Get achievement的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列免費下載的地點或者是各式教學

On Becoming an American Writer: Essays and Nonfiction

為了解決Get achievement的問題，作者McPherson, James Alan 這樣論述：

Discover the unique mind and humane vision of an under-recognized American author. Encompassing themes of race, education, fame, law, and America’s past and future, these essays are James Alan McPherson at his most prescient and invaluable.Born in segregated 1940s Georgia, McPherson graduated fro

m Harvard Law School only to give up law and become a writer. In 1978, he became the first Black author to win the Pulitzer Prize for fiction. But all the while, McPherson was also writing and publishing nonfiction that stand beside contemporaries such as James Baldwin and Joan Didion, as this colle

ction amply proves. These essays range from McPherson’s profile of comedian Richard Pryor on the cusp of his stardom; a moving tribute to his mentor, Ralph Ellison; a near fatal battle with viral meningitis; and the story of how McPherson became a reluctant landlord to an elderly Black woman and her

family. There are meditations on family as the author travels to Disneyland with his daughter, on the nuances of a neighborhood debate about naming a street after Malcolm X or Dr. Martin Luther King, and, throughout, those connections that make us most deeply human--including connections between wr

iter and reader. McPherson writes of his early education, ＂The structure of white supremacy had been so successful that even some of our parents and teachers had been conscripted into policing the natural curiosity of young people. We were actively discouraged from reading. We were encouraged to acc

ept our lot. We were not told that books just might contain extremely important keys which would enable us to break out of the mental jails that have been constructed to contain us.＂ The collection’s curator, Anthony Walton, writes, ＂In his nonfiction, McPherson was often looking for a way ’beyond’

the morasses in which Americans find themselves mired. His work is a model of humanistic imagining, an attempt to perform a healing that would, if successful, be the greatest magic trick in American history: to ’get past’ race, to help create a singular American identity that was no longer marred by

the existential tragedies of the nation’s first 400 years. He attempted this profound reimagining of America while simultaneously remaining completely immersed in African American history and culture. His achievement demonstrates that an abiding love for black folks and black life can rest alongsid

e a mastery of ’The King’s English’ and a sincere desire to be received as an American citizen and participant in democracy. It is time for that imaginative work to be fully comprehended and for this simultaneously American and African American genius to assume a fully recognized place beside the ot

her constitutive voices in our national literature.＂ This is a collection is for any reader seeking a better understanding of our world and a connection to a wise and wickedly funny writer who speaks with forceful relevance and clarity across the decades. On Becoming an American Writer is part of Go

dine’s Nonpareil imprint: celebrating the joy of discovery with books bound to be classics.

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臺南市國民小學教師領導風格與班級經營策略 及其相關因素之研究

為了解決Get achievement的問題，作者余亭瀅 這樣論述：

本研究旨在探討臺南市國小教師領導風格與班級經營策略之現況及相關性，並分析不同背景變項的教師在領導風格與班級經營策略的差異情形。 本研究採用問卷調查法，以「國小教師領導風格與班級經營策略調查問卷」作為研究工具，以110學年度下學期之臺南市國小教師為研究對象，有效問卷共計350份。抽樣方式採分層立意抽樣，問卷回收後，將調查所獲資料，以應用統計軟體SPSS20版，進行描述性統計分析、獨立樣本t考驗、單因子變異數分析，以及皮爾森積差相關分析等統計方法處理。歸納本研究分析結果，得到以下結論：1. 臺南市國小教師在「教師領導風格」和「教師班級經營策略」的使用方面偏向中度及中高程度的表現。2. 不同

教師服務年資之臺南市國小教師在教師領導風格上有顯著差異，而性別、學歷、不同學校規模、職務及任教年級則無顯著差異。3. 臺南市國小教師的班級經營策略因學歷、年資和職務領導風格的不同有顯著差異，而性別、不同學校規模及任教年級則無顯著差異。4. 臺南市國小教師的在「領導風格」和「班級經營策略」有正相關。

The Rise of the Rest: How Entrepreneurs in Surprising Places Are Building the New American Dream

為了解決Get achievement的問題，作者 這樣論述：

Steve Case, cofounder of America Online and Revolution and New York Times bestselling author of The Third Wave, shows how entrepreneurs across the country are building groundbreaking companies, renewing communities, and creating new jobs--in the process reimagining the American landscape and brin

ging people together around a shared future.In 2014, Steve Case launched Revolution’s Rise of the Rest, an initiative to accelerate the growth of tech startups across the country. Rise of the Rest is based on a simple idea: cities can be renewed and rise again if they develop a vibrant startup cultu

re. A visionary entrepreneur himself, Case believes that great entrepreneurs can be found anywhere, and can thrive with the proper support and investment. In fact, they’re key to the American DNA. After all, America itself was a startup. It struggled to get going and almost didn’t make it. Today it’

s the leader of the free world, in part because it has the world’s largest economy--a testament to several generations of pioneering entrepreneurs. But America needs help keeping its promises, as it is harder today for innovators who live outside the major tech hubs. For most of the past decade, sev

enty-five percent of venture capital has gone to just three states--California, New York, and Massachusetts--while the forty-seven states making up the rest of the country have been forced to share the remaining twenty-five percent. And it’s even harder for some people no matter where they live. Les

s than ten percent of venture capital currently goes to female founders, and less than one percent to Black founders. Since new companies--startups--are responsible for net new job creation, it is essential that entrepreneurs everywhere have the opportunity to start and scale companies. Rise of the

Rest is about leveling the playing field for everybody, and in the process creating opportunity and jobs for the people and places that have been left behind. This book tells that story and provides a hopeful perspective on the future of America. In Rise of the Rest: How Entrepreneurs in Surprising

Places are Building the New American Dream, Case takes readers on an exhilarating journey into the startup communities that are transforming cities nationwide. Rise of the Rest’s signature road trips, on a big red tour bus, have created significant local and national buzz and spotlighted communities

large and small that have committed to a new tech-enabled future. Along the way, Case introduces readers to dozens of entrepreneurs whose inspirational stories of struggle and achievement match the most iconic examples of American invention. To date, Case has traveled to forty-three cities on his R

ise of the Rest bus tour and has been featured on 60 Minutes, and in The New York Times, USA TODAY, Fast Company, and The Wall Street Journal. With dedicated venture funds, backed by an iconic group of investors, executives, and entrepreneurs including Jeff Bezos, Eric Schmidt, Meg Whitman, John Do

err, Sara Blakely, and Ray Dalio, Rise of the Rest also invests in the most promising high-growth startups located anywhere in the US outside of Silicon Valley, New York City, and Boston. The fund has invested in more than 175 companies across more than eighty cities, including: Phoenix, Chattanooga

, Chicago, Denver, Detroit, Louisville, Baltimore, Columbus, St. Louis, Green Bay, Madison, Buffalo, Kansas City, Minneapolis, Cincinnati, Miami, Dallas, Salt Lake City, Omaha, Atlanta, Pittsburgh, Nashville, Indianapolis, New Orleans, and dozens of others

運用「合作策略閱讀法」提升國中九年級英語閱讀理解能力與學習動機之研究

為了解決Get achievement的問題，作者陳鏡方 這樣論述：

本研究旨在探討「合作策略閱讀法」融入國中英語科教學方式，和對提升國中九年級英語閱讀理解能力與學習動機之成效，以及教師實施合作策略閱讀法融入國中英語科對專業成長之影響。本研究以臺中市一所公立國中九年級32名學生為研究對象，實施為期七週課程，採用前實驗研究法之單組前後測設計進行實驗教學，以「校內定期學習評量」、「英語閱讀動機量表」為主要工具，實施前後測，以及「學習日誌」、「教師省思日誌」、「諍友教師觀察與建議單」「合作策略閱讀法回饋單」、「學生訪談」質性資料為輔。本研究結果如下：一、教師可遵循「合作策略閱讀法」實施教學並做適時調整。（一）「預覽預測」：教師可視情況合併腦力激盪與預測的小組討論時間

。（二）「理解與疑惑」：在小組討論時，教師可隨機抽問學生來瞭解疑問理解狀況。（三）「獲取要點」：在小組討論時，教師設定響鈴提醒學生時間。（四）「總結」：報告者上台提問調整為一至二個問題。（五）教師可抽籤交換各組專家。二、運用「合作策略閱讀法」對國中九年級學生的英語閱讀理解能力無顯著差異，然而學生在合作策略閱讀法回饋單與學生訪談中自述合作策略閱讀法有助其英語閱讀理解。（一）學生認為「合作策略閱讀法」能幫助理解文章。（二）學生認為「合作策略閱讀法」能幫助更快速掌握閱讀重點。（三）學生認為「合作策略閱讀法」小組討論反思能幫助理解程度提升。三、運用「合作策略閱讀法」可提升國中九年級學生的英語學習動機，

在英語學習動機量表的「出類拔萃」構面達到顯著水準，且學生自述合作策略閱讀法能提升其英語學習動機。（一）學生認為「合作策略閱讀法」融入英語課程能增加學習英語的信心。（二）學生認為「合作策略閱讀法」融入英語課程能增加主動學習英語的動力。（三）學生認為「合作策略閱讀法」融入英語課程能增加學習英語的樂趣。四、「合作策略閱讀法」能提升教師專業成長。（一）教師善用「合作策略閱讀法」融入課程可以提升課程規劃能力與英語教學成效。（二）研究諍友提供教師專業省思與回饋之必要。根據上述研究結果，研究者提出在教學與未來研究之建議，以供參考。