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Voon, Philip H. K. "Evangelizing the diaspora Chinese with Chinese cultural background in Malaysia". Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
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Chen, James C. "A training plan to prepare a person from a Chinese background for evangelism". Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Isa, Posiah Mohd. "A study of academic motivation, academic locus of control and academic performance of Malay and Chinese students in Malaysia". Thesis, Keele University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282631.
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Choo, Lay Hiok, i n/a. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051114.154210.
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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.
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Choo, Lay Hiok. "Cross-Cultural Collaboration Between Parents and Professionals in Special Education: a Sociocultural and Ethnomethological Investigation". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365667.
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This thesis examines the issue of parent participation and cultural diversity in the Australian special education context. Previous research in the U.S. had suggested that the low participation by parents of culturally diverse backgrounds was due to cultural barriers that hindered their partnership with professionals. In reviewing and critiquing this previous research, it became clear that the key concepts of collaboration, disability and culture required reconceptualisation. The theoretical tools deployed in this reconceptualisation are drawn from sociocultural theory and ethnomethodology. Seventeen parents of Chinese and Vietnamese backgrounds and 20 professionals were interviewed regarding the provision of special education for children attending either a special school or special education unit. Follow-up interviews were carried out to probe specific issues related to the salience of culture in parent-professional communication, their understanding of disability, and barriers to parent participation. In addition, the communication books that were passed between parents and professionals on a regular basis were obtained for 7 of the children. These books provide a unique insight into the way parents and professionals accomplished the category of Child-with-a-disability during their entries regarding the mundane practicalities of school and home. In suspending judgment about parent-professional collaboration, this thesis adopts the multiple foci of sociocultural analysis to gain a critical understanding of parent-professional relationships through time and across personal, interpersonal, community and institutional settings. Within this framework, this thesis found that parents and professionals prefer and enact a 'communicating' type of parent participation. Their preferences seemed to depend on a range of circumstances such as their work commitments, financial resources, language resources and changing educational goals for the child. The approach taken in the thesis also affords the specification of diverse models of collaboration (e.g. obliging/directing, influencing/complying, respectful distancing, coordinating, collaborating), each of which may be regarded as worthwhile and acceptable in specific local circumstances. This study found that overall the parent-professional relationship was a trust-given one in which participants unproblematically regarded the professionals as experts. The professionals' reports revealed them to be doing accounting work - creating a moral view of the good parent and good professional. The emphasis on context in both sociocultural and ethnomethodological approaches reframes parental and professional discourse about disability as being context-driven. In employing Membership Categorisation Analysis (MCA) to examine parents' and professionals' descriptions of the child in the communication book and the research interviews, positive as well as negative attributes of the child were obtained. Interpreting the findings in terms of the context of home and school reveals how negative attributes of the child became foregrounded. For example, the orientation to the child as lacking capacity to remember was an outcome of parents and professionals orienting to their (institutional) roles and responsibilities to manage the practicalities of school. The comparison of views reveals strong agreement between the parents and professionals about the child. Interpreting the data based on the task-at-hand of particular data collection settings provides one explanation. For instance, the communication book is a site where parents and professionals align with each other to co-construct a version of the child. Culture is not treated as a static set of traits and behavioural norms that accounts for the communication difficulties between Western-trained professionals and culturally-diverse parents. Rather, culture is theorised in this thesis as an evolving set of semiotic resources and repertoires of practice that participants draw upon and enact in their everyday activities. Using MCA, the ways in which participants deployed cultural categories, the social ends achieved by such deployment, and the attributes they assigned to these cultural categories, are documented. This approach takes cultural difference to be a resource that people use to account for conflicts, rather than as a determining cause of conflict. The documentation of how participants legitimised their explanations to add credibility to their accounts captures their moment-by-moment cultural categorisation work. In comparison to prior research, the significance of this approach is that it looks seriously at the parents' and professionals' mundane and enacted notions of collaboration and participation, the child with a disability, and culture. This thesis has interwoven several data sources and applied complementary analytics in order to reveal and understand some of the everyday complexity of cross-cultural parent professional interaction in the special education context. There is reason to look carefully at the daily achievements of the participants for it is where the intricacies of a phenomenon lie.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Full Text
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Wang, Zhe. "Does family background impact driving attitudes and risky behaviours? - An investigation on Chinese young drivers". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/93722/1/Zhe_Wang_Thesis.pdf.
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This thesis took a novel approach to examining factors associated with risky attitudes and risky road use in China by investigating the economic and political background status of a sample of young Chinese drivers. Using data from an online survey significant relationships are found between some family background factors and road safety variables. Correlation analysis, ANOVA, hierarchical regression analysis and structural equation modelling are applied in this study, with culture, personality and demographic variables as additional factors for a better understanding of the key findings. The findings are discussed in light of China's political management system and potential education opportunities for young drivers.
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Liu, Suyu. "Wages, family background, on-campus performance and gender : an investigation of Chinese graduates' first job salaries". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:204bcd0c-ff1c-493a-8796-8d50c91c315d.
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The last five decades have witnessed an increasing interest in the education-employment transition. In China, millions of university students graduate each year. Their employment has important impact on various aspects of the Chinese society. Additionally, university-work transition is related to the well-being of university graduates and their families. Therefore the university-work transition in China deserves more attention from scholars and practitioners. This thesis examines the determination of Chinese university graduates’ first job salaries. It investigates whether and how university graduates’ family background, on-campus performance (OCP) and gender are linked with their first job salaries. The thesis distinguishes three dimensions of graduates’ family background: Hukou status, parental CCP membership and income. It distinguishes three dimensions of graduates’ OCP: academic achievements, professional capability and political/ideological attainment. Information collected through interviews is used to interpret the statistical results. The results show that graduates’ first job salaries are significantly affected by their professional skills, political/ideological attainments and family income. Graduates’ gender, academic performance and family Hukou status have little impact on their first job salaries. Compared with the widely observed wage disparities among less educated workers caused by gender and Hukou status, this thesis provides evidence that higher education helps reduce the gender wage gap and rural-urban disparity in China. Analyses in the thesis are consistent with ‘state as equalizer’ and ‘market as equalizer’ theories. This thesis provides little evidence to support the marketized transition theory, as we find graduates’ first job salaries are still largely affected by their political/ideological attainments in university. Considering the unique context, the results suggest that some widely used human capital indicators and productivity signals are not applicable in the Chinese labour market. Practical implications are derived from the thesis.
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Wu, Si-cheong Gilbert. "The environmental background, learning attitude and academic performance of Hakka and Hoklo students in an N.T. Secondary School in Hong Kong". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627723.
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Hole, Daniel. "EVEN, ALSO and ONLY in Vietnamese". Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/2217/.
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The article analyzes the system of focus-sensitive particles and, to a lesser extent, clefts in Vietnamese. EVEN/ALSO/ONLY foci are discussed across syntactic categories, and Vietnamese is found to organize its system of focus-sensitive particles along three dimensions of classification: (i) EVEN vs. ALSO vs. ONLY; (ii) particles c-commanding foci vs. particles c-commanding backgrounds; (iii) adverbial focus-sensitive particles vs. particles c-commanding argument foci only. Towards the end of the paper, free-choice constructions and additional sentence-final particles conveying ONLY and ALSO semantics are briefly discussed. The peculiar Vietnamese system reflects core properties of the analogous empirical domain in Chinese, a known source of borrowings into Vietnamese over the millennia.
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Zhang, Haiwei. "The influence of L1 background and other meta-linguistic and background variables on the learning of Pinyin and Hanzi by Arabic and English learners of Chinese as a second language". Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/16332/.
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Alphabetic Pinyin and morphosyllabic Hanzi are two different writing systems used in the Chinese language. Though Pinyin and Hanzi utilize different orthographies, the development of literacy skills in both writing systems depends on phonological processing skills. Becoming aware of the phonological structure in Chinese and the orthographic structure in Hanzi are crucial for the growth of literacy skills in Pinyin and Hanzi. The present study investigated the influence of L1 background and other meta-linguistic and background variables on Chinese phonological awareness, phonetic radical awareness, Pinyin spelling, Hanzi reading and Hanzi writing among adult Arabic and English CSL learners. There are five important findings from this study. First, L1 background influenced the performance in Chinese phonological awareness and Pinyin spelling, in which the English participants outperformed the Arabic participants arguably due to the greater similarities in phonology and orthography between English and Pinyin. Second, the Arabic participants’ better achievements in Hanzi writing compared to the English participants might originate from their experience in using the Arabic script and in learning two different scripts. Third, the two CSL groups did not differ in phonetic radical awareness or Hanzi reading, probably due to the unique characteristics of Hanzi orthography and the far distance between Arabic, English and Hanzi. Fourth, L1 background influenced the importance of phonological awareness and phonetic radical awareness in developing Chinese literacy skills, which might relate to the different orthographies used in English and Arabic, as well as the learning contexts. Fifth, Chinese language proficiency, the length of staying in China, the number of languages previously learnt, phonological working memory and phonetic coding ability significantly predicted the Arabic and English CSL learners’ performance in these measures. Theoretical implications for understanding the role of L1 transfer in L2 literacy acquisition, and educational implications for teaching Chinese as a second language were discussed.
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Lo, Susanna Yee-Ling. "Procedural facilitation of strategic knowledge in ESL writing, longitudinal case studies of 9 Chinese-background freshman students of engineering". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41461.pdf.
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Huang, Lihong. "Elitism and Equality in Chinese Higher Education : Studies of Student Socio-economic Background, Investment in Education, and Career Aspirations". Doctoral thesis, Stockholm : Institute of International Education [Institutionen för internationell pedagogik], Stockholms University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-548.
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Lee, Edmund W. "The Academic Achievement Of Chinese-American Fluent English Proficient And Non-Minority Background Intermediate Grade Students (Bilingual, Asian-American)". Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3429.
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The primary purpose of the study was to determine how well Chinese-American fluent English proficient students were achieving relative to their non-minority background counterparts in the areas of reading, language, and mathematics achievement. A secondary goal of the study was to provide an idea of the adequacy of the California standards relating to the identification and reclassification of language minority students as mandated in Assembly Bill 507. A total of 544 students were involved in the study. They were separated into three groups: (1) initally identified Chinese-American fluent English proficient students (FEPi), (2) reclassified Chinese-American fluent English proficient students (FEPr), and (3) non-minority background students. All the student chosen for the study were from the Alhambra School District in Los Angeles County and were enrolled in the fourth, fifth, and sixth grades. ANOVA results indicated statistically significant differences in language and mathematics achievement between both Chinese-American FEP groups and the non-minority background group. No significant differences were detected between the three groups for reading achievement although group means for both Chinese-American groups were higher than that for the non-minority background group. Socio-economic status was also found to affect achievement for some Chinese-American students. Because of the diversity of the Chinese-American population, it is recommended that student background characteristics be taken into consideration when determining educational policies and programs for these students.
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Norris, Enju. "Reading comprehension and strategies used by Chinese- and English-background learners of Japanese in reading Kana and Kanji-Kana passages /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18189.pdf.
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Kato, Toshihito School of Modern Language Studies UNSW. "Acquisition of Japanese vocabulary by Chinese background learners: the roles of transfer in the productive and receptive acquisition of cognates and polysemy". Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/27306.
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As is widely known, Japanese and Chinese not only share the common logo graphic orthography called ???kanji??? or ???hanzi??? respectively, but also share a number of kanji compounds as cognates, many of which share the same or similar meaning. The major objective of this dissertation is to investigate the roles of transfer and the difficulty in Chinese background learners??? (CBLs???) use and acquisition of Japanese kanji compounds and kanji words. In particular, under what condition and how CBLs transfer Chinese words into Japanese counterparts is investigated. The results of a lexicality judgement test, an oral production test, and a translation test showed that acquisition of partially deceptive cognates, which share the same orthography with partly the same and partly different meanings, was often prolonged. It was also found that the difficulty of acquisition of partially deceptive cognates varied according to their cross-linguistic semantic condition and task type. In the oral production test, CBLs frequently used L1 words by adapting them into L2 phonology both successfully and unsuccessfully when they had no prior knowledge of the L2 counterparts. In addition, negative transfer was detected even when CBLs had a correct knowledge of the L2 word. The results of the translation test revealed that CBLs are liable to misinterpret the meaning of partially deceptive cognates when one of their meanings happens to make sense within the context. Additionally, it is suggested that CBLs might create different types of interlanguage depending upon the cross-linguistic semantic condition and relative frequency of the L2 input for each meaning of the partially deceptive cognates. The transferability of polysemy was found to be constrained by prototype condition, learners??? existing L2 knowledge, and task type. While transferability correlated well with the perceived prototypicality of the L1 items in CBLs??? oral production, transfer was also at work for the less prototypical items in their comprehension task. The findings indicate that the transferability of Chinese words into their Japanese counterparts is constrained by multiple factors. Further, both positive and negative transfer influence CBLs??? production, comprehension, and interlanguage construction of Japanese vocabulary in a complex manner.
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Hou, Xiaofang, i Weirui Xu. "The Impact of Overseas Stock Markets on Chinese Stock Markets at the Background of Financial Crises : From the Perspective of Price Index". Thesis, Umeå universitet, Företagsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-82853.
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Glimois, Laurene. "The Effects of Input Flood, Structured Input, Explicit Information, and Language Background on Beginner Learners’ Acquisition of a Target Structure in Mandarin Chinese". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555425162693471.
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Wu, Si-cheong Gilbert, i 胡仕昌. "The environmental background, learning attitude and academic performance of Hakka and Hoklo students in an N.T. Secondary School inHong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627723.
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Yuen, Robert C. Y. "A humanistic sociological investigation of the backgrounds and attitudes of University of Adelaide students of Mandarin /". Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09EDM/09dmy94.pdf.
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Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds /". Title page, table of contents and summary only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phd1782.pdf.
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Partridge, Martin James. "Including people with learning difficulties from Chinese backgrounds : an ethnography of three services". Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601105.
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This research aims to investigate the culture of two culturally specific and one integrated service used by people with learning difficulties from Chinese backgrounds. The study was undertaken to address the lack of research currently available on the service and inclusion experiences of people with learning difficulties from Chinese backgrounds in England, to explore the importance of taking specific cultural contexts into account in policy development and service practices and to consider the importance of culturally specific services for this group of people. This study uses a qualitative ethnographic methodology which involves participant observations, semi-structured interviews and ethnographic analysis to explore the ways in which Chinese-specific services and integrated organisations include adults with learning difficulties from Chinese backgrounds. Key informants provided specific cultural knowledge that added to the researcher's observations and the understanding of participants' experiences of the service they used. Participants were both men and women aged eighteen and over who were from Chinese backgrounds. In some cases an interpreter was used. The findings reveal that the experience of people with learning difficulties from Chinese backgrounds in accessing services was different for those in culturally specific and integrated services. In particular within the culturally specific services family members were seen to be of primary importance for the person with learning difficulties accessing and using the services. However, across all the services in this study, people with learning difficulties from Chinese backgrounds experienced life as fringe-dwellers, as people who had a physical presence with limited social inclusion. The findings from the study reveal the importance of services sharing knowledge and resources in order to provide a more inclusive place for people with learning difficulties from Chinese backgrounds.
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Zhang, Chao. "Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119733.
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The present study adopted Seymour and Dargie's design (1990) and examined the associative priming effect on English non-word spelling in young ESL learners with Chinese language backgrounds. Participants were either assigned to an unprimed non-word dictation condition or a primed condition where the non-word was preceded by a prime which is semantically associated to a word that rhymed with the target non-word. The orthographical choice of vowel pattern in the non-word dictation task for young ESL learners greatly depends on its contingency. The results in the present study indicated that the children with higher reading proficiency were more sensitive to high contingency vowel spelling patterns. The additive associative effect revealed in adult English speaking populations (Seymour & Dargie, 1990) was not evident in the current study with young ESL learners. This data adds to our understanding of contingency effects by extending research to ESL samples and aids in the development of the broader view of understanding the nature of mechanisms underlying sub-lexical spelling processes in L1 and L2 contexts. Some implications for the dual route model and linguistic transfer theory are discussed.La présente étude a adopté le modèle de Seymour et Dargie (1990) et a examiné l'effet d'une amorce associée à un non-mot anglais sur la capacité à orthographier celui-ci chez les jeunes chinois apprenants l'anglais comme langue seconde. Les participants ont été assignés à deux conditions distinctes. Les élèves ont été évalués à l'aide d'une dictée de non-mots dans la première condition tandis que les élèves dans la deuxième condition ont dû effectuer une dictée de non-mots où ceux-ci était précédés par un mot sémantiquement associé au non-mot et rimant avec celui-ci. Les résultats ont démontré que le choix orthographique des voyelles dans la tâche de dictée de non-mots pour les jeunes apprenants l'anglais comme langue seconde dépend grandement de la contingence de celle-ci. De plus, ceux-ci ont également indiqués que les enfants ayant une meilleure compétence en lecture seraient plus sensibles à l'orthographe de voyelles de haute contingence. Dans la présente étude œuvrant auprès de jeunes apprenants l'anglais comme langue seconde, l'effet « associatif additif » révélé dans les populations d'adultes anglophones de l'étude de Seymour et Dargie (1990) n'était pas prédominant. Ces données aident notre compréhension des effets contingence en étendant la recherche aux échantillons ALS et aident à l'élaboration de la vision plus large de la compréhension la nature des mécanismes qui sous-tendent les processus d'orthographes sous-lexicales en L1 et L2 contextes. Quelques implications pour le modèle à double entrée et pour la théorie du transfert linguistique seront abordées à l'intérieur de la discussion.
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Ku, Tan Kan. "Culture and stigma towards mental illness : a comparison of general and psychiatric nurses of Chinese and Anglo-Australian backgrounds /". Connect to thesis, 2007. http://repository.unimelb.edu.au/10187/8400.
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A sample of 208 nurses (a response rate of 63%) participated in a study by responding to a questionnaire comprising of 170 items which examined nurses’ attitudes towards mental illness, and the association between contact, cultural values, general and practice stigma. General stigma refers to attitudes towards the mentally ill while practice stigma is informed from differential clinical practice approaches towards the care of two case vignettes describing a patient with mental illness and one with diabetes. Subjects were recruited using the snowballing technique and comprised of nurses (83 Anglo Psychiatric, 41 Anglo General, 49 Chinese Psychiatric and 35 Chinese General) currently practising in Victoria. Age ranged from 21 to 65 years. Principal components analyses were conducted on items to develop subscales related to individualism and collectivism, contact types, general and practice stigma. Analyses of variance and covariance were conducted to examine differences between nurse type and ethnicity and respectively, to account for possible differences in background, contact and in the case of practice stigma, general stigma.The key findings revealed differences according to nurse type and ethnicity in several of the subscales. Psychiatric nurses endorsed a higher level of contact than general nurses with mentally ill people on the variables ‘Contact Through Work Situation’, ‘Patient Help Nurses’ and ‘External Socialisation with Patient’, but not on the variable ‘Relative With Mental Illness’. By virtue of more contact, psychiatric nurses also endorsed less general stigma than general nurses, assessed by results from analysing social distancing, but not by negative stereotyping of people with mental illness. With respect to practice stigma, while care and satisfaction did not differ according to patient type and nurse type, psychiatric nurses expressed less authoritarianism and negativity than general nurses towards the mental illness case than general nurses while lesser differences between nurse types were evident for the diabetes case. Chinese nurses when compared with Anglo-Australian nurses, endorsed more highly collectivist values measured by the variables ‘Ingroup Interdependence’ and ‘Ingroup Role Concern’ but there was no difference in individualist values. This may reflect acculturation towards Western values but also retention of Chinese values, interpreted in the light of other results on cultural affiliation, as a bicultural position. Chinese nurses endorsed more highly general stigma towards the mentally ill than Anglo nurses when statistically controlling for differences in background demographics and contact factors.
Nursing satisfaction did not differ in ethnicity and patient type. Chinese nurses endorsed more highly care and authoritarianism in their clinical practice approaches than Anglo-Australian nurses, although there was no significant interaction effect between ethnicity and patient type on care and authoritarianism. Chinese nurses endorsed more highly negativity than Anglo-Australian nurses for the mental illness case than the diabetes case, an effect later shown to be mediated by differences in general stigma between the two ethnic groups. Within the Chinese sample, higher contact was associated with lower differential negativity for the mental illness than the diabetes case. Several path analyses suggested Chinese values influenced differential negativity, mediated by general stigma and prior diversified contact with people having a mental illness.
It may be concluded from these results that practice stigma is related to cultural values but the relationship is mediated by general stigma and contact. What aspect of the Chinese values specifically correlates with general stigma remains a question for further research, but several possibilities are discussed.
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Chwo, Gloria Shu-Mei. "Word reading process in L1 Chinese and L2 English of primary school students with different instructional backgrounds (Taiwan and Hong Kong)". Thesis, University of Essex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422242.
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Lee, Daphnee Hui Lin. "From Cradle to Playpen: the management of Chineseness in developmental state Singapore". Phd thesis, Canberra, ACT : The Australian National University, 2010. http://hdl.handle.net/1885/49385.
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The way Chineseness is managed by the state in ethnic Chinese majority nations is examined as a late-industrializing initiative. Using Singapore as the case study, identifications with Chineseness were studied for the key themes within late-industrializing discourse constructions. Chinese Singaporean respondents were asked for their interpretation of Chineseness in relation to their Western expatriate and Chinese mainlander colleagues. In some cases, Orientalist constructions emerged. This inquiry found the moderating factors of Orientalist discourse replications to be the respondent’s childhood socioeconomic background and linguistic primacy. The findings lent insights to the persistence of Orientalist constructions amongst individuals in late-industrializing societies. Insights as to how late-industrializing discourses constructions are moderated by factors distinctive from first-mover ones were sought. These insights enrich the theoretical framework of nation branding studies, a recent offshoot of nation studies with a marketing slant. Sociological considerations on the reproduction of late-industrializing predispositions were integrated through the concept of marcotted developmentalism. Marcotted developmentalism is advanced as the thesis’ conceptual framework. It explains the mediation of the late-industrializing landscape by two distinctive features. Firstly, ethnic management initiatives communicate the urgency of accelerated economic development amongst late-industrializing societies. Secondly, it emphasizes the presence of dual hegemony (i.e. Western dominance and Chinese ascendency) within the late-industrializing political economy.
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Chen, Guang. "Approche interculturelle des rythmes : étude comparative des variations journalières et hebdomadaires des performances attentionnelles et du sommeil chez des élèves chinois et français : étude de l'incidence des lieux de vie (rural/urbain) sur la rythmicité scolaire". Thesis, Tours, 2012. http://www.theses.fr/2012TOUR2018.
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L’étude présentée porte sur les niveaux et les variations des performances journalières et hebdomadaires de l’attention chez les enfants Chinois du Cours Préparatoire et du Cours Moyen deuxième année en situation scolaire. Et plus précisément chez les enfants de 6 à 7 ans et de 10 à 12 ans. Elle a pour objectif de démontrer, d’une part, dans une approche interculturelle et différentielle, l’effet des moments dans la journée et des jours de la semaine ainsi que les durées du sommeil sur les performances attentionnelles et les comportements scolaires des enfants selon leur ’âge, le niveau scolaire et l’origine géographique. D’autre part, l’incidence des lieux de vie (rural /urbain) sur la rythmicité scolaireThe introduced study appears in the framework of the research concerned with the levels and variations of the attention performance of Chinese children in CP and CM2 of primary school, specifically the children of 6 to 7 and 10 to 12 years old. It aims at showing, on the one hand, in an intercultural and differential approach, the effect of the moment of daily performance and weekly performance, as well as weekly variations of sleep duration according to age, educational level and geographic background of the children. On the other hand, the impact of life place (city/ country) on the school timetables
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Chang, Ching Wen, i 張瀞文. "Effects of Implementing Chinese Calligraphy Curriculum for CSL Learners of Non-Chinese-Character Background". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/30696897680513098176.
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碩士中國文化大學
華語文教學研究所
100
This study aims at exploring the effects of implementing Chinese calligraphy curriculum for CSL learners of non-Chinese-character background. The research data consist of classroom observations, learners interviews, learners’ writing samples including calligraphy and characters written with regular pens, and researcher instructor’s field notes. The pre-test indicates that, before the implementing of calligraphy curriculum, the learners of non-Chinese-character background were unstable and inconsistent in forming the strokes and the structures of Chinese characters. Furthermore, they did not have the concept and the principles of Chinese characters stroke order. The major findings of this 11-hour action research show that all the 5 learners of non-Chinese-character background have improved both in forming the strokes and the structures, and the principles of stroke order. The study also suggests based on the research data, several effective ways for the planning and the strategies of implementing calligraphy curriculum into character learning for non-Chinese-character background learners. Key words: Chinese Calligraphy teaching, Non-Chinese-Character background, stroke, stroke order, character structure
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Hsu, Chiao Hsin, i 許巧欣. "A Study on the Chinese-English Phonological Awareness of Chinese, EFL, and ESL students with Chinese Language Background". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/41709326584378041414.
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碩士國立臺中教育大學
教育學系
95
The purposes of this study were as follow: (1) to explore the differences of phonological awareness among Chinese, EFL, and ESL students. (2) to explore if the different language background would affect students’ phonological awareness. (3) to explore the relationship between Chinese-English phonological awareness. (4) to explore the errors of phonemic awareness among Chinese, EFL, and ESL students. (5) to provide some suggests to language learners in Taiwan. The design of this study was the ex post facto research. The subjects were the top classes in the kindergarten of Chinese, EFL, and ESL in Taichung. 66 students were examined in Chinese-English Phonological Awareness Test. According to the scores obtained were analyzed by descriptive statistics, One-way ANOVA, Pearson product-moment correlation, and Error Percentage Analysis. The major results can be drawn as follow: 1. The mean of syllabic, Chinese phonemic, English phonemic, and phonological Awareness test shows ESL>EFL>CHI. 2. Besides Phoneme Deletion, there was a significant correlation between Chinese and English Phoneme Counting, partly Phoneme Deletion, and Phoneme Choice in Chinese, EFL, and ESL. 3. The mistakes of Chinese, EFL, and ESL students as follow: （1） Consonant Substitution： A. The bilabial stop gets the highest correct rate, and the interdental fricative gets the lowest one. B. In English Consonant Substitution, there were interdental-alveolar, voiced-voiceless, and fricative-liquid confused. C. In Chinese Consonant Substitution, there were interdental-palatal, interdental-alveolar, palatalalveolar-palatal, voiced-voiceless, aspirated-unaspirated, africate-liquid, fricative-africate confused， similar sound substitution, and sound addition. （2） Vowel Substitution： A. The unrounded-mid-central vowel gets the highest correct rate, and the rounded-front-high vowel gets the lowest one. B. In English Vowel Substitution, there were high-low confused, tesnse-lax sound confused, and similar sound substitution. C. In Chinese Vowel Substitution, there were tense-lax confused, semi-round－round confused, semi-round－unround confused, high-low confused, front-back confused, and similar sound substitution. Further to the conclusion, several suggestions were presented as a guideline to the English learner in Taiwan and to the reference of future related research.
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Chen, Lieh-Der, i 陳立德. "A Study of The Educational Background of Chinese Medicine Practitioners in Taiwan". Thesis, 1998. http://ndltd.ncl.edu.tw/handle/75776866252787155544.
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博士中國醫藥學院
中國醫學研究所
86
There are two main parallel licensing examinations for Chinese medicine practitioners (CMPs) in Taiwan: the Chinese Medicine Physician''s License Examination (CMPLE), and the Chinese Medicine Physician''s Special License Qualifying Examination (CMPSLQE). The CMPLE is mainly for persons who have graduated from the Chinese Medicine Department, or the 5-year-Post-baccalaureate Program for Chinese Medicine, of China Medical College (CMC). For the CMPSLQE, there are no educational or training prerequisites. The purpose of this study was to examine the education and training backgrounds of CMPs who graduated from CMC''s Chinese Medicine Department; students and graduates of CMC''s Post-baccalaureate Program for Chinese Medicine; CMPs who were licensed by passing the CMPSLQE; and students in the master''s or doctoral programs of the Chinese Medical Science Institute (CMSI) of CMC. Data were collected by questionnaire and by reviewing academic records. In 1997, there were 3248 CMPs registered in Taiwan''s 22 Chinese Medicine Doctors'' Associations. Of these, 11% had graduated from the Chinese medicine department of CMC and another 11% had graduated from CMC''s Post-baccalaureate Program for Chinese Medicine. The majority of CMPs (78%) had received their license by passing the CMPSLQE. Of the 307 CMPs graduated from the Chinese Medicine Department of CMC who completed the questionnaire, 43% were employed in hospitals and 57% at clinics. Seventy percent had also passed the Western Medicine Physician''s License Examination, and 67% had received clinical training in western medicine. Only 17% had received a specialist''s license in Western medicine. Those who practiced in hospitals were significantly younger and more likely to have a specialist''s license in Western medicine than those who served in clinics. Of the 872 graduates and current students of the Post-baccalaureate Program for Chinese Medicine in 1997, 95% had bachelor''s degrees and only 5% had master''s degrees prior to admission to this program. Of those with a bachelor''s degree, 71% were from 11 different medical colleges in Taiwan; 44% had graduated from CMC. More students of the Post-baccalaureate Program for Chinese Medicine had received their bachelor''s or master''s degree in pharmaceutical medicine than in any other field. Of the 711 CMPs, who passed the CMPSLQE from 1989 to 1996,35% had a bachelor''s degree, 32% are in college degree, and the rest had earned only a high school diploma or lower. Of those who completed the questionnaire, 23% reported having gone through a medical training program of some type, while 77% had not. For the study subjects who had non-medically related educational backgrounds, the number of times for taking the examination increased with decreasing educational level. Subjects who took the examination 4 times or fewer before passing were significantly more likely to be female, were significantly younger, and had significantly higher education levels than those who took the test more than 4 times before passing; however, having a medically related educational background or not were not significantly deference. As of 1997, 253 students had enrolled in the master''s (211,83%) or doctoral (42,17%) programs of CMC. Of these, 201(79%) have graduated. The majority (59%) of these 253 students was graduates of the Chinese Medicine Department of CMC.
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Wu, Chun-Hui, i 吳淳惠. "Study on the Academic Grades of Post-baccalaureate Chinese Medicine Students with Different Educational Background". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/00078569024421722188.
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碩士中國醫藥大學
中醫學系碩士班
99
This study focuses on the difference in premedical course. The relationship between the prior degrees and academic grades at school is evaluated. The difference shown in this study can provide some information for improvement Chinese medicine education. This study is a retrospective study. The students who enrolled in China Medical University for post-baccalaureate Chinese medicine between 1993 to 2007 are our study subjects, and we collect their prior degrees and academic grades of traditional Chinese medicine and Western medicine. The relationship between the prior degrees and academic grades at school is evaluated. Students are categorized into four groups: “Groups of Arts, Law, and Business”, “Group of Science and Engineering”, “Group of clinical Medicine” and "Groups of Biomedical-related science". The academic grades of traditional Chinese medicine and Western medicine are provided by the Office of Academic Affairs of China Medical University in the model of average grade (percentage, %). The One-way analysis of variance (one-wayANOVA) is used to compare the mean difference among these four groups. If F-value is statistically significant (p < 0.05), it will be further examined by multiple comparisons (Scheffe Test). Among 1461 study subjects, there are more male (60.92%) than female (39.08%). The post-baccalaureate Chinese medicine students enter medical schools at the average age of 27.27. Most of them were 25year-old (14.7%), followed by 26 year-old (13.2%). Among the study subjects, more than half of the students were with prior degree of "Group of clinical Medicine" (58.45%), followed by the degree of "Group of Biomedical-related science" (24.37%). There are 13.28% of students with prior degree of “Group of Science and Engineering”, and the least group is the “Group of Arts, Law and business”, accounting for 3.90%. More than one hundred students graduated from Pharmacy, Medical Technology and Rehabilitation Medicine. Students of these four groups have advantage in different subjects after receiving the class of traditional Chinese medicine and Western medicine. Overall, among these four groups students with prior degree of "Group of clinical Medicine" perform better in the statistic assessments, and the students with prior degree of “Group of Science and Engineering” performed worse. After analysis of the prior degrees, we find that the students with prior degrees of rehabilitation medicine have the best academic grades in most traditional Chinese medicine and western medicine courses.
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Huang, Susan, i 黃士純. "The Study of Burmese-Chinese Immigrants of Yunnanese background from HighlandMyanmar: the changing boundary of nations". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/39249680551972606661.
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黃惠莉. "The Design of Chinese Conversation Training Materials In Intermediate Level for Students with Russian Language Background". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/g9p289.
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碩士國立臺灣師範大學
華語文教學研究所
97
The ultimate goal of this study is designing a Chinese Conversation textbook in intermediate level for students with Russian language background, include Russian, Ukrainian and Belorussian students, whose native language belong to the same language family- East Slavic.In Russia, Ukraine, Belorussia, students lack pure Chinese environment and Chinese teachers. Moreover, there is few complete Chinese instructional materials designed for students with Russian Language Background. Therefore, choosing appropriate conversational technique and topic content for intermediate conversational materials become critical in order to enhance their oral ability and expand Chinese language knowledge. This study focuses on Russian students with learning difficulties caused by the difference between Chinese and Russian language, and devise intermediate conversation training materials for Russian students. From interview administered to Chinese language learners with Russian language background and Chinese teachers, and the analysis of learning circumstances and textbook content, students’ needs and teachers’ suggestions on conversation materials can be laid out. In additional to the interview, the theories of contrastive analysis, developmental standards of instructional design and compiling teaching materials are incorporated to be a theoretical foundation. The preliminary conclusions are obtained. First, contrastive analysis in native and target language are helpful to language teaching and learning. Secondly, a analysis about students’ need should be performed prior to compiling conversation training materials to conform to the demands of Russian student, include Russian interpretation of new words and grammar, and more illustrative sentences and exercises. The attention of future teaching development in Russia, Ukrainian and belorussian should place on the studies of contrastive analysis in Chinese and Russian, designing more teaching materials, based on the outcome of contrastive analysis as well as expand development of Chinese as a second language teaching.
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Kuo, Chih-wei, i 郭芝瑋. "Legibility of Stroke-Number of Chinese Characters and fonts within Text/Background Color Combinations for Elderly People". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/26064647909920558993.
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碩士雲林科技大學
工業設計系碩士班
96
This study aimed to investigate the legibility of text-color combinations, stroke-number of Chinese characters and font on a personal digital assistant (PDA) for the elderly. Thirty elderly people participated as subject and thirty young people were enrolled as the control group. There are Fourteen hues (0,30,60,90,120,150,180,210,240,270,300,330;both saturation and bright are fix in 100) which are selected from HSB color model, including white and black. The Strokes-numbers of Chinese characters are divide into three group, each is 6-8,10-12, and 16-19,and chose Hei regular and Ming Light style as using fonts. All participants had to read texts of different color combinations. Each time shows six words, there are two fonts and three different levels of stoke-number on each color combination (about 182 clusters).From the result which reveal that texts in magenta、blue or green with similar shaded adjacent colors as background were hardly legible to elderly people. There was a significant positive relationship use black and white as text/background color combinations. Legibility of Hei regular is better than Ming Light. Besides, the other result reveals that number of Chinese character was a bit differently act on elderly people.
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Wang, Qian-Wen, i 王倩雯. "An empirical study on founder background and company performance——Evidence from listed Chinese companies in the U.S". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/bgnh96.
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碩士國立交通大學
財務金融研究所
107
This paper uses the initial public offering data of 180 Chinese listed companies in the United States from 2000 to 2017 to study the background of the founders and company performance of listed companies in the United States. The contribution of this paper, Firstly, we study the companies listed in the US by the perspective of the background characteristics of the founders. It is found that the younger the founder is, the more experience he has in studying abroad, the easier it is to use the Dual-Class listing. Secondly, in terms of company performance, the single and dual companies are compared and analyzed through profitability indicators. It is not related to the company's profitability to find out whether the company adopts a Dual-Class. Finally, on the basis of previous studies, the sample period was extended, using 180 sample company data from 2000 to 2017, argument from the perspective of the company's R&D expenses, companies with dual equity ratios will invest more R&D fees after IPOs, and have longer-term plans for the company's future. And the company’s choice of Dual-Class structure is largely due to the size of the company and the exposure of wealth risks, while the founders and company management want to have sufficient control over the company and not want to take on too high a Risk, so it will choose to adopt a Dual-Class structure to go public.
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Pickett, Kristopher William, i 黃軻. "Theoretical Construction and the Fledgling \'Chinese School\' of IR in China: Background, Overview and Case Study Analysis". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/cf3e77.
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碩士國立政治大學
國際研究英語碩士學位學程(IMPIS)
107
In certain areas of Chinese academics, most notably in the field of IR, there has been an ardent push for constructing a Chinese school of international relations. This work is an attempt to extract the major underlying theoretical components of Chinese International Relations Theory by examining and testing both Qin Yaqing and Yan Xuetong’s theoreties. In addition, this work also highlights, but does not test, they works and theories of Zhao Tingyang. It is also and attempt to understand what, if any, significance this has for the wider IR debate. This work first analyzes the historical trend for theoretical construction within China and the evolution of the field of IR more broadly. Next, an overview of Western, or traditional, theories of IR is outlined. Followed by this is a comprehensive analysis of Qin Yaqing and Yan Xuetong’s major theoretical elements. The final two sections test the validity of these theories both through historical and contemporary cases of China’s use of force. The historical cases tested are: The Korean War 1950-1953, China-Taiwan Offshore Island War 1954, China-Taiwan Strait War 1958, Sino-Indian War 1962, Sino-Vietnamese War 1979 and The Johnson South Reef Skirmish 1988. The contemporaneous case study investigates the South China Sea disputes by surveying the U.S. Navy EP-3 surveillance plane incident, the USNS Impeccable incident and Chinese island building project in the area of the Spratly feature group. In all cases tested, it is demonstrated that CIRT fails to explain China’s use of force, finding that realism is a better indicator of interpreting China’s use of force both historically and contemporaneously.
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Shen, Zhaohua. "The efficacy of previewing and providing background knowledge on EFL reading comprehension". Thesis, 2001. http://hdl.handle.net/1885/145916.
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Yang, Luxin. "Writing group-project assignments in commerce courses : case studies of Chinese-background ESL students at two Canadian universities /". 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442515&T=F.
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Lin, Shih-hiu, i 林詩蕙. "The Legibility of Background Color and Chinese Character for Elderly People－The Hospital’s Floor Plan as An Example". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/51110772828801605172.
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碩士國立雲林科技大學
視覺傳達設計系碩士班
100
Reaching old age, human eye lens hardening and the flexible weaken, decreased color sensitivity and character reading ability is relatively lower. To provide the elderly read and the high legibility with character and color, designed from the physical and mental characteristics of the elderly, the demand for design, design concept of the elderly issues, explore the content of an aging design. Thus the design conform to the elderly to read character. This study will focus on the hospital floor board for the scope of the study. The status of investigations to the character, colors and sizes are the investigation of major projects. Analysis the hospital floor board of related issues point to the visual design. Experimental investigation is divided into the following two phases: 1.At first experiment step, investigate the size of the font size and color comfort as the goal. Found that senior citizens in the 150cm viewing distance, word level above 55pt and collocated no color by black and white, or select high bright and high-contrast color combinations. All the higher legibility combinations to meet the design needs of the elderly. 2.At second experiment step, according to the literature survey of the current situation and the above experiment, use the word-class 55pt and three kinds of fonts: Arial, bold, round body, seven groups of color for the experimental samples. Survey font and color combinations influence the elderly legibility as the research objectives, suit visual design principles for the elderly. Study found that such as these combinations can be excluded on the board for the design of hospital floors when the fonts above 55pt and collocated no color by black and white. The higher legibility combinations and excluded from processing a large area of yellow or black background, to better meet the usability needs of the elderly.
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CHEN, MEI-YING, i 陳美瑛. "Two new approaches in handwritten Chinese character:a background thinning method for radicals extraction and modified hough transform for recognition". Thesis, 1986. http://ndltd.ncl.edu.tw/handle/14192161646511992797.
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Lee, Chen-yi, i 李貞儀. "The research of the Background of the drawing of Chinese Labor Contract Law and the development of Labor Relations in China". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/09188929991673349942.
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碩士國立中正大學
勞工所
98
China has become the place that foreign enterprises transfer labor-intensive industries to due to the globalization. Every country expects to maintain their competitiveness in the global market by the lower and cheaper costs of labor in China. Not only do the foreign enterprises face a new challenge, but the labor in China encounter a difficulty of labor right at the result of the opening up and reforming of China and the progressing of globalization, Based on this, China has practice Labor Law on 1995 and on 2008, the Chinese Labor Contract Law was established as well. This article will discuss about the drawing of Chinese Labor Contract Law in globalization and the condition of the development of labor relation in China.
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WU, LI-REN, i 巫禮仁. "Analysis on the Chinese Examination Content Correlated with Students' Background -A Case Study of a Junior High School in Changhua County". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/k83fwy.
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碩士朝陽科技大學
資訊工程系
107
Erlin is located in the southwest corner of Changhua. Because of the geographical location, many problems are faced, which makes many students innately disadvantaged, including economic disadvantage, single parents, new immigrant families, etc., and in the new wave of education reform, it is more Emphasized to take into account the diversity of students, I hope that through the development of this system， it will help analyze the learning situation of students, establish a good communication channel for teachers and help improve teaching. This study combines the database system and cloud technology to construct the information system based on students' Chinese test scores, family background and student data, so that teachers can quickly query students' learning performance and family background to adjust their teaching strategies according to individual conditions. In addition, by uploading test scores to the cloud, parents can more quickly grasp the child's learning status through various mobile devices, giving encouragement or assistance in a timely manner, and also maintain a good communication channel between the teachers. This study found that this information system can help teachers better understand students' learning situation, help teachers analyze students' ability to learn weakness, adjust teaching, and enable teachers to find the needs of disadvantaged students. If the future can be observed and adjusted through the system for a longer period of time, I believe that the teacher's teaching can be more refined.
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Chen, Hsiu-Yu, i 陳綉雨. "Effects of screen, text/background color combination, Chinese typographic, and line space of searching and reading tasks on users'''' visual performance and visual fatigue". Thesis, 2001. http://ndltd.ncl.edu.tw/handle/37874708071470232218.
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碩士大葉大學
工業工程研究所
89
LCD monitors have gradually replaced the Cathode Ray Tube (CRT) monitors to be the major visual terminals (VDT). However, CRTs are still widely used in many VDT workstations. Therefore, it is needed to investigate the effect of monitor on user''''s visual performance and visual fatigue. Therefore, two experiments were designed in this study to investigate the effect of screen type, text/background color combination, Chinese typographic, and line space of VDT searching and reading tasks on subjects'''' visual performance and visual fatigue. In the first experiment, correct rate of searching was used to measure users'''' visual performance of searching task and users'''' visual fatigue was measured by CFF (Critical Fusion Frequency) and subjects'''' subjective visual fatigue. In the second experiment, the visual performance of reading task was measured by reading time and correct rate of answering questions about reading task and visual fatigue was measured in the same way of the first experiment. Analysis of results showed that screen type had no significant effect on users'''' visual performance and visual fatigue of searching task. Regarding to reading task, screen type had no significant effect on correct rate of answering questions and CFF. However, it had significant effect the reading time. The reading time of subjects on LCD was less than that of subjects on CRT. Chinese typographic had no significant effect on users'''' visual performance and subjects'''' subjective visual fatigue of searching task, but it had significant effect on CFF. The CFF of subjects on standard Kai type and imitative Sung type decreased mostly. Regarding to reading task, Chinese typographic had no significant effect on users'''' visual performance and visual fatigue. Text/background color combination had no significant effect on users'''' CFF and subjects'''' subjective visual fatigue of searching task, but it had significant effect on correct rate of searching. Text/background color combination had no significant effect on users'''' visual fatigue of reading task, but it had significant on effect users'''' correct rate of answering questions and reading time of reading task. When the color difference of Text/background color combination became larger, the reading time became shorter and correct rate of answering questions became larger. Line space had no significant effect on the reading task of users'''' CFF and the subjects'''' subjective visual fatigue, but it had significant effect on correct rate of searching of searching task. The correct rate of searching of subjects on single space (visual angle was approximately 17.6 min) was higher than that of subjects on 0.5 space (visual angle was approximately 8.8 min). Line space had no significant effect on the reading time, correct rate of answering questions and subjects'''' subjective visual fatigue of reading task, but it had significant effect on CFF. The CFF of subjects on single space (visual angle was approximately 17.6 min) decrease less than that of subjects on 0.5 space (visual angle was approximately 8.8 min). Keywords: VDT, color combination, Chinese typographic, line space, visual performance, visual fatigue.
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LIN, YU-HSUEH, i 林玉雪. "Implementing an Information System to Discuss the Relationship between Chinese Reading Skills and Family Background-A Case Study of Fifth Grade Students of a Primary School in Changhua County". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/uqkp63.
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碩士亞洲大學
資訊工程學系碩士在職專班
105
Abstract Language is the basic ability to learn all disciplines, and an important help for the all people lifelong learning, so it is an important aspect of personal and national competitiveness. Whether language ability is good or bad will affect a child in the future study. Therefore, since childhood, taking root in language ability is very important. The main task of Chinese language teaching in primary schools is to cultivate students' ability to use and write language effectively. Therefore, the basic state of phonetic transcription, including the wrong word, word interpretation, application, rhetoric, and the final understanding of the words, should be implemented, really cultivating complete language skills. In order to effectively use the large language test scores to judge the students‘ language proficiency and the influence of the family background on the students' language performance, this study integrates the database and the cloud technology to establish the language articles, scores and family backgrounds into database, so that teachers can quickly query the relationship between language performance of students and the family background, which can be used as an important basis for adjusting the language teaching. On the other hand, teachers will upload the language performance information to the cloud platform, so, through the technology and a variety of Internet-enabled devices, parents can also keep abreast of the child's school performance, and timely give appropriate reminders and encouragement. Through the teachers and parents continue communication each other so to expect that the children can be interested in language and self-study. Keywords: language proficiency, database system, cloud technology
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Lin, Wen-Her, i 林文和. "The Influence of Personal Socio-Economic Background and Cognition of Organic Agricultural Product on the Willing-to-Pay for Organic Agricultural Products—A Case Study on Ruifang Organic Chinese Yam". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/rahr6f.
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碩士國立宜蘭大學
生物資源學院碩士在職專班
107
Safety of agricultural products has been paying more and more attention by the consumers, and the sales channels of organic agricultural products are diversified, the number of people purchasing organic agricultural products is increased sharply. However, the sales of organic agricultural products have always been hindered by the high unit price of stereotypes, and they cannot be universally promoted. How to price to bring benefits to organic producers? This study uses Ruifang's organic yam case to understand how these factors affect consumers' purchasing considerations and the willingness of organic agricultural products by understanding the perceptions of organic agricultural products, consumer social background and lifestyle. price. The study used the payment card method in the conditional evaluation method to investigate the consumer's willingness to pay for Ruifang organic yam. The results of the study showed that the perception of organic agricultural products dose have an impact on the consideration of purchasing these products. From the aspect of personal characteristics, besides the monthly income, the factors of gender, age, education level, marital status, number of children, occupational status and lifestyle have all been considered to affect the purchase of organic agricultural products. Women more focus on the nutritional value of organic agricultural products than men. Middle-aged people place importance on the status of Traceability Agricultural Product (TAP) than young people and the elderly and also take the freshness of products seriously than young people. With the increase of education level, the willingness to purchase is raising. Married people are more willing to buy than unmarried ones and parents with one child pay less attention to the price than those with two or more children. Senior executives and professional workers do tend to buy more organic products. In terms of lifestyle, it can be found that the average number of respondents who value quality of life (3.80) is greater than those of general quality and neglected quality of life. In addition, the real market price of organic yam should be increased by 100% (above 340 dollar). However, in the course of this interview, it can be found that most respondents only wish to increase the amount by 50% (255 dollar). Even the products that are fresher, more resistant to storage, and better in appearance, more than 50% of respondents are only willing to spend the same or cheaper (≦170 dollar) price to purchase organic yam.
45
Mo, Wei-Chung, i 莫為中. "Learning Strategies and Achievements for Chinese Characters of Beginning Learners of Non-Chinese Backgrounds". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/41139243553146521898.
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碩士中國文化大學
華語文教學碩士學位學程
101
The purpose of this study is to explore the learning strategies and achievements for Chinese characters of beginning learners of Non-Chinese background, analyze the character errors, and examine the relationship between the learning strategies and achievements. The subjects were nine adult beginners, and the research data were collected through class observation, interviews, questionnaires and tests during a total of 25 lecture hours over a 15 weeks period. The results of the study show that learning Chinese characters according to the stroke order, component, structure, radical, and the history of the character can enhance the effectiveness of learning. However, the beginner is liable to make errors. The most common error is to use a similar character instead of the correct one. As for the strategy, the beginners frequently use form, stroke and memory strategies, and the outstanding and effective learners tend to use a variety of strategies to learn Chinese characters. Moreover, outstanding learners possess a good ability to make an educated-guess for the meaning and pronunciation of unknown form-sound characters, and beginners find it easier to guess the meaning than the pronunciation. The results of the study also offer some suggestions for Chinese characters teaching.
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Ming-Chi, Hsu, i 許明琪. "A Study of Learning Strategies of Successful Chinese Character Learners from Non-Chinese Character Backgrounds". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/97695871509064062269.
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碩士中國文化大學
華語文教學碩士學位學程
103
The purpose of this study is to investigate learning strategies in reading and writing of successful Chinese character learners from non-Chinese character backgrounds. Not only do we analyze similarities and differences among learners at different levels of Chinese ability, but also investigate on Chinese characters teaching strategies of Mandarin teachers for the purpose to cross-check with successful learner’s learning strategies. There are many different opinions on how to define “Successful”; however, for the purpose of this study, “Successful” is defined as a student who regularly gets good performance on assessment. The main focus of the study is qualitative; however, a quantitative survey is also performed to interview with learners from 12-weeks Chinese character class of different levels in Chinese Cultural University, in order to assist in analysis. The researcher uses Ming-Yen Ma’s questionnaire as a foundation for the creation of “Questionnaire of Chinese character learning strategies” and “Interview outlines”. The contents of the questionnaire and interview study the students’ execution of the six different learning aspects: Shape, Application, Review, Induction, Stroke and Pronunciation-and-Meaning strategies. The researcher interviews Mandarin teachers to identify their views and strategies on Chinese character teaching. After completion of the interviews, the researcher summarizes and analyzes the results. Learning strategies have a direct influence on language learners so as to upgrade their learning effectiveness and efficiency which also brings constructive meanings to the teacher. By multiple verification methodologies—questionnaire investigation, in-depth interview and assessment, this study identifies successful Chinese character learners’ learning strategies and further divides them into different levels. The aim of this study is to assist teachers by giving a reference of successful Chinese characters learning strategies and by targeted teaching, one can help the learners to improve the achievement of learning.
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Hsieh, Chun-Fen, i 謝純芬. "An Empirical Study on the Strategies of Learning Chinese Characters by the Learners of Non-Chinese Character Backgrounds". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/41647685385798626166.
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碩士中國文化大學
華語文教學碩士學位學程
102
This study used a questionnaire to investigate the Chinese-character learning strategies among foreign language learners from the non-Chinese character backgrounds. More specifically, this study is to explore (1) the differences of Chinese-character learning strategies among different levels of Chinese language learners, (2) the effects of teachers’ Chinese-character teaching strategies on learners’ Chinese-character learning strategies, and (3) the differences of learners’ Chinese-character learning strategies among different Chinese-character teaching amounts. The Mandarin centers of five universities in northern Taiwan. A total of 253 learners non-Chinese character backgrounds participated in this survey with 233 valid samples The study used one-way analysis of variance (ANOVA) to test hypothesis I and III and regression analyses to test hypothesis III. The results indicated that : (I)There are significant differences of Chinese-character learning strategies among different levels (Chinese ability ranks, Chinese-character reading abilities, and Chinese-character writing abilities) of Chinese language learner. ; (II) Teachers’ Chinese-character teaching strategies have significant effects on learners’ Chinese-character learning strategies; and (III) There are significant differences of learners’ Chinese-character learning strategies among different Chinese-character teaching amounts. Conclusions and suggestions are as follows: 1. There are significant differences of induction and stroke-and-stroke-order strategies among different Chinese-character reading ability levels of Chinese language learners. 2. There are significant differences of application, induction, and stroke-and-stroke-order strategies among different Chinese-character writing ability levels of Chinese language learners. More specifically, learners from level 1 to 5 consider pronunciation-and-meaning, memory, shape, and application strategies as their first 3 priorities. 3. Generally speaking, some teachers’ Chinese-character teaching strategies of current and first level teachers’ Chinese-character teaching strategies have significant effects on learners’ learning strategies. 3. The amount of characters tought by the first level teachers have significant impact on learners’ review strategy. More specifically, if the first teachers do not teach learners how to write Chinese characters, then learners tend to use shape and sound-and-meaning strategies more often, but they still depend on stroke-and-stroke-order and review strategies. Based on our findings, we suggest that teacher consider the following while teaching Chinese characters: (a) Build Chinese-character learning context according to learners’ different cognitive abilities at different levels；(b) Use appropriate teaching methods to train learners’ induction strategy；(c) Teach the principle of form-sound characters to help learners constructing character knowledge；(d) Use the Chinese-character Learning Strategy Scale and Chinese-character Teaching Strategy Scale to examine both learners and teachers perception about Chinese characters.
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Hsiao, Jennifer Ching-hui. "Fangyan-speaking learners of Mandarin Chinese in U.S. universities : experiences of students with heritage backgrounds in Chinese languages other than Mandarin". Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1965.
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With the rising importance of Mandarin Chinese since the 80s, researchers have paid more attention to the Mandarin learners of heritage backgrounds who can understand or speak Mandarin Chinese before entering Chinese as a Foreign Language (CFL) programs. However, the study of Fangyan-speaking learners of Mandarin Chinese has been long neglected and still remains scarce. This interview study was conducted with twelve Fangyan-speaking learners of Mandarin in U.S. universities with an aim of investigating the linguistic knowledge and ethno-cultural identities that Fangyan-speaking students bring to college-level CFL classrooms. Another focus of this study is to investigate the perception Fangyan-speaking students have about their linguistic abilities and what Fangyan-speaking students are perceived to be the expectations of their instructors and peers.
This study was conducted in two CFL programs: a long-established dual-track program in a research university and a newly-established mixed track program in a teaching university. Both Fangyan-speaking students and their instructors were recruited for interviews and document data were collected from both students and their instructors.
A modification of Krashen’s Input Hypothesis (1981) was employed in categorizing four types of Mandarin input, in which Cantonese pronunciation for reading purposes and media consumption were found to play important roles in Fangyan-speaking students’ Mandarin learning. Analysis of the data also revealed that Fangyan-speaking participants’ ethno-cultural identities may exhibit a nature of “hybridity” (Young, 1995) owing to their family immigration histories. Implications derived from the findings are offered for researchers, practitioners, and administrators of programs that serve tertiary CFL learners.text
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Quiroz, Geissel. "Reading Strategies of Good and Average Bilingual Readers of Chinese and Spanish Backgrounds". Thesis, 2014. http://hdl.handle.net/1807/65531.
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The current study examined the reading strategies of 19 bilingual undergraduate students who varied in reading proficiency (good or average) and language background (Chinese or Spanish). Using the think-aloud method, students’ reading strategies were measured and compared to determine whether strategy use differed as a function of reading proficiency, language background, and/or text level. Semi-structured interviews were also conducted to corroborate the findings obtained from the think-aloud protocols. Results from this study suggest that reading proficiency affects strategy use at the syntactic level, whereas language background affects strategy use at the vocabulary level. These findings have significant implications in education, particularly in the area of English language teaching. Students should be encouraged to use their first language reading skills when reading English text, as it facilitates their comprehension and improves their English literacy development.
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Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds / Justine Dandy". Thesis, 2000. http://hdl.handle.net/2440/19598.
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