Computational fluid dynamics simulation of the wind flow over an airport terminal building

Turbulence in the wake generated by wind flow over buildings or obstacles may produce complex flow patterns in downstream areas. Examples include the recirculating flow and wind deficit areas behind an airport terminal building and their potential impacts on the aircraft landing on nearby runways. A computational fluid dynamics （CFD） simulation of the wind flow over an airport terminal building was performed in this study of the effect of the building wake on landing aircraft. Under normal meteorological conditions, the studied airport terminal building causes limited effects on landing aircraft because most of the aircraft have already landed before entering the turbulent wake region. By simulating the approach of a tropical cyclone, additional CFD sensitivity tests were performed to study the impacts of building wake under extreme meteorological conditions. It was found that, in a narrow range of prevalent wind directions with wind speeds larger than a certain threshold value, a substantial drop in wind speed （〉3.6 m/s） along the glide path of aircraft was observed in the building wake. Our CFD results also showed that under the most critical situation, a drop in wind speed as large as 6.4 m/s occurred right at the touchdown point of landing aircraft on the runway, an effect which may have a significant impact on aircraft operations. This study indicated that a comprehensive analysis of the potential impacts of building wake on aircraft operations should be carried out for airport terminals and associated buildings in airfields to ensure safe aviation operation under all meteorological conditions and to facilitate implementation of precautionary measures.     

Mathematics teacher change in a collaborative environment: to what extent and how

This article reports on a study into how collaborative contexts influence the professional development of an early-career primary teacher, Julia. We describe the process of change by which Julia manages to make her planning to teach mathematics more flexible so as to adapt to student difficulties, and we analyse the role that joint reflection plays in promoting this change. In order to understand the how of this influence, we carried out an analysis of the interactions within the group from Julia’s point of view, following a dialogical approach to discourse. We believe that it is in and through the interactions that Julia constructs her interpretation of the opinions, critiques and suggestions expressed. This interpretation conditions the extent of her involvement and moulds the influence of the context on her professional development. The presence of skilled collaborators proved decisive in promoting this development.     

Cultural Diplomacy and Internationalization of Higher Education: The Experience of Three Confucius Institutes in Canada

This paper is based on a study of three Confucius Institutes in Canada. The research aims to explore the nature of operations at Confucius Institutes, ranging from the selection of partnering Chinese universities, to the program planning at each individual site. Specifically, it focuses on the perceived impacts of the Confucius Institute partnership on the Canadian hosting institutions. Data was collected through interviews with key administrative staff from three Canadian universities. The theoretical framework of constructivism from international relations theory and concepts drawn from the literature on the internationalization of higher education were used to analyze the findings. Key issues revealed from the data include the host’s perception of Confucius Institutes as China’s cultural diplomacy and soft power strategy, the progression of partnerships between Canada and China over time, and university autonomy.     

Learner perspectives on fully online language learning

This study builds on this author’s 2011 article in which the author reflects on the pedagogical challenges and resultant changes made while teaching two fully online foreign language papers over a four-year period (Y. H. S. Sun (2011). Online language teaching: The pedagogical challenges. Knowledge Management &; E-Learning: An International Journal, 3, 428–447). Drawing on current literature, the present study surveyed learners (n?=?46) in an attempt to investigate the difficulties that confronted them and the ways they had adapted to fully online learning. The quantitative and qualitative data obtained from a questionnaire were integrated and analyzed with an inductive method. Results identified six major difficulties: (1) following the schedule and studying regularly, (2) getting hold of classmates and finding suitable time to work together, (3) pairing/teaming up and working collaboratively, (4) ensuring constant engagement with the class, (5) keeping self-motivated and being a self-directed learner, and (6) socializing.     

Help-Seeking Stigma in Asian American College Women: the Role of Disordered Eating Cognitions and Psychological Inflexibility

Help-seeking stigma is considered a major obstacle to seeking professional psychological services in Asian American college women. Informed in part by objectification theory and the psychological flexibility model of behavior change, the present cross-sectional study examines the role of disordered eating cognition and psychological inflexibility in help-seeking stigma among a sample of Asian American college women (N = 257). More specifically, this study examined whether disordered eating cognitions and psychological inflexibility would mediate the association between psychological distress and stigma tolerance for seeking psychological services in this group. Results revealed that both greater disordered eating cognition and greater psychological inflexibility were associated with lower stigma tolerance, and each of them uniquely mediated the association between greater psychological distress and lower stigma tolerance. These findings suggest that disordered eating cognitions and avoidance-based coping and beliefs may contribute to help-seeking stigma and its association with psychological distress. Limitations of the study and the directions of future research are discussed.     

The contribution of non-formal learning in higher education to student teachers’ professional competence

This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although  Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed.     

The flexible university: higher education and the global production of migrant labor

This article demonstrates how neoliberal higher education has come to play a distinct role in the global market for migrant labor, where a growing number of developing nations educate its citizens for overseas work in order to maximize future monetary remittances. Located in the Philippines, this study shows how local colleges and universities attempt to impose an ideal notion of flexibility, quickly shifting academic manpower and resources to programs that would produce the ‘right’ types of workers to address foreign labor demands. Based on qualitative interviews with Filipino college educators and students, the article then discusses how such ‘flexible’ strategies undermine the job security of college faculty and lead to the constant restructuring of physical space within university campuses. Such changes negatively affect both students and teachers.     

Exploring the reliability of generic and content-specific instructional aspects in physical education lessons

Heightened accountability pressures and an increased emphasis on teaching quality have directed scholarly attention to scrutinizing instruction, particularly with respect to issues of validity and reliability. However, these attempts have largely been directed toward “core” content areas and investigated generic or content-specific instructional aspects separately. Focusing on a less explored area, physical education, and concurrently attending to both instructional aspects, in this exploratory study, we examined whether the optimal lesson-rater combination needed to obtain reliable teaching-quality estimates differs depending on the type of instructional aspects considered. Data analysis of 147 lessons using generalizability theory suggested that either a 3-lesson-2-rater or a 4-lesson-1-rater combination yields sufficiently reliable estimates for nearly all dimensions examined (generic or content specific). Quality of student practice, however, required 11 lessons scored by 2 raters. These findings underline the importance of examining individual dimensions within a given observational instrument and the merit of carefully selecting and training raters.     

Structural evolution of protein-biofilms: Simulations and experiments

The control of biofilm formation is a challenging goal that has not been reached yet in many aspects. One unsolved question is the role of van der Waals forces and another is the importance of mutual interactions between the adsorbing and the adsorbed biomolecules ("critical crowding"). In this study, a combined experimental and theoretical approach is presented, which fundamentally probes both aspects. On three model proteins-lysozyme, α-amylase, and bovine serum albumin-the adsorption kinetics is studied experimentally. Composite substrates are used enabling a separation of the short- and the long-range forces. Although usually neglected, experimental evidence is given for the influence of van der Waals forces on the protein adsorption as revealed by in situ ellipsometry. The three proteins were chosen for their different conformational stabilities in order to investigate the influence of conformational changes on the adsorption kinetics. Monte Carlo simulations are used to develop a model for these experimental results by assuming an internal degree of freedom to represent conformational changes. The simulations also provide data on the distribution of adsorption sites. By in situ atomic force microscopy we can also test this distribution experimentally, which opens the possibility to, e.g., investigate the interactions between adsorbed proteins.