by Tong Shing, Steve. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 91-92.

by Lo Wai Mei. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 74-75). / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.vi / LIST OF CHARTS --- p.vii / CHAPTER / Chapter I --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Recent Development --- p.2 / Chapter 1.3 --- Objectives of Study --- p.3 / Chapter 1.4 --- Scope of Study --- p.4 / Chapter 1.5 --- Definition of terms --- p.6 / Chapter II --- LITERATURE REVIEW --- p.7 / Chapter 2.1 --- Studies on Corporate Failure --- p.7 / Chapter 2.2 --- Studies on causes and impacts of Corporate Failure --- p.9 / Chapter 2.3 --- Studies on remedial measure and turnaround strategy --- p.11 / Chapter III --- METHODOLOGY --- p.13 / Chapter 3.1 --- Data Analyses --- p.13 / Chapter 3.2 --- Case Studies --- p.14 / Chapter 3.3 --- Limitations --- p.15 / Chapter IV. --- RESULTS FROM DATA ANALYSES --- p.16 / Chapter 4.1 --- Performance trend of 85 loss companies --- p.16 / Chapter 4.1.1 --- Analysis on size of loss --- p.17 / Chapter 4.1.2 --- Analyses on Return on Equity & Operating Profit Margin --- p.18 / Chapter 4.1.3 --- Analysis by Net Asset Value --- p.19 / Chapter 4.2 --- Analyses on Fundamental Features --- p.21 / Chapter 4.2.1 --- Loss companies by Industry --- p.21 / Chapter 4.2.2 --- Loss companies by Listing year --- p.22 / Chapter 4.3 --- Analyses on Operational Management --- p.23 / Chapter 4.3.1 --- Turnover trend over 3 years --- p.23 / Chapter 4.3.2 --- Turnover by Major Activities --- p.24 / Chapter 4.3.3 --- Turnover by Geographical Market Segment --- p.24 / Chapter 4.3.4 --- Analysis on Working Capital Management --- p.25 / Chapter 4.4 --- Analyses on Treasury Management --- p.26 / Chapter 4.4.1 --- Analysis on Capital Structure --- p.26 / Chapter 4.4.2 --- Analyses on Debt Portfolio Management - By Maturity --- p.27 / Chapter 4.4.3 --- Analyses on Debt Portfolio Management 一 Source of Finance --- p.28 / Chapter 4.4.4 --- Analysis on Debt Portfolio Management - Debt by Security --- p.29 / Chapter 4.4.5 --- Analysis on Cash Flow Management --- p.30 / Chapter V. --- CASE STUDIES --- p.31 / Chapter 5.1 --- Wo Kee Hong (Holdings) Ltd --- p.31 / Chapter 5.2 --- Swank International Manufacturing Ltd --- p.35 / Chapter 5.3 --- Kosonic International Holdings Ltd --- p.39 / Chapter 5.4 --- Emperor China (Concept) Ltd --- p.43 / Chapter 5.5 --- Asia Commercial Holdings Ltd --- p.44 / Chapter 5.6 --- Yaohan Hong Kong Corporation Ltd --- p.48 / Chapter VI. --- SUMMARY OF FINDINGS --- p.52 / Chapter 6.1 --- Summary of findings from Data Analyses --- p.52 / Chapter 6.1.1 --- Fundamental Features --- p.54 / Chapter 6.1.2 --- Operational Performance --- p.55 / Chapter 6.1.3 --- Working Capital Management --- p.56 / Chapter 6.1.4 --- Treasury Management --- p.57 / Chapter 6.2 --- Summary of findings from Case Studies --- p.61 / Chapter VII. --- COMMENTS AND RECOMMENDATIONS --- p.64 / Chapter 7.1 --- Recent developments-Major threats faced by HK listed companies --- p.65 / Chapter 7.2 --- Recommendations --- p.69 / Chapter VIII. --- CONCLUSION --- p.73 / BIBLIOGRAPHY --- p.74 / APPENDICES

by Cheng Shu Yan, Sin Kim Nam. / Includes questionnaire. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 82-83). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF ILLUSTRATIONS --- p.iv / LIST OF TABLES --- p.v / PREFACE --- p.vi / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Chapter II. --- OBJECTIVE --- p.5 / Chapter III. --- METHODOLOGY --- p.6 / Chapter IV. --- HONG KONG BEER MARKET --- p.9 / Chapter V. --- PHENOMENA OF HONG KONG BEER MARKET --- p.26 / Chapter VI. --- BRAND IMAGE AND BRAND IDENTITY: LITERATURE REVIEW --- p.30 / Chapter VII. --- RESEARCH ON BRAND IMAGE AND PERSONALITY OF BEER BRANDS --- p.44 / Chapter VIII. --- DISCUSSION --- p.57 / Chapter IX. --- CONCLUSION --- p.62 / APPENDIX --- p.66 / BIBLIOGRAPHY --- p.82

No description available.

Abstract not available

The study uses racialisation as a lens to understand the racist experiences of ordinary Asian Australians. It examines the racialisation processes underlying these experiences and explores the strategies employed to respond to and mitigate the impact of being racialised. It addresses the need to develop the theoretical and methodological underpinnings of racialisation and anti-racism in light of the dearth of research work on these especially in Australia. Different elements from various theories were drawn to frame the empirical investigation since no single theory was adequate as anchor for this qualitative study. In-depth interviews and focus groups with 64 Asian Australians generated rich narratives that provided interesting insights on the personal, political, and spiritual dimensions of human experience that connect the lives of racialised subjects. Deconstructing stories of racialised subjects laid bare the essence of racist experiences by revealing insights into when and how race becomes a salient signifier of difference. Racialisation provides a productive way of understanding racist experiences since it allows for the unpacking of the multi-layered linked processes of racial categorisation, racial differentiation and problematisation, marginalisation and exclusion, inferiorisation and devaluation. These processes are ordinarily part of the experiences of minority people. They constitute what can be called 'everyday racialisation'. The study uses stress-coping theory to examine the long-term and cumulative impact of being part of a racialised group. It shows how exposure to racism stressors has multifarious effects on the health and well-being of racialised subjects. The everyday racialisation of minority groups affects their socio-psychological functioning and limits the life chances and economic opportunities available to them. In addition, the study demonstrates how Asian Australians cope with the stress of their everyday racialisation by drawing from their personal repertoire of discursive, cognitive and behavioural strategies. These, in combination with outside support mechanisms, make up what can be termed ?everyday anti-racism? strategies. Racialisation provides valuable insights into when, how and why racialised subjects deploy these different strategies to negotiate, contest and bridge the constraints and boundaries imposed on them. The study offers an integrated model for understanding racialisation experience and lays the foundation for developing further the concepts of 'everyday racialisation' and 'everyday antiracism'.

This qualitative study sought to provide a list of outcomes that mentors have as a result of being involved in a service-learning course over the course of one academic semester. The service learning course, Leadership in the Community, requires the enrollees to serve as a mentor to a local middle school student. Specifically, this study examined the mentoring outcomes of student development, self-esteem, and personal reflection. Data included semistructured interviews, researcher observations, Rosenberg Self-Esteem Scale (RSE), mentor journals, and personal reflection papers. Twenty-one participants were included in this study. An analysis of the data sources illustrated how each participant experiences mentoring and its outcomes and was informed using literature on mentoring, self-esteem, student development, and service-learning including: Maslow (1976), Chickering and Reisser (1993), Boyer (1990), Kram (1985), and Rosenberg (1965). In summary, this study's purpose was to identify mentoring outcomes and how participation in a service- learning course can contribute to changes in student development, self-esteem levels, and personal reflection. This study found that participants enrolled in the course for specific reasons, which included (a) forming relationships, (b) providing hope and promoting personal development, and (c) modeling goal setting. In regards to self-esteem development, the Leadership in the Community course provided the participants with a positive support system, a forum for sharing personal accomplishments, and an outlet to serve the local community by serving as a mentor. The participants displayed the ability to personally reflect about themselves and their mentoring experience in classroom interactions, mentor journals, interviews, and personal reflection papers. Themes and patterns noted in the participants' personal reflection were reflections about (a) personal growth, (b) identity formation, (c) past experiences, and (d) experiences with their classmates. This study suggests that service-learning courses that require mentoring as an enrollment requirement provides participants with an opportunity to develop as a student and as a person by contributing to the local community, increasing self-esteem, and reflecting upon one's past experiences. This study also makes a contribution to the literature by examining the mentoring relationship from the mentor's perspective. This departure from the existing literature on the mentoring relationship provides a new perspective for future research. / text

This dissertation focused on the study of the Spanish academic language proficiency of novice bilingual teachers during the act of teaching mathematics in elementary grades. Four first year teachers in a large urban school district in central Texas participated in the study. At the time of the study two participants were fully certified and had attended four-year teacher preparation programs. The additional participants had completed all certification requirements including content examinations and the Texas Oral Proficiency Test (TOPT); they were completing their certification requirements through alternative certification programs. The study sought to identify the moments in their teaching of mathematics in Spanish when their instruction broke down, i.e. when they appeared unable to communicate ideas to students, and the reasons for these breakdowns. Findings revealed that the teachers in the study demonstrated linguistic and/or pedagogical breakdowns and that certain factors influenced their knowledge and language competencies. Linguistic breakdowns were manifested when teachers switched to English, used repetitive language when teaching, or provided limited academic language. Pedagogical breakdowns were identified as a lack of: student talk or discussion, effective teacher questioning, or diverse presentation of content. Overall, the teachers struggled with limited language in Spanish and limited pedagogical reasoning skills while teaching mathematical concepts to their students. These limitations were exacerbated by the pressures of high stakes testing and countered by the fact that all four teachers shared linguistic and cultural affiliation with their students. This collective case study was conducted from within a constructivist theoretical framework focusing on theories of academic language, communicative competence, and Vygotsky’s sociocultural perspective of learning. Recommendations for future training and practice of bilingual teachers are provided specifically on the importance of Spanish language proficiency of this group of educators. / text

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