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本研究旨在了解偏遠小校面臨整併危機時所實施的再生策略、遭遇的困境與其解決之道，因此乃選擇一所積極尋求再生的某小學進行個案研究，透過實地觀察、訪談與文件分析等方式，瞭解個案學校實際實施情形，並進而探尋置落於現今整併政策下，偏遠小校實施再生策略所展現的意義。本研究結果如下： 一、個案學校所實施的再生策略大致分為三層次，即：（一）以「回歸教育本質、展現辦學特色與績效」為再生策略的核心；（二）以「建立雙語特色學校、實施課後輔導」為再生策略的發展主軸；（三）以「學校走出去、資源引進來」為再生策略的手段，幫助主軸策略順利實施。 二、個案學校實施再生策略之影響因素有四面向並交互影響，即：（一）「官方部門」：政治承諾與整併政策方向，影響政策穩定性與再生策略之實施；（二）「家長與社區」：家長對保留學校的決心與對學校特色的認同，左右校方辦學態度與再生策略實施方向；（三）「校長」：校長危機感、校長辦學理念與其領導作風，影響再生策略之推動；（四）「教師」：教師的專長與興趣、教師參與意願，影響再生策略之實施成效與永續。 三、個案學校實施再生策略遭遇之困難與解決之道：（一）整併政策與學校再生策略有人去政息之慮，對此學校積極建立制度與組織文化，以增加再生策略的穩定性；（二）提供家長資源取捨間不易拿捏，因此學校提高篩選的嚴謹度並對學生、家長進行機會教育，以維護補助的品質；（三）偏遠地區學校本身的限制，因此學校向上級反應並增加與他校合作的機會。 四、個案學校實施再生策略之意義：（一）體現在地草根的意志與限制（二）解構中心，開展學校發展的多元視野；（三）重新省思教育部門齊頭式政策與消極角色。 由上述研究結果，針對三部分提出本研究建議如下： 一、行政部門而言：（一）應扮演積極角色，規劃長期偏遠小校發展方向與配套，並立法保障以保持政策的穩定性；（二）針對整併政策進行全面性研究。 二、個案學校而言：（一）雙向溝通、建立共識；（二）轉型為「理念型學校」或複合式的「英語村」模式，提供東部地區英語學習據點；（三）引進農會人力、物力資源，賦權地方以增加再生動能。 三、民間團體而言：（一）協助方式需切合學校所需；（二）提供學生多元表現與體驗的機會。 / The research aims to understand what problems remote small schools in Taiwan face and how they can resolve the problems by carrying out regeneration strategies. The selected case study is a remote elementary school . Through collected data from observation, interview, and document analyses, we not only understand the actual implementation of the regeneration strategy of Case School, but also realize the meanings of regeneration strategies under the threat of merger in Taiwan. The main findings of the study include as follows： 1. There are three levels of the regeneration strategies of Case School：1) “According to the essence of education” and ”lighting the specialist and performance up” is the core；2) “Showing the specialties by building a bilingual school” and “providing homework counseling” is the main；3) “Out of the wall” and “ bringing in the resources” is the means. 2. There are four factors that have influence on the strategy：1) Government affect policy stability；2) Parents & Community：3) Principal；4) Teacher. Factors interact each other to affect policy stability, attitude, the direction and implementation of the regeneration strategy. 3. There are two difficult situations, and following strategies may overcome them：1) It’s difficult to keep the merge policy and the strategies sustainable, so the principal establishes a system and organizational culture to enhance stability；2) Due to the limit of the remote school, principal should report to the executive authority and increase the opportunity to cooperate with other schools. 4. There are three meanings of the regeneration strategies：1) Express the willpower and the limitation of the local place；2) Deconstruct the center explore the pluralism and possibilities of school development.；3) Rethink the negative role of the government. According to the results of this research, three suggestions were proposed as follows： 1. Case School：1)Two-way communication& Consensus-building；2) Transform to the Charter School or the model of English Village；3) Bring in the resources of Famers’ Association to empower the local vitality. 2. Administration：1) Be a positive role to plan the direction of the long-term development of remote small schools and set laws to maintain the stability of the policies；2) Carry on comprehensive researches. 3. The public：1) Correspond to the needs of remote small schools；2) Give various opportunities to let students show themselves off.

Fuel supply issues are a major concern in remote island communities and this is an engineering field that needs to be analyzed in detail for transition to sustainable energy systems. Power generation in remote communities such as the islands of the Maldives relies on power generation systems primarily dependent on diesel generators. As a consequence, power generation is easily disrupted by factors such as the delay in transportation of diesel or rises in fuel price, which limits shipment quantity. People living in remote communities experience power outages often, but find them just as disruptive as people who are connected to national power grids. The use of renewable energy sources could help to improve this situation, however, such systems require huge initial investments. Remote power systems often operate with the help of financial support from profit-making private agencies and government funding. Therefore, investing in such hybrid systems is uncommon. Current electrical power generation systems operating in remote communities adopt an open loop control system, where the power supplier generates power according to customer demand. In the event of generation constraints, the supplier has no choice but to limit the power supplied and this often results in power cuts. Most smart grids that are being established in developed grids adopt a closed loop feedback control system. The smart grids integrated with demand side management tools enable the power supplier to keep customers informed about their daily energy consumption. Electric utility companies use different demand response techniques to achieve peak energy demand reduction by eliciting behavior change. Their feedback information is commonly based on factors such as cost of energy, environmental concerns (carbon dioxide intensity) and the risk of black-outs due to peak loads. However, there is no information available on the significant link between the constraints in resources and the feedback to the customers. In resource-constrained power grids such as those in remote areas, there is a critical relationship between customer demand and the availability of power generation resources. This thesis develops a feedback control strategy that can be adopted by the electrical power suppliers to manage a resource-constrained remote electric power grid such that the most essential load requirements of the customers are always met. The control design introduces a new concept of demand response called participatory demand response (PDR). PDR technique involves cooperative behavior of the entire community to achieve quality of life objectives. It proposes the idea that if customers understand the level of constraint faced by the supplier, they will voluntarily participate in managing their loads, rather than just responding to a rise in the cost of energy. Implementation of the PDR design in a mini-grid consists of four main steps. First, the end-use loads have to be characterized using energy audits, and then they have to be classified further into three different levels of essentiality. Second, the utility records have to be obtained and the hourly variation factors for the appliances have to be calculated. Third, the reference demand curves have to be generated. Finally, the operator control system has to be designed and applied to train the utility operators. A PDR case study was conducted in the Maldives, on the island of Fenfushi. The results show that a significant reduction in energy use was achieved by implementing the PDR design on the island. The overall results from five different constraint scenarios practiced on the island showed that during medium constrained situations, load reductions varied between 4.5kW (5.8%) and 7.7kW (11.3%). A reduction of as much as 10.7kW (15%) was achieved from the community during a severely constrained situation.

本研究主要目的是探討合作學習融入數學教學對於偏遠地區學校國一學生在學習國中數學第一冊的學習成效。以屏東縣一所偏遠地區學校國一學生兩班共55人為研究樣本，其中一班為實驗組，實施「合作學習融入數學教學」；另一班為對照組，實施傳統講述法，來探討學生接受不同的教學方法之後，在數學學習成就、態度及保留三方面的差異性。實驗結果，可得以下之結論： 一、在衡量數學學習成就指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 二、在衡量數學學習態度指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 三、在衡量數學學習保留指標上，實驗組與對照組之間有顯著差異且實驗組優 於對照組。 最後本文再對上述統計檢定推論提出建議，以供教師實務上教學及後續相關研究之參考。 / The main purpose of this study is to apply “cooperative learning in mathematics” in remote area to explore its effects of learning performance by seventh graders. Two classes, which have a total of 55 students, were sampled from a junior high school in a remote area of Pingtung County. One class students were assigned as the experimental group and the other students as the control group. The first class was taught using “cooperative learning in mathematics”, while the second one was taught using traditional method. In order to find if there are differences on learning achievements, learning attitudes, and learning retention of mathematics between two teaching methods, statistical tests were conducted. The following conclusions are reached︰ 1.Based on mathematics learning achievement indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 2.Based on mathematics learning attitude indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. 3.Based on mathematics learning retention indicator, there is a significant difference between two teaching methods. The effect by the experimental group is significantly better than that by the control group. Finally, suggestions for practical teaching are provided and future possible researches are also discussed.

A research report submitted in partial partial compliance compliance with the requirements for the Master's Diploma in Technology: Electrical Engineering, M.L.Sultan Technikon, 1995. / The purpose of this study is to investigate the most cost effective way of electrifying rural areas in the Transkei concentrating in the district of Lady Frere. One Administrative Area (A.A) was used for research. Questionnaires were send to people of this area where a like rat format was followed. For the purpose of this study, 20 families were randomly selected for investigation. / M