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Dictionary of Utah Fine Artists

為了解決Cambridge Dictionary的問題，作者Swanson, Vern 這樣論述：

Dr. Vern Grosvenor Swanson studied at BYU and the University of Utah, and received his doctorate at the Courtauld Institute of Art, University of London. He was the director of the Springville Museum of Art for thirty-two years until his retirement in 2012. His authored publications include J.W. God

ward: The Eclipse of Classicism, as well as two major books on Sir Lawrence Alma-Tadema, six books on Russian and Soviet art, and five books on Utah painting and sculpture. He lives in Springville, UT. Donna Poulton, a Montana native, lived in Germany for 12 years before returning to the West to ear

n her doctorate from BYU. She was the curator of Art of Utah and the American West at the Utah Museum of Fine Arts for eight years and now works privately as a fine art consultant. She has written articles for art magazines and authored a book on Reuben Kirkham: Pioneer Artist and coauthored: LeCont

e Stewart: Masterworks; Painters of Utah’s Canyons and Deserts, and Painters of Grand Tetons National Park. She lives in Salt Lake City, UT. Angela Swanson Jones is a graduate of BYU and holds an M.A. from the Courtauld Institute of Art, University of London. She is currently writing a biography an

d catalogue raisonné on the German painter, Heinrich Hofmann (1824-1911). She has published essays and articles with Fine Art Connoisseur and is the coauthor of Desperately Young: Artists who Died in their Twenties. After living in Europe for ten years, Angela currently resides near Dallas, TX. Dr.

Micah Christensen earned his doctorate in the History of Art from University College London, where he traveled extensively to study how artists were trained in the eighteenth and nineteenth centuries. He received his MFA from Sotheby’s Institute (London). Micah has lectured at the British Library an

d the University of Cambridge, and is currently a partner at Anthony’s Fine Art & Antiques (Salt Lake City) and a Board Member of the Springville Museum of Art. He regularly lectures, writes, and consults with public institutions and private collectors. He lives near Salt Lake City, Utah.

Cambridge Dictionary進入發燒排行的影片

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Cambridge Dictionary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。

Who Loses, Who Wins: The Journals of Kenneth Rose: Volume Two 1979-2014

為了解決Cambridge Dictionary的問題，作者Rose, Kenneth 這樣論述：

Kenneth Rose was born in 1924. He was educated at Repton and was a scholar at New College, Oxford. He served in the Welsh Guards during the Second World War and was subsequently a schoolmaster at Eton, before working for the British Council in Rome and Naples. He joined the Daily Telegraph in 1951 a

nd worked on the ’Peterborough’ column before starting the long-running ’Albany at Large’ column in the Sunday Telegraph in 1961. He published prize-winning biographies of Lord Curzon, King George V and Victor Rothschild, as well as acclaimed studies of the Victorian Prime Minister Lord Salisbury an

d his family in The Later Cecils. He died in 2014, writing his journals to the end. D. R. Thorpe was born in 1943 and educated at Fettes and Selwyn College, Cambridge. He is a Fellow of the Royal Historical Society and a regular contributor to the Oxford Dictionary of National Biography. He has publ

ished five acclaimed biographical works, the most recent of which, Supermac: The Life of Harold Macmillan, won the Biennial Marsh Biography Award 2009-2010.

國民小學融合教育班級導師的日常

為了解決Cambridge Dictionary的問題，作者廖凰吟 這樣論述：

本研究採建制民族誌，旨在瞭解帶領融合教育班級導師的日常，尋找融合教育班級導師在建制中的社會關係，並找出文本建構中介的支配關係，藉此了解融合教育班級導師他們因特殊生入班所需的協調與看不見的工作、導師對特殊生入班因應之道。除此之外，導師應對特殊生是否符合《身心障礙者權利公約》所提及的「可接受性」以及「可調適性」這兩個重點。 透過半結構式訪談，錄音以及筆記，將這8位國小教師的日常紀錄下來，再經過與文本對話，建構出以下發現:1. 融合教育班級導師經由「課表」這個文本進行每日的教學操演，例如批閱聯絡簿、批改作業、照表操課等。然而融合教育班級導師帶班背後還有四項看不見的工作:「清潔」、「輔導學生

」、「學校交付工作」以及「與他人的協調」。2. 融合教育班級導師能帶好融合班級所需的三個協調關鍵對象: 家長、一般生以及特殊生。後兩者是最重要的，尤其是特殊生，「特殊生類型」成了融合班裡的文本，支配著特殊生與導師的互動關係。特殊生不再是不被注意的影子，而是擁有鮮明個性的主體。3. 帶好融合教育班級的知識技巧有以下幾點:（1）多汲取特殊教育的知識以及多看書 （2）增加溝通技巧與輔導技巧（3）調整心態、帶人要帶心4. 融合教育班級導師在《身心障礙者權利公約》中所提及的「可接受性」以及「可調適性」這兩項重點皆有做到尊重差異、合理調整，這也相當符合多元文化教育的精神。關鍵字: 融合教育、多元文化

教育、特殊教育、建制民族誌