7 Real SampleInterview Questions and Answers

7 Real SampleInterview Questions and Answers SAT / ACT Prep Online Guides and Tips If you’ve arrived at the interview stage, then you’ve already made a goodimpression with your resume and cover letter! How can you keep the positive vibes going and impress the hiring manager face to face? The key to rocking your interview is preparation, and this guide’s here to help you along the way. Read on for the do’s and don’ts of answering seven of the most common interview questions, along with realsample responses to guide your thinking. Common Interview Questions and How to Answer Them The seven questions in this guide are some of the most common ones that interviewers ask. Even if you don’t get these questions exactly, you’ll likely get variations of several of them. Typically, hiring managers will start with some open-ended questions aimed at getting to know you, your work experience, and your professional qualifications. Then they might move onto behavioral questions, which ask you to provide specific examples of accomplishments, challenges, conflicts, or even failures. Some hiring managers also like to throw in curveballs to get a sense of your personality, creativity, and ability to think on your feet. Below you’ll find seven common interview questions, advice for answering them, and a sample response for each one. For a comprehensive list of the 100 most common interview questions, check out this guide! For now, let’s consider one of the most common openers that interviewers use to get the conversation started. Question 1: Tell Me About Yourself This opener's a common icebreaker question. It’s so open-endedthateveryone can think of something to say. Hiring managers often use this prompt or something like it to invite you into conversation and help ease the normal job interview anxiety. The open-ended nature of this kind of prompt can also be challenging, though. While you can definitely think of something to say, you also want to be strategic and not say too much. Below are some pieces of advice for answering this question, as well as some tips for what not to do! Do: There are two important guidelines to follow when preparing to answer this question: Tailor your answer to the job and organization. Structure your answer in a clear way. For the first guideline, you should highlight your skills and experiences as they relate to the job description and organization. Stick to what’s professionally relevant, and consider what qualities are essential for the new role. To help you do this, you might rephrase the prompt as, â€Å"Tell me about yourself as I consider you for this role.† Your aim is to show the interviewer that you have the desired skill set and would bring value to the position. As for the second point about structuring your response, you might start in the present, bring in the past, and then talk about the future. You could describe what you’re doing now and then go into what you did in your work history and education to get there. Then you could discuss where you’re aspiring to go and why (i.e., in this new job and organization). You might bring in a specific example here if you feel it illustrates your skills. Pinpointing an important moment in time can be helpful if you tend to speak in vague or jargon-filled ways. This approach isn’t totally necessary yet, though, as you’ll have a chance to share anecdotes in response to behavioral questions. Tailoring your response and structuring it in a clear way are important guidelines for preparing your response to the classic â€Å"Tell me about yourself† prompt. That being said, are there any mistakes to avoid here? Don’t: â€Å"Well, I swim everyday, I love musicals, and I have two cats and a French Bulldog. I’m an Aquarius, and I love long walks on the beach and candlelit dinners†¦Ã¢â‚¬  Ok, that sample response started to veer into personal ad territory. But the point is that you shouldn’t be overly personal in your response. While you can share some insight into your personality, you mainly want to remain professionally relevant. Not only should you avoid irrelevant and overly personal details, but you also shouldn’t go on and on about your whole life story. If you find yourself starting with, â€Å"First, I was born on a cold December night,† then you’ve rewound too far. Keep your answer concise, clear, and structured, and consider what main qualities, or â€Å"core competencies,† the job description calls for. For instance, the sample response below is a strong one if the hiring manager’s looking for strong interpersonal skills and a positive attitude. Sample Answer to Question 1 In this sample response, the applicant’s applying for a customer service job in a retail company. The job she seeks calls for strong interpersonal skills and an upbeat, optimistic attitude. I’ve always loved interactingwith people and feel I have strong interpersonal skills.I studied Communications at University X, and that gave me a whole new set of skills to workwith people and help them get the information and support they need. After graduating, I sought out a position on the customer experience team at Dubspot, where I’ve been working since. In this position, I communicate with dozens of customers everyday over the phone, by email, and through instant chat.I help resolve any issues with the software and lead trainings for new clients. I enjoy helping people resolve issues and aim to continue on in a customer-centric role. Since I’m passionate about the fashion industry, I’m looking to move into a customer experience in a retail, rather than software, company. I’m a huge fan of your products and am a long-time customer. I find helping people to be very gratifying, and I’m really excited to contribute my interpersonal skills and positive attitude in this role. If the applicantwanted to add a specific example to illustrate her love of working with customers, she might say something like this: Last week, to share one example, I got a complaint from a customer about a number of issues with the software. Sensing her frustration, I invited her to call me so we could troubleshoot over the phone and she could feel her concerns were heard. We spent 45 minutes addressing her concerns. At the end of the call, she was very happy and sent a long email thanking me for my help and attention. She even referred two new customers to the company. Again, honing in on an anecdote can be a useful approach if you tend toward vague language, but it’s not necessarily expected at this early stage of the interview. Now let’s take a look at two more classic questions that ask about your strengths and weaknesses. Are you ready to talk about your personal superpowers? Question 2: What Do You Think Are Your Greatest Strengths? If you only prepare one talking point for your interview, it should be the strengths you’d bring to the role. While the hiring manager might not ask you this exact question, she’ll probably use some variation of it, like, What are you good at? What skills would you bring to this role? What would you contribute here? What would your manager or coworkers say are your greatest strengths? In essence, she wants to know why you think you’re qualified for the job. Below are some tips for how to prepare your answer, along with some don’ts to avoid when talking about your key strengths. Do: As you go through this guide, you’ll notice a common theme start to appear, and it’s this: you should tailor your answers to the job and organization at hand. Talking about your strengths is no different. Consider what strengths the new hire should have to succeed in this role, based on the job description and your research into the company. Then consider how your own skills align, and choose to discuss the ones that match up. This way, you’re still being accurate and authentic while also targeting the job description. You may also benefit from bringing in a specific example, even one that uses data if relevant. If you’re talking about your skill in sales, you may talk about a particular client acquisition, your numbers from last quarter, or selling in the top 10% of your peers. Finally, choose your words carefully andavoid cliches. Rather than talking about your people skills, for instance, you could hone in on a strength like clear communication or productive collaboration. Some phrases have gotten so common that they don’t mean much, so aim for specificlanguage and ideas that will help you stand out. Don’t: While you should tailor your answers to the job description, you shouldn'tclaimcompetencies if you can’t back your statementup with specifics. The hiring manager may well ask you to elaborate on a strength or give an example. If you don’t have one, then your claims of being organized or creative or collaborative might ring false. Another mistake to avoid here is highlighting too many strengths and thereby diluting your message. Picking out two to three of the most important and relevant ones is a good approach. Similarly, you probably won’t see much pay off from delving into strengths completely unrelated to the position at hand. While lots of people might shy away from talking about their strengths, others run the risk of appearing too overconfident. Make sure you talk about your qualities in a meaningful, assured way without sounding braggy or arrogant! Below is one sample answer to this question of, "What are your greatest strengths?" Sample Answer to Question 2 Here’s a sample answer from someone applying fora managerial position in a restaurant. The new job wants someone who’s willing to take on a number of responsibilities. I’d say my greatest strength is a willingness to take on a wide range of responsibilities. While I was technically a server at Solera Restaurant, I also helped plan large events, do event set-up, process payments, and bus tables. I work hard and try to contribute where I can, especially when things get busy or people seem overwhelmed. Not only does this help ease the burden on others, but I get to learn about different aspects of the industry firsthand. I support my fellow workers and get the chance to expand my skills at the same time. This response targets the job description by highlighting the applicant’s willingness to wear a lot of professional hats. He proves that he has his strength by talking about his duties in his last restaurant position and desire to help his coworkers. I know you're steady, but I've also heard you're quite slow. Can you speak about this weakness a bit? Question 3: What Would You Say Are Your Greatest Weaknesses? If you’re not prepared to talk about your weaknesses or "growth edges," then this question could seriously trip you up in an interview. You’re focusing so much on showing that you’re the best person for thejob, so how canyou shift to talking about weaknesses in a strategic way? Some variations of this traditional question might be: What are some areas that you need to develop? What are some skills areas that you could grow? What would your manager or coworkers say are your greatest weaknesses? Read on for the do’s and don’ts of tackling this question. Do: Be honest! But also strategic. If one of the core competencies of the new job is attention to detail, for instance, I would avoid choosing that as your greatest weakness. You might subtly choose the opposite - "Sometimes I get caught up in the details and need to remind myself to step back and see the bigger picture" - or choose a weakness that wouldn’t impact your performance very much in the new job. As with the greatest strengths question, you should prepare a specific example. You should focus not just on your weakness, but on the steps you’ve taken to overcome it. You can acknowledge the weakness, talk about what you learned from it, and expound on the steps you took the overcome it. Just likewith any of your responses, make sure to prepare for follow-up questions. Here, the hiring manager might ask how this weakness could limit your effectiveness in the new position. Be ready to speak at length about what you’re doing to learn and grow. Don’t: First off, don’t evadethe question. The interviewer wants to see how you self-reflect and are honest about your weaknesses, so don’t respond with, â€Å"I don’t have any.† Similarly, don’t go with an obvious cop-out answer like, â€Å"I work too hard† or â€Å"I care too much.† A second mistake would be to choose a weakness that would seriously inhibit your ability to succeed in the position. If the position wants someone who keeps clear records and notes, then talking about your lack of organization and poor record-keeping skills probably won’t help you getthe job. Finally, avoid playing the blame game by attributing your weakness to external factors. Don’t say that you showed this weakness due to previous job circumstances, like the work environment, your boss, or your coworkers. The interviewer wants to see that you can own your weakness and show aproactive approach toimproving your skills. Sample Answer to Question 3 Here’s one sample answer to the "Tell me about your greatest weaknesses" prompt: I’ve struggled for a long time with public speaking. This weakness was a big challenge in college, where presentations were a major part of several of my classes. I realized early on that I needed to improve in this area, so I started by meeting with my advisor about resources for improving public speaking. We talked about techniques like challenging myself to participate at least once in every class and calming nerves with breathing. I also took a public speaking class recently that helped me improve a great deal. A couple months ago, I gave a presentation in front of about 60 students and parents, and it went really well. My nerves are still there, but I feel like I’ve come miles from where I was freshman year of college. Working on my public speaking is a skill that I actively continue to work on and try to improve. Assuming that public speaking isn’t a major part of the new job description, this answer is a strong one to the "Tell me about your weaknesses" prompt. Notice how the applicant focuses on the proactive steps she’s taken to improve her public speaking skills. Your answer will probably look quitedifferent, but you can similarly choose a strategic weakness and talk about what you’re doing to improve. Why do you want this job, anyway? What makes you think you're qualified? Question 4: Why Do You Want This Job? This question wants you to explain why you’re pursuing the position and why you think the organization should hire you. Presumably, you’ve done some thinking about this before applying. Now it’s time to form an answer that won’t just share what you want, but will also show the manager that you’d make a great hire. How can you answer this interview question, and what mistakes should you avoid? Do: This question's the perfect opportunity to showcase your enthusiasm for the new job and show why you'd excel in the role. Make sure to give specific reasons for wanting the job. Show that you don't just want any job; you want that specific job. If you have any particularconnections to the company - maybe you use its products or know someone who works there - then you could bring that up here. Of course, the interviewer wants to hire someone who's not just enthusiastic, but who's also qualified. In your answer, then, don't just talk about youraspirations. Talk about what you could do for the organization. Demonstrate a thorough understanding of the organization's mission, and show that it aligns with your own professional goals. Don’t: You don't want to be too practical in your answer here. "Because I need money for rent, food, and Netflix," while true, isn't an ideal response. You also don't want to be too generic or vague by saying something like, "I heard this company's an awesome place to work." Aim to be much more specific than that. Check out a sample response to this question below that's specific, shows enthusiasm, and incorporates both the speaker's goals and the organization's mission. Sample Answer to Question 4 This applicant’s applying to a programming position in a start-up in the environmental sphere. The job description wants someone who’s willing to take on a range of responsibilities, cares aboutits environmental mission, and knows CSS, Java, and Ruby. I’m drawn to start-ups because I’d love to be part of building a company from the ground up. I reallyappreciate its culture of a small, close-knit team of passionate people who are ready and willing to wear many hats. With my versatile skill set in computer programming and experience building websites, I feel my interests and skills are perfectly aligned with this position of web developer. I would use my knowledge of CSS, Java, and Ruby to build out the company website and grow our online presence. I also share this company's commitment to sustainability. I’m extremely motivated by your environmental mission and could immediately start taking steps to meet your short-term and long-term goals. This sample response sounds honest and authentic, while also bringing in some core skills of the jobs. Don't evade this next question about a time that you failed, but make sure to shift focus onto the personal and professional growth that followed. Question 5: Describe a Time That You Failed This question is abehavioral one, because it asks you to talk about a specific example that illustrates something meaningful about you as a professional. Some variations of this question might ask you to talk about a conflict at work, a challenge, or a behavior that negatively impacted your team. So how can you describe a failure while still leaving a positive impression of your skills and abilities? Do: Just like with the weaknesses prompt you read about above, you should focus on the failure as an opportunity for growth. Be honest about your past mistake, but then shift focus to talk about what you learned from it, how you changed, and what you would do differently next time. This not only shows that you’re willing to acknowledge when you mess up, but it also shows that you’re continuously seeking to improve. Again, you should probably avoid choosing a failure or conflict that arose because you lacked a core competency of the job. Just as with all your other answers, you can be strategic about what you choose to talk about here. Don’t: While talking about failures can be uncomfortable, you shouldn’t evade the question. Nor should you speak in vague language about lacking a certain skill or knowledge. This behavioral question wants you to share a specific example, so make sure you have one to fall back on. You also shouldn’t focus too much on the negative aspects of your example. As mentioned above, youshould talk about what happened and its context, but otherwise focus on the growth and learning that came from it. Below is a sample answer that does this well. Sample Answer to Question 5 In this sample answer, a teacher talks about a mistake she made with a summer course she taught. Notice how she talks just as much about what she learned as about the failure itself. The first class I taught was a four-week essay writing course for high schoolers over the summer. Due to the short-term nature of the course, I jumped right into the material without setting aside time to talk about behavioral expectations. Issues later arose, like students showing up late, talking over each other, and using cell phones in class, that could have been prevented, or at least reduced, if I’d taken the time to lay the groundwork. That course was a huge learning experience for me, and since then I always take time on the first day to discuss classroom norms. To make students feel more invested and accountable, I also elicit ideas from them on what they need from me and from each other in their ideal learning environment. That mistake in my summer class taught me a lot about the importance of proactive behavioral management. I can always loosen the reins as I go, but it’s much harder to rein them back in once they’re out. Don't be shocked if you interviewer throws a curveball question at you, like, "If you were an animal, what animal would you be?" Question 6: If You Were an Animal, Which One Would You Be and Why? Ok, so chances are you won’t get this exact question. But lots ofinterviewers like to throw in randomcurveballs that shake you out of your comfort zone and call for some imagination and quick thinking. Beyond offering a chance for some lighthearted humor and creativity, these seemingly random questions may represent one more way that interviewers try to gauge your cultural fit. Instead of asking about your spirit animal, a hiring manager might ask what you would change about the last five years of your life, what the name of your debut album would be, or what your personal motto is. You can find more examples of curveball questions here, including some that were asked by big companies like Dropbox, Hubspot, and Whole Foods. So is there any way you can prepare for the unpredictable? Check out the advice below, as well as a sample answer to this question. Do: Show your personality! Have fun withthese questions. They’re opportunities to spark a connection with your interviewer and say something memorable. You may still have the chance to tailor your answer to thejob description. Someone applying to a customer service type role, for instance, might choose a dog in answer to the animal question. Dogs are loyal, friendly, and supportive, so they could link well to the job description. If you’re totally thrown, you might buy yourself some time by saying, "That’s a great question. I’ll have to think about that for a second..." Depending on your rapport with the interviewer, you could even ask her what her answer would be to that same question! Don’t: Don’t overthink these questions too much. They’re typically meant to be more lighthearted and fun. At the same time, don’t dismiss them as entirely silly; some might be aiming to learn more about how you deal with unpredictability in the workplace, or instance. In answer to the animal question specifically, you should also avoid choosing something with largely negative connotations for the sake of trying to be unique. I’d probably avoid the snakes and vultures, unless you can think of a really ironclad reasoning for going this way! Sample Answer to Question 6 This might be a good answer for a job that calls for a lot of teamwork and collaboration. I’d be an elephant. They’re smart, loyal, and work well in groups. Plus, the elephant was my beloved college mascot. Make sure to save a few great questions for the end of your interview. They could start with any of the five W's, but don't be afraid to think outside of the speech bubble. Question 7: Do You Have Any Questions for Me? Finally, almost all hiring manager ask this final question at the end of the interview. Even if you’ve asked questions throughout, you should have two or more good ones saved for the end. Do: Ask questions! You might ask about what the day-to-day is like or if the interviewer could give more insight into the culture. You could ask the interviewer to elaborate on something you discovered through your research, as this is one more way you can show the effort you put in to learn about the company. Ask questions that show you want to know more about what you can do for the organization and are genuinely interested in learning more about the workplace and its values. Don’t: Don’t say, "No, I’m all set. All my questions have been answered.† You should absolutely ask questions at the end of your interview. Besides declining to ask questions, another mistake would be to ask easy questions that you could easily answer through research on the website. You want to show that you’re knowledgeable about the company, so don’t ask anything too obvious, like, "So what exactly do you do here?" A first interview might also be too early to ask about schedule, benefits, and salary. At this point, you’re trying to show the hiring manager all the value that you could bring to the role and company, so continue focusing on what you could do for them. Similarly, I’d also avoid asking when you can expect to get promoted! Below are some possible questions to ask your interviewer. If you can think of questions in the back of your mind based on what you’ve discussed during your interview, all the better! Sample Questions to Ask: Could you tell me about a typical day here at the company? What sort of training could I expect for the position? How do you evaluate performance here? Do the expectations change at all over time? What directions do you see the company going in in five years? Ten years? Could you tell me a little more about the team members I would be working with? How would you describe the work environment here? Would you say that people work more collaboratively or more independently? What do you love most about working here? What would you say are the most important qualities that the person in this position should have? What qualities do your best performing employees share? How does the organization help its employees succeed? What could I do to go beyond expectations in the first 30 or 60 days? If I were to start in the role tomorrow, what would be my first priority? Are there opportunities for more training or education? What are the next steps in the interview process? The hiring manager might ask you all sorts of questions, but several are likely tobe a variation of the common ones you see above, if not those questions themselves. You’ll talk about your strengths, weaknesses, goals, and background, all the while tailoring your answer to the job description and company mission. You might have noticed some similar themes pop up in terms of how to prepare your responses. Below, you’ll find foursteps that will help you answer just about any job interview question. Beyond the specific questions above, let's consider some universal steps you can take to answer any interview question. How to AnswerJob Interview Questions: 4Key Steps Doing well in a job interview isn’t just about presenting all your strengths and skills. It’s also about strategically convincing the hiring manager that you’re the candidate she’s looking for. So how can you be strategic about each of your interview responses? Read on for four steps that will help you answer any interview question. Step 1: Deconstruct the Job Description Before you interview, if not before you apply, you should take some time to understand exactly what the company is looking for. What responsibilities does the job description entail? What skills would you need to be successful in the role? What kind of person does the company hope will join its team? What does your interviewer do in the company, and what connection could you make with her? Your mission is to show that you have the skills and experiences to contribute in the role. You want to show that you’d bring value and make a strong cultural fit. As you research the organization, you might also look for any â€Å"pain points,† or problems that it needs solved. Once you’ve deconstructed the job description and have a thorough understanding of the role and organization, you can reflect this awareness in your answers to interview questions. Step 2: Come Up with Specific Examples Hiring managers often look to your past behaviors to get a sense of your future behaviors. They also want to see how your skills and experiences express themselves in concrete actions. To prevent your answers from seeming overly vague, you should be ready with examples. To help you brainstorm, you might consider the STAR framework, which stands for Situation, Task, Action, and Result. You start by describing the situation you were in and the task that you had to do. Then you talk aboutwhat you did and how you did it, and finally elaborate on what happened as a result of your actions. You could talk about an impact that your action had on your team or what you might improve for next time. To prepare for the various types of behavioral questions, you couldcollect stories that have to do with a time that you succeeded, failed, faced a challenge, handled conflict, demonstrated leadership, and impacted your team in some way. Make sure that all of your examples, even the ones that point out a conflict or mistake, are success stories. Even if you failed in some sense, you learned from it and improved for next time. If you don’t have directly relevant professional experience, you should still root out examples from other jobs, your education, or even personal life that illustrate your qualifications. Don't look now; you're being followed! Your interviewer's likelyto follow your lead and ask follow-upquestions based on your responses. Step 3: Prepare for Follow-Up Questions Beyond the initial interview question, your interview may ask you to elaborate on something you said or dig deep into a certain aspect of your answer. Most interviews are more like a conversation than a question-and-answer session. Your interviewer will likely be actively listening to what you say, reflect your words back, and follow-up with a related question. As such, your answers and examples should be substantial enough to speak at length about. As you prepare, you might imagine yourself in the shoes of the interviewer. What aspects of your answer would stick out? Which ones would be intriguing and warrant additional discussion? Don’t expect to answer every question in one go and go on to the next. Be prepared to dig into your responses and branch into new directions. Step 4: Customize your Answers Finally, the theme that’s pervaded this whole guide is that you should customize your answers to the job and organization. As you prepare, consider what qualities the organization and hiring manager are looking for. Your answers aren’t just about you and what you want. They’re also very much about the organization and what it wants. Most hiring managers have a clear ideaof the skillset and other qualities they’re looking for in a new hire. Show that you possess those core competencies in each of your answers. If you can also offer something beyond expectations, all the better! While you should be authentic and allow your personality and goals to shine through, you should also be strategic about what you say. Everything you share could ideally go on the hiring manager’s list of reasons to hire you for the job! What’s Next? You’ve just considered seven of the most common job interview questions. Now check out our full list of the top 100 questions that hiring managers ask in an interview! Beyond preparing your responses, what else can you do to get ready for interview day? Check out our top tips to help you feel prepared and confident to rock your job interview. One of the first steps to applying fora job is putting together a great cover letter. Our cover letter template helps guide you through the writing process, step by step. Plus, you can read six samples of excellent cover letter samples for jobs!

The Short Game Story in Sportswriting

The Short Game Story in Sportswriting There are lots of different kinds of stories you can write on the sports beat, but probably the most basic is the short game story. A short game story, usually 500 words or less, follows a straightforward format that can be applied to any game you cover. The Lede The lede of your story should include the final score and some details about what made the game interesting. Generally, this means focusing on the efforts of an individual player. Let’s say a team’s star athlete is injured and a previously unheralded player comes into the game as a substitute. Not much is expected of this rookie but he defies expectations and plays a great game, leading the team to victory. Example 1: Second-string quarterback Jay Lindman, who had never played a down for Jefferson High School, came off the bench after star QB Fred Torville was injured Friday night and threw three touchdown passes to lead the Gladiators to a 21-14 victory over the McKinley High School Centurions. Or maybe the game is a close, seesaw battle between two evenly matched opponents, and is won in the final seconds by an especially dramatic play. Example 2: Second-string quarterback Jay Lindman threw the game-winning touchdown with just 12 seconds left to lead the Jefferson High School Gladiators to a 21-14 victory over the McKinley High School Centurions Friday night. Notice that in both examples we focus on the efforts of an individual athlete. Sports is all about the human drama of competition, and focusing on a single person gives the game story a human interest angle that readers will enjoy. The Body of the Story The body of your story should basically elaborate on the lede. If your lede was about the benchwarmer becoming the game’s star, then the body of the story should go into more detail about that. Often a simple chronological account works best. Example: Torville’s ankle was sprained when he was sacked in the first quarter. Lindman came into the game with low expectations but threw his first touchdown pass in the second quarter with a high, floating ball that receiver Mike Ganson snagged in the end zone. In the third quarter, Lindman was forced to scramble out of the pocket to avoid the rush but managed to fire a bullet to receiver Desean Washington, who made a diving catch at the goal line. The Wrap Up The wrap-up, or ending, of your story usually centers on quotes from the coach and players gleaned from post-game interviews or press conferences. Getting great quotes for sports stories can sometimes be tough- coaches and athletes often speak in clichà ©s- but a snappy quote can really be the icing on the cake of your game story. Example: â€Å"I knew Lindman could play but I didn’t know he could play like that,† said Gladiators coach Jeff Michaelson. â€Å"That was one heck of a game by a young guy who showed a lot of heart.† Washington said Lindman exuded confidence even in the huddle before his very first snap. â€Å"He just said, ‘Let’s do this to win,’† Washington said. â€Å"And he went out there and did it. That boy can throw the ball.†

Setting Expectations and Supporting Learning Coursework

Setting Expectations and Supporting Learning - Coursework Example This paper seeks to identify the ways in which the ground rules can be established and also illustrate how such ground rules will help in underpinning appropriate behaviour and respect for others in the classroom. The paper will also include a brief explanation of the resources required in the learning environment and how the teachers can facilitate them to the students. Besides, it will also identify such qualified organizations, which can help the students to meet certain specific needs that are beyond the scope of the teachers. Establishing Ground Rules with Learners: The ground rules for students’ conduct in the learning environment can be established in two ways. The first option is for the teacher to decide and implement them. On the other hand, the teacher can involve the students in the process and encourage them to participate in deciding what rules should prevail in their learning environment. Ground rules are necessary to create a suitable learning environment where students respect one another and to make best use of the resources to attain the learning objectives. Rather than imposing the ground rules in an arbitrary manner, it will serve the purpose of establishing a congenial learning environment, if students are allowed to partake in the formation of such guidelines for the team. This is because the learning requirements and styles of the participants differ from one another. Thus, it is important that the ground rules are compatible with the temperament and learning styles of different kinds of students. I will impress upon them that the ground rules are necessary to safeguard their learning interests and to establish mutual respect and rapport among the members of the learning team so as to achieve the learning objectives. Thus, I will establish the ground rules in consultation with the students, by taking their suggestions and involving them in the process. In this manner they will be able to know the significance and relevance of each rule so formed and will respect it. Gravells (2011) also endorses that the implementation of ground rules will be more objective and yield better learning outcomes, if learners are involved in the process of framing the ground rules rather than the teacher enforcing them upon the students. Besides, it will also be a good idea to implore the students to consider their past experience in learning environments and evaluate situations where ground rules have helped them achieve their objectives. Thus, establishing the ground rules in this manner will help them not only in understanding the significance of following the ground rules in the process of attaining the learning outcomes but also will generate in them a feeling that the teacher values their opinions. However, the teachers also need to consider the fact that some learners may be in the habit of trying to impose themselves and attempt to push the teacher. For example, in matters such as smoking and following instructions during a crisis, the teacher has to impose the rule arbitrarily. On the other hand, in the case of rules relating to the use of mobile phones and dress codes, the teacher may, depending on the individual circumstances, use his or her discretion while framing the ground rules. Therefore, the process of establishing ground rules should consider providing maximum leeway to students to tap the resources available, while restricting them to

Internet Access for Children Should Be Regulated by Legislation Essay

Internet Access for Children Should Be Regulated by Legislation - Essay Example While modern technology has had a profound effect on efficiency and economy it has at the same time encouraged a sedentary lifestyle that can have serious consequences for mental, social and physical development particularly for the youth.   For instance, liberal access to the internet has cut back on time so that individuals can obtain information with the mere click of the mouse.   Previously, information could only be obtained by inspecting print resources.   In this regard, the value of time has been lost since it is now possible to complete a number of tasks simultaneously. Certainly, the ability to complete a number of tasks at once is beneficial in terms of productivity and matching supply with demand for commercial entities.   However, the average young person can develop an unhealthy dependency on the internet to such an extent that it negatively impacts the value of his or her education.   For instance, a student with a reading assignment is more likely to give in to the temptation to read a summary of the book on the internet, rather than read the book itself.   Moreover, the internet also acts as a barrier to interpersonal relationships by providing a virtual world in which users subscribe to social networking.   Moreover, time spent on the internet is time spent away from friends, family, acquaintances.   The average child spends twice as much time on the internet than he or she does in a class room (Bennet 2009).   In this regard the internet culture is driving the development of the young so that they are deprived of interpersonal relationships, a key component for healthy social and emotional development (Altman and Taylor 1973, 28).   Time spent on the internet also means less time engaging in physical activities and the lack of exercise is linked to health problems in teens and young persons in general.   Jones and Bradley (2007) maintain that habits developed at an early age can have long term health consequences (433).à ‚   Specifically, a lack of exercise in adolescence and young people in general can lead to obesity and other health problems such as heart disease (Jones and Bradley 2007, 434)

Quality Early Childhood Education Essay Example for Free

Quality Early Childhood Education Essay This essay will identity three of quality indicators which related to early childhood education [ECE]: trained staff, small group size, and partnership with parents and families, then discuss about why they are important for children, parents and society. Firstly, young children should be cared by trained staff. Rouse and Tarrant (2001) stated staff should have high qualification, training, experience, and positive attitudes working with young children. Educators with high acknowledge are able to provide appropriate care and learning activities. Therefore, not only will children improve their social skills, but their parents will also get valued support and information (Rouse Tarrant, 2001). In addition, small group size plays an important role in quality ECE. This means â€Å"the children learn more, get on better with others, express themselves better and feel good about themselves† (Rouse Tarrant, 2001, p.13). For example, if children are well organized to watch how a butterfly to begin hatching from the chrysalis, they can observe more carefully by asking interesting questions. During this play, children can take advantage on making good relationships and intensive conversations. Without doubt, children will feel more valued and secure (Rouse Tarrant, 2001). Finally, it is vital for centres to have good partnership with parents and families. Both staff and parents should recognize children’s education is consistent learning which based on their families’ customs, values and beliefs (Grey, 1999). This means they need to respect and trust each other. This can be achieved by working together with decision-making (Ministry of Education, 1998). Obviously, they will get more opportunities to discuss how to improve children’s development more efficiently. Consequently, both parenting skills and children’s self-confidence will be enhanced, and the society will be the real winner as children are a previous resource for future society (Rouse Tarrant, 2001). To conclude, children will get long-term benefits, if they play in a small group, and be educated by high quality staffs who work with parents.  And these benefits will extend to their family and the whole society as well. (332 words)

gravity :: essays research papers fc

The Effects of Gravity There are some people who worry that when they're outside, if they don't keep a good grip on the ground, they'll just go flinging off into space. They needn't really worry about this, because gravity generally keeps that sort of thing from happening. The thing is, no one is really sure what causes gravity, but the effects have been studied by many physicists and astronomers. Three of the more obvious effects of gravity are things falling down, weight, and the the moon and planets staying in their orbits. Things fall down. People have generally grown to accept that if one lets go of one's prized and valuable textbook when walking through a mud puddle, the book will invariably end up in the puddle and therefore be stripped of all value and even legibility. Things fall down because there is a strong gravitational attraction between things of great mass, like the Earth, and things of little mass, like a book. The only problem with this relatively simple explanation is that no one really knows why it's like that. What people have figured out so far is that gravity is a force, and a force is anything that changes the state of rest or motion of an object. In the absence of outside forces, the momentum of a system remains constant. This means that if there was no gravity, when one would relinquish one's hold on the textbook, it would remain at rest in the air. If a force acts on a body, the body accelerates in the direction of the force. In the example of the force of gravity, small things like textbooks are pulled downward toward the center of the large mass of the Earth, not up into space, even if some people think that this might happen. Torgerson 2 Isaac Newton was the first to conceive of weight as the gravitational attraction between a body and the Earth. The force that results from the gravitational attraction of the Earth on bodies at its surface is what we call weight. Science has chosen to measure the mass of objects in units that are roughly equivalent to the weight of those objects on Earth. For example, if a textbook weighs four pounds on Earth, it would have a mass of four pounds in an orbiting spaceship. The textbook would be "weightless" because it does not feel the gravitational attraction of the Earth, but, even in outer space, to push the

Analyzing and comparing similarities and differences of different articles

The intent of this study is to see and analyse similarities and differences between the four scientific articles with mention to S rensen s article This is non an Article. For this study we have chosen the subject in the country of computing machine scientific discipline. General Footings Documentation Keywords Article, analysis, Information System development ( ISD ) , research coverage, package development pattern, Emotional Learning ( EL ) , Cognitive Tutor System ( CTS ) , Face, Facial Recognition, Object Detection, Face Recognition, Face Processing, Face Recognition Algorithms, Face Detection, package testing, package development procedure 1. Introduction This study contains the consequence of analysing and comparing similarities and differences of four chosen articles in footings of abstracts, debut, method, consequence, treatment and decision harmonizing to the S rensen s article [ 1 ] . Based on S rensen s article analysis of above elements in articles has to be able to reply following inquiries: * What is the job sphere? * What is the job? * What is the research attack? * What have others done? * What are consequences? The four scientific articles that we have opted are: Article1: The NIPO GRID A Construct for systems development patterns in organisation [ 2 ] . Article2: Execution of Emotional Learning for Cognitive Tutoring Agents [ 3 ] . Article3: Best Practices for the Organizational Implementation of Software Testing [ 4 ] . Article4: Face acknowledgment for smart environment [ 5 ] . In the undermentioned subdivisions differences and similarities of the above scientific articles are summarized harmonizing to the indispensable inquiries. 1.1 Abstractions, Contexts In general, abstracts summarize the article contents of intent, method, consequences and decision [ 1 ] . In the first article [ 2 ] , the research is written in the context of package development patterns and is shaped on the footing of the inquiry how and why existent patterns are shaped in professional system and package development organisations. The abstract provides concise, clear and interesting overview of what the reader will derive by reading the article. Plus, Along with following abstract constituents [ 6 ] , authors avoided utilizing mentions, slangs and acronyms in the abstract. In the 2nd article [ 2 ] the short abstract contains a mention at the terminal of abstract and an acronym along with complete description has been mentioned. The Context is in larning mechanism and proposed mechanism for bettering Cognitive Tutoring System ( CTS ) utilizing Emotional Learning ( EL ) . The abstract determined the end of the article, which is about increasing agent s liberty in a mutable environment. The 3rd article s [ 4 ] abstract, summarized the consequence of a undertaking with regional companies in package proving. The article describes four chief recommendations sing the organisational execution and strategic accommodation of proving. It introduces a model to sort recommendations for proving. In the 4th article [ 5 ] , the writers discuss about face acknowledgment engineering in smart environment as aid, for assisting worlds to be successful in absorbing broad consumer blessing On the whole, abstract in the first article [ 2 ] provides concise, clear and interesting overview of what the reader will derive by reading the article while in the 2nd article [ 3 ] authors used a mention and an acronym at the terminal of the abstract, besides the point the job is non straight mentioned. In the 3rd article [ 4 ] abstract introduces the research filed and besides identifies the chief job with the filed. It besides avoids utilizing mention and acronym. In the 4th article [ 5 ] , abstract was non mentioned as a separate caption, nevertheless the first paragraph has the same features of abstract and gives the reader a complete and speedy designation of the basic content of the article. 1.2 Problem Domains and Motivations Showing the job sphere helps concentrating the attending of the reader and frames the research job [ 1 ] . The first article [ 2 ] nowadayss intermediate consequences from a survey of issues, which influence defining of information systems development ( ISD ) patterns in systems and package development organisations. It describes a concept for analyzing the behaviour of organisations in utilizing Software Development Method patterns in the procedure of merchandise development. While the paper is portion of an on-going undertaking of a company it surveies the mentioned behaviour from two dimensions, the attitude and executing as regulations. The study itself uses footings â€Å" intended patterns † vs. â€Å" enacted patterns † . The 2nd article [ 3 ] is a research-base paper ; it searches within larning mechanisms country with concentrating on emotional acquisition and defines another related attack that improves the bing CTS. The chief intent of this scientific article is to fit the CTS by an emotional acquisition mechanism to work in mutable environment like human being. The job sphere of the 3rd article [ 4 ] is how to better package quality.it analysis the package proving as a portion of the package development procedure of the companies to pull out their jobs in package development and to utilize their best patterns in package testing. The 4th article [ 5 ] argues about what Technology is the best for people designation and discuss about face acknowledgment engineering, how it works, the jobs, current engineerings and future development. 1.3 Research Questions One of the chief factors should be considered in measuring papers, is how the research inquiries have been shaped and in the undermentioned how suited the methodological analysis is selected and whether the selected research method has led to happening the reply to the research inquiries or non. In the first article [ 2 ] there are two inquiries raised and all answered based on the observations from the existent companies: * How and why existent ISD patterns are shaped in professional systems and package development organisations? * Why definitions and existent passage of peculiar types of development patterns vary among development organisations? In the 2nd article [ 3 ] the job that the writers are turn toing is that in the bing CTS, sum of clip for responding to a stimulation was much big and it causes emotions is disregarded and won Ts travel through the other scholar types. Hence the agent won t be able to be compatible with the environment. That means in current CTS the emotional propensity is non implemented. The cardinal scientific inquiries that the writer is turn toing are: * How to implement an emotional acquisition mechanism in CTS in a better manner? * Is at that place any manner to increase the liberty of a cognitive coach agent in order to do it similar to human being? In the 3rd article [ 4 ] the research inquiry addressed by writers is: * How to accomplish better package quality through proving? The reply is illustrated by suggesting 4 chief actions to better proving procedure: * A simple first thought * Requirements technology * Implementation of a trial centre * Test controlling and public presentation measuring In the 4th article [ 5 ] the chief inquiry is: * What engineering is the best for people s individualities? It s mentioned on the article that the common engineerings that are used are vulnerable to forgery and larceny and oversights in user s memory therefore face acknowledgment as one of the biometric engineerings that have a natural topographic point in smart environment identify people by their physiological features, and in recent old ages the attending of the scientific community has been focused on face acknowledgment. 1.4 Research Approaches and Methods In this portion, we will discourse about the methods and research attacks used in each of four articles to reply their research inquiries. Since the first article [ 2 ] is considered as an inductive research and uses a grounded theory attack [ 7 ] , the paper does non include any hypothesis ; alternatively it starts based on the conceptual theory and attempts to reply why the definitions of the development patterns and ordaining them vary among organisations ; and continues on the footing of observations and instance surveies. Input informations really is collected from the observations from eight companies. The research methodological analysis used to happen the replies of the research inquiry is grounded theory, which best suits because the writers have theoretically answered the inquiries foremost and so tried to verify it. For this instance the suited methodological analysis is grounded theory. In the 2nd article [ 3 ] the end is to better the bing system, apprehension of the emotional acquisition and its effects on different parts of CTS. Therefore the research methodological analysis is Qualitative. The method were used in this article is Experiment because it aims to develop the bing system by utilizing hypotheses which is the two-route emotional acquisition theoretical account to better the CTS. Since the article is an probe through the other literatures the research approaches is Empirical. In the 3rd article [ 4 ] the research attack is Empirical and the research method is Action research because it has focused on work outing jobs and seeks to take technology-oriented every bit good as organizational-focused. Qualitative research methods were used. Qualitative research method focal point on increasing apprehension of a substantial country ; it involves methods such as instance surveies. In this research interviews can be seen as a instance survey. In the 4th article [ 5 ] the research attack is Empirical because research is conducted to reply specific inquiry. The research methodological analysis of this article is Qualitative, it concerned with increasing the apprehension of how face acknowledgment engineering works. The research method is Action research. The article provides general inquiries and so the writers theoretically answer those inquiries by garnering all the informations and widen experience ( add strength ) to what is already known through the old researches. Actually the writers tried to better the manner they address issues and work out jobs. The comparings of research attacks, methods and methodological analysiss of the four articles summarized in table 1 in followers: Table 1: comparings of research attacks, methods and methodological analysiss of the four articles Article ( s ) From really early on ISD research has focused on how development should be done ( e.g. Dijkstra 1965, Parnas 1972 ) . This resulted in the building of legion formal systems development methods ( SDMs ) ( Jayaratna 1994, Avison & A ; Fitzgerald 2002 ) . Attachment to methods was regarded by default as utile and methods therefore were to be purely pre-defined and applied as intended by the method developers ( Humphrey & A ; Snyder & A ; Willis 1991, Jarke & A ; Pohl & A ; Rolland & A ; Schmitt 1994 ) . Quite the contrary, a figure of ISD research workers have discussed that SDMs see a great extent of matter-of-fact version during their acceptance and usage, if used at all ( Stolterman 1992, Fitzgerald 1998, Kautz 2004, Vogelsang & A ; Kensing 2006, P iv rinta & A ; Sein & A ; Peltola 2008 ) . One watercourse of research even suggested that amethodical ISD exemplifies an alternate position on development pattern in contemporary ISD organisations. That is, methods would hold no prescribe d function at all, while ISD pattern emerges through contextual interaction and improvisation ( Truex & A ; Baskerville & A ; Travis 2000 ) [ 2 ] . A few Empirical surveies have focused on the impression of single systems developers and how they recognize the relevancy of methods and use them in their work. These include plants on the relationship between developer experience and manners of SDM usage, or determiners of developer purposes to utilize methods ( Hardgrave & A ; Davis & A ; Riemenschneider 2003 ) . Education of brooding systems developers with respect to SDMs has besides received attending ( Mathiassen & A ; Purao 2002 ) . A few surveies have discussed ISD undertaking exigencies in relation to local method acceptance, where the unit of analysis has been a undertaking ( e.g. Kautz 2004, Madsen & A ; Kautz & A ; Vidgen 2006 ) . A good watercourse of research has discussed methods in the context of systems development companies and organisations beyond persons and peculiar undertakings. For illustration, Fitzgerald et Al. ( 2003, 2006 ) focused on internal package development in big IT industry organisations. Mathiassen & A ; Vogelsang ( 2005 ) and P iv rinta et Al. ( 2008 ) have followed longitudinally how peculiar development methods have been adopted and adapted in professional development organisations. Beyond the treatment about methods, the brooding systems development ( Mathiassen 1998 ) , a.k.a. the professional work pattern ( Iivari & A ; Lyytinen 1998 ) , attack has focused on bettering existent development patterns in development organisations. It has focused particularly on action research and local betterments based on contextual fortunes ( Mathiassen 1998 ) . In the 1980s ( Mathiassen 1998 ) , it was one of the first research plans which challenged the belief that development methods as such wo uld better the effectivity of ISD ( Iivari & A ; Lyytinen 1998 ) . We shared this focal point by inquiring how and why existent patterns are shaped in professional systems and package development organisations. In the early phase, we met the challenge to gestate the forms of defined and enacted ISD patterns in our instance organisations. Few consolidative models for this purpose exist. For illustration, Fitzgerald, Russo and Stolterman ( 2002 ) presented the method-in- action model, which explain the influence of a figure of factors on modern-day ISD patterns. It has been used in a figure of plants, e.g. by Madsen et Al. ( 2006 ) to depict how a local method emerged in an single systems development undertaking. Unlike such plants as Kautz ( 2004 ) and Madsen et Al. ( 2006 ) which focused merely on single systems development undertakings, we have an drawn-out position that includes the degree of systems development organisations, which, of class, may take portion in legion undertakings. Software procedure betterment models such as CMM ( Humphrey 1989 ) construct on more elaborate theoretical accounts of the development procedure at the degree of the organisation. However, their intended usage is to measure organisational capablenesss by benchmarking the existent ISD pattern to a predefined set of cardinal patterns, which leaves the pattern outside the cardinal patterns unexplored. In the 2nd article [ 3 ] the writers explain about emotional acquisition theoretical accounts and its effects on different acquisition. There are other CTS theoretical accounts implemented by others such as Gratch and Marsella ( 2004 ) , Franklin every bit good as Vela? squez ( Vela? squez, 1996 ) , proposed their emotional Architectures. But these theoretical accounts have some mistakes. In the old theoretical accounts emotions rise and autumn rapidly and they do non back up propagating information and tracking the state of affairs in existent clip like the system exits in human being. The 3rd Article [ 4 ] explains that there is no set of best trial patterns, which is implemented by any company. Some of the recommendations can be found in academic literature. Other patterns found in this article are non illustrated for the field of package development. In the 4th article [ 5 ] , the writers mention that topic of face acknowledgment is every bit old as computing machine vision because of the subject s practical importance and theoretical involvement from cognitive scientists. Despite the fact that other identi? cation methods ( such as? ngerprints or iris scans ) can be more accurate, face acknowledgment has ever been a major research focal point because it is noninvasive and seems natural and intuitive to utilize. 1.6 Consequences In first article [ 2 ] the study has a treatment portion and the decision portion. The former contains the observations, which are made from the information with the aid of NIPO grid. It describes how the range of existent use of ISD may differ in different degrees of one organisation and across organisations. In this subdivision it is besides claimed that NIPO model has some advantages over CMM and other SPI methods. In latter ( decision ) they have mentioned that the concept that they extracted is something that integrates old SPI approaches into a common model. Although it is mentioned in abstract that the concept would move as dependent variable for organizing the theory it seems that it is non clearly explains how this dependent variable is connected to other variables, while it besides seems that the whole text negotiations about this issue it seems that it would be better to hold a elucidation of that in decision or treatment parts. In the 2nd article, the writers conclude that by implementing EL the agent will larn and respond fast for different sorts of stimulations, which can be used for other acquisition, and assist agent to handle better in a state of affairss whit the being of different and mutable stimulation. For the 3rd article decision is that this article presented consequences from a undertaking with regional companies. They built a model to sort recommendations on how to accomplish better quality through proving. They proposed 4 chief actions to better the testing procedure. In the 4th article [ 5 ] face acknowledgment engineering could play a major portion in assisting worlds as helpful helpers. But to accomplish this end next-generation face acknowledgment system should suit of course within the forms of normal human interactions. so future smart environment should utilize the same theoretical accounts as worlds and have the same restrictions. 1.7 Decision In general, we think that the writers of the article [ 2 ] [ 3 ] [ 4 ] [ 5 ] and have walked about wholly in the model of a research study. The construction of the studies follows recommendations. Especial thing about the first article [ 1 ] is that it points to the defects of the research in treatment session and further it refers to them as future plants in decision subdivision. Besides article [ 4 ] [ 5 ] had some avenues for future research while in the 2nd article there is no hit to that consequence. 2. Recognitions We would wish to thank Bo Helgeson, giving us thought sing how to compose article and other resource information. We are besides grateful to Ted Gunnarson and Eva Norling for learning us how to place the key words, and how to seek scientific text.

Contemporary Status of Women in the Us Essay

Women have come a long way from the early 1900’s when they gained their equal right to vote, to now where it seems women have equal rights to do just about anything. Women have been increasingly joining the economic work force since the last 100 years or so. Although, women in the work force have been increasing in numbers are they given an equal and fair chance compared to that of men? A quick glance on the subject would suggest that women are given equal and fair chances in the work force; however, upon closer inspection it seems women in fact are not given the same fair and equal opportunities as men. Women are subjected to occupation gender segregation and unfair pay gaps in comparison to men. Nevertheless, women are working diligently and successfully to break down these unjust barriers that are keeping them from having equal opportunities. According to Margaret L. Andersen and Dana Hysock Witham, in Thinking about Women: Sociological Perspectives on Sex and Gender, gender segregation is â€Å"the pattern whereby women and men are situated in different jobs thought the labor force† (128). This can be made an example of in obvious occupations such as: kindergarten and preschool teachers, nurses, librarians, and house cleaners, versus college professors, doctors, lawyers, and construction works. The former, when typically imagined, the first image that comes to mind is a woman, whereas the latter is associated with a man. These occupations are associated with certain genders because generally speaking those jobs are and have traditionally been a certain gender dominated. Philip N. Cohen, and Matt L. Huffman, in Occupational Segregation and the Devaluation of Women’s Work Across U. S. Labor Markets, hypothesis that gender segregation in the workforce exists because of the â€Å"discrimination both in the allocation of workers across the job categories and in how female-dominated jobs are rewarded relative to male-dominated jobs† (882). Women are â€Å"blocked access† to typical male dominated jobs because of social ideas and cultural norms that say that women cannot effectively do the work of men, which requires intellect, leadership, hard labor, and other skills traditionally associated with men. Rather, women are kept in low paying jobs that often do not lead to promotions and involve skills that they have traditionally been known for, such as cooking, cleaning, taking care of children, obeying men’s orders, and things of that nature. Because women and men are kept in jobs that relate to their traditional gender based skills, it creates a segregation of the labor force instead of creating a heterogeneous labor force were men and women are equally interested in and are hired in certain occupations. Women’s work is also often undervalued in society, especially in comparison to the work of men. Because of this undervaluing of women’s work women are additionally rewarded far less than men are. A wage gap is the difference between the earnings of men and women in the workforce. Today â€Å"women earn only 77 percent of what men earn, at least on average† (DeNavas-Walt qtd. in Andersen and Hysock Witham 137). The wage gap between women and men can be attributed to occupational segregation and wage discrimination. Occupational segregation places women in lower skilled jobs that underutilize and devalues women’s skills and potential to work and be successful in the labor force (Karamessini and Ioakimoglou 34). Employers usually pay their employee’s wages that they see fit in relation to, how much they deem an employee and his or her skills are worth in the company, and how they contribute to the company. Because women’s work and skills are undervalued by a majority of society they are in turn paid less compared to men. Additionally, women usually seek out or are put into jobs that are women dominated. Again since women’s work is undervalued, once an occupation becomes a woman dominated occupation, the job itself becomes less valuable and people in that job eventually are paid less in that occupation compared to if it had been a male dominated occupation. The wage gap is also impacted by wage discrimination. The unequal pay of women based on gender rather than qualifications and skills is wage discrimination. In Joel T. Nadler and Margaret S. Stockdale’s article, Workplace Gender Bias: Not Just Between Strangers they quote Kolesnikova ;amp; liu , â€Å"Although the gender wage gap has been decreasing over the last thirty years there is still a difference in salary between men and women in similar careers with similar experience† (282). Women are still being paid less than men despite having equal or better fit skills and or qualifications than men. Women are making progress in making the wage gap between men and women non-existent, however, progress has been slowing. Women are slowly but surely making significant progress in leveling the playing field in the labor market for both men and women. Progress can be seen in closing the wage gap between genders and in the desegregating of gender based jobs. â€Å"The earnings gap between men and women has shrunk to a record low†¦Ã¢â‚¬  (Dennis 01a). Dennis attributes it to the prosperity of women in the 21century economy and the fact that the recession has negatively affected men’s pay. He additionally continues to discuss how not only has white women’s wages increased, black women’s wages have also seen an increase in the past nine years. Women’s wages have been slowly increasing and becoming even with that of men. This increase can be attributed to women breaking down barriers of gender segregation in the work force. â€Å"Women have been moving into high-paying professional jobs such as accountants, lawyers and physician† (Dennis 01a). These occupations are typically male dominated. However, it seems in recent years the occupations’ genders have been less homogenous and more of an even or close to even mixture of both genders. As women are taking over more male dominated jobs, such as perhaps managerial jobs, it seems that there are sacrifices that women have to make where as men usually do not. â€Å"Studies indicate career oriented women are more likely to delay relationships or children in order to advance their careers† (Hoffnung qtd. Nadler and Stockdale 282). Because women are taking on traditionally male dominated occupations they are under extra scrutiny and watch, therefore, women feel the pressure to perform well and make sacrifices in the name of their job. Women can feel that in order to be successful they are required to choose work over family life. The pressures over performing well in a women’s career life and also balancing their social or family life can create anxiety and unhealthy stress for women. Although, women have been successful in further closing the wage gap and breaking down gender segregation within the workforce, their progress it seems has also come at the price of choosing a career or a family. Although women have come a long way since the early 1900’s it seems that they are still subjected to unequal treatment compared to men. Women face gender segregation in the workforce which makes it difficult to attain prestigious and high paying jobs. Women are also subjected to being paid less than men regardless of having equal or superior skills. Nevertheless, women are facing these obstacles head on. Women are now more than CEO’s, they are leveling the playing field between genders in the labor force and re demanding, and showing that they deserve equal pay.

KK essays

KK essays The film A Fish Called Wanda is on the AFIs (American Film Institute) Greatest 100 Comedies list. Although this film features talented actors like John Cleese and Jamie Lee Curtis, Kevin Kline easily steals the show. Kline gives a brilliant performance as the pseudo-intellectual Otto. What makes Kline so remarkable is the way that he moves and makes his character dance across the screen. Right from the outset, in one of the films first scene, we see that Klines Otto is no normal jewel thief. Even though Otto is supposed to be working under the guise that he is Wandas (Jamie Lee Curtis) sister, he quickly gives her breast a squeeze in full view of Ken, one of the other robbers. What makes this movement work comically is that Kline does it so lightening fast and that if you blinked you might miss it. He has such control over his arm that he is able to extend it, and withdraw it in a matter of maybe a second. This allows for the suspended disbelief that Ken does not see him do it. Another movement that Kline makes also speaks volumes about his body control. Otto and Wanda are together in what I take to be Ottos quarters. They are speaking excitedly about something and he leaps into the air, grabs a pipe that is suspended from the ceiling, lifts himself completely off the ground and sails on to the bed with the grace of a ballerina. This is so interesting because Klines Otto is supposed to a be a vulgar American bank robber. His graceful movement is evidenced again when Otto and Wanda go to the garage to claim the jewels the stole from a safe. Otto is angered by the fact that the jewels are not there. He goes over to kick a car out of anger. Rather then just kicking the tire, or burying his foot into the car door, Kline leaps into up and kicks the car twice while he is in the air. He takes what is just a simple movement and makes into something much more. While Kevin Kline is not a big man i...

Biography of Matilda of Scotland, Wife of Henry I

Biography of Matilda of Scotland, Wife of Henry I Matilda of Scotland (c. 1080–May 1, 1118) was a princess of Scotland and later queen of England through her marriage to Henry I. She was a popular queen who presided over an educated and pious court, and she even functioned as queen regent in her husbands stead at times. Fast Facts: Matilda of Scotland Known for:  First wife and queen consort of King Henry I of England and sometimes queen regent, mother of  Empress Matilda/Empress Maud  and grandmother of King Henry IIBorn: c. 1080 in Dunfermline, ScotlandParents: Malcolm III of Scotland, Saint Margaret of ScotlandDied: May 1, 1118 in London, EnglandSpouse:  King Henry I of England (m. 1100–1118) Early Years Matilda was  born around 1080 as the older daughter of the Scottish king Malcolm III and his second wife,  the English princess Margaret later canonized as  Saint Margaret of Scotland.  The royal family had several children: Edward, Edmund of Scotland, Ethelred (became an abbot), three future Scottish kings (Edgar,  Alexander I, and David I), and Mary of Scotland (who married Eustace III of Boulogne, becoming the mother of Matilda of Boulogne who later married King Stephen of England, a nephew of King Henry I of England). Matildas father Malcolm descended from the Scottish royal family, whose brief overthrow inspired Shakespeares Macbeth  (his father was King Duncan). From the age of 6, Matilda and her younger sister Mary were raised under the protection of their aunt Cristina, a nun in the convent at Romsey, England, and later at Wilton. In 1093, Matilda left the convent, and Anselm, the archbishop of Canterbury, ordered her to return. Matildas family turned down several early marriage proposals for Matilda: from William de Warenne, second Earl of Surrey and Alan Rufus, Lord of Richmond. Another rejected proposal, reported by some chroniclers, came from King William II of England. King William II of England died in 1100 and his son Henry quickly seized power, supplanting his older brother through his quick action (a tactic his nephew Stephen would use later to supplant Henrys named heir). Henry and Matilda apparently knew each other already; Henry decided that Matilda would be the most suitable bride for his new kingdom. The Marriage Question Matildas heritage did make her an excellent choice as a bride for Henry I. Her mother was a descendant of King Edmund Ironside, and through him, Matilda was descended from the great Anglo-Saxon king of England, Alfred the Great. Matildas great uncle was Edward the Confessor, so she was also related to the Wessex kings of England. Thus, marriage to Matilda would unite the Norman line to the Anglo-Saxon royal line. The marriage would also ally England and Scotland. However, Matildas years in the convent raised questions of whether she had taken vows as a nun and was thus not free to marry legally. Henry asked Archbishop Anselm for a ruling, and Anselm convened a council of bishops. They heard testimony from Matilda that she had never taken vows, had worn the veil only for protection, and that her stay in the convent had only been for her education. The bishops agreed that Matilda was eligible to marry Henry. Matilda of Scotland and Henry I of England were married at Westminster Abbey on November 11, 1100. At this point, her name was changed from her birth name of Edith to Matilda, by which she is known to history. Matilda and Henry had four children, but only two survived infancy. Matilda, born in 1102, was the elder, but by tradition she was displaced as heir by her younger brother William, who was born the next year. Queen of England Matildas education was valuable in her role as Henrys queen. Matilda served on her husbands council, she was queen  regent when he was traveling, and she often accompanied him on his travels. From 1103 to 1107, the English investiture controversy led to a conflict between church and state over who had the right to appoint (or invest) church officials at the local level. During this time, Matilda served as a mediator between Henry and Archbishop Anselm, eventually helping to resolve the conflict. Her work as regent lives on: to this day, charters and documents signed by Matilda as regent survive. Matilda also commissioned literary works, including a biography of her mother and a history of her family (the latter was completed after her death).  She administered estates that were part of her dower properties and oversaw several architectural projects. In general, Matilda ran a court that valued both culture and religion, and she herself spent a great deal of time on works of charity and compassion. Later Years and Death Matilda lived long enough to see her children make good royal matches. Her daughter Matilda (also known as Maud), was betrothed to the Holy Roman Emperor Henry V, and she was sent to Germany to be married to him. Maud would later attempt to take the English throne following her fathers death; although she did not succeed, her son did and became Henry II. Matilda and Henrys son William was the heir apparent to his father. He was betrothed to Matilda of Anjou, daughter of Count Fulk V of Anjou, in 1113, but died in an accident at sea in 1120. Matilda died on Mary 1, 1118, and was buried at Westminster Abbey. Henry married again but had no other children. He named as his heir his daughter Maud, by that time widow of Emperor Henry V. Henry had his nobles swear fealty to his daughter and then married her to Geoffrey of Anjou, brother of Matilda of Anjou and son of Fulk V. Legacy Matildas legacy lived on through her daughter, who was set to become Englands first reigning queen, but Henrys nephew Stephen seized the throne, and enough barons backed him so that Maud, though she fought for her rights, was never crowned queen. Mauds son eventually succeeded Stephen as Henry II, bringing the descendants of both Norman and Anglo-Saxon kings to the throne. Matilda was remembered as the good queen and Matilda of Blessed Memory. A movement began to have her canonized, but it never actually took shape. Sources Chibnall, Marjorie.  The Empress. Malden, Blackwell Publishers, 1992.Huneycutt, Lois L.  Matilda of Scotland: A Study in Medieval Queenship. Boydell,  2004.â€Å"Matilda of Scotland.†Ã‚  Ohio River - New World Encyclopedia, New World Encyclopedia.

History of Modern Art Essay Example | Topics and Well Written Essays - 1000 words

History of Modern Art - Essay Example The essay "History of Modern Art" examines Philadelphia Savings Fund Society building. This is one of the features that make the building standout among other buildings. It depicts a piece of art that had been well designed to match the exact mental imagery of the designers. It can also be said to represent the minds of many people especially from the perspective of creativity. This is because of the remarkable landmarks available in this area. The exact materials used to make the building include but not limited to brass, copper, glass, glazed brick. While the glass is working to ensure the continued beautification of the building, other factors were in play such as stainless steel that was seriously working on the strength as well as the durability of the building. It is free standing and strategically placed to fulfill the duties that it was originally put up for. With regard to iconography of the structure, the building can be said to have three main parts that make it unique in the area. Here, the structure appears as if the lower part, which is the widest and protruding, is separate from the rest of the building. The west part of the building also appears distinct from the other part of the building in that it is even taller than the main building. This can be said to be the flanked art of the building. This style makes it the only building with a distinctive sand unique style in Philadelphia. It can also be easily spotted even by an outsider because it bears its name at the top most part.