Advancement of life and death education research: recommending implementation of the Life + Death Education Framework for teaching and research purposes.

and is a distinct field of study that has potential practicality and life relevance for us to consider. For example, one notable inquiry pertaining to life education teaching entails appreciation and theoretical understanding of quality life functioning (e.g.

The Life + Death Education Framework: Proposition of a 'Universal' Framework for Implementation.

and is a distinct field of study that has potential life relevance for consideration (e.g., self-awareness and subsequent improvement of one's own health well-being).

Expanding the scope of "trans-humanism": situating within the framework of life and death education - the importance of a "trans-mystical mindset".

and , as noted from the literatures, has been studied and researched extensively in China, Malaysia, and Taiwan. Our own research undertakings over the past several years, situated in different sociocultural settings have delved into aspects of life and death that could help advance theoretical understanding of the subject matters (e.g.

Advancing the study of life and death education: theoretical framework and research inquiries for further development.

, also known as and , is an interesting subject that may coincide with the subject of lifespan development. In brief, from our theoretical perspective, which guides our teaching and curriculum development, life education considers personal understanding of life functioning on a daily basis, whereas death education explores matters that are related to death and dying. For example, how can a social worker utilize his life knowledge, or life wisdom, to assist a relative to understand the intricate nature of death? In a similar vein, how can a senior citizen use her personal experience of Buddhist meditation practice to overcome a minor Covid setback? Central to our teaching practice is the premise of 'active transformation' (i.

Nonpolar Side Chains Affect the Photochemical Redox Reactions of Copper(II)-Amino Acid Complexes in Aqueous Solutions.

Photochemical redox reactions of Cu(II) complexes of eight amino acid ligands (L) with nonpolar side chains have been systematically investigated in deaerated aqueous solutions. Under irradiation at 313 nm, the intramolecular carboxylate-to-Cu(II) charge transfer within Cu(II)-amino acid complexes leads to Cu(I) formation and the concomitant decomposition of amino acids. All amino acid systems studied here can produce ammonia and aldehydes except proline.

Introducing the Study of Life and Death Education to Support the Importance of Positive Psychology: An Integrated Model of Philosophical Beliefs, Religious Faith, and Spirituality.

, also known as , is an important subject in Taiwan with institutions (e.g., high school) offering degree programs and courses that focus on quality learning and implementation of life education.

Photochemical redox reactions of copper(II)-alanine complexes in aqueous solutions.

The photochemical redox reactions of Cu(II)/alanine complexes have been studied in deaerated solutions over an extensive range of pH, Cu(II) concentration, and alanine concentration. Under irradiation, the ligand-to-metal charge transfer results in the reduction of Cu(II) to Cu(I) and the concomitant oxidation of alanine, which produces ammonia and acetaldehyde. Molar absorptivities and quantum yields of photoproducts for Cu(II)/alanine complexes at 313 nm are characterized mainly with the equilibrium Cu(II) speciation where the presence of simultaneously existing Cu(II) species is taken into account.