1 what is intelegence

3 — What is tima managementmatrix
Many successful business companies are following the seven habits of Stephen Covey and adopting the time management matrix to bring about a success formula. Time management is not about noting the starting time and ending only. It is about deciding the time and then using it productively to complete the tasks on their time.
The time management matrix helps you organize the tasks, categorize them, and then do them according to their importance and urgency. If you start a project, you do not split it into little chunks and start working on the raw material. You won't be able to complete it in the right way.
We observe nature, which shows everything is organized and scheduled, and nothing gets out of the way. Don't you think we also need some tricks to organize and proactively deal with any situation if we get urgent work?
We need to categorize the thing and keep working on them that demands your attention continuously and do the thing on time that is urgent only. Following four quadrants will help you to organize the tasks, especially in your professional life, and make it clear for you to pick the right one first.

Card #25

1. Describe the steps of decision-making process.
Decision making is the process of making choices by identifying a decision, gathering information, and assessing alternative resolutions. Using a step-by-step decision-making process can help you make more deliberate, thoughtful decisions by organizing relevant information and defining alternatives. This approach increases the chances that you will choose the most satisfying alternative possible.
Step 1: Identify the decision You realize that you need to make a decision. Try to clearly define the nature of the decision you must make. This first step is very important.
Step 2: Gather relevant information Collect some pertinent information before you make your decision: what information is needed, the best sources of information, and how to get it. This step involves both internal and external “work.” Some information is internal: you’ll seek it through a process of self-assessment. Other information is external: you’ll find it online, in books, from other people, and from other sources.
Step 3: Identify the alternatives As you collect information, you will probably identify several possible paths of action, or alternatives. You can also use your imagination and additional information to construct new alternatives. In this step, you will list all possible and desirable alternatives.
Step 4: Weigh the evidence Draw on your information and emotions to imagine what it would be like if you carried out each of the alternatives to the end. Evaluate whether the need identified in Step 1 would be met or resolved through the use of each alternative. As you go through this difficult internal process, you’ll begin to favor certain alternatives: those that seem to have a higher potential for reaching your goal. Finally, place the alternatives in a priority order, based upon your own value system.
Step 5: Choose among alternatives Once you have weighed all the evidence, you are ready to select the alternative that seems to be best one for you. You may even choose a combination of alternatives. Your choice in Step 5 may very likely be the same or similar to the alternative you placed at the top of your list at the end of Step 4.
Step 6: Take action You’re now ready to take some positive action by beginning to implement the alternative you chose in Step 5.
Step 7: Review your decision & its consequences In this final step, consider the results of your decision and evaluate whether or not it has resolved the need you identified in Step 1. If the decision has not met the identified need, you may want to repeat certain steps of the process to make a new decision. For example, you might want to gather more detailed or somewhat different information or explore additional alternatives.
2. What is vantage?
vantage (countable and uncountable, plural vantages) (archaic) An advantage. quotations ▼ A place or position affording a good view; a vantage point. A superior or more favorable situation or opportunity; gain; profit; advantage.
1: a position giving a strategic advantage, commanding perspective, or comprehensive view
2 : superiority in a contest
3 ADVANTAGE sense 4
4 archaic : BENEFIT, GAIN
Phrases : to the vantage
obsolete : in addition
3. What is long and short term goals?
Key Differences Between Short Term and Long Term Goals
Typically, short-term goals are defined as accomplishments that take 3 months to a few years. Long-term goals are usually completed in 3 to 5 years, or longer. This is not a set practice, simply a common guideline that makes sense when laying out your plans.
Tips for long term goals : Planning and achieving your long-term goals can be challenging, yet rewarding. Staying optimistic, yet pragmatic, will go a long way toward achieving your goals. When things don’t go as planned, maintain a positive attitude to avoid making things worse. Use these tips to make the process a bit easier.
1.Think of where you want to be in 10 years While many things can change in 10 years, including life events outside your career, it is a good idea to visualize where you could be in 10, or even 20 years. Think about location, workplace, and personal goals. Do you want to be in a leadership role? Work part-time? Travel for work? Ten years is a long time frame, but there are ways to break it down, so you are not overwhelmed and your chances of success increase.
2. Work Backwards from your 10 year goal When making long-term goals, it can help to start with the end goal and work backward. For example, if your end goal is to become a doctor, you would make your plan in reverse factoring in education back to applying for certain schools and programs. This may seem somewhat counterintuitive, but this approach can clearly define more of what you need to achieve. Laying it out in this way can help you see the big picture of all the short-term goals you’ll need to check off your list before you can accomplish the long-term goal.
3. Break up your goals by month Long-term goals can take years, so thinking in monthly terms can keep you focused on your progress instead of worrying about far-off goals. Staying in the present will help you track your progress and recognize smaller successes. Checking in with yourself monthly will give a constant clear view of what you have accomplished. You will gain confidence, learn from mistakes, and be more adaptable to making necessary changes.
Tips for short term goals:
Short-term goals can be effective for your current career, but are also effective when going into job interviews and seeking placement with companies. Making short-term goals, like gaining the position you are seeking, can be very rewarding. Follow these tips to ensure your goals are setting you up for success.
1. Use your long term goals as a starting point Stepping back, looking at your 10-year plan, and breaking it down into smaller goals will ultimately make your long-term goals more achievable. Many things can happen during this time, so it is important to stay flexible. This step reduces feeling overwhelmed and stressed out about taking on too much. Looking only at the big picture can be discouraging and sometimes feel impossible. Completing smaller goals boost your confidence and build a foundation for longer-term goals.
2. Ensure your goals are SMART goals When you consider your short-term goals, apply the SMART formula. This acronym stands for Specific, Measurable, Achievable, Realistic, and Timely. Keeping these key points in mind will help you achieve your desired goals. Specifying your short-term goals makes them clearer and easier to follow. Measuring how much you have progressed keeps track of your progress and personal development. Achievable goals are within the bounds of what is plausible to avoid unnecessary disappointment. Setting realistic goals means you’ll get the satisfaction and dopamine boost of a job well-done more often. Finally, keeping your short-term goals timely will help you complete them by the desired due date.
3. Track Your Progress You may have more short-term goals than long-term goals, so it is important to review these goals frequently and keep track of your progress. You may find that some short-term goals change or are no longer needed within the framework of your overall long-term goals. More success can often be achieved by staying flexible with short-term goals and modifying them as needed.
Card #26
1. Speak about the time-management matrix.
A time management matrix is a methodology of planning your tasks according to their importance and deadline so that you can do them at the right time. Four quadrants will help you to categorize the tasks and develop planning skills for a happy and satisfying professional and personal life.The Time Management Matrix is a self-management tool, developed by Steven Covey in his infamous book, the 7 Habits of Highly Effective People. It’s now widely used by business and individuals to prioritise the important tasks and identify time wasters. It classifies tasks into four quadrants:
Q1. Urgent and important.
The birth of your child, a customer complaint.
Q2. Not urgent, but important.
Your taxes, getting your car serviced, calling your mother.
Q3. Urgent, but not important.
Answering emails within 10 minutes of receiving them.
Q4. Neither urgent nor important.
A Netflix binge session, reading the comments in a news article.
2. What is CEFR?
The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability. It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing, such as teachers or learners, to see the level of different qualifications. It also means that employers and educational institutions can easily compare our qualifications to other exams in their country.Since its publication in 2001, the CEFR has been translated into 37 languages and its use has spread outside Europe, from Asia to Latin America, as an aid to defining levels for learning, teaching and assessment. The CEFR describes six broad levels of ability, with A1 being the lowest and C2 the highest. Learners are classified in three distinct groups: the Basic User (levels A1 and A2), the Independent User (B1 and B2) and the Proficient User (C1 and C2). As these titles suggest, learners develop not just in terms of the actual language they have available, but also in terms of their strategies for communicating. For example, in moving from basic to independent, learners will gain compensation strategies, enabling them to make the most of the language they already know; proficient learners will be operating at a higher level, where they can be both fluent and spontaneous, and able to draw on exactly the language they need for a specific situation. The CEFR describes what learners can do across five language skills: Spoken Interaction, Spoken Production, Listening, Reading and Writing. For all five skills at each level, there are sets of detailed ‘Can Do’ statements. By dividing Speaking in two, the CEFR focuses both on the learner’s production and their ability to take part in conversations and discussion. So, for example, under Spoken Interaction there is information about Turntaking: a Basic A2 learner Can use simple techniques to start, maintain or end a short conversation, whereas a Proficient C1 learner Can select a suitable phrase to preface their remarks appropriately in order to get the floor, or to gain time and keep the floor whilst thinking. There is also a useful ‘Global Scale’, which provides a concise overview of ability at each CEFR level. This Global Scale is reproduced on page 5 of the Cambridge University Press booklet Introductory Guide to the CEFR (pdf), which is downloadable for free.
3. What is Decision making?
Decision-making is an integral part of modern management. Essentially, Rational or sound decision making is taken as primary function of management. Every manager takes hundreds and hundreds of decisions subconsciously or consciously making it as the key component in the role of a manager.
Decisions play important roles as they determine both organizational and managerial activities.
A decision can be defined as a course of action purposely chosen from a set of alternatives to achieve organizational or managerial objectives or goals. Decision making process is continuous and indispensable component of managing any organization or business activities. Decisions are made to sustain the activities of all business activities and organizational functioning.
Decisions are made at every level of management to ensure organizational or business goals are achieved. Further, the decisions make up one of core functional values that every organization adopts and implements to ensure optimum growth and drivability in terms of services and or products offered.
As such, decision making process can be further exemplified in the backdrop of the following definitions. According to the Oxford Advanced Learner’s Dictionary the term decision making means - the process of deciding about something important, especially in a group of people or in an organization. Trewatha & Newport defines decision making process as follows:, “Decision-making involves the selection of a course of action from among two or more possible alternatives in order to arrive at a solution for a given problem”.

Card #27
1. What is visual learning style?

If you are a visual learner, you learn by reading or seeing pictures. You understand and remember things by sight. You can picture what you are learning in your head, and you learn best by using methods that are primarily visual. You like to see what you are learning.students prefer to use images, graphics, colors and maps to communicate ideas and thoughts. Visual learners must see information in order to learn it. These learners are likely to have a photographic memory and may use color, tone and brightness to recall information. In class, visual learners will benefit from seeing diagrams drawn out, for example, on a chalkboard and in slideshows.
Visual learning refers to a mode of learning where students rely on graphic aids to remember and learn material. Visual learners can easily visualize objects, have a great sense of balance and alignment, are very color-oriented and can effortlessly envision imagery. Visual learners learn best by color-coding their notes, making to-do lists and using concept maps to organize their thoughts.
2. What is Managing time?
Time management is the process of organizing and planning how to divide your time between different activities. Get it right, and you'll end up working smarter, not harder, to get more done in less time – even when time is tight and pressures are high.
The Benefits of Good Time Management
When you know how to manage your time effectively, you can unlock many benefits. These include:
Greater productivity and efficiency.
Less stress.
A better professional reputation.
Increased chances of advancement.
More opportunities to achieve your life and career goals.
Overall, you start feeling more in control, with the confidence to choose how best to use your time. And by feeling happier, more relaxd, and better able to think, you're in a great place to help others reach their targets, too.
3. What are steps of Presentation skill?
A effective presentation makes the best use of the relationship between the presenter and the audience. It takes full consideration of the audience’s needs in order to capture their interest, develop their understanding, inspire their confidence and achieve the presenter’s objectives.

Careful planning is essential.

Seven stages in planning a presentation
1. Preparation
Many factors affect the design of your presentation. A powerful presenter will acknowledge and address each of the following:
objectives;
audience;
venue;
remit.
Objectives
Why you are making your presentation? Bear in mind what you want to achieve and what you want your audience to take away with them. Once you have decided upon your objectives, you are in a much better position to make strategic decisions about the design and tone of your presentation. For example, a presentation to a seminar group might require a balanced argument, whereas a charity appeal might require a more creative approach. Ask yourself:

what do you want your audience to have understood?

what action do you want your audience to take following your presentation?
how can you best design your presentation to meet your objectives?
Audience
Your audience will have a variety of different experiences, interests and levels of knowledge. A powerful presenter will need to acknowledge these and prepare for and respond to them accordingly. Ask yourself:

how much will your audience already know about your topic?

how can you link new material to things they might already understand?
will you need to win them over to a particular point of view?
You may not be able to answer these questions for each member of your audience but you should have enough information to ensure that you have targeted your material at the right level for their needs. This might involve avoiding technical jargon or explaining abstract concepts with clear practical examples. If you fail to consider your audience’s needs, you will fail to appeal to their interest and imagination.

Venue
Where will you be making your presentation? What will the room be like? Whatatmosphere will the physical conditions create? A large lecture theatre might create a formal atmosphere. Similarly, a seminar room might create a less formal tone. Ask yourself:

what kind of atmosphere do you wish to create?
how might the room arrangement affect your relationship with the audience?
can you do anything to change the arrangement of the room to suit yourobjectives?
what audio-visual aids can you use?
Remit
You may well have been given a remit for your presentation; you will need to stick to this. For example, you may have been asked to present a paper at a conference in a certain style or meet certain assessment criteria on your course. Ask yourself:

how much time have you been allocated?

are you required to stick to a common format or style?
have any guidelines been set regarding the content of your presentation (i.e. a predetermined title, or a fixed number of overhead transparencies)?
2. Choosing your main points
Once you have thought about the design of your presentation, you can define your main points. Try presenting no more than three main points in a ten minute presentation. Always allow time for an adequate introduction and conclusion. It is difficult for an audience to follow a more complex argument without significant help from the presenter. A powerful presentation delivers information in a logical, structured manner, building on the previous point and avoiding large jumps in sequence. Ask yourself:

what are the main points you wish to make?

are these points structured in a logical, coherent way?
do these main points reflect your own objectives and take account of the needs of your audience?
3. Choosing your supporting information
The supporting information helps your audience understand, believe in and agree with your main points. This evidence might take the form of factual data, points of detail or an explanation of process. It might be presented in imaginative ways using diagrams, pictures or video segments. Think about:
what will add clarity to your argument (explaining complex terms, reminding your audience of any supporting theories)?
what will add authority to your argument (making connections with other people's work, quoting experts, offering evidence from your own research)?
what will add colour to your argument (showing a video clip or a slide, using a practical example or a vibrant analogy)?
4. Establishing linking statements
The next stage is to develop the linear flow of your presentation. This can be achieved by using linking statements to show clearly how your main points fit together. Common linking statements include:
“The next stage in our project was to …”;
“Another important issue of consideration was …”;
“By following this argument we can now see that …”.
Linking statements send signals to your audience, highlighting the next point in your argument, linking to earlier ideas or clarifying the stage you have reached in your argument overall. This may be of particular importance in a lengthy presentation where even the most effective presenter has to work hard to keep an audience involved.
5. Developing an opening
The introduction to your presentation is crucial. It is your first point of contact with your audience; you can either capture or lose your audience’s interest in a matter of seconds. Use your introduction to lay a clear foundation for the presentation to follow. Try using the following structure:
introduce yourself;
state what you will be talking about (a title or subject area);
state how you will be talking about it (e.g. by comparing test results or reviewing the supporting literature);
state what you intend to be the outcome of your presentation (an informed group, a lively discussion);
state what you expect your audience to do (listen, take notes, read a handout, ask questions before/during/after).
Always give your audience a moment to absorb this information before moving into your first main point.
6. Developing a conclusion
Your conclusion is another important stage in your presentation. You can use it to remind your audience of your main points, draw these points to a stimulating conclusion and leave your audience with a lasting impression of the quality of your presentation. The following structure provides a powerful conclusion:
a review of your title or subject area “In this presentation I wanted to explore the relationship between X and Y.”;
a summary of your main points “We have discussed the following points…”;
a summary of the process you have been through“By looking at X we have found that Y …”;
a conclusion clearly drawn from your main points (this must be supported by the detail of your presentation)“It is clear that there can be no substantive relationship between X and Y”;
a parting statement to stimulate your audience’s thoughts (this might be a question or a bold comment).
7. Reviewing your presentation
Once you have written your presentation make sure that you review its content. Ask yourself:

does the presentation meet your objectives?

is it logically structured?
have you targeted the material at the right level for your audience?
is the presentation too long or too short?