The Relationship between Customers’ Switching Cost and Repurchase Intention: The Moderating Role of Satisfaction

Past researches suggest that switching cost could retain customers and increase their repurchase intention; however, this study does not completely agree with this statement. By treating custom-ers ’ satisfaction as the moderating variable, this study attempts to identify the relationship be-tween switching cost and customers ’ repurchase intention. The research subjects of this study were consumers of mobile phone communication service in Taiwan; the customer satisfaction was divided into high, medium and low degrees. The results indicated that upon different degrees of customer satisfaction, there are different relationships between switching cost and customers’ repurchase intention. Specifically, with high or low customer satisfaction, there is no significant relationship between switching cost and customers ’ repurchase intention. Only with medium cus-tomer satisfaction, there is a significant and positive relationship between switching cost and cus-tomers ’ repurchase intention. Therefore, the enterprises should take care that customer satisfac-tion can not be too low; otherwise, only relying on switching cost, they will not be able to keep the customers

師培生任教意願之動態性研究 A Dynamic Study of Student Teachers’ Teaching Willingness

任教意願是師培生是否進入教育職場的重要前因之一。但是自從我國師資培育法頒佈之後，很少研究針對師培生深入探討任教意願。為了彌補此研究缺口，本研究從動態歷程的觀點，了解在師培教育的不同階段歷程中，師培生的任教意願與其影響因素的變動。本研究以517 位師培生為研究樣本，並採用單因子變異數分析進行資料分析。研究結果顯示，師培生的任教意願及其個人特質、重要他人等因素對任教意願的重要程度，會隨著接受師培時間的增加呈現遞減，而政策與法令、就業現況等因素的重要程度則呈現遞增；至於工作特性與環境的重要程度，則在學生時期逐漸遞增，並在實習中達到頂峰，實習結束後則呈現遞減。最後，根據研究結果，提出學術研究與管理實務的意涵與建議。 Teaching willingness is one of the most important antecedents of whether student teachers enter into teaching career. However, little research had provided an in-depth exploration of the teaching willingness of student teachers since the Teacher Cultivation Law was proclaimed in Taiwan. To fill up the research gap, this study from a dynamic perspective explored the change of student teachers’ teaching willingness and its determinants across different periods of student teachers’ education. This study collected 517 student teachers as a research sample and used one-way ANOVA to conduct data analysis. The study results showed that student teachers’ teaching willingness, and the importance of “personality factor” and “significant others” on teaching willingness decrease with the time of accepting teacher cultivation, but the importance of “policy and law” and “present employment situation” increases. In addition, the importance of “work characteristics and environment” increases during the college period and reaches the top during the period of “intern teachers”, and then decreases. Finally, based on study results, this study provided implications and suggestions to academic research and managerial practices

影響國中階段貧窮學生學業表現之因素探析―以臺灣兒童暨家庭扶助基金會扶助對象為例 Factors Affecting the Academic Achievement of Financially Disadvantaged Junior High School Students: A Case Study of Beneficiaries of the Taiwan Fund for Children and Families

本研究是以財團法人臺灣兒童暨家庭扶助基金會執行並釋出的「臺灣兒童及少年長期追蹤調查計畫」，共有1402位國中學生進行分析，以瞭解親子關係、師生關係、教育期望及學習狀況等因素對學業表現的影響。相關資料經由結構方程模式統計檢定後，整體效果的分析顯示：1.親子關係對學業表現有負向顯著性影響；2.師生關係對學業表現有負向顯著性影響；3.師生關係對學習狀況會產生顯著正向影響；4.教育期望對學習狀況會產生顯著正向影響；5.學習狀況會對學業表現產生顯著正向影響；6.親子關係、師生關係、教育期望對學業表現的影響路徑亦可透過學習狀況的中介效果進而影 響。最後根據研究結果，提出相關建議供學校參考。 This research aimed to explore the effects of parent-child relationships, teacher-student relationships, educational expectations, learning situations, and academic achievement on academic performance. The sample was comprised of 1402 junior high school students, and was drawn from the “Taiwan panel study of children and youth”. After analysis, the major conclusions of the study were as follows: 1. parent-child relationships have a negative influence on academic achievement; 2. teacher-student relationships have a negative influence on academic achievement; 3. teacher-student relationships have a positive influence on learning situations; 4. educational expectations have a positive influence on learning situations; 5. learning situations have a positive influence on academic achievement; 6. learning situations have a significant mediating effect on the relationships among parent-child relationships, teacher-student relationships, and educational expectations. Finally, a number of suggestions based on the findings are offered as a reference for school administrators

Compassionate Treatment of Brainstem Tumors with Boron Neutron Capture Therapy: A Case Series

Brainstem tumors are heterogenous and cancerous glioma tumors arising from the midbrain, pons, and the medulla that are relatively common in children, accounting for 10% to 20% of all pediatric brain tumors. However, the prognosis of aggressive brainstem gliomas remains extremely poor despite aggressive treatment with chemotherapy and radiotherapy. That means there are many life-threatening patients who have exhausted all available treatment options and are beginning to face end-of-life stage. Therefore, the unique properties of highly selective heavy particle irradiation with boron neutron capture therapy (BNCT) may be well suited to prolong the lives of patients with end-stage brainstem gliomas. Herein, we report a case series of life-threatening patients with end-stage brainstem glioma who eligible for Emergency and Compassionate Use, in whom we performed a scheduled two fractions of salvage BNCT strategy with low treatment dosage each time. No patients experienced acute or late adverse events related to BNCT. There were 3 patients who relapsed after two fractionated BNCT treatment, characterized by younger age, lower T/N ratio, and receiving lower treatment dose. Therefore, two fractionated low-dose BNCT may be a promising treatment for end-stage brainstem tumors. For younger patients with low T/N ratios, more fractionated low-dose BNCT should be considered