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Birana i Wala Growing up in Langalanga(精裝)

為了解決arrived at delivery 的問題，作者 這樣論述：

　　本書是是中研院民族所嶄新的「學術普及類」出版計畫的第一本，並由中研院民族所與所羅門群島國家博物館共同出版，是民族所作為學術機構進行知識回饋的一環。民族所副研究員郭佩宜長期於所羅門群島Langalanga地區做田野工作，與在地文史工作者合作，以雙語形式（當地Wala語、英語）書寫傳統。全書主要分成三大部分，敘述Langalanga的歷史文化、生計生活，以及生命歷程與生命儀禮。  　　The Wala reside in the Langalanga Lagoon on the west coast of Malaita island, Solomon Islands.

Written by local writers in collaboration with an academic researcher, the purpose of this book, Birana i Wala, is to preserve a written document of the fast disappearing Wala tradition (falafala/kastom) for the people of Wala and their future generations. The book is divided into three major parts.

Part One introduces Wala culture and society, including their history, kinship and social organization, religious beliefs, and social norms. Part Two illustrates daily life in the lagoon, in particular Wala heritage of shell money, fishing and canoe. Part Three explores the rites of passage in Wala

lives, from birth, childhood, the teenage period, marriage to the end of life. 

arrived at delivery 進入發燒排行的影片

中國發展戰略空軍的理論與實踐(1991-2021)：攻勢現實主義的評估

為了解決arrived at delivery 的問題，作者鄭兆凱 這樣論述：

中國儘管擁有排名世界第三的核武庫存，但長久以來因為缺乏可靠的戰略空軍武力，使得「核武鐵三角」未能完整成型，也使得兵力投射能力受到限制。因此，中國除了在蘇聯解體後數度向俄羅斯及烏克蘭採購戰略轟炸機外，也採行多個「五年計畫」、「軍民融合戰略」以及「千人計畫」試圖提升本國發展戰略空軍的能量。本文以攻勢現實主義作為研究途徑，並回顧美國、蘇聯與解體後的俄羅斯、英國以及法國建立戰略空軍的經驗，探討中國發展戰略空軍的可能路徑。本文發現試圖改變現狀並推動「亞洲門羅主義」的中國，將會依循美、俄模式發展戰略空軍，而作為離岸平衡者的美國，除了強化美軍在區域的部署外，也會增強印太相關國家的空防力量，甚至從科技、產業

領域阻止中國取得關鍵技術以作為反制。

Latinos in Libraries, Museums, and Archives: Cultural Competence in Action! An Asset-based Approach

為了解決arrived at delivery 的問題，作者Montiel-overall , Patricia/ Nuñez, Annabelle Villaescusa/ Reyes- 這樣論述：

Written by three experienced LIS professionals, Latinos in Libraries, Museums, and Archives demonstrates the meaning of cultural competence in the everyday work in libraries, archives, museums, and special collections with Latino populations. The authors focus on their areas of expertise including a

cademic, school, public libraries, health sciences, archives, and special collections to show the importance of understanding how cultural competence effects the day-to-day communication, relationship building, and information provision with Latinos. They acknowledge the role of both tacit and expli

cit knowledge in their work, and discuss ways in which cultural competence is integral to successful delivery of services to, communication with, and relationship building with Latino communities. Patricia Montiel-Overall is a sixth-generation, Spanish-speaking Tucsonan. Her great-great grandfathe

r was in the first Arizona Territorial Legislature; his father arrived in Nueva España in 1775, a year before the Declaration of Independence was introduced in Philadelphia. She received her doctorate from Stanford University and is on the faculty at the University of Arizona School of Information R

esources and Library Science. Annabelle Villaescusa Nuñez is a bilingual, second-generation Latina. She is the daughter of immigrant parents who came from the state of Sonora in Mexico. She is well-known in the community as an activist and actress, having performed in various Borderlands Theater pro

ductions. She is on the faculty at the University of Arizona Health Sciences Library, where she works in outreach services to extend health information to the community. Verónica Reyes-Escudero is a Mexican American librarian who immigrated with her family to a US border town when she was three year

s old. She is a fluent Spanish speaker and with her family of migrant farm workers spent many years traveling between Arizona and California from the mid-1970s through the 1980s. She is on the faculty of the University of Arizona, working in the University Libraries Special Collections, where she is

responsible for the acquisition of numerous historical collections.

A Study on the Perceptions of Implementation of M-learning in Classrooms: Perspectives from High School Teachers and Students in Southern Vietnam

為了解決arrived at delivery 的問題，作者阮天寶 這樣論述：

The prevalence of mobile phones in every corner of the modern world is clearly discernible. Taking advantage of this phenomenon, a plethora of educational mobile applications has been developed to enhance learning performance of students. However, in varied classroom contexts, the implementation of

mobile learning needs to be conscientiously considered due to practical obstacles. Although various studies on mobile learning have mushroomed in recent years, few focuses on the context of high schools. Moreover, in November 2020, Vietnamese government amended their educational law to lucidly indi

cate that Vietnamese high school students are allowed to use mobile phones in classroom under the agreement of the teachers for the purpose of studying. Therefore, in an attempt to address the research gap in the timely moment, the current study aimed to investigate how Vietnamese high school teache

rs and students perceive the opportunities, challenges, strategies and their suggestions for the deployment of m-learning in classroom. In this qualitative study, five teachers and six students were invited for semi-structured interviews. The data was, then, analyzed using an analytic tool developed

from the FRAME model (Koole, 2009). The results reveal that subjective and objective factors have benefitted m-learning while external considerations, human aspects, inadequate facility and health related concerns were the hurdles to the feasibility of the application of m-learning in the classroom

setting. Besides, using educational apps or websites is the dominant for learning and teaching strategy. Suggestions highlighted the responsibilities of authorities, professors and the autonomy of students. It is hoped that the findings of the present study will contribute to the literature of the

field and assist different stakeholders in implementing mobile learning in classroom contexts.