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The development of well ordered nanonetwork materials (in particular gyroid-structured materials) has been investigated using a block-copolymer template for templated electroless plating as an example system for the examination of network formation using X-ray scattering. By taking advantage of the nucleation and growth mechanism of templated electroless plating, gyroid-structured Au was successfully fabricated through the development of Au nanoparticles, then tripods and branched tripods, and finally an ordered network. Each stage in the development of the network phase could then be examined by combining real-space transmission electron microscopy observations with reciprocal-space small-angle X-ray scattering results. The fingerprint scattering profile of the building block for the network (i.e. the tripod of the gyroid) could be well fitted with the form factor of an effective sphere, and the diffraction results from the ordered network could thus be reasonably addressed. As a result, the examination of well ordered network materials can be simplified as the scattering from the form factor of a sphere convoluted with the nodes of its structure factor, providing a facile method of identifying the network phases from X-ray scattering data.

Abstract:A visual-servo automatic micromanipulating system was developed and tested for gripping the moving microparticle suspended in liquid well. An innovative design of microgripper integrated with flexible arms was utilized to constrain particles in a moving work space. A novel focus function by non-normalized wavelet entropy was proposed and utilized to estimate the depth for the alignment of microgripper tips and moving particle in the same focus plane. An enhanced tracking algorithm, which is based on Polar Coordinate System Similarity, incorporated with template matching, edge detection method, and circular Hough Transform, was implemented. Experimental tests of the manipulation processes from moving gripper to tracking, gripping, transporting, and releasing 30-50 µm Polystyrene particle in 25 • C water were carried out.

The recording of words in a vocabulary notebook is regarded as a plausible and efficient method for learners, since they can organize and manage the individual words they wish to acquire. The wide appeal of portable computers has resulted in a rapid increase in taking notes via computers across college campuses. Although computers can increase transcription speed when students take notes, they are also detrimental to learning, because students tend to mindlessly transcribe results, resulting in shallow processing. To resolve the issue, in this study, an associationbased strategy is introduced to assist learners in compiling vocabulary notebooks. To assess the strategy, an experiment was conducted to investigate the effects of the proposed nonlinear associations note-taking method with respect to the traditional linear outline method. The results show that both strategies could increase vocabulary retention; however, the associations format was significantly better than the outline format. In addition, through a deep analysis of both types of note-taking processes, we also found that students using the associations note-taking method developed more meaningful word association styles (e.g., linking words that had similar contexts) in composing their notes than students using the outline notetaking method. When examining how learners with different cognitive styles took the notes, the results showed that learner performance depends on cognitive style,

Scholars suggest that not every student completely comprehends the content of a lecture in a foreign language as the medium of instruction, especially in the case of those with low language ability. To facilitate comprehension of lectures in a foreign language, learning content was presented to students in multiple modalities; that is, in addition to verbal (speech of the instructor) and visual (lecture slides) content, texts generated by speech-to-text recognition (STR) or speech-enabled language translation (SELT) were shown to the students. The goal was to compare how these two additional content modalities (i.e., STR-texts vs. SELT-texts) facilitate student comprehension of lecture content. Because processing multimodal content requires additional cognitive resources, another goal was to explore whether STR-texts versus SELT-texts impose any cognitive load on the students. To this end, two groups of students were recruited, where they attended two lectures at the intermediate and advanced levels. STR-texts were shown to a control group, and SELT-texts were shown to an experimental group. The posttest results and the cognitive load of the students in both groups after each lecture were compared. Four main findings were obtained: (a) The experimental group outperformed the control group on both posttests. However, when student language ability was considered, the difference was statistically significant for low ability students only; (b) there was not a significant between-group difference in cognitive load; however, if student language ability was considered, a significant between-group difference existed during the more difficult lecture; (c) between-group differences in self-efficacy were statistically insignificant; and (d) associations among some research variables were found. Based on these results, several implications were drawn for the teaching and research community.