by Lee Wai-man. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves [331]-[357]

by Chan, Yee-tim, Ivor. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 57-60). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / ACKNOWLEDGEMENTS --- p.vii / Chapter / Chapter I. --- INTRODUCTION --- p.1 / People as a Strategic Resource --- p.1 / Management Practices --- p.1 / Cultural Elements in Forming Strategies --- p.2 / Hong Kong as a Cultural-Mixed Society --- p.3 / Objectives of the Study --- p.4 / Chapter II. --- THEORETICAL FRAMEWORK OF ANALYSIS --- p.6 / Managerial Activities --- p.6 / Prioritising Activities --- p.7 / Theories of Managerial Functions --- p.8 / Theories of Managerial Roles --- p.9 / Corporate Culture --- p.13 / Definition of Culture --- p.13 / Elements of Organisational Culture --- p.14 / Framework of the Study --- p.15 / Chapter III. --- METHODOLOGY --- p.17 / The Sample --- p.17 / The Instrument Used --- p.18 / Variables --- p.21 / Measurement --- p.21 / Analysis --- p.21 / Chapter IV. --- RESULTS --- p.23 / Managerial Activities --- p.23 / The Male and Female Managers' Perception of the Relative Importance of Various Activities --- p.27 / Senior and Middle Managers' Perception of the Relative Importance of Various Roles --- p.30 / Managerial Roles --- p.33 / Management Practices --- p.36 / Statistical Testing --- p.44 / Chapter V. --- DISCUSSION AND CONCLUSION --- p.45 / Managerial Activities in Hong Kong --- p.45 / Management Practices --- p.47 / Conclusions --- p.50 / APPENDICES --- p.53 / Chapter I --- DISTRIBUTION OF QUESTIONNAIRES --- p.53 / Chapter II --- RANK CORRELATION COEFFICIENT --- p.54 / Chapter III --- F - TEST FOR THE TESTING OF DIFFERENCES OF MEAN SCORES OF MANAGEMENT PRACTICES EXISTING IN ORGANISATIONS IN HONG KONG --- p.56 / BIBLIOGRAPHY --- p.57

by William, Au Ka Hing. / Thesis (M. Phil.) - Chinese University of Hong Kong. / Bibliography: leaves i-vii.

Typescript, etc. / Digitized by Kansas Correctional Industries

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This thesis focuses on prejudice located at the intersections of sexuality and nationality. Drawing on mixed qualitative research sessions involving men who are ‘LGBTI migrants' from African countries, and who are living in South Africa, the thesis offers three overarching points of focus. Firstly, it contextualises and critiques historical state structures and attitudes which shape understandings of identity in South Africa. Secondly, it analyses everyday experiences of xenophobia and homophobia, as experienced by ‘LGBTI' people who have migrated to the country for a variety of reasons. Finally, it locates these experiences within the structures identified and, based on participant-led discussions, offers a framework for understanding and suggestions for meaningful intervention. Using an overarching critical perspective of intersectionality and queer necropolitics I argue that contemporary South Africa fosters an image of inclusivity and exceptionalism that is vastly at odds with reality. In everyday spaces ‘LGBTI migrants' are often forced to ‘switch' between being either African or LGBTI. However, I argue that through journey-derived questioning of both Africanness and Queerness these processes of switching foreground hope and action. These are rooted in values of solidarity and community which extend, for fleeting moments, beyond labels and beyond geographic boundaries. Through a reconciled merging of these seemingly opposed subjectivities I argue that insight is offered into life beyond, yet within, national structures. In this way the participants exhibit an ‘African Queerness/Queer Africanness' which shifts them beyond necropolitical death and towards transcontinental life. I ultimately argue that this may be harnessed as a tool to intellectually, and practically, render Africa as a site of (African) queer potentiality. I suggest that LGBTI migrants, through their embodiment of a specific transcontinental future, are pioneers in revealing this potentiality.

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

The mathematics education literature has documented gender differences in the learning of mathematics, interventions that promote female and minority students to pursue STEM majors, and the persistence of the gender, achievement, and opportunity gaps. However, there is a significantly lower number of studies that address the mathematics identities of students not majoring in science, technology, engineering, and mathematics (STEM). Even more elusive or non-existent are studies that focus on the factors that shaped the mathematics identities of female students not pursuing STEM majors (non-STEM female students). Because the literature has shown the importance of understanding students' mathematics identities given its correlation with student achievement, motivation, engagement, and attitudes toward mathematics, it is vital to understand the factors that influence the construction of mathematics identities in particular of those students that have been historically marginalized. To address this issue, I explored the mathematics identities held by 12 non-STEM major students (six taking a remedial mathematics course and six others taking a non-remedial mathematics course) in one urban business college in a metropolitan area of the Northeastern United States. This study used Martin's (2000) definition of mathematics identity as the framework to explore the factors that have influenced the mathematics identities of non-STEM female students. The data for this qualitative study were drawn from mathematics autobiographies, one questionnaire, two interviews, and three class observations. I found that the mathematics identities of non-STEM major female students' in remedial and non-remedial mathematics courses were influenced by the same factors but in different ways. Significant differences indicated how successful and non-successful students perceive, interpret, and react to those factors. One of those factors was non-successful students believe some people are born with the ability to do mathematics; consequently, they attributed their lack of success to not having this natural ability. Most of the successful students in remedial mathematics attribute their success to effort and most successful students in non-remedial mathematics attribute their success to having a natural ability to do mathematics. Another factor was successful students expressed having an emotional connection to mathematics. This was evident in cases where mathematics was an emotional bond between father and daughter and those in which mathematics was a family trait. Moreover, the mathematics activities in both classrooms were scripted and orchestrated with limited room for improvisation. However, the non-remedial students experienced moments in which their academic curiosity contributed to opportunities to exercise conceptual agency and author some of their mathematics knowledge. Further, successful students in remedial mathematics did not have the ability to continue the development of positive mathematics identities given rigid classroom activities that contributed to a limited sense of community to support mathematics learning.

Although scholars have explored the role of emotions, specifically White guilt and shame, in combating racism, there is a dearth of research available regarding differences between White guilt and shame, and measures available that independently assess these emotions in relation to White racism. The purpose of this study was to test a model of White Guilt and White shame as distinct forms of racial affect that serve to promote anti-racism (N=881). The White Guilt and White Shame model, tested using structural equation modeling, hypothesized that combined aspects of White guilt and White shame proneness, collective White guilt (e.g., group based culpability) and motivation processes to respond without racism (e.g., internal, external) would serve to challenge the development of colorblindness and fear of people of color, while fostering greater empathy and willingness to combat racism. Although the proposed hypotheses were moderately supported, and an overall acceptable model fit was found, two modifications were made to White Shame within the original proposed model in accordance with theory and empirical findings. Results from this study indicated that White guilt proneness, collective White guilt, and internal motivation to respond without racism loaded on the factor White Guilt, while White shame proneness, collective White guilt, and external motivation to respond without prejudice loaded on the factor White shame. Furthermore, results also provided sufficient evidence that White Guilt and White Shame have a positive effect on reducing colorblindness and promoting racial empathy, rather than fear. Limitations, clinical implications, and further directions of research are discussed.

As the high failure rate in developmental mathematics remains a national concern (Bonham et al., 2011), community colleges have begun experimenting with alternative delivery and design for remedial mathematics sequences. One approach was to implement mathematical literacy in their program, focusing on quantitative reasoning. Mathematical Literacy is an individual’s ability to formulate situations and reason mathematically, employ mathematical tools, concepts and procedures as well as to explain, apply and evaluate mathematical results (OECD, 2017). The intent of this study was to observe and evaluate learner attitudes regarding mathematics in a community college mathematical literacy course. Two groups of students from two different courses were part of the study; one group was in a mathematical literacy course and another group in an elementary algebra course. To measure students’ growth in self-confidence and in the perceived value and usefulness of mathematics, quantitative data were collected with an anonymous pre- and post-mathematics attitudes survey from the mathematical literacy course and the elementary algebra course. In addition, qualitative data were gathered with an open-ended question administered to participants in the mathematical literacy sections during the last week of the semester to offer richer insights into the findings from the attitude survey. Findings from the quantitative data revealed statistically significant effects for participants in the mathematical literacy course compared to their counterparts in the elementary algebra course in the area of attitudes regarding the perceived value and usefulness of mathematics, real-world problems, working in groups, as well as using computers in mathematics courses. Qualitative data were aligned with the findings from the quantitative data and indicated participants’ positive views on working in groups, the usefulness of the mathematical literacy course, and improvement of their attitudes regarding mathematics thanks to the course. The study suggested further research to improve our understandings of mathematical literacy and its impact.