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

Text in English / Cervical cancer accounts for 34.6% of all the female cancers in Zimbabwe. The purpose of this study was to explore the knowledge, attitudes and perceptions of female student nurses regarding cervical cancer in Zimbabwe using the Health Belief Model (HBM) as a theoretical framework. The ultimate aim was to analyse female student nurses’ risk perception of contracting cervical cancer. A quantitative, cross-sectional descriptive research design was used, using a structured questionnaire for data collection. One hundred and thirty-two (132) respondents were conveniently selected. Descriptive and inferential statistics were calculated using Statistical Package for Social Sciences (SPSS) version 21 software program. The study revealed that 57.9% of the respondents perceive that they are at risk of developing cervical cancer. They believe that screening for cervical cancer is not embarrassing. Knowledge improved with increase in the level of study, there was lack of knowledge of HPV and cervical cancer link. More emphasis on cervical cancer should be put on curricula taught in undergraduate education earlier on in the programme. / Health Studies / M.A. (Nursing Science)

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