In this thesis, return to health is also estimated. We examine the effects of height on hourly wage, monthly earnings, working hours, and education level. Our results show that height has different causal impacts on women and men. Women benefit from height: taller women earn more, work less, and have more leisure time. However, taller men are more likely to land a job and work longer, largely because they are better endowed. Moreover, the positive effect of height on hourly wage for women is larger than that for men. In general, the findings have contributed new evidence to existing literature that estimates the return to health. / This thesis mainly investigates the intergenerational transmission of socioeconomic status. Specifically, it estimates the effects of family income and parental education on the health status and educational attainment of the next generation using unique twins data collected from urban China. By using twins strategy, we can largely control for unobservables, which may cause biases in estimations. Our results show that the positive correlations of family income and maternal education with child health are largely due to unobserved endowment and family background. However, family income and paternal education do have a positive effect on child education. Overall, our findings suggest that increasing family income and parental schooling do not help in improving child health. However, to reduce the educational gap of the next generation, redistributing income would prove beneficial. The design of government policies is dependent on the policy targets. / Xiong, Yanyan. / Advisers: Hongbin Li; Junsen Zhang. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 2176. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Phase Two study consists of 548 non-English major sophomore students in a large-scale survey on the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability. The instruments include Questionnaire on the Metacognitive Knowledge of EFL reading comprehension, Vocabulary Levels Test (Nation, 1990) and EFL Reading Comprehension Test. The findings reveal that Chinese tertiary EFL readers have a good command of 2,000-word level and approach 3,000-word level. Vocabulary size does not only exert direct influences on EFL reading comprehension ability, but also plays a significant moderating role in regulating the effect of metacognitive knowledge on EFL reading comprehension ability. When the vocabulary size reaches above the threshold of 3,000 words, metacognitive knowledge plays an increasing role in EFL reading comprehension ability. / The present study sets out to investigate how Chinese tertiary EFL readers utilize metacognitive knowledge in their academic reading process, to discover the possible differences between less successful readers and successful readers in utilizing metacognitive knowledge in their reading and to map out the relationships among metacognitive knowledge, vocabulary size and EFL reading comprehension ability. / The study consists of two phases. Five less successful and five successful Chinese tertiary EFL readers participated in the think-aloud reading task and the interviews in Phase One study. Twenty-nine types of metacognitive knowledge were identified and categorized into nine subcategories under two major categories of person knowledge and strategy knowledge following Flavell's metacognitive framework (1979). Less successful readers used more frequently most types of metacognitive knowledge than their successful counterparts. Vocabulary was found to be the major obstacle hindering the students' reading progress for both groups of students. However, successful readers deployed strategy knowledge more flexibly to address the vocabulary gap than less successful readers. Differences were also discovered on the motivational and affective characteristics such as reader role, goal of reading, interest and self-efficacy between the two groups. Successful readers were more actively engaged in reading and provided interpretations of the text on their own authority. They also demonstrated an accurate self-knowledge and higher levels of task-mastery goal and interest toward reading. / The theoretical, empirical and educational contributions of these findings for L2 reading are discussed, as are suggestions for future research. / Li, Jie. / Advisers: Yujing Ni; Kawai Chan. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1923. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 172-193). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

by Wong Siu Yin. / Bibliography: leaves [i]-vi / Thesis (M.S.W.)--Chinese University of Hong Kong, 1986

by Simon Siu-man Tam. / Includes bibliographical references / Thesis (M.Ph.)--Chinese University of Hong Kong, 1986

林健發. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院歷史學部. / Ju shou gao ben ying yin. / Lin Jianfa. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan li shi xue bu. / Chapter 一 --- 緒言 / Chapter 二 --- 書院的起源與清初之發展 --- p.1 / Chapter (1) --- 書院的起源 / Chapter (2) --- 清初之發展 --- p.13 / Chapter 三 --- 雲南省書院的建置沿革 --- p.105 / Chapter 四 --- 規模與結構 --- p.163 / Chapter 甲 --- 書院之組織 --- p.166 / Chapter 乙 --- 山長之聘請、資格、待遇、職責與任期 --- p.184 / Chapter 丙 --- 生徒之資格、等級與待遇 --- p.218 / Chapter 丁 --- 教學內容與條規 --- p.250 / Chapter 戊 --- 經濟基礎 --- p.268 / Chapter 己 --- 建築 --- p.300 / Chapter 庚 --- 藏書 --- p.320 / Chapter 五 --- 書院的功能 --- p.406 / Chapter 六 --- 結論 --- p.524

據手稿本影印. / Thesis (M.A.)--香港中文大學. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 175-194). / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 導言 / Chapter 一 --- 問題闡釋 / Chapter a --- 兩種社會學 --- p.1-2 / Chapter b --- 兩種教育模式 --- p.3-5 / Chapter c --- 成人教育與兩種教育模式 --- p.6-17 / Chapter 二 --- 文獻回顧 / Chapter a --- 成人教育目標、教與學過程和組織 --- p.18-22 / Chapter b --- 中國的成人教育 --- p.23-27 / Chapter 三 --- 研究設計 / Chapter a --- 研究範圍 --- p.28 / Chapter b --- 研究問題 --- p.28-29a / Chapter c --- 研究方法 --- p.29a-36 / Chapter d --- 研究限制 --- p.36 / Chapter 第二章 --- 中國成人教育的發展及問題 / Chapter 一 --- 中國成人教育的發展 --- p.37-38 / Chapter a --- 第一個時期：從建國至文革前 (1949-1966) --- p.38-43 / Chapter b --- 第二個時期：文化大革命(1967-1977) --- p.43-44 / Chapter c --- 第三個時期：文革結束至現在(1977-1987) --- p.44-46 / Chapter d --- 中國成人教育的特色和目標 --- p.46-48 / Chapter 二 --- 中國成人高等教育 --- p.49-53 / Chapter 三 --- 中國廣東省廣州市的成人高等教育 --- p.54-64 / Chapter 第三章 --- 學生問卷結果 / Chapter 一 --- 學生背景資料 --- p.65-75 / Chapter 二 --- 科層組織 --- p.76-78 / Chapter 三 --- 中國成人高等教育的目標和教與學過程 / Chapter a --- 中國成人高等教育的目標 --- p.79-85 / Chapter b --- 學習和考核過程與及學習動機 --- p.86-95 / Chapter c --- 中國成人高等教育目標和教與學過程 --- p.96-102 / Chapter 四 --- 小結 --- p.102-103 / Chapter 第四章 --- 教師問卷資料 / Chapter 一 --- 教師背景資料 --- p.104-107 / Chapter 二 --- 科層組織 --- p.108-111 / Chapter 三 --- 中國成人高等教育目標和教與學過程 / Chapter a --- 中國成人高等教育目標 --- p.112-118 / Chapter b --- 教授和考核過程 --- p.119-122 / Chapter c --- 中國成人高等教育目標和教與學過程 --- p.123-129 / Chapter 四 --- 小結 --- p.130-131 / Chapter 第五章 --- 討論 / Chapter 一 --- 引言 --- p.132-133 / Chapter 二 --- 背景資料 --- p.134-141 / Chapter 三 --- 成人高等教育目標 --- p.142-145 / Chapter 四 --- 如何落實教育目標──教與學過程 --- p.146-150 / Chapter 五 --- 教育目標和教與學過程 --- p.151-153 / Chapter 六 --- 考核過程作為教育政策 --- p.154-157 / Chapter 七 --- 成人高等教育與社會政策 / Chapter a --- 成人高等教育目標衍生的問題 --- p.158-159 / Chapter b --- 作為假設性的解決方法的社會政策 --- p.159-163 / Chapter 八 --- 中國成人高等教育與崗位培訓 --- p.164-169 / Chapter 第六章 --- 結論 --- p.170-174 / 參考書目（中文及英文） --- p.175-190 / 報章雜誌參考目錄 --- p.191-192 / 有關中國成人教育的官方文獻（摘編) --- p.193-194 / 附錄 / 問卷（學生問卷及教師問卷) --- p.195-203

by Vivian Mo-yin Cheng. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 89-94). / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / LIST OF TABLES --- p.iv / LIST OF FIGURES --- p.v / LIST OF APPENDICES --- p.v / CHAPTER / Chapter I. --- INTRODUCTION --- p.2 / Purpose of the Study --- p.2 / Significance of the Study --- p.3 / Chapter II. --- REVIEW OF SELECTED LITERATURE --- p.5 / Sex differences --- p.5 / Sex-stereotypes --- p.8 / Sex-role Orientation --- p.14 / Expectancy-value Model --- p.19 / Chapter III. --- METHOD --- p.22 / Study Overview --- p.22 / Subjects --- p.22 / Procedure --- p.23 / Measures of --- p.25 / Academic Choice --- p.25 / Acheivement Motives --- p.26 / Sex-stereotypes --- p.29 / Sex-role Orientation --- p.34 / Past School Performances --- p.39 / Research Hypotheses --- p.42 / Data Analyses --- p.43 / Chapter IV. --- RESULTS --- p.47 / Sex-related differences --- p.47 / Effects of Sex-role Orientation --- p.50 / Effects of Sex-stereotypes --- p.54 / Path Model for Academic Choice --- p.56 / Chapter V. --- DISCUSSION --- p.61 / Summary of Findings --- p.61 / Implication of Findings --- p.62 / Further discussion on Sex-role Orientation --- p.68 / Directions for future research trend --- p.72 / Limitations of the study --- p.74 / APPENDICES --- p.76 / REFERENCES --- p.89

by Terpstra Tong Jane Lai-Yee. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 99-100). / EXECUTIVE SUMMARY --- p.i / TABLE OF CONTENTS --- p.ii / LIST OF TABLES AND FIGURES --- p.v / ACKNOWLEGEMENT --- p.vi / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Methodology of Studies --- p.3 / Terminology --- p.3 / Approach --- p.3 / Data Collection --- p.4 / Chapter II. --- METHODOLOGY --- p.6 / Five Competitive Forces --- p.6 / Advantages of Industry Analysis --- p.13 / Establishing Competitive Advantage --- p.14 / Putting Strategy to Work --- p.16 / Data Collection --- p.17 / Rationale and Objectives of the Questionnaire --- p.18 / Chapter III. --- AN ANALYSIS OF THE CONTINUING BUSINESS EDUCATION INDUSTRY --- p.20 / Bargaining Power of Customers --- p.20 / Bargaining Power of Supplier --- p.23 / Threat of New Entrants --- p.24 / Threat of Substitutes --- p.26 / Rivalry Among Existing Competitors --- p.28 / Is the Continuing Business Education an Attractive Industry to Get in? --- p.30 / Chapter IV. --- "THE PRODUCT, THE CUSTOMERS, AND THE CURRENT OPERATIONS" --- p.32 / The Product: Diploma Course in Management Communication --- p.32 / Customer Profile --- p.35 / The Current Operations --- p.36 / Structure of APIB --- p.36 / Structure of DMC --- p.37 / Chapter V. --- COMPETITORS OF DMC --- p.39 / Competitors for Customers that View DMC as an English Program --- p.39 / Competitors for Customers who Take DMC as a Management Program --- p.43 / Diploma Programs of APIB --- p.43 / Professional Diploma of Hong Kong Management Association --- p.44 / Other Suppliers of Diploma Programs --- p.45 / A Warning of Quality --- p.47 / Competitors that Offer Management Skills Training --- p.48 / Who to Compete With? --- p.49 / Chapter VI. --- COMPETITIVE STRATEGY FOR DMC --- p.50 / Cost is Not Manageable and Low Cost Strategy is Not Possible --- p.50 / Broad Differentiation or Focus Differentiation? --- p.52 / Proper Strategy: Focus Differentiation --- p.52 / Position as Management Skills Program --- p.53 / Putting Strategy into Action --- p.54 / Focus Differentiation Strategy: Implications and Related Issues for DMC's Operations --- p.54 / What Do the Customers Value? --- p.55 / Target Customers - Who Should DMC Focus on? --- p.55 / Market Size --- p.58 / Chapter VII. --- MARKETING COMMUNICATIONS PROGRAM / Previous Marketing Plan --- p.60 / Core Program --- p.61 / Program Brochure --- p.62 / Press Release --- p.63 / Advertising --- p.64 / Direct Mailing --- p.65 / Option One: Sales Calls to Selected Corporations --- p.67 / Option Two: Whole Day Walk-in Registration Session --- p.68 / Budget --- p.69 / Chapter VIII. --- CONCLUSION --- p.70 / APPENDIX 1 QUESTIONNAIRE --- p.71 / Chapter 2 --- RESULTS OF SURVEY ON PART-TIME STUDIES OF WORKING EXECUTIVES --- p.77 / Chapter 3 --- STUDENT PROFILE --- p.89 / Chapter 4 --- SAMPLE OF PRESS RELEASE --- p.96 / Chapter 5 --- SAMPLE ADVERTISEMENT --- p.98 / BIBLIOGRAPHY --- p.99

Lau Man Chun Patrick. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 1998-99, design report." / Includes bibliographical references. / Chapter ´Ø --- Acknowledgements / Chapter ´Ø --- Prelude / Chapter 1. --- Introduction and summary / Chapter ´Ø --- Issues and Goals / Chapter ´Ø --- Environmental problems has educational roots / Chapter ´Ø --- Environmental education / Chapter ´Ø --- Environmental education in Hong Kong / Chapter ´Ø --- The importance of primary experience in the natural environment / Chapter ´Ø --- Opportunities / Chapter ´Ø --- Conclusions / Chapter ´Ø --- Summary / Chapter ´Ø --- Hypothetical client / Chapter ´Ø --- Site / Chapter ´Ø --- Financial consideration / Chapter 2. --- The Project Brief / Chapter ´Ø --- Site and Constraints / Chapter ´Ø --- Space Program / Chapter ´Ø --- Concept Developments / Chapter 3. --- The Design / Chapter ´Ø --- Design Development / Chapter ´Ø --- "Final Plans, Sections, Elevations, Details," / Chapter 4. --- Bibliography / Chapter 5. --- Appendices / Chapter A. --- Research / Chapter 1. --- Environmental Education / Chapter 2. --- Government strategies on environmental protection / Chapter 3. --- Hypothetical client profile and preferences / Chapter B. --- Site selection and comparison / Chapter C. --- Construction cost estimation / Chapter D. --- Space Program development / Chapter E. --- Precedents Study / Chapter F. --- Interviews

by Wong Wing Kwan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 163-172). / Text in English; abstracts in English and Chinese. / by Wong Wing Kwan. / ABSTRACT --- p.ii / ABSTRACT (in Chinese) --- p.iv / ACKNOWLEDGEMENTS --- p.v / LIST OF TABLES --- p.xi / LIST OF ABBREVIATIONS --- p.xii / LIST OF APPENDIXES --- p.xiii / Chapter 1/ --- INTRODUCTION --- p.1 / Chapter 1.1 --- Research Impetus --- p.1 / Chapter 1.2 --- Central Research Problem --- p.2 / Chapter 1.3 --- Research Significance --- p.4 / Chapter 1.4 --- Organization of This Thesis --- p.6 / Chapter 2/ --- ON ENVIRONMENT AND ENVIRONMENTAL EDUCATION -- THE THEORETICAL AND GLOBAL CONTEXT --- p.9 / Chapter 2.1 --- The Environmental Crisis --- p.9 / Chapter 2.11 --- The dominating perspective --- p.10 / Chapter 2.12 --- Problems overlooked --- p.11 / Chapter 2.13 --- Environmental problems as problems of social injustice --- p.14 / Chapter 2.14 --- Locating the power relations --- p.15 / Chapter 2.141 --- The dominating definition of life quality --- p.15 / Chapter 2.142 --- The global economic order--- a platform of power asymmetry --- p.17 / Chapter 2.143 --- "Global development agenda--- ""catching-up"" as the basis for sustainability" --- p.18 / Chapter 2.2 --- Environmental Education: A Critique of the Established Views --- p.22 / Chapter 2.21 --- Seeking definitions --- p.23 / Chapter 2.22 --- "From definition to practice- the split of mind, body and heart" --- p.24 / Chapter 2.23 --- The domination of mainstream science and technologyin environmental education --- p.27 / Chapter 2.3 --- Environmental Education in the Form of Empowerment --- p.30 / Chapter 2.4 --- Chapter Summary --- p.37 / Chapter 3/ --- ON ENVIRONMENT AND ENVIRONMENTAL EDUCATION -- THE LOCAL CONTEXT --- p.38 / Chapter 3.1 --- Environmental Agenda in Hong Kong --- p.38 / Chapter 3.11 --- Role of the government --- p.38 / Chapter 3.12 --- Role of private corporations --- p.42 / Chapter 3.13 --- Role of green groups --- p.44 / Chapter 3.14 --- Role of scientists and experts --- p.47 / Chapter 3.15 --- Dangerous liaisons --- p.48 / Chapter 3.2 --- Environmental Education in Hong Kong - An Overview --- p.49 / Chapter 3.21 --- Environmental education targeted at public awareness --- p.50 / Chapter 3.22 --- Environmental education in formal schooling --- p.52 / Chapter 3.23 --- Local researches on environmental awareness and environmental education --- p.53 / Chapter 3.3 --- Chapter Summary --- p.55 / Chapter 4/ --- RESEARCH DESIGN --- p.58 / Chapter 4.1 --- Research Design --- p.58 / Chapter 4.11 --- The nature of critical qualitative research --- p.58 / Chapter 4.12 --- The nature of case-study --- p.60 / Chapter 4.13 --- Selection of cases --- p.61 / Chapter 4.2 --- Case Profiles --- p.63 / Chapter 4.21 --- Tim Po Primary School --- p.63 / Chapter 4.22 --- Sing Tak Primary School --- p.64 / Chapter 4.23 --- Fung Lan Primary School --- p.65 / Chapter 4.3 --- Data Collection --- p.67 / Chapter 4.31 --- Written and printed texts --- p.68 / Chapter 4.32 --- Interviews --- p.69 / Chapter 4.33 --- Observation --- p.72 / Chapter 4.34 --- Research validity and data triangulation --- p.74 / Chapter 4.4 --- Data Recording and Analysis --- p.75 / Chapter 4.41 --- Data recording --- p.75 / Chapter 4.42 --- Data analysis --- p.75 / Chapter 4.5 --- Research Limitations --- p.77 / Chapter 4.6 --- Chapter Summary --- p.79 / Chapter 5/ --- INSIDE STORIES -- ENVIRONMENTAL EDUCATION IN SCHOOLS --- p.80 / Chapter 5.1 --- The Case of Tim Po Primary School (TPS) --- p.80 / Chapter 5.11 --- Environmental education in formal curriculum --- p.80 / Chapter 5.12 --- Environmental Education in informal curriculum --- p.90 / Chapter 5.2 --- The Case of Sing Tak Primary School (STS) --- p.92 / Chapter 5.21 --- Environmental education in formal curriculum --- p.92 / Chapter 5.22 --- Environmental education in informal curriculum --- p.94 / Chapter 5.3 --- The case of Fung Lan School (FLS) --- p.100 / Chapter 5.31 --- Environmental education in formal curriculum --- p.100 / Chapter 5.32 --- Environmental education in informal curriculum --- p.102 / Chapter 5.33 --- Environmental education beyond curriculum --- p.102 / Chapter 5.4 --- Chapter Summary --- p.106 / Chapter 6/ --- BEHIND THE STORIES - -FORCES AND DYNAMICS --- p.108 / Chapter 6.1 --- Seeing Environmental Education through the Eyes of Teachers --- p.108 / Chapter 6.11 --- Conceptualizing the environmental problematique --- p.108 / Chapter 6.111 --- Central problems --- p.109 / Chapter 6.112 --- Causes of the problems --- p.110 / Chapter 6.113 --- Dealing with the problems --- p.112 / Chapter 6.12 --- Understanding environmental education --- p.114 / Chapter 6.121 --- Environmental education as a matter of lifestyle --- p.114 / Chapter 6.122 --- "The cultivation of ""personal"" attitudes" --- p.115 / Chapter 6.123 --- Pupils' age and teachers' expectation --- p.117 / Chapter 6.13 --- Personal level constraints acting on teachers --- p.119 / Chapter 6.131 --- Lack of subject knowledge --- p.119 / Chapter 6.132 --- Teaching experience --- p.121 / Chapter 6.2 --- School Level Factors in Environmental Education --- p.123 / Chapter 6.21 --- The focus of work: the marginalized status of environmental education and General Studies --- p.123 / Chapter 6.22 --- Tight schedule --- p.127 / Chapter 6.3 --- External Forces and School Environmental Education --- p.130 / Chapter 6.31 --- School inspectors and board of directors --- p.130 / Chapter 6.32 --- The preoccupation with school reputation and academic attainment --- p.131 / Chapter 6.4 --- Chapter Summary --- p.133 / Chapter 7/ --- A GROUNDED CRITIQUE --- p.134 / Chapter 7.1 --- The Non-critical and Apolitical Environmental Agendain School Environmental Education --- p.134 / Chapter 7.11 --- The narrow definition of environmental subjectsin the syllabus of General Studies --- p.134 / Chapter 7.12 --- The anti-environment themes --- p.137 / Chapter 7.2 --- Teachers as Agency --- p.138 / Chapter 7.3 --- "The Task Oriented Environmental Education ""Show""" --- p.143 / Chapter 7.31 --- "Schools' primary concerns: environmental education and ""quality"" education" --- p.143 / Chapter 7.32 --- The reliance on external resources --- p.145 / Chapter 7.4 --- Chapter Summary: The Detachment from the Process of Empowerment --- p.149 / Chapter 8/ --- CONCLUSION: ENVIRONMENTAL EDUCATION IN THE WHIRLPOOL OF EDUCATION REFORM --- p.150 / Chapter 8.1 --- A Restatement on the True Meaning of Environmental Education --- p.150 / Chapter 8.2 --- Some Characteristics of Environmental Educationin Hong Kong Primary Schools --- p.151 / Chapter 8.3 --- Looking Beyond: Environmental Education in the Whirlpool of Education Reform --- p.152 / Chapter 8.31 --- The overarching priority of education --- p.153 / Chapter 8.32 --- "Environmental awareness as part of the entrepreneur's ""personality package""" --- p.154 / Chapter 8.33 --- The formalization of extra-curricular activities --- p.156 / Chapter 8.4 --- Final Words --- p.158 / APPENDIXES --- p.160 / REFERENCES --- p.163