The Impact of Bombing Attacks on Civilians in Iraq     

Fuaad Mohammed Freh  Rudi Dallos  Man Cheung Chung 《International journal for the advancement of counseling》2013,35(4):273-285

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Students’ Attitudes Toward Chemistry Lessons: The Interaction Effect between Grade Level and Gender     

Derek Cheung 《Research in Science Education》2009,39(1):75-91

The purpose of this quantitative study was to examine the interaction effect between grade level and gender with respect to students' attitudes toward chemistry lessons taught in secondary schools. The sample consisted of 954 chemistry students in grades Secondary 4–7 (approximately 16–19 years of age) in Hong Kong. Students' attitudes were surveyed using an attitude toward chemistry lessons scale (ATCLS), and subscale scores were produced on four dimensions: liking for chemistry theory lessons; liking for chemistry laboratory work; evaluative beliefs about school chemistry; and behavioral tendencies to learn chemistry. When the ATCLS data were subjected to two-way MANOVA, the interaction effect between grade level and gender on students' attitudes toward chemistry lessons was statistically significant. The interaction effect was attributable to scores on the theory lessons subscale and laboratory work subscale. Male students in Secondary 4 and 5 liked chemistry theory lessons more than their female counterparts. However, male students' liking for chemistry laboratory work declined when they progressed from Secondary 4 to Secondary 7; no such a significant decline in attitude toward chemistry laboratory work was found in females. Overall, both males and females were just marginally positive about chemistry lessons during the years of secondary schooling. Implications of these findings for curriculum design are discussed.  相似文献   

Source localization using TDOA and FDOA measurements based on semidefinite programming and reformulation linearization     

Zhi Zheng  Hongwang Zhang  Wen-Qin Wang  Hing Cheung So 《Journal of The Franklin Institute》2019,356(18):11817-11838

The problem of source localization using time-difference-of-arrival (TDOA) and frequency-difference-of-arrival (FDOA) measurements has been widely studied. It is commonly formulated as a weighted least squares (WLS) problem with quadratic equality constraints. Due to the nonconvex nature of this formulation, it is difficult to produce a global solution. To tackle this issue, semidefinite programming (SDP) is utilized to convert the WLS problem to a convex optimization problem. However, the SDP-based methods will suffer obvious performance degradation when the noise level is high. In this paper, we devise a new localization solution using the SDP together with reformulation-linearization technique (RLT). Specifically, we firstly apply the RLT strategy to convert the WLS problem to a convex problem, and then add the SDP constraint to tighten the feasible region of the resultant formulation. Moreover, this solution is also extended for cases when there are sensor position and velocity errors. Numerical results show that our solution has significant accuracy advantages over the existing localization schemes at high noise levels.  相似文献   

Control of impact loading during distracted running before and after gait retraining in runners     

Roy T. H. Cheung  Winko W. An  Ivan P. H. Au  Janet H. Zhang  Zoe Y. S. Chan  Aislinn J. MacPhail 《Journal of sports sciences》2018,36(13):1497-1501

Gait retraining using visual biofeedback has been reported to reduce impact loading in runners. However, most of the previous studies did not adequately examine the level of motor learning after training, as the modified gait pattern was not tested in a dual-task condition. Hence, this study sought to compare the landing peak positive acceleration (PPA) and vertical loading rates during distracted running before and after gait retraining. Sixteen recreational runners underwent a two-week visual biofeedback gait retraining program for impact loading reduction, with feedback on the PPA measured at heel. In the evaluation of PPA and vertical loading rates before and after the retraining, the participants performed a cognitive and verbal counting task while running. Repeated measures ANOVA indicated a significant interaction between feedback and training on PPA (F = 4.642; P = 0.048) but not vertical loading rates (F > 1.953; P > 0.067). Pairwise comparisons indicated a significantly lower PPA and vertical loading rates after gait retraining (P < 0.007; Cohen’s d > 0.68). Visual feedback after gait retraining reduced PPA and vertical loading rates during distracted running (P < 0.033; Cohen’s d > 0.36). Gait retraining is effective in lowering impact loading even when the runners are distracted. In dual-task situation, visual biofeedback provided beneficial influence on kinetics control after gait retraining.  相似文献   

Teachers’ perceptions of Incorporated Management Committees as a form of school-based management in Hong Kong     

Shereen M. C. Cheung  Flora L. F. Kan 《Asia Pacific Education Review》2009,10(2):139-148

The policy of the registration of School Management Committees (SMCs) as Incorporated Management Committees (IMCs) has led to a dispute between the School Sponsoring Bodies (SSBs) and the Education and Manpower Bureau (EMB, renamed Education Bureau, EDB in July 2007) and has caused great tension between the two parties. However, in this heated debate, little has been heard about teachers’ opinions on this important issue. Therefore, this study aims at finding out teachers’ perceptions of the newly proposed school management system and whether they are willing to participate in IMCs. In this study, 585 questionnaires were collected from a total of 652 which had been distributed to 25 schools (19 secondary schools and 9 primary schools), and five teacher representatives from five schools were involved in post-survey interviews. Findings from this study show that while the teachers were generally in favour of working hand in hand with the public (e.g. parents, alumni and members of the local community) for the betterment of schools, they had reservations about the registration of SMCs as IMCs because there would be legal implications of the Committees. Second, the teachers saw the IMCs as an administrative tool to improve school management, rather than as a means of enhancing students’ learning outcomes. Third, teachers were hesitant about taking up the posts of teacher managers due to the unpredictable workload and legal liability involved. Finally, teachers from Christian schools were generally much less in favour of including representatives from the public and the registration of the SMCs as IMCs. The findings imply that the EMB has a responsibility to clarify the legal implications of IMCs and the ways in which school representatives’ interests can be safeguarded. At the same time, SSBs need to regulate their management pattern and allow more transparency and accountability in managing their schools.

Flora L. F. KanEmail:

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Pre-service teacher education students' epistemological beliefs and their conceptions of teaching   总被引：3，自引：0，他引：3  

May M.H. Cheng  Kwok-Wai Chan  Sylvia Y.F. Tang  Annie Y.N. Cheng 《Teaching and Teacher Education》2009

A study using both quantitative and qualitative methods was conducted in the final year of a Bachelor of Education programme to examine the student-teachers' epistemological beliefs and conceptions of teaching. The results show that most of the student-teachers (i) strongly believed that learning effort was more important than innate ability, (ii) strongly believed that knowledge changes, and (iii) were inclined to question the authority of knowledge. Although student-teachers who had sophisticated or mixed epistemological beliefs tended to believe in constructivist or mixed conceptions of teaching as predicted, inconsistent cases were identified. Implications for teacher education programmes are discussed.  相似文献   

Why do Chinese students cheat? Initial findings based on the self-reports of high school students in China     

Hoi Yan Cheung  Joseph Wu  Yansheng Huang 《The Australian Educational Researcher》2016,43(2):245-271

Academic dishonesty is recognised as a serious problem in Australia, and educators have been searching for ways to prevent its escalation. It is important to understand what factors influence cheating. This study used a sample of 446 grade 7 to 9 students, 160 from Macao and 286 from Zhuhai in China, to examine the personal and contextual aspects of academic dishonesty. The findings suggest that involvement and task orientation in the classroom environment (contextual aspects) and intrinsic value and utility value (personal aspects) are associated with students’ attitudes toward the acceptability of cheating and cheating behaviour in mathematics. Some suggestions for reducing academic dishonesty are included in the paper.  相似文献   

Proposing a framework to assess Internet usage in university education: an empirical investigation from a student's perspective   总被引：2，自引：0，他引：2  

Waiman Cheung  Wayne Huang 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):237-253

University administrators are continuously investing in Information Technology (IT) to support learning and help deal with educational budget cuts. Instructors are increasingly making their teaching materials available on the Internet. While administrators and instructors would like to make the Internet an effective educational tool, they need to understand what their students’ attitudes towards using it are. Since the use of the Internet in university education is still in its early stages, many issues regarding its use have not been fully addressed. This study was conducted to provide a better understanding of how the Internet is used in university learning from a student's perspective. Our research framework is based on the Theory of Reasoned Action, Technology Acceptance Model, and IT Diffusion Process Model. We use a survey conducted among university students to explore these issues. Research findings provide some useful insights for university administrators and educators.  相似文献   

Emotional responses to child sexual abuse: a comparison between police and social workers in Hong Kong     

Cheung M  McNeil Boutte-Queen N 《Child abuse & neglect》2000,24(12):1613-1621

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Measuring the degree of implementation of school-based assessment schemes for practical science     

Dr Derek Cheung  John Hattie  Robert Bucat  Graham Douglas 《Research in Science Education》1996,26(4):375-389

The study described in this paper investigated the degree of implementation of school-based assessment schemes for practical science. An assessment scheme in Hong Kong was used as the context for the research. Five dimensions of implementation were identified and a conceptual framework was built by breaking down each dimension into attributes and these into content areas. The research method used in the study incorporated some modifications on most past designs in order to determine adequately the construct validity of data and to examine any method-specific biases. Three measuring instruments (namely, a student questionnaire, a teacher questionnaire and an observation schedule) were designed. The construct validity of student data was demonstrated through confirmatory factor analysis and multitrait-multimethod analysis. Comparative analyses of students' perceptions, teacher self-reports and independent observational data resulted in convergent findings for only three out of the ten attributes of implementation.  相似文献