崇澍蕨属(Chieniopteris Ching)——中国蕨类植物的一新属

 A new fern genus, Chieniopteris Ching, based upon  Woodwardia  harlandii Hook. from South China, is here proposed.  Its systematic position seems to be apparently inter- mediate between Lorinseria Presl of the east North America and Woodwardia  Sm.  of the Old World, from the former the genus is distinguished by its upland habitat, by the uniform fronds of chartaceous or rather subcoriaceous texture  with  straw-colored stipe and rachis of the leaves; from the latter by the long  creeping  rhizome with  distant fronds, by the simple trilobed or generally simply pinnate lamina with a few pairs of entire or sometimes irregularly lobated lateral pinnae, which are connected at the base by a narrow wing on each side of the rachis, by the superficial and longer sori and by the veins anastomosing between the sori and the leaf margin.      While describing the plant as a Woodwardia, Hooker properly noted that it is very distinct from the oriental Woodwardia japonica (Linn. fil.) Sm. and W. prolifera Hook. Later Baker transferred Hooker's species under Woodwardia sect. Lorinseria in Synopsis Filicum in a juxtaposition with Woodwardia areolata (Linn.)  Moore, the type of the genus Lorinseria Presl.  It is J. Smith, who referred the southern Chinese plant to Lorin- seria Presl, with which it is somewhat similar in habit, but differs in characters diagnosed above, besides a distinct habitat and geographic area.      The new genus is now represented by two species, C. harlandii (Hook.) Ching and C. kempii (Cop.) Ching, all indigenous in South China, extending  southwardly  to  the northern part of Vietnam and eastwardly to the islands of southern Japan.      The new genus is named after professor S. S. Chien, director of the Institute of Botany, Academia Sinica, and president of the Botanical Society of China, to celebratehis 80th. birthday last year.     

DIF Detection Using Multiple‐Group Categorical CFA With Minimum Free Baseline Approach

The aim of this study is to assess the efficiency of using the multiple‐group categorical confirmatory factor analysis (MCCFA) and the robust chi‐square difference test in differential item functioning (DIF) detection for polytomous items under the minimum free baseline strategy. While testing for DIF items, despite the strong assumption that all but the examined item are set to be DIF‐free, MCCFA with such a constrained baseline approach is commonly used in the literature. The present study relaxes this strong assumption and adopts the minimum free baseline approach where, aside from those parameters constrained for identification purpose, parameters of all but the examined item are allowed to differ among groups. Based on the simulation results, the robust chi‐square difference test statistic with the mean and variance adjustment is shown to be efficient in detecting DIF for polytomous items in terms of the empirical power and Type I error rates. To sum up, MCCFA under the minimum free baseline strategy is useful for DIF detection for polytomous items.     

College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community

Journal of Science Education and Technology - This study investigates whether engaging college students (n = 42) in a knowledge building environment would help them work as a...     

A survey to examine teachers’ perceptions of design dispositions,lesson design practices,and their relationships with technological pedagogical content knowledge (TPACK)

This study investigates 201 Singaporean teachers’ perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers’ perceptions of TPACK which have not yet been explored. The confirmatory factor analysis and reliability analysis confirm the validity and reliability of the instrument. The structural equation model shows that the teachers’ perceptions of design dispositions (orientations towards design) and lesson design practices (approaches used for lesson design) have direct relationships with the teachers’ perceptions of TPACK. The results of this study show that to enhance teachers’ TPACK perceptions, teacher educators need to help teachers develop lesson design practices that support ideation and iteration. They also need to develop teachers’ design dispositions that are amenable to exploring and resolving conflicting lesson design ideas. Going beyond TPACK, understandings of teachers’ lesson design practices and design dispositions are important for teacher educators to better design professional development for integration of information and communications technology.     

从政府主导到政府监督——马来西亚国立大学法人化的政策分析

国立大学法人化的实施意味着国家不再坚持"集权",也不再坚持所有国家的任务都必须由自设的机构组织负责不可,而朝"分权"的方向发展,将部分国家任务转由独立之法人负责,使大学成为介于政府与非政府机构的独立组织.本文从政策的角度分析马来西亚国立大学法人化的定位与内涵,主要涉及马来西亚法令与大学的关系、大学组织权力与结构变化.在此基础上,剖析了大学内部管理从政府主导到政府监督管理模式的转变.     

Building a Network for Preserving Intangible Cultural Heritage through Education: A Study of Indonesian Batik

This study aims to discuss a strategy to preserve intangible cultural heritage in education and to deliberate on the batik network in Pekalongan, Indonesia. To investigate the network, this study adopted a framework based on the actor–network theory (ANT). The research data was obtained through observation, interviews and document analysis. Interviews were conducted with eight interviewees who are working professionals in batik. The study achieved the following results: 1. Cultural heritage education needs to connect with the needs of everyday life within the context of the current situation and the social environment. 2. A successful cultural heritage educational network must include the efforts of industry, government, schools, museums and research institutions so that everyone can derive maximum benefit from the network and achieve a sense of accomplishment. 3. Attentiveness to conscious cultural heritage contributes to the promotion of education. Batik knowledge is built by interactions between batik workers, batik, batik museums, school teachers, and workshops or classes, such as student work in schools.