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The focus of this practical theological study is the analysis of the life and worship of the Perth Asian Christian Community in the New Life City Church, where we note fast maturation of Christians with a desire to complete the Great Commission. As participant observer using the qualitative method, I was able to identify how the NLCC is wall-less by interviewing different groups within the church and two Western sample groups. To accomplish this, Chapter two analyses the Western and Asian churches’ understanding of the concepts ‘church’ and ‘church growth’. The evaluations showed a difference in understanding. This prompted an inquiry in chapter three into their understanding of the Great Commission from the Western and Asian viewpoint against the Biblical understanding thereof. The intention of NLCC groups interviewed in Chapters four to eight was to detect what they perceived as helping them mature as Christians, considering many are first-generation Christians. The groups interviewed included founder members, first-generation Christians, youth group leaders, returned NLCC missionaries and the pastor. By Chapter nine it was established that the Asian Christian understood worship in a broader context. Chapter ten summarises the interpreted data of the groups interviewed and identifies stimulants for maturation of individual Christians in a post-Christian environment. The broader understanding of worship is discussed. These guidelines form the building blocks for a practical theological theory of church growth. / Practical Theology / D. Th. (Practical Theology)

Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2009. / ENGLISH SUMMARY: In this research project the profile and academic literacy proficiency of a group of First-Generation entrants at the University of Namibia were explored in order to obtain insight into the development of their critical literacy proficiency during the course of 2008. The project was undertaken against the backdrop of a Higher Education sector in Namibia that is facing an increasing influx of first-year students – often students who are the first in their families to pioneer the alien territory of tertiary studies. Such students predominantly come from marginalised and poorly resourced educational environments far from the capital of Namibia. These English second language First-Generation students consequently enter Higher Education with insufficient levels of academic literacy proficiency in English, the medium of instruction in tertiary institutions in Namibia. An important aspect of such under-preparedness is their academic literacy which is often still regarded only as knowing how to speak and act within a particular discourse, and the reading and writing that occurs within the discipline as the only skills through which to facilitate learning in the mainstream; this, however, is not enough to assist them in problem-solving and high levels of critical thinking. In response, the University of Namibia has implemented academic support programmes to address the needs of students who enter university with poor school results. One such support programme is the ULEG course for those students who qualified for admission to the university but whose school-end marks for English were a D-symbol. Survey results showed that the majority of the students in the ULEG course in 2008 were First-Generation entrants into Higher Education. It was thus decided to conduct this project with one class group of ULEG students. Only data collected from the FG entrants were employed in this case study. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Qualitative data concerning the perceptions of the participants were generated via semi-structured interviews, observation and content analysis. In addition, quantitative data were collected and this further contributed to the triangulation of rich, in-depth data. An awareness-raising programme about the use of metaphoric language in order to draw appropriate inferences was designed and implemented, the rationale being to enhance the participants‟ critical thinking proficiency. As source material short stories, novels, a play and poetry by African authors written in English were employed. To establish the value of such a programme a mixed methods research methodology was employed where qualitative and quantitative data were collected concurrently. The results of this case study question prevailing notions about under-prepared students as well as the mainstreaming of students, as all of the participants in the project attested to the significant challenges that entry into the academic community posed for them. The findings of this project, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within Higher Education and the role of critical literacy in student learning. / AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek ondersoek die profiel en die vlakke van akademiese geletterdheid van „n groep Eerste-Generasie eerstejaar studente aan die Universiteit van Namibiȅ om insig te bekom oor die ontwikkeling van hulle vlakke van kritiese geletterdheid gedurende 2008. Die projek is onderneem teen die agtergrond van „n Hoër Onderwys sektor in Namibiȅ met „n toenemende invloei van eerstejaar studente. Hierdie studente is dikwels ook die eerstes in hul families wat die onbekende wêreld van tersiëre studie betree. Hierdie Namibiese studente kom meerendeels van gemarginaliseerde en swak-toegerusde onderwys-omgewings ver vanaf die hoofstad, en die enigste universiteit in Namibiȅ. Hierdie Engels tweede taal Eerste-Generasie studente betree gevolglik Hoër Onderwys met onvoldoende vlakke van akademiese geletterdheid in Engels, die medium van onderrig in Namibiȅ. „n Belangrike aspek van sulke akademiese onvoorbereidheid is die studente se akademiese geletterdheid wat dikwels steeds beskou word as slegs die vermoë om korrek te praat en korrek op te tree in „n spesifieke diskoers, sowel as om te kan lees en skryf na gelang van die vereistes van verskillende hoofstroom akademiese dissiplines. So „n vaardigheidsbenadering is egter nie genoeg om studente te help met problem-oplossing and gevorderde vlakke van kritiese denke nie. Die Universiteit van Namibia het as teenvoeter teen die akademiese onvoorbereidheid van studente akademiese ondersteunigsprogramme geimplementeer. Een so „n program is die ULEG-kursus vir studente wat kwalifiseer vir toelating aan die universiteit maar met slegs „n D-simbool in Engels. „n Vraelys het getoon dat die meeste van die studente in die ULEG-kursus in 2008 Eerste-Generasie studente was. Daarom is besluit om hierdie projek met „n klasgroep ULEG studente te onderneem. Slegs data van die Eerste-Generasie eerstejaar studente in die klas is gebruik vir die doeleindes van hierdie navorsingprojek. In hierdie gevalle-studie is die hoofsaaklik beskrywende ondersoek gekarateriseer deur meervoudige data-versamelingstegnieke en -instrumente. Kwalitatiewe data vi aangaande die persepsies van die studente in die projek is versamel deur middel van semi-gestruktureerde gesprekke, observasies en die interpretasie van geskrewe en mondelinge bydraes van studente. Kwantitatiewe data is versamel en ge-analiseer om by te dra tot die triangulasie van ryk en gedetaileerde bevindings. „n Program om studente bekend te stel aan die gebruik van metaforiese taalgebruik om meer effektiewe gevolgtrekkings te kan maak is ontwerp en geimplementeer. Die beweegrede was om die studente se vlakke van kritiese denke te bevorder. As material vir die program is kortverhale, romans, „n drama en gedigte geskryf in Engels deur skrywers uit Afrika gebruik. Om die effektiwiteit van so „n program te evaluaeer is gebruik gemaak van „n gemengde navorsingmetodiek waar kwalititatiewe tegnieke en kwantitatiewe instrumente gelyktydig en aanvullende gebruik is. Die bevindinge van die projek bevraagteken die heersende opvattings in verband met swak-voorbereide studente sowel as hoofstroom-onderrig, aangesien al die studente in hierdie projek bewys gelewer het van die aansienlike persoonlike probleme wat toegang tot die akademie vir hulle ingehou het. Alhoewel die bevindinge spesifiek is aan die konteks van die projek, dra dit by tot die groeiende korpus van kennis in die veld van akademiese ontwikkeling in Hoër Onderwys, sowel as die rol van kritiese geletterdheid in akademiese studies.

Harming the dignity of the learner; refusing to hear his side of the story; neglecting to help him retrieve his stolen property : such are the unfortunate occurrences at many South African schools, and such are the experiences that have led to this research. Dedicated educators sometimes default, leaving their wronged learners out m the cold. The questions are therefore: • What causes this conduct of educators and why does it recur? • Is it ignorance of their legal position? • Is it insensitivity to common law principles and statutory provisions? • Is it sheer carelessness? Mindful of the introduction of the South African Constitution Act 108 of 1996, wh1ch contains the long-awaited Bill of Fundamental Rights, this study has been undertaken to give an educational-juridical perspective of the educator-learner relationship 1n South African public schools by means of a literature study and an elementary legal comparative study. Various legal terms which influence the educator-learner relationship significantly are defined. In conjunction with the private law status of the learner, the position of the learner within the school system, and the fundamental rights of the learner in the context of the administration of justice are identified and dealt with in so far as they have any bearing on the educator-learner relationship, Moreover, the legal determinants of the educator-learner relationship and the educator's duty of care are pinpointed to determine their significance in an accountable, responsive and open educator-learner relationship, A comparative school law perspective of the sources of school law, the duties and responsibilities of educators, the fundamental rights and legal obligations of the learner, the educator's duty of care, discipline and legal liability in England and Wales, Canada, Japan, and South Africa is presented in terms of similarities and differences, Attention is paid to the necessity of informing educators and learners concerning their respective rights and duties, in order to develop accountable, responsive and open educator-learner relationships in South African schools, / Thesis (Ph.D.)--Potchefstroom University for Christian Higher Education, 2000

一、金融危機的理論模型可分為:1.第一代模型:基本面惡化。2.第二代模型:傳染蔓延效果。3.第三代模型:預期心理效果。 二、台灣發生金融危機的成因為:1.土地投機過深。2.股票持有過多。3.交叉持股，過度融資。4.借殼上市。 三、台灣發生金融危機的後果為: 1.資產價格下跌，影響家計消費。2.經濟成長率下降。3.銀行業逾放比率增加、資產品質惡化、退票比率增加、資產報酬率下降。 四、台灣發生金融危機政府採取的因應對策及其效果為:1.一般性管制。2.選擇性信用管制。3.調降金融業營業稅:降稅所增加的盈餘，幫助銀行沖銷呆帳，降低逾放比率。4.金融業合併:(1)業務同性質很高，將以節省成本為主要目的。(2)官股成分的銀行進行合併。5.展延問題企業本息攤還半年。6.護盤:(1)企業界護盤:釀成母子公司財務危機。(2)財政部成立「股市穩定基金小組」。7.銀行業不動產擔保品需於兩年內處分完畢。8.限制分行設立家數，誘導新銀行承受信用合作社。9.嚴禁抽銀根，以配合政府紓困政策。 五、日本發生金融危機的成因為:1.政界、官員、財界與黑道操縱股價。2.交叉持股，過度融資。3.土地投機過深。4.大藏省及日銀失職。5.決策當局無法適當處理。 六、日本發生金融危機的後果為:1.經濟成長停滯。2.企業部門財務結構惡化、破產家數及債務創新高。3.失業率創新高。4.財政赤字惡化及國民負擔增加。5.金融機構債信評等下降、資本適足性規定與股、匯市重挫導致金融機構惜貸。6.銀行業逾放比率增加、資產品質惡化、資產報酬率下降。7.資產價格下跌，影響家計消費。 七、日本發生金融危機政府採取的因應對策及其效果為: (一)振興景氣方案成效評析:自1992年起推出多次振興經濟方案，惟未進行制度面及供給面結構改革，銀行龐大呆帳問題一再拖延，財政赤字不斷擴大。 (二)租稅政策成效評析: 1997年提高消費稅稅率並廢除特別減稅措施，且增加醫療保險自負額，同時公共投資減少3兆日圓，被認為是振興經濟的絆腳石。 (三)貨幣政策成效評析:貼現率由1993年8月30日的6%逐漸調降至歷史新低點，但寬鬆貨幣政策的效果，幾乎無法發揮。 (四)金融改革成效評析:1.1996年:實施金融大改革，逐步解除金融市場各項管制，期望在2001年可以與紐約、倫敦的金融市場並駕其驅；但卻在1997年中為金融風暴所阻。2.1997年:(1)通過日銀法修正法案，賦予日銀自主性。(2)大藏省改革法案，可下令銀行停止營業，而不再採行事前指導與保護。3.1998年:實施(1)「新外匯化」、「金融系統改革法」、「金融機能安定化法」、「存款保險修正法案」:以公共資金購買特別股方式挹注銀行資本，由於挹注金額過低，且外界對審查過程質疑甚深。(3)實施「金融再生法」:成立「金融再生委員會」，解決問題銀行；同時合併住專管理公司與處理回收銀行:專司負責處理銀行不良債權；惟面臨適任人選不足的問題。同時與大藏省共同管理，故其「獨立」、「專責」的角色亦受到質疑。 (4)實施「金融早期健全法案」:率先對受困的金融機構提供援助。4.1999年:對大型銀行、地方銀行的官方資金投入期限至2001年3月底止，防金融界的過度依賴。5.2000年:成立金融廳，強化金融體系，確保金融管理的透明化，加強與國際合作為職志。 八、台灣與日本金融危機的比較 (一)相同點:1.外債小於外匯存底。2.內債赤字逐漸擴大。3.貿易收支都有盈餘，惟貿易盈餘與國內投資有趨緩的現象，造成經濟成長率下降，股、匯市下跌。4.有產業及資金外移的現象。5.銀行有特權貸放，造成道德危機與逆選擇。 (二)相異點:1.技術層次不同:日本的研發水準有其獨特之處，台灣OEM較多，大都接美、日訂單，受美、日景氣衰退的影響既大且深。2.政治穩定性不同:日本長達近10年的短命內閣，政策前後無法一致性，責任承擔不明，台灣則無此現象。3.佔世界經濟體的地位不同:日本佔世界經濟體第二大，台灣佔世界經濟體第二十一大，所以日本的產能比台灣大。4.工資與地租成本結構不同:日本的工資與地租成本是台灣的2.5倍，所以景氣下滑較早發生，趨緩的時間亦較長。 九、台灣與日本金融危機經驗給吾人之改革啟示 (一)在銀行制度應有的改革:1.強化金融監理體系，力求金融監理一元化。2.鼓勵金融機構合併。3.設立資產管理公司。4.成立控股公司。 (二)在貨幣市場應有的改革:1.發行票券的公司需經信用評等。2.建立票券業務防火牆及內控制度。3.貨幣市場共同基金與銀行體系進行競爭，可提升競爭力。 (三)在資本市場應有的改革:1.降低股市的財務槓桿比率，適度調低融資成數。2.加強查緝丙種經紀人。3.提高法人投資比重，使市場結構趨於穩定，降低股市的波動性。4.加強取締內線交易。 (四)在外匯市場應有的改革:1.匯率制度儘量尊重市場供需機能。2.如果外債過高，過度引進外資易造成金融機構信用過度膨脹。而企業負債比例過高、若資金過度流向股市及不動產投機市場，金融機構易導致鉅額呆帳或倒閉。3.央行對無本金交割遠期外匯投機交易應有嚴格的規定，避免外匯過度投機。 (五)在產業政策應有的改革:1.未來高科技的發展，不應再依循以往政府專案資助的模式，宜交由市場機制，自行運作。2.政府只要提供良好的投資環境，並建立良好的制度與規範。3.企業界需培植高級人才，提升研發能力。 十、結論:(一)發生金融危機，市場運作偏離常軌，政府的短期救急措施顯得非常重要。(二)就中長期而言，為加速經濟結構的調整，因應泡沫經濟的衝擊，政府由擴大公共投資、貫徹自由化政策及加速產業升級三方面著手。(三)日本振興經濟方案偏重公共投資，且方案執行有時間落後。(四)日本財政赤字嚴重惡化，影響經濟復甦腳步。(五)日本主政者未針對經濟的病因，進行結構性改革。 十一、政策性意含:(一)慎評擴大內需效果。(二)貨幣政策應同時兼顧內需市場與國際市場。(三)政府需研擬整套金融改革方案。(四)日本金融改革給台灣的啟示。 第一章 緒論----------------------------------------------------1 第一節 研究背景與目的--------------------------------------1 第二節 研究內容與架構--------------------------------------4 第三節 研究方法與限制--------------------------------------7 第四節 研究期間與資料來源之限制----------------------------7 第五節 文獻回顧--------------------------------------------7 第二章 台灣金融危機的成因、後果及政府因應對策-----------------15 第一節 台灣金融危機的期間與背景---------------------------15 第二節 台灣金融危機的成因分析-----------------------------19 第三節 台灣金融危機的後果分析-----------------------------32 第四節 台灣金融危機的政府因應對策-------------------------40 第五節 台灣金融危機的政府因應對策效果評析-----------------58 第三章 日本金融危機的成因、後果及政府因應對策-----------------70 第一節 日本金融危機的期間與背景---------------------------70 第二節 日本金融危機的成因分析---------------------------- 78 第三節 日本金融危機的後果分析---------------------------- 85 第四節 日本金融危機的政府因應對策-------------------------89 第五節 日本金融危機的政府因應對策效果評析--------------------103 第四章 台灣與日本金融危機的成因、後果及政府因應對策 之比較----------------------------------------------- 114 第一節 台、日金融危機成因之比較分析----------------------114 第二節 台、日金融危機後果之比較分析----------------------119 第三節 台、日金融危機政府因應對策之比較分析--------------125 第四節 台、日金融危機政府因應對策效果之比較分析----------142 第五章 台灣與日本金融危機經驗給吾人之改革啟示----------------146 第一節 在銀行制度應有的改革------------------------------146 第二節 在貨幣市場應有的改革------------------------------154 第三節 在資本市場應有的改革------------------------------157 第四節 在外匯市場應有的改革------------------------------161 第五節 在產業政策應有的改革----------------------------------163 第六章 結論--------------------------------------------------166 第一節 本文主要發現--------------------------------------166 第二節 本文政策性意涵------------------------------------169 註 釋-----------------------------------------------------174 參考書目-----------------------------------------------------178