2012年8月31日 星期五

反媒體巨獸青年行動營 專題講座III
















反媒體巨獸青年行動營 專題講座III

中正大學傳播系管中祥老師
「台灣媒改運動的過去與未來」

831消防員遊行現場



        小編目前在831消防員遊行現場

        與小編過去參加過的遊行不同,消防員與警察關係不錯,剛有名警察大哥說他們也很辛苦,大家馬上回說一起來吧!等你們上街頭一定相挺!沒想到有警察大哥回說快了快了。

        消防員的業務與工時都被無限上綱,請大家密切注意此議題!

反媒體巨獸青年行動營



反媒體巨獸青年行動營Day2


台大新聞所所長洪貞玲老師
「馴獸的可能?」—台灣電訊傳播法規與NCC

(小編加菲行動營現場報導)

2012年8月26日 星期日

<你不能錯過的特色課程>國立暨南國際大學、體育:馬術、李季準




校名:國立暨南國際大學
課程名稱:體育:馬術
授課教師:李季準

        由於科技的發達,愈來愈多年輕的學子在閒暇時總是習慣窩在電視及電腦前,而進入大學之後,能鍛鍊體力耐力的課程與高中時相比更是少之又少;在此,小編非常誠心地推薦這門課,雖然名為體育課,但實際上不會太過勞累,但是又可達到鍛鍊體力的效果,唯一的缺點是...開課學校應該只此一家別無分號(笑)。         


2012年8月23日 星期四

甚麼人才是「人才」?



作者:周平

        國科會主委朱敬一在今年八月六日的「科學技術發展諮議會議」受訪時指出:「出國留學人數減少、來台外籍人士多是藍領、社會環境不如新加坡國際化,以及人才被他國吸引、挖角」等四個因素是台灣人才危機的主要原因,並認為台灣若再無作為,將「死狀甚慘」。朱主委亦曾在兩年前於報端以「台灣正面臨科研人才斷層危機」為題指出:「當薪水不足以吸引科技人才時,在知識經濟時代,台灣經濟實力就不可能好轉。」並為當時即將推動的「彈薪」方案「鼓掌叫好」。

2012年8月21日 星期二

榮電工會抗議現場



        近期勞資爭議不斷,除了幾天前的華隆工會外,今天榮電工會也以霸佔忠孝橋的方式表達不滿。

2012年8月19日 星期日

全球教育罷工抗議 Global Education Strike (GES)



        這是一個全球性的國際組織及運動,為了對抗學雜費調漲、教育商品化等現象,全球對於教育關心的人們串聯起來,並計畫在10月及11月進行全球性的串連活動,

2012年8月17日 星期五

<你不能錯過的通識課>台東大學 電影與人生




校名:國立台東大學
課程名稱:電影與人生(據我所知,別的學校也有這門課)
授課教師:樊明德

       這門通識課是以前小編大學時代修過的課,也是小編第一次心甘情願一大早就出門上課,小編那時候可是零缺席喔!

       也許很多人會認為這門課不就是去看電影,是所謂「躺著過」的營養學分,但小編認為一部電影所涵蓋的不僅僅只是一個故事,其中也有編劇與導演們的人生價值觀,更甚者某些電影也會反應當代的社會價值觀,

2012年8月16日 星期四

Fake business-academia tie-ups



圖片轉自http://www.flickr.com/photos/bitzcelt/3058009462/



Fake business-academia tie-ups

By Chou Ping 周平 /

Thu, Aug 16, 2012 - Page 8


In theory, as long as one’s actions are in keeping with one’s conscience, there is no need to be ashamed of them. However, if an action for which one feels no guilt turns out to have an unexpected negative effect in the real world, one has to take responsibility for the consequences of that action; otherwise it has no moral value.

In 2006, the Ministry of Education announced its Implementation Regulations for Industry-Academia Collaboration of Universities and Colleges. The objective of these regulations is to encourage universities and colleges to conduct research that benefits the development of Taiwanese industry and to allow academic institutions to benefit from the results of the research they undertake. In other words, it was designed so that academic research would be of practical use.

The second article of the regulations defines the concept of industry-academia collaboration. It says that the purpose of collaboration between industry and universities and colleges is to promote the accumulation and distribution of knowledge, with educational establishments playing their role of teaching, training, research and service for the benefit of the country’s education and economic development. The National Science Council also drew up regulations governing the subsidies it provides for joint research projects between industry and academic institutions.

On the face of it, these official policies seem well intended. If correctly implemented, they should be beneficial in matching up academic research with the needs of industry. The reality is a little different, however. While there have been some successful cases, a lot of technical colleges’ industry-academia collaboration policies have led to cases of malpractice that run completely contrary to their original intention. These instances show some aspects of the way administration works in traditional Chinese culture, such as feigned compliance and finding ways to get around official policies.

Following the establishment of the Taiwan Higher Education Union earlier this year, quite a number of union members have shared their personal experiences of bogus industry-academia collaboration projects. The Ministry of Education’s requirements for the allocation of rewards and subsidies say that the sum of money involved in each case must be at least NT$50,000 for the project to be counted as an accomplishment for the school. Many schools accordingly stipulate the same sum of money in their teacher evaluations, pressuring teachers to have at least one such project registered every one or two years, by whatever means necessary. One privately run technical college registered more than 100 such projects in June and last month alone.

In order to get promoted, or at least not to lose their jobs, many teachers find they have no option but to betray their academic consciences by coming up with the required NT50,000 or more themselves and working with companies to set up bogus industry-academia collaboration projects. They then get their schools to reimburse them for the money they put up. Officials turn a blind eye and go along with the fraud, thus completing the tacit conspiracy so as to notch up achievements. For the sake of implementing industry-academia projects, some universities find trusted and accommodating people to serve as deans of research and development or heads of department and these people play the front-line role of exploiting teachers under the guise of industry-academia collaboration.

People have come up with an astonishing number of ways to play this industry-academia collaboration game. In one case, teachers in a Chinese department collaborated with a clinic to investigate the rhetoric used in composing medical records. In another, teachers in a foreign languages department cooperated with pig farms on improving pig farmers’ foreign language ability. With all these scams taking place, the departments in charge should not be indifferent to their responsibilities and ethics. It is true that the ministry recently issued a feeble notice concerning this issue, reminding schools that they should pay attention to the practical benefits that industry-academia collaboration projects offer in actually solving problems for businesses. The ministry’s notice says that schools should not overemphasize the number of industry-academia collaboration projects they register and the amount of money involved. However, one gets the impression that the ministry is once again just going through the motions and does not really intend to do anything about it.

What the ministry should do is actively investigate colleges that forge documents and register bogus industry-academia collaboration projects to fraudulently obtain government subsidies. It should introduce a whistleblower protection clause to safeguard teachers who refuse to go along with such fraudulent practices and who are brave enough to expose them, so as to rectify the situation in which teachers who commit fraud get promoted, while those who do not are not asked to re-sign their contracts. If the ministry fails to recognize the things that have gone wrong in implementing industry-academia collaboration, and if does not take responsibility for these failures, the Control Yuan should step in and do something about it.

Chou Ping is chair of Nan Hua University’s Department of Applied Sociology and a board member of the Taiwan Higher Education Union.

2012年8月15日 星期三

<你不能錯過的通識課>南華大學、臺灣海洋生物的多樣性、林明炤


校名: 南華大學
中文課程名稱:臺灣海洋生物多樣性
授課教師:林明炤老師

       最近身邊的朋友都不約而同到海邊散心,有的是獨自一人在東部礫岸撿玉,有的是參加南方沙灘的搖滾音樂祭,面對海洋好像就洗滌了都市的框框架架,讓人回到更原始的狀態,那這週就來介紹一門關於海洋的課好了,嗯 臺灣海洋生物的多樣性!
(小編專任助理-野口)


圖片來源:http://www.flickr.com/photos/edgarbarany/2890053654/
資料來源 臺灣通識網
http://get.nccu.edu.tw:8080/getcdb/handle/getcdb/239052


學術界失靈變形, 副教授失望出走


(轉貼自洪朝貴老師部落格)


        任職於美國新墨西哥大學電腦系的終身職副教授 Terran Lane 日前捨棄教職進入 Google。 臨走時他貼了一帖部落格文章 「論出走學術界」, 談論學術界的數字績效管理造成學術孤島化、 視野狹隘化、 失去改變世界的影響力、...…。 似乎也很適用於盲目追隨美國 「學術產業化」、 失去宏觀思考能力的臺灣學術界。 以下是 Lane 文章的不平均節譯。 貴哥對於他的某些觀察有不同的解讀 (例如 「薪水太低」、 「開放課程所造成的教育隱憂」); 又有些部分描述美國的政治現象則與我們距離有點遙遠 (例如 「毒害政治氛圍的共和黨」); 所以略過未翻。 但還是有很多部分引起強大共鳴。 以下就是貴哥主觀挑選過的精采部分 (大約一半) 翻譯。

2012年8月6日 星期一

<你不能錯過的通識課>交通大學.人體生化營養學.吳雲珠老師


校名: 交通大學
中文課程名稱:人體生化營養學
授課教師:吳雲珠老師

       小編的朋友們,大多都已有著中年男人的肚楠,最近有一位朋友希望減重,說也奇怪,東西吃得少了,可是體重卻上升。我想這件事凸顯了,專業以外,通識教育也是非常重要的,今天很應景的推薦這一門人體生化營養學,體重上升的那一位,請抽空旁聽阿!

(小編專任助理-野口)
資料來源 臺灣通識網http://get.nccu.edu.tw:8080/getcdb/handle/getcdb/239045?tb=1

2012年8月3日 星期五

這是什麼樣的眼淚



運動員的運動生命很短
能夠登上亞運、奧運舞台的無不是拼進全力
奧運會原本是希望可以打破種族、民族及國家界線的運動會,
可是這些眼淚,
為的都是因為許多外力的介入,讓付出的努力就付之一炬,
今年更傳出許多比賽放水,政治力介入的撤旗,


要接手下一個世代的我們,
胸襟真的是不可或缺的議題阿!
(小編專任助理-野口)