Civic awareness的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列各種有用的問答集和懶人包

Lift As I Climb: An Immigrant Girl’s Journey Through Corporate America

為了解決Civic awareness的問題，作者Glenn, Jackie/ Banks, Gloria Mayfield (FRW) 這樣論述：

Lift as I Climb: An Immigrant Girl's Journey Through Corporate America is an instructive biography about a woman who rose to the top through a winning combination of inclusion and purpose. As a new American, Jackie Glenn developed a powerful currency in a set of ten self-defined "gems"-foundations o

f character that she invested with impressive returns. Working her way from nanny to executive, she found that lifting others as she climbed the corporate ladder became a way of life. With each promotion and increase in global responsibility, she never forgot an earlier vow to hear those whose voice

s were not as strong as her own. Intentionally and continuously, she made time to understand who needed a lift and how to provide it. Jackie Glenn's own story is artfully combined with the perspectives of other prominent immigrants explaining how these gems brought them success. This is a book for c

itizens of all nations who want a deeper understanding of qualities that never go out of style: authenticity, self-awareness, boldness, responsibility, faith, empathy, flexibility, integrity, resilience, and trustworthiness. Applicable to all stages of personal and professional journeys, Lift as I C

limb will give you an engaging compass to chart your future and take pride in your progress. Jackie Glenn is a highly accomplished Human Resources Executive practicing across the HR spectrum including HR Strategic plans, Talent Development, and Diversity and Inclusion. She is currently Vice Presid

ent/Global Chief Diversity Officer for EMC Corporation. In this position, she leads EMC’s worldwide diversity and inclusion strategy, continuously reinforcing global diversity and inclusion as a business imperative. Through collaboration with senior leadership on assessment, action planning and cult

ural change, she designs and delivers creative initiatives tied to the development of an innovative and inclusive workforces, as well as related components of talent management, employee relations, change management and compliance. Jackie joined EMC in 2000, as the Director of HR Operations for the

Sales Division. In that capacity, she provided strategic and tactical Human Resources support to EMC sales groups, comprising more than 2,000 employees at both domestic and international sites. Overall, in her 20 plus year career across the Human Resource spectrum, Jackie has managed and implemented

programs in Employee Relations, Training and Development, Recruiting, Organizational Development, and Consulting and Coaching. Her leadership as the VP, Global Chief Diversity Officer at EMC has introduced best-in-class practices, which includes the development of several groundbreaking efforts, in

cluding the design and implementation of an innovative and mandatory D&l curriculum, institutionalization of the company’s Transgender Reassignment Program, the launch of its High Potential Women’s Programs and expansion of employee resource groups. Efforts have led to multiple honors for EMC, inclu

ding recognition as a Top 25 Noteworthy Company by DiversityInc, a leading employer by Disability Matters and a perfect score on the Human Rights Campaign’s Corporate Equality Index for 5 consecutive years. Jackie has been profiled in various magazines including Black Enterprise, Working Mother, Net

work Journal, Boston Business Journal, Savoy, Odyssey Media, Uptown Professional and Diversity Careers. She received her undergraduate degree in Healthcare Administration from Emmanuel College and a Master’s Degree in Human Resources Management from Lesley University. Jackie has a passion for commun

ity advocacy and civic leadership and is a champion for issues affecting children and families. She serves as a board member for the Children’s Services of Roxbury, Girls Scouts of Eastern Massachusetts, the African American Museum-Boston, and the Greater Boston Sickle Cell Anemia. She resides with

her husband, Windsor, in Milton, Massachusetts; they have two daughters: Nicole and Alicia.

Civic awareness進入發燒排行的影片

實況斗內（Donate）：以心理所有權、擬社會人際互動與感知互動性探索網路直播觀眾之消費行為

為了解決Civic awareness的問題，作者陳建瑋 這樣論述：

近年來隨著通訊技術的普及與發展，網路直播作為一種新型媒體娛樂互動形式，在全球範圍內發展迅猛，衍伸了許多商業模式，其中贊助(Donate)所帶來的經濟效益尤其龐大，在這裡指的是觀眾透過購買直播平台虛擬點數、禮物贈送給主播的行為，而先前關於贊助的研究多旨在解釋慈善捐贈，較少針對觀看者在直播中所感知到的心理體驗來對消費行為的相關研究。目前對於觀看者在頻道中的消費動機仍然所知有限，本研究根據以心理所有權、擬社會人際互動與感知互動性等理論來探討觀看者的消費行為。本研究主要探討於直播環境中，觀眾在頻道中所產生的心理所有權以及擬社會人際互動是否影響消費意圖，其次本研究探討感知互動性與自我投資等因素是否會使

觀眾產生心理所有權以及擬社會人際互動進而影響消費意圖。研究針對曾接觸過實況的觀眾進行線上問卷發放，並經由問卷設計請受測者填答問卷前，帶入自己最喜歡以及最常觀看甚至消費過的直播頻道以確保準確性，問卷於社群論壇平台(巴哈姆特、Dcard)進行發放，總共回收400份有效問卷，使用 SmartPLS3.0 程式進行信效度分析與路徑分析。經過研究結果發現：（1）心理所有權與擬社會人際互動皆對消費意圖有較為顯著的影響，而擬社會人際互動的影響較大。推測由於直播環境會使大部分觀眾對主播及其他觀看者產生片面情感，進而覺得正在跟”真正”的朋友交流，這種感覺對於消費意圖之影響甚至大過對頻道的擁有感。（2）直播環境下

觀眾的感知互動性，其中感知交流性、感知響應性對於擬社會人際互動都有顯著的影響，但皆對於心理所有權無顯著影響。（3）感知互動性中的感知可控性對於心理所有權有顯著影響，但對於擬社會人際互動無顯著影響。（4）自我投資對於心理所有權與擬社會人際互動皆產生非常顯著的影響。

Character: What It Means and Why It Matters

為了解決Civic awareness的問題，作者Rhode, Deborah L. 這樣論述：

Americans claim to care about character. Over four fifths want it taught in public schools, and 95 percent think that a president's character is important. And historically, philosophers, educators, politicians, religious leaders, judges, and the general public have agreed that character should be v

alued and reinforced. Yet in the United States, the institutions charged with that mission have consistently fallen short. Simply put, too little effort has been made to understand the importance of character and the strategies that can best develop and support it. After first exploring the history

of the concept over time, Deborah Rhode turns her focus to the institutions that have traditionally fostered good character: families, schools, youth organizations, civic groups, and political organizations. However, as we have increasingly de-emphasized the subject-a trend that is most evident in o

ur politics-our awareness of its shaping influence has waned. Indeed, we often focus on the wrong things when it comes to fostering good character. For instance, almost a third of the workforce is covered by licensing laws requiring good moral character, even occupations where the need for screening

is not self-evident: florist, fortune teller, and frog farmers. Character also plays a pivotal role in the criminal justice system, in defining guilt, punishment, and eligibility for parole. All too often, these legal requirements are idiosyncratic, inequitable, and subject to race and class bias.

Millions of Americans who have convictions for minor offenses are excluded from a vast range of occupations and benefits without evidence that such exclusion serves the public interest. We can do better, she stresses, and outlines a powerful program for reform. Rhode punctuates the book through a se

ries of portraits of exemplary individuals whose good character made them who they were: Ida B. Wells, Jane Addams, Martin Luther King, Mother Teresa, Nelson Mandela, Albert Schweitzer, and Thurgood Marshall. All of these individuals had flaws, but through their commitments to both social justice an

d helping the less fortunate, they all demonstrate the power and importance of strong character. Deborah L. Rhode is the Ernest W. McFarland Professor of Law, and the director of the Center on the Legal Profession at Stanford University. She was the founding president of the International Associat

ion of Legal Ethics, the former president of the Association of American Law Schools, and the former founding director of Stanford’s Center on Ethics. She is the nation’s most frequently cited scholar on legal ethics and the author of 30 books in the fields of professional responsibility, leadership

, and gender.

在CLIL情境下發展合作學習以增進國小學生的數位說故事能力、英語口說能力及理財知識

為了解決Civic awareness的問題，作者范庭毓 這樣論述：

英語教育已在台灣推廣多年，近來，內容和語言整合學習 (CLIL) 受到越來越多的關注，因其為一種將英語融入現實生活環境的有效方式。隨著科技的進步，數位說故事能培養學生多種技能，例如敘述現實生活中的故事、用英語記錄故事以及與小組成員討論故事。因此本研究旨在發展 CLIL 情境下的合作學習，以提高小學生的數位說故事、英語口語能力和金融知識。參與者來自兩個班級中共43名六年級學生：實驗組（n = 26）和對照組（n = 17）。整個實驗設計為期9周，目的為調查實驗組學生在合作學習方式下發展的數位說故事結果是否與對照組的個人數位說故事結果不同。所有參與者都參加了金融知識和英語口說的前測，接著參與金融

知識課程和數位說故事的引導，以幫助他們有效地設計出能結合金融知識和英語口說的數位說故事影片。此研究問題的分析主要採用描述性分析、獨立t檢定、配對t檢定、單一 ANCOVA 和 Pearson 相關性分析。其結果表明，實驗組在整體之數位說故事表現、英語口語能力和金融知識方面優於對照組。而在金融知識方面，實驗組和對照組在後測中皆有顯著進步。並且在口語能力方面，實驗組在內容、語法、詞彙等方面較對照組有顯著提升。但是，在流利程度和熟練程度方面並無顯著差異。在 DST 性能方面，實驗組在見解、語音和圖像方面均有顯著提升。然而，在經濟性和原創性方面沒有顯著差異。此外，合作學習和英語口語能力之間以及合作學習

和數位說故事表現之間皆顯示出正相關。此研究亦進一步探討研究結果對未來英語教育的影響。