make-up exam 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

CCNA Data Center Official Cert Guide Library: DCICT 200-150 / DCICT 200-155

為了解決make-up exam meaning的問題，作者Hintz, Chad/ Obediente, Cesar/ Karakok, Ozden/ Shamsee, Navaid/ 這樣論述：

CCNA Data Center Official Cert Guide Library combines the two official study guides for the two CCNA Data Center exams. This value-priced bundle includes the following titles: CCNA Data Center DCICN Official Cert Guide and CCNA Data Center DCICT Official Cert Guide. These books provide a comprehensi

ve self-study tool for preparing for the exams. Complete coverage of all exam topics as posted on the exam topic blueprint ensures readers will arrive at a thorough understanding of what they need to master to succeed on the exam. The book follows a logical organization of the DCICT exam objectives.

Material is presented in a concise manner, focusing on increasing readers' retention and recall of exam topics. Readers will organize their exam preparation through the use of the consistent features in these chapters, including: Pre-chapter quiz - These quizzes allow readers to assess their knowl

edge of the chapter content and decide how much time to spend on any given section. Foundation Topics - These sections make up the majority of the page count, explaining concepts, configurations, with emphasis on the theory and concepts, and with linking the theory to the meaning of the configurati

on commands. Key Topics - Inside the Foundation Topics sections, every figure, table, or list that should absolutely be understood and remembered for the exam is noted with the words "Key Topic" in the margin. This tool allows the reader to quickly review the most important details in each chapter.

Exam Preparation - This ending section of each chapter includes three additional features for review and study, all designed to help the reader remember the details as well as to get more depth. Readers will be instructed to review key topics from the chapter, complete tables and lists from memory

, and define key terms. Final Preparation Chapter--This final chapter details a set of tools and a study plan to help readers complete their preparation for the exams. The companion web page contains a set of customizable practice tests.

make-up exam meaning進入發燒排行的影片

用語料庫的方法研究新多益的相關字表和格式化語言

為了解決make-up exam meaning的問題，作者吳恬如 這樣論述：

多益儼然已成為全球備受矚目的測驗之一(2006年該年度達140萬考生)。隨著眾多的企業採納多益成績判定員工的英文溝通能力，出版商大量出版多益應考的模擬試題，並宣稱自家的考題命中率高。本研究以語料庫為本分析多益官方及非官方語料庫，整合質化及量化研究方法探究(1)兩個語料庫的字表重複率， (2)相似度， (3)格式化語言及(4)搭配詞。本研究建立兩個語料庫:官方(45,309字)及非官方(453,319字)，使用分析軟體WordSmith Tools 5.0、Microsoft Office Excel 2007及Sketchengine進行分析。研究顯示兩語料庫用字重複率高達71%；若將多益測

驗七個部分分類，以各部分為單位比較官方及非官方的用字重複率，研究發現第四部分(長篇聽力測驗)重複率最高(66%)；分別探究兩個語料庫的前1000個高頻率實詞，並計算其名詞、動詞、形容詞及副詞使用的比例，研究結果顯示名詞佔的比例最高(EAT corpus 723字;MET corpus722字)；研究結果也指出高頻率的3、4、5字詞格式化語言中，兩個語料庫使用情況非常相似(以前15個高頻率為基準的3字詞格式化語言中，有14個重複；在4字詞格式化語言中，則是15個全部重複；而在5字詞格式化語言中，有13個重複)；經由以上研究發現及數據呈現，判定多益官方的模擬試題與非官方的模擬試題相似度相去不遠。此

研究匯整了多益字表以及搭配詞列表(並附上語料庫中的例句)提供考生、教師及研究員參考資料。研究結果除了提供考生、出版商、教材編撰者以及ETS參考數據，也提供學者一些可以進一步探究的議題。

CCNA Collaboration Official Cert Guide Library: Exam 47

為了解決make-up exam meaning的問題，作者Valentine, Michael/ Morgan, Brian/ Ball, Jason 這樣論述：

CCNA Collaboration Official Cert Guide Library is a comprehensive self-study tool for preparing for the new CCNA Collaboration exams. This package includes the two books: CCNA Collaboration CICD 210-060 Official Cert Guide and CCNA Collaboration CIVND 210-065 Official Cert Guide. Complete coverag

e of all exam topics as posted on the exam topic blueprint ensures readers will arrive at a thorough understanding of what they need to master to succeed on the exams. The books follow a logical organization of the CICD and CIVND exam objectives. Material is presented in a concise manner, focusing o

n increasing readers' retention and recall of exam topics. Readers will organize their exam preparation through the use of the consistent features in these chapters, including: Pre-chapter quiz - These quizzes allow readers to assess their knowledge of the chapter content and decide how much time t

o spend on any given section. Foundation Topics - These sections make up the majority of the page count, explaining concepts, configurations, with emphasis on the theory and concepts, and with linking the theory to the meaning of the configuration commands. Key Topics - Inside the Foundation Topic

s sections, every figure, table, or list that should absolutely be understood and remembered for the exam is noted with the words "Key Topic" in the margin. This tool allows the reader to quickly review the most important details in each chapter. Exam Preparation - This ending section of each chapt

er includes three additional features for review and study, all designed to help the reader remember the details as well as to get more depth. Readers will be instructed to review key topics from the chapter, complete tables and lists from memory, and define key terms. Final Preparation Chapter--Th

is final chapter details a set of tools and a study plan to help readers complete their preparation for the exams. CD-ROM Practice Test--The companion CD-ROM contains a set of customizable practice tests.

課業可處理視框量表編製及信效度研究

為了解決make-up exam meaning的問題，作者林姵伶 這樣論述：

本研究旨在編製一份適用於國中學生的課業可處理視框評量工具。研究者參酌國內外相關論述與研究，形成量表的評量架構，根據此架構編擬試題，進行預試分析，編製成國中學生課業可處理視框量表。以分層隨機抽樣方式，於臺中市抽取出682名國中學生為樣本，透過Cronbach’s α係數考驗、Pearson積差相關分析、驗證式因素分析、描述統計與二因子變異數分析等統計方法，檢測量表的信效度等測驗品質資料，並分析目前國中學生的課業可處理視框以及不同年級、性別的差異。研究結果摘要如下：一、量表評量架構與內容：本量表以課業可處理視框的四個構念（對自我狀態的覺察、對問題改善的知覺、對目標願景的期待、對行動實踐的傾向）為

評量架構，共計30題，另加2題為偵測題，不予計分。二、量表信度：全量表的Chronbach’s α係數為 .97 ，各分量尺介於 .85 至 .91 之間。全量表的間隔二週測量穩定係數為 .78 ，各分量尺介於 .75 至 .83 之間。三、量表效度：（一）本量表以結構方程模式（SEM）統計方法進行分析，所得的修正模式能得到實徵資料的支持，量表模式的內在結構適合度品質良好，除第31題可能存在較多的測量誤差，其餘各題的題項信度（SMC）介於 .32～.71 。（二）各分量尺內的內部一致性介於 .84 ～ .88 之間。（三）以中學生自我調整學習量表之自我效能量尺為效標時，與全量表的相關係數為 .

84 ，與各分量尺的相關係數介於 .77～.81 ；以中學生希望感量表之課業學習量尺為效標時，與全量表的相關係數為 .90，與各分量尺的相關係數介於 .85～.87 ；以學業成就指標為效標時，全量表與兩次段考成績的相關係數皆為 .31 ，各分量尺與第二次段考成績的相關係數介於 .20～.35 之間，與第三次段考成績的相關係數介於 .21 ～ .34 之間，除了對行動實踐的傾向分量尺外，其餘各分量尺均具有中等程度的效標關聯效度。四、目前國中學生的課業可處理視框程度之分析：（一）國中學生的整體課業可處理視框程度屬中上；（二）國中學生的課業可處理視框各構面程度亦屬中上，其中以對目標願景的期待構面最為

突出；（三）不同年級之國中學生的課業可處理視框程度無差異；（四）不同性別之國中學生的課業可處理視框程度有差異，國中女生的課業可處理視框程度優於國中男生。本研究最後依據研究結果針對國中階段的課業學習輔導與諮商、課程教學活動以及後續研究等三方面提出建議，俾供國中教育與輔導人員及相關領域研究人員參考。