Bush administration的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列特價商品、必買資訊和推薦清單

The Peacemaker: Ronald Reagan in the White House and the World

為了解決Bush administration的問題，作者Inboden, William 這樣論述：

An in-depth and masterful account of how Ronald Reagan’s foreign policy team of rivals won the Cold War and laid the foundation for the twenty-first century.Today, the ending of the Cold War seems a foregone conclusion. But in the early 1980s, US intelligence and other experts believed the Soviet Un

ion was strong, stable, and would last into the next century. Ronald Reagan entered the White House with no certainty of what would happen next, only an overriding faith in American democracy and an abiding belief that the communist system--and the threat of nuclear war--must be brought to an end. T

he Peacemaker is the story of the eight years of Reagan’s presidency, as he and his national security team managed, in real time, multiple crises around the globe. From the emergence of global terrorism, wars in the Middle East, the rise of Japan and the awakening of China, to proxy conflicts in Lat

in America, Africa, and Asia, Reagan’s team oversaw the worldwide expansion of democracy, globalization, free trade, and the information revolution. Yet no issue was greater than the Cold War standoff with the Soviet Union. As president, Reagan cast aside the four-decades-old policy of containment a

nd challenged the Soviets in an arms race and ideological contest that pushed them towards economic and political collapse, all while extending an olive branch of diplomacy. Reagan’s revolving team included Secretaries of State Al Haig and George Schultz; Secretaries of Defense Caspar Weinberger and

Frank Carlucci; National Security Advisors Bill Clark, John Poindexter and Bud McFarlane; Chief of Staff James Baker; CIA Director Bill Casey; and United Nations ambassador Jeane Kirkpatrick. Talented and devoted to their cause, at times their inner rivalries and backstabbing led to missteps and cr

ises. But over the course of the administration, Reagan and his team developed the strategies that brought us to the brink of the Cold War’s peaceful conclusion, and remade the world. William Inboden is executive director of the Clements Center for National Security and Associate Professor of Publ

ic Policy and History at the LBJ School, both at the University of Texas at Austin. Prior to academia, he worked for fifteen years as a policymaker in Washington, DC and overseas, including senior positions with the State Department and the National Security Council in the George W. Bush Administrat

ion. A graduate of Stanford University, he earned his doctorate at Yale. He is a life member of the Council on Foreign Relations, and his commentary has appeared in numerous outlets including the Wall Street Journal, New York Times, Washington Post, Los Angeles Times, Foreign Affairs, Foreign Policy

, Weekly Standard, World, NPR, CNN, Sky News, and BBC.

Bush administration進入發燒排行的影片

美中於東南亞的競逐戰略：權力轉移重現或反轉

為了解決Bush administration的問題，作者張喁 這樣論述：

冷戰結束以來，世界形成單一超強的穩定階層體系。然而美國的相對衰退以及中國崛起成為其主要挑戰者，帶來另一個冷戰的隱憂。隨著川普上任後對中貿易戰如火如荼的開展，全球不再平靜，二戰後未見的衝突規模隱然若現。就權力平衡的觀點，強權間的均勢帶來國際體系的穩定，然而權力轉移論卻認為此刻若一國對另一國或現狀不滿意，發動戰爭的可能性便會遽增。於此美中對立節節升高之際，本文分析二國於東南亞的戰略、實際作為、與各國的反應，研究權力轉移是否已然重現，或是原有霸權得以反轉該趨勢。

The American Imperative: Reclaiming Global Leadership Through Soft Power

為了解決Bush administration的問題，作者Runde, Daniel F. 這樣論述：

Daniel F. Runde is Senior Vice President and the William A. Schreyer Chair in Global Analysis at the Center for Strategic and International Studies (CSIS). Runde’s work centers on creating a freer and more prosperous world. Renowned as a global thought leader, he has been at the center of Washington

debates on soft power and development for two decades. Previously, Runde held senior leadership roles at the World Bank Group and served in the Bush Administration at the U.S. Agency for International Development. He has been an advisor to a number of Republican presidential campaigns since 2012.

探討英文閱讀活動對三年級學生英文閱讀流暢度之成效

為了解決Bush administration的問題，作者陳怡君 這樣論述：

本研究探討將閱讀教學活動融入國小三年級英語課堂，並檢視其對學生口語閱讀流暢度的成效。本研究所使用的閱讀教學活動包含視覺字(sight words)教學活動、語音意識(phonological awareness)培養活動及故事朗讀活動，目的為促進學生擴充視覺詞字庫及培養語音意識以達到提升口語閱讀流暢度的成效。本研究共有21名國小三年級學生參與，接受為期十週的英語閱讀活動教學課程，利用每週兩節的英語課進行教學，十週的課程活動包含視覺字列表朗誦、視覺字賓果活動、視覺字說說看活動、視覺字小書製作、單字聽和圈活動、單字聽和拼、單字說說看活動和故事朗讀活動。在研究開始前會對參與學生施測一次閱讀行為紀錄

(running records)測驗和閱讀表達程度(reading expression)測驗作為前測了解學生的口語閱讀流暢程度，接著進行十週的閱讀活動教學課程，教學過程中研究者會撰寫觀察筆記，紀錄課程中教學情形與學生的學習狀況，課程結束後進行後測來了解學生經過十週課程後的轉變，並在後測結束後發下問卷請學生填寫，以了解學生對於研究中實施的閱讀活動的喜好程度以及學生自身對閱讀活動成效的感受。本研究蒐集分析的資料包含兩次閱讀行為紀錄測驗、研究者觀察紀錄及問卷調查，採取質量並行的混和研究方式進行分析，以探究研究中的閱讀活動對學生口語閱讀流暢度的影響。