution issues concerned by the “decent work and economic growth” project under the United Nations Sustainable Development Goals.

To address the challenges faced in teaching psychology courses, particularly students’ difficulties in understanding the key concepts of psychology and applying psychological knowledge to their lives, this study employed action research to examine the experiences and outcomes of university arts students in a cross-disciplinary psychology course engaged in topic-oriented learning integrated with educational drama. The study involved 38 students enrolled in a general psychology course at the university of the Arts. This research mainly adopted the action research method to tackle practical teaching challenges. A range of data was collected for analysis, including 18 teacher reflections, 268 individual classroom experience is more precise in academic reporting, 30 group history files, and transcripts from 6 focus group interview. Following the course, six groups were visited for 90 minutes each. The research yielded two primary findings: The first pertained to the process of learning psychology knowledge, highlighting two major themes: “fusion” of personal life experience and psychology knowledge—encompassing understanding and application; and “transformation” of psychology knowledge in plot creation—focusing on analysis and generalization. The second finding concerned the effectiveness of project-based interdisciplinary curricula, emphasizing aspects such as “Ease of Communication and Adaptive Negotiation”, “Empathetic Dialogue and Tolerance of Differences”, and “Unified Cooperation and Achievement of Goals.” Based on these findings, specific recommendations were formulated. A notable contribution of this research was the demonstration of was an 18-week “Psychology” course as a model of “intentional” interdisciplinary curriculum. When designing interdisciplinary curricula, it was crucial to consider the learners’ prior knowledge and learning styles. The benefits of project-based interdisciplinary curriculum learning include gains beyond knowledge acquisition, such as the ability among partners to communicate and negotiate, engage in dialogue and tolerate, as well as to cooperate and achieve goals.

2010年公布的《性別平等教育白皮書》揭示教育主管機關應「定期辦理教育人員性別平等教育資格認證」並「鼓勵學校優先聘用具有相關認證資格之教師」，然校園中的性別平等教育依《性別平等教育法》之規定及國民教育階段學校施行現況皆以「融入」領域／學科／群科課程與教學為主。性別平等教育既非正式課程，無專屬授課時數，故無法進行師資專長資格認證。本研究係專案委託研究報告之部分成果，以建構符合培力性別平等教育師資性別平等意識及課程教學融入知能之專業課程架構為目的，使用教育部於2015年及2017年完成之兩份師資認證課程成果報告為基礎文本，分析其建議之師資認證課程架構，並使用問卷調查了解高中教師之需求，從而建立高中性別平等教育師資培力課程之架構。 The White Paper on Gender Equity Education released in 2010 reveals that competent education authorities should “conduct gender equity education certification of educators regularly” and “encourage schools to give priority to the recruitment of teachers with relevant certification.” However, based on the provisions of Gender Equity Education Act, gender equity education implemented in schools in the national education stage focuses on “mergence” of gender equity and field/disciplinary/group courses and teaching. As to say, gender equity education is not only an informal course but also has no designated course hours, so teacher licensure for gender equity education cannot be carried out. This research is the first part of an ongoing project, which aims to construct a professional development course structure that conforms to gender equity awareness and empowers high school teachers with the knowledge and skill for integrating gender equity into teaching. This research uses the project reports from two former research projects on gender equity education training and certification for elementary and junior high school teacher as text materials. In addition to studying and analyzing the course structure and recommendations from former project reports, a questionnaire is also used to understand the needs of current high school teachers, so as to establish a set of gender equity education training courses for high school teachers.

Action quality assessment refers to evaluate the action quality performed by human in video,such as calculating the quality score,level and evaluating the performance of different people.It is an important direction in video understanding and computer vision research.This paper summarizes the main methods of action quality assessment,including action quality score prediction methods,level classification and ranking methods.The performance of these methods on public datasets is also analyzed.Finally,the challenge problems in future research are discussed.

臺灣的十二年國民基本教育課程綱要將探究納為中小學的核心課程之一，許多前導學校被官方指派發展示範性探究課程。由於探究是一個可同時指涉不同意涵的字詞，教師可能因對探究的認識不一，而在嘗試合作實施探究教學的過程中遭遇困難。發掘不同學科背景教師對「探究」概念之差異，使師資培育單位 / 師資培育相關教師以之規劃合適的教師專業發展活動。本研究旨在探索實際開發示範性課程的情境與過程中，教師對探究與探究教學的看法與實務。我們於一所開發並試行跨學習領域探究課程的前導高中，對課程開發團隊中十一位不同學科背景（歷史、地理、公民、資訊、生物、物理和化學）的教師進行半結構訪談。繼而運用開放編碼技術分析訪談轉錄稿、教案與課室錄影。訪談結果發現，多數教師認為探究是問題解決。然而，自然科學教師視探究為方法，社會科學教師視探究為過程。自然科學教師通常會設計情境，讓學生確認研究問題並執行研 究，且認為英文閱讀理解是進行探究的必要技能；時間是其發展課程時的主要考量。社會科學教師傾向於提供問題並引導討論；特定主題的專業諮詢為其進行課程發展之主要需求。課室觀察結果顯示傳統講述平均佔三成以上的課程時間，操作或執行研究是自然科學課程的主要探究活動。研究建議，相關師資培育單位 / 師資培育相關教師應深化教師探究相關知識，並根據教師持有的學科特質觀點協助他們進行相關專業發展。 All elementary, junior high and senior high schools must provide inquiry as one of the core requirements according to the 12-year curriculum for basic education. Several pioneer schools were officially appointed to develop exemplary inquiry courses. On the account of inquiring being a term that connotes different meanings at the same time, teachers may encounter many challenges when they attempt teaching collaboratively due to their different views about inquiry. Exploring different beliefs of teachers teaching different subjects allows educators to provide appropriate professional development activities. This study explored the views and practices of inquiry and inquiry-based instruction of teachers in the context and process of developing exemplary courses. We conducted semi-structured interviews with 11 teachers with different subject backgrounds (history, geography, citizenship, information technology, physics, chemistry, and biology) in a pioneer high school, where cross-learning areas inquiry courses were developed and piloted. We then applied the open coding technique to analyze interview transcripts, teaching plans, and class videos from these teachers. Findings from interviews show that most teachers considered inquiry as a form of problem solving. Nevertheless, natural science teachers viewed inquiry as a process, whereas social science teachers equated inquiry as content. Most natural science teachers preferred offering contextualized learning activities for students to frame research questions and conduct investigations. They also considered reading comprehension in English as the main threshold for retrieving references, and time and equipment were critical factors for curriculum development. Social science teachers usually emphasized providing research questions and guiding a whole-class discussion. Moreover, professional consultation on specific topics was a major demand for curriculum development. The results from classroom observation reveal that teachers spent more than 30% of classroom time on traditional didactic instruction. In addition, carrying out investigations was the main inquiry activities of natural science classes. We suggest that teacher educators should deepen schoolteachers’ epistemic knowledge and provide them with professional development activities in accordance with their views about the peculiarity of the discipline.

有鑑於專業學習社群近年受到愈來愈多研究的重視，但缺乏對於創造力教學行為之探討，故本研究以創意自我效能、工作價值觀、專業學習社群對教師創造力教學影響為探討主軸，兼論教師信任對專業學習社群的影響、教師信任的多層次調節效果及專業學習社群的多層次中介效果。研究對象為30個社群，214位國小教師，藉由階層線性模式分析結果顯示，當專業學習社群中的支持合作、共享教學愈好、正向肯定、成就聲望愈積極，則提升創造力意向會愈好；而願景領導、共享教學愈好、正向肯定、成就聲望愈積極，則增進創造力技能也會愈好。較為重要的研究發現是，主管信任、同事信任分別和創新發展與人際關係產生交互作用，對提升創造力意向產生正向調節；主管信任、組織信任分別和組織安全與創新發展產生交互作用，對增進創造力技能產生正向調節。再者，專業學習社群中的願景領導是一個相當重要的變項，因為它不僅會對提升創造力意向及增進創造力技能有直接影響，更重要的是，主管信任還可以透過它的中介對創造力教學產生間接影響。所以專業學習社群運作的願景與目標必須要關注在學生學習，並成為行政人員與教師努力的依據，於此，本研究再次強調願景領導的實務價值與重要性。 Main Purpose and Motivation Numerous developed countries have demonstrated that professional learning communities can improve teaching quality for young generations through dialogue, support, class observation, sharing, and cooperation. Professional learning communities have received increasing research attention, but few studies have investigated creative teaching or performed cross-level analyses of factors that affect it. Thus, this study investigated the effects of creative self-efficacy, work values, and professional learning communities on creative teaching. Key variables were identified through a literature review. The objectives were to determine whether (1) professional learning communities directly affect creative teaching, (2) teacher trust indirectly affects creative teaching through professional learning communities as a mediating variable, (3) work values directly affect creative teaching, (4) teachers’ creative self-efficacy directly affects creative teaching, (5) teacher trust indirectly affects the relationship between their work values and creative teaching, and (6) teacher trust indirectly affects the relationship between their creative self-efficacy and creative teaching. Research Method This study performed a multilevel analysis of professional learning communities. Community leaders and directors were asked to obtain informed consent from the community members and to distribute questionnaires to teachers in public and private schools. A total of 30 communities and 214 elementary school teachers were sampled; 57 of the teachers were men, and 152 were women. Hierarchical linear modeling was performed to test six hypotheses and determine the effects and relationships among the variables. Research Results The leaders encouraged cooperation and exchange among the professional learning communities, which increased creative intention and improved performance. Visionary leadership, sharing-based teaching, positive affirmations, and the achievement of goals positively affected creative skills. In addition, trust among supervisors and colleagues positively affected innovation, interpersonal relationships, and creativity. Thus, innovation develops from a sense of security and trust. Trust in supervisors and the organization affected organizational security and innovation, respectively, and strengthened creative skills, thereby increasing the teachers’ willingness to share experiences with each other and devote their creativity to their organization. Suggestions Visionary leadership is essential in professional learning communities because it not only directly affects creative intention and skills but also indirectly affects trust in supervisors through creative teaching as a mediating variable. Creative intention develops when subordinates feel trust and the security to experiment. Thus, the visions and goals of professional learning communities must be closely related to teachers’ learning needs and provide a foundation for administrators, highlighting the practical value of visionary leadership. Research Discussion and Suggestion Most studies on creative teaching have performed teacher-level analyses and neglected factors related to schools. This study examined teachers’ personal factors (creative self-efficacy and work values) and investigated creative teaching. The teachers’ work environments (professional learning communities and teacher trust) were also considered. In addition, this study explored several related variables to fill gaps in the literature. This study also offered several specific and practical suggestions to improve professional learning communities, teacher trust, creative self-efficacy, and work values. First, professional learning community leaders can improve creative teaching through visionary leadership and by considering teachers’ opinions and addressing their needs, thereby gaining support from the community. Second, principals and supervisors should analyze teachers’ professional learning communities, provide communication channels, fulfil hardware and software requirements, and address teachers’ needs to build trust. Third, teachers must gain the trust of their colleagues to establish healthy interpersonal professional relationships. Mutual trust and support can also lead to creative teaching. Subsequent studies should investigate these topics in other contexts, such as middle schools, high schools, and colleges, to identity differences among educational levels and background variables.