The Finite Groups With the Same Degree and the Prime Number of Non-linear Irreducible Characters

对于具有素数个非线性不可约特征标且它们的维数相等的有限群,我们给出一个分类.In this paper,we classify all the finite groups which have prime number of non-linear irreducible characters and whose degrees for these non-linear irreducible characters are equal.supportedbyNaturalScienceFoundationandGZ310ofSino-GermanyAcademicCenter

补阳还五汤冲洗联合负压封闭引流技术治疗四肢软组织缺损创面的临床研究

目的:探讨补阳还五汤冲洗联合负压封闭引流技术(VSD)治疗四肢软组织缺损创面的临床疗效。方法:将57例慢性四肢软组织缺损创面患者行VSD治疗后随机分为补阳还五汤冲洗组(A组,n=29)和生理盐水冲洗组(B组,n=28),术后观察并比较两组患者的炎症指标变化、细菌培养结果、1周后肉芽组织覆盖率和首次植皮成活率情况。结果:两组患者术后及术后3 d的CRP比较,差异无统计学意义(P>0.05),而术后7 d及14 d,A组患者CRP低于B组(P0.05);A组患者术后14 d的ESR及白细胞计数明显低于B组(P<0.05)。术后1周A、B组平均肉芽组织覆盖率分别为(81.86±5.74)%和(73.11±4.19)%,两组差异有统计学意义(P<0.05)。拆除VSD后细菌培养结果显示:A组阴性为20例(70.0%),明显高于B组的11例(39.3%),差异有统计学意义(P<0.05)。A组有24例(82.8%)首次植皮或皮瓣转移成功闭合创面,B组有16例(57.1%)首次植皮成活,两组首次植皮成活率比较,差异有统计学意义(P<0.05)。结论:补阳还五汤冲洗联合VSD治疗四肢软组织缺损创面能降低炎症反应、促进肉芽组织生长、缩短植皮时间,提高植皮成活率。福建中医药大学校管课题(XB2017079

老人社會大學高齡學習者學習型態及其相關因素之研究

[[abstract]]A Study on Learning Styles and Relative Factors Thereof of Old Adult Learners in Senior Citizen Social College Abstract This study takes old adult learners in senior citizen social colleges as target samples to conduct research on learning styles and theirs relative factors. The purpose of this research is to explore tendency in learning styles of old adult learners, and further to explore the relation between learning styles and relative factors as a reference for senior citizen social college course design and instructional activities. To achieve the afore-mentioned goals, firstly the learning characteristics of older adult learners is understood through literature review, exploring theories and relative researches on adult learning styles, and exploring the practice circumstances, and all these serve as references for this research design. Secondly, the adequate tool of this research, “learning style questionnaire for old adult learners,” is developed with research tools from domestic and foreign scholars taken as reference. And the empirical study on course activities of old adult learner in different campuses is then conducted. A total of 252 valid questionnaires are collected for results study, and the discussion is proceeded after performing analysis of sampling distribution, percentage, dependent single-factor anova analysis, independent sample t-test, independent single-factor anova analysis, and Pearson product-moment correlation in statistic software; the following conclusions are presented: I. There are more female participants than males in senior citizen college old adult learners, with the age group centered around 60 to 64; they have mostly been through middle and higher education and were public servants and teachers. II. Old adult learners in senior citizen college prefer “participant learning” and “collaborative learning” most, followed by “independent learning,” and dislike “competitive learning,” “dependent learning,” and “avoidant learning;” particularly “avoidant learning” is disinclined. III. The learning styles for old adult learners in senior citizen college vary significantly with learners’ gender, age, occupation before retirement, and education background. IV. The learning styles of old adult learners in senior citizen college are correlated to learners’ locus of control. According to the above-mentioned results, this research proposes several referential suggestions: I. Suggested Course Designs 1. Acquiring basic information of old adult learners to understand learning needs for course design reference. 2. Designing complete and well-arranged course content as a whole to maintain the learning motives and interests of old adult learners. 3. Encouraging participation of old adult learners in course designing, playing the roles of being both a learner and a course designer. II. Suggested Instructional Activities 1. Understanding the learning characteristics of ole adult learners; encouraging them to actively participate learning activities. 2. Creating a supportive / cooperative / non-comparative learning circumstances, and encouraging old adult learners to explore potentials for learning independently. 3. Instructors should examine variations in learning styles for each old adult learner to arrange suitable teaching strategies and examine teaching methods in time. 4. Assisting old adult learners to understand learning style of oneself to improve learning efficacy. III. Suggestions of Senior Citizen Colleges 1. Applying multiple promotion channels and marketing strategies to increase participation of the elder and to expand to different elder groups. 2. Prescribing hiring criteria for senior-education teachers, and enhance their perceptions of teaching competency.

《摩登怪怪紀》當代媒介科技文化之虛擬怪物創作－ NFT圖文作品論述

怪物不怪，他們來自我們的文化。《摩登怪怪紀》是一個以媒介科技使用文化作為主題的當代怪物創作作品，並且以NFT的形式於akaSwap作為最終公開展演。透過閱讀怪物理論，了解怪物如何在我們文化脈絡中怪物化，以怪物作為出發點進行創作。在這個創作中，將會有兩個系列作品。 第一個系列《摩登怪怪紀：怪物篇》是本篇主要作品，以文化技術作為題材選擇方向，透過仿生設計的概念，選取數個媒介科技使用行為作為主題，創作出十三隻當代怪物角色。首先會先在社群網站介紹研究者創作的怪物提供觀者認識，再進行重新繪製，製成展演的怪物角色系列作品NFT。第二個系列《摩登怪怪紀：故事篇》為圖文故事作品，是利用三個觀察者角色做成十三篇圖文故事NFT，以觀察者面向，探討以十三隻怪物角色為主的怪物世界中，怪物與觀察者的關係。其中，會將Julia Kristeva的「棄卻／賤斥（abjection）」概念，應用在主角與怪物的關係當中，說明主角如何透過棄卻／賤斥的行為，創造怪物。 整體而言，這個作品中將以怪物為主，故事為輔。關於作品理念，怪物角色系列透過解構媒介科技使用的日常生活，重構成怪物的身體，欲引觀者重新思考自己如何使用媒介科技。觀察者面向的圖文故事，則是帶觀者進入怪物世界，引導觀者重新思考如何觀其為怪。透過了解怪物如何從我們身上出現，並和怪物一同回到我們習以為常的生活，可以讓我們思考文化如何使我們創造怪物。此外，這個創作也將提供後進怪物創作者利用既存怪物以外的主題作為創作可能，更可以提供後進怪物創作者，有關怪物的認知、怪物創作過程以及作品是否需要鑄造成NFT的參考

低成就資優學生自我觀念的增進

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[[alternative]]教導普通班資優學生的經驗談

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七十二學年度中區資優學生夏令營後記

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淺談科學幼苖的培育

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創意人的覺察、觀察和對話(下)？對話篇

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