Thermal mixing of two miscible fluids in a T-shaped microchannel     

Xu B  Wong TN  Nguyen NT  Che Z  Chai JC 《Biomicrofluidics》2010,4(4):44102

In this paper, thermal mixing characteristics of two miscible fluids in a T-shaped microchannel are investigated theoretically, experimentally, and numerically. Thermal mixing processes in a T-shaped microchannel are divided into two zones, consisting of a T-junction and a mixing channel. An analytical two-dimensional model was first built to describe the heat transfer processes in the mixing channel. In the experiments, de-ionized water was employed as the working fluid. Laser induced fluorescence method was used to measure the fluid temperature field in the microchannel. Different combinations of flow rate ratios were studied to investigate the thermal mixing characteristics in the microchannel. At the T-junction, thermal diffusion is found to be dominant in this area due to the striation in the temperature contours. In the mixing channel, heat transfer processes are found to be controlled by thermal diffusion and convection. Measured temperature profiles at the T-junction and mixing channel are compared with analytical model and numerical simulation, respectively.  相似文献   

First year juniors and cultural diversity     

John Stringer 《Education 3-13》2013,41(2):21-24

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Towards queer cultural rights     

John Nguyet Erni 《Inter-Asia Cultural Studies》2013,14(1):141-146

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CSE Special Australasian Issue—Guest Editorial     

John Fulcher  David Carrington 《Computer Science Education》2013,23(2)

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Learning More About Learning Improves Teacher Effectiveness     

John Munro 《School Effectiveness & School Improvement》2013,24(2):151-171

The present study examines the possibility that teacher knowledge about learning may have an impact on the effectiveness of a school. Thirty-two secondary qualified teachers engaged in a professional development program that provided a framework for reflective study of the learning process, analysis of key aspects of learning in their classes, and identification of the implications for teaching. Changes in teacher effectiveness were monitored in several ways: (1) changes in the display of effective teacher behaviours consistent with a social-constructivist model of learning, (2) changes in perceived ability to facilitate learning in classes, and (3) changes in student performance. The findings support the prediction that involvement in a systematic exploration of the learning process, with teachers explicating their knowledge of learning, has an direct impact, on the display of effective teaching behaviours and on teachers' personal explicit theory of learning.  相似文献   

Inclusive Learning: the Report of the Committee of Enquiry into the postschool education of those with learning difficulties and/or disabilities,in England, 1996     

John Tomlinson 《欧洲特需教育杂志》2013,28(3):184-196

ABSTRACT

The Report, Inclusive Learning (1996), is the result of a three‐year enquiry into the educational needs of and provision for adults with disabilities and/or learning difficulties in England. It arose from the requirement of an Act of Parliament, in 1992, that the new national funding council for further education should ‘have regard’ for such students in all its work of funding, development and evaluation. The Committee commissioned some fundamental research into the nature and extent of provision, the actual and potential demand for further education and the current requirements of law, and also reviewed existing academic research (chiefly in English‐speaking countries). It took extensive evidence in many modes and, in particular, created a series of workshops in which the students and their advocates could speak for themselves. The outcome was the main Report and summary, together with six supplementary publications. The core of the Report is the notion of ‘inclusive learning’, which places the responsibility for providing appropriate education with the teachers, the managers and the system (ultimately, with society), rather than problematizing the student as one with a deficit. A good education system is not merely about offering access to what is available, but also the making of what needs to be available accessible: the moulding of opportunity. Thus the Report concentrates on a theory of learning and its educational consequences. It represents another step towards embracing students with learning difficulties and/or disabilities unequivocally within the general approach to learning appropriate for all students. This article summarizes the main lines of analysis and argument in the Report and its framework of recommendations to the Further Education Funding Council, teachers, managers, voluntary organizations and to the government.  相似文献   

Open learning for national recovery     

John Gregson 《Open Learning》2013,28(1):8-10

The Lord Gregson DL is an Executive Director of Fairey Holdings Limited, and a member of the House of Lords Select Committee on Science and Technology. In this article, based on his keynote speech at a conference in October 1986 organised jointly by the Open University and the Confederation of British Industry ‐‐ Open Learning Works ‐‐ and attended by about 200 people from industry and commerce, he analyses the problem facing British industry, and then, drawing on the analysis made by the Select Committee of the training performance of British industry in comparison with its competitors, suggests how open learning can contribute to an improvement in that performance. Lord Gregson also holds an Honorary Doctorate from the Open University.  相似文献   

Dissolving boundaries: cross-national co-operation through technology in education     

John Morgan 《Curriculum Journal》2013,24(1):55-68

This article reports research on cross-national co-operation through Information and Communications Technology (ICT) within the statutory curricula of Northern Ireland and the Republic of Ireland. Using quantitative and qualitative methods, the views and experiences of teachers in partner schools in the north and south of Ireland were sought on the capacity and potential of asynchronous computer conferencing and videoconferencing to generate collaborative work in a cross-border setting, to promote cultural awareness among primary and post-primary pupils, and to improve teacher and pupil competence in ICT. The results showed a significant improvement in ICT competence, and also revealed that technical training, enthusiasm and commitment were the key factors for success, and that not only did the pupils develop an awareness of the cultural identity of distant peers, but their sense of responsibility, self-esteem and motivation grew. This particularly helped less able and quieter pupils. There was unexpected rôle reversal when children helped their teachers within an ICT context, a situation not found elsewhere in the curriculum. Additionally, there were beneficial effects on literacy, group work and independent learning, and the skills acquired were transferable. The commitment of the teachers to continue this cross-national work with limited support is a measure of its potential sustainability.  相似文献   

PAPERBACKS     

John P. Gilbert 《Religious education (Chicago, Ill.)》2013,108(5):535-538

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Evaluating Growth for ELL Students: Implications for Accountability Policies     

Joni M. Lakin  John W. Young 《Educational Measurement》2013,32(3):11-26

In recent years, many U.S. states have introduced growth models as part of their educational accountability systems. Although the validity of growth‐based accountability models has been evaluated for the general population, the impact of those models for English language learner (ELL) students, a growing segment of the student population, has not received sufficient attention. We evaluated three commonly used growth models: value tables or transition matrices, projection models, and student growth percentiles (SGP). The value table model identified more ELL students as on track to proficiency, but with lower accuracy for ELL students. The projection and SGP models were more accurate overall, but classified the fewest ELL students as on track and were less likely to identify ELL students who would later be proficient. We found that each model had significant trade‐offs in terms of the decisions made for ELL students. These findings should be replicated in additional state contexts and considered in the development of future growth‐based accountability policies.  相似文献