The experience of watching baseball games in Korea: an analysis of user-generated content on social media using Leximancer     

Weisheng Chiu  Jung-sup Bae 《Journal of Sport Tourism》2017,21(1):33-47

The current study explores international tourists’ experiences of watching professional baseball games in Korea. Total 152 reviews posted by tourists on TripAdvisor were analyzed through Leximancer, a computer program used in the qualitative content analysis. The software identified three dominant themes of tourist experiences: the distinctive atmosphere of Korean professional baseball games, the diverse services in the stadium, and fanatical cheering behavior for the team. Moreover, it revealed that international tourists were generally positive toward the culturally distinctive style of Korean professional baseball games. This study suggests that the professional sports of a travel destination can be a form of providing international tourists with pleasurable experiences and a way to learn about the distinctive Korean baseball culture.  相似文献   

Hearing Words,Learning Words: How Different Presentations of Novel Vocabulary Words Affect Children’s Incidental Learning     

Tanya Christ  Ming Ming Chiu 《Early education and development》2018,29(6):831-851

Research Findings: Children learn most of their vocabulary incidentally, by hearing words used in their environment. This study explored which kinds of presentations of words, without any direct instruction, yielded greater depth of target word knowledge. Changes in 56 kindergartners’ depth of knowledge for each of 23 novel target words (N = 1,288) based on presentation in 1 of 3 conditions (read-aloud, teacher conversation, or both read-aloud and conversation) were explored and compared to control words that were never presented. A 2-level, cross-classification analysis modeled the postintervention score for each word for each child. Children’s word meaning knowledge improved most when words were presented via combined conversations and read-alouds. Vocabulary gains for words presented via conversations differed across classrooms. Practice or Policy: Both teacher conversations and read-aloud presentations of target vocabulary should be used together. Professional development for teachers’ effective vocabulary conversations may be needed.  相似文献   

Is Green Tea Really Good for You?     

Stephanie Chiu 《Journal of Food Science Education》2006,5(4):70-71

ABSTRACT:  One of the core competencies in the IFT Education standards is for students to achieve competency in communications skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information but also be able to "communicate technical information to a non-technical audience." The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. The short essays can be on any technical subject or latest development in the food science and technology field that may be important to the consumer. The article must be written in nontechnical language such that someone reading a local newspaper could understand it. Due date for submissions is typically the first week in June. More information on eligibility, rules, submission, and judging criteria will be posted on IFT's Education Division website. Monetary prizes are awarded to the authors of the top 3 papers, and the winning entry is published in the Journal of Food Science Education (JFSE) each year. JFSE is pleased to publish this year's winning entry submitted by Stephanie Chiu from the Univ. of British Columbia.  相似文献   

Developing Culturally Competent Preservice Teachers     

Calli Lewis Chiu  Donna Sayman  Kelly M. Carrero  Thomas Gibbon  Staci M. Zolkoski  Mandy E. Lusk 《Multicultural Perspectives》2017,19(1):47-52

An unfortunate, yet persistent, truth in U.S. public schools is the large achievement gap existing between children from culturally and linguistically diverse backgrounds and their White, middle-class counterparts. The potential for cultural dissonance between contemporary teachers and their students necessitates that educators must persistently seek culturally responsive practices. Much has been written regarding strategies for culturally responsive pedagogy; therefore, this article moves beyond a review of culturally responsive pedagogy. Rather than providing teacher candidates with more suggestions for culturally responsive teaching activities, the authors provide teacher educators with specific resources for facilitating the development of cultural competence among preservice teachers.  相似文献   

Modulating patterns of two-phase flow with electric fields     

Dingsheng Liu  Bejan Hakimi  Michael Volny  Joelle Rolfs  Robbyn K. Anand  Frantisek Turecek  Daniel T. Chiu 《Biomicrofluidics》2014,8(4)

This paper describes the use of electro-hydrodynamic actuation to control the transition between three major flow patterns of an aqueous-oil Newtonian flow in a microchannel: droplets, beads-on-a-string (BOAS), and multi-stream laminar flow. We observed interesting transitional flow patterns between droplets and BOAS as the electric field was modulated. The ability to control flow patterns of a two-phase fluid in a microchannel adds to the microfluidic tool box and improves our understanding of this interesting fluid behavior.Microfluidic technologies have found use in a wide range of applications, from chemical synthesis to biological analysis to materials and energy technologies.^1,2 In recent years, there has been increasing interest in two-phase flow and droplet microfluidics, owing to their potential for providing a high-throughput platform for carrying out chemical and biological analysis and manipulations.^3–8 Although droplets may be generated in many different ways, such as with electric fields or extrusion through a small nozzle,^9–12 the most common microfluidic methods are based on the use of either T-junctions or flow-focusing geometries with which uniform droplets can be formed at high frequency in a steady-state fashion.^13,14 Various operations, such as cell encapsulation, droplet fusion, splitting, mixing, and sorting, have also been developed, and these systems have been demonstrated for a wide range of applications, including cell analysis, protein crystallization, and material synthesis.^1–17In addition to forming discrete droplets, where a disperse phase is completely surrounded by a continuous phase, it is also possible in certain situations to have different phases flow side-by-side. In fact, multi-stream laminar flow, either of the same phase or different phases, has been exploited for both biochemical analysis and microfabrication.^1,2,18–20 Beads-on-a-string (BOAS) is another potential flow pattern, which has been attracting attentions in microfluidics field. BOAS flow, owing to its special flow structures, may be particularly useful in some applications, such as optical-sensor fabrication.²¹ In BOAS flow, queues of droplets are connected by a series of liquid threads, which makes them look like a fluid necklace with regular periods.^21–25 The BOAS pattern is easily found in nature, such as silk beads and cellular protoplasm, and is often encountered in industrial processes as well, such as in electrospinning and anti-misting.^21,22 In general, it is thought that BOAS structure occurs mostly in viscoelastic fluids²² and is an unstable structure, which evolves continually and breaks eventually.^21–29Flow patterns determine the inter-relations of fluids in a microdevice and are an important parameter to control. Common methods for adjusting microfluidic flow patterns include varying the fluid flow rates, fluid properties, and channel geometries. Additionally, the application of an electric field can be a useful supplement for adjusting microfluidic flow patterns, although most work in this area has been focused on droplets and in some cases also on multi-stream laminar flows.^30–33 Here, in addition to forming droplets and two-phase laminar flow with electro-hydrodynamic actuation, we also observed a new stable flow pattern in a non-viscoelastic fluid, BOAS flow. Such flow patterns may find use in controlling the interactions between droplets, such as limited mixing by diffusion between neighboring droplets.To generate droplets, we used the flow-focusing geometry (Figure 1(a)), in which aqueous phase (water) was flown down the middle channel and droplets were pinched off by the oil phase (1-octanol) from the two side channels at the junction; Figure 1(b) shows the droplets formed after the junction. To apply electric field along the main channel where the droplets were formed, we patterned a pair of electrodes upstream and downstream of the junction (Figure 1(a); for experimental details, please see Ref. ³⁴ for supplementary material). The average electric field strength may be calculated from the voltages applied and the distance (1.7 mm) between the two electrodes. When a high voltage was applied along the channel between the two electrodes, the aqueous-oil interface at the flow-focusing junction became charged and behaved like a capacitor. As a result, more negative charges were drawn back upstream towards the positive electrode, and left behind more positive charges at the aqueous-oil interface, which then became encapsulated into the aqueous droplets dispersed in the oil phase.Open in a separate windowFIG. 1.(a) Schematic of the setup. (b) Micrograph showing droplet generation in a flow-focusing junction. The scale bar represents 40 μm.The positively charged aqueous-oil interface was stretched under an applied electric field, and by adjusting the voltage and/or the two-phase flow-rate ratio, we found interestingly that various flow patterns emerged. We tested different combinations of applied voltages and flow-rate ratios and found that most of them resulted in similar flow patterns and transitions between flow patterns.Figure ​Figure22 illustrates the effects of varying the applied voltages on droplets at a fixed liquid flow rate. With increasing electric-field strength and force, we found it was easier for the aqueous phase to overcome interfacial tension and form droplets. For example, as the voltage increased from 0.0 kV to 0.8 kV (average field strength increased from 0 to 0.47 V/μm), droplet-generation frequencies became slightly higher, and the formed droplets were smaller in volume. Additionally, droplets gradually became more spherical in shape at higher voltages.Open in a separate windowFIG. 2.Images showing the effects of applied voltage on droplet shape and flow pattern. Oil-phase flow rate, 0.5 μl/min; aqueous-phase flow rate, 0.2 μl/min. The scale bar represents 40 μm.As the voltage increased further (e.g., up to 1.0 kV in Figure ​Figure3),3), the distance between neighboring droplets became smaller, and the aqueous-oil interface at the junction was stretched further toward the downstream channel. At a threshold voltage (1 kV here with corresponding average field strength of 0.59 V/μm), the tip of the aqueous-oil interface would catch up with the droplet that just formed, and the tip of the interface of this newly captured droplet would in turn catch up with the interface of the droplet that formed before it. Consequently, a series of threads would connect all the droplets flowing between the two electrodes, thus resulting in a BOAS flow pattern.Open in a separate windowFIG. 3.Series of images showing the reversibility and synchronicity of a transitional flow pattern between droplets and BOAS (bead-on-a-string). Voltage applied, 1.00 kV (corresponding field strength of 0.59 V/μm); oil-phase flow rate, 0.5 μl/min; aqueous-phase flow rate, 0.2 μl/min. The scale bar represents 40 μm.At voltages near the threshold value, the flow pattern was not stable, but oscillated between droplets flow and BOAS flow. Figure ​Figure33 is a series of images captured by a high-speed camera that show the flow in this transition region. In Figures 3(a) and 3(b), the string of BOAS became thinner over time, and then the BOAS broke into droplets (Figures 3(c) and 3(d)). The newly formed droplets, however, were not stable either. Thin liquid threads would appear and then connect neighboring droplets, and a new switching period between discrete droplets and BOAS would repeat (Figures 3(e)–3(h)). In addition to this oscillation and reversibility, the flow pattern had a synchronous behavior: all the droplets appeared connected simultaneously by liquid threads or were separated at the same time.When the voltage reached 1.3 kV, which corresponded to an average field strength of 0.76 V/μm, a stable BOAS flow was obtained (Figure 4(a)). BOAS structures are thought to be present mostly in viscoelastic fluids,²² because viscoelasticity is helpful in enhancing the growth of beads and in delaying breakup of the string; thus, the viscoelastic filament has much longer life time than its Newtonian counterpart. Here, with the help of electric field, regular BOAS structures are realized in a non-viscoelastic fluid (water) in microchannels.Open in a separate windowFIG. 4.(a) Micrograph showing BOAS flow in a channel. (b) Profile of the top-half of the BOAS flow recorded continuously at a cross-section (shown in Figure 4(a)) of a channel. Voltage applied, 1.30 kV (corresponding field strength of 0.76 V/μm); oil-phase flow rate, 0.5 μl/min; aqueous-phase flow rate, 0.2 μl/min. The scale bar represents 40 μm.Microenvironment and electric fields alter the common evolution of BOAS structure observed in macroscopic or unbound environments. The BOAS structure formed in our experiments is not a stationary pattern, but a steady-state flowing one. Electric-field force prevents liquid strings from breaking between beads, and thus plays a similar role as elastic force in viscoelastic fluids. Figure 4(b) shows the dynamic BOAS profile, obtained at a fixed plane (shown in Figure 4(a)) perpendicularly across the channel as the BOAS structure passed through it. Droplets and liquid-thread diameters were nearly constant during the sampling time. The longer term experiments (over 3 min) showed there were slight variations of the two diameters in time, but the essential BOAS structure still remained qualitatively the same as a whole.When the voltage was further increased, the string diameter became larger and the droplet diameter became smaller. Because of the low flow-rate ratio (0.4) between the aqueous phase and oil phase used in the experiment depicted in Figure ​Figure4,4, the flow did not further develop into a multi-stream laminar flow, as would be expected at a higher voltage, and instead became unstable and irregular. When the flow-rate ratio was increased to 1.0 and the voltage was adjusted to 3.0 kV (corresponding field strength of 1.76 V/μm), we observed a stable multi-stream laminar flow (Figure ​(Figure5).5). The aqueous stream flowed in the channel center surrounded by the oil phase on the sides. This experiment showed that higher electric-field strengths alone would not give rise to another stable flow pattern (i.e., multi-stream laminar flow), but a suitable flow-rate ratio of aqueous phase to oil phase is required for the formation of stable two-phase laminar flow.Open in a separate windowFIG. 5.Micrograph showing multi-stream two-phase laminar flow in the channel. Voltage applied, 3.00 kV (corresponding field strength of 1.76 V/μm); oil-phase flow rate, 0.5 μl/min; aqueous-phase flow rate, 0.5 μl/min. The scale bar represents 40 μm.The flow patterns we observed may be described by a phase diagram (Figure ​(Figure6),6), which depends on two dimensionless numbers: capillary number, Ca = μ_aU_a/σ, and electric Bond number, Bo_e = E²(εD/σ). Ca and Bo_e describe the ratio of viscous force to interfacial tension force and the ratio of electric-field force to interfacial tension force, respectively. Here, μ_a (1 mPa s), σ (8.5 mN/m), ε (7.1 × 10⁻¹⁰ F/m), E, U_a, and D are, respectively, the aqueous-phase viscosity, aqueous-oil interfacial tension, aqueous-phase permittivity, electric field strength, aqueous-phase velocity, and the hydraulic diameter of the channel at the junction. Figure ​Figure66 shows clearly that at higher Ca, flow pattern changes gradually from droplet to BOAS and to multi-stream laminar flow with increasing Bo_e, which indicates the increasing importance of the electric-field force compared with the interfacial tension force. At lower Ca, flow pattern and transition show similar trend with increasing Bo_e as in the higher Ca case, except that multi-stream laminar flow is not observed. The relatively higher viscous force at higher Ca may be necessary for transitioning to the multi-stream laminar flow regime. In addition, Figure ​Figure66 shows that the BOAS window at the lower Ca is smaller than that at the higher Ca.Open in a separate windowFIG. 6.Phase diagram showing different flow patterns in the Ca and Bo_e space. Hollow symbols: oil-phase flow rate, 0.5 μl/min; aqueous-phase flow rate, 0.5 μl/min. Solid symbols: oil-phase flow rate, 0.5 μl/min; aqueous-phase flow rate, 0.2 μl/min.In summary, we showed the ability to use electric fields to generate and control different flow patterns in two-phase flow. With the aid of an applied field, we were able to generate BOAS flow patterns in a non-viscoelastic fluid, a pattern that typically requires a viscoelastic fluid. The BOAS structure was stable and remained as long as the applied electric field was on. We also report transitional flow patterns, those between droplets and BOAS exhibited both good reversibility as well as synchronicity. And with a suitable flow-rate ratio between the two phases, BOAS flow could be transitioned into a stable two-phase laminar flow by applying a sufficiently high field strength. Finally, a phase diagram was presented to describe quantitatively the flow-pattern regimes using capillary number and electric Bond number. The phenomena we report here on the properties of two-phase flow under an applied electric field may find use in developing a different approach to exert control over droplet based or multi-phase laminar-flow based operations and assays, and also aid in understanding the physics of multi-phase flow.  相似文献   

Understanding and Conceptual Change in Science and Mathematics: An International Agenda within a Constructivist Framework     

Joel J. Mintzes  Mei-Hung Chiu 《International Journal of Science and Mathematics Education》2004,2(2):111-114

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School learning support for teacher technology integration from a self-determination theory perspective     

Chiu  Thomas K.F. 《Educational technology research and development : ETR & D》2022,70(3):931-949

Teacher technology integration research on persistence is needed. Teachers’ persistence is strongly associated with their autonomous motivation, as defined by self-determination theory (SDT); however, most SDT-based studies have focused on teachers’ support and students’ motivation and well-being. SDT founders also recently suggested that future studies should include teacher motivation towards the use of technology. Accordingly, this experimental and longitudinal study aimed to investigate how the proposed support encouraged and sustained the low- and high- quality teachers’ integration practices. It proposed a school learning support intervention with three dimensions—leader, expert, and peer support—to meet teachers’ basic needs and thereby increase their motivation for and persistence in classroom technology integration. It had a sequential explanatory mixed-methods design, involved 122 school teachers and lasted for 22 months. Pre-, post- and delay- questionnaires and two arounds of interviews were used to collect the teachers perceptions on needs satisfaction and technology integration practices. The results suggest that the support increased the extent to which the teachers’ needs were met, resulting in more high-quality (student-centered) but not low-quality (lecturing) integration practices. However, the intervention sustained both types of integration practices. The findings offer three major empirical implications, makes two theoretical contributions, and offers four practical suggestions for researchers and practitioners.

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English for Scientific Purposes (EScP): Technology,Trends, and Future Challenges for Science Education     

Gi-Zen Liu  Wan-Yu Chiu  Chih-Chung Lin  Neil E. Barrett 《Journal of Science Education and Technology》2014,23(6):827-839

To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to identify the use of learning technologies in science-based literacy. In the literature review, the researchers found that science-based literacy instruction shares many pedagogical aims with English language teaching in terms of reading, writing, listening and speaking, allowing it to be classified as English for Scientific Purposes (EScP). To answer the research questions, the researchers conducted the survey by extracting related articles and teaching examples from the Web of Science. In the search procedure, the researchers used the keywords science OR scientific AND technolog* OR comput* in ten selected journals of social science citation index. Only articles which are specified as journal articles rather than other document types were included. After compiling the corpora, the researchers compared the trends, methodologies and results of EScP instruction in science education. The implications of this study include the opportunities, advantages and challenges for EScP instruction in science education to further develop better educational approaches, adopt new technologies, as well as offer some directions for researchers to conduct future studies.  相似文献   

Mentoring partnerships in a community technology centre: A constructionist approach for fostering equitable service learning     

Yasmin B. Kafai  Shiv Desai  Kylie A. Peppler  Grace M. Chiu  Jesse Moya 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):191-205

Mentoring programmes have gained increasing popularity in institutions of higher education to support undergraduates in community service or outreach efforts. Many of these programmes partner mentors with inner‐city youth, providing assistance in underserved communities while mentors gain experiences that connect theory and practice. Here we report on two years of fieldwork in a Community Technology Centre that created mentoring partnerships in which 36 liberal arts undergraduates engaged with local youth to design, create, and build technology projects involving graphics, video, music, and animation. We analysed over 200 field notes, which described their mentoring interactions over eight weeks and conducted exit interviews about their mentoring experiences. Our results indicate that mentors participated not just as more knowledgeable peers but also as facilitators, advisors, observers and, most importantly, as learners in this process. In the interviews, nearly all mentors reviewed assumptions about their own learning and mentoring, in addition to reflections about social issues. We discuss the importance of these findings for conceptualising mentoring as a partnership by creating more equitable interactions in service learning initiatives. We also address the role of constructionist activities in facilitating learning opportunities for both mentors and mentees.  相似文献   

Family and Reading in 41 Countries: Differences Across Cultures and Students     

Ming Ming Chiu  Catherine McBride-Chang 《Scientific Studies of Reading》2013,17(6):514-543

Family characteristics' links to literacy learning and their differences across macrosystems (economic and cultural contexts) were explored in multilevel analyses of the reading tests and questionnaire responses of 193,841 fifteen-year-olds across 41 countries. Students who had two parents, had higher family socioeconomic status (SES), were native born, had more books at home, had more cultural possessions at home, had more cultural communication at home, had no resident grandparents, or had fewer siblings (especially older ones) often had higher reading scores. However, country-level factors moderated these results. In richer countries, blended families (one parent and one stepparent) and cultural communication at home were more strongly linked to reading scores. In egalitarian cultures, SES had a stronger link to reading scores. In collectivist cultures, single parent status, SES, and resident grandparents had weaker links to reading scores. Thus, macrosystems are crucial to consider for understanding how family characteristics might impact reading achievement.  相似文献