绿色广告效果研究

绿色广告在广告传播领域已成为目前人类可持续发展的积极取向,然而其可信度低下问题普遍存在。本文引用经济学理论分析了这一问题并提出解决建议。     

Early childhood educators’ meta-cognitive knowledge of problem-solving strategies and quality of childcare curriculum implementation

This study aims to explore the impact of early childhood educators’ meta-cognitive knowledge on the quality of their childcare curriculum implementation, and to gain insights regarding successful problem-solving strategies associated with early education and care. Early childhood educators’ implementation of general problem-solving strategies in real educational settings has not previously been studied, even though providing early education and care is a complicated ill-structured task requiring effective problem-solving strategies. The present study surveyed 166 South Korean early childhood educators regarding their meta-cognitive knowledge of five general problem-solving strategies (free production, analogy, step-by-step analysis, visualisation and combining) and childcare curriculum implementation. In general, strategic teachers provided high-quality childcare. Teachers preferred analogy most strongly among the five general problem-solving strategies, but step-by-step analysis was the most powerful predictor of quality of curriculum implementation. Among the five strategies, only three strategies (step-by-step analysis, free production and analogy) showed meaningful associations with quality of curriculum implementation.     

Microfluidic-based measurement of erythrocyte sedimentation rate for biophysical assessment of blood in an in vivo malaria-infected mouse

This study suggests a new erythrocyte sedimentation rate (ESR) measurement method for the biophysical assessment of blood by using a microfluidic device. For an effective ESR measurement, a disposable syringe filled with blood is turned upside down and aligned at 180° with respect to gravitational direction. When the blood sample is delivered into the microfluidic device from the top position of the syringe, the hematocrit of blood flowing in the microfluidic channel decreases because the red blood cell-depleted region is increased from the top region of the syringe. The variation of hematocrit is evaluated by consecutively capturing images and conducting digital image processing technique for 10 min. The dynamic variation of ESR is quantitatively evaluated using two representative parameters, namely, time constant (λ) and ESR-area (A_ESR). To check the performance of the proposed method, blood samples with various ESR values are prepared by adding different concentrations of dextran solution. λ and A_ESR are quantitatively evaluated by using the proposed method and a conventional method, respectively. The proposed method can be used to measure ESR with superior reliability, compared with the conventional method. The proposed method can also be used to quantify ESR of blood collected from malaria-infected mouse under in vivo condition. To indirectly compare with the results obtained by the proposed method, the viscosity and velocity of the blood are measured using the microfluidic device. As a result, the biophysical properties, including ESR and viscosity of blood, are significantly influenced by the parasitemia level. These experimental demonstrations support the notion that the proposed method is capable of effectively monitoring the biophysical properties of blood.     

Darwin’s Difficulties and Students’ Struggles with Trait Loss: Cognitive-Historical Parallelisms in Evolutionary Explanation

Although historical changes in scientific ideas sometimes display striking similarities with students’ conceptual progressions, some scholars have cautioned that such similarities lack meaningful commonalities. In the history of evolution, while Darwin and his contemporaries often used natural selection to explain evolutionary trait gain or increase, they struggled to use it to convincingly account for cases of trait loss or decrease. This study examines Darwin’s evolutionary writings about trait gain and loss in the Origin of Species (On the origin of species by means of natural selection, or the preservation of favoured races in the struggle for life. D. Appleton, New York, 1859) and compares them to written evolutionary explanations for trait gain and loss in a large (n > 500), cross-cultural and cross-sectional sample (novices and experts from the USA and Korea). Findings indicate that significantly more students and experts applied natural selection to cases of trait gain, but like Darwin and his contemporaries, they more often applied ‘use and disuse’ and ‘inheritance of acquired characteristics’ to episodes of trait loss. Although the parallelism between Darwin’s difficulties and students’ struggles with trait loss are striking, significant differences also characterize explanatory model structure. Overall, however, students and scientists struggles to explain trait loss—which is a very common phenomenon in the history of life—appear to transcend time, place, and level of biological expertise. The significance of these findings for evolution education are discussed; in particular, the situated nature of biological reasoning, and the important role that the history of science can play in understanding cognitive constraints on science learning.