Coursework Header Sheet197958-4 | | Course | BUSI1312: PPD1: Study Skills & Self Eval | Course School/Level | BU/UG | Coursework | Assignment 1 - Initial Report | Assessment Weight | 10.00% | Tutor | CR Umney | Submission Deadline | 09/11/2012 | Coursework is receipted on the understanding that it is the student ’s own work and that it has not‚ in whole or part‚ been presented elsewhere for assessment. Where material has been used from other sources it has been properly acknowledged
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manage their individual learning of new skills (Holden and Jameson‚ 2002). One of the most direct causes to this problem is the scarcity of quality graduates in the labour market‚ the graduates are accused for not being able to suit the graduates’ labour market needs. Employers recognize the number of technical skills possessed by graduates but not that of the non-technical skills (some call it employability skills) as the employers realize that non-technical skills are not strongly embraced by graduates
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( Employability Skills for Indian Mobile Phones Telecom Sector First Author: Rishi Kapal‚ BE‚ LLB‚ PGPM (Vice President-Sony Mobile Communications‚ India) Abstract It may not known to many that after Alexander Graham bell invented the first telephone‚ Motorola’s Martin Cooper is understood to have created the first mobile phone‚ followed by IBM-Bellsouth making the first Smartphone. However‚ in the present day‚ not much is heard about the companies that pioneered the mobile and Smartphones
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VERBAL COMMUNICATION 1 Able to express your ideas clearly and confidently in speech TEAMWORK 2 Work confidently within a group COMMERCIAL AWARENESS 3 Understand the commercial realities affecting the organisation. ANALYSING & INVESTIGATING 4 Gather information systematically to establish facts & principles. Problem solving. INITIATIVE/SELF MOTIVATION 5 Able to act on initiative‚ identify opportunities & proactive in putting forward ideas & solutions DRIVE 6 Determination to get things
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Delivering Employability Skills (Part 1) Assessment criteria: 1.1‚ 1.2‚ 2.1‚ 2.2‚ 2.3‚ 6.1 and 6.2 Part 1: Discuss the difference between ‘employability skills’ and ‘employment skills’ (1.1). Review the advantages and disadvantages of each in the current jobs marketplace (1.2). Part 2: Analyse the interpersonal skills‚ qualities and competencies required for delivering employability skills. Review your own strengths and weaknesses in this context‚ identifying areas for personal development
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Work Specific Skills Work specific skills focusing on the use of standard operating procedures for different types of laboratory equipment‚ the calibration of standard laboratory equipment and the use of a lab book. This was chosen as a priority for me due to these skills being an essential part of any work I wish to do in the future‚ working or continuing my studies with in a lab. This set of skills is relevant to my skills matrix because it is a skill I have only had the chance to develop at
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increased heart rate Q2. There are two main groups of phobias which are specific phobias about one thing in particular and complex which is more disruptive to someone’s life. Types of specific phobias include to certain animals‚ natural environment situations‚ blood or injury and specific situations. The most common are fear of spiders‚ snakes and fear of heights. Occasionally they are triggered by a negative experience with the object or situation. A specific phobia can be easier to cope with as
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Material Communication Process Complete the table below. Review the steps of the communication model. Describe each step using your own personal or business example in paragraph form. Review pp. 10 & 11 of Ch. 1 of Business Communication Today for more information. Steps of Communication Model Personal or Business Scenario 1. Sender has an idea. Since I live with my mother‚ I felt it was a good idea that we were able to communicate with each other effectively. I was the sender when I wanted
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Edith Cowan University Research Online EDU-COM International Conference Conferences‚ Symposia and Campus Events 2006 The Integration of Professional Communication Skills into Engineering Education Dorthy Missingham University of Adelaide Originally published in the Proceedings of the EDU-COM 2006 International Conference. Engagement and Empowerment: New Opportunities for Growth in Higher Education‚ Edith Cowan University‚ Perth Western Australia‚ 22-24 November 2006. This Conference
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Communication Skills Aims This resource has been compiled to give a general introduction to effective communication for practice educators. The key components of the communication process will be discussed. The basic skills required for effective communication will be explored in the next few sections‚ and some specific contexts for communication‚ including giving presentations and feedback meetings‚ will be examined. Learning Objectives On completion of this resource‚ you should
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