Texte en partie fondé sur: Dissertation--Asian American studies center--University of California. / Bibliogr. p. 237-247.

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 112-114).

Thesis (M.A.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 112-114). Also available in print.

No description available.

University of Macau / Faculty of Arts and Humanities. / Department of English

According to a recent United Nations report, China's population of 1.4 billion represents 19% of the world's entire population of 7.6 billion. As the distance between east and west contracts in business, so too do the arts. This dissertation focuses on six selected contemporary Chinese art songs composed by Nan-Chang Chien. By providing the references of musical facts, synopsis of the poems, word-for-word translation, IPA transcription, poetic translation, and interpretive and performance guides, singers and pianists will have an overall understanding and detailed directions for learning the Chinese language and Chinese art songs. This dissertation also provides the foundation and model for further exploration and research into Chinese art sing literature by scholars in the west.

思想是客觀環境之反應，最能表現出時代之特色。仲長統生於漢末魏初大變動之社會 中，個性崢嶸獨特，思想精采而激烈，正是最佳之研究對象，可惜因著作佚失過鉅， 至今尚未有人做過全面之研究，今以其基本資料為基礎，仔細研閱，並就相關資料， 詳加比較，後參酌前賢研究之成果融貫薈萃，深識鑑奧。以仲長統所提出之問題與議 論為核心，尋繹其來龍詳審其主張，追究其去脈，試圖作總合之研究，期能彰顯其人 格與思想之偉大，瞭解其心靈生命之轉化與時代思想之特色。 本篇論文共分八章，研討內容如下： 第一章：敘論。略敘撰述之動機、方法與討論之範圍。 第二章：論述仲長統之姓氏、生卒年、歲數、學行、仕宦、交遊及性格特質；並敘明 其著作之成書、流傳與輯佚之情形。 第三章：分從政經環境、社會風氣、學術風尚等三方面，考察其時代背景，知人論世 之謂也。 第四章：掌握以「人事為本，天道為末」之思想特質，論述其天道觀、天命說與歷史 觀之淵源與精神之所在。 第五章：分別從施政之原則、君主之作為、對現實政治之批評三方面探索其政治思想 精髓之所在。 第六章：論述仲長統對經濟、時俗、教育各方面之批評與建議。 第七章：從漢末自覺意識之形成，研究仲長統思想轉折之原因，展現其人生之歸宿。 第八章：結論。

Thesis (M.A.)--香港中文大學. / Reprint of manuscript. / Includes bibliographical references (leaves 122-125). / Thesis (M.A.)--Xianggang Zhong wen da xue. / 前言 --- p.2 / Chapter 一 --- 棉紡織手工業在中國的發展 --- p.4 / Chapter 二 --- 洋紗洋布入侵與棉紡織手工業的解體 --- p.18 / Chapter 三 --- 大生紗廠之籌款經過 --- p.50 / Chapter 四 --- 大生紗廠的成功擴張與失敗 --- p.76 / Chapter 五 --- 大生紗廠的組織與管理 --- p.88 / Chapter 六 --- 大生紗廠成敗的討論 --- p.101 / Chapter 七 --- 結論 --- p.115 / Chapter 附一 --- 大生紗廠大事年表 --- p.119 / Chapter 附二 --- 主要參考書目

The frontier has long been an important part of mythic American ideology as a space with untapped resources offering the potential for social mobility. This thesis looks at writing representing the three types of frontiers identified by Lucy Lockwood Hazard to demonstrate how this boundary between the “civilized” and “savage” actually reveals the instability and inaccessibility of the American Dream. Francis Parkman’s The Oregon Trail is one of the quintessential narratives about the geographical frontier; while deeply racist and sexist, it manifests doubts about the rhetoric of inhumanity attributed to indigenous populations. The industrial frontier’s creation of exploitative factory structures that were then translated into domestic spaces is illustrated by William Faulkner’s As I Lay Dying. The canonical novel speaks to the inability of the poor to achieve social mobility and the reemergence of social hubs as the space of opportunity. Finally, Jade Chang’s 2016 debut novel, The Wangs vs. the World, works to completely reframe the frontier genre by positing characters of color as protagonists, resisting their typical location on the “savage” side of the frontier binary. Chang uses the concept of the spiritual frontier to foreground the difficulties minorities face in order to be accepted into white society. The instabilities manifested by each of these frontiers ultimately point to the ways in which the American Dream has historically been an escapist impossibility and inflicted violence on women, lower classes, and people of color.

Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.