本研究在探討申請上市（櫃）公司撤件的原因，分別從公司特性、承銷商特性、市場狀況及承銷案特性等面向，就初次申請上市（櫃）申請案及上櫃轉上市申請案，探討影響其申請上市（櫃）後發生撤件的原因。 研究對象是以民國95年至98年8月向台灣證券交易所或證券櫃檯買賣中心申請掛牌的公司為樣本，包括：初次申請上市（櫃）共計樣本153家公司，其中成功上市（櫃）案129家，撤件或退件案24家；上櫃轉上市共計42家，其中成功上櫃轉上市計35家，自行撤件7家。 在各項因素中，實證結果發現初次申請上市（櫃）的案件中，電子產業企業發生IPO撤件的機率較小。另外，創投公司持股的影響也在初次申請上市（櫃）的情形中顯著，說明有創投持股的公司發生IPO撤件的機率較小。 負債比率也被證實是區分成功案與失敗案的重大指標。在初次申請上市（櫃）案的迴歸模型中，正的迴歸係數也指出較高的負債比率發生撤件的機率較高。而成功案與失敗案在其餘財務特性，如：資產規模、銷貨收入、稅前息前折舊前淨利並無顯著差異。 在承銷商商譽及市場榮枯的代理變數方面，在初次申請上市（櫃）的情形下，實證結果顯示，成功案的承銷商商譽的確較失敗案為佳，申請後的市場報酬也較高。但對於申請上櫃轉上市的成功與否，承銷商商譽及市場榮枯兩面向的代理變數無證據顯示其有顯著影響。

Withdrawn behavior broadly describes individuals who are isolated from their peer group. Though not a clinical disorder, withdrawn behavior is a construct involved in many psychological problems, and it is likely the behavioral manifestation of distinct motivations and developmental processes. Additionally, withdrawn behavior is often used interchangeably with other psychological constructs, including shyness, social disinterest, and peer exclusion, making accurate classification difficult. In an effort to better understand the classification and developmental course of withdrawn behavior in youth, the current study used latent class analysis (LCA) and latent transition analysis (LTA) to identify distinct subclasses of withdrawn youth and to examine how these youth transition between classes over child and adolescent development. Furthermore, the current study investigated one potential predictor of class transition, sports participation. Results yielded the same two withdrawn classes across time and gender. The majority of youth fell within Class 1, which represented a low symptom class. Class 2 represented a shy/secretive class. For girls, the interpretation of Class 2 changed at Time 3 (e.g., ages 14-17 years), such that the majority of girls in the shy/secretive class also exhibited depressed mood. The majority of youth remained in the same class across time points. Although sports participation did not predict transitions between withdrawn classes, class membership at Time 2 (e.g., ages 10-13 years) predicted sports participation at Time 3, for boys. Taken together, these findings further clarify the nosology and developmental course of withdrawn behavior and the relation between withdrawn behavior and sports participation. It is recommended that future studies identify predictors of class transition and investigate whether withdrawn classes predict diagnostic trajectories.

Socially withdrawn children are at increased risk for various maladaptive outcomes. One intervention suggested to mediate these outcomes is the use of peermediated social skills training. However, little research supports its use with socially withdrawn children; even less research has investigated the role of peer mediators in the generalization of treatment effects. The purpose of this study was to evaluate a generalization training package on the generalization of socially withdrawn students and their peer mediators' interactions. This study compared the effectiveness of various procedures in a peer-mediated intervention on the generalization of prosocial interactions with socially withdrawn students and examined how students' perceptions of social support, bullying experiences, and intervention acceptability changed as a result of the peer-mediated social skills training intervention. Results indicated that the socially withdrawn participants engaged in more prosocial behavior following the intervention and that it generalized to a highly unstructured, novel setting with multiple students.

Graduate

This investigation examined the effect of a modeling/role playing counseling technique upon the social adjustment of second-grade socially withdrawn children. The specific hypotheses investigated dealt with changes in the socially withdrawn child's social adjustment as measured by a peer sociometric instrument, teacher rating, trained observer rating, and self-rating which were administered one week prior to the initial session. A one-way analysis of covariance was employed to test the hypotheses. The following conclusions are presented as a result of these findings: 1. The symbolic modeling/role playing procedure as utilized in this study is effective in increasing the frequency of social interaction of socially withdrawn children. 2. The symbolic modeling/role playing -procedure as utilized in this investigation is effective in increasing the sociometric status of socially withdrawn children. 3. The symbolic modeling/role playing counseling procedure as utilized in this study appears to be ineffective with respect to changing children's self-perception.

The aim of this study is to examine how preschools contribute to the forming of identity in children, with a specific focus on the quiet and socially withdrawn child. How do the teachers describe the quiet child and the socially withdrawn child? Are there any opportunities for children to be quiet/withdrawn in preschools? These questions have also been analysed from a gender perspective. The method chosen is qualitative method. Nine preschool teachers from two Swedish preschools have been interviewed. Two theories are presented, social constructionism and a theory of personality traits in order to compare different views on identity and personality. The analysis was conducted by using the concepts of positioning and "the constructions of situations" have been analysed. The preschool teachers place quiet children in passive positions like calm, listener etc. Social interactions are very important in a preschool context and children are expected to play and interact with others. If they don’t participate, they are invited to join other children’s play. If a child wants to be left alone, without being invited to play, they have to choose a specific place or activity, like a sofa, a window or reading a book. By choosing those places and activities the child signals their desire to be alone. The teachers' descriptions of the quiet child as passive and the outgoing child as active, is similar to the traditional belief of girls being passive and boys being active. They are not, however, saying that it is only negative to be quiet or socially withdrawn, but there seem to be difficulties not being outgoing and active in the preschool.

No description available.

The purpose of this study was to determine the influence of IQ on subtypes of sociable and withdrawn behaviors in children with language impairment (LI). Research has suggested that children with LI are more likely to experience difficulty with social interaction than their typically developing peers (Brinton & Fujiki, 1999; Rice, 1991). The Teacher Behavior Rating Scale (Hart & Robinson, 1996) was used to compare sociable and withdrawn behaviors in 19 children with LI and 19 children with typically developing language. IQ scores for each participant were obtained by administering the Universal Nonverbal Intelligence Test (Bracken & McCallum, 2003). These scores were used as a covariate in group comparisons of sociable and withdrawn behaviors. Comparisons indicated that classroom teachers rated children with LI as displaying more withdrawal and less sociable behaviors than typically developing children even when IQ was controlled.

No description available.

Purpose: Today two of the biggest problems within the construction industry in Sweden is the exceeding of budgets and that the projects do not finish in time. One of the reasons is the use of alterations, supplementary- and withdrawn work that occurs during the project. The purpose is therefore to study the variations that can be related to the documents that are used during public procurement as well as provide some suggestions on how the procurement documents can be improved for future projects. Hence trying to decrease the use of variations in projects. Method: The study consists of a multiple case study with three similar projects. The methods that are used are a literature study that provides the base of the intended study. A study of documents is also a crucial element to be able to draw the connections between the procurement documents and the alterations, supplementary- and withdrawn work. There will also be semi structured interviews that will strengthen the case study and increase the knowledge within the area. Findings: the study shows that 60 percent of the alterations, supplementary- and withdrawn work can be connected to the procurement documents. There are a few causes that leads to the use of alterations, supplementary- and withdrawn work in a project for example coordination between the different technical areas within the projects that can lead to contradictions in the documents. Too much material in the procurement documents can leads to conflicting information which leads to the use of alterations, supplementary- and withdrawn work. With greater accuracy and greater coordination between the different technical areas, drawings, and other documents. Coordination between the areas would also improve if it is implemented in the early stages of design. It is important to be clear in the technical description which work is expected from the project which would lead to fewer the alterations, supplementaryand withdrawn work. Implications: the overall problem is in this study is how you can reduce the use off alterations, supplementary- and withdrawn work connected to the procurement documents. Most of the alterations, supplementary- and withdrawn work in a project can be connected to these documents. To be able to reduce the cost there should be a system implemented regarding the review and coordination of the procurement documents. Limitations: This study is limited to three different projects from different municipalities, to secure a more certain result there should be more equivalent projects included in the study. The interviews are limited to the project managers that where responsible for the specific projects in this study. Keywords: alterations, supplementary- and withdrawn work, procurement documents, public procurement, specifications, regulations, technical specifications