Distributed leadership has gained currency among researchers and practitioners of educational leadership. Notwithstanding its increasing popularity, there is relatively little empirical evidence about what leadership roles, or to what extent, principals actually distribute their leadership. Evidence that links distributed leadership to improved school achievement remains far from confirmatory. Consequently, many scholars have called for more large scale empirical studies in this area. / Furthermore, the study attempts to relate the extent of leadership distribution to improvements in five areas of organizational outcomes, namely leadership capacity, teachers' capacity, school collegial culture, principals' job satisfaction and student learning outcomes. By means of multiple linear regressions, the positive effects of distributed leadership on each of these five organizational outcomes were verified and confirmed. / However, positive effects of distributed leadership can be achieved when some internal necessary conditions for effective distributed leadership, including leadership expertise of senior staff, coordination of leadership, and the atmosphere of mutual trust exist in an organization. In this study, the intervening effects of these necessary conditions on outcomes of distributed leadership are also scrutinized. Using linear regression with dummy variables, Coordination of Leadership was found to be the most significant intervening variable. Schools where leadership is more highly coordinated displayed greater effects of distributed leadership on all the five areas of organizational outcome. Leadership Expertise and Mutual Trust were found to have significant intervening effects on four areas and three areas of organizational outcome respectively. / To address the paucity of empirical knowledge about distributed leadership, this study aims to provide empirical evidence of distributed leadership by studying the scope and pattern of the distribution of leadership tasks by 220 Hong Kong secondary principals in seven leadership dimensions previously validated in Hong Kong. It was found that Hong Kong principals distribute leadership tasks most in the dimension Teaching, Learning and Curriculum and least in the dimension Leader and Teacher Growth and Development. / Leung, Kam Bor. / Adviser: Allan Walker. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1864. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 240-263). / 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 Chan Yau Chi. / Questionnaire in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 124-135). / CONTENT OF FIGURES --- p.iii / CONTENT OF TABLES --- p.iv / ACKNOWLEDGMENTS --- p.vi / ABSTRACT --- p.vii / Chapter CHAPTER I. --- INTRODUCTION / Chapter 1.1 --- BACKGROUND --- p.1 / Chapter 1.2 --- RESEARCH QUESTIONS --- p.7 / Chapter 1.3 --- SIGNIFICANCE OF THE STUDY --- p.8 / Chapter CHAPTER II. --- REVIEW OF LITERATURE AND THEORETICAL FRAMEWORK / Chapter 2.1 --- CONCEPT OF INSTRUCTIONAL LEADERSHIP --- p.10 / Definition of instructional leadership --- p.11 / Models of instructional leadership --- p.12 / Comparison of general leadership models and instructional leadership models --- p.29 / Factors affecting or antecedents to instructional leadership --- p.38 / Chapter 2.2 --- INSTRUCTIONAL LEADERSHIP AND ITS INDIRECT OUTCOME --- STUDENT ACHIEVEMENT --- p.43 / Chapter 2.3 --- DIRECT OUTCOMES OF INSTRUCTIONAL LEADERSHIP --- p.45 / Chapter 2.4 --- CONCEPTION OF THE STUDY --- p.51 / Chapter CHAPTER III. --- RESEARCH METHODOLOGY / Chapter 3.1 --- DEFINITIONS --- p.58 / Chapter 3.2 --- NATURE OF THE STUDY --- p.61 / Chapter 3.3 --- UNIT OF ANALYSIS --- p.62 / Chapter 3.4 --- INSTRUMENTS --- p.62 / Chapter 3.5 --- SAMPLING --- p.68 / Chapter 3.6 --- ANALYSIS DESIGN --- p.70 / Chapter 3.7 --- LIMITATIONS --- p.71 / Chapter CHAPTER IV. --- RESULTS AND DISCUSSION / Chapter 4.1 --- GENERAL INFORMATION OF THE SAMPLE --- p.75 / Chapter 4.2 --- FINDINGS RELATED TO RESEARCH QUESTION 1 --- p.78 / Chapter 4.3 --- FINDINGS RELATED TO RESEARCH QUESTION 2 --- p.83 / Relation of principal experience to instructional leadership --- p.85 / Relation of parental support to instructional leadership --- p.87 / Relation of academic quality of student input to instructional leadership --- p.92 / Relation of other contextual variables to instructional leadership --- p.96 / Summary --- p.97 / Chapter 4.4 --- FINDINGS RELATED TO RESEARCH QUESTION 3 --- p.97 / Mean scores of teachers' affective and attitudinal outcomes --- p.98 / Correlational relationship between teachers' affective and attitudinal outcomes --- p.99 / Relation of teachers' outcomes to instructional leadership --- p.101 / Relation of teachers' outcomes and contextual variables to instructional leadership --- p.104 / Intercorrelation between the instructional leadership functions --- p.108 / Chapter 4.5 --- FINDINGS RELATED TO RESEARCH QUESTION 4 --- p.110 / Chapter CHAPTER V. --- CONCLUSIONS AND IMPLICATIONS --- p.117 / BIBLIOGRAPHY --- p.124 / APPENDIX A --- p.136 / APPENDIX B --- p.138

by Li Pak Hung. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 115-125.

呂宇俊. / "2002年6月" / 論文 (神道學碩士)--香港中文大學, 2002. / 參考文獻 (leaves 41-42) / "2002 nian 6 yue" / Lü Yujun. / Lun wen (shen dao xue shuo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (leaves 41-42) / Chapter 壹. --- 引言 --- p.1-2 / Chapter 一´Ø --- 硏究背景與動機 --- p.1 / Chapter 二´Ø --- 硏究目的 --- p.2 / Chapter 貳. --- 生命教育 --- p.2.7 / Chapter 一 ´Ø --- 「生命教育」的緣起 --- p.3 -5 / Chapter 二´Ø --- 台灣前線教育工作者對生命教育理解 --- p.5 -7 / Chapter 叁. --- 香港需要生命教育 --- p.8-9 / Chapter 肆. --- 香港前線宗教老師看生命教育與宗教教育 --- p.10 -17 / Chapter 一 ´Ø --- 硏究方法與步聚 --- p.10-11 / Chapter 1. --- 硏究對象 / Chapter 2. --- 問卷設計與資料搜集 / Chapter 二´Ø --- 前線宗教老師看生命教育 --- p.11 / Chapter 1. --- 你認爲甚麼是「生命教育」？（問題一） --- p.11 -13 / Chapter 2. --- 你認爲「生命教育」必須包含那些元素？（問題二） --- p.14 -16 / Chapter 3. --- 分析 --- p.17 / Chapter 三´Ø --- 前線宗教老師看生命教育與宗教教育 --- p.18 -24 / Chapter 1. --- 你認爲「生命教育」與「宗教教育」有甚麼關係，又有甚麼分別？ (問題三） / Chapter 1.1. --- 調查結果 --- p.18 -20 / Chapter 1.2. --- 分析 --- p.20 -21 / Chapter 2. --- 你怎樣看現今中學的「宗教教育」？（問題五） / Chapter 2.1. --- 調查結果 --- p.22-23 / Chapter 2.2. --- 分析 --- p.23-24 / Chapter 3. --- 小結 --- p.24 / Chapter 伍´Ø --- 中學生需要怎樣的生命教育與宗教教育 --- p.25 -33 / Chapter 1. --- "你認爲現今的中學生,需要怎樣的「生命教育」？（問題四）" / Chapter 1.1. --- 調查結果 --- p.25-28 / Chapter 1.2. --- 分析 --- p.28 -29 / Chapter 2. --- 你認爲現今的中學生，需要怎樣的「宗教教育」？（問題六） / Chapter 2.1. --- 調查結果 --- p.29-31 / Chapter 2.2. --- 分析 --- p.31 / Chapter 3. --- 小結 --- p.32 -33 / Chapter 陸´Ø --- 教會學校在推行「生命教育」的角色 --- p.34 -39 / Chapter 一 ´Ø --- 生命教育的基礎是宗教性的 --- p.35 -36 / Chapter 二 ´Ø --- 教會學校在推行「生命教育」能夠作出的貢獻：信仰基礎和宗教老師頁 --- p.36 / Chapter 1. --- 基督宗教的本質對「生命教育」的肯定 / Chapter 1.1. --- 人的本質 --- p.36-37 / Chapter 1.2. --- 生命的目的 --- p.37 -38 / Chapter 1.3. --- 愛的教育 --- p.38-39 / Chapter 2. --- 基督宗教老師能擔當促進者 --- p.39 / Chapter 3. --- 小結 --- p.39 / Chapter 柒. --- 結論 --- p.40 / Chapter 捌. --- 參考書目 --- p.41-42 / Chapter 玖. --- 附錄 --- p.43_44 / 附錄一 ：「宗教與人生一優質生命教育的追尋」 --- p.43 / 附錄二 ：參與「學校夥伴計劃」之學校名單 --- p.44

Chan Mei Mei. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 139-148). / Abstracts in English and Chinese. / Acknowledgements --- p.3 / Abstract --- p.4 / Chapter Chapter 1 --- Introduction --- p.6 / Tomboys in the West --- p.8 / Tomboys in Taiwan --- p.10 / Tomboys in Hong Kong --- p.11 / The Problem --- p.19 / Chapter Chapter 2 --- Literature Review --- p.22 / School as the Social Context --- p.35 / Theoretical Framework --- p.39 / Chapter Chapter 3 --- "Research Process: Design, Methodology and Context" --- p.45 / Research Design --- p.46 / Research Methodology --- p.47 / Research Context --- p.53 / Chapter Chapter 4 --- School as a site for Identity Construction --- p.62 / Formal School Culture --- p.65 / Informal School Culture --- p.75 / Chapter Chapter 5 --- Tomboy as a Social Act --- p.83 / Discursive Construction of Tomboy Identity --- p.85 / The Body Construction of Tomboyism --- p.91 / Highly Visible Performance --- p.105 / Chapter Chapter 6 --- Tomboy as a Construction of Self --- p.107 / Development of a Tomboy Self --- p.108 / The Positive Consequences of Tomboyism --- p.116 / Tomboy's Erotic Experiences --- p.118 / Tomboy's View on Lesbianism --- p.121 / When tomboys grow up and confront the real world --- p.123 / Tomboys in Workplace --- p.127 / Chapter Chapter 7 --- Conclusion --- p.131 / References Cited --- p.139

香港教育歷史書寫以教育政策史為核心，一直缺乏有關鄉村學校的研究。本地教育史研究者多數將鄉村學校納入傳統中國學塾的想像，或簡化成一種過渡式的教育模式。在殖民管治新界的歷史時空下，鄉村學校的具體面貌，及其在不同階段的轉型和社會功能都被忽略。本研究以有別於主流教育歷史研究的書寫方式，嘗試將鄉村學校與新界殖民管治、新市鎮規劃、鄉村社群與城市文化拉扯等範疇連結起來，多角度重塑新界鄉村學校與整體社會脈絡的互動。本研究透過說明新界鄉村學校的歷史發展過程，目的是為了突顯鄉村學校並非鐵板一塊。鄉村教育與鄉村社區文化緊密結合，學校的發展形態多樣而且教學生活化。 / 本研究先從描繪鄉村學校與新界殖民歷史的關係出發，指出鄉村學校的興起與戰後殖民政府改變新界管治方針，普及教育的政治功能，以及現代教育體制的建立有密切關係。為強調鄉村學校的地緣特色，本文會以兩所新界鄉村學校為個案研究對象。本文藉著訪問、挖掘學校文獻、整理現存的口述歷史研究報告及相關歷史資料，介紹兩所新界鄉村學校的辦學理念、發展沿革、教學特色。本研究最後將提到1997 年後鄉村學校面臨大規模結束的困境，當中反映政府及民間社會對鄉村學校的不同理解和定位。本地教育史研究以線性叙事磨平地區發展差異和鄉村學校的多義性，因此本研究通過探討新界鄉村學校在本地教育史中的位置為鄉村學校研究補遺，並進一步批判以城市價值為核心的單一教育模式。 / The writing of Hong Kong education history has always focused on the side of education policy. The majority of the studies describe village schools in the New Territories as traditional and transitional form of education, which makes village school unnoticed in the academic field. It is important to review village schools differently in each historical era, and to rethink its intersection with the colonial policy, urban and rural tension, and its significant position in the process of education modernization. Unlike the mainstream education policy studies, this study relate education development with colonial governance, urbanization and evolvement in local education model. With these angles, this study will provide both macro and micro perspectives to understand how the social and cultural environments reshape village schools in the New Territories in the post-war era. / This study will first pointed out the closely linkage between village school in New Territories and the colonial rule of New Territories. The rise of village schools in the post-war period is much related to the changing ruling principle in New Territories. The political purpose of promoting mass education and the establishment of the local education system also provide a favorable environment for the booming development of village schools. / In order to emphasize how geographical factors affect village schools, this study will use two village schools in New Territories, Lam Tsuen Public School and Fung Kai Primary School as cases. Through accessing school documents and oral history research reports, conducting interviews and analyzing historical materials, this research would show like to how diverse education philosophies, teaching methods and school scale can village schools be. Yet, a large scale of village schools have been shut down after 1997, the challenges that they faced and how the society responded will be briefly explained in the final chapter. / The objective of the research is to project a more comprehensive picture of village schools by discovering and mapping various historical materials in a specific period of time (1946-1997). With exploring the position of village schools in New Territories, this paper will also criticize the city-centric logic behind the linear education historical writing. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 梁麗欣. / "2013年3月". / "2013 nian 3 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 101-109). / Abstract in Chinese and English. / Liang Lixin. / Chapter 第一章： --- 新界.鄉村.學校 / Chapter 1.1 --- 重尋新界鄉村學校的歷史位置 --- p.1 / Chapter 1.2 --- 研究範圍：命名的政治 --- p.3 / Chapter 1.2.1 --- 鄉村學校的獨特性 --- p.7 / Chapter 1.3 --- 新界鄉村教育研究之不足 --- p.8 / Chapter 1.4 --- 研究方法及理論背景 --- p.13 / Chapter 1.4.1 --- 篇章主旨 --- p.16 / Chapter 1.4.2 --- 研究個案簡介 --- p.17 / Chapter 第二章： --- 戰後殖民管治模式的轉向及其對新界教育發展的影響 / Chapter 2.1 --- 鄉村教育現代化的背景 --- p.20 / Chapter 2.1.1 --- 鄉村建設運動 --- p.20 / Chapter 2.1.2 --- 殖民者無意推行教育改革 --- p.21 / Chapter 2.2 --- 普及教育制度於戰後英屬殖民地萌芽 --- p.23 / Chapter 2.3 --- 新界的政治性 --- p.25 / Chapter 2.3.1 --- 城鄉拉扯中的鄉村學校 --- p.28 / Chapter 2.4 --- 新界鄉村學校得以冒起的契機 --- p.30 / Chapter 2.4.1 --- 私塾與現代學校的結合 --- p.31 / Chapter 2.4.2 --- 建立統一教育體制 --- p.33 / Chapter 2.4.2.1 --- 收緊學校審批 --- p.33 / Chapter 2.4.2.2 --- 規範師範訓練 --- p.38 / Chapter 2.5 --- 鄉村學校的歷史定位 --- p.41 / Chapter 第三章： --- 新界鄉村學校的特色--學校個案研究 / Chapter 3.1 --- 新界鄉村學校的地緣性 --- p.45 / Chapter a) --- 林村公立學校 --- p.47 / Chapter ai. --- 發展歷史 --- p.47 / Chapter aii. --- 各處鄉村各處例 --- p.54 / Chapter aiii. --- 學校不只是教育場所 --- p.61 / Chapter b) --- 鳳溪小學 --- p.67 / Chapter bi. --- 發展歷史 --- p.67 / Chapter bii. --- 鄉村學校？市區學校？ --- p.69 / Chapter biii. --- 當「宗族傳承」遇上「現代管理」 --- p.72 / Chapter 3.2 --- 兩所學校未能填滿的空白75 --- p.75 / Chapter 第四章： --- 新界鄉村學校的啟示--拉闊現代教育想像 / Chapter 4.1 --- 歷史任務的終結？九七回歸後的新界鄉村學校 --- p.80 / Chapter 4.1.1 --- 鄉村學校被指「不合乎成本效益」 --- p.82 / Chapter 4.1.2 --- 「統整為名，殺校為實」 --- p.85 / Chapter 4.3 --- 桃李無言，下自成蹊 --- p.88 / Chapter 4.4 --- 主流/另類？香港教育制度的省思 --- p.89 / Chapter 4.5 --- 打破單一發展框架，讓教育遍地開花 --- p.94 / Chapter 4.6 --- 批判以城市資本價值為中心的教育史論述 --- p.95 / Chapter 4.7 --- 研究貢獻與不足 --- p.99 / p.100

Chan Wing Sum. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2005-2006, design report." / Includes bibliographical references (leaves 33-35). / Chapter I) --- Introduction --- p.02 / Chapter II) --- Research Studies --- p.03 / Reconsideration of a Kitchen --- p.04 / Function of Food --- p.05 / Chinese Food Culture --- p.05 / Chinese Catering Sequence --- p.07 / Present Situation --- p.07 / Xi'an hawker center --- p.09 / Studies on eating --- p.11 / Studies on cooking --- p.14 / Studies on catering school in Hong Kong --- p.15 / Chapter III) --- Culinary Art / Man / Architecture - Lived experience --- p.17 / Culinary Art --- p.18 / Architecture --- p.20 / Visual sense / Tactile sense / Smell / Sound / Taste / Man - self --- p.27 / Chapter IV) --- Design Experiment --- p.28 / Programme --- p.28 / Concept --- p.28 / Chapter V) --- Bibliography --- p.33 / Chapter VI) --- Appendix --- p.36 / Precedent studies --- p.36 / Site analysis --- p.42 / Model photos --- p.45 / Architectural Drawings --- p.51

Ho Wing Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves [166]-[175]). / Abstracts in English and Chinese. / Acknowledgement --- p.i / Abstract --- p.ii / 摘腰 --- p.iii / Table of Content --- p.iv / Chapter Chapter 1 --- "Literature Review, Research Concern and Conceptual Framework" --- p.1 / Chapter Chapter 2 --- Methodology --- p.40 / Chapter Chapter 3 --- Cross-sectional Analysis of the Educational Claims of Single-sex and --- p.58 / Chapter Chapter 4 --- Cross-time Analysis of the Educational Claims of Single-Sex and Co-educational Schools --- p.70 / Chapter Chapter 5 --- Curriculum Study: Gender Presentation of Home Economics in Hong Kong --- p.119 / Chapter Chapter 6 --- Conclusion --- p.159 / References / Appendix I: Coding Scheme / Appendix II: Findings of Cross-Sectional Analysis of the Educational Claims of Single-sex and Co-educational Schools / Appendix III: Syllabus of Home Economics

The research has implications for the knowledge base of the beginning principalship. It points to the complexity and fluidity of beginning principals' leadership roles as well as the importance of their inner worlds, of people in school management, of implementation strategies for curriculum reform and of the school context. It also brings into focus the inter-relationships among the variables affecting the beginning principalship, the significance of the typology, and the implications of the rudimentary theory of adaptive role-playing. The research findings also have substantial implications for principal preparation. Leadership skills and personal qualities need to be enhanced to equip beginning principals for the complex reform context within which they must operate. The empowerment of beginning principals calls for curriculum leadership skills, strategies to handle dilemmas and paradoxes and ways to develop emotional intelligence and competence. The research also provides suggestions for School Sponsoring Bodies and policy-makers on how to make principal recruitment and training more relevant and effective. (Abstract shortened by UMI.) / The research yielded five major categories that were related to the beginning principals, namely, preferred leadership orientations, strength of heart, managing people, approach to curriculum reform, and contextual influences. These categories were inter-related in that they interacted with one another to affect how the beginning principals played their new roles. Role-playing included the processes of role adoption, role enactment and role changes. Beginning principals in the study went through these processes in different fashions, but they sometimes shared similarities in their perceptions and behaviors. These differences and commonalities led to the categorization of the principals into four types, namely the shaper-founder, the shaper-changer, the moderator-tinkerer and the inheritor-maintainer. The four types constitute the typology established by the research. It was also found that the typology was not static; there were shifts within it as a consequence of role change adopted by the beginning principals. The findings point to a tentative concept of adaptive role-playing within the phenomenon of the beginning principalship, which requires further investigation to establish its validity. / This study investigates how beginning principals in Hong Kong secondary schools managed the first two years of their principalship during a time of substantial educational reform. Given that this area is under-researched in Hong Kong, the study intends to add to the leadership knowledge base and inform principal preparation. / Cheung Man Biu. / "September 2004." / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0038. / Supervisor: Allan Walker. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 350-366). / Available also through the Internet via Current research @ Chinese University of Hong Kong under title: A qualitative study of beginning principals in Hong Kong secondary schools operating within an educational reform environment (China) / 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 dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

The results showed that the students' Chinese language ability is low, especially their literacy skills. There was significant discrepancy between the students' oral and written language competence. Further analyses were conducted in accordance with models derived from the simple view of reading (Gough & Tunmer, 1986), in which reading comprehension is assumed to be the product of decoding and linguistic comprehension. The analyses showed that the language-literacy discrepancy was related to the students' poor decoding ability. The students' reading comprehension performance was related more closely to Chinese character recognition ability than their linguistic comprehension competence. Moreover, the students' Chinese orthographic awareness and knowledge was found to be related to Chinese character recognition. The effect of the former on reading comprehension was mediated through the latter. / The study supports the relevance of the simple view model for understanding learning to read Chinese by second language learners. Studies of reading in alphabetic languages adopting the simple view have shown that the importance of decoding relative to linguistic comprehension depends on the developmental stage and proficiency of the readers, as well as orthographic transparency of the language. These results are consistent with our finding that for the participants in this study who were in upper primary level learning a deep orthography (i.e., Chinese), decoding accounts for more variance in reading performance than linguistic comprehension. Furthermore, just like understanding of the alphabetic principle helps reading in alphabetic languages, awareness and knowledge of the structural properties of Chinese characters, that is, the componential structures of the orthography and their phonetic and semantic functions, have a facilitative effect on Chinese character recognition and reading performance. Educational implications for the Hong Kong ethnic minority students and for Chinese second language learning were discussed. / This study investigated acquisition of Chinese literacy by ethnic minority children in Hong Kong primary schools. Ninety-seven primary-four ethnic minority students from four schools participated in the study. Their Chinese orthographic awareness and knowledge, Chinese character recognition ability, Chinese listening comprehension and reading comprehension competence were assessed. / Wong, Yu Ka. / Advisers: Pui Wan Cheng; Ling Po Shiu. / Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: . / Thesis (Ed.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 108-131). / 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, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendixes also in Chinese.