Showing posts with label inglés intermedio. Show all posts
Showing posts with label inglés intermedio. Show all posts

Saturday, March 11, 2023

History YL (1)

History’s Best Leaders.

Las palabras que no sepas las puedes encontrar en Wordreference.com. 


Throughout history, great leaders emerged organically or otherwise, leaving their marks in time through a combination of leadership skills and charisma.

Although history’s greatest leaders all possessed unique leadership skill combinations that worked as well as they did in their specific chronologic and geographical frames, some common themes emerge.

Every one of these leaders had something we call “well-timed unreasonableness.” In their specific ways, they all insisted on adapting the world to an ideal they held instead of choosing the reasonable path of adapting themselves to the world.

History has been generously delivering world-changing leaders since the dawn of time. From the perspective of leadership coaching and intelligent leadership, however, some of these leaders carry more significance than others.

1. Mahatma Gandhi

Mahatma Gandhi embodied a complex leadership style, espousing many of the principles of intelligent leadership. Gandhi led through persuasion and emotional intelligence, becoming the supreme example through word and deed. He also:

Valued lifelong learning
Treated others well
Modeled discipline to followers
Had a strategy
Modeled the change he wanted to effect in the world 

Gandhi connected with his followers through a peaceful mindset built upon simplicity. He is relatable, inspiring, and triumphant over the ego.

2. Martin Luther King Jr.

Martin Luther King Jr. embodies intelligent leadership in many ways. Empathy is one of the core traits of intelligent leaders, and it was one of MLK’s leadership strengths in addition to outstanding communication.

MLK inspired followers everywhere through his:

Intelligence
Respect
Creativity
Focus
Determination
Willingness to learn

3. Abraham Lincoln

The 16th President of the United States, Abraham Lincoln turned out to be more than just a president. His short tenure, spanning from 1861 until his assassination in 1865, saw him:

Honest Abe was the quintessential intelligent leader of his era, mastering skills like:

Empathy
Good communication
Outstanding social skills
The ability to persuade gently using emotional intelligence
Stirring emotion
Showing vulnerability by taking responsibility for mistakes

4. Nelson Mandela

What leadership skills made Mandela the larger-than-life leader he was?

Passion. Mandela understood the possible consequences of his fight, but he never wavered.
Humility. Mandela was never a flashy leader, but he won over the masses worldwide regardless.
Empathy
The willingness to learn
Excellent communication skills
Patience
Endurance
Courage

5. Winston Churchill

Arguably the most successful wartime leader in history, Winston Churchill was a master communicator and motivator. Hailing from a humble background, he set his sights high and accomplished his goals through grit, determination, and courage. Few leaders in history could communicate their thoughts and goals to their followers as concisely as Churchill could. His leadership strengths included:

Passion
Courage
The ability and willingness to learn from his mistakes
Perseverance
A staunch belief in his followers
Humor

Interestingly, Winston Churchill was not a natural speaker. He developed his communication skills with determination and intent, earning his place in history as someone who continues to inspire people facing adversity to this day.

In addition to their unwillingness to compromise and adapt to the world, these leaders share other essential skills. They were all master communicators, they genuinely cared about their followers, and they didn’t shy away from showing vulnerability. They were among the most intelligent leaders of their times.

Source: https://johnmattone.com/blog/historys-5-best-leaders/     





Environment (1)

How Do We Know that Humans Are the Major Cause of Global Warming?
Published Jul 14, 2009 Updated Jan 21, 2021


Humans cause climate change. How do we know?

Scientists agree that global warming is caused mainly by human activity. Specifically, the evidence shows that certain heat-trapping gases, such as carbon dioxide, are warming the world—and that we release those gases when we burn fossil fuels like coal, oil, and gas.

As scientific models and methods grow more sophisticated, and as we collect more data, our confidence in human-caused climate change only grows higher. Here’s what we know.

Climate science 101

Climate science encompasses a range of disciplines, from oceanography and meteorology, to chemistry, physics, biology and computer science.

Generally speaking, scientists working on climate change compare the climate patterns they observe with patterns developed using sophisticated models of Earth's systems (such as the atmosphere and ocean). By comparing the observed and modeled patterns, scientists can positively identify "human fingerprints” and attribute a proportion of observed warming to human activities.

These fingerprints are found in a diverse range of records from the atmosphere, the ocean, and Earth’s surface. They include rising levels of carbon dioxide, unprecedented warming, and a distinct atomic signature left behind in the atmosphere when fossil fuels are burned.

Rising carbon dioxide levels

Carbon dioxide (CO2) is the heat-trapping gas in our atmosphere responsible for most of the warming measured over the past several decades. It’s released during cement manufacturing and when coal, gas, and oil are burned—something humans started doing a great deal of during the Industrial Revolution through to today.

The concentration of CO2 in the Earth’s atmosphere has increased dramatically over the last 150 years, from a pre-industrial era concentration of approximately 280 parts per million (ppm) to more than 410 ppm currently. CO2 concentration levels are unlikely to dip below these annual averages for hundreds of years.

In fact, measurements from ancient ice cores show that CO2 is now at its highest levels in over 800,000 years.

Unprecedented warming

As the concentration of CO2 and other heat-trapping gases in the atmosphere rises, the Earth warms up. In fact, Earth has recently undergone unprecedented warming, particularly since the 1950s.

Every single year since 1977 has been warmer than the 20th century average. Nineteen of the 20 warmest years have occurred since 2001. The period of 2015 to 2019 included the top five hottest years on record.

Analysis of these trends strongly suggests that without the emissions from burning coal and oil, it is very unlikely that 13 out of the 15 warmest years on record would have occurred either on their own or in such quick succession. This also makes sense from the known causes.


It is extremely likely that human activities, especially emissions of greenhouse gases, are the dominant cause of the observed warming since the mid-20th century.
2018 US National Climate Assessment


Fossil fuel fingerprinting

We know that CO2 warms the world, that CO2 concentrations are at record-breaking levels, and that global temperatures are rising. But how do we know for certain that humans are the cause?

The answer is in the science. The CO2 produced from fossil fuels carries a unique signature that differentiates it from CO2 produced from other sources. In brief, it carries a specific ratio of carbon isotopes that is only found in the atmosphere when coal, oil, or gas is burned.

Scientists call this δ13C (pronounced "delta C thirteen"), and it’s a smoking gun. Since the 1880s, δ13C has changed in a way that could only happen if CO2 was increasingly coming from fossil fuel sources.

This information tells scientists that human-caused fossil fuel emissions have been the main contributor to the rise in CO2 concentrations since the pre-industrial era.

The scientific consensus

Within the scientific community, there is essentially no disagreement on the causes of climate change. Multiple studies have shown that at least 97 percent of scientists agree that global warming is happening and that human activity is the primary cause.

Major scientific assessments also agree. The 2018 US National Climate Assessment—whose authors include 300 leading scientists and thirteen federal government agencies—concludes that “it is extremely likely that human activities, especially emissions of greenhouse gases, are the dominant cause of the observed warming since the mid-20th century. For the warming over the last century, there is no convincing alternative explanation supported by the extent of the observational evidence.”

Similarly, an authoritative 2014 report by the Intergovernmental Panel on Climate Change, written and reviewed by hundreds of climate experts and scientists from countries around the world, states unambiguously: “Human influence on the climate system is clear, and recent anthropogenic emissions of green-house gases are the highest in history. […] Warming of the climate system is unequivocal, and since the 1950s, many of the observed changes are unprecedented over decades to millennia.”

Natural factors

We know that warming and cooling have happened in the past, long before humans were around. Natural “climate drivers” include the energy from the sun; aerosols from periodic volcanic eruptions, dust, and salt spray; natural ecological phenomena like methane-emitting termite mounds and CO2 uptake by plants; and variations in snow and ice cover that change how much the Earth’s surface reflects the sun’s energy back into space (referred to as albedo).

All of these factors have profoundly shaped the Earth’s climate. However, none of them sufficiently explain the recent, dramatic increase in global temperatures. For that, scientists need to include human influences.

Natural drivers + human drivers best match reality

When natural and human-induced climate drivers are compared to one another, the human influences are so large that they crowd out other climate drivers over the past half century, producing the warming that we’re all experiencing. Put another way, when climate scientists focus only on natural climate drivers, their models cannot accurately reproduce the observed warming of the past half century. But when the models also include human-induced climate drivers, they accurately capture recent temperature increases in the atmosphere and in the oceans.

In fact, studies show that human activity is responsible for more than half of the warming observed since 1951.

This evidence has led organizations like the IPCC to conclude that the effects of heat-trapping gases and other human activities are both detectable throughout the climate system and “extremely likely to have been the dominant cause of the observed warming since the mid-20th century.”

Are humans contributing to more extreme weather?

In recent years, the field of attribution science has become more sophisticated, and scientists are now able to quantify how much more likely an extreme event—such as a heat wave or a massive downpour—was as a result of human-caused climate change.

For example, in a landmark 2004 paper, researchers determined that climate change had at least doubled the risk of occurrence of the record-breaking 2003 European summer heat wave, which resulted in the deaths of tens of thousands of people. A 2016 study of the same heat wave concluded that human-caused climate change had increased the risk of heat-related mortality during the event by about 70 percent in central Paris and about 20 percent in London.

Similarly, researchers found that the record-breaking precipitation Texas experienced in 2017 during Hurricane Harvey was made three times more likely and 15 percent more intense by climate change.

More recently, scientists have found that fingerprinting of climate change can be detected in global daily weather patterns since 2012 and yearly patterns since 1999.

While some types of events are more readily attributable to global warming than others, attribution science is becoming increasingly robust. Several authoritative scientific institutions and government agencies have confirmed both the rigor and the validity of attributing individual extreme events to human-caused climate change.

We are the cause, and we are the solution

Knowing that human activities are the main driver of global warming helps us understand how and why our climate is changing, and it clearly defines the problem as one that is within our power to address.

We cannot avoid some level of warming caused by the heat-trapping gases already present in the atmosphere. Some of the gases (such as carbon dioxide and nitrous oxide) will last for more than a century. But with aggressive measures to reduce future emissions and adapt to those climate impacts we cannot avoid, we have a small window to avoid the worst climate change harms and build a better world.

What does that mean? It means investing in a clean energy economy and healthier and more livable and resilient communities. It means transforming transportation, reorienting our food system, and shifting to lower-carbon lifestyles. It means battling the disinformation spread by fossil fuel companies and other wealthy interests. And it means fighting for equity and environmental justice for all.

The Paris Agreement of 2015 called on nations to keep global warming under the dangerous threshold of 2°C, aiming for 1.5°C. In recent years, the global climate movement—and young people in particular—have been demanding we do even better. With the right policies, practices, vision and cooperation, acting boldly now will give us the best chance of creating the safe and promising future the youth of the world deserve.

Source: https://www.ucsusa.org/resources/are-humans-major-cause-global-warming 




Sunday, March 5, 2023

Business (1)

What Does the Word ‘Entrepreneur’ Mean to You?

This is the Merriam-Webster definition of the word “entrepreneur.” But it’s so much more than that, isn’t it? It’s about passion. It’s about recognizing opportunities and generating innovative, creative ideas. It’s about laser focus. It’s about letting go of fear—especially when it comes to failure.

But don’t take our word for it. We reached out to entrepreneurs from a variety of backgrounds and industries—from our very own Whitman School faculty to a kid prodigy who has appeared on Shark Tank—and asked them to define what it means. Here are their answers:

Alex McKelvie

Department of Entrepreneurship and Emerging Enterprises, Whitman School

“Someone can be an entrepreneur regardless of the type of business (startup, family business, corporate, government) or motive (for profit, not for profit, lifestyle, small business, growth-oriented business). Entrepreneurship focuses on action (entrepreneurs are doers as they pursue opportunities) and a willingness to venture into the unknown (one never knows if an opportunity is going to be lucrative or not).”

Scott Kleckner, MBA@Syracuse Inaugural Cohort

Dinosaur Bar-B-Q Restaurants

“Being in the hospitality field, I have always viewed myself as both a restaurateur and an entrepreneur. Although I’ve worked for large corporations for much of my career (aka corporate entrepreneurship), I’ve always viewed the food service industry as being composed of corporate entrepreneurs and independent entrepreneurs. I’m excited to join the inaugural cohort of MBA@Syracuse and will be including the Entrepreneurship specialization as a part of my studies.

Although I haven’t given much thought to my definition of being an entrepreneur, I realized that there is something that I say often that may fit the bill … I grew up in a family business; my mom owned a small deli that I worked in throughout my youth. We regularly celebrated days in which our sales exceeded $350. Years later, I was overseeing businesses that exceeded $1,000,000 in daily sales. When working for others, I have always spent money like it was my own. As an entrepreneur, all of the money you spend truly is your own. I’ve always treated any business that I’ve managed as if it were my own venture, as if driving sales and reducing costs were going to make or break me. As an entrepreneur, I’ve realized my successes and failures on a more personal level than when working for others, as the sales you drive and money you spend are truly your own.”

Carly Heitlinger

The College Prepster

“Being an entrepreneur is about turning a passion into a business.”

Moziah Bridges

Mo’s Bows

“To be an entrepreneur, you must be passionate about your business and be a people person with a selling spirit.”

Seun Olubodun

Duke & Winston

“To me, entrepreneurship means being prepared to give up a regular life—relationships, downtime, fun, weekends—and throwing yourself fully into your venture. Entrepreneurship, especially for a beginner, requires a laser focus and the ability to let go of all the distractions—some of which I listed above, which will come at you from every angle.”

Tim Nicholson

CoolSocksBruh

“I do not believe there is one absolute answer, however, I would say being an entrepreneur is not being afraid to do or create things you would like to see. We all have talents and ideas that we use, so we have to figure out how to utilize those talents and ideas within a given amount of time. Also, learning from your mistakes—not giving up—and leveling up from that is key.”

Olivia White

41 Winks

“Being an entrepreneur means being fearless. As an entrepreneur, I can’t be discouraged by the task at hand or worry how unqualified I am for the job. I need to, instead, surround myself with people who inspire, help, and challenge me to conquer what needs to get done. I somewhat stumbled into this entrepreneur lifestyle, but I wasn’t afraid to take the challenge, and through this experience I have discovered many other strengths, such as being creative, courageous, and personable. I originally thought being an entrepreneur meant faking it until I made it, but I realize it’s rather doing, doing, doing until something gets made. I have to keep working hard, believe in what I’m doing, and not be afraid to ask for help. It’s an exhausting journey, but all the while incredibly exciting and life changing.”

Lauren Berger

Intern Queen

“Being an entrepreneur means you are the boss—in good times and in bad times. The decisions start and end with you. The best part is that I make the rules, and every morning I get to wake up and do what I want to do.”

Jason Feirman

Spice to Meet You; NYC Pizza Run

“When discussing entrepreneurship, I think it’s important to differentiate between entrepreneurial skills and actually being an entrepreneur. There are many people out there who are able to address the problems and challenges they face with original and innovative solutions. These people tend to thrive in dynamic, fast-paced work environments and are coveted by top companies.

But an entrepreneur is someone who, while possessing those skills, also has the willingness to assume a certain amount of risk that is involved with a particular venture or goal. The extent of this risk-taking certainly varies, but I don’t think you’ll ever meet an entrepreneur who tells you that he or she never took a risk. There is a popular book about building a business titled Heart, Smarts, Guts, and Luck. In addition to taking a risk (the guts!), I believe that every entrepreneur exhibits some combination of heart and smarts. A little bit of luck never hurts either.”

Heidi Ganahl

Camp Bow Wow

“Being an entrepreneur means finding something you are passionate about to start a business around. Firmly believing in your idea and pouring your heart and soul into it. Embracing failure instead of fearing it—failure is just a step toward greatness. Not being afraid to give up on what you think is holding you back and seeing that you have all the tools and all the passion you need to be successful. As an entrepreneur, you have to think big and dream big—don’t limit yourself.”

Source: https://onlinegrad.syracuse.edu/blog/word-entrepreneur-mean/#:~:text=Entrepreneur%3A%20%E2%80%9CA%20person%20who%20starts,and%20generating%20innovative%2C%20creative%20ideas.





Saturday, February 25, 2023

Campus Activities (1)

Young People's Time Perspectives: From Youth to Adulthood.

The article examines three bodies of theory: individualization, the lifecourse, and concepts of time. It interrogates these theories with respect to the following questions: how young people speak about the future; and the bearing of young people's situations and time perspectives upon the way they envisage the transition to adulthood. It draws upon empirical research from a five-country European study, in particular material from focus group discussions conducted with young people in two west-European countries, Britain and Norway. It analyses variations in young peoples' ways of thinking about their future lives, and proposes, as a basis for further research, three ideal typical models.

Individualization has become a key concept in theories of social change inWestern societies. Closely associated with this is the idea that the lifecourseis undergoing fundamental changes, involving destandardization and de-sequencing; the standard biography is thought to be replaced by ‘choice bio-graphy’. These theorizations invite debate about the concept of time since theyoccur over time and within time. They also require an orientation to time. Inthis article we examine theories of lifecourse process and change and conceptsof time with reference to the research questions: how do young people thinkand speak about the future; and what bearing do young people’s situations andtime perspectives have upon the way they envisage the future and the transitionto adulthood? We draw upon empirical material from focus groups conductedwith young people in two West European countries, Britain and Norway.1 Our main purpose in this article is to develop a theoretical discussion aboutyoung people’s time orientations as they emerge in group discussions, and topresent our tentative attempts to apply theory to empirical data. We explorevariations in young people’s ways of thinking about their future lives, on thebasis of which we propose three ideal typical models. The models suggest agreater variety in ways of thinking and planning for the future than the individualization thesis and its emphasis on ‘choice biography’ imply.

Source: https://www.researchgate.net/publication/249825684_Young_People's_Time_Perspectives_From_Youth_to_Adulthood 





Friday, February 17, 2023

Campus (1)

The student life vs the job life: the grass is always greener.

Ask any student nearing the end of the their degree and it won’t take them long to rattle off the reasons why they would like nothing more than to be done with essays, assignments and deadlines. Instead, they're looking forward to taking a seat at the adult table of careers, income and flashy new clothes. Student life can be intolerable and even with the end in sight, it's easy to become disillusioned when you have an idea of what you’d like to do come graduation.

But speak to any fresh full-timer, newly minted with their expensive graduation parchment and academic gown bill. They will speak of the joyous undergraduate bliss they pine for as they rise at ungodly hours to travel to an arbitrary place an hour commute from their home to perform tasks for a manager they don’t like for a company whose name they forgot.

It seems like the youth of today can’t win. But the point still stands. Whether it is the student life or the job life, the grass is always greener. The three classic scenarios where this struggle rings true are time, energy and money – read on to prepare yourself for the time when you have to pack up your pencils and books and embrace death and taxes.

Time At university, your timetable is set, but your free time is not. You have the liberty to construct a daily routine at will, allowing for unforeseeable breaks in play for when you want to organise a coffee catch up or devote time and energy into your studies.

At work, the best you can hope for is 30 minutes or an hour in the middle of the day to throw down as much food and coffee as needed for you to get through the remaining five to eight hours of the day. After this, its back to the desk/workbench for what can only be described as an afternoon of hating yourself, both for your overly full stomach and for your life choices.

Also note that the days of scheduling any sort of appointment in the middle of the day are all but gone. You’ll instead have to tussle with your boss for an extra hour off to organise a visit to the doctor, dentist, hairdresser, bank, or real estate agent, and even then you’ll be pushing it. All is not what it seems folks.

Energy It’s a well known fact that at uni, your optimum wake up time is around 9-11am, which allows you to maximise sleep and cut your meals down to two-a-day brunch/dinner combo. Depending on your mood and recent activities, you can tailor-make a daily schedule where you can recharge your batteries and iron out all the creases from the week’s activities.

Having a job requires your undivided attention for the vast majority of your day. Sure, you may finish work at 5pm and have the whole night for fun and activities and hobbies, but the reality is that the best of your daily energy has been poured into this job between the hours of 10am and 3pm. The rest of the day is spent catching up, with your body’s circadian rhythms hating on you for disturbing them before the sun even bothered to shine.

Money Student life is a poor life, and it is often the students’ lament that there is never enough money coming through the door to do anything. We are stymied by our education, forced into classrooms that seem ambiguous and unnecessary for our future earning potential. It’s a frustrating few years of somewhere between unemployment and purgatory.

So surely the biggest perk of full time employment is the reality of a regular paycheck. Money in the sky rocket to fulfil all your needs on a month to month basis, as well as the life-defining ability to afford what you want, is one of the areas students look forlornly to the working world and itch their feet to join.

But don’t be fooled by the glitz and glamour; money in the bank means money out the bank in the form of rent, bills, car repayments, petrol, food; all the things you probably had to pay for at uni, but on a larger scale. What’s worse, you spend a week working hard only to let loose on the weekend to forgot all your woes, which can put a huge dent in your wallet if you’re not careful.

So the terrible triad of time, energy, and money will come to haunt you when you start work. Freedom from uni in the form of full-time work is the end game; its going to happen anyway, and for a long time. So without being melodramatic, your time at uni is finite and should be enjoyed to the limit.

Rory Marples

Rory is studying a Bachelor of Medicine/Bachelor of Surgery at the University of Notre Dame.


Source: https://junkee.com/the-student-life-vs-the-job-life-the-grass-is-always-greener/129114 





Monday, February 13, 2023

Classes (1)

7 Reasons Why Continuous Learning is Important

By Amit Nagpal -Wholistic Leadership® Enabler Leadership Facilitator | Coach | Author | Speaker | Former Training Head- Infosys BPM| Cognizant BPS | Wipro BPO| GECIS-Genpact | NIS | GSK


Learning is essential to our existence. Just like food nourishes our bodies, information and continued learning nourishes our minds. Lifelong learning is an indispensable tool for every career and organisation.

Today, continuous learning forms a necessary part in acquiring critical thinking skills and discovering new ways of relating to people from different cultures. To live a life without continuous learning is unthinkable.


“The only thing that is constant is change”, Heraclitus.

Change in your career, change in your personal life, change in your community and organisations. One of the most effective ways of dealing with change is with lifelong learning.

What is continuous learning?

Continues learning is your self-motivated persistence in acquiring knowledge and competencies in order to expand your skill set and develop future opportunities. It forms part of your personal and professional development in an effort to avoid stagnation and reach your full potential.

7 ways lifelong learning will benefit you

Knowledge is now at everyone’s fingertips. Those not making use of this opportunity will remain where they are, their capabilities diminishing in its importance. These seven benefits should be reason enough never to stop learning.

1. Remain relevant

Don’t be left behind. Ensure you remain relevant to your industry by keeping up to date with trends and adapting your skill set. To function effectively amongst this rapidly changing world of technology, you need to learn new things to remain valuable.

2. Prepare for the unexpected

Lifelong learning will help you adapt to unexpected changes, for example, losing your job and having to depend on new skills to find work. By continuing to learn, you’ll more easily step out of your comfort zone and take on new job opportunities.

3. Boost your profile

When you’re always learning, you’ll keep improving and grow in your career and start to receive recommendations from colleagues and managers. The chances are that you’ll switch jobs multiple times throughout your life and you need to learn new skills to adapt accordingly.

4. Competence leads to confidence

Learning new things gives us a feeling of accomplishment, which in turn boosts our confidence in our own capabilities. Also, you’ll feel more ready to take on challenges and explore new business ventures.

5. Sparks new ideas

Acquiring new skills will unveil new opportunities and help you find innovative solutions to problems. This could earn you more money.

6. Change your perspective

Continuous learning opens your mind and changes your attitude by building on what you already know. The more you learn, the better you’ll get at seeing more sides of the same situation, helping you understand more deeply.

7. Pay it forward Continuous learning isn’t just about you. Lifelong learning helps develop your leadership skills which then translates into fostering lifelong learning in other individuals, by encouraging them to pursue further education.

Find a learning style that works for you

Learning can take whatever shape or form works best for you. Different people have different styles of learning.

Visual: This style of learning associates information with images. Visual learners learn best when reading or seeing demonstrations, graphs, flow charts and brain maps.

Auditory: Auditory learners are people that learn best when information is reinforced through sound. They enjoy lectures and seminars, listening to music while studying and will frequently create songs about information to help them remember.

Kinaesthetic: This is the tactile style of learning in which people remember information easier when performing the activity, for example doing laboratory experiments or role playing.

How can managers create a culture of continued learning?

Managers need to walk the talk by providing access to learning opportunities and encouraging continued learning. You can do this by voicing your recognition of others improvements and efforts in learning new skills and provide words of motivation.

You could go a step further and implement dedicated times for actively learning new skills, for example on ‘Learning Friday’ employees could have an extra free hour to read business books, listen to webinars or practice new skills. You should also consider inviting speakers from within and outside your organisations to share their knowledge and expertise.

How to learn something new every day:

· Get into the habit of reading by scheduling your time.

· Build a network of go-to experts and ask questions.

· Become a member of an association related to your work and initiate networking.

· Learn by teaching someone else.

· Conduct your own research and investigations.

· Go to the library and explore the shelves.

· Observe what’s happening around you.

· Evaluate and reflect on what you’ve learned.

· Apply what you’ve learned.

Resources for continued learning:

· Read magazines and online articles.

· Analyse and critique case studies.

· Subscribe to publications specific to your areas of interest.

· Make time to connect with a global network of people using Skype, Social Media and Email.

· Attend training courses and events. 

· Listen to podcasts and watch TED videos.

Conclusion

Always have a curious mind. Explore different topics and don’t be afraid to ask for clarity. Be inquisitive, and if your intent is sincere, there will be people who will help and support you in your journey.

Experiment, try out new things. Keep the momentum going. Keep learning and keep reflecting.

“Intellectual growth should commence at birth and only cease at death”, Albert Einstein. What techniques are you using to become a lifelong learner?

Source: https://www.linkedin.com/pulse/7-reasons-why-continuous-learning-important-amit-nagpal/ 




Sunday, February 5, 2023

Anthropology (1)

Communication.

Communication is a core skill for successful leaders. Effective communication includes speaking, writing, listening, and matching words and actions. Leaders speak many times a day, so achieving outcomes is important (e.g., educate, motivate, persuade). Such communications entail (1) technology such as emails, presentations, and text messages, used judiciously to augment personal communications; (2) active listening skills (the most important leadership skill), verbal and nonverbal responses, and understanding; (3) employee feedback, gathered via surveys and focus groups; and (4) body language, which can be misinterpreted if verbal and nonverbal messages are mixed or unique speaker signals are unclear.

What Are You Trying to Communicate?

To craft a message, distill it down to one or two sentences and then develop a clear, consistent, and accurate message. Useful tools include talking points, consistent scripts, and frequently asked questions

(FAQs) and answers. This approach applies to sharing good news. For bad news, the organizational leader might need to respond to media questions and thus should prepare talking points and FAQs in advance, possibly send them to the media, and consider seeking media training. Because good news does not travel as quickly as bad news, the leader should reach out to internal and external media contacts.

Who Is Your Audience?

Understanding the audience is key to tailoring more effective communications, which require not only conveying information but also developing relationships and building trust. Research shows that audiences would rather hear from people in their own group (or someone who understands their concerns) and can mistrust people from other groups, especially if workplace stability is threatened; audiences also react negatively to a communicator who is defensive or manipulative. For oral presentations, a leader should not read the speech and should maintain eye contact and be prepared to answer questions—and thus should invest considerable time and effort in preparation and practice. Written communications require comparable attention to clarity of content, tailored messages, and audience concerns.

How Does Your Audience Receive Information?

The right format is important for a message to reach the intended audience. Facilities leaders work with diverse constituencies, many generations, and varying familiarity with digital communication, so leaders must use a range of tools (e.g., email blasts, brown bags, training, onsite help, mentors). Leaders can send messages via tools such as social networking (e.g., Facebook and Twitter); websites (first source for many users), which must be maintained and updated; written communications (most common), using multiple departmental channels, soliciting employee feedback, and widely distributing reports; community outreach (to foster town-gown trust), such as town halls to discuss future plans; and oral communications, such as regular meetings (because more than half of an intended message is conveyed nonverbally).

When Should You Contact Your Audience

The political work environment drives the timing of message delivery. Leaders must be decisive but also encourage a natural dialogue process within the organization so that others can reach conclusions, own results, and grow as employees. For department news, supervisors should be notified before information is publicized. Each organization has a unique communication hierarchy that must be observed to identify decision-makers and to manage and meet expectations. When dealing with the media on issues when timing can be controlled, leaders should assess whether and when to release information. For university news, electronic and social media can distribute messages quickly, especially for sensitive issues.

Kinds of Communications

Leaders hold a variety of conversations, including (1) caring conversations (and advance preparation) for timely and empathetic delivery of stressful information such as critical feedback, discipline, demotion, or reduction in force; (2) crucial conversations about sensitive topics when a lot is at stake, opinions vary, or emotions run high); (3) customer conversations, which require sincere interest, active listening in face-to-face interactions (e.g., focus groups), knowledge of underlying issues, appropriate responses, and follow-up (and updates) through closure; (4) contractor and vendor conversations, such as managing vendors that want to market to the facilities department, depending on type of contract; and (5) executive conversations, such as PowerPoint presentations to high-level executives to update them or secure approval for projects.

Transparency and Confidentiality

Transparency is a key attribute of an ethical organization, which has clear roles, defines responsibilities, makes sure that rules are understood, fosters trust, and openly discusses situations and processes. It encourages dissenting employee views, and full transparency is expected, required, and practiced in handling employee issues. A reputation for credible leadership depends on building transparent cultures where bad news is safe to discuss. However, in some cases, transparency must be balanced with confidentiality while ensuring that rumors do not undermine employee trust. In a tough situation, always deliver the news in person; be transparent and deliver as much information as possible; allow the audience to ask questions and provide input; and deliver bad news as soon as possible. 

Source: https://www.appa.org/bok/abstract-communication/ 



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Tuesday, April 7, 2020

Examen Internacional TOEFL IBT (ETS).

El examen TOEFL iBT® mide su capacidad de utilizar y de entender el inglés a nivel universitario. Además, evalúa cómo combina sus habilidades auditivas, orales, de lectura y de escritura para desarrollar tareas académicas.

1. ¿Por qué rendir el examen TOEFL®?

En comparación con otras pruebas de inglés, el examen TOEFL® incluye una serie de ventajas que le ayudan a destacarse entre otros solicitantes.

2. Más popular entre los estudiantes

Se envían más calificaciones del TOEFL a las universidades de los EE. UU. y Canadá que de todos los demás exámenes de inglés combinados.

Se envían más calificaciones del TOEFL a las universidades alemanas y francesas que de cualquier otro examen de idioma inglés.

3. La más preferida por las universidades

El examen TOEFL es el examen de inglés de mayor preferencia de las universidades en los Estados Unidos, Francia y Alemania, y de los programas de posgrado en Canadá.


4. Hace que los sueños se vuelvan realidad

El 90% de los encuestados entre las personas que rinden el examen TOEFL ingresaron en su primera o segunda opción de las universidades que tenían para elegir.

5. Mejor para lograr el éxito en el aula

Solo el examen TOEFL le prepara para los requisitos académicos de inglés de una universidad. Las preguntas del examen combinan reading, listening, speaking and writing skills (habilidades de lectura, comprensión auditiva, expresión oral y escritura), al igual que en un aula académica. Estudiar para el examen TOEFL le ayuda a garantizar que podrá llegar mejor preparado a la universidad, en comparación con otras personas que no han tomado el examen.


6. Calificación 100% justa e imparcial

No hay centros de exámenes para el TOEFL que sean injustos porque los exámenes no se califican allí. Estos se califican únicamente a través de una red centralizada de calificación. En las secciones Speaking y Writing se emplean múltiples calificadores humanos que no conocen las identidades de las personas que rinden el examen, junto con la calificación AI. Esto evita la parcialidad que puede ocurrir en otros exámenes que usan una entrevista en persona con un solo calificador.


7. ¿Quién rinde el examen TOEFL?

Más de 35 millones de personas de todo el mundo han rendido el examen TOEFL para demostrar su dominio del idioma inglés. El nivel promedio de habilidad en idioma inglés se encuentra entre Intermedio y Avanzado.

Estudiantes que desean estudiar en una institución de educación superior

Admisiones y egreso del programa de English Language Learning

Candidatos para becas y certificaciones

Alumnos de inglés que desean controlar su progreso

Estudiantes y trabajadores que solicitan visas

8. ¿Quién acepta las calificaciones del examen TOEFL? 

La calificación del TOEFL es aceptada por más de 11,000 universidades y otras instituciones en todo el mundo, por ejemplo, universidades en Australia, Canadá, Nueva Zelanda, el Reino Unido, los Estados Unidos y en toda Europa y Asia. Es el examen de inglés de mayor preferencia de las universidades en Estados Unidos, Francia y Alemania, y de los programas de posgrado en Canadá.

9. ¿Dónde y cuándo puedo rendir el examen TOEFL iBT?

El examen TOEFL tiene más de 50 fechas de examen por año en centros de exámenes autorizados en todo el mundo. Puede volver a rendir el examen todas las veces que lo desee, pero no puede rendirlo más de una vez en un período de 3 días. Si ya ha hecho una cita para rendir el examen, no puede inscribirse para otra fecha de examen que corresponda a menos de 3 días de su cita existente. El cargo de inscripción vence cada vez que se inscriba a una fecha del examen.

Esta política para volver a rendir el examen se aplicará incluso si una violación no se identifica de inmediato (por ejemplo, la información de la inscripción resulta inconsistente).

Si se identifica una violación luego de la inscripción, pero antes de la fecha del examen, se cancelará su fecha para la prueba y no se le devolverá el cargo por examen.

Si la violación no se identifica sino hasta después de que se hayan informado sus calificaciones, estas se cancelarán. Usted y los demás destinatarios de las calificaciones serán notificados por medio de una carta de cancelación, y no se le reembolsará el cargo por examen.

10. ¿Qué recursos pueden ayudarme a prepararme para el examen TOEFL iBT?

ETS ofrece diversos materiales de preparación con cargo y gratuitos que lo ayudarán a prepararse para el examen TOEFL.

11. ¿Cuánto cuesta el examen TOEFL iBT?

El costo del examen varía según el lugar donde se realiza.

12. Contacto.

12.1. Marcos Lagos. Profesor de Inglés certificado por los exámenes internacionales TOEFL ITP, TOEFL IBT, ECCE, MET y Oxford PT.
12.2. Teléfono: 58 243 1617.
12.3. E-mail: instituto.anglosaxon@gmail.com .
12.4. Dirección: Calle Borgoño 259, Magisterio.

Friday, April 3, 2020

Examen Internacional de Inglés MET Go! (Nivel B1 / 11 - 15 años)

MET Go! es un excelente examen de inglés diseñado especialmente para niños y jóvenes cuyas edades se encuentran entre los 11 y 15 años. Comprende los niveles A1, A2 y B1 (básico, preintermedio e intermedio). Esto en base al Marco Común Europeo de Referencia para las Leguas (MCER/CEFR).


Éste es un examen de inglés americano que evalúa las habilidades de Listening, Writing y Reading; siendo Speaking de carácter optativo.

La duración del examen es de 90 minutos (Listening, Writing y Reading). Y 100 minutos si se incluye la habilidad de Speaking.

Cada participante recibe un certificado que acredita su nivel de inglés y un informe que detalla las competencias que posee acorde a cada habilidad evaluada.

MET Go! te entrega la doble certificación de las Universidades de Cambridge y Michigan.

1. Encargada del examen MET Go! 

1. Danitza Lazcano. Directora del Programa YOUNG LEARNERS. Profesora de Inglés certificada por los exámenes internacionales TOEFL ITP L1, ECCE y MET.

2. Teléfono: 58 243 1617.
3. E-mail: anglosaxon.younglearners@gmail.com .
4. Dirección: Calle Borgoño 259, Magisterio.


Saturday, March 28, 2020

Examen Internacional de Inglés ECCE (Nivel B2 / 16 años +).

El examen ECCE (Examination for the Certificate of Competency in English) es una evaluación de dominio del idioma ingles en un nivel intermedio alto en hablantes no nativos (nivel B2). Esta evaluación está avalada por las Universidades de Cambridge y Michigan en su centro Michigan Language Assessment.

Las evaluaciones ECCE de cada postulante son enviados a la Universidad en Estados Unidos para su revisión y emisión de certificados. Los resultados llegan a nuestra institución en un promedio de 10 semanas después de la fecha de evaluación.




I. Parte escrita: compuesta por las habilidades de

Listening: 3 secciones con 50 preguntas.
Grammar: 35 preguntas.
Vocabulary: 35 preguntas.
Reading: 30 preguntas.
Writing: 1 opción (ensayo o carta)

(Tiempo efectivo de evaluación: 2 horas 30 minutos)

II. Parte oral: Entrevista individual

(Tiempo efectivo de evaluación: 10 a 15 minutos)

1. Encargado del examen ECCE: Marcos Lagos. Profesor de Inglés certificado por los exámenes internacionales TOEFL ITP, TOEFL IBT, ECCE, MET y Oxford PT.
2. Teléfono: 58 243 1617.
4. Dirección: Calle Borgoño 259, Magisterio.

Examen Internacional de Inglés MYLE (niños).


El examen MYLE (Michigan Young Learners of English) es una evaluación divertida y motivacional que certifica el dominio del idioma inglés en niños entre los 6 y 10 años de edad y mide un nivel de inglés básico en hablantes no nativos (nivel A1- Básico / A2 - Preintermedio). Esta evaluación está avalada por las Universidades de Cambridge y Michigan en su centro Michigan Language Assessment.



La evaluación cuenta con tres niveles los cuales van desde el nivel Bronze (nivel básico) hasta los niveles Plata y Oro (básico avanzado). El examen MYLE es una acreditación internacional, con enfoque en el uso del inglés americano.

Las evaluaciones MYLE de cada postulante son enviados a la Universidad en Estados Unidos para su revisión y emisión de certificados. Los resultados llegan en un promedio de 05 semanas después de la fecha de evaluación.

I. Nivel BRONZE: compuesta por las habilidades de:

Listening: 4 secciones con 20 preguntas.
Reading & Writing: 5 secciones con 25 preguntas.
Speaking: 4 secciones.
(Tiempo efectivo de evaluación: 40 a 50 minutos)

II. Nivel SILVER: compuesta por las habilidades de:

Listening: 5 secciones con 25 preguntas.
Reading & Writing: 6 secciones con 35 preguntas.
Speaking: 4 secciones.
(Tiempo efectivo de evaluación: 55 a 60 minutos)

II. Nivel GOLD: compuesta por las habilidades de:

Listening: 5 secciones con 25 preguntas.
Reading & Writing: 7 secciones con 44 preguntas.
Speaking: 4 secciones.
(Tiempo efectivo de evaluación: 65 a 70 minutos)

1. Encargada del examen MYLE:

1. Danitza Lazcano. Directora del Programa YOUNG LEARNERS. Profesora de Inglés certificada por los exámenes internacionales TOEFL ITP L1, ECCE y MET.

2. Teléfono: 58 243 1617.
4. Dirección: Calle Borgoño 259, Magisterio.