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为改善现有9,10-二羟基硬脂酸合成存在的反应不连续、反应时间过长等问题,以油酸为原料，过氧化氢为氧化剂，在连续流反应器中合成9,10-二羟基硬脂酸，对催化剂进行了筛选，并对合成工艺条件进行单因素实验优化。结果表明，9，10-二羟基硬脂酸，合成的最佳工艺条件为以磷钨酸为催化剂、不使用溶剂、30%过氧化氢与油酸物质的量比3∶ 1、反应温度60 ℃、催化剂用量10%（以油酸质量计）、反应时间23.6 min，在此条件下油酸转化率为91.2%，9,10-二羟基硬脂酸选择性为82.6%。该方法解决了传统间歇釜式反应器中制备9,10-二羟基硬脂酸时反应时间长、工艺烦琐等问题，且绿色环保。In order to improve the existing problems in the synthesis of 9,10-dihydroxystearic acid of discontinuous reaction and long reaction time, 9,10-dihydroxystearic acid was synthesized in a continuous flow reactor with oleic acid as the starting material, hydrogen peroxide as the oxidant.After screening catalyst, the synthesis process conditions were optimized by single factor experiment.The results showed that the optimal conditions for the synthesis of 9,10-dihydroxystearic acid were obtained as follows: with phosphotungstic acid as the catalyst, molar ratio of 30% H2O2 to oleic acid 3∶ 1, reaction temperature 60 ℃, catalyst dosage 10% of oleic acid mass, reaction time 23.6 min, and no solvent. Under these conditions, the conversion rate of oleic acid and the selectivity of 9,10-dihydroxystearic acid were 912% and 82.6%, respectively. By utilizing this system, the difficulties associated with the production of 9,10-dihydroxystearic acid in the conventional batch reactor, such as long reaction time and complex processes, were resolved. Additionally, this system is environmentally benign and green.

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本研究探討臺灣實施國中教育會考對數學科教學現場的回沖效應，透過教師問卷，比較國中數學教師在國中教育會考實施前後的教學差異，並調查其於衍生之相關議題的感受與態度。問卷調查結果顯示：一、近七成教師認同會花費較多的時間教授基測／教育會考常考的內容；二、教師在兩時期使用的教材仍以教科書與習作為主，約有六成教師經常使用測驗卷或考古題；教育會考時期非選擇題型式測驗卷或考古題的使用率較基測時期高（約高7.5%）；三、教學方法均以教師單向講述或師生雙向問答為主；四、教師在數學的閱讀理解能力重視程度比基測時期增加最多，其次為數學表達、溝通能力；五、學校評量各題型的比重未有明顯變化，但教育會考時期非選擇題比重有微幅提高；六、半數以上的教師不認同成績由百分等級制改為三等級，可降低學生學習壓力，且近七成教師認為易造成中等程度學生學習動機低落。由上述研究結果可知，國中教育會考數學科確實對國中數學教學現場同時產生了正向與負向的影響。 Purpose This study investigated the effects of incorporating constructed-response items into the math tests in Taiwan’s Comprehensive Assessment Program for Junior High School Students (CAP). Using questionnaires, this study explored the differences in junior high school math teachers’ overall approaches to teaching and compared the assessment approaches used in preparation for the Basic Competence Test for Junior High School Students (BCT) with those used for the CAP. Literature Review 2.1 Washback Effect Hughes (2003) defined the washback effect as the effect of a test on teaching and learning, which may be positive or negative. Studies on the washback effect have been classroom centered, focusing on the curriculum, materials, pedagogy, assessments, feelings, and attitudes. 2.2 Possible Effect of Adjusting the CAP The purposes of the CAP and BCT are different; therefore, the functions of the exams, scoring methods, types of test items, test times, and presentation of the test results differ. For a comparison of the CAP and BCT, please refer to the CAP website (https://cap.rcpet.edu.tw/index.html). The goal of adding constructed-response items to the CAP math test was to induce positive measurement-directed instruction, with the expectation that teachers would adjust their teaching and assessment methods according to the type of items on the CAP. The Ministry of Education, county and municipal education bureaus, and junior high schools attach great value to the CAP results; thus, teachers must respond to the expectations of school authorities and use various strategies to help students prepare for the examination, which may put pressure on teachers. Therefore, although the CAP has been administered for many years, whether math teachers can select appropriate and diverse forms of assessment in their regular teaching in response to the incorporation of constructed-response items is worth exploring. Methods 3.1 Participants and Procedure A survey was conducted with an online questionnaire, which was sent to all junior high schools, and three math teachers from each school were selected to complete the survey. After completing a general math teacher questionnaire, teachers with more than 5 years’ teaching experience were asked to complete a math backwash questionnaire to ensure that those completing the questionnaire had teaching experience related to both the BCT and CAP. 3.2 Measures This study used two types of teacher questionnaire and semistructured in-depth interviews as follows: (1) Questionnaire on the washback effect of the math test: This questionnaire had eight items and 35 subitems mainly investigating the curriculum, teaching materials, pedagogy, and assessment used by math teachers in preparation for the BCT and CAP. (2) General math teacher questionnaire: This questionnaire surveyed teachers’ opinions regarding the CAP and their use of the Feedback “Report on Monitoring the Academic Quality of the CAP” in each school. (3) Semistructured in-depth interviews: Nine junior high school math teachers were asked in semistructured interviews for their comments on the results of the first two questionnaires. Results (1) Approximately 70% of the teachers stated that they would spend more time on the instruction of test content covered by the BCT and CAP. (2) The teachers used textbooks as the main source of instruction for both exams, with additional practice of constructed-response items and sample questions from previous exams for the CAP (approximately 7.5% higher). (3) Most teachers used one-way lectures or two-way teacher-student techniques to prepare students for both exams. (4) The teachers placed the greatest emphasis on reading comprehension skills for the CAP, followed by communication skills. (5) No significant difference was detected in the proportions of item formats on regular midterm and final exams, even with the slight increase in constructed-response items. (6) Over 50% of the teachers thought the change from a norm-referenced to a criterion-referenced scoring system would not reduce students’ test anxiety, and nearly 70% of the teachers believed that the new scoring system would reduce learning motivation. The findings of our study indicate a washback effect from the incorporation of constructed-response items into the CAP math test in junior high school math classes. Conclusions and Suggestions 5.1 Conclusions The characteristics of the math teachers’ preparation for the CAP and BCT are compared as follows: (1) As the CAP items became more authentic and competency-based, teachers placed more emphasis on students’ reading comprehension skills. (2) The addition of constructed-response items to the CAP led to adjustments in the types of test items and scoring methods used by teachers, with a greater emphasis on constructed-response items; this emphasis on constructed-response items was reflected in the teaching content. Although the BCT contains no constructed-response items, most teachers nevertheless prepare students for this type of item; regular assessments now include constructed-response items. Such changes in the content of instruction achieve the intended purposes of adding constructed-response items to the test, that is, to guide teachers’ instruction, strengthen students’ ability to communicate and express themselves in math, and make students’ learning of math more comprehensive. 5.2 Suggestions (1) Teachers should use the data from CAP test reports effectively to identify the test items on which students performed the most poorly and to further understand students’ learning blind spots. (2) In addition to teaching mathematical knowledge, teachers should strengthen students’ reading comprehension and communication skills to enhance their mathematical literacy. (3) To enhance the learning motivation of basic level students, a certain percentage of basic or easy items can be used in class to build confidence. Learning activities can be arranged in accordance with student abilities so that students of different ability levels can experience success in math.

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In order to understand the existing status of aquatic resources in the intersection of Nanla River and Kunmo Expressway and the impact of the bridge construction on aquatic organisms, this study carried out a resource survey in this river section. 57 species of 6 phytoplankton were detected in 3 sites, with the most Bacillariophyta, 27 species, showing a clear river phase; 26 species of zooplankton, with Protozoa and Rotifera taking the absolute advantage; 34 species of zoobenthos, with the most frequent species being Macrobrachium nipponense and Radix sp.; 26 species of fish in 5 orders and 12 families were collected, with Cypriniformes accounting for the majority of fish and Cyprinoidea being the main fish, accounting for 82. 35% of this order. The fish in the Nanla River basin are mainly sedentary indigenous fish, which mostly lay sticky and sinking spawns and have rich diversity. The survey results show that the construction of the bridge at the intersection of the Nanla River and the Kunmo Expressway will have a local impact on aquatic organisms, but does not affect the diversity of fish communities more. However, it is still necessary to continue to monitor the ecological environment of the protected area waters to provide scientific basis for future fish stocking in the protected area. [ABSTRACT FROM AUTHOR]

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近年來愈來愈多先進國家持續推動以標準為本位的教育評量改革，我國自2014年起推動十二年國民基本教育，並同時實施以標準參照計分的國中教育會考作為國中畢業生學力監控機制。在高風險考試之外，本研究以英語科為例，聚焦於探討如何在國中課室設計素養導向標準本位評量工具，並透過實際參與標準本位評量試辦的學生與教師的經驗及意見，分析情境式素養導向的標準本位課室評量如何提振學生興趣，促進英語學習。研究結果如下：一、依據學生作答感受問卷調查結果，在使用經多次命修審與預試的評量作業的情境之下，近七成的學生認為較傳統選擇題或填充題更容易發揮、更具有挑戰性、也較活潑有趣；六成左右學生的作答意願較高、心情比較愉快，也認為比較容易得分；二、依據試辦教師的回饋可知， 多樣化題型搭配標準參照評等及彈性的作答方式，可激發學生多元能力表現，並從評量的過程與結果，讓學生明瞭自身學習狀況，也可促進教師專業知能的成長；三、情境式試題設計可引導學生從評量中學習將所理解的訊息，應用於仿真的新情境以解決問題，藉此幫助學生體會英語閱讀的實用性與實質意義。若能在國中英語科的課室中，實施類似本研究所提出之素養導向標準本位課室的多元評量，可「善誘學生學習動機與熱情」，促進自發學習，增進英語學習成效，有利培養學生成為十二年國教核心素養所強調的「終身學習者」。 The number of developed countries that have initiated standardized education reform has increased over the last two decades. At the same time that the ministry of education in Taiwan implemented the 12-year basic education policy, they announced regulations for implementing a standardized comprehensive assessment program to monitor the achievement of junior high school students. This study investigated the implementation of a standardized classroom literacy assessment for English classes in junior high schools as an alternative formative-assessment option. In this study, we developed a standardized seventh-grade English (L2) reading-literacy sample task and collected student work and feedback from participating teachers and students. The reading task was scenario-based and required that students search for missing pets. The study results are as follows: (1) Nearly 70% of the participating students agreed that the high-quality scenario-based reading task was more interesting, fulfilling, and challenging than traditional tests. (2) The use of a standardized approach for assessing English reading literacy can enhance the learning motivation of students because it not only grants students the freedom to respond diversely (e.g. to demonstrate understanding by drawing pictures or using Chinese, their first language), but also helps students to learn English more effectively through post-assessment feedback. (3) The scenario-based reading task is an assessment that is useful for learning because it encourages students to apply knowledge to real-life problems, clarifying for students the meaning and value of learning English. Therefore, if a standardized literacy assessment is implemented in Taiwan’s junior high school English classrooms, then students can gain motivation not only for learning English but eventually for lifelong learning, which is the ultimate goal of Taiwan’s 12-year basic education curriculum reform.

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When two-dimensional Laser Radar (LiDAR) is used for obstacle detection, the position change of mobile robot's own attitude usually leads to the change of LiDAR reference position, which will produce a large error in the positioning calculation of obstacle. In this study, an obstacle target location method based on LiDAR scanning angle correction is proposed. The K-means clustering algorithm is used to divide the LiDAR point cloud data, and then the angle correction processing is performed on the clustered data, so that the processed data information is more consistent with the real value. Finally, each cluster data is enveloped to improve the accuracy of LiDAR scanning data. The test results show that the the proposed method can improve the positioning accuracy and meet the requirement of accurate obstacle positioning. [ABSTRACT FROM AUTHOR]

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[Objective] The aims of this study are to explore the ecosystem service trade-offs and synergistic relationships in Ruili-Daying River basin, and to provide a theoretical basis for land management and ecosystem service optimization in this region. [Method] The InVEST model was used to quantitatively evaluate the ecosystem service of water yield, soil retention, and carbon storage in Ruili-Daying River Basin based on multi-source data including the land use and land cover, topography, meteorology and soil conditions covering 2000, 2010 and 2020. Moreover, the characteristics of trade-offs and synergies among different ecosystem services were analyzed by using the spatial overlay analysis method. [Results] (1) From 2000 to 2020, the areas of forest land, cropland, grassland, wetland and bare land decreased in Ruili-Daying River basin, while the shrubland, construction land and water bodies increased gradually. (2) The mean water supply depth, unit amount of soil retention and carbon storage were 749.60 mm, 365.78 t/hm-2, 137.51 t/hm-2, respectively. In the past 20 years, the water yield and soil retention increased at first and then decreased, and the change of carbon storage was not obvious. (3) The ecosystem services provided by different land use types differentiated, with construction land, shrubland and forest land providing the highest water yield, soil retention capacity and carbon storage per unit area, respectively. (4) The ecosystem service relationship in Ruili-Daying River Basin was dominated by trade-offs, in which the proportion of severe trade-off areas was as high as 55%, the proportion of weak trade-off areas was about 4%～8%, the proportion of areas with poor synergy was about 24%～30%, and the proportion of areas with good synergy was about 10%～13%. During the study period, the proportion of with poor synergistic areas decreased by 5.78%, while the proportion of weakly trade-off, severely trade-off and well synergistic areas increased by 2.79%, 0.79% and 2.2%, respectively. [Conclusion] The degree of ecosystem service trade-offs in Ruili-Daying River basin was enhanced while the overall level of services was on an upward trend. [ABSTRACT FROM AUTHOR]

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In order to solve the problems of high computational complexity, large computational cost and large number of parameters, this paper proposed the parallel group convolution algorithm based on the domestic SW26010P multi-core processor. The core idea was to use the unique data layout, through the multi-core mapping processing, parallel computing. Experimental results show that compared with single-core serial algorithm, the proposed parallel group convolution algorithm can achieve the highest speed-up ratio of 79.5 and the maximum effective computing power of 186.7MFLOPS. After data parallel optimization of the parallel group convolution algorithm by SIMD instruction, the algorithm obtains the highest speed-up ratio of 10.2 compared with the parallel group convolution algorithm before optimization. [ABSTRACT FROM AUTHOR]

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