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Monumental: The Greatest Architecture Created by Humankind

為了解決Machu Picchu的問題，作者Kunth Verlag 這樣論述：

A stunning photo book featuring portraits and summaries of 169 masterpieces from 10,000-plus years of architectural history, from churches and temples, castles and caves to pyramids and palaces, walls, towers, and more! The iridescent play of light through Gothic windows. Skyscrapers gleaming in the

sun. The worn steps of a Mayan pyramid. Indian temples rich in detailed reliefs. Buildings move us, protect us, and give us places for devotion and contemplation, political debate, and artistic expression. Here, humankind’s architectural masterpieces are presented in outstanding photographs, accomp

anied by texts that highlight interesting facts about each monument’s history. Presented chronologically, this organization reveals often-overlooked parallels among cultures worldwide: Who would have thought that while the Romans were discussing politics at the Forum, life was flourishing in the Mex

ican city of Teotihuacán? Or that the Great Mosque of Djenné and St. Patrick’s Cathedral were built at the same time? This captivating book will take you on a global exploration of humanity’s greatest architectural achievements, all of which bear witness to their time. CONTENTS / List of Places Gob

ekli Tepe 14 Newgrange 16 Stonehenge 18 Ring of Brodgar 20 Pyramids of Giza 22 Great Sphinx 24 Luxor Temple 26 Karnak Temple Complex 28 Abu Simbel 30 Abu Simbel: Temple of Hathor 32 Persepolis 34 Delphi 36 Acropolis of Athens 38 Philae Temple of Isis 40 Petra 42 Nemrut Dağı 44 Wailin

g Wall 46 Roman Forum 48 Colosseum 50 Pantheon 52 Ephesus 54 Copan 56 Church of the Holy Sepulcher in Jerusalem 58 Basilica of Saint Mary Major 60 Palenque 62 Chichen Itza 64 Tikal 66 Hagia Sophia 68 Ellora Caves 70 Al-Masjid Al-Nabawi 72 Masjid al-Haram 74 Hagia Sophia 76 Uxmal 78

Teotihuacan 80 Leshan Giant Buddha 82 Borobudur Temple 84 My Son 86 Aachen Cathedral 88 Great Wall of China 90 Dambulla Cave Temple 92 Ruins of Angkor 94 Imam Reza Shrine 96 Itchan Kala 98 Khajuraho Group of Monuments 100 Rani Ki Vav 102 Speyer Cathedral 104 Piazza del Duomo of Pisa (Cat

hedral Square, Pisa) 106 Canterbury Cathedral 108 Mont-Saint-Michel Abbey 110 St. Stephan’s Cathedral in Vienna 112 Strasbourg Minster 114 Great Mosque of Djenne 116 St. Patrick’s Cathedral, Dublin 118 Chartres Cathedral 120 Minaret of Jam 122 Lalibela Church 124 Salamanca Cathedral 126 Do

ge’s Palace 128 Piazza del Campo 130 Durham Cathedral 132 Chan Chan 134 Reims Cathedral 136 St. Mary’s Basilica, Krakow 138 Toledo Cathedral 140 Cologne Cathedral 142 Kōtoku-in 144 Roskilde Cathedral 146 Florence Cathedral 148 Palazzo Vecchio 150 Westminster Abbey 152 Castles of King Edwa

rd in Gwynedd 154 Albi Cathedral 156 Cite de Carcassonne 158 St. Vitus Cathedral, Prague 160 Alcazar of Seville 162 Alhambra 164 Ayutthaya City 166 Bagan 168 Himeji Castle 170 Ulm Minster 172 Milan Cathedral 174 Sukhothai Historical Park 176 Meteora Monasteries 178 Moai 180 Shah-i-Zind

a 182 Gur-e Amir 184 Forbidden City 186 Machu Picchu 188 Sistine Chapel 190 Mosque-Cathedral of Cordoba 192 Sacsayhuaman 194 Amber Fort 196 Jeronimos Monastery of Belem 198 St. Peter’s Basilica 200 Royal Site of San Lorenzo de El Escorial 202 Registan 204 Selimiye Mosque 206 Kremlin Cath

edrals 208 Saint Basil’s Cathedral, Moscow 210 Sultan Ahmed Mosque 212 Taj Mahal 214 Palace of Versailles 216 Shah Jahan Mosque 218 St. Paul’s Cathedral 220 Opera Garnier 222 Wurzburg Residence 224 Potala Palace in Lhasa 226 Meherangarh Fort 228 Melk Abbey 230 Library of Trinity College

232 Margravial Opera House, Bayreuth 234 Pilgrimage Church of Wies 236 Schonbrunn Palace 238 Summer Palace, Peking 240 Teatro alla Scala 242 Abbey Library of Saint Gall 244 Grand Palace, Bangkok 246 United States Capitol 248 City Palace, Jaipur 250 Saint Isaac’s Cathedral 252 Papal Basili

ca of Saint Paul Outside the Walls 254 Walhalla 256 Galleria Vittorio Emanuele II 258 Vienna State Opera 260 Spanish Synagogue, Prague 262 Neuschwanstein Castle 264 Natural History Museum 266 Brooklyn Bridge 268 Kunsthistorisches Museum of Vienna 270 Museum of Natural History of Vienna 272

Tower Bridge 274 Church of the Resurrection of Jesus Christ 276 Hungarian Parliament Building 278 Eiffel Tower 280 Basilica de la Sagrada Familia 282 Palace of Catalan Music, Barcelona 284 Mount Rushmore National Memorial 286 Chrysler Building 288 Empire State Building 290 Golden Gate Bridg

e 292 St. Joseph’s Church, Le Havre 294 Cathedral of Brasilia & National Congress Building 296 Sydney Opera House 298 Arche de la Defense 300 Hassan II Mosque 302 Oriental Pearl Tower 304 Guggenheim Museum, Bilbao 306 Petronas Towers 308 Burj al Arab 310 Valencia Opera House 312 Shanghai

World Financial Center 314 National Center for the Performing Arts, Peking 316 Oslo Opera House 318 Sheikh Zayed Mosque 320 Burj Khalifa 322 Abraj Al-Bait Towers 324 Guangzhou Opera Hous

Machu Picchu進入發燒排行的影片

環球機票旅遊體驗之研究 - 以全日空環球哩程獎勵機票為例

為了解決Machu Picchu的問題，作者王如意 這樣論述：

隨著臺灣哩程發展的愈加繁榮，兌換哩程獎勵機票從事旅遊成為一種新興的計畫模式。過去，哩程酬賓計畫的研究多半偏重在忠誠度、顧客滿意度之間的關聯，對於實務面如何兌換獎勵機票、完成旅程的研究則討論較少，至於環球旅行、環球機票、全日空環球哩程獎勵機票的討論亦相較缺乏。本研究之目的在探討全日空環球哩程獎勵機票之票規限制、哩程累積、環球行程規劃、航班及路線選擇，並分析環球旅人之旅遊動機、旅遊阻礙、旅遊偏好、文化衝擊以及自我成長的影響。研究方法以文獻探討及訪談方式進行。研究結果發現受訪者的旅遊動機源自夢想的朝聖、自我成就的實現；而假期、交通、突發事件、查票難度太高則是環球旅遊最大的阻礙；受訪者並且偏好商務艙

、預算平易近人、較短期緊湊的環球旅遊來滿足需求，以達到遊旅品質、旅遊預算與假期三者間的平衡。此外，在環球旅遊過程中，旅遊者感受到小費、歧視、溝通落差、伊斯蘭文化誤解等文化差異上的衝擊；而面對不同價值間的矛盾、衝突，讓旅遊者遊後成長及產生反思：旅遊不該先入為主，而應抱持開放、不設限、尊重與包容的心態；透過環球旅行，旅遊者學會珍惜擁有，並用更開放的角度去閱覽世界，構築自己真實走過、感受過的世界。

Physical Hazard Control: Preventing Injuries in the Workplace

為了解決Machu Picchu的問題，作者 這樣論述：

Frank R. Spellman, PhD, is a retired assistant professor of environmental health at Old Dominion University, Norfolk, Virginia, and the author of more than 136 books covering topics ranging from concentrated animal feeding operations (CAFOs) to all areas of environmental science and occupational hea

lth. Many of his texts are readily available online, and several have been adopted for classroom use at major universities throughout the United States, Canada, Europe, and Russia; two have been translated into Spanish for South American markets. Dr. Spellman has been cited in more than 550 publicat

ions. He serves as a professional expert witness for three law groups and as an incident/accident investigator for the U.S. Department of Justice and a northern Virginia law firm. In addition, he consults on homeland security vulnerability assessments for critical infrastructures including water/was

tewater facilities nationwide and conducts pre-Occupational Safety and Health Administration (OSHA)/Environmental Protection Agency EPA audits throughout the country. Dr. Spellman lectures on sewage treatment, water treatment, and homeland security and lectures and safety topics throughout the count

ry and teaches water/wastewater operator short courses at Virginia Tech (Blacksburg, Virginia). He surveyed the drinking water ancient distribution system at Machu Picchu and studied Darwin’s Finches in the Galapagos Islands. In addition, he studied water pollution in Coco, Ecuador. He holds a BA, i

n public administration, a BS in business management, an MBA, and an MS and PhD in environmental engineering.

十二年國教環境教育議題融入技高地理課程之發展及教學研究

為了解決Machu Picchu的問題，作者李焄溱 這樣論述：

近年來，國內外環境議題嚴重，乃導因於人們沒有接受良好的環境教育所致，故各級學校推動環境教育非常重要。環境教育是十二年國教中的重要議題之一，學校各領域課程中，社會科領域的地理課程非常適合環境教育議題的融入，因此本研究旨在發展十二年國教的環境教育議題融入技高地理課程與教學研究。首先要了解有哪些環境概念、議題適合融入技高的地理課程中，因此針對技術高中或綜合高中有技職地理課程的教師進行網路問卷調查，有10個適合融入環境議題之地理課程，從地理主題是否適合融入該環境議題、環境議題的討論是否重要、是否能提升學生的環境教育素養等三個構面來探討，共發281份問卷，收回有效問卷60份，有效問卷回收率為21.3%

，內部一致性信度Cronbach α為0.973。由此問卷調查之結果篩選出適合後續發展：農地種工廠、來去山上住一晚、馬丘比丘的美麗與哀愁、都市舒適底下的真相、森林大火背後的秘密等五個環境概念、議題融入式課程主題。第二部分由上述五個課程概念主題發展環境概念、議題融入式課程，以不等組前後測設計，針對台中市某技術高中共十個班級參與教學，其中五個班為實驗組，另五個班為對照組，兩組學生教學前進行前測，教學後進行後測。邀請協同教學者進行教學觀察、並於教學後參與教學訪談，同時也對課堂比較用心的同學進行訪談。以綜合探討所設計之五個環境概念、議題融入式課程之內容是否適當、教學成效，以及是否符合12年國教環境教育

的教學目標。此五個課程之教學成效，實驗組學生在參與課程之後，環境知識、態度、行為均達顯著成效，尤其環境知識，五個課程均達極顯著提升；環境態度：農地種工廠、來去山上住一晚、馬丘比丘的美麗與哀愁、都市舒適底下的真相等四個課程達非常顯著提升。行為面向：農地種工廠、來去山上住一晚等兩個課程達極顯著提升，馬丘比丘的美麗與哀愁、都市舒適底下的真相、森林大火背後的秘密三個課程達非常顯著提升，其中，森林大火背後的祕密以討論生活提案提升環境行動，成效尤為顯著。另外本研究透過角色扮演進行議題討論，能激發學生提出多元觀點，能有效提升學生的視野及環境問題解決能力。課程修正的部分，建議增加課程時數，設計環境行動實踐活動

，增進學習的興趣；更深入完整的探討議題，提升環境問題的解決技能及行為，做好課前安排，課堂依學生差異進行指導與教學。