45 research outputs found
Hong Kong cinema 1982-2002 : the quest for identity during transition
No full textElectronic redacted version excludes material for which permission has not been granted by the rights holderThis thesis seeks to interpret the cinematic representations of Hong Kongers’ identity quest during a transitional state/stage related to the sovereignty transfer. The Handover transition considered is an ideological one, rather than the overnight polity change on the Handover day. This research approaches contemporary Hong Kong cinema on two fronts and the thesis is structured accordingly: Upon an initial review of the existing Hong Kong film scholarship in the Introduction, and its 1997-related allegorical readings, Part I sees new angles (previously undeveloped or underdeveloped) for researching Hong Kong films made during 1982-2002. Arguments are built along the ideas of Hong Kongers’ situational, diasporic consciousness, and transformed ‘Chineseness’ because Hong Kong has lacked a cultural/national centrality. This part of research is informed by the ideas of Jacques Derrida, Homi Bhabha and Stuart Hall, and the diasporic experiences of Ien Ang, Rey Chow and Ackbar Abbas. With these new research angles and references to the circumstances, Part II reads critically the text of eight Hong Kong films made during the Handover transition. In chronological order, they are Boat People (Hui, 1982), Song of the Exile (Hui, 1990), Days of Being Wild (Wong, 1990), Happy Together (Wong, 1997), Made in Hong Kong (Chan, 1997), Ordinary Heroes (Hui, 1999), Durian Durian (Chan, 2000), and Hollywood Hong Kong (Chan, 2002). They meet several criteria related to the undeveloped / underdeveloped areas in the existing Hong Kong film scholarship. Hamid Naficy’s ‘accented cinema’ paradigm gives the guidelines to the film analysis in Part II. This part shows that Hong Kongers’ self-transformation during transition is alterable, indeterminate, and interminable, due to the people’s situational, diasporic consciousness, and transformed ‘Chineseness’. This thesis thus contributes to Hong Kong cinema scholarship in interpreting films with new research angles, and generating new insights into this cinematic tradition and its wider context
期刊影響力之研究
No full textWhile conducting journal ranking, selecting measure is crucial. Different measures will lead to different ranking results. Generally speaking, these measures could be classified in three categories. The first category is the Author-Based measures which ranks journals by the publishing preference of the authors. The second category is the Citation-Based measures which ranks journals based on the number of citations. The last category is the Perception-Based measures which ranks journals by active scholars' opinions. Many journal ranking methods are thus defined in terms of the measure(s) in either one of these categories. While many measures have been proposed in the literature, little has been done on the relations amongst measures. Nevertheless, not much work has been done on ranking journals by combining measures from different categories. Therefore, this thesis presents the results on (1) the relations between publishing intensity and publishing breath, (2) the relations between Eigenfactor and raw citations, and (3) a new ranking method called Knowledge Transfer Impact.
Given a set of active scholars and a period of time, publishing intensity (PI) of a journal is defined as the total number of publications appear in the journal that are co-written by the active scholars. Publishing breadth (PB) is defined as the total number of active scholars who have publications in that journal. On the other hand, the definition of Eignefactor is intricate. Suppose an article is randomly picked from any journal. The reader reads the article and then randomly picks another article in the references and reads it. The process repeats until no article can be picked again. The Eigenfactor of Journal-J is the proportion of times that the articles being picked in the process that are from Journal-J. Raw citation is the total number of times a journal has been cited by the published articles. While PI and PB have been applied in journal ranking, their dependency has not been investigated. So do the Eigenfactor and the raw citations, little has been done to investigate if there is any relation between them. In this regard, this thesis presents empirical analyses on the relation between different measures, with focus on six fields namely Artificial Intelligence, Information Science and Library Science, Management, Anthropology, Geography, and Nursing.
To investigate the relation between publishing intensity and publishing breadth, we first extract the list of journals from the JCR 2012 edition. The list of active scholars of a field is compiled based on three rules: (1) an active scholar must currently be an editorial member of a journal which is in our journal list (published more than 15 years), (2) an active scholar must be affiliated with one of the Top 25 US universities compiled by US News, and (3) an active scholar must have publications in the field during 1999 to 2003. The last rule ensures that an active scholar has been active in the field for more than ten years. Based on the lists of journals and active scholars, PI and PB for each journal were counted from the Thomas Reuter WoK Database. Finally, we analyze the log-log relation between PI and PB of the journals in the list. Results show that log PI and log PB have log-linear relation. The same result appears in all six fields. As the six fields have quite diverse natures, we argue that this log-linear relation is a common behavior across other research fields.
To investigate the relation between Eigenfactor and raw citations, we also extract the list of journals from the JCR 2012 Version and screen out those journals which have life time less than 15 years. The Eigenfactors are thus simply retrieved from the JCR 2012 database. For the raw citations, we count for each journal the total number of citations in between the years 2006 to 2010. Finally, we analyze the log-log relation between the Eigenfactors and the raw citations of the journals in the list. Results show that Eigenfactors and the raw citations have log-linear relation. The same result appears in all six fields. As the six fields have quite diverse natures, we argue that this log-linear relation is a common behavior across other research fields.
A good journal should satisfy two conditions. First, it has to attract very high quality research from active scholars. Second, it should attract lots of readers to read the paper and then follow the research, which means having high dissemination power. Therefore, a better journal ranking method should consist of measures from both author-based and citation-based categories. It leads to the development of a new method called Knowledge Transfer Impact (KTI), which is defined as the multiplication of publishing intensity and Impact Factor. In essence, it measures the number of new knowledge which is inspired by the articles published in a journal. From the ranking results, it is found that KTI supplements the current journal ranking methods by trading off the biases from either citation-based or author-based journal ranking methods.目前在學術界有許多期刊排序因子，我們可以依照因子的定義將之分為三大類。分別是Author-Based：觀察作者偏好與出版習慣、Citation-Based：觀察引用次數，以及Perception-Based：詢問專家意見。而在Author-Based中，一項特別的排序方法Publication Power Approach採用了兩個因子，一為Publishing Intensity(出版密度)，二為Publishing Breadth(出版寬度)，給定一組活躍的學者(Active Scholars)以及一段特定的時間範圍，一本期刊的出版密度可被定義為該組學者在該本期刊出版篇數的總數量，而出版寬度則是該組學者中曾經在該本期刊中出版過一篇文章以上的總數量；雖然出版密度與出版寬度已經被套用在期刊排序方法上面，但兩者之間的關係並沒有深入討論。
有鑑於此，本論文提供實際的數據分析去探討出版密度與寬度的關係，焦點將放在六個不同的領域之上，該六領域包含人工智慧、資訊科學與圖書科學、管理學、護士學、人類學以及地理學。對每個領域，我們從Journal Citation Report (JCR)資料庫2012版本中取得該領域的期刊列表。接著，一組活躍的學者應該滿足以下三項條件：(1) 活躍的學者應要擔任該領域任一期刊現任編輯，(2) 活躍的學者應要在美國Top 25 公立大學內任教 (3) 該活躍的學者應該在1999-2003年間出版過一篇以上的文章。最後一項規則確保學者在該領域中活躍時間超過10年以上，接著，我們將選出來合格的期刊以及學者藉由Thomson-Reuter Web of Knowledge資料庫去計算出每本期刊之出版密度與寬度，最後，我們分析log-log在兩者之間的關係，結果顯示出版密度跟出版寬度有log的線性關係。在經過六個不同領域的檢驗之後，log-log關係也顯現出相同的結果，我們相信這個log線性關係在其他領域也能適用。得到上述的結果，我們很好奇此結果是否適用在相同分類中的排序因子之間，因此，我們一併探討了Eigenfactor與Raw citations之間的關係。
最後，回到期刊排序因子探討，現今有許多種期刊排序因子，但每一個都有相關的缺點，單獨使用其中一種因子無法完美呈現出最客觀的結果，許多缺點需藉由不同因子的結合才能克服，一本好的期刊應該能吸引高質量的研究文章，也應吸引更多的讀者來閱讀並做後續研究；我們提出新的排序方式：'Knowledge Transfer Impact(知識轉移因子)'，該方法結合了前文所提的出版密度以及目前普遍使用的Impact Factor，將出版者的偏好以及讀者的引用次數納入考量中，希望反應出最真實的排序結果。在文中，我們將知識轉移因子套用在AI的領域並列出其他排序方式之結果，提供讀者更多元的排序方案。TABLE OF CONTENTS
CHAPTER 1 INTRODUCTION………………………………......………………1
1.1 Problems………………………………………………………...……..……..1
1.2 Thesis Organization…………………………………………………….…….3
CHAPTER 2 MEASURES FOR JOURNAL INFLUENCE......…………….…….5
2.1 Author-Based Measures……………………….…………………….……..5
2.1.1 Publication Power Approach………….……………………….……...5
2.1.2 Author Affiliation Index……………….……………………….……..7
2.2 Citation-Based Measures…………………….………………………………7
2.2.1 Impact Factor……………………….….……………………………..8
2.2.2 Raw Citations………………………..…………….………………….9
2.2.3 Eigenfactor…………………………….…………….………………..9
2.2.4 H-index……………………..………….………….…………………10
2.2.5 C-index……………………..………….……………….……………10
2.2.6 G-index……………………..……….………………….……………11
2.2.7 SCImago Journal Rank………………………………..……………..11
2.3 Perception-Based Measures …………………………………..……………11
2.3.1 Expert Survey……………………………………………..…………12
2.3.2 Delphi Method……………………………………………………….12
CHAPTER 3 MEASURES RELATIONS: PRELIMINARY RESULTS.……… 14
3.1Fellow-Based Publishing Intensity/Breadth…………………………..……..14
3.1.1 Methodology………………………………………………….……..14
3.1.2 Log-Linear Relation…………………………………………………15
3.1.3 Journal Ranking…………………………………………………..…18
3.2 Eigen factor & Raw Citations……………………………………………....18
3.2.1 Methodology………………………………………………………...18
3.2.2 Log-Linear Relation…………………………………………………19
CHAPTER 4 MEASURES RELATIONS: COMPREHENSIVE RESULTS.......20
4.1 Publishing Intensity and Publishing Breadth………………………...……..20
4.1.1 Methodology……………………………………………...…………22
4.1.2 Results…………………………………………………….…………26
4.2 Eigenfactor and Raw Citations……………………….……………………..30
4.2.1 Methodology……………………………………………….………..31
4.2.2 Results……………………………………………………………….31
CHAPTER 5 KNOWLEDGE TRANSFER IMPACT……………………………36
5.1 Methodology…………………………………………….………………….36
5.2 Results………………………………………………………………………39
CHAPTER 6 CONCLUSION…...………………………………….…………….. 40
REFERENCES…..……………….……………….……………………….………..42
APPENDIX…………………………………………………………………………44
Appendix A: AAAI fellows list…………………….………...…………………44
Appendix B: IEEE CIS fellows list……………………………………………..45
Appendix C: 2013 Top 25 Public Universities in US……...……………………48
Appendix D: Demonstration of the data collection processes (PI&PB)…..……51
Appendix E: Demonstration of the data collection processes (Eigenfactor & Raw
citations)…...……………………………………...……………...5
The implementation of ICT in primary schools in Hong Kong : perspectives from school heads and teachers
No full textIn recent years, the use of Information and Communications Technology (ICT) in education has become a widely discussed issue. This paper starts with a brief examination of the relationship of political changes to the rapid educational reforms in recent years, including the school-level implementation of ICT.
Specifically, the implementation of ICT in Hong Kong primary schools is investigated. Primary data are collected from school heads and teachers while secondary data are collected from the scholarly literature. In addition, supplementary data were collected for comparison from several areas in the UK.
A number of research questions are proposed for the study, including the potential benefits and shortcomings of ICT in education, the difficulties of ICT implementation, and the relative cost effectiveness of ICT.
Quantitative and qualitative methods emerged from the different research paradigms of positivism and interpretivism. Both are discussed in the research design chapter. A mixed-method approach was selected for the entire research project. Under this approach, quantitative data were collected through survey techniques and qualitative data were collected through in-depth interviewing. These two data collection processes were undertaken independently. The design and application of data collection for both categories of data are discussed at length. Eventually, 681 questionnaires and 17 interviews were analysed. The findings were consolidated and triangulated when possible, and are discussed in the concluding chapter.
Throughout the study, responses to several important issues, including workload, time, professional development and school organisation, have been elicited from the participants.
Finally, some recommendations are made that attempt to optimise the use of ICT in education. Further research areas are also proposed. In sum, the research suggests that ICT is a 2-sided tool. On one hand, ICT can provide numerous benefits to teaching and learning. On the other hand, stakeholders must be aware of its potential negative side effects. Moreover, ICT should be treated as only one of many instructional media, and it should be used carefully. Over-reliance on ICT should be avoided
The implementation of ICT in primary schools in Hong Kong : perspectives from school heads and teachers
No full textIn recent years, the use of Information and Communications Technology (ICT) in education has become a widely discussed issue. This paper starts with a brief examination of the relationship of political changes to the rapid educational reforms in recent years, including the school-level implementation of ICT. Specifically, the implementation of ICT in Hong Kong primary schools is investigated. Primary data are collected from school heads and teachers while secondary data are collected from the scholarly literature. In addition, supplementary data were collected for comparison from several areas in the UK. A number of research questions are proposed for the study, including the potential benefits and shortcomings of ICT in education, the difficulties of ICT implementation, and the relative cost effectiveness of ICT. Quantitative and qualitative methods emerged from the different research paradigms of positivism and interpretivism. Both are discussed in the research design chapter. A mixed-method approach was selected for the entire research project. Under this approach, quantitative data were collected through survey techniques and qualitative data were collected through in-depth interviewing. These two data collection processes were undertaken independently. The design and application of data collection for both categories of data are discussed at length. Eventually, 681 questionnaires and 17 interviews were analysed. The findings were consolidated and triangulated when possible, and are discussed in the concluding chapter. Throughout the study, responses to several important issues, including workload, time, professional development and school organisation, have been elicited from the participants. Finally, some recommendations are made that attempt to optimise the use of ICT in education. Further research areas are also proposed. In sum, the research suggests that ICT is a 2-sided tool. On one hand, ICT can provide numerous benefits to teaching and learning. On the other hand, stakeholders must be aware of its potential negative side effects. Moreover, ICT should be treated as only one of many instructional media, and it should be used carefully. Over-reliance on ICT should be avoided.EThOS - Electronic Theses Online ServiceGBUnited Kingdo
A cultural–historical study of Hong Kong–Australian children’s learning and development within everyday family practices
No full textThe children of the Hong Kong immigrant community in Australia achieve highly in terms of academic results and become highly skilled professionals in comparison with other immigrant groups and the local population. Despite these outstanding achievements, little research has investigated the processes of development of children in this group. While much of the literature on Chinese heritage students suggests that the parental support for and emphasis on learning has helped secure their success, little is known from the children’s perspectives about how they acquire the competencies and develop a learning motive for academic success. Stereotypes pervade the debate about the possible effects of high parental demands, yet little is known about the real underlying relationship between these children’s achievement and their environmental affordances.
This study investigates the ways parental demands and family practices provide conditions and possibilities for children’s learning and development, how children perceive and make sense of these and how they contribute to their own learning and development.
Conducted in Melbourne, Australia, the study adopted an in-depth qualitative case study approach following the cultural–historical paradigm and employing dialectical-interactive methodology. Six parents and seven children participated from three Hong Kong–Australian families. The parents had been raised and had their schooling in Hong Kong and had migrated to Australia between 2 and 15 years prior to the study. The children ranged between 0 and 11 years of age; among them one child was born in Hong Kong and the other six children were born in Melbourne, Australia. One family was sending their children to a government school, one to an independent Christian school and one to a prestigious private school.
Data were collected for 12 months through video observations of children’s participation in their everyday activities at home and in their communities, interviews with parents and children, field notes, and photographs, video clips and relevant documents provided by participants. Analysis of data was carried out at the common sense, situated practice and thematic levels, yielding rich and comprehensive understandings of the processes and mechanisms of these Hong Kong–Australian children’s learning and development within their everyday family practices.
This thesis is structured in the format of a thesis by publication. The important findings are presented with the associated publications (2 to 7). Overall, the study shows that positive mutual responsiveness is central to the Hong Kong–Australian children’s effective learning and development within their family’s valued practices. The importance of mutual responsiveness is evident in the relationship between the cultural, societal, historical conditions and the parents’ life experiences and interpretations (Publication 2), between the families and their children’s schools (Publication 3), between parental demands and practices and the child’s motives and competences (Publication 4), between parental encouragement and the child’s perceptions and personal sense (Publication 5), between cultural and temporal influences and the leading activity for the children’s development (Publication 6) and within and among the individual, the environment and the conditions (Publication 7).
In sum, the study shows how children of Hong Kong Chinese heritage learn and develop in everyday family practices through the complex dialectical process of interaction of parental demands and values, cultural values, and children’s desires. They gradually appropriate orientations to learning as they negotiate the parental demands with parental encouragement. This sits in contrast to the picture painted by much of the literature which characterises the learning environment and process of Chinese heritage children as replete with imposition, rigid discipline and uni-directional demands.
The study and its publications have not only contributed understandings of the processes of learning and development of the participant children, but also understandings of socio-cultural theory and research approaches. Vygotsky’s ‘abstract’ concept of child development is applied to real life contemporary issues, helping to more fully explicate mechanisms and processes in child development, and to reveal ones not expressed in Vygotsky’s work, of which encouragement is a prominent example. The model presented in the final publication is a development of earlier models and research in the literature. Methodologically, the power of cultural–historical dialectical–interactive methodology using multiple methods has been confirmed in its ability to reveal the details of the processes, mechanisms and interactions between people, institutions and even cultural traditions from various perspectives – including the child’s – in a child’s learning and development. The model developed from this study can serve as a framework for parents, educators, researchers and policy makers to use in shaping effective pedagogies, tools and policies to facilitate children’s optimal development
The relationship between using online social networking and psychological well-being
No full textSNSs have become ubiquitous across the globe. Although many researchers shed the light on SNSs use, little research investigates the relationship between SNSs use and the psychological impacts on users. This review examines the relationship between using online social networking (OSN) and psychological well-being (PWB) by means of subjective well-being (SWB), loneliness and depression. Mutual self-disclosure and authenticity on SNSs provides opportunities for social support seeking and provision. This, in turn, increases SWB. In contrast, SNSs use can be harmful if individuals get addicted to the virtual world. Correspondingly, studies indicate that engaging in SNSs activities is able to alleviate loneliness provided that individuals use SNSs actively for a social purpose. This is because such usage can heighten users’ feelings of social connectedness. Research interestingly shows that lonely individuals are likely to increase their SNSs use for social compensation. Unfortunately, this is going to get them to problematic SNSs use but not helping them to relief feelings of loneliness. Besides, a contradictory result is found in depression. Evidence indicates that SNSs use could lead to the development of depressive symptoms. This is because SNSs have placed individuals at great risk for negative social comparisons. Researchers also acknowledge that depressed individuals incline to use SNSs to satisfy their social needs. However, it shows that SNSs have become an additional platform for them to display their problematic social skills. In sum, the present study contributes to the field of psychology, proving that OSN has significant impacts on psychological well-being.Bachelor of Art
Growth-differentiation factor-8 (GDF-8) in the uterus: Its identification and functional significance in the golden hamster
No full textTransforming growth factor-beta superfamily regulates many aspects of reproduction in the female. We identified a novel member of this family, growth-differentiation factor 8 (GDF-8) in the 72 h post coital uterine fluid of the golden hamster by proteomic techniques. Uterine GDF-8 mRNA decreased as pregnancy progressed while its active protein peaked at 72 h post coitus (hpc) and thereafter stayed at a lower level. At 72 hpc, the GDF-8 transcript was localized to the endometrial epithelium while its protein accumulated in the stroma. Exogenous GDF-8 slowed down proliferation of primary cultures of uterine smooth muscle cells (SMC) and endometrial epithelial cells (EEC). In addition, GDF-8 attenuated the release of LIF (leukaemia inhibiting factor) by EEC. As for the embryo in culture, GDF-8 promoted proliferation of the trophotoderm (TM) and hatching but discouraged attachment. Our study suggests that GDF-8 could regulate the behavior of preimplantation embryos and fine-tune the physiology of uterine environment during pregnancy. © 2009 Wong et al; licensee BioMed Central Ltd.published_or_final_versio
Chemical and Biological Detection Using Microfluidic Platform and Surface Plasmon Resonance Imaging Sensor
No full text
