Cultural differences in business life between Germany and USA Essay

Cultural differences in business life between Germany and USA - Essay Example In most situations, people do not realize how their own behavior is affected by culture. This is because of the closeness to it and the assumption that everyone is just like them. They expect others to do everything in a manner similar to their own. Communication refers to encoding and sending of a message with proper representation. Message can be verbal, written, non-verbal, and musical form. These various forms of representations have unspoken rules that can cause significant misinterpretations if not properly understood. An individual from a different culture with varied values and rules can cause danger to any encoding. This problem is intensified by the fact that a given message depends on the receiver’s perception and not what the presenter thought. Foster (1992) attest that in conducting daily operations in the business world, communication is considered an important factor. Therefore, when dealing with people of different culture in business, proper considerations should be put in place. These include proper understanding of diverse cultures and ability to handle the various challenges of language barriers. Hofstede (2001) said that most business deals do not mature because prior to interaction, one or both of the parties was not committed to learn cultures of the different individuals involved. To be successful in business life, every individual has to consider the following: proper understanding of different ways in which behavior and business impacts culture. Secondly, major cultural dimensions should be properly understood. Thirdly, individuals should be keen on their own culture and raise awareness about it. Fourthly, and individual should clearly know the different scenarios where their own culture preference can conflic t with that of other people. Fifth, key skills and competencies that boost international success should be identified. Finally, every individual should be sensitive of existing traps and ways to overcome them. 2.0 Cultural diversity In the 21st century, cultural diversity is common in most of the management topics. For proper management, effective communication needs to be in place (Hall, 1959). This requires proper understanding of different cultures of individuals involved. All forms of communication are directly impacted by culture. According to Hall and Hall (1990), individuals view their culture as normal. When they come across people from other different cultures, they are amazed by the unique behaviors. In order to have a clear understanding of diverse perspectives, it is important to have cross-cultural awareness (Hall, 1976; Harris and Robert, 2000). This way, an individual will be able to develop respect for other varied cultures hence suspension of judgment. This knowledg e will boost different business interaction in different situations and localities. It is also important for individuals to know that one approach will not be effective in all given circumstances. 3.0 Comparison of the cultural differences among the Americans and the Germans In business conversation, Hendon et al (1999) and Mattock (2003) revealed that Germans are known to emphasize on content and understates emotions and personal relationships. They respect honesty and openness and prefer using various examples. The fact that Germans give more details results from the detailed explanations

The Extent to Which Developmental Psychology Has Been Able to Contribute to Improving Children’s Lives Essay Example for Free

The Extent to Which Developmental Psychology Has Been Able to Contribute to Improving Children’s Lives Essay This essay will explore how developmental psychology has improved the lives of children diagnosed with specific learning difficulties (SpLD). It will explore how these improvements have been made from diagnosis to assessments, consequences to intervention. Dyslexia refers to a specific difficulty in learning to read and write. However this is not the only difficulty that children with dyslexia experience and there are variations of their symptoms. These problems appear to stem from fundamental difficulties in the rapid processing and sequencing of phonological information in short term memory. These children also have difficulties with associations with letters and their sounds. Learning their left from right also is difficult. In the 1970s-80s it was thought Dyslexia was a label given to rich parents underachieving children as an excuse for their poor performance. Contempory definitions of dyslexia combine a discrepancy approach with definition indicators. The discrepancy approach is key in how educational psychologists identify dyslexia. Dyspraxia is used to describe the symptoms of people who experience problems in oorganising their movements and may have problems with thought, perception and language. Dyspraxia is also known as developmental co-ordination disorder (DCD). Dyspraxia can make written work for children in school very difficult as it has a huge impact on the visual field with writing. Alongside this the mental affects a child may experience in school from being bullied for their condition may then effect their performance in the classroom. Due to late start in researching of DCD, intervention is not often attempted until a child reaches school age. Cormorbidity, where two disorders or illnesses occur in the same peron simultaneously or sequentially, often happens with dyslexia or dyspraxia. Kaplan (2001) found that children with reading difficulties were 51. 6% more likely to have another developmental difficulty. If all these conditions have a common cause then cormorbidity would not be present. Kaplin (2001) states that a combintation of learning difficulties may be a result of atypical brain development (ABD). It is possible that two people with the same atypical brain development may present with differing symptoms as a result of the influence of environmental factors. As a result it is difficult to identify a single biological cause for SpLD. Developmental psychologists have been able to identify a range of factors that appear to contribute to the causes of SpLDs. Heritability may be another factor which influences the presentation of SpLDs. Dyslexia and dyspraxia both appear to have a familial form where parents and siblings also present with these conditions. The extent of heritability has been highlighted through the use of twin studies; both monozygotic and dizygotic. Stevenson (1999) found that heritability was between 46 and 74 per cent chance, which highlights there is some influence from environment as well as genetic factors. Further research has highlighted how some genes on the chromosome are associated with phonological processing and other genes on other chromosomes are associated with reading. Assessments are a key way developmental psychologists are able to further understand children with SpLD, and can then identify and conclude the severity of the SpLD. It is through assessment that developmental psychologists can start to do the most help with improving childrens lives. By assessing them for their SpLD the psychologist can start to make way for the child to gain extra support in school and at home. Assessments for dyslexia such as those which use the discrepancy model assume that it is valid, which is not necessarily the case as there is evidence that children with very different IQ scores can achieve similar reading scores. The assessment is only a snap shot of how the child performed at that time on that particular day. Developmental psychologists have put forward a new method of assessment which would highlight the childs severe and persistent problems when learning to read and write. Such an assessment would assist the child in finding coping stratergies and different ways of learning in order for them to excel as well as a child without such a form of SpLD, it can also speed up intervention, which could allow the child to be assisted earlier on in their school career. When assessing dyspraxia psychologists it can be difficult to identify as the signs of dyspraxia overlap with other SpLD’s. Dyspraxia is often assessed and treated by medical personnel rather than psychologists as with dyslexia, despite signs and causes impacting similarly on the child education and learning abilities. It is usually due to the social impact which dyspraxia has on the child which dyslexia does not which requires medical attention. A large number of professionals are involved in aiding children with dyspraxia including educational psychologists who assess the motor and perceptual development skills such as sequencing and organisation. A DVMI or movement ABC test will be used in order to identify pecific motor skills. The consequences of living with a SpLD for a child can range from social exclusion to self esteem issues. Riddick (1996) found that children with SpLDs often experienced social exclusion; they felt excluded from activities because of their difficulties with reading and writing. Riddick also found that children who were had dyslexia were more likely to befriend other dyslexics which can aid social inclusion. Qualitative and quantitative studies have suggested that people with SpLDs experience emotional and educational consequences. Many children with a SpLD experience soxial exclusion, the self exteem of children with SpLDs is low especially with respect to academic self concept. Children with SpLDs are over represented in statistics on children with depression although the degree of prevelance is not clear. Many children with SpLDs experience reduced academic motivation. Developmental psychologists design and evaluate interventions which can aim to improve the behavioural symptoms of SpLDs. Although intervention often occurs after identification, early intervention in the case of children ‘at risk’ of SpLD is the best approach. School based interventions that aim to improve literacy attainment suggests that intervention needs to be highly personalised and structured if it is to be affective. In order to maximise the long term impact of intervention it is suggested that programmes also need to be intensive and preventative. Given the cost of implications of personalised tuition in the classroom psychologists are evaluating the potential of computers to act as teaching assistants to support children with learning difficulties.

Corporal Punishment :: essays research papers

The whip that a lion-tamer uses is the single most important tool that will assists him in successfully taming the lions. To demonstrate his point clearly to the beasts, he must thrash the lions with his blood-sucking whip whenever they perform an incorrect act. This is the only way that he can communicate with these low-intelligence animals, because lions cannot even understand the most indecent word in the English language. But as for humans, most of us are able to understand the language that the people around us speak. Therefore whipping, caning, strapping, or any kind of corporal punishments are not necessary -- they are reserved for animals only. Not too long ago, teachers at school and parents at home use various forms of corporal punishment on their students and children -- there are also several techniques associated with each of them. But as our society becomes more civilized, these savage acts are now looked upon with disdain and contempt. What used to be considered as corporal punishment is now considered as physical abuse. It should be thought of that way long ago. Physical abuse as penalty surely works. It arouses resentments and bitterness, but it works. If a student does something wrong and gets a whipping for it, he or she will cease doing the same erroneous act again. Though it will not change the way he or she thinks, but it WILL work. The student will not understand why he or she should not behave in that particular manner, and will continue to think that he or she is right, but physical abuse can stop them from doing it again -- it definitely works. But in long-term, some people are inclined to rebel against the authority who impose corporal punishments on them. Once they can overpower the authority, they will challenge their masters. Others, like Duddy Kravitz, they get used to their punishments and cannot care less for them. Duddy gets strapped so often that he virtually asks Mr. MacPherson for it. "So when he led Duddy Kravitz into the Medical Room that afternoon, breaking with a practice of twenty years, the actual blows were f eeble, and it was Duddy who emerged triumphant, racing outside to greet his classmates." Duddy also excitedly announced to his peers: "Hey, look! Look, jerkos! Ten on each. Mac strapped me. Mac, of all people." Obviously, Duddy is no longer intimidated by strapping. Corporal Punishment :: essays research papers The whip that a lion-tamer uses is the single most important tool that will assists him in successfully taming the lions. To demonstrate his point clearly to the beasts, he must thrash the lions with his blood-sucking whip whenever they perform an incorrect act. This is the only way that he can communicate with these low-intelligence animals, because lions cannot even understand the most indecent word in the English language. But as for humans, most of us are able to understand the language that the people around us speak. Therefore whipping, caning, strapping, or any kind of corporal punishments are not necessary -- they are reserved for animals only. Not too long ago, teachers at school and parents at home use various forms of corporal punishment on their students and children -- there are also several techniques associated with each of them. But as our society becomes more civilized, these savage acts are now looked upon with disdain and contempt. What used to be considered as corporal punishment is now considered as physical abuse. It should be thought of that way long ago. Physical abuse as penalty surely works. It arouses resentments and bitterness, but it works. If a student does something wrong and gets a whipping for it, he or she will cease doing the same erroneous act again. Though it will not change the way he or she thinks, but it WILL work. The student will not understand why he or she should not behave in that particular manner, and will continue to think that he or she is right, but physical abuse can stop them from doing it again -- it definitely works. But in long-term, some people are inclined to rebel against the authority who impose corporal punishments on them. Once they can overpower the authority, they will challenge their masters. Others, like Duddy Kravitz, they get used to their punishments and cannot care less for them. Duddy gets strapped so often that he virtually asks Mr. MacPherson for it. "So when he led Duddy Kravitz into the Medical Room that afternoon, breaking with a practice of twenty years, the actual blows were f eeble, and it was Duddy who emerged triumphant, racing outside to greet his classmates." Duddy also excitedly announced to his peers: "Hey, look! Look, jerkos! Ten on each. Mac strapped me. Mac, of all people." Obviously, Duddy is no longer intimidated by strapping.

Interlocking Spurs

An Interlocking Spur Is a physical feature which consists of: a valley In the form of t he letter V, a river bank (the part of a river where the land begins and where the land slowly g higher and higher until reaching water level), a source (the first place in a river where water begins to flow), a channel(the outline of a shallow narrow body of water) and spurs. 3. The formation of an Interlocking Spur takes a very long time due to the many stage It must undergo to finally become an Interlocking Spur.It begins as flowing water which grad ally begins to erode the ground as it moves. At the same time rain causes the sides of the valley to begin eroding in a downwards fashion. In an attempt to find a path consisting of more resistant rocks. It begins to form small hills on the sides of the valley. As the sides of t he valley continue to erode, earth and rocks fall into the stream. They then become deep sited outside of the bends.This vertical erosion causes the formation of the narrow spurs, because the water is moving faster causing the interlocking spurs to be formed. Over time the spurs become more and more refined, so much so that it almost looks like a long zipper. 5. Examples of Interlocking Spurs: Interlocking spurs at Ashes Hollow, tributary to the River Severe Interlocking spurs looking up Kendall Beck, tributary to the River Breathy in Lake Did strict, Cambric,

7 Correctional Models

[pic] SUBJECT SYLLABUS Prepared by: Bonifacio A. de Lara, Jr. SUBJECT CODE:Computer 1/10 COLLEGE OF NURSING AND MIDWIFERY Diploma in Midwifery COLLEGE OF ARTS SCIENCES AND SOCIAL WORKS Bachelor of Arts and BSSW COLLEGE TEACHER EDUCATION BSE and BEEd COLLEGE OF BUSINESS EDUCATION BSTHRT, ATHRT, BSBA, 2 Year Certificate in Computer Secretarial and BSOA COLLEGE OF THEOLOGY ABTheo, BPTheo and BRE-ECE SUBJECT TITLE:Introduction to Computer Science and Programming Concepts UNITS:3 Units PRE-REQUISITE:None TYPE OF SUBJECT:Minor FACULTY:Bonifacio A. de Lara, Jr. TERMS:First Semester / Second SemesterROOMS:EZE 201/ST 104 SUBJECT DESCRIPTION: This course is designed to teach the students the basics of computer education. It was designed in a manner that will allow the students to acquire a ladder-type education in information technology. SUBJECT PURPOSE OVERVIEW: Computer 10 is a course that enables students to familiarize themselves with the use of basic operations of a computer such as opera ting system, windows applications such as Microsoft Word, Microsoft Excel, and Microsoft PowerPoint with version 2003, respectively. STUDENTS’ PERFORMANCE EVALUATION: 1. Class Standing (CS) 2/3 of the TERM GRADE Attendance – students should not incur absences of more than 20% of the required attendance. Each absence would mean reduction of attendance rate by one step. †¢ Quizzes – there must be at least two quizzes per term period. Each quiz should contain ten to fifteen questions. †¢ Unit Test – there must be at least one unit test per term period. Each unit test should contain 20 to 30 points / question. †¢ Assignments – assignments should be given to students to further broaden their horizon on the subject matter. This must be given equivalent rating for purpose s of computing the term grade. Graded Recitation – this should be given once every term grade. †¢ Other Factors – other factors which should be determin ed at the start of classes may be included depending upon the nature of the course, like projects, term papers, research works, workbooks, etc. For the above purpose, each factor or item should be assigned a corresponding percentage. The total weight of the Class Standing is equal to 2/3 of the total term grade. 2. Term Test (1/3) †¢ Prelim Test (PT) †¢ Midterm Test (MT) †¢ Final Test (FT) In determining the term grade, the Term Test is equal to 1/3 of the Class Standing in each term period. 3.Formula in Computing the Term Grade †¢ PG = [(CS X 2) + PT] / 3 †¢ MG = {[(CS X 2) + MT] / 3} 2 + PG 3 †¢ FG = {[CS X 2) + FT] / 3}2 + MG 3 NCC THEME The Administration, Faculty, Staff and Students of Northern Christian College N – Nurtured in Christ C – Centered in Christ C – Committed in Christ NCC CREDO Northern Christian College seeks a life of faith, learning and action that will develop the person into becoming intellectually competent a nd honest, morally and ethically sensitive, and creatively aware and responsive to the needs, aspirations and realization of Just, Free and Responsible Christian social order. NCC MISSIONThe Mission of Northern Christian College is the training of the spiritual, intellectual, social and physical faculties of the youth of the Philippines with special emphasis upon the development of Christian character as exemplified by the life and teaching of Jesus Christ. NCC VISION A just free and responsible community made up of people who are intellectually competent and honest and morally and ethically sensitive to the needs and aspiration of the society I. SOFTWARE – set of instructions written in a code / programs Computers do something you probably wish people did: they do exactly what you tell them to do.They follow instructions. In fact, the only thing they do is follow instructions. Without instructions, they just sit there, as useless as that proverbial bump on a log. A list of i nstructions that tells a computer what to do is called PROGRAM or SOFTWARE. TYPES OF SOFTWARE I. SYSTEM SOFTWARE – designed to allow the computer to manage its own resources and run basic operations. A. OPERATING SYSTEM -is a collection of programs that oversees all computer operations. Examples: 1. DOS 5. 0/DOS 6. 0 [pic] 2. Linux [pic] 3. Unix [pic] 4. Windows 3. 00, 3. , 95, 98, ME, 2000, XP, Vista, 7, 8 [pic] B. PRORAGRAMMING LANGUAGES Levels of Languages: a. Machine Lang – represents data 1’s & 0’s (Binary Nos. ) b. Assembly Lang. – low – level (Uses Mnemonic Codes) [pic] c. High – Level Lang. – Procedural [pic] d. Very High – Level Lang. – OOP or 4GL’s [pic] e. Natural Lang. [pic] II. APPLICATIONS SOFTWARE – designed and written to perform a particular kind of work/task; allows to increase productivity and creativity A. WORD PROCESSING – is an application program designed for manipulatin g text; used for writing, editing and rewriting.Examples: 1. Wordstar 2. MS-Word 3. Pagemaker 4. WordPerfect [pic][pic][pic] B. SPREADSHEET – Is a microcomputer program that provides increased calculation accuracy, easy updating, and the ability to recalculate column and row totals quickly under different sets of assumption. Examples: 1. Lotus 123 2. MS-Excel 3. Quattro Pro [pic][pic][pic] C. DATABASE MANAGEMENT SYSTEM – A software used to organize, analyze, search for update, and retrieve data. Purpose: Is to organize collections of data. Examples: 1. Dbase Plus 2. Foxbase 3. Access 4. Visual BasicAny collection of data can be made easier to maintain and much more accessible: membership files, checking accounts, restaurant reservations mailing lists, employee records. [pic][pic][pic][pic] D. GRAPHICS PROGRAMS – software that lets you create pictures 1. Paint Programs- used to create bit-mapped images. Examples: Paint, Adobe Photoshop 2. Draw Programs – c reate object-oriented images. Tools to draw lines, rectangles, circles and ovals. 3. Presentation Programs is designed to further assist the user in creating and generating professional looking such as slides, visuals effects and sounds. the most meaningful of this program is its multimedia Presentations can be supplied movies, music and animation. Examples: CorelDraw Presentation, PowerPoint, 4. Computer-Assisted Design (CAD) – used to produce three-dimensional images composed of circles, arcs, and straight lines. – it create any object, whether it’s a house, ship engine, bottle, or sneaker. Examples: AutoCAD E. DESKTOP PUBLISHING – Is designed to create publishing programs such as newsletters, brochures, cards, forms and business memos. Examples: Print Artist, Publisher, CorelDraw, Newsmaster, Photoshop, F.EDUCATION AND TRAINING – Is designed primarily for academic and training. TYPES OF EDUCATIONAL SOFTWARE: 1. Tutorials – programs use st ep-by-step instructions to teach facts, skills, and concepts. Tutorials are rather like textbooks, except that they are interactive. Example: How to operate a piece of equipment, use punctuation, read music, play the guitar and program computer. 2. Drill and practice – programs are used to reinforce skills in subjects such as arithmetic, spelling, speed reading, foreign languages, and typing. 3. Simulations – programs imitate real events. It reinforce facts and concepts. How do you pilot a plane? -What decisions need to be made to improve your candidate's chances of election? -What challenges would you as head, and how would you handle those challenges? G. GENERAL BUSINESS PROGRAMS – Software that help people run their businesses. Example: 1. If you’re thinking of launching a new product or business, there are programs designed to help you develop and implement a business plan. 2. If you don’t have an employee manual, there are programs that contai n dozens of company policy statements, which you can use verbatim or edit to meet your specific needs. Examples of GBPs 1.Accounting software – record financial transactions, prepares invoices, calculates each employee’s taxes and other deductions. 2. Project Management Software – helps managers plan and keep track of the tasks resources, time schedules, and cost of project. 3. Statistical Packages – are powerful tools that use a variety of calculations to analyze large sets of data. 4. Decision Support Tools – designed to help define the important criteria involved in making a particular decision. -Assigning a numerical value, or weight, to each criterion. Then you score each of your options to see which ranks highest. H.SELF-IMPROVEMENT PROGRAM – These are computer programs for almost personal interest or activity. This small sampling gives you a sense of the scope of what’s available: 1. Garden planners – help you choose pla ns best suited for your geographical area, lay out your garden, and determine optimal planting and harvesting dates. 2. Geneology program – help you organize information about your ancestors and create family trees. 3. Home inventory programs – for people who have everything, or at least want to protect everything they have against financial loss in case of fire, theft, or natural disaster. . Wedding planners – help people prepare guest lists, schedule events, choose honeymoon destinations, and keep tract of estimated and actual expenses. HEALTH AND FITNESS 1. Medical programs – provide information on diseases, injuries, medical tests, immunizations, nutrition, dieting, and fitness, and make diagnoses based on an analysis of your symptoms. 2. Biofeedback programs – designed to teach you how to handle stress, how to relax, even how to control blood pressure and heart rate. MONEY MATTERS 1.Money managers– organized your bills, write checks, re concile accounts, track insurance policies, set up stock and bond portfolio rate. 2. Tax programs– guide you through tax preparation, from compiling the necessary data to printing out tax forms for federal and state income taxes.. I. ENTERTAINMENT PROGRAM – Designed for enjoyment. GAME SOFTWARE 1. Arcades – Games that let you shoot at aliens or some other targets and try to pile up ever-higher scores. 2. Fantasy role-playing games – Text-based stories in which you constantly have to make decisions: Which path should I follow?Are these people to be trusted? What’s the meaning of riddle? Is this safe drink? 3. Games of chance and skill – Electronic versions of card games such as bridge and poker, board games such as Monopoly and Scrabble, and TV shows such as Jeopardy, and Wheel of Fortune. 4. Simulations – games that use graphics and sound effects to imitate real-life situations, giving you the chance to live vicariously as you pilot a jet fighter, drive a Formula One car, play pool. J. UTILITY PROGRAMS – Designed to perform certain housekeeping and maintenance tasks.They improve your efficiency of your computer system, protect the system against various disasters. *Most utilities are memory-resident program. They remain in the computer’s memory at all times. You can access them instantly, even when you’re in the middle of an application. *Many utilities are packaged with operating systems and application programs. Example: -utilities include with MS-DOS can display a list of files stored on a disk, copy files. -Erase unwanted files on a disk. -Spell checkers and thesauruses included in the word processing packages also can be a thought of as utilities.ADDITIONAL UTILITIES THAT ARE SOLD SEPARATELY, useful utilities include: 1. File recovery program – used to recover files that are mistakenly erased from a floppy or hard disk. 2. Compressors –used to compress data, giving extra s pace to fit more files into a hard or floppy disk. 3. Macro makers –performing the same sequence of commands over and over is time-consuming. 4. Printer utilities –programs enhance printer operations by allowing to schedule print times, drive multiple printers simultaneously, print spreadsheets sideways. 5. Screen Savers–designed to unburned images into the screen. 6.Anti-virus – protect computers and computer networks against programs called Virus. K. MULTIMEDIA – Designed to perform editing, recording/ rewriting, designing movies and other media related. You can listen music and watch movies. Text and graphics can be enhanced to with audio, video, and animation by using the techniques of multimedia production. VISUAL DATA †¢ Data used in presentation or free-drawing graphics package is already digitized for storage and processing by a computer. A toolbox in multimedia software allows a developer at the video firm to examine and edit, frame b y frame, a video.L. COMMUNICATION SOFTWARE – allow a PC equipped w/ a modem to connect w/ other PC through phone lines to exchange information. IX. MICROSOFT OFFICE EXCEL [pic] [pic] [pic] [pic] A. WHAT IS A M. S. EXCEL-Experimenting in a Cell ? Developed by Microsoft Corporation ? An electronic spreadsheet used to manipulate numerical data with formulas and built-in functions ? Consist of 65,536 rows 256 columns ? An Excel file is a workbook B. FEATURES 1. The keyboard is used for data entry. 2. Performs various mathematical operation. 3. Worksheets can be saved and retrieved for further editing. . Automatic calculations. 5. Supports database, graphics, embedding objects and presentations. 6. Cross-referencing of multiple sheets. 7. Creating multiple charts. 8. Multiple levels of Undo C. WHY DO WE USE EXCEL 1. It helps the data to be manipulated repeatedly 2. Facilitates changes made to the figures 3. Auto computation of correction 4. Data are enhanced by its various graphic al presentation 5. It is a user friendly program 6. Avoid repetition of work 7. Saves storage space [pic][pic][pic][pic] D. USES OF EXCEL 1. Preparation of Financial Reports . Sales and Costs Analysis 3. Stock and Inventory Control 4. Effective in Sales Forecasting 5. for Budgeting E. PERFORMING CALCULATION Formulas – procedures used to solve a specific mathematical problem Arithmetic operators – mathematical symbols used in formulas; identify the process or action to be taken in order to solve the problem Operand ExampleOperatorsSymbols Constant value 2Addition + Cell reference A1Subtraction – Range reference A1:B2Multiplication * Label Jan SalesDivision / Range name RevenuePercent % Function Sum(A1:B4)Exponential ^Syntax – format understood by a program in order to properly execute and implement a process * Microsoft Excel syntax, includes an equal sign (=) followed by the operands and the operators like Examples:= 2 + 3 = A1 – B6 =3 * A5 =Sales / Months =5 ^ 4 [pic][pic][pic][pic] Operator precedence Operator Description : (colon) (single space)Reference Operators , (comma) – Negation (as in –1) % Percent ^ Exponentiation * and / Multiplication and division + and – Addition and subtraction & Connects two strings of text (concatenation) = ; ; = Comparison Relative References when a formula is created, references to cells or ranges are usually based on their position relative to the cell that contains the formula; when you copy the formula, Excel will automatically paste the adjusted references in the destination cells relative to the position of the formula Absolute References †¢ used when you do not want to adjust the references in formula when copying Functions †¢ predefined formulas that perform calculations by using specific values called arguments, in a particular order or structure †¢ arguments can be constants, formulas or functions Other commonly used functions are shown in the fo llowing table. Function Name Description Result MAX()Find the largest number from the arguments =MAX(20,25,15)Result: 25 MIN() Find the smallest number from the arguments=MIN(20,25,15) Result: 15 AVERAGE() Find the average for the arguments =AVERAGE(20,25,15) Result: 20 COUNT() Counts number of cells that contains=COUNT(1,4,B,3,20) number from the argumentsResult: 4 COUNTA() Counts number of cells that are not=COUNTA(1,4,B,3,20) empty from the argumentsResult: 5 *Some functions do not need an argument in the parenthesis.Function NameDescription Result Today() Returns current date =Today()Result: 9/4/03 Now() Returns current date and time =Now()Result: 9/4/03 12:20 ADVANCED FORMULAS Using Logical Functions †¢ help you compare the values or expression hat Excel can evaluate as TRUE or FALSE. Excel then uses the results to perform actions or return the answers you are looking for. A. IF Function Syntax:=IF(logical_test,value_if_true,value_if_false) Logical Test – used to co mpare the values/expressions that can be evaluated as TRUE or FALSE; â€Å" † – used for text returnsValue_if_true = value that is returned if the logical test is true; return the word TRUE if leave blank Value_if_false = value that is returned if the logical test is false; return the word FALSE if leave blank B. NESTED IF Function – used if there are few conditions and few return values C. OR Function †¢ to evaluate if ANY of the arguments (logical test) is TRUE †¢ up to 30 arguments can be used; as long as one of the †¢ as long as one of the arguments is true, it will return a TRUE Syntax:=OR(logical_test1,logical_test2,†¦.. ) Example ReturnOR(TRUE,TRUE,TRUE) TRUE OR(TRUE,TRUE,FALSE) TRUE OR(FALSE,TRUE,FALSE) TRUE OR(FALSE,FALSE,FALSE) FALSE D. AND Function †¢ to evaluate if ALL of the arguments (logical test) is TRUE †¢ up to 30 arguments can be used; as long as one of the †¢ as long as one of the arguments is false, it will return a FALSE Syntax:=AND(logical_test1,logical_test2,†¦.. ) Example Return AND(TRUE,TRUE,TRUE) TRUE AND(TRUE,TRUE,FALSE) FALSE AND(FALSE,TRUE,FALSE) FALSE AND(FALSE,FALSE,FALSE) FALSE E. COUNT IF Function †¢ Counts the number of cells within the range that meets the riteria †¢ Range – cells that you want to compare with criteria †¢ Criteria – condition in a form of text, number or expression that defines which cells will be counted Syntax: =COUNT IF(range, criteria) G. PARTS OF MS EXCEL [pic] 1. Title Bar – Displays the program name and the workbook name you are working on. 2. Menu Bar – Displays and access the drop-down menus that contain the Excel command options. 3. Standard Toolbar – Contains a number of buttons, which you click using the mouse, to carry out some of the more commonly used command options. 4.Formatting Toolbar – Contains a number of buttons that help you change the format or appearance of text, such as bold and underlined. 5. Name Box – Shows the selected cell, drawing object or chart item. You can also name a selected cell / range or move to the selected cell / range. 6. Formula Bar – Displays the content (value or formula) of the active cell. You can also edit the formula using the formula bar. 7. Active Cell – The selected cell in which data is entered when you begin typing. Only one cell is active at a time. The active cell is bounded by a heavy border. 8.Column Heading – Shows the column reference letter. 9. Row Heading – Shows the row reference number. 10. Sheet Tab – Shows the sheet name. 11. Horizontal Scroll Bar or Vertical Scroll Bar –Help you to scroll through your worksheet using the mouse. 12. Status Bar – Displays information about a selected command or an operation in progress. The right side of the status bar shows whether the keys (CAPS LOCK, SCROLL LOCK, or NUM LOCK) are turned on. 13. Task Pane – Display useful common tasks such as creating and opening a workbook. There are task panes with different contents that help you do your work.The contents of the task pane is context-sensitive, depending on what task you are performing. H. KEYBOARD PRESS Press Move to: > One cell to the right One cell to the left v One cell to the down ^ One cell to the up + > Last cell to the right of the current region + First cell to the left of the current region + v Last cell to the bottom of the current region + ^ First cell to the top of the current region First cell in the row + First cell in the worksheet + Last cell in the worksheet which contains data Page Down One screen down Page Up One screen up + Page Down One screen right Page Up One screen up I. CREATING VARIOUS CHART TYPES Chart ? graphic representation of worksheet data that interprets information, analyzes and compares data clearly ? can be formatted by adding a legend, chart title, adding pictures, markers or make an embedded ch art ? visually appealing and make it easy for users to see comparisons, patterns, and trends in data Chart Wizard ? a series of dialog boxes that lead you through all the steps necessary to create an effective chart 1. How to Create a Chart ? Using Chart Wizard ? Using Chart toolbar 2.Create a Chart Using the ChartWizard ? Choose the data range you want to chart. ? Be sure to include the data you want to chart, the column and row labels in the range. ? Click the ChartWizard form the Toolbar. ? Select Chart Type. ? Choose the Chart sub-type. ? Click Press and Hold the view sample button to preview the selection. ? Choose Next. Make sure the correct data range is selected. ? Select the appropriate Chart option button to plot data series in row or in columns. ? Choose Next. ? Select the Chart Location you want to place the chart on a new sheet or on an existing sheet. If you choose to place the chart on existing sheet rather than on a new sheet, the chart is called Embedded Objects. ? Click Finish. 3. Enhancing a Chart ? You may choose the Format menu and click Select e. g. Select Chart Title or double-click a particular object. ? Chart Toolbar Icons: †¢ Chart Object – Indicates the name of the selected object †¢ Format – The properties of the object †¢ Legend – To turn ON/OFF the legend †¢ Data Table – To turn ON/Off the display of the data †¢ By row – Selects data series in a row †¢ By Column – Selects data series in a column †¢ Angle Text – Text Alignment . Adding a Title ? Choose a chart to which you want to add a title to. ? Click the Chart menu, and then click Chart options. ? Choose Titles. ? Type the text you want for the title of chart. ? To add a title to the x-axis press Tab and Text. ? If you want a second line for the x or y-axis, press Tab to move to the second category or Value box, and then type the title text. ? Preview the Title(s) you add. 5. Adding or Deleting a Legend ? Choose the chart you want to add or delete a legend. ? Click the Legend from the Chart toolbar, and drag the legend to move it to its new location. . Adding a Text Box ? Click the Arrow icon. ? Move the mouse to the location where you want the arrow to be placed. ? Click and drag to the new position, then release the mouse. 7. Adding a Pattern and Border to the Text ? Double-click the text you want to format, or select the text, then choose the Format menu, and select the Patterns. ? Choose the Border style you want from the options on the left side of the dialog box. ? Press Enter. 8. Select a Different Chart Type ? For most 2-D charts, you can change the chart type of either a data series or entire charts. For the bubble charts, you can only change the type of the entire chart. ? For 3-D charts, changing the chart type affects the entire chart. ? For 3-D bar and column charts, you can change a data series to the cone, cylinder, or pyramid type. 9. Changing the Chart Typ e ? To change the chart type, perform any of the following: †¢ For the entire chart, click Chart. †¢ For the data series, click the Data Series. ? On the Chart menu, click Chart Type. ? On the Standard Types tab, click the Chart type you want. If you are hanging the chart type for one-data series and not the entire chart, be sure the Apply to Selection check box is selected. †¢ To apply the cone, cylinder, or pyramid chart type to a 3-D bar or column data series, click Cylinder, Cone or Pyramid in the Chart Type box on the Standard types tab, and then select the Apply to Selection check box. 10. Rotate Chart Title Text or Axis Text ? Click the title or the axis you want to format. ? If you clicked a chart title, click Selected Chart Title on the Format menu. †¢ If you clicked an axis title, click Selected Axis or Selected Axis Title ion the Format menu. Check the Alignment tab. †¢ If you don’t see the Alignment tab, click Cancel, click Outside of the text you want to format and then repeat the procedure. ? To rotate text, under Orientation, click a degree point, or drag the indication to the position you want. ? Note: When you have more than on level or category axis labels, only the first level can be rotated. 11. Select Chart Items ? Click the Chart item you want. †¢ The data series, data labels, and the legend have individual elements that can be selected after you select the group. 12. Changing the View of a 3-D Chart ? Click the 3-D chart you want to change. Select the options you want. When the Right Angle Axis check box is cleared, you can set the Perspective and Height options. †¢ When the Right Angle Axis check box is selected, you can either set the Height option or turn the Auto Scaling option on. 13. Changing the Rotation and Elevation in a 3-D Chart ? Using the menus: †¢ Click the 3- Chart you want to change. †¢ On the Chart menu, click 3-D View. †¢ Select the options you want. ? Using the m ouse: †¢ Click the intersection of any two axes to select the corners of the chart. †¢ Drag a corner to adjust the elevation and rotation in the chart. 14.Changing Number Formats in Charts ? If you change the number formatting in a chart, the number formatting is no longer linked to the worksheet cells. †¢ To format labels along an axis, double-click the appropriate axis. To format the data labels or a trend line label, double-click the item. †¢ On the number tab, select the options you want. 15. Printing a Chart ? Select the File menu, and choose the Page Setup command. ? Click the Page Setup button if you made some changes in the settings. ? Click the File menu, and choose the Page Setup command. ? Select the chart size button for the option you want. Press Enter. ? Choose the File Print Preview command if you want to view the chart in the Preview mode before it is printed. ? Click the File menu, and click the Print command. The Print Dialog Box appears on the screen. ? Click Enter. 16. Printing an Embedded Chart Embedded Chart ? chart that is placed on a worksheet rather than on a separate chart sheet; useful when you want to view or print a chart on a PivotChart Report with its source data or information in a worksheet; you can adjust where the chart will print on the page by sizing and moving the chart with the mouse in page Break View ?Click the worksheet outside the Chart area. ? Click Page Break Preview in the View menu. 17. Printing a Chart Sheet ? Click the tab from the Chart Sheet. ? Click Page Setup on the File menu. ? Select the options you want on the Chart tab. J. SAVING AN EXCEL 1. From the menu, click File ;; Save As. The Save As dialog box appears. [pic] 2. In the File name box, type Excel Training. Excel has already entered a placeholder name in the File name box before you type your own file name. Since the name is highlighted. You just need to type in the new file name to overwrite it without having to click in the box. pic] 3. Click the Save button. The file is saved in the default folder My Documents folder. K. Formatting Cell Using Menu Options You can format the cell using Format Cells dialog box from the menu. From the menu, click Format ;; Cells, the Format Cells dialog box appears as shown below. [pic] Tab Description Number Specify the format style of the context in a cell. Alignment Specify text alignment, text control and text orientation. Font Specify font, font style, font size, font color, font effect and underline. Border Specify border color and line style.Patterns Specify the cell pattern and color. Protection Protect the cell to be locked to avoid changes and formula to be hidden from viewer. L. TOOLBARS 1. The Standard toolbar [pic] This entire toolbar could become a floating window by double-clicking on the control bar at the far left end of this toolbar. That gives the following window, which can be placed anywhere on the screen: [pic] This toolbar can be restored to its origin al position by clicking in the gray bar at the top and dragging it back to the top of the screen. Push the top of the window up to the bottom of the menu bar. Function of commonly used buttons | |[pic] |Creates a new blank document based on the default template |[pic] |Opens or finds a file | |[pic] |Saves the active file with its current file name, location and file format |[pic] |Prints the active file – for more print options go to the File menu and select Print| |[pic] |Print preview – Shows how the document will look when you print it. [pic] |Spelling, grammar and writing style checker | |[pic] |Cut – Removes the selection from the document and places it on the clipboard |[pic] |Copy – Copies the selected item(s) to the clipboard | |[pic] |Paste – Places the content of the clipboard at the insertion point |[pic] |Format painter – Copies the format from a selected object or text and applies to | | | | |other objects or text | |[pic] | Undo – Reverses the last command, use pull-down menu to undo several steps |[pic] |Redo – Reverses the action of the Undo button, use the pull-down menu to redo | | | | |several steps | |[pic] |Auto Sum – Adds numbers automatically, and suggests the range of numbers to be added|[pic] |Sort Ascending – Sorts selected items from the beginning of the alphabet, the lowest| | | |number or the earliest date | |[pic] |Sort Descending – Sorts selected items from the end of the alphabet, the highest |[pic] |Chart Wizard – Guides you through the steps for creating an embedded chart (graph) | | |number or the latest date | | | |[pic] |Displays or hides the Drawing toolbar |[pic] |Zoom – Enlarge or reduce the display of the active document | 2. The Formatting toolbar [pic] This entire toolbar could become a floating window by double-clicking on the control bar at the far left end of this toolbar. That gives the following window, which can be pla ced anywhere on the screen: [pic] This toolbar can be restored to its original position by clicking in the gray bar at the top and dragging it back to the top of the screen. Push the top of the window up to the bottom of the menu bar. Function of commonly used buttons | |[pic] |Changes the font of the selected text |[pic] |Changes the size of selected text and numbers | |[pic] |Makes selected text and numbers bold |[pic] |Makes selected text and numbers italic | |[pic] |Underlines selected text and numbers |[pic] |Aligns to the left with a ragged right margin | |[pic] |Centers the selected text [pic] |Aligns to the right with a ragged left margin | |[pic] |Merge and Center – Merges two or more selected cells and centers the entry |[pic] |Currency Style – Formats selected text to display currency style | |[pic] |Percent Style – Formats selected cells to display percent |[pic] |Comma Style – Formats selected cells to display commas in large numbers | |[pic ] |Increase Decimal – Increases the number of decimals displayed after the decimal point|[pic] |Decrease Decimal – Decreases the number of decimals displayed after the | | | | |decimal point | |[pic] |Decreases the indent to the previous tab stop |[pic] |Indents the selected paragraph to the next tab stop | |[pic] |Adds or removes a border around selected text or objects |[pic] |Marks text so that it is highlighted and stands out | |[pic] |Formats the selected text with the color you click | | | 3. The Drawing toolbar [pic] This entire toolbar could become a floating window by double-clicking on the control bar at the far left end of this toolbar. That gives the following window, which can be placed anywhere on the screen: [pic] This toolbar can be restored to its original position by clicking in the gray bar at the top and dragging it back to the top of the screen. Push the top of the window up to the bottom of the menu bar. |Function of commonly used buttons | |[p ic] |A pull own menu with several |[pic] |Changes the pointer to a selection arrow | | |drawing options | | | |[pic] |Rotates the selected object to any degree |[pic] |A pull down menu with several libraries of shapes | |[pic] |Draws a line where you click and drag. Hold the Shift key down to make the|[pic] |Inserts a line with an arrowhead where you click and drag | | |line straight | | | |[pic] |Draws a rectangle where you click and drag. Hold down Shift to draw a |[pic] |Draws an oval where you click and drag.Hold down Shift to draw a circle | | |square | | | |[pic] |Draws a text box where you click and drag |[pic] |Create text effects with Word Art | |[pic] |Add, modify, or remove fill color from a selected object |[pic] |Add, modify, or remove line color | |[pic] |Formats the selected text with the color you click |[pic] |Changes the thickness of lines | |[pic] |Selects dash style for dashed lines |[pic] |Select arrow style; placement and shape of arrowhead | |[pic] |A pul l down menu offers shadow choices |[pic] |Add 3-d effects to rectangles or ovals | M. MENU 1. File menu |[pic] |New – Opens a new document. If you use the keyboard combination indicated on the right a blank document opens immediately. Selecting the New menu | | |item with your cursor gives the opportunity to open a large number of types of documents. | |Open – Opens a previously saved document. | | |Close – Closes the active document but does not quit the application. | | |Save – Saves the active document with its current file name, location and format. | | |Save As – Saves by opening a window which gives the opportunity to change the file name, location or format. | | |Page Setup – Sets margins, paper size, orientation and other layout options. Grid lines don't show up when you print?Go to the sheet tab in this | | |window | | |Print Preview – Shows how the file will look when you print it. | | |Print – Prints the active file , also gives the opportunity to change print options | | |Exit – Closes Microsoft Excel | 2. Edit menu |Undo – The actual entry of this item will depend on what you did last. In my example I had typed, so that was displayed.This selection can be |[pic] | |repeated several times. | | |Redo – After an action has been undone, it can be reinstated in the document. | | |Cut – Removes the selection from the active document and places it on the clipboard. | | |Copy – Copies the selection to the clipboard, the cell from which information is copied remains highlighted | | |Paste – Inserts the contents of the clipboard at the insertion point (cursor) or whatever is selected. | |Paste Special – Ten choices are available when making this selection; examples include pasting formulas, values, and comments. | | |Fill – Fill contents of a selected cell Up, Down, Left or Right | | |Clear – Deletes the selected object or text, but does not place it on the clipboard. Four choices are available; All, Format, Contents or Comments | | |Delete – This menu entry can be used to delete entire rows or columns. | |Find – Searches for specified text in the active document | | |Replace – Searches for and replaces specified text and formatting. | | 3. View menu |[pic] |Normal – The default document view for most word processing tasks. | | |Page Break Preview – Before printing, make sure the page breaks appear where you want them | | |Toolbars – Displays or hides toolbars. The right pointing arrow indicates a list of toolbars. To add one slide down to the name of the toolbar and | | |click to select. | |Formula Bar – Remove or display the bar which displays cell address and data entered into the active cell | | |Header and Footer – Adds or changes the text that is displayed at the top or bottom of every page of the document | | |Comments – Hidden comment give furt her information about cell contents. Comments are displayed when you move the cursor into the cell, however this | | |command causes all comments on a page to be displayed. | | |Full Screen – Hides most screen elements so you can see more of your document | | |Zoom – Controls how large, or small, the current document appears on the screen. | 4. Insert menu [pic] |Cells – Use this command to insert a cell. A pop-up window allows you to move existing data down or to the right. You can also insert rows or columns with | | |this window. | | |Rows – Inserts a new row in the spreadsheet, above the row that contains the active cell. | | |Columns – Inserts a new column in the spreadsheet, to the left of the column that contains the active cell. | | |Worksheet – By default, an Excel workbook is made up of three worksheets. You may insert as many additional sheets as you require.Sheets are inserted in | | |front of the current worksheet. | | |Chart â €“ This adds a chart of the selected data, or of the entire worksheet if you have no data selected. | | |Page Break – Inserts page breaks above and to the left of the active cell. To avoid adding a page break to the left, make sure a cell in Column A is | | |selected before inserting the break. | | |Function – Opens the Paste Function window allowing the selection of a specific equation to go in the active cell. | |Comment- Have something to say about the contents of a cell? Add a small note with the appearance of a Post-It note. | | |Picture – Insert pictures from clip art or a file. You can also insert auto shapes, word art, or a chart. | | |Object – Insert an object such as clip art, word art, an equation or much more. | | |Hyperlink – An interesting use of hyperlinks is to place a link to any document stored on your computer. You can later open that document by clicking on | | |the link.If you want to see an example of an Excel worksheet us ing hyperlinks to Internet sites, download a copy and open it with Excel. | 1. Format menu 2. |Cells – Format the way a number is displayed, alignment of data in the cell(s), font (size, color, style, etc. ), borders and colors for the |[pic] | |selected cells, and you may also lock the contents of a cell here. | | |Row – Specify a row height, choose auto-fit, and hide or un-hide the selected row. | | |Column – Specify a column width, choose auto-fit, hide or un-hide the selected column, or choose the standard width for a column. | |Sheet – Here you can rename the sheet if sheet 1 is not descriptive enough (and it's not), you can hide or un-hide a sheet, or you can tile an | | |image in the background of the entire sheet. | | |Auto Format- There are sixteen pre-designed formats to change the look of your spreadsheet. You may apply the format to the entire sheet or only | | |to selected cells. | | |Style – Opens a Style window which will lead to the Format Cells window if you wish to Modify the format. | | 6. Tools menu [pic] |Spelling†¦ – Check spelling in your document | | |AutoCorrect†¦ – Define, or turn off automatic corrections. If you tend to make a particular keystroke error often, and it is not in the | | |dictionary, you can add it here. | | |Share Workbook†¦ – Choose this option if you want several users to work on the data in the same workbook simultaneously.Make it | | |available on your network and anyone with access can make changes. | | |Protection – You can password protect a single sheet of a workbook, or the entire workbook. One obvious application would be to protect a| | |worksheet which you are using as your grade book. | | |Customize†¦ – Select/Deselect toolbars to be displayed with your workbook, or add buttons to existing toolbars. | | |Options†¦ If you do not like something Excel does automatically, or if you know it should be doing s omething automatically and it is | | |not, this is where you turn those features on or off. One thing I use a lot here is removing gridlines from a worksheet so I can draw a | | |graphic organizer. | N. PRINTING 1. Select the range A2:B6. You want to set this range as the print area. Whenever you print your worksheet, only the contents in the print area will be printed. [pic] 2. From the menu, click File ;; Print Area ;; Set Print Area.A dashed outline appears around the Print Area, as shown below. [pic] Click the print preview button to preview the printout. Only the cells in the print area would be printed. [pic] 3. From the menu, click File ;; Print Area ;; Clear Print Area. If you do not set a print area, the entire worksheet will be printed. O. PAGE SET-UP A. Orientation 1. From the menu, click File ;; Page Setup. Click the Page tab. The Page Setup dialog box appears, as shown below. 2. Under Orientation, click the Landscape option. The default orientation is portrait. [pic] 3. Click the OK button. The orientation of the page is set to landscape (horizontal).B. Scaling 1. From the menu, click File ;; Page Setup. Click the Page tab. Page Setup dialog box appears, as shown below. 2. Under Scaling, in the Adjust to box, type 150. You can click the up arrow in the box to increase the number. [pic] 3. Click the OK button. The size of the printout on the worksheet increases. C. Paper Size 1. From the menu, click File ;; Page Setup. Click the Page tab. Page Setup dialog box appears, as shown below. 2. Click the Paper size drop-down arrow. Click the paper size you want from the list. The number of paper size appears in the list depends on the printer you are using. [pic] 3. Click the OK button.The paper size changes. D. Page Margin 1. From the menu, click File ;; Page Setup. Click the Margins tab. Page Setup dialog box appears, as shown below. 2. In the Top, Left, Right and Bottom boxes, type the margin you want to change. The margin is in inch in this example. [ pic] 3. Click the OK button. The margin is set. P. PRINT PREVIEW 1. From the menu, click File ;; Print Preview. Print Preview window appears. Use the command buttons in the Print Preview window to carry out more actions. [pic] Use the command buttons in the Print Preview window to carry out more actions. Button Action Next Display the next page Previous Displays the previous pageZoom Enlarge / reduce the content in the preview screen Print Print the current selection with printing options Setup Setup the page Margins Display or hides margin handles Page Break PreviewDisplay page break preview for you to adjust the page break Normal View Display in normal view Close Close the print preview window 2. Click the Close button. The preview window closes and returns to the worksheet. [pic][pic] ———————– LECTURE NOTES | COMP1/10 | INTRODUCTION TO COMPUTER SCIENCE & CONCEPTS B. A. DE LARA, JR. | CBE – FACULTY | NORTHERN CHRISTIAN COLLEGE | LAOAG CITY |  ©2012 NORTHERN CHRISTIAN COLLEGE â€Å"The Institution for Better Life† Laoag City [pic]

Sicilian Phrasebook

Sicilian Phrasebook GREETINGS Bon giornu. Bona sira.Good evening. Bona notti.Good night. Addiu.Good-bye. Comu si senti?How are you? Bonu, grazii, e Lei?Fine, thanks, and you? Unn cà ¨ mali.Not bad. Piaciri di canuscirvi.Pleased to meet you. GETTING ALONG Parra inglisi? Iu unn parru sicilianu.I do not speak Sicilian. Ma capisciu si parra chià ¹ lentamenti.But Ill understand if you speak more slowly. Mi capisci si parru inglisi?Do you understand me if I speak English? Cà ¨ nessunu cca ca parra inglisi?Does anyone speak English here? Comu si dici in sicilianu...?How do you say in Sicilian...? ASKING FOR DIRECTIONS Mi po diri comu si va a ...? Quantu si ci metta a [town name] di cca?How far is [town name] from here? Quantu si ci metti in machina?How long does it take by car? Mi po mustrari na carta unna mi trovu?Can you show me on the map where I am? Gira sinistra.Turn left. Gira destra.Turn right. Jiti rittu rittu.Go straight ahead. Faciti un giru cumpletu.Make a U-turn. Jiti à ´ primincruciamentu.Go to the first intersection. Unn à ¨ luntanu.Its not far. È vicinu.Its nearby. Si ci metti cincu minuti a pedi.Its a five-minute walk. TRAVEL AND TRANSPORTATION Pi favuri, unna à ¨ u benzinaiu u chià ¹ vicinu? Pi favuri, mi metta deci litri di benzina.Ten liters of gas, please. Mi volcontrollar a pressioni dà ® gummi?Would you check the tire pressure? Unna pozzu parcheggiari?Where can I park? Cà ¨ un parcheggiu ca vicinu?Is there a parking lot nearby? È un parcheggiu liberu?Is this a free parking lot? ON THE BUS Quali autobus devu prenniri pi jiri à ¢ Quattru Canti? Unna à ¨ a firmata?Where is the bus stop? È chistu lautobus pi San Fratellu?Is this the rigth bus for San Fratello? Un biglettu, pir favuri.One ticket, please. Devu scinniri a...I have to get off at... Mi po diri unna devu scinniri?Can you tell me where to get off? AT THE TRAIN STATION Quannu à ¨ u prossimu trenu pi Missina? Vogghiu un bigliettu di andata e ritornu.Id like a round-trip ticket. Un bigliettu sulu di andata.One-way ticket, please. Un bigliettu di prima classi, pi favuri.First class, please. A chi ura arriva u trenu di...?At what time does the train arrive from...? Chi à ¨ direttu o espressu?Is it a local or an express? Mi po dari un orariu?May I have a timetable? Da quali binariu parti u trenu?From what platform does it leave? U trenu parti dà ´ binariu...The train leaves from platform... U trenu pir Catania parti a...The train for Catania leaves at... È trenu cu prinotazzioni ubbligatoria.You need a reservation for this train. FOOD AND DRINK agneddu antipastu mistumixed antipasto baccalarudry salted cod bivannidrinks calamarisquid cicirichickpeas ducisweets fasolibeans panibread pipipepper pumudamuritomatoes sasizzasausage u primufirst course u secunnusecond course vinu biancuwhite wine vinu russured wine SHOPPING Comu Le pozzu sirviri? Vogghiu sulu dar un occhiata.I just want to have a look. Vogghiaccattarun capeddu.Id like to buy a hat. Unna à ¨ u camerinu?Where is the fitting room? Pozzu cangiari na vota accattatu?May I return this? Faciti anchi modifichi cca?Do you make alterations here? Pozzu pagari cà ¢ carta di creditu?Can I pay with my credit card? Non accettamu carti di creditu, sulu contanti.We do not accept credit cards, only cash. Mi poincartari u me acquistu in pacchettu regalu?Can you gift-wrap my purchase? Tuttu ntà ´ negozziu à ¨ in saldu.Every item in the store is on sale. È troppu granni / nicu / lungu / curtu.Its too large / small / long / short. SERVICES Mi po puliri sti cammisi, pir favuri? Quannu sarannu pronti i causi?When are the pants going to be ready? Mi bisogninu pi sabatu.I need them by Saturday. Devu pagari ora o quannu i vegnu a ritirari?Should I pay now or when I come to pick them up? Eccu a so ricevuta.Here is your receipt. Vulissi tagghiari i capiddi.I would like a haircut. Vulissi un tagghiu curtu.I would like my hair short. Vulissi sulu na spuntata.I would like my hair trimmed. Faciti anchi massaggi cca?Do you also do massages? MONEY Unna à ¨ a banca a chià ¹ vicina? Quannu apri / chiudi a banca?When does the bank open / close? Unna pozzu truvari un Bancomat?Where can I find an ATM? A quantu sta u dollaru oggi?How much is the dollar today? Chi tassa ci mittiti sà » cambiu esteru?What is your fee on currency exchange? Accitati carti di creditu?Do you accept credit cards? AT THE BEACH Unna pozzu affitari una sdraia? A chi ura devu ristituiri a sdraia?At what time shall I return the deck chair? Chi voli diri a bannera russa?What does the red flag mean? Quantu pozzu natari a largu?How far am I allowed to swim here? Unna pozzu accattari na buttighia dacqua nta spiaggia?Where can I buy a bottle of water on the beach? È chista na spiaggia pubblica?Is this a public beach? HEALTH Pozzu vidiri un dutturi, pi favuri? Chiamati lambulanza!Call an ambulance! Unn mi sentu bonu.I dont feel well. Mi sentu malatu.I feel sick. Mi fa mali a testa.I have a headache. Mi fa mali a panza.I have a stomachache. Haiu un allergia.I have an allergy. Cercu na farmacia.I am looking for a pharmacy. Mi po diri unna à ¨ a farmacia chià ¹ vicina?Where is the nearest pharmacy, please? Devu pigghiari sta pinnula cu acqua?Should I take this pill with water? EMERGENCIES Latru! Aiutu!Help! Lassami in paci!Leave me alone! Vattinni!Go away! Mi scipparu a cullana!They snatched my necklace! Haiu bisognu di un interpetri.I need an interpreter. Cà ¨ un dutturi cca?Is there a doctor here? Focu!Fire! Chiamati i pomperi!Call the firemen! MEASURES centimetru chilometrukilometer chilukilo litruliter metrumeter DAYS OF THE WEEK luneddà ¬ marteddà ¬Tuesday mercoleddà ¬Wednesday gioveddà ¬Thursday venerddà ¬Friday sabbatuSaturday duminicaSunday MONTHS OF THE YEAR jinnaru fivraruFebruary marzuMarch apriliApril maggiuMay giugnuJune lugliuJuly agustuAugust settembriSeptember ottubbriOctober novembriNovember dicembriDecember TIME Chi ura à ¨? È luna.It is one oclock. Sunu id dui.It is two oclock. Sunu i dui e menzu.It is two-thirty. Sunu i dui menu un quartu.It is a quarter to two. THE FOUR SEASONS primavera estatisummer autunnuautumn invernuwinter THE WEATHER Chi tempu fa? Fa friddu oggi.Today it is cold. Fa cauru.Its warm. Chiovi.Its raining. È na bedda jurnata.Its a gorgeous day. Nun chiovi, ma fa ventu.Its not raining, but it is windy. È nuvulusu.Its cloudy. Quanti gradi fa fora?How many degrees is it outside? Rumani ci sar una timpesta.Tomorrow there will be a thunderstorm.

What Does a Rigorous High School Course Load Look Like

What Does a Rigorous High School Course Load Look Like SAT / ACT Prep Online Guides and Tips Chances are, you've heard the phrase "rigorous course load" before. You probably even know that this is something colleges really look for in applications for admission. So how can you ensure that your high school course load is rigorous or challenging enough? How do you balance this with getting a good GPA? How do you balance the need for rigor with your limitations, extracurricular interests, family and friends, and desire to not overwhelm yourself? Read on for our advice on choosing between harder classes and more classes, and harder classes and better grades. We also go over how many AP classes and electives you should take. What Does Rigorous or Challenging Mean? First off, what does the vague word "rigor" actually mean? Andwhy do colleges value seeing you challenge yourself? As it turns out, exposure to a rigorous curriculum in high school is a better predictor of academic success in college than theeducation level of your parents is, or even your test scores, class rank, and GPA are. And the best place to show that you've been exposed to a challenging curriculum is through your transcript. In other words,college admissions officers want your transcript to show that you are driven, hardworking, and willing to push yourself- especially since research indicates thatif you have these qualities, then you're pretty likely to be a great college student! How to Avoid Being Overwhelmed by a Rigorous Course Load A rigorous curriculum is, at heart, a balancing act. You should take the most challenging courses that are within your ability to handle.At the same time,you should pace yourself so that you're not too overwhelmed by the challenge. Part of showing good judgment and a mature level of self-guidance is being able to balance a hard course load with your extracurricular activities, job, friends and family, and other responsibilities. When in doubt, remember how many expressions there are for this exact situation:"Don't bite off more than you can chew," "Don't let your eyes be bigger than your stomach," etc. Another way to think about a rigorous curriculum is to imagine your high school experience as an uphill climb.Most of the time you want to be farther up the mountain than where you were previously, hiking up steeper and steeper terrain and using everything you've learned to help you keep going. But like all mountaineers, sometimes you need time to stop at base camp or just take a break. As long as you're mostly climbing and not mostly resting, you know you'll get to the top eventually! Sure, they climbed all the way up there. But now it's hot chocolate time! More Classes or Harder Classes? Because much of your high school course load is up to you, a classic question students often have is whether they should show more breadth or more depth. For example, if you're into science, should you take every science course available at a basic level? Or should you focus on a couple of specific subjects, such as biology or physics, and take harder honors/AP classes in them? Based on our experience, colleges tend to favor students who've taken a few harder classes instead of a lot of easier classes.According to the National Association for College Admission Counseling's (NACAC) 2017 State of College Admission Report, 52% of schools surveyed ranked strength of curriculum as considerably important in admissions. Your transcripts should show how you've taken full advantage of the challenges available to you at your school- but always within reason, of course.This means that you should take progressively more difficult classes in each topic each year rather than jumping from intro class to intro class. The general idea is to show that you're intellectually prepared for college-level studying, and that you've developed a habit of guiding yourself toward increasing challenges. This demonstrates grit, resilience, perseverance, and a mature work ethic. Why is this guy so chill? Because he has figured out his own carrying capacity perfectly. Better Grades or Harder Classes? Again, definitely opt for harder classes. Most colleges say that a transcript that shows a student has taken increasingly demanding classes is more important than a transcript with a higher GPA.The NACAC survey reported that 77% of schools surveyed believe that grades in college prep courses(i.e., core classes such as English and science), as well as grades in allclasses you take as a high school student, are considerably important factorsin the admissions process. Butgetting straight As in low-level classes, instead of trying for an honors or AP class, might suggest to colleges that you're not challenging yourself enough. It's like asking Olympic swimmer Michael Phelps to compete against 5-year-olds; colleges would rather see you get a B in an AP course than an A in a regular course. Of course, this isn't to say that all your classes should be as challenging as possible- this goes back to the whole balance thing we talked about earlier. A D in an AP course looks a lot worse than an A in a regular course! Still, you want to demonstrate that you're able and willing to reach slightly beyond your grasp.The best course of action, then, is to challenge yourself most in classes that reflect your specific interests.So if you're a science whiz, you might consider diving more deeply into calculus, biology, or physics. If you're into the social sciences, you can take economics and psychology at high levels, even at the expense of taking AP Physics. You never know what might spark your passion, though, so be open to finding challengeeven in those fields you aren’t particularly interested in now. Which Classes Should You Take for a Rigorous Course Load? Now that you understand that colleges prize course difficulty over GPA, how can you decide on the courses you should take? This heavily depends on what your high school's course options and prerequisites are. Your school has already figured out how to get you from one step to the next. What Are My High School’s Course Progressions? Planning a rigorous curriculum should start early (think 9th or 10th grade), and it should definitely take into account the way your high school has structured your learning from grade 9 to 12. Step 1: Meet With Your School Counselor Come to the meeting ready to take good notes- you're about to get a whole lot of information! It's probably a good idea to bring your parents to the meeting as well. Ask about requirements for graduation.Discuss possible ways you can progress through the required course load. Ask how many electives you can fit into your schedule.Talk also aboutthe elective opportunities your school offers. Ask about prerequisites for honors, AP, and/or IB classes.Make sure you're clear on what you need to do to start taking a higher-level class than you were in before. Ask about the possibility of independent study.This option might make most sense after you finish a particular subject’s course progression. For example, my high school offered five years of Latin (from 8th to 12th grade). A fellow Latin nerd and I took one of those years over the summer. With the help of our amazing teacher, we created a Latin 6class our senior year. This took my passion for Latin literature even further and also definitely demonstrated rigor on my transcript. Step 2: Draw a 4-Year Chart Now that you have much of the information you need, you can start to make a plan. Draw achart by dividing a piece of paper into four sections; each section represents ayear of high school. Divide each of these sectionsinto smaller rectangles, with each rectangle representing one course you'll take that year. Pro tip:Don't draw more rectangles than the number of courses you're allowed to take per year! First, fill in all the graduation requirements you learned about in your meeting. Be sure that you're planning to take a harder, more challenging class for each subject each year. Now, with the rectangles that are still blank, you can start gaming outelectives. To help you out, here are our in-depth articles on required and elective classes, from standard through AP: High school math classes High school English classes High school science classes High school history classes High school foreign language classes High school electives Right now, it'sbalanced. But what if you addone more? How Many APs or IBs Should I Take? You know what your school's course progressions are- but where do AP and IB classes fit in? And how can you know whether you're ready for these challenging classes? Read on for our tips. Am I Ready for AP/IB Material? There are a couple of different ways to check whether you areready to take an AP- or IB-level high school class: Get an outside opinion.For example, your teacher should be able to tell you whether you'd be able to handle the work load and meet the overall academic expectations. If you took the PSAT or PreACT, use your scores to see where you stand. Your guidance counselor can look at these and then tell you whether he or she thinks you're ready to take AP and/or IB classes. Where Is the Line Between Challenging and Too Much? A good rule of thumb is to try for one to three AP classes per year of high school (probably not counting 9th grade). This kind of course load definitely shows a willingness to be challenged. 11th and 12thgrade is the time to go even harder- if you think you're up to it. For example, though I took only one AP class my freshman year and two my sophomore year, both junior and senior years I took four AP classes apiece.Sure,the added depth and breadth of what I was studying looked good on my transcript- but more importantly, it made my learning fascinating and engaging on a whole new level! What About Electives? Although the name makes them sound either optional or trivial, electives are nothing but.In fact, research indicates that students who take courses in the fine/performing arts often perform better in school and on standardized tests! In a rigorous course load, electives can be the bridge between what you need to do and what you want to do. Courses such as visual art, theater, journalism, computer science, and philosophy can ultimately demonstrate your passions and interests to colleges. Electives are alsoa way for you to showcase your strengths.For example, taking extra years of a foreign language or optional classes in STEM fields such as statistics or robotics lets you continue building upon your passion, while also raising your GPA and showing that you are willing to pursue rigor. Sample Rigorous Course Schedule for Each Grade Level By now, you should have a pretty clear idea as to what a rigorous course load is and what kinds of classes you can take to impress admissions committees. To give you an even better idea of what a possible schedule could look like, here are some sample course schedules for each grade level (from 9th to 12th grade). Note that you do not have to follow these schedules exactly when planning what courses to take, sinceyour school's course offerings, your state's graduation requirements, and your own interests will likely differ from what we include below.That said, feel free to use it as a rough guide for how you might want to plan your future class schedule. The following schedule would be most appropriate for somebody who is strong in the fields of math and science, and who hopes to study one of these topics at the college level. Notice how this student uses electives to take additional science classes (e.g., marine science and computer science) and to keep up her foreign language skills. 9th Grade Course Schedule Fall Semester Geometry Honors Biology Geography Honors Language Arts French 1 Physical Education Spring Semester Geometry Honors Biology Geography Honors Language Arts French 1 Marine Science 10th Grade Course Schedule Fall Semester Algebra 2 AP Chemistry Honors World History Introduction to English Composition French 2 Physical Education Spring Semester Algebra 2 AP Chemistry Honors World History Introduction to English Composition French 2 Computer Science Choose classes that let you explore your academic interests on a deeper level. 11th Grade Course Schedule Fall Semester Honors Precalculus AP Physics US History AP English Language and Composition French 3 Health Spring Semester Honors Precalculus AP Physics US History AP English Language and Composition French 3 Physical Education 12th Grade Course Schedule Fall Semester AP Calculus BC AP Biology Honors English Literature Honors Government French 4 AP Statistics Spring Semester] AP Calculus BC AP Biology Honors English Literature Honors Economics French 4 AP Statistics What If My High School Offers FewRigorous Classes? Not all high schools offer tons of challenging courses. If this is the case for you, what should you do to prove that you're indeed ready for college-level work? Here are your two best options: Option 1: Look for Outside Options Whether your school lacks advanced study options or lacks subjects you find especially compelling, one option is to take classes outside your school.Ask yourself the following questions: Does your school offer adual enrollment program? If so, you could take rigorous college-level courses that provide both high school and college credit. Do you have the opportunity to take online or summer courses? This could be a way to fill in curriculum gaps. Option 2: Explain Your Circumstances on Your Application College admissions offices put a tremendous amount of effort into figuring out what your high school is like when they look at your transcript. This is why if you go to a low-performing school, it's a good idea to include in your college application a description of what was and was not available at your high school. You should also definitely know that even the most exclusive colleges do not expect you to be able to provide coursework for yourself outside what your school offers you. For example, Yale's admission QA page stresses how much they take context into account: "We know you did not design your school’s curriculum ... Different schools have different requirements that may restrict what courses you can take. Again, we only expect that you will excel in the opportunities to which you have access." All colleges expect you to wear many hats. What About Life Outside My Schoolwork? One of the qualities colleges also look for in applicants is your time-management skills. Being able to balance your courses alongside extracurricular activities that are meaningfully sustained over time indicates that you are ready for the kind of independent work and time management necessary to succeed in college. If you find that so much of your time is going into your school work that you're neglecting every other aspect of your life, it's time to step back and reevaluate your challenge level. What’s Next? Ready to learn about the class progressions of different high school classes? Read our guides to choosinghigh school math classes,English classes,science classes,history classes,foreign language classes, andelectives. Want to start planning a more rigorous class schedule? Check out our guide to picking the right AP classes for you. A little confused about whether the AP or IB program is right for you?Our guide spells outthe differences between the two programs and gives you tips on how to choose. Wondering if asummer class is right for you? Exploreour guides totheSIG, CTY, and Stanford EPGYprograms! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Short clauses can take commas

Short clauses can take commas Short clauses can take commas Short clauses can take commas By Maeve Maddox Ron Milan wants to use a comma to separate two short clauses: I wrote a sentence: Experts teach, peers comfort. Word creates an error unless I write Experts teach and peers comfort. or Experts teach; peers comfort. (semi colon versus comma).    However, I like the shorter pause by a comma.   Any rules on this? Punctuation exists to help readers make sense of what is written, but it can also be a means of helping a reader hear the writer’s voice. The difference between Ron’s preferred sentence and those suggested by Word is a difference of style. All three sentences are understandable, but the first conveys an introspective tone that the others lack. Julius Caesar’s boast of Veni, vidi, vici is usually translated as I came, I saw, I conquered. The insertion of an and or of semicolons would spoil the effect by slowing it down or making it sound more prosaic than triumphant. The Chicago Manual of Style staunchly defends the semicolon to separate independent clauses not joined by a conjunction: Two independent clauses not joined by a conjunction are best separated by a semicolon or a period. This principle has always been the fifth major rule put forth in The Elements of Style- starting with Strunk’s original (Ithaca, NY, 1918) and continuing almost unchanged . . . through the latest (fourth) edition of Strunk and White (New York, 2000). Strunk, however, doesn’t get the last word, not even in the offices of the CMS. When a writer queried about using a comma instead of a semicolon in a sentence with two independent clauses and no conjunction, the response was that the sentence in question did, in fact, read better with the comma. The CMS editor acknowledged that [s]ometimes the ear is more important than the rulebook. When choosing whether to use a comma or a semicolon, the writer must consider both clarity and desired stylistic effect. Here’s an interesting About article on the semicolon P.S. I just discovered that the National Geographic Manual of Style supports the comma for short clauses and no conjunction. Their example is also the Julius Caesar quotation. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:85 Synonyms for â€Å"Help†Cannot or Can Not?What Is the Meaning of "Hack?"

McDonald's Organizational Change Essay Example | Topics and Well Written Essays - 2000 words

McDonald's Organizational Change - Essay Example tariffs, export fees and even import quotas. There has been a reduced restriction on the movements of capital from one country to another together with investment. These changes has increased comparative advantages of various companies that are currently rushing to open up various branches in the world as it has become easy to manage them due to increased information flow and improved technology. One of the companies that have recorded tremendous changes over the past decade is MacDonald’s company. The company deals with fast foods a sector that faces a lot of competition as result of mushrooming of food vendors both small and huge companies. As a result there was a need to change the old management system in order to install new skills that have adequate knowledge concerning the current global market. There have been an increase in the number of multinational companies that deal with fast food e.g. KFC. This has necessitated a reshuffle in the top management in order to be ab le to diversify and increase skills required in retaining the company competitiveness. The company has looked for leaders who have the latest skills and experience concerning the latest market trends (Roch & Boivin, 2010). Initially, the company agitated for individual work so that one can have an individual performance appraisal. This was meant to ensure that the employees work harder for their work to be recognized during awarding of the most hardworking person. Due to the latest organizational changes, the management has instead preferred to change this working strategy to instill teamwork. This has worked in helping the organization deal with different challenges that may face the organization. This is because team members are able to come together and bring about different ideas that can solve the current challenge. Team groups in an organization have also made it easy for the management to manage the organization easily. This is because the management is able to appoint team l eaders who report to them. The major implication of this move is that it has enabled the company to diversify its operations as the management has the opportunity to monitor the performance of other branches that are spread in different parts of the world (Huber & Glick, 1995). Macdonald has seen a tremendous change in organization culture. A culture of an organization plays a great role in setting the performance of the organization in the market. One of the major changes has been on power distance. This is the extent to which less powerful employees of the organization are treated unequally by their leaders. Initially leaders in the organization kept a distance and never related with other employees. Instead they used an intermediary or when they meet they addressed the whole group as they had no time for a single person enquiry. This created a rift between the employees and leaders an aspect that reduced the morale of the workers in the organization. This also put a barrier to em ployees who wanted to report any issue that may have been affecting the organization performance or the relation of the employees with each other. The change that has been implementation is open office policy. This is a policy which encourages any members of staff to meet the management and leadership of the company in case there is an issue or enquiry that the management can solve. This change has been received with a lot of positive attitude from

Computing Dissertation Written Report Essay Example | Topics and Well Written Essays - 1000 words

Computing Dissertation Written Report - Essay Example The area of e-learning has had development on the internet but it is an area that most people are not using for entertainment value. This is an important issue to think about when creating an e-learning website. People would not visit a site for fun; they will however visit for a specific purpose and choose not to use it again. To resolve this issue, visitors registering with the website should be welcomed and instantly facilitated to see the various communities in action. They may then choose to subscribe in one of them. Since learners are now engaged with computers, they lack a natural social outlet which can lead to feelings of isolation.   Because isolation is a major contributor to attrition (Morgan & Tam, 1999), one potential strategy for reducing users leaving the site is to encouraging users to support each other and a sense of belonging to a community.   The task of this paper is to structure the website so learners have mechanisms to connect with each other and form communities. Selznik (1996) identifies seven elements of community: history, identity, mutuality, plurality, autonomy, participation, and integration. With respect to virtual learning communities, Schwier (in press) adds: an orientation to the future, technology, and learning. Some of these characteristics of community will be present from the beginning. Others, the cohort will have to grow into. There is an importance to detail these 10 characteristics, and discuss how they can be used for purposes of this website. Selznik notes that communities are stronger when their members share history and culture, rather than simply abstract general interests. They build an identity and sense of belongingness. Schwier’s suggested strategies for fostering identity include team-building exercises, developing community logos, and public acknowledgement of individual and group accomplishments within the community. He also noted the importance of articulating the

Alexander the Great Essay Example | Topics and Well Written Essays - 1250 words

Alexander the Great - Essay Example Alexander the great became King of the Macedon after the death of a father, Philip II at the age of 20. Alexander engaged in a journey of the conquest of around 11 years and fought more than 70 battles. Alexander the great had able to conquer the half of the world from India to Egypt in 32 years. Alexander created an empire which was so vast that it covered two million square miles and it stretched across the three continents. The integration of dream and great achievement distinguished Alexander as one of the greatest leaders of all-time. During the 12 years of the campaign, Alexander had defeated armies that were five times of own army, leading own armies of Macedonians in freezing weather and across deserts. Alexander faced tremendous hardships to unite and bring together the known world under a one single common unified vision. The main success of Alexander the great as a leader was the ability and passion for inspiring and encouraging all the men to think great things to think big and later achieve them with great commitment, passion, and enthusiasm. Alexander’s main motive and the dream was to unite Asia and Europe. Alexander called unity of Europe and Asia as â€Å"The Brotherhood of Man†. According to Alexander, brotherhood would help to unite and bring together the different culture of different societies into one unit which would be governed by the spread of Hellenism. Alexander’s dream of brotherhood was attained at different aspects (Fox 82). Even after the empire of Alexander the great Greek was a common language. ... Alexander called unite of Europe and Asia as â€Å"The Brotherhood of Man†. According to Alexander, brotherhood would help to unite and bring together different culture of different societies in to one unit which would be governed by spread of Hellenism. Alexander’s dream of brotherhood was attained at different aspects (Fox 82). Even after the empire of Alexander the great Greek was a common language. Due to the fact gospels were written in Greek it helped to reach large audience as it helped them to understand. The Alexander the great and the visionary leadership style is the classic combination of leaderships which is taught nowadays in military and business schools. Research done on the visionary leadership style of Alexander and it clearly shows that leadership style used by Alexander helps to communicate extensively with the people and resonate with their feelings and hearts. The strong case on business for the visionary style of leadership can be done by noticing at the pride in organization, retention of employees and shared sense of purpose and goals. Ronald Reagan’s speech of â€Å"Berlin Wall† and Martin Luther King’s speech on â€Å"I Have a Dream† are various examples of visionary leadership style which is same as Alexander the great. Visionary leaders used to have a clear picture on their minds and are able to go inside into the dreams and hopes of the people and would help to create destination. Creating destination among the people not only helps people to inspire but also would help them to challenge to be better (Martin and Blackwell 186). The effective visionary leadership strategy used by Alexander would help to stretch people’s gullibility just at the right moment of time. Felling the

Self Values and Listening Habits Essay Example | Topics and Well Written Essays - 1000 words

Self Values and Listening Habits - Essay Example It gave me huge opportunity to reflect on my non verbal communication that significantly impact on relationship building. Eye contact shows that person would be honest in his communication and upright posture would indicate that one is confident that one would be given leverage to give his or point of view of the situation. Listening intently would reassure speaker that I understand viewpoint. Hence rather than looking at pictures and elsewhere, I must make eye contact with people and nod occasionally. A feedback at the end would help to convey my proactive participation in the interaction. I believe that improving non verbal communication would significantly promote relationship building. As a manager, it helped me communicate effectively with the workforce and inculcate an environment of trust and mutual respect. It has given me huge opportunity to improve both as an individual as well as a manager. I am more confident and am better able to exploit the potential of my workers. (246 ) Self values We are all driven by the long term goals and larger mission in our life. It generally comprises of achieving socio-economic security for oneself and one’s family, happiness, a comfortable life and sense of achievement. Our value system helps us in meeting our personal and professional goals and objectives. The three most important values for me are: accountability of action; commitment to people and work; and lastly positive attitude. The self values are critical elements that play vital role in my interaction with the people in the work place. These values have been greatly influenced by my family and highlight integrity, power and authority tempered with empowerment of individuals. I have imbibed them through my association with my family and peers and know that commitment towards other people not only promotes trust but is also key to happiness. Happiness is important as it greatly contributes towards improved productivity. My priorities in life are to become financial secure, have a large family and use my authority for the wider welfare of the people. I try to fulfill the priorities by correlating my values within the broader framework of my professional life as a manager. As a manager, I have achieved financial security for myself. Though I have not yet my own family (meaning children), I believe that as a manager, I have judiciously used my power and authority. Indeed, commitment to organizational goals and welfare of people, have been intrinsic parts of my managerial leadership initiatives. I have developed effective communication skills and positive attitude that helps to motivate workers to be creative and highly productive. Time management has been other key factor which had adversely impacted my performance. I realized that there were three major aspects of work which must be addressed. Minor tasks were ignored, I lacked motivation at the beginning of the work and lastly I used to forget important assignments or meetings. These were very crucial issues which were hindering not only my professional development but also undermining my authority and power as an effective manager. Hence, the thing that I did was to keep a diary where I could jot down all the work that needed to be done. It was a great help because it helped me to streamline my work and significantly reduced mental tension and worry. The diary also helped me to plan my work and schedule work so that I could address all the work/ projects and workplace