Methodological Study on the Evaluation of Face Mask Use Scale among Public Adult: Cross-Language and Psychometric Testing

Lam, Simon Ching,Chong, Andy Chun Yin,Chung, Jessie Yuk Seng,Lam, Ming Yee,Chan, Lai Man,Shum, Cho Yee,Wong, Eliza Yi Ni,Mok, Yat Man,Lam, Ming Tat,Chan, Man Man,Tong, Ka Ying,Chu, Oi Lee,Siu, Fong Ki 한국성인간호학회 2020 성인간호학회지 Vol.32 No.1

Purpose: This study aimed to establish the translation adequacy and examine the psychometric properties of FaceMask Use Scale (FMUS). Methods: This methodological study employed a cross-sectional design with repeatedmeasures. Phase 1 examined the equivalence and relevance of English and Chinese versions of FMUS. Phase2 examined the internal consistency, stability and construct validity. Different sample batches (213 universitystudents and 971 general public) were used appropriately for psychometric testing. The 2-phase data were collectedbetween January and April 2017. Results: In Phase 1, the semantic equivalence and relevance (item- and scale-levelcontent-validity-index=100%) was satisfactory. Furthermore, from 133 paired test-retest responses, the quadraticweighted kappa (.53~.73, p<.001) and Intraclass Correlation Coefficient (ICC=.81) between the English andChinese version of FMUS were satisfactory. In Phase 2, FMUS demonstrated satisfactory internal consistency(Cronbach’s ⍺=.80~.81; corrected item-total correlation coefficients=.46~.67) and two-week test-retest stability(ICC=.84). The known-groups method (t=3.08, p<.001), exploratory (71.10% of total variance in two-factor model)and confirmatory factory analysis (x2/df=4.02, Root Mean Square Residual=.03, Root Mean Square Error ofApproximation=.06, Goodness of Fit Index=.99, Comparative Fit Index=.99) were all satisfactory for establishingthe construct validity. Conclusion: The FMUS has an equivalence Chinese and English versions, satisfactoryreliability and validity for measuring the practice of face mask use. This poses clinical and research implications forthose community health nurses who works on respiratory protection. Further research should be conducted on the‘negligent practice’ of FMU.

鍛辭成章: 「閱讀促進學習」教學法中筆記摘錄與共同建構在香港非華 語初中課堂的實踐與成效

Loh Ka Yee Elizabeth,Shum Shui Kee Mark,Lai Kwok Chang,Leung Tit Hei Nixon,Lam Ka Chun 단국대학교 한문교육연구소 2019 International Han-character Education Research Vol.1 No.1

최근 홍콩에서 중국어를 모국어로 사용하지 않는 학생들을 합격시킨 주류 중등학교들이 급증하고 있다.(2016, 입법회). 이 학교는 이러한 학생의 학습 차이를 고려하여 다양한 대처를 필요로 하고 있다. 다양한 방식을 채택하여 학생들이 중국어 학습을 잘 마칠 수 있게 지원하여, 그들의 진학이 구직난을 해소하고 사회 상류로의 진출 기회가 될 수 있도록 해야 한다.(Leung et al 2017; Loh & Tam, 2016). (중국은) 중국어를 사용하지 않는 학생들에게 적합한 중국어 교육법을 제공하 는 것이 필요하다고 판단하고 있으며, 이는 해결해야 할 급선무 문제가 되었다.(shum, 2015). 본 연구는 이러한 홍콩의 상황에 집중하였다. 「阅读促进学习」(Rose&Martin, 2012) 교수법은 비 중국어 사용자 학생들의 비율이 비교적 높은 중등학교 한 곳을 선정하고, 제2외국어 교육 과정을 중국어로 하는 대외한어교육현장에서 제 2외국어 학습 기관(홍콩교육국, 2014) 및 국제 일반 중등학교 교육 증서(IGCSE)의 교육과정 개요를 참조하여, 본 교육과정(커리큘럼)을 수정 하였다. 협업과 회의를 통해 공동으로 수업을 준비하고 교육현장을 관찰하는데, 교사와 학생들이 모인 소그룹 인터뷰, 필기 및 수업 원본 분석 등의 방법을 진행하였다. 이를 통해 본 교수법이 학생들에게 설명문 종류의 글을 읽고 쓰는 능력을 향상시키고 학습 동기를 높일 수 있는지의 여부를 검토하였다. 교사는 학생들이 본문을 자세하게 읽도록 한 후, 그룹 협업을 통해 그 문장에 서 핵심 키워드를 발췌하여 노트에 기록하도록 학생들을 지도하는 방법(Note Making)을 시행하고, 이어서 학생들은 상호 간의 교류와 협력에 의해 문장 속에 등장한 핵심 단어들과 구 형식, 문장 형식을 활용하여, 협업을 통해 새로운 글을 창작하고, 마지막으로 학생들이 각자 개별적으로 작문을 수행하게 하였다. 본 연구를 통해, 상술한 단계가 학생들이 문장 형식에 따른 다양한 언어 능력의 차이를 이해하도록 돕는데 효과적이며, 서로 다른 글쓰기 활동에 활용할 수 있음을 발견했다. 원전 분석 및 소그룹 인터뷰 또한 위 교수법이 학생들의 중국어 학습 동기를 향상시키는 데 효과가 있음과 학생들의 학습에 대한 믿음이 증가한 것을 보여주었다. 본 연구는 阅读促进学习 교수법이 학생들의 읽기와 쓰기 능력을 개선하고, 각 교육 절차의 실천적 성과들이 모두 시사성이 있음을 검증하였다는데 그 의의가 있다. In Hong Kong, the number of secondary schools admitting Non-Chinese Speaking (NCS) students has increased tremendously in recent years (LegCo, 2016), in which most of them are mainstream schools. To cater the learning differences of NCS students, various supportin g programs have been employed to help NCS students to improve their Chinese so as to ease their difficulties in applying for universities and finding jobs (Loh & Tam, 2016), and hence enhancing upward social mobility (Leung et al, 2017). Thus developing suitable Chinese as a Second Language (CSL) pedagogies has caught much scholarly attention with pressing needs. Under such backdrop, the paper discusses the use of “Reading to Learn (R2L)” Pedagogy (Rose & Martin, 2012) to support the junior secondary CSL teaching and learning in a secondary school with high NCS density. The research team developed school-based teachin g and learning materials based on Chinese Language Curriculum Second Language Adapted Learning Framework (EDB, 2014) and International General Certificate of Secondary Educat ion (IGCSE) syllabus. Based on collaborative lesson preparation, class observation, teachers and students focus groups, close examination of students’work, the study aims at finding the effectiveness of R2L in enhancing students’ reading and writing abilities of explanatory essays, as well as their motivation. Through Detailed Reading, Note-making, Joint Rewriting and Joint Construction, with extensive scaffolding and teacher-student interaction, students are able to understand the register variables and transfer to individual writing of explanatory essays. Discourse analysis and focus group interviews also show that R2L can enhance the motivation of students and their confidence in learning Chinese. The study explores the potential of applying R2L pedagogy to enhance the reading and writing of explanatory essay s, as well as discerning the praxis and effectiveness of various teaching stages.

Washability and abrasion resistance of illuminative knitted e-textiles with POFs and silver-coated conductive yarns

Ngan Yi Kitty Lam,Jeanne Tan,Anne Toomey,Ka Chun Jimmy Cheuk 한국의류학회 2022 Fashion and Textiles Vol.9 No.1

For the integration of conductive yarns in e-textiles, knitting ofers structural versatility and malleability for wider product applications in the contexts of wearables and interiors. To enable mass adoption of conductive materials, it is imperative for users to be able to launder these materials as part of product maintenance. Interactive textiles knitted from polymeric optical fbres (POFs) and silver-coated conductive yarns are able to illuminate and change colours via integrated touch sensor systems. Current research only focuses on the washability and abrasion resistance of conductive yarns solely and not both POF and conductive yarn within the same fabric structure. This study is novel as it investigates the washability and abrasion resistance of POF and silver-coated conductive yarn integrated knitted textiles with diferent loop structures and the impact to their illuminative function. POFs were knitted within the same fabric structure by the inlay method using a 7-gauge industrial hand-operated fatbed knitting machine. This study examined how washing and abrasion afect POFs and silver-coated conductive yarn in fve diferent knit structures, and the illuminative function of the knitted textiles. Washing and abrasion afected the resistance of conductive yarns. Scratches and bent POFs were observed after 20 gentle washing cycles. However, washing had minimal impact on the illuminative function of the knitted e-textiles examined in this study. The experiments provide evidence that e-textiles knitted with POFs and conductive yarns in the same fabric structure withstand washing and abrasion and thus have the potential for mass market adoption in fashion and interior applications.

電子學習對香港小學生書寫漢字的影響

( Wai Yi Chou ),( Chun Man Sin ),( Wai Ip Lam ),( King Ping Chan ),( Ka Man Ma ) 한국한자한문교육학회 2014 漢字 漢文敎育 Vol.33 No.-

홍콩 교육당국은 90년대부터 적극적으로 정보통신기술을 이용한 학습을 추진 하였다. 그러나 전자학습이 소학교 학생들의 연필을 잡고 한자를 쓰는데 있어 어떤 영향을 미칠 것인가에 대해서는 여전히 많은 논쟁이 있다. 전자교재를 교육의 보조도구로 활용하는 방안은 이미 20년을 넘도록 추진되고 있으나, 오직 학자들만이 가끔씩 이 변화가 가져오는 이익과 손해에 대해서 관심을 가지고 있을 뿐이다. 본 연구는 두 개의 소학교에 있는 네 개 반의 5학년 학생 80명을 연구 대상으로 삼아, 녹화와 분석을 통해 학생들의 한자쓰기를 상하구조, 좌우구조, 전포위구조, 반포위구조 등으로 분류하고, 계량화하였다. 이 때 비교실험군(전자학습반)과 통제군(전통학습반)으로 나누고 학생들의 한자 쓰기 필순의 습관과 틀리게 쓰는 상황이 각기 다르게 나타는 상황과 한자 쓰기 퀴즈와 면담의 내용 까지도 실험 내용에 포함시켰다. 연구를 통해 우리는 대조군과 실험군에서 암묵적으로 사용하는 한자쓰기와 필순에 별다른 차이가 없음을 발견하였다. 하지만 실험조의 낮은 수준의 학생들은 암묵적 쓰기에 있어서 대조군의 낮은 수준의 학생에 비해 현격하게 낮은 결과를 나타내었다. 교사 심층 면담을 통해 전자학습이 학생들의 한자 쓰기에 부정적 영향을 미치고 있으며, 합리적인 하자교육의 운용과 평가, 학교 공부를 통해 이를 감소시키거나 없앨 수 있음을 알았다. 바대로 얘기하자면 보조적인 교수 학습 전략이 부족하다면 낮은 수준의 학생들은 한자를 학습하는데 부정적인 영향이 계속 될 가능성이 있으며, 학습에 부담을 증가시킬 수 있다는 것이다. 때문에 교사는 전자학습의 보조적인 전략을 운영할 때에도 많은 주의를 기울여야 한다. The Hong Kong Education Bureau has been actively promoting e-learning since the 90s. However, it is still debatable whether the use of electronic media for learning is of negative influence to primary students` handwriting for Chinese characters. Ever since the adoption of e-learning, few scholars have paid ample and close attention to the pros and cons derived from the change. This research is based on four classes of 80 primary five students in total as subjects, through video recording and analysis of the performance of students` handwriting specifically by approaches such as evaluation of top-bottom, left-right and whole-surrounded, semi-surrounded structure of Chinese characters. To measure and compare between the experimental group (learning Chinese characters through electronic materials) and the control group (learning Chinese characters through traditional materials), handwriting of Chinese characters including order of strokes and seriousness of characters mistakes, were studied to see the difference. The research data includes the interviews of the teachers and the results of the Chinese characters writing test. The findings of this research, generally speaking, is that the experimental group has no significant difference in dictation ability and stroke order compared to the control group. However, low-achieving students in the experimental group are found to have lower dictation abilities than that of the control group. The teachers interview show that if the strategies, assessments and assignments of the teaching of literacy are well coordinated, the negative effect of e-learning on writing Chinese characters may be diminished or even eliminated. On the contrary, the insufficiency of corresponding strategies and the subsequent workloads may cause negative effect of learning Chinese character for low-achieving students. Therefore, teachers have to be careful while using corresponding strategies for teaching Chinese characters.

Insights from a Prospective Follow-up of Thyroid Function and Autoimmunity among COVID-19 Survivors

David Tak Wai Lui,Chi-Ho Lee,Wing-Sun Chow,Alan Chun Hong Lee,Anthony Raymond Tam,Carol Ho Yi Fong,Chun Yiu Law,Eunice Ka Hong Leung,Kelvin Kai Wang To,Kathryn Choon Beng Tan,Yu-Cho Woo,Ching Wan Lam 대한내분비학회 2021 Endocrinology and metabolism Vol.36 No.3

Background: The occurrence of Graves’ disease and Hashimoto thyroiditis after coronavirus disease 2019 (COVID-19) raised concerns that severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) may trigger thyroid autoimmunity. We aimed to address the current uncertainties regarding incident thyroid dysfunction and autoimmunity among COVID-19 survivors. Methods: We included consecutive adult COVID-19 patients without known thyroid disorders, who were admitted to Queen Mary Hospital from July 21 to September 21, 2020 and had serum levels of thyroid-stimulating hormone, free thyroxine, free triiodothyronine (fT3), and anti-thyroid antibodies measured both on admission and at 3 months. Results: In total, 122 patients were included. Among 20 patients with abnormal thyroid function tests (TFTs) on admission (mostly low fT3), 15 recovered. Among 102 patients with initial normal TFTs, two had new-onset abnormalities that could represent different phases of thyroiditis. Among 104 patients whose anti-thyroid antibody titers were reassessed, we observed increases in anti-thyroid peroxidase (TPO) (P<0.001) and anti-thyroglobulin (P<0.001), but not anti-thyroid stimulating hormone receptor titers (P=0.486). Of 82 patients with negative anti-TPO findings at baseline, 16 had a significant interval increase in anti-TPO titer by >12 U, and four became anti-TPO-positive. Worse baseline clinical severity (P=0.018), elevated C-reactive protein during hospitalization (P=0.033), and higher baseline anti-TPO titer (P=0.005) were associated with a significant increase in anti-TPO titer. Conclusion: Most patients with thyroid dysfunction on admission recovered during convalescence. Abnormal TFTs suggestive of thyroiditis occurred during convalescence, but infrequently. Importantly, our novel observation of an increase in anti-thyroid antibody titers post-COVID-19 warrants further follow-up for incident thyroid dysfunction among COVID-19 survivors.