Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms

A key pedagogical goal in any classroom is to engage students in learning. This study examines how an English-Medium-Instruction (EMI) teacher employs available resources to engage his students in the classroom for promoting participation, keeping the lesson moving forward and meeting the pedagogical goals. The data for this study is based on a intensive fieldwork in an EMI secondary history classroom in Hong Kong. Multimodal Conversation Analysis is deployed to analyse the classroom interactional data. The classroom analysis is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. The study’s crucial theoretical contribution is that it broadens our comprehension of an EMI classroom as an integrated translanguaging space, which may involve various fluid and mobile translanguaging sub-spaces. This paper aims to illustrate the process of engaging students affords the teacher to create different translanguaging sub-spaces at a whole-class level and at an individual level. It is argued that creating these translanguaging sub-spaces requires the teacher to mobilise available resources for catering for the different needs of all students, which promotes interaction and inclusion in the classrooms

Optic flow information influencing heading perception during rotation

Poster Session - Perception and Action: abstract no. 22.34We investigated what roles global spatial frequency, surface structure, and foreground motion play in heading perception during simulated rotation from optic flow. The display …postprin

Role of bone morphogenetic protein-7 in renal fibrosis

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A large eddy simulation turbulence model for estuary using spline correction

2006-2007 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishe

Factorial structure of the Chinese version of the 12-item General Health Questionnaire in adolescents

Aims. To evaluate the underlying factor structure of the Chinese version of General Health Questionnaire-12 using exploratory and confirmatory factor analyses in Chinese adolescents and find out which factor model proposed by previous empirical research is the best-fit model. Background. The 12-item General Health Questionnaire has been extensively used with adolescents in the West. Yet, it has not been used with adolescents in a Hong Kong Chinese context. Design. A cross-sectional study was employed. Method. Chinese students between the ages of 12-19 from four secondary schools were invited to participate in the study using the multiple-stage stratified random sampling method during the period from December 2007-February, 2008. The total sample size included in the final analysed was 1883. Results. The General Health Questionnaire-12 was found to be internally consistent. The results of exploratory factor analysis showed that there are two factors underlying the General Health Questionnaire-12. Of nine factor models were tested by means of confirmatory factor analysis, only three factor model: the eight-item two-factor model, 12-item three-factor model and 10-item two-factor model, demonstrated good model fit across all model fit indices. Conclusion. This study addressed a gap in the literature by evaluating the factorial structure of the Chinese version of General Health Questionnaire-12 using exploratory and confirmatory factor analyses in Chinese adolescents. The findings revealed that the eight-item two-factor model is the best-fit model. Relevance to clinical practice. The adolescent mental health problem is alarming and aggravating and warrants special attention. It is essential for community nurses to differentiate psychological distress in adolescents and to identify those adolescents who are at a higher risk of suffering from mental health problems. The availability of a valid and reliable instrument that measures adolescents' psychological distress is crucial before any nursing interventions to promote their mental health can be appropriately planned, implemented and evaluated. © 2009 Blackwell Publishing Ltd.postprin

AID-RL: Active information-directed reinforcement learning for autonomous source seeking and estimation

This paper proposes an active information-directed reinforcement learning (AID-RL) framework for autonomous source seeking and estimation problem. Source seeking requires the search agent to move towards the true source, and source estimation demands the agent to maintain and update its knowledge regarding the source properties such as release rate and source position. These two objectives give rise to the newly developed framework, namely, dual control for exploration and exploitation. In this paper, the greedy RL forms an exploitation search strategy that navigates the agent to the source position, while the information-directed search commands the agent to explore most informative positions to reduce belief uncertainty. Extensive results are presented using a high-fidelity dataset for autonomous search, which validates the effectiveness of the proposed AID-RL and highlights the importance of active exploration in improving sampling efficiency and search performance

Breaking a Guinness World Record on Hand Sanitizing Relay, initiating a call for vital research in overcoming campaign fatigue for hand hygiene

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Impact of Antithrombotic Therapy in Atrial Fibrillation on the Presentation of Coronary Artery Disease

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Transport and adsorption of antibiotics by marine sediments in a dynamic environment

Author name used in this publication: Weihai H. XuAuthor name used in this publication: Onyx W. H. WaiAuthor name used in this publication: Shichun C. ZouAuthor name used in this publication: Xiangdong D. Li2008-2009 > Academic research: refereed > Publication in refereed journalAccepted ManuscriptPublishe