狗狗幣Dogecoin是什麼？讓Elon Musk也瘋狂狗狗幣的起源、用途介紹 #虛擬貨幣 (160001)

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GME軋空事件震撼了美國金融圈，除了股票市場動盪之外，虛擬貨幣也連帶受到了影響。日前台灣中央銀行粉絲專頁發表了一篇介紹「狗狗幣」的貼文，狗狗幣(Dogecoin)又稱為「多吉幣」或「旺旺幣」，和比特幣(Bitcoin)同樣屬於虛擬貨幣的一種。2021年初GME事件發生，狗狗幣在美國Reddit鄉民和Elon Musk的連帶鼓吹之下達到超過800%的漲幅，出乎意料地再度成為了金融圈的話題焦點。雖然狗狗幣如今已成為世界上流通的主要虛擬貨幣之一，但事實上，狗狗幣的起源只不過是一句玩笑話，它的建立也可以歸因於網路迷因的流行。為什麼狗狗幣叫做「狗狗幣」？和網路迷因有什麼關係呢？讓我們繼續看下去。

相較於比特幣起源於一篇嚴肅的學術論文，狗狗幣的誕生可說是非常「獨特」，它的創造可以說是網路流行話題的結合，也因此狗狗幣的代表圖案就是知名的迷因Doge。相信大部分的人都曾經看過柴犬Doge(狗狗的實際名字為Kabosu，醋橙，但迷因稱之為Doge)的梗圖，1隻日本柴犬配上特定的文字說明，在台灣尤其以「關於感情的問題我一律建議分手」為最主要的流行。

2013年正逢比特幣興起，許多跟風的山寨虛擬貨幣也像春筍般冒出，而同時鋪天蓋地的Doge梗圖也直接或間接造成了網路使用者的精神汙染。狗狗幣的創始人之一，Jackson Palmer當時是Adobe的員工，他用一種諷刺的幽默感將Doge梗圖和虛擬貨幣結合，製作了一張有著Doge頭像的貨幣。Jackson Palmer將這張惡搞圖案放上Twitter，寫著「投資狗狗幣吧！這將是下一件大事(或譯為『一定可以大賺一筆』)」的貼文內容，在發佈之後，這則貼文很快地受到廣大網友們的迴響，於是Jackson Palmer在網友們的鼓吹之下，買下dogecoin.com網域，並在網站留下訊息，徵求想要讓狗狗幣成真的夥伴。

事實上，Jackson Palmer對於加密貨幣一竅不通，狗狗幣也真的只是一個玩笑話，從來沒有想過會真的實現。然而，IBM的工程師Billy Markus在偶然下看見了狗狗幣的訊息，Billy Markus一直都有研究加密貨幣，希望能夠創造出一款讓人們可以廣泛使用，而非單純使用於投資的虛擬貨幣。於是Billy Markus在見到狗狗幣網站後，聯繫了Jackson Palmer，二人的合作讓狗狗幣正式誕生，並且在網路迷因的散播之下，dogecoin.com網站短短30天之內就有超過百萬名訪客。

▲狗狗幣介紹。創造於2013年12月，由萊特幣(Litecoin，比特幣的改進)中派生出來。狗狗幣將挖礦(mining)改成挖洞(diging)，並且將字體改成Doge迷因中使用的Comic Sans字體。

狗狗幣的創辦人Jackson Palmer曾經提過，狗狗幣和比特幣最大的不同，在於狗狗幣並非為了投資而生，因此它擁有更低的挖礦(挖洞)門檻、更方便的購買方式、以及更低的交易費用。在理想的情況下，狗狗幣被設定為一種輕鬆詼諧的虛擬貨幣，它站在虛擬貨幣投資的對立面，一開始設定為1000億個，後續則改為數量無上限，保護狗狗幣的價格。

因為狗狗幣並不值錢，它最常使用在小費和打賞的情況，網友可以在網路上用狗狗幣表達感謝、支持，且因為一般人無法擁有比特幣等其他虛擬貨幣，狗狗幣正好填補了這樣的空缺，讓對虛擬貨幣有興趣的人更容易參與。狗狗幣也常被使用在慈善行為，在2014年，當狗狗幣社群見到牙買加雪橇代表隊沒有經費參與冬季奧運的時候，他們建立了募款活動，最終成功讓雪橇隊可以出國比賽。

對於雪橇隊的比賽支持讓狗狗幣多出了一種俠義的形象，接下來狗狗幣還完成了肯亞水井挖掘募資計畫、以及在2014年3月成功募集了6780萬狗狗幣(當時約5.5萬美元)，贊助NASCAR駕駛員Josh Wise比賽。Josh Wise讓賽車使用狗狗幣的贊助塗裝，這讓狗狗幣在比賽過程中被評論員提起，車體亮相的同時也為狗狗幣宣傳。

▲狗狗幣塗裝賽車，後來美國狗狗幣鄉民的力量也讓Josh Wise在粉絲投票比賽中勝出。(圖片來源：Wiki)

Good to see @Josh_Wise bring back the @dogecoin helmet last weekend! That was such an awesome deal to be apart of pic.twitter.com/VaLUt3LssY

比特幣以外的新星！狗狗幣今年漲900%

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Dogecoin（狗狗幣：DOGE-USD）在今年成為眾人矚目的焦點。從今年開始，狗狗幣的價格僅為0.005美元，到2月初達到了創紀錄的0.0872美元，即8.7美分。現在是5.7美分。

聽起來價格不算很高，但百分比確實增加了很多。今年到目前為止，狗狗幣的價格上漲了900％。

在過去的12個月中，加密貨幣的交易和投資激增，包括比特幣、以太坊、萊特幣等。最受歡迎的比特幣在2021年上漲了95％，價格剛剛超過57,000美元。同時，許多國家的利率處於創紀錄的低水平。因此，大量投資者將加密貨幣視為一種財富，類似於黃金或其他商品所提供的財富。

狗狗幣目前的市值為73億美元，是最有價值的加密貨幣之一。澳大利亞新南威爾士大學的Usman Chohan表示，狗狗幣的市值在2014年僅為4,800萬美元。他指出，狗狗幣的生產時間表也很瘋狂。到2015年年中，已經有1,000億個硬幣，並且以每年大約生產52億個新硬幣的進度成長中。

儘管短期內可能出現波動，但鑑於投資者對加密貨幣的風險偏好，預計狗狗幣遲早會創下新高。

Dogecoin是由軟體工程師Billy Markus和Jackson Palmer於2013年發明。他們的主要目的是創建一種無需傳統銀行手續費的即時付款系統。與比特幣不同，狗狗幣不限制可以生產的硬幣數量。

最初，狗狗幣主要用於在互聯網上，「感謝」他人的「積極貢獻」，例如提供想法或與網路相關的服務。但是自2013年以來，人們對狗狗幣的興趣逐漸建立起來。

然後，在2021年1月，Gametop和AMC Entertainment開始了大反彈，這主要是由於Reddit交易員的興趣。當這些散戶投資者尋找下一個趨勢時，狗狗幣獲得他們的青睞。

特斯拉CEO馬斯克也在推波助瀾，他在2月4日發推文改挺狗狗幣，一句「狗狗幣是大家的加密通貨」（Dogecoin is the peoples crypto），幫助該幣當日飆漲超過50％，攻上0.05978美元。

狗狗幣最初被視為模仿硬幣，如今已名列成千上萬種加密貨幣中市值排名在前的熱門商品。然而，計算狗狗幣的真正價值並非易事。目前市場上狗狗幣被高估，還是低估的說法都存在。

目前投資者希望狗狗幣能一路反彈至1美元，但它的價格暫時可能會起伏不定。

文章來源：Investorplace

（中時新聞網趙永紝）

Dogecoin (DOGE): What It Is, What It’s Worth and Should You Be Investing?

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The Conversation

A majority of Americans – including people of color – live in suburbs. Mindy Schauer/Digital First Media/Orange County Register via Getty ImagesMany Americans think of the suburbs as exclusive enclaves for white, middle-class people. Yet reality paints a different picture. In recent decades suburbs across the country have rapidly become more socioeconomically, ethnically and racially diverse. In fact, since 2010 most people in the U.S. – including people of color – call suburbia home. Pew Research Center notes that 175 million people live in suburban and small metropolitan areas, while 144 million live in either rural or urban counties. The Latino community has played a pivotal role in spurring these changes. As an educational researcher who focuses on suburban-urban education, Latino education and racial inequality in schooling, I have interviewed Latino and Latina students about their experiences of belonging at suburban public high schools. Their reflections shine a light on how schools can better support these youth and other students of color. Opportunity gaps One in four public school students in the U.S. is Latino, with 40% of Latino students attending a suburban public school. Yet much of what researchers know about Latino students is based on urban schools. The broader research on students of color attending suburban schools, however, highlights academic and social trade-offs they face. For example, students of color at predominantly white suburban schools must contend with opportunity hoarding – when those with privileged backgrounds build upon their advantages by accumulating more of them. This takes shape, for example, when white parents push to get their children into high-level courses or hire private tutors. While parents want what is best for their child, these actions can expand inequality, as not all families are able to navigate schools with the same confidence or ease as parents with racial and socioeconomic privilege. This has led to Latino high school students being viewed as less capable by peers and teachers, being excluded from honors classes and enduring frequent microaggressions. For example, Claudia, a Latina student at a racially diverse high school in a working-class community outside of Chicago, shared, “I wish people knew more about us beyond stereotypes.” She recalled peers saying, “Oh, you’re Latina? You don’t look like a Latina.” As Claudia noted, comments like that treat Latino students as a monolith. For Latino students in mostly white schools, silence can be an act of resistance and survival. John Moore/Getty Images Pressure to assimilate Another challenge that students I spoke with frequently cited was feeling like they had to downplay parts of their identities to fit in and succeed academically. Research highlights that this is a result of teachers and school leaders trying to change or “fix” Latino students and other students of color. Alternatively, schools could empower students to be proud of their cultures and home languages. On the social front, Latino students often find refuge with other Latino students. “I feel more comfortable with Latino students because I’m not competing with anyone,” said Michelle, who attended a predominantly white and well-funded school outside of Chicago. “It’s just easier to talk to them because they’re not gonna judge me ‘cause they know the things I’ve gone through.” When students of color congregate with one another, teachers and administrators can struggle to understand why they self-segregate, often away from white students. However my research shows these decisions are often acts of self-perseverence and opportunities to be their authentic selves. Silenced by whiteness Roberto, a classmate of Michelle’s, spoke about how the whiteness of his school created moments where he silenced himself. “Sometimes teachers would see someone who is quiet, someone who kept to himself,” he said. “But then at other times they would see someone who is intelligent, someone who speaks his own mind. Someone who does whatever he wants.” Teachers may view silence as disengagement from learning, but for students like Roberto, being silent can be an act of resistance and survival. Being in a mostly white school was difficult, and he felt his perspectives were not always valued. For example, he and other students in my research spoke about teachers seeking to motivate them to do better academically but at the same time implying they were not trying hard enough. Students like Roberto also wrestled with stereotype threat – when negative stereotypes about their race, gender or other identity increases pressure on them to perform academically. Latino students spoke about having to represent their Latino community, and how making a mistake in class could confirm negative perceptions about them. ‘We have hella stories’ The young people I interviewed also spoke about moments they perceived to be treated differently than their white counterparts. As Mia put it, “Special treatment has to do with the power white students have.” Mia’s experiences taught her that white students were valued and believed over Latino students. This is supported by research, which illustrates the power white students and families wield in schools. [Insight, in your inbox each day. You can get it with The Conversation’s email newsletter.] The students also wanted their peers and teachers to acknowledge their complex lives and ambitions. As a student named Claudia put it: “We have hella stories. I’m sorry to say, but we do.” Samuel spoke about his teachers not understanding his need to work a job after school. “Teachers say you decide school or work,” he said. “Some get mad at us for not doing the [school]work and thinking we’re lazy.” While there’s growing recognition of the importance of grit – the ability to persevere in difficult situations - research finds that Latino students and other students of color often already possess it, and educators should consider making things easier for them instead. Many of the students highlighted their appreciation of their teachers’ efforts to support them academically and socially. In talking about one teacher, a student named Chris noted, “She really likes talking about what’s happening in the world right now. She even asks us about the school: ‘Do the teachers treat you right?’ I know that she cares about us.” Listening to Latino students can guide teachers and policymakers on how to enact culturally relevant practices that combat educational disparities and build upon young people’s cultural and linguistic assets.This article is republished from The Conversation, a nonprofit news site dedicated to sharing ideas from academic experts. It was written by: Gabriel Rodriguez, Iowa State University. Read more:Schools often fail to identify gifted and talented students – especially if they are Black, Latino or Native AmericanBusiness major fails to attract Latino students Gabriel Rodriguez received funding to support some of the research he cited from the National Academy of Education/Spencer Dissertation Fellowship

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