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Shakti Mantras: Tapping into the Great Goddess Energy Within

為了解決tap pronunciation的問題，作者Ashley-Farrand, Thomas 這樣論述：

SHAKTI MANTRASTapping into the Great Goddess Energy Within - Enhance your spiritual gifts- Lighten your karmic burden- Improve your health and increase prosperity- Live in harmony with the universe Now, with Shakti Mantras, we can all benefit from this ancient practice. Thomas Ashley-Farrand, a Vedi

c priest, is an American expert in the intricacies of Sanskrit mantra. With nearly thirty years and thousands of hours of experience in chanting, he is supremely well-equipped to write the first book that teaches women (and men as well) to tap into the dynamic feminine energy of love in all its mani

festations. By sharing enchanting Hindu myths and astonishing true stories from his own practice, Ashley-Farrand helps us to understand the real power that this age-old art awakens in those who perform it. Through dozens of actual mantras-each one presented with phonetic spelling for easy pronunciat

ion and recommendations for specific applications-he enables us to increase our "shakti" (power) and use it to solve problems, ensure abundance, create health and well-being, summon protection, and invoke personal and universal peace. Whether you're new to chanting or an old hand, Shakti Mantras wil

l take you places you've never been before . . . and measurably enrich your life. Thomas Ashley-FarrandAuthor of Healing MantrasThroughout history, many people in the West have turned to God the Father for blessing and guidance. But in the East, the Great Feminine has always been held in high este

em-not as a secondary source of power but as the primal power, the shakti that flows through our body and all of nature. Centuries ago, the seers and sages of India observed that particular chanted prayers-Sanskrit mantras-connect us with this feminine energy and increase its potency.

tap pronunciation進入發燒排行的影片

英語字母拼讀法融入學習策略對學習成效之影響－以國小五年級為例

為了解決tap pronunciation的問題，作者黎育如 這樣論述：

本研究旨在探討於國小五年級學生實施英語字母拼讀法融入學習策略教學對學生學習成效之影響，並依據研究結果提出具體建議，以供教育單位或實施字母拼讀法及學習策略教學之教師及未來研究者作為參考。為達成研究之目的，以國小五年級學生共兩個班級為研究對象，一個班為實驗組，實施英語字母拼讀法融入學習策略教學；另一個班為對照組，實施一般字母拼讀法教學，並採取準實驗研究法。本實驗為期八週共十六節課，實驗教學前進行「語言學習策略量表」測驗，在每個單元的實驗教學前後分別進行學習成效測驗之前後測；並以獨立樣本t檢定、相依樣本t檢定、單因子共變數分析進行資料的分析討論。本研究結果歸納如下：一、實驗組與對照

組學生在學習成效測驗的表現皆優於前測二、實驗組在學習成效測驗上的表現優於對照組三、不同基本變項對學生學習成就的影響有所差異四、不同學習策略的學生在學習成效的表現上有所差異

Manual for (Relatively) Painless Medical Spanish: A Self-Teaching Course

為了解決tap pronunciation的問題，作者Rajkovic, Ana Malinow 這樣論述：

Spanish-speaking patients are no rarity in United States hospitals and clinics, as many English-speaking health care providers have discovered. To help these providers better communicate with the patients they serve, Ana Malinow Rajkovic has prepared the Manual for (Relatively) Painless Medical Span

ish, a lively and innovative self-teaching guide to the grammar, pronunciation, and medical vocabulary of Spanish.Presented in a systematic and highly entertaining fashion, twelve lessons cover some of the most commonly encountered situations. These include the family clinic, the emergency room, ap

pendicitis, the social chat, pregnancy, family planning, pelvic inflammatory disease and urinary tract infection, depression, children with asthma, patients with angina, explaining a venipuncture and a spinal tap, and patients with shortness of breath. Each lesson closes with a bilingual interview t

hat includes vocabulary and grammar introduced in that lesson. A guide to the medical history and physical examination appears in English and Spanish in the appendix.Excellent in the classroom or for independent learning, the Manual will enable health care providers better to understand and supply t

he needs of Spanish-speaking patients.

英語為非母語之學齡前幼童的英語子音發音研究

為了解決tap pronunciation的問題，作者林怡妙 這樣論述：

英語為國際語言，行政院宣布台灣將在2030年全面成為雙語教學環境的國家 (國家發展委員會,2018)，因此，英語的學習者年齡越來越小；在雙語環境的沉浸下，以中文及台語等非英語為母音的孩童，本身因語言習得，導致某些英語單字發音的不成熟或錯誤。本計畫利用發音測試，並運用統計分析方法來計算關於在雙語教育環境下的孩童的英語子音發展及產出錯誤的比例。因此，本研究調查台灣中部某間幼稚園以英語為學習的孩童發音之發展，共有47位4-7歲的幼童會接受發音測驗。結果指出有聲的正確率在是最高的。此外，齒間音的正確率是最低的。然而，對於年紀較小的孩童而言，音節尾的發音正確率比音節頭的發音正確率高。相反地，這樣的結果

在年紀較大的孩童而言是相反的。也就是說，年紀較小的孩童比較習慣於發音節尾的音。而對年紀較大的孩童而言，因為被中文音節結構影響較久，因此音節尾常常被忽略而不被發出音來或是發出錯誤的音。