These, those的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列線上看、影評和彩蛋懶人包

Essays on Aristotle’s Eudemian Ethics

為了解決These, those的問題，作者Heinaman, Robert (EDT) 這樣論述：

Two major works on ethics have come down to us under Aristotle's name, the Nicomachean Ethics and the Eudemian Ethics, but, quite unjustifiably, the Eudemian Ethics has been largely neglected by students of ancient philosophy. This important collection of essays from the sixth Keeling colloquium on

ancient philosophy tries to rectify this one-sided approach to Aristotle's ethics by focusing on the positions and arguments of the Eudemian Ethics. As the essays demonstrate, Aristotle's views in the Eudemian Ethics frequently differ in interesting and surprising ways from those found in the Nicoma

chean Ethics and deserve study for their own sake, not merely for purposes of comparison with the Nicomachean Ethics. The contributors include some of the best known Aristotle scholars of the present day. Christopher Rowe and Jennifer Whiting investigate the Eudemian Ethics' account of friendship (p

hilia) while M.M. McCabe examines the closely related issue of self-knowledge in EE VII.12. Stephen White analyzes the Eudemian Ethics' account of eudaimonia, David Charles focuses on voluntary action, and Friedemann Buddensiek investigates Aristotle's difficult discussion of good fortune (eutuchia)

in EE VIII.2. The volume also contains critical discussions of these papers provided by commentators, who, along with Whiting and McCabe, include Julia Annas and Sarah Broadie. Dr Robert Heinaman, Reader in Philosophy, University College London, UK

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具有綠光雷射結晶多晶矽通道之T型閘薄膜電晶體射頻特性分析

為了解決These, those的問題，作者葉宇婕 這樣論述：

本論文中，我們研究具有T型閘極、空氣邊襯及矽化閘/源/汲極多晶矽薄膜電晶體的射頻特性。為了提升多晶矽薄膜的晶粒尺寸，我們使用綠光奈秒雷射來製備厚度為50 nm與100 nm的多晶矽薄膜。結果顯示厚度為100 nm的薄膜能得到等效尺寸大於1 μm的晶粒大小，遠優於50 nm厚的多晶矽薄膜。我們於元件製作時採用了新穎的T型閘極技術，不僅降低元件的閘極電阻，也使電晶體具有比微影技術解析極限更小的閘極線寬，使轉導得以大幅提升。我們也分別利用高溫的快速熱退火及低溫的微波退火來活化源汲極雜質。在通道厚度為100 nm並以快速熱退火進行源汲極活化的多晶矽薄膜電晶體中，對最小通道長度達124 nm之元件，截

止頻率可達59.7 GHz，最大震盪頻率亦可達34 GHz。具有相同通道厚度並以微波退火來活化雜質的電晶體中，當通道長度微縮至102 nm，元件的截止頻率更高達63.6 GHz，最大震盪頻率亦可達29.7 GHz。相較過往文獻報導的多晶矽薄膜元件，我們以微波活化源汲極的薄膜電晶體達到了最高的截止頻率。

Disorderly Borders: How International Law Shapes Irregular Migration

為了解決These, those的問題，作者Thomas, Chantal 這樣論述：

Immigration crises faced by the United States today show the interplay between areas of global law and policy that might at first glance seem quite disparate--economic law, human rights and refugee law, and criminal law relating to the trafficking and smuggling of migrants. This book is largely dedi

cated to unpacking those dynamics and ultimately argues that reform efforts must be expanded. Using as a central case study how international law relates to the irregular labor migration of undocumented migrant farm workers in upstate New York, this book examines the conditions for entry of these wo

rkers, for their residence and work while in the US, and finally what happens if they are apprehended and subject to expulsion. The author aims to show that the presence of these migrants can be significantly attributed to dynamics flowing from international economic law, and that the interaction of

international economic law with international human rights, refugee, labor and criminal law in defining their legal rights and remedies is often incoherent. As such, this wave of irregular migration might be seen as the product of a "perfect storm" in international law: a vexed and unstable relatio

nship between disparate regimes that propels dynamic population movements without just and orderly means of protection. Chantal Thomas is Professor of Law at Cornell Law School, where she also directs the Clarke Initiative for Law and Development in the Middle East and North Africa.

運用同儕協助學習策略發展台灣國小五年級學生之英語閱讀能力之研究

為了解決These, those的問題，作者劉慧玲 這樣論述：

眾人普遍認同閱讀教學法能有效防止兒童閱讀困難。其中一種閱讀教學法是同儕輔助學習策略(Peer-assisted learning strategies,PALS)，其廣泛運用於各領域以增進學生閱讀技巧。因此本研究目的在比較同儕輔助學習策略與傳統閱讀教學應用在台灣五年級學生英語閱讀正確性、流暢性及理解力之效用。本實驗採用準實驗設計，招募兩個班級，共49人。兩個班隨意分配為實驗組及對照組。實驗組學生兩兩一組學習；對照組學生接受教師主導之傳統閱讀教學。兩組學生接受每週兩次共17週之實驗。本實驗兼採取量化及質化研究法，蒐集前後測驗量化資料，並透過教室觀察、實地筆記及與四位PALS組學生半結構式訪談蒐

集質性資料。本實驗結果顯示兩種閱讀教學法對於增進學生閱讀正確性同樣有效，然而PALS閱讀教學並未優於傳統閱讀教學。相似於閱讀正確性實驗結果，PALS閱讀教學在閱讀順暢性並未優於傳統閱讀教學。至於閱讀理解性方面，兩種閱讀教學法的後測平均分數略劣於前測，然而，只有PALS組達到統計性顯著。此預料之外及驚人的結果有以下可能原因，詳述如下。首先，可能是這些五年級初級英語閱讀者在閱讀及理解長篇文章上遭遇困難及學生間顯著英語能力差異。其次，閱讀及理解長篇文章更需要密集練習以發展技巧，特別是以英語為外語者。第三，有可能是本實驗測驗工具無法測量出PALS組學生在早期閱讀發展階段微小的進步。另一個可能因素是此特

定的教學法與測驗教材之差異，導致學生並未具備適當的閱讀技巧。最後，本實驗並未實施複述活動(retelling)於”夥伴閱讀與複述”(Partner Reading with Retell)活動中，因為本實驗著重於訓練學生改正單字識別錯誤，而忽略檢查學生的短文閱讀理解。雖然，此實驗結果與之前的PALS實驗結果不同。但是，質化資料顯示PALS幫助學生獲得更高的閱讀學習興趣及透過同儕輔助教學強化學生自身學習。基於本實驗發現PALS可被視為增進學生合作行為及改變學生對於閱讀學習態度的一種實用的學習工具。建議未來實施閱讀的老師能增進實驗的密集度及降低測驗難度以符合學生閱讀發展。關鍵字: 同儕學習策略、閱

讀正確性、閱讀順暢性、閱讀理解力