The Republic of China (ROC), also known as Taiwan, has been the haven of the Kuomintang (KMT) since its defeat at the hands of the Chinese Communist Party (CCP) in 1949. Taiwan has long been the subject of control by foreign powers, which has created a unique history for the autonomous region. Historical circumstances have created a space for a distinct Taiwanese culture that has diverged from that of the mainland. This paper examines the role of this newfound culture on civic engagement, specifically regarding the sentiment for separatism or lessened ties with the People’s Republic of China (PRC). I examine the history of the island by first discussing the evolution of Taiwanese culture over the 20th and 21st centuries. I take a closer look following Taiwan’s democratization, which developed a deeper cultural cleavage that is politically salient. Cultural cleavages have only increased the nationalist sentiment of the Taiwanese people in pushing for greater separation – if not full-fledged independence – from the PRC. The results of my historical analysis argue the relevance of culture theory on the growing divide between Taiwan and China. In addition, this paper provides a perspective the effects of identity politics in Taiwan and its effect on cross-strait relations.

With the end of the Cold War and the subsequent reduction in defence spending, the Taiwanese defence industry has encountered great difficulties. Recently, the Government announced that at the end of 2006, all military plants should move from the public sector to the private sector. The aim being not only to maintain a manufacturing capability sufficient to ensure the technical competence and resources necessary for an effective and timely response to a mobilisation but also to reduce government infrastructure costs. However, unless the military plants take more aggressive action to assess their management and manufacturing weaknesses effectively, their modernisation efforts will not succeed. This research is concerned with the development of a methodology for manufacturing performance measurement and evaluation to help Taiwanese military plants develop and maintain a competitive advantage. The basic concept of the proposed framework is based on the Balanced Scorecard concept. However, the structure and procedures have been further developed to reflect Taiwan's specific requirements. In particular, the proposed framework provides a structure and tools to tackle a number of key requirements, such as the need to provide both internal and external measures as a means of both qualitatively and quantitatively prioritising and evaluating manufacturing strategic concerns, and the need to show continuously where improvement needs to be made. Industrial case studies have shown that the proposed framework is both feasible and effective when applied within the particular environment of Taiwanese military plants. In addition the proposed framework has highlighted some theoretical and practical problems associated with the design and development of manufacturing performance measurement and evaluation framework. Due to its generic nature, through interviews with three UK companies, it was demonstrated that the proposed framework could also be applied to other societies and industries, either public or private, to solve their manufacturing performance measurement and evaluation problems.

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在目前全球化下, 文化差異使公司在國際環境下,需要國際化經理的全球策略,不同文化使各的消費者,員工,供應商都不同,所以只有知道文化差異,才能有成功機會 / With the onset of globalization, many companies operating in international environments have found it more and more necessary to incorporate management of cross cultures into their global entry strategies. Differences in approaches, values and expectations between customers, suppliers, employees and team members with different cultural backgrounds have led to many business failures. By understanding the impact of cross-cultural differences, owners and managers can increase the probability of their business success. This thesis identifies cultural differences and similarities in the Taiwanese and Belizean societies and their influence on the leadership style adopted by Taiwanese managers in Belize. Greet Hofstede’s five cultural dimensions model was used in the analysis. Both primary and secondary data were utilized. In January 2004, ten (10) Taiwanese nationals managing Belizean employees were interviewed. Analysis of data collected indicated that despite the cultural similarities, there were still challenges faced by Taiwanese managers in managing their Belizean employees. Some of these challenges include: inadequate English communication skills on the part of the managers, lack of employee loyalty and job stability; and unskilled labor force resulting in low quality services and products. Culture as defined by Hofstede’s cultural dimensions has some effect on the leadership style adapted by Taiwanese in Belize but not necessarily on the success or failure of their businesses. According to the findings, Belizean employees lack loyalty and stability. As a result, Taiwanese managers in Belize are less trustful of their employees hence they tend to adopt a micro-managing style. Success factors of Taiwanese doing business in Belize include: building relationships (guanxi), value of time and work orientation; and clear labor laws.

In the 21st century today, the language was the earth resource already was United Nations's mutual recognition, in 1999 the United Nations Educational, Scientific and Cultural Organization (UNESCO) drew up specially, started from 2000, every year February 21 decided as the world mother tongue date,When the various countries complete the protection mother tongue diligently the work, certainly Taiwan is not exceptional, in order to therefore save it to lose, announces ¡§nine year consistent curriculum summaries¡¨ according to the Ministry of Education the stipulation, from 2001 the national elementary and middle schools comprehensive implementation ¡§the mother tongue teaching¡¨, stipulated the mother tongue belongs to the language domain teaching scope, every Monday hall class. But, the mother tongue teaching because of factor and so on politics, economy, society, education policy influences, many is only pausing the stage which reads, the writing teaching is being unable continuously the comprehensive impetus; However Taiwanese this language language characteristic, solid suitable poetic composition language application, therefore the present paper takes "Whale Of Taiwanese Literature" in the magazine nan the whelp poem is an example, makes the Taiwanese child poem compared with the adult and the Taiwanese child poem which does with the child, its language use characteristic difference, reorganizes induces in these poetic compositions aspect and so on words and expressions use, content performance and sound rhythm characteristics and the difference point of difference, makes the Taiwanese child poem course content the key suggestion. But this paper chapter arrangement for first chapter in introduction several, instruction booklet this paper motive, value, limit, scope and method. Meets down, the second chapter will carry on the discussion the part will be the so-called literature discussion work. Third chapter, we by 20 Taiwanese Tong Shiwei the text, the adult, child each ten, from the glossary use, the content performance skill and the sound and so on three aspects carry on the analysis. The fourth rules are compare the adult and the child poetic composition difference. Finally in the fifth chapter of conclusion, will summarize the poetic composition characteristic and the difference which front the induction three, four chapter of institutes will discuss, and will coordinate student's basic capability, proposed will carry on Taiwanese Tong Shi to write the instruction course content to suggest, in the synthesis will be the books paper chapter arrangement.

This study is about why and how Taiwanese immigrants construct their cultural identity through public festivals within Canadian multicultural society. The study stems from intrigue with prevailing practices in art education, both those characterizing Chinese as a homogeneous ethnic group and those viewing Chinese culture as a static tradition. Analyzing cultural representation organized by the Taiwanese community, I argue that ethnic cultural festivals are not only a site where immigrants inquire into cultural identity, but also a creative response to the receiving society's social context. This study does not ask what Taiwanese culture is, but how it is constructed in Canada. The Taiwanese studied are immigrants who came with a colonial history and a particular political experience. Two of their cultural festivals demonstrate how the selectivity of cultural production reveals the immigrants' view of themselves, and how they wish to be seen. The Taiwanese Cultural Festival and the Lunar New Year Festival reflect identity construction achieved through the dynamics of choosing and naming cultural elements which are important to them. Interview data provided by the festivals' organizers and participants suggest that cultural identity is a creative response to the multicultural context. In order to justify their place in the Canadian mosaic, the Taiwanese emphasize their differences from other Chinese descendants. Difference is a signifier for Taiwanese to select from a variety of ethnic markers and to interpret their colonial past. The Taiwanese Cultural Festival asserts Taiwanese particularity, congruent with a socio-political consciousness of the native land. The traditional Lunar New Year Festival is a cultural statement that reflects immigrant parents and children reaching out to other Canadians. Both festivals intend to promote cross-cultural understanding among the general public and the festivals' end products are a showcase of ethnic representations. For the immigrants themselves, I find that education happens during the process of constructing the festivals, thereby interpreting cultural heritage through inquiring into their past. In a multicultural society, festivals are intensive sites raising questions about cultural identity and social place. Canada, largely composed of immigrants, is a place where ethnic groups from different parts of the world coexist. It is a global village in miniature, where ethnic and cultural identities are becoming a heated topic. The case of Taiwanese festivals in Canada demonstrates the selective process establishing cultural traditions and the complexities of identity formation. Particularity is emphasized in order to become a member of a multicultural society. The assertion of differences allows post-colonial subjects to find their past and search for means to live in the present. For North American multicultural educators, this suggests a range of post-colonial issues and the need for an awareness amongst educators of the evolving nature of cultural tradition at the nexus of Western cultural impact and irnmigration experiences.

Thesis (Ph.D.)--Bowling Green State University, 2006. / Document formatted into pages; contains x, 370 p. Includes bibliographical references.

This study is about why and how Taiwanese immigrants construct their cultural identity through public festivals within Canadian multicultural society. The study stems from intrigue with prevailing practices in art education, both those characterizing Chinese as a homogeneous ethnic group and those viewing Chinese culture as a static tradition. Analyzing cultural representation organized by the Taiwanese community, I argue that ethnic cultural festivals are not only a site where immigrants inquire into cultural identity, but also a creative response to the receiving society's social context. This study does not ask what Taiwanese culture is, but how it is constructed in Canada. The Taiwanese studied are immigrants who came with a colonial history and a particular political experience. Two of their cultural festivals demonstrate how the selectivity of cultural production reveals the immigrants' view of themselves, and how they wish to be seen. The Taiwanese Cultural Festival and the Lunar New Year Festival reflect identity construction achieved through the dynamics of choosing and naming cultural elements which are important to them. Interview data provided by the festivals' organizers and participants suggest that cultural identity is a creative response to the multicultural context. In order to justify their place in the Canadian mosaic, the Taiwanese emphasize their differences from other Chinese descendants. Difference is a signifier for Taiwanese to select from a variety of ethnic markers and to interpret their colonial past. The Taiwanese Cultural Festival asserts Taiwanese particularity, congruent with a socio-political consciousness of the native land. The traditional Lunar New Year Festival is a cultural statement that reflects immigrant parents and children reaching out to other Canadians. Both festivals intend to promote cross-cultural understanding among the general public and the festivals' end products are a showcase of ethnic representations. For the immigrants themselves, I find that education happens during the process of constructing the festivals, thereby interpreting cultural heritage through inquiring into their past. In a multicultural society, festivals are intensive sites raising questions about cultural identity and social place. Canada, largely composed of immigrants, is a place where ethnic groups from different parts of the world coexist. It is a global village in miniature, where ethnic and cultural identities are becoming a heated topic. The case of Taiwanese festivals in Canada demonstrates the selective process establishing cultural traditions and the complexities of identity formation. Particularity is emphasized in order to become a member of a multicultural society. The assertion of differences allows post-colonial subjects to find their past and search for means to live in the present. For North American multicultural educators, this suggests a range of post-colonial issues and the need for an awareness amongst educators of the evolving nature of cultural tradition at the nexus of Western cultural impact and irnmigration experiences. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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