published_or_final_version / English Studies / Master / Master of Arts

published_or_final_version / China Development Studies / Master / Master of Arts in China Development Studies

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by Siu Sun Yuk-Bui Yvonne. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1980. / Bibliography: leaves 140-145.

by Chung Him. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 160-175). / ABSTRACT --- p.i -ii / ACKNOWLEDGEMENTS --- p.iii / ABBREVIATIONS --- p.iv / TABLE OF CONTENTS --- p.v -vii / LIST OF FIGURES --- p.viii -ix / LIST OF TABLES --- p.x -xi / LIST OF MAPS --- p.xii / CHAPTER / Chapter 1 --- INTRODUCTION / Chapter 1.1 --- Setting the Scene --- p.1 / Chapter 1.2 --- The Research Problem --- p.3 / Chapter 1.3 --- Research Objective --- p.7 / Chapter 1.4 --- Research Methodology --- p.8 / Chapter 1.5 --- Significance of this Research --- p.9 / Chapter 1.6 --- Organization of the Thesis --- p.10 / Chapter 2 --- UNEVEN DEVELOPMENT BETWEEN THE URBAN AND THE RURAL: A REVIEW OF THE LITERATURE / Chapter 2.1 --- Introduction --- p.12 / Chapter 2.2 --- The Literature on Urban-Rural Inequality in China --- p.12 / Chapter 2.3 --- Urban-Rural Inequality: A Discussion of Western Concepts --- p.20 / Chapter 2.3.1 --- Urban-Rural Inequality and Neo-classical Economic Theories --- p.20 / Chapter 2.3.2 --- Theories of Unequal Exchange --- p.24 / Chapter 2.3.3 --- "The Concept of ""Urban Bias""" --- p.29 / Chapter 2.4 --- "Summary," --- p.34 / Chapter 3 --- GEOGRAPHIC TRANSFER OF RESOURCES: THE CONCEPTUAL FRAMEWORK / Chapter 3.1 --- Introduction --- p.37 / Chapter 3.2 --- The Concept of GTR --- p.38 / Chapter 3.3 --- The Operation of GTR in China --- p.44 / Chapter 3.4 --- The GTR Mechanism in the Context of the Regional Administrative System --- p.51 / Chapter 3.4.1 --- The Traditional Regional Administrative System and GTR --- p.52 / Chapter 3.4.2 --- Institutional Reform of City-Leading-Counties and GTR --- p.55 / Chapter 3.5 --- Variety Forms of Vertical and Horizontal Resource Transfer --- p.61 / Chapter 3.6 --- Summary --- p.66 / Chapter 4 --- OPERATIONALIZATION OF THE CONCEPT OF GTR / Chapter 4.1 --- Introduction --- p.68 / Chapter 4.2 --- On Methodology --- p.68 / Chapter 4.3 --- The Measurement of Resource Transfer --- p.72 / Chapter 4.3.1 --- Resource Transfer Via the Price Mechanism (GTR1) --- p.74 / Chapter 4.3.2 --- Resource transfer Via Taxes and Payments (GTR2) --- p.80 / Chapter 4.4 --- Sketching the Picture of Resources Localization --- p.83 / Chapter 4.5 --- The Technical Problems of Operationalization --- p.86 / Chapter 4.6 --- Summary --- p.86 / Chapter 5 --- THE SUNAN AREA: A DESCRIPTION OF THE SETTING / Chapter 5.1 --- Defination --- p.88 / Chapter 5.2 --- Basic Socio-Economic Characteristics --- p.89 / Chapter 5.3 --- Summary: Implications For the Operation of the GTR --- p.97 / Chapter 6 --- ESTIMATION OF THE RESOURCE TRANSFER & LOCALIZATION IN THE SUNAN AREA / Chapter 6.1 --- Introduction --- p.100 / Chapter 6.2 --- The Estimation of GTR1 --- p.100 / Chapter 6.2.1 --- The Rural Commodity Accounts of GTR1 --- p.100 / Chapter 6.2.2 --- Adjust the Rural Commodity Accounts by the Base-Year Method --- p.109 / Chapter 6.3 --- Sketching the Picture of Resource Localization --- p.111 / Chapter 6.4 --- Concluding Remarks --- p.118 / Chapter 7 --- GTR IN THE SUNAN AREA / Chapter 7.1 --- Introduction --- p.120 / Chapter 7.2 --- Administrative System Reform in Sunan and Its Effects on GTR: A Discussion of the Estimations --- p.120 / Chapter 7.2.1 --- GTR Under the Traditional Administrative System --- p.122 / Chapter 7.2.2 --- Institutional Reform & the GTRin the Sunan Area --- p.125 / Chapter 7.3 --- GTR in the Sunan Rural Ecocomy: A Discussion of the Mechanism --- p.142 / Chapter 7.3.1 --- GTR in the Agricultural Sector --- p.142 / Chapter 7.3.2 --- GTR in the Rural Non-Agricultural Activities --- p.149 / Chapter 7.4 --- Conclusion --- p.151 / Chapter 8 --- SUMMARY & CONCLUSIONS / Chapter 8.1 --- Summary --- p.153 / Chapter 8.2 --- Implications --- p.156 / Chapter 8.3 --- Directions for Further Study --- p.158 / BILBLIOGRAPHY --- p.160 / Cited Statistical Yearbooks --- p.173

This dissertation examines the relation between occupational exposure to the solvent methylene chloride and mortality in a cohort of cellulose fiber production workers. The first paper, entitled The Mortality of Cellulose Fiber Production Workers, presents the main results of the mortality follow-up of the cellulose fiber workers cohort through September 1, 1986. Mortality from neoplastic and non-neoplastic disease among cellulose fiber production workers is compared to that of the U.S. and local (county level) populations, while controlling for the effects of gender, race, calendar period, and age. Mortality from cancers of the lung, breast, and pancreas, and ischemic heart disease was less than expected. Excess mortality was observed for melanoma of the skin, cancer of the buccal cavity and pharynx, tumors of the liver and biliary tract, and accidental deaths. Three deaths from cancer of the bile ducts were observed (3 observed, 0.15 expected, SMR=20). This is the first known report of an association between exposure to methylene chloride and cancer of the bile ducts. [TRUNCATED]

Typescript (photocopy). / Digitized by Kansas Correctional Industries

Typescript. / Digitized by Kansas Correctional Industries

Yue Yin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 100-106). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Chapter I. --- Introduction --- p.1 / Chapter II. --- Literature Review --- p.6 / The Poor in the Market Transition --- p.6 / Political Impacts in Collective Era and Beyond --- p.8 / Cultural Capital´ة Effects on Stratification in Western Countries --- p.13 / The Analysis on Habitus: Szelenyi's Researches in Eastern Europe --- p.18 / The Transfer Mechanism of Cultural Capital --- p.22 / The Poverty Cycle: Lewis's Culture of Poverty --- p.28 / Chapter III. --- Methodological Design --- p.31 / Chapter IV. --- Before 1978，the Idol of Collectivism --- p.33 / Influences from Parents' Generation --- p.36 / Occlusive Living Circumstance and Personality --- p.40 / Insensitive to Education --- p.42 / Satisfaction with the Lives --- p.46 / Distributed Education Chances and Good Job Positions --- p.49 / Send Down Recommendation to Colleges --- p.51 / Big State-Owned Factories and Good Job Positions --- p.57 / Work In the Factories --- p.60 / Value Attached to Hard Work --- p.61 / Lack of Confidence and Impetus --- p.63 / Ineffectual Intercommunication --- p.66 / Limited Horizon --- p.70 / Chapter V. --- After 1978，Under Marketization --- p.75 / Reformation of Enterprises and Its Effects on My Interviewees --- p.76 / The Unconsciousness to the Coming of Crisis --- p.77 / Good Working Ability? --- p.82 / After Lay-off --- p.85 / Chapter VI. --- The Next Generation --- p.87 / Chapter VII. --- Discussion --- p.92 / Chapter VIII. --- Appendices --- p.98 / Chapter IX. --- References --- p.100

by Tsui Kai-ming. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 126-127). / Acknowledgements --- p.i / Abstract --- p.ii / Contents --- p.iii / Chapter Chapter 1 - --- Introduction --- p.1 / Chapter 1.1 --- The substantive problem - the oppressive life of the blind in the early years of post-Second World War Hong Kong --- p.2 / Chapter 1.2 --- "Context of the study - education, welfare services and self-help movement of the blind in post-Second World War Hong Kong" --- p.4 / Chapter 1.2.1 --- Expansion of education for the blind --- p.4 / Chapter 1.2.2 --- Provision of services for the blind --- p.6 / Chapter 1.2.3 --- Self-help movement of the blind --- p.7 / Chapter 1.3 --- Perspective of the study - interpretation of reality --- p.9 / Chapter 1.4 --- Rationales --- p.10 / Chapter 1.5 --- Research questions --- p.11 / Chapter Chapter 2 - --- Theoretical context of the study: Interpretation of reality and the role of education in empowerment --- p.15 / Chapter 2.1 --- Interpretation of reality --- p.15 / Chapter 2.1.1 --- The social construction of reality --- p.16 / Chapter 2.1.2 --- Meanings and interpretation of reality --- p.17 / Chapter 2.2 --- Empowerment and interpretation of reality --- p.21 / Chapter 2.3 --- The role of education in empowerment --- p.23 / Chapter 2.3.1 --- The liberal theories of education --- p.23 / Chapter 2.3.2 --- Schooling and theories of reproduction --- p.25 / Chapter 2.3.3 --- Schooling and theories of resistance --- p.27 / Chapter 2.4 --- Education and empowerment of the blind --- p.29 / Chapter 2.4.1 --- Special education --- p.29 / Chapter 2.4.2 --- Segregated and integrated education --- p.30 / Chapter 2.4.3 --- Empowerment and education of the blind --- p.32 / Chapter Chapter 3 - --- Historical background of the study: Education and self-help movement of the blind in Hong Kong --- p.36 / Chapter 3.1 --- The development of the education of the blind in Hong Kong --- p.36 / Chapter 3.1.1 --- Introduction --- p.36 / Chapter 3.1.2 --- Missionary as sole provider of education for blind girls (1863-1953) --- p.39 / Chapter 3.1.3 --- Government intervention with coordinating mechanism (1954-) --- p.41 / Chapter 3.2 --- The self-help movement of the blind in Hong Kong --- p.48 / Chapter 3.2.1 --- Human rights and the blind --- p.49 / Chapter 3.2.2 --- Aims and organization of the self-help movement --- p.51 / Chapter 3.2.3 --- Self-help organizations of the blind in Hong Kong --- p.52 / Chapter Chapter 4 - --- Research design --- p.55 / Chapter 4.1 --- Definitions of blindness and related terms --- p.55 / Chapter 4.1.1 --- Visual capacity and the category of people with visual impairments --- p.55 / Chapter 4.1.2 --- "Impairment, disability and handicap" --- p.57 / Chapter 4.2 --- Scope of the study --- p.58 / Chapter 4.3 --- Research methods --- p.60 / Chapter 4.4 --- f)ata collection and organization --- p.63 / Chapter 4.5 --- Sample selection --- p.66 / Chapter 4.6 --- Limitations of the study --- p.66 / Chapter Chapter 5 - --- The profiles of four blind social activists --- p.68 / Chapter 5.1 --- Adam - the eldest son --- p.68 / Chapter 5.2 --- Bill - the youngest son --- p.71 / Chapter 5.3 --- Cain - under the care of housemaid --- p.74 / Chapter 5.4 --- David - to be cradled in the nursery of the Ebenezer --- p.76 / Chapter Chapter 6 - --- Onset of blindness: The formation of an unseen reality in the seeing world --- p.81 / Chapter 6.1 --- The social environment after the onset of blindness --- p.81 / Chapter 6.1.1 --- The influence of parents/carers --- p.82 / Chapter 6.1.2 --- Sibling relationship --- p.84 / Chapter 6.1.3 --- Social interaction with other people --- p.85 / Chapter 6.2 --- The problems and challenges --- p.87 / Chapter 6.2.1 --- The losses and the restrictions --- p.88 / Chapter 6.2.2 --- The problems and the challenges --- p.90 / Chapter Chapter 7 - --- Education and interpretation of reality --- p.93 / Chapter 7.1 --- The unique conditions for the transmission of school knowledge --- p.93 / Chapter 7.1.1 --- The defects of Chinese braille --- p.94 / Chapter 7.1.2 --- Lack of braille textbooks --- p.96 / Chapter 7.1.3 --- Extracurricular activities --- p.97 / Chapter 7.1.4 --- Religious atmosphere --- p.99 / Chapter 7.2 --- The school social interaction --- p.101 / Chapter 7.2.1 --- Superintendents --- p.102 / Chapter 7.2.2 --- Teachers --- p.103 / Chapter 7.2.3 --- Housemothers --- p.105 / Chapter 7.2.4 --- Schoolmates --- p.106 / Chapter 7.2.5 --- Outsiders --- p.107 / Chapter 7.3 --- Vocational training and further studies --- p.109 / Chapter 7.3.1 --- Vocational training --- p.109 / Chapter 7.3.2 --- Further studies --- p.111 / Chapter Chapter 8 - --- The activists and the self-help movement of the blind --- p.114 / Chapter 8.1 --- Embarkation of the self-help movement of the blind --- p.114 / Chapter 8.2 --- Commitment to the self-help movement of the blind --- p.118 / Chapter 8.2.1 --- Enriching the social life of the blind --- p.118 / Chapter 8.2.2 --- Soliciting outside support --- p.119 / Chapter 8.2.3 --- Confronting the dominant ideology in the field of blindness --- p.120 / Chapter 8.2.4 --- The disruptive force of HKBFC --- p.122 / Chapter 8.2.5 --- Innovative projects --- p.125 / Chapter 8.2.6 --- International contact --- p.126 / Chapter 8.2.7 --- Systematization and expansion --- p.126 / Chapter 8.3 --- Withdrawal from the self-help movement of the Blind --- p.127 / Chapter 8.3.1 --- Reasons for withdrawal --- p.127 / Chapter 8.3.2 --- Present situation --- p.130 / Chapter Chapter 9 - --- Education and empowerment --- p.133 / Chapter 9.1 --- Analysis of interpretation of reality of the Blind activists --- p.134 / Chapter 9.1.1 --- The relationship with the physical environment --- p.134 / Chapter 9.1.2 --- The relationship with other people --- p.136 / Chapter 9.1.3 --- The relationship with the social institutions --- p.140 / Chapter 9.2 --- Collective actions against the reality --- p.143 / Chapter 9.2.1 --- The goals of the self-help movement of the blind --- p.144 / Chapter 9.2.2 --- Collective actions to remove barriers --- p.146 / Chapter 9.3 --- The role of education in empowerment --- p.151 / Chapter 9.3.1 --- Characteristic-specific prerequisites --- p.152 / Chapter 9.3.2 --- Transmission of knowledge --- p.153 / Chapter 9.3.3 --- School social interaction --- p.155 / Chapter 9.4 --- Final remarks --- p.159 / Chapter 9.4.1 --- Have the blind benefited from social development? --- p.159 / Chapter 9.4.2 --- The forms of education and empowerment of the blind --- p.161 / Chapter 9.4.3 --- Individual achievement and collective well-being --- p.162 / Appendix - Interview guide --- p.165 / References --- p.166