校長是學校行政與教學的領航者，肩負學校經營與辦學績效的重責大任，任重而道遠。 本研究藉理論的探討與實務的驗證，就領導卓越校長五大研究問題：(一)如何實踐其教育理念；(二)如何營造其校園氣氛；(三)如何發展其學校特色；(四)如何達成其辦學績效；（五）對校長辦學的建議。深入瞭解榮獲校長領導卓越獎的校長，其在教育理念的實踐、校園氣氛的營造、學校特色的發展，與辦學績效的達成等領導作為；並能給予現任、新任校長提出具體的建議與看法。 本研究採深度訪談法，以三名榮獲教育部校長領導卓越獎的國民中學校長為研究對象；輔以問卷調查，請各校的主任、教師、學生與家長等代表填答問卷。務期從中獲得領導卓越校長的辦學歷程，以及其在教育理念的實踐、校園氣氛的營造與學校特色的發展，所成就的卓越辦學績效。 本研究結論如下： 一、教育理念的實踐：領導卓越的校長，能堅持個人教育理念，創新領導的價值，促進學生的全人發展，永續經營學校，辦學績效卓著。 二、校園氣氛的營造：領導卓越的校長，能以身作則來激勵、關懷師生與家長，並約之以法、曉之以理、動之以情，積極營造溫馨友善的校園。 三、學校特色的發展：領導卓越的校長，能瞭解學校不同的生態與條件，以及文化資源、師資專業人力，用心發展創意環境與優良校風的優質學校。 四、辦學績效的達成：領導卓越的校長，能不斷激勵自己與同仁專業進修；能實踐教育承諾，用心經營、用情灌溉，讓學校持續變更好，並擴大影響力。 五、領導卓越的校長，總能堅持理想、創新價值，能因多樣而多元、轉劣勢成優勢、揚特色為優質，並能因精進而傑出、因身教而廣化、因發熱而發光。 本研究建議如下： 一、教育理念的實踐：校長辦學，要能以理念帶動行動；教育理念要具體、明確、可行，兼具理想性與務實性，以有效能的經營校務，獲致卓越的辦學績效。 二、校園氣氛的營造：校長要能型塑組織文化、和諧融洽關係、成就雙贏；要能當校園的啦啦隊，營造校園產出「有機」的氛圍，成為友善溫馨的校園。 三、學校特色的發展：校長要能以身作則，以激發創意與熱情；改善環境，創造價值；給予師生全面性的關照，使具特色並更傑出，實現教育理想。 四、辦學績效的達成：校長要能當個全職的校長；有願景、有熱情、有責任心、有使命感，有道德高度；帶動行政團隊，辦好學校，達成卓越的辦學績效。 本研究期能為現任、新任的校長，於實際學校經營時，提供「追隨者典範」；期使典範移轉、轉化，並擴大影響，成就更多領導卓越的校長。以期達成提昇辦學績效，讓服務的學校成為卓越的優質學校，讓眾多的莘莘學子獲益更多。 / A principal is the leader of the teaching and administrative system in a school. He bears the great responsibility of running a school and achieving school performances. This study, by means of theoretical inquiry and practical verification, investigates the following five topics: how an excellent principal practices his education concepts, how an excellent principal creates campus ambiance, how an excellent principal develops distinguishing school features, how an excellent principal achieves excellent school performances, and what suggestions an excellent principal offers on running a school. We try to find out excellent principals’ leading actions in the practice of education concepts, the creation of campus ambiance, the development of school features, and the achievement of school performances. We also offer concrete opinions and suggestions on running a school to incumbent and newly-appointed principals. The main research method in this study is “profound interview”, and the study objects are three junior high school principals who received the Excellent Principal Award from the Ministry of Education. Questionnaires filled in by the directors, teachers, students, and parents of these three junior high schools are also used to collect information about the three excellent principals. We try to understand these principals’ courses in running a school. We also try to find out how they practice their education concepts, how they create campus ambiance, how they develop distinguishing school features, and how they achieve excellent school performances. My study has conclusions as follows: 1. The practice of education concepts: An excellent principal insists on his education concepts. He creates new values for leadership. He promotes the whole-person development of students and the permanent running of the school. He achieves excellent school performances. 2. The creation of campus ambiance: An excellent principal is a role model. He encourages and cares for teachers, students, and students’ parents. He communicates with rules, reasons, and love. He enthusiastically creates a warm and friendly campus. 3. The development of distinguishing school features: An excellent principal knows well about the ecology, the conditions, the cultural resources, and the human resources of his school. He attentively develops a high quality school with a creative environment and excellent school spirit. 4. The achievement of school performances: An excellent principal never stops learning, and he also encourages his colleagues to keep learning. He keeps his education promises and runs his school attentively. He keeps his school changing and makes it become better and better. He has great influence over others. 5. An excellent principle always sticks to his ideals and creates new values. He is versatile because of diversity. He turns inferiority to superiority. The distinguishing features of his school makes his school a high quality school. His hard work makes his school eminent. His example teaching widely influences the school teachers and students. His enthusiasm enkindles other people’s enthusiasm. Here are some suggestions of my study: 1. The practice of education concepts: Running a school, a principal has to promote actions with education concepts. His education concepts should be concrete, precise, and feasible so that he can run a school effectively and achieve excellent school performances. 2. The creation of campus ambiance: A principal should be able to mold the school culture and create harmonious campus relationship. He should be a cheerleader and create organic campus ambiance. He should do his best to build a friendly and warm campus. 3. The development of distinguishing school features: A principal should be a role model to bring about the creativity and enthusiasm of his colleagues. He should improve the teaching environment and create values. He should care for teachers and students in all aspects. He should make his school eminent and distinctive, fulfilling his ideal education dreams. 4. The achievement of school performances: A principal should be a full-time principal. He should have vision, enthusiasm, a sense of responsibility, and high morality to lead the school administrative team to run the school well and to achieve excellent school performances. The purpose of this study is to offer “follower models” for incumbent principals and newly-appointed principals. We hope that the models will transfer, change, and broaden their influence and help create more excellent principals. In this case, these excellent principals will promote excellent school performances, make their schools become high quality schools and benefit more students.

壹、研究目的：探討國小校長、主任（組長）、一般教師對國小優良教師應具備的特質及背景條件之意見。 　　貳、研究問題 　　（一）優良教師的定義與研究途徑為何？ 　　（二）文獻中國內外專家學者對國小優良教師的意見及研究結果為何？ 　　（三）實際的教育工作者對國小優良教師的意見為何？ 　　（四）優良教師的特質是否呈現多元化現象？ 　　（五）優良教師的背景條件是否有特殊的結構？ 　　參、研究方法 　　採文獻分析法與調查法。問卷調查對象為台北市公立國小校長72人、主任（組長）144人、一般教師144人，共360人。回收有效問卷188份（近52.2%）。 　　肆、研究主要發現 　　一、優良教師特質的領域與項目 　　　（一）評鑑國小優良教師的特質領域依次為：1.教師的專業精神、2教師的品格、3.教師與學生的關係、4.教師的訓導能力、5.教師的外表、6.教學能力、7.教師與同事的關係、8.教師的學識、9.教師與國家社會的關係。其中1.~3.項為評量優良教師的重點，9.則顯得較不重要。 　　　（二）全體受試者選出的優良教師特質項目，以教師個人的品格及教師與學生的關係較重要；而幽默、教師年資、教師與國家社會關係等較不重要。優良教師特質有不同的重要程度，故評量優良教師的項目也必須有不同的比重。校長、主任、一般教師三者對優良教師的領域及項目的重視差異來源與其職位因素有關。不同職位者會有不同考量，評量優良教師須廣納不同職位者的意見。 　　二、特質的因素分析：得到五個因素：「教師品格」、「關愛學生」、「教學能力」、「教師學養」、「教師與國家社會關係」。故優良教師可分為五種重要類型：一，教師品格特別優良者、二，對學生特別關愛者、三，教學特別優良者、四，教育知能特別優良者、五，對國家社會有重大貢獻者。 　　三、優良教師的背景分析 　　　（一）性別因素：校長、主任（組長）、一般教師對優良教師性別偏好並不顯著。 　　　（二）年資因素：三組皆以20~29及30~39年組排名於前。優良教師的選擇會隨年資的增加而呈現先增後減。 　　　（三）職位因素：校長及主任（組長）皆以行政兼職教師獲選比率較一般教師高，而一般教師則不會受職位因素影響。 　　　（四）專業背景因素：校長以師校畢業者最優、一般大學次之、其它學校再次之。主任（組長）及一般教師則以其它校最優、師校次之、一般大學最後。 　　伍、建議 　　　（一）嚴格執行考核標準、增加獎勵名額 　　　（二）優良教師選拔的多元化 　　　（三）善用資深教師的經驗 　　　（四）專業訓練的加強 / The purpose of this study is to explore the evaluation indicators ofguidance for senior high school in Taiwan, and also to compared theprincipals'and the school consultants' opinions in the importance ofevaluation indicators. Furthermore, the weights of evaluation indicatorsof guidance are computed. 　　There were 297 subjects who consisted of principals and consultantsin the research. By means of questionaire survey research method and factoranalysis, the data from " The questionaire of the evaluation indicators ofguidance for senior high school " were analyzed. 　　According to the discoveries of statistical analysis, the researcherconcluded some main results as follow:1.Both of principals and consultants think that the " characteristic of school consultants " indicator are most important in school guidance evaluation.2.The fuction of " the committee of school guidance " are doubted. It worth advancedresearch in future.3.The more important of the evaluation indicators , the more consensus they are.4.The evaluation indicators of " teaching hours of school consultants " are debated between principals'group and consultants' group. Even within the two groups, they still have different opinions in this indicator.5.After the factor analysis, eleven evaluation indicators are extracted. Then, the composite evaluation indicators of school guidance and its weights were established.

To better understand excellent leadership in public relations (PR) of developing and experienced PR practitioners, this study focuses on the important qualities and dimensions of excellent leadership practitioners. This study continues on the work of Meng, Berger, Gower, and Heyman (2012) in their attempt to advance understanding of leadership in the PR field. According to the study's participants (N = 72): strategic decision-making capability, problem-solving ability, and communication knowledge and expertise are the three most important qualities of excellent leadership. Moreover, respondents rated that communication skills training, individual initiative and desire, and on-the-job experiences lead to excellent PR leadership. About half of the respondents indicated that PR leadership differs in three ways from leadership in other fields: ability to strategically construct messages, possession of comprehensive vision of how communication connects an organization to its publics in the larger social system, and the possession of an unwavering belief in the importance of honest and ethical organization communications and actions. Minimal differences between the importance levels of excellent PR leadership variables are noted; all the excellent PR leadership variables clustered around the "very important" score. It is presumed that one's stance toward excellent PR leadership reflects the current deficiency or the lack of experience one is experiencing in the realm of PR leadership.

Orientador: Edevar Luvizotto Junior / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-08T11:16:30Z (GMT). No. of bitstreams: 1 Ribeiro_LubienskaCristinaLucasJaquie_D.pdf: 2510450 bytes, checksum: f6c4bcdcd5bde19b5d383fa35ffd59dd (MD5) Previous issue date: 2007 / Resumo: A redução dos gastos com energia elétrica nas companhias de saneamento de todo o país é uma preocupação real nos últimos anos. Grande parte dos custos operacionais destas empresas estão associado aos custos de bombeamento. Diante desta preocupação, a presente pesquisa objetiva o desenvolvimento de um modelo híbrido multiobjetivo, com finalidade de obter a redução do consumo de energia elétrica nas estações de bombeamento que utilizam inversores de frequencia, reduzindo possíveis perdas no sistema. O modelo é desenvolvido de forma a garantir condições operacionais estabelecidas a priori para o atendimento das necessidades de consumo, tais como flutuação dos níveis dos reservatórios, pressões extremas e outros buscando trazer benefícios hidráulicos. Além da busca do atendimento destes objetivos, estarão sendo investigados o emprego do modelo de simulação hidráulica baseada no Time Marching Approach - TMA em conjunto a técnica de otimização multiobjetivo baseada nos Algoritmos Genéticos - AG, através do NSGA II, configurando um Modelo Híbrido Multiobjetivo / Abstract: The reduction of the expenses with electric energy in the company of sanitation of all the country is a real concern in the last years. The great part of the operational costs of these companies is associates to the bombardment costs. Ahead of this concern the present objective research the development of an multiobjective hybrid model, with the purpose of if getting a reduction of the consumption of electric energy in the bombardment stations that use invertors of frequency besides reducing losses in the system. The model is developed of form to guarante established operational conditions a priori for the attendance of the consumption necessities, such as fluctuation of the levels of the reservoirs, extreme pressures and others searching to bring hydraulical benefits. Through this necessity taking care of some objectives simultaneously they will be being investigated the job of the model of based hydraulical simulation in the Teams Marching Approach -TMA in set with techniques of based multiobjective otimizacion in the Genetic Algorithms - GA, through NSGA II, configuring a Hybrid Model Multiobjetivo / Doutorado / Recursos Hidricos / Doutor em Engenharia Civil

In this dissertation I attempt an evaluation of Barbara Pym as a feminist writer. I study the central protagonists in Pym's twelve novels in the context of British society in the 1950s, 1960s and 1970s. I have drawn on feminist critical paradigms in my reading of Pym's novels in order to highlight my insights into her women characters. Chapter One examines Pym 's use of comedy and subversion in relation to her main protagonists. Chapter Two explores the 'Excellent Woman' figure in Pym's fiction and the issue of spinsterhood. Chapter Three scrutinises Pym's use of satire and tragedy in relation to her heroines. Chapter Four investigates the emergence of the 'fallen' and 'formidable' women figures in Pym's novels, and analyses the ageing spinster figure. My conclusion is that Barbara Pym is a humanist feminist of some importance, who succeeds in illuminating her heroines' struggles against patriarchy in the context of a changing British society. / English Studies / M.A. (English)

校長是學校的掌舵者，也是形塑學校組織文化的導引者。研究想透過四大研究問題（一）榮獲六項特優之校長如何擬定校務發展計畫及學校願景。（二）榮獲六項特優之校長主要的領導理念、如何帶領學校同仁達成預期發展目標。（三）榮獲六項特優之校長如何促使學校行政、教師會及家長會良性互動，共創三贏。（四）榮獲六項特優之校長的用人哲學。瞭解校務評鑑榮獲六項特優學校校長領導之特性。 本研究採深度訪談法，以榮獲臺北市國中校務評鑑六項皆特優之校長為訪談對象，輔以研究者自行設計之開放式問卷，請六所學校各一位主任、組長、教師與家長，分別就其所觀察校長領導之作為，協助填答，研究結論如下： 一、校長高瞻遠矚，都把學校願景與校務發展目標弄清楚，所有問題看短程、中程及長程三個方向。 二、學校組織的控制與管理，有了願景與校務發展目標、有人員、有組織，要如何控管？問題來了要怎麼解決？都能列出問題的先後緩急，並提出解決之道，達成預期目標。 三、 要了解學校組織結構文化，並與社區家長建立良好關係。學校組織注重的就是團隊合作，整合協調團體的力量，才能共創三贏。 四、 要知人善任，激勵同仁，充分了解學校同仁努力及所獲得的成果，多鼓勵、多獎賞，提供資源，支持同仁改革創新。 本研究建議如下： ㄧ、以校長評鑑制度及提供師傅校長的支持系統，促進校長專業成長與獲得應有的協助。 二、建立正確領導理念，要有好的領導績效，可從願景、品格、人性、學習、影響力等方向努力。 三、努力修練成為第五級領導人，除堅持教育專業理念外，應以人性關懷的謙和態度，耐心傾聽與接納同仁、家長意見。 四、堅守用人唯才原則，盡心盡力，無愧良知。 / A principal is the head of a school and a director who shapes the school culture. This study attempts to understand the characteristics of the leadership of principals of six Taipei municipal junior high schools evaluated as excellent in school affairs. This study explores four research questions: 1. How do these principals devise their plans of school affairs development and their school vision? 2. What are the main leading concepts of these principals and how do these principals achieve their goals with their staff? 3. How do these principals encourage good interaction among the school administration, the Teachers Association, and the Parents Association? 4. What are the employment concepts of these principals? The in-depth interviews are used as the research method in this study. Six principals are interviewed. Their junior high schools are evaluated as excellent in school affairs. In addition, an open questionnaire devised by me is answered by one office director, one section chief, one teacher, and one parent of each school. Through their observation of their principal’s leadership, they filled out the questionnaires. The conclusions are as in the following: 1. These principals see far and think big. Their school visions and school development goals are very clear. They see everything in three directions: the short-term, mid-term and long-term. 2. With the visions and school development goals, with employees and organizations, these principals know exactly how to control and manage the school organization, and they know how to solve problems. They can always solve problems according to their priority and achieve their goals. 3. These principals understand the school culture. They establish good relationship with parents and the community. Team work is the focus of their school organizations. Good integration and coordination is the key to win-win situation. 4. These principals know how to choose the right person for the right position. They understand how hard the staff works and how great are their efforts. With appreciation and encouragement, they know how to inspire the staff, how to provide resources to the staff, and how to support the staff to try something new. The suggestions of this study are as in the following: 1. The principal evaluation system and the support system of “the master principal” should be established to help principals’ professional development. 2. Good leadership effects come from correct leadership concepts. Principals can try to improve their visions, characters, personality, learning, and influences. 3. Principals should try hard to be the fifth-grade leaders. In addition to their professional concepts, they should listen to and accept opinions from staff and parents with modest attitude. 4. Principals should employ the right person for the right position. They should always try their best and follow their conscience.

In this dissertation I attempt an evaluation of Barbara Pym as a feminist writer. I study the central protagonists in Pym's twelve novels in the context of British society in the 1950s, 1960s and 1970s. I have drawn on feminist critical paradigms in my reading of Pym's novels in order to highlight my insights into her women characters. Chapter One examines Pym 's use of comedy and subversion in relation to her main protagonists. Chapter Two explores the 'Excellent Woman' figure in Pym's fiction and the issue of spinsterhood. Chapter Three scrutinises Pym's use of satire and tragedy in relation to her heroines. Chapter Four investigates the emergence of the 'fallen' and 'formidable' women figures in Pym's novels, and analyses the ageing spinster figure. My conclusion is that Barbara Pym is a humanist feminist of some importance, who succeeds in illuminating her heroines' struggles against patriarchy in the context of a changing British society. / English Studies / M.A. (English)

For a graph G, a set S is a dominating set if every vertex in V-S has a neighbor in S. A vertex contained in some minimum dominating set is called good; otherwise it is bad. A graph G has g(G) good vertices and b(G) bad vertices. The relationship between the order of G and g(G) assigns the graph to one of four classes. Our results include a method of classifying caterpillars. Further, we develop realizability conditions for a graph G given a triple of nonnegative integers representing the domination number of γ(G), g(G), and b(G), respectively, and provide constructions of graphs meeting those conditions. We define the goodness index of a vertex v in a graph G as the ratio of distinct γ(G)-sets containing v to the total number of γ(G)-sets, and provide formulas that yield the goodness index of any vertex in a given path.

本研究以兩位成功校長為研究對象，透過質性研究的厚實敘寫以及理論與實務的反覆對照深化，深度探索校長成功領導學校的領導行為與實踐，並分別歸納出具體可行的原則與作法，以及對於校長領導實務、領導理論以及未來研究的建議。透過訪談與分析，本研究獲得如下的分析結果與結論：首先，孔校長的成功領導以分層負責以及完全授權為核心，以走動領導與啟發式溝通為實踐的方法，透過各處室能力的提升，培育各處室獨立作戰與問題解決的能力，學校進入穩定成長期之後，各處室能力皆已成熟，孔校長則以無為而治的領導風格進行學校領導。程校長的領導以教學領導與學習型組織為核心，以教育愛為堅實之理念基礎，透過不斷的問題解決歷程以及環境要素的改善與提供，提升教師的教育信念與教學能力，同時亦提升學生的學習態度、方法與自信，造就學校經營效能飛越式的進步。 本研究對於領導的結論與實務建議如下：（一）欲成為校長的教育工作者應對於自我的特質深切省察；（二）清廉是校長成功領導的基礎條件；（三）善用學校既存問題的解決機會展現校長領導能力；（四）理念正確與堅持力是校長領導成功的致勝關鍵；（五）與學校成員理念與價值觀的溝通應先於（優於）命令與規定；（六）校長在學校組織成員心中未建立信賴感或心服感之前避免躁進；（七）校長應忽略自己的面子問題，並能夠謹慎處理部屬的面子問題；（八）要成為成功校長之前必須先學會如何避免誤觸導致失敗的領導地雷；（九）民主化校園中，校長必需強化本身的溝通能力；（十）成功校長需有能力將關懷行為作為一種倡導行為使用；（十一）成功校長具備優異的問題解決能力；（十二）成功校長需具備消解學校派系的能力；（十三）成功校長能夠掌握各領導理論的基本精神並靈活綜合運用，而非僵化的施行單一領導理論；（十四）成功校長能夠提升學校成員的道德判斷層次並以高層次需求為訴求；（十五）校長對於組織成員個別要求與態度應「知所權變」；（十六）學校變革宜溫和，「在和諧中求進步」；（十七）以環境與風氣改變部屬是至柔且最易成功的領導作法。 / The main participants of this study are the two successful principal in Taiwan’s middle school. Using a qualitative research approach, analysis was done regarding both theoretical and practical applications of school leadership. In-depth exploration of successful leadership of the school principal's leadership behavior and practice were also accomplished. Results were then classify and organized into principles and practices. Recommendations were done on the practice for the leadership of principals, leadership theory, and future researchers. Results are as follows: (1) Principal Kong’s leadership is decentralized and fully authorized as core, leadership by walking around and inspiring communication as a technique, enhancing the ability of each school administrative departments and nurture their independent operation and problem solving capability, hence, the school shall goes into a stage of long-term stability. Principal Kong’s leadership style is a low intervention but decentralized and fully authorized. (2) Principal Cheng’s leadership is focused on instructional leadership and learning organization as the core to school leadership, in addition of the solid foundation in the concept of education love, and through the continuous process improvement and problem-solving with the improvement of school environment, hence upgrade the educational beliefs of teachers and teaching ability, which also enhance the students learning attitude, methods and self-confidence, resulting in the swift operating performance and advancement of the school.

The goal of the study was to develop a framework for public relations practice in the financial services sector. The study was based on four key objectives. In line with the first objective, chapters 2 and 3 reviewed how public relations was conceptualised and practiced by reviewing literature. Three worldviews, the North American, the European and African worldviews, were discussed by looking at their similarities and differences. The literature also reviewed the development of public relations from these three perspectives. Literature revealed that different models influence practices in different cultural settings and that effective PR practice cannot be premised on a single model. Objectives 2, 3 and 4 empirically analysed the conceptualisation and practice of public relations in terms of the purpose (models) and roles (activities). The study employed the one-on-one interview technique to gauge the views of communication managers in the financial services sector. The result of the study was discussed and analysed in chapter 5. Findings showed that PR was not strategic and mostly had a marketing orientation. Significantly, most of the communication managers had marketing backgrounds, which invariably affected their concept and practice of public relations. Another key finding was that public relations measurement and evaluation was based on outputs and outtakes more than outcomes. Moreover, methods used were mostly unscientific in nature. PR strategies were based on audience satisfaction surveys rather than perception and attitudinal research. Practitioners are not part of the dominant coalition. The findings showed that practitioners faced a number of challenges that compromised the effectiveness of their work, including management’s value and perception of their work, lack of in-depth knowledge about the profession itself, budgetary constraints and inability to sometimes influence decisions because of their position in the organisational structure. The findings of the study, together with findings in the literature, were used to develop a framework for effective PR practice in the sector. The framework differs in certain aspects from some of the recommendations made by literature for excellent public relations practice. The framework also incorporates recommendations aligning to the reality of public relations practice within the Ghanaian cultural and political environment. / Communication Science / D. Litt. et Phil.(Communication)