News

Sport Science Team of NTNU Assisted in the Winning of Tokyo Olympic Games

The Tokyo Olympics is a battlefield for top sporting nations to compete and an important stage for them to demonstrate the results of sports science. Taiwan is no exception. The National Sports Training Center invites domestic sports science and domestic sports medicine experts to organize a sports science team. Research Chair professor of the Department of Athletic Performance Prof. Shiang Tzyy Yuang serves as General Coordinator to integrate the resources of the major sports research teams to support training of athletes to prevent injuries to improve performance.

Does attention deficit and hyperactivity disorder increase risk of mortality?

Background and Purpose: Few studies have explored the risk of death from Attention-Deficit/Hyperactivity Disorder, or ADHD, and existing studies have found inconsistencies and lack information on individual causes. This study investigated the relationship between ADHD and the mortality rate in Taiwan.

Team NTNU Bagged 1 Silver, 2 Bronze from 2020 Tokyo Olympics

Sports games bring excitement and joy to both the athletes and the audiences. Due to the impact of COVID-19, the 2020 Tokyo Olympics was postponed to July 2021. 10 NTNU athletes joined the Olympic games and brought back 1 silver and 2 bronze medals.

Do we really understand math learning disabilities?

Mathematical ability affects the quality of an individual's daily life and employment quality. It is a common difficulty for individuals with learning disabilities, but compared to reading disabilities, mathematics learning disabilities (MLD) are less studied. What is the focus of research on MLD? What are the needs in special education? What is the difference between the current situation of domestic research and the trend of international research? It is worth examining and referring to those who are interested in the topic of MLD.

Can happiness be taught?

In order to teach students to live happily, Wellington College in England pioneered the happiness curriculum. The purpose of this article is to analyze the concept of happiness in the book "Teaching Happiness and Well-being in Schools" by Ian Morris, a representative figure of the British happiness curriculum, in order to judge whether happiness can be taught. The paper points out that Morris' perspective of happiness has undergone transformation, beginning with a direct inheritance from positive psychology, and emphasizing the adjustment of the subject's mindset. In the middle stage, he adopts Aristotle's theory of happiness in action, regarding happiness as a natural feeling and state experienced after activities by the subject. In the latter stage, it is clearly asserted that happiness is an activity according to virtue and that the happiness curriculum should be the foundation of character education. Overall, the Morris Happiness curriculum can be seen as a complex of positive psychology and Aristotle's theory of happiness. Basically, the modules of the well-being curriculum are drawn from the key themes of positive psychology at the beginning, emphasizing that students learn happiness skills that have been proven to be effective, and then changing to underline that these themes must be connected to the development of personal virtue. At this point, happiness lessons and character education become inseparable. This article concludes that happiness can be taught and needs to be taught, but that given the multiplicity of happiness, it is also necessary to examine the concept of happiness reflected in the teaching of happiness from a philosophical perspective.