May
29.
Student asked:
Copy the material from other book and include in our own book is illegal. Just taking the IDEA is also illegal?
for example in a book How to win friends and influence people , there are ideas that 1. smiling is a good habit. 2. think in other person’s point of view.
If someone just take these ideas then write these ideas into his book (in his own words), is it also illegal?
KELVIN
Copy the material from other book and include in our own book is illegal. Just taking the IDEA is also illegal?
for example in a book How to win friends and influence people , there are ideas that 1. smiling is a good habit. 2. think in other person’s point of view.
If someone just take these ideas then write these ideas into his book (in his own words), is it also illegal?
KELVIN
Tags: Good Habit, How To Win Friends And Influence People, Point Of View
Rick Cowles asked:
le tend to have a “magnetic” personality that easily attracts others to them, while some people have no magnetism and tend to be ignored by others. What makes the difference among people who have personal magnetism and those who do not? Is it some mysterious something called “charisma?” Is it “allure,” “charm,” or “that certain something?” I believe that the way people react to you is, to a large extent, within your control. Hence I’ve listed 9 interactive skills you can easily apply that will almost certainly increase your attractiveness to others.
1. Remember That the Other Person Has an Ego
One of the principal keys to increasing your interpersonal attractiveness is to concentrate your attention on the needs of the other individual’s ego, not your own.
2. Refrain from Making Obvious Criticisms
If you nitpick and find every little thing wrong with everything, you will be seen as petty and trivial in your approach to life. Big people let the little things go – without comment.
3. Make the Other Person Feel Important
If someone makes you feel that you are indeed a very important person in his or her eyes, you are likely to be attracted to that person.
4. Pay Compliments Often
Don’t confuse giving a compliment with flattery. A compliment is sincere and genuine while flattery most often is the opposite.
5. Avoid Talking About Yourself
Focus your attention and interest on the other person, not yourself. Allow others to talk about themselves and their interests first. Subsequently, you can talk a little about yourself and your interests. But do it sparingly.
6. Smile Frequently
Rate the power of a smile highly when you are trying to win a friend. A genuine smile communicates silently a world of meaning.
7. Make Good Eye Contact When You Are Conversing
Eye contact is one of the primary ways in which you communicate to others that you are interested in them and what they have to say.
8. Acquire the Art of Active Listening
When you are listening to someone else talk, make a conscious effort to match, within reasonable limits, the other individual’s ****** expression.
9. Be Rewarding to Others, But Not Excessively So
People tend to favour befriending someone who can benefit them in some way. But ff you are excessively rewarding to another person with little or no cost to that individual, you are likely to eventually be taken for granted.
If you are lonely and can’t seem to form friendships, don’t be discouraged. There are a lot you can do to improve the state of your personal life. You don’t have to accept conditions as they are. Much is within your own control. Put the 9 strategies above into practice, and you’ll see yourself winning friends in no time.
TONYA
le tend to have a “magnetic” personality that easily attracts others to them, while some people have no magnetism and tend to be ignored by others. What makes the difference among people who have personal magnetism and those who do not? Is it some mysterious something called “charisma?” Is it “allure,” “charm,” or “that certain something?” I believe that the way people react to you is, to a large extent, within your control. Hence I’ve listed 9 interactive skills you can easily apply that will almost certainly increase your attractiveness to others.
1. Remember That the Other Person Has an Ego
One of the principal keys to increasing your interpersonal attractiveness is to concentrate your attention on the needs of the other individual’s ego, not your own.
2. Refrain from Making Obvious Criticisms
If you nitpick and find every little thing wrong with everything, you will be seen as petty and trivial in your approach to life. Big people let the little things go – without comment.
3. Make the Other Person Feel Important
If someone makes you feel that you are indeed a very important person in his or her eyes, you are likely to be attracted to that person.
4. Pay Compliments Often
Don’t confuse giving a compliment with flattery. A compliment is sincere and genuine while flattery most often is the opposite.
5. Avoid Talking About Yourself
Focus your attention and interest on the other person, not yourself. Allow others to talk about themselves and their interests first. Subsequently, you can talk a little about yourself and your interests. But do it sparingly.
6. Smile Frequently
Rate the power of a smile highly when you are trying to win a friend. A genuine smile communicates silently a world of meaning.
7. Make Good Eye Contact When You Are Conversing
Eye contact is one of the primary ways in which you communicate to others that you are interested in them and what they have to say.
8. Acquire the Art of Active Listening
When you are listening to someone else talk, make a conscious effort to match, within reasonable limits, the other individual’s ****** expression.
9. Be Rewarding to Others, But Not Excessively So
People tend to favour befriending someone who can benefit them in some way. But ff you are excessively rewarding to another person with little or no cost to that individual, you are likely to eventually be taken for granted.
If you are lonely and can’t seem to form friendships, don’t be discouraged. There are a lot you can do to improve the state of your personal life. You don’t have to accept conditions as they are. Much is within your own control. Put the 9 strategies above into practice, and you’ll see yourself winning friends in no time.
TONYA
Tags: Eye Contact, Focus, Refrain From
Duane Shinn asked:
The idea that studying music improves the social development of a child is not a new one, but at last there is incontrovertible evidence from a study conducted out of the University of Toronto.
The study, published in the August issue of Psychological Science was led by Dr. E. Glenn Schellenberg, and examined the effect of extra-curricular activities on the intellectual and social development of six-year-old children. A group of 144 children were recruited through an ad in a local newspaper and assigned randomly to one of four activities: piano lessons, voice lessons, drama lessons, or no lessons.
Two types of music lessons were offered in order to be able to generalize the results, while the groups receiving drama lessons or no lessons were considered control groups in order to test the effect of music lessons over other art lessons requiring similar skill sets and nothing at all. The activities were provided for one year.
The participating children were given IQ tests before and after the lessons. The results of this study revealed that increases in IQ from pre- to post-test were larger in the music groups than in the two others. Generally these increases occurred across IQ subtests, index scores, and academic achievement.
While music teachers across the country greeted the new research enthusiastically, in fact, many other studies have previously shown a correlation between music study and academic achievement.
In 1997, well known music researchers Frances Rauscher, Gordon Shaw and their team at the University of California (Irvine) reported that music training is far superior to computer instruction in dramatically enhancing children’s abstract reasoning skills, the skills necessary for learning math and science. A group led by the same two scientists had earlier showed that after eight months of piano lessons, preschoolers showed a 46 percent boost in their spatial reasoning IQ.
The March 1999 issue of Neurological Research published a report by another group of researchers, also at the University of California (Irvine), who found that second-grade students given four months of piano keyboard training, as well as time playing newly designed computer software, scored 27% higher on proportional math and fractions tests than other children.
Students with coursework and experience in music performance and music appreciation scored higher on the SAT, according to a Profile of Program Test Takers released by the Princeton, NJ, College Entrance Examination Board in 2001. This report stated that students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation.
Another part of this same study shows that longer music study means higher SAT scores. For example, students participating in the arts for two years averaged 29 points higher on the verbal portion and 18 points higher on the math portion of the SAT than students with no coursework or experience in the arts. Students with four or more years in the arts scored 57 points higher and 39 points higher on the verbal and math portions respectively than students with no arts coursework.
Another study also found support for a relationship between math achievement and participation in instrumental music instruction. The researchers found that students who participated in instrumental music instruction in high school took on the average 2.9 more advanced math courses then did students who did not participate.
In fact, various studies over the last 10 years suggest teaching kids music can heighten their aptitude for math, reading, and engineering. (One explanation for improved ability in mathematics is that music theory is based on mathematical truths. Rhythms are divided into fractions – half notes, quarter notes and eighth notes. Scales have eight tones, and the steps between them follow an equation.)
A McGill University study in 1998 found that pattern recognition and mental representation scores improved significantly for students given piano instruction over a three-year period. The researchers also found that self-esteem and musical skills measures improved for the students given piano instruction.
And data from the National Education Longitudinal Study of 1988 revealed music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving As, As/Bs, and Bs was higher than the percentage of non- participants receiving those grades.
In 1994, a report entitled “The Case For Music Study In Schools” was printed in Phi Delta Kappan, the professional print journal for education. It included details of research conducted by physician and biologist Lewis Thomas, who studied the undergraduate majors of medical school applicants. Thomas found that 66 percent of music majors who applied to medical school were admitted, the highest percentage of any group.
The same report asserted that the very best engineers and technical designers in the Silicon Valley industry were, almost without exception, practicing musicians.
The world’s top academic countries also place a high value on music education. In a study of the ability of fourteen year-old science students in seventeen countries, the top three countries were Hungary, the Netherlands, and Japan. All three include music throughout the curriculum from kindergarten through high school.
St. Augustine Bronx elementary school, about to fail in 1984, implemented an intensive music program, and today 90 percent of the school’s students are reading at or above grade level. And a ten-year study at UCLA tracked more than 25,000 students, and showed that music making improves test scores. Regardless of socio-economic background, music-making students get higher marks in standardized tests than those who had no music involvement. The test scores studied were not only standardized tests, such as the SAT, but also in reading proficiency exams.
Music training helps under-achievers as well, according to research published in Nature magazine in May 1996. In Rhode Island, researchers studied eight public school first grade classes. Half of the classes became “test arts” groups, receiving ongoing music and visual arts training. In kindergarten, this group had lagged behind in scholastic performance. After seven months, the students were given a standardized test. The “test arts” group had caught up to their fellow students in reading and surpassed their classmates in math by 22 percent. In the second year of the project, the arts students widened this margin even further. Students were also evaluated on attitude and behavior. Classroom teachers noted improvement in these areas also.
In 2005, it appears the pace of scientific research into music making has never been greater. The most recent evidence from the University of Toronto confirms what many other researchers have already detected – that music boosts brainpower, academic achievement,socialization skills, and emotional health.
It’s logical, when you think about it. People who learn to play an instruments are in groups—bands, choirs, orchestras, combos, worship teams, etc. And working and making music with others is bound to help relateabilty with people and foster close bonds with fellow musicians.
So it appears that learning to play music, whether guitar, piano, or some other instrument, actually does contribute to your ability to “win friends and influence people.”
VIRGIE
The idea that studying music improves the social development of a child is not a new one, but at last there is incontrovertible evidence from a study conducted out of the University of Toronto.
The study, published in the August issue of Psychological Science was led by Dr. E. Glenn Schellenberg, and examined the effect of extra-curricular activities on the intellectual and social development of six-year-old children. A group of 144 children were recruited through an ad in a local newspaper and assigned randomly to one of four activities: piano lessons, voice lessons, drama lessons, or no lessons.
Two types of music lessons were offered in order to be able to generalize the results, while the groups receiving drama lessons or no lessons were considered control groups in order to test the effect of music lessons over other art lessons requiring similar skill sets and nothing at all. The activities were provided for one year.
The participating children were given IQ tests before and after the lessons. The results of this study revealed that increases in IQ from pre- to post-test were larger in the music groups than in the two others. Generally these increases occurred across IQ subtests, index scores, and academic achievement.
While music teachers across the country greeted the new research enthusiastically, in fact, many other studies have previously shown a correlation between music study and academic achievement.
In 1997, well known music researchers Frances Rauscher, Gordon Shaw and their team at the University of California (Irvine) reported that music training is far superior to computer instruction in dramatically enhancing children’s abstract reasoning skills, the skills necessary for learning math and science. A group led by the same two scientists had earlier showed that after eight months of piano lessons, preschoolers showed a 46 percent boost in their spatial reasoning IQ.
The March 1999 issue of Neurological Research published a report by another group of researchers, also at the University of California (Irvine), who found that second-grade students given four months of piano keyboard training, as well as time playing newly designed computer software, scored 27% higher on proportional math and fractions tests than other children.
Students with coursework and experience in music performance and music appreciation scored higher on the SAT, according to a Profile of Program Test Takers released by the Princeton, NJ, College Entrance Examination Board in 2001. This report stated that students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation.
Another part of this same study shows that longer music study means higher SAT scores. For example, students participating in the arts for two years averaged 29 points higher on the verbal portion and 18 points higher on the math portion of the SAT than students with no coursework or experience in the arts. Students with four or more years in the arts scored 57 points higher and 39 points higher on the verbal and math portions respectively than students with no arts coursework.
Another study also found support for a relationship between math achievement and participation in instrumental music instruction. The researchers found that students who participated in instrumental music instruction in high school took on the average 2.9 more advanced math courses then did students who did not participate.
In fact, various studies over the last 10 years suggest teaching kids music can heighten their aptitude for math, reading, and engineering. (One explanation for improved ability in mathematics is that music theory is based on mathematical truths. Rhythms are divided into fractions – half notes, quarter notes and eighth notes. Scales have eight tones, and the steps between them follow an equation.)
A McGill University study in 1998 found that pattern recognition and mental representation scores improved significantly for students given piano instruction over a three-year period. The researchers also found that self-esteem and musical skills measures improved for the students given piano instruction.
And data from the National Education Longitudinal Study of 1988 revealed music participants received more academic honors and awards than non-music students, and that the percentage of music participants receiving As, As/Bs, and Bs was higher than the percentage of non- participants receiving those grades.
In 1994, a report entitled “The Case For Music Study In Schools” was printed in Phi Delta Kappan, the professional print journal for education. It included details of research conducted by physician and biologist Lewis Thomas, who studied the undergraduate majors of medical school applicants. Thomas found that 66 percent of music majors who applied to medical school were admitted, the highest percentage of any group.
The same report asserted that the very best engineers and technical designers in the Silicon Valley industry were, almost without exception, practicing musicians.
The world’s top academic countries also place a high value on music education. In a study of the ability of fourteen year-old science students in seventeen countries, the top three countries were Hungary, the Netherlands, and Japan. All three include music throughout the curriculum from kindergarten through high school.
St. Augustine Bronx elementary school, about to fail in 1984, implemented an intensive music program, and today 90 percent of the school’s students are reading at or above grade level. And a ten-year study at UCLA tracked more than 25,000 students, and showed that music making improves test scores. Regardless of socio-economic background, music-making students get higher marks in standardized tests than those who had no music involvement. The test scores studied were not only standardized tests, such as the SAT, but also in reading proficiency exams.
Music training helps under-achievers as well, according to research published in Nature magazine in May 1996. In Rhode Island, researchers studied eight public school first grade classes. Half of the classes became “test arts” groups, receiving ongoing music and visual arts training. In kindergarten, this group had lagged behind in scholastic performance. After seven months, the students were given a standardized test. The “test arts” group had caught up to their fellow students in reading and surpassed their classmates in math by 22 percent. In the second year of the project, the arts students widened this margin even further. Students were also evaluated on attitude and behavior. Classroom teachers noted improvement in these areas also.
In 2005, it appears the pace of scientific research into music making has never been greater. The most recent evidence from the University of Toronto confirms what many other researchers have already detected – that music boosts brainpower, academic achievement,socialization skills, and emotional health.
It’s logical, when you think about it. People who learn to play an instruments are in groups—bands, choirs, orchestras, combos, worship teams, etc. And working and making music with others is bound to help relateabilty with people and foster close bonds with fellow musicians.
So it appears that learning to play music, whether guitar, piano, or some other instrument, actually does contribute to your ability to “win friends and influence people.”
VIRGIE
Tags: Abstract Reasoning, Music Lessons, Music Training
May
25.
Heather28Tampa asked:
Here’s what I think so far:
- Body language: smile, stand straight and face forward.
- Demeanor: Be kind and ask questions to show you’re interested in the person. (How to Win Friends Influence People by Carnegie, of course)
- Manners: The cultural convention of shaking hands and saying nice to meet you.
Here’s what I think so far:
- Body language: smile, stand straight and face forward.
- Demeanor: Be kind and ask questions to show you’re interested in the person. (How to Win Friends Influence People by Carnegie, of course)
- Manners: The cultural convention of shaking hands and saying nice to meet you.
Beyond that I can’t think of much. Any other suggestions?
RUSS
Tags: Body Language, Demeanor, Met
May
24.
GPTMECH2000 asked:
I am a guy of 27 yrs,my question is the above one.how to be get liked by everyone
HECTOR
I am a guy of 27 yrs,my question is the above one.how to be get liked by everyone
HECTOR
May
21.
bellyflavoredcandy asked:
This is everything you need to know about how to win friends and influence people. From the TV show BELLY-FLAVORED CANDY.
CINDY
Tags: Flavored Candy, How To Win Friends And Influence People, Tv Show
May
19.
jenniski asked:
http://www.marketingtipsexposed.com In the network marketing industry where it is largely people that are your commodity, then it is vitally important if you want to go right to the top that you are effective in leading people and you learn to give without want.
The greatest book every written on the subject “How to Win Friends and Influence People” will teach you what is about people that make them tick and how to attract people who will willingly follow you and want to work with you.
Dani Johnson, a network marketing industry coach also refers to these principles in her training as her path to success.
See you at the top.
RANDY
Tags: Coach, How To Win Friends And Influence People, Success Tip
May
16.
Michael Lee asked:
The time has long passed when the power of influence was exclusive only to those who held higher positions over you. Influence without authority is now possible. Yes—I am not pulling your leg and taking advantage of your state. This is the truth. Of course, it is understandable why you seem to have such a difficult time believing or even imagining yourself influencing others and your superiors. You’re probably thinking that the words “influence without authority” will turn you into the laughing stock of the company or worse—get you booted out for good.
But these words are precisely what you must exercise to evoke positive change. And that change starts right now. According to the book “Influence without Authority” by Allan R. Cohen and David L. Bradford, we are living in a new world. This world is fast-paced and entirely different from the world of the make-yourself-seen-and-not-heard plane. Therefore, the first thing you must do is acknowledge this fact. See yourself in this new world.
Do not look at your bosses or colleagues as if they are gods. Instead, see them as allies. All of you work in this company together for one ultimate goal. Remember that there are no small parts. You are just as essential as the bigwig vice-president on the 23rd floor. Even you can influence without authority.
Once you have gotten over your fear, move forward and begin interacting with them more often. This is where the Law of Reciprocity comes in. This law is no longer new. Acclaimed authors like Stephen Covey of “The Seven Habits of Highly Effective People” and Paulo Coelho of “The Alchemist” have described this concept in terms of an emotional bank account and a favor bank, respectively. The idea is simple. When you offer others your help, you are making a deposit in the bank. The time will come when you will and can make a withdrawal from said bank.
Asserting yourself in these ways will enable others to see you in a different light. Instead of just another employee, you are now someone who is capable of helping others and thinking for yourself. They will now begin respecting and trusting you on a higher level. In fact, one way you can start influencing others without authority is by sharing this article with them! As you exercise these changes regularly, you will soon realize that you are already in the process of influencing others without authority.
LENNY
The time has long passed when the power of influence was exclusive only to those who held higher positions over you. Influence without authority is now possible. Yes—I am not pulling your leg and taking advantage of your state. This is the truth. Of course, it is understandable why you seem to have such a difficult time believing or even imagining yourself influencing others and your superiors. You’re probably thinking that the words “influence without authority” will turn you into the laughing stock of the company or worse—get you booted out for good.
But these words are precisely what you must exercise to evoke positive change. And that change starts right now. According to the book “Influence without Authority” by Allan R. Cohen and David L. Bradford, we are living in a new world. This world is fast-paced and entirely different from the world of the make-yourself-seen-and-not-heard plane. Therefore, the first thing you must do is acknowledge this fact. See yourself in this new world.
Do not look at your bosses or colleagues as if they are gods. Instead, see them as allies. All of you work in this company together for one ultimate goal. Remember that there are no small parts. You are just as essential as the bigwig vice-president on the 23rd floor. Even you can influence without authority.
Once you have gotten over your fear, move forward and begin interacting with them more often. This is where the Law of Reciprocity comes in. This law is no longer new. Acclaimed authors like Stephen Covey of “The Seven Habits of Highly Effective People” and Paulo Coelho of “The Alchemist” have described this concept in terms of an emotional bank account and a favor bank, respectively. The idea is simple. When you offer others your help, you are making a deposit in the bank. The time will come when you will and can make a withdrawal from said bank.
Asserting yourself in these ways will enable others to see you in a different light. Instead of just another employee, you are now someone who is capable of helping others and thinking for yourself. They will now begin respecting and trusting you on a higher level. In fact, one way you can start influencing others without authority is by sharing this article with them! As you exercise these changes regularly, you will soon realize that you are already in the process of influencing others without authority.
LENNY
Tags: Allies, Emotional Bank Account, Stephen Covey
May
12.
Chicksbleedouttheirvaginas asked:
does this book really help social encounters?
does this book really help social encounters?
can it help me interact with women?
EVERETT
Tags: How To Win Friends, How To Win Friends And Influence People, Social Encounters