2,425 research outputs found
sj-docx-1-dhj-10.1177_20552076221143249 - Supplemental material for Artificial intelligence-enabled electrocardiogram screens low left ventricular ejection fraction with a degree of confidence
No full textSupplemental material, sj-docx-1-dhj-10.1177_20552076221143249 for Artificial intelligence-enabled electrocardiogram screens low left ventricular ejection fraction with a degree of confidence by Chun-Ho Lee, Wei-Ting Liu, Yu-Sheng Lou, Chin-Sheng Lin and
Wen-Hui Fang, Chia-Cheng Lee, Ching-Liang Ho, Chih-Hung Wang, Chin Lin in Digital Health</p
Indo-European vocabulary in Old Chinese : a new thesis on the emergence of Chinese language and civilization in the late Neolithic age
No full textThis study is a much expanded version of the paper I read at the XXXII International Congress for Asian and North African Studies on August 28, 1986 in Hamburg (Germany). Contents 1. Recent developments in the field of historical linguistics 2. Monosyllabic structure of Chinese words and Indo-European stems 3. Tonal accents of Middle Chinese 4. Preliminaries on the comparison of consonants and vowels 5. Some IE stems corresponding to Chinese words of entering tone 6. Middle Chinese tones and final consonants of IE stems 7. Some IE stems corresponding to Chinese words of rising tone 8. Some IE stems corresponding to Chinese words of vanishing tone 9. Some IE stems corresponding to Chinese words of level tone 10. Reconstruction of Middle Chinese vocalism according to Yün-ching 11. Old Chinese vocalism 12. Vocalic correspondences between Chinese and IE 13. Initials of Old Chinese 14. Initial consonant clusters in Old Chinese as seen from IE-stems 15. Proximity of Chinese to Germanic 16. Relation of Old Chinese to neighboring languages 17. Emergence of Chinese Empire and language in the middle of the third millennium B.C. Appendix * Abbrevations * Bibliography * Rhyme Tables of Early Middle Chinese (600) * Rhyme Tables of Early Mandarin (1300) * Word Index o English o Pinyin In 1786, just over two hundred years ago, comparative historical linguistics was born, when Sir William Jones (1746-1794) discovered the relationship between Old-Indian Sanskrit, Greek, and Latin. Since then, the emerging Indo-European philology has thrown much light on the early history of mankind in Eurasia. During the past two hundred years, many suggestions were also made in regard to relationships of Indo-European to other languages such as Semitic, Altaic, Austronesian, Korean etc., but Indo-Europeanists commonly rejected such attempts for want of convincing evidence. As to Chinese, Joseph Edkins was the first to advance the thesis of its proximity to Indo-European. In his work China's Place in Philology. An Attempt to show that the Language of Europe and Asia have a Common Origin (1871) he presented a number of Chinese words similar to those of Indo-European. In his time, Edkins' thesis seemed bold and extravagant. But today, more than a hundred years later, we are in a much better position to carry out a comprehensive and well-founded comparative study. Since the end of the nineteenth century, many Sinologists have been engaged in reconstruction of the mediaeval and archaic readings of Chinese characters. Among them, Karlgren (1889-1978) was the most successful, and in 1940 he published a comprehensive phonological and etymological dictionary entitled Grammata Serica. In the meantime, the Indo-Europeanists Alois Walde (1869-1924) and Julius Pokorny (1887-1970) were devoting themselves to the compilation of a useful etymological dictionary. The result was the Indogermanisches Etymologisches Wörterbuch by Pokorny (1959) which provides a solid basis for our lexical comparisons. Soon thereafter, some Sinologists made use of the two dictionaries by Karlgren and Pokorny to compare Chinese and Indo-European words. In 1967, an unaffiliated German scholar, Jan Ulenbrook, published an article "Einige Übereinstirnrnungen zwischen dem Chinesischen und dem Indogermanischen", in which he claimed that 57 words are related. Shortly afterwards, Tor Ulving of the University of Goteborg, Sweden, wrote a review of this article framing the title as a question: "Indo-European elements in Chinese?" While working on his thesis on word families in Chinese, Ulving compiled for his own use two dictionaries: "Archaic Chinese - English" and "English - Archaic Chinese", and discovered thereby 238 Chinese words similar to Indo-European roots. In spite of this considerable number of word equivalents, however, Mr. Ulving became discouraged and, as he told me in his letter of April, 1986, has given up his researches in this field. The skepticism, common among Indo-Europeanists in regard to comparative studies with other languages, is largely based on the dogmatic opinion that only morphology is relevant but not vocabulary. Since the typology of Chinese seems to preclude a cognate relation to Indo-European, they are inclined to discard any lexical correspondences as merely accidental or onomatopoetic. Besides, prehistorical contacts and mixtures between these languages seem not conceivable, as the Indo-Europeans are supposed to have originated in Northern Europe or at best in the Central Asian steppe, thousands of miles away from East Asia. Hence, any research into a relationship between Old Chinese and Indo-European languages would be but futile from the outset. Yet there are also opposing views among Indo-Europeanists. Investigations into Germanic languages and the oldest Indo-European language, Hittite, led some of them to a critical revision of the prevailing conception about a Proto-Indo-European. Hermann Hirt (1934) for instance states: "Inflexion of Indo-European languages is due to a relatively late development, and its correct comprehension can be achieved only by proceeding from the time of non-inflexion." And Carl Karstien (1936) holds the opinion that "Chinese corresponds most ideally to the hypothetic prototype of Indo-European." Regarding vocabulary, there are striking similarities in the monosyllabic structure of the basic words. In modern German and English, all the words of everyday speech are monosyllabic and their stereotypical structure is: initial consonant(s) + vowel(s) + final consonant(s). The same word structure is valid for Chinese as well. It is fundamentally different from the disyllabic structure of Altaic words and from the triconsonantal-disyllabic structure of Semitic words. Characteristic of the monosyllabic word structure is, besides, the complexity of the syllable nucleus, which consists of different vowels and vowel clusters in contrast to the monophthongal vocalism of polysyllabic words. Another objection raised to comparisons between Chinese and Indo-European is the existence of tonal accents in Chinese. Since most modern Indo-European languages have only expiratory accents, Chinese is considered to be a highly exotic language. Yet, even in Chinese, the use of tonal accents as a means of lexical differentiation is a result of comparatively recent development in the long history of Chinese language, the earliest monuments of which date back to 1300 B.C. (cf. Chang 1970, p.21). Unknown to Old Chinese, the existence of tonal accents was for the first time mentioned in the 5th century by Shen Yüeh (441-513). In Middle Chinese (Mch.) there were four tone categories: A P'ing-sheng 平 a level tone (which developed into Mandarin tone 1 or 2). B Shang-sheng 上 a rising tone (Mandarin tone 3). C Ch'u-sheng 去 a vanishing, i.e. falling tone (Mandarin tone 4). D Ju-sheng 入 an entering tone with a staccato effect, the word being abruptly stopped by a final consonant -p, -t, -k. (In Early Mandarin the words of this tone lost their final consonant and were distributed among the tones 2, 3 and 4, respectively according to the phonation of initials). In Middle Chinese, words of the entering tone were the only group which still preserved the final stops and therefore a close syllabic structure. So they are most appropriate for convincing comparisons with monosyllabic Indo-European word stems. The final stops -p, -t, -k of the entering tone are nowadays still extant in daily speech of several dialects in South China as well as in Chinese borrowings in Japanese, Vietnamese and Korean. As a speaker of a Taiwan dialect of Minnan origin, I could immediately identify some Indo-European stems with corresponding Chinese words. Besides, the command of Japanese and German was also a great help for this study. In the following lists I have chosen a number of Indo-European stems which are phonetically and semantically equivalent to Chinese words. Correspondences in initial and final consonants refer to the points of articulation, thus we have equations: IE labials = Old Chinese labials, IE dentals = dentals, IE l, r = dentals (cf. p. 31); Ø, i (final and medial) IE velars = velars and laryngeals, and occasionally (the so-called "satem"-forms) IE velars = dental sibilants and affricates. Regarding the manner of articulation, there are no regular correspondences between Indo-European and Chinese consonants like Grimm's law which is valid among Indo-European dialects to a certain extent. But this is not astonishing, since in Old Chinese the alternation of initials in voicing was a conventional means of creating new words from one basic form. The rules of vocalic correpondences among Indo-European dialects are quite complex. Vowels permanently change their qualities from one language to another, and from time to time within one language also, as is well known from the history of English pronunciations. Generally, the vocalism of Old Greek is taken as the standard for Proto-Indo-European. Old Chinese vowels corresponds nearly (cf. p. 30), but the details about the reconstruction of Middle and Old Chinese vocalism will be treated later (pp. 26-30). For the moment, it is necessary to notice in advance that the stem of ablauting Germanic verbs is the form of preterite or noun, rather than that of infinitive as assumed hitherto. Therefore, in some cases I must slightly modify the basic vowel of verbal stems given in Pokorny, in order to get better basis for comparison. As Old Chinese verbs were non-flexional, they might probably have preserved the original vowel the best
Effects of bariatric weight loss surgery on glucose metabolism, inflammatory cytokines, and serum tartrate-resistant acid phosphatase 5a in obese Chinese adults
No full textBackground: We determined effects of bariatric weight loss surgery on serum tartrate-resistant acid phosphatase 5a (TRACP 5a), inflammatory cytokines and glucose homeostasis in severely obese Chinese adults. ;Methods: Severely obese adults undergoing bariatric surgery were recruited. Anthropometry, insulin resistance (IR), inflammatory markers and serum TRACP 5a were measured at baseline and 3, 6 and 12 months postoperatively. ;Results: Data of 93 patients, including 69 non-diabetic (non-DM group) and 24 diabetic (DM group), were analyzed. Anthropometry decreased significantly at 3 months postoperatively in both groups; low-density lipoprotein cholesterol decreased obviously at 3, 6 and 12 months in non-DM group, while improving significantly at 6 and 12 months in DM group. Homeostasis model assessment for IR (HOMA-IR) improved significantly at 3, 6 and 12 months in non-DM group and 12 months in DM group. In DM group, C-reactive protein (CRP) decreased significantly at 3 months postoperatively and inflammatory markers interleukin-6 (IL-6) and TRACP 5a improved at 6 months postoperatively; in non-DM group, serum TRACP 5a decreased obviously at 12 months postoperatively without significant changes in CRP and IL-6. ;Conclusion: Weight reduction by bariatric surgery decreases anthropometry, IR, lipids and inflammatory markers in severely obese Chinese adults. (C) 2015 Published by Elsevier B.V
Solitude versus sharing : author-ity in Adventures of Huckleberry Finn.
No full textThis essay will explore how Twain, as author, makes use of Huck as the “author” of his own life story to portray a child’s character and morality. In conjunction with this portrayal, it will also explore the literary techniques of narrative style pertaining to the unreliable first-person narrative and the use of the vernacular, as well as the construction of experience in a book that is narrated episodically. The themes of isolation versus community and authorship as discussed through John Donne’s epigraph contribute to an understanding of these formal aspects of Twain’s style in Huckleberry Finn. Just as its composition has been informed by various life sources and experiences, a reading of the book cannot simply be informed by one analysis, but by multiple perspectives. The essay will also briefly discuss the issue of cultural and context specificity involved in Huckspeech. In line with this issue, the narrative will be compared, in part, to Cisneros’s The House on Mango Street which also employs a culturally-bound child narrator similar to Huck. The comparisons with her work further inform Huckspeech as a blend of cultural and linguistic forms as both novels combine the literary and linguistic techniques of the child’s perspective, retrospective narration and the vernacular.Bachelor of Art
Low Genetic Diversity of Cycas taitungensis (Cycadaceae), an Endemic Species in Taiwan, Revealed by Allozyme Analysis
No full textEnhanced Thermal Stability and Efficiency of Polymer Bulk‐Heterojunction Solar Cells by Low‐Temperature Drying of the Active Layer
No full textThe low-temperature a-SiNx films with high impermeability and high optical gap with application to organic light-emitting diode
No full text[[alternative]]An Action Research of the Effects of Peer Mentoring on the Learning Performance of Junior High School Students with Low Achievement in Mathematics
No full text碩士教育研究所[[abstract]]摘 要
本研究目的旨在探討實施「同儕師徒制」對國中數學科低成就學生學習成效的影響。研究者以任教的九年級四位數學科低成就學生為研究對象，採用行動研究法，實施為期ㄧ學期的同儕師徒制活動。透過段考成績、量表、問卷、觀察、訪談與教學日誌等資料的蒐集與分析，以進行研究活動成效與教師專業影響的評估。
本研究發現如下：
一、低成就學生在數學學習成就上的提昇最為明顯，在原始分數與標準化分數上皆呈現大幅的進步。
二、低成就學生在心理功能上獲得良好的改善，其中以降低學生對數學的學習焦慮最顯著。
三、當教師實施同儕師徒制時，可能遭遇活動時間的安排、活動地點的選擇、活動環境的營造與活動成效的評量等難題。
四、能透過同儕師徒制的活動提昇教師專業及改善師生間的關係。
最後，根據本研究發現，分別針對學校行政、教師及未來研究等方面提出具體建議以供參考。
關鍵詞：同儕師徒制、數學科低成就、學習成效[[abstract]]An Action Research of the Effects of Peer Mentoring on the Learning Performance of Junior High School Students with Low Achievement in Mathematics
Advisor: Su-Ching Lin, Ph. D.
Author: Hung-Chi Chen
Abstract
The purpose of this research aims at exploring the effects of peer mentoring on the learning performance of junior high school students with low achievement in Mathematics. The experimented students were four 2nd graders with low achievement in Mathematics from the researcher’s junior high school. The action research was carried out in a semester. The data were collected through student midterm grades, quantitative analysis, questionnaires, teacher observation records, interviews, teaching journals, etc. In addition, data analyses had been applied to evaluate how the peer mentoring program influenced the learning performance of the junior high school students with low achievement in Mathematics and the professional development of teachers.
The major findings of the research are as follows:
1. The promotion of the learning achievement in Mathematics of the low achievement students is the most obvious, and all the four students present the large progress in the raw score and the standardized score.
2. The low achievement students obtain good improvement in the psychological functions, and it is the most obvious that the low achievement students reduce anxiety about learning Mathematics.
3. The teacher may encounter some difficult problems arouse from the peer mentoring program, such as the time arrangement, the selection of the places, the development of the atmosphere and the evaluation of the effects.
4. The peer mentoring program can improve teachers’ professional skills and the relationship between the teachers and the students.
Finally, based on the findings above, suggestions were made for the reference of the school administrative units, teachers and future research.
Keywords: peer mentoring, low achievement in Mathematics, learning performanc
Wavelength monitoring in DWDM networks using low cost semiconductor laser diode/amplifiers
No full text[[alternative]]The Analysis of Teacher-Student Interaction Pattersons in Classrooms for Disruptive Students
No full text[[abstract]]The Analysis of Teacher-Student Interaction Patterns in Classrooms for Disruptive Students
Ching-Chih Chen
Abstracts
The main purpose of this study was to analyze the teacher-student interaction patterns in classrooms for disruptive students. The teacher-student interaction of four third- to sixth-grade primary school students who exhibited high rates of disruptive behavior and/or other serious behavior problems were observed in natural setting. The teacher-student interaction events and behaviors were analyzed by the sequential analysis to display interaction patterns and processes.
The main findings of this study were stated as the followings:
1. Rates of teacher and student's behavior:
In classrooms, all teachers engaged in more neutral behavior, displayed low rates of negative behavior. All students engaged in high rates of negative behavior except for the case one who engaged in high rates of neutral behavior.
2. Teacher-student interaction within three types of structured activities:
During unstructured activities, in terms of teacher initiation/student response interactions, four cases were mainly teacher positive initiation/student negative response interactions. In terms of student initiation/ teacher response interactions, case one and case two were mainly student negative initiation/ teacher positive response interactions, and case three and case four were mainly student negative initiation/ teacher negative response interactions.
During semi-structured activities, in terms of teacher initiation/student response interactions, case one was mainly teacher positive initiation/student positive response interactions, and the others were mainly teacher positive initiation/student negative response interactions. In terms of student initiation/ teacher response interactions, case one was mainly student positive initiation/ teacher positive response interactions, case two was mainly student neutral initiation/ teacher neutral response interactions, case three was mainly student negative initiation/ teacher positive response interactions, and case four was mainly student negative initiation/ teacher negative response interactions.
During structured activities, in terms of teacher initiation/student response interactions, all cases were mainly teacher neutral initiation/student neutral response interactions except for case one. In terms of student initiation/ teacher response interactions, all cases were mainly student neutral initiation/ teacher neutral response interactions.
3.Teacher-student interaction patterns:
In terms of teacher initiation/student response interactions, after teacher initiations, student responses were divided into six types of interaction- to response neutrally, influence negatively, comply positive regulation, react against positive regulation, comply negative regulation, and react against coercion.
In terms of student initiation/ teacher response interactions, after student initiations, teacher responses were divided into six types of interaction-to response neutrally, reinforce without enthusiasm, response reciprocally, induce with positive regulation, coerce, and evaluate negatively.
Implications for practice and further research are recommended on the basis of the findings of this study.
Keywords: disruptive student, teacher-student interaction, interaction analysis, sequential analysis.
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