IHMTC_2019_603.pdf

The purpose was to examine the cooling performance of the air ventilation clothing. For this, a 3D numerical model is developed for air ventilation clothing. The detailed geometric model was developed based on 3D body scanning. Meshing and analysis were conducted in Ansys ICEM CFD and Ansys FLUENT, respectively. The effect of airflow rate, fan size, and convective heat losses on the cooling performance of the air ventilation clothing was analyzed. Results showed that the cooling performance of the clothing increased as the air flow rate increased. Area-weighted average torso heat flux increased by 68.18 % when the air flow rate increased from 10 l/s to 20 l/s, and the heat removal was found to be highest and lowest at the lower back and upper chest, respectively, compared to other body segments. The cooling performance of the air ventilation clothing (area-weighted heat flux of the torso) decreased as fan size increased for a given flow rate. The effect of the fan dimensions on the upper chest, upper arm, and shoulder segments of the body is found to be negligible. The effect of convective heat loss from the clothing was found to be negligible on body heat removal. It is observed that the effect of airflow rate on the cooling performance of the clothing is much higher than that of other parameters (like fan size and convective heat transfer coefficient).</p

Table_2_The Effect of Social-Emotional Competency on Child Development in Western China.docx

This study investigated the effects of social-emotional competency on pupils’ academic achievement, academic emotions and attitudes, and interpersonal relationships. Participants were 7106 fourth-grade and fifth-grade students in western China. The results were: (1) social-emotional competency positively predicted pupils’ academic achievement (including reading, mathematics, and science); (2) social-emotional competency predicted pupils’ academic emotions and attitudes, including learning anxiety and interest, and academic emotions and attitudes played a mediating role in the relation between social-emotional competency and academic achievement; and (3) social-emotional competency positively predicted pupils’ interpersonal relationships, including peer relationships and teacher–student relationships, and interpersonal relationships played a mediating role in the relation between social-emotional competency and academic achievement. These findings highlighted the importance of social-emotional competency to child development in western China, where many children might lack their parents’ company.</p

Carbon storage in biomass and soils in four <i>C. equisetifolia</i> plantations (Mg ha⁻¹, mean ± S.E.).

<p>Note: SOC, TBCS, AGCS and TCS refer to soil organic carbon (0–100 cm), total biomass C storage, aboveground C storage and total C storage, respectively. Means in a column followed by different lower-case letters are significantly different at <i>P</i><0.05(one-way ANOVA and LSD test).</p

Overcoming adversity: exploring the key predictors of academic resilience in science

Resilient students attain high levels of academic achievement despite the presence of chronic socioeconomic disadvantage. Identifying factors that promote resilience in the domain of science is crucial to making equitable and high-quality science education accessible for all students. Rooted in the opportunity-propensity framework, this study examined the relative importance of opportunity, propensity, and antecedent factors in understanding academic resilience. The data came from 3377 Grade 8 students in Hong Kong. Among them, 844 students who are in the bottom 25% of SES were selected. Machine learning analyses indicated that ten variables best predicted academic resilience. These variables, in order of predictive power, were: confidence in science, home resources, liking for learning science, valuing of science, instructional clarity, instructional time, content exposure to biology topics, sense of school belonging, school emphasis on academic success, and content exposure to physical science. Mean-level comparisons corroborated the machine learning findings showing that resilient students scored higher on these variables than non-resilient students. This study demonstrates the complexity of academic resilience in science by showing the relative importance of multiple predictors. The findings of the current study could provide policymakers and practitioners with information to identify the most promising intervention targets to promote academic resilience.</p

Table_1_The Effect of Social-Emotional Competency on Child Development in Western China.docx

This study investigated the effects of social-emotional competency on pupils’ academic achievement, academic emotions and attitudes, and interpersonal relationships. Participants were 7106 fourth-grade and fifth-grade students in western China. The results were: (1) social-emotional competency positively predicted pupils’ academic achievement (including reading, mathematics, and science); (2) social-emotional competency predicted pupils’ academic emotions and attitudes, including learning anxiety and interest, and academic emotions and attitudes played a mediating role in the relation between social-emotional competency and academic achievement; and (3) social-emotional competency positively predicted pupils’ interpersonal relationships, including peer relationships and teacher–student relationships, and interpersonal relationships played a mediating role in the relation between social-emotional competency and academic achievement. These findings highlighted the importance of social-emotional competency to child development in western China, where many children might lack their parents’ company.</p

Table_3_The Effect of Social-Emotional Competency on Child Development in Western China.docx

This study investigated the effects of social-emotional competency on pupils’ academic achievement, academic emotions and attitudes, and interpersonal relationships. Participants were 7106 fourth-grade and fifth-grade students in western China. The results were: (1) social-emotional competency positively predicted pupils’ academic achievement (including reading, mathematics, and science); (2) social-emotional competency predicted pupils’ academic emotions and attitudes, including learning anxiety and interest, and academic emotions and attitudes played a mediating role in the relation between social-emotional competency and academic achievement; and (3) social-emotional competency positively predicted pupils’ interpersonal relationships, including peer relationships and teacher–student relationships, and interpersonal relationships played a mediating role in the relation between social-emotional competency and academic achievement. These findings highlighted the importance of social-emotional competency to child development in western China, where many children might lack their parents’ company.</p

Average annual rate of biomass carbon accumulation at four age classes of <i>C. equisetifolia</i> plantations (Mg C ha⁻¹yr⁻¹).

<p>Note: AGB refers to aboveground biomass C; BGC refers to belowground biomass C; TBC refers to total biomass C.</p

Properties of the soil in four different age classes of <i>C. equisetifolia</i> plantations (only 0–10 and 10–20 cm soil data were presented here, mean ± S.E.).

<p>Note: Means in a row followed by different lower-case letters are significantly different at P<0.05 (one-way ANOVA and LSD test).</p

The soil carbon density of four different age classes of <i>C. equisetifolia</i> plantations.

<p>Note: Error bar indicating SE.</p