This thesis reports on an exploratory study of how professional immigrants from Hong Kong to Canada make sense of their immigration experiences and what this can tell us about why a substantial number leave in their first year in Canada. In particular, I focus on how Hong Kong Chinese immigrants make sense of workplace opportunities. The study involves in-depth interviews with 19 informants from the Hong Kong Chinese community in Canada. The study was framed by a critical sensemaking approach and Foucauldian discursive analysis in which the local and formative contexts of sensemaking are analyzed. An analysis of the interviews demonstrates that immigrants’ identities are grounded by contextual sensemaking elements. Data show that informants have accepted unchallenged assumptions: (1) that the government is providing help for them to ‘get in’ the workplace; and (2) that the ethnic service organizations are offering positive guidance to their workplace opportunities. At the organizational level, a master discourse emphasizing integration has mediated immigrants’ struggles. Within these frustrations, many have internalized a hidden discourse of inadequate or deficient selves and adopted a sacrificial position in order to maintain a positive sense of identity. There is no question that racism exists on systemic and personal levels. However, immigrants are unaware of the ways their assumptions may be informed by racism; hence they might accept unequal practices as “normal.” Although contextual elements are powerful, some immigrants have developed strategies at the micro-level to resist. I contend that a critical sensemaking approach allows greater insights into immigration processes than realist surveys and interviews, which tend to impose a pre-packaged sense of the immigrant experience. Through critical sensemaking, immigrants’ own sense (understanding) of process is given voice; this encourages them to rethink the current role of ethnic service organizations in the immigration system. This thesis ends with a conclusion emphasizing my contributions and the value of a critical sensemaking framework in studying complex issues among broader societal discourses. / 2013-Apr

Coronary heart disease (CHD) claims millions of lives every year worldwide. In the developed countries, a clear connection has been documented between a decline in CHD mortality and modifiable risk factor reductions. While raising awareness of CHD risk factors reduction is imperative, no valid instrument backed by robust psychometric data is available to measure people‘s awareness in this regard. In addition, especially among the Chinese population, despite many studies already conducted concerning awareness of CHD-related issues, inconsistency in how people define and measure this concept remains. This study aimed to develop a valid instrument that measures Hong Kong Chinese people‘s awareness of CHD risk factors reduction. The study involved two phases. Phase I involved qualitative data collection through 18 focus group interviews (n=100). Participants in this phase included members from three groups: (1) the low risk general public, (2) people having multiple CHD risk factors either with or without CHD, and (3) people who have been diagnosed of myocardial infarction. The objective of this phase was to identify key elements and to clarify the concept inherent in awareness, from which served as a basis to generate items to form the awareness instrument. Upon completion of this phase, three main categories were generated including: CHD knowledge, perceptions of CHD, and risk control efficacy. Under these main categories, twelve subcategories emerged. Under the category of CHD knowledge, the subcategories were: pathological causes of CHD, external forces in causing CHD, modifiable and non-modifiable risk factors, CHD trends, symptoms of CHD, and knowledge of CHD prevention. Under the category of perceptions of CHD, the subcategories were: perceived seriousness of CHD and perceived risk. Under the category of risk control efficacy, the subcategories were: planning of health actions, control over risk reducing behaviour, perceived opportunities to understand CHD, and chest pain appraisal/perceptions. A total of 70 items were generated to form the Awareness of Coronary heart disease Risk Factors Reduction (ACRFR) scale. The second phase of this study focused on the evaluation of the psychometric properties of ACRFR scale. The objective of this phase was to establish the validity and reliability of the instrument. It commenced with determining the content validity by expert review, followed by identifying the factor structure, construct validity and reliability. A good content validity index (CVI) of 0.84 was achieved. The factor structure of ACRFR was identified through exploratory factor analysis (EFA) data collected from a sample (n=232) of the three groups as described in phase one. The final results revealed a seven-factor model with 43 items accounting 49.5% of the total explained variance. The seven factors were: (1) CHD knowledge, (2) planning of health actions, (3) perceived ability to monitor health-related behaviour, (4) perception of risk, (5) perceived opportunities to understand CHD, (6) perceived seriousness of CHD, and (7) chest pain appraisal/perceptions. The factor structure of ACRFR was further cross-validated by confirmatory factor analysis (CFA) in another independent sample (n=225) of the three groups. Goodness of fit statistics fell within acceptable ranges: 2 / d = 1.6, RMSEA = 0.053, NNFI = 0.92, IFI = 0.93, CFI = 0.93. The factor model was further supported by hypothesis testing and known-groups comparisons. The results of hypothesis testing demonstrated significant correlations between ACRFR and other measures. Known-groups comparisons among subjects with MI, those with CHD and without CHD provided satisfactory evidence for construct validity. Reliability of this developed instrument, as estimated by the internal consistency Cronbach‘s alphas, ranged from 0.60 to 0.90 for each sub-scale and for the total scale was 0.82, and the test-retest reliability was 0.89, suggesting good instrument reliability. While current literature reveals no objectively devised conceptual definition of ACRFR and that no published instrument was made available for healthcare professions to enhance people‘s awareness of reducing CHD, this study fills these gaps. It is envisaged that this developed instrument could assist healthcare professional in accurately estimating people‘s awareness of risk factors reduction that could provide valid and reliable data that could inform future directions in CHD prevention and cardiac health promotion.

Thesis (M.B.A.)--University of Hong Kong, 1983.

Thesis (M. Phil.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 240-253).

Thesis (M.P.A.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 132-142). Also available in print.

by Leung Chi Hong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 183-184). / Chapter Chapter one: --- Introduction --- p.1 / Chapter Chapter two: --- Background knowledge and linguistic approaches of automatic indexing --- p.5 / Chapter 2.1 --- Definition of index and indexing --- p.5 / Chapter 2.2 --- Indexing methods and problems --- p.7 / Chapter 2.3 --- Automatic indexing and human indexing --- p.8 / Chapter 2.4 --- Different approaches of automatic indexing --- p.10 / Chapter 2.5 --- Example of semantic approach --- p.11 / Chapter 2.6 --- Example of syntactic approach --- p.14 / Chapter 2.7 --- Comments on semantic and syntactic approaches --- p.18 / Chapter Chapter three: --- Rationale and methodology of automatic index generation --- p.19 / Chapter 3.1 --- Problems caused by natural language --- p.19 / Chapter 3.2 --- Usage of word frequencies --- p.20 / Chapter 3.3 --- Brief description of rationale --- p.24 / Chapter 3.4 --- Automatic index generation --- p.27 / Chapter 3.4.1 --- Training phase --- p.27 / Chapter 3.4.1.1 --- Selection of training documents --- p.28 / Chapter 3.4.1.2 --- Control and standardization of variants of words --- p.28 / Chapter 3.4.1.3 --- Calculation of associations between words and indexes --- p.30 / Chapter 3.4.1.4 --- Discarding false associations --- p.33 / Chapter 3.4.2 --- Indexing phase --- p.38 / Chapter 3.4.3 --- Example of automatic indexing --- p.41 / Chapter 3.5 --- Related researches --- p.44 / Chapter 3.6 --- Word diversity and its effect on automatic indexing --- p.46 / Chapter 3.7 --- Factors affecting performance of automatic indexing --- p.60 / Chapter 3.8 --- Application of semantic representation --- p.61 / Chapter 3.8.1 --- Problem of natural language --- p.61 / Chapter 3.8.2 --- Use of concept headings --- p.62 / Chapter 3.8.3 --- Example of using concept headings in automatic indexing --- p.65 / Chapter 3.8.4 --- Advantages of concept headings --- p.68 / Chapter 3.8.5 --- Disadvantages of concept headings --- p.69 / Chapter 3.9 --- Correctness prediction for proposed indexes --- p.78 / Chapter 3.9.1 --- Example of using index proposing rate --- p.80 / Chapter 3.10 --- Effect of subject matter on automatic indexing --- p.83 / Chapter 3.11 --- Comparison with other indexing methods --- p.85 / Chapter 3.12 --- Proposal for applying Chinese medical knowledge --- p.90 / Chapter Chapter four: --- Simulations of automatic index generation --- p.93 / Chapter 4.1 --- Training phase simulations --- p.93 / Chapter 4.1.1 --- Simulation of association calculation (word diversity uncontrolled) --- p.94 / Chapter 4.1.2 --- Simulation of association calculation (word diversity controlled) --- p.102 / Chapter 4.1.3 --- Simulation of discarding false associations --- p.107 / Chapter 4.2 --- Indexing phase simulation --- p.115 / Chapter 4.3 --- Simulation of using concept headings --- p.120 / Chapter 4.4 --- Simulation for testing performance of predicting index correctness --- p.125 / Chapter 4.5 --- Summary --- p.128 / Chapter Chapter five: --- Real case study in database of Chinese Medicinal Material Research Center --- p.130 / Chapter 5.1 --- Selection of real documents --- p.130 / Chapter 5.2 --- Case study one: Overall performance using real data --- p.132 / Chapter 5.2.1 --- Sample results of automatic indexing for real documents --- p.138 / Chapter 5.3 --- Case study two: Using multi-word terms --- p.148 / Chapter 5.4 --- Case study three: Using concept headings --- p.152 / Chapter 5.5 --- Case study four: Prediction of proposed index correctness --- p.156 / Chapter 5.6 --- Case study five: Use of (Σ ΔRij) Fi to determine false association --- p.159 / Chapter 5.7 --- Case study six: Effect of word diversity --- p.162 / Chapter 5.8 --- Summary --- p.166 / Chapter Chapter six: --- Conclusion --- p.168 / Appendix A: List of stopwords --- p.173 / Appendix B: Index terms used in case studies --- p.174 / References --- p.183

Self-esteem development is one of the main concerns in school physical education (PE). PE aims to help school children gain a holistic development by engaging them in a wide range of physical activities. However, to date, mechanisms underpinning this process are not clear. In this research, three correlational and one experimental studies have been conducted with the aim to further understanding of this issue. The research began by examining the hierarchical and multi-dimensional structure of physical self-perceptions in British secondary school children. This was extended to studying how physical self-perceptions at lower levels of generality influence physical self-worth and global self-esteem Ii n Hong Kong Chii nese secondary school children. It was found that task orientation indirectly affects physical self-worth and global self-esteem via physical self-perception sub-domains, including sport competence, physical condition, body attractiveness, and physical strength. An attempt has been made to decompose perceived ability in school physical education into self-referenced and other-referenced perceived ability It was found that the two differentiated measures mediated the effects of the two goal orientations in different ways. In order to further explore how physical selfperceptions at the level of self-efficacy affects perceived sport competence and physical self-worth, an experiment was conducted using trampolining skills development programme as an intervention. Participants were found to have significant increases in self-efficacy, perceived sport competence, and physical selfworth after the completion of eight 1.5-hour sessions. Findings lend support to the importance of school PE in self-perception enhancement.

by Lee May Tin. / Includes qestionnaire in Chinese. / Thesis (M.A.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves [30-34] (2nd gp.)). / List of Tables / Chapter CHAPTER1 --- Description of the Study --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Aims and Scope --- p.3 / Chapter 1.3 --- Outline of the Dissertation --- p.4 / Chapter 1.4 --- Significance of the Study --- p.4 / Chapter CHAPTER2 --- Review of Related Literature --- p.6 / Chapter 2.1 --- Introduction --- p.6 / Chapter 2.2 --- Language for the Purpose of Communication --- p.6 / Chapter 2.2.1 --- New Dimensions in the Theories of Language Teaching --- p.6 / Chapter 2.2.2 --- Communicative Competence --- p.9 / Chapter 2.2.3 --- Communicative Language Teaching --- p.16 / Chapter 2.3 --- Changes in the Perspectives of Syllabus Design --- p.23 / Chapter 2.3.1 --- Curriculum vs Syllabus Design --- p.23 / Chapter 2.3.2 --- Language-centred Syllabuses --- p.28 / Chapter 2.3.3 --- Learner-centred Syllabuses --- p.30 / Chapter 2.4 --- Needs Analysis in Adult Migrant Programmes --- p.37 / Chapter 2.4.1 --- Needs Analysis --- p.37 / Chapter 2.4.2 --- Adult Learners --- p.43 / Chapter CHAPTER3 --- Research Design and Procedure --- p.47 / Chapter 3.1 --- Introduction --- p.47 / Chapter 3.2 --- Survey Objectives --- p.48 / Chapter 3.3 --- The Subjects --- p.50 / Chapter 3.3.1 --- Phase I Subjects --- p.50 / Chapter 3.3.2 --- Phase II Subjects --- p.51 / Chapter 3.3.3 --- Phase III Subjects --- p.52 / Chapter 3.4 --- Design of Questionnaires & Data Collection --- p.55 / Chapter 3.4.1 --- Phase I: Preparation & Formulation of Questionnaire Draft --- p.56 / Chapter 3.4.2 --- Phase II: Design of Questionnaire I --- p.56 / Chapter 3.4.3 --- Phase III: Questionnaire II --- p.57 / Chapter CHAPTER4 --- Results of the Survey --- p.61 / Chapter 4.1 --- Results of Questionnaire I (Phase II) --- p.61 / Chapter 4.1.1 --- Importance Ratings of Communication Situations (CSs) by High Proficiency Subjects (HPSs) --- p.61 / Chapter 4.1.2 --- Suggestions of Additional CSs --- p.63 / Chapter 4.2 --- Results of Questionnaire II (Phase III) --- p.65 / Chapter 4.2.1 --- Importance Ratings of CSs by Low Proficiency Subjects (LPSs) --- p.66 / Chapter 4.2.2 --- Frequency Ratings of CSs being encountered by LPSs --- p.67 / Chapter 4.2.3 --- Self-Perception of Language Ability in Coping with the CSs by LPSs --- p.69 / Chapter 4.2.4 --- " A Master List of Ratings of CSs by Importance, Frequency & Perceived Language Ability" --- p.71 / Chapter 4.2.5 --- The Correlation between Importance and Frequency Ratings along each CS --- p.73 / Chapter 4.2.6 --- A Comparison of Importance Ratings of CSs between Male and Female LPSs --- p.74 / Chapter 4.2.7 --- A Comparison of Frequency Ratings of CSs between Male and Female LPSs --- p.79 / Chapter 4.2.8 --- A Comparison of Self-Perception of Language Ability in Handling the CSs between Male and Female LPSs --- p.84 / Chapter 4.2.9 --- Priority of Language Skill Improvements --- p.88 / Chapter 4.2.10 --- Preference in Timetable Arrangements --- p.89 / Chapter 4.2.11 --- Preference for Chinese or Native Speakers of English as Instructors --- p.90 / Chapter 4.2.12 --- Summary of Results --- p.91 / Chapter CHAPTER5 --- Discussions & Implications --- p.94 / Chapter 5.1 --- Introduction --- p.94 / Chapter 5.2 --- The Nature of the Syllabus Content --- p.94 / Chapter 5.3 --- The Selection of Subject Matter in the Syllabus --- p.95 / Chapter 5.4 --- The Sequence of Content in the Syllabus --- p.96 / Chapter 5.5 --- The Level of Language to be Introduced --- p.97 / Chapter 5.6 --- Separate Programmes for Specific Learner Groups --- p.98 / Chapter 5.7 --- Learners' Input to Designing a Programme --- p.99 / Chapter CHAPTER6 --- A Theoretical-cum-Practical Proposal for Designing a Language Programme for Adult Chinese Immiqrants --- p.102 / Chapter 6.1 --- Introduction --- p.102 / Chapter 6.2 --- Setting Up a Course --- p.102 / Chapter 6.2.1 --- Step 1: Needs Survey --- p.104 / Chapter 6.2.2 --- " Step 2: Analysis of Survey Returns In Terms of Importance, Frequency, Language Ability and Biographical Data" --- p.105 / Chapter 6.2.3 --- Step 3: Definition of Course Objectives --- p.107 / Chapter 6.2.4 --- Step 4: Design of Syllabus Content in Modules --- p.107 / Chapter 6.2.5 --- Step 5: Time Schedule of the Course --- p.110 / Chapter 6.2.6 --- Step 6: Decision on the First Five Modules to be Taught and Teachers' Training --- p.112 / Chapter 6.2.7 --- Step 7: Grouping of Learners --- p.113 / Chapter 6.2.8 --- Step 8: Classroom Teaching & Learning --- p.115 / Chapter 6.2.9 --- Step 9: Feedback & Evaluation --- p.115 / Chapter 6.2.10 --- Step 10: Negotiations --- p.117 / Chapter 6.2.11 --- Step 11: Final Evaluation --- p.118 / Chapter CHAPTER7 --- " Conclusion, Limitation & Future Research" --- p.121 / Chapter 7.1 --- Conclusion --- p.121 / Chapter 7.2 --- Limitations of the Survey --- p.123 / Chapter 7.3 --- Suggestions for Future Studies --- p.124 / APPENDICES --- p.125 / Chapter A --- Questionnaire I (draft) --- p.A-l / Chapter B --- Questionnaire I (revised) --- p.B-l / Chapter C --- Questionnaire II (English Version) --- p.C-l / Chapter D --- Questionnaire II (Chinese Version) --- p.D-l / Chapter E --- Design of a CS Module --- p.E-1 / Chapter F --- Suggested Questions for Feedback and Evaluation Questionnaire --- p.F-l / Chapter G --- Suggested Questions for Final Evaluation --- p.G-l / REFERENCES --- p.R-I

submitted by Chong King Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves [76-84]). / Abstract also in Chinese. / Chapter Chapter I. --- Introduction --- p.1 / Chapter {A} --- Introduction --- p.1 / Chapter {B} --- Research Questions --- p.2 / Chapter {C} --- Contribution --- p.4 / Chapter {D} --- Issues in Politics and Language --- p.7 / Chapter [1] --- Colonialism and importation of languages --- p.10 / Chapter [2] --- Nationhood and language --- p.18 / Chapter [3] --- Decolonization and language policy in education --- p.27 / Chapter [4] --- Summary --- p.35 / Chapter {E} --- Research Methodology --- p.37 / Chapter {F} --- Outline of Thesis --- p.41 / Chapter Chapter II. --- Contending Explanations and Framework of Analysis --- p.43 / Chapter {A} --- "Contending Explanations, Models, and Theories" --- p.44 / Chapter [1] --- Conspiracy explanation I: to exacerbate the gap between English and mother-tongue trained students --- p.44 / Chapter [2] --- Conspiracy explanation II: to confuse Hong Kong people's identity and add a language-divisive factor in China --- p.47 / Chapter [3] --- Pluralist explanation: local societal pressures --- p.50 / Chapter [4] --- Muddling-through model --- p.53 / Chapter [5] --- Institutionalism --- p.55 / Chapter [6] --- China's pressure --- p.57 / Chapter {B} --- Policy Window Approach --- p.59 / Chapter [1] --- Problem stream --- p.64 / Chapter [2] --- Political stream --- p.67 / Chapter [3] --- Policy stream --- p.74 / Chapter [4] --- Coupling of streams and policy windows --- p.78 / Chapter Chapter III. --- Language-in-Education Policy in Hong Kong: The Colonial Setting --- p.82 / Chapter {A} --- English Language as Prestige --- p.82 / Chapter {B} --- Colonial Language Policy in Education-a brief review from the establishment of the colony to the early 1970s --- p.84 / Chapter {C} --- Language Medium Policy from the 1970s to the early 1980s --- p.94 / Chapter Chapter IV. --- Teaching medium policy during decolonization (mid-1980s to 1997) --- p.106 / Chapter {A} --- Evolution of Teaching Medium Policy from mid-1980s to1990 --- p.106 / Chapter [1] --- Problem stream --- p.106 / Chapter [2] --- Political stream --- p.108 / Chapter [3] --- Policy stream --- p.115 / Chapter [4] --- Coupling of streams-mother-tongue education from the mid-1980s to1990 --- p.123 / Chapter {B} --- Evolution of Teaching Medium Policy in the early 1990s --- p.127 / Chapter [1] --- Problem stream --- p.127 / Chapter [3] --- Political stream --- p.130 / Chapter [3] --- Policy stream --- p.136 / Chapter [4] --- Coupling of streams: mother-tongue education in the early 1990s --- p.143 / Chapter {C} --- Medium of Instruction-Firm Guidance for Secondary Schoolsin March1997 --- p.146 / Chapter Chapter IV. --- Conclusion --- p.158 / Chapter {A} --- Summary of Findings --- p.158 / Chapter {B} --- Reflections: Policy Window Approach and Other Issues --- p.169 / Chapter {C} --- Further Research Areas --- p.173 / References / Appendix / Appendix A. Medium of instruction-Firm Guidance for Secondary Schools (1997) / "Appendix B. Tracing study on students performance (S1-S3), HKCEE results by Band of students, HKCEE results by teaching medium used" / Appendix C. Preparatory notes on mother-tongue education by education officials / Appendix D. The policy-making and administrative bodies of education (colonial period) / Appendix E. Objectives of Hong Kong Professional Teachers' Union (HKPTU) / Appendix F. Research on medium of instruction conducted by the Education Department and other bodies / Appendix G. Hong Kong Federation of Education Workers Limited on mother-tongue education / Appendix H. Democratic Alliance for Betterment of Hong Kong on mother-tongue education

An electronic DCT questionnaire, which was specially designed, pilot-tested, and refined, served as the chief instrument. Thirty students participated in the study and formed three cultural groups: ten native English-speaking American students (NS), ten Hong Kong Chinese learners of English (HKCLE) and ten Mainland Chinese learners of English (MLCLE). They completed the e-DCTs online and participated in stimulated recall sessions afterwards in which they were prompted to recall their thought processes while on task. Six American professors evaluated and commented on a random sample of the e-mails (30% of the corpus). The e-mail data were coded with a modified version of the CCSARP (Cross Cultural Speech Acts Realisation Patterns) manual; open-coding and thematic analysis were applied to the stimulated recalls and recipient feedback, with the aid of NVivo 8. / Concerning the interlanguage aspect of the requests, the major findings were: In making status-unequal requests to their professors, students from all three cohorts tended to be indirect in general. The two learners' groups demonstrated a fairly strong pragmalinguistic control in realising specific indirect requesting strategies with a variety of forms; they relied heavily on the conventionally indirect strategy of Query Preparatory (QP). By contrast, NSs exhibited greater flexibility in their strategy choices, which ranged from very direct to indirect. The CLEs were particularly weak in employing certain syntactic devices as downgraders; to compensate, they made excessive use of lexical/phrasal modifiers and external mitigating moves to soften the requestive force. / MLCLEs were found to always be the least confident group in terms of their language use, as compared to the HKCLE group, which was the most confident. The measurements of power difference and social distance were rather approximate among the three cohorts. NSs were more apt to lessen the power distinction and stress the mutuality of 'showing respect', whereas CLEs were inclined to accentuate unequal power distributions, and emphasise the hierarchical asymmetry. Imposition degree was found to be the most dynamic of the three variables. The reasons for its use were multi-faceted, encompassing diverse affective, cognitive, and social factors. / The audience (American professors) perceived that the students were both direct and polite in making requests. The NSs were found to be the most polite and most satisfactory group in terms of their linguistic production. (Mis)matches were identified between the expectations of the e-mail writers and their receivers. Case analyses revealed disparity in student performance and variations in their developmental progress in terms of pragmalinguistic competence, sociopragmatic awareness, and intercultural communicative competence. Based on the findings, pedagogical implications are discussed. Finally, the thesis concludes with suggestions for future studies. / The present study investigated the speech act realisation of requests in student-professor e-mail communication at a university in Hong Kong. This mixed-method study employed an electronic version of DCTs (Discourse Completion Tasks), stimulated recalls, and audience judgements to investigate the verbal behaviour of both native speakers of English and non-native speakers (Hong Kong and Mainland Chinese) who were students at the university. / Pan, Ping. / Advisers: Gwendolyn Gong; Jane Jackson. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 348-363). / 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, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.