Put on, wear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

Skirts: Fashioning Modern Femininity in the Twentieth Century

為了解決Put on, wear的問題，作者Chrisman-Campbell, Kimberly 這樣論述：

In a sparkling, beautifully illustrated social history, Skirts traces the shifting roles of women over the twentieth century through the era’s most iconic and influential dresses.While the story of women’s liberation has often been framed by the growing acceptance of pants over the twentieth cent

ury, the most important and influential female fashions of the era featured skirts. Suffragists and soldiers marched in skirts; the heroines of the Civil Rights Movement took a stand in skirts. Frida Kahlo and Georgia O’Keeffe revolutionized modern art and Marie Curie won two Nobel Prizes in skirts.

When NASA put a man on the moon, ＂the computer wore a skirt,＂ in the words of one of those computers, mathematician Katherine G. Johnson. As women made strides towards equality in the vote, the workforce, and the world at large, their wardrobes evolved with them. They did not need to wear the pants

to be powerful or progressive; the dress itself became modern as designers like Mariano Fortuny, Coco Chanel, Jean Patou, and Diane von Furstenberg redefined femininity for a new era. Kimberly Chrisman-Campbell’s Skirts looks at the history of twentieth-century womenswear through the lens of game-c

hanging styles like the little black dress and the Bar Suit, as well as more obscure innovations like the Taxi dress or the Pop-Over dress, which came with a matching potholder. These influential garments illuminate the times in which they were first worn--and the women who wore them--while continui

ng to shape contemporary fashion and even opening the door for a genderfluid future of skirts. At once an authoritative work of history and a delightfully entertaining romp through decades of fashion, Skirts charts the changing fortunes, freedoms, and aspirations of women themselves.

Put on, wear進入發燒排行的影片

鋁碳化矽的超音波磨削加工參數探討

為了解決Put on, wear的問題，作者何定霖 這樣論述：

隨著現代科學技術與現代工業發展，人們對於材料的強度、導熱性、導電性、耐高溫性及耐磨性等材料性能提出越來越高的要求，因此有了金屬基複合材料的出現。而碳化矽做為第三代半導體材料，相比一般陶瓷擁有更高的硬度、強度、耐磨耗及熱衝擊性與化學穩定性等特性。鋁碳化矽(AlSiC)，又稱鋁基碳化矽為鋁金屬作為基底，加上高硬度的碳化矽(SiC)顆粒所組合成的材料，充分結合了鋁金屬與陶瓷碳化矽的不同優勢。在加工時也同時結合了兩種材料的特性，一般加工純碳化矽材料時，多數加工方式皆採用磨削，而加工鋁合金材料，一般則採用銑削的方式加工，而碳化矽顆粒含量高的鋁碳化矽材料(碳化矽含量65%)通過切屑判斷，磨削(粉末)加工

較銑削(顆粒)更為適合用在鋁碳化矽上。本研究嘗試並尋求符合經濟效應加工碳化矽顆粒含量高的鋁碳化矽的方法及加工參數，本研究中實驗使用鑽石磨棒進行超音波加工供，並通過實驗設計方法，依據不同加工參數(轉速、進給率、切削深度及振幅高低)進行切削實驗，在不同參數下以最好的表面粗糙度，取得更有效的加工參數。最後依實驗結果最佳的表面粗糙度為Ra 0.224 μm，發現增加超音波輔助加工，以微量軸向衝擊的方式來加工鋁碳化矽這種硬脆材料，通過表面量測及觀察磨棒積屑狀況，最後藉由2k實驗設計法計算效果估計值與平方和求得整組實驗的貢獻百分比。

前進中文：中級課程1(簡體版)(可下載雲端MP3) Progressive Chinese: Intermediate Course 1

為了解決Put on, wear的問題，作者 這樣論述：

　　˙The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the ACTFL 　　˙To Comply with the pedagogical principle of backward design to establish the teaching/learning goals for the intermediate learner of Chinese 　　˙

Integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts 　　˙Assist the learner to achieve holistic progress and to cultivate specific linguistic abilities of Chinese 　　˙The selecting of keywords/phrases in thetextbooks is greatly in line with vo

cabulary levels defined by the HSK and by the TOCFL. The regional difference in language uses between the two sides of theTaiwan Strait are also meticulously annotated in the textbooks 　　In recent years, the background of learners has become diversified, and the number of self-study students of ele

mentary Chinese is also increasing. On the pedagogical front, however, learning materials, found to be biased towards school life and youth culture, fail to meet the needs and interests of adult learners. In response to the current dilemma, “Progressive Chinese: Intermediate Course” is thus designed

for people from all works of life. 　　“Progressive Chinese: Intermediate Course” is based on the results of action research done by experienced Chinese instructors affiliated in colleges and universities in the United States. This series of textbooks is a set of two volumes, and each volume is comp

osed of four thematic units. The learning goals that center on the thematic units are set in accordance with the language proficiency levels, established by the American Council on the Teaching of Foreign Languages (ACTFL). Specifically, “Progressive Chinese: Intermediate Course” attempts to help th

e Novice-High learner attain the proficiency level of Intermediate Mid (with the first volume), and then to the level of Intermediate High (with the second volume). 　　“Progressive Chinese: Intermediate Course” complies with the pedagogical principle of backward design to establish the teaching/lear

ning goals for the intermediate learner of Chinese. Through various forms of formative and summative assessment, every lesson and every thematic unit constantly provides the learner with chances to re-consolidate their developing Chinese proficiency. As standardized ways of ensuring successful learn

ing, “Progressive Chinese: Intermediate Course” integrates into its thematic contents the ACTFL-defined, three mores of language uses as well the 5C concepts of Communication, Culture, Connection, Comparison, and Community. 　　In addition to the overall progress in Chinese, “Progressive Chinese: Int

ermediate Course”  attempts to cultivate the following specific linguistic abilities of Chinese: 　　1. To ask questions, to answer questions, to deal with simple social transactions, (forthe high potential learner) to narrate, to compare, and to describe. 　　2. To process and to produce Chinese text

s in paragraphs. 　　3. To develop strategies to comprehend audio and textual input: to put up with unfamiliar language units, to skim through materials, to infer information from co-texts. 　　4. To develop and apply language learning strategies to gradually become independent Chinese learners to ach

ieve the purpose of lifelong learning. 　　˙參照ACTFL所定語言能力標準設定學習目標 　　˙依照反向設計的原則為中級學習者制定相應的教學目標 　　˙結合ACTFL的三種交際溝通模式及5C理念設計教材 　　˙幫助學習者獲得全面性的進步與具體的語言能力 　　˙選詞參照了漢語水準考試(HSK)、華語文能力測驗(TOCFL)，並兼顧兩岸差異 　　近年來華語學習者背景趨向多元，中文的自學者人數也日益增長。編者在教學中發現，偏向學校生活和青年文化的主題，常常無法滿足成年學習者的需求和興趣。因此傾力將《前進中文》編寫成一套能同時符合社會職場人士與大學生各自需求，

亦能符合其語言能力和認知程度的教材。 　　本教材由四位於美國教學中文的一線教師共同編著，為其教學後反思所做的行動研究成果，在出版前曾實際運用於教學中，藉此發現問題、獲得學生回饋，並進行調整，方完成最後編寫。本教材共兩冊，每冊四個單元，以主題進行規劃，並依照美國外語教學委員會(ACTFL)所制定的語言能力標準設定學習目標。第一冊目標由初級高提升至中級中；第二冊目標由中級中提升至中級高。 　　《前進中文》按照反向設計的原則，根據ACTFL的中級與高階語言能力目標，制定相應的教學目標，並在目標確定後通過形成性和總結性測試，在每節課與每個單元的學習過程中建立一個完整、有機的測評系統，説明學習者不斷

進步。在逐步提供中級學習者語言技巧發展所需語言任務的同時，《前進中文》課文內容設計也結合ACTFL的三種交際溝通模式，即理解詮釋、人際交流和表達演示，以及ACTFL的5C理念（即Communication溝通、Culture文化、Connection連接、Comparison對比、Community社區）。 　　《前進中文》除了可幫助中級中文學習者獲得全面性的進步之外，亦能培養學習者以下具體的語言能力： 　　1.    ACTFL Oral Proficiency Interview中級語言使用者所需要的問答能力，並可處理簡單的交際任務（對於優秀學習者，高階語言使用者所需要的簡單敘述、比較

、描述等能力亦能同時培養）。 　　2.    理解成段的中文篇章，因此能產出句段形式的中文。 　　3.    建立聽力、閱讀策略，培養對不熟悉語言成分的容忍度、泛聽/讀能力，以及猜測的能力。 　　4.    發展並運用語言學習策略，逐漸成為獨立的中文學習者，以達到終身學習的目的。 　　☉ Six Features of the Textbooks 　　1.    This textbook series is based on results from action research done by experienced Mandarin Chinese instructors af

filiated with U.S. universities and colleges. 　　2.    Eight thematic units run through two volumes of textbooks, covering personal, communitial, societal issues and learning tasks. 　　3.    The design of learning tasks and assessment activities aligns with ACTFL’s proficiency benchmarks, three mode

s of communication, and 5C principles. 　　4.    The selection of grammar and vocabulary aligns with the guidelines by HSK and Chinese Language Proficiency Test, with cross-strait differences clearly marked and listed.   　　5.    This textbook series is designed for people from all walks of life and

college students to meet the various needs and interests of adult learners. 　　6.    Learners will develop intermediate level oral proficiency, while establishing listening and reading strategies, and eventually become independent learners of Mandarin Chinese.   　　本教材六大特點 　　1.    本教材為北美一線中文教師行動研究成果。

　　2.    八大主題單元貫穿兩冊課文，由淺入深涵蓋中、高級話題與語用任務。 　　3.    學習活動目標、評量任務參照ACTFL的語言水準能力等級、三種溝通模式與5C理念。 　　4.    語言點與詞彙選擇參照漢語水準考試、華語文能力測驗的詞彙等級，且並陳兩岸差異。 　　5.    同時符合社會職場人士與大學生各自需求、語言能力和認知程度。 　　6.    發展中級口語能力，培養聽力、閱讀策略，逐步成為獨立的中文學習者。

新式安檢勤務(制)服延改對海巡同仁滿意度之研究

為了解決Put on, wear的問題，作者張永諴 這樣論述：

海巡署自2000年成立迄今20年，隨著時代變遷，現今海巡人員的勤務內容及工作挑戰，均與當年成立之初不同，對安檢勤務服的需求也有不同，因舊式安檢勤務服於質感有「悶熱不透氣」、實用性用有「欠缺延展性」及功能性上有「攜帶裝備時行動受限」等問題存在。為符合現代執勤工作需求，爰新式安檢勤務服之研改以「好穿、實穿、耐穿」為重點。本次研究調查是為詳細了解海巡署同仁，針對新式安檢勤務服延改滿意度之研究討論，希望經問卷調查及量化分析方式，了解人員對新式安檢勤務服的認知與實際感受。因此本研究的調查對象為海巡署人員，以機能性、質感及舒適度為自變項，而滿意度則為依變項。最後利用分析法整合海巡人員在滿意度構面上對「機

能性」、「質感」與「舒適度」等各項資訊，以深入探討人員對新式安檢勤務服的滿意度，進行分析與研究結果提出建議，以期能作為未來服裝採購籌補之參考重點，讓海巡同仁持續堅守崗位，為守護海洋資源和國土安全貢獻心力。實際研究結果為：(1)機能性對舒適度具有正向顯著影響。(2)質感對舒適度具有正向顯著影響。(3)機能性對海巡同仁滿意度具有正向顯著影響。(4)質感對海巡同仁滿意度具有正向顯著影響。(5) 舒適度對海巡同仁滿意度具有正向顯著影響。