Academic literature on the topic '業主能力'

作為一個以「執行」與「實踐」為主的專業，社會工作主要是以不同的介入手段，促成人或事情的改變；而為了保障我們的工作合符專業規範與水平，並且向服務資助方說明我們工作的專業性與價值，完善與具質素的文書紀錄、例如方案書、個案紀錄和計劃報告等，對社工都有重要的價值。或者因為文書工作的數量一直在增加，近年社工界興起的反管理主義討論中，文書工作就被認定為管理主義的標誌。而作為一位資深公務員社工，本文作者以日常工作經驗和反思，說明了文書工作對社工的確切重要性，並且提出改進相關能力的意見，以供同業參考。

LANGUAGE NOTE | Document text in English; abstract in Chinese only.新任體育及康樂學課程主任的我，對於這項在過去兩年已經由前課程主任任克明先生建立良好根基 的工作感到莫大的挑戰與興奮。現在，這個課程已擁有共一百一十五名一年級至三年級學生。由於在首 年接收了六十名學生就讀，在教學上，對導師們難免造成困難。雖然如此，每位導師都能盡心盡力，並嘗試採用各種不同的授課方式，如小組上課，輔助和討論等。而且在授課當中，導師們亦經常灌輸學生有關體康從業之操守和精神，務求他們日後能夠成為社會一群品學兼備的年青人。基於各位同事的努力和通力合作，我極相信體康學系的明天會更好。

The definition of global human resources provides a useful way to evaluate study abroad options for university students. In this qualitative study, study abroad and study + work abroad students’ narratives were analyzed for growth in English language use, initiatives to take challenges and responsibility, and intercultural learning. Participants who studied and worked abroad described more growth in elements of global personnel development, particularly in taking the initiative to engage in a fruitful study abroad experience. This study suggests that study abroad experiences should include student-directed challenges outside the classroom to assist in developing graduates with global personnel characteristics. グローバル人材の定義を用いれば、様々な大学の海外留学プログラムを評価することが可能となる。この質的研究では、外国で語学学習のみを経験した者と、就業経験を伴う語学留学経験者が書いた文章とを比較・分析した。グローバル人材の定義の3要素は、1）語学力およびコミュニケーション能力、2）主体性・チャレンジ精神・責任感、3）異文化学習である。語学と就業の両方を経験したグループの方が、3つの要素すべてにおいて、語学学習経験のみのグループに比べて高い度合の成長が見受けられた。本論は、グローバル人材の要素を兼ね備えた卒業生を生み出すためには、教室外の学生主体の活動を含む海外留学経験が必要であると提案する。

<p>教師專業發展的相關理論與實踐多集中於教育專業知能的提升，甚少關心教師的生活品質與生命提升，教育美學也很少觸及教師專業發展，未有將自然美感經驗融入教師專業的研究。本研究旨在以文獻分析法，輔以訪談法，探討自然美感經驗取向的教師專業發展之意涵、功能與實施方式。自然美感經驗取向的教師專業發展之意涵在透過自然美感的欣賞，豐富教師的生活與生命經驗，啟發教師對於生活、教學、教師志業、生命意義等靈性方面的省思，進而提升教師的專業能力。其功能有六項：提升主動進行教師專業發展的意願、提供課程與教學創新的源泉、促進教師的班級經營能力、提供生理與心理治療的效果、強化環境教育素養、提升生命品質，培養生命的智慧。本研究最後並提供一些具體的實施原則與建議供中小學參考。</p> <p>&nbsp;</p><p>Theories and practices of teachers’ professional development almost focus more on improvement of educational profession knowledge than life of teachers. Researches of educational aesthetics seldom apply natural aesthetic experiences on teachers’ professional development. This study aims at using literature analysis as the method, supplemented by interview, to inquire the meaning, function and implementation of teachers’ professional development based on natural aesthetic experience. The meaning of this approach is to enrich teachers&rsquo; life experience, and enlighten their reflection on daily life, teaching, vocation, and life meaning, then can improve professional competence further more. There are six functions of teachers’ professional development based on natural aesthetic experience as: improving the will to engage teachers&rsquo; professional development actively; affording the resource of innovation ideas on curriculum and teaching; improving competence of classroom management; affording effects on physical and psychological therapy; enforcing literacy of environmental education; promoting quality of life and life wisdom. Finally, this study also provides some principles and suggestions of implementation for elementary and junior high schools.</p> <p>&nbsp;</p>

依據社會暨人口發展趨勢，未來社會除了人口結構偏移外，世代差距以及多元化趨勢都將不斷增大，使得可能肩負提供高齡友善服務的年輕世代難以同理高齡長者的需求與困境，既無法換位思考，自然也缺乏具體投入高齡服務的綜融素養。素養導向的學習以學生為本且強調問題的解決，並重視對於情境的理解。本論文從經驗學習的脈絡出發，旨在嘗試藉由虛擬科技以培育高齡友善服務人才的同理能力，培育的人才對象不只社會工作，更可涵括照護服務，甚至擴大及於住宅設計、交通運輸等等所有食衣住行面向，凡與高齡友善環境創建關聯者皆然，甚且期待能促使不同專業背景的高齡服務人才得以藉此形成跨域合作的可能。模型構思的想像與框視主要涵括以下三大軸線：1.專業素養培育，主要為專業領域的價值/態度、知識及技術；2.虛擬科技融滲，包括虛擬科技運用以及資訊共創，並能反思科技運用服務倫理議題等；3.高齡服務層次，包括透過科技運用促使經驗高齡者生活情境，以及實驗服務歷程等。

一般來說，有精神病暴力紀錄的案主往往是令社會工作人員和專業人士最感頭痛的一群。工作人員往往覺得他們無法溝通、瞭解和建立關係，最後只能以控制、禁錮和強迫服藥作爲介入手法。其實在能耐取向的介入手法下，不少的研究都指出，精神分裂的症狀，如幻像、幻聽、妄想都是可以理解的，而暴力行爲也是可以預知的，並與妄想病人經驗支持系統有關。作者更以一實例顯示如何幫助案主建立互信和溝通讓他們發展所長、重返社會。 Clients with psychosis and record of violence has long been a challenge for social work interventions. Workers tend to insert social control by involuntary hospitalization and medical treatment. Based on a strengths perspective and by means of a case illustration, this paper shows that clients' delusion and hallucination are meaningful. Violent behaviours and outbreaks are predictable and related with stress in clients' psychosocial environments. Once their capabilities and strengths are properly developed, they can recover and enjoy a normal life as other persons in the society.

金融科技時代來臨後，給予非金融機構得以進入金融服務市場之空間。金融科技當欠缺細部之監理規則時，明顯存在著不確定性及適用上之灰色地帶。此時若有不肖業者打著金融科技之旗幟，以金融創新之名行監理套利之實，傷害金融秩序，國家必須負起金融監理之責任。面對企圖透過多重架構來謀求套利可能、屢次規避法規且忽視公司治理之業者，金融主管機關的確應以審慎監理之視角，處以行政處分等金融監理手段以收管理之效；但從管制謙抑性之觀點，監理機關更應思考如何以公私協力、自主規制及軟法治理之行政法理思維，再塑經濟管制，與業者共同建構金融監理生態圈之合作治理體系。<br />

This article focuses on the use of Collaborative Learning (CL) activities in group TOEFL iBT classes. Use of CL activities can help learners to develop communication skills that are beneficial when taking the exam, and not usually available in traditional lecture and review test-based classes. The goal of CL is for students to help each other succeed academically (Candlin et al., 2010), and to help students to provide each other with the opportunity for success (Slavin, 1980). The essay focuses on three specific CL activities that can be used with grouped TOEFL iBT students to meet the demands of a group curriculum, while simultaneously enhancing individual skills for the test. 本論は、TOEFL iBTのグループ学習における協働学習(CL)の活用法に注目したものである。協働学習の活用は、学習者がコミュニケーション能力を伸ばす有益な手法だが、従来の講義形式やテスト解説を主とする授業では取り入れられていない。協働学習が目指すのは、学生が互いに助け合いアカデミックな分野における成功を修めること（Candlin et al., 2010）、そして成功のために平等な機会を与えることである（Slavin, 1980）。本論では、学習者の個別能力強化と、TOEFL iBTの授業カリキュラムに適した、グループ学習における3つの具体的な活用法を考察する。

In recent years, teachers and researchers have begun to investigate and make use of the role of new technology and social media in language classrooms. This study focuses on the role of student-led social media, completely free of teacher input, and the influence and perceived positive effects it can have on group bonding and cohesion. It found that participation in a class LINE group was utilized for a variety of practical and personal purposes, which was seen by the students to have had a positive effect in terms of building relationships and providing a supportive and enjoyable information network of peers. This can be said to have led to a more cohesive and bonded group that felt engaged and committed to the class. 本論は学生主導のLINEグループが果たす役割について、日本の2つの大学における必修コミュニケーション英語クラスの1年生を対象に調査した。結果として、学生が自主的に始めたLINEグループは、実践的で個人的な多様な目的に機能を果たし、学生同士の協力的なネットワークができ、授業への貢献度が上がるという点で、全体的に明確な効果があった。これらの結果は、日本人の集団への帰属性という見地から、学生主導のLINEグループの作成が帰属集団となり、そこに力学的結束力を生み出すという観点を示唆している。

LANGUAGE NOTE | Document text in Chinese本文討論了“無效爭端”的歷史及促進醫療衛生專業人員、醫療衛生提供者（指醫院及其它醫療衛生機構）、患者和代理人偏袒某種無效定義的動機。引起無效爭端的因素有：醫療衛生體制改革、財政責任轉移、技術醫學進展及醫療衛生資源的定量配給。對作為目前爭端的一個組成部分的無效的定義進行了探討；同時還對“醫療衛生專業人員、醫療衛生提供者、患者和代理人在接受醫學的目的、能力和局限性方面的各自態度”進行了探究。特別是，醫療衛生專業人員／醫療衛生提供者與患者／代理人之間缺乏坦誠地交流被認為是制定以醫療衛生為核心的無效政策的主要障礙。最後，對醫院制定無效準則的各種初步嘗試進行了評價，旨在發現問題所在及提出改進措施。DOWNLOAD HISTORY | This article has been downloaded 16 times in Digital Commons before migrating into this platform.

碩士
開南大學
企業管理學系碩士班
95
Abstract The 21st century is an era of increasingly intense competition among enterprises. From the external environment, the WTO open trade misses, the transfer of production bases, and the trend in global competition. The changes in the external environment, the rise and fall of the diagram there is a certain extent the impact and influence. Supervisors and staff of this study was to study the corporate managers.By interviewed 6 managers, using depth interview and related statistical analysis, specific research findings are as follows : Human resources managers’ leadership style is divided into two types: one is transformational leadership style and the other is transactional leadership style. Transactional leadership style which is divided into active management 、 passive management and contingency awards three dimensions. And transformational leadership styles is divided into charismatic leadership, intellectual stimulus,developing a common vision and personal care four dimensions. The emotion management is devided into emotional expression, emotional commissioning and emotion control. Human resources supervisors leadership style, emotional management skills have a significant impact on leadership effectiveness. Meanwhile leadership effectiveness can have a marked impact on the effectiveness of the team. Leadership style and significant correlation exists between the ability to manage emotions. Key word: Leadship style Emotional management Leadership effectiveness

碩士
國立花蓮師範學院
學校行政碩士班
94
Abstract This study is aimed at exploring the viewpoints of Hualien elementary school directors on the importance of their relevant professional abilities and their present professional abilities. According to the acquired data, the items of the relevant professional abilities which are considered important but unacquired are found and thereby the substantial suggestions are put forward to the institutes which cultivate the elementary school directors; for the development of professional abilities of teachers on the job and the development of professional curricula for school adminstration graduates. The study applies literature analysis and the questionnaire research which is based on the Questionnaire on the Demand for Professional Abilities of Hualien Elementary School Directors. The questionnaires were allocated to 222 directors of 103 public and private elementary schools in Hualien and 203 questionnaires were retrieved. The retrieval rate is up to 91.44% and the effective questionnaires are 197 in number. The rate of usable ones is 88.37%. The retrieved questionnaires were analyzed through the application of SPSS10.0. The major findings are summarized as follows: 1.The viewpoints of the Hualien elementary school directors on the importance of the professional abilities are categorized as important as a whole. 2. The viewpoints of the Hualien elementary school directors with various background and school environment variables on the importance of the professional abilities have no significant difference. 3. As for the extent of the professional abilities of the Hualien elementary school directors, the professional attitude of the professional abilities of the Hualien elementary school directors is categorized as equipped; the professional knowledge and the professional skills of the Hualien elementary school directors are categorized as unequipped. 4. The backgrounds of the Hualien elementary school directors and the sites where the schools are situated have produced significant effect on their professional abilities.However, as for the size of the school, there is no significant difference. 5.18 terms among 3 aspects of professional abilities need reinforcing, such as the professional knowledge, the professional skills, the professional knowledge of education, the management and administration of school, and the school leadership and communication/negotiation. At last, this study proffers suggestions to the educational administration, teachers colleges, the elementary school directors and those who are interested in the relevant study. Keywords: elementary school directors, professional abilities

碩士
國立臺灣師範大學
公民教育與活動領導學系
97
The purpose of this study is to explore mid-level student affairs managers’ perception of skills and needs for continued professional development. More specifically, the study is to determine whether differences exist among various mid-level student affairs managers’ backgrounds and personal varieties, which are in relation to the score of skill importance and need for continued professional development. The method of this study is survey research, and the instrument used in this study is “Questionnaire of skills and needs for continued professional development for Mid-level student affairs managers in university”. The questionnaire is divided into four parts. Part one and part two are related to the score of skill importance and need for continued professional development, including “Leadership”, “Student Contact”, “Communication”, “Personnel Management”, “Fiscal Management”, “Professional Development” , “Research, Evaluation, and Assessment”, “Legal Issues”, “Technology”, and “Diversity”. In addition, Part three is related to experience of professional development. Finally, part four is related to background information. The statistical methods include descriptive statistic, t-test and one-way ANOVA. Following conclusions are drawn from this study: 1.Mid-level student affairs managers think “ Leadership” is the most important skill category, followed by ” Student Contact”, ”Communication”, “Fiscal Management”, “Personnel Management”, “Diversity”, “Legal Issues”, “Technology”, “Research, Evaluation, and Assessment”, and “Professional Development”. 2. The skill of “ Leadership” is the top-ranked skill of mid-level student affairs managers who perceived the need for continued professional development , followed by ” Student Contact”, ”Communication”, “Personnel Management”, “Fiscal Management”, “Legal Issues”, “Diversity”, “Technology”, “Research, Evaluation, and Assessment”, and “Professional Development”. 3.Some individual variables, including “Gender”, “Age”, “Divisions in student affairs ” and ”Major field of highest degree earned”, and some institutional variables, including “Institution type” and “Coordinating Center for student affairs” affect mid-level student affairs managers’ skills. 4.Some individual variables, including “Highest degree earned”, “Divisions in student affairs” and ”Major field of highest degree earned” , and some institutional variables, including “Institution type” and “Coordinating Center for student affairs” affect mid-level student affairs managers’ need for continued professional development. 5. The main factors for mid-level student affairs managers to participate in the activities of professional development are “Encouragement from supervisors”, “Aspiration for professional development” and “Correspond with her/his schedule”. 6. The top three preferred ways of professional development are “Internship”, “School visits” and “Conferences”. 7. Mid-level student affairs managers expected activities of professional development held by organization was “Academic organization”. 8. Professional category Mid-level student affairs managers’ are interested in was “Student affairs issues”. 9. “Winter and summer vacation” are considered as the most proper time to hold the professional development activities or pursue the higher degree. This study offers suggestions to the administrative and other relevant departments. It also gives directions for future studies.

碩士
國立高雄師範大學
人力與知識管理研究所
102
Department store is one of the biggest service industry. The study of the effect of emotional management and leadership styles perception on the job satisfaction will focus on the employees of nine main department stores in Kaohsiung. The results can be the reference for making the strategic policy in human resources field. Convenient sampling approach was adopted. 450 questionnaires had been disseminated, 377 of valid returns reached 83.7% of effective return rate. The collected date then analyzed by factor analysis, correlation analysis and hierarchical regression analysis. The conclusions are as follows: (1)the self-assessment of employees’ emotional management ability is 3.82, the result shows the employees have a high level of emotional management ability. (2) the self-assessment of employees’ job satisfaction shows the “Intrinsic satisfaction” higher than the “Extrinsic satisfaction”. (3) the employee's self-assessment of leadership perception is normal, which is lower than 3.5. But for the transactional and transformational leadership style, employees’ perception is partial to “transactional leadership”. (4) employees’ emotional management ability has a significant positive effects on job satisfaction. (5) the employee's leadership style perception has a significant positive effects on job satisfaction. (6) under the leadership perception, employee's emotional management and job satisfaction have negative moderated effect. According to the study result, the concrete recommendation and approaches for management echelon, HR department, and future researches will be proposed.

後疫情時代，為社會與教育帶來新的反思，如何在現有教育基礎下，融合社會變遷需求和科技發展，重建教育新思維，開展教育新作為，成為國家競爭力強大與否的關鍵所在。本書以「省思當代，發展未來」為主軸，提出當代教育中值得關注的課題，包括適性教育、教師專業責任、師資培育發展、教師換證制度、學校品質保證、校長素養導向領導、十二年國民基本教育、新冠疫情時代的教育治理與發展等，透過有系統、結構化和客觀的分析，協助教育工作者和關心教育發展的家長和社會人士理解當前教育重要議題的內涵和掌握教育發展的最新動態，以拓展教育專業視野及增進教育專業知能。

<p>本書是作者為了提供中小學現職教師和師資培育生了解臺灣雙語教育之政策目標與教學現況，以及如何運用所提供之教學模板和英文體育專用術語資料庫，參考仿作設計雙語教案，期使能較為順利地進行雙語體育教學所撰寫的參考工具書。</p> <p>作者用最簡單、淺顯的文字，從2030國家雙語教育政策開始談起，讓讀者能掌握時事之趨勢與動態，建立起一致的雙語教學觀和做法；接著提出一般學科教師在雙語教學實施上所衍生和面臨的一些難題，例如，雙語教師之教學專業被學生質疑、教師對雙語教學之信心不足、主管機關、學校教師及家長三方面雙語教育觀的認知歧異等，並作者自身經驗的建議做法；隨後提供雙語體育教學策略之示例，以清楚掌握學科雙語教學的重要目標與內涵；同時提供簡單易進行仿作的教學模板示例、多樣的教案格式，以及四份作者撰寫的雙語體育教案QR code讓讀者參考、下載及轉化；更整理近期雙語教師甄選的相關訊息與教學演示之技巧，提供兼、代課教師及師資培育生們做好應試之準備；也延伸補充雙語體育教學的Q & A，將可能遇到的問題給予解決辦法之意見提供，以減少雙語教學路上的障礙。最後，作者有感於自身投入雙語教學之初，找尋學科雙語資料之不易，因此，將自己辛苦蒐整而來的體育較常用的課室生活用語、教育專業術語和全面性地體育運動項目專用字詞無私分享，讓讀者得以參考、選擇與運用，以減少蒐集英文語彙資料與備課的時間和精力。</p> <p>本書乃作者基於分享雙語體育教學經驗而撰寫，內容所述及之想法、建議做法和示例，雖非唯一的標準，然在讀者尚未能清楚建構自己的方向與目標之際，本書同時兼顧雙語體育教學之基本觀念與教學示例，隨著本書的編撰脈絡，將可引導讀者清楚了解雙語體育教學的內涵，不失為實務上絕佳參考、應用之著作。</p> <h3>作者簡介</h3> <h4>程峻</h4> <ul> <li>現職：臺北市長安國中體育教師</li> <li>學歷：國立體育大學運動科學碩士</li> <li>經歷：<br />國立體育大學師培中心兼任講師、十二年國教健體領域課綱研修委員、體育標準本位評量諮詢教師、康軒版國中體育教科書暨素養導向題庫編撰、臺北市現職雙語體育教師培訓第一期</li> <li>專長：體育教材教法、體育課程教學與評量、排球</li> <li>著作：<br />創意體育教學彙編（一）、創意體育教學彙編（二）、素養導向教學評量理論與實務（與謝名娟合著）</li> </ul>