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Bibliography: pages 335-343. / Betekenis kom tot stand deurdat die leser aan 'n teken of tekens betekenis toeken. Elke leser word daartoe gelei deur sy kennis van die taal, deur sy kennis van die wereld, deur sy persoonlike ervaringe en vooroordele en bowendien deur sy verwagtinge ten aansien van literere tekste en genres (Van Luxemburg e.a., 1983:113). Hieruit blyk noodwendig dat daar per leser en lesergroepe interpretasieverskille sal wees soos trouens die geval is me die twee lesersgroepe in hierdie studie: enersyds die ervare, ingewyde leser (literator) met sy kennis van die taal en die wereld, teenoor die oningewyde leser (Matriekleerling) wie se kulturele en akademiese agtergrond, ervaringe en taalkennis nie op dieselfde vlak is as die ingewydes nie.

Progressive educators have realized the crying need for schooling that will carry over into purposeful living in later life. After much experimentation and serious study, the conclusion has been made that the individual differences and interests of the students have often defeated successful teaching of literature by the old method. The use of projects is one of the most valuable ways of according careful consideration and attention to these individual differences and interests in the teaching of literature. This study of the project in secondary literature courses has been made through visits to schools, interviews with teachers and students, questionnaires, examinations, magazines, and books. It is the object of this thesis to discuss the nature of the project, its uses, and various forms as these are advantageous in the teaching of literature in the secondary schools.

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林浩光 = A research on the teaching of the literary forms of classical poetry in the Chinese literature in Hong Kong secondary schools / Lam Ho Kwong. / 稿本 / 論文(碩士)--香港中文大學硏究院敎育學部,1992. / 參考文獻: leaves 147-155 / Lin Haoguang = A research on the teaching of the literary forms of classical poetry in the Chinese literature in Hong Kong secondary schools / Lam Ho Kwong. / Chapter 第一章 --- 導論 --- p.1 / Chapter 第一節 --- 問題之提出 --- p.1 / Chapter 第二節 --- 研究之價值 --- p.3 / Chapter 第三節 --- 研究之說明 --- p.4 / Chapter 第一章 --- 注釋 --- p.7 / Chapter 第二章 --- 「文體」的理論體系 --- p.8 / Chapter 第一節 --- 文體的涵義 --- p.8 / Chapter 第二節 --- 文體的語言組織法則----體裁 --- p.10 / Chapter (一) --- 體裁的涵義 --- p.10 / Chapter (二) --- 體裁的發展規律 --- p.12 / Chapter (三) --- 體裁的常與變 --- p.17 / Chapter 第三節 --- 文體的寫作要求法則----體要 --- p.19 / Chapter (一) --- 體要的涵義 --- p.19 / Chapter (二) --- 體要之制約性 --- p.21 / Chapter (三) --- 體裁與體要的關係 --- p.25 / Chapter (四) --- 體要與體貌的關係 --- p.27 / Chapter 第四節 --- 文體的風格層次----體貌 --- p.30 / Chapter (一) --- 體貌的涵義 --- p.30 / Chapter (二) --- 風格的涵義 --- p.31 / Chapter (三) --- 風格的類別 --- p.36 / Chapter (四) --- 風格形成的主、客觀因素 --- p.38 / Chapter (五) --- 風格要素與風格手段 --- p.40 / Chapter (六) --- 風格的正與變 --- p.43 / Chapter (七) --- 風格的多變性 --- p.46 / Chapter 第五節 --- 文體的分類 --- p.48 / Chapter 第二章 --- 注釋 --- p.52 / Chapter 第三章 --- 文體論的應用----以香港中國文學科古典詩歌 篇章教學作示例說明 --- p.57 / Chapter 第一節 --- 文體教學的重點 --- p.58 / Chapter (甲) --- 體裁教學 --- p.58 / Chapter (一) --- 解釋體裁的名教 --- p.58 / Chapter (二) --- 探究體裁的格式 --- p.58 / Chapter (三) --- 闡明體裁的發展規律 --- p.60 / Chapter (乙) --- 體要教學 --- p.64 / Chapter (一) --- 文體的内容要求 --- p.64 / Chapter (二) --- 文體的寫作法刖要求 --- p.65 / Chapter (三) --- 文體功能之要求 --- p.65 / Chapter (丙) --- 體貌教學 --- p.67 / Chapter (一) --- 文體風格之辨析 --- p.67 / Chapter (二) --- 作家風格的辨析 --- p.67 / Chapter (I) --- 作家風格形成的主、客觀因素 --- p.68 / Chapter (II) --- 風格手段的探究 --- p.68 / Chapter (III) --- 辨析風格之正變 --- p.69 / Chapter 第二節 --- 文體教學示例 --- p.69 / Chapter (一) --- 詩經體------《詩´經Ø國´風Ø碩鼠》 --- p.69 / Chapter (二) --- 楚辭體-----《九´歌Ø國殤》 --- p.75 / Chapter (三) --- 漢樂府-----《東門行》 --- p.81 / Chapter (四) --- 五言古詩----曹植 《雜詩》、 陶潛 《移居》、 李白 《月下獨酌》 --- p.84 / Chapter (五) --- 唐代近體詩 --- p.94 / Chapter (I) --- 絶句----王維 《鳥嗚澗》、 王昌龄《從軍行》 --- p.95 / Chapter (II) --- 律詩----杜甫 《閣夜》、 李商隠《蟬》 --- p.100 / Chapter (六) --- 宋詞 --- p.107 / Chapter (I) --- 小令、--李煜 《破陣子》、 中調 蘇軾 《定風波》 辛棄疾《南鄉子》 --- p.109 / Chapter (II) --- 長調-----柳永 《八謦甘州》 --- p.121 / Chapter (七) --- 元散曲--------馬致遠《水仙子》 --- p.129 / 第三章注釋 --- p.139 / Chapter 第四章 --- 結論 --- p.143 / 第四章注釋 --- p.146 / 參考書目 --- p.147

M.A. (Applied Linguistics) / Please refer to full text to view abstract

Phosphorus is a vital element that is currently being consumed in an unsustainable manner. The element is crucial to humanity's food supply systems. In this study, the amount of phosphorus required to meet an average Swedish household's annual consumption was calculated. The method for the report was based on a literature study along with calculations. The data collection was structured into five categories and 15 subcategories, each representing an influx of phosphorus to Swedish households. The study found that, based on these subcategories, the total phosphorus footprint for Swedish households' annual consumption is 16.36 kg. Food consumption accounts for the largest proportion of this footprint and amounts to 14.23 kg. Wool is the subcategory for which the highest concentration of phosphorus is consumed for each weight unit. Wool consumes about 0.43 kg of phosphorus for every kg of product. The report also examines and discusses various scenarios for how much phosphorus that could be saved if Swedish households were to follow a certain type of diet. Furthermore, a comparison was made between the phosphorus footprint of this report and other studies. The Swedish household's phosphorus footprint in this report is considerably higher than the corresponding phosphorus footprint in other studies. It is therefore important to consider the different definitions that the different studies use for their respective phosphorus footprint.