2013年8月29日 星期四

【德國醫學】Das Taschentuchlabor 。手帕實驗室

經過腸病毒的洗禮後,NEELY對館內VIP學生-GARY的過敏體質愈來愈擔心,只要他一天打噴涕的次數超過4次以上,就要開始拉警報,表示緊接而來就是「過敏性鼻炎」的來訪,眼袋下方的黑眼圈也會日漸明顯。好不容易瞞天過海騙過阿公阿媽他生病一事(怕被罵慘),等他康復馬上帶回南部玩沙玩水。

這二週開始同樣症狀,鼻子又開始發出呼呼聲,彷彿提早告知我要開始接招。果然,保姆來告知要去看醫生,雖然百般不願意孩子一直吃藥。幾天後,GARY連愛吃的餅乾都吐出來,後來連飯都不吃,一直喊:「嘴巴痛痛!!」心裡一沉:「該不會又是腸病毒吧??」又看二次耳鼻喉科,醫生檢查不出毛病。最後,終於在牙科醫生找出答案:「長..牙..中」。

每次生病前總是在玩「猜一猜」的遊戲,讓NELLY不自覺神經緊蹦。德國正在研發所謂的(Das Taschentuchlabor )「手帕實驗室」,若是能先自我檢測的話,或許可以省掉不少父母的麻煩。




Wie es funktioniert


Das Taschentuchlabor funktioniert in etwa wie ein Schwangerschaftstest aus der Apotheke, es ist nur ein wenig komplexer: In der Struktur des Taschentuchs binden sich antikörperartige Moleküle an ein Polymer. Wenn sich mehrere dieser Moleküle an ein Virus binden, ändert das Polymer automatisch seine Struktur: es "zerfällt".

Dieser Zerfall generiert ein Signal – was beispielsweise eine Reaktion in dem Material sein könnte, wie eine Verfärbung des Taschentuchs.

"Am besten allerdings nicht rot", meint Frank Bier, Projektleiter am Fraunhofer-Institut für Biomedizinische Technik (IBMT) in Potsdam. Denn das könne auch leicht mit Blut verwechselt werden.

Das IBMT ist eines von 14 wissenschaftlichen Instituten und Industriepartnern, die am Taschentuchlabor arbeiten.



Die Forscher hatten auch andere Einsatzideen, denn das Polymer und die Moleküle können auch zu Fäden gesponnen und zu Textilien weiterverarbeitet werden.

"Wir haben an alles mögliche gedacht, an Pflaster und Putztücher - aber am Ende sind wir beim Taschentuch geblieben", erklärt der Physiker. "Es ist ein guter Name für das Projekt, auch wenn es um viel mehr geht als nur um ein Taschentuch."

Durchbruch blieb aus

Ihre Arbeit führe zu "einer neuen Generation in der klinischen Diagnostik", sind sich die Wissenschaftler sicher. Und das, obwohl sich die letzte Idee im Bereich der klinischen Diagnostik - das Lab-on-a-Chip-System, das Analysen und Diagnosen vor Ort machen kann - sich bisher noch nicht auf dem Markt behauptet hat.

Nur wenige Zentimeter groß, ist Lab-on-a-chip ein diagnostisches Gerät das winzige Mengen Flüssigkeit verarbeiten kann. Es kann beispielsweise die Zusammensetzung des Blutes messen oder auch Biomarker, die auf einen Herzinfarkt hinweisen. Per drahtlose Datenübertragung liest und interpretiert ein anderes kleines Modul die Ergebnisse, die Ärzten und Patienten in nur wenigen Minuten vorliegen.

Das Taschentuchlabor verspricht allerdings noch mehr: "Wir brauchen kein zweites zusätzliches Gerät", erklärt Bier.

Wischtest für die Sterilität

Wenn man die Materialstruktur eines Taschentuchs zum Vorbild nimmt, kann die Technologie auch für andere Anwendungen benutzt werden. Als Reinigungstuch könnte es Keime auf Arbeitsflächen oder auf dem Operationsbesteck im OP-Saal anzeigen.

"Heutzutage wird mehr oder weniger blind gewischt", meint Bier. "Man putzt mit einem Desinfektionsmittel über eine Fläche, und hält sie für sauber. Mit unseren Tüchern wird man wissen, ob sie wirklich sauber ist."

Die Wissenschaftler entwickeln Materialien, die Grippenviren, Salmonellen und Campylobacter-Bakterien erkennen sollen - letztere verursachen Durchfall. Sie hoffen auch auf modifizierte Taschentücher, die den Nachweis von MRSA-Krankenhauskeimen erbringen können, an denen jährlich viele Menschen sterben.

Ergebnisse im nächsten Jahr

Bis Ende 2014 läuft das vom Bundesministerium für Bildung und Forschung (BMBF) geförderte Projekt noch.

"Bis dahin hoffen wir zeigen zu können, wie alles funktioniert", meint Bier. Man sei schon sehr nahe dran. Aber dennoch sei das diagnostische Taschentuch noch Zukunftsmusik: "Man wird es nicht morgen in der Apotheke kaufen können."

Der Text und das Bild von DW
http://www.dw.de/das-taschentuchlabor/a-17041687


====================================================
【德文課程試聽預約】
: deutscheshaus.de@gmail.com (NELLY  YANG)

【預約試聽課程方式】

請先e-mail個人資料:姓名、學歷、聯絡電話、學習德文的動機、要學習哪些內容(例如:商用德語、基本對話... 等),以便準備授課內容 

【課程內容說明請參閱】

http://deutscheshaus-nelly.blogspot.tw/2007/11/i-i-16i-i-9.html

2013年8月28日 星期三

【德國生活】STUDY ABC 大學生活ABC


若是你正在德國大學就讀,發現一切學校事物及生活與原來的文化大相逕庭。這篇STUDY ABC 可以讓你輕易融入德國大學生活。利用ABC字母排序的方式,介紹大學生活中會碰到的重要關鍵字,例如A - Anwensenheitspflicht (出席義務) ,用英文解釋此單字的涵意,並提出在德國大學上課出席需要留意的重點,例如: 請假需知需要哪些證明、一學期最多請假幾次是上限、第一堂課的重要性...等,對於認識大學生活有相當幫助。

A  as in Anwesenheitspflicht (mandatory attendance)











Like handing in papers and showing up to examinations, mandatory attendance at seminars and lectures is one of the annoying aspects of student life. Depending on how strict your professor is, one unexcused absence or two excused absences per semester may be enough to bar you from taking the final examination at the end of the semester. More information

Hint: If you’ve missed your seminar for a third time, don’t hesitate to speak with your professor. You might discover that he or she will be willing to give you another chance.

B as in Bibliothek (Library)












Most universities have a central library in addition to the departmental libraries located throughout the campus or city. The main libraries usually contain millions of books. Of course, the library is not only the centre of academic pursuit, but also an important place of student social life.

Hint: If you want to make sure you have a quiet place to study, many libraries allow you to reserve your own study carrel equipped with a wireless Internet connection, desk and guaranteed seating.

C as in c.t. - s.t.











You arrive on time to class, but no one’s there? That's probably because the clocks at most universities run 15 minutes slower, and your class which supposedly begins at 10 o’clock actually begins at 10:15. The cause of confusion lies in the abbreviation “c.t.” or cum tempore, meaning the course begins 15 minutes after the official start. The abbreviation “s.t.” or sine tempore, means the course begins exactly on time. While universities in other countries adhere to uniform times, every university in Germany and their individual departments can decide whether to use c.t. or s.t., and may even drop the Latin abbreviation altogether.

Hint: If you’re uncertain whether your class begins c.t. or s.t., it’s always safer to come too early than too late. If you arrive too early, you'll have time to drink a cup of coffee and revise your new German vocabulary words.



D as in Deutsch lernen (learning German)











Even if you’re in an English-language master’s degree programme and live in a cosmopolitan, multilingual city like Hamburg or Berlin, you’ll find that knowing at least some German is essential. Most universities offer German courses to foreign students and there are numerous online language courses available, such as Deutsch-Uni Online.

Hint: Find a language partner at your university or a tutor who can help you learn German. It’s a fun and easy way to meet people.

E as in Engagement (Involvement)











Students at university can get involved in numerous political, cultural, social and environmental student organisations, such as Erasmus Alumni, Amnesty International or the University Press. These groups usually meet once a week and are open to everyone. And, of course, participating in such organisations looks impressive on a CV.

Hint: Don’t be afraid to attend a meeting as a guest listener. This will help you find out which group you like best and get you acquainted with new people.

F as in Formblätter (forms)











Germans are known for being very thorough and the same holds true for university bureaucracy. There is a form for practically everything at German universities – from student election registration forms to application forms for intermediate exams. The advantage is that once they’re filled out, your legal rights are protected. The disadvantage is that many of these forms contain officialese which can even be confusing to Germans.

Hint: If you have problems understanding a form, ask for help and advice on what you should pay attention to when filling it out.

G as in Gruppenarbeit (Group work)












Even though universities do not confer “group diplomas”, a great deal of academic work in Germany is done in groups. Students at university often get together to revise for exams, write papers and work on class presentations together.

Hint: If you have problems understanding your task, don’t hesitate to ask the other members of your group for help. This will enable your group to work more efficiently and complete the project faster.



H as in Hiwis (University assistants)











Working as a university assistant not only provides you a regular additional income, but also insight into the business of academics, contacts with all sorts of instructors and a secure place to write your final paper. That’s why Hiwi jobs are highly popular among students.

Hint: Connections are essential to getting a job as a university assistant. Keep your eyes open, speak with your friends who are already Hiwis, or simply ask your favourite professor if any positions are free (especially after he’s just praised you for your excellent presentation!)


I as in International Office











The International Office sometimes goes by the name “Akademisches Auslandsamt”. It’s the first place you go after arriving at university, if you have questions or problems concerning your studies. Many International Offices organise orientation events for new students at the beginning of every semester, which we strongly recommend you to attend.

Hint: Don’t be afraid to stop by your International Office. The staff is always happy to assist international students and can provide all the information you need about your university.

J as in Jobs











If you’re interested in earning some extra money part-time, the university notice board, or “Schwarzes Brett”, is where you’ll find job openings at many nearby companies. Telemarketing at call centres, waiting tables at restaurants or doing data entry – there are many jobs available which you may qualify for depending on your skills and previous experience.

Hint: University is not the only place where you’ll find help-wanted advertisements. Many shops post job openings in their windows on bright DIN A4 leaflets. Keep your eyes peeled the next time you go window shopping!

K as in Kommilitonen (Fellow students)











The friends at school who you used to call your “schoolmates” are now your “fellow students” (Kommilitonen) at university. They are your constant companions during your academic life. You will spend most of your time with them and probably also numerous all-night parties. So take a chance and introduce yourself, or go out for a coffee or beer with your presentation partner.

Hint: There’s at least one student club in every university town where most students like to hang out and have parties together.

L as in Literatur (Literature)











The required course literature, especially if you’re enrolled at a school of medicine or engineering, can be very expensive. To ensure that buying books doesn’t break the bank, look for posted notices or go to flea markets that offer course literature for a fraction of the cost of buying it new. You can also search for out-of-print books using online archives, such as Choosebooks.

Hint: Your university library offers the largest collection of books in your vicinity – and that free of charge. So check there first before buying new books.


M as in Mensaessen (Dining hall food)












You can find good, inexpensive food at the student dining hall (Mensa). If you’re a vegetarian, you won’t go hungry, as vegetarian dishes are now standard at most dining halls. Every year, the “Golden Tray” is awarded to the best student dining halls in Germany.

Hint: If you don’t want to miss your favourite meal, check your Studentenwerk website or info magazine for an overview of where, when and which meals are planned for the upcoming week.



N as in N.N.












You might come across this abbreviation at the beginning of the semester when you’re putting together your course timetable. “N.N.” stands for the Latin words “nomen nominandum”, meaning “to be announced”. This might signify that the lecture or course will take place, but the name of the lecturer is not yet known.

Hint: Don’t be overly concerned about the “N.N.” in your course prospectus. Simply wait and see what your professors tell you at the beginning of the semester. Block courses are typically listed as “N.N.” as they are often taught by guest lecturers.

O as in Online Public Access Catalogue (OPAC)












Gigantic card catalogues are a thing of the past. Today students scour the online catalogue of their university libraries. The good thing about searching for books online is that even if you don’t know the complete title or author’s name, you’ll still be able to find it. In addition, you can find out whether a book is available from the comfort of your home.

Hint: Most libraries support inter-library lending through OPAC, which means you can borrow a book from almost any library in Germany and have it delivered to the library closest to you.

P as in Psychosoziale Beratung (Psychosocial counselling)











Social fears, culture shock or personal problems sometimes pose a larger hurdle on your way to getting a degree than forgetting vocabulary words or not handing in your final paper on time. That’s why most universities offer free psychosocial counselling for those who wish to remain anonymous and seek confidential help with dealing with problems.

Hint: Don’t feel embarrassed about contacting the counselling service for “minor” problems, for example, if you have a writer’s block or suffer from examination anxiety. The counsellors are there to help you with these problems, as well.

Q as in Quatschen (Chatting)












Most of us nowadays cannot imagine life without mobiles. Nevertheless, make sure to turn your mobile off or put it in silent mode before every lecture or seminar, because a ringing phone in class is a huge disturbance! Don’t start chatting on the phone in the middle of class, and if you have to text someone, wait until the break. Otherwise you’ll quickly get into trouble with your lecturer.

Hint: If you absolutely have to answer your mobile in class, at least try contributing something worthwhile to the lecture.

R as in Rückmeldung (Re-Registration)












At the end of each semester, you have to re-register with your university so that they know you intend to come back the following semester. To re-register you are obliged to pay a 100- to 200-euro semester contribution and, in some states, tuition fees amounting to several hundred euros. In addition to banners and flyers, your university will send you a letter of notification to make sure you don't forget to re-register on time.

Hint: If you suddenly remember to re-register on the very last day, you can pay the semester contribution in cash or with your EC card at many universities.

S as in Semesterticket (Public transport ticket)











With the Semesterticket, students at many universities can use the tram, bus and underground free of charge. The cost is automatically included in your tuition fees. Your student ID card usually functions as the Semesterticket.

Hint: Inquire whether your university issues a Semesterticket and if so, how far you can travel with it. At universities in North Rhine-Westphalia, for instance, the Semesterticket can be used on all modes of public transport throughout the entire state.

T as in Tutoren (Tutors)











There are students at every university who volunteer their time as tutors. You can contact them if you have problems at your student residence hall, or need help taking care of formalities with the authorities, dealing with language problems or planning your semester timetable.

Hint: Ask at your International Office which tutor programmes are available and where you can register for them!

U as in Universitätsrechenzentrum (URZ) (University computer centre)











With the advent of portable notebooks and WLAN "Hotspots", the university computer centre has undoubtedly lost some of its significance. However, the computer pools at your university can still be very helpful. There you can use printers, copiers and scanners, take advantage of free Internet access and borrow technical equipment like video cameras.

Hint: If you're looking for graphic, video or data-processing software which you can't afford to purchase yourself, you might want to check if you can borrow them from the URZ.

V as in Vorlesungsfreie Zeit (Semester break)












During semester break, you'll finally have time to take that long-awaited vacation or just chill out with friends. OK – you can also use your time taking exams, writing papers, completing an internship or improving your language skills in an intensive foreign language course.

Hint: The semester break is over faster than you think, so plan for what you need or want to do ahead of time. You might find that you'll still have time left over to take that vacation!

W as in Wissenschaftliches Arbeiten (Scientific working methods)












You'll definitely write a few final papers during your stay in Germany. However, scientific working methods at German universities may differ from those in your home country, for example, regarding how to cite sources or structure an oral presentation. Therefore, find out in advance what scientific working methods are expected from students at German universities.

Hint: If you're having problems writing a final paper, inquire whether your university offers tutorials or writing workshops.



X










Student council (StuRa), student government, AStA, departmental student councils, Studentenwerk advisory board, university senate... The university is perhaps the one institution with the highest democratic participation. Whether you run as a candidate or simply go to vote, marking an X on the ballot is your way to actively shape your academic environment. More information

Hint: The university press frequently publishes guidelines to help voters understand the chaotic election process and provides an overview of the candidates and their positions.


Y as in Yoga












Yoga isn't the only way to rejuvenate after an exhausting day at the university. Many universities offer an unbeatable selection of inexpensive sports courses that include much more than swimming, basketball or football. You can also register for more exotic courses like autogenic training, Pilates and yoga.

Hint: Everyone at university wants to take sports courses. Because they are so popular, you'd better find out when and where you can register for them in advance.

Z as in Zimmersuche (Finding a room)












In big cities like Munich, Cologne and Hamburg, finding accommodation can often be very difficult. Students everywhere, like you, are looking for a nice, inexpensive place to stay. You can find rooms to let on the Internet or the university notice board ("Schwarzes Brett"). You can also contact your Studentenwerk which allocates rooms in student halls of residence.

Hint: Start looking early because finding a room takes time. Admission to the university is no guarantee that you'll automatically receive a room in a student hall of residence.



文章來源:
https://www.study-in.de/en/study/important-facts/study-abc/#F

====================================================
【德文課程試聽預約】
: deutscheshaus.de@gmail.com (NELLY  YANG)

【預約試聽課程方式】

請先e-mail個人資料:姓名、學歷、聯絡電話、學習德文的動機、要學習哪些內容(例如:商用德語、基本對話... 等),以便準備授課內容 

【課程內容說明請參閱】

http://deutscheshaus-nelly.blogspot.tw/2007/11/i-i-16i-i-9.html

2013年8月14日 星期三

【分享】關於Online learning,你做對了嗎?


出自Phimedia通泰媒體/ Bee Wei



線上平台的出現,其實在傳統的教育時代下,就被斷言為未來的學習趨勢、教育的春天,所以我們並不訝異Online learning正在改變現在的教育模式,但我們沒有預料到的是:放眼望去,現在網路上的數位學習平台不勝枚舉,甚至可以說是不計其數,而每一個平台都有著屬於自己的特色,但審視這些線上平台,反思用戶的期望,會有什麼不同嗎?今天,我們就來談談線上學習這件事吧!



審視Online learning 10面鏡子:


1.最基本,要能滿足最初學習的動機
如果只是為了留學考試或是公職考試,它就必須要能夠針對「通過考試」這個目的,幫助學習者達成目標。如果只是想casual learning,增加上班族的英文能力。那這個學習網就能以比較輕鬆的教學方式,搭配比較有彈性的課表,適合上班族的學習習慣。所以首先,要能夠清楚定位學習平台的價值性。


2.不求包羅萬象,但求洗鍊精要
學習網不是wiki維基百科,也不是奇摩知識家,我們無法期望在10分鐘之內,就可以得知事情的來龍去脈。它的目的不是要找答案給你,而是助你學習,需要雙方都投注心力在這個網站上,讓我們能夠精簡扼要並有效率的在網上有所獲益。


3.內容質量要好,排版力求簡潔但不失趣味
Content的部分是最重要的。學習網的內容是不是原創?有沒有驗證過?或只是別的網站轉貼而來?Content無疑是學習網的核心價值,簡單的來說,有好的內容,才能夠有好的群眾。


4.因材施教,不會錯
教學資源分類須得宜,讓每一個進來平台的用戶,都可以依照自己的能力以及想要學習的主題難易度,來選擇分級教學,若能夠一併記錄個人的學習歷程,將會有更完善的學習制度。


5.互動做的巧,專注沒煩惱
線上學習平台中,如果有互動性較高的功能,最好是以幫助學習為前提,別讓過度趣味的互動機制模糊了重點,而干擾學習的過程。


6. 好也社群,壞也社群,管理審核為關鍵
社群的好處是能夠自然的產生互動性,促進用戶與用戶之間的黏著度,提升網站的討論性,但切記要以學術研討為主要範疇,避免因社群而產生的泛政治化,或是淪為交友網站。


7.平易近人的裝置規格,跨平台也能夠輕鬆收看
須考慮用戶端裝置的規格,設計上最好考慮目前市場上較低階裝置的支援性。


8. 可自選舒適的空間、自在的時間上課
一般社會人士想要進修,可能會去補習班上課。但補習班空間小、下班又要趕車、假日可能又要早起。對於某些把咖啡廳當辦公室的人來說,是會不太適應的。透過線上學習,上課的空間、上課的時間都不再有限制了。


9. 個人影片瀏覽時間點記錄
對於一堂60分鐘以上的課程,觀看時間可能會被切割開。如果是一個好學的上班族,可以晚上在家裡使用Tablet看、上班搭捷運用Mobile看、午休用PC看、回家搭捷運再用Mobile看。所以跨平台自動記錄個人目前的學習時間點,是貼心的服務。


10.影音功能加持,一招決定勝負
一個成功的線上學習平台,支撐平台的核心無疑建立在影音上,讓學習這件事一下子就變得輕鬆多了,藉由影音還能夠衍伸出更多的雙向、甚至於多向溝通,都是線上學習平台其迷人之處。


 


從社群看未來線上學習的發展趨勢


互動學習大致上可以分為「人機互動」以及「人際互動」,目前Online learning平台及編輯工具,在人機互動的技術上,能夠發揮的空間其實相當有限,因此目前許多業者都將重心放在如何建置一個更完善的「人際互動」的學習環境,但這也是目前國內業者較弱的一環。因此 P2P、Virtual Classroom…等可以提供更多人際互動的解決方案,在技術及市場發展上,都有相當大的發揮及進步空間。



Online learning的發展越來越受到青睞及重視。如何將線上教材、課程、討論…等內容,完整的在Smartphone、Tablet….等行動裝置上呈現,提供一個可以隨時、隨地學習的環境,也是目前各界努力的重點。


 


第一次就上手,貼近人心的新媒體時代


相信在介紹完上述觀點後,大家現在對於Online learning應該都有了初步的概念及想像了。未來的線上學習平台將能提供創新體驗,也大幅改善學習的便利性。簡單來說,Online learning的發展不只是突破傳統思維,更將以用戶為出發點,帶給我們不同於以往震撼性的服務。


透過網路新媒體的加持,教育業者能超越時空的限制,跨越了僅以「聲音」教學的情況,接觸以往接觸不到的學生;企業主能夠將此學習平台應用在內部的Training上,綜合垂直訓練、水平溝通,達成高品質的工作效率。一個成功的線上學習平台,可以陪著人們度過美好時光,主動積極推薦內容,創造無限商機。我們還能善加利用網路雙向互動的長處,讓沒上到就回不去的課程,現在有機會再被人們欣賞;並藉由互動建立自己的社群,將用戶變成自己的粉絲。


新媒體時代,將是更貼近用戶的時代,更是好內容更容易深入大街小巷和網際網路的時代。讓我們揮別範圍的地理限制,擁抱跨媒體的無縫整合,享受彈性的學習時間,沉浸在多元豐富的體驗中吧!


 


圖片來源:
圖片1. Giulia Forsythe :CC.BY-NC-SA@Flickr
圖片2. Official GDC :CC.BY@Flickr


2013年8月13日 星期二

【德國文學】Die drei ??? Kids(die drei Fragezeichen Kids) (三個問號偵探團





竟然暑假接近尾聲,NELLY才來介紹這系列的青少年讀物,實在是為了照顧館內VIP學生-GARY抽不出時間。Die drei ??? Kids(die drei Fragezeichen Kids) -「三個問號偵探團」自1999年開始在德國由Kosmos Verlag 出版,共計56集,非常深受青少年喜愛。2009年由Europa 推出CD語音朗讀版。今年8月由天下雜誌推出中文版,提供優良課外讀物給家長參考。





德國暢銷三百五十萬冊、全球售出多國版權  

每個家庭必備、每個小孩必讀的偵探啟蒙書 

培養理解歸納、邏輯思考的最佳閱讀素材



Die drei ??? Kids(die drei Fragezeichen Kids) ,書上三個不同顏色的問號正代表故事中三位主角(Justus, Peter und Bob ),白色問號是智慧,藍色問號是幽默,紅色問號代表勇氣,三個問號的結合就是「友誼」!


【作者簡介】現年51歲的作者 Ulf Blanck ,1962年出生於德國漢堡,心中彷彿住個小頑童,想要一直保有8歲單純心智,如同他書中的主角英雄們「三個問號偵探團」 ,成員的年紀永遠不會超過10歲。作者在12歲正值青少年期時曾參加劇團,發現對舞台劇場及廣播表演深感興趣,就此埋下表演藝術的種子。如今,Ulf 在許多廣播節目擔任主持人、演說家及喜劇編劇。一系列的中長篇偵探故事「三個問號偵探團」正是他知名的青少年文學作品之一。

充滿活力的Ulf Blanck 會到各小學朗讀他的作品,讓孩子們了解書中主角所遇到的偵探難題,不是憑空想像,而是生活中隨處可見,需要靠著推理及分析的技巧便能迎刃而解。為了讓學生們身歷其境,他會帶著故事中提到的工具到現場,讓孩子們試著「扮演偵探」解決難關。例如: 如何解開一連串數字謎題,將上了鎖的行李箱依序打開,真正體驗「三個問號偵探團」所具備的能力- 比較、嘗試、思考。

孩子們也會學習到,如格從光滑的餐盤上輕鬆採集指紋,Ulf認為經過實際操作更能激發孩子學習的樂趣。活動結後,學生們會根據故事內容向作者提出問題。



Ulf Blanck, 1962 in Hamburg geboren, wollte als 8-Jähriger immer acht Jahre alt bleiben, so wie seine Helden, "Die drei ??? Kids", nie älter als zehn werden. Er wurde aber älter, spielte neben Schule und Architekturstudium zwölf Jahre in einer Theatergruppe und entdeckte dabei sein Interesse für Bühnenstücke und Hörspiele. Heute arbeitet er als Moderator, Sprecher und Comedy-Autor bei verschiedenen Hörfunksendern. Ulf Blanck gehört seit Start der Reihe "Die drei ??? Kids" zum Autorenteam. Er lebt mit seiner Familie südlich der Elbe bei Hamburg.



Am 28. September war Ulf Blanck, Autor der drei ??? Kids, mit einer Lesung für die 3., 4. und Ü-Klassen zu Gast im Heimathaus. Gemeinsam mit Ulf Blanck und den drei ??? Kids hatten die Schulkinder einen spannenden Fall zu lösen. Ganz nebenbei lernten die Kinder, wie man mit einfachen Mittel Fingerabdrücke von glatten Flächen abnehmen kann (Foto). Es war offensichtlich, dass dieses unterhaltsame Spektakel allen Spaß machte. Im Anschluss beantwortete der Autor Fragen zu seinen Büchern und signierte Autogrammkarten sowie von einigen Kindern mitgebrachte Bücher. Wir bedanken uns bei Ulf Blanck für die kurzweilige Lesung und den neuesten Band der drei ??? Kids (Band 53, "Geheimnis der Tiere"), den er der Bücherei schenkte. Unser Dank gilt auch Jutta Viercke von der Samtgemeindebücherei für die Organisation der Veranstaltung.


【本書特色】




  1.深具魅力的人氣角色:與讀者相仿的人物設定,引發「主角做得到,我也可以做得到」的認同感,讓讀者感受主角發揮的正面影響力。

  2.男孩女孩皆喜愛的關鍵字主題:恐龍、海盜、幽靈、魔法……等豐富的冒險元素和刺激的動作場景,提供讀者融入故事情境的快速捷徑。

  3.文學性與偵探性兼具的「悅讀」文本:50%文學性+50%偵探性的最佳組合,引發讀者在感情和思想上的投入、邏輯、思考上的參與。

  4.培養閱讀理解素養的最佳素材:理解、整合、歸納、分析等閱讀技巧盡用其中,解決一個案件,等於完成一次邏輯推理訓練。

  5.友善安全的偵探環境:不牽涉任何血腥暴力情節,沒有危險的器械工具,讀者將在安全的環境下靠自己的力量解決案件。

  6.專業教師編寫的延伸教案:讀者自用、教師教學皆可的教案,以多變的題型訓練理解、歸納、推論能力,偵探力和閱讀理解力同步增強!




【本書特色】擷取博客來網站:
http://www.books.com.tw/exep/prod/booksfile.php?item=0010596357


====================================================
【德文課程試聽預約】: deutscheshaus.de@gmail.com (NELLY  YANG)

【預約試聽課程方式】

請先e-mail個人資料:姓名、學歷、聯絡電話、學習德文的動機、要學習哪些內容(例如:商用德語、基本對話... 等),以便準備授課內容 

【課程內容說明請參閱】

http://deutscheshaus-nelly.blogspot.tw/2007/11/i-i-16i-i-9.html

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


========================================


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。


=================================

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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