by Kee Wing Man Denise. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves [52-53]). / ACKNOWLEDGEMENT --- p.2 / ABSTRACT --- p.3 / TABLE OF CONTENTS --- p.4 / Chapter / Chapter 1. --- INTRODUCTION --- p.5 / Chapter 2. --- THE ENGINEERING CONSULTANCY BUSINESS --- p.9 / Chapter 3. --- THE INTERVIEWS --- p.13 / Chapter 4. --- ANALYSIS OF MARKETING STRATEGIES --- p.29 / Chapter 5. --- RELATIONSHIP MARKETING --- p.26 / Chapter 6. --- CONCLUSION --- p.33 / APPENDICES / BIBLIOGRAPHY

by Hui Na-na, Anna. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 106-122). / Text in English; Questionnaire also in Chinese. / by Hui Na-na, Anna. / LISTS OF FIGURE & TABLES V / Chapter CHAPTER 1 - --- INTRODUCTION / Chapter 1.1 --- Background of the study / Chapter 1.1.1 --- Approaches to Creativity --- p.1 / Chapter 1.1.2 --- Motivational Orientation and Creativity --- p.4 / Chapter 1.1.3 --- Relationship between Classroom Environment and Creativity --- p.6 / Chapter 1.1.4 --- Relationship between Classroom Environment and Motivational Orientation --- p.9 / Chapter 1.2 --- Research Questions --- p.12 / Chapter 1.3 --- Significance of the Study --- p.13 / Chapter CHAPTER 2 - --- LITERATURE REVIEW / Chapter 2.1 --- Conception of Creativity / Chapter 2.1.1 --- Definition of Creativity --- p.15 / Chapter 2.1.2 --- Factors of Creativity --- p.17 / Chapter 2.1.3 --- Distinction between Creativity and Intelligence --- p.18 / Chapter 2.2 --- Approaches to Creativity / Chapter 2.2.1 --- Creative Personality --- p.20 / Chapter 2.2.2 --- Creative Product --- p.21 / Chapter 2.2.3 --- Creative Process --- p.23 / Chapter 2.2.4 --- Creative Press (Environment) --- p.25 / Chapter 2.2.5 --- More Integrative Approaches to Creativity --- p.26 / Chapter 2.2.6 --- An Approach to Studying Creativity in Writing --- p.31 / Chapter 2.3 --- Creativity and Classroom Environment / Chapter 2.3.1 --- Environmental Stimulants of Creativity in the Classroom --- p.32 / Chapter 2.3.2 --- Environmental Inhibitors of Creativity in the Classroom --- p.35 / Chapter 2.3.3 --- Teachers' and Peers' Judgment of Creativity and Social Validation of Students' Creativity in the Classroom --- p.36 / Chapter 2.4 --- Conception of Motivational Orientation / Chapter 2.4.1 --- Intrinsic and Extrinsic Motivational Orientation --- p.38 / Chapter 2.4.2 --- Orientation as Trait and Involvement as State --- p.39 / Chapter 2.5 --- Motivational Orientation and Classroom Environment --- p.41 / Chapter 2.6 --- Motivational Orientation and Creativity --- p.45 / Chapter 2.7 --- Hypotheses of the Study --- p.47 / Chapter CHAPTER 3 - --- METHOD / Chapter 3.1 --- Operational Definitions of Variables / Chapter 3.1.1 --- Operational Definition of Creativity --- p.49 / Chapter 3.1.2 --- Operational Definition of Motivational Orientation --- p.49 / Chapter 3.1.3 --- Operational Definition of Classroom Environment --- p.50 / Chapter 3.2 --- Subjects --- p.50 / Chapter 3.3 --- Instruments / Chapter 3.3.1 --- The Consensual Assessment of Creativity --- p.51 / Chapter 3.3.2 --- Motivational Orientation Scale --- p.52 / Chapter 3.3.3 --- Classroom Environment Questionnaire --- p.53 / Chapter 3.3.4 --- Behavioral Characteristics of Students --- p.55 / Chapter 3.4 --- Procedure / Chapter 3.4.1 --- Pilot Study --- p.55 / Chapter 3.4.2 --- Main Study --- p.56 / Chapter Chapter 4 - --- results / Chapter 4.1 --- Reliabilities of Instruments / Chapter 4.1.1 --- Consensual Assessment of Creativity --- p.58 / Chapter 4.1.2 --- Motivational Orientation Scale --- p.61 / Chapter 4.1.3 --- Classroom Environment Questionnaire --- p.62 / Chapter 4.1.4 --- Behavioral Characteristics of Students --- p.65 / Chapter 4.1.5 --- Mean Scores and Standard Deviations of Instruments --- p.66 / Chapter 4.2 --- Relationships Among Product Creativity and Other Variables / Chapter 4.2.1 --- Objective and Subjective Judgment of Creativity --- p.67 / Chapter 4.2.2 --- "Students' Product Creativity, Students' Behavioral Characteristics and Peer Nomination of Creativity" --- p.70 / Chapter 4.2.3 --- Behavioral Characteristics of Students and Students' Motivational Orientation --- p.73 / Chapter 4.2.4 --- Product Creativity and Students' Motivational Orientation --- p.73 / Chapter 4.2.5 --- Students' Behavioral Characteristics and Their Perception of Classroom Environment --- p.73 / Chapter 4.2.6 --- Product Creativity and Students' Perception of Classroom Environment --- p.74 / Chapter 4.2.7 --- Students' Motivational Orientation and Their Perception of Classroom Environment --- p.77 / Chapter 4.2.8 --- Students' Perception of Classroom Environment and Others' Perceived Measures of Students' Creativity --- p.78 / Chapter 4.3 --- "Sex Effects of Variables on Behavioral Characteristics of Students, Peer Nomination of Creativity and Self-Perception of Creativity" --- p.79 / Chapter 4.4 --- Prediction of Students' Product Creativity / Chapter 4.4.1 --- Students' Product Creativity Predicted by Objective and Subjective-Creativity Variables --- p.84 / Chapter 4.4.2 --- Students' Product Creativity Predicted by Students' Perception of Classroom Environment --- p.86 / Chapter 4.4.3 --- Students' Product Creativity Predicted by Students' Self-Perception of Motivational Orientation and Creativity --- p.87 / Chapter 4.4.4 --- Students' Product Creativity Predicted by Teachers' Observation of Behavioral Characteristics and Peer Nomination of Creativity --- p.89 / Chapter 4.4.5 --- Students' Product Creativity Predicted by all Independent Variables --- p.91 / Chapter 4.5 --- Summary of Findings / Chapter CHAPTER 5 - --- discussion / Chapter 5.1 --- Implications and Directions for Future Research / Chapter 5.1.1 --- Social Validity of Students' Creativity --- p.96 / Chapter 5.1.2 --- "Students' Creativity, Motivational Orientation and Behavioral Characteristics of Students" --- p.98 / Chapter 5.1.3 --- Students' Creativity and Classroom Environment --- p.100 / Chapter 5.1.4 --- Students' Self-Perception of Creativity --- p.102 / Chapter 5.2 --- Limitations of the Study --- p.104 / references / Appendices

by Tsui Hok Kan, Brian. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaf 53). / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iii / LIST OF TABLES --- p.v / Chapter / Chapter I. --- INTRODUCTION --- p.1 / Background --- p.1 / Cable & Wireless : A Strategic Perspective --- p.2 / Research Objective --- p.4 / Methodology --- p.8 / Chapter II. --- CABLE & WIRELESS HISTORY --- p.11 / Chapter III. --- RELATIONS BETWEEN ORGANIZATIONAL CHARACTERISTICS AND INDIVIDUAL SUBSIDIARIES --- p.14 / Matrix Classification of Cable & Wireless Group's Subsidiaries --- p.14 / Case Studies : Cross-national Related Strategy --- p.15 / Cable & Wireless Business Networks --- p.16 / Cable & Wireless Mobile --- p.16 / Case Studies : Cross-national Unrelated Strategy --- p.17 / Omnes --- p.18 / Cable & Wireless (Marine) Ltd --- p.19 / PHS International Ltd --- p.20 / Case Studies : National Related Strategy --- p.21 / Hongkong Telecom ´ب --- p.21 / OPTUS --- p.23 / Case Studies : National Unrelated Strategy --- p.24 / Sembawang Cable Depot Pte Ltd --- p.24 / S.B. Submarine Systems Co. Ltd --- p.25 / Chapter IV. --- DISCUSSION --- p.27 / General Organization of Cable & Wireless Activities --- p.27 / General Observations on Relations Between Organizational Characteristics and Strategies --- p.29 / Business Diversification and Geographic Diversification --- p.30 / Concluding Remarks --- p.31 / Chapter APPENDIX 1 - --- QUESTIONNAIRE FOR HONGKONG TELECOM --- p.34 / Chapter APPENDIX 2 - --- SUMMARY OF SURVEY RESULTS --- p.40 / BIBLIOGRAPHY --- p.53 / Books / Periodicals / Annual Reports / Interviews

Throughout the world, weather-related and other natural phenomena claim thousands of lives and devour billions of dollars annually in recovery efforts. Destruction of life and property in the wake of disasters is devastating, and can have a dramatic impact on families and businesses around the globe. Yet, published works specifically in the field of Family Resource Management (FRM) reveal a limited understanding of how families respond when these critical events strike with little or no warning, particularly for business-owning families. This paper explores family business responses to a particular natural disaster through case study research from the FRM perspective. Essentially, its purpose is to ascertain whether the FRM description of management is useful for family business systems in the wake of a natural disaster. A review of the FRM and family business literature is offered, followed by a broad description of qualitative methods and a justification for the case study methodology for this project. In-depth information about the successful management of a natural disaster was gathered through face-to-face and phone interviews with five leaders of family-owned businesses. The interviews were transcribed and analyzed, followed by member checks and peer reviews to strengthen the trustworthiness of the findings. Based on the experiences of the five CEOs that participated in this study, it appears that the FRM conceptualization of management generally captured their experience and can perhaps be a useful tool in conceptualizing the preparation for, and recovery from, critical events. It was also found, as anticipated, that access to tangible resources (money, materials, equipment) and intangible resources (communication processes, family unity, adaptability, relationships) was a key to successful management. What was somewhat surprising, however, was the emphasis placed on the power of relationships in the management process. A discussion on how this study relates to previous work on family stress and coping models is offered, and implications for researchers, practitioners, and government agencies that interface with families in business are provided. / Graduation date: 2003

The present study modified an intervention known as the expressive writing paradigm to assess its efficacy in reducing academic worry, general anxiety, and general psychological distress in a sample of Mexican origin college students. Traditionally, the expressive writing paradigm involves having participants write about a topic of concern for 15 consecutive minutes, 3 consecutive days, without attending to details about grammar or punctuation. The aim of the present study was to modify the writing paradigm into a more structured, problem-focused writing intervention and to assess whether this modification would facilitate the reduction of Latino participantsí academic worry and produce a reduction of their overall worry and psychological distress. The expressive writing paradigm was modified by incorporating components of cognitive behavioral therapy, and specifically cognitive restructuring, into the new writing intervention. It was hypothesized that by combining the writing paradigm and cognitive restructuring techniques, the benefits derived from the expressive writing paradigm would likely be enhanced. Participants were randomly assigned to one of three conditions ñ the traditional writing paradigm (TWP) condition, the structured writing intervention (SWI) condition, or to a control group condition. This study also assessed the relation of level of acculturation and traditional Mexican family values on the efficacy of the treatment interventions. Assessments were conducted at pre-treatment, post-treatment, two week follow-up, and one month follow-up. Results indicated that the TWP condition outperformed the SWI condition at post-treatment in reducing overall psychological distress. However, these effects did not last at follow up assessments. Additionally, family value scores served as a moderator of treatment effects. The results of this study highlight the importance of conducting culturally-informed intervention research to assess the validity of the assumption clinicians currently use to guide their treatments. These findings also highlight the importance of focusing on patients' values when formulating treatment interventions. Theoretical and clinical implications are discussed. / text

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This study investigated, gathered, and organized information not previously available regarding the perceptions of school faculty (SF), teacher candidates (TC), and university faculty (UF) relating to the effectiveness of the PDS partnership between Grant University (GU) and Adam Elementary School (AES). Although participants in the PDS perceived the partnership was successful, data had not been collected from the participants. Data were not available to assess whether or not the list of responsibilities for SF and UF presented in the AES/GU PDS Agreement were being completed. A mixed-methods survey-methodology with the use of questionnaires provided a framework for the study. Semi-structured interviews and narrative responses substantiated and supported discoveries in data. Cross-sectional surveys collected data from differing segments of the population at a specific time showing the perceptions of those segments of the population. The collection of data is from three population groups (school faculty, teacher candidates, university faculty) during two years. The study describes the perceptions, both positive and negative of teacher candidates, university faculty, and school faculty. / Department of Educational Leadership

The objectives of this work are to: - Explore the concept of adolescent vulnerability; - Establish easily administered, reliable means of early identification of the most vulnerable; and - Suggest some school level interventions. This research focuses on adolescents in a socially deprived area. The thesis contains two parts: Part I explores the theoretical contexts, examining the social, educational and moral climate, and concludes that potential vulnerability is not being identified early enough in young people's lives for effective interventions to be implemented. The phenomenon and experience of adolescence is explored from a variety of perspectives, and various definitions of adolescence examined. The broad range of experience representing both typical and atypical adolescence is considered. A range of socio-economic factors and psychometric measures are reviewed for potential use as early indicators of vulnerability. The four screening measures chosen from the range reviewed are social deprivation, selfesteem, locus of control (LoC) and coping strategies. Social deprivation indicators establish background levels of life chances and prospects. Selfesteem is used to identify the most vulnerable; locus of control adds information about the nature of their vulnerability, and coping strategies informs potential practical interventions. Part 2 focuses on practical research. The prospects of the subject population are explored using a range of indicators, including the social and educational alienation and dysfunction of its young adolescents. Six hypotheses are defined and the selected psychometric tools piloted and administered on all of Year 7 of the subject school. Pupils are identified as either vulnerable or not identifiably vulnerable. Case studies using semi-structured interviews are conducted, adding a qualitative, experiential dimension to the statistical, psychometric findings. Based on this research conclusions are drawn which have academic application and directly inform practical interventions which, if implemented in early adolescence, would potentially alleviate the identified vulnerability.