Jingxuan Peng, Jingjing Cheng, Lei Wu and Qiong Li
This paper aims to study a high-temperature (up to 200 °C) data acquisition and processing circuit for logging.
Abstract
Purpose
This paper aims to study a high-temperature (up to 200 °C) data acquisition and processing circuit for logging.
Design/methodology/approach
With the decrease in thermal resistance by system-in package technology and exquisite power consumption distribution design, the circuit worked well at high temperatures environment from both theoretical analysis and real experiments evaluation.
Findings
In thermal simulation, considering on board chips’ power consumption as additional heat source, the highest temperature point reached by all the chips in the circuit is only 211 °C at work temperature of 200 °C. In addition, the proposed circuit was validated by long time high-temperature experiments. The circuit showed good dynamic performance during a 4-h test in a 200-°C oven, and maintained a signal-to-noise ratio of 92.54 dB, a signal-to-noise and distortion ratio of 91.81 dB, a total harmonic distortion of −99.89 dB and a spurious free dynamic range of 100.28 dB.
Originality/value
The proposed circuit and methodology showed great potential for application in deep-well logging systems and other high-temperature situations.
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Christopher W. Day, Alyson Simpson, Qiong Li, Yan Bi and Faye He
This study aimed to investigate associations between the organisational and cultural contexts in which Chinese teachers work, the influence of these on their understandings of…
Abstract
Purpose
This study aimed to investigate associations between the organisational and cultural contexts in which Chinese teachers work, the influence of these on their understandings of professionalism, and relationships between these and their perceived willingness and commitment to be effective in teaching to their best.
Design/methodology/approach
The research was part of a two-country collaboration between the universities of Beijing and Sydney into Australian and Chinese teachers' perceptions of influences on their professionalism in which research protocols were jointly developed and implemented. This paper focusses mainly upon the Chinese research but also refers to key differences between Australian and Chinese teachers' perspectives. Seventeen teachers in early, middle and later career phases were recruited from a convenience sample of primary and secondary schools in Beijing. Qualitative data analyses of individual interviews, and cross case comparative analyses were conducted.
Findings
The analyses of the data from Beijing indicated that almost all teachers emphasised their strong moral purposes and commitment to teach to their best, despite identifying the challenges of workload, school contexts and cultures and personal circumstances, which tested their resolve. In contrast, concerns about teacher autonomy and agency, which were common in the Australian study and other published research literature, were not highly visible in the Chinese data.
Research limitations/implications
The authors acknowledge that this study was small scale and data were collected from a narrow sample from one urban region of China, and we should be cautious with the generalisability of findings to other regions and schools of China since there are significant discrepancies between developed coastal areas and large cities and the remote rural areas in China. Furthermore, interview data were only collected once, restricting insight to a snapshot in time. This research may be seen as an encouragement to researchers from other regions and countries to further explore the impact of socially situated understandings of teacher professionalism on practice. Future research could also benefit from utilising multiple data sources, longitudinal design and cross-cultural collaborations to further explore the challenge of defining teachers' understandings of professionalism locally while engaging with global perspectives.
Practical implications
The practical implications relate to (1) expanding conceptualisations of teacher professionalism by developing locally nuanced understandings of perceptions and enactments of professionalism in different contexts across the profession, which take account of the unique roles of national and local cultural contexts; (2) designing initial teacher education and continuing professional development programmes so that they take account of the influences on the professions' ideals and individual teacher identities, of the ideological and practical interplay in the workplace of structures such as mandated standards, and different socio-economic geographical settings (e.g. rural and urban); (3) designing leadership development programmes that take account of research on associations between school leaders' values, qualities and practices on school cultures and their effects on teachers' well-being, and capacities and capabilities to fulfil their understandings of being professionals and teach to their best.
Social implications
The social implications relate to (1) further research on the associations between the effects of external policy demands on teachers' work and work–life tensions, teachers' sustained commitment and quality; and (2) further research on the impact of the collective influences of national cultures, broad-based policy conditions, personal values and the demands of particular schools, parents and students that influence teachers' experience, perceptions and enactments of professionalism in order to provide further insights into understanding the complexity of teachers' lives and promoting teachers' sustained enactments of professionalism in broad contexts.
Originality/value
The research findings, though tentative, revealed that the altruistic nature of their mission to serve students and the parental community was the dominant marker of professionalism for teachers in China, regardless of school structures, cultures, academic achievement imperatives and personal circumstance; and that their professionalism was informed by the socio-cultural formation of individual and collective moral responsibility, reinforced through national educational policies. These findings differed from the concerns reported by the teachers in the Australian study, which aligned with literature that suggests that teacher professionalism is being eroded through neo-liberal government policies, excessive workloads and performance-oriented cultures. Though the comparative data set is small, these findings suggest that whilst there are increasing policy convergences across nations, which seek to define teacher professionalism through their abilities to make improvements in students' measurable academic achievement, how teachers in different countries and cultures define themselves as professionals may differ.
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Yujing Ni, Qiong Li, Xiaoqing Li and Jun Zou
This chapter provides a synthesis of the research project which investigated whether or not the most recent mathematics curriculum reform has reached the classroom and influenced…
Abstract
This chapter provides a synthesis of the research project which investigated whether or not the most recent mathematics curriculum reform has reached the classroom and influenced classroom practice and student learning in the mainland China. Three types of evidence for change as a result of the curriculum reform were examined. These included the beliefs and perceptions of teachers about learning and teaching mathematics, the cognitive features of learning tasks and of classroom interaction that were implemented in classroom, and student learning outcomes. Two groups of elementary math teachers and their students participated in the study. One group had participated in the reform implementation in classroom for several years, and the other group had used the conventional curriculum when the project was conducted in 2005. About 150 videotaped class sessions were analyzed from 58 classrooms of the two groups. Survey methods were used to probe the changes in the beliefs and perceptions of teachers about teaching and learning mathematics. The student learning outcomes were assessed for three times with multiple measures of mathematics achievement. Findings of the project provide the converging evidence that the curriculum reform has resulted in some of the expected changes. Reform teachers were more likely to hold a dynamic view of mathematics and to indicate the importance to provide students the learning opportunity to hypothesize, to proof, and to communicate in learning mathematics. The reform classrooms used more learning tasks with higher cognitive demands. The teachers in the reform classrooms asked more questions that required students to describe procedures leading to their answers and the students in the reform classrooms raised more questions in learning mathematics. Students of the reform classrooms showed to have achieved a relatively more balanced development in different cognitive areas of mathematics achievement.
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Liqiong Liu, Liyi Zhang and Pinghao Ye
This study aims to analyse the basic status of application of social networking sites (SNSs) in Chinese university libraries and explore the relationship between microblog and the…
Abstract
Purpose
This study aims to analyse the basic status of application of social networking sites (SNSs) in Chinese university libraries and explore the relationship between microblog and the output of scientific research achievements in universities. This study suggests methods for improving the efficiency of SNS use in university libraries and promotes scientific research achievements and social services in universities.
Design/methodology/approach
Online survey and statistical analysis were conducted to collect the number and types of SNSs used by 112 libraries in Chinese universities under the “211 project”. This study used microblog as an example and analysed the distribution of SNS use in different types of university libraries. Correlation analysis and multiple regression analysis were used to analyse the factors related to microblogs, such as number of followings, followers, posts and published articles.
Findings
SNSs changed the information utilization behaviour of users. Survey results show that an increasing number of university libraries are using SNSs. These sites are mainly microblogs and WeChat. The proportion of the number of SNSs applied by comprehensive universities and science and technology universities was higher than that of other types of universities. Results of multiple regression analysis using microblogs showed that the number of followers has a significantly positive effect on the number of published articles of the university.
Research limitations/implications
This study has three main limitations. First, data collection is incomplete, which easily causes the error of analysis results. Second, the overall status of SNS use in libraries is lacking in accurate understanding, which indicates limitations in terms of the analysis and conclusion. Finally, the research scope was narrow and only studied the situation of libraries using microblogs. Future research should focus on the data collection and sorting, make comparative studies of different periods of data, conduct cultural studies on the user usage perspective and conduct research on the application of different social network platforms in libraries.
Practical implications
The use of SNSs has brought new challenges and opportunities to university libraries because of rapid development of the internet and the scale of expansion microblogs. Moreover, microblogs have become an important platform of university libraries for self-promotion and marketing. This study proposes methods and measures for promoting the SNS popularity of university libraries, enhancing their content and increasing the role of SNSs in their interaction.
Originality/value
Statistical analysis was conducted to analyse the status of SNS use in university libraries and the data of SNS use in different types of universities. Effective measures were offered to address the issues found in the study. The results confirmed that the number of followers has a significantly positive effect on the number of published articles of the university, which could improve the enthusiasm of university libraries in using SNS, enhance the efficiency of information service and strengthen the use awareness of the teachers and students.
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Tiedan Huang and Alexander W. Wiseman
Tingting Qi's chapter titled, “Moving toward Decentralization? Changing Education Governance in China After 1985,” provides the historical and policy context for the volume. This…
Abstract
Tingting Qi's chapter titled, “Moving toward Decentralization? Changing Education Governance in China After 1985,” provides the historical and policy context for the volume. This chapter integrates the post-1978 Chinese educational reforms into the socioeconomic context of China. The special contribution of this chapter is that it explores the complexity of educational decentralization in China through an in-depth analysis of changes in education finance, administration, and curriculum. Qi reviews prior studies, government documents, laws, and regulations related to Chinese education reform since 1978 within the context of education decentralization in China. Qi also demonstrates that China's educational policy reforms are moving China toward “centralized decentralization” because decentralization is driven by a common, centralized national goal of economic modernization. The chapter presents evidence that “centralized decentralization” is a strategic maneuver that maintains centralized control while providing the reform legitimacy of decentralization. By focusing on decentralization as the core of Chinese educational policy reforms, this chapter situates the following chapters within the social, cultural, and political context of post-1978 China.
Babu Rajeswaran and Thirumaran Kesavaperumal
Entrance edifice of the institutional campus artifice as the visible representation of status in their society. The design shall stand to show the status of the person who…
Abstract
Entrance edifice of the institutional campus artifice as the visible representation of status in their society. The design shall stand to show the status of the person who develops the setting, it could signify the power of the person or the entire place, and it could sometimes support certain cosmological belief system that prevails in that culture too. This study intended to identify the entrance edifice Physical features that influence observer's perception of the image of the institutional campus. To accomplish this, physical features of the entrance edifice and its characters were identified and developed into questionnaire material. A logistic regression model was adopted to analyze the Physical features of Entrance Edifice. The findings found the followings: (i) Physical features of Entrance Edifice influence the Visual perception of the Institutional Campus. (ii) The Physical features were found to impact the Visual perception of the Institutional campus in the order of Form Identity, Architectural Elements, Scale and Portion, color and material. These variances are based on the observers' perception, which can be integrated into the Institutional Campus Entrance Edifice design to strengthen the Image of the Institutional campus. It is clear that Entrance Edifices have the potential to build the image for a greater content and purpose through its Form Identity, Architectural Elements, Scale and Portion, color and material. Nevertheless, the entrance design could be a powerful element to build up the image of the physical settings it serves.
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Alexander W. Wiseman and Tiedan Huang
As China's educational policy and reforms continue to evolve and adjust to shifting social, economic, and political conditions, this chapter provides a template for conceptually…
Abstract
As China's educational policy and reforms continue to evolve and adjust to shifting social, economic, and political conditions, this chapter provides a template for conceptually framing education research on and in China. To do so this chapter first identifies focus areas in comparative education research related to China, which reflect researcher perspective, perceived advantage, and demonstrated resistance to these educational policy reforms. The authors develop a conceptual framework for comparatively understanding education research on and in China, which focuses on the intersection of comparative education themes, institutional change agents or methods, and Chinese educational reform topics. This conceptual framework specifically accounts for overlap, complexity, and the evolving nature of educational policy reform in China. This chapter concludes by emphasizing the importance of comparative education researchers, national policymakers, and consumers of the research using new data and methods as they become available to continue to revise understandings of Chinese educational policy and reform.
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Chentong Chen is an undergraduate at Nanjing Normal University studying law and English. She has research interests in education policy, education assessment and evaluation, and…
Abstract
Chentong Chen is an undergraduate at Nanjing Normal University studying law and English. She has research interests in education policy, education assessment and evaluation, and child development. She is currently working on two research projects: policy issues related to the college entrance exam in China, and theories and practice of preschool assessment in the U.S.