資訊科技的普及帶來前所未有的衝擊，企業已無法僅埋首於舊日致力於生產、營運效率、降低成本的觀念中。因為生產再多產品，降低再多成本，最終若無顧客消費，則一切都是白費，毫無利潤可言。企業終究係以營利為目的，顧客才是企業存活與否的關鍵。 　　公司內部流程之良窳，因傳遞著服務品質，連帶地影響顧客滿意。因此，應以「顧客想要的價值」為出發點來設計適切的服務及內部流程，才能為顧客提供更加值的服務。 　　而內部流程又有賴員工之執行，從市場調查、資訊收集、顧客分析、到之後的績效追蹤、改進等整個動態循環中，「人」在其中扮演了極為重要的角色，需有正確觀念的員工加以執行方能顯出功效。最近深受重視的平衡計分卡亦強調，透過員工之學習成長面以及企業內部流程面的改善，有助企業於與顧客之關係。 　　本研究即利用個案及實證研究方式探討內部程序面、員工面與顧客面之相互關係。以個案研究探討顧客面之結果如何推動內部程序面與員工面之因應、預防及改善；實證研究則分析內部程序面與員工面中影響顧客面之因素，以對症下藥，幫助顧客關係管理；從而再依據改善後之情形，得到新的顧客面結果、新的內部程序與員工面的因應、預防及改善，持續進行動態之相互影響。歸納結論如下： 　　一、透過個案瞭解企業幫助顧客關係管理之各項手法，從顧客資訊之掌握與分析開始，配合公司策略，整合服務資源，並持續施予員工教育訓練，加上定期的品管圈改善，最後透過各項評估衡量，不但員工的努力得到回饋，整體改善過程中所獲得的資訊也回饋到顧客資料庫中，形成一動態循環系統。 　　二、實證部分則以數據進行驗證。其結果顯示，內部程序面與員工面確實影響顧客滿意度，可針對萃取出的動因（driver）加以預防管理或改善，以幫助顧客關係管理。而顧客滿意與否，亦確實影響公司財務績效。 / The spread of information technology brings the effect never seen before, and the enterprises could not only stick to the viewpoints of production, operating efficiency, and cost-down. It wouldn't have any profit without customers. Since an enterprise engages in making profit finally, the customer's satisfaction is the key to survive. 　　While the goodness or badness of an enterprise's internal process delivers the service quality, the service quality affects the customer's satisfaction. Therefore, an enterprise should design the appropriate internal process to create the value that customers want. 　　And because the internal process is executed by the employee, the employee plays an important role in the whole internal process circle, such as marketing survey, information collection, customer analysis, and further performance tracing. The successful result of customer relationship management needs the employee who has correct customer relationship management concepts. Balanced scorecard also emphasizes that the learning and growth dimension of the employee and the internal process dimension of the enterprise will be helpful to the relationship between the enterprise and customer. 　　The research uses case and empirical study to investigate the relationship among the customer, internal process, and employee dimensions. The case study searches how the customer dimension pushes the responses, preventions and improvements in the internal process and employee dimensions. The empirical study analyses the drivers of the internal process and employee dimensions which affect the customer dimension. By understanding theses drivers, it will be helpful to customer relationship management. And according to new customer dimension results, new responses, preventions and improvements of the internal process and employee dimensions begin again. They continue to influence each other. The conclusions of this research are listed as follows: 　　1. We can understand various management methods which are helpful to customer relationship management by case study. At the beginning, an enterprise must understand and analyze thoroughly customer information, then correspond to enterprise's strategy to integrate service resources, hold continuous employee trainings, carry out periodical quality control circle, and finally evaluate various performances. Not only do employees get the rewards, but also customer information feedbacks to customer information database. It turns out to be a dynamical circle. 　　2. The empirical results show that internal process and employee dimensions indeed affect the customer's satisfaction. Managing and improving drivers which affect the customer's satisfaction will be helpful to customer relationship management. And the customer's satisfaction also affects service revenues.

The knowledge and cognitive process dimensions of Technology teachers’ lesson objectives This study employs both quantitative and qualitative enquiry, which seeks to establish the nature and quality of the lesson objectives intended by Technology teachers. Technology teachers are frequently faced with the need to use technological knowledge and its methodological approaches in their development of lesson plans and in their teaching. The methodological aspect and technological knowledge of these teachers should be reflected in the framing of lesson plans containing explicit statements of lesson objectives or learning outcomes. The cognitive levels to which the objectives lead are important because of the demands placed on learners by the subject of technology. Technology inherently requires mastery of some scientific knowledge, and procedures of the technological process from needs establishment to design and fabrication of artefacts. This requires learners to achieve at the upper levels of Bloom‟s taxonomy. This is the important goal of education. The purpose of this study was to investigate the knowledge and cognitive process dimensions of the lesson objectives in lesson plans of Technology teachers. These dimensions of Technology teachers‟ lesson objectives were mapped using the Taxonomy Table adapted from the Revised Bloom‟s Taxonomy. This study used a primarily qualitative research approach, with some quantitative analysis of data. A survey research design with limited scope was used to obtain lesson plans from Technology teachers in order to establish the nature and qualities of their lesson objectives. Lesson plans were collected from 19 teachers in three districts of Mpumalanga. These lesson plans were analysed, interpreted and discussed with sampled teachers in a focus group. With regard to the knowledge and cognitive domains of the Technology teachers‟ lesson objectives, findings from this study suggest that teachers tend to focus more on factual knowledge and less towards metacognitive knowledge, and operate at low-order level in the cognitive domain. In other words, technology learners are being taught factual knowledge at the low-order level of thinking. Technology teachers tend to have lesson objectives that are known only to them. This might imply that teaching in technology occurs without proper specific objectives. Measures need to be put in place to intensify support to Technology teachers so that they realise the importance of the formulation of lesson objectives that cover all the levels in the knowledge and cognitive domains. Furthermore, Technology teachers should be encouraged to state their lesson objectives explicitly. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Many complexity measures are defined as the size of a minimal representation in a specific model class. One such complexity measure, which is important because it is widely applied, is statistical complexity. It is defined for discrete-time, stationary stochastic processes within a theory called computational mechanics. Here, a mathematically rigorous, more general version of this theory is presented, and abstract properties of statistical complexity as a function on the space of processes are investigated. In particular, weak-* lower semi-continuity and concavity are shown, and it is argued that these properties should be shared by all sensible complexity measures. Furthermore, a formula for the ergodic decomposition is obtained. The same results are also proven for two other complexity measures that are defined by different model classes, namely process dimension and generative complexity. These two quantities, and also the information theoretic complexity measure called excess entropy, are related to statistical complexity, and this relation is discussed here. It is also shown that computational mechanics can be reformulated in terms of Frank Knight's prediction process, which is of both conceptual and technical interest. In particular, it allows for a unified treatment of different processes and facilitates topological considerations. Continuity of the Markov transition kernel of a discrete version of the prediction process is obtained as a new result.

Föreliggande studie analyserar muntliga aktiviteter i elevböckerna och lärarhandledningarna tillhörande läromedlet ABC-klubben. Läromedlet analyseras utifrån ett kognitivt perspektiv med hjälp av Blooms reviderade taxonomi, vilket även utgör studiens teoretiska referensram. Taxonomin synliggör vilka kognitiva processer och kunskapsdimensioner aktiviteterna erbjuder eleverna att nå. Resultatet av analysen jämförs med lärarnas uppfattning om de muntliga aktiviteterna som läromedlet erbjuder. Det granskade läromedlet valdes ut efter att verksamma lärare på lågstadiet besvarat en enkät om vilket läromedel de använder i svenskundervisningen. Enkäten innehöll också frågor där lärarna bland annat svarade på i vilken utsträckning de anser att läromedlet bidrar till elevernas utveckling av de muntliga förmågorna. Resultatet av läromedelsanalysen visar att antalet muntliga aktiviteter är begränsade. Det visar också att aktiviteterna inte erbjuder eleverna att utveckla den högsta nivån av kunskapsdimensioner och i endast en liten utsträckning den högsta nivån av kognitiva processer. Lärarna upplever dock att läromedlet bidrar till att eleverna utvecklar förmågorna att tala, lyssna och samtala. Studiens slutsats är att eleverna borde få fler möjligheter att nå högre kognitiva processer och kunskapsdimensioner gällande muntlighet. Det kräver att muntliga aktiviteter får större plats i läromedlet.

Many complexity measures are defined as the size of a minimal representation in a specific model class. One such complexity measure, which is important because it is widely applied, is statistical complexity. It is defined for discrete-time, stationary stochastic processes within a theory called computational mechanics. Here, a mathematically rigorous, more general version of this theory is presented, and abstract properties of statistical complexity as a function on the space of processes are investigated. In particular, weak-* lower semi-continuity and concavity are shown, and it is argued that these properties should be shared by all sensible complexity measures. Furthermore, a formula for the ergodic decomposition is obtained. The same results are also proven for two other complexity measures that are defined by different model classes, namely process dimension and generative complexity. These two quantities, and also the information theoretic complexity measure called excess entropy, are related to statistical complexity, and this relation is discussed here. It is also shown that computational mechanics can be reformulated in terms of Frank Knight''s prediction process, which is of both conceptual and technical interest. In particular, it allows for a unified treatment of different processes and facilitates topological considerations. Continuity of the Markov transition kernel of a discrete version of the prediction process is obtained as a new result.