沒有甚麼值得怕的 ~ 梁立人
29/11/2006
近日食物安全中心接二連三公布有淡水魚含孔雀石綠，內地淡水魚商會為報復本港的行動，宣布暫時中止所有淡水魚輸港，香港人食無魚的日子即將到來。
其實豈但食無魚而已，如此下去，香港將會失去內地的食品供應，需要完全依靠其他地區進口，生活指數定會瞬時飆升，社會不穩定的情況必會加劇。
政 府呼籲內地淡水魚商會要理性行事，但雙方是否能達成諒解那是後話。其實內地食品超過安全標準並非一朝一夕的事，近幾十年來我們都在吃這些有毒食品，但為甚 麼現在才開始警醒，才開始害怕呢？再說，即使香港完全不再進口內地食品，難道每天十萬八萬的人進入內地，這些人所吃的食品就沒有問題了嗎？可以說，只要香 港和內地的關係切不斷，有害食品就無法根除，面對這種現實，我們只有兩種選擇：
一是移民到外國，遠離內地有害食品的威脅；二是習以為常，繼續若無其事的吃下去。
我會選擇後者，因為一來走到全世界都有內地供應的食物，二來使用化學藥品先進國家比內地更內行，只是毒性沒有殘存在表面而已，誰敢保證他們的食物會比較安全呢？
其實，我們吃這些有害食物已經有數十年之久，身體早就適應了，香港人的人均壽命已是世界之前一二名，我實在不明白人們還害怕甚麼。我會毫無懼色的繼續吃這些有害食物，就像我會繼續吸煙一樣，而且相信，自己會活得比那些怕得要死的人更加長久！
Wednesday, November 29, 2006
Saturday, November 11, 2006
消滅香港
消滅香港是香港城市規劃的唯一目標
消滅香港的歷史
消滅香港人的集體記憶
消滅香港人的社區
消滅香港人的家庭
消滅香港人的個人意識
消滅海港
消滅街道，消滅街市
消滅小販，消滅大排檔
消滅老商店，消滅戲院
消滅樹木
香港成為了一座八百萬人的石屎監獄，不是石屎森林
全香港佈滿著一式一樣的大型商場
一式一樣的樓貼樓大型樓盤大型豪宅
香港不需要社區，不需要鄰居，不需要家庭，不需要有個性的個體
需要的是更多的消費，更多的信用卡，更多的名牌，更少的人情味，更少的清新空氣
街道佈滿的是巴士，更多的巴士，比火車地鐵還要長的巴士鐵路
香港的春夏秋冬都是冷氣，室內四處都是冷氣，室外四處都是廢氣
小市民不可在街作小販，大企業可以在街邊推銷信用卡，推銷寬頻，推銷樓盤
不正常的在香港成為正常
香港只可以有現在，沒有未來
租金可以無止境的上昇
投資只可以是投機
沒有人會安分守己
沒有人會腳踏實地
沒有人會做好學問
沒有人會相信未來，相信理想
香港已經不是以前的香港
對於現在的香港人，人情味是笑話
認真是一種謊言
狗仔隊是神是真理
香港人沒有人相信人可以是好人
憎人富貴厭人窮
講權利但不相信義務
假道學成為主流
城市的規劃影響著我們的價值
個人的價值
家庭的價值
朋友與朋友之間的價值
社區的價值
人類存在的價值
以金錢為唯一指標的香港規劃政策
令短期金錢效益成為香港成功的唯一指標
香港成為了一個沒有賭場的賭城
短視
功利
投機
膚淺
造成這種以錢為本的價值
是香港政府的責任？
是香港政黨的責任？
是香港傳媒的責任？
是香港教育界的責任？
是香港文化界的責任？
是香港學者的責任？
是香港市民的責任？
這是香港人的命運？
還是中國未來的命運？
命運可以改變嗎？
我們會認命嗎？
《 香港風格 2 ─ 消滅香港 》 胡恩威
Friday, November 10, 2006
Halfway through the algorithms module
In the classroom:
Me: Are there any questions about the assignment?
Student X: We want extension.
Me: That's not a question. Actually, some of you told me that the assignment is "too easy".
Student Y: Who's that?
Me: Yeah, who's that? Do you know? I don't remember...
Student X: (pretending to be looking around) ...
***
The old problem of "Find an efficient algorithm for returning the n copies of assignments to n students" arises again. Although we clearly know there is an O(n) time algorithm, in practice no one (including the teacher) like to use it and end up with the O(n^2) time algorithm.
***
Teaching algorithms has the advantage of you really know what you are talking about, so you don't need too much preparation, don't need to look at the screen every second, etc. The feeling of my best year of DAA teaching, where I have the freedom to say almost anything I like, seems to have come back.
***
However, too little preparation and relying on memory can be a problem. The lecture notes on quicksort and order statistics - I just don't remember how many bugs have been fixed during or after class. I would blame the CLRS again - I'm not fully aware that a different Partition() algorithm in its second edition affects that many things.
Me: Are there any questions about the assignment?
Student X: We want extension.
Me: That's not a question. Actually, some of you told me that the assignment is "too easy".
Student Y: Who's that?
Me: Yeah, who's that? Do you know? I don't remember...
Student X: (pretending to be looking around) ...
***
The old problem of "Find an efficient algorithm for returning the n copies of assignments to n students" arises again. Although we clearly know there is an O(n) time algorithm, in practice no one (including the teacher) like to use it and end up with the O(n^2) time algorithm.
***
Teaching algorithms has the advantage of you really know what you are talking about, so you don't need too much preparation, don't need to look at the screen every second, etc. The feeling of my best year of DAA teaching, where I have the freedom to say almost anything I like, seems to have come back.
***
However, too little preparation and relying on memory can be a problem. The lecture notes on quicksort and order statistics - I just don't remember how many bugs have been fixed during or after class. I would blame the CLRS again - I'm not fully aware that a different Partition() algorithm in its second edition affects that many things.
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