65,389 research outputs found
Fu Jen Catholic University : College of Fashion & Textiles
No full textThe College of Textiles and Fashion is part of Fu Jen Catholic University along with 13 other colleges. Fu Jen Catholic University is a private university in New Taipei City, Taiwan. The university was founded in 1925 in Beijing as Fu Jen Academy, at the request of Pope Pius XI, and re-established in Taiwan in 1961 at the request of Pope John XXIII.
The College of Textiles and Fashion, which was opened in 2017, consists of the Department of Textiles and Clothing, which has existed since the 1970s. The College offers BA, MA and in-service MA programs; the Graduate Institute of Museum Studies; and the MA Program in Brand and Fashion Management. Programs are international and designed to develop specialists for the textile and garment industries as well as fashion curators in the greater China area
Universidad Católica de Fu Jen
No full textMedalla de reconocimiento a Justo Nieto de la Universidad Católica de Fu Jen (FJU, FJCU o Fu Jen) es una universidad católica privada en Xinzhuang, Nueva Taipei, Taiwan.Nieto Nieto, J. (2021). Universidad Católica de Fu Jen. Universitat Politècnica de València. https://riunet.upv.es/handle/10251/174782DO
[[alternative]]The Research on Cognitive and Spiritual Developments of College Students and Related Factors: Based on the Findings of Fu-Jen Catholic University
No full text[[abstract]]Abstract
The purpose of the study was to explore the developments of cognitive and spiritual and related factors for college students in Fu-Jen Catholic University.
The research questions included:
Quantitative part
1. What is cognitive development from freshmen to senior in Fu-Jen Catholic University?
2. Is the cognitive development of the students varied from different personal factors and campus experiences?
3. Which independent variables (included personal factors and campus experiences) explain the greatest amount of unique variance in the cognitive development of the students in Fu-Jen Catholic University?
Qualitative part
4. Why and how these independent variables (include personal factors and campus experiences) explain the cognitive development of the college students who are at the highest position in the “Yang-Huang Cognitive Development Inventory”?
5. What is the spiritual development of the college students who are at the highest position in the “Yang-Huang Cognitive Development Inventory” in Fu-Jen Catholic University? What is the relationship between spiritual development and cognitive development? Why and how these independent variables (include personal factors and campus experiences) explain the spiritual development of the college students who are at the highest position in the “Yang-Huang Cognitive Development Inventory”?
Based on the theories and researches of Perry (1968), Parks (1986, 2000), Pascarella & Terenzini (2005), Yu-Huang (2003c, 2004b), Ruo-Lan Liu (2005), Wen-Bin Chiou (2000, 2002), the instrument of quantitative research, “Yang-Huang Cognitive Development Inventory “ (YHCDI), was developed by the researcher to collect data. Face, content and construct validity were established by a panel of experts, a field test, a pilot study and formal study. The reliability of the instrument was determined by an internal measure of consistency from pilot and formal study. The trustworthiness of qualitative interview was established by prolonged engagement, peer debriefing, member check and self-reflectivity. The personal factors in both cognitive and spiritual development were: gender, age, class rank, socioeconomic status, religion, and major. The campus experiences in cognitive development included: attending courses in interdisciplinary area, academic involvement, faculty-student interaction, and experiences in multiple extra-curriculum activities. The campus experiences in spiritual development included: faculty-student interaction, experiences in multiple extra-curriculum activities, peer interaction, and support from religious group.
The “YHCDI” was administered to 2000 college students who were cluster randomly selected from Fu-Jen Catholic University based upon the proportion of the target population by major and class rank. 1392 respondents were used in the study. Analysis of Variance (ANOVA) and Multiple Hierarchical Regression statistics were used to analyze the quantitative data. Furthermore, the qualitative interview was conducted with eight students who were at the highest stage in the “YHCDI” and came from different class rank, gender, major and were willing to be interviewed.
The findings of the research indicate
Quantitative part
1. The cognitive development of college students in Fu-Jen Catholic University follows Perry’s theory with the “dualism” being the lowest position for all grades students, the “multiplicity-relativism” being the highest position for freshmen and sophomores, and “commitment “ being the highest position for juniors and seniors.
2. Personal factors and campus experiences show differences in cognitive development of college students at Fu-Jen Catholic University
(1) For gender, freshmen male are more in “dualism” than female; while, freshmen female are more in “commitment” than male.
(2) For class rank, sophomores are more in “dualism” than juniors; while, seniors are more in “commitment” than sophomores.
(3) For age, 24 + years old group is more in “commitment” than 20 years old group.
(4) For socioeconomic status, the mean score in “commitment” shows higher for students whose parents earn higher education degree than lowers, but not statistically significant.
(5) For religion, students who have religions are more in “dualism” and “commitment” than have none; however, students who don’t have religions are more in “multiplicity-relativism” than do have.
(6) For major, all make significant differences on cognitive development for Fu-Jen Catholic University students.
3. Socioeconomic status, religion, academic involvement, and faculty-student interaction can explain 2.9% of the variance for “dualism;” age, religion, attending courses in interdisciplinary area, academic involvement and experiences in multiple extra-curriculum activities can explain 3.9% of the variance for “multiplicity-relativism;” class rank, age, religion, academic involvement, faculty-student interaction can explain 19.4% of the variance for “commitment.”
Qualitative part
4. The reasons and processes of the impact from personal factors and campus experiences on the cognitive development of eight students who are at the highest position in the “YHCDI” include:
(1) Personal background may advantage or disadvantage the development depending upon the attitude toward the situation.
(2) Personal cognitive development may be growing or defered depending upon the extent of involvement in campus experiences.
(3) The expandedness out of campus experiences may foster or limit the development depending upon the attitude toward the critical events in the life.
5. The spiritual developments of eight students who are at the highest position in the “YHCDI” in Fu-Jen Catholic University are:
(1) The stages of development include: “adolescent/conventional,” “young adult,” and “tested adult.”
(2) There is a positive parallel relationship between spiritual and cognitive development.
(3) The reasons and processes of the impact from personal factors and campus experiences on the spiritual development of eight students who are at the highest position in the “YHCDI” include:
a) Personal background may advantage or disadvantage the development depending upon the attitude toward the situation
b) Personal spiritual development may be growing or defered depending upon the extent of involvement in campus experiences.
c) The expandedness out of campus experiences may foster or limit the development depending upon the attitude toward the critical events in the life.
Based on the findings, recommendations to students, faculty, and administrators of student affairs on practice in improving cognitive and spiritual development of students at Fu-Jen Catholic University are provided. The suggestions for further research are also presented.
[[alternative]]A case study of Fu Jen Catholic University on promoting character education
No full text[[abstract]]Abstract
Based on the importance of character education in this new century, this study chose the case of Fu Jen Catholic University to learn how they promote character education through related curriculum design, hoping to present the research result of referable models and strategies for promoting character education to current higher education institutes in the country. The purposes of this study are: 1) to discuss the concept and related theoretical foundations of character education; 2) to understand the ideal of Fu Jen Catholic University’s promoting character education; 3) to discuss the model that Fu Jen Catholic University applies in promoting character education; 4) to analyze the strategies that Fu Jen Catholic University applies in promoting character education; 5) to conclude the research result and propose practical recommendations as references for other colleges and universities when they promote character education.
This study concluded the followings: 1) the ideal of Fu Jen Catholic University’s promoting character education comes from the “Apostolic Constitution on Catholic Universities” and the value of whole-person education; 2) Fu Jen Catholic University promotes character education through three dimensions – formal curriculum, informal curriculum and hidden curriculum; 3) their promoting strategies include: (1) to actively convey those core values of truth, goodness, beauty and holiness to faculty members, students and staff; (2) to shape those core values through leadership; (3) to blend those core values into related formal curriculum of character education; (4) to set the basis of those core values in campus’s code of conduct; (5) to encourage open discussion and dialogue on ethic issues; (6) to assist students in practicing those core values; (7) to ensure that the campus is a caring and respectful community; (8) to commit to students of providing a whole-person education. The weakness include: (1)to enhance the assessment currently insufficient on the achievements of those core values; (2) to show pride on school’s accomplishments in promoting morality and citizen moral character. Finally, some research suggestions are proposed according to conclusions: 1) suggestions on Fu Jen Catholic University’s promoting character education; 2) suggestions on other colleges and universities in the country when they promote character education; suggestions on future studies.
The application of this research result is mainly to improve and assess the continuous promotion of character education in Fu Jen Catholic University. In addition, this study also hopes to be able to provide valuable references for other colleges and universities in the country when they promote character education in the future and be well referred as to the direction and vision of developing excellent culture in university campus. Besides, during the research process, this study expects to arouse the public’s attention and feedback on character education so that more people will throw themselves into either academic or practical fields of study to enhance the development of character education.
Adoption, Cynical Detachment, and New Age Beliefs in Juno and Kung Fu Panda
Get PDFIn his article Adoption, Cynical Detachment, and New Age Beliefs in Juno and Kung Fu Panda Fu-Jen Chen situates his study within today\u27s prevailing climate of global consumption to argue that the 2007 film Juno—featuring an unconventional portrayal of the adoption triad and a cynical detachment from public values—not only trivializes and depoliticizes the practice of adoption but also serves as an ideological supplement to today\u27s global capitalism. Furthermore, Kung Fu Panda 1 & 2 (2008; 2011) provide two ideological messages of contemporary New Age spirituality— the belief in nothing in part I, and the attitude of inner peace in part II —that fit with and even fuel the world market economy
A case study of Fu Jen Catholic University on promoting character education
No full text[[abstract]]Abstract
Based on the importance of character education in this new century, this study chose the case of Fu Jen Catholic University to learn how they promote character education through related curriculum design, hoping to present the research result of referable models and strategies for promoting character education to current higher education institutes in the country. The purposes of this study are: 1) to discuss the concept and related theoretical foundations of character education; 2) to understand the ideal of Fu Jen Catholic University’s promoting character education; 3) to discuss the model that Fu Jen Catholic University applies in promoting character education; 4) to analyze the strategies that Fu Jen Catholic University applies in promoting character education; 5) to conclude the research result and propose practical recommendations as references for other colleges and universities when they promote character education.
This study concluded the followings: 1) the ideal of Fu Jen Catholic University’s promoting character education comes from the “Apostolic Constitution on Catholic Universities” and the value of whole-person education; 2) Fu Jen Catholic University promotes character education through three dimensions – formal curriculum, informal curriculum and hidden curriculum; 3) their promoting strategies include: (1) to actively convey those core values of truth, goodness, beauty and holiness to faculty members, students and staff; (2) to shape those core values through leadership; (3) to blend those core values into related formal curriculum of character education; (4) to set the basis of those core values in campus’s code of conduct; (5) to encourage open discussion and dialogue on ethic issues; (6) to assist students in practicing those core values; (7) to ensure that the campus is a caring and respectful community; (8) to commit to students of providing a whole-person education. The weakness include: (1)to enhance the assessment currently insufficient on the achievements of those core values; (2) to show pride on school’s accomplishments in promoting morality and citizen moral character. Finally, some research suggestions are proposed according to conclusions: 1) suggestions on Fu Jen Catholic University’s promoting character education; 2) suggestions on other colleges and universities in the country when they promote character education; suggestions on future studies.
The application of this research result is mainly to improve and assess the continuous promotion of character education in Fu Jen Catholic University. In addition, this study also hopes to be able to provide valuable references for other colleges and universities in the country when they promote character education in the future and be well referred as to the direction and vision of developing excellent culture in university campus. Besides, during the research process, this study expects to arouse the public’s attention and feedback on character education so that more people will throw themselves into either academic or practical fields of study to enhance the development of character education.
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