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全球第一大社群網站 Facebook，在 2007 年推出的 Facebook 粉絲專頁（Fan Page），是一個公開的介面，集合了娛樂、社交、資訊尋求三項商業行銷功能。根據 Facebook 官方統計，目前共有 118 萬個粉絲專頁，由一百多萬個公司團體開立，更吸引了超過 5 億 3,000 萬人次粉絲。近年來，台灣食譜 Facebook 粉絲團備受關注，本研究將探討網友對 iCook 愛料理粉絲團的使用動機。 其次，本研究目的，在探討 iCook 食譜粉絲團之「使用動機」、「資訊來源」、「服務品質」、「顧客滿意度」和「顧客忠誠度」之意涵。探討人口統計變相對「使用動機」、「資訊來源」、「服務品質」、「顧客滿意度」和「顧客忠誠度」的顯著差異性。檢定「使用動機」、「資訊來源」、「服務品質」、「顧客滿意度」和「顧客忠誠度」具有顯著關係。經由量化分析與質化訪談之相關研究，針對iCook食譜粉絲團提出行銷策略建議。 本研究以 馬斯洛《需求層級理論》，探討 Facebook 粉絲團的閱聽眾使用動機，針對經常瀏覽 iCook 粉絲團的常用使用者為研究對象，本研究利用「問卷調查法」與「深度訪談法」進行研究，兼顧量化及質化兩種研究途徑。透過網路問卷抽樣調查方式，回收有效問卷 506 份，並針對 iCook 愛料理網站創辦人、美食部落客、粉絲團會員重度使用者進行深度訪談。 研究結果顯示， iCook 食譜粉絲團以女性家庭主婦和上班族為主，年齡層以26-45 歲居多，教育程度以大學為最多，居住地區以北部為主。在使用動機、資訊來源及服務品質對於顧客滿意度有顯著正相關；使用動機、資訊來源及服務品質及顧客忠誠度有顯著正相關；顧客滿意度與忠誠度有顯著正相關。 經質化與量化分析，本研究對於 iCook 食譜粉絲團之行銷策略建議如下： 1. 提供豐富多樣的食譜資訊，讓使用者感覺有其價值性 2. 善用社群口碑行銷傳播，以內容取代廣告創造利基 3. 優化服務與開拓異業結盟機會，有助品牌知名度與滿意度 　　綜合上述，以鞏固其品牌忠誠度，朝長久經營之路邁進。 / Facebook, the biggest social network site in the world, launched the Page service in 2007. It is a public platform including entertainment, social contact and information seeking functions for business and marketing. According to the official statistics from Facebook, there are currently 1.18 million Facebook Pages created by more than 1 million organizations, attracting more than 530 million users. In recent years, the cookbook’s Facebook Pages in Taiwan attract more attention than before therefore the research is going to discuss the motivation of fans using iCook Facebook Page. Furthermore, the purpose of this study is to explore using motivation, sources, service quality, customer satisfaction and customer loyalty for iCook Facebook Page. To analyze the demographic variables differences on using motivation, information sources, service quality, customer satisfaction, customer loyalty differences. Also to test the relation between using motivation, information sources, service quality, customer satisfaction, customer loyalty. Through quantitative and qualitative research methods, provide marketing strategy recommendation. The study is based on “Maslow's Hierarchy of Needs Theory” and investigates Facebook Page audiences’ usage motivation. The target research group is the user who visits iCook Facebook Page frequently. In order to give consideration to both quantitative and qualitative approach, this study adopts questionnaire survey and in-depth interviews for research methods. There are 506 effective questionnaires from the Internet survey and conducts the in-depth interviews to iCook founder, Cuisine Bloggers and heavy users. The result indicates that the users of iCook Facebook Page are mainly female, housewife and office worker by occupations, the age between 26 and 45, education background is college and above, living around the northern Taiwan. The using motivation, information sources and service quality have a significant positive correlation with customer satisfaction, as well as customer loyalty. Therefore the service quality and customer loyalty are positive correlation. Based on the quantitative and qualitative analysis, this study suggests that iCook Facebook Page should apply more Social Media Marketing strategies and several recommendations as follows: 1. Providing various recipe for readers to let users feel valuable. 2. To leverage the power of Word of Mouth Marketing (WOMM) and to replace the advertisement to content in order to create the niche. 3. Optimizing the web services and features to expand cross-industry strategic alliance opportunities, it helps to promote the brand image and reputation.

The final thesis deals with an application of project within history lessons at secondary grammar schools of the Administrative Region of Ústí nad Labem .The thesis summarizes the basic theoretical findings on a projects realisation together with findings gathered by the empirical research at secondary grammar schools of Administrative Region of Ústí nad Labem. The research focused on recognising a present status of incorporating and using projects in the history lessons, and on the experience of pupils and teachers with this specific teaching strategy. On the grounds of connecting these findings, the thesis provides the reflection of possible using of projects in the course of history lessons (not only as a supplement of ordinary lessons). The thesis recognises a present status of projects realisation within history lessons, including the favoured topics, a way of realisation, outcomes, and a brief summary of particular projects offered by external organisations. The thesis deals with positives and negatives of projects realisation in accordance with opinions of pupils and teachers of secondary grammar schools of Administrative Region of Ústí nad Labem. The thesis also contains two proposals of history projects that might be used by teachers for creating their own projects.

This study was an attempt to explore and describe media utilisation from a Primary Science teacher's perspective, within a qualitative theoretical and methodological framework. A brief survey revealed what media was available in the schools, and observation and interview methods were used to give meaning to the media utmsation practice in schools. It was hoped that the results would assist in the construction of guidelines required to improve media use, and consequently science teaching in the rural primary schools. The inquiry revealed that apart from improving educational facilities, re-motivation of the science teachers was an essential ingredient in the search for ways of improving media use in Primary Science instruction / Educational Studies / M. Ed. (Didactics)

This research explores to what extent the community newspaper, Fourways Review, which is distributed to a geographically demarcated area in Johannesburg’s northern suburbs, is fulfilling the community’s expectations; how community members use the newspaper and how Fourways Review’s community journalists define their roles. The research uses a qualitative approach to collect data through face-to-face, in-depth interviews with a sample of 30 community members and eight news team members; and one week of participant observation in the newsroom. Data is analysed through a constant comparative technique. The research finds Fourways Review is accepted in the community but is not as community-minded as a community newspaper should be, which affects how the community members use the publication. Community member respondents attribute the criticism to the influence of a market-driven approach to reporting. This is echoed by the news team respondents who say news production is influenced by community, advertising and inter-departmental pressures. / Communication Science / M.A. (Communication Studies)

MARTINS, Daniel Gadelha. Formação semipresencial de professores de ciências utilizando mapas conceituais e ambiente virtual de aprendizagem. 2009.238f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação, Fortaleza-CE, 2009. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-05T14:22:01Z No. of bitstreams: 1 MODELO DA DESCRIÇÃO.doc: 61952 bytes, checksum: cb54756971550d1fc8021a8f3ea85b34 (MD5) / Rejected by Maria Josineide Góis(josineide@ufc.br), reason: arquivo errado on 2012-07-09T13:19:30Z (GMT) / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-09T13:28:54Z No. of bitstreams: 1 2009_dis_DGMartins.pdf: 19065759 bytes, checksum: 853d0d44e91979e4ae3f886f0cff6714 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-09T13:38:54Z (GMT) No. of bitstreams: 1 2009_dis_DGMartins.pdf: 19065759 bytes, checksum: 853d0d44e91979e4ae3f886f0cff6714 (MD5) / Made available in DSpace on 2012-07-09T13:38:54Z (GMT). No. of bitstreams: 1 2009_dis_DGMartins.pdf: 19065759 bytes, checksum: 853d0d44e91979e4ae3f886f0cff6714 (MD5) Previous issue date: 2009 / Com o cenário da sociedade do conhecimento do século XXI, os alunos, de posse dos recursos das tecnologias da informação e comunicação, adquirem vários conhecimentos fora da escola. Urge se estabelecer novas estratégias educacionais, exemplificando: como integrar a tecnologia ao currículo e à prática pedagógica, tornado a escola menos obsoleta e mais atrativa? Para reverter o quadro apontado, no tocante à necessidade de adequação de disciplinas de informática do ensino superior e que são ofertadas para os cursos de ciências. Baseado na literatura foi então promovida a concepção de novas estratégias de ensino e aprendizagem, destacando-se: a teoria de aprendizagem significativa ausubeliana e mapas conceituas de Novak, para auxiliar na construção de conhecimentos e os princípios postulados por Valente, focando o uso das novas tecnologias, na concepção construcionista. Nesta direção, se concebeu a presente Dissertação, buscando despertar os alunos para a construção cooperativa e telecolaborativa de conhecimentos na área de ciências. Assim, se elaborou um notebook, via técnicas de programação simbólica, contendo textos, formulações matemáticas, gráficos e animações, disponibilizado para os alunos no AVA TELEDUC. Escolheu-se a disciplina, “informática aplicada ao ensino de ciências, IAEC”, ofertada pioneiramente pelo departamento de computação da UFC, a partir do semestre letivo 2007.1, para os cursos de licenciaturas de ciências, atendendo às novas necessidades educacionais. A abordagem metodológica da pesquisa é do tipo qualitativa e, segundo seu objetivo geral, se caracteriza como pesquisa exploratória. Realizou-se um estudo piloto nesta disciplina ofertada em 2007.1. As atividades discentes eram mediadas pelo orientando e supervisionadas pelo orientador da presente Dissertação. Isto desencadeou uma mudança de visão pedagógica em todos os participantes, quando foram feitas reconstruções, enlaçando teoria e prática educacionais. Posteriormente, se realizou uma pesquisa-participante na disciplina IAEC, ofertada em 2007.2 e a coleta de dados gerados pelos alunos, através da aplicação de questionários interrogativos ou de dados oriundos das mensagens postadas nos fóruns de discussão ou de mapas conceituais, postados no portfólio, podendo assim se observar, investigar, analisar e proceder a uma avaliação qualitativa dos resultados. Com isto, se pode concluir como os alunos estabeleceram os processos de aprendizagem significativa de conteúdos de física, a mudança de visão pedagógica dos docentes e discentes e como se desenvolveram habilidades e competências, no intuito de utilizar operacional e pedagogicamente os recursos do computador. Das atividades previstas, treze discentes participaram de algumas e seis participaram efetivamente de todas. Da teoria de Ausubel, abordaram-se técnicas, processos e construção de mapas conceituais. Em sessões didáticas posteriores, os alunos elaboraram seqüencialmente mapas conceituais de quatro, oito e doze caixas, enfocando o tema lançamento de projéteis. Isto os levou a desenvolverem e maturar reflexões mais críticas, envolvendo o desafio de como expressar, didaticamente, em um sucessivo maior número de caixas de um mapa conceitual, todas as informações representativas do problema de lançamento de projétil. Das ferramentas pedagógicas do TELEDUC, utilizadas em apoio às atividades pedagógicas presenciais, destacam-se: proposta de dez fóruns de discussão, onde ocorreu o desenvolvimento da aprendizagem telecolaborativa e o uso do portfólio, para socializar as tarefas discentes.

The topic of the thesis is biogas stations - renewable energy sources. This thesis focuses on energy from biomass which is generated inside stations, and on appropriate use of energy. It deals with thermal energy that is produced as a waste product inside the biogas stations. The main objective is to evaluate the effectiveness of the biogas stations as a source of heat for the municipalities in southern Bohemian and create evaluation criteria of suitability of using heat from biogas stations in specific communities.

Com o cenÃrio da sociedade do conhecimento do sÃculo XXI, os alunos, de posse dos recursos das tecnologias da informaÃÃo e comunicaÃÃo, adquirem vÃrios conhecimentos fora da escola. Urge se estabelecer novas estratÃgias educacionais, exemplificando: como integrar a tecnologia ao currÃculo e à prÃtica pedagÃgica, tornado a escola menos obsoleta e mais atrativa? Para reverter o quadro apontado, no tocante à necessidade de adequaÃÃo de disciplinas de informÃtica do ensino superior e que sÃo ofertadas para os cursos de ciÃncias. Baseado na literatura foi entÃo promovida a concepÃÃo de novas estratÃgias de ensino e aprendizagem, destacando-se: a teoria de aprendizagem significativa ausubeliana e mapas conceituas de Novak, para auxiliar na construÃÃo de conhecimentos e os princÃpios postulados por Valente, focando o uso das novas tecnologias, na concepÃÃo construcionista. Nesta direÃÃo, se concebeu a presente DissertaÃÃo, buscando despertar os alunos para a construÃÃo cooperativa e telecolaborativa de conhecimentos na Ãrea de ciÃncias. Assim, se elaborou um notebook, via tÃcnicas de programaÃÃo simbÃlica, contendo textos, formulaÃÃes matemÃticas, grÃficos e animaÃÃes, disponibilizado para os alunos no AVA TELEDUC. Escolheu-se a disciplina, âinformÃtica aplicada ao ensino de ciÃncias, IAECâ, ofertada pioneiramente pelo departamento de computaÃÃo da UFC, a partir do semestre letivo 2007.1, para os cursos de licenciaturas de ciÃncias, atendendo Ãs novas necessidades educacionais. A abordagem metodolÃgica da pesquisa à do tipo qualitativa e, segundo seu objetivo geral, se caracteriza como pesquisa exploratÃria. Realizou-se um estudo piloto nesta disciplina ofertada em 2007.1. As atividades discentes eram mediadas pelo orientando e supervisionadas pelo orientador da presente DissertaÃÃo. Isto desencadeou uma mudanÃa de visÃo pedagÃgica em todos os participantes, quando foram feitas reconstruÃÃes, enlaÃando teoria e prÃtica educacionais. Posteriormente, se realizou uma pesquisa-participante na disciplina IAEC, ofertada em 2007.2 e a coleta de dados gerados pelos alunos, atravÃs da aplicaÃÃo de questionÃrios interrogativos ou de dados oriundos das mensagens postadas nos fÃruns de discussÃo ou de mapas conceituais, postados no portfÃlio, podendo assim se observar, investigar, analisar e proceder a uma avaliaÃÃo qualitativa dos resultados. Com isto, se pode concluir como os alunos estabeleceram os processos de aprendizagem significativa de conteÃdos de fÃsica, a mudanÃa de visÃo pedagÃgica dos docentes e discentes e como se desenvolveram habilidades e competÃncias, no intuito de utilizar operacional e pedagogicamente os recursos do computador. Das atividades previstas, treze discentes participaram de algumas e seis participaram efetivamente de todas. Da teoria de Ausubel, abordaram-se tÃcnicas, processos e construÃÃo de mapas conceituais. Em sessÃes didÃticas posteriores, os alunos elaboraram seqÃencialmente mapas conceituais de quatro, oito e doze caixas, enfocando o tema lanÃamento de projÃteis. Isto os levou a desenvolverem e maturar reflexÃes mais crÃticas, envolvendo o desafio de como expressar, didaticamente, em um sucessivo maior nÃmero de caixas de um mapa conceitual, todas as informaÃÃes representativas do problema de lanÃamento de projÃtil. Das ferramentas pedagÃgicas do TELEDUC, utilizadas em apoio Ãs atividades pedagÃgicas presenciais, destacam-se: proposta de dez fÃruns de discussÃo, onde ocorreu o desenvolvimento da aprendizagem telecolaborativa e o uso do portfÃlio, para socializar as tarefas discentes.

Studies have shown elementary teachers may not be well prepared to use technology in their classrooms. This study examines one elementary teacher’s feelings of technology self-efficacy (TSE), needs and pedagogical strategies when using the interactive whiteboard (IWB) to teach elementary science. It employed a single case study design, where the researcher and participant worked together during supportive professional development (PD) sessions. Data sources are twelve PD sessions, the Computer Technology Integration Survey (adapted for IWB use in the classroom), and two interviews, three in-class observations of IWB science lessons, and three lesson debriefs. Descriptive and thematic analysis show the participant’s TSE was positively influenced by the PD. Five factors were determined to influence TSE: the participant’s level of interest, attitude, experience with technology, student assistance, and familiarity with the setting. Teacher, contextual and IWB- level needs were explained. Pedagogical strategies for technology use based on interactive IWB features are also discussed. Findings could contribute to current trends in teacher PD, continuing education, and preservice teaching programs related to science teaching. / Plusieurs enseignants ne sont pas bien préparés pour utiliser la technologie en classe. En particulier, le tableau blanc interactif (TBI) n’est pas utilisé de façon optimale par les enseignants lorsqu’ils enseignent les sciences et la technologie à l’élémentaire. Cette thèse présente l’étude de cas unique d’une enseignante de l’élémentaire ayant cheminé dans un processus de développement professionnel (DP) pour l’aider à intégrer le TBI en sciences et technologie. Douze sessions de DP, un questionnaire sur l’efficacité avec le TBI (CTIS adapté), deux entrevues, trois sessions d’observation en classe et trois discussions sur les leçons constituent les sources de données. La participante est devenue plus confiante pour utiliser le TBI suite au DP. Elle a rehaussé son sentiment d’autoefficacité et accru son intérêt et sa connaissance du TBI. Elle a acquis des compétences techniques et une connaissance des contenus d’enseignement adaptés au TBI, bien que plusieurs besoins perdurent. Certaines stratégies pédagogiques avec le TBI expérimentées en classe par l’enseignante sont discutées. Cette thèse peut contribuer à fournir des pistes pour aider les enseignants au primaire à mieux intégrer le TBI en sciences et technologie, que ce soit lors de leur formation initiale à l’enseignement ou en cours d’emploi.

Les rapports entre le Trésor français et les banques centrales africaines de la zone franc sont fondés sur la garantie de convertibilité externe que la France accorde aux francs CFA. De la sorte, le Trésor français convertit de manière illimitée les francs CFA en euro et en d’autres monnaies. Par ailleurs, la BCEAO et la BEAC sont protégées contre le risque d’épuisement des réserves de change car, elles peuvent puiser théoriquement de façon illimitée en cas de rupture de changes sur les réserves françaises. La mise en oeuvre de cette solidarité repose sur un mécanisme particulier appelé : comptes d’opérations. Hérité de la période coloniale, ce principe oblige les instituts d’émission africains en vertu des accords de coopération monétaire signés avec la France au lendemain des indépendances et rénovés en 1972 et 1973, à déposer 65 % de leurs réserves de change sur ces comptes. Cette quotité a été ramenée depuis la réforme de 2005 à 50%. Le Trésor français verse des intérêts à ces comptes lorsqu’ils sont créditeurs alors qu’il prélève des intérêts en cas de débit. Cette coopération vise deux objectifs principaux : la solidarité monétaire et le développement économique par le biais d’une solidarité monétaire sécurisée. Cette coopération a donné naissance à des institutions qui oeuvrent en vue d’atteindre ces objectifs. Lors de l’adoption de l’euro à l’échelle européenne en 1999, la France a pu obtenir de ses partenaires européens la reconnaissance de la nature budgétaire des accords qui la lient à ses anciennes possessions d’Afrique pour continuer à garantir les francs CFA. Cette coopération comporte cependant beaucoup d’inconvénients qui incitent au dépassement du cadre actuel. / The monetary agreements of France and the CFA franc zone are based on the permanent free convertibility of the CFA. In this case, the French Treasury supports the free convertibility of the CFA franc into Euros and other currencies with a fixed change rate. The BCEAO and the BEAC accordingly cannot suffer from the lack of changes risk for, they are both guaranteed by France. Such a parity and interdependence principles inherited from the colonial period was renewed in the 1960's up to 2005 reforms. The main goals of this cooperation are the economical development and monetary solidarity safety. Some institutions have been created in order to achieve those goals. In anticipation of the coming of the Euro in 1999, the competent French authorities convinced the European Union to maintain the monetary agreements France has with the African countries using the CFA currency. Nevertheless, such agreements compound some shortcomings which require new ideas.