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71.
This paper presents a droplet-based microfluidic device for concurrent droplet charging and sorting by electrostatic actuation. Water-in-oil droplets can be charged on generation by synchronized electrostatic actuation. Then, simultaneously, the precharged droplets can be electrostatically steered into any designated laminar streamline, thus they can be sorted into one of multiple sorting channels one by one in a controlled fashion. In this paper, we studied the size dependence of the water droplets under various relative flow rates of water and oil. We demonstrated the concurrent charging and sorting of up to 600 droplets∕s by synchronized electrostatic actuation. Finally, we investigated optimized voltages for stable droplet charging and sorting. This is an essential enabling technology for fast, robust, and multiplexed sorting of microdroplets, and for the droplet-based microfluidic systems. 相似文献
72.
For the last 70 years, since the establishment of the Republic of Korea, Korean education has achieved universal expansion of educational opportunity from elementary to secondary to higher education. Planning, centralized policy making, top-down implementation, and administrative control had been the standards of the first few decades of Korean education. The so-called May 31 education reform implemented in 1995 made a turning point for these approaches to education policy and administration by highlighting autonomy, openness, diversity, accountability, consumer centeredness, market control, and governance for quality education. However, these government-driven education reform initiatives have resulted in limiting the expected outcomes. In this paper, the authors call for a new approach to education policy and administration and propose supporting school innovation, empowering an internal accountability system in governance. The authors also suggest a search for normative values for democratic communitarianism as a new philosophical foundation of education policy framework, beyond instrumental values of education. 相似文献
73.
AbstractOver the last decade, school-based professional learning communities (PLCs) have emerged as a key feature of the education system in South Korea. To understand this relatively new phenomenon in the context of South Korea, we provide a review of research on school-based PLCs in South Korea and an empirical analysis of the Teaching and Learning International Survey (TALIS) 2008 with a focus on school-based PLCs. Based on our findings from the literature review and analysis of the TALIS, we aim to provide a fuller picture of the emerging landscape of school-based PLCs in South Korean schools. In so doing, we focus on what constitutes school-based PLCs in South Korean schools and how they are similar to and/or different from their counterparts in other countries. Implications for policy, practice, and research are discussed. 相似文献
74.
Lee Airton 《Gender and education》2018,30(6):790-810
ABSTRACTAccommodating non-binary transgender people, many of whom use gender-neutral pronouns, poses a unique challenge to schools and universities, even in contexts with legal protections for transgender rights. This article explores a recent Canadian controversy around gender-neutral pronouns, and assembles a theoretical framework to analyze the argument that legal protection for transgender peoples’ pronouns poses a threat to ‘free speech.’ The framework bridges queer theory, affect theory and Deleuzo-Guattarian assemblage theory to propose a threshold between ‘extra’ and ‘excessive’ effort to accommodate social difference in everyday life. Free speech objections produce some peoples’ pronouns as requiring ‘excessive’ effort. This extra/excessive framework was exemplified by a recent Canadian social media campaign that sought to produce transgender peoples’ pronouns as requiring merely ‘extra’ effort, which entails de-politicizing pronouns. Community responses to the campaign carry significant implications for gender-expansive educational policy and practice. 相似文献
75.
76.
Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The results showed some differences in verbal and maths self-concept by faculty. Generally, students in faculties teaching subjects more reliant on maths skills had higher maths self-concept than those in faculties where facility in verbal skills was important. The opposite results were found for verbal self-concept. No overall gender differences were found for general, academic, verbal and maths self-concept although a statistically significant difference was found for problem-solving self-concept. This finding suggests students’ choice of faculty may be based on perceptions of their skills and capabilities in the various fields, irrespective of gender. 相似文献
77.
Ya-Hui Lee 《Educational gerontology》2013,39(11):701-711
ABSTRACTIn Taiwan, there are service learning programs organized by older adult educational institutions that are held in high esteem. Director leadership plays a key role in the effectiveness of such institutions, and the leadership experiences of such directors in guiding service learning are worth exploring. This study conducted a qualitative approach and selected directors from eight Active Aging Learning Centers (AALCs) who achieved outstanding leadership effectiveness to take part in one-on-one and in-depth semi-structured interviews. The results indicated that: 1. Directors infused the entire service learning process with inspirational motivation by adopting through individualized consideration as a starting point. 2. When directors led the preparation process for service learning, they focused on inducing intellectual stimulation among the older adult learners, such that they felt empowered and capable of providing community services. 3. During the community service phase, directors practiced a form of leadership characterized by idealized influence to encourage, accompany, and support the elderly while they engaged in service learning. 4. The dilemma faced by directors was dissatisfaction with the leadership. Directors responded by reminding them of their original service learning intention and downplaying issues, which made the service learning group undergo a positive transformation. 5. The results of directors’ leadership had a positive effect on the community as it led to more dynamism and more people participating in community service. 相似文献
78.
Janice T. Gibson Marvin J. Westwood F. Ishu Ishiyama William A. Borgen Susan M. Showalter Qasem Al-Sarraf Semiha A. Atakan Isaura R. F. Guimares A. Lina Guisti-Ortiz Margaret Robertson Benjamin Shafrir Peter De Weerdt Gundelina A. Velazco Carol E. Baker Maria Dikaiou Tatiana Gabay Lina Kashyup Ilona Lee Maria E. Felce Di Paula Hillman Ngunangwa Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216
79.
MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献
80.
Peter G. Cole Lee Chee Pheng 《International Journal of Disability, Development & Education》1998,45(4):411-422
Thirty children with partial sight and 30 children with unimpaired sight aged between 8 and 12 years were randomly assigned to either verbal mediation or visual mediation training regimes. Participants were asked to complete four variations of the Tower of Hanoi puzzle and success on the task was judged on the basis of the number of moves and time taken to complete the puzzles. Children with visual impairments had some difficulty in adjusting to the requirements of the problem‐solving tasks. However, on the final and most difficult of the tasks (a four‐disc problem), the children with impaired sight performed very much like participants without visual impairments. The effect of verbal mediation training was superior to that of visual mediation training in the final trials of the four‐disc problem‐solving period for both children with partial sight and children without visual impairments. 相似文献