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This paper aims to study a high-temperature (up to 200 °C) data acquisition and processing circuit for logging.

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.

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.

The proposed circuit and methodology showed great potential for application in deep-well logging systems and other high-temperature situations.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

The purpose of this paper is to examine the behaviors and social interactions among preschool children and their teachers during food consumption at a daycare facility. Using social cognitive theory, the goal is to identify how role modeling, rules, behaviors and communication shape these young consumers’ health-related food consumption and habits.

This study was conducted in a US daycare facility among preschool children (aged four years) over a three-month period. Qualitative ethnographic methods included participant and non-participant observation of meals and snack-time.

Findings from the observations revealed that teachers’ food socialization styles and social interactions with peers cultivate children’s food consumption. In addition, commensality rules set by the childcare institution also help children learn other valuable behaviors (e.g. table manners and cleaning up).

The study was conducted in one location with one age group so the results may not be generalized to all children. As more young children spend time in preschools and daycare centers, the understanding of how these settings and the caregivers and peers influence them becomes more important. Preschool teachers can influence their young students’ food consumption through their actions and words. Training teachers and cultivating educational programs about ways to encourage healthy eating habits could be implemented.

The paper offers observations of actual behaviors among young children in a naturalistic setting.

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.