Tesis: "Tearooms Hong Kong History"

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Wong, King-chi Ernest y 王敬之. "A place for tea in Ngong Ping, Lantau Island". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31986134.

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2

Chan, Fat-tim y 陳發添. "Hong Kong natural history museum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31982761.

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3

Chan, Fat-tim. "Hong Kong natural history museum". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948398.

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4

Cheung, Francis. "Bilingual legislation for Hong Kong". Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6519.

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5

Leung, Timothy Tin-ming. "History of Counseling Services in Hong Kong". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331420/.

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The purpose of this study was to trace the development of the counseling movement in Hong Kong from its beginning to the present and to examine future directions confronting those who work in the counseling field in Hong Kong. Originating from social unrest in 1966 and 1967, the counseling movement began as an attempt to meet the society's developmental needs of self-expression and direction. Although not a formal program, the first known counseling service in Hong Kong was offered by Ben Fong in 1967 at the Yang Memorial Social Service Center. In 1969 the Hong Kong Federation of Youth Groups established the first formal counseling service in Hong Kong. Institutions of higher education and foreigners played a major role in the development of early counseling services in Hong Kong. In 197 0, Peter Whyte, an Australian, organized a counseling service at the University Hong Kong. In 1971, Ken Locke, an American, established a counseling service at the Hong Kong Baptist College. Counseling services grew rapidly in the early 1970s, and a 1975 survey identified fifty-five agencies which reported providing counseling services. In the mid-1970s, helping professionals were struggling with the issue of "What is counseling?" A significant developmental step was the establishment of a master's degree program in counseling at the Chinese University of Hong Kong in 1977. The first professional counseling organization, the Association of Psychological and Educational Counselors of Asia-Hong Kong Branch, was organized in 1979 and the first counseling journal was published in 1980. In 1984, the Education Department of the Hong Kong Government established guidance services in secondary schools. The challenge for the counselors of Hong Kong in the 1990s relates to two foreseeable changes in the Hong Kong community, the Chinese recovery of the sovereignty of Hong Kong in 1997 and the aging of the population.

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6

Chan, Wai Kwan. "The making of Hong Kong society : a sociological study of class formation in Hong Kong, 1841-1922". Thesis, University of Essex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328619.

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7

Wong, Lam Cheng. "Development of Japanese influence on Hong Kong film industry through Hong Kong newspaper, 1950-1979". Thesis, University of Macau, 2015. http://umaclib3.umac.mo/record=b3335318.

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8

So, Ping-cham y 蘇炳湛. "Development of medical services in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43780556.

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9

Li, Pui-lin y 李佩蓮. "Evaluation of Hong Kong secondary school chinese history textbooks". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957304.

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10

Li, Pui-lin. "Evaluation of Hong Kong secondary school chinese history textbooks". [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833522.

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11

Yip, Lam Christine y 葉琳. "The performances of J.S. Bach's music in the Hong Kong Arts Festival: a case study of Bach reception in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31214836.

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12

Fu, Lok-yi Alice y 傅樂怡. "Contemporary Cantopop: reception of crossovermusic in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B39634334.

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13

Kwong, Oi-ping y 鄺嬡萍. "Foreigners' activity in Hong Kong before the Second WorldWar". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29717462.

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14

Myrén, Adam. "Historiemedvetande i Hong Kong : En kvalitativ studie om läroplanen för ämnet historia i Hong Kong och undervisning samt bedömning av historiemedvetande". Thesis, Karlstads universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-77493.

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The purpose of this essay is to investigate how Senior Secondary School (4-6) in Hong Kong teach and assess the concept og historical consciousness. The essay will draw its research on the curriculum from Hong Kong and for the subject history, and examine how it describes historical consciousness, and how it is described on a policy level in comparison to the Swedish curriculum for the subject history. The essay's theoretical approach is based on the curriculum theory "formulation arena" and civic curriculum code to help understand how curriculums are formulated and created. The result demonstrates that the curriculum mentions in its aims, goals and broad leaning outcomes that the students ought to learn about historical consciousness and it should be related to the subject's material. Furthermore, the assessment of the concept should be aligned with the goals and should be assessed with either formative or summative assessment.

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15

Lam, Martha Pik Har. "Senior women academics in Hong Kong : a life history approach". Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/1498.

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This study generates a substantive theory of how factors in the life histories of a cohort of eleven senior female academics in Hong Kong contributed to their success in academe. The primary source of data is a series of face-to-face interviews with the respondents. The critical relationships, educational experiences, and life events that contributed to the career development of these women are identified, and these data are supplemented by information about the respondents collected from university websites and the media. Using the constant comparative method, categories are gradually developed to constitute the basis of the proposed substantive theory. The major outcome of the study is a grounded theory of how the respondents made sense of their attributes and used their dominant attributes to achieve success in their academic careers. A fundamental concept of this ‘theory of selective attribution in career trajectory’ is the existence of reciprocal relationships among: (i) individual attributes (personal, social and academic); (ii) socialisation processes; and (iii) career trajectories. At various stages of the respondents’ career trajectories, the interplay between their dominant attributes and their socialisation experiences affected their construction (and subsequent redefinition) of their personal orientations—thus producing variations among individuals in their career orientations, strategies and pathways. The study finds that the senior female academics in this cohort shared many desirable ‘success attributes’, which were largely formed and nurtured through various socialisation experiences, particularly in the early stages of their lives. In addition to these common features, certain distinguishing factors among individuals within the cohort are identified – forming divergent patterns of dominant attributes in terms of personal identities, values, career orientations, and career strategies. These divergent patterns are utilised to present a threefold typology of senior female academics: (i) ‘career academics’; (ii) ‘career educators’ and (iii) ‘career opportunists’. In accordance with the dominant attributes they exhibited, women of a given type are found to hold similar personal identities, values and career orientations, and to have employed similar career strategies. The substantive theory of ‘selective attribution in career trajectory’ provides a new perspective on how female academics make sense of their attributes, and how they use them to achieve success in their academic lives. The theory thus contributes to the literature on the career development of female academics, especially with respect to how such women perceive, respond to, manage and balance the multiple demands placed upon them in their academic and family lives. Although the theory is generalisable only to female academics in situations similar to the present cohort, it has implications for the development of theory, practice and future research.

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16

Tang, Lynn. "An oral history of women cleaning workers in Hong Kong". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37224761.

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17

Chen, Ting y 陳汀. "Slope failure probability based on performance history in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31211264.

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18

Vickers, Edward. "History as a school subject in Hong Kong: 1960s-2000". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31242352.

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19

Tang, Lynn y 鄧琳. "An oral history of women cleaning workers in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37224761.

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20

Cheng, Wing Ming (Clement). "Liberal Studies in Hong Kong, 1992-2014 : a critical history". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/53345/.

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This thesis investigates the history of two Liberal Studies curricula in Hong Kong: Advanced Supplementary Level Liberal Studies (ASL LS) and New Senior Secondary Liberal Studies (NSS LS), which were introduced under two successive academic structures. The former follows the English Britain academic structure, with five-year junior and senior secondary, two further secondary years for matriculation, and a three-year undergraduate higher education. The latter resembles the Chinese academic structure with three years' junior secondary, three years' senior secondary and four year of undergraduate higher education. ASL LS formed part of the matriculation education curriculum and lasted for two years under the old academic structure; NSS LS is a component of a three-year senior secondary education under the new academic structure. The shift of academic structures in Hong Kong took place between 2009 and 2012, during which transition period both academic structures existed in parallel. This research has two main purposes. The first is to examine the history of the two Liberal Studies curricula. The second is to find out the key factors shaping the two curricula. The results and findings are mainly based mainly on documentary analysis supplemented by interviews with men and women who played significant parts in shaping the Liberal Studies curriculum. This historical research identifies three key overlapping stages in the development of Liberal Studies. The first stage relates to the formation and implementation of the ASL LS from 1992 to 2012. The second stage, beginning in September 2001, covers the consultation over and implementation (up to August 2014) of NSS LS. The third and comparatively short stage covers September to December 2014. This was initiated by the 79 day 'Occupy Central' and the 'Umbrella' movements in support of universal suffrage for the Legislative Council Election in 2016 and Chief Executive Election in 2017. While the predominant view in the academic literature locates the origins of Liberal Studies in the Sino-British Joint Declaration of 1984, Legislative Council records show that ideas about liberal studies began to emerge as early as 1978. Factors shaping the Liberal Studies curriculum are also identified at international, regional and local levels. The Liberal Studies curricula is seen as resulting from the interplay of factors at all three levels, with local level factors played the decisive role.

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21

Chen, Ting. "Slope failure probability based on performance history in Hong Kong /". [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671741.

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22

彭銘豪 y Ming-ho Darwin Pang. "Development of public transport in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26824528.

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23

FELLOWS, James. "The rhetoric of trade and decolonisation in Hong Kong, 1945-1984". Digital Commons @ Lingnan University, 2016. https://commons.ln.edu.hk/his_etd/9.

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This thesis is an exploration of how, in the late colonial period, Hong Kong’s government and business groups sought to keep the colony’s channels of trade free from restriction, and the colonial regime sought to keep Hong Kong’s free port status intact. Hong Kong’s colonial history began with its founding as a free port in a period when Britain subscribed wholeheartedly to free trade ideals, and the colony would remain broadly committed to free trade even as the metropole’s own faith wavered. After the founding of the People’s Republic of China (PRC) in 1949, however, the Chinese communist government placed restrictions on certain imports from abroad. Further undermining Hong Kong’s re-export trade with China was a UN-imposed economic embargo on the PRC following their participation in the Korean War. Hong Kong’s subsequent reliance on light industry and textile exports was met with protectionist responses from Western governments – including the colony’s sovereign power – from the late 1950s onwards. Finally, the prospect of return to China put in doubt Hong Kong’s future status as a free port and an exemplar of free enterprise principles more widely. As a colonial dependency with little economic leverage on the international stage, Hong Kong’s government and business elites relied on appeals to the metropole, public relations initiatives, and commercial diplomacy in attempts to reduce barriers to trade and maximise access to export markets. Arguments for the preservation of Hong Kong’s right to free trade involved a number of constructed narratives that led to certain conceptualised images of Hong Kong. These narratives included the fundamental importance of free trade to Hong Kong’s economic wellbeing and political stability, Hong Kong’s regional importance as a bastion of free enterprise and democratic principles at the edge of the Sino-Soviet communist bloc, the responsibility of imperial metropoles to their colonies and of developed nations to the developing, and a commitment to free trade as part of a wider belief in minimal government intervention as the basis of good governance. These rhetorical strategies tell us much about how geopolitical changes and shifts in the nature of the international economy shaped the trajectory of Hong Kong’s late colonial history, and likewise, how the colony’s government and business elites conceived instrumentalist ideals of Hong Kong. As a period beginning with Britain’s commitment to re-establishing British rule in Hong Kong after Japanese occupation, and ending with an agreement that would transfer sovereignty to China, the implications of a gradual imperial withdrawal are a paramount consideration. On one hand, the endurance of colonial status into a post-colonial period had ramifications for Hong Kong’s capacity to defend its trading rights on the international stage, whilst on the other, as imperial ties began to dissolve, the colony’s emergence into an autonomous, global city with its own identity and ideals was realised. This thesis, therefore, through an investigation of Hong Kong’s defence of its access to free trade, provides new understandings of the postwar history of Hong Kong in imperial and international contexts, and therefore of British imperialism and its interaction with other global forces.

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24

Li, Men-dik y 李民迪. "The unfolding and transformation of Daoism in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B39558204.

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25

Sin, Sze-man. "Politics and the history curriculum in China, England and Hong Kong". Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23476643.

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26

Ho, Sun-yan Anita y 何蕣顏. "Post-1949 China in Hong Kong's "History" and "Chinese History" curricula: a comparative study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40203815.

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27

CHOI, Sze Hang. "The scouts movement and the construction of new citizenship in republican China (1912-1937)". Digital Commons @ Lingnan University, 2008. https://commons.ln.edu.hk/his_etd/1.

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Robert Baden-Powell established the world's first Boy Scouts in Britain in 1907. with unexpected quickness, the first Chinese Boy Scouts was established in 1912. The Chinese Boy Scouts first started in missionary schools and its early development was concertrated in Shanghai and Jiangsu province. In 1928, the Nationalist Party (KMT) started to turn the Scouts into a tool to mould ideal future citizens of the country by indoctrinating the Scouts with the Three People's Principles and training them with practical living skills. In the 1930s, stimulated by the Japanese invasion and inspired by Fascist Italy and Nazi Germany's extensive use of youth organizations to train highly militarized youth to serve the nation's needs, Chiang Kai-shek entrusted the Blue Shirts, who were led by the graduates of the Whampoa Military Academy, to be responsible for the Scouts affairs. They changed the focus of remodeling the Scouts from politicization to militarization. the KMT believed that the "reformed" Scout program would produce a patriotic and disciplined youth who had the will and the ability to contribute to the nation. in addition, by expanding the Scout program, the KMT believed that rural areas and creating a separate Girl Scout program, the KMT believed that rural children and girls, who had been ignored by the Scout organizers before the KMT period, would become valuable citizens to help revive China. However, there was an uneasy gap between the reality and the KMT's expectations. Due to the missionary and non-government orgin of the Scouts, the KMT found it difficult to indoctrinate the Scouts with its political principles. Furthermore, the uneasy relationship between the government and the party, and the lack of funding became hindrances to KMT's effort to spread the Scouts nationwide. the relatively small number of Scouts in China also limited the effect of militarizing and creating separate gender roles for all Chinese youth as the KMT had envisioned. This thesis is divided into four parts. First, it will discuss the early development of the Boy Scouts before the KMT's takeove (1912-1928) with the focus on the Boy Scouts organizations in Shanghai and Jiangsu province. it will also discuss how the organizations dealt with patriotism in political movements. Second, it will analyze how effective the KMT was in terms of taking over the Scout organization nationwide. It will also analyze why during the Nanjing Decade (1928-1937), the KMT changed the focus of the Scout's development from political control into quanitative expansion by incorporating the Scout program into the formal school curruculum and expanding the Scouts from the cities to rural areas. Third, it will analyze, from 1930 to 1937, how the KMT under the influence of the German model responded to the same dilemma faced by Baden-Powell in Britian in the 1910s: should the purpose of the Boy Scouts program be to train future citizens or future soldiers? Last, it will analyze the assumption behind the KMT's formulation of the Girl Scout program: should girls be good housewives and mothers in the home or active citizens in society as boys were supposed to be ?

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28

Tang, Shuk-ching. "A content analysis of the certificate level history textbooks in Hong Kong". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264653.

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29

Pang, Ching-yee y 彭靜儀. "Other people's children: protestant missionaries, Chinese Christians and constructions of childhood incolonial Hong Kong, 1880-1941". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46603803.

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30

Hui, Wai-ki y 許偉祺. "A study of Lok Sin Tong free school (1925-1941) = Le Shan Tang yi xue jiao yu yan jiu (1925-1941)". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196521.

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This dissertation constitutes a detailed investigation of the history of the Lok Sin Tong Free School. It discusses how benevolent societies expanded their service scope in Hong Kong, as well as how the reforms in the education system and teaching curriculum of mainland China affected those in Hong Kong in the 1930s. Lok Sin Tong, one of the most remarkable charitable organizations in pre-war Hong Kong, formally expanded into the education field in 1929 with the establishment of the Lok Sin Tong Free School. The School was located at 32 Dai Tit Street, and its aim was to provide free education to children from Kowloon City who had formerly been deprived of schooling. The School began accepting male applicants in 1930. The first principal was Tam Kit-Sang, and the second was Wong Bun-Po. The School offered primary education and a four-year curriculum focusing on Chinese education. By 1938, when a new campus was established, the School’s number of students exceeded 300. However, soon after the outbreak of the Pacific War and Japanese occupation of Hong Kong in December 1941, the School was forced to close its doors. This dissertation comprises six chapters. The first defines the term “free school” and reviews the history of research on the Lok Sin Tong Free School. The second chapter outlines the historical development of Kowloon City and the Kowloon Walled City prior to 1941, and discusses how the local Kowloon City culture was key to the reestablishment of Lok Sin Tong’s services in the late 1920s following a suspension of services early in the century. The third chapter traces the origins and narrates the development of Lok Sin Tong from 1880 to 1941, with an emphasis on the improvement in its services under the leadership of Tam Kit-Sang and Chan Cho-Chak. The fourth chapter investigates the Lok Sin Tong Free School between 1929 and 1941, with special attention paid to its size, the quality of its teachers, its administration, curriculum and pedagogy, and student performance. An evaluation of the School’s overall effectiveness on the basis of these criteria follows. The fifth chapter presents a comparative study of the teaching and learning activities of the Lok Sin Tong Free School and those of the (1) Long Jin Free School and (2) Tung Sin Tong Free School. This comparison reveals the transformation of and changes in Chinese education in Hong Kong. The last chapter concludes the dissertation with a discussion of the interactions among free schools, benevolent societies, and the local community and culture in Hong Kong.
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Chinese Historical Studies
Master
Master of Arts

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31

Tan, Kang John y 陳岡. "History of the history curriculum under colonialism anddecolonisation: a comparison of Hong Kong andMacau". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956749.

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32

Chan, Ching Chinglyna y 陳清. "School based management in Hong Kong a historical research". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B35305071.

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33

Lai, Ding-kee Stanislaus y 黎定基. "A historical review of smuggling in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3197790X.

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34

Yeung, Yuk-pang y 楊玉鵬. "Natural history of untreated hepatocellular carcinoma". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31972287.

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35

Sin, Sze-man y 冼思敏. "Politics and the history curriculum in China, England and Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962580.

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36

Kan, Lai-fong Flora y 簡麗芳. "Chinese history in Hong Kong: the secondary school curriculum 1946-2001". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31243198.

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37

Chan, Kar-man y 陳嘉敏. "The disappearance of history: preserving Sun Yat Sen in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29789771.

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Kan, Lai-fong Flora. "Chinese history in Hong Kong : the secondary school curriculum 1946-2001 /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25176572.

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39

Wong, Yi-lee y 黃綺妮. "Family history and household economic strategies: a study of post-war Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31214769.

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40

Lau, Man-chun y 劉文俊. "A study of Hong Kong popular music industry (1930-2000)". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B4389608X.

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41

葉啟燿 y Kai-yiu Kelvin Ip. "Leftist propaganda in the Hong Kong 1967 riots". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193386.

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This thesis focuses on the leftist propaganda in the Hong Kong 1967 riots. It shows how the local leftists launched a propaganda campaign to persuade citizens to join the anti-government confrontation. After critically examining leftist propaganda materials, the thesis analyzes different arguments of the propagandists. The leftists’ propaganda failed to persuade the masses to follow them. To explain their failure, the thesis compares the aims of leftist propaganda before and during 1967. Given the different aims, the thesis argues that the inconsistency of the propaganda caused the leftists to lose support. When the leftists used violent actions to “struggle” against the colonial government, their radical actions were described by citizens as “terrorist attacks” and the leftists became “troublemakers”. Thus, the thesis also argues that the leftists’ threat to law and order drove Hong Kong citizens to stay out of the riots. After the anti-government movement became radical, the Hong Kong government took firm actions against the local communists. The police force raided leftist trade unions and arrested leftist leaders. These actions caused the breakdown of the leftist propaganda mechanism. The thesis analyzes the decision-making processes of the Hong Kong government, and argues that it was the leftists’ radical actions that caused the government’s firm actions, and thus the failure of the leftist propaganda, and the anti-government campaign were self-inflicted.
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History
Master
Master of Philosophy

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42

Livraga, Patrizia. "Education in Hong Kong, 1858 - 1894 Bishop Timoleone Raimondi's epoch /". Thesis, [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834113.

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43

Poon, Pui-ting y 潘佩婷. "The Mui Tsai question in Hong Kong (1901-1940), with special emphasis on the role of the Po Leung Kuk". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3122328X.

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44

何偉聰 y Wai-chung Anthony Ho. "The Highland bagpipe in Hong Kong: a study ofits role, function and development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31226085.

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45

Shing, Li Wai. "Understanding lived experience and professional development : the life history of a Chinese migrant teacher". Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288083.

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46

Chen, Yum Joe y 陳任. "A history of Chinese radio broadcasting in Hong Kong1928-1997". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B3122409X.

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47

Poon, Letty y 潘穎芝. "Piano culture in Hong Kong: from City Hall toHarbour City". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B38711163.

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48

Luk, Chi-hung y 陸志鴻. "Collaboration and conflict: food provisioning in early colonial Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45986058.

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49

Cheng, Christina Miu Bing y 鄭妙冰. "Postmodernism: art and architecture in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31949861.

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50

Lam, Yeuk-hon John y 林約翰. "Development of shopping centre in Hong Kong: a sociological study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31967905.

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