Relevant bibliographies by topics / Chongfu Primary School (Singapore)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Chongfu Primary School (Singapore)'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Chongfu Primary School (Singapore)"

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Lum, Chee-Hoo. "Musical behaviours of primary school children in Singapore." British Journal of Music Education 26, no. 1 (March 2009): 27–42. http://dx.doi.org/10.1017/s0265051708008255.

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In this ethnographic study, the musical behaviours of 28 primary school children in Singapore were examined for their meaning and diversity as they engaged in the school day. A large part of these children's musical behaviours stemmed from their exposure to the mass media. Children's musical inventions emerged in the context of play, occasionally using musical play as an aid to academic learning. Instances of rhythmic play were more prevalent compared with melodic utterances. The children tended to motivate and encourage each other in their daily activities through the use of rhythmic play while melodic utterances seemed more prominently tied to expression and communication.
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Charn, Tze Choong, and Paul Kan Hwei Mok. "Voice Problems Amongst Primary School Teachers in Singapore." Journal of Voice 26, no. 4 (July 2012): e141-e147. http://dx.doi.org/10.1016/j.jvoice.2011.05.004.

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Lancaster, Richard. "Chinese and English: primary school cultures in Singapore." South Pacific Journal of Teacher Education 19, no. 2 (January 1991): 95–102. http://dx.doi.org/10.1080/0311213910190201.

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Eric, Chan Chun Ming, Wanty Widjaja, and Ng Kit Ee Dawn. "Exemplifying a Model-Eliciting Task for Primary School Pupils." Southeast Asian Mathematics Education Journal 1, no. 1 (November 28, 2011): 65–74. http://dx.doi.org/10.46517/seamej.v1i1.11.

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Mathematical modelling is a field that is gaining prominence recently in mathematics education research and has generated interests in schools as well. In Singapore, modelling and applications are included as process components inrevised 2007 curriculum document (MOE, 2007) as keeping to reform efforts. InIndonesia, efforts to place stronger emphasis on connecting school mathematicswith real-world contexts and applications have started in Indonesian primary schools with the Pendidikan Realistik Matematik Indonesia (PMRI) movement a decade ago (Sembiring, Hoogland, Dolk, 2010). Amidst others, modelling activities are gradually introduced in Singapore and Indonesian schools to demonstrate the relevance of school mathematics with real-world problems. However, in order for it to find a place in the mathematics classroom, there is aneed for teacher-practitioners to know what mathematical modelling and what amodelling task is. This paper sets out to exemplify a model-eliciting task that has been designed and used in both a Singapore and Indonesian mathematicsclassroom. Mathematical modelling, the features of a model-eliciting task, and its potential and advice on implementation are discussed.
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Hairon, Salleh, Catherine Siew Kheng Chua, and Wei Leng Neo. "School-based curriculum development in Singapore: a case study of a primary school." Asia Pacific Journal of Education 38, no. 4 (October 2, 2018): 518–32. http://dx.doi.org/10.1080/02188791.2018.1530192.

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Dong, Ya Ru, and Guoying li. "Research On Word Frequency Of Primary School Chinese Language In Singapore." Han-Character and Classical written language Education 28 (May 30, 2012): 251–78. http://dx.doi.org/10.15670/hace.2012.28.1.251.

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Gu, Peter Yongqi, Guangwei Hu, and Lawrence Jun Zhang. "Investigating Language Learner Strategies among Lower Primary School Pupils in Singapore." Language and Education 19, no. 4 (July 15, 2005): 281–303. http://dx.doi.org/10.1080/09500780508668682.

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Hu, Chun, and Andrew Kheng Fah Soong. "Beyond Electronic Brochures: An analysis of Singapore primary school web sites." Educational Media International 44, no. 1 (March 2007): 33–42. http://dx.doi.org/10.1080/09523980600922761.

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Yongbing, Liu, and Zhao Shouhui. "Chinese Language Instruction in Singapore Primary School Classrooms: A Comparative Study." Pedagogies: An International Journal 3, no. 3 (June 13, 2008): 168–86. http://dx.doi.org/10.1080/15544800802026629.

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Loh, Tai Lee, and Chih-Min Shih. "The English Language Test of the Singapore Primary School Leaving Examination." Language Assessment Quarterly 13, no. 2 (April 2, 2016): 156–66. http://dx.doi.org/10.1080/15434303.2016.1165680.

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Dissertations / Theses on the topic "Chongfu Primary School (Singapore)"

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Chia, Sook May Ivy. "A study of the introduction of school self-evaluation into primary schools in Singapore and England." Thesis, University of Cambridge, 2008. https://www.repository.cam.ac.uk/handle/1810/283848.

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This study examines the incorporation of school self-examination into government-mandated school inspection systems in England and Singapore. Both countries have recently overhauled their inspection systems avowedly to expand choice for parents, ensure high standards and hold schools accountable in return for devolving power. In England, schools present a self-evaluation in their own choice of format as the core element of their submission to Office for Standards in Education (Ofsted) inspectors, whose job is then to interrogate schools’ findings. In Singapore, the Ministry of Education (MOE) obliges all schools to perform a standard Singapore Excellence Model (SEM) self-evaluation, which is validated by inspectors, while schools’ results on this measure are tied to a number of awards. Fieldwork was conducted between 2004 and 2007. Research aimed to determine what effect the inspectorates’ new arrangements for self-evaluation had on schools. Did teachers’ and managers’ experience on the ground match the expectations of policymakers? What difficulties did schools have with the arrangements, and particularly, did the shorter and less apparently confrontational mode of assessment remove some of the problems previously reported? The study’s method is to sample a broad range of six schools in each country through case studies, before submitting the qualitative data gathered through interviews and school documentation to thematic analysis. The study found the forms of self-evaluation practiced in schools under the new inspection mandates were barely, if at all, informed by the self-evaluation discourses in the literature, which stress reflexive learning, autonomy and teachers’ professionalism. Schools continued to ‘stage’ inspection results, construing their preparation for inspectors’ visits as separate from their ordinary educational activities. While, particularly in England, the new arm’s-length arrangements had aimed at improving regulators’ relations with schools, heads and staff continued to see inspection as a technology of control.
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Tan, Wei Xiong, and 陳煒雄. "A case study of primary school teachers' implementation of a new Chinese language curriculum designed by the Ministry ofEducation in Singapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44912961.

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Celeste, Yee Soo Chuen. "Perspectives of looked after children on school experience : a study conducted among primary school children in a children's home in Singapore." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/3170/.

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The study was conducted on the ground that the education of looked after children (specifically children in a Children's Home) is significant for their development, future success and social integration. While low attainment has been reported from research done in UK, the issue is largely neglected by researchers in Singapore. The aim of thisstudy is to provide a description of looked after children's perspectives on their experiences in the mainstream schools in Singapore. The study was a case study conducted in a residential home with about 40 Primary School children. The research comprises four phases of data collection. It began with a preliminary finding that looked into the demography of the children in the Home, especially their educational attainment. Next, structured interviews that explore children's perspectives concerning school, teachers, classmates, lesson time, homework, and aspiration were conducted with 21 informants. Documents that provide information about the Home's operation were also collected and examined for the understanding of the Home's environment and support for children's education. Finally, conclusions drawn from these data were used to formulate a questionnaire that involved all Primary School children in the Home. Results from the preliminary study had confirmed that the academic achievements ofchildren in the Home were skewed towards the lower end. While the Home had incorporated a number of measures to ensure its charges were adequately supported to meet school demands, school progress was not its main thrust and a personalized educational plan to address individual needs was not practiced. Eight issues arose from the findings of the interviews and questionnaire survey. Concerning school, their general feelings, dissatisfactions, teachers' roles, relations with classmates, school transfer and aspirations were discussed. Although the Home was not the focus of the study, children's perspectives concerning the people and its environment on educational support gave the background to their experiences in school. Ultimately, there remains a need for school and the Home to improve their facilitations to encourage school progress among looked after children. The findings suggest that information plays an important role in teachers' effectiveness and it could be acquired through training and the stipulation of regular review meetings with the Home staff. Besides collaborating with the teaching staff, the Home could consider looking into a personalized educational plan, revamp its educational support programme and physical environment, and allow children's participation in certain decision making.
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Ho, Chan Lin. "Fostering parental involvement in children’s mathematics homework in Singapore pre-primary education : an intervention using parental education and school-home communication." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2492/.

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The intent of this study was to compare two different types of parent involvement strategies: Parent Education Workshops and communication through newsletters and the impact they have on children’s math achievement and parent efficacy, parent encouragement and parent home involvement. Participating in the study were 259 children, 5 to 6 years old and their parents, who were assigned to three experimental and one control group. The study adopted a randomised pre-test, post test 2x2 factorial experimental design with control group. A self-developed criterion-referenced math assessment containing 58 test items was used to measure children's knowledge of basic math concepts. A self-administered parent survey to measure parent confidence, parent encouragement and home involvement adapted from Hoover-Dempsey's scales for measuring parent mechanisms of involvement was modified and used for this study. Both the math assessment and the parent survey were administered as a pre-test and post-test. Three parent training sessions modelled on the Berkeley Family Math programme were conducted over a period of 4 weeks for parents in the workshop and workshop*communication groups on how to help children with math at home. Parents who attended the workshops were provided with take home math kits designed to enable parents to use developmentally appropriate materials and activities to encourage their children's interest in math. The communication and workshop*communication groups received three issues of newsletters that contained information and ideas for parental involvement to help children learn math at home. The results of the study showed significant gains in children's math where both the workshop*communication conditions were present, in particular for children with lower pre-test math scores. No significant effects of the treatment on the three parental variables were found. Qualitative data collected from parents and teachers indicated that the parent education workshops had positive results and impact on parents' self efficacy.
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Toh, Yancy. "Sustaining the use of ICT for student-centred learning : a case study of technology leadership in a Singapore ICT-enriched primary school." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/27830.

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Policymakers who have invested in the use of ICT in education are often motivated by its promise to realise pedagogical innovations. However, the unrelenting gap between the promise and performance of ICT has continued to prompt further research into how the affordances of technology can be better harnessed in schools. This three-year qualitative case study hopes to shed light into this matter by looking at the: 1) ecological factors of how an ICT-enriched primary school in Singapore had been using technology to support the pedagogical reform for student-centred learning; 2) conditions that led to its sustained use of technology for this purpose. Complexity theory was employed as the analytical framework for the study. By examining the inter-connectedness of systemic influences governing the in-situ use of ICT in the exemplar school, educational leaders and policymakers can gain a holistic perspective of the factors that may promote or impede technology integration effort. Through the use of interviews, lesson and meeting observations as well as document analysis, the trajectory of the school’s ICT journey was mapped out. The development history surrounding the use of technology for teaching and learning provided a precursor to investigate how the school organisation as the unit of analysis had created favourable conditions leading to the sustainability of ICT-related innovations. Specifically, five themes had emerged: 1) continuous scanning of environment; 2) multi-pronged capacity building efforts; 3) mitigating systemic tensions amongst stakeholders; 4) shared accountability and 5) systematic pacing. Based on the findings to the study, a complexity-informed model for technology leadership, stakeholders’ dynamics and guidelines for policymaking were drawn up. The dissertation concludes with reflections on the use of complexity theory and recommendations for future research.
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CHEN, HUI-YING, and 陳慧瑩. "Studying Tour of Primary School Students to Singapore: Imaginations and Experiences of Taiwanese Parents." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/00950281831803186716.

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碩士
國立暨南國際大學
東南亞研究所
101
This is a qualitative research by using semi-structured interview, participant observation and in-depth interview as the ways of data collection. All the collected data are then rearranged, analysed, concluded and interpreted . And, the researcher contacted the study-tour agency located in Singapore and went there with the research participants. The main purposes of the research are to study and understand the imaginations and expectations of those participants before and after the study-tour, to study the changes and effects of those participants after the intercultural study-tour. The conclusions of this research show that the main motives of most of the participants are for English-learning, followed by understanding and enhancing their ability for cross-cultural contacts and to further extend their international perspective. With regard to the adapting problem in study-tour abroad, courses schedules are the biggest one for participants. With problems of living abroad, it depends on the differences of individual circumstances, conditions and backgrounds. Furthermore, the experiences of overseas study-tour can really enhance the participants’ interests in English-learning, promote their communication ability within cross-cultural contacts, and self cultural reflexion, changeone’s habits and also extend one’s international perspective. At length, based on the research conclusions, the researcher proposes some practical recommendations to the educational units for future references.
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鄭元壯. "A Case Study on Curriculum Decision-Making of the Chinese "School-Based Module" in Singapore Primary Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/5k64bm.

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碩士
國立臺灣師範大學
教育學系
100
In 2004, Singapore initiated its new review of the Chinese Language (CL) curriculum, which led to the adoption of a “modular approach” by the Primary CL curriculum. Under this approach, schools were granted curriculum space and autonomy to design their own Chinese “school-based module”. As this fell within the structure of the mainstream curriculum and that CL was a core subject at the national examinations, it was considered a milestone for Singapore’s education. The context within which a school administers its newfound autonomy, and how the latter translates the autonomy into actual curriculum practice and decision-making is of great research value. Using Xinya Primary School’s Chinese “school-based module” as a case study, the objectives of this research would therefore be to explore the composition and workings of the module’s curriculum development team, the nature and content of the team’s curriculum decisions, as well as their factors of influence. Methods of interview and document analysis were adopted in the collection of data. Interviewees included members of the module’s curriculum development team, made up of school teachers, a master teacher from the school cluster, curriculum planning officers from Singapore’s Ministry of Education, and a renowned drama specialist. The diverse background and attributes of these team members come together as they formulate curriculum decisions, which are further influenced by other factors, ultimately serving as evidence for analysis and fodder for discussion. The research concludes with the following findings: (1) Compositional nature and workings of the module’s curriculum development team: (a) Formation of the team was largely due to forces external to the school. (b) As the team was largely made up of professionals, there was much respect for their authority, hence a lack of support system within the school. (c) Team members had their own areas of specialization and exhibited relatively diverse perspectives. However, this diversity lay beneath a veil of mutual understanding, which divulged an inclination towards a centralized mode of thinking, rather than a school-based one. Much of this was due to the overarching curriculum framework. (2) Nature of curriculum decision-making: (a) It was geared towards the area of content, ideas and philosophy. (b) The main theme of curriculum decision-making issues was related to centralized and school-based stances. (c) Communication with school members could have been improved. (3) Influences on curriculum decision-making: (a) Characteristics of the curriculum development team were deemed substantive enough to be considered a relevant source of influence. (b) Different areas of influence were aligned to different areas of curriculum decisions. (c) Centralized and external thinking tended to dominate school-based thinking.
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Lee, Yi Hua, and 李怡樺. "National Identity and Multicultural Society: The Case of Civic and Moral Education (CME) for Primary School in Singapore." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/59193772369418659657.

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Liu, Ying-Tzu, and 劉映孜. "The Design, Development and Evaluation of a Digital Storytelling-integrated Moral Education Curriculum for Primary School Students in Singapore." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/57171321657706007237.

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碩士
國立交通大學
教育研究所
101
The purposes of this study include the design and development of a digital storytelling (DST) integrated Civics and Moral Education (CME) curriculum unit, anchoring on the core value of respect, for primary 5 students in Singapore; and the formative evaluation of the new curriculum to test its feasibility and effectiveness. Through DST, the study intends to put the simple and affordable technologies in the students’ hands to facilitate them in their moral development and concurrently equip them with the essential skills of the digital era. The researcher first presented an overview of the established morality theories and the approaches to moral education, and then reviewed the use of technology, particularly DST, in the education field. Smith and Ragan’s (2005) Analysis-Strategy-Evaluation instructional design model was adopted. The analysis phase involved the analysis of instructional goal, learner characteristics learning content and environment, via document analysis and interviews. The lack of the information and communication technology (ICT) and student-oriented CME instructional approaches justified the needs and highlighted the niche of the new curriculum. In the strategy phase, with Lambert’s (2010) DST steps and Lickona’s (1991, 1993, 2001) moral life framework, the instructional package was designed and developed, in which included lessons plans, presentation slides, samples and assessment forms. The new curriculum was formatively evaluated via design reviews, expert reviews, one-to-one evaluation and field trial. The design reviews showed that most of the identified inadequacies had been rectified, and the experts revealed that the curriculum had met the design standards of congruency, relevance, accuracy and feasibility. The students involved in the one-to-one review found the activities challenging yet interesting and beneficial. The revised curriculum was administered as a field test, to a class of twenty primary 5 students. From the student participants’ work, it was found that the learners were able to grasp the meaning of the value, take perspectives to make sound moral decisions, and seek self-improvement, achieving the moral cognitive and affective objectives. For the moral behaviour performance aspect, they consistently showed respectful behaviours to their group-mates. The post-curriculum feedback revealed that the amount of time for activities seemed insufficient, but the student participants found the overall learning experience enjoyable and effective in advancing their moral development and enhancing their ICT, social and critical thinking skills. Finally, according to the research results, the researcher identified the research limitations and provided recommendations for future researchers and educators to further explore the use of digital storytelling in moral education.
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Shih, Wen-Ching, and 施文晴. "Home Environment, Reading Motivation, and Reading Achievement of Primary School Students: Using PIRLS 2006 database of Hong Kong, Singapore, and Taiwan." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/43765489810323021168.

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碩士
國立暨南國際大學
國際文教與比較教育學系
101
The study uses PIRLS 2006 student and parent database to explore the relationship between home environment, reading motivation and reading achievement of three areas. Statistical methods such as descriptive statistics, correlation analysis, regression analysis, and path analysis were used. Major findings of this research include: (1) there is a significant positive correlation between home environment and reading motivation; (2) there is a significant positive correlation between home environment and reading achievement; (3) there is a significant positive correlation between reading motivation and reading achievement. Based on these findings, I also offer some suggestions for parents, educators, and future studies. First, I suggest parents to accompany children to read, to increase the frequency of reading activities at home, and to go to the library with children. Parents also can stimulate their children’s reading motivation by going to movies with them or reading stories to them. Second, for educators, I suggest them to raise the reading motivation of children, to deepen the reading articles, and to widen the reading contents. In addition, I suggest educators to extend the collection of books in school library. Finally, for future researchers, I propose them to investigate surveys of other areas, to explore other potential variables, and to recommend further findings by using both qualitative and quantitative methods.
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Books on the topic "Chongfu Primary School (Singapore)"

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Singapore, Chongfu Primary School. Chong fu xue xiao chuang xiao qi shi wu zhou nian ji nian te kan =: Chongfu Primary School 75th anniversary souvenir magazine. [Singapore: Chong fu xue xiao, 1991.

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Chong fu xue xiao chuang xiao ba shi zhou nian ji nian te kan. [Singapore: Chong fu xue xiao, 1996.

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Book chapters on the topic "Chongfu Primary School (Singapore)"

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Norris, Cathie, Elliot Soloway, and Chun Ming Tan. "Successfully Addressing the 11 Barriers to School Change: A Case Study from Nan Chiau Primary School, Singapore." In Future Learning in Primary Schools, 199–219. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-579-2_13.

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Goh, Hock Huan, Chunsheng Zhao, and Siew Hoon Kwek. "Mandarin Competence of Primary School Students in Singapore: A Preliminary Comparison Across Academic Level and Home Language Backgrounds." In Teaching Chinese Language in Singapore, 51–62. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8860-5_4.

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Lum, Chee-Hoo, and Tania Rahman. "Contextualizing Band Directing in a Singapore Primary School: Questioning Function and Significance." In Education Innovation Series, 143–58. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-55-9_14.

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Cheng, Lu Pien. "Developing Critical Reflection Through Audio and Video Technology for Some Singapore Primary School Mathematics Teachers." In Cases of Mathematics Professional Development in East Asian Countries, 39–60. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-405-4_4.

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Mokhtar, Intan Azura, Yun-Ke Chang, Shaheen Majid, Schubert Foo, Yin-Leng Theng, and Xue Zhang. "National Information Literacy Survey of Primary and Secondary School Students in Singapore - A Pilot Study." In Communications in Computer and Information Science, 485–91. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_65.

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Chian, Lim Mei. "Creative Dance Education in a Singapore Primary School." In Dance Education Around the World, 39–44. Routledge, 2015. http://dx.doi.org/10.4324/9781315813578-7.

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"Mathematical Preparation of Primary Mathematics Teachers in Singapore." In Reforms and Issues in School Mathematics in East Asia, 197–214. Brill | Sense, 2010. http://dx.doi.org/10.1163/9789460912283_013.

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"Language Teaching Methods in Singapore Primary Schools: An Historical Overview." In Primary School English-Language Education in Asia, 56–76. Routledge, 2013. http://dx.doi.org/10.4324/9780203101711-10.

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"15 Translation of language policy from pre-school to primary school in Singapore: Multiplayers at work." In Un(intended) Language Planning in a Globalising World: Multiple Levels of Players at Work, 267–89. De Gruyter Open Poland, 2018. http://dx.doi.org/10.1515/9783110518269-015.

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Yoong, WONG Khoon, Berinderjeet KAUR, KOAY Phong Lee, and JAMILAH Bte Hj Mohd Yusof. "My “Best” Mathematics Teacher: Perceptions of Primary School Pupils from Singapore and Brunei Darussalam." In Series on Mathematics Education, 512–24. WORLD SCIENTIFIC, 2009. http://dx.doi.org/10.1142/9789812833761_0024.

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Conference papers on the topic "Chongfu Primary School (Singapore)"

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Balasubramaniam, Asvini, Naomi Richardson, Karishma Tailor, Anmol Landa, Jonti Cole, and Rania Khan. "28 Assessing the effectiveness of nutrition-focussed workshops in supplementing primary school education." In RCPCH Conference Singapore. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/bmjpo-2021-rcpch.20.

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Thiagarajan, Jothimani, Josie Preston, Tanya Richardson, Kate Martin, and Kate Lamb. "200 An audit of the diagnostic assessment pathway for autism in primary school aged children in gloucestershire against national and international best practice." In RCPCH Conference Singapore. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/bmjpo-2021-rcpch.108.

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Sandford, Richard. "Teachers as game designers: Using a game in formal learning in a Singapore primary school." In 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820177.

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Shankar, Sunita, Muthu Kumar, Uma Natarajan, and John G. Hedberg. "A Profile of Digital Information Literacy Competencies of High School Students." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2878.

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Information literacy is the ability to access, evaluate, and apply information from a variety of sources in appropriate contexts to construct knowledge. In the current digital age, information literacy has inevitably been influenced extensively by developments in technology with the emergence of digital information literacy. The Internet has become a prominent source of digital information and students need to be competent and critical users of the information hosted by the Internet. This paper describes the baseline findings of the digital curricular literacy research project undertaken by the Centre for Research in Pedagogy and Practice in Singapore. Seven Secondary schools in Singapore participated in this preliminary study. Student participants were grouped together in pairs to be collaboratively engaged in Internet information seeking tasks. The student pairs were assigned History-based and Science-based tasks and their online movements were captured using a screen capture software, Snapzpro. The findings of this study have been analyzed and will be presented in this paper based upon Ellis’ information seeking behaviors model. Patterns and characteristics of students’ information seeking processes were investigated according to the different stages of Ellis’ model. Our findings revealed that the majority of Singapore students primarily focused on the following phases of Ellis’ model: starting, browsing, chaining, differentiating and extracting. We have observed two levels of starting, differentiating and extracting which we would like to term as primary and secondary in this study. No significant trends were observed in relation to the monitoring component in his model.
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