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UFS 211 Academic Reading & Writing's Result (23-201205D300039)

2012-09-30T17:08:00.007+08:00

ClassCode:	23-201205D300039
Lecturer:	FREDA
Subject:	UFS 211 Academic Reading & Writing

SNo	Student	Total	Grade
1	23-201006-00066	45.00	D
2	23-201006-00153	45.00	D
3	23-201006-00162	64.00	C+
4	23-201007-00002	61.00	C+
5	23-201007-00026	44.00	NC-Final
6	23-201007-00081	0.00	F
7	23-201007-00083	54.00	C-
8	23-201007-00089	59.00	C
9	23-201007-00096	57.00	C
10	23-201007-00108	74.00	B
11	23-201007-00126	71.00	B
12	23-201007-00142	56.00	C
13	23-201007-00148	55.00	C
14	23-201007-00161	52.00	C-
15	23-201011-00004	58.00	C
16	23-201011-00014	57.00	C
17	23-201101-00348	58.00	C
18	23-201103-00226	74.00	B
19	23-201103-00240	58.00	C
20	23-201103-00245	73.00	B
21	23-201103-00254	62.00	C+
22	23-201103-00280	77.00	B+
23	23-201103-00295	65.00	B-
24	23-201103-00306	55.00	C
25	23-201104-00003	47.00	D+
26	23-201104-00048	55.00	C
27	23-201104-00049	64.00	C+
28	23-201104-00057	66.00	B-
29	23-201104-00058	67.00	B-
30	23-201104-00173	43.00	D
31	23-201104-00175	25.00	NC-CourseWork
32	23-201104-00216	56.00	C
33	23-201104-00217	56.00	C
34	23-201104-00301	64.00	C+
35	23-201104-00336	68.00	B-
36	23-201104-00337	68.00	B-
37	23-201106-00045	43.00	D
38	23-201106-00099	71.00	B
39	23-201106-00108	51.00	C-
40	23-201106-00113	0.00	F
41	23-201106-00114	56.00	C
42	23-201106-00123	68.00	B-
43	23-201106-00208	62.00	C+
44	23-201106-00219	43.00	D
45	23-201106-00230	43.00	D
46	23-201106-00237	24.00	NC-Final
47	23-201106-00242	0.00	F
48	23-201106-00587	56.00	C
49	23-201106-00600	52.00	C-
50	23-201106-00602	67.00	B-
51	23-201106-00764	46.00	D+
52	23-201109-00516	53.00	C-
53	23-201109-00738	53.00	C-
54	23-201109-00746	60.00	C+

ClassCode

A+

A-

B+

B-

C+

C-

D+

D-

23-201205D300039

NC Students	:	3
Fail Students	:	3
PassPercentage	:	88.89%
Mean	:	53.72
Standard Deviation	:	17.07

UFS 211 Academic Reading & Writing's Result (23-201205D300038)

2012-09-30T17:06:00.003+08:00

ClassCode:	23-201205D300038
Lecturer:	FREDA
Subject:	UFS 211 Academic Reading & Writing

SNo	Student	Total	Grade
1	23-201007-00003	50.00	C-
2	23-201007-00021	79.00	B+
3	23-201007-00029	51.00	NC-Final
4	23-201007-00039	0.00	F
5	23-201007-00042	57.00	C
6	23-201007-00052	63.00	C+
7	23-201007-00082	65.00	B-
8	23-201007-00119	62.00	C+
9	23-201007-00127	57.00	C
10	23-201007-00151	49.00	D+
11	23-201007-00152	64.00	C+
12	23-201010-00011	63.00	C+
13	23-201011-00009	46.00	D+
14	23-201011-00017	14.00	NC-CourseWork
15	23-201011-00018	46.00	D+
16	23-201011-00019	53.00	C-
17	23-201011-00022	62.00	C+
18	23-201011-00024	59.00	C
19	23-201011-00025	43.00	NC-Final
20	23-201011-00026	60.00	C+
21	23-201101-00246	0.00	F
22	23-201101-00398	63.00	C+
23	23-201103-00001	67.00	B-
24	23-201103-00229	60.00	C+
25	23-201103-00244	70.00	B
26	23-201103-00250	77.00	B+
27	23-201103-00252	74.00	B
28	23-201103-00281	72.00	B
29	23-201103-00294	87.00	A
30	23-201103-00296	62.00	C+
31	23-201103-00333	73.00	B
32	23-201104-00050	64.00	C+
33	23-201104-00152	65.00	B-
34	23-201104-00179	20.00	NC-CourseWork
35	23-201104-00181	45.00	D
36	23-201104-00194	0.00	F
37	23-201104-00327	62.00	C+
38	23-201104-00335	67.00	B-
39	23-201104-00342	64.00	C+
40	23-201104-00353	72.00	B
41	23-201104-00386	64.00	C+
42	23-201105-00011	76.00	B+
43	23-201105-00145	78.00	B+
44	23-201106-00223	68.00	B-
45	23-201106-00238	36.00	NC-CourseWork
46	23-201106-00278	79.00	B+
47	23-201106-00493	8.00	F
48	23-201111-00050	58.00	C
49	23-201111-00054	44.00	D
50	23-201111-00056	26.00	F
51	23-201111-00568	64.00	C+
52	23-201201-00554	70.00	B

ClassCode

A+

A-

B+

B-

C+

C-

D+

D-

23-201205D300038

NC Students	:	5
Fail Students	:	6
PassPercentage	:	79.25%
Mean	:	54.79
Standard Deviation	:	21.36

UFS 211 Academic Reading & Writing's Result (23-201205D300037)

2012-09-30T17:05:00.001+08:00

ClassCode:	23-201205D300037
Lecturer:	FREDA
Subject:	UFS 211 Academic Reading & Writing

SNo	Student	Total	Grade
1	23-201006-00098	0.00	F
2	23-201007-00027	74.00	B
3	23-201007-00035	17.00	NC-CourseWork
4	23-201007-00085	56.00	C
5	23-201007-00087	66.00	B-
6	23-201007-00090	62.00	C+
7	23-201007-00102	74.00	B
8	23-201007-00105	83.00	A-
9	23-201007-00122	48.00	D+
10	23-201007-00125	88.00	A
11	23-201007-00130	72.00	B
12	23-201007-00133	84.00	A-
13	23-201007-00162	66.00	B-
14	23-201101-00607	79.00	B+
15	23-201103-00228	61.00	C+
16	23-201103-00241	51.00	C-
17	23-201104-00052	76.00	B+
18	23-201104-00056	17.00	F
19	23-201104-00143	72.00	B
20	23-201104-00144	23.00	F
21	23-201104-00168	33.00	NC-Final
22	23-201104-00170	44.00	D
23	23-201104-00176	0.00	F
24	23-201104-00183	72.00	B
25	23-201104-00187	75.00	B+
26	23-201104-00302	72.00	B
27	23-201104-00323	75.00	B+
28	23-201104-00333	80.00	A-
29	23-201104-00334	88.00	A
30	23-201104-00385	49.00	D+
31	23-201105-00146	57.00	C
32	23-201106-00014	41.00	D
33	23-201106-00032	49.00	D+
34	23-201106-00084	66.00	B-
35	23-201106-00118	0.00	F
36	23-201106-00120	0.00	F
37	23-201106-00168	63.00	C+
38	23-201106-00200	50.00	C-
39	23-201106-00207	66.00	B-
40	23-201106-00220	54.00	C-
41	23-201106-00222	21.00	NC-CourseWork
42	23-201106-00234	64.00	C+
43	23-201106-00235	60.00	C+
44	23-201106-00249	70.00	B
45	23-201106-00250	53.00	C-
46	23-201106-00702	78.00	B+
47	23-201106-00818	89.00	A

ClassCode	A+	A	A-	B+	B	B-	C+	C	C-	D+	D	D-
23-201205D300037		3	3	5	7	4	5	2	4	3	2

NC Students	:	3
Fail Students	:	6
PassPercentage	:	80.85%
Mean	:	56.13
Standard Deviation	:	25.04

UFS 301 Essentials Business Communication Skills' Result (23-201205D290010)

2012-09-30T17:00:00.004+08:00

ClassCode:	23-201205D290010
Lecturer:	FREDA
Subject:	UFS 301 Essentials Business Communication Skills

SNo	Student	Total	Grade
1	23-201005-00004	63.00	C+
2	23-201005-00026	62.00	C+
3	23-201006-00023	40.00	NC-Final
4	23-201006-00026	46.00	NC-Final
5	23-201006-00040	59.00	C
6	23-201006-00118	14.00	F
7	23-201006-00136	80.00	A-
8	23-201006-00145	62.00	C+
9	23-201006-00165	47.00	NC-Final
10	23-201006-00168	57.00	C
11	23-201006-00172	67.00	B-
12	23-201006-00173	74.00	B
13	23-201007-00017	47.00	NC-Final
14	23-201007-00020	85.00	A
15	23-201007-00025	0.00	F
16	23-201007-00030	60.00	C+
17	23-201007-00071	26.00	NC-CourseWork
18	23-201007-00080	73.00	B
19	23-201007-00088	75.00	B+
20	23-201007-00092	68.00	B-
21	23-201007-00122	21.00	NC-Final
22	23-201007-00134	59.00	C
23	23-201009-00065	69.00	B-
24	23-201009-00066	58.00	C
25	23-201010-00002	52.00	C-
26	23-201010-00003	48.00	D+
27	23-201101-00475	52.00	C-

ClassCode

A+

A-

B+

B-

C+

C-

D+

D-

23-201205D290010

NC Students	:	6
Fail Students	:	2
PassPercentage	:	70.37%
Mean	:	54.22
Standard Deviation	:	20.13

UFS 301 Essentials Business Communication Skills ' Result (23-201205D290009)

2012-09-30T16:58:00.004+08:00

ClassCode:	23-201205D290009
Lecturer:	FREDA
Subject:	UFS 301 Essentials Business Communication Skills

SNo	Student	Total	Grade
1	23-201005-00024	72.00	B
2	23-201005-00059	70.00	B
3	23-201006-00104	85.00	A
4	23-201006-00126	79.00	B+
5	23-201006-00130	84.00	A-
6	23-201007-00016	67.00	B-
7	23-201007-00028	41.00	NC-Final
8	23-201007-00038	64.00	C+
9	23-201007-00050	80.00	A-
10	23-201007-00062	81.00	A-
11	23-201007-00091	62.00	C+
12	23-201007-00120	69.00	B-
13	23-201008-00005	77.00	B+
14	23-201009-00006	50.00	C-
15	23-201009-00007	55.00	C
16	23-201009-00028	39.00	NC-Final
17	23-201009-00058	61.00	C+
18	23-201009-00059	59.00	C
19	23-201009-00061	69.00	B-
20	23-201009-00070	53.00	C-
21	23-201010-00005	48.00	D+
22	23-201010-00006	70.00	B
23	23-201010-00010	44.00	D
24	23-201011-00001	67.00	B-
25	23-201011-00002	71.00	B
26	23-201011-00005	50.00	C-
27	23-201011-00006	53.00	C-
28	23-201011-00020	41.00	NC-Final
29	23-201011-00028	78.00	B+
30	23-201012-00001	78.00	B+
31	23-201101-00246	0.00	F
32	23-201101-00260	67.00	B-
33	23-201101-00401	53.00	C-
34	23-201101-00419	72.00	B
35	23-201101-00474	66.00	B-
36	23-201101-00586	78.00	B+
37	23-201101-00603	56.00	C
38	23-201101-00608	36.00	NC-Final

ClassCode	A+	A	A-	B+	B	B-	C+	C	C-	D+	D	D-
23-201205D290009		1	3	5	5	6	3	3	5	1	1

NC Students	:	4
Fail Students	:	1
PassPercentage	:	86.84%
Mean	:	61.71
Standard Deviation	:	16.97

UFS 104 Critical and Creative Thinking 's Result

2012-09-30T16:56:00.002+08:00

ClassCode:	23-201205D290008
Lecturer:	FREDA
Subject:	UFS 104 Critical and Creative Thinking

SNo	Student	Total	Grade
1	23-201005-00026	63.00	C+
2	23-201005-00067	51.00	C-
3	23-201006-00118	15.00	F
4	23-201006-00130	84.00	A-
5	23-201006-00141	77.00	B+
6	23-201006-00146	64.00	C+
7	23-201006-00173	73.00	B
8	23-201007-00002	65.00	B-
9	23-201007-00003	38.00	D-
10	23-201007-00020	76.00	B+
11	23-201007-00026	53.00	C-
12	23-201007-00029	52.00	C-
13	23-201007-00045	54.00	C-
14	23-201007-00050	82.00	A-
15	23-201007-00071	68.00	B-
16	23-201007-00083	58.00	C
17	23-201008-00002	68.00	B-
18	23-201008-00007	80.00	A-
19	23-201008-00009	83.00	A-
20	23-201009-00011	75.00	B+
21	23-201009-00012	57.00	C
22	23-201009-00019	67.00	B-
23	23-201009-00020	76.00	B+
24	23-201009-00022	74.00	B
25	23-201009-00036	59.00	C
26	23-201009-00050	61.00	C+
27	23-201009-00051	54.00	C-
28	23-201009-00052	61.00	C+
29	23-201009-00060	65.00	B-
30	23-201009-00064	72.00	B
31	23-201010-00002	55.00	C
32	23-201010-00003	56.00	C

Not Key in Students

SNo	StudentId	Grade
1	23-201009-00032	F
2	23-201102-00003	F
3	23-201104-00194	F

ClassCode

A+

A-

B+

B-

C+

C-

D+

D-

23-201205D290008

NC Students	:	0
Fail Students	:	4
PassPercentage	:	88.57%
Mean	:	58.17
Standard Deviation	:	22.55

UFS 104 CRITICAL & CREATIVE THINKING'S RESULT

2012-09-30T16:51:00.001+08:00

ClassCode:	23-201205D290007
Lecturer:	FREDA
Subject:	UFS 104 Critical and Creative Thinking

SNo	Student	Total	Grade
1	23-201006-00086	43.00	NC-Final
2	23-201006-00106	78.00	B+
3	23-201006-00108	57.00	C
4	23-201006-00115	63.00	C+
5	23-201006-00120	66.00	B-
6	23-201006-00125	56.00	C
7	23-201006-00128	74.00	B
8	23-201006-00135	83.00	A-
9	23-201006-00144	65.00	B-
10	23-201006-00149	66.00	B-
11	23-201006-00153	49.00	D+
12	23-201006-00155	79.00	B+
13	23-201006-00161	69.00	B-
14	23-201006-00162	67.00	B-
15	23-201007-00004	5.00	F
16	23-201007-00027	63.00	C+
17	23-201007-00037	69.00	B-
18	23-201007-00051	68.00	B-
19	23-201007-00052	59.00	C
20	23-201007-00066	68.00	B-
21	23-201007-00085	33.00	NC-CourseWork
22	23-201007-00087	58.00	C
23	23-201007-00097	45.00	D
24	23-201007-00111	73.00	B
25	23-201007-00119	74.00	B
26	23-201007-00122	70.00	B
27	23-201007-00161	59.00	C
28	23-201007-00162	63.00	C+
29	23-201009-00023	58.00	C
30	23-201009-00024	64.00	C+
31	23-201009-00037	52.00	C-
32	23-201011-00004	56.00	C
33	23-201011-00028	72.00	B
34	23-201101-00586	72.00	B
35	23-201102-00005	54.00	C-
36	23-201104-00155	10.00	F
37	23-201104-00327	49.00	D+
38	23-201106-00237	14.00	F

Not Key in Students

SNo	StudentId	Grade
1	23-201006-00168	F
2	23-201006-00171	F
3	23-201007-00081	F
4	23-201007-00112	F
5	23-201007-00144	F
6	23-201007-00145	F
7	23-201101-00602	F

ClassCode

A+

A-

B+

B-

C+

C-

D+

D-

23-201205D290007

NC Students	:	2
Fail Students	:	10
PassPercentage	:	73.33%
Mean	:	49.40
Standard Deviation	:	26.99

DO YOU KNOW?

2012-08-22T15:35:00.001+08:00

What is the organisational difference between Internet & Intranet? from Hazman Aziz

PART OF SPEECH

2012-08-22T15:32:00.004+08:00

English Parts Of Speech from guesta684c8b

UFS 104 - Six Thinking Hats

2012-08-22T15:25:00.001+08:00

Problem Solving from IMU (International Medical University)

UFS 104 - CRITICAL & CREATIVE THINKING

2012-08-22T15:16:00.001+08:00

Session: June - August 2012

Section A (20 Marks) - 20 Multiple Choice Questions
- CREATIVE PROCESS
- SIX THINKING HATS
- MIND MAPPING
- CRITICAL THINKING
- QUESTIONING SKILLS
- PROBLEM SOLVING SKILLS & PROCESS
- CREATIVE THINKING

Section B (40 Marks) - STRUCTURED QUESTIONS
- ABILITY, ATTITUDE & A PROCESS
- HOW TO BE CREATIVE
- THEORIES OF CRITICAL THINKING
- SIX THINKING HATS
- LOGICAL FALLACIES

Section C (40 Marks) -ESSAYS
- MIND MAPPING - 6 KEY QUESTIONS - MARKETING PLAN
- SIX THINKING HATS PROBLEM SOLVING PROCESS
- FALLACIES OF RELEVANCE - PATTERNS, DEFINITIONS & EXAMPLES

Best of Luck & Kindly go through the notes given earlier.

UFS 211 - Academic Reading & Writing in English Tips

2012-08-22T14:58:00.000+08:00

Session: June- August 2012

Section A (20 Marks)
20 Multiple Choice Questions of Parts of Speech and Sentence Structure

Section B (40 Marks)
Figures of Speech and Instruction to Paragraph (Topic Sentence & Supporting Details)

Section C (40 Marks) -Writing
Narrative Paragraph
Life Events
Include:
- Topic
- Topic Sentences
- Supporting Details
- Conclusion
- Transitional Signals

Best of Luck & Kindly go through the notes given earlier.

UFS 301 - Essentials Business and Communication Skills (June-Aug 2012 Session)

2012-08-22T14:53:00.001+08:00

Section A - Multiple Choice Questions (20 Marks)
- Memorandum
- Meetings
- Advertisement

Section B - Structured Questions (40 Marks)
- Notices
- Conducting an Effective Meeting
- Formal and Informal Meetings
- Leaflets & Brochures
- Types of Business Meetings
- Purpose of Conducting Meetings
- Verbatim Minutes, Resolution & Narration
- Notice & Agenda of Meeting
- Minutes of the Previous Meeting
- Memorandum
- Internet VS Fax Messages
- Advertisements

Section C -Essay (40 Marks)
- Press Release
- Notice & Agenda of Meeting
- Memorandum
- A.I.D.A Principle
- Email VS Facsimile

Best of Luck & Kindly go through the notes given earlier.

How to Write a Summary

2012-07-23T17:10:00.002+08:00

Introduction

How to Write a Summary in 8 Easy Steps

Writing a good summary demonstrates that you clearly understand a text...and that you can communicate that understanding to your readers. A summary can be tricky to write at first because it’s tempting to include too much or too little information. But by following our easy 8-step method, you will be able to summarize texts quickly and successfully for any class or subject.

1) Divide…and conquer. First off, skim the text you are going to summarize and divide it into sections. Focus on any headings and subheadings. Also look at any bold-faced terms and make sure you understand them before you read.

2) Read. Now that you’ve prepared, go ahead and read the selection. Read straight through. At this point, you don’t need to stop to look up anything that gives you trouble—just get a feel for the author’s tone, style, and main idea.

3) Reread. Rereading should be active reading. Underline topic sentences and key facts. Label areas that you want to refer to as you write your summary. Also label areas that should be avoided because the details—though they may be interesting—are too specific. Identify areas that you do not understand and try to clarify those points.

4) One sentence at a time. You should now have a firm grasp on the text you will be summarizing. In steps 1–3, you divided the piece into sections and located the author’s main ideas and points. Now write down the main idea of each section in one well-developed sentence. Make sure that what you include in your sentences are key points, not minor details.

5) Write a thesis statement. This is the key to any well-written summary. Review the sentences you wrote in step 4. From them, you should be able to create a thesis statement that clearly communicates what the entire text was trying to achieve. If you find that you are not able to do this step, then you should go back and make sure your sentences actually addressed key points.

6) Ready to write. At this point, your first draft is virtually done. You can use the thesis statement as the introductory sentence of your summary, and your other sentences can make up the body. Make sure that they are in order. Add some transition words (then, however, also, moreover) that help with the overall structure and flow of the summary. And once you are actually putting pen to paper (or fingers to keys!), remember these tips:

Write in the present tense.
Make sure to include the author and title of the work.
Be concise: a summary should not be equal in length to the original text.
If you must use the words of the author, cite them.
Don't put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author wanted to say, not to provide a critique.

7) Check for accuracy. Reread your summary and make certain that you have accurately represented the author’s ideas and key points. Make sure that you have correctly cited anything directly quoted from the text. Also check to make sure that your text does not contain your own commentary on the piece.

8) Revise. Once you are certain that your summary is accurate, you should (as with any piece of writing) revise it for style, grammar, and punctuation. If you have time, give your summary to someone else to read. This person should be able to understand the main text based on your summary alone. If he or she does not, you may have focused too much on one area of the piece and not enough on the author’s main idea.

Source: http://www.enotes.com/topics/how-write-summary

AIDA Principle (UFS 301)

2012-07-23T17:08:00.001+08:00

AIDA

AIDA is a simple acronym that was devised a long time ago as a reminder of four stages of the sales process (Strong, 1925). AIDA stands for Attention, Interest, Desire, Action.

It is, in modern terms, a fairly simplistic model. This does not mean that it is no longer of value--it simply means that it is not the whole story. The bottom line is that it is useful to use it as a checklist and guideline, but not as the only checklist or guideline.

Attention

First get their attention. Without attention, you can hardly persuade them of anything. You can get attention in many ways--a good way is to surprisethem.

When you are talking to them, the first few seconds are essential as they will listen most then and rapidly decide whether you are worth giving further attention. Don't waste these precious moments on niceties, grab the other person's attention immediately.

It is generally better to open with something that pulls them towards you rather than something that scares them (as this may push them away).

Good openers address their problems and begin with such as:

Have you ever...?
Are you noticing...?
Can you see...?

Bad openers give them something to object to, demonstrate your disrespect, or just bore them to tears, and may begin with such as:

I've got just the thing you want...?
I just dropped by so that I might...?
I was only wondered whether you could...?

Interest

Once you have their attention, sustain that attention by getting the other person interested.

You can get interest by:

Listening to them talk about their problems.
Telling them things that affect their problems.
Demonstrating things, rather than just telling.
Getting them actively involved.

Watch out for the boredom factor. You may be able to get someone interested, but you cannot expect to keep their attention for ever. If you want to come back some day, you should leave them wanting more, at least of your company.

Desire

Once they are interested in you and what you have to say, then next step is to create a desire in them for what you want them to do.

They can recognize that they have a need, but this is not desire. Desire is a motivation to act and leads towards the next stage.

Desire is like a fire, and can be stoked by many methods, such as:

Showing them how the item to be desired will not be available for long (Scarcity principle).
Showing how other people approve of the item and have acquired it for themselves.
Showing them how what you have to offer will solve some of their problems.

Action

This is the magic stage when they take action on their desires and actually buy the product or agree to your proposals.

The scariest point is where you ask for the sale or ask them whether they actually do agree fully with you.

Listen to the signals they are sending. Are they asking you about when you can deliver or what after-sales support you give?

Summarize the problem you are solving for them and how what you are proposing solves that problem.

Use the appropriate closing technique, such as alternatives ('Do you want the red or the blue?) or presupposition ('What time shall we meet next week?').

And...

A variant on AIDA add a 'C' for Conviction. The ideas is that before you get to a final purchase action, a cognitive state of understanding the value is needed that matches the emotional state of desire. This sometimes appears before Desire (AICDA) and sometimes after (AIDCA), perhaps showing two different approaches: one which starts with getting a logical agreement and then moving to emotional desire, as opposed to creating desire first and then reaching the state when the purchase also makes logical sense.

The letter 'S' for satisfaction also gets added, indicating the fact that happy customers will buy more (whilst unhappy customers will tell their friends!).

This is often true, but is not necessary in all cases, depending on the sales methods (which can be highly emotion-based) the person (who may prefer emotional assessment, and the context (for example selling clothes can be very emotionally based).

Source: http://changingminds.org/disciplines/sales/methods/aida.htm

Writing a Summary (UFS 211)

2012-07-23T17:02:00.000+08:00

In a paragraph of not more than 100 words, say what are the various ways in which this machine can be used, and what are the objections to its use.

Lie detector

A new form of lie detector that works by voice analysis and which can be used without a subject’s knowledge has been introduced in Britain. The unit is already widely employed by the police and private industry in the US, and some of its applications there raise serious worries about its potential here. The Dektor psychological stress analyser (PSE) is used by private industry for pre-employment screening, investigating thefts, and even periodic staff checks. Although at least 600 of the devices are used in the US, there are apparently only three in Britain. Burns International Security Services showed its PSE at the International Fire and Security Exhibition in London last week. Philip Hicks, assistant manager of Burns’ Electron Division and the Burns official trained to use the PSE, said that one of the other two units was being employed by a private firm for pre-employment checks.

In addition to the normally understood voice generation mechanisms - vibrations of the vocal chords and resonance of cavities inside the head - there is a third component caused by vibration of the muscles inside the mouth and throat. Normally, but not under stress, these voluntary muscles vibrate at 8-12 Hz, and this adds a clearly noticeable frequency-modulated component to the voice. The PSE works by analysing this infrasonic FM component. Dektor claims that the muscle tightening occurs very quickly, and can change from one word to the next, so that it is possible to pick out a word or phrase that caused stress.

Dektor emphasises that the device shows only stress, not dishonesty. Three steps are suggested to overcome this difficulty. First, the subject is supposed to see a full list of the questions in advance. Second, there are ‘neutral’ questions and one to which the subject is specifically asked to lie. Third, if an individual shows stress on a vital question (such as Have you stolen more than £100 in the last six months?), then additional questions must be asked to ensure that this does not reflect an earlier theft or the subject’s knowledge of someone else responsible.

The standard report recommended by Dektor is simply the statement ‘After careful analysis, it is the opinion of this Examiner that the Subject’s chart did contain specific reaction, indicative of deception, to the relevant questions listed below.’ And Hicks admitted that if a person showed stress and Hicks was unable to ascertain just what caused the stress, he would assume that the stress was ‘indicative of deception’.

In the US, the device is used for pre-employment interviews, with questions such as ‘Have you used marihuana?’ and for monthly checks with branch managers, asking questions like ‘Do you suspect any present employees of cheating the company?’- which at least prevents a manager from setting his own pace to investigate possibly suspicious behaviour. Finally, US insurance investigators are now using the PSE. They need not carry it with them - only tape record the interview, usually with the permission of the unsuspecting claimant. Not only does an assessor go through the claim form to look for false claims (a questionable practice, because a person is just as likely to stress over being reminded of a lost or damaged object as to lying), but he also offers less money than requested. The claimant’s response can, apparently, be analysed to show if he is, in fact, likely to eventually accept.

The potential application of the PSE in Britain is extremely disquieting, especially as there seems no law to prevent its use. The most serious problem is that its primary application will be in situations where people may not object - such as pre-employment interviews. But it can also be used to probe a whole range of personal issues totally unrelated to job - union and political affiliations, for example. And, of course, the PSE can be used without the subject even knowing; its inventors analysed the televised Watergate hearings and told the press who they thought was lying. Finally, the device is not foolproof but depends on the skill of the investigator, who receives only a one-week course from Dektor.

In the US, where lie detectors of all sorts are much more widely used, Senator Sam J. Ervin has introduced a bill to virtually prohibit their use by private companies. There may be a privacy bill from the UK government this summer, and hopefully it will include the use of lie detectors. In the interim, trade unions and consumer groups should prevent their use before they become widespread.

(Article by Joseph Hanlon in New Scientist)

Writing a Memo (UFS 301)

2012-07-23T16:57:00.004+08:00

Situation:

You are the telephone receptionist at Floral Displays Ltd. The Mayor's Chief Secretary, Ms Littelton, has just telephoned you. The town hall has not yet been decorated although they need the decoration by 6 pm. As it is already 4 pm they need flowers and floral designers immediately. Another decoration team must be sent as soon as possible.

Task:

Write a memo to the Sales Assistant, Marc William, so that he can make the arrangements. You may invent any details that you feel are necessary.

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