RESUMO
This study investigates river dust episodes along the Choshui and Kaoping Rivers in Taiwan, focusing on their spatiotemporal distribution and correlation with hydrometeorological factors (temperature, precipitation, relative humidity, and wind speed). Using the Improved Complete Ensemble Empirical Mode Decomposition with Adaptive Noise (ICEEMDAN) algorithm and time-dependent intrinsic correlation (TDIC) analysis, we identified significant annual and diurnal correlations between PM10 concentrations and these factors. The analysis revealed that wind speed at Lunbei station had a positive annual correlation with PM10, while other factors exhibited significant negative correlations. Seasonal variations in PM10 correlations with temperature, relative humidity, and wind speed were observed, aligning with the prevailing seasons of river dust episodes. Wind motion analysis highlighted diurnal associations with land-sea breezes and annual correlations with the winter monsoon. Specifically, the Choshui River's dust events coincided with the northeast monsoon, whereas the Kaoping River's events occurred during the northwest and southwest monsoons. The study also uncovered that downstream stations (Lunbei and Daliao) were more prone to severe dust events than upstream stations (Douliu and Pingtung). These findings enhance our understanding of the dynamics and environmental impacts of river dust episodes, providing valuable insights for air quality management and health risk mitigation.
RESUMO
Online reading is developing at an increasingly rapid rate, but the debate concerning whether learning is more effective when using hypertexts than when using traditional linear texts is still persistent. In addition, several researchers stated that online reading comprehension always starts with a question, but little empirical evidence has been gathered to investigate this claim. This study used eye-tracking technology and retrospective think aloud technique to examine online reading behaviors of fifth-graders (N = 50). The participants were asked to read four texts on the website. The present study employed a three-way mixed design: 2 (reading ability: high vs. low) × 2 (reading goals: with vs. without) × 2 (text types: hypertext vs. linear text). The dependent variables were eye-movement indices and the frequencies of using online reading strategy. The results show that fifth-graders, irrespective of their reading ability, found it difficult to navigate the non-linear structure of hypertexts when searching for and integrating information. When they read with goals, they adjusted their reading speed and the focus of their attention. Their offline reading ability also influenced their online reading performance. These results suggest that online reading skills and strategies have to be taught in order to enhance the online reading abilities of elementary-school students.
