Compiling C Program Under Unix

To compile the C program under Unix environment. We need C Compiler to compile C program. Some C compilers are cc, gcc and etc., In this cc compiler is available under any environment. To compile:

cc file_name.c

this will compile C program. To run,

./a.out

Example:

cc sample.c

To run this,

./a.out

Another way,

cc -o output_file file_name.c

To run this,

./output_file

Example:

cc -o sampleout sample.c

To run,

./sampleout

Linux Filesystem

As a Linux system boots, the filesystem that becomes available is the top level, or rot filesystem, denoted with a single forward slash(/). The root filesystem /, also known as root directory, shouldn't be confused with the root superuser account or the superuser's home directory, / root. In a installation, the root filesystem could contain nearly everything on the system. As the Linux kernel boots, the partitions are mounted to the root filesystem, and together create a single unified filesystem. Everything on the system that is not stored in a mounted partition is stored locally in the / partition. The mounted filesystem are placed on separate partitions and possibly multiple disk drives. Here is the list of directories the root filesystem contains:

/ (the root directory): Since the only filesystem mounted at the start of the boot process is /, certain directories must be part of it to be available for the boot process. These include:

/bin and /sbin: Contains required system binary programs.

/dev: Contains device files.

/etc: Contains configuration information used on boot.

/lib: Contains shared libraries. These directories are always part of the single / partition.

/boot: This directories holds static files used by the boot loader, including kernel images. On system where kernel development activity occurs regularly, making /boot a partition eliminates the possibility that / will fill with kernel images and associated files during development.

/home: User files are usually placed in a partition. This is often the largest partition on the system and may be located on a separate physical disk or disk array.

/tmp: This directory is often a separate partition used to prevent temporary file from filling the root filesystem.

/var: Log files are stored here. This is similar to the situation with /tmp, where user files can fill any available space if something goes wrong or if the files are not cleaned periodically.

/usr: This directory hold a hierarchy of directories containing user commands, source code, and documentation. It is often quite large, making it a good candidate for its own partition. Because much of the information stored under /usr is static, some users prefer that it be mounted as read-only, making it impossible to corrupt.

In addition to the preceding six partitions listed, a swap partition is also necessary for a Linux system to enable virtual memory.

Access specifier

In Object Oriented Programming there are three types of access specifier is available. They are:

1.private
2.public
3.protected

syntax:

access_specifer:

member declarations;

private:
private members are private to class,which mean it allows the instance member to access within the class, access beyond that class scope makes error.
private data members are accessed through class public member functions.
In C++ private is default to class it means if we didn't specify any specifier its private to that class

syntax:

private:

member declaration;

Example:

private:

int reg_no;

public:
public members are public to a program/class, which means its like global variable of a program/class, we can access anywhere in the program/class. In java public is default to class it means if we didn't specify any specifier its public to that program/class.

syntax:

public:

member declaration;

Example:

public:

reg_no;

protected:
protected is same as private, we cant able to access the protected variable beyond a class scope. But, when we inherit the protected members of a class, we can able to access those protected member as private to that derived class.

syntax:

protected:

member declartion;

Example:

protected:

char address[40];

Accessing class members

Accessing class members:

class members are accessed within the class.
class members are accessed through class member function.
instance of a class is needed to access class public/private members, outside of its class scope.

Note: private members of a class cannot able to access outside of the class scope. To know more refer access specifiers.

syntax for accessing class members through object:

a dot operator(.) is used to access the class members through instance of a class.

object_name.member_of_a_class;

Example:

S.name='Raja';

here 'S' is object for the class Student and 'name' is instance variable of that class.

Here is a small example to demonstrate accessing class members.

class Student
{

char name[30];

void get_details;
void display_details;
private:
int reg_no;
protected:
char address[40];
}

class Student_details extends Student //inheritance

{

 address="Saveetha Engg College, Chennai.";//derived can access the protected member of a class.*/

reg_no=1042;/*generates error, because scope of the private member is within the class. Not outside of a class or derived class*/

}

class Main

{

public static void main(String args[])

{

Student S=new Student();

S.get_detials();

S.display_details();

S.name="Ragu";

S.reg_no;/*this line generates error. Because we are allowed to access protected member only inside the scope and derived class*/

S.address;/*this line also generates error. Because we are allowed to access protected member only inside the scope*/

}

}

Introduction to Object

Object:

object is the 'instance of the class'.
object contains all the details of the class.
object allocates memory to the class non-static variables.
object has physical reality,i.e., an object occupies physical space in memory.

syntax:

1. class_name object_name;

2. class_name=new class_name();//class_name() is made a call to its class default constructor.

In C++ 1.will create instance for a class, 2. allocates memory statically i.e., at run time in. In JAVA 1. will be reference and the 2. will be instance for a class.

Example:

Student S=new Student();

Introduction to Class

Class:
class is a real world entity.
class contains its own data members and function members.
class is a data type, we can create a variable of a class type.
class is a instance of variables.
class is a logical construct.

syntax:

class class_name

{

access specifier:

datamembers declaratrions;

function member declaarations;

class body;

} object list;

The above syntax is for c++

for java the syntax is as follows:

syntax:

class class_name

{

access specifier:

datamembers declaratrions;

function member declaarations;

class body;

}

the syntax diffecence between c++ and java is semicolon(;) is not expected at the end of the class, while in c++ it is expected. Because in c++ the structure of the class is similar to that of 'Structres'. Here 'class' is a keyword.

Example in java:

class Student

{

char name[30];

int reg_no;

void get_details;

void display_details;

}

Constructors:

Constructors are similar to functions which has function identifier similar to class identifier. It gets executed when a object came into existence,i.e., when a object is created. There are variety of constructors. They are:

1.Default constructors
2.Parametrized constructors
3.Copy constructors
4.Overloading constructors

Default constructors:
        Default constructor are constructors which has no parameters. Default constructor assign default value as 0 to its public, private and protected data members.

Syntax:

class class_name

{

//class definitions

class_name()

{}

}

Example:

class book

{

int a,b;

public:

book()

{

}

};

int main()

{

book b;

}

Inheritance:

Base class functions and members can be redefined in derived class check it out:

Program:

#include<iostream>

class A

{

protected:

int a,b;

public:

void assign()

{

a=30,b=20;

}

void display()

{

cout<<"\na= "<<" b="<<b;

}

};

class B : public A

{

protected:

int c,d;

public:

void assign()

{

a=40,b=50,c=100,d=200;

}

void display1()

{
cout<<"\na="<<a<<" b="<<b<<" c="<<c<<" d="<<d;

}

};

void main()

{

B deriv;

deriv.assign();

deriv.display1();

A base;

base.assign();

base.display();

}

output:a=40 b=50 c=100 d=200
a=30 b=20

Operator Precedence in C.

Operator precedence plays a very important role while evaluating a expression and logical output predict in a program. Here i have listed the precendence of operator. So when a expression or logical condition is evaluated, the evaluation takes place in the order of precedence.

Operator Symbol	Name of the operator
!	Logical Not
*,/,%	Arithmetic and modulo
<,>,<=,>=	Relational
==,!=	Relational
&&,||	Logical AND and OR
=	Assignment

Simple java program:

Let's start our java with simple Hello world program.

class sample {
    public static void main(String[] args) {
        System.out.println("Hello World!"); // Display the string.
    }
}

Output:

Hello World!

after every successfull execution of 'C' program what will happen?

After every successfull execution of a "C"-Program, main() returuns 0 to operating system, to tell that the program is executed successfully....

why we use getch() in main(), to get output?

 getch() is a function call : it reads in a single character and waits for the user to hit enter before reading the character. This line is included before the end of the main() because many compiler environments will open a new console window, run the program, and then close the window before you can see the output. This command keeps that window from closing because the program is not done yet because it waits for you to hit enter. Including that line gives us time to see the program run.

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Write program which executes a function(main or any function) to infinite times without any iteration and conditional statements.

There only two ways to execute program to  infinite number of times:

1. Using iteration or conditional statement.
2.Recursive functuion-function calls itself.

So,if iteration or conditional statement are not used, then recursive is another go...using recursive function we can write main() function as follows.

main()
{
printf("Hello world\n");
main();
}

Output:

Hello world is printed infinte number of times, till u break the program. 

Write printf() and scanf() statement without semi-colon(;)

Print statement:

main()
{
int a;
clrscr();
if(scanf("%d",&a))
{}
if(printf("%d"),a)
{}
}

output:
2
2

Here in output,i entered 2 is given as input that is scanned and stored in variable 'a',then it is printed out 2 using printf(). Note that after if statement i used set of braces({}) to show that next statement to be executed after if. If the braces are omitted then error -"; statement missing" is produced.

The above program can be re-written as follows:

main()
{
int a;
clrscr();
if(scanf("%d",&a))
 ;
if(printf("%d"),a)
 ;
}

Execute both if and else statements

There are two ways to execute both if and else statements.

1.

if(1)

printf("if loop");

else;

printf(" else loop");

output:

if loop else loop

In the above statement note that there is a semi-colon (;) in the else statement. This statement is called as NULL statement in 'C'.

The above program becomes:

if(1)

printf("if loop");

else
 ;

printf(" else loop");


2.

if(printf("if")==0)
printf(" if");
else
printf(" else");

output:

 if else

In the statement-2, the printf which is inside the if condition is executed. Generally if executes the statement which is given as condition, so executes the print statement and then checks it is equal to 0, here condition becomes false. When condition comes false else is executed.

In this above step-2 the print statement which is given inside the if loop is executed. So the question is:

if(condition)

printf("Hello");

else

printf(" world");

write the condition such that your output will be:

Hello world

Error:Disabled by your administrator

On my system virus attack and cancelled all system privileges.Including regedit,gpedit.msc,control panel. Though i logged into "Administrator" i got an error:"All rights are disabled by your administrator". Then i installed anti-virus program and removed all virus and Trojan programs from computer. Still my problem not solved then i searched i found a answer for it..My solution for this problem is as follows:

Go to Start->run in that type the following

"REG add HKCU\Software\Microsoft\Windows\CurrentVersion\Policies\System /v DisableRegistryTools /t REG_DWORD /d 0 /f"

Remove the double quotes. Here i used to quote that command. After enter on your press enter. You will realize something runs on your system..

Now run Group editor policy on your computer by typing gpedit.msc under run. In that select


User Configuration->Administrative Templates->System

under System you will found "Prevent access to registry editing tools" right click on it select properties.

on properties window Prevent access to registry editing tools option select Not Configured.
If its already Not Configured option is selected. Select Enable click ok then right click on the Prevent access to registry editing tools now set the properties to Not Configured. Now run regedit on your system. Likewise run control panel on your computer.

Go to start->run gpedit.msc.In that select

User Configuration->Administrative Templates->Control Panel.

under control panel select "Prohibit access to control panel"

on properties window Prohibit access to control panel option select Not Configured.
If its already Not Configured option is selected. Select Enable click ok then right click on the Prohibit access to control panel now set the properties to Not Configured.

Imports System.Data.SqlClient-NameSpace Error

Don't worry..
Go to, View -> Solution Explorer, select it, then you will find solution explorer will dock on your platform..open solution explorer. Right click on your project name you will find "Add Reference..", select it..Reference window will open, in that you will find .Net tab select it..Scroll till you find "System.Data" double click it..

Now add "Imports System.Data.SqlClient" on your project..

Removing Reference in VB .Net

Go to, View -> Solution Explorer, select it, then you will find solution explorer will dock on your platform..open solution explorer. Right click on your project name you will find properties, select it..Your project property window will open, in that you will find may tabs select "Reference" tab..you will find many references..select which you want delete..then press del key..

Employability Skills For Students Of 'IT'

Employability Skills – An Introduction:

            In 2002 The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), with funding from the Department of Education, Science and Training (DEST) and the Australian National Training Authority (ANTA), published Employability Skills for the Future. This report was produced in consultation with other peak employer bodies and with the support of government. It indicated that the skills and knowledge contained in the Key Competencies needed to be revised and expanded to reflect the changing world of work and the broader range of skills which employers currently require.

Employability Skills, in and of themselves, are not a new concept. They describe non-technical skills and competencies that have always been an important part of effective and successful participation in the workplace. Their explicit inclusion in Training Packages represents the progression of competency based training into a system which develops the full range of transferable skills, attitudes and behavior required for successful participation in the workplace.

What is new about Employability Skills is the emphasis they are being given. Enterprises are increasingly asking for Employability Skills, and as a result learners and candidates for assessment need to know what these skills are and how to demonstrate them.

Employability Skills are already an inherent part of all components of Training Packages and units of competency. Their inclusion, or embedding as it is sometimes referred to, highlights what these particular skills are in the context of particular job roles, as they are presented throughout the National Training System. For those trainers, assessors and RTOs who are familiar with Key Competencies, Employability Skills will represent an opportunity to build on existing practices and techniques. Whether we are new to the VET sector or an experienced practitioner, Employability Skills are a meaningful tool. They assist learners and candidates for assessment to reflect on and/or demonstrate that they are not only technically competent, but also that they have the skills necessary to achieve and maintain successful employment outcomes.

History:

            Employability Skills, like Key Competencies before them, are specific conceptualizations of what are known more broadly as generic skills. They are also referred to as generic capabilities, enabling skills or even key skills. What they describe are non-technical skills and competencies which play a significant part in contributing to an individual’s effective and successful participation in the workplace. The use and popularity of concepts of generic skills has increased around the world, and particularly in Australia, since the 1980s. No matter where they have been adapted, or how they have been named, these conceptualizations of skills share a common goal. They seek to establish the basis for recognizing an important set of skills which support the successful.

Accomplishment of the task-based activities central to any job role. While generic skills all have contextualized applications unique to a work-place and job role, it is important to keep in mind that they are also highly transferable. A generic skill learned or applied in one workplace will also be applicable in another.

For example the teamwork skills utilized in a fast food environment are transferable and applicable to working as a waiter in a hotel. The environment and context of the job roles is different, but an understanding of the relationships between roles and team members is important to both. The success of an individual in a new job role is, in part, based on their ability to draw on previous experiences and relate them to the present situation

What are Employability Skills?

            The two greatest concerns of employers today are finding good workers and training them. The difference between the skills needed on the job and those possessed by applicants, sometimes called the skills-gap, is of real concern to human resource managers and business owners looking to hire competent employees. While employers would prefer to hire people who are trained and ready to go to work, they are usually willing to provide the specialized, job-specific training necessary for those lacking such skills.

            Most discussions concerning today’s workforce eventually turn to employability skills. Finding workers who have employability or job readiness skills that help them fit into and remain in the work environment is a real problem. Employers need reliable, responsible workers who can solve problems and who have the social skills and attitudes to work together with other workers. Creativity, once a trait avoided by employers who used a cookie cutter system, is now prized among employers who are trying to create the empowered, high performance workforce needed for competitiveness in today’s marketplace. Employees with these skills are in demand and are considered valuable human capital assets to companies.

            The employability skills includes as follows:

·         Communication

·         Teamwork

·         Problem Solving

·         Initiative and Enterprise

·         Planning and Organizing

·         Self-management

·         Learning

·         Technology

We are going to discus the above topic in detail. We also go to see some additional skills apart from this BCA defined skills.

Resume Preparation:

            We know that a resume is essentially a tool to get we in the door for an interview, a meeting or some other targeted opportunity. It outlines wer education and experience, and it can be wer first impression on a company. Most of us have used one at some point in our careers. We must have to prepare our resume in such a way to fulfill the particular job needs. We also specify the working experience and knowledge depth in our resume.

When we’re in business for werself, it typically becomes more important to provide examples demonstrating proven experience, relevant successes, and client references. A resume is not really the best format to do that; see below for some ways we can modify a resume format to suit wer needs as an entrepreneur.

Then what are some situations when we may need to dust off and revise wer resume?

Here are some possibilities:

o   We are going back to work for someone else.

o    We are applying for membership in a professional organization.

o    We are applying for an industry-specific certification.

o    We are applying as a presenter or exhibitor at a conference.

o   We are bidding on a job with a large company or organization.

Generally our resume must contain the following:

ü  Name

ü  Educational Qualification

ü  Academic Standards

ü  Languages’ Known

ü  Area of Interests

ü  Project Works

ü  Researches and Documentation

ü  Certifications

ü  Skills

ü  Contact Information

Communication:

The communication that encompasses oral, written, and visual discipline within a work place context is called professional communication. There are many places where we strictly need professionalism like while finding a job, dealing customers, and doing business etc. To develop a communication skill is not an easy task. We have to learn about so many components and they are speaking, writing, listening, reading, appearance, voice, body language, and gestures etc.,

Characteristics of professional communications:

There are many characteristics of professional communication. For example if two persons have same codification but there is one who got the job. WHY? Because the person who got the job has more communication skills then other, he can communicate with the managers more effectively the other (law, 2008).

Types of communications:

There are two types of communications:

·         Verbal communication

·          Non-verbal communication

Verbal communication:

According to cobweb2.edu (2008) "verbal communication is the interaction between people" It can about business, work, and personal etc. the key components of this type is sound, words, speaking and language. In any kind of communication there are two parts one is listener and other is speaker. Mostly professions need effective communication skills such as banking, business, office jobs etc so this is important to have effective skills in verbal communications because we go for an interview we don't just need our education this is an important factor that effect a lot to get a job.

Non-verbal communication:

            According to Aiic.net "Non-verbal communication consists of all the messages other than words that are used in communication". This is very important is we should know either we are conveying internal or external messages to the audience such as if we are conveying our messages to  internal audience we need to template our documents and if there are external then we need to know who they are? What is the understanding level of them?

Business communication is unique:

This type of communication is used to promote a service, product, or organization. This includes marketing, branding, customer relation, advertising, and event management etc. there are many methods of business communication such as web-base communication, face to face, telephoned, presentation, repots, and emails etc. For effective communication one must speak in that manner is not offending the listener. Business communication is unique because this covers professionalism and nothing is non-serious or anything that can be non-professional.

Team Work:

            Team building skills are critical for wer effectiveness as a manager or entrepreneur. And even if we are not in a management or leadership role yet, better understanding of team work can make we a more effective employee and give we an extra edge in wer corporate office.

A team building success is when wer team can accomplish something much bigger and work more effectively than a group of the same individuals working on their own. We have a strong synergy of individual contributions. But there are two critical factors in building a high performance team.

The first factor in team effectiveness is the diversity of skills and personalities. When people use their strengths in full, but can compensate for each other's weaknesses. When different personality types balance and complement each other.

The other critical element of team work success is that all the team efforts are directed towards the same clear goals, the team goals. This relies heavily on good communication in the team and the harmony in member relationships.

In real life, team work success rarely happens by itself, without focused team building efforts and activities. There is simply too much space for problems. For example, different personalities, instead of complementing and balancing each other, may build up conflicts. Or even worse, some people with similar personalities may start fighting for authority and dominance in certain areas of expertise. Even if the team goals are clear and accepted by everyone, there may be no team commitment to the group goals or no consensus on the means of achieving those goals: individuals in the team just follow their personal opinions and move in conflicting directions. There may be a lack of trust and openness that blocks the critical communication and leads to loss of coordination in the individual efforts. And on and on. This is why every team needs a good leader who is able to deal with all such team work issues.

Here are some additional team building ideas, techniques, and tips we can try when managing teams in wer situation.

    * Make sure that the team goals are totally clear and completely understood and accepted by each team member.

    * Make sure there is complete clarity in who is responsible for what and avoid overlapping authority. For example, if there is a risk that two team members will be competing for control in certain area, try to divide that area into two distinct parts and give each more complete control in one of those parts, according to those individual's strengths and personal inclinations.

    * Build trust with wer team members by spending one-on-one time in an atmosphere of honesty and openness. Be loyal to wer employees, if we expect the same.

    * Allow wer office team members build trust and openness between each other in team building activities and events. Give them some opportunities of extra social time with each other in an atmosphere that encourages open communication. For example in a group lunch on Friday. Though be careful with those corporate team building activities or events in which socializing competes too much with someone's family time.

    * For issues that rely heavily on the team consensus and commitment, try to involve the whole team in the decision making process. For example, via group goal setting or group sessions with collective discussions of possible decision options or solution ideas. What we want to achieve here is that each team member feels his or her ownership in the final decision, solution, or idea. And the more he or she feels this way, the more likely he or she is to agree with and commit to the decided line of action, the more we build team commitment to the goals and decisions.

    * When managing teams, make sure there are no blocked lines of communications and we and were people are kept fully informed.

    *Even when wer team is spread over different locations, we can still maintain effective team communication. Just do wer meetings online and slash wer travel costs.

    * Be careful with interpersonal issues. Recognize them early and deal with them in full.

    * Don't miss opportunities to empower wer employees. Say thank we or show appreciation of an individual team player's work.

    * Don't limit werself to negative feedback. Be fare. Whenever there is an opportunity, give positive feedback as well.

Finally, though team work and team building can offer many challenges, the pay off from a high performance team is well worth it.

Problem Solving:

            Techniques for Approaching a Problem Here are several ways to attack a problem, each way designed to clarify the problem, suggest alternatives, or break a fixation. We will want to experiment with the applicability of these for various situations.

Entry Points

An entry point is, as Edward de Bono has said, "the part of a problem or situation that is first attended to." In our linear, traditional problem solving mindset, this usually means a particular point--usually the most obvious--on the front end of the problem. However, there is no reason that some other point cannot be chosen as an entry point, nor is there any reason that the problem cannot be approached from the middle or even the end. Let's look at each of these.

1. Front end entry points. Most problems are attacked on the front end first, which is to say, by stating the problem. However, there is really more than one front end because a give problem can be attacked from any one of several angles. Too often we assume that the first front-end angle that comes to mind is the method of approach, the only way to attack the problem. But that is not so.

Problem: How to have secret conversations in the bugged embassy in Moscow. Possible entry points:

1. Conversations can be heard (notes, sign language, special room)

2. Diplomats must share information (disinformation?)

3. The whole building is bugged (leave building? erect internal room?)

2. Beginning at the end. When a particular solution state is clearly defined, a problem can often be more easily solved by starting with the solution and working backwards toward the problem, filling in the necessary steps along the way.

3. Somewhere between the beginning and the end. After all, there's no law that says we have to start at one end or the other. So why not start in the middle?

Ancient Greek epics typically start in Medias res, in the middle of things, and later go on to fill out preceding and succeeding action. We can do this in problem solving. It's, again, sort of the "ready, fire, aim" approach.

Rival Hypotheses

A hypothesis is a proposed explanation for a collection of data. A rival hypothesis is an alternative explanation for the same sets of data, another way of explaining the same results or events. Often the hypothesis is a statement about causation: the data indicate that X caused Y or that B occurs when A is present. It is critically important to remember, however, that in the realm of hypothesis and explanation, the data do not speak for themselves; they must be interpreted. The act of interpretation involves many difficulties, including those of experimenter bias, the confusion between correlation and cause, and non-random sampling.

Dangers of Having only One Hypothesis:

The danger of limiting ourselves to one hypothesis to explain a collection of phenomena is twofold.

1. Some evidence will be ignored. If we are focused on a single hypothesis, we will overlook as not relevant any information that does not bear on the truth or falsity of the hypothesis. However, such information might bear on the truth or falsity of some other hypothesis.

For example, if our hypothesis is that suspect X burglarized the Turner's house, we will focus on evidence that helps to establish or disprove our theory. As a result, we will probably overlook the fact that the story told by the Turner's son does not add up. That's just an ignorable anomaly. If, on the other hand, one of our hypotheses is that the Turner's son might have faked a burglary and stolen the missing items himself, then the difficulties in his story will not be overlooked.

2. We may become emotionally committed to our hypothesis. The idea of falling in love with a pet theory is not limited to problem solving, of course. Wherever it happens, the lover begins to search for and select out only the evidence that supports the hypothesis, ignoring or subconsciously filtering out information that argues against the pet.

Rules for Generating and Testing Hypotheses

1. The hypothesis should account for all possibly relevant data. An explanation that covers only part of the data or that is in conflict with a major fact, is not a good explanation. Remember, though, that especially early on, all explanations will have problems and will fact some seemingly conflicting data. Facts are refined and clarified as better information becomes available. So don't throw out all but "perfect" explanations; we won't have any.

2. Simpler explanations are usually to be preferred over more complex explanations. This is the principle of Occam's razor, discussed inHuman-Factor Phenomena in Problem Solving.

3. More probable explanations are usually to be preferred over less probable ones. Many things are possible; fewer things are probable. It is possible that ancient astronauts built the pyramids, but it is more probable that the Egyptians did.

4. The consequences following from the truth of the hypothesis must match the facts. If, for example, we hypothesize that a bomb destroyed an airplane and caused it to crash, we will expect to find bomb residue as a consequence of this hypothesis.

Initiative and Enterprise:

            An initiative represents an enterprise's readiness to embark on a new venture. Generally speaking, the motivation for an initiative arises from a desire to accomplish something that would benefit the enterprise, such as improving productivity, reducing costs or increasing market share.

A typical initiative is expressed as a process and includes metrics and time frames. It may be a formal, named project, a pilot project, or an informal executive directive. In any event, an initiative serves as a focal point for attracting the resources needed to accomplish a cherished goal.

Economic incentive often plays a strong role in establishing and following through energetically to complete an initiative. A strong economic reason for accomplishing the goal can enhance its chance to succeed. Calculated Risk-Taker

We are not talking about foolhardy gamblers here, but people who tend to be willing to take carefully calculated risks. They do not suffer from "analysis paralysis", so they do not waste precious time over-analyzing.

Active

Having dreams and aspirations about becoming a successful entrepreneur is all well and good. However, it is much easier to dream, than it is to roll up our sleeves and take action to ensure that we make those dreams come true.

Persistence

It can be relatively easy to think up ideas, and it can be easy to start. However, it is not so easy to continue taking action day after day, especially if success is not instant. However, successful people often demonstrate a high level of commitment and persistence. It is the staying-power that often counts.

Cautiously Optimistic

A negative outlook on life is a disadvantage, as it will be conveyed to prospects and customers. Successful Entrepreneurs tend to have a "can do" attitude, and to see opportunity where others only see problems.

Goal Oriented

Entrepreneurs take a lot of satisfaction in setting and reaching goals.. Most human beings have a natural desire to find satisfaction in their accomplishments. However, successful people tend to write down their goals, check them through daily, and regularly review them until they achieve success.

Customer Oriented

We can only help ourselves through helping others, which includes providing people with a service they need.

Passion

Entrepreneurs aren't just motivated by a desire to earn a living. They usually have such an interest in their line of business that it rarely seems like work to them.

Self Management:

            Self-monitoring. The aim of self-monitoring is teach the person to become more aware of his/her own behavior. For those with developmental disabilities, a target behavior(s) is selected, such as aggression, making nonsense noises, and staying on task; and the person is taught to monitor when this behavior(s) occurs.

Self-evaluation. The person determines whether or not he/she engaged in the target behavior in relation to the goals that have been set. For example, if the goal is to refrain from self-injury for 10 minutes, the person and those helping him/her can reflect over the 10-minute time period to determine if this goal was met. If it was, the person will proceed to the next stage, self-reinforcement.

Self-reinforcement. Self-reinforcement refers to self-delivery of rewards for reaching the goals which were set. For example, if the goal is to refrain from aggression for 30 minutes (e.g., three 10-minute self-monitoring intervals) and if the person has met the goal, then he/she would reward him-/herself. Researchers claim that allowing a person to choose from a variety of rewards is more effective than simply making only one reward available.

Learning:

            Learning is not one, simple activity. It takes place at different levels of consciousness, and in different ways, in everything we do. Moreover, individual people learn in different ways and have their preferred learning styles.

            Some technology literacy competencies that may be relevant in some situations include: (1) knowing the basic operation, terminology, and maintenance of equipment, (2) knowing how to use computer-assisted instructional programs, (3) having knowledge of the impact of technology on careers, society, and culture (as a direct instructional objective), and (4) computer programming.

Technology:

Solving technical problem is very important. The Employee must have more technical knowledge in their fields. Some technical skill is listed below:

            Equipment Maintenance: Performing routine maintenance on equipment and determining when and what kind of maintenance is needed.

            Equipment Selection: Determining the kind of tools and equipment needed to do a job.

            Installation: Installing equipment, machines, wiring, or programs to meet specifications.

            Operation and Control: Controlling operations of equipment or systems.

            Operation Monitoring: Watching gauges, dials, or other indicators to make sure a machine is working properly.

            Operations Analysis: Analyzing needs and product requirements to create a design.

            Programming : Writing computer programs for various purposes.

            Quality Control Analysis: Conducting tests and inspections of products, services, or processes to evaluate quality or performance.

            Repairing: Repairing machines or systems using the needed tools.

            Technology Design: Generating or adapting equipment and technology to serve user needs.

            Troubleshooting: Determining causes of operating errors and deciding what to do about it.

Flexibility/Adaptability/Managing Multiple Priorities:

Deals with our ability to manage multiple assignments and tasks, set priorities, and adapt to changing conditions and work assignments.

Sample bullet point describing this skill:

    * Flexible team player who thrives in environments requiring ability to effectively prioritize and juggle multiple concurrent projects.

Interpersonal Abilities. The ability to relate to our co-workers, inspire others to participate, and mitigate conflict with co-workers is essential given the amount of time spent at work each day.

Honesty/Integrity/Morality:

Employers probably respect personal integrity more than any other value, especially in light of the many recent corporate scandals.

Adaptability/Flexibility:

Deals with openness to new ideas and concepts, to working independently or as part of a team, and to carrying out multiple tasks or projects.

Dependability/Reliability/Responsibility:

There's no question that all employers desire employees who will arrive to work every day - on time - and ready to work, and who will take responsibility for their actions.

Loyalty:

Employers want employees who will have a strong devotion to the company -- even at times when the company is not necessarily loyal to its employees.

Self-Confidence:

Look at it this way: if you don't believe in yourself, in your unique mix of skills, education, and abilities, why should a prospective employer? Be confident in yourself and what you can offer employers.

Self-Motivated/Ability to Work With Little or No Supervision:

While teamwork is always mentioned as an important skill, so is the ability to work independently, with minimal supervision.

Conclusion:

Employability skills and personal values are the critical tools and traits you need to succeed in the workplace -- and they are all elements that you can learn, cultivate, develop, and maintain over your lifetime. Once you have identified the sought-after skills and values and assessed the degree to which you possess, them remember to document them and market them (in your resume, cover letter, and interview answers) for job-search success.