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[[alternative]]The Optimal Production Plan of One Delivery Date under Un-limited Production Capacity at Any Point in Time
No full text[[alternative]]The study on the learning performance in the micro-course of service-learning between different students from the formal and informal curriculums.
No full text計畫編號: PSR1080075執行機構: 南華大學通識教育中心主管機關: 教育部研究期間: 10808~10907[[abstract]]本計畫主題希望將環境教育相關議題，設計服務學習課程，招募學生共同探索大林慢城於社區層次的問題，並與大林慢城發展協會及上林社區發展協會合作社區實踐。本研究目的為：開發具有環境教育內涵的服務學習課程；探討學生之學習策略；探討學生溝通、合作、協調、自主學習的學習歷程；分析學生服務學習反思、社會關懷及學習成效。本計畫透過課程革新機制開設「環境教育」(2學分)彈性課程，並辦理兩次課程說明會，以招募學生。課程內含水環境與數位環境地圖、環境變遷敘事、慢理念等三個微型單元模組，分於三個周末共六天上課，亦申請為服務學習課程，每周均會設計至大林鎮鎮區及農村地區之場域進行社會實踐及服務，並探討學生學習成效。課程設計「社會關懷量表」、「服務學習內涵課程反思量表」，以評量學生於各微型單元之學習成效。研究結果顯示，有/無志工出隊經驗之學生對：服務社會的使命感、我相信應該做一些事情改變社會具有顯著差異。歷次出隊本課程之教學意見調查為4.85±0.47分(滿分5分)，學生反映良好。[[abstract]]This study is focused on micro-course of service-learning with environmental education. The site of social practice will be in Dalin Township, Chiayi, which has been certified by Cittaslow International. The Cittaslow focuses on the slow movement, just like slow food, slow travel and environments. The purposes of this study are to develop service-learning units with the connotation of environmental education; to explore the learning strategies of students; to explore the learning process of communication, cooperation, coordination and autonomous learning of these students; to analyze the reflection, social care and learning effectiveness of student service learning. It is expected to 3 units in three weekends: the narrative of environmental change, digital map of water environment, slow movement. In this study, it is expected to design its own“Social Care Questionnaire”and "Service Learning Interactive Learning Questionnaire" to assess students' learning effectiveness in the service learning course. The experience of volunteers for students let the items“sense of mission for social service” and “I believe can do something make the social better”were significant different. The average of Teaching Evaluation Questionnaire of this course in the end of 108-2 semester was 4.85±0.47 (total score is 5)
[[alternative]]Women's Adult Movie Viewing and Interpretation: A Reception Analysis
No full text[[abstract]]本研究檢視以男性爲觀視主體的A片對當代女性的性實踐有何意涵，及女性閱聽人有何特殊的解讀與消費方式。本研究採取質化閱聽人研究取向，深度訪談八位女性。研究發現，某種程度而言，A片之於女性和男性一樣，具有提供性知識、技巧及增進性事情趣的作用。而有無性愛的體驗則影響女性對A片的解讀與對文本類型的偏好；對尚無性經驗的女性而言，真人版A片貼近真實，易於體會及揣摩而有助情慾的解放；而對已經有過性經驗的女性而言，卡通A片的劇情多變，富於想像空間，能滿足現實生活中無法達到的性歡愉。另外，有經驗的女性會將自身性愛經驗與真人A片文本相比較而認定A 片的性操演與真實出入太大，因而對其強烈批判。作爲一種文化產物，A片對女性發展主體性及能動力所可能帶來的效應，值得女性主義者進一步地探索。
The study explored how women interpret their adult movie viewing. Pornography has long been blamed to materialize and depreciate women. Adult movies however provide knowledge and skills about sex to female viewers, and work as a sexual stimulator. With in-depth interviews, the study shows that women who have never had sex prefer real-person adult movie, while women have already had sex like adult cartoons. The former considered the real person adult movies vivid, virtual and easy to practice, and they consider the sexual intercourse in the movie as real. The latter then claimed that the various plots of adult cartoons enhance sexual imagination and offer them more sexual pleasure
[[alternative]]A Preliminary Study on Influencing Consumers' Behavioral Intention to Use Writing Software
No full text[[abstract]] 過去圖書產業鏈是由作者、出版社、經銷商與書店所組成，但是資訊科技的進步讓行動商務成為近年來圖書產業的主要銷售模式，許多寫作軟體的APP也讓想要寫作的人有了一個有用的工具來嘗試寫作。而電子書的出現，更讓許多作者不需要製作紙本書也可以在電子書市場進行出版，讓更多讀者可以有更多的選擇。本文以消費者選擇寫作軟體的行為意向為分析主體，除建構寫作軟體的服務品質外，並利用服務品質與服務品質等變數來建構影響寫作軟體行為意向的結構方程模型。分析的結果顯示寫作軟體與服務品質都會對行為意向有正向影響。本文並參考主要的研究發現提出相關的管理建議。[[abstract]] In the past, the book industry chain was composed of authors, publishers, distributors, and bookstores. However, the advancement of information technology has made mobile commerce the main sales model of the book industry in recent years, and many writing software apps have also allowed people who want to write. A useful tool to try writing. The emergence of e-books has allowed many authors to publish in the e-book market without making paper books, allowing more readers to have more choices. This paper takes the behavioral intention of consumers choosing writing software as the main body of analysis. In addition to constructing the service quality of writing software, it also uses variables such as service quality and service quality to construct a structural equation model that affects the behavioral intention of writing software. The results of the analysis show that both writing software and service quality have a positive impact on behavioral intentions. This paper makes relevant management recommendations with reference to the main research findings
[[alternative]]The Study on the Operation and Marketing of Campervan Creative Design--A Case Study of Poetic Garden Resort
No full text[[abstract]] 本露營車創意設計的經營行銷之研究，目的是為了解國人對於「定點式露營車」喜愛的理由和原因，及目前國內旅遊市場對於露營車業者經營方式、商業模式和行銷內容之探討。 研究方式採用半結構式的訪談法，以訪談方式進行資料收集，彙整後總結出研究的結果，並在設計前發現露營車上用到的創意設計，不單純來自於各式不同的外觀或風格，因此以如何做到創意設計與經營行銷為主要方向，去了解在露營車本身外觀外，能夠運用的創意，並以此提升主體其他部分的設計，達成更好的經營與行銷。 在訪談上選擇具有相關專業能力的對象，能保持訪談結果的有效程度，並詢問其看法與想法，研究訪談後提出結果跟建議，作為未來詩情花園渡假村在露營車創意設計和經營行銷上的改善，詳下列因素。1. 更多不同主題款式，如結合節慶文化的主題。2. 更貼近現代年輕消費者創意，如新穎的打卡景點。3. 特色餐飲創意設計，如不同於傳統的BBQ烤肉設計，如加強客人的視覺感受。[[abstract]] The purpose of this study is to explore the reasons and factors that influence people in Taiwan to choose “stationary campervans” as their camping option. It also aims to explore the current market trends and discuss the business models, marketing strategies, and content used by campervan operators in the domestic tourism industry. The research methodology employed a semi-structured interview approach to collect data. Through interviews, the gathered information was analyzed and summarized to derive the result findings. The focus of the study was on how to achieve creative design and effective marketing for campervans, beyond just the aesthetics or style. It sought to understand the various creative elements that can be incorporated into the campervan design, aside from its external appearance, to enhance other aspects of the vehicle and achieve better business operations and marketing outcomes. Interviewees with relevant professional expertise were selected to ensure the validity of the interview results. Their opinions and ideas were sought to formulate recommendations based on the research findings. These recommendations will serve as guidelines for future improvements in the creative design and marketing strategies of the Poetry Garden Resort's campervan offerings. The following factors are considered:1. Diversifying the range of themed designs, such as incorporating festival cultures.2. Catering to the creative preferences of modern young consumers, such as offering unique and Instagrammable attractions.3. Innovative designs for specialty dining experiences, such as unique BBQ setups that enhance guests' visual experiences
[[alternative]]Survey and Interview Research on the Teaching Problems of Preschool Teachers and Educare Giver in Chiayi County Implementing Integrated Education
No full text[[abstract]] 本研究採用問卷調查及半結構式之訪談方式，來探討嘉義縣實施融合教育幼兒園教師及教保員教學困擾的情形。並進一步分析不同背景變項在幼兒園教師及教保員實施融合教育教學困擾的差異。 本研究以研究者自行編之「嘉義縣實施融合教育幼兒園教師及教保員教學困擾之調查問卷」為主要的研究工具，以嘉義縣111學年度任職於公、私立及非營利幼兒園之教師及教保員為研究對象，並加入在山區、海區及屯區任教之幼兒園教師及教保員有意願參與訪談的對象各2名，加以檢核。問卷所得之量化資料以描述性統計、獨立樣本t考驗、單因子變異數分析等統計方法進行分析、處理，質性之訪談資料予以統整與綜合分析。根據本研究結果，歸納主要結果如下：針對本研究調查問卷與訪談結果綜合結果發現一、課程教學層面 綜合調查問卷與訪談的看法是教師及教保員在課程教學時，當遇到不同的評量方式與標準時，需時時檢視自己的課程教學並調整進度，是最感到困擾的。還有大多數的教師及教保員認為撰寫IEP難度是很高的，因此，應針對教學現場的教師及教保員在課程教學上的困擾進行調整，一一排除困難、簡化評量方式與特教巡迴輔導老師討論個案等，以降低教學困擾。二、支援系統層面 綜合調查問卷與訪談的看法是在支援系統上人力不夠充足、條件嚴苛及限制太多，以及對特教業務了解不夠造成困擾，因此，應尋求教育行政上的支持，解決人力不足造成的困擾，以降低教學困擾。三、專業知能層面 綜合調查問卷與訪談的看法是，把所學的特教專業知能融入實際現場是有困難的，因此，在專業知能上應多加充實並嘗試與現場結合，才能降低教學困擾。四、班級經營層面 綜合調查問卷與訪談的看法是，教師及教保員在處理特殊需求幼兒的問題行為時，會使得上課中斷，因此，應鼓勵教師及教保員多方面閱讀相關書籍或資訊，因唯有對特殊需求幼兒的特徵更加了解，試著預防，才可以有效改善他的行為，降低在班級經營的困擾。 研究者希望藉由研究結果，提出進一步討論與建議，以提供地方教育主管機關、學校行政單位及教師、教保員未來後續研究之參考，以期提升實施融合教育的品質，降低教學困擾。[[abstract]] This study used questionnaires and semi-structured interviews to examine the teaching diFFiculties oF teachers and staFF in kindergartens implementing integrated education in Chiayi County. The study also Further analyzed the diFFerences between diFFerent background variables in kindergarten teachers' and staFF's teaching diFFiculties in implementing integrated education.This study used the researcher's selF-administered “Survey on Teaching Disturbances oF Kindergarten Teachers and Supervisors Implementing Integrated Education in Chiayi County” as the main research instrument, and two kindergarten teachers and supervisors From public, private, and nonproFit kindergartens in Chiayi County who were willing to participate in the interview were included. The quantitative data were analyzed and processed by descriptive statistics, independent sample test, and one-way analysis oF variance, and the qualitative interview data were standardized and synthesized. Based on the results oF this study, the main Findings are summarized as Follows:The results oF the questionnaires and interviews in this study were summarized as Follows：1. Curriculum and teaching levelAccording to the survey questionnaires and interviews, teachers and supervisors Felt most troubled when they had to review their curriculum and adjust their progress when they encountered diFFerent assessment methods and standards in teaching the curriculum. Most oF the teachers and supervisors thought that it was very diFFicult to write IEPs. ThereFore, the teachers and supervisors in the teaching Field should make adjustments to the diFFiculties in teaching the curriculum by eliminating diFFiculties, simpliFying the assessment methods, and discussing the cases with the special education roving teachers in order to reduce the teaching diFFiculties.2. Support system levelThereFore, we should seek support From education administration to solve the problems caused by insuFFicient manpower in order to reduce teaching disturbances.3. ProFessional knowledge levelThereFore, they should enrich their proFessional knowledge and try to integrate it with the Field in order to reduce the teaching disturbance.4. Classroom management levelThereFore, teachers and supervisors should be encouraged to read relevant books or inFormation in many aspects, because only by understanding the characteristics oF children with special needs and trying to prevent them can they eFFectively improve their behavior and reduce the disturbance in classroom operation. The researcher hopes to use the results oF the study to propose Further discussions and recommendations to provide local educational authorities, school administrations, and teachers and caregivers with reFerences For Future research, in order to improve the quality oF implementing integrated education and reduce teaching disturbances
[[alternative]]The Performance and Application of Erhu and Ethnic Vocal: Take Folk Song “Swallow” and Erhu Concerto “Swallow” as an Example
No full text[[abstract]] 二胡與民族聲樂的發展歷程中有著相似的脈絡，筆者藉由自身學習二胡及民族聲樂的經驗，發現兩者在音樂作品的創作、演奏及演唱手法的運用、情感的表達上都有著相似及相輔相成的關聯性。本論文中透過對民歌《燕子》以及二胡協奏曲《燕子》兩首樂曲進行詮釋分析，整合兩首樂曲相似技法的應用，以及對比兩者情感的處理，從中探究民族聲樂及二胡兩項專業技術相互借鑒的可能性。 研究的內容包含了對民歌《燕子》以及二胡協奏曲《燕子》樂曲背景及關連性的闡述，並分別針對兩首樂曲的詮釋方法進行說明，結合詮釋分析探究兩者的音樂處理及情感表達。在最後結論部分，整合前段的研究，可以發現兩首樂曲的技法及情感塑造存在著一定的關聯性，而透過此次研究期盼能為二胡及民族聲樂的關聯性提供參考的方向。[[abstract]] Erhu and Ethnic Vocal has a similar vein to the development process ,through the author’s experience of learning Erhu and Ethnic Vocal, both of them are similar and complementary in the creation of musical works,performance and vocal techniques,and the expression of emotions. The search analysis and interpretations of the folk song “swallow “and Erhu Concerto “swallow “, application of similar techniques integrate into two pieces of music,and comparison of the emotion treatment,the explore the possibility of draw lessons from each other in the two professional technologies of ethnic vocal and erhu. The content of the research contains the creating background of the folk song “swallow “and Erhu Concerto “swallow “,and analysis and interpretation of two piece, combined with interpretive analysis, it explores the musical processing and emotional expression of the two. In the final conclusion section, integrating the previous research, it can be found that there is a certain correlation between the technique and emotional shaping of two piece, through this study, the author hope to offer a reference direction for the relevance of erhu and ethnic Vocal
[[alternative]]Self-Narrative Exploration of an Intern Counselor's Practice in the Person-Centered Therapy
No full text[[abstract]] 本研究為一位實習諮商心理師在個人中心學派實踐歷程的自我敘說探究，研究者藉由實習歷程中的實習週誌、接受督導反思以及個人生活反思、同儕對談，將自我敘說化為故事文本，以「整體－內容」進行文本分析。 本研究發現，成為一位以人為本的實習諮商心理師，在整個實習過程中會經歷：個人的未竟事務以及其內化的核心價值與成為諮商心理師的價值彼此拉扯，而產生的推前與拉回的心理動力持續影響著實習歷程。而藉由督導過程中感受到溫暖、無條件地接納與真誠一致的態度，讓實習心理師經驗「相信我可以」、「進行價值重新排序」，並帶著「相信我可以」的心念，同理靠近個案，以真誠的接觸作為諮商關係穩固連結的基石。當個案經驗無條件地接納、真誠的同理、成功經驗，個案開始注入「相信我可以」激發個案持續改變的勇氣。 綜上，正確的同理、回應個案的人本態度是諮商工作成效的重要影響因素，實習心理師經驗人本的督導模式促成紮實且深入的學習，而內在的轉化是帶動諮商過程實踐個人中心治療取向的關鍵。[[abstract]] This study explores the self-narrative of an intern counselor in a person-centered practice. Through the internship journal, supervisory reflection, personal life reflection, and peer communication, the researcher transformed the self-narrative into a story text and conducted a textual analysis using “whole-content”. This study found that the psychological dynamics of pushing forward and pulling back continue to influence the internship process as a person-centered intern counselor experiences the pull between one's unfinished business and internalized core values and the value of becoming an intern counselor throughout the internship. Through the warmth, unconditional acceptance, and sincere consistency felt during the supervision process, the intern counselor experiences “believe I can” and “reordering of values” and approaches the case empathetically with the thought of “believe I can”, using sincere contact as the cornerstone of a solid connection in the consultation relationship. When the case experiences unconditional acceptance, sincere empathy, and successful experiences, the case begins to inject the courage to continue to change with “I believe I can”. In summary, the correct empathy and humanistic attitude in responding to cases is an important factor in the effectiveness of counseling work. The experienced humanistic supervision model of intern counselor leads to solid and in-depth learning, and internal transformation is the key to driving the counseling process to practice a person-centered therapy
[[alternative]]A Narrative Study on the Transformation Process of the Sexual Orientation of Bisexual Young Women in Taiwan
No full text[[abstract]] 本研究旨在探討臺灣年輕女雙性戀的性取向認同轉換歷程，以及在不同階段中的人我關係如何影響其自我定位與互動。本研究以敘事研究之「整體－內容」與「類別－內容」分析，瞭解研究對象主體的理解、經歷與探索歷程；深度訪談六位自我性取向認同為雙性戀，年齡介於20至30歲間，且皆與雙性建立過親密關係的年輕女性。研究結果顯示在性取向認同轉換歷程中，可分為三個時期以及九個階段，呈現單性戀思維架構對建立雙性戀認同之重要影響，第一時期「順應單性戀思維框架」，包含四個階段依序為1.「順應異性戀假設」、2.「同性情慾探索」、3.「初次性取向認同」以及4.「覺同情慾，疑異情慾」；第二時期「單性戀思維框架鬆動」包含三個階段5.「初建雙性戀概念」、6.「探索雙性情慾共存」、7.「情慾擺盪，定位困難」；第三時期「建立雙性戀認同」包含兩個階段8.「確認雙性情慾共存」及9.「開展雙性戀認同」。在第二時期中先經歷階段5「初建雙性戀概念」再進入階段6「探索雙性情慾共存」者，沒有出現階段7「情慾擺盪，定位困難」，而是順利地走向第三時期。人我關係對自我定位與環境互動影響之研究結果顯示社會恐同與恐雙反應沒有影響對自我多元性取向認同之建立，同儕支持與否僅影響其雙性戀身分展演程度；家人的排斥態度會影響女雙性戀者的出櫃考量及伴侶選擇；在伴侶層面對於雙性不同層面的偏好程度，影響本研究年輕女雙性戀者在族群內的自我認同細部分支及伴侶選擇。[[abstract]] This study aims to explore the transformation process of the self-identity of sexual orientation among young bisexual women in Taiwan, and how the interpersonal relation at different stages affects their self-identification and interaction. Choosing the narrative approach, through holistic-content and categorical-content to analyze the data which was collected from in-depth interviews. Six young bisexual women between the ages of 20 and 30 who have had intimate relationships with both sexes were selected as research participants. The results of the study show that the conversion process of sexual orientation can be divided into three periods and nine stages, showing the important influence of a monosexual thinking framework on the establishment of bisexual identity. The first period: “adapting to the monosexual thinking framework” includes four stages in sequence: stage 1“adapting to heterosexual assumptions”, stage 2“exploring same-sex attraction”, stage 3“ identifying sexual orientation for the first time” and stage 4“being aware of same-sex attraction and doubting opposite sex attraction”; the second period of “loosening of the monosexual thinking framework” includes four stages: stage 5“ knowing the concept of bisexuality”, stage 6“exploring the coexistence of both-sex attraction”, stage 7“the swinging attraction of both sexes affects difficulty establishing self-identity of sexual orientation”; and the third period of “establishing bisexual identity” includes two stages: stage 8“confirming both-sex attraction coexisted” and stage 9“unfolding bisexual identity”. In the second period, those who first go through the stage 5 and then enter the stage 6 will not experience stage 7, but will move smoothly in to the third period. The results of the research on the influence of interpersonal relations on the interaction between self-position and environment show that social homophobia and biphobia does not affect the establishment of sexual orientations. Whether peer support only affects the performance of their bisexual identity; the rejection attitude of family members will affect the consideration of coming out and companion choice for bisexual women. As for at the companion aspect, the degree of preference for different aspects of both-sex attraction affects the subtle classification of self-identity within the ethnic group and the choices of partner
[[alternative]]A Research on the Teaching Experience of the Teachers of Zentangle
No full text[[abstract]] 本研究旨在探究禪繞畫教師教學之經驗，透過教師參與禪繞畫教學歷程，深入蒐集師生互動過程的描述，亟盼藉由教師教學經驗，整理並歸納出教學心得、應用、傳承及發展，讓教師之間得以相互學習。 有鑑於研究者在不同教學團體的禪繞畫教學歷程中，累積豐富寶貴的教學經驗，深刻體會禪繞畫老師從素人到課堂教學所有酸甜苦辣的過程，故而深知禪繞畫是一種有意識的藝術形式，教師與學習者生命互動的啟示與回饋，值得成為禪繞畫教學爾後發展的脈絡借鏡與貢獻。 本研究採用質性研究半結構式的深度訪談法，瞭解並歸納七位禪繞畫教師成長過程轉折與心路歷程，梳理其教學脈絡的形成方式，期為廣大禪繞畫教師在教學過程中之參考。 禪繞畫教師因應各種變化努力創造完善的授課能力，持續保有教學機會，需要具備：一、保持初衷，找回學習禪繞畫的最初悸動。二、精進專業繪畫技巧，發展多元的媒材整合方式，跳脫現有框架。三、結合藝術療癒知識，發揮助人的功效。每位教師在禪繞畫教學領域中安身立命的條件不同，教學際遇也因人而異。多年來時空環境的變遷，日新月異的教學處境，禪繞畫教學也將邁入網路遠距教學課程。如何因應設計出能與學生積極互動，取得完善教學功效，值得當前禪繞畫教師深切省思。在元宇宙時代，利用科技結合禪繞畫教學的巧思，則有待後輩禪繞畫教師隨順科學發展的進步，持續發揚禪繞畫最初的內涵與精神，找回人類最美的藝術靈魂。[[abstract]] The purpose of this study is to explore the teaching experiences of Zentangle teachers. Through the participation of teachers in the Zentangle teaching process, detailed descriptions of teacher-student interactions are gathered. The study aims to organize and summarize teaching insights, applications, inheritance, and development based on the teaching experiences of the teachers, enabling mutual learning among teachers. Given the researcher's accumulation of rich and valuable experience in the Zentangle teaching process across different teaching groups, the researcher deeply run the gamut of Zentangle teachers from amateurs to classroom teaching. As a conscious art form, Zentangle provides insights and feedback on the interaction between teachers and learners in their life journeys. Therefore, it is worth considering and contributing to the future development of Zentangle teaching based on these experiences. This study employed a qualitative research approach using semi-structured in-depth interviews to understand and summarize the transformative and introspective journeys of seven Zentangle teachers in their initial growth process. It aimed to identify the formation of their teaching contexts and provide valuable insights for Zentangle teachers to refer to during their instructional journeys. Zentangle teachers strive to create comprehensive teaching abilities and maintain ongoing teaching opportunities by accomplishing the following: 1.)Stay true to the initial inspiration for learning Zentangle and rediscover the passion behind it. 2.)Improve their artistic skills and explore diverse approaches beyond existing frameworks. 3.)Incorporate knowledge of art therapy to harness its healing effects. Each teacher has different conditions for establishing themselves in the field of Zentangle teaching, and their teaching experiences vary. Over the years, the changing temporal and spatial environments, along with the ever-evolving teaching circumstances, have led to the advent of online distance learning for Zentangle courses. It is crucial for current Zentangle teachers to reflect deeply on how to design interactive teaching methods that yield optimal teaching outcomes. In the era of the metaverse, combining technology with Zentangle instruction requires the next generation of teachers to embrace scientific advancements and continue to uphold the original essence and spirit of Zentangle, rediscovering the most beautiful artistic soul within humanity