If you overhear someone else is saying your best co-worker did something wrong and he/she may lose his/her job. Will you tell your co-worker? Will you make decision alon or ask someone else?
2011年7月21日 星期四
2011年7月18日 星期一
Ethic Question 4
SUMMARY: History will certainly remember Paul Newman as an icon of modern cinema. But he was far more than just an actor. Paul was a gentleman in the truest sense of the word who embodied the American ideals of extraordinary integrity, a tireless work ethic, a commitment to family, and a deep sense of responsibility to the people who made his success possible. What many may not know is that he donated 100% of post-tax profits and royalties from the Newman's Own company to charities world-wide -- more than $250 million to date. He was also passionate about the Hole in the Wall Camps he helped found for children with life-threatening illnesses, and he was deeply involved with a variety of other innovative nonprofit organizations including his most recent undertaking, the Safe Water Network. Newman's Own has been an inspiration for individuals and business leaders alike and helped launch a movement for greater corporate philanthropy. Paul always considered himself an outsider in the corporate sector. His vision was to see companies change the way they conducted business and learn from the Newman's Own model of giving back. He was reticent around CEOs, but he quietly aimed to revolutionize corporate America.
QUESTIONS:
1. Should all companies try to give back something to deal with social issues that need help?
2. Should corporate philanthropy always be tied to improving the sales of the company or should some philanthropic projects not benefit from increased reputation or sales?
2011年7月16日 星期六
Ethic Question 2
SUMMARY: The city of Bozeman, Mont. ended a controversial policy of requiring municipal job applicants to provide their usernames and passwords for social-networking sites after it sparked widespread criticism. The city of Bozeman believes we have a responsibility to ensure candidates hired for positions of public trust are subject to a thorough background check," he said. "The extent of our regulation for a candidate's password, username or other Internet information appears to have exceeded that which is acceptable to our community." While job seekers are often warned that recruiters will be looking at their profiles on Facebook and MySpace, it is far more rare to be asked for a login to those sites by a prospective employer. Bozeman took the idea of social-network monitoring to the extreme, providing a release form that asked job applicants for "any and all current personal or business websites, web pages or memberships on any Internet-based chat rooms, social clubs or forums, to include, but not limited to: Facebook, Google, Yahoo, YouTube.com, etc."
QUESTIONS:
1. Do you think that Facebook is a good source of information on potential employees?
2. Is it a violation of privacy for employers to use Facebook pages as a means of selecting potential candidates for a job? Does Facebook accurately represent you as a potential employee?
3. Bozeman Montana stopped requiring job applicants to supply Facebook logins, but the article states that many employers use Facebook, MySpace, etc. to gather information about employees anyway. Is everything posted on the Internet part of the public domain, or do you consider certain things (like social networking sites) more private?
QUESTIONS:
1. Do you think that Facebook is a good source of information on potential employees?
2. Is it a violation of privacy for employers to use Facebook pages as a means of selecting potential candidates for a job? Does Facebook accurately represent you as a potential employee?
3. Bozeman Montana stopped requiring job applicants to supply Facebook logins, but the article states that many employers use Facebook, MySpace, etc. to gather information about employees anyway. Is everything posted on the Internet part of the public domain, or do you consider certain things (like social networking sites) more private?
2011年7月15日 星期五
Ethic question 1
we often equate lies with dishonesty, distrust or manipulation. Is it ever okay to tell a lie?
Chances are we all have told at least one lie today, but what purpose did it serve? Did it save you from a difficult situation? Make someone else feel good? Get you out of a traffic ticket?
Why is it okay in one situation, but not okay in another situation?
Chances are we all have told at least one lie today, but what purpose did it serve? Did it save you from a difficult situation? Make someone else feel good? Get you out of a traffic ticket?
Why is it okay in one situation, but not okay in another situation?
2010年9月10日 星期五
An announcement about the restaurant food in the campus
1. 先讀一個ANNOUNCEMENT, 關於食堂要取消熱食而只售冷食，這樣的話，1，因為冷食比熱食更有營養，2，學生可以因此省錢。然後聽一段學生間的對話，一個女生對學校的這種改變極為不滿，並表達了相反的意見。總結女生的意見但要與所讀的ANNOUNCEMEN相結合。
By illustrating the restaurant will only sale cold food for students, the lecturer completely challenges the reading passage.
To being with, the reading passage asserts that the cold food is more nutritious than hot food. However, the lecturer maintains that the cold food not fit for everyone to eat. Besides, that is not absolutely correct about the cold food has more nutritious. Therefore, she directly challenges the reading passage.
Moreover, the reading passage claims that students can save money by buy the cold food. Nevertheless, the lecturer points out that the restaurant deprives student’s authority to choose other kinds of foods. Hence, this is the second part the lecturer denies.
Consequently, the contents displayed in the reading passage are entirely rejected by lecturer.
By illustrating the restaurant will only sale cold food for students, the lecturer completely challenges the reading passage.
To being with, the reading passage asserts that the cold food is more nutritious than hot food. However, the lecturer maintains that the cold food not fit for everyone to eat. Besides, that is not absolutely correct about the cold food has more nutritious. Therefore, she directly challenges the reading passage.
Moreover, the reading passage claims that students can save money by buy the cold food. Nevertheless, the lecturer points out that the restaurant deprives student’s authority to choose other kinds of foods. Hence, this is the second part the lecturer denies.
Consequently, the contents displayed in the reading passage are entirely rejected by lecturer.
2010年9月2日 星期四
Is the traditional skill still important for us?
When a country develops its technology, the traditional skills and ways of life die out. It is pointless to try and keep them alive. To what extent do you agree or disagree with this opinion?
I disagree with this opinion that traditional skills and ways of life should die out. The traditional skills are the basic ways for the technology. If without traditional skills, there will be no progress in technology. That is to say, the ancient life becomes a modern life that we live today. I think the traditional skills have its value to survive. My reasons are as follows.
First of all, traditional skills are the foundation for a country’s technology. A traditional skill also symbolizes a nation’s spirit and it means a country’s effort in the past. We know early people used the traditional skills to earn more money by themselves. They use the raw materials that they can find or already knew to make a living. For example, the weaving skill that is female’s professional skills in the past. They use their instinct to produce products such as bamboo that become a hand-made basket.
Secondly, the traditional skills play an important role for the later technology. Passing the traditional skills time, people learn from its disadvantages and then refine to technology nowadays. Cite the above example, the above-mentioned weaving skills evolves into machines instead of human labor, because we understand that the machine can produce more quantity and save more time than if mad by hand. The traditional skills give ideas of weaving to technology. As a result, the traditional skills are technology’s forerunner and the technology is an innovation.
Base on the two reasons, I believe that they can’t live without each other and they are important for a country. Countries need the traditional skills and technology, so we should keep them alive. For this reason, I assert the traditional skills should be reserved.
I disagree with this opinion that traditional skills and ways of life should die out. The traditional skills are the basic ways for the technology. If without traditional skills, there will be no progress in technology. That is to say, the ancient life becomes a modern life that we live today. I think the traditional skills have its value to survive. My reasons are as follows.
First of all, traditional skills are the foundation for a country’s technology. A traditional skill also symbolizes a nation’s spirit and it means a country’s effort in the past. We know early people used the traditional skills to earn more money by themselves. They use the raw materials that they can find or already knew to make a living. For example, the weaving skill that is female’s professional skills in the past. They use their instinct to produce products such as bamboo that become a hand-made basket.
Secondly, the traditional skills play an important role for the later technology. Passing the traditional skills time, people learn from its disadvantages and then refine to technology nowadays. Cite the above example, the above-mentioned weaving skills evolves into machines instead of human labor, because we understand that the machine can produce more quantity and save more time than if mad by hand. The traditional skills give ideas of weaving to technology. As a result, the traditional skills are technology’s forerunner and the technology is an innovation.
Base on the two reasons, I believe that they can’t live without each other and they are important for a country. Countries need the traditional skills and technology, so we should keep them alive. For this reason, I assert the traditional skills should be reserved.
TPO reading
GREEN ICEBERGS
Icebergs are massive blocks of ice, irregular in shape; they float with only about 12 percent of their mass above the sea surface. They are formed by glaciers—large rivers of ice that begin inland in the snows of Greenland, Antarctica, and Alaska—and move slowly toward the sea. The forward movement, the melting at the base of the glacier where it meets the ocean, and waves and tidal action cause blocks of ice to break off and float out to sea.
Icebergs are ordinarily blue to white, although they sometimes appear dark or opaque because they carry gravel and bits of rock. They may change color with changing light conditions and cloud cover, glowing pink or gold in the morning or evening light, but this color change is generally related to the low angle of the Sun above the horizon. However, travelers to Antarctica have repeatedly reported seeing green icebergs in the Weddell Sea and, more commonly, close to the Amery Ice Shelf in East Antarctica.
One explanation for green icebergs attributes their color to an optical illusion when blue ice is illuminated by a near-horizon red Sun, but green icebergs stand out among white and blue icebergs under a great variety of light conditions. Another suggestion is that the color might be related to ice with high levels of metallic compounds, including copper and iron. Recent expeditions have taken ice samples from green icebergs and ice cores—vertical, cylindrical ice samples reaching down to great depths—from the glacial ice shelves along the Antarctic continent. Analyses of these cores and samples provide a different solution to the problem.
The ice shelf cores, with a total length of 215 meters (705 feet), were long enough to penetrate through glacial ice—which is formed from the compaction of snow and contains air bubbles—and to continue into the clear, bubble-free ice formed from seawater that freezes onto the bottom of the glacial ice. The properties of this clear sea ice were very similar to the ice from the green iceberg. The scientists concluded that green icebergs form when a two-layer block of shelf ice breaks away and capsizes (turns upside down), exposing the bubble-free shelf ice that was formed from seawater.
A green iceberg that stranded just west of the Amery Ice Shelf showed two distinct layers: bubbly blue-white ice and bubble-free green ice separated by a one-meter- long ice layer containing sediments. The green ice portion was textured by seawater erosion. Where cracks were present, the color was light green because of light scattering; where no cracks were present, the color was dark green. No air bubbles were present in the green ice, suggesting that the ice was not formed from the compression of snow but instead from the freezing of seawater. Large concentrations of single-celled organisms with green pigments (coloring substances) occur along the edges of the ice shelves in this region, and the seawater is rich in their decomposing organic material. The green iceberg did not contain large amounts of particles from these organisms, but the ice had accumulated dissolved organic matter from the seawater. It appears that unlike salt, dissolved organic substances are not excluded from the ice in the freezing process. Analysis shows that the dissolved organic material absorbs enough blue wavelengths from solar light to make the ice appear green. ↓
7. Why does the author mention that “The green ice portion was textured by seawater erosion
○To explain why cracks in the iceberg appeared light green instead of dark green ”?
○To suggest that green ice is more easily eroded by seawater than white ice is
○To support the idea that the green ice had been the bottom layer before capsizing
○To explain how the air bubbles had been removed from the green ice
The Amery Ice Shelf appears to be uniquely suited to the production of green icebergs. Once detached from the ice shelf, these bergs drift in the currents and wind systems surrounding Antarctica and can be found scattered among Antarctica’s less colorful icebergs.
Icebergs are massive blocks of ice, irregular in shape; they float with only about 12 percent of their mass above the sea surface. They are formed by glaciers—large rivers of ice that begin inland in the snows of Greenland, Antarctica, and Alaska—and move slowly toward the sea. The forward movement, the melting at the base of the glacier where it meets the ocean, and waves and tidal action cause blocks of ice to break off and float out to sea.
Icebergs are ordinarily blue to white, although they sometimes appear dark or opaque because they carry gravel and bits of rock. They may change color with changing light conditions and cloud cover, glowing pink or gold in the morning or evening light, but this color change is generally related to the low angle of the Sun above the horizon. However, travelers to Antarctica have repeatedly reported seeing green icebergs in the Weddell Sea and, more commonly, close to the Amery Ice Shelf in East Antarctica.
One explanation for green icebergs attributes their color to an optical illusion when blue ice is illuminated by a near-horizon red Sun, but green icebergs stand out among white and blue icebergs under a great variety of light conditions. Another suggestion is that the color might be related to ice with high levels of metallic compounds, including copper and iron. Recent expeditions have taken ice samples from green icebergs and ice cores—vertical, cylindrical ice samples reaching down to great depths—from the glacial ice shelves along the Antarctic continent. Analyses of these cores and samples provide a different solution to the problem.
The ice shelf cores, with a total length of 215 meters (705 feet), were long enough to penetrate through glacial ice—which is formed from the compaction of snow and contains air bubbles—and to continue into the clear, bubble-free ice formed from seawater that freezes onto the bottom of the glacial ice. The properties of this clear sea ice were very similar to the ice from the green iceberg. The scientists concluded that green icebergs form when a two-layer block of shelf ice breaks away and capsizes (turns upside down), exposing the bubble-free shelf ice that was formed from seawater.
A green iceberg that stranded just west of the Amery Ice Shelf showed two distinct layers: bubbly blue-white ice and bubble-free green ice separated by a one-meter- long ice layer containing sediments. The green ice portion was textured by seawater erosion. Where cracks were present, the color was light green because of light scattering; where no cracks were present, the color was dark green. No air bubbles were present in the green ice, suggesting that the ice was not formed from the compression of snow but instead from the freezing of seawater. Large concentrations of single-celled organisms with green pigments (coloring substances) occur along the edges of the ice shelves in this region, and the seawater is rich in their decomposing organic material. The green iceberg did not contain large amounts of particles from these organisms, but the ice had accumulated dissolved organic matter from the seawater. It appears that unlike salt, dissolved organic substances are not excluded from the ice in the freezing process. Analysis shows that the dissolved organic material absorbs enough blue wavelengths from solar light to make the ice appear green. ↓
7. Why does the author mention that “The green ice portion was textured by seawater erosion
○To explain why cracks in the iceberg appeared light green instead of dark green ”?
○To suggest that green ice is more easily eroded by seawater than white ice is
○To support the idea that the green ice had been the bottom layer before capsizing
○To explain how the air bubbles had been removed from the green ice
Chemical evidence shows that platelets (minute flat portions) of ice form in the water and then accrete and stick to the bottom of the ice shelf to form a slush (partially melted snow). The slush is compacted by an unknown mechanism, and solid, bubblefree ice is formed from water high in soluble organic substances. When an iceberg separates from the ice shelf and capsizes, the green ice is exposed.
The Amery Ice Shelf appears to be uniquely suited to the production of green icebergs. Once detached from the ice shelf, these bergs drift in the currents and wind systems surrounding Antarctica and can be found scattered among Antarctica’s less colorful icebergs.
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