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The purpose of this research was to design a course based on the design-based learning (DBL) model to improve undergraduates' web design skills, and to explore the differences in learning effectiveness of students with different levels of knowledge integration. The quasi-experimental design was adopted in this study. Ninety-two participants studying general education courses in a university in southern Taiwan were selected to participate in this study. The instruments included the Web Design Skills Test and the Knowledge Integration Scale. The study found that the use of the DBL strategy in teaching could improve the web design skills of the experimental group students, especially those students with insufficient web design skills in the initial stage. In addition, students with a high level of knowledge integration had better improvement in their web design skills. The implication of this research is that DBL is a suitable web design skills training strategy for students with insufficient web design skills. If students could be reminded to integrate knowledge while studying, their learning outcomes may be better.

Background: Kawasaki disease (KD) is a syndrome primarily affecting young children, typically under the age of five, and is characterized by the development of acute vasculitis. Through extensive research conducted on both murine and human subjects, it has been demonstrated that heightened levels of reactive oxygen species (ROS) play a pivotal role in the development of KD, especial coronary artery lesions (CALs). Hydrogen gas exhibits potent antioxidant properties that effectively regulate ROS production and the inflammatory response. Methods: We used Lactobacillus casei cell wall extract (LCWE)-induced vasculitis in mice as an animal model of KD and treated the mice with hydrogen gas inhalation. Results: We observed significant dilatation and higher Z scores in the left coronary artery (LCA) in D21 and D28 in mice after LCWE treatment compared to the control group (p < 0.001) and a significant resolution of LCA diameters (p < 0.01) and Z scores (p < 0.01) after treatment with inhaled hydrogen gas. We further demonstrated that serum IL-6 expression was higher in mice after LCWE treatment (p < 0.01) and IL-6 significantly decreased after inhaled hydrogen gas therapy (p < 0.001). Conclusion: According to our literature review, this is the first report where hydrogen gas inhalation has been demonstrated to be effective for the treatment of coronary artery dilatation in a KD murine model. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to examine the effect of implementing the flipped classroom (FC) model on students' learning outcomes in a business etiquette course. Quasi-experimental research was employed and supplemented by a questionnaire and semi-structured interviews. The study participants were 77 students in two classes of a business etiquette course. The experimental group consisted of 57 participants in which the FC with the BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary) model was implemented. The comparison group consisted of 20 participants for whom a traditional teaching method was applied. The results revealed that the students in the experimental group outperformed their counterparts in terms of learning outcomes. The perceptions of the experimental group were more favorable than those of the comparison group in terms of the instructor's teaching and skill learning. Through interviews, it was found that the experimental group students enjoyed the FC teaching method because this approach resulted in more teacher-student interactions and the class was lively, interesting, and explored practical applications for daily life, which markedly enhanced their learning outcomes. The use of FC with the BOPPPS model in business education is feasible and provides another approach to skill learning.

Background: Cosmetic care products contain a high proportion of water and nutrients. Therefore, preventing bacterial growth is an important issue to ensure product quality and safety. The application of antibacterial natural ingredients derived from plants is considered to have the potential to maintain product quality and reduce the use of chemicals in formulations. Additionally, chemically synthesized antiseptic and antibacterial agents are widely used in the industry at present. However, some preservative ingredients have been reported that may cause skin irritation, redness, allergies, and even dermatitis. Aims: This study aimed to prepare extract from Camellia oleifera tea seed dregs (CTSD), investigate the antibacterial effects on two pathogenic bacteria and evaluate the product preservative ability. Methods: Ethanol extraction was prepared and subjected to characterize their triterpenoid contents. The minimum inhibitory concentration (MIC), minimum bactericidal concentration (MBC), and minimum biofilm eradication concentration (MBEC) were determined for Pseudomonas aeruginosa and Staphylococcus aureus. The product's stability and preservative qualities, along with its ability to scavenge free radicals through antioxidant activity, were also assessed. Results: The gram‐positive S. aureus showed greater susceptibility to the treatment. In additional, CTSD possessed significant free radical scavenging activity in vitro and cultured normal human skin fibroblast CCD‐966SK cells under nontoxic concentration. The challenge test and accelerated storage test confirmed the CTSD containing formulated emulsion is eligible for commercialization. Conclusions: CTSD has the potential to be developed as an alternative agent to control microbial biofilm formation, or can be used as an adjuvant compound for infectious disease control. [ABSTRACT FROM AUTHOR]

This study investigated students' perception of a flipped classroom approach to facilitating online project-based learning (FC-OPBL) in a marketing research course at a technical university. This combined strategy was aimed at improving teaching quality and learning efficiency. Sixty-seven students taking a marketing research course were surveyed. Mixed methods research was adopted along with questionnaire, semi-structured interviews, online learning notes, and online discussions to understand the students' perception of the teaching strategy used during the learning process. Results showed that FC-OPBL may enhance students' learning effectiveness, learning motivation, and learning interest, as well as encourage diverse development and teamwork. Finally, suggestions are proposed related to flipped classroom research and instruction.

The main purpose of this study was to establish Information Literacy Competence Standards for Elementary and High School Teachers. To establish these standards a set of two expert round-table discussions and three rounds of Delphi Technique surveys were employed. Ten participants including field scholars, information professionals were invited to the expert round-table for open discussions on definitions, framework, and items of information literacy competence. A questionnaire for the "Delphi Technique Survey" was developed based on the results acquired from the round-table discussions. The resulting questionnaire was distributed to another group of 33 participants which included graduate school deans of Information Education, professors, school principals, department directors and teachers, and information professionals. After three rounds of Delphi Technique Surveys with these participants, the "Information Literacy Competence Standards for Elementary and High School Teachers" was established. Three levels (standards, main indicators, and secondary indicators) and three dimensions (knowledge, skills, and attitudes) were identified. Distinguished from existing research which over-emphasizes the dimensions of knowledge and skills, the present study found that the dimension "attitude" is the most powerful force for promoting teachers' information literacy competence and their willingness to apply information technology in teaching. It is hoped that the proposed standards could be served as a self-evaluation tool for teachers as well as the basis for staffing and training programs for elementary and high school teachers in Taiwan.