Relationship between Group Cohesiveness, Performance , Norms and Productivity

     Relationship between Group Cohesiveness, Performance ,                                  Norms and Productivity 

Real GDP

                                    What is Real GDP ?

Small Business

                                        Small Business 

Organizational Culture

                             Organizational Culture 

The culture in the organization is very important item because it plays direct and indirect role in the production .

Why People work and why not ?

       

 Why People work and why not ? 

Financial terminologies

Bonds

                                Different types of bonds

Motivation , Compensation & Agility

The Emotional Intelligence

                             What is emotional intelligence ? 

Emotional intelligence involves a combination of competencies which allow a person to be aware of , to understand and to be in control of their own emotions , to recognize and understand the emotions of others , and to use this knowledge to foster their success and the success of others .

The more important in this field is how to see your self deeply , after that it is very easy to know the others . 

Esmaiel Abul Naga  

B.S.C.

                                             B.S.C.

Performance level is very important item for all types of organization . Every institution should concern on the performance management and the methods that help to measuring the performance of organisation . The one of the best method for that is Balanced Score Card .

Create your actions

Things are not as you see , but there are many drivers affect and create the action you see . 
It is very important and necessary to search throw the depth to see how to make your action and avoid the bad actions of the others . 
Esmaiel Abul Naga 

بصمات لا تنسى

المايونيز

Mayonnaise 1756 - France
Duke de Richelieu's

  بطاطس - التشبس

Potato chips 1853 - U.S.A
George Crum (native African/American)

 

نستله
Nestle 1866 - Germany
Henri Nestlé (1814 - 1890) 

كوكاكولا

Coca Cola 1888 - U.S.A
John Pemberton (1831 -- 1888)

 بيبسي

PEPSI 1890 - U.S.A
Caleb Davis Bradham (1867 — 1934)

كورن فلكس - غلوقيز
Kellogg’s 1906 - U.S.A
W. K. Kellogg (1860 – 1951)

 

شاي ليبتون
Lipton 1908 - U.K
Sir Thomas Sullivan Lipton (1848 – 1931)

عصير فيمتو
Vimto 1908 - U.K
John Noel Nichols (1883 - 1966)

توينكس
Twinkies 1930 - U.S.A
James A. Dewar (1897-1985)

شيكولاته - فيريرو روتشيه
Ferrero Rocher 1946 - Italy
Pietro Ferrero

عصير تانج
Tang 1957 - U.S.A
William A. Mitchell (1911 - 2004)

 

شعيرية أندومي
Noodles 1971- Taiwan
Momofuku Ando

شيكولاته - باتشي
Patchi Chocolate 1974 - Lebanon
Nizar Choucair

الموقع | الرسائل | راسلنا

الصراف الآلي ... تاريخه

 جون شيفرد بارون مخترع ماكينة الصراف الآلي

   الاسكتلندي جون شيفرد بارون الذي جاءته فكرة اختراع أول ماكينة للصراف الآلي في العالم وهو جالس في الحمام بعدما لم يتمكن من دخول البنك الذي يتعامل معه.

واستلهم شيفرد بارون فكرته من ماكينة تخرج قطعا من الشوكولاتة. وباع فكرته لاحقا إلى مدير تنفيذي في بنك باركليز البريطاني.

وبعد أكثر من 42 عاما على تدشين أول ماكينة للصراف الآلي في بنك شمال لندن أصبح بوسع العملاء الآن استخدام1.7 مليون ماكينة على مستوى العالم.

وقال شيفرد بارون في مقابلة مع هيئة الإذاعة البريطانية بي.بي.سي عام 2007 احتفالا بالذكرى الاربعين لفكرته "سيطرت على فكرة انه يجب أن تكون هناك وسيلة كي اصل إلى أموالي في أي مكان في العالم... استلهمت الفكرة من ماكينة تخرج قطعا من الشوكولاتة مع استبدال الشوكولاتة بالنقود".

وقبل البطاقات البلاستيكية استخدم أول عملاء سحبوا أموالهم من ماكينات الصراف الآلي شيكات خاصة معالجة بمادة مشعة.   وكانت الماكينات مصممة بصورة تمكنها من التعرف على الشيكات وإخراج النقود بمجرد أن يدخل العيل رقم التعريف الشخصي .

                                                اول صورة مكانية صراف

اول شخص يستخدم الصراف الالي

:

اول مكان ظهرت فيه ماكينة صراف

Introduction to Linguistics Critical Thinking Rubric

           Introduction to Linguistics Critical Thinking Rubric

Steps for Better Thinking êSKILLSê	¬Less Complex Performance Patterns    More Complex Performance Patterns®
	"Confused Fact Finder" Performance Pattern 0—How performance might appear when Step 1, 2, 3, and 4 skills are weak	"Biased Jumper" Performance Pattern 1—-How performance might appear when Step 1 skills are adequate, but Step 2, 3, and 4 skills are weak	"Perpetual Analyzer" Performance Pattern 2—-How performance might appear when Step 1 and 2 skills are adequate, but Step 3 and 4 skills are weak	"Pragmatic Performer" Performance Pattern 3—-How performance might appear when Step 1, 2, and 3 skills are adequate, but Step 4 skills are weak	"Strategic Re-Visioner" Performance Pattern 4—-How performance might appear when one has strong Step 1, 2, 3, and 4 skills
Step 1: IDENTIFY A—Identify and use relevant information B—Articulate uncertainties	A0—Uses very limited information; primarily "facts," definitions, or expert opinions B0—Either denies uncertainty OR attributes uncertainty to temporary lack of information or to own lack of knowledge	A1—Uses limited information, primarily evidence and information supporting own conclusion* B1—Identifies at least one reason for significant and enduring uncertainty*	A2—Uses a range of carefully evaluated, relevant information B2—Articulates complexities related to uncertainties and the relationships among different sources of uncertainty	A3—Uses a range of carefully evaluated, relevant information, including alternative criteria for judging among solutions B3—Exhibits complex awareness of relative importance of different sources of uncertainties	A4—Same as A3 PLUS includes viable strategies for GENERATING new information to address limitations B4—Exhibits complex awareness of ways to minimize uncertainties in coherent, on-going process of inquiry
Step 2: EXPLORE C—Integrate multiple perspectives and clarify assumptions D—Qualitatively interpret information and create a meaningful organization	C0—Portrays perspectives and information dichotomously, e.g., right/wrong, good/bad, smart/stupid D0—Does not acknowledge interpretation of information; uses contradictory or illogical arguments; lacks organization	C1—Acknowledges more than one potential solution, approach, or viewpoint; does not acknowledge own assumptions or biases D1—Interprets information superficially as either supporting or not supporting a point of view; ignores relevant information that disagrees with own position; fails to sufficiently break down the problem	C2—Interprets information from multiple viewpoints; identifies and evaluates assumptions; attempts to control own biases* D2—Objectively analyzes quality of information; Organizes information and concepts into viable framework for exploring realistic complexities of the problem*	C3—Evaluates information using general principles that allow comparisons across viewpoints; adequately justifies assumptions D3—Focuses analyses on the most important information based on reasonable assumptions about relative importance; organizes information using  criteria that apply across different viewpoints and allow for qualitative comparisons	C4—Same as C3 PLUS argues convincingly using a complex, coherent discussion of own perspective, including strengths and limitations D4—Same as D3 PLUS systematically reinterprets evidence as new information is generated over time OR describes process that could be used to systematically reinterpret evidence
Step 3: PRIORITIZE E—Use guidelines or principles to judge objectively across the various options F—Implement and communicate conclusions for the setting and audience	E0—Fails to reason logically from evidence to conclusions; relies primary on unexamined prior beliefs, clichés, or an expert opinion F0—Creates illogical implementation plan; uses poor or inconsistent communication; does not appear to recognize existence of an audience	E1—Provides little evaluation of alternatives; offers partially reasoned conclusions; uses superficially understood evidence and information in support of beliefs F1—Fails to adequately address alternative viewpoints in implementation plans and communications; provides insufficient information or motivation for audience to adequately understand alternatives and complexity	E2—Uses evidence to reason logically within a given perspective, but unable to establish criteria that apply across alternatives to reach a well-founded  conclusion OR unable to reach a conclusion in light of reasonable alternatives and/or uncertainties F2—Establishes overly complicated Implementation plans OR delays implementation process in search of additional information; provides audience with too much information (unable to adequately prioritize)	E3—Uses well-founded, overarching guidelines or principles to objectively compare and choose among alternative solutions; provides reasonable and substantive justification for assumptions and choices in light of other options* F3—Focuses on pragmatic issues in implementation plans; provides appropriate information and motivation, prioritized for the setting and audience*	E4—Articulates how a systematic process of critical inquiry was used to build solution; identifies how analysis and criteria can be refined, leading to better solutions or greater confidence over time F4—Implementation plans address current as well as long-term issues; provides appropriate information and motivation, prioritized for the setting and audience, to engage others over time
Step 4: ENVISION G—Acknowledge and monitor solution limitations through next steps H—Overall approach to the problem	G0—Does not acknowledge significant limitations beyond temporary uncertainty; next steps articulated as finding the “right” answer (often by experts) H0—Proceeds as if goal is to find the single, "correct" answer	G1—Acknowledges at least one limitation or reason for significant and enduring uncertainty; if prompted, next steps generally address gathering more information H1—Proceeds as if goal is to stack up evidence and information to support own conclusion	G2—Articulates connections among underlying contributors to limitations; articulates next steps as gathering more information and looking at problem more complexly and/or thoroughly H2—Proceeds as if goal is to establish an unbiased, balanced view of evidence and information from different points of view	G3—Adequately describes relative importance of solution limitations when compared to other viable options; next steps pragmatic with focus on efficiently GATHERING more information to address significant limitations over time H3—Proceeds as if goal is to come to a well-founded conclusion based on objective consideration of priorities across viable alternatives	G4—Identifies limitations as in G3; as next steps, suggests viable processes for strategically GENERATING new information to aid in addressing significant limitations over time* H4—Proceeds as if goal is to strategically construct knowledge, to move toward better conclusions or greater confidence in conclusions as the problem is addressed over time*