保險安定基金制度係：設立一基金或法人，當保險人有失卻清償能力或失卻清償能力之虞，致無法履行保險給付責任或負擔契約責任時，由其負擔給付或保護保戶權益之制度。因此，當發生保險公司失卻清償能力之情形，保險安定基金將成為保障保戶權益的最後一道防線，其制度完備與否，至關重大。 本文以我國保險安定基金法制為中心，研究各國關於保險業退場機制之立法例設計，並將之與保險安定基金或其類似制度做一連結探討，如：美國保險安定基金、英國金融服務補償機制，日本支付保證制度等。雖然各國在資金募集與補償方式等方面各有差異，但皆致力於減輕保險公司失卻清償能力對保戶與社會金融秩序所可能造成的損害。本文介紹目前我國保險法規定下之保險安定基金法制架構，並針對現行法可能衍生的問題進行分析討論，如：保險安定基金之功能定位、徵收方式、墊付限額、規模適足性等，最後提出相關建議供立法者與主管機關參考。 / An insurance guaranty fund is set up to cover an insolvent insurer’s financial obligations, within statutory limits, to policyholders, beneficiaries, annuitants, and third-party claimants. The basic purpose of it is to protect policyholders, beneficiaries, annuitants, and third-party claimants against losses which might occur due to an insolvency of an insurer. Consequently, when an insurer is impaired or insolvent, the system is complete or not is quite important. At first, this study researches the insurance insolvency law of Taiwan and other developed countries, such as the United States, the United Kingdom, and Japan. Even if there are many differences in the coverage, statutory limits, and how the funds are assessed, their purposes are the same , that is to reduce the damage might caused by insolvency of an insurer. Moreover, the study focuses on the insurance market stabilization fund law in Taiwan. After discuss the issues and problems which are encountered, the suggestions for resolving such issues and problems are submitted as the conclusion of this study.

本研究旨在探討高中職社區化與學校效能之間的關係。除探討高中職社區化、高中職學校效能之內涵及現況，瞭解教育人員及家長之人口變項及學校背景變項在高中職社區化及學校效能得分的差異情形外，亦分析高中職社區化與學校效能之相關程度，並探討高中職社區化對學校效能的預測情形。 本研究係以竹苗區公私立高中職教育人員及家長為研究對象，以「竹苗區高中職社區化與學校效能之相關研究意見調查問卷」為工具進行研究，內含基本資料，竹苗區高中職社區化意見調查表，高中職學校效能量表三部份。研究工具之信度、效度良好。正式施測有效樣本646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、不同性別的教育人員及家長在高中職社區化的整體認知上，並無顯著差異。就各向度而言，亦不存在顯著差異。 二、「51歲以上」的教育人員及家長在高中職社區化的整體認知上高於其他年齡層。 三、「26年以上」服務年資的教育人員在高中職社區化的整體認知上高於其他年資。 四、「家長會長或代表」在高中職社區化的整體認知上高於其他職務者。 五、不同學校類別不會造成教育人員及家長在高中職社區化整體認知上有差異。 六、「私立學校」的教育人員及家長在高中職社區化整體認知上高於公立學校。 七、不同學校所在地不會造成教育人員及家長在高中職社區化整體認知上有差異。 八、「24班以下」及「51班以上」之學校規模的教育人員及家長在高中職社區化整體認知上高於「25-50班」。 九、男性教育人員或家長對整體學校效能的認知高於女性。 十、「41歲以上」的教育人員或家長對整體學校效能的認知高於「40歲以下」。 十一、「26年以上」服務年資的教育人員在整體學校效能認知上高於其他年資者。 十二、「校長」在整體學校效能的認知上高於其他職務或身份者。 十三、「高中」之教育人員及家長對整體學校效能的認知高於「高職」及「綜合高中」。 十四、「私立學校」之教育人員及家長對整體學校效能的認知高於「公立學校」。 十五、不同學校所在地不會影響教育人員及家長對整體學校效能的認知。 十六、「51班以上」之規模的教育人員及家長對整體學校效能的認知高於「50班以下」。 十七、教育人員與家長在高中職社區化各向度及整體的態度愈佳，則學校效能愈高。 十八、高中職社區化之「資源共享」與「參與支持」二向度對學校效能各向度具有預測力。 十九、高中職社區化之「資源共享」與「參與支持」二向度對整體學校效能具有預測力。 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、高中職教育人員及未來相關研究之參考。 / The purpose of the study is to explore the relationships between Community Senior High School and School Effectiveness. The study aims at four dimensions. The first one is to explore the reality for Community Senior High School and Senior High School Effectiveness. Secondly, the researcher also investigated the differences of school staff and householder’s demographic variables and school’s background variables among Community Senior High School and School Effectiveness. Thirdly, the study analyzes the relationships among Community Senior High School and School Effectiveness. Finally, the study explores the predicative power of Community Senior High School and School Effectiveness. This study employed questionnaires as the method of study. The subjects were 646 educational staff randomly sampled from Senior High Schools and householders in HsinChu and Miaoli area. Data were analyzed using the method of descriptive and inferential statistics, including Frequencies, t-test, ANOVA, Correlation analysis and Multiple stepwise regression analysis. The major findings are as follows: 1. There is no significant difference in overall cognition of Community Senior High School among teachers and parents of different genders. There is also no significant difference among all dimensions. 2. Teachers and parents aged above 51 have better conception of Community Senior High School than other age groups. 3. Teachers who have served for more than 26 years have better understanding of Community Senior High School than those of less than 26 years of service. 4. President and Representative of parent committee have better cognition of Community Senior High School than other school-position groups. 5. There is no significant difference in overall viewpoint of Community Senior High School and Vocational School among teachers and parents at different kinds of schools. 6. Teachers and parents of private high schools have better understanding of Community Senior High School than those of public schools. 7. The location of schools makes no significant difference in the conception of Community Senior High School among teachers and parents. 8. Teachers and parents of the schools having less than 24 classes and more than 51 classes have a better picture of Community Senior High School than those of the schools with 24 to 50 classes. 9. Male teachers and parent have better sense of School Effectiveness than female ones. 10. Teachers and parents aged above 41 have better conception of School Effectiveness than those under 40. 11. Teachers who have served for more than 26 years have better understanding of School Effectiveness than those less than 26 years. 12. The school principal has better cognition of School Effectiveness than the ones of different positions in school. 13. Teachers and parents of senior high schools have better conception of School Effectiveness than those of vocational high schools and of comprehensive high schools. 14. Teachers and parents of private high schools have better understanding of School Effectiveness than those of public schools. 15. The location of schools makes no significant difference in teachers’ and parents’ conception of School Effectiveness. 16. Teachers and parents of the schools with more than 51 classes have a better picture of School Effectiveness than those of the schools with less than 50 classes. 17. The better the attitudes of teachers and parents towards the dimensions of Community Senior High School, the higher the School Effectiveness. 18. The two dimensions, “Resource Sharing” and “Participation and Support,” of Community Senior High School have predicative efficacy for each dimensions of School Effectiveness. 19. The two dimensions, “Resource Sharing” and “Participation and Support,” of Community Senior High School have predicative efficacy for School Effectiveness Based on the result of this study, some suggestions are made for educational administration, the Senior High School and Vocational School staffs and future study.

本研究旨在了解國民中學教師資訊素養與教學效能的關係，主要探討不同背景變項、環境變項之國民中學教師，在資訊素養與教學效能的差異情形。 本研究之研究對象，乃以苗栗縣之公立國民中學教師為主，抽樣18所公立國民小學312位教師，調查結果以平均數、標準差、t 考驗、單因子變異數分析、薛費事後多重比較法、皮爾遜積差相關等統計方法，進行資料處理分析，獲致下列結論： 一、苗栗縣國民中學教師資訊素養與教學效能整體是屬於「中上」程度的表現。 二、苗栗縣國民中學教師資訊素養因教師背景變項不同而有顯著差異。 (1)男性教師在資訊素養上表現高於女性教師 (2)師大學歷的教師在「資訊操作」、「資訊應用整合」，高於一般大學學歷的教師。 (3)主修資訊科系之國中教師高於非資訊本科之國民中學教師。 (4)任教科目是電腦的苗栗縣國民中學教師在「資訊應用整合」、「資訊操作」、「資訊倫理」、「資訊認知」、「整體層面」上的得分都是最高。 (5)資訊研習時數在61小時以上的國民中學教師其資訊素養亦較高。 (6)苗栗縣國民中學教師不同年齡、服務年資、職務及研習項目在資訊素養上沒有明顯差異。 三、苗栗縣國民中學教師教學效能因教師背景變項不同而有顯著差異。 (1)男性教師在教學效能上高於女性教師。 (2)任教科目是電腦的國民中學教師在「教學策略」、「教學技巧與評量」「教學氣氛」、「教學規劃」、「整體上」層面上的得分都是最高。 (3)苗栗縣國民中學教師不同資訊研習時數在「教學策略」、「學技巧與評量」、「教學氣氛」、「教學規劃」、「整體教學效能」層面有顯著的差異存在。 (4)苗栗縣國民中學教師不同資訊研習項目在教學效能上有顯著差異存在。在「整體教學效能」層面，資訊研習項目是網路應用及網頁製作、電腦及多媒體教學製作的國中教師高於資訊研習項目是光碟教學應用及製作的國民中學教師。 (5)苗栗縣國民中學教師不同年齡、學歷、修業科系、服務年資、職務、在「整體教學效能」層面，無顯著差異。 四、苗栗縣國民中學教師資訊素養與教學效能不因教師環境變項不同而有顯著差異。 五、苗栗縣國民中學教師資訊素養與教學效能間有顯著正相關。 基於以上研究結果，本研究針對教育行政單位與未來研究提出建議，以作為教育與研究之參考。 / This research explored the relationship of information literacy and teaching effectiveness, and analyzed the differences of information literacy and teaching effectiveness among junior high school teachers by different background and environment factors. The samples of this study are 312 teachers of 18 junior high schools locating in Miaoli County. The results are analyzed by means, standard deviations, frequency, t-test, one-way ANOVA, pearson’s product-moment correlation, Scheffé method , canonical correlation. The finding were as following : 1.“Upper-high”level performance was found on the whole in relation to the teaching-information literacy and teaching effectiveness of the junior high school teachers of Miaoli County .. 2. Significant differences were found between the background variables of the junior high school teachers of Miaoli County in relation to the teaching-information literacy. 2.1 Male teachers scored higher than female teachers in relation to the teaching-information literacy . 2.2 Teachers graduating from “National Normal Taiwan University” scored higher on “information operation” and “information application” than teachers graduating from other universities . 2.3 Teachers majoring in computer sciences scored higher on information literacy than teachers of not this major. 2.4 Teachers teaching in computer sciences scored higher on information literacy than teachers of teaching other subjects. 2.5 Teachers researching and studying above 61hours scored higher on information literacy than teachers of researching and studying under 20 hours. 2.6 No significant difference was found between age 、teaching experience、duty and the items of researching and studying on information literacy. 3.Significant differences were found between the background variables of the junior high school teachers of Miaoli County in relation to teaching effectiveness. 3.1 Male teachers scored higher than female teachers in relation to teaching effectiveness. 3.2 Teachers teaching in computer sciences scored higher on teaching effectiveness than teachers of teaching other subjects. 3.3 Teachers researching and studying above 61 hours scored higher on teaching effectiveness than teachers of researching and studying under 20 hours. 3.4 Teachers researching and studying items on internet application scored higher 0n teaching effectiveness than teachers of researching and studying other items. 3.5 No significant difference was found between age 、 higher degree、teaching experience、duty and course of majoring on teaching effectiveness 4. No significant difference was found between the environment variables Of the junior high school teachers of Miaoli County in relation to teaching-information literacy and teaching effectiveness. 5. There is a positive correlation between information literacy and teaching effectiveness . These results can be used by education administratives, school principles ,and future research. Keywords：Information literacy；Teaching effectiveness

近年來，由於全球氣候環境異常，隨之也影響國內整體氣候環境之變化，然其現象之產生，可能係因國內能源消費（包含石油消費、煤油消費、天然氣消費等）的使用過度所致。有鑑於此，本研究擬針對能源消費、石油消費、煤油消費與天然氣消費等能源的使用，對國內氣候與空氣污染的影響，故考慮國內整體的主要氣候因子及國內空氣污染指標變數的變動趨勢，對能源消費、石油消費、煤油消費與天然氣消費間的關係。 本研究導入相關分析及多元廻歸等方法，研究解釋變數（包含懸浮微粒、平均每月落塵、二氧化硫含量、空氣中臭氧濃度、溫度、相對濕度、平均降雨量等）對因變數（包含能源消費、石油消費、煤油消費、天然氣消費等）間的關係，其研究結果發現以下幾點：(1)國內的天然氣消費呈現逐年成長之趨勢；(2)能源消費、石油消費、煤油消費與空氣中臭氧濃度有顯著的正向影響關係，亦指能源、石油及煤油等消費的成長相對會影響國內空氣中臭氧的濃度的增加；(3)石油消費的增加會影響懸浮微粒濃度提高。

在去經典化的後現代情境中，大眾小說從低俗、不入流的文本中擢升為熱門的文化研究題材。過去二十年，大眾小說的相關研究不勝枚舉，其方向不外乎是從文化研究的觀點，探討資本主義社會與文本商品化的文化現象以及從結構的內涵中，建構大眾文學的形式與指涉。大眾小說以公式化寫作(formula writing)為主，但類似故事以不同的形式組合與文本相互指涉(intertextuality)的運作，往往帶給讀者創新的感受，將我們從純粹的結構思維拉進入美學層次。本文將針對此美學議題，提出討論，從狹隘的結構與形態論述出發，來分析大眾驚悚小說的美學意涵。 本文選擇了三本美國當代驚悚作家丁.昆士(Dean Koontz)的驚悚小說(thrillers)Watchers, Mr. Murder以及Phantoms，運用Propp在故事形態學(Morphology of the Folktale)一書中所提出的敘述功能(narrative functions)以及戲劇人物(dramatis personae)來分析此小說的敘述形式，指出此敘述功能的複製，並非Koontz小說成功的唯一要素，而是要從形式美學的觀點出發，才能透視其小說的獨特性與大眾性。因此本文進一步使用Santayana在其The Sense of Beauty一書中形式(form)之美學理論來探討文本的美學脈絡。 Propp在Morphology of the Folktale中提出了敘述功能及戲劇人物兩個觀念來分析任何公式寫作的基本架構。敘述功能與戲劇人物的夾雜運用，產生了小說結構的複雜性。從此一形態學的理論出發，來檢視Koontz的驚悚要素，不得不進入美學的討論，才能完整地看出小說吸引人或成為bestsellers的特質。Santayana在The Sense of Beauty中提到美學最重要也是最有特色的問題就是形式美。他解釋並歸納出事物的形式美，存在於 “對稱性(symmetry)”、“單一形式的多樣性” (multiplicity in uniformity)”以及“心靈自然的創造性(the spontaneous creation in mind)”等形式標準。從形態與結構的研究進入美學的範疇，正是本文的主要架構。 本文第一章分析美學的基本論述，從Propp的形態學到Santayana的形式美學作為本論文的理論基礎；第二章討論Watchers中的敘述功能及戲劇人物如何體現對稱性的美學元素；第三章試圖挖掘Mr. Murder裡符合單一形式的多樣性之美學結構及角色設計；第四章則是分析Koontz如何善用心靈自然的創造性來運用類型(types)及想像力(imagination)的結合，幫助塑造Phantoms中的The Ancient Enemy一角；第五章總結本文是如何結合大眾小說的結構研究及美學思維，突破以往驚悚小說的狹隘結構與公式論述，也超越文化研究忽略文本的內在性與美學性，希望透過挖掘驚悚小說的美學價值，來解釋大眾小說的大眾性與美學之間的關係，重新定位驚悚小說的文學地位與小說家Koontz在此文類寫作的獨特性。 / During the recent two decades, the reputation of the popular genre, especially of those popular fictions, has been raised from chintzy stories for the purpose of entertainment to literary or cultural works, attracting great attention from academics. Popular fictions have been studied culturally and structurally to probe into the social phenomena and cultural significance. Known as the formula writings, popular fictions employ the intertextuality and the various combinations of elements used in similar stories to create the freshness for the reading experience, and, by those narrative strategies, elevate themselves into the realm of aesthetics. Here, the noted American thriller writer Dean Koontz’s three novels, Watchers, Mr. Murder, and Phantoms, are brought into discussion. Using Propp’s ideas of 31 narrative functions and the dramatis personae in his Morphology of the Folktale alone with Santayana’s three elements in the beauty of form stated in his The Sense of Beauty, this thesis strives to see through the regular formula writings and uncover their aesthetic uniqueness in these three thrillers. The three elements in terms of the beauty of form discussed here are “symmetry,” “multiplicity in uniformity,” and “the spontaneous creation in mind.” This thesis aims to pinpoint the aesthetic values in popular thrillers, illustrating the relationship between the popularity and aesthetics by morphologically analyzing the finite patterns and structures and aesthetically unspooling the beauty elements in them. It is anticipated to relocate the position of popular thrillers in literature and to redefine Koontz’s status as the master of popular and classical thriller writings

本研究旨在探討國民小學分布式領導對教師賦權增能之影響。本研究採用問卷調查法，抽取桃園縣內56所公立國民小學、656位正式教師為研究調查對象，有效問卷465份。問卷回收後以描述性統計分析、t考驗、單因子變異數分析、逐步多元迴歸分析等統計方法進行資料分析。本研究之主要研究發現歸納如下： 一、國民小學教師知覺分布式領導情況屬「中高程度」，以「分享責任」感受程度最高、「領導實踐」感受程度最低。 二、國民小學教師知覺教師賦權增能情況屬「中高程度」，以「自主性」感受程度最高、「參與決策」感受程度最低。 三、國民小學不同性別、年齡、任教年資、教育程度、現任職務及學校規模的教師所知覺的分布式領導有顯著差異，以男性、41-50歲、任教年資11-15年以上、研究所以上畢業、兼任行政職務、學校規模12班以下之教師感受程度較高。 四、國民小學不同性別、年齡、任教年資、教育程度及現任職務的教師所知覺的教師賦權增能有顯著差異，以男性、41-50歲、任教年資11-15年以上、研究所以上畢業、兼任行政職務之教師感受程度較高。 五、國民小學分布式領導能有效預測教師賦權增能，其中又以「學校文化」此構面的解釋效果最佳。 最後根據上述研究結論，進一步提出相關建議，以提供學校教育人員、教育行政機關及未來研究之參考。 / The main purpose of this study is to research on the influence of distributed leadership on teachers’ empowerment in elementary schools. Using a questionnaire, this study conducts a survey on 656 teachers from 56 public elementary schools in taoyuan county. Among them, 465 valid questionnaires from teachers were compiled. The returned data were analyzed by statistical methods including mean, standard deviation, t-test, one-way ANOVA, and multiple stepwise regression analysis. Our main findings are concluded as follows: 1.Elementary school teachers’ perception of distributed leadership was above average, and “share responsibility ” was highest, and “leadership practice” was lowest. 2.Elementary school teachers’ perception of teachers’ empowerment was above average, and “autonomy” was highest, and “decision making” was lowest. 3.Significant differences were found partly in the elementary school teachers’ perception of distributed leadership, given the consideration of teachers’ demographic variations: sex, age, administrative duties, qualification, service duration and school scale. 4.Significant differences were found partly in the elementary school teachers’ perception of teachers’ empowerment, given the consideration of teachers’ demographic variations: sex, age, administrative duties, qualification, and service duration . 5.Among all dimensions of distributed leadership, the best prediction to teachers’ empowerment is promoting “school culture”. Finally, based on those findings, the study suggests some implications of elementary school teachers, administrative authorities, and further studies as well.

有越來越多的文獻研究提出「聰明錢」存在的證據，證明基金投資人有能力預測未來會賺錢的贏家基金。在這個議題之下，本研究主要探討台灣債券型基金市場裡是否存在「聰明錢」現象。藉由Friesen and Sapp (2007)以及Keswani and Stolin (2008)所使用的研究方法，本研究得以發掘投資人擇時能力在。我們的實證結果發現，基金投資人整體而言沒有呈現顯著擇時能力，因此沒有明確證據支持的「聰明錢」效果的存在。投資人的基金投資績效反而往往受到不佳的擇時決策所影響。此外，即便投資人展現選擇贏家基金的能力，其獲利也往往被不良的賣出決定所侵蝕。而且，挑選贏家基金的能力也似乎是短暫的。另外，研究結果亦指出機構投資人的績效穩定優於散戶投資人，其部分原因是散戶投資人在面對較高的搜尋成本時，傾向於選擇規模較大但費用較高的基金，因此降低其投資報酬率。整體而言，本研究的建議是，在台灣債券型基金市場裡宜採取買進持有的投資策略。

在選定樣本期間1975-2009年下，動能操作策略在日本股市無法獲得顯著正報酬。在三個子樣本期間：1975年-1989年、1990年-1999年以及2000年-2009年下也獲得相同結論，顯示日本股市不存在動能效應。 動能操作策略中的贏家、輸家排序，與公司的財務特性有關。整體而言，輸家股票在平均成交量、平均市值上皆小於贏家股票。另外，動能操作策略在日本股市的月報酬並沒有明顯季節性變化。 本論文比較文獻上提出的三種不同動能操作策略：歷史報酬率法、52週高點法與移動平均比率法在日本股市的績效表現。三者在日本股市皆無法獲得顯著報酬。最後，進行動能操作策略的形成期間分析。在持有期間第11個月至第18個月內，日本股市出現價格反轉情形。根據形成期間歷史報酬率高低，採用前17個月至前12個月的六個月累積歷史報酬率作為選股依據，採取反向操作策略，發現日本股市存在價格反轉現象。 / Momentum strategies do not yield significant positive returns in the Japanese stock market in the sample period (1975 to 2009). In the three sub-periods, 1975 to 1989, 1990 to 1999 and 2000 to 2009, it demonstrates the same conclusion. Momentum effect does not exist in the Japanese stock market. This study shows that the ranking order of winners and losers is associated with financial characteristics of firm. Overall, average trading volume and average market value of losers stocks are both smaller than those of winners stocks. In addition, the monthly return of momentum strategies has no significant seasonal pattern in the Japanese stock market. In this study, we compare the performance of three different momentum strategies: JT’s individual stock momentum, the 52-week high and the moving average ratio in the Japanese stock market. All of three strategies in the Japanese stock market cannot receive significant profits. Final section tests the periodical analysis of momentum strategies. When extending the holding period, we can find that Japanese stock market experiences price reversal from the 11th to 18th months. According to the historical return in formation period, we choose six-month accumulated historical return (17 to 12 months prior to portfolio formation) as the stock selection principle. Under this contrarian strategy, we find that the Japanese stock market has phenomenon of price reversal.

公務人員之訓練應逐步成為陞遷的必要條件，且與國家人才儲備密切配合，始得相得益彰，現行訓練種類多樣，惟部分信度與效度或似不足，難以達成訓練功效，切合機關用人需求。Kirkpatrick所提出的四層次訓練評鑑成效模型，是在評估中最廣為人知的理論，而「評鑑中心」符合其中「行為層次」評鑑所要求的「測量受訓者將所學運用到實際工作的程度」，且鑒於其重要構面「核心職能」的養成，實為近年來我國人事人員培訓之重點。故將本研究聚焦於「評鑑中心」與「核心職能」二大區塊，並以2011年度「科長級人事人員研習班」為個案研究對象。 本研究旨在探討人事人員訓練與陞遷結合問題，而公務人員陞遷法已明文列舉訓練應為陞遷之評比項目，又現行實務運作上，得以陞任評分標準表呈現。所以，本研究首先發現在「訓練」這個部分，絕大多數人事機構以參加學習時數折算成績，似無法直接反映某項能力，且受訪者咸認為該項目是不重要並會影響業務之推動，導致占陞遷配分比例過低，推究其原因是對於目前訓練成效的質疑。建議目前以透過調整評比內容為優先考量，未來則可統一規劃人事人員陞任評分標準表，以達具信度與效度之訓練成果。 其次，在瞭解研究對象對於導入多元評鑑發展人事職能之認同度方面，主要發現對於中階主管而言，訓期的長短與型態，是相當重要的，分散式訓練著重課程規劃，集中式則要落實職務代理。此外，訓練之目的應為提昇人事人員素質，增進行政效能，尤其若要與陞遷結合，為避免浪費訓練資源或流於形式，應先區隔受訓者之業務屬性、適時回饋並建立追蹤機制。 最後，因目前人事人員職務的晉陞，一方面並未強制規定陞任人員必須經歷何種訓練，另一方面，因不重視訓練，以至於與陞遷未能有效結合。建議落實訓練與陞遷結合於相關法規的修訂，且考量以職能為導向的評鑑訓練儼然已是趨勢，未來應全面啟動以核心職能為基礎之評鑑中心，並將結果導入人事人員陞任評分標準表。

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