国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

国立情報学研究所で電子化したコンテンツを使用している。

相較過去冷戰時期的輝煌，台灣現今的國際地位黯然失色許多。自從台灣退出聯合國，與美國斷交後，台灣 (中華民國)的外交地位已漸漸在政治上被孤立。當戒嚴末期，台灣迫切地想重返過去的外交榮景。然而，面對中華人民共和國的威脅時，台灣在國際社會上極為艱困地維繫自己的主權。台灣的領導人透過積極參與國際組織與互動，尤其是聯合國與美國對台軍售，來打破如此艱困的外交處境。 在三屆的總統任期中，台灣對聯合國與對美軍售策略已漸漸形成雛形。在初步研究下，美國對台軍售有可能對台灣加入聯合國政策出現影響。換言之，購得有力的武器，台灣加入聯合國的策略就越顯積極。 回顧美國與台灣政府的文獻資料，台灣領導人訪談紀錄，報章雜誌和其他官方文件與紀錄，此研究旨在檢視在三位總統(李登輝、陳水扁、馬英九)任期內 (1990 到 2014年)，美國同意對台軍售與台灣加入聯合國的策略。研究結果指出美國對台軍售的武器打擊能力與台灣加入聯合國政策相關的可能性。 / Taiwan’s present international status has degraded considerably since its former glory days during the Cold War era. With its ejection out of the United Nations (UN) and a diplomatic severance with its most vital ally, the United States, Taiwan (ROC) has slowly slipped into political limbo. The island has frantically strived to pull itself back into the world community since the end of martial law. However, it has struggled to maintain its sovereignty and international status in the face of constant threat from the PRC (People’s Republic of China) . Taiwan’s leaders have sought alternative strategies to combat such adverse diplomatic conditions through increasing its membership or participation in various global organizations—particularly the United Nations, and continued arms purchases from the US. Within the span of three presidencies, there appears to be a pattern between Taiwan’s UN strategies and US approved arms sales. Upon initial research, US weapons sales appear to have an effect on UN policy. That is, the more significant the arms sale, the more aggressive Taiwan’s methods for UN participation becomes. Drawing from US and Taiwanese government records, Taiwanese presidential interviews, newspaper articles and other official documents and transcripts, this dissertation aims to examine US approved arms sales and UN strategies under three Taiwanese presidents: Lee Teng Hui, Chen Shui-Bian and Ma Ying Jeou from 1990 to 2014. The findings indicate a possible indirect correlation. Considering the weapons’ strategic capability, Taiwan’s UN strategy fluctuates accordingly.

本文研究問題為：為何習近平在十八大後會展開大規模人事調動？為何人事調動會出現某些特徵與規律？又要從何種角度去進行分析？由於習近平所面對的外部環境與胡錦濤剛接班時相比更為嚴峻，傳統的派系理論已不足以提供解釋。本文藉由委託代理理論進行分析，主要論點在於人事調動有助於減緩代理問題，可區分為頻繁的調動、排除不合格者和甄補具有同質性者。分析資料則從中共政治菁英資料庫匯出十八大以來的所有正部級幹部，並進一步分成省委書記、省長和中央部會幹部三個群體。研究結果顯示調動幹部的幅度極大，除了部份幹部晉升速度極快之外，整體戰略上傾向於掌控更多中委會席次；不適任幹部或與薄、周政變集團有所交集的幹部，不是落馬就是快速退居二線職務；與習近平具同質性的幹部，多數均在兩年內快速從副部級晉升至正部級。結論部份以十九屆中央委員評估作為習近平五年來的成果總結，發現習近平將能在十九大上佔據半數以上席次，顯示出透過人事調動來減緩代理問題有其效果。最後，從中共政治推導出的結論除了可以與委託代理理論對話之外，也有助於其他大型組織的領導人思考如何處理代理問題。

No description available.

本文旨在以學習者定位的角度切入，探討小留學生在求學各階段會遭遇到的優勢與挑戰。研究對象為兩位曾經於童年時期在加拿大求學的台灣小留學生，研究方法主要包含研究對象所撰寫之英語學習歷程、口述英語學習歷程與半結構式訪談，目的在於了解研究對象在人生各階段的經歷、自我定位與他者定位，透過「整體 — 內容」分析法，研究結果顯示小留學生在回到母國之後，經常受到他者的正向定位，因而獲得許多優勢，如獲得許多師長、同儕的讚揚、較多參與英語相關活動機會、英語課上獲得老師特別給予的自由、以及在面對大學與研究所課業上相對較少的負擔。而這些小留學生享有的特權也與台灣「英語瘋」的現象息息相關。不過這些小留學生也面臨許多挑戰，如在出國初期遭遇許多語言障礙產生的挫折、回台灣後相當不適應以考試為導向的教學、人際關係上遭遇挫折與國文科目的挑戰。同時交叉分析個案後，顯示出家長在確保小留學生未來學習順利與否，扮演相當關鍵的角色。最後於文末提出給予老師、家長與小留學生的建議，以及未來研究建議方向。 / This study aims to reveal the advantages and challenges that early study abroad students face through exploring the positioning of two Taiwanese students who studied abroad at a young age at different stages of their lives. The study adopts a qualitative research method with written narratives, oral narratives and semi-structured interviews as data and the data collected is analyzed using a holistic-content approach. The research findings indicate that the two early study abroad students positioned themselves and were positioned positively after they returned to their own country and enjoyed various privileges, such as peers’ admiration and teacher’s encouragement for their superior English skills, ample opportunities to participate in many English-related activities in school, freedom granted by teachers in English classes, and less schoolwork burden in university or graduate school. Nevertheless, the participants also face unique challenges. Both of the participants suffer from great frustration at the beginning of their study abroad experiences and were not used to the test-oriented English education after returning to Taiwan. In Jessica’s case, difficulties in learning the Chinese subject and troubled interpersonal relationships also existed. The findings also reveal the importance of parents’ role in facilitating these early study abroad students’ sustained English development. Suggestions for teachers, parents, early study abroad students and implications for future research are provided at the end of the thesis.

京都大学 / 0048 / 新制・論文博士 / 博士(法学) / 乙第13228号 / 論法博第200号 / 新制||法||166(附属図書館) / 京都大学法学研究科政治学 / (主査)教授 曽我 謙悟, 教授 待鳥 聡史, 教授 建林 正彦 / 学位規則第4条第2項該当 / Doctor of Laws / Kyoto University / DGAM

京都大学 / 0048 / 新制・課程博士 / 博士(経済学) / 甲第21524号 / 経博第592号 / 新制||経||288(附属図書館) / 京都大学大学院経済学研究科経済学専攻 / (主査)教授 徳賀 芳弘, 教授 澤邉 紀生, 准教授 草野 真樹 / 学位規則第4条第1項該当 / Doctor of Economics / Kyoto University / DFAM

本研究旨在歸納電腦輔助國中英語任務教學之設計原則，並探究學生在使用電腦軟體時的互動模式。同時，本研究期望能進一步了解，針對此一教師設計之電腦輔助英語教學軟體，學生在使用過程所遇到的困難及與學習夥伴互動的模式。 本研究採取質的研究方法，並且以設計本位研究的概念為架構。研究者先行設計出一套任務導向之電腦英語教學軟體，作為研究雛型。研究對象為九對高學習成就之國中生。研究時程分為三個階段，每個階段由三對學生者參與。藉由觀察及訪談，分析出學生(1)分別在三個階段所遇到的困難，以及(2)與夥伴互動的模式。在第一部份，先一一探討學生對於每個任務的反應，再歸納出重要的教學議題及軟體在下一階段所應作的修正。在第二部份，先討論學生在互動的過程所扮演的角色，再呈現訪談資料裡學生內心對於互動過程的感受。本研究發現，符合學生學習需求的軟體設計、教師所提供的心理支持、及學生互動的品質，皆是影響電腦英語教學成效之關鍵因素。 本研究根據以上軟體設計及學生互動的討論結果，進一步提供建議，以作為任務導向之電腦英語教學相關議題之研究參考。 / The purpose of this study is to derive useful insights and principles for the design of the computer-supported collaboration tasks and to explore patterns of learners’ interaction when working on the computer tasks. This study attempts to understand how learners react to the teacher-designed computer-supported collaborative learning tasks and how they work together with their partners. This study adopts qualitative approach methods within the design-based research framework. First, a task-based computer program is designed as a prototype. Then 9 pairs of high-achieving junior high school students are selected to use the software. Throughout the three cycles of implementation with three pairs of students in each, qualitative data are collected through direct observations and an interview. The results are presented according to the three cycles with a separate section on the participants’ interaction. In the three cycles, the participants’ reactions to each task within each scene are first described, and then pedagogical issues and design adjustments for the next cycle are discussed. In the interaction section, three roles taken by the participants across three cycles are identified, with a discussion on the participants’ viewpoints on their interaction. It is found in this study that the program design, the teacher’s support, and the nature of the learner’s interaction are the key elements affecting the outcomes of using this CSCL program. Finally, pedagogical implications and suggestions based on obstacles that the participants encountered during the program are discussed, with the discussion on limitations of this study and suggestions for further research.