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Along with the rapid development of technology, the constant innovation and application of computer and information technology has information technology change humans' future lifestyles as well as induce comprehensive changes in humans' learning. Due to knowledge digitization, knowledge creation and update is fast that the acceleration and enhancement of learning effectiveness becomes the important issue concerned in global education development. Along with the population of digitization, information technology largely changes life and learning model. Applying experimental design model to the quasi-experimental research, total 188 business management students of universities in Fujian are preceded technology education with WebQuest. The experimental teaching is preceded 3 hours per week for 16 weeks (total 48 hours). Research results reveal: (1) WebQuest would affect critical thinking psychology; (2) WebQuest would affect operation capability; (3) critical thinking psychology presents significantly positive effects on problem clarification in operation capability; (4) critical thinking psychology shows remarkably positive effects on effective interaction in operation capability; and (5) critical thinking psychology reveals notably positive effects on inductive inference in operation capability. According to the results, suggestions are proposed, expecting to help domestic technology education get into organizational and systematic development to further cultivate students' technology literacy.

The innovative education trend is gradually developed on/off campus in past years. The constant integration of digital technology with education generating the new-style education model redefines the integrated activity and information technology curricula at schools. Creative thinking aims to cultivate students combining various situations (e.g., scientific situation, industrial situation, living situation) with creative design and developing original research and problem solving with specific engineering goals. Taking college students in Bangkok, Thailand, as the research object, total 316 students are preceded the 16-week (3 hours per week for total 48 hours) STEM inquiry method experimental research. The research results are summarized as below. 1. STEM inquiry method cultivates students' personal scientific activity and inquiry ability without restricting the ideas, but guides students to experience the complete learning process. 2. STEM education, with integrated instruction, cultivates students learning knowledge and skills for the application to real life. During students' learning, the integration of subject knowledge, life experience, and learner-centered is emphasized. 3. Taking the curriculum design principle of STEM inquiry method, i.e. students' interested issues, into the consideration of curriculum design and combining several relevant curriculum fields for integrated instruction, the planned self-directed learning activities and opportunities could assist students in applying the learned knowledge to solve problems in real life so as to enhance students' creative thinking ability. According to the results to propose suggestions, it is expected to help students learn complete knowledge and, more importantly, present critical thinking and problem solving abilities.

Environmental actions without protection desire and skills would be vain. The task of education is to create such thirst and motive under the encouragement of the community. For this reason, it is expected to open students' future green new horizons of environmental awareness with teaching methods and research tools which could enhance students' environmental literacy, when largely promoting the low-carbon and energy-saving sustainable life. In this case, it is necessary to deeply understand students' environmental awareness and teach them with strict curriculum mapping and design to reinforce students' environmental competence so as to cope with currently extreme climate change. Aiming at students of Tungfang Design University, Taiwan, total 221 students, as the experimental objects, are preceded computer-aided instruction integrated environmental education. The experimental teaching is preceded 3 hours per week for 15 weeks (total 45 hours). The research results show positive relations between 1.environmental education and learning outcome, 2.learning outcome and environmental literacy, and 3.environmental education and environmental literacy. Suggestions are proposed according to the results, expecting to assist domestic students in enhancing self-development through the awareness of the responsibility for environmental issues. Especially, internationally concerned environmental issues would guide the goal of environmental education to social prospective.

Based on a high‐resolution seismic reflection data set, we describe and map rift domains at the tip of the V‐shaped NW‐South China Sea (NW‐SCS) Basin. We compare our rift domain map with seismic refraction, magnetic and gravity field data, and previously mapped Continent‐Ocean Boundaries (COB). We also define and map syn‐breakup sedimentary and magmatic sequences across the sediment‐rich NW‐SCS, which enables us to reconstruct the tectono‐stratigraphic evolution of the area. This work enables us to describe and discuss the 3D architecture and nature of the crust at the tip of the NW‐SCS, investigate how extensional and magmatic processes interacted during the breakup, and propose a kinematic model for late rifting, breakup, and finally stalling of the seafloor spreading system. This study provides exceptionally well‐documented insights into the spatial and temporal evolution at the tip of a so‐called "rift propagator," and enables us to show that breakup in the NW‐SCS may rather correspond to a "retrogrador," in which the extension zone retreats due to the reorganization of a failing rift system. Key Points: We highlight for the first time the 3D crustal structure of the tip of the NW‐South China Sea (NW‐SCS) V‐shaped basinBased on the architecture of sedimentary and magmatic deposits, we propose a 4D model for its breakup phaseProposition of a new retrogrador breakup model for the NW‐SCS [ABSTRACT FROM AUTHOR]

A long-standing question in Earth Sciences is related to the importance of inheritance in controlling tectonic processes. In contrast to physical processes that are generally applicable, assessing the role of inheritance suffers from two major problems: firstly, it is difficult to appraise without having insights into the history of a geological system; and secondly all inherited features are not reactivated during subsequent deformation phases. Therefore, the aim of this paper is to give some conceptual framework about how inheritance may control the architecture and evolution of hyperextended rift systems. In this paper, we use the term inheritance to refer to the difference between an “ideal” layer-cake type lithosphere and a “real” lithosphere containing heterogeneities. The underlying philosophy of this work is that the evolution of hyperextended rift systems reflects the interplay between their inheritance (innate/“genetic code”) and the physical processes at play (acquired/external factors). Thus, by observing the architecture and evolution of hyperextended rift systems and integrating the physical processes, one may get hints on what may have been the original inheritance of a system. We first define 3 types of inheritance, namely structural, compositional and thermal inheritance and develop a simple and robust terminology able to describe and link observations made at different scales using geological, geophysical and modeling approaches. To this, we add a definition of rift-induced processes, i.e. processes leading to compositional changes during rifting (e.g. serpentinization or decompression melting). Using this approach, we focus on 3 well-studied rift systems that are the Alpine Tethys, Pyrenean–Bay of Biscay and Iberia–Newfoundland rift systems. However, as all these examples are magma-poor, hyperextended rift systems that evolved over a Variscan lithosphere the concepts developed in this paper cannot be applied universally. For the studied examples we can show that: 1) the inherited structures did not significantly control the location of breakup 2) the inherited thermal state may control the mode and architecture of rift systems, in particular the architecture of the necking zone 3) the architecture of the necking zone may be influenced by the distribution and importance of ductile layers during decoupled deformation and is consequently controlled by the thermal structure and/or the inherited composition of the crust 4) conversely, the deformation in hyperextended domains is strongly controlled by weak hydrated minerals (e.g. clay, serpentinite) that result from the breakdown of feldspar and olivine due to fluid and reaction assisted deformation 5) inherited structures, in particular weaknesses, are important in controlling strain localization on a local scale and during early stages of rifting 6) inherited mantle composition and rift-related mantle processes may control the rheology of the mantle, the magmatic budget, the thermal structure and the localization of final rifting. These key observations show that both inheritance and rift-induced processes played a significant role in the development of the magma-poor southern North Atlantic and Alpine Tethys rift systems and that the role of inheritance may change as the physical conditions vary during the evolving rifting and as rift-induced processes (serpentinization; magma) become more important. Thus, it is not only important to determine the “genetic code” of a rift system, but also to understand how it interacts and evolves during rifting. Understanding how far these new ideas and concepts derived from the well-studied hyperextended rift systems of the southern North Atlantic and Alpine Tethys can be translated to other less explored hyperextended rift systems will be one of the challenges of future research in rifted margins. [ABSTRACT FROM AUTHOR]

The use of cone beam computed tomography to permit three-dimensional visualization of the airway is described. Obstructive sleep apnea is defined in relation to associated anatomy. Work in progress examining the visualization of airway changes using one treatment modality, a mandibular advancement device, is discussed. [Copyright &y& Elsevier]