The development and confirmatory factor analysis of the Service-Learning Reflection Scale for undergraduates

The purpose of this study is to develop and to examine the construct validity of the service-learning reflection scale for undergraduates based on Kolb\u27s learning theory. The research aims to: (1) recognize undergraduates\u27 levels of reflection for service-learning; (2) let undergraduates understand their learning styles; (3) evaluate the effect of service-learning for the instructors. We used the Likert\u27s style to make the scales. There are 33 items in the initial scale divided into four subscales inclusive of the concrete experience (CE), the reflection observation (RO), the abstract conceptualization (AC), and the active experience (AE). For the very first time, we invite four experts to evaluate all the items to proceed three times Delphi technique process. We adopt the item analysis, exploratory factor analysis and reliability analysis via 326 participants in the pretest. Cronbach\u27s alpha reliability coefficients of the four subscales are from .80 to .87, and that of the total scale was .95. The whole explained variance was 60.16%. In this study, we make use of the stratified sampling, 1,251 undergraduates, to analyze the construct validity by the confirmatory factor analysis. The model index such as GFI, AGFI, NFI, RFI, IFI and CFI are above .90, RMSEA and RMR are below .05, as well as PGFI and PNFI are above .50. In addition, the structural equation modeling analysis indicates measurement weights, measurement intercepts, structural covariance matrixes and measurement residuals of male/female and general/technical undergraduates groups are no significant differences. Moreover, the Cronbach\u27s alpha values of the four subscales are from .85 to .86, and that of the total scale is .95. The results show that the CFA and reliability analysis confirm the theoretical structure as well

Transient Expression of Mouse Hair Keratins in Transfected HeLa Cells: Interactions Between “Hard” and “Soft” Keratins

Although it has been shown previously that an acidic (type I) “soft” keratin can interact with many basic (type II) “soft” keratins to form 10-nm intermediate filaments, it has been unclear whether “soft” keratins are compatible with the “hard” keratins typically found in hair and nail. To address this issue and to generate more structural information about hard keratins, we have isolated and sequenced a cDNA clone that encodes a mouse hair basic keratin (b4). Our sequence data revealed new information regarding the structural conservation of hard keratins as a group, being significantly different from soft keratins. Using expression vectors containing appropriate cDNA inserts, we studied the expression of this basic (b4) as well as an acidic (a1) mouse hair keratin in HeLa cells. The expression of these alien hair keratins in the transfected cells was surveyed using a panel of monoclonal and polyclonal antibodies. Our results indicated that the basic and acidic hair keratin readily incorporated into the existing endogenous soft keratin network of HeLa cells. Overproduction of hair keratin, however, occasionally led to the formation of cytoplasmic aggregates containing both hard and soft keratins. These data suggest that although small amounts of newly synthesized hair keratins can incorporate into the “scaffolding” of the preformed soft keratin filament network, possibly through dynamic subunit exchange, overproduction of hard keratins can lead to the partial collapse of the soft keratin network. These observations, along with the deduced amino acid sequence data, support and extend the concept that hard and soft keratins, although closely related, are divergent enough to justify their being divided into two separate subgroups

Information Communication Technology as Instrumental Activities of Daily Living for Aging-in-Place in Chinese Older Adults With and Without Cognitive Impairment: The Validation Study of Advanced Instrumental Activities of Daily Living Scale

Background: The capability in applying information communication technology (ICT) is crucial to the functional independence of older peoples of community living nowadays. The proper assessment of individuals' capability of ICT application is the corner stone for the future development of telemedicine in our aging population. Methods: With the recruitment of 300 participants of different functional and social background in home-living, hostel-living, and care-and-attention home living; and through assessing the ability of individuals in instrumental activities of daily living and cognitive assessments, this study aimed at capturing the content validity and construct validity of the Advanced Instrumental Activities of Daily Living (AIADL scale). In addition, this study assess the ability of older peoples in applying ICT and how the functional and social background affects their independence in aging-in-place. Results: The AIADL scale showed good test-retest reliability and good-to-excellent internal consistency. To determine if items of the AIADL scale measure various aspects of community living, exploratory factor analysis revealed a two-factor structure with “home living and management” and “community living”. Validity analysis with the known-groups method showed a high overall accuracy of prediction of individuals' capability of independent living in the community. Conclusions: The AIADL scale is a valid and reliable instrument to assess the ability of older adults in handling ICT as part of their instrumental activities in daily living. The scale can reflect capability of older peoples in applying ICT. This instrument can serve as a reference in measuring readiness of individuals in receiving telemedicine and their ability of aging-in-place

Adoption and Handling Information Communication Technology as Instrumental Activities of Daily Living for Aging-in-Place in Chinese Older Adults

(Background) The use of information communication technology and smartphone application are crucial to individuals’ functional independence of community living. Previous studies did not reveal how older adults’ in applying the information communication technology will affect their aging-in-place in our contemporary community. (Methods) This study aimed at developing the psychometric properties of the instrument named Advanced Instrumental Activities of Daily Living (AIADL), and to explore the adoption and handling information communication technology in instrumental activities of daily living for aging-in-place of older adults. 100 home-living participants who are functionally and socially independent, 100 hostel-living participants who are functionally independent but need social assistance, and 100 care-and-attention home living participants who need environment support and assistance in daily functioning were recruited for this study. (Results) AIADL showed good test-retest reliability and good-to-excellent internal consistency. Exploratory factor analysis revealed a two-factor structure with “home living and management” and “community living”. Validity analysis with the known-groups method showed a high overall accuracy of prediction of individuals’ capability of independent living in the community. (Conclusions) AIADL is a valid and reliable instrument to assess older adults’ ability in handling contemporary instrumental activities in their daily life. This instrument can serve as a reference in measuring individuals’ ability of aging-in-place

自我概念與父母教養方式對臺灣都會區高中生偏差行為之影響 The Impacts of Parenting and Senior High School Students’ Self-Concepts on Delinquency in Taiwan Metropolitan Areas

本研究主要目的在於比較父母教養方式與自我概念二者對高中生偏差行為影響之差異。其次，是評估自我概念對父母教養方式與高中生偏差行為間關係的影響。而本研究之青少年自我概念焦點為道德取向、自我價值、自我韌性。抽樣對象為臺灣都會區高中（高職）學生，主要採用分層叢集隨機抽樣方式，有效分析樣本計784 份，並採用巢式迴歸模型分析所蒐集的數據。研究結果發現：一、父母關愛、父母管教、道德取向對高中生偏差行為各有其直接之影響力；二、父母教養方式中的父母關愛對高中生偏差行為發生的預測力，比個人自我概念效應更重要；三、道德取向對父母管教與高中生偏差行為間關係的影響中，扮演著具意義性的角色。 The main purpose of this study was to compare the impact of parenting with that of the senior high school students’ self-concepts on the delinquent behavior in Taiwan metropolitan areas. Secondarily, this research was also constructed to evaluate the effects of the students’ self-concepts on the relationship between parenting and delinquency. In this study, the students’ self-concepts mainly focused on their ‘moral direction’, ‘self-esteem’, and ‘ego-resilience’. The valid sample subjects, 784 senior high school students, were selected from Taipei, Taichung, and Kaohsiung metropolitan school districts with a random stratified-cluster method. And the nested regression method was used to analyze the collected data. The findings of this study show: (1) parental caring, parenting and moral direction have direct effects on the students’ delinquent behavior; (2) compared with the students’ self-concepts, parental caring is more contributive in predicting the development of the students’ delinquency; (3) moral direction plays a significant role, influencing the relationship between the parenting and the students’ delinquency

Lymphocyte and Antibody Responses Reduce Enterovirus 71 Lethality in Mice by Decreasing Tissue Viral Loads▿

Enterovirus 71 (EV71) infects the central nervous system and causes death and long-term neurological sequelae in hundreds of thousands of young children, but its pathogenesis remains elusive. Immunopathological mechanisms have been suspected to contribute to the pathogenesis of neurological symptoms, so anti-inflammatory agents have been used to treat patients with neurological symptoms. The present study was therefore designed to investigate the functions of lymphocyte and antibody responses in EV71 infection using a mouse model. Immunohistochemical staining analysis revealed virus and three types of lymphocytes, B cells, CD4 T cells, and CD8 T cells, in the spinal cord of an EV71-infected patient who died. A study of mice showed that the levels of virus and lymphocytes in brains and antibody titers in sera were elevated during the time when the mice succumbed to death in a phenomenon analogous to that observed in patients. Further studies demonstrated that after infection, the disease severity, mortality, and tissue viral loads of mice deficient in B, CD4 T, or CD8 T cells were significantly higher than those of wild-type mice. In addition, treatment with a virus-specific antibody, but not a control antibody, before or after infection significantly reduced the disease severity, mortality, and tissue viral loads of mice deficient in B cells. Our results show that both lymphocyte and antibody responses protect mice from EV71 infection. Our study suggests the use of vaccines and virus-specific antibodies to control fatal outbreaks and raises caution over the use of corticosteroids to treat EV71-infected patients with neurological symptoms

以結構方程式探討家庭教育資源、學習態度、班級互動在學習成效的作用 The Effects of Family Resources, Learning Attitudes and Class Interaction on Academic Performances by Using Structure Equation Modeling

本研究利用中央研究院2001 年釋出之TEPS 資料庫第一梯次國中一年級的調查問卷，樣本數為3,214 人，探討家庭教育資源、學習態度、班級互動，以及學習成效四者之間的關係，並結合相關實證研究，建構出以家庭教育資源為前置變項，學習態度、班級互動為中介變項，學習成效為結果變項的結構方程模式，以探討家庭教育資源對學習成效的因果機制。研究結果顯示，家庭教育資源對於學習態度以及學習成效確實有直接效果，其中對學習成效的直接效果為負，班級互動對於學習成效也為負向直接影響，學習態度對於班級互動以及學習成效有直接效果。此外，班級互動扮演家庭教育資源、學習態度對學習成效的中介效果。據此，本研究提出相關討論與建議。 The purpose of this study was to find out the relationships among family resources, learning attitudes, class interaction, and academic performances. Sample, including 3,214 freshmen of junior high school students, was drawn from Surveys of Taiwan Education Panel Survey in 2001. According to the results of previous empirical research, the study tried to build up a causal model of family resources as an exogenous variable and academic performances as an endogenous variable. Moreover, in the model, the impact of class interaction and learning attitudes also played a role of mediated variables. The findings of the study showed that students who had more family resources were more likely to have higher learning attitudes, but lower academic performances. Additionally, there were inverse relationships between class interaction and academic performances. Learning attitudes also directly influenced the situation of class interaction and academic performances. Finally, class interaction had mediated effects on the relationships among family resources, learning attitudes, and academic performances. This study also proposed some relevant suggestions