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Coordination-driven self-assembly of metallacages has garnered significant interest because of their 3D layout and cavity-cored nature. The well-defined, highly tunable metallacage structures render them particularly attractive for investigating the properties of luminophores, as well as for inducing novel photophysical characters that enable widespread applications. In this review, we summarize the recent advances in synthetic methodologies for light-emitting metallacages, and highlight some representative applications of these metallacages. In particular, we focus on the favorable photophysical properties—including high luminescence efficiency in various physical states, good modularity in photophysical properties and stimulus responsiveness—that have resulted from incorporating ligands displaying aggregation-induced emission (AIE) into metallacages. These features show that the synergy between carrying out coordination-driven self-assembly and using luminophores with novel photophysical characteristics like AIE could stimulate the development of supramolecular luminophores for applications in fields as diverse as sensing, biomedicine and catalysis. 相似文献
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Hanne Moeller Andersen Birgitte Lund Nielsen 《International Journal of Science Education》2013,35(6):906-928
An analytical framework for examining students’ motivation was developed and used for analyses of video excerpts from science classrooms. The framework was developed in an iterative process involving theories on motivation and video excerpts from a ‘motivational event’ where students worked in groups. Subsequently, the framework was used for an analysis of students’ motivation in the whole class situation. A cross-case analysis was carried out illustrating characteristics of students’ motivation dependent on the context. This research showed that students’ motivation to learn science is stimulated by a range of different factors, with autonomy, relatedness and belonging apparently being the main sources of motivation. The teacher’s combined use of questions, uptake and high level evaluation was very important for students’ learning processes and motivation, especially students’ self-efficacy. By coding and analysing video excerpts from science classrooms, we were able to demonstrate that the analytical framework helped us gain new insights into the effect of teachers’ communication and other elements on students’ motivation. 相似文献
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Richard Haugen Thorleif Lund Yngvar Ommundsen 《Scandinavian Journal of Educational Research》2013,57(2):171-185
The purpose of the study was to explore the relationship between attribution and selected personality dispositions, as well as self‐serving attribution. Four hypotheses were formulated: (1) Attributions for positive events correlate differently with the five personality dispositions than attributions for negative events, (2) factor analysis and cluster analysis of attributions for positive and negative events and the five personality dispositions will generate a general bipolar expectancy factor, (3) self‐serving attributions will dominate irrespective of subcultural context, and (4) the dominance of self‐serving attributions will be stronger in an individualistic‐oriented context than in a collectivistic‐oriented context. One‐hundred‐and‐fifty students, selected from two educational contexts (one individualistic‐oriented and one collectivistic‐oriented), were scored on attributions for positive and negative events as well as on the five personality dispositions on the basis of an inventory. All four hypotheses were supported. Educational implications are discussed. 相似文献
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Brady D. Lund 《图书馆管理杂志》2018,58(5):434-448
This article explores the 90% unemployment rate for job-seeking individuals with high-functioning autism, by presenting a theoretical model of positive behavioral support (PBS) adapted from the work of E.G. Carr and the information theory of Roger Greer, and considered within the context of library employment. The information transfer based model of PBS emphasizes the role of metalinguistic awareness and lexical-semantic processing in the design of traditional four-stage PBS intervention. This design may promote the successful employment of individuals with autism spectrum disorders within libraries and other settings. 相似文献
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The purpose of this study was to explore the relationship between students’ reactions to teaching and their consequent performance as measured by course grades. Reactions to teaching were reported by 189 adult part‐time students enrolled in postgraduate studies over two consecutive academic semesters across six different study programs in a large Norwegian training institution. These students’ reactions to teaching were then assessed in relation to their consequent performance, in terms of their individual final course exam grades. The results showed that students’ reactions to teaching were unrelated to their consequent course performance. Implications for practice and directions for future research are discussed. 相似文献