The purpose of this study is to investigate how learners work collaboratively during their astronomy quiz preparation. Research has been conducted extensively on cooperative and collaborative learning, however not much has been done to investigate learners preparations in quizzes. There has been very little research done on learners‟ interactions and behaviour but more on comparing learners‟ performance individually with when they work collaboratively. The subjects of this study were five schools from the Gauteng West district comprising of teams made up of four learners. These five teams were observed and two members per team interviewed. The teams were observed in order to understand how they interact with each other and the roles assumed by each member and the teacher. The use of interviews was to get more understanding of the benefits of the team and also find out if the quiz contributed in their astronomy content gain. The results show that all teams had an understanding of their roles and responsibilities as members, however only two teams displayed more commitment to attain the goal by advancing to further rounds of the astronomy quiz. In view of the findings I concluded that collaborative testing is an effective strategy for improving learning and potentially for the retention of content. Keywords Collaborative learning Collaborative testing Peer collaboration Astronomy quiz

A Research Report submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements of the degree of Master of Science. October 2012, Johannesburg. / Several commentators describe the low performance of South African students in mathematics as ‗a crisis‘. In the Foundation Phase specifically, there is evidence of a lack of shift from concrete counting-based strategies to more abstract calculation-based strategies (Ensor et al., 2009; Schollar, 2009). Concrete counting-based strategies refer to actions where the learner cannot find the answer to a mathematical problem without using concrete objects. In contrast, abstract calculation-based strategies involve strategies where the child does not need concrete objects to find the answer, but can instead use mental calculations in which numbers have been transformed into abstract objects upon which operations can then be carried out. Ensor et al argue that the poor mathematical results in South Africa are the result of inefficient moves made by learners from counting to calculating. In their study, many students failed to move their thinking sufficiently forward from concrete counting actions to abstract thinking. The focus of this study is to investigate a sample of Grade 2 learners‘ strategies on tasks drawn from the Learning Framework in Number (LFIN) test and responses on number related questions in the Annual National Assessment tests (ANA). I use the Learning Framework in Number to describe the stage of learners in their shift from concrete to a more abstract way of thinking about number. The theory of reification refers to the turning of processes into objects, and in this research, the origin of an abstract object in reification is explored. I also aim to understand the kinds of information I can get from children‘s grasp of early number strategies, by looking at the responses of learners on the ANA and LFIN tests. My research question is: What do the two tests (ANA and LFIN) tell us about the strategies on early number used by a sample of Grade 2 learners in a township school in Gauteng? The two critical questions that follow from this are:  How does learner performance on number problems compare across the two tests?  What evidence in relation to concrete/abstract strategies is evident in the responses of learners in the two tests? My findings showed that the learners in the school that I investigated still relied a great deal on concrete counting methods to answer questions. In spite of this, the mean ANA mark were much higher than the LFIN mean. The low number range of the ANA test, (1-34 for most of the number related questions), made it possible for the learners to use concrete counting (fingers or tallies) to answer the questions. The relatively low LFIN mark range indicated that children had difficulties in moving to more abstract ways of working with number. The implications of the reliance on concrete counting is potential difficulties when the learners move into higher grades where the number range is much higher, making the use of concrete methods time consuming and error prone.

O objetivo deste estudo foi averiguar o efeito da ordem de exercícios de força na ativação muscular. Para isso, nove voluntários treinados em força participaram de 3 sessões: 1) teste de carga (8RM); 2 e 3) coleta dos dados EMG. Dois protocolos foram realizados: P1 tradicional: 1) Supino horizontal (SH); 2) Crucifixo horizontal (CH); 3) Desenvolvimento pela frente (DF); 4) Elevação lateral (EL); 5) Tríceps supino (TS); 6) Tríceps testa (TT); e P2 inversa: TT, TS, EL, DF, CH e SH. Músculos analisados: Peitoral maior esternocostal e clavicular (PME e PMC), deltóide anterior e medial (DA e DM) e tríceps braquial cabeça longa (TL). A contração voluntária isométrica máxima (CVIM) foi utilizada para a normalização. Cada sujeito realizou 3 séries de 8 repetições para cada exercício com um intervalo de 2min e calculou-se o valor RMS para cada repetição. Para a análise inferencial foi aplicado o teste de Wilcoxon. (p0,05). No exercício SH obteve-se uma diferença de 97,83 (P1) para 102,83% (P2) da CVIM para o PME, de 93,39 (P1) para 100,52% (P2), de 74,13 (P1) para 93,78% (P2) para o DA, de 31,21 (P1) para 30,21% (P2) para o DM e de 77,37 (P1) e 90,17% (P2) para o TBL. No exercício CH foram de 97,45 (P1) para 82,94% (P2) para o PME, de 76,69 (P1) para 57,34% (P2) para o PMC, de 31,39 (P1) para 48,32% (P2) para o TBL. Para DA e DM não houve diferença de ativação entre P1 e P2. No exercício DF, o DM apresentou 92,58 (P1) e 82,82% (P2) e o TBL 59,79 (P1) e 35,17% (P2), porém PME, PMC e DA não mostraram diferenças entre P1 e P2. No exercício EL encontrou-se 9,82 (P1) e 6,71% (P2) para o PME, 29,8 (P1) e 17,1% (P2) para PMC, 95,45 (P1) e 75,62% (P2) para DM e 12,15 (P1) e 8,82% (P2) para TBL. No exercício TS obteve-se 75,09 (P1) e 95,25% (P2) para o PME, 74,61 (P1) e 84,52% (P2) para DA, 24,81 (P1) e 25,74% (P2) para DM, 85,38 (P1) e 81,81% (P2) para TBL. Finalmente no exercício TT obteve-se 78,08 (P1) e 62,33% (P2) para o PME, 79,09 (P1) e 39,20% (P2) para PMC, 62,55 (P1) e 27,76% (P2) para DA e 25,7 (P1) e 17,85% (P2) para DM. De forma geral, pode-se afirmar que não existe uma ordem dos exercícios utilizados no treinamento de força que seja melhor em termos de ativação muscular para todos os grupos musculares. O que fica evidente é que existem diferenças de atividade muscular ao inverter a ordem de exercícios, porém os resultados deste estudo devem ser aplicados com cautela devido a carência de estudos sobre tal tema / The objective of this study was to investigate the effect of the order of strength exercises on muscle activation. For this, nine 9 volunteers trained in strength participated in three sessions: 1) load test (8RM), 2 and 3) EMG data collection. Two protocols were performed: P1 traditional: 1) bench press (SH); 2) horizontal fly (CH); 3) Shoulder press (DF); 4) Lateral rise (EL); 5) Triceps press (TS); 6) Triceps forehead (TT); and P2 reverse: TT, TS, EL, DF, CH and SH. Analyzed muscles: pectoralis major sternocostal and clavicular (PME and PMC), anterior and medial deltoid (AD and DM) and triceps brachii long head (TL). The maximal isometric voluntary contraction (CVIM) was used for normalization. Each subject performed 3 sets of 8 repetitions for each exercise with an interval of 2min and the RMS value was calculated for each repetition. For the inferential analysis was applied the Wilcoxon test. (p 0.05). In SH exercise was obtained differences from 97.83 (P1) to 102.83% (P2) of the CVIM for the PME, from 93.39 (P1) to 100.52% (P2) for PMC, from 74.13 (P1) to 93.78% (P2) for DA, from 31.21 (P1) to 30.21% (P2) for DM and from 77.37 (P1) to 90.17% (P2) for TBL. In CH exercise were from 97.45 (P1) to 82.94% (P2) for PME, from 76.69 (P1) to 57.34% (P2) for PMC, from 31.39 (P1) to 48.32% (P2) for TBL. For DA and DM muscles there were no differences in activation between P1 and P2. In DF exercise, DM showed 92.58 (P1) and 82.82% (P2) and TBL 59.79 (P1) and 35.17% (P2), but for PME, PMC and DA there were no differences between P1 and P2. In exercising EL was found 9.82 (P1) and 6.71% (P2) for PME, 29.8 (P1) and 17.1% (P2) for PMC, 95.45 (P1) and 75.62% (P2) for DM and 12.15 (P1) and 8.82% (P2) for TBL. In TS exercise was obtained 75.09 (P1) and 95.25% (P2) for PME, 74.61 (P1) and 84.52% (P2) for DA, 24.81 (P1) and 25.74% (P2) for DM, 85.38 (P1) and 81.81% (P2) for TBL. Finally, in the exercise TT was obtained 78.08 (P1) and 62.33% (P2) for PME, 79.09 (P1) and 39.20% (P2) for PMC 62.55 (P1) and 27.76% (P2) for DA and 25.7 (P1) and 17.85% (P2) for DM. In general, it´s possible to say that there is no better order of the exercises used in strength training in terms of muscle activation for all muscle groups. What is clear is that there are differences in muscle activity to reverse the order of exercises, but the results of this study should be applied with caution, due to lack of studies on this subject

Thesis advisor: Brian D. Robinette / This project attempts to respond to Charles Taylor's invitation, made in A Secular Age, for "new and unprecedented itineraries" capable of guiding seekers toward an encounter with God. Today, many Westerners find belief in God difficult if not impossible. This essay begins with an overview of Taylor's secularization narrative and explores the causes and pressures that have made belief in the Transcendent problematic. To respond to Taylor's summons for new itineraries, I turn in Chapters 2-4 to the work of philosopher William Desmond. After introducing readers to Desmond and locating him on a landscape dominated by phenomenologists, I introduce Desmond's metaphysical philosophy and argue that this his thought can be approached as a form of spiritual exercise capable of reawakening a sense of the Transcendent. In Chapters 3 and 4 I engage the work of Pierre Hadot to show how Desmond's philosophy can work to transform the way one perceives the world. Read within this framework, I believe Desmond's metaxological metaphysics provides a series of spiritual exercises needed in an increasingly secular age. Read in this light, metaxology becomes less a philosophy about which one must be informed than a philosophy capable of forming readers to perceive reality anew. In Chapter 5, I draw out some of the theological implications for this interpretation of Desmond's work. In the conclusion, I survey the project and indicate what I consider to be the theological achievement of Desmond's project and potential openings for future engagement with his work. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

O presente trabalho tem como estímulo inicial uma pesquisa desenvolvida pelo Professor Doutor Antonio Luiz Dias Januzelli e a doutoranda Juliana Jardim que entre os anos de 1999 e 2000, coletaram em forma de entrevista experiências e vivências práticas de oito professores profissionais de teatro, objetivando tornar público os seus procedimentos e suas práticas centradas na formação do ator contemporâneo em São Paulo. Este presente trabalho se propôs investigar quatro destes depoimentos, a saber: Cristaine Paoli-Quito, Luiz Damasceno, Márcio Aurélio e Myrian Muniz, cruzando suas práticas, avaliando conteúdos convergentes e divergentes nos diferentes processos assim como desenvolver uma possível sistematização orgânica unificada desses conteúdos. / The present work has as initial stimulus a research developed by Doctor Professor Antonio Luiz Dias Januzelli and the graduate student Juliana Jardim that between 1999 and 2000, interviewed eight professors and theatrical professionals with the objectives of publication their proceedings and their practical approaching and training of actors at São Paulo. This present work took four interviewed pronouncements such as: Crisitane Paoli Quito, Luiz Damasceno, Márcio Aurélio e Myrian Muniz and tried to cross their practical work, analyzing the similarities and differences of their jobs and also build a possible unified system characterized by their contents.

A hidroginástica tem sido indicada para melhora em diversas capacidades físicas. Nesta modalidade podem ser realizados exercícios aeróbios, de força, além da combinação de exercícios aeróbios e de força para a adaptação em ambas as capacidades. No entanto, sobre o treinamento de força na hidroginástica, poucos são os estudos que avaliam as respostas agudas em relação aos modelos de treinamento utilizados e nenhum analisou a teoria da prescrição do treinamento de força no meio aquático baseada nos princípios das rotas metabólicas. Desta forma, o objetivo do presente estudo foi comparar as respostas cinemáticas e neuromusculares entre diferentes estratégias de treinamento de força em dois exercícios de hidroginástica realizados por mulheres jovens. Quinze mulheres (23,13±3,04 anos) realizaram os exercícios de flexão e extensão de joelho e cotovelo nas três estratégias de treinamento de força no meio aquático: duas séries de 30 segundos, três séries de 20 segundos e seis séries de 10 segundos, cuja a ordem foi randomizada. A análise cinemática foi realizada através de uma filmagem subaquática e a atividade neuromuscular através da eletromiografia de superfície, durante toda a execução dos exercícios. Além disso, foi realizado o teste de contração isométrica voluntária máxima (CVM) antes e depois do protocolo de exercícios para obter um valor de referência da amplitude do sinal eletromiográfico e para verificar se houve fadiga muscular. O teste ANOVA para medidas repetidas com post-hoc de Bonferroni foi utilizado para a comparação das variáveis cinemáticas e neuromusculares entre as diferentes estratégias e para as comparações entre as séries de 20 segundos e 10 segundos. Foi utilizado um teste t pareado para as comparações das variáveis cinemáticas e neuromusculares entre as séries de 30 segundos e para a comparação da CVM pré e pós protocolo (α=0,05). Os resultados da CVM realizadas antes e após o protocolo de exercícios não apresentaram diferença significativa, somente para a força do músculo reto femoral que demonstrou uma queda nos valores. Em relação a velocidade angular média (VAM) na comparação entre as estratégias, a estratégia 2x30s demonstrou valores significativamente menores que a estratégia 6x10s, tanto no exercício de membro superior como no de membro inferior. Já na comparação entre as séries não houve diferença significativa em nenhuma das estratégias em ambos exercícios. A velocidade angular de pico (VAP) também apresentou diferença significativa entre as estratégias no exercício de membro superior, no entanto, o post hoc de Bonferroni não identificou onde foi essa diferença. Já para o membro inferior não houve diferença entre as estratégias. Na comparação entre as séries, a VAP apresentou uma manutenção dos valores ao longo das séries. A amplitude de movimento (ADM) apresentou uma manutenção dos valores tanto no exercício de membro superior como no de membro inferior em todas as comparações. O número de repetições apresentou diferença significativa entre as estratégias: a estratégia 2x30s apresentou valores significativamente menores que a estratégia 6x10s no exercício de membro superior. Já para o membro inferior não houve diferença entre as estratégias. Na comparação entre as séries, o número de repetições apresentou uma manutenção dos valores ao longo das séries. Para as variáveis neuromusculares, não foi encontrado diferença significativa em nenhum músculo analisado tanto na comparação entre as estratégias, como na comparação entre as séries nos dois exercícios realizados. Conclui-se que com o fracionamento das séries é possível alcançar maiores velocidades de execução e desta forma o presente estudo serve como base para a teoria da prescrição do treinamento de força no meio aquático baseada nos princípios das rotas metabólicas. / Water-based physical training has been indicated for the improvement of several physical abilities. In this modality, many aerobic and resistance exercises can be performed, as also a combination of both aerobic and resistance exercises can be performed for the adaptation in both abilities. However, regarding water-based resistance training, there are few studies evaluating the acute responses in relation to the models of physical training used, and none has analyzed the theory of resistance exercise prescription in the aquatic environment based on the principles of the metabolic routes. In this way, the aim of the present study was to compare the kinematic and neuromuscular responses between different strategies of resistance training in two water-based exercises in young women. Fifteen women (23.13±3.04 years) performed the exercises knee and elbow flexion and extension in three strategies of water-based resistance training: two series of 30 seconds, three series of 20 seconds and six series of 10 seconds, in a randomized order. The kinematic analysis was conducted with an underwater filming and the neuromuscular activity was performed through surface electromyography during the whole execution of the exercises. In addition, the maximal voluntary isometric contraction (MVC) test was performed before and after the exercises protocol for obtaining a reference value of the electomyography signal amplitude and to verify if there was muscle fatigue. ANOVA for repeated measures test with post-hoc of Bonferroni were used for the comparison of the kinematic and neuromuscular variables between the different strategies and for the comparisons between 20 and 10 seconds. Paired t test was used for the comparisons of the kinematic and neuromuscular variables between the series of 30 seconds and for the comparison of the MVC before and after the protocol (α=0.05). The results of the MVC performed before and after the exercises protocol did not show a significant difference, only for the strength of the rectus femoris muscle, which demonstrated lower values. In relation to the mean angular velocity (MAV), in the comparison between strategies, the 2x30s strategy demonstrated significantly lower values than the 6x10s strategy for both upper and lower limbs exercises. On the other hand, in the comparison between series there was no significant difference in none of the strategies for both exercises. Peak angular velocity (PAV) also presented significant difference between the strategies in the upper limb exercise, however, the Bonferroni post hoc test did not identify were this difference was. Regarding lower limb, there was no difference between strategies. In the comparison between series, the PAV presented maintenance of the values throughout the series. The amplitude of movement (AOM) showed maintenance of the values in both upper and lower limbs exercises in all comparisons. The number of repetitions presented significant difference between the strategies: 2x30s strategy showed significantly lower values than 6x10s strategy for the upper limb exercise. For the lower limb, there was no difference between strategies. In the comparison between series, the number of repetitions presented maintenance of the values throughout the series. For the neuromuscular variables, a significant difference was not found in none of the muscles analyzed in the comparison between strategies, as in the comparison between sets in the two exercises analyzed. It is concluded that, with the fractionation of exercise series, it is possible to accomplish higher velocities of execution and thus the present study serves as basis for the theory of water-based resistance exercise prescription in aquatic environment based on the metabolic routes principles.

A importância na geração de oxaloacetato foi investigada através da determinação da atividade da piruvato carboxilase nos músculos estriados e da suplementação de seus precursores (aspartato e asparagina) na dieta de ratos. A atividade da piruvato carboxilase eleva-se durante o exercício físico e, portanto, deve fornecer mais oxaloacetato para a etapa inicial do ciclo de Krebs. A suplementação crônica (5 semanas) de aspartato e asparagina promove aumento da resistência ao esforço em ratos treinados em natação durante 1 hora diária por 5 semanas. Este efeito foi acompanhado de elevação no número e tamanho das mitocôndrias e alteração no metabolismo de glicose dos músculos esqueléticos (elevação do conteúdo de glicogênio e de sua síntese e diminuição da glicólise). Esses resultados sugerem que a geração de oxaloacetato desempenha papel fundamental na manutenção do esforço prolongado. A suplementação de aspartato e asparagina na dieta melhora a performance nessas condições, porém causa lesões na ultraestrutura muscular (mitocôndrias, linha \"Z\" e miofibrilas). / The importance of oxaloacetate formation was investigated by measuring pyruvate carboxylase activity in muscles and by given its precursors (aspartate, asparagine) in the diet of rats. The activity of pyruvate carboxylase markedly raised during physical effort and so might provide oxaloacetate for Krebs cycle functioning. The supplementation of aspartate and aspagine for a prolonged period of time (5 weeks) promotes increment in the resistance to exercise in rats trained to swimming during 1 hour daily for 5 weeks. This effect is accompanied by an increase in the size and number of mitochondria and also changes in glucose metabolism; elevation in glycogen synthesis and content and reduction in the rate of glycolysis. These results suggest that the production of oxaloacetate plays a role to maintain the moderate exercise during a prolonged period of time. Nevertheless, the aspartate and asparagine supplemented in the diet, despite improving the perfomance to moderate and prolonged exercise, provokes muscle ultraestructure lesions of mitochondria, \"Z\" line and miofibrils.

Sabe-se que a aplicação de carga influencia na consolidação óssea; e associada ao exercício podem reduzir o tempo de reparação óssea e a permanência com o fixador, que resultaria em muitas vantagens para a prática clínica. O objetivo deste trabalho foi avaliar a influência do exercício em esteira, na consolidação da osteotomia na tíbia de coelhos, tratadas com fixador externo unilateral. O trabalho foi desenvolvido no laboratório de Bioengenharia da Faculdade de Medicina de Ribeirão Preto da USP, utilizando-se 16 coelhos machos adolescentes da raça Nova Zelândia, que foram submetidos a uma osteotomia transversa no terço médio da tíbia e colocação do fixador externo unilateral para fixá-la. Após o procedimento cirúrgico os animais foram divididos em dois grupos: sedentários com n = 10 e exercitados com n = 10 (submetidos a exercícios diários em esteira, com intensidade moderada, durante 10\'). Foi realizada uma avaliação radiográfica no pós-operatório imediato e a cada 10 dias até a oitava semana, quando os animais foram eutanasiados e suas tíbias retiradas e submetidas ao ensaio mecânico de torção. Na avaliação radiográfica observou-se um percentual maior de tíbias consolidadas, num período inferior a 40 dias no grupo exercitado, enquanto que os valores médios das variáveis mecânicas: torque máximo, deformação angular e energia absorvida até a ruptura, não representaram diferença estatística significativa para p menor e igual a 0,05, apesar de ser observada uma tendência para maiores valores de torque no grupo exercitado. Estes resultados sugerem que o exercício não influencia na velocidade e no padrão de consolidação da fratura neste estudo. / It is known that a load application affects bone healing and in association with exercises, it can reduce bone healing time and fixator permanence time, what would result in several advantages in clinical practice. This article is aimed to evaluate the exercises influence on healing in osteotomised tibiae of rabbits fixed unilateral external fixator. This research was developed in the Bioengineering Laboratory of Medical School of Ribeirão Preto - USP. Sexteen young male New Zealand rabbits were submitted to transverse osteotomy in the middle third of the tibia and fixed with unilateral external fixator. After the surgical procedure, animals were divided into 2 groups: sedentary (n = 10) and exercised (n = 10), being the last group submitted to dayly exercises on a mat for 10 minutes with moderate intensity. A radiographic control was made in the immediate post-operative period and every 10 days during the first 8 weeks. After that, animals were euthanized and their tibia were removed and submitted to a torsional test. For the exercised group, there was observed a larger percentage of healed tibia in a period shorter than 40 days in respect to the radiographic control. The means of mechanical variables (maximum torque, angular displacement and energy required to failure) have shown no significant statisticall difference for p less and equal a 0.05, although it was noticed a tendency to higher values of torque in the exercised group. These results suggest no influence of exercises in relation the speed of and fracture healing in this study.

by Emil, Chiu Hong Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 108-118). / Acknowledgment --- p.6 / List of Abbreviations --- p.7 / Summary --- p.8 / Chapter Chapter 1 --- Childhood Asthma - An Overview --- p.10 / Chapter 1.1 --- Definition of childhood asthma --- p.10 / Chapter 1.2 --- Basic Pathophysiology of Asthma --- p.11 / Chapter 1.2.1 --- Airway obstruction --- p.11 / Chapter 1.2.2 --- Airway inflammation --- p.11 / Chapter 1.2.3 --- Bronchial hyperresponsiveness --- p.12 / Chapter 1.2.4 --- Trigger factors of asthma --- p.12 / Chapter 1.3 --- Measurement of the severity of asthma --- p.14 / Chapter 1.3.1 --- Obj ective measures of lung function --- p.14 / Chapter 1.3.2 --- Measures of bronchial hyperresponsiveness --- p.15 / Chapter 1.3.3 --- Clinical measures --- p.16 / Chapter 1.4 --- Epidemiology --- p.16 / Chapter 1.5 --- Treatment of asthma --- p.19 / Chapter 1.5.1 --- Pharmacological treatment --- p.19 / Chapter 1.5.2 --- Non-pharmacological treatment --- p.20 / Chapter 1.5.3 --- Behavioral Intervention --- p.24 / Chapter 1.5.4 --- Summary of treatment of asthma --- p.28 / Chapter Chapter 2 --- Change in Lung Mechanic During Asthmatic Attack --- p.29 / Chapter 2.1 --- Asthmatic Attack --- p.29 / Chapter 2.2 --- Hyperinflation of the lungs during asthmatic attack --- p.30 / Chapter 2.3 --- Effect of hyperinflation on respiratory muscle function --- p.32 / Chapter Chapter 3 --- Biofeedback Intervention --- p.36 / Chapter 3.1 --- Background --- p.36 / Chapter 3.2 --- Definition of biofeedback --- p.36 / Chapter 3.3 --- Biofeedback as an adjunctive treatment to asthma --- p.37 / Chapter 3.3.1 --- Direct airways biofeedback --- p.38 / Chapter 3.3.2 --- Muscle EMG biofeedback --- p.41 / Chapter 3.4 --- Justification of study --- p.45 / Chapter Chapter 4 --- Material and Methods --- p.47 / Chapter 4.1 --- Study design and patients recruitment --- p.47 / Chapter 4.2 --- Equipment and measurement --- p.49 / Chapter 4.2.1 --- Biofeedback unit and the computer system --- p.49 / Chapter 4.2.2 --- Mini Wright flow meter --- p.50 / Chapter 4.2.3 --- Clinical measures --- p.50 / Chapter 4.2.4 --- Bronchial provocation test --- p.51 / Chapter 4.3 --- Biofeedback training --- p.53 / Chapter 4.3.1 --- Preparation of the patient --- p.53 / Chapter 4.3.2 --- Training Procedures --- p.54 / Chapter 4.3.3 --- Criteria for successful training --- p.55 / Chapter 4.4 --- Statistical methods --- p.56 / Chapter Chapter 5 --- Results --- p.58 / Chapter 5.1 --- Immediate training effects --- p.58 / Chapter 5.1.1 --- Comparison between the successful group and the fail group --- p.59 / Chapter 5.1.2 --- Combining successful and fail groups as the training group --- p.63 / Chapter 5.2 --- One year follow-up --- p.65 / Chapter 5.2.1 --- Social and clinical characteristics of both training and control group --- p.65 / Chapter 5.2.2 --- Clinical characteristic --- p.66 / Chapter 5.2.3 --- Attack rate --- p.66 / Chapter 5.2.4 --- The Fscore --- p.67 / Chapter 5.2.5 --- Score --- p.67 / Chapter 5.2.6 --- Mscore --- p.68 / Chapter 5.2.7 --- Bronchial hyperresponsiveness --- p.68 / Chapter 5.2.8 --- Lung functions --- p.69 / Chapter Chapter 6 --- Discussion --- p.95 / Chapter 6.1 --- Physiological effects --- p.95 / Chapter 6.1.1 --- EMG --- p.96 / Chapter 6.1.2 --- Pulse rate and skin temperature --- p.97 / Chapter 6.1.3 --- Lung functions --- p.97 / Chapter 6.2 --- Clinical outcomes --- p.100 / Chapter 6.2.1 --- Attack rate and symptom --- p.100 / Chapter 6.3 --- Clinical implication of study --- p.101 / Chapter 6.4 --- Limitation and difficulties --- p.103 / Chapter 6.5 --- Suggestions for further study --- p.104 / Chapter Chapter 7 --- Conclusions --- p.105 / References --- p.108 / Appendix1 --- p.119 / Appendix2 --- p.120 / List of Figures --- p.122 / List of Tables --- p.124

呂淑貞 = A study of lexical errors of secondary school students in Hogn Kong / Lui Suk Ching. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 278-284). / Lü Shuzhen = A study of lexical errors of secondary school students in Hong Kong / Lui Suk Ching. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 論文摘要 / Chapter 第一章 --- 引言 --- p.1 / Chapter (I) --- 香港寫作教學的現狀 --- p.4 / Chapter (II) --- 研究動機與目的 --- p.6 / Chapter (III) --- 研究意義 / Chapter 第二章 --- 文獻回顧 / Chapter 甲 --- 詞是什麼 / Chapter (I) --- 詞的定義 --- p.8 / Chapter (II) --- 詞和詞組 --- p.11 / Chapter (III) --- 詞和詞素 --- p.14 / Chapter (IV) --- 詞的詞匯意義和語法意義 --- p.16 / Chapter (V) --- 漢語的造詞法體系 --- p.25 / Chapter 乙 --- 現代漢語詞匯現範化的標準和內容 --- p.27 / Chapter (I) --- 方言詞的規範 --- p.28 / Chapter (II) --- 外來詞的規範 --- p.29 / Chapter 丙 --- 語誤分析 --- p.31 / Chapter (I) --- 語誤分析與語誤分類 --- p.31 / Chapter (II) --- 語誤分析的理論依据 --- p.31 / Chapter (III) --- 錯誤的來源 --- p.33 / Chapter (IV) --- 語誤分析的應用 --- p.34 / Chapter 丁 --- 謬詞分準則的釐訂 --- p.35 / Chapter (I) --- 謬詞的主要類型舉隅 --- p.35 / Chapter (II) --- 謬詞分類依據 --- p.37 / Chapter (III) --- 謬詞分類模式 --- p.38 / Chapter 第三章 --- 研究設計 --- p.41 / Chapter (I) --- 研究問題 --- p.41 / Chapter (II) --- 研究方法 --- p.42 / Chapter (III) --- 研究對象與取樣 --- p.43 / Chapter (IV) --- 研究工具 --- p.46 / Chapter (V) --- 實驗程序 --- p.47 / Chapter (VI) --- 資料分析及整理 --- p.49 / Chapter (VII) --- 研究局限 --- p.51 / Chapter 第四章 --- 研究結果及計論 / Chapter (I) --- 香港一般中學生作文中謬詞類型的分佈情況 --- p.52 / Chapter (II) --- 不同年級、不同語文程度及中、英文中學學生作文中謬詞類型分佈情況的差異 --- p.58 / Chapter (III) --- 各類型謬詞錯誤的原因 --- p.65 / Chapter 第五章 --- 建議 --- p.78 / Chapter 第六章 --- 結論 --- p.81 / 表（二）至表（五十五） --- p.84 / 註釋 / Chapter 附錄(一) --- 謬詞的主要類型舉隅 --- p.116 / Chapter (二) --- 謬詞的主要類型舉隅 --- p.117 / Chapter (三) --- 謬詞的主要類型舉隅 --- p.121 / Chapter (四) --- 各類型謬詞實錄 --- p.123 / 中文參考書目 --- p.278 / 英文參考書目 --- p.283