Under the government development policy, the pulling power of domestic market, and the technology support from Japan, Taiwan has surpass Korean, became the largest Large scale TFT LCD supplying country. The rising status of Taiwan has attracted a lot of international critical component supplier to establish branch in Taiwan, including Corning, Merk, Asahi, NEG, NH Techono Glass Corporation, Nitto optical, HOYA. Taiwan need to increase the self-supplying rate of equipment and control and manage the technology patent to be more competitive. Under the specific long-tern developing policy, Korea government creates a very suitable environment for industry-government-research cooperation. With unique conglomerate developing method, Korea LCD company has producing economic sales, well-known brand name, and vertical integration of key components, which made Korea replaced Japan to be the largest LCD panel supplying country since 1997. Korean¡¦s company keep on upgrade themselves by investing in R&D, under government¡¦s supporting policy, the country is expected to reach 80% self-supplying rate in related material, components and producing equipment, which totally makes Korea more competitive in panel industry. In order to understand the development model of Taiwan and Korean¡¦s company, this research take Taiwan AOU and Korean Samsung as study case to compare how different background and innovative ways influence company¡¦s business performance.

Reports on undergraduate medical education in the recent decade clearly point towards a need for greater integration of content in the medical curriculum. The pedagogy of an integrated curriculum embraces many models of integration, representing a continuum where full integration sits at one end and disciplinebased teaching at the other, with many intermediate steps between the two extremes. A vertically integrated curriculum seeks to bridge the preclinical and clinical divide in content by teaching the content concurrently rather than sequentially, but still retaining discipline boundaries. A horizontally integrated curriculum seeks to further break down the distinctions between the basic and clinical sciences, with the early years of the program focusing on the basic sciences and introducing clinical features into the program wherever possible as part of a gradual shift to a more continued collaborative clinical focus. At the College of Medicine, University of Saskatchewan, the overall redesigned curricular program will be phased in over the next four years of the curriculum, with a greater emphasis towards an integrated approach of the teaching and learning of human disease. In the first year, this has led to the creation of a patchwork quilt teaching style, where a cross disciplinary functional system incorporates elements of the traditional basic science components of anatomy, physiology, embryology, and histology, and an introduction of core general pathological concepts in a vertical and horizontal integrated fashion. <p>The main objective of this research, detailed in Chapter 1, was to investigate the advantages and disadvantages of the two models of horizontal and vertical integration of the reorganized structural teaching of pathology through an analysis of the perceptions of medical educators and first- and second-year students in the undergraduate curriculum at the College of Medicine, and based contextually within a theoretical framework of the newly designed medical curriculum. <p>In this context, the literature review in Chapter 2 focused on four major areas that are the underpinnings of the pedagogy of pathology teaching in the undergraduate medical curriculum: (a) integration concepts in relation to medical education; (b) the practice of pathology teaching in the past, present, and future; (c) theories of curricular integration; and (d) its effects on the student learning environment. This resulted in the development of the pre-research conceptual framework for this study. <p>The in-service monitoring research design for this study included a triangulation of research methodologies using multiple data sources, multiple subjects, and multiple data collection techniques using comparative qualitative and quantitative research inquiry techniques. Data collected from the semi-structured interviews of the medical faculty provided not only an understanding of the educators perceptions towards the integrated curriculum, but also some insight towards their feelings of respect, power, and identity in this new integrative environment. Personal perceptions of fear, apathy, and stress and perceptions regarding accountability and sustainability of this integrative process were also observed as arising from this educational intervention. <p>Quantitative data analysis collected from the first-year student survey questionnaires derived the following grand mean responses with respect to the vertical integration of pathology teachings: student learning satisfaction with integration (3.6); the learning environment (3.8); student engagement (3.3); and student stress (2.9). The grand mean responses to horizontal integration showed a similar trend: student learning satisfaction (3.7); learning environment (4); student engagement (3.5); and student stress (3). Perceptions of the second-year medical students to horizontal integration of pathology teachings were comparable: student learning satisfaction (3.7); learning environment (4.2); student engagement (3.7); and student stress (3.1). A comparison of first- and second-year medical students showed a significant difference (p<0.05) with respect to the domains of student engagement with active independent learning. This difference may, perhaps, be directly related to the level of maturity of the first- versus second-year students, coupled with the receptiveness, awareness, and familiarity of the integration process between the two groups. There were no perceived differences between the horizontal and vertical integrative learning environments. Likewise, inter-modular and inter-system components within the vertical and horizontal integration did not demonstrate any major differences. These results are explored in greater detail in Chapters 4 and 5.<p>One of the noteworthy findings of this study was the statistically significant difference between the perceptions of first-year medical and dental students in both vertical and horizontal integrative environments in many domains, including student learning satisfaction (p<0.001); learning environment (p<0.001); and student engagement (p<0.01). There was no difference in student stress perceptions between the two groups of first-year students. The main theme linking these disparities seemed to be related to a lack of academic and vocational relevance of the undergraduate medical course teachings to the inter-professional composite cohort of dental students. This has led to the creation of an independent course dedicated to first-year dental students. This rapid in-service responsive evaluation thus recognized a major immediate dissatisfaction, resulting in curricular program change. Other curricular changes are underway to address student concerns of ineffective curricular content and time management. An unexpected emergent theme of this study was the recognition of a perception gap between students and faculty medical educators. This is probably nested in complex factors, such as generational learning differences and attitudes towards the learning environment, which are beyond the research scope of this study.<p>In conclusion, the results of this study strongly supports an overall balanced composite curricular design, including facets of horizontal, vertical, and diagonal integration that meet the needs of the student learner and satisfy the expectations of the medical faculty as the best practice plan for the instruction of pathology in the newly designed integrated medical curriculum. As learning is the central function of all education, perhaps the future of successful effective medical educational learning environments are those in which an intergenerational component of students and instructors can engage as true joint partners in curriculum organization to provide the right balance between faculty expectations and student learner needs.

Reports on undergraduate medical education in the recent decade clearly point towards a need for greater integration of content in the medical curriculum. The pedagogy of an integrated curriculum embraces many models of integration, representing a continuum where full integration sits at one end and disciplinebased teaching at the other, with many intermediate steps between the two extremes. A vertically integrated curriculum seeks to bridge the preclinical and clinical divide in content by teaching the content concurrently rather than sequentially, but still retaining discipline boundaries. A horizontally integrated curriculum seeks to further break down the distinctions between the basic and clinical sciences, with the early years of the program focusing on the basic sciences and introducing clinical features into the program wherever possible as part of a gradual shift to a more continued collaborative clinical focus. At the College of Medicine, University of Saskatchewan, the overall redesigned curricular program will be phased in over the next four years of the curriculum, with a greater emphasis towards an integrated approach of the teaching and learning of human disease. In the first year, this has led to the creation of a patchwork quilt teaching style, where a cross disciplinary functional system incorporates elements of the traditional basic science components of anatomy, physiology, embryology, and histology, and an introduction of core general pathological concepts in a vertical and horizontal integrated fashion. <p>The main objective of this research, detailed in Chapter 1, was to investigate the advantages and disadvantages of the two models of horizontal and vertical integration of the reorganized structural teaching of pathology through an analysis of the perceptions of medical educators and first- and second-year students in the undergraduate curriculum at the College of Medicine, and based contextually within a theoretical framework of the newly designed medical curriculum. <p>In this context, the literature review in Chapter 2 focused on four major areas that are the underpinnings of the pedagogy of pathology teaching in the undergraduate medical curriculum: (a) integration concepts in relation to medical education; (b) the practice of pathology teaching in the past, present, and future; (c) theories of curricular integration; and (d) its effects on the student learning environment. This resulted in the development of the pre-research conceptual framework for this study. <p>The in-service monitoring research design for this study included a triangulation of research methodologies using multiple data sources, multiple subjects, and multiple data collection techniques using comparative qualitative and quantitative research inquiry techniques. Data collected from the semi-structured interviews of the medical faculty provided not only an understanding of the educators perceptions towards the integrated curriculum, but also some insight towards their feelings of respect, power, and identity in this new integrative environment. Personal perceptions of fear, apathy, and stress and perceptions regarding accountability and sustainability of this integrative process were also observed as arising from this educational intervention. <p>Quantitative data analysis collected from the first-year student survey questionnaires derived the following grand mean responses with respect to the vertical integration of pathology teachings: student learning satisfaction with integration (3.6); the learning environment (3.8); student engagement (3.3); and student stress (2.9). The grand mean responses to horizontal integration showed a similar trend: student learning satisfaction (3.7); learning environment (4); student engagement (3.5); and student stress (3). Perceptions of the second-year medical students to horizontal integration of pathology teachings were comparable: student learning satisfaction (3.7); learning environment (4.2); student engagement (3.7); and student stress (3.1). A comparison of first- and second-year medical students showed a significant difference (p<0.05) with respect to the domains of student engagement with active independent learning. This difference may, perhaps, be directly related to the level of maturity of the first- versus second-year students, coupled with the receptiveness, awareness, and familiarity of the integration process between the two groups. There were no perceived differences between the horizontal and vertical integrative learning environments. Likewise, inter-modular and inter-system components within the vertical and horizontal integration did not demonstrate any major differences. These results are explored in greater detail in Chapters 4 and 5.<p>One of the noteworthy findings of this study was the statistically significant difference between the perceptions of first-year medical and dental students in both vertical and horizontal integrative environments in many domains, including student learning satisfaction (p<0.001); learning environment (p<0.001); and student engagement (p<0.01). There was no difference in student stress perceptions between the two groups of first-year students. The main theme linking these disparities seemed to be related to a lack of academic and vocational relevance of the undergraduate medical course teachings to the inter-professional composite cohort of dental students. This has led to the creation of an independent course dedicated to first-year dental students. This rapid in-service responsive evaluation thus recognized a major immediate dissatisfaction, resulting in curricular program change. Other curricular changes are underway to address student concerns of ineffective curricular content and time management. An unexpected emergent theme of this study was the recognition of a perception gap between students and faculty medical educators. This is probably nested in complex factors, such as generational learning differences and attitudes towards the learning environment, which are beyond the research scope of this study.<p>In conclusion, the results of this study strongly supports an overall balanced composite curricular design, including facets of horizontal, vertical, and diagonal integration that meet the needs of the student learner and satisfy the expectations of the medical faculty as the best practice plan for the instruction of pathology in the newly designed integrated medical curriculum. As learning is the central function of all education, perhaps the future of successful effective medical educational learning environments are those in which an intergenerational component of students and instructors can engage as true joint partners in curriculum organization to provide the right balance between faculty expectations and student learner needs.

Abstract The purpose of this study is to find the relationship between PAOD (Peripheral Arterial Occlusive Disease) and the major human diseases based on various statistics and literatures. The findings will facilitate the promotion of PAOD instrument at district clinics and hospitals where health and hygiene lessons are taught, these lessons will instruct people the idea of ¡¥prevention is better than cure¡¦ and ¡¥early discover early cure¡¦ on PAOD. Through analysis of data collected from hospital questionnaires to find an effective marketing strategy of universal installation of PAOD instrument which will make it more popular and convenient to screen potential PAOD patients and to realize the idea of ¡¥early discover early cure¡¦. Another approach of this study will focus on marketing strategy and corporate wide management strategy, the methods applied such as: 1. STP (Segmentation, Targeting, Positioning) marketing strategy 2. 4P (Product¡BPrice¡BPlace¡BPromote) theory, definition, features, advantages and disadvantages. 3. 4C (Customer benefit¡BCost to customer¡BConvenience¡BCommunication) theory, definition, features, advantages and disadvantages. 4. The comparisons and crossed applications of 4P and 4C theory. 5. Vertical integration strategy. Through the above methods and the analysis of PAOD questionnaires, it decides a marketing strategy and execution approach. Besides, according to the current industry environment and health insurance system, this paper gives practical advices to company ¡¥A¡¦ facing exit strategy. In an era of extremely competitive of free market, how to customize products, to differentiate services, to increase the customer loyalty and to buildup good brand image are the cores of competition to a company. Based on the result of this study, it purposes company ¡¥A¡¦ the short, medium and long term running plan individually. The core of the best marketing strategy always considers the highest guideline ¡¥the needs and benefits of customers¡¦. For a company, besides its profits consideration for continuous operation, how to step into a virtuous cycle which constantly puts the benefits of customers (such as hospitals, clinics, and patients) as its first priority is the major topic of sustainability and differentiation. Key words: PAOD¡ASTP marketing strategy¡A4P theory¡A4C theory¡Avertical integration

For a company to strengthen competitive advantage, they had to put in whatever method they can from time to time, for example, from product innovation, strategic innovation to seek for differentiation. There is also no exceptional for Taiwanese manufacturer. Due to the fact that most Taiwanese manufacturers are small and medium scales company, in addition they are OEM supplier, therefore at initial stage, it is very difficult to pursue differentiation from marketing and product research and development innovation. Under limited resources situation, how to aims at their own strength to select the strategy for differentiation is an issue for Taiwanese manufacturer to consider very thoroughly. This article took small electrical appliances industry as an example and from the business model application standpoint, we discovered that most Taiwanese manufacturers has taken Tapered vertical integration as the main business model to sustain its competitive advantage. Especially when they started on mainland investment, due to the land obtains easily and the cheaper labor force...etc, this vertical integration model application can further be implemented. Taking Value Chain theory and the Smile Curve as a basis for this study, and obtains the most effective vertical integration model is focus on "The Production Vertical Integration". This business model has led a few manufacturers obtain cost advantage in different level. As a case study we take Tsann Kuen Enterprise Co., Ltd as an example, to learn how this company has taken this vertical integration as an approach and developed to become the first Taiwanese manufacturer listed in China stock market. In addition, to learn how it became the top three of the largest small electrical appliances supplier. Finally, from the case study, we will propose a future development approach and suggestion for the Taiwanese small electrical appliances industry. Key Word: Vertical Integration, Smile Curve, Value Chain

Thesis (Ph. D.)--University of Chicago, Dept. of Philosophy, 2002. / Includes bibliographical references. Also available on the Internet.

This study examines the producer and consumer welfare associated with structural change of supply attributed to the effect of a government policy restricting the size of the production unit. The performance of the poultry industry in Indonesia is analyzed in terms of producer and consumer welfare using supply and demand elasticities. The elasticity of supply and demand were estimated using the Seemingly Unrelated Regressions (SUR) method. The hypothesized policy-induced structural change is estimated through a dummy variable accounting for shift in supply associated with implementation of the policy. / It is found that structural change induced by the restructuring policy shows a negative impact on the output supplied and welfare of society. Welfare losses are estimated for different levels in the marketing system namely producer, wholesaler and retail levels. Eighty percent of the losses are shared approximately equally by producers and consumers with the remaining twenty percent borne by the marketing sector.

Thesis (Ph. D.)--Harvard University, 1996. / Includes bibliographical references (leaves 120-124).

Thesis (Ph. D.)--University of Pennsylvania, 2000. / Includes bibliographical references (leaves 134-140).

Thesis (Ph. D.)--Georgia State University, 2005. / Title from title screen. Arun Rai, Johnathan Wareham, committee co-chairs; Subhashish Samaddar, Joseph Katz, committee members. Electronic text (249 p. : ill. (some col.), col. maps) : digital, PDF file. Description based on contents viewed July 13, 2007. Includes bibliographical references (p. 239-247).