We systematically summarize the recent progress in the green synthesis and formation mechanism of CDs with the hope to provide guidance for developing CDs with the concept of green chemistry. In addition, we discuss and organize the current opinions on the fluorescence origin of CDs and the latest progress of CDs in fluorescence sensing applications.

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When Disruption Tolerant Network (DTN) is used in commercial environments, incentive mechanism should be employed to encourage cooperation among selfish mobile users. Key challenges in the design of an incentive scheme for DTN are that disconnections among nodes are the norm rather than exception and network topology is time varying. Thus, it is difficult to detect selfish actions that can be launched by mobile users or to pre-determine the routing path to be used.In this paper, we propose MobiCent, a credit-based incentive system for DTN. While MobiCent allows the underlying routing protocol to discover the most efficient paths, it is also incentive compatible. Therefore, using MobiCent, rational nodes will not purposely waste transfer opportunity or cheat by creating non-existing contacts to increase their rewards. MobiCent also provides different payment mechanisms to cater to client that wants to minimize either payment or data delivery delay.

Much research has been conducted to document and sometimes to provide proximate explanations (e.g., Confucianism vs. Western philosophy) for East-West cultural differences. The ultimate evolutionary mechanisms underlying these cross-cultural differences have not been addressed. We propose in this review that East-West cultural differences (e.g., independent versus interdependent self construal; autonomy versus harmony in values; hierarchical versus egalitarian relationships) result from social learning and individual learning as primary means to adapt to the local environment. Historical and contemporary evidence from multiple sources is reviewed that indicates smaller extents of environmental variability in East Asia including China than in Europe and North America, favoring social learning in the East and individual learning in the West. Corresponding to these different adaptive strategies, East-West differences stem from learning styles that differ between copying and rote memorization, on the one hand, and critical thinking and innovative problem solving, on the other hand. These primary cultural differences are correlated with such personality attributes as conformity, compliance, and independence that serve to facilitate social or individual learning. This and other cross-cultural and educational psychological research is reviewed as evidence to support our evolutionary explanation of why Eastern and Western cultures differ in the ways in which they do.Cross-cultural research in the past 50 years has mainly focused on comparisons between Eastern and Western cultures, yielding a myriad of observations and findings of East-West differences. In educational psychology, these findings are relevant to issues ranging from achievement motivation (e.g., Hess et al. 1987), academic performance (e.g., Stevenson et al. 1985), and Educ Psychol Rev (2011) 23:99-129