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By God’’s Grace

為了解決Senior high school s的問題，作者Webber, Chris 這樣論述：

Chris Webber is considered one of the best power forwards in NBA history and the best hooper to hail from Detroit, Michigan. He won every individual national award from his time as a high school freshman through his sophomore year in college. One of the most recruited ball players in prep history, W

ebber finished his high school career as the third all-time scorer in the state of Michigan. As a senior at Detroit Country Day High School, he was named Michigan’s Mister Basketball and Gatorade’s National High School Player of the Year. As a member of the Fab Five at the University of Michigan, he

earned Freshman of the Year honors, becoming the first freshman to lead the Big Ten in rebounds. In two collegiate seasons, he led the Wolverines to consecutive Final Four appearances, reaching the national championship game in both seasons. He became the first player in history to be named to the

NCAA All-Tournament Team as a freshman and sophomore. Webber was selected with the first overall pick in the 1993 NBA draft and, after a successful season with the Golden State Warriors, was voted Rookie of the Year. He became the first rookie in league history to amass more than 1,000 points, 500 r

ebounds, 250 assists, 150 blocks, and 75 steals. He was a five-time All-Star and a five-time All-NBA selection. In a career that spanned fifteen seasons, Webber is one of five NBA players to average at least 20 points, 9 rebounds, and 4 assists for an entire career. Webber also has a long history of

community service. During his pro career, he was twice given the NBA Community Assist Award. For more than twenty-five years, the Webber family and foundation have supported underprivileged youth and their families through scholarships, books, and financial support in Detroit; Washington, DC; Oakla

nd; Atlanta; Sacramento; Philadelphia; and New Orleans. Webber has served on the National Advisory Board for the Make-A-Wish Foundation, where he was selected as the 2003 Wish Maker of the Year. Webber is also a significant collector of African American artifacts and documents. His collection includ

es documents and letters from Dr. Martin Luther King Jr., Malcolm X, George Washington Carver, and Toussaint L’Ouverture, as well as a rare first-edition book of poems by Phillis Wheatley and a Carte-de-visite and letter from Frederick Douglass. He also runs several successful companies including th

e Webber Group, Webber Gilbert Productions, Thoroughly Crafted Goods, and Moxie Sport. Webber is now an analyst for Turner Sports NBA and NCAA coverage. He lives with his wife Erika and their twins, Elle Marie and Mayce Chris.

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行動裝置教育方案於腦中風患者之成效

為了解決Senior high school s的問題，作者余秋菊 這樣論述：

背景與目的：衛生福利部統計2019年腦血管疾病是造成臺灣地區民眾十大死因的第4名，腦中風發生的6個月內有超過25%的病患導致嚴重失能，慢性疾病皆是腦中風的致病危險因子，針對這些疾病的治療及控制是可降低腦中風的發生率，故需長時間監控及配合慢性疾病藥物治療，改變飲食習慣及建立良好的健康生活型態，提供病患出院返家後疾病相關知識。護理人員扮演著教育者的角色，傳統護理指導大部份給予紙本單張及口頭教育，然而現今資訊科技的進步及行動網路3C產品的普及化，可提供即時、個別化，是目前臨床照護上最即時及有效率的方式。因此，本研究探討行動裝置教育方案於腦中風病患提升自我照顧知識、自我效能及避免憂鬱之成效。研究方法

：本研究在臺灣北部某醫學中心之神經內科病房及老年醫學病房進行收案，採兩組前、後測，隨機、單盲之實驗性研究設計，收案82位，包括實驗組40位(行動裝置教育方案)及控制組42位(常規護理)，分別於住院48小時內進行前測及介入，出院前24小時進行後測之施測。研究問卷包含腦中風自我照顧知識量表(Stroke Self-Care Knowledge)、腦中風自我效能量表(Stroke Self-Efficacy Questionnaire, SSEQ)、貝克憂鬱量表(Beck Depression Inventory, BDI)、健康指導內容滿意度之視覺類比量表(Visual Analogue Scal

e, VAS )，以套裝統計軟體SPSS 20.0版進行統計分析，進行描述性統計及推論性統計。描述性統計以次數分配、百分比、平均數、標準差、最大值及最小值呈現研究對象之人口學資料及疾病特徵；推論性統計以獨立樣本t檢定、卡方比較兩組在人口學基本屬性、疾病特徵、腦中風自我照顧知識、腦中風自我效能、憂鬱及介入措施滿意度之差異，運用廣義估計方程式(generalized estimating equation, GEE)檢定兩組之前、後測腦中風自我照顧知識、腦中風自我效能及憂鬱改善成效，再以獨立樣本t檢定統計比較兩組介入措施滿意度之差異。研究結果：本研究之研究對象為老年、男性、已婚、退休、高中職、佛道

教為主，共病指數(Charlson Comorbidity Index, CCI)平均值為2.28，過去病史以高血壓為主、其次為糖尿病。行動裝置教育方案介入後兩組腦中風自我照顧知識於組別主效果( β = 6.88, SE = .78, p < .001)、時間主效果( β = -6.15, SE = .71, p < .001)、組別與時間交互作用( β = -6.93, SE = .89, p < .001)皆呈統計學上顯著差異；腦中風自我效能(SSEQ)於組別主效果( β = 16.80, SE = 2.46, p < .001)、時間主效果( β = -33.66, SE = 2.78,

p < .001)、組別與時間交互作用( β = -6.46, SE = 4.02, p < .001)皆呈統計學上顯著差異；憂鬱(BDI)改善成效於組別主效果( β = -7.29, SE = 1.50, p < .001)、時間主效果( β = 8.37, SE = 1.77, p < .001)、組別與時間交互作用( β= 5.28, SE = 2.09, p < .001)皆呈統計學上顯著差異；以獨立樣本t檢定統計方式比較實驗組(行動裝置教育方案)與控制組(常規護理)的介入措施滿意度，呈統計學上顯著差異( p < .05)，即表示此行動裝置教育方案介入措施的滿意度比常規護理有明顯成

效。結論：本研究結果證實透過行動裝置教育方案於腦中風患者，可以有效提升腦中風自我照顧知識、腦中風自我效能程度成改善憂鬱程度，行動裝置教育方案較傳統口頭健康指導有較高的介入滿意度。臨床與實務應用：在實證依據基礎下，使用行動裝置教育方案於腦中風患者之成效更較傳統口頭健康指導成效佳，且具有統計學上顯著差異。因應3C化數位時代來臨，手機及網路使用普及化，希望能藉由腦中風行動裝置教育方案方便性、健康指導內容生動性，且有具個別性的優點，能促進提升臨床護理人員在病患住院期間提供返家後健康指導內容，更能減少的時間人力成本。對於需要長期復健治療之腦中風患者更能提供持續性的照護內容，藉由操作行動裝置教育方案過程，

更可以促進患者與家人之間的親情互動，值得在臨床上推廣。

A Good Girl’’s Guide to Murder Series Boxed Set: A Good Girl’’s Guide to Murder; Good Girl, Bad Blood; As Good as Dead

為了解決Senior high school s的問題，作者Jackson, Holly 這樣論述：

NEW YORK TIMES BESTSELLING SERIES - The must-read mystery series everyone is talking about that began with A Good Girl’s Guide to Murder is now available in a three-book hardcover boxed set!Read between the lies... A Good Girl’s Guide to MurderEveryone in Fairview knows the story of the pretty hi

gh school senior who was tragically murdered by her boyfriend before he killed himself. Five years later, a girl named Pip sees how the tragedy still haunts her town and decides to reexamine the closed case for a school project. But soon she discovers a trail of dark secrets...and her investigation

might turn into obsession. Good Girl, Bad BloodAfter the last investigation, Pip has released a true-crime podcast, thinking her detective days are behind her. But when someone she knows goes missing and the police won’t do anything about it, Pip has no choice but to find him herself. She soon will

find the town has even more buried secrets...and this time everyone is listening. As Good as DeadPip is used to online death threats in the wake of her viral true-crime podcast, but the threats escalate when she realizes that someone is following her in real life. As the deadly game plays out, Pip d

iscovers that everything in her small town is coming full circle...and if she doesn’t find the answers, this time she will be the one who disappears....

瘋狂亞洲富豪小說字頻表和字彙涵蓋量之語料庫分析

為了解決Senior high school s的問題，作者陳以聖 這樣論述：

本研究旨在運用語料庫軟體Antconc和AntWordProfiler來分析小說《瘋狂亞洲富豪》的字頻表和字彙涵蓋量。研究中使用了幾個語料庫，包括《瘋狂亞洲富豪》的電子文本，全民英檢字表（GEPT）、新通用常見字表（NGSL）、新學術詞匯列表（NAWL）和BNC（英國國家語料庫）/COCA（當代美國英語語料庫）的字表，進行數據分析和比較。本研究中調查了四個研究問題。(1) 小說《瘋狂亞洲富豪》的高頻字彙有哪些？(2) GEPT中級和中高級的字表在小說《瘋狂亞洲富豪》的字彙涵蓋量是多少？(3) 小說《瘋狂亞洲富豪》中哪些字彙至少在整本小說中重複出現了12次？它們是否也是LTTC頒布的GEPT中

級和中高級字表中的常用單字？(4)探討兩套不同的字表，即NGSL和NAWL，BNC/COCA字表，分別在《瘋狂亞洲富豪》的字彙涵蓋量是多少？主要研究結果簡述如下。首先，小說《瘋狂亞洲富豪》的前100個字彙的分布是32%的實詞，62%的虛詞和6%的縮略詞。第二，GEPT中級字表只提供了小說《瘋狂亞洲富豪》6%的字彙涵蓋量（94%未在字表中找到），GEPT中高級字表在目標小說中提供了9.1%的涵蓋量（90.9%未在字表中找到）。第三，有1217個字彙在小說《瘋狂亞洲富豪》中至少重複出現了12次。在《瘋狂亞洲富豪》中至少出現12次的字表和GEPT中級字表之間有114個重疊字（字彙涵蓋量：9.4%），

與GEPT中高級字表之間有76個重疊字（字彙涵蓋量：6.2%）。本研究中相當低的字彙涵蓋量表明，這本小說對中級（B1）和中高級（B2）英語學習者來說算是困難。最後，2801個NGSL詞和補充字表對整個目標小說的字彙涵蓋量達到了82.97%。至於《瘋狂亞洲富豪》中BNC/COCA列表的字彙涵蓋量，在5000至6000個詞族中能夠達到95%的涵蓋量，而在10000個詞族以上時，涵蓋量達到98%。如果英語學習者想要理解這本目標小說，他們的字彙量至少應該達到BNC/COCA所列表的5000-6000個詞族左右，才能有足夠的理解力，而超過10000個詞族才能有理想的理解力。針對研究結果，透過五個以教學為

導向的觀點，進行了相關討論。分別是(一)《瘋狂亞洲富豪》適合高階以上的英語學習者。(二)英語虛詞習得的重要性。(三)背誦GEPT字表對真實英語習得的限制。(四)專有名詞在英語教學中的重要性，以及(五)基於語料庫的閱讀材料分析對英語教學的價值。此外，對未來語料庫應用於課堂情境和數據驅動的學習方面，亦提供了教學上的暗示。最後，則是陳述本研究的局限性，和對未來研究提出建議。