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Before We Sleep

為了解決Return to Sender的問題，作者Lent, Jeffrey/ Lewis, Christa (NRT) 這樣論述：

Katey Snow, seventeen, slips the pickup into neutral and rolls silently out of the driveway of her Vermont home, her parents, Oliver and Ruth, still asleep. She isn't so much running away as on a journey of discovery. She carries with her a packet of letters addressed to her mother from an old army

buddy of her father's. She has only recently been told that Oliver, who she adores more than anyone, isn't her biological father. She hopes the letter's sender will have answers to her many questions. Before We Sleep moves gracefully between Katey's perspective on the road and her mother, Ruth's. Th

rough Ruth's recollections, we learn of her courtship with Oliver, their marriage on the eve of war, and his return as a changed man. Oliver had always been a bit dreamy, but became more remote, finding solace most of all in repairing fiddles. There were adjustments, accommodations, sacrifices-but t

he family went on to find its own rhythms, satisfactions, and happiness. Now Katey's journey may rearrange the Snows' story.

Return to Sender進入發燒排行的影片

以活動理論探討住院醫師追蹤前病人行為

為了解決Return to Sender的問題，作者郭芳佑 這樣論述：

研究背景：知道病人病情的進展及治療的效果對於受訓中的醫師而言是很重要的。近年因醫療訓練環境改革，受訓醫師的工時受到限制，同時也影響住院醫師照護病人的時間。因此，住院醫師要知道已經交班或出院後的病人的疾病變化以及治療的效果，僅能夠透過追蹤前病人的方式來取得回饋。目的：本研究以文化歷史活動理論為理論架構來探討住院醫師追蹤前病人的行為及影響因子。研究方法：本研究採用質性研究的個案研究法，收案對象以台北市某醫學中心住院醫師為對象採滾雪球方式進行招募，收案期間為2020年4月到2021年9月。研究者使用半結構式的訪談大綱，以深度訪談來進行資料蒐集。資料分析以Engeström的文化歷史活動理論為架構探

討整體活動脈絡。結果：本研究共收案了 20 名住院醫師。在住院醫師追蹤前病人的活動中，在工具方面他們使用了筆記本、手機APP還有電子病歷系統；在規則方面包含訓練上的要求還有出院後準備及追蹤管理計畫；在社群中包含了主治醫師、同儕和病人；在分工方面則是包含了照護責任的延續、出院後的電訪追蹤還有照護後的持續學習。本研究發現了三項活動脈絡：自主學習、完成任務要求和延續照護責任。而活動脈絡又可被歸類為四種個案類型：自主學習者、接受訓練者、完成02025B與受人請託者。在追蹤前病人的過程中，經常會遇到幾個障礙：臨床工作繁忙，與患者的關係不佳。有些住院醫師期望一個資訊系統能夠幫助他們保存他們感興趣的病人的資

料，並在病人出院或返回醫院時提醒他們，以達到追蹤病人的目的。

Before We Sleep

為了解決Return to Sender的問題，作者Lent, Jeffrey/ Lewis, Christa (NRT) 這樣論述：

Katey Snow, seventeen, slips the pickup into neutral and rolls silently out of the driveway of her Vermont home, her parents, Oliver and Ruth, still asleep. She isn't so much running away as on a journey of discovery. She carries with her a packet of letters addressed to her mother from an old army

buddy of her father's. She has only recently been told that Oliver, who she adores more than anyone, isn't her biological father. She hopes the letter's sender will have answers to her many questions. Before We Sleep moves gracefully between Katey's perspective on the road and her mother, Ruth's. Th

rough Ruth's recollections, we learn of her courtship with Oliver, their marriage on the eve of war, and his return as a changed man. Oliver had always been a bit dreamy, but became more remote, finding solace most of all in repairing fiddles. There were adjustments, accommodations, sacrifices-but t

he family went on to find its own rhythms, satisfactions, and happiness. Now Katey's journey may rearrange the Snows' story.

探討STEAM課程統整模式對國小學生學習成效之影響-以「降溫小屋」為例

為了解決Return to Sender的問題，作者巫茲棋 這樣論述：

本研究依照十二年國民基本教育課程綱要之教育理念，以自然領域「熱的傳播方式」為教學主軸，參考各領域的學習內容，發展出適合國小五年級之STEAM課程統整模式，並探討學生在進行STEAM課程統整教學後是否有學習改變。本研究之課程設計為使學生能主動建構學習歷程並學習思考問題、解決問題，以Bloom教育目標分類系統為課程架構之依據，將知識分為知識向度和認知歷程向度，再與十二年國教中各領域之學習重點相對應，其內容以「問題」為主軸，分為兩大問題:(1)活動中心悶熱的原因是什麼?(2)要如何建造降溫小屋?並依照學生學習狀況，每周安排3-5節課，共23節課的學習活動。本研究採行動研究法，研究對象為國小五級學生

，共27位學生，研究課程為期七周，共歷時23節課，歷程中透過蒐集學生STEAM課程統整模式學科知識學習評量前後測卷、STEAM課程統整模式實作評量指標、STEAM課程統整模式學習態度問卷和課堂學習單等資料，進行質性及量化的分析。研究結果發現，運用STEAM課程統整教學活動能有效提升學生學習成效及學習動機，從學生學習歷程中也可以看出，學生在面對困難時，能透過觀察學習、同儕合作和師生討論來解決問題，並發展出「發現問題-定義問題-模型調整-再測試」的修正循環，凸顯出學生在此課程中「解決問題能力」及「溝通合作能力」的提升。另外，當教師在教學現場遭遇困境時，應透過觀察學生學習表現並分析可能造成的原因，透

過與協同教師討論因應對策的歷程，也能使自己更加了解學生的學習困難，進而提升教師教學之專業能力。