Prerequisite Knowledge Research Articles

Going ‘meta’: a systematic review of metacognition and functional neurological disorder

Abstract In functional neurological disorder (FND), there is a fundamental disconnect between an apparently intact nervous system and the individuals’ ability to consistently perform motor actions, perceive sensory signals, and/or access effective cognition. Metacognition, the capacity to self-evaluate cognitive performance, appears highly relevant to FND pathophysiology. Poor metacognition is a potential mechanism via which abnormal models of self and the state of the world could arise and persist unchecked. There is therefore a justified enthusiasm that studies of metacognition may give substance to FND’s intangible nature. However, many assume an impairment in metacognition even though experimental studies are still in their infancy. This systematic review provides an analytical checkpoint of the evidence after the first five years of experimental work. We firstly summarise current methods for testing metacognition, prerequisite knowledge that allows readers to independently evaluate the evidence. Using preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) approach we then screened the 21 articles on this topic and review the experimental data of the eight studies that specifically tested metacognition in subjects with FND. Questionnaire metrics used to estimate global metacognition and general confidence in FND revealed a mixed picture of low or normal confidence. Of the five studies that used performance-controlled metrics, the gold-standard to estimate local metacognition in FND, four found metacognition to be equivalent to healthy controls and one paper supported impaired metacognition. We consequently try and broaden the debate and discuss alternative headline scenarios. We review how positive studies may offer insight and debate whether null studies could represent false negatives. However, since most studies find equivalent metacognition to controls, we also discuss whether metacognition could be intact and how this could inform mechanistic models of FND and have potential clinical utility. In summary, this review highlights signal of interest within the data, exposes current limitations and flags the many open questions.

Misconceptions and Errors Among Grade 12 Students When Learning Differentiation Rules: A Case Study

t is an established fact that some grade 12 students learning differentiation in calculus are found struggling with the rule of differentiation and these rules include power rule, quotient rule, chain rule and product rule. Because of these, some students came up with some misconceptions which eventually resulted to the students having multiple errors when learning rules of differentiation. The reason associated with these common errors are not far from their failure to model some prerequisite knowledge in the laws of logarithm into their learning of the laws of differentiation. And this has resulted to the poor performance of some students in mathematics (calculus) since calculus carries about 40% in the overall grade in mathematics as a subject at grade 12 level. On this note, this paper presents an analysis of students’ errors and misconceptions in learning differentiation rule. The study was conducted among grade 12 students preparing for NSC examination in a high school in Limpopo province in South Africa. And the data was initially collected using 35 test scripts of grade 12 on the topic of differentiation and differentiation rule. A qualitative approach was considered, and the data collected was analysed, focusing on product rules, quotient rules and chain rules and the errors committed. The result of the study indicated that some grade 12 students make some errors and misconceptions in differentiation rules. And these were because of poor conceptual understanding, poor mathematics language understanding, and some other error. It was confirmed that the results of this study highlight the common mistakes and errors students make when learning differentiation rules, and these errors are; conceptual, systemic, language, and generalization errors.

Basic Education Curriculum under the Newly Implemented K to 10 (MATATAG) Curriculum in the Philippines: The Case of Science Education

Curriculum reform is essential to address the current needs of the community, nation, and global demands. By doing this, community members are equipped with relevant skills and competencies that are timely and relevant in modern times. Thus, this study was conducted to determine the nature of the newly implemented K to 10 or MATATAG curriculum under basic education-science in the Philippines. Discussion of the topic revolves around understanding the reasons for curriculum reform and determining the new features and competencies of the new basic education-science curriculum. Moreover, document analysis was carried out to address the objectives of the study. Results revealed that there are four main reasons why curriculum reform is needed in basic education in the country. Reasons include poor performance of learners in national and international assessments, congested curriculum, insufficient time to teach, and mismatch of prerequisite skills and knowledge assumed by the learning competencies. In terms of new features of the basic education science curriculum, the addition of technology and engineering literacy is highlighted, along with an addition of theoretical foundations and approaches to teaching. The analysis further revealed that the highlighted competencies are aligned with the relevant skills and competencies needed in the 21st century, Industry 4.0 and Industry 5.0. Thus, it can be concluded that the newly implemented basic education science curriculum is responsive to global demand, thus making the country more resilient and adaptive to change.

Learning outcomes for postgraduate education in anatomy based on national qualifications framework

Postgraduate education provides students with a higher level of education in their chosen subject of study. This study described and discussed learning outcomes for postgraduate education in anatomy, drawing on the author’s own experiences. Because learning at higher levels is contingent on acquiring prerequisite knowledge, skills, and competences at lower levels, learning outcomes based on lower-level qualifications were established for each degree. The arrangement of postgraduate programs varies greatly not only between nations but also among the universities within the same country. Having a uniform framework appears to be a useful and novel guideline for institutions. The National Qualifications Framework for Higher Education in Türkiye (NQF-HETR) provides specific explanations for degrees based on learning outcomes and content to build new qualifications. Learning outcomes reflect what a learner is expected to know, understand, and/or be able to do by the end of a learning period. There are three categories of learning outcomes: knowledge, skills, and competences. Learning outcomes for postgraduate education in anatomy provide a means of translating the goals of an anatomy course or program into a set of competences, as well as providing students with clear indications of their paths through postgraduate education and what levels of knowledge and skills will qualify them for degree awards. Learning outcomes also provide a useful language for communicating about a curriculum.

Content analysis of current role/job descriptors for Band 5/junior physiotherapists and mapping of these to Physiotherapy Professional standards of practice

BackgroundKNOWBEST was a mixed methods study exploring the KNOWledge, BEhaviours and Skills required of the modern physioTherapy graduate. ObjectivesTo undertake a content analysis of current role descriptors (RDs) for Band5/junior physiotherapists and map these to the knowledge, skills, behaviours and attributes required for contemporary physiotherapy practice. DesignContent analyses and mapping. SettingAll health care settings: ParticipantsAvailable RDs for newly qualified/Band 5 physiotherapists across a representative range of roles and settings for this stage of a physiotherapist’s career across the UK and all health care settings. MethodsJob descriptors were obtained using three approaches 1) via direct upload to the study website, 2) on-line searches of job vacancies, 3) directly emailing managers to fill any gaps in representativeness. Data regarding knowledge, skills, behaviours and attributes were extracted, coded (BC) and checked (CML). Data analysesDocumentary content analyses and mapping of these to Professional Standards of practice. Results19 RDs were analysed. High expectations of behaviours and attributes, and extensive pre-requisite knowledge and skills were identified and detailed. Considerable variability was seen across RDs, at least seven being suited to more highly specialist and/or experienced staff. Equality, diversity and inclusivity concerns were evidenced. Active research was not included in many RDs and not mentioned in any standards. Digital learning and skills were not strongly evidenced. ConclusionsA review of Band 5/Junior post and RD requirements is recommended including a standard template developed to promote equity. Professional standards emphasise some pillars of practice, such as clinical, more than others. Contribution of the Paper•Role descriptors for band 5/junior/recently qualified physiotherapists demonstrated wide heterogeneity in knowledge, skills, attributes and behaviours.•Analysis of RDs revealed high expectations of behaviours and attributes, and extensive pre-requisite knowledge and skills in qualified physiotherapists.•A review of Band 5 post and role descriptor requirements is recommended and a standard template developed and designed to promote equity.•Findings indicate that some areas of physiotherapy practice are featured less strongly in professional standards of practice than others. It is evident that some of the pillars of advanced practice, such as clinical practice, are weighted more heavily than others.

INTEGRATED PEST MANAGEMENT AND ENTOMOPATHOGENIC FUNGAL BIOTECHNOLOGY IN THE LATIN AMERICAS: II. KEY RESEARCH AND DEVELOPMENT PREREQUISITES

In the first part of this review article (Valencia & Khachatourians, 1998) we presented the special opportunity that entomopathogenic fungi (EPF) offer for integrated pest management (IPM) in the Latin Americas. As expected, along with the opportunities, there are challenges for the use of EPF. First that there are only two fungi, Beauveria bassiana and Metarhizium anisopliae, for which sorne prerequisite knowledge of basic and applied mycology for industrial research and development (R & D) are in place. Because of precedent setting leadership in the development of certain EPF, e.g., B. bassiana in 1PM, Latin America stands to contribute to and gain from future discovery research coupled to a strong and dependable industrialization effort. There is also need to develop the framework for public acceptance, newer commercialization potential and widespread use of EPF in 1PM. Here we examine issues that are prerequisites for industrial R & D.

Implementasi Profil Pelajar Pancasila Dalam Kurikulum Merdeka Mandiri Berubah Pada Pembelajaran Biologi Di SMA Kabupaten Kuningan

Student Profile Pancasila, is the goal in the independent curriculum transformation, This independent curriculum also strengthens the achievement of the Pancasila student profile developed according to the themes determined by the government, where to become an outstanding and productive individual in the 21st century, one must have global abilities and character in accordance with Pancasila values. The characteristics of the Pancasila Student Profile are: having faith and devotion to the One Almighty God and noble character, global diversity, mutual cooperation, independence, critical thinking, and creativity. Analyzing the Pancasila Student Profile is developed in the learning process, in previous research, there has not been a study regarding the analysis of strengthening the Pancasila student profile. This research is qualitative research, involving participation from high school students in the 10th grade, with a total of 8 schools, data observation with analysis using triangulation. The aim is to analyze the strengthening of the Pancasila student profile in the learning process, viewed from the teaching module with 5 aspects, namely: a) The arrangement of learning objectives according to the achievement of Phase E learning and including prerequisite knowledge. b) Understanding of Biology according to Phase E. c) Project-based or case study learning. d) Literacy and numeracy. e) The Pancasila student profile in the independent curriculum seen from assessment. The implementation of strengthening the Pancasila student profile in biology learning shows that there are still deficiencies in 3 schools, especially in the arrangement of learning objectives, which are not appropriate because the competencies in the learning achievement are not stated and the strengthening of the Pancasila student profile is not included. Issues in project-based learning plans and issues in the module are not contextual and the measurement of biology understanding is in line with the Learning Outcomes, but the presentation of questions is not in accordance with the revised Bloom's taxonomy. The implementation of strengthening the Pancasila student profile in the learning process is crucial in efforts to improve the quality of education in Indonesia in accordance with the needs of the times.

Ontology Supported Domain Knowledge Module for E-Tutoring System

E-tutoring Systems are computer applications that provide direct customized education to learners. The E-tutoring system usually includes four modules: Teaching Module, Knowledge Module, Learner Module, and Learner Interface. This investigation focuses on Knowledge Module, considering design and implementation for a selected domain. One of the useful mechanisms of Artificial Intelligence (AI) that is commonly used to formalize domain knowledge module concepts and their relation in an E-tutoring systems is ontology. The term ontology is described as a representation of the entities in a domain and the way those entities connect to each other. This paper introduces a domain knowledge module for an E-tutoring system that allows knowledge stored in a well-defined form to support reusability, shareability, flexibility, and standardability and to assist the storage of transfer and prerequisite knowledge relationships. The introduced knowledge domain module is designed in two ways the general concepts domain knowledge module and a specific domain knowledge module ontology. This innovative technique is helpful for students in enhancing their learning progress. Combining the proposed ontology domain knowledge module with an E-tutoring system can enhance the quality of intelligent problem-solving. Also, it will be possible to reuse the knowledge domains. As a result, the proposal of the domain knowledge module for the E-tutoring system can enhance the teaching and learning process, support recommendations, and generate hints. In the future, the suggested module can be improved by adding some functionalities and automatically supporting the generation of problems and their solutions.

반도체 제조공정 전문인력 양성을 위한 NCS 기반 교육 프로그램 개발

Objectives This study was conducted to develop an education program based on the NCS(National Competency Standards) that can be applied to students in semiconductor-related departments to train semiconductor manufacturing process experts. Methods To this end, a development team was formed including content experts in the semiconductor field and instructional design experts in the pedagogy field. In addition, NCS in the next-generation semiconductor manufacturing process field was selected through analysis of previous research on job competencies in the semiconductor field. Afterwards, an educational program was developed according to the procedures and methods of the RPISD(Rapid Prototype to Instructional System Design) model, an alternative instructional design model. Results The training program developed in this study consisted of two main components: group training for theoretical training and subgroup training for practical training. Theoretical education was designed as a mixture of online and offline methods to accommodate differences in learners' prerequisite knowledge, allowing students to repeat the course according to their individual level. In addition, content related to equipment operation and advanced learning was conducted offline to increase convergence with practical training. In addition, the entire program was operated as a team-based project learning to promote constructivist learning activities. In addition, programs such as career suitability assessment, counseling, and semiconductor company interview mentoring were also conducted to support employment activities. Conclusions This study is significant in that it developed an educational program that can develop job competencies for job seekers in semiconductor-related departments in a situation where there are very few opportunities to experience the semiconductor manufacturing process. In particular, it is more meaningful in that it was developed systematically by actively reflecting the opinions of education consumers, and that classes were structured using constructivist teaching and learning methods using online/offline blending and team-based project learning.

Analysis of Challenges and Difficulties of Undergraduate Students of Tadris Mathematics Uin K.H Abdurrahman Wahid Pekalongan in A Complex Analysis Course Reviewed from Learning Anxiety

Complex analysis is a branch of mathematical analysis that focuses on the study of complex number functions, where the complex number functions is one of the main topics of discussion. This article aims to describe the challenges and difficulties of Tadris Mathematics students at UIN K.H. Abdurrahman Wahid Pekalongan in understanding complex number functions material seen from learning anxiety. This research uses a descriptive qualitative approach. The subjects of this research were 32 Tadris Mathematics students who were taking complex analysis courses in the 2023/2024 academic year. Data collection techniques used interviews and observations of 32 students. Data validity techniques through triangulation of sources and techniques. The data analysis technique uses stages of data condensation, data display, and conclusion drawing. The research results indicated that some students experienced conceptual difficulties. Apart from that, the lack of prerequisite knowledge is also a major factor in the difficulties experienced by students. This research provides a significant contribution in describing the understanding of Tadris mathematics students at UIN K.H. Abdurrahman Wahid Pekalongan relates the concept of abstract mathematics in depth

Digital K–12 STEM Education through Human–Robot Interaction: Investigation on Prerequisites

This article aims to explore, investigate, and determine the prerequisites that learners (students) should possess for participating in and being adequately benefitted from digital (robotics-enabled) K–12 STEM education offered through intuitive human–robot interaction. We selected 23 middle school mathematics and science teachers who received training on how to design, develop, and implement robotics-enabled lessons. The teachers then implemented robotics-enabled lessons in actual classroom settings, and separately responded to a survey based on their training, classroom experiences and observations, and self-brainstorming. We derived a set of prerequisite knowledge, skills, and abilities, including their relative importance for the students by analyzing the survey responses. The results showed that the students should not only possess prerequisite knowledge in the subject matter, but also possess behavioral, social, scientific, cognitive, and intellectual skills and abilities to participate in and receive benefits from robotics-enabled human–robot interactive digital STEM education. Out of the many prerequisites, the computational thinking ability of students was identified as one of the most required prerequisites to participate in robotics-enabled digital STEM education. To validate the derived prerequisites, teachers separately assessed the fulfillment of prerequisites by 38 participating students, and the results showed user acceptance, effectiveness, and suitability of the derived prerequisites set. We also identified a set of limitations of the studies and proposed action plans to enable students to meet the prerequisites. The results presented herein can help determine required instructional efforts and scaffolds before implementing robotics-enabled digital STEM lessons, and thus foster incorporating technology-enhanced (robotics-enabled) digital STEM education into K–12 curricula.

Examining the Content of Disaster-Related Information Disseminated to a Migrant Population

Many local governments, especially in Japan, disseminate multilingual disaster-related information to migrants as part of their disaster education programs to make their disaster risk reduction (DRR) policies more inclusive. However, little is known about the specific content of the information disseminated through such programs and how or why that content is selected. Using an example case of Okayama Prefecture in Japan and its principal city, Okayama City, the current study identifies the content of multilingual disaster-related information, as well as the assumptions behind its selection. To this end, the content of multilingual disaster-related information disseminated by these local governments was inductively analyzed, focusing on (1) what is and is not communicated, (2) how the government views the migrant population, and (3) their goals of information dissemination targeting migrants. As a result of conducting a qualitative content analysis on information disseminated by the Okayama local governments via information booklets and a YouTube video, it was found that the content was largely concerned with calling migrants to be proactive in taking preventive and harm reduction measures, as well as acquiring prerequisite knowledge (e.g., about disasters and their management). The underlying assumptions and expectations behind this content (e.g., how a behavioral change occurs and self-sufficiency as an expectation in disaster preparedness) are discussed, as well as issues associated with these assumptions.

AI Based IT Training System

Retaining learner engagement is a major challenge in online learning environments, which is even more intensified with learning spaces increasingly built by combining resources from multiple independent sources. Narrative-centric learning experience has been found to improve learner engagement by several researchers. Towards this end, we propose an AI-based approach that generates auxiliary learning content called narrative fragments which are interspersed into the learning pathways to create interactive learning narratives. The proposed approach consists of the automatic generation of two types of narrative fragments– overviews of the learning pathway segments and reflection quizzes or formative assessments from learning resources in any format including open educational resources. The pipeline for the generation of the narrative fragments consists of various components based on different semantic models and a natural language generation (NLG) component based on a pre- trained language model GPT-2 (Generative Pre-trained Transformer 2). Automation enables the generation of narrative fragments on the fly whenever there are changes in the learning pathway due to the need for reiteration of concepts, pre-requisite knowledge acquisition, etc., enabling adaptability in the learning pathways. The proposed approach is domain agnostic which makes it easily adaptable to different domains. The NLG model is evaluated using ROUGE scores against several baselines. Automatically generated narrative fragments are evaluated by human evaluators. We obtained encouraging results in both cases

Prerequisite knowledge‐based automated course planning with semantics consideration

AbstractThe knowledge‐based prerequisite framework (KPF) is an alternative to the course‐based prerequisite framework (CPF), which is widely used for curriculum design. The KPF is more flexible because it only requires essential prerequisite knowledge, while the CPF is more rigid and requires students to take all prerequisite courses. Since the number of prerequisite knowledge terms is, in general, much greater than the number of prerequisite courses, flexibility can cause additional complexity. Furthermore, the KPF inevitably requires handling semantics of defined knowledge terms. This work presents a novel Artificial Intelligence (AI) Planning mathematical model that enables the KPF by automatically verifying prerequisite knowledge and incorporating hierarchical semantic relationships among knowledge terms into the model. The proposed model significantly improves the quality of course planning solutions by finding hidden or better solutions that could not be obtained without semantics consideration. The results of the comprehensive experiments show the optimality of the solutions obtained by the mathematical model and demonstrate the outperformance of incorporation of the semantics into the mathematical model, in terms of the quality of solutions. Finally, the experimental results on scalability show the necessity of the development of efficient heuristic algorithms.

Developing a Problem-Solving Focused Presentation That Includes Student Worksheets and Video Segments

This research and development aimed to create a PowerPoint (PPT) prototype that incorporates video segments to prove targeted hypotheses. Development of the product followed a modified Luther’s model with six stages: the concept of PPT actively engaging students through problem-based learning, designing student active learning via a worksheet-based PPT, especially with inductive reasoning, collecting materials, PPT assembly supported by hypothesis proving videos with about a five-minute duration, product testing, and the distributing product for online learning. This research and development successfully developed the desired PPT prototype (in the Indonesian language) with three PPT unit samples created on the topics of chemical learning of acid and base solutions. The PPT prototype followed the worksheet structure. It begins with listing background information, obtained from short introduction paragraphs, then questioning to arrive at the investigative questions, formulating hypotheses, designing proving hypotheses, collecting data, data analysis, and confirming the claimed hypothesis validity. The prototype had very good validity for most concerned learning aspects, according to content and media experts. It was also supported by appreciation from a chemistry teacher. Good product readability was implied from the completed worksheets done by secondary school student samples who had low, average, and good levels of prerequisite knowledge related to the scientific conceptions being taught. Keywords: power point, problem-based learning, video segments

Factors affecting success and failure in higher education mathematics: Students' and teachers’ perspectives

BackgroundStudents from Bangladesh pursuing STEM education often encounter obstacles when tackling diverse mathematical problems within various educational settings. Frequently, they find themselves lacking the essential prerequisite knowledge and strong foundational skills necessary to engage with the teaching and learning resources utilized at the undergraduate level, resulting in a significant number of students needing to seek readmission annually. ObjectiveThe objective of this study is to explore the determinants of academic achievement among university undergraduates majoring in mathematics in Bangladesh. Employing a mixed-method research approach, the study combines quantitative and qualitative data analysis to examine the viewpoints of both students and educators concerning these factors. The authors primarily emphasize classifying the factors that impact the efficacy of mathematics pedagogical methods. MethodologyThe study is structured into three phases: i. An initial exploratory qualitative survey. ii. A quantitative triangulation survey. iii. Followed by explanatory semi-structured interviews. FindingsTo begin, the initial qualitative survey identified significant factors that contribute to students' achievements and setbacks in mathematics. Subsequently, the quantitative analysis verified both similarities and distinctions in the perspectives of students and educators. Furthermore, the correlation coefficient analysis revealed that male students frequently exhibit inconsistency and a lack of enthusiasm for studying, resulting in subpar performance. Conversely, female students frequently cited challenges like the difficulty of connecting mathematical theories to real-world applications, heavy course loads, and limited resources as reasons for their academic difficulties. Lastly, insights from interviews with students highlighted their acknowledgment of inadequate study practices, excessive reliance on memorization, suboptimal teaching methods, low motivation, and external distractions as key factors leading to their struggles. They also recognized the importance of consistent practice, a solid comprehension of concepts, regular study routines, and effective learning strategies for successful mathematics education. In contrast, educators emphasized the significance of students having clear concepts, natural aptitude, motivation, and a sense of curiosity as pivotal elements for successful learning in mathematics. ConclusionThis conclusion suggests a new beginning in the realm of local mathematics pedagogy, achieved by scrutinizing teacher-student feedback about the factors influencing success and failure, considering the diverse individual and contextual variables at play. To foster mutual trust and understanding between students and teachers, it may be beneficial to engage in open discussions and interactions.

“R” U ready?: a case study using R to analyze changes in gene expression during evolution

As high-throughput methods become more common, training undergraduates to analyze data must include having them generate informative summaries of large datasets. This flexible case study provides an opportunity for undergraduate students to become familiar with the capabilities of R programming in the context of high-throughput evolutionary data collected using macroarrays. The story line introduces a recent graduate hired at a biotech firm and tasked with analysis and visualization of changes in gene expression from 20,000 generations of the Lenski Lab’s Long-Term Evolution Experiment (LTEE). Our main character is not familiar with R and is guided by a coworker to learn about this platform. Initially this involves a step-by-step analysis of the small Iris dataset built into R which includes sepal and petal length of three species of irises. Practice calculating summary statistics and correlations, and making histograms and scatter plots, prepares the protagonist to perform similar analyses with the LTEE dataset. In the LTEE module, students analyze gene expression data from the long-term evolutionary experiments, developing their skills in manipulating and interpreting large scientific datasets through visualizations and statistical analysis. Prerequisite knowledge is basic statistics, the Central Dogma, and basic evolutionary principles. The Iris module provides hands-on experience using R programming to explore and visualize a simple dataset; it can be used independently as an introduction to R for biological data or skipped if students already have some experience with R. Both modules emphasize understanding the utility of R, rather than creation of original code. Pilot testing showed the case study was well-received by students and faculty, who described it as a clear introduction to R and appreciated the value of R for visualizing and analyzing large datasets.

Developing and Deploying MERN Stack on Azure AKS: A Comprehensive Guide

Developing and Deploying MERN Stack on Azure AKS: A Comprehensive Guide

Rethinking the Taxonomic Category “Sect/School” (Zong 宗) in the Construction of Modern Buddhism in China—Focusing on Hešeri Rushan’s Eight Schools and Two Practices (“Ba-Zong-Er-Xing 八宗二行”)

This paper explores the origin and role of the Buddhist taxonomic category “zong 宗” (“sect” or “school”) in the formation of modern Buddhism in China. It does so by examining a highly significant late-Qing Buddhist text titled Ba-zong-er-xing 八宗二行 (Eight Schools and Two Practices), which the author discovered recently in Japan. Authored by the 19th-century Manchu bannerman official Hešeri Rushan 赫舍裏如山, Eight Schools and Two Practices had a direct influence on the prominent Chinese lay Buddhist Yang Wenhui (1837–1911)’s Shi-zong-lue-shuo 十宗略说 (Brief Outline of the Ten Schools) (1913), which subsequently became the most important narrative model, known as the ten-school model, for describing Chinese Buddhist history in modern times. Historians have long recognized that Yang Wenhui’s Brief Outline of the Ten Schools (1913) was influenced by the medieval Japanese text hasshū kōyō 八宗綱要 (Essentials of the Eight Schools) composed by the 13th-century Japanese monk Gyōnen. Identifying, in detail, Hešeri Rushan’s influence on Yang Wenhui sheds light on how a narrative model for Buddhism in its national form grew out of trans-national intellectual sharing and interactions, and how Chinese Buddhism emerged from the interactive and mutually enabling Sino-Japanese discursive field of the 19th century. Gyōnen, Rushan, and Yang Wenhui all used the category zong, referring to both doctrine and school/sect, to organize narratives of Buddhist history. Their uses were, however, different. Gyōnen’s conception of zong (shū in Japanese) was fixed and exclusive, whereas zong for Rushan and Yang meant more of a mobile, nonexclusive identity. Without knowledge of Japanese Buddhism, Rushan made creative use of zong for describing the history and current condition of Chinese Buddhism, thereby superseding the traditional framework of lineage, doctrine, and precept, or zong 宗, jiao 教, lu 律. Rushan’s zong provided the necessary prerequisite knowledge for Yang Wenhui to understand Gyōnen’s theories, which he studied for constructing his own historical narrative and vision for modern Buddhism.

Efficient V-Shaped Substrate for Surface and Volume Enhanced Raman Spectroscopic Analysis of Bioaerosol: Prevention from Potential Health Risk.

Bioaerosols pose a great threat to human life and health, and developing highly efficient and accurate identification and analysis methodologies for bioaerosols provides prerequisite knowledge to evaluate their toxicity on human health. In this paper, a rapid and economical method is proposed for the detection of bioaerosols based on surface-enhanced Raman scattering (SERS). The SERS substrate was prepared using an anodic aluminum oxide (AAO) template with an inverted conical (V-shaped) nanopore array structure that was subsequently deposited with Ag nanoparticles (AgNPs) through magnetron sputtering. This tailored nanostructure essentially enables the differentiated and efficient detection of Escherichia coli and Staphylococcus epidermidis health risks within 10 min, along with corresponding detection limits of 103 cells/mL and 104 cells/mL, respectively. Notably, by comparing the Raman spectrum of the two bacteria obtained from the plain plane deposited with the same AgNPs, the V-shaped nanopore array structure provides a more robust enhancement effect in the Raman signal relative to the ordinary plane. More importantly, the applicability of developed AgNPs@V-shaped AAO SERS substrate was validated using ambient bioaerosols, thus emphasizing the great potential of the application of SERS-based technique for a cost-effective, rapid label-free and culture-free bioaerosol analysis without experiencing conventional time-consuming and laborious incubation processes.