10 Things Not to Say in a Job Interview

10 Things Not to Say in a Job Interview Job searching can be incredibly stressful. You’ve been anxiously sending out applications and now you have an interview, which is great! But you’ll want to make sure you don’t fall victim to any of the major faux pas of interviewing. Show you’re the right person for the job without waving any of the worst red flags. When in doubt, try to avoid the following 10 things.1. !!Salty language  just reads like amateur hour. Of course, everybody swears, but these words are best kept out of professional situations- particularly interviews. Likewise, you’ll want to keep any negative or bigoted speech off the table as well.2.  Ã¢â‚¬Å"My current boss is the  worst.†Your last boss was empirically awful, and you hated them. No matter how much righteousness is on your side, it’s best to refrain from boss-bashing to your potential new boss. It comes across as griping, and your interviewer will assume you just have a bad attitude- or that you were the one who was difficult to work with, not your former boss. If asked about a contentious boss situation, try and put a positive spin on the relationship by focusing on what you learned and how you grew.3.  Ã¢â‚¬Å"I am the best, because I know everything.†There are lots of ways to enumerate your many accomplishments without coming across as arrogant and using too many â€Å"I† statements outlining your greatness. If extreme confidence is just part of who you are, find a way to check it for the purposes of the interview.4.  Ã¢â‚¬Å"I’ll do whatever, in any position. It doesn’t matter.†You may think you’re being open minded and helpful by saying you’ll â€Å"do whatever!† but really you’re just showing that you lack a specific passion for the work of that company or industry, and a lack of awareness as to what sort of role you could best play. Target your search to jobs you think you’d be uniquely qualified to pe rform, then sell that in the interview, specifically.5.  Ã¢â‚¬Å"I  need this job or I won’t be able to pay my rent!†Ã¢â‚¬Å"If I don’t get this job†¦Ã¢â‚¬  is not a good way to start a sentence in an interview situation. There is no way to guilt an interviewer into giving you a job. Don’t even try. Get the job on your own merits and you’ll be a whole lot happier in the long run.6.  Ã¢â‚¬Å"So what is the exact title and who are you?†Don’t go into an interview situation without knowing exactly who you’re speaking with and exactly what the position is you’re being considered for. Ban the phrase â€Å"what job is this again?† from your vocabulary.7.  Ã¢â‚¬Å"So as a baby, I was very hard working †¦ and then in first grade †¦ and then in middle school†¦ â€Å"You’ll want to be as articulate as possible. Don’t give one word answers, but don’t get lost in run-on sentences or soliloquies either. Try to practice a few responses to questions you might reasonably expect to be asked. Keep each one under a minute, with just enough detail to help you stand out from the crowd.8. â€Å"Well, I’d say my biggest flaw is my obsession with being perfect.†No, perfectionism is not your greatest weakness. A hiring manager will see through this- the oldest play in the book- as a lazy clichà ©. Come up with something more honest that can lead you to a better discussion of how to learn and grow constructively.9. â€Å"How many vacation days do I get?†It’s perfectly reasonable to inquire as to the details of your compensation package. But focusing on these things too much, especially in a first interview, is a huge no-no- you’ll risk sounding like you won’t actually be interested in doing any work.10. â€Å"Sorry.†Ã¢â‚¬Å"Sorry I’m late† is something you should never say. First of all, you should never be late in the first place. Second of all, try to avoid having anything to apologize for. Be prompt or early, well-presented, put together, and prepared and you can do no wrong.

Definition and Examples of Infinitive Phrases

Definition and Examples of Infinitive Phrases Definition In English grammar, an infinitive phrase is a  verbal construction made up of the particle to and the base form of a verb, with or without modifiers, complements, and objects. Also called an  infinitival phrase and a to-infinitive phrase. An infinitive phrase can function as a noun, an adjective, or an adverb, and it can appear in various places in a sentence. Examples and Observations The only way to never fail is to never attempt anything.â€Å"To laugh  is  to live profoundly.†(Milan Kundera,  The Book of Laughter and Forgetting, 1979)The specific images presented on film are often hard to remember in the same way that dreams are hard to remember.(J. F. Pagel, The Limits of Dream. Academic Press, 2008)[N]ot everyone has the same ability to remember dreams.(Peretz Lavie, The Enchanted World of Sleep. Yale University Press, 1996)In the course of my life I have often had to eat my words, and I must confess that I have always found it a wholesome diet.(Winston Churchill, quoted in Churchill by Himself by Richard Langworth. PublicAffairs, 2008)Im Luke Skywalker. Im here to rescue you.(Mark Hamill as Luke in Star Wars Episode IV: A New Hope, 1977)Jane and Frank had driven cross-country to rescue you from the paint-peeling orphanage in Lovelock.(Charles Stross, Rule 34. Ace, 2011)Im honored to be the first woman to have the opportunity to command the shutt le.(U.S. Air Force Colonel Eileen Collins, July 1999) I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I had come to die, discover that I had not lived.(Henry David Thoreau, Walden, 1854)Yes, yes, the past gets in the way; it trips us up, bogs us down; it complicates, makes difficult. But to ignore this is folly, because, above all, what history teaches us is to avoid illusion and make-believe, to lay aside dreams, moonshine, cure-alls, wonder-workings, pie-in-the skyto be realistic.(Graham Swift, Waterland. Poseidon Press, 1983) Infinitives With Delayed Subjects There is a relationship between it and the infinitive phrase in the sentence It took so long to get there? One role that an infinitive can fill is that of the delayed subject. Sentences with delayed subjects always begin with the dummy it, a dummy element that takes the place of some word(s) in a sentence. . . . In the callers sentence, the dummy it fills the place of the subject to get there. The true subject, the infinitive phrase, is delayed till the end of the sentence. To verify that this is truly a delayed subject, replace the dummy it with the infinitive phrase. To get there took so long. The infinitive phrase moves easily from its place at the end as a delayed subject to the front of the sentence where it becomes a normal subject.(Michael Strumpf and Auriel Douglas, The Grammar Bible. Owl Book, 2004) Infinitives With For [A] variant of the infinitive phrase begins with for and is often followed by a personal noun or pronoun. Examples for these are: [INFINITIVES WITH FOR] Physicians are generally eligible for independent licensure to practice primary care specialities at this point. Federal officials said they leave time for parents to make arrangements for their children, and refer them to a social service agency if necessary. I said all right; then the thing for us to do was to go for the magicians. In general speech and writing, we tend to shorten infinitives to the particle plus verb base for general reference. a. [INFINITIVE PHRASE] I said, all right; then the thing for us to do was to go for the magicians. b. [HI/INFINITIVE PHRASE REDUCED] I said, all right; then the thing . . . to do was to go for the magicians. However, if the reference is specific to a person, thing or topic, it is necessary to include it. a. [SPECIFIC NOUN INFINITIVE PHRASE/HI]​​ It was no new thing for David to play the sunset. By the end of a fortnight David had brought his fathers violin for Joe to practice on. Whichever way it was, there was always sure to be something waiting at the end for him and his violin to discover. Because the reference is made specifically to David, Joe, and him and his violin, the infinitive phrase cannot be shortened without losing part of the meaning of the sentence. (Bernard ODwyer, Modern English Structures: Form, Function, And Position, 2nd ed. Broadview, 2006)

Crisis Intervention Lesson Plan Essay Example | Topics and Well Written Essays - 7250 words

Crisis Intervention Lesson Plan - Essay Example 1). The primary goal of crisis intervention is to "help subjects in crisis defuse their emotions, lowering the potential for violence in an incident and buying time for better decision making and tactical preparations" (Regini, 2004, p. 1). Crisis negotiations is not a solution to ones problems rather it is a means to calm the subject enough to find other short term means of coping with their perceived stressors short term to end the current crisis situation with minimal force. Before discussing specific instances where crisis intervention is utilized, a brief understanding of the key skills involved in crisis intervention will be outlined as follows: empathy, active listening, being nonjudgmental, and setting of boundaries, the ability to restate the subject's often emotional ideas and thoughts, and problem solving skills. One of the basic tenets of crisis intervention understands and recognizing the range of motions involved in crisis situations. To one degree or another each of us has experienced fear, rejection anger, frustration and depression. This basic human understanding coupled with the skill set listed previously and a police officers tactical knowledge will enable him to effectively deal with a crisis situation. Em Empathy is not a static behavior nor is it merely showing sympathy or pity for the subject's actions or situation. Empathy involves both listening and understanding the subject's current situation. It does not mean that there is necessarily agreement or disagreement merely understanding. The goal of empathy is to develop a means of communicating which enables the subject to develop trust. According to Regini (2004) without some level of trust between the police officer and the subject there can be no peaceful resolution of the situation. To achieve this trust, it becomes obvious the empathy involves the use of active listening skills in order to facilitate the bond between the police officer and the subject. As the term implies, active listening is more than listening to the subject and nodding in approval. Active listening requires demonstrated behaviors by the officer. Without communication no trust can develop; therefore, active listening involves engaging the subject into communication and maintaining that communication. Allowing the subject to vent eases the emotions the situation and begins to allow him to focus on dealing with the short term problem, not escalating the current situation. One of the primary techniques of active listening is reflection - restating what the subject has said and the emotions that are interlaced with it. According to Regini (2004) the FBI has found eight strategies of active listening all of which involve reflection that have proven to be very effective in diffusing a highly charged, volatile situation. These include: Emotion Labeling Paraphrasing Reflecting/Mirroring Effective Pauses Minimal Encouragers 'I' Messages Summarization Open-ended questions/statements (p. 3). One of the most critical aspects of developing trust through empathy is the ability

Script and Analysis of Videotaped Lesson Essay Example | Topics and Well Written Essays - 3750 words

Script and Analysis of Videotaped Lesson - Essay Example er: What's 1minus 0; that turns into one that is a whole different problem, one function, two functions, right, use your theorem, constant over _ powered, one over 0 is 1, so what they actually do is they use what is called the squeeze theorem ok, that takes function, it's two outside function, one is a function and it squeezes it in between, that's what we just did, squeeze it in between Student: You didn't go over that yesterday Teacher: Yes, I didn't say Allison is like... Aren't we in a boring class Student: Is this the first class you have gone to today or did you just finish Teacher: I had a IEP meeting but it just finished Student: What's and IEP meeting Teacher: Individual Educational Plan Student: Inaudible Teacher: Inaudible Student: why do you have to go to an IEP meeting Teacher: You just, you always have to, once a year Student: Inaudible. What does once doYou'll be reprimanded Teacher: don't worry about it, if you're not all in, don't worry about it, you'll never have to go Student: InaudibleCause like, we won't be smart Teacher: Here's the next function, Inaudible, I got the sin of 0, what is the sin of 0 Student: Zero Teacher: and we're done Student: That's stupid Teacher: What's stupid about it, it's easy Student: that means it's not stupid, its easier to do Teacher: I can make it harder for you Jessie Student: Yea, just for Jessie Teacher: Yea there is 23, I plug infinity and I need Infinity, uh, one is infinity and one is undefined, we have to do something, what's our highest counter here Student: x over one Teacher: x, so one over x, we divide everything by x, you know this one Student: zero Teacher: that's zero, plus this will cancel it, 2 that's the bottom, put infinity here what do we get Student: zero Teacher: so zero divided by 2 is Student:... Teacher: ok, so what happens is you use what's called the squeeze theorem, that's, we squeeze in this function and between 2 other functions to figure out the answer, okay, its called di-estimate, but we have to get this function to look like this function so we divide it by everything by Teacher: What's 1minus 0; that turns into one that is a whole different problem, one function, two functions, right, use your theorem, constant over _ powered, one over 0 is 1, so what they actually do is they use what is called the squeeze theorem ok, that takes function, it's two outside function, one is a function and it squeezes it in between, that's what we just did, squeeze it in between Teacher: If you even knew how bad I was when I first studied chapter one, I got a C+, and I may have copied off of my friend, and I never take calculus again, never in the world, never for the life of me did I think I would actually teach this stuff Teacher: alri

Biography of William Shakespeare (1564-1616) Essay Example for Free

Biography of William Shakespeare (1564-1616) Essay In the mid-sixteenth century, William Shakespeares father, John Shakespeare, moved to the idyllic town of Stratford-upon-Avon. There, he became a successful landowner, moneylender, glove-maker, and dealer of wool and agricultural goods. In 1557, he married Mary Arden. John Shakespeare lived during a time when the middle class was expanding in both size and wealth, allowing its members more freedoms and luxuries as well as a louder voice in local government. He took advantage of the change in times and in 1557 became a member of the Stratford Council. This event marked the beginning of his illustrious political career. By 1561, he was elected one of the towns fourteen burgesses and subsequently served successively as constable, one of two chamberlains, and alderman. In these positions, he administered borough property and revenues. In 1567, he became bailiff—the highest elected office in Stratford and the equivalent of a modern-day mayor. Town records indicate that William Shakespeare was John and Marys third child. His birth is unregistered, but legend pins it on April 23, 1564, possibly because it is known that April 23 is the day on which he died 52 years later. In any event, his baptism was registered with the town on April 26, 1564. Little is known about his childhood, although it is generally assumed that he attended the local grammar school, the Kings New School. The school was staffed by Oxford-educated faculty who taught the students mathematics, natural sciences, logic, Christian ethics, and classical language and literature. Shakespeare did not attend university, which was not at all unusual for the time. University education was reserved for wealthy sons of the elite, mostly those who wanted to become clergymen. The numerous classical and literary references in Shakespeare’s plays are a testament, however, to the excellent education he received in grammar school (and to his ability as an autodidact). His early plays in particular draw on the works of Seneca and Plautus. Even more impressive than his formal education is the wealth of general knowledge exhibited in his works. His vocabulary exceeds that of any other English writer by a wide margin. In 1582, at the age of eighteen, William Shakespeare married the twenty-six-year-old Anne Hathaway. Their first daughter, Susanna, was baptized only six months later—a fact that has given rise to speculation concerning the circumstances surrounding their marriage. In 1585, Anne bore twins, baptized Hamnet and Judith Shakespeare. Hamnet died at the age of eleven, by which time Shakespeare was already a successful playwright. Around 1589, Shakespeare wrote his supposed first play, Henry VI, Part 1. Sometime between his marriage and writing this play, he moved to London, where he pursued a career as a playwright and actor. Although many records of Shakespeares life as a citizen of Stratford—including marriage and birth certificates—have survived, very little information exists about his life as a young playwright. Legend characterizes Shakespeare as a roguish young man who was once forced to flee London under suspect circumstances perhaps having to do with his love life. But the little written information we have of his early years does not necessarily confirm this characterization. In any case, young Will was not an immediate and universal success. The earliest written record of Shakespeares life in London comes from a statement by the rival playwright Robert Greene. In his Groatsworth of Witte (1592), Greene calls Shakespeare an upstart crow [who] supposes he is as well able to bombast out a blank verse as the best of you. While this is hardly high praise, it does suggest that Shakespeare rattled the London theatrical hierarchy even at the beginning of his career. It is natural, in retrospect, to attribute Greenes complaint to jealousy of Shakespeares ability, but of course we cant be sure. With Richard III, Henry VI, The Comedy of Errors, and Titus Andronicus under his belt, Shakespeare was a popular playwright by 1590. * The year 1593, however, marked a major leap forward in his career. By the end of that year, he secured a prominent patron in the Earl of Southampton and his Venus and Adonis was published. It remains one of the first of his known works to be printed and was a huge success. Next came The Rape of Lucrece. Shakespeare had also made his mark as a poet and most scholars agree that the majority of Shakespeares sonnets were probably written in the 1590s. In 1594, Shakespeare returned to the theater and became a charter member of the Lord Chamberlains Men—a group of actors who changed their name to the Kings Men when James I ascended to the throne. By 1598, he was the principal comedian for the troupe; by 1603, he was principal tragedian. He remained associated with the organization until his death. Although acting and playwriting were not considered noble professions at the time, successful and prosperous actors were relatively well respected. Shakespeare’s success left him with a fair amount of money, which he  invested in Stratford real estate. In 1597, he purchased the second largest house in Stratford—the New Place—for his parents. In 1596, Shakespeare applied for a coat of arms for his family, in effect making himself a gentleman. Consequently, his daughters made â€Å"good matches,† marrying wealthy men. The same year that he joined the Lord Chamberlains Men, Shakespeare wrote Romeo and Juliet, along with Loves Labours Lost, The Taming of the Shrew, and several other plays. Two of his greatest tragedies, Hamlet and Julius Caesar, followed around 1600. Hamlet is widely considered the first modern play for its multi-faceted main character and unprecedented depiction of his psyche. The first decade of the seventeenth century witnessed the debut performances of many of Shakespeare’s most celebrated works, including many of his so-called history plays: Othello in 1604 or 1605, Antony and Cleopatra in 1606 or 1607, and King Lear in 1608. The last play of his to be performed was probably King Henry VIII in either 1612 or 1613. William Shakespeare lived until 1616. His wife Anna died in 1623 at the age of 67. He was buried in the chancel of his church at Stratford. The lines above his tomb—allegedly written by Shakespeare himself—read: Good friend, for Jesus sake forbear To dig the dust enclosed here. Blessed be the man that spares these stones And cursed be he that moves my bones. *The dates of composition and performance of almost all of Shakespeares plays remain uncertain. The dates used in this note are widely agreed upon by scholars, but there is still significant debate around when and where he wrote most of his plays.

Human Rights Violations Essay -- Forced Labor, Slavery,Debt Bondage

The idea of forced labor conjures up sights of people in shackles being led off to perform hard labor to pay back debts. No more. The modern picture of forced labor might be young girls working long hours as indentured servants to cruel employers, or sewing long hours in sweat shops for a mere pittance of what their time is worth, or more often young girls living in hovels and being forced to perform acts of prostitution against their will. All over the globe, young women are the current faces of forced labor and debt bondage. Some of the girls in these cases have been duped into volunteering for this type of servitude by being promised a better life with lots of money and good working conditions. But most often the young girls have either been stolen from their villages or sold off by their poor families in order to have some money to buy necessities for other family members. According to Human Rights Watch, the practice of "debt bondage" among sexual traffickers is routine, and women often find that their so-called debts only increase and can never be fully repaid. (Available: http://www.hrw.org/backgrounder/wrd/trafficking.htm) Some of the worst cases of forced labor have been documented and are reviewed below: Commonwealth of the Northern Mariana Islands (a U.S. territory) This set of 14 islands set in the Pacific Islands includes the island of Guam. The CNMI has become a center of international human trafficking operations, with connections to the People's Republic of China, Bangladesh, India, Nepal, Pakistan, the Philippines, Russia, Sri Lanka and Thailand. Today there are an estimated 40,000 indentured workers in the CNMI who have been sent their after being intentionally deceived about compensation, health benefi... ...Brinkley, J. & Schmidt, E. New York Times (National Edition, vCL, n51, 534, 2000, p. A1). Fuller, Pierre. Thai Women Twice Victimized - Owed Justice: Thai Women Trafficked into Debt Bondage in Japan. March 15, 2001, The Japan Times. Global Survival Network. Trapped-Human Trafficking for Forced Labor in the Commonwealth of the Northern Mariana Islands (a US Territory). (Part 1 of 5), (1999), p. 1-7. Human Rights Watch Global Report on Women's Human Rights (Part 31 of 49), (1995), p. 278-286. Lee, Martin A. Women and Children for Sale - The Globalization of Sexual Slavery. March 5, 2001, San Francisco Bay Guardian. Wheeler, Shireen. Asylum Call for Sex Slaves, Smuggled Women are Trapped in a Life of Abuse. March 8, 2001, BBC News. Links: Women and Children For Sale: The Globalization of Sexual Slavery - http://www.commondreams.org/views01/0305-06.htm Human Rights Violations Essay -- Forced Labor, Slavery,Debt Bondage The idea of forced labor conjures up sights of people in shackles being led off to perform hard labor to pay back debts. No more. The modern picture of forced labor might be young girls working long hours as indentured servants to cruel employers, or sewing long hours in sweat shops for a mere pittance of what their time is worth, or more often young girls living in hovels and being forced to perform acts of prostitution against their will. All over the globe, young women are the current faces of forced labor and debt bondage. Some of the girls in these cases have been duped into volunteering for this type of servitude by being promised a better life with lots of money and good working conditions. But most often the young girls have either been stolen from their villages or sold off by their poor families in order to have some money to buy necessities for other family members. According to Human Rights Watch, the practice of "debt bondage" among sexual traffickers is routine, and women often find that their so-called debts only increase and can never be fully repaid. (Available: http://www.hrw.org/backgrounder/wrd/trafficking.htm) Some of the worst cases of forced labor have been documented and are reviewed below: Commonwealth of the Northern Mariana Islands (a U.S. territory) This set of 14 islands set in the Pacific Islands includes the island of Guam. The CNMI has become a center of international human trafficking operations, with connections to the People's Republic of China, Bangladesh, India, Nepal, Pakistan, the Philippines, Russia, Sri Lanka and Thailand. Today there are an estimated 40,000 indentured workers in the CNMI who have been sent their after being intentionally deceived about compensation, health benefi... ...Brinkley, J. & Schmidt, E. New York Times (National Edition, vCL, n51, 534, 2000, p. A1). Fuller, Pierre. Thai Women Twice Victimized - Owed Justice: Thai Women Trafficked into Debt Bondage in Japan. March 15, 2001, The Japan Times. Global Survival Network. Trapped-Human Trafficking for Forced Labor in the Commonwealth of the Northern Mariana Islands (a US Territory). (Part 1 of 5), (1999), p. 1-7. Human Rights Watch Global Report on Women's Human Rights (Part 31 of 49), (1995), p. 278-286. Lee, Martin A. Women and Children for Sale - The Globalization of Sexual Slavery. March 5, 2001, San Francisco Bay Guardian. Wheeler, Shireen. Asylum Call for Sex Slaves, Smuggled Women are Trapped in a Life of Abuse. March 8, 2001, BBC News. Links: Women and Children For Sale: The Globalization of Sexual Slavery - http://www.commondreams.org/views01/0305-06.htm

Group Dynamics in Twelve Angry Men

The movie â€Å"12 Angry Men† is a fascinating and insightful examination of a diverse group of twelve jurors who are uncomfortably brought together to deliberate the â€Å"facts† of a seemingly open-and-shut murder trial. The premise is the trial of a frightened, teenaged defendant accused of stabbing and killing his father. However, there is an underlying sense that the jurors, themselves, and the American judicial system, are on trial as well. The trial by jury system is supposed to produce a unanimous decision in an objective, fair and unbiased manner. This film takes more than a glimpse behind the closed doors of a jury room and reveals that it†s anything but what we would expect. So, what went wrong? In order to answer that question, we must examine the twelve jurors and their personalities, their ability – and often inability – to communicate clearly, and the positive and negative aspects of their conflict management processes. The jurors are a group of predominately middle-aged white males. That†s about where the similarities end. Their personalities, prejudices, weaknesses, socio-economic and cultural differences, priorities, ignorance, and fears often cause them to avoid the true issues of the case. The foreman of the jury (Juror #1) is an assistant high school football coach but lacks any natural leadership skills. Throughout the proceedings, he tries to keep the proceedings formal but is easily frustrated and sensitive when his â€Å"authority† or control is threatened. Juror #2 is a meek and mild bank teller who seems to try to avoid conflict at all costs. Juror #3 runs a messenger service and is a rude bully. He is extremely opinionated and biased, loud-mouthed, intolerant and temperamental. Although defiant to the end, it†s later discovered that his own personal conflicts greatly influence his behavior. Juror #4 is a stockbroker. He†s very logical, self-assured, and rational. It†s apparent early in the movie that he has an amazing recall about the evidence introduced in the case and has kept meticulous notes. Juror #5 is a reserved and quiet man. He is apparently ashamed of his slum-dwelling upbringing and hesitant at first to speak up. It†s possible that he has a Hispanic heritage, but this is only speculation. Juror #6 is a blue-collar painter. A natural follower, he seems to have difficulty in making his own decisions. He†s intolerant of disrespect towards the older juror. Juror #7 is a salesman whose main interest is getting to a baseball game that he has tickets for. He lacks any compassion or concern for the defendant†s life. Juror #8 is a patient and thoughtful architect. A natural leader, he often persuades others through his calm logical reasoning. He is focused on the gravity of the case and is able to separate others personal prejudices from the task at hand. Juror #9 is the eldest man in the group. He†s at the twilight of his life and has uncanny powers of observation and perception. Juror #10 is an intolerant, racist, and angry man. He uses no logical reasoning skills and tries to force his emotional and bitter opinions on others. Juror #11 is a recent immigrant to the United States. He is well spoken and has a much deeper respect for the American judicial system than the rest of the group. He is polite and occasionally clever, but also resolute and open-minded. Juror #12 is a superficial advertising man. He seemingly lacks any real convictions about anything as evidenced by his constant swaying to others opinions. These men all have obvious strengths and weaknesses. And, they each have their different and unique individual life experiences and attitudes. But it†s precisely those differences that affect how they are able to interact with each other (although often ineffectively) to work through the task that†s been given to them. Further, the only way to convey those differences, those things that are important or unimportant to them, is through communication. As is often the case, how we communicate with others determines the results that we achieve. If we communicate effectively, others can easily grasp our ideas and intentions. If, however, we utilize poor communications skills, our true objectives become confusing, misinterpreted, or lost altogether. Twelve Angry Men gives excellent examples of both clear, concise, and reasonable communication skills as well as inadequate, appalling, and exasperating ones. Henry Fonda (Juror #8) was far and away the most effective communicator of this group. Perhaps this is why he was able to eventually achieve the unlikely feat of swaying the other eleven jurors. After the initial vote was taken, the emotionally charged group immediately became insolent. Fonda was able to not only convey his intentions of not emotionally pre-judging the young defendant, but did so in such a way that was not directly confrontational. He openly admits that he doesn†t necessarily believe the boys story, but tries to refocus the group towards the legal standards set forth by the judge. He suggests that the group spend just one hour discussing the case and weighing the facts, rather than sending the boy off to die without at least some thought. Throughout the movie Fonda is able to argue and counter-argue his doubts with a rational, thoughtful cool-headedness that made it difficult for the other jurors to deny. Juror #4 (E. G. Marshall) was also an effective communicator. His arguments for guilt were clear, concise, and matter-of-fact. However, he often presented arguments in a smug, conceited manner. I think it was only Fonda†s appeal to his logical side that eventually won Juror #4 over. On the other side of the coin, it was the total lack of communication skills that seriously hampered the arguments of Juror #†s 3 and 10. Juror #3 (Lee J. Cobb) was abrasive and blustery. He was a bully in the worst sense of the word. He had no rational arguments of his own, and tried to use others as a springboard for his emotional personal attacks. He obviously felt very strongly about the boys guilt, (albeit for the wrong reasons), but was never able to forward any coherent reasoning to express that. Instead he used insults, assaults and threats to make up for his lack of coherent discussion. Juror #10 was just plain offensive. He was not capable of issuing any arguments, only violent outbursts of ignorant prejudice. It was precisely these types of communication and personality types that served to most influence the group†s dynamics throughout the movie. Even though the initial vote was 11-1 for guilty, it can be contended that the group was possibly more divided. Six of the jurors, (Juror #†s 1, 3, 4, 7, 10, and 12), raised their hands for a guilty verdict almost immediately. Yet, five of the remaining six (Juror #†s 2, 5, 6, 11, and 9) were initially hesitant with their vote. They raised their hands only after seeing how quickly the others raised theirs. This is what Forsyth (1999) probably would have called compliance, â€Å"Compliance occurs when group members privately disagree with the group, but publicly express an opinion that matches the opinions expressed by the majority of the group† (179). This assumption could be reinforced by the order in which the jurors changed their votes. The five jurors originally hesitant were the first ones to switch their votes to not guilty as the meeting progressed. The foreman†s inability to lead effectively was another major component of the group†s dynamics in this case. Juror #1†³s deficiency caused the group to be more responsive to Juror #8†³s natural leadership skills. The acceptance of Juror #8†³s leadership facilitated the unlikely transition of the group from a guilty verdict to one of not guilty. Forsyth (1999) explains, â€Å"In general, the greater the perceived competency and group-centered motivation of the individual, the more influential the minority† (185). Juror #8 gained idiosyncrasy credits with the group as the meeting progressed and slowly developed his credibility. â€Å"These credits accumulate during the course of interaction, typically as a member contributes to the progress of the group toward desired goals† (Forsyth, 1999, p. 186). Twelve Angry Men is a movie about conflict and conflict resolution. When Juror #8 raises his hand to cast the only not guilty vote he throws the group into conflict. But, it is this same conflict that enables the group to intelligently complete their task. According to Forsyth (1999), â€Å"Exposure to others† positions, in addition to providing additional information and prompting a more thorough analysis of that information, can also cause group members to reinterpret, or cognitively restructure, key aspects of the issue† (191). After the initial vote, tempers flared, votes changed, divisions were created, emotions were exhibited, and prejudices were displayed. Throughout the rest of the movie though, the group, perhaps unconsciously, moved towards conflict resolution. Persuasion gives way to arguing, emotions take place of logic, and the once unified group splits into factions and coalitions. This period of conflict escalation is, in most cases, followed by a reduction in conflict and, ideally, conflict resolution† (Forsyth, 1999, p. 237). â€Å"Insofar as conflict is resolved successfully, it has stabilizing functions and becomes an integrating component of the group relationship† (Forsyth, 1999), p. 263). These twelve jurors began with conflict, proceeded through often-heated conflict escalation, and eventually came to resolution. They may not have bonded emotionally together, but they were able to produce the best results with the tools they were given. It can†t be said for sure if the experience would have changed their attitudes permanently, but it is unlikely. However, it is hoped that those of us who view the film will not be so quick to judge after seeing the â€Å"facts† in our own situations. To convict the young man based on their prejudices, emotions, or apathy would have been a travesty of justice. But, with group observation, discussion, and logical reasoning, (even if forced by conflict), we can all make better decisions.

Personalisation in Health and Social Care Essay

Autism affects around 1 in 100 people, it affects how they communicate and how they see the world around them. The condition affects people in different ways some may live a fairly independent life, others may have accompany learning disabilities and need more specialist care. Autism is a lifelong developmental disability and affects how they see the world around them. People with Autism have said that the world around them can feel like a mass of people, places and events, which they struggle to make sense of. They also find it hard relating to people, understanding them and taking part in everyday family life and social events. People with Autism have difficulties with the following; social communication, social interaction and social imagination, these are known as the ‘triad of impairments’. The difficulties these cause in people’s lives include finding it difficult to form friendships, understanding and interoperating people’s feelings and actions, understanding danger, coping with changes and new or unfamiliar situations. The main problems with communication that people with autism have, are taking what people say literally, understanding jokes and sarcasm and people’s body language and facial expressions, it is important to speak in a clear and consistent way to enable people with Autism time to process what has been said. The characteristics of people with Autism may vary, but the main ones consist of love of routine, if their routines are changed or disrupted it can cause upset and agitation although if they are given enough time and explanation it may be more comfortable for them. Sensory sensitivity, this can occur in one or more of the senses, it can be hypersensitivity or hypo-sensitivity. Special interests, this can be intense interests from an early age and can be anything from art, music, maths or computers. Learning disability, this can affect all areas of a person’s life which involves learning for example; how people learn at school to learning daily living skills. An early diagnosis by a health professional will make a difference because with the right help and support a person with Autism will make good progress. ASPERGER SYNDROME Asperger syndrome is a form of Autism and has all of the characteristics and difficulties as Autism although is not accompanied with a learning disability, but may have specific learning difficulties. These may include dyslexia, dyspraxia, ADHD or epilepsy. People with Asperger syndrome have a big love of routine, they may have rules and ritiuals which they must live by to make sense of their world. Children may line things up, collect and organise things and can be very repetitive. Their special interests can be very intense and sometimes obsessive, they have a big focus on learning and with the correct help and support can do well with studying in their chosen interest. Unlike Autism, Asperger syndrome is harder to diagnose due to the wide variety of symptoms and may not be recognised until adulthood. Some people find the diagnoses unhelpful as it is an unwanted label although for others it is helpful to be able to seek help and support to manage needs and behaviours. Asberger synd rome is quite often known as the ‘hidden disability and there is no cure.

Free Essays on Child Punishment

No Punishment for Children Sins Parents can only beheld for certain limitations of their children’s behavior, â€Å"Punishment for the sins of the Children, John Leo stated that both stigmatize parents with their assumption that a child’s misbehavior results from failure of parental super visions†(440). I feel that parents should not be responsible for the sins of there children. Parents don’t know what there children do when there out of there sight. John Leo states that â€Å"hundreds of exasperated communities, large and small, are holding parents responsible for curfew violations, graffiti damage and crimes by their children†(440). I can remember one time when I acted out in school and my teacher responded saying your mother would be ashamed to see how you’re acting. My mother wasn’t present so how could she be ashamed of my behavior at the time. Children have two personalities where they can become like Dr Jekyll and Mr. Hyde. John Leo states that, â€Å"In devastated urban areas, however, the practical and ethical problems are very different. It can look as though poor mothers are being punished for sins of children they can’t control†(440-441). I have a cousin who was arrested for selling drugs at the age of 14 the authorities were trying to hold his mother responsible, by saying that she knew her son was selling drugs and they sought to find a type of punishment for her. I feel that she shouldn’t receive punishment for what she claim she didn’t know because as I said earlier children can play double roles and the parent/parents wouldn’t even know it. Therefore parents can only be responsible for certain limitations of their child/ children behavior. In the story, Leo said that Patricia Holdaway was the first parent charged under the curfew law of Roanoke Va. This I felt was unjust a lot of parents... Free Essays on Child Punishment Free Essays on Child Punishment No Punishment for Children Sins Parents can only beheld for certain limitations of their children’s behavior, â€Å"Punishment for the sins of the Children, John Leo stated that both stigmatize parents with their assumption that a child’s misbehavior results from failure of parental super visions†(440). I feel that parents should not be responsible for the sins of there children. Parents don’t know what there children do when there out of there sight. John Leo states that â€Å"hundreds of exasperated communities, large and small, are holding parents responsible for curfew violations, graffiti damage and crimes by their children†(440). I can remember one time when I acted out in school and my teacher responded saying your mother would be ashamed to see how you’re acting. My mother wasn’t present so how could she be ashamed of my behavior at the time. Children have two personalities where they can become like Dr Jekyll and Mr. Hyde. John Leo states that, â€Å"In devastated urban areas, however, the practical and ethical problems are very different. It can look as though poor mothers are being punished for sins of children they can’t control†(440-441). I have a cousin who was arrested for selling drugs at the age of 14 the authorities were trying to hold his mother responsible, by saying that she knew her son was selling drugs and they sought to find a type of punishment for her. I feel that she shouldn’t receive punishment for what she claim she didn’t know because as I said earlier children can play double roles and the parent/parents wouldn’t even know it. Therefore parents can only be responsible for certain limitations of their child/ children behavior. In the story, Leo said that Patricia Holdaway was the first parent charged under the curfew law of Roanoke Va. This I felt was unjust a lot of parents...

Phrases and Expressions Using the Spanish Verb Tener

Phrases and Expressions Using the Spanish Verb Tener If there were a Top 10 list for Spanish verbs made versatile through idioms, tener would certainly  be in that list. A wealth of phrases using tener are often used to indicate emotions or states of being, and in many of those tener can be translated as to be rather than the more literal to have. There are also numerous other idioms using tener. (As used here, an idiom is a phrase that has a meaning more or less independent of the words in the phrase). Youll run across them all the time in writing and conversation. Perhaps the most common is the phrase tener que (usually in a conjugated form) followed by an infinitive and meaning to have to: Tengo que salir. (I have to leave.) Tendrs que comer. (You will have to eat.) Keep in mind that tener is highly irregular in its conjugation. List of Tener Phrases Following are some of the other common idiomatic phrases using tener. Words in brackets indicate that less generic words should be substituted: tener ... aà ±os (to be ... years old) - Tengo 33 aà ±os. (Im 33 years old.) tener claro que (to clearly understand or realize that)  Ã‚  -   Amelia tiene claro que ir a prisià ³n. (Amelia clearly understands she will be going to prison.) tener cuidado (to be careful) - Ten cuidado con lo que deseas. (Be careful with what you wish for.) tener ... de ancho/largo/altura (to be .... wide/long/tall) - Tiene 23 centà ­metros de ancho. (It is 23 centimeters wide.) tener a bien [hacer algo] (to see fit [to do something]) - Mi esposa tiene a bien comprar un coche. (My wife sees fit to buy a car.) tener a [alguià ©n] por ... (to consider or take [someone] to be) - Tengo a Roberto por tonto. I consider (or take) Roberto to be a fool. tener ganas de [algo] (to want to have [something], to feel like having [something]) - Es importante que tengas ganas de trabajar y aprender. (Its important that you want to work and learn.) tener por seguro (to rest or be assured, to take as a certainty) - Ten por seguro que vamos a Buenos Aires. (Rest assured that we are going to Buenos Aires.) tener prisa (to be in a rush or hurry) - Laura tenà ­a prisa por salir el paà ­s. (Laura was in a hurry to leave the country.) tener que ver con (to have a connection, to have something to with) - No tenà ­amos que ver con el incidente. (We had nothing to do with the incident.) tener razà ³n (to be right or correct) - En Amà ©rica el cliente siempre tiene razà ³n. (In America, the customer is always right.) tener sentido (to make sense) - Esa proposicià ³n no tiene sentido. (That proposal doesnt make sense.) tener sobre [algo] (to lean on [something]) - El paraguas tenà ­a sobre el coche. (The umbrella was leaning on the car.) tener un/una bebà ©/nià ±o/nià ±a/hijo/hija (to have a baby  boy/girl/son/daughter) - Tuvo una hija. (She had a baby girl.) no tener nombre (to be totally unacceptable) - Lo que dijiste de mis hijas no tiene nombre. (What you said about my daughters is totally unacceptable. This is similar to the English slang phrase There are no words for.) tener lugar (to take place) - Tiene lugar la fiesta en mi casa. (The party will take place in my home.) tener en cuenta (to bear or keep in mind) - No tenà ­a en cuenta la opinià ³n de sus hijos. (He didnt keep in mind the opinion of his children.) tener previsto (to expect, to plan) - Adn tiene previsto abandonar el equipo a final de temporada. (Adn is planning to leave the team at the end of the season.) tener suerte (to be lucky) - Carla tiene suerte de esta viva despuà ©s de que fue envenenada. (Carla is lucky to be alive after she was poisoned.) estar que no tenerse (to be tired out) - Estoy que no me tengo. (Im all tired out.) tenerse en pie (to stand) - Me tuve en pie para ver. (I stood up to see.) tenerse firme (to stand upright or firm, literally or figuratively) - Se tuvo firme a sus enemigos. ()He stood up firm to his enemies.) Key Takeaways Although tener often means to have, it is used in a wide variety of phrases that are best translated other ways.Tener has a highly irregular conjugation.Many of the tener idioms refer to emotions or states of being.

The Cold War--The Real Intentions of the Superpowers Term Paper

The Cold War--The Real Intentions of the Superpowers - Term Paper Example The intentions of the super powers engaged in the Cold War were not simply to defend their territories and interests but they went beyond their defence and took it as an opportunity to spread and establish their influence all over the world. The origins of the cold war could be traced back inside the complex relationship of the two main powers of the world United Stated and Soviet Union after the WWI. These post war relations led to the cold war that tool almost half a century. There are some events also where the origins of the cold war could be traced like different events preceding the WWI and Russian revolution of 1917 is also regarded as the factors that work for the base of the cold war however the tension between the two superpowers of the world was the most important factor that led them towards the cold war (Findley and Gerber, 2007). The important reason behind the cold war was the ideological conflict between communism and capitalism that actually began in 1917 and led tow ards the Russian Revolution after which the relationship between US and Russia were significantly affected. Some of the experts also believe that the cold war began as a result of the legacy of different heritages of empire building between the Russia and America. Both of these countries were hav9ing the intention to build their empire however they are totally different (Painter, 1994). During the war, USA used to a maritime power that was based on the trade and commerce development whereas Russia used to a bureaucratic and land-based power. Moreover there was also an imperial rivalry between Britain and Russia due to which also there was tension between the UK and Russia. In nineteenth century tsar adopted the policy of improving the maritime access of Russia by the main disadvantage of Russia was that despite having large territory they can make use of little sea cost because big portion of their sea cost used to be freeze though out the year (Brands, 1993). Great Britain, on the other hand was significantly progressing towards expansion of maritime. However the completion of the Suez Canal in 1869 was a great concern for Great Britain because it added to the strength of Russia. The other political and territorial expansion policies of Russia were rising worried on Britain side and there were great worried regarding the safety of the frontier areas due to the fear of Russian expansion. Along with the clash of ideologies the two countries USA and Russia also have certain issues of conflict between them. There had been limited trade and diplomatic relationship between these two countries even before the cold war time. US took part in the efforts of crush Bolshevism from 1918 to 1920 that was not liked by Russia and on the other hand Russia work efficiently for the promotion and spread of communism across its own borders that was not liked by US and thus both of these countries has great disagreements with each other. Till 1933, US did not recognize USSR and th ey see Soviet system as a threat. Thus this was the background from where the origin of the cold war can be traced and understood and it shows that the super powers were not simply looking for the expansion and defence of their territory but they want the world community to recognize and accept their ideologies and supremacy

Haven't decided yet, need professional advice for it Dissertation

Haven't decided yet, need professional advice for it - Dissertation Example The researcher has used qualitative research methodology in order to address the key research problems. Theoretical arguments of various research scholars have been used in order to develop theoretical argument in the paper. Market research report on Chinese consumer behaviour towards Smartphone and previous research works on the topic have been used in order to conduct the qualitative data analysis. The researcher found that individual attributes such as cash back offer, EMI schemes, wide screen size, touch sensitivity, HD quality movie watching facility, gaming options, availability of applications, metallic body, practical usable functions in Smartphone can influence purchasing decision and brand loyalty among Chinese Smartphone users. Lack of use of primary data to analyze consumer behaviour regarding particular product attribute is major limitation for the study. Findings of this research paper can be used by future Smartphone marketers in order to enhance brand loyalty among Ch inese customers by influencing their purchasing decisions. Table of Contents Table of Contents 3 Chapter 1: Introduction 7 1.1. Purpose of the Research 9 1.2 Research Questions 9 Chapter 2: Smartphone Industry in China 10 Chapter 3: Literature Review 11 3.1 Introduction 11 3.2 Price 12 3.3 Design 13 3.4: Applications 15 3.5: Flexibility 17 3.6 Motivation 19 3.7 Conclusion 21 Chapter 4: Research Methodology 22 4.1 Introduction 22 4.2 Research Approach 22 4.3 Research Strategy 22 4.3.1 Phenomenology 23 4.3.2 Ethnography 24 4.3.3 Grounded Theory 24 4.3.4 Case Study and Literature Review 24 4.4 Philosophical Underpinnings 25 4.5 Qualitative Data Analysis 27 4.6 Ethical Consideration 27 4.7 Conclusion 28 Chapter 5: Analysis and Interpretation 28 5.1 Introduction 28 5.3 Price Benefits 35 5.4 Superior Design 36 5.5 Application and Flexibility 37 5.6 Motivation 40 5.7 Conclusion 41 Chapter 6: Conclusion, Recommendation and Limitation 42 6.1 Managerial Implications 44 6.2 Future Recommendati ons for Researchers 45 6.3 Limitations 45 Appendices 54 Appendix 1: Gantt chart 54 List of Figures Figure No. Figure Name Page No. 1 2004-2010 Sales of Smartphone in China 30 2 Smartphone OS Market Share in China-2011 31 3 Business Performance of Chinese Carriers 32 4 Mobile Phone Market Share in China 33 5 Smartphone Market Share in China 33 6 Smartphone Price Decline in China 34 7 Flexible Smartphone Use by Chinese Customers 39 8 Location wise Smartphone Use by Chinese Customers 40 List of Tables Table No. Table Name Page No. 1 Star Tinji i9300 versus Samsung Galaxy S3 38 Chapter 1: Introduction In recent times, advent of latest technologies have completely revolutionized the mobile phone manufacturing industry, marketer’s perception regarding use of mobile phone as potential marketing tool and most importantly consumer’s perception about mobile phone applications (Wei and Lo, 2006). According to Wei and Lo (2006), mobile phones manufacturers have transformed the mob ile phone from being a device for communication to a device which is capable of virtual mobility, able to personalize social interaction and able to offer multiple applications which can help customers to perform their task in more responsive and customized manner. From the technological perspectives, transformed version of mobile phones which is basically a multimedia machine is known as Smartphone. Wei and