Collaborate with的問題，透過圖書和論文來找解法和答案更準確安心。 我們查出實價登入價格、格局平面圖和買賣資訊

When Gay Parents Divorce: A Practitioner’s Guide for Understanding and Working With Blended and Reconstructed Lgbt Families

為了解決Collaborate with的問題，作者Logan, Colleen 這樣論述：

When Gay Parents Divorce helps mental health practitioners navigate the myriad issues related to same-sex divorce. This book covers such wide-ranging topics as: the mechanics of divorce; how to collaborate on child custody; how to help families educate school personnel, pediatricians, and lawyers on

the unique structure and culture of same-sex families; how to help families navigate the heteronormative legal system; how to consciously co-parent in blended families; and more. Case examples offer actionable advice to mental health professionals who are working to help solve issues that confront

gay families, and "Tips for Practitioners" at the end of each chapter summarize key information and related techniques. Colleen Logan, PhD, is a prominent counselor as well as a national and international expert on issues related to working affirmatively and effectively with gay, lesbian, bisexua

l and transgender clients and their significant others. She is a past president of the American Counseling Association and a past president of the Texas Association for LGBT Issues in Counseling. Dr. Logan currently serves as the program coordinator for the MS in Marriage, Couple, and Family Counsel

ing at Walden University.　

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跨領域專題探究協作教學對國小六年級學生專題報告和資訊素養之影響

為了解決Collaborate with的問題，作者莊惠慈 這樣論述：

本研究旨在探討進行跨領域專題探究協作教學對國小六年級學生專題報告和資訊素養的影響。本研究採準實驗研究之不等組前後測設計，以高雄市某國小之54位六年級學生為實驗對象，實驗組27位，實施跨領域專題探究協作教學；控制組27位，採一般直接講述教學。實驗教學十二週，以「個人專題報告」、「專題報告小組評量表」、「資訊素養評量表」、「學習回饋單」、「半結構式訪談」作為研究工具。以t檢定考驗實驗組和控制組學生在個人專題報告得分是否有所差異；以共變數分析驗證實驗組和控制組學生在資訊素養的學習成效；同時分析學生個人專題報告、學習回饋單和協作教師訪談紀錄，了解學生的學習成效。本研究的結論如下：一、跨領域專題探究協

作教學的學生，在個人和小組的專題探究報告成績都顯著優於控制組。二、跨領域專題探究協作教學的學生，資訊素養顯著優於控制組學生。三、學科領域教師協作教學有助於提升學生學習成效。

Seeing Science: The Art of Making the Invisible Visible

為了解決Collaborate with的問題，作者Challoner, Jack 這樣論述：

The power of images to represent the unseeable: stunning visualizations of science, from the microscopic to the incredibly vast.We live among patterns of delicate beauty and exquisite chaos that our eyes can’t detect; we are surrounded by invisible particles and shifting fields of matter that permea

te all of space. Our very cells are intricate molecular machines, and the story of our origins stretches back through an unimaginable amount of time. How can we see the richness of what lies beyond our sensory perception? Scientists have developed visualization tools that can make the invisible visi

ble. This bountifully illustrated book demonstrates the power of images to represent the unseeable, offering stunning visualizations of science that range from the microscopic to the incredibly vast. With more than 200 color images and an engaging text by leading science writer Jack Challoner, How S

cientists Visualize Things explains and illustrates the techniques by which scientists create visualizations of their discoveries. We see the first detection of a black hole as represented by an image from an Xray telescope, get a direct view of DNA through an electron microscope, and much more. Vis

ualizations are also used to make sense of an avalanche of data--concisely presenting information from the 20,000 or so human genes, for example. Scientists represent complex theories in computer models, which take on a curious beauty of their own. And scientists and artists collaborate to create ar

t from science visualizations, with intriguing results. Jack Challoner is the author of more than forty books on science and technology, including The Atom: A Visual Tour, Water: A Visual and Scientific History (both published by the MIT Press), and The Elements: the New Guide to the Building Bl

ocks of the Universe. A leading science communicator, he has developed scientific television programs and is the founder of Explaining Science Publishing.

探究臨海幼兒園教保服務人員對實施海洋教育之看法

為了解決Collaborate with的問題，作者鄭淳云 這樣論述：

　　本研究旨在探究臨海幼兒園教保服務人員對實施海洋教育之看法，研究目的包含：一、對海洋教育的認識。二、實施海洋教育與否的理由。三、發展海洋教育的內容及方法。四、進行海洋教育所面臨的困境、解決策略及收穫。　　本研究以高雄市和屏東縣共七位公立幼兒園教保服務人員為研究對象，以焦點團體訪談及個人訪談方式蒐集資料，並與相關教學文獻進行資料的整理和分析，所獲得之研究結果如下：一、教保服務人員對海洋教育認識的面向為海洋資源、漁業工具、海洋行業、海洋人文歷史與信仰等面向。二、老師之間對於海邊戶外教學安全認定及課程安排缺乏共識阻礙海洋教育之實施。三、教保服務人員礙於對海洋教育認識有限，導致教學內容不夠寬廣，但

教學方法卻豐富而多元。四、學前階段實施海洋教育的困難繁多，主要原因為海洋教育之教學資源不足，和缺乏性能好之硬體設備以充分運用網路資源。此外家長對於海洋教育不重視及對安全顧慮都使動海洋教育的推動充滿挑戰。五、解決海洋教育推動之困境可以與海洋專家交流，調整現有的海洋教育資源；積極與家長分享幼兒在海洋教育中的表現，以改變家長對海洋教育的態度。六、實施海洋教育讓親、師、生皆獲益，對海洋環境的保護意識提升、認同學前海洋教育的重要性和教師自我專業的成長。