La tesi parteix d'una anàlisis pormenoritzada dels tres protagonistes de l'activitat museística, centrada en els museus d'art: el museu, la figura del professional en i per al museu i la seva formació.Partint de la definició de museu que ha donat l'International Council of Museums, ICOM, es revisen les funcions i finalitats del museu actual i la necessitat que tenen als desafiaments de la nostra època.L'estudi passa per delimitar les àrees de treball en les que es desenvolupen els professionals que treballen en museologia, els seus perfils professionals i una redefinició de les àrees que el museu del segle XXI planteja.Una tercera part de l'estudi central de la tesi és el capítol destinat a la formació d'aquests professionals presents i futurs, la seva capacitació, estudis universitaris i entitats que imparteixen la formació.L'objetiu de la tesi és establir un marc d'acció amb el desanvolupament d'un model pedagògic que vinculi la universitat i l'àmbit professional on es dissenya un model de màster presencial en museologia de duració biannual dins del context de l'Espai Europeu d'Educació Superior. / La tesis parte de un análisis pormenorizado de los tres protagonistas de la actividad museística, centrada en los museos de arte: el museo, la figura del profesional en y para el museo y su formación.Partiendo de la definición de museo que ha dado el International Council of Museums, ICOM, se revisan las funciones y finalidades del museo actual y la necesidad que tiene a los desafíos de nuestra época.El estudio pasa por delimitar las áreas de trabajo en las que se desenvuelven los profesionales que trabajan en museología, sus perfiles profesionales y una redefinición de las áreas que el museo del siglo XXI plantea.Una tercera parte del estudio central de la tesis es el capítulo destinado a la formación de estos profesionales presentes y futuros, su capacitación, estudios universitarios y entidades que imparten dicha formación.El objetivo de la tesis es establecer un marco de acción con el desarrollo de un modelo pedagógico que vincule la universidad y el ámbito profesional donde se diseña un modelo de master presencial en museología y de duración bianual dentro del contexto del Espacio Europeo de Educación Superior. / The thesis starts with a detailed analysis of the three main characters in the museum's activity: the museum, the professional in and for the museum, and its training. Taking into account the museum definition of the International Council of Museums (ICOM), this thesis revises the functions and purposes of the current museum and the challenges it has nowadays. The assignment defines the working areas in which the museum's professional works and their professional profile. In addition, it shows a redefinition of the different areas for the next century museum. The third and central chapter is devoted to the training of the current and future professionals. It is important to know their capacity, University degrees and centres where museum studies are taught. The aim it to set up an action plan to develop a pedagogical model that links the University and the professional ambit. The result is a design of a classroom Master's Degree for two years in the context of the European Space of Superior Education.

One in five children and adolescents in the United States has a mental health disorder (U.S. Department of Health and Human Services, 1999) and 12.5% of children and adolescents receive treatment in a special mental health setting each year (Substance Abuse and Mental Health Services Administration, 2009). Children and adolescents have special needs in counseling, and applying adult based counseling skills and knowledge onto children is inappropriate and unethical (Lawrence & Robinson Kurpius, 2000). There exists no nationally recognized licensure, certification or training standards for professional counselors to work with children and adolescents in non-school settings despite the need for specialized skills. Several scholars have made recommendations for the training of professional counselors who work with this population including coursework and supervised clinical experiences. There has been no examination to date, however, of whether these recommendations are in line with the experiences of professional counselors who work with children and adolescents in non-school settings. It is essential that counselor educators advocate for the students, the profession and the youth by examining what training is necessary. This grounded theory study aimed to identify what the experiences of professional counselors who work with children and adolescents in non-school settings are as well as what training and clinical experiences these professional counselors have. There were 14 participants in the study all of whom had at least 5 years of experiences counseling children and adolescents in a non-school setting, currently practicing, and were perceived by their peers as exhibiting exceptional practice. Data was collected using semi-structured interviews and data analysis included open, axial and selective coding. Trustworthiness was established using peer debriefing, progressive subjectivity, member checks, and detailed record keeping and was confirmed through the audit process. Authenticity was also established. Themes were identified and a theory of skill acquisition to work with children and adolescents in non-school settings was developed. With a greater understanding of the experiences of these professional counselors, counselor education programs can more appropriately construct training experiences thereby producing more competent and prepared professional counselors to work with children and adolescents in this setting.

This study examined client-reported changes in the therapeutic relationship across 29 sessions, spanning ten cases of short-term, Process-Experiential psychotherapy. Cases and sessions were empirically identified, based on clients' end-of-session ratings on the Working Alliance Inventory (WAI). This empirical selection strategy was intentionally broad and atheoretical, to encompass a variety of change scenarios. Therapist and client behaviors and interactions during selected sessions were explored using the Structural Analysis of Social Behavior (SASB) and the Hill Counselor and Client Verbal Response Modes (VRM) Systems. Both frequency and sequential analysis of category codes were conducted, followed by a session-by-session review of the ten cases. Observed therapist and client behaviors clearly reflected the Process-Experiential therapy model as well as therapist efforts to establish and maintain empathic attunement. No significant differences were found in the frequencies of SASB or VRM codes between strongest and weakest alliance sessions or between rupture and post-rupture sessions. This raises questions about the ability of these measures to differentiate between subtle in-session processes. The case reviews underscored the clients' independent and often-overlooked contributions to the formation and repair of the therapeutic relationship.

The study aims to explore the current conditions of teachers¡¦ attitudes toward teachers¡¦ professional evaluation in Kaohsiung junior high schools, and to apply the results of the study to provide suggestions to be references in the future. The study was conducted by means of questionnaire survey with ¡§Questionnaire on ¡§Teachers¡¦ Attitudes toward Teacher Evaluation in Kaohsiung Junior High Schools.¡¨ 600 teachers were randomly sampled from 34 public junior high schools in Kaohsiung County and Kaohsiung City. Among the collected questionnaires, 529 were valid, yielding a return rate of 88%. The collected data was analyzed by statistical methods, including mean, Standard Deviation, t-Test, one-way ANOVA. Based on the analyzed results, the followings were concluded: 1. The evaluation purposes are to help teachers improve their teaching approach and promote their professional development. The teachers of different positions and school locations have different opinions about the evaluation purposes. 2. The best evaluation method is self-evaluations by the teachers themselves. The teachers of different teaching course subjects, years of expericences, and positions have significant difference on the evaluation method. 3. The best criteria of teacher evaluation is ¡§study and learning¡¨. The teachers of different background have different opinions about the criteria of teacher evaluation. 4. The best methods of evaluation data collection are from class observations and using the teacher self-evaluation sheets. The teachers of different teaching course subjects, years of experiences, and positions have different opinions about the methods of evaluation data collection. 5. An ideal application of evaluation results is to provide teachers with a mean of improving themselves. The teachers of different positions and school locations have significant difference on the application of evaluation results. According to the conclusions mentioned above, a number of suggestions were proposed to the educational authorities, teacher training institutions, junior high school teachers and future educational researchers.

This qualitative study used a historical research method to eliminate the gap in the historical knowledge of Air Command and Staff College (ACSC) curriculum evolution in the post-Cold War era. This study is the only known analysis of the forces that influenced the ACSC curriculum and the rationale behind curricular change at ACSC in the post-Cold War era from the publication of the Skelton Report to the present. Data for this study were gathered through personal interviews with past and present members of the ACSC faculty and leadership, and review of published and unpublished historical ACSC curriculum documents. Research for this study revealed that the ACSC curriculum was continually in flux during this time period. At no time did the ACSC curriculum remain exactly the same as the previous academic year. The curriculum was responsive to external and internal influences. External influences were the Skelton Report, the Chairman of the Joint Chiefs of Staff, the Department of Defense, the Air University Commander, and world events. Internal influences include the ACSC Commandant and the ACSC faculty. The most significant and radical changes to the ACSC curriculum originated with those individuals or groups of individuals in positions of authority over military education institutions, primarily the Skelton Panel, Chiefs of Staff of the Air Force, and ACSC Commandants. Many minor changes were made to the ACSC curriculum during this time. Significant curricular changes made were not lasting changes. New leadership at times eliminated all or large parts of the curriculum they inherited because of personal preference. The ACSC curriculum is therefore subject to potential cyclical curricular change coinciding with changes in military leadership, which averages every two years. This study concludes that the ACSC curriculum changed often, sometimes significantly, in the post Cold War era. The frequent curricular change frustrated many faculty members and led to periods of turmoil within ACSC. ACSC is not likely to realize a period of curriculum stability until the Air Force places limits on the scope of curricular change its leaders are allowed to make at ACSC without approval and considers assigning professional educators to leadership roles in its Professional Military Education institutions. This study recommends that the Air Force consider placing a system of checks and balances on the ability of ACSC Commandants to reinvent the curriculum and placing professional educators in the positions of Air University Commander and ACSC Commandant in order to slow the rate of curricular change and bring a level of stability to the ACSC curriculum.

This study takes the medical service as an example to discuss the evaluation and choice models of professional services. The main purpose of the study is to see whether consumers¡¦ involvement and knowledge of medical services as well as their personal difference will affect their evaluation and choice models. In this study, the common cold, stomach ulcer and cancer are chosen to represent medical services with low, median and high involvement. Convenience sampling is conducted in Taipei, Hsinchu and Kaohsiung and a total of 407 valid questionnaires have been collected. About the data analysis, factor analysis, ANOVA and chi-square test are used as statistical analysis methods. The results are presented below. 1. Consumers¡¦ involvement and knowledge of medical services have different effects on their evaluation criteria. 2. Consumers¡¦ involvement of medical services makes difference to their evaluation and choice models. 3. Consumers¡¦ knowledge of medical services makes difference to their evaluation and choice models. 4. There is interaction between consumers¡¦ involvement and knowledge of medical services, and they together affect the choice models. When consumers face medical services with ¡§low involvement, high knowledge¡¨ and ¡§high involvement, low knowledge¡¨, obvious difference is found between the choice models they use. 5. Consumers¡¦ personal factors make difference to their evaluation and choice models. 6. Consumers¡¦ personal factors make difference to their involvement and knowledge of medical services.

The training programs for a new coming can not only raise the professional capabilities of the employees and also develop the sense of belongings to the enterprise. Guided by a veteran, who can illustrate the norms of the business domain & the instruction the working guide for the rookies, the system is so called the ¡V Mentor and apprentice system. The system helps the new comings melt-into the enterprise quicker and accelerate the pace for the rookies to be familiar with their own workings, even mentally support counts one of the function in this system. Thus, for a rookie; ¡§Mentor¡¨ plays an important role in the cognition for the company, while the transition of the professional technology, the mentor affect the rookie in the mental aspects spontaneously. The study is focused on the group of liaison ¡Vbusiness as the studies target, the ¡§Mentoring¡¨ system as the premise & variations; to probe if the system affects the professions and the attitude for employees to the whole organization and to further aspects to find out the functions of this system, the relations of organization commitment and turnover intentions. The study has proofed as; 1. Demographic statistics variations as the major affects is tenable, to the system, organization & professional commitments and turnover intentions. 2. The system as a remarkable affect to organizational & professional commitment is tenable. 3. The system as a remarkable affects to the job-turnover intention is not tenable. 4. The organizational & professional commitment as remarkable affect to job-leaving is tenable. 5. Through the affect of organizational & Professional Commitment, the system as a remarkable parameter to job-turnover intention is tenable.

The main purposes of this study were to explore teacher participate school-based in-service teacher education and professional development in the Kaohsiung Elementary school. This study adopted the questionnaire-survey approach. 327 sample from forty-four Kaohsiungs¡¦ elementary schools. The instrument for the study: ¡§the Questionnaire of School-Based in-service Teacher Education and Professional Development¡¦¡¦ were developed by the researcher and included two scales, one was ¡§the Scale of School-Based in-service Teacher Education Present Situation¡¦¡¦ and the other was ¡§the Scale of Professional Development¡¦¡¦. The methods for data analysis were descriptive statistics, t-test, one-way ANOVA, Pearson-moment correlation. The following four were concluded: 1.The concept of school-based in-service teacher education is one kind from bottom to top, activity that relying mainly on school to in-service teacher education. 2.The teachers¡¦ of Kaohsiung will participate in school-based in-service education present situation of differed in terms respondents¡¦ background variables. 3.The teachers¡¦ of Kaohsiung professional development of differed in terms respondents background variables. 4.There was significant correlation between school-based in-service teacher education and professional development. Finally, some suggestions were raised to the teacher of elementary school, the administration of elementary school, and future research.

Based on the vocational personality trait, this study aims to explore the relationship between the vocational preference inventory conducted by new recruitment of T Bank and their individual performance, as well as the influences of professional training hours on different level of works. Furthermore, this study will search for the correlation between controlling variables and population variables. This study collects relevant information from database established at T Bank beginning from its establishment to the end of 2003, which are categorized as the following files: ¡§vocational preference inventory¡¨, ¡§educational training¡¨, ¡§employees¡¦ performance¡¨ and employees¡¦ basic information¡¨, then executes the statistic analysis for a total of 926 effective samples through one-way ANOVA, Pearson correlation analysis, multiple regression analysis. This study also uses the results of the vocational preference inventory, conducted by the T Bank new recruitment, as the independent variables, individual performance as dependable variables and the professional training hours, work classification as moderating variables, searching for the correlation and influence between them. Furthermore, this study searches for the moderating effects between each item of variables by using the professional training hours and work classifications as moderating variable. This study reveal that the variables such as ¡§gender¡¨, ¡§age¡¨, ¡§education¡¨ and ¡§work period¡¨ appear obvious discrepancy respectively in individual performance, while there is no obvious difference in the devotional degree of an organization. Then, there is an obvious correlation in some parts of professional personality trait, revealing a fact that the employees should be assigned for his or her work according to the results of the vocational preference inventory. In the ¡§work classification¡¨ to ¡§vocational personality trait¡¨, ¡§leadership¡¨ and ¡§challenge¡¨ show the moderating effects on ¡§indivisual performance¡¨. Finally, the study indicates that the ¡§professional training hours¡¨ has no moderating effects on the ¡§professional personality trait¡¨ and ¡§individual performance¡¨ and it also presents that the ¡§independence¡¨ in the ¡§professional personality trait¡¨ is the key factor for each employee¡¦s independent learning. The results of study also reveal that the vocational preference inventory and the professional training hours play in employees training. There are few studies for the vocational preference inventory, in particular its substantial experiment; therefore, this study aims to enhance and supplement the study for this part. On the other hand, this study also approves that the professional training shall be designed on a basis of short-term course in order to meet the actual requirements and efficiently carry out one special mission.

¡@¡@This study is to propose the idea of professional innovator and professional innovation organization. The professional innovator is a corporate venture leader who has professional, entrepreneurship and networking competency, and corporate which deploy decentralized and independent organization will achieve the best outcome of a venture development. The purpose of this study is to provide disciplines for corporate to choose venture leaders. ¡@¡@The conclusions of the study are presented as follows: ¡@¡@It¡¦s extremely important for corporate to select and develop professional talents when corporate intends to invest in new venture as an approach to search for new market opportunities. New ventures and its leader should have its own management control, and not to be influenced by the mother corporate, which usually a major reason why new corporate ventures become short-lived and ill-developed. Corporate can manage a win-win solution for the new venture and its established business, as long as corporate can leverage networking and industrial resources to help new ventures. ¡@¡@The propositions generalized in the study are presented as follows Propositions: 1.¡@Professional competency is the characteristic of an effective corporate venture leader. 2.¡@The professional competency of the corporate venture leader influences the development of the venture. Proposition II: 1.¡@Entrepreneurship competency is the characteristic of an effective corporate venture leader. 2.¡@Leader plays a core role in a corporate venture. Proposition III: Networking relationship influences the development of a corporate venture. ¡@¡@The management implication of the study presented as follows: 1.¡@Developing talents is the threshold of a corporate venture development. 2.¡@Corporate venture is similar to entrepreneurial investment. 3.¡@Corporate ventures apply professional organization mechanism. 4.¡@The corporate eternity relies on the revival of entrepreneurship. 5.¡@Developing professional innovator is important for corporate. 6.¡@Find the talents who might leave the organization. 7.¡@Professionalism is the foundation of corporate innovation. 8.¡@Leadership development should coordinate with the organization culture and environment.