Search results for 'tag:Formal letters tag:English grammar' matching tags 'Formal letters' and 'English grammar'

Please Help me correct and make the complete sentence of MYWORDS in appraisal

dhan_csn — Mon, 24 Nov 2008 10:20:06 GMT

Looking Back

What achievement during the past year are you most proud of?

MY Words

Proactively work in monitoring team to providing that maximum level of Availability of global IT resource (Servers & Network Link).

User administration tasks and cases are completed in effectively with in the period of SLA.

In what way does cooperation within your department and with other departments affect your handling of tasks?

Cooperation within the Department

MY Words

Maintaining good working relationships with all members in my department as well as other department would helping to rendering good support to

End users.

On a scale from 1-5 where 1 being the extremely bad and 5 being the extremely good, how is the cooperation

Within department

1 2 3 4 5

Reason

MY Words

Cooperation within the department is good.

What will be your contribution to the cooperation within the department in the coming year?

MY Words

Organizing frequent meeting & training for our team members to have a better knowledge sharing within us.

How can your manager and colleagues contribute to improved cooperation in the coming year?

MY Words

Conducting discussions and organizing training regularly to improve the quality and standard of the IT support.

Performance Appraisal

The performance appraisal for the current year:

1. Appraisal of result agreed on at last review

AA : Above Anticipated Performance

E : Excellent Performance

A : Anticipated Performance

NI : Needs Improved Performance

The tasks for which the employee holds Responsibility

Responsiblities Unit of Measurement

1 Resolution based on knowledge base Timeliness E AA A NI

2 Escalation to respective teams Timeliness E AA A NI

3 Follow up and closure Timeliness E AA A NI

4 Timely completion of tasks Timeliness E AA A NI

Reasons for the above rating

MY Words

Effectively handling user administration task, access rights and mail related cases

Understanding of technical problem and timely escalations to the appropriate team members

Resolving the issue/incident by follow up with respective team

Effectively working on more tasks & cases,monitoring BMC & orion,back up jobs and virus alerts

Future

This section deals with the employee's tasks in the coming year and competency development. It is divided into five subsections:

1. Defining tasks and results

2. Competencies necessary to achieve the tasks and result defined above

3. Specific competency profile relevant to the employee

4. Competency development plan

5. Views on future career

1. Defining tasks and results

Responsibility Unit of Measurement

Enter the most important tasks for which the employee holds responsiblity

Resolution based on knowledge base Timeliness

Escalation to respective teams Timeliness

Follow up and closure Timeliness

Timely completion of tasks Timeliness

Reasons

MY Words

Having Knowledge of BMC and Orion,AD administration

Timely escalating the technical problem with Global team members

Timely Completion for AD task & cases

Functional Competencies

2. Specific competency portfolio for : Dhandapani

Technical Knowledge E AA A NI

Technical Solution Development E AA A NI

Technical Support E AA A NI

Behavioural Competencies

Learning Ability E AA A NI

Team Work E AA A NI

Quality Focus E AA A NI

Decision Making and Problem Solving E AA A NI

Communication E AA A NI

Specific competency

3. Competency development plan

Prioritise the competencies to be improved

Means of achieving

competency improvement

Timetable Responsible Follow up

MY Words

Technical Knowledge ADS & Exchange 01 Sep 2009 Appraiser Self

Achievement Orientation Training 05 Oct 2009 HR Self

Require to attend technical training to update technical skills in order to work with more incidents task and cases.

Remarks

Continue in Present Job

Remarks

Deeper Specialisation in Present job

New field of work in present department

New Department

Make your preferences for future career path

4. Views on future career

MY Words

I Would like to take responsiblities for Exchange

Re: Inferior dialects?

Randy_Tam — Mon, 19 Dec 2005 09:36:48 GMT

I am not quite close to 'homeless'. I am living at my aunt's home because my granny invited 3 of her siplings to stay... aiya, according to my parents this is going to last 2 weeks or more. I am currently using my uncle's PC just to get here and take a look at what you say. Though I cannot come here as frequently as I used to.

Looking at dictionaries for meanings, phonetic representations whatever does not mean you are forming rules of some sort. I am sorry I didn't include this in describing what a native speaker's going to do with a dictionary... lol. This is especially true with languages belonging to the Sino family, the orthography of which is ideographic, for which reason the phonological form can hardly be guessed just from its shape (I remember I read a passage during my F3 Chinese lessons called <æ¼¢åççµæ§>, in which the author asserted that there's a kind of Chinese letters, the å½¢è²å, whose pronunciations could be guessed. I can hardly agree with this. Even an L1 speaker of Chinese, without prior training, can hardly succeed in this.). This is also true, to a certain extent, of English because of its hybrid source of etymons (... um... I mean the root of a lexical item. I don't really remember the English jargon for it): French, Old English, German, Irish, Greek, Latin... all contribute to the English language as it is today, leading to the lack of consistency between the orthographical and phonological forms of English words. These little 'cracks' of course can not be formulated by the human cognitive system (simply by means of conjecture, etc).

Language is of course not a science, but the STUDY into it can be, just as one may well argue whether translatology is an art or a science.

I am not really sure whether university English courses lay more stress on the scientific side of languages than on the cultural side thereof. To the best of my knowledge, this is not the case. Both are given equal stress. I come to this conclusion from information available to me. Lingnan University, where I am taking my undergraduate yr1 course in Contemporary English and Education, and Chinese University, where a friend of mine is currently a yr2 student in English, both have introductory courses into 'English Grammar', as well as introductory courses into literature in English. The workload is virtually the same for the 2 parts, at least in yr 1. But as the course goes on, more such courses as 'language and culture' or 'sociolinguistics' are available, making the curriculum more relevant to the relationship between language and social factors.

But your statement is true in that Hong Kongers are culturally more and more illiterate, being ignorant not only in foreign cultures but also in their own. Their ignorance in local culture being irrelevant here, I'd like to suggest some plausible reasons why language education from a cultural perspective is losing its ground.

1. It appears students are less motivated (in their learning) these days. What I mean by this is that days at school become more and more dreary: schooling is more or less a long toil, against which students devise one of the most primitive countermeasures known to man --- go have some sleep and look for your Juliet in your dream, handsome Romeo.

But this 'countermeasure' has its roots in that at night students have to attend tutorial classes, which they deem even more useful than classes at school. They having had such classes head back home have their dinner, do some homework and perhaps some reading as well, and, hey mama, I need time to play and relax a while. Voila, time to sleep puppy, it's already 0300 in the midnight. Frankly last year when I was having my A Level, I spent almost 7 hours everyday after school just to revise and read something more (I didn't take tutorial classes, save for economics), it was already 1200 when I returned home from the self - study facilities. It was hell. All this lead to a persistent fatigue in students.

So, the consequence is that, even if the cultural side of language is come across at school, there could hardly be anyone listening (lol.... reminds me of my UE class. Almost 2 / 3 of our class were sleeping if no assignments were given).

2. One may well ask an old question, 'why do students opt for tutorial classes instead of school?' To this old question I give an old answer, 'because students think tutorial classes are more useful, in that they cut the craps and just get straight to the point.' ---> I didn't take tutorials so don't blame me for that. But from what I hear, from my ex - gf (...), my friends, and my classmates, this is the case.

What is meant, then, by 'craps'? ie. anything that is not relevant to the examinations ahead. Examinations, strangely enough, dominate students' minds. My classmates may well think that I am good at linguistics, and so they will immediately conclude, without exception, 'so you must score a high GPA'... Sadly, the thing that is immediately associated with 'good or bad' is a score.

Your suggestion about IELTS (that I took 2 years ago lol without attending any tutorial classes or doing preparations of any sort... just fulfilling your 'minimum requirement' when I was a 6th former) therefore, in this context, does not really render any use in determining the (always abtract) 'language standard' of English teachers. IELTS has nothing about 'culture'. Given that absurd formula (good / bad = score), and given the fact that actually there are tutorial classes given on this test available in Hong Kong, IELTS is simply another UE.

3. These lead to the 3rd possible cause: All that Hong Kong (as a physiological identity separated from its people) wants about English is to make it a little utility: the current English curriculum is concerned with how to use English (as the name of the subject suggests: Use of English), not how to appreciate English as a language or, as Sapir - Whorf's hypothesis suggests, a fruit of a culture. Think about the writing assignments: Letter to the editor, Letter of complaint, Informal letter to a friend (sharing students' own experience perhaps), and essays (on the sheer knowledge on some current social issues). Listening is more or less to make students a 'phono - type', write whatever you hear. (of course, that needs some thought... but what is needed in a real dialogue: any puns suggested? the attitude of the speaker? 'slips of tongue'? all these are absent). Oral~ haha, that's a joke. Just keep talking and make your points understandable to your partners to score high. If this is not enough, sham having some 'foreign accents'. What is the most 'important part' in English exams in Hong Kong, as an interviewee in a programme produced by TVB (name really forgotten, but the programme is great!) pointed out, is 'comprehension', not how to express oneself, accounting for the 'deteriorating English language standard' these days.

4. What makes the situation even worse is the availability of such 'lures' as PC games, movies, and the Internet (-_-... am I not surfing the net?). Students 20 years ago may take pleasure in reading fictions: Le Docteur Pascal, Women in Love, the God of Small Things (I didn't take AL E. Lit.; I really read it for pleasure), Sybil (by Benjamin Disraeli), these are all fictions that I like. But as other forms of leisure can be more easily reached today, reading (to learn from the 'experience of another person': a 'function' of literature) becomes a hefty burden from which every students wants to escape.

So... the entire 'English pedagogic machine' becomes a miserable thing brewing students who treat English as nothing more than a tool to show their 'erudition', as is observed from the fact that complaint letters written in English to the Government or to such other authorities as concerned are paid more attention to, even if the author thereof is a Hong Konger. I do not mean Hong Kongers are in their nature 'inferior' to non - Hong Kongers. What I am trying to bring out is that there exists a sort of 'linguistic discrimination', even if the government has declared equal legal status of Chinese and English. Discriminations of this sort conduce to English being treated the utilitarian way. Actually I was writing an essay on this attitude toward English when the semester started. But the 'study' was halted by the profs, on the grounds that I am but a yr1 student, so that I should leave the topic to my yr 3 (actually yr 4) final paper. Anyway, I don't give a damn anymore.

Your suggestion relative to the English curriculum is good... but I wonder if it would be possible even in the university, as the topics suggested are each already a large topic. Or are you actually suggesting it as a framework that is to be followed through during the 16 years (university years inclusive) of schooling?

I love linguistics not really because I treat language in a parochial scientific way. I am limiting 'language' to the 'essence' (leaving this undefined) because I am more interested in the common traits shared by ALL human languages. Culture... yes, that sounds great, and in my literature studies I remember I once looked into the relationship between 'gender roles' and why Alice Munro's <Boys and Girls> is written that way. But still, linguistics studied in the way I mentioned before is what I am most interested in, for which reason I am not really ok with the course I am taking and am therefore applying by non - JUPAS for CU linguistics... to see if I have a chance.