Context: Heterosexual transmission has been found to be the major route of HIV infection in Nigeria. Thus prevention of HIV infection by reducing risky behaviors has been identified as a public health priority. This study examines regional pattern and correlates of gender differences in HIV risk behaviors among Nigerian youths aged 15-24 years. As different geo-political regions have specific gender ideologies and practices, there is need to find out if gender differences in Nigeria regions drive HIV risk behaviors among youths. Method: Data from the 2003 Nigeria Demographic and Health Survey were analyzed for never married, sexually experienced 342 males and 630 females. Multiple sex partnerships and pattern of condom use were the HIV risk behaviors examined. Respondents were asked the number of sexual partners in the last 12 months while pattern of condom use is a composite variable of four items in the 2003 NDHS. Univariate, bivariate, and multivariate analyses were done using STATA 9.SE. Binary and multinomial logistic models were used for multivariate analyses. Results: The study shows that there is high level of risk behaviours in the population. This cuts across gender and regions. For instance, 54% of males and 69% of females engage in inconsistent condom use and 30% of males and 9% of females in multiple sex partnership. This pattern is consistent across the regions. It is also shown that while correlates of HIV risk behaviours vary by gender, its regional variation by gender is inconsistent. The study highlights inconsistent gender differentiation by regions. Further investigation is necessary to explain this observation.

Organisations exist. An organisation is not just a group of people, a workplace, a structure or system; it is a combination of these and many other aspects involved in its operation. In recent years, the nature and needs of organisations have changed dramatically, challenging them to rethinking how they organise themselves and accomplish their goals in a sustainable manner. This is an important, but not easy, task. The research presented in this thesis aims to contribute to organisational development theory and practice, in terms of how to articulate collective organisational values, and upon which to establish a sustainable workplace framework to govern and improve organisational performance. The research was undertaken in two phases. Phase 1 focused on researching organisational values, which is considered as a critical step towards the development of sustainable workplaces. A values and behaviours study was conducted in the UK offices of the sponsoring company. Schwartz's values survey instrument and values theory are, for the first time, applied extensively in an organisational context, as opposed to the comparative intercultural research conducted at the national/cultural level. The study used a structured, mixed methods approach which Involved virtually all employees, whose values profiles were collected and analysed through an organisation-wide survey. Follow-up workshops and post workshop activities with a company Values Group faCilitated the sharing of common values; they then helped staff representatives develop their own organisational values statements, independent of senior management, before a final stage of negotiation. Meanwhile, a set of core-values-related workplace behaviours and relevant mechanisms were identified and communicated across the whole organisation. The core organisational values are fundamental in governing the workplace behaviours, and the mechanisms represented desirable work practices. This values-based approach facilitated the identification of the grassroots demand for continuous improvement of workplace environmental, social and economic performances, hence formed a foundation for the development of sustainable workplaces. The findings from the first phase revealed the core values of the organisation, highlighted the importance of applying the principles of sustainable development to the workplace context, which prompted further research into the nature of a sustainable workplace (phase 2). Although there is an increasing interest in sustainable workplace development, as an emerging and fast developing area, the body of research is still fragmented and unbalanced. In order to establish a holistic and balanced approach to the development of sustainable workplaces, available guidance documents were systematically categorised, compared and synthesised within a clear framework, to facilitate easy understanding and practice. This revealed that, at present, emphasis tends to be placed on environmental impacts arising from workplace activities, and hence the promotion of environmental awareness among the workforce. Whilst this may be appropriate in itself, it is of concern that other key aspects of sustainable development (Le. social and economic aspects) have been overlooked to a significant extent. A sustainable workplace framework was therefore established which provides a balanced approach for governing all aspects of the workplace development. The data obtained from phase 1 not only highlighted the need for such a balanced approach, but also inform the identification and prioritisation of the indicators within the framework, which offer useful measures for organisational behaviours. Meanwhile, the framework can be used as a tool to facilitate the integration of values into workplace development. The research concludes that to develop an organisation in a sustainable manner, a set of collective organisational values must be articulated, which will serve as guiding principles of work place behaviours and practices, and therefore dictate workplace performance. The shaping of collective organisational values should be based on a clear understanding and communication of employees' personal values, and that Schwartz's circumplex model of human values and associated survey instrument are helpful neutral framing devices to initiate and structure such a debate. As all the elements of sustainability are rooted in values, the identification of the collective organisational values could be considered as a critical step towards the development of sustainable workplaces. Furthermore, the research highlighted that the sustainable workplace is a multidimensional concept which requires holistic thinking. The conceptual framework developed in this research joins together the key aspects/criteria of sustainable workplaces, with the aim to balance the workplace environmental, social and economic performances. By linking the organisational values and related key business issues to workplace sustainable development criteria, the development towards sustainable workplaces could consequently enhance organisational values, therefore improving organisational perfonnance as well as employees' quality of life at work.

This thesis shows how children’s learning is influenced and modified by the teaching environment. The metacognitive, self-regulatory learning behaviours of sixteen kindergarten students were examined in order to determine how students perceive learning, either by adopting deep approaches, where the focus is on understanding and meaning, or surface approaches, where the meeting of institutional demands frequently subjugate the former goals. The data have been analysed within a qualitative paradigm from a phenomenographic perspective. The study addresses three issues: the nature and frequency of the strategic learning behaviours displayed by the students; the contribution strategic behaviours make to the adoption of deep or surface learning approaches; and how metacognitive teaching environments influence higher-order thinking. Findings reveal that where teachers had metcognitive training, the frequency of strategy use increased irrespective of student performance. High achieving students used more strategic behaviours, used them with greater efficiency, and tended to display more of the characteristics of deep approach learners. This study suggests that many of the differential outcomes evident amongst students may be substantially reduced through early and consistent training within a teaching environment conductive to the development of metacognitive, self-regulatory behaviours and deep learning approaches / Doctor of Philosophy (PhD)

While emerging technologies such as interactive multimedia are increasingly being employed in computerised music instruction, understanding of participant music listening behaviours in interactive multimedia music instruction is currently very limited. With the aim of elucidating music listening behaviour, the central concern of this work is to identify and explain participant interactions with the audio components of interactive multimedia music instruction. The investigation employs a novel documentation procedure, which extends the application of digital audio recording technology, to provide a finely calibrated analysis of the audio activity of a sample of 20 undergraduate music education majors during individual sessions with two commercially-available interactive multimedia music instruction programs. Graphically-based Sound Activity Profiles, which the researcher developed specifically for the current investigation, characterise and summarise participant interactions with audio components, while an analysis of questionnaire responses and follow-up interview transcripts provides supplementary information that further explains participants' music listening behaviours. The results of the investigation show that music listening behaviours during the study sessions were highly variable. While extensive participant interaction with music examples occasionally reflected attentive music listening behaviours, many study sessions were characterised by brief, fragmentary music excerpts and lengthy periods of silence. Participants spent as little as five percent of their session time listening to music and as much as 88 percent of the session time in silence. A substantial number of the study cohort frequently interrupted the music examples they had activated. Participants' perceptions of the extent of their interaction with music examples were frequently inaccurate, as subjects often substantially overestimated the amount of session time they had spent listening to music. The study findings suggest that many interactive multimedia music instruction participants would benefit from interventions that elicit more extensive and prolonged interaction with music examples. Accordingly, recommendations include a call for research to develop and test software designs that incorporate automated monitoring of session audio activity so that dynamic on-screen information about music listening behaviour can be provided to interactive multimedia music instruction participants. Such information may encourage participants to modify inappropriate music listening behaviours.

A graduate level Flex Mode course “Introduction to Computers in Education” using online learning concept, which includes the discourse environment and the webinars, was investigated in the current study. Twenty one students enrolled in the course in fall 2010. Since the design of this course is new and in its experimental stage, this study explored how webinar participation predicts students’ behaviours and engagement in online learning, and the experiences and perspectives of students who take this course. Data retrieved from the course database show that webinar participation correlated significantly with the engagement construct (about reading and writing online). Results from the questionnaire suggest that students were satisfied with both the webinar and online discussion components of the course. Interview findings indicate that students credit the webinar with helping them feel more connected to their classmates. Implications for the design of online learning program will be discussed.

A graduate level Flex Mode course “Introduction to Computers in Education” using online learning concept, which includes the discourse environment and the webinars, was investigated in the current study. Twenty one students enrolled in the course in fall 2010. Since the design of this course is new and in its experimental stage, this study explored how webinar participation predicts students’ behaviours and engagement in online learning, and the experiences and perspectives of students who take this course. Data retrieved from the course database show that webinar participation correlated significantly with the engagement construct (about reading and writing online). Results from the questionnaire suggest that students were satisfied with both the webinar and online discussion components of the course. Interview findings indicate that students credit the webinar with helping them feel more connected to their classmates. Implications for the design of online learning program will be discussed.

This study addresses methodological critiques of ethnicity research in organisations by combining intersectionality and identity work frameworks. Additionally, it extends intersectionality beyond its traditional focus on multiple disadvantage and demonstrates contextual sensitivity to ethnicity. Taking an individual constructivist stance, I examined ethnicity and its intersection with gender and seniority through an identity work lens. The research question was: How do senior black, Asian and minority ethnic women and men make meaning of episodes that raise the salience of their intersecting identities at work? The study investigated how 24 senior black, Asian and minority ethnic (BME) women and men constructed an understanding of their multiple-identified selves in response to affirming, contradictory or ambiguous identity-heightening work experiences. Respondents kept journals about episodes that raised the salience of their intersecting identities. Then, in interviews, they described the sense they made of the episodes and their responses to them. Following a template-based analysis of 101 accounts, a typology emerged of Accommodating, Refuting, Reconciling, Affirming and Exploratory identity work modes, describing senior BME individuals’ identity construction in response to identity-heightening episodes. I introduce ‘intersectional identity work’ to illustrate how individual (e.g. cognitive effort to reconcile a paradox), relational (e.g. a sense of responsibility and affinity for subordinate minority colleagues) and contextual (e.g. visibility resulting from demographic distribution in one’s immediate environment) factors influence intersecting senior, ethnic and gender constructions at work. Integrating intersectional and identity work perspectives to examine ethnicity demonstrates the dynamic interplay of multiple identity dimensions during meaning-making, the range of modes adopted and the intensity of effort expended by senior BME women and men during personal meaning-making. This approach makes a methodological contribution to ethnicity and intersectionality research. It also makes an empirical contribution to UK ethnicity and identity work research through the suggestive model of identity work modes and rich insight into senior BME individuals’ experiences at the juxtaposition of disadvantage and privilege.

A grounded theory analysis was carried out with participants aged 18-25 from around New Zealand, particularly within the Christchurch vicinity, to develop an understanding of the behavioural responses by individuals when they are anonymously communicating online. It was found that detachment from an individual’s identity occurred, creating an impersonal and distant interaction free from the normal social constraints of the offline, real life environment. The study found that technological dehumanisation was evident, which proposes that individuals relinquish linkages to their persona as a means to subconsciously justify behaviours, which are contrary to the norms of society. Repercussions of this dehumanised interaction include reduced external power to manipulate and influence, and emphasises the importance of an individual’s internal power, such as self-efficacy, to control one’s persona such as likeability and expertise as a means to feel personal empowerment. This study helps further the understanding between anonymous behaviours and behavioural power dynamics by identifying a new dimension to the behavioural discrepancies seen online. It also creates a foundation for future works to develop further understanding of both the positive and negative repercussions of anonymous online behaviours, both in a social context and in the workplace.

An effective population health approach to cancer prevention for young adults requires an informed understanding of cancer-relevant factors for this distinct population. Such factors include the social context, modifiable health behaviours and intrapersonal factors which influence those behaviours. It is also necessary to understand how this population seeks out and uses health information. This descriptive study was carried out through an online questionnaire delivered to a sample of 484 university students in Nova Scotia aged 17 to 29. The study revealed that most students reported good health behaviours, students new to Nova Scotia reported better health behaviours, and while health was a priority, cancer was not. Students also described how intrapersonal factors and their broader social context influenced health behaviours. The results will advance a contemporary depiction of young adult health essential for developing tailored cancer prevention and health promotion strategies.

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