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Julia and the Triple C

為了解決C if else的問題，作者Gnosspelius, Staffan 這樣論述：

Join the Triple C, the Children’s Childish Club, and be as childish as you like! Julia’s bad day takes a turn in this delightful debut picture book that shows the joy that can come from simply being a child.Julia has had a terrible day and her uncle is trying to cheer her up after school. He does th

is by introducing her to the Triple C, the Childish Children’s Club. The Club encourages people to slow down and enjoy certain things that are easy to neglect. Like walking at your own pace even if everybody else is rushing past, smiling at strangers, jumping in puddles, collecting conkers, and, esp

ecially, asking ’Are we there yet?’ as many times as you like. Or simply by imagining silly or preposterous or lovely things. Staffan Gnosspelius’s delightful, sometimes hilarious, and utterly unique illustrations are full of emotion and the perfect complement to this story of making a bad day bette

r. Julia and the Triple C will inspire young readers in simple and unexpected ways. Staffan Gnosspelius was born and raised in Sweden, but now lives and works in London where he likes to ride around on a bicycle. He studied at Edinburgh College of Art and at Chelsea College of Art and Design. Staf

fan says, Drawing is at the core of what I do. I draw for pleasure. I doodle when I don’t know what to draw. I draw when things are hard. Then the act of drawing is like a release valve to take the pressure off. Drawing and creating artwork is a way for me to digest the world around me and the world

inside me. When he’s not drawing or riding his bicycle, he also like to grow and cook and eat food.

C if else進入發燒排行的影片

YouTuber如何影響觀看者資訊採用意願？－多元理論觀點之模型

為了解決C if else的問題，作者林佩儀 這樣論述：

本研究整合多元理論探討YouTuber與觀看者之間的互動關係，具體而言，以「推敲可能性模型（Elaboration Likelihood Model, ELM）」、「社會影響理論（Social Influence Model）」與「社會認同理論（Social Identity Theory, SIT）」，建構YouTuber如何影響觀看者的資訊採用決策模型。本研究採用非隨機準實驗設計法（Quasi-Experiment Method）進行多元實證資料蒐集，以偏最小平方結構方程模型進行分析與假說驗證。透過620位曾使用社群媒體或YouTube的樣本分析結果顯示：YouTuber的「可信賴性（T

rustworthiness）」、「專業性（Expertise）」與「相似性（Similarity）」，內容的「創新性（Innovativeness）」、「豐富性（Richness）」與「關鍵多數（Critical Mass）」會透過「來源吸引力（Source Attractiveness）」與「資訊可信度（Information Credibility）」中介機制進一步影響觀看者的資訊採用意願（Adoption Intention），涉及了「順從（Compliance）－關鍵多數」、「認同（Identification）－來源吸引力」與「內化（Internalization）－資訊可信度」三

個社會影響過程。此外，本研究深化過去學理，發現YouTuber與觀看者間的「相似性」及內容的「創新性」，對於「來源吸引力」與「資訊可信度」的影響關係呈現非線性的現象。最後，本研究也延伸過去資訊採用決策的學理，發現YouTuber的「性別」與「年齡」會促進「YouTuber屬性特徵」對「來源吸引力」與「資訊可信度」之影響，觀看者的「性別」會促進「來源吸引力」與對「資訊採用意願」之影響；除了深化過去行銷傳播與社群媒體的文獻之外，也提供行銷經理人擬定行銷推廣方案之具體建議。

Enjoy French Intermediate to Upper Intermediate Course: Improve Your Fluency and Communicate with Ease

為了解決C if else的問題，作者Christensen, Mary C. 這樣論述：

Do you want to have more meaningful conversations in French? Do you want to feel comfortable in a variety of situations?Based on authentic texts, such as songs, poems, and conversations between native speakers, this course will help you improve and build upon the language you already have so that yo

u develop your skills to a level where you can enjoy communicating in French. Incorporating information about the culture, history and geography of France and its influence on the language, you will be introduced to the more advanced points of French grammar, as well as more colloquial language, and

develop your vocabulary so you can express your opinion on a number of topics, as well as react to other people's opinions. What will I achieve by the end of the course?By the end of Enjoy French you will have increased your capacity to understand the spoken and written language, and furthered your

ability to communicate with French speakers, orally and in writing. This course aims to take you from a good intermediate level (B2 on the Common European Framework of Reference for languages / Advanced Low of the ACTFL) and help you progress up to a C1 / Advanced High level. Is this course for me?

If you already know some French and want to take it further, this is the course for you. It's perfect for the self-study learner, with a one-to-one tutor, or for the post-beginner classroom. What do I get?A coursebook with over two hours of audio online that features: - Ten units that cover more com

plex situations than your basic tourist scenarios- Carefully levelled and sequenced material - a solid path to build up your knowledge- Authentic texts, such as poems, songs, excerpts and conversations to present the language- Learn through the Discovery Method which helps you notice patterns and re

tain the language you learn- Learn to learn - tips and advice on becoming a better language learner- Easy to use workbook format. What else can I use to learn French?If you require an absolute beginner course, you can try our Get Started in French 9781444174595If you want a comprehensive beginner to

intermediate course, you should try our Complete French 9781444177299 Rely on Teach Yourself, trusted by language learners for over 75 years. Mary C. Christensen, PhD holds a Doctorate in Romance Languages and Literatures with a specialisation in French from the University of Michigan. She is cur

rently Associate Professor of French at the State University of New York at New Paltz and teaches classes in French language, literature and civilization. Mercedes Rooney has undergraduate degrees in English and Spanish with a Master’s in English Literature and Civilization from the Université de Fr

anche-Comté in Besançon, France. A native speaker of French, she holds a position as Lecturer of French at the State University of New York at New Paltz where she teaches French language, literature and culture courses at all levels.

知覺屈就對創造力的關係：權力感與謙遜領導的中介、調節作用

為了解決C if else的問題，作者顏嘉佑 這樣論述：

知覺屈就會影響權力感、良性忌妒與惡性忌妒，進而影響創造力與反生產力工作行為。首先，本研究探討權力感、良性忌妒與惡性忌妒中介知覺屈就對創造力與反生產力工作行為的關係。其次，探討權力感、良性忌妒與惡性忌妒於上述關係的中介角色。最後，本研究也探討謙遜領導緩解知覺屈就與權力感、良性忌妒與惡性忌妒間的關係，進而改變員工行為。本研究使用兩時間點的問卷調查法請臺灣民營企業的員工填寫，有效問卷共91份。假設驗證透過迴歸分析與Process進行。研究結果發現：(1)知覺屈就與權力感之間具有負向關聯性、知覺屈就與良性忌妒、惡性忌妒之間具有正向關聯性；(2) 權力感與創造力之間具有正向關聯性；(3) 知覺屈就與創

造力之間具有負向關聯性、知覺屈就與CWB不具顯著關聯性；(4) 知覺屈就者雖然會減少創造力行為的產生，但在謙遜領導的作用下會降低知覺屈就帶來的負面效果。最後，本研究建議如下：(1) 企業可多使用情境式面談甄選追求進步與挑戰的員工；(2) 建議主管與部屬間多增加正向情感交流，並提供部屬抒發情緒管道；(3)企業在招聘員工時，提供「真實工作預覽」，使求職者於任用過程中了解自己是否適任，減少知覺屈就的感受。