本篇論文的目的在於探討兒童在親子對話中行使重新請求 (request reformulation) 的情況，研究問題如下: 1.兒童採取哪些重新請求的策略以達到請求的目的? 2.親子對話中，常見的重新請求的序列模式（patterns of request reformulation sequences）為何？ 2.如何從兒童重新請求的使用反映出角色取代能力 (perspective-taking ability )的發展? 研究對象為一位三歲和一位六歲的男孩。研究結果顯示隨著年紀的增長，兒童能使用更多元的重新請求策略。研究也發現造成請求失敗的原因隨著不同年齡的兒童有所差異。隨著年紀的增長，兒童面臨的失敗原因和挑戰日漸複雜、困難，兒童會依據不同的失敗原因採取重新請求的策略。最後，研究顯示不同年齡兒童採取的重新請求策略可以展現出他們不同階段的角色取代能力的發展。三歲的兒童無法跳脫自己的觀點而從別人的角度來看待自己的請求，所以重新請求著重於強調自己的需求。六歲的兒童較能夠從別人的立場看待自己的請求，所以他較有能力在考量對方的觀點和利益之後採用對雙方有益的策略。 / The purpose of this study is to explore how children at different age make reformulation to compensate for an unsuccessful request. Firstly, we aim to investigate what reformulation strategies children apply and the patterns of reformulation sequences. Second, we further aim to explore how children’s use of reformulation strategies reveals the development of perspective-taking ability. The data analyzed are natural conversations of two Mandarin-speaking mother-child dyads. Subjects in this present study are two male children. One subject is three years and six months old and the other is six years old. The strategies of request reformulation adopted in this study are mainly based on Levin and Rubin’s (1984) categorization. The results show that children would have a greater variety of reformulation strategies as they get older. Furthermore, aggravation and explanation are both children’s main strategies of reformulation. With the growth of age, children decrease the use of aggravation and increase the use of bargain and mitigation. Furthermore, the results of reformulation sequences reveal that the two children are confronted with different causes of the failure to obtain compliance, which influences their adoption of reformulation strategies. The younger child faced the communicative breakdown and his mother’s ignorance while the older child encountered his mother’s queries and disagreements. Finally, the two children’s application of reformulation strategies revealed their different ability to take the other’s perspectives. The younger child’s reliance on aggravation and speaker-oriented negotiation reveals that he is embedded in his own viewpoints and is less able to view his request from the hearer’s viewpoints while the older child is more able to view the request from the hearer’ perspective and take her benefits into account. Our findings throw some light on children’s use of request reformulation strategy and the development of the perspective-taking ability.

中華民國政府於2008年4月1日宣佈擴大觀光「小三通」規劃方案，兩個月後2008年6月19日，復由新任陸委會主委賴幸媛宣布：「政府擴大實施小三通。大小三通擴大實施後，有關金馬港口設施和容量部分，目前還有五成閒置，因此可以應付需求。金門機場部分，雖有點不足，也已在擴建當中，未來幾個月交通部會加速擴建。亦要求相關部會也將在二個月內規畫完成推動兩岸「小三通」協商，三個月內提出金馬中長期經濟建設檢討及規畫綱要，六個月內完成整體規畫。」這一連串的政策推動 ，似有企圖讓昔日的金馬離島快速與世界接軌，而金門人對於運用對岸福建省的資源，促使相關產業升級，亦期待發展出新的營運模式。證諸近年來台灣與福建的兩地貿易，已躍居台灣中國大陸地區出口的第三大地區（僅次於廣東及江蘇）未來經濟互利的運作，存在著一定的想像空間。 大陸於2005年11月正式批准「海峽西岸經濟區」的戰略構想與建設綱要，並將其納入第十一個五年計畫，這個策略計畫把福建經濟領域擴大三倍。這使得長期以來扮演著台灣、福建兩地之折衝要角的金馬地區，在形勢上除了面臨大陸的統戰攻勢外，另一方面，又必須能在全球化競爭態勢中，開創一條通往世界的道路，在避免經濟邊緣化的過程時空中，本論文將探討金馬地區對海峽西岸經濟區建設的可能影響，希望藉由大陸海西區最接近金馬的智庫，廈門大學的專家學者，以德菲爾法的問卷調查方法，取得此一時空下海西區與金馬地區雙方可能的經濟政策或對等行為，尤其在面對中國運用海峽西岸經濟區為對台統戰之優勢資源時，提出金馬地區未來的經濟發展規劃與政策方向，以定位其在海西區可能扮演的經濟角色。 / This article is to examine the economic role of Kinmen and Matsu in the economic zone on the west coast of the Taiwan straits. The Delphi technique is employed to collect data via 18 professors of Xinmen University. Further, a comparative analysis is conducted by previous Official survey report with Taiwanese professors. Suggestions and implication for planning public administration are discussed.

台灣常被稱為「素食者的天堂」，但對身處台灣的素食者來說，社會互動與人際關的經營仍是在選擇了這種飲食方式之後，所必須面對的挑戰。本研究以質性研究方法，來探討台灣素食者對素食者身份的認同基礎，以及如何以素食者的身分去面對社會互動及經營人際關係。依據參與觀察和深度訪談之資料所得，本研究發現：（一）在認同基礎方面，素食者透過了文化意義的認同與社會群體的認同，以建立其自我之身分意識，並學習素食在日常生活中的實踐方式。同時，其身份認同基礎的文化意義，是游移於社會改革與自我成長的光譜之間，並偏向強調素食與自我轉化間的關連。（二）在實踐過程中，素食者往往會面對五種社會困境，分別是營養缺乏的困境、選擇受限的困境、缺乏樂趣的困境、喪失主動性的困境和道德象徵的困境。在面對這些困境下，素食者傾向以六種方式作為回應：事先宣告、個人化歸因、避免暴露自身感覺、自我貶低、自行準備自我滿足以及建構新的論述。本研究發現，這些現象正呼應了Kanter（1993）對少數群體（minority）處於多數群體（majority）處於多數群體（majority）中的經驗與行為之探討。素食者作為社會上，特別是共餐場合中的少數族群，其所遭遇的社會困境和回應模式跟女性做為少數在以男性為主流的企業中極為相似。（三）對於素食者來說，「素食者」絕非他們唯一扮演的角色。當他們同時是家人、伴侶以及朋友的時候，這些角色有可能會與素食者的角色產生衝突，其反應的模式除了受到少數族群的身分影響之外，互動的過程也受到既有關係中權力分配以及台灣飲食文化的象徵意義所影響。 / Taiwan often is perceived as a “paradise of vegetarian”. However, for vegetarians in Taiwan, they still have to face the challenges in social interactions and relationships with others after choosing vegetarianism. This research used qualitative methods to examine vegetarians’ identities experiences of social interactions and relationships with others in Taiwan. Based on data collected through participant observation and in-depth interviewing, the study found that: According to the results of observation and in-depth interview, the finding is: (1) In the identity aspect, vegetarians construct their identity and learn how to practice vegetarianism through cultural meanings and groups. At the same time, the cultural meanings vegetarian identify across a spectrum between social reformation and self growth, emphasize the relationship between vegetarianism and self growth. (2) In practice process, vegetarians are often in fire five difficult positions: short of nutrition, lack of choices, short of fun, loss of active status and morality sign. Vegetarian prefer to reply those positions by six methods: claim at the beginning, individual reasoning, avoid telling personal feelings, disparaging self, preparing and being satisfied by myself and finally constructing a new discourse. This result responds to research that Kanter studied the experiences of minority in the majority in 1993. Vegetarian are minority in society, especially in meal time. Their difficult positions and responses are similar to the situation women faced in the company when men are the majority. (3) For vegetarian, “vegetarian” are not the only role they are acting. When they act the roles like a family member, a mate and a friend, they may encounter conflicts between vegetarian and the other roles. Those responses might be effected by identity of minority, power distribution in the relationship and symbol of diet culture in Taiwan.

none / The term “service orientation” has been explained in different ways in the literature and is often associated with terms such as market orientation, customer orientation, and being customer centered—all while never deviating from the firm’s core purpose—in order to satisfy customers’ needs and offer services that they want. A service-oriented organization focuses on what customers really need and want in order to make them feel satisfied. Considerable research has shown that organizations are more successful when they focus on a service orientation. Information technology plays an important role in the development of business orientation. Cases like Walmart involve such things as the application of the barcode, RFID, and a Continuous Replenishment System to ensure that the company has the right product shipped on time, to any store in the world. Information technologies with different functions, including business integration, business analysis, mobile communication, and collaboration, have played different roles in enabling service orientation in a firm. On the other hand, industries with different customer requirements have applied these functions in different ways. There is a need for a broad understanding of how these diverse kinds of information technologies enable service orientation in various types of firms. The study attempts to build insights about what a service-oriented organization is and what the roles information technology plays in a service-oriented organization to satisfy customers’ needs and wants. First, we study the characteristics of service orientations, then we analyze the use of information technology in these kinds of organizations. Next, multiple case studies are conducted to trace IT use in these organizations. Based on cross-industry and cross-case analysis, we examine the motivation for IT use for service orientation, the management of IT adoption, the difference of the IT role to enable service orientation in organizations, and the paths of IT use for service orientation in different industries.

程序式動畫是一種根據使用者所提供的高階運動參數，自動產生動畫的方法。藉著高階的運動參數，程序式動畫比運動擷取資料有著更高的彈性。使用者可透過調整參數，輕易地讓動畫滿足情境上所需的限制。但如何調整適當的運動參數以產生擬真的動畫仍屬不易，因此程序式動畫常有在視覺上觀感不自然的問題。本研究的目標是，將運動擷取資料擬真的要素，帶到程序式動畫之中，以改進程序式動畫的品質。我們將問題定義成一個最佳化問題：給定一段運動擷取資料，系統該如何調整程序式動畫之參數，使得程序式動畫與運動擷取資料的差距盡可能地縮小？我們的系統可以參考一段運動擷取資料，以最佳化演算法，自動調整程序式動畫的參數，搜尋能產生出與運動擷取資料最為相似的運動參數。為了進一步讓產生之動畫符合環境的限制需求，多組最佳化過後的運動參數可以再透過內插，重新產生出一組符合限制需求的運動參數。實驗結果顯示，我們的方法不但使程序式動畫得以保留原來彈性的優點，也改善了程序式動畫常有的視覺觀感不自然的缺點。 / Procedural animation provides a way for a user to generate animation according to the high-level motion parameters that the user supplies. With the high-level motion parameters, procedural animation has the flexibility of generating animation accommodating the requested constraints in a scenario. However, tuning parameters to generate realistic animations usually is a difficult task. Therefore, animations produced with this approach often have the drawback of unrealistic-looking. Our goal is to improve the quality of procedural animation by bringing the naturalness of motion capture data into procedural animation. We model our problem as an optimization problem: given a motion captured clip, how does the system tune the motion parameters in an animation procedure to minimize the difference between animations produced by a procedure and captured in a motion clip? Our proposed system takes a motion captured clip as a reference and tunes the motion parameters of the animation procedure with an optimization algorithm. In order to generate animation satisfying environmental constraints, multiple optimized motion parameters can be interpolated to create a new set of motion parameters which can also satisfy the constraints. Our experimental results show that our method not only retains the flexibility of procedural animation, but also enhances the quality of procedural animation.

本研究旨在建構我國大學教師評鑑指標，以供大學做為教師續聘和升等之參考。研究方法部分，先以文獻分析歸納出我國大學教師之三大角色構面和47項教師評鑑指標，並以專家問卷和模糊德菲術問卷進行指標的刪修和確定。接著以多元度量法和集群分析的方式整合大學教師對指標的分類，以建構評鑑構面，並利用模糊德菲術整合大學教師對指標重要性之看法，最後以歸一化之方式求得各構面以及各項指標權重，完成我國大學教師評鑑指標系統。根據研究之結果與分析，歸納主要結論如下： 一、本研究確立我國大學教師評鑑指標，為三大構面共34項指標。指標三大構面依權重高低依序為：研究構面（41%）、教學構面（35%）、服務構面（24%）。 二、大學教師評鑑之服務構面底下分為三個次構面，分別為專業性服務、一般性服務、學生指導。 三、研究構面之下權重最重的指標依次為：1-1.在原創性研究上獲得之榮譽或獎勵（佔7.78%）；1-2.在有外審制度之期刊發表論文（佔4.64%）；1-3.學術影響力（佔4.53％）。 四、教學構面下，2-1.教學內容的品質與適切性（佔3.54%）；2-2.優良教師獲獎（佔3.41%）；2-3.教學方法（佔3.14%）。 五、服務構面權重最重的指標為學生指導此一次構面下的指標3-10.指導碩士學位和博士學位學生論文（佔2.25%）權重最重，其次為專業性服務此一次構面下的指標3-1擔任專業期刊的主編或審查委員（佔2.14%）。 　　本研究依研究結果提出以下建議： 　　一、對高等教育主管機關之建議。 　　二、對大學教師之建議。 三、對未來研究之建議。 / The purpose of this study is to construct the Taiwan university faculty evaluation indicators which aim for faculty tenure and promotion. As for research methods, by means of literature review, 47 indicators within 3 main dimensions had been organized as a raw model of Taiwan university faculty evaluation indicators based on which the Fuzzy Delphi questionnaire was developed and the survey was conducted with the sample of higher education experts. Symmetric triangular fuzzy number then was used to analyze experts’ opinion on the importance of each indicator and to help indicator selection. At the next stage, we conduct a concept mapping questionnaire to collect faculty’s opinion about how many dimensions those indicators belong, and use cluster analysis to construct the dimensions of faculty evaluation. Then, we normalize symmetric triangular fuzzy number’s total score to determine the weight of each dimensions and indicators; accordingly, the Taiwan university faculty evaluation indicator system was constructed. The main conclusions are as follows: 1.Taiwan university faculty evaluation indicator system consists of 3 dimensions and 34 indicators in total. The 3 dimensions are: research (accounts for 41%), teaching (35%), and service (24%). 2.The dimension of service consists of 3 sub-dimensions, which are professional service, general service, and student counsel. 3.In the dimension of research, the indicator of honor on original research accounts for the most part (7.78%), and then the indicator of writing papers in reviewed journals accounts for 4.64%. 4.In the dimension of teaching, the indicator of the quality of teaching content accounts the most (3.54%), and the indicator of teaching awards accounts for 3.41%. 5.In the dimension of service, the indicator of advising masters’ and doctors’ theses accounts the most (2.25), and the indicator of serving as an editor or reviewer of professional journals accounts for 2.14%. According to the conclusions, some suggestions had been proposed： 　　1. suggestions for higher education administrators 　　2. suggestions for faculty members 　　3. suggestions for further study.

The role firms should play in the fight against depletion of natural resources and the shortcomings of their actions that affect people occupy a central position in the public debate. This paper argues that every firm, whatever its size, industry or country of origin can and should integrate the environment and society as a whole in their decisions and in turn, use business as a source for good. In this paper, I first take a snapshot of the debate occurring between the main actors at stake (consumers, governments and companies themselves). I then explain an existing program that intends to tackle the question of responsibility of businesses (B Corporations). Afterwards, I compare four companies (2 B Corporations, 2 non B Corporations), and analyze their actions through the 7S Model of McKinsey coupled with other relevant criteria. I conclude with the argument that firms actually benefit from taking care of the environment and of people around them. Indeed, doing so increases employees’ loyalty and responsibility, boosts firms’ awareness through a green image, appeals to the will of customers to consume responsibly and encourages those who are not decided yet to do so. Furthermore, it allows businesses to undertake a sustainable approach that will not jeopardize the resources they need to be around in the future.

隨著兒童的肥胖問題日漸嚴重，專家學者開始紛紛探究問題的根源為何，文獻指出「垃圾食物的廣告」是重要原因，當中又以廣告遊戲（Advergame）的娛樂、互動與接觸時間長等特質更讓人擔心。 本研究以實際測量食物攝取量的方式來檢驗兒童在接觸不同食物商品（健康食物、非健康食物、無食物）的廣告遊戲後，是否會受到遊戲中該食物種類的影響，進而攝取較多遊戲中出現的食物。另外，本研究加入重要的遊戲特質「互動性」與「角色代入感」（Identification），進一步來檢驗其對食物攝取量的影響。 研究結果顯示，相較於接觸「無食物廣告遊戲」的兒童，接觸「健康食物廣告遊戲」的兒童顯著攝取了更多健康食物。另外，互動性的存在與否雖無法直接影響兒童食物攝取量的多寡，但卻可以增強兒童對遊戲角色的代入感，進一步增加食物攝取量。

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『性別』議題在教育研究的脈絡中，長久以來並未受到應有的重視。尤其關於基層女性教師的質性研究可說極為缺乏。女性教師是中小學校園的多數，卻面臨行政人員多為男性的結構性特色；而「教師」職業的工作特性，也使得女性教師的工作與家庭、婚姻緊密相連，以致形成專業能力、形象的萎縮。有鑑於此，本研究論文乃以十位國中女性教師為研究對象，以質化研究之深度訪談為主，企圖透過這群基層女性教師的經驗，以女性主義的觀點來瞭解女性教師在教育過程、職業、日常生活及其他次文化面向中，「性別」在教育情境中的運作機制。期望對女性教師性別角色的構成有所理解，並探究女性教師主體自覺、反省與轉化的可能性。一方面，除了填補學術研究中女性基層教師的經驗研究之不足外，也期待透過這樣的歷程，重新尋求一種屬於女性教師主體的意義。 主要關心的問題包括：女性從事教育工作的動機為何？「性別」對女性從事教師工作有何阻力或助力？學校教育資源、女性教師同僚的人際互動、師生互動，又會對女性教師性別角色的構成形成怎麼樣的影響？女性在認同本身「女老師」的身份後，對主體本身、他人會產生什麼樣的轉化與效應？女老師的因應策略又是如何？最後，本研究也關注「性別意識」對這些女老師的生命經驗的影響？在教學的實際經驗中，是否有關性別的不同考量或設計？ 延續問題脈絡，論文首先探討相關文獻與研究，包括批判教育學者對教育活動之意義及特性的描述，並闡述教師角色多樣發展的可能性；同時根據訪談結果整理女性教師的基本資料，選擇教職的動機及背景脈絡，以及因為「教師」這一職業，對女性教師個人、婚姻、家庭的影響；而後，刻意以性別的角度，切入女性教師的工作場域，瞭解她們在職場、人際關係理所面臨的矛盾與衝突，及其因應策略與行動；在論文的最後，提出了研究者對這些女性教師經驗的發現及建議，以及研究者個人在研究過程中的省思。 摘 要 第一章 緒論---------------------------------------------------------------------------------------1 第一節 研究背景與緣起-----------------------------------------------------------------------1 第二節 女性主義與性別角色-----------------------------------------------------------------5 第三節 台灣有關女性教育工作者的研究-------------------------------------------------9 第四節 研究問題--------------------------------------------------------------------------------11 第二章 文獻探討---------------------------------------------------------------------------------14 第一節 教育專業的理解-----------------------------------------------------------------------14 第二節 對傳統學校教育的批判-------------------------------------------------------------18 第三節 教師角色的轉化-----------------------------------------------------------------------28 第三章 研究方法與歷程-----------------------------------------------------------------------34 第一節 研究取向---------------------------------------------------------------------------------34 第二節 研究對象---------------------------------------------------------------------------------37 第三節 研究工具---------------------------------------------------------------------------------40 第四節 資料的蒐集與整理分析-------------------------------------------------------------41 第五節 研究限制---------------------------------------------------------------------------------45 第四章 教師工作女性化-----------------------------------------------------------------------47 第一節 任教動機-------------------------------------------------------------------------------- 47 第二節 家庭角色與教師角色-----------------------------------------------------------------56 第三節 家務與母職的牽絆--------------------------------------------------------------------59 第五章 女老師的工作場域--------------------------------------------------------------------68 第一節 教職工作的文化-----------------------------------------------------------------------68 第二節 性別歧視---------------------------------------------------------------------------------78 第三節 看待性別---------------------------------------------------------------------------------85 第四節 教師性別角色的教學意涵----------------------------------------------------------89 第六章 教師工作的賦權與轉化------------------------------------------------------------100 第一節 主體性的提昇-------------------------------------------------------------------------100 第二節 女性主體意識的實踐---------------------------------------------------------------104 第三節 女性教師支持網絡-------------------------------------------------------------------108 第四節 未來的生涯規劃----------------------------------------------------------------------116 第七章 研究結果--------------------------------------------------------------------------------121 第一節 研究發現--------------------------------------------------------------------------------121 第二節 研究建議--------------------------------------------------------------------------------125 第三節 研究者的省思-------------------------------------------------------------------------127 參考文獻 中文部分-------------------------------------------------------------------------------------------132 英文部分-------------------------------------------------------------------------------------------139 附 錄 附件一 十位受訪對象的基本資料----------------------------------------------------------145 附件二 訪談日誌---------------------------------------------------------------------------------146 附件三 原始訪談資料、類別意義示例----------------------------------------------------147 圖 表 目 錄 表一：八十七學年度各級學校女性教師及職員比例（%）--------------------------- 9 表二：女性教師形容男女學生特質比較表------------------------------------------------ 92