By the way synonym的問題,透過圖書和論文來找解法和答案更準確安心。 我們找到下列各種有用的問答集和懶人包

By the way synonym的問題,我們搜遍了碩博士論文和台灣出版的書籍,推薦Lopez, Donald S., Jr.寫的 Prisoners of Shangri-la: Tibetan Buddhism and the West 和Nunes, Jenn Marie的 And/Or都 可以從中找到所需的評價。

另外網站How can I have a one-way synonym in Solr? - Stack Overflow也說明:I am trying to implement one way synonym or one way thesaurus(as in Endeca) in Solr. Where I search for camcorder I get result for camera ...

這兩本書分別來自 和所出版 。

國立臺北科技大學 應用英文系 洪媽益所指導 陳以聖的 瘋狂亞洲富豪小說字頻表和字彙涵蓋量之語料庫分析 (2021),提出By the way synonym關鍵因素是什麼,來自於詞頻表、字彙涵蓋量、語料庫分析。

而第二篇論文國立中央大學 網路學習科技研究所 黃武元所指導 嚴烏納的 Developing and Validating the Questionnaire and Its Model for Sustainable and Scalable Authentic Contextual Learning Supported by Mobile Apps (2021),提出因為有 Authentic contextual learning、應用學習、合作學習、健康學習、認知、可持續性、可擴展性、行動應用程式、焦慮的重點而找出了 By the way synonym的解答。

最後網站By The Way synonyms - 305 Words and Phrases for By The Way則補充:Synonyms for By the way · incidentally · by the by · parenthetically · in passing · moreover · by the bye · anyway · apropos.

接下來讓我們看這些論文和書籍都說些什麼吧:

除了By the way synonym,大家也想知道這些:

Prisoners of Shangri-la: Tibetan Buddhism and the West

為了解決By the way synonym的問題,作者Lopez, Donald S., Jr. 這樣論述:

To the Western imagination, Tibet evokes exoticism, mysticism, and wonder: a fabled land removed from the grinding onslaught of modernity, spiritually endowed with all that the West has lost. Originally published in 1998, Prisoners of Shangri-La provided the first cultural history of the strange

encounter between Tibetan Buddhism and the West. Donald Lopez reveals here fanciful misconceptions of Tibetan life and religion. He examines, among much else, the politics of the term "Lamaism," a pejorative synonym for Tibetan Buddhism; the various theosophical, psychedelic, and New Age purposes se

rved by the so-called Tibetan Book of the Dead; and the unexpected history of the most famous of all Tibetan mantras, om mani padme hum. More than pop-culture anomalies, these versions of Tibet are often embedded in scholarly sources, constituting an odd union of the popular and the academic, of fan

cy and fact. Upon its original publication, Prisoners of Shangri-La sent shockwaves through the field of Tibetan studies--hailed as a timely, provocative, and courageous critique. Twenty years hence, the situation in Tibet has only grown more troubled and complex--with the unrest of 2008, the demoli

tion of the dwellings of thousands of monks and nuns at Larung Gar in 2016, and the scores of self-immolations committed by Tibetans to protest the Dalai Lama's exile. In his new preface to this anniversary edition, Lopez returns to the metaphors of prison and paradise to illuminate the state of Tib

etan Buddhism--both in exile and in Tibet--as monks and nuns still seek to find a way home. Prisoners of Shangri-La remains a timely and vital inquiry into Western fantasies of Tibet.

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By the way synonym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。

And/Or

為了解決By the way synonym的問題,作者Nunes, Jenn Marie 這樣論述:

Poetry. "Jenn Marie Nunes writes the body, but does not right it. Hers are not corrective gestures, but gestures that seek to trouble the very notion of 'correct.' In the performative AND/OR, the text, like a body, breaks. The text, like a noncommittal lover, breaks off. An abject poetry of footnote

s: that which is expelled, though still bound to the body the textual body disrupted and repositioned. As AND/OR suggests, we are both chef and meal. Here, partial, we are becoming-whole in our rejection of wholeness repeating, 'There are things I take into my body to whole me.' Being held by a word

versus being held up by a word. A comfort or (and) a violence. Here, language changes us, plumps us up, makes us ready for our own devouring: As a reader, one can say with Nunes, 'words make me meat, ' and we, like her poetry, are sinewy and delicious." Kristi Maxwell "Jenn Marie Nunes's AND/OR fli

ngs us headlong into the forward slash. We tip and teeter, clipped mid-parenthetical, balanced on the edge of an incomplete definition. When we look down we see multiple referents in the footnotes, or a replacement, or a 'rephrasing synonym.' Gender languages itself on this precarious divide 'When I

thought no difference between men & women' while language genders the body/text at this jagged rift 'My problem then its twoness.' Whether held as two opposing ideas, or taken into the body simultaneously fe/male, or sex/gender, or love/sex, or s/he, or w/hole, or t/here, or human/animal], Nunes c

onsumes duality with patterns of interchange. What is interchangeable? What can be interchanged? In its decomposition the gap becomes unexpectedly whole. "Jai Arun Ravine "Nunes's archive subverts and queers popular affectations of spoken gender, and haunts. Like encountering a gallery of arteries f

ramed by the body, and wearing John Berger's vagina as glasses, these poems tandem voices are a mesmerizing lens for a new way of seeing. AND/OR is like looking in the mirror and not feeling ashamed. One of those pocket-sized mirrors perfect for squatting over with your pants off." Kim Gek Lin Short

"With humor and a sharp critical eye, Jenn Marie Nunes's AND/OR interrogates the line between the erotic and the perverse, as any sex literature worth anything should. Nunes's sex, however, is not so simple as a lingering orifice or a searching phallus, nor is it stably situated in the partitioned

body's anatomy. Instead, AND/OR offers a beautiful anxiety that calls to mind the long moment before the revelation in Barthes's paradox of the striptease, before all is settled, when the erotic lingers in its inexhaustible space of indecision. This is simply a stunning, necessarily complex debut co

llection of poems by Jenn Marie Nunes that will pull you like a hand you court to stroke your neck." Dawn Lundy Martin"

Developing and Validating the Questionnaire and Its Model for Sustainable and Scalable Authentic Contextual Learning Supported by Mobile Apps

為了解決By the way synonym的問題,作者嚴烏納 這樣論述:

如今,由於 COVID-19 大流行的影響,世界各地的教學和學習方法都發生了變化。在一些病毒高傳播率的地區,學校已經關閉,使得學習者必須在家學習。因此,需要行動技術,像是行動應用程式來促進學習者的學習。使用行動應用程式進行Authentic contextual learning (ACL)是一種可以期待的學習設計,它可以比傳統的課堂學習更快地提高學習者的學習效果。使用行動應用程式參與 ACL 的學習者可以隨時隨地透過探索自己周遭熟悉的環境進行學習。然而,行動應用程式的使用以及學習者學習的方式可能會導致學習者或他們的父母感到焦慮或是接受度問題。此外,儘管許多研究已經在教育實踐中透過行動應用程

式實測了 ACL,但沒有實證研究基於特定的 ACL 模型來解決行動應用程式對 ACL 的評估,因為相關文獻中不存在這樣的模型。本研究的目的是實測由行動應用程式輔助的 ACL,以促進學習者在 COVID-19 影響下的學習,並調查學習者和家長的焦慮和接受度相關的問題。此外,開發並驗證了一種模型,即sustainable and scalable authentic contextual learning (SSACL)模型,一個能取得特定模型並用於未來相關研究中評估 ACL的特定模型。因此,研究人員進行了三項研究來達成這些研究目標。 第一項研究的統計結果表明,父母對行動應用程式 U-Geo

metry 的真實情境學習的接受程度影響了學習者在技術和教學方面的接受程度。家長的感知易用性和感知有用性影響了學習者的感知易用性和技術方面的積極態度,且將U-Geometry 視為促進學習者 ACL 的學習工具。在教學方面,家長感知易用性正向的調和了學習者感知易用性與積極態度之間的關係;此外,父母的使用意向在學習者的積極態度和使用意向之間起了正向調和作用。這意味著家長對在家中使用行動應用程式實施 ACL 的接受程度與學習者的接受程度密切相關;因此,是值得讓家長在真實的環境中參與學習活動的。第二項研究調查了與焦慮、接受度以及學習者與家長的人口統計因素相關的問題。結果表明,父母在家中使用U-Geo

metry進行ACL後,其焦慮程度明顯低於學習者的焦慮程度。第三項研究顯示了這項長期研究的最重要結果,該研究採用行動應用程式的特定 SSACL 模型。根據結果,透過應用學習、健康學習、協作學習、認知、可持續性和可擴展性等六個基本因素來評估行動應用程式輔助的 ACL 中學習活動的成功與否。研究人員建議應用學習是ACL活動的基礎點,讓學習者在真實情境中學習的同時發展認知。除了通過應用、健康學習、協作學習和認知來滿足學習條件外,我們還可以實現可持續和可擴展學習的理想,以促進在真實環境中的學習。可持續學習確保學習者不斷學習;可擴展學習是指學習環境和地點規模的增加。