apa refer的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列股價、配息、目標價等股票新聞資訊

A Concise Guide to Writing a Thesis or Dissertation: Educational Research and Beyond

為了解決apa refer的問題，作者Kornuta, Halyna M./ Germaine, Ron W. 這樣論述：

A Concise Guide to Writing a Thesis or Dissertation provides clear, succinct, and intentional guidelines about organizing and writing a thesis or dissertation. Part I provides an overview for writing a thesis or dissertation. It describes the big picture of planning and formatting a research study,

from identifying a topic to focusing on writing quality. Part II describes the framework and substance of a research study. It models the pattern generally found in a formal, five-chapter research study. Each chapter of a thesis or dissertation has a specific purpose, and this book focuses on each i

n an easy-to-follow structure. Chapter One reviews the headings and contents expected in the introduction of a study. Chapter Two provides advice for writing a literature review. Chapter Three discusses what to include when describing the methodology. These first three chapters form the proposal sec

tion of a study. Two additional chapters present results (Chapter Four) and provide discussion and conclusions (Chapter Five). Appendices offer resources for instructors and students, including a rubric for evaluating writing, exercises to strengthen skills in APA format, sample purpose statements,

a research planning organizer, and a guide for scholarly writing. The book is designed overall to be a practical guide and resource for students for their thesis or dissertation process. Note to readers: Due to publishing limitations, some of the titles within the book do not accurately conform with

APA format. For precise APA format, please see the APA manual (2010, pp. 62-63), or refer to Table 1.1, (p. 8) or Table D.1 (p. 107) in this book. Halyna M. Kornuta provides leadership in faculty professional development, curriculum development, assessment, aligning curriculum with assessment, ac

creditation and program review. She has been a teacher and an elementary school principal in Canada and Germany, served as vice-president of academic affairs and accreditation liaison officer, and is currently Provost at Reiss-Davis Graduate Center. Ron W. Germaine has worked in higher education wit

h practicing teachers to guide the design and effect of interventions intended to strengthen their students’ learning. He is currently Professor Emeritus, Sanford College of Education, National University, La Jolla, California.

apa refer進入發燒排行的影片

M. de Condorcet公共教育論述與法國第五共和職業繼續教育立法理念（1958-2018）的對話

為了解決apa refer的問題，作者王秋琪 這樣論述：

法國「永續教育」（l'éducation permanente）理念的確立可追溯至法國大革命時期的啟蒙運動，其中M. de Condorcet（1743-1794，以下簡稱Condorcet）於1792年4月20、21日提出的《公共教育組織法規提案暨報告書》（Rapport et projet de décret sur l'organisation générale de l'instruction publique，以下簡稱《公共教育報告書》）明確闡述「永續教育」的基本概念，不僅為法國公民教育、職業教育及民眾教育的發展樹立參考典範，亦透過國際組織重要人士的宣傳將「永續教育」相關理念傳播至

世界各地。尤其，法國第五共和政府於1971年7月16日制定以「永續教育」為架構的職業繼續教育制度，此制度是否呼應Condorcet的教育理念?法國政府後續所提出的職業繼續教育立法理念與Condorcet的公共教育論述是否具有異同之處?值得深入研究。 職是之故，本研究採取「文獻分析法」、「歷史研究法」及「比較分析法」等研究方法，以「Condorcet公共教育論述」與「法國第五共和職業繼續教育重要法案立法理念」作為對話的主題，透過法國當地第一手原文資料的蒐集與分析，一方面闡述Condorcet公共教育論述的內涵；另一方面分析法國第五共和職業繼續教育制度之立法理念、政策內涵及整體特色；

最後，探討兩者之間的相似性及差異性。 本研究結論如下：(1) Condorcet的公共教育論述主要立基於啟蒙哲學思想，強調公共教育的建立，旨在培養理性判斷能力及傳授知識，並以「個人發展」作為基礎，開展出「理性」、「科學」、「自由」、「平等」四項公共教育核心理念，試圖協助全民擺脫依賴他人的奴役狀態，促使個體在個人生活、職業生涯及公共事務上都能成為獨立自主的理性公民；Condorcet的公共教育實施原則計十項，包括「全民原則」、「平等原則」、「區別原則」、「完整原則」、「世俗化原則」、「分級教學原則」、「免費教育原則」、「獨立性原則」、「自由競爭原則」、「國家責任原則」；四項教學原則

為「學習者需求導向」、「多元學習方法」、「理論與實務的兼顧」、「學者協會的協助」；公共教育應發揮培養理性公民的「政治功能」、促進職業技藝與科學發展的「經濟功能」、協助全民適應社會變遷並促進社會正義的「社會功能」、協助知識進化與促進人類文明發展的「文化功能」；職業教育方面，Condorcet提出四項教育理念：職業教育是理論與實務的結合、人力資本與研究創新的重視、知識的共享與集體性建構、強調學者協會的重要性；(2) 法國第五共和職業繼續教育的立法理念如下：以「個人」為基礎的機會平等原則、歷經「社會晉升」及「永續職業教育」至「終身職業教育」理念的演變、以「國家義務」及「責任共享」作為主要立法精神、導

入「自由競爭」的教育市場理念等；(3) Condorcet公共教育論述與法國第五共和職業繼續教育立法理念具有九項相似觀點，包括：以「永續」或「終身」的生命全程概念規劃教育制度、強調國家辦理職業教育的義務、以「個人」為基礎的學習方式、重視機會平等理念、主張公私立教育機構的自由競爭、提供多元化學習方法、兼顧理論知識與實務經驗、重視教育與就業的關係、採用知能分級的模式；兩者理念具有五項差異性，包括：職業團體的介入與否、雇主的參與責任、「市場供需法則」是否能成為制度的管理準則、以「學科」或「能力模組」作為學習內容的分類標準、對研發創新能力的重視程度。

A Comprehensive Guide to Intellectual and Developmental Disabilities

為了解決apa refer的問題，作者Wehmeyer, Michael L., Ph.D. (EDT)/ Brown, Ivan, Ph.D. (EDT)/ Per 這樣論述：

The trusted core disability textbook gets a comprehensive update in this second edition, now thoroughly revised to include all the critical topics today's professionals need to know about as they work with people who have intellectual and developmental disabilities. Brought to you by a new team of w

orld-renowned experts and contributors, this volume fully prepares future educators, social workers, researchers, and clinicians to provide the best services and supports to children and adults across the life span. Tomorrow's professionals will discover what to do and how to do it as they prepare f

or their important work, and they'll refer to this user-friendly compendium year after year for information, insights, and answers. A cornerstone text for any course focused on intellectual and developmental disabilities--and an essential reference for every in-service professional's library.THE IDE

AL CORE TEXT FOR INTELLECTUAL AND DEVELOPMENTAL DISABILITY COURSES: Broad and deep, with thorough, up-to-date information on intervention, education, family roles, health issues, specific disabilities, and much moreLife span-focused, with topics ranging from genetics and development to issues relat

ed to agingMultidisciplinary, blending research and personal experiences of more than 70 esteemed authors from diverse fieldsImmediately applicable, presenting both the facts and practical, real-world advice on meeting the individual needs of people with disabilities Student friendly, with learni

ng objectives, instructive case stories, stimulating questions for reflection, and key Internet resourcesWHAT (TM)S NEW: New co-editors and contributors * New and extensively updated chapters on critical topics, including AAC and technology, autism spectrum disorder, advocacy and self-advocacy, com

munication challenges, family issues, human development and genetics, legal and ethical considerations, and psychopharmacologySELECTED TOPICS COVERED: assessment and diagnosis * behavior and mental health * brain plasticity * cerebral palsy * decision making and consent * Down syndrome * early devel

opment and intervention * education * employment * epilepsy * fetal alcohol spectrum disorder * fragile X syndrome * gender issues in developmental disabilities * international human rights * nutritional considerations * parenting * physical health * service systems and approaches * transition from

school to adult life Michael L. Wehmeyer, Ph.D. is Professor of Special Education; Director, Kansas University Center on Developmental Disabilities; and Senior Scientist, Beach Center on Disability, all at the University of Kansas. He has published more than 25 books and 250 scholarly articles an

d book chapters on topics related to self-determination, special education, intellectual disability, and eugenics. He is s co-author of the widely used textbook Exceptional Lives: Special Education in Today’s Schools, published by Merrill/Prentice Hall, now in its 7th Edition. His most recent book,

co-authored with J. David Smith, is Good Blood, Bad Blood: Science, Nature, and the Myth of the Kallikaks, published by the American Association on Intellectual and Developmental Disabilities (AAIDD). Dr. Wehmeyer is Past-President (2010-2011) of the Board of Directors for and a Fellow of AAIDD; a p

ast president of the Council for Exceptional Children’s Division on Career Development and Transition (DCDT); a Fellow of the American Psychological Association (APA), Intellectual and Developmental Disabilities Division (Div. 33); a Fellow of the International Association for the Scientific Study o

f Intellectual and Developmental Disabilities (IASSIDD); and former Editor-in-Chief of the journal Remedial and Special Education. He is a co-author of the AAIDD Supports Intensity Scale, and the 2010 AAIDD Intellectual Disability Terminology, Classification, and Systems of Supports Manual. Ivan Bro

wn has worked in, and contributed to, the field of disabilities for the past 25 years. He began his work life as an elementary school teacher for 8 years before taking a position with Community Living Toronto, where he worked as a vocational counselor and community living support worker while comple

ting his graduate studies in counseling psychology (M.Ed.) and special education (Ph.D.). In 1991, he took a position as Senior Research Associate with the Centre for Health Promotion, Department of Public Health Sciences, University of Toronto, where he managed a number of large research projects.

Several of these addressed quality of life of children with disabilities, adults with developmental disabilities, seniors, and adolescents. He held appointments during the 1990s as Assistant Professor in the Departments of Occupational Therapy and Public Health Sciences, both at the University of To

ronto, and taught both in the graduate health promotion program in the Department of Public Health Sciences and in the School of Early Childhood Education at Ryerson University in Toronto, which has a special focus on young children with special needs. Ivan is manager of the Centre of Excellence for

Child Welfare, a national body for research and policy development in child welfare, to which he brings an important disability focus. The Centre is housed within the graduate Faculty of Social Work at the University of Toronto, in which Ivan holds an appointment of Associate Professor. Research in

disability has been, and continues to be, a critical part of his ongoing work.Ivan has a strong history of community involvement in disability, serving on numerous government and community agency committees and boards, participating in research projects, and acting in leadership roles with several

professional organizations. In particular, he was a longstanding member of the Board of Directors of the Ontario Association on Developmental Disabilities and served as its Chair for a 2-year period. In 2001, he was awarded this Association’s highest honor, the Directors’ Award of Excellence. He is

a fellow of the International Association for the Scientific Study of Intellectual Disability and is a long-standing member of the American Association on Intellectual and Developmental Disabilities (formerly the American Association on Mental Retardation [AAMR]). Ivan has contributed substantially

to the Canadian and international literature, particularly in the areas of quality of life and intellectual disabilities. He has more than 100 peer-reviewed publications to his credit-in the form of books, book chapters, and journal articles-as well as numerous other articles, editorials, reviews, b

ooklets, scales, and manuals. He has made 112 presentations at academic conferences in the past 10 years, including several keynote speeches. He serves on the review boards of seven academic journals and was co-editor with Maire Percy of the comprehensive text Developmental Disabilities in Ontario,

Second Edition (Ontario Association on Developmental Disabilities, 2003). He was the founding editor of the Journal on Developmental Disabilities and still sits as a member of its Chief Editorial Board.Ivan continues to be personally involved in disability issues, through sharing the lives of many f

riends with disabilities and through sharing his household with a man who has visual and cognitive impairments. He holds a strong belief that including disability as part of our daily life activities is an enriching experience for us all.In addition to working at Surrey Place Centre (a Toronto agenc

y providing coordinated service, education, and research in the intellectual disabilities field), Maire Percy is Professor Emeritus of Physiology and Obstetrics &: Gynaecology at the University of Toronto. She holds a bachelor’s degree in physiology and biochemistry, a master’s degree in medical

biophysics, and a doctoral degree in biochemistry, all from the University of Toronto; in addition, she is an Associate of the Royal Conservatory of Music of Toronto (A.R.C.T.). She did postdoctoral training as a Medical Research Council Fellow in immunology at the Agricultural Research Council Inst

itute of Animal Physiology, Babraham, United Kingdom, and in immunology and genetics at the Hospital for Sick Children in Toronto. As National Health Research Scholar (Health Canada), Maire entered the field of intellectual and developmental disabilities after a meeting with Arthur Dalton, then Dire

ctor of Behavior Research at Surrey Place Centre, who recognized the potential of her multidisciplinary background and creativity for research in intellectual disabilities. In collaboration with Arthur Dalton and Vera Markovic, cytogeneticist at Surrey Place, Maire initiated biochemical and genetic

studies of aging and dementia in people with Down syndrome. Research in this field soon took precedence for her, and in 1989 she was invited to join the Department of Biomedical Services and Research at Surrey Place Centre, under the direction of Joseph M. Berg, eminent clinical geneticist and psych

iatrist.Maire’s knowledge and expertise in the field of intellectual and developmental disabilities continued to expand as the result of her research; her role as Chair of the research ethics board at Surrey Place Centre; and her extensive professional activities in the intellectual disabilities fie

ld, which include cofounding the Research Special Interest Group of the Ontario Association on Developmental Disabilities and the Fragile X Research Foundation of Canada, being Chair of the Publication Committee of the Ontario Association on Developmental Disabilities, and being a member of the Chie

f Editorial Committee of the Journal on Developmental Disabilities. A dedicated teacher, Maire developed a graduate course entitled Neuroscience of the Developmental Disabilities, providing her with the inspiration and background material to produce Developmental Disabilities in Ontario (co-edited w

ith Ivan Brown).Author of more than 250 published papers, book chapters, and presentations and reviewer of publications and grants for numerous scientific journals and granting agencies, Maire is internationally known for her work on risk factors in serious human disorders and diseases and as an exe

mplary mentor of students at all levels. In 2004, in recognition for her lifetime contributions to the field of intellectual and developmental disabilities, she received the Research Excellence Award of the Ontario Association on Developmental Disabilities. The asteroid mairepercy is named in honor

of her scientific and research contributions. Maire currently is involved in collaborative studies of vitamin E in older persons with Down syndrome; in collaborative studies of the roles of iron, aluminum, and B vitamins in dementia; and in the development of screening tools to identify support need

s of people with intellectual and developmental disabilities. She shares her home with her husband John (Professor of Astronomy) and two cats and is the mother of Carol (Professor of English).Wai Lun Alan Fung, M.D., Sc.D., Assistant Professor, University of Toronto Faculty of Medicine; Chair of Res

earch Ethics Board and Medical Director of Research, Department of Psychiatry, North York General Hospital, 4001 Leslie Street, Toronto, ON M2K 1E1, Canadabr>Wai Lun Alan Fung is a medical specialist in psychiatry who is also board certified in the subspecialties of Behavioral Neurology & Neuropsych

iatry (United Council for Neurologic Subspecialties, United States) and Sleep Medicine (American Board of Psychiatry and Neurology). He serves as Medical Director of Research of the Department of Psychiatry, as well as Chair of the Research Ethics Board, at North York General Hospital--an affiliated

teaching hospital of the University of Toronto Faculty of Medicine in Toronto, Ontario, Canada. He is also Assistant Professor of Psychiatry at the University of Toronto as well as Affiliate Scientist of the Toronto General Research Institute. As a neuropsychiatrist focusing on genetic disorders, h

e has particular clinical and academic interests in 22q11.2 deletion syndrome (22q11.2DS) and Huntington disease in adults and in adolescents making the transition to adulthood. His interests in intellectual and developmental disabilities were first ignited through a medical school research project

as part of Ivan Brown’s pioneering Family Quality of Life in Intellectual Disabilities study. Dr. Fung has subsequently continued his professional involvement with intellectual and developmental disabilities through his work in 22q11.2DS. He was the lead co-first-author of the first set of guideline

s for managing adult patients with 22q11.2DS, endorsed by the 22q11.2 Society (the international professional organization dedicated to the study of chromosome 22q11.2 and related disorders). He has also served as Founding Knowledge Officer of The 22q11.2 Society. During 2012-2015, he served as Foun

ding Co-Director of the Dalglish Family 22q Clinic at Toronto General Hospital in Canada--the first comprehensive, multidisciplinary clinic of its kind worldwide fully dedicated to the care of adults with 22q11.2DS and their families. He is a member of the International Consortium on Brain and Behav

ior in 22q11.2DS as well as an investigator member of the Huntington Study Group. He has also served in leadership roles in such professional organizations as the American Psychiatric Association and the American Neuropsychiatric Association. His other professional interests include neuropsychiatric

genetics and pharmacogenetics; the cultural and spiritual dimensions of mental health care; medical quality improvement through knowledge mobilization, utilization of information technology, intra- and interprofessional collaboration, and education; and patient- and family-centered collaborative ca

re. He has published in leading journals such as Journal of the American Medical Association, JAMA Psychiatry, Lancet Psychiatry, American Journal of Psychiatry, British Journal of Psychiatry, World Psychiatry, Neurology, Genetics in Medicine, and Social Science and Medicine. Dr. Fung completed his

undergraduate and medical degrees, as well as his residency training in psychiatry, at the University of Toronto. He also completed a master’s degree in epidemiology at the University of Cambridge, United Kingdom, and a research doctorate and research fellowship in neuropsychiatric genetic epidemiol

ogy at Harvard University. He is a Fellow of both the Royal College of Physicians of Canada and the American Psychiatric Association.Karrie A. Shogren, Ph.D., Professor, Department of Special Education; Co-Director and Senior Scientist, Kansas University Center on Developmental Disabilities; Associ

ate Director, Beach Center on Disability, University of Kansas, 1200 Sunnyside Avenue, Room 3136, Lawrence, KS 66045Karrie A. Shogren is Professor of Special Education; Co-Director and Senior Scientist, Kansas University Center on Developmental Disabilities; and Associate Director, Beach Center on D

isability, all at the University of Kansas. Dr. Shogren’s research focuses on self-determination and systems of support for people with disabilities as well as applications of positive psychology and strengths-based approaches to people with intellectual and developmental disabilities; she has a spe

cific interest in contextual factors that affect student outcomes. Her work focuses on developing and researching the efficacy and effectiveness of assessment and intervention approaches for students with and without disabilities to promote self-determination, with a particular focus on the role of

these approaches in the transition to adult life and engagement in meaningful adult roles and responsibilities. Dr. Shogren has published more than 100 articles in peer-reviewed journals, is the author or coauthor of 10 books, and is a coauthor of Intellectual Disability: Definition, Classification,

and Systems of Support, the 11th edition of the American Association on Intellectual and Developmental Disabilities’ (AAIDD’s) seminal definition of intellectual disability (formerly mental retardation). In addition, she is a coauthor of AAIDD’s Supports Intensity Scale--Children’s Version and Sup

ports Intensity Scale--Adult Version. Dr. Shogren has received grant funding from several sources, including the Institute of Education Sciences and National Institute on Disability, Independent Living, and Rehabilitation Research. Dr. Shogren is Co-editor of Inclusion and Remedial and Special Educa

tion and Associate Editor of Research and Practice for Persons with Severe Disabilities. She has received the Council for Exceptional Children’s Division for Research Distinguished Early Career Research Award and the American Association on Intellectual and Developmental Disabilities Early Career Aw

ard. Dr. Shogren completed bachelor and master’s degrees in psychology at Ohio State University and the University of Dayton, respectively, and her doctoral degree at the University of Kansas.

負向童年經驗對機構青少年偏差行為發展的影響

為了解決apa refer的問題，作者黃珽瑀 這樣論述：

隨著時間的推進，人類在成長過程中遭遇的經驗會成為整個生命發展中的養分，其中，負向童年經驗可區分為童年時期負向事件的「毒性壓力來源」與兒童對負向事件的「毒性壓力反應」，毒性壓力係指早期經歷之長期或嚴重的負向事件所產生的適應不良與壓力反應慢性失調，此壓力會破壞大腦結構與阻礙其他器官系統發育，並增加罹患生心理疾病風險。因此，本研究之研究目的在於探討個體在童年時期經歷之負向事件對其偏差行為的發展產生如何之影響，找出其中的影響因素，並提供預防及治療之方向。兒童及少年安置教養機構內所安置之青少年在實務上通常是成長在失功能的家庭系統中，遭受嚴重家庭暴力或性侵害等負向童年經驗的孩子，其原生家庭經常是混亂、變

動、複雜及不完整的，而兒少安置機構往往成為替代家庭照顧及養育功能的經常性選擇。本研究對象為兒童及少年安置教養機構內所安置之青少年，透過相關量表，探討機構青少年負向童年經驗與創傷壓力反應症狀、執行功能障礙、情緒感知缺失、心理社會成熟度缺陷等風險因子之相關性，以及是否會對其偏差行為之發展產生影響。本研究結果發現，機構女性青少年遭受的負向童年經驗類型及產生的創傷壓力反應症狀較多，性別、年齡、教育程度分別為影響其採取內化行為和性化行為傾向之因子，而負向童年經驗、創傷壓力反應症狀、執行功能障礙、情緒感知缺失、心理社會成熟度缺陷等風險因子及偏差行為間存在顯著相關，其中，負向童年經驗為偏差行為的主要影響因子

，心理社會成熟度缺陷則主要影響外化行為及內化行為。近年來，社會大眾逐漸提升對兒少議題的重視，瞭解其成人後對社會的重要程度，本研究根據研究結果，針對與機構兒少接觸之照顧者提出相關參考建議及因應對策，其中包含建立支持與關懷的良好關係、鼓勵兒少尋求協助及對其保持高度覺察、培養其良好品格並增進其能力、對其意見表達予以理解接納、教導並識別負面認知情緒等與機構兒少互動之模式，此外，政府部門亦可提供機構照顧者教育訓練及線上諮詢方式等管道，以利照顧者對機構兒少之照護。