台灣經濟發展對外貿易依存度高，專業貿易商扮演極重要的中介角色，於產銷鏈中媒合供給與需求。然隨著全球貿易自由化、新興市場低成本競爭以及科技進步所帶來之資訊透明化，均對台灣專業貿易商之生存空間造成極大的衝擊與威脅，且台灣專業貿易商一直以來缺乏自有品牌，產品的辨識度也不高，致使其面臨被「去中間化」之危機。 本研究根據過去有關自創品牌關鍵成功因素之文獻整理歸納出六個最重要的項目，分別為：研發設計能力、優異的產品品質、可控制之行銷通路、資金與財務控管、高階主管領導與品牌人才、原有業務（OEM、ODM）與自創品牌之平衡。然過去的研究多半著墨於製造商自創品牌，而較少觸及專業貿易商自創品牌的相關論述，故本研究在分析製造商與專業貿易商的異同之後，將製造商自創品牌關鍵成功因素適用於專業貿易商，並將之所產生的問題做一闡述。 以供應鏈整合理論為基礎，本研究建構專業貿易商自創品牌的經營模型，並基於前述六項自創品牌關鍵成功因素，延伸發展出專業貿易商自創品牌所需具備的條件與關鍵成功因素，分別為：創新研發設計、垂直整合、品質控管、保護競爭知識、市場定位與差異化、可控制之行銷通路、資金與財務控管以及高階管理者帶領品牌行銷人才等八項，並藉由個案訪談之方式，研究分析兩個具代表性的個案，以驗證本研究之論述得以適用於專業貿易商自創品牌之經營模式。 / Trading companies are playing important roles in economic development in Taiwan, especially in matching buyer and seller in supply chains. However, liberalization of trade, advancement of technology, keen competition with emerging countries, and lack of own brand marketing lead trading companies in Taiwan to face the crisis of disintermediation. The research is based on six key success factors of manufacturer’s brand, including research & development ability, product quality, marketing channel, capital and financial management, brand marketing human resources and the balance between OEM/ODM and own brand marketing. We are trying to analyze the differences between manufactures and trading companies, and then apply those key success factors to trading companies. According to the theory of supply chain integration, we develop an own brand business model for trading companies in Taiwan. The six key success factors of own brand are adjusted to eight, which are innovative research & development, vertical integration, quality control, protection of intellectual property right, market positioning and differentiation, marketing channel, capital and financial management and brand marketing human resources. Furthermore, we interview two trading companies which have own brand in order to testify that the own brand business model for trading companies can really take into practice.

Studies in medical anthropology and health sociology have shown the intensification of exchanges between Chinese and Western medicine. However, there is a lack of literature exploring this phenomenon from the human communication perspective. To fill this gap, this study aims to analyze patterns and processes taking place during the interaction between Chinese and Western medicine by inquiring into professional identity of the Chinese medical practitioners. To implement this goal, a qualitative exploratory research was conducted in the Yusheng Chinese Medical Clinic, employing the methods of participant observation and interviewing. Drawing on the communication theory of identity and applying positioning as an analytical tool, it was found that professional ideology, adherence to Chinese medical theory, and sociohistorical situatedness were the most salient factors determining positional shifts in the discourses with Western medicine. In some discursive practices, the relationship between the two medical systems was dichotomized. In other ones, it was perceived in terms of partnership or even unification. Accordingly, the complex and dynamic picture of professional identity was captured. The shift from emphases on being a good physician to being a good Chinese medical physician, as well as discrepancies between perceived professional self and enacted professional self, were observed. Based on the findings, this study calls for the discussions on the relevance of the yin-yang mode in interpreting the interaction between Chinese and Western medicine in the context of globalization.

本研究旨在探討國民中小學師傅校長教導課程與校長專業能力之間的關係。除探討國民中小學師傅校長教導課程內涵及其現況，瞭解背景變項在知覺師傅校長教導課程重要性得分的差異情形外，亦分析師傅校長教導課程與校長專業能力指標之相關程度，並探討師傅校長教導課程對校長專業能力的預測情形。 本研究係以台北縣、台北市、宜蘭縣、基隆市四縣市之國民中小學校長、主任、組長為研究對象，以「師傅校長教導課程與校長專業能力指標調查問卷」為工具進行研究，內含基本資料、師傅校長教導課程問卷及校長專業能力指標問卷三部分，具有良好的信度、效度。預試有效樣本137位，以因素分析、積差相關、信度分析，研究預試問卷的信度、效度；正式施測有效樣本536位，分別以描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計方法進行分析，並得到以下數項結論： 一、國民中小學校長、主任、組長在「師傅校長教導課程問卷」的總得分上，屬於中上程度，在各向度之得分中，以「化解衝突」最高；其次依序為「推動校務」、「瞭解學校」、「生涯發展」，最低則是「就任校長」；在「校長專業能力指標問卷」的總得分上，屬於中上程度，在各向度之得分中，以「行政管理」最高；其次依序為「校務發展」、「專業責任」、「公共關係」，最低則是「教學領導」。 二、背景變項中，學校層級及學校所在地在師傅校長教導課程問卷上，均具有顯著差異，性別、職務、服務年資則無顯著差異。 三、師傅校長教導課程問卷得分之低、中、高三組在校長專業能力及各向度上，均有顯著差異；同時，不論在「校長專業能力」或「校長專業能力各向度」的得分上，高分組均顯著優於中、低分組；中分組顯著優於低分組。 四、師傅校長教導課程及其各向度，與校長專業能力及其各向度間呈現出顯著的正相關，亦即知覺師傅校長教導課程之瞭解學校、就任校長、推動校務、化解衝突、生涯發展的重要性愈高，則對知覺校長專業能力之校務發展、行政管理、教學領導、公共關係、專業責任的重要性也愈高。 五、在探討師傅校長教導課程各向度中，以推動校務、化解衝突、瞭解學校及生涯發展四者對校長專業能力之聯合預測力最佳，尤以推動校務最具有預測力。 最後，本研究擬根據上述研究結果進行分析討論，以形成結論及建議，並提供教育行政機關、國民中小學校長及未來相關研究之參考。 關鍵字：認知學徒制、師傅校長、師傅教導、校長專業能力 / The purposes of this study were to explore relationships between principal’s mentoring courses and principals’ professional competence in elementary schools and junior high schools. The fist was to explore the reality of principals’ mentoring courses and principals’ professional competence. Secondary, the researcher also investigated the differences of background variables among principals’ mentoring courses and principals’ professional competence. Thirdly, analyze the relationships among principals’ mentoring courses. Finally, explore predictive power of principals’ mentoring courses on principals' professional competence. This study employed the survey method. The subjects were 536 principals and directors randomly sampled from 48 elementary schools and 32 junior high schools in Taipei City, Taipei County, Yilan County and Keelung City. Data were analyzed by using the method of descriptive and inferential statistics, including Frequencies, t-test, ANOVA, Correlation analysis, and Multiple stepwise regression analysis. The major findings were: 1. There is above average perception for principals’ mentoring courses and principals’ professional competence among the elementary and junior high school principals and directors. 2. Significant difference existed among the school level and school location for principals’ mentoring courses. 3. Significant difference existed among low, middle, and high perception of principals’ mentoring courses for principals' professional competence. 4. Significant positive correlation between principals’ mentoring courses and principals' professional competence. 5. In regression forecast of principals’ mentoring courses to principals' professional competence, especially the variable of school administration impetus the largest predictability. Based on the results of this study, make some suggestions for the educational administration, elementary and junior high school principals and future studies. Keywords: cognitive apprenticeship, mentor, mentoring, principals' professional competence

本研究為「幼稚園園長專業能力及其培育制度之研究」旨在探討幼稚園園長於幼稚園實務現場中所需具備之專業能力，並建構出符合幼稚園園長提升專業能力需求的培育制度。 本研究透過文獻探討，建構園長專業能力及其培育制度之訪談大綱，訪談現場公、私立等四位園長之建議，進而編制成專家調查意見問卷，並參考綜合專家的意見看法後修訂為「幼稚園園長專業能力及其培育制度之研究調查問卷」作為調查工具。再以隨機方式抽取281所公、私立幼稚園為樣本園，請園所裡的園長及其中一位老師填寫問卷，共發出562份問卷，問卷共回收278份，有效問卷為274份，可用率為49%，回收後以平均數與標準差分析、t考驗、變異數分析、積差相關、多元迴歸分析等方法對問卷調查結果進行分析。 以下茲將研究發現及結果說明如下： 壹、研究發現； 一、園長專業能力向度包含「園務發展」、「行政管理」、「教學領導」、「衛生保育」、「公共關係」、「專業責任」六向度。 二、現職園長及幼教師認同園長專業能力此六向度之向度與內容符合園長帶領園所應具備的專業能力。 三、現職園長及幼教師認同此園長培育制度符合培育園長專業能力之需求。 四、園長及教師人口變項與園所背景變項中，園所屬性、園所地區、園所規模、在園長專業能力上有顯著差異，但性別、現任職務、教學年資、園長資歷則無顯著差異。 五、園長及教師人口變項與園所背景變項中，性別、現任職務、園所屬性、園所地區、園所規模、教學年資、園長資歷在園長培育制度上均無顯著差異。 六、園長專業能力在園長培育制度上有顯著差異。 七、園長專業能力在園長培育制度上具有正相關。 八、園長專業能力對園長培育制度具有預測作用。 最後根據研究調查結論，對教育行政機關與培育機關、園長與幼教老師、後 續相關研究提出建議。 / The main purpose of this study was to investigate the professional competence and preparation of kindergarten principal. The study included document analysis, survey method with a questionnaire, survey method with an interview and survey method with several specialists .The purpose of document analysis was aimed to explore the fundamentals of professional competence and preparation of kindergarten principals, and interview 4 principals of public and private of kindergarten. The purpose of survey method with several specialists were aimed to explore the opinions of specialists. Questionnaire of survey based on opinions of kindergarten principals and teachers of public and private about the professional competence and preparation of kindergarten principals. The subjects of the questionnaire included principals and teachers of public and private of kindergarten in Taipei City, Taipei County, Keelung City, Yilan County. Data were analyzed 274 sampling subjects by description statistics, t-test, correlation and ANOVA. Based on the document analysis of the questionnaire, this study finds reaches the following results： 1. The professional competence include six parts: (1) development of kindergarten affairs, (2)administrative management,(3) instructional leadership,(4) hygiene and nursing,(5) public relations,(6) professional responsibility. 2. The sense of principals and teachers of kindergarten was highly agreement of the six professional competence of kindergarten principals . 3.The sense of principals and of kindergarten was highly agreement of the preparation of kindergarten principals . 4.The public and private of kindergarten , area of kindergarten and size of kindergarten had significant difference on kindergarten principals professional competence. But sex and job of principals and teachers , service years of teachers, service years of kindergarten principals, did’t have significant difference on kindergarten principals professional competence. 5. The sex and job of principals and teachers , public and private of kindergarten, area of kindergarten , size of kindergarten, service years of teachers, service years of kindergarten principals, did’t have significant difference on kindergarten principals preparation . 6. The sense of lower, middle and high of kindergarten principal professional competence had significant difference on kindergarten principal preparation . 7. There were positive correlation existed between kindergarten principal professional competence and kindergarten principal preparation . 8. The six parts of kindergarten principal professional competence did promote kindergarten principal reparation . Finally, based on the results, suggestions for educational administration agencies, principals and teacher of kindergarten and future study.

本研究以ECFA政策作為探討之個案，探析主要負責行銷政策的陸委會與經濟部如何運行政策行銷以協助政策的推動，並於過程中面臨到哪些難以解決的限制與問題。研究發現，兩部會透過民調、座談說明會與出席立法院會等方式進行政策調查分析與行銷評估回饋，依靠政策專業與經驗擬定行銷策略並透過廣告文宣、網路資料與活動、公關機制及各式面對面宣傳活動來行銷ECFA。但在過程中，遭遇到組織環境面與分析執行面上的限制，突顯我國政府在進行政策行銷時仍有多項問題有待解決。因此本研究的結論認為，政府於政策行銷時，重點在於（1）提升其行銷論述能力；（2）應對公共資訊傳播的競爭；（3）能揉合政策專業與經驗並學習企業行銷專業能力以建立適合於我國的政策行銷模式。 總體來說，本研究透過政策行銷理論文獻與政府實務政策作為的整理與分析，將應然面與實然面作比較，一方面倡議學界能夠換個角度、集中思考如何建立適合政府政策行銷的模式；一方面也希望透過研究所得替政府挖掘行銷上的問題，並思擬應對方向。

摘 要 本研究旨在瞭解當前臺北市國民中學校長學習領導、教師專業發展及學校效能之現況；分析不同背景變項下，臺北市國民中學校長學習領導、教師專業發展及學校效能之差異與相關情形；探究臺北市國民中學校長學習領導、教師專業發展對於學校效能之預測情形。 本研究採用問卷調查法，並以臺北市公私立國民中學（含完全中學）之教師為研究對象，抽取46所學校，共計回收有效樣本為477份。問卷回收後分別以描述統計、獨立樣本t考驗、單因子變異數分析、積差相關、逐步多元迴歸等統計方法進行分析。根據研究結果將結論分析歸納如下： 一、國民中學教師對於校長學習領導之現況具中高度知覺。 二、國民中學教師對於教師專業發展之現況具高度知覺。 三、國民中學教師對於學校效能之現況具中高度知覺。 四、不同性別、年齡、服務年資、最高學歷與學校規模的國中教師在知覺校長學習領導上有顯著差異。 五、不同年齡與服務年資的國中教師在知覺教師專業發展上有顯著差異。 六、不同性別、現任職務、學校規模與學校性質的國中教師在知覺學校效能上有顯著差異。 七、國中校長學習領導、教師專業發展及學校效能均呈現顯著正相關。 八、校長學習領導、教師專業發展對學校效能具有預測作用；其中以「關注學生學習」向度的預測力最佳。 根據以上結論，提出具體建議，作為教育行政機關、校長、國中教育人員與未來研究之參考。 關鍵字：校長學習領導、教師專業發展、學校效能 / Abstract This study aims to investigate the current circumstances of principals’ learning leadership of junior high schools in Taipei, teacher professional development, and school effectiveness. By analyzing several background variables, the study does research on the differences and relationship among principals’ learning leadership , teacher professional development, and school effectiveness. Besides, it intends to understand the influence of principals’ learning leadership and teacher professional development on the prediction about school effectiveness. The research adopts questionnaire survey. The subjects of the survey are teachers in 46 junior high schools in Taipei, and the study contains 477 effective samples. The data was analyzed through descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The findings based on the results of the research are as follows: 1. The perception of the junior high school teachers toward implementation of principals’ learning leadership is moderately high. 2. The perception of the junior high school teachers toward teacher professional development is high. 3. The perception of the junior high school teachers toward school effectiveness is moderately high. 4. There are significant differences in the perception of principals’ learning leadership in terms of different genders, ages, years of service, academic background ,and the scale of school. 5. There are significant differences in the perception of teacher professional development in terms of different ages, and years of service. 6. There are significant differences in the perception of school effectiveness in terms of different genders, duty, the scale of school, and public/private schools. 7. There is a significant positive correlation among the principals’ learning leadership, teacher professional development, and school effectiveness. 8. The junior high school principals’ learning leadership and teacher professional development have positive direct effect on school effectiveness, and “paying attention to students’ learning” manifests the best prediction. According to the research findings, a few specific suggestions are proposed for the reference of education administrative units, principals, teachers of junior high schools, and research staff engaging in future research. Keywords: principals’ learning leadership, teacher s’ professional development,school effectiveness

隨著資訊科技的快速演進，圖書館員勢必應持續接受專業繼續教育學習新知識與新技能，提升館員本身的資訊素養，與時並進，方能提供讀者更高品質的資訊服務。本研究之目的在於瞭解圖書館員網路繼續教育課程發展的概況，並針對我國圖書館員進行「圖書資訊選擇與採訪概論」網路繼續教育課程的設計與評鑑，藉此瞭解利用網路教學方式進行圖書館員繼續教育的成效。 本研究首先針對相關文獻進行探討，其次採用問卷調查法、準實驗法、訪談法等三種研究方法進行進研究，獲得能力本位教育課程設計與評鑑的原理，以擬訂的圖書資訊選擇與採訪能力清單作為發展教學目標，設計與發展「圖書資訊選擇與採訪概論」能力本位圖書館員網路繼續教育課程。本研究進行之評鑑包含學習者能力評鑑以及課程評鑑兩部分，採用觀察法、深度訪談法、以及問卷調查法。 本研究於民國94年1月13日至94年3月8日，以能力本位教育原則發展「圖書資訊選擇與採訪概論」網路繼續教育課程共5個單元。本研究進行之評鑑分為學習者的學習評量與課程的評鑑兩部分。學習者學習評量的進行包括各單元學習評量、課程討論之參與以及學習記錄表分析等方法。學習評量分析的結果發現，未達標準者有2位，其主要影響原因為作業缺繳所導致。 本研究利用編製的「圖書資訊選擇與採訪課程意見調查表」獲得學員對本課程能力的看法以及學習者自評的學習成效。本研究之調查實施時間為民國94年3月15日發送問卷，民國94年3月28日截止回收，發出問卷8份，收回問卷8份，有效問卷為8份。 問卷結果分析顯示：(1)學習者對能力的看法多表同意；(2)學習者對於課程整體設計以及各單元內容設計多表同意；(3)比較上課前後問卷調查之結果得知學員對於能力的增進皆表示同意；(4)針對上過課程後是否有助於學習者具備設定之能力也多表同意。 本研究於實驗課程結束後，利用編製的「圖書資訊選擇與採訪概論課程意見訪談單」與兩位參與課程的學員進行課程評鑑。訪談內容包括：能力本位教育、課程及教材、以及網路教學三部分。 訪談結果分析顯示：(1)課程設計能否與工作環境、工作經驗、以及專業能力需求結合，會直接影響學習者的學習成效；(2)課程教材真實情境的畫面、圖片或影片結合，將更有助於學習內容的吸收和理解；(3)網路繼續教育課程參與與否要視課程主題內容是否與其工作業務相關，以及是否屬於實務性的主題內容而論；(4)受訪者表示相較於同步網路教學，即時語音通訊可以表達訊息中所摻雜的情感；(5)相較於傳統教室教學模式，傳統課堂上課仍具有其優勢之處，包括專心程度、熟悉程度以及即時互動性；(6)成績或是學習認證的壓力，會促進學習者想辦法與其他學習者互動熟悉彼此，以便進行合作學習。但要在短時間內培養學員彼此默契是有困難的。 本論文總結提出之結論包括：(1)能力本位教育的理論與應用；(2)網路教學的特質與理論；(3)能力本位圖書館員的網路繼續教育課程設計；以及(4)圖書館員網路繼續教育課程的評鑑。 / This study mainly discusses developing and evaluating a web-based continuing education course for librarians with competency–based education approach. It covers four main goals as follows, firstly, to investigate the characteristics and theories of web-based instruction; secondly, to explore the theories and applications of the competency-based education; thirdly, to design a web-based continuing education course for librarians with competency–based education approach; finally to develop a continuing education competency assessment model which is integrated into above web-based continuing education course. This study was conducted by literature review, quasi-experimental method, questionnaire survey, to obtain the theorem of designing a web-based continuing education course for librarians with competency–based education approach. In order to evaluate the web course and the students’ competency, this study uses the summative evaluation and student’s learning outcomes assessment with fix methods of questionnaire survey and in-depth interviews. After the web-based continuing education course was finished, the questionnaires were distributed to students after they took the web-based course. At of the 8 surveyed questionnaires of 8 students in the web course, 8 responded and 8 validated. The overall findings were highly consistent with the students’ viewpoints to the web-based continuing education course. Besides, most of them agreed this web-based was useful and valuable for their working. More discussion and suggestions were made in the in-depth interviews. Hopefully, the study findings are expected to drive the competency-based education approach in designing and development a formal web-based continuing education course for librarians in Taiwan in the future.

全民健康保險自1995年在台灣實施以來，從設立之初面臨整合困境，到近年來因應健保財務的收支平衡及社會保險財政收入公平性規劃，而於2013年通過了改良版二代健保規劃(補充保費)，此意謂著台灣健保也面臨了一般社會保險財務沉重負擔的必然困境，同時也讓主管的衛生機關對於醫療給付的支出更限縮、管制更加嚴格。 注重醫療服務品質、衡平健保財務規劃及醫事服務機構的合理費用支付等三者平衡皆是健康保險制度能夠長久維持的重大元素。然而在總額支付制度之嚴格管制財務規劃下，雖然在名義上，健保局將醫療費用審查委託總額受託團體辦理，但受託單位角色上仍扮演行政協助角色，但健保局仍負責所有審查人員聘任、解僱、及最後審查裁量決定權，最後由健保局執行之行政程序將醫療費用支付給予醫事服務機構。 在當前醫療服務費用審查制度下，招致眾多醫療機構及醫事人員批評審查不公、惡意核刪(viciousness payment subtraction)、欠缺公民參與之黑箱審查等聲浪。細究此指摘聲浪並非空穴來風，實務上仍不免有許多謬誤醫療費用核刪、不確定法律概念(indefinite law concept)及侵犯醫事服務機構及相關醫事人員之財產權、工作權及醫療專業自主權之疑慮。 本文嘗試探討醫療費用審查之法律關係及支付制度角色，並解析目前眾多謬誤醫療費用核刪的法律明確性(principle of clarity and definiteness of law)違反、欠缺法源依據及判斷餘地瑕疵(discretion flaws)。並提出審查機制調整建議，建議將醫療費用審查制度交由公正第三人團體獨立化、專業化、減少爭議審議案件發生及爭審會行政負擔、促進公正審查(impartial review)、公開透明及避免醫療品質快速崩壞。

本研究的目的，是希望透過理論的研究與實證的調查，從領導管理層面來瞭解社會褔 利服務機構主管之領導方式與服務人員工作滿足的情形，以提供社會褔利服務機構有 效運用領導方式、提昇服務人員工作滿足及工作績效的參考準則，並作為未來研究者 的參考。 本研究係依權變領導之理論架構，針對台北市社會褔利服務機構之範圍進行實證研究 。利用問卷調查法，經由統計分析，以次數分配、百分比、變異數分析、皮爾遜積差 相關、迴歸分析等統計技術，探討社會褔利服務機構主管之領導方式與其服務人員工 作滿足之間的關係。 研究結果顯示，約有三分之二的服務人員對其目前的工作感到滿意，其主要原因係對 工作本身感興趣；另約有三分之一強的服務人員對目前的工作不滿意，其主要原因係 該工作缺乏昇遷及發展機會。另外，研究支持了領導方式與工作滿足之間具有高度顯 著性差異的存在；組織結構特性與工作滿足之間亦具有顯著性差異；而服務人員之個 人特性與工作滿足之間則無顯著性差異存在。再就工作滿足之解釋力與影響力最大的 是領導方式變項，即主管之領導方式體恤程度高者，部屬之工作滿足程度愈高。 根據研究結果，分別對社會褔利服務機構之主管、機構本身及社會工作專業教育等方 面提出建議，希望對提昇社會服務機構服務人員之工作滿足有所貢獻。

本研究主要在探討我國會計師的專業知覺與律師及醫師之間有無差異，並試圖了解專 業知覺的高低與性別、年齡、教育程度等人口統計變項以及所得、執業年數、服務機 構規模等變數之間的關係。 於文獻探討中，本研究除介紹專業知覺方面的觀念外，並彙述我國會計師、律師、以 及醫師三個專業的發展現況。 本研究建立一個專知覺量表，包含工作自主、專業承諾、同業自律、服務信念、以及 以同業 為主要資訊來源團體等五個分量表，以作為實證研究的工具之一。 本研究經以台北市會計師公會、律師公會、以及醫師公會的會員為對象，寄發問卷， 以所得樣本進行單因子變異數分析，探討這三個專業在專業知覺上有無差異，並討論 影響專業知覺的各項變數。