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Angiostrongylus cantonensis, a zoonotic parasite, can invade the human central nervous system (CNS) and cause acute eosinophilic meningitis or eosinophilic meningoencephalitis. Mice infected with A. cantonensis show elevated levels of pro-inflammatory cytokines, plasminogen activators, and matrix metalloproteinase-9, resulting in disruption of the blood–brain barrier (BBB) and immune cell infiltration into the CNS. Caveolin-1 (Cav-1) regulates the permeability of the BBB, which affects immune cells and cerebrospinal fluid. This intricate interaction ultimately fuels the progression of brain damage and edema. This study aims to investigate the regulatory role of Cav-1 in the pathogenesis of meningoencephalitis induced by A. cantonensis infection. We investigated pathological alterations by triphenyl-tetrazolium chloride, brain water content, BBB permeability, Western blot analysis, and gelatin zymography in BALB/c mice after A. cantonensis. The study evaluates the critical role of Cav-1 regulation through the TLR4/MyD88 signaling pathway, modulates tight junction proteins, influences BBB permeability, and contributes to brain damage in A. cantonensis-induced meningoencephalitis.

Objective: Lower serum low-density lipoprotein cholesterol (LDL-C) levels are associated with increased intracerebral hemorrhage (ICH) risk. However, reverse causality and residual confounding has not attracted public attention. Therefore, we assessed whether people with LDL-C have increased risk of mortality adjusting for potential confounders using two large Taiwan cohorts.Methods: The Mei-Jhao (MJ) cohort has 414,372 adults participating in a medical screening program with 378 ICH deaths within 15 years of follow-up (1994–2008). Cox proportional hazards regressions estimated hazard death ratios according to LDL-C levels. We identified 4,606 ICH patients from the Taiwan Stroke Registry (TSR) and analyzed the impact of LDL-C on 3-month mortality.Results: Low cholesterol (LDL-C

The 108 Curriculum Guidelines (108CG) were implemented in high schools in Taiwan in 2019 and have increased the flexibility of curriculum offerings. Schools must now offer diverse curricula, flexible options and self-directed learning courses based on students' needs and teachers' expertise. This study explores how rural high schools in Taiwan promote curriculum leadership following the implementation of the 108CG. Using a case school in southern Taiwan as the study site, it examines the current implementation of the 108CG in rural high schools, the processes and strategies that school members employ in applying curriculum leadership and the challenges they encounter. Six participants from the case school were interviewed, from August 2021 to May 2022. We also conducted observations and document analyses. The results show that the principal and mid-level leaders' collaborative efforts are integral to advancing the 108CG. However, the school faces challenges in implementing the 108CG due to its environmental context. The principal's major challenge stems from the differing curriculum interpretations by tribal chiefs and families in the community. Mid-level leaders also grapple with students' passive learning attitudes and the need for preparedness among teachers for curriculum reform. Although the 108CG have been in operation for more than 4 years, rural high schools continue to face challenges in implementing them. Introducing collaborative lesson planning and using checklists during curriculum review meetings could help track curriculum progress.

This paper investigates the impact of human capital, social capital, career planning behavior, protean career orientation and core self-evaluations on students' academic and life satisfaction in China, with the mediation effect of perceived employability and moderation effect of perceived labor market conditions. Data were collected by distributing online questionnaires to 1155 students in three types of universities. All the hypothesized direct paths and the mediation effects were supported. The moderation effect was partially supported. Perceived employability contributes to positive evaluations about life and academic work, and the perception of labor market condition could be enhanced to improve students' academic evaluations.

An essential aspect of scientific practice involves grappling with the generation of predictions, representations, interpretations, investigations, and communications related to scientific phenomena, all of which are inherently permeated with uncertainty. Transferring this practice from expert settings to the classroom is invaluable yet challenging. Teachers often perceive struggles as incidental, negative, and uncomfortable, assuming they stem from students' deficiencies in knowledge or understanding, which they feel compelled to promptly address to progress. While some empirical research has explored the role of scientific uncertainties in driving productive student struggle, few studies have explicitly examined or provided a framework to unpack scientific uncertainty as it manifests in the classroom, including the sources that lead to student struggle and how teachers can manage it effectively. In this position paper, we elucidate the importance of incorporating scientific uncertainties as pedagogical resources to foster student struggles through uncertainty from three perspectives: scientific literacy, student agency, and coherent trajectories of sensemaking. To develop a theoretical framework, we consider scientific uncertainty as a resource for productive struggle in the sensemaking process. We delve into two types (e.g., conceptual, epistemic), four sources (e.g., insufficiency, ambiguity, incoherence, conflict), and three desirability considerations (e.g., relevance, timing, complexity) of scientific uncertainties in student struggles to provide a theoretical foundation for understanding what students struggle with, why they struggle, and how scientific uncertainties can be effectively managed by teachers. With this framework, researchers and teachers can examine the (mis)alignments between uncertainty-in-design, uncertainty-in-practice, and uncertainty-in-reflection.

Sensemaking is conceptualized as a trajectory to develop better understanding and is advocated as one of the fundamental practices in science education. However, the field is lacking of a framework to view the prolonged process of sensemaking that starts from a raise of uncertainty of a target phenomenon to a grasping of a better understanding of a target phenomenon. The process requires teachers to recognize the role of scientific uncertainty in different phases of sensemaking and develop responsive instructional supports to help students navigate the uncertainties. With an attention on student scientific uncertainty as a potential driver of the trajectory of sensemaking, this study aims to identify different phases of sensemaking that can be developed with students' scientific uncertainty. This study especially attends to two types of scientific uncertainty - conceptual and epistemic uncertainties. Conceptual uncertainty refers to student struggle of using conceptual understanding (e.g., mastery of content and everyday knowledge) to respond to an encountered phenomenon. Epistemic uncertainty emerges from struggles in using epistemic understanding to generate new ideas. Based on the multiple case study method, we examined sensemaking activities in two Korean science classrooms and one American science classroom and identified three phases of sensemaking: (a) focusing on a driving question related to a target phenomenon; (b) delving into multiple resources to develop plausible explanation(s); and (c) examining the successfulness of the new understanding and concretizing it. Based on the findings, we discuss two emerging themes. First, sensemaking progresses through three distinctive phases driven by students' dynamically evolving scientific uncertainty. Second, attending to both epistemic and conceptual uncertainties can support developing sensemaking coherent with students' view.

Sensemaking has been advocated as a core practice of science education to support students in constructing their own understanding through a prolonged trajectory. However, the field lacks a discussion of teaching strategies that can better support students as they develop in the trajectory of sensemaking, which includes four phases: initial engagement with a driving question related to a target phenomenon; identification of incoherence and insufficiency in existing understanding; exploration of multiple resources to help develop plausible explanations; and synthesis of solutions and application of new understanding to interpret the target phenomenon. With the view that students' scientific uncertainty, including conceptual and epistemic uncertainties, can motivate or drive the trajectory of sensemaking coherent with students' understanding, this multiple case study examined how two science teachers, one from South Korea and one from the USA, supported students to navigate their scientific uncertainties to shape a trajectory of sensemaking that is coherent to them. Transcripts of video recordings of classroom discourses and student-created artifacts were analyzed. We identified the dynamic nature of students' scientific uncertainties in the four phases and the teaching strategies in each phase. Three main findings emerged from this study: (1) student uncertainty as a key not only to initiate the trajectory of sensemaking meaningfully but also to continuously develop the trajectory along a coherent pathway, (2) conceptual and epistemic uncertainties having different roles in building different phases of sensemaking, and (3) teaching strategies that support student navigation of scientific uncertainty that drives the trajectory of sensemaking.

Proteasome primarily degrades the unneeded or damaged proteins by proteolysis. Disruption of the brain barrier and its resulting meningoencephalitis caused by Angiostrongylus cantonensis are important pathological events in non-permissive hosts. In this study, the results showed upregulated proteasome during A. cantonensis infection. Occludin degradation and matrix metalloproteinase-9 (MMP-9) activity were significantly increased in infected mice than in uninfected mice. Moreover, confocal immunoflourescence microscopy showed that occludin was co-localized with MMP-9. The infected-mice were treated with proteasomal activity inhibitor MG132 by 1.5 and 3.0 mg/kg/day, which resulted in significantly reduced protein levels of phosphorylated IκBα (P

Productive struggle is a process in which students expend effort to grapple with perplexing problems and make sense of something that is not immediately apparent and beyond their current level of understanding and capacity. The experience encourages students to reflect on and restructure their existing knowledge toward a new understanding of scientific concepts and practice. Scientific uncertainty is common in scientific sensemaking practice and is one of the major factors provoking student struggle. A teaching approach called Student Uncertainty as a Pedagogical Resource (SUPeR) is introduced to encourage teachers to engage students in the practice of productive struggle. The SUPeR approach is composed of four phases: (1) problematize a phenomenon, (2) engage in material practice, (3) participate in argumentative practice, and (4) engage in reflection, transformation, and application. An example from an eighth-grade biology class unit on Mendel's Law of Segregation is used to demonstrate how the SUPeR approach can be implemented in the classroom.

This study aimed to use a game-based learning (GBL) module with multi-scaffolding and mobile technology for high school students with mild intellectual disabilities (MID) to assist them in learning career education knowledge. This study used a quasi-experimental method to investigate the participants' learning effectiveness, motivation, flow state, game acceptance, and learning behavior patterns (LBP). The differences in the LBP of the high and low learning effectiveness groups and the high and low flow state groups were also investigated. In total, 32 high school students with MID participated in this study. The results show that the GBL module with the multi-scaffolding mechanism could improve their learning effectiveness, motivation, flow state, game acceptance, and LBP and reduce their distraction behavior in the learning activities. The results of the sequential analysis indicated the significance of the behavior of reflection and discussions in the high learning effectiveness group. Additionally, the high-flow state group tended to try multiple strategies to complete the learning tasks. Furthermore, the game mechanism embodied collaborative peer interaction; even when the high-flow group became distracted, they returned to the tasks and continued the discussions with peers.

Research shows that motivation is a critical precursor to students' science achievement. However, research on the topic yields ambiguous results in different cultural contexts. While the positive association between motivation and science achievement has been evidenced universally, the relatively predictive effect and strength of different motivational factors in different cultures need additional examination. To tease the potential discrepancy apart and explore different student motivational factors including self-concept, intrinsic value, utility value, and sense of relatedness, this study examines grade 8 students from the U.S. (N = 14,290) and Singapore (N = 6113) by using the International Trends in Mathematics and Science Study (TIMSS) data. The results suggest that the U.S. student self-concept in science learning is the strongest and most significant predictor of their science achievement. In Singapore, students perceived utility value in science learning has the strongest and most significant association with their science achievement. Explanations of the differences as well as the implications for future research are discussed.

Student Uncertainty as Pedagogical Resource (SUPeR) is a teaching approach that science teachers can use to promote student scientific literacy, practice, and learning. SUPeR helps students navigate scientific uncertainty to improve understanding of scientific concepts and phenomena. The SUPeR approach consists of four phases: (1) problematize a phenomenon, (2) material practice, (3) argumentative practice, and (4) reflection, transformation, and application. Three design principles are generated to guide how teachers implement the SUPeR approach: (1) engage students in writing and talking about conceptual and epistemic uncertainties; (2) write and talk to raise, maintain, reduce, and postpone scientific uncertainty; and (3) socially engage students to talk and write about uncertainty with peers while making claims and seeking evidence to reach a consensus understanding. A sixth-grade project-based learning unit that features the phenomena of solar panels is examined to illustrate how the SUPeR approach can be applied in designing a lesson plan. The SUPeR approach can be useful for teachers from different grade levels who are struggling to get their students to think "outside the box" and to practice like a scientist. Interviews from twelve science teachers recognized that the SUPeR is a powerful to (1) engage students in learning the new era of literacy, (2) help student use claims and evidence to negotiate their uncertainties, (3) motivate students to assume agency for learning science, and (4) support student to positively view their uncertainty as a resource to engage in scientific practice.

Experimental education in Taiwan developed rapidly since the promulgation of the "Three Acts Governing Experimental Education" in 2014, after which public experimental schools were established in response to local educational needs. The majority of restructuring cases have involved small rural schools faced with high drop-out rates and staff retrenchment plus merger (SRM). Indigenous schools also initiated experimental education by introducing teaching modules on cultural responses to develop ethnic education that better reflects local culture. In metropolitan areas, experimental schools were established through restructuring for educational innovation or for coping with the pressure of competition from neighboring schools. The number of experimental schools and enrolled students has increased yearly, which reveals the expectations of parents about diversified education and their right to make educational choices. The school selected for this study is an elementary school in a metropolitan area that experienced an SRM crisis and was restructured as a public experimental school in 2019. The study examined the methods through which the principal transformed leadership competencies to leadership strategies. The school overcame the competition and SRM crises and even achieved full-capacity enrollment in Taipei city. Information was collected from the relevant literature and through interviews with the principal, a head of department, teachers, a parent, and an administrative official of the Bureau of Education. The study analyzed the leadership competencies and corresponding strategies of the principal and the future prospects of the school. The findings provided principals of experimental schools with a basis for sustained improvement in leadership competencies and recommendations for the future development of school affairs.

The relationship between cholesterol level and hemorrhagic stroke is inconclusive. We hypothesized that low cholesterol levels may have association with intracerebral hemorrhage (ICH) severity at admission and 3-month outcomes. This study used data obtained from a multi-center stroke registry program in Taiwan. We categorized acute spontaneous ICH patients, based on their baseline levels of total cholesterol (TC) measured at admission, into 3 groups with 200 mg/dL of TC. We evaluated risk of having initial stroke severity, with National Institutes of Health Stroke Scale (NIHSS) >15 and unfavorable outcomes (modified Rankin Scale [mRS] score >2, 3-month mortality) after ICH by the TC group. A total of 2444 ICH patients (mean age 62.5±14.2 years; 64.2% men) were included in this study and 854 (34.9%) of them had baseline TC 15), with an adjusted odds ratio [aOR] of 1.80; 95% confidence interval [CI], 1.41-2.30), and 3-month mRS >2 (aOR, 1.41; 95% CI, 1.11-1.78) using patients with TC >200 mg/dL as reference. Those with TC >160 mg/dL and body mass index (BMI)