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New Studies On Zhou-Yi Divination Process

為了解決lam meaning的問題，作者Y. C. Lam 這樣論述：

　　In this book, the Zhou-Yi and its Divination Process are reviewed from mathematical perspectives which provide a completely new understanding of its meaning and operation features. The highlights are:- 　　1. The Generalized Yi Systems Group consists of an infinite number of Yi Systems, Zhou-Yi is

just one item of the Yi System 2 in the Generalized Yi Systems Group. 　　2. Parameters of all Yi Systems can be conveniently found by a set of formulae. 　　3. The divination process of Zhou-Yi was written in a mnemonic format with hints for the steps of divination. The so called Biggest Computation

Number is actually a dummy created to facilitate the counting of steps from Step 1. The actual number that affects the divination is given by subtracting 1 from the Biggest Computation Number as a hint for step 1. 　　4. Data from digital computer simulation of Zhou-Yi divination process show that in

swapping the Yin-Yang Divined Numbers in a Line of a Yi Hexagram, the 6/9 swap is mathematically more logical than that of 7/8 swap. 　　5. Mathematically classified Trigram Groups and Hexagram Groups provide a new and more logical insights to the inter-relationships between the Diagrams.   作者簡介

Y. C. Lam 　　Born in China in 1946, the author moved to Hong Kong in 1956 and emigrated to Australia in 1987. After graduated from the University of Manchester, Institute of Science and Technology in UK with MSc Degree in Electrical Engineering in 1970, the author worked in The Hong Kong Electric Co

mpany Ltd. in Hong Kong as an engineer until migration to Australia. The author became interested in the divination process of Zhou-Yi from 1973.  The brief description of the process in the Commentary attached to Zhou-Yi（易繫辭）included a lot of cosmological terms which caused more confusions to reade

rs.  Interpretations by past scholars also failed to provide a logical and convincing explanation about the divination process.  For this reason, the author attempts to look at the divination process from another perspective with the help of modern digital computers which made the study possible, he

nce resulting in the publishing of this book.

lam meaning進入發燒排行的影片

偶發到實現 ─ 林劍青創作論述

為了解決lam meaning的問題，作者林劍青 這樣論述：

        筆者從小時候看著父親作畫，一直到自己成長迄今，回歸對藝術的探討，感受內心對藝術的悸動。藝術的路途是一種艱辛磨練，一種自我挑戰，是一種自我肯定的過程。對於筆者而言它是生命裡的一部分，是回憶的一部分，是未來希望的一部分。         個人的藝術創作形式是經由「偶發」到「實現」。「偶發」裡面包含著「即興─不可預見性」與「異想」。這可能讓創作者意識到當代任何的藝術創作是不能被事先決定的，也就是說藝術創作是不可預見的，純粹的藝術是即興的發揮，其淵源於內心的生機，也就是「內在生命」與「內在驅力」。藝術創作是絕對的自由，筆者嘗試著通過各種的形式與色彩來作為內心異想的表達，靠著不同的藝術

形式與媒材來實現創作出具有自我精神價值的作品。         本論文第一章、緒論，包含：創作研究之背景與動機、創作研究之目的、創作研究範圍與限制；第二章、創作學理基礎與文獻討論，包含：超現實主義、抽象表現主義、啟迪與相關藝術家；第三章、創作理念，包含：創作的意義、自我解構、潛意識的回歸、意識與潛意識的作用；第四章、創作媒材使用、技法表現研究，包含：平面繪畫、版畫、其他創作媒材使用；第五章、作品解析，包含：樹與根系列、墨與痕系列、絹版的另類思維、異想構成系列。第六章、結論。         筆者透過藝術創作，發覺內心情感，探索自我，以這篇創作論述為自己在美術系研究所的啟迪與發展成果做一段總結。

Mandarin Chinese Characters Language Practice Pad: Learn Mandarin Chinese in Just a Few Minutes Per Day!

為了解決lam meaning的問題，作者Liang, Xin/ Lam, Martha 這樣論述：

Five minutes a day is all it takes to begin learning Chinese The perfect guide for busy people who want to learn Chinese, Mandarin Chinese Characters Language Practice Pad helps even those completely unfamiliar with the language learn and write the 332 most essential Chinese characters--in just five

minutes a day Each sheet introduces one new character--showing how it is pronounced and written, along with its meaning and related vocabulary. The reverse side offers sample phrases and sentences to demonstrate how to use the words in their correct context. Ideal for HSK Levels 1 & 2 as well as A

P Chinese Language and Culture Exam Prep. This handy kit includes: A 16 page portable study book that lists the most essential 332 Mandarin Chinese characters and associated vocabularyMnemonic visual aids to enhance comprehension336 page double-sided workbook for writing practiceA study guide

運用PIRLS四層次提問教學提升國小五年級學生閱讀理解表現之協同行動研究

為了解決lam meaning的問題，作者李千代 這樣論述：

本研究採行動研究法，探究運用PIRLS四層次提問教學提升國小五年級學生閱讀理解研究實施歷程與成效。研究者以六位五年級學生為研究參與者。在行動研究前透過前測了解學童閱讀理解情形，在行動研究課堂中以橋樑書與青少年小說為教材，並搭配觀課紀錄、提問學習單，省思札記觀察學生閱讀理解情形。在課程實施後，運用前後測試卷比較、訪談協同教師和學生對於課堂的問卷調查，評鑑方案的實施成效。本研究發現如下：一、情境分析有助於研究者與協同教師共同閱讀課程的設計規劃。二、在規劃五年級閱讀理解課程的歷程與省思中，教材內容安排應由淺至深，協同教師在課程規劃有助於排除研究困境。三、在實施運用PIRLS四層次提問教學的閱讀歷程

與省思中，發現研究者與協同教師以漸進釋放責任讓學生進行提問，有助於提升學生閱讀理解表現。四、評鑑課程實施結果發現閱讀能力佳的學生有助提升閱讀理解表現。