Agreement between bioelectrical impedance and dual energy X-ray absorptiometry in assessing fat,lean and bone mass changes in adults after a lifestyle intervention     

Duncan J Macfarlane  Natalie T-Y Chan  Michael A Tse  Glen M Joe 《Journal of sports sciences》2016,34(12):1176-1181

We aimed to assess the agreement of a commercially available bioelectrical impedance analysis (BIA) device in measuring changes in fat, lean and bone mass over a 10-week lifestyle intervention, with dual energy X-ray absorptiometry (DXA) as reference. A sample of 136 volunteers (18–66 years) underwent a physical activity intervention to enhance lean mass and reduce fat mass. BIA (Tanita BC545) and DXA (Hologic Explorer) measures of whole-body composition were taken at baseline and at the end of the intervention. After an average of 74 ± 18 days intervention, DXA showed significant changes in 2 of 3 outcome variables: reduced fat mass of 0.802 ± 1.092 kg (P < 0.001), increased lean mass of 0.477 ± 0.966 kg (P < 0.001); minor non-significant increase of 0.007 ± 0.041 kg of bone mass (P = 0.052). The respective changes in BIA measures were a significant reduction of 0.486 ± 1.539 kg fat (P < 0.001), but non-significant increases of 0.084 ± 1.201 kg lean mass (P = 0.425), and 0.014 ± 0.091 kg bone (P = 0.074). Significant, but moderately weak, correlations were seen in absolute mass changes between DXA and BIA: 0.511 (fat), 0.362 (lean) and 0.172 (bone). Compared to DXA, BIA demonstrated mediocre agreement to changes in fat mass, but poor agreement to lean mass changes. BIA significantly underestimated the magnitude of changes in fat and lean mass compared to DXA.  相似文献   

Conservation of outdoor sculpture: Challenges of three installations in Hong Kong     

Yan Ki Wong  Sam Liu  Ronnie Kam  Wing Fai Lai  Alice Tsang 《文物保护研究》2016,61(3):340-342

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An integrative perceptual approach for teaching Chinese characters     

Shek Kam Tse  Ference Marton  Wing Wah Ki  Elizabeth Ka Yee Loh 《Instructional Science》2007,35(5):375-406

This paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils are required to learn are selected on the basis of their frequency in adult written communications rather in everyday child usage. The process takes many years and is perceived by pupils as laborious and boring. The writers of the paper developed an approach based on the phenomenographic approach to learning and on various pioneering ways of teaching Chinese characters. Learning starts with the pupils’ own language and characters are introduced and used in contexts meaningful to the pupil, attention being drawn systematically to structural features, written form and pronunciation. Characters are learnt in relational clusters, similarities and variations among related characters in the clusters being used by teachers to highlight and emphasise crucial aspects of Chinese characters and words. The learning mastered serves as a foundation for subsequent learning. After an in-depth discussion of theory and pedagogy, the writers report an investigation in four primary schools in Hong Kong that yields strong support for the efficacy of the approach.  相似文献   

Design as a social practice: the design of new build schools     

Harry Daniels  Hau Ming Tse  Andrew Stables 《牛津教育评论》2017,43(6):767-787

In this paper we present the findings of an investigation into the ways in which the discourses and practices of school design produce educational spaces which influence the discourses and practices of teaching and learning when the building is occupied. It expands notions of post occupancy evaluation (POE) research by exploring how the objects/motives of an educational vision which informed an initial school design, those of the final build, and those of the people who occupy that building interact in a way which influences experiences of the end users. Crucially we looked at the social interactions that arose within a building as it was used over time. The focus is on the changing relationships between design and practice through time.  相似文献   

Managing dialogic use of exemplars     

David Carless  Kennedy Kam Ho Chan 《Assessment & Evaluation in Higher Education》2017,42(6):930-941

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Science Process Skills and Cognitive Preference Styles     

Kam Kum Wone  Yeoh Oon Chye 《Asia Pacific Journal of Education》1987,8(1):55-62

The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students.  相似文献   

A multimedia‐enhanced problem‐based learning experience in the Malaysian classroom     

Mai Neo  Tse‐Kian Neo 《Learning, Media and Technology》2005,30(1):41-53

In this paper a multimedia project was incorporated into a problem‐based learning environment to examine how learning in multimedia could be enhanced through the use of problem‐based learning. Students in a second year course in the Faculty of Creative Multimedia (FCM) were assigned the problem‐based multimedia project, they worked in groups, solving the problem using the multimedia authoring process (MAP). This paper reports on the structuring of the student learning process, the impact of the problem‐based learning environment on student learning and the important skills such as creative and critical thinking, teamwork, communication, collaborative and problem‐solving skills that arose as the result of this intervention. In the process, a multimedia‐enhanced problem‐based learning (M‐PBL) model was created. The interrelationships between the teacher, students and technology in this learning mode were also established. A survey was conducted to assess the reactions and attitudes of the students towards this learning environment. The results obtained were positive and satisfactory.  相似文献   

A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States     

Carolyn M. Schroeder  Timothy P. Scott  Homer Tolson  Tse‐Yang Huang  Yi‐Hsuan Lee 《科学教学研究杂志》2007,44(10):1436-1460

This project consisted of a meta‐analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect sizes for statistical analysis, and conducting the analyses. Studies were required to have been carried out in the United States, been experimental or quasi‐experimental, and must have included effect size or the statistics necessary to calculate effect size. Sixty‐one studies met the criteria for inclusion in the meta‐analysis. The following eight categories of teaching strategies were revealed during analysis of the studies (effect sizes in parentheses): Questioning Strategies (0.74); Manipulation Strategies (0.57); Enhanced Material Strategies (0.29); Assessment Strategies (0.51); Inquiry Strategies (0.65); Enhanced Context Strategies (1.48); Instructional Technology (IT) Strategies (0.48); and Collaborative Learning Strategies (0.95). All these effect sizes were judged to be significant. Regression analysis revealed that internal validity was influenced by Publication Type, Type of Study, and Test Type. External validity was not influenced by Publication Year, Grade Level, Test Content, or Treatment Categories. The major implication of this research is that we have generated empirical evidence supporting the effectiveness of alternative teaching strategies in science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1436–1460, 2007  相似文献   

Discovering patterns of achievement in Hong Kong students: An application of the Rasch measurement model     

Shane N. Phillipson  Andy Ka‐on Tse 《High Ability Studies》2007,18(2):173-190

Researchers have warned of the need to identify accurately students who are underachieving in Hong Kong, particularly among the gifted group. When comparing the relative effectiveness of three methods for estimating the proportion of underachievement, the absolute split method, using an arbitrary upper and lower limits for estimates of both performance and ability, is more useful for identifying gifted underachievers than the simple difference method (where standardized performance scores are subtracted from standardized ability scores) or the regression method. In contrast, the latter two methods are more useful for identifying underachievers at all levels of ability. All three methods, however, depend on measurements that are invariant, unidimensional and additive. With the advent of modern measurement theory using Rasch measurement models, it is now possible to satisfy these requirements. In this study, a sample of Primary 5 students in Hong Kong (n = 957) were asked to complete a test of mathematical achievement and the Ravens Progressive Matrices test in order to estimate the proportion of students who are underachieving at all levels of ability. Measurement scales were created using Rasch models for partial credit and dichotomous responses for each variable, respectively, and students placed on each scale according to their responses. Because the results are based on measurement scales that are invariant between persons, the identification of underachievement in these students across all levels of ability can be regarded as objective rather than sample dependent.  相似文献   

Style and quality in research supervision: the supervisor dependency factor   总被引：3，自引：0，他引：3  

Booi Hon Kam 《Higher Education》1997,34(1):81-103

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