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[爆卦]overhaul中文是什麼？優點缺點精華區懶人包

雖然這篇overhaul中文鄉民發文沒有被收入到精華區：在overhaul中文這個話題中，我們另外找到其它相關的精選爆讚文章

在 overhaul中文產品中有2篇Facebook貼文，粉絲數超過0的網紅，也在其Facebook貼文中提到， 徵才機關：國立屏東科技大學 人員區分：其他人員 官職等：無 職系：無 名額：1 性別：不拘 工作地點：90-屏東縣 有效期間：110/06/24~110/06/30 資格條件： 國立屏東科技大學110學年度第1學期徵聘「研究人員」公告 (機電系統整合領域/校務基金進用) （自本校通知報到日起聘） 公...

　同時也有1部Youtube影片，追蹤數超過11萬的網紅Lukas Engström，也在其Youtube影片中提到，In this video, you'll see my list of the Top 3 BEST parks in Taipei City! *Hint*: There are TWO parks that are better than Daan Park! Please leave ...

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  • overhaul中文 在 Facebook 的精選貼文

    2021-06-25 10:42:50
    有 12 人按讚

    徵才機關：國立屏東科技大學
    人員區分：其他人員
    官職等：無
    職系：無
    名額：1
    性別：不拘
    工作地點：90-屏東縣
    有效期間：110/06/24~110/06/30
    資格條件：
    國立屏東科技大學110學年度第1學期徵聘「研究人員」公告
    (機電系統整合領域/校務基金進用)
    （自本校通知報到日起聘） 公告日期：110年6月24日

    ■徵聘單位：研究總中心(機電系統整合領域)
    ■徵聘職稱：講師級研究員
    ■名額：1
    ■一般資格條件：
    具教育部認可之國內、外車輛相關系所大學(含)以上學位。(以學士學位應聘者，應具六年以上相關工作經驗)
    ■專長領域或特殊資格條件(含研究著作要求)：
    (機電系統整合)如同時具有以下能力者，尤佳：
    1.三年以上從事車輛底盤及線路檢修和整車組裝之經驗。
    2.具電動車檢修之經驗。
    3.具農用電動車之開發與實作經驗。
    4.具車輛變速箱檢修之經驗。
    5.具車輛診斷儀操作及數據分析之經驗。
    6.具四輪定位機操作及定位檢修之經驗。
    7.具廠務和人員管理之經驗。

    ■Department：General Research Service Center
    ■Position：Lecturer Rank Research Fellow
    ■Vacancy：1
    ■General Requirement：A bachelor degree recognized by the Ministry of Education of the R.O.C. in relevant fields of vehicle engineering is required (The applicant with bachelor degree should have more than six years of relevant work experiences.)
    ■Specialization or Special Qualification(research and publication requirement included)：
    Electromechanical System Integration. If applicants have the following criteria，it is particularly good.
    1. A minimum of three years of experience on vehicle chassis overhaul, automotive wiring diagnosis and vehicle assembling.
    2. Experience with electric vehicle overhaul.
    3. Experience on the development and implementation of agriculture electric vehicle.
    4. Experience with vehicle transmission overhaul.
    5. Experience with vehicle diagnosis instrument operation and data analysis.
    6. Experience with four-wheel alignment machine operation and positioning maintenance.
    7. Experience with factory and personnel management.
    >
    工作項目：
    ■備註︰
    一、以上應徵之「一般資格條件」，須於公告截止日前（110年6月30日）已具有學士(含)以上學位。
    二、以上應徵之「專長領域獲特殊資格條件」中有關「實務工作經驗」之審核，本校將依教育部訂定公布「技專校院專業科目或技術科目之教師業界實務工作經驗認定標準」規定辦理。
    三、報名期間︰自公告日起至110年6月30日止截止收件。
    四、報名方式︰報名方式︰一律採書面方式報名，收件至報名截止日止。
    (一)郵寄方式報名：以郵戳為憑，請寄送至91201屏東縣內埔鄉老埤村學府路1號，國立屏東科技大學人事室收。
    (二) 親送方式報名：以本校人事室「職缺收件章」收件日期為憑，請於報名截止日前之本校工作日期間親送至本校行政中心二樓人事室，交由人事人員收執，並加蓋「職缺收件章」。
    ※ 應檢附之證件不齊或逾期者，均不予受理。
    五、聯絡電話︰08-7703202轉分機6113 本校人事室盧先生。
    六、應徵信封右上角請務必註明「應徵者姓名」及「應徵單位（領域）」；資格符合者由徵聘單位辦理後續審查事宜，不合者恕不退件及函復。如未獲錄取時需返還書面應徵資料，請附足額回郵信封以利郵寄。
    七、報名需繳交表件︰(徵聘單位另有資料需求者，請依其需求辦理)
    (一)現職工作佐證文件(國外任職證明文件須附中文譯本並經我國駐外單位驗證)。
    (二)個人基本資料表（請詳細註明通訊地址、聯絡電話、行動電話及電子郵件信箱）。
    (三)最近五年內著作一覽表。
    (四)最高學歷畢業證書影本，畢業學校如係國外學歷須為教育部所認可且經我國駐外單位驗證有案者，須於公告截止日前取得之學歷始予採認。
    (五)檢附相關實務工作經驗之證明文件影本。（須於公告截止日前之實務工作經驗始予採認）
    (六)最高學歷歷年成績單影本，畢業學校如係國外學歷須為教育部所認可且經我國駐外單位驗證有案者。
    (七)其他有利於聘審之資格證明文件。
    (八)國立屏東科技大學個人資料蒐集聲明暨同意書。
    ※※（一 ~ 八）項資料請勿膠封，使用長尾夾固定成冊即可※※
    八、請應徵者詳閱「本校個人資料蒐集聲明暨同意書」，確認同意相關事項後簽名，並隨同履歷資料繳件。
    工作地址：
    聯絡E-Mail：
    聯絡方式：
    九、前述第七項（1款）所需之「個人基本資料表(word檔案)」、「個人資料簡表(校務基金進用研究人員)(Excel檔案)」表格，刊登於本校首頁（網址：http://www.npust.edu.tw/）點選「徵才資訊」及人事室網站首頁（網址http://personnel.npust.edu.tw/bin/home.php）最新消息、徵才求職，請自行下載相關表格使用；其中有關「個人資料簡表.xlsx(Excel檔案)」，請另行以E-mail方式逕傳送以下相關系、所承辦人：
    項目 單位 郵件信箱
    (一) 研究總中心 grsc@g4e.npust.edu.tw
    十、依「校務基金進用研究人員聘用辦法」規定：
    (一)校務基金進用研究人員以編制外人員契約進用，其等級分為特聘級研究員、教授級研究員、副教授級研究員、助理教授級研究員及講師級研究員等五級（以下簡稱校務基金進用研究人員），其遴聘資格準用「大學研究人員聘任辦法」之規定。
    (二)校務基金進用研究人員聘期，以一年一聘為原則，但計畫期限在一年以內者，應依實際所需時間聘用。
    (三)聘期最長以三年為限，每年須依規定接受評鑑，其辦法另定之。
    (四)用人單位辦理校務基金進用研究人員辦理續聘時，應提出聘用期間執行研究成果績效報告，並載明要求事項及檢據證明文件資料，提送校務基金進用研究人員評審委員會審議。
    (五)校務基金進用研究人員於契約期間至少應參與一項研究計畫並於本校課程期間內每週實際授課2至4小時。
    十一、應徵者之個人資料將用於本校此次徵聘研究人員之各項相關業務；且錄取後，將其個人資料供校務行政之用。
    十二、本校聘任前依性侵害犯罪加害人登記報到查訪及查閱辦法第14條之規定，應申請查閱有無性侵害犯罪紀錄。
    十三、本公告同時刊登於下列網站：
    (一)行政院人事行政總處網址http://www.dgpa.gov.tw/點選「事求人」。
    (二)本校首頁網址http://mportal.npust.edu.tw/bin/home.php 點選「求才資訊」。
    (三)本校人事室網址http://personnel.npust.edu.tw/bin/home.php點選「最新消息」及「徵才求職區」。
    (四)「全國就業通」網址https://www.taiwanjobs.gov.tw/Internet/index/index.aspx 點選「找工作」。
    (五)「104人力銀行」網址https://www.104.com.tw/index.cfm。
    (六)「教育部全國大專教育人才網」網址https://tjn.moe.edu.tw/index.php/點選「職缺訊息」。
    (七)「科技部網站」網址https://www.most.gov.tw/?l=ch/點選「動態資訊/求才訊息」。

    <<** 詳細內容請依人事室網站公告內容為基準 **>>
    <<** 相關報名表格請至人事室網站最新消息及徵才求職區下載 **>>
    <<** 人事室網址http://personnel.npust.edu.tw/bin/home.php >>
    職缺類別：
    不使用應徵者履歷調閱

  • 貓的成長美股異想世界

    overhaul中文 在 貓的成長美股異想世界 Facebook 的精選貼文

    2017-08-06 18:06:58
    有 77 人按讚

    [美國文化觀察]

    川普前幾天說, 以後的移民要在移民美國時, 就要會說英文. 經濟學人這篇文章講的挺好: 其實移民移居美國後, 早晚都會說英文的.

    在我身上其實也應證了這說法. 旅居美國十幾年, 雖然平常有跟此地的台灣同胞保持互動, 但因為身處在美語環境, 也為了生存下去, 所以我漸漸地習慣說英文, 聽英文歌, 看美國電視, 看原文書. 我也很清楚地意識到, 自己的母語(中文)能力在退化中. 所以我前幾年開始接英翻中的case, 而兩年前也開始藉著寫中文個股分析與開部落格來彌補這問題. 很多時候不是我故意在秀英文, 而是我真的不知道該用甚麼中文字來表達意思了, 或是我覺得用英文能夠更傳神地表達我的想法.

    "Rather than refusing to learn English, today’s immigrants actually abandon their first language much more readily than previous generations. German, the language spoken by the president’s ancestors, is a case in point. Germans arrived in America in big waves in the middle of the 19th century. Generations later, they were still speaking German at home; a small number were even monolingual in German despite being born in America. Only with America’s entry into the first world war did German-speakers drop their suddenly unpopular language.

    Today the typical pattern is that the arriving generation speaks little English, or learns it imperfectly; the first children born in America are bilingual, but English-dominant, and their children hardly speak the heritage language. This is as true of Hispanics as it is of speakers of smaller languages—and all without a lecture from the White House."

    以下是全文:
    DONALD TRUMP’s young administration is adept at one particular manoeuvre. Whenever the president is having a terrible time in the press, for some embarrassing statement, interview or imbroglio, the White House announces a far-reaching policy designed to stoke up his nationalist base while infuriating his opponents. In February it was the proposed ban on visitors from seven mainly Muslim countries. Last month it was the announcement on Twitter that he would not let transgender soldiers serve in the military.

    In each case, the new policy tends to hurt people who can be portrayed as threatening outsiders to ordinary Americans who work hard and pay their taxes. Yesterday’s announcement to back a months-old plan to overhaul America’s immigration rules falls in the same category. If implemented, it would reward applicants with sought-after job skills who already speak English, at the expense of low-skilled workers without language skills.

    This may seem perfectly sensible: after all, skilled immigrants are a good thing. But as an ongoing shortage of farm workers in California shows, unskilled immigrants are just as crucial. Equally, it is a good thing if immigrants speak English. But they need not speak it before arrival: as it is impossible to participate fully in American life without speaking English, the incentive to learn it quickly is overwhelming.

    The administration’s emphasis on English skills therefore harks back to an old myth that the linguistic make-up of America, which has been an English-dominant country for a long time, is changing: that the status of English is somehow threatened, especially by Spanish, but more generally by the notion that English is no longer needed in the economy.

    The myth goes something like this: today’s immigrants want to come to America to isolate themselves into communities that do not speak English. American policy tacitly encourages this by not being tough enough in requiring English. In the past, immigrants happily learned English quickly; “my grandpa came here from the old country but he refused to speak his old language; he insisted on getting by in his broken English until he was fluent.” But today’s immigrants no longer do so, as multiculturalism has replaced the melting pot.
    All of this is wrong. America began as a thin band of English colonies clinging to the eastern coast, vastly outnumbered by speakers of other languages. The foreign-born percentage of the population peaked not last year—the administration likes to talk of “unprecedented” numbers—but in 1890, when the share of foreign-born residents was at an all-time high of 14.8%. This proportion has risen again after declining in the mid-20th century (it stood at 12.9% in the 2010 census). America today has multilingual big cities with their voting instructions in Korean, Chinese and Russian.

    Historically, this is the norm rather than the exception: the years from 1925 to 1965, when immigration was almost completely cut off, were unusual. But those born from the 1940s to the 1960s became used to the low numbers of foreign-born residents, regarding this state as normal. That in turn supported a belief that America has always naturally belonged completely to English.
    For most of its history, America was precisely the “polyglot boardinghouse” Teddy Roosevelt once worried it would become. That history has turned out very well not just for America, but for English—the most successful language in the history of the world. Along with American power, English has spread around the globe. At home, wave after wave after wave of immigrants to America have not only learned English but forgotten the languages their parents brought with them.

    Rather than refusing to learn English, today’s immigrants actually abandon their first language much more readily than previous generations. German, the language spoken by the president’s ancestors, is a case in point. Germans arrived in America in big waves in the middle of the 19th century. Generations later, they were still speaking German at home; a small number were even monolingual in German despite being born in America. Only with America’s entry into the first world war did German-speakers drop their suddenly unpopular language.

    Today the typical pattern is that the arriving generation speaks little English, or learns it imperfectly; the first children born in America are bilingual, but English-dominant, and their children hardly speak the heritage language. This is as true of Hispanics as it is of speakers of smaller languages—and all without a lecture from the White House.

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