本研究旨在探討大學應屆畢業商學院女生的生涯不確定對生涯探索造成的影響，包括生涯不確定下，生涯探索的經驗和感受、生涯不確定的影響因素及生涯不確定的類型。研究以質性研究之深度晤談法收集資料，訪問四位大學應屆畢業商學院女生，進行資料類屬分析，主要結果發現有： 一、受訪者的情緒經驗會影響生涯不確定的程度，並進一步影響生涯探索活動的表現；正向認知信念多，生涯不確定的調適能力較好，也較能有積極的生涯態度或行動，生涯探索的障礙感較小，但並不能消除不確定感；而正向因應行為多，較能有效解決生涯探索中的問題與困擾。 二、受訪者的生涯不確定之影響因素，主要來自於興趣、家庭、生涯自我效能感三方面，另受到個人特殊的因素，如宗教信仰和特殊身份等影響。 三、受訪者的生涯不確定之類型主要有「無方向的不確定」、「具體方向的不確定」和「初步方向的不確定」三大類型。 關鍵字：生涯不確定 大學女生 質性研究 深度訪談 類屬分析 / The purpose of this thesis was to study how the career indecision influences the career exploration of senior female in college of commerce. The study conducted in-depth interviews with four senior female from college of commerce and analyzed the collected text data by categorization. The findings are the more positive emotional experiences and cognition will result better adaption in career indecision and more efficient problem solving ability.The major factors of career indecision are interests, family, and career Self-efficacy. There are other special factors like religion and foreign background also influence individual career indecision.There are three main types of career indecision of our four subjects.

農委會為了提升網站服務品質，委託經營「休閒農業服務網」的台灣農業資訊科技發展協會執行整合旗下二十個子網站計畫，同時參加研考會的評獎，並以「政府服務品質獎評獎作業手冊」為依據，評分設計總分1000分，且應分為外部效益550分、內部效益佔150分、流程整合200分及資通訊服務導入100分。 本研究目的是訂定可衡量且相對客觀的網站績效指標，以利後續跨網站整合。透過文獻探討、深度訪談、焦點團體訪談等方式確認目前網站現況及網站重要使用者的建議，並透過AHP（Analytic Hierarchy Process；層級分析法）得到指標權重，最後與執行單位制定可衡量的關鍵績效指標。結果分為四部分。 1. 內部效益指標150分則分為實際改善程度（人力、時間及設備）及三 構面(工作士氣、配合度、協調性提升及題項改善程度)，各佔75分。 2. 外部效益指標550分共有四個構面，權重以括弧表示，依序為資訊品 質（0.34）、服務品質（0.28）、溝通品質（0.20）及系統品質（0.19）。 其中內、外部效益指標是分別透過實際改善程度及問卷評估。而流程 整合及資通訊服務導入則把焦點團體訪談的建議及休閒農業服務網未來想改進的項目彙整，最後以各類全部應改進事項總完成率計分。 3. 流程整合200分總共有十五項待改進項目，由於項目本身評鑑難易有 別，其中九項是透過焦點團體訪談評鑑，其餘六項透過專家審核。 4. 資通訊服務導入100分總共有五項待改進項目，其中四項是透過焦點 團體訪談評鑑，其餘一項透過專家審核。 本研究發展一套流程結合理論與實務，並建置非營利網站關鍵績效指標（KPI - Key Performance Indicators），以作為其他非營利網站或商務網站重要之參考。 / The Council of Agriculture authorizes Taiwan Agriculture Information Technology Association, the management team of EZGO website, to integrate the twenty subsites of EZGO and enhance the website service quality. In addition, EZGO will participate in the evaluation contest held by Research, Development and Evaluation Commission. According to the “Operation Manual of Evaluation of Government’s Service Quality”, evaluation design should include 1,000 points in total, which contains 550 points for the exterior performance indicator, 150 points for the interior performance indicator, 200 points for the process integration and 100 points for the implementation of ICT. (Information Communication and Technology) The objective of this research is to provide EZGO with measurable and objective KPI (Key Performance Indicators) to integrate its subsites. Through the literature review, in-depth interviews and a focus group interview, the current situations of the web portal, its subsites and suggestions from important users are confirmed. After that, the analytic hierarchy process method to calculate the weight of performance indicators is used. Finally, discussion with executing unit is carried out in the research for setting the measurable KPI, which gives the results in four parts as follows: 1. The interior performance indicator includes the level of improvement in cost (i.e. human resources, time and equipment) and three criteria (i.e. improvement of work morale, compliance and coordinance, as well as their sub-items) for 75 points each. 2. The exterior performance indicator includes 4 criteria with weights indicated within the parathesis in sequence of information quality (0.34), service quality (0.28), communication quality (0.20) and system quality (0.19). The interior and exterior performance indicators are evaluated via the evaluation on level of improvement in cost respectively and questionnaire. For the process integration and implementation of ICT, the users’ suggestions from focus group interview and the items to be improved for future EZGO are combined accordingly. Finally, scores are taken via total completion rate of all items to be improved in each category. 3. The process integration contains fifteen items to be improved in total. Owing to the difficulty of assessment, nine items are assessed via the focus group interview and expert’s assessment for the remaining six items. 4. The information communication technology contains five items to be improved in total. Four items are assessed via the focus group interview and expert’s assessment for the remaining one item. This research develops a set of procedures to combine theory and practice, which establishes the KPI for non-profit portals. Such KPI serves as an important reference for other non-profit or e-commerce portals.

本研究透過哈伯瓦克的集體記憶理論作為出發的基礎，觀察三立電視台『福爾摩沙事件簿』節目如何生產與製作記憶，並且分析節目產製的文本內涵。透過產製端與文本端之間的分析與對話，發現電子媒體做為一個歷史的敘事者，生產記憶的作業流程是來自極度有限的經費與時間；更發現影響記憶的形構要素來自於人為偏好的影響力、話題是否具有新聞性、記憶屆滿周年的儀式作用、與影音元素是否充足等外力因素，此外來自媒體外部的政治力量與商業力量也會對於記憶篩選與製作產生影響。透過文本端的探究則發現媒體對於歷史的詮釋過程過於粗暴，簡化了歷史資料的比較與探究繁複的步驟，只以個人片面的價值判斷作為歷史詮釋的憑據，相對造成許多說法失落，此外媒體在有限的工作經費與時間裡，採用粗劣的拼接影像手法完成文本產製，閱聽眾則以媒體重構的記憶版本來理解過去的台灣歷史事件。

本文研究是以軍事全球化的概念(concept)而提出對中國、日本與印度安全戰略的轉變，時間概從2000年開始至2009年為止。由於中日印三國國力的增長，而產生出這三個國家戰略互動關係，當然在競爭與合作兩相步驟中，即產生出顯性與隱性的關係(磨擦或衝突)存在，例如西藏問題、邊界爭議、東亞與南亞地緣爭端、南海孔道與印度洋海權之爭、印巴關係、中印核武問題等，因此在研究本文之前，應先行瞭解軍事全球化的戰略意涵為何？再回顧中日印戰略的轉變與互動關係，並加以探討雙方可能衝突的因子，以及以往歷史的夙怨。本論文研究主要的面向是以中日印關係的演變與發展，但在其中的過程，中國大陸在整個亞洲霸權崛起之後所產生的效應，也是主要的面向，儘管主題是針對中日印戰略關係演變為主，但是影響亞洲區域安全的因素亦為關切的重點。舉凡促成中印安全戰略演變與和平演變的內在思維與外在環境；諸如中日印安全的各項相關的國際關係（中印、日印或者是中日）等，都是本論文所關注的核心。此外，關於印巴衝突及核武競賽、南海能源等問題，亦為探討的子題。 本論文概分六大章，分別為第一章─緒論。第二章─「軍事全球化意義與未來之趨勢」─利用軍事全球化理論來論析其真正義意，以及在當今全球化之後，軍事領域的組織及武器系統未來趨勢與走向。第三章─「中國崛起後的戰略演變」─以現今歷史觀點來看中國在改革開放經濟與軍事崛起之後，所展現的經濟及軍事實力以及戰略佈局。第四章─「日本國家新戰略觀」─著墨於日本在冷戰後時期，其軍事自主能力、美日同盟、防衛省成立之後其軍事政策及戰略轉變的歷程與評估。第五章─「印度崛起對南亞戰略形勢之演變」─印度在南亞崛起的同時，採取多面向戰略來維持勢力，以掌握南亞第一大國的主控權。第六章、「結論」─包括研究發現與心得、策略性建議與願景。

In the first part of the thesis, the researcher intended to describe the complexity of the educational environments in which how teachers practice organizational learning in schools of Shenzhen, mainland China and to examine the effectiveness of organizational learning in those environments. In the second part, the researcher conducted a quantitative survey of high schools as learning organizations in Shenzhen and attempted to distinguish their capabilities of organizational learning. Two kinds of high schools were included in the survey, state-run schools and privately-run schools. / The key characteristic of learning organizations is organizational learning. Organizational learning is also a process to raise the adaptability and the creativity of an organization through a complex system to cope with the challenges arisen from the unpredictable circumstances. Organizational learning is a result of deep collective conversations and dialogues among staff members and a result of self-reflection in a certain cultural context. It not only brings new arrangements in organizational structures, but also changes the school culture and transformation of behavior patterns. Organizational learning is the pre-requisites of surviving and continuous development of the organization. / There were three phases in this study, namely, a pilot study in which a small scale survey were conducted, a main study which included a large scale survey and a case study of four selected schools from the sample in the large scale survey. In the first stage, a pilot study was conducted in order to trial run an instrument which attempted to assess the characteristics of organizational learning of high schools in Shenzhen. After establishing a preliminary framework of organizational learning in schools and an instrument for the study, an attempt was made to assess the capabilities of organizational learning in a greater sample of high schools in Shenzhen. (Abstract shortened by UMI.) / This study has based upon the existing problems that teachers faced in the process of curriculum reform in basic education within mainland China. Under the complexity of the environments in educational reform and school organizational development, this study aims to examine the characteristics of schools as learning organizations in mainland China, especially in Shenzhen, and their relations to educational reforms and sustainable school development. / 張兆芹. / Advisers: Sun-Keung Pang; Nai-Kwai Lo. / Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0470. / Thesis (doctoral)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 331-353). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Zhang Zhaoqin.

黃麗鍔. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 242-254. / Huang Li'e. / Chapter 第一章： --- 問題闡釋 / Chapter 第一節： --- 敎育分權(decentralization) / Chapter 1.1 --- 敎育分權的定義及敎育分權與集權之爭辯 --- p.1 / Chapter 1.2 --- 分權與發展的關係 --- p.6 / Chapter 1.3 --- 政治環境與敎育分權的關係 --- p.8 / Chapter 1.4 --- 中國政治變化與敎育分權 --- p.10 / Chapter 1.5 --- 中國敎育分權的模式 --- p.13 / Chapter 1.6 --- 中國敎育分權的特色 --- p.17 / Chapter 1.7 --- 中國敎育分權之槪況 --- p.19 / Chapter 第二節： --- 權威（authority) / Chapter 2.1 --- 權威之定義 --- p.21 / Chapter 2.2 --- 中國權威的特色 --- p.22 / Chapter 2.3 --- 中共敎育改革與權威的變化 --- p.25 / Chapter 第三節： --- 經濟特區（Special Economic Zone ) / Chapter 3.1 --- 經濟特區的作用 --- p.27 / Chapter 3.2 --- 經濟特區的模式 --- p.29 / Chapter 3.3 --- 深圳特區的特色 --- p.33 / Chapter 3.4 --- 羅湖區發展槪況 --- p.36 / Chapter 3.5 --- 深圳特區的敎育發展方向 --- p.38 / Chapter 3.6 --- 深圳敎育發展槪況 --- p.41 / Chapter 3.7 --- 羅湖區敎育發展槪況 --- p.45 / Chapter 第四節： --- 職業敎育（Vocational Education) / Chapter 4.1 --- 職業敎育的發展 --- p.47 / Chapter 4.2 --- 中國職業敎育的發展 --- p.49 / Chapter 4.3 --- 深圳職業敎育的發展 --- p.53 / Chapter 第五節： --- 主要硏究問題 --- p.56 / Chapter 第二章 --- 文獻回顧 / Chapter 2.1 --- 敎育分權的出現與地方需要的配合 --- p.58 / Chapter 2.2 --- 敎育分權與敎育參與者 --- p.64 / Chapter 2.3 --- 敎育分權與權威關係 --- p.69 / Chapter 2.4 --- 深圳特區敎育之發展 --- p.73 / Chapter 第三章 --- 硏究設計 / Chapter 3.1 --- 硏究目的 --- p.75 / Chapter 3.2 --- 硏究意義 --- p.76 / Chapter 3.3 --- 硏究範圍 --- p.77 / Chapter 3.4 --- 硏究對象 --- p.78 / Chapter 3.5 --- 硏究方法 --- p.80 / Chapter 3.6 --- 硏究過程 --- p.86 / Chapter 3.7 --- 硏究限制 --- p.93 / Chapter 第四章 --- 敎育分權與深圳經濟特區之敎育要求及其發展 / Chapter 5.1 --- 經濟特區對職業敎育的要求 --- p.94 / Chapter 5.2 --- 敎育分權與地方特色 --- p.103 / Chapter 5.3 --- 敎育分權與本地文化 --- p.109 / Chapter 5.4 --- 敎育分權與人才培訓 --- p.112 / Chapter 5.5 --- 小結 --- p.119 / Chapter 第五章 --- 敎育分權與敎育參與者 / Chapter 6.1 --- 深圳特區學校分權情況 --- p.120 / Chapter 6.2 --- 敎師與敎育分權 --- p.130 / Chapter 6.3 --- 敎育分權與家長參與 --- p.146 / Chapter 6.4 --- 聯辦機構與敎育分權 --- p.156 / Chapter 6.5 --- 小結 --- p.168 / Chapter 第六章 --- 敎育分權與權威變化 / Chapter 7.1 --- 特區職業學校在敎育分權下的生存和發展 --- p.170 / Chapter 7.2 --- 敎育分權引起權威問題 --- p.183 / Chapter 7.3 --- 敎育分權對校長及敎師的影響 --- p.188 / Chapter 7.4 --- 校長及敎師權威的建立 --- p.196 / Chapter 7.5 --- 敎育分權所產生的影響 --- p.205 / Chapter 7.6 --- 小結 --- p.208 / Chapter 第七章 --- 敎育分權與深圳特區敎育的發展 / Chapter 8.1 --- 敎育分權在特區敎育發展所扮演的角色 --- p.209 / Chapter 8.2 --- 經濟因素與深圳敎育的發展 --- p.212 / Chapter 8.3 --- 政府推動敎育的角色 --- p.214 / Chapter 8.4 --- 小結 --- p.215 / Chapter 第八章 --- 總論 --- p.216 / 註釋 --- p.224 / 附件《一》 --- p.227 / 附件《二》 --- p.234 / 參考書目 --- p.242

劉淳. / Thesis (doctoral)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 214-228). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Liu Chun.

作者檢視視覺注意力研究發現：對於哪些向度刺激能夠攫取注意力這項爭議，至今尚未圓滿解決。針對這項議題，認知心理家提出三種不同假設：一致性假設主張必須符合個體注意力控制狀態的刺激才能產生攫取效果；差異顯著性假設認為，不論干擾刺激屬於何種注意力控制狀態，只要該刺激之特徵差異達到顯著，即能吸引注意力；而物件檔案假設則認為，涉及新開物件檔案動作的刺激，比涉及修改原有物件檔案內容的刺激，更傾向於展現注意力攫取效果。 本研究結合雙眼像差技術與非突現刺激技術，設計出具有深度與大小變化的逼近刺激。並且利用逼近刺激進行四項實驗，試圖解決上述三種假設間的爭議：實驗一證實，逼近刺激確實具有攫取注意力的效果。實驗二發現突現刺激與逼近刺激兩者會互相干擾。實驗三結果顯示，比背景亮的刺激較傾向於吸引注意力。實驗四則發現：在搜尋亮度獨特刺激的作業中，逼近干擾刺激不會造成影響；但在搜尋逼近刺激的作業中，亮度獨特刺激則會產生干擾。另外，實驗五包括兩個子實驗，主要在探討逼近刺激注意力攫取效果的媒介，結果顯示：深度變化對逼近刺激的注意力攫取效果具有重要貢獻，但也必須在不違反大小變化條件的前提下，逼近刺激才能展現注意力攫取效果。 整合本研究前四項實驗可知：實驗一、三的結果並不支持物件檔案假設。在探討逼近與突現刺激干擾情形的實驗二中，一致性假設獲得合於預測的結果；但在操弄亮度與逼近刺激的實驗四中，卻得不到支持證據。至於顯著性假設，除了實驗二所得結果外，普遍都可獲得支持。然而，顯著性假設仍有修正的必要。作者在文中也提出了顯著性假設的初步修正，以及未來相關研究可能的發展方向。

本研究旨在探討於青少年時期曾經驗父（母）親過世的成人，面對其父（母）親過世的失落事件個人之因應方式，以及失落事件對個人造成的影響和意義是什麼？ 研究採現象學取向的深度訪談方式為研究方法，邀請五位成年人，進行回溯性資料蒐集，並以中心主題及個人描敘文加以分析資料。主要的研究發現如下： 一、失落事件與自我之間存在一個互為背景與圖像的關係。以此一觀點引申，發現失落具有四個內涵：失落感覺的產生來自情境的引發、失落是經驗主體的主動感知、失落是循環不止的質變過程、失落其實是部份自我的失落。 二、失落事件的發生對個人最主要的影響在於，經驗失落的主體之自我概念的改變。其中改變的向度包括自我認同、家庭動力、人際互動及生命觀等四個層面。 三、成功的因應失落來自於經驗主體其自我概念的成功重建。 四、失落的意義在於，個人因與過世父（母）親的關係的中斷，促使經驗失落的主體得以發展新的眼光來看待過去關係中的「自我」。 五、以時間序列的縱觀角度探討失落的因應歷程時，發現個人因應失落的歷程有極高的個殊性，無法歸納出相同的步驟、階段。但在失落感受發生的片刻之間，發現個人在面對其失落感受及現實生活挑戰時，具有極為相似的心理歷程。 最後依據以上的研究發現，提出有關對諮商人員、父母及教育工作者及對未來研究的建議。 / The purpose of this study was to understand coping process, the influence, and the meaning of adults when they were adolescent following parental death. Five interviewees participated this study. Phenomenological deep interview was adopted to collect data. Central themes and essential descriptions were chosen to analyze. The main finding were as follow: 1. The relationship of loss and self was just like figure and ground. There were four implications from this concept such as: 1) loss was induced by the environment 2)loss was an active feeling 3)the meaning of loss was changeable.4) loss came from part of self loss. 2. Facing the event of loss, the most critical influence towards interviewees was the change to his/hers self-concept. Changed aspects included self-indentity, family dynamics, interpersonal dynamics, and vision to life. 3. Successful coping skills mean the self-concept had been successfully reconstructed. 4. The meaning of loss was what could get a new self-concept ideal by the interrupted parental relationship. 5. There were no typical loss coping process among these interviewees. But when loss appears in daily life, there was a similar psychological process. The discussion and suggestion about the develoment of loss counseling were raised at the end the article.

本研究依據國內、外學者對指數股票型基金(ETF)所做之相關研究架構，探討寶滬深300(0061)、恆中國(0080)以及恆香港(0081)分別自2009年8月17日及2009年8月14日上市以來之交易表現，主要實證結果為：一、在追蹤誤差方面，香港聯交所的標智滬深300(2827)和台灣證交所的寶滬深300(0061)、恆中國(0080)及恆香港(0081)之淨資產日報酬平均低於其標的指數日報酬，但均顯著不為零；除寶滬深300(0061)外，其餘3檔ETF追蹤誤差均不大，寶滬深300(0061)在層層之商品關聯架構下，無法有效複製滬深300指數之表現，產生極大的追蹤誤差。二、在折溢價方面，寶滬深300(0061)折價溢價出現比例無顯著不同，就資產淨值減去市價之衡量方式而言，大部分交易情形為-0.3元(溢價)至0.2元(折價)進行交易；恆中國(0080)與恆香港(0081)樣本期間多以折價情形交易，恆中國(0080)折溢價幅度為-5元(溢價)至15元(折價)，恆香港(0081)則以-5元(溢價)至20元(折價)間進行交易，3檔ETF仍存在套利空間。三、在折溢價持續性方面，寶滬深300(0061)、恆中國(0080)以及恆香港(0081)之折溢價情形均持續存在，存續時間為兩日。四、在成交量方面，寶滬深300(0061)平均每日交易量為6,131張，成交量顯著受標的指數市場波動度與淨值市價差額影響；恆中國(0080)與恆香港(0081)日均成交量分別只有154張及21張。此外，迴歸檢定後發現，市場波動度與套利價差會顯著影響恆中國(0080)成交量，恆香港(0081)之成交量則只受套利價差影響。