...1. Introduction In the today’s fast moving and dynamic information age, Managers in organizations have a unique role to play with multiple and continuously evolving responsibilities. Managers must instill a high-performance mindset while creating a culture whose foundation promotes teamwork. In this context among many other important things communication skills of a manager has become increasingly more important than ever. Nitin Nohria, dean of Harvard Business School states that “Communication is the real work of leadership” To be a good communicator and an effective manager, a manager must sharpen his listening and presentation skills. By doing so will help the manager reach his goals and the company goals. Manager must realize and accept that clear communication is always a two-way process. It’s not enough to speak clearly; you have to make sure you’re being heard and understood. To facilitate this, use the following two-way communication primer. This document explains the importance of effective listing and presenting for a manager. Also the author sets an action plan to for improving his listening and presenting skills 2. Listening According to Daft (2012), Managers perform a wide variety of activities that fall within four primary management functions. One of the most important tools of manager communication is listening, both to employees and customer. Most managers should now recognize that important information flows from bottom up, not top down. Listening...
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...For example, gendered spaces may be considered especially sanctified in societies where sex and gender are defined through a dichotomous binary. Through this understanding, women’s bathrooms may be perceived then as both places of intimate (read, vulnerable-making) bodily functions and refuge from a dominant patriarchal society, and as such would be accord a high sense of sacrosanctity. Likewise, a men’s locker room, one of the few socially sanctioned locales in a heteronormative culture where male nudity may be easily...
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...Have you ever bullied or been bullied? If you have bullied or been bullied then you should know how bullying feels like. Bullying is very negative and creates major problems for our society. Nothing good comes out of bullying. It could very well change or ruin a person’s life. In fact, it does ruin many people’s lives. Kids can be mentally scarred if they are teased often. Even worse, they could be killed or fatally injured if the bullying gets extreme. There are many causes for bullying which must be taken care of before bullying can be stopped. T.V. violence, families in poverty, and mis-teachings are just several of the many serious causes for bullying. Bullying must be stopped or prevented no matter how long it will take, it is a deeply concerning matter. Bullying does not always have to be childish play, it can be extremely violent. People may be bruised, injured, or even killed. Kids under bad influence may turn very violent. Parents, relatives, friends, T.V., music and pictures may all influence people, especially when they are depressed or are in a lowered state of mind. Violence on T.V. is a very big influence, particularly the wrestling and fighting shows. Also, T.V. shows are quite readily available for anyone to watch. Kids may try “moves” on people at school because they believe it’s cool. As well, cooperation from childrens’ parents is important, some parents actually encourage their children to fight to look cool or don’t teach them properly. Kids must take their...
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...this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...http://www.nckvietnam.com Understanding the Global Spa Industry http://www.nckvietnam.com This page intentionally left blank http://www.nckvietnam.com Understanding the Global Spa Industry: Spa Management Marc Cohen and Gerard Bodeker AMSTERDAM • BOSTON • HEIDELBERG • LONDON • NEWYORK • OXFORD • PARIS • SAN DIEGO • SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Butterworth-Heinemann is an imprint of Elsevier http://www.nckvietnam.com Butterworth-Heinemann is an imprint of Elsevier Linacre House, Jordan Hill, Oxford OX2 8DP, UK 30 Corporate Drive, Suite 400, Burlington, MA01803, USA First edition 2008 Copyright © 2008 Elsevier Ltd. All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher Permissions may be sought directly from Elsevier’s Science & Technology Rights Department in Oxford, UK: phone ( 44) (0) 1865 843830; fax ( 44) (0) 1865 853333; email: permissions@elsevier.com. Alternatively you can submit your request online by visiting the Elsevier web site at http:/ /elsevier.com/locate/permissions, and selecting Obtaining permission to use Elsevier material Notice No responsibility is assumed by the publisher for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any...
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...A Comparative Analysis of Nike and Adidas Commercials * A Multimodal Approach to Building Brand Strategies Mads Nørgaard Hansen Dennis Gade Pedersen BA Marketing and Management Communication Supervisor: Carmen Daniela Maier Department of Language and Business Communication Aarhus School of Business Aarhus University 2010 A Comparative Analysis of Nike and Adidas Commercials * A Multimodal Approach to Building Brand Strategies Mads Nørgaard Hansen and Dennis Gade Pedersen Abstract Heavy competition in the sports industry has caused organisations like Nike and Adidas to focus on more than just selling sportswear- and equipment. Organisations need to differentiate themselves and focus on both product attributes and brand values when creating brand strategies. Therefore, we have found it interesting to see how Nike and Adidas communicate their branding strategy differently and have set up the following hypothesis and questions: In Nike and Adidas commercials the organisations make use of complex multimodal choices in order to communicate their branding strategies. 1. Which multimodal choices do Nike and Adidas employ in order to communicate their branding strategies? 2. Which personality traits are similar and different in Nike and Adidas product and value commercials? Due to the complexity of our hypothesis, we will employ three frameworks: social semiotics, film theory, and branding. These frameworks will help us to analyse and...
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...their ancestors having been deliberately bred that way during slavery. ‘This goes all the way to the Civil War,’ Jimmy the Greek explained, ‘when during the slave trading . . . the owner, the slave owner would breed his big black to his big woman so he could have a big black kid, you see.’ Astonishing though it may seem, Snyder intended his remark as a compliment to black athletes. If black men became coaches, he said, there would be nothing left for white men to do in basketball at all. Embarrassed by such rank and open expression of racism in the most ignorant form, the network fired Jimmy the Greek from his job. Any fool, the network must have decided, should know that such things may be spoken in the privacy of the 95 locker-room in an all-white club, but not into a microphone and before a camera. Of course, Jimmy the Greek lays no claim to being educated or well informed. Before he was hired to keep audiences entertained during the slack moments of televised sports events, he was famous as a bookie. He claims expert knowledge about odds and point spreads, not about history, biology or human genetics. But those claiming to be educated—and employed on that basis—have proved to be just as superstitious as Jimmy the Greek. Belief in the biological reality of race outranks even astrology, the superstition closest to it in the competition for dupes among the ostensibly...
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...Senior School Prospectus 2014 Yr 10/VCE/VCAL/VET 2013 College Captains [pic] Madeline Hallett, Jake Thomas, Arnela Dug, Elias Joseph Contents |Contact Details |Page 3 | |Glossary of Terms |Page 4 | |Key Dates |Page 5 | |Year 10 overview |Pages 6 -10 | |Core Unit Descriptions |11 -30 | |Vocational Pathway Course Overview |31 - 32 | |Victorian Certificate of Education (VCE) Overview |33 - 37 | |Victorian Certificate of Education (VCE) Subjects |38 - 66 | |Victorian Certificate of Applied Learning (VCAL) Overview ...
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...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
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...fourth EDItION Critical Thinking A student ' s Introduction Ba ssha m I I rwi n I N ardon e I Wal l ac e CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM TM Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011, 2008, 2005, 2002. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered...
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...Moneyball: The Art of Winning an Unfair Game Michael Lewis For Billy Fitzgerald I can still hear him shouting at me Lately in a wreck of a Californian ship, one of the passengers fastened a belt about him with two hundred pounds of gold in it, with which he was found afterwards at the bottom. Now, as he was sinking-had he the gold? or the gold him? —John Ruskin, Unto This Last Preface I wrote this book because I fell in love with a story. The story concerned a small group of undervalued professional baseball players and executives, many of whom had been rejected as unfit for the big leagues, who had turned themselves into one of the most successful franchises in Major League Baseball. But the idea for the book came well before I had good reason to write it—before I had a story to fall in love with. It began, really, with an innocent question: how did one of the poorest teams in baseball, the Oakland Athletics, win so many games? For more than a decade the people who run professional baseball have argued that the game was ceasing to be an athletic competition and becoming a financial one. The gap between rich and poor in baseball was far greater than in any other professional sport, and widening rapidly. At the opening of the 2002 season, the richest team, the New York Yankees, had a payroll of $126 million while the two poorest teams, the Oakland A's and the Tampa Bay Devil Rays, had payrolls of less than a third of that, about $40 million. A decade before, the highest payroll...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...Color-- -1- -2- -3- -4- -5- -6- -7- -8- -9Text Size-- 10-- 11-- 12-- 13-- 14-- 15-- 16-- 17-- 18-- 19-- 20-- 21-- 22-- 23-- 24 TWILIGHT By Stephenie Meyer Contents PREFACE 1. FIRST SIGHT 2. OPEN BOOK 3. PHENOMENON 4. INVITATIONS 5. BLOOD TYPE 6. SCARY STORIES 7. NIGHTMARE 8. PORT ANGELES 9. THEORY 10. INTERROGATIONS 11. COMPLICATIONS 12. BALANCING 13. CONFESSIONS 14. MIND OVER MATTER 15. THE CULLENS 16. CARLISLE 17. THE GAME 18. THE HUNT 19. GOODBYES 20. IMPATIENCE 21. PHONE CALL 22. HIDE-AND-SEEK 23. THE ANGEL 24. AN IMPASSE EPILOGUE: AN OCCASION twilight STEPHENIE MEYER LITTLE, BROWN AND COMPANY New York Boston Text copyright © 2005 by Stephenie Meyer All rights reserved. Little, Brown and Company Time Warner Book Group 1271 Avenue of the Americas, New York, NY 10020 Visit our Web site at www.lb-teens.com First Edition: September 2005 The characters and events portrayed in this book are fictitious. Any similarity to real persons, living or dead, is coincidental and not intended by the author. Library of Congress Cataloging-in-Publication Data Meyer, Stephanie, 1973— Twilight : a novel / by Stephanie Meyer. — 1st ed. p. cm. Summary: When seventeen-year-old Bella leaves Phoenix to live with her father in Forks, Washington, she meets an exquisitely handsome boy at school for whom she feels an overwhelming attraction and who she comes to realize is not wholly human. ISBN 0-316-16017-2 [1. Vampires — Fiction. 2. High schools — Fiction. 3. Schools — Fiction. 4. Washington...
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