Cooling Load Distribution of Large Space Building     

陈红兵  涂光备  杨洁  Chan K T 《天津大学学报(英文版)》2003,9(4)

Itiswellknownthatthereexistsanindoortempera turedistribution[1] inbuildingrooms.Asthedistancetotheexternalwallvaries ,thetemperatureisdifferent .However,whenwedesignaheating ,ventilationandairconditioning (HVAC)system ,theindoorairvolumeisstillmodeledas“onepoint”or“perfectlymixed”untilre cently.Thisnegligenceofindoortemperaturedistribu tionsisoneofthemainreasonsofthemalfunctionoftheair conditioningcontrolsystem ,whichinturncausesthecomplaintsoftheroomoccupantsaboutindoorthermalcomfort.Th…  相似文献   

How do tests and summary writing tasks enhance long-term retention of students with different levels of test anxiety?     

Wilson Shun Yin Mok  Winnie Wai Lan Chan 《Instructional Science》2016,44(6):567-581

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Adjustment problems,self‐efficacy,and psychological distress among Chinese gifted students in Hong Kong     

David W. Chan 《Roeper Review》2013,35(4):203-209

The relationships among adjustment problems, self‐efficacy, and psychological distress were investigated in a sample of 207 Chinese gifted students in Hong Kong. A mediation‐effect model specifying that adjustment problems had an effect on psychological distress mediated by self‐efficacy was hypothesized and tested using structural equation modeling procedures. For comparison, a direct‐effect model and a direct‐and‐mediation‐effect model were also fitted to the data. The results indicated that the direct‐and‐mediation‐effect model provided the best and a reasonably adequate fit, suggesting that the effects of adjustment problems on psychological distress could be direct, but more importantly the effects could also be mediated by self‐efficacy. Implications of the findings for enhancing the self‐efficacy of students to promote their psychological well‐being are discussed.  相似文献   

Neubauer, Deane and Kuroda, Kazuo (eds): Mobility and migration in Asian Pacific higher education     

Sheng-Ju Chan 《Higher Education》2013,66(5):649-651

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CORRELATES OF PURE AND CO‐OCCURRING PROACTIVE AND REACTIVE AGGRESSORS IN HONG KONG     

Jacob Yuichung Chan  Annis L. Fung  Lawrence H. Gerstein 《Psychology in the schools》2013,50(2):181-192

Research on aggression in the West has focused mainly on the dichotomy between proactive and reactive aggression, but not the co‐occurring proactive–reactive aggression subtype, despite its prevalence. The authors investigated the differences in psychological and behavioral correlates among proactive, reactive, and proactive–reactive student aggressors and nonaggressors in Hong Kong, China, based on their scores on the Reactive and Proactive Aggression Questionnaire. Participants were 1,356 secondary school students (805 males and 551 females, aged 11 to 18 years). A one‐way multivariate analysis of covariance was conducted to examine group differences in aggression, attention deficits, anxiety/depression, and delinquency. Results showed that proactive–reactive aggressors were significantly more aggressive, less attentive, more anxious/depressed, and more engaged in delinquent behaviors. Reactive and proactive aggressors did not differ in three of these four behaviors. Implications for research and practice when working with proactive–reactive aggressors are discussed.  相似文献   

论小山词的今昔对比与天气描写     

冯婵 《池州学院学报》2009,23(5):77-80

通过统计和细读的方法，本文对含有今昔对比抒情模式的小山词中的关于天气状况的描写展开了研究。在探讨今昔对比抒情模式的内部结构基础上，依据内容和情感，将今昔对比词细分为梦回往昔、睹物思人、故地重游三种类型。进而分别对三类词中天气描写的特点、功能等展开相应的分析研究。本文尝试着从天气描写的角度，对晏几道今昔对比词的内涵敛进一步的发掘，以期深入地把握晏几道人生逆境中的情感心态与其独特的艺术手法。  相似文献   

A Profile of Respite Service Providers in New South Wales     

Jeffrey B. Chan 《International Journal of Disability, Development & Education》2008,55(4):289-302

Respite is one of the critical support systems for families and carers who support and care for a person with a life‐long disability. This study examined the profile of respite services in the Australian state of New South Wales and explored respite providers’ views of the factors influencing respite use, and their expectations of respite services, including delivery. Data were analysed from a 107‐item survey completed by 90 respite service providers who were members of the peak respite service association in New South Wales. A comprehensive profile of respite service providers is presented. A variety of respite services was provided to persons with different disability types in all age ranges and across geographical regions. The views of respite providers on factors influencing respite use and expectations of respite appear consistent with the research evidence on factors influencing some carers. There is a strong argument for respite service funding to be flexible, responsive to the needs of carers and to be consumer‐driven. Appropriate staff training remains an important issue. The findings suggest that many respite providers have significant experience in running a respite service. There is scope for respite providers to consider support for carers. The development of a tool to determine predictors of respite use and non‐use may be beneficial for resource allocation and planning.  相似文献   

The object of learning in action research and learning study     

Ference Marton  Wai Ming Cheung  Stephanie W. Y. Chan 《Educational Action Research》2019,27(4):481-495

ABSTRACT

The Learning study and the Educational Action Research approaches to educational research are compared, not from a third, neutral point of view, but from the perspective of the former. Hence, the comparison is carried out in terms of how the main point of departure of the Learning study (LS), the question of ‘What is to be learned?’, is addressed in the two approaches. Both represent critical stances to Educational objectives, the frequently taken-for-granted answer to the question. Educational objectives communicate, however, what the students are expected to become able to do, but not what they need to learn in order to get there. Hence, what is to be learned cannot be stated in advance, prior to the teacher learning what her students need to learn. The two approaches to educational research agree on the principle that what is to be learned has to be found in the interaction between students and teachers; however, there is an important difference between the two concerning the very point of departure. Educational objectives are too wide and imprecise according to LS, the teachers have to find the critical aspects (necessary to appropriate, but not appropriated as yet by the students) of the object of learning. According to Action research, as formulated by Lawrence Stenhouse, educational objectives are too narrow, too limited and limiting. We shall start looking for what is to be learned amongst inherent aspects of the content itself.  相似文献   

A Review of “Cataloging Correctly for Kids: An Introduction to the Tools”     

May Chan 《Cataloging & classification quarterly》2013,51(5):428-430

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How helpful are error management and counterfactual thinking instructions to inexperienced spreadsheet users' training task performance?     

Peter Caputi  Amy Chan  Rohan Jayasuriya 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):592-597

This paper examined the impact of training strategies on the types of errors that novice users make when learning a commonly used spreadsheet application. Fifty participants were assigned to a counterfactual thinking training (CFT) strategy, an error management training strategy, or a combination of both strategies, and completed an easy task (assessing direct application of the skills learned) followed by a hard task (assessing adaptive transfer). Even though there were no objective differences in performance across conditions, a positive relationship was found between errors and task performance for the CFT and combined conditions in the hard task. These preliminary findings indicate the usefulness of examining not only task performance but also types of errors when assessing the effectiveness of software training strategies.  相似文献