Learned or learnt的問題，透過圖書和論文來找解法和答案更準確安心。 我們挖掘到下列精選懶人包

What I Learned and What I Learnt: Teaching English While Honoring Language and Culture at a Predominantly Black Institution

為了解決Learned or learnt的問題，作者Williams, Concetta A./ Magras, Lydia Brown 這樣論述：

African Americans have viewed literacy as a key to upward mobility and freedom since before America's Reconstruction Era. However, African American's academic achievement continues to be plagued by the ever-widening achievement gap especially when their literacy skills are measured by standardized a

ssessments that do not consider or value their culture, their experiences It is common to think that this is an issue in K-12 settings. However, research and practical experiences suggest that African American students' achievement continues to be affected at the post-secondary level where they are

likely to be taught by faculty who have limited experience with the nuances of Black English (or African American Vernacular English AAVE). This book steps into that gap by offering a resource for teaching speakers of AAVE at the post-secondary level. Concetta A. Williams is an assistant professor

of English at Chicago State University. Her research focuses on using literature to examine the experiences of urban youth, broadening the definition of literacy in an effort to better identify and understand perceptions of literate behavior in academic settings, and working with diverse student po

pulations (first-year, first-generation). Lydia Magras is an independent scholar whose research interests include Urban and Cultural Literacies, Spirituality and Literature, and Women’s Literature. She has presented her research before the National Council of Black Studies, the Association for the S

tudy of African American History and Life, and the Conference of Religion, Literature, and the Arts.

Learned or learnt進入發燒排行的影片

以建築資訊模型為基礎之醫院動線規劃系統

為了解決Learned or learnt的問題，作者徐向輝 這樣論述：

2020年世界爆發嚴重特殊傳染性肺炎(COVID-19)，截至目前(2022.01)為止全世界共有3億多人確診，雖然臺灣憑藉著增強型動線管制(enhanced Traffic Control Bundling, eTCB)理論執行清潔、隔離、檢疫與緩衝區域的動線配置以降低醫院內感染，但因目前的動線規劃需仰賴感染控制醫生以人工進行分區的規劃，且缺乏自動化的配置及分析，尚無方法驗證規劃後的動線是否影響行人流使用或造成壅塞。本研究以輔助自動規劃與驗證動線服務水準為目標，建置一動線規劃方法，可藉由電腦輔助進行分區分流規劃並模擬人流效果，提供醫院在配置動線之參考。動線規劃方法包含eTCB系統、BIM模

型、人流模擬及結果輸出四個部分。eTCB系統將使用者設定的平面房間用途，透過BIM軟體以API來分析醫院BIM模型並視覺化呈現汙染分區的規劃結果，並結合最短路徑演算法來計算房間的動線，輸出最佳的緩衝區(Intermediate)動線，以達成eTCB的防疫效果。BIM模型根據eTCB系統得出的緩衝區位置，建置動線分流的開口模型並即時看到動線規劃的結果。人流模擬將最佳緩衝區的動線進一步分析，針對輸出規劃好動線及分流的BIM模型進行動線的分析，以行人服務水準等級為標準。結果輸出以視覺化的方式呈現給感染控制醫生輔助樓層動線規劃的判斷。本研究提出的動線規劃指引結合BIM的空間視覺化與eTCB的防疫管制，

透過簡單的操作介面與行人模擬產生不同的動線規劃方案，以提升醫院動線規劃之效率及輔助，幫助疫情發生時對於醫療量能的應變能力，並落實汙染分區及動線分流規劃。透過案例的導入與分析，發現動線分流模型搭配動線開口，可再維持原先的動線服務水準下增進動線的流速與降低染疫的風險。

What I Learned and What I Learnt: Teaching English While Honoring Language and Culture at a Predominantly Black Institution

為了解決Learned or learnt的問題，作者Williams, Concetta A./ Magras, Lydia Brown 這樣論述：

African Americans have viewed literacy as a key to upward mobility and freedom since before America's Reconstruction Era. However, African American's academic achievement continues to be plagued by the ever-widening achievement gap especially when their literacy skills are measured by standardized a

ssessments that do not consider or value their culture, their experiences It is common to think that this is an issue in K-12 settings. However, research and practical experiences suggest that African American students' achievement continues to be affected at the post-secondary level where they are

likely to be taught by faculty who have limited experience with the nuances of Black English (or African American Vernacular English AAVE). This book steps into that gap by offering a resource for teaching speakers of AAVE at the post-secondary level. Concetta A. Williams is an assistant professor

of English at Chicago State University. Her research focuses on using literature to examine the experiences of urban youth, broadening the definition of literacy in an effort to better identify and understand perceptions of literate behavior in academic settings, and working with diverse student po

pulations (first-year, first-generation). Lydia Magras is an independent scholar whose research interests include Urban and Cultural Literacies, Spirituality and Literature, and Women’s Literature. She has presented her research before the National Council of Black Studies, the Association for the S

tudy of African American History and Life, and the Conference of Religion, Literature, and the Arts.

創新科技對觀光產業的影響與應用‐以AR/VR為例

為了解決Learned or learnt的問題，作者鄭乃禎 這樣論述：

台灣觀光產業已經達到成熟，而要如何持續保持現有的旅客並且吸引更多潛在旅客是一個很重要的課題。近年來，擴增實境Augmented Reality(AR)和虛擬實境Virtual Reality(VR)的技術及其應用從各個角度受到越來越多的關注。儘管對於AR/VR的技術及不同目的之應用的研究數量激增；但是，AR/VR創新科技的實際應用在旅遊行業卻是被忽略的領域。本研究以文獻回顧及專家訪談，對AR/VR創新科技應用於觀光旅遊產業的實際案例有所描繪；同時採用創新擴散與創新抵制理論，解釋AR/VR創新科技在旅遊行業受到侷限的原因；最後，用鑽石模型理論分析，對台灣觀光旅遊業者及政府相關單位提出實際可行的

建議。本研究發現：擴增實境Augmented Reality (AR)和虛擬實境Virtual Reality (VR)的創新科技是一種激發真實旅行和提升體驗的技術。AR/VR提供新的體驗價值方式，增進旅遊動機，為觀光旅遊行業長期保持競爭力。最後，本研究根據結果提出建議方案以及未來研究方向之建議。