Thesis (Ph. D.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 69-72).

Thesis (Ph.D.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 69-72). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 145-151). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 147-153). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 77-80). Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 65-70).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

by Yu-Kit Lam =鉍系超導體在各製備階段之機械及超導特性 / 林宇傑. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references. / Text in English; abstracts in English and Chinese. / by Yu-Kit Lam = Bi xi chao dao ti zai ge zhi bei jie duan zhi ji xie ji chao dao te xing / Lin Yujie. / Table of Contents --- p.i / Acknowledgments --- p.iv / Abstract --- p.v / Chapter Chapter 1 --- Related Work on Bulk Bi-based High Tc Superconductor --- p.1 / Chapter 1.1 --- Historical Background of Superconductivity --- p.1 / Chapter 1.2 --- Basic Properties of Superconductivity --- p.4 / Chapter 1.3 --- Basic Properties of Bi-based Superconductor --- p.7 / Chapter 1.4 --- Fabrication Methods of Bi-based Superconductor --- p.12 / Chapter 1.4.1 --- Precursor Preparation --- p.12 / Chapter 1.4.1.1 --- Solid State Reaction Method --- p.12 / Chapter 1.4.1.2 --- Sol-gel Method --- p.15 / Chapter 1.4.1.3 --- Co-decomposition Method --- p.17 / Chapter 1.4.1.4 --- Freeze-drying and Spray-drying Methods --- p.17 / Chapter 1.4.1.5 --- Comparison for precursor preparation methods --- p.18 / Chapter 1.4.2 --- Pelletization and Sintering --- p.20 / Chapter 1.5 --- Potential applications of Bi-based superconductors --- p.22 / Chapter 1.5.1 --- Criteria for practical applications --- p.22 / Chapter 1.5.2 --- Superconducting tapes --- p.23 / Chapter 1.5.3 --- Current leads --- p.26 / Chapter 1.6 --- Objectives of the Project --- p.27 / Chapter 1.7 --- References --- p.28 / Chapter Chapter 2 --- Fabrication of Bulk Bi(Pb)-2223 Superconductor --- p.33 / Chapter 2.1 --- Introduction --- p.33 / Chapter 2.2 --- Precursor Preparation --- p.33 / Chapter 2.3 --- Grinding Process --- p.34 / Chapter 2.4 --- Pelletization Process --- p.35 / Chapter 2.5 --- The Sintering --- p.37 / Chapter 2.6 --- Characterizations --- p.38 / Chapter 2.7 --- References --- p.40 / Chapter Chapter 3 --- Principles and Instruments of Characterizations --- p.41 / Chapter 3.1 --- Scanning Electron Microscopy and Energy Dispersive X-ray Spectroscopy --- p.41 / Chapter 3.1.1 --- Basic Principle --- p.41 / Chapter 3.1.2 --- Sample Preparation --- p.42 / Chapter 3.2 --- Crystal Structure Determination Using X-ray Diffraction Spectroscopy --- p.44 / Chapter 3.3 --- Vibrating Sample Magnetometer --- p.48 / Chapter 3.3.1 --- Basic Principle --- p.48 / Chapter 3.3.2 --- Sample Preparation --- p.49 / Chapter 3.4 --- Standard Four-Probe Method for Electrical Measurement --- p.51 / Chapter 3.5 --- Density Measurement of Sintered Samples --- p.52 / Chapter 3.6 --- Hardness Tests --- p.54 / Chapter 3.7 --- Determination of Flexural Strength of Sintered Samples --- p.56 / Chapter 3.8 --- References --- p.57 / Chapter Chapter 4 --- Results and Discussions / Chapter 4.1 --- Results from X-Ray Diffraction Spectroscopy --- p.58 / Chapter 4.1.1 --- Green Pellet --- p.58 / Chapter 4.1.2 --- 50-Hour Sintered Pellet --- p.58 / Chapter 4.1.3 --- "100-Hour, 150-Hour, and 200-Hour Sintered Pellets" --- p.59 / Chapter 4.1.4 --- Volume Fraction of the High Tc Phase --- p.59 / Chapter 4.2 --- Microstructure Observed by Scanning Electron Microscopy --- p.63 / Chapter 4.2.1 --- Green Pellet --- p.63 / Chapter 4.2.2 --- 50-Hour Sintered Pellet --- p.64 / Chapter 4.2.3 --- "100-Hour, 150-Hour, and 200-Hour Sintered Pellets" --- p.64 / Chapter 4.3 --- Chemical Composition Using Energy Dispersive X-ray Spectroscopy --- p.68 / Chapter 4.4 --- Results from Vibrating Sample Magnetometer --- p.71 / Chapter 4.5 --- Densification of Sintered Samples --- p.75 / Chapter 4.6 --- Hardness at Various Stages of Processing --- p.77 / Chapter 4.7 --- Flexural Strength at Various Stages of Processing --- p.79 / Chapter 4.8 --- I-V Characterization Using Standard Four-Probe Method --- p.82 / Chapter 4.9 --- Weibull Modulii of Sintered Samples --- p.85 / Chapter 4.10 --- Future Oultlook --- p.86 / Chapter 4.11 --- References --- p.87 / Chapter Chapter 5 --- Summary --- p.89 / Appendix A Polishing of Pelletizing Mold / Chapter A.1 --- Introduction --- p.92 / Chapter A.2 --- Grinding Process --- p.92 / Chapter A.3 --- Final Polishing Process --- p.93

Thesis (Ed.D.)--Boston University.

This study focused on leadership and its correlates. Theory and research both point to the centrality of the principal's leadership role in school effectiveness. Yet, few studies of school leadership actually examine relationships among leadership variables. This study examined, from the perspective of high school teachers, three leadership correlates: principal vision, environmental robustness and teacher autonomy. Principal vision was conceptualized as the capacity of the principal to see the difference between what is and what might be, thus enabling others to accept and act on the possibilities of what might be. Environmental robustness was defined as the perceived dramatic content of the school structure. Teacher autonomy was referred to as the extent to which teachers perceived they were able to maintain professional discretion and independence in their classrooms. It is believed that these variables do not stand alone but are interwoven in the leadership discussion. Principal vision is only as powerful a concept as the context in which it is shared (environmental robustness) and the receptivity and willingness to respond to it by the followers (teacher sense of autonomy). This study examined the collective perspective that high school teachers have regarding these three variables. Data were collected from 1338 high school teachers in 34 public high schools in Oregon. The school was the statistical unit of analysis. Mean scores were calculated for each of the three variables and subscales within each variable. Data were statistically analyzed using the Pearson product moment correlation and ANOVA. The study hypothesized a significant positive relationship between principal vision and environmental robustness; principal vision and teacher autonomy; environmental robustness and teacher autonomy. Using the Pearson product moment correlation as the statistical test, positive relationships were observed for all three of the hypotheses. The strongest of the relationships was found between principal vision and environmental robustness. Although not as strong, a significant positive relationship was also found between environmental robustness and teacher autonomy. While principal vision and teacher autonomy demonstrated the weakest correlation, there were several significant relationships among the vision and autonomy subscales. This study found stronger correlations among the three variables at the high school than were found in an earlier study at the elementary level and explores reasons for those differences. This study also investigated relationships among the theoretical variables and several contextual variables including demographic and school improvement indicators. After data were collected and analyzed, several principals of participating schools were interviewed regarding visionary attributes of their leadership roles in their schools. These interviews provided a broader perspective in understanding and interpreting the findings. This study concluded by considering implications of the relationships among these three variables and their impact in creating and sustaining effective instructional leadership. Of significant interest were the implications for the hiring processes for high school principals.