校的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列線上看、影評和彩蛋懶人包

How to Promote Your Book: A Practical Guide to Publicizing Your Own Title

為了解決校的問題，作者Yager, Jan 這樣論述：

Writing a great book is the easy part. Getting people to buy the book is wicked hard. Jan’s book shows you what promotion to do so you increase the possibility that your book becomes a bestseller.＂ --Jeffrey Fox, bestselling author, How to Become a RainmakerBeing an author is 50% creative and 50%

promotion. Jan Yager’s comprehensive and practical book, How to Promote Your Book, tells authors exactly what they need to know and do to promote their book. I’m recommending it to all the authors I know including those whose books I share through my Bedside Reading program. --Jane Ubell-Meyer, CE

O, Bedside Reading, former TV producer, Good Morning America, Entertainment Tonight, WSJ-TVWhether your book is being released through a commercial publisher or an academic press, or you are self-publishing it, as the author, you can and should play a crucial role in getting your title seen, talked

about, and sold. And while you may watch dozens of authors pitch their books on TV, in social media, and in bookstores, they represent only a fraction of the writers who come out with new books each year. What do they know that you don’t? They know what to do to get attention for themselves and, mor

e important, for their books--and as you will discover in book publishing veteran Jan Yager’s How to Promote Your Book, you can, too. The book is divided into three sections. Part One begins with a look at promotion basics. These include knowing what your book’s marketplaces are, who your audience i

s, how the media is divided, the elements involved in publicity, and how to create an effective promotional timeline. Once you understand the basics, Part Two focuses on the ways to package and market yourself to the various book and media outlets. It discusses putting together professional looking

press releases and media kits. It also explains how to obtain endorsements and reviews, as well as how to generate speaking engagements and interviews with journalists; bloggers; and radio, TV, and podcast hopes. Part Three provides a plan that covers the fi rst three months of an author’s publicity

program--from the day the book is formally released through all the media events that have been lined up. Throughout the book, you will find insets that answer important questions such as, ＂What are the real costs involved?＂ and ＂Should I promote myself or hire a publicists?＂ Just as important, the

author includes a valuable resource guide that provides the names, addresses, and links to many of the key places covered in the book. Jan Yager has enjoyed a fabulous career as both a best-selling author and a publisher. She has been interviewed by many of the top shows on TV and radio. In How to

Promote Your Book, she lets you in on what she has done--both for herself and for her authors--to open the door to effective publicity.

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技術型高中學生學習歷程檔案學習動機及其學習成效之關係研究-以桃竹苗地區為例

為了解決校的問題，作者羅筱恩 這樣論述：

摘要 本研究旨在探討公立技術型高中學生學習歷程檔案學習動機及其學習成效之關係研究。以108學年度入學就讀桃竹苗地區公立技術型高中學生為研究對象，採問卷調查法。發出8校900份問卷，回收有效650份問卷後經資料整理，再透過SPSS 20統計軟體進行資料處理與分析，探討技術型高中學生學習歷程檔案的學習動機及其學習成效之相關情形，進行敘述性統計及推論性統計之分析與討論。依據研究目的，本研究獲致結果如下：壹、桃竹苗地區學生學習歷程檔案以期望成分的學習動機認同度最高，以學習成果的學習成效認同度最高。貳、學生學習歷程檔案以女性學生、就讀家事類、苗栗地區以及上傳課程學習成果與多元學習表現件數多者的學

習動機認同度較高。參、學生學習歷程檔案以女性學生、就讀家事類、苗栗地區以及上傳課程學習成果與多元學習表現件數多者的學習成效認同度較高。肆、桃竹苗地區學生學習歷程檔案學習動機及其學習成效呈現高度正相關。關鍵字：技術型高中學生、學生學習歷程檔案學習動機、學生學習歷程檔案學習成效

The Well House Reader: Students Reflect on Indiana University Bloomington Through the Years.

為了解決校的問題，作者 這樣論述：

＂What did generations of Indiana University students think about their years on campus-the faculty, courses, administration, pressing social issues, and each other? Through student writings and art featured in The Well House Reader, the Bloomington campus across the years vividly and sometimes wh

imsically comes to life. Featuring selections from more than 150 years of student writing, The Well House Reader, edited Donald J. Gray, demonstrates how students voiced their views and opinions through their contributions to campus magazines and yearbooks. From the use of satiric couplets to ridicu

le university president Cyrus Nutt in 1872, parody and caricature to mock the Ku Klux Klan in 1924, and long form essays to complain about the university administration in the 1960s, IU students always made their opinions clear. They wrote burlesques to mock their teachers, essays to honor them, and

short stories about the satisfaction and sadness of graduation and departure from their beloved alma mater. Poignant and revealing, The Well House Reader offers unforgettable glimpses of Indiana University through the eyes and experiences of its students across the decades＂--

數位平臺結合Google Classroom的英語學習成效之研究

為了解決校的問題，作者許瓊文 這樣論述：

本研究旨在探討研究者欲解決國小英語學習課堂中所遇到之困境，規劃實體課程與課後非同步課程，以Google Classroom為媒介，並使用數位平臺進行「虛實整合」之課程規劃，以期達到英語學習成效。本研究採準實驗設計法，將兩班級分為實驗組與對照組，皆以英語實體課程為主，但僅有實驗組輔以數位平臺練習。經過為期八週的實驗，並透過期中考之成績進行統計分析，檢視運用數位平臺作為延伸學習是否有助於提升英語學習成效。同時，透過學生學習心得回饋與教師成長及省思，進一步紀錄研究過程中的成長與收穫。從統計結果分析來看，兩組在成績上並無顯著差異；然而，在兩組成績前後測卻有顯著差異。由於疫情下所造成混成教學之必然性，

在學習成效上，兩班先維持基本成果，平均數相差不大，但實驗組標準差較對照組收斂。在從各大題分析兩組的答對率，進行探討造成此分數結果的差異。得到的結果與發現如下：一、某廠商雲端速測數位平臺運用在英語學習雖無顯著差異，有助於省思如何更有效率運用混成教學。二、77%學生對於使用某廠商雲端速測線上測驗數位平臺大多抱持正面的態度與看法。三、教師能透過規劃虛實整合之課堂，提升教師自我效能及專業成長。本研究提供給教學者以下建議：一、教學者可以補充更多題目，使學生達到精熟學習。二、教學者可以引導學生製作英語讀書計畫，紀錄學生自我學習成長。三、教學者善用混合教學之優勢，設計虛實整合之課程，將達到更好的學習效益。關

鍵字：數位平臺、英語學習、英語學習成效。