韓國與台灣分別在1960年代初和1950年代末採取外向型出口導向型發展戰略，迄今依然以出口帶動經濟發展為主要策略。1990年代以來，中國改革開放不斷深化，對外貿易量快速增加，中國佔韓台整體對外貿易的比重日益升高，2004年更取代美國成為韓台兩國第一大出口夥伴。 　　根據韓台對中國出口產業結構，韓台兩國對中國的出口明顯以生產高附加價值的高技術產業(High-Tech Industries)為主。其中，在雁行模式為主的東亞分工結構下，半導體與液晶顯示器分別為韓台兩國輸往中國的第一、第二大產品，為兩國對中國出口貢獻最大的共同產品。對於這兩種產品，韓台兩國一直以來形成你追我趕的競爭關係。尤其在2008年全球金融海嘯的大背景下，中國政府採取家電下鄉及依舊換新等擴大內需政策，使得韓台兩國對中國半導體及液晶顯示器出口依賴度進一步增加，兩國在中國市場競爭更為加深。 　　國家所扮演的重要角色是戰後東亞國家發展的主要動力，韓國與台灣為發展型國家的典範之一。尤其就半導體及液晶顯示器等高技術產品發展而言，政府的支持與推動絕對是影響產業發展的關鍵因素。此外，目前各國的廠商跨越國家疆界而成為重要貿易平台。政府產業政策及廠商競爭策略對於產業出口競爭力及貿易型態的形成，扮演關鍵性的角色。 　　以此為基礎，本論文利用顯示性比較優勢指數(Revealed Comparative Advantage Index, RCA)及產業內貿易指數(Intra-Industry Trade Index,IIT)與貿易專業化指數(Trade Specialization Index, TSI)等三個指標來衡量2005-2010年期間韓台對中國半導體與液晶顯示器出口競爭力與貿易型態及其變化，進而比較分析韓台兩國政府政策及主要廠商競爭策略對該些產業出口競爭力及貿易型態有何影響。

Les milieux côtiers subissent de fortes pressions dues aux activités anthropiques. Ces pressions vont parfois impacter les écosystèmes benthiques. En Europe, des réglementations internationales, telle que la Directive Cadre sur l’Eau (DCE), ont vu le jour. La DCE a fixé un cadre pour obtenir le retour et le maintien d’un bon état écologique pour les masses d’eau côtières, jusqu’à un mile de la côte. Pour vérifier si ce bon état écologique est atteint, des outils de mesure adaptés et performants sont nécessaires. L’utilisation d’indices biotiques basés sur les faunes de foraminifères benthiques est un des moyens pour mesurer l’état des écosystèmes. Ces indices basés sur les faunes de foraminifères sont en pleine expansion, notamment en Méditerranée. En termes de méthodologie, nous avons pu améliorer une technique de concentration des foraminifères benthiques par séparation par densité, qui accélère le traitement des échantillons. L’indice TSI-Med a la particularité d’apporter une correction pour l’état trophique naturel, c’est-à-dire le taux d’enrichissement naturel en matière organique, sur la base de la granulométrie du sédiment. Nos données suggèrent néanmoins que cette correction est encore insuffisante. Nous avons également comparé plusieurs indices biotiques basés sur les faunes de foraminifères benthiques le long des côtes méditerranéennes françaises. Les indices basés sur la diversité, notamment l’exp(H’bc), ne sont pas adaptés à notre zone d’étude oligotrophe. Les indices basés sur les groupes écologiques d’espèces que nous avons testés (TSI-Med, Foram-AMBI et FSI) sont plutôt bien corrélés. Le principal facteur qui va induire des différences entre ces indices est la liste d’assignation écologique des espèces. Trop d’espèces n’ont pas encore été assignées et l’assignation de plusieurs espèces majeures est problématique. Néanmoins, nous avons montré que ces indices sont efficaces à détecter l’impact d’un enrichissement en matière organique diffus et/ou provenant de source ponctuelle, telle que les rejets de stations d’épuration (côte israélienne). Pour perfectionner ces indices, des efforts de caractérisation écologique des espèces doivent être poursuivis. / Coastal environments suffer from anthropogenic activities. Various types of pressure can have large impacts on benthic ecosystems. In Europe, international regulations, such as the Water Framework Directive (WFD), have been implemented. The WFD aims to attain and sustain a good ecological status for all coastal waters, up to one mile from the coast. To verify whether this good status has been reached, adapted and efficient measuring tools are needed. The use of biotic indices based on foraminiferal faunas are a mean to assess the ecosystem status. The use of indices based on foraminiferal faunas rapidly increases, especially in the Mediterranean. In terms of methodology, we were able to improve a method to concentrate benthic foraminifera by density separation, which accelerates the sample treatment. The TSI-Med index includes a correction to take into account the natural trophic state, i.e., the natural enrichment rate in organic matter, on the basis of sediment grain size. However, our data suggest that the applied correction is still insufficient. We also compared several biotic indices based on benthic foraminiferal faunas along the French Mediterranean coast. Indices based on diversity, such as the exp(H’bc), are not suited for our oligotrophic study area. The results of three tested indices based on ecological groups (TSI-Med, Foram-AMBI, FSI) are well correlated. The main factor inducing differences between the indices is the list of ecological assignments for the various species. In general, too many species have not yet been assigned to ecological categories and the assignment of several major species is problematic. Nevertheless, we show that the indices are already efficient in detecting the impact of diffusive organic matter enrichment or enrichment from point sources, such as sewage outlets (Israelian coast). To further perfection the foraminiferal indices, the efforts of ecological assignments of species have to be continued

The aim of this study was to examine the effects of coping behaviour on the stress and psychological well-being as experienced by South African teachers. A review of relevant literature revealed that the teaching profession is an extremely stressful occupation globally. Factors contributing to the stress that teachers experience include the downsizing of the number of teachers in schools and insufficient training being provided for teachers. Exposure to these chronically stressful conditions has psychological and physical consequences for some teachers. Numerous studies, however, have also pointed out that some teachers, in the same teaching environment, experienced less stress and had better physical health than others. In an effort to gain clarity on these contradictory findings, many studies regarding the effect of various coping behaviours have been undertaken. No literature could, however, be found regarding the different coping behaviours used by African teachers and which strategies proved a success. Therefore, the aim of this study was to investigate the effect that coping behaviour had on the level of stress, as well as psychosocial well-being, experienced by black South African teachers. The current study was conducted as part of the SABP A (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted at the North-West University. Data for this sub study was collected through a cross-sectional design and the statistical consulting services of the university were involved in the analysis of the raw data. The Teacher Stress Inventory (TSI) (Boyle, Borg, Falzon, & Baglioni, 1995), the Coping Strategy Indicator (CSI) (Amirkhan, 1990), and the Mental Health Continuum-Short Form (MHC-SF) (Keyes, 2006) were administered to 200 urban African teachers residing in the Kenneth Kahunda district in the North West Province. The TSI was administered as a self report measure of occupational stress in teachers. The CSI was administered to all the participants in an attempt to establish what coping strategies were employed by them. It consists of three subscales (problem solving, avoidance, and seeking social support) which are independent of one another and, according to the authors, free from demographic influences. The MHC-SF was administered to all the participants as a measure of well-being. The MHC-SF places individuals on a continuum which ranges between complete mental health (flourishing) to incomplete mental health (languishing). Those who are neither flourishing nor languishing are said to be moderately mentally healthy. All the measures that were administered proved to be reliable and thus interpretable, except for the subscales of the TSI. Therefore, only the TSI total scale score was used for interpretation. Results indicated that this group of teachers were experiencing high levels of stress and were making above average use of all three coping behaviours to deal with their stressors. 70% of the teachers were reportedly moderately mentally healthy, while 2% of them were languishing, and only 28% of them were flourishing. Of these teachers, those who reported smoking and alcohol use as a coping behaviour were experiencing less stress than those who abstained. These results were, however, only of small to medium practical significance. Intercorrelational results indicated that, although stress levels were high, stress had no direct and significant relation to either coping or well-being. The use of certain coping strategies, however, correlated positively with some aspects of mental health. In order to elucidate the nature of the relationships that seemed to exist between these constructs, path analysis was conducted. Structural Equation Modelling (SEM) results revealed a strong negative path between the use of avoidance as a coping strategy and the emotional well-being of participants. A direct significant path was reported between seeking social support and the social well-being of this group of teachers. Another significant finding was the existence of a direct path between problem solving and the social and psychological well-being reported by participants. The implications of these results, as well as the possible shortcomings of the current study and its limitations, were discussed. In conclusion, the results indicated that coping behaviour had little effect on the amount of stress that the teachers experienced, although it seems that coping behaviour does have a significant effect on some aspects of mental health. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2010.

The aim of this study was to examine the effects of coping behaviour on the stress and psychological well-being as experienced by South African teachers. A review of relevant literature revealed that the teaching profession is an extremely stressful occupation globally. Factors contributing to the stress that teachers experience include the downsizing of the number of teachers in schools and insufficient training being provided for teachers. Exposure to these chronically stressful conditions has psychological and physical consequences for some teachers. Numerous studies, however, have also pointed out that some teachers, in the same teaching environment, experienced less stress and had better physical health than others. In an effort to gain clarity on these contradictory findings, many studies regarding the effect of various coping behaviours have been undertaken. No literature could, however, be found regarding the different coping behaviours used by African teachers and which strategies proved a success. Therefore, the aim of this study was to investigate the effect that coping behaviour had on the level of stress, as well as psychosocial well-being, experienced by black South African teachers. The current study was conducted as part of the SABP A (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted at the North-West University. Data for this sub study was collected through a cross-sectional design and the statistical consulting services of the university were involved in the analysis of the raw data. The Teacher Stress Inventory (TSI) (Boyle, Borg, Falzon, & Baglioni, 1995), the Coping Strategy Indicator (CSI) (Amirkhan, 1990), and the Mental Health Continuum-Short Form (MHC-SF) (Keyes, 2006) were administered to 200 urban African teachers residing in the Kenneth Kahunda district in the North West Province. The TSI was administered as a self report measure of occupational stress in teachers. The CSI was administered to all the participants in an attempt to establish what coping strategies were employed by them. It consists of three subscales (problem solving, avoidance, and seeking social support) which are independent of one another and, according to the authors, free from demographic influences. The MHC-SF was administered to all the participants as a measure of well-being. The MHC-SF places individuals on a continuum which ranges between complete mental health (flourishing) to incomplete mental health (languishing). Those who are neither flourishing nor languishing are said to be moderately mentally healthy. All the measures that were administered proved to be reliable and thus interpretable, except for the subscales of the TSI. Therefore, only the TSI total scale score was used for interpretation. Results indicated that this group of teachers were experiencing high levels of stress and were making above average use of all three coping behaviours to deal with their stressors. 70% of the teachers were reportedly moderately mentally healthy, while 2% of them were languishing, and only 28% of them were flourishing. Of these teachers, those who reported smoking and alcohol use as a coping behaviour were experiencing less stress than those who abstained. These results were, however, only of small to medium practical significance. Intercorrelational results indicated that, although stress levels were high, stress had no direct and significant relation to either coping or well-being. The use of certain coping strategies, however, correlated positively with some aspects of mental health. In order to elucidate the nature of the relationships that seemed to exist between these constructs, path analysis was conducted. Structural Equation Modelling (SEM) results revealed a strong negative path between the use of avoidance as a coping strategy and the emotional well-being of participants. A direct significant path was reported between seeking social support and the social well-being of this group of teachers. Another significant finding was the existence of a direct path between problem solving and the social and psychological well-being reported by participants. The implications of these results, as well as the possible shortcomings of the current study and its limitations, were discussed. In conclusion, the results indicated that coping behaviour had little effect on the amount of stress that the teachers experienced, although it seems that coping behaviour does have a significant effect on some aspects of mental health. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2010.

The human social system is facing complex social issues and (new) initiatives coming from different social actors are born to try to tackle these complex social issues. Social innovation is the field where these initiatives function, so it is also a complex field to identify and frame. Thus a new theory, the Transformative Social Innovation Theory (TSI), was developed in order to frame and bring more clarification on the social innovation field to contribute to societal transition and transformation. The five TSI tools were developed from the TSI theory and they are training tools. All the TSI tools aim to (dis)empower the social innovation initiatives, actors and networks in the process of transformative social innovation. Transformative Social Innovation is the process of changes in social relations involving challenging, altering and/or replacing dominant institutions and structures which are considered to be the roots of systemic errors. This study sought to explore the Transformative Social Innovation tools from the perspective of the Strategic Sustainable Development (SSD). In this regard, the Framework for Strategic Sustainable Development (FSSD) was adopted as it provides a principle-based and scientifically-proved definition of sustainability as well as a systems thinking approach regarding the complexity of global sustainability challenges. This research project tried to identify the potential contributions of the TSI tools to sustainability and the entry points of the tools where relevant SSD features could complement them so that they can contribute to strategically move the society towards sustainability. A qualitative research approach was selected. The methodology included four research methods, namely document content analysis, interviews, the FSSD analysis and prototyping. The results of this research indicated three main contributions of the TSI tools that could help to strategically move the society towards sustainability. Five entry points where the tools could be complemented with SSD features and a set of add-ins from SSD that could complement the current TSI tools were identified. The add-ins were sent to the TSI theory authors for the expert consultation.

Syftet med denna litteraturstudie är att undersöka vilka strategier och metoder forskningen förespråkar för undervisningen i läsförståelse för att främja elevers utveckling. Vilka undervisningsmodeller förespråkar forskningen i undervisningen av läsförståelse? Resultatet i denna litteraturstudie visar att lä rares kunskap ä r en viktig faktor i undervisnigen fö r att eleverna ska nå framgång i sin läsförståelse. Resultatet visar också att det finns flera olika metoder och strategier som lärare kan använda sig av i sin undervisning för att skapa en utvecklande miljö som ger positiva effekter på elevernas läsförståelse. Forskare förespråkar den dialogiska undervisningen där läsförståelsestrategier och interaktion står i centrum.

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Detta examensarbete behandlar undervisning i läsförståelsestrategier och genrekunskap. Studien utgår från forskning som visar att undervisning i dessa områden är av stor vikt för elevernas utveckling av läsförståelse. Läsförståelse i sig är grunden för framtida kunskapsinhämtning och vidare studier. Studien har som syfte att undersöka hur lärare i förskoleklass t.o.m. årskurs 3 arbetar explicit med läsförståelsestrategier och genrekunskap. Undersökningen bygger på en webbaserad enkätstudie till samtliga lärare för gällande årskurser i ämnena svenska, matematik, SO och NO/Teknik. Studien begränsar sig till att undersöka en kommun i södra Sverige. Resultaten är samstämmiga på så sätt att övervägande antal tillfrågade lärare anser sig undervisa explicit i läsförståelsestrategier. Något färre anser sig undervisa explicit i genrekunskap. Svaren visar även att undervisning förekommer i mindre omfång i denna kommun än vad som är önskvärt enligt forskningen i både läsförståelsestrategier och genrekunskap. / This master thesis focuses on teaching in reading comprehension strategies and genre knowledge. The study is based on research that shows that education in these areas is important for students' development of reading comprehension. Reading comprehension in itself is the basis for future knowledge acquisition and further studies. The purpose of this study is to investigate how teachers, active in the range from pre-school classes to third grade classes, works explicitly with reading comprehension strategies and genre knowledge.  The research is based on a web-questionnaire survey of all teachers for current grades in the subjects Swedish, Mathematics, Social studies and Science/Technology. It is limited to investigating a municipality in southern Sweden.  The results are coherent in such a way that the majority of teachers asked consider themselves to educate explicitly in reading comprehension strategies. Slightly fewer participants consider themselves to educate explicitly in genre knowledge. Also, based on the answers given by the participants, it turns out that both reading comprehension strategies and genre skills are less taught in this municipality compare to what is recommended according to science.

An exploratory study was undertaken to investigate the relationship between emotional intelligence based on Mayer and Salovey's (1990) trait model of emotional intelligence and cognitive thinking styles based on the theory of mental selfgovernment. Emphasis was placed on the influence of emotional intelligence and thinking styles on choice of study field. Participants were 309 students from a Gauteng university. Students registered with the humanities (n=99), management (n=41), sciences (n=131) and engineering (n=38) faculties were compared on the Schutte Self-Report Inventory for emotional intelligence (Schutte et al., 1998) and on the Thinking Styles Inventory (Sternberg & Wagner, 1992). A relationship was found between complex and creative thinking styles and high emotional intelligence. Results from the stepwise multiple regression analysis procedures indicated that the subscales of thinking styles could be significant predictors of emotional intelligence. Students from different faculties were found to have the same level of emotional intelligence and similar thinking styles. / Psychology / MA (Social Sciences) (Psychology)

My thesis serves two purposes: First, my research addresses what I have come to recognize as colonial misunderstandings of nuu-chah-nulth ha'wiih. My research and writing invoke new ways of thinking about nuu-chah-nulth people, leaders and knowledge. I accomplish this by writing conversationally and by including unedited interviews and poetry. All of which require readers to consider my research outside of their usual perspective. Second, my research responds to a cultural need to archive important family knowledge while providing the opportunity to define, for outsiders, who we are. The interviews archive, in part, the knowledge and teachings of a cha-cha-tsi-us-aht ha'wilth. My analysis of this information shows that while my family’s knowledge comes from a common source. We all interpret that knowledge in our own way. My research is important academically and politically because of its ability to convey knowledge that has not been simplified, appropriated or colonized for public consumption.