Sebanyak 6 item atau buku ditemukan

Oral Health Status in Children with Type I Diabetes Mellitus

This dissertation, "Oral Health Status in Children With Type I Diabetes Mellitus" by Ahmad Faisal Bin, Ismail, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Diabetes mellitus is a metabolic disorder with varied etiology and diverse clinical course. World Health Organization (WHO) has distinguished three types of diabetes mellitus: insulin-dependent (Type I), non insulin-dependent (Type II) and associated with other disease and syndromes. Type I diabetes patients account for approximately 10% of all diabetics, in which children and adolescent almost exclusively develop Type I diabetes. Diabetes can be diagnosed on the basis of symptoms, such as excessive thirst appetite, polyuria, body weight reduction, glucosuria and hyperglycaemia, confirmed by laboratory test. Acute complications may develop in the course of diabetes, usually related to extreme level of plasma glucose. Chronic complications usually developed secondary to micro-vascular changes, causing damages to small vessels, nerves, multiple organs and oral cavity. The systematic review summarized the available evidence on the oral health of children with Type I diabetes mellitus. A total of 1179 abstract were retrieved during the initial search, and after exclusion, only 37 articles were qualified for final review and analysis. Though there was conflicting evidence regarding caries experience, it is clear that children with Type I diabetes mellitus exhibited poorer overall oral health status with higher plaque accumulation compared to healthy children. The case-control study aimed to evaluate and compare the oral health status of children with Type I diabetes mellitus with healthy, non-diabetic controls in Hong Kong. A sample of 64 children (32 Type I diabetes mellitus, 32 age- and gender-matched controls) were included in the study. The study concluded that children with Type I diabetes had poor oral health status with greater plaque deposition when compared to healthy, non-diabetic controls. DOI: 10.5353/th_b5303835 Subjects: Diabetes in children Chronically ill children - Dental care

A Psycholinguistic Study

Investigating Individual Learning Efficiency (Ile) Through the Concepts of Learning Style, Information Processing Path and Energy Transfer Pathway

This dissertation, "A Psycholinguistic Study: Investigating Individual Learning Efficiency (ILE) Through the Concepts of Learning Style, Information Processing Path and Energy Transfer Pathway" by Ping-chui, Yik, 易平璀, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This thesis aimed to use Individual Learning Efficiency to predict the language performance patterns of three groups of individuals respectively from schools of science, business and engineering. Individual Learning Efficiency (ILE) is defined as a ratio incorporating a mathematical concept known as Shannon entropy, which indicates the degree of randomness or disorder of a message source underlying optimized input-output digital designs. Predictions were made at verbal precision meaning that the actual entropies of target message sources (i.e., the degrees of randomness of learners and learning targets as the target message sources involved in the study) were not calculated in bits but were verbally estimated, so as to answer a research question set in the educational context: whether there is a higher chance of better learning performances when the entropies of the learner and the learning target are closer to each other. The application of the ratio ILE (defined as entropy of learner/entropy of learning target) in predicting language performance patterns involved the integration of three concepts, learning style, information processing path and energy transfer pathway, which are respectively from educational, psychological and physical levels of investigation. Integrating the three concepts required three steps: the first step was to identify learning-associated activities with respect to learning style, information processing path and energy transfer pathway through their own implicit time windows, which was a multidisciplinary consideration. The second step sought interdisciplinary understanding in which learning activities identified in relation to the three concepts were aligned with one another using a common time interval against a single linear time line so that any learner and learning target becomes readily countable for the estimation of the entropy of learning targets and learners relative to one another. The third step was a transdisciplinary attempt to bring the time frames of the concept of Shannon entropy and that of learning style (especially the sequential-global style dimension that is analogous to the long-standing field-independent-field-dependent dimension) -- which are mathematical and verbal concepts respectively -- closer together with the help of schematic diagrams composed of Venn diagrams and arrows in order to predict the results of the statistical study based on ILE at verbal precision without calculating in bits the actual entropies of the learners and the learning targets involved. Two simple statistical tests, correlation and t-test, were used to look at the language performance patterns against styles among students of business, engineering and science backgrounds who represent three distinct groups of individuals attributed to their differential degree of reliance on the two contrastive representation systems, mathematics and natural language, in learning. The close match between the verbally predicted results and the actual results suggests that ILE, a ratio which incorporates Shannon entropy, and which indicates a higher learning efficiency when the entropy of a learner is closer to the entropy of a learning target, is highly facilitative to predicting learning performances at verbal precision and that it is immediately open to computational validation as t

This dissertation, "A Psycholinguistic Study: Investigating Individual Learning Efficiency (ILE) Through the Concepts of Learning Style, Information Processing Path and Energy Transfer Pathway" by Ping-chui, Yik, 易平璀, was obtained ...

Cognitive and Psycholinguistic Organisation in Bilinguals

A Study of Aspects of Affective Meaning.

This dissertation, "Cognitive and Psycholinguistic Organisation in Bilinguals: a Study of Aspects of Affective Meaning." by Brian Marshall, Young, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3122940 Subjects: Meaning (Psychology) Semantics (Philosophy) Bilingualism - Psychological aspects

This dissertation, "Cognitive and Psycholinguistic Organisation in Bilinguals: a Study of Aspects of Affective Meaning." by Brian Marshall, Young, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold ...

Sociolinguistics

Issues of Language in Education in Hong Kong

This dissertation, "Sociolinguistics: Issues of Language in Education in Hong Kong" by Chun-po, Cecilia, Tong, 湯珍寶, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3195327 Subjects: English language - Study and teaching (Secondary) - China - Hong Kong Language arts (Secondary) - China - Hong Kong Sociolinguistics - China - Hong Kong

This dissertation, "Sociolinguistics: Issues of Language in Education in Hong Kong" by Chun-po, Cecilia, Tong, 湯珍寶, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: ...

GEOCHEMISTRY GEOCHRONOLOGY & I

This dissertation, "Geochemistry, Geochronology and Isotope Geochemistry of Eocene Dykes Intruding the Ladakh Batholith" by Alexandra Regina, Heri, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Eocene dykes intruding the Ladakh batholith were sampled along the southern margin of the Trans-himalayan plutonic arc in Ladakh, NW-India. Approximately 30 dykes were encountered in the 40 km trail between Leh and Hemis Shugpachan. The dykes in the east of the field are trending E to NE and those in the west trending N to NW, exhibiting sub-parallel orientations within each area. Eighteen dykes were sampled (two of them multiple times) and subjected to petrographic, geochemical and isotopic analyses. They exhibit various degrees of differentiation from basaltic to rhyolitic compositions and are mainly composed of plagioclase, quartz, hornblende (s.l.) and/or biotite and magnetite. Furthermore, dykes in the eastern part of the field area contain quartz xenocrysts resulting from crustal assimilation, while no relict quartz was found in the west. The dykes exhibit alteration phases and features suggesting that they underwent autometamorphism, i.e. hydration reactions due to igneous cooling. Whereas the dykes in the east of the field area record low-T alteration, the mineral parageneses in the west are typical for alteration at elevated temperatures typical for greenschist metamorphic facies. Al-in-hornblende barometry performed on Magnesio-hornblende and Tschermakitic-hornblende phenocrysts of the least altered dyke indicates formation in upper-amphibolite metamorphic facies conditions and pressures of about 6 kbar corresponding to an intrusion depth of approximately 20 km. Major and trace element analyses and Rb-Sr and Sm-Nd isotope analyses revealed a stunning variability in geochemistry and isotopic composition amongst the coeval dykes. All dykes exhibit LREE enrichment and HREE depletion as well as negative Tb and Nb anomalies characteristic for subduction-related intrusives and extrusives. Their REE patterns support a clear subdivision into chemically distinct groups. The group hypothesis was further tested and found valid using statistical tools designed to assess similarity/dissimilarity amongst individuals of a group with a common ancestor, such as hierarchical cluster analysis and multidimensional scaling. The dykes are cogenetic, but clearly not consanguineous, i.e. have not formed from one, progressively differentiating magma chamber. The variability observed in Sr-Nd isotopes can be explained by the dykes having undergone differing degrees of crustal assimilation. In particular the dykes in the east containing quartz xenocrysts show negative iiNd) and positive N(Sr) values caused by crustal assimilation, whereas the dykes in the west with no quartz xenocrysts exhibit positive qqNd) and N(Sr) near zero. 39Ar-40Ar dating by incremental heating of several hornblende-bearing dykes revealed crystallization ages between 50 and 54 Ma, whereas two biotite-bearing dykes gave ages of 45 and 37 Ma, likely to be cooling or recrystallisation ages. The combination of structural field evidence with petrographic, petrologic, geochemical, isotopic and geochronological analyses demonstrates that the dykes, although sharing a common origin, i.e. having formed in the same tectonic setting at roughly the same time, have undergone further geological processes leading to an unexpected diversification of the dykes. These findings provide ample scope for further in-depth and breadth investigations on "late-magmatic dykes" in the future. DOI: 10.5353/th_

This dissertation, "Geochemistry, Geochronology and Isotope Geochemistry of Eocene Dykes Intruding the Ladakh Batholith" by Alexandra Regina, Heri, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold ...

Identifying Core Academic Vocabulary in Igcse Science Textbooks and Exploring Ways of Teaching Them in a Senior Secondary Lac Class

This dissertation, "Identifying Core Academic Vocabulary in IGCSE Science Textbooks and Exploring Ways of Teaching Them in a Senior Secondary LAC Class" by Lijiao, Zhang, 張麗嬌, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This study identifies the academic vocabulary from the IGCSE science textbooks by using online software. Then compare the words identified with the new Academic Vocabulary List (AVL) (Gardner & Davies, 2013a) to generate 139 academic core vocabulary (ACV) from Chapter 1 of the science textbooks. A trial lesson is conducted to explore ways of teaching those ACV to a group of ESL/EFL students in an international high school programme in Mainland China, where English is the medium of instruction. The researcher utilizes an inductive, inquiry-based approach to teach the lesson, with visuals as the main teaching aids. The measurement instruments include a pre-test, an immediate post-test and a one-week delayed post-test. A questionnaire is employed after students' participation of the trial lesson unit, in order to get students' perspectives on and perceptions of such an academic vocabulary learning LAC programme. The results suggest that learning the meaning of ACV through pictures is effective to students. The majority of students (93.3%) believe that the learning of ACV will benefit them in academic study, although almost half of them (40%) think that participation of such an academic vocabulary learning programme is not necessary. Although students have shown improvement in the tests, the research result is very likely to be only applicable to this particular group of students at this specific time of the academic year. This is because these students are generally positive about learning and have very good interaction with the teacher and classmates in the classroom. They are from Class A, which consists of students of relatively higher English ability. Another important factor is that this study is taken at the end of an academic year for Year 10 students. One implication of the findings is that for future study of this type, it is important to test students' vocabulary size with reference to the new AVL so that the research can be more focused on students' real needs. The study implies that the time of the study (at the beginning of a new semester or at the end of an academic year), the students' English proficiency level and the instructor of the lesson are crucial factors that might affect the study. The current study also indicates that the students' own content teacher plays a vital role in their science key academic vocabulary learning, i.e., the content teacher seems to be in the best position to teach content vocabulary, as the study finds that students are more likely to learn academic vocabulary during class time, rather than spending extra time on vocabulary learning after class. DOI: 10.5353/th_b5396603 Subjects: English language - Study and teaching (Secondary) - China

This is because these students are generally positive about learning and have very good interaction with the teacher and classmates in the classroom. They are from Class A, which consists of students of relatively higher English ability.