341 research outputs found
Redefining Italian Verismo Opera Through the Performative Perspective
No full textTo, Shuk Chi.Thesis Ph.D. Chinese University of Hong Kong 2016.Includes bibliographical references (leaves ).Abstracts also in Chinese.Title from PDF title page (viewed on …)
Modelling upland runoff pattern using geographic information system: a case study of Yuen Long-Kam Tin catchments, New Territories, Hong Kong.
No full textby Cheng, Shuk-ching Lilian.Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.Includes bibliographical references (leaves 119-124).Acknowledgement --- p.iAbstract --- p.iiTable of Contents --- p.vList of Figures --- p.ixList of Tables --- p.xiList of Appendices --- p.xiiChapter CHAPTER 1 --- INTRODUCTION --- p.1-12Chapter 1.1 --- Objectives --- p.3Chapter 1.2 --- The Study Area --- p.4Chapter 1.3 --- Studied Typhoons --- p.8Chapter 1.4 --- Rain Gauge and Stream Gauge --- p.10Chapter CHAPTER 2 --- FLOOD HYDROLOGY --- p.13-37Chapter 2.1 --- Definition of Flood Water / Overland Flow --- p.14Chapter 2.2 --- "Storm Depth, Duration and Intensity" --- p.16Chapter 2.3 --- Infiltration --- p.18Chapter 2.4 --- Interception and Surface (Depression) Storage --- p.21Chapter 2.5 --- Peak Discharge --- p.22Chapter 2.6 --- Flood Frequency --- p.26Chapter 2.7 --- Unit Hydrographs --- p.27Chapter 2.8 --- Synthetic Unit Hydrographs --- p.29Chapter 2.9 --- Catchment Routing --- p.31Chapter 2.10 --- Flood Hydrology in Hong Kong --- p.34Chapter CHAPTER 3 --- APPLICATION OF GIS IN HYDROLOGICAL MODELLING --- p.38-51Chapter 3.1 --- Traditional Hydrological Studies --- p.38Chapter 3.2 --- Geographic Information System and Hydrologic Modelling --- p.39Chapter 3.3 --- Problems and Limitations --- p.47Chapter 3.4 --- Future Trends of Development --- p.50Chapter CHAPTER 4 --- METHODOLOGY --- p.52-75Chapter 4.1 --- The Conceptual Framework --- p.52Chapter 4.2 --- Data Source and Quality --- p.56Chapter 4.2.1 --- Terrain Data --- p.56Chapter 4.2.2 --- Stream Data --- p.57Chapter 4.3 --- Processing Spatial Data Using GIS --- p.60Chapter 4.4 --- Building a Topographic Data Base --- p.61Chapter 4.5 --- Deriving the Stream Hydrologic Parameters --- p.68Chapter 4.6 --- Modelling the Runoff Pattern --- p.70Chapter CHAPTER 5 --- RESULTS AND ANALYSIS --- p.76-111Chapter 5.1 --- The Topographic Data Base --- p.76Chapter 5.1.1 --- The Overall Studied Area --- p.76Chapter 5.1.2 --- Spatial Variation of Catchment Area and Streainlength --- p.78Chapter 5.1.3 --- Spatial Variation of Stream Channel Slope --- p.79Chapter 5.1.4 --- Time of Concentration --- p.81Chapter 5.2 --- The Hydrometeorological Data --- p.85Chapter 5.2.1 --- Derived Hydrographs From Rain Gauge Records --- p.85Chapter 5.2.2 --- Stream Gauge Data --- p.85Chapter 5.2.3 --- Analyses of Time-Area Hydrographs --- p.93Chapter 5.2.3.1 --- Hydro graph Shapes --- p.93Chapter 5.2.3.2 --- Flow Volume --- p.101Chapter 5.3 --- Spatio-Temporal Flow Pattern --- p.105Chapter CHAPTER 6 --- CONCLUSION --- p.112-118Chapter 6.1 --- Achievements of the Study --- p.112Chapter 6.2 --- Evaluation of the Applicability of Geographic Information System --- p.113Chapter 6.3 --- Evaluation of the Hydrological Model --- p.116Chapter 6.4 --- Conclusion --- p.117BIBLIOGRAPHY --- p.119-124APPENDICES --- p.125-13
Graduate Students' Perception of Their Thesis Supervision Experience: the case of NSYSU
No full textInadequate enrollment has gradually affected higher education, all universities have established institutionalized teaching evaluation, hope to enhance competitiveness to attract students to enroll to raise registration rate. At present, the teaching evaluation is mostly aimed at the university professors teaching evaluation, there is less emphasis on postgraduates in the research topics related to the interaction between teachers and students.
This research paper studied individual graduate student and professors in Sun Yat-sen University, to underst the behavioral status quo of thesis supervision, the graduate students' satisfaction with the teaching of the professors, and put forward some strategies to improve the guidance of the thesis. In this study, a stratified random sampling method was used to collect data from graduate school of science, engineering, social sciences, management and marine Sciences of Sun Yat-sen University. The research data used descriptive statistics (mean, standard deviation), independent sample t test, paired sample t test, single factor analysis of variance, and Pearson correlation and other statistical analysis methods to verify the hypothesis of this study.
The main results of this study have the following three points:(a) Overall, Sun Yat-sen graduate students have a good degree of satisfaction for the teaching of thesis supervision.(b) Different background variables have significant differences in the supervision of the thesis.(c) Sun Yat-sen graduate practical and ideal perception of the thesis supervision behavior were significantly different. Finally, the research puts forward some suggestions on the research results to provide the reference for professors in the thesis supervision behavior and future research
Influence of carbon nanotube length on toxicity to zebrafish embryos
No full textJinping Cheng,1,2 Shuk Han Cheng11Department of Biology and Chemistry, City University of Hong Kong, Hong Kong; 2State Key Laboratory of Estuarine and Coastal Research, East China Normal University, Shanghai, ChinaAbstract: There is currently a large difference of opinion in nanotoxicology studies of nanomaterials. There is concern about why some studies have indicated that there is strong toxicity, while others have not. In this study, the length of carbon nanotubes greatly affected their toxicity in zebrafish embryos. Multiwalled carbon nanotubes (MWCNTs) were sonicated in a nitric acid solution for 24 hours and 48 hours. The modified MWCNTs were tested in early developing zebrafish embryo. MWCNTs prepared with the longer sonication time resulted in severe developmental toxicity; however, the shorter sonication time did not induce any obvious toxicity in the tested developing zebrafish embryos. The cellular and molecular changes of the affected zebrafish embryos were studied and the observed phenotypes scored. This study suggests that length plays an important role in the in vivo toxicity of functionalized CNTs. This study will help in furthering the understanding on current differences in toxicity studies of nanomaterials.Keywords: length, carbon nanotubes, sonication, developmental toxicity, zebrafis
A study on problem representation formats and grade 11 students\ue2 problem-solving processes on graph of function
No full textThis study analyzes high school students\ue2 problem-solving processes in different problem representations (Verbal, Drawn-Verbal) on graph of function using Schoenfeld\ue2s (1985) time-line representation (Read, Analyze, Explore, Plan, Implement, Verify) for analyzing a mathematical problem-solving process. The problem set from General Scholastic Ability Test included 2 test questions on graph of function with validity checked by experts, and the pre-test is revised to the official test. Four high school students in Pingtung City were participants, and they were guided to participate in thinking aloud interviews. The four participants answered two representations (Verbal, Drawn-Verbal) of the two questions (crosstab into four format combinations). After the participants finished answering the provided questions, the researcher transcribed the contents of thinking aloud into protocols and the participants\ue2 script, and completed reliability check on analyzing the protocols.
There are three research findings. First, most of the participants exhibited Analyze stage (A) when answering Verbal; conversely, most of the participants did not exhibit Analyze stage (A) when answering Drawn-Verbal. In addition, less participants exhibited Verify stage (V). Second, one participant ignored the Drawn part of Drawn-Verbal format and only used the Verbal part of the question to devise problem solving strategy. Third, most of the participants when answering a Verbal test question would first drew the graph that matched the meaning of the Verbal test question then analyzed the graph they drew in solving.
The Suggested future studies are: include test questions from different modules in high school, test questions with different complexity, or students with different levels of academic achievement. In terms of pedagogical implications and suggestions, teachers should value the effect of Drawn format on the students and emphasis on the training of students\ue2 abilities in solving problems in representation formats and translations among various formats
Exploring elementary students' geometry literacy through the teaching of mathigami
No full textExploring elementary students' geometry
literacy through the teaching of mathigami
Abstract
The study aims to observe the learning processes of students' geometric literacy through the development and investigation on the implementation of mathigami teaching. In this study, geometry literacy included (1) Geometric cognition or learning of geometric concepts; (2) Spatial visu-alization skill that verified change in shapes imagined by origami, and (3) Perception that compared the differences between mathigami and prior learning.
The investigator first designed two 45-minute mathigami activities ("parallel or not" and "plane figure") based on the fourth-grade mathe-matics textbook, then selected seven fourth-grade students with high mathematics ability and communicated well verbally for learning mathi-gami. Four research tools were used in data collection: worksheets, plane figure package, recording tools and teaching journals for qualitative analysis.
There are four findings in the study: (1) Students\ue2 abstract geometric cognitive concepts could be strengthened and visualized by mathigami; (2) Students responded quickly, observed and verified the change in shapes through mathigami, and, the spatial visualization skill could be trained by mathigami; (3) Students' perception that mathigami was more specific and easy to be understood, making the teacher considered students to gain motivation and to release the anxiety of learning mathematics; (4) The mathigami course satisfied the factors of origami itself, innovative factors, learning with feel factors and social interaction factors. Based on the above results, the researchers put forward suggestions on the development of geometric literacy mathigami for researchers and teachers in future
A Study on Grade Seven Students' Problem Solving Processes on Three-view Diagram
No full textSince 2019, Taiwan has implemented a 12-year basic education curriculum. All fields attach importance to problem-solving in real life scenario. In mathematics, introducing three-view drawing. The aim of this study is to analyze problem solving of Taiwanese students in three-view drawing: including problem-solving processes, strategies and difficulties. The researchers developed a test on three-view drawings and problem-solving with a total of 4 questions (view question, angle of view question, hidden figure question, and take-away question). The participants in the study were four 7th grade students, they were asked to answer by thinking aloud independently. We analyzed data by combining the four phases of problem-solving (Polya, 1945) and the time-line graph (Schoenfeld, 1992). The results of the study were as follows: (a) The problem-solving processes of students\ue2 three-view drawing resembled the four phases of problem-solving as proposed by Polya. (b) Problem-solving strategies can be divided into 2 types: paper-and-pen and blocks: There are 10 types of drawing strategies (6 types of paper-and-pen, 4 types in use of blocks); there are 6 types of problem-solving strategies (3 types of paper-and-pen, 3 types in use of blocks). (c) There are 6 types of difficulties in three-view drawing. Finally, based on the findings and discussions of this study, recommendations are suggested for educational practice and future research
A Study on Grade 11 Students' Problem Solving Process on Linear Programming
No full textThis study analyzes high school students\ue2 problem-solving processes, problem-solving strategies, and factors for success/failure in solving problems in linear programming (LP) using Schoenfeld\ue2s (1985) time-line representation (Read, Analyze, Explore, Plan, Implement, Verify) for analyzing a mathematical problem-solving process. The problem set included 3 test questions on linear programming with validity checked by experts. Three high school students in Kaohsiung City (high, medium and low levels) were participants, and they were guided to participate in thinking aloud and post think aloud interviews. After the participants finished answering the provided questions, the researcher transcribed the contents of thinking aloud into protocols, and completed reliability check on analyzing the protocols. There are three research findings. First, only one student did not exhibit Verification stage [V] when answering one of the questions, all other students\ue2 linear programming problem-solving processes are in accordance with the six stages of problem-solving processes given in Schoenfeld (1985). Second, two strategies (Vertex, Parallel Lines) were found in pilot study and main study. However, the use of linear programming problem-solving strategy may be influenced by the instructor. When the teachers used the vertex method in teaching, the participants also used the vertex method when answering. Third, the main factors affecting students\ue2 success or failure in solving LP problems required not only subject matter knowledge, but also students problem-solving ability, and competence in reading questions, calculation and students' problem-solving behaviors. Suggested future studies are different modules in high school or students from different classes. In terms of pedagogical implications and suggestions, teachers should focus on students' reading, analytical and planning skills, and focus on solving processes rather than just checking the correct answers. In addition, teachers can develop students' ability to calculate and self-verify, thus reducing the error rate, and enabling students' to do self-correction process immediately or share ideas with others, which is in alignment with the spirits of the recent curriculum standards
A study of the learning performance of grade 7 students with different competencies in mathematics problem posing
No full textThe main purpose of this research was to explore the learning performance of grade 7 students with different competencies during mathematics problem posing instruction. According to the classification of the problem-posing by Leung (1997) designed \ue2pose after-solve\ue2 and \ue2easy-difficult posing\ue2 related to mathematics unit on "ratio and proportion".
This study focused on three issues. First, the difference in the mathematical knowledge presented from the problem-posing products given by the students with different competencies. The second was how students with different competencies distinguished the differences between easy and difficult problem-posing products. The third was the influence of the problem-posing instruction on the motivation of mathematics learning of students with different competencies. This study collected data through problem-posing tasks completed by grade 7 students; also individual interviews, learning motivation questionnaires, student feedback forms and teacher observation notes. The investigator explored the differences in the performance of the students with different competencies.
The result were three. First, the high-group students could apply the mathematics knowledge of different units in their problem-posing products, and the number in the condition of their products was more complicated, while the mathematics knowledge of the low-group students was less, and the number was simplier. Second, all students distinguished the differences between easy and difficult of their products were mainly reflected in the situation, but the high-group students could additionally considered the conditions of problem solver variables or calculating complexity. Third, the problem-posing instruction improved the learning environment stimulation and active learning strategies of high-group students and the low-group students\u27 learning performance.
Finally, the researcher combined the above research results and the experience and thinking of the problem-posing teaching and made recommendations for future mathematics teaching
A study on fraction problem-posing instruction of grade five elementary school children: Case of aboriginal children in Taitung
No full textThe purpose of this study is to investigate the implementation of problem-posing instruction on fraction in a fifth-grade elementary school of aboriginal children in Taitung. Through a pilot and integrating modified problem-posing instruction in mathematics teaching, the investigator studied the performance and learning attitude of children and analyzed the acceptability of the problem-posing teaching processes.
The researcher collected data by using: own constructed fraction problems question sheet, worksheet on problem-posing, worksheet on problem-solving, the teacher\ue2s math notes on instruction, children\ue2s diaries, students\ue2 feedback surveys and post-tests of mathematical problem-solving ability. The researcher analyzed categories of children\ue2s work and contents of problems-posing that children created.
Results indicated that the children made progress in problem-posing performance and ability of problem-solving and behaved positively on learning attitude. From this study, the researcher found that the majority of the students participated in this study were interested in this teaching technique, and students gained confidence in posing and solving mathematical problems. Finally, the teacher could reflect upon practice on problem-posing instruction through action research. The above results yielded instructional implications for teachers who consider integrating problem-posing teaching into mathematics instruction for elementary school children
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