Implementing an eleven year through-train model to complete Primary and Secondary Education: creating a platform for accommodating the newest pedagogical practices and technologies in school

In educational transformation, Logos Academy of Hong Kong has started to create space in two aspects: to accommodate for new learning areas, and to use the most updated technologies for learning. In different Learning Stages, new learning areas like "Family Life Education", "Analytical study of Current Issues", Mind-mapping, MegaSkills and Media Education are introduced. The teachers will design different level- and age-appropriate activities and assignments that encourage the mastery of basic concepts and development of aesthetic appreciation, family life education, character formation, physique building and inquiry/research skills. Moreover, integrated tasks and projects intertwining with different study skills are mounted to enable the children to experiment creative designs and try out increasingly complex investigations. To facilitate learning and teaching, Logos Academy also creates new platforms to use the newest technologies for pre-lesson use, for lesson use, and for post-lesson use. It is reviewed that with the aid of some updated technologies, our teachers are committed to facilitate change, reflect on current practices, explore further improvements in new learning areas and to use the new technologies effectively - which will in turn enhance the effectiveness of integrated study skills, self-directed learning, team work and social interaction of the students

Implementing an eleven year through-train model to complete Primary and Secondary Education , is it possible? Why Not? : some challenges and principles

As learning and teaching is moving away from imparting student with mere "knowledge", the simple one-size-fits-all solution of a prescribed years of schooling with some rigid and prescriptive subject syllabuses designated for different year-levels in primary and secondary schools will no longer meet the developmental needs of students. Logos Academy of Hong Kong has started an "Eleven-year Through-train Program in September 2002, to re-define the different key stages in primary, junior and senior secondary levels to provide a broad and balanced curriculum which maintains seamless continuity. The eleven-year program consists of three stages, each with its particular characteristics: Foundation Stage: (FS1- FS3); Developmental Stage: (DS1 - DS5) and Mastery Stage (MS1 - MS3). We have achieved some pleasing outcome so far and we believe that this re-definition of Key Learning Stages is forward looking and keeping abreast of global trends. If this "Eleven-year Through-Train Schooling System" model is proved to be successful, it will throw some light on a new schooling structure - which will have significant implications on the government's funding and planning policie

Implementing an eleven year through-train model to complete Primary and Secondary Education: an innovative curriculum design, and optimizing the roles of subject specialists in the early learning stages

In an eleven year "through-train" model, to construct a new road map for learning, Logos Academy of Hong Kong has delineated clearly the roles of "Homeroom Teachers" and "Subject Specialists". In the Foundation Stage (The first three years in Primary Schooling), the "Homeroom Teachers" will no longer teach most of the academic subjects for their respective Homeroom classes. They will undertake mainly pastoral care functions whilst different subject specialists are deployed to teach different subject areas accordingly. Each Subject teacher will teach ALL the classes within a year-band. In some Subjects like English Studies, two or three teachers will share the teaching load according to their specialties. After putting in practice for two years, evidence has shown that with this "Subject specialist across the year band" approach, the curriculum rigor has been strengthened and children have made much more remarkable progress in specific learning areas. Moreover, it has created space and opportunities for co-teaching and joint projects. This has in turn facilitated communication, collaboration and professional development of teachers in their subject specialty. Within the same subject area, the inter-teacher difference between classes of the same year level has been diminished, and the effectiveness of teaching and learning across the whole year-band may be better monitored and evaluated. The subject specialist is also in a better position to design and organize necessary follow-up actions (including enrichment or remedial work) more efficientl

Newtonian flow inside carbon nanotube with permeable boundary taking into account van der Waals forces

Here, water flow inside large radii semi-infinite carbon nanotubes is investigated. Permeable wall taking into account the molecular interactions between water and a nanotube, and the slip boundary condition will be considered. Furthermore, interactions among molecules are approximated by the continuum approximation. Incompressible and Newtonian fluid is assumed, and the Navier-Stokes equations, after certain assumptions, transformations and derivations, can be reduced into two first integral equations. In conjunction with the asymptotic expansion technique, we are able to derive the radial and axial velocities analytically, capturing the effect of the water leakage, where both mild and exceptionally large leakages will be considered. The radial velocity obeys the prescribed boundary condition at the (im)permeable wall. Through the mean of the radial forces, the sufficiently large leakages will enhance the radial velocity at the center of the tube. On the other hand, unlike the classical laminar flow, the axial velocity attains its maximum at the wall due to the coupling effect with the radial forces as water is being pushed into the proximity of the inner wall. In addition, the axial velocity and the flux with the consideration of the suck-in forces, induced by the tubes’ entry turn out to be one order higher than that without the suck-in forces. All the aforementioned considerations might partially resolve the mysteriously high water penetration through nanotubes. Axial velocity also drops with the tube’s length when the water leakage is permitted and the suck-in forces will ease the decline rate of the axial velocity. The present mathematical framework can be directly employed into the water flow inside other porous nano-materials, where large water leakage is permitted and therefore are of huge practical impact on ultra-filtration and environmental protection

Immunofluorescence Assay for Serologic Diagnosis of SARS

We evaluated a virus-infected cell-based indirect immunofluorescence assay for detecting anti–severe acute respiratory syndrome-associated coronavirus (SARS-CoV) immunoglobulin (Ig) G antibody. All confirmed SARS cases demonstrated seroconversion or fourfold rise in IgG antibody titer; no control was positive. Sensitivity and specificity of this assay were both 100%. Immunofluorescence assay can ascertain the status of SARS-CoV infection

SARS Transmission among Hospital Workers in Hong Kong

Despite infection control measures, breakthrough transmission of severe acute respiratory syndrome (SARS) occurred for many hospital workers in Hong Kong. We conducted a case-control study of 72 hospital workers with SARS and 144 matched controls. Inconsistent use of goggles, gowns, gloves, and caps was associated with a higher risk for SARS infection (unadjusted odds ratio 2.42 to 20.54, p < 0.05). The likelihood of SARS infection was strongly associated with the amount of personal protection equipment perceived to be inadequate, having <2 hours of infection control training, and not understanding infection control procedures. No significant differences existed between the case and control groups in the proportion of workers who performed high-risk procedures, reported minor protection equipment problems, or had social contact with SARS-infected persons. Perceived inadequacy of personal protection equipment supply, infection control training <2 hours, and inconsistent use of personal protection equipment when in contact with SARS patients were significant independent risk factors for SARS infection

First isolation of West Nile virus from a dromedary camel

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Inhibitory role of peroxisome proliferator-activated receptor gamma in hepatocarcinogenesis in mice and in vitro

Although peroxisome proliferator-activated receptor gamma (PPARγ) agonist have been shown to inhibit hepatocellular carcinoma (HCC) development, the role of PPARγ in hepatocarcinogenesis remains unclear. We investigated the therapeutic efficacy of PPAR