Lesson study is a form of professional development for teachers adopted in recent years from Japan. Introducing lesson study to U.S. teachers and researchers has been the focus of most of the literature on this subject. Much of the literature outlines how lesson study works and describes its essential features. One of the features of lesson study is anticipating student responses, also known as anticipating student thinking. Anticipating student responses is passingly described in lesson study literature. This research was conducted to understand what it means to anticipate student responses for preservice mathematics teachers in a lesson study group. Lesson study literature indicates that anticipating student responses is to anticipate conceptual development from the students' perspective, and the purpose is to be prepared to have meaningful discussions and questions to enable students to develop the understanding. Anticipating student responses is highly related to the hypothetical learning trajectory described by Simon (1995), the self directed anticipative learning model described by Christensen and Hooker (2000) and the expert blind spot discussed by Nathan and Petrosino (2003). While their work does not stem from lesson study, they add theoretical perspective to the idea of anticipating student responses. Their work indicates that anticipating student responses is difficult, valuable, that one gets better at it through experience, and that it is very useful in refining lessons. Participants were enrolled in the mathematics education methods class of a large private university in the U.S. A characterization of anticipating student responses was developed as the participants met in group meetings to create a lesson. They anticipated student responses in ways that facilitated lesson planning and task design. Participants did not anticipate student responses toward students' conceptual development. This research reports five particular ways that anticipating student responses was used as a tool to define and refine the lesson so that it ran smoothly toward lesson goals. These ways are related to: goals, tasks and materials, procedural mathematical reasoning, successful student efforts, and emotional responses. It is believed that anticipating student responses towards task design is a necessary precursor to anticipating student responses toward students' conceptual development.

本論文共一冊，計分五章十四節。 本研究係以國內公開上市公司之現金流量為主要研究範圍，探討現金流量資訊判別失 敗公司及非失敗公司之正確區分能力。本研究之主要目的在：藉由現金流量資訊的分 析以協助報表使用人判斷企業有無失敗之傾向而作成正確的投資、授信決策。 本研究於文獻探討中，先討論各權威機構，學術團體對現金流量庂觀點及現金流量愈 來愈受重視的趨勢。再者述及近年來有關現金流量之預測，現金流量及其他財務比率 對企業破產預測等各方面之實證研究。 本研究之實證研究擬以公開上市公司之報表為準，依據報表上之數據編成現金流量及 其他財務比率，將實證樣本分成失敗及非失敗公司兩組，進行多數量差異分析、單變 量差異分析，以其結果判別現金流量是否確能提高預測企業失敗之能力，並兼及討論 現金流量資訊之內容及其揭露之必要性。

In this article, the author describes the importance of protection orders issued in domestic violence processes, in relation to Law 30364. In addition, she points out its difference with interim orders, that protection orders offer preventive protection to the victims of domestic violence. She concludes that protection orders must been interpreted according to certain principles and its validity must continue through a non-contentious process. / En este artículo, la autora describe la importancia de las medidas de protección dictadas en los procesos de violencia familiar, a propósito de la Ley 30364. Asimismo, señala su diferencia con las medidas cautelares, siendo que las medidas de protección ofrecen tutela preventiva a las víctimas de violencia familiar. Concluye que las medidas de protección deben ser interpretadas de acuerdo a determinados principios, y su vigencia debe continuar a través de un proceso no contencioso.