With the highly development of Internet, it¡¦s much easier than ever for student to commit plagiarism. However, there¡¦s still no related research regarding Internet plagiarism in Taiwan. Therefore, this study will be focused on student¡¦s Internet plagiarizing behaviors, which are committed by college students, and trying to understand the relationship among students¡¦ personality traits, learning styles, demographic characteristics, and their Internet plagiarizing behaviors. In this study, Internet plagiarism is given a definition by three different types: (1) after reading the contents of Internet materials, students paraphrase and put them in the papers without citation. (2) Students copy texts or data directly from the Internet materials then paste them in the papers without paraphrase and citation. (3)Students not only paraphrase some materials from Internet, but also copy and paste texts and data in the papers directly. 433 questionnaires were distributed in seven universities/colleges in Taiwan and completed by undergraduate and graduate students. The major findings after statistic analyses are as follow: (1)For the last experience of writing papers, the rate of Internet plagiarism committed by college students is up to 86.85%. (2)Students¡¦ Internet plagiarism behaviors have significant differences in gender, age, year level of graduate school, college or graduate school, and discipline, but no significant differences in personality trait, learning style, and year level of college. (3)Students who commit Internet plagiarism, deliberately or not, have significant differences in personality trait and college or graduate school, but no significant differences in learning style, gender, age, year level of college, year level of graduate school, and discipline. (4) Types of student plagiarism have significant differences in gender, age, college or graduate school, discipline, and reasons of plagiarism, but no significant differences in personality trait and learning style. (5)Students¡¦ square root plagiarizing levels have significant differences in personality trait, discipline, and reasons of plagiarism, but no significant differences in learning style, gender, year level of college, year level of graduate school, and college or graduate school. (6)Reasons of student plagiarism have significant differences in age and college or graduate school, but no significant differences in personality trait, learning style, age, year level of college, year level of graduate school, and discipline.

The number of the radio stations reached 208 high at 2008 since they were allowed to apply for the operating licence in 1993, according to statistics of the National Communications Commission. However, the radio stations are facing intense competition with blooming on-line radio stations. Therefore, how to retain loyalty of audience is an important issue for all the radio stations. This study is to explore the correlation of audience personality, life style and the loyalty to the pop-music radio stations. Also it investigates whether a person¡¦s inner-attribute and outer-behavior are related to his loyalty of a pop-music radio station. We used on-line questionnaires and purposive sampling of Kaoshiung residents. We hope that the results of this study would benefit administrative managers for the pop-music radio stations to understand the station¡¦s advantages, the needs of the audiences, and to manage the audiences¡¦ loyalties effectively in the competitive environment. The method of collected data is by using on-line questionnaires and purposive sampling of Kaoshiung residents. Among 241 samples, 236 were effective and 5 samplers were non-listeners to any radio station. After the data anlaysis based on factor theory, the samples were sorted in five different personality traits including agreeableness, conscientiousness, extraversion, openness and neuroticism. The statistical results show that the number of the audiences possessing agreeableness is the greatest, followings conscientiousness, openness, extraversion, and finally neuroticism. Also the audiences emphasize on the achievement pursuit, following amusement, media attentiveness, topicality interest, job emphasis, spending efficiency, and plan deliberation. The audiences possess the loyalty of the radio station which doesn¡¦t show any differences because of diverse personalities or life styles, and the attitude loyalty is higer than the behavior loyalty.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 51-58). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves [84]-94). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves [84]-94). Also available on the Internet.

Thesis (M.A.) - Simon Fraser University, 2007. / Theses (Faculty of Education) / Simon Fraser University. Senior supervisor: Stephen Smith -- Faculty of Education. Also issued in digital format and available on the World Wide Web.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.

This study is a critical analysis of the discourse on childhood resilience and the politics of teaching resilience to "kids at risk" in inner-city schools. Resiliency research is rooted in the early psychology studies of children's coping and competence. By the 1970s, researchers were observing children who appeared invulnerable to traumatic events. These children were later described as resilient, and resilience was defined as bouncing back from adversity. Today, resilience has become an ideological code for social conformity and academic achievement. My analysis problematizes "childhood resilience" and "teaching resilience" and examines two dangerous shifts in the mainstream resiliency research over the past several decades. In one shift, resilience slipped from an anomaly in the context of complex trauma to being claimed as the social norm of the dominant society. In another shift, the context of resiliency research slipped from traumatized to disadvantaged populations. Consequently, teaching resilience in inner-city schools is a popular topic among professional child and youth advocates in BC. But these two shifts manifest as teaching socioeconomically disadvantaged children to conform to the social norms of the dominant society and as rationalizing social and educational programs that help children and youth at risk overcome obstacles. Such programs do not work to challenge systemic inequalities. I undertook a discourse analysis and an interpretive inquiry in identifying three resiliency discourses: the first is a dominant expert discourse based on quantitative studies; the second is a subordinate experiential discourse based on qualitative stories; and the third is a professional advocacy discourse that includes expert and experiential knowledge. The expert discourse derives from psychometric studies of resilient-identified children, and the experiential discourse emanates from the psychotherapeutic narratives of resilient-identified adults. The advocacy discourse emerges from educators, psychologists, and social workers who advocate on behalf of children and youth at risk. The data include resiliency texts, focused interviews, and relevant fieldnotes. I developed criteria for critiquing and recognizing resilience, explored potential intersections between the expert and experiential discourses, and interpreted risk and resiliency themes in the advocacy discourse. In challenging the dominant discourse, I argue that resilience is not a fixed set of traits that can be reified and replicated. Moreover, I argue that complex trauma and trauma recovery are essential to any construct of resilience and that resilience is pluralistic, contingent, and always in process. My study recommends collaborative resiliency research that focuses on trauma and that values experiential knowledge and attends to class and cultural diversity. It also recommends that the professional advocacy community re-focus on risk and work toward developing social programs and critical pedagogies that challenge structural oppression and systemic discrimination.

Perfectionism has long been recognized as an important personality trait that has a significant impact on emotional and social well-being. More recently, it has been recognized that there is a stylistic aspect to perfectionism that focuses on a desire to appear perfect. This perfectionistic self-presentation, and in particular, the desire for concealment of imperfections, has been related to psychopathology in past research. However, it is proposed that perfectionistic self-presentation presents a particular concern from a clinical perspective because of it's indirect effects on pathology; a desire to conceal imperfections is especially problematic to the extent that it impacts the experience of therapy and the therapy relationship. The current study examined the cognitive, affective/physiological, and behavioral manifestations of perfectionistic self-presentation in a clinical sample. Ninety clinical subjects completed self-report measures of perfectionistic self-presentation, trait perfectionism, impression management, mood, appraisals, and self-handicapping. A brief structured assessment interview that included a discussion of past mistakes, was conducted by trained clinical interviewers. Physiological monitors recorded heart rate and skin conductance level throughout the interview, and the interview was videotaped. Post-interview measures of mood, appraisals, and self-handicapping, were also completed. Results at the bivariate level showed that the self-protective dimensions of perfectionistic self-presentation were associated with more distress both prior to and following the interview, higher heart rate and greater change in heart rate when discussing mistakes (and greater skin conductance for men), greater claims of disability from self-handicaps, and appraisals of the interviewer as both threatening (wanting more than the participant could provide) and disappointed following the interview. Regression analyses showed that the desire to avoid disclosing imperfections was a unique predictor of appraisals of threat over and above demographics, trait perfectionism, and other measures of distress (interaction anxiety and depression) and impression management, and of appraisals of the interviewer as disappointed following the interview, over and above demographics and trait perfectionism. The block change score for perfectionistic self-presentation predicting interviewer satisfaction was marginally significant over and above emotional distress and impression managment. The desire to avoid displaying imperfections was a unique predictor of lower threat appraisals. Perfectionistic self-presentation also predicted higher heart rate when discussing errors, over and above demographics and other measures of distress and impression management, and greater change in heart rate from relaxation; this relation held when controlling for demographics, trait perfectionism, and emotional distress and impression management. Perfectionistic self-presentation did not predict defensive behaviors and was not a unique predictor of self-reported negative affect. The results are discussed in terms of the implications for therapy and the therapeutic alliance.

Co-variation in the genetic architecture, and co-localization of quantitative trait loci (QTL), for embryonic developmental rate and age at maturation in male rainbow trout (Oncorhynchus mykiss) was examined. Two lots (September and December spawning) of 2 x 5 (male x female) diallel crosses were performed and the resulting progeny were raised to maturity. Higher incidences of precocious maturation were observed in the September lot fish compared to December lot fish, which was uncoupled to developmental rate. However, precocious maturation and body size was higher in early hatching December lot fish. A genome scan was also completed across 4 linkage groups previously reported to possess embryonic developmental rate QTL and/or age at maturation QTL. No evidence of co-localization of QTL for the two traits was detected. However, the presence of QTL for embryonic developmental rate on RT-8 and RT-24 and one for age at maturation on RT-17 supports previous results.