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PurposeThis study employs survey methods to statistically examine the internationalization of quality assurance (IQA) in Taiwanese higher education. The data collected were analyzed to assess the associations between administrators' opinions of the importance of IQA and their evaluations of its implementation, as well as the relationship between implementation and opinions on seven measures of international quality. The study also explores the mediating effect of implementation assessments on the relationship between opinions of the importance of IQA and opinions of international quality.Design/methodology/approachThis study targeted higher education administrators from universities in Taiwan, including presidents, vice presidents, deans, section chiefs, directors, and heads of schools in various departments. Using systematic sampling methods, 80 universities were selected from a population of 159 higher education institutions in Taiwan, with 17-40 potential participants each in 2015. A total of 2,377 questionnaires were distributed to all the administrators of those institutions, and ultimately, 65 institutions and 337 valid questionnaires were analyzed.FindingsThe importance of IQA directly and positively influenced implementation of it on higher education institutions. The implementation directly and positively influenced the level of international quality of the institutions and the importance of IQA had an indirect positive influence on international quality through implementation. The aggregated institution-level results were similar to but much stronger than the individual-level results.Originality/valueThis study examined the IQA of higher education in Taiwan, which is increasingly important to institutions' competitiveness in the global higher education market. The data were analyzed using multilevel structural equation modeling at the individual-level and the aggregate-level. The analysis revealed direct and indirect associations between opinions about IQA and institutional quality. This study makes a significant contribution to the literature because it clarifies the role of administrators (individually and collectively) regarding their institutions' educational quality, and it provides useful information that institutions could apply to improve their international competitiveness.

Background Unscheduled return visits (URVs) to emergency departments (EDs) are used to assess the quality of care in EDs. Machine learning (ML) models can incorporate a wide range of complex predictors to identify high-risk patients and reduce errors to save time and cost. However, the accuracy and practicality of such models are questionable. This review compares the predictive power of multiple ML models and examines the effects of multiple research factors on these models’ performance in predicting URVs to EDs. Methods We conducted the present scoping review by searching eight databases for data from 2010 to 2023. The criteria focused on eligible articles that used ML to predict ED return visits. The primary outcome was the predictive performances of the ML models, and results were analyzed on the basis of intervals of return visits, patient population, and research scale. Results A total of 582 articles were identified through the database search, with 14 articles selected for detailed analysis. Logistic regression was the most widely used method; however, eXtreme Gradient Boosting generally exhibited superior performance. Variations in visit interval, target group, and research scale did not significantly affect the predictive power of the models. Conclusion This is the first study to summarize the use of ML for predicting URVs in ED patients. The development of practical ML prediction models for ED URVs is feasible, but improving the accuracy of predicting ED URVs to beyond 0.75 remains a challenge. Including multiple data sources and dimensions is key for enabling ML models to achieve high accuracy; however, such inclusion could be challenging within a limited timeframe. The application of ML models for predicting ED URVs may improve patient safety and reduce medical costs by decreasing the frequency of URVs. Further research is necessary to explore the real-world efficacy of ML models.

Emergency medicine (EM) is a rapidly developing specialty worldwide. The scientific publications trend is one of the parameters to evaluate national EM developmental milestones. This study was performed to analyze the publication trends from emergency departments (EDs) of International Federation for Emergency Medicine (IFEM) full member countries from 2009 to 2018. All data were retrieved from the SciVerse Scopus database. IFEM full member countries where EM was recognized as a specialty before 2009 and annual publication numbers exceeded 12 in 2018 were included. The EM journals list was adopted from the 2017 Journal Citation Reports. Publications with the first author affiliated with EDs were divided into EM or non-EM journal groups according to the publishing journal. The slope (β) of the linear regression was used to assess the trends of publication numbers. The correlation between the 2009 publication number and the trend of publication between 2009 and 2018 was measured by Pearson's correlation coefficient (r). The correlation between funding numbers and publication numbers was analyzed by Spearman's rank correlation coefficient (rs). We identified 30,130 publications with first authors from EDs in 19 countries. The numbers of publications in both EM and non-EM journals showed an increasing trend in 12 countries. Fifteen of the 19 countries had a greater increasing trend in non-EM journals than in EM journals. The 2009 publication numbers were positively correlated with the publication increasing trend between 2009 and 2018 in both EM and non-EM journals (r = 0.854 and 0.947, respectively, both p < 0.001). The funded publication number was positively correlated with the total national publication amount (rs = 0.748, p < 0.001). The research capacity of EDs has been increasingly recognized by other medical specialties. The national publication numbers from EDs may predict the academic publication increasing trends in the subsequent 10 years.

(1) Background and Objectives: The COVID-19 pandemic has considerably affected clinical systems, especially the emergency department (ED). A decreased number of pediatric patients and changes in disease patterns at the ED have been noted in recent research. This study investigates the real effect of the pandemic on the pediatric ED comprehensively by performing a systematic review of relevant published articles. (2) Materials and Methods: A systematic review was conducted based on a predesigned protocol. We searched PubMed and EMBASE databases for relevant articles published until 30 November 2021. Two independent reviewers extracted data by using a customized form, and any conflicts were resolved through discussion with another independent reviewer. The aggregated data were summarized and analyzed. (3) Results: A total of 25 articles discussing the impact of COVID-19 on pediatric emergencies were included after full-text evaluation. Geographic distribution analysis indicated that the majority of studies from the European continent were conducted in Italy (32%, 8/25), whereas the majority of the studies from North America were conducted in the United States (24%, 6/25). The majority of the studies included a study period of less than 6 months and mostly focused on the first half of 2020. All of the articles revealed a decline in the number of pediatric patients in the ED (100%, 25/25), and most articles mentioned a decline in infectious disease cases (56%, 14/25) and trauma cases (52%, 13/25). (4) Conclusions: The COVID-19 pandemic resulted in a decline in the number of pediatric patients in the ED, especially in the low-acuity patient group. Medical behavior changes, anti-epidemic policies, increased telemedicine use, and family financial hardship were possible factors. A decline in common pediatric infectious diseases and pediatric trauma cases was noted. Researchers should focus on potential child abuse and mental health problems during the pandemic.

This study aimed to examine the awareness and performance of pre-service teachers in Taiwan regarding the Sustainable Development Goals (SDGs). A mixed-methods research approach was employed, utilizing a questionnaire survey to obtain quantitative data on pre-service teachers’ perceived importance of and performance on SDGs. Qualitative data were supplemented through interviews with professors and pre-service teachers at a university that incorporated SDGs into its pre-service teacher education courses. The findings revealed that pre-service teachers perform best in “Quality Education” and “Gender Equality.” Men with STEM(Science, Technology, Engineering, Mathematics) fields demonstrated higher levels of awareness of sustainable development, and pre-service teachers majoring in STEM fields outperformed those in non-STEM fields in SDGs performance. Pre-service teachers identified “Good Health & Well-being,”“Life below Water,” and “Life on Land” as the indicators in most urgent need of improvement. Integrating the SDGs into teacher education programs can assist pre-service teachers in enhancing their awareness and performance regarding various SDG indicators. Plain Language Summary Pre-service teachers’ perceptions and performance on SDGs Introduction: The United Nations’ Sustainable Development Goals (SDGs) are among the most influential sustainability indicators today. Incorporation of the SDGs into pre-service teacher education is necessary for countries to promote education on sustainable development. Aim: to examine the development priorities for sustainable development in pre-service teacher education. Method: A questionnaire survey was used to obtain quantitative data on the perceived importance of and performance on the SDGs among pre-service teachers in Taiwan. The data were supplemented by qualitative data acquired from interviews with the professors and pre-service teachers of a college that incorporates the SDGs in its pre-service teacher education courses. Results: pre-service teachers perform best in “Quality Education” and “Gender Equality.” Men with STEM (Science, Technology, Engineering, Mathematics) fields demonstrated higher levels of awareness of sustainable development, and pre-service teachers majoring in STEM fields outperformed those in non-STEM fields in SDGs performance. Pre-service teachers identified “Good Health & Well-being,”“Life below Water,” and “Life on Land” as the indicators in most urgent need of improvement. Conclusion: Integrating the SDGs into teacher education programs can assist pre-service teachers in enhancing their awareness and performance regarding various SDG indicators.

Sodium citrate (SC) is sensitive to violet light illumination (VLI) and acts as a weak reductant. Conversely, gold (III) chloride trihydrate (GC) often acts as an oxidant in a redox reaction. In this study, the influences of colored light on the production of gold nanoparticles (AuNPs) in a mixture of gold (III) ions and citrate via VLI and the antibacterial photodynamic inactivation (aPDI) of Escherichia coli (E. coli) are determined under alkaline conditions. The diameter of AuNPs is within the range of 3–15 nm, i.e., their mean diameter is 9 nm; when citrate is mixed with gold (III) ions under VLI, AuNPs are formed via an electron transfer process. Additionally, GC mixed with SC (GCSC) inhibits E. coli more effectively under VLI than it does under blue, green, or red light. GCSC and SC are shown to inhibit E. coli populations by 4.67 and 1.12 logs, respectively, via VLI at 10 W/m2 for 60 min under alkaline conditions. GCSC-treated E. coli has a more significant photolytic effect on anionic superoxide radical (O2•−) formation under VLI, as more O2•− is formed within E. coli if the GCSC-treated samples are subjected to VLI. The O2•− exhibits a greater effect in a solution of GCSC than that shown by SC alone under VLI treatment. Gold (III) ions in a GCSC system appear to act as an oxidant by facilitating the electron transfer from citrate under VLI and the formation of AuNPs and O2•− via GCSC photolysis under alkaline conditions. As such, the photolysis of GCSC under VLI is a useful process that can be applied to aPDI.

[LANGUAGE=”English”] Research Motivation and PurposeRural education has been emphasized during the development of Taiwan’s education-related policies since 2017 recent years. However, the factors influencing parental choices of schools for children graduating from junior high or elementary schools in remote areas remain underexplored. Moreover, in-depth studies on parental educational expectations and involvement in school education are limited. Therefore, this study was conducted to estimate the cross-district enrollment rate of junior high and elementary school graduates. Furthermore, the correlations between parental educational expectations, parental involvement in school education, and factors influencing their school choice were investigated. We also assessed the disparities arising from factors such as school tier, remoteness level, and family socioeconomic status and the differences in factors influencing school choice between parents enrolling their children in schools within their original district and those enrolling their children in schools outside their district.Literature ReviewStudents from remote areas often encounter unfavorable conditions during school selection; this often results in their enrollment in schools outside their district (Lin, 2012). Parsons et al. (2000) conducted a case study on the situation of UK students attending schools outside their district and revealed that cross-district enrollment was most pronounced in rural areas, moderately remote suburbs, and nonremote urban areas, with the rural regions experiencing the most substantial impact. This underscores the fact that a considerable number of students from remote areas choose to attend schools outside their district, which potentially leads to the problem of student attrition.Understanding the cross-district transition of students from remote areas and the factors affecting parental school choices can guide future education policies for remote areas. Apart from school choice, parental educational expectations is strongly correlated with children’s learning (Fan & Chen, 2001; Pinquart & Ebeling, 2020). Studies have reported disparities in parental children’s perspectives regarding their children’s educational expectations, particularly among parents with varying socioeconomic backgrounds and remoteness levels (Yulianti et al., 2019). Parents in areas with higher remoteness levels tend to have lower expectations for their children’s education attainment and participation (Byun et al., 2012). The importance of parental involvement in school education is often studied because of its significant effects on student learning (Hill & Tyson, 2009; Keith et al., 1998). These research perspectives (Byun et al., 2012; Fan & Chen, 2001; Hill & Tyson, 2009; Keith et al., 1998; Pinquart & Ebeling, 2020; Yulianti et al., 2019) indicate that studies on parental educational expectations and involvement in school education in remote areas should not be overlooked. Therefore, this study was conducted using parental educational expectations and involvement as related research variables.Studies on the interrelationship between variables have reported a significant correlation between parental educational expectations and parental involvement in school education (Castro et al., 2015; Froiland et al., 2013; Goodall, 2018; Jeynes, 2022). Furthermore, the influence of parental educational expectations on parental involvement was demonstrated to be consistently high across students stratified by such as age, ethnicity, sex, academic achievement, and subject preferences (Jeynes, 2022). Some studies have also suggested that students often consider parental expectations in their decision-making process for school selection (Boerchi, 2020; Martinez et al., 1995). This finding suggests that parental educational expectations influence school selection to some extent. Regarding the effects of parental involvement in school education on school selection, Cox and Witko (2008) and McGinn and Ben-Porath (2014) did not report any correlation between parental involvement and school choice; however, their research samples mainly comprised parents from general or metropolitan areas and might not have represented parents in remote areas. By contrast, Goldring and Phillips (2008) indicated that parental involvement in schools is a key indicator of school choice.MethodsWe conducted a questionnaire survey among parents whose children had graduated from junior high or elementary schools in remote areas of Taiwan in 2021. A total of 2,047 valid questionnaires were obtained. The collected data were statistically analyzed through one-way analysis of variance and repeated-measures analysis of variance by using IBM SPSS software. Furthermore, structural equation modeling was performed and the multiple indicators multiple causes model was used for data analysis; for this, we used Muthén & Muthén Mplus.Results and ConclusionThe study findings were as follows:1. The cross-district enrollment rate of junior high school graduates (47%) was significantly higher than that of elementary school graduates (28%). The rate was significantly higher for graduates from extremely and moderately remote areas (60% and 58%, respectively) than for those from remote areas (44%). Additionally, the rate was significantly higher for elementary school graduates with a high socioeconomic status (30%) than for those with a low socioeconomic status (19%); this finding indicates that students who opted to stay in their original school district may not do so voluntarily but may be influenced by the limitations arising from their family’s socioeconomic status.2. Parents of graduates from both elementary and junior high schools in remote areas had high expectations for their children’s education. However, parents of elementary school graduates had significantly higher expectations than did those of junior high school graduates. Moreover, parents of elementary school graduates with a high socioeconomic status had significantly higher education expectations than did those of elementary school graduates with a low socioeconomic status.3. Parents of primary school graduates in remote areas exhibited significantly higher levels of involvement in school education than did those of junior high school graduates. Additionally, parents of primary school graduates in extremely remote areas exhibited significantly higher levels of involvement than did their counterparts from moderately remote and remote areas. Similarly, parents from extremely remote areas exhibited higher levels of involvement than those in remote areas. This trend suggests that the more remote the school is, the higher is the level of parental involvement in primary education. This trend was also observed for parents of junior high school students. Furthermore, parents of graduates with a high socioeconomic status exhibited significantly higher levels of involvement in school education than did those of graduates with a low socioeconomic status.4. The most important factor influencing school choice for parents of both junior high school and elementary school graduates was facilities, followed by teacher quality.5. The educational expectations of the parents of junior high school graduates in remote areas exerted a significant, positive, and moderate direct effect on parental involvement in school education. These expectations exerted a significant indirect effect on various factors influencing school choice; this effect was mediated through parental involvement in school education and varied across factors influencing school choice.Parents of students who remained in their original district placed significantly more importance on the factor convenient transportation than did those of students who attended school in a cross-district. Conversely, parents of students who attended school in a cross-district placed more importance on welfare subsidies than did those of students remained in their original district.[LANGUAGE=”Chinese”] 偏遠地區教育為我國近年教育政策發展之重點，但其中關乎偏遠地區國中小畢業生升學的家長學校選擇因素長期受到忽視，與此相關的家長教育期望、家長參與學校教育亦鮮有深入之研究。因此，本研究乃分析國中小畢業生跨區升學比率，以及家長教育期望、參與學校教育及學校選擇因素的現況與彼此關係，並探討學校層級、偏遠級別、家庭社經所造成的差異，以及原區升學家長與跨區升學家長在學校選擇因素上的差異。本量化研究以臺灣偏遠地區國中小畢業生家長為研究對象，採用問卷調查法，最後回收有效問卷2,047份。依分析結果歸納結論如下：一、跨區升學比率方面，國中生顯著高於國小生、特偏與極偏國中生顯著高於偏遠、高家庭社經國小生顯著高於低家庭社經；二、家長教育期望方面，國小家長顯著稍高於國中家長、高家庭社經國小家長顯著高於低家庭社經；三、家長參與學校教育方面，國小家長顯著高於國中家長、愈偏遠的國中小家長有愈高的參與、高家庭社經國中家長顯著高於低家庭社經；四、國中小畢業生家長學校選擇因素中，以「設備環境」最受重視，其次是「教師素質」；五、家長教育期望對參與學校教育具有顯著正向中低度直接影響作用，且對學校選擇因素具有顯著正向直接與間接影響作用；六、原區升學家長相較於跨區升學家長更重視「交通便利」，而跨區升學家長更重視「福利補助」。

Tea is rich in catechins and aluminum. In this study, the process of catechin photolysis was applied as a model for examining the effects of aluminum chloride (AlCl3) on the structural changes of catechin and the alteration of aluminum complexes under blue light irradiation (BLI) at pH 8 using liquid chromatography and mass spectrometry techniques. Additionally, the effects of anions on catechin upon the addition of AlCl3 and treatment with BLI were also studied. In this study, when 1 mM catechin was treated with BLI, a superoxide anion radical (O2•−) was generated in an air-saturated aqueous solution, in addition to forming a dimeric catechin (proanthocyanidin) via a photon-induced redox reaction. The relative percentage of catechin was found to be 59.0 and 95.7 for catechin treated with BLI and catechin upon the addition of 1 mM AlCl3 treated with BLI, respectively. It suggested that catechin treated with BLI could be suppressed by AlCl3, while AlCl3 did not form a complex with catechin in the photolytic system. However, under the same conditions, it was also found that the addition of AlCl3 inhibited the photolytic formation of O2•−, and reduced the generation of proanthocyanidin, suggesting that the disconnection of proanthocyanidin was achieved by AlCl3 acting as a catalyst under treatment with BLI. The influence of 1 mM fluoride (F−) and 1 mM oxalate (C2O42−) ions on the photolysis of 1 mM catechin upon the addition of 1 mM AlCl3 and treatment with BLI was found to be insignificant, implying that, during the photolysis of catechin, the Al species were either neutral or negatively charged and the aluminum species did not form a complex with anions in the photolytic system. Therefore, aluminum, which is an amphoteric species, has an inherent potential to stabilize the photolysis of catechin in an alkaline conditions, while suppressing the O2•− and proanthocyanidin generation via aluminum ion catalysis in the catechin/Al system under treatment with BLI.

[LANGUAGE=”English”] Research motivation and purposeThe Academic Portfolio, a pivotal component of the Master Framework for the Curriculum Guidelines of 12-Year Basic Education, is designed to promote literacy education and support high school students in career planning. Determining the effectiveness of the Academic Portfolio and understanding students’ perspectives and participation is necessary. A nationwide survey, in conjunction with empirical data, is required to validate the effectiveness of the Academic Portfolio and its influence on higher education choices. This study used the framework of the Theory of Planned Behavior (TPB) to examine high school students’ beliefs, attitudes, subjective norms, perceived behavioral control, intention, and behavior toward the Academic Portfolio and the influence of behavior on core competencies, career planning, and higher education choices.LiteratureThe Academic Portfolio refers to a method of assessment that documents students’ learning processes, growth, and changes by collecting various processes and outputs, thereby authentically reflecting students’ learning performance. The Portfolio is accessible not only to students but also to peers, parents, and teachers, who can observe the students’ learning outcomes and related achievements. Additionally, observers can understand students’ strengths and weaknesses, intrinsic motivations, learning feedback, and self-actualization throughout the learning process. The 12-Year Basic Education program requires that students complete an Academic Portfolio in high school. The K-12 Education Administration of the Ministry of Education has established a student Academic Portfolio database for the senior secondary education stage that hosts relevant data uploaded by Taiwanese school students within a specified time frame. Subsequently, when students apply to universities, their files in the database, with their consent, can be provided to the applying schools as a reference for admissions. The greatest benefit of this system is that it allows universities to understand the students’ interests and aspirations without requiring high school seniors to create additional résumé files. The database contains information on students’ basic information, course records, course learning outcomes, diverse performances, student statements, and other materials (Lin, 2021; Ministry of Education, 2019; Shih et al., 2023). Following the implementation of the 108 Curriculum Guidelines, promoting the Academic Portfolio system has become a key policy initiative. Core competencies and practical learning activities within schools are imperative. However, the promotion of the Academic Portfolio system has encountered numerous misunderstandings and difficulties, not only from students and parents but also from school teachers and the general public (Lin, 2021; Liu, 2019). Therefore, this study examined the current implementation status of this initiative from the perspective of students by using a large-scale survey.The TPB posits that the likelihood of an individual engaging in a particular action is primarily determined by the individual’s intention to perform that action, which is influenced by three main factors: attitude, subjective norms, and perceived behavioral control (Ajzen, 1991; Fishbein & Ajzen, 1977). Within the TPB model, an individual’s engagement in a behavior is determined by their specific behavioral intention, which is influenced by their attitude, subjective norms, and perceived behavioral control (Wang et al., 2020; Chang et al., 2021). These factors can be traced back to behavioral beliefs, normative beliefs, and control beliefs, respectively. Behavioral beliefs refer to an individual’s favorable thoughts about the outcomes of completing a specific behavior. Normative beliefs involve the perceived behavioral expectations of significant others, such as relatives, friends, and teachers. Control beliefs refer to an individual’s perception of the resources and opportunities available to them or the barriers they may encounter when undertaking a specific behavior (Ajzen, 1991; Davis et al., 2002). Intention, in this context, represents the strength of an individual’s willingness to perform a specific behavior. Attitude refers to an individual’s positive or negative feelings toward the behavior. Subjective norms refers to the perceived social pressure to perform or not perform the behavior. Perceived behavioral control refers to an individual’s perception of the extent to which they can autonomously control the behavior (Ajzen, 1991; Fishbein & Ajzen, 1975). The definitions of all these TPB-related variables in the context of this study are as follows:1. Behavioral beliefs: High school students’ beliefs that engaging in the preparation of the Academic Portfolio will lead to favorable outcomes, categorized into affective and instrumental beliefs.2. Normative beliefs: Evaluations of the Academic Portfolio by high school students’ teachers, peers, relatives, and societal norms.3. Control beliefs: High school students’ perceptions of the time, resources, and opportunities they have for preparing the Academic Portfolio.4. Attitude: High school students’ positive or negative evaluations of the Academic Portfolio.5. Subjective norms: The social pressure high school students perceive in relation to the Academic Portfolio, meaning the influence of significant others (teachers, peers, relatives, societal norms) on students’ attitudes and behaviors regarding the Portfolio.6. Perceived behavioral control: High school students’ perception of their autonomy and confidence in preparing the Academic Portfolio.7. Behavioral intention: The subjective probability that high school students will engage in preparing the Academic Portfolio, reflecting their willingness to do so.8. Behavior: The degree to which high school students are actually involved in the preparation of the Academic Portfolio.MethodsThis study primarily analyzed feedback from high school students about the Academic Portfolio system. Data were collected through a paper-based questionnaire survey from second- and third-year high school students in Taiwan. A total of 120 high schools of various types were randomly selected, and 40 students were randomly chosen from each school, resulting in a total of 4,800 questionnaires being distributed, from which 3,638 valid responses were collected.Results and conclusion1. High school students still lack sufficient belief in the benefits of the Academic Portfolio.2. Educational stakeholders express slight disagreement with the Academic Portfolio.3. High school students generally have adequate resources and opportunities to prepare their Academic Portfolio.4. High school students hold a somewhat negative attitude towards the Academic Portfolio.5. Educational stakeholders believe that high school students should make efforts to enrich their Academic Portfolios.6. High school students are still able to autonomously manage the preparation of their Academic Portfolios.7. High school students exhibit a willingness to prepare their Academic Portfolios and engage in actual preparatory behavior.8. Perceived behavioral control is the most crucial factor influencing high school students’ willingness and behavior towards preparing their Academic Portfolio.9. Participation in the preparation of the Academic Portfolio is beneficial for cultivating core competencies and career planning among high school students.10. High school students’ engagement in preparing their Academic Portfolio slightly increases their intention to pursue higher education and exerts a minor influence on their choice of admission pathways.[LANGUAGE=”Chinese”] 本研究以計畫行為理論為基礎，聚焦高中生對學習歷程檔案的信念、態度、主觀規範、知覺行為控制、意向與投入的狀況和關係模型，並探討投入行為對核心素養、生涯規劃與升學選擇的影響。本研究以紙本問卷調查臺灣高中生，最終回收有效問卷3,638份。研究結論包括高中生對學習歷程檔案良好結果助益信念有所不足，態度略偏負面，不過，擁有準備學習歷程檔案的資源與機會還算充足，且尚能自主掌控學習歷程檔案的準備。而教育利害關係人對學習歷程檔案略表不認同，但是，認為高中生應努力充實學習歷程檔案。再者，高中生擁有學習歷程檔案準備的意願與實際投入行為，並以知覺行為控制為影響高中生準備意願與投入行為的最重要因素。最後，研究發現高中生參與學習歷程檔案的準備有益於孕育核心素養與發展生涯規劃，且略有利於提高升學意向，對部分入學管道選擇也發揮了微小影響。對未來研究建議方面，建議以高中生學習歷程資料庫中學生實際上傳的資料進行客觀分析，並建立長期追蹤調查資料，以分析趨勢變化。同時，也建議學校端與政府政策應加強宣導學習歷程檔案與制度調整，學校應藉由學習歷程檔案實踐素養導向教育與生涯發展教育的理念，教師也應著重加強學生對學習歷程檔案的自信心與自主權。

Tetracycline (TC) is a broad-spectrum antibiotic compound. Wastewater with TC may have an adverse effect on ecosystems. Riboflavin-5′-phosphate (FMN or flavin mononucleotide) is a non-toxic product of the phosphorylation of vitamin B2 and is required for the proper functioning of the humans. FMN is sensitized to ultraviolet (UV) and blue light radiation, as evidenced by the generation of reactive oxygen species (ROS). This study inspects feasible applications of blue light on FMN so as to develop a valid way of degrading TC by FMN photolysis. We used the increased rate of bacterial survival as a practical indicator of antibiotic degradation. TC in the presence of FMN solution decomposed completely after 20 W/m2 of blue light irradiation (TCF treatment), and the degradation of TC (D-TCF) occurred after the photolytic process. After TCF treatment, colony-forming units (CFUs) of Escherichia coli (E. coli) were determined for the D-TCF solution. The CFU of E. coli preservation was 93.2% of the D-TCF solution (50 μg/mL of TC in the presence of 114 μg/mL of FMN solution treated with 20 W/m2 of blue light irradiation at 25 °C for 1 h) cultivation. The mass spectrum of D-TCF showed diagnostic ion signals at m/z 431.0 and 414.0 Da. The molecular formula of D-TCF was C21H22N2O8, and the exact mass was 430.44 g/mol. TC degradation by FMN photolysis can significantly decrease the antimicrobial ability of TC. The results expressed here regarding the influence of FMN photolysis on TC degradation offer an environmentally sound wastewater treatment method.