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He, Xiao. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 196-202). / Abstracts in English and Chinese. / Abstract --- p.3 / Acknowledgement --- p.5 / Chapter Chapter 1 --- Introduction --- p.8 / Chapter 1.1 --- Who are the Cosplayers? --- p.13 / Chapter 1.2 --- Why Cosplay? --- p.15 / Chapter 1.3 --- Why Hong Kong? --- p.17 / Chapter 1.4 --- Research Questions --- p.19 / Chapter 1.5 --- The Background of Cosplay --- p.21 / Chapter 1.6 --- Cosplay Events in Hong Kong --- p.24 / Chapter 1.6.1 --- Large-scale commercial conventions --- p.25 / Chapter 1.6.2 --- Cosplay and dôjinshi events held by universities --- p.27 / Chapter 1.6.3 --- Small-scale privately organized photo-taking events --- p.28 / Chapter 1.7 --- How to Get the Costumes --- p.31 / Chapter 1.8 --- Literature Review --- p.33 / Chapter 1.8.1 --- Globalization and Localization --- p.33 / Chapter 1.8.2 --- Youth Subculture and Fandom Culutre --- p.36 / Chapter 1.9 --- Methodology --- p.39 / Chapter 1.9.1 --- In-depth Interview --- p.39 / Chapter 1.9.2 --- Participant Observation --- p.40 / Chapter 1.9.3 --- Media Studies --- p.43 / Chapter 1.9.4 --- Language --- p.44 / Chapter 1.10 --- Outlines of the Chapters --- p.45 / Chapter Chapter 2 --- The Japaneseness for the Cosplayers --- p.48 / Chapter 2.1 --- Emphasis on Japanese Originality --- p.48 / Chapter 2.2 --- Japanese Elements in their Cyberculture --- p.56 / Chapter 2.3 --- High Reputation for Japan --- p.61 / Chapter 2.4 --- "From ""Odorless"" to ""Japanese""" --- p.66 / Chapter 2.5 --- Summary --- p.70 / Chapter Chapter 3 --- Cosplayer Cyberculture --- p.73 / Chapter 3.1 --- Cosplayers Online --- p.74 / Chapter 3.1.1 --- Public Space --- p.76 / Chapter 3.1.2 --- Dark Space --- p.79 / Chapter 3.1.3 --- Personal Space --- p.84 / Chapter 3.2 --- The Contradiction --- p.88 / Chapter 3.3 --- A Long-lasting Discussion: Effort or Enjoyment --- p.98 / Chapter 3.4 --- Summary --- p.105 / Chapter Chapter 4 --- "Pretty Girls, Pretty Boys, and Their Audiences" --- p.108 / Chapter 4.1 --- "Pretty Girls, Photographers, and the Other Girls" --- p.109 / Chapter 4.2 --- Pretty Boys --- p.116 / Chapter 4.3 --- Pretty Boys in Love --- p.132 / Chapter 4.4 --- Summary --- p.143 / Chapter Chapter 5 --- The Meanings of Cosplay --- p.146 / Chapter 5.1 --- Mainstream Values and the Education System in Hong Kong --- p.146 / Chapter 5.2 --- Cosplayers as Secondary School-Students --- p.150 / Chapter 5.3 --- The Meanings of Cosplay: Four Cases --- p.157 / Chapter 5.3.1 --- "Te's Story: ""I'm going to work in art and design""" --- p.157 / Chapter 5.3.2 --- "Tsu's Story: ""I mustn't let my parents knew that I'm cosplaying""" --- p.166 / Chapter 5.3.3 --- "Story of a Mother: ""I want to let her try anything that interests her""" --- p.171 / Chapter 5.3.4 --- "Saki's Story: ""Cosplay is just an interest after all'" --- p.175 / Chapter 5.4 --- Summary --- p.179 / Chapter Chapter 6 --- Conclusion --- p.181 / Chapter 6.1 --- A Review of the Chapters --- p.181 / Chapter 6.2 --- Comparison with Previous Studies --- p.186 / Bibliography --- p.196

Conselho Nacional de Desenvolvimento Científico e Tecnológico / Considering the expansion of grown of common bean for large mechanized areas and the need of biofortication of basic foods consumed by the Brazilian population, to minimize minerals deficiencies, obtaining common bean lines with high agronomic performance and higher minerals concentration in the grains represents technological advances for the culture. The objectives of this study were: (1) to estimate the genetic parameters for morphological, phenological, grain yield and nutritional characters in four biofortified populations of common bean in F6:8 generation; (2) assess the effectiveness of different selection strategies, direct selection and selection indexes, with the adoption of economic weights equivalent to coefficient of genetic variation (CVg) and proportional to a gain of 10% in average for each character, without restriction and also restriction to gains in only one of the mineral; and (3) to select common beans lines of high agronomic performance, as erect architecture and grain yield, and biofortified for potassium, phosphorus, zinc and copper concentrations in grains. Thus, a total of 169 common beans lines in F6:8 generation were evaluated in two experiments in a simple lattice design in the rainy season 2012/2013 and dry season 2013, in Santa Maria/RS. The following traits: note lodging, general adaptation note, insertion height of the first and last pod, cycle, number of pods and grains per plant, weight of 100 grains, grain yield and potassium, phosphorus, zinc and copper concentrations in grains were evaluated and the genetic parameters were estimated in each biofortification population. For simultaneous selection were tested selection indexes: direct selection, classical index, base index, parameters and weights-free index, based on desired gains index, multiplicative index and the "ranks" sum index. Significant line x environment interaction was observed for most of the characters, except for potassium, phosphorus and copper concentrations in grains. Genetic variability has not been obtained only for the copper concentration in grains. The weight of 100 grains and grain yield show high heritability in F6:8 generation in all populations studied. The characters of note lodging, height of the first pod, cycle, number of pods per plant and number of grains per plant were from moderate to high heritability. The others characters have from low to high heritability, except for the potassium and zinc concentrations in grains that exhibit from low to moderate heritability. The direct selection enabled high gain selection for individual characters, but caused undesirable changes in other characters under selection. The multiplicative index is the best strategy for simultaneous selection for the identification of common beans lines for erect architecture, high grain yield and high potassium, phosphorus and zinc concentration in grains. The L92, L 97, L 137 and L 146 lines are promising and remain under evaluation by the breeding program. / Considerando a expansão do cultivo de feijão para as grandes áreas mecanizadas e a necessidade de bioforticação de alimentos básicos consumidos pela população brasileira, para minimizar as deficiências minerais, a obtenção de linhagens de feijão com alto desempenho agronômico e com maior concentração de minerais nos grãos representam avanços tecnológicos para a cultura. Assim, os objetivos deste estudo foram: (1) obter estimativas de parâmetros genéticos para os caracteres morfológicos, fenológicos, da produção e nutricionais em quatro populações biofortificadas de feijão em geração F6:8; (2) verificar a eficiência de diferentes estratégias de seleção, seleção direta e índices de seleção, com a adoção de pesos econômicos equivalentes ao coeficiente de variação genético (CVg) e proporcionais a um ganho de 10% na média para cada caractere, sem restrição, e também com restrição para obter ganhos em apenas um dos minerais; e (3) selecionar linhagens de feijão de alto desempenho agronômico, quanto a arquitetura ereta e à produtividade de grãos, e biofortificadas quanto as concentrações de potássio, de fósforo, zinco e cobre nos grãos. Para tanto, um total de 160 linhagens de feijão em geração F6:8 e nove genitores foram avaliados em dois experimentos conduzidos em delineamento látice simples nos cultivos de safra 2012/2013 e de safrinha 2013, em Santa Maria/RS. Os caracteres nota de acamamento, altura de inserção da primeira e da última vagem, ciclo, número de vagens e de grãos por planta, massa de 100 grãos, produtividade de grãos e concentração de potássio, fósforo, zinco e cobre nos grãos foram avaliados e os parâmetros genéticos foram estimados em cada uma das quatro populações biofortificadas. Para a seleção simultânea, as estratégias testadas foram: seleção direta, índice clássico, índice base, índice livre de pesos e parâmetros, índice baseado nos ganhos desejados, índice multiplicativo e índice baseado na soma de ranks . Interação linhagem x ambiente significativa foi observada para a maioria dos caracteres, com exceção da concentração de potássio, fósforo e cobre nos grãos. Variabilidade genética não foi obtida apenas para a concentração de cobre nos grãos. Os caracteres massa de 100 grãos e produtividade de grãos apresentam alta herdabilidade em geração F6:8 em todas as populações avaliadas. Os caracteres nota de acamamento, altura de inserção da primeira vagem, ciclo, número de vagens por planta e número de grãos por planta foram de moderada a alta herdabilidade. Os demais caracteres apresentam herdabilidade de baixa a alta magnitude, a exceção da concentração de potássio e de zinco nos grãos que exibem de baixa a moderada herdabilidade. A seleção direta possibilitou alto ganho de seleção para caracteres individuais, mas provocou alterações indesejáveis nos demais caracteres sob seleção. O índice multiplicativo é a melhor estratégia de seleção simultânea para identificar linhagens de feijão de arquitetura ereta, alta produtividade de grãos e alta concentração de potássio, fósforo e zinco nos grãos. As linhagens L 72, L97, L 137 e L 146 são promissoras e continuarão em avaliação pelo programa de melhoramento.

Playing role of Feste in William Shakespeare’s Twelfth Night presents a complex challenge to the actor. Feste is at once a character in the world of the play and a clown figure with specific dramatic functions having roots in the Lord of Misrule of the English holiday and the Vice of the morality play. How can the actor playing Feste create a believable psychological portrayal that is aligned with the functions Shakespeare assigns the role? And be entertaining as well? I suggest that actor will benefit greatly from an exploration the traditional function of the clown its development in society and literature before Shakespeare, and how Shakespeare’s use of the clown developed, culminating in the writing of Twelfth Night. The actor will thereby have a better understanding of what Shakespeare might by trying to achieve with Feste,, and he (or she) may better find the motivations for Feste’s sometimes-enigmatic words and actions, which will, in turn, give shape and purpose to the clowning. I put this thesis to the test in preparing for and playing the role of Feste in Theater Ten Ten’s production of Twelfth Night in the spring of 2010 in New York City. My research and preparation will include: a substantial immersion in much of Shakespeare’s cannon, and viewing of performances of it (mainly on video); research on the role of the clown, how it developed through history until Shakespeare’s time, and how Shakespeare appropriated and developed that tradition, culminating in Feste; a performance history of the role; a structural analysis of Feste’s role in Twelfth Night; a character study of Feste; a rehearsal and performance journal documenting my ongoing iv exploration, challenges and choices. The main challenge, as I foresee it, is to arrive at my own unique performance of Feste while fulfilling both my director’s vision and Shakespeare’s intention.

In this dissertation I attempt an evaluation of Barbara Pym as a feminist writer. I study the central protagonists in Pym's twelve novels in the context of British society in the 1950s, 1960s and 1970s. I have drawn on feminist critical paradigms in my reading of Pym's novels in order to highlight my insights into her women characters. Chapter One examines Pym 's use of comedy and subversion in relation to her main protagonists. Chapter Two explores the 'Excellent Woman' figure in Pym's fiction and the issue of spinsterhood. Chapter Three scrutinises Pym's use of satire and tragedy in relation to her heroines. Chapter Four investigates the emergence of the 'fallen' and 'formidable' women figures in Pym's novels, and analyses the ageing spinster figure. My conclusion is that Barbara Pym is a humanist feminist of some importance, who succeeds in illuminating her heroines' struggles against patriarchy in the context of a changing British society. / English Studies / M.A. (English)

published_or_final_version / Education / Master / Master of Education

The purpose of this thesis was to determine if the Value Systems (Tribalistic, Egocentric, Absolutistic, Achievist, Sociocentric, and Individualistic) based on the "Levels of Psychological Existence" developed by Clare W. Graves, could be applied to analysis of a role in a play script. Characters in four scripts were analyzed: The -Rainmaker, by N. Richard Nash; The Lark, by Jean Anouilh, adapted by Lillian Hellman; Fiddler on the Roof, book by Joseph Stein, music by Jerry Bock, lyrics by Sheldon Harnick; and The Taming off the Shrew, by Shakespeare. The results showed that the system could be applied practically and effectively.

The term "feminist," when applied to Wilkie Collins, implies he was concerned with rectifying the oppression of women in domestic life as well as with promoting equal rights between the sexes. This study explores Collins the "feminist" by analyzing his portrayals of women, particularly his most powerful feminine creations: his villainesses. Although this focus is somewhat limited, it allows for a detailed analysis of the development of Collins's attitudes towards powerful women from the beginning to the end of his career. It examines the relationship between Collins's developing moral attitudes and social beliefs, on the one hand, and the ideas of Victorian feminists such as Josephine Butler and feminist sympathizers such as John Stuart Mill, on the other. This interaction, while never overt, reveals the ambivalence and complexity of Collins's "feminist" attitudes. Of the five novels in this study, Antonina (1850), Basil (1852), Armadale (1866), Jezebel's Daughter (1880), and The Legacy of Cain (1889), only one was published at the zenith of Collins's career in the 1860s. Each of the villainesses in these novels, their ideas and experiences, are crucial to understanding Collins's "feminist" impulses. Looking at them as powerful women who detest domestic oppression, one becomes aware that Collins feared such powerful women. But at the same time, he found something fiercely attractive about them. One also realizes that he was never fully capable of breaking the prevailing literary conventions which dictated that wickedness be punished and virtue rewarded (The Legacy of Cain is perhaps an exception, depending on how one views Helena's feminist revolution). The reading of Collins's novels offered in this study presents a broad, eclectic approach, utilizing the tenets of a number of different theoretical approaches such as new historicism, psychoanalytic criticism, and deconstruction, as well as feminist criticism. It contextualizes Collins's novels and his "feminist" concerns within the framework of other contemporary feminist ideas and the critical responses his works received.

唐美蘭. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 123-134. / Tang Meilan. / Chapter 第一章 --- 緒論 / Chapter 第一節 --- 研究背景 --- p.7 / Chapter 第二節 --- 研究目的和研究意義 --- p.11 / Chapter 第三節 --- 名詞釋義 --- p.12 / Chapter 第二章 --- 文獻綜述 / Chapter 第一節 --- 漢字學習與集中識字教學理論 / Chapter 壹、 --- 漢字的特徵 --- p.14 / Chapter 貳、 --- 傳統語文教育的漢字學習 --- p.15 / Chapter 參、 --- 有關漢字學習.心理學研究 --- p.15 / Chapter 肆、 --- 集中識字的理論與實踐 --- p.19 / Chapter 伍、 --- 小結 --- p.24 / Chapter 第二節 --- 課程評鑑的意義與模式 / Chapter 壹、 --- 課程的定義 --- p.26 / Chapter 貳、 --- 評鑑的意義和目的 --- p.27 / Chapter 參、 --- 評鑑的功能 --- p.29 / Chapter 肆、 --- 課程評鑑與課程發展 --- p.29 / Chapter 伍、 --- 課程評鑑模式 --- p.31 / Chapter 陸、 --- 小結 --- p.33 / Chapter 第三章 --- 研究方法與實施 / Chapter 第一節 --- 研究方法 --- p.34 / Chapter 第二節 --- 研究問題 --- p.34 / Chapter 第三節 --- 研究實施 --- p.35 / Chapter 第四節 --- 研究限制 --- p.41 / Chapter 第四章 --- 影響字族文集中識字課程實施的因素 / Chapter 第一節 --- 課程使用者因素 --- p.43 / Chapter 第二節 --- 課程設計因素 --- p.50 / Chapter 第三節 --- 實施策略因素 --- p.56 / Chapter 第四節 --- 機構情境因素 --- p.60 / Chapter 第五節 --- 社會政治因素 --- p.62 / Chapter 第六節 --- 小結 --- p.63 / Chapter 第五章 --- 字族文集中識字課程目標、教學內容、教學方法 和評估學生學習成果等方法的轉變 / Chapter 第一節 --- 課程目標 --- p.65 / Chapter 第二節 --- 教學內容 --- p.71 / Chapter 第三節 --- 教師教學方法 --- p.77 / Chapter 第四節 --- 評估學習成果方法 --- p.81 / Chapter 第五節 --- 小結 --- p.82 / Chapter 第六章 --- 字族文集中識字課程的決策取向和影響 / Chapter 第一節 --- 機構層面 --- p.84 / Chapter 第二節 --- 教師層面 --- p.91 / Chapter 第三節 --- 學生層面 --- p.95 / Chapter 第四節 --- 小 結 --- p.97 / Chapter 第七章 --- 總結和建議 / Chapter 第一節 --- 課程實施層次、課程設計、 課程使用者與學校組織架構 間的交互關係 --- p.99 / Chapter 第二節 --- 建議 --- p.107 / Chapter 第三節 --- Stake感應評鑑模式的限制 --- p.111 / Chapter 第四節 --- 總 結 --- p.112