本文是對人類自由心靈的探究，藝術作品則是做為探索的中介；藝術作品中的審美感性作用本是「私己的」，然而，由於藝術作品來自於社會的集體生產，使得藝術作品在私人審美之前，早已沾染「他人」的價值判斷─私密的審美其實是社會性的。審美價值的傾注及接收皆在不知不覺中進行著，審美之人在接受、認同審美價值的過程中，總是帶有拜物教的形式意味；而拜物教又與人類的宗教崇拜心境直接關聯著，因此，本來看似「自由」的審美體驗，其實與象徵「束縛」的權威互為條件，事實上，走在自由的路上就是走在服從權威的路上。「詮釋」則被視為是審美價值傳遞的必要媒介，亦是使得拜物教形式得以可能的必然現象。 / This article is an inquiry about freedom of human’s mind, the artwork is presented as intermediary of it. Aesthetic function is originally private, but actually is embedded with “fait social” by dint of artwork’s social-production character , which makes every man’s aesthetic values is utterly infiltrated by ”Others” before they make their own judgment : aesthetic judgment which appears private is in fact social-collected. The impregnation and absorption of aesthetic values always processes in state of unconsciousness. When people intake and approve the values given by others, they worship in form of fetishism ; Fetishism is associated with the worship of religion, therefore aesthetic experience containing human’s free choice is correlated with authority symbolizing constraint. In fact, when we quest for freedom, we’re at the same time in quest of conformity. Explanation is regarded as necessary intermediary communicating aesthetic judgment as well as indispensable phenomenon conditioning the worship of fetishism.

人際經驗是個體發展他人形象與環境評估的關鍵因素。大部分尋求長期心理治療的個案，其困擾多與過去負面的人際經驗所帶來的關係議題有關。若個體在成長過程經常遭受拒絕，會發展出「世界不能控制、別人不可預測、不可信任」的他人觀點。因此，本研究旨在探討長期心理治療歷程個案他人表徵的差異，以及心理師如何協助個案改變原有的他人表徵，並創造新的人際關係經驗。 本研究以質性研究方式進行，總共以六位長期心理治療取向為主的資深心理師作為研究對象，以一對一的方式，與每位受訪者進行一次深度訪談。訪談內容著重探討個案他人表徵的改變，以及個案過去的重要他人形象如何重現在治療關係中；並深入了解長期心理治療關係對於個案發展新的人際關係經驗之影響。本研究透過現象學方式進行訪談資料的分析，呈現長期深度心理治療對改變個案人際關係經驗之成效。本研究結果發現如下： 一、他人表徵 治療前的他人表徵是模糊、沒有彈性、單一、負面的，因而無法辨認心理師真實的形象。經過長期心理治療，個案對他人形象的詮釋逐漸清晰、具體、有彈性、且納入更多正向的觀點。 二、長期心理治療歷程 先個案會將自己慣用的人際互動帶入與心理師的治療關係中。接著個案感受到心理師溫暖、支持的回應。由於治療關係不同於過去的人際經驗，使個案重新經驗穩定、安全的人際關係，進而開始辨認並建立新的他人形象。最後個案將學到的新人際互動方式帶到其他關係中，發展更適應的人際關係。 三、心理師的角色與功能 為了建立穩固的治療同盟，心理師需維持穩定的態度、提供溫暖支持的環境、尊重個案的自主性。同時心理師也可幫助個案覺察、理解自身的狀態，建立更彈性的想法、協助個案願意信任心理師及冒險。 / Interpersonal experience is the key factor for people to develop other- representation and to evaluate the environment. Most issues of long-term psychotherapy clients’ come from past negative experiences about interpersonal relationship. If people were frequently rejected by others as they grew, it is much easier for them to develop the viewpoints of other that the world is uncontrollable, and that people are unpredictable and untrustworthy. Hence, the main purpose of this research was to explore the difference of other-representation during the long-term psychotherapy period, and how counselors help the clients to change their old other-representation, in order to create new interpersonal relationship experience. This study used semi-structured interviews to collect data from 6 counselors who primarily conducted long-term psychotherapy for clients. Each psychologist was interviewed once, one by one. All interviews lasted for about one and half hour. The contents of the interviews focused on the change of other-representation, the reappearance of clients’ important interpersonal patterns in counseling relationships, and the influences of long-term counseling relationships on clients’ developing new interpersonal relationship experience. After data collection, verbatim transcription of each interviews were analyzed in a phenomenological approach. The study aims to obtain the effectiveness of long-term psychotherapy on the change of clients’ interpersonal relationship experience. The main findings of this study were as follows: 1. Other-representation The other-representation is indistinct, inflexible, single, and negative before long-term psychotherapy begins, and clients have difficulties to recognize the real image of counselor. After long-term psychotherapy, clients are able to interpret the image of others in a more distinct, specific and flexible way, and to include some positive view points in their other-representation. 2. Long-term psychotherapy process First, clients bring their habitual interpersonal interactive mode into counseling relationships. Second, they receive kind and supportive response from the counselor. Because of counseling relationship is different from their past interpersonal experience, clients re-experience a stable and, secure interpersonal relationship and start to recognize and establish a new image of other people. Third, clients learn new interpersonal interactive skill, and develop more suitable interpersonal relationship . 3. The role and function of a counselor In order to establish stable working alliance, counselors should keep stable attitude, provide a holding environment, and respect the autonomy of clients. At the same time, counselors also help clients to comprehend their predicament, expand their cognition with elasticity, and trust counselors.

本研究之目的在探討「電腦自我效能」、「電腦經驗」及 「他人支持」三者與「電腦態度」及「電腦焦慮」之關係，並探究「電腦經驗多寡」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「電腦經驗品質」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「他人支持」是否會調節「電腦自我效能」對於「電腦態度」與「電腦焦慮」的關係。 本研究採取問卷調查的方式進行，以304名台北縣立及台北市立國民小學合格教師為研究對象。根據階層迴歸分析結果顯示：「電腦經驗多寡」是會透過「電腦自我效能」此一中介變項（mediatorvariable），影響「電腦態度」及「電腦焦慮」，研究的假設獲得支持，但「電腦經驗品質」則無中介效果；此外，「他人支持」並非是 「電腦自我效能」與「電腦態度」、「電腦焦慮」之關係的調節變項（moderatorvariable）。 本文最後針對所有研究結果進行整合性討論 ，並根據研究所得結果，提出可能的限制、未來研究方向的建議，以及學術、實務上之應用。 關鍵字：電腦態度、電腦焦慮、電腦自我效能、電腦經驗、他人支持 / This study was designed to investigate: (1) the mediating effects of computer self-efficacy on the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety; and (2) the mediating effects of computer self-efficacy on the relationship between the quality of computer experience and computer attitude, and the relationship between the quality of computer experience and computer anxiety; and (3) the moderating effects of others'support on the relationship between computer self-efficacy and computer attitude, and the relationship between computer self-efficacy and computer anxiety. Subjects were 304 elementary school teachers from Taipei County and Taipei City. According to hierarchical regression analysis, the results provided support for the hypothesis that computer self-efficacy mediated the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety. However, computer self-efficacy neither mediated the relationship between the quality of computer experience and computer attitude, nor the relationship between the quality of computer experience and computer anxiety. Furthermore, others'support neither moderated the relationship between computer self-efficacy and computer attitude, nor the relationship between computer self-efficacy and computer anxiety. The implications, limitations, further research directions, and applications in management are discussed at the end. Keyword: computer attitude, computer anxiety, computer experience, computer self-efficacy, others'support

本個案研究旨在探討實施聽力策略教學對四位台灣國中生的影響與衝擊。 不同於以往傳統認知取向的策略教學，本文採用維高斯基（Vygotsky）社會文化取向理論來分析學生的學習；相信策略教學與學習應該考量到學生與外界環境及人際間的互動，而非只探討教學本身的成效。因此本研究在個案對策略學習及自主學習的觀感和態度上多所著墨。文獻回顧內容則涵蓋聽力策略的理論及聽力策略教學實施情形及成效的研究。 　　本研究對象針對37位八年級的學生實施為期18週的聽力教學。但重心放在四位個案身上。研究方法採用質化的學生訪談及學生學習日記的分析輔以量化的聽力策略問卷。實施的步驟分為準備期、診斷期、教學期、練習期、及評估期。在教學開始前，學生們先通過全民英檢初級的聽力測試以評估其聽力能力並篩選個案。然後，實施聽力策略問卷調查以觀察學生平時使用的策略。之後，學生們接受六項聽力策略的教導，包含：猜測、分類、類推、記筆記、選擇性專注、及詢問。在教學實施期間，個案被要求寫學習日記，記錄對所學策略的感想及使用情形。學習日記及訪談是分析個案學習情形的主要資料。 第四章則著重於探討四位個案的家庭背景，學校表現，及對自主學習的態度和想法。目的是希望完整呈現四位個案不同的人格及學習特質，及之所以他們會如此學習的原因。第五章記錄了研究的兩樣重大發現： 1. 聽力能力較高的同學顯然比聽力較弱的學生更能夠有效率的交互使用「由上而下」 及「由下而上」的聽力策略。而聽力較弱的同學則傾向於過度依靠直接翻譯」策略。 2. 原本一向被傳統認知學習策略所忽略的情意方面的因素，反而似乎是影響學生策略學習的主因。這些情意方面的因素包括了：學生如何控制自己的脾氣，學習態度，及情緒。更重要的是，學生似乎都傾向於需要找到生命中的重要他人，並依靠這些較有能力的大人來提供他們踏出學習第一步時必要的安全感，知識，能力，方法及學習的動力。 因此，本研究的發現，回應了維高斯基的社會文化取向理論。唯有先透過人際間的互動與學習，才有可能回歸自我，反求諸己，達到內省與自發的境界。本研究希望能藉由教育現場的真實互動情形，喚醒策略學習及教學研究者對社會文化取向的學習理論，以及學生情意態度影響學習成效的重視。 / The purpose of this case study was to investigate four Taiwanese junior high school learners’ listening strategy use when receiving listening strategy instruction. Different from conventional quantitative SLA strategy studies, this present qualitative case study, adopting sociocultural perspectives, grounded on the conception that the issues of strategy learning should not be understood only in terms of direct instruction and its effectiveness. Instead, exploring the learning processes in which learners and the external environment are necessary. Therefore, this case study focused on the discussion of four learners’ attitude toward learning and their perspectives toward listening strategy instruction. The participants of this study were 37 students in a Taiwanese junior high school in the Taipei city. Yet, the focus was on four cases, Natalie, Tom, Jasmine and Jin Pin. Three major data collection instruments were adopted including the quantitative questionnaire, qualitative interviews and learning journals kept by the four cases. The instructional procedure was divided into five stages-- preparation, diagnosis, instruction, practice, and evaluation. A sample GEPT listening comprehension test was given to the students to pretest their proficiency in the diagnosis stage. Then the instruction on six listening strategies--guessing, grouping, inferencing, note-taking, selective attention, and asking for clarification was provided for 18 weeks. The Listening Comprehension Strategy Questionnaire based on Wang (2000) was conducted to identify the learners’ listening strategy use. Their learning journals were evaluated to explore their ongoing problems and perceptions toward learning the strategies. In Chapter Four, the profiles of the four cases were illustrated including their family background, school performance, and attitude toward learning autonomously to give a full picture of their learning habits. In Chapter Five, major findings are summarized. First, the case study echoed the previous finding that more skillful listeners seem to use both the ‘top-down’ and ‘bottom-up’ strategies more effectively while less skillful listeners rely too much on direct translation. Second, some salient issues previously not emphasized were found including learners’ affective concerns and their ability to control emotions, turned out to powerfully influence the learners’ learning. The learners needed to be assisted first by some adult surrogates and their significant others and to gain enough guidance, assurance, sense of security and control over the emotions before they can move on to self-regulated learning. If not, their learning tends to be subject to their own emotions, which are mostly controlled by the interaction between the learners and the external environment or the others. This finding consisted with the sociocultural perspective in that learning is a collaborative process between the learners and their social contexts. Only through interaction with others can learners achieve a new level of autonomy. To foster learner autonomy, strategy training needs to account for a more interactive view of learning. It also suggests that more efforts should be paid to explore the impact of learners’ affective and social concerns on their language learning toward autonomy.

過往研究發現性別特質在愛情關係中扮演重要角色。人們在選擇理想的愛情對象上經常反映出性別特質的互補性，例如男性化特質高的男性和女性化特質高的女性是多數人同意的理想伴侶。然而實際的關係中，女性化特質比男性化特質更能有效的預測婚姻滿意度和婚姻關係適應。這是因為女性化特質有助於人際關係的建立與維繫，女性化特質高的人展現較多自我揭露和情緒依賴，或以人際關係中的互動對象來認同自己，在關係互動中更經常表現出回應且滿足他人需求、考量他人感受等行為，係具有較高程度的關係他人-自我取向。而關係他人-自我取向是親子、密友、愛情等親密關係常見的人際行為表現，它可以增進關係親密感、滿足對方期望，以及引起對方相對回應，在過去研究中被認為是提升關係品質的重要因素。因此本研究假設，女性化特質會透過關係他人-自我取向之中介來預測愛情關係的滿意度，並進一步探討關係他人-自我取向如何影響個人在決策事件中考量伴侶的程度。本研究中以兩個樣本（共149對未婚情侶）檢驗成對情侶的徑路模型，在模型一中驗證了過去研究發現女性化特質對於關係滿意度的正向預測力，模型二則發現個人的關係他人-自我取向是女性化特質和關係滿意度之間的部分中介變項。此外，個人的關係他人-自我取向可以反映出預期的決策事件（樣本一74對情侶）和真實的決策事件（樣本二75對情侶）中考慮他人意見的程度，這樣的預測效果在只關乎情侶兩人的決策事件中最為明顯，涉及任一方普通朋友、異性友人、家人等的決策事件無此發現。而後續分析發現，在真實的決策事件中，男性的決策他人取向可以預期自己的關係滿意度，女性則未發現此現象。本研究於綜合討論中解釋這些結果，並探討影響關係品質的可能歷程。 / Past studies have shown that gender traits play an important role in romantic relationships. Complementary gender traits are desired in heterosexual mate selection since people describe masculine men and feminine women as their ideal partners. In real relationships, however, femininity works as a better predictor of both marriage satisfaction and dyadic adjustment than masculinity. Femininity, derived from the caretaker roles in society, is related to emotional expressivity and relationship development. Feminine individuals show more self-disclosure and emotional dependency, identify themselves with current interpersonal relationships, and consider others when making decisions. They are also responsive to others’ needs, displaying a high level of other-self orientation. The higher one is in the other-self orientation, the more one is concerned for others’ welfare. While high other-self orientation is not limited to feminine individuals. People, regardless of their gender traits, tend to show a high level of other-self orientation in intimate relationships, such as parents and children, close friends, and couples. Research showed that high other-self-orientation individuals enjoy better relationship quality for that they meet partners’ needs and this brings the mutual responsiveness. As a result, we postulate that other-self orientation is a mediator between femininity and relationship satisfaction, and that other-self orientation predicts the degree one considers the partner when making decisions on romantic relationships. Two path models with two samples (149 unmarried couples totally) were examined in our study. Results indicated that femininity has a positive effect on one’s own as well as his or her partner’s relationship satisfaction (path model 1) and that the effect of femininity on one’s relationship satisfaction is partly mediated by his or her own other-self orientation (path model 2). In addition, other-self orientation is positively correlated with the degree he or she considers the partner’s needs when making decisions in hypothetical events (sample 1 with 74 couples) and real-life events (sample 2 with 75 couples). Those positive correlations are found in events involving the couple without the third party such as friends, potential relationship rivals, and the family. Follow-up analysis revealed that the more a man considers his partner’s needs in real-life decision making, the more he is satisfied with the relationship. Details were discussed in the conclusion.

本研究旨在探討校長工作價值觀、重要他人支持、自我效能感對其工作選擇的影響情形，探討不同重要變項理論內涵、現況與變項之間關係，進而建構及驗證其互動模式，並依研究結果提出建議。 本研究先進行文獻探討，作為架構研究的理論基礎，並以100名校長為預試樣本，分析預試結果以形成正式問卷，再以404名之校長為正式問卷施測樣本，問卷回收整理後分別以描述統計、t考驗、相關分析、變異數分析、多元逐步迴歸分析及線性結構模式分析探討；之後，根據調查結果研擬訪談題綱，實地訪談10名現職校長以瞭解造成差異的原因。本研究之主要研究發現如下： 一、國民中小學校長在工作價值觀、重要他人支持、自我效能感與工作選擇的得分現況屬於中高程度。 二、擔任校長的年資、性別、學校區域等背景變項，在校長工作價值觀量表的得分有差異情形存在。 三、學校類別、總服務年資、擔任校長的年資、性別、學校區域等背景變項，在重要他人支持量表的得分有差異情形存在。 四、總服務年資、擔任校長的年資、性別、學校區域等背景變項，在校長自我效能感量表的得分有差異情形存在。 五、學校類別、擔任校長的年資、性別、學校區域等背景變項，在校長工作選擇量表的得分有差異情形存在。 六、工作價值觀、重要他人支持、自我效能感與校長工作選擇具高度相關。 七、工作價值觀、重要他人支持、自我效能感對校長工作選擇有顯著預測力。 八、工作價值觀、重要他人支持、自我效能感對校長工作選擇有顯著影響力。 九、校長自我效能感對其工作選擇的影響力最大，重要他人支持次之，工作價值觀的影響力最小。 最後，根據研究結果提出相關建議，以供教育行政機關、校長培育中心、現職校長以及未來研究之參考。 / The purpose of this study was to investigate the impact of work values, significant other’s support, and self-efficacy for principal’s job choice. The study included literature analysis, questionnaire survey, and interview. The purpose of literature analysis was aimed to explore the relationship of work values, significant other support, self-efficacy, and job choice. The pilot study was included 100 subjects. The sample was included 404 principals. The data was analyzed by descriptive statistics, t-test, correlation, ANOVA, multiple regression and LISREL model. The interview was conducted according to the analyzed results. The major findings were: 1.The principal’s scores on work value, significant other’s support, self-efficacy and job choice were moderately high. 2.Years of principalship, gender, and districts could make significant differences on principal’s work values 3.The levels of schools, in-service years, years of principalship, gender, and districts could make differences on significant other’s support. 4.In-service years, years of principalship, gender, and districts could make differences on principal’s self-efficacy. 5.The level of schools, years of principalship, gender, and districts could make differences on principal’s job choice. 6.There was highly positive correlation among principal’s work values, significant other’s support, self-efficacy, and job choice 7.The principal’s job choice could be predicted by work values, significant other’s support, self-efficacy. 8.The principal’s job choice could be affected by work values, significant other’s support, self-efficacy. 9.Principal’s self-efficacy was the strongest indicator for job choice, significant other’s support was the second one, and work values were the smallest one. According to the results, suggestions for authorities of educational administration, School leadership academy, principal, and for further study were proposed.

公司是現今社會上最重要的營利主體之一，在日常生活上，一般大眾與公司經常會發生交易行為。而公司名稱，乃是表彰法人主體，俾與他公司相區別之重要標誌。雖然公司名稱就如同自然人之姓名一般，但因為公司為營利法人，其以從事商業活動為法人存續目的，故當公司在經營業務時，勢必與眾多交易相對人及消費者發生法律關係。為避免他人使用相同或近似的公司名稱而造成社會大眾混淆，進而破壞交易秩序，吾人在分析公司名稱權之性質，以及探討其保護時，便須跳脫單純「姓名權」之角度，轉而以防止他人冒濫使用而造成大眾混淆等不公平競爭的觀點來思考、防範，才能達成規範上之效果。此尤其在公司名稱已達著名程度時，如遭他人仿冒濫用其名稱，不僅侵害原公司之商譽，消費者亦將因此受到混淆，轉而與仿冒行為人進行交易。由於仿冒人之行為，已非單純侵害原公司之姓名權，還包括破壞競爭秩序和侵害公眾利益，故在此情形，如何保護公益免受混淆誤認，便成為立論上之重要課題。 有關公司名稱的規範，我國以往都是由公司法第十八條進行第一線的把關過濾，以保護既有公司名稱免受他人仿冒侵害。然而，此種通案審查之方式，不但理論上並無堅強依據，實務運作上也屢生爭議，以致審查逐漸流於形式化，而無從達其規範功能。因此，我國立法者在權衡各項因素後，乃在民國九十年公司法修正時，就公司名稱之使用登記，限縮其規範範圍僅限於同名之審查，若有涉及不正競爭情事時，則交由公平法與民法等相關規定來處理。自此，公司法對公司名稱之規範，僅有單純賦予公司名稱權之功能，而不再有防範不公平競爭之旨。 有鑑於在現制下，公平法之相關規定已成為保護公司名稱之最主要規範，所以本文在編排上，乃特別針對公平會所處理過有關公司名稱之重要案例，以【案例一】到【案例二十八】之接續方式來加以歸納、整理，以檢視公平會在實務上對公司名稱所涉及爭議問題之態度為何。此外，日本法上對於公司名稱所提供之保護規範由來已久，在實務上亦有相當多值得參考之案例，因此在比較法方面，本文將以日本法為中心，就我國法在實務運作或規範有所不足之處，能夠加以借鏡、比較，以期得到更合理之結果。而經本文從理論和學說的探討中可知，雖然公平法第二十條以及第二十四條等相關規定應可有效保護著名公司名稱，但實務之運作上卻有許多缺失之處。主要理由在於，早期公平會為避免公司法與公平法在適用上有所扞格，所以個案上若公司已取得名稱登記，公平會多半尊重該公司使用其名稱之權利。亦即，當經濟部認為系爭公司選用之名稱並無仿冒使用他人相同或類似之名稱時，公平會在過去常常也會採取尊重立場而持相同見解。但如此一來，反而使不肖業者經常利用舊公司法第十八條第二項中「二公司名稱標明不同業務種類者，其公司名稱視為不相同或不相似」之規範缺漏，而大行攀附知名公司名稱之行為，造成我國現有公司下，以「華碩」、「味全」、「長榮」、「台塑」為特取名稱之公司到處林立。公平會以往之作法，雖然可達成法規適用之調和，但此是否符合公平法之立法意旨，值得商榷。所幸，隨著公平法第二十條修正後改採「先行政後司法」之法律效果，加上公司法第十八條修正後已成為單純之行政管理法規，而不再有防止不正競爭之意旨，公平會已逐步使第二十條之適用回歸正常化，並開始以之來做為處分攀附知名公司名稱之依據。對於公平會已逐漸擺脫謹慎立場，就個案上公司名稱之使用所產生狹義混淆的情形已不再迴避第二十條之適用，值得肯定，如此也才能讓第二十四條真正回復補充規範之功能。 另外，實務上另一重大爭議問題，即為公司名稱與商標間之適用關係與衝突。其中最為常見的情形，就是將他人公司名稱註冊為商標，或使用他人商標中的文字來登記為公司名稱等。對此，本文認為由於舊商標法並未明確指出其保護法益為何，以致學說和實務所產生之爭議繁多，而作為維護競爭秩序之公平法，也經常代替商標法而成為規範此等不公平競爭行為之主要依據。惟，民國九十二年新修正之商標法，已從「防止混淆誤認」之角度來妥適調和二者關係。故而，此部份之爭議應可回歸商標法之規範，而公平法之適用餘地，將會大幅減少。 有關公司名稱侵害之救濟與責任部分，我國法院通常會在判決主文命行為人「變更公司名稱登記」，以達到排除侵害之效果。至於公平會所做之處分，都只是命行為人停止個別的不當使用公司名稱之行為，從無以職權來撤銷該冒用之公司名稱。此種作法，實難徹底除去侵害。雖有論者認為，個案上可否進一步要求被處分人不得使用其公司名稱，並非公平會所能置喙。但經本文之分析，公平會處以變更公司名稱之作法，應為公平法第四十一條所賦予公平會之權力，公平會若做出此項處分，於法有據，並無違反依法行政之精神。未來，希望公平會對於侵害著名公司名稱之情節重大者，能依公平法第四十一條所賦予之職權做出「命當事人變更公司名稱」之處分，才能達成保護公眾免受混淆誤認，以及有效制止不公平競爭之效果。

行政罰有關處罰法定主義之內涵，包括處罰構成要件、處罰對象與處罰種類等等。長期以來我國行政法學界與實務界對處罰對象此議題的探討卻相當零星，依現行法規及實務運作上，處罰對象並不限於自然人，甚至並非以自然人為主，還包括法人、行政機關、非法人團體及其他尚未定位之組織等等非自然人之部分，然而渠等是否得成為處罰對象，或為什麼可以成為處罰對象？其理由或要件如何判斷？卻付之闕如。特別是在行政罰法公布施行後，其第3條規範之行為人概念所指為何？其定義之內容與現行法之適用有否扞挌？及是否等同處罰對象，均有待究明。而代理人之行為如何評價，私法上之代理制度可否當然沿用？再者，自然人與私法人間處罰選擇的分擔與併罰，如何判斷？有無違反比例原則等問題。甚至複數處罰對象有無競合之問題，及競合時該如何處理？皆屬本論文研究之重點。從而，本論文試著從比較立法例、我國現行法規、學說、實務上之行政法院、行政機關等法律見解，來探究有關行政罰處罰對象的範圍及界定等爭議問題，並試著建構一套解決上述問題的方法，提出研究結果及修法建議。

本文試圖討論的問題乃是在胡塞爾現象學中，「客觀世界」是如何構成的。其問題意識乃是來自於其自身現象學方法的操作後果。在其著作《笛卡爾式的沈思》中，表明了其現象學被批評為「獨我論」的可能，故進而在此《沈思》的第五章中，透過一系列在其現象學中對「他人」的討論，試圖突破自身陷入獨我論框架。其進行的方式主要有兩個步驟：「特殊的主題性懸擱」以及「移情」。而具有「客觀性」的世界便是在「移情」的諸階序上漸次構成的「主體際」世界。而在此諸步驟的討論中，我關注的是「現象學式的獨我自我」到「他人構成」的「初步」關係如何可能。 而對此步驟的可能性討論及解讀，在本文中以舒茲 (A. Schutz)、呂格爾 (P. Ricoeur) 以及李南麟 (Lee Nam-In) 的三篇文獻做為主要對談者。通過舒茲的強力批判、呂格爾往肉身存有的解讀方式，以及李南麟以靜態、發生現象學的途徑試圖解釋胡塞爾被批判的困境，我們可以發現，雖然胡塞爾通過上述兩個步驟所進行的客觀世界構成可能，是無法成功的，但一般稱為「意識哲學」的胡塞爾現象學，其哲學意圖、深度及可能的發展，即已有後續哲學家往「世俗 (mundane)」、「存有論」發展的走向，進而給予我們不管在對胡塞爾自身或後來的哲學發展有更深刻的理解。