Purpose/Research questions Aiming at the problem that the management efficiency of many Chinese small and medium-sized enterprises is generally low, the paper is to find the method in the aspect of marketing management to improve the management for the enterprise to meet challenges of globale market competition. According to the thoughts of Kotler(2006, p814), the future marketing shall be in a direction towards holistic marketing from marketing department . The paper discusses whether it is feasible for the Chinese small and medium-sized enterprises to use the precision marketing management method to optimize and integrate the resources and improve enterprises’ capacity. Research design/methodology/Approach The paper discusses the feasibility of the research subject through combination of theoretical research and case discussion. Analyze and discuss on experience of Parker Hannifin(China) to summarize ideas and implementation methods of precision marketing management to provide reference to the management of Chinese small and medium-sized enterprises. Findings Through the analysis and discussion on Parker Hannifin(China) and combination of marketing theory and value chains theory, I find that lean thinking may help the small and medium-sized enterprises inChinato utilize the limited resources in a reasonable way and improve enterprise capacity. Research limitations/implications Starting with marketing management, the paper discusses how to improve the efficiency of value delivery and thus win advantage through changing the extensive management method of enterprises. However, the small and medium-sized enterprises inChinastill have the problems such as brand resources and technological resources, etc., therefore, precision marketing can not generally improve the enterprises’ comprehensive competitive capability. Several competition methods, such as technique introduction, strategy alliance and so on are still needed to improve the enterprise’ comprehensive competitive capability, only in this way can the enterprises may win in the competition. Originality/value of the research Different from other papers, the paper, in the light of the characters of Chinese existing small and medium-sized enterprises, mainly discusses the application of precision marketing management of small and medium-sized enterprises adopting extensive management. Therefore, it has the particularity in marketing cultural environment, such as Chinese policy and customers' preference; its application shall be more specific, and has stronger pertinence.

This dissertation builds on work that has applied complex systems thinking to socio-ecological systems as well as on research that explores critical and reflective approaches to planning. A broad, interdisciplinary literature review was undertaken to explore the implications of complex and critical systems thinking and critical social epistemology for environmental management, planning and policy research, governance and social learning. Building on the insights from this review, one of the key contributions of this research is a conceptual framework that explicitly integrates knowledge and learning into an understanding of socio-ecological systems. It is argued that in the highly complex and uncertain realm of environmental policy, planning and governance, we should begin to discuss such systems as socio-ecological-epistemological (SEE) systems. This research addresses the complexity, uncertainty, high decision stakes, power relations and plurality of knowledges involved in the process of social learning in environmental planning and governance. The SEE systems conceptual framework for research and intervention was developed in the form of descriptive (Co-Evolution, Reflexive Uncertainty, Cross-scalar Considerations) and prescriptive (Critical Awareness, Pluralism, Power) principles. Based upon these principles, a critical systems-based approach to planning and policy research was developed and applied to two case studies of innovative, integrated environmental planning and governance: the Oak Ridges Moraine and the Long Point World Biosphere Reserve. A conceptual model for describing and refining the contributions of environmental movement organizations to social learning in the context of environmental governance emerged. The model describes the requirements of social learning as defined along three axes: typology of knowledge; levels of critical reflection; and, a scale axis from individual agent to larger social structures (institutions). Through this work, it is evident that insights from complex and critical systems understanding have influenced thinking in environmental management, planning, governance and social learning. Through the exploratory application of the SEE systems approach to complex environmental planning and governance systems, the SEE systems principles appear to resonate strongly with the experience of environmental movement organizations. In particular, three key findings emerged from the two exploratory, empirical case studies. First, interviewees and workshop attendees in both case study contexts described the importance of various types of knowledge, especially scientific, local technical and governance knowledge in initiating policy change. Second, research participants stressed the importance of understanding the cross-scalar dynamics that affect their ability to influence policy as well as the need to develop policy and governance structures appropriate to the scale of the issue of interest. And finally, the need for individual as well as organizational critical reflection upon policy tools and implementation, policy goals as well as the power differentials embodied in certain policy and governance structures was also highlighted in the qualitative, empirical data generated through interviews and workshops. This research reaffirms the importance of the collaboration and the collective contribution of academic researchers, civil servants and volunteer members of environmental movement organizations to fostering social learning for sustainability in the context of complex SEE systems.

The study aimed to discuss the impact of project-based learning on primary fifth graders with regards to inclination of self-regulation learning readiness and critical thinking disposition. The study adopted the Solomon four-group design with study objects taken from fifth graders from specific primary school in Kaohsiung. A total of 4 classes were randomly sampled with 2 classes being the experimental groups and 2 classes being the control group. The experimental group was applied with the six steps from WebQuest(Dodge & March,1995) as Scaffolding project-based learning in ¡§Taiwanese traditional Arts and Culture,¡¨ where the control group is excluded. After conducting 24 classes of experimental teaching for 6 weeks with 4 classes per week, t-test and two-way ANOVA were applied to understand the enhancement effect of self-regulation learning readiness and critical thinking disposition on fifth graders accepting project-based learning. The study further comprehend the impact of implementation of project-based learning for the self-regulation learning readiness and critical thinking disposition of primary school fifth graders with low, intermediate and high academic achievement. The research results are listed as follow: I. Under ¡§Unprecedented conditions,¡¨ the project-based learning program facilitates self-regulation learning readiness of primary fifth graders. II. The implementation of project-based learning can improve self-regulation learning readiness of primary school fifth graders with intermediate and high academic achievement. Students with high academic achievement show higher statistical significance than students with intermediate and low academic achievement with regards to improvement on self-regulation learning readiness. Students with intermediate achievement with regards to progress in self-regulation learning readiness do not show significance higher than students with low academic achievement. III. Project-based learning facilitates improvement on the critical thinking disposition of primary fifth graders. IV. Project-based learning can improve the critical thinking disposition of primary fifth graders with high academic achievement. The students with high academic achievement show higher significance than students with intermediate and low academic achievement with regards to enhancement of critical thinking disposition. Students with intermediate academic achievement do not show significance higher than students with low academic achievement with regards to progress in critical thinking disposition. The following recommendations are proposed according to the study results for curriculum teaching and future study: I. Implement the advantages of WebQuest to design project-based learning and to increase the number of classes. II. Students with different level of capacity will undergo different layers of project-based learning, which will be implemented to teaching with theory of cooperative learning. III. Researches undergo long-term follow-up or gradual removal of the scaffolding may be used to increase qualitative data collection and analysis.

The aim of this thesis is to investigate if the use of accounting teaching strategies promote junior high school students¡¦ perception of finances,self-regulation and positive thinking. The researcher chooses two classes, 76 eighth graders in a junior high school in Kaohsiung city ,as an experimental group to conduct the treatment by the method of spot sampling. In the treatment, students are asked to record how they spend their pocket money and they also take course named¡¥Be A Happy Money Manager¡¦. Then, the researcher also chooses two classes,inclusive of 77 eighth graders in the same school as a baseline group. The baseline group only takes the course named¡¥Be A Happy Money Manager¡¦ , not recording their spending. Besides, two other classes which include 78 eighth graders in the same school are selected as the control group.The group neither takes a course nor makes any records of their spending. The experiment contains eight-week recording of spending,one-week accounting analyzing teaching,and one-week ¡¥Be A Happy Money Manager¡¦course. Before and after the experiments,all of the participants are asked to fill out a questionnaire designed by the researcher.The questionnaire named¡¨Junior High School Students¡¦Perception of Finances,Self-regulation and Positive Thinking Questionnaire¡¨aims to realize the participants¡¦ transformation in the perception ofFinances,self-regulation and positive thinking. Additionally, six participants under this treatment are interviewed by the researcher to prove the cosequence. First, the researcher adoptes data analysis methods inclusive of descriptive statistics, independent-samples t test,one-way ANOVA to distinguish the discrepancy of different participants¡¦ performance of perception of finances, self-regulation and positive thinking. Second,the ANCOVA is used after the treatment to test the diffenences among experimental group,baseline group and control group. Finally, subjects of the content is used to analyze the six participants in the experimental group,which attempts to evidence the students¡¦ transformation in the perception of finances,self-regulation and positive thinking . The findings from the study are summarized as follows: (1) Financial perceptions of participants from diffenent kinds of backgrounds or having different money experiences existed statistically significant differenences. (2)There is a low to medium statistically significant positive relation between money attitude and comsuption behavior. Financial perceptions of participants are statistically significant relative with self-regulation and positive thinking. (3)After this treatment, there is statistically significant improvement of the participants in the experimental group.As to money attitude, participants in the experimental group do not regard money as the symbol of success but they would like to seek better services by paying more money . (4)In the aspect of the confidence of positive thinking, there is statistically significant advance of the participants in the experimental group.

This study theme is ¡§The impact of learning system dynamics by learning group.¡¨ Both through literature review, the first aspect is the cumulative literature in learning groups¡F the second aspect is the system dynamic learning process. In the past research, there was not any research about learning the system dynamics by learning group approach. Therefore, the researchers referred to literature and action research to propose hypotheses as follows¡G Hypothesis 1¡GA learning group can improve the motivation to learn the system dynamics. Hypothesis 2¡GA member who is more familiar with the system dynamics than others can improve the continuous motivation to learn the system dynamics. Hypothesis 3¡GThe motivation to learn the system dynamics can be affected by members¡¦ learning situations. This study was designed to learn the system dynamics in three hours a week by a learning group. The ¡§Business Dynamics¡¨ was used as the main textbook. This study used the action research as research methods. This study collated findings obtained by the following¡G ¤@¡BA learning group can improve the motivation to learn the system dynamics ¤G¡BA member who is more familiar with the system dynamics than others can improve the continuous motivation to learn the system dynamics. ¤T¡BWe should consider different motivations to learn the system dynamics in the process of learning the system dynamics.

Abstract This study was mainly to explore the different teaching strategies to the effect of Environmental Education. The subjects were three sixth-grade classes of an elementary school in Kaohsiung. The experimental group was implemented Critical e-STSE teaching (Critical Thinking and Web Quest Information Tool were integrated into e-STSE teaching), the control group one was implemented Critical Thinking integrated in lecture teaching, and the control group two was implemented e-STSE teaching (Web Quest Information Tool was integrated in e-STSE teaching), conducting Environmental Education based on the Issues of Petrochemical Industrial Park. The teaching effects were analyzed quantitatively and qualitatively. On the aspect of quantity, the pretest and posttest of Environmental Education Sub-target Questionnaire of students¡¦ grades were evaluated and analyzed by ANCOVA for the learning differences of three groups. On the aspect of quality, the students¡¦ discussions of K12 issues, learning sheets and tasks of Web Quest were analyzed. In addition, the kids¡¦ feedback forms, interviews and teachers¡¦ journals were analyzed. The results based on the analysis were as below: 1. Three different groups all had significant results on the students¡¦ Environmental Education Performances. 2. Web Quest teaching design promoted the two groups-Critical e-STSE teaching and e-STSE teaching-on the learning results of the Educational Awareness and Sensitivity, and the Educational Action Skills, better than Critical Lecturing Teaching group. 3. Critical Thinking teaching activities promoted the two groups-the Critical e-STSE teaching and Critical lecture teaching- on the learning results of the Educational Ethical values, better than the e-STSE teaching group. 4. Critical Thinking and Web Quest Informational Tool integrated in e-STSE Environmental Educational Program promoted students¡¦ learning interests and abilities to the Science and Environmental Education. 5. Web Quest teaching design combined with K12 network classroom enhanced students¡¦ autonomous learning abilities and motivations. 6. The Curriculum design of games and group cooperation enhanced students¡¦ learning outcomes. 7. Field study and Observation were suited to apply to the Critical Thinking and Web Quest Informational Tool integrated to e-STSE Environmental Educational Program. Finally, based on the results, the researcher make recommendations on the future teaching design and implement, and the further relevant study direction. Keywords¡GCritical Thinking¡BWeb Quest¡BSTSE¡BInformation Education¡BEnvironmental Education

The purpose of this study was to explore the relationship between academic procrastination, self-regulation and positive thinking. Five hundreds and sixty three college students from Taiwan were selected by stratified sampling. The participants completed the ¡§Questionnaire of College Students' Academic Procrastination (QCSAP),¡¨ ¡§The Self-Regulation Questionnaire (SRQ)¡¨ and ¡§Positive Thinking Scale (PTS).¡¨ Descriptive statistics, t-tests, multivariate analysis of variance, pearson correlation, and path analysis were conducted on the quantitative data. In addition, content theme analysis was used to assess the motivation and disturbance of academic procrastination of college students. The findings from the study were summarized as follows: 1. Near 70% college students procrastinate their academic tasks and 57.4% students were bothered by academic procrastination. 2. Senior college students presented significantly higher score in "the ability to meet the deadline" than junior college students. 3. Students from National universities presented significantly lower score on ¡§active academic procrastination¡¨, ¡§ability to meet the deadline¡¨ and ¡§outcome satisfaction¡¨ than those from private universities and universities of technology. 4. Low GPA students had significantly higher scores on "fear of failure" and "task aversiveness" than those high GPA group counterparts. 5. Female college students had significantly higher score on "perfectionism" than their male counterparts. 6. Students from private universities of technology had significantly higher score on self-regulation and positive thinking than those from general universities. 7. Self-regulation was positively correlated with positive thinking. 8. Active academic procrastination can either directly predict college students¡¦ positive thinking or indirectly through self-regulation as a mediator. 9. Passive academic procrastination can significantly predict college students¡¦ self-regulation. 10. College students' academic procrastination motives were "task aversiveness," "laziness," "fear of failure" and "perfectionism." 11. The disturbance of academic procrastination of college students were categorized into three parts: "psychological," "physical," and "academic." Implications of these findings for higher education are discussed.

The purpose of this study was to investigate the significant differences and relations of elementary schools¡¦ students¡¦ positive thinking, personality traits, and creativity. Five hundred and twenty-nine elementary schools¡¦ students were stratified random sampling from Kaohsiung City. All participants completed the instruments of The Elementary School Student Positive Thinking Scale (ESPTS), The Big Five Inventory and Torrance Tests of Creative Thinking (TTCT). A confirmatory factor analysis, t-tests, analysis of variance (ANOVA), and Pearson product-moment correlation were conducted to assess the similarities and differences among different background variables. The main findings were as follows: 1. Girls¡¦ positive thinking means was significantly higher than the boys. 2. The first born children¡¦s positive thinking mean score was significantly higher than the other born orders children. 3. Students who living with parents presented significantly higher positive thinking means than these students who living with grandparents or elder. 4. Children came from father with democratic practice presented significantly higher positive thinking scores than these children with authoritarian father practices. 5. Girls¡¦ mean score on Agreeableness and Openness was significantly higher than the boys. 6. The single child¡¦ mean on Openness presented significantly higher than the first-born children and later-born children 7. Fourth graders¡¦ mean on creativity-fluency and creativity-originality was significantly higher than the 6th graders. 9. The single child¡¦s creativity mean was significantly higher than the other born order children. 10. Students¡¦ life-satisfaction means score was significant correlation with Creativity score. 11. Students¡¦ positive thinking was significant correlation with their Big-five personality score. 12. Students¡¦ Extraversion and Openness means were significant correlation with their Creativity. Implications of these findings for classroom instructions and future related researches are discussed. Key Words: elementary school student; positive thinking; personality traits; creativity.

The development of spatial thinking proficiency has been increasingly demanded in Geographic Information System (GIS) education. Despite this educational trend, there is little empirical research on college students' spatial concept knowledge, which critically affects the quality of spatial thinking. This study addressed the following three research questions: 1) What differences exist between students' understandings of spatial concepts at the beginning, middle, and end of an introductory-level GIS course?, 2) What spatial misconceptions students may possess while taking an introductory-level GIS course?, and 3) Which spatial concepts are easy or hard for undergraduate students to understand? The researcher asked twelve participants who were taking an introductory-level GIS course to create concept maps about space and revised their concept maps in three experiment sessions. For the first question, the researcher scored the sixty obtained concept maps and statistically analyzed those scores to examine if there is any significant difference among the scores of the three experiment sessions. For the second question, the researcher examined participants' misconceptions by analyzing the incorrect statements of distortion, map projection, and scale. For the third question, the researcher statistically analyzed concept-based scores to examine if there is any significant difference among the scores of three different complexity levels. A main finding for the first question was that there was a significant difference among the scores of the concept maps created in the first session and the scores of the concept maps revised in the second and third sessions. This implied that participants could successfully revise their own original concept maps in the middle of a semester. The result of the study of the second question indicated that a half of participants misunderstood the concepts of map projections and scale. This result suggested that some undergraduate students may have difficulty shifting from scientifically inappropriate spatial concept knowledge to appropriate knowledge. Analysis of the third question resulted that the concept-based scores of simple spatial concepts are significantly higher than the scores of complicated spatial concepts. This result inferred that participants' scores decreased as the complexity of the concepts increased.

This study is according to the assumption of Systems dynamics approach to discuss the definitions of crisis management theory, and believes that there is not only crisis that happened naturally or simply created by human error, but also self-formed crisis by decision maker: Crisis comes from a decision which was right at that time. After complex interaction in the organization structure, this decision could turn into a serious crisis. If we can find out which decision would created crisis like that, or change the wrong structure, manager could put more effort on those crisis that could not be predict, and release the resource burden of management. The conclusions of this study are presented as follows: 1. This study divides crisis into two categories: Crisis that formed gradually and accident. The former could be solved by systematic view. 2. Form the history of studied case, we found that if decision maker didn¡¦t think about what side effect might have in the future, it could trigger some of reinforce loops and cause the crisis. And the reason of why they make the wrong decision is caused by the mental models of what could be right. 3. Each of the Fifth disciplines of learning organization could make the organizations more healthy, it could have chance to avoid all the troubles in this case study, and keep the decision makers and members of organization from making wrong decision according to their mental models.