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Global concern about microplastic (MP) and nanoplastic (NP) particles is continuously rising with their proliferation worldwide. Effective identification methods for MP and NP pollution monitoring are highly needed, but due to different requirements and technical challenges, much of the work is still in progress. Herein, the advanced optical imaging systems that are successfully applied or have the potential for MP identification are focused on. Compared with chemical and thermal analyses, optical methods have the unique advantages of being nondestructive and noncontact and allow fast detection without complex sample preprocessing. Furthermore, they are capable of revealing the morphology, anisotropy, and material characteristics of MP for their quick and robust detection. This review aims to present a comprehensive discussion of the relevant optical imaging systems, emphasizing their operating principles, strengths, and drawbacks. Multiple comparisons and analyses among these technologies are conducted in order to provide practical guidelines for researchers. In addition, the combination of optical and other alternative technologies is described and the representative portable MP detection devices are highlighted. Together, they shed light on the prospects for long‐term MP pollution monitoring and environmental protection. [ABSTRACT FROM AUTHOR]

On the one hand, a growing amount of research discusses support for improving online collaborative learning quality, and many indicators are focused to assess its success. On the other hand, thinkLets for designing reputable and valuable collaborative processes have been developed for more than ten years. However, few studies try to apply thinkLets to online collaborative learning. This paper introduces thinkLets to online collaborative learning and experimentally tests its effectiveness with participants' responses on their satisfaction. Yield Shift Theory (YST), a causal theory explaining inner satisfaction, is adopted. In the experiment, 113 students from Universities in Beijing, China are chosen as a sample. They were divided into two groups, collaborating online in a simulated class. Then, YST in student groups under online collaborative learning is validated, a comparison study of online collaborative learning with and without thinkLets is implemented, and the satisfaction response of participants are analyzed. As a result of this comparison, YST is proved applicable in this context, and satisfaction is higher in online collaborative learning with thinkLets.

Due to the detrimental impact of fog on image quality, dehazing maritime images is essential for applications such as safe maritime navigation, surveillance, environmental monitoring, and marine research. Traditional dehazing techniques, which are dependent on presupposed conditions, often fail to perform effectively, particularly when processing sky regions within marine fog images in which these conditions are not met. This study proposes an adaptive sky area segmentation dark channel prior to the marine image dehazing method. This study effectively addresses challenges associated with traditional marine image dehazing methods, improving dehazing results affected by bright targets in the sky area and mitigating the grayish appearance caused by the dark channel. This study uses the grayscale value of the region boundary's grayscale discontinuity characteristics, takes the grayscale value with the least number of discontinuity areas in the grayscale histogram as a segmentation threshold adapted to the characteristics of the sea fog image to segment bright areas such as the sky, and then uses grayscale gradients to identify grayscale differences in different bright areas, accurately distinguishing boundaries between sky and non-sky areas. By comparing the area parameters, non-sky blocks are filled; this adaptively eliminates interference from other bright non-sky areas and accurately locks the sky area. Furthermore, this study proposes an enhanced dark channel prior approach that optimizes transmittance locally within sky areas and globally across the image. This is achieved using a transmittance optimization algorithm combined with guided filtering technology. The atmospheric light estimation is refined through iterative adjustments, ensuring consistency in brightness between the dehazed and original images. The image reconstruction employs calculated atmospheric light and transmittance values through an atmospheric scattering model. Finally, the use of gamma-correction technology ensures that images more accurately replicate natural colors and brightness levels. Experimental outcomes demonstrate substantial improvements in the contrast, color saturation, and visual clarity of marine fog images. Additionally, a set of foggy marine image data sets is developed for monitoring purposes. Compared with traditional dark channel prior dehazing techniques, this new approach significantly improves fog removal. This advancement enhances the clarity of images obtained from maritime equipment and effectively mitigates the risk of maritime transportation accidents. [ABSTRACT FROM AUTHOR]

Collaborative case studies and computer-supported collaborative learning (CSCL) play an important role in the modern education environment. A number of researchers have given significant attention to learning design in order to improve the satisfaction of collaborative learning. Although collaboration engineering (CE) is a mature method widely used for collaboration design, there is limited research as to whether CE is useful for learning design, in particular, case studies. Therefore, in this paper, we designed a contrastive case study in two small classes of a Chinese university. In the first part, we encouraged a teacher to use CE tools to design a learning process. Since Chinese students had limited access to CE platforms, we used our special tool--the Discussion Platform as the main CE tool. A total of 40 students and a teacher collaborated in our first experiment and were asked to complete a survey upon completion of the interviews. In our comparison study, the teacher gave the same task to another 31 students, yet omitted the use of CE tools to design the learning process. In this paper, we compare the results obtained and determine the advantage that CE methods have on learning effectiveness and student satisfaction.