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Logic Pro X - Apple Pro Training Series

為了解決Drum up support的問題，作者Nahmani, David 這樣論述：

The Apple-Certified Way to Learn Record, arrange, produce, mix, and master music with this bestselling, Apple-certified guide to Logic Pro. Veteran producer and composer David Nahmani uses real-world professional Logic Pro projects to guide you through step-by-step instructions and straightforwar

d explanations, ranging from basic music creation to sophisticated production techniques.You’ll trigger Live Loops in real time, record audio and software instruments, create and edit sequences, and build arrangements. You’ll create both acoustic and electronic virtual drum performances. You’ll use

Quick Sampler to create stutter effects and vocal chop, and explore ear candy production techniques, such as parallel processing and turntable start and stop effects. You’ll use Smart Controls to map knobs, buttons, and drum pads on a MIDI controller or an iPad. You’ll harness the power of Smart Tem

po to sync up all your audio and MIDI. You’ll use Flex Time to stretch audio and correct the timing of recordings, and you’ll tune vocals with Flex Pitch. You’ll mix, automate, and master the song with EQ, compression, delay, reverb, limiters, and other plug-ins to achieve a professional sound. Fina

lly, you’ll create a 3D spatial audio mix with Logic Pro’s new Dolby Atmos plug-ins, using binaural rendering to experience that immersive sonic experience on your headphones.Downloadable real-world, professional Logic projectsStep-by-step hands-on exercisesAccessible writing style that puts an expe

rt mentor at your sideAmple illustrations that help you quickly master techniquesLists of keyboard shortcuts used in each lessonTips to improve your workflowOnline personal support on the author’s websiteThe Apple Pro Training Series is Apple’s official self-paced learning resource. Books in this se

ries offer downloadable lesson files and an online version of the book. Additional information on this and other books in this series can be found at peachpit.com/apple. For more on certification, visit training.apple.com.Also in the Apple Pro Training Series: Final Cut PromacOS Support Essentials

Drum up support進入發燒排行的影片

以家庭為中心之失智症照顧者個案管理臨床隨機試驗

為了解決Drum up support的問題，作者吳姵誼 這樣論述：

中文摘要...iAbstract...iii第一章緒論...... 1第一節 研究背景與動機.... 1第二節 研究目的......... 3第三節名詞解釋.......... 3第二章 文獻探討......... 6第一節 失智症家庭照顧者個案管理... 6第二節 壓力因應理論...... 13第三節 失智症認知功能障礙及問題行為....... 24一、失智症認知功能障礙... 24二、失智症問題行為障礙... 31第四節 家庭照顧者壓力反應 37第五節 失智症家庭照顧者相關介入措施的理論基礎...... 46第三章

研究設計......... 54第一節 研究取樣方法與架構 54一、取樣方法.... 54二、研究架構.... 55第二節 研究對象與場所.... 56第三節 研究步驟......... 58一、資料收集過程及研究措施....... 58二、實驗組介入措施的內容......... 60第四節 研究測量工具與信效度...... 63一、人口學基本資料表..... 63二、評估失智個案量表..... 63三、評估家庭照顧者量表... 67第五節 研究倫理......... 72第六節 資料分析方法...... 72

第四章 結果............. 75第一節 流失率、研究對象人口學特性與同質性比較...... 75一、Participant flow.....75二、失智個案baseline(T0)人口學特性....... 77三、家庭照顧者baseline(T0)人口學特性..... 79第二節 介入前後對失智個案精神和問題行為的影響...... 86第三節 介入前後對家庭照顧者應對個案精神和問題行為的困擾程度. 92第四節 介入前後對家庭照顧者的憂鬱和壓力負荷情形.... 99一、家庭照顧者憂鬱情況... 99二、家庭照顧者壓力負荷情況.....

.. 101第五節 介入前後對家庭照顧者健康促進行為和自我效能的變化..... 103一、家庭照顧者健康行為情況....... 103二、家庭照顧者自我效能情況....... 117第五章 討論..... 125第一節 研究對象及家庭照顧者人口學特性分析.. 125第二節 介入前後對失智個案精神和問題行為的影響...... 129第三節 介入前後對家庭照顧者應對個案精神和問題行為的困擾程度. 130第四節 介入前後對家庭照顧者的憂鬱和壓力負荷情形.... 131第五節 介入前後對家庭照顧者健康行為和自我效能的影響. 132一、家庭照顧

者健康行為... 132二、家庭照顧者自我效能... 134第六章 結論、限制與建議.. 136第一節 結論..... 136第二節 限制與建議....... 136參考文獻........ 138附 錄.......... 161受訪者基本資料.. 161臨床失智量表CDR...162簡短智能測驗MMSE.........166簡短版精神神經量表NPI.... 167自我效能量表SE.......... 168憂鬱量表CES-D... 170負荷量表CBS..... 171健康促進生活型態問卷HPLP. 172IR

B許可證明書... 175研究資料使用授權同意書..176 圖目錄圖2-2-1 Pearlin的照顧和壓力過程模型...... 14圖3-1-1研究架構......... 55圖4-1-1 Flow Chart.... 76圖4-2-1 The Trajectories of Two Groups: PWDs’ NPI-Mood and Psychosis from T0-T3..... 87圖4-2-2 The Trajectories of Two groups: PWDs’ NPI-Psychomotor Regulation from T0-T3..

89圖4-2-3 The Trajectories of Two Groups: PWDs’ NPI- Social Engagement from T0-T3..... 91圖4-4-1 The Trajectories of Two Groups: FCGs’CES-D from T0-T3.. 100圖4-4-2 The Trajectories of Two Groups: CBS from T0-T3......... 102圖4-5-1 The Trajectories of Two Groups: FGC HPLP from T0-T3.... 104

圖4-5-2 FCG HPLP次量表-營養行為......... 106圖4-5-3 The Trajectories of Two Groups: FCG HPLP-Responsibility from T0-T3 108圖4-5-4 The Trajectories of Two Groups: FCG HPLP Self Actualization from T0-T3..... 110圖4-5-5The Trajectories of Two Groups: FCG HPLP-Social Support from T0-T3.......... 112圖4-

5-6The Trajectories of Two Groups: FCG HPLP-Exercise from T0-T3 ................114圖4-5-7 The Trajectories of Two Groups: FCG HPLP-Stress Management from T0-T3..... 116圖4-5-8 The Trajectories of Two Groups: FCG SE-OR from T0-T3... 119圖4-5-9 The Trajectories of Two Groups: FCG SE-DB from T0-

T3... 121圖4-5-10 The Trajectories of Two Groups: FCG SE-UT from T0-T3.. 123表目錄表2-1-1 Empirical evidence and critique on case management for FCGs of PWD at home.... 7表2-2-1 The application of Pearlin’s theory in dementia family caregiving stressors... 17表2-3-1失智症長者多重認知缺損對家庭照顧者造成的影響.......

. 24表2-3-2失智症長者精神行為病徵對家庭照顧者造成的影響........ 32表2-4-1失智症家庭照顧者憂鬱之相關文獻..... 38表 2-4-2 失智症家庭照顧者負荷之相關文獻... 41表2-5-1 Multicomponent interventions of dementia family caregivers ......48表3-3-1資料收集過程及研究措施.... 59表3-3-2 Overview of CM intervention components for FCGs and PWDs ......60表3-6-1研究

資料統計方法.. 74表4-1-1參與者人數在T0-T3的變化與流失率和完成率.... 75表4-1-2 PWDs’ Characteristics at T0.... 79表4-1-3 FCGs’ Characteristics at T0.... 83表4-1-4 NPI、NPI-D、HPLP、CES-D、CBS、SE scale at T0.... 84表4-2-1 The Means and SD of Two Groups: PWDs NPI-Mood and Psychosis from T0-T3..... 87表4-2-2 The GEE R

esults of Two Groups: PWDs’ NPI-Mood and Psychosis from T0-T3..... 88表4-2-3 The Means and SD of Two Groups: PWDs NPI-Psychomotor Regulation from T0-T3.. 89表4-2-4 The GEE Results of Two Groups: PWDs’ NPI-Psychomotor Regulation from T0-T3.. 90表4-2-5 The Means and SD of Two Groups:PWDs NPI- So

cial Engagement from T0-T3..... 91表4-2-6 The GEE Results of Two Groups: PWDs’ NPI- Social Engagement from T0-T3..... 92表4-4-1 The Means and SD of Two Groups: FCGs’CES-D from T0-T3.. 99表4-4-2 The GEE Results of Two Groups: FCGs CES-D from T0-T3 GEE ......101表4-4-3 The Means and SD of Two

Groups: CBS from T0-T3......... 102表4-4-4 The GEE Results of Two Groups: CBS from T0-T3.......... 103表4-5-1 The Means and SD of Two Groups: FCG HPLP from T0-T3.... 104表4-5-2 The GEE Results of Two Groups: FCG HPLP from T0-T3..... 105表4-5-3 The Means and SD of Two Groups: FCG HPLP-Nutriti

on from T0-T3 ......106表4-5-4 The Trajectories of Two Groups: FCG HPLP-Nutrition from T0-T3 ......107表4-5-5 The Means and SD of Two Groups: FCG HPLP-Health Responsibility from T0-T3..... 108表4-5-6 The GEE Results of Two Groups: FCG HPLP-Health Responsibility from T0-T3..... 109表4-5-7 The

Means and SD of Two Groups: FCG HPLP-Self Actualization from T0-T3..... 110表4-5-8 The GEE Results of Two Groups: FCG HPLP-Self Actualization from T0-T3..... 111表4-5-9 The Means and SD of Two Groups: FCG HPLP-Social Support from T0-T3.......... 112表4-5-10 The GEE Results of Two Groups: FCG

HPLP-Social Support from T0-T3.......... 113表4-5-11 The Means and SD of Two Groups: FCG HPLP-Exercise from T0-T3 ................114表4-5-12 The GEE Results of Two Groups: FCG HPLP-Exercise from T0-T3 ................115表4-5-13 The Means and SD of Two Groups: FCG HPLP-Stress Management from

T0-T3..... 116表4-5-14 The GEE Results of Two Groups: FCG HPLP: Stress Management from T0-T3..... 117表4-5-15 The Means and SD of Two Groups:FCG SE-OR from T0-T3... 118表4-5-16 The GEE Results of Two Groups: FCG SE-OR from T0-T3... 120表4-5-17 The Means and SD of Two Groups: FCG SE-DB from T

0-T3.. 121表4-5-18 The GEE Results of Two Groups: FCG SE-DB from T0-T3... 122表4-5-19 The Means and SD of Two Groups: FCG SE-UT from T0-T3.. 123表4-5-20 The GEE Results of Two Groups:FCG SE-UT from T0-T3.... 124表5-1-1 T3流失個案與完成個案其在baseline人口學和量表變項之獨立t檢定..128

When I Listen to Silence

為了解決Drum up support的問題，作者Pendziwol, Jean E. 這樣論述：

When a child is asked to ＂Please, be quiet!＂ they sit silent ... and their imagination sweeps them away on a breathtaking journey.Through the window, the child can hear the trees breathe and watches them sway back and forth as they begin to dance. Then bears join in, accompanied by the child on t

heir drum, making so much noise they wake up a dragon! The dragon’s smoky breath fills the sky, and the wind forms a knight on a steed that gallops through the stars. The child’s adventure continues, as one wonderful flight of fancy leads to the next, from pirates to mermaids to whales, until they f

ind themselves sitting silent once again among the trees. Jean E. Pendziwol has written a charming story-poem that looks at silence and stillness as an opportunity for the imagination and creativity to flourish. Carmen Mok’s magical illustrations flow from one spread to the next like animation, in a

palette inspired by vintage printmaking.Key Text FeaturesdialogueillustrationsCorrelates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.CCSS.ELA-LITERACY.RL.K.7 With prompti

ng and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.CCSS.ELA-LITERACY.RL.1.7 Use illustrations

and details in a story to describe its characters, setting, or events.

Podcast聲音廣告的革命：廣告價值、來源可信度及知覺信任對品牌知曉、購買意願之影響

為了解決Drum up support的問題，作者陳沛瑜 這樣論述：

　　當今社群媒體的普及，徹底地改變了人們接收資訊的方式。而近年來，由於聲音媒體Podcast快速地崛起，傳統的「視覺經濟」正備受「聽經濟」的挑戰。自從2019年開始，有了眾多創作者的加入與廣告商的投注，使得Podcast的生態越來越豐富。到了2020年時，甚至被稱為「Podcast元年」，由於Podcast市場不斷地擴大，亦成為了廣告商的新寵兒。因此，本研究欲探討聽眾對Podcast廣告的態度，藉由廣告價值之資訊價值、娛樂價值以及來源可信度之專業性、可靠性、相似性作為自變數，並以知覺信任作為中介變數，來驗證Podcast節目中的廣告內容是如何影響聽眾的品牌知曉與購買意願。　　本研究採用問卷調

查法，共收回有效問卷261份，並透過偏最小平方法(PLS)進行資料分析，結果表明，資訊價值、專業性、可靠性正向影響Podcast廣告內容信任；可靠性、相似性正向影響Podcast主持人信任；Podcast廣告內容信任、Podcast主持人信任正向影響品牌知曉，進而正向影響購買意願。因此，本研究建議主持人可以透過專家訪談、事先親自使用產品，或者增加與聽眾的互動，來增加聽眾對廣告和主持人的信任；而品牌亦可以親自上節目、將廣告投放在與產品相似性高的節目或主持人上，藉以達到有效地宣傳效果。