ESL Job Interview Lesson and Worksheet

Students in ESL classes (and some EFL classes) will eventually need to take job interviews as they go about finding new employment. The art of job interviewing can be a touchy subject for many students and the approach can vary widely from country to country. Some countries may expect a more aggressive, self-promoting style, while others may generally prefer a more modest approach. In any case, job interviews can make even the best students nervous. One of the best ways to deal with this is to explain job interviewing as an extremely important game. Make it clear that students should understand the rules of the game. Whether or not they feel any given job interviewing style is fair is an entirely different issue. By making immediately clear that youre not trying to teach the correct way to interview, but only trying to help them understand the rules of the game and what they should expect from it, youll help students focus on the task at hand, rather than getting caught up in cultural comparisons. Aim: Improve job interviewing skills Activity: Simulated job interviews Level:  Intermediate to advanced Teaching Outline Distribute the worksheet (from this lesson) to students in the class. Students should follow each of the instructions carefully.Make groups of three people and choose one person to interview for the positions, one to interview the job applicant, and one to take notes on the job interview.Review notes after each interview and have the interviewers tell the interviewees how they think they could improve their job interviewing skills.Have students switch roles and either interview another person or take notes. Make sure that all students have taken notes AND interviewed so that they can better understand the job interviewing process.While students are in their groups, have them note disagreements on a good job interviewing technique. At the end of the session, have students to ask other students their opinions on these disagreements.As a follow-up activity, have students go online and find a few jobs they would like to do. Have them write down their qualifications as practice in class. Job Interviewing Worksheet Visit a popular employment website to search for positions. Put in a few keywords for jobs that you would like. Alternately, find a newspaper with employment ads. If you dont have access to job listings, think of some jobs that you might find interesting. The positions you choose should be related to employment you have done in the past, or the jobs you would like to do in the future as they relate to your studies.  The positions dont necessarily need to be identical to your past jobs, nor do they need to exactly match the subject you are studying at school. Choose two jobs from the list of positions you have found. Make sure to choose jobs that match your skills in some way. To prepare yourself with appropriate vocabulary, you should explore vocabulary resources that list specific vocabulary for the work sector for which you are applying. Several resources can help with this: Use the Occupational Outlook Handbook, which lists positions by industry. This is a rich resource that provides general descriptions of the type of work and responsibilities you can expect.Search the industry glossary, for example, banking glossary. This will lead you to pages that provide definitions for key language in your chosen industry.Use a collocation dictionary with keywords from your industry. This will help you learn key phrases and words that usually go together. On a separate piece of paper, write down your qualifications for the job. Think about the skills you have and how they relate to the job you would like. These skills and qualifications can later be used on your resume. Here are some of the questions you should ask yourself when thinking about your qualifications: What tasks have I done at past jobs that are similar to the tasks required in this job advertisement?What are my strengths and weaknesses and how do they relate to the tasks required in this job advertisement?How do I relate to people? Do I have good people skills?If I dont have any related work experience, how does the experience I have and/or studies Ive done relate?Why do I want this job? With classmates, take turns interviewing each other. You can help fellow students by writing down a few questions that you feel will be asked. However, make sure that your partners also include general questions such as Whats your greatest strength?

Agricultural Machinery Market A Case Study Essay

Agricultural Machinery Market A Case Study Department of mechanical Assistant Professor and Industrial Engineering Department of mechanical and Industrial Indian Institute of Engineering Technology Roorkee Indian institute Of Technology Roorkee Table of Contents I. Introduction Problem Highlights Topic Justification scope and limitations II Policy III Tractor sales IV Growth in different segment IV Indian agricultural machinery in the world V Farming land per farmer VI conclusion Introduction India is an agricultural country. Seventy percent of its people live in villages. One-third of our National income comes from agriculture. Our economy is based on agriculture. The development of agriculture has much to do with the economic welfare of our country. Agricultural market is continuously increasing for the past couple of decades in India as the technology is developing. The continues increasing demand of food products has resulted in the increased demand of food grains and thus has increased the use of farm machinery in rural areas. India is seeing the movement of labour from rural to urban areas which with the demand of increasing production efficiency in food product is the evidence that there is a future for farm mechanization in India. 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Although recent years witness a noticeable change in agricultural extension service providers, the public institutions still remain the dominant. The new entrants to the field include non-governmental organizations (NGOs), the private sector agribusiness enterprises and grass-root institutions eg. Self-Help and micro-creditRead MoreInternational Trade And Economic Growth1317 Words   |  6 Pagesbetween firm productivity and access to international markets. Recently, the literature on the dynamic gains from trade takes a different approach rather than broad-based measures of GDP and economic openness. On the theory side, the heterogeneous firms models of Melitz (2003) and Chaney (2008) present a rigorous basis for the existence of a link between trade liberalization and within-sector productivity gains: as less productive firms exit the market due to stronger competition from imports, resourcesRead MoreCase Study on Komatsu Limited1578 Words   |  7 PagesI. 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Communication Climates, Responses, and Dynamics Free Essays

This paper will discuss small teams on a reality show called â€Å"There goes the Neighborhood†. This show is about a neighborhood that allows a brick wall to gate them in and they must learn to work together, not only as a family, but as neighbors too. In the beginning of the game, everything is taken away from them. We will write a custom essay sample on Communication Climates, Responses, and Dynamics or any similar topic only for you Order Now For example, all of the luxuries such as appliances, televisions, snacks, video games, and children’s toys were all removed. There was no need for their cars since there was a huge wall around the neighborhood. These teams not only had to learn to become a team, but it would also teach them to appreciate everything that they have. The game encourages team work, because without teamwork the teams would lose the challenges that are presented to both teams. Even though the challenges are staged, they push the competitors to extreme emotional, physical, and mental states. The challenges are rewarded with prizes for the winning team. Defensive and supportive climates are always going to be a part of communication. With that in mind we look at a certain style and that is certainty vs. provisionalism. The Nelson Family seems to believe that everything should go their way, and were working on the Johnston’s as allies to get rid of the people they did not like. Since the Nelson family did not approve of the Mullinax family because they were lesbian mothers they wanted them out of the game. This shows certainty because they were very defensive on the subject. The other families showed provisionalism because they were open to the Mullinax’s situation. This began to tear families apart and finally the other families were tired of being followers and kicked the Nelson family off. Later on in the game, the families started to notice that the Mullinax family was just giving excuses every week for why they should not be eliminated. First it was for stereotypes, and then it was for nobody liking them, and this week it was they live paycheck to paycheck and have two children going to college soon. It seemed as though other family members were getting tired of the excuses and felt as if they might be using it to their advantage to win the game, so they eliminated the Mullinax’s. The Mullinax’s started to show defensive behavior thinking it would save them and people would show sympathy for them, but it seemed to backfire on them. The person who behaves defensively, even though he or she also gives some attention to the common task, devotes an appreciable portion of energy to defending himself or herself. Besides talking about the topic, he thinks about how he appears to others, how he may be seen more favorably, how he may win, dominate, impress or es cape punishment, and/or how he may avoid or mitigate a perceived attack. (Gibb, n. d. ) This same situation takes place in confirming and disconfirming responses. During the elimination ceremony, the Mullinax family poured their hearts out stating that the Nelson family made them feel outside of the core. The Nelson family showed disconfirming responses by failing to acknowledge them and talking to other family members while they were talking. This also showed their nonverbal behavior such as rolling their eyes and smiling at their family members. Nonverbal communication is defined as all the messages that people transmit through means other than words (Alberts, 2007). The Nelson’s would someday see themselves on television and see how much they used non-verbal behavior in a negative way. Sometimes people have to acknowledge someone’s negative non-verbal behavior before the main person recognizes it. Other families tuned in and really listened to what the Mullinax family had to say and showed confirming responses. None of the other families knew that was how the Mullinax family felt deep inside and they changed their minds to eliminate the Nelson family. Cohesiveness relates to the degree to which members are attracted to and motivated to remain part of that team. A cohesive group member values his or her membership and strives to maintain a positive relationship within the group. Often, cohesion is viewed from an affective perspective; as interpersonal attraction among members or to the group. However, cohesion can also be envisioned as â€Å"attraction to a collectivity† as opposed to an attraction to the individuals who make up that grouping. (Ratzburg, n. d. ) It is important that every single member never work against each other but strive to work with each other toward their shared goal(s). Any negative force that threatens the team’s success redirects itself into something ositive as long as team members share the same purpose. Cohesiveness is a process whereby a sense of we-ness emerges to transcend individual differences and motives (Kinicki ; Kreitner, 2004, p. 15). Some of the teenagers in the families did not approve of how their parents were acting on decision making. Since these people were actually neighbors in rea l life, these teenagers were friends with the other teens in the game. This caused problems because some of the parents were being immature and this caused the teens to rebel against their own family. In certain challenges the teens would not try as hard as they should because they disapproved of what their parents were planning. Finally, one of the mothers talked to them and explained that it was only a game and more than anything they needed to work together as a family first. The teen realized that this was more important and strived to help his team out. Effective listening is an important part of working as a team. When effective listening does not occur it can result in misunderstanding, failed goals and accomplishment, or even a conflict between team members. This situation came into place as the teams had their challenges. The teams were supposed to build a house of card which taught them how to listen to each other and work as a team. One of the children was very experienced in building houses of cards, but the parents were ignoring his ideas on how to build it because of his age. The family ended up losing the challenge because they did not listen to each other. The same thing that the child was explaining to his family, the other team listened and took the idea and won the challenge. This also showed a barrier between the adults and the children. Some parents still live the old fashion way where children are not really paid attention to, especially in a situation where a huge lump sum of money is involved. Some of the old fashioned quotes would be, â€Å"Don’t speak until you’re spoken to†; â€Å"Children should be seen and not heard†. Due to this, children never get a chance to express themselves or help out so they either give up or rebel. Some children feel why they should bother if no one is going to pay attention to them. There were also several barriers between the families such as cultural, physical, and emotional. There were a lot of stereotypes going on in this show. Like mentioned before, the Nelson’s had a problem with the Mullinax’s because they were lesbians. The men had issues with Cameron Johnston because he was a stay at home dad. They secretly would mention that they did not feel that he should be staying at home while his wife worked. They figured he was a real man, so they would never include him in the things that they were doing outside of the challenges. There was also the Upshaw family who were a bi-racial family where the mother was white and the father was black, and they were definitely nonverbal looks at the beginning at this family. The Upshaw dad felt out of place being the only black man, so he was always staying on his toes and making sure that his family won the challenges so that they would not be sent home. He was one of the families at the beginning that sided with the Nelson’s because he knew that they were in charge. He was also the main person who sided with the Mullinax’s and eliminated the Nelson’s too. In conclusion, watching reality shows definitely show real team work and the positive and negative outcomes. When watching fictional sitcoms or series, we really do not get the full effect of how teamwork really works but how the director and writer perceive it. Since this was the summer time it was hard to find a decent reality show to discuss compared to the fall season where there are wonderful shows like Survivor which would have great examples. There goes the neighborhood still showed enough examples on teamwork and interpersonal communication. As the teams were eliminated, the audience could definitely tell which ones actual learned for the experiment compared to the others who were still defensive. Watching a reality show provided different camera views to catch the families nonverbal and verbal communication. If they rolled their eyes or whispered something it was all caught on camera with subtitles. Nonverbal and verbal communication work together to convey and explain messages sent between people. Together they support the thoughts and ideas of the speaker. We use nonverbal communication to illustrate the verbal communication. Without one or the other two types of communication we would not be able to fully understand each other. References Alberts, Jess K. (2007) Human Communication in Society Nonverbal Communication (144-161) Upper Saddle River, New Jersey: Pearson Prentice Hall Gibb, Jack R.. (n.d.). Defensive Communication. In Definition and Significance. Retrieved Sept 13, 2009, from http://www.geocities.com/toritrust/defensive_communication.htm. Kinicki, A., ; Kreitner, R. (2004). Organizational behavior: Teams and Teamwork for the 21st Century. New York: The McGraw-Hill Companies. LeVrier, Peggy. (n.d.). Parent University. In Establishing your posture as an effective listener. Retrieved Sept 13, 2009, from http://www.pasadenaisd.org/parentuniversity/parent9.htm. Ratzburg, Wilf H.. (n.d.). Group Cohesiveness. In Organizational Behavior. Retrieved September 13, 2009, from http://www.geocities.com/athens/forum/1650/htmlgroups18.html. How to cite Communication Climates, Responses, and Dynamics, Papers

Creativity and Dangerous Planning †Free Samples to Students

Question: Discuss about the Creativity and Dangerous Planning. Answer: Introiduction: People have always wondered from where their favorite artists get their inspiration. The answer in most of the cases is nicotine. Over the years, people have been cautioned from smoking too many cigarettes, but then what about the factor of creativity that comes with smoking the marijuana. There came electronic cigarettes, also known as e-cigarettes that are battery operated mechanisms management used by people in inhaling aerosol, flavorings and some other chemicals (Florida 2014). It has been creative in the sense that research shows e-cigarettes to be less detrimental than the conventional ones which people smoke on regular basis. E-cigarettes do not comprise of tobacco. Instead of that, they transmit a nicotine-containing liquid which is heated into steam and breathed in. The nicotine gratifies the cravings connected with the addiction of smoking that does not cause the deadly disease of cancer. Creating such a product has somehow helped in lessening the factor of cancer, especia lly among teenagers. It has been creative in the sense that e-cigarettes do not produce any sort of tobacco along with the countless chemicals found within suggesting it is safer to use these devices than smoke. The reason for it being stated as creativity is the fact that creation of e-cigarettes has lessened the smoking of conventional cigarettes to a greater extent, mainly among the teenagers (De Bono 2015). This has been a revelation of some sort, especially when cancer is taking its toll. The idea is dangerous for the sense; one is not entirely quitting smoking and moreover some of the anti-smoking agencies identifying these e-cigarettes as more of a threat rather than opportunity. Marketers require understanding the fact that the buying performance of their consumers while planning their advertisement for their preferred impact. Advertisements play an important role in creating a product image in the consumers minds. Advertisements need to be catchy that contains relevant information about the product and convey the same to the consumers. The advertising of e-cigarettes might be leading the children in believing that the occasional smoking of tobacco is not detrimental and has been potentially timely for the younger generation to experiment with smoking management. A year back the European Union brought in new laws for regulating the ales of tobacco, any sort of promotion, or the advertising of the e-cigarettes were prohibited (Mann and Cadman 2014). Marketers need to refer to the guidance of the Department of Health on the advertising of the e-cigarettes, stating the ads for nicotine are not being licensed as medicines are generally been prohibited. The media that are not been allowed to advertise e-cigarettes are newspapers, magazines along with display on the internet and email advertising. Dangerous Thinking Concept: Dangerous thinking generally starts with provocative break taking in the moment when something is being introduced that does not fit into the previous frameworks, thereby generating discomfort along with friction. In making this step possible there is requirement of challenging the apparatus that has been keeping individuals in the comfort zone. For doing all these, an individual needs to challenge the hidden box; a framework that has been keeping the thinking of individuals under the control (Florida 2014). This is not quite same as being creative in mind but being radical disagreement with the conventional thought mode. Certain buzz words like disruptive thinking along with innovation can sometimes be dangerously misapplied. The meaning of both the terms is different mainly depending on the place where they are being used. In the house of advertising this might have one meaning while in the financial houses the meaning just might differ. Creativity at times can be expensive if one is not careful with overall thing. One can dive into the work without much simplicity and end up with mixing energy, time and money without much of the results. Organizational leaders cannot be impulsive while reacting to the dangerous ideas or disruptive thinking. They end up making poor decisions that has been departing from the organizations management which cannot be implemented. Novelty can never be creative, the cropping up of so many digital tools have been creating the dangerous postulation that any man on this planet earth can be creative (Baumeister et al., 2017). Anyone can make a positive contribution to the radical thinking of unique nature, true creativity is being rooted into the substantive thoughts, not any sort of ideas that can imitate as certain cheap knock-offs. Reference: Baumeister, R.F., Clark, C.J., Kim, J. and Lau, S., 2017. Consumers (and Consumer Researchers) Need Conscious Thinking in Addition to Unconscious Processes: A Call for Integrative Models, A Commentary on Williams and Poehlman.Journal of Consumer Research. De Bono, E., 2015.Serious creativity management: How to be creative under pressure and turn ideas into action. Random House. Florida, R., 2014.The Rise of the Creative Class--Revisited: Revised and Expanded. Basic Books (AZ). Mann, S. and Cadman, R., 2014. Does being bored make us more creative?.Creativity Research Journal,26(2), pp.165-173.

Spider-Man Essay Example

Spider-Man Essay The opening credits which can also be considered as the establishing shot start with Columbia Pictures. Columbia Pictures is owned by Sony Pictures Entertainment. Columbia Pictures caption starts with the camera going down Columbia Lady. Columbia Lady is represented goddess like; she also looks like the statue of liberty. The background colours are all golden colours which gives a sense of comfort. It fades into black and Marvel caption starts with a huge sound of drums. Marvel Comics is a huge company in America. Marvel caption starts with a lot of cartoons clips speeded up. Some of these cartons are well-known sci-fi characters therefore the audience can start to form an opinion about what is this film going to be about. The sequence moves on and once again a new caption starts. This captions starts with a non-diegetic drum beat which becomes more intense as the caption goes along. This sound could also be the beats of the hero. A silver string is used to make up a spider web. This confirms the suggested genre (sci-fi). The caption moves on and the audience is introduced to the name Spider-Man. My prior knowledge tells me that Spider-Man is a well known fictional character that was created by Stan Lee. As the caption moves on the audience is introduced to more spider webs, which my prior knowledge tells me that they are a signifier of spider man. A few shots after, spider mans hand appears, his hand has two colours red and blue. Red is a signifier of blood and danger therefore spider-man is not known yet as the hero. We will write a custom essay sample on Spider-Man specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Spider-Man specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Spider-Man specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The text moves on and more parts of his body start to appear. All of these parts have the same two colours blue and red. Two green eyes are formed; my prior knowledge tells me that they belong to the villain (Vladimir Propp, 1928) the green goblin. During this caption some famous names appear. The most famous one is possibly Kirsten Dunst. She was probably chosen for her role because she drags a particular audience. The targeted audience for this text would be young people, especially males. At the end of the caption a computer generated image of a web is used to fade into a real spider web. The establishing shot of Spider-man is of a spider web on a wall. This establishing shot also starts with an enigmatic voice over, this voice over hooks the audience. Looking at the mise en scene of the shot after the establishing shot the audience can start to form an opinion of where is this film going to be set. In this shot an American flag can be seen. Other objects that also signify America are the trains, buses and the cars.

A Line Of Promises Essays - Rings, Fingers, Marriage, Ring Theory

A Line Of Promises Essays - Rings, Fingers, Marriage, Ring Theory A Line Of Promises A Line of Promises Many times simple objects in peoples lives can come to represent a part of themselves. The object can become an integral part of a persons identity. In Wedding-Ring by Denise Levertov, the relationship between a woman and her old wedding ring is explored as a way to intertwine the womans life with the rings meaning. Through the ring, the woman identifies herself. The wedding ring is wishfully transformed from a complex symbol of promises to a simple gift of friendship. In the opening of Wedding-Ring, Levertov sets the tone of the poem, by exemplifying the interaction between the speakers feelings and the wedding ring. My wedding ring lies in a basket / as if at the bottom of a well (1,2). The first two lines of the poem paints a picture of a lonely woman trying to depart with the last memory of her marriage, her wedding ring. The comparison between the basket and the bottom of the well accentuates the low point in the womans ending marriage. Having compared the shallow basket to the deep well, the poet implies to the reader that the speaker is feeling sorrow, and therefore her surroundings may also seem sad and empty. This displays the relationship of how the wedding ring and her feelings are connected. This image of the wedding rings location is further described as Levertov writes, It lies / among keys to abandoned houses / nails waiting to be needed and hammered (5,6,7). Not only does the ring lie in the bottom of a well, it is along with other long forgotten objects. The use of abandoned houses brings images of loneliness and emptiness. The speaker also uses violent nouns and verbs such as nails and hammered to describe the setting of her ring. Nails alone are just mere objects, but nails that are hammered and are forced to be used to hold things together hold a much higher value. Like the womans wedding ring, its true value is not seen until it is put on a finger. In reality the ring is not in a well with these objects but her connection with the ring is bringing out emotions that are creating these images. It is often easy to overlook the speakers intentions in the poem, but upon closer examination line breaks following the word lies can help emphasize the word. In this case, lies can be interpreted by multiple denotations. The obvious way to denote lies is to continuously read through to the next line, and use the context of the poem to define the word. But the enjambment creates the possibility of lies defined as ill truth. A wedding ring is a symbol of a promise, and for it to hold ill-truth means the ring can no longer be called a wedding ring. It is now a mere piece of jewelry, which the woman attempts to forget. . The speaker has given much thought to remove the ring out of her life but each reason she gives justifies a reason for her not to. In the poem she writes, It cant be given away / for fear of bringing ill-luck. / It cant be sold for the marriage was good on its own (11-13). The repetition of I cant sets a series of limitations around the woman. No matter what she tries to do, the wedding ring will always be a part of her. The line break after the word own gives the notion of belonging. It gives thought that she is one entity and the ring also has its own life. However, she is unable to escape the ring because she is fearful she will be violating its memory. The rings memory is also a part of her own memory. The reason the woman is drawing lines around herself with these restrictions is because the ring possesses some sort of power over her. The superstitious woman, on the other hand believes it can bring bad luck to whoever holds the ring after she has already worn it. The phrase for fear of bringing ill-luck suggests that the woman is afraid that since her marriage ended, any new owners of the ring will have the

Immigration Essay Example | Topics and Well Written Essays - 500 words - 13

Immigration - Essay Example This is because the immigrants were to leave their homelands and either travel on foot through the thick forests or through ships, which plied the water bodies. Upon arrival in the United States, the immigrants would settle within localities occupied by most of their compatriots. This would make it easy for them to settle, and would help them avoid loneliness, for they would converse in their own language, practice their own religion and at the same time continue celebrating their cultural beliefs. The 1917 immigration act nonetheless came into play to standardize the number of people who visited the United States based on literacy levels. This is because it was mandatory for each immigrant entering the United States to be subjected to twenty-nine literacy questions, before being screened by a team of physicians that comprised of doctors and nurses for any serious health condition. After which they were free to link up with their fellow citizens. Handlin asserts that the process of immigration into the United States became much difficult following the enactment of the 1924 immigration law, which came into play in 1929. This is because the law authorized immigration based on the national origin structure and created different quotas for immigration. In as much as the United States still opened its doors to immigrants, they were to comply with tighter regulations. Another consequence of the law according to Handlin (2002) is that it restricted a considerable number of immigrants from specific regions of the world, particularly inhabitants of Eastern and Southern Europe and those who came to the United States through slavery and slave trade. The 1924 immigration law made it mandatory that immigrants would primarily seek permission from the U.S consulates within their countries before embarking on the journey to the United

The meal experience Assignment Example | Topics and Well Written Essays - 2500 words

The meal experience - Assignment Example This area houses padded stools and benches around bars and a variety of tables. Warm, gleaming natural wood paneling accents the space, along with tiffany lighting, mirrors, signs and local artifacts on the walls. Hand-written signs above the bar list current menu offerings and specials. The dining areas offer a lighter, brighter contrast to the pub lounge. One dining area presents neutral tones, tiled floors, a fireplace, and complementary dà ©cor. Brick walls lead to another area with inviting wood flooring and additional privacy resulting from stained glass dividers. If the weather permits, the beer garden at the back of the establishment offers a grill for barbecue, with picnic tables and umbrellas to allow guests to enjoy the fresh air as part of their dining experience. All areas of the establishment are clean and appear to be well-maintained. The dà ©cor, use of local artifacts, comfortable seating, and organization of the restaurant lay the foundation for an excellent dining experience. Nothing in the setting detracts from the meal; everything is complementary, and the environment invites the guests to relax and enjoy themselves. The staff of The Fatted Calf supports this invitation to relax. From the initial greeting, throughout all courses, and into the end of the meal, the staff was very patient and nice. They answered all of our questions thoroughly, were personable, and maintained an exemplary level of service that allowed us to focus on the meal. Of particular note is the head chef and co-owner, Feargal O’Donnell, who created the original menu and attended us personally throughout the meal. Chef O’Donnell explained the menu in detail, emphasizing the use of local and artisan ingredients where possible in all of the dishes in the restaurant. This practice ensures freshness, while generating good will for the establishment. Our sample menu included Donald Russell Irish

Gender Inequality in the Workforce Essay Example | Topics and Well Written Essays - 1250 words

Gender Inequality in the Workforce - Essay Example Sexism is defined as a mindset or a belief that one sex is better or superior to another (Padavic & Reskin, 2002). It is actually discrimination based on gender. Males and females both can become the victim of sexism but usually, in workplaces, women face gender discrimination. Mostly gender discrimination is related to salaries, promotions, and recruitment. Also on a day to day situations, women encounter sexism. Â  Stereotypes are another form of popular belief about a particular group of individuals. These beliefs have no rational or logical basis but still, they are quite ubiquitous. Stereotypes can be related to genders, race, nationality or ethnicity. Any preconception about a social group without any logical and reasonable evidence can be categorized as stereotypes. They also play a role in discrimination in workplaces. Â  Both of these issues persist in workplaces today. This is mainly because of the diversity of the organizations. Today companies hire a diverse group of employees from different cultures and different genders. Because of this diversity issues like stereotypes and sexism come up regularly in organizations. Â  Females face both sexism and stereotypes. This is because of the mindset of the society regarding their kind. It was only in the 20th century when women were given the right to vote. Before them, they were considered unimportant to such an extent that their say in elections was not deemed important. Women are fighting with the same attitude even today in workplaces. The idea of female emancipation is not easy to digest for the society as a whole.

Resiliency in Homelessness

Resiliency in Homelessness Problem Statement There is a great deal of research into resilience in children, whether they are housed or homeless. However, there is less research about resilience in adults, whether they are housed or homeless. This does not make sense to me. Childrens well-being, which includes their resilience, is directly correlated with that of the adults in their families. Women currently earn 60 cents for every dollar a man earns with a wider ethnic pay gap (CCH, page 3). Families with children make up thirty-five percent of the homeless population, with the remaining sixty-five percent of the homeless population being single individuals (CCH, page 1). Get data on #s headed by single parents, especially female-headed families. According to the City of Chicago 2007 Point in Time Count, the racial demographics of the homeless population were: African American: 75 percent; White: 16 percent; Latino: 6 percent (CCH, FAQ). Strength in the face of adversity is one of the most important characteristics you can have . Challenges and disappointments are inevitable in life. Resilience is one of the keys to life satisfaction. Resilience can help prevent depression, enhances relationships, helps us deal with sudden and unexpected challenges, as well as those we anticipate and cannot avoid. It also safeguards us against long-term difficulties.Given this reality I decided to investigate if resilience reduces negative effects of homelessness in adults and in their transition after becoming housed. The information I find can be useful for those working with adults who are homeless and those making the transition from homelessness to housing. Methodology I wrote 10 questions based on the theory found in a literature review on resilience. I interviewed five experts in the field of homelessness: Erin Ryan MSW, the Executive Director of Lincoln Park Community Shelter (LPCS) ; Ms. Jen Patterson, Director of Development and Communications at Housing Opportunities for Women (HOW); Mr. Steven Skovensky, Ms. Natalie Hutchinson, and Ms. Ann Birhle, are Resident Services Managers at Mercy Housing Lakefront. LPCS, HOW and Mercy Housing are located in Chicago. All five interviewees have at least five years working with the homeless and those housed after being homeless. I chose Mr. Skovensky, Ms. Patterson, Ms. Hutchinson and Ms. Birhle because after working with them from approximately 2000-2003. (I currently work with Ms. Hutchinson, Ms. Birhle and Mr. Skovensky.) footnote I asked Ms. Ryan after becoming acquainted with some of Lincoln Park Community Shelters graduates. I asked an Executive Director of another shelter in Chicago but there was no response from her. [Ms. Ryans phone interview lasted 30 minutes, due to a prior commitment; she later answered questions sent by email. Ms. Pattersons interview lasted an hour at her office. Mr. Skovenskys and Ms. Birhles interviews lasted approximately 40 minutes in their offices. Ms. Hutchinsons interview lasted an hour in her office.] footnotes The questions I asked each person were: 1) their definition of resilience; 2) if resilient clients behave differently than those who are less resilient; 3) if resilience can be taught; 4) if resilience can be taught in a difficult situation; 5) the strengths and limitations or shortcomings the clients have; 6) if men and women show resilience in different ways; 7) cultural, racial or ethnic differences in how resilience is shown; 8) how their organizations work with clients/residents to learn resilience; 9) if resilience can ease the negative effects of homelessness and the transition to being housed; 10) if there was anything important I did not ask them about Interview Summary Everyones definitions of resilience agree with each others and mirror literature. Examples of resilience given included: the ability to adapt to ones circumstances, the ability to move forward when faced with challenges and/or barriers, which are different for everyone and have multiple layers, like jobs, families, and so on (Patterson, Ryan); the ability to persevere and bounce back under extreme conditions and overcome extreme barriers; ability to recover and rebound from difficult or traumatic experiences (Skovensky); an ability to recover and rebound from difficult or traumatic experiences and learn from them and create positive change (Hutchinson); Ms. Patterson mentioned that someones social network, which allows people to be more resilient; that support system disappearing is the worst thing that happens before someone goes to HOW. People need to use their skills and support network to navigate and rebuild. The adaptability piece the ability to shift and change easily is key . The resilient person has an easier time because life is constantly changing. Barriers may include any form of trauma, like violence, loss, addiction, mental health crises, incarceration, becoming homeless, and the public health system (being ill and not having insurance). Primarily one of the big things of resilience is overcoming what would incapacitate most people (Skovensky). Responses varied when participants were asked if more resilient clients behave differently than those who are less resilient. Those less resilient might take a couple steps backward or not move forward in a way they thought they could. The person might move from the shelter to housing, found they werent as ready as they thought, and move back into the shelter. Some clients might need more support, such as a case manager in an on-site office or someone ensuring they take their meds daily or need transportation daily (Patterson). Erin noticed that often the hardest thing to overcome is a persons stereotypes of what homelessness is. LPCS staff encounters what appears to a denial system in place. More educated people often act like theyre better than others. People are sometimes unwilling to help until defenses are broken. Its important to help people come to terms with it during what Ms. Ryan called a grief process, which some handle better than others. Some are more willing to network, are open to suggestion, willing to take advice, more open-minded and talk to people; they have more human connections. Those who are more isolated have a more difficult time. This includes people dealing with chronic illnesses, whether physical or mental illnesses. Mitigating factors can complicate things for people, with the admission they need help and the willingness to accept it being important. This is especially true with addiction. This also reflects the literature on resilience. which? Mr. Skovensky mentioned two things that stand out for him: 1) those who appear more resilient seem to have an element of using humor as a coping mechanism; they seemed to laugh, smile, almost incongruent with their experiences. Youd think theyd be completely demoralized but they could laugh and smile and keep moving forward. 2) Using their creativity; using art, and/or writing to chronicle their experience. One person in the photography group saying it made him feel better about his life and his problems; may be more about self-esteem than resilience though. Somebody sharing their experiences in their writing inspired others in the writing group; it helps the writer and the audience (Skovensky). This reflected what Smith and her colleagues found. More resilient people dont seem to be as stuck in past hurt or mired down. They have the ability to roll with the punches a bit better. More resilient people dont personalize things as much, dont say that negative things are being directed specifically at them; they can contextualize things better. its easier to ask for help because they dont take things personally. They can rely on available resources more easily, feel more of a sense of community, and involvement (Hutchinson). Ms. Ryan and Ms. Patterson believe that the basic principles and concepts of resilience can be taught. However, imparting that information; people must be willing to put that information into practice. Some people say want to be told what to do but the most one can do is lay out the options available so the client can make their decisions from there. As Ms. Patterson said, clients must do it for themselves. Mr. Skovensky believes that resilience may have more to do with personality. Resiliency seems more like a character trait or something engrained in our personality than a skill. Which paper is this like? Coping mechanisms, which involve specific strategies for dealing with problems or concerns, are skills that can be taught. Examples understanding your support system and the role it plays; understanding resources available; understanding how to process anger in a way not detrimental to you or others; understanding its okay to say no to situations, dont have to be all things to all people; only thing one can own is your own actions, not others actions. Resiliency, on the other hand, seems more intangible in how you can measure and explain. As a result it is hard to describe who is resilient and who isnt. Like Ms. Birhle, Ms. Hutchinson believes resilience can be encouraged but requires a certain kind of outlook that can be mod eled for people. Resilience comes from a particular way of looking at the world, a particular perspective, which can be taught. People who are more resilient feel more of a we instead of us vs. them. Anyone can teach anything to someone willing to learn. If someone isnt ready for the change, then why even consider it? People can be taught different ways of coping if the person is ready and open to learning it. This reminded me of the pre-contemplative stage described by James Prochaska and his colleagues. In this stage, there is no intention to change behavior in the foreseeable future; many people are unaware or under-aware of their problems, despite the fact that their friends and families are well aware of the problems (Prochaska, DiClimente, Norcross, 1992). When it comes to teaching resilience in difficult situations, there was some disagreement. Ms. Patterson said yes but also acknowledged that it is harder to take a step back from things and take a long-term perspective during hard times, especially if one hasnt practiced at it. Ms. Ryan said she thinks different coping skills can be taught which, over time, can make one more resilient. People can also experience a shift in world-view as a result of tragedy or joy that can increase resilience, such as a cultural, spiritual, or otherwise awa kening (such as hitting rock bottom in an addiction). For Ms. Hutchinson, it is either the best or worst of time to teach resilience, depending on the person. In substance abuse, it is similar to hitting bottom before being ready to change. A tree will bend or break in a strong wind. Resilience is the bending tree. Have to recognize the need for it, and be willing to try it. When I asked if people can improve on their resilience, Ms. Hutchinson said yes; like stretching and exercise, it becomes easier the more someone does it. Mr. Skovensky disagreed, saying he believes that coping skills can be taught but is not convinced that resilience can be taught, since he believes it is a personality/character trait. For him, it comes back to a persons life experience and personality (Skovensky). I then asked about strengths they see in their clients. Ms. Patterson sees many strengths in HOW clients, including the motivation to succeed and improve their lives, the willingness to take responsi bilities of living, initiative, determination, and the willingness to take control of their lives. The clients are willing to reframe their experiences and how they define and see themselves. Ms. Ryan sees diverse strengths with mainly cultural differences. Some people tend to have stronger ties with family support systems, or churches or other groups. Also, those who have grown up without as many opportunities, who are closer to poverty, are usually a bit more resourceful in terms of using internal coping skills and resilience. Some cultures value the concept of community and it is not shameful to ask for help, whereas others value independence and self-reliance more. The it takes a child vs. bootstraps philosophies. In Ms. Ryans opinion, the first one is more helpful in terms of long-term resilience from something as devastating as homelessness. For Mr. Skovensky, the ones who have been the most resilient have some insight into their own situation, insight into whatever their barriers are (whether addiction and recovery, or mental illness). Having an outlet, whether its creative or a good sense of humor, that gives them the ability to place it in context. Having a good support system is vital. Resilient people dont let themselves be labeled (like Im an alcoholic, Im bipolar, etc.). They exhibit a willingness to take responsibility for their lives. Ms. Hutchinson sees hopefulness, determination, a sense of purpose, tenacity, the ability to forgive themselves and others, the willingness to ask for assistance, and endurance. When asked about limitations or shortcomings, the answers varied somewhat. For Mr. Skovensky, it includes the inability to build/sustain relationships with anyone (case manager or family member); flat-out addiction. A sub-grouping of that is a lack of insight into how an addiction can be affecting their life. Being unwilling to ask for help. For Ms. Hutchinson, the question about shortcomings was a one. She doesnt like to think of it as a shortcoming because it is a value judgment in a way. For her, it includes: being challenged by past traumas, which clients see as making it difficult for them to move; have less energy for the present if burdened by the past or past trauma; weighted down; trying to find a quality and struggling to do so; difficulty accepting responsibility for decisions or actions. Those with less resilience tend to have an outward locus of control; things happen to them. They are more reactive than proactive. Resilient people have the ability to accept things rathe r than fight them; instead of why me, its why not me, its happened and now I have to respond. Most participants saw some difference in resilience based on gender. Ms. Patterson said there is an equality when the monetary dynamic and the accompanying power dynamic are removed. There might not be a lot of possessions or money but everyone was really strong because they want to find their way to somewhere safe. At RESTs womens shelter, women seemed a bit more territorial as a way of showing they are valuable and contributing. At the Mens shelter they said yeah sure, go ahead. For Mr. Skovensky, its more difficult for women to succeed than men. Women have more barriers because the way society is set up. Its almost like they have to work harder to overcome barriers and trauma. I dont think I can comment on whether men or women are more resilient. Barriers include more violence (domestic, sexual abuse during childhood) against women, more stereotyping and expectation of what womens roles are, exploitation of women on the street (prostitution), unequal power dynamic in society. The literature I found does not explore differences and similarities in how men and women show resilience and the role socialization plays in those behaviors. Ms. Birhle and Ms. Hutchinson agreed that men and women display differences due to gender socialization playing a role. Sometimes men think they have to be rugged individualists. As a result it may more difficult for them to ask for help in certain things; be vulnerable or show v ulnerable feelings (Hutchinson). While Ms. Birhle does not subscribe to women are this way and men are a different way, she noticed that it takes men more time to ask for help. They try to suck it up, saying I can handle it. Ms. Ryan said there were differences at a surface level but not much individually. The issues are the same with men and women exhibiting similar reactions. I asked Ms. Hutchinson and Ms. Birhle if there are any differences along racial or ethnic lines. Ms. Hutchinson said that it might have more to do with class issues then ethnicity. Its about access to resources in a way. If you dont have resources, it plays a bigger role than ethnicity or race, which is more about economics than race or ethnicity. If people feel there is a place to reach out to theyll do it. We can find differences in places people have access to resources than the role race plays, which tends to be more monetary. A white person may have skin privilege. A white person might not feel harassed in a store where a person of color does. I consider this to be significant since she is black. Ms. Birhle noticed it mainly with minority communities. African-Americans and Asians tend to ________ more of a stigma; as a result members of those communities tend to a harder time doing it. Asians are more priva te; mental illness is considered a problem and they might not get help. African-American people in our society have adapted to more oppressive situations and probably been resilient to racism and lack of great opportunity. On the one hand, African-Americans can be really resilient because they have always dealt with a lot; black people have to work harder. On the other hand, the environment contributes to a lot of problems, whether violence or poor education and not seeing a way out. It is different for whites. Blacks having less access to resources and racism, which is institutionalized in society. There is a similarity class-wise (economically) across race and ethnicity but whites dont have the issue of race in this society Interview Summary 2 I asked what the organizations do to help their clients with resilience. Ms. Patterson said that HOW teaches their clients what they need to do but wont do it for them. I was unable to ask Ms. Ryan. The LPCS website mentions three tracks clients can participate in that help with substance abuse recovery, mental and physical health, and job hunting. These tracks helps clients identify and address the reasons why they are homelessness and the barriers they face to becoming self-sufficient. Clients are required to participate in one or more track. These programs reflect information about resilience in terms of the capacity to make realistic plans and take steps to carry them out; a positive view of yourself and confidence in your strengths and abilities; skills in communication and problem solving and finding help. Mercy Housing Lakefront provides many services and programs for its residents. Mercy Housing Lakefronts model of engagement of providing supportive housing with on-site case management and trying to treat people like adults and not forcing them to make changes and dealing with people where theyre at, I think in developing a good relationship with them, developing a community. Mercy Housing Lakefront also: 1) tries to provide a lot of activities the form of Tenant Leadership program, creative opportunities (writing group, art group); 2) trying to provide a home, a safe place; 3) referral to local services and benefits when residents ask for referrals (Birhle). offer encouragement and support that may strengthen or encourage resiliency through case management and groups, they work with people to develop coping skills (Skovensky). There is a program at the Belray Apartments called Motivation Mondays, which helps provide motivation for changing participants lives for the better. Group members gather resources emotionally, talk about self as a whole being. Participants are asked what they want to accomplish, what their barriers are, and what support do they need (Hutchinson). My last question was if resilience eases the negative effects of homelessness. Four of the five interviewees said yes. For Ms. Ryan, the more quickly people adapt, the more quickly theyre out of it, bounce back and avoid a downward spiral. Resilience includes: capacity to make realistic plans and carry them out; positive view of oneself; self-confidence; communication skills and problem-solving skills; capacity to manage strong feelings and impulses (Ryan). Ms. Patterson stated that resilience helps people cope with the challenges, identify solutions and act on them. Resilience may not change the challenges and barriers people face but can help people cope (Patterson). For Ms. Hutchinson, resilience eases the negative effect of any trauma. Homelessness can be recognized as a temporary state. If they are resilient, they recognize they will come out of it and can come out of it. Their comments strongly reflect literature on resilience. Mr. Skovensky found it hard to answer that question, not experienced it himself. For him, he thinks it does help as a means of overcoming the negative effects The last question The last question asked if resilience helps people make the transition from homelessness to being housed. One reason I asked this question is I couldnt find anything in literature about this subject. Four of the five said yes. Ms. Patterson said that being housed presents a different set of challenges than being homeless. [ The challenges include maintaining a budget and home, developing relationships with the landlord and neighbors, connecting with area resources. Ms. Ryan relates resilience closely with adaptability. The better able someone is to adapt to a new situation, the more resilient they are. Making the transition from homelessness to housing is a big change, and requires adaptability in order to handle it well, especially if someone has been homeless for a long period of time.] [Ms. Hutchinson stated that resiliency is a positive quality which helps you move from one place to another. It is a response to stressors. For Ms. Birhle the staff noticed that for some residents those less resilient homelessness takes such a toll, they are tired and want to just have their apartment. The more resilient a person is, the better able they are to adapt, and adapt to changes that are huge and stressful, recognizing when they need help and asking for it.] Mr. Skovensky hopes resilience helps with that transition. They want people to know the services and groups that are available at the building and in community. The Delmar Apartments conducts a new tenant orientation, providing a cohort the person can be part of as a support system. This reflects the need for a support system in literature. I asked Ms. Hutchinson if there was anything I didnt ask that she considered to be important. She couldnt think of anything then began a dialog with me. She asked what I think is the core aspect of resilience? What is the most important thing, where if that one thing is absent you cant have resiliency? My answer was determination, tenacity; if you dont have it, youre not going anywhere. Ms. Hutchinson then ask: What about endurance? My response was that stepping back to recharge ones batteries isnt the same as quitting. Ms. Hutchinson said that maybe part of it too is planning; we cant be reactive all the time. Spending time to reflect is important since it is needed for recharging and learning. The ability to reflect on your experiences is so important; allowing us the space for reflective thought. These important questions and the concepts they represent are not mentioned in the literature I found. Recommendations Study adult population and resilience. How does resilience help adults, especially those experiencing adversity? Study how resilience helps those making the transition from homelessness to being housed. Tailor services to what the person or family wants and needs. The decision as to what services the family or individual partake in should be a collaboration between the clients and service-providers. Study how Prochaskas work on whether the stages of change relate to resilience. Why or why not? How can people be encouraged to move out of pre-contemplation and powerlessness to making positive changes? Study to learn best practices on what services best bolster and/or teach resilience. What are the best practices on learning how to turn negative experiences into lessons of growth. Study how tenacity, determination, endurance and reflecting on ones experiences relate to resilience. What role do those qualities play in resilience, if any? Study what the core aspect of resilience is, where resilience does not exist if that aspect is absent. Study how to  ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬Ãƒâ€šÃ‚ ¬____________ that aspect Many articles about building resilience are available on-line. This is unavailable for those without Internet connections and looking for information. How do creative arts (including art, writing, photography, and so on) play in resilience? How to they ______ resilience? Workshops and training classes on building resilience are available in many places. However, cost may be prohibitive to anyone with a low-income or unable to take time off work or lacks transportation to the workshop. Insurance, whether public or private, could pay for attending these workshops. Carpooling can provide transportation for those lacking transit. Emphasizing employment as the main route out of poverty misses the mark, especially lacking an adequate education, and support system (childcare, adequate mental health, and so on). Explore the differences and similarities in how men and women show resilience and the role socialization plays in those behaviors.

Fire and Water Imagery in Charlotte Brontes Jane Eyre Essay -- Jane E

Fire and Water Imagery in Jane Eyre   Ã‚  Ã‚   In Jane Eyre, the use of water and fire imagery is very much related to the character and/or mood of the protagonists (i.e. Jane and Rochester, and to a certain extent St. John Rivers) -- and it also serves to show Jane in a sort of intermediate position between the two men. However, it should also be noted that the characteristics attributed to fire and water have alternately positive and negative implications -- to cite an example among many, near the beginning of the novel, reference is made to the devastating effects of water ("ceaseless rain sweeping away wildly", "death-white realm" [i.e. of snow]), and fire is represented by a "terrible red glare"; later, fire is represented as being comforting in Miss Temple's room, and it is water that saves Rochester from the first fire. These literal associations with fire and water become increasingly symbolic, however, as the novel progresses, where the fire / water / (ice) imagery becomes a representation of the emotional a nd moral dialectic of the characters, and it also becomes increasingly evident that the positive and negative potentialities of fire and water also show the positive and negative potentialities of the characters whom they represent. Rochester is very much associated with fire, with the "strange fire[s] in his look", and particularly with his "flaming and flashing eyes". By extension, so is everything associated with him (i.e. his first wife and Thornfield). Jane's first reaction to Thornfield itself, destined to fall victim to fire, is to be "dazzled" by the "double illumination of fire and candle", just as she is later to be "dazzled" by the fire of Rochester himself. On one level, this "fire" is the Romantic fir... ... Bronte, Charlotte. Jane Eyre. New York: Dodd, Mead & Company, 1991 David Lodge, Fire and Eyre: Charlotte Brontà «'s War of Earthly Elements Gates, Barbara Timm, ed. Critical Essays on Charlotte Bronte. Boston: G. K. Hall, 1990.    Jane Eyre. Dir. Franco Zeffirelli. Perf. William Hurt, Charlotte Gainsborough, and Anna Paquin. 1996    Kadish, Doris. The Literature of Images: Narrative Landscape from Julie to Jane Eyre. New Brunswick: Rutgers UP, 1986.    Lodge, Scott. "Fire and Eyre: Charlotte Bronte's War of Earthly Elements." The Brontes: A Collection of Critical Essays. Ed. Ian Gregor. Englewood Cliffs, NJ: Prentice Hall, 1970. 110-36.    McLaughlin, M.B. "Past or Future Mindscapes: Pictures in Jane Eyre." Victorian Newsletter 41 (1972): 22-24.    Solomon, Eric. "Jane Eyre: Fire and Water." College English 25 (1964): 215-217.