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After Work: The Fight for Free Time

為了解決what do you think of的問題，作者Hester, Helen/ Sprnicek, Nick 這樣論述：

A vital and timely proposal for a feminist post-work politicsWould you let a robot clean your house? When we think about work, we still tend to think about workplaces - if we think about reducing work, we think about reducing working hours and spending more time at home. But the home has never be

en free from work, and with the continued gendered division of labour, women still do the bulk of domestic activities. As two-income families find themselves ever more time-poor, many look to outsource to cleaners, nannies, and care workers. More and more, it would seem, people are finding themselve

s without either the emotional or the financial resources to take care of themselves and each other. The home, rather than an escape from the work and its pressures, is in fact an extension of it. After Work is a crucial corrective to this trend, extending its attention beyond paid jobs, to the impa

ct of domestic work upon familial relationships, social bonds, and our very conceptions of domestic space. What if we automated housework? In this groundbreaking work, Helen Hester and Nick Srnicek argue that there is a crisis that can and should be tackled. Only by rethinking the way we organise ou

r living arrangements, redefining our domestic standards and remaining open to the automation of work done in the home, they argue, can we imagine a world that is truly post-work.

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教學經驗與社交注意力的關係: 以凝視線索效果為例

為了解決what do you think of的問題，作者安可涵 這樣論述：

注視是社交互動的主要線索之一，人類可以藉此推斷出他人的心理狀態、意圖及行為。而凝視方向線索效果（Gaze cueing effect, 簡稱GCE）反應出人們對他人凝視方向注意力的強度。過去研究顯示社交能力較佳者通常會有比較大的GCE，而且GCE會隨著社交經驗豐富程度而改變大小。本研究目的為探討需要頻繁與人互動的教師是否會受到教學經驗影響，使GCE隨著教學資歷增加產生變化。共有60位現職教師參與本研究，完成凝視方向和箭號兩種線索作業，且完成自閉症光譜量表和教學經驗問卷。實驗結果觀察到箭號線索效應比GCE來得大，且GCE與自閉症光譜量表中的社交技巧及溝通的子量表相關性達顯著。但結果並未顯示出G

CE與教學年資有顯著相關，說明教學經驗的累積不會影響GCE的大小。而教學經驗調查問卷也顯示出資深教師比起新手教師對於教學現場的掌握更優異並不是因為對他人注視方向更敏銳導致的，而是在於資深教師會注意學生之間的互動，以及在上課的時候會注意教室的全場。

Imposter to Impact

為了解決what do you think of的問題，作者Leruste, Mark 這樣論述：

When you talk about yourself and the work you do, what message do you convey? Do you tell your best story and show your most authentic self, or do you undersell your talents and fail to sell your strengths? Too many of us feel like imposters, playing down our achievements, failing to do our brill

iant ideas justice. Many of us are simply too afraid of what people might think or say if we showed up as our authentic selves in public and shared our true stories. Countless brilliant ideas will never see the light of day because people are too timid to truly be themselves. It doesn’t have to be

this way. This book will help you get comfortable with being yourself in public, accept who you are, and celebrate every part of you and your story - even the scary bits. No matter where you are on life’s journey, no matter what your experience or background, you can learn a simple framework to tu

rn your myriad of experiences into a powerful, engaging, and clear origin story that people will connect with, remember, and want to share with others on your behalf. From hiding your talents to glowing in the dark, this book will help you tell your story with confidence.

運用責任漸轉模式（GRR模式）以實踐學習者中心教與學之個案研究—以六年級國語文領域教學為例

為了解決what do you think of的問題，作者洪千惠 這樣論述：

為協助學生於教育以及生活之中展現真正的能動性，成為夠面向未來的學習者，以探索複雜且不確定的世界，須以學習者為中心思考教與學的議題。然而，實踐以學習者為中心的教與學時，於重新分配學習責任此一重要區塊，卻是教師們感到棘手之處。責任漸轉模式（GRR模式）為一系統性的教學架構，強調透過學習責任的漸次遞轉，協助學生具備能力以承擔完全的學習責任，正可為此一困境提供解方。本研究聚焦於探究傳遞移轉學習責任的歷程，透過參與觀察、訪談與文件分析等方式，先分析個案班級將GRR模式融入國語文領域教學的歷程脈絡，再整合既有的理論架構，繪製出能適應台灣課堂文化之在地化GRR模式運作架構，以提供未來實務教學與學術研究所用

。本研究之結論可歸納為：一、在GRR模式的融合規劃方面：從整合中著手，從主題中規劃。二、在傳遞學習責任的建置系統方面：在變化中推進，在系統中傳遞。三、在順暢模式運作的教學策略方面：在有效中運作，在順暢中遞轉 。四、在發展責任的教學啟示方面：在過渡中推進，在行為中加強。五、在運作架構的繪製發展方面：在進程中演變，在整合中運轉。