There are more news in recent years mentioning and discussing school bullying, and to some extent its relationship to cyberbullying. Bullying affects the whole community and has a great impact on pupils and adults (Hamarus & Kaikkonen, 2007). The increased reporting and seriousness of bullying may increase public awareness and concerns about cyberbullying, it brings to question how cyberbullying is different from traditional bullying and whether bullying is a threat to society or a moral panic generated by the media. As a result, this research aims to analyze the difference between traditional bullying and cyberbullying and discover whether there are any correlation factors related to bullying. This research is based on qualitative design with two focus groups and three individual interviews. There were 11 secondary school teachers aged between 23 to 53, who participated in this study. Results suggested the difference between cyberbullying and traditional bullying focuses mainly on the high accessibility, anonymity and more bystanders found on the web. Nonetheless, there are some similarities among traditional bullying and cyberbullying that both have ambiguous definitions and it is hard to define whether bullies are intentionally harm others. Furthermore, it is suggested there are transformations between traditional bullying and cyberbullying, which increases the seriousness of bullying harms. As a result, it seems there is an eagerness in tackling bullying, although one may question whether bullying is a moral panic. Nonetheless, as suggested in this study, there was no moral panic on bullying in Hong Kong as perceived by teachers, teachers on the other hand, did not perceive bullying as a threat as well. However there are some limitations which may vary the research result. Lastly, the results suggested there is more than one way to tackle bullying and not a single efficient tackling strategy. Since this study mainly recruited secondary school teachers, their perception on bullying may be different from the general public since they have more contact with bullying cases. Thus future study is needed with more randomization. Since bullies’ and victims’ voices will also be important in analyzing bullying, it is suggested that future studies can also recruit bullies and victims in sharing their personal experiences. / published_or_final_version / Criminology / Master / Master of Social Sciences

published_or_final_version / Education / Master / Master of Education

This research examines how organizational antecedents affect organizational identification (OI) of academics in the business schools of universities in Hong Kong. Organizational antecedents include perceived organizational distinctiveness, inter-organizational competition, intra-organizational competition and perceived organizational prestige. OI is a perceptual cognition that links an individual to a particular group and identification with reference to an organization. It serves for individuals to cognitively segment and order the social environment. The outcomes of the study are faculty members’ in-role and extra-role performances, referring to the behavior necessary for the completion of the responsible work and behavior that attempts to benefit the organization and that goes beyond existing role expectations respectively. Based on the English language literature, it was hypothesized that OI of the faculty members was positively related to the antecedents except intra-organizational competition and the two outcomes. It also mediated the relationship between the four antecedents and two outcomes. Measures of the variables were operationalized using Likert scales by established international literature, and a survey instrument was constructed and validated after a pilot study in July 2012. All business school faculty members (1,162) in Hong Kong’s universities were invited to participate in the survey between August and October 2012. A total of 194 completed valid questionnaires were received. The statistics were run by the software package used for statistical analysis (SPSS) and data was analyzed using Baron and Kenny (1986)’s strategy to test the mediation hypothesis. The results of this study indicated a high level of OI consistent with the collectivist cultural value of Chinese employees. However, it demonstrated that OI was positively associated with organizational distinctiveness and organizational prestige only while there were no significant relationships between OI and inter-organizational competition as well as intra-organizational competition. These results were also contrary to the international OI literature which shows that OI only affects extra-role behavior. Instead, OI was positively associated with both consequences of in-role and extra-role performances. Finally, the data did not support OI as a mediator. Further research in a Chinese contexts and an extension of studies with more antecedents or moderators are recommended to retest the model and hypotheses. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Economics and Finance / Doctoral / Doctor of Philosophy

The scope of this dissertation covers two intangible cultural practices of the Chinese traditions: martial art and bone setting. The research will be on the combination of these two practices in the context of Hong Kong. 　　　Martial art through a system of apprenticeship, aims at passing the traditional techniques to the apprentice; and bone setting is a trade intending to help and cure people. They are traditionally human-oriented but not profit-oriented. The combined martial art school and bone setting clinic of Master Wong Fei-hung (黃飛鴻) is a perfect example. Master Wong Fei-hung is one of the most impressive Chinese martial art practitioners in the recent Chinese history and culture. He has a remarkable status in the practice of Chinese martial art cum bone setting in Southern China, who is also a hero in many people’s eyes. As this dissertation is about the intangible cultural heritage of martial art and bone setting, a well-known character in the recent Chinese history has therefore been selected to showcase the macro significance of this heritage. Through Master Wong, who practiced martial art and bone setting, the relationship between martial art and bone setting can be more clearly explained. 　　　The focus of this dissertation will be on the practice of this living heritage via a martial art Master cum bone setter, Master Li Chan-wo (李燦窩師父), as a case study. The reason for applying Master Li as the case study in this dissertation is that he is the student of Master Wong's wife (Master Mok Kwai-lan), from whom he inherited the martial art and bone setting techniques. This background and connection could help enrich the findings of this research and increase the credibility of the research findings in this dissertation. Whether this tradition of martial art school cum bone setting clinic can be preserved, it rests on how well we respect our living heritage. / published_or_final_version / Conservation / Master / Master of Science in Conservation

published_or_final_version / Public Administration / Master / Master of Social Sciences

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

鄭漢龍. / 據手稿本影印. / Thesis (M.A.)--香港中文大學敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves 118-121). / Zheng Hanlong. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 表格目次 --- p.(vii) / 摘要 --- p.(x) / Chapter 第一章 --- 引言 --- p.1 / Chapter （甲） --- 問題陳述 --- p.3 / Chapter （乙） --- 有關文獻之探討 --- p.6 / Chapter （丙） --- 研究動機 --- p.31 / Chapter 第二章 --- 研究方法與步驟 --- p.44 / Chapter （甲） --- 抽樣 --- p.44 / Chapter （乙） --- 研究工具 --- p.46 / Chapter （丙） --- 資料蒐集及分析　 --- p.49 / Chapter 第三章 --- 研究結果與討論 --- p.55 / Chapter （甲） --- 結果 --- p.55 / Chapter （乙） --- 討論 --- p.77 / Chapter 第四章 --- 結論 --- p.104 / 註釋 --- p.111 / 參考書目 --- p.118 / Chapter 附錄一 --- 問卷 --- p.122 / Chapter 二 --- 初中評核試試場主任與編監考員人選關係表 --- p.136 / Chapter 三 --- 香港中學會考試場主任與編初中評核試監考員人選關係表 --- p.136 / Chapter 四 --- 香港中學會考試場主任與編監考員人選關係表 --- p.137 / Chapter 五 --- 香港中學會考試場主任與編香港高等程度考試監考員人選關係表 --- p.137 / Chapter 六 --- 香港中學會考試場主任與編香港高教程度考試監考員人選關係表 --- p.138 / Chapter 七 --- 香港高等程度考試試場主任與編監考人選關係表 --- p.138

published_or_final_version / Education / Master / Master of Education