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Introduction to Management and Leadership Concepts, Principles, and Practices ing.Little that managers at all levels in an organization do falls outside the purview of the five management functions. Management theorists and practitioners may chose one or two of the five functions as most important, but this is not borne out normatively. This episode of The Engineering Career Coach (TECC) Podcast focuses on communication skills for engineers. I interview Skip Weisman who is an internationally recognized expert in workplace communication skills for engineers and discuss workplace communication, one of the skills that is critical to building your engineering career.
In the previous chapter, we have seen how to split a given PDF document into multiple documents. Let us now learn how to merge multiple PDF documents as a single document.
Merging Multiple PDF Documents
You can merge multiple PDF documents into a single PDF document using the class named PDFMergerUtility class, this class provides methods to merge two or more PDF documents in to a single PDF document.
Following are the steps to merge multiple PDF documents.
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Step 1: Instantiating the PDFMergerUtility class
Instantiate the merge utility class as shown below.
Step 2: Setting the destination file
Set the destination files using the setDestinationFileName() method as shown below.
Step 3: Setting the source files
Set the source files using the addSource() method as shown below.
Step 4: Merging the documents
Merge the documents using the mergeDocuments() method of the PDFmerger class as shown below.
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Example
Suppose, we have two PDF documents — sample1.pdf and sample2.pdf, in the path C:PdfBox_Examples as shown below.
This example demonstrates how to merge the above PDF documents. Here, we will merge the PDF documents named sample1.pdf and sample2.pdf in to a single PDF document merged.pdf. Save this code in a file with name MergePDFs.java.
Compile and execute the saved Java file from the command prompt using the following commands.
Upon execution, the above program encrypts the given PDF document displaying the following message.
If you verify the given path, you can observe that a PDF document with name merged.pdf is created and this contains the pages of both the source documents as shown below.
![Developing Managerial Skills In Engineers And Scientists Pdf Merge Developing Managerial Skills In Engineers And Scientists Pdf Merge](/uploads/1/2/7/1/127164007/217291783.gif)
By John Wilcox Why This Guide?What will I learn tomorrow? Let me put it another way. I hope thattomorrow will be interesting, and will challenge me as a professional.I don't want to have to do the same old tasks that I have spent the lastten years repeating, honing my skills in narrow areas to perfection.I want new experiences, so that I can continue to grow as a professional.Furthermore, by continuing to learn, I can re-awaken part of myselfand reconnect with the world that my students inhabit. I can rediscoverthe frustrations of not being able to understand fundamental conceptsor master essential skills, and I can again experience the joy of successand the fear of failure. I can remind myself of the value of the greatteacher and of great teaching. I can experience first hand the hurdleswe place in front of those who wish so much to learn.In any case, learning is good for the soul. It leads to regenerationand growth, without which our intellects will wither.
It leads to a questioningapproach and to reflection on experiences from which both we, and ourstudents, benefit - and if that questioning and reflection take placein view of the students, then it will also influence their own approach.Of course, there are many other reasons for signing up to continuingprofessional development, and we will look at these in more detail below. Objectives/AimsThis guide has two principal objectives. The first is to highlightthe skills required for successful, lifelong professional development.These skills, like many others in life, can only be acquired by coachingand by practise. The second objective, therefore, is to suggest strategiesand methodologies that can assist in the acquisition of professionaldevelopment skills. PerspectiveFor many people in further and higher education, professional developmentis synonymous with short courses or with post-graduate qualifications.However, professional development is more than training or continuingeducation - increasingly it is recognised that learning also occurs inthe work-place, as an integral part of working. Work-based learning focuseson solving real-world problems. US Accreditation Board forEngineering and TechnologyTable 1: The skills required by professional engineersIf we do not respond to this challenge, we face the prospect of becomingirrelevant.
If, as professionals, we assume that our old time-servedcompetences will last a lifetime, we will find ourselves becoming candidatesfor redundancy. The organisations we work for equally run the risk offailing to provide the new products and services that the market requires,resulting in decline.And so we need to learn continually as we work. This requires a skillset all of its own, a skill set we need to learn for ourselves as teachersand mentors, and a skill set we need to instil into our students fortheir future benefit. What is Professional Development?Professional development is the process by which a person maintainsthe quality and relevance of professional services throughout his/herworking life. It has been defined by the Institute for Continuing ProfessionalDevelopment as:'The systematic maintenance, improvement and broadening of knowledgeand the development of personal qualities necessary for the educationof professional and technical duties throughout the practitioner'sworking life.'
It follows that we have an ethical responsibility as professional materialstechnologists to continue our professional development throughout ourcareers.Professional development is not a product, devised by training providersand academic institutions. It is a mindset, a habit to acquire.Professional development requires self-directed, independent learning.It also demands an active rather than passive approach to learning. Itdiffers from other forms of learning because it requires us to decidethat needs to be learned or un-learned, how to learn it, and how to testand assess our learning. These are issues that we will discuss below. Effective Professional Development'Would you tell me, please, which way I ought to go from here?' 'That depends a good deal on where you want to get to,' said the CheshireCat.' I don't much care where,' said Alice.'
Then it doesn't matter which way you go,' said the Cat.' So long as I get somewhere,' Alice added as an explanation.'
Oh, you're sure to do that,' said the Cat, 'if you only walk longenough.' Lewis Carroll (1865), p54The European Society for Engineering Education (SEFI) has issued a discussiondocument (Padfield et al., 1998) with the intention of stimulating debateon professional education and lifelong learning for engineers.
Table 2: The differences between a Fragmented approach to CPD anda Focussed approach - based upon Willie (1991) STEP 3 - Develop an Action PlanPutting the strategy into action can be the biggest challenge. An actionplan can help.
An effective action plan has four key ingredients:. A clear statement of the goal to be achieved. The actions required to achieve the goal. The target timescale for achieving the goal. Criteria to assess when we have reached our goalIn order to deliver the action plan, we will have to seek out opportunitiesfor learning and skills development, ideally in partnership with ouremployer. And since professional development benefits both the employeeand the employer, we might find that our employer asks us to make a contributionto our own professional development, by committing some of our own timeand perhaps by sharing the costs.Having established our action plan, we next need to decide how we areto go about the learning process.
STEP 4 - Learning StylesResearch commissioned by the British Audio Visual Society in 1988 suggeststhat we remember 10% of what we read, 20% of what we hear, 30% of whatwe see, 50% of what we see and hear, 80% of what we say and 90% of whatwe say and do at the same time. For this reason, Fisher (2000) recommendsthat we integrate learning and working, so that we learn within the contextof our work using real-world problems. Then the time and effort we investin professional development is rewarded by immediately assisting us tocomplete the task in hand. Fisher believes the immediate usefulness ofthe learning greatly improves our motivation to learn.Whilst this may be generally true for groups of people, as individuals,we each have our own preferred learning styles.There are many ways to categorize learning styles, but the simplestplaces learners into one or more of three categories:. Visual - those who learn best through their eyes and what they seeand read. The ideal learning approaches in this case will involve studyingmagazines and books and learning online.
Auditory - those who learn best by hearing things, either on tapeor in discussion. Dialogue and discussion is important to their learningprocess. The ideal learning environment is the classroom, but discussionswith colleagues and audio tapes can also be useful.
Kinesthetic/Tactile - those who learn best by 'doing', such as takingtheir own notes or participating in demonstrations and hands-on projects.Ideal structure: magazine and online learning; classroom that encouragesparticipation.It is important to analyse the way we learn best before devising thelearning strategy/action plan to achieve our goals. Like me, you mightfind the way that you learn changes as your grow older. I now find myselfdrawing upon my past professional experience to build new knowledge andunderstanding, whereas before I could assimilate facts almost effortlessly. STEP 5 - Evaluation and Reflection'One day when Pooh Bear had nothing else to do, he thought hewould do something, so he went round to Piglet's house to see whatPiglet was doing. (To) his surprise he found that the door wasopen, and the more he looked inside, the more Piglet wasn't there.'
A A Milne (1928), p163As we have seen, good professional development relies strongly on self-analysisand appraisal to develop our personal profile and to analyse our preferredlearning styles. This is not necessarily easy for a number of reasons.First, it can be hard to understand ourselves and 'see ourselves as otherssee us.' Second, reflecting on skills and competences is not somethingthat engineers are necessarily trained to do. Third, as the pace of lifecontinues to increase, it is not easy to find time for self-analysisand reflection.Mentoring is one way of overcoming these problems. A mentor is someonewho can advise and guide you in your career.
He or she has a number ofroles - as an appraiser, a supporter, a communicator and a motivator.The relationship therefore is different from that between a superiorand his/her subordinate, and it is unlikely that a manager can carryout these functions. A good mentor has coaching skills, is trustworthy,respected and is free from major distractions either within or outsidethe workplace. Choose one with care!Without a mentor, reflection is also not always a productive experience.It can be a bit like looking for Piglet - we can spend time thinkingwithout arriving at a conclusion.
It helps, of course, if we have a structureto our thinking. The key questions are:. What is happening/has happened?. What brought this about?. What went well and what did not go well?. How can the situation be improved?.
What might we learn from the situation that might influence futureaction?It is recommended that we carry out this reflective evaluation bothduring and at the end of any task or learning we might undertake. Oneway of encouraging reflective practise in our professional life is tokeep a reflective diary or log.Many of us keep diaries that list our business or social appointments.Some of us also keep 'to do' lists. A reflective log is like a personaldiary or record in which we note not just what we have done or accomplished,and what we have learned but also reflect on our feelings. What did wefind difficult?
What should we do to resolve the situation?Often, a particular incident requires us to take a look at ourselvesand our performance. Such critical incident analysis should be reportedin the log or diary. As engineers, we make good use of major disastersand failures in our teaching and learning. However, when it comes topersonal reflection, we should take care to include successes as wellas difficulties so that we keep a balanced record of our achievement.As well as providing a focus for us to reflect on professional experiences,the reflective diary also has a role in helping us to evaluate our learning.Some useful questions are: 'Was the learning task appropriate to ourneeds? Was it efficient, achieving the desired outcome with the appropriateeffort? Was it economic?' Reviewing our reflective diary can also provide useful information.By looking back on our experiences, we can reassess our goals.
What havewe accomplished? What should the next steps be? This leads us naturallyback to revisit and update our professional profile and our action plan.And so the process continues.Professional institutions are struggling to find ways of evaluatingprofessional development. There is still a tendency to measure the inputs(number of hours) rather than the outputs (increased competence).
Theestablishment of competence statements in the 3rd edition of Standardsand Route to Registration as a professional engineer (SARTOR 3) by theUK Engineering Council provides a useful structure. The Institute ofMaterials, Minerals and Mining has adapted and developed these competenceswithin the discipline of materials engineering and has specified over100 areas in which Materials Technologists should demonstrate competence.However, whilst these are useful standards, we should remember that professionaldevelopment is not a product or an outcome - it is a process.
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