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L.O. Chua 《Journal of The Franklin Institute》1973,296(2):91-113
This paper presents a novel graph theoretic approach for deriving various stationary principles for single-element type nonlinear networks. The concepts of total content, co-content and hybrid content are generalized to that of total parametric content for resistive nonlinear networks containing multivalued elements. The results by Brayton and Moser on potential functions for complete m-ports are generalized to non-complete m-ports in terms of three pseudopotential functions; namely, the pseudo-content, pseudo- co-content and the pseudo-hybrid content. The precise criterion for which each of these pseudo-potential functions reduces to a legitimate potential function is shown to be the unique solvability of an implicit set of equations given explicitly in terms of standard topological matrices. Simple circuit theoretic sufficient conditions are given which require merely the positive-definiteness of the incremental resistance matrix of an auxiliary complete current-controlled p-port and the incremental conductance matrix of an auxiliary complete voltage-controlled q-port. These conditions also guarantee that a non-complete dynamic nonlinear network can be represented by a system of normal form differential equations in terms of a single mixed potential function. 相似文献
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Suat Khoh Lim-Teo Kwee Gek Chua Wai Kwong Cheang Joseph K. Yeo 《International Journal of Science and Mathematics Education》2007,5(2):237-261
Mathematics pedagogical content knowledge (MPCK) of teachers cannot be easily defined but is a complex concept integrating
generic pedagogical knowledge, mathematics teaching methodology as well as knowledge of the discipline of mathematics. It
is the objective of mathematics methodology courses in teacher preparation programmes to begin the development of MPCK in
their pre-service teachers. As part of a research study on the development of MPCK in primary school beginning teachers, a
16-item instrument was developed to measure some aspects of the MPCK for teaching mathematics at primary level. The instrument
was administered to the 2003 Intake of the Diploma in Education student teachers at the National Institute of Education, Singapore
just at the beginning of their programme. As they completed their methodology course in February 2005, the instrument was
administered again. This paper will discuss the findings concerning their performance in these two tests, with reference to
the overall performance as well as topic-specific and MPCK construct-specific performance. The findings indicate that student
teachers at the beginning of their programmes are generally quite weak in their mathematics pedagogical content knowledge,
as might be expected. There was significant improvement in some aspects of their MPCK on completion of their mathematics pedagogy
course. 相似文献
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Children’s use of metacognition in solving everyday problems: An initial study from an Asian context
The aim of this study is to understand the relationship between metacognition and students’ everyday problem solving. Specifically,
we were interested to find out whether regulation of cognition and knowledge of cognition are related to everyday problem
solving and whether students who perform better in the decision-making problem will better differentiate the various components
of metacognition. Two hundred and fifty-four fifth grade students completed a survey. We found evidence to suggest the existence
of two major components of metacognition. Our results also suggest that at a higher level of decision-making, knowledge of
cognition and regulation of cognition were differentiated in their use by participants. 相似文献
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Wieslaw L. Nowinski Arumugam Thirunavuukarasuu Anand Ananthasubramaniam Beng Choon Chua Guoyu Qian Natalia G. Nowinska Yevgen Marchenko Ihar Volkau 《Anatomical sciences education》2009,2(5):244-252
Preparation of tests and student's assessment by the instructor are time consuming. We address these two tasks in neuroanatomy education by employing a digital media application with a three‐dimensional (3D), interactive, fully segmented, and labeled brain atlas. The anatomical and vascular models in the atlas are linked to Terminologia Anatomica. Because the cerebral models are fully segmented and labeled, our approach enables automatic and random atlas‐derived generation of questions to test location and naming of cerebral structures. This is done in four steps: test individualization by the instructor, test taking by the students at their convenience, automatic student assessment by the application, and communication of the individual assessment to the instructor. A computer‐based application with an interactive 3D atlas and a preliminary mobile‐based application were developed to realize this approach. The application works in two test modes: instructor and student. In the instructor mode, the instructor customizes the test by setting the scope of testing and student performance criteria, which takes a few seconds. In the student mode, the student is tested and automatically assessed. Self‐testing is also feasible at any time and pace. Our approach is automatic both with respect to test generation and student assessment. It is also objective, rapid, and customizable. We believe that this approach is novel from computer‐based, mobile‐based, and atlas‐assisted standpoints. Anat Sci Educ 2:244–252, 2009. © 2009 American Association of Anatomists. 相似文献
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Poh Chua Siah Sook Beng Christina Ong Swee Mee Tan Chzia Poaw Sim Raphael Yi Xian Thoo 《Journal of School Choice》2018,12(1):34-51
Aiming to explore factors affecting Malaysian Chinese parents in sending their children to either national secondary schools or Chinese independent schools, 494 parents were surveyed using a questionnaire. Results showed that parents who sent their children to Chinese independent schools have different priorities compared to those who sent theirs to national secondary schools—the former are concerned with teachers’ quality, chances of learning the Chinese culture and Mandarin while the latter are concerned with tuition fees and strategic location. In general, the finding that Malaysian Chinese parents take cultural and language factors into account when choosing a suitable school for their children is interesting because both are seldom listed as important. 相似文献
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Rowena L. Escolar Chua 《Educational gerontology》2018,44(7):433-446
A considerable number of studies have been carried out to explore the experiences of the elderly engaging in third age education, however, most of these investigations have focused on elderly motivation, the benefits accruing from their participation, and the barriers they have encountered during their lifelong learning experience. However, there has been little attempt to probe into the experiences of the elderly engaging in third age education and how they view themselves during that time. This grounded theory study purported to describe the processes through which a select group of Filipino elderly experienced community-based third age learning programs. A series of in-depth interviews were conducted on 24 Filipino elderly who participated in a 4-month third age education program. Interestingly, this study revealed four distinct and yet interrelated stages of Holding Back, Opening Up, Moving Forward and Empowering which were embedded in the model H.O.M.E: A Pulley Model of Elderly Participation in Third Age Education Program. The emerged model is a valuable compass for gerontologists as they provide meaningful and geriatric-friendly programs, projects and activities that not only address the growing needs of the elderly but also facilitate their smooth entry to and completion of their third age learning participation. 相似文献