2013年7月31日 星期三

【分享】Learning a second language can produce a nimbler mind.

Learning a second language can produce a nimbler mind. Now some schools are finding new ways to help students tap the benefits

By Jeffrey Kluger / Salt Lake City
Monday, July 29, 2013

http://www.time.com/time/magazine/article/0,9171,2147707,00.html#ixzz2abm6MCSl


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Classrooms are places where little eurekas happen--and teachers live for them. The sixth-grader struggling with the first week of algebra has no idea what a nonsensical instruction like "solve for x" means--and then all at once, blink, the light goes on. The second-grader grasps for the first time why a poem doesn't have to rhyme and then coins a perfect little word picture to prove it. For Hélène Cha-Philippe, a teacher at Morningside Elementary School in Salt Lake City, the moment happened when one of her first-grade girls said, "I eat the teacher."




Technically, that's not what the little girl said. What she said was "Je mange le professeur." Then she laughed in delight and pride, and Cha-Philippe did too. Just months before, the child had not spoken a word of French. Now she spoke many words. That day, she was working with the verb manger and was supposed to say, "I eat the banana." Instead she made a tiny, silly, first-grader's joke. She had stopped wrestling with the language and had begun playing with it--and with that, she had crossed a threshold.




"It was such a wonderful experience," says Cha-Philippe. "She realized that it was possible to combine words and make a joke in a language that wasn't her own."




All over Utah, elementary-school students are joking and studying and singing and reading and fluently speaking in languages not their own: French, Spanish, Mandarin Chinese and, soon, Portuguese. They are part of one of the most ambitious total-immersion language-education programs ever attempted in the U.S. It kicked off in the 2009 school year with 1,400 students in 25 schools and by this fall will include 20,000 kids in 100 schools--or 20% of all the elementary schools in the state, with nearly 95% of school districts participating up through grade 12. Competition for spots in the program is keen: families apply online before kids enter kindergarten or first grade--depending on the school district--and the ones who will participate are picked by lottery. Those who are chosen take half their subjects each day in the new language and the other half in English.




The idea behind the program has less to do with the usual talk about a globalizing world and America's need to become a polyglot nation if it's going to compete effectively with China and other rising economies--though that's part of it--and more to do with the nimble minds of the boys and girls doing the learning. Research is increasingly showing that the brains of people who know two or more languages are different from those who know just one--and those differences are all for the better. Multilingual people, studies show, are better at reasoning, at multitasking, at grasping and reconciling conflicting ideas. They work faster and expend less energy doing so, and as they age, they retain their cognitive faculties longer, delaying the onset of dementia and even full-blown Alzheimer's disease.




A bilingual brain is not necessarily a smarter brain, but it is proving to be a more flexible, more resourceful one. In a polyglot world, that's a lesson that a largely monoglot country like the U.S. ignores at its peril. "Monolingualism," says Gregg Roberts, a language-immersion specialist with the Utah state office of education, "is the illiteracy of the 21st century."




Wired for Words




When it comes to language, there's no such thing as starting too early--and it turns out the brain can be bilingual even before birth. The human auditory system is functional from the third trimester on, and the loudest thing an in utero baby hears is its mother's voice, speaking whatever language or languages she knows. Those sounds, with their characteristic rhythms and phonemes, are poured straight into the baby's brain and become comfortingly familiar.




Of course, it isn't easy to get inside a newborn's mind and determine what it does and doesn't like, but with language at least, investigators have figured out a method. The more vigorously a comfortable, well-fed baby sucks on a pacifier, the more stimulated it is by its environment. Developmental psychologist Krista Byers-Heinlein of Concordia University in Montreal has used this technique to study babies 3 days old and younger. The mothers of some of the children were monolingual English speakers; the mothers of the others spoke both English and Tagalog, a language common in parts of Canada where there are high concentrations of Filipino immigrants.




When the babies with pacifiers were played recordings from multiple languages, those with monolingual moms sucked harder only when they heard English; the others perked up both at English and at Tagalog. "You think, These babies are newborns--how can they be bilingual?" says Byers-Heinlein. "But their mothers' voices affected their preferences."




That exceedingly early start on language only accelerates as it goes along. Research by cognitive neuroscientist Janet Werker of the University of British Columbia and others extended Byers-Heinlein's work to babies who were a few months old, trying to determine if they could distinguish between languages by sight alone, watching silent videos of adults reciting lines from The Little Prince in English and French. In this case it was eye contact--the amount of time they spent looking before they got bored and looked away--that indicated their interest and recognition. From 4 to 6 months of age, babies from both monolingual English homes and bilingual French-English homes could tell the difference. But by 8 months, the monolinguals dropped out of the race, and only the bilinguals could manage the task.




At Spring Lane Elementary School outside Salt Lake City, the kids are a good deal more than 8 months old, but their brains are clearly still very language friendly. On a recent morning late in the school year, a class of first-graders learning Mandarin had broken down into smaller groups, working together on various assignments. One cluster of five kids sat on the floor, listening to a Mandarin-language story through headphones while reading along in books. The other children were busy with writing lessons. Their teacher, April Ridge, 30, who learned to speak Mandarin when she was 21 in preparation for two years as a Mormon missionary in Taiwan, was quietly coaching one little girl when the bell sounded. She looked up and made a series of rapid-fire announcements in fluent Mandarin that appeared to have something to do with getting coats on for recess or hands washed for lunch or who knew what, but if the instructions were a mystery to the monolinguals present, they made perfect sense to the kids, who scrambled and obeyed.




"They made steady progress through the year," Ridge says. "We started school in August when they could speak only English. They were able to follow directions in Mandarin by January. After that came speaking, then reading, then writing. Now I hear them at recess, mixing Mandarin and English. They help each other out and remind each other of words they forget."




Such cooperation is a formal part of the curriculum in the schools--what the teachers call "pair-share," with kids teaming up and turning to a designated buddy for a lost word or concept. That's a good thing, particularly when it comes to Mandarin, since the Utah school system doesn't fool around. The students are taught to read and write in traditional Mandarin characters, with pinyin--the phonetic, Roman-alphabet form of writing Mandarin--not introduced until the third grade and then only for the more difficult words.




Utah's program got its start in 2009 under then governor and later ambassador to China Jon Huntsman, the rare American political figure who is fluent in Mandarin. Huntsman argued that multilingualism in education would be increasingly essential in the 21st century for students, businesspeople and government officials, and while many people outside the state speculated that the missionary work of the Utah-based Mormon church was the real driver behind the plan, state education officials deny that. "This really was mostly about the state and millennial parents seeing the need for language training," says Roberts.




The program is a surprising bargain by government standards. It's funded by the state legislature at an average of $2 million per year, plus a supplemental appropriation of $10,000 per school per year to buy books. With the program entering its fifth year, that means grades 1 through 4 have already been supplied, with the remaining grades set to be added each year as the oldest kids move along. Both students and teachers are reminded to keep the books in good enough shape that they can be reused each year. "We always tell them, 'Take care of them, because when they're gone, they're gone,'" says Carolyn Schubach, associate director for advanced learning in the Granite school district.




Kids who make it through eighth grade in the language program take advanced-placement courses in ninth. For 10th- through 12th-graders, the state education office is collaborating with the University of Utah and Brigham Young University to offer college-level courses. Whatever Utah is doing, it must be doing it right: so far, officials from 22 other states have dropped by to study the program with an eye toward launching their own.




The Polyglot Brain




It's too early to measure exactly what the lifelong benefits of early language training will be, but all of the science suggests that they will be considerable--and that some of the differences will be physically detectable in the brains of the polyglot kids. Research psychologist Ellen Bialystok of Toronto's York University cites brain scans of London cabdrivers, who are celebrated for their down-to-the-last-alley knowledge of their city's streetscape. Those scans show greater development in the regions of the brain responsible for spatial reasoning. Similar findings have turned up in the motor-control regions that govern the fingers of violinists and other musicians. Still, the cause and effect are murky here. "Does the training cause the brain changes," Bialystok asks, "or do you select into being a cabdriver or a musician because you already have a brain that's inclined toward those skills?"




Last year in Sweden, psychologists at Lund University decided to test that idea when it comes to multilingualism, scanning the brains of the incoming class at the Armed Forces Interpreter Academy in Uppsala, where students undergo a grueling program that takes them from no knowledge of an unfamiliar language like Arabic or Dari to total fluency in 13 months. As a control, the investigators scanned other students entering a similarly rigorous program in medicine or cognitive science for the same length of time. At the end of the period, all the students were rescanned. Among the language students, there was detectable growth in the hippocampus, which helps govern memory and mastery of new material, and in three areas of the cerebral cortex, where higher-order reasoning is processed. Among the other students there were no such changes.




Biologist Nina Kraus of Northwestern University has used scalp electrodes to record the activity of the auditory region in the brain stem, looking for how it behaves in bilinguals. What she found is that people who know more than one language are better than monolinguals at picking up speech-relevant sounds, such as key pitches or rhythms, out of a confusing soundscape, producing a telltale blip in the scalp readings. "As people use sound in a meaningful way," Kraus says, "the nervous system changes."




Bialystok believes the relevant difference in the brains of bilinguals involves less the density or shape of the gray matter--the neurons--than the white matter, the myelin sheathing that insulates neural connections. She and her colleagues conducted scans showing healthier myelin in the frontal lobes and the corpus callosum--the neural cable that connects the two hemispheres of the brain--in bilinguals than in monolinguals. "Structural differences are where the new science is unfolding," she says.




Brain Be Nimble




But it is the knock-on effects--not how the brain looks but how it functions--that argue most for learning additional languages, and it appears that the bilingual brain is simply more efficient. The constant toggling that comes from having to choose between two words for every object or concept in your world is a total-immersion exercise in what cognitive scientists call task switching and what the rest of us call trying to do 17 things at once. Every time you interrupt an e-mail to pick up the phone, then interrupt the phone call to respond to someone who pops into your office, and then go back to the phone and the e-mail, the tracks in your brain must clank one way or the other. It's more challenging still when you're handling multiple tasks not sequentially but simultaneously.




How deftly any one person responds to these messy real-world challenges is hard to measure, but there are some good experimental proxies. In one, known as the Stroop test, subjects are flashed the names of colors on a screen, with the word matching the actual color of the letters, and are told to say the color's name or hit a key indicating what it is--a task nearly anyone can do instantaneously. Next they are flashed mismatches--the word red printed in blue, say--and told to ignore what the word says and announce only the color. This is a lot harder than you think, especially when you don't know when you'll get a matched example and when you'll get an unmatched one. Almost universally, bilinguals are faster and make fewer mistakes than monolinguals. Related studies have shown that the multilinguals' advantage is especially pronounced not in young adulthood, when the brain's executive functions are operating at their peak, but among kids and seniors, whose cognitive capabilities have either not fully come online or are starting to slip.




"The loss of efficiency when we rotate among tasks is called the global switch cost," says Bialystok. "Everyone slows down some or makes more errors, but multilinguals in all age groups have less of a drop-off." If that increased efficiency plays out in people's lives outside the lab--and there is no reason to think it doesn't--that would confer a real advantage over monolingual classmates, colleagues and others.




The advantages of multilingualism in the senior population are especially important--and comparatively easy to measure. Cognitive neuroscientist Brian Gold of the University of Kentucky tested seniors in the 60-to-68 age group on several of the familiar task-switching tests and found that bilinguals were more accurate and also faster than monolinguals. When he scanned the subjects with functional magnetic resonance imaging while they worked, he also found that the bilinguals' brains were less rather than more active in the relevant regions than the monolinguals'. That's actually a good thing: greater activity means the brain is working harder, breaking a sweat it wouldn't have had to in its younger days. "Older people have to activate their brains more in general than younger people do," says Gold. "But bilingual seniors have to do it less." Bialystok has studied seniors suffering from serious age-related cognitive decline and those who are still high functioning and estimates that on average, bilinguals get an extra 4.1 years of clarity before symptoms of any form of dementia set in; those who develop Alzheimer's specifically get an extra 5.1 years.




None of that is to say that the monolingual middle-ager who is worried about dementia can simply take up a language and reap the same benefits a lifetime bilingual would. "The practical reality," says Gold, "is that adults are simply less likely than children to learn and continue to use a second language because they have to go far out of their way to do it, whereas it comes gift-wrapped for kids." At best, he says, language lessons in adulthood fall into the couldn't-hurt category--one more way to keep the aging brain active.




The children in the Utah grammar schools are, of course, thinking about none of this yet, with their brainpower and their language talents still on a steep upward arc. The incoming fifth-graders who have been with the program since its first year represent an educational vanguard, the leading edge of a living longitudinal study that renews itself each year as more and more families clamor for spots in the participating schools. The planned addition of 20 to 25 schools per year for the next five years should help satisfy that growing demand.




For the Utah teachers and kids, policy issues matter a lot less than the simple day-to-day richness of bilingual living. Third-grade French teacher Georgia Geerling had never taught below the level of community college and high school before she took a job at Morningside Elementary School, and she was not fully prepared for what the experience would be like. "When they hug me, I'm so touched," she says. "We had an assembly, and the kids were all onstage singing in French, and I just cried. They're so wiggly!" That's as fair a way of describing third-graders as any. But their restless bodies reflect equally active, playful, energetic brains. Learning the lyricism and the magic of another language can make them better brains too.





2013年7月25日 星期四

英文筆記02.【有關會議的英文單字】

舉例來說,會議紀錄(meeting minutes)比飛機時刻表(timetable)要難懂;了解新聞內容(news content)可比聽懂別人的興趣或嗜好(interest or hobby)複雜多了。

 


看到這裡,有沒有對多益測驗的內容有一些概念呢?筆者將會依據以下的架構,跟大家分享如何從生活情境中逐步地累積英文實力,讓你在國際職場無往不利,在多益測驗中過關斬將:


整理出生活和職場常有的情境(situations):


例如辦公室、商場、飛機航站、研討會、餐廳、醫院等。


 


每種情境常會遇到的任務(tasks):


以辦公室為例,會遇到的任務包括:聯絡(contact)、開會(meeting)、公告(notice)、作業程序(procedure)等。


 


完成每種任務需要的要件(requirements):


以開會(meeting)為例,至少要搞清楚日期(when)、開會人員(who)、 地點(where)、討論事項(what)。


 


每個要件會用到的關鍵字彙(key words):


跟開會有關的主要動詞:舉行會議(hold)、主持會議(chair)、準備(prepare)、參加(attend)、報告(report)。


跟開會有關的主要名詞:一般的會議(meeting)、正式會議(conference)、研討會(workshop)、主席(chairman)、出席人員(participant)、會議議程(agenda)、會議紀錄(minute)、後續行動(follow-up)。


 


列出常用的動詞與名詞組合:


舉行會議(hold a conference)、準備議程(prepare an agenda)、主持會議(chair a meeting)、與會(attend a meeting)。


 


用這些動詞與名詞組合,寫成句子:


例句一


Sandra正在準備明天的會議議程。


Sandra is preparing the agenda for tomorrow’s meeting.


例句二


將有23個人與會。


There will be 23 persons to attend the meeting.


例句三


行銷經理正在跟大老們開會。


The marketing manager is holding a meeting with seniors.


例句四


會議紀錄將在會議結束後分發給所有與會人。


 


Meeting minutes will be distributed to all participants after the meeting.


英文筆記01.【看奧利佛 輕鬆記料理單字】


作者:Greoffrey Trager

圖片提供:達志影像









Anyone with a kitchen can make delicious and healthy meals in just a quarter of an hour. Jamie’s 15 Minute Meals shows you how. Chef Jamie Oliver shares his passion for food by supplying tips and tricks that make food magic possible.


 


任何有廚房的人都能在十五分鐘內做出美味又健康的菜色。《奧利佛十五分鐘上菜》秀給你看。藉由提供讓美食魔法成真的訣竅,主廚傑米.奧利佛向大家分享他對食物的熱忱。


 


On one mouthwatering episode, Jamie reinvents the classic chili con carne. This dish is traditionally a stew of meat, beans, and vegetables that can take hours to cook. However, with a little creativity and a handful of “secret weapons,” the English chef makes it work.


 


在令人垂涎三尺的一集節目中,傑米重新創造出經典的墨西哥肉醬,這道菜餚傳統上須花費數小時才能將燉肉、豆子以及蔬菜烹調完成,但這位英國主廚運用一點創意和一手祕密武器達成任務。


 


To get all the flavors together in such a short time, Jamie employs an old battle strategy: divide and conquer. He breaks up the cooking into three parts: meat, sauce, and spices. In a fabulous feat of multi-tasking, he works like a conductor standing before an orchestra. The sounds of sizzling meat, the brightly colored vegetables, and Jamie’s commentary nearly let you smell and taste the food. Alas, as great as this show is to watch, you have to cook along with Jamie to be fully satisfied.


 


為了要在如此短時間內五味俱全,傑米使用一種古老的作戰策略:「各個擊破」。他將烹飪分為三部份:肉、醬以及香料。在多工作業的高超技藝下,他就像一位站在管絃樂隊前的指揮般地揮灑。火燙的肉嘶嘶作響、色彩鮮豔的蔬菜以及傑米的實況評論讓你彷彿可以聞香及品嚐到這道美食。唉,雖然本節目如此精采,但你必須和傑米一起做菜才能獲得充分的滿足。


 


Jamie’s chili con carne meatballs dish starts with bulgur wheat. This grain looks like rice, and is just as easy to cook. Jamie improves the wheat with salted lemons, one of his secret weapons. For a little extra taste, he puts a whole cinnamon stick into the pot. As the bulgur wheat steams, Jamie moves on to prepare the meat.


 


傑米的墨西哥辣肉丸料理從小麥開始,這種穀物外觀似米,也和米一樣易煮。傑米以祕密武器之一的沾鹽檸檬令小麥更好吃,並將整根肉桂棒放入鍋中來增添一些風味。在小麥蒸熱時,傑米開始準備肉。


 


To get his beef cooked in a flash, he packs some ground beef with spices, and rolls it into balls. For these, Jamie uses another secret weapon called garam masala, a blend of Indian spices. Just like the lemons, these spices instantly insert a lot of flavor. Jamie drops the meatballs into a hot pan and heads over to his food mixer.


 


為了瞬間煮好牛肉,他將香料塞入碎牛肉並滾成丸子。傑米用的另一種祕密武器稱作garam masala,是一種印度的綜合辛辣香料。就像先前提到的檸檬一樣,這些香料立刻加入許多風味。傑米將肉丸丟進熱鍋,並朝他的食物攪拌器前進。


 


To form the base of his sauce, Jamie uses a precooked tomato sauce, saving heaps of time. He mixes in more herbs and vegetables with a blender. Finally, after adding beans to the meatball pan, everything is ready to be put together. The result is a beautiful dinner made amazingly quickly. If you are hungry for more, tune in to Jamie’s 15 Minute Meals to see food made beautiful, healthy, and fresh.


 


為了打造醬汁的基底,傑米使用一種預先煮好的番茄醬,這為他省下許多時間。他將更多的草本植物和蔬菜混入攪拌機。最後,他將豆子放入肉丸的平底鍋後終於萬事俱備,以超快速度做成的一道美麗佳餚成功上桌。如果你渴望更多,鎖定《奧利佛十五分鐘上菜》來看美麗、健康又新鮮的美味料理。










 


Vocabulary


stew n. 燉煮的食物


The cook always puts carrots and potatoes into her beef stew to make it taste better.


這位廚師總是將紅蘿蔔、馬鈴薯放進她的牛肉燉湯裡以讓它更美味。


 


creativity n. 創造力


Those great artworks show the creativity of the artist.


那些絕佳的藝術品展現出藝術家的創造力。


 


conquer v. 征服;戰勝


The soldiers broke down the wall and conquered the city.


士兵們摧毀城牆並攻克這座城市。


 


fabulous adj. 驚人的;極好的


The man has such fabulous luck that he won the lottery two times.


這位男子的極佳運氣使他贏了兩次彩券。


 


conductor n. 指揮;領導者 (conduct v. 指揮)


After the music stopped, the conductor turned around to bow toward the audience.


在音樂停止後,指揮轉過身向觀眾鞠躬。


 


orchestra n. 管弦樂隊


When you listen to an orchestra, you can hear many kinds of instruments being played.


在聆聽管絃樂團表演時,你會聽到種類繁多的樂器一起演奏。


 


grain n. 穀物


Bread with grains sometimes doesn’t taste good but is truly healthy.


雜糧麵包有時候嚐起來雖然不可口但真的有益於健康。


 


steam v.


If you are hungry, an easy way to cook is to steam dumplings.


如果你餓了,一個簡便的方式就是蒸餃子來吃。


 


blend n. 混合 (blender n. 攪拌機)


This cafe uses a delicious blend of coffee beans.


這家咖啡店使用的是美味的綜合咖啡豆。


 


insert v. 添加;插入


To hold a bowling ball, insert your fingers into the holes.


若要握住保齡球就要將手指放入球面上的孔中。


 


herb n. 草本植物


Mint is an herb that is used in a lot of chewing gum.


薄荷是一種被廣為使用在口香糖中的草本植物。


 





 


【字彙小補帖】


mouthwatering adj. 令人垂涎三尺的


reinvent v . 重新創造


feat n. 技藝;本領


multi-tasking n. 多工作業


sizzling adj. 滋滋作響的


commentary n. 實況解說


bulgur wheat n. 碾碎的乾小麥片


cinnamon n. 肉桂


ground adj. 絞碎的


garam masala n. 印度綜合辛辣香料


precooked adj. 預先煮好的


heaps of phr. 許多;大量


 


【句型】


a handful of「少數;幾個」


After the movie ended, a handful of people stayed in their seats until they were told to leave.


電影播映結束後,有少數人還留在座位上直到被告知離開現場。



2013年7月22日 星期一

【德國經濟】Single Euro Payments Area SEPA 。單一歐元支付區

國際匯款作業中,經常會使用到SWIFT BIC,此代碼是指銀行之間通訊時彼此識別的代號(由8或11個英文字母或混合數字組成),用以確保匯款指示能送到正確的收款銀行,早期匯款至德國還需填寫BLZ(Bankleitzahl)。記得NELLY大學時代,負責幫同梯出國念書的同學匯款,就是少寫了BLZ,學費整整慢了一個多月才到德國。

近幾年若是需要匯款至歐洲的你,是否有看到較陌生代碼- IBAN (International Bank Account Numbe 國際銀行帳戶碼) ?從2007年1月開始,所以歐盟國家及歐洲經濟特區為目的地的匯款申請,除了需要提供SWIFT代碼,亦需要提供正確的IBAN格式,若沒有提供相關資料或不完整,該匯款有可能被銀行退回、拒收或收取任何額外費用。


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歐洲議會於2月14日通過「單一歐元支付區」法案(Single Euro Payments Area,簡稱SEPA),規範各會員體跨境收支及付款交易,簡化程序並節約匯款時間與成本,歐盟執委會估計,每年因此可節約達數十億歐元之銀行手續費。

SEPA制度早於2002年起推動,期望於歐元體系(Eurosystem)內各經濟體能藉由相同的基本條件、權利及義務,在其境內或跨國進行歐元支付交易時,能減少錯誤並提高效率。該計畫主要針對SEPA貸項撥轉(SCT)、直接扣款(SDD)、卡式支付及零售支付之創新(eSEPA)等業務進行改良。

未來SEPA將採用IBAN(International Bank Account Number)統一之銀行帳號,實施時間訂為2014年2月1日,目前尚有部分歐元區會員體未完成IBAN格式整合者(如奧地利,現行IBAN為20碼,不同於如鄰國-德國之22碼),需適時完成調整。

未來歐元區任意兩國間將建立跨境歐元直接結算,任一個SEPA體系帳戶均能在歐盟27國通用,在某一個會員國所得(如工資、服務費)將可支付進入另一個國家,在一國的帳戶也能支付在其他國家的帳單等。





Das Kürzel SEPA steht für Single Euro Payments Area (Einheitlicher Euro-Zahlungsverkehrsraum). Mit SEPA soll der Zahlungsverkehr im europäischen Wirtschaftsraum harmonisiert und mit einheitlichen Zahlungsverkehrsprodukten - Überweisungen und Lastschriften - abgewickelt werden. Das bedeutet, dass inländische Zahlungen ebenso wie grenzüberschreitende Zahlungen innerhalb der Europäischen Union künftig nach denselben „Spielregeln“ abgewickelt werden.
Das SEPA-Überweisungsverfahren und das SEPA-Lastschriftverfahren werden bereits heute am Markt angeboten. Sie spielen bisher allerdings in der Praxis nur bei grenzüberschreitenden Zahlungen eine Rolle. Für Zahlungen innerhalb Deutschlands nutzen die Verbraucherinnen und Verbraucher weiterhin ganz überwiegend das Lastschrift- und das Überweisungsverfahren mit der Kombination aus Bankleitzahl und Kontonummer.

Die SEPA-Verordnung beendet das kostenintensive Nebeneinander von inländischen Zahlungsverkehrsprodukten und den SEPA-Produkten zum 1. Februar 2014 und trägt dazu bei, dass Zahlungen in der Europäischen Union künftig schneller und kostengünstiger durchgeführt werden können.

Verbraucherinnen und Verbraucher sowie Unternehmen und gemeinnützige Organisationen erhalten durch SEPA die Möglichkeit, unabhängig von ihrem Sitz oder Wohnort ihren gesamten bargeldlosen Euro-Zahlungen, ihre Kontoführung sowie das Cash Management im gesamten SEPA-Markt effizient, sicher und einheitlich zu steuern und sich für ihre Kontoführung das Kreditinstitut mit dem besten Preis-Leistung-Verhältnis in ganz Europa auszusuchen.

Der Artikel und das Bild von
http://www.bundesfinanzministerium.de/Content/DE/FAQ/2012-04-25-sepa-faq.html



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2013年7月16日 星期二

英文網站

1. 關於相關英文拼字解釋及例句 - enquiry or inquiry 。看完理論還有測驗題可以練習。


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2013年7月9日 星期二