Thesis (M.Hous.M.)--University of Hong Kong, 1995. / "1995"--Cover. Includes bibliographical references. Also available in print.

Thesis (M.Hous.M.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 147-150). Also available in print.

Thesis (M.Hous.M.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves ii-xv). Also available in print.

A pesquisa partiu da seguinte pergunta: quais as repercussões sobre a situação escolar das crianças das camadas populares do aumento das camadas médias na escola pública? Para respondê-la realizamos um estudo etnográfico em uma escola do município de Ribeirão Preto na qual esse fenômeno estava presente. Foram realizadas observações em sala de aula e em outros espaços da escola, além de entrevistas com diretores, orientadores, professores, pais e alunos. Os resultados da pesquisa de campo foram surpreendentes, pois revelaram que a relação entre usuários de camadas médias e a escola pública é muito mais complexa do que supúnhamos. Levadas por dificuldades econômicas, algumas famílias das camadas médias transferem os filhos da rede particular para a pública. Numa tentativa de pôr a escola pública em moldes que não afetem o seu prestígio, alguns pais participam da APM e do Conselho de Escola. Imersos no preconceito social contra os pobres, desejam excluir alunos pobres vistos como mais ameaçadores. Mas a equipe dirigente e o corpo docente não permitem, utilizando a defesa de tais alunos como forma de se contrapor aos pais na disputa pelo poder que se instala. Diante desta resistência, os pais deixam de participar de tais órgãos, mas procuram exercer pressão direta no fazer dos professores. As crianças, imersas neste universo de conflito e preconceito, reproduzem a discriminação na relação com os colegas. / The research has arisen from the following question: \"what are the repercussions on lower class children due to the increase of middle class students in public schools?\" In order to answer that question, we have carried out an ethnological study in a school in the city of Ribeirão Preto where this phenomena was evident. Not only observations (inside the classroom and in other areas in the school) were made, but also interviews with directors, advisers, teachers, parents and pupils. The results of the field research were stunning since they show that the relation between students from the middle class and the public school is much more complex than we would imagine. Due to economic problems, some families, which belong to the middle class, transfer their children from private schools to public ones. Some parents end up joining an APM (an association of parents and teachers) and the School Council so that they can \"control\" the public school in such a way that it does not affect their prestige. As parents are immersed in social prejudice against the poor, they want to exclude poor students once they are seen as the most threatening ones. However, the directors and the teaching faculty do not allow that to happen - they defend poor students as a way of opposing to parents in the fight for power. Having to face this opposition, parents normally give up taking part of school groups but, on the other hand, they put pressure on what teachers are doing. The children, immersed in this universe of conflict and prejudice, propagate discrimination in the relation with their colleagues.

No description available.

No description available.

Yes / While widening access is high on universities' agendas at undergraduate level, class barriers still prevail in the academy. Here, ... working-class scholars describe their experiences of 'otherness' / A section of the article 'Being working class in the academy' is reproduced here in line with the publisher's copyright restrictions.

刁鵬飛. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. 174-182). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. 174-182). / Diao Pengfei.

Master of Science / Department of Mathematics / David Auckly / This report introduces the fiber bundles. It includes the definitions of fiber bundles such as vector bundles and principal bundles, with some interesting examples. Reduction of the structure groups, and covering homotopy theorem and some specific computation using obstruction classes, Cech cohomology, Stiefel-Whitney classes, and first Chern classes are included.

This study aimed to examine end-of-treatment outcomes of severe Class II Division I malocclusion patients treated with surgical or non-surgical approaches. This study tests the hypotheses that occlusal outcomes (ABO-OGS) at end of treatment will be similar while cephalometric outcomes will differ between these groups. A total of 60 patients were included: 20 of which underwent surgical correction and 40 of which did not. The end of treatment ABO-OGS and cephalometric outcomes were compared by Mann-Whitney U tests and multivariable linear regression models. Following adjustment for multiple confounders (age, gender, complexity of case, and skeletal patterns), the final deband score (ABO-OGS) was similar for both groups (23.8 for surgical group versus 22.5 for non-surgical group). Those treated surgically had a significantly larger reduction in ANB angle, 3.4 degrees reduction versus 1.5 degrees reduction in the non-surgical group (p=0.002). The surgical group also showed increased maxillary incisor proclination (p=0.001) compared to candidates treated non-surgically. This might be attributed to retroclination of incisors during treatment selection in the non-surgical group – namely, extraction of premolars to mask the discrepancy. Studies such as this are necessary because they begin to give practitioners view of not only the outcomes of a single treatment plan, but a comprehensive approach by providing evidence of the over-arching treatment used for successful treatment in both groups.