Disability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

Medical Humanities and Disability Studies: Beyond Disciplines

為了解決Disability的問題，作者Murray, Stuart 這樣論述：

Medical Humanities and Disability Studies are two critical fields at the cutting edge of innovative interdisciplinary work in the Arts and Humanities, but to date there has been no book length study of the (occasionally vexed) relationship between the two. This book addresses that and presents a

series of provocative arguments about how the two disciplines interact, the forms their critical practice take, and what each can learn from the other. Although the two disciplines have emerged from different critical heritages they share many features, from identifying processes of exclusion and ch

ampioning user participation to a commitment to inter- and cross-disciplinary methodologies. But the subjects differ in other ways: medical humanities has evolved from considerations of the place of humanities in the development of medical education, while disability studies has its origins in right

s- and identity-based discourses. While both are part of the ’critical turn’ that has marked new interdisciplinary work in the last 15 years, each has developed through different theoretical contexts and often brings different perspectives to its subject material. Written in an accessible manner and

aimed at a wide audience in both fields and the new humanities more widely, it asserts that both subject areas need to evaluate their recent successes and challenge core assumptions if they are to remain critically relevant in the evolving study of social and cultural experiences of health.

Disability進入發燒排行的影片

以線上三級介入模式提升國中普通班教師正向行為支持知識之研究

為了解決Disability的問題，作者潘淳威 這樣論述：

本研究目的為探討以線上三級介入模式提升國中普通班教師正向行為支持知識之成效以及看法。研究方法採單一受試實驗之變更情境設計，以6名國中普通班教師為研究參與者，採用三級介入模式進行線上培訓，依序以自學、團體工作坊、一對一教練方式進行，每一階段評量結果未達90%之參與者進入下一階段接受介入，介入完成後填寫回饋調查。將所蒐集之量化資料進行視覺分析，並統整參與者回饋等相關質性資料，得到以下發現。一、 以線上三級介入模式實施正向行為支持課程，有2位教師能在次級達通過標準。二、 以線上三級介入模式實施正向行為支持課程，可提升6位教師正向行為支持的知識，其中2位教師達通過標準。三、 5位教師認同以行為技能訓

練融入教材與教學有助於學習與操作，4位教師對本教材持肯定態度。四、 4位教師認同線上三級模式可提供他們在學習上不同程度的支持、能滿足其學習風格與偏好。五、 4位教師認為正向行為支持對處理學生行為問題有幫助，願意在未來使用，並有信心能預防行為問題。

Struggling with God: Mental Health and Christian Spirituality

為了解決Disability的問題，作者Cook, Christopher C. H.,Hamley, Isabelle,Swinton, John 這樣論述：

Christopher C. H. Cook is Professor of Spirituality, Theology & Health at Durham University. He worked as a psychiatrist in the NHS for over 25 years before retiring from clinical practice, and was ordained as an Anglican priest in 2001. He ministers in a small rural parish in the Yorkshire Dales. H

is books include Spirituality, Theology and Mental Health (2013), Hearing Voices, Demonic and Divine (2018), and (with Isabelle Hamley) The Bible and Mental Health (2020). Isabelle Hamley is Theological Adviser to the House of Bishops and was formerly Chaplain to the Archbishop of Canterbury. She ha

s long been concerned with questions of justice, mercy and restoration, having been a probation officer before ordination and ministering subsequently amidst the diversity of parish life. Her books include (with Christopher C. Cook) The Bible and Mental Health (2020), and Unspeakable Things Spoken (

2019) and Embracing Justice: The Archbishop of Canterbury’s Lent Book 2022.John Swinton is Professor in Practical Theology and Pastoral Care and Chair in Divinity and Religious Studies at the University of Aberdeen. For more than a decade John worked as a registered mental health nurse, then as a ch

aplain alongside people with severe mental health challenges who were moving from the hospital into the community. In 2004, he founded the University of Aberdeen’s Centre for Spirituality, Health and Disability. He has published widely within the area of mental health, dementia, disability theology,

spirituality and healthcare, qualitative research and pastoral care. John is the author of a number of monographs including Finding Jesus in the Storm: The spiritual lives of people with mental health challenges. (Eerdmans 2020). His book Dementia: Living in the memories of God won the Michael Rams

ey Prize for excellence in theological writing.

運動訓練與停止訓練對中老年人骨骼肌氧合能力與身體功能表現之影響

為了解決Disability的問題，作者杨永 這樣論述：

運動是一種改善中老年人骨骼肌氧合能力、提高肌肉力量並最終影響整體身體功能表現的有效方式。然而，較少的研究評估不同運動類型之間訓練效益的差異。此外，由於中老年人生病、外出旅行與照顧兒童等原因，迫使運動鍛煉的中斷。如何合理安排運動訓練的週期、強度與停訓週期，以促使中老年人在未來再訓練快速恢復以往訓練效益，目前亦尚不清楚。本文以三個研究建構而成。研究I：不同運動訓練模式對中老年人的骨骼肌氧合能力、肌力與身體功能表現的影響。以此探討50歲及以上中老年人進行每週2次為期8週的爆發力、阻力訓練以及心肺訓練在改善中老年人肌肉組織氧合能力、與肌肉力量身體功能效益的差異。我們的研究結果表明：爆發力組在改善下肢

肌力、最大爆發力與肌肉品質方面表現出較佳的效果。心肺組提高了30s坐站測試成績並減少了肌肉耗氧量，從而改善了中老年人在30s坐站測試期間的運動經濟性。年紀較高的肌力組則對於改善平衡能力更加有效。此外，三組運動形式均有效改善了中老年人人敏捷性。研究 Ⅱ：停止訓練對運動訓練後中老年人肌力與身體功能表現的影響：系統性回顧與meta分析。本研究欲探討停止訓練對運動訓練後中老年人肌力與身體功能表現訓練效益維持的影響。我們的研究結果表明：訓練期大於停止運動訓練期是肌力維持的重要因素。若訓練期