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The Line Riders: The Early History of the U.S. Border Patrol, 1890-1935

為了解決K SEVEN STORIES的問題，作者Dolan, Samuel K. 這樣論述：

Samuel K. Dolan is a documentary writer, director and Emmy Award-winning television producer. Growing up in Northern Arizona, Dolan got his start in film and television at age 13, riding horses in feature films and TV shows, including 1993’s Tombstone. Since 2004, Dolan has produced dozens of progra

ms for History Channel, Military Channel, American Heroes Channel, and National Geographic. In 2010, Dolan developed a series for National Geographic called Navajo Cops. For two years he led a camera team on patrol with the Navajo Tribal Police, and wrote four episodes of that seven-part series. He

has also appeared as an on-camera expert in numerous segments for the History Channel and other cable networks. Dolan’s first non-fiction book, Cowboys and Gangsters: Stories of an Untamed Southwest, was published by TwoDot in 2016 and was listed as one of True West Magazine’s annual ＂Best of the We

st.＂ The book chronicled violence in Arizona, New Mexico and Texas during the Prohibition-era. Dolan currently lives in Missoula, Montana with his wife and son.

K SEVEN STORIES進入發燒排行的影片

英語電子繪本融入不同角色扮演模式對國小四年級學童故事理解、閱讀動機、閱讀投入及英語能力之影響

為了解決K SEVEN STORIES的問題，作者邱怡君 這樣論述：

單向教學及單一課本內容難以使學習者持續專注於課堂，因此使用繪本並將教材數位化是目前提升閱讀動機的教學趨勢，但過多不適合的多媒體效果反而可能會中斷學童的閱讀歷程。本研究將不同角色扮演的機制融入電子繪本閱讀活動中，研究對象為65位臺北市某國小四年級學生，將其分為三組：合作角色扮演組(簡稱為合作組)、合作融入表情自拍角色扮演組(簡稱為合作融入自拍組)、個別角色扮演組(簡稱為個別組)，探討這三組學習者分別透過不同角色扮演方式閱讀英語電子繪本後，在故事理解、閱讀動機、閱讀投入及英語能力之表現。研究結果顯示合作融入自拍組的閱讀動機、閱讀投入與口說能力顯著高於合作組與個別組，可能是電子繪本故事裡的角色為學

習者依據故事情節變化所自拍的頭像，能幫助學童融入故事內容並揣摩角色情緒，更勇於將自己的台詞念出，進而有較好的語調及發音。此外，合作組與合作融入自拍組，在故事理解及英語能力的表現都高於個別組，可能是因為透過小組合作進行角色扮演，高成就學童能領導小組共同討論，因而釐清繪本中不懂之字句。最後根據上述結果進行討論與建議，以供後續相關研究或教學參考。

Partner Poems & Word Ladders for Building Foundational Literacy Skills: Grades K-2

為了解決K SEVEN STORIES的問題，作者Rasinski, Timothy V.,Harrison, David L.,Fresch, Mary Jo 這樣論述：

Fresch previously taught third grade and adult literacy. She also taught children’s literature and literacy courses in teacher education programs in Ohio, Nebraska, and Melbourne, Australia.Mary Jo received her Ph.D. from The Ohio State University where she is currently an Associate Professor in Tea

cher Education in the School of Teaching and Learning.Dr. Timothy V. Rasinski is a professor of education in the Department of Teaching, Leadership, and Curriculum Studies. Dr. Rasinski teaches graduate and undergraduate courses in literacy education. His major interests include working with childre

n who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. A past editor of The Reading Teacher, the most widely read journal in reading education in th

e world, Dr. Rasinski is currently an editor for the Journal of Literacy Research. Rasinski has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association.I was four when I memorized and recited on stage the Getty

sburg Address, six when I began writing poems, eight and nine when I lived on a farm. What an author writes comes from the experiences of a lifetime. The Missouri boy who filled his room with snake skins, insects, turtle shells, fossils, and books grew up to be a public speaker, a scientist, and an

author of stories and poems, often about nature. I liked school so school shows up in my books, too, particularly the humorous ones such as Somebody Catch My Homework. My education and background in science prepared me to research and write my own series of Earth science books called Earthworks.Maki

ng up poems in first grade set me on a path that eventually led to Bernice Cullinan at New York University with whom I wrote a Teaching Strategies book called Easy Poetry Lessons That Dazzle And Delight. This book is meant for those who want to teach poetry in elementary school but need help getting

started. I wrote a follow-up book with third grade teacher Kathy Holderith of Littleton, Colorado about using poetry as a teaching tool. That one is called Using the Power of Poetry to Teach Language Arts, Social Studies, Math, and More.I believe that writing, like reading, should begin as a fun ac

tivity. That＂s why I wrote Writing Stories to help students improve their writing skills. In it I offer students twenty-five ＂secrets＂ to help them write better fiction. Acting as their personal guide, I share my own discoveries about creating ideas, getting started, making time to write, and all th

e tricks of putting the elements of a story together. Children＂s authors have a unique opportunity to share what we＂ve learned about writing with teachers and students. In Writing Stories, I show students the value of revising and rewriting and dedicate one entire chapter to the art of ending a stor

y well.After more than sixty published books of poetry, fiction, and nonfiction, I have lots of stories to tell kids about where my ideas come from and how they turn into books. Some of my poems have been set to music so during school presentations I＂ve been known to break into song. When I＂m not tr

aveling to conferences or schools, I write seven hours a day six days a week.My four best sellers together have sold more than four million copies. My books have won the Christopher Medal, Kids＂ Choice picks, Bank Street Book of the Year selection, Kentucky Blue Grass nomination, Best Book for Young

Adults nomination, and Michigan Reading Association Readers＂ Choice list. One of my poems -- ＂My Book＂ -- is sandblasted into the sidewalk in Phoenix at the Central Library＂s Children＂s Garden. It was selected because it catches the excitement of reading. I＂m proud of that. Not many can claim to pu

blished in concrete.David Harrison currently lives in Springfield, Missouri.

互動電影中的敘事效果與理論模型研究

為了解決K SEVEN STORIES的問題，作者梁璐璐 這樣論述：

互動電影作為一種融合了電影敘事、視聽質感和遊戲玩家參與的綜合媒介形式，以互動敘事為特色，兼具「看」電影和「玩」遊戲兩種行為特徵，成為近年產學研高度關注的熱點，但對於互動敘事的內涵與成效，尚無系統性研究。因此本研究之目的在於：（一）釐清互動敘事的概念和構成要素；（二）探索評測互動敘事效果的因素並研發出互動敘事效果的評測量表；（三）了解受測者在互動和非互動的兩種情況下獲得的敘事效果是否存在顯著差異；（四）建構互動敘事效果的理論結構模型。為了達到上述研究目的，首先，本研究總結了互動敘事的概念並梳理出互動敘事的五個構成要素：角色塑造、場景設計、情節推進、意義表達和互動話語。其次，確定了影響互動敘事效

果的七個構面，即情感投入、場景表現、懸念好奇、敘事理解、沉浸歷程、沉浸感受和互動體驗；由此開發出共一套29題的敘事效果量表（NES）。再次，研究者將招募的950位受測者分為兩組，分別觀看互動和非互動的兩部影片，然後進行敘事效果測量。結果發現，兩組受測者在敘事效果的場景表現、懸念好奇、敘事理解、沉浸歷程、互動體驗五個構面上具有顯著差異。最後，研究者建構出互動敘事效果的有效理論模型，並證實，互動體驗可以作為中介，對沉浸歷程到沉浸感受的過程產生正向影響。本研究補強了互動電影的理論架構，開發出敘事效果量表（NES）可供應用，並建構起互動敘事效果的理論模型，希望能為未來互動電影創作者和研究者提供可為參考

之基礎。