Taiwan IC assembly industry has became mature. from survey of World Journal about the top 100 entrepreneurs,average profit is around 1.3%, that reached the bottom of valley within these 17 years and it drive the industry into low cost competitive environment with fast cost erosion, it announces ¡§the low profit times is coming¡¨. IC assembly house entry barrier is low. normally 50 sets wire bond are treated as a start point with 10 millions NTD investment and products covered dual in line,small outline,quad flat package,tape carrier package,ball grid array,image sensor,chip on film,ball bumping.While similar products is produced within competitors, the low cost strategy is selected.it caused Amkor / ASE / SPIL trying to merge some small companies in these years, aim to reach economical scale and cost benefits .in the same time,Main China ic-assembly capability is built and the impact will be appeared gradually . by means of suitable competition theory,we select 8 major issues as study topics and through interview with several ic assembly president /vice-presidents, this study aim to find out the competitive advantage and workable managerial strategy tool in this low profit times,and hope to contribute to Taiwan IC assembly house.

This study used the naturalistic inquiry method to explore the perceptions of the selected administrators from Chinese Ministry of Education Directed universities regarding what kind of institutional challenges their institutions confront and how their institutions function in the present, how their own roles have been affected by the changing situations they face in their own contexts, and consequently, what are the competencies that universities leaders will need in their universities in the near future. Special emphases are placed on the differences that exist in the challenges facing Chinese MOE directed universities located in differently geographical, cultural and economical contexts, and the differences among the perceptions of current university leaders, aspiring leaders, and retired university leaders regarding institutional challenges and leadership competencies. In this study, eight kinds of challenges have been identified by selected Chinese university administrators. There are no substantial differences in perceptions of these eight kinds of challenges, for all these MOE-directed universities live in a similar policy environment; they are governed, funded and evaluated by the Ministry of Education. However, due to their personal background such as different ages, historical background and working experiences, they showed some differences in their perceptions more individually than as a group. According to the respondents’ reflections, the location of a university powerfully influences the university, positively or negatively. Being located in developed areas usually has a positive influence on a university. On the contrary, being located in undeveloped areas has a negative impact on a university. There are four categories of leadership competencies identified by the respondents: personality and disposition, personal knowledge and skill, administrative competency, and social responsibility competency. It is not surprising that administrators from these universities did not show substantial differences in their perceptions of leadership competency because members of all the groups live in a similar policy environment. However, due to their personal background, they actually showed some differences in their perceptions as individuals rather than as a group. The researcher found that university administrator training is absolutely necessary. However, the current training programs do not meet the demands, more needs to be done to improve the training programs through renewing training content and methods.

Thesis (Ph.D.) -- University of Canberra, 2009. / Submitted in fulfillment of the requirements of the degree of Doctor of Philosophy in Government. Bibliography: p. 289-306.

As the population of the United States becomes more diverse, it is important that research be done to inform the implementation of psychological services that meet the needs of a wide variety of ethnic and socioeconomic groups. One current limitation to research in multicultural counseling competence (MCC) is the lack of reliable and valid measures that consider the perspectives of the client. The standardized measures currently available are self-report measures completed by practitioners regarding their own perceived competence. These self-report measures are based largely on the well-regarded MCC guidelines set forth by Sue and colleagues (1992). Unfortunately, these measures present an incomplete (and possibly erroneous) representation of MCC as experienced by the client. The current study outlines the development of a measure meant to meet this need--the Client Experience of Provider Cultural Competence (CEPCCI)--and investigates the relationship between provider and client perceptions of the providers' abilities in this area. The CEPCCI is anchored in Sue et al.'s (1992) well-regarded theory on cultural competence and a qualitative study of client perceptions of multicultural counseling competence (Davis, 2007). The resulting scale consists of 38 items loading on one subscale with demonstrated content and construct validity and good reliability. A significant correlation between provider and client perceptions of the providers' multicultural counseling competence was also found. The need to obtain a consumer perspective on practitioner MCC is well-documented in the literature, and the present study has created a measure to fill this gap. This measure will open up a wider range of possibilities for research in MCC, as well as allowing providers of mental health services a way to assess their performance and progress in this area. / text

This thesis analyses the application of the Common European Framework of Reference for Languages (2001) to the Canadian context, using a better understanding of the notion of competence. It begins from the observations that the “functional” level reached by post-immersion students is a source of anxiety and disappointment. This is an important issue in the post-immersion Canadian context as it relates to the goal of national bilingualism. We should now leave behind the reductive and obsolete functional approach to competence that is the norm in this country. This will involve the adoption of the “actional” approach already in place in other disciplines and in other countries. The profound paradigm shift that has taken place at the end of the 20th century, the progressive abandoning of the mechanistic worldview in the social sciences, can be seen in varying definitions of the concept of competence. The extensive literature review presented here provides a valuable perspective on the innovative principles underlying the Framework. This frame of reference does not seem wholly applicable to the post-immersion context. More specifically, it does not fully explore fundamental implications of the shift from a functional to an actional paradigm. Therefore, the suggestions of the Framework should be reinforced with a stronger focus on defining the process of linguistic competence. This can be accomplished by adding the notion of “dynamic idiomaticity” at various levels of the Framework scales. Thus, in order to go beyond the functional level, one must re-evaluate qualitative aspects of language. Finally, these concepts may be applied to teaching by means of the Framework’s portfolio tool. This portfolio will focus on the development of “dynamic idiomaticity”. It applies new training techniques developed in the business context that moved towards an actional model many years ago. The portfolio can be seen as one among many opportunities to apply a broader definition of the concept of competence.

The aim of this study was to develop and psychometrically assess an instrument to measure senior baccalaureate nursing student self-efficacy related to meeting entry level competencies required on acceptance to the nursing profession. The theoretical foundation of this study is social cognitive theory (Bandura, 1986). Social cognitive theory includes the construct of self-efficacy. The foundation of social cognitive theory guides the selection of study variables, the study design and the interpretation of the study findings. The conceptual framework for this study is The Health System and Health Human Resources (HHR) Planning Framework (O’Brien-Pallas & Tomblin Murphy, 2006). The framework links important elements in health human services and workforce planning to the self-efficacy of future registered nurses in relation to meeting expected professional competencies. A twenty-two item, likert type measurement instrument entitled the Nursing Competence Self- Efficacy Scale (NCSES) was developed and validated by experts in nursing research and practice and in consultation with experts in instrument development and psychometric assessment. Nursing experts (n=8) participated in a two-step validation process consisting of two independent reviews of the instrument, before it was administered to senior baccalaureate nursing students (N=253). The NCSES has demonstrated evidence of internal consistency reliability, test-retest stability reliability, content validity, construct validity and contrasting group validity. This is the first study to develop and assess a scale to measure senior baccalaureate nursing students’ self-efficacy for competent nursing practice. It contributes a practical 22 item instrument to evaluate senior baccalaureate nursing students’ self-efficacy for nursing competence.

Introduction: It is a well known fact that children suffer from pain due to treatment and procedures in health care and historically, their procedural pain due to medical treatment has been undertreated and under-recognized. Children’s understanding of pain and their ability to express their feelings depend on their stage of development and the nature and diversity of their prior pain experiences. The goal of pain management is to reduce pain, distress and anxiety, and the nurse is the key person to help and support the child in pain. Nurses’ professional competence form the foundation for pain management procedures, and there is a need to investigate whether the care and procedures nurses perform for children in pain lead to desired outcomes. Aim: The overall purpose was to describe nurses’ competence in pain management in children. The specific aims were to - identify and describe knowledge about and attitudes to pain and pain management - identify factors influencing pain management in children and - describe nurses’ experiences of caring for children in pain. Methods and material: Forty-two nurses participated in a survey on knowledge about and attitudes to pain management in children, and 21 nurses were interviewed about their experiences fromcaring for children in pain. All the data were analyzed using approved methods of analysis. Results: The results showed that the nurses had good knowledge about and positive attitudes to pain management in children. Collaboration with physicians was considered important in providing children with sufficient pain relief. Parents were regarded as a resource, and the nurses described communication with parents as important. The nurses’ own experience led to a better understanding of the children’s situation. The nurses stated that pain is a subjective experience and that if a child says he or she is in pain they should be believed. Pain was seen as a complex phenomenon, and the nurses had difficulty distinguishing between pain of different origins. In predictable situations, when the child had a clear medical diagnosis with physical pain and the child’s pain followed an expected pattern, the nurses trusted their knowledge and knew how to act. On the other hand, in unpredictable situations, when the child did not respond to the treatment despite all efforts, this created feelings of insufficiency, fear and abandonment, and even distrust. Conclusions: The conclusions of this thesis are that pain management in children is a challenge for clinical nurses in unpredictable situations. Professional competence in nursing deals with both personal abilities and the organization. Reflective practices and dialogues with colleagues would improve nurses’ work satisfaction, and guidelines and better routines would improve nurses’ pain management when caring for children.

Scientific knowledge is constructed and communicated through a range of forms in addition to verbal language. Maps, graphs, charts, diagrams, formulae, models, and drawings are just some of the ways in which science concepts can be represented. Representational competence—an aspect of visual literacy that focuses on the ability to interpret, transform, and produce visual representations—is a key component of science literacy and an essential part of science reading and writing. To date, however, most research has examined learning from representations rather than learning with representations. This dissertation consisted of three distinct projects that were related by a common focus on learning from visual representations as an important aspect of scientific literacy. The first project was the development of an exploratory framework that is proposed for use in investigations of students constructing and interpreting multimedia texts. The exploratory framework, which integrates cognition, metacognition, semiotics, and systemic functional linguistics, could eventually result in a model that might be used to guide classroom practice, leading to improved visual literacy, better comprehension of science concepts, and enhanced science literacy because it emphasizes distinct aspects of learning with representations that can be addressed though explicit instruction. The second project was a metasynthesis of the research that was previously conducted as part of the Explicit Literacy Instruction Embedded in Middle School Science project (Pacific CRYSTAL, http://www.educ.uvic.ca/pacificcrystal). Five overarching themes emerged from this case-to-case synthesis: the engaging and effective nature of multimedia genres, opportunities for differentiated instruction using multimodal strategies, opportunities for assessment, an emphasis on visual representations, and the robustness of some multimodal literacy strategies across content areas. The third project was a mixed-methods verification study that was conducted to refine and validate the theoretical framework. This study examined middle school students’ representational competence and focused on students’ creation of visual representations such as labelled diagrams, a form of representation commonly found in science information texts and textbooks. An analysis of the 31 Grade 6 participants’ representations and semistructured interviews revealed five themes, each of which supports one or more dimensions of the exploratory framework: participants’ use of color, participants’ choice of representation (form and function), participants’ method of planning for representing, participants’ knowledge of conventions, and participants’ selection of information to represent. Together, the results of these three projects highlight the need for further research on learning with rather than learning from representations. / Graduate

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Thesis (M. Phil.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 53-64).