請用此 Handle URI 來引用此文件:
http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/87348
完整後設資料紀錄
DC 欄位 | 值 | 語言 |
---|---|---|
dc.contributor.advisor | 洪美仁 | zh_TW |
dc.contributor.advisor | Mei Jen Hung | en |
dc.contributor.author | 沈祐筠 | zh_TW |
dc.contributor.author | Yu-Yun Shen | en |
dc.date.accessioned | 2023-05-18T17:12:35Z | - |
dc.date.available | 2023-11-10 | - |
dc.date.copyright | 2023-07-19 | - |
dc.date.issued | 2023 | - |
dc.date.submitted | 2023-03-21 | - |
dc.identifier.citation | 壹、中文部分
王玉珍,2015,〈優勢中心生涯諮商對國中學生幸福感與生涯發展之影響研究〉,《教育心理學報》,46:311-332。 王沂釗,2005,〈幽谷中的曙光—正向心理學發展與希望理論在輔導上的應用〉,《教育研究月刊》,134:106-117。 王秀菁,2013,《職場霸凌知覺與幸福感關係之研究: 社會資本與心理資本的調節作用》,嘉義:國立嘉義大學企業管理學系碩士論文。 王智弘、劉淑慧、孫頌賢、夏允中,2017,〈文化脈絡中的危機、轉機與復原力:本土諮商心理學研究的方向、目標與策略〉,《中華輔導與諮商學報》,50:1-28。 余民寧、陳柏霖,2014,〈幸福感教學對促進大學生正向心理的改變〉,《教育學報》,42(1):1-26。 吳宜珍,2011,《臺北市政府公務人員心理資本與組織承諾之相關研究》,臺北:國立臺灣師範大學教育心理與輔導學系在職進修碩士班碩士論文。 吳明隆、涂金堂,2011,《SPSS與統計應用分析》,臺北:五南。 吳美連、張振傑、王秀菁,2017,〈職場霸凌對員工幸福感之影響:社會資本與心理. 資本的調節作用〉,《人力資源管理學報》,17(2):1-25。 李欣芳,2017,〈薪資穩定、退休制度完備 賴清德:公務員離幸福最接近〉,檢自https://news.ltn.com.tw/news/politics/breakingnews/2233282,2021/12/20。 李新民,2010a,《正向心理學在學校教育的應用》,高雄:麗文。 李新民,2010b,《正向心理學教學活動設計》,高雄:麗文。 李新民,2012,〈國小學生韌性學習介入方案實施成效分析〉,《國民教育學報》,9:5-90。 李新民、朱芷萱,2012,〈快樂網路學習介入方案影響成效初探〉,《樹德科技大學學報》,14(1):275-297。 李新民、黃文三、沈碩彬,2014,〈兒童文教事業高齡工作者的心理資本學習介入方案之實施成效分析〉,《當代教育研究季刊》,22(4):105-148。 林育如,2019,《臺中市政府所屬一級機關公務人員心理資本、情緒勒索與工作壓力之探討》,臺中:逢甲大學公共事務與社會創新研究所碩士論文。 林佳瑩、蔡毓智,2019,《研究方法 :基礎理論與技巧》,臺北:雙葉書廊。譯自Earl R. Babbie. The Basics of Social Research 7th. MA: Cengage Learning. 2016. 林金定、嚴嘉楓、陳美花,2005,〈質性研究方法:訪談模式與實施步驟分析〉,《身心障礙研究》,3(2):122-136。 林錦春,2019,《組織支持感、心理資本對員工創新行為影響之研究-以中央某部會為例》,新北:淡江大學公共行政學系公共政策碩士在職專班碩士論文。 邱皓政,2008,《量化硏究法:SPSS中文視窗版操作實務詳析》,臺北:雙葉。 洪宛君,2016,《以正向心理學為基礎的團體輔導方案對提升經濟弱勢家庭兒童的幸福感和樂觀信念之成效》,臺中:國立臺中教育大學諮商與應用心理學系碩士班碩士論文。 洪美仁、黃建實,2016,〈反官僚現象-以公務人員相關之頭版新聞報導為分析素材〉,《臺灣民主季刊》,13(3):45-92。 栢淑惠,2018,《正向心理輔導方案對國小高年級學童情緒適應影響之研究-以樂高認真玩為引導方式》,新竹:玄奘大學應用心理學系碩士在職專班碩士論文。 許美娟,2011,《樂觀訓練課程對國中生樂觀傾向及幸福感之影響》,新竹:玄奘大學應用心理學系碩士班碩士論文。 許道然,2015,〈公務福利制度的回顧與展望〉,《人事月刊》,361:9-18。 郭美雲,2013,《公務員心理資本影響組織公民行為與幸福感之研究》,臺北:銘傳大學公共事務學系碩士在職專班碩士論文。 郭錦純,2014,《衝突、心理資本、工作壓力與離職意向關係的探討-以財政部北區國稅局為例》,臺北:東吳大學國際經營與貿易學系碩士論文。 陳建順,2020,《軍隊組織承諾、心理資本與工作幸福感之關係》,桃園:國防大學心理碩士班碩士論文。 陳建瑋、季力康, (2009)。〈2×2目標取向與希望對大專運動員競賽壓力因應策略之預測〉,《體育學報》,42(4):71-86。 彭台光、高月慈、林鉦棽,2006,〈管理研究中的共同方法變異:問題本質、影響、測試和補救〉,《管理學報》,23(1):77-98。 黃惠雯、童琬芬、梁文蓁、林兆衛譯,2003,《最新質性方法與硏究》,臺北:韋伯文化國際。譯自Crabtree, B. F., & Miller, W. L. (Eds.). Doing qualitative research.CA: Sage Publications. 1992. 黃煥榮,2021,〈員工幸福感的意涵與影響因素之探討〉,《文官制度》,13(1):67-103。 黃慧真,2017,《國中校長僕人領導對教師工作幸福感之影響-以正向心理資本為中介變項》,臺南:南臺科技大學教育領導與評鑑研究所碩士論文。 楊幼敏,2016,《授權賦能、正向心理資本及組織公民行為關係之研究-以金融監督管理委員會暨所屬機關為例》,臺北:國立臺灣師範大學科技應用與人力資源發展學系碩士論文。 劉仲矩、周玉涵,2016,〈公部門人員情緒勒索認知、工作壓力與離職傾向關聯之研究〉,《人力資源管理學報》,16(1):43-68。 劉國慶,2015,《組織服務氣候、心理資本與服務導向組織公民行為之研究-以臺北市區公所第一線服務人員為例》,新北:淡江大學公共行政學系公共政策碩士在職專班碩士論文。 劉毓玲譯,2000,《21世紀的管理挑戰》,臺北:天下遠見。譯自Peter F. Drucker. Management challenges for the 21st century. NY: Harper Business. 1999. 賴儀娟,2018,《角色壓力與職場退縮傾向的關係:以心理資本為調節變項》,新竹:國立清華大學人力資源與數位學習科技研究所碩士論文。 韓佩凌,2018,〈樂高認真玩引導方法在大學職涯課程的應用〉,《輔導季刊》,54(3):45-56。 韓佩凌、陳柏霖,2017,《正向心理學理論與實務》,臺北:雙葉。 韓佩凌、蕭兆祺,2021,〈優勢視角在員工協助方案的啟發與應用〉,《諮商與輔導》,(431):31-34。 貳、西文部分 American Psychological Association. (2012). “Building your resilience.” Retrieved from https://www.apa.org/topics/resilience. 2023/2/19. Avey, J. B., Luthans, F., Smith, R. M., & Palmer, N. F. (2010). “Impact of positive psychological capital on employee well-being over time.” Journal of Occupational Health Psychology, 15(1): 17–28. Bandura, A. (1982). “Self-efficacy mechanism in human agency.” American Psychologist, 37(2): 122–147. Carver, C. S., & Scheier, M. F. (2005). “Optimism.” In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 231-241). NY: Oxford University Press. Chen, Y.C., Chu, H.C., Wang, P.T. (2021). “Employee Assistance Programs: A Meta‐Analysis.” Journal of employment counseling, 58(4): 144-166. Coutu, D.L. (2002). “How Resilience Works.” Harvard Business Review, 80(5): 46-50. Cropanzano, R., & Wright, T. A. (2001). “When a “Happy” Worker Is Really a “Productive” Worker: A Review and Further Refinement of the Happy-Productive Worker Thesis.” Consulting Psychology Journal: Practice and Research, 53(3): 182-199. Culbertson, S. S., Fullagar, C. J., & Mills, M. J. (2010). “Feeling good and doing great: The relationship between psychological capital and well-being.” Journal of Occupational Health Psychology, 15(4): 421-433. Curry, L. A., & Snyder, C. R. (2000). “Hope takes the field: Mind matters in athletic performances.” In C. R. Snyder (Ed.), Handbook of hope: Theory, measures, and applications (pp. 243-259). San Diego; London: Academic Press. Curry, L. A., Snyder, C. R., Cook, D. L., Ruby, B. C., & Rehm, M. (1997). “Role of hope in academic and sport achievement.” Journal of Personality and Social Psychology, 73(6): 1257-1267. Da, S., He, Y., & Zhang, X. (2020). “Effectiveness of Psychological Capital Intervention and Its Influence on Work-Related Attitudes: Daily Online Self-Learning Method and Randomized Controlled Trial Design.” International journal of environmental research and public health, 17(23): 8754. Dello Russo, S. & Stoykova P. (2015). “Psychological capital intervention (PCI): a replication and extension.” Human Resource Development Quarterly, 26(3): 329-347. Employee Assistance Professionals Association [EAPA] (2010). EAPA Standards and Professional Guidelines for Employee Assistance Programs, Virginia: Employee Assistance Professionals Association. Fredrickson, B. L. (2001). “The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.” American Psychologist, 56(3): 218-226. Fredrickson, B. L. (2009). Positivity. NY: Three rivers press. Gay, L. R. (1992). Educational research competencies for analysis and application (4th ed.). NY: Macmillan. Hobfoll, S. E. (1989). “Conservation of resources: A new attempt at conceptualizing stress.” American Psychologist, 44(3): 513-524. Hobfoll, S. E. (2001). “The influence of culture, community, and the nested-self in the stress process: Advancing conservation of resources theory.” Applied Psychology: An International Review, 50(3): 337-421. James, O., Jilke, S., & Van Ryzin, G. (Eds.). (2017). Experiments in Public Management Research: Challenges and Contributions. Cambridge: Cambridge University Press. Kirkpatrick, D.L. (1998). “The Four Levels of Evaluation.” In: Brown, S.M. & Seidner, C.J. (Eds), Evaluating Corporate Training: Models and Issues. (pp. 95-112) Evaluation in Education and Human Services, vol 46. NY: Springer, Dordrecht. Luthans, F. & Youssef, C.M. (2004). “Human, Social, and Now Positive Psychological Capital Management: Investing in People for Competitive Advantage.” Organizational Dynamics, 33(2): 143-160. Luthans, F. (2002). “The need for and meaning of positive organizational behavior.” Journal of Organizational Behavior, 23(6): 695-706. Luthans, F., Avey, J. B., & Patera, J. L. (2008). “Experimental analysis of a web-based training intervention to develop positive psychological capital.” Academy of Management Learning & Education, 7(2): 209-221. Luthans, F., Avey, J. B., Avolio, B.J., Norman, S.M. & Combs, G.M. (2006). “Psychological Capital Development: Toward a Micro-Intervention.” Journal of Organizational Behavior, 27(3): 387-393. Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). “Positive psychological capital: Measurement and relationship with performance and satisfaction.” Personnel Psychology, 60(3): 541-572. Luthans, F., Avolio, B., Walumbwa, F., & Li, W. (2005). “The psychological capital of Chinese workers: Exploring the relationship with performance.” Management and Organization Review, 1(2):249-271. Luthans, F., Luthans, K., & Luthans, B. (2004). “Positive psychological capital: Beyond human and social capital.” Business Horizons, 47(1): 45-50. Luthans, F., Norman, S. M., Avolio, B. J., & Avey, J. B. (2008). “The mediating role of psychological capital in the supportive organizational climate-employee performance relationship.” Journal of Organizational Behavior, 29(2): 219–238. Luthans, F., Youssef, C. M. & Avolio, B. J. (2007). Psychological capital: Developing the human competitive edge. NY: Oxford University Press. Luthans, F., Youssef, C. M. & Avolio, B. J. (2015). Psychological Capital and Beyond. NY: Oxford University Press. Lyubomirsky, S. (2007). The how of happiness. NY: Penguin. Mads, B., & Maiken, E. (2014). Build and share introduced: Explore positive psychology with LEGO® SERIOUS PLAY. Retrieved from http://www.buildandshare.net. Masten, A. S. (2001). “Ordinary magic: Resilience processes in development.” American Psychologist, 56(3): 227–239. McLeod, J. (2010). “The effectiveness of workplace counselling: a systematic review.” Counselling and Psychotherapy Research, 10(4): 238-248. Minichiello, V., Aroni, R., Timewell, E. & Alexander, L. (1995). In-depth Interviewing. South Melbourne: Longman. Page, L. F., & Donohue, R. (2004). “Positive psychological capital: A preliminary exploration of the construct.” Business and Economics (Working paper of Department of management). 51(4): 1-10. Melbourne: Monash University. Perry, J. L., & H. G. Rainey. (1988). “The Public-Private Distinction in Organization Theory: A Critique and Research Strategy.” Academy of Management Review, 13(2): 182-201. Rego, A., Ribeiro, N., & Cunha, M. P. (2010). “Perceptions of organizational virtuousness and happiness as predictors of organizational citizenship behaviors.” Journal of Business Ethics, 93(2): 215-235. Seligman, M. E. P. (1991). Learned optimism. NY: Alfred A. Knopf Inc. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). “Positive psychology: An introduction.” American Psychologist, 55(1): 5-14. Sin, N.L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: a practice-friendly meta-analysis. Journal of Clinical Psychology, 65(5):467-87. Snyder, C. R. (Ed.). (2000). Handbook of hope: Theory, measures, and applications. San Diego; London: Academic Press. Snyder, C. R., & Lopez, S. J. (2007). Positive Psychology: The Scientific and Practical Explorations of Human Strengths. CA: Sage Publications, Inc. Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). “The will and the ways: Development and validation of an individual-differences measure of hope.” Journal of Personality and Social Psychology, 60(4): 570-585. Snyder, C. R., Rand, K. L., & Sigmon, D. R. (2002). “Hope theory: A member of the positive psychology family.” In Snyder, C. R. & Lopez, S. J. (Eds.), Handbook of positive psychology (pp. 257-276). NY: Oxford University Press. Stajkovic, A. D., & Luthans, F. (1998). “Social cognitive theory and self-efficacy: going beyond traditional motivational and behavioral approaches.” Organizational Dynamics, 26(4): 62-74. Wing, C., Simon, K., & Bello-Gomez, R.A. (2018). “Designing Difference in Difference Studies: Best Practices for Public Health Policy Research.” Annu Rev Public Health, 39: 453-469. Youssef, C. M., & Luthans, F. (2007). “Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience.” Journal of Management, 33(5): 774-800. | - |
dc.identifier.uri | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/87348 | - |
dc.description.abstract | 在這個社會充滿劇變的時代,政府所面臨挑戰並不亞於私部門,公務人員所承受之壓力自然也不小,公務人員身負執行公共政策的重要角色,更應須具備良好的心理素質、適應內外環境壓力與逆境的能力,以及高度的正向心理資本(positive psychological capital)。正向心理資本是個人所具備的正面心理潛能,能使個人對現在與未來採取正面樂觀的歸因,能幫助個人在逆境中堅韌復原,並且有信心努力完成任務,其對個人及組織帶來的正面效益已獲得研究證實。
因此,本研究針對公務人員設計一門正向心理資本的學習介入課程,並實際測試其成效。研究設計採取前後測量等組(pretest posttest non-equivalent group)的準實驗研究設計(quasi-experimental design),並以本研究設計的正向心理資本學習學習介入課程作為實驗刺激,實驗組接受正向心理資本學習介入課程,對照組則進行另一個無關的課程,兩組均分別在實驗處理前、後以正向心理資本量表(PCQ)進行正向心理資本及其希望、自我效能、復原力及樂觀等四個構面的測量。 本研究先以A地方政府公務人員為對象(實驗組15人、對照組18人)進行前導性實驗,以確認研究方向及可行性,所得結果並作為正式實驗設計之參考。另以B地方政府公務人員為正式實驗之研究對象(實驗組與對照組均為32人),針對正式實驗之實驗組亦於課後施以滿意度調查,並對課程講師及部分學員進行半結構式訪談。 本研究綜合量化資料分析及質性訪談結果,提出結論如下: (一)實驗組與對照組研究對象均有中間偏上程度的正向心理資本。 (二)整體而言,學習介入課程對增進正向心理資本之程度未達顯著水準。 (三)對於正向心理資本程度較高的研究對象,學習介入課程在部分構面有顯著的提升效果。 (四)學員認同學習介入課程能提升正向心理資本,惟其在工作或生活之應用上需要更長時間的潛移默化。 基於上述結論,本研究提出未來研究建議及政策建議如下: (一)未來研究建議: 1、建議加強實驗控制與實驗處理之差異,並可增長介入課程實施時間、增加延宕後測或其他不同研究方法。 2、擴大研究對象之範疇,在介入課程內容設計上可針對不同類型人員實際業務與工作環境的差異,量身打造不同的介入活動方案。 (二)政策建議: 1、目前公務人員常態性培訓中鮮少有與正向心理資本相關者,建議未來公部門可逐步推展相關的培力與促進課程。 2、系統性規劃正向心理資本介入課程的整體方案,針對公部門的制度生態及公務人員的特質進行調整,或將次數與時數加以延伸。 3、現行公部門員工協助方案較為偏向在短期問題解決導向,建議未來可結合正向心理資本相關促進課程與活動,營造正向職場環境。 | zh_TW |
dc.description.abstract | In this era of drastic changes, the challenges faced by the government are no less than those of the private sector, and the stress that public servants bear is naturally not small. As civil servants play an important role in implementing public policies, they should have good psychological quality, the ability to adapt to internal and external environmental pressures and adversity, and a high level of positive psychological capital. Positive psychological capital refers to an individual's positive psychological potential, which can enable individuals to adopt positive and optimistic attributions for the present and future, help individuals to recover resilience in adversity, and have confidence in completing tasks. Its positive effects on individuals and organizations have been confirmed by research.
Therefore, this study designed a positive psychological capital learning intervention course for civil servants and tested its effectiveness. The research design adopts a pretest-posttest non-equivalent group quasi-experimental design, and uses the positive psychological capital learning intervention course designed in this study as the experimental stimulus. The experimental group received the positive psychological capital learning intervention course, while the control group underwent another unrelated course. Both groups were measured using the Positive Psychological Capital Questionnaire (PCQ) before and after the experimental treatment to measure positive psychological capital and its four dimensions: hope, self-efficacy, resilience, and optimism. In this study, local government officials of A and B were taken as the research objects, and the pilot experiment (15 people in the experimental group and 18 people in the control group) and the formal experiment (32 people in both the experimental group and the control group) were carried out respectively; In addition, a satisfaction survey was conducted on the experimental group of the formal experiment, and a semi-structured interview was conducted with the course lecturer and some students after class. This study first conducted a pilot experiment on civil servants who were from A local government (15 participants in the experimental group and 18 participants in the control group) in order to confirm the research direction and feasibility. The results were also used as a reference for the formal experimental design. In addition, civil servants from B local government were selected as the research subjects for the formal experiment (with 32 participants in both the experimental and control groups). A satisfaction survey was conducted on the experimental group of the formal experiment, and semi-structured interviews were conducted with the course instructor and some of the students after the course. Based on the findings of the experiment, the satisfaction survey and the qualitative interview results, this study draws conclusions as follows: 1. Both the experimental and control groups had a moderate level of positive psychological capital. 2. Overall, the learning intervention program did not significantly improve the degree of positive psychological capital. 3. For research subjects with higher levels of positive psychological capital, the learning intervention program had a significant improvement effect on some dimensions. 4. The participants agree that the learning intervention program could enhance positive psychological capital, but it needs more time to be applied in their work or life subconsciously. Based on the above conclusions, this study proposes future research and policy recommendations as follows: 1. Suggestions for future research: (1) Strengthen the difference between experimental control and experimental treatment, increase the implementation time of intervention courses, increase delayed posttests and different research methods. (2) To further expand the scope of the research object, in the content design of the intervention course, we can tailor different intervention activity plans according to the differences in the actual business and working environment of different types of civil servants. 2. Suggestions for public human resources policy: (1) At present, there are few courses related to positive psychological capital in the normal training of civil servants. This study suggests that in the future, public sectors can gradually promote relevant training and promotion courses. (2) Systematically plan the overall program of positive psychological capital intervention courses, adjust according to the institutional ecology of the public sector and the characteristics of civil servants, or extend the number of times and hours. (3) The current employee assistance programs in the public sector are more oriented toward short-term problem solving. It is suggested that in the future, courses and activities related to positive psychological capital can be combined to create a positive workplace. | en |
dc.description.provenance | Submitted by admin ntu (admin@lib.ntu.edu.tw) on 2023-05-18T17:12:35Z No. of bitstreams: 0 | en |
dc.description.provenance | Made available in DSpace on 2023-05-18T17:12:35Z (GMT). No. of bitstreams: 0 | en |
dc.description.tableofcontents | 口試委員會審定書 I
謝辭 II 中文摘要 III 英文摘要 V 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與問題 4 第三節 研究流程 5 第二章 文獻回顧 7 第一節 正向心理資本之內涵 7 第二節 正向心理資本之應用與開發 14 第三節 公務人員正向心理資本的相關研究 20 第四節 小結 22 第三章 研究設計與方法 25 第一節 研究方法 25 第二節 研究對象 29 第三節 研究工具 30 第四節 正向心理資本學習介入課程設計與操作 34 第五節 資料分析方法 37 第四章 前導性實驗 39 第一節 實驗發現 39 第二節 前導性實驗之應用 42 第五章 正式實驗 45 第一節 滿意度調查統計結果 45 第二節 量化資料分析與發現 47 第三節 質性訪談分析與綜合討論 67 第六章 結論與建議 75 第一節 研究結論 75 第二節 研究限制與建議 79 參考文獻 85 附錄 95 附錄一:實驗組正向心理資本學習介入課程內容大綱 95 附錄二:前導性實驗對照組-助人技巧增進課程內容大綱 97 附錄三:正式實驗對照組-職場不法侵害預防課程內容大綱 98 附錄四:正向心理資本學習介入課程講師 訪談紀要 99 附錄五:PCQ量表問卷 102 附錄六:量表使用同意書 104 附錄七:正式實驗之PCQ量表信度及效度檢驗結果摘要表 106 | - |
dc.language.iso | zh_TW | - |
dc.title | 公務人員正向心理資本之學習介入課程成效分析 | zh_TW |
dc.title | The Effects of Positive Psychological Capital Learning Intervention Program for Civil Servants | en |
dc.type | Thesis | - |
dc.date.schoolyear | 111-2 | - |
dc.description.degree | 碩士 | - |
dc.contributor.oralexamcommittee | 黃婉玲;張鎧如 | zh_TW |
dc.contributor.oralexamcommittee | Wan-Ling Huang;Kaiju Chang | en |
dc.subject.keyword | 正向心理資本,公務人員,正向心理資本介入,準實驗設計,員工協助方案, | zh_TW |
dc.subject.keyword | positive psychological capital,civil servant,positive psychological capital intervention,quasi-experimental design,employee assistance programs, | en |
dc.relation.page | 107 | - |
dc.identifier.doi | 10.6342/NTU202300678 | - |
dc.rights.note | 同意授權(限校園內公開) | - |
dc.date.accepted | 2023-03-21 | - |
dc.contributor.author-college | 社會科學院 | - |
dc.contributor.author-dept | 政治學系 | - |
顯示於系所單位: | 政治學系 |
文件中的檔案:
檔案 | 大小 | 格式 | |
---|---|---|---|
ntu-111-2.pdf 授權僅限NTU校內IP使用(校園外請利用VPN校外連線服務) | 7.96 MB | Adobe PDF | 檢視/開啟 |
系統中的文件,除了特別指名其著作權條款之外,均受到著作權保護,並且保留所有的權利。