Disclaimer: This is not my story as I smoke cigars and occasionally am a pipe-smoker. To me, smoking cigarettes causes terrible smell, just as most of you will agree with me.
甲是外國人，不知道室內公共場所已經是全面禁煙。甲問他的英語家教學生乙，是否介意甲來根「飯後煙」，乙說沒關係啊，你當然可以消費你買的東西。少數顧客向餐廳老闆抗議，乙辯稱甲對他很重要、也謊稱自己不知煙害防治法。是地方首富的乙，建議老闆把抗議者請出去，索性把餐廳改為「有煙餐廳」(NOT a smoke-free restaurant)。老闆想了一下，反正老闆自己平日也偶爾在廚房偷偷哈上一口，這回既然有乙承擔責任，也就真的如此做了。老闆還對自己的行動力(Just do it -- no matter how much it costs)自豪，也不忘酸一下被請出去的顧客：「這是我的店。」結果餐廳生意大跌，招牌還沒換新，環保人員來開罰，只看見甲一人悠閒地在吞雲吐霧。
不知法而違法，不嚴重 -- 告知後，要求改正即可。
以謊言掩飾誤判、以謊言掩飾違法，都很嚴重。
一人犯錯，是常態。直線組織裡的多人交疊犯錯，終將結束組織的生命，這就是社會科學重視的議題之一：腐化 (corruption)。
Saturday, May 15, 2010
Wednesday, May 12, 2010
An open letter to students in UB4 before their graduation
Dear students in UB4:
這是班導師第一次、也是最後一次給你(妳)們的公開信。首先要恭喜大家，學業告一段落，應該興奮地邁向人生的下一階段。即使有極少數延畢同學，也應該滿懷喜悅與抱持感恩之心，只是晚半拍離開這個四年的環境罷了。(上課不是也有遲到的嗎？遲到的同學，未必會有較差的學期成績。)當年我大學畢業時，也是如此心態。估計諸位至少還有60年的人生旅途，所以這四年只占十五分之一，很多喜怒哀樂，終將變成不重要的回憶。然而，我敢預言，這四年的歷練，應該是獨一無二的。
正因為『獨一無二』，我衷心希望，贈送大家「誠信、原則」四字，盼望大家能一生受用。有人應該聽說一些關於下週一晚宴的最新發展，身為班導師，我有責任提供第一手報導。在系學會會員大會(與系師生座談會合併舉辦)之前，系學會會長就客氣地與我商議系學會送舊晚會之地點問題，在過程中我也提醒她，當初我逐一發送 MSN 訊息，籲請 UB4同學繳交會費，一來糾正常見的大四生不繳會費之怪象，也保證系學會的送舊餐會能與謝師宴合併舉辦，可望節省時間、人力與金錢。在當天會議中，我又報告一次，包括系主任在內，與會的老師也聽到此一小小創舉。未料，五月初，系學會竟然告知：系學會送舊，與謝師宴是兩碼子事。我立即發信提醒會長與系主任，所得到的答案，甚至出現「搭便車」這類字眼，令我詫異、遺憾。
我在部落格寫道，我遺憾、也抱歉，曾經眼瞎耳聾為不值得付出的團體或個人背書、支持。我有自由，不參加有違誠信原則的活動。我有義務，拒絕為有違誠信原則的活動助陣、鋪路。身為教育工作者，我不可能現身說法，告訴同學：「背信是可以被接受的。」我任教的課程裡，作弊是不被允許、也沒發生過。胡搞瞎搞的企業確實存在，希望諸位將來不會遇到，至少趁還沒踏入社會之前，我們能提供正確的示範。基於此原則，我無法為系學會這樣的行為背書，也不應該參與。
不同於二十年前的校園文化，今日的系學會，已是一社團組織，系主任是當然的指導老師，只是不像其他社團的指導老師，沒有校長的聘書，學務處也好意讓各系自行輔導。系上老師，沒繳會費，但是基於教師使命感與情緣，總是希望在旁助陣、協助。我當然會憂心，往後系學會如何能收到大四生的會費？該說的話已說，能幫忙的也做了，自認問心無愧。
有人問：「你會生氣嗎？」基本上，這都是教育的一部份，學生犯錯，是可以被原諒的。我真的覺得，系學會此舉，陷我於不義，因為我勢必失信於諸位。已經繳交系會會費的同學，如果相信我這裡的歷史陳述，請接受導師的道歉。因為不相信會有(部份)退費之奇蹟，我誠懇地自掏腰包，補償繳費者每人一百元(正好是會費的三分之一)。非全額退費，並非異象，大家就看開一點，爾後保持一些戒心。如此，我們親身體驗『誠信』之可貴，堅守「原則」之勇氣。也是一件好事！
如果有同學想與導師聊天吃飯，我還蠻好約的。費用不是問題，大家依照所得的「比例原則」推算即可。這兩年我與同學的小組餐聚，不是進行的還好嗎？我在學生時期，與尊敬的老師吃飯，也都是如此，將心比心，也是良好的傳承。我計劃為「原訂計畫」奉獻的一些紀念品，將改留給我們的小團體聚餐抽獎用。
感謝同學閱讀至此，請相信我逐字敲打的時間，應該是諸位瀏覽時間的十倍，該相信我的誠意吧。
祝
一帆風順！
衛忠欣
後記：
"Behold, I am doing a new thing; now it springs forth, do you not perceive it?”
"My grace is sufficient for you, for my power is made perfect in weakness."
I saw those two quotes (from Bible) from my friend's web site after typing this letter.
Now I know where I got the strength and courage to stand tall and have faith.
這是班導師第一次、也是最後一次給你(妳)們的公開信。首先要恭喜大家，學業告一段落，應該興奮地邁向人生的下一階段。即使有極少數延畢同學，也應該滿懷喜悅與抱持感恩之心，只是晚半拍離開這個四年的環境罷了。(上課不是也有遲到的嗎？遲到的同學，未必會有較差的學期成績。)當年我大學畢業時，也是如此心態。估計諸位至少還有60年的人生旅途，所以這四年只占十五分之一，很多喜怒哀樂，終將變成不重要的回憶。然而，我敢預言，這四年的歷練，應該是獨一無二的。
正因為『獨一無二』，我衷心希望，贈送大家「誠信、原則」四字，盼望大家能一生受用。有人應該聽說一些關於下週一晚宴的最新發展，身為班導師，我有責任提供第一手報導。在系學會會員大會(與系師生座談會合併舉辦)之前，系學會會長就客氣地與我商議系學會送舊晚會之地點問題，在過程中我也提醒她，當初我逐一發送 MSN 訊息，籲請 UB4同學繳交會費，一來糾正常見的大四生不繳會費之怪象，也保證系學會的送舊餐會能與謝師宴合併舉辦，可望節省時間、人力與金錢。在當天會議中，我又報告一次，包括系主任在內，與會的老師也聽到此一小小創舉。未料，五月初，系學會竟然告知：系學會送舊，與謝師宴是兩碼子事。我立即發信提醒會長與系主任，所得到的答案，甚至出現「搭便車」這類字眼，令我詫異、遺憾。
我在部落格寫道，我遺憾、也抱歉，曾經眼瞎耳聾為不值得付出的團體或個人背書、支持。我有自由，不參加有違誠信原則的活動。我有義務，拒絕為有違誠信原則的活動助陣、鋪路。身為教育工作者，我不可能現身說法，告訴同學：「背信是可以被接受的。」我任教的課程裡，作弊是不被允許、也沒發生過。胡搞瞎搞的企業確實存在，希望諸位將來不會遇到，至少趁還沒踏入社會之前，我們能提供正確的示範。基於此原則，我無法為系學會這樣的行為背書，也不應該參與。
不同於二十年前的校園文化，今日的系學會，已是一社團組織，系主任是當然的指導老師，只是不像其他社團的指導老師，沒有校長的聘書，學務處也好意讓各系自行輔導。系上老師，沒繳會費，但是基於教師使命感與情緣，總是希望在旁助陣、協助。我當然會憂心，往後系學會如何能收到大四生的會費？該說的話已說，能幫忙的也做了，自認問心無愧。
有人問：「你會生氣嗎？」基本上，這都是教育的一部份，學生犯錯，是可以被原諒的。我真的覺得，系學會此舉，陷我於不義，因為我勢必失信於諸位。已經繳交系會會費的同學，如果相信我這裡的歷史陳述，請接受導師的道歉。因為不相信會有(部份)退費之奇蹟，我誠懇地自掏腰包，補償繳費者每人一百元(正好是會費的三分之一)。非全額退費，並非異象，大家就看開一點，爾後保持一些戒心。如此，我們親身體驗『誠信』之可貴，堅守「原則」之勇氣。也是一件好事！
如果有同學想與導師聊天吃飯，我還蠻好約的。費用不是問題，大家依照所得的「比例原則」推算即可。這兩年我與同學的小組餐聚，不是進行的還好嗎？我在學生時期，與尊敬的老師吃飯，也都是如此，將心比心，也是良好的傳承。我計劃為「原訂計畫」奉獻的一些紀念品，將改留給我們的小團體聚餐抽獎用。
感謝同學閱讀至此，請相信我逐字敲打的時間，應該是諸位瀏覽時間的十倍，該相信我的誠意吧。
祝
一帆風順！
衛忠欣
後記：
"Behold, I am doing a new thing; now it springs forth, do you not perceive it?”
"My grace is sufficient for you, for my power is made perfect in weakness."
I saw those two quotes (from Bible) from my friend's web site after typing this letter.
Now I know where I got the strength and courage to stand tall and have faith.
Friday, May 07, 2010
如何牽線 -- (case study) materials for the course Workshop on Information and Negotiation
Case: A 與 B 同為一家傳統產業的小主管。A 利用總經理的莫名其妙信任，在缺乏自知之明 (see my posting on facebook) 的情況下，開始違反行政倫理與體制運作，搞一些自己發明的小動作。B 的部門，予人有些搖搖欲墜之感，讓 A 更能理直氣壯，直接伸手介入B 的部門事務。(想到古人有所謂屍骨未寒之比喻，在此，人還活得好好的耶。) B 不敢上稟總經理，因為老總已經「充分授權」。我告訴她：還有董座啊！ B 說：我那敢驚動老董啊！
深知董事長是一位有智慧的傾聽者與信徒，我該如何牽線呢？
Solution: 我將下列內容，同時寄給董事長與B。Email 的主旨是 『引子』。
歷史學家卡西烏斯．迪歐紀錄了一則發人深省的歷史事件，是關於公元117–138年間羅馬皇帝哈德良。
「有一次，有個女人在哈德良行經的路途中向他哀求。一開始，哈德良對她說：『我沒有時間聽妳的請求。』但是當她後來對他喊著：『那你就別做皇帝了！』哈德良聽了便轉回來，聽她所要提的請求。」
很多帝王或忙碌的經理人，總是不希望被人打擾，上帝不像他們。
----------------
case study continued...
董座回信：God's ways are far beyond our imagination. I happened to meet B.
深知董事長是一位有智慧的傾聽者與信徒，我該如何牽線呢？
Solution: 我將下列內容，同時寄給董事長與B。Email 的主旨是 『引子』。
歷史學家卡西烏斯．迪歐紀錄了一則發人深省的歷史事件，是關於公元117–138年間羅馬皇帝哈德良。
「有一次，有個女人在哈德良行經的路途中向他哀求。一開始，哈德良對她說：『我沒有時間聽妳的請求。』但是當她後來對他喊著：『那你就別做皇帝了！』哈德良聽了便轉回來，聽她所要提的請求。」
很多帝王或忙碌的經理人，總是不希望被人打擾，上帝不像他們。
----------------
case study continued...
董座回信：God's ways are far beyond our imagination. I happened to meet B.
Monday, May 03, 2010
Sunday, May 02, 2010
Detailed Solution to Midterm Examination, Macro Principles, Spring 2010
★★★★ Detailed Solution to Midterm Examination (Int’l Business, WUCL) ★★★★
Spring 2010 Instructor: 衛忠欣 (Jong-Shin Wei)
經濟學(二) (Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:30 pm ~ 4:50 pm, April 26, 2010
Open books/notes exam. Max: 111 points in 80 minutes; absolutely no talking nor borrowing items during exams.，可使用自己的資料、字典或翻譯機。字典或翻譯機之使用，限在前30分鐘之內。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。題目較多，目的在於測試是否有平日閱讀原文書之習慣。Watch your time and have fun!
Part One: 30 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 75 points
1.The measure of GDP can take into account of efforts in
(A) protecting environment;
(B) creating more jobs domestically;
(C) slowing down the rate of resource depletion;
(D) fighting with the cocaine trafficking.
Ans: B. [See p.322, text]
2.It is fair to say that while measuring the aggregate output, we put more weight on
(A) services provided by the government sector;
(B) goods produced by the production sectors;
(C) black market activities;
(D) high-priced goods and services.
Ans: D. [See p.323, text]
3.Henry is a writer who married June, who stays home doing unpaid housework and child care duties. If June chooses to work at a law firm while paying someone to do the housework and child care, in the spirit of GDP computation, we shall say
(A) there will be an increase in GDP but it is over-stating;
(B) there will be an increase in GDP but it is under-stating;
(C) there will be a decrease in GDP but it is over-stating;
(D) there will be a decrease in GDP but it is under-stating.
Ans: A. [See p.324, text]
4.It is very common in Taiwan that grand parents help with child care when both parents go to work full-time. In light of this and in comparison with what happens in USA, we shall say that the GDP in Taiwan seems to
(A) be over-estimated;
(B) be under-estimated;
(C) take into consideration of the quality of child care;
(D) fall due to the low birth rate.
Ans: B. [See p.324, text]
5.Education provided by public schools
(A) is not sold in markets;
(B) is not included in GDP because that it only helps with the quality;
(C) is not included in GDP because that we cannot find the market price for it;
(D) None of the above is correct.
Ans: A. [See p.325, text]
6.(基本時事題) Choose the correct statement.
(A)經濟部長是施顏祥；
(B)經建會主委是陳沖；
(C)經濟部長是蔡勳雄；
(D)金管會主委是李紀珠。
Ans: A.
7.(基本時事題) 依據行政院主計處，我國的經濟成長率，係
(A)按民國95年價格計算之國內生產毛額的年增率；
(B)按民國85年價格計算之國內生產毛額的年增率；
(C)按前一年價格計算之國內生產毛額的年增率；
(D)國內生產毛額的年增率。
*Ans: A. [Test if you follow information given on internet.]
8.A paid B $900 for baby-sitting last night. Today B spent $800 to have her hairs cut. For each hair cut, the assistant got paid (by the owner of the hair salon or gallery) in the amount of $100 (for washing hairs etc.) When we compute GDP, it is meaningful to
(A) view 900 + 800 + 100 as the increase in income;
(B) view 900 + 800 as the increase in expenditure;
(C) view 900 + 100 as the increase in income;
(D) view 900 + 700 as the increase in income.
*Ans: B. [See pp.325-6, text]
9.張三收成一批葡萄，他將一半的收成賣給李四吃，賺取$50,000。至於剩下的一半，張三自己吃去一半，將另一半拿去發酵釀酒，自製的私酒偷偷賣給王五喝，張三賺取$40,000。張三種植葡萄，對GDP的貢獻是
(A) 100,000;
(B) 90,000;
(C) 50,000;
(D) None of the above.
*Ans: C. [張三收成的葡萄，市值為$100,000。50,000 + 40,000 = 90,000. 私酒是在黑市交易，不能計入。See p.326, text]
10.(Learn economics from watching movies.) In the movie Cast Away (浩劫重生), Tom Hanks lived in an island alone for years. During that period, if we view that island as an economy, her GDP
(A) is zero because that Tom was lazy;
(B) is zero because that there was no market;
(C) is zero because that Tom’s time had no value;
(D) is not zero because that Tom worked hard to survive.
Ans: B.
11.John paid $4,000,000 for a new apartment in 2000. He sold that apartment for $2,600,000 in 2010. The real estate agent earned $160,000 in this transaction (from the seller and the buyer, of course). Regarding John’s transaction in 2010, the contribution to GDP is
(A) 4,000,000 - 2,600,000 - 160,000;
(B) 4,000,000 - 2,600,000 + 160,000;
(C) 2,600,000 + 160,000;
(D) None of the above.
Ans: D. [It is 160,000. See p.328, text]
12.「以價制量」的經濟(干預)政策，不易付諸實施。下列何者不屬於此類？
(A)Carter administration proposed to use gasoline tax to reduce the USA dependence on foreign oil;
(B)Increasing unit tax on cigarettes to discourage smoking;
(C)以死刑來嚇阻犯罪；
(D)知名學校希望提高研究所考試的報名費。
Ans: C. [trivial; lectures]
13.The main reason for implementing the mandatory immunization laws is
(A) The situation at which all were vaccinated is Pareto efficient;
(B) It helps increase government’s revenues;
(C) Evidence (such as what happened in the Boulder County of Colorado) shows that self-insurance works better;
(D) The best outcome to me is that I remain unvaccinated while all other people were vaccinated.
Ans: D. [pp.298-9, text]
14.Recall the green vs. red experiment (also see the extra credit question at the end of this exam paper). Relating it to the HINI immunization event last year, we see that
(A)實際接受疫苗注射的普遍度，類似大多數人選綠球；
(B)實際接受疫苗注射的普遍度，類似大多數人選紅球；
(C)如果張三接受疫苗注射，事後不會後悔；
(D)唯有百分之百的疫苗注射率，才是社會最適解。
Ans: A. [lectures; pp.298-9, text]
15.Which statement is true regarding the health care costs in USA?
(A)They account for 20 percent of national income in 1940;
(B)They account for 40 percent of national income in 2009;
(C)Main reasons for the sharp increase from 1940 to 2009 are inflation and sophisticated high-tech developments;
(D)The main reason for the sharp increase from 1940 to 2009 is the emergence of the third-party payment system.
Ans: D. [lectures; p.299, text]
16.Government-financed medical insurance
(A)不包括我國的全民健保；
(B)包括美國的HMO；
(C)立意在於防止醫療資源的浪費；
(D)是一種third-party payment system。
Ans: D. [See p.299, text]
17.Andy just had a minor surgeon. His demand for hospital stay (measured in days) is given by P + 50Q = 300. Hospital room charge is $200 per day. Without the insurance covering his hospital stay, how many days will Andy stay in the hospital?
(A) 1 day;
(B) 2 days;
(C) 3 days;
(D) None of the above.
Ans: B. [p.300, text. From P = 200 and P + 50Q = 300 we get Q = 2.]
18.[continued from question 17] If Andy’s hospital stay is fully covered by insurance, then how many days will Andy stay in the hospital?
(A) 2 days;
(B) 3 days;
(C) 6 days;
(D) None of the above.
Ans: C. [Andy is maximizing his consumer’s surplus by choosing Q = 6.]
19.[continued from question 18] Andy’s consumer surplus is
(A) 1800;
(B) 1200;
(C) 600;
(D) None of the above
Ans: D. [It is (300)(6)/2 = 900.]
20.[continued from question 18] Compare question 18 with question 17. Andy’s medical insurance causes a loss in medical care resources measured by “room charges due to extended stay minus Andy’s extra benefit”, which is
(A) 400;
(B) 300;
(C) 200;
(D) 600.
Ans: A. [It is 4(200)/2 = 400; see p.301, text]
*21.[continued from question 20] Suppose that the insurance provider offers Andy an option: He can get $x in cash, but he must pay the room charges, and the length of his hospital stay is exactly the answer to question 17. If both the insurance provider and Andy become better off when Andy agrees to that option, what would be the number x?
(A) 1300;
(B) 700;
(C) 800;
(D) 900.
Ans: D. [Andy finds it attractive due to 900 - 400 = 500 > 400. The insurance provider finds it attractive due to 900 < (200)(6). See p.301, text]
22.[continued from question 21] What happens to the hospital’s revenue?
(A) It increases by 800;
(B) It decreases by 800;
(C) It decreases by 600;
(D) None of the above.
Ans: B. [(200)(6) – (200)(2) = 800. Recall lectures]
23.Examples of in-kind transfers in Taiwan include
(A)老人津貼；
(B)消費券；
(C)急難救濟金；
(D)免費營養午餐。
Ans: D. [Notice that消費券 is quite different from food stamps in USA.]
24.It is 3 pm on Monday and you are a piano tutor who is teaching kids piano at your apartment. A carpenter is doing heavy work at your next-door neighbor’s apartment. The noise he is making forces you to stop your teaching. You both understand that you earn money by tutoring while he makes a living by working as a carpenter. Suppose that you both can negotiate at no cost and you both know what Coase theorem is all about. [Lucky you both!] If both agree that everyone is entitled to the environment without noise, then
(A) you should pay him and ask him to do his job at another time and this arrangement will make both better off;
(B) he should pay you and ask you to reschedule your session and this arrangement will make both better off;
(C) he must stop working in order to avoid the law suit;
(D) whoever pays another person to reschedule will be worse off.
Ans: B. [See p.273, text]
25.[continued from question 24] If both agree that doing house remodeling work is allowed during a weekday afternoon, then
(A) you should pay him and ask him to do his job at another time and this arrangement will make both better off;
(B) he should pay you and ask you to reschedule your session and this arrangement will make both better off;
(C) the best you can do is to reschedule your session and ask for nothing;
(D) whoever pays another person to reschedule will be worse off.
Ans: A. [See p.273, text]
26. (與新聞相關的活用題)前一陣子，中國大陸某地方首長來台。該天夜晚台北101大樓突然燈火通明。有一些反對人士大罵浪費、不環保、抱大腿。被罵的一方，則找了一些有些牽強的理由來搪塞。其實，被罵的一方可以搬出經濟學原理，來進行有效的辯護，那就是
(A) We live in a world full of informational asymmetry;
(B) Turning on those lights can prevent missiles attack from China in a cost-effective way;
(C) The government can subsidize private property owners to plant trees or to turn on all those lights to generate positive externalities;
(D) Since those lights are public goods, meaning that everyone can benefit at no cost.
Ans: C. [Make sure you know why (D) is not a good choice.]
27. Being an economic naturalist might help you with your social life. Adam and Eve are dating. Suddenly they have a big fight and that makes both thirsty. “Let us drink something and we will split once we finish the drink,” agreed by both. They face two choices: (1) each has a cup (250 cc) of coke; (2) both share a cup (500 cc) of coke (of course, each has a straw).
(A) If they want to make the date last longer, they should go for (1);
(B) If they want to make the date last longer, they should go for (2);
(C) No difference between (1) and (2)
(D) The waiter might prefer (1) to (2).
Ans: B. [See p.283, text]
28. Example of avoiding or resolving the tragedy of the commons do not include
(A) 國人習於構築籬笆或矮牆，圍成私人庭院；
(B) 讓師生領養校園花木；
(C) 持續開放系辦公室空間但是嚴密喧譁、小睡或進食；
(D) 對社區網球場收取使用費。
Ans: D. [See p.281, text]
29. Examples of excludable but not rival consumptions do not include
(A) fire protection;
(B) driving on a toll road at 5 am;
(C) driving on Highway 88 at 5 am;
(D) watching movies on HBO channel.
Ans: C. [Recall lectures]
30. The office of the department of international business administration is where students can spend some time during the class break. If you, having learned economics principles and heard about the vision from some faculty members, are asked to name that place, which name will you pick most likely?
(A) Tiger’s Paradise;
(B) Toyota’s Resort;
(C) Freedom’s Corner;
(D) International Commons.
Ans: D. [Think about the common resources. No need to explain how the adjective ‘international’ is conceived.]
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 30 points
31. There are three industrial firms in the Dark Age Valley, A, B, and C. The initial pollution level for A is 50 units; for B is 80 units; for C is 70 units. Under the current technology, the cost of reducing pollution by one unit is $20 for A; $30 for B; $10 for C. At present, the government gives each firm 50 tradable pollution permits.
Firm A proposes to sell 10 units of permits to firm B; firm C proposes to sell 20 units of permits to B. The price of tradable permit is (agreed to be) 25. Carefully explain, with data, why all three firms will benefit from trading pollution permits in this way. Which firm benefits most? Which firm benefits least?
Ans:
For A, (25)(10) - (20)(10) = 50, greater than 0. Note 50 - 0 = 50.
For C, (25)(20) - (10)(40) = 100, greater than -200. Note 100 - (-200) = 300.
For B, -(25)(30) = -750, greater than -900. Note -750 - (900) = 150.
Since (1) the total pollution level is still kept at 150 and (2) all three firms prefer participating in this trade (and the follow-up) to no-trade , we can call it Pareto-improving.
By 300 > 150 > 50, we see that C benefits most, followed by B.
32. Recall the materials I showed during lectures regarding比中指事件。How can we relate it to the teaching/learning of externalities? Be specific and organized. 偏離主題必後悔。
Ans: The intention (of the Office of Students Affairs) of using that incident to remind students of the importance of appropriate conduct and image issue is understandable, if not well received or highly appreciated. However, leaving the issue of violating traffic regulations unattended, ignoring the possibility that the woman in photos might be in the process of making some video/photo for homework assignment, failing to note that we are obliged to publicly announce that “Smile, you are on hidden camera” before we video-tape them, and publicizing those video-taped materials without properly protecting those involved might very well generate externalities. People might think: Don’t they have more important things to do? 這與最近大家詬病的所謂「網友發動網路人肉搜尋」，有何不同？如果判斷力不足的學生，被誤導去四處拍照搜證文藻教職員生的活動，豈不是又回到文化大革命時期的紅衛兵、聞香隊之行為？
Note: 至於無法得到分數的答案，如：因為學校的關注，造成老師多講了這個話題，因為他只需教授經濟學，不需多講此事件。這就是外部性。
Extra credits question: RED or GREEN? Make your pick.
如果你選擇紅球，相對多數的同學也選擇紅球，我會加你3分。
如果你選擇紅球，相對多數的同學卻選擇綠球，我會加你0分。
如果你選擇綠球，相對多數的同學卻選擇紅球，我會加你4分。
如果你選擇綠球，相對多數的同學也選擇綠球，我會加你1分。
Note: In case there are 28 REDs and 28 GREENs, then the relative majority (to you) is GREEN if you happen to choose RED; the relative majority (to you) is RED if you happen to choose GREEN.
33.你會選擇紅球還是綠球？ 只能擇一！
Findings:
41 Students chose GREEN; 14 students chose RED.
34.你猜相對多數的同學，在上一題是選紅球還是綠球？只能擇一！猜中加2分。
Findings: 44 students guessed correctly.
(撰寫試題無著作權；歡迎全貌下載流傳。)
當下到處可見 grade inflation。同學是相互競爭、不是與老師較技。
所以有調分公式：(原始分數 + 10)*(1.3). Average: 61.8. Highest is 90; lowest is 33.
期中預警 13人
Spring 2010 Instructor: 衛忠欣 (Jong-Shin Wei)
經濟學(二) (Principles of Macroeconomics) (07)342-6031 ext.6222
93001@mail.wtuc.edu.tw jsw12011958@gmail.com
3:30 pm ~ 4:50 pm, April 26, 2010
Open books/notes exam. Max: 111 points in 80 minutes; absolutely no talking nor borrowing items during exams.，可使用自己的資料、字典或翻譯機。字典或翻譯機之使用，限在前30分鐘之內。行動電話若響起，該生扣十分、以強調基本禮貌。務必工整依序作答。題目較多，目的在於測試是否有平日閱讀原文書之習慣。Watch your time and have fun!
Part One: 30 Multiple choice questions. [By multiple choice in an English-speaking academic environment, we mean that you must choose the most appropriate one from 4 alternatives. 依慣例，答錯不倒扣！] 75 points
1.The measure of GDP can take into account of efforts in
(A) protecting environment;
(B) creating more jobs domestically;
(C) slowing down the rate of resource depletion;
(D) fighting with the cocaine trafficking.
Ans: B. [See p.322, text]
2.It is fair to say that while measuring the aggregate output, we put more weight on
(A) services provided by the government sector;
(B) goods produced by the production sectors;
(C) black market activities;
(D) high-priced goods and services.
Ans: D. [See p.323, text]
3.Henry is a writer who married June, who stays home doing unpaid housework and child care duties. If June chooses to work at a law firm while paying someone to do the housework and child care, in the spirit of GDP computation, we shall say
(A) there will be an increase in GDP but it is over-stating;
(B) there will be an increase in GDP but it is under-stating;
(C) there will be a decrease in GDP but it is over-stating;
(D) there will be a decrease in GDP but it is under-stating.
Ans: A. [See p.324, text]
4.It is very common in Taiwan that grand parents help with child care when both parents go to work full-time. In light of this and in comparison with what happens in USA, we shall say that the GDP in Taiwan seems to
(A) be over-estimated;
(B) be under-estimated;
(C) take into consideration of the quality of child care;
(D) fall due to the low birth rate.
Ans: B. [See p.324, text]
5.Education provided by public schools
(A) is not sold in markets;
(B) is not included in GDP because that it only helps with the quality;
(C) is not included in GDP because that we cannot find the market price for it;
(D) None of the above is correct.
Ans: A. [See p.325, text]
6.(基本時事題) Choose the correct statement.
(A)經濟部長是施顏祥；
(B)經建會主委是陳沖；
(C)經濟部長是蔡勳雄；
(D)金管會主委是李紀珠。
Ans: A.
7.(基本時事題) 依據行政院主計處，我國的經濟成長率，係
(A)按民國95年價格計算之國內生產毛額的年增率；
(B)按民國85年價格計算之國內生產毛額的年增率；
(C)按前一年價格計算之國內生產毛額的年增率；
(D)國內生產毛額的年增率。
*Ans: A. [Test if you follow information given on internet.]
8.A paid B $900 for baby-sitting last night. Today B spent $800 to have her hairs cut. For each hair cut, the assistant got paid (by the owner of the hair salon or gallery) in the amount of $100 (for washing hairs etc.) When we compute GDP, it is meaningful to
(A) view 900 + 800 + 100 as the increase in income;
(B) view 900 + 800 as the increase in expenditure;
(C) view 900 + 100 as the increase in income;
(D) view 900 + 700 as the increase in income.
*Ans: B. [See pp.325-6, text]
9.張三收成一批葡萄，他將一半的收成賣給李四吃，賺取$50,000。至於剩下的一半，張三自己吃去一半，將另一半拿去發酵釀酒，自製的私酒偷偷賣給王五喝，張三賺取$40,000。張三種植葡萄，對GDP的貢獻是
(A) 100,000;
(B) 90,000;
(C) 50,000;
(D) None of the above.
*Ans: C. [張三收成的葡萄，市值為$100,000。50,000 + 40,000 = 90,000. 私酒是在黑市交易，不能計入。See p.326, text]
10.(Learn economics from watching movies.) In the movie Cast Away (浩劫重生), Tom Hanks lived in an island alone for years. During that period, if we view that island as an economy, her GDP
(A) is zero because that Tom was lazy;
(B) is zero because that there was no market;
(C) is zero because that Tom’s time had no value;
(D) is not zero because that Tom worked hard to survive.
Ans: B.
11.John paid $4,000,000 for a new apartment in 2000. He sold that apartment for $2,600,000 in 2010. The real estate agent earned $160,000 in this transaction (from the seller and the buyer, of course). Regarding John’s transaction in 2010, the contribution to GDP is
(A) 4,000,000 - 2,600,000 - 160,000;
(B) 4,000,000 - 2,600,000 + 160,000;
(C) 2,600,000 + 160,000;
(D) None of the above.
Ans: D. [It is 160,000. See p.328, text]
12.「以價制量」的經濟(干預)政策，不易付諸實施。下列何者不屬於此類？
(A)Carter administration proposed to use gasoline tax to reduce the USA dependence on foreign oil;
(B)Increasing unit tax on cigarettes to discourage smoking;
(C)以死刑來嚇阻犯罪；
(D)知名學校希望提高研究所考試的報名費。
Ans: C. [trivial; lectures]
13.The main reason for implementing the mandatory immunization laws is
(A) The situation at which all were vaccinated is Pareto efficient;
(B) It helps increase government’s revenues;
(C) Evidence (such as what happened in the Boulder County of Colorado) shows that self-insurance works better;
(D) The best outcome to me is that I remain unvaccinated while all other people were vaccinated.
Ans: D. [pp.298-9, text]
14.Recall the green vs. red experiment (also see the extra credit question at the end of this exam paper). Relating it to the HINI immunization event last year, we see that
(A)實際接受疫苗注射的普遍度，類似大多數人選綠球；
(B)實際接受疫苗注射的普遍度，類似大多數人選紅球；
(C)如果張三接受疫苗注射，事後不會後悔；
(D)唯有百分之百的疫苗注射率，才是社會最適解。
Ans: A. [lectures; pp.298-9, text]
15.Which statement is true regarding the health care costs in USA?
(A)They account for 20 percent of national income in 1940;
(B)They account for 40 percent of national income in 2009;
(C)Main reasons for the sharp increase from 1940 to 2009 are inflation and sophisticated high-tech developments;
(D)The main reason for the sharp increase from 1940 to 2009 is the emergence of the third-party payment system.
Ans: D. [lectures; p.299, text]
16.Government-financed medical insurance
(A)不包括我國的全民健保；
(B)包括美國的HMO；
(C)立意在於防止醫療資源的浪費；
(D)是一種third-party payment system。
Ans: D. [See p.299, text]
17.Andy just had a minor surgeon. His demand for hospital stay (measured in days) is given by P + 50Q = 300. Hospital room charge is $200 per day. Without the insurance covering his hospital stay, how many days will Andy stay in the hospital?
(A) 1 day;
(B) 2 days;
(C) 3 days;
(D) None of the above.
Ans: B. [p.300, text. From P = 200 and P + 50Q = 300 we get Q = 2.]
18.[continued from question 17] If Andy’s hospital stay is fully covered by insurance, then how many days will Andy stay in the hospital?
(A) 2 days;
(B) 3 days;
(C) 6 days;
(D) None of the above.
Ans: C. [Andy is maximizing his consumer’s surplus by choosing Q = 6.]
19.[continued from question 18] Andy’s consumer surplus is
(A) 1800;
(B) 1200;
(C) 600;
(D) None of the above
Ans: D. [It is (300)(6)/2 = 900.]
20.[continued from question 18] Compare question 18 with question 17. Andy’s medical insurance causes a loss in medical care resources measured by “room charges due to extended stay minus Andy’s extra benefit”, which is
(A) 400;
(B) 300;
(C) 200;
(D) 600.
Ans: A. [It is 4(200)/2 = 400; see p.301, text]
*21.[continued from question 20] Suppose that the insurance provider offers Andy an option: He can get $x in cash, but he must pay the room charges, and the length of his hospital stay is exactly the answer to question 17. If both the insurance provider and Andy become better off when Andy agrees to that option, what would be the number x?
(A) 1300;
(B) 700;
(C) 800;
(D) 900.
Ans: D. [Andy finds it attractive due to 900 - 400 = 500 > 400. The insurance provider finds it attractive due to 900 < (200)(6). See p.301, text]
22.[continued from question 21] What happens to the hospital’s revenue?
(A) It increases by 800;
(B) It decreases by 800;
(C) It decreases by 600;
(D) None of the above.
Ans: B. [(200)(6) – (200)(2) = 800. Recall lectures]
23.Examples of in-kind transfers in Taiwan include
(A)老人津貼；
(B)消費券；
(C)急難救濟金；
(D)免費營養午餐。
Ans: D. [Notice that消費券 is quite different from food stamps in USA.]
24.It is 3 pm on Monday and you are a piano tutor who is teaching kids piano at your apartment. A carpenter is doing heavy work at your next-door neighbor’s apartment. The noise he is making forces you to stop your teaching. You both understand that you earn money by tutoring while he makes a living by working as a carpenter. Suppose that you both can negotiate at no cost and you both know what Coase theorem is all about. [Lucky you both!] If both agree that everyone is entitled to the environment without noise, then
(A) you should pay him and ask him to do his job at another time and this arrangement will make both better off;
(B) he should pay you and ask you to reschedule your session and this arrangement will make both better off;
(C) he must stop working in order to avoid the law suit;
(D) whoever pays another person to reschedule will be worse off.
Ans: B. [See p.273, text]
25.[continued from question 24] If both agree that doing house remodeling work is allowed during a weekday afternoon, then
(A) you should pay him and ask him to do his job at another time and this arrangement will make both better off;
(B) he should pay you and ask you to reschedule your session and this arrangement will make both better off;
(C) the best you can do is to reschedule your session and ask for nothing;
(D) whoever pays another person to reschedule will be worse off.
Ans: A. [See p.273, text]
26. (與新聞相關的活用題)前一陣子，中國大陸某地方首長來台。該天夜晚台北101大樓突然燈火通明。有一些反對人士大罵浪費、不環保、抱大腿。被罵的一方，則找了一些有些牽強的理由來搪塞。其實，被罵的一方可以搬出經濟學原理，來進行有效的辯護，那就是
(A) We live in a world full of informational asymmetry;
(B) Turning on those lights can prevent missiles attack from China in a cost-effective way;
(C) The government can subsidize private property owners to plant trees or to turn on all those lights to generate positive externalities;
(D) Since those lights are public goods, meaning that everyone can benefit at no cost.
Ans: C. [Make sure you know why (D) is not a good choice.]
27. Being an economic naturalist might help you with your social life. Adam and Eve are dating. Suddenly they have a big fight and that makes both thirsty. “Let us drink something and we will split once we finish the drink,” agreed by both. They face two choices: (1) each has a cup (250 cc) of coke; (2) both share a cup (500 cc) of coke (of course, each has a straw).
(A) If they want to make the date last longer, they should go for (1);
(B) If they want to make the date last longer, they should go for (2);
(C) No difference between (1) and (2)
(D) The waiter might prefer (1) to (2).
Ans: B. [See p.283, text]
28. Example of avoiding or resolving the tragedy of the commons do not include
(A) 國人習於構築籬笆或矮牆，圍成私人庭院；
(B) 讓師生領養校園花木；
(C) 持續開放系辦公室空間但是嚴密喧譁、小睡或進食；
(D) 對社區網球場收取使用費。
Ans: D. [See p.281, text]
29. Examples of excludable but not rival consumptions do not include
(A) fire protection;
(B) driving on a toll road at 5 am;
(C) driving on Highway 88 at 5 am;
(D) watching movies on HBO channel.
Ans: C. [Recall lectures]
30. The office of the department of international business administration is where students can spend some time during the class break. If you, having learned economics principles and heard about the vision from some faculty members, are asked to name that place, which name will you pick most likely?
(A) Tiger’s Paradise;
(B) Toyota’s Resort;
(C) Freedom’s Corner;
(D) International Commons.
Ans: D. [Think about the common resources. No need to explain how the adjective ‘international’ is conceived.]
Part Two: Analytical questions. [注意字體工整、邏輯順暢與不要出現錯別字或注音(與火星文)！如果字跡難以辨認，視同未答。畫蛇添足、答非所問、不知所云、自曝其短，將不利得分。教師也有權公告具有特色之作答。] 30 points
31. There are three industrial firms in the Dark Age Valley, A, B, and C. The initial pollution level for A is 50 units; for B is 80 units; for C is 70 units. Under the current technology, the cost of reducing pollution by one unit is $20 for A; $30 for B; $10 for C. At present, the government gives each firm 50 tradable pollution permits.
Firm A proposes to sell 10 units of permits to firm B; firm C proposes to sell 20 units of permits to B. The price of tradable permit is (agreed to be) 25. Carefully explain, with data, why all three firms will benefit from trading pollution permits in this way. Which firm benefits most? Which firm benefits least?
Ans:
For A, (25)(10) - (20)(10) = 50, greater than 0. Note 50 - 0 = 50.
For C, (25)(20) - (10)(40) = 100, greater than -200. Note 100 - (-200) = 300.
For B, -(25)(30) = -750, greater than -900. Note -750 - (900) = 150.
Since (1) the total pollution level is still kept at 150 and (2) all three firms prefer participating in this trade (and the follow-up) to no-trade , we can call it Pareto-improving.
By 300 > 150 > 50, we see that C benefits most, followed by B.
32. Recall the materials I showed during lectures regarding比中指事件。How can we relate it to the teaching/learning of externalities? Be specific and organized. 偏離主題必後悔。
Ans: The intention (of the Office of Students Affairs) of using that incident to remind students of the importance of appropriate conduct and image issue is understandable, if not well received or highly appreciated. However, leaving the issue of violating traffic regulations unattended, ignoring the possibility that the woman in photos might be in the process of making some video/photo for homework assignment, failing to note that we are obliged to publicly announce that “Smile, you are on hidden camera” before we video-tape them, and publicizing those video-taped materials without properly protecting those involved might very well generate externalities. People might think: Don’t they have more important things to do? 這與最近大家詬病的所謂「網友發動網路人肉搜尋」，有何不同？如果判斷力不足的學生，被誤導去四處拍照搜證文藻教職員生的活動，豈不是又回到文化大革命時期的紅衛兵、聞香隊之行為？
Note: 至於無法得到分數的答案，如：因為學校的關注，造成老師多講了這個話題，因為他只需教授經濟學，不需多講此事件。這就是外部性。
Extra credits question: RED or GREEN? Make your pick.
如果你選擇紅球，相對多數的同學也選擇紅球，我會加你3分。
如果你選擇紅球，相對多數的同學卻選擇綠球，我會加你0分。
如果你選擇綠球，相對多數的同學卻選擇紅球，我會加你4分。
如果你選擇綠球，相對多數的同學也選擇綠球，我會加你1分。
Note: In case there are 28 REDs and 28 GREENs, then the relative majority (to you) is GREEN if you happen to choose RED; the relative majority (to you) is RED if you happen to choose GREEN.
33.你會選擇紅球還是綠球？ 只能擇一！
Findings:
41 Students chose GREEN; 14 students chose RED.
34.你猜相對多數的同學，在上一題是選紅球還是綠球？只能擇一！猜中加2分。
Findings: 44 students guessed correctly.
(撰寫試題無著作權；歡迎全貌下載流傳。)
當下到處可見 grade inflation。同學是相互競爭、不是與老師較技。
所以有調分公式：(原始分數 + 10)*(1.3). Average: 61.8. Highest is 90; lowest is 33.
期中預警 13人
Friday, April 30, 2010
A real-world example illustrating sunk costs, cost-benefit analysis, decision-making, and game-playing
I am teaching an elective course, Applied Game Theory, this term. According to the course syllabus, there will be in-class final exam, no midterm exam, and class will be held as usual during the midterm exam week. [You see that I do observe and comply with the rules set forth by our school. Are you, my friend, Lady M, also a VP, reading this now?] There is only one task on syllabus for the meeting in midterm exam week, which is “individually check the progress of game-playing assignment.”
On April 26, 2007, the day before the scheduled meeting, an idea stoke me that perhaps I could run the progress-checking in a more cost-effective and more efficient way. So, I sent out an email via e-learning platform to all enrolled students. I stated clearly that nobody would be asked to show up before 4:00 pm. From 4:00 pm to 4:30 pm, about eight students (names given specifically) would go thru the process with me on an one-on-one basis. Another group will be treated from 4:30 pm to 5:00 pm, followed by the third and the fourth group. I thought that everybody would be happy with this arrangement although it was announced just 24 hrs ahead of the time.
Now let me share with you my conversation with Mr. C. Lin on April 27.
At 3:57 pm, Mr. Lin came to my office with no expression on his face: "I have been waiting for you almost one hour."
I replied: "Got you! How many times do I have to remind you of the importance of checking emails sent thru e-learning?"
He calmly stared at me and slowly moved toward the elevator.
"Are you leaving? Hey, if you leave now, very likely I will hold you for being absent for two or three hours (in class meeting). Come on, it is not worthy! You will lose everything." I said.
"I have wasted one hour already. If I choose to stay, I will have to wait for another hour before you run the scheduled check on my case. In total, I will waste two hours and there is still a chance that you may keep me waiting longer. That is why I should be smart and take off." He replied.
"Wait a minute! Have you forgotten about sunk costs I taught in principles of economics? Do stay! I will not break my promise. Trust me"
What happened? At 4:01 pm, I saw Mr. Lin quietly sat in the classroom and waited for his turn. I will say that he was making a rational decision. Why?
Since he did not get that email notification, he paid the price by wasting one hour (from 3:10 pm to 4 pm). But that is the so-called sunk cost, which should be irrelevant in the following argument.
If he chooses to leave at 4 pm (after speaking to me), he will not get the benefit and the cost to him will be two or three hours counted as class absence.
If he chooses to stay, he will get the benefit and the cost to him will be one hour as the foregone waiting time.
Hence, the cost-benefit analysis tells us that Mr. Lin, provided that he is rational, should stay. And he did! Good for him.
Of course, if I do not keep my promise and somehow handle his case around 6 pm, he will get the benefit but the cost to him will be two hours as the foregone time. Even for this worst scenario, it is still better than his leaving at 4 pm. Besides, if he takes my strategic action into consideration, we will have a two-person game. As I assured him of my commitment in keeping my words, neither of us should have thought about the game-playing.
Credits: 雖然C. Lin偶爾會有所謂的嗆聲動作，他時而能夠即時回答問題，也曾對經濟學小考問題，提出有水準的批判見解。比起一些老僧入定或是喬裝乖乖牌的同學，要強多了。文藻週的至少兩天下午，(我個人覺得有些奇怪的)經典閱讀活動曲終人散時，我由走廊經過，只見他一人在教室默默地還原課桌椅。他的動作，令我聯想起電影「天之驕子」裡，男老師於開學第一天，在空教室對齊書本與桌緣之一幕。就憑這些觀察，日後只要他開口要推薦函 (references)，我一定樂意相助。
On April 26, 2007, the day before the scheduled meeting, an idea stoke me that perhaps I could run the progress-checking in a more cost-effective and more efficient way. So, I sent out an email via e-learning platform to all enrolled students. I stated clearly that nobody would be asked to show up before 4:00 pm. From 4:00 pm to 4:30 pm, about eight students (names given specifically) would go thru the process with me on an one-on-one basis. Another group will be treated from 4:30 pm to 5:00 pm, followed by the third and the fourth group. I thought that everybody would be happy with this arrangement although it was announced just 24 hrs ahead of the time.
Now let me share with you my conversation with Mr. C. Lin on April 27.
At 3:57 pm, Mr. Lin came to my office with no expression on his face: "I have been waiting for you almost one hour."
I replied: "Got you! How many times do I have to remind you of the importance of checking emails sent thru e-learning?"
He calmly stared at me and slowly moved toward the elevator.
"Are you leaving? Hey, if you leave now, very likely I will hold you for being absent for two or three hours (in class meeting). Come on, it is not worthy! You will lose everything." I said.
"I have wasted one hour already. If I choose to stay, I will have to wait for another hour before you run the scheduled check on my case. In total, I will waste two hours and there is still a chance that you may keep me waiting longer. That is why I should be smart and take off." He replied.
"Wait a minute! Have you forgotten about sunk costs I taught in principles of economics? Do stay! I will not break my promise. Trust me"
What happened? At 4:01 pm, I saw Mr. Lin quietly sat in the classroom and waited for his turn. I will say that he was making a rational decision. Why?
Since he did not get that email notification, he paid the price by wasting one hour (from 3:10 pm to 4 pm). But that is the so-called sunk cost, which should be irrelevant in the following argument.
If he chooses to leave at 4 pm (after speaking to me), he will not get the benefit and the cost to him will be two or three hours counted as class absence.
If he chooses to stay, he will get the benefit and the cost to him will be one hour as the foregone waiting time.
Hence, the cost-benefit analysis tells us that Mr. Lin, provided that he is rational, should stay. And he did! Good for him.
Of course, if I do not keep my promise and somehow handle his case around 6 pm, he will get the benefit but the cost to him will be two hours as the foregone time. Even for this worst scenario, it is still better than his leaving at 4 pm. Besides, if he takes my strategic action into consideration, we will have a two-person game. As I assured him of my commitment in keeping my words, neither of us should have thought about the game-playing.
Credits: 雖然C. Lin偶爾會有所謂的嗆聲動作，他時而能夠即時回答問題，也曾對經濟學小考問題，提出有水準的批判見解。比起一些老僧入定或是喬裝乖乖牌的同學，要強多了。文藻週的至少兩天下午，(我個人覺得有些奇怪的)經典閱讀活動曲終人散時，我由走廊經過，只見他一人在教室默默地還原課桌椅。他的動作，令我聯想起電影「天之驕子」裡，男老師於開學第一天，在空教室對齊書本與桌緣之一幕。就憑這些觀察，日後只要他開口要推薦函 (references)，我一定樂意相助。
An Example of Incorporating youtube to Teaching
(to be used in teaching the course, Workshop on Information and Negotiation, on May 3, 2010)
http://www.youtube.com/watch?v=gVGKAIS7Q4g
source:
dxmonline — 西元2009年07月20日 — 肯．羅賓森爵士(Sir Ken Robinson)以生動活潑的案例來談教育制度。他深切希望教育制度能培育而非扼殺學生的創意。
Notes added by jsw:
This is good for teaching public speaking, not really suitable for discussion on education (and policy-making). It is like the comedian show, popular in some western countries, not in Taiwan. [The show ‘David Allen at Large’ was on TV long time ago when I was in USA.]
我不贊同「教育扼殺創意」這類娛樂新聞標題煽情化之句子。
有基本邏輯思考訓練的人，應該知道：我們把教育，視為一種機制 (mechanism)，有足夠人數的所有可能的學生構成的集合，視為一種社會 (society or the set of all profiles)。如果我們檢驗後發現，針對社會裡每一類的 profile，實施教育這一種機制，對學生的創意，有抹殺打壓之影響，才能下結論：教育扼殺創意。
反之，如果有10萬學生，其中8萬位算是循規蹈矩，只是怎麼教怎麼學，也不會有創意。7000位是透過教育洗禮，變得有創意。1000位天生就有創意，不幸在教育過程中被淹沒或犧牲。12000位則是教育體制的漏網之魚(也就是浪費教育資源的學生)。
我們不能說：
教育制度必能培育學生的創意。
也不能說：
教育制度必會扼殺學生的創意。
一些沒有創意的人，常會怪罪教育制度不好，害他喪失創意。這種人到處都可見。
A拿菜刀砍死B，是A的錯，不是發明菜刀的人之錯，因為菜刀的用途，不是用來砍人的。
以前不只一位國文老師說過一則故事，萬惡不赦的盜匪在行刑前，要求生母給他吸一口奶，竟咬斷乳頭，表示都是母親沒教好。其實，十歲左右的我，那時就不相信會有這種事，撇開講述者是否有心理問題或嚴重意淫，也不談在古代那種文化背景，充滿肅殺之氣的刑場怎麼會有人脫衣服，自己殺人犯罪，最後竟然怪罪母親縱容他，我無法理解。現在更相信我當時的認知。
以該講者為例，如果他一直在家中，與老人家、寵物，談天氣聊是非(用流行俚語形容：嘴砲)，度過15~20年，會有這種犀利幽默智慧？才怪！
P.S. 用字遣詞，是藝術，是功夫，更是態度與教養問題。正因為這樣，我不會加入『墮落教師聯盟』的粉絲團。那裡有很好的討論平台，發言人也不易是狀況外的嘴砲快閃族，只是粉絲團的主打介紹詞，竟是
『你很賭爛現在教育制度嗎?
你以墮落為己任嗎?
你夠瘋狂沒人把妳當老師嗎?
歡迎加入粉絲團支持我們
讓我們繼續 "有叫無累" 吧
"一日為師...終身墮落"』
http://www.youtube.com/watch?v=gVGKAIS7Q4g
source:
dxmonline — 西元2009年07月20日 — 肯．羅賓森爵士(Sir Ken Robinson)以生動活潑的案例來談教育制度。他深切希望教育制度能培育而非扼殺學生的創意。
Notes added by jsw:
This is good for teaching public speaking, not really suitable for discussion on education (and policy-making). It is like the comedian show, popular in some western countries, not in Taiwan. [The show ‘David Allen at Large’ was on TV long time ago when I was in USA.]
我不贊同「教育扼殺創意」這類娛樂新聞標題煽情化之句子。
有基本邏輯思考訓練的人，應該知道：我們把教育，視為一種機制 (mechanism)，有足夠人數的所有可能的學生構成的集合，視為一種社會 (society or the set of all profiles)。如果我們檢驗後發現，針對社會裡每一類的 profile，實施教育這一種機制，對學生的創意，有抹殺打壓之影響，才能下結論：教育扼殺創意。
反之，如果有10萬學生，其中8萬位算是循規蹈矩，只是怎麼教怎麼學，也不會有創意。7000位是透過教育洗禮，變得有創意。1000位天生就有創意，不幸在教育過程中被淹沒或犧牲。12000位則是教育體制的漏網之魚(也就是浪費教育資源的學生)。
我們不能說：
教育制度必能培育學生的創意。
也不能說：
教育制度必會扼殺學生的創意。
一些沒有創意的人，常會怪罪教育制度不好，害他喪失創意。這種人到處都可見。
A拿菜刀砍死B，是A的錯，不是發明菜刀的人之錯，因為菜刀的用途，不是用來砍人的。
以前不只一位國文老師說過一則故事，萬惡不赦的盜匪在行刑前，要求生母給他吸一口奶，竟咬斷乳頭，表示都是母親沒教好。其實，十歲左右的我，那時就不相信會有這種事，撇開講述者是否有心理問題或嚴重意淫，也不談在古代那種文化背景，充滿肅殺之氣的刑場怎麼會有人脫衣服，自己殺人犯罪，最後竟然怪罪母親縱容他，我無法理解。現在更相信我當時的認知。
以該講者為例，如果他一直在家中，與老人家、寵物，談天氣聊是非(用流行俚語形容：嘴砲)，度過15~20年，會有這種犀利幽默智慧？才怪！
P.S. 用字遣詞，是藝術，是功夫，更是態度與教養問題。正因為這樣，我不會加入『墮落教師聯盟』的粉絲團。那裡有很好的討論平台，發言人也不易是狀況外的嘴砲快閃族，只是粉絲團的主打介紹詞，竟是
『你很賭爛現在教育制度嗎?
你以墮落為己任嗎?
你夠瘋狂沒人把妳當老師嗎?
歡迎加入粉絲團支持我們
讓我們繼續 "有叫無累" 吧
"一日為師...終身墮落"』
Thursday, April 29, 2010
Being stupid is unacceptable (story continued)
別再嚷嚷『學校怎麼教的都是以後用不到的理論！不知道這是不是你要的答案』，自己問自己：那家公司願意雇用笨蛋！
A: 單位來了位新人。主管要求他們去調查，其他學校XX系的國考錄取率。我說可以用今年考生或學生家長的身份去刺探敵情。未料，她打電話大剌剌地說：我是X校XX系，因為要評鑑資料，所以想知道貴系的國考錄取率。笨笨笨笨笨！
B: WOW! I thought that she called her boyfriend or mom for help. 我見過這類助理。You might tell her: 順便問對方有沒有缺。
A: 昨天還真的問到一家，不過對方晃點她說會再寄資料給她。
(一週後)
A: 最近那位新人有好消息了！甲校XX系系主任跟她說，必須先E其他學校的國考率給他，甲校才會回覆。結果新人興沖沖地把所有收集到的情報寄給了甲校XX系系主任。未料，甲校XX系系主任發現乙校XX系系主任尚未回覆，就給了一個不錯的回答：『因為乙校XX系都沒填，所以我們也不填，等乙校XX系回覆了，我們就回覆。』今天，那位新人氣炸了！
B: 甲校XX系系主任真是好樣的，不費力就取得他校的國考率資料，他是孔明後裔嗎？也許應該請他到訊息與談判課程，來一場協同教學，分享他這類草船借箭的絕活。我腦海閃過一幕，新人以那位童顏巨乳明星的嗲聲嗲氣語調，加上田中千惠在海角七號的獨特日本腔國語：『好討厭喲！他們都欺負我！』
以前看過一部浪漫日片，每年雨季來臨時，已逝的情人(竹田結子飾演)會出現。也許改成，雨季來了，笨人潮也隨即到來。
(borrowing some words from an old song, End of the World)
Don't they know
it is the end of the world
'cause stupid people are everywhere
A: 單位來了位新人。主管要求他們去調查，其他學校XX系的國考錄取率。我說可以用今年考生或學生家長的身份去刺探敵情。未料，她打電話大剌剌地說：我是X校XX系，因為要評鑑資料，所以想知道貴系的國考錄取率。笨笨笨笨笨！
B: WOW! I thought that she called her boyfriend or mom for help. 我見過這類助理。You might tell her: 順便問對方有沒有缺。
A: 昨天還真的問到一家，不過對方晃點她說會再寄資料給她。
(一週後)
A: 最近那位新人有好消息了！甲校XX系系主任跟她說，必須先E其他學校的國考率給他，甲校才會回覆。結果新人興沖沖地把所有收集到的情報寄給了甲校XX系系主任。未料，甲校XX系系主任發現乙校XX系系主任尚未回覆，就給了一個不錯的回答：『因為乙校XX系都沒填，所以我們也不填，等乙校XX系回覆了，我們就回覆。』今天，那位新人氣炸了！
B: 甲校XX系系主任真是好樣的，不費力就取得他校的國考率資料，他是孔明後裔嗎？也許應該請他到訊息與談判課程，來一場協同教學，分享他這類草船借箭的絕活。我腦海閃過一幕，新人以那位童顏巨乳明星的嗲聲嗲氣語調，加上田中千惠在海角七號的獨特日本腔國語：『好討厭喲！他們都欺負我！』
以前看過一部浪漫日片，每年雨季來臨時，已逝的情人(竹田結子飾演)會出現。也許改成，雨季來了，笨人潮也隨即到來。
(borrowing some words from an old song, End of the World)
Don't they know
it is the end of the world
'cause stupid people are everywhere
Tuesday, April 27, 2010
由簡短留言與回應 看邏輯推理之趣味與應用
無意間，在部落格捕捉到一小段有趣的留言與回應。
Miss A (who is a friend on internet whom I never met nor spoke to) posted on her blog: 我可以接受外貌不佳的人...但無法接受外貌不佳、學歷不高又內涵空空、談話LOW...的人..
Mr. B: 我也滾遠些
Miss A: Mr.B...你是外貌出色的人...什麼都沒有 也沒關係..
What exactly were on the mind of Miss A?
1. 她接受的人，也許有外貌不佳的人。
2. 如果外貌不佳的人，被她接受，他一定不能是
(i)學歷不高又內涵空空 且 (ii) 談話LOW...
所以
如果外貌不佳的人，被她接受，他可能是學歷不高又內涵空空，但是不會談話LOW...
如果外貌不佳的人，被她接受，他可能是學歷高或有內涵，但是談話LOW...
彙整得知，
外貌不佳的人，只要符合以下任一條件，就可能會被她接受：
(a)學歷高；(b)有內涵；(c)不會談話LOW...
此外，
外貌既不佳、學歷也不高又內涵空空且談話LOW...的人，則不可能會被她接受。
OS: 如此看來，她的標準不算嚴苛。
3. 由她對 Mr. B的友善回應，解讀為：外貌出色的人，一定會被她接受。緣此，不被她接受的人，一定是外貌不出色(即不佳)的人。所以，只要我們知道：張三不被她接受，就可推論，張三的外貌不出色(即不佳)。
OS: 此話一出，應該沒有人會坦承(或希望)「自己不被她接受」。她可以落個耳根清靜。
注意：這並不是說：任何外貌不出色(即不佳)的人，一定不會被她接受。
Question for further interest:
一般所謂的「外貌協會(會員)」，究竟指的是：
外貌出色的人，一定會被(她)接受
還是
會被(她)接受的人，一定是外貌出色
Miss A (who is a friend on internet whom I never met nor spoke to) posted on her blog: 我可以接受外貌不佳的人...但無法接受外貌不佳、學歷不高又內涵空空、談話LOW...的人..
Mr. B: 我也滾遠些
Miss A: Mr.B...你是外貌出色的人...什麼都沒有 也沒關係..
What exactly were on the mind of Miss A?
1. 她接受的人，也許有外貌不佳的人。
2. 如果外貌不佳的人，被她接受，他一定不能是
(i)學歷不高又內涵空空 且 (ii) 談話LOW...
所以
如果外貌不佳的人，被她接受，他可能是學歷不高又內涵空空，但是不會談話LOW...
如果外貌不佳的人，被她接受，他可能是學歷高或有內涵，但是談話LOW...
彙整得知，
外貌不佳的人，只要符合以下任一條件，就可能會被她接受：
(a)學歷高；(b)有內涵；(c)不會談話LOW...
此外，
外貌既不佳、學歷也不高又內涵空空且談話LOW...的人，則不可能會被她接受。
OS: 如此看來，她的標準不算嚴苛。
3. 由她對 Mr. B的友善回應，解讀為：外貌出色的人，一定會被她接受。緣此，不被她接受的人，一定是外貌不出色(即不佳)的人。所以，只要我們知道：張三不被她接受，就可推論，張三的外貌不出色(即不佳)。
OS: 此話一出，應該沒有人會坦承(或希望)「自己不被她接受」。她可以落個耳根清靜。
注意：這並不是說：任何外貌不出色(即不佳)的人，一定不會被她接受。
Question for further interest:
一般所謂的「外貌協會(會員)」，究竟指的是：
外貌出色的人，一定會被(她)接受
還是
會被(她)接受的人，一定是外貌出色
Saturday, April 24, 2010
Policy or Disclaimer
Sometimes I write stories (in the preliminary version) which might come from my dream land but sound so familiar and close to our lives. Digging out the truth won’t do us any good. If something is real, people tend to say that it is fictitious to protect innocents. If something is fictitious, people promote it by saying that the least expected will come to you anytime anyhow. Some readers might wish them to be true while some do not. I have hereby determined that publishing my preliminary thoughts here is acceptable for the following reasons:
1.I offer a disclaimer that the contents here are not intended to harm any reader in any way;
2.My posting offers the readership of this blog a chance to research into the involved issues at their own cost and risk, eventually fostering our understanding of the society;
3.The term “professionalism” calls for a profession -- i.e., a money-making activity. Nevertheless, this blog is a consuming asset rather than a producing asset -- i.e., I don't get a (bloody) dollar for doing this. So I can be as professional or unprofessional as I want.
(I borrow some words from a blog by Mr. Brian Gill.)
1.I offer a disclaimer that the contents here are not intended to harm any reader in any way;
2.My posting offers the readership of this blog a chance to research into the involved issues at their own cost and risk, eventually fostering our understanding of the society;
3.The term “professionalism” calls for a profession -- i.e., a money-making activity. Nevertheless, this blog is a consuming asset rather than a producing asset -- i.e., I don't get a (bloody) dollar for doing this. So I can be as professional or unprofessional as I want.
(I borrow some words from a blog by Mr. Brian Gill.)
由還錢談起 (To repay or not to repay -- that is the question)
由還錢談起 – Yes ... my dear friend lost in contact, I am thinking about you... and, to be specific, the money I lent to you some years ago
Prof. Jerry Liu is proud to be a weekend vendor. I admire him and admit that I am too impulsive to do something like that. On the top of that, I surely will exercise the price discrimination toward customers. In light of that, I might do something on which I seem to have comparative advantage (to some extent). Here is what I have in mind. Twice in a week or so, I shall post some crazy (or naive) thoughts here as open questions or questions that demand serious follow-ups rather than cheap answers.
Here is the first one:
期盼友人還錢，真的比中統一發票還難。可是，很多學生卻能輕鬆地說：『老師教過的，早就還給老師啦！』(難怪老師不易瘦身？) 緣此，應該調漲學費。保留知識、不還給老師的人，日後可以部份退費。至於還給老師的人，既然豪氣萬丈，當然不必退費給他們。會計室是最大贏家。
forgot to add: 當政客貪污、醫生與教授舞弊新聞爆發時，民代、教育界、民意異口同聲，要求他們以前的學校(e.g., NTU among others)，應該對倫理教育負責之時，怎麼沒想到，他們只是把學的東西，早就還給母校呢？To me, it is not much different from the situation at which quite a number of students taking my economics or professional writing courses already returned whatever they learned from me. No big deal.
如果是我當家，也許在英語初戀營的宣誓詞，加上:
敬天愛人；學多少、算多少、Never repay!
Prof. Jerry Liu is proud to be a weekend vendor. I admire him and admit that I am too impulsive to do something like that. On the top of that, I surely will exercise the price discrimination toward customers. In light of that, I might do something on which I seem to have comparative advantage (to some extent). Here is what I have in mind. Twice in a week or so, I shall post some crazy (or naive) thoughts here as open questions or questions that demand serious follow-ups rather than cheap answers.
Here is the first one:
期盼友人還錢，真的比中統一發票還難。可是，很多學生卻能輕鬆地說：『老師教過的，早就還給老師啦！』(難怪老師不易瘦身？) 緣此，應該調漲學費。保留知識、不還給老師的人，日後可以部份退費。至於還給老師的人，既然豪氣萬丈，當然不必退費給他們。會計室是最大贏家。
forgot to add: 當政客貪污、醫生與教授舞弊新聞爆發時，民代、教育界、民意異口同聲，要求他們以前的學校(e.g., NTU among others)，應該對倫理教育負責之時，怎麼沒想到，他們只是把學的東西，早就還給母校呢？To me, it is not much different from the situation at which quite a number of students taking my economics or professional writing courses already returned whatever they learned from me. No big deal.
如果是我當家，也許在英語初戀營的宣誓詞，加上:
敬天愛人；學多少、算多少、Never repay!
Friday, April 23, 2010
從心做起
最近電視台的談話性節目，一窩蜂地談論陸生來台與大陸學校向台灣優秀學生招手。幾位所謂的名嘴，滿臉憂愁，一直說政府再不拿錢出來，我國人才都跑光啦。
好多年前，讀過一篇文章，提到印度的經濟、統計人才之培養，令美加與歐洲讚不絕口。印度沒有好的硬體設施，有的是敬業態度。看看我們國家，中小學也要建一流的視訊會議廳，體育館、游泳池、電子跑馬燈看板，比比皆是。還有同學要求請假單全面e化，認為反正要求學校普設掃瞄器即可。(何不乾脆要求每校撥發一億元，大家植晶片？)觀念不改，穿金戴銀，還是不改草包內涵。教授與學生穿的是西服或套裝、細肩帶小可愛、脫鞋？不該是話題焦點。課程有沒有真材實料，才是重點。今天聽到學生談及某位老師，直誇她的好。我與她雖是點頭之交，也欣賞她這位老師。我不願、無法、也沒資格去討論她是不是好老師，但是我知道她的教學評量分數超高。令我失望的是，同學們認為她是好老師，理由竟然是「她不會驚醒上課睡覺的同學」。我帶諷刺語氣對同學說，這學期妳沒有她的課，睡眠也許不足吧？
以美國為例，這十年來，師生利用部落格(blog)交流，已經很普遍。沒有人會寫一段意見，然後加註：
Students in ECON101, please respond
這學期的訊息與談判實作，我透過作業，想激勵這類自由學風。可惜見到不少：
(請討論一下 "xxxxx")
(新題目) xxxxxx
(大家我改題目了!!!) xxxxxx
xxxxxx 請大家發表一下意見
然後一群好友來捧場，革命感情確實了不起(不會輸給電影色戒的那群流亡學生)。只是偶有搞笑來亂的、有文不對題的、有亂放電的、有斷章取義的 ... 我們老師的研究，不是這樣完成的。
也讓我想到：有時見到同學，在期末考試時，伏案小睡20~30分鐘，然後狂寫幾分鐘。原先以為同學蒙周公指點，功力大增。閱卷時，才發現只是重抄題目、抒發自己學習心得，最後祝福老師假期快樂、強調自己無法暑修、一定要準時畢業，才對得起父母與列代祖宗。如果 …如果我們的學生『拜託』老師給60分，老師『拜託』學生在期末評量客氣給分，這樣的學習環境，五年五千億的額外補助，也沒用！
好多年前，讀過一篇文章，提到印度的經濟、統計人才之培養，令美加與歐洲讚不絕口。印度沒有好的硬體設施，有的是敬業態度。看看我們國家，中小學也要建一流的視訊會議廳，體育館、游泳池、電子跑馬燈看板，比比皆是。還有同學要求請假單全面e化，認為反正要求學校普設掃瞄器即可。(何不乾脆要求每校撥發一億元，大家植晶片？)觀念不改，穿金戴銀，還是不改草包內涵。教授與學生穿的是西服或套裝、細肩帶小可愛、脫鞋？不該是話題焦點。課程有沒有真材實料，才是重點。今天聽到學生談及某位老師，直誇她的好。我與她雖是點頭之交，也欣賞她這位老師。我不願、無法、也沒資格去討論她是不是好老師，但是我知道她的教學評量分數超高。令我失望的是，同學們認為她是好老師，理由竟然是「她不會驚醒上課睡覺的同學」。我帶諷刺語氣對同學說，這學期妳沒有她的課，睡眠也許不足吧？
以美國為例，這十年來，師生利用部落格(blog)交流，已經很普遍。沒有人會寫一段意見，然後加註：
Students in ECON101, please respond
這學期的訊息與談判實作，我透過作業，想激勵這類自由學風。可惜見到不少：
(請討論一下 "xxxxx")
(新題目) xxxxxx
(大家我改題目了!!!) xxxxxx
xxxxxx 請大家發表一下意見
然後一群好友來捧場，革命感情確實了不起(不會輸給電影色戒的那群流亡學生)。只是偶有搞笑來亂的、有文不對題的、有亂放電的、有斷章取義的 ... 我們老師的研究，不是這樣完成的。
也讓我想到：有時見到同學，在期末考試時，伏案小睡20~30分鐘，然後狂寫幾分鐘。原先以為同學蒙周公指點，功力大增。閱卷時，才發現只是重抄題目、抒發自己學習心得，最後祝福老師假期快樂、強調自己無法暑修、一定要準時畢業，才對得起父母與列代祖宗。如果 …如果我們的學生『拜託』老師給60分，老師『拜託』學生在期末評量客氣給分，這樣的學習環境，五年五千億的額外補助，也沒用！
Thursday, April 22, 2010
A joke to make your day
女兒是爸爸上輩子的情人?
在飛機上，我跟一對父女坐同一排。
小女孩她爸，看得出約三十歲左右。小女孩，長得挺聰明可愛的，大概是小學一二年級。
空姐發食物了，小女孩兒一拿到，非常高興的打開吃，想必是餓壞了。
父親：「你謝謝阿姨沒？」
小女孩很可愛的說：「謝謝阿姨」
父親：「跟阿姨說，阿姨你真漂亮。」
小女孩這時語氣變了：「“阿姨，我爸說你真漂亮。我爸每次看到美女就會這樣」
她爸爸楞了一下.....
空姐聽的高興的說：你問問爸爸是要牛肉飯還是雞蛋麵？
小女孩依然還是那腔調：不用啦，他看見美女就飽了。
空姐很尷尬的說：那就牛肉飯吧。
然後空姐走了.......
這父女倆又說上了，可語氣完全不是父女，而是好像很好的哥兒們或是姐妹掏鬥嘴的那種，小女孩說話也好像是個小大人。
她爸爸：我剛才是那麼說的嗎？
小女孩：好了啦，我還不知道你心裏在想些什麼啊！你能不能不要這樣啊，只要我媽一不在，你就開始了，你覺得你這樣好嗎？
她爸爸臉都綠了說：再廢話我以後再也不帶你出來！
小女孩：哎呀，您還是趁早不要帶我出來好了。我現在就覺得我在這裏是多餘的。像你這種男人當初我媽願意嫁給你就該偷笑吧。人家都說女兒是爸爸上輩子的情人，我就感到奇怪了，我上輩子是不是瞎了眼不然怎麼看上你呢？
旁邊的人全都低頭偷笑，飯也差點噴出來了!
Source: 網路文章；來源無法考證。美女友人 Jewel Lee 熱心分享。如有無聊狗仔小人，想要提告侵害智慧財產權，先去告Jewel Lee 看看。
Postscript:
1.基督徒是不相信輪迴轉世的。如果我不是基督徒，這種說法，也有些盲點 -- 爸爸上輩子的長相與態度，未必與現在一樣。此外，女兒上輩子，說不一定是宇宙無敵超級大恐龍妹耶！
2.就策略談判而言，這段對話，可能已經讓空姐印象深刻。應該遠遠勝過「爸爸直接問空姐：我可以與妳交朋友嗎」！
在飛機上，我跟一對父女坐同一排。
小女孩她爸，看得出約三十歲左右。小女孩，長得挺聰明可愛的，大概是小學一二年級。
空姐發食物了，小女孩兒一拿到，非常高興的打開吃，想必是餓壞了。
父親：「你謝謝阿姨沒？」
小女孩很可愛的說：「謝謝阿姨」
父親：「跟阿姨說，阿姨你真漂亮。」
小女孩這時語氣變了：「“阿姨，我爸說你真漂亮。我爸每次看到美女就會這樣」
她爸爸楞了一下.....
空姐聽的高興的說：你問問爸爸是要牛肉飯還是雞蛋麵？
小女孩依然還是那腔調：不用啦，他看見美女就飽了。
空姐很尷尬的說：那就牛肉飯吧。
然後空姐走了.......
這父女倆又說上了，可語氣完全不是父女，而是好像很好的哥兒們或是姐妹掏鬥嘴的那種，小女孩說話也好像是個小大人。
她爸爸：我剛才是那麼說的嗎？
小女孩：好了啦，我還不知道你心裏在想些什麼啊！你能不能不要這樣啊，只要我媽一不在，你就開始了，你覺得你這樣好嗎？
她爸爸臉都綠了說：再廢話我以後再也不帶你出來！
小女孩：哎呀，您還是趁早不要帶我出來好了。我現在就覺得我在這裏是多餘的。像你這種男人當初我媽願意嫁給你就該偷笑吧。人家都說女兒是爸爸上輩子的情人，我就感到奇怪了，我上輩子是不是瞎了眼不然怎麼看上你呢？
旁邊的人全都低頭偷笑，飯也差點噴出來了!
Source: 網路文章；來源無法考證。美女友人 Jewel Lee 熱心分享。如有無聊狗仔小人，想要提告侵害智慧財產權，先去告Jewel Lee 看看。
Postscript:
1.基督徒是不相信輪迴轉世的。如果我不是基督徒，這種說法，也有些盲點 -- 爸爸上輩子的長相與態度，未必與現在一樣。此外，女兒上輩子，說不一定是宇宙無敵超級大恐龍妹耶！
2.就策略談判而言，這段對話，可能已經讓空姐印象深刻。應該遠遠勝過「爸爸直接問空姐：我可以與妳交朋友嗎」！
又有天兵提供靈感 -- 見怪不怪、該怪不怪、要怪就怪別人
Student L:
學校沒有充分的說明去實習的學習內容，只是一味的宣揚實習會增加未來工作的實務經歷，這樣是否為變相的誘導學生呢?
jsw:
如果以上邏輯是對的，試問，
被抓到的捷運襲胸色狼：『上面露半球、背部露丁字褲的辣妹，也沒充分說明她不是穿來勾引我，只是一味的賣弄、刺激我的生理反應，這樣是否為變相的誘導我這一類的好男孩呢?』
Student H:
以這樣的邏輯，全天下再也沒有人會侵犯上面露半球、背部露丁字褲的辣妹，而被視為色狼了。因為他們都是好男孩!
jsw:
H 寫道：『全天下再也沒有人會侵犯上面露半球、背部露丁字褲的辣妹，而被視為色狼了。』
建議H去修中文寫作
Student L:
To H: 若是穿著很性感的女生引起男生的生理反應，你可以解釋成為女生在誘導男生，目前為止都和我的邏輯相當，但是若男生做出不法的動作，就不一樣了。這就關系到法律的問題!!
舉例:
電玩游戲代言人或是主持人都要找身材窈窕或是穿著清涼的女性來擔任，廠商就是想吸引男性加入游戲。(以上電玩代言人是有薪資的誘因才會穿著清涼，而廠商也是有不確定性的收益;等同於學校會有一定的產學合作企劃，而同學則是有不確定性的學習成效)⋯⋯
Student H:
To L: 以邏輯思考，變相誘導學生就好比老師舉例的"變相誘導我這一類的好男孩"，因為沒有充分的說明去實習的學習內容只是一味的宣揚實習會增加未來工作的實務經歷就像老師舉例的"被抓到的捷運襲胸色狼：上面露半球、背部露丁字褲的辣妹，也沒充分說明她不是穿來勾引我，只是一味的賣弄、刺激我的生理反應"
老師只是對你敘述句子的邏輯性，跟捷運色狼論是不是有異曲同工的感覺。
如果老師敘述的話，可做為襲胸犯罪者澄清自己並不是色狼而是好男孩，那被抓到的捷運色狼，都可以在襲胸後說:我並不是甚麼色狼，會襲胸並不是我願意的，是因為我被人誘導後才會做出襲胸的動作的，不應該直接稱我這類的好男孩為色狼。
jsw to H (or should I direct it to L):
Were you drinking again while posting? Here is my advice often given for writing class: 逐字唸你寫的，錄音後成沉澱一天，然後聽錄音、不看螢幕，你會覺得這是外國人在說話。Time to stop and move on. In closing, let me make clear once and for all that I was just trying to point out the problem with logical reasoning in student L's comment. 總之，我發現有人中文閱讀與寫作，有大問題。
當學校提供實習機會，除了基本說明之外，基於誘因或行銷技巧，當然會為實習遠景美言好幾句。學校提供學生一個自我選擇的機會，結果選擇實習的學生，竟然大剌剌質疑學校在變相的誘導學生！所以我舉辣妹為例，假設辣妹有自信，穿出性感，當然希望她心儀的男孩會注意與接近她。如果你長相愛國、個性悶騷又愛意淫，(正所謂)不是她的菜，你去襲胸被逮，你的理由是辣妹在放電、變相的引誘大家，也沒有充分告知 (1)你不是她的菜 (2)乳溝與股溝僅供遠觀。這樣的色狼，豈不是白癡？
我當然不是在鼓勵色狼，或是幫色狼脫罪。我是採用類此推論 (A:B = C:D)，告訴 Student L，她的思考模式，讓我想到那位既是色狼、又是白癡的虛擬人物。
學校沒有充分的說明去實習的學習內容，只是一味的宣揚實習會增加未來工作的實務經歷，這樣是否為變相的誘導學生呢?
jsw:
如果以上邏輯是對的，試問，
被抓到的捷運襲胸色狼：『上面露半球、背部露丁字褲的辣妹，也沒充分說明她不是穿來勾引我，只是一味的賣弄、刺激我的生理反應，這樣是否為變相的誘導我這一類的好男孩呢?』
Student H:
以這樣的邏輯，全天下再也沒有人會侵犯上面露半球、背部露丁字褲的辣妹，而被視為色狼了。因為他們都是好男孩!
jsw:
H 寫道：『全天下再也沒有人會侵犯上面露半球、背部露丁字褲的辣妹，而被視為色狼了。』
建議H去修中文寫作
Student L:
To H: 若是穿著很性感的女生引起男生的生理反應，你可以解釋成為女生在誘導男生，目前為止都和我的邏輯相當，但是若男生做出不法的動作，就不一樣了。這就關系到法律的問題!!
舉例:
電玩游戲代言人或是主持人都要找身材窈窕或是穿著清涼的女性來擔任，廠商就是想吸引男性加入游戲。(以上電玩代言人是有薪資的誘因才會穿著清涼，而廠商也是有不確定性的收益;等同於學校會有一定的產學合作企劃，而同學則是有不確定性的學習成效)⋯⋯
Student H:
To L: 以邏輯思考，變相誘導學生就好比老師舉例的"變相誘導我這一類的好男孩"，因為沒有充分的說明去實習的學習內容只是一味的宣揚實習會增加未來工作的實務經歷就像老師舉例的"被抓到的捷運襲胸色狼：上面露半球、背部露丁字褲的辣妹，也沒充分說明她不是穿來勾引我，只是一味的賣弄、刺激我的生理反應"
老師只是對你敘述句子的邏輯性，跟捷運色狼論是不是有異曲同工的感覺。
如果老師敘述的話，可做為襲胸犯罪者澄清自己並不是色狼而是好男孩，那被抓到的捷運色狼，都可以在襲胸後說:我並不是甚麼色狼，會襲胸並不是我願意的，是因為我被人誘導後才會做出襲胸的動作的，不應該直接稱我這類的好男孩為色狼。
jsw to H (or should I direct it to L):
Were you drinking again while posting? Here is my advice often given for writing class: 逐字唸你寫的，錄音後成沉澱一天，然後聽錄音、不看螢幕，你會覺得這是外國人在說話。Time to stop and move on. In closing, let me make clear once and for all that I was just trying to point out the problem with logical reasoning in student L's comment. 總之，我發現有人中文閱讀與寫作，有大問題。
當學校提供實習機會，除了基本說明之外，基於誘因或行銷技巧，當然會為實習遠景美言好幾句。學校提供學生一個自我選擇的機會，結果選擇實習的學生，竟然大剌剌質疑學校在變相的誘導學生！所以我舉辣妹為例，假設辣妹有自信，穿出性感，當然希望她心儀的男孩會注意與接近她。如果你長相愛國、個性悶騷又愛意淫，(正所謂)不是她的菜，你去襲胸被逮，你的理由是辣妹在放電、變相的引誘大家，也沒有充分告知 (1)你不是她的菜 (2)乳溝與股溝僅供遠觀。這樣的色狼，豈不是白癡？
我當然不是在鼓勵色狼，或是幫色狼脫罪。我是採用類此推論 (A:B = C:D)，告訴 Student L，她的思考模式，讓我想到那位既是色狼、又是白癡的虛擬人物。
英文、創意、理論、實務、性 -- 2010雜念
A student, to my surprise, scored 240 points in 大專英檢（CSEPT）, could not understand
"All I can and will say is: Watch out the high opportunity costs of dealing with trash."
Well, maybe he was just lying.
也驚訝現在的學生，不知讀莊子或林語堂的書，難怪沒有創意思考能力。不喜歡的，就是理論。沒有被要求到的，就是自己最喜歡追求的實務。可是，理論二字，也有保護罩的功能。假設我開一門棒球課，學期已經過了1/3，還沒教投球與揮棒。有人質疑，我就說：『理論基礎很重要啊，我要先教基礎與基本功。』
常見不入流的業界人士與政府官員，一直說學校要幫學生的未來雇主，教導學生實務的能力。自己政策推動不力或是公司虧損時，就推說：『理論上，不該這樣啊。』
Robert Solow once joked about Milton Friedman by writing something like: “Milton always writes about money (貨幣). Well, sex is constantly on my mind but I keep it away from my writing.” Since I am not Solow, I shall write a little bit about sex. And it is my blog, meaning that I can say whatever I want.
在我是學生的年代，健康教育都是偷偷地、仔細地讀完，絕大多數同學在20歲以前，還沒性經驗，也不會吹噓或假裝純真。當今的大學生，就不一樣了。請問：『關於那檔事 … 在我是學生的年代，我們是重理論；在30年後的今天，學生是重實務。』這樣敘述，可以嗎？
上週，Alex 與我幾秒鐘腦力激盪，產生一小品： 『我不是不會扣籃，只是目前還在鑽研理論的部份。』
Back to late 1980s, when I was a graduate student at Purdue. It was quite common (and possibly still is now) to see that students often shied away from taking theory courses (kind of dry). Recall that a decrease in supply will make the price go up. When theorists were hard to find, some students would brag about their expertise in theory. Professor James C. Moore, who was a solid economist (specializing in math econ and trade theory) and my role model for years, once said: “Do not claim you are a theorist unless you really are.” I still remember the reaction on the faces of those senior graduate students. It was a cold winter morning and the room was central-heated. After his words, the room was cold as outdoors and one could almost hear one's heart beat. Bingo!
"All I can and will say is: Watch out the high opportunity costs of dealing with trash."
Well, maybe he was just lying.
也驚訝現在的學生，不知讀莊子或林語堂的書，難怪沒有創意思考能力。不喜歡的，就是理論。沒有被要求到的，就是自己最喜歡追求的實務。可是，理論二字，也有保護罩的功能。假設我開一門棒球課，學期已經過了1/3，還沒教投球與揮棒。有人質疑，我就說：『理論基礎很重要啊，我要先教基礎與基本功。』
常見不入流的業界人士與政府官員，一直說學校要幫學生的未來雇主，教導學生實務的能力。自己政策推動不力或是公司虧損時，就推說：『理論上，不該這樣啊。』
Robert Solow once joked about Milton Friedman by writing something like: “Milton always writes about money (貨幣). Well, sex is constantly on my mind but I keep it away from my writing.” Since I am not Solow, I shall write a little bit about sex. And it is my blog, meaning that I can say whatever I want.
在我是學生的年代，健康教育都是偷偷地、仔細地讀完，絕大多數同學在20歲以前，還沒性經驗，也不會吹噓或假裝純真。當今的大學生，就不一樣了。請問：『關於那檔事 … 在我是學生的年代，我們是重理論；在30年後的今天，學生是重實務。』這樣敘述，可以嗎？
上週，Alex 與我幾秒鐘腦力激盪，產生一小品： 『我不是不會扣籃，只是目前還在鑽研理論的部份。』
Back to late 1980s, when I was a graduate student at Purdue. It was quite common (and possibly still is now) to see that students often shied away from taking theory courses (kind of dry). Recall that a decrease in supply will make the price go up. When theorists were hard to find, some students would brag about their expertise in theory. Professor James C. Moore, who was a solid economist (specializing in math econ and trade theory) and my role model for years, once said: “Do not claim you are a theorist unless you really are.” I still remember the reaction on the faces of those senior graduate students. It was a cold winter morning and the room was central-heated. After his words, the room was cold as outdoors and one could almost hear one's heart beat. Bingo!
Prescribed Task vs. Realized Outcome
C同學問起點名之事，我決定先試著說明，該制度的設計者，當時可能的想法：『在設計點名制度時，請假不是常態, …』。
結果L同學回應：『請假真的是少數案例嗎?你可以去問問看老師嗎?』.
Unbelievable! 也許我們先不急於國際化，應該先提升同學的中文閱讀能力。
醫生接生嬰兒時，大家都會誇讚祝福嬰兒。嬰兒成長為有用的人，這是 prescribed task. 有些人不幸成為智障、敗類、人渣、人魔，這是 realized outcome. 有人分不清楚 prescribed task 與 realized outcome?? 讓我想到：吃了會拉，何不直接吃屎？ 還有情歌裡的：早知會分手，當初就不該愛你。
Conclusion: The economy may not be bad as thought. 因為一堆人吃飯免錢
Note:
1.吃飯免錢 = 白吃 = 白癡 (因為寫錯字)
2.去年指導一組同學，寫畢業專題，題目是：論「釋放訊號」在大學校園的認知 -- 以文藻點名制度為例。同學告訴我，一位小主管明白指出，研究點名這類議題，與國際企業管理不相關，似乎把這份專題報告視為家醜。(The rest is history.) 不到半年時間，由UB3同學的電郵發問，顯示他真是多慮 -- 連同系學弟妹都完全不知這份專題報告！令人啼笑皆非。
結果L同學回應：『請假真的是少數案例嗎?你可以去問問看老師嗎?』.
Unbelievable! 也許我們先不急於國際化，應該先提升同學的中文閱讀能力。
醫生接生嬰兒時，大家都會誇讚祝福嬰兒。嬰兒成長為有用的人，這是 prescribed task. 有些人不幸成為智障、敗類、人渣、人魔，這是 realized outcome. 有人分不清楚 prescribed task 與 realized outcome?? 讓我想到：吃了會拉，何不直接吃屎？ 還有情歌裡的：早知會分手，當初就不該愛你。
Conclusion: The economy may not be bad as thought. 因為一堆人吃飯免錢
Note:
1.吃飯免錢 = 白吃 = 白癡 (因為寫錯字)
2.去年指導一組同學，寫畢業專題，題目是：論「釋放訊號」在大學校園的認知 -- 以文藻點名制度為例。同學告訴我，一位小主管明白指出，研究點名這類議題，與國際企業管理不相關，似乎把這份專題報告視為家醜。(The rest is history.) 不到半年時間，由UB3同學的電郵發問，顯示他真是多慮 -- 連同系學弟妹都完全不知這份專題報告！令人啼笑皆非。
Thursday, March 25, 2010
難得見到同學對教室管理的意見 (from a mini series of comments on facebook)
jsw: "親愛的衛老師，請問你認不認同上課的時候，少數同學以"噓聲"來警惕其他少數同學討論功課的作法？" 以上是路人甲同學問我的問題。
我猜測他是認真的問，我當然是要認真的答。What do I think? 討論功課是好事，只是不該在課堂上進行，老師拿鐘點費，是唯一的供給者。如果我得罪玉皇大帝，被罰去教棒球，我會要求同學先跑三千公尺，耗掉20分鐘，然後將同學分組，討論30分鐘，然後每組負責人報告或示範，接著開放集體討論。我最後總結，誇讚這是教過最好的一班。重點是一學期下來，沒有人會注意到 ... 我根本不懂棒球！
Miss T:恩，我還是會繼續討論的，哈!!!
jsw: Dear Miss T, 還好妳不在我課堂上 ....... 我的噓聲不夠力 得靠橡皮筋來制止討論聲 相信大家可以諒解 哈!!!
Mr. P: 基本上我同意老師所說的：討論功課是好事，只是不該在課堂上進行。我想這是我們都知道的，但也都是許多人所做不到的，我想少數同學以"噓聲"作為警惕，可其實這對老師、以及其他認真且安靜上課的同學相當不禮貌，畢竟噓聲在國際禮儀所代表的含意實在不佳，所以那些想警惕討論功課的人是否有更好的辦法？我個人淺見是，老師上課要是被吵雜聲吵到不能上課，便會安靜，這時班上的聲音頓時少了麥克風的音量，我想同學們應會有自知之明察覺要安靜，以回復正常上課秩序！
jsw: Mr. P, When did you begin to observe class activities? haha I am impressed although I still have reasonable doubt. 這幾年我一直有奇想 -- 讓椅子可通輕微的電力。別笑 也許有一天會實現。不過，聰明的美少女如 Miss T (see comment left above) 會備妥絕緣衣物。緣此，還是橡皮筋最合成本效益原則。
Mr. P: 好方法，太棒了，我愛你！！
jsw: Dear Mr. P, With all due respect, how many times do I have to tell you... do not say that you love me since I do not love you. Do you know that LOVE is an expensive good? After all, you do not love me, you just love to claim that you love me. So, stop making such a false claim.
Mr. P sent a hyperlink 劉若英的歌『我等你』 (Youtube)
jsw: Dearest Mr. P, 我當然知道劉若英，一點點喜歡她、不至於愛她。 你還是別煩我吧。不然 我請 Richard 在導生晤談簿誠實記載： 『P同學愛上男老師』 保證你以後要勤跑輔導中心 -- trust me! You won't like that. 陳副座要你們勤跑外語診斷中心，不是輔導中心！
Mr. P: 好吧 cry cry
落幕 Happy ending.
我猜測他是認真的問，我當然是要認真的答。What do I think? 討論功課是好事，只是不該在課堂上進行，老師拿鐘點費，是唯一的供給者。如果我得罪玉皇大帝，被罰去教棒球，我會要求同學先跑三千公尺，耗掉20分鐘，然後將同學分組，討論30分鐘，然後每組負責人報告或示範，接著開放集體討論。我最後總結，誇讚這是教過最好的一班。重點是一學期下來，沒有人會注意到 ... 我根本不懂棒球！
Miss T:恩，我還是會繼續討論的，哈!!!
jsw: Dear Miss T, 還好妳不在我課堂上 ....... 我的噓聲不夠力 得靠橡皮筋來制止討論聲 相信大家可以諒解 哈!!!
Mr. P: 基本上我同意老師所說的：討論功課是好事，只是不該在課堂上進行。我想這是我們都知道的，但也都是許多人所做不到的，我想少數同學以"噓聲"作為警惕，可其實這對老師、以及其他認真且安靜上課的同學相當不禮貌，畢竟噓聲在國際禮儀所代表的含意實在不佳，所以那些想警惕討論功課的人是否有更好的辦法？我個人淺見是，老師上課要是被吵雜聲吵到不能上課，便會安靜，這時班上的聲音頓時少了麥克風的音量，我想同學們應會有自知之明察覺要安靜，以回復正常上課秩序！
jsw: Mr. P, When did you begin to observe class activities? haha I am impressed although I still have reasonable doubt. 這幾年我一直有奇想 -- 讓椅子可通輕微的電力。別笑 也許有一天會實現。不過，聰明的美少女如 Miss T (see comment left above) 會備妥絕緣衣物。緣此，還是橡皮筋最合成本效益原則。
Mr. P: 好方法，太棒了，我愛你！！
jsw: Dear Mr. P, With all due respect, how many times do I have to tell you... do not say that you love me since I do not love you. Do you know that LOVE is an expensive good? After all, you do not love me, you just love to claim that you love me. So, stop making such a false claim.
Mr. P sent a hyperlink 劉若英的歌『我等你』 (Youtube)
jsw: Dearest Mr. P, 我當然知道劉若英，一點點喜歡她、不至於愛她。 你還是別煩我吧。不然 我請 Richard 在導生晤談簿誠實記載： 『P同學愛上男老師』 保證你以後要勤跑輔導中心 -- trust me! You won't like that. 陳副座要你們勤跑外語診斷中心，不是輔導中心！
Mr. P: 好吧 cry cry
落幕 Happy ending.
Thursday, March 11, 2010
天兵也會貢獻靈感
天兵秦同學 (I truly do not want to reveal his identity) 在FB留了些蠻白目的話，我用暗喻提醒他，此類留言，應該匿名行之。沒想到，天兵竟追問：要如何匿名留言啊？
認真想想，真是好問題耶。
Here are my suggestions.
(1). Put all those trash/garbage talk on Word document and submit it electronically to the newspaper with a pen name that can strongly convince the editor that the author is some idiot. Since most people will never admit that they are idiots, the editor might take special interest in checking it out immediately. Pen name must be used since you have no right to ruin the reputation of your school or work place.
If (1) does not work (and I bet in any amount of money that it won't), try (2).
(2). Write all those trash/garbage talk on toilet papers. Use them to wipe your butt and flush them to the toilet. It is nice because you can do it daily. By doing so, you will accomplish the task of bringing 'talking shits' and 'real shits' together. It also leaves no evidence and comply with the recycling policy. In addition, if you use heavy ink while writing and wipe hard on your butt, names of those in the context might be accidentally printed on your butt. In a way, one could say that someone is kissing your ass. Is that amazing or what?
認真想想，真是好問題耶。
Here are my suggestions.
(1). Put all those trash/garbage talk on Word document and submit it electronically to the newspaper with a pen name that can strongly convince the editor that the author is some idiot. Since most people will never admit that they are idiots, the editor might take special interest in checking it out immediately. Pen name must be used since you have no right to ruin the reputation of your school or work place.
If (1) does not work (and I bet in any amount of money that it won't), try (2).
(2). Write all those trash/garbage talk on toilet papers. Use them to wipe your butt and flush them to the toilet. It is nice because you can do it daily. By doing so, you will accomplish the task of bringing 'talking shits' and 'real shits' together. It also leaves no evidence and comply with the recycling policy. In addition, if you use heavy ink while writing and wipe hard on your butt, names of those in the context might be accidentally printed on your butt. In a way, one could say that someone is kissing your ass. Is that amazing or what?
Wednesday, March 03, 2010
Real GPA vs. Nominal GPA -- who is going to buy them?
Accidentally I found the following (not-so-new) quote from internet.
‘Less than 2 percent of grades given at elite institutions are D's or F's, and that at schools such as Pomona, Duke, Harvard and Columbia, about half of all grades are A's. … Harvey Mansfield Jr., a Harvard government professor, has tried on his own to draw attention to the problem by giving his students two grades — one that's officially reported for transcripts and another, lower, that reflects what he feels they truly earned. "I remember when a B was an honors grade — today a B-minus is a slap in the face," Mansfield says. "I still give two grades. When I stop, that's when you'll know we've started to make progress."’
Let’s face it. Who on earth (or on campus?) will care if I assign two grades – one nominal and another real?
The website created by Stuart Rojstaczer, a professor of environmental science at Duke, www.GradeInflation.com, contains very interesting data of many universities in USA. [For instance, at Purdue, GPA ave is 2.71 in 1980 and 1990; 2.81 in 2006. At Princeton, ave is 3.13 in 1980; 3.22 in 1990; 3.27 in 2006. At FIU, ave is 2.72 in 2006. At Cornell, ave is 3.13 in 1990; 3.36 in 2006. At Harvard, ave is 3.05 in 1975; 3.30 in 1990; 3.45 in 2005. At Vanderbilt, ave is 3.28 in 2006. At Nebraska-Lincoln, ave is 3.07 in 2006. At Duke, ave is 3.02 in 1980; 3.21 in 1990; 3.42 in 2006. At U. of Oregon, ave is 2.95 in 1992; 3.10 in 2004. At U. of Minnesota, ave is 2.77 in 1970; 2.88 in 1980; 2.83 in 1990; 2.95 in 1997. At Middlebury, ave is 3.10 in 1990; 2.29 in 2000; 3.34 in 2004. At Lehigh, ave is 2.6 in 1972; 2.97 in 2000; 3.15 in 2007. At Ohio University, ave is 2.66 in 1986; 2.82 in 1990; 3.01 in 2004.] Now I remember why, as a graduate student in the 80s, I was so eager to study at places such as Purdue and Minnesota. Professor M. Watts, who was the course coordinator while I served as a graduate instructor, did a good job then (and afterwards).
The following links might be of some interest.
http://www.usatoday.com/news/education/2007-03-27-princeton-grades_N.htm
http://www.erinoconnor.org/archives/2003/03/blowing_up_grad.html
Another research topic is the teaching evaluation inflation.
‘Less than 2 percent of grades given at elite institutions are D's or F's, and that at schools such as Pomona, Duke, Harvard and Columbia, about half of all grades are A's. … Harvey Mansfield Jr., a Harvard government professor, has tried on his own to draw attention to the problem by giving his students two grades — one that's officially reported for transcripts and another, lower, that reflects what he feels they truly earned. "I remember when a B was an honors grade — today a B-minus is a slap in the face," Mansfield says. "I still give two grades. When I stop, that's when you'll know we've started to make progress."’
Let’s face it. Who on earth (or on campus?) will care if I assign two grades – one nominal and another real?
The website created by Stuart Rojstaczer, a professor of environmental science at Duke, www.GradeInflation.com, contains very interesting data of many universities in USA. [For instance, at Purdue, GPA ave is 2.71 in 1980 and 1990; 2.81 in 2006. At Princeton, ave is 3.13 in 1980; 3.22 in 1990; 3.27 in 2006. At FIU, ave is 2.72 in 2006. At Cornell, ave is 3.13 in 1990; 3.36 in 2006. At Harvard, ave is 3.05 in 1975; 3.30 in 1990; 3.45 in 2005. At Vanderbilt, ave is 3.28 in 2006. At Nebraska-Lincoln, ave is 3.07 in 2006. At Duke, ave is 3.02 in 1980; 3.21 in 1990; 3.42 in 2006. At U. of Oregon, ave is 2.95 in 1992; 3.10 in 2004. At U. of Minnesota, ave is 2.77 in 1970; 2.88 in 1980; 2.83 in 1990; 2.95 in 1997. At Middlebury, ave is 3.10 in 1990; 2.29 in 2000; 3.34 in 2004. At Lehigh, ave is 2.6 in 1972; 2.97 in 2000; 3.15 in 2007. At Ohio University, ave is 2.66 in 1986; 2.82 in 1990; 3.01 in 2004.] Now I remember why, as a graduate student in the 80s, I was so eager to study at places such as Purdue and Minnesota. Professor M. Watts, who was the course coordinator while I served as a graduate instructor, did a good job then (and afterwards).
The following links might be of some interest.
http://www.usatoday.com/news/education/2007-03-27-princeton-grades_N.htm
http://www.erinoconnor.org/archives/2003/03/blowing_up_grad.html
Another research topic is the teaching evaluation inflation.
Monday, March 01, 2010
Syllabus for Workshop on Information and Negotiation (Spring 2010)
(to be read backwards. That is, view the jpg file on the bottom first)
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