Thesis (Ph. D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 40-45).

Thesis (Ph.D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 40-45) Also available online.

The purpose of this study was to determine the reproducibility of selected phase plane loop measurements of the brachial pulse wave for possible use in future assessment of cardiovascular condition. It was hypothesized that any intra-individual or within subject variation would be small in relation to the inter-individual variability in the measurements of a subject on the four testing occasions. The brachial artery pressure pulse, first derivative, and phase plane loop were projected onto the oscilloscope screen and photographs were taken. The exercise was a five minute stepping test at thirty steps per minute on a seventeen inch bench and photographs were taken of the pressure pulse, first derivative, and phase plane loop, at rest, immediate post exercise, five minutes post exercise, and ten minutes post exercise. Selected measurements on the phase plane loop photographs were PQ, ṖQ, PR, ṖR, ṖQ/ṖR, Pr/Ṗ r. Resting heart rate (beats/minute), first (1-1:30 minutes) recovery heart beat count, second (2-2:30 minutes) recovery heart beat count, third (3-3:30 minutes) recovery heart beat count, and total recovery heart beat count values were also recorded. An analysis of variance was performed on each of the twenty-nine measurements and reliability coefficients were calculated for each measurement. A between subjects variability F-ratio was calculated, giving an indication of true score variation or inter-individual variation. The F-ratio for between trials variation was also calculated to give an indication of any 'effect' due to trials. There was seen to be no systematic trend of the data over the four trials. The F-ratios for between subjects variability were generally seen to be significant at the .05 level. The inter-individual differences were found to be large in comparison to intra-individual differences. The reliability coefficients for resting heart rate (beats/minute), first recovery heart beat count, second recovery heart beat count, third recovery heart beat count, and total recovery heart beat count were all over .900, showing good reproducibility. The reliability coefficients for measurements PQ and PR were all quite low, whereas, the reliability coefficients for measures ṖQ and ṖR were all quite high, indicating that these measures were reproducible. The ratios ṖQ/ṖR and Pr/Ṗr also had generally high reliability coefficients, showing good reproducibility of these measures. Of the six variables (PQ, ṖQ, PR, ṖR, ṖQ/ṖR, Pr/Ṗr) selected, only two (PQ and PR did not show good reproducibility. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (M.S.)--University of Michigan, 1967.

Thesis (M.S.)--University of Michigan, 1967.

陳宇傑. / "2009年9月". / "2009 nian 9 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 166-176). / Abstracts in Chinese and English. / Chen Yujie. / 中文摘要 --- p.i / Abstract (英文摘要) --- p.iii / 鳴謝 --- p.v / 目錄 --- p.vi / 表格索引 --- p.ix / 圖表索引 --- p.xi / Chapter 第一章 --- 引言 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.1.1 --- 脈症從捨釋名 --- p.1 / Chapter 1.1.2 --- 歷代文獻回顧 --- p.6 / Chapter 1.1.3 --- 當代期刊、論文發表狀況 --- p.9 / Chapter 1.1.4 --- 脈症從捨之重要性及困難度 --- p.11 / Chapter 1.2 --- 研究目的 --- p.14 / Chapter 1.3 --- 研究範圍與方法 --- p.15 / Chapter 第二章 --- 判辨從捨之輔助途徑 --- p.18 / Chapter 2.1 --- 各種病情資料與從捨之對應規律 --- p.18 / Chapter 2.1.1 --- 病程與體質 --- p.19 / Chapter 2.1.2 --- 脈、症、舌 --- p.22 / Chapter 2.1.3 --- 八綱 --- p.25 / Chapter 2.1.3.1 --- 虛實 --- p.26 / Chapter 2.1.3.2 --- 表裏寒熱 --- p.29 / Chapter 2.1.3.3 --- 正邪盛衰與脈病陰陽 --- p.32 / Chapter 2.1.4 --- 特殊病證 --- p.33 / Chapter 2.2 --- 脈症易得真象之處 --- p.37 / Chapter 2.2.1 --- 診脈沉取、久按與脈力 --- p.37 / Chapter 2.2.2 --- 關鍵症狀 --- p.43 / Chapter 2.3 --- 脈症之程度與數量 --- p.50 / Chapter 2.4 --- 尋找脈症不符之原因 --- p.53 / Chapter 2.4.1 --- 診斷未真詳 --- p.58 / Chapter 2.4.2 --- 理解未確切 --- p.61 / Chapter 2.4.3 --- 治療措施影響 --- p.63 / Chapter 2.4.4 --- 生活、環境因素影響 --- p.65 / Chapter 2.4.5 --- 體質禀賦 --- p.68 / Chapter 2.4.6 --- 機體功能受損，不能正常反應病理變化 --- p.71 / Chapter 2.4.7 --- 沉痼之疾 --- p.73 / Chapter 2.4.8 --- 夙有宿疾，復感新病 --- p.74 / Chapter 2.4.9 --- 病情有時間性變化 --- p.76 / Chapter 2.4.9.1 --- 一時脈症惟顯病情一隅 --- p.76 / Chapter 2.4.9.2 --- 病情先顯於脈症一端 --- p.79 / Chapter 2.4.10 --- 病情輕淺不顯 --- p.81 / Chapter 2.4.11 --- 病有主次標本兼夾 --- p.82 / Chapter 2.4.12 --- 邪氣壅遏 --- p.86 / Chapter 2.4.13 --- 元氣發露 --- p.91 / Chapter 2.4.14 --- 脈症不符原因總結及討論 --- p.95 / Chapter 第三章 --- 張錫純脈症從捨治例三則探討 --- p.99 / Chapter 3.1 --- 治例一 --- p.99 / Chapter 3.2 --- 治例二 --- p.105 / Chapter 3-3 --- 治例三 --- p.110 / Chapter 第四章 --- 理論探討 --- p.117 / Chapter 4.1 --- 真假、從捨之爭議與混淆 --- p.117 / Chapter 4.1.1 --- 假象緣於診斷未真詳、理解未確切之商榷 --- p.117 / Chapter 4.1.2 --- 假象實為病機本質之反映 --- p.120 / Chapter 4.1.3 --- 四診合參與脈症從捨理應相得益彰 --- p.123 / Chapter 4.1.4 --- 脈症關係是否平行對等 --- p.128 / Chapter 4.1.5 --- 爭議之結論與建議之芻探 --- p.129 / Chapter 4.2 --- 相關概念、關係之義蘊 --- p.133 / Chapter 4.2.1 --- 真假、不符與從捨密切相關 --- p.133 / Chapter 4.2.2 --- 真假與脈症不符之定義 --- p.134 / Chapter 4.2.3 --- 與真假、從捨相關之常規 --- p.136 / Chapter 4.2.4 --- 廣義狹義之分及概念間之關係 --- p.139 / Chapter 4.3 --- 從捨之價值、作用及定位 --- p.148 / Chapter 4.3.1 --- 從捨之價值與作用 --- p.148 / Chapter 4.3.2 --- 從捨概念之定位 --- p.151 / Chapter 4.3.3 --- 「從」、「捨」（執行動作)之涵蘊及實際運用 --- p.153 / Chapter 第五章 --- 總結 --- p.160 / 參考書目 --- p.166 / 附錄 --- p.175

This thesis utilize pulse shaping in characterization of ultra-broad bandwidth laser pulse and multi-pulse generation. Using angle-dithering technique, time-integrating phase-matching bandwidth can be increased significantly even with a thin crystal. We also characterize the pulse by angle-dithered MIIPS( intrapulse interference phase scan ) technique. An addition advantage of using a thick crystal is increased signal strength. In addition, we provide a method to generate multi-pulses and proceed Michelson interferometeric autocorrelator by controlling the spectral amplitude and phase of the pulse. To compare with the past method, the efficiency was obtained from 33% to 80% , and the stability and time resolution of delay time can be improved. We expect this method applied to narrow-band frequency-tunable THz wave genetration will be better.

This project explored my parents' stories in an effort to better understand why participating in music, exploring the outdoors, and empathizing with the human condition is integral to who I am. Using specifically selected questions, I interviewed each parent individually to hear their recollections of certain pursuits and passions in their lives. A digital recording device recorded these sessions. In addition to collecting stories from my parents, I tried to capture their energy through photographs, either in their current stage of life or at times discussed in the interviews. Life is truly reflected through the telling and retelling of stories. In the process of hearing their stories and perhaps sharing mine, I found connections and understandings. The three topics explored in this project were not clearly dominant in my family culture. Hearing the stories of my parents' formative years allowed me to better understand how they shaped and nurtured my interests in adulthood. In addition to gaining more insight into my personal growth in certain areas, I was able to understand the experiences that shaped the interests of others, specifically my parents.

I worked to overcome two major problems for my final creative project. The first problem was the lack of meaningful, original art that my students have been creating and their inability to explain their work though an artist statement. The second problem was that I had stopped creating my own art and no longer saw myself as an artist. To resolve the first problem I took my students through a series of age appropriate exercises and lessons to help make personal connections through creative expression, and to promote creative growth. I found ways to put more of themselves in their art and take personal risks. I developed specific units and projects at each grade level that I teach to help foster this personal release though art, and get in touch with the creative process. To resolve the second problem I spent a lot of time in the studio myself, creating art that was meaningful and relevant to my life. I created a body of my own art that was ultimately publicly displayed. I broke down the issue of creativity into an approachable process through teaching; by teaching my students to understand how to put more personal thought into their art, and by teaching myself to rediscover myself as an artist. The following pages outline the process, challenges, and results of this journey for me and my students. My students and I learned to connect our feelings and what is relevant in our lives to our art, and we created meaningful, original work. We found that creating art is cathartic and a powerful way to make a statement and reflect. Through the work in my creative project I have found that my students have a lot to say through their art. Not only do they have a lot to say through art, but so do I.

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