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Item 粵北土話小稱調的類型分析:優選理論的探索(2012-09-??) 鄭明中; Ming-Chung Cheng粵北土話小稱調已為不少文獻所探討，但大都侷限在語料描寫，理論分析甚少。因此，本文利用優選理論對粵北土話小稱調進行分析。本文首先回顧粵北土話小稱調的形成，並提出一組忠實|生與標記性的制約，加以不同的階層排序。研究結果顯示，優選理論可以妥善地處理粵北土話小稱調的調域選取與調形組成。此外，本文基於1憂選理論在語言類型預測上的主張，特別探討制約互動在粵北土話小稱調的調域及調形上所產生的類型，並進而說明語音標記性是造成某些類型缺乏的主因。Item IDC theory: creation and the creation loop(2019-12-30) Chan, Tak-Wai; Looi, Chee-Kit; Chang, Ben; Chen, Wenli; Wong, Lung-Hsiang; Wong, Su L; Yu, Fu-Yun; Mason, Jon; Liu, Chen-Chung; Shih, Ju-Ling; Wu, Ying-Tien; Kong, Siu-Cheung; Wu, Longkai; Chien, Tzu-Chao; Liao, Calvin C Y; Cheng, Hercy; Chen, Zhi-Hong; Chou, Chih-YuehAbstract The interest-driven creator (IDC) theory is being developed as a group endeavor by Asian researchers to articulate a holistic learning design theory for future education in Asia. The theory hypothesizes that students, driven by interest, can be engaged in the creation of knowledge (generating ideas and artifacts). By repeating this creation process in their daily learning routines, they will excel in learning performance, develop twenty-first-century competencies, and form creation habits. We hope that with such practices in education, our future generations will ultimately become lifelong interest-driven creators. In IDC Theory, there are three anchored concepts, namely, interest, creation, and habit. Each anchored concept comprises three component concepts which form a concept loop. For example, the creation loop consists of three component concepts—imitating, combining, and staging. Imitating is concerned with taking in (or inputting) an abundant amount of existing knowledge from the outside world to form one’s background knowledge. Combining refers to delivering (or outputting) new ideas or artifacts prolifically by synthesizing existing information encountered in the world and thoughts arising from the students’ background knowledge. Staging relates to frequently demonstrating the generated ideas or artifacts to the relevant communities and receiving feedback from these communities to improve the novelty and value of the demonstrated outcomes while gaining social recognition and nurturing positive social emotions. This paper focuses on describing the three components of the creation loop. We provide three case studies to illustrate the creation loop at work, as well as how it intertwines with both the interest and habit loops in supporting students to develop their creation capabilities. In presenting this iteration of the creation concept, an anchored concept in IDC theory, we acknowledge the roles played of imitation, combination, and staging in different learning and education contexts—indeed, there are multiple theories that inform and intersect with it.Item Intelligent data cache based on content popularity and user location for Content Centric Networks(2019-12-26) Wu, Hsin-Te; Cho, Hsin-Hung; Wang, Sheng-Jie; Tseng, Fan-HsunAbstract Content cache as well as data cache is vital to Content Centric Network (CCN). A sophisticated cache scheme is necessary but unsatisfied currently. Existing content cache scheme wastes router’s cache capacity due to redundant replica data in CCN routers. The paper presents an intelligent data cache scheme, viz content popularity and user location (CPUL) scheme. It tackles the cache problem of CCN routers for pursuing better hit rate and storage utilization. The proposed CPUL scheme not only considers the location where user sends request but also classifies data into popular and normal content with correspond to different cache policies. Simulation results showed that the CPUL scheme yields the highest cache hit rate and the lowest total size of cache data with compared to the original cache scheme in CCN and the Most Popular Content (MPC) scheme. The CPUL scheme is superior to both compared schemes in terms of around 8% to 13% higher hit rate and around 4% to 16% lower cache size. In addition, the CPUL scheme achieves more than 20% and 10% higher cache utilization when the released cache size increases and the categories of requested data increases, respectively.Item To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course(2019-11-08) Chiu, Yu-Chun; Liang, Jyh-Chong; Hsu, Hong-Yuan; Chu, Tzong-Shinn; Lin, Kuan-Han; Chen, Yen-Yuan; Tsai, Chin-ChungAbstract Background By learning medical humanities, medical students are expected to shift from handling the diseases only to seeing a whole sick person. Therefore, understanding medical students’ learning process and outcomes of medical humanities becomes an essential issue of medical education. Few studies have been conducted to explore factors surrounding medical students’ learning process and outcomes of medical humanities. The objectives were: (1) to investigate the relationships between medical students’ conceptions of learning and strategies to learning; and (2) to examine the relationships between students’ strategies to learning and learning outcomes for medical humanities. Methods We used the modified Approaches to Learning Medicine (mALM) questionnaire and Conceptions of Learning Medicine (COLM) questionnaire to measure the medical students’ strategies to learning and conceptions of learning respectively. The learning outcome of medical humanities was measured using students’ weighted grade in a medical humanities course. The confirmatory factor analysis (CFA) was used to validate the COLM and mALM questionnaires, in which construct validity and reliability were assessed. Pearson’s correlation was used to examine the relationships among the factors of COLM, mALM, and the weighted grade. Path analysis using structural equation modeling technique (SEM) was employed to estimate the structural relationships among the COLM, mALM, and the weighted grade. Results Two hundred and seventy-five first-year medical students consented to participate in this study. The participants adopting surface strategies to learning were more likely to have unsatisfactory learning outcome (β = − 0.14, p = .04). The basic-level conception of “Preparing for Testing” was negatively (β = − 0.19, p < .01) associated with deep strategies of learning, and positively (β = 0.48, p < .01) associated with surface strategies of learning (β = 0.50, p < .01). The basic-level conception of “Skills Acquisition” was positively associated with deep strategies of learning (β = 0.23, p < .01). Conclusion Medical educators should wisely employ teaching strategies to increase students’ engagement with deep and self-directed learning strategies, and to avoid using surface learning strategies in the medical humanities course in order to achieve better learning outcomes.Item Correction to: Evaluation of the effects of a designated program on illegal drug cessation among adolescents who experiment with drugs(2019-10-30) Chang, Chiu-Ching; Liao, Jung-Yu; Huang, Chiu-Mieh; Hsu, Hsiao-Pei; Chen, Chih-Che; Guo, Jong-LongFollowing publication of the original article [1], we have been notified that some data in the text should be changed.Item High fat meals increases postprandial fat oxidation rate but not postprandial lipemia(2019-10-23) Chiu, Chih-Hui; Yang, Tsung-Jen; Chen, Che-Hsiu; Zeng, Ming-JingAbstract Background This study investigated the effects of ingesting meals with the same calorie intake but distinct nutritional contents after exercise on postprandial lipemia the next day. Methods Eight healthy male participants completed two 2-day trials in a random order. On day 1, the participants underwent five 12 min bouts of cycling exercise with a bout of higher intensity exercise (4 min) after each and then a bout of lower intensity cycling (2 min). The total exercise time was 90 min. After the exercise, the participants ingested three high-fat or low-fat meals. On Day 2, the participants were asked to rest in the laboratory and ingest a high-fat meal. Their postprandial reaction after a high-fat meal was observed. Results Postprandial triglyceride concentrations in the high-fat diet trial and low-fat diet trial exhibited nonsignificant differences. Total TG AUC were no significantly different on HF trial and LF trial (HF: 6.63 ± 3.2; LF: 7.20 ± 3.4 mmol/L*4 h. p = 0.586). However, the postprandial fat oxidation rate total AUC (HF: 0.58 ± 0.1; LF: 0.39 ± 0.2 g/min*4 h. p = 0.045), plasma glucose, and insulin concentration of the high-fat trial were significantly higher than those of the low-fat trial. Conclusions This study revealed that meals with distinct nutritional contents after a 90-min exercise increased the postprandial fat oxidation rate but did not influence the postprandial lipemia after a high-fat meal the next day.Item Is the goal of 12,000 steps per day sufficient for improving body composition and metabolic syndrome? The necessity of combining exercise intensity: a randomized controlled trial(2019-09-03) Chiang, Tsung-Lin; Chen, Chu; Hsu, Chih-Hsiang; Lin, Yu-Chin; Wu, Huey-JuneAbstract Background To investigate the differences in body composition and metabolic syndrome (MS) under a daily 12,000-step strategy with or without moderate-intensity walking exercise in college students with obesity. Methods Thirty-two adults with obesity (mean (s.d.) age: 19.72 (0.80) years; height: 165.38 (3.99) cm; wt: 83.31 (4.66) kg; body mass index: 30.38 (0.83) kg m− 2) were recruited and randomly assigned to the walking step goal group (WSG; achieving 12,000 steps per day), walking exercise group (WEG; achieving 12,000 steps per day, including 3 days per week on which walking at a step rate of over 103 steps min− 1 was required), or control group (CG; maintaining a free-living life style). Each participant’s accumulated daily steps from daily activities and walking exercises were monitored using a smartwatch for 8 weeks. The variables of body composition and MS were measured before and after intervention. Results Average daily steps over 8 weeks did not significantly differ between the WSG and WEG (11,677.67 (480.24) vs. 12,131.90 (527.14) steps per day, respectively, P > .05). Although the CG and WSG showed no improvement in body composition, the WEG exhibited significant improvements in terms of hip circumference and visceral fat area (VFA) (∆ − 2.28 (3.27) cm and ∆ − 13.11 (9.83) cm2, respectively, P < .05); high-density lipoprotein cholesterol (HDL-C), fasting glucose (FG), and triglycerides (TG) (∆ 16.36 (8.39), ∆ − 2.53 (3.73), and ∆ − 10.52 (36.26) mg dL− 1, respectively, P < .05). The WSG exhibited improvements only in HDL-C (∆ 14.24 (16.13) mg dL− 1, P < .05). Conclusion The combination of walking exercise program and daily step goal is a more time efficient strategy in improving body composition and MS than simply establishing a daily step goal. Furthermore, this strategy may also include a potential reduction effect on the risk factors of cardiovascular diseases. Trial registration Australian New Zealand Clinical Trials Registry, number ACTR N12618001237279 (Retrospectively registered).Item A novel non-negative matrix factorization technique for decomposition of Chinese characters with application to secret sharing(2019-08-14) Lin, Chih-Yang; Kang, Li-Wei; Huang, Tsung-Yi; Chang, Min-KuanAbstract The decomposition of Chinese characters is difficult and has been rarely investigated in the literature. In this paper, we propose a novel non-negative matrix factorization (NMF) technique to decompose a Chinese character into several graphical components without considering the strokes of the character or any semantic or phonetic properties of the components. Chinese characters can usually be represented as binary images. However, traditional NMF is only suitable for representing general gray-level or color images. To decompose a binary image using NMF, we force all of the elements of the two matrices (obtained by factorizing the binary image/matrix to be decomposed) as close to 0 or 1 as possible. As a result, a Chinese character can be efficiently decomposed into several components, where each component is semantically unreadable. Moreover, our NMF-based Chinese character decomposition method is suitable for applications in visual secret sharing by distributing the shares (different character components) among multiple parties, so that only when the parties are taken together with their respective shares can the secret (the original Chinese character(s)) be reconstructed. Experimental results have verified the decomposition performance and the feasibility of the proposed method.Item 創意角色認定、工作動機及創造力教學技巧與創意教學行為關係之研究(國立臺灣師範大學, 2016-06-??) 蕭佳純; 王佩雯; Chia-Chun Hsiao; Pei-Wen Wang本研究以臺南市國民小學教師作為研究樣本進行分析，採用問卷調查方式，總計回收34所學校，共331 份有效問卷，使用結構方程模式（structural equation modeling, SEM）進行結構模式之檢測並探討各變項間的關係。根據研究結果，獲致以下主要結論：創意角色認定、工作動機以及創造力教學技巧對創意教學行為有正向的直接影響之外，創造力教學技巧在創意角色認定與創意教學行為以及工作動機與創意教學行為間具有中介效果。而工作動機在創意角色認定與創意教學行為間具有中介效果，更重要的是，創意角色認定會透過工作動機的中介，再透過創造力教學技巧的中介而對創意教學行為產生間接效果。根據上述結果，本研究提出具體建議為：直接效果中以工作動機的影響力較大，但是在間接效果中，仍是在創意角色認定、創造力教學技巧及創意教學的關係中扮演著重要的中介角色，所以，若強化教師的創意角色認定，並提升其工作動機以及增進其創造力教學技巧等能力，將可促進教師創意教學行為的展現。Item 數位學習實驗研究品質評估與現況分析：以行動學習為例(國立臺灣師範大學, 2017-06-??) 李漢岳; 楊介銘; 宋曜廷; Han-Yueh Lee; Je-Ming Yang; Yao-Ting Sung由於近年來行動裝置與教育應用軟體的快速發展，探討行動裝置輔助學習效果的實驗研究大量增加。然而，目前尚缺乏以評估實驗研究品質為主題所進行的回顧性研究。因此，本研究的目的即為廣泛蒐集ERIC 和SSCI 資料庫自2003 年至2013 年間，197 篇以行動裝置輔助學習的實驗研究，並探討其在實驗設計嚴謹度、統計考驗之過程與結果的正確性，以及成效評估工具的品質等議題。研究結果顯示，實驗設計以準實驗研究占最多數（61%），但有四分之一的準實驗研究未考量實驗組與控制組之起點能力均等性問題。統計結果效度部分則發現，半數以上研究未符合統計基本假設，七成研究所採用之樣本數偏低，使其統計考驗力低落，效果值估計情形未臻精準。成效評估工具品質部分，則發現半數研究者未提供相關的測驗信度與效度資訊。最後，本研究根據研究結果與討論，對未來研究者提出相關建議。