Dissertations / Theses on the topic 'Activists – Hong Kong – Biography'

 At present, adolescent girls in Hong Kong face increasing pressure from society as most adults believe these girls are rebellious, promiscuous, apathetic, and dependent. In order to examine these claims, this study explores the following: 1) ‘Post-90s’ girls’ perceptions about themselves and the labels ‘Post-80s’ and ‘Post-90s’; 2) how they participate in social movements to redefine their identities as daughters, students, young women, and Hong Kong citizens; 3) their family relationship and their strategies to manage family expectations; and 4) their experiences in the social movements they join, and the effects of their participation on their social and personal lives. I adopt the post-structuralist feminist perspective to explore six girl activists’ agency, life choices, and strategies in managing their relationships within their families, schools, and communities. I follow the interpretivist constructivist approach in examining the process by which these girls give meanings to their practices and personal relationships. I employ methods such as focus group, participant observation, and in-depth interviews to explore their desires, need for social recognition, and life constraints. The results reveal that girl activists want autonomy from their parents. They need their teachers and schoolmates to appreciate their non-academic achievements. They crave society’s acknowledgment of their non-economic contributions in mobilising social change and the cultural values of local cultural heritages and natural landscapes. In the social movements, they want to make new friends who share their visions about social development. They also wish to learn new skills and knowledge from the movements and be able to use them in their daily lives. There are four main interpersonal strategies that the girls employ to manage their personal relationships: 1) they negotiate, 2) deploy alternative identities, 3) make media exposure, and 4) become pioneers to educate their parents, teachers, and schoolmates. They also employ other strategies to mobilise social movements (including the use of cosplay, arts, and alternative media exposure) and draw people’s attention to the causes that concern them. Thus, I argue that the post-90s girl activists distinguish themselves from the ‘Kong Nui’. They believe that Kong Nuis are indifferent to social issues, are uninterested in politics and activism, and would rather focus on consuming branded products. To distinguish themselves from the Kong Nuis, the post-90s girl activists adopt alternative lifestyles (e.g., becoming farmers) and unconventional attitudes towards social development. They are aware that mainstream people regard them as awkward, and they do feel frustrated about being belittled. Nevertheless, they are happy if they can enlighten other people about socio-political injustices in Hong Kong and finding alternative lifestyles. This research has three major contributions. It identifies various ways for young women to make themselves young women icons. It also discusses the new social problems that concern the girl activists, including government-business collusion and ‘property hegemony’. It also demonstrates that, apart from sexual, affective and material desires, teenage girls also need social recognition. Girl activists struggle to be recognised as full members in their families, schools, communities and Hong Kong society by actively participating in social movements.<br>published_or_final_version<br>Social Work and Social Administration<br>Master<br>Master of Philosophy

This study investigates how youth activists in Hong Kong make sense of citizenship and practice citizenship by participating in different kinds of social movements. Informed by the work of Faulk (2000) and Isin (2009), citizenship is conceptualised as a framework as well as a practice where the definitions are developed and constructed accordingly. A qualitative method is adopted in this research in which in-depth interviews are conducted with 16 youth activists between 18-29 years old and a thematic analysis is carried out for analysis purposes. The major findings suggest that youth activists, even though they are at the forefront of the citizenship movement, find citizenship to be both a familiar and an alien concept. Nevertheless, participation in social movements raise their concerns about citizenship and has compelled some of them to explore a local identity and strive to develop a Hong Kong citizenship from the bottom up. By taking part in social movements, the youth activists build and accumulate experience in citizenship movements, and create diverse and multiple meanings of citizenship. Three types of citizenship acts are found in this study: responsive acts which are emotionally-driven, confrontational and adversarial. The related practices reproduce a market-oriented and exclusionary type of citizenship. Then there are resilient acts of citizenship which are driven by ideology, and emphasise the importance of connecting citizens in the community to collectively advocate for the realisation of citizenship. These citizenship practices tend to produce an open and inclusive type of citizenship. Finally, there are reinvented acts of citizenship, which emphasise autonomous everyday life practices in the community. These are driven by the reflexive practices that are applied in daily life, which tend to inspire a communitarian type of citizenship. The findings of this study also suggest that the authoritarian-neoliberal regime in Hong Kong has a dominant influence over the construction of citizenship. This has been a major force that dictates the direction of youth activism towards exclusionary practices, downplays equal citizenship and causes solo actions in social movements. This citizenship practice reduces the capacity of youth activism from advancing towards activist citizenship, and leads to speculative citizenship characterised by uncertainty and precarity. Notwithstanding the structural constraints, it is found that alternative practices still exist, and the reflexive capacity of youth activism should not be underestimated. It is argued that different acts of citizenship practiced by different groups of activists are not mutually destructive but rather, feed each another in their controversies and debates, and through communication, thus inspiring alternative acts that erode the dominant conception of citizenship, answer to justice as well as inspire activist citizenship.

Xia, Ying.<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 2011.<br>Includes bibliographical references (leaves 159-164).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Abstract also in Chinese.

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

Chun, See Ching.<br>Thesis M.Phil. Chinese University of Hong Kong 2013.<br>Includes bibliographical references (leaves 179-185).<br>Abstracts also in Chinese.<br>Title from PDF title page (viewed on 19, September, 2016).

thesis written by Chang Sio Man, Loretta.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 1996.<br>Includes bibliographical references (leaves 143-146).<br>Chapter 1. --- Introduction<br>Background --- p.1<br>The Research Question --- p.2<br>Limitations --- p.7<br>Research Content --- p.8<br>Chapter 2. --- The Siao Fong Fong Phenomenon: Tale of an Orphan --- p.14<br>Chapter 3. --- Negotiating a Star Text: Theoretical Perspectives<br>Chapter 3.1 --- What is a Star? --- p.25<br>"Star as Image, Star as Sign"<br>"Star as Person, Star as Woman"<br>Chapter 3.2 --- Female Strategies of Laughter --- p.45<br>To Play the Male Game: Comedy as a Tool of Oppression<br>To Steal the Show: Comedy as a Tool of Subversion<br>Chapter 3.3 --- Towards a Theory of Marginal Empowerment --- p.63<br>Chapter 4. --- Evolution of a Star and a Society: The Orphan Complex --- p.70<br>Chapter 5. --- Star Text Siao Fong Fong: Textual Analysis<br>Chapter 5.1 --- Publicity --- p.82<br>Chapter 5.2 --- Films --- p.90<br>Chapter 6. --- Conclusion: A Star Text of Possibilities --- p.121<br>Bibliography --- p.143<br>Chapter Appendix: --- Figures

陳愛妮.<br>"2002年7月"<br>論文 (哲學碩士)--香港中文大學, 2002.<br>參考文獻 (leaves 214-232)<br>附中英文摘要.<br>"2002 nian 7 yue"<br>Chen Aini.<br>Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2002.<br>Can kao wen xian (leaves 214-232)<br>Fu Zhong Ying wen zhai yao.<br>摘要 --- p.(1)<br>Chapter 第一章： --- 導言-徐松石之研究目的及其價値 --- p.(2)<br>Chapter 第二章： --- 徐松石之人生三部曲 --- p.(5)<br>Chapter 一. --- 中國時期<br>Chapter 二. --- 在港時期<br>Chapter 三. --- 去美時期<br>Chapter 第三章： --- 徐松石的傳教事業 --- p.( 12)<br>Chapter 一. --- 傳道的第一塊上海1920-1954年）<br>Chapter 1. --- 進入「五四運動」的時間1917-1923年）<br>Chapter 2. --- 面對「非基督教運動」的挑戰1922-27年）<br>Chapter 3. --- 「三自」與「本色」運動的回應1920-30年代）<br>Chapter 4. --- 「抗戰」國難的行動1937-45年）<br>Chapter 二. --- 傳道的第二塊基石-香港1957-75年）<br>Chapter 1. --- 傳道工作與香港)浸信會<br>Chapter 2. --- 徐松石與香港華人基督教聯會<br>Chapter 3. --- 傳道方法與路向<br>Chapter 4. --- 對香港葬儀、倫理和娛樂問題的回應<br>Chapter 5. --- 對香港教會問題的回應<br>Chapter 三. --- 傳道的第三塊基石國1975-99年）<br>Chapter 1. --- 赴美傳道之背景<br>Chapter 2. --- 赴美傳道之工作與貢獻<br>Chapter 3. --- “本色´ح與“合一´ح精神之延續<br>Chapter 第四章： --- 徐松石的教育事業 --- p.( 85)<br>Chapter 1. --- 徐松石從事教育之背景<br>Chapter 2. --- 在上海的教育事業<br>Chapter 3. --- 在香港與美國之教育事業<br>Chapter 第五章： --- 徐松石的出版事業 --- p.(140)<br>Chapter 1. --- 徐松石與基督教文社<br>Chapter 2. --- 徐松石與浸信會出版社<br>Chapter 3. --- 徐松石出版事業之貢獻<br>Chapter 一. --- 對中國基督教發展之貢獻<br>Chapter 二. --- 對學術硏究之貢獻<br>Chapter 第六章： --- 總結 --- p.(175)<br>年纖簡編 --- p.(177)<br>附錄 --- p.(186)<br>參考書目 --- p.(214)

李光雄.<br>論文(博士) -- 香港中文大學硏究院歷史學部, 1996.<br>參考文献 : leaves 156-180.<br>Li Guangxiong.<br>序言 --- p.1<br>Chapter 第一章 --- 傳統村儒之學養與社會職能 --- p.4<br>Chapter (一） --- 村儒與紳士階層 --- p.5<br>Chapter (二） --- 傳統村儒的學養和社會職能 --- p.9<br>Chapter 第二章 --- 翁族之家世源流及其在海下的發展 --- p.15<br>Chapter (一） --- 歸善的來客 --- p.15<br>Chapter (二） --- 翁族在海下的發展 --- p.17<br>Chapter (三） --- 翁族的長幼二房 --- p.21<br>Chapter (四） --- 結語 --- p.22<br>Chapter 第三章 --- 翁仕朝之生平及儒學品詣 --- p.35<br>Chapter (一） --- 翁氏所處的時代背景 --- p.36<br>Chapter (二） --- 翁氏儒學之承習 --- p.39<br>Chapter 第四章 --- 翁仕朝對時代邅變之認識 --- p.60<br>Chapter (一） --- 對鄉曲以外世界之理解 --- p.61<br>Chapter (二） --- 對世變與時局的認識 --- p.63<br>Chapter (三） --- 對傳統宗敎的信仰 --- p.67<br>Chapter (四） --- 對基督敎的抗拒態度 --- p.72<br>Chapter 第五章 --- 翁仕朝之社會職能（一） --- p.85<br>Chapter (一） --- 敎育事務：從蒙館到新式學校的創設 --- p.85<br>Chapter (二） --- 醫療事務：從懸壷ˇёإ梓到醫藥的分銷 --- p.95<br>Chapter (三） --- 結語 --- p.103<br>Chapter 第六章 --- 翁仕朝之社會職能（二） --- p.125<br>Chapter (一） --- 堪輿事務：祖塋的遷葬 --- p.127<br>Chapter (二） --- 個人及宗族資財的經理 --- p.132<br>Chapter (三） --- 村族中一般事務的職能 --- p.136<br>結論 --- p.151<br>圖表 圖一：海下位置 --- p.24<br>圖二 ：翁族先祖遷移路線 --- p.25<br>圖三：海下翁族遷移路線 --- p.26<br>表一：海下翁族世系 --- p.27<br>表二 ：翁德金田產 --- p.28<br>表三：翁氏所藏經部書籍 --- p.50<br>表四：翁氏所藏啓蒙用書 --- p.105<br>表五：翁氏所藏新學制課本 --- p.106<br>表六：翁氏長壽堂在各商號寄售 藥散 / 藥膏（1 9 2 3 ´ؤ 1 9 3 9 ) --- p.111<br>表七：翁氏購入/承押禾田紀錄 --- p.141<br>附錄 翁仕朝的家藏圖書及文獻：一位 新界村儒史料的介紹 --- p.154<br>參考資料（一）翁仕朝藏書及文獻 --- p.156<br>Chapter (二） --- 香港政府文獻 --- p.169<br>Chapter (三） --- 中文書目 --- p.170<br>Chapter (四） --- 英文書目 --- p.176

by Wong Man Kong.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 1993.<br>Includes bibliographical references (leaves 182-195).<br>Abstract --- p.1<br>Acknowledgements --- p.3<br>Introduction --- p.5<br>Chapter PART ONE: --- BIOGRAPHICAL REMARKS<br>Chapter 1 --- THE MAKING OF A CHINESE MISSIONARY SCHOLAR --- p.10<br>Missionary Zeal --- p.10<br>James Legge's Family --- p.12<br>"William Milne, William Charles Milne and James Legge" --- p.14<br>James Legge's Choice for Career --- p.19<br>Procedure or Obstacle: Legge's application to the L.M.S --- p.24<br>Samuel Kidd and James Legge --- p.25<br>Legge's Marriage --- p.29<br>Was James Legge Extraordinary? --- p.30<br>Chapter 2 --- WORKING AS A MISSIONARY --- p.32<br>The Ultra-Ganges Mission --- p.32<br>James Legge's appointment at the College --- p.35<br>James Legge's Works and Vision for the Mission --- p.38<br>James Legge and Relocation of the College --- p.42<br>Missionaries' Perspectives on the Founding of Hong Kong --- p.46<br>James Legge's View of the Opening of China and the Opium War --- p.53<br>James Legge and Hong Kong Cadets --- p.58<br>James Legge and the Union Church --- p.61<br>Chapter PART TWO: --- THE USE OF EDUCATION<br>Chapter 3 --- JAMES LEGGE AND EDUCATION IN HONG KONG (1843-1873) --- p.66<br>Education in 19th Century England --- p.67<br>Education in the Early Colonial Period of Hong Kong --- p.70<br>Morrison School --- p.71<br>The Anglo-Chinese College in Hong Kong and James Legge --- p.75<br>James Legge And the Grant-in-Aid System --- p.85<br>James Legge's Appointment in Education Committee --- p.91<br>James Legge and Secular Education in Hong Kong --- p.93<br>James Legge and His Text Book Circle of Knowledge --- p.97<br>James Legge's Labour in Education: A Retrospect --- p.100<br>Chapter 4 --- JAMES LEGGE AND CHINESE STUDIES AT OXFORD --- p.106<br>The Establishment of the Chair of Chinese Professorship --- p.107<br>Analysis of Questions in the Davis Chinese Scholarship --- p.114<br>San Zi Jinq --- p.116<br>Emphasis on the Pre-Zhou and Zhou periods --- p.118<br>Emphasis on Translation --- p.119<br>Chapter PART THREE： --- THE USE OF TRANSLATION<br>Chapter 5. --- JAMES LEGGE AND TERM QUESTION --- p.123<br>Motivation of James Legge's Participation in Bible Translation --- p.124<br>James Legge's Position in the Controversy --- p.128<br>Confucianism in Relation to Christianity： A Manifesto of His View towards the Term Question --- p.133<br>Encounter of Confucianism and Christianity --- p.136<br>Chapter 6. --- JAMES LEGGE AND WANG TAO --- p.141<br>The Meeting of Legge and Wang --- p.142<br>Wang's Assistance to Legge's Translation --- p.146<br>Chapter 7. --- Conclusion --- p.156<br>Chapter Appendix One: --- Resolutions Made by the Board of Mission of the L.M.S. towards Her China Mission after the Opium War --- p.160<br>Chapter Appendix Two: --- An Examination Paper for the Cadets in Hong Kong --- p.162<br>Chapter Appendix Three: --- James Legge's Publications at Oxford University --- p.163<br>Chapter Appendix Four: --- Subscribers for the Chair of Chinese Professorship --- p.167<br>Chapter Appendix Five: --- Questions of Davis Scholarship --- p.169<br>Pictures --- p.177<br>Bibliography --- p.182<br>Glossary --- p.196

從十九世紀中葉到二十世紀晚期，歐亞混血兒在香港的社會地位有很大的變化，從被人輕視到受到尊重，道路是漫長的。本文的研究對象羅何錦姿是這個年代成長的女性。身處在一個中西文化兼備的環境，作為一個歐亞混血女性，她的際遇會否與純中國血統的女子不同？<br>本文以何錦姿的家世--祖父母何仕文〈C. H. M. Bosman〉 和施氏，父親何東和母親張蓮覺在港發展經歷，到她成長、受父母培育、作父母的秘書和管家- 作為研究的起點；進而分析何錦姿與羅文錦的婚姻生活，如何與夫家成員相處及教導子女，深入了解香港歐亞混血兒的文化取向。<br>何錦姿繼承母親張蓮覺的遺志，用現代的管理方法發展寶覺學校，將香港女子教育的規模不斷擴充，從原先只設小學，到二十世紀五十年代開辦中學，再從職業中學發展為文法中學，可說是時代的先鋒，何錦姿治校的理念及方法是本文研究的另一重點。<br>何錦姿是本港首位女太平紳士。曾任各非牟利慈善機構如同仁會(Welfare League) 、保良局、拔萃女校、何東中學、中國婦女會顧問，她和上流社會的知名人士，如鄧肇堅、李兆基等的人脈關係對她的事業發展又有何影響，都是本文要探討的問題。<br>From the mid-nineteenth century to the late twentieth century, there was an enormous change in the social status of Eurasians in Hong Kong from being slighted to gaining respect. The road was long and winding. The subject of this research, Lady Victoria Jubilee LO, was a woman born and raised in such an era. Did she, being a Eurasian living in a Chinese-cum-western environment, lead a life different from a woman of pure Chinese descent?<br>The thesis starts with a study of the family background of Victoria Jubilee LO, which includes: how her grandparents C. H. M. BOSMAN and Ms. SZE as well as her parents, Sir Robert HOTUNG and Ms. Clara CHEUNG, established themselves in Hong Kong; her upbringing; the education she received from her parents; and how she became the secretary and housekeeper to her parents. Furthermore, analyses are made of her married life with her husband, Sir M. K. LO; how she got along with members of her husband's family; and the way she taught her offspring. Through these analyses, a deeper understanding of the cultural orientations of Eurasians in Hong Kong can be obtained.<br>Inheriting the avowed dedication of her late mother, Ms. Clara CHEUNG, Victoria Jubilee LO employed the skills of modern management in running Po Kok School and continuously expanded its scale -- from a primary school to a secondary school in the mid-twentieth century, then to vocational school and ultimately to a grammar school. She can be regarded as a pioneer of her time. The rationale and methods behind the school management skills adopted by Victoria Jubilee is another focus of this thesis.<br>Victoria Jubilee LO was the first lady Justice of the Peace in Hong Kong. She has given her services to non-profit charitable organizations such as the Welfare League, Po Leung Kuk, trustee committees of Diocesan Girls' School and Ho Tung Secondary School, and also served as an honorary advisor to the Hong Kong Chinese Women Club. What influence did her connections with high society personalities such as Sir S. K. TANG and Mr. LEE Shau Kee have on the development of her career? These are all issues to be explored in this thesis.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>Detailed summary in vernacular field only.<br>梁雄姬.<br>"2012年7月".<br>"2012 nian 7 yue".<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2012.<br>Includes bibliographical references (leaves 125-139).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Abstract in Chinese and English.<br>Liang Xiongji.<br>內容撮要 --- p.頁4-5<br>Chapter 第一章 --- 引言<br>Chapter 一. --- 研究背景 --- p.頁6-7<br>Chapter 二. --- 前人研究回顧 --- p.頁8-12<br>Chapter 三. --- 研究素材--政府檔案 --- p.頁12-14<br>Chapter 四. --- 研究主題 --- p.頁15-18<br>Chapter 第二章 --- 世系<br>Chapter 一. --- 家族血統 --- p.頁19-24<br>Chapter 二. --- 父親何東事業的冒升 --- p.頁24-33<br>Chapter 三. --- 祖父的際遇對父親影響 --- p.頁33-37<br>Chapter 四. --- 父母的熏陶 --- p.頁37-43<br>Chapter 第三章 --- 羅何錦姿的成長<br>Chapter 一. --- 死與生 --- p.頁44<br>Chapter 二. --- 培育成才 --- p.頁45-51<br>Chapter 三. --- 長女的天職 --- p.頁52-58<br>Chapter 第四章 --- 婚姻和家庭主活<br>Chapter 一. --- 父親何東與羅肇的情誼 --- p.頁59-60<br>Chapter 二. --- 夫家羅文錦的家世 --- p.頁61-63<br>Chapter 三. --- 夫婦相處之道 --- p.頁64-68<br>Chapter 四. --- 養兒育女 --- p.頁69-76<br>Chapter 第五章 --- 教育理念的建立與實踐：何錦姿與寶覺女子中學<br>Chapter 一． --- 寶覺女子義學的創立 --- p.頁77-81<br>Chapter 二． --- 女承母業 --- p.頁81-89<br>Chapter 三． --- 寶覺學校的發展理念<br>Chapter 1 --- 課程內容 --- p.頁90-95<br>Chapter 2 --- 學校管理 --- p.頁95-97<br>Chapter 3 --- 愛護師生 --- p.頁97-99<br>Chapter 第六章 --- 羅何錦姿的社會角色<br>Chapter 一． --- 以女性身份服務社會 --- p.頁100-104<br>Chapter 二． --- 從參與歐混兒慈善組織到推動教育 --- p.頁105-108<br>Chapter 三． --- 社交網絡與向上流動 --- p.頁109-112<br>Chapter 第七章 --- 總結 --- p.頁113-120<br>Chapter 附錄1 --- ：何東家族世系圖 --- p.頁121-126<br>Chapter 附錄2 --- ：羅文錦家族世系圖 --- p.頁127-128<br>參考書目 --- p.頁129-143