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

The ISO 56002 Innovation Management System: A Practical Guide for Implementation and Building a Culture of Innovation

為了解決E mobility Taiwan的問題，作者Harrington, H. James,Benraouane, Sid 這樣論述：

Dr. H. James Harrington, Chief Executive Officer Harrington Management Systems In the book, Tech Trending, Dr. Harrington was referred to as ＂the quintessential tech trender.＂ The New York Times referred to him as having a ＂...knack for synthesis and an open mind about packaging his knowledge and ex

perience in new ways - characteristics that may matter more as prerequisites for new-economy success than technical wizardry....＂. The author, Tom Peters, stated, ＂I fervently hope that Harrington’s readers will not only benefit from the thoroughness of his effort but will also ’smell’ the fundament

al nature of the challenge for change that he mounts.＂ William Clinton, Past President of the U.S., appointed Dr. Harrington to serve as an Ambassador of Good Will. It has been said about him, ＂He writes the books that other consultants use.＂ Harrington Management Systems (formerly Harrington Instit

ute) was featured on a half-hour TV program, Heartbeat of America, which focuses on outstanding small businesses that make America strong. The host, William Shatner, stated: ＂You (Dr. Harrington) manage an entrepreneurial company that moves America forward. You are obviously successful.＂ Present Res

ponsibilities: Dr. H. James Harrington now serves as the Chief Executive Officer for the Harrington Management Systems. He also serves as the Chairman of the Board for a number of businesses. Dr. Harrington also serves as the chairman of the Walter L Hurd foundation. Dr. Harrington is recognized as

one of the world leaders in applying performance improvement methodologies to business processes. He has an excellent record of coming into an organization, working as its CEO or COO, resulting in a major improvement in its financial and quality performance. Previous Experience: In February 2002 Dr.

Harrington retired as the COO of Systemcorp A.L.G., the leading supplier of knowledge management and project management software solutions when Systemcorp was purchased by IBM. Prior to this, he served as a Principal and one of the leaders in the Process Innovation Group at Ernst & Young; he retire

d from Ernst & Young when it was purchased by Cap Gemini. Dr. Harrington joined Ernst & Young when Ernst & Young purchased Harrington, Hurd & Rieker, a consulting firm that Dr. Harrington started. Before that Dr. Harrington was with IBM for over 40 years as a Senior Engineer and Project Manager. Dr.

Harrington is past Chairman and past President of the prestigious International Academy for Quality and of the American Society for Quality Control. He is also an active member of the Global Knowledge Economics Council. Credentials: Dr. H James Harrington was given a lifetime achievement award for

his work in process improvement and in innovation by the International Association of Innovation Professionals. H. James Harrington was elected to the honorary level of the International Academy for Quality, which is the highest level of recognition in the quality profession. H. James Harrington is

a government-registered Quality Engineer, a Certified Quality and Reliability Engineer by the American Society for Quality Control, and a Permanent Certified Professional Manager by the Institute of Certified Professional Managers. He is a certified Master Six Sigma Black Belt and received the title

of Six Sigma Grand Master. H. James Harrington has an MBA and Ph.D. in Engineering Management and a BS in Electrical Engineering. Additionally, in 2013 Harrington received an Honorary Degree of Doctor of Philosophy (Ph.D, ) from the Sudan Academy of Sciences. H. James Harrington’s contributions to

performance improvement around the world have brought him many honors. He was appointed the honorary advisor to the China Quality Control Association, and was elected to the Singapore Productivity Hall of Fame in 1990. He has been named lifetime honorary President of the Asia-Pacific Quality Control

Organization and honorary Director of the Association Chilean de Control de Calidad. In 2006 Dr. Harrington accepted the Honorary Chairman position of Quality Technology Park of Iran. H. James Harrington has been elected a Fellow of the British Quality Control Organization and the American Society

for Quality Control. In 2008 he was elected to be an Honorary Fellow of the Iran Quality Association and Azerbaijan Quality Association. He was also elected an honorary member of the quality societies in Taiwan, Argentina, Brazil, Colombia, and Singapore. He is also listed in the ＂Who’s-Who Worldwid

e＂ and ＂Men of Distinction Worldwide.＂ He has presented hundreds of papers on performance improvement and organizational management structure at the local, state, national, and international levels. Recognition: The Harrington/Ishikawa Medal, presented yearly by the Asian Pacific Quality Organizatio

n, was named after H. James Harrington to recognize his many contributions to the region. The Harrington/Neron Medal was named after H. James Harrington in 1997 for his many contributions to the quality movement in Canada. Harrington Best TQM Thesis Award was established in 2004 and named after H. J

ames Harrington by the European Universities Network and e-TQM College. Harrington Chair in Performance Excellence was established in 2005 at the Sudan University. Harrington Excellence Medal was established in 2007 to recognize an individual who uses the quality tools in a superior manner. H. James

Harrington Scholarship was established in 2011 by the ASQ Inspection Division. H. James Harrington has received many awards, among them the Benjamin L. Lubelsky Award, the John Delbert Award, the Administrative Applications Division Silver Anniversary Award, and the Inspection Division Gold Medal A

ward. In 1996, he received the ASQC’s Lancaster Award in recognition of his international activities. In 2001 he received the Magnolia Award in recognition for the many contributions he has made in improving quality in China. In 2002 H. James Harrington was selected by the European Literati Club to

receive a lifetime achievement award at the Literati Award for Excellence ceremony in London. The award was given to honor his excellent literature contributions to the advancement of quality and organizational performance. Also, in 2002 H. James Harrington was awarded the International Academy of Q

uality President’s Award in recognition for outstanding global leadership in quality and competitiveness, and contributions to IAQ as Nominations Committee Chair, Vice President, and Chairman. In 2003 H. James Harrington received the Edwards Medal from the American Society for Quality (ASQ). The Edw

ards Medal is presented to the individual who has demonstrated the most outstanding leadership in the application of modern quality control methods, especially through the organization and administration of such work. In 2004 he received the Distinguished Service Award which is ASQ’s highest award f

or service granted by the Society. In 2008 Dr. Harrington was awarded the Sheikh Khalifa Excellence Award (UAE) in recognition of his superior performance as an original Quality and Excellence Guru who helped shape modern quality thinking. In 2009 Harrington was selected as the Professional of the Y

ear (2009). Also in 2009 he received the Hamdan Bin Mohammed e-University Medal. In 2010 the Asian Pacific Quality Association (APQO) awarded Harrington the APQO President’s Award for his ＂exemplary leadership.＂ The Australian Organization of Quality NSW’s Board recognized Harrington as ＂the Global

Leader in Performance Improvement Initiatives＂ in 2010. In 2011 he was honored to receive the Shanghai Magnolia Special Contributions Award from the Shanghai Association for Quality in recognition of his 25 years of contributing to the advancement of quality in China. This was the first time that th

is award was given out. In 2012 Harrington received the ASQ Ishikawa Medal for his many contributions in promoting the understanding of process improvement and employee involvement on the human aspects of quality at the local, national, and international levels. Also in 2012 he was awarded the Jack

Grayson Award. This award recognizes individuals who have demonstrated outstanding leadership in the application of quality philosophy, methods and tools in education, healthcare, public service and not-for-profit organizations. Harrington also received the A.C. Rosander Award in 2012. This is ASQ S

ervice Quality Division’s highest honor. It is given in recognition of outstanding long-term service and leadership resulting in substantial progress toward the fulfillment of the Division’s programs and goals. Additionally, in 2012 Harrington was honored by the Asia Pacific Quality Organization by

being awarded the Armand V. Feigenbaum Lifetime Achievement Medal. This award is given annually to an individual whose relentless pursuit of performance improvement over a minimum of 25 years has distinguished himself or herself for the candidate’s work in promoting the use of quality methodologies

and principles within and outside of the organization he or she is part of. In 2018 Harrington received the Lifetime Achievement Award from the Asia Pacific Quality Organization. This award recognizes worthy role models and committed APQO Leaders who have made significant contribution to the betterm

ent of APQO. Contact Information: Dr. Harrington is a very prolific author, publishing hundreds of technical reports and magazine articles. For the past 8 years he has published a monthly column in Quality Digest Magazine and is syndicated in five other publications. He has authored 55 books and 10

software packages. You may contact Dr. Harrington at the following: Phone: (408) 358-2476 Email: [email protected] Sid A. Benraouane A Leader with 20+ years of experience in multiple sectors, regions, and industries. Dr. Benraouane is a faculty at Carlson School of Management, University of Minnesota.

He advises organization on innovation, digital transformation and AI ecosystems. He is the Lead of the US ISO Working Group 1 on Innovation Management Standard ISO 56002, and a member of the US ISO / SC 42 Working Group 3 Artificial Intelligence - Trustworthiness. With a deep understanding of the ec

onomics of digital transformation in the USA and the MENA region, Dr. Benraouane helps decision-makers build decision making frameworks that enhances innovative thinking and engage the workforce. Dr. Benraouane is also a speaker at the World Government Summit on AI and Ethics (UAE 2019) and a freque

nt keynote speaker at regional events such as Big Data Show (UAE), Cloud and Big Data Show (KSA), Energy Digitization Summit (UAE), Artificial Intelligence Summit (UAE), World Mobility Show and Autonomous Driving (UAE), the Middle East Military Technology Conference and the Bahrain International Def

ense Exhibition & Conference (Bahrain). He is a member of the Advisory Board of the Abu Dhabi Digital Authority’s Digital Next Conference

E mobility Taiwan進入發燒排行的影片

運動訓練與停止訓練對中老年人骨骼肌氧合能力與身體功能表現之影響

為了解決E mobility Taiwan的問題，作者杨永 這樣論述：

運動是一種改善中老年人骨骼肌氧合能力、提高肌肉力量並最終影響整體身體功能表現的有效方式。然而，較少的研究評估不同運動類型之間訓練效益的差異。此外，由於中老年人生病、外出旅行與照顧兒童等原因，迫使運動鍛煉的中斷。如何合理安排運動訓練的週期、強度與停訓週期，以促使中老年人在未來再訓練快速恢復以往訓練效益，目前亦尚不清楚。本文以三個研究建構而成。研究I：不同運動訓練模式對中老年人的骨骼肌氧合能力、肌力與身體功能表現的影響。以此探討50歲及以上中老年人進行每週2次為期8週的爆發力、阻力訓練以及心肺訓練在改善中老年人肌肉組織氧合能力、與肌肉力量身體功能效益的差異。我們的研究結果表明：爆發力組在改善下肢

肌力、最大爆發力與肌肉品質方面表現出較佳的效果。心肺組提高了30s坐站測試成績並減少了肌肉耗氧量，從而改善了中老年人在30s坐站測試期間的運動經濟性。年紀較高的肌力組則對於改善平衡能力更加有效。此外，三組運動形式均有效改善了中老年人人敏捷性。研究 Ⅱ：停止訓練對運動訓練後中老年人肌力與身體功能表現的影響：系統性回顧與meta分析。本研究欲探討停止訓練對運動訓練後中老年人肌力與身體功能表現訓練效益維持的影響。我們的研究結果表明：訓練期大於停止運動訓練期是肌力維持的重要因素。若訓練期

Interfaces：EU Studies and European Languages Programs in East Asia

為了解決E mobility Taiwan的問題，作者Hungdah Su、Hans Werner Hess、Aleksandar Pavkovi、Roland Vogt 等 這樣論述：

　　Partly due to the European Union's insistent and successful policies on pluriculturalism and plurilinguism, there have recently been voices challenging the prevalent and practical consensus in East Asian educational policies that saw English as the only tool for international communication. Their

argument emphasizes that when dealing with countries that are sellers of goods and services, knowledge of the languages and cultures of prospective customers is essential. They also acknowledge the strong correlation between economic and political power and the extensive study of foreign languages.

　　This book takes a stand on important aspects of this multifaceted argument. The first part addresses the meaning of European Studies, an issue of great relevance now that Europe, in sharp contrast to East Asia, is experiencing a severe economic recession. The second part presents formulas that hav

e been employed by institutions in East Asia in attempting to satisfy the needs of students and scholars for advanced knowledge of European languages as they strive for answers to their research questions on Europe. The final part deals with the difficult issue of linking the syllabuses of European

Studies and foreign languages. 　　The consensus that emerges from the scholars contributing to this book points towards rejecting the addition of large scale resources for the creation of successful programs in outstanding universities. Instead, it seems preferable to maximize existing resources by

creating conditions that allow ad-hoc cross campus cooperation, and foster mobility of students through exchange programs so that they can have their own European experience. 作者簡介　Contributors 　　Hungdah Su is Professor & Jean Monnet Chair of the Department of Political Science College of Social Scie

nces at National Taiwan University. He is also Director General of the European Union Centre in Taiwan. 　　Hans Werner Hess is Professor of European Studies and one of two Programme Coordinators of the European Studies programme at Hong Kong Baptist University. His research areas include E-learning /

Blended Learning, European Studies curriculum development and issues of European history relevant for Asian students. 　　Aleksandar Pavkovic is Associate Professor of politics at Macquarie University, Sydney, Australia. He has served as coordinator of the Master of European Studies at the University

of Macau, Director of the Centre for Slavonic and East European Studies and Program Director of the Bachelor of European Studies at Macquarie University. 　　Roland Vogt is Assistant Professor of European Studies in the European Studies Programme, School of Modern Languages and Cultures, at the Unive

rsity of Hong Kong. His research interests are European diplomacy and foreign policy, Sino-European relations, political leadership, and value contestation in Europe. 　　Jose Eugenio Borao Mateo is Professor of Span ish Language and Spanish Culture in the Department of Foreign Languages and Literatur

es at National Taiwan University, where he has served as coordinator of the European Languages Division, of the Department of Foreign Languages. His areas of research focus on the historical relations between China & Taiwan and Spain. 　　Wai Meng Chan is Associate Professor and Director of the Centr

e for Language Studies at the National University of Singapore. His research currently focuses on learner autonomy, metacognition, language learning motivation, and the application of new technologies in language learning. 　　Andrew E. Finch is Professor of English Education in the School of Educatio

n at Kyungpook National University, in the Republic of Korea. His research interests include heritage language learning, language teaching as education of the whole person, the non-threatening learning environment, and task-based supplementation of textbooks. 　　Chung Heng Shen is Assistant Professor

in the Department of French, Faculty of Foreign Languages, Fu Jen Catholic University, in Taiwan, Republic of China. His major research interests are European Union integration, European citizenship, language and identity, French government and politics. 　　Yi-De Liu is Associate Professor at the G

raduate Institute of European Cultures and Tourism, National Taiwan Normal University, Taiwan. His research interests and reaching expertise include cultural tourism management, European heritage tourism, European cultural events and European cultural policies. 　　Vassilis Vagios is Associate Profess

or of Classical Greek in the Department of Foreign Languages and Literatures at National Taiwan University. His research focuses on functional linguistics and its application for interpreting literature. CONTENTSContributors viiForeword ixIntroduction xi Part One: Building EU and European Studies P

rograms1. A Historical and Academic Review of EU Studies in TaiwanHUNGDAH SU 52. Understanding Europe – Understanding Yourself:European Studies in Hong KongHANS WERNER HESS 333. Keeping in Touch with Europe: European Studies at MacauALEKSANDAR PAVKOVIC 634. European Studies on China’s Transformation

:A Critical AssessmentROLAND VOGT 85 Part Two: The Role of the European Languages (EUL) Programs5. The Formation of the European Languages Divisionin the DFLL at NTU and the Challenges for the FutureJOSE EUGENIO BORAO MATEO 1156. Foreign Language Learning in Higher Education in Singapore:With a Spec

ial Focus on the European Language Curriculumsof the National University of SingaporeWAI MENG CHAN 1477. The Decline of European Language Education in Korea andthe Rise of EnglishANDREW E. FINCH 177 Part Three: European Languages Interacting with Europeanand EU Studies8. “Language for Specific Purpo

ses” and European Studies:Chances and DilemmasCHUNG HENG SHEN 2099. The Partnership between Culture and Tourism:What Can Taiwan Learn from Europe and How?YI-DE LIU 22510. Language and Culture: The Contribution ofEuropean Classical LanguagesVASSILIS VAGIOS 243 序 　　(under the limitations inherent in

any institution and allowing for the lack of specific EUL departments) under the understanding among the teachers that they are creating comprehensive programs, making space for the so-called “less common taught languages”, which nevertheless are rich in cultural connectivity.  　　When researching F

oreign Languages teaching policies, the creation of syllabi and the establishment of synergies between complementary areas of learning – in other words, the purpose of this book – it is difficult to escape the simple but necessary approach of offering reports of the situation in a given school or co

untry, and this difficulty loomed as we were compiling this book. Nevertheless, we have tried consciously to go beyond this approach, because statistics only offer trends, not the reasons why a particular design works or not, or what its process of consolidation and renewal is. So we have deliberate

ly attempted to set a new approach: to focus on when and how syllabus constructions can link European languages and European studies.   　　The first part of this book considers the meaning of European Studies, an issue which becomes especially relevant now that Europe, in sharp contrast with the situ

ation in East Asia, is experiencing a severe economic recession. The purpose is to address the question of how European studies can or should adapt once more to a new political, economic, social and cultural environment. It seems that those studies experienced a decline of interest in regions like J

apan, Korea, Hong Kong or Macao, and the authors of the book propose a range of different explanations. Sometimes the reason is that the relevant programs lack definition or practical application, and when this problem is compounded by high fees, the situation results in cases like Macao in a high p

ercentage of non-completion, since students are tempted to start working before graduation. In other cases the decline can be attributed to the perception among students that the EU is changing from integration to disintegration, that Europe is in a process of re-construction, and that it is difficu

lt to see what the new Europe will look like or stand for. Certainly this perception is further strengthened by the fact that Europe has been presented as a series of disasters, rather than as 70 years of peace; as conflict rather than as ways of ritualizing conflict, despite the fact that this latt

er approach can be very well understood in an East Asia of societies shaped by the Confucian principles of social harmony.  　　Integration is most commonly chosen as a focal point in European Studies when a program concentrates on recent political affairs. Yet, there is a great multiplicity of possib

le approaches, like – to mention just an example – the dialogues between government and civil society. Jacques Delors, former president of the European Commission, broadened the vision of Europe saying: “The economic success of Europe depends on a triangle, composed by the competence, which works as

stimulus of the economy, the cooperation, which enforces it, and the solidarity, that unites”.  　　Solidarity becomes more prominent when one attempts to understand the diversity of cultures in Europe, for which communication through language instruction – the topic of the second part of this book –

seems to be essential. Do the students and scholars need advanced knowledge of EUL to answer questions on Europe? In the mind of the contributors of this book there are even more specific questions. What is the identity of Europe? What do Europeans say about themselves? What is the understanding of

human nature which forms the foundation of the European legal system? Is there any European tradition as an intellectual phenomenon? Many programs rely on English books to approach these questions, but they may only offer a shallow knowledge of the topic for graduate students aiming to write their

thesis on specific countries. On the other hand, the list of challenges of the feasibility of the programs can be enlarged. As Europe is made up of different states and as courses about Europe are taught by specialists from different countries, there is the risk that some undergraduate programs offe

r content but without a clear framework of reference that would help students to map the knowledge they acquire. Similarly, many students probably know quite a lot about European Union but not about European history. This lack of a general perspective may lead to many structural and rigid conclusion

s. Finally we can see how some programs offer a list of courses with appealing titles, like “Handling a Conflict”, or “Love in the European Tradition”, etc., resulting in a general organization that is confusing for the students: deep in analysis, but with little overview. What is the role of the la

nguage in integrating this knowledge? Probably it is not a matter of levels but of the diversity of languages. The best “course” is to learn more than one European language and to balance the same issue by using different national perspectives, which are integrated in the same mind of the researcher

. It is known that elites look for two or three languages to succeed in their careers, but can this achievement be democratized? It appears to be a difficult way to go, but when the programs are thoroughly designed this objective is not as unreachable as it may seem. Probably the best programs are t

hose that are actualized, modified and improved every year towards a clear well defined goal. To define this goal is not a matter of predetermined levels of proficiency following the Common European Framework of Reference for languages, but to know the general academic framework of the students and

to see how programs can best suit them, in a permanent process of trial and error.   　　The third part of this book deals with the difficult issue of linking the syllabi of European studies and foreign languages. Certainly, the three economic axes of competence, cooperation and solidarity mentioned b

y Delors should be embodied in the different domains of the European social fabric, consequently giving even more importance to the learning of languages not only to better enhance cooperation and solidarity, but to apply the proper language acquisition for the specific fields of knowledge. How shou

ld departments be organized? Are multidisciplinary, or multilingual or multicultural programs better? Further questions add additional perspectives. For example some would consider that teaching grammar is obsolete for teaching languages for specific purposes; or a graduate student of Tourism would

not be considered a potential tourist guide, but a potential tourist manager, needing language skills that will enable him or her to consult data to produce statistics, look for prospective markets, etc. From other perspectives again, the link between European studies and languages is an art that se

eks to find the best method of interpreting language and content (showing for example why the subjunctive mode is important to understand a culture). The same kind of art needs to be possessed by those who seek to co-ordinate these different perspectives in a way that would allow combining the five

departments of languages in a College of Foreign Languages, because while such diversity is a treasure, it can also be an obstacle.    　　It is difficult to reach conclusions, but we think that the best way for creating successful programs in big universities is not just to add a great amount of new

resources, but to think on ways of maximizing the existing ones, creating conditions that allow ad-hoc cross campus cooperation, and certainly fostering mobility of students through exchange programs so that they can have their own European experience. Language should be a tool to reach Europe and i

mmersion for at least a year should be a requirement, bearing in mind that it is the experience in Europe that counts, not the mastering of European languages. The experience will even be further enhanced, enhanced, if the student is able to gain some practical working experience in one or two Europ

ean countries. 　　Equipped with all these experiences it will be considerably easier for a student to understand more sophisticated concepts like the claim that the European Union is based on mutual forgiveness and understanding; or to demand from students to write their thesis in English or other E

uropean languages. But most importantly the students, and their instructors, will be trained in critical thinking, and because of that they will reassess what critical thinking means.     　　Finally we want to add also a touch of realism. When designing programs, administrators should not be so naive

as to ignore what companies want, what human resources departments look for, and other basic things like an excellent command of the applicants’ own national language which are still very important in terms of employability. After all, ultimately graduates have to make a living. We hope that these

ideas and the approach of the present book will be further developed by others and that our contribution may serve to serve to open up a debate that encourages more colleagues to participate. Jose Eugenio Borao MateoVassilis Vagios Will this “friendly environment”, nowadays cultivated within a

Department of Foreign Languages, be better achieved by an independent institution, like one department or in a school or college of languages, and, if yes, how to achieve it? We think that even if the answer is affirmative it is not necessarily easy to implement it, and the good formula will be the

one that matches the possibilities of a given moment. Trying to answer the question, we have presented at the beginning of this paper how the developments in the structure of the EUL teaching was done through three bottom-up policies (the module, the xuezhang and the Division). NTU is now on the ver

ge of unconsciously reaching the status of a campus with a “Friendly Foreign Languages Learning Environment”; but the question is if other steps forward can be done, or if the agents of the bottom-up policies should convince themselves that they have reached their own limitations. The latest develop

ments in the EUL Division opening new courses and offering new languages was possible in the final analysis thanks to the new funds the MOE offered to raise the international status of NTU and other universities. Reaching the status of EUL Division (third bottom-up policy) in fact was not difficult

because it did not suppose a big administrative change, since it is something within the DFLL. On the other hand, different pre-attempts to develop this status had encountered with the opposition of English teachers and the school bureaucracy. Can the above-mentioned Master in European Studies be ta

rgeted as a kind of fourth bottom-up policy? We think it is not impossible in a theoretical way, but in a practical one such initiative is bordering the limit of the bottom-up policies, whose boundary is the departmental realm. Only top-down policies will be able to create new frames for the teachin

g of EUL or SFL in general.----The Formation of theEuropean Languages Division in the DFLL at NTU and the Challenges for the Futureby JOSÉ EUGENIO BORAO MATEO (National Taiwan University)If the utilitarian view that economic forces drive academic achievement is taken, then it is interesting to note

that the financial collapse of 2009 in the USA has resulted in reduced confidence on the part of traders, politicians and students. In addition, the recent European Union–Korea Free Trade Agreement (October 15, 2009) has opened up a number of opportunities for cultural, financial and other exchanges

. Business and academic interest in Korea has recently been turning towards the European Union; educators are looking at the CEFR as a model of internationally-accredited assessment and students are increasingly turning to the UK-based International English Language Testing System (IELTS), which is

supported by The Association of Language Testers in Europe (ALTE). These factors point to increased trade with the European Union and consequent increased enrolment in European language courses in schools.Despite this recent trend and the success of economy-driven education in terms of making Korea

an Asian economic tiger, it is crucial to remember that the ultimate goal of education in Korea is holistic and aims at producing well-rounded citizens who can contribute to the growth and prosperity of a democratic society. A utilitarian approach to education cannot hope to satisfy such goals, sinc

e it views students as economic units or cogs in a national machine. In contrast, language learning has been shown to have many benefits in terms of building the whole person and promoting cultural, emotional, and social awareness. It is to be hoped, therefore, that the current view of education wil

l be modified and that policy makers will pay more than lip-service to the research findings which show that students who study arts and languages are not only more developed as individuals, but are also strong in higher-order thinking skills and consequently ready to become autonomous, creative, an

d responsible members of society.----The Decline of European Language Education in Korea and the Rise of Englishby ANDREW E. FINCH (Kyungpook National University)One of the major tasks to remedy the relative decline of Europe is to lead by example. If Europe is to secure and regain its standing in t

he world, it needs to do so by showing others that societies can tackle their economic problems, that societies can combine high levels of social equality with business competitiveness, that societies can be democratic and responsive at the same time, and that societies can embrace changes and innov

ations that are based on the will of the people. In some areas, such as global climate change and international justice, Europe has begun to take up such a proactive leadership role. Yet if it wants to do so credibly, the continent needs to come to terms with the pressing challenges that the contine

nt faces today – the debt crisis, the fallout of mass immigration, ageing and demographic decline, the unsustainability of mass welfare systems, as well as the continent’s diminishing ability to lead in the fields of education, science, and technological innovation. The transformation of China shoul

d serve as reminder, both to scholars of European Studies but also to European decision-makers, to think beyond their European context and appreciate the extent to which developments in Europe are shaped by forces outside of it. ---- European Studies on China’s Transformation: A Critical Assessmentb

y ROLAND VOGT (University of Hong Kong)

以第一原理量子傳輸理論研究在介面處有取代硫處理之二硫化鎢電晶體

為了解決E mobility Taiwan的問題，作者陳竑任 這樣論述：

矽基互補式金氧半場效電晶體的持續微縮遭遇短通道效應的限制，此限制從過去到未來的發展導致了一連串的問題。包含汲極引發位障降低(Drain-induced Barrier Lowering, DIBL)、閘極引發漏電(Gate-induced Drain Leakage, GIDL)、擊穿(Punch-Through)、載子遷移率下降等等。在各種可能使電晶體微縮至1nm節點以下的新穎通道材料中，具原子尺度的二維材料不僅直觀上可克服短通道效應，使電晶體更進一步微縮，同時仍保持高載子遷移率。單原子層WS2為一種最常被研究的過渡金屬二硫族化合物(TMD)材料，實驗上已被作為電晶體的通道材料來使用，並展

示出高電流開關比、高載子遷移率及高熱穩定性。發展WS2電晶體最迫切的挑戰在於降低接觸電阻，在本論文中，我們施以第一原理量子傳輸計算來研究Metal/WS2與Metal/WSX/WS2側接觸，試圖以硫族元素之取代來降低蕭特基位障，因此減少接觸電阻。在此該取代使用了五族或七族元素取代單層WS2一側部分區域之硫族元素，產生超材料WSX (X= P, As, F, Cl, Br)的部分。另外，我們進一步比較該取代在界面金屬化與界面鍵結以及其在蕭特基位障的效果。如此之WSX緩衝接觸展示了p型Pt/WSP/WS2側接觸和n型Ti/WSCl/WS2側接觸的接觸電阻分別低至122.4Ω∙μm與97.9Ω∙μm

。此外，我們也利用第一原理分子動力學觀測到室溫下穩定的單層WSX。