Single-cell yolk-shell nanoencapsulation for long-term viability with size-dependent permeability and molecular recognition     

Li Wang  Yu Li  Xiao-Yu Yang  Bo-Bo Zhang  Nelle Ninane  Henk J Busscher  Zhi-Yi Hu  Cyrille Delneuville  Nan Jiang  Hao Xie  Gustaaf Van Tendeloo  Tawfique Hasan  Bao-Lian Su 《国家科学评论(英文版)》2021,8(4)

Like nanomaterials, bacteria have been unknowingly used for centuries. They hold significant economic potential for fuel and medicinal compound production. Their full exploitation, however, is impeded by low biological activity and stability in industrial reactors. Though cellular encapsulation addresses these limitations, cell survival is usually compromised due to shell-to-cell contacts and low permeability. Here, we report ordered packing of silica nanocolloids with organized, uniform and tunable nanoporosities for single cyanobacterium nanoencapsulation using protamine as an electrostatic template. A space between the capsule shell and the cell is created by controlled internalization of protamine, resulting in a highly ordered porous shell-void-cell structure formation. These unique yolk-shell nanostructures provide long-term cell viability with superior photosynthetic activities and resistance in harsh environments. In addition, engineering the colloidal packing allows tunable shell-pore diameter for size-dependent permeability and introduction of new functionalities for specific molecular recognition. Our strategy could significantly enhance the activity and stability of cyanobacteria for various nanobiotechnological applications.  相似文献   

ROI calculations for electronic performance support systems     

Hasan Altalib 《Performance Improvement》2002,41(10):12-22

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Changes in organisation of instep kicking as a function of wearing compression and textured materials     

Hosni Hasan  Keith Davids  Jia Yi Chow  Graham Kerr 《European Journal of Sport Science》2017,17(3):294-302

This study investigated effects of wearing compression garments and textured insoles on modes of movement organisation emerging during performance of lower limb interceptive actions in association football. Participants were six skilled (age?=?15.67?±?0.74 years) and six less-skilled (age?=?15.17?±?1.1 years) football players. All participants performed 20 instep kicks with maximum velocity in four randomly organised insoles and socks conditions, (a) Smooth Socks with Smooth Insoles (SSSI); (b) Smooth Socks with Textured Insoles (SSTI); (c) Compression Socks with Smooth Insoles (CSSI); and (d), Compression Socks with Textured Insoles (CSTI). Results showed that, when wearing textured and compression materials (CSSI condition), less-skilled participants displayed significantly greater hip extension and flexion towards the ball contact phase, indicating larger ranges of motion in the kicking limb than in other conditions. Less-skilled participants also demonstrated greater variability in knee–ankle intralimb (angle–angle plots) coordination modes in the CSTI condition. Findings suggested that use of textured and compression materials increased attunement to somatosensory information from lower limb movement, to regulate performance of dynamic interceptive actions like kicking, especially in less-skilled individuals.  相似文献   

The effect of using augmented reality and sensing technology to teach magnetism in high school physics     

Mustafa Serkan Abdusselam  Hasan Karal 《Technology, Pedagogy and Education》2020,29(4):407-424

ABSTRACT

The purpose of this study is to investigate the effect of MagAR, an instructional material for teaching magnetism using augmented reality and sensing technology, on students’ academic achievement and learning process, and to identify students’ views about augmented reality. An embedded mixed-method approach was employed in this study. The study’s results suggest that AR learning environments are effective in teaching physics, and facilitate learning by adding visual and textual components to the learning process. In learning activities integrated with AR, the students were observed to participate more, appeared more comfortable, were able to answer questions related to the subject more easily, had increased self-confidence and exhibited higher academic achievement levels in physics. The results suggest that AR should not be considered as an independent learning environment for the teaching of physics, but would be more effective as supplementary to the laboratory environment.  相似文献   

Effect of emotion-aware interventions on students’ behavioral and emotional states     

Sinem Aslan  Nese Alyuz  Eda Okur  Sinem Emine Mete  Ece Oktay  Asli Arslan Esme 《Educational technology research and development : ETR & D》2018,66(6):1399-1413

The goal of this research is to investigate the effect of emotion-aware interventions on students’ behavioral and emotional states. To this end, we collected data from 12 students in the 9th grade in a high school in Turkey. The data collection took place in two sessions of an English Course. While the students were reading articles and solving relevant questions, our data collection application running in the background recorded the videos of the individual students through a camera and captured students’ screens in a non-intrusive manner. In total, we had 12.5 h of student data. We employed the human expert labeling process (HELP) (Aslan et al. in Workshop proceedings at international conference on intelligent tutoring systems (ITS), pp 156–165, 2016) to have the data labeled (150 h of data labeling in total). The data collection application was designed in a way that it also collected emotional self-labels (i.e., emotional states as self-reported by students at any time of learning). We leveraged emotional self-label information to suggest various real-time interventions for the students. The results obtained using the final expert labels showed that the percentage of the students’ Satisfied state was significantly higher after interventions. The results also demonstrated that although the interventions were triggered by the emotional states as self-labeled by the students and tailored to improve such states, there was a major positive impact of these interventions on students’ behavioral states. This preliminary study showed that even with a limited set of emotion-aware interventions based on self-labels, students’ states could be impacted positively. Conducting large-scale pilots leveraging more advanced interventions is a future direction for our research.  相似文献   

The relationship between critical thinking skills and in‐class questioning behaviours of English language teaching students     

Hasan Şeker 《欧洲师范教育杂志》2008,31(4):389-402

It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. This study aimed at investigating the relationship between critical thinking skills and in‐class questioning behaviours of English Language Teaching (ELT) students at the Faculty of Education at Mugla University. The authors attempted to find out answers to the following questions: ‘What kinds of questions do students in lower and higher critical thinking groups ask?’ and ‘Is there a difference between the questions of students with higher and lower critical thinking scores?’ Three data collection instruments were used: Ennis‐Weir Critical Thinking Essay Test; a reading passage; and a structured interview. The findings obtained suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly. Moreover, these students ask questions to find alternatives, to think the reverse and to head for new ideas. The students in the higher score group experienced thinking processes more intensively than the lower score group.  相似文献   

Culture and education: looking back to culture through education     

Filiz Meşeci Giorgetti  Craig Campbell  Ali Arslan 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):1-6

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Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey     

Zuhal Zeybekoglu Caliskan  Hasan Simsek  Yasar Kondakci 《The Urban Review》2017,49(3):400-419

This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) making school a better place than students’ homes, (2) overcoming the enduring difficulties of working in an atypical school, (3) multiplying learning opportunities, (4) prompting parents to assume more responsibility, (5) locating leadership that makes a difference. These propositions clarify the significance of informal subsystems, school community and the wider environment along with their enabling and blocking effects on a disadvantaged school system. Parallel to other studies on disadvantaged schools, the study highlights the need to refine the orthodox view of the concept of formal education and school, as well as the role of school principal, teachers and parents affiliated with atypical schools.  相似文献   

Culturally relevant/sustaining pedagogy in a diverse urban classroom: Challenges of pedagogy for Syrian refugee youths and teachers in Turkey     

Nihat Kotluk  Hasan Aydin 《British Educational Research Journal》2021,47(4):900-921

This study focused on whether and how teachers implemented the principles of culturally relevant and sustaining pedagogies and the challenges teachers faced while trying to implement these principles with Syrian students in Turkey. The study was built on the four components of pedagogies: academic achievement; cultural competencies; sociopolitical consciousness; and the sustainability of culture. Qualitative data were obtained through interviews and field notes with four teachers who had Syrian students in their classes and four Syrian students. Content analysis was used to examine the data. The findings revealed that both teachers and students had low expectations of academic achievement. Teachers conducted the teaching–learning process entirely according to the perspectives of students who were from the mainstream culture. Teachers tried to improve the cultural competencies and enhance their sociopolitical consciousness of the Syrian students; however, the attempts were limited and inadequate. Although teachers were aware of the importance of sustaining the Syrian culture, they did not know how to do so. The teachers did not have sufficient competencies or experiences to make revisions or to carry out an effective instructional process tailored to the needs of Syrian students because of an absence of skills and knowledge of multicultural education.  相似文献   

How do development paradigms influence education policy?     

Abrar Hasan  Joop Hartog 《Journal of Educational Change》2010,11(3):297-306

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