🌏 美國致力於在2030年以前,將美國的碳排放量比2005年的水準減少50%至52 %。拜登總統已宣布美國重返《巴黎氣候協定》,並承諾在2024年以前將美國對發展中國家的氣候援助增加一倍,並將調適的資金增加兩倍。拜登總統近期在康瓦爾舉行的七大工業國集團 (G7) 領袖峰會上強調,全球轉型使用更潔淨的能源來源,不僅迫在眉睫,也至關重要。
AIT商務組在8月11日舉辦了「再生能源網路研討會」,邀請到韋能能源台灣區投資總監集團投資總經理鄭成芳及上緯新能源執行長林雍堯,講述台灣太陽能和風能市場的商機。展望未來,美國再生能源上下游供應商將能與台灣當地能源大廠合作,為台灣2025年再生能源發電占比20%的政策目標做出重大貢獻,並協助美台應對共同的氣候變遷挑戰。
🌏 The United States is committed to reducing carbon emissions to 50-52 percent below 2005 levels by 2030. President Biden has returned the United States to the Paris Climate Agreement, pledged to double the United States’ climate support for developing countries by 2024, and to triple adaptation finance. Most recently, at the G7 meeting in Cornwall, President Biden highlighted that transitioning the world to cleaner energy sources is both urgent and essential.
On the evening of August 11, AIT’s Commercial Section hosted a webinar on renewal energy, where top management from Vena Energy and Swancor Renewable Energy provided insight on business opportunities in the solar and wind energy sector in Taiwan. Going forward, innovative U.S. upstream and downstream suppliers will have an opportunity to engage with major local energy players, which will contribute to Taiwan’s ambitious goal of generating 20 percent of its energy from renewable sources by 2025 and help both the United States and Taiwan address the shared challenge of climate change.
50 u.s. states 在 美國在台協會 AIT Facebook 的精選貼文
美國在台協會歡慶「傅爾布萊特計畫」75週年紀念。傅爾布萊特計畫為美國政府的旗艦國際教育和文化交流計畫,全球已為超過40萬名學生、學者、老師、藝術家及科學家提供學習、教學、學術研究及意見交流的機會。台灣的傅爾布萊特計畫已補助超過2,000名台灣學友赴美,以及超過2,000名美國學友來台。
傅爾布萊特計畫的學友在各個領域皆取得傲人的成就,包括60名諾貝爾獎得主、89名普立茲獎得主,另有39名曾擔任過國家元首或任職於中央政府。台灣傅爾布萊特計畫的學友涵蓋各界,包括台灣前行政院副院長及財政部長邱正雄、前內政部長及教育部長葉俊榮、新光銀行副董事長李紀珠、前高盛亞洲區副董事長宋學仁、雲門舞集創辦人林懷民、國家表演藝術中心董事長朱宗慶,以及總統府國策顧問和政治大學教授吳靜吉博士等。
美國在台協會將於國際教育週慶祝11月15日「傅爾布萊特台灣日」。未來更多活動資訊請追蹤AIT臉書專頁。了解更多: http://www.ait.org.tw/zhtw/the-75th-anniversary-of-fulbright-zh/
Fulbright Taiwan 學術交流基金會
Please join AIT to celebrate the Fulbright Program’s 75th Anniversary! The Fulbright Program is the United States government’s flagship international educational and cultural exchange program. Since its establishment, the Fulbright Program has given more than 400,000 students, scholars, teachers, artists and scientists the opportunity to study, teach and conduct research. In Taiwan, Fulbright has sent more than 2,000 Taiwan grantees to the U.S. and brought more than 2,000 U.S. grantees to Taiwan.
Fulbright alumni have achieved distinction in many fields, and include 60 Nobel Prize recipients, 89 Pulitzer Prize winners, and 39 who have served as a head of state or central government. In Taiwan, the Fulbright alumni list reads like a who’s who in various sectors, including former Vice Premier and Minister of Finance Paul Chiu, former Interior and Education Minister YEH Jiunn-Rong, Vice President of Shin-Kong Bank LEE Jih-Chu, former VP of Goldman Sachs SUNG Hsueh-Jen, founder of Cloud Gate Dance Theater LIN Hwai-Min, Director of the National Performing Arts Center JU Tzong-Ching, and National Policy Advisor to the President Dr. WU Jing-Jyi.
AIT will celebrate the “Fulbright Taiwan Day” on November 15. Please follow AIT’s Facebook for more future events. Learn more about Fulbright program: http://www.ait.org.tw/the-75th-anniversary-of-fulbright/
Fulbright Taiwan 學術交流基金會
50 u.s. states 在 Eric's English Lounge Facebook 的精選貼文
淺談「假新聞」
最近上課時學到一個新單字「positionality」,讓我想到當前社群媒體上,不停看到的「fake news」——假新聞。
簡言之,「positionality」(位置性) 被定義為於種族、階級、性別、性取向以及能力等狀態中,創造你身分的社會與政治背景。位置性還描述了你的身分如何影響你對世界的理解與看法,以及潛在的偏見。
positionality 位置性;定位
https://terms.naer.edu.tw/detail/3390885/
https://www.lexico.com/definition/positionality
以下是我對「positionality」與 「fake news」的些許觀點:
“Fake news” has permeated all facets of life, ranging from social media interaction to presidential elections. Fake news can be defined as “fabricated information that mimics news media content in form but not in organizational process or intent” (Lazer et al., 2018, p. 1094). The creators and outlets of fake news do not ensure the accuracy and credibility of information, but rather disseminate misinformation or disinformation for purposes ranging from personal amusement to creating deceptions to achieve political aims. At times, fake news is created and disseminated by state or non-state actors using social media accounts and networks of bots designed to hijack feed algorithms of platforms such as Twitter or Facebook (Prier, 2017, p. 54). In the 2016 U.S. presidential campaign, Facebook estimated that up to 60 million bots were used to post political content. Some of the same bots were then used in an attempt to influence the 2017 French election (Lazer et al., 2018, p. 1095). Such campaigns can be understood as a form of information warfare, a comprehensive attempt to control and influence every facet of the information supply chain, thereby influencing public opinion and behaviors. (Prier, 2017, p. 54). Often, fake news is not directly created by actors that seek to manipulate but by journalists or content creators whose content favors or aligns with the narratives of these actors (Doshi, 2020).
從社群媒體的互動到總統選舉,「假新聞」(fake news)已滲透至生活的各個層面。假新聞可被定義為「在形式上而非組織過程或意圖上,模仿新聞媒體內容所捏造的資訊」(Lazer et al., 2018, p. 1094)。無論是出於個人愛好或為達政治目的而有所欺瞞,假新聞的製造者與傳播管道並不保證資訊的準確性與可信度,反而是為了散播錯誤訊息(misinformation)或扭曲訊息(disinformation)。有時,假新聞是由國家或非國家行為者(state or non-state actors)所製造與傳播,藉由社群媒體帳號及網絡機器人來劫持諸如臉書與推特等平臺的推送演算法(Prier, 2017, p. 54)。在2016年的美國總統大選中,臉書估計有多達6千萬個機器人被用來發布政治貼文。其中,有部分機器人被用於影響隔年的法國大選(Lazer et al., 2018, p. 1095)。此類行動可視為資訊戰(information warfare)的一種形式,一種對控制與影響資訊供應鏈各環節的全面嘗試,從而影響公眾輿論與行為(Prier, 2017, p. 54)。假新聞通常是由記者或內容創造者(content creators)所創造,而非試圖操弄的行為者,前者的內容偏好符合後者的敘事(Doshi, 2020)。
Nevertheless, while the term “fake news” is commonplace, there is no universal, measurable way to quantify the fakeness or truthfulness of news. There are many fact-checking and media-bias detection tools, but they cannot objectively detect and clarify the more subtle and nuanced aims of manipulative actors that play a crucial role in news production. It can also be argued that the veracity of news depends not only on the actors that seek to manipulate it, but also on the positionality of its consumers. Therefore, one’s initial line of defense against misleading news lies not in the plethora of fact-checking devices but more in one’s pre-existing dispositions and skills to think and act in response to misleading information. This ability can be referred to as critical thinking, which can be more concretely expounded as “reasonable and reflective thinking focused on deciding what to believe or do” (Ennis, 2011, p. 15).
然而,即便「假新聞」一詞隨處可見,卻沒有統一、可衡量的方式來量化新聞的虛假性或真實性。目前有許多事實查核與媒體偏見檢測工具,但它們無法客觀地檢測與說明行為操弄者更狡猾、更細緻的目標,而這些操弄者往往在新聞的生產中發揮著重要作用。我們也可以說,新聞的真實性不僅取決於試圖操弄它的行為者,同時還取決於新聞受眾的位置性。因此,一個人對抗誤導性新聞的第一道防線,不在於這些五花八門的事實查核方式,反而在於個人所固有的性格,以及針對誤導性資訊的思考與行動等相關技能。這種能力可稱為批判性思考(critical thinking),意即「專注於決定相信什麼或做什麼的理性思考與反思性思考」(Ennis, 2011, p. 15)。
Taiwan, also known as the Republic of China (ROC), is at the forefront of information warfare. It is wedged between the geopolitical struggles of global and regional hegemonies such as the United States and China, the People's Republic of China (PRC). Compounding the matter are the Taiwan’s own political actors vying for influence and power. This struggle seeps into all aspects of life and practice, mainly manifesting itself on social media, a battleground of information warfare. The Ministry of Education of Taiwan is cognizant of these information campaigns, and efforts have been made to introduce media literacy into all parts of its education system. According to the ministry, the government has tried to promote media literacy education since 2000 (MOE, 2002, p. 1), with one of its primary goals to cultivate its “citizens” abilities for independent learning, critical thinking, and problem solving” (MOE, 2002, p. 2).
臺灣,也被稱為中華民國,正處於資訊戰的最前線。這是全球霸權與地區霸權之間——如美國與中國(中華人民共和國)——的地緣政治對抗。使問題惡化的是臺灣自身的政治行動者對影響力與權力的奪取。這場對抗遍布於現實生活的各個面向,主要於社群媒體中——資訊戰的戰場——展露無遺。臺灣的教育部注意到了這些資訊的煙硝,並已努力將媒體素養引入其教育體系。據該部稱,自2000年以來,政府一直試圖推展媒體素養教育(MOE, 2002, p. 1),其主要目標之一是培養「公民獨立學習、批判性思考以及解決問題的能力。」(MOE, 2002, p. 2)。
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上述段落認為,由於個人的位置性(positionality),「假新聞」極難定義。此外,有許多人把不符合自身成見與偏好的新聞逕斥為假新聞。這其實相當危險,因為個人觀點將會變得愈發孤立與激進。
閱聽人應意識到,他們在網路上看到的每個資訊都有特定立場。是否真有毫無立場的新聞文章?為了對抗操弄性或強制性資訊(coercive information),我們必須意識到權力於個中的作用,以及我們自身的位置性如何形塑我們的詮釋。這是我們的第一道防線。
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參考文獻
Doshi, R. (2020, January). China steps up its information war in Taiwan. Foreign Affairs. Retrieved March, 21, 2021, from https://www.foreignaffairs.com/articles/china/2020-01-09/china-steps-its-information-war-taiwan
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational leadership, 43(2), 44-48.
Lazer, D. M., Baum, M. A., Benkler, Y., Berinsky, A. J., Greenhill, K. M., Menczer, F., ... & Zittrain, J. L. (2018). The science of fake news. Science, 359(6380), 1094-1096.
MOE (Ministry of Education), Taiwan. (2002). White paper on media literacy educational policy. Retrieved March, 21, 2021, from http://english.moe.gov.tw/public/Attachment/ 2122416591771.pdf
Prier, J. (2017). Commanding the trend: Social media as information warfare. Strategic Studies Quarterly: SSQ, 11(4), 50-85.
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教育時評: http://bit.ly/39ABON9
相關詞彙: https://bit.ly/2UncrfI
TED相關影片: https://bit.ly/3BDsDKl