| 綜合性 | |
|---|---|
| 1 |
內容包含人文社會、文學小說、語言學習、財經商管、科學科普、電腦資訊、醫藥養生、藝術設計、休閒生活、考試證照各領域電子書，特別推薦語言學習有聲書。 |
| 2 |
iRead eBooks 華藝電子書 airitiBooks 使用說明 內容包含商管財經、休閒旅遊、文學小說、語言學習，以及考試用書、教科書、學術專業圖書。 |
| 3 |
以大學及專業出版社所出版的圖書為主，內容包含：研究型教科書、學術專著、美術及醫學等專題論述、中小學讀本等。語種多元，包含了繁簡中文、英文等語種出版品。 McGraw-Hill 專區 |
| 4 |
與國內各出版社與作家合作的電子書，重新編排製作、互動設計，提供聯經、天下文化、大石國際文化(國家地理雜誌)、經濟日報、寶瓶文化、時報文化、讀書共和國等多家出版社的優質學術書籍。 |
| 法政領域 | |
|---|---|
| 1 |
ABC-CLIO與Greenwood Publishing Group為致力於人文歷史與社會科學研究的國際學術出版社，合併後推出電子書整合平台，精選旗下Praeger和Libraries Unlimited等出版社的學術專業參考書，主題包括歷史、商業、經濟、教育、法律、心理、社會學、自然科學等。 |
| 2 |
Emerald 電子書 Politics Education Emerald Publishing自1967年由一群教授學者所創立，以商業管理學科及圖書資訊學科方面之學術性刊物為核心，現更延伸發展社會學、工程學、醫療暨健康管理及公共政策領域等研究。 |
| 3 |
Oxford Scholarship Online 牛津學術電子書 Law Political Science Oxford Scholarship Online(牛津學術線上電子書資料庫)收錄牛津大學出版社及世界各國大學出版社之學術內容，主題範圍包括人文、社會科學、哲學、醫學、法律、政治科學、經濟學和財政等19種學科領域。 |
| 4 |
由科技部人文司(前國科會人文處)陸續購買14個資料庫的National License，供全國大專院校及研究機構使用。其中法政領域相關電子書資料庫： 近代法律全文資料庫：判例全文(MMLT) 近代法律全文資料庫：法學專論(MOML) 近代法律全文資料庫：美國最高法院紀錄與答辯摘要(SCRB) 近代經濟學全文(MOMW) 15-17世紀珍本英語文獻(EEBO) 18世紀經典古籍(ECCO) 社會理論與社會學資料庫(SOTH) |
| 綜合性 | |
|---|---|
| 1 |
Cambridge Core (原Cambridge Companion Online 與 Cambridge Books Online) 收錄劍橋大學出版社之電子書，主題相當廣泛，包含醫學類、人文類、社會科學類、自然科學類等。 |
| 2 |
eBook Collection (EBSCOhost) User Guide 為英文綜合學科之電子書，可直接線上閱讀、或下載至載具離線閱讀 (支援多載具)。 |
| 3 |
Elsevier eBooks on ScienceDirect 館藏查詢 為Elsevier出版社經營的電子資源平台，涵蓋生化、遺傳學和分子生物學、化學、臨床醫學、工程學和獸醫學等學科。 |
| 4 |
ProQuest Ebook Central MyiLibrary電子書 User Guide MyiLibrary於2018年併為ProQuest Ebook Central平台，涵蓋綜合類十大主題，提供多種欄位檢索及主題瀏覽，提供線上閱讀及整本或特定章節下載。 |
| 5 |
SpringerLink 施普林格電子書 館藏查詢 全球最大的學術出版社，提供Springer出版社之電子書與電子叢書。 |
| 6 |
收錄Taylor & Francis、Routledge、Psychology Press、CRC Press等多家出版社的學術專業參考書。 |
| 7 |
為國際知名專業出版機構John Wiley & Sons所出版之電子書平台，內容涵蓋商業、化學、電腦科學、地球與環境科學、教育、工程、法律、生命科學、數學與統計、醫學與公共衛生、物理與天文、聚合物與材料科學、心理學等領域。 |
Russia's 2022 War Against Ukraine and the Foreign Policy Reaction of the EU by
This book offers an accessible and rigorous introduction to the context, diplomacy, and law of the European Union's response to Russia's 2022 invasion of Ukraine. The book explores how the EU responded to the war in the initial months, and is based on research carried out on Russian and European political, diplomatic, and legal texts. Presenting a unique interdisciplinary perspective, the book delves into topics such as the EU diplomatic response, the Ukrainian application for membership of the EU, the policy and legal aspects of EU sanctions against Russia and Belarus. Additionally, the book examines the significance of the EU's unprecedented political response for the constitutional structure of the EU, and for the strategy toward the Russia of the future.
Histories and Philosophies of Carceral Education by
This edited collection encourages philosophical exploration of the nature, aims, contradictions, promises and problems of the practice of education within prisons around the world. Such exploration is particularly necessary given the complex operational barriers to education, and higher education in particular, within prison-based teaching and learning. These operational barriers are matched by cultural and polemical barriers, such as the criticism of diverting resources to and spending money on prisoner education when the cost of some education seems prohibitive for people outside prison. More so than in other education contexts, prison education may fall short of higher ideals because it is shot through with both practical and moral-political problems and challenges, especially in the age of global late capitalism, high technology and mass incarceration or securitization. This book includes insights and issues around a wide range of areas including: ethics, religion, sociology, justice, identity and political and moral philosophy.
Mathematics Education in Africa by
This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR. This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers; mathematics education curriculum designers and policymakers.
Through the Looking-Glass of Interculturality by
This book starts from the premise that honest and constructive dialogue between scholars and educators of interculturality, especially from different geopolitical spheres, is needed more than ever. The book is about the important and yet contested notion of interculturality--a notion used in different fields of research. It was co-written by two scholars who have never met before and who got to know each other intellectually and personally in the process of writing this book, using interculturality as a looking-glass. (Re-)negotiating meanings, ideologies and their own identities in writing the chapters together, the authors enter into multifaceted dialogues and intercommunicate, sharing while accepting disagreements. The co-authors' different profiles in terms of geography, generation, status, preferred paradigms and multilingual identity (amongst others) are put forward, confronted, and mirrored in the different chapters, leading to the joint negotiation of aspirations concerning interculturality in communication and education. While describing their current takes on interculturality they also conduct autocritiques of their past and present engagement with the notion. The following questions are also addressed: Who is talking the most about interculturality in the world today? Whose voices are not heard? How to disrupt current hegemonies around the notion for real? And how to promote epistemological plurality in the discourses and narratives shaping our understandings of the notion? Autocritiquing is proposed as a way of unthinking and rethinking interculturality ad infinitum. This book argues that engaging with the notion requires constant self-reflection, examining one's positionality and intersectionality, listening to the voices that one projects onto the world of, e.g., research and education, and operating transformations in one's thinking, trying out new paradigms, ideologies and methods.
New Perspectives on Mind-Wandering by
In the last decade, a great variety and volume of scholarly work has appeared on mind-wandering, a mental process involving a vast range of human life, connected with "first-person perspective" and "personhood", submental thinking, mental autonomy, etc. While different and emerging features that flow into and out of one another (second field, mental travel, visual imagery, inner speech, unspecific memory, autobiographical memory, fantasies, introspection, etc.) and negative and positive approaches seem to describe mind-wandering, we offer an interdisciplinary theoretical and empirically informed and informative overview on mind-wandering studies and methodologies oriented toward the educational field. The aim is to transform and enrich the debate on mind-wandering but also to show how theoretical arguments and research findings could inform the teaching-learning context. This groundbreaking book, moves along three representations of developed scientific knowledge: imaginary lines, circles and spirals. The first section, "The Lines", develops new lines of inquiry on attention (selective and sustained) and mind-wandering, the influence of age and mind-wandering, embodiment, consciousness and experience and mind-wandering. In the second section, the "Circles", groups of Chapters on the same topic, methodology (tasks and measurement), intervention (auditory beat stimulation and mindfulness practices) and creativity, recreate a dance of interacting parts in which there are always profitable, decisive and retroactive exchanges between the information that each group or author activates. The last section, "The Spirals", critically discusses the absence of a unified theoretical perspective, in the pedagogical field, attentive both to the processes of emergence and the interactions between parts.
