With the transformation of economic development and change of social structure, Taiwan is now facing the problem of M-social trend, the gap between the rich and poor. Disadvantaged minorities hence rely on social welfare polity to maintain basic needs for daily life. Village secretary¡¦s duty includes various tasks. The study, from the perspective of social assistance, explores the role function of village secretary on social assistance. Village secretary¡¦s role as social assistance has received much attention for that they should not only passively serve public, but also proactively uncover assist-required cases. In this study, Cijin District of Kaohsiung City is taken as subject for exploration. Cijin District has specific geography and environmental condition, such as inconvenient traffic and residents¡¦ living rely on ocean. It is also the district with the lowest income and highest rate of foreign spouse in Kaohsiung, hence require more social welfare then any other districts. The purpose of the study is to investigate the administrative behavior that promote social assistance from policy and implement perspectives. Issues such as factors that affect village secretary¡¦s qualification examination procedures and discovery of social assistance examination systems are also discussed as reference for further policy implementation. The research method of the study includes system research, literature review and focus group. At the end, it is suggested that secretary function to be strengthened and concrete solution to be proposed as the reference for government to examine social assistance welfare policy, so that disadvantage minorities¡¦ actual need could be fulfilled.

The problem of this study was to determine what relationships exist between teachers' perceptions of principals' executive professional leadership and teachers' perceptions of principals' behavior in five aspects of administrative behavior. These administrative areas include Principals' support of teachers' authority (EPA), principals' egalitarian relationship with teachers (EPR), principals' involving teachers in decision-making processes for the school (EPI), principals' support of teachers in managerial matters (EPM), and principals' social support. Subjects for the study were grouped according to gender, length of service and level of education for descriptive purposes and to determine variations in their perceptions of the principals' administrative behaviors. Significant relationships were found to exist between teachers' perceptions of principals' EPL and EPI leadership and teachers' perceptions of principals willingness to involve them in decision—making processes for the schools (EPI). A significant negative relationship was also found to exist between the teachers' perceptions of principals' leadership (EPL) and teachers' perceptions of the managerial support (EPM) provided by principals. A slight negative relationship was found between teachers' perceptions of principals' leadership (EPL) and teachers' perceptions of social support (EPS) received from principals. There was a slight but insignificant positive relationship between teachers' perceptions of principals' executive professional leadership (EPL) and teachers' perceptions of egalitarian relationships (EPR) which existed between the teachers and principals. A positive but not significant relationship was also noted between teachers' perceptions of principals' leadership (EPL) and teachers* perceptions of the manner in which principals granted them professional authority (EPA). When teachers were grouped by demographic variables, two important trends in^perceptions were noted regarding principals' executive professional leadership. (a) Female teachers had a tendency to perceive principals as having lower professional leadership than did male teachers. (b) Teachers with higher educational levels perceived principals as having less professional leadership ability than teachers with relatively low educational levels. Teachers' level of experience did not appear to have any systematic significant impact on their perceptions of the principals' executive professional leadership. It was recommended that those who train principals should be aware of the need to emphasize professional administrative areas which are critical to teachers' perceptions of leadership in the schools because teachers' perceptions affect their teaching performance.

The aim of this thesis is to provide a detailed and comprehensive view of the work of the European Ombudsman, in particular with respect to the way in which his office can help businessmen and economic operators. The thesis shall verify the following three hypotheses: First, the work of the European Ombudsman is not limited to the application of soft law, but also includes legality review related to maladministration of EU bodies and institutions. The second hypothesis claims that out-of-court protection of rights of individuals provided by European Ombudsman may be, under certain circumstances, more effective than judicial protection. Third, the instruments of out-of-court dispute settlement introduced by EU law are so numerous and complicated that they do not enable businessmen and economic operators to find their way in a satisfactory manner. This fact is the reason for a high number of inadmissible complaints addressed to the European Ombudsman and it wastes his resources for investigating individual complaints and launching his own inititative enquiries.