本研究旨在探討正向心理介入方案對大學生正向心理的影響，以及正向心理介入方案、正向因應策略與主觀幸福感的關係。受試者為國立政治大學的大學生，有效樣本為130人。本研究採問卷調查法，施以情緒溫度計量表、主觀幸福感量表、臺灣憂鬱情緒量表、臺灣正向比量表、臺灣巔峰幸福感量表、靈性幸福感量表、正向因應策略量表及心理資本量表，並蒐集前測與後測資料。資料分析方法包含：成對樣本t檢定、獨立樣本t檢定、單因子變異數分析、內容分析法及結構方程式模型。本研究主要發現如下： 一、在前、後測方面 （一）大學生在「主觀幸福感」、「主觀幸福感」分量表之「社會幸福感」及「情緒幸福感」、「情緒刻度」、「快樂時間」、「持平時間」、「正向因應策略」、「巔峰幸福感」、「巔峰幸福感」分量表之「正向機能」及「正向情緒」、「靈性幸福感」、「靈性幸福感」分量表之「團體靈性幸福感」、「環境靈性幸福感」及「超然靈性幸福感」、「正向比」、「心理資本」、「心理資本」分量表之「復原力」、「希望」及「樂觀」上有顯著差異。 二、在背景變項方面 （一）不同性別大學生在「正向心理介入方案」上有顯著差異。 （二）不同性別大學生在「負向情緒」上有顯著差異。 （三）不同年級大學生在各背景變項上皆無顯著差異。 三、在結構模式方面 （一）正向心理介入方案對正向因應策略有直接正向效果。 （二）正向心理介入方案對主觀幸福感有直接正向效果。 （三）正向因應策略對主觀幸福感有直接正向效果。 　　最後，研究者根據研究結果與討論，針對高等教育及未來研究提出若干建議。 / The main purpose of this study was to explore the positive psychology intervention effects on college students, and also the relationships among positive psychology interventions, positive coping strategies and subjective well-being. The participants included 130 college students sampled from National Chengchi University. The pretest and posttest data were both collected by questionnaires, including the Emotional Thermometer Scale, the Subjective Well-Being Scale, the Taiwan Depression Scale, the Taiwan Positivity Scale, the Taiwan Flourishing Scale, the Spirituality Well-Being Scale, the Positive Coping Scale, and the Psychological Capital Scale. Moreover, the data analysis was based on paired-samples t-test, independent-sample t-test, one-way ANOVA, content analysis method, and SEM. The main results were summarized as follows: About the pretest and posttest: 1.Students were significantly different in the scores of subjective well-being, social well-being, emotional well-being, emotional degree, happy time, balanced time, positive coping strategy, flourishing well-being, positive function, positive emotion, spirituality well-being, group-spirituality well-being, environment-spirituality well-being, super spirituality well-being, positivity, psychological capital, resilience, hope, and optimism. About the background variables: 1. Students with different gender were significantly different in the scores of positive psychology interventions. 2. Students with different gender were significantly different in the scores of negative emotion. 3. Students with different grade were not significantly different in the scores of background variables. About the structural model: 1. Positive psychology interventions had positive influence on positive coping strategy directly. 2. Positive psychology interventions had positive influence on subjective well-being. 3. Positive coping had positive influence on subjective well-being. Based on the results and discussion of this study, directions of higher education and future research were suggested.

近年來我國經濟快速成長，社會趨向於更為開放的環境，隨著國民所得上升，人民智 識水準提高，以及企業家體認社會責任的結果，對於保障經濟生活安全的需求日益迫 切。退休金方案即為提供退休後經濟生活保障之重要利器。政府為促進社會安全，乃 制定勞動基準法，對於勞工退休設有專章規定，以立法強制企業建立退休制度。 退休制 度是否健全，能否依照計劃順利實施，端賴企業之財力支應與調配，退休金方案之合 理安排、政府機關之嚴密監督，以及退休金制度觀念之確立與溝通，才能臻於完善。 本文之目的，係探討退休金方案之規劃與管理，並針對勞動基準去及相關法令加以檢 討，以期作為健全我國退休金制度之參考。 本文擬探討退金方案之規劃與基金之管理，主要內容分為：退休金方案設計決策、退 休基金提撥決策、退休基金管理運用決策等主題，並針對現行勞動基準法及相關法令 之疑義，提出個人見解。最後，根據以上之研討作成結論與建議。

第一章：導論。說明研穹動機、研究目的、研究方法與研究架構。 第二章：資本設備投資決策之意義。說明資本設備之意義，投資決策之意義，影響資 本設備投資決策的重要因素，以及投資決策程序與架構。 第三章：投資決策程序。敘述投資案之提出，發展可行方案，估計現金流量，評估各 方案，挑選最佳方案以及執行與改進。評估過程慮及確定狀況下，不確定狀況，資金 成本、租稅以及通貨膨脹。 第四章：討論與建議。

第一章緒論：說明本論文之研究動機與目的、研究範圍、內容與方法、及研究之程序 。 第二章基本理論文獻回顧：分別探討農業區位理論、農地使用計畫及國外都市有關農 地之發展策略。 第三章為現有農業區發展趨勢及利用之一般的課題分析。包括農地利用課題及行政部 門協調課題。 第四章為農民意願調查結果分析。 第五章為專家學者意見調查分析。 第六章為提出具體之解決辦法，分別提出數個替選方案，進行評估，以為具體辦法之 擬定。 第七章結論與建議。

我國失業率從1996年突破2%以來，一路攀升至2002年5.17%的高峰。政府未償債務餘額佔GDP的比率從1980年代平均8.8%，到2005年為31.9%，時至今日仍在不斷增加中。相較於此，軍公教人員18%優惠存款利率之正當性與妥適性，遂引起社會各界的懷疑與關注。 2005年10月間，前總統陳水扁公開宣示要對軍公教18%優惠存款制度進行改革，主管機關銓敘部與教育部、國防部及行政院人事行政局等相關主管機關組成專案小組，在一次退休金及優惠存款利率18%不作變動之前提下，擬具「公務人員退休所得合理化改革方案」，並訂於2006年2月16日軍公教三類人員同步實施，一時間各大電視節目及平面媒體對此議題廣泛討論，社會大眾正反雙方意見衝突瞬間爆發。本研究透過政策行銷策略4Ps之架構，探討改革方案在一片撻伐聲浪中，如何透過政策行銷來爭取社會大眾以及標的團體的認同。 改革方案從2006年2月16日實施3年以來，社會各界仍有不同意見。考試院於2008年9月4日第11屆考試委員第1次會議作成決議，要求銓敘部檢討。銓敘部在邀集相關主管機關會商後，於2008年10月23日提出處理方案與相關配套措施函送考試院審議；考試院經過3次全院審查會，於2009年4月2日考試院第11屆第29次會議審議通過，新的修正方案將俟公務人員退休法完成修法程序，再據以訂定實施日期，向後生效。筆者依據研究結果，提出本文之研究發現與研究建議，提供主管機關日後從事修正方案之政策行銷參考。同時也企盼政策行銷在承繼企業行銷之概念之餘，能以公共政策之｢公共性｣為出發點，並透過學術與實務的相互呼應與驗證，建立出健全完善且運作良好的政策行銷理論。

研究背景：身體意象困擾為現代女性自我發展之重要議題之一，且為飲食疾患之危險因子，身體意象預防方案因而受到重視，過去方案多注重負向之影響因素。近年來，「正向身體意象」概念發展並重視個體對自己身體的正向感受以及身心調和，但仍欠缺實踐之方法。本研究旨在以動勢場概念發展身體意象預防性介入方案，探討此預防方案提升女大學生對自我身體欣賞、覺察程度，及降低負向身體意象之效果。因研究工具受到中文化限制，本研究之研究一將針對身體意象問卷進行中文化以及信效度檢驗，研究二探討介入方案之療效。 研究方法：研究一採用問卷法，中文化問卷後針對201名女性大學生進行資料搜集，在問卷之信效度檢驗上，採用內部一致性信度、建構效度以及效標關聯效度進行檢驗。研究二招募三組受試者，依次是實驗組（N = 14）、體育課組（N = 15）以及控制組（N = 20），共有49名某國立大學女性大學生參與本研究。實驗組受試者接受每週1次，每次1.5小時，共計8次之團體介入。三組皆採用自陳氏問卷，於介入前、介入後以及三個月追蹤之三個時間點進行資料搜集。 研究發現：本研究中文化問卷大致具有足夠之信效度，可作為測量工具。介入結果顯示相較於體育課組以及控制組，實驗組在身體覺察上於後測以及三個月追蹤皆較前測有顯著之效果。 結論：本研究嘗試以舞蹈治療作為基礎，發展身體意象預防方案，結果可有效提升個體的身體覺察程度，但方案內容仍有待改進之空間。最後，提出本研究限制以及未來研究方向。 / Background: Body image concern is one of the important issues of modern women's self-development, and also the risk factors for eating disorders. Thus body image prevention program has been taken seriously, which, in the past the programs were more emphasized on negative factors. In recent years, the concept of "positive body image" has been developing and emphasizing on one's own positive feelings about individual's body and body-mind attunement, but still lacking of practical and well organized method to put into practice. This study aims to develop a body image prevention program based on the concept of Dongshi, to explore the effectiveness of the improvement of body appreciation and body responsiveness, also the effectiveness to decrease the impact of negative body image. Due to the limitations of the Chinese version research tools, Study 1 of this study will focus on examing the reliability and validity of the Chinese version’s body image questionnaires. Study 2 will explore the effectiveness of the prevention program. Methods: In Study 1, the questionnaires were used to study the data of 201 female college students. On the reliability and the validity of the questionnaires, the internal consistency reliability and construct validity were tested. In Study 2, three groups were recruited as the intervention group (N = 14), the physical education class group (N = 15) and the control group (N = 20), a total of 49 female college students from a national university participated in the study as samples. The intervention group received a weekly intervention, 1.5 hour each time, a total of 8 sessions in group involved. All three groups were collected from the self-reported questionnaire, and data collection from three periods: before the intervention, after the intervention and 3 months follow-up. Result: It is found that the Chinese edition questionnaires in this study are sufficiently reliable and can be used as a measurement tool. The results of the intervention showed that in comparing with the physical education group and the control group, the intervention group had significant effect on the post-test and the three-month follow-up in the body awareness. Conclusion: This study attempts to develop a body image prevention program based on dance therapy. The results can effectively improve the individual's body awareness, but the content of the program still has room for improvement. Finally, the limitations of this study and future directions for research are proposed.

The way the world creates and distributes energy is changing. In 2015 77% of the world’s new power generation installations were either wind or solar PV. These forms of energy are by their nature intermittent – the sun will never shine 24 hours a day. With the rise of these intermittent energy sources, the need to store the energy they create has also risen. Batteries are emerging as a popular choice to solve this problem, with some analysts predicting that by 2024 battery energy storage will reach a scale of 12.5 gigawatts and become an industry with $165 billion in annual revenue. The increase in electric vehicles has caused the average price of lithium-ion batteries to plummet in recent years with expectations of this trend continuing. Managing the energy stored in many, distributed batteries is difficult, but when done right has numerous benefits. This business plan outlines the way Energy Max will provide a software platform to manage battery energy storage. Energy Max plans to sell its software directly to battery energy storage system manufacturers. The company will leverage its connections in Asia in order to focus on potential customers in China and Taiwan. By pursuing this strategy, the company can become a trusted partner to these manufacturers in helping them build a more complete solution to provide end-users. In return for providing the software, customers will be required to pay a one-time integration fee as well as a $15/kWh fee for batteries utilizing the software. This business plans assumes the first year of operations will be spent both building the product and developing Energy Max’s pipeline of future customers. In Year 2 the company will have two customers, but deployment of batteries with the software platform will still be low due to the likely cautious nature of customers. Under a normal growth scenario, the company will grow to Year 5 when Energy Max will attract 18 customers and have its software on 1% of worldwide Li-ion energy storage installations. Following this plan will require $3.5 million of outside funding and positive net income after tax in Year 4.

本研究旨在對於國民小學階段實施英語教學及相關問題進行學理上的尋繹與探究，並以中、韓兩國現任國民小學英語教師為對像，比較分析英語教學法與對學生評量方式之認知與使用程度、教學方法知識之來源，以作為中、韓兩國國民小學英語教學實施上的參考。 為達成研究目的，首先進行相關文獻的探討，包括外語教育之相關理論與實施方法之種類、國民小學英語教學的實施依據、理論基礎與相關研究，探討各種英語教學方法、與國民小學英語教學上所使用之評量方式的研究文獻。其次，以文獻探討為基礎，藉由問卷調查瞭解中、韓兩國現任國民小學英語教師為對像，比較分析英語教學法與對學生評量方式之認知與使用程度、教學方法知識之來源與其幫助程度。本研究依據文獻探討與問卷調查之分析結果，作成以下結論與建議： 一、結論 （一） 中、韓兩國在國民小學低年級中實施英語教學已為相當普及 （二） 中、韓兩國國民小學英語師資，在學科專業知能與教學素養之平衡發展，與良好英語教學經驗之累積方面有待加強 （三） 中、韓兩國現任國民小學英語教師，對現行國民小學英語教學實施方案之認知上，在教學方法與對學生之評量方式方面有待加強，以增進教學效能 （四） 在英語教學法之認知與使用程度方面，中華民國地區與韓國相較之下，多種英語教學法之使用程度較高，認知程度較低 （五） 教師進修等研習活動、同事間經驗的分享，及教師手冊或教學指引對國民小學英語教學上頗有幫助 （六） 在英語教學評量方式，中、韓兩國教師均多使用以聽、說為主之評量方式，少使用以讀、寫為主之評量方式，並且以讀、寫為主之評量方式年級愈低使用程度愈低 （七） 中、韓兩國國民小學英語教師，比學生之學習成果更重視學生的學習過程 二、 對中、韓兩國英語教學之建議 （一） 中、韓兩國國民小學英語教學課程綱要中，妥善擬定低年級之教學目標、教學方法與評量方式 （二） 教育當局妥善擬定短期方案以解決目前師資短缺問題，以及提昇國民小學英語教學品質 （三） 教育當局應妥善研擬長期國小英語師資培育計畫，以培養充裕且學科專業知能與教學素養良好的國民小學英語師資 （四） 教師多利用現有的教學雜誌、刊物與相關資訊網站，或成立英語教師會與利用社區大學之資源，以便獲得相關資訊和協助

服務學習是一個將整個社會資源轉變為學生學習場域的教學方法，它 豐富學生學習的對象、及學習內涵的深度與廣度，也使得學生學習成效從 單純的理論知識提升到全人生命的發展。近年來，眾多學者及專家努力地 傳揚服務學習理念，以及無數教師多年默默地堅持為學生的學習與成長， 甘之如飴的付出心力。因此，當看到教育部能夠重視服務學習、了解其對 學生、學校、及社會可能產生的重大影響力、開始推展服務學習理念時， 相信這群大力鼓吹、或默默推行的先鋒者一定感到非常欣慰與振奮。然 而，更大的責任是將此理念推動到全國高中的教師、學生及家長，並期望 能提供具體與實際的作法說明。 本研究之主要目的，係為了解臺北市各高中推動服務學習的現況與成 效、教師專業知能與自我效能，以及不同之背景變項（人口及學校變項） 對於推動服務學習之困境影響因素與因應。 本研究為達上述之研究目的，採取文獻分析法與問卷調查法進行實證 研究。本研究在問卷調查之外，另行輔以訪談、焦點座談、文件分析等方 式，以補充量化問卷所無法得取之資料。基於此目的，本研究在實施問卷 調查研究後，為使研究更深化，透過半結構式訪談方法、以焦點座談的模 式，邀請臺北市推動服務學習卓有成效的績優學校做深度對話，且輔以纸 筆方式提供各校的推動經驗、規劃理念、執行過程的困境與收穫等。老師、 學生及家長均不吝分享，使本研究更具體展現服務學習方案的實施成果。 本研究之主要發現如下： 一、臺北市高中推動服務學習的現況與實施成效尚可。 二、臺北市高中教師或行政人員對服務學習有正確的認知。 三、教師知覺臺北市高中服務學習之服務知能、自我效能、及困境因應的 成效不同。 四、不同性別教師是影響教師推動服務學習的重要因素。 五、不同學校背景並非影響教師推動服務學習的重要因素。 六、經費、時間及資源不足是推動服務學習的困境 七、服務學習績優學校的共同意象: （一）新思維、新願景、新行動。 （二）品味生活、品質生命、創意生涯。 （三）有活力、具魅力、展光華。 依據文獻探討與統計分析結果，提出本研究之建議如下： ‧ 國 立 政 治 大 學 ‧ Na t i o na l Ch en gc h i U n i v e r s i t y 2 一、對中央主管機關的建議 （一）落實執行服務學習的良善政策。 （二）與高中綜合活動課程作適度的結合。 二、對教育行政主管機關的建議 （一）提供經費挹助及資源支援。 （二）建置服務學習資訊網絡與對話平台。 （三）提供專業進修機會，培訓服務學習種子教師。 （四）結合志願服務法，建立服務學習獎勵政策。 （五）規劃完善的服務學習相關課程。 三、對學校單位的建議 （一）增進社區資源增加與社區（機構）的互動。 （二）加強服務學習之推展且需長時間規劃。 （三）深化教師專業能力、培養教師自我效能及學習統整的教學法。 （四）重視學生的生活主體，結合綜合活動課程實施服務學習教學。 （五）激發學生服務學習動機。 （六）爭取家長的認同及參與，強化支持體系。 四、對後續研究的建議 （一）研究方法方面：質量並重。 （二）研究範圍方面：擴大研究區域。 （三）研究對象方面：擴及家長、學生、社區等之服務者、被服務者及參 與者。 （四）研究領域方面：延長研究時間、增加研究項目、發展研究工具。 （五）研究變項方面：進行質化研究、整合研究變項、向度或層面上加強。 / Service learning is a teaching program that provides students a rich platform of learning that is based not only on the campus but on the entire social resources. Students who participate in this program meet more people as their learning models. They also expand the depth and scope in the knowledge and skills learned. Moreover, students’ learning results indicate that they are more able to lift a simple theory and knowledge into a holistic life development aspect. In recent years, scholars and experts have been putting lots of effort on promoting the service learning concept, not mentioning about the striving of supportive teachers who are always looking upon students’ best interest. Seeing that the government now understands the significant impact of this program to students, schools and even to the entire society and starts to promote this program is no doubt a most encouraging event to its pioneer supporters. However, the task doesn’t just end here. It carries out a bigger responsibility to introduce this program to all the teachers, students and parents in high schools nationwide, and provide them with specific and practical instructions. The objective of this research is to find out the problems and difficulties that eventually affect the promotion of service learning. By obtaining the information of current situations and results from high schools in Taipei City that are now enrolling in this program, this research aims to conclude a solution to those problems. Factors observed in this research also include teacher professional knowledge, self efficiency, and background variables (both population and school). In order to accomplish the abovementioned objective, this research, basing on an empirical study, employs documentary analysis technique and questionnaire survey technique. In addition to questionnaire investigation, the research also adopts techniques like interviews, seminars and document analysis to make up the insufficiency of the quantitative questionnaire. Moreover, in order to deepen the research, well‐performed schools of this program in Taipei city were invited to the interviews and seminars to go through a semi‐structured interview for deeper communication and understanding. Schools were encouraged to share their promotion experiences, concept of planning, problems and gains while implementing this program. The main finding of this research is as below: I. The service learning outcome and current situation of high schools in Taipei are acceptable. II. High school teachers and administrative staffs’ recognition to service learning is fairly good in Taipei. III. Teachers aware that the results of service learning respectively in fields of service knowledge, self efficiency and problem solving are different in high schools in Taipei. IV. Teacher’s gender is an important factor that affects the promotion of service learning. V. Differences school background doesn’t serve as an important factor that affect teachers’ promoting service learning. VI. The problem of insufficient self‐efficiency in promoting service learning is generally observed among high school teachers in Taipei. ‧ 國 立 政 治 大 學 ‧ Na t i o na l Ch en gc h i U n i v e r s i t y VII. Common visions about service learning in well performed schools: a. New thinking, new vision, new action b. Experience life, make life well‐qualified and innovated. c. Energetic, attractive and bright. After documentary discussion and statistic analysis to this research, the suggestions are as below: I. Suggestions to the central government authority: a. Improve the policy in promoting and implementing service learning. b. Make appropriate links in between servicing learning to high school integrated activity learning. II. Suggestions to the government education authority: a. Provide budget and resources support b. Build a website and a communication platform for service learning. c. Offer in‐service training, and train seed teachers of service learning. d. Cooperate with the law of volunteer service, and establish a reward policy on service learning. e. Make good plans for service learning relating courses. III. Suggestions to schools: a. Enhance community resources, and increase the interaction with those community institutions. b. Enhance the promotion of service learning on a long‐time plan base. c. Strengthen teachers’ professional ability. Train teachers for the methodology of self‐efficiency and integration of learning. d. Take account of students’ daily life in order to combine service learning with integrated activity courses. e. Motivate students for service learning. f. Obtain parents’ support and enhance the supporting organizations. IV. Suggestions to further studies: a. Research method: equal emphasis both on quality and quantity. b. Research scope: expand research scope. c. Research subject: expand to include parents, students, service providers, service receivers and all participants in the community. d. Research fields: expand research time, increase research items and develop research tools. e. Research variables: conduct qualitative research; enhance and integrate variable research both vertically and horizontally. Key words: service learning, service learning program, service learning outcomes

University of Macau / Faculty of Education