Planning School Development

Planning , Quality-Oriented Education , Guiding Principle for Education , Exemplar Senior High School, , ,

management. As a result, the project sponsors decided to turn from hardware assistance to software development (Yin, 2004). From 1999 to 2005, The China-UK Gansu Basic Education Project mainly funded by UK Department for International Development was implemented in four counties of Linxia Hui Autonomous Prefecture, Gansu Province. One of the major goals of the project was to introduce the SDP to over 670 primary and secondary schools in the four counties in order to improve leadership and management in these schools (Zhu, 2010). Another joint project, China-UNICEF project on principal training and the SDP started in 2001. The primary purpose of the UNICEF-sponsored project was to deliver the idea, concept, strategies, and skills of SDP to principals in 50 state-identified poverty-stricken counties in Western provinces of China by training and intended to improve school leadership and management in the 50 counties by spreading the SDP to the schools of these counties (Yin, 2004). After several years of implementation of the above joint projects, field investigation found that the SDP had been carried out in few member schools of the project. One of the main reasons was that the project funds were mainly used to train principals whereas teachers in project member schools didn t understand what SDP was because few trained principals were able to really convey the importance, knowledge and skills of SDP to the middle level managers and teachers for various reasons. The leaders of many project member schools have accepted the idea of SDP, but they, in actual leadership practice, tend to only place the sign of the SDP Project School at their schools main entrance but not to carry out the actual work, or they exercised SDP in their schools by way of mere tokenism because of the bondage of their inherent ideas and ways of thinking , one of Chinese experts of CHINA-UNICEF project said with a sigh (Yan, 2006). On the other hand, the leadership and management practice of the schools had little improved though many principals claimed that the training program concerning SDP was helpful (Yan, 2006;Zhu, et al., 2010). Nevertheless, the joint projects indirectly promoted the further dissemination of the idea, concept, and strategies of Anyway, the last 25 years have witnessed how the SDP was introduced to China and applied to China s school leadership practice. Today, SDP is one of the most frequently used terms in China s school leadership practice, and the hard copy of a school development plan for a certain school, as one of essential school documents, can be found either on principal s desk or in the folder of every principal s office. Many principals, particularly those in the more developed cities, are very familiar with the process of developing and implementing the school development plan in their schools and also understand how to use the process of the plan development to promote teachers to participate in it. However, the SDP in China s leadership practice is the SDP with some Chinese indigenous characteristics and a bit different from the SDP in Western context. Formally the Proletariat Cultural Revolution, it was started by Mao in 1966 as a national-scale political campaign to eliminate all bourgeois influences in the activities sought to remove and destroy all symbols of bourgeois culture, such as music, drama, opera and novels, and to make sure their replacements were rooted in proletariat ideology. Activities in all these art forms had to start again from model became a social campaign and intellectuals were the most vulnerable. Among the consequences was the closing down of conventional schools. They were replaced with schools led by political teams of workers, peasants and soldiers, and the curriculum was totally revamped to reflect mpts to resume schooling, but with little effect.

Quality-Oriented Education
Higher education institutions were suspended, replaced by new institutions admitting only workers, peasants and soldiers regardless of their academic merits.

Key Terms
Professors and intellectuals were sent to factories, villages and remote places to be everybody produces for the state and the state distributes its wealth equally among its citizens. But the reality was total stagnation of the economy, a society of say that China had to rebuild the entire education system in the late 1970s and early 1980s from the ruins left by the Cultural Revolution.
Spontaneously, the priority of post-PCR policy on school education was to terminate the chaos and re-building necessary order in education. As one of government initiatives to rebuilding a normal state of education, the National College Entrance Examination (NCEE) system, which had been suspended for ten years, was restored in 1977. More than 5.70 million Chinese young people took part in the NCEE in the winter of 1977, of which about 270 thousand were selected and admitted to universities and colleges of the country in the spring of 1978 (Ke, 2007). In 2007, Chinese media held a series of commemorative events to commemorate the 30th anniversary of restoration of the NCEE system. One can see that restoration of the NCEE system is really a milestone in China s education rebuilding movement and even in the entire history of China s contemporary education from such headlines of news reports as The college entrance examination brings hopeful dawn to the nation (Yi, et. al. 2007), The restoration of the college entrance examination is a rebuilding of social justice (Yu, 2007). In the same year, the National Education Examination Authority (NEEA), China Youth News, and ATA Inc. jointly conducted a large-scale survey to commemorate the 30th anniversary of the NCEE system. The results of the survey showed that 73.3% of the respondents believed that the NCEE system was generally fair; 89.6% of the respondents who had got chance to study in universities and colleges by taking part in the NCEE believed that their destinies had got various degree of change and such change is particularly obvious for those from the families with low socioeconomic status; 44.8% of the respondents thought that there were not many ways to success beyond the NCEE, while 25.5% of the respondents thought "few" or "no" way to success beyond the NCEE (Zhao, 2007). From here we see that the restoration of the NCEE system had positive significance for China s education at that time. Yet, as every coin has two sides, the NCEE system is not an exception. When school leaders, teachers, students, parents and other stakeholders all attached too much importance to the NCEE, a mode of EOE was consequently emerged in China s school education in 1980s. EOE refers to a mode of school education in which the fundamental purpose of school education is dissimilated into having students learn how to get as high a test score as possible. The most remarkable characteristics of the EOE are identified as (Liu, 1997;Tao, 2007;Wang, 2012): Schools focus their attention only on subjects of high-stakes test while rest of subjects are ignored; Teachers focus their attention only on teaching the knowledge within the scope of the examinations and the test-taking skills while rest of knowledge and skills are ignored; A minority of students who would get high scores in exams receive much more attention than the majority of students; Students study burden is overweight in most of primary and secondary schools, and the students burden of senior high schools is excessively overweight.
It s fair to say that not a few educational researchers, policy makers and practitioners, some principals in particular, of China, made efforts in the early 1980s to change the tendency of EOE (Tao, 2007). Nevertheless, the EOE was like a machine running at high speed with own momentum and nobody could stop it. In his keynote speech at The Third National Congress of Chinese Society of Education in 1987, Liu Bin, the Vice Director of State Education Commission coined the term Quality-Oriented Education QOE) (Liu, 1987). It is also known as the first time that the term was officially used . Following the first usage of the term in 1987, QOE as a term was highlighted in such important policy documents as the Compendium for China s Educational Reform and Development (CCCPC and State Council, 1993)  China's economic growth mode should be fundamentally transformed to rely mainly on scientific and technological progress and the quality of labor force (rather than low labor costs), the decision of the central government to fully implement the QOE intended to enhance the employability, innovation and entrepreneurship of China s labor force, and tried to transform the population pressure into demographic dividend as well as into human resource advantage (Li, 2003, pp.300-304). As for how to implement QOE in an all-round way, the Vice Director of the State Education Commission, Liu Bin presented a general framework in his speech at the National Experience Sharing Conference of QOE Implementation in Primary and Secondary Schools in 1997. The framework consisted of four policy initiatives and three breakthroughs (Liu, 1997): nitiatives: changing educational ideas and perspectives by guiding public opinion, training educators, and sharing successful experience; developing assessment system conforming to the QOE; fostering a high-quality teaching workforce to meet the needs of QOE implementation; optimizing the process of education and teaching and learning by curriculum reform.
reakthroughs: improving the outcomes of disadvantage and under-performing schools; reducing excessive schoolwork burden for primary and secondary school students; reform the examination system.
Later, the policy initiatives proposed by Liu in 1997 were really carried out in China and achieving the QOE was also a steadfast direction for China's education reform. However, Liu didn t provide, in his speech in 1997, specific road map and timetable for QOE implementation.
He reminded the audience at the National Experience Sharing Conference of QOE Implementation in 1997 that the QOE implementation was likely to be a complex, arduous and long-term process.
Perhaps, Liu s judgment was proven over the ensuing years. Five years later, the result of a survey to teachers in primary and secondary schools conducted in Guangdong Province showed that 58.2% of the respondents said they had confidence in implementing QOE in primary and secondary schools; 58% of the respondents believed that "there are much difficulties in practice of QOE implementation, but there is indeed progress and a bright future." (Ding, and Zhou, 2003). In the

Intrview2018-EBO, all interviewees believed that educators ideas and notions on education has
largely changed since the curriculum reform, as one of policy initiatives to promote QOE, launched in 2001. Nowadays, few educators see EOE as a normal mode of education any longer.
The teaching approaches are more flexible and diversified than before, and the degree of teachers professionalism is obviously higher than that of their previous generation. But meanwhile, 11 of the 15 interviewees admitted that the problem of excessive schoolwork burden for students and too intense competition in high-stakes examinations has not yet been solved see Appendix B .
Over 30 years has passed since Liu first used QOE as an official term in 1987. Based on various research findings concerning the status quo of QOE implementation, we may come up with a conclusion that there is still a very much long way to go to achieve the QOE in China though much progress has been made in QOE implementation in past three decades.

Guiding Principle for Education JIAO-YU-FANG-ZHEN
The term Guiding Principle for Education [JIAO-YU-FANG-ZHEN], in China s educational context, refers to the general direction of the educational development and the overarching education policy set by the state or the (ruling) Party in a certain period of time (Dong, C. C. et al., 1985, p.159 his remarks at the school that the basic education played a basic and precursory role in the national education system. The direction for development of the basic education should be well set and the Party's GPE should be carried out completely in order to make China s basic education getting better and better. Xi stressed at the same time that the QOE was the core of education. The school education needed paying attention to fostering students' creative spirit and practical ability and promoted students to get all-round development (Huo & Zhang, 2016).
China's GPE was first set out by Mao Zedong at the outreach meeting of Supreme State Council in 1957. Later, the GPE was enriched in 1960s and expressed as education must serve the proletarian politics. Education must be combined with productive labor to foster the children and young people to develop morally, intellectually, and physically and become socialist and educated workers. (Tang, 2010;Yang, 2013) After Chinese government decided to adopt the Reform and Opening-up policy in late 1978, a new version of the GPE was gradually formulated. In spite of many times and various sorts of discussions and even controversies on the GPE for decades (Bai, 2003;Tang, 2010;Cheng, 2012, Yang, 2013Li,2017;Yang, et al., 2017), it was finally fixed by the Article 5 of Education Law amended edition in 2016 and expressed as, Education shall serve the socialist modernization and the people. It must be combined with productive labor and social practice to cultivate socialist builders and successors with all round development of morality, intelligence, physique and aesthetic accomplishment for the socialist cause. ( Congress, 2016). It is essential for China s school principals to think over how to plan the development of their schools in the light of the GPE because it s one of the essential and statutory requirements for school and school leadership.

Exemplar Senior High School [SHI-FAN-XING-GAO-ZHONG]
The  (Li, 2003, p. 276). According to related policy, the Key High Schools were given priority in funding, human resource, school facilities, and selection of students. By extraordinary input, the Key High Schools had constantly improved the quality of their teaching and learning and prepared a number of excellent graduates for the country since then (Feng, 2007 Council s requirement in 1994 by evaluation and accreditation in order to set an example for ordinary senior high schools in the country. In the mid-1990s, Shanghai took the lead in investing over 2 billion RMB (about 300 million USD) to reconstruct 11 key senior high schools (Li, 2003, p.279). The reconstruction of key senior high schools includes the expansion the size of campus Completely implementing the GPE, and exemplary carrying out the educational laws, regulations and relevant policies.
Having set a correct orientation for school development, and proactively participated in educational reform.
Having built a high-quality teacher team, and good infrastructure and equipment.
Having got high-performance in school management and student outcomes, and created own specialty and uniqueness in education to foster students' all-round development in morality, intelligence, physique and aesthetic accomplishment.
Having got positive feedback from stakeholders as well as universities/colleges on the school graduates.
Having a long history, and getting a high reputation in the municipality wide.
However, the ESHS is by no means a simple copy of Key High School after all. As the first local education system to carry out the ESHS project, the Shanghai Municipal Education Commission stipulated that every ESHS must undertake following responsibilities in addition to guaranteeing its high-quality teaching and learning and outstanding outcomes (SMEC, 2004): A ESHS should hold at least one public event opening to educators in the city to show the progress or outcomes of the ESHS's exploratory program in school education A ESHS should be the training base for local primary and secondary school principals and teachers to undertake the task of mentoring the school leaders and teachers from other schools as required.
A ESHS should has superior human resource in one or more subjects with its own specialty and uniqueness in teaching and learning of the subjects. The school should make contributions to the improvement of the performance of school education of this city through professional impact on its neighboring schools.
A ESHS should shoulder the responsibility of supporting disadvantage schools (one of them should be a rural school in the suburbs of the city) by teacher mentoring and classroom coaching, etc.
Obviously, it was necessary for the principals of ESHS to work with their colleagues to develop school development plan in accordance with the new requirements for ESHS. In a sense, the ESHS was another driving force behind the leadership practice of "planning school development".
By the end of 2002, the number of students in China's senior high schools had expanded from 9,380,000 to 16,840,000 by the ways of expansion of existing senior high schools and establishing a number of new ones (Li, 2003, p. 281

Commissioned Management [WEI-TUO-GUAN-LI]
The b) The SMEC would publicly praise the bid winning school/agency with outstanding performance in CM (the above three-stage procedure of the CM is outlined in Figure 5.1). For instance, the Lianyungang City in Jiangsu Province started to implement a pilot project of CM in 2010 by Shanghai (Zhang, 2011). At present, the CM, as one of alternatives to ensure the equality and balanced development of compulsory education has been widely adopted by local education authorities in various provinces of China. ensuring all children to have equal access to high quality education (Shanghai Municipal Government, 2010). To accomplish this core mission, there should be more quality schools to respond to the parents needs and societal expectations. Since China's compulsory education schools (from primary to junior high phase) are both non-fees paying and non-selective schools, every community is designated as a certain school attendance area based on the principle to ensure every child can attend a nearby school. Thus, one of the critical indicators of achieving is that parents really feel that there is just right a satisfactory school in their community. In 2011, the SMEC kicked off a three-year project of NQS and 25 compulsory education schools recommended by education bureaus of districts joined the project as pilot schools. Later, the pilot schools increased to 43 because there were more schools would like to join the project of NQS. The NQS is defined as the compulsory education schools that had no high-reputation historically and no extra input of funding and human resource at present, but their students can make more progress than expected with respect to their students' original academic foundation by making efforts in providing various curriculum choices and diverse learning experiences to tailor the school provision to meet the needs of specific groups of students (e.g., gifted and talented, low attaining, with family ground of low social-economy-status), and so on (Hu, 2013;Xia, 2013;SMEC, 2015b). Moreover, an expected NQS should be with three characteristics: a) every child in the school was treated fairly and impartially; b) being concerned with not only student academic achievements, but also the healthy and happy growth of every student; and c) continuing exploring how to improve teaching and learning to foster student all-round development, and how to change a under-performing school into a satisfactory school in the community (Hu, 2013;Anon, 2015). Based on documentary review and field studies, a researcher who participated in NQS project in Shanghai identified two typical paths to achieve the goal of NQS among 43 pilot schools that: a) the self-remedy of organization: the school concentrates on solving the problems that hinder the development of schools (e.g., fragile leadership, deficient rules and regulations, insufficient human resource, unsatisfactory outcomes, unsuccessful experience, little trust from parents, low social reputation) one by one, and finally changes a poorly organized school into a well-organized one by setting up an open and interactive relationship with the parents and wider community, reconstructing school culture on the quality of teaching and learning and adopting appropriate leadership strategies; b) educational innovation: the schools are good at catching opportunities (e.g., participating in time

Key Terms
in some promising pilot programs funded by government, etc. ) and able to transform the opportunities into school's exploring projects to improve school's performance and social reputation (Xia, 2013).
In 2015, SMEC decided to promote the further development of NQS by the pattern of NQS cluster so as to provide more compulsory education schools the opportunity to participate in a new round of NQS project SMEC, 2015b . By 2017, the number of NQS in Shanghai had reached 380, which was equal to 25 percent of the total number of compulsory education schools of the municipality, Parents' satisfaction with their children's outcomes in NQS was over 90% (Xu, 2017). Like the project of Commissioning of Management, the NQS project, as one of alternative strategies to ensure the equality and balanced development of compulsory education, was also first created in Shanghai and then gradually influence the compulsory education reform in other parts of China. In 2016, the education authority of Changzhou, Jiangsu Province decided, for example, to worked out the plan to build up 100 NQS to promote balanced development for local compulsory education schools . Inevitably, for schools striving to transform themselves into New Quality Schools, redevelop their school development plans must be one of leadership priorities.    . By the end of November of 2017, 217 school groups had been established and 610 member schools, approximate one third of the total number of primary and secondary schools in the city were operating under the pattern of SRG in 16 districts of Beijing. At the same time, the models of SGR had been more diverse than before, including the a prestigious school +newly established schools , a prestigious school +under-performing schools , a prestigious school + ordinary schools , and a prestigious middle school + a few under-performing primary schools in which the member schools were closely coupled or loosely coupled (Yin, 2017). The specific operating mechanism of individual SRGs could be different.

Schools Running by Group
The SRG would be operation as a big school with one legal entity when the prestigious school fully took over management of other member schools (closely coupled). Whereas majority of SRGs were operation as a school federation with several legal entities (loosely coupled), in which the prestigious schools influenced other member schools through sharing resources with the member schools or providing member schools with professional coaching, mentoring, and supervision but without interfering in member schools financial and personnel affairs. In this case, the prestigious schools would receive an additional grant from their local education authorities to make up for their inputs to their member schools. In Shanghai, SMEC, the municipal education authority encouraged four districts of the city in 2014 to conduct the pilot projects of SRG. In

2015, the SMEC issued Opinions of Shanghai Municipal Education Commission on promoting high-quality and balanced development and promoting the Schools Running by Group and the
Neighboring Schools Networking to promote the SRG within whole city, and set out the goals that by the end of 2017, fifty percent of the compulsory education schools in the whole city will  (Shang, 2018).
The SRG has grown so fast over past decade largely because of strong administrative impetus of local education authorities. Of course, the government-driven projects, in China s education context, will yield high efficiency. Yet, the situation of so rapid development without in-depth reflection inevitably makes some new challenges. The identified challenges include that the legitimacy of establishing SRG was questioned by some staff of the member schools, and the high-quality human resource of a prestigious school was over-diluted with the fast expansion, and so on. In some cases, the cultural conflict between the prestigious school and other member schools were emerging (Zhang, 2017;Yin, 2017). Thus, the recent policy on the SRG seems to have been more considerate. The SMEC, for example, pointed out that not every prestigious school or high performing school was qualified to play the leading role of the SRG. Rather, only the prestigious or high performing schools that meet the following four conditions could act as the leading school of a SRG: a) the principal of the school upheld educational concepts that met the needs of the times and was able to manage the school by scientific way; b) the school had the capability to allocate sufficient resources to support other schools; c) the school had a good social reputation; and d) majority staff of the school were willing to do so (Zheng,2014 Shanghai (2011) and was evaluated later in the light of the objectives that set out in the SRG (Zheng,2014). Thereby, planning the development of the SRG is one of priorities for the SRG leadership, and the leadership practice of .  (Li, 2006).

Summary and Discussion
In this chapter, we have explored eight key terms around the theme of planning school development . Given planning school development is placed as one of six key leadership

Key Terms
are some things that need to be improved. As noted earlier in this chapter, one of the Chinese characteristics with which the SDP in China s education context is strongly initiating and promoting by local education authority . The promotion of local education authority is conducive to improving the efficiency of SDP implementation, but, on the other hand, it is inevitably with some bureaucratic maladies. An education researcher cited an example that on SDP that a district education bureau required the schools in the district to develop and submit their five-year development plan within three months. The researcher believed that it was so hard for schools to work out a quality plan for next five years in such a short time (Wei, 2017). Secondly, even though principals all know the truth that SDP is a means rather than an end in itself, they still put too much effort into the perfection of the text because they also know the result of SDP review links to their future career and the reviewers hardly examine the whole process of SDP except for the text pointed out previously, there are still some obstacles to be overcome in achieving the QOE though much progress has been made in QOE implementation in past 30 years. One of the hardest nuts to crack in QOE implementation is how to reduce the excessive schoolwork burden for students and excessive pressure on students in preparing to take the National College Entrance Examination (NCEE). Liu Bin, the Vice Director of the State Education Commission pointed out in 1997, the essential function of the NCEE is selection, which is always contradictory to the QOE. (Liu, 1997) The assuming solution proposed by Liu at that time was the diversification of college entrance examination. He argued that it would be difficult to exercise the EOE in schools if the college entrance examination became diversified. He conceived, with different exam papers, and two or more times chance to take the examinations, it would not be easy to exercise teaching to the test , they have to improve their well-rounded quality to adapt to a variety of examinations. (Liu, 1997) Unfortunately, the hardest nuts in QOE implementation has been never cracked since was between 65.7% and 74% and the average number of afterschool tutoring hours per week was 21.4 hours. The motivation of students to take part in the private tutorial was to improve academic performance (71% of the respondents) or for the exams (74.6% of the respondents) (Zhi & Chen, 2018). The findings of these surveys have, in a sense, demonstrated that Liu s prediction is not true after so many rounds of NCEE reform in the last 30 years. Frankly, Liu underestimated the desire of students as well as their family to pursue their bright future or change their families fate through the NCEE, the most influential high-stakes and selective examination.
Although many schools have been attempted to reduce students' schoolwork, parents tended to increase their children s burden by purchasing the private tutoring. That's why most of principals and teachers agreed in CSSLM2017-principals and CSSLM2017-teachers that the major obstacle to reduce came from the parents and the society (see Appendix A).
Given almost all families, regardless of socioeconomic status, to have high hopes for their environments. (OECD, 2011, p. 84), it may be inevitable for the examination reform, which aims at reducing the excessive schoolwork burden for students and excessive pressure on students in preparing to take the NCEE, to be defeated by the cultural tradition existing throughout the entire Chinese world, including the Chinese communities both in and out of mainland China. Perhaps, it is also one of major reasons for the failure of similar reforms in Hong Kong and Taiwan (Feng, 2017). The third term presented in this chapter is Guiding Principle for Education JIAO-YU-FANG-ZHEN . era and in the time of -In carrying out the Guiding Principle for Education (GPE), one of salient problems in leadership practice is that the GPE is not completely carried out in some cases though significance of carrying out the GPE is repeatedly emphasized (Shi, 2017). On the other hand, some scholars criticized that the existing expression of the GPE is incomplete. They argued that it is unduly emphasized for education to meet the needs of the state whereas the education s function in fulfilling the development of individual students personality has been overlooked to some extent (Wang, 2006;. the ESHS program to be addressed. For instance, it is not very fair for neighboring schools of a ESHS that the ESHS always pick the high-achieving students since they have the priority in school enrolment (Liu, 2005;Tao, 2008;Tang & Fan, 2013). because, through the process of SDP, they will be likely to identify the major challenges confronting their schools, reach a consensus with colleagues as well as other stakeholders, set a new vision, and employ appropriate strategies to change the status quo of their school (Yin, 2013, pp.102-106;Xia, 2013;Shen, 2015 Some researchers argued that the priority of the SRG and NSN is, after all, to bridge the gap of student academic achievements between the leading school and member schools rather than replacement of school culture and tradition of the member schools (Guo & Zheng, 2015;Guo, 2015). Second, Mr. Li, the deputy director of basic education of Beijing Municipal Education Commission recognized that the local governments should, in implementation of the SRG, act as a coordinator in allocating funds and other resources to provide the school groups with necessary support, and play a supervision role by evaluation. They should not restrict the autonomy of SRG too much. . Namely, a prestigious school needs not only additional funds but also additional discretionary power in the prestigious school-centered school network. Third, a primary school principal contended in a published article that it was necessary to establish a mechanism to allow a member school withdrawing freely from a SRG when the outcomes of the member school will have been good enough after several years efforts in the SRG. For this kind of schools, they don t have to always be under the shadow of a prestigious school (Zhang, 2018 documents that neither SGR nor NSN was designed to turn many schools into one big school. The government didn t intend to create a big principal to map out and handle every detail of leadership and management in the member schools SMEC, 2015c). However, the policy regarding NSN of Xi an, the capital city of Shanxi Province was quite different from that of activities of teaching-study, unified network-based teacher training, unified student assessment, and unified school evaluation . It is a typical case to remind international researchers who would conduct empirical studies on some local education policy or school leadership practice in China that the findings of an empirical study or the results of a policy analysis in a given city or province may not necessarily be used to infer the overall situation of China. On the other hand, the case of NSN in Xi an raises a question that whether the NSN will become a sub-district bureau, thereby increasing bureaucracy and red tape in school leadership practice? It is a problem that researchers are worrying about (Guo & Zheng, 2015).  Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.