published_or_final_version / abstract / Linguistics / Master / Master of Arts

Cheung, Sin Sze. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 56-63). / Abstracts in English and Chinese. / ABSTRACT --- p.i / 摘要(Abstract in Chinese) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / Chapter CHAPTER I: --- INTRODUCTION --- p.1 / A Tripartite Model of Parenting --- p.1 / Component 1：Parenting Goals and Values --- p.4 / Component 2：Parenting Style --- p.5 / Component 3：Parenting Practices --- p.6 / Interim Summary --- p.7 / Measurement Issues --- p.8 / Comparing Alternatives --- p.9 / Inter-Observer Agreement --- p.11 / Overview of the Present Study --- p.12 / Chapter CHAPTER II: --- METHOD --- p.14 / Participants and Procedure --- p.14 / Measures --- p.14 / Chapter CHPAPTER III: --- RESULTS --- p.18 / Preliminary Analyses --- p.18 / Informants' Characteristics on the Parenting Measures --- p.25 / Testing for Construct Validity：The mtmm Approach --- p.29 / Comparing Measurement Models：Tests on Parent Reports --- p.34 / Comparing Measurement Models：Tests on Child Reports --- p.36 / Structural Models --- p.38 / Moderating Role of Parenting Emotional Climate --- p.41 / Chapter CHPATER IV: --- DISCUSSION --- p.43 / Cross-Informant Characteristics --- p.43 / Desegregating Parenting Concepts --- p.45 / Process/Directionality of Influences --- p.47 / Parenting Style as a Distal Source of Influence --- p.50 / Understanding Chinese Academic Socialization --- p.51 / "Implications, Limitations, and Future Directions" --- p.53 / REFERENCES --- p.56

Thesis (M. A.( Clinical psychology)) -- University of Limpopo, 2013 / Refer to document

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 115-125).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leave 115-125). Also available in print.

Thesis (MNutr)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Introduction and Objectives: Schools can serve as a supportive environment for the promotion of healthy eating in order to prevent childhood overweight and obesity and the development of noncommunicable diseases such as cardiovascular diseases, type 2 diabetes mellitus, fatty liver disease, muscoskeletal disorders and some cancers. Tuck shops at schools often offer unhealthy items that are energy dense and high in fat and/or sugar with a low content of vitamins, minerals and dietary fibre. The availability of unhealthy items in tuck shops prevents learners from making healthy food choices, since children tend to choose unhealthy foods when given a choice. In addition to unhealthy items offered by tuck shops, learners also bring unhealthy items to school in their lunchboxes. The aim of the study was to investigate the influence of a nutritionally-regulated tuck shop on primary school learners’ perceptions, attitudes and behaviour towards healthy eating in a Bloemfontein, Afrikaans medium, co-education primary school, and compare it to learners of a school with a conventional tuck shop. Methods: In a cross-sectional survey with an analytical component, grade 2 to 7 learners in a school with a nutritionally-regulated tuck shop (n=116) and a school with a conventional tuck shop (n=141) completed a questionnaire. Six learners per grade also took part in focus group discussions. Questions related to lunchbox contents and perceptions, attitudes and behaviour towards the tuck shop and healthy eating. Nutritional information of the items available for purchase at each of the school tuck shops was collected. Results: The lunchboxes of learners in the school with a nutritionally-regulated tuck shop contained significantly (p<0.05) more healthy items (fruit, water and muffins), as well as significantly more unhealthy items (sweets and chips). The items offered by the nutritionally-regulated tuck shop contained approximately half the kilojoules compared to items offered by the conventional tuck shop. Learners in the school with a nutritionally-regulated tuck shop liked certain fruits and vegetables significantly (p<0.05) more than learners in the school with a conventional tuck shop. Statistical significant differences (p<0.05) between different grades and gender showed that grade 2 learners in both schools had a less positive attitude towards certain fruit and vegetables compared to the older learners, while girls in both schools were more positive towards certain fruits and vegetables compared to boys. Younger learners had a more positive attitude towards their nutritionally-regulated tuck shop than older learners. In both schools learners had similar perceptions regarding the particular school’s tuck shop and healthy eating. Conclusion: The hypothesis that learners in a school with a nutritionally-regulated tuck shop have positive attitudes, perceptions and behaviour towards healthy eating was rejected. The availability of healthier items in a school tuck shop had a positive influence on certain behaviours and attitudes of learners, but the potential value of controlling the type of items available for purchase at schools might be counteracted by lunchbox contents, certain fixed eating patterns, perceptions of learners and previous exposure to a conventional tuck shop. Recommendations include a multi-pronged approach such as the Health Promoting Schools concept. / AFRIKAANSE OPSOMMING: Inleiding en doelwitte: Skole bied ‘n omgewing waar goeie eetgewoontes bevorder kan word ten einde oorgewig en vetsug in kinders te voorkom, asook die ontwikkeling van nie-oordraagbare siektes soos kardiovaskulêre siektes, tipe-2 diabetes mellitus, lewervervetting sindroom, ortopediese komplikasies en sekere soorte kanker. Snoepies in skole voorsien meestal ongesonde items met ‘n hoë energie, vet- en/of suikerinhoud en wat laag is in vitamiene, minerale en dieetvesel. Die beskikbaarheid van ongesonde items in snoepies verhoed dat leerders gesonde voelselkeuses uitoefen, omdat kinders geneig is om voorkeur aan ongesonde kos te gee as hulle 'n keuse gebied word. Benewens die ongesonde items wat snoepies aanbied, neem leerders boonop ongesonde kos in hul kosblikke skooltoe. Die doel van die studie was om by 'n Afrikaans dubbelmedium laerskool in Bloemfontein die invloed van ‘n voedingkundig-gereguleerde snoepie op leerders se persepsies, houdings en gedrag teenoor gesonde eetgewoontes te ondersoek en te vergelyk met leerders in 'n skool met 'n konvensionele snoepie. Metodes: In ‘n deursnit-opname met ‘n analitiese komponent, het graad 2 tot 7 leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie (n=116) en ‘n skool met ‘n konvensionele snoepie (n=141), ‘n vraelys ingevul. Ses leerders in elke graad in elk van die skole het ook aan fokusgroepbesprekings deelgeneem. Vrae het oor die inhoud van kosblikke, asook persepsies, houding en gedrag teenoor die snoepie en gesonde eetgewoontes, gehandel. Voedingsinligting rakende die items wat in elk van die skole se snoepies verkoop word, is ook ingesamel. Resultate: Die kosblikke van leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie het statisties beduidend (p<0.05) meer gesonde items bevat (vrugte, water en muffins), maar ook beduidend meer ongesonde items (lekkergoed en aartappelskyfies). Voedsel-items wat in die voedingkundig-gereguleerde snoepie beskikbaar was, het omtrent die helfte minder energie bevat as voedsel-items wat in die konvensionele snoepie beskikbaar was. Leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie het beduidend (p<0.05) meer van sekere groente en vrugte gehou as leerders in ‘n skool met ‘n konvensionele snoepie. Statisties beduidende (p<0.05) verskille tussen verskillende grade en die houding van verskillende geslagte dui daarop dat graad 2 leerders in albei skole minder positief gevoel het oor sekere groente en vrugte as ouer leerders, terwyl meisies in albei skole ‘n meer positiewe houding teenoor sekere groente en vrugte getoon het as seuns. Jonger leerders het ‘n meer positiewe houding teenoor hulle voedingkundig-gereguleerde snoepie getoon as ouer leerders. In albei skole het leerders soortgelyke persepsies rondom hul onderskeie skole se snoepies en gesonde eetgewoontes openbaar. Gevolgtrekking: Die hipotese dat leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie positiewe persepsies, houding en gedrag teenoor gesonde eetgewoontes toon is nie aanvaar nie. Die beskikbaarheid van gesonder items in ‘n skoolsnoepie het 'n positiewe invloed op sekere eetgewoontes en houdings van die leerders, maar die potensiële waarde daarvan om die tipes voedsel wat by skole te koop aangebied word te reguleer mag egter teengewerk word deur kosblikke se inhoud asook sekere vaste eetpatrone, persepsies van leerders en vorige blootstelling aan ‘n konvensionele snoepie. ‘n Veelvoudige benadering soos die konsep van ‘n Gesondheidbevorderingskool word aanbeveel.

Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2009 / The study centres on the school feeding programme in the Bonteheuwel area, which is a predominantly Coloured residential area in close proximity to Cape Town International Airport. The school feeding programme is a national initiative that is driven by the Western Cape Education Department on a provincial level. The research investigated whether the school feeding scheme is being implemented effectively and efficiently. This implies that it was necessary to determine:  The current status of school feeding in Bonteheuwel;  Whether it adequately meets the needs of needy learners; and  If the current scheme is found to be inadequate, what can be done to improve the situation? As the study uses both descriptive and empirical approaches, a questionnaire was constructed to obtain views of selected members of Bonteheuwel’s community. Responses to the questions/statements in the questionnaire were analysed by a Cape Peninsula University of Technology registered statistician and the statistical analysis provided positive answers to the above determinations, which revealed that the school feeding programme was not effective and that more should be done to improve its delivery. The final chapter proposes a number of recommendations to improve implementation of the school feeding programmme.

Submitted in fulfillment of the requirements of the Master of Applied Science in Food and Nutrition, Durban University of Technology, Durban, South Africa, 2016. / Introduction: South Africa, like many other developing countries, is challenged by malnutrition among children. Globally, the nutritional status of children is a cause for great concern. The nutritional shift towards diets laden with sugar, fat and salt contribute towards the burden of non-communicable diseases (NCDs). Snacking plays a pivotal role in the diets of children; however, the consumption of unhealthy snacks or ‘junk’ food poses a serious risk to a child’s nutritional well-being. Moringa oleifera was selected for snack food development in this study, as this plant is a significant source of nutrients. Aim: The aim of this study was to determine the snacking preferences of children (grades 4-7 in four schools in Verulam, KwaZulu-Natal (KZN), South Africa, in order to develop a sensory acceptable snack enhanced with Moringa oleifera. Methodology: Two hundred primary school children between grades 4-7 were selected through stratified random sampling of schools in Verulam, KZN, South Africa through informed consent to participate in this study. In addition, ten parents/caregivers formed part of the preliminary study to determine the snacking habits of children in the selected grades. This information was reported in the form of themes. A Snack Food Frequency Questionnaire (SFFQ) was administered to children for the sole purpose of determining snacking preferences. This was supplemented by an observational study to assist with identifying the most frequent tuck shop purchases. Thereafter, once the top three snack items were identified, the main study continued with the development of a healthy snack, through three cooking trials before an appropriate product was developed. The final product was made using three different amounts of dried Moringa leaves (1g Moringa, 2g Moringa and 3g Moringa per 22g portion) in a maize chip. The developed product was then subjected to nutrient testing in order to determine the vitamin A, zinc, iron and calcium content of the three different variants. The carbohydrate, fat, energy and sodium values were calculated by using the Association of Official Analytical Chemists (AOAC) International standardised methods. Microbiological and shelf life testing were also conducted to ensure the chips were safe for human consumption. Consumer acceptance sensory evaluation was conducted among the children (n=100) to determine the most preferred amount of Moringa leaf in the snack food item (either 1g of Moringa or 2g Moringa). To determine which of the two variants (sample 1 containing 1g of Moringa and sample 2 containing 2g Moringa) was preferred, two variants of the product were sampled by the participants; samples were coded in order to prevent bias. Results: Overall, the results from the focus group study revealed that children consumed snacks frequently and were given money regularly to purchase snack items from the school tuck shop. Price was a trend noted in factors that affect snack selection. The parents/caregivers responded positively towards purchasing a snack that was nutrient-rich. However, it was noted that the price should be reasonable. Results of the SFFQ indicated that the most popular snack items were chips, cold drinks and sweets; therefore these items were reviewed to determine the most viable option for further development. It was decided by the researcher and the supervisor that chips would be the snack item enhanced with three different amounts of Moringa. The consumer acceptance sensory evaluation comprised two chip samples (123 and ABC). The results of the consumer acceptance sensory evaluation showed that sample ABC (2g Moringa/22g serving) was preferred to sample 123 (1g Moringa/22g serving) for most of the sensory attributes (taste and texture). The Moringa chips (both samples) contain almost half the amount of sodium (52.8mg) when compared to a popular corn chip brand (100mg). Moringa chips contained almost less than 1 gram of fat compared to 8 grams of fat found in the corn chips children usually consume. One portion (22g) of the Moringa chips contributes a significant amount of non-haem iron (57.89%, 48.25% and 35.61% for sample 1, 2 and 3 respectively) for females aged between 9-13 years old. Conclusion: Moringa chips (2g/22g serving) received a positive response from children in the sample population. The use of indigenous plants such as Moringa, could be beneficial in food based strategies aimed at addressing malnutrition. Recommendations: This study concluded that food based strategies such as the development of the Moringa chips, should be considered as a means to create a healthy option for children in low socio-economic schools. / M

This thesis resulted from an examination conducted to determine teacher ability to identify individual student capability based on rapport between the two parties.

This study is devoted primarily to a consideration of socio-economic status in relation to achievement in mathematics. However, a review of socio-economic status in relation to intelligence (as revealed in studies in the field) is first made because of the wide use of intelligence tests in an attempt to determine the child’s ability to succeed in school.