Icon Search的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列問答集和資訊懶人包

Ayn Rand and the Russian Intelligentsia: The Origins of an Icon of the American Right

為了解決Icon Search的問題，作者Offord, Derek 這樣論述：

This book examines the writings of the American novelist Ayn Rand, especially The Fountainhead (1943) and Atlas Shrugged (1957), which Rand considered her definitive statement about the need for an unregulated free market in which superior humans could fully realize themselves by living for no-on

e but themselves. It explores Rand’s conception of American identity, which exalted individualism and capitalism, and her solution for saving the modern American nation, which she believed was losing the spirit of its 18th- and 19th-century founders and frontiersmen, having been degraded morally and

economically by the rampant socialism of the mid-20th-century world. Derek Offord crucially goes on to analyse how Rand’s writings functioned as a vehicle in which she, a Russian-Jewish writer born in St Petersburg in 1905, engaged with ideas that had long animated the Russian intelligentsia. Her c

onception of human nature and of a utopian community capable of satisfying its needs; her reversal of conventional valuations of self-sacrifice and selfishness; her division of humans into an extraordinary minority and the ordinary mass; her comparison of competing civilizations - in all these areas

, Offord argues that Rand drew on Russian debates and transposed them to a different context. Even the type of novel she writes, the novel of ideas, is informed by the polemical methods and habits of the Russian intelligentsia. The book concludes that her search for a brave new world continues to ha

ve topicality in the 21st century, with its populist critiques of liberal democracies and acrimonious debates about countries’ moral, social, and economic priorities and their identities, inequalities, and social tensions.

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國中綜合活動領域教師專業發展之個案研究─ 以兩位師鐸獎得主為例

為了解決Icon Search的問題，作者陳欣憶 這樣論述：

本研究旨在探討師鐸獎教師專業發展的歷程以及其影響因素。為達成研究目的，本研究採用個案研究法，以兩位國中綜合活動領域榮獲師鐸獎的教師為研究參與者，透過半結構式訪談、教學觀察與文件分析等方式蒐集資料，將研究資料進行編碼、形成類別、連結類別以形成主題。本研究歸納出九項結論：1.個案教師於職前教育階段獲得學科內容知識；2.個案教師深受實習輔導老師的影響而孕育出教育專業精神；3.個案教師擔任教職後持續增進各類教學專業知識；4.個案教師透過正式及非正式活動來提升教學專業知識；5.個案教師能將其教學專業知識應用於教學現場；6.個案教師專業發展受到內在及外在因素的影響；7.專業發展經驗能發揮教師增能的作用；

8.個案教師的專業發展經驗影響了學生的學習能力；9.個案教師的專業發展經驗帶動了專業共享的教師文化。

Joy: Life Lessons from a Tuscan Villa

為了解決Icon Search的問題，作者Travis, Debbie 這樣論述：

DEBBIE TRAVIS is an international television icon, a bestselling author, a newspaper columnist, a sought-after public speaker and the centre of a small business empire. Her shows, Debbie Travis’ Painted House, Debbie Travis’ Facelift, From The Ground Up and All For One and, most recently the six-par

t documentary, La Dolce Debbie, have been seen in Canada, the United States and 80 other countries. She has authored ten previous books (eight on decorating); Oprah has called her the master of paint and plaster. Having stepped back from TV producing, Travis renovated an ancient property in Tuscany

into a luxury boutique hotel. Here she hosts unique retreats where guests can experience the Tuscan lifestyle. Debbie shares her journey with her husband, Hans, and two sons, Josh and Max. JACKY BROWN is a graduate of the London College of Naturopathic Medicine, a qualified Nutritional Therapist, Di

p CNM, registered with BANT (British Association of Nutritional Therapists), CNHC and the ANP. Jacky lives with her family in London, England. STACEY VAN BERKEL is a passionate creator of beautiful images who has travelled all over the world in search of them. Her work has been featured in numerous

international magazines and ad campaigns. She lives in North Carolina.

以「我的繪本有聲書」提升一位國中三年級低成就學生英文閱讀能力之個案研究

為了解決Icon Search的問題，作者陳家洳 這樣論述：

近年來雙語國家政策的推行加重了「英文閱讀能力」的重要性，也使得國中英文M型化現狀成為課程改革的焦點。本研究旨在探究如何建構英文閱讀低成就學習者早期的英文閱讀能力。 本研究以一位國中三年級低成就英文閱讀學生為研究對象。教學者至學習者家中進行三個半月的一對一教學，透過融合Jeanne Chall「閱讀發展階段」理論與「繪本有聲書」的教學，檢視如何能有效提升「預測」、「字母拼音」、「自動流暢化識字」及「摘要撰寫」等能力。 研究分析發現，Chall理論能協助此低成就學生獲取「預測」、「字母拼音」及「自動流暢化識字」等能力。第三階段的「摘要撰寫」則需積累更多閱讀經驗，及相關寫作能力（如文法、字彙）

，才能達到完整寫出英文字句的學習目標。閱讀第零階段「預測」的學習中，適時的探問可加深學習者的思考，教學者可透過學習單的設計，增加學習者自我闡述的機會，提高學習動機。閱讀第一階段「字母拼音」則為是否成功閱讀的關鍵指標，包含「音節力」的醞釀、「重音」與「輕音」的教學順序，「聽寫字詞」需更多的教學鷹架輔助、密集的練習需求，及應用「母音」的重要性，「看字讀音」唸字練習的重要性、「語境」對於翻譯能力的影響等探究結果。閱讀第二階段「自動流暢化識字」聚焦於口語及閱讀的「流暢度與正確度」，閱讀理解更伴隨「重練習」的過程獲得提升。閱讀第三階段「摘要撰寫」則發現學習者尚未到達用英文書寫表達，其「書寫字母」及「文法

閱讀與應用」還需一定數量的練習，才能達到撰寫摘要的能力。最後，透過對學習者家人的訪談與觀察，本研究的發現建議家長培養一雙看見孩子內在資源的眼睛，提供學習路上適當的支援與鼓舞，減少施加的壓力與情緒，並嘗試一同參與孩子學習的過程。