Examination of Four Channels of Flow

The four channels of flow (Csikszentmihalyi & Csikszentmihaly, 1988) posit that high and low levels of skills and challenges comprise flow, boredom, frustration, and apathy. This theory has been frequently applied to explanation of flow formulation. This theory, however, lacks empirical evidences on if high/low skill/challenge formulates the four channels. Empirical evidence of the formulation of the four channels of flow is necessary for ensuring its validity. This study thus sampled 253 online gamers to examine whether skills and challenges formulate the four channels of flow. Consistent with the theory of the four channels of flow, this study found that gaming skill is positively related to flow and boredom, whereas negatively related to frustration and apathy. Challenge encountered in gaming is positively related to flow, frustration, whereas negatively related to apathy. However, this study did not observe a theoretical negative relation between challenge and boredom, indicating the necessity for future research

A new modified Newton iteration for computing nonnegative Z-eigenpairs of nonnegative tensors

We propose a new modification of Newton iteration for finding some nonnegative Z-eigenpairs of a nonnegative tensor. The method has local quadratic convergence to a nonnegative eigenpair of a nonnegative tensor, under the usual assumption guaranteeing the local quadratic convergence of the original Newton iteration

Topological Non-Hermitian skin effect

This article reviews recent developments in the non-Hermitian skin effect (NHSE), particularly on its rich interplay with topology. The review starts off with a pedagogical introduction on the modified bulk-boundary correspondence, the synergy and hybridization of NHSE and band topology in higher dimensions, as well as, the associated topology on the complex energy plane such as spectral winding topology and spectral graph topology. Following which, emerging topics are introduced such as non-Hermitian criticality, dynamical NHSE phenomena, and the manifestation of NHSE beyond the traditional linear non-interacting crystal lattices, particularly its interplay with quantum many-body interactions. Finally, we survey the recent demonstrations and experimental proposals of NHSE.Comment: A review article with 37 pages and 17 figures. Comments are welcom

CR3 and Dectin-1 Collaborate in Macrophage Cytokine Response through Association on Lipid Rafts and Activation of Syk-JNK-AP-1 Pathway

Copyright: © 2015 Huang et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited Acknowledgments We are grateful to the Second Core Laboratory of Research Core Facility at the National Taiwan University Hospital for confocal microscopy service and providing ultracentrifuge. We thank Dr. William E. Goldman (University of North Carolina, Chapel Hill, NC) for kindly providing WT and ags1-null mutant of H. capsulatum G186A. Funding: This work is supported by research grants 101-2320-B-002-030-MY3 from the Ministry of Science and Technology (http://www.most.gov.tw) and AS-101-TP-B06-3 from Academia Sinica (http://www.sinica.edu.tw) to BAWH. GDB is funded by research grant 102705 from Welcome Trust (http://www.wellcome.ac.uk). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Peer reviewedPublisher PD

A Model for the Instructional Factors of Curatorial Teaching in Design Education

The increased demand for design exhibitions directly reflects the demand for designer-curators to manage cultural policies and social needs. However, in the current design education system in Taiwan, no curation-related curriculum planning exists. Therefore, this study attempted to design a practical curation course focused on “designer curated exhibition” experiential learning. This study encouraged design students to consider the formation of exhibitions from a comprehensive point of view. The teaching and learning process gave rise to a model of the instructional factors of curatorial education. We found a positive correlation between “learning process and motive” and “learning effectiveness.” Moreover, positive correlations were observed between “curation theories,” “learning processes and motives,” and “curatorial experience.” This demonstrates that curatorial practice increases the curator’s ability to apply curatorial theory, and excites the curator’s motivation to learn. However, the performance of self-evaluation reflects a lack of self-confidence and recognition; this lack may be caused by the restrictions of time and space, and by the complexity of curating teamwork communication. This model will continuously be translated and validated through the curriculum in the future, and the course will encourage students’ self-learning to enhance practical teaching and planning