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Florida’’s C2c Trail Guide: 250-Miles of Coast-To-Coast Bicycle Rides and Walks from Titusville to St. Petersburg

為了解決Online bass的問題，作者Adler, Nanci 這樣論述：

Florida’s Coast-to-Coast Trail Guide is a guidebook designed specifically for the 250-mile dedicated bicycle/pedestrian trail that provides an uninterrupted cross-Florida trail from Titusville to St. Petersburg. The trail (over 80% complete and to be completed by 2025) already attracts not only l

ocal cyclists and walkers, but also out-of-state cycling enthusiasts. This book provides readers with a broad background of the communities through which they will travel. Although maps are included, this is not a detailed how-to guide, nor does it provide extensive lodging, camping or restaurant in

formation; much of that information changes frequently and can be easily obtained via online searches. Instead, this book focuses on interesting cultural and natural aspects of the route. By highlighting the local flavor of small towns, the beauty of natural Florida, as well as local historical even

ts, this book will introduce readers to the uniqueness of Florida. Distinctive features covered in the book include the Greek heritage of Tarpon Springs, Winter Garden’s thriving downtown based on its citrus and bass-fishing past, Titusville’s role in space exploration, and St. Petersburg’s lively w

aterfront and flourishing art scene. Also covered is the natural world of beautiful freshwater springs, moss-shrouded oak trees, and migratory birds found in protected areas along the trail such as Gemini Springs Park, Brooker Creek Preserve and the Green Swamp. In addition, readers will be introduc

ed to important historical Florida figures such as civil rights leaders Harry T. and Harriett V. Moore and Russian entrepreneur and railway builder Peter Demens.

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以科學玩具設計科學探究教學之行動研究-以「旋轉管的奧秘」及「靜電動力球」為例

為了解決Online bass的問題，作者陳必榮 這樣論述：

本研究目的為利用「科學玩具」設計「科學探究」之教學，以行動研究探討於教學歷程中高中學生之科學探究能力的學習成效，以及教學時教師所遭遇到的困難與解決方法，並探討教師之專業成長。本研究設計「旋轉管的奧秘」與「靜電動力球」兩個科學玩具單元，每個單元設計三節課程，並進行兩階段的教學循環，每階段選取中部某高中一個班級的學生（約36人）為研究對象。研究透過蒐集與分析教學錄影、教學札記、學習單、學習興趣問卷、科學探究能力評量、協同教師教學觀察紀錄檢核表、訪談紀錄等相關資料，獲得以下結論：（1）「科學探究能力」評量結果（總分21分），第一階段教學之後測平均分數為15.81分（前測為15.64分），第二階段教

學之後測平均分數為17.70分（前測為16.79分），兩階段的平均分數皆為後測高於前測，且第二階段達顯著差異（p < .05）；（2）研究者對於探究教學遭遇之困難提出的解決方法包括「給予充足的討論時間並且適時引導各組進行討論」、「隨機抽點學生回答問題、搭配加分獎勵制度以及明訂每項活動進行的時間」與「實驗前說明操作方法並提供更容易操作之器材」等；（3）以科學玩具設計探究教學的歷程中，研究者在「增進教學活動設計能力」、「提升探究教學能力」與「提升教學研究能力」等面向獲得專業成長。本研究最後對「以科學玩具設計科學探究教學」之教學以及未來研究發展提出建議，以提供高中教師及有意從事科學玩具與探究教學之研

究者參考。

Dachshund Through the Snow

為了解決Online bass的問題，作者Adams, Michelle Medlock 這樣論述：

Michelle Medlock Adams is an award-winning journalist and best-selling author of more than 100 books with over 4 million copies sold. She has earned more than 75 industry awards from the Associated Press, the Society of Professional Journalists, the Hoosier State Press Association, and the Moonbeam

Children’s Book Awards to name a few. When not working on her own assignments, she ghostwrites articles, blog posts, and books for celebrities, politicians, and some of today’s most effective and popular ministers. In fact, she helped pen a New York Times Bestseller. Michelle is celebrating the re

lease of her two latest children’s books, Cuddle-up Prayers and I Love You Bigger Than the Sky. She and her husband, Jeff, share their home in Southern Indiana with a miniature long-haired dachshund, a rescue Greyhound/Lab mix, and two cats. When not writing or teaching writing, Michelle enjoys bass

fishing with her husband, cheering on the Indiana University Men’s Basketball team, and all things leopard print. To learn more, check out her website at: www.michellemedlockadams.com online.

教練型領導組織承諾的關係:以組織創新活力為中介變項

為了解決Online bass的問題，作者賴世耕 這樣論述：

教練型領導是通過鼓勵、指導、授權等方式樹立工作目標，最終實現領導者和員工之間相互促進以及共同發展。透過提高組織創新活力，來提高組織承諾，使員工達到對企業有緊密的關係，並且提高創新活力，以利組織面對環境改變越來越快速的問題。本研究之搜取樣本方法使用便利抽樣方式，而研究對象為台灣企業之員工，須在公司滿3個月以上工作經驗，並具有團隊經驗，以網路問卷發放，共回收452份問卷，刪除無效問卷後共409份，有效問卷之回收率為90.48%。在統計數據顯示，假設一為教練型領導對整體組織承諾具有顯著正向影響(β=.712 , p < .001)，故假設一成立。假設二教練型領導對整體組織創新活力具有顯著正向影響(

β=.749 , p < .001)，故假設二的推論成立。假設三組織創新活力對整體組織承諾具有顯著正向影響(β=.846 , p < .001)，假設三的推論成立。假設四組織創新活力中介教練型領導與組織承諾之間在加入組織創新活力的中介變項後，教練型領導對組織承諾的影響力下降(β= .712 , p < .001、β= .183 , p < .001)，故假設四成立。根據上述的假設成立給予實務上的建議，首先，在現今大數據時代的來臨，若組織內部的領導者具有教練型領導風格，可以帶給員工更高的組織承諾；在面對需要快速創新的產業與組織，教練型領導能夠促進組織創新活力，是組織面對創新更有動能；在組織中的組

織創新活力的程度越高，會更吸引組織內部的成員提高歸屬感與承諾；在了解組織創新活力中介於教練型領導與組織承諾之間，可以更能夠了解，組織內部員工對於領導者與組織需要能夠帶來協助與好的溝通才有辦法讓員工有所歸屬。