published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts

published_or_final_version / abstract / toc / Linguistics / Master / Master of Philosophy

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

Hung Mong-ping. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 163-173). / Abstracts in English and Chinese. / ABSTRACT (English version) --- p.i / ABSTRACT (Chinese version) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF FIGURES AND TABLES --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.4 / Chapter 2.1 --- Studies on the Schooling and Social Adaptation of Young NACs from Mainland China --- p.4 / Chapter 2.1.1 --- Difficulties in Finding a School Place --- p.5 / Chapter 2.1.2 --- Enrollment in Lower Grades with Younger Classmates --- p.7 / Chapter 2.1.3 --- Problems in the Learning of Languages --- p.9 / Chapter 2.1.4 --- Relationship with Teachers --- p.11 / Chapter 2.1.5 --- Peer Relationship in School --- p.12 / Chapter 2.1.6 --- Relationship with the Family and Adaptation to the Change of Living Environment --- p.13 / Chapter 2.1.7 --- Community Support for Students --- p.15 / Chapter 2.1.8 --- Limitations of Local Studies on Young NACs and Focus of Current Study --- p.16 / Chapter 2.2 --- Socio-cultural Dimension in Minority Education --- p.18 / Chapter 2.2.1 --- Interpersonal Relationship with Classmates and Teachers --- p.18 / Chapter 2.2.2 --- Role of the Minority Parents --- p.20 / Chapter 2.2.3 --- Cultural Adaptation and Marginality --- p.21 / Chapter 2.2.4 --- Identity --- p.25 / Chapter 2.2.5 --- Summary --- p.27 / Chapter 2.3 --- Effects of Age-based Identity on Learning --- p.29 / Chapter 2.3.1 --- Academic Improvement --- p.29 / Chapter 2.3.2 --- School Dropouts --- p.30 / Chapter 2.3.3 --- Self Concept --- p.31 / Chapter 2.3.4 --- School Adjustment --- p.33 / Chapter 2.3.5 --- Summary --- p.34 / Chapter 2.4 --- Socio-cultural Influences in SLA --- p.36 / Chapter 2.4.1 --- Norton's Theorization about Socio-culturalInfluences on the SLA --- p.36 / Chapter 2.4.2 --- Research Studies Supporting Norton's Theorization --- p.38 / Chapter 2.4.3 --- "Norton (1997,2000)'s Revisit of the SLA Theory" --- p.41 / Chapter 2.4.4 --- Summary --- p.44 / Chapter CHAPTER 3 --- METHODOLOGY --- p.46 / Chapter 3.1 --- Research Method --- p.46 / Chapter 3.2 --- The Case Study Research Approach --- p.47 / Chapter 3.2.1 --- Definition of Case Study --- p.47 / Chapter 3.2.2 --- Merits and Limitations of the Case Study --- p.47 / Chapter 3.2.2.1 --- Merits --- p.47 / Chapter 3.2.2.2 --- Limitations --- p.49 / Chapter 3.3 --- The Case Study approach for the Study of the Young New Arrivals from Mainland China --- p.50 / Chapter 3.3.1 --- Research Design --- p.50 / Chapter 3.3.1.1 --- Multiple-Case Study --- p.50 / Chapter 3.3.1.2 --- Length of Research Period --- p.51 / Chapter 3.3.2 --- Data Collection --- p.52 / Chapter 3.3.2.1 --- Triangulation of Informants and Data Collection Methods --- p.52 / Chapter 3.3.2.2 --- Self-completion questionnaires andQualitative Interviews --- p.53 / Chapter 3.3.2.3 --- Semi-structured Interviews --- p.54 / Chapter 3.3.2.4 --- Audio-recording and Transcription --- p.55 / Chapter 3.3.3 --- Data Analysis --- p.55 / Chapter 3.3.3.1 --- Deductive Data analysis Approaches --- p.55 / Chapter 3.3.3.2 --- Member Checks --- p.56 / Chapter 3.4 --- Selection of Subjects for the Study --- p.57 / Chapter 3.5 --- Profile of Subjects --- p.58 / Chapter 3.6 --- Procedures of the Study --- p.61 / Chapter 3.6.1 --- Stage 1: Pilot-testing of Questionnaires (Late June 2001) --- p.61 / Chapter 3.6.2 --- Stage 2: Interviews with the Teachers (Early July 2001 to early December2001) --- p.62 / Chapter 3.6.3 --- Stage 3: Interviews with the Subjects to Collect Background --- p.63 / Chapter 3.6.4 --- Stage 4: Interviews with the Subjects to Collect In-depth Data (Mid-September 2001 to Mid-January2001) --- p.63 / Chapter 3.6.5 --- "Stage 5: Interviews with the parents (December to February,2001)" --- p.64 / Chapter 3.6.6 --- Stage 6: Data Analysis (March to May) --- p.65 / Chapter CHAPTER 4 --- DATA ANALYSIS AND FINDINGS --- p.67 / Chapter 4.1 --- Reasons for Coming to Hong Kong --- p.67 / Chapter 4.2 --- Scene of Departure and First Day in Hong Kong --- p.70 / Chapter 4.3 --- Schooling in Hong Kong --- p.75 / Chapter 4.3.1 --- First School Day --- p.75 / Chapter 4.3.1.1 --- Feelings before Going to School --- p.75 / Chapter 4.3.1.2 --- New Teachers and Classmates --- p.76 / Chapter 4.3.1.3 --- Cultural Differences and Language Shock --- p.82 / Chapter 4.3.1.4 --- Worries and Concerns --- p.85 / Chapter 4.3.2 --- School Life --- p.87 / Chapter 4.3.2.1 --- Perceived Function of Educationand Academic Goal Setting --- p.87 / Chapter 4.3.2.2 --- Parent's Expectation for the NACs Academic Attainment --- p.89 / Chapter 4.3.2.3 --- Relationship with Teachers --- p.92 / Chapter 4.3.2.4 --- Relationship with Classmates --- p.94 / Chapter 4.3.2.5 --- Language Learning --- p.101 / Chapter 4.3.2.5.1 --- Attitudes towards Different language --- p.101 / Chapter 4.3.2.5.2 --- Cantonese Learning --- p.102 / Chapter 4.3.2.5.3 --- English Learning --- p.104 / Chapter 4.3.2.6 --- Age Gap with Classmates --- p.112 / Chapter 4.3.2.7 --- Participation in Extracurricular Activities --- p.115 / Chapter 4.3.2.8 --- Change to a Different School --- p.116 / Chapter 4.4 --- Family Life and Community Support --- p.119 / Chapter 4.4.1 --- Family Life --- p.119 / Chapter 4.4.1.1 --- Relationship with Family --- p.119 / Chapter 4.4.1.2 --- Living Environment --- p.123 / Chapter 4.4.1.3 --- Family's Economic Situation --- p.125 / Chapter 4.4.1.4 --- Comparison with Hongkongers´ة Family Life --- p.127 / Chapter 4.4.1.5 --- Languages use with Family --- p.129 / Chapter 4.4.1.6 --- Learning of Hometown Cultures --- p.131 / Chapter 4.4.2 --- Community Support --- p.133 / Chapter 4.4.2.1 --- Education Department --- p.133 / Chapter 4.4.2.2 --- School's Support --- p.137 / Chapter 4.4.2.3 --- Community Centers --- p.138 / Chapter 4.4.2.4 --- The Church --- p.139 / Chapter 4.5 --- Identity --- p.140 / Chapter 4.5.1 --- Perception of Self and In-group Members --- p.140 / Chapter 4.5.2 --- Feeling about Different Labels and Desirable Identity --- p.142 / Chapter 4.6 --- Summary --- p.146 / Chapter CHAPTER 5 --- CONCLUSION --- p.148 / Chapter 5.1 --- The NACs' Sense of Self and Socio-cultural Adaptation --- p.148 / Chapter 5.1.1 --- Sense of Self before and after coming to Hong Kong --- p.148 / Chapter 5.1.2 --- Factors Affecting Sense of Self --- p.150 / Chapter 5.1.3 --- Socio-cultural Differences --- p.151 / Chapter 5.1.4 --- Socio-cultural Influences on Learning --- p.152 / Chapter 5.1.5 --- Strategies Adopted by the Young NACs --- p.157 / Chapter 5.2 --- Recommendations and Suggestions --- p.158 / Chapter 5.3 --- Limitations of the Current Study and Suggestions for Future Studies - --- p.162 / reference --- p.163 / appendix --- p.174 / APPENDIX a Number of NACs Admitted to Secondary School (1991-2000) --- p.174 / APPENDIX B The Replication Approach to Multiple Case Study ´ؤ --- p.175 / APPENDIX C Consent Form for NACs Students --- p.176 / APPENDIX D Questionnaires for Young NACs I (Socioculutural Adaptation and Sense of Self) --- p.178 / APPENDIX E Questionnaires for Young NACs II (English Language Learning) --- p.192 / APPENDIX F Consent for NACs´ة English Teachers --- p.206 / APPENDIX G Interview Guide for the NACs' English Teachers -…- --- p.207 / APPENDIX H Interview Guide for Interview with Young NACs I(Sense of Departure & First day in Hong Kong) --- p.209 / APPENDIX I Interview Guide for Interview with Young NACs II (First School Day and the School Life) --- p.211 / APPENDIX J Interview Guide for Interview with YoungNACs III (Family Life) --- p.213 / APPENDIX K Interview Guide for Interview with YoungNACs IV(Perception of Self and Social Life) --- p.215 / APPENDIX L Consent Form (For NACs' Parents) --- p.217 / APPENDIX M Interview Guide for Interview with Young NACs' Parents --- p.219 / APPENDIX N Interview Transcription (Li: Follow-up Interview of the Questionnaire about Adaptation) --- p.221 / APPENDIX 0 Interview Transcription (Li: English Learning) --- p.229 / APPENDIX P Interview Transcription (Li: First Day in Hong Kong) --- p.239 / APPENDIX Q Interview Transcription (Li: First School Day and the School Life) --- p.248 / APPENDIX R Interview Transcription (Li: Family Life) --- p.264 / APPENDIX S Interview Transcription (Li: Perception ofSelf and Social Life) --- p.272 / APPENDIX T Interview Transcription (Li: Interview with Teacher) --- p.281 / APPENDIX U Interview Transcription (Li: Interview with Parent) --- p.287 / APPENDIX V Interview Transcription (Huang) --- p.292 / APPENDIX W Interview Transcription (Chang) --- p.362 / APPENDIX X Interview Transcription (Wong) --- p.431

Lo Wing-sze. / One booklet (14 p. : col. ill. ; 21 cm.) mounted on leaf 156. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 100-113). / Abstracts in English and Chinese; questionnaires also in Chinese. / Acknowledgements --- p.ii / Abstract --- p.iii / Abstract (Chinese Version) --- p.v / Publications / Table of Contents --- p.viii / List of Figures --- p.xiii / List of Tables --- p.xv / List of Abbreviations --- p.xviii / Chapter Chapter One: --- Introduction / Chapter 1.1 --- Childhood obesity trends and measurement in Hong Kong and Elsewhere in the recent decade --- p.1 / Chapter 1.2 --- Health consequences of childhood obesity --- p.3 / Chapter 1.3 --- Determinants of childhood obesity --- p.4 / Physical inactivity --- p.4 / High-fat diet --- p.5 / Chapter 1.4 --- Parental eating attitudes on family food environments --- p.6 / Home food purchasing and availability --- p.6 / Family meal frequency and location --- p.7 / Child feeding practices- the food and eating rules --- p.8 / Chapter 1.5 --- The relationship of socioeconomic status and obesity --- p.8 / The economic status of households in Hong Kong --- p.10 / Chapter 1.6 --- Targeting children aged three and four years --- p.12 / Chapter 1.7 --- Conceptual framework and study objectives --- p.13 / Chapter Chapter Two: --- Survey Design / Chapter 2.1 --- Sample design and subject recruitment --- p.15 / Chapter 2.2 --- Survey methods --- p.17 / Anthropometric measurement --- p.17 / Lifestyle questionnaire --- p.18 / Three-day 24-hour dietary intake recall --- p.20 / Chapter 2.3 --- Data management and analysis methods --- p.23 / Anthropometric measurements --- p.23 / Lifestyle questionnaire --- p.24 / Three-day 24-hour dietary intake recall --- p.24 / Socioeconomic status (SES) of the subjects (Households) --- p.25 / Chapter 2.4 --- Ethics --- p.25 / Chapter Chapter Three: --- Results / Chapter 3.1 --- Responses to various components of the survey --- p.26 / Chapter 3.2 --- Socioeconomic status and related characteristics of the households --- p.28 / Chapter 3.3 --- Characteristics of the preschooler and their carers --- p.34 / Preschooler s weight status --- p.34 / Preschooler s growth --- p.35 / Other characteristicsof the preschoolers --- p.37 / Chapter 3.4 --- Home food purchasing and its determinants --- p.40 / Chapter 3.5 --- Family meal frequency and location --- p.43 / Chapter 3.6 --- Preschoolers' meal preparation activities --- p.48 / Chapter 3.7 --- Food and eating rules and mealtime activities --- p.50 / Chapter 3.8 --- Child's sedentary activities patterns and parental perceptions --- p.53 / Chapter 3.9 --- "Parental perceptions of preschooler's height and weight, and eating habits" --- p.57 / Chapter 3.10 --- Nutrient intakes of the preschoolers --- p.59 / Chapter 3.11 --- Food consumption patterns of the preschoolers --- p.63 / Chapter 3.12 --- Meal and snack patterns of the preschoolers --- p.67 / Chapter 3.13 --- Main contribution of food sub-groups to energy and various nutrient intakes for preschoolers --- p.69 / Chapter 3.14 --- Intakes of energy and various nutrients from foods eaten at home and outside home --- p.72 / Chapter 3.15 --- "Associations of parental feeding practices, preschoolers' nutrient intakes and physical activity patterns with childhood overweight and obesity" --- p.75 / Parental feeding practices and attitudes toward healthy eating by preschoolers'weight status --- p.75 / Activity patterns of the preschoolers by weight status --- p.76 / Energy and various nutrient intakes of the preschoolers by weight status --- p.77 / Chapter Chapter Four: --- Discussion / Chapter 4.1 --- Childhood obesity rate by SES group --- p.80 / Chapter 4.2 --- Characteristics of the preschoolers and the households --- p.81 / Chapter 4.3 --- High SES families dined together less frequently than their low SES counterparts --- p.84 / Chapter 4.4 --- Preferences of family members as an influential factor in purchasing fruits and vegetables --- p.86 / Chapter 4.5 --- Encouraging healthy food shopping practices with the preschoolers --- p.87 / Chapter 4.6 --- Food and eating rules imposed by parents may influence preschooler's eating habits and nutrient intakes --- p.88 / Chapter 4.7 --- Preschooler's sedentary activities patterns --- p.89 / Chapter 4.8 --- Incorrect parental perceptions of preschooler's weight --- p.91 / Chapter 4.9 --- Nutrient intakes of the preschoolers overall --- p.91 / Chapter 4.10 --- Comparing the nutrient intakes of the preschoolers with another study carried out in 2000 --- p.93 / Chapter 4.11 --- Parental/preschooler association on fruit and vegetable consumption --- p.94 / Chapter 4.12 --- Main contributors of food sub-groups to energy and various nutrient intakes for the preschoolers by SES group --- p.95 / Chapter 4.13 --- "Differences in family food environments, feeding practices, eating habits and nutrient intakes of preschoolers by maternal education level and mother's employment status" --- p.95 / Chapter 4.14 --- Strengths and limitations of the study --- p.96 / Chapter Chapter Five: --- Conclusions and Recommendations --- p.99 / References --- p.100 / Appendices / Chapter A1 --- Invitation letter to principals (English version) --- p.114 / Chapter A2 --- Invitation letter to principals (Chinese version) --- p.117 / Chapter B --- Summary of the background information of the participating schools --- p.120 / Chapter C1 --- Consent form and letter to parent(s) or guardian(s) (English version) --- p.121 / Chapter C2 --- Consent form and letter to parent(s) or guardian(s) (Chinese version) --- p.123 / Chapter D --- Paper fans with food and physical activity pyramid pictures --- p.125 / Chapter E --- Health report --- p.126 / Chapter F1 --- Lifestyle questionnaire (English version) --- p.127 / Chapter F2 --- Lifestyle questionnaire (Chinese version) --- p.136 / Chapter G1 --- 24-hour dietary recall forms (English version) --- p.144 / Chapter G2 --- 24-hour dietary recall forms (Chinese version) --- p.150 / Chapter H --- Food photo booklet --- p.156 / Chapter I1 --- Table: Households receiving social benefits by paternal occupations (p<0.001) --- p.157 / Chapter I2 --- Table: Summaries some of the characteristics of the surveyed preschoolers by gender and altogether --- p.158 / Chapter I3a --- Table: Preschooler's parents' age --- p.159 / Chapter I3b --- Table: Parents age by SES --- p.159 / Chapter I4 --- Table: Factors considered by interviewee when buying food items --- p.160 / Chapter I5 --- Table: Cost as a factor of buying queried food items by SES income group --- p.161 / Chapter I6 --- Table: Frequencies of eating out or having takeaway meals in/from different types of caterers by SES group --- p.162 / Chapter I7 --- Type of utensils used to feed the preschoolers by SES group --- p.162 / Chapter I8 --- Preschoolers' activities during dinner by SES group --- p.163 / Chapter I9 --- "Proportion of interviewees with adequate fruit, vegetable, and both fruit and vegetable intakes per day by SES group" --- p.163

published_or_final_version / abstract / Physical Education and Sport Science / Master / Master of Philosophy

published_or_final_version / Dentistry / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Doctoral / Doctor of Philosophy