目前我國公務人員考績制度中的｢考列甲等比率設限｣措施，乃係考試院為改善公務人員考績長期以來評價浮寬(rating inflation)現象所為，然此舉卻使考核者深感打考績是一項沉重的行政負擔，而改以｢均賞少罰｣心態，對受考核者核予偏離實際工作表現的評價，導致考績綜覈名實、信賞必罰的績效管理功能嚴重失靈。故本研究以新北市政府一級機關業務單位為研究對象，探討渠等在｢考列甲等比率設限｣措施下，是否具有按受考核者客觀工作表現作出排序的能力，及影響渠等依此做出適當績效評價意願的因素。 本研究採用深度訪談法，藉由Park於2014年提出的公部門考核者動機模型，抽取與本文研究興趣有關的因素後，重新歸納建構本研究的分析模型，並以此模型內所用分析元素作為訪談設計、資料蒐集、分析的依據。研究後得出以下結論：（一）考核者具有考評能力，且辦理考績的過程乃是一個具有時間序列概念的動態性過程；（二）所感受到的課責強度將視來源而異且具有正、負面效果；（三）誘因設計牽動考核者動機與相應考核策略；（四）業務性質將影響考核動機與考核策略二者間之關係；（五）現行考績制度對積極管理作用是有限的。 綜上，本研究提出三項建議：（一）授權各主管機關視整體施政目標及業務特性研訂考績評比及平時考核指標；（二）考績辦理方式多元化，藉由增列「優等」及透過團體績效評核等方式，發揮獎賞及汰劣功能；（三）賦予考核者更多權力，透過允許機關作出更具多元化的裁量或對制度設計擁有較多的自我控制，以增加考核者管理工具並發揮考績積極管考功能。

藝術欣賞二階段模型所發現的第二階段美感提升現象，若根據流暢性理論加以解釋，為單純曝光造成流暢性提升而導致的結果，未涉及認知處理歷程的影響，然而情緒評估理論以及Leder等人（2004）的美感經驗與評價歷程神經模型，都強調美感經驗為認知與情感的交互作用。針對上述兩類不同的理論觀點，本研究的目的在於探討認知涉入在美感歷程中的重要性，同時亦嘗試瞭解美感經驗中認知與情緒的關係。本研究讓參與者欣賞不同時代、流派與國家的具象藝術畫作，共分成三個實驗。實驗一收集美感相關情緒詞彙，發展美感情緒量表；實驗二與實驗三延伸Locher等人（2007）之實驗設計，分別收集美感偏好與美感情緒的資料，包含顯性與隱性指標，欲從美感提升現象中檢驗認知涉入對兩種美感歷程產物的影響力。實驗二關心美感偏好隨時間的變化，結果顯示認知涉入有助於偏好的提升，而隱性偏好亦有相似的趨勢；實驗三則發現美感情緒並沒有隨呈現時間增加而提升，而認知涉入的影響力也較不明顯，臉部EMG測量則未能反映出隱性美感情緒。本研究也發現，國畫較西畫更顯著地出現美感偏好或情緒的提升現象且較受認知涉入影響，此外，主觀偏好與不偏好的西畫在美感偏好與正向情緒類別之結果中，皆有類似適應的效果，其中主觀偏好畫作隨時間增長而正向情緒減少、負向情緒增加。綜合而言，本研究結果支持認知涉入為美感偏好提升之要素，但是無法確認認知與情緒兩者之間的互動關係，此外，藝術欣賞的第二階段不只有美感提升的現象，亦有美感下降的現象。 / The increase of aesthetic preference over viewing time was found in the study of the two-stage model of art appreciation. This phenomenon could be interpreted by mere exposure effect on improvement of fluency, not involving the influence from the cognitive processes. However, some theories (Silvia, 2011; Leder et al., 2004) emphasized the interaction between cognition and emotion in aesthetic experience. Based on these two kinds of theoretical perspective, the purpose of this study is to explore the role of cognitive involvement in aesthetic processes, and to understand the relationship between cognition and emotion in aesthetic experience. There are three experiments in this study, using the figurative art paintings from different era, genre and countries as the material. In Experiment 1, the emotional adjectives were collected to develop the scale of aesthetic emotion. In Experiment 2 and 3, the effects of cognitive involvement on aesthetic preference and emotion were tested, respectively. We extended the experiment design from Locher et al. (2007) to manipulate the degree of cognitive involvement additionally, with both the explicit and implicit indexes measured. Overall, the results showed that cognitive involvement helped the increase of preference, but not of emotion, because there was no increase of emotion founded. In addition, the effect of cognitive involvement in Chinese paintings was more obvious than that in West paintings. We also found that there could be adaptation effect in aesthetic process. In conclusion, the importance of cognitive involvement in preference increase was supported. But we cannot confirm the interaction between cognition and emotion. In addition, not only the increase of aesthetic preference and emotion, but also the decrease of them could be found in the second stage of art appreciation.

Approved for public release, distribution is unlimited / The purpose of this thesis is threefold. Firstly, to attempt to provide validity for the two-sided matching process; secondly, analyze FITREP attributes to determine their suitability for a weighted criteria evaluation system and; thirdly, compare the USMC promotion and assignment process with contemporary human resource management practices. Using data from the USMC Officer Accession Career file (MCCOAC), a logit model is used to estimate the effects of TBS preference and other officer characteristics on retention to the seven year mark. Findings indicate that there was little difference in the probability of retention throughout most preference levels except for the bottom sixth. Using USMC FITREP data, an ordinary least squares model is used to estimate the effects of rank and MOS on FITREP scores across all attributes. Multiple comparison tests demonstrated that there are statistical differences at the 0.05 level between the means of the MOSs. Additionally, reporting creep is continuing across all attributes. Surveys were also conducted. The first survey indicated that USMC officers believe the FITREP attributes were not all equally important within, and across each MOS - although the USMC assesses them as such. The second survey indicated that the USMC promotion and assignment process can be strengthened through a clearly defined HRM plan that extends beyond 'faces' and 'places', and provides very clear links to the organizational strategy. Based on the findings it is recommended that the USMC review its HRM processes and conduct further analyses on the FITREP data for: (1) correlation, (2) longitudinal analysis as a predictor for success and, (3) relevance and relationship to MOS characteristics, position descriptions, and organizational strategy. / Major, Royal Australian Infantry Corps / Major, United States Marine Corps

La gestion d’une entreprise expose l’employeur au risque de discrimination. Dans son acception originelle, la notion de discrimination vise les distinctions reposant sur un critère illicite. La mise en oeuvre effective de la prohibition des discriminations amène le juge à exiger de l’employeur qu’il justifie de façon pertinente ses décisions. L’entreprise est sommée de développer des outils lui permettant d’apprécier de manière objective les compétences de ses salariés. Au-delà de cet objectif initial, la lutte contre les discriminations doit dorénavant faciliter l’intégration d’un public défavorisé. Les notions d’égalité professionnelle, de diversité, d’actions positives et de discriminations indirectes font aujourd’hui parti du vocabulaire des entreprises. Bien qu’elles ne disposent pas toujours de leviers d’action efficaces pour agir, les pouvoirs publics les contraignent à négocier sur certains thèmes pour résorber les inégalités. L’employeur responsable ne peut ignorer cette métamorphose du concept de discrimination. Il doit déterminer les nouvelles frontières de ce risque afin de mettre en oeuvre les dispositifs adéquats pour faire obstacle à sa réalisation. / Managing a company incurs a risk of discrimination for the employer. In its original meaning, the notion of discrimination refers to distinctions based on an illegal criterion. To be effective, the prohibition of discriminations brings the judge to require that the employer give pertinent justifications of his/her decisions. The company is compelled to develop means of assessing in an objective manner employees’ professional skills. Beyond this initial objective, the fight against discriminations must now ease the integration of disadvantaged populations. The notions of equal access to employment, diversity, affirmative action and indirect discrimination are now part of companies’ vocabulary. Though companies do not always have effective leverage for action, public authorities force them to negotiate on certain subjects in order to reduce inequalities. A responsible employer cannot ignore this radical change in the concept of discrimination. He/she must now setthe new boundaries to this risk so as to implement adequate means to prevent its materializing.

No description available.

The issue of environmental risks from the pharmaceutical endocrine disrupter 17 alpha-ethinyl oestradiol (EE2), which is an active ingredient in the contraceptive pill, confronts government responsibilities for citizens' health with potential environmental risks from its presence in aquatic ecosystems. Further to a risk appraisal process conducted under the Water Framework Directive (WFD) between 2006 and 2012, the European Commission recommended the imposition of an environmental quality standard for EE2. In 2013, this recommendation was rejected by politicians. The outcome was both contested and commended. The UK Government was particularly vehement in its opposition and claimed that the risk assessment process for EE2 was not robust. The UK Government also insisted that it had swayed opinion of other EU Member States to convince them that action for EE2 was not proportionate given the extremely elevated costs of risk control options. At the present time, environmental policy for EE2 and other endocrine disrupters remains resolutely ineffective. Despite three distinct policy interventions recommending precautionary action for EE2 during the past twenty years, emissions of this potent, oestrogenic endocrine disrupter continue unabated. This thesis explains why European politicians rejected the European Commission’s risk governance recommendations for EE2 in 2013 under the Water Framework Directive. This comprises its principal empirical contribution. A novel analytical framework which draws on insights from the policy sciences, risk governance and wicked problems literature is developed. This framework is employed to determine whether the policy outcome for EE2, and the decision-making processes that preceded it, were legitimate. The research findings in this respect advance understanding of the implications of specific properties of wicked problems, of which it is argued, EE2 is an example, for the legitimacy of decision-making processes during the risk appraisal and political phases of policy development in Europe. This comprises the principle theoretical contribution of the thesis. Recommendations to promote more effective and legitimate policy development for wicked problems in similar multi-level governance contexts are also made.

估價於房地產市場實扮演著一不可或缺的角色，精確的估價不僅可提供消費者正確極充分的購屋資訊，亦為政府擬定政策方針之基礎。由於台灣房地產市場為一不完全市場，消費者在購屋的同時更常因資訊的不健全而遭受不必要之損失，因此精確及流通之估價資訊實為健全台灣房地產市場之首務。 鑑於過去估價技術仍未成熟，所佔之房價常無法令人信服。本研究欲以類神經網路之功能，將其原理應用於房地產估價上，試圖解決過去估價方法本身之缺失，並作為估價人員輔助之工具。本研究主要以倒傳遞及理解倒傳遞類神經網路與特徵價格法進行公證比較分析，並以特徵價理論為基礎，利用類神經網路得出影率房地產價格更具代表性之因素，以做為未來建立房地產估價輔助系統之參考。 為了解不同的資料型態是否會使類神經網路有不同的學習效果，本研究將資料分為四組實驗設計，分別對不同的資料型態進行測試，研究結果顯示類神經網路對於資料型態較為敏感，其中又以理解倒傳遞類神經網路為最，使得其在預測能力上易受異常點或極端值的影響，而有好壞差異較大的情況。即類神經網路之學習效果端視資料是否具代表性而定。

自Zadeh(1965)提出模糊集合論，將集合論之二值邏輯擴充至多值邏輯後，使得集合論更為完善，能更精確地描述實際問題之特性。由於教師評鑑的規準建構與測量方法皆深具模糊性，因此有必要針對評鑑問題之模糊特性，選擇適當之模糊理論。本研究以模糊德菲法以整合專家意見以建構評鑑指標，續以模糊層級分析法計算各指標間的相對權重。教師評鑑除考量量化指標外，由於質化指標常以語意詞句(linguistic terms)表達，故採取Chen和Hwang (1992)所提之轉換法將模糊評語集轉換為明確得點值(crisp score)。並利用模糊綜合評估以從事實際教師評鑑之結果分析，其中涉及不同運算算子間的差異比較。 本研究結果發現：教師評鑑指標體系包括教師評鑑指標共可區分為九大類主指標四十一項次指標。其主指標分別為「專業知識」、「教學準備能力」、「教學策略與實施能力」、「教學評量能力」、「運用教學資源能力」、「班級經營能力」、「專業責任」、「校務參與及服務績效」與「人際溝通能力」等九類；「專業知識類」次指標包括「任教科目的專門知識（含提供完整的知識架構）」、「教學方法的專業知識（含清楚教導概念）」、「課程與教材方面的知識（包括清楚目前的學習內容與先前的學習內容及未來的學習內容之間的關連）」、「教學情境的專業知識」、「輔導方面的知識（包括了解學生的心理）」與「學習與發展方面的知識（包括精熟學生背景知識和經驗）」等六項，「教學準備能力類」次指標包括「訂定教學計畫，妥善準備教具」、「根據學生學習需求及課程標準，訂定適合的教學目標」等兩項，「教學策略與實施能力類」次指標包括「教導認知、情意及動作技能的學習與遷移」、「教材展示精確又清楚」、「運用適當教學方法的技巧」、「對教學內容的解釋、舉例之能力」、「教學內容組織能力」、「引起並維持學生的學習動機與注意力」、「教學表達能力」、「傾聽兒童說話的技巧」、「促使學生延展其思考」等九項，「教學評量能力類」次指標包括「評量兒童表現並提供回饋與指導」、「根據評量結果改進教學歷程」、「適時而正確地評估學生進步情形」等三項，「運用教學資源能力類」次指標包括「妥善佈置教學環境」、「運用多樣教學資源」等兩項，「班級經營能力類」包括「輔導學生的能力（包括輔導學生因學業及日常生活所產生的困擾）」、「指導學生遵守生活常規，養成良好行為習慣」、「教室管理的技巧（包括建立愉快的班級氣氛、建立教室常規和程序）」、「有效運用獎懲手段」、「訂定適切的班級規範」與「創造適當的學習環境」等六項，「專業責任類」次指標包括「關懷與瞭解學生」、「工作勤惰」、「教學認真」、「教育信念」、「研究進修」與「敬業精神」等六項，「校務參與及服務績效類」次指標包括「主動積極協助校務推展」、「配合學校行政詳建各項學生檔案」、「對學校活動積極參與」等三項，「人際溝通能力類」包括「同儕教師溝通交流分享互動之能力」、「和家長保持溝通互動以維持良好的親師關係」、「建立和維持師生關係」、「教師能公平、公正地對待全部學生」等四項，合計四十一項次指標。 / Since Zadeh(1965) proposed the fuzzy sets theorem and further developed the theorem from　two-value logic to continues multi-value logic, the assembly theorem had become more completed and was capable of depicting the characteristics of real problem more specifically. Because the standard structure and measuring method of teacher appraisal are both ambiguous, it is necessary to adopt an suitable fuzzy theorem for this ambiguous characteristic of teacher appraisal. The study incorporated the opinions of specialists into structural evaluation indicator based upon Fuzzy Delphi and further calculated the relative weights among each indicator by Fuzzy Analytic Hierarchy Process. The teacher appraisal not only need to quantify the indicator but also to qualify them using linguistic terms to express. Therefore, the study adopted the Chen-Hwang (1992) transfer method to transform the ambiguous evaluation terms into specific crisp scores and used the composite of fuzzy evaluation to engage the analysis of real teacher appraisal involving differentiated comparison among individual operants. The outcomes of the study demonstrated that the indicator system of teacher appraisal including teacher appraisal indicator consist of 9 major indicator and 41 minor indicator. The 9 major indicator were professional knowledge, capability of teaching preparation, teaching strategy and implementation ability, capability of teaching assessment , capability of employing teaching resource, capability of class management, professional duty, involvement of school managing and service achievement, and capability of interpersonal communication. The 6 sub-indicator in the professional knowledge category includes professional knowledge of the specific discipline with a comprehensive knowledge structure, professional knowledge of teaching methods included a lucid teaching concept, professional knowledge of class and teaching material included understanding of the connection between the current and future learning contents. professional knowledge of teaching situations, professional knowledge of consulting included understanding of student psychology and professional knowledge of learning and developing included awareness of student background knowledge and experiences. There were two sub-indicator in the capability of teaching preparation (making a teaching agenda and preparing teaching tools, and planing a proper teaching goal based upon student learning need and class standard. The 9 sub-indicator in the teaching strategy and implementation ability were, understanding of guidance and learning and transferring of mental and physical skills, demonstration of teaching material precisely and clearly, employment of proper teaching skills, the interpretation of teaching contents and exemplification faculty, ability to organize teaching contents, inspire and maintain learning motivation and attention of student, faculty of teaching expression, listening skills concerning the child talk, and stimulate the extension of student thinking. The 3 sub-indicator in capability of teaching evaluation were, evaluation of child perfor-mance in order to render guidance and feedback, rescheduling the teaching agenda according to the evaluation outcomes, and accurately and timely evaluating student progression . The capability of employing teaching resource category consisted of implementing teaching environment congruently and adopting diversified teaching resources. The 6 sub-indicator in capability of class management were faculty of student guidance (consulting the student problems causing by class-learning and everyday activities), lead students to fellow the normal rules and to keep righteous behavior habits, class room managing skills ( establish an amicable classroom atermosphere and the classroom guidelines and procedures), proper employing award/ punish system, making the proper classroom paradigm, and create suitable learning environment. The 6 subindicator in professional duty were concerning and understanding students, working habits, teaching sincerity, teaching believe, advancing research, reverence to occupation, The 3 subin-dicator in involvement of school administration and service achievement were, actively assisting the school administration to implement, cooperating the school administration to establish the student records, actively engaging the school activities. The capability of interpersonal communication category composed of 4 subindicator, capability of communicating and interacting with teaching colleagues, capability of communicating and interacting with student parents and maintain a good teacher-parent relationship, establishing and keeping the teacher-student relationship, treating all student with equality and fairness. The grand total of sub-indicator were 41.

<p>Detta examensarbete har genomförts vid Mälarenergi Elnät AB i Västerås. Undersökningen föranleddes av regeringsbeslutet om att elmätare måste avläsas en gång per månad från 2009. Konsekvensen för Mälarenergi är att de måste investera i ett automatiskt mätinsamlingssystem. Syftet med projektet har varit att skapa en generell investeringsmodell för att ekonomiskt utvärdera ett antal mätinsamlingssystem. I rapporten har Milabs, Seneas, Enermets, HM Powers, Iprobes samt Techems och Viterras system analyserats. Resultaten från investeringskalkylen visar att Mälarenergi kommer att göra en förlust på 5-8 MSEK/år under hela projektets livslängd (15 år). Den största delen av investeringen utgörs av hårdvarukostnader (50 %), medan drift- och underhållskostnader samt logistikkostnader utgör 20 % respektive 25 %. Mälarenergi Elnät bör budgetera 1 500-1 950 SEK/mätpunkt för projektet, beroende på systemval. En känslighetsanalys visar att driftskostnad och livslängd är avgörande faktorer, vilket medför att det är viktigare att satsa på ett robust och säkert system än det billigaste.</p>

Detta examensarbete har genomförts vid Mälarenergi Elnät AB i Västerås. Undersökningen föranleddes av regeringsbeslutet om att elmätare måste avläsas en gång per månad från 2009. Konsekvensen för Mälarenergi är att de måste investera i ett automatiskt mätinsamlingssystem. Syftet med projektet har varit att skapa en generell investeringsmodell för att ekonomiskt utvärdera ett antal mätinsamlingssystem. I rapporten har Milabs, Seneas, Enermets, HM Powers, Iprobes samt Techems och Viterras system analyserats. Resultaten från investeringskalkylen visar att Mälarenergi kommer att göra en förlust på 5-8 MSEK/år under hela projektets livslängd (15 år). Den största delen av investeringen utgörs av hårdvarukostnader (50 %), medan drift- och underhållskostnader samt logistikkostnader utgör 20 % respektive 25 %. Mälarenergi Elnät bör budgetera 1 500-1 950 SEK/mätpunkt för projektet, beroende på systemval. En känslighetsanalys visar att driftskostnad och livslängd är avgörande faktorer, vilket medför att det är viktigare att satsa på ett robust och säkert system än det billigaste.