據稿本複印 / 論文(博士)--香港中文大學硏究院歷史學部,1993. / 參考文獻: leaves 168-180 / 李廣健. / Chapter 第一章 --- 引言 --- p.1 / Chapter 第二章 --- 顏氏起家背景 / Chapter 第一節 --- 魏晉以前有關顔氏的記錄 --- p.7 / Chapter 第二節 --- 從《晉書.顔含傳》看顏氏起家的背景 --- p.9 / Chapter 第三節 --- 顔含冒昇與兩晉之際政治社會情態 --- p.12 / Chapter 第四節 --- 顔含與顔氏家族訓誡的確立 --- p.16 / Chapter 第三章 --- 顔氏家訓的形成 / Chapter 第一節 --- 顔之推生平簡歷及《顔氏家訓》成書 --- p.20 / Chapter 第二節 --- 《顔氏家訓》的形成 --- p.22 / Chapter 第三節 --- 顔之推的經歷及其經史觀 --- p.26 / Chapter 第四節 --- 《顏氏家訓》內容结構的分析 --- p.31 / Chapter 第四章 --- 顏氏家學中的經史研究傳統 --- p.38 / Chapter 第五章 --- 顔氏家族中對經典的研究-顔師古與《漢書注》 / Chapter 第一節 --- 顔師古的時代與生平 --- p.45 / Chapter 第二節 --- 顔師古《漢書注》的寫作背景-南學與北學 --- p.47 / Chapter 第三節 --- 顔師古《漢書注》的成書與成就 --- p.55 / Chapter 第四節 --- 顏氏家族環境對顔師古《漢書注》的影響 --- p.66 / Chapter 第六章 --- 顔氏家族的書法家學 --- p.71 / Chapter 第七章 --- 顏氏家學中的藝術成就-顏真卿及其書法 / Chapter 第一節 --- 顔真卿的生平與人格 --- p.78 / Chapter 第二節 --- 顏書出現前的書法發展大勢 --- p.81 / Chapter 第三節 --- 顔真卿書法的淵源 --- p.87 / Chapter 第四節 --- 顏真卿書法的特色 --- p.93 / Chapter 第五節 --- 顔真卿的書法與《顔氏家訓》 --- p.98 / Chapter 第八章 --- 结論 --- p.100 / 註釋 --- p.105 / 〔圖表一.一〕顏氏世糸表 --- p.159 / 〔圖表二 .一〕《漢書.古今人表》顔姓人物品第表 --- p.160 / 〔圖表二.二〕《漢書.古今人表》顏姓人物分佈比例表 --- p.161 / 〔圖表二.三〕《晉書》顔畿故事來源關係表 --- p.162 / 〔圖表五.一〕南北朝《漢書》研究一覽表 --- p.163 / 〔圖表五.二〕顔師古引用前人《漢書》硏究表 --- p.164 / 〔圖表六.一〕顔氏家族善書成員名單 --- p.165 / 〔圖表七.一〕王虞歐褚顏五家「如」、「以」字比較 --- p.166 / 〔圖表七.二〕顏真卿書法淵源譜糸略圖 --- p.167 / 引用書目 --- p.168

by Yip Wai Ling, William. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves [60]-[61]). / Chapter Chapter1 --- Introduction --- p.1 / Chapter 1.1. --- Background --- p.1 / Chapter 1.2. --- Objectives --- p.1 / Chapter Chapter2 --- Literature Search --- p.3 / Chapter 2.1. --- Organizational Life Cycle --- p.3 / Chapter 2.1.1. --- Evolution And Revolution As Organizations Grow --- p.3 / Chapter 2.1.2. --- Crises In a Developing Organization --- p.5 / Chapter 2.1.3. --- A Longitudinal Study of The Corporate Life Cycle --- p.9 / Chapter 2.2. --- Family Business --- p.12 / Chapter 2.2.1. --- The Problem of Institutional Overlap --- p.12 / Chapter 2.2.2. --- The Role of Founder in Creating Organizational Culture --- p.13 / Chapter Chapter3 --- Research Methodology --- p.15 / Chapter Chapter4 --- Finding and Analysis --- p.17 / Chapter 4.1. --- Birth Phase (1951 - 1961) --- p.18 / Chapter 4.1.1. --- Situation --- p.18 / Chapter 4.1.2. --- Strategy --- p.19 / Chapter 4.1.3. --- Impact of Family Business --- p.21 / Chapter 4.1.4. --- Implications --- p.22 / Chapter 4.2. --- Growth Phase (1961 -1966) --- p.23 / Chapter 4.2.1. --- Situation --- p.23 / Chapter 4.2.2. --- Strategies --- p.26 / Chapter 4.2.3. --- Impact of Family Business --- p.28 / Chapter 4.2.4. --- Implications --- p.29 / Chapter 4.3. --- Maturity Phase (1967-1971) --- p.30 / Chapter 4.3.1. --- Situation --- p.30 / Chapter 4.3.2. --- Strategy --- p.33 / Chapter 4.3.3. --- Impact of Family Business --- p.34 / Chapter 4.3.4. --- Implications --- p.37 / Chapter 4.4. --- Revival Phase (1972 - 1984) --- p.37 / Chapter 4.4.1. --- Situation --- p.37 / Chapter 4.4.2. --- Strategies --- p.44 / Chapter 4.4.3. --- Impact of Family Business --- p.46 / Chapter 4.4.4. --- Implication --- p.47 / Chapter 4.5. --- Decline Phase (1984 - ) --- p.48 / Chapter 4.5.1. --- Situation --- p.48 / Chapter 4.5.2. --- Strategy --- p.51 / Chapter 4.5.3. --- Impact of Family Business --- p.51 / Chapter 4.5.4. --- Implications --- p.51 / Chapter Chapter5 --- Implications - Managing the conflict between family business and company growth --- p.53 / Chapter Chapter6 --- Conclusion --- p.57 / References / Interview

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No description available.

Students of all abilities at a Full-Service Community School (FSCS) in northern New Jersey are not meeting federal and state accountability requirements in language arts. Research studies indicated that the FSCS strategy can improve instructional practices, which will improve academic success. For this qualitative case study, the purpose was to document and analyze the strengths and weaknesses of the FSCS academic component for language arts used by 8 teachers from kindergarten to 6th grade. The conceptual framework that guided this study was grounded in the central understanding of Vygotsky and the constructivist theory of Bruner. The perceptions of language arts teachers who taught for at least two years in the district and utilized the FSCS academic component were necessary in identifying ways to improve teacher instruction. The study examined teachers' perspectives through interviews and the research questions focused on the strengths and weaknesses of the academically integrated FSCS strategy. The data was then transcribed and the data analysis of open coding was used to determine themes. The strengths included the mission, vision, and goals and the perceived weaknesses were focused on collaboration and the lack of time to collaborate. Based on the research findings it is recommended that a collaborative period be added to the master schedule to allow more opportunities to collaborate and improve instructional practices for language arts. Implementing the collaborative period may contribute to positive social change by allowing teachers and FSCS members to create common formative assessments, review student data, and lesson plan to improve instruction, which, ultimately may lead to higher levels of academic success for students in Language Arts.

No description available.

Design, make and appraise (DMA) activities form a major component of the relatively new primary curriculum area of technology education. This case study is a descriptive and interpretative account of one teacher's attempt at implementing a DMA program in a class of children in their first year of formal schooling. The study seeks to discover and explore some of the factors and structural and organisational issues that arise during the implementation of a DMA program. The research aims to expand the knowledge base of the DMA strand of technology education as the teacher attempted to grapple with the problem of translating the theoretical technology education curriculum statements into practical realities in the classroom. This study highlights the importance of the teacher, her organisation and planning and selection of appropriate teaching strategies. / Group work, continuous assessment and the provision of adequate and appropriate resources were also found to be important contributing factors. Three further issues were found to emerge from the study. Firstly there was a weak link between the children's designing stage and their making and appraising stages. Secondly, DMA has the potential to assist schools to work towards a more gender-neutral curriculum in which both girls and boys have equal access. Special education children were found to be assisted by involvement in DMA activities. And thirdly, the setting of DMA tasks was seen to be an issue that could cause difficulties. Finally, a number of implications for teachers arose out of these findings and they have the potential to improve DMA teaching and learning.

Abstract not available

The ability to implement strategies successfully is important to any organisation. Despite the importance of the implementation process within strategic management, this is an area of study often overshadowed by a focus on the strategy formulation process. This thesis concentrates on the strategy implementation process, investigating barriers to strategy implementation. A research framework called the Organisational Minefield was developed to represent the importance of the implementation process to organisations. In contrary to most studies available in strategic management, this research included participants from all levels of the organisation.To identify barriers to strategy implementation, a case study of Air New Zealand was conducted. This involved focussed interviews with 28 participants from the Network and Revenue Management Department of Air New Zealand. Other sources of data such as research articles and secondary company data sources were also used. The findings revealed that: participants from different levels of the organisation have unique perceptions of the implementation process; implementation variables could become roadblocks that undermine the implementation process; these barriers can be overcome if managers are perceptive to the organisation's current situation; and the Organisational Minefield framework presented verified the significance of the role of barriers in the implementation process. The findings add two additional barriers to implementation, namely leadership and power. It was also discovered that the participants acknowledged that these two barriers will impede or enhance the success of Air New Zealand. This was backed by the level of commitment and loyalty shown by the participants, which brought Air New Zealand one step closer to unravelling the mysteries of the implementation process.

Presented here is a case study of the problem-solving behaviors of upper-division undergraduate physics majors. This study explores the role of visual representations in students' problem solving and provides a foundation for investigating how students' use of visualization changes in the upper-division physics major. Three independent studies were conducted on similar samples of students. At the time of these studies, all of the subjects were junior physics majors participating in the Paradigms in Physics curriculum at Oregon State University. In the first study, we found that while all students had high scores on the Purdue Spatial Visualization Test, the correlation between test scores and their grades in physics was not statistically significant. In the second study (N=5) and the third study (N=15), we conducted think-aloud interviews in which students solved electrostatics problems. Based on the interviews in the third study, we develop a model that describes the process by which students construct knowledge while solving the interview problems. We then use this model as a framework to propose hypotheses about students' problem-solving behavior. In addition, we identify several difficulties students have with the concepts of electric field and flux. In particular, we describe student difficulties that arise from confusing the vector and field line representations of electric field. Finally, we suggest some teaching strategies that may help to assuage the student difficulties we observed. / Graduation date: 2002