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梁, 建雄. "從寫工到寫功：論專業文書工作對社工的重要性". Hong Kong Journal of Social Work 54, n.º 01n02 (enero de 2020): 97–99. http://dx.doi.org/10.1142/s0219246220000108.
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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。
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LEUNG, Mee Lee. "Message from the PERS Course Leader". Asian Journal of Physical Education & Recreation 1, n.º 1 (1 de junio de 1995): 20–22. http://dx.doi.org/10.24112/ajper.11156.
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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。
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Kirchhoff, Cheryl. "Global Personnel Development through Study Abroad and Study + Work Abroad". Language Teacher 39, n.º 3 (1 de mayo de 2015): 9. http://dx.doi.org/10.37546/jalttlt39.3-2.
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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。
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楊忠斌, 楊忠斌. "自然美感經驗取向的教師專業發展". 彰化師大教育學報 35, n.º 35 (diciembre de 2020): 081–101. http://dx.doi.org/10.53106/181983092020120035004.
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<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> </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’ 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’ 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> </p>
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鄭, 佩芬. "虛擬科技在培育高齡友善素養之同理能力上的應用構想". Hong Kong Journal of Social Work 54, n.º 01n02 (enero de 2020): 73–83. http://dx.doi.org/10.1142/s021924622000008x.
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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。
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葉, 錦成. "能耐爲本的精神病暴力理解與介入". Hong Kong Journal of Social Work 38, n.º 01n02 (enero de 2004): 35–52. http://dx.doi.org/10.1142/s021924620400004x.
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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.
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劉宗德, 劉宗德 y 戴凡芹 戴凡芹. "金融創新與監理革新──以街口投信裁罰案為反思". 月旦法學雜誌 316, n.º 316 (septiembre de 2021): 6–35. http://dx.doi.org/10.53106/1025593131601.
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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 />
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Davies, Glenn. "Developing Collaborative Learning When Teaching TOEFL iBT Classes". Language Teacher 39, n.º 1 (1 de enero de 2015): 22. http://dx.doi.org/10.37546/jalttlt39.1-4.
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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。
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Lawrence, Luke. "The Role of Student-Led Social Media Use in Group Dynamics". Language Teacher 41, n.º 5 (1 de septiembre de 2017): 17. http://dx.doi.org/10.37546/jalttlt41.5-3.
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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。
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TONG, Rosemare. "公正、勇敢、誠實地解決無效爭端". International Journal of Chinese & Comparative Philosophy of Medicine 3, n.º 1 (1 de enero de 2000): 45–71. http://dx.doi.org/10.24112/ijccpm.31390.
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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.
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Seo, Masaki. "オンラインによる海外留学の可能性―コロナ禍におけるブルネイでのオンライン短期海外研修の実践から― / Possibilities of Online Study Abroad Program: Practices of Online Short-Term Study Abroad Program in Brunei". Study Abroad: The Journal of Worldwide Education 14, n.º 1 (julio de 2021): 4–18. http://dx.doi.org/10.37546/jaltsig.sa.jowe14.1-1.
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新型コロナウィルスの感染拡大で人々の国や地域を超えた移動に制限がか かり、海外協定校などに学生を派遣する大学主催の海外留学及び海外研修の 実施は現時点では難しくなっている。このような状況において、オンライン を駆使した海外研修プログラムの開発が進められている。本稿では、2020 年 8 月に実施したブルネイでのオンライン短期海外研修に参加した学生の経 験と学びを考察し、オンラインによる海外留学の可能性を検討する。 本研究のリサーチクエスチョン(RQ)は、(1)オンライン短期海外研修 を通して参加者はどのような経験をしていたのか、(2)オンライン短期海 外研修を通して参加者は英語の能力を伸ばすことができたのか、である。 RQ1 に答えるために研修の事前事後にアンケート調査を、RQ2 に答えるた めに研修の事前事後に英語の試験を行い、それらを分析した。 調査の結果、オンライン短期海外研修の参加者の満足度は高く、講義型及 び体験型の授業を通してブルネイの言語や文化、ビジネスと産業、自然科学 などのコンテンツを学んだり、現地の学生と交流をしたりすることで、参加 者は「自宅にいながら、ブルネイにいるような体験ができ」ていた。また、 本研修が実際に海外に渡航することを躊躇している学生の参加を促している ことも伺えた。そして、研修の事前事後に行った英語の試験を分析した結果、 総合得点及びリスニングでの大意把握の得点は向上し、参加者の英語の能力 の伸びに対する自己評価でも、リスニングの能力の向上が最も認識されてい た。
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Smith, Cameron. "Distributed Creativity: Language Learning and the Craft Approach to Creativity". JALT Postconference Publication - Issue 2020.1; August 2021 2020, n.º 1 (1 de agosto de 2021): 12. http://dx.doi.org/10.37546/jaltpcp2020-02.
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This paper examines shortcomings in the individualist model of creativity and the implications that has for understanding creativity in second language education. The author first examines why education policies in Japan and around the world currently promote creativity and presents what until now has been the standard approach to understanding creativity. It discusses whether this approach, highly centred on the creative individual, is appropriate for foreign language education and education in general. It then introduces the concept of “participatory” or “distributed” creativity, in particular from the work of Vlad Petre Glăveanu, as offering a possible solution to problems with the individual sociocognitive model. Finally, the author argues that, by bringing in collaboration, increased audience awareness, and “openness to difference” in a “craft” approach to creativity, the distributed model supports genre approaches in teaching and the promotion of collaborative social skills in students in order to boost their ability to contribute creatively. この論文では、個人主義型創造性アプローチの不十分な点と、そこから暗示される第二外国語教育における創造性の理解について考察するものである。まず、日本および世界の教育政策において、なぜ創造性が推奨されているのかについて、これまでの創造性に関する一般的なアプローチについて示す。主に個人の創造性について焦点を当てたこのアプローチは、外国語教育や一般的な教育に適しているかについて論ずる。そして、個々の社会認知的アプローチに関する問題の解決に繋がる可能性のある、Vlad Petre Glăveanuの研究から”participatory” or “distributed creativity” (参加型創造性、分散型創造性)についても取り上げ紹介する。創造型技能的(“craft”)アプローチによる観衆の気付きと「違いに対する寛容さ」を増すコラボレーションを用いることで、この分布モデルは、生徒達が創造的に貢献できる能力を高めるための、協調的な社会的能力を向上させるだけでなく、様々なジャンルの授業において役立つものである。
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Kang (姜抮亞), Jin-A. "Chinese Lottery Business and Korea, 1898–1909: The Cantonese Company Tongshuntai, and East Asian Trade Networks (晩淸彩票業與朝鮮,1898–1909：廣幫華商同順泰號和東亞貿易網絡)". Translocal Chinese: East Asian Perspectives 11, n.º 1 (17 de febrero de 2017): 150–81. http://dx.doi.org/10.1163/24522015-01101008.
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This paper investigates Chinese-managed lottery businesses and their circulation from China into Korea. It focuses on the case of the business practices and marketing of the Cantonese company Tongshuntai, a foremost representative of Chinese capital in Korea. Through the case study of the lottery, East Asian trade networks can be understood as a kind of network circulating culture and information across the region. In 1899, the first modern Chinese lottery was issued in Shanghai. Cantonese merchants imported the Chinese lottery and broadly advertised lotteries in the newspaper in Seoul. Korea and China showed the same pattern in lottery business from the time of its rise to its demise. In 1909, there were strong regulations against lottery business both in China and Korea simultaneously. The force leading to the termination of lotteries in China was the reformative power that aimed to modernize China. In Korea, however, impetus to stop lotteries came from Korean nationalism as well as Japanese imperialist authority. 本文以廣幫華商同順泰號的營業活動爲例，探討20世紀初中國彩票在韓國的流通和華商的作用，進而討論20世紀初東亞貿易網絡的文化性功能。在1899年廣濟剬司得到官方批准，在上海創辦了江南義賑彩票，此後中國近代性彩票業眞正開始。在韓華商在江南彩票開始的當年已進口了江南票。中國與韓國，同時彩票大大流行，兩地域社會經驗了同樣的社會變化，供給者接踵而起，過熱競爭，惹起了彩票市場進一步擴大，終於引起了反對彩票的社會剬論。中國創辦國産彩票，代替洋票，杜塞了資本的外流，反而韓國消費洋票之中國彩票，爲了新政期地方財政提供了資金。1909年韓中兩國同時開始了取締彩票，但在中國取締彩票之動力是中國入憲派與改革勢力，在韓國取締彩票的是韓國民族主義情緖以及日本帝國主義。 (This article is in English).
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O'Flaherty, David. "Applying the Benefits of Peer Assessment to the High School English Classroom". Language Teacher 39.6 39, n.º 6 (1 de noviembre de 2015): 19. http://dx.doi.org/10.37546/jalttlt39.6-4.
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The vast majority of studies and literature relating to peer assessment has focused on university level students. Proponents of peer assessment (PA) argue that the active involvement of students in the creation of assessment criteria, ongoing feedback, and the opportunity to grade and be graded by their peer group leads to greater understanding and ownership of the learning process. Critics of the process point to students’ reluctance and lack of ability to effectively engage in the process of assessment. Limited knowledge and a lack of confidence in their ability could result in the assessment element of PA being a step too far for high school students. Involving students in the creation of assessment criteria and the giving and receiving of feedback are, however, elements of PA that can be adopted for use in high school English classes in Japan. ピアアセスメント（生徒相互評価）に関する研究や考察は大学レベルの生徒に焦点が当てられているものが大多数である。ピアアセスメントの肯定論者は、生徒自身が積極的に評価基準の作成に関わること及びフィードバックの生徒間相互付与が、学習過程における理解深化及び積極性を高めるのに非常に有効であると主張し、否定論者は限られた知識及び自身の能力に対する自信の欠如を挙げ、生徒の非積極性と評価基準作成に対する能力の欠如を指摘する。本論では、評価基準作成における生徒の参加、フィードバックの相互付与といったピアアセスメントの要素の、高等学校英語授業における有効性について述べる。
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Kang (康庭瑜), Tingyu. "Diasporic Sociality Online: A Rising ict-dependent Networking Culture and Its Work-life Boundaries (傳播科技與工作/生活界線：離散專業工作者的脈絡)". Translocal Chinese: East Asian Perspectives 11, n.º 2 (22 de septiembre de 2017): 230–49. http://dx.doi.org/10.1163/24522015-01102004.
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This research examines the role of icts (Information and Communication Technologies) in blurring work-leisure boundaries among a recent wave of Chinese migrants in Britain, identifying a rising mode of ict-mediated diasporic sociality. In particular, it examines an emerging ict-sustained after-work culture that extends their labor process into the leisure setting. Based on in-depth interviews and participant observation, the findings demonstrate how the limited human and social capital Chinese migrants possess encourages them to seek help for work and building client relationships within co-ethnic social ties through leisure events in non-working hours. This type of after-hours labor is discursively constructed as leisure and is characterized by its ict-savvy sociality. 本文指出一種由傳播科技中介的新興離散社群社交形式，分析傳播科技如何在新一代的中國移民中模糊他們工作與休閒的界線。透過訪談與參與觀察，本文的研究發現指出中國專業工作者由於其移民的經驗而有較為受限的人力資本和社會資本，這使得他們傾向利用非勞動工時在同族裔的專業工作者之中尋求社會資本。這些下班後的離散社交實踐具有幾種特點，包括：將勞動包裝為休閒並延伸至消費主義式的場景中、傳播科技在這些社交實踐之中的象徵性功能、以及扁平化的資訊傳播結構。 (This article is in English).
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Ryczek, Matthew. "Discussion Leadership in the EFL Classroom". JALT Postconference Publication 2019, n.º 1 (31 de agosto de 2020): 358. http://dx.doi.org/10.37546/jaltpcp2019-42.
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In this paper I introduce a teaching approach with the aim to improve English language learners’ sense of agency by leading small group discussions. I attempt to demonstrate that by giving students a greater amount of freedom and control over the content of their discussions, their capacity to communicate can improve. This approach was implemented in two 2nd-year English classes at a public university in Japan during the 2018-2019 academic year. In these classes, students regularly presented news articles related to topics they wanted to discuss and led a group of classmates in a discussion of their topic using their own discussion questions. I address how this learning approach was implemented, including guidance for article selection, presentation, and discussion leadership. I conclude with a discussion of the efficacy of this approach based on feedback from a student survey. 本論では、少人数で構成されたグループディスカッションを進めることにより、学習者の主体性の発達を目的とした指導方法を紹介する。学生自身が議論の内容、どのように議論を進めるかを自由に決めることにより、学生のコミュニケーション能力の改善を論証することを試みている。この指導方法は、2018年から2019年に日本の国立大学の2年生を対象とした2つの授業で実践され、これらの授業の中では、各学生が議論したいトピックに関連したニュース記事をグループ内で発表し、議論をしたい質問項目を選び、その質問をもとにディスカッションを進めた。本論では、学生が適切な記事の選択をするように導くための指導方法や、プレゼンテーションの方法、議論の進め方、評価方法など、この学習方法が実際の授業でどのように実践されたかを説明する。この方法の効果は、授業を受講した学生へのアンケート調査による評価をもとに結論づけている。
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Dewaele, Jean-Marc. "JALT2015 Conference Article: On Emotions in Foreign Language Learning and Use". Language Teacher 39, n.º 3 (1 de mayo de 2015): 13. http://dx.doi.org/10.37546/jalttlt39.3-3.
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Emotions are at the heart of the foreign language learning process. Without emotion, boredom would reign and very little learning would take place. I report on some recent work that has investigated the role of emotion in the foreign language classroom, both positive (foreign language enjoyment) and negatives ones (foreign language anxiety). It seems that both learners and teachers play a crucial role in managing emotions in the classroom. I also report on the difficulties associated with the communication of emotions in a foreign language and on their relative absence in foreign language course books and during classes. This leaves learners ill-prepared to recognise and express emotions appropriately in a foreign language, which is an essential part of sociopragmatic competence. 外国語学習過程の中心には「感情」がある。感情がなければ飽きるのも早く、学びも限られてしまう。本論では、外国語の授業で感情が果たす肯定的な（例：外国語学習の楽しみ）および否定的な（例：外国語学習不安）役割について報告する。そして最近の研究を基に、いかに学習者と教員双方がクラスでの感情のコントロールに深くかかわっているかを考察する。また、外国語で感情を伝えることの難しさについても触れ、外国語の教科書や授業で感情表現が扱われることの少なさが、社会語用論的能力の主な要素である感情表現の理解不足につながっていることを指摘する。
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Suemori, Saki. "Teacher Motivation and Practice in the Language Learning Classroom". JALT2018—Diversity and Inclusion 2018, n.º 1 (1 de agosto de 2019): 43. http://dx.doi.org/10.37546/jaltpcp2018-06.
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Current studies on motivation in EFL focus mainly on learner motivation. However, teacher motivation, which is the motivation to teach, is as important to investigate as is learner motivation (Dörnyei & Ushioda, 2011) because it influences not only learners’ motivation but also their achievement and attitudes towards L2 learning. Teacher motivation is also directly connected to the lessons they provide, and a high level of motivation helps sustain professional development. This paper presents the findings of my investigation of 2 Japanese secondary-school English teachers’ motivation. Data was collected from in-depth interviews and classroom observation. The interviews focused on the teachers’ feelings about teaching English. The classroom observations were conducted to see how their feelings and motivation were reflected in their teaching. Analysis of the data suggests that teachers’ motivation and attitudes towards teaching are reflected in their behavior in the classroom. 外国語学習に関する動機づけ研究は、主に学習者の動機づけに焦点を置き、研究が行われている。しかしながら、教師が教えることに対して抱く教師の動機づけも、学習者の動機づけと同様に重要である（Dörnyei & Ushioda, 2011）。教師の動機づけは、学習者の動機づけに対してだけではなく、学習者がどのような外国語能力を身につけるかに対しても影響を与えるためである。また、教師の動機づけは、教師の教え方にも影響を与え、教師として成長する上でも重要である。本論文は、2名の日本人英語教師を対象に実施したインタビュー、授業観察の結果を提示する。インタビューでは、教師が英語を教える上で何を感じているかに焦点を置き、授業観察では、インタビューで見られた教師の考えや動機づけが、実際の授業にどのように反映されているかという点に着目した。データを分析した結果、教師の動機づけや授業に対する考えは、教室での行動に反映されていることが明らかになった。
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Kobayakawa, Mayumi. "Analyzing Writing Tasks in Japanese High School English Textbooks: English I, II, and Writing". JALT Journal 33, n.º 1 (1 de mayo de 2011): 27. http://dx.doi.org/10.37546/jaltjj33.1-2.
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A quantitative comparative analysis of writing tasks in English I, II, and Writing textbooks was conducted in this study. Writing tasks in the textbooks were classified into four categories: controlled writing, guided writing, translation, and free writing; and 14 subcategories. The results of the analysis show that both English I and II textbooks featured mostly controlled writing tasks and fill-in-the-blank with translation tasks, while Writing textbooks included various translation and controlled writing tasks. Overall, guided writing and free writing tasks rarely appeared in the textbooks analyzed. According to the Japanese government’s (MEXT) course of study, writing instruction is generally related to free writing tasks. Therefore, free writing skills are necessary to develop students’ practical communication abilities as defined by MEXT. These findings suggest that teachers need to support the development of practical communication abilities by proactively increasing the free writing activities in English classes. 高等学校英語教科書における「書くこと」の課題比較分析：英語Ⅰ・Ⅱ、ライティングについて 本研究では、英語Ⅰ・Ⅱ、ライティング教科書における「書くこと」の課題の量的比較分析を行った。分類方法としては、教科書の書く活動を制限作文、誘導作文、和文英訳、自由英作文の4つに大別し、さらにこれらの活動を14種類の課題に分類した。分析結果によると、英語Ⅰ・Ⅱ教科書では制限作文や日本文を見て一文埋める問題、ライティング教科書では和文英訳や制限作文の課題が多く設定されていた。全体的な特徴として、誘導作文と自由英作文の課題の占める割合は少なかった。「書くこと」に関する学習指導要領の記述内容は主に自由英作文の課題と関連していることから、文部科学省が定義する「実践的コミュニケーション能力」を育成するためには、自由英作文を書く技能が必要である。したがって、英語授業における書く活動では、自由英作文を書く機会を積極的に増やすことにより、「実践的コミュニケーション能力」の育成を支援する必要があると示唆される。
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金沢吉展, Kanazawa. "太郎の事例における文脈の役割". Pragmatic Case Studies in Psychotherapy 11, n.º 4 (1 de enero de 2016): 155. http://dx.doi.org/10.14713/pcsp.v11i4.1940.
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<p>評者は，著者らがこの事例研究を発表したことに敬意を表したい。本論文は，行動的に観察可能であること，そして確実に定量化できることを報告することに力点をおいた点において注目に値する。科学的厳密さに対する著者らのコミットメントは称賛に値する。日本の心理臨床家は，本論文の心理面接セッションの記述を，エビデンスに基づく心理介入の一モデルとして参考にできるだろう。もう一方で，評者は，職場における問題と職場での彼の症状，家族内での葛藤などを含め，クライエントの太郎を取り巻く文脈的要素，彼の主訴，そして，治療関係，面接における彼の感情とそれに対するセラピストの反応，彼のセラピーについての検討があれば良かったと感じた。これらの変数を，信頼性をもって測定できる尺度がすでに開発されている。太郎とセラピストの作業の中にこれらの尺度が導入されると読者も治療的プロセスをよりよく理解し，この事例研究における変容メカニズムも浮き彫りになるはずである。</p>
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Saunders-Wyndham, James y Eleanor Smith. "The Effects of Cooperative Learning on Self-Efficacy in an EFL Classroom". JALT Journal 42, n.º 2 (1 de noviembre de 2020): 121. http://dx.doi.org/10.37546/jaltjj42.2-2.
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The objective of this study was to determine whether incorporating cooperative learning approaches positively influences the perceived self-efficacy of learners taking part in a compulsory English language program at the university level. This study tested the hypothesis that implementation of strategies fostering language skill development through cooperative learning leads to an increase in student self-efficacy. Qualitative and quantitative methods were employed to investigate this hypothesis in treatment and contrast groups. Four aspects of self-efficacy were measured: mastery experience, vicarious experience, social persuasions, and physiological reactions. Increased scores in mastery experience were observed. The treatment group scores for vicarious experience increased at a statistically significant level, whereas the contrast group scores did not. Qualitative findings revealed that, although participant responses support an increase of self-efficacy, no consensus was given to identify which specific classroom factor was responsible for the increase. The results showed that neither group experienced a statistically significant increase in scores for the latter two scales of social persuasions and physiological reactions. 本研究は大学必修英語科目の授業において、学習者が感じる自己上達度に共同学習が良い影響を与えるかの検証を行う。この研究では、学習者主体の共同学習では学習者自身の経験を話し合い、活用することで学習者の英語能力についての自己効力感が上昇するという仮説を設定する。仮説の検証に処置群と対照群に対して、質的と量的の両手法を用いて分析を実施した。自己効力感の４側面である成功体験、代理学習、社会的説得、身体反応を測った。十分に言語知識を得ることができたと回答する「成功体験」の値の増加が確認された。処置群においては、共同学習のパートナーの経験を自分も同様に感じる「代理（体験）学習」の値の増加が統計上で有意差を示す一方、対照群にはその傾向は見られなかった。質的調査結果から、参加者の回答は自己効力感の増加を裏付けるものの、増加の原因となった特定の教室要因に関しては意見が分かれたことが分かった。処置群にも対照群にも「社会的説得」と「身体反応」の値の増加は統計的な有意差となって表れなかった。
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Muttarak (Raya Muttarak), Raya. "Moving Along the Belt and Road: Implications of China’s “One Belt, One Road” Strategies on Chinese Migration (沿“一帶一路”的移動：“一帶一路”戰略對中國人口遷移影響)". Translocal Chinese: East Asian Perspectives 11, n.º 2 (22 de septiembre de 2017): 312–32. http://dx.doi.org/10.1163/24522015-01102007.
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Along with the flows of China’s foreign direct investment following the newly implemented “One Belt, One Road” strategy by the Chinese government comes movement of state employees, entrepreneurs, workers and accompanying family members to respective countries along the Belt and Road. It is not clear how large the Chinese migration flows into these countries will be, who they will be comprised of, how the public reception of the host society will be and how well the migrants will be integrated in the destination country. Based on extant data and literature on current Chinese migration, this paper describes trends and patterns of recent Chinese migration in Africa and Asia, analyzes host country public perceptions on China, and investigates integration patterns of Chinese migrants. Given that the “One Belt, One Road” strategy was officially endorsed in 2015, it is still early to analyze its impacts on Chinese migration in the respective countries. Considering earlier Chinese overseas migration of the past decades, this paper presents potential migration and integration patterns one may expect following the Belt and Road initiative.中國政府提出的「一帶一路」戰略帶來大量的對外直接投資，隨之形成了沿「一帶一路」的人口遷移流，這些遷移人口包括雇員、企業家、勞動力及其家庭成員等。來自中國的大量遷移人口將在沿「一帶一路」國家形成怎樣的遷移格局？誰會成為這些遷移者？沿「一帶一路」國家的主流社會對這些遷移者的剬眾反應會是怎樣？遷移者怎樣才能很好地融入遷入地國家？這些問題都有待回答。根據中國當前人口遷移的相關數據和文獻，本研究分析了中國在亞洲、非洲的人口遷移趨勢和格局，以及沿“一帶一路”國家對中國的剬眾感知和中國遷移者的融入情況。由於中國官方自2015年才正式推動“一帶一路”戰略，因此這方面的研究也才剛起步。但是過去關於海外華人的研究，為未來的發展提供了可能的參考模式。 (This article is in English).
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Carson, Eleanor. "JTE and NEST MOI Beliefs in Support of Learner Emotions". JALT2018—Diversity and Inclusion 2018, n.º 1 (1 de agosto de 2019): 169. http://dx.doi.org/10.37546/jaltpcp2018-23.
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EFL research has produced evidence supporting Japanese as an adjunct medium of instruction (MOI) in Japan (Carson, 2014). One important feature is the role the MOI plays in supporting students emotionally. If students become frustrated due to unfavorable learning conditions, their ability to learn English could be jeopardized, leading to a demotivated class. A longitudinal study comparing Japanese Teachers of English (JTEs) and native English-speaking teachers (NESTs) has found evidence that these teachers differ in their MOI beliefs over time (Carson, 2018). However, quantitative methods are limited in their ability to explain a phenomenon. In this mixed methods study, research questions focus on (a) Do JTE and NEST MOI beliefs about emotional support for students’ learning change over time? (b) Do they differ over time? and (c) Why do teachers believe as they do? Theoretical and pedagogical implications are discussed. これまでのEFL研究で、日本においては教授言語（Medium of Instruction: MOI）として日本語を補佐的に使用することを支持してきたことが明らかになっている（Carson, 2014）。主要な特徴として学習者を心理的に支える役割が挙げられる。好ましくない授業環境のため学生の学習意欲が低下することがあれば、英語を学ぶ能力が削がれ、やる気をなくさせる可能性がある。一定期間にわたり日本人英語教師（JTEs）、ネイティブの英語教師（NESTs）を比較研究し、MOIへの信念がこれまで一貫して異なっていることが立証されている（Carson, 2018）。しかし、計量的手法でこの事象を説明するには限界がある。本研究では、研究手法を組み合わせ、（a）学習者の学びを心理的に支えるJTEとNESTのMOIへの信念は時と共に変化するか、（b）MOIへの信念は徐々に相違を示すのか、（c）なぜ教師はMOIに対し意識を持つに至ったか、理論的・教育学的に明らかにしていく。
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Nowlan, Andrew. "Japanese University Student Experiences with Internships in Southeast Asia". Study Abroad: The Journal of Worldwide Education 13, n.º 2 (30 de diciembre de 2020): 4–19. http://dx.doi.org/10.37546/jaltsig.sa.jowe13.2-1.
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The purpose of this article is to examine the personal, academic, and professional experiences of five Japanese university students who did short-term academic internships in three southeast Asian nations. Since students in Japan often associate international opportunities with inner-circle English-speaking countries (e.g. the United States of America or the United Kingdom), this article highlights the perceived benefits of choosing Southeast Asia as an educational destination. In limited published studies, researchers have revealed that Japanese students may gravitate towards Southeast Asia for multilingual language learning opportunities, lower perceived discrimination, and reduced financial costs. This article provides additional insight into the discerned advantages and disadvantages. Data for this qualitative exploratory study include weekly written reflections from students who were in southeast Asian countries from late 2018 to early 2019, followed by a focus group and individual questionnaires in the months following the participants’ return to Japan. Based on thematic analysis of self-reporting, results suggest that the participants found value in their experiences due to the (a) proximity and costs involved, (b) comfort with using a non-native variety of English, and (c) development of intercultural competences and soft skills. More specifically, participants felt that their experiences were less financially burdensome on parents, compared to similar experiences in inner-circle destinations. Also, participants reported feeling comfortable using English as a lingua franca, despite communicating in lower-context environments. This, in turn, contributed to the development of their adaptation, negotiation, and communicative skills. If higher education stakeholders and recruiters can better promote the educational experiences of Japanese university students in Southeast Asia, such as those featured in this article, then it is possible that access and participation may increase in the future. この論文の目的は、三つの東南アジア諸国連合で短期間のインターンシップを行 った五つの大学の学生たちの個人的、学術的、職業的経験を調査することであ る。日本の学生は国際的な機会を英語圏のインナーサークルの国々（例：アメリ カやイギリス）と結び付けて考えがちであるため、この論文は東南アジアを教育 の目的地として選んだ利点に光を当てる。過去に発表されてきた研究の中で、研 究者たちは学生がマルチリンガリズム（多言語使用）、差別の少なさ、費用の軽 減の点で東南アジアに引き付けられるかもしれないことを明らかにしてきた。こ の論文ははっきりと認められた利点と欠点についての見識を付け加える。この質 的調査研究のデータには 2018 年終わりごろから 2019 年初めまで留学した学生た ちからの週ごとの文書での感想、フォーカス・グループ、個別の調査が含まれて いる。主題分析に基づいて、結果は調査の参加者が東南アジアでの経験に価値を 次の点から見出していることを示している：(a)近いことと費用、(b)多様なノンネ イティブの英語を使うことへの快適さ、(c)インターカルチュラルコンピテンス （異文化間能力）とソフトスキルの向上。より具体的に言えば、東南アジアでの 経験はインナーサークルでの似たような経験に比べ、経済的な面で親にかける負 担が軽いと参加者は感じている。また、よりローコンテクストな環境であるにも かかわらず、リンガフランカとしての英語を使うことが快適であると参加者は回 答している。これは同様に、適応能力、交渉力、コミュニケーション能力などの スキルの向上に貢献している。もし高等教育のステークホルダーやリクルーター が東南アジアでの日本人学生の教育の経験―例えばこの論文で示した特徴など―を より広く知らせることが出来れば、将来的に留学への参加を増やすことが可能で ある。
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葉珍玲, 葉珍玲 y 許添明 Chen-Lin Yeh. "偏鄉學校變革之挑戰教育優先區─成功專案推動歷程研究". 彰化師大教育學報 35, n.º 35 (diciembre de 2020): 001–27. http://dx.doi.org/10.53106/181983092020120035001.
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<p>本研究以參與「教育優先區─成功專案」之四個區19所國中小為研究對象，透過文件分析及質性訪談，分析成功專案籌備及實施第一年期間（2014至2015年）在四個區的運作情況。研究旨在探討專案學校如何推動成功專案、剖析成功專案在多大程度上促進改變，及阻礙改變產生的因素。研究發現區計畫書的經費配置取決於規劃者對基本學力的重視程度，區計畫書規劃策略深受學校行政教學分工及教育優先區計畫執行經驗之影響。成功專案在區層級所產生的改變為促進區內學校的交流與對話，在學校層級觀察到的改變則是調整補救教學實施和促進弱勢家長參與策略。缺乏行政權、共同討論時間和整合經驗，及人員流動是啟動與維持區變革之挑戰。本研究提出四項建議：（1）以提升學生基本學力為國中小整合主軸，發展行政人員課程領導能力；（2）引進結構化的補救教學模式，搭配與現場教學工作銜接的培訓課程，提升教師分析學生學習成效及差異化教學知能；（3）建立區內及校內行政人員與教師對話討論機制；（4）提供討論的鷹架與專業伴隨，以提升專案的綜效。</p> <p> </p><p>Since 1996, Taiwan has been implementing the Educational Priority Areas (EPA) Program to reduce the achievement gaps between students in different regions. However, according to the results from PISA, TIMSS, PILRS and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. The Taiwanese Ministry of Education piloted the ""Success Program"" from 2014 to 2017, an experimental program in order to reform the EPA Program. This study sought to investigate the implementation of the Success Program. The researcher conducted semi-structured interviews with 26 school principals, division heads and teachers recruited from participating schools and utilized content analysis to analyze challenges, difficulties and compromises during the first two years of implementation. The purpose was to explore the extent to which the Success Program promoted educational change, the advantages and limitations of zone-based intervention, as well as the factors hindering educational change. Suggestions are provided for improving area-based intervention. Results: The results indicate that the Success Program facilitated inter-school cooperation among elementary teachers at the zone level. Besides, the adjustment of remedial teaching and parental involvement strategies were observed at the school level. However, no change was found at the classroom level. In addition, there was a goal displacement at the school level. In terms of zone integration, lacking of administrative power, short of discussion time, insufficient collaboration skills as well as high teacher turnover rate were main challenges of initiating and sustaining educational change. Policy recommendations: (1) Cultivating instructional leaders and concentrating the focus of zone integration on basic competences. (2) Providing instructional guidance and introducing school-based workshops to strengthen instructional practices. (3) Establishing the discussion mechanism between the administrative team and teachers. (4) Providing scaffolding and expert consultations to support collaborative discussions.</p> <p> </p>
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Kurihara, Yuka y Keiko Samimy. "The Impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English". JALT Journal 29, n.º 1 (1 de mayo de 2007): 99. http://dx.doi.org/10.37546/jaltjj29.1-5.
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This study examines the impact of a U. S. teacher training program on eight Japanese English professionals’ teaching beliefs and practices after the completion of the program. It also investigates the teachers’ perspectives on how they resolve tensions, if any, between their teaching beliefs, Japanese teaching contexts, and new knowledge learned in the program. The data were collected mainly through qualitative methods such as multiple interviews with teachers and through document analysis. The results suggest that while the teachers considered the training experiences to be positive, they faced difficulties in applying their new knowledge in their own teaching contexts due to school, social, and cross-cultural factors. Despite the challenges, the data also revealed that the teachers attempted to negotiate the gap between expectations in these contexts and their teaching beliefs. We conclude that in order to understand the impact of teacher education programs, it is important to explore teachers’ perspectives on their learning to teach. 本論文では、アメリカにおける英語教員研修が、研修後日本人英語教員の信念や授業にどのような効果をもたらすかについて８名の参加者を対象として考察する。さらに、帰国後、彼らが英語教員としての信念、日本の教育環境、研修で学んだ知識、これらの狭間で何らかの困難を経験しているかどうか、経験しているならばそれをどのように解決しようとしているかについてもあわせて調査する。本研究はインタビューと資料分析（content analysis）により主に質的データを収集分析した。その結果、教師は研修を肯定的に捉えているが、学校や社会環境、国境を越えた文化的な違いなどから、研修で得た知識を応用するのが困難であると感じていることが分かった。しかし一方では、多様な英語教育への期待と本人の英語教員としての信念とに折り合いをつけながら授業を進めていこうと努力していることも分かった。教員研修の効果を理解するには、参加者が指導技能習得のために学ぶということを、どのように捉えているのかを知ることが重要であると結論づけた。
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Garland, Brendan. "Gairaigo: Japanese EFL Learners’ Hidden Vocabulary". JALT Postconference Publication - Issue 2020.1; August 2021 2020, n.º 1 (1 de agosto de 2021): 192. http://dx.doi.org/10.37546/jaltpcp2020-24.
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Japanese is a language that accepts a great number of foreign words (known as gairaigo) into its lexicon, and in modern times these words come predominantly from English. However, despite containing a base of thousands of common English words, the study and use of this latent vocabulary to benefit EFL learners has not been fully realized. This paper describes an exploratory study of a short course given to a university EFL class in Japan, which was intended to explore ways to activate learners’ English-gairaigo vocabulary. Students received lessons in recognition of English-based gairaigo, differences between English and gairaigo, and were encouraged to explore their own knowledge and use of gairaigo. Pre and post testing suggested a positive correlation between the course and improvements in some English-gairaigo abilities, and survey results indicated students’ enthusiastic response to acquiring a skill they felt was useful in their English studies. 日本語は外来語を大量に受けいれる言語であり、なかでも現代では主に英語由来の語が多い。しかし、何千もの一般的な英語の単語が基であるにもかかわらず、EFL学生に役立つこの潜在的な語彙に関する積極的な研究と使用は十分に実施されてはいない。本論は日本の大学のEFLクラスを対象に、学生が英語由来の語彙を活性化する方法を探ることを目的とした短期講座について論究した。学生は、英語由来の外来語を認識し、英語と外来語の違いを見分ける授業を受け、自分自身で外来語の知識と使用方法を探求することが促された。事前と事後のテストでは、本講座と英語・外来語能力の向上との間に正の相関関係があることが示唆され、また調査結果において、英語学習に役立つスキルの習得に対する学生の熱心な反応が示された。
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葉, 穎思, 志慧 陳, 錦超 何, 國良 曾 y 憲正 孔. "香港協助網絡成癮青少年的工作成效評估". Hong Kong Journal of Social Work 42, n.º 01n02 (enero de 2008): 119–34. http://dx.doi.org/10.1142/s0219246208000090.
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香港基督教服務處樂Teen會自2004年開始，開展了「網開新一面」計劃，協助沉迷網絡的青少年健康使用網絡，並向各界推廣健康使用網絡之訊息。本論文將分享此計劃中「online特攻–網絡成癮者小組」在2006–2007年掌握到網絡成癮青少年的基本統計資料、使用網絡的形態和服務前後的改變的情況。「 online特攻–網絡成癮者小組」的目的爲協助沉迷網絡的中學生及小學生重拾有節制使用電腦的能力。透過小組前後的個別訪談，計劃發現參加者無論在網絡成癮情況和使用電腦時數兩方面，在統計學上都有明顯改善，證明小組有效地改善組員上網成癮的情況。而且參加者在參與本計劃後，他們均表示在個人發展、人際關係、學業成績及家庭關係上也有所改善。文章除了詳述小組的成效外，亦會分享「網開新一面」計劃的主要內容和當中「online特攻–網絡成癮者小組」模式引發的建議。 "Online New Page Project" has been launched by Hong Kong Christian Service since 2004. The aim of this project was to assist young internet addicts to regain control on computer usage and to disseminate the message of healthy computer use among the public. This study 1) explores the characteristic of young internet addicts, such as their basic demographic information and their pattern of using internet before and after using our service, and 2) evaluates the effectiveness of the therapeutic groups for this group of service users. The results from in-depth interviews before and after the group revealed that service users had improvement on controlling themselves from internet addiction, with a significant decrease in the time spending on the internet daily. The results also indicate significant improvement in individual development, interpersonal relationship, academic performance and family relationship. Furthermore, this study also shares the major service components of "Therapeutic Group for Internet Addicts" under "Online New Page Project" (2004-2007) and reflections gained in the project for further service development.
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ZHAI, Xiaomei. "知情同意的若干問題". International Journal of Chinese & Comparative Philosophy of Medicine 4, n.º 1 (1 de enero de 2002): 131–47. http://dx.doi.org/10.24112/ijccpm.41424.
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LANGUAGE NOTE | Document text in Chinese; abstract also in English.作為一種法律學說，知情同意在西方社會已經存在多年，並且得到長足的發展。這一學說來源於《紐倫堡法典》。知情同意不僅僅是“法律文件”，也不是醫患“共同決策"，它是具有豐當倫理內涵的一個概念，是一個人實際理解並且真正在沒有他人控制下有意地批准和同意專業人員做某事。中國具有其獨特的文化傳統背景和經濟發展水平，西方國家基於自主的和權利的理論、信念以及方法在中國基於義務的和強調集體的傳統文化中尚缺乏一定的根基。中國文化傳統上的倫理決策是基於義務而不是基於權�的。這種根深蒂岡的傳統所肯定的是社會或者整體的利益，容易忽視的是個人應享有的權利。在中國文化傳統中，家庭和社區具有很強的凝聚力，家庭或社區協助和支持下的知情同意往往建立在更加充分的理解、思考基礎之上。這種知情同意獲得的方式很有價值：更加精緻，更加體現了尊重人的倫理學原則。但是需要注意的是，這種協助不能完全超越自我決定性。另外，社區的“允許”並不等同於個人的“同意”，而且社區的允許也不應該取代個人的同意。另外，目前在中國，臨床藥理試驗，倫理審查委員會（IRBs）制度化，合理的補償與不正當的引誘的區別，基因研究中的知情同意問題以及利益衝突等很多現實問題都需要引起倫理學的關注，並進行大量的研究工作。In Western societies, the idea of informed consent as a legal account has long been there and developed significantly. This idea originated from the "uremberg Code". In fact, informed consent is neither a mere "legal document" nor a "common decision" made by the physician and the patient. It is a concept rich in moral content. It is about how an individual perceives and intentionally (without being controlled by others) agrees and allows professionals to carry out certain actions on him/her.China has a unique traditional cultural background and economic development level. Due to the emphasis on responsibility and collectiveness in Chinese cultural traditions, introducing the Western theory, beliefs, and practice based upon individual autonomy and rights to Chinese society does not have solid foundation. According to Chinese cultural traditions, people consider responsibility instead of rights during making ethical decisions. These deeply-rooted traditions assure the interests of the whole and tend to neglect the rights of the individual. Chinese families and communities have a very strong sense of cohesiveness. With the assistance and support of the family or community, the thinking and understanding of informed consent can be established on a more adequate and solid foundation. This kind of way to get informed consent is very valuable: it is more accurate and can also fulfills the ethical principle of respect. However, the assistance of the family or community should not override individual's autonomy in making decisions. Moreover, community "permission" is not equal to individual "consent". Indeed, it should not replace individual "consent".Contemporary China faces many practical problems, such as clinical medicine testing, establishing Institutional Review Broads (IRBs), differences between reasonable compensation and improper reward, conflict of interests in genetic research as well as the practice of informed consent. They demand ethical attention and a large amount of careful research.DOWNLOAD HISTORY | This article has been downloaded 13 times in Digital Commons before migrating into this platform.
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Vinogradova, Veronika. "Capital markets and performance of strategic corporate M&A – an investigation of value drivers". European Journal of Management and Business Economics ahead-of-print, ahead-of-print (7 de abril de 2021). http://dx.doi.org/10.1108/ejmbe-06-2020-0168.
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PurposeThe paper investigates the market performance of strategic acquisitions for growth in the fifth and sixth merger waves and outlines the major determinants that affect the performance of acquiring companies in these most complex and most challenging corporate transactions.Design/methodology/approachTo perform the quantitative analysis a unique data sample was built out of acquisitions performed in the 5th and 6th merger waves with an only single purpose – strategic growth. Their performance was first analyzed using the method of market-based event study. In addition, the impact of several non-accounting determinants identified through a thorough literature review was tested using univariate/multivariate regression analysis.FindingsThe new findings of the study state that strategic acquisitions for growth created more value for acquiring companies if they were completed internationally and involved an acquisition of a middle-sized company. Moreover, the acquisition of targets in the less related industries (2-SIC) led to stronger performance of acquirers, especially in the international settings.Research limitations/implicationsThe study suggests additional directions for future research. The future analysis can investigate the post-merger acquisition performance of strategic acquirers and can focus on additional financial (accounting) determinants in the evaluation of performance. This perspective can not only address the limitations imposed by the assumption of efficient capital markets but also provide additional insights.Practical implicationsThe results of current study have important implications for executives performing M&A for growth. They show that the market reaction to M&A announcement can be at least partially anticipated and help managers to plan their strategic moves based on a defined set of variables.Social implicationsThe study contributes to the sustainable, value-creating growth dynamics and encourages Executives to “lead for value.”Originality/value(1) In contrast to the existing studies that do not differentiate between the transaction rationale in their analysis, this paper focuses explicitly only on those acquisitions that have strategic growth as their primary objective and responses therefore, to the problem stated by Halpern (1983). This approach helps to mitigate the distortion of results and make a reliable assessment of the strategic move. (2) The results of quantitative analysis also outline that acquisition of mid-sized targets and larger degree of diversification (2-SIC, international focus) code were associated with higher value creation.研究目的本文旨在研究於第五和第六波的併購浪潮中為增長而作出的策略性收購的市場表現;本文亦概述在這些極其複雜的和極具挑戰性的公司交易中影響作收購公司的表現的主要因素.研究設計/方法/理念為了能進行定量分析,研究人員收集在第五及第六波的併購浪潮中以策略性增長為唯一目的的收購個案、建立一個獨特的數據樣本。研究人員首先以基於市場的事件研究法分析那些進行了收購的公司的表現,並以單變量/多變項迴歸分析法去試驗那幾個透過深入的文獻研究而找到的非會計的決定因素的影響.研究結果研究得出的新發現是、如果以增長為目的的策略性收購是於國際間完成及涉及收購中型公司的話,則這收購行動會給進行收購的公司帶來更多價值。而且、如果收購目標的產業與作收購公司的不太相關的話 (2-標準產業分類),收購行動會為進行收購的公司帶來更強的表現、特別是在國際環境下進行這收購行動.研究的原創性/價值(1) 有別於現時其它於其分析中不區分交易理由的研究，本文明確地表示只集中探討那些以帶來策略性增長為主要目標的收購；因此、本研究對 (哈爾彭，1983年)(Halpern, 1983) 陳述的問題作出了回應。本研究的理念有助於減輕我們對收購結果的曲解，從而讓我們對策略性行動能作出可靠的評估. (2) 定量分析的結果、亦概述了以中型公司為目標的收購及更大程度的多樣化 (2－標準產業分類、以國際為焦點) 代碼與創造更大價值是有關聯的。對日後研究的作用/實際影響本研究的結果對學術界及管理人員均具吸引力，亦為策略規劃提供一個額外的工具.對社會的影響本研究可帶來可持續的及可創造價值的增長動力，又可鼓勵行政主管採用以價值為本的領導方針.
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"英語リスニング力における学習環境の差異：PC教室と普通教室の比較 - A study under the different learning environments for English listening tasks: Comparison of PC-equipped classroom and regular classroom". JALT Journal 28, n.º 2 (1 de noviembre de 2006): 159. http://dx.doi.org/10.37546/jaltjj28.2-3.
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In this paper, we attempted to investigate the following issues: (a) how different learning environments may cause different interactions in classroom; (b) how such differences may affect learners’ attitudes towards listening tasks and test results. We compared the results of tests and questionnaires in two types of learning environments of PC-equipped classroom and regular classroom. Participants were all Japanese undergraduate university students majoring in English. The experimental group (PC-group) consisted of 116 participants (PCL: lower level group, 51; PCH: higher level group 65), while the control group (regular classroom-group) consisted of 117 participants (RGL: lower level group, 56; RGH: higher level group 61). Materials used in the present study were several series of VOA Special English news. The participants in the PC-group were allowed to listen to the materials recurrently using an application on the individual PC. The application enabled real-time feedback of their performances and their individual ranks in the classroom for their tasks. By contrast, the participants in the regular classroom-group had recurrent but teacher-controlled chances to listen to the same materials and were given overall feedback for their performances. We conducted two types of the same paper tests and questionnaires in both the pre and post phases of this research project. ANOVA, multiple comparison Scheffe and Wilcoxon signed rank test with Bonferroni adjustment were used for analysis. As for the fill-in-the-blank tests, the ANOVA repeated Measure detected a significant difference between the pre and post test scores (F (1,231) = 184.77, p = .01), and a significant interaction between two groups (F (1,231) = 45.00, p = .01). The average score of the PC-group was significantly higher than that of the regular classroom-group. As for the TOEIC listening tests, the ANOVA repeated Measure detected a significant difference between pre and post test scores (F (1,231) = 52.84, p = .01), but no significant interaction between two groups. The significant interaction between two groups was detected only for the fill-in-the-blank tests. This means that learning environment with PCs may have impact on learners’ attitudes and improved results of listening tasks at perception level. In addition, the ANOVA repeated Measure among four groups (PCL, PCH, RGL, RGH) detected a significant difference between the pre and post test scores: the fill-in-the-blank tests (F(3,229)＝15.231, p=.01), the TOEIC listening tests (F(3,229)＝18.10, p=.01). Multiple comparison Scheffe revealed the significant interactions among following groups: the fill-in-the-blank tests :PCH and RGL, RGL and PC/RG H; the TOEIC listening tests: PCL and RG/PC H, PCH and RG/PC L, RGL and RG/PC H, RGH and RG/PC L. This means that learning environment with PCs may have influence on listening performance at perception level (rather shallow cognitive processing level) but not at comprehension level (rather deep cognitive processing level). Wilcoxon signed rank test with Bonferroni adjustment detected significant differences on the pre and post questionnaires as follows: two items for the PC-group and eight items for the regular classroom-group. This means that learners’ awareness of their listening skills and learning strategies did not affect the results of the tests. In other words, it was different learning environments that caused differences in interactions in the classroom. In conclusion, learning environment may have affected learners’ learning attitudes. Focusing on less numbers of listening skills and learning strategies in the PC-equipped classroom had a positive impact on the scores of the listening perception test. The learning environment with PCs might have facilitated learner autonomy. 本研究では、学習活動の場である教室内に備えられた人工物（PC）の有無により、学習者が経験する学習行為に差が生じるのか、また、学習者のリスニング力伸長や学習意識に差異をもたらすのかを調査する目的で、同じ教材で同じ教育目標によるPC設置有無の二条件（PC教室と普通教室）での授業を実施し、その影響を検証した。教室環境の差により「課題遂行」と「結果表示」の方法などにおいて教師－学習者間の役割遂行配分が異なり、PC教室ではより学習者中心型の授業を展開し、普通教室ではより教師主導型の授業を展開した。この授業展開の差異がリスニング学習の意識変化に影響を及ぼし、結果としてリスニングの知覚レベル（深い意味判断を要求しない）でのテスト得点増加に影響があり、PC教室群が有意に高かった。教室環境固有の条件－PC教室では自己ペース学習が可能である状況、普通教室では教師主導が生み出す状況－がそれぞれの学習者の着目するリスニング技術や学習方略に影響を与えたものと考えられる。