從1906到1999年間，台灣地區男性出生時平均餘命增加了43.55歲，女性增加了47.63歲，雖然台灣地區平均餘命不斷地在增加，地區間死亡風險的差異情形則未有所改善。本研究以生命表方式計算台灣地區縣市級、鄉鎮級平均餘命，尤以鄉鎮級為研究重心，配合統計地圖的使用以瞭解小地區間死亡風險的差異情形。 在縣市層級方面，男性與女性出生時平均餘命皆以七大都市較高，西部其他地區次之，東部地區的花蓮縣、台東縣最低。各縣市出生時平均餘命的差異，正指出各縣市之間的死亡風險差異甚大，特別是東部地區明顯地比西部地區更處於不利的狀態。 在鄉鎮層級方面，男性與女性各生命階段平均餘命皆呈現出西部地區高、東部地區低的明顯差異，而且平均餘命數值越低的地區其兩性平均餘命的差距也越大，此種現象尤以男性平均餘命越低的地區越為明顯。在空間模式上，男、女平均餘命最高的地區皆以大都市為中心向外擴散至其鄰近地區，平均餘命最低的地區則廣散在山地鄉之間。總的來說，中央山脈兩側的鄉鎮不僅死亡風險較其他地區高、兩性的死亡風險差異大，山地鄉之間的死亡風險結構更是呈現高度的異質性。 關鍵字：鄉鎮市區、死亡風險、平均餘命、性別差異、統計地圖、空間模式。 / Over the twentieth century (1906-1999), the life expectancy at birth in Taiwan has increased 43.55 and 47.63 years for males and females respectively. Undoubtedly, such a dramatic increase in life expectancy is resulted from the improvement of living quality in Taiwan over the past century. Nevertheless, after detailed examination of historical data, it shows that the areal variation in life expectancy over the life cycle is significant and has never diminished. This study, by applying the life table methods and statistical maps, attempts to analyze the areal variation in risks of death at small areas in Taiwan. The data sources for achieving this purpose come from the vital statistics and death-registration- profiles. The research findings show that life expectancies for both males and females are highest in the most-developed urban counties. On the contrary, the life expectancies are lower in rural counties. The gaps in life expectancies at birth between Taipei City and Taitung county reach 11 years and 7 years for males and females respectively. The spatial pattern of variation in life expectancy at the township-level is consistent with the research findings at the county-level. In general, the life expectancies for townships within the central metropolitan area are highest, and then gradually decrease for townships distant from the metropolis center. The life expectancies for both males and females are lowest in the rural-mountain townships. The gap in life expectancies between males and females is also larger in these rural-mountain areas. Finally, the life expectancies for the aboriginal townships are lowest in Taiwan. However, the age profiles for risks of death are heterogeneous in these aboriginal townships. Keywords: life expectancy, life table, statistical maps, spatial pattern

本研究旨在探討我國中學生建立對教師關係時，所使用的人際策略，包括 三種情境; 向教師提出要求時、希望與教師建立良好關係或好印象時，所 使用的向上影響策略，與教師發生不滿或衝突時，所使用的衝突處理策略 ；並探討性別、國高中別、學業成績與中學生對教師所使用的人際策略的 關係。本研究以臺灣地區國中、高中、高職學生為取樣對象，有效樣 本952人（男410人， 女542人）。研究工具包括「提出要求與使用方法」 、「建立良好關係與使用方法」、不滿、衝突與衝突處理方法」與「個人 基本資料」等四部分；統計方法，包括皮爾森積差相關、點二系列相關、 ｔ考驗、單因子與二因子多變項變異數分析、典型相關分析。結果如下： （一）提出要求與使用策略中學生向教師提出的要求，分析後共得八類， 其中最常提出「球類野炊活動」與「減少考試作業」的要求。所使用的策 略共有六種，最常用的是「迂迴訴求」最有效果是「條件交換」，最少用 且認為是最沒效果的是「以退為進」。性別與國高中別在向教師提出要求 時所使用策略上有交互影響。高中女生比國中女生與高中男生常使用影響 策略，且效果更好。學業成綪與使用策略之頻率有顯著差異，但在使用策 略的效果上則無顯著差異。（二）建立良好關係或好印象與使用策略中學 生希望與教師建立良好關係或好印象的類別，共有六類，最希望教師覺得 他是「循規蹈矩」的。所使用的策略共有五種，最常使用「乖巧盡責」， 且效果最佳。最少用且認為效果最差的是「撒嬌討好」。性別與國高中別 在親近關心與認真向上此二種策略之使用頻率上皆有交互影響，且在認真 向上、撒嬌討好與自我表白此三種策略之使用效果上有交互影響。學業成 績不同在乖巧盡責與認真向上策略的使用上有顯著差異。（三）與教師發 生的不滿或衝突與處理策略中學生自我知覺到與教師發生的不滿或衝突類 別，分別有七類，以「不滿教師的教學與處罰」為最多。衝突處理策略共 有五種，最常用的是「忍氣吞聲」，使用效果最佳的是「改過遷善」，最 少用且效果最差的是「委屈無辜」。性別與國高中別在賭氣冷戰、改過遷 善與委屈無辜三種策略之使用頻率上有交互影響，但在策略使用效果上無 顯著差異。學業成績在改過遷善與訴苦力爭策略使用頻率上有顯著差異， 而在改過遷善策略使用效果有顯著差異。

區域發展差異現象一直以來為國家政策所關注，而近年來台灣地區失業率有逐漸上升的趨勢，各縣市之表現亦大相逕庭，顯示各地區存在失業差異現象。過去研究較少以空間觀點觀察失業相關議題，此外，關於區域差異因素對失業率之影響鮮少納入政府規劃因素。因此，本研究以空間自相關分析方法檢測失業是否具有空間相關性及聚集性，並應用長期追蹤資料（panel data）迴歸模型，以人口、產業、所得、都市化程度及政府規劃因素，分析台灣22縣市1988至2008近二十年來各區域差異因素對失業率之影響，藉由實證結果提出相關都市及產業政策之建議。實證結果發現，台灣失業分佈具有一定程度的空間相關性，且高低失業率在各縣市間亦有聚集現象。再者，依固定效果模型實證結果發現人口數、工業及服務業就業者百分比、都市化程度、工業區面積百分比與失業率間呈現顯著正向關係；經濟發展支出百分比與失業率呈現顯著負向關係；區域固定效果，即排除自變數影響下，各縣市本身區域特質對失業率之影響，結果顯示台北縣及桃園縣之係數為負向，南投縣、嘉義縣、台東縣與花蓮縣之係數為正向；時間固定效果方面，大部分年度皆具顯著性，且係數有由負轉正之趨勢，代表特定時間衝擊會對失業率造成影響。 / Differences in regional development have been a focus on national policies. Recently, there is a increasing trend in the unemployment rate in Taiwan, and it also differs from cities and counties, indicating there exists differences in regional unemployment. Previous research rarely combined unemployment issues with spatial perspective. In addition, the effect of regional discrepant factors on the unemployment rate rarely take government planning factors into account. Therefore, this study uses spatial autocorrelation analysis to detect whether unemployment has spatial correlation and aggregation, and applies panel data regression model with population, industry, income, the degree of urbanization, and government planning factors to analyze the effect of regional discrepant factors on the unemployment rate in Taiwan's 22 cities and counties from 1988 to 2008. According to the empirical results, we come up with some urban and industrial policy proposals. Empirical results indicate that the distribution of unemployment in Taiwan has a certain degree of spatial correlation, and high or low unemployment rate also has aggregation among cities and counties. Furthermore, according to the results of the fixed effects model, population, the percentage of industrial and service sector employment, the degree of urbanization, and the percentage of industrial area show a significant positive relationship with unemployment rate. The percentage of expenditures for economic development shows a significant negative relationship with unemployment rate. Region-specific fixed effect, which exclude the influence of independent variables, is the effect of regional characteristics of counties and cities on the unemployment rate. This result shows the coefficient of Taipei County and Taoyuan County is negative, and the coefficient of Nantou County, Chiayi County, Taitung County and Hualien County is positive. As for time-specific fixed effect, almost all years are significant, and the coefficient has the trend from negative to positive, indicating that a particular time impact will affect the unemployment rate.

台灣自1980年代以來，興起了一波波的社會運動風潮，在這樣的歷史脈絡下，族群運動成為其中的一環。客籍菁英有感於自身語言文化所處的不利地位，乃透過社會運動的方式，提出訴求。二十多個年頭過去了，這些運動所造成的後果，可見的部分是官方族群政策的擬定與執行，不可見的部分則在於對於客家族群認同的文化要求。這類的文化期待隱含著血緣與認同的合一性，並且對於「怎麼做才合乎客家族群身份」，也有著本質化的想像。首當其衝的便是面對這些要求的客家年輕人。 　　然而，本文並不預設客家年輕人「天生」就應該有客家認同，或者應該要對客家「建立」認同感，而是以一種社會建構的觀點，試圖去理解已經觀察到的經驗現象：社會中對於客家的文化想像，是如何被建構起來的？而時常被這些客家文化框架要求的後生客家人，作為被框架要求的主體，他們如何去理解自身的客家經驗？透過本研究，我們發現後客運世代的客家人正處於某種歷史現實之中。他們的客家身份或輕或重地對他們的生活產生不等的影響，而他們的客家文化認同，也沿著世代、地域的軸線而產生分歧，然而，他們現階段所面對的客家文化期待，除了是一種同質化的文化要求，同時也是一種強調傳統卻又包含突兀創新的客家建構。這些要求所形成的文化框架，脫離了日常生活的層次，也窄化了人們對於客家的想像。因此，本文認為，唯有對客家抱持著開放性的文化想像，將差異納入思考，對於後生客家人也才能有更為務實的理解。 / There have been a lot of discussions about the ways how “the Hakka” or “Hakkaness” could be or should be understood and performed ever since the Taiwan Hakka Cultural Movement occurred in the late-1980s. It is implied that, with certain cultural imaginations, the Hakka would develop a new form of ethnic identity. Consequently, members of the Hakka people, especially those of the younger generation, have often been required to live a life that meets these imaginations and expectations. 　　This thesis aims to examine the historical-cultural process whereby the identity of “Hakkaness” has been culturally and socially constructed and to explore how the younger Hakka members born after the Hakka Cultural Movement have been interacting with these constructions. A contrast between the lifestyle expected or suggested in accordance with “Hakkaness” on the one hand and the life world experienced by the post-movement generation on the other is highlighted. Regional and generational differences of the “imagined” Hakka communities are discussed as well.

本研究目的是欲探討青少年處理認同議題的方式（即訊息取向、規範取向、散漫-逃避取向等三種認同策略）與適應問題之關係。青少年採用之認同策略與適應問題之關係為何？過去的研究未能獲得一致的結論。本研究認為主要的理由有二：一是測量工具的問題，過去常被研究者採用的測量工具—認同風格量表，僅能測得個體對於認同策略的「偏好」，而忽略了在不同的認同範疇下，青少年可能會採用不同的認同策略，進而影響認同策略與適應的關係；一是理論觀點的問題，過去這方面的研究多是從西方文化的角度切入，而未考量文化差異之影響。這兩點理由反映出，並非某一種認同策略必然對應於特定的適應結果，而是受到「脈絡」的影響。為此，本研究首先界定出青少年階段較為重要的兩種認同範疇：學習範疇與日常活動範疇，並將三種認同策略放在此兩種特定的認同範疇下，以編製新的測量工具—青少年認同策略量表；進而探討在台灣社會文化下，不同認同範疇之認同策略與青少年適應問題之關係。此外，本研究進一步探討青少年的個別差異（包括性別差異與發展階段之不同）如何調節認同策略與適應問題之關係。 本研究選取946位台北地區的國、高中在學生為研究受試，以自陳量表的方式填答背景資料、青少年認同策略量表，與青少年自陳量表（含內、外化問題行為）。男女人數分別為487與459人；國、高中生人數分別為456與490人。研究結果顯示，就整體青少年而言，隨著脈絡之不同，三種認同策略與青少年適應問題之關聯也有所不同。不同於西方文化強調訊息取向的適應價值，在台灣社會文化下，規範取向較有利於青少年適應，訊息取向次之，散漫-逃避取向則不利於青少年適應。認同範疇的不同決定了訊息取向對於適應的影響方向：學習範疇的訊息取向可些微降低適應問題，日常活動範疇的訊息取向則增加適應問題。 青少年在性別與發展階段的異質性則調節了認同策略與適應問題之關係。在性別方面，無論男女，規範取向皆可降低受試的適應問題，散漫-逃避取向則增加適應問題；但只有對男生而言，訊息取向才會顯著影響其適應問題。在發展階段方面，對國中生來說，只有學習範疇的規範取向與散漫-逃避取向影響其適應問題，日常活動範疇的認同策略並不具有影響力。在高中階段，兩種認同範疇的認同策略皆對於適應問題有影響，訊息取向對於適應問題的影響力到高中階段才被凸顯。 本研究結果說明了，有關認青少年同策略之使用與適應問題之關係，需放在脈絡下來探討；不同脈絡下，認同策略可能帶來不同的適應結果。而在特定脈絡下，青少年的個別差異則可調節認同策略與適應問題之關係。根據研究結果，我們進一步從研究者與實務者的角度來討論三種認同策略對於青少年之功能。 / The purpose of this study was to explore the relationship between the ways in which adolescents approach identity issues (i.e. the three identity strategies: information-oriented, norm-oriented, and diffuse/avoidant-oriented) and adjustment problems. The relationship between identity strategies and adolescents adjustment problems has not been consistently replicated. Two reasons were considered: one was the limit of the Identity Style Inventory (ISI), which was extensively used to measure identity strategies. However, ISI could only measure the individuals’ “preference” of specific identity strategy, it ignored that people may use different identity strategies in different contexts. The other reason was the limit of theoretical view. In the past, such research issue was executed by the Western researchers; they didn’t consider the effects of culture differences. Our assumption was that one specific identity strategy will not necessary bring a specific adjustment outcome, but be influenced by “contexts”. For testing this assumption, we first identified two important identity domains in adolescence: learning domain and life-activity domain. Then, the new measurement tool named the Identity Strategy Inventory for Adolescence (ISI-A) was developed which measure three identity strategies in the two identity domains. Then, we used ISI-A to explore the relationship between adolescents’ identity strategies and adjustment problems in Taiwan. Furthermore, we explore how the individual differences (gender difference and different developmental stage) moderate the relationship between identity strategies and adolescent’s adjustment problems. 946 students (487 males, 456 junior high school students) in junior and senior high schools in Taipei were recruited. All students completed questionnaires on personal and family background, ISI-A, and Youth Self-Report Checklist (YSR) which measured externalizing and internalizing problem behaviors. Results indicated that the relationship between identity strategies and adjustment problems is different in different context. Information-oriented was considered the beneficial identity strategy in Western culture, but we found norm-oriented was more beneficial to adolescents’ adjustment than information-oriented. Like the findings in Western culture, we found diffuse/avoidant-oriented was detrimental to adolescents’ adjustment. Different identity domains determine the values of information-oriented. In learning domain, information-oriented was somewhat beneficial to adjustment, but in life-activity domain, information-oriented was detrimental to adjustment. Gender differences and developmental stages in adolescence moderate the relationship between identity strategies and adjustment problems. In the two identity domains, norm-oriented reduce and diffuse/avoidant-oriented increase adolescents’ adjustment problems across different genders, but information-oriented influence only male’s adjustment problems. For junior high school’s students, adjustment problem was influenced by norm- and diffuse/avoidant-oriented in learning domain, but wasn’t by any identity strategies in life-activity domain. For senior high school’s students, however, identity strategies in the two identity domains have effect on adjustment problems. Furthermore, the influence of information-oriented was highlighted in senior high school students. These findings indicate that it’s necessary to consider the relationship between adolescents’ identity strategies and adjustment problems in “contexts”. A specific identity strategy brings to different adjustment outcomes in different context. In a specific context, individual differences in adolescence moderate the relationship between identity strategies and adjustment problems. Based on these findings, we further discussed the three identity strategies’ function from the viewpoint of researcher and practitioner.

隱喻及轉喻被廣泛的使用在日常生活語言中。認知語言學主張：隱喻及轉喻實為人類思想與溝通的中心。因此，語言學習者必須具備覺察及理解用以表示抽象概念的隱喻及轉喻用語的能力。然而，因為語言及文化的顯著差異，第二語言學習者在發展溝通能力時，也應培養譬喻能力。 許多學者提出各式教學方法。現存文獻中，使用以概念引喻為主的教學方式，著重於點出用以對比的兩者間之相對特徵，已獲得實驗證實能提升語言學習者之覺察能力、理解能力、及記憶力。然而此教學方法忽略了語言文化間的差異填補，亦輕忽了轉喻的重要性。另一方面，使用隱喻映射為主的教學方式，能藉由實體映射及知識映射有系統條理的闡述用以對比的兩者間之對照關係，不僅有助於彌補因文化不同而造成的認知差異，亦將轉喻與譬喻視為同等重要。因而以隱喻映射為主的教學方式被認為是具備潛力的教學方法，但仍缺少實證。 本論文旨在以實證方式，研究以概念引喻及以隱喻映射為主的兩種教學方式對於以英語為外語學習者在覺察能力、理解能力、及記憶力之學習成效。共有115位、分別來自一般大學及科技大學之大學一年級學生參與本實驗。參與者分成兩組，分別接受兩種教學方式。實驗分兩週進行：第一週先完成電腦化的譬喻能力測驗之前測，接著進行教學，第二週則進行電腦化的譬喻能力測驗之後測。測驗之結果則經由量化及質化方式進行分析。 實驗結果發現：兩種教學方式均對於參與者在覺察能力、理解能力、及記憶力有正面成效。然而儘接受以隱喻映射為主之教學方式的參與者在覺察能力測驗中獲得顯著進步，特別是對於不包含體驗性描述的轉喻性隱喻及隱喻用語，表現尤佳。至於理解力測驗部分，以隱喻映射為主之教學方式對於解讀含有文化差異性的用語特別有助益。另一方面，相較兩組教學方式的表現成果而言，以隱喻映射為主之教學方式造成參與者的學習成果呈現較一致且穩固的成長。總而言之，以隱喻映射為主之教學方式因為提供了具結構性、系統性及邏輯性的映射過程，而促進學習者較容易覺察包含抽象概念的譬喻用語，克服因文化差異性而造成的理解困難，及獲致較穩固的學習成長。 本研究為以英語為外語學習者在學習譬喻用語—包含隱喻及轉喻—上提供了三點貢獻。其一，透過學習者培養譬喻能力之實驗成果，直接教學方式對於第二語言習得的效益再次獲得證實。其二，本實驗成果顯示：轉喻與隱喻實為密不可分的兩種概念，在教學過程中應把轉喻列為與隱喻一樣重要。其三，學習者的中介語包含了語言的普同性及差異性概念，因此應被視為連續體而非階段性結構；在設計教學教材時，應把此連續體的概念併入考量。總結而言，本實驗的成果不只在應用語言學領域提出見解，亦在第二語言習得領域有所貢獻。 / Metaphor and metonymy, pervasively found in everyday language, has been shown by cognitive linguistic research to lie at the heart of human thought and communication. Thus, ability to notice and comprehend metaphoric and metonymic expressions in expressing abstract concepts is indispensible for language users. However, since languages and cultures vary in a wide array of ways to employ metaphor and metonymy, L2 learners should develop metaphoric competence along with communicative competence. Various methods to develop L2 learners’ metaphoric competence have been proposed. In the extant literature, instruction involving conceptual metaphors (CM), which focuses on correspondences of general traits, has been proved effective in raising learners’ awareness, comprehension, and retention for Hungarian and Dutch EFL learners. Its effectiveness in Chinese speaking context is worth attested empirically. On the other hand, metaphoric mappings, which illustrate both ontological mappings and epistemic mappings of two concepts in more systematic and detailed manners, offer a promising method for EFL language learning. Hence, instruction involving metaphoric mappings (MM) is assumed to be more effective than instruction of CM. The effectiveness of such a method is also worth attested empirically. The present study aimed to test the effects of CM and MM on EFL learners’ awareness, comprehension, and retention of metaphoric and metonymic expressions with empirical evidence from a carefully-designed experiment. Finer-grained analyses on three important issues were provided: first, an in-depth examination of the intricate interaction of metonymy and metaphor as a continuum, and its influences on figurative language learning was conducted. Second, cultural universality and specificity among languages and the different degrees of difficulties for EFL learners in transferring expressions between L2 and L1 were also investigated. Third, whether structural and logical mappings between languages and cultures could assist learners to better grasp abstract concepts was examined. The participants included 115 Taiwanese EFL learners, who were freshmen of a general university and a four-year technological university. The English proficiency of the former group was high-intermediate and that of the latter was low-intermediate. The experiment contained three phases: pre-teaching, teaching and post-teaching. The participants were divided into two sub-groups: one received instruction involving CM, and the other received instruction involving MM. They were asked to complete the computerized metaphoric competence test before and after receiving instructions. The results of the tests were collected and analyzed both quantitatively and qualitatively. The results showed that both instructions could lead to better awareness, comprehension, and retention. However, only the participants of the MM groups performed significantly better in the posttest regarding the Awareness Test, especially in finding metonymic-metaphoric and metaphoric expressions that contained no bodily descriptions, the two categories which were considered the most abstract among the expressions. Regarding the Comprehension Test, MM instruction was found to be especially beneficial for the participants in interpreting expressions involving cultural-specific conceptual metaphors. Moreover, MM instruction resulted in convergent effects in the participants’ performances and led toward relatively more consistent and steady progress. To conclude, MM instruction, with its structural, systematic, and logical mapping processes, was found to be especially helpful in facilitating learners’ awareness of expressions involving more abstract concepts, overcoming difficulties caused by cultural specificity, and leading to longer-term effects on retention. The present study sheds light on the application of metaphor and metonymy to EFL teaching and learning of figurative language in three aspects. First, that explicit instructions on second language acquisition carry beneficial effects is validated for the development of learners’ metaphoric competence in the target language. In addition, metonymy is suggested as equally important as metaphor, and should be included in EFL language learning programs. Moreover, that learners’ interlanguage system is a continuum encompassing expressions with universal and specific cultural characteristics is also validated. Therefore, designs of EFL teaching materials are suggested to take such a continuum into consideration. In brief, the results of the study contribute not only to applied linguistics but also to second language acquisition.

本研究使用「臺灣青少年成長歷程研究」2000年國三樣本第一波學生和家長問卷的資料，探討親子知覺教養方式的差異性，同時了解親子知覺的教養方式與國中生偏差行為之關係，並以子女知覺的教養方式為中介變項。 　　本研究之分析方法為描述性統計、相依樣本變異數分析、結構方程模式等，研究結果顯示：一、最常出現的教養方式為監督教養，最少出現的教養方式則為嚴厲教養；而國中生偏差行為的發生情形不高；二、親子雙方的教養知覺有顯著差異；三、本研究提出親子知覺的教養方式與偏差行為之結構關係模式皆獲得支持，(一)親子知覺監督教養的程度愈高，子女發生偏差行為的情形愈低，而子女知覺的監督教養也具有中介效果；(二)子女知覺嚴厲教養的程度愈高，其發生偏差行為的情形也愈高，而父母知覺的嚴厲教養則完全透過子女知覺的嚴厲教養之中介效果，而影響子女的偏差行為；(三)母子知覺引導式教養的程度愈高，子女發生偏差行為的情形愈低，同時子女知覺的引導式教養也具有中介效果，然而父子部分則皆無顯著影響；(四)親子知覺的一致性教養皆對偏差行為沒有顯著的預測力。據此，本研究提出相關討論與建議。 / This study explored the differences between parental and adolescent perceptions of parenting styles, and examined the relationships between these perceptions and adolescent deviant behaviors. Adolescent perception of parenting styles also played a role of mediated variable. The data come from questionnaires filled out by ninth-grade students and their parents from the Taiwan Youth Project in 2000. Data were analyzed using descriptive statistics, ANOVA of paired samples, and structural equation modeling. The results showed that : 1. The frequency of deviant behavior of junior high school students was low. 2. The frequency of monitoring was the highest, and the frequency of harsh disciplines was the lowest. 3. The differences between parental and adolescent perceptions of parenting styles were significant. 4. The results of confirmatory factor analysis supported the theoretical model of parental and adolescent perceptions of parenting styles and adolescent deviant behaviors. (1) When parents and adolescents perceived more monitoring, the adolescents had less opportunity to engage in deviant behavior. Adolescent perception of monitoring also played an important mediating role. (2) When adolescents perceived more harsh disciplines, they had more opportunity to engage in deviant behavior. Through the mediating effect of adolescent perception of harsh disciplines, parental perception of harsh disciplines had significant effects on adolescent deviant behaviors. (3) When mothers and adolescents perceived more inductive reasoning, the adolescents had less opportunity to engage in deviant behavior. Adolescent perception of inductive reasoning also played an important mediating role. However, paternal and adolescent perceptions of inductive reasoning had no significant effects on adolescent deviant behaviors. (4) Parental and adolescent perceptions of consistency had no significant effects on adolescent deviant behaviors. This study also proposed some relevant suggestions.

本研究旨在探討隨著臺灣的民主化進程，不同年代間的夫妻權力關係所受影響之因素與改變情形，尤其是社會情境（文化脈絡）方面的影響。擬採用家庭決策模式為指標，並根據資源論、交換論與與文化規範的論點，討論個人特質與其所握有的資源對家庭決策模式的影響。焦點包括臺灣的民主化進程會否導致夫妻間共同決定的比例增加？以及夫妻所擁有的資源對影響夫妻權力分配的影響程度，是否隨著臺灣的民主化進程而增加？ 研究者採用「華人家庭動態調查」資料庫中第一年計畫（RI-1999）與第五年計畫（RI-2003）兩筆資料當中有關「家庭決策與支出」的部分進行分析。研究結果發現不論何者皆是以夫妻共同決定的情況為主，隨著時間的變化並未有顯著的增加，甚至略為減少。另外，研究結果顯示隨著臺灣的民主化進程，夫妻所擁有的資源對影響夫妻權力分配的影響程度的確有所增加。根據研究的結果而知，隨著臺灣的民主化進程，教育的普及與兩性平權概念的提升，的確造成夫妻權力間的變化受到相對社經資源影響增加，反而使得共同決策的情形略減。此外，過去一些認為會影響夫妻權力關係的個人特質因素，像是族群的部分，所呈現的結果反而和過去的研究不一致。究竟民主化對於影響夫妻權力關係的其他因素將會帶來何種變化，可做為將來研究的方向。 / The purpose of this research is to understand the power relationship between husbands and wives, including the factors and the transition during 1999-2003 within the process of Taiwan’s democratization, especially the context of culture. Researcher adopts family decision-making as an important index. Base on the resources theory, the exchange theory and the theory of resources in culture context, the main questions of this research are: 1. Does the proportion of family decision-making change? 2. The situation that the more resources one has, the more power in making decision one has would increase. The results are as follows. The proportion of family decision-making does not change significantly, however, the situation that one has more resources would have more power in making decision does increase. Nevertheless, the research tells us that some personal characteristics like one’s ethnic group, do not have the same result as research in past. How will Taiwan’s democratization influence these factors, or change their nature in the process of decision-making? That could be a good research direction in the future.

現有文獻指出在程度差異大班級中的英語教學相關研究傾向將研究重點置於教師遇到的困難以及他們發現可有效解決問題的教學實務方法。少有研究會進一步研究教師的心理層面以解釋這些教學實務方法是如何以及為何被使用在特定教學時機與場域，也因此使他們的研究討論僅流於教學的表層。 為了呈現一個對程度差異大班級中的英語教學較為全面且深入的理解，本研究採用教師敘事、訪談、觀察以及文件分析來研究一教師如何在程度差異大班級中教英語、她在這樣的班級中教英語時抱有什麼教學認知以及她如何發展出這樣的認知。 研究結果顯示此研究對象之教師持有四大教學認知與實務，包括（一）瞭解並同理其學生、（二）使其教學實務多樣化以容納學生的多樣性、（三）將學習標準層級化以照顧學生的多樣性，以及（四）接納有些事情乃是其力所不逮。經分析後，研究者發現這四大教學認知與實務乃是研究對象之教師基於她所持有的廣泛經驗，不論其發生於教室內或外，所進行省思後，構成並再次構成的教學認知與實務。然而，儘管懷有這四大教學認知，研究對象之教師並非總能落實符合其認知的教學實務。事實上，研究者發現研究對象之教師能實施符合其認知之教學實務的程度乃是她個人落實其教學認知的能力與外在教學場域願意提供多大空間予其落實其認知於實務之互動下的結果。 試圖促進在程度差異大班級中的英語教學與研究，本研究向在此種班級中的四大主要族群，包括教師、教師培育者、研究者以及此班級下的其他相關人士提出相關建議。 / A review showed that existing literature on teaching English in multilevel classrooms tends to focus on the difficulties teachers encounter and practices they find to be effective in addressing the problems in teaching such classes (Chen, 2009; Chiang, 2003; Liu, 2004; Maddalena, 2002; Xanthou & Pavlou, 2008). Few studies have probed further to investigate the mental dimension of teaching that accounts for how and why certain practices are adopted in particular periods of class time and specific teaching contexts (Lu, 2011; Teng, 2009), hence rendering the discussions rather superficial touching only the surface of teaching. To present a more holistic and in-depth understanding of teaching large multilevel English classes, the present study drew on a teacher narrative, interviews, observations and document analyses to investigate how the teacher participant taught large multilevel English classes, what cognitions she held in teaching such classes and how she developed such cognitions. The findings revealed that the teacher held four major cognitions and practices in teaching large multilevel English classes, including (1) knowing and empathizing with her students; (2) building variety into teaching practices to accommodate the diversity of students; (3) adding differentiation into criteria to attend to the diversity of students and (4) admitting that things can be beyond her control. The four major cognitions and practices were found to have structured and restructured through the reflection that the teacher undertook on the vast experiences that she had accumulated both inside and outside the classroom. However, despite holding these cognitions, the teacher could not always implemented practices that conformed to her cognitions. In fact, it was found that the extent to which the teacher could implement practices congruent with her cognitions was the interactive result of her internal capacity to find spaces to realize her cognitions and the surrounding teaching contexts’ willingness to allow room for her to put her cognitions into practices. In an attempt to facilitate instruction and research in large multilevel English classrooms, the study yielded implications for four parties working in the relevant contexts, including teachers, teacher educators, stakeholders of teaching contexts other than teachers, and researchers.

不動產估價一般需採比較法、收益法及成本法等三種方法查估。不動產估價最終估值決定須進行協調(reconciliation)，協調的目的係為完成關聯(correlation)之步驟，就各種方法資料之質量及優缺點進行分析。為使不動產估價對於比較法三件買賣實例，及三種方法估值採賦予權重之決定方式提供量化解釋，本文分別建立比較法內部及三種方法外部權重模型。內部權重部分，買賣實例（市場）比較法一般需蒐集數個比較標的，經調整後之試算價格決定比較價格。國外以數學計算式計算實例權重雖已相當普遍，但目前尚無應用特徵效用模式，解讀實例權重形成與比較標的內部條件之關聯。本文以2007年及2008年地價基準地6,435筆買賣實例建構特徵權重模型，發現比較法買賣實例權重受價格型態、交易日期接近性、是否屬近鄰地區、實例差異百分率絕對值加總、實例比較項目修正數、其他兩個實例相對值等自變數影響顯著。 欲探討成本法估值是否與成交價存在差異，以作為外部權重設定之基礎，本文以北部地區986筆交易案例，由估價人員逐筆以成本法估計成本價格，俾與成交價格比較。發現成本價格有高估之系統性偏誤現象，分量迴歸(quantile regression)分析實證認為成本法並未因屋齡較新之建物有較高精度。另發現房地交易價格愈高、建物單價愈高、總樓層數愈高、移轉樓層愈低、建物面積愈小、建築工期愈長及利潤率愈小者；估值差異愈小。 外部權重分為三部分，首先將估價過程中之諸項因子，以分析階層程序法(AHP)專家問卷，彙整各種方法權重因子；其次，基於最適加權平均模式在於使三種方法估值總誤差最小之觀點，經由數學計算方程式建構2,150筆基準地三種方法標準差及相關係數模型以計算權重。第三、為了瞭解比較估值、收益估值與土地開發分析估值之關聯，本文將2,150筆三種估價方式權重建立聯立模型，以三階段最小平方法(3SLS)進行估計。實證模型系統加權解釋力甚高，且三種方式權重之自變數多符合預期並顯著，顯見三種方式之關聯性。 最後，不動產估價仍需考慮一般因素，如金融海嘯對全球金融及房地產市場，其影響力無遠弗屆，最終估值之決定即需考慮市場景氣對最終估值之影響。為探討對於(不)景氣時是否(低)高估？影響(低)高估與否之影響因素為何？本文以2002年至2004年國內某金融機構對房屋貸款20,532件之估值，以二項式邏輯特(Binary Logit)模型分析。實證結果發現於不景氣時期抵押貸款低估機率提高，景氣時期則無高估現象。綜上，本文以權重模式、估值差異及市場景氣影響探討不動產估價最終估值之形成，於權重模型建構及預測上，非如以往文獻僅對估值預測，而係就權重預測。於加權平均應用上，外生變數之迴歸係數可作為權重設定之參考。本文直接探討最終估值形成之權重核心，冀使估價之客觀性及科學化程度提高。 / Real estate appraisal comprises the sales comparison, income, and cost approaches to value in general. The purpose of reconciliation is to complete the procedure of correlation and analyze the qualitative and quantitative strengths and weaknesses of different approach data. In order to assist quantifiable explanation when weighted average for three comparables in the Sales comparison approach and indicated values from three approaches are applied, this paper constructs internal and external weight models respectively. For internal weight model, this paper examines the correlation between weight and internal attributes of 6,345 sales comparables from land value benchmark in 2007 and 2008 adopting the hedonic price model. The outcome shows the price type, the proximity of transaction date, inside the neighborhood area or not, total gross adjustment as %, numbers of adjustments and the attributes of other two comparables considered in one appraisal are significant on the weight of comparables. To explore whether the cost approach causes bias or not, and make it reference for establishment of external weight model, this paper compares the cost value, appraised by valuers applying the cost approach individually, from a sample of 986 transactions of properties sold in 2007 and 2008 in northern Taiwan, to sale price and finds the cost value is higher than sale price on average. It proves that the reliability of the cost approach is comparatively questionable due to its systematic bias of overestimation. With quantile regression, the outcome shows that the precision of cost value won’t increase for newer buildings. In addition, this paper finds the more the total property sales amount, the higher the unit construction fee, the higher building, the lower story, the smaller area, the longer construction years of properties, and the smaller profit rate; the smaller the bias. There are three parts for external weights. First, AHP expert questionare is adopted to combine weight factor from each approach. Secondly, based on the logic that the best way to assign weights on three appraisal approaches is to get the minimum total error, this paper calculates the standard error and correlation indicators from three approaches using 2,150 land value benchmarks. Thirdly, in order to realize the weights correlation among the sales comparison value, income capitalization value and land development analysis value, this paper builds a model based on the three-stage least squares method simultaneous equation (3SLS). The empirical result shows system weighted R2 is high and most attributes on the weights of three indication of value are significant and are consistent with expected sign, which means the model fit is good and how the weights of three methods correlate. Finally, general factor also needs to be considered in real estate appraisal. For instance, financial tsunami exerts powerful influence on financial and real estate market globally, which makes it necessary to consider real estate cylce influence when seeking the final value. In order to discuss whether the appraisal value of mortgage is smaller (greater) or not when the market is bearish (bullish) and the corresponding factors, this paper collects 20,532 mortgage appraisal value from one bank from 2002 to 2004. With Binary Logit model, this paper finds the probability of lower appraisal is greater in bear market. The outcome confirms two hypotheses of this paper. However, overestimation is not confirmed in bull market. To sum up, this thesis researches the formation of final value of real estate appraisal by discussing weight model, appraisal bias and influence of real estate cycle. For weight model construction and forecasting, this dissertation forecasts weight directly, instead of value like most literature focus. The regression coefficients estimated from factors during the procedure of each approach could serve for reference if weighted average is applied reconciling the value conclusion by valuers. By delving into the core issue of value formation, it hopes to elevate the degree the objectivity and science of real estate appraisal.