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The study is based on the research subjects in chai-shan elementary school; the research subjects were from the fourth class of the sixth grade (female: 12, male: 17). The purpose of this study is using storytelling strategy to practice the life education course. Researcher recorded the subjects¡¦ learning situation; after this course, researcher also observed the growth and change in the cognitive concepts and behavior of the research students. What¡¦s more, researcher viewed the reflections and growth of the teacher and the students, hoping the research could provide other life education educators with some reference and implementation data. This research used action research method. By observation, interview and document analysis, researcher investigated the students¡¦ reactions and changes after implementing this course. This research implementation period is 10 weeks (20 classes) in the formal class curriculum. Meanwhile, this life education strategy is adjusted with the researcher¡¦s review and students¡¦ class performances. The research course is expected to be objective, complete and detailed, and it is also expected to sharp the researcher¡¦s professional knowledge and research ability on life education courses. The research result shows that: 1.By applying storytelling strategy, the course could achieve the goal of life education. 2. Implementing life education with narrative curriculum model could strengthen students¡¦ confidence, bringing up ability of communication and emotional adjustment, and made students understand the meaning and value of life. 3. The teacher could upgrade the growing of professional knowledge by the practice and reflection of the life education course. Last but not least, according to the result, researcher provide specific recommendations to the school administrative units and the future studies, for reference.

High-tech enterprise or Traditional enterprise, no matter to continue forever to manage, the enhancement profit, to become profitable and so on reasons, by each different form's organization transformation, achieves the transformation which and the goal the enterprise anticipated. This research is with the case study, and using ¡§Action Research¡¨ for the methodology to discuss the process factor which the influence organization transforms, its research background is as follows: 1. The case enterprise's short-term objective is to pay off the liability with all banks in two year which the debt occurred by the financial crisis's 8 years ago, the case enterprise could show a turn from loss to profit; 2. The case enterprise's organizational change plan is continuing to carry on, not already finished to discuss its final result; 3. In this research organizational change of the case enterprise is leading by its Human Resources Department, Not be top-down with its top managers. This research's objectives are: 1. To find the factors that would influence the organizational change in the back ground that organizational change is leading by Human Resource Department; 2. If the organizational change could move on after made some adjustment within the change plan? The main problems the case enterprise has includied: 1. Departmentalism; 2. The productivity concentrates in the minority product line. In this research the organizational change actions of the case enterprise includes: 1. to turn electronic division SVC department from profit center to cost center; 2. To intergrade all BU¡¦s SVC department to be a SVC Division in company; 3. To adjust the rules of Sales Quota Setting with Sales staff and leaders; 4. To change the ratio of variable salary with total compensation; 5. Promotes the new value activity. This research's result is: 1. The organization change which leading by HR department would be paied much attention and got smoothly executive when top managers have strong and consist intention. 2. The organizational change plan must be more closely to the business strategy, so can get recognition smoothly, staff get more interest and the motivaton to the organizational change, and have less resistance.

Reviewing domestic related researches about dialogue, most of them focused on its effectiveness. This research focused on how to facilitate the learning of dialouge. We firstly reviewed the references about ¡§learning¡¨ and ¡§dialogue¡¨; and then described the action research process of how Systems Thinking and Organizational Lab designed the feedback mechanisms to facilite the learning process on dialogue for Company A. We also analyzed every feedback mechanisms about its effectiveness in this research. We found out that feedback mechanisms can facilitate the learning process on dialogue, and the reflective abiliy of the members is very important. Besides we could adopt different feedback mechanism to facilitate the learning effectiveness depending on the situation; therefore, we also made several suggestions on every feedback mechanisms for future adoption.

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This thesis explores action research as a way of doing theology (ART). The contours of ART emerged through a collaborative inquiry into my practice of preaching the Bible within the context of congregational worship. It began with a niggling question, “What was happening in the communication space between me and my congregation?” An action research pilot project (March-April 2006) with Cumnock Congregational Church (Minister, 1998 - 2008) prepared the ground for a collaborative inquiry with Witney Congregational Church (Minister, 2009 - present). With the latter congregation we developed Word Café, an adaption of Brown and Isaacs World Café (2005), as a method of creating communicative space (Wicks & Reason, 2009) in which we explored our experience of what happened when I preached a sermon and examined what, if any changes, occurred during the period of November 2010 to July 2011. This is ideographic research and as such engages in first and second person inquiry, weaving together the voices and insights of participants. In the first person I integrate my spiritual formation and academic development with my vocation as a preacher. In the second person I give an account of the way in which I entered into a collaborative relationship with my congregation to research my preaching practice and their experience of it. I have constructed a narrative of a self-reflexive, critical examination of a single case (Gustavsen, 2003; Reason, 2003) of iterative cycles which encompass the process of co-planning and of the Word Café. My intention is to make a wider contribution to the practice of preaching by modelling ART as a dialogical, relational way of being, and to inspire other preachers and congregations to develop their own ways of reflecting on their practices and experiences of preaching the Bible in their own contexts. Arising out of my inquiry into my preaching practice is the concept of ART which has the potential to create and nurture dialogical space in the exploration and transformation of various aspects of congregational life. This is a contextual, emergent, and interdisciplinary account shaped by narratives of learning. The actions we took in attempting to create communicative space yielded the themes of a fresh hearing of the Bible, listening with my eyes, and exploring my own insider-outsider positionality, in particular through narratives of wisdom and power, silence, and affections. Central to the practice of ART is the growth of the qualities necessary for being authentic as a practitioner-researcher. I set out to demonstrate the way in which the development of attentional practices increased my awareness as I navigated the insider-outsider positionality of a preacher and researcher.

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Evidence Based Librarianship (EBL) seeks for and promotes the improvement of the librarian practice through the use of the best available evidence. Strongly used in medical contexts, Evidence Based Practice can be an important tool for the development of LIS, if practice is carefully thought and wisely combined with research and theoretical reflection. In order to achieve a state of equilibrium between theories and empirical studies, a qualitative method –action research- may be applied, as a dialogue between abstract ideas and the facts and signs provided by concrete experiences. Through action research, librarians can collect the evidence –using a series of qualitative tools- and use it for building theoretical knowledge in order to improve their work and their profession. From this viewpoint, after putting something into practice they will be able to know whether it worked as expected or not, make any change if it is necessary, and test the whole process again, searching more and new evidence. The method becomes a progressive helix that leads librarians to continuously evaluate their activities and services and improve them according of their final users’ needs. Fitting these ideas in the general context of “Library 2.0” new LIS model and in the particular situation of Social Sciences libraries, the conference briefly introduces some basic ideas on how action research should be employed for collecting and using evidence in LIS.

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