關於 which color do you like中文 ，我們在網路上蒐集到這些相關的討論、資訊與評價

今早為Asian Medical Students Association Hong Kong (AMSAHK)的新一屆執行委員會就職典禮作致詞分享嘉賓，題目為「疫情中的健康不公平」。
感謝他們的熱情款待以及為整段致詞拍了影片。以下我附上致詞的英文原稿：

It's been my honor to be invited to give the closing remarks for the Inauguration Ceremony for the incoming executive committee of the Asian Medical Students' Association Hong Kong (AMSAHK) this morning. A video has been taken for the remarks I made regarding health inequalities during the COVID-19 pandemic (big thanks to the student who withstood the soreness of her arm for holding the camera up for 15 minutes straight), and here's the transcript of the main body of the speech that goes with this video:

//The coronavirus disease 2019 (COVID-19) pandemic, caused by the SARS-CoV-2 virus, continues to be rampant around the world since early 2020, resulting in more than 55 million cases and 1.3 million deaths worldwide as of today. (So no! It’s not a hoax for those conspiracy theorists out there!) A higher rate of incidence and deaths, as well as worse health-related quality of life have been widely observed in the socially disadvantaged groups, including people of lower socioeconomic position, older persons, migrants, ethnic minority and communities of color, etc. While epidemiologists and scientists around the world are dedicated in gathering scientific evidence on the specific causes and determinants of the health inequalities observed in different countries and regions, we can apply the Social Determinants of Health Conceptual Framework developed by the World Health Organization team led by the eminent Prof Sir Michael Marmot, world’s leading social epidemiologist, to understand and delineate these social determinants of health inequalities related to the COVID-19 pandemic.

According to this framework, social determinants of health can be largely categorized into two types – 1) the lower stream, intermediary determinants, and 2) the upper stream, structural and macro-environmental determinants. For the COVID-19 pandemic, we realized that the lower stream factors may include material circumstances, such as people’s living and working conditions. For instance, the nature of the occupations of these people of lower socioeconomic position tends to require them to travel outside to work, i.e., they cannot work from home, which is a luxury for people who can afford to do it. This lack of choice in the location of occupation may expose them to greater risk of infection through more transportation and interactions with strangers. We have also seen infection clusters among crowded places like elderly homes, public housing estates, and boarding houses for foreign domestic helpers. Moreover, these socially disadvantaged people tend to have lower financial and social capital – it can be observed that they were more likely to be deprived of personal protective equipment like face masks and hand sanitizers, especially during the earlier days of the pandemic. On the other hand, the upper stream, structural determinants of health may include policies related to public health, education, macroeconomics, social protection and welfare, as well as our governance… and last, but not least, our culture and values. If the socioeconomic and political contexts are not favorable to the socially disadvantaged, their health and well-being will be disproportionately affected by the pandemic. Therefore, if we, as a society, espouse to address and reduce the problem of health inequalities, social determinants of health cannot be overlooked in devising and designing any public health-related strategies, measures and policies.

Although a higher rate of incidence and deaths have been widely observed in the socially disadvantaged groups, especially in countries with severe COVID-19 outbreaks, this phenomenon seems to be less discussed and less covered by media in Hong Kong, where the disease incidence is relatively low when compared with other countries around the world. Before the resurgence of local cases in early July, local spread of COVID-19 was sporadic and most cases were imported. In the earlier days of the pandemic, most cases were primarily imported by travelers and return-students studying overseas, leading to a minor surge between mid-March and mid-April of 874 new cases. Most of these cases during Spring were people who could afford to travel and study abroad, and thus tended to be more well-off. Therefore, some would say the expected social gradient in health impact did not seem to exist in Hong Kong, but may I remind you that, it is only the case when we focus on COVID-19-specific incidence and mortality alone. But can we really deduce from this that COVID-19-related health inequality does not exist in Hong Kong? According to the Social Determinants of Health Framework mentioned earlier, the obvious answer is “No, of course not.” And here’s why…

In addition to the direct disease burden, the COVID-19 outbreak and its associated containment measures (such as economic lockdown, mandatory social distancing, and change of work arrangements) could have unequal wider socioeconomic impacts on the general population, especially in regions with pervasive existing social inequalities. Given the limited resources and capacity of the socioeconomically disadvantaged to respond to emergency and adverse events, their general health and well-being are likely to be unduly and inordinately affected by the abrupt changes in their daily economic and social conditions, like job loss and insecurity, brought about by the COVID-19 outbreak and the corresponding containment and mitigation measures of which the main purpose was supposedly disease prevention and health protection at the first place. As such, focusing only on COVID-19 incidence or mortality as the outcomes of concern to address health inequalities may leave out important aspects of life that contributes significantly to people’s health. Recently, my research team and I collaborated with Sir Michael Marmot in a Hong Kong study, and found that the poor people in Hong Kong fared worse in every aspects of life than their richer counterparts in terms of economic activity, personal protective equipment, personal hygiene practice, as well as well-being and health after the COVID-19 outbreak. We also found that part of the observed health inequality can be attributed to the pandemic and its related containment measures via people’s concerns over their own and their families’ livelihood and economic activity. In other words, health inequalities were contributed by the pandemic even in a city where incidence is relatively low through other social determinants of health that directly concerned the livelihood and economic activity of the people. So in this study, we confirmed that focusing only on the incident and death cases as the outcomes of concern to address health inequalities is like a story half-told, and would severely truncate and distort the reality.

Truth be told, health inequality does not only appear after the pandemic outbreak of COVID-19, it is a pre-existing condition in countries and regions around the world, including Hong Kong. My research over the years have consistently shown that people in lower socioeconomic position tend to have worse physical and mental health status. Nevertheless, precisely because health inequality is nothing new, there are always voices in our society trying to dismiss the problem, arguing that it is only natural to have wealth inequality in any capitalistic society. However, in reckoning with health inequalities, we need to go beyond just figuring out the disparities or differences in health status between the poor and the rich, and we need to raise an ethically relevant question: are these inequalities, disparities and differences remediable? Can they be fixed? Can we do something about them? If they are remediable, and we can do something about them but we haven’t, then we’d say these inequalities are ultimately unjust and unfair. In other words, a society that prides itself in pursuing justice must, and I say must, strive to address and reduce these unfair health inequalities. Borrowing the words from famed sociologist Judith Butler, “the virus alone does not discriminate,” but “social and economic inequality will make sure that it does.” With COVID-19, we learn that it is not only the individuals who are sick, but our society. And it’s time we do something about it.

Thank you very much!//

Please join me in congratulating the incoming executive committee of AMSAHK and giving them the best wishes for their future endeavor!

Roger Chung, PhD
Assistant Professor, CUHK JC School of Public Health and Primary Care, @CUHK Medicine, The Chinese University of Hong Kong 香港中文大學 - CUHK
Associate Director, CUHK Institute of Health Equity

新生來了(2)-自我介紹篇
解說完班規之後，我會很希望多認識我的學生，因此會希望學生能夠介紹自己，但一般常見的自我介紹只是單方面的敘述，缺乏互動的機會，因此我使用幾個活動，讓自我介紹能夠更有趣及動態。
另外也想要藉由這幾個活動讓學生認知上台發表應有的口條與姿態，培養合作學習的正確分工與態度。溝通表達力其實是英文課的教學目標之一，但這項能力的培養需要時間的累積，絕不可能一蹴可幾，因此在初期階段就要讓學生習慣發表這件事，要讓學生知道，開口表達是英文科的必備技能，此外，合作學習會是之後課堂的教學運作模式，而團隊合作能力也是要長期培養，學生要知道如何分工、運用優勢解決問題和幫助他人，這樣的合作氛圍也是要儘早培養，以期能逐漸達成目標。
自我介紹的活動歷經了一節課的時間，以下我就針對教學步驟進行詳細的說明:
1. 學生撰寫自我資料
教師發下一張紙，請學生寫下基本資料(使用中文，名字在中間，其他的資料寫在四個角落)，但我覺得寫下星座血型這種資料有些無趣，因此我請他們回答一些可以探討內心的問題，如:
(1) 你想要跟那個卡通、漫畫或電影人物一起吃晚餐?
(2) 心情不好時想吃什麼水果?
(3) 什麼顏色帶給你安全感?
(4) 最想成為什麼動物?
2. 學生上台自我介紹
挑選幾個人上台自我介紹，指導學生從開場白、介紹詞到最後結語有完整的論述，另外，也引導學生儘量使用英文介紹。
3. 學生交換自我資訊
兩兩學生交換紙上的自我資料，念完自己的資料後，就跟另一個學生交換，然後再用交換過的紙張向別的學生進行介紹直到活動時間結束為止(這個活動的目的在於口語交流，因此要提醒學生不要只是交換紙張，要確實講完資料後再交換)。
4. 找出個人資料的共同點
活動時間結束後，學生回到自己的組內，這時候拿到的紙張並非自己的資料，就手上拿到的紙進行分析，找出這些個人資訊的共同點，例如，性別一樣、有兩個人的姓氏相同、喜歡的顏色是相同色系等等，然後寫在小白板上，接著進行小組發表，請每個小組針對共同點進行分享。
(以上的活動的部分靈感來自遊戲人生-有效有趣的破冰遊戲，由楊田林所著，書中還有很多活動我覺得很適合改編至課堂使用，我會將書本資訊放於留言處，有興趣者可自行購買)
課後省思
1. 教師需要示範且明確的告訴學生您所期待的口語報告是怎麼樣的，從學生的聲量、手勢、眼神、開場白和結語給予示範和指導，這樣學生才知道一個理想的表達是什麼樣貌，才能真正的培養學生的口語表達力。
2. 提醒學生需要適當的分工，假設一組有三個同學，A同學撰寫答案，B同學負責美工，那麼C同學就要負責報告(當然也可以老師自行分配)，要讓學生知道，不是能者多(過?)勞，每個人都要為自己的團體付出，而不只是當個旁觀者。
3. 找出共同點可以訓練學生的統整能力，英文課的閱讀訓練經常在訓練學生拿到文章後進行理解、分析和評鑑，這個活動我希望學生拿到資訊要懂得去整理和轉化。同時教師也可以進行態度的教導，在課堂的最後，我告訴學生，只要有心，再怎麼不一樣的人也可以找到共同點，因此不要覺得與你對方不一樣就排斥對方，帶著友善和開放的心，你會更了解對方，也更能找到你與對方的相似之處，就更有助於你的人際關係。
簡單來說，這堂課的目的在於建立師生之間的關係，增進師生間的了解，也讓學生了解英文課的上課模式，培養學生思考和整理資訊的能力，希望這樣的文章對您的教學會有幫助，我們下次見囉!!

After telling all the classroom rules, I would like to know my students better. Next step I will invite my students to introduce themselves. However, I don’t like the ways they used to do. They are usually one-way introductions. I really hope students have more chances to interact with others. Therefore, I designed some activities for them to engage in this section.
On the other hand, I hope my students know more about how to make a good oral presentation. Also, students need to know how to cooperate with each other. In my opinion, the purpose of the language classes is to communicate with other. For the EFL learners like my students, it’s not an easy job. I hope my students understand that English classes are not equal to grammar rules explanation. They must speak up. It’s a long-term process which means that they need to train themselves now.
It took a class to finish all the teaching process. The steps that I went through are as following.
1. Write down the personal information
I gave my students a piece of paper that they wrote down their personal stuff on it (Names in the middle of the paper and other information in the corners). Besides names, I asked them to answer the following questions.
(1) Who do you like to eat dinner with? (Spider man or Captain America)
(2) What fruits will you eat if you are down?
(3) What color brings you a sense of security?
(4) What animal do you want to be?
2. Invite students to introduce themselves on the stage.
I showed how to make a good oral presentation, including the eye contact, opening and conclusion. Then I picked up some students to do it and encourage them to use English.
3. Exchange Activity.
Students read their personal information and exchange with other students. They needed to do it again and again until time ends.
4. Find out the common grounds
Students went back to their groups and checked out the paper they got. They needed to find out something in common from the paper. They wrote the common grounds on the mini white board and shared with other students.
After the class:
1. Taiwanese students aren’t used to express themselves in public. It’s not right. Besides reading and writing, teachers also need to pay attention to their oral expression. Once students used to it, they will amaze you.
2. Teachers must remind students to have team work spirit. They need to work together for the projects. All the group members need to contribute themselves to their teams. Students can’t be the outsiders.
3. The last activity is a good way to train students to read, analyze and evaluate the reading materials. Also, teachers can teach students right attitude toward friendship at the end of the class. Teachers should remind students to open their mind. It will help to find more friends.
In short, the purpose of this class is to build the relationship between the teacher and students. It will help teachers to understand their students better. On the other hand, students will know more about the ways of giving the lessons. I hope this article will do you good. See you!

柏柏爾人與撒哈拉 Berbers and the Sahara
(This post is bilingual. Please scroll to the bottom for English version.)

（昨天在沙漠裡過夜無法發文，今天加倍奉還文章較長敬請見諒。 Wasn't able to post in the desert last night. This one is therefore longer -- please bear with the lengthiness :D）

1. 柏柏爾人

撒哈拉行程第二天一早，帶我們參觀柏柏爾村莊的當地響導請我們一行人站在田埂上，和我們分享著他們族群的生活。

「我們每個人看起來都一樣，只有帽子的顏色不一樣。阿拉伯人、柏柏爾人、猶太人……住在一起都沒有問題。因為我們所有人都有同樣的爸爸和媽媽。」

說到這裡他停頓了幾秒看我們的反應。歐洲人的眼神看起來是領會到什麼了，其他人則有點茫然。

「亞當和夏娃。」他補上了這句。令我印象深刻的是他並沒有用英文裡Adam和Eve的發音，反而相當接近中文翻譯的「亞當」和「夏娃」兩個字。

嚮導帶著我們穿過田埂和水圳，告訴我們不同作物的季節和用途、哪個是橄欖樹哪個是杏仁樹、當地人如何只交換不交易等等。接著來到一個土造的傳統建築裡，在裡面向我們介紹他們手工地毯的文化，向我們解釋流程及困難之處，也告訴我們這些地毯都是沒有設計圖的，樣式全靠家族中的婦女傳承各家的專屬樣式。不出所料，下一步就是鼓勵我們買東西，還說他們現在提供DHL送貨到府。雖然是推銷，看在他那麼誠懇的份上我們也沒什麼抱怨（雖然也沒有人買啦）。

最後我們走過河上的木板橋，河邊正好有幾個婦女在洗衣，嚮導就順道提起：「柏柏爾人的女性力氣都很大，因此有時候男人蠻辛苦的……。」我馬上察覺到他在開玩笑，於是便反問他：「所以請問您有這樣的困擾嗎？XD」

他笑了笑之後說：「我太太嘛，生氣的時候真的很……（做出頭腦爆炸的手勢）；不過還好，他通常燒的都是綠色的火，不是紅色的火，兩天之後整個人又開開心心的了。」說完他馬上問我：「所以你的太太如何？」接下來過了一秒鐘，我還來不及接話，他隨即補上：「你沒有太太。來，下一位！」（我心想，哇，你這嚮導婊人的功力果然還是魔高一丈呀！XD）

2. 撒哈拉

前段故事埋了個跟撒哈拉有關的哏，不知道各位有發現嗎？

沒錯，就是村裡的作物「橄欖樹」，同時也是三毛作詞、李泰祥作曲、齊豫原唱的歌曲名，連同三毛女士的作品，是使許多華人嚮往撒哈拉的啟蒙作品，按我同團的兩個中國女生也提到這件事（他們受友人之託要把撒哈拉的沙帶回去）。「不要問我從哪裡來，我的故鄉在遠方」的歌詞，配上李大師刻意營造不規則感的旋律，也曾經讓我對於這首歌的意境嚮往；當天下午四點，我們終於一睹撒哈拉的廬山真面目。車子在基地營把我們放下，接下來得騎一個半小時的駱駝到達沙漠中的營地，在那邊吃飯過夜之後隔天返回。

那晚，我們這些觀光客們圍在營火旁邊，當地嚮導們拿出了各種大大小小的鼓，叫我們自己先玩玩。我對於一開始大家不夠high這件事看不過去，於是就自己開始憑感覺亂敲亂唱，用固定但帶一點變化的鼓點配上五聲音階的即興旋律，後來當地嚮導竟然請我和他們一起演奏、吟唱他們的傳統音樂（我只好繼續用萬用和弦與結奏矇混過去，哈哈）。最後所有人都手舞足蹈完，大家也終於放開了，在星空下圍著逐漸黯淡的營火聊著彼此的故事。

隔天早上天還未亮就得拔營起行，原本應該是「夜色茫茫、星月無光」的（欸這是不是有幫某人助選嫌疑啊？XD），結果碰上大滿月，沙丘的輪廓一清二楚，連我們騎在駱駝上的影子都清晰可見，沉睡在黝黑中的沙漠其實很美，只不過氣溫是要命的冷，冷到讓人對撒哈拉完全失去興趣，只想回基地營吃熱騰騰的早餐；一直到接近基地營時，嚮導帶我們來到一座沙丘頂端看日出。這時天色已經不是魚肚白，沙丘也從全黑慢慢被調成土灰色；突然，太陽從地平線上出來了！

只見眼前無數的沙丘從頂部開始被一一打亮，接著整片沙漠像是前晚點燃木炭一般，從灰暗中緩緩轉成溫潤的黃褐色，不見烈焰飛騰，卻像是被陽光烘烤到燒了起來一樣。事後回想此情此景，我突然理解某首台灣國語流行歌詞表達的意境了：

「我的熱情（啊！），好像一盆火，燃燒了著整個沙漠。」

（結果這篇文章莫名其妙的用了一大堆國語歌曲哏，不知道自己在寫什麼，大概是腦袋被撒哈拉的太陽給燒壞了，哈哈。）

1. The Berbers

"We are all the same. Only our hats are different. Berbers, Arabs, Jews... we have no problem living together, because we all have the same father and mother..."

It was the second day of the Sahara tour, and this was said by our Berber guide. The Europeans in our group seemed to get something, while the other remained intact. Then the guide continued: "Adam and Eve." (Interestingly, his pronunciation of the names were very different from English, which I guess were probably Arabic or Hebrew.)

The guide led us through the fields into his village, showed us olive trees and almond trees, and told us how they exchange instead of purchase them. Afterwards we were led into a mud-made residence, where he introduced how traditional carpets are made, and how women passed down family-specific patterns down without any draft. At the end, unsurprisingly, he encouraged us to buy. While one of us bought anything, everyone seemed to be comfortable with that, as he had been passionately showing us his culture.

Finally, we crossed a river while some women were washing clothes. He said, "the Berber women have a lot of strength, and sometimes it can be hard..." Understanding his humor, I jokingly asked, "so, do you have this problem?" He laughed, "Well, when my wife is angry she is... (showing head explosion with gestures); but she usually has green fire, not red fire. After two days she is happy again..." Then he turned to me, "how is your wife?" Not waiting for me to respond, he contiuned, "you don't have a wife. (Indifferent and turning to the next guy,) so how is your wife? ..."

(I have to say he is indeed a very professional tour guide, who even knows how to play back on visitors' jokes.)

2. The Sahara

Many Mandarin speakers became interested in the Sahara because of the literature and a pop song "Olive Tree" of San-Mao, a Taiwanese writer who moved to the the Sahara with her husband in 1970s. The irregular, mysterious melody of the song also helped build my impression about the Sahara. Decades later, I finally arrived at the desert's margin around 4pm. Our trip began at the base camp, and we spent the night in the dessert after 1.5 hours of camel ride.

That night, we gathered around a campfire, and the local guides gave us some traditional drums to play. As an icebreaker, I started making regular beats with some random 5-node scale singing. The local guides were excited and invited me to join their playing and singing. Finally, after some singing and dancing, the group got relaxed, and people exchanged their stories around the dimming campfire.

The next morning, we headed back in the darkness -- well, not completely. It was close to the full moon, and the ride therefore came with very pleasant and tranquil desert view. However, feeling frozen in the temperature, all we wanted was to escape from the desert. Finally, we were led to the top of a sand dune to watch the sunrise. At then, the desert already turned from black to brown-gray. All of a sudden, the sun came up from the horizon. Gradually, the entire desert was "toasted" like charcoal, injected with very warm and amicable soil yellow color. The desert was ignited!

I can't think of any better way to end our time in the Sahara.

Hello friends! A highly requested video is finally up! ?

I'm using an HSK vocabulary book, but you can use any resource like a novel, an article, a textbook or even a TV show to find new words. I color code my notes and color code the tones so I can associate a tone with a color.

In one notebook, I list the Chinese characters in black, the pinyin pronunciation in orange, and the Korean or English meaning in black. The circle with a number in it indicates which HSK level the vocab word is for. Example sentences are written in red, and when I need to, I'll rewrite the characters as much as I can until I memorize it.

Then I transfer the words without pinin to a separate notebook and only write the meaning. I then underline the characters with a color according to its tone.

PS: Some of you may notice my vocab is in simplified and one of my example sentences in traditional. I use both!

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✨GOODIES

$10 free italki credits (after first lesson) → https://go.italki.com/LindieBotes
10% off Du Chinese (my favorite app!) enter LINDIE10 at checkout → https://www.duchinese.net/
All discounts → http://lindiebotes.com/discounts
All language resources → https://lindiebotes.com/language-resources/
Merch → https://society6.com/lindiebotes


?ABOUT

Welcome to my channel! My name is Lindie and I share my love for languages through my polyglot progress and language learning tips here. South African by birth, I spent most of my life in France, Pakistan, the UAE and Japan. Now I work as a UI/UX designer in Singapore. I'm a Christian and strive to shine God’s light in all I do. May this channel inspire you to reach your language goals!

New here? Best videos → https://www.youtube.com/playlist?list=PLRCVN94KILKXGx45JKaVBSpPkrpXhrhRe
FAQ → https://lindiebotes.com/faq/


?BOOKS I USE

Practical Chinese Grammar → https://geni.us/PracticalChineseGram
Japanese for Busy People on Amazon → https://geni.us/JapaneseForBusy1
Advanced Japanese for Busy People → https://geni.us/JapaneseForBusy3
Korean Grammar in Use Intermediate → https://geni.us/KoreanGrammarUse
Korean TOPIK exam prep → https://geni.us/TOPIK2prep
Short Stories in Spanish → https://geni.us/spanishshortstories


?EQUIPMENT

Camera → https://geni.us/CanonPowerShotG7
Mic → https://geni.us/RodeSmartLavMicr
Tripod → https://geni.us/ManfrottoTravel

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Some links are affiliate links, and a percentage goes towards supporting my channel.
Collabs & partnerships: hello@lindiebotes.com