by Wong Yu-fai, Tommy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / by Wong Yu-fai, Tommy. / ACKNOWLEDGEMENT --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / LIST OF FIGURES --- p.viii / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Purposes of the study --- p.6 / Chapter 1.3 --- Significance of the study --- p.7 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Literature review related to teacher competence --- p.9 / Chapter 2.2 --- Literature review related to teachers' inferences of students' multidimensional self-concept --- p.24 / Chapter CHAPTER 3 --- METHOD / Chapter 3.1 --- Framework of the study --- p.34 / Chapter 3.2 --- Research questions --- p.36 / Chapter 3.3 --- Data Analysis --- p.37 / Chapter 3.4 --- Subjects --- p.38 / Chapter 3.5 --- Instruments --- p.42 / Chapter 3.6 --- Procedures --- p.48 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- The Self-Perception Profile for Adolescents --- p.49 / Chapter 4.2 --- Correlations between teachers' inferences of students' self-concept and students' self-concept --- p.60 / Chapter 4.3 --- Correlations between teacher competence and discrepancies between teachers' inferences of students' self-concept and students' self-concept --- p.66 / Chapter 4.4 --- Relative contribution of teacher competence in interpersonal skills and teacher competence in classroom procedures towards predicting the discrepancies between teachers' inferences of students' self-concept and students' self-concept --- p.70 / Chapter CHAPTER 5 --- DISCUSSION / Chapter 5.1 --- Students' self-concept --- p.74 / Chapter 5.2 --- Teachers' inferences of students' self-concept and students' self-concept --- p.77 / Chapter 5.3 --- Relationship between teacher competence and discrepancies between teachers' inferences of students' self-concept and students' self-concept --- p.80 / Chapter 5.4 --- The relative contribution of teacher competence in interpersonal skills and teacher competence in classroom procedures towards predicting the discrepancies between teachers' inferences of students' self-concept and students' self-concept in different domains --- p.81 / Chapter CHAPTER 6 --- CONCLUSION --- p.85 / REFERENCES --- p.89

The sociological concept of anomie describes a state in which an individual or community experiences a loss or lack of a clear sense of norms. Anomie can be understood from three key theoretical perspectives from Merton, Durkheim and Guyau, respectively. These are: 1) a dilemma of having to choose between socially acceptable goals and the means required to achieve them; 2) a loss of meaningful connection with social classification through sudden change; and 3) a period of existential obligation in which problems must be solved in order to move to the next developmental stage. Power and institutions share an intrinsic relationship with theories of anomie as from a Foucauldian perspective; it is institutions that are tasked with the maintenance of social norms through the investiture of legitimate power. Feelings of dysphoria also frequently accompany anomie as individuals and groups change and adapt in the process of developing coping skills of either motivation and increasing agency, or survival and acquiescence. This thesis is the final product of a qualitative research study of the lived-experiences of Mainland Chinese students who are currently studying in Hong Kong, or who graduated within the past five years. Using a narrative theory approach with values of empowerment and collaborative research, testimony from 25 participants was obtained through guided, in-depth, semi-structured interviews. The study found that experiences of discrimination and exploitation against Mainland students are common both in wider society and within university institutions. These experiences in turn often led participants to begin questioning their personal worth, the value of their goals, and sense of “Chinese-ness”. As a result, participants came to question the shared narrative of Hong Kong’s cultural and economic superiority, and its own internal sense of identity and future direction within a greater Chinese community. Through this thesis, I argue that although experiences of anomie involve potentially distressing periods of change, uncertainty and dysphoria, they also serve an important social function in contributing to the formation and negotiation of norms, and in the process, help to maintain an ongoing, contiguous narrative both of individuals and the communities that they live within. The concept of a “Constellation Theory of Anomie “is developed using two models entitled “The Theoretical Constellation of Anomie” and “The Narrative of Anomie” to explain the bi-dimensional nature of anomie in contexts of structurated space and narrative time. As Hong Kong and Mainland China continue to move closer together, existing social, cultural and behavioural norms become increasingly contested. Mainland Chinese students studying in Hong Kong are a singularly important group as their presence in the region serves as one context for the negotiation of a stable, inclusive group identity and narrative. / published_or_final_version / Social Work and Social Administration / Doctoral / Doctor of Philosophy

This research explored the motivations of African students to choose Hong Kong universities. This research employed a qualitative dominant, quantitative supplement approach to explore the motivations of ten African students for enrolling at universities in Hong Kong. A number of motivations were identified with academic motivation being the most important. There were also other motivations but these were on a minor scale or an individual basis. Implications of this research for university admission policy were discussed at the end of this research paper. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This research is aims to explore the phenomenon of the higher ratio of female students in Education Faculty in HKU. First of all, in the introduction part, the researcher will give some data supported by authoritative organization such as UGC to show that education disciplines always welcomed to female students when they are facing higher education major choice. Then, in order to study the higher ratio phenomenon in the Education Faculty in HKU, the research will use qualitative research method to do interviews. There is only one central research question: Why female students’ population proportion in education is so high? There are ten interviewees are invited to give their opinion in five related specific questions. In the finding parts, the interviewees’ idea to every question will analyzed in order to explore the deeper reasons behind this higher ratio phenomenon. By analyzing the records of the interviews, this research gives a description about why girls usually like to go to education disciplines. The researcher also puts forward some further thought about this phenomenon: though this fact might have both positive and negative effects, we should take an objective attitude towards it. To minimize its negative effect, it takes the effort of women themselves, the support from society and the cooperation of the educational circles. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Nursing Studies / Master / Master of Nursing in Advanced Practice

Background Antibiotics resistance is a major public health threat worldwide. Super bugs, for example, drug resistant tuberculosis or Staphylococcus aureus, are increasingly common in the communities. Hong Kong is one of the areas which have the highest antibiotics resistant strains prevalence rate in the world. Irrational use of antibiotics is an important contributing factor to the emergence of antibiotics resistance. Physician stewardship in the prescription of antibiotics is pivotal in the prevention of antibiotics resistance emergence. Medical students are going to be practicing doctors after graduation from medical school. But few studies had been conducted to investigate their knowledge and attitude towards antibiotics resistance and use, and relations with anticipated antibiotics prescription behaviour. Method 145 medical students at the University of Hong Kong were recruited in this study to complete a self-administered questionnaire. There were in total 14 questions in this questionnaire, covering 2 major themes 1.Self-report of current and past antibiotic use and behaviour; 2.Anticipated prescription behaviour of antibiotics upon graduation and practice in the future. Chi-square test was used to investigate the association between attitude and knowledge of antibiotics with their anticipated prescription behavior upon graduation and practice. Multivariable logistic regression model was used to adjust for potential confounders. Results 67.6 % of the participants hold the correct knowledge of the proper use of antibiotics. Compare with the participants who hold the wrong knowledge, they were to 0.18 times more likely to inappropriately prescribe antibiotics for non-complicated Upper respiratory tract infections (URTI). (OR: 0.18, 95 % CI: (0.08, 0.43); p <0.001). Respectively 33.6 % and 4.9% of all the participants perceived the severity of antibiotics resistance in Hong Kong as “Severe” and “Very severe “. Those who rated “Severe” or above were 0.37 times more likely to inappropriately prescribe antibiotics for non-complicated URTIs compared with the participants who rated “Neutral” or below. (OR: 0.37, 95 % CI: (0.15, 0.91); p = 0.03). Logistic regression model was employed to test the interaction effect. Result showed that clinical training significantly interacted with antibiotics knowledge (p < 0.01)and perceived severity of antibiotics resistance (p = 0.02) in their relations with inappropriate prescription for non-complicated URTIs. Conclusion For the medical students who have received clinical training, those who were more aware of the severity of antibiotics resistance in Hong Kong were less likely to inappropriately prescribe antibiotics for non-complicated URTI. For the medical students who have not received clinical training, correct knowledge of antibiotic use is associated with less inappropriate antibiotics prescription behaviour. These suggest that knowledge and attitude towards antibiotics resistance and use are important factors that may impact on physician stewardship in antibiotics use in the community. / published_or_final_version / Public Health / Master / Master of Public Health

Studies on education evolve closely along the debates of social reproduction and students’ actual responses in the process of schooling. Structural influences of class, gender, race or ethnicity are often highlighted and resulted in more or less coherent and consistent student subcultures and typologies. The aim of this study is to capture and explain the neglected complexities and dynamics of schooling by studying a group of ordinary students in a community college in Hong Kong. Ordinary students are under-studied because of their assumed normality and uninteresting experience. By stepping into their world of everyday schooling using an ethnographic approach, it is found that their hopes in life are ordinary but their lives extraordinary with selectivity, inconsistency and transiency as the defining features. Such features result from the everyday interplay of school routines, connections with people, ethics of conduct, as well as visions in life of these students. These interactions shape a certain narrative of life over time and are deployed as cultural tools in particular situations of schooling. The deployment of cultural tools by ordinary students allows an understanding of culture in action although it is fragmented and incoherent, and the lives of them as a whole are characterised by drifting across states of being, rather than formation of any coherent, linear or cumulative narrative. The study contributes to existing scholarship by offering new empirical observations on how thirty two community college students went through and reflected on their schooling experience over a two year span. The study adds to the ongoing theoretical attempt to grasp the complex interaction among structure, institution and agency in social life by capturing the fluid states of drift in ethics and visions among students amidst the highly structured routines of competitive education. Through these we are able to better understand the lives and cultures of ordinary students in a world where to be ordinary is almost like an impossible dream. / published_or_final_version / Sociology / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences