Cheung, Pui-yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 77-83). / Text in English; abstracts in English and Chinese. / Cheung, Pui-yee. / Acknowledgements --- p.i / Abstract --- p.ii / Table of Contents --- p.iv / List of Tables --- p.vii / List of Figures --- p.viii / Chapter CHAPTER ONE --- INTRODUCTION / Chapter 1.1 --- Background --- p.1 / Chapter 1.1.1 --- Fitness Testing in children --- p.2 / Chapter 1.1.2 --- Constraints in the direct VO2 peak measurement on children --- p.3 / Chapter 1.1.3 --- The application of field test in assessing children aerobic fitness --- p.4 / Chapter 1.2 --- Purpose of the Study --- p.7 / Chapter 1.3 --- Operational Definitions --- p.7 / Chapter 1.4 --- Delimitations --- p.9 / Chapter 1.5 --- Limitations --- p.10 / Chapter 1.6 --- Hypotheses --- p.10 / Chapter 1.7 --- Significance of the Study --- p.11 / Chapter CHAPTER TWO --- LITERATURE REVIEW / Chapter 2.1 --- Needs of assessment on children aerobic fitness --- p.13 / Chapter 2.2 --- Common field tests to measure children's aerobic fitness --- p.15 / Chapter 2.2.1 --- Run Test --- p.15 / Chapter 2.2.2 --- Walk Test --- p.17 / Chapter 2.2.3 --- Step Test --- p.18 / Chapter 2.2.4 --- Comparison of field tests --- p.20 / Chapter 2.3 --- Different step test protocols --- p.21 / Chapter 2.3.1 --- Astrand-Rhyming Step Test --- p.23 / Chapter 2.3.2 --- Harvard Step Test --- p.24 / Chapter 2.3.3 --- The Katch Pulse Recovery Step Test --- p.26 / Chapter 2.3.4 --- Hodgkins and Skubin Step Test --- p.27 / Chapter 2.3.5 --- Queen College Step Test --- p.28 / Chapter 2.3.6 --- Height-Adjusted Step Test --- p.30 / Chapter 2.3.7 --- The Canadian Home Fitness Step Test --- p.31 / Chapter 2.4 --- Related issues in evaluating aerobic fitness by step test --- p.35 / Chapter 2.4.1 --- Heart rate measurement --- p.35 / The accuracy of HR measurement --- p.37 / Chapter 2.4.2 --- Leg Length --- p.38 / Chapter 2.4.3 --- Platform Height --- p.40 / Chapter 2.4.4 --- Body Mass --- p.42 / Chapter 2.4.5 --- Stepping Frequency --- p.44 / Chapter 2.5 --- Summary --- p.46 / Chapter CHAPTER THREE --- METHODOLOGY / Chapter 3.1 --- Participants --- p.48 / Chapter 3.2 --- Procedures and Equipment --- p.49 / Chapter 3.2.1 --- Anthropometric measurement --- p.49 / Chapter 3.2.2 --- 3-minute Step Test --- p.50 / Chapter 3.2.3 --- Graded Exercise Treadmill Test --- p.52 / Graded Exercise Test Protocol --- p.53 / Determination of peak oxygen uptake (VO2 peak) --- p.53 / Chapter 3.3 --- Statistical analysis --- p.54 / Chapter CHAPTER FOUR --- RESULT / Chapter 4.1 --- Physical Characteristics of Participants --- p.56 / Chapter 4.2 --- Physiological Responses of Participants from the Step Tests --- p.57 / Chapter 4.3 --- Influence of the Order in the Participation of the Step Tests --- p.58 / Chapter 4.4 --- VO2 Peak Measurement --- p.59 / Chapter 4.5 --- HR Responses for Step Tests --- p.59 / Chapter 4.6 --- VO2 Consumption during Step Tests --- p.62 / Chapter 4.7 --- Regression Analysis for Different Stepping Frequencies of Step Tests --- p.64 / Chapter 4.8 --- Accuracy of Regression Models --- p.66 / Chapter 4.9 --- Summary of the Results --- p.69 / Chapter CHAPTER FIVE --- DISCUSSION / Validity --- p.70 / Stepping Frequency --- p.72 / HR measurement in Step Tests --- p.74 / Recommendation for future studies --- p.76 / Reference --- p.77 / Appendix A --- p.84 / Appendix B --- p.85 / Appendix C --- p.86 / Appendix D --- p.87 / Appendix E --- p.88 / Appendix F --- p.89

Liu Chun Man, Eric. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2002-2003, design report." / Chapter 01 --- statement --- p.001 / Chapter 01 --- schedule --- p.002 / Chapter 02 --- general research --- p.003 - 007 / Chapter 02 --- seniors research --- p.008 - 017 / Chapter 02 --- kids research --- p.018 - 026 / Chapter 03 --- exploration - space interweaving --- p.027 - 029 / Chapter 03 --- exploration - volumn penetration --- p.030 - 033 / Chapter 04 --- the site --- p.034 - 038 / Chapter 04 --- general site analysis --- p.039 - 043 / Chapter 05 --- design - stage i --- p.044 - 046 / Chapter 05 --- design - stage ii --- p.047 - 054 / Chapter 05 --- design - stage iii --- p.055 - 056 / Chapter 05 --- design - stage iv --- p.057 - 059 / Chapter 06 --- design - final stage - plans and sections --- p.060 - 065 / Chapter 06 --- design - final stage - programs / time / space --- p.066 - 067 / Chapter 06 --- design - final stage - furniture design --- p.068 - 070 / Chapter 06 --- design - final stage - perspectives --- p.071 - 075 / Chapter 06 --- design - final stage - final model --- p.076 - 080 / Chapter 06 --- design - final stage - detail section --- p.081 / Chapter 00 --- appendix --- p.082 - 090

本 研究主要探討句法意識在香港兒童篇章閱讀理解及篇章寫作中的作用，包括三个研究。研究一主要探討句法意識是否能夠獨立預測香港兒童的篇章閱讀理解能力。 受試者為89名母語為粤語的香港五年級兒童。實驗中，受試者接受一系列認知及語言相關的個別測試。主要包括智力測驗、中文篇章閱讀理解測驗、語音意識測 驗、語素意識測驗、語義知識測驗、句法意識測驗、記憶能力測驗及詞彙能力測驗。相關分析表明兩種句法意識測驗顯著與兒童中文閱讀理解能力相關。回歸分析表明即使在控制了兒童在智力水平，語音意識，語義意識，語素意識，詞彙能力及工作記憶能力的差异的情況下，句法意識，尤其是連詞應能力，仍能夠顯著地預測兒 童在中文篇章理解的成绩。 / 研究二應用追踪研究探討句法意識在中文閱讀中的重要作用及中文篇章理解與句法意識是否是雙向相關。即兒童在低一年級的句法意識是否可以用來預測兒童在高一年的篇章閱讀理解成績及兒童在低一年級的阅读理解成績是否可以用來預測兒童在高一年級的句法能力。相關分析表明兒童在五年級的句法能力顯著與兒童六年 級的閱讀理解能力相關，五年级的阅读理解能力显著与儿童六年级的句法能力相关。回歸分析表明，兒童在五年級的句法能力能夠顯著預測兒童在六年級的篇章閱讀 理解成绩。路徑分析表明兒童的句法能力與篇章閱讀理解能力是相互影響的關係。即兒童的句法能力可以用來預測兒童的篇章閱讀理解成绩， 同時兒童的篇章閱讀理解成绩同樣可以用來測兒童的句法能力。 / 研究三主要探討句法意識在兒童篇章寫作中的重要作用。研究三主要採用追踪研究的方法。受试者与测量任务同研究二相同，这些儿童同时接受了写作能力测验。 句法任务包括句法判断和连词填写任务。同时，我们还采用了句 / 法错误分析的方法来探讨儿童写作中句法能力的发展。 相關分析表明兩種句法能力測驗顯著與兒童的寫作能力相關。回歸分析表明，兒童的 句法能力是兒童寫作能力的一個顯著预测因子。路徑分析表明兒童的句法能力與兒童的寫作能力是相互影響的關係。即兒童的句法能力可以用來預測兒童的寫作能 力， 同時兒童的寫作能力同樣可以用來測兒童的句法能力。 句法錯誤分析表明兒童在語序，詞性，成份完整性及標點符號的使用上表現出規律性的語法錯誤。本研究揭示了句法能力在兒童篇章閱讀理解及篇章寫作中的重要作用， 為中文篇章閱讀及篇章写作的困難兒童的診斷提供了重要參考。 / This research aimed to explore the role of syntactic awareness in text reading comprehension and writing composition in Hong Kong Chinese children. Three studies were included. In Study 1, the question of whether syntactic awareness uniquely correlated with text reading comprehension in Hong Kong Chinese fifth graders was examined. A total of 89 fifth graders from two primary schools were recruited (45 boys, and 44 girls, mean age = 9.15 years, SD = .43). These children were administered a set of cognitive and linguistic measures including two tasks on syntactic awareness, i.e. syntactic judgment/correction task and conjunction cloze task. The results of Study1 indicated that syntactic skills, especially knowledge of conjunctive word usage, accounted for unique variance in text reading comprehension in Chinese children even when age, nonverbal IQ, phonological awareness, morphological awareness, semantic knowledge, vocabulary knowledge, morhosyntactic knowledge and working memory as well as word reading were statistically controlled. / The purpose of Study 2 was twofold. First, it aimed to investigate the longitudinal predictive effect of syntactic awareness on text reading comprehension in Hong Kong Chinese children. Second, the bidirectional relationship between syntactic awareness and text reading comprehension was explored. A total of 129 children (50 boys and 79 girls), from a ten-year longitudinal study, were sampled. They were tested on a set of cognitive and linguistic measures including the same two syntactic tasks used as those in Study1. Results showed that syntactic awareness was longitudinally predictive of text reading comprehension, even when the contributions of children’s age, nonverbal and verbal abilities, phonological awareness, and morphological awareness were taken into account. In addition, children’s early reading comprehension was significantly correlated with their growth in syntactic awareness, suggesting a bidirectional relationship between syntactic awareness and reading comprehension. / In Study 3, the relationship between syntactic awareness and writing composition was examined in Hong Kong Chinese children. The participants and measures were the same as those in Study 2. In addition, those children were administered a writing composition task both at age 11 and 12. Results revealed that syntactic awareness was significantly predictive of children’s writing, controlling for the contribution of age, nonverbal and verbal abilities, phonological awareness and morphological awareness. Children’s performance in early writing compositions was also significantly associated with their later syntactic skills. This may suggest a reciprocal relationship between syntactic awareness and writing. In addition, syntactic error analyses revealed that children made certain syntactic errors in sentence construction and these errors were not random. / Findings in this study not only help us unravel the relations between syntactic awareness and reading comprehension and writing composition, contributing to a fuller understanding of the foundation of Chinese reading comprehension and writing composition, but also provide a potentially useful direction for the diagnosis of reading and writing difficulties for Chinese children. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Tong, Xiuhong. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 127-149). / Abstract also in Chinese; appendixes in Chinese. / Acknowledgements --- p.II / Abstract (in English) --- p.IV / Abstract (in Chinese) --- p.VII / List of Tables --- p.X / List of Figures --- p.XII / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter CHATPER TWO: --- SYNTACTIC AWARENESS AND READING --- p.17 / Syntactic Awareness Reading in Readers of Alphabetic Languages --- p.18 / Syntactic Awareness in Chinese Children’s Reading --- p.25 / Chapter CHAPTER THREE: --- SYNTACTIC AWARENESS AND WRITING COMPOSITION --- p.31 / Model of Writing --- p.32 / Syntax and Writing in Alphabetic Languages --- p.35 / Syntax and writing in Chinese children --- p.39 / Chapter CHAPTER FOUR: --- THE PRESENT STUDY --- p.42 / Study 1 --- p.46 / Study 2 --- p.62 / Study 3 --- p.78 / Chapter CHAPTER FIVE: --- DISCUSSION & CONCLUSION --- p.103 / REFERENCES --- p.127 / APPENDIX --- p.150

published_or_final_version / Nursing Studies / Master / Master of Nursing in Advanced Practice

published_or_final_version / Community Medicine / Master / Master of Philosophy

published_or_final_version / Linguistics / Master / Master of Arts

published_or_final_version / Community Medicine / Master / Master of Public Health

published_or_final_version / Mental Health / Master / Master of Social Sciences

published_or_final_version / Japanese Studies / Doctoral / Doctor of Philosophy

published_or_final_version / Sociology / Master / Master of Social Sciences