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空间类反义复合词“左右”的语法、语义研究 (A grammatical and semantic study of the spatial antisense compound "zuo you")
No full text在现代汉语中，反义复合词因其独特的构成方式和演变机制，被汉语母语者广泛使用。这类词汇形式多样、词义丰富，在多数语言中罕见，仅在与汉语语言结构相似的日语和韩语中有所体现，因而具有较强的研究价值。学界对反义复合
词尤为关注，通常从语法、语义和语用角度来研究。本文延续前人的研究视角，选取空间类反义复合词中最常用的“左右”为主要研究对象，并与“高低”“横竖”和“反正”等反义复合词进行对比分析。研究首先从共时层面探讨“左右”
的语法特点、语义内涵和语用范围，重点对其特定义项“无论如何”义与其他反义复合词在语法和语义背景模式上的差异进行横向对比；随后从历时层面对“左右”进行溯源研究，揭示其特殊义项“无论如何”义的演变过程；最后结合共时
与历时层面的研究结果，对“左右”的义项变化进行系统总结
Comparative evaluation of decadal predictions of global SST between CMIP5 and CMIP6 datasets
No full textThe open access publication is available at https://doi.org/10.1002/joc.8923Accurate predictions of the Earth's near-term (1 year and 2–5 year lead-time) climate are crucial for informed decision-making in various sectors such as agriculture, energy, public health, and infrastructure planning. Using the yearly initialized decadal hindcasts of the sea surface temperature (SST) from the CMIP5 and CMIP6 datasets, we evaluated their prediction skills over the North Pacific, North Atlantic, Indian Ocean, and tropical eastern Pacific for the next 5 years. In terms of spatial patterns, only the CMIP5 CanCM4 model exhibits a Pacific decadal oscillation (PDO) pattern that aligns with the observations. Although CMIP6 models cannot precisely replicate the spatial pattern of the PDO, their accurate prediction of North Pacific mid-latitude SST indicates reliable regional forecasting. In the North Atlantic, all the models except the CMIP6 CanESM5 can reproduce a spatial pattern for the Atlantic multi-decadal oscillation closely resembling observations. Evaluation of prediction skill over the Indian Ocean and tropical eastern Pacific was performed on an interannual scale, focusing on predictions at the first forecast lead year in terms of seasonal phase locking and prediction accuracy. Notably, the CMIP6 dataset exhibited superior performance compared to CMIP5 in the Indian Ocean. Across seasonality, all models effectively captured the seasonal peak of the Indian Ocean Dipole (IOD), occurring in September–November. CMIP6 demonstrated superior performance to CMIP5 in predicting IOD intensity, RMSE, and correlation coefficients. Evaluation over the tropical eastern Pacific revealed no significant improvement in prediction skill from CMIP5 to CMIP6. The heightened prediction skill for the IOD in the CMIP6 dataset, relative to the CMIP5 dataset, is primarily evident in the eastern tropical Indian Ocean. Additionally, models in CMIP6 could simulate a robust correlation between the dipole mode index and Niño 3.4 index, whereas those in CMIP5 could not, underscoring an advancement in predictive capabilities.RI 5/22 WJ
Vibrational and rovibrational studies of formaldoxime isotopologues (13CH2NOH, 12CD2NOH, and 13CD2NOH) by high-resolution fourier transform infrared (FTIR) spectroscopy
No full textThis PhD thesis presents a brief introduction and theoretical background on Fourier transform infrared (FTIR) spectroscopy and the details of experimental work that has been done on formaldoxime isotopologues (13CH2NOH, 12CD2NOH and 13CD2NOH). The main objectives of the research are to investigate and analyse the vibrational structures of these molecules and to carry out rovibrational analyses of v8 and v12 bands of 13CH2NOH, v12 and v9 bands of 12CD2NOH and v12 band of 13CD2NOH.The theoretical background of molecular spectroscopy, experimental methods and FTIR spectrometer used are described in detail. The parent formaldoxime 12CH2NOH and their cis and trans structures, together with their significance are introduced and discussed. Additionally, experimental preparation, spectra processing and calibration before analyses are also explained.The FTIR spectrum of formaldoxime-13C (13CH2NOH) was recorded in the 600−3800 cm-1 region with a resolution of 0.50 cm-1 to identify its fundamental and overtone bands and to measure their relative infrared band intensities. The high-resolution FTIR spectrum of formaldoxime -13C (13CH2NOH) was recorded in the 840-930 cm-1 region with unapodized resolution of 0.0019 cm-1 for rovibrational analysis of the dominantly A-type v8 band. A total of 1025 infrared transitions were fitted using the Watson’s A-reduced and S-reduced Hamiltonians in the Ir representation with root-mean-square (rms) deviations of 0.000430 cm-1 and 0.000431 cm-1 respectively. From the v8 band rovibrational analysis, rotational constants (A, B and C), five quartic terms (J, JK, K, J, K) and one sextic term (ΦKJ) were derived for the first time. Furthermore, the high-resolution (0.00096 cm-1) FTIR spectrum of the v12 band of 13CH2NOH was recorded at the Australian Synchrotron in the 250−600 cm-1 region for a rovibrational analysis. A total of 1506 infrared (IR) transitions of the C-type v12 band were fitted using the Watson's A-reduced and S-reduced Hamiltonians in the Ir representation with a root-mean-square (rms) deviation of 0.000364 cm-1 for both fits. From the rovibrational analysis, the 12 = 1 state rovibrational constants up to one sextic centrifugal distortion term were derived for the first time.Furthermore, the FTIR spectrum of the formaldoxime isotopologue 12CD2NOH was recorded in the 500-3700 cm-1 region with a resolution of 0.50 cm-1 to identify its fundamental, overtone and combination bands and to measure their relative infrared (IR) band intensities. Furthermore, the high-resolution (0.00096 cm-1) FTIR spectrum of 12 and 9 bands of 12CD2NOH was recorded in Australian Synchrotron in the 300-510 cm-1 region for a rovibrational analysis. A total of 1060 IR transitions of the C-type 12 band were fitted using the Watson's A-reduced Hamiltonian in the Ir representation with a root-mean-square (rms) deviation of 0.000524 cm-1. From the rovibrational analysis, the 12 = 1 state rovibrational constants up to all 5 quartic centrifugal distortion terms were derived for the first time. Furthermore, a total of 724 IR transitions of the predominantly B-type 9 band of 12CD2NOH were fitted with a rms deviation of 0.000360 cm-1 and to derive rovibrational constants of the 9 = 1 state up to 4 quartic terms for the first time.Lastly, a total of 11 fundamental and 3 overtone bands of the formaldoxime isotopologue 13CD2NOH were identified using its FTIR spectra which were recorded with a low resolution (0.50 cm-1) in the 500-4000 cm-1 region, and high resolution (0.00096 cm-1) in the 280-500 cm-1 region. Their relative infrared (IR) band intensities were also measured. Furthermore, a rovibrational analysis of the IR transitions of the 12 band of 13CD2NOH was carried out using its high-resolution FTIR spectrum which was recorded at the Australian Synchrotron. A total of 1077 IR transitions of the C-type 12 band were assigned and fitted using the Watson's A-reduced Hamiltonian in the Ir representation to derive its band center and the 12 = 1 state rovibrational constants up to all 5 quartic centrifugal distortion terms for the first time, with a root-mean-square (rms) deviation of 0.00044 cm-1
Factors influencing the growth of teacher identity and efficacy: Strengthening teacher learning using pre-service and in-service experiences
No full textWith an uncertain future looming, teacher education must take a longer and broader view to better develop teachers throughout their career, equipping them to empower citizens for the future. Research conducted in Singapore employed a mixed-method approach to investigate the factors that influence the growth of a teacher's professional identity and efficacy. The study surveyed and interviewed pre-service and in-service teachers to provide an evidence base for programme designers to devise future-ready programmes. Findings from 493 survey and 43 interview participants yielded nine factors influencing the growth of teacher identity and efficacy. The findings illustrate how teachers may be prepared for a BANI (brittle, anxious, nonlinear and incomprehensible) future through three broad enablers that may have universal applications to teacher education and professional development systems, namely, building strong professional networks, ensuring high-quality initial teacher preparation programmes, and providing authentic and respectful experiences through clinical practice. These allow programme designs to possess the traits of responsiveness, nimbleness, adaption and resilience that will not only help pre-service teachers but also imbue them with such dispositions so that they may rolemodel and impart as in-service teachers to their future students.Accepted versionOER 30/19 LE
Pre-service physical education teachers' ability to observe and analyze movement skills
No full textThe ability to analyze movement skills is critical for physical education teachers (Metzler, 2011; Rink, 2014; Rovegno & Bandhauer, 2013; Siedentop & Tannehill, 2000), and the ability is supported by the physical education teacher’s content knowledge, such as knowledge of game/sport techniques and tactics, and knowledge of the errors that students might make (Ward et al., 2021). Limited research suggested that the physical education teacher’s content knowledge is not acquired through participating in the game/sport (Ward, Tsuda, et al., 2018b), and the ability to analyze movement skills is often neglected by physical education teacher education programs (Lounsbery & Coker, 2008). It has been suggested that physical education teacher education programs should depart from current practices and adopt an integrated approach (e.g., Knudson, 2013) in the training of physical education teachers’ ability to analyze movement skills (Overdorf & Coker, 2013). Three studies are conducted to address the gaps in current literature and practices.In the first study, the relationship between playing experiences and skill analysis ability among pre-service physical education teachers was examined. A correlational research design was adopted for the first study (Thomas et al., 2011), and 36 preservice physical education teachers’ playing experience and skill analysis ability were measured. The results showed that the pre-service physical education teachers lacked playing experience and were not able to analyze any of the skills taught in schools. Also, there was no correlations between playing experience and skill analysis ability, for example, a pre-service physical education teacher with playing experience in a game/sport is unable to analyze the skills used in that game/sport. Administrators should be cognizant of the limitations of applicant’s playing experiences, and the need to include skill analysis training in the physical education teacher education programs.In the second study, the efficacy of a training program adopting an integrated approach (Knudson, 2013) on pre-service physical education teachers’ skill analysis abilities was examined. A quasi-experimental research design was adopted for the second study (Thomas et al., 2011), where 36 pre-service physical education teachers were recruited into the experimental group and 37 sport science & management undergraduates recruited into the control group. For both groups, skill analysis ability was measured before, immediately after, and six weeks after the training program. The results showed that there were statistically significant increases in skill analysis ability among the experimental group immediately after, and six weeks after the training program.The third study explored pre-service physical education teachers’ perceptions of the skill analysis training program, and 10 pre-service physical education teachers who participated in the skill analysis training program were interviewed. Findings revealed four key themes related to skill analysis training: (1) checklists alone do not enable one to analyze skills, (2) videos of correct skill performance improve understanding of the skill’s performance criteria, (3) videos of incorrect skill performance, instruction, and practice are critical in skill analysis training, and (4) incorporate field experiences to ascertain skill analysis ability in real time. The third study’s findings might improve future implementations of skill analysis training for pre-service physical education teachers
What determines student employability? Educational data mining through machine and deep learning approach
No full textEmployability is vital for graduates to succeed in competitive job markets and reflects higher education institutions' effectiveness. It is essential to investigate which specific traits contribute to a higher success rate of employability, as understanding these factors can help optimize targeted interventions and improve employment outcomes. The objective of this research is to identify and analyze the key traits that influence student employability using educational data mining techniques integrated with machine learning and deep learning models while providing an explainable framework to inform targeted interventions and enhance job market readiness among graduates. Addressing gaps in existing research, this study integrates a wide range of variables and employs advanced Artificial Intelligence (AI) techniques, specifically Long Short-Term Memory (LSTM) and Gated Recurrent Unit (GRU), to develop a predictive framework for understanding employability over time. Using data from mock job interviews, the study applies Shapley Additive exPlanations (SHAP) values to assess the impact of traits like Self-Confidence and Ability to Present Ideas. Hyperparameter tuning through Grid Search and k-fold cross-validation is employed to optimize model performance. The LSTM model, configured with three layers, achieved an accuracy of 91.46%, and demonstrated the highest performance among the evaluated models. Its robustness was further supported by a 90.48% accuracy obtained through 3-fold cross-validation. The current findings highlight the importance of soft skills, such as Self-Confidence, Ability to Present Ideas, and General Appearance, identified by SHAP analysis as critical predictors of employability, emphasizing the need for educational institutions to actively integrate soft skills development into their curricula to ensure students are both academically prepared and professionally equipped
Research progress on carbon-based anode materials for sodium-ion batteries
No full textAs sodium-ion batteries (SIBs) gain increasing attention as sustainable energy storage solutions, the development of efficient anode materials becomes a pivotal focus. Among these, carbon-based materials stand out as promising candidates due to their natural abundance, cost-effectiveness, and commendable energy storage capabilities. However, their full potential is hindered by challenges such as low Coulombic efficiency during initial charging and the intricate sodium storage mechanisms in hard carbon. This review explores the unique characteristics, key challenges, and innovative optimization strategies for carbon-based anode materials, emphasizing engineering approaches like interface optimization, elemental doping, and pore-structure design. Furthermore, it examines practical applications and performance advancements in fields such as electric vehicles and renewable energy storage systems. By providing critical insights into the rational design and scalable manufacturing of high-performance SIBs, this article serves as a comprehensive resource for advancing research and development in this field
Perceived parental expectations and their role in academic and psychosocial functioning
No full textParental and teacher expectations for students’ academic performance, expressed as confidence in students’ academic potential, may play a critical role in fostering holistic development. However, the specific mechanisms through which these perceived expectations influence academic motivation and psychosocial well-being remain underexplored. This research tests a hypothesized model of the role of mathematics self-concepts in linking perceived parental and teacher expectations to self-determined motivation and achievement goals in the subject and various aspects of psychosocial well-being. Two studies were conducted with Singaporean students (Study 1: N = 2,632, Mage = 14.05 years; Study 2: N = 450, Mage = 13.98 years), with surveys administered at two points during the academic year. Results consistently showed: (a) perceived parental expectations had a more salient role in mathematics self-concepts compared to perceived teacher expectations; (b) mathematics self-concepts partially mediated the relationships between perceived parental expectations and motivation, goals, and well-being (except connectedness); (c) these relationships were relatively stable over time; and (d) perceived teacher expectations complemented perceived parental expectations in predicting mathematics self-concepts, connectedness, and happiness. These findings highlight the distinct yet complementary roles of parents and teachers in shaping developmental outcomes, emphasizing the importance of considering cultural context and offering insights for educational practices to support students’ academic and psychosocial functioning.Accepted versionOER 09/22 GADLOER 34/22 PKL
An atomistic view of the dynamic behavior of single atom/nanocluster electrocatalytic active sites
No full textSignificant breakthroughs have recently been achieved in understanding how atomic centers alter their structural properties under potentiodynamic conditions, as well as the implications for controlling the activity and selectivity of important electrocatalytic reactions. To grasp the dynamic evolution of single and nanocluster active sites in multistep electrocatalytic reactions, it is essential to combine advanced in-situ techniques with theoretical approaches. This integration enables us to gain an unparalleled view of their dynamic behavior at the atomic level. In this perspective, a unique in-depth discussion of the latest advances in the dynamic structural evolution of single-atom and nanocluster-based materials for key multistep electrocatalytic reactions is presented. It elegantly explains their structural and electronic changes in local coordination environments during the electrocatalytic process. In particular, the roles of in-situ scanning/transmission electron microscopy and X-ray absorption spectroscopy, alongside molecular dynamics and machine learning techniques, are also discussed. Furthermore, future directions for understanding the dynamic nature of atomic electrocatalytic active sites are thoughtfully proposed.Accepted versio
Board game play and its implication on friendship development for lower primary children in Singapore
No full textFriendship plays a vital role in children's social and emotional well-being, particularly during the early schooling years. Evidence-based research have shown the role of play and its importance in fostering friendships among young children. However, both spontaneous and structured play opportunities are limited within the curricular hours in Singapore primary schools. This study explored the potential of collaborative board game play in the development and quality of friendships among 12 seven-year-old primary one children in Singapore. A mixed-method embedded design (QUAL+quan), with qualitative data being the primary focus, was chosen for this study’s research design. Data collection included sociometric friendship nomination activities, semi-structured interviews, observational notes during board game play sessions, and happiness survey. The conceptual frameworks applied were Selman’s (1981) Five-Stage Model of Friendship Development and Bukowski et al.’s (1994) Friendship Quality Model. This study consisted of three phases. Thirty children participated in the friendship nomination activity in Phase 1. Thereafter, 12 children were shortlisted for Phases 2 and 3. Findings from the friendship nominations and semi-structured interviews revealed the 12 children’s perceptions of friendship were initially aligned with Selman’s Stage 0 (Momentary Physicalistic Playments). After four board game play sessions, observations and friendship ratings indicated a transition toward Stage 1 (One-Way Assistance) and Stage 2 (Fair-Weather Cooperation), where children demonstrated reciprocity, teamwork, and shared enjoyment. A total of 58.3% (n = 7) of the children showed an improvement in their friendship quality. Positive emotions and mutual enjoyment were frequently cited as outcomes of board game play, supporting the dimensions of closeness and companionship. However, the results also highlighted variability of 41.7% (n = 5) children showing marginal to no changes in friendship quality. This study underscored the potential of collaborative board games as an effective tool and play opportunity in fostering togetherness, perspective-taking, and friendship quality among children. The findings highlighted the importance of integrating structured yet enjoyable activities into primary school timetable to support the development of friendships, thereby contributing to children’s overall well-being