Lau, Chun Hong. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 224-256). / 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.

by Wu Yee Man. / Questionnaires in Chinese and English. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 135-141). / Acknowledgments --- p.i / Abstract --- p.ii / Table of contents --- p.iv / List of figures --- p.viii / List of tables --- p.ix / List of abbreviations --- p.xiii / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Background and strategy development --- p.3 / Chapter 2.1 --- Conceptual framework of food consumption behaviour --- p.3 / Chapter 2.2 --- What we know about the diet and health of Hong Kong adolescents --- p.5 / Chapter 2.3 --- Community care and nutrition education in Hong Kong --- p.13 / Chapter 2.4 --- Lessons from nutrition education research and programmes in other nations --- p.18 / Chapter 2.5 --- Conclusion --- p.22 / Chapter Chapter Three --- Methodology --- p.23 / Chapter 3.1 --- Subject selection --- p.23 / Chapter 3.2 --- Theoretical approach and study design --- p.23 / Chapter 3.3 --- Baseline survey --- p.26 / Chapter 3.3.1 --- Focus groups --- p.26 / Chapter 3.3.2 --- Survey instrument --- p.28 / Chapter 3.3.3 --- J Survey implementation: school selection and data collection --- p.29 / Chapter 3.4 --- Intervention programme --- p.31 / Chapter 3.4.1 --- Intervention design --- p.31 / Chapter 3.4.2 --- Intervention activities and their characteristics --- p.33 / Chapter 3.4.2.1 --- Activities and schedule --- p.33 / Chapter 3.4.2.2 --- Key characteristics --- p.34 / Chapter 3.5 --- Evaluation survey --- p.36 / Chapter 3.6 --- Data management and analysis methods --- p.37 / Chapter 3.6.1 --- Focus groups --- p.37 / Chapter 3.6.2 --- Baseline survey --- p.37 / Chapter 3.6.3 --- Intervention programme process evaluation --- p.38 / Chapter 3.6.4 --- Evaluation surveys --- p.38 / Chapter Chapter Four --- Results --- p.40 / Chapter 4.1 --- Focus groups --- p.40 / Chapter 4.1.1 --- General results --- p.40 / Chapter 4.1.2 --- Eating and drinking patterns --- p.42 / Chapter 4.1.3 --- Food knowledge and health awareness --- p.45 / Chapter 4.1.4 --- Food and nutrition promotion in school --- p.48 / Chapter 4.1.5 --- Miscellaneous results --- p.50 / Chapter 4.2 --- Baseline survey --- p.51 / Chapter 4.2.1 --- General subject description --- p.51 / Chapter 4.2.2 --- Eating and drinking patterns --- p.51 / Chapter 4.2.3 --- Food and nutrition knowledge --- p.58 / Chapter 4.2.4 --- Healthy weight maintenance --- p.63 / Chapter 4.2.5 --- Food and nutrition education --- p.67 / Chapter 4.2.6 --- Implications --- p.70 / Chapter 4.2.7 --- Brief summary --- p.70 / Chapter 4.3 --- Intervention programme process evaluation --- p.73 / Chapter 4.4 --- Student outcome evaluation --- p.76 / Chapter 4.4.1 --- General subject description --- p.76 / Chapter 4.4.2 --- Changes in eating and other health-related habits --- p.77 / Chapter 4.4.2.1 --- Breakfast habits --- p.77 / Chapter 4.4.2.2 --- Lunch habits --- p.81 / Chapter 4.4.2.3 --- Dinner habits --- p.87 / Chapter 4.4.2.4 --- Snack habits --- p.87 / Chapter 4.4.2.5 --- Other health-related habits --- p.90 / Chapter 4.4.3 --- Changes in food and nutrition knowledge --- p.93 / Chapter 4.4.4 --- Changes in food and nutrition attitude --- p.97 / Chapter 4.4.5 --- Education group student evaluation of the intervention programme --- p.102 / Chapter 4.4.6 --- Brief summary of student evaluation survey --- p.105 / Chapter 4.5 --- Intervention programme evaluation by the school principals and teachers --- p.110 / Chapter Chapter Five --- Discussion --- p.114 / Chapter Chapter Six --- Conclusions --- p.132 / References --- p.135 / Appendices / Chapter A --- Focus group discussion question guides --- p.A1 / Chapter B --- Baseline questionnaire --- p.A7 / Chapter C --- Weekly programme evaluation forms / School 1 --- p.A33 / School 2 --- p.A43 / Chapter D --- Intervention activity schedules / School 1 --- p.A53 / School 2 --- p.A63 / Chapter E --- Materials for intervention programme activities / Chapter (1) --- Body weight measurement & evaluation --- p.A73 / Chapter (2) --- Demonstration of BMI calculation --- p.A79 / Chapter (3) --- 'Fitness & health' self assessment test --- p.A85 / Chapter (4) --- 'Healthy eating' self assessment test --- p.A89 / Chapter (5) --- Tongue Twister --- p.A93 / Chapter (6) --- "Cross-word puzzles (junior, intermediate & senior levels)" --- p.A94 / Chapter (7) --- Story telling quiz --- p.A97 / Chapter (8) --- Lunch time games --- p.A99 / Chapter (9) --- Healthy foods in the school tuck shop --- p.A100 / Chapter (10) --- Short drama --- p.A101 / Chapter (11) --- Dr. Fit mailbox --- p.A102 / Chapter (12) --- Talk by a dietitian --- p.A112 / Chapter (13) --- "Inter-class nutrition quiz (junior, intermediate & senior levels)" --- p.A113 / Chapter (14) --- Inter-class bulletin board design contest --- p.A134 / Chapter (15) --- Leaflets --- p.A138 / Chapter (16) --- Pamphlet --- p.A141 / Chapter (17) --- Bulletin board exhibition --- p.A144 / Chapter (18) --- Magnet --- p.A145 / Chapter F --- Evaluation questionnaire (additional section) for students --- p.A146 / Chapter G --- Evaluation questionnaire for school principals and teachers / School 1 --- p.A151 / School 2 --- p.A155 / Chapter H --- Baseline survey result data from students --- p.A159 / Chapter I --- Evaluation survey result data from students --- p.A190 / Chapter J --- Evaluation survey result data from school principals and teachers --- p.A251

published_or_final_version / Education / Master / Master of Education

This study investigated the impact of HIV/AIDS on education management and the self-actualization of teachers and learners in the context of HIV/AIDS and the role of the principal in dealing with this. The impact of HIV/AIDS on various key management structures including curriculum coverage, academic outcomes and control of stock and attendance registers, and importantly also the role principals should play, is probed. South Africa has the largest number of HIV infected people in the world, and also the largest number of AIDS orphans. In 2004 more than 4000 teachers died of HIV/AIDS complications and 12.5% of the teacher workforce is reported to be HIV-positive. A quarter of these are between 30 and 40 years of age, pointing to future teacher shortages. Learner absenteeism impact negatively on school management, as learners who are affected by HIV/AIDS are not able to attend school regularly. Many drop out of school due to the impact of AIDS, unplanned pregnancies and drug abuse. Absenteeism of learners and teachers, impact negatively on management structures in the school. The role of principals to provide quality education in worst affected schools is becoming increasingly complex. Sexual and substance abuse is a huge problem in many South African schools, and an aggravating factor in the spread of HIV/AIDS. In a third of sexual abuse cases teachers are implicated. Moreover, the large numbers of increasing orphans in the school system threatens to become a serious disciplinary problem. Many of these learners become disruptive and often turn to substance abuse to relieve their distress. The managerial costs of HIV/AIDS in education include costs due to absenteeism, lost productivity, hospitalization, and replacing administrative workers and teachers. These factors impact negatively on school management, academic performance and self-actualization. The most profound affects of HIV/AIDS are concentrated in education where the presentation of quality education is threatened. Principals in South Africa face the daunting task of providing quality education with an increasingly ill, absent and demoralised teacher corps, to increasingly ill, absent and disrupted learners of whom many are AIDS orphans. / Educational Studies / D.Ed.

Submitted in fulfillment of the requirement for the Masters Degree of Technology (Public Relations Management), Durban University of Technology, Durban, South Africa, 2015. / The growing number of HIV/AIDS infections amongst the youth is a cause for concern, particularly with prevention messages being communicated through various media platforms. This signals gaps between the senders and receivers of these messages. Therefore, people are either not learning the message about the dangers of HIV, or are unable or unwilling to act on it. Mthatha is in the centre of the old Transkei region of the Eastern Cape. It falls under the King Sabata Dalindyebo Local Municipality and the OR Tambo District Municipality. Teenage pregnancy is a major challenge in this area, which indicates that most teenagers do not use protection during sexual intercourse. This suggests that the HIV infection rate may be too high. With there being no cure for this disease, communication has been identified as an ideal method of helping to curb the spread of this disease. The purpose of the study was to assess communication tools used to educate high school learners about HIV/AIDS in the Mthatha area. Data was collected through questionnaires administered to 341 high school learners. Three out of the eight high schools from the Mthatha Central Business District (CBD) in the Eastern Cape were identified for the study. The selection of these high schools was based on the demographics of the learners, which are age, gender and background. The findings have revealed that there are numerous methods used to educate learners about the HIV/AIDS pandemic. Learners identified mostly with three sources as the accurate tools of communication in HIV/AIDS education; Health education/curriculum, Entertainment-education and Peer Education.

The study explored the factors influencing the use of voluntary counselling and testing by university students. This was done by undertaking an exploratory and descriptive qualitative study. Focus group discussions and field notes were used to collect data from the participants. Outcomes from the study revealed various factors to the uptake of Voluntary Counselling and Testing (VCT) services by university students namely: the desire to know one‟s HIV status, illness, pregnancy, blood donation, to get a reward, the influence of significant others, the influence of media, awareness campaigns, compulsion, to get a job, curiosity, to be a positive role model and the positive attitude and professional conduct of the health care provider. The study also revealed various challenges to the uptake of VCT services by university students namely: the fear of being diagnosed HIV positive, HIV/AIDS-related stigma and discrimination, the low perception of risk to HIV infection, the lack of student friendly VCT services, the shortage of human and infrastructural resources, the inaccessibility of VCT services, the long waiting period for test results, negative perceptions about VCT, the problems with pre-test counselling and ignorance. Going by the participants‟ suggestions VCT services uptake by university students could be improved by increased resource allocation (incentives, human and infrastructural resources), increased awareness campaigns, and improved counselling and making VCT services more accessible / Information Science / MA (Public Health)

Text in English / The purpose this study was to explore food habits and nutritional behaviours of adolescents in a school in Lenasia South, in Gauteng Province. Qualitative, explorative research was conducted in order to recommend effective prevention strategies of non-communicable diseases. Adolescents from the selected secondary school formed the sample of the study. Data collection was done using focus groups’ discussions. Three focus group discussions were conducted in the study. The first group comprised of thirteen male adolescents, followed by ten female adolescents and the final group was a combination of both female and male learners to produce a homogenous group. Specific common eating habits and nutritional behaviours emerged from the focus group discussions which included skipping meals, high consumption of high energy dense foods and sweetened beverages. Consequently, when developing intervention programs and policies to improve health of adolescents, environmental influences that undermine efforts to improve adolescent’s dietary behaviours must be addressed. / Health Studies / MPH (Health Studies)

University of Macau / Faculty of Education

published_or_final_version / Education / Master / Master of Education

Thesis (MSc Nutrition Science)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: First-year female students (FYFS), studying at the University of Stellenbosch were previously identified as a high-risk group for gaining weight. A four-year follow-up of these female students indicated that a large percentage experience weight fluctuations throughout their university careers. The unique weight management needs of the FYFS were also identified in the longitudinal study. The integration of these results with an extensive search and assessment of the weight management literature led to the development of a multidimensional weight-management paradigm for application in the development of weight-management interventions for female students. Subsequently, a self-help weight-management manual, which follows the multidimensional approach proposed in the mentioned paradigm, was developed to address the unique weight-management needs of female students. The aim of the current study was to evaluate the impact of the multidimensional self-help weightmanagement manual (the Manual) on the weight status and associated factors of FYFS at the University of Stellenbosch over an eight-month period. For this purpose a non-randomized quasi-experimental design was used, including purposively selected experimental and control groups. Data were obtained during February (Baseline), May (three months after baseline = Follow-up I) and October 2002 (eight months after baseline = Follow-up 2). All students in the experimental group received the Manual at Baseline for use during the eight-month study period. Because this was a low-intensity intervention programme, no further contact was made with either group during the study period, except when Followup I data were obtained. Measures that were taken and instruments that were completed include the following: weight, height, triceps skinfoid, mid-upper ann circumference, hip circumference, waist circumference, Adolescent Self-Concept Scale (self-concept), Body Shape Questionnaire (body shape concerns), Eating Attitudes Test (eating attitudes and behaviours), General Health Questionnaire (general psychological well-being), 90-item Semi-quantified Food Frequency Questionnaire (dietary intake from nine food groups), and the Baecke Questionnaire of Habitual Physical Activity (physical activity). Additional questions on weight related perceptions and practices, dissatisfaction with body parts, reasons for eating and socio-demographic factors were also included. The Baseline characteristics of the FYFS involved in this study, which did not differ between the experimental and control groups for all key variables, identified them as a typical group of young female adults who are healthy but are not realistic about their weight status and who experience numerous problems related to their weight status. The implementation of the Manual was found to be significantly effective in limiting weight gain among the FYFS in the experimental group. The control group experienced almost a full unit increase in BMI (0.93 kg/m²), while the increase found for experimental group was 0.53 kg/m² (p=0.004). Although the weight of both groups increased initially the experimental group went on to lose weight, while the control group continued to gain weight during the last five months of the intervention. The impact of the Manual is further illustrated by the fact that the FYFS in the experimental group who indicated that they did Lise the Manual extensively experienced a significantly lower rise in their weight (change in BMI over study period = 0.37 kg/m²) than those in the experimental group who indicated that they did not use the Manual (change in BMI over study period = 0.89 kg/m²). Factors that are possibly linked to the success attained with the Manual were identified and include more reasonable weight goals; the use of sound weightreduction methods such as a balanced diet and physical activity; improvements in self-concept; maintenance of physical activity levels, especially during the first three months at university; improvement in general psychological well-being; decreased intake of foods from the "other" (includes mainly high fat, sugar based foods such as doughnuts, cookies, cake, tart), beverage and grains food groups; and possibly less concerns with body shape from the start. Factors for which no link with weight management success could be established include changes in body composition; perceptions of own weight; weight loss attempts; foods from the vegetables, fruit, milk and cheese, meat, fish and chicken, fats and fast foods food groups; physical activity over the total eight-month period; reasons for eating; eating attitudes and behaviour; dissatisfaction with body parts; and body shape concerns. It is recommended that the implementation of the Manual on the campus of the University of Stellenbosch to prevent weight gain of FYFS should be considered, bearing in mind some of the recommendations formulated by the FYFS in the experimental group. / AFRIKAANSE OPSOMMING: Eerstejaar damestudente wat aan die Universiteit van Stellenbosch studeer is voorheen geïdentifiseer as 'n hoë risiko groep vir gewigstoename. 'n Vier-jaar opvolg van hierdie damestudente het aangedui dat 'n groot persentasie vir die duur van hul universiteitsloopbane gewigsfluktuasies ondervind. Die unieke gewigshanteringsbehoeftes van die eerstejaar damestudente is ook tydens die longitudinale studie geïdentifiseer. Die integrasie van hierdie resultate met 'n uitgebreide soektog en ontleding van die literatuur wat betrekking het op gewigshantering het aanleiding gegee tot die ontwikkeling van 'n multidimensionele gewigshanteringsparadigma wat gebruik kan word tydens die ontwikkeling van gewigshanteringsintervensies vir damestudente. As 'n volgende stap is 'n self-help gewigshanterings handleiding, wat die multidimensionele benadering voorgestel in die genoemde paradigma volg, ontwikkelom die unieke gewigshanteringsbehoeftes van damestudente aan te spreek. Die doel van die huidige studie was om die impak van die multidimensionele self-help gewigshanteringshandleiding (die Handleiding) op die gewigstatus en geassosieerde faktore van eerstejaar damestudente aan die Universiteit van Stellenbosch oor 'n tydperk van agt maande, te evalueer. Vir hierdie doeleinde is 'n nie-gerandomiseerde kwasi-eksperimentele ontwerp gebruik, wat doelbewus geselekteerde eksperimentele en kontrole groepe ingesluit het. Data is gedurende Februarie (Basislyn), Mei (drie maande na basislyn = Opvolg-I) en Oktober (agt maande na basislyn = Opvolg-2) 2002 versamel. Alle studente in die eksperimentele group het die Handleiding tydens Basislyn ontvang vir gebruik tydens die agt maande studieperiode. Omdat dit 'n lae-intensiteit intervensie program was, is geen verdere kontak gedurende die studieperiode met beide die groepe gemaak nie, behalwe tydens die versameling van Opvolg-I data. Metings wat geneem is en instrumente wat voltooi is, sluit die volgende in: gewig, lengte, triseps velvou, mid-bo-armomtrek, heupomtrek, middelomtrek, "Adolescent Self- Concept Scale" (self-konsep), "Body Shape Questionnaire" (besorgdheid oor liggaamsvorm), "Eating Attitudes Test" (eetgedrag en -houding), "General Health Questionnaire" (algemene sielkundige welstand), 90-item semi-gekwantifiseerde voedselfrekwensievraelys (dieetinname van nege voedselgroepe), en die "Baecke Questionnaire of Habitual Physical Activity" (fisieke aktiwiteit). Addisionele vrae aangaande gewigsverwante persepsies en praktyke, ontevredenheid met liggaamsdele, redes vir eet en sosio-demografiese faktore is ook ingesluit. Die Basislyn eienskappe van die eerstejaar damesstudente wat aan hierdie studie deelgeneem het, het nie tussen die eksperimentele en kontrole groepe vir alle sleutelveranderlikes verskil nie. Hierdie inligting het ook daarop gedui dat die studente 'n tipiese groep jong vroulike volwassenes is wat gesond is maar, onrealisties is oor hul gewigstatus en baie gewigstatusverwante probleme ondervind. Die resultate toon dat die implementering van die Handleiding beduidend effektief was om die gewigstoename by eerstejaar damestudente in die eksperimentele groep te beperk. Die gewig van die kontrole groep het byna 'n volle LMI eenheid (0.93 kg/m²) toegeneem terwyl die toename vir die eksperimentele groep 0.53 kg/m² was. Alhoewel die gewig van beide groepe aanvanklik toegeneem het, het die eksperimentele groep daarna gewig verloor terwyl die kontrole groep se gewig gedurende die laaste vyf maande van die intervensie verder toegeneem het. Die impak van die Handleiding word verder geïllustreer deur die feit dat die eerstejaar damesstudente in die eksperimentele groep wat aangedui het dat hul wel die Handleiding ekstensief gebruik het, 'n beduidend laer toename in gewig (LMI verandering gedurende studieperiode = 0.37 kg/m²) ondervind het as die studente in die eksperimentele groep wat aangedui het dat hul nie die Handleiding gebruik het nie (LMI verandering gedurende studieperiode = 0.89 kg/m²). Faktore wat moontlik gekoppel kan word aan die sukses verkry met die Handleiding is geïdentifiseer en sluit die volgende in: meer redelike gewigsdoelwitte; die gebruik van veilige gewigsverlies metodes soos 'n gebalanseerde dieet and fisieke aktiwiteit; verbetering van self-konsep; handhawing van fisieke aktiwiteitsvlakke, veral gedurende die eerste drie maande op universiteit; verbetering van algemene sielkundige welstand; verlaagde inname van voedsel van die "ander-" (sluit hoofsaaklik hoë vet, suiker gebasseerde voedsels soos oliebolle, koekies en tert in), drankies- en graanvoedselgroepe; en moontlik minder besorgdheid oor liggaamsvorm van die begin af. Faktore waarvoor geen verband met sukses met gewigshantering gevind is nie sluit die volgende in: liggaamsamestelling; persepsies van gewig; gewigsverliespogings; voedselinname uit die groente-, vrugte-, melk en kaas-, vleis, vis en hoender-, vette- en kitskosse-voedselgroepe; fisieke aktiwiteit gedurende die totale agtmaande periode; redes vir eet; eetgedrag en -houding; ontevredenheid met liggaamsdele; en besorgdheid oor liggaamsvorm. Dit word aanbeveel dat die implementasie van die Handleiding op die kampus van die Univérsiteit van Stellenbosch oorweeg word om gewigstoename van eerstejaar damesstudente te voorkom. Dit word ook aanbeveel dat die aanbevelings van die studente in die eksperimentele groep in hierdie verband, in ag geneem moet word.