Thesis (M.S.)--Calvary Theological Seminary, 2000. / Includes bibliographical references (leaves [73-75]).

O objetivo deste trabalho é discutir (des)igualdades entre escolas de duas regiões administrativas do Distrito Federal, tendo como base o custo-aluno e as condições tangíveis de oferta educacional. Custo-aluno é definido como o conjunto de recursos materiais e humanos objetivamente calculados. Condições tangíveis de oferta educacional é definida como o conjunto de recursos materiais e humanos subjetivamente manifestados em sua existência real no cotidiano da escola. A amostra é composta de doze escolas públicas de educação básica (educação infantil; séries iniciais do ensino fundamental; séries finais do ensino fundamental; ensino médio; e educação especial), sendo seis da Região Administrativa de Brasília (RA-Brasília) e seis da Região Administrativa da Samambaia (RA-Samamambaia). Dados foram também coletados de mais duas escolas diferentes, localizadas na RA-Brasília e tidas como custo-adicional à escola (CAE), a saber: Centro de Línguas de Brasília (CLB) e Escola-Parque de Brasília (EPB). Itens de custo incluídos na pesquisa: salário de pessoal (docente e não-docente); material de consumo; material permanente; outros insumos (serviços de terceiros; água/esgoto; energia elétrica; telefone; internet banda larga; e gás GLP); prédio; e terreno. Os dados de salário de pessoal e material permanente foram coletados em cada escola e os demais por meio de documentos oficiais (portarias da Secretaria de Estado de Educação do Distrito Federal; Carta Tributária do Distrito Federal de 2008; relatórios orçamentários de obras de escolas novas). Esta investigação ainda coletou dados por intermédio de observações semi-estruturadas e muitas conversas informais com docentes, não-docentes, alunos e pais de todas as escolas que compõem a amostra de pesquisa. O texto está organizado em cinco capítulos. O primeiro apresenta o conceito de custo e dos vários termos que a ele estão relacionados. O segundo capítulo é referente a uma revisão de literatura sobre custo-aluno no Brasil, no Distrito Federal e nos Estados Unidos da América, em que informações básicas de cada um dos trabalhos são apresentadas, tais como: título; autor(es); tipo de documento (relatório de pesquisa; livro; artigo; dissertação; tese; monografia, etc.); ano (de coleta de dados e de publicação); objetivo(s); insumos considerados; tipo de custo (direto; indireto; direto e indireto, etc.); procedimentos metodológicos; peculiaridades; e principais resultados. Já o terceiro capítulo aborda alguns conceitos de François Dubet, Amartya Sen e John Rawls, e indica possíveis articulações teóricas com os elementos centrais da tese (custo-aluno e condições tangíveis de oferta educacional). O quarto capítulo, por sua vez, expõe de forma detalhada a metodologia. Este capítulo pretende explicar as opções adotadas e a forma como as mesmas foram implementadas, sobretudo no que concerne à coleta de dados. Por fim, o quinto capítulo, em que os dados de custo são apresentados e analisados. Alguns resultados da pesquisa: custo-aluno relativamente elevado em ambas as regiões administrativas; custo-aluno da RA-Brasília mais elevado que o da RA-Samambaia em todas as etapas e modalidades; pobreza dos recursos materiais em ambas as regiões. / The goal of this study is to discuss in(equalities) between public schools from two administrative regions of the Federal District through cost-per-pupil and tangible conditions of education. Cost-per-pupil is defined as the set of material and human resources which are objectively calculated. Tangible conditions are defined as the set of material goods and human resources which area obtained subjectively within the actual school setting. The sample is composed of twelve basic education public schools from kindergarten to high school (preschool; elementary school; intermediate school; middle school; high school; and special education), six schools from the Brasília Administrative Region (AR-Brasília) and six schools from the Samambaia Administrative Region (AR-Samambaia). Data was also collected from two different schools which are located in the AR-Brasília (Brasília Centre of Languages -BCL and Brasília Park School – BPS). The overalls costs of these two schools are defined as additional-cost to school (ACS). Items of cost in this research are: personnel salaries (classroom teachers and all additional staff including professional and nonprofessional support staff); supplies; equipment; others (contracted workers; utility bills [water/sewage; electricity; gas; telephone; broad band internet]); building structure; and land. Personnel salaries and equipment were collected inside each school and all others through official documents/budget review (government guidelines from the Secretary of Education of the Federal District; Land Official Report of the Federal District of 2008; engineering budget reports from new school buildings). This investigation also collected data through semi-structured observations and many informal dialogues with teachers, non-professionals, students, and parents from all sample schools. This study is divided into five chapters. The first chapter presents the concept of cost and terms that are related to it. The second chapter shows a literature review of cost-per-pupil in Brazil, in the Federal District, and in the United States of America in which basic information about each reviewed study are presented, such as: title; author(s); type of publication (research report; book; survey; thesis; dissertation; monograph, etc); year of the data collection and the publication) goal(s); items of cost; type of cost (direct, indirect, etc.); methodological procedures; peculiarities; and main results. The third chapter approaches some concepts from François Dubet, Amartya Sen, and John Rawls, and indicates possible theoretical links with the main categories of this dissertation (cost-per-pupil and the tangible conditions of education). The fourth chapter in turn exposes the methodology in detail. This chapter intends to explain the elected options and their means of implementation, especially those related to data collection. Finally, the fifth chapter, data is presented and analyzed. Some results of this research: the cost-per-pupil is relatively high in both administrative regions; the cost-per-pupil in Brasília is higher than in Samambaia in all levels; deficient material resources are a reality in both regions.

O objetivo deste trabalho é discutir (des)igualdades entre escolas de duas regiões administrativas do Distrito Federal, tendo como base o custo-aluno e as condições tangíveis de oferta educacional. Custo-aluno é definido como o conjunto de recursos materiais e humanos objetivamente calculados. Condições tangíveis de oferta educacional é definida como o conjunto de recursos materiais e humanos subjetivamente manifestados em sua existência real no cotidiano da escola. A amostra é composta de doze escolas públicas de educação básica (educação infantil; séries iniciais do ensino fundamental; séries finais do ensino fundamental; ensino médio; e educação especial), sendo seis da Região Administrativa de Brasília (RA-Brasília) e seis da Região Administrativa da Samambaia (RA-Samamambaia). Dados foram também coletados de mais duas escolas diferentes, localizadas na RA-Brasília e tidas como custo-adicional à escola (CAE), a saber: Centro de Línguas de Brasília (CLB) e Escola-Parque de Brasília (EPB). Itens de custo incluídos na pesquisa: salário de pessoal (docente e não-docente); material de consumo; material permanente; outros insumos (serviços de terceiros; água/esgoto; energia elétrica; telefone; internet banda larga; e gás GLP); prédio; e terreno. Os dados de salário de pessoal e material permanente foram coletados em cada escola e os demais por meio de documentos oficiais (portarias da Secretaria de Estado de Educação do Distrito Federal; Carta Tributária do Distrito Federal de 2008; relatórios orçamentários de obras de escolas novas). Esta investigação ainda coletou dados por intermédio de observações semi-estruturadas e muitas conversas informais com docentes, não-docentes, alunos e pais de todas as escolas que compõem a amostra de pesquisa. O texto está organizado em cinco capítulos. O primeiro apresenta o conceito de custo e dos vários termos que a ele estão relacionados. O segundo capítulo é referente a uma revisão de literatura sobre custo-aluno no Brasil, no Distrito Federal e nos Estados Unidos da América, em que informações básicas de cada um dos trabalhos são apresentadas, tais como: título; autor(es); tipo de documento (relatório de pesquisa; livro; artigo; dissertação; tese; monografia, etc.); ano (de coleta de dados e de publicação); objetivo(s); insumos considerados; tipo de custo (direto; indireto; direto e indireto, etc.); procedimentos metodológicos; peculiaridades; e principais resultados. Já o terceiro capítulo aborda alguns conceitos de François Dubet, Amartya Sen e John Rawls, e indica possíveis articulações teóricas com os elementos centrais da tese (custo-aluno e condições tangíveis de oferta educacional). O quarto capítulo, por sua vez, expõe de forma detalhada a metodologia. Este capítulo pretende explicar as opções adotadas e a forma como as mesmas foram implementadas, sobretudo no que concerne à coleta de dados. Por fim, o quinto capítulo, em que os dados de custo são apresentados e analisados. Alguns resultados da pesquisa: custo-aluno relativamente elevado em ambas as regiões administrativas; custo-aluno da RA-Brasília mais elevado que o da RA-Samambaia em todas as etapas e modalidades; pobreza dos recursos materiais em ambas as regiões. / The goal of this study is to discuss in(equalities) between public schools from two administrative regions of the Federal District through cost-per-pupil and tangible conditions of education. Cost-per-pupil is defined as the set of material and human resources which are objectively calculated. Tangible conditions are defined as the set of material goods and human resources which area obtained subjectively within the actual school setting. The sample is composed of twelve basic education public schools from kindergarten to high school (preschool; elementary school; intermediate school; middle school; high school; and special education), six schools from the Brasília Administrative Region (AR-Brasília) and six schools from the Samambaia Administrative Region (AR-Samambaia). Data was also collected from two different schools which are located in the AR-Brasília (Brasília Centre of Languages -BCL and Brasília Park School – BPS). The overalls costs of these two schools are defined as additional-cost to school (ACS). Items of cost in this research are: personnel salaries (classroom teachers and all additional staff including professional and nonprofessional support staff); supplies; equipment; others (contracted workers; utility bills [water/sewage; electricity; gas; telephone; broad band internet]); building structure; and land. Personnel salaries and equipment were collected inside each school and all others through official documents/budget review (government guidelines from the Secretary of Education of the Federal District; Land Official Report of the Federal District of 2008; engineering budget reports from new school buildings). This investigation also collected data through semi-structured observations and many informal dialogues with teachers, non-professionals, students, and parents from all sample schools. This study is divided into five chapters. The first chapter presents the concept of cost and terms that are related to it. The second chapter shows a literature review of cost-per-pupil in Brazil, in the Federal District, and in the United States of America in which basic information about each reviewed study are presented, such as: title; author(s); type of publication (research report; book; survey; thesis; dissertation; monograph, etc); year of the data collection and the publication) goal(s); items of cost; type of cost (direct, indirect, etc.); methodological procedures; peculiarities; and main results. The third chapter approaches some concepts from François Dubet, Amartya Sen, and John Rawls, and indicates possible theoretical links with the main categories of this dissertation (cost-per-pupil and the tangible conditions of education). The fourth chapter in turn exposes the methodology in detail. This chapter intends to explain the elected options and their means of implementation, especially those related to data collection. Finally, the fifth chapter, data is presented and analyzed. Some results of this research: the cost-per-pupil is relatively high in both administrative regions; the cost-per-pupil in Brasília is higher than in Samambaia in all levels; deficient material resources are a reality in both regions.

本文以早期中葡貿易瓷器為主要研究對象，具體時期為澳門開埠前期，即大約1553年至1600年之間。根據文獻記載，葡萄牙人於1514年首次到達中國，此後由於中葡關係一度交惡，未得官方許可的葡商遊走於中國海域的各個離島，與沿海商人暗中進行走私貿易。直到1553年（葡文獻記載為1557年），葡萄牙人佔據澳門，並逐漸將其發展成為葡萄牙對中及亞洲貿易的主要據點，中葡貿易的規模才迅速增長，並趨穩定，保持了隨後近一個世紀的繁盛。 / 澳門開埠，標誌著中葡貿易進入一個新的階段，這一變化亦清晰地反映在作為商品的瓷器之上，除數量的激增外，為了滿足歐洲市場的需要，一批具有全新風格及功能的外銷瓷器被生產出來，這類瓷器即是本文研究和討論的重點。以往由於實物資料的缺乏，以及對克拉克瓷研究的單一關注，學界對澳門開埠前期貿易瓷器面貌的認識長期不足。因此，本文將集中對此時期的貿易瓷器進行系統的整理和分析。 / 學界通常認為，十六、十七世紀之交流行的克拉克瓷器（Kraak Porcelain），是外銷青花瓷器專為歐洲市場創造的全新風格，然而筆者通過近年來對澳門及葡萄牙本土遺址出土瓷器材料的研究與考察，認為這種風格的創新，在澳門開埠不久（即十六世紀中期）已見端倪。因此，本文將選取葡萄牙內陸科英布拉市一處修道院遺址出土的中國瓷器，作為澳門開埠前期貿易瓷器的代表材料，與此前暢銷於東南亞及中東市場的中國瓷器、中葡貿易離島時期所交易的瓷器進行比對，由類型、紋樣及尺寸等方面入手，論證貿易瓷器品貌的巨大轉變發生在澳門開埠前期（1553-1600年）。並在此基礎上，結合文獻檔案及實物資料，進一步論證瓷器面貌發生轉變的原因，是對於歐洲市場審美與功能需要的契合，得出專供歐洲市場的中國外銷瓷產生於澳門開埠前期的結論，挑戰對於克拉克瓷器的傳統認知。 / 最後，本文對貿易瓷器生產的不同階段及其紋樣及類型的發展趨勢進行考證，與後期出現的克拉克瓷器進行比對，理解貿易瓷器的生產革新對於克拉克瓷的先導作用。研究結果亦可釐清十六世紀中後期外銷瓷器的類型與紋樣特徵，完善我們對明代瓷器風貌的認識。 / This thesis mainly focuses on the research of Sino-Portuguese trade porcelain during the early days of Macau’s colonization (between 1553 to 1600 AD). According to historical texts, the Portuguese first arrived in China in 1514 AD. However, because of poor diplomatic relations, the Portuguese resorted to smuggling along the Chinese coasts and neighbouring islands, since they were forbidden to trade near the mainland. It wasn’t until 1553 AD (1557 AD in Portuguese historical texts), the Portuguese occupied Macau and gradually developed it into a main stronghold of Sino-Portuguese maritime trade. Since then, the Sino-Portuguese trade rapidly grew and transitioned into a stable, prosperous business, which lasted almost a century. / Macau’s colonization signified a new stage in Sino-Portuguese trade, which was clearly reflected on porcelain goods. In addition to the increase of quantity, export porcelain with new styles and functions were produced to meet the European market’s demand. These products are the focus of this thesis. In the past, academic research on porcelain during the early period of Macau’s colonization was inadequate due to the lack of first-hand material and the sole focus of Kraak Porcelain. Therefore, this thesis will systematically analyze and categorize the export porcelain during this time period. / Academics generally believed that Kraak Porcelain between the 16th and 17th Centuries was a new trend for the European market. However, through the research and investigations of porcelains unearthed in Macau and Portuguese sites, the writer believes the trend already existed during the early period of Macau’s colonization (mid-16th Century). Therefore, this thesis will use the porcelains unearthed in a monastery site at Coimbra, Portugal as typical research materials, and compare them with the porcelains traded in the Southeast Asian and Middle Eastern markets, along with the early trade porcelains between Chinese and Portuguese merchants (before 1553). Thereby proving the transition and time period of the emergence of export porcelain through types, decoration and dimension. On this basis, combined with historical information and factual evidence, further discuss the change of export porcelain, and its correlation with the aesthetic and functional requirements of the European market. / Last but not least, this thesis will attempt to make the reader understand the transition and innovation of export porcelains may play a leading role to the development of Kraak Porcelain. This will be achieved through comparing the investigation of the different developmental stages of the types and decoration of export porcelains, with Kraak Porcelain, which appeared at a later time period. The research results can also clarify the characteristics of types and decorations of export porcelains during the mid and late 16th Century, which provides a holistic understanding of Ming Dynasty porcelain traits. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 王冠宇. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 254-270). / Abstracts in English and Chinese. / Wang Guanyu.

published_or_final_version / Economics and Finance / Master / Master of Economics

published_or_final_version / Education / Master / Master of Education

Establishment of libraries and schools was initially the core activity of the revolutionaries in Macao; and modernized Cantonese dramas were used as a means to promote the idea of overthrowing the Qing Dynasty. Whilst local residents were barely enlightened by such effort, members of Chinese United League initiated a military force in Macao to invade Shiqi and successfully took over Xiguan, respectively in the vicinity of and in Guangzhou, in November of 1911. / In the 1920's, led by Sun Yat-sen, the military government of Guangzhou provided armed support to the Chinese labors in Macao and sent battleships to garrison duty in the inner harbor in preparation of reclaiming the territory in 1922. Such effort, however, was put to a halt when the Presidential Palace was bombarded by an army headed by Chen Jionming. / Since the "Nationalist revolution" (Guomin geming) concept got its first hearing in the Revolutionary Tactics of Chinese United League (Tongmeng hui Geming Fanglue), it became a popular slogan used by revolutionaries from early 1900's to mid-1920's. During the period, South China region was the hub of revolutionary movement; and, with its colonial identity, Macao played a unique role in it. / Subsequent to establishment of the Republic of China, a significant number of members of the Chinese Revolutionary Party (Zhonghua Gemingdang) fled to Macao to pursue the anti-Yuan Shikai movement. With the major revolutionaries being closely watched over and suppressed by the Macao Portuguese government as well as the warlord administration in Guangdong, most of the military uprisings planned in Macao eventually came to failure. / When the First United Front of the Chinese Nationalist Party and the Communist Party of China was formed, members of both parties arrived at Macao to support the Guangzhou-Hong Kong General Strike of 1925 as well as to plan for a strike in Macao. However, due to the struggle between the Guomindang and the Chinese Communist Party and subsequent Northern Expedition, Macao's role in the "Nationalist revolution" diminished and finally came to an end in 1926. / 何偉傑. / Adviser: Choi Chi Cheung. / Source: Dissertation Abstracts International, Volume: 71-01, Section: A, page: 0291. / Thesis (doctoral)--Chinese University of Hong Kong,2009. / Includes bibliographical references (p. 293-342). / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / He Weijie.

published_or_final_version / English / Master / Master of Philosophy

published_or_final_version / Transport Policy and Planning / Master / Master of Arts in Transport Policy and Planning

published_or_final_version / abstract / toc / Transport Policy and Planning / Master / Master of Arts in Transport Policy and Planning