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This research sought to explore how teaching utilizing a marine science-related board game affected students' motivation, interest, and achievement in marine science learning at the high school level. The research utilized an experimental design with pre-test and post-test measurements and a classroom setting, and included an experimental group containing 25 students and a control group containing 26 students. The experiment was carried out over the course of 12 lessons, with various questionnaires, including a marine science learning motivation (MSLM) inventory, a marine science learning interest (MSLI) inventory, and a marine science learning achievement (MSLA) inventory, being used as the measurement instruments. The research analysed the students' scores on these inventories using one-way analysis of ANCOVA. The main results of this research were as follows: 1) with regard to the MSLM inventory, the 'relevance', 'confidence', and 'total score' were significantly different between the two groups; 2) with regard to the MSLI inventory, the 'cognitions regarding marine science' were significantly different between the two groups; and 3) with regard to the MSLA, all of the dimensions including 'memory', 'understanding', 'high-level thinking', and 'total score' were significantly different between the two groups.

Glutathione redox cycling is important for cell cycle regulation, but its mechanisms are not well understood. We previously identified a small‐sized mutant, suppressor of mat3 15‐1 (smt15‐1) that has elevated cellular glutathione. Here, we demonstrated that SMT15 is a chloroplast sulphate transporter. Reducing expression of γ‐GLUTAMYLCYSTEINE SYNTHETASE, encoding the rate‐limiting enzyme required for glutathione biosynthesis, corrected the size defect of smt15‐1 cells. Overexpressing GLUTATHIONE SYNTHETASE (GSH2) recapitulated the small‐size phenotype of smt15‐1 mutant, confirming the role of glutathione in cell division. Hence, SMT15 may regulate chloroplast sulphate concentration to modulate cellular glutathione levels. In wild‐type cells, glutathione and/or thiol‐containing molecules (GSH/thiol) accumulated in the cytosol at the G1 phase and decreased as cells entered the S/M phase. While the cytosolic GSH/thiol levels in the small‐sized mutants, smt15‐1 and GSH2 overexpressors, mirrored those of wild‐type cells (accumulating during G1 and declining at early S/M phase), GSH/thiol was specifically accumulated in the basal bodies at early S/M phase in the small‐sized mutants. Therefore, we propose that GSH/thiol‐mediated redox signalling in the basal bodies may regulate mitotic division number in Chlamydomonas reinhardtii. Our findings suggest a new mechanism by which glutathione regulates the multiple fission cell cycle in C. reinhardtii. [ABSTRACT FROM AUTHOR]

Social class stagnation is a current topic of concern. The stagnation of generational mobility could result in society losing its ability to enhance individuals’ social status. This study explored higher education expansion as a possible cause of class stagnation by adopting the Human Development Index as a comprehensive indicator of individual social status, and determined dynamic mobility by observing the case of Taiwan, where higher education was expanded in 1994. Pseudo-panel data were obtained from the Family Income and Expenditure Survey. Our results indicate that rapid higher education expansion has a negative impact on social mobility for the generation who enters the labor market after the expansion starting point.

The development of standards, or indicators, for global/international education has lagged behind that of the national curriculum. To address this, we developed a set of core concepts and competence indicators of global/international education for Taiwan's "Grade 1-9 Curriculum Guidelines" and revised these through three rounds of Delphi surveys. The final version is composed of five core concepts, three dimensions, and 60 competence indicators across seven learning areas accessed through four learning stages. To explore the extent to which the national curriculum overlaps with global/international education, we conducted content analysis to examine the global/international components of the guidelines. This revealed that 10.70% of the competence indicators in the guidelines were related to global core concepts. Numerous indicators were related to multiculture, whereas only a few were related to human rights and social justice. The comparison of the indicators for learning areas showed that integrative activities indicators were the most closely related to global education, whereas social studies indicators were related to all global core concepts. The mathematics indicators were unintegrated with global core concepts, with most of the learning areas emphasizing only one or two such concepts.

This paper investigates the effects of employment protection legislation on the rates of hiring, separation, worker flows, job reallocation, and churning flows for the case of Taiwan. Our empirical identification takes advantage of a reform created by Taiwan's enactment of Labor Standards Law, which has substantially increased the costs of firing, and the implementation of the law's enforcement measures. Moreover, our identification also exploits the fact that the stringency of the law's provisions and the intensity of the law's enforcement vary with establishment size. On the basis of the monthly data at the establishment level for the period 1983-1995, we find that Taiwan's Labor Standards Law and its enforcement measures have dampened labor turnover for medium-sized and large establishments, while that of small establishments was not affected. (JEL J65, J63, J88), I. INTRODUCTION This paper studies the effects of employment protection legislation (EPL) on the rates of hiring, separation, worker flows, job reallocation, and churning flows. EPL refers to restrictions on [...]