Being international. What might be some of the issues to bear in mind when giving a presentation to an international audience? (techniques used to engage the audience).

Inrtoduction - …. Let me tell you few words about giving a presentation to an international audience. My presentation consists of 4 parts:

1. – Definitions

2. –some of the issues to bear in mind when giving a presentation to an international audience

3. – examples for different countries

4. – Conclusion

Let me start with definitions:

International – connected with or involving two or more countries

Presentation – the act of showing sth or of giving sth to sb; the way in which sth is offered, shown, explained to others; a meeting at which sth, especially a new product or idea, is shown to a group of people.

Let me mention briefly some of the issues to bear in mind when giving a presentation to an international audience. First of all, we have to be careful when we choose the colors of visual aids. For instance, yellow has negative connotations in many countries, including Mexico, Peru and Iran.

Using a scripts can help with international audiences. It can keep you focused precise language. It can also be used as a handout for listeners after speak. We must bear in mind, that North Americans prefer faster speech, whereas Europeans and Asians typically prefer more time to process information. Don’t hesitate to rephrase information for better understanding. We have to be sensitive to how different audiences react to gestures. In some Asian cultures, for example, audiences find fast, sweeping arm movements distracting.

Very important, that many English words have different meaning when translated to another culture – from the extremely comical to the extremely disastrous. Moreover, we should use humor very judiciously – there is a great risk that your humor will not be understood at all. The main advice: be prepared.

I’d like to give you some examples: Japanese people show concentration by closing their eyes and nodding head up and down slightly. In Germany and Austria listeners sitting round a table may show their approval by knocking on the table. Nodding your head in Bulgaria actually means «NO». Americans and Canadian will almost always ask questions, but in most Asian cultures, audiences are more likely to greet presentation with silence.

Coming to the conclusion, I’d like to tell you, that presenter have to be prepared and know about cultural differences – in this way, international presentation will be successful.

Let me tell you few words about peculiarities, useful for overseas speaker, giving a presentation in Russia.

Presentation – the act of showing sth or of giving sth to sb; the way in which sth is offered, shown, explained to others; a meeting at which sth, especially a new product or idea, is shown to a group of people.

Peculiarities-a feature that only belongs to one particular culture

Culture-the customs, way of life and social organization of a particular country or group; the beliefs and attitudes about sth that people in a particular group or organization share

All we know about importance of knowledge in sphere of international relations, culture peculiarities. It can help us to avoid unpleasant situations during conversation with overseas partners. There are a lot of differences in our cultures – and sometimes it can be like a barriers when we give a presentation for foreigners. Russia is not the exception. Russian people have their own customs and traditions, especially in communication. Moreover, there are a lot of nationalities in Russia and presenter should remember about their peculiarities.

So, let me give some advices for overseas speaker about to give a presentation in Russia. First of all, presenter should know about structure of the audience – especially about nationality. It will help avoid body gestures and taboo subjects, abusive for listeners. As for taboo subjects, first of all it is religion – this is topical particularly in our multinational region. Presenter should remember about it, using a humor and personal anecdotes. To my mind, he should not use humor in political sphere too – it is difficult to predict reaction of audience. It is better to know, that Russian people are very emotional and every word of speaker will be accompanied by reaction (as opposed to Japanese people).

As for length of speech – it will be better to give only significant information and use visual aids (visual aids): long speech irritates people.

As for question-and-answer session, it usually takes place in the end of presentation. But sometime listeners in Russia unfortunately can interrupt, and presenter should be prepared to such situations.

Coming to the conclusion, I’d like to tell you, that of course it is very important to know about all cultural peculiarities of people, which live in Russia, but to my mind, the best advice for overseas speaker – is to be prepared.

The training courses you have been doing recently at PSLU. Speak in detail about the learning styles: self-study; one-to-one, face-to-face; in a group; online; learning by doing. Which of them do you prefer and why? The learning styles applied at your training courses. Did you find (it) them effective.

Plan:

1 - Definition of training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies.

2 - Learning styles:

- self study

- one-to one

- fece-to face

- in a group

- on-line

- training by doing

3 - the most effective style

4 - trainingcources in PSLU

5 - conclusion

Learning styles are various approaches or ways of learning. They involve educating methods, particular to an individual, that are presumed to allow that individual to learn best.

Self study is a normal part of all effective organizations. It has a special role in the life of college and university communities going through processes of accreditation and program review. While self-study is ideally ongoing, it takes on special meaning during an accreditation process. At this point a variety of special resources are usually devoted to self-study, and a particular effort is made to involve all parts of the university community, from trustees and faculty to support staff and students.

One-to-one lerning is when student have education with a private tutor. Such way of education very effective, becase you can ask any question, teacher can control the process at the whole and it is make on individual program.

Learning in the group is a useful educational approach. The group work has to be carefully planned and frequently requires a facilitator to ensure group progress. In addition the group function and the learning that takes place needs to be assessed and evaluated. The material learned is just as important as the group's ability to achieve a common goal. Facilitatory skills are important and require the teacher to ensure that both the task is achieved and the group functioning is maintained.

Small group learning allows students to develop problem solving, interpersonal, presentational and communication skills, all beneficial to life outside the classroom. These generic skills are difficult to develop in isolation and require feedback and interaction with other individuals.

Learning by doing is essentially about getting involved in an activity and, through the process of doing this activity, learning about things like:

• how that activity works,

• how you find (or feel about) the activity,

• what the activity makes you think about, and

• what doing this activity enables you to do.

To my mind the most effective is learning by doing, because you can use your knowledge in the practice. That’s why you will remember it much better and you will be know how to use your knowledge in the right way.

Другой вариант ответа:

To my regret I haven’t taken part in training courses at our university. I have heard a lot about training courses at PSLU. They are well organized, very effective and are held by the masters of our university. Business School (BS) is one of the main departments where these courses take place. The head of BS is professor Marina Korgova. This BS is well-known not only at our university but also in the whole south part of Russia and also in North Caucasus. As for me, training courses are very important for business.

Most companies recognise the benefits of training employees, it can give a company a competitive edge by increasing profits, productivity, creativity, staff motivation and customer satisfaction. The key lies in developing art effective training strategy for a business which identifies the skills and knowledge the company needs to achieve its aims, the skills and knowledge employees already have and, from that the skills gaps to be filled. Organisations and managers are sometimes reluctant to spend money and time on training because of the short-term costs, the tack of a tangible return on investment and the possibility that staff might leave for better jobs or competitors might poach their highly trained employees. Furthermore, even when a company has a training «valuation process, It Is often difficult to assess the benefits of certain types of soft-skills training such as effective communication, leadership skills, team building and conflict management.

Training can be done for many reasons and take many forms. As part of a performance appraisal scheme, a manager may identify areas where an employee is underperforming and recommend training. The company may have a career or professional development programme for its staff and managers. There may also be a specific requirement for all staff to learn a new scheme arid to develop certain computer literacy skills as well as technical and behavioural competences.

Although most emphasis is placed on forma! training, people often learn most about their jobs through informal on-the-job training, such as reading self-study books and Instructional manuals, talking to their managers, dealing with clients arid chatting with peers by the coffee machine or over lunch.The importance с this informal training is often overlooked in the belief that training is something that only takes place "In a classroom.

Formal training takes a predetermined form with specific learning objectives. It could be in the form of university or college courses, workshops, seminars, conferences, presentations or demos. It can be provided by an in-house expert, but Increasingly businesses are turning to specialised external consultants and training providers. The programmes they offer may be tailor-made for the business or bought off the shelf. Courses may be intensive or extensive and be held onsUeшousfte- Many corrpiTTies also use the cascade trshtfng model to maximise the benefits from training.

As Information and computer technology has developed, it has become possible to offer distance learning courses to business via the Internet. Some of the advantages of this model are that employees can have more flexibility and control over their training programme, and It is generally more economical for companies. However, not all courses-are suited to the e-teaming format, and it's also important to bear in mind the preferences and learning styles of employees, it seems likely that blended learning, combining face-to-face classes with online materials, may become a popular model for business training in the future.

3. What kind of qualities do you think make a successful teacher / company trainer? Coaching and mentoring. Coaching-style programmes VS. mentoringprogrammes. Why is the task of finding a suitable mentor a challenging one, even for larger companies?

Plan:

1 - Defenition of training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies.

Defenitionof coaching, with a professional coach, is the practice of supporting an individual, referred to as the client or mentee or coachee, through the process of achieving a specific personal or professional result.

Defenition of mentoring is a process for the informal transmission of knowledge, social capital, and the psychosocial support perceived by the recipient as relevant to work, career, or professional development; mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the protégé)"

2 - Professional and personal qualities

3 - Differences between mentoring and coaching

4 - The main problem finding a suitable mentor

5 - conclusion

1.First of all we should decide on what kind of qualities we talk about- professional or personal. Talking about professional qualities I think a teacher or a trainer should know well the field they work in, its peculiarities & written & unwritten rules, also they should be good physiologists, because they work with people most of the time & they should set an example of behavior to their students or trainees. As for personal qualities, on my opinion, they should be patient, tolerant, honest & kind.

2. When you coach people, you improve on their skills so that they can do a better job. People may already have the knowledge or basic skills to do smth, but they don’t know how to do it effectively. These skills can include many business management skills such as negotiating, time management, preparing meetings or organization. Coaching isn’t only for managers; anyone in the company might do this sort of programme. This course can be intensive or over the long period of time, but the objective is to improve an employee`s specific skills & improve company results.

3. The original idea of mentoring programmes is that they are long-term career programmes which are specifically designed for a select few in multinationals. This training programme is more elitist. It`s usually for people with a lot of potential who will end up being managers in 2 or 3 years time.

The mentoring programme is in fact only a part of a bigger picture, because the participant or mentee may probably be attending other training & personal development programmes. Mentoring programmes are designed to retain talented people within the organization.

Mentor can`t be the mentee direct manager or boss. Usually the mentor is someone who is high up in the company, who has a lot of experience & know-how & very important is someone who likes teaching & sharing knowledge. It has be someone who can be objective if the mentee has a problem at work or come for advice.

Mentoring programme usually lasts a year & a half, but the mentor & mentee may only meet once a month.

4. Some online courses offer “blended learning”, where there is a mixture of face-to face tuition and e-learning. Which style of learning do you prefer and why? Would you consider doing an online MBA? Why (not)? What do you think are the advantages of doing an MBA online? And the disadvantages?

Plan:

1 - defenition of courses 0 a series of classes or studies in a particular subject/

definition of Blended learning in educational research refers to a mixing of different learning environments. It combines traditional face-to-face classroom methods with more modern computer-mediated activities.

2 - On-line cources in PSLU

3 - Face-to-face courses with elements of on-line courses

4 - MBA on-line

5 - conclusion

Blended learning in educational research refers to a mixing of different learning environments. It combines traditional face-to-face classroom methods with more modern computer-mediated activities. According to its proponents, the strategy creates a more integrated approach for both instructors and learners. Formerly, technology-based materials played a supporting role to face-to-face instruction. Through a blended learning approach, technology will be more important.

For example, consider a traditional class meeting schedule. Say that the course would normally meet MWF, from 1-3 PM. If the institution were to apply a blended learning approach, the course may change so that it meets once per week instead of the usual three-session format. Learning activities that otherwise would have taken place during classroom time can be moved online.

In other circumstances, a greater reliance on technology within the classroom may occur. Activities may be structured around access to online resources, communication via social media or interaction with distance learners in other classrooms or other learning environments.

There are many different approaches to blended learning. It can take on many shapes or forms, depending on the teachers and learners involved. As of now, there is no consensus on a single agreed-upon definition for blended learning. The terms "blended," "hybrid," and "mixed-mode" are used interchangeably in current research literature.

5. What are the advantages associated with Universities 21 Global? Is the E-MBA popular with Russian students? Is Russia one of the key markets Universities 21 Global is targeting to expand its business? For accurate information enter the e-learning website of Universities 21 Global. What useful information have you found there? Are you thinking of taking the online MBA programme at Universities 21 Global? Howmuchmayitcost? Whatareyourexpectations?

Today the topic of my presentation is Universities 21 Global. Firstly I would like to tell you some words about Universities 21 Global. Secondly I would like to make a few remarks concerning E-MBA in Russia. The final issue I would like to focus on is the online MBA programme at the Universities 21 Global.

I would like to begin by the definition of e-learning. The delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device in some way to provide training, educational or learning material.

Established in 2001, U21Global is the world's premier online Graduate School that offers globally recognised postgraduate programmes. The graduate school is in close partnership and collaboration with four prestigious partner universities - the University of Birmingham, the University of Melbourne, the University of Nottingham and the University of Virginia. U21Global combines the traditional quality of its founders and partners with innovative modes of delivery on the Internet, providing students with substantial learning advantages that is relevant to current management thinking, while balancing work, travel and family life.

U21Global has students from 72 countries around the world including those from Asia, Australia, Africa, Europe and the Americas. The graduate programmes draw upon the best practices in online learning.

The online institute makes higher education accessible to more people. E-learning is seen as offering less rote learning and allows instructors to act as facilitators or mentors. It also allows for greater expression, giving everyone in the virtual classroom space an equal voice.

Modular training is the most popular MBA program in Russia. Modular programs are designed for people living far away from the business school and not having the opportunity to study in the evenings. Every two months students come to school for 3-7-day session. Executive MBA is designed for senior executives. An important component of the Executive MBA program is the uniformity and interactive group work.In the past years, the popularity of such programs is growing in Russia.

As for the Universitas 21 Global, then Russia is not its key market, because that distance learning does not have great popularity among the students.

Currently, the MBA programme at the Universities 21 Global offers 18 subjects; there are plans to introduce new disciplines - such as masters in information systems, public policy or public health. Universitas 21 Global is offering an alternative route for students in Asia, who cannot afford to pay for higher education or travel to the US, UK or Australia. To make its online MBA programme affordable, the institute charges varying tuition fees, depending on where the students come from. Pricing model takes into account the GDP [gross domestic product] of each country.

MBA includes 10 core and 7 elective subjects. On average, the MBA programme will take about two-and-a-half years to complete.

6. It often appears to some that globalization is a kind of fad at business schools. How can you prove this? What do business schools do to hype up their international status? What is a classic mistake made by some business schools in their tuition process to graduate great global leaders? PSLU in the context of globalization. Study the PSLU website for the required information. Has it succeeded in abandoning the old practice of “teaching students about the past rather than giving them the wherewith al to think ahead?”

Today the topic of my presentation is globalisation as a kind of fad at business schools. Firstly, I would like to begin by the definition of globalisation. Then I would like to make a few remarks concerning business schools in the world today. And final I would like to tell you some words about PSLU in context of globalization.

Globalization is the system of interaction among the countries of the world in order to develop the global economy.

Nowdays many faculty have broadened the global scope of their research and teaching and many schools are building campuses abroad or engaging in global alliances with their foreign counterparts.

Many business schools have special programmes for foreign executives. Some business schools simply put the adjective "international" before a course in strategy or marketing.

None of this is damaging, but most faculties get to the heart of what is necessary for their students eventually to be great global leaders. Too often students are taught about the past. In a rapidly evolving global economy this is a serious problem. Rarely business schools effectively use their substantial convening power to bring together leaders from diverse sectors. In fact, at a time when business has become so central to the great issues of the day, it is hard to identify any business schools that have made a serious contribution to public policy. many business schools are teeming with intellect, experience and entrepreneurial energy. But relative to their potential, they have defined their horizons much too narrowly.

For MBA students, for more senior executives and for the market-oriented society that is emerging in every corner of the globe, they can deliver much more.

The next issue I would like to focus on is PSLU in context of globalization. PSLU is University of creative ideas. It changes according to time requirements. PSLU retains the fundamental traditions of the Russian education and at the same time actively enters into the Bologna Process, European and international educational and scientific space. It is one of the leaders in the transition to a tiered higher education system. PSLU promote the achievement of higher education abroad

The university operates detailed system of continuing education, including an additional, pre-university and post graduate: multi-level innovation academy continuing education PSLU (MIANO), Institute of integrated programs, higher and postgraduate education PSLU, The Business School PSLU. Beside that, PSLU opens new units such as research and educational innovation systems, scientific and educational innovation labs and the Center for intellectual property management.

Thus PSLU changes according to time requirements.

Negotiating: being vague and being precise (When was the last time you negotiated? What was the outcome?; To what extent do you agree with the six rules for ‘winning with integrity’? Do you know of any other rules or tips for successful negotiating? What are they? Who in your opinion is an ideal negotiator at PSLU? What is his/her strongest point? Does he/she succeed in attaining their objectives: a’ win-win’ situation?

Today the topic of my presentation is negotiating. Firstly, I would like to begin by the definition of negotiating. Then I would like to make a few remarks concerning rules for winning negotiating. And final I would like to tell you some words about an ideal negotiator in PSLU.

Negotiation is official discussions between groups who are trying to reach an agreement.

Although the art of negotiating is not often taught in schools, it is a valuable skill that can save a person or a business hundreds, even thousands of dollars over time. There are several rules that will help you be successful in negotiating.

-First of all, you should learn everything about the other party. Information is power. Obtain as much information as possible before negotiating.

-Make sure the other party believes that you have options. Successful people are those who have the greatest number of viable alternatives. Similarly, successful negotiators are those who have the most strategies they can use to turn their options into reality.

-Set the stage for the cooperation.

-Never show fear or anger. Being indifferent emotionally means no one can know what you are thinking.

-Be the best listener. If you listen carefully, you will be able to understand the other party’s interests and weigh them against your own interests.

-Plan ahead for what you are willing to give up. Define your minimum level of acceptance for each goal.

In addition, never accept the first offer. Often, the other party will make an offer that he or she thinks you will refuse just to see how firm you are on key issues.

Know your best alternative to a negotiated alternative (BATNA) and know the other party’s BATNA.

Finally, be patient. Negotiating what you want may take more time than you think.

If you follow these simple rules, you can become a good negotiator. In my opinion, such an ideal negotiator in PSLU is the rector. He has the ability to successfully adapt to any situation he encounters. Knowing that negotiations are usually most successful when both parties’ needs are met, he considers the other party’s goals and fosters an atmosphere of cooperation. Besides all this, he is a good listener and speaker, he is able to clearly to express his thoughts.

I think that each of us should develop the qualities of a good negotiator, as it will be useful in life.

8. Energy. Which sources of energy are generally considered to be environmentally friendly? Why (not)? What ways are there of saving energy in a) the home? b) a large company? What energy sources are becoming increasingly more costly? Why do you think this is? What lessons concerning the future of nuclear power stations has the world community learned from the Japanese tragedy? What is Russia’s view on nuclear energy and its plans for the improvement of the safety of nuclear power stations worldwide? Surf the Internet for the information you need. Alternative energy. How many alternative sources of energy are you aware of? What are some of the advantages, disadvantages and technological drawbacks of these alternatives? Which sources of energy do you predict we will rely on in the future? Surf the Internet to make your talk informative and up-to-date.

There are a number of alternative sources of energy and environmentally friendly fuels available to combat the damage to the environment caused by Fossil Fuels.

Fossil Fuels such as coal and gasoline provide most of the energy needs of the world today, but because of their diminishing reserves, high prices and most importantly, their damaging effect on the environment, alternative sources of energy and environmentally friendly fuels are now being developed. According to the U.S. Department of Energy, “There are more than a dozen alternative and advanced fuels in production or use today.” From the perspective of protecting the environment, alternative fuels and alternative sources of energy usually fall under seven broad headings.

• Biofuels• Natural Gas• Wind Energy• Hydroelectric Power

• Solar Energy• Hydrogen• Nuclear Energy * Biofuels

Any kind of fuels made from plants or animals. These include wood, wood chippings, methane from animal excrement or as a result of bacterial action and ethanol from plant materials. Lately it is ethanol that has become synonymous with the term biofuel and is in wide use in combination with gasoline in the transportation industry.

Natural Gas

Although a fossil fuel, Natural Gas is cleaner burning than gasoline, but does produce Carbon Dioxide, the main greenhouse gas. Like gasoline natural gas is a finite source, but unlike it, there is still a very plentiful supply still available. The EIA, in conjunction with the Oil and Gas Journal and World Oil publications, “estimates world proved natural gas reserves to be around 5,210.8 Tcf (Trillion cubic feet)”.

Wind Energy

One of the oldest and cleanest forms of energy and the most developed of the renewable energy sources. There is the potential for a large amount of energy to be produced from wind. The Global Wind Energy Council is forecasting that "the global wind market will grow by over 155% to reach 240 GW of total installed capacity by 2012." Unfortunately wind farms, whether onshore or off shores are unsightly, noisy and generate a lot of opposition.

Hydroelectric Power

Like wind energy, a very old and well developed energy source, but unlike wind energy its capacity for expansion is limited. Over development and unrestricted harnessing of water power can have devastating effect on the local environment and habitation areas.

Solar Energy

Apart from Nuclear Energy, all other forms of energy result from solar energy. Fossil fuels, biofuels and natural gas are in effect “bottled” solar energy. The wind and rivers which provide renewable energy are the result of solar energy reacting with the earth’s atmosphere. It is also possible to harness this inexhaustible supply of energy directly through photoelectric cells or using Thermal Power plants.

Hydrogen

Hydrogen could be a very environmentally friendly fuel, and with the advent of the fuel cell it has been proved a viable fuel source for vehicles. But there are serious questions on its production, storage and distribution. There are also questions on its energy efficiency, as so far, it takes more energy to manufacture than it produces.

Nuclear Energy

Once thought to be the “Jewel in the Crown” of alternatives to fossil fuels, Nuclear Energy received a very bad press after the “Three Mile Island” incident and the Chernobyl accident. Nonetheless it had enjoyed a comeback of sorts in the earlier years of the new millennium, but now after the nuclear disaster at the Fukushema power plant, caused by the Japanese earthquake and tsunami of 2011, there is a question mark over nuclear power as an alternative source of energy. Although nuclear fission is now a mature and very well understood source of energy it generates a lot of opposition because of safety concerns. It is very costly and produces difficult to handle toxic waste. Nuclear fusion, which would have no such safety or waste problems, remains the “Holy Grail” of alternative energy, but so far science has failed to come up with a working solution.No one alternative source will solve the problems posed by global warming. Wind energy does have potential, biofuels and hydrogen are possibilities, but all these have associated problems as well. Coupled with more investment and better technology, the solution should come from a combination of all these sources.

There are a lot environmental problems, from pollution to the destruction of habitats

2. There are some solutions to these problems: renewable energy sources, green products, recycling etc.

3. Cars are the biggest polluter today

4. Ways of solving this threat to the Nature: alternatives forms of transport- public transport, electric cars, car pools and using unleaded petrol

5. Environment is the source of our life that should be treated with care

Cars will carry colour-coded labels warning potential buyers of their impact on climate change, under measures to be launched by the UK government. The stickers are based on a car’s emissions of carbon dioxide, the gas that scientist have identified as the principals cause of man-made climate change. Four-wheel drives will suffer the ignominy of having to display red stickers, while small, fuel-efficient models will sport labels in shades of green.

Switching from fossil fuels to hydrogen could dramatically reduce urban air pollution, lower dependence on oil and reduce the build-up of greenhouse gases that threaten to trigger severe climate change.

Car and energy companies are pumping billions more into building demonstration fleets and hydrogen fuelling stations.

The only problem is that the bet on the hydrogen economy is at best a long shot. Researchers face huge challenges in finding ways to produce and store hydrogen, convert it to electricity, supply it to consumers and overcome safety concerns. The transition to a hydrogen economy, if it comes at all, will not happen soon.

Top of the list of difficulties is finding a simple and cheap way to produce hydrogen. Today, by far the cheapest way to produce hydrogen is by using steam and catalysts to break down natural gas into H2 and CO2. But 15 per cent of the energy in natural gas is lost as waste heat during the re-forming process. The upshot, according to Pete Devlin, who runs a hydrogen production programme at the US Department of Energy, is that it costs $5 to produce the amount of hydrogen that releases as much energy as a gallon of gasoline.

In addition to stripping hydrogen from fossil fuels, DOE and other funding agencies are backing innovative research ideas to produce hydrogen with algae, use sunlight and catalysts to split water molecules directly and siphon hydro gen from agricultural waste and other types of "biomass". Years of research in all these areas, however, have yet to yield decisive progress.

If producing hydrogen cheaply has researchers scratching their heads, storing enough of it on board a car has them positively stymied. Because hydrogen is the lightest element, far less of it can fit into a given volume than other fuels.

At room temperature and pressure, hydrogen takes up roughly 3,000 times as much space as gasoline containing the same amount of energy. That means storing a useful amount in a fuel tank requires either compressing it, liquefying it or using some other form of advanced storage system. Unfortunately, pressurised gas tanks are bulky, taking up to four times the volume of a conventional fuel tank to match the driving distance of a gasoline engine.

Another area in need of progress is the fuel cells that convert hydrogen to electricity. Fuel cells have been used to power spacecraft, but their high cost and other drawbacks have kept them out of everyday applications such as cars. Various technical challenges - such as making them rugged enough to withstand the shocks of driving and ensuring the safety of cars loaded with flammable hydrogen gas - are also likely to make hydrogen cars costlier to engineer and slower to win public acceptance.

Hydrogen fuel cell cars also face an obstacle from outside: the infrastructure they need to refuel. If hydrogen is generated in centralised plants, it will have to be trucked or piped to its final destination. But because of hydrogen's low density, transporting the gas over long distances is too inefficient and expensive to be realistic - at least with current technology.

it will need a massive new hydrogen infrastructure to deliver the goods. For a hydrogen economy to catch on, the fuel must be available in 30 to 50 per cent of filling stations when mass-market hydrogen cars become available, says Bernard Bulkin, the former chief scientist at BP.

Energy and car companies are unlikely to spend such sums unless they know mass-produced hydrogen vehicles are on the way. "We face a chicken and egg problem that will be difficult to overcome," says Michael Ramage, a former executive vice-president of ExxonMobil Research and Engineering, who chaired the NAS hydrogen report.

Because many of these problems require fundamental breakthroughs, many US researchers question their country's early heavy emphasis on expensive demonstration projects of fuel cell cars, fuelling stations and other technologies.

In response to the litany of concerns over making the transition to a hydrogen economy, JoAnn Milliken, who heads hydrogen storage research for DOE, points out that DOE and other funding agencies are not promoting hydrogen to the exclusion of other energy research.

She says the inescapable truth is that "we need a substitute for gasoline: gas hybrids are going to improve fuel economy, but they can't solve the problem".

Yet, if that is the case, many energy experts argue, governments should be spending far more money to lower the technical and economic barriers to all types of alternative energy - hydrogen included - and bring it to reality sooner.

9. Problem solving as a management skill. The technology of problem solving. The problems PSLU is currently facing and the ways of addressing them. (Interview Director of the Higher School of Political Administration and Innovative Management – problem solving at the School level - and Rector of PSLU – problem solving at the University level. Use the School and the University website for the information.

Much of what managers and supervisors do is solve problems and make decisions. New managers and supervisors, in particular, often solve problems and decisions by reacting to them. They are "under the gun", stressed and very short for time. Consequently, when they encounter a new problem or decision they must make, they react with a decision that seemed to work before. It's easy with this approach to get stuck in a circle of solving the same problem over and over again. Therefore, as a new manager or supervisor, get used to an organized approach to problem solving and decision making. Not all problems can be solved and decisions made by the following, rather rational approach. However, the following basic guidelines will get you started. Don't be intimidated by the length of the list of guidelines. After you've practiced them a few times, they'll become second nature to you -- enough that you can deepen and enrich them to suit your own needs and nature.

(Note that it might be more your nature to view a "problem" as an "opportunity". Therefore, you might substitute "opportunity" for "problem" in the following guidelines.)

1. Define the problem

This is often where people struggle. They react to what they think the problem is. Instead, seek to understand more about why you think there's a problem.

Defining the problem: (with input from yourself and others)

Ask yourself and others, the following questions:

a. What can you see that causes you to think there's a problem? b. Where is it happening?

c. How is it happening?d. When is it happening?

e. With whom is it happening? (HINT: Don't jump to "Who is causing the problem?" When we're stressed, blaming is often one of our first reactions. To be an effective manager, you need to address issues more than people.)f. Why is it happening?

g. Write down a five-sentence description of the problem in terms of "The following should be happening, but isn't..." or "The following is happening and should be:..." As much as possible, be specific in your description, including what is happening, where, how, with whom and why. (It may be helpful at this point to use a variety of research methods. See.

Defining complex problems:

a. If the problem still seems overwhelming, break it down by repeating steps a-f until you have descriptions of several related problems.

Verifying your understanding of the problems:

a. It helps a great deal to verify your problem analysis for conferring with a peer or someone else.

Prioritize the problems:

a. If you discover that you are looking at several related problems, then prioritize which ones you should address first.

b. Note the difference between "important" and "urgent" problems. Often, what we consider to be important problems to consider are really just urgent problems. Important problems deserve more attention. For example, if you're continually answering "urgent" phone calls, then you've probably got a more "important" problem and that's to design a system that screens and prioritizes your phone calls.

Understand your role in the problem:

a. Your role in the problem can greatly influence how you perceive the role of others. For example, if you're very stressed out, it'll probably look like others are, too, or, you may resort too quickly to blaming and reprimanding others. Or, you are feel very guilty about your role in the problem, you may ignore the accountabilities of others.

2. Look at potential causes for the problem

a. It's amazing how much you don't know about what you don't know. Therefore, in this phase, it's critical to get input from other people who notice the problem and who are effected by it.

b. It's often useful to collect input from other individuals one at a time (at least at first). Otherwise, people tend to be inhibited about offering their impressions of the real causes of problems.

c. Write down what your opinions and what you've heard from others.

d. Regarding what you think might be performance problems associated with an employee, it's often useful to seek advice from a peer or your supervisor in order to verify your impression of the problem.

e.Write down a description of the cause of the problem and in terms of what is happening, where, when, how, with whom and why.

3. Identify alternatives for approaches to resolve the problem

a. At this point, it's useful to keep others involved (unless you're facing a personal and/or employee performance problem). Brainstorm for solutions to the problem. Very simply put, brainstorming is collecting as many ideas as possible, then screening them to find the best idea. It's critical when collecting the ideas to not pass any judgment on the ideas -- just write them down as you hear them. (A wonderful set of skills used to identify the underlying cause of issues is Systems Thinking.)

4. Select an approach to resolve the problem

When selecting the best approach, consider:

a. Which approach is the most likely to solve the problem for the long term?

b. Which approach is the most realistic to accomplish for now? Do you have the resources? Are they affordable? Do you have enough time to implement the approach?

c. What is the extent of risk associated with each alternative?

(The nature of this step, in particular, in the problem solving process is why problem solving and decision making are highly integrated.)

5. Plan the implementation of the best alternative (this is your action plan)

a. Carefully consider "What will the situation look like when the problem is solved?"

b. What steps should be taken to implement the best alternative to solving the problem? What systems or processes should be changed in your organization, for example, a new policy or procedure? Don't resort to solutions where someone is "just going to try harder".

c. How will you know if the steps are being followed or not? (these are your indicators of the success of your plan)

d. What resources will you need in terms of people, money and facilities?

e. How much time will you need to implement the solution? Write a schedule that includes the start and stop times, and when you expect to see certain indicators of success.

f. Who will primarily be responsible for ensuring implementation of the plan?

g. Write down the answers to the above questions and consider this as your action plan.

h. Communicate the plan to those who will involved in implementing it and, at least, to your immediate supervisor.

(An important aspect of this step in the problem-solving process is continually observation and feedback.)

6. Monitor implementation of the plan

Monitor the indicators of success:

a. Are you seeing what you would expect from the indicators?

b. Will the plan be done according to schedule?

c. If the plan is not being followed as expected, then consider: Was the plan realistic? Are there sufficient resources to accomplish the plan on schedule? Should more priority be placed on various aspects of the plan? Should the plan be changed?

7. Verify if the problem has been resolved or not

One of the best ways to verify if a problem has been solved or not is to resume normal operations in the organization. Still, you should consider:

a. What changes should be made to avoid this type of problem in the future? Consider changes to policies and procedures, training, etc.

b. Lastly, consider "What did you learn from this problem solving?" Consider new knowledge, understanding and/or skills.

c. Consider writing a brief memo that highlights the success of the problem solving effort, and what you learned as a result. Share it with your supervisor, peers and subordinates.

10. Employment trends in our region/Russia in terms of a) length of working week; b) overtime; c) holidays and d) unemployment. See the government websites. Does Russia have employment legislation? What are the arguments for and against regulating work? Do you think there is an acceptable work-life balance in Russia or is there a corporate (‘work-all-hours’ culture? Do you think there is likely to be a reduction in the working week in the foreseeable future?

The topic I’m going to deal with is Employment trends.

Firstly I give you the definition of Employment. Secondly I tell you about employment trends in Russia in terms of a) length of working week, d)overtime, c)holidays and, d) unemployment. Thirdly I tell you about Russia employment legislation. Fourthly I tell you about the arguments for and against regulating work. Then I tell you about there is an acceptable work-life balance in Russia or there is a corporate ‘work-all-hours’ culture. And I answer a question about reduction in the working week in the foreseeable future. Finally I'll conclude my topic.

To begin with I want to give the definition of Employment.

Employment is a work that you do to earn money.

Now I want to turn to the questions.

1. Working time is a period of time during which an employee has to perform his job duties according to internal rules of an organisation and conditions of a labour agreement and other periods of time that are considered working time according to Labour Code and other laws and acts. Normal length of working time cannot exeed 40 hours in a week. Working time routine should make provision for the duration of the working week, the duration of daily work, time to start and finish work, the alternation of working days and days off.

2. Overtime job is a job, performed by an employee on the initiative of employer beyond the limits of normal lengths of working time. Overtime work cannot exceed four hours in two days and 120 hours a year for each employee.

3. Employee are granted annual holidays with the reservation of their working place and average earnings. The length of the main annual paid holidays granted to employees is 28 calendar days. Addition annual paid holidays are granted to employees involved in work with harmful and dangerous labour conditions, to employees working in the Far North regions as well as in other cases provided for by federal laws.

4. Unemployment is the social phenomen assuming absence of work at people, making economically active population. In the end of February 2011 number of the unemployed has made 2295 person. Among the unemployed the share of women has made 43,8%, the share of men has made 56, 2% in February 2011. Average of the unemployed at this period has made 35,6 years.

At the present time in Russia the main source of labor law is the Labor Code of the Russian Federation of December 30, 2001, federal laws and laws of federal subject, containing labor provisions.

I think that all areas of the country should be governed by the legislation.

The employment relationship is no exception. There’s clearly a need for employment protection measure – such as minimum wage legislation, and controls over working hours and others relationship between employer and employee.

But there’s anti-labourlegislation, it’s the laws of any level of government that undermines workers' rights and conflicts with the interest of trade unions, for example laws forbidding the strike.

I think in Russia mainly there is a balance between work and life, but in the big cities, this balance is reduced. In large cities, people especially spend more time at work to earn more money faster. Always in big cities people have rush work, people living in small towns have the time to live much longer.

Increase or reduction the working week in Russia will not, said Russian President Dmitry Medvedev to trade unions.

According to Russian labor law, the normal workweek can not exceed 40 hours. Moreover Mikhail Prokhorov offered to introduce 60-hour workweek. The increase in the workweek to 60 hours can lead to terrible mortality in certain industries, according to the Health Ministry.

Coming to the conclusion I’d like to say that Labour legislation requires improvement and further improvement of the legislation should take into account the rights of all citizens of the Russian Federation.

11. The factors that affect job satisfaction (10 main factors). Name them in order of importance in your view. What other factors might you consider?

The topic I’m going to deal with is The factors that affect job satisfaction.

Firstly I give you the definition of job satisfaction. Secondly I tell you about 10 main factors that affect job satisfaction and name them in order of importance in my view. Then I tell you about the factors that I consider. Finally I'll conclude my topic.

To begin with I want to give the definition of job satisfaction.

Job satisfaction has been defined as a pleasurable emotional state resulting from the appraisal of one’s job; an affective reaction to one’s job; and an attitude towards one’s job.

Now I want to turn to the questions.

There are 10 main factors that affect job satisfaction:

• Good pay

• Job security

• Location

• Interesting work

• Recognition for work

• Promotion opportunities

• Friendly work atmosphere

• Getting on well with the boss

• Flexible working hours

• Perks, e.g. company car

Job satisfaction is a very important attribute which is frequently measured by organizations. Maslow connects the creation of the existence of people's sense of satisfaction with the maintenance of the classified needs. These are: physiological needs, security needs, the need to love (good relations with the environment…), need to self-esteem (self-confidence, recognition, adoration, to be given importance, status, etc.) need of self-actualization (maximization of the latent power and capacity, development of abilities, etc.).

Job satisfaction varies a lot. Researches suggests, the higher the prestige of the job, the greater the job satisfaction. But, many workers are satisfied in even the least prestigious jobs. They simply like what they do. Most workers like their work if they have little supervision. The least satisfied workers are those in service occupations and managers that work for others. There is a consistent relationship between the professional status and the job satisfaction. High levels of job satisfaction are observed in those professions which are deemed of good standing in the society.

There are particular demographic traits (age, education level, tenure, position, marital status, years in service, and hours worked per week) of employees that significantly affect their job satisfaction.

Coming to the conclusion I’d like to say that numerous research results show that there are many factors affecting the job satisfaction and for each employee job satisfaction factors can be different.

12. Conflict. Is it necessary a bad thing? Conflict resolution techniques. Which do you most often use? Which get the best/worst results? What other techniques have you used or seen used? The recommendations from the e-business community.

The topic I’m going to deal with is Conflict.

Firstly I give you the definition of Conflict. Secondly I tell you about that conflict isn’t necessary a bad thing. Thirdly I tell you about conflict resolution techniques, how often I use some of them, and which get the best/worst results. Then I tell you about other techniques that I have used or seen used. And I tell you about the recommendations from the e-business community. Finally I'll conclude my topic.

To begin with I want to give the definition of Conflict.

Conflict a state of disagreement or argument between people, groups, countries etc.

Now I want to turn to the questions.

Conflict isn’t necessary a bad thing. Сonflict can be constructive.

We must challenge ideas, conventional wisdom and those around us if we are to continually improve our business practices and evolve into better leaders.

Conflict resolution techniques:

1. Avoid the person or issue

2. Change the subject

3. Get an ‘independent’ mediator

4. Admit you are wrong, ever if you think you’re not

5. Turn the tension into a joke

6. Work towards a mutually acceptable solution

7. Apologize and give in

8. Try to understand the other person’s perspective

9. Identify exactly what you agree or disagree on

10. Complain until you get what you want

When faced with any conflict, including business conflicts, we must choose one of five different actions:

Avoid: Avoiding the conflict entirely is nearly always an option; however, by doing this we indicate that we are not concerned about the issue at hand or how the outcome will affect our relationships with other people involved.

Accommodate: When we don’t argue our own point but rather accept the other point of view, we are stating that “winning” the conflict is secondary to maintaining the relationship. We’d rather not put up a fight and risk ruining the relationship.

Compromise: When we elect to compromise in a conflict we are indicating that this issue is mildly important, as is the relationship with the other person. Neither side truly gets exactly what they want nor does either side really “lose”.

Compete: When we choose to compete with the other party, we are stating that the issue is of the utmost importance and our relationship is worth risking in order to win the conflict.

Collaborate: By choosing to collaborate, we are determined to find a way to protect both the issue at hand and the relationship with the other party.

Some of the best negotiators are those who learn how to collaborate when faced with conflict. To do this successfully we must learn to ask questions about the needs, desires and interests of the other party. When we find out why they feel the way they do about the issue, we might be able to structure an acceptable alternative where both sides “win”.

Coming to the conclusion I’d like to say that in our world, conflict is (necessary) inevitable and we must learn to work with it and to get benefit.

13. Communication problems. The solution to communication problems. Do you consider yourself to be a good listener? How do you show other people you’re listening to them? Problems and misunderstandings when people write e-mails to each other. What can you do to avoid these misunderstandings? What can you do to solve the problem when there’s obviously a conflict?

The topic I’m going to deal with is Communication problems.

Firstly I give you the definition of Communication, misunderstanding and problem. Secondly I tell you about solution to communication problems. Thirdly I answer the question if I consider myself to be a good listener and how I show other people that I’m listening to them. Then I tell you about problems and misunderstandings when people write e-mails to each other and how to avoid these misunderstandings. And I tell you what I can do to solve the problem when there’s obviously a conflict about. Finally I'll conclude my topic.

To begin with I want to give the definition of Communication.

Communication - the process by which people exchange information or express their thoughts and feelings.

Problem a situation that causes difficulties.

Misunderstandings a problem caused by someone not understanding a question, situation, or instruction correctly.

There are three major problems in communication: Firstly, people may not be talking to each other. Frequently each side has given up on the other and is no longer attempting any serious communications. Secondly, people don’t pay enough attention to what other people say. Then there are misunderstanding which are compounded when people speak different languages.

The solution they propose is to listen actively; acknowledge what is being said and question your assumptions. Understanding is not agreeing, but unless you can show that you grasp how the other person sees things, you may be unable to explain your point of view to them. You therefore maximize the chance of having a constructive dialogue.

What about me, I consider myself to be a good listener and I show other people that I’m listening to them by making eye contact and with gestures, nod my head, smile. Else I am trying to ask questions.

There are so many problems and misunderstandings when people write e-mail to each other. Primarily because you don’t have the visual information and feedback that you have in a face-to-face conversation. Another factor is that your context when you write it is different from their context when they read it. And finally, you know the truth is, some people just don’t express themselves so well in writing.

To avoid these misunderstandings I keep those things in mind when I read and write. So when you read an e-mail, don’t always believe your first impression. If something doesn’t seem right or appropriate to you, think about other possible interpretations. And when you write e-mail, think about the other person could maybe misinterpret what you’re writing and then make it clear that you don’t mean that. You know, those emoticons seem so silly, but sometimes they help express the tone that you want. Really, as with any conflict, the best advice is to take into account the other person’s perceptions and context – what they think and where they’re coming from. And to ask questions if you don’t know – open, neutral questions, not the type that begin ‘How could you possibly…?’

To solve the problem when there’s obviously a conflict it is best to talk about it face to face or on the phone, but it is for small dispute or misunderstandings. But if you know how to use it, e-mail can be an effective tool to avoid and even resolve conflicts.

It takes out the visual information; that can be particularly useful for multicultural team because you can avoid the misunderstandings that can be caused by different communication style and differences in things like body space or eye contact. Also, if a conflict already exist, they can’t see if you’re angry or frustrated, so you have more control over what you actually communicate. Secondly, you have the time to make your e-mail more rational and less emotional if you choose. You should count to ten when you’re angry, and e-mail forces you to do that. Finally, it’s basic but importance factor, you can’t interrupt and you can’t be interrupted.

14. Business ethics and corporate social responsibility. Name some companies that have had bad press over one of the following issues: employment practices; environmental concerns; product pricing; financial irregularities. Was anything done to rectify the problems as a result? PSLU business ethics code (the University website).

The topic I’m going to deal with is Business ethics and corporate social responsibility.

My presentation consists of 4 parts:

1. Definition of Business ethics and corporate social responsibility

2. Name some companies that had bad press over one of the following issues:

• employment practices;

• environmental concerns;

• product pricing;

• financial irregularities.

3. Was anything done to rectify the problems as a result?

4. PSLU business ethics code.

To begin with I want to give the definition of Business ethics.

Business ethics (also corporate ethics) is a form of applied ethics or professional ethics that examines ethical principles and moral or ethical problems that arise in a business environment. It applies to all aspects of business conduct and is relevant to the conduct of individuals and entire organizations.

Corporate responsibility it is how companies manage their production processes, or their core businesses, in order to create an overall positive impact on society.

Corporate responsibility is largely to do with the action taken by companies in relation to the local environment and is a kind of compensation paid back to the society. Many companies only pay lip service to these issues. However, if company is involved in unethical practices, it will be found out by its shareholders in the long run. It’s also difficult for multinationals to ensure workers in developing countries have decent wages due to local labor laws. It is up to governments to ensure that companies respect not only labor laws but also the human dignity of their employees.

Nestle, Toyota and Mattel - currently top the list of international socially irresponsible companies.

Nestle company was listed for violations of labor law: the exploitation of child labor and "contribute to obesity," the American nation.

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