The Hero的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列包括價格和評價等資訊懶人包

Captain Philip Beaver’’s African Journal

為了解決The Hero的問題，作者 這樣論述：

In 1805, naval officer Captain Philip Beaver (1766-1813) published his African Memoranda: Relative to an Attempt to Establish a British Settlement on the Island of Bulama, on the Western Coast of Africa, in the Year 1792. Beaver’s text in this modern scholarly edition presents a compelling accoun

t of his settlement of the island of Bulama, with a group of British colonists (275 men, women and children). Arriving in May-June 1792, the settlers were beset by illness and the hardships of their tropical environment, and many began to die, or chose to return to Britain. Despite his super-human e

fforts to maintain the colony, by 1793 Beaver was also forced to leave the island with only one other original settler. Beaver’s intriguing, yet modest account of his endeavours, led to public acclaim for his efforts on behalf of the colony. He was also admired for his anti-slavery principles and h

is desire to bring ’cultivation and commerce’ to the region. At a time when Romantic studies recognises the wider social and historical contexts of the literature that was created, and the impact of colonialism, abolition and African exploration on our understanding of the period, this book provides

an important nexus that brings all these aspects together. In fulfilling the myth of the self-sacrificing national hero (such as that embodied by Admiral Horatio Nelson), Beaver’s account also lends itself to significant debates about masculinity, heroism and nationalism in the Romantic period.

The Hero進入發燒排行的影片

樂齡者活動場域實施樂育學習系統及輸送服務之研究 ―以鄉土游藝舊物新材為例

為了解決The Hero的問題，作者黃宗超 這樣論述：

摘要全球人口高齡化趨勢從本世紀初演變至今，已成各國政府不得不面對的議題，人口老化對社會造成的衝擊，催生了一些老人福利政策，然而這些福利政策仍然偏重在醫療及經濟的生理需求層面，對於老人認知退化的教育與排遣無聊之休閒生活等心理需求層面較少著墨。本研究旨在開發一套系統性、可攜式之樂齡樂育學習方案，此方案乃觀察、探討樂齡者活動場域需求，再以「游藝學」為依據，發展出適合樂齡者增進認知學習與休閒娛樂之學習內容材料，冀希能滿足樂齡者較高層次的心理需求。藉由韌體設計的概念，將可連續性深化學習的內容材料轉換成一個可攜式之行動博物館，並以學習輸送的形式傳送到樂齡者的活動場域，體驗集學習與遊戲一體之「鄉土游藝舊物

新材」樂育學習系統，同時為了瞭解此一連續深化學習系統，對樂齡者是否有所助益，因此使用教育界常用之「行動研究法」來實施並以質量化資料分析及三方檢定驗證成果，其結果如下：1.本研究開發之「樂齡樂育學習系統」有益於樂齡者成功老化；2.系統實施時需有備品備案；3.互聯網視訊與影片可補志工作勤前訓練不足；4.空間過大時縮小範圍可作活動集中管理5.滿足學員當眾展示成就慾望，可增進樂齡者自信；6.本系統獲所有參與活動之受訪者正面評價。本文因此作成報告與建議，以供樂齡照護產業、教育工作者及設計界與學界，作為應用或研究改進之參考。

A New Century of Heroes

為了解決The Hero的問題，作者Chambers, Douglas R. 這樣論述：

There are heroes who walk among us: the clam digger who rescues a man from a burning retirement home; the dancer who prevents a robber from shooting two policemen at a nightclub; the former Marine, blinded during the Korean War, who saves two women from drowning in a river. What they have in comm

on--besides the willingness to risk sacrificing their own lives to save that of a friend or a stranger--is an unwillingness to brag about their actions. In 1904, moved by the stories of two men who died trying to rescue others in the devastating Harwick Mine Disaster that killed all but one of 180 m

en, Andrew Carnegie conceived of a fund to reward selfless acts of bravery and courage. Since its creation 120 years ago, the Carnegie Hero Fund Commission has awarded more than 10,000 medals and distributed more than ＄44 million in awards, grants, tuition, and other assistance. Published under the

auspices of the Carnegie Hero Fund Commission, the original edition of A Century of Heroes received an award of excellence in 2005 from Communication Arts and, along with its accompanying video, remains a part of the awarding materials given to each Carnegie hero. Updated and expanded, A New Century

of Heroes profiles more than 200 medal recipients: ordinary men, women, and children who undertook extraordinary acts to save the lives of others. It also reveals the tireless efforts of investigators who roamed the United States and Canada, collecting data on the hundreds of nominations received e

ach year for consideration and conducting thousands of interviews with rescuers, witnesses, and individuals whose lives were saved. Their maps, diagrams, and marked-up photographs, many of which are included in this volume, illustrate the high standards and strict requirements imposed by the Commiss

ion to ensure that a Carnegie Medal recipient truly deserves the appellation ＂hero.＂ Only about one in ten nominees is selected for recognition. The heroes featured in this book offer a cross-section of the thousands of honorees who have received the award. They represent only a few of the inspiring

stories that uphold the Carnegie Hero Fund’s legacy, reminding us that true heroes are found, not on television or in comic strips, but in the uncommon strength that lives inside all of us.

《魔法公主》動畫電影之性別議題及生態女性主義意涵分析

為了解決The Hero的問題，作者林季薇 這樣論述：

                 本研究採質性研究的文本分析法，探究動畫電影《魔法公主》中的性別議題以及生態女性主義意涵。《魔法公主》以充滿環境保護敘事聞名，但其在人物角色設定與劇情安排上都呈現了性別議題，並再現了生態女性主義所主張的環境災害與性別、種族、階級的關連。因此該片值得細緻探究，並思考其作為性別教育素材之可能性。                 本研究共有三項發現。首先，本片中的幾位女主角在個性、職業與自我意識上都呈現更多元的樣貌，她們擁有豐沛的情感與情緒，獨立自主且富有戰鬥能量，擺脫女性是第二性的父權設定。但是，部分的劇情依舊呈現傳統的性別刻板印象：本片中的男性仍然被賦予較危險的

任務；還有投觀眾所好的浪漫愛想像也躍然出現在男女主角身上；並且男主角強烈的英雄光環彷彿又鞏固了男強女弱的觀點。第二，本片中再現男性與文明相近、女性與自然的關係親近的描述，但同時也嘗試做出突破。此外，本片所描繪出強烈的文明壓迫自然的敘事，呈現出生態女性主義的論述。最後，本片中呈現許多人類世界掠奪自然資源的內容，再現了不同的階級與種族使用自然資源不均的狀況，以及遭受生態危機時出現程度上的差異，突顯出環境災難加劇對弱勢族群和階級的壓迫。                 綜而言之，本片的確呈現出多元的性別意涵，也再現並超越了較早期的生態女性主義所主張的環境災害與性別之關係。再者，片中亦呈現出在環境災難

中不同的種族、階級所面臨的不同遭遇，因此適合用作介紹生態女性主義的素材。是故，《魔法公主》可作為教師進行性別平等教育的一個參考文本。