Otavalo Cultural Integrity and the Forces of Globalization :: Outsourcing, Offshoring, Free Trade

Despite common misconception, indigenous peoples the world over are remarkably free from the cultural immobility and permanence suggested of them by foreign travel brochures and â€Å"imperialist nostalgia† (87). The attitudes, perceptions and behaviors of modern Otavalos shift and grow members of the community travel overseas and sell native textiles and music in international markets. Thus, the concept of â€Å"maintaining cultural identity† must reflect the invigorating and active exchange of social, political and economic realities between people. Adaptability is an element of every human culture around the world. Handsome profits roll into Otavalo accounts through their extensive textile industries, a complex international music scene, and annual floods of tourists for the Otavalo Saturday market. Our politically â€Å"potent tropes† of progressive/backward societies, and modern/primitive cultures are frustrated by the reality of Otavalo wealth. Yet these indigenous Ecuadorian people are no less culturally â€Å"authentic† for their organized adaptability than any other affinity of people (96). Indeed, when indigenous societies do not meet the flowery, exotic ideal of a â€Å"forgotten paradise† exhibiting a quality of â€Å"timelessness,† â€Å"foreigners often react with outrage† (87). Yet from the Inuit of Nunavut, to the Himba of Namibia to the Hawai’ians of Hawai’i, no culture is an object ready for the taking. Culture cannot be â€Å"lost like car keys† (97). Change, however, is not without cost and the question of agency. The consequences of forced cultural subordinance, as demonstrated in by colonial era, are destructive, alienating, and endlessly residual. Cultural sovereignty and political autonomy must be vigorously defended for every people: the right to collectively determine the future of one’s own people is intrinsic to maintaining a cultural identity. Ironically, it is via interaction between people and places that we learn to fully define ourselves by our own culture among the many cultures on this Earth. Only through cultural opposition can we human beings determine who we are and the relevance of our own way of living. In the late 1980s, local civil registrars allowed Otavalo parents to officially enroll their newborns given Quichua, rather than Spanish, names. This liberating gesture of cultural sovereignty revived common names of the indigena and permitted the Otavalo to powerfully reject the mestizaje in an explicit statement of faith in their own identity (234). In another, more complex, affirmation of autonomy, Otavalos maintain â€Å"a chameleonlike ability to meet audience expectations while still identifying as Otavalos† in selling their goods and exotic appeal on the global capitalist market (170).

Single Sex versus Co-ed

Single-Sex versus Co-education Education is very important for both boys and girls, but the place they are being educated in is very arguable. Nowadays, it has been noticed that in a single-sex educational experience students exhibit an eagerness to participate in discussions. In Australia, the percentage of students attending single-sex secondary schools was 55% of boys and 54% of girls, in 1985. However, by 1995 the proportion of students attending had dropped to 41% of boys and 45% of girls.Let us start by onsidering the fact that studying in separate school, boys and girls, can indisputably concentrate on their studies and not get distracted easily by the opposite sex classmates. In addition to this, some religious and traditional families might be keener to educate their children in separate schools. Generally, students of single- sex schools perform better than those at co-ed schools. On the other hand, it could be better for boys and girls to study together since they should b e taught fairly. Communication plays a big role in co-education schools.It helps pupils to communicate and socialize and it is easier for them in the future as they get to interact with others while working, in colleges and universities, etc. Moreover, students at co-ed schools learn to interact better with the other gender. After weighing the pros and cons, I would say that we live in a mixed world where interactions between both genders is compulsory, whether it was a debate at work or a group discussion among co-workers. The ability to speak out without intimidation is a vital feature in each individual. Written And Discussed By: JOY

Creation of amended television Essay

Introduction To determine the success of the common policy European Union directive regarding the amended television without frontiers act, it is necessary first to understand the objectives of the act and the broader objectives fostered by the European Union regarding television and broadcasting. In general, the European Union aims at establishing and maintaining free movement of capital, goods and persons. There is also a general effort to establish the conditions necessary for unrestricted broadcasting across the territory of its Member States. This means that the EU generally strives to allow television broadcasting of member-state content to happen freely within the EU. The â€Å"Television Without Frontiers† Directive is the legal document that establishes the framework for television broadcasting activities in the EU to occur in this unrestricted fashion. Overall and most often, this directive is considered the â€Å"cornerstone† of the European broadcasting policy. This should give at least some notion that it is generally considered to be a success; most specifically this success is noted in terms of its principle objective, which is to co-ordinate the national rules of Member States regarding the television broadcasting. As necessary, the â€Å"Television Without Frontiers† Directive looks to remove barriers established by internal markets for television broadcasting and related services within the Union and also to establish a   broader means of governing the broadcasting activities of Member States as a collective unit. Areas in which the broadcasting directive is most fundamental include in the freedom of reception and retransmission, the promotion of production and distribution of European programs to provide access to major sporting events from around the EU and establish and maintain measures to protect minors. The Amended Television Without Frontiers Directive: Overview Digital television first launched in Europe between 1995 and 1996. The first digital service in Europe dramatically changed the landscape for audiovisual communications and broadcasting. Increased deregulation and the introduction of new technology within the broadcasting sector appeared to pave the way for still further developments. Digital technology, from the get-go, both multiplied and diversified the broadcasting channels and services series. It also established a convergence of the telecommunications, media and information technology sectors (Aubry, 2000). By 1997 and 1998, interested authorities had confirmation of a new trend in the broadcasting industry. The Statistical Yearbook of the Strasbourg-based European Audiovisual Observatory confirmed that the progress of digital technology in Europe was creating a significant growth in the number of broadcasting operators, particularly pay-TV and pay-per-view services. Over 330 digital channels broadcast by satellite at the beginning of 1997. In 1996, only a year before, the number of broadcasting channels was as low as ten (European Audiovisual Observatory, 1997). By January 1, 1998, More than 480 digital programs broadcast by satellite by January 1, 1998 that could be received in parts of Europe (European Audiovisual Observatory, 1998). Seventeen pay-per-view providers were also providing customers with over 200 channels in 1998, which compared to the six services providing offering only 42 channels between them in 1996 (European Audiovisual Observatory, 1998). The trend regarding digital television was clearly that it was not only bringing more channels on the European audiovisual scene but that the entire range of the content broadcast was expanding dramatically over even a short period of time, particularly due to the special channels available via systems like pay-per-view. As a result of the growing range of channels offered, in 1997, major European digital providers, such as Spain’s Canal Satellite, Germany’s Premiere, and the United Kingdom’s BSkyB, launched a series of new digital multichannel packages in Europe. The packages offer a very diversified range of thematic programs such as cinema, sports, information, music, and travel (Aubry, 2000). The audiovisual products increased in range as the demand for cinema, television, video, and multimedia increased dramatically between 1995 and 2000. In particularly, the growth in total income was staggering; an estimated climb of 69% was seen during that period, accounting for an increase from euro 31,847.7 million to euro 53,871.1 million in just those five years. Much of the increase was also generated by the newly developed television systems and such new forms of audiovisual consumption as pay-per-view, video-on-demand, and multimedia service packages (Norcontel, 1997, p. 173). In a very brief period, the landscape for audiovisual broadcasting in Europe had transformed dramatically. The industry was also subject to a large number of alliances between traditional operators of classical television and, increasingly, in paid television systems. Both mergers and joint ventures between major and minor satellite, cable, and terrestrial provider companies were viewed favorably by the European competition authorities. The mergers and ventures were seen to ensure the development of an Information Society as they supported and often facilitated the provision of new audiovisual content and services (Aubry, 2000). In terms of objectives, the European Commission also intends to ensure that the audiovisual market remains open to competition; therefore, it carefully sees to it that the said market not be distorted or foreclosed by dominant positions and access barriers such as exclusive broadcasting rights (particularly as regards sport events) and State aid to the broadcasting sector. The Member States have therefore to ensure that pluralism and competition are maintained in the audiovisual sector by preventing the creation of dominant positions resulting from agreements such as concentrations, mergers and acquisitions of businesses. In response to concerns that high entry barriers were gradually being created to limit the European-wide access to broadcasts, the European Council created the â€Å"Television Without Frontiers† Directive on October 3rd, 1989 (Council Directive 89/552/EEC of 3 October 1989 on the co-ordination of certain provisions laid down by law, regulation or administrative action in Member States concerning the pursuit of television broadcasting activities (OJ, 1989, p. 23). Rapid changes in the audiovisual market had been seen since the beginning of the nineties. They required a substantial revision of the terms, however. In May, 1995, and further to the European Commission proposal, a revised version of the original â€Å"Television Without Frontier† Directive was put forward. The new Directive was adopted on June 30th, 1997 (Directive of the European Parliament and of the Council 97/36/EC, 1997, p. 60). This revised version provided an up-to-date regulatory framework that was adapted to reflect the needs for legislation focusing on digital broadcasting. The particular points about the new directive included the tightening of certain legal concepts. As regards the Member States’ jurisdiction over broadcasters, rules governing teleshopping and the coverage of major events were introduced. The protection for children was also increased (Aubry, 2000). Analysis According to article 2a of Directive 97/36, Member States of the EU must ensure the freedom of reception and they also cannot in any manner restrict the retransmission on their territory of television programs broadcast from other Member States that falls within the fields co-ordinated by the Directive. Essentially the only exception to the rule, the only instance in which it is permitted to restrict retransmission is in the event that, according to the provisions of Article 22, there is a serious infringement of the provisions governing protection of minors. According to Article 2 (1) of the Directive, each Member State is responsible for ensuring that all television programs transmitted by broadcasters under its jurisdiction comply with the provisions of the Directive as well as with the national regulations applicable to broadcasts intended for the public in that Member State. It follows that the receiving State may not apply to programs emanating from another Member State legal provisions specifically aimed at controlling the content of television broadcasts at national level. Although Member States can adopt more details or constraining rules in the areas that cover the Directive according to article 3 (1) of the Directive, rules may not be applied to programs broadcast by cross-border channels located in other Member States. It is also worth nothing that the European Court of Justice currently distinguishes between national legislation in areas not covered by the Directive, like the protection of consumers against misleading advertising, and matters that are considered to be already fully regulated by Community law. This certainly includes regulations relating to the protection of minors. Under certain circumstances, a receiving EU Member State has the option to adopt measures to protect the interests of consumers against national advertisers. They may not take measures to control television program broadcasts by foreign operators. Only the Member States with jurisdiction over the broadcaster concerned is responsible for its control (European Audiovisual Observatory, 1997, p 13). The â€Å"Television Without Frontiers† Directive sets quota requirements for the promotion of European works on television. These provisions do not apply to television broadcasts that are intended for local audience and do not form part of a national network (Aubry, 2000). According to Article 4 of the Directive, the Member States must ensure, â€Å"where practicable and by appropriate means†, that broadcasters under their jurisdiction reserve for European productions a majority proportion of air time. This doesn’t include any time devoted to news, sports, games, advertising, teletext services and teleshopping. According to Article 5, European television channels must reserve at least 10% of their transmission time to European works created by producers unaffiliated with broadcasters. Certain flexibility is granted for the implementation of the quota requirements, however, the European Commission supervises the implementation of Articles 4 and 5 of the Directive is supervised by the European Commission. All Member States must submit to a report containing a statistical statement on the achievement of the quotas. This is required every two years and any failure to achieve the required proportion must be reported and explained. Measures must also be adopted or envisaged to remedy the situation where possible (Aubry, 2000). Conclusion In terms of its success, the Amended â€Å"Television Without Frontiers† Directive certainly does establish a viable means of maintaining a viable community base for television broadcasting within the European Union. Whereas limited channel choice characterized analogue broadcasting, the need for the viewer to fit in with the schedulers, and a clear understanding that the television was a device for watching broadcast programs. Digitalization, on the other hand, creates the possibility of hundreds of channels. It essentially allows televisions to serve as a multipurpose, multimedia terminal. Digitalization allows viewers to program their own schedules, watch programs when they want, and even interacting with the programs themselves. Overall, the EU member countries have managed to maintain a relatively unrestricted system for broadcasting content produced   by other member countries. However, the amended â€Å"Television Without Frontiers† Directive was first implemented as a measure to combat growing efforts by EU member states to restrict such broadcasting freedoms. Only time will tell whether the commonality established by this directive will be maintained and proven successful. For one thing, the effects of digital television will be interesting to determine and watch in terms of shared broadcasting among EU-member broadcasting companies. References. Audry, P. 2000. The â€Å"Television Without Frontiers† Directive, Cornerstone of the European Broadcasting Policy, Strasbourg: EAO. European Audiovisual Observatory, 1997, Legal Guide to Audiovisual Media in Europe, Strasbourg: EAO. European Audiovisual Observatory, 1997. Statistical Yearbook. Strasbourg: EAO. European Audiovisual Observatory, 1998. Statistical Yearbook, Strasbourg: EAO. Levy, D. A. L. 2001. Europe’s Digital Revolution: Broadcasting Regulation, the EU and the Nation State. London: Routledge. Norcontel, 1997. Economic Implications of New Communication Technologies on the audiovisual markets, Screen Digest, Stanbrook and Hooper. OJ Council Directive 89/552/EEC, 1989. â€Å"The co-ordination of certain provisions laid down by law, regulation or administrative action in Member States concerning the pursuit of television broadcasting activities†, Official Journal of the European Union, 17 October, 1989.

Attachment Theory Young Children And Their Families Social Work Essay Essay Example

Attachment Theory Young Children And Their Families Social Work Essay Essay Example Attachment Theory Young Children And Their Families Social Work Essay Paper Attachment Theory Young Children And Their Families Social Work Essay Paper Attachment theory derives from psychoanalyic psychological science, nevertheless it is used in societal work to try to understand behavior in babyhood and childhood to demo the manner in which kids develop emotionally ( WALKER 2009 ) This theory centres on the thought that kids need to organize unafraid relationships with other people, such as parents or defenders, as it is a important contributer to their emotional development. Social bonds and relationships that are made in early childhood are believed to act upon an persons life and can impact upon their wellbeing to find their emotional and societal stableness later in life. Consequently, fond regard is seen as an built-in constituent within babies and immature childrens lives, as these experiences can determine a individuals personality and individuality in future old ages. ( WALKER, J and K, CRAWFORD 2010 ) . If these experiences of fond regard are negative, and the kid does non develop equal relationships with their health professionals, so this can hold detremental effects on their psychological and emotional development. ( WALKER, J 2009 ) . The Attachment theory originates from the thoughts of John Bowlby who believes that worlds are biological predispositioned to seek fond regard from others. He proposes that endurance is closely related to the ability to possess emotional bonds with other persons ( GREEN 2003 ) . This is because by organizing an fond regard with an authorization figure who is seen as the stronger of the species, this reduces the exposure of the person as it provides increased security and protection from injury posed by possible marauders ( BOWLBY 1958, cited in LISHMAN 2007 ) . The theory looks at the manner that attachment relationships are formed, and the grounds behind their manifestation. Children are seen to organize these relationships for grounds such as safety, comfort and to supply guidence. These attachment behavior, harmonizing to larning theoreticians, are displayed in babyhood through speaking, express joying and shouting. This enables them to persue their basic demands for endurance, su ch as nutrient for nurishment, by their fond regard to their female parent who is able to back up them in carry throughing their demands ( WALKER, J and K, CRAWFORD 2010 ) . This initial fond regard to health professionals besides guides the persons ideas, feelings and outlooks as they become cognizant of peoples responses towards them which help them recognize how to act ( WALKER 2009 ) . There are four premises of Bowlby s fond regard theory which effort to explicate his beliefs. The first, is that babies and immature kids develop emotional ties with persons early in life, which acts as a biological map and plays an built-in portion to their endurance. The 2nd premise is that the manner a kid is treated early in life has a major lending factor to their future relationships and the manner their personality is formed. The 3rd premise is that attachment behavior can organize an internal working theoretical account which guide the kid s ideas, feelings and outlooks as a consequence of the reactions of others towards their behavior. The concluding premise of Bowlby s fond regard theory is that although it is hard to change attachment behavior, it is non impossible, thereofre there is the possibility of change at any point in life, both in a positive and negative manner ( GREEN 2003 ) . Although babies and immature kids are able to hold more than one attachment figure, they are still affected when they are exposed to seperation from their primary attachment figure. This can go on for many grounds, such as a kid being removed from a household place and placed into attention, or possibly decease. This can be a really distressful and confusing clip for a kid as they are diffident of who to turn to for security and protection. This is apparent in societal work pattern in cases where an abused kid wants to stay with its parents, even though it is non a stable or supportive fond regard ( LISHMAN 2006 ) . Bowlby proposed that kids who have experienced seperation from their chief attachment figure will endure in a procedure affecting protest, dispair and withdrawal, in an effort to get the better of their loss ( BOWLBY 1958, cited in LISHMAN 2006 ) . However, although Bowlby provided an of import part to the thought of fond regard, his research can be criticised in many ways. This is because Bowlby tends to concentrate his thoughts on one primary figure of fond regard, frequently the female parent, when it is possible for kids to organize fond regards with other people within their lives such as their male parent. Besides, developing relationships with other people alongside the attachment figure is besides of import, this is because holding to trust on the caregiving relationship of one individual can be damaging due to the fact it frequently consequences in dependence and does non let other relationships to be formed with others, which can the impede the societal and emotional development of the kid ( WALKER, J and K, CRAWFORD 2010 ) . Harmonizing to Lishman ( 2007 ) , the fond regard theory believes that when a kid is stressed or afraid, they exhibit peculiar behavior and emotions which can be perceived as fond regard. This is because they seek protection from injury through the aid and security of an grownup who they see as stronger than themselves. This is closly linked to two types of behavioral systems: the explorative behavioral system and the fear behavioral system. The explorative behavioral system is based of the belief that when an baby or immature kid feels comfy and safe, the attachment behavior remains hibernating and hence the kid will be willing to research the people around them and their milieus. However, if a kid feels threatened or vulnerable, the fright behavioral system will go active, where the kid will no longer seek geographic expedition and alternatively they will seek protection from their attachment figure and exhibit behavior related to that fond regard. However, the behavior that they display is non intended to arouse fondness from the attachment figure, alternatively it is to A ; acirc ; ˆ?regain a province of equilibrium A ; acirc ; ˆA? ( p59 ) . This means that babies and immature kids are non dependent upon the caregiving nature of the attachment figure, alternatively their purpose is to decrease their frights. There is a categorization of fond regard forms which identifies four different types of fond regard, which attempts to enanble professionals to measure immature childrens behavior and emotions ( secure, ambivalent, avoident and disorganised ) . Secure fond regard is based of the belief that kids depend upon their health professional as a base for geographic expedition. The health professional is available to the kid and responds to the kids demands, therefore the kid behaves in a positive mode. Ambivalent attachment expressions at how kids are unwilling to research their milieus as the health professional is non consistent in their support. This can go forth the kid distressed, clingy and dependant. The 3rd class is avoident forms of fond regard, and features an unresponsive health professional, therefore the kid feels rejected and they view themelves as dependent whilst actively avoiding or disregarding the health professionals presence. And eventually, disorganized fond regard is w here kids are fearful of their health professionals, and they themselves may experience confused or depressed. This type of fond regard is most frequently seen in kids who have suffered maltreatment ( HOWE 2001, cited in LISHMAN 2007 ) . How a critical apprehension of Attachment Theory can lend to Social Work Practice. Social workers are seen to hold three functions to play when working within an attachment position: appraisal, planning and direct work with kids, parents and carers. Assessment looks at countries within fond regard such as the demands of a kid, the rearing that they receive, their emotional and behavioral development and the relationships which they have formed. There are besides trials created specifically for mensurating fond regard, such as Ainsworth s alien trial which provide an indicant of the form and quality of their fond regards. The 2nd function, planning, looks at how be aftering for new fond regards when puting kids with new households needs to be approached carefully. This is because they need happening the most suited parenting figures where new fond regards can be made. The 3rd function is direct work with kids, parents and carers. This is because direct contact and communicating is necessary to accomplish the best possible result when working with kids and households. For illustration, when a kid has been removed from their place and is being placed with new carers, direct work can supply support to the kid to fix them for alteration. It can besides be utile with the adoptive or surrogate household to supply guidence and support towards what to anticipate and to assist with any jobs they face ( LISHMAN 2007 ) Attachment theory has been used within societal work pattern as the footing for many kid attention policies. This is because the thought of a baby or kid being attached to their household, which can act upon their development in many ways, has been used as the footing for many statute law ( LISHMAN 2007 ) . For illustration, Sure Start Children s Centres have been introduced in response to the importancy of household support to enable them to construct and keep positive household relationships ( LAMING REPORT 2009, cited in BRAMMER 2010 ) . Attachment theory had besides contributed to policies such as shared parental duty, as it has emhasised the demand for emotional and societal relationships with health professionals, whilst besides proposing possible effects to a kid development and the negative impact later in life if these demands were non met efficaciously. ( LISHMAN 2007 ) . Attachment theory besides provides guidence to enable societal workers to judge the quality of a relationship between a kid and it s parents. This can enable them to derive an apprehension of at what point, if at any, intercession is necessary as it gives them the ability to measure the fond regard that is present within the relationship. The fond regard theory besides gives a more comprehensive apprehension of the loss experienced by an baby or kid when they lose their chief attachment figure. This means that people working within societal work pattern are cognizant of the common and typical behaviors of a kid who is traveling through this procedure and can therefore back up them to get the better of it. A farther manner the fond regard theory is used to profit societal work pattern is that as it is known that fond regard figures are necessary for kids to develop adequately, persons such as adoptive parents can be taught to exhibit behavior which will promote new attachmentment from the kid which is needed for personal growing ( WALKER, J and K, CRAWFORD 2010 ) . However, attention demands to be taken when puting a kid with a new household as to forestall a repeating loss of fond regard figures which can do them to fault themeselves and produce feelings of ineptitude. This can intend guaranting that the kid is appropriatly prepared and ready to organize new bonds of fond regard and that the new carers of the kid receive sufficient support within their function. ( LISHMAN 2007 ) . Attachment theory can besides be linked to the manner in which a female parent bonds with her new born babe. However, these early bonds are non entirely restricted to female parents, it is besides possible for male parents. Although, this bond is typically formed within the first few hours after birth as the female parent and babe connect both physically and emotionally. The initial bond that is made is thought to hold a important consequence on their hereafter relationship as it is the beginning of their attachment . This cognition enables societal workers to back up female parents who are peculiarly vulnerable to hapless parenting, although this is merely effectual if the support continues throughout the first few months after the babe is born.. However, it is of import to observe that merely because a female parent fails to accomplish an initial bond with her babe, this does non intend that maltreatment is inevitable. How are issues of diversity relevant to human growing, behavior and development? GREEN, V. 2003. Emotional development in Psychoanalysis, Attachment Theory and Neuroscience: Creating Connections. East Sussex: Brunner-Routledge LISHMAN, J. 2007. Handbook for Practice and Learning in Social Work and Social Care: Knowledge and Theory. London: Jessica Kingsley WALKER, J and K, CRAWFORD. 2010. Social Work and Human Development. Exeter: Learning Matters WALKER, J. 2008. Analyzing for Your Social Work Degree. Exeter: Learning Matters BRAMMER, 2010. Social Work Law. London: Longman

Your 3 Step Cheat Sheet on How to Get a Job

Your 3 Step Cheat Sheet on How to Get a Job If you’ve been on the job hunt before, you know that a stellar resume and solid-gold experience are really only part of the process. Everything else hinges on how you present yourself in writing and in person. Hiring managers aren’t shy about sharing tips for job-seekers- after all, they have a huge interest in finding the best person available, and they want you to be that person. It’s a win all around when you get hired, so it’s in your best interest to take their recommendations to heart. So what do you need to know? Let’s walk through some of the most important strategies on how to get a job. . 1. Before You Apply2. The Interview3.  After the InterviewBefore You ApplyDon’t just dive in without a plan–disorganization will make both you and your job search process scattered and messy.Be focused (and realistic) in your search.If you’re looking to move up in your field, don’t apply for jobs that are a total reach for yo u, experience-wise. Make sure you’re applying for jobs that you can plausibly do with your experience level and skills. (The Muse recommends having 80% of the job requirements if you’re reaching.) If you’ve only had one three-year job out of school, applying for a CEO position because it came up in a keyword search is not going to be a productive use of anyone’s time. If a job calls for five years of experience when you have four years plus the requisite skills, that’s more reasonable. Just prepare to emphasize the skills and qualities that qualify you to do the job. Don’t apply indiscriminately for jobs in your industry and wait for something to stick.Know the job and the company.If you get stumped by a basic question like, â€Å"So what attracts you to this company?† in the interview, things are not going to go great from there. Doing some super-basic research ahead of time is the bare minimum of the prep you need to do when you app ly for a job opening. Not only can it help you form your interview talking points, but it could also set off any red flags early in the process. If you’re really interested in a marketing position at GiantCorp, but find out that you’d be marketing baby seal poison, that might not jive very well with your longtime ASPCA volunteering. It’s a waste of your time (and the hiring manager’s) if you go far down the path for a position or a company you’re really not interested in.Also know the company’s culture.If you’re looking for a company where you can wear jeans a few times a week and have a strong work-life balance, then you’re not going to be very happy if you accept a job at a place where you’re expected to wear formal business attire for your 75-hour work week. This can be tough to scope out ahead of an interview, but if you poke around the company website and check sites like Glassdoor, it can give you a glimpse into wh at it’s like to work for the company.Tailor your resume.This goes back to the first point, about not taking a one-size-fits-all approach. The recruiter or hiring manager is looking for The One, the Candidate to Rule Them All- not a vague outline of a person. Your job is to make them see how well you fit into this role, not every possible job opening. Before you apply, make sure your resume is massaged to match the job description, and you’ve played up your skills and experience accordingly.List job-specific skills on your resume, especially software.This is kind of an extension of the tailoring, but it also works even if the job description doesn’t ask for specific software proficiency. This is a quick, easy way to convey very specific information to the hiring manager. If you decide to hold out until the interview to talk about your Excel ninja skills for a job that lives and dies on spreadsheet analysis, it might already be too late, with your resume in the â €Å"nope† pile. It’s also an easy way to get past automated resume readers and keyword searches.The InterviewCongrats! You’ve made it to the next step. The prep work is done, right? Not so much. This just opens up a whole new set of expectations.Be confident- and show it.There’s always a chance that the interviewer will see past any nerves and decide that you’re supremely qualified, despite your nervous rambling or lack of eye contact. (I say this with love and respect, as a fellow introvert who has always struggled with interview confidence.) But you can’t really bet on that- you need to be as confident and clear as you can be in the interview. Practice your talking points (skills, experience) ahead of time, so that pauses can’t be misconstrued as â€Å"stalling for time† or its insidious cousin, â€Å"making stuff up.† Practice your interview handshake and eye contact, as well as your body language. And try to relax. T he stakes may feel high, but you want the interviewer to see as much of the real you (awesome professional edition) as possible.Be early(ish).The interview arrival sweet spot is 10-15 minutes ahead of your scheduled time. That gives you time to check in with someone (a receptionist, building security, etc.) and sit quietly for a minute to collect your thoughts. Being late is a no-no, but so is being too early. It’s awkward to sit around, and it’s awkward for your interviewer if he or she knows you’re just sitting around for 20 minutes while they wrap up another interview or try to get something done before your meeting. If you find you’re about to arrive at the place really early, kill time outside. If there’s a coffee place nearby, grab a small cup of your preferred beverage (maybe even a lucky scone). Catch up on headlines. Review your interview prep notes. Then, when you’re down to ten minutes ahead of game time, head into the building.Dr ess the part.Even if your pre-interview research tells you that everyone wears fashionably ripped jeans and concert tees to work at this place, dress up for your interview. Going too casual telegraphs that you don’t take this very seriously. You will never go wrong wearing with a clean, ironed, well-fitting suit for your interview.Don’t be snarky or inappropriate.Tone is super-important in your interview. You want to be approachable, and light jokes are fine- especially in the small talk phase at the beginning, or later in the congeniality competition. However, keep it light, and never make jokes at the expense of the interviewer, or the company.Don’t lie.Just don’t. Don’t exaggerate your Spanish skills on your resume, because you might walk into an interview with someone who spent three years living in Barcelona. Don’t suggest that you practically ran the place at your old job, because a quick call to someone at your old company could contr adict that right quick. It’s okay to play up skills and experiences, but always be sure you can back them up with specifics and references. If you get caught lying, that’s pretty much an automatic dealbreaker. Even if it’s a little fib, it throws your whole resume in doubt.Ask questions.If you don’t have any questions about the job, the day-to-day, or the people you’d be working with, the interviewer may get suspicious that you don’t care, or that you don’t really see yourself in the role. Up to now, it’s likely that you’ve only seen the posted job description- and those are usually bare bones at best. This is your chance to learn more about what the job is actually like, and figure out how you see yourself fitting in.RELATED:  The Best Questions to Ask During A Job InterviewAfter the InterviewYour job isn’t done when you walk out of your interview. For better or worse, you’re being judged on your post-in terview behavior–stay on your best and classiest behavior all the while.Send a thank you note.Even if the interview went terribly. Even if you said a lovely and poignant â€Å"thank you† to the interviewer as you left the room. Send the thank you note. It’s a nice touch, and lets the interviewer know that you’re still engaged and vested in this process. If you can drop a quick handwritten note in the mail, great- people appreciate that personal touch. At a bare minimum, send an email that same day.RELATED:  6 Steps to Writing a Great Thank You NoteDon’t pester anyone for a response.Whether you’re a kid or you’re a grown professional anxious to get word about your future, â€Å"Are we there yet? How about now? Okay, how about†¦now?† is not a good look. After the interview, give the company room to breathe. They might be meeting with other candidates, or going through an internal review/approval process. You won’t w in any bonus â€Å"hire me† points by checking in with HR (or the interviewer) every single day. Before you leave the interview, ask the interviewer if there’s a time frame for next steps. If that time passes and you’re anxious, you can send a brief email asking if there’s anything further they need from you. If you don’t hear back after a month, especially if your check-in email went unanswered, it’s safe to assume this just wasn’t to be.Remember: even when this job hunt feels like an impersonal process, there are always humans behind it reading your resume, and trying to get a sense of who you are. They see the good, the bad, and the ugly come across their desks when it’s time to hire someone new, and have a vested interest in making sure you fall into the â€Å"good† category and become an asset to their team. It may feel like a bit of a chore to have a checklist of actions to make yourself more appealing, but it†™s totally worth it in the long run.

I coundn't decide yet. Could you decide Research Paper

I coundn't decide yet. Could you decide - Research Paper Example Lacks died after eight months, but her cells live, the first cell line to survive, cultured in vitro at the Hospital’s laboratory for cervical research and since then literally immortal (Brodwin 2000 54-57). Those cells are still being cultured today and are used for research on cancer, AIDS, various other diseases and gene-related studies. In the book The Immortal Life of Henrietta Lacks, Lacks’ children grieved at the fact that others made a multi-million industry of their mother’s cells while they are living a life of poverty (Skloot 2010). Despite the medical benefits brought about by HeLa, there are those who believe that an ethical breach occurred when Lacks cells were used for research without her and/or her children’s knowledge and consent. According to Anders Nordgren, dialogue, which includes informed consent, is central to ethical research. There is an unwritten agreement among the research community that a research must always be preceded by the consent of the subject concerned (2001 p 128). Informed consent, which involves disclosure, understanding, voluntariness, authorization, and precondition (Nordgren 2008 p. 128), is merely in keeping with the right of a person to privacy, one of the rights mentioned by the 9th Amendment to the Constitution. In the case of Pavesich v New England Life Insurance Company 50 S.E. 68 (Ga. 1905), the Court concluded that the right to privacy is an independent right under a state constitution (Schultz 576). Moreover, modern trends in ethical research suggests the significance and impact of informed consent to the entire family lineage of the individual whose cells are being made a subject of research (Lea et al 1998 p.91). The elements of disclosure and understanding requires that a person must be notified and recognize the various aspects of the research, such as its

Interview Essay Example | Topics and Well Written Essays - 2500 words

Interview - Essay Example ii. There are no important factors to as an undergraduate student which will help you learn effectively in your course. iii. There factors that are important to UEL graduates to assist them to learn effectively. iv. There are factors that are not important to UEL graduates to assist them to learn effectively. Introduction According to Carnell and Lodge (2012:56-57) asserted that learning is not simply the passive receiving of information. Learning means to change your beliefs, behaviours, and attitude in relation to the ideas being encountered. Learning is actually not all about gaining something from instructors or trainings but it can also be the things that we learn from other people’s experiences then to tolerate difficult things yourself. In that sense, learning is not seen as a single step process. It usually takes by and by processes to shape itself. Learning something is compared to keeping a treasure in the mind forever, it is not remembering it but considering it the way it is and the way it can be. Learning is considered as an activity of construction, but one of reception (Hewitt, 2009). Sisakhti outlines contemporary views on learning when they assert that education needs to be focused on the learner (1998:205), insisting on leaner participation in the learning process as joint course-designer, evaluator, and decision-maker. The learner is a person with various needs and they need to be considered as an integral part of learning, as also must the specific life contexts of those people who are involved in the process of teaching and learning. Effective learning involves not only acquisition of strategies, but also the monitoring and reviewing the learning in order to ascertain whether particular strategies were effective. A classroom is viewed as a very complex and multifaceted environment. Therefore, for effective learning to be attained in such an environment, it requires clearly set out strategies. A learning process for it to be considere d effective needs to include those factors that the students view as being helpful to them. The modern learning institutions such as East London University have been at the forefront of providing university education, engaging and delivering a supportive learning environment for all the students irrespective of the social backgrounds and ages. The UEL also provides equipments such libraries, computers, adequate and qualified teaching staff, and a silent and serene environment for learning, although some of these factors pose some significant challenge. The paper is going to discuss those factors that the graduate students of University of East London (UEL) find useful to promote effective learning. Methodology A mixed method of quantitative and qualitative will be used (Collis, & Hussey, 2009).The relevant quantitative data collection methods for this research are surveys with closed-end questions and sampled the questionnaire after choosing 3 from 7 interviews. Qualitative data col lection methods were interviews. The advantage of these interviews is that it allows the interviewer to clarify the subject answers and seek for follow-up information. Since the utilization of one method is considered to relay more coherent and accurate results, the research document was more inclined in utilizing interviews. The other method of data collection was conduction of a survey (Collis & Hussey, 2009). The interviews were conducted on seven University of Eas