Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also as Studies in history, economics and public law, ed. by the Faculty of political science of Columbia University, no. 338. "List of periodical publications which have been useful": p. 562-565; "Bibliographies": p. 579-580.

The purpose of this study was to investigate the effect of class size on student achievement in attaining two of the objectives of learning, namely, remembering and understanding, as these objectives are associated with the subject matter presented. To permit a statistical analysis of the data collected, the following hypotheses were proposed: 1. Class size will not be a significant factor in student achievement in remembering, by recognition or recall, discrete items of information. 2. Class size will not be a significant factor in student achievement in understanding the concepts and generalizations presented. Student achievement for each objective was defined as the difference between the scores obtained on alternate forms of the measuring instrument administered before and after the experimental period. The objectives of learning for this study, namely remembering and understanding, were limited to the equipping of each student with: 1. a specific body of information (Remembering), 2. the understandings necessary to make full use of the information learned (Understanding). The investigation was undertaken by teaching a chemistry unit to three matched classes of grade ten Science 20 students. The classes of fourteen, twenty-eight and fifty-six students respectively were matched for means and standard deviations on the basis, of the student's Otis I.Q. scores, previous science performance scores and chronological age and sex. The learning material taught during the investigation was based upon the topics covered by the Anderson Chemistry Test. Each of the classes was taught by the investigator, using the lecture-question-discussion method. Student achievement on the Anderson Test was measured by applying the "t" ratio test to the difference between the means of the classes, for each objective of learning. The difference between means was deemed significant if "t" reached the 0.01 level of confidence. Since "t" did not approach this level for any of the objectives tested it was concluded that, within the conditions imposed by this study, class size might possibly be as large as fifty-six without significantly changing student achievement. This conclusion is valid only within the limitations of this study, namely; 1. The population available. 2. The method of assigning students to classes. 3. The objectives of learning selected. 4. The way in which the objectives were defined. 5. The teaching method. 6. The number of teachers and classes involved. This study does not conclude that class size, alone, is an insignificant factor in student achievement. Rather, that class, size might be an insignificant factor for some objectives of learning when the traditional method of teaching is used. The scope of the investigation makes any definite conclusion questionable. / Education, Faculty of / Graduate

The concept of class has always been central in sociological theory and has generated endless debate. The aim of this dissertation is to explore an issue that I maintain has not received sufficient attention in sociological literature, namely, the competing understandings of class that underpin these debates. In this dissertation I conduct an in-depth analysis of four prominent theorists of class to show that class has been conceptualized in different and often contradictory ways. I focus on four key traditions: classical Marxism, Althusser's structuralism, Laclau's postmodernism, and Bourdieu's constructive or generic structuralism. I raise the question of whether the competing understandings of class in these theoretical traditions indicate a move towards abandoning the notion of class formations in sociological theorizing or whether they signify a movement towards a more complex, sophisticated, and encompasing understanding of class. After a deep-dive into understandings of class in the four traditions I have identified, I conclude by arguing that the latter is the case. That is, I argue that the shifts in the understandings of class represented in the work of Karl Marx, Louis Althusser, Ernesto Laclau and Pierre Bourdieu unveil a path towards a notion of class that can usefully guide and provide much needed coherence to the future discussions of class in sociology. / Thesis / Doctor of Philosophy (PhD) / The concept of class has always been central to sociological theory and has generated endless debate. The aim of this dissertation is to explore an issue that I maintain has not received sufficient attention in sociological literature, namely, the competing understandings of class that underpin this debate. In this dissertation I conduct an in-depth analysis of four prominent theorists of class to show that class has been conceptualized in different and often contradictory ways. I focus on four key traditions: classical Marxism, Althusser's structuralism, Laclau's postmodernism and Bourdieu's constructive or generic structuralism.

張默雪. / "2007年9月". / 論文(哲學碩士)--香港中文大學, 2007. / 參考文獻(leaves 108-117). / "2007 nian 9 yue". / Abstract also in English. / Zhang Moxue. / Lun wen (Zhe xue shuo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (leaves 108-117). / 致謝 --- p.i / 中文摘要 --- p.ii / 英文摘要 --- p.iii / Chapter 第一章 --- 導論 --- p.1 / Chapter 1.1 --- 問題的提出 --- p.1 / Chapter 1.2 --- 硏究框架 --- p.3 / Chapter 1.3 --- 硏究的意義 --- p.4 / Chapter 1.4 --- 結構安排 --- p.7 / Chapter 第二章 --- 文獻回顧 --- p.8 / Chapter 2.1 --- 中產階層的槪念界定：客觀存在與主觀建構 --- p.8 / Chapter 2.2 --- 客觀階層狀況到主觀階層認同：從馬克思說起 --- p.12 / Chapter 2.3 --- 生活方式到主觀階層認同：從韋伯說起 --- p.16 / Chapter 2.4 --- 客觀階層狀況與主觀階層認同：中產階層硏究 --- p.21 / Chapter 2.5 --- 生活方式與主觀階層認同：中產階層硏究 --- p.22 / Chapter 第三章 --- 硏究方法 --- p.25 / Chapter 3.1 --- 數據 --- p.25 / Chapter 3.2 --- 對中產階級的測量 --- p.26 / Chapter 3.3 --- 定量分析中的變量 --- p.27 / Chapter 3.4 --- 分析方法 --- p.32 / Chapter 3.5 --- 定量與定性方法的綜合使用 --- p.34 / Chapter 第四章 --- 中產階層的客觀位置與主觀認同 --- p.37 / Chapter 4.1 --- 職業、教育和收入對主觀社會階級的影響 --- p.31 / Chapter 4.2 --- 經濟狀況與社會位置的自我判斷 --- p.39 / Chapter 4.3 --- 教育程度與社會位置的自我判斷 --- p.45 / Chapter 4.4 --- 職業與社會位置的自我判斷 --- p.48 / Chapter 4.5 --- 諸因素影響力比較 --- p.52 / Chapter 4.5.1 --- 經濟狀況Vs.職業 --- p.52 / Chapter 4.5.2 --- 經濟狀況Vs.教育程度 --- p.53 / Chapter 4.5.3 --- 綜合比較 --- p.54 / Chapter 4.6 --- 本章小結 --- p.60 / Chapter 第五章 --- 中產階層的生活方式與主觀認同 --- p.64 / Chapter 5.1 --- 消費與社會位置認同 --- p.64 / Chapter 5.1.1 --- 開支狀況與主觀認同 --- p.66 / Chapter 5.1.2 --- 房屋消費與主觀認同 --- p.71 / Chapter 5.1.3 --- 汽車消費 --- p.75 / Chapter 5.1.4 --- 耐用消費品與主觀認同 --- p.80 / Chapter 5.1.5 --- 日常消費偏好 --- p.81 / Chapter 5.1.6 --- 消費觀念 --- p.86 / Chapter 5.2 --- 閒暇與社會位置認同 --- p.89 / Chapter 5.3 --- 社會交往與社會位置認同 --- p.94 / Chapter 5.4 --- 本章小結 --- p.97 / Chapter 第六章 --- 結論與討論 --- p.100 / Chapter 6.1 --- 主要結論 --- p.100 / Chapter 6.2 --- 討論 --- p.102 / Chapter 6.3 --- 不足與改進構想 --- p.105 / 參考文獻 --- p.108 / Chapter 附錄1: --- 調查問卷 --- p.113 / Chapter 附錄2: --- 問卷各變量頻數報告 --- p.118 / Chapter 附錄3: --- 訪問提綱 --- p.129 / Chapter 附錄4: --- 訪談對象基本情況 --- p.131

Thesis (M.A.)--University of Hong Kong, 1982. / Also available in print.

Thesis (M. Phil.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 83-90).

This paper examines factors associated with awareness of the EU energy labels of household appliances and the factors associated with the choice of appliance energy class using a dataset of 2136 households in Bulgaria, Czech Republic, Hungary, and Romania. The results for five major appliances indicate that household knowledge of energy use increases label awareness, while households with a large share of elderly decrease label awareness. Factors that influence awareness of energy labels have a limited impact on appliance energy class choice. Significant country differences also exist. Romania shows higher household propensities to be aware of the energy class of appliances than Czech Republic, while Bulgaria shows lower propensities of label awareness compared to the benchmark of Czech Republic.

Thesis (M.A.)--香港中文大學. / Title also in English: The status of han ren in the central government during the Southern dynasties period (420 A.D.-588 A.D.) / Manuscript. / Thesis (M.A.)--Xianggang Zhong wen da xue.

Thesis (M. Hous. M.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 105-107).

Thesis (Ph. D.)--York University, 2001. Graduate Programme in History. / Typescript. Includes bibliographical references (leaves 342-363). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ66360.