西安住宅室内空气中醛酮类污染物特征   总被引：1，自引：0，他引：1  

董俊刚  曹军骥  王蓓  李顺诚  何建辉 《中国科学院研究生院学报》2007,24(5):692-698

采用主动式气体采样、2,4-DNPH二硝基苯肼吸收、高效液相色谱（HPLC）分析研究了西安市冬、夏两季三所普通居民住宅室内、外空气中13种醛酮类化合物。结果表明：冬、夏两季西安地区住宅室内空气中醛酮类污染物浓度水平均较高。其中，夏季室内、外空气中13种醛酮类化合物总质量浓度为85.86±30.33 µg•m-3和78.86±31.40 µg•m-3，冬季为85.40±28.50 µg•m-3和53.77±16.39 µg•m-3；室内均高于室外；甲醛、乙醛、丙酮为最高组分，三者为总质量的75~80%；三所住宅中，2号住宅（H2）醛类污染物严重，表明装修材料（木地板）与吸烟均有一定程度贡献。  相似文献   

Reflections as near‐peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial‐and‐error          下载免费PDF全文

Lauren M. Anstey  Alison Michels  Julianna Szymus  Wyanne Law  Man‐Hymn Edwin Ho  Fei Qu  Ralph T.T. Yeung  Natalie Chow 《Anatomical sciences education》2014,7(1):64-70

Near‐peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student‐based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial‐and‐error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near‐peer facilitators for an inquiry‐based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near‐peer facilitators in the acquisition of facilitation skills before entering into a process of trial‐and‐error within the classroom. Anat Sci Educ. 7: 64–70. © 2013 American Association of Anatomists.  相似文献   

Social media communication strategies of government agencies: Twitter use in Korea and the USA     

Gohar Feroz Khan  Ho Young Yoon 《亚洲交流杂志》2014,24(1):60-78

This study examines Twitter use by the central government in Korea and the federal government in the USA by employing the webometric technique to extract their Twitter activity (basic Twitter statistics such as the numbers of followers, followings, and Tweets) and the social network analysis technique to map the relationship between their Twitter accounts and the direction of outlinks in their Tweets. The results of the initial analysis indicate some differences in Twitter strategies between the two governments. For example, Korean ministries were well connected through a dense network, engaged in collective cooperation, and retweeted common content to reinforce their collective agendas regardless of their main administrative functions, whereas US government departments were less collective and more individualistic and retweeted those messages that specifically fit the purpose of each department. In addition, the results for outlinks indicate that US government departments preferred private sources of information, whereas Korean ministries, government sources.  相似文献   

Three-dimensional printing-based electro-millifluidic devices for fabricating multi-compartment particles     

Qiu Lan Chen  Zhou Liu  Ho Cheung Shum 《Biomicrofluidics》2014,8(6)

In this work, we demonstrate the use of stereolithographic 3D printing to fabricate millifluidic devices, which are used to engineer particles with multiple compartments. As the 3D design is directly transferred to the actual prototype, this method accommodates 3D millimeter-scaled features that are difficult to achieve by either lithographic-based microfabrication or traditional macrofabrication techniques. We exploit this approach to produce millifluidic networks to deliver multiple fluidic components. By taking advantage of the laminar flow, the fluidic components can form liquid jets with distinct patterns, and each pattern has clear boundaries between the liquid phases. Afterwards, droplets with controlled size are fabricated by spraying the liquid jet in an electric field, and subsequently converted to particles after a solidification step. As a demonstration, we fabricate calcium alginate particles with structures of (1) slice-by-slice multiple lamellae, (2) concentric core-shells, and (3) petals surrounding the particle centers. Furthermore, distinct hybrid particles combining two or more of the above structures are also obtained. These compartmentalized particles impart spatially dependent functionalities and properties. To show their applicability, various ingredients, including fruit juices, drugs, and magnetic nanoparticles are encapsulated in the different compartments as proof-of-concepts for applications, including food, drug delivery, and bioassays. Our 3D printed electro-millifluidic approach represents a convenient and robust method to extend the range of structures of functional particles.  相似文献   

The role of spatial ability in mixed reality learning with the HoloLens     

Simon Ho  Pu Liu  Daniela J. Palombo  Todd C. Handy  Claudia Krebs 《Anatomical sciences education》2022,15(6):1074-1085

The use of mixed reality in science education has been increasing and as such it has become more important to understand how information is learned in these virtual environments. Spatial ability is important in many learning contexts, but especially in neuroanatomy education where learning the locations and spatial relationships between brain regions is paramount. It is currently unclear what role spatial ability plays in mixed reality learning environments, and whether it is different compared to traditional physical environments. To test this, a learning experiment was conducted where students learned neuroanatomy using both mixed reality and a physical plastic model of a brain (N = 27). Spatial ability was assessed and analyzed to determine its effect on performance across the two learning modalities. The results showed that spatial ability facilitated learning in mixed reality (β = 0.21, P = 0.003), but not when using a plastic model (β = 0.08, P = 0.318). A non-significant difference was observed between the modalities in terms of knowledge test performance (d = 0.39, P = 0.052); however, mixed reality was more engaging (d = 0.59, P = 0.005) and learners were more confident in the information they learned compared to using a physical model (d = 0.56, P = 0.007). Overall, these findings suggest that spatial ability is more relevant in virtual learning environments, where the ability to manipulate and interact with an object is diminished or abstracted through a virtual user interface.  相似文献   

Syntactic and discourse skills in Chinese adolescent readers with dyslexia: a profiling study     

Kevin K. H. Chung  Jason C. M. Lo  Connie S.-H. Ho  Xiaoyun Xiao  David W. Chan 《Annals of dyslexia》2014,64(3):222-247

This study aims to investigate the relation of syntactic and discourse skills to morphological skills, rapid naming, and working memory in Chinese adolescent readers with dyslexia and to examine their cognitive–linguistic profiles. Fifty-two dyslexic readers (mean age, 13;42) from grade 7 to 9 in Hong Kong high schools were compared with 52 typically developing readers of the same chronological age (mean age, 13;30) in the measures of word reading, 1-min word reading, reading comprehension, morpheme discrimination, morpheme production, morphosyntactic knowledge, sentence order knowledge, digit rapid naming, letter rapid naming, backward digit span, and non-word repetition. Results showed that dyslexic readers performed significantly worse than their peers on all the cognitive-linguistic tasks. Analyses of individual performance also revealed that over half of the dyslexic readers exhibited deficits in syntactic and discourse skills. Moreover, syntactic skills, morphological skills, and rapid naming best distinguished dyslexic from non-dyslexic readers. Findings underscore the significance of syntactic and discourse skills for understanding reading impairment in Chinese adolescent readers.  相似文献   

A tale of two cities’ university rankings: comparing Hong Kong and Singapore     

Kay Cheng Soh  Kwok Keung Ho 《Higher Education》2014,68(5):773-787

Hong Kong and Singapore were former British colonies, have a predominant Chinese population and value. They began to develop quickly in the late 1960s, become financial hubs of the world in the 21st century. This paper reviews the tertiary education development of the two cities, particularly on the perspective of university rankings. It first elaborates about the emergence of university rankings, and the reason why it becomes a growing exercise, and who would be the benefactors of these exercises. Then it examines the performance of universities of the two cities in the international university ranking systems, makes a general assessment about the relative merits of the higher education systems in both cities. The paper requests ranking comparisons on the detailed items rather than just the sums, and argues that universities in the two cities are on par.  相似文献   

Integrating direct and inquiry-based instruction in the teaching of critical thinking: an intervention study     

Kelly Y. L. Ku  Irene T. Ho  Kit-Tai Hau  Eva C. M. Lai 《Instructional Science》2014,42(2):251-269

Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the inquiry-based approach in different sequences and proportions, in enhancing Chinese secondary student’s critical thinking performance. A total of 651 Grade 12 students participated in an 18-hour intervention with pre- and post-intervention measures on critical thinking performance and critical thinking dispositions. Specifically, critical thinking assessments utilizing different response format were used. Those who received training showed greater improvement on at least one of the critical thinking assessments compared to those who received no training. Participants’ performances with regards to different critical thinking assessments are discussed. Benefits of adopting more than one instructional approach to teaching critical thinking are highlighted.  相似文献   

Attitudes of High School and Vocational School Students Toward Breastfeeding in Taiwan     

Yen-Ju Ho  Chao-Chin Yu 《The Journal of perinatal education》2014,23(2):89-95

  相似文献   

Discoursing Education Reforms: A Case Study of Post-Handover Education Development in Hong Kong     

Ching-wai Ho 《Chinese Education & Society》2018,51(6):431-448

Abstract

This study adopted a discursive institutional framework to examine how teachers make sense of and understand transformation in their work and workplace during education reforms. Examination of this process is highly significant because it helps us to understand the often misplaced emphasis on workload in analysis of teachers’ work pressure in public and academic discussions, which might not reflect the whole picture. In-depth interviews were used to obtain information from the teachers’ perspective as front-line practitioners in the education institution. The study identified the discursive processes contributing to the institutionalization of new ideas and practices introduced during education reforms. This article argues that through situating teachers’ response to the reform in the relevant sociohistorical context, we can better delineate how meaning negotiation is possible in the moment of institutional change.  相似文献