根據2011年統計資料，我國服務業生產毛額占整體國內生產毛額（GDP）比重從1981年的49.99％增長至2011年的65.50％（統計資訊網，2012），由此可見服務業已成為台灣未來經濟成長的主要關鍵。隨著各種服務的興起，吾人不能再以製造業的思維來看服務業的經營管理，業者必須強化自己的知識並不斷地進行創新，才能擁有競爭優勢。 創新的基礎在於知識，然而以往有關知識管理和服務創新的論文，大多只單獨研究知識管理或者服務創新的部分，即使有探討兩者的關聯性者又多為量化研究，內容上並無具體作為的論述。基於上述的研究缺口，本研究採取質性多重個案研究法，選擇四家在服務創新方面具有優越成效的服務業者進行深入的研究，探討其知識管理活動和服務創新作為，以及其知識管理活動對服務創新的影響。 本研究所得到的結論如下： 1.服務業者在服務創新相關之知識創造與擴散上會採用電子匯集平台、正式會議、口頭、師徒制、個案分享等多元方式。 2.服務業者進行服務創新時，會以人員、文件和物件等三種方式儲存知識，且會考量知識的品質、完整性和即時性，決定是否成立專職機構來蓄積和整合知識。 3.服務業者在服務創新相關之知識加值上會將累積的知識應用到其他服務上。在知識保護上則會使用權限和密碼的方式，並考量知識的機密性程度來決定是否使用統一監控的方式來管理。 4.服務業者擁有許多創新的來源，其內部會設置創新提案系統，使員工提出創新的想法。此外，也會根據其服務創新的合作網絡需求，決定與外部商業夥伴合作的頻率。 5.服務業者的組織文化會影響其服務創新的作為，且業者會透過會員工訓練和組織結構改變的方式來回應服務創新的內涵。 6.服務業者的知識建構與取得管道具多元性，且這方面對新服務概念的產生有所影響。同時，持續的知識創造與擴散和有效的知識蓄積與整合，都有助於新服務概念的產生以及高服務品質人員的培育。 7.服務業者因知識的高變動性，使得其知識保護程度的高低並不會影響其服務創新產生的頻率。 本論文最後提出本研究的學術貢獻、實務建議與後續研究之建議，使本研究更為完整。 / According to the National Statistics of Taiwan in 2011, Taiwan’s production in service industry was 49.99％ in 1981 and rose to 65.50% in 2011, which shows that the service industry plays a decisive role in Taiwan economic growth. Service industry should have its own knowledge management and innovation in order to create its own competitiveness. Most of the former studies of knowledge management and service innovation focus on single case or High-Tech industry. The past studies of the relationship between two of them are almost quantitative research. Due to the research gap, this research adopts the qualitative method and selects four service companies which are famous for their service innovations. This research explores the knowledge management activities and service innovation in these four companies, and aims to find the relationship between them.The conclusions of this research are listed bellow： 1.The general methods of knowledge creation and diffusion are electronic platform, formal meetings, oral, mentoring, and case sharing. 2.Service companies store knowledge in three way：personnel, documents and objects. 3.The same knowledge of operation can be used in different services. The common way of knowledge protection is password. 4.Customers are important source of innovation. The service companies set up the innovative proposal systems to allow employees to bring up innovative ideas. 5.The companies’ culture has a high degree of support for service innovation. The training of staff and the structure of organization are changed due to the service innovation. 6.The construction and acquisition of knowledge have impacts on new service concepts. 7.The creation, diffusion, accumulation, and integration of knowledge contribute to the generation of new service concepts and new delivery system：Personnel. 8.The extent of protection on knowledge doesn’t affect the generation of new service concepts.

No description available.

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

University of Macau / Faculty of Education

區域技術創新能力是展現區域將知識轉化為經濟的能力，是區域競爭力的重要內容。由於區域創新能力是造成中國各區域經濟發展差距的主要原因之一。本研究採用中國之上市公司為研究對象，探討公司創新活動的揭露與中國各省（自治區、直轄市）創新能力對分析師預測行為及分析師預測跟隨人數之影響。由三個面向檢視區域創新能力：研究與試驗發展全時人員當量增長率(REGTH)、政府研發投入占GDP比例(GIGDP)、每百萬人平均發明專利授權數(AVPAT)。研究結果發現創新活動揭露越多之公司，分析師之預測誤差程度越低、分析師之離散度越高且能吸引越多分析師對公司做預測。區域創新能力指標REGTH越高地區，分析師預測跟隨人數越少；區域創新能力指標GIGDP越高地區，分析師之預測誤差程度越低、分析師之離散度越低、分析師預測跟隨人數越少；區域創新能力指標AVPAT越高地區，分析師之預測誤差程度越低、分析師之離散度越低、分析師預測跟隨人數越多。 / Regional innovation capability is an important competitive ability to improve the economic development in China. Using a sample of Chinese listed companies, this study investigates the extent to which innovation disclosure at the company level and regional innovation capabilities affect analysts’ forecast characteristics in terms of forecast error, and forecast dispersion, and the number of analysts’ following. The indicators of regional innovation capabilities are the growth rate of R&D full-time equivalent personnel (REGTH), regional government's investment in R&D per GDP (GIGDP), and average of innovation patent authorized per millions of people in one region (AVPAT). The results indicate that firms with more innovation disclosures improve analysts’ forecast error, and regions with higher GIGDP and AVPAT also improve analysts’ forecast error. For firms with more innovation disclosures increase analysts’ forecast dispersion, and for regions with lower GIGDP and AVPAT increase analysts’ forecast dispersion. I also find firms with more innovation disclosures attract more analysts’ following, and regions with higher REGTH and GIGDP have less analysts’ following, while regions with higher AVPAT attract more analysts’ following.

No description available.

本研究旨在探討各種不同種類網路閱讀活動對不同程度學生的回應，進而研究受試者對不同種類網路學習活動對於英文閱讀能力的實際影響。 本研究的實驗對象是十七位台北市信義區一所職業學校的高一學生。在研究初期，研究者以北市職校全民英檢考題之閱讀能力部分測試學生並將他們分出高、中、低三種程度，繼而讓學生接受為期將近四個月不同種類網路閱讀活動訓練。實驗過程中，每項活動後均以各種不同簡單的讀後測驗、練習、筆記或作業來檢視學生利用網路培養閱讀能力之可行性。在學期近結束前，再以另一份北市職校全民英檢考題之閱讀能力測驗題作為本實驗的後測。研究是藉由背景問卷調查以及回饋問卷調查中瞭解不同種類網路閱讀活動對於學生之影響。 本研究採用質與量的分析方法。質的分析涵蓋：（一）實驗對象對於不同種類網路閱讀活動的回應﹔（二）實驗對象應用網路學習對於英文閱讀及網路技巧的影響。量的分析根據SPSS來統計：前後測數值的差異。 根據以上的研究結果發現：（一）學生對於本研究所採用的四種網路閱讀活動（兒童英語學習、網路字彙查詢、網路資料搜尋與設計—WebQuest、教學式的網路會議）感到有趣，尤其是教學式的網路會議﹔（二）網路閱讀活動引起學生主動使用各種不同網路工具來解讀文章內容及找尋有益的英語學習網站﹔（三）經過訓練後，教學成效方面，以高等程度學生進步最多，中等學生次之，低程度學生幾乎看不出進 步。最後，本研究提出一些英文教學上之建議：（一）應選擇有趣、有幫助的網路閱讀活動提升學生的閱讀興趣與閱讀理解能力﹔（二）應藉由網路字典所提供的快速搜尋功能輔助學生找回閱讀英文的信心﹔（三）應盡量利用課後網路閱讀活動，如改良式的網路會議，以提升同儕及師生間的互動並培養自學習慣。希望本研究能提供目前台灣職業學校教師及學生在閱讀教學與學習方面一些啟示與方向。 / This research aims mainly at the effect of different types of web-based reading tasks on different levels of students’ English reading comprehension ability, reading attitude, and motivation. Seventeen vocational high school students were involved in this research. All the participants were given the TVHSGEPT (Taipei Vocational High School General English Proficiency Test) as a pre-test in the beginning of the first semester of the 2005 school year. The participants were then categorized into three proficiency levels—high, middle, and low—based on the scores of the test result. A less than four-month Web-based reading program was then introduced to the participants. During this process, every task was examined through tests, exercises, note taking, or homework to understand the practicality of using web-based tasks to cultivate students’ reading ability. At the end of the semester, another TVHSGEPT was given to the participants as a post-test. However, the research chiefly used background and feedback questionnaires to understand the effects of different web-based reading tasks on the participants. This research adopted both qualitative and quantitative analyses. The qualitative analysis consisted of (1) the students’ responses to different types of web-based reading tasks and (2) the improvement of the participants’ English learning and computer and Web-use skills. By executing SPSS program, the quantitative analysis included the difference of statistical values between the pre-test and post-test. According to the findings, first, the students were interested in the four types of web-based reading tasks (online children’s reading websites, online dictionaries, WebQuest, and modified web conferencing). Second, the web-based reading tasks helped the students to actively find different web-based tools to comprehend reading content and search for new and helpful English-learning websites automatically. Third, high-proficiency students gained the most, then middle-proficiency students; the low-achievers showed very little obvious progress. This research offers some suggestions: first, teachers may select interesting and helpful web-based reading tasks to enhance students’ interest and reading comprehension. Second, through the use of online dictionaries with their quick search functions, students can regain their confidence in learning English. Third, after-school web-based reading tasks such as modified web-conferencing are a good motivator; they also help in cultivating cooperation and relationships among peers and between the teacher and students. In conclusion, this research offers pedagogical implications for vocational high school English teachers who are considering using web-based reading tasks and effective teaching strategies.

東南亞海域的海洋運輸在亞太地區經濟成長上扮演相當重要的角色。一旦海上環境遭受猛烈恐怖襲擊，全球的船運和貿易活動立即會受到嚴重的影響。尤其是麻六甲海峽的特殊地理環境，讓恐怖份子很容易在良好策劃下，完成海上恐怖攻擊活動。後續該地區的保險金額將會高得驚人，造成整個東南亞地區的海運、亞洲地區的貿易、全球經濟的成長都會受到波及。這也正是為何執恐怖世界牛耳的「蓋達」組織正在積極組建「海軍」，對海上恐怖攻擊展現高度興趣的主要原因。近幾年來東南亞海盜有漸趨暴力的傾向，加上「蓋達」組織的阿富汗基地受創，部分幹部落腳於東南亞，更加深人們對於手段殘暴的海盜與海上恐怖主義的聯想。「蓋達」業已投注許多心力發展海上攻擊能力，如果再與東南亞恐怖組織分享研究成果的話，情況勢必更加棘手。 本文特別針對印尼、馬來西亞、新加坡、菲律賓與泰國等五個國家作分析，檢視各國所發生的海上暴力事件以及處理的方式，並且研究各國主政者對於恐怖主義的態度。此外，對於與海上恐怖主義有關聯的東南亞恐怖組織包括「伊斯蘭教祈禱團」、「阿布薩耶夫」、「摩洛伊斯蘭解放陣線」與「摩洛民族解放陣線」等，分析其有無跨界發展的能量與發動海上恐怖攻擊的能力。文中也試著從「東協」及其相關組織以及「聯合國」、「國際海事局」、「國際海事組織」、「亞太經濟合作會議」等全球性的機構分析其面對新興海上恐怖主義活動的回應，進而整理出促進東南亞各國在海上安全維護上更進一步合作的措施。最後針對台灣的海上反恐作一檢視，希望可以從全球海上反恐的努力獲取經驗，與全球反恐接軌，提升國家海上安全的保障。 關鍵字：海上恐怖主義活動、「蓋達」組織、麻六甲海峽、九一一事件、東南亞、海盜。