This study mainly aims at designing an art and humanities curriculum integrated with art elements and investigating the fifth grade students' learning of art appreciation. The researcher selected four of the most basic art elements and organized them into four curriculum modules. Each curriculum module was integrated with highly-related art elements and having the invariable sensation as the core of connection. By implementing the four curriculum modules, students were able to gradually enhance their art appreciation abilities, including sensation, description, analysis, and appreciation abilities. Both the "Pre-class Preparation Worksheet" and the "Post-class Worksheet" recorded the processes of students' learning of art appreciation. Through interviewing students, the researcher observed and investigated changes of students' abilities of art appreciation and art deliberation. Findings of this study are stated as follows: 1. Curriculums Integrated with Art Elements (1) Art elements are the foundation of music art, visual art, and performing art. Both higher familiarity with concepts of art elements and maturity of operational techniques enhanced an individual's ability of art appreciation. (2) With the invariable sensation as the core of the integrated curriculum of art elements, students were able to start the learning of art appreciation through physical and mental perceptions. Students were allowed to have a profound experience of appreciating arts. 2. Ability of Art Appreciation (1) After receiving the art and humanities curriculum integrated with art elements, the enhancement of students¡¦ art appreciation abilities, including sensation, description, analysis, and appreciation, was obvious. (2) Along with the improvement of the recognition of art elements, students' ability of appreciating the artworks enhanced greatly. Students' self-confidence was also strengthened. 3. Teaching of Art Appreciation A curriculum integrated with art elements is capable of maintaining the spirit of art elements; such a curriculum is able to maintain and advance the connotation of art appreciation and avoid art teaching from becoming unsystematic. At last, based on the findings of the study, the researcher proposed some suggestions to designing the future art and humanities curriculums.

Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2004. / Includes bibliographical references. Also available in electronic version. Access restricted to campus users.

The levels of trace elements are an important component of safety and quality of milk. While certain elements such as chromium are essential at low levels, an excess can result in deleterious effects on human health. International quality control standards for milk are published by the Codex Alimentarious Commission and levels of heavy metals in milk intended for human consumption are routinely monitored. This paper describes a new method for demonstrating the levels of V, Cr, Mn, Sr, Cd and Pb in raw cow’s milk, using an ICP-MS. Samples (n = 24) of raw cow’s milk were collected from dairy farms close to mines in Gauteng and North West Provinces of South Africa. In order to destroy organic matrix, each freeze dried milk sample was mineralised by using a microwave assisted digestion procedure. Concentrations of trace elements in digested milk samples were measured by ICP-MS. A whole milk powder reference material (NIST SRM 8435) was used to evaluate the accuracy of the proposed method. It was found that the levels of V, Cr, Mn, Sr, Cd and Pb obtained using the new method showed concordance with certified values.

No description available.

Thesis (Ph.D.) -- University of Montana, 2008. / Title from author supplied metadata. Description based on contents viewed on June 26, 2009. Includes bibliographical references.

Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 40-42). Also available on the World Wide Web.

Thesis (M. Sc.)--Memorial University of Newfoundland, 1997. / Bibliography: leaves 100-110.

Thesis (Ph. D.)--University of California, Santa Cruz, 1989. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of California, Santa Cruz, 1998. / Typescript. Includes bibliographical references.

Thesis (M.S.)--University of California, Santa Cruz, 1996. / Typescript. Includes bibliographical references.