ca. meaning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

A Sumerian Lexicon

為了解決ca. meaning的問題，作者 這樣論述：

Sumerian was the first language to be put into writing (ca. 3200-3100 BCE), and it is the language for which the cuneiform script was originally developed. Even after it was supplanted by Akkadian as the primary spoken language in ancient Mesopotamia, Sumerian continued to be used as a scholarly

written language until the end of the first millennium BCE. This volume presents the first comprehensive English-language scholarly lexicon of Sumerian.This dictionary covers all the nuances of meaning for Sumerian terms found in historical inscriptions and literary, administrative, and lexical text

s dating from about 2500 BCE to the first century BCE. The entries are organized by transcription and are accompanied by the transliteration and translation of passages in which the term occurs and, where relevant, a discussion of the word’s treatment in other publications. Main entries bring togeth

er all the parts of speech and compound forms for the Sumerian term and present each part of speech individually. All possible Akkadian equivalents and variant syllabic renderings are listed for lexical attestations of a word, and a meaningful sample of occurrences is given for literary and economic

passages. Entries of homonyms with different orthographies and unrelated words with the same orthography are grouped together, each being assigned a unique identifier, and the dictionary treats the phoneme /dr/ as a separate consonant.Written by one of the foremost scholars in the field, An Annotat

ed Sumerian Dictionary is an essential reference for Sumerologists and Assyriologists and a practical help to students of ancient cultures.

ca. meaning進入發燒排行的影片

跨領域專題探究協作教學對國小六年級學生專題報告和資訊素養之影響

為了解決ca. meaning的問題，作者莊惠慈 這樣論述：

本研究旨在探討進行跨領域專題探究協作教學對國小六年級學生專題報告和資訊素養的影響。本研究採準實驗研究之不等組前後測設計，以高雄市某國小之54位六年級學生為實驗對象，實驗組27位，實施跨領域專題探究協作教學；控制組27位，採一般直接講述教學。實驗教學十二週，以「個人專題報告」、「專題報告小組評量表」、「資訊素養評量表」、「學習回饋單」、「半結構式訪談」作為研究工具。以t檢定考驗實驗組和控制組學生在個人專題報告得分是否有所差異；以共變數分析驗證實驗組和控制組學生在資訊素養的學習成效；同時分析學生個人專題報告、學習回饋單和協作教師訪談紀錄，了解學生的學習成效。本研究的結論如下：一、跨領域專題探究協

作教學的學生，在個人和小組的專題探究報告成績都顯著優於控制組。二、跨領域專題探究協作教學的學生，資訊素養顯著優於控制組學生。三、學科領域教師協作教學有助於提升學生學習成效。

Supplement to the Akkadian Dictionaries: Vol. 3: G, K, Q. with the Collaboration of Bert Kouwenberg, Nadezda Rudik and Jonas Klo

為了解決ca. meaning的問題，作者Streck, Michael P.,Wende, Janine 這樣論述：

The Akkadian (Babylonian-Assyrian) lexicon is currently accessible via two reference dictionaries, Wofram von Soden’s Akkadisches Handworterbuch (1958-1981) and The Assyrian Dictionary of the University of Chicago (1956-2010). However, due to a large number of new cuneiform texts published during th

e last decades, both dictionaries are outdated in part, especially in their earlier volumes. The Supplement to the Akkadian Dictionaries (SAD), funded by the Deutsche Forschungsgemeinschaft, is meant to update both dictionaries. Without any claim to be comprehensive, SAD evaluates a strictly defined

text corpus and a limited amount of secondary literature. SAD pays particular attention to new words, new verbal stems, and references which expand the distribution of a word or help to define its meaning, form or etymology. SAD volume G, K, Q contains ca. 1000 lemmata, among them almost 200 new wo

rds.

從彩繪生命找到教學的初衷： 一位藝術教師的自我敘事

為了解決ca. meaning的問題，作者陳叙君 這樣論述：

本論文透過自我敘說的方式，描述筆者自我學習藝術的過程及成長經驗中的重大事件，如何影響著我的教育信念和教育願景。透過回顧過往經驗和爬梳的過程，將自己的生命故事娓娓道來，希冀觀者能透過觀看此論文，發現藝術陪伴的力量，和一位視覺藝術教師透過藝術教育的過程，能給予國小學生在日後的生活應用與社會責任之啟發。本文主要的研究目的為：一、透過敘事釐清自我成長與藝術學習之脈絡。二、以敘事的方式，探討自我在藝術教學歷程的經驗與收穫。三、了解自我的藝術教學對畢業生的啟發與影響。四、為自己未來的藝術教育定位找到一個新的方向。本論文以筆者的成長背景脈絡及人生各階段重要之藝術學習與藝術教學記事，做為敘事脈絡的主要建構，

並透過對畢業生實施訪談與問卷之方式，以了解筆者的藝術教學，對其產生哪些具體的啟發與影響，最後歸納與梳理，從藝術教學紀錄、學生的回饋與問卷反應中，內化這些教學經驗對於筆者的意義與啟發。綜合上述，筆者得到四個重要的結論，自我敘事讓爬梳生命歷程的力量更清晰。也可以透過自我敘事的方法深化教學省思，從中得到成功經驗。藝術陪伴的力量會影響孩子未來人生觀。繼續帶領學生從體驗中學習是對於筆者未來的教育定位。