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rblacademy

Comparative analysis of Organisational Culture, Design & Structure - 0 views

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    Organisational culture JCBPPI GLOBSYN M & M ONGC 1.UNIQUENESS The culture at JCBPPI is marked by unique characteristic of "Sense -Of - Urgency' that prevails seamlessly through entire JCB Group. Globsyn strongly believes in 'Taking People to the Next Level'. Globsyn is a problem solver with an unwavering passion for performance. The unique aspects of culture in the organization is philosophy of 'Rise'. Three important pillars Of Mahindra & Mahindra's culture is 1. Alternative thinking 2. Driving positive change, and 3. Accepting No limits. creativity and out of box thinking is the foundation upon which culture of ONGC prevails. 2.Changes to be made Need for a unique customer centric culture that shall be very different from JCB culture as a market leader organization as the Head Office is now. Need for an employee centric culture in order to increase the satisfaction level of the employees and the organisation has adopted this change too. No changes required to be made as they continuously work on bringing and adopting positive changes to increase the level of efficiency. Need to empower, act as a global thinker and provide opportunities for initiatives creativity and innovation. 3.Organisational set up Informal Set Ups Dominate. 90% of the work in and b/w departments is done on telephonic / direct meeting basis and mails and memos are limited to those absolutely necessary to record keeping. Informal Set Ups Dominate. More than 70 % of the work in and b/w departments is done on telephonic / direct meeting basis and mails and memos are limited to those absolutely necessary to record keeping. Mix of formal and informal set ups prevail. As per the requirement of the scenario, formal rules are followed and for routine work they show little endeavor to go on writing work and prefer oral communication. Highly formalized and organized set ups. Proper written communication is followed in order to perform the tasks of the organisation. Circulars, notice
rblacademy

Industrial Relation in Airline Industry - Air India Airlines Case Study - 0 views

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    A CASE STUDY on AIR FLY AIRLINES Merger issues leading to failure of Industrial relations Critical Incidents - strikes, employee separation, Retrenchment Voluntary retirement and revenue losses. Major Stakeholders - Employer, Management, Trade Unions, Employees, Labour & Government Abstract With the transformations and gradual change in business environment, the Industrial Relation system has seen a vast change over a period of time, due to which, the role of employer and employees have become more tough and challenging. Of all the human resource management problems that have occurred in the Indian Airlines Industry in recent times, the problem of Industrial Relations is the most critical. The reason behind this is the fact that Industrial Relation deals with people who are foundation of the Industry. Their action or counter reaction matters a lot for the Industrial Harmony of the economy country. Harmonious Industrial Relations are pre-requisite for economic development of a country. Success and growth of the Airlines Industry depends on cordial relationship between the employers and the employees. The Objective of this case study is to examine the "Industrial Relations in Airlines Industry in India: "A Case Study of Air Fly Airlines". Research in this field can be of practical utility to all those involved in Industrial Relations scene like management, employees and the government. Success of the Airlines Industry depends on cordial relationship between the employers and the employees. This study assesses the state of Industrial Relations in the Airlines Industry and also identifies the factors that affect it. The case study also proposes to redefine the pattern of Industrial Relations in Airlines Industry by suggesting some changes in the role of various stakeholders such as employer, management, union and government. Introduction Indian industrial enterprises are hugely affected by disinvestments, privatization, restructuring and takeovers which,
shiv0040

#CareerBytes: How to start preparing for CA Foundation exams? - 0 views

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    Chartered Accountancy (CA) is one of the most sought-after professional courses. CA program comprises three levels: Foundation, Intermediate, and Final. Foundation is the entry-level course for which students can register after Class-12. Here are some tips to start preparing for CA Foundation.
Kenzie David

70-412 Windows Server 2012.pdf - 0 views

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    Take this exam and get a free Second Shot to pass. Sign in to see if you are already eligible. Exam 70-412 Windows Server Published: September 17, 2012 Languages: English, Chinese (Simplified), French, German, Japanese, Portuguese (Brazil) Audiences: IT professionals Technology: Windows Server 2012 R2 Credit toward certification: MCP, MCSA, MCSE Configuring Advanced Windows Server 2012 Services $150.00 USD* Not in United States? To redeem your free retake, or to see if you are eligible, please sign in. Review Second Shot terms and conditions. Schedule exam This exam may be available in your country for online proctored delivery. Learn more. Convince your boss Connect with us on @MSLearning * Secondary and higher education students are eligible for special academic pricing. See Exam policies and FAQ for details. Pricing does not reflect any promotional offers or reduced pricing for Microsoft IT Academy program members, Microsoft Certified Trainers, and Microsoft Partner Network program members. Pricing is subject to change without notice. Pricing does not include applicable taxes. Please confirm exact pricing with the exam provider before registering to take an exam. Skills measured This exam measures your ability to accomplish the technical tasks listed below. The percentages indicate the relative weight of each major topic area on the exam. The higher the percentage, the more questions you are likely to see on that content area on the exam. View video tutorials about the variety of question types on Microsoft exams. Please note that the questions may test on, but will not be limited to, the topics described in the bulleted text. Do you have feedback about the relevance of the skills measured on this exam? Please send Microsoft your comments. All feedback will be reviewed and incorporated as appropriate while still maintaining the validity and reliability of
rblacademy

SSC CHSL Competitive Exam Coaching Classes and Tuition Center Noida - 0 views

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    If you're planning to appear for the Staff Selection Commission (SSC) exams, then you need to ensure that you are well prepared to crack them. A good coaching institute can help you achieve your goals by providing you with the necessary guidance and support. Noida is home to several coaching centers that specialize in SSC coaching. Among them, RBL Academy SSC Coaching is a popular choice. SSC Coaching in Noida Noida is one of the fastest-growing cities in India, and it has emerged as a hub for education and career opportunities. With a large number of young professionals and students living in the city, the demand for quality coaching institutes has increased significantly. Several coaching centers in Noida offer coaching for SSC exams, including SSC CGL and SSC CHSL. SSC CGL Coaching in Noida The SSC Combined Graduate Level (CGL) exam is a highly competitive exam that requires a lot of hard work and dedication to crack. The exam consists of four tiers, and each tier tests your knowledge in different areas such as General Intelligence, Quantitative Aptitude, English Language, and General Awareness. To prepare for this exam, you need to enroll in a good coaching institute that can provide you with the right guidance and study material. RBL Academy SSC Coaching RBL Academy SSC Coaching is a renowned coaching institute in Noida that offers coaching for various SSC exams, including SSC CGL and SSC CHSL. The coaching center has experienced faculty members who have in-depth knowledge of the subjects and can provide you with the necessary guidance and support to crack the exam. The coaching center provides a comprehensive study material that covers all the topics in detail. The study material is regularly updated to ensure that it is in line with the latest exam pattern and syllabus. The coaching center also conducts regular mock tests and practice sessions to help students evaluate their progress and identify areas that need improvement. SSC CHSL Coaching in Noida The SSC
Arul Selvamsk

High demand plots for sale in Bangalore - 0 views

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    Trends in real estate over the past three years have indicated that Bangalore, which saw an unprecedented level of development ever since…
robertp885

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abclearn

Weblogic Multi Tier Architecture - ABC LEARN - 0 views

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    What is Multi-tier Architecture? Multi-tier architecture means application is separated into multiple or n number of tiers. It is a client-server architecture in which presentation, application processing, and data management functions are physically separated.
Maggie Tsai

The Dead Dog Cafe: Diigo: Better than del.icio.us and Google Notebook/Bookmarks - 0 views

  • Diigo is fantastic social bookmarking and proto-blogging tool, marrying the best of del.icio.us, the leading bookmarking site, and Google Notebook, a recently upgraded and highly flexible tool for interacting with and reviewing your websurfing experience. I didn't spend much time with Google Notebook once I discovered it by way of comparing del.icio.us with Google Bookmarks, but I played with it enough to notice a lot of excellent features that del.icio.us did not have, including the ability to automatically associate bookmarks with a current project, flexible blog-like layout for groups of bookmarks, and collaboration features. As I moved bookmarks into Google Notebook, I started to realize I would be missing out on some advantages of del.icio.us, such as strong interconnectivity through tagging and an exceedingly simple and crisp interface. Enter Diigo, which retains del.icio.us's advantages while sprucing it up with notetaking, tagging flexibility, and collaborative features that rival Google Notebook and then some. I compare these three approaches to bookmarking on four fronts: tagging, blogging, collaboration, and "other stuff".
  • Tagging: When I'm surfing, I almost never want to slow down to tag or detail the links I'm saving. I'm either just browsing, and I just want the page to be saved in some repository of "cool" somewhere I might be able to check it out later, OR I want to save the page and others to come back to for some project I'm working on. Although its actual tagging features (labelling) are limited, Google Reader was cool because it would automatically save links to the notebook I was currently working on, which seemed easier than having to tag the page every time I save for del.icio.us. Diigo isn't quite this easy, but it does provide the option of setting default tags so I can cruise through surfing without pause. It also allows you to change tags for multiple bookmarks at once, a feature that has been delayed in del.icio.us during the extended wait for version 2.0. Winner: Diigo
  • Blogging: Sometimes, I don't want to put a whole lot of thought into consolidating my links into one coherent group. In this regard, all three services provide suitable options for tossing together semi-coherent groups of links on independent webpages for others to see. Google Reader does a good job of making scraps from around the internet look palatable; see this example about ultralight backpacking gear, but it does not offer the same level of interconnectivity that del.icio.us or Diigo provide. A similar example from del.icio.us shows it's limitations: the links cannot be groups under one note or be put into any order other than alphabetical or chronological, and pictures and other non-bookmark material cannot be added. Diigo does not have any of these limitations: its lists can be ordered as you please and divided into sections, and they are built independently of the tags, so you can draw bookmarks from anywhere into the page, as you can see in this example. The option that makes Diigo stand out is its ability to transcend the status of "proto-blog" by easily exporting links to the blog of the user's choice. By simply selecting links and clicking "Send to Blog >>", a skeletal blog entry is started in Diigo which can be fleshed out and published on the spot. Winner: Diigo
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  • Other Stuff: del.icio.us is so barebones that there's not much else it offers. Google Notebook's advantages are all outlined above but are held to some degree by Diigo, though Google does hold out the possibility of superior future integration with its other products. In contrast, Diigo's additional features abound. You can include a linkroll of Diigo bookmarks on your blog/website that includes your comments on webpages when people click on the links from your linkroll. Diigo also updates del.icio.us with all of the bookmarks added to Diigo, so you do not lose any of the benefits of the del.icio.us community. In addition, Diigo can automatically post to your blog based on the sites you've bookmarked and commented on. Winner: Diigo
kavikavyabe

Career Courses - Flight Attendants/Air Hostess - after 12th/ HSC Board. - 0 views

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    The professional education in aviation (air hostess and flight steward) has three levels of study after 12th
Mah Saito

Visionary Student Blogging: or, The Ghost in the Machine | Beyond School - 0 views

shared by Mah Saito on 01 Nov 07 - Cached
  • I wrote a “Guide to Quality Weblogs” for students to use as a rubric to critique each others’ blogs. It addresed every trait I could think of that goes into a quality blog, from theme design to post design, from content on the levels of the whole blog to content of individual posts, from connectivism via links to conversationalism via invitational conclusions in posts, prompt responses to comments, and more. I assigned each student to critique three other students’ blogs using this rubric, and leave their critiques not in the comments - who wants a comment for all to see that says “Your theme is boring and so are your ideas”? - but as Diigo annotations that only members of our class Diigo group can see. Again, “Digital Natives” my patootie: many students left good comments that rightly belonged in the “comments” section as Diigo stickynotes, again showing they have no idea of the very basics of this world. But they did it. We’ll keep returning to these criteria over the coming seven months.
Maggie Tsai

Composing Spaces » Blog Archive » preparing writers for the future of information systems - 1 views

  • I clicked on it and found a step-by-step guide by Andre ‘Serling’ Segers at ign.com. After reading the Basics, I clicked on Walkthrough, which contains detailed instructions with screen shots for each step of the game. I went to my Diigo toolbar and clicked "bookmark." I entered the following tags: zelda, wii, guide, and video-games. I then printed out the guide to Part 1 and went back to my living room to play. After I completed Part 1 I went back to my computer where I saw that the Diigo widget in my Netvibes ecosystem had a link to the Zelda guide. I clicked on the link, found Part 2, printed it, and continued playing. Here is the complete process, repeated.
  • each of the online tools-each of the Web 2.0 technologies-I used during this process is as much a semiotic domain as Zelda itself. They are filled with, to borrow from Gee’s list, written language, images, equations, symbols, sounds, gestures, graphs, and artifacts. Consider, for example, the upper left section of the Netvibes RSS reader that I use-and asked students to use:
  • ...10 more annotations...
  • how to use them within the context of a particular action: finding, retrieving, storing, and re-accessing a certain bit of information
  • Only recently, with the pervasiveness of social bookmarking software (such as Del.icio.us and Diigo) and the ubiquity of RSS feed readers (such as Google Reader and Netvibes), have technologies been available for all internet users to compose their own dynamic storage spaces in multiple interconnected online locations.
  • These dynamic storage spaces each contain what Jay David Bolter (2001) calls writing spaces-online and in-print areas where texts are written, read, and manipulated. Web 2.0 technologies are replete with multiple writing spaces, each of which has its own properties, assumptions, and functions
  • If we can see these spaces as semiotic domains, then we must also see them as spaces for literacy-a literacy that is a function of the space’s own characteristics.
  • [T]echnological literacy . . . refers not only to what is often called "computer literacy," that is, people’s functional understanding of what computers are and how they are used, or their basic familiarity with the mechanical skills of keyboarding, storing information, and retrieving it. Rather, technological literacy refers to a complex set of socially and culturally situated values, practices, and skills involved in operating linguistically within the context of electronic environments, including reading, writing, and communicating. The term further refers to the linking of technology and literacy at fundamental levels of conception and social practice. In this context, technological literacy refers to social and cultural contexts for discourse and communication, as well as the social and linguistic products and practices of communication and the ways in which electronic communication environments have become essential parts of our cultural understanding of what it means to be literate.
  • I teach a portion of a team-taught course called Introduction to Writing Arts that is now required for all Writing Arts majors. In groups of 20 students rotate through three four-week modules, each of which is taught by a different faculty member. My module is called Technologies and the Future of Writing. Students are asked to consider the relationships among technology, writing, and the construction of electronic spaces through readings in four main topic areas: origins of internet technologies, writing spaces, ownership and identities, and the future of writing.
  • how can we prepare students for the kinds of social and collaborative writing that Web 2.0 and Web 3.0 technologies will demand in the coming years? How can we encourage students to create environments where they will begin to see new online writing spaces as genres with their own conventions, grammars, and linguistics? How can we help students-future writers-understand that the technologies they use are not value neutral, that they exist within a complex, distributed relationship between humans and machines? And how can that new-found understanding become the basis for skills that students will need as they continue their careers and as lifelong learners?
  • so much of writing is pre-writing-research, cataloguing, organizing, note-taking, and so forth-I chose to consider the latter question by introducing students to contemporary communication tools that can enable more robust activities at the pre-writings stage.
  • I wanted students to begin to see how ideas-their ideas-can and do flow between multiple spaces. More importantly, I wanted them to see how the spaces themselves influenced the flow of ideas and the ideas themselves.
  • The four spaces that I chose create a reflexive flow of ideas. For example, from their RSS feed reader they find a web page that is interesting or will be useful to them in some way. They bookmark the page. They blog about it. The ideas in the blog become the basis for a larger discussion in a formal paper, which they store in their server space (which we were using as a kind of portfolio). In the paper they cite the blog where they first learned of the ideas. The bookmarked page dynamically appears in the social bookmark widget in their RSS reader so they can find it again. The cycle continues, feeding ideas, building information, compounding knowledge in praxis.
    Maggie Tsai

    Diigo in the Classroom « Learning Literacy - 0 views

    • Before class on Tuesday, I have never heard of the program Diigo.  When Professor Wolf mentioned that, it was a way to annotate online documents right on the web page.  He also explained how it is interactive, that you can read other annotations posted by others and others can read yours.  At first, I didn’t see myself ever using this after this class.  I find it easier to read documents once they are printed out rather than right off the screen.  I cannot concentrate when the documents are on the screen and I feel better writing notes in the margins with a pen and highlighting.   After using Diigo on the readings for Thursday, I realized that I might be able to use this tool in a classroom with students.  I would not use it for anything lower than the fourth grade, but it would be a great tool to integrate into lessons.  For instance, a teacher could set up a group in Diigo and have the students all join an account. Then for different lessons, such as a science lesson on the layers of the earth, the teacher could use an article or web page that reinforces the lesson.  The students would then go in and read the article and comment using Diigo.    I think students would benefit from this activity for several different reasons.  I think the fact that it is on the computer they would find it fun and different from reading out of a textbook and answer questions.  I also think that since it is interactive, the students can comment on one another’s thoughts taking the pressure off that comes with face-to-face conversation.  In addition, if this is done in the classroom using three or more computers, it is away for the children to interact but keep the noise level down while other students do independent work at their desks.  
    bestmsit1

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