- ID-CLASS: USS-CI-2300844
- Call signs:
- 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.
Showing posts with label Skills. Show all posts
Showing posts with label Skills. Show all posts
Sunday, July 27, 2014
Sydney Bristow - Personal Information
Etiquetas:
ALIAS,
Characteristics,
CIA,
Drama,
English,
French,
Germany,
Krav Maga,
Linguistics,
Literature,
Pilates,
Serie TV,
Skills,
Theatre Arts,
Training
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
Etiquetas:
2000 Words,
5000 Words,
Critical Thinking,
Education,
Essay,
Hours,
Papers,
Presentation,
Quotation,
Skills,
Tools,
Topic,
United States,
View,
Writing
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.
Etiquetas:
Basic Information,
Clarification,
Daily,
English,
Fluent,
Intermediate,
Language,
Listening,
Magazine,
Newspaper,
Present and Future,
Radio,
Reading,
Skills,
Speaking,
Topic,
TV,
Writing
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.
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.
Etiquetas:
50%,
Art,
Cinema,
Culture,
Dance,
Economy,
Education,
Fashion,
Foreign Language,
French,
Future,
Global Market,
Improve,
International,
Job,
Learn,
music,
Opportunities,
Skills,
Vocabulary
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.
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.
Etiquetas:
Analytical,
Brain,
Cognitive,
Effect,
Emotional,
English,
Foreign Language,
life,
Native Tongue,
Paris,
Rational,
Second Lenguage,
Skills,
Spanish,
Speak,
Think,
Unconscios,
World
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