Fung, Kit Ching. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 134-144). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Some appendixes in Chinese.

徐匡謀. / 據稿本複印. / Thesis (M.A.) -- 香港中文大學硏究院敎育學部. / Ju gao ben fu yin. / Includes bibliographic references: leaves (167-172). / Xu Kuangmou. / Thesis (M.A.) -- Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 導言 / 問題說明 --- p.1 / 有關文獻 --- p.11 / 假設 --- p.26 / 定義 --- p.28 / Chapter 第二章 --- 研究方法 / 研究設計 --- p.35 / 研究對象 --- p.37 / 研究工具 --- p.43 / 資料收集 --- p.44 / 資料分析 --- p.48 / Chapter 第三章 --- 結果與討論 / 量化分析結果與討論 --- p.57 / 質化分析結果與討論 --- p.115 / Chapter 第四章 --- 摘要，結論及建議 / 摘要與結論 --- p.138 / 建議 --- p.157

Chan Wai-Lok. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves 46-58). / Abstracts in English and Chinese ; questionnaire also in Chinese. / Abstract --- p.i / 擇要 --- p.ii / Acknowledgement --- p.iii / Table of Contents --- p.iv / List of Tables --- p.vi / List of Figures --- p.vii / List of Appendices --- p.viii / Chapter Chapter 1: --- Introduction --- p.1 / Parenting Style --- p.1 / Effects of Parenting Style on Misbehavior --- p.3 / Effects of Parenting Style on Academic Performance --- p.4 / Paradox in Chinese --- p.5 / Summary on Parenting Style --- p.9 / Teaching Style --- p.10 / Effects of Teaching Style on Misbehavior --- p.12 / Effects of Teaching Style on Academic Performance --- p.13 / Teaching Style in Chinese --- p.14 / Summary on Teaching Style --- p.15 / Interaction Effects of Parenting and Teaching Styles --- p.15 / Parental Influences and Teacher Influences on Children and Adolescence --- p.17 / Summary --- p.18 / Chapter Chapter 2: --- Method --- p.20 / Participants --- p.20 / Measures --- p.20 / Parenting Style --- p.20 / Teaching Style --- p.21 / School Misbehavior --- p.22 / Academic Performance --- p.22 / Procedures --- p.23 / Chapter Chapter 3: --- Results --- p.24 / Time 1 Analysis --- p.24 / Means & Correlation --- p.24 / Hierarchical Regression Analysis --- p.25 / Across Time Analysis --- p.27 / Correlation --- p.27 / Direct Effect Analysis --- p.28 / Indirect Effect Analysis --- p.30 / Chapter Chapter 4: --- Discussion --- p.34 / References --- p.46

Lee Kit-ha. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 56-64). / Text in English; abstracts in English and Chinese. / Lee Kit-ha. / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vii / LIST OF FIGURES --- p.viii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.1.1 --- Role of Recess --- p.3 / Chapter 1.1.1.1 --- Pro-recess Arguments --- p.3 / Chapter 1.1.1.2 --- Anti-recess Arguments --- p.4 / Chapter 1.1.2 --- Under Utilization of the Recess --- p.5 / Chapter 1.1.3 --- The Recess in Hong Kong and Other Settings --- p.6 / Chapter 1.2 --- Purpose of the Study --- p.8 / Chapter 1.3 --- Theoretical Framework --- p.8 / Chapter 1.4 --- Operational Definition --- p.9 / Chapter 1.5 --- Significance of the Study --- p.10 / Chapter Chapter 2 --- Review of Literatures --- p.11 / Chapter 2.1 --- Values of Participating in Physical Activity --- p.11 / Chapter 2.1.1 --- Health Benefits --- p.11 / Chapter 2.1.2 --- Psychological Aspects --- p.12 / Chapter 2.1.3 --- Social-Intellectual Development --- p.14 / Chapter 2.2 --- School Environmental Variables that may Influence Children's Physical Activity --- p.14 / Chapter 2.2.1 --- Physical Environmental Influences --- p.15 / Chapter 2.2.2 --- Social Environmental Influences --- p.16 / Chapter 2.2.3 --- Observed Behaviors during Recess --- p.17 / Chapter 2.3 --- Time and Place for Physical Activity in School --- p.17 / Chapter 2.4 --- Physical Activity of Children in School --- p.18 / Chapter 2.5 --- Summary --- p.21 / Chapter Chapter 3 --- Methodology --- p.22 / Chapter 3.1 --- Participants --- p.22 / Chapter 3.2 --- Instrumentation --- p.23 / Chapter 3.2.1 --- "Measures of Physical Activity, Eating Behavior, and Related Environmental Events" --- p.23 / Chapter 3.2.1.1 --- Behaviors of Eating and Activity for Children's Health Evaluation System (BEACHES) --- p.23 / Chapter 3.2.1.2 --- Reliability and Validity of BEACHES --- p.27 / Chapter 3.2.1.3 --- "Observer Reliability (observer training , interobserver and intraobserver agreement scores)" --- p.27 / Chapter 3.2.2 --- Measures of Physical Environmental Variables --- p.28 / Chapter 3.2.2.1 --- Environmental Inventory --- p.28 / Chapter 3.2.3 --- Measures of Social Environmental Variables --- p.29 / Chapter 3.2.3.1 --- Situational Interview --- p.29 / Chapter 3.3 --- Observation Procedure --- p.29 / Chapter 3.4 --- Analysis of Data --- p.30 / Chapter CHAPTER 4 --- Results --- p.31 / Chapter 4.1 --- Results of BEACHES Variables --- p.32 / Chapter 4.1.1 --- Physical Activity Levels --- p.32 / Chapter 4.1.2 --- School Types Comparison --- p.34 / Chapter 4.1.3 --- Gender Comparison --- p.35 / Chapter 4.2 --- Relationship Between Physical Activity and Other Variables --- p.36 / Chapter 4.2.1 --- Physical Location and Physical Activity --- p.36 / Chapter 4.2.2 --- Prompts and Physical Activity --- p.37 / Chapter 4.2.3 --- Recess Duration and Physical Activity --- p.38 / Chapter 4.3 --- Relationship Between Ingestion Behavior and Social Interactors --- p.38 / Chapter 4.4 --- Situational Interviews with Teachers --- p.39 / Chapter CHAPTER 5 --- Discussion --- p.41 / Chapter 5.1 --- Physical Activity and Ingestion Behaviors of Children --- p.42 / Chapter 5.1.1 --- Physical Activity Behaviors --- p.42 / Chapter 5.1.2 --- Physical Activity Levels and Recess duration --- p.43 / Chapter 5.1.3 --- Ingestion Behaviors - --- p.43 / Chapter 5.2 --- Variables that Influence Physical Activity of Children --- p.44 / Chapter 5.2.1 --- Social Environmental Variables --- p.44 / Chapter 5.2.2 --- Gender Differences in Physical Activity --- p.46 / Chapter 5.2.3 --- Physical Environmental Variables --- p.47 / Chapter CHAPTER 6 --- Conclusion and Recommendations --- p.52 / Chapter 6.1 --- Conclusion --- p.52 / Chapter 6.2 --- Recommendation --- p.53 / References --- p.56 / Appendices --- p.65

Ma Man-yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 54-71). / Text in English; abstracts in English and Chinese. / Ma Man-yan. / Abstract --- p.i / Acknowledgements --- p.iii / List of Table --- p.vii / List of Figure --- p.viii / Chapter CHAPTER ONE --- Introduction --- p.1 / General introduction --- p.1 / Early participation in physical activity --- p.1 / The childhood years --- p.2 / Parental influence --- p.3 / Purpose of study --- p.4 / Theoretical framework --- p.5 / Operational definition --- p.6 / Delimitations --- p.7 / Limitations --- p.8 / Significance of the study --- p.9 / Chapter CHAPTER TWO --- Review of Literature --- p.11 / Physical activity and the public health --- p.11 / Sedentary life --- p.12 / Promoting active lifestyle --- p.12 / Parental influences in physical activity --- p.14 / The early childhood years --- p.15 / Overview of results --- p.16 / Beliefs --- p.18 / Parental beliefs and the influence on children --- p.19 / Achievement goal --- p.21 / The case in Hong Kong --- p.24 / Hong Kong children's lives --- p.24 / Parents in Hong Kong --- p.25 / Cultural values: The Confucian ethic --- p.26 / Instrumental society --- p.27 / Filial Piety --- p.29 / Definition of success --- p.31 / Summary --- p.32 / Chapter CHAPTER THREE --- Method --- p.34 / Participants --- p.34 / Instrumentation --- p.34 / Measures of children's physical activity levels --- p.34 / Measures of parental beliefs regarding their child's participation in physical activity --- p.35 / Goal orientations --- p.35 / Reasons for children's physical activity participation --- p.36 / Parents' exercise behavior --- p.36 / Family background information --- p.37 / Procedure --- p.37 / Statistical analysis --- p.38 / Chapter CHAPTER FOUR --- Results --- p.40 / Descriptive statistics --- p.40 / Gender and parental beliefs --- p.41 / The relationship between parents' and children's level of physical activity --- p.43 / Parents' self-reported level of physical activity --- p.43 / Physical activity participation with children --- p.43 / Family characteristics --- p.44 / Chapter CHAPTER FIVE --- Discussion --- p.45 / Limitations --- p.52 / Conclusion --- p.53 / References --- p.54 / Appendix A --- p.72 / Appendix B --- p.73 / Appendix C --- p.74 / Appendix D --- p.75 / Appendix E --- p.76 / Appendix F --- p.77 / Appendix G --- p.83

Lau Tsz Chung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 57-66). / Text in English; abstracts in English and Chinese. / Lau Tsz Chung. / Acknowledgement --- p.i / Abstract --- p.ii / Table of contents --- p.v / List of Figures --- p.viii / List of Tables --- p.x / Introduction --- p.1 / Background --- p.1 / Statement of Problem --- p.3 / Research Question --- p.4 / Significance of the Study --- p.4 / Theoretical Contribution --- p.4 / Practical Contribution --- p.5 / Review of Literature --- p.7 / Load carrying on Level Ground --- p.7 / Research Method Involved --- p.8 / Modified Gait Pattern During Load Carriage --- p.9 / Trunk Posture --- p.10 / Low Back Pain --- p.11 / Posture and Back Pain --- p.12 / Load Carrying Studies in Children --- p.14 / Stair Walking --- p.15 / Compared with Level Walking --- p.15 / Temporal Characteristics --- p.17 / Kinematics Measurement --- p.18 / Stair Dimensions --- p.19 / Stair Walking with Load Carriage --- p.21 / Physiological Studies --- p.21 / Biomechanical Studies --- p.21 / Methodology --- p.24 / Design --- p.24 / Subject --- p.24 / Instrumentation --- p.25 / Motion Analysis System --- p.25 / School Bag --- p.25 / Experimental Set-up --- p.25 / Procedure --- p.26 / Term Definition --- p.27 / Data Analysis --- p.27 / Results --- p.29 / Ascending Stair --- p.29 / Posture --- p.29 / Effect on Load Weight --- p.29 / Effect on Load Carrying Method --- p.30 / Velocity --- p.30 / Parameters of Lower Extremities --- p.30 / Descending Stair --- p.31 / Posture --- p.31 / Effect on Load Weight --- p.31 / Effect on Load Carrying Method --- p.31 / Velocity --- p.32 / Parameters of Lower Extremities --- p.32 / Trend --- p.32 / Summary --- p.33 / Discussion --- p.35 / Ascending Stair --- p.35 / Posture --- p.35 / Different Load Weights --- p.35 / Different Carrying Methods --- p.39 / Velocity --- p.40 / Descending Stair --- p.42 / Posture --- p.42 / Velocity --- p.46 / Parameters of Lower Extremities --- p.47 / Trend --- p.48 / Back Pain --- p.49 / Recommended Carrying Load Method and Weight for Children --- p.50 / Limitations of the Study --- p.52 / Further Study --- p.53 / Conclusion --- p.56 / References --- p.57 / Appendix --- p.67 / Appendix A - The experimental Set-up --- p.67 / Appendix B - Subject Consent Form --- p.68 / Appendix C - Figures and Tables --- p.71

Lam Wai-man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 199-208). / Abstracts in English and Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.iii / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- RATIONALE OF THE PRESENT STUDY --- p.1 / Chapter 1.2 --- THE BACKGROUND OF THE PRESENT STUDY --- p.5 / Chapter 1.2.1 --- What is “Language Awareness´ح？ --- p.5 / Chapter 1.2.2 --- What is “LA-oriented Teaching´ح？ --- p.6 / Chapter 1.3 --- ORGANIZATION OF THE THESIS --- p.7 / Chapter CHAPTER TWO --- REVIEW OF LITERATURE --- p.10 / Chapter 2.1 --- THEORIES OF LANGUAGE AWARENESS (LA) --- p.11 / Chapter 2.1.1 --- Seminal Statements on Language Awareness --- p.12 / Chapter 2.1.1.1 --- "Hawkins' “ Awareness of Language """ --- p.12 / Chapter 2.1.1.2 --- Report on Language Awareness by the NCLE --- p.13 / Chapter 2.1.2 --- Two Broad Senses of LA --- p.14 / Chapter 2.1.2.1 --- The Psychological Sense of LA --- p.14 / Chapter 2.1.2.2 --- The Educational Sense of LA --- p.15 / Chapter 2.1.3 --- Contemporary Views of LA in the Educational Context --- p.16 / Chapter 2.1.3.1 --- LA as a Developmental Quality --- p.16 / Chapter 2.1.3.2 --- LA as a Curricular Component and a Language Education --- p.17 / Chapter 2.1.3.3 --- LA as a Methodology --- p.19 / Chapter 2.1.3.4 --- LA as a Critical Inquiry into the Socio-cultural Domain --- p.22 / Chapter 2.1.4 --- The Five Domains of Language Awareness --- p.23 / Chapter 2.1.5 --- """Language Awareness “ Revisited “" --- p.25 / Chapter 2.1.6 --- LA-related Language Learning and Teaching Theories --- p.25 / Chapter 2.1.6.1 --- """Task-based Learning “ Theory" --- p.25 / Chapter 2.1.6.2 --- """Language Experience “ Approach" --- p.29 / Chapter 2.1.6.3 --- """Learner-centred"" Approach" --- p.29 / Chapter 2.1.6.4 --- """Whole-language "" Education" --- p.30 / Chapter 2.2 --- PRACTICES OF LANGUAGE AWARENESS --- p.32 / Chapter 2.2.1 --- "“Incidental"" LA" --- p.32 / Chapter 2.2.2 --- """ Planned ´ح LA as Curricular Components" --- p.33 / Chapter 2.2.2.1 --- LA/KAL as a Curriculum Dimension --- p.34 / Chapter 2.2.2.2 --- LA/KAL as a Language Education --- p.34 / Chapter 2.2.3 --- """Planned"" LA Implemented as School Programmes" --- p.35 / Chapter 2.3 --- DEFINING CHARACTERISTICS OF LA-ORIENTED TEACHING --- p.41 / Chapter 2.3.1 --- Learner-centred LA Activities --- p.41 / Chapter 2.3.2 --- The Categories of LA --- p.42 / Chapter 2.3.3 --- Learner-centred Teaching Approach --- p.44 / Chapter 2.3.4 --- Enhancing LA through Teaching: A Conceptual Model --- p.45 / Chapter 2.4 --- INADEQUACIES OF THE LA THEORIES AND PRACTICES --- p.47 / Chapter 2.4.1 --- Relation between Enhanced LA and Language Performance --- p.47 / Chapter 2.4.2 --- Delineation of LA Effects and Establishment of Instruments for Measuring LA Effects --- p.49 / Chapter 2.5 --- ASPECTS OF FOREIGN LANGUAGE LEARNING AND DEVELOPMENT --- p.50 / Chapter 2.5.1 --- Learning of Foreign Language Vocabulary --- p.51 / Chapter 2.5.1.1 --- The Mental Lexicon and Networks of Word Associations --- p.51 / Chapter 2.5.1.2 --- Factors Affecting Second /Foreign Language Vocabulary Acquisition --- p.52 / Chapter 2.5.2 --- Development of Writing Ability --- p.56 / Chapter 2.5.2.1 --- Theories on Development of Foreign Language Writing Ability --- p.56 / Chapter 2.5.2.2 --- Approaches to Evaluating Writings --- p.57 / Chapter 2.5.3 --- Learning of a Second Foreign Language / Third Language --- p.58 / Chapter 2.5.3.1 --- Cross-linguistic Influence and Transfer --- p.59 / Chapter 2.5.3.2 --- Language Distance and Other Factors Affecting Cross-linguistic Influence --- p.60 / Chapter 2.6 --- RESEARCH QUESTIONS AND HYPOTHESES --- p.63 / Chapter 2.7 --- SUMMARY OF CHAPTER TWO --- p.67 / Chapter CHAPTER THREE --- DESIGN OF THE STUDY --- p.69 / Chapter 3.1 --- THE LA STUDIES --- p.70 / Chapter 3.2 --- LA PILOT SCHEME (THE PILOT) --- p.71 / Chapter 3.2.1 --- Aims --- p.71 / Chapter 3.2.2 --- Subjects --- p.71 / Chapter 3.2.3 --- Administration and Course Contents --- p.72 / Chapter 3.2.4 --- Method of Evaluating the Pilot LA Effect --- p.72 / Chapter 3.2.5 --- The Pilot Results --- p.74 / Chapter 3.2.6 --- Conclusions and Implications for the Pilot --- p.77 / Chapter 3.3 --- THE MAIN LA TEACHING PROGRAMME (THE PROGRAMME) --- p.78 / Chapter 3.3.1 --- Subjects --- p.78 / Chapter 3.3.2 --- The Control Group --- p.79 / Chapter 3.3.3 --- Teaching Themes --- p.80 / Chapter 3.3.4 --- The LA Teachers and Medium of Instruction --- p.82 / Chapter 3.3.5 --- LA Time Frame and Duration --- p.82 / Chapter 3.3.6 --- LA Syllabus and Lesson Design --- p.83 / Chapter 3.3.7 --- LA Tasks and Learning Activities in the Study --- p.84 / Chapter 3.3.8 --- Course Materials in the Study --- p.90 / Chapter 3.4 --- CONSTRUCTION OF TESTING INSTRUMENTS --- p.91 / Chapter 3.4.1 --- An Overview of the Procedure --- p.91 / Chapter 3.4.2 --- Measuring the Subjects' Foreign Language Proficiency --- p.93 / Chapter 3.4.2.1 --- Pre-test and Post-test of Vocabulary Acquisition --- p.93 / Chapter 3.4.2.2 --- Evaluation of Writings --- p.95 / Chapter 3.4.2.3 --- JFL Proficiency Assessments --- p.101 / Chapter 3.4.3 --- Measuring the Subjects' Attitude towards LA-oriented Teaching and Language Learning --- p.105 / Chapter 3.4.3.1 --- Course Satisfaction Questionnaire --- p.105 / Chapter 3.4.3.2 --- Learner's Course Review --- p.106 / Chapter 3.4.3.3 --- JFL Pre-course and Post-course Questionnaires --- p.107 / Chapter 3.4.3.4 --- JFL Learner's journal --- p.108 / Chapter 3.4.3.5 --- Archival data /Learners' Work --- p.109 / Chapter 3.4.4 --- Recording LA-oriented Language Behaviour (LALB) --- p.110 / Chapter 3.5 --- THE EXPERIMENTAL PROCEDURE --- p.111 / Chapter 3.5.1 --- Overview of the Procedure for the EFL Modules --- p.111 / Chapter 3.5.2 --- Overview of the Procedure for the JFL Module --- p.111 / Chapter 3.6 --- SUMMARY OF METHODS OF DATA ANALYSIS --- p.112 / Chapter 3.6.1 --- Pre-test and Post-test of Vocabulary Acquisition --- p.112 / Chapter 3.6.2 --- Evaluation of the Writings --- p.115 / Chapter 3.6.3 --- JFL Proficiency Assessments --- p.115 / Chapter 3.6.4 --- Course Satisfaction Questionnaire --- p.116 / Chapter 3.6.5 --- Learner's Course Review --- p.116 / Chapter 3.6.6 --- JFL Pre-course and Post-course Questionnaire --- p.116 / Chapter 3.6.7 --- JFL Learner's Journal --- p.117 / Chapter 3.7 --- SUMMARY OF CHAPTER THREE --- p.117 / Chapter CHAPTER FOUR --- RESEARCH FINDINGS --- p.119 / Chapter 4.1 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ةEFL AND JFL PROFICIENCY --- p.120 / Chapter 4.1.1 --- Acquisition of English Vocabulary --- p.120 / Chapter 4.1.2 --- Development of English Writing Ability --- p.123 / Chapter 4.1.3 --- Acquisition of Elementary Japanese --- p.127 / Chapter 4.2 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS' ATTITUDES TOWARDS LANGUAGE TEACHING AND LEARNING --- p.130 / Chapter 4.2.1 --- The Subjects' Attitudes towards LA-oriented Teaching and EFL Learning --- p.130 / Chapter 4.2.1.1 --- The Subjects' Level of Satisfaction with the LA-oriented EFL Modules --- p.131 / Chapter 4.2.1.2 --- The Subjects' Evaluation of the EFL Modules and Their Own Learning --- p.132 / Chapter 4.2.2 --- The Subjects ´ة Attitudes towards JFL Learning --- p.134 / Chapter 4.2.2.1 --- The Subjects' Perceptions and Expectations for JFL Learning --- p.134 / Chapter 4.2.2.2 --- The Subjects' Evaluation of their JFL learning --- p.136 / Chapter 4.2.2.3 --- The Subjects' Evaluation of the JFL Module --- p.138 / Chapter 4.3 --- SUMMARY OF CHAPTER FOUR --- p.142 / Chapter CHAPTER FIVE --- DISCUSSIONS OF RESEARCH FINDINGS --- p.144 / Chapter 5.1 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ة EFL PROFICIENCY --- p.146 / Chapter 5.1.1 --- Acquisition of English vocabulary --- p.146 / Chapter 5.1.1.1 --- Theme Effects --- p.146 / Chapter 5.1.1.2 --- Task Effects --- p.150 / Chapter 5.1.1.3 --- Provision of Authentic Experience --- p.151 / Chapter 5.1.1.4 --- Other Interesting Findings --- p.152 / Chapter 5.1.2 --- Development of English Writing Ability --- p.154 / Chapter 5.1.2.1 --- Conditions Fostering Development of English Writing Ability --- p.154 / Chapter 5.1.2.2 --- Factors Inhibiting Development of Writing Ability --- p.156 / Chapter 5.2 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS ´ة JFL PROFICIENCY --- p.158 / Chapter 5.2.1 --- Japanese Speaking Ability --- p.158 / Chapter 5.2.2 --- Japanese Listening Ability --- p.160 / Chapter 5.2.3 --- Japanese Reading / Word Recognition Ability --- p.161 / Chapter 5.2.4 --- LA-oriented Language Behaviour --- p.163 / Chapter 5.3 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS´ة ATTITUDES TOWARDS EFL LEARNING --- p.166 / Chapter 5.3.1 --- Challenging Tasks and Activities --- p.167 / Chapter 5.3.2 --- Enjoyable Authentic Learning Experience --- p.168 / Chapter 5.3.3 --- Strong Sense of Ownership --- p.169 / Chapter 5.3.4 --- Supportive Language Learning Environment --- p.169 / Chapter 5.4 --- EFFECTS OF LA-ORIENTED TEACHING ON SUBJECTS ´ة ATTITUDES TOWARDS JFL LEARNING --- p.170 / Chapter 5.4.1 --- Strong Inclination for Japan --- p.171 / Chapter 5.4.2 --- Unique Language Learning Experience --- p.171 / Chapter 5.4.3 --- Strong Affection for the Japanese Teacher --- p.172 / Chapter 5.4.4 --- Authenticity in the Japanese Teacher's Look and Manners --- p.172 / Chapter 5.4.5 --- Learner-oriented Activities --- p.173 / Chapter 5.5 --- FEASIBILITY OF LA WORK IN THE EFL CLASSROOM IN PRIMARY SCHOOLS IN HONG KONG --- p.173 / Chapter 5.6 --- FEASIBILITY OF TEACHING A SECOND FOREIGN LANGUAGE IN PRIMARY SCHOOLS IN HONG KONG --- p.176 / Chapter 5.7 --- SUMMARY OF CHAPTER FIVE --- p.179 / Chapter CHAPTER SIX --- CONCLUSION --- p.181 / Chapter 6.1 --- LIMITATIONS OF THE STUDY --- p.181 / Chapter 6.2 --- IMPLICATIONS --- p.184 / Chapter 6.2.1 --- Implications for the FL Classroom --- p.184 / Chapter 6.2.2 --- Implications for the FL Curriculum Design --- p.191 / Chapter 6.3 --- RECOMMENDATIONS FOR FUTURE RESEARCH --- p.195 / Chapter 6.4 --- SUMMARY OF CHAPTER SIX --- p.198 / REFERENCES --- p.199 / APPENDICES / Appendix A1: Course Outline of LA Pilot Scheme --- p.209 / Appendix A2: List of Activity Sheets for LA Pilot Scheme --- p.210 / Appendix A3: Samples of Pupils' Work in LA Pilot Scheme --- p.211 / Appendix B1: Course Outline of Module One1 --- p.213 / Appendix B2: Course Outline of Module Two2 --- p.216 / Appendix B3: Course Outline of Module Three3 --- p.220 / Appendix C1: Scheme of Work of Module One --- p.223 / Appendix C2: Scheme of Work of Module Two --- p.227 / Appendix C3: Scheme of Work of Module Three --- p.231 / Appendix D1: A Lesson Plan of Module One --- p.236 / Appendix D2: A Lesson Plan of Module Two --- p.240 / Appendix D3: A Lesson Plan of Module Three --- p.244 / Appendix E: Sample of Coursebook Materials --- p.247 / Appendix F1: List of Activity Sheets for Module One --- p.250 / Appendix F2: List of Activity Sheets for Module Two --- p.251 / Appendix F3: List of Activity Sheets for Module Three --- p.252 / Appendix G1: Sample of AS4 for Module One: My Favourite Bread --- p.253 / Appendix G2 (A): Sample of AS for Module Two: The New Year --- p.254 / Appendix G2 (B): Sample of AS for Module Two: The New Year --- p.255 / Appendix G2 (C): Sample of AS for Module Two: Favourite Food --- p.256 / Appendix G3 (A): Sample of AS for Module Three: My favorite playground game --- p.257 / Appendix G3 (B1): Sample of AS for Module Three: Let's Play playground games --- p.258 / Appendix G3 (B2): Sample of Completed AS: Let's play playground games --- p.259 / Appendix G3 (C1): Sample of AS for Module Three: What are instructions like? --- p.260 / Appendix G3 (C2): Sample of Completed AS: What are instructions like? --- p.261 / Appendix H1 (A1): Pre-test on Vocabulary Acquisition for Module One --- p.262 / Appendix H1 (A2): Post-test on Vocabulary Acquisition for Module One --- p.263 / Appendix H2 (A1): Pre-test on Vocabulary Acquisition for Module Three --- p.264 / Appendix H2 (A2): Post-test on Vocabulary Acquisition for Module Three --- p.265 / Appendix I1 (A1): Writing AS for Module One: Writing instructions for baking bread (1) --- p.266 / Appendix I1 (A2): Writing AS for Module One: Writing instructions for baking bread (2) --- p.267 / Appendix I1 (B1): Sample of Completed AS: Writing instructions for baking bread (1) --- p.268 / Appendix I1 (B2): Sample of Completed AS: Writing instructions for baking bread (2) --- p.269 / Appendix I2 (A1): Writing AS for Module Three: My favourite playground game --- p.270 / Appendix I2 (A2): Writing AS for Module Three: Talking about playing playground games --- p.271 / Appendix I2 (B1): Sample of Completed AS: My favourite playground games --- p.272 / Appendix I2 (B2): Sample of Completed AS: Talking about playing playground games --- p.273 / Appendix I2 (C1): Writing AS for Module Three: Let's create our playground games --- p.274 / Appendix I2 (C2): Sample of Pupils' Instructions for Created Playground Games --- p.275 / Appendix J1 (A): JFL Oral Assessment --- p.278 / Appendix J1 (B): JFL Oral Assessment: Marking Scheme --- p.279 / Appendix J2 (A): JFL Listening Assessment --- p.280 / Appendix J2 (B): JFL Listening Assessment: Script --- p.281 / Appendix J3: JFL Reading and Writing Assessment --- p.282 / Appendix K1: Course Satisfaction Questionnaire for the EFL Modules --- p.284 / Appendix K2: Learner's Course Review for the EFL Modules --- p.286 / Appendix L1: JFL Pre-course Questionnaire --- p.288 / Appendix L2: JFL Post-course Questionnaire --- p.290 / Appendix Ml: The JFL Learner's Journal --- p.292 / Appendix M2: Samples of Completed JFL Learner's Journal --- p.293 / Appendix N1: Samples of Pupils' Work for the JFL Module: Calligraphy --- p.294 / Appendix N2: Samples of Pupils' Work for the JFL Module: New Year Card --- p.295 / Appendix N3: Samples of Pupils' Work for the JFL Module: My Favourite Food --- p.296 / Appendix O1: Categorization of Words and Expressions of Module One --- p.297 / Appendix O2: Categorization of Words and Expressions of Module Three --- p.298 / Appendix P1: Mean Numbers of Words and Expressions in Pre-test and Post-test of Module One --- p.300 / Appendix P2: Mean Numbers of Words and Expressions in Pre-test and Post-test of Module Three --- p.301 / Appendix Q1: Paired Samples T-tests on Subjects' Performance in Pre-test Post-test of Module One --- p.302 / Appendix Q2: Paired Samples T-tests on Subjects' Performance in Pre-test Post-test of Module Three --- p.302 / Appendix R1 (A1): Raw Scores of Recipes - First Draft --- p.303 / Appendix R1 (A2): Raw Scores of Recipes 一 Second Draft --- p.304 / Appendix R2 (A1): Raw Scores of First Games Descriptions --- p.305 / Appendix R2 (A2): Raw Scores of Second Games Descriptions --- p.306 / Appendix R3 (A1): Raw Scores of Games Instructions ´ؤ First Draft --- p.307 / Appendix R3 (A2): Raw Scores of Games Instructions - Second Draft --- p.308 / Appendix S: Subjects' Performance in JFL Proficiency Assessments --- p.309 / KEY / Chapter 1. --- """Module One"" refers to Theme One ""Baking Bread and Making Sandwiches""" / Chapter 2. --- """Module Two"" refers to Theme Two ""Foreign Language Taster: Japanese as a foreign language""" / Chapter 3. --- """Module Three"" refers to Theme Three ""Playground Games""" / Chapter 4. --- """AS"" refers to Activity Sheet"

Yung Chung Ming Edmund. / Thesis submitted in: September 2005. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 44-54). / Abstracts in English and Chinese. / Title Page / Contents / Abstract / 摘要 / List of Figures and tables / Abbreviations / Text / References / Chapter Chapter 1: --- General Introduction / Chapter 1.1 --- An overview to the study of CTLA-4 gene in childhood Graves' disease (GD) / Chapter 1.1.1 --- "Graves' disease 226}0ؤ features, incidence, aetiology and pathogenesis page" / Chapter 1.1.1.1 --- GD features 226}0ؤ from clinical to laboratory --- p.1 / Chapter 1.1.1.2 --- GD incidence - from adult to children --- p.2 / Chapter 1.1.1.3 --- GD aetiology - from environment to genes --- p.3 / Chapter 1.1.1.4 --- GD pathogenesis - from auto-antigen to autoantibody --- p.4 / Chapter 1.1.2 --- CTLA-4 gene study in Graves' disease --- p.5 / Chapter 1.1.3 --- Conclusion --- p.6 / Chapter 1.2 --- "Objectives, hypothesis and planning of the study" --- p.7 / Chapter 1.2.1 --- Objectives --- p.7 / Chapter 1.2.2 --- Hypothesis --- p.7 / Chapter 1.2.3 --- Planning --- p.7 / Chapter Chapter 2: --- Literature Review --- p.8 / Chapter 2.1 --- The CD28 / CTLA-4: B7 co-stimulatory pathway and Graves' disease --- p.8 / Chapter 2.1.1 --- Overview of co-stimulation and T cell activation --- p.8 / Chapter 2.1.2 --- Overview of the CD28 gene --- p.9 / Chapter 2.1.3 --- Overview of the CTLA-4 gene --- p.10 / Chapter 2.1.4 --- Co-stimulation and Graves' disease --- p.13 / Chapter 2.2 --- The study of CTLA-4 gene polymorphism in Graves' disease --- p.14 / Chapter Chapter 3: --- Methodology --- p.16 / Chapter 3.1 --- Recruitment of subjects --- p.16 / Chapter 3.1.1 --- Recruitment of cases --- p.16 / Chapter 3.1.2 --- Recruitment of controls --- p.16 / Chapter 3.1.3 --- Ethical approval --- p.17 / Chapter 3.2 --- Peripheral blood collection and genomic DNA preparation --- p.17 / Chapter 3.2.1 --- Peripheral blood collection --- p.17 / Chapter 3.2.2 --- White blood cell harvesting --- p.17 / Chapter 3.2.3 --- White blood cell digestion --- p.17 / Chapter 3.2.4 --- DNA extraction --- p.17 / Chapter 3.3 --- Polymerase Chain Reaction (PCR) amplification of CTLA-4 gene exon one --- p.18 / Chapter 3 .4 --- PCR-Restriction Fragment Length Polymorphism (PCR-RFLP) analysis of CTLA-4 gene codon 17 A/G dimorphism --- p.19 / Chapter 3.5 --- PCR-Single Strand Conformational Polymorphism (PCR-SSCP) analysis of of CTLA-4 gene codon 17 A/G dimorphism --- p.21 / Chapter 3.5.1 --- Preparation of SSCP gel and buffer --- p.21 / Chapter 3.5.2 --- ´5ةend labelling of forward PCR primer --- p.21 / Chapter 3.5.3 --- Preparation of PCR fragment for SSCP analysis --- p.21 / Chapter 3.5.4 --- SSCP analysis --- p.22 / Chapter 3.5.5 --- Autoradiography --- p.22 / Chapter 3.6 --- Sequence confirmation of the SSCP fragment by PCR cycle sequencing --- p.22 / Chapter 3.6.1 --- Preparation of sequencing template from SSCP fragment --- p.22 / Chapter 3.6.2 --- PCR cycle sequencing --- p.23 / Chapter 3.6.3 --- Preparation of cycle sequencing products for electrophoresis --- p.23 / Chapter 3.6.4 --- Sequencing by capillary electrophoresis (CE) --- p.24 / Chapter 3.7 --- Statistical analysis --- p.24 / Chapter Chapter 4: --- Results and Data Analysis --- p.26 / Chapter 4.1 --- Results --- p.26 / Chapter 4.1.1 --- Demographic data of case and control subjects --- p.26 / Chapter 4.1.2 --- PCR amplification of CTLA-4 gene exon one --- p.26 / Chapter 4.1.3 --- PCR-RFLP analysis of CTLA-4 gene codon 17 A/G dimorphism locus --- p.26 / Chapter 4.1.4 --- PCR-SSCP analysis of CTLA-4 gene codon 17 A/G dimorphism locus --- p.29 / Chapter 4.1.5 --- PCR cycle sequencing of the SSCP fragments --- p.31 / Chapter 4.2 --- Data analysis --- p.32 / Chapter 4.2.1 --- Overview of data --- p.32 / Chapter 4.2.2 --- CTLA-4 exon one polymorphism analysed with respect to sex --- p.32 / Chapter 4.2.3 --- CTLA-4 exon one polymorphism in patients with Graves' disease and controls --- p.34 / Chapter Chapter 5: --- Discussion --- p.36 / Chapter Chapter 6: --- Summary and Conclusions --- p.42

本論文之研究目的為：一，發展適用於香港兒童之體力活動相關社區環境調查問卷；二，以此問卷作為測量工具之一，研究社區環境與香港兒童體力活動之關係。本論文之研究共分三個部份。 / 研究一(第2章)選取居住於不同社會經濟地位和住宅密度的四類社區的34名10-11歲香港兒童，採用名義群組法（Nominal Group Technique, NGT)調查了他們認為會影響其參加體力活動的社區環境因素。參試兒童針對問題“有哪些社區環境因素會增加或減少你參與體力活動的意願？提出自己的觀點，並依據其重要性進行排序。共計十六項被參試兒童認為重要的環境因素被最終確定。其中，“充足的照明、“天橋或隧道、“馬路上車較少、“方便的交通、“地鐵站、“康樂場所、“有空調的商場、“空氣新鮮、“有趣的動物和“香水店被認為會增加做體力活動的意願。而“讓我覺得不安全的人、“附近有罪案發生、“夜晚害怕被帶走或傷害、“商場中很難找到廁所、“很多噪音和“康樂場所內人太多被認為會減少做體力活動的意願。上述與體力活動有關的環境因素貼合香港之環境及兒童之年齡。本研究之結果可被用於發展或補充適用於香港兒童的社區環境調查問卷。 / 研究二（第3章）發展了適用於香港兒童的全面的社區環境調查問卷，即兒童體力活動相關社區環境調查問卷（The Neighborhood Environment Walkability Scale forChinese Children, NEWS-CC ) ° 該問卷改編自其英文版（ T h e Neighborhood Environment Walkability Scale for Youth, NEWS-Y)，並加入了研究一所確定的部f分環境因素。該問卷之重測信度（test-retest reliability)及因素效度（factorial validity)分別以組內相關係數（intraclass correlation coefficients, ICCs)及驗證性因素分析 (confirmatory factor analysis)檢測。樣本為來自香港七所小學的953名4-6年級學生。最終的NEWS-CC問卷由67個題目構成，測量10個方面的社區環境，即土地利用多樣性、交通安全、治安安全、美觀性、行人設施、街道連接性、土地利用通達性、居住密度、康樂場地和污染。結果題示NEWS-CC問卷具有良好的因素效度(滿足模型吻合度標準）和重測信度（分量表之ICCs=0.47-0.86)。 / 研究三（第4章）以1279名來自九所香港小學的4-6年級的學生為樣本，研究了以主觀及客觀方法測量的社區環境與兒童體力活動的關係。社區環境分別以NEWS-CC 問卷及地理信息系統（Geographic Information Systems, GIS)測量 ° 兒童總體體力活動及校外體力活動以自我報告法測量。此外，加速度計被應用於其中361 名兒童測量其在返學日（weekday overall MVPA )、返學日校外時段 weekday non-school MVPA)及週末日的中高強度體力活動（weekend overall MVPA)。環境因 素與兒童體力活動之關係以線性混合模型（linear mixed models)分析，同時控制社會人口統計指標。結果發現，環境美觀性與男生報告的總體及校外體力活動正相關；距離康樂場地較近或距離返學之學校較遠的男生加速度計測量的返學日及返學日校外體力活動均較高，而感知的行人設施與男生加速度計測量的週末日體力活動負相關。對女生而言，距離公園/花園較近及居住在較高收入社區者自我報告的校外體力活動較高；距離康樂場地的距離與女生加速度計測量的返學日體力活動負相關；而距離返學學校的距離、距離公園/花園的距離分別與加速度計測量的返學日校外體力活動和週末體力活動正相關。 / 綜上所述，本論文的研究發展了適用於香港兒童的全面的社區環境調查問卷，並且發現了一些與兒童體力活動相關的環境因素，包括環境美觀性、感知的行人設施、距公園/花園距離、距康樂場地距離、距返學學校距離以及社區家庭收入。上述環境因素與兒童體力活動的關係因體力活動的發生場景、體力活動的測量方式及兒童性別而不同。本論文的發現將有助於今後發展以研究場景及性別特異性的兒童體力活動環境相關因素為目標的追蹤及干預研究。 / The purposes of this thesis were to, first, develop a useful instrument for measurement of perceived neighborhood environment in Hong Kong children, and second, to examine the relationship between the neighborhood built environment and physical activity (PA) behaviors of children in Hong Kong. Three stepwise studies were conducted to address these purposes. / In the first study (Chapter 2), five nominal group technique (NGT) groups were conducted among 34 children aged 10-11 years from four types of neighborhoods varying in socio-economic status and household density in Hong Kong. In each NGT group, environmental items were generated by children in response to the question "What neighborhood environment do you think would increase or decrease your willingness to do PA?’’ Items were prioritized based on the number of votes that they received from children, which served as an indicator of their importance to PA. Sixteen unique environmental items, which were perceived by children as the most important factors influencing their PA, were identified. Items perceived as facilitators of children's PA included "Sufficient lighting"，“Bridge or tunnel"，“Few cars on roads"，“Convenient transportation"，"Subway station"，“Recreation grounds"，“Shopping malls with air conditioning"，"Fresh air"，“Interesting animals"，and “Perfume shop". Conversely, items perceived as barriers included “People who make me feel unsafe"，“Crimes nearby"，“Afraid of being taken or hurt at night’’，"Hard to find toilet in shopping mall", “Too much noise"，and “Too many people in recreation grounds". These PA-related environmental attributes were believed to be relevant to both the Hong Kong context and the children. The findings of this study could be used to develop or complement instruments that measure children's perceived neighborhood environment in Hong Kong. / The second study (Chapter 3) developed a comprehensive questionnaire assessing perceived neighborhood environment for Chinese children in Hong Kong, namely, the Neighborhood Environment Walkability Scale for Chinese Children (NEWS-CC). The development of the NEWS-CC was based on the Neighborhood Environment Walkability Scale for Youth (NEWS-Y) with incorporation of selected items identified in the first study. The test-retest reliability and factorial validity of the NEWS-CC were examined by intraclass correlation coefficients (ICCs) and confirmatory factor analysis, respectively, in a sample of 953 children in the 4th to 6th grades from seven local primary schools. The final NEWS-CC consists of 67 items, which measure 10 aspects of the perceived neighborhood environment including land use mix-diversity, traffic safety, crime safety, aesthetics, walking facilities, street connectivity, land use mix-access, residential density, recreation facilities, and pollution. The results indicated that the NEWS-CC possesses adequate factorial validity according to the recommended criteria of model fit and acceptable test-retest reliability with ICCs of subscales ranging from 0.47 to 0.86. / The third study (Chapter 4) examined how perceived and objective neighborhood environment were related to children's PA behaviors among 1279 children in the 4th to 6th grades from nine local primary schools. The neighborhood built environment was measured by the NEWS-CC questionnaire and the geographic information systems (GIS). The children's overall and non-school PA were assessed by self-report. In addition to the self-report measure of PA, the accelerometry was used in a sub-sample of 361 children to objectively measure their moderate-to-vigorous PA (MVPA) during weekdays (weekday overall MVPA), non-school periods on weekdays (weekday non-school MVPA), and weekend days (weekend overall MVPA). A series of linear mixed models were performed to determine the associations between environmental factors and children's PA, with adjustments for certain sociodemographic factors. For the self-reported PA of boys, perceived aesthetics was positively related to overall and non-school PA. For the objective PA of boys, shorter distance to nearest recreation ground and longer distance to attended school were related to more weekday overall MVPA and more weekday non-school MVPA; meanwhile, perceived walking facilities was negatively related to weekend overall MVPA. For the self-reported PA of girls, shorter distance to nearest park/garden and living in neighborhoods with higher household income were related to increased non-school PA. For the objective PA of girls, distance to nearest recreation ground was negatively associated with weekday overall MVPA; by contrast, distance to attended school had a positive association with weekday non-school MVPA, and distance to nearest park/garden was positively related to weekend overall MVPA. / In conclusion, the studies in this thesis have developed a useful instrument that provides comprehensive measures of perceived neighborhood environment for children in Hong Kong. Moreover, certain environmental correlates of PA have been identified for Hong Kong children, including perceived aesthetics, perceived walking facilities, distance to nearest park/garden, distance to nearest recreation ground, distance to attended school, and neighborhood household income. Such environmental correlates were shown to relate differentially to children's PA, based on activity context, activity measurement mode, and gender The findings in this thesis would inform future longitudinal and intervention studies by targeting the context- and gender-specific environmental correlates of children's PA. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / He, Gang. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 148-172). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract and appendixes also in Chinese. / ABSTRACT --- p.i / ACKNOWLEGEMENTS --- p.vi / PUBLICATIONS --- p.vii / CONTENTS --- p.viii / LIST OF TABLES --- p.xi / LIST OF FIGURES --- p.xiii / ABBREVIATIONS --- p.xiv / Chapter CHAPTER 1 --- Introduction --- p.1 / Chapter 1.1 --- PA and health in children --- p.3 / Chapter 1.2 --- PA levels of children --- p.8 / Chapter 1.3 --- Neighborhood built environment and children's PA --- p.11 / Chapter 1.3.1 --- Measures of the built environment in large-scale studies --- p.13 / Chapter 1.3.1.1 --- GIS-based measures of the built environment --- p.15 / Chapter 1.3.1.1.1 --- Data sources --- p.15 / Chapter 1.3.1.1.2 --- Key terminology --- p.17 / Chapter 1.3.1.1.3 --- GIS-based measures --- p.19 / Chapter 1.3.1.2 --- Perceived measures of the built environment --- p.25 / Chapter 1.3.2 --- Neighborhood environmental correlates of children's PA --- p.33 / Chapter 1.3.2.1 --- Neighborhood built environment and children's overall PA --- p.33 / Chapter 1.3.2.2 --- Neighborhood built environment and children's active travel --- p.35 / Chapter 1.3.2.3 --- Neighborhood built environment and children's location- or time-specific PA --- p.36 / Chapter 1.3.2.4 --- Studies examining neighborhood environmental correlates of children's PA in Hong Kong --- p.40 / Chapter 1.4 --- Summary --- p.42 / Chapter CHAPTER 2 --- Neighborhood Environment Attributes Related to Hong Kong Children's Physical Activity Determined by Nominal Group Technique --- p.45 / Chapter 2.1 --- Introduction --- p.45 / Chapter 2.2 --- Methods --- p.47 / Chapter 2.2.1 --- Participants --- p.47 / Chapter 2.2.2 --- Procedure --- p.49 / Chapter 2.3 --- Results --- p.52 / Chapter 2.3.1 --- Characteristics of NGT groups --- p.52 / Chapter 2.3.2 --- PA-related neighborhood environmental factors identified by NGT --- p.groups..…53 / Chapter 2.4 --- Discussion --- p.57 / Chapter 2.5 --- Conclusion --- p.64 / Chapter CHAPTER 3 --- Reliability and Validity of the Neighborhood Environment Walkability Scale for Chinese Children (NEWS-CC) --- p.65 / Chapter 3.1 --- Introduction --- p.65 / Chapter 3.2 --- Methods --- p.68 / Chapter 3.2.1 --- Measures --- p.68 / Chapter 3.2.2 --- Participants and procedures --- p.69 / Chapter 3.2.2.1 --- Translation of the NEWS-Y --- p.69 / Chapter 3.2.2.2 --- Identification of environmental items specific for Hong Kong children. --- p.72 / Chapter 3.2.2.3 --- Pilot testing of the NEWS-CC --- p.73 / Chapter 3.2.2.4 --- Reliability and factorial validity testing of the NEWS-CC --- p.74 / Chapter 3.2.3 --- Data analysis --- p.75 / Chapter 3.2.3.1 --- Confirmatory factor analysis of the original NEWS-CC --- p.75 / Chapter 3.2.3.2 --- Test-retest reliability of the respecified NEWS-CC --- p.76 / Chapter 3.2.3.3 --- Re-working of unreliable items/subscales in the respecified NEWS-CC --- p.76 / Chapter 3.3 --- Results --- p.77 / Chapter 3.3.1 --- Confirmatory factor analysis of the original NEWS-CC --- p.77 / Chapter 3.3.2 --- Test-retest reliability of the respecified NEWS-CC --- p.79 / Chapter 3.3.3 --- Re-working of unreliable items/subscales in the respecified NEWS-CC --- p.82 / Chapter 3.3.4 --- Confirmatory factor analysis of the final NEWS-CC --- p.84 / Chapter 3.4 --- Discussion --- p.86 / Chapter 3.4.1 --- Development of the NEWS-CC --- p.86 / Chapter 3.4.2 --- Factorial validity of the NEWS-CC --- p.87 / Chapter 3.4.2.1 --- Factorial structure of the NEWS-CC --- p.88 / Chapter 3.4.2.2 --- Items excluded from the NEWS-CC --- p.89 / Chapter 3.4.3 --- Test-retest reliability of the NEWS-CC --- p.92 / Chapter 3.5 --- Conclusion --- p.95 / Chapter CHAPTER 4 --- Neighborhood Built Environment and Physical Activity in Primary Schoolchildren in Hong Kong --- p.96 / Chapter 4.1 --- Introduction --- p.96 / Chapter 4.2 --- Methods --- p.99 / Chapter 4.2.1 --- Participants --- p.99 / Chapter 4.2.2 --- Measurements --- p.100 / Chapter 4.2.2.1 --- Dependent variables --- p.100 / Chapter 4.2.2.2 --- Environmental variables --- p.101 / Chapter 4.2.2.3 --- Sociodemographic variables --- p.104 / Chapter 4.2.3 --- Data analysis --- p.105 / Chapter 4.3 --- Results --- p.107 / Chapter 4.3.1 --- Descriptive statistics --- p.107 / Chapter 4.3.2 --- Bivariate correlations between PA variables and independent variables --- p.109 / Chapter 4.3.3 --- Association between environmental variables and PA behaviors --- p.117 / Chapter 4.3.3.1 --- Association between environmental variables and PA behaviors in boys --- p.117 / Chapter 4.3.3.2 --- Association between environmental variables and PA behaviors in girls --- p.120 / Chapter 4.4 --- Discussion --- p.123 / Chapter 4.4.1 --- Characteristics of children's PA --- p.123 / Chapter 4.4.2 --- Patterns of PA-environment associations between children's overall and non-school PA --- p.124 / Chapter 4.4.3 --- Environmental correlates of children's PA in Hong Kong --- p.126 / Chapter 4.5 --- Conclusion --- p.134 / Chapter CHAPTER 5 --- Summary and Conclusions --- p.135 / Chapter 5.1 --- Measures of perceived neighborhood built environment --- p.137 / Chapter 5.2 --- Neighborhood environmental correlates of children's PA behaviors --- p.142 / REFERENCES --- p.148 / APPENDICES --- p.A1 / Chapter Appendix A --- Letter to Principal --- p.A1 / Chapter Appendix B --- Consent Form --- p.A3 / Chapter Appendix C --- 兒童體力活動相關社區環境調查問卷 --- p.A5 / Chapter Appendix D --- The Neighborhood Environment Walkability Scale for Chinese Children / (NEWS-CC) --- p.A14

郭康健. / 論文(博士)--香港中文大學, 2000. / 參考文獻 (p. 187-211) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Guo Kangjian. / Lun wen (bo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (p. 187-211) / Zhong Ying wen zhai yao.