During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology.During the past decade, literature on the design of technology-enhanced learning environments (TELEs) has flourished. Multiple TELE theoretical frameworks, especially those based on constructivist epistemology (Cognition

In this paper, we propose a conceptually simple and geometrically interpretable objective function, i.e. additive margin Softmax (AM-Softmax), for deep face verification. In general, the face verification task can be viewed as a metric learning problem, so learning large-margin face features whose intra-class variation is small and inter-class difference is large is of great importance in order to achieve good performance. Recently, Large-margin Softmax [10] and Angular Softmax [9] have been proposed to incorporate the angular margin in a multiplicative manner. In this work, we introduce a novel additive angular margin for the Softmax loss, which is intuitively appealing and more interpretable than the existing works. We also emphasize and discuss the importance of feature normalization in the paper. Most importantly, our experiments on LFW and MegaFace show that our additive margin softmax loss consistently performs better than the current state-of-the-art methods using the same network architecture and training dataset. Our code has also been made available 1 .

Aims:To examine the mediating effects of self-efficacy, coping, burnout, and social support in the link between job stress and depression and anxiety among young Chinese nurses. Design:A cross-sectional survey was used. Methods: Full-time young nurses (N = 1,029) who worked in nine tertiary grade A hospitals in Chengdu China were recruited from December 2016-March 2017. Structural equation modelling was applied to analyse the mediating effects. Results: Job stress had a direct positive effect on anxiety (β = 0.054) and it also exerted indirect positive effects on depression (β = 0.337) and anxiety (β = 0.325) through mediating factors. Emotional exhaustion and social support were the main mediating variables, accounting for 72.0% of the variation in anxiety and nearly 43.4% in depression. Conclusion:Emotional exhaustion and social support may have significant mediating effects in the link between job stress and depression and anxiety. Strategies including deceasing emotional exhaustion, enhancing social support in work environment, and reducing job stressors would be useful to prevent depression and anxiety among young nurses.Impact: What problems did the study address?Depression and anxiety have great impact on professional performance of nurses and even patient safety.Factors such as coping, burnout, etc., may have different mediating effects in the paths from job stress to depression and anxiety.What were the main findings?Job stress had direct and indirect positive effects on anxiety and it only had indirect positive effect on depression.

Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and educational software packages have been implemented in early childhood education and addressed a variety of subjects, including mathematics, science, reading, language, and social studies. However, most software packages have yet to integrate technology into inquiry-based learning for early childhood contexts. Based on existing theoretical frameworks, we suggest that instructional technologies should be used in early childhood inquiry education to (a) enrich and provide structure for problem contexts, (b) facilitate resource utilization, and (c) support cognitive and metacognitive processes. Examples of existing and hypothetical early childhood applications are provided as we elaborate on each role. Challenges and future research directions are also identified and discussed.

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