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譚潤明. / 論文(哲學碩士)--香港中文大學硏究院宗教及神學學部,1994. / 參考文獻: leaves [1-11] (2nd group) / Tan Runming. / Chapter 第一章 --- 導言 --- p.一至四 / Chapter 第二章 --- 燕京大學的創建 --- p.五至十六 / Chapter 一、 --- 校名的確立 / Chapter 二、 --- 創校的經過 / Chapter 三、 --- 創立的日期 / Chapter 第三章 --- 燕大成立前後辦學目的轉變 --- p.十七至三十七 / Chapter 一、 --- 草創期 / Chapter 二、 --- 發展期 / Chapter 三、 --- 確立期 / Chapter 第四章 --- 燕大成立前後辦學目的轉變的原因 --- p.三十八至六十八 / Chapter 一、 --- 外緣條件 / Chapter 1. --- 非基督教運動 / Chapter 2. --- 五卅慘案與燕大 / Chapter 3. --- 收回教育權運動 / Chapter 二、 --- 内在理路 / Chapter 1. --- 巴頓調˘¬團的影響 / Chapter 2. --- 傳教士思想的轉變 / Chapter 第五章 --- 總結 --- p.六十九至七十二 / 註釋 --- p.七十三至九十六 / 參考書目 / 附錄

黃潔珍. / 論文(哲學碩士) -- 香港中文大學硏究院宗敎及神學學部, 1996. / 參考文献 : leaves 234-268. / Huang Jiezhen. / Chapter 第一章 --- 導言 --- p.1 / Chapter 第二章 --- 基督教教育的涵義 --- p.4 / Chapter 甲、 --- 十九世紀末傳敎敎育的目標 --- p.4 / Chapter 乙、 --- 二十世紀初期對基督敎敎育理念的理解 --- p.6 / Chapter 丙、 --- 二十年代的非基運動對基督敎 敎育理念的界定的影響 --- p.9 / Chapter 丁、 --- 一九四〇年代的基督敎敎育要點 --- p.12 / Chapter 第三章 --- 金女大校史簡述 --- p.14 / Chapter 甲、 --- 創辦經過 --- p.14 / Chapter 乙、 --- 初創時間（一九一五至一九二三） --- p.14 / Chapter 丙、 --- 擴展時期（一九二三至一九三七） --- p.15 / Chapter 1. --- 永久校址 --- p.15 / Chapter 2. --- 改制時期 --- p.15 / Chapter 丁、 --- 抗日戰爭時期（一九三七至一九四五） --- p.16 / Chapter 戊、 --- 中華人民共和國成立後的局面 --- p.16 / Chapter 第四章 --- 吳貽芳傳略 --- p.18 / Chapter 甲、 --- 吳貽芳任金女大校長前之生平事蹟 --- p.18 / Chapter 乙、 --- 吳貽芳任金女大校長（一九二八至一九五一） --- p.21 / Chapter 丙、 --- "吳貽芳所信仰的基督敎""" --- p.22 / Chapter 丁、 --- 吳貽芳與中國基督敎全國協進會 --- p.26 / Chapter 第五章 --- 金女大創校人舆吳貽芳辦學目標的差異 --- p.29 / Chapter 甲、 --- 金女大創校人之辦學宗旨 --- p.29 / Chapter 乙、 --- 吳貽芳對基督敎敎育的理解 --- p.31 / Chapter 1. --- 培養人才、為國所用 --- p.31 / Chapter 2. --- 基督化人格的塑造 --- p.32 / Chapter 丙、 --- 創校人與吳貽芳對金女大校訓之詮釋 --- p.34 / Chapter 第六章 --- 註冊主案風波對吳貽芳實踐基督教敎育理念的影響 --- p.36 / Chapter 甲、 --- 一九二七年的風暴 --- p.36 / Chapter 乙、 --- 向政府立案註冊的問題 --- p.37 / Chapter 1. --- 敎育部頒佈的六項註冊條文 --- p.37 / Chapter 2. --- 吳貽芳竭力¨®Ơ服金女大校董會 向敎育部註冊立案 --- p.38 / Chapter 3. --- 處理宗敎系存廢問題 --- p.42 / Chapter 4. --- 敎育部修緊註冊條例 --- p.43 / Chapter 5. --- 向敎育部註冊立案 --- p.44 / Chapter 6. --- 向敎育部註冊立案的評價 --- p.44 / Chapter 丙、 --- 註冊立案風波奠定了吳貽芳 實踐基督敎敎育的路向 --- p.48 / Chapter 第七章 --- 吳貽芳實踐基督敎敎育理念的困難 --- p.50 / Chapter 甲、 --- 新舊交替時代中西方出現的磨擦 --- p.50 / Chapter 乙、 --- 符合國民政府的要求 --- p.52 / Chapter 第八章 --- 吳貽芳實踐在金女大的「愛國敎育」 --- p.58 / Chapter 甲、 --- 吳貽芳在國慶日的講話 --- p.58 / Chapter 乙、 --- 吳貽芳與新生活運動 --- p.59 / Chapter 丙、 --- 吳貽芳的校政革新 --- p.61 / Chapter 丁、 --- 學科的訓練 --- p.63 / Chapter 第九章 --- 從學校制度看吳貽芳實踐在金女大的「人格敎育」 --- p.66 / Chapter 甲、 --- 學校組織 --- p.66 / Chapter 乙、 --- 導師制之設立及個別輔導工作 --- p.67 / Chapter 丙、 --- 基督徒敎職員的建立及影響 --- p.68 / Chapter 1. --- 基督徒老師的比率及資格 --- p.68 / Chapter 2. --- 基督徒老師的服務年資 --- p.69 / Chapter 3. --- 敎職員的宗敎生活 --- p.69 / Chapter 4. --- 敎職員之影響 --- p.71 / Chapter 丁、 --- 與金大合併風波 --- p.73 / Chapter 第十章 --- 從學生生活看吳貽芳實踐在金女大的「人格敎育」 --- p.75 / Chapter 第十一章 --- 從金女大的宗敎教育發展看基督教敎育理念的實踐 --- p.92 / Chapter 甲、 --- 宗敎敎育課程 --- p.92 / Chapter 乙、 --- 基督敎敎育與其他學科的關係 --- p.95 / Chapter 丙、 --- 宗敎活動 --- p.97 / Chapter 第十二章 --- 一九四九年之政治變動對金女大 實踐基督教敎育理念之影響 --- p.103 / Chapter 甲、 --- 四九年之學校運作 --- p.105 / Chapter 1. --- 新的敎育方針 --- p.105 / Chapter 2. --- 行政組織 --- p.106 / Chapter 3. --- 課程改革 --- p.108 / Chapter 4. --- 學生活動 --- p.110 / Chapter 5. --- 宗敎活動 --- p.110 / Chapter 6. --- 社會服務 --- p.115 / Chapter 乙、 --- 差會及敎會大學的回應 --- p.116 / Chapter 丙、 --- 吳貽芳在新政策下採取的態度 --- p.118 / Chapter 1. --- 在新教育方針下基督敎敎育的前景 --- p.118 / Chapter 2. --- 在信仰中尋求答案 --- p.119 / Chapter 丁、 --- 金女大的最終結局 --- p.120 / Chapter 第十三章 --- 結語 --- p.123 / 附件一 資料分析 --- p.127 / 附件二 金女大戰時遷校及返京復課的路線 --- p.130 / 附件三 吳貽芳在學術上的成就 --- p.131 / 附件四 吳貽芳在國內外享譽盛名 --- p.132 / 附件五 吳貽芳由出生至任職金女大校長之生平事蹟年表 --- p.134 / 附件六 敎師人數 --- p.135 / 附件七 敎職員進修會 --- p.136 / 附件八 金女大學生人數總計（一九一五至一九二八） --- p.137 / 附件九 學生人數統計（一九二八至一九五二） --- p.138 / 附件十 學生來源 --- p.139 / 附件十一學生家長職業 --- p.139 / 附件十二 金女大畢業同學紀錄（一九一九至一九四九） --- p.140 / 附件十三金女大畢業生就業情況 --- p.141 / 附件十四金女大各系歷届畢業人數一覽表 --- p.142 / 附件十五資助金女大的組織 --- p.144 / 附件十六學制概覽 --- p.145 / 附件十七金女大學生人數統計分析 --- p.146 / 附件十八學生自治會 --- p.150 / 附件十九新生入學週 --- p.155 / 附件二十金女大的社會服務活動 --- p.157 / 附件二十一參舆校外活動 --- p.162 / 附件二十二宗敎教育課程 --- p.173 / 附件二十三舆基督敎教育相關的學科 --- p.178 / 附件二十四金女大之宗敎活動 --- p.183 / 附件二十五金女大女青年會 --- p.200 / 附件二十六金女大畢業生之去向 --- p.205 / 附件二十七經費來源 --- p.209 / 簡寫表 --- p.213 / 註釋 --- p.214 / 書目 --- p.234

This thesis identifies a university's typical administrative structure for the purpose of establishing a framework which working university archivists can use to acquire control of university records. The organizational structure of Canadian universities is examined with respect to their functions, juridical persons, and their relative competences. This study may be defined as a "functional analysis." The intertwined concepts of function, competence, and juridical persons serve as foundations for this thesis. A function is defined as the whole of the activities, considered abstractly, necessary to accomplish one purpose. A competence is the authority to carry out a determined sphere of activities within one function. Such authority, however, has to be delegated or assigned to a given office or individual, and that office or individual is termed a juridical person. Therefore, a link is forged between a function and a competence through a juridical person, because it is a juridical person who carries out certain duties and responsibilities within a specified function. Since juridical persons create records in the course of executing their competence, a functional analysis establishes the provenance of the records and places the records of an administrative body in the context of their creation. A functional analysis also reveals and explains the relationships and bonds between the records, record series, and record groups that comprise an administration's archival residue. These objectives -- understanding the organizational structure of the administrative body, identifying its functions, determining the provenance of its records, and placing records in the context of the activities that generate them — help archivists and records managers acquire a fundamental level of intellectual control over the administrative body's records. Without this knowledge, archivists and records managers cannot proceed with any of their own practices. By studying the history and development of universities from the Middles Ages to the twentieth century, this thesis identifies four functions which are common to all universities: Sustaining Itself, Teaching, Research, and Service to the Community. A number of juridical persons, either in the form of administrative bodies or individuals who comprise the administrative structure of the university, are then examined, and the functions with which with they are entrusted are ascertained by studying their competences. As a result of this analysis, the typical organizational structure of a university is revealed, the functional provenance of records created by universities (as a whole) are identified, and its records are placed in the context of the activities that generate them. / Arts, Faculty of / Library, Archival and Information Studies (SLAIS), School of / Graduate

This study identified and examined individual, group, institutional, and other factors and conditions associated with the founding and development of private higher education institutions designed to serve religious groups, women, black Americans, native Americans, and Hispanic Americans. A number of distinct influencing social conditions were identified. Distinctness was due to different group needs and circumstances during certain American historical periods. Common social conditions found included need for culturally sensitive institutions, pervasiveness of religious interests in founding attempts, social exclusion and discrimination, population growth and urbanization, democratic opportunity, federal government pervasiveness, and social consciousness change. Fifty-four specific factors associated with the founding and development of institutions were identified. Analysis revealed many complex interrelationships among social, individual, group, institutional and other miscellaneous factors and conditions existing in collegiate institution founding and development efforts. These factors created many variables that could affect the success of the institutions. Forty-two of the fifty-four factors were judged to be important elements for those contemporarily considering founding collegiate institutions. General conclusions: (1) Institutions best able to deal with the many complex factors were most likely to succeed. (2) The more support and (3) confidence institutions could generate, the better their chances for survival. (4) Institutional and community cohesion were important in achieving permanency. (5) Many institutions were created because of perceived socio-economic, political, cultural, and educational inequities. (6) Social groups addressed higher educational needs after increased awareness of their social conditions. (7) Sociocultural differences existed in group approaches to provision of higher education. (8) Regarding effectiveness in founding, groups ranked as follows; religious groups, women, black Americans, native Americans, and Hispanic Americans. (9) Religious denominations were very involved in founding efforts for three of the groups studied, minimally involved with native Americans, least involved with Hispanic Americans. (10) Religious affiliated institutions generally served socio-economic and religious needs of constituents; this was not evident with the Roman Catholic Church and Hispanic Americans. (11) Educated leadership was essential in founding efforts. (12) High dissatisfaction with existing institutions prompted private founding attempts.

郁德芬. / Thesis (M.A.)--香港中文大學. / Manuscript. / Includes bibliographical references (leaves 308-339). / Yu Defen. / Thesis (M.A.)--Xianggang Zhong wen da xue. / Chapter 第一章 --- 序言 --- p.1-25 / Chapter 第二章 --- 中國的需要：一八六○ ´ؤ一九二○ --- p.26-99 / Chapter （一） --- 中國的急遽變遷 / Chapter （二） --- 一八六○ ´ؤ一九二○ 年間的救國運動 / Chapter （甲） --- 「洋務運動」至辛亥革命前的救國運動 / Chapter （乙） --- 辛亥革命及其後的建國運動 / Chapter （1） --- 辛亥革命 / Chapter （2） --- 「心理建設｣救國方法 / Chapter （3） --- 「新教育｣作為實現「心理建設｣ 的途徑 / Chapter （丙） --- 總結 / Chapter 第三章 --- 基督教教育與「心理建設｣ --- p.100-243 / Chapter （一） --- 序言：基督教的教育事工 / Chapter （二） --- 基督教教育的目的 / Chapter （甲） --- 基督教辦學的宗旨 / Chapter （乙） --- 基督教學校對「收回教育權運動」及「黨化教育」的回應 / Chapter （丙） --- 基督教學校的課程 / Chapter （丁） --- 中國人如何接納基督教的教育？ / Chapter （三） --- 基督教的教育有否實現「心理建設」的果效？ / Chapter （甲） --- 「新教育」所實現的「心理建設」的 果效 / Chapter （乙） --- 基督教的教育所實現的果效 / Chapter （四） --- 總結 / Chapter 第四章 --- 基督教教育對中國重建的貢獻 --- p.244-273 / Chapter （一） --- 序言 / Chapter （二） --- 「心理建設」的限制 / Chapter （甲） --- 「心理建設」救國方法理論的不足 / Chapter （乙） --- 以「教育」為實現途徑的不足 / Chapter （三） --- 基督教教育與中國重建的關係 / Chapter 第五章 --- 討論：基督教在中國的教育經驗對今日差傳之啟示 --- p.274-306 / Chapter （一） --- 探討「建立教會」與「拓展上帝國」差傳觀念 / Chapter （二） --- 從基督教在中國的教育經驗，看「拓展上帝國」差傳的限制 / Chapter （三） --- 甚麼是今日所需要的差傳？ / 參考書目 --- p.307-339 / 附錄一至八 --- p.340-355

The problem of this study was the roles of the general assembly agencies of the Presbyterian Church in the U.S.A., the Presbyterian Church in the U.S., and the United Presbyterian Church of North America in the development of Barber- Scotia College, Knoxville College, Johnson C. Smith University, Stillman College, and Mary Holmes College. The historical records of these three churches for the period from 1866 to 1983 were examined to analyze the factors surrounding the establishment of the five colleges, the differences and similarities in the administrative practices of the general assembly agencies charged with operating the colleges, the relationships of the colleges to the churches in the transition from dependent mission schools to independent colleges, and to identify way in which the Presbyterian Church (U.S.A.) may improve its support of Black higher education. The Presbyterian Churches established the mission schools to meet the religious, educational, and economical needs of the emancipated Black slaves. Though the three 2 churches had differences over the issues of slavery and doctrine, the administrative systems developed for the operations of the schools were very similar. All treated the missions schools as remedial temporary measures necessitated by the refusal of Southern and border states to provide adequately for the public education of Black people, and to satisfy the demand for educated Black clergy to attract Black members. From the period of 1866 to 1922, the churches laid the foundations for their educational and religious ministries to Black people by establishing over two-hundred schools. From 1923 to 1949, great reductions were made in the number of mission schools. During the period of 1950 to 1983, the Presbyterian Churches struggled with strategies to make the five remaining former mission schools independent of their administrative and financial support.

王家健. / "2007年9月". / 論文(哲學碩士)--香港中文大學, 2007. / 參考文獻(leaves 95-100). / "2007 nian 9 yue". / Abstract also in English. / Wang Jiajian. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (leaves 95-100). / Chapter 第一章 --- 前言 --- p.1-8 / Chapter 第二章 --- 十九世紀傳教士在廣州辦學情況 / Chapter 第一節 --- 十九世紀傳教士在廣州創辦教會學校的背景 --- p.9-11 / Chapter 第二節 --- 十九世紀傳教士在廣州創辦教會學校的槪況 --- p.11-15 / Chapter 第三節 --- 十九世紀傳教士在廣州創辦教會學校的特色 --- p.15-17 / Chapter 第四節 --- 十九世紀廣州教會學校對社會的影響 --- p.17-18 / Chapter 第五節 --- 小結 --- p.18 / Chapter 第三章 --- 廣州培正學校的創辦 / Chapter 第一節 --- 培正學校創辦緣起 --- p.19-23 / Chapter 第二節 --- 培正學校辦學槪況及特色 --- p.23-30 / Chapter 第三節 --- 小結 --- p.30-31 / Chapter 第四章 --- 二十世紀初期的廣州培正學校 / Chapter 第一節 --- 教會學校師生們的友愛與關懷 --- p.32-40 / Chapter 第二節 --- 培正學校與民國時期教育的變遷 --- p.40-53 / Chapter 第三節 --- 小結 --- p.53 / Chapter 第五章 --- 抗戰時期的廣州培正學校（1937-1944) / Chapter 第一節 --- 戰時教學活動的調整 --- p.54-61 / Chapter 第二節 --- 戰時社會服務 --- p.61-63 / Chapter 第三節 --- 小結 --- p.63-64 / Chapter 第六章 --- 校友貢獻 / Chapter 第一節 --- 校友在19世紀末至20世紀中期的變化 --- p.65-69 / Chapter 第二節 --- 校友自1920年代後往海外繼續學業日多 --- p.69-70 / Chapter 第三節 --- 校友在體育、藝術事業方面的貢獻 --- p.70-74 / Chapter 第四節 --- 校友在工業、科學事業及醫學方面的貢獻 --- p.74-77 / Chapter 第五節 --- 校友在政治方面的貢獻 --- p.77-78 / Chapter 第六節 --- 校友在商業方面的貢獻 --- p.78-79 / Chapter 第七節 --- 小結 --- p.79 / Chapter 第七章 --- 結論 --- p.80-82 / Chapter 第八章 --- 附錄 / 附錄一 1889-1944培正學校發展大事年表 --- p.83-84 / 附錄二李錦綸生平介紹 --- p.85 / 附錄三黃啓明生平介紹 --- p.86 / 附錄四楊元勛生平介紹 --- p.87 / 附錄五黃汝光先生訪問稿 --- p.88-89 / 附錄六鄺文熾先生訪問稿 --- p.90-91 / 附錄七洗子昌先生訪問稿 --- p.92 / 附錄八1890-1936年培正學校統計年表 --- p.93-94 / 參考書目 --- p.95-100

Etude urbanistique et historique des différentes implantations de l'Université de Liège depuis 1817 (Salle académique) jusque (et y compris) le Sart Tilman / Doctorat en philosophie et lettres, Orientation histoire / info:eu-repo/semantics/nonPublished

In April 1927, National Southeast University of Nanjing was taken over and reorganized by the Kuomingtang. In June, Educational Administration Committee of Nanjing National Government combined the former National Southeast University and the other eight official colleges and vocational schools in Nanjing, Shanghai and Suzhou, in order to set up the National Fourth Sun Yat-sen University. In May 1928, the new school was named National Central University confirmedly. By August 1949, the Nanjing Martial Administration Committee of Chinese Communist Party changed the National Central University to Nanjing University. Therefore, the National Central University, the former National Southeast University and the subsequent Nanjing University retained the historical continuousness. But also form 1927 to 1949, the National Central University had its unique features of intellectual and politics. That was an integrated history of school. With the foundation of the Nanking National Government, the National Central University had being turning into the super academy of China. Not only the scale of education or academic prestige but also given political resources, the National Central University held the most important status. At the same time, the relationship between the universty and politics was more and more much closed. The thesis focuses on the history of National Central University form 1927 to 1949, mainly including educational system, academic research, political culture in campus and so on. The items reflected the complex relation between state and intellectual. Besides, the thesis looks into some Chinese universities' issues, about the connotation and reality of nationalization of university, education by partification, academic freedom and faculty governance in context of Republican China. / 蔣宝麟. / Adviser: Yuen Sang Leung. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 276-288). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Jiang Baolin.