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The Korean Dialect Materials in Matveev's 1900 Reference Book to the City of Vladivostock
King, J.R.P. 서울대학교 어학연구소 1988 語學硏究 Vol.24 No.2
This paper analyzes a valuable Russian-Korean vocabulary published in 1900 in Vladivostok, and recently discovered by the author. The Korean of the materials is N. Hamkyeng dialect, and shows many interesting and archaic features at the a) phonetic, b) phonological, c) morpho-syntactic and d) lexical levels. E.g.: a) /1/ is [r] before C, Late Middle Korean (LMK)/sy + V/ is preserved as [sˇ+V], /c/ and /t/ are unaffected by palatalization and affrication, LMK /ay/ has failed to undergo monophthongization in some instances; b)/ŋ/>Ø/_+ -i, and /m,n/>[b,d]/#_; c) V-final words suffix "nominative" /-i/, and there is no sign of /-ka/; WH- questions take a different sentence ending /-ko/ than non-WH questions; d) there are many typically N. Hamkyeng words, e.g. hammuri "river," s˘odab "laundry," xa-minz˘u "snack," as well as words of Chinese, Russian and unknown origin.
Archaisms and Innovations in Soviet Korean Dialects
King, J. R. P. 서울대학교 어학연구소 1992 語學硏究 Vol.28 No.2
Based on more than five months of linguistic field work in the (former) Soviet Union, this paper outlines some of the main features of the two major Soviet Korean dialects. Both dialects have their origins in North Hamkyeng province : the most widespread is Myengchen-Kilcwu dialect, but a small number of old Soviet Koreans still speaks a variety of the extremely conservative Yuk.up dialect. This paper seeks to show how the sum total of archaisms, innovations and features of as-yet-unknown origin in the phonetics and phonology, morpho-syntax and lexicon of Soviet Korean dialects leads to a situation of significant divergence between Modern Seoul Standard Korean and Soviet Korean "Koryoˇ Mar".
King Fang Tan,Farzaana Adam,Hasmah Hussin,Noor Mastura Mohd Mujar 한국역학회 2021 Epidemiology and Health Vol.43 No.-
This study compared breast cancer survival and the prognostic factors across different age groups of women in Penang, Malaysia. Data on 2,166 women with breast cancer who had been diagnosed between 2010 and 2014 were extracted from the Penang Breast Cancer Registry and stratified into 3 age groups: young (<40 years old), middle-aged (40-59 years old), and elderly (≥60 years). The overall and relative survival rates were calculated using the life table method, median survival time was calculated using the Kaplan-Meier method, and comparisons between groups were conducted using the log-rank test. Prognostic factors were analyzed using a Cox proportional hazards model. The 5-year overall and breast cancer-specific survival rates for women with breast cancer in Penang were 72.9% and 75.2%, with a mean survival time of 92.5 months and 95.1 months, respectively. The 5-year breast cancer-specific survival rates for young, middle-aged, and elderly women were 74.9%, 77.8%, and 71.4%, respectively, with a mean survival time of 95.7 months, 97.5 months, and 91.2 months. There was a significant difference in breast cancer survival between age groups, with elderly women showing the lowest survival rate, followed by young and middle-aged women. Disease stage was the most prominent prognostic factor for all age groups. Survival rates and prognostic factors differed according to age group. Treatment planning for breast cancer patients should be age-specific to promote better cancer care and survival.
Task-Enhancing Talk in Cooperative Learning
King, L.,Barry, K.,Maloney, C.,Tayler, C. Australian Studies Institute 1997 Journal of Australian studies Vol.4 No.1
This study has reported a description of student and teacher talk during small-group cooperative learning. The major focus has been on student task-enhancing talk since such talk is assumed to link with cognitive development. Clear patterns of student task-enhancing talk were discerned both during group work and during teacher-led whole class instruction. An analysis of teacher talk across lessons found that the teacher did engage in talk designed to promote student task-enhancing talk. By tracking parallel talk patterns of teachers and students, our evidence would suggest that teachers can influence the kind and quality of student talk, especially that associated with cognitive development and learning. Many questions arise from our study. How vital is the role of the teacher in promoting student task-enhancing talk? At which points during small-group cooperative learning lessons should teachers be involved? What kinds of teacher involvement are likely to be most beneficial before, during and after group work? In what wats and to what extent need teachers concern themselves with designing curriculum materials to capitalise on the small-group cooperative learning strategy? This brief sample of the range of possible questions focuses essentially on the teacher. We believe this is proper since beneficial and productive student learning will occur only when effective teachers fulfil critical and active roles during small-group cooperative learning lesson.