Introdução: Feedback é uma ferramenta de ensino poderosa. Para otimizar o feedback em avaliações tipo OSCE (Objective Structured Clinical Examination), uma modificação no papel do avaliador, apelidada de \"avaliador sombra\", foi testada. Os \"avaliadores sombras\" acompanham os estudantes por todas as estações realizando todas as avaliações. Ao término da atividade, realizam feedback do desempenho clínico aos estudantes. Objetivos: Descrever e discutir a experiência na aplicação deste modelo OSCE modificado, avaliar as opiniões dos alunos em relação a este novo método, e apresentar um estudo onde foram realizadas comparações entre o \"avaliador sombra\" e o formato original do examinador OSCE, nomeado de \"avaliador fixo\", com o objetivo de responder se este novo formato de avaliação apresenta vieses em relação ao formato original. Metodologia: Em 2011 foram realizados experimentos com as modificações no papel do avaliador para definir o formato final do \"avaliador sombra\". No período compreendido de fevereiro de 2012 a maio de 2014 foi realizado um protocolo de pesquisa com 415 estudantes do 6º ano de medicina. Destes, 316 estudantes foram randomizados para serem avaliados por avaliadores \"sombras\" e \"fixos\". Para analisar as comparações entre os avaliadores \"sombras\" e \"fixos\", foram utilizados o coeficiente de correlação de Pearson com regressão linear, teste t de Student e gráficos de Bland-Altman. Para aprofundar estas análises, os itens dos checklists foram classificados por domínios para realização de comparações mais específicas. Considerando que esta foi a primeira vez em que esta nova estratégia de avaliador (\"sombra\") foi aplicada, foram realizados questionários de opinião aos 415 estudantes que participaram do OSCE com o \"avaliador sombra\". Resultados: Foram encontradas altas e significativas correlações entre as notas globais por estação dadas aos estudantes pelos avaliadores \"sombras\" e \"fixos\",r = 0,87 (0,85 - 0,89; p < 0,05). Nas análises por domínios (afetivo, psicomotor e cognitivo), os resultados demonstraram maiores correlações entre as notas no domínio cognitivo e menores no afetivo. Não houve diferenças significativas comparando as médias das notas dadas pelos examinadores em relação às notas globais e nos domínios psicomotor e cognitivo. Análises de Teste t e de Bland-Altman demonstraram que as notas dadas aos estudantes no domínio afetivo foram maiores pelos \"avaliadores sombras\", mas a magnitude desta diferença foi muito pequena. De acordo com os questionários aplicados aos 415 estudantes, o feedback realizado pelos \"avaliadores sombras\" contribui para o aprimoramento de habilidades. Mais do que 90% dos estudantes concordaram que o feedback realizado pelo \"avaliador sombra\" é mais efetivo do que outras estratégias de feedback realizadas em outras aplicações de OSCE durante o curso de graduação de medicina até aquele momento. Conclusão: As modificações no papel do avaliador, \"avaliador sombra\", não levaram a vieses significativos nas notas dos estudantes quando comparado ao modelo de avaliador original do OSCE. Esta nova estratégia pode fornecer importantes melhorias na avaliação formativa de competências clínicas / Background: Feedback is a powerful learning tool. To improve the opportunity for feedback provided during an Objective Structured Clinical Examination (OSCE), a modification of the examiner\'s role nicknamed the \"shadow examiner\" was tested. In this new strategy, examiners follow the students across all OSCE stations, and may provide important insights for formative assessments of clinical performance Objective: Describe and discuss the experience in applying this modified OSCE, evaluate students\' opinions regarding this new method, and present an experience to analyze comparisons between the \"shadow examiner\" and original examiner OSCE format, nicknamed \"fixed examiner\". The objective of this study was to answer if this new assessment format presents biases in relation to the original format. Methods: In 2011, some experiments were carried out with modifications in the examiner\'s role to define the format of \"shadow examiner\". From February 2012 to May 2014, the research protocol was performed with 415 6th year medical students. Of these, 316 were randomly assigned to assessments made up of \"shadow\" and \"fixed\" examiners. Pearson correlation coefficients with linear regression, Student\'s t-test analysis, Bland-Altman plots were the statistical methods used to compare the assessment modes. To strengthen the analysis, checklist items were classified by domains in order to make specific comparisons. Considering that this was the first application of this new examiner (\"shadow\") strategy was applied, were conducted opinion surveys of the 415 students who participated in the OSCE with the \"shadow examiner\". Results: High correlations for global scores between \"shadow\" and \"fixed\" examiners were observed, r = 0,87 (0,85 - 0,89; p < 0,05). Analysing specific domains (affective, psychomotor and cognitive), the results demonstrated higher correlations for cognitive scores and lower correlations for affective scores. No statistically significant differences between mean examiners\' global scores, psychomotor and cognitive domains were found. T-test and Bland-Altman reviews showed that affective scores from \"shadow examiners\" were significantly higher than those from \"fixed examiners\", but the magnitude of this difference was small. According to the questionnaires applied to the 415 students, feedback from \"shadow examiners\" contributes to skills training, and more than 90% of these students agree that feedback from \"shadow examiners\" is more effective than other feedback formats achieved in other OSCE applications during the medical graduation course up to that time. Conclusion: The modifications in the role of examiner, \"shadow examiner\", did not lead to any important bias in the students\' scores comparing with the original examiner strategy of OSCE. This new strategy may provide important insights for formative assessments of clinical performance

Made available in DSpace on 2016-04-27T16:33:47Z (GMT). No. of bitstreams: 1 Livia Freitas dos Santos.pdf: 1677376 bytes, checksum: ac6ce36af498c1e2889b3cc1022e45e1 (MD5) Previous issue date: 2009-02-27 / Secretaria da Educação do Estado de São Paulo / This research aims at the study of the relationship between the examination for public school teachers, the process of teacher's professionalization and the socio-cultural profile of teachers approved. It is a member of the project of the research Processos de Formação de Professores e Estatuto Profissional do Magistério, from the line of research Escola e Cultura: As perspectivas das Ciências Sociais, developed in the ambit of the Studies of Post graduated program in Education: History, Politics, Society. It analyzes both recent examinations released by the City hall County of São Paulo, for Adjunct Professor (2004) and for Tenured Professor (2007), the County education system and career organization and the socio-cultural profile of the History teachers approved in both examinations , divided by classification order and by examination taken (A1, A2, A3, and T1, T2, T3). The research conducting referential are Nóvoa, in the matters to the process of educational professionalization; Weber in the analyses of the examination as a tool of the state bureaucracy and Bourdieu, to the analyses of the teachers' socio cultural profile, from their nuclear concepts, social and cultural capital, campus and habitus. For the analyses, two legal devices were used for the school teaching examination organization (edictal) and to the intern organization of the Education County net (school teaching statute, laws, decrees, lobbies; and also the questionnaires to the approved history teachers, applied between February and June, 2008, about their origin, cultural practices, graduation, opinions of the teachers process of professionalization being an important tool of the modern civil service for the selection, the edictal reveals the professional expected by the State and also the dispute for the genuine knowledge into the educational campus acted by many political groups; the different positions occupied by the teachers and the legal inconstancies provoke varied states and instability inside the net; the expectations presented by the teachers concerning the examination and the profession are linked to the cultural capital they have and the social space they occupy / Esta pesquisa teve por objetivo estudar as relações entre o concurso público, o processo de profissionalização dos professores e o perfil sócio-cultural dos professores aprovados. É integrante do projeto de pesquisa Processos de Formação de Professores e Estatuto Profissional do Magistério, da linha de pesquisa Escola e Cultura: perspectivas das Ciências Sociais, desenvolvidos no âmbito do Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade. Analisaram-se os dois concursos recentes realizados pela Prefeitura do Município de São Paulo, para professor adjunto (2004) e para professor titular (2007), a organização da rede e da carreira docente deste município e o perfil sócio-cultural dos professores de História aprovados nos dois concursos, divididos por ordem de classificação e por concurso prestado (A1, A2, A3 e T1, T2, T3). Os referenciais norteadores da pesquisa foram Nóvoa, no que concerne ao processo de profissionalização docente; Weber, na análise do concurso enquanto instrumento da burocracia de Estado; e Bourdieu, para análise do perfil sócio-cultural dos professores, a partir de seus conceitos nucleares: capital cultural e social, campo e habitus. Para a análise, utilizou-se dos dispositivos legais para a organização do concurso (editais) e para a organização interna da rede municipal de educação (estatuto do magistério, leis, decretos, portarias); além de questionários aplicados aos professores de História aprovados, entre os meses de fevereiro e junho de 2008, sobre a sua origem, práticas culturais, formação, opinião sobre o concurso e a carreira. Verificou-se que o concurso está no cerne do processo de profissionalização dos professores, sendo um importante instrumento da burocracia moderna para a seleção; o edital revela o profissional esperado pelo Estado e a disputa pelo saber legítimo dentro do campo educacional operada pelos diversos grupos políticos; os diferentes cargos ocupados pelos professores e as inconstâncias legais provocam status diferenciado dentro da rede e desestabilização; as expectativas manifestas pelos professores em relação ao concurso e à profissão estão ligadas ao capital cultural que possuem e ao espaço social que ocupam

Made available in DSpace on 2016-12-23T14:01:51Z (GMT). No. of bitstreams: 1 Sergio Majeski.pdf: 1611826 bytes, checksum: 7e2a0d00ace5eecbf4fe56cb939064e7 (MD5) Previous issue date: 2013-08-30 / This work was motivated by our concern and interest in the issue of education in Brazil, and especially with our empathy with High School. At first we explain the general issues about this educational level, and then we discuss the three most important official policies for high school today: the National Curriculum Guidelines for Secondary Education (DCNEM), the Innovative High School Program (ProEMI) and National Secondary Education Examination (ENEM) focusing on curricular issues and understandings/uses that the practicing subjects make of them in school everyday. Amid questioning these policies are the speeches of teachers and students on the same issues. We try to elucidate the importance that such policies have for the actors of the school everyday and raise questions about the legal framework created by the Ministry of Education and the Department of Education of the State of Espírito Santo. We ve noticed that most official guidelines are not fully assimilated in school, where practicing subjects adopt their work strategies according to their needs. The questioning of the policies highlighted the growing importance of ENEM, which leads us to believe that over and over all the projects and guidelines for high school will have the influence of this examination / O presente trabalho foi movido pela nossa preocupação e interesse pela questão educacional no Brasil, especialmente por nossa afinidade com o Ensino Médio. Num primeiro momento explanamos questões gerais sobre essa etapa de ensino para, em seguida, problematizar as três principais políticas oficias para o Ensino Médio na atualidade: as Diretrizes Curriculares Nacionais para o Ensino Médio (DCNEM), o Programa Ensino Médio Inovador (ProEMI) e o Exame Nacional do Ensino Médio (ENEM), focando as questões curriculares e os entendimentos/usos que os sujeitos praticantes fazem desses instrumentos nos cotidianos da escola. Em meio a problematização dessas políticas, estão as falas dos professores e alunos sobre os assuntos relacionados às mesmas. Tentamos elucidar a importância que tais políticas têm para os atores do cotidiano escolar e levantar questionamentos sobre o arcabouço legal criado pelo Ministério da Educação e pela Secretaria de Educação do Estado do Espírito Santo. Constatamos que grande parte das orientações oficiais não são plenamente assimiladas/usadas ou conhecidas na escola, onde os sujeitos praticantes adotam mecanismos de trabalho de acordo com suas necessidades. A problematização das políticas evidenciou a importância crescente do ENEM, o que nos leva a crer que cada vez mais todos os projetos e orientações destinados ao Ensino Médio terão como pano de fundo esse exame

Graduation exam from 2011 consists of two parts - a common (state) and profile (school). The first plan to hold this form of school-leaving examination appeared for the first government of Vaclav Klaus (Minister of Education Pilip) in 1994. The other nine governments have failed to agree on the form and implementation of school-leaving examination. The agreement was successful in August 2010 during the government of Peter Necas and Education Minister Josef Dobes. The aim was to evaluate the opinions of directors and commissioners of secondary schools of the Středočeský kraj for management activities associated with the common part of school- leaving examination in the initial phase in 2011 and assess whether there are critical points of sub-management activities, and may propose their modification.

本研究的主要目的在試圖提出一個架構，說明臺灣升大學重考生的情緒困擾問題，並描述出在此問題上，社會教化內容可能扮演的角色。經由文獻探討自我信念與情緒困擾間的關連，以及社會文化對個人情緒困擾的可能影響方式，研究者提出了「情緒困擾之整合性概念架構」作為說明重考生情緒困擾問題的起點，此架構主張：覺察自我落差導致了人們的情緒痛苦，而社會價值觀念不但形塑了人們的外在評價壓力，社會教化的內容也會經由影響個人的自我信念（含導引自我標準、預期自我信念及實際自我信念），對人們的情緒與行為產生重要的影響。 本研究的主要研究對象為：台北市某著名升大學補習班的197位重考生，其中121位為高中升大學重考生，其餘76位為高職升大學重考生。研究的工具除了Rosenberg自尊量表（RSE）、貝氏憂鬱量表（BDI）以及症狀檢核表焦慮分量表（SCL-A）外，還包括自行編製的「自我期許問卷」（可得到受測者所填寫的導引自我標準，以及他在這些標準上自評的各項自我落差量及落差覺察頻率），以及課業自我落差評量。 實徵研究的方法和結果可分為幾個部分，分別說明臺灣升大學重考生情緒困擾問題的不同面向： (一) 在情緒困擾相關評量上，對重考生及其他同齡學生（高三學生和大一學生）的狀況進行調查與比較，以巨觀描繪出臺灣升大學重考生的情緒困擾問題。研究結果發現：重考生較其他同齡學生具有更高的憂鬱和焦慮，而在自我落差評量方面，他們具有較高的自我落差覺察頻率，以及較大的課業自我落差量。 (二) 以大學生及重考生樣本，實徵檢驗自我落差量及其覺察頻率是否能有效預測人們的情緒困擾狀況，以瞭解本研究所提出來的概念架構是否可以用來說明臺灣學生的情緒困擾問題。研究結果顯示：學生的自尊、憂鬱以及焦慮都可以由一些自我落差評量有效解釋，然而由於重考生所具有的一些特質，使得自我落差評量對於重考生組內差異的解釋力多數比它們在大一樣本中為。 (三) 對高中升大學重考生的導引自我標準進行內容分析，以檢視社會教化內容與個人導引自我標準間的關連。由內容分析的結果可以發現：重考生的導引自我標準受到社會教化內容很大的影響（特別是升學觀念的社會教化），因此重考生的導引自我標準並不是散亂地分佈，絕大多數的項目可群集為二十一個類目，至於其餘的項目則是少見且較不具重要性的。 (四) 依據前述內容分析的結果，分析升學在臺灣社會中可能具有的社會心理意涵，並探索性地描繪重考生的心理處境。由內容分析發現：重考生的導引 自我標準包含很多與升學有關的價值觀（至少佔 46 %），由於這些價值觀在重考生群體中的普遍性與重要性，本研究將它們統合成一個整體結構，推論出升學在臺灣社會中可能具有的六種社會心理意涵：(1)「受高等教育，以取得謀職、營生的優勢」；(2)「具有豐富的學識，前途看好」；(3)「享受自 由學風，拓展自我潛能」；(4)「表現出眾，讓人看得起」；(5)「善盡本分，能榮顯父母師長」；(6)「戰勝自己，達成對自己的期許」。 在上述的整體結構中，由於「順利升學，取得文憑」居於最為核心的地位，因此重考生對於自我的評價普遍會受到他們對自己升學表現的預期很大的影響。「升學在臺灣社會中可能具有的社會心理意涵」與「個別重考生的心理處境」兩者之間的關係，彷彿就是「完整的圖像」與「殘缺的圖像複製品」兩者之間的關係，儘管複製不可能完美，使得後者在顏色上可能會比原圖較像 濃或是較淡，在色調上可能會比原圖像較為明朗或是更為陰鬱，然而，它們之間的共同點是，後者都可以在前者上面找到它相對應的部分（但僅為圖像的局部），使得個別重考生的心理處境與集體的社會升學觀念間，即使存在著許多表象的差異，但它們之間至少仍保有一種「理解的可滲透性」。 最後，本研究除了根據研究所得的結果，說明研究結果的意義並提出一些後續研究建議外，也討論了臺灣的升學主義解構運動，主張欲有效解決升學主義下臺灣的教育問題，需經歷一種「進步的問題轉換」，方能有效突破臺灣在教育改革中所面臨到的瓶頸。

我國公務人員考試錄取人員須經訓練及格才能成為正式公務人員，公務人員職前訓練分為基礎訓練與實務訓練，公務人員保障暨培訓委員會及所屬國家文官學院為辦理基礎訓練，每年均投入大量資金與人力，為瞭解訓練成效，爰進行本研究，並以102年公務人員高等考試錄取人員為研究對象，並以KirkpAtrick的四階層評估理論為基礎，針對反應層次與學習層次進行研究，以瞭解不同考試類科、受訓地區及訓練機關（構）之受訓人員，對於課程、講座、教材、整體、輔導員或行政安排等反應層次的滿意度，以及基訓成績、本質特性、測驗成績、選擇題、實務寫作題或是專題研討等學習層的成績，是否有所不同？國家文官學院及中區培訓中心自辦訓練與委外代訓機關（構）之訓練成效，是否有差異？ 進行分析後發現如下：一、如同KirkpAtrick全新的四階層評估理論模式所強調，反應層次影響學習層次；二、不論自辦或委辦訓練機關（構）之訓練成訓均各有優劣，訓練機關（構）之訓練成效各異；三、經由t檢定結果顯示，考試類科對在講座及教材問項均達顯著影響，先備知識影響訓練成效。爰針對研究發現提出幾項建議：一、實施前測與後測，確認職能缺口與訓練成效；二、訓前規劃前測；彈性運用評量方式，建立多元評鑑機制；三、整合訓練資料，建立長期追蹤資料庫；四、應針對訓練機關（構）學校進行訓練成效評估，並依據評估結果，決定合作之優先順序，以掌握訓練品質，以保障受訓人員權益，讓全體公務人員素質不斷提升。 / To become a Civil Servant in Taiwan, one must pass the civil service examination and training, where training is further divided into basic and on-the-job training. The Civil Service Protection and Training Commission (CSPTC) and National Academy of Civil Service (NACS) devoted hours of manpower and funds annually in organizing basic training and to better comprehend the training effectiveness, a study was conducted on 2013 Senior Civil Service Examination trainees using the New World Kirkpatrick Model as the basis for evaluation. The study focused on reaction (level 1) and learning (level 2) levels of the Kirkpatrick Model. The study aims to understand trainee’s satisfactory reactions of different examination topics, training locations and training organizations on courses, forums, training materials, assistant counselors, administrative planning and the overall experience; the learning level wishes to identify differences through basic training grades, intrinsic properties, examination grades, multiple choice questions, on-the-job essays and seminars, if any? In addition, are there any differences in the training effectiveness between National Academy of Civil Service and out-sourced organizations? The analysis of the study found the following 1. The study conforms to New World Kirkpatrick Model’s emphasis that reaction affects learning. 2. Regardless of the training organization (government or out-sourced), there are pros and cons, and varying degrees of training effectiveness. 3. As t-test data shows, seminars and materials showed significant effectiveness for examination topics, pre knowledge greatly affects the training outcome. Hence I proposed the following: A. Administer pre and post examinations to identify training needs and confirm training effectiveness. B. Pre examination before training: flexible evaluation methods to establish variable evaluation mechanisms. C. Integrate training data and build a long term track record and database. D. Conduct training effectiveness evaluation on training organizations to prioritize training courses for the best possible quality, protect trainees’ rights and in turn, steadily boost the overall quality of Civil Servants.

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La pratique de la médecine en centre hospitalier est encadrée par une variété de normes qui résultent en un contrôle des activités cliniques du médecin. Ce mémoire présente une analyse du régime instauré par la Loi sur les services de santé et les services sociaux et ses règlements afin de dégager les différents mécanismes de contrôle des activités du médecin exerçant en centre hospitalier. La pratique du médecin sera fonction de son intégration à la structure administrative du centre hospitalier, telle que notamment prévue par un plan d’organisation et des ressources et un plan des effectifs médicaux et dentaires. Ces plans contiennent des balises générales qui auront à être considérées par l’établissement dès le recrutement de médecins et témoignent d’une préoccupation du législateur d’assurer une distribution cohérente de l’offre de soins et de services de santé à l’échelle de la province. Le rattachement du médecin à un département par l’octroi d’un statut et de privilèges de pratique rendra applicable une normativité particulière, mise en œuvre par le chef de département clinique, par exemple la liste de garde et les règles d’utilisation des ressources médicales et matérielles. La validité et les effets de la pratique par laquelle les médecins réaménagent entre eux l’exécution des obligations qui leur incombent par des ententes variées sera également abordée à la lumière de récents développements jurisprudentiels sur la question. La mise en place d’un mécanisme de traitement des plaintes et d’une procédure disciplinaire en centre hospitalier sera également abordée ainsi que la situation des différentes parties impliquées, tant en ce qui a trait aux garanties juridiques applicables que relativement à la possibilité de recours administratifs ou auprès du Tribunal administratif du Québec. / The practice of medicine in a hospital center is subordinate to the application of various rules purporting to the control of the clinical activities of physicians. This thesis intends to offer a detailed analysis of the regulatory framework as provided for in the Act respecting health services and social services and its by-laws. The main objective is to layout the administrative and disciplinary mechanisms of control of the clinical activities of physicians. Following his appointment, the physician will take place in an administrative structure as delineated in the organization plan and medical staffing plan of the hospital. These plans are guidelines to be considered by the institutions while recruiting physicians, and tend to show a legislative intent to efficiently allocate the offer for health care services throughout the province of Quebec. The physician’s reporting to a clinical department gives rise to the application of specific regulations set up by the department head such as the duty roster or the rules governing the use of medical and material resources of the department. This study will address the validity of various agreements by the means of which physicians adjust the execution of their obligations, in the light of recent developments in case-law. The law provides for a disciplinary procedure as well as a procedure relating to the examination of complaints concerning a physician. This study will also address the due process applicable, the situation of the concerned parties, as well as the possibility of recourse to the Quebec Administrative Tribunal.

不景氣的年代，民間企業裁員、減薪或強迫員工休無薪假的事件層出不窮，襯托出公職相對起薪高、福利制度健全，任職免職程序有政府法令保障。在公職逐漸被當前的社會氛圍視為是兼具地位及幸福的工作時，愈來愈多的民眾競相投入公務人員的考試，而競相爭捧鐵飯碗的現象，也成為近期媒體報導的新聞焦點。 惟前述種種的論述都仍停留在主觀的聯想及推論上，國內鮮少針對經濟變數與公務人員考試錄取率間之關係，建立統計實證模型進行客觀量化分析。基於這樣的時空背景及社會氛圍，本研究遂以客觀的高普考錄取率表示公務人員考試競爭程度，觀察經濟環境變數對其造成的影響，是否誠如媒體所言，當景氣愈差時，公職考試就愈熱門的現象。 經過實證模型分析後，發現影響經濟變數對高考錄取率較普考錄取率變動數的影響較為顯著，包括：當期或前期的高考薪資占民間薪資比、當期或前期的失業率、前期臺股指數變動數、當期或前期臺股指數標準離差率以及時間趨勢等解釋變數，並且各自存在不同程度的影響及合理的正負關係。而普考錄取率變動數部分，僅受當期普考薪資占民間薪資比、前期失業率及時間趨勢等變數所影響。 本文最後，提出針對可能影響民眾報考公務人員的重要因素，提出相應政策建議，以期抒緩公職考試過熱的現象並精進政府政策。 / Recession-era, layoffs, pay cuting, and forcing employees to take unpaid leave are more and more in private sector, highlight the work of public sector is high starting salary, benefits sound system, and having protection by law in appointment and dismissal. More people want to participate in civil service examination, then civil service examination craze has become the focus of recent news. Provided the foregoing various opinions are still subjective conjecture, almost no study about relationship between economic variables and the qualification rates of civil service examination in domestic studies. In this context, this study used a senior and junior civil service examination qualification rates to represent the competitive of civil service examination, and to observe the effects of economic variables on the qualification rates of civil service examination, if consistent with the media reports, the worse economy is, the less qualification rates of civil service examination will be. After empirical model analysis, we found that the effects of economic variables on the qualification rates of senior civil service examination are more significant than the changes of the qualification rates of junior civil service examination. Finally, make recommendations to relief civil service examination craze.

國際貿易實務上，「信用狀」係往來銀行提供信用狀擔保付款之模式，確保跨國貿易之順利完成、加速貿易進行，為當今世界重要付款方式。「信用狀統一慣例（UCP）」係國際商會（ICC）制定之信用狀交易實務慣例，自1933年首次頒布以來，目前已成為全世界公認遵行之信用狀標準處理方針。2007年，國際商會公佈最新修訂版本之第600號出版物“UCP 600”，明定因應銀行及航運實務發展、檢討UCP 500之規範文字及語體、抑制銀行拒絕付款率等為主要修訂目標。 鑑於UCP 600對於未來國際貿易發展之影響力，實有全面且深入研究UCP 600條款內容及規範目的之必要。本文以UCP 600新增定義解釋條款、審查單據條款、及運送單據條款為研究主題，透過闡釋條文涵義、比較與UCP 500之差異、探究新條款影響、檢討修訂目標之成效等，俾使信用狀當事人及相關銀行正確理解及適用UCP 600條款內容。 本文首先介紹信用狀之特性、經濟功能及信用狀統一慣例之定位適用等基本概念；其次從文義解釋、法律性質及當事人間法律關係等觀點切入，闡釋UCP 600本次新增之定義及解釋條款；並研究銀行實務最常發生爭議之審查單據程序，詳盡分析UCP 600規定之審單標準、符合提示、拒付瑕疵單據等重要條款。此外，本文探討UCP 600所規定國際航運常見之提單、多式運送單據、不可轉讓海運單及傭船提單等運送單據條款。最後，本文針對UCP 600條款之重要修訂內容予以彙整，嘗試提出該等條款之修正趨勢及未來發展。 / In international trade practice, “letter of credit”which is the most important type of payment in the world is the means of settlement that an issuing bank independently undertake to honour a complying presentation , and that ensures international trade to successfully completed, and speeded up the transactions.“ICC Uniform Customs and Practice for Documentary Credit(UCP)”is the rules of international letter of credit practice promulgated by the Commission on Banking Technique and Practice of the International Chamber of Commerce(ICC).The 2007 Revision, UCP 600, is the latest of a series of revisions of these ICC rules that date from 1933 and have in their evolution become the universal norm for commercial letter of credit. The introduction of UCP 600 expressly indicated the main revised objective was to address developments in banking and transport industries, to look at the language and style used in UCP 500, and to reduce the rejections of the documents presented under letter of credit. In consideration of the influence of UCP 600 for the development of international trade in the future, it was necessary to generally and deeply research the clauses and provisions of UCP 600 and the revised objective. This paper’s research subjects include the formal definitions and interpretations of UCP 600, the provision regarding examination of documents, and the provisions regarding transport documents. In order to make the parties of letter of credit and the relevant banks correctly understand and apply the UCP 600 clauses, this paper interprets the meaning of UCP 600 clauses, compares the differences between UCP 600 and UCP 500, analyses the influence of new provisions, and look at the achievements of this revision. This paper first introduces the fundamental concepts included the characteristic of letter of credit, the economic functions of letter of credit, and the position and application of UCP 600.The second part is to discuss the formal definitions and interpretations that UCP 600 new formulated from the perspectives of language interpretation, quality of law, and the law relationship of the parties. Then this paper discusses the rules for the examination of documents that most controversial in banking industries, and analyses the important provisions regarding standard for examination of documents, complying presentation, and rejection of discrepant documents. Moreover, this paper is referring to the general transport documents clauses stipulated in UCP 600, including bill of lading, multimodal transport document, non-negotiable sea waybill, and charter party bill of lading. Finally, this paper synthesizes the significant revised provisions, and recommends several suggestions about modifying the relevant provisions in UCP 600 and development in the future.