Showing posts with label Skills. Show all posts
Showing posts with label Skills. Show all posts

Sunday, July 27, 2014

Sydney Bristow - Personal Information

  • ID-CLASS: USS-CI-2300844
  • Call signs:
    • Bluebird (CIA call sign at SD-6)
    • Freelancer (CIA, while a double agent at SD-6)
    • Mountaineer (CIA)
    • White Rabbit
    • Nightwing
    • Phoenix (APO)
  • Aliases: Julia Thorne, Kate Jones  
  • Height: 5'8"
  • Weight: 120lbs
  • Characteristics: L/R Shoulders reverse-jointed, R01 Molar extraction.
  • Training/Special Skills: Krav Maga, track and field, Pilates, Linguistics, Theatre Arts, and electromagnetic lock picking.
  • Languages: English (various dialects), Czech, French, Taiwanese, Mandarin, Cantonese, Hebrew, Arabic, Japanese, Italian, Russian, Hungarian, Uzbek, Urdu, German and Swedish.
  • Education: Masters in English Literature, graduated in February of 2003.
  • Experience: Recruited to SD-6 Fall of her 19th year, started work with the CIA Fall of her 26th year, first generation (possible test subject) of Jack Bristow's Project Christmas Program. 

Monday, May 12, 2014

As an educational tool, Essay (Wikipedia)


In countries like the United States, essays have become a major part of a formal education in the form of free response questions. Secondary students in these countries are taught structured essay formats to improve their writing skills, and essays are often used by universities in these countries in selecting applicants (see admissions essay). In both secondary and tertiary education, essays are used to judge the mastery and comprehension of material. Students are asked to explain, comment on, or assess a topic of study in the form of an essay. During some courses, university students will often be required to complete one or more essays that are prepared over several weeks or months. In addition, in fields such as the humanities and social sciences,[citation needed] mid-term and end of term examinations often require students to write a short essay in two or three hours.

In these countries, so-called academic essays, which may also be called "papers", are usually more formal than literary ones.[citation needed] They may still allow the presentation of the writer's own views, but this is done in a logical and factual manner, with the use of the first person often discouraged. Longer academic essays (often with a word limit of between 2,000 and 5,000 words)[citation needed] are often more discursive. They sometimes begin with a short summary analysis of what has previously been written on a topic, which is often called a literature review.[citation needed]

Longer essays may also contain an introductory page in which words and phrases from the title are tightly defined. Most academic institutions[citation needed] will require that all substantial facts, quotations, and other porting material used in an essay be referenced in a bibliography or works cited page at the end of the text. This scholarly convention allows others (whether teachers or fellow scholars) to understand the basis of the facts and quotations used to support the essay's argument, and thereby help to evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student's ability to present their thoughts in an organized way and is designed to test their intellectual capabilities.

One essay guide of a US university makes the distinction between research papers and discussion papers. The guide states that a "research paper is intended to uncover a wide variety of sources on a given topic". As such, research papers "tend to be longer and more inclusive in their scope and with the amount of information they deal with." While discussion papers "also include research, ...they tend to be shorter and more selective in their approach...and more analytical and critical". Whereas a research paper would typically quote "a wide variety of sources", a discussion paper aims to integrate the material in a broader fashion.[5]

One of the challenges facing US universities is that in some cases, students may submit essays which have been purchased from an essay mill (or "paper mill") as their own work. An "essay mill" is a ghostwriting service that sells pre-written essays to university and college students. Since plagiarism is a form of academic dishonesty or academic fraud, universities and colleges may investigate papers suspected to be from an essay mill by using Internet plagiarism detection software, which compares essays against a database of known mill essays and by orally testing students on the contents of their papers


Thursday, May 8, 2014

Structure and Content (TOEIC)


Of the four major language skill areas (listening comprehension, reading comprehension, speaking, and writing), TOEIC only evaluates two: reading and listening comprehension.

Section Parts Númber of Questions Time
Listening Comprehension Scene-sentence matching
10
45 minutes (100 questions)
Questions-Response
30
Short Conversations
30
Short Talks
30
Reading Comprehension Sentence Completion
40
75 minutes (100 questions)
Text Completion
12
Comprehension Textos
48

Score descriptors

TOEIC Listening and Reading test questions are based on a variety of real-world settings and situations:
  • Corporate Development — research, product development
  • Dining Out — business lunches, banquets, receptions, reservations
  • Entertainment — cinema, theater, music, art, exhibitions, museums, media
  • Finance and Budgeting — banking, investments, taxes, accounting, billing
  • General Business — contracts, negotiations, mergers, marketing, sales, warranties, business planning, conferences, labor relations
  • Health Care — medical insurance, visits to doctors, dentists, clinics and hospitals
  • Housing/Corporate Property — construction, specifications, buying and renting, electric and gas services
  • Human Resources — recruiting, hiring, retiring, promoting, job applications, job advertisements, salaries, pensions, awards
  • Manufacturing — assembly lines, plant management, quality control
  • The Office — procedures, board meetings, committees, letters, memos, telephone, fax and email messages, equipment
  • Purchasing — shopping, ordering supplies, shipping, invoicing
  • Technical Areas — electronics, technology, computers, laboratories and related equipment, technical specifications
  • Travel — trains, airplanes, taxis, buses, ships, ferries, tickets, schedules, station and airport announcements, car rentals, hotels, reservations, delays and cancellations

Saturday, March 16, 2013

Advanced Level - Confident Communicative Skills


Speaking

Advanced level English learners feel comfortable participating in most everyday conversations and can express themselves with ease and provide detail. They may feel challenged in situations where they are called upon to speak in public, but feel capable of doing so. At work, they can easily participate in every aspect of meetings, conference calls, etc. Their pronunciation only rarely gets in the way of comprehension.

Writing

English leaners at this level feel comfortable writing extended letters and e-mails, as well as writing business reports and shorter essays. They may still need proof-reading help from time to time, but are capable of complex structures and use a wide range of linking language.

Reading

Learners at the advanced level enjoy reading extensively in their own interests areas, and will sometimes read books in English for their own pleasure. When they come across challenging vocabulary, they have little problem in understanding the contextual meaning.

Listening

Learners can comprehend almost any conversation or entertainment format. They only rarely have problems when listening to very topic specific areas in which have little competence. They have no problem understanding others in both one to one conversations, and in more complex situations such as dinner with a number of friends, or business meetings.


Friday, February 15, 2013

Lower Intermediate Level - Increasing Communicative Skills


Speaking

Lower intermediate level learners can use their English to complete most simple daily tasks such as asking for more information in shops, asking for recommendations in restaurants, asking for assistance in a hotel, etc. At work, English learners can provide basic information about tasks as well as ask for clarification. Learners still have difficulties in expressing extended opinions or using a wide range of vocabulary and structures to dig further into specifics. Pronunciation does not cause incomprehension, but can still provide difficult for interlocutors.

Writing

Learners at this level can write simple letters and e-mails explaining their current situations, as well as describe past events. Tense usage, while still not fluent, is generally clear in terms of past, present and future. Lower intermediate level learners can write some more extended passages, for example asking details about a certain topic, but will use only basic linking language in their written communications.

Reading

Learners at this level can read simple texts, understand gist of newspaper or magazine articles, but still have difficulties with detail. They can understand most service sector texts such as menus, bus and train schedules, brochures, etc. without much difficulty. They have begun to read more extended materials, but still have difficulties with vocabulary and deeper comprehension.

Listening

English learners at this level can deal with most basic situations such as asking for directions, responding to simple questions at work, etc. without having to ask for much repetition. In these common situations, they expect certain vocabulary and phrases and are familiar with usage. They still experience difficulties when listening to the radio or watching TV, but generally can understand the gist of the topics discussed in these formats. 

WHY LEARN FRENCH LANGUAGE


Knowing French will allow you not only to function but to compete effectively in the global economy of the future.

In many europeans countries, a second language is introduced in primary school and a third language, in middle school. International job applicants who are proficient in at least two languages will be at a distinct advantage in the global market.

When you know French, you can be a part of communications and transactions occuring daily in French on every continent.

Learning French will increase your job opportunities and salary potentials. And also increases your apreciation from other people, and from other countries, the traditions, the history, the culture, and you can meet new people and understand them without any problem. Something that is not well know if that Learning French will improve your vocabulary in English, this is because 40 to 50% of English vocabulary comes from French, to learn French will also enhance your grammar skills, and willl greatly improve your scores on the verbal section.

Learning French develops your critical and creative thinking skills, because progress is very easy to measure, you can quickly take pride in your new abilities. Proficiency in French will significantly improve your chances of being accepted to the university and to graduate school.

And the best part is that you can travel to Canada, the Caribbean, Europe and Africa and use your French for knowing more about these countries, France is the most visited tourist destination in the world. When you speak French you can ask for an address or comment about your trip or meet new friends. French is the language of culture, opening your door to art, music, cinema, dance, cuisine and fashion. 

Thursday, January 31, 2013

Thinking in a Foreign Language Makes Decisions More Rational


To judge a risk more clearly, it may help to consider it in a foreign language.

A series of experiments on more than 300 people from the U.S. and Korea found that thinking in a second language reduced deep-seated, misleading biases that unduly influence how risks and benefits are perceived.

“Would you make the same decisions in a foreign language as you would in your native tongue?” asked psychologists led by Boaz Keysar of the University of Chicago in an April 18 Psychological Science study.

“It may be intuitive that people would make the same choices regardless of the language they are using, or that the difficulty of using a foreign language would make decisions less systematic. We discovered, however, that the opposite is true: Using a foreign language reduces decision-making biases,” wrote Keysar’s team.

Psychologists say human reasoning is shaped by two distinct modes of thought: one that’s systematic, analytical and cognition-intensive, and another that’s fast, unconscious and emotionally charged.

'Would you make the same decisions in a foreign language?'
 
In light of this, it’s plausible that the cognitive demands of thinking in a non-native, non-automatic language would leave people with little leftover mental horsepower, ultimately increasing their reliance on quick-and-dirty cogitation.

Equally plausible, however, is that communicating in a learned language forces people to be deliberate, reducing the role of potentially unreliable instinct. Research also shows that immediate emotional reactions to emotively charged words are muted in non-native languages, further hinting at deliberation.

To investigate these possibilities, Keysar’s team developed several tests based on scenarios originally proposed by psychologist Daniel Kahneman, who in 2002 won a Nobel Prize in economics for his work on prospect theory, which describes how people intuitively perceive risk.

In one famous example, Kahneman showed that, given the hypothetical option of saving 200 out of 600 lives, or taking a chance that would either save all 600 lives or none at all, people prefer to save the 200 — yet when the problem is framed in terms of losing lives, many more people prefer the all-or-nothing chance rather than accept a guaranteed loss of 400 lives.

People are, in a nutshell, instinctively risk-averse when considering gain and risk-taking when faced with loss, even when the essential decision is the same. It’s a gut-level human predisposition, and if second-language thinking made people think less systematically, Keysar’s team supposed the tendency would be magnified. Conversely, if second-language thinking promoted deliberation, the tendency would be diminished.

The first experiment involved 121 American students who learned Japanese as a second language. Some were presented in English with a hypothetical choice: To fight a disease that would kill 600,000 people, doctors could either develop a medicine that saved 200,000 lives, or a medicine with a 33.3 percent chance of saving 600,000 lives and a 66.6 percent chance of saving no lives at all.
 

Results of two tests of foreign-language effects on framing biases. In each, people were given the choice between sure savings or an all-or-nothing bet. Bars show how many people preferred sure savings when the choice was framed in terms of gains (black) or losses (gray) and considered in their native language (left pair) or second language (right pair). Image: Keysar et al./Psychological Science

Nearly 80 percent of the students chose the safe option. When the problem was framed in terms of losing rather than saving lives, the safe-option number dropped to 47 percent. When considering the same situation in Japanese, however, the safe-option number hovered around 40 percent, regardless of how choices were framed. The role of instinct appeared reduced.

Two subsequent experiments in which the hypothetical situation involved job loss rather than death, administered to 144 native Korean speakers from Korea’s Chung Nam National University and 103 English speakers studying abroad in Paris, found the same pattern of enhanced deliberation. “Using a foreign language diminishes the framing effect,” wrote Keysar’s team.

The researchers next tested how language affected decisions on matters of direct personal import. According to prospect theory, the possibility of small losses outweigh the promise of larger gains, a phenomenon called myopic risk aversion and rooted in emotional reactions to the idea of loss.

The same group of Korean students was presented with a series of hypothetical low-loss, high-gain bets. When offered bets in Korean, just 57 percent took them. When offered in English, that number rose to 67 percent, again suggesting heightened deliberation in a second language.

To see if the effect held up in real-world betting, Keysar’s team recruited 54 University of Chicago students who spoke Spanish as a second language. Each received $15 in $1 bills, each of which could be kept or bet on a coin toss. If they lost a toss, they’d lose the dollar, but winning returned the dollar and another $1.50 — a proposition that, over multiple bets, would likely be profitable.

When the proceedings were conducted in English, just 54 percent of students took the bets, a number that rose to 71 percent when betting in Spanish. “They take more bets in a foreign language because they expect to gain in the long run, and are less affected by the typically exaggerated aversion to losses,” wrote Keysar and colleagues.

The researchers believe a second language provides a useful cognitive distance from automatic processes, promoting analytical thought and reducing unthinking, emotional reaction.

“Given that more and more people use a foreign language on a daily basis, our discovery could have far-reaching implications,” they wrote, suggesting that people who speak a second language might use it when considering financial decisions. “Over a long time horizon, this might very well be beneficial.”

Citation: “The Foreign-Language Effect: Thinking in a Foreign Tongue Reduces Decision Biases.” By Boaz Keysar, Sayuri L. Hayakawa and Sun Gyu An. Psychological Science, published online 18 April 2012.
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