Tax Assessment of Unauthorized (Illegal) Building Works in Taipei City, Taiwan

Lin, Tzu‐Chin; Wu, Wen-Chieh; Bourassa, Steven C.

doi:10.15396/eres2018_94

Cited by 7 publications

(7 citation statements)

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“…These responses clearly indicated that writing facilitated a personal, internal mental process that allowed the participants to describe in detail their reflections on their actions, to question their actions in the process, and to identify solutions to problems [ 64 ]. Hsu [ 65 ] suggested that a self-reflection constitutes an in-depth dialogue between oneself and data.…”

Section: Resultsmentioning

confidence: 99%

Revelations of service-learning project: Multiple perspectives of college students’ reflection

Lin

2021

PLoS ONE

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This study explored the reflections of college students at different stages of their service provided to preschoolers and proposed recommendations on service-learning curricula according to the research findings. Thirty-six college juniors enrolled in an academic service-learning course were asked to complete a service-learning project, to undertake service activities in the form of eight storytelling sessions at preschools. This storytelling plan was 1.5-hour-long each, twice per month, for 16-weeks. Qualitative case study approach was employed in this study. Data consisted of documentation of the participants’ reflections, focus group interviews, and research logs. The thematic analysis was employed to analyze data and data were analyzed using the constant comparative technique. The study revealed that the contents of participants’ reflections took on a qualitative change as their service experience accumulated. Before their service experience, their reflections focused on personal expectations. This shifted professional learning and personal growth during the service experience. After their service experiences, their reflections were extended to include social concern. Also, the participants were inspired to actively acquire professional knowledge from their service experiences. Various reflection activities triggered different levels and functions of reflection by the participants. Writing activities caused the participants to focus on personal reflection, providing the opportunity for them to examine and adjust their ideas; group discussion activities allowed the participants to focus on group dialogue, with which they achieved learning and gained identity. Finally, students experienced emotional highs and lows during their experience of service, describing tension and fear initially, then joy or disquietude subsequently. Recommendations based on the research results were provided to facilitate planning of the service-learning curriculum by college educators.

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Section: Resultsmentioning

confidence: 99%

Revelations of service-learning project: Multiple perspectives of college students’ reflection

Lin

2021

PLoS ONE

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“…Williams creativity aptitude test (WCAT) (Williams, 1993 ) consists of 50 items, including four aptitude elements: imagination, risk-taking, curiosity and challenge. The present study took the Chinese revised version (Lin & Wang, 1994 ), and the Cronbach’s alpha was 0.81.…”

Section: Methodsmentioning

confidence: 99%

Effects of association interventions on students’ creative thinking, aptitude, empathy, and design scheme in a STEAM course: considering remote and close association

Zhan

Xiao

2022

Int J Technol Des Educ

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One of the primary goals of STEAM education is to equip students with the capability of creativity to solve problems. Creativity is believed to be closely related to the ability of making remote associations and combining unrelated concepts. This article explored the effects of three kinds of association interventions (i.e., remote association, close association, free association) on students’ creative thinking, creative aptitude, empathy, and design scheme. A total of 94 middle school students participated in the study and were assigned to three groups: the experiment group 1 (n = 30) used remote association and experiment group 2 (n = 32) used close association, the control group (n = 32) used free association (brainstorming) to complete the STEAM integration design projects respectively. Creative Thinking Test, Williams Creativity Aptitude Test (WCAT), Basic Empathy Scale (BES), design ideas, and interviews of students become source data for analysis. Results indicated that both remote and close association were effective strategies in promoting creativity in the STEAM course. However, students in the remote association group achieved a significantly higher degree of creative thinking. While students in the close association group significantly outperformed the remote association group on creativity aptitude and quality of design ideas. No significant difference was found among the three association conditions in students’ degree of empathy. The findings highlight the different effects of remote and close association for creativity cultivation in STEAM education.

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“…Here we review the most recent relevant neuroimaging studies. 1 Structural MRI (sMRI), 2 Revised NEO personality inventory (NEO-PI-R) ( 57 ), 3 Region of interest (ROI), 4 NEO-five-factors-inventory (NEO-FFI) ( 13 ), 5 Surface-based morphometry (SBM), 6 Beck depression inventory (BDI) ( 58 ), 7 Wechsler abbreviated scale of intelligence (WASI) ( 59 ), 8 Diffusion tensor imaging (DTI), 9 Raven’s advanced progressive matrix (RAPM) ( 60 ), 10 The creativity assessment packet (WCAT) ( 61 ), 11 Voxel-based morphometry (VBM), 12 Resting-state functional magnetic resonance imaging (rsfMRI), 13 The creative achievement questionnaire (CAQ) ( 62 ), 14 Creative behavior inventory (CBI) ( 63 ), 15 The biographical inventory of creative behaviors (BICB) ( 64 ), 16 The product improvement task (PIT), 17 The alternate uses task (AUT) ( 21 ), 18 The utopian situations task (UST), 19 Object characteristics task (OCT).…”

Section: The Neurobiological Basis Of Openness In Neurologically Heal...mentioning

confidence: 99%

The neurobiology of openness as a personality trait

Abu Raya,

Ogunyemi,

Broder

et al. 2023

Front. Neurol.

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Openness is a multifaceted behavioral disposition that encompasses personal, interpersonal, and cultural dimensions. It has been suggested that the interindividual variability in openness as a personality trait is influenced by various environmental and genetic factors, as well as differences in brain functional and structural connectivity patterns along with their various associated cognitive processes. Alterations in degree of openness have been linked to several aspects of health and disease, being impacted by both physical and mental health, substance use, and neurologic conditions. This review aims to explore the current state of knowledge describing the neurobiological basis of openness and how individual differences in openness can manifest in brain health and disease.

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Tax Assessment of Unauthorized (Illegal) Building Works in Taipei City, Taiwan

Cited by 7 publications

References 0 publications

Revelations of service-learning project: Multiple perspectives of college students’ reflection

Revelations of service-learning project: Multiple perspectives of college students’ reflection

Effects of association interventions on students’ creative thinking, aptitude, empathy, and design scheme in a STEAM course: considering remote and close association

The neurobiology of openness as a personality trait

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