7 Interview Questions That Will Make You Stand Out

7 Interview Questions That Will Make You Stand Out So after submitting hundreds of resumes to various job boards, you finally got an interview scheduled. You are doing your research on the company and the position, learning everything about the interviewers, and rehearsing your answers to potential interview questions. Don’t forget to prepare some questions for the interviewers. A huge turn off for interviewers is when the candidate doesn’t ask any question. Don’t worry, here are 7 questions that will make you stand out  and land you the job.â€Å"What is the top priority for the person in this position over the next three months?†When you ask this question, you are showing initiative and preparing for success right away. This is also a strong opening question that will normally make a great impression because it catches an interviewer off guard.â€Å"What is the single largest problem facing your team right now and would I be in a position to solve it?†This question might seem a little quirky at first but it encourages the interviewer to envision you already working in the job. It also set you up as someone whom can be counted on.â€Å"Does the company offer additional training or continuing education?†When you ask this question, you are showing that you are interested in expanding your knowledge and grow with the company.â€Å"Can you walk me through a typical day at (company name)?†This question shows that you are already planning your first day on the job. It also shows that you want to learn as much about the job as possible, which usually separate you from other candidates.â€Å"What would make someone successful in this position?†Some might think this as being an â€Å"over achiever†, but it  shows that you are willing to raise the bar and exceed expectations. You are ready to succeed on this job.â€Å"Where do you see the company heading in the next 5 – 10 years?†Remember the interview question when you are asked, â€Å"wh ere do you see yourself in the next x years?† You are asking the same question about the company, it shows that you are looking for a long term career with the company.â€Å"What is the next step in the hiring process?†Always ask this question even if you know the process already. It shows your eagerness to prepare and it’s the best way to finish the interview.Remember, always have confidence in yourself and put forth your best possible effort. Good luck.

A Simple Guide to Global Climate Change

A Simple Guide to Global Climate Change A discussion of global climate change, also called global warming, can get very complicated very quickly. Fortunately, it can be explained rather simply. Here are the basics you need to know about climate change: Warmer Land and Sea The climate has warmed and cooled many times during Earth’s geological history, over millions of years. However, the global increase in mean temperature we have observed in the last decades has been both unusually rapid and quite large. It translates to warmer  air  temperatures and warmer sea water almost everywhere on Earth. Less Ice, LessSnow This increase in temperatures has led to increased melting of most of the world’s glaciers. In addition, the thick  Greenland and Antarctica ice sheets are losing volume, and sea ice covers an increasingly small portion of the Arctic while also getting thinner. The winter snow cover in most areas of the U.S. is thinner and does not last as long over the winter. Sea levels are rising, both because of the melting ice, and because warmer water expands and takes up more space. Less Predictable Weather While the word climate refers to long-term statistics on many aspects of temperature and precipitation, weather is a more immediate phenomenon, and is what we feel outside everyday. Global climate change is transforming our experience of weather events in different ways depending on where we live. Common changes include more frequent heavy rain events, regular winter thaws, or persistent droughts. All About the Greenhouse Effect Human activities release in the atmosphere many gases that create a greenhouse effect. Greenhouse gases hold back the sun’s energy that had been reflected by Earth’s surface. This heat is then redirected towards the ground, increasing temperatures. Most of the observed warming can be attributed to these gases. How Are Greenhouse Gas Produced? The most important greenhouse gases are carbon dioxide and methane. They are released when we extract, process, and burn fossil fuels such as coal, oil, and natural gas for electricity, manufacturing, and transportation. These gases are also produced during industrial activities, when we clear land for housing and farming, and during some agricultural activities. Are Sun Cycles to Blame? The Earth’s surface temperature rises and falls with slight changes during natural sun cycles. However, these solar cycles and the changes they produce are well understood and much less significant than those driven by greenhouse gases. Global Warming Consequences The consequences of global warming include more frequent coastal flooding, heat waves, extreme precipitation events, food insecurity, and urban vulnerability. The global warming consequences are being felt (and will be felt) differently in different parts of the world. Global climate change often affects more those who do not have the economic means to develop ways to adapt to the changes. Of course, climate change affect not only humans but the rest of the living world as well.   Global warming has few positive consequences. Gains in agricultural production, often cited as positive, are easily offset by increases in pest problems (including invasive species), droughts, and severe weather events. We can respond by mitigating global warming, which is to reduce it by curbing greenhouse gas emissions. We can also capture carbon dioxide, the most abundant greenhouse gas, out of the atmosphere and store it safely on earth. We can, in addition, adapt by investing in infrastructure, transportation, and agriculture in order to continue living with the inevitable changes brought by global warming.    What Can You Do? Most importantly, reduce your greenhouse gas emissions, whether you contribute as an individual or as a business owner.

You Career, Your future Essay Example | Topics and Well Written Essays - 250 words

You Career, Your future - Essay Example As an example, when prompted to write an essay for a college class I need to think critically about how to write the essay, what to say, and how to say it. Even though this isn’t as high pressure as the situations I will be under as a practicing nurse, writing good essays for college classes teaches me skills for when I do need to make decisions to save lives. Even more important is me being able to communicate my ideas to other people. It is important for me to learn to write well so that I can do lab reports. Sometimes I find it difficult to understand things what need to be done to make my writing perfect but I always remember the rules I was taught in this course. One that sticks with me the most is: â€Å"Nothing waters down writing faster than poor proofreading!† Without proofreading, my papers turn into something my reader can’t understand. That can be dangerous in the nursing profession, and can threaten both my college and professional

New age religion and the body mind and spirit connection related to Research Paper

New age religion and the body mind and spirit connection related to traditional medicine - Research Paper Example It promotes traditional medicine from different cultures, religions and beliefs found everywhere in the world. It can also be viewed as holistic healing of illnesses and diseases (Puttick 129). According to Puttick (p. 129) New Age religion comprises of new religious movements, groups and individuals. Their main concern is personal development and spirituality. They share core beliefs and values but they do not have governing council nor leader and even a central organisation or church. New Age movement is said to be started in the Garden of Eden, wherein the serpent told Eve to eat the forbidden fruit (Gen 3:4-5). They share their beliefs, experiences and spiritual journeys through published books and articles. Some of the principles and practices they share are Yoga, Near Death Experiences, Astrology, Aura, Black and White Magic, Psychic, Reincarnation, Tai Chi, Taoism, and Tarot Cards among others (Cornell University Website 72.). The beliefs and principles of New Age religion are so vast it covers almost all the areas in human life as well as the environment. Their beliefs and principles are contradictory with each other, however, there is no right, wrong and rules. Pe ople who are involve in this religion practices what they want and believe what principles they want to believe. It has great impact on society, culture, politics, music, business, science and medicine. It is already widespread that people practicing or doing these beliefs and principles without noticing it. Some of the principles, beliefs and teachings of New Age religion involve conceptualization of mind, body and spirit as a whole and promotes wellness to mind, body and spirit as well as the power of mind. One of the principles of the New Age religion believes that the mind body and spirit are interconnected. They treat the three elements into one or what they call wholeness. â€Å"The mind and body are increasingly considered to be single

Economic Releases and Resulting Market Reactions Research Paper

Economic Releases and Resulting Market Reactions - Research Paper Example The US Economy created 113,000 jobs with unemployment rate dipping to a low of 6.6%. Despite more people gaining employment, decline in hiring rates raised concerns of a slower growth. Rather than the economy taking off, it stumbled. Federal Reserve’s much-anticipated announcement a decision to start scaling back, the monthly asset purchases in January encountered a relatively mute market reaction not just in the US but across the globe. Although US equity markets at first fell on news, markets rallied strongly for remaining part of the month coupled with economic activity improvements as well as reassurance from central bank that its major interest rate would most likely remain near zero until after unemployment in the US fell below 6.5%.Hourly wages increased by 5 cents. As a result of the changes, job changes were recorded with job growth being constrained by sharp decline in public sector. Federal government shed off more than 12,000 jobs, while states and municipalities shed off 17,000 workers. Healthcare increased only 1500 jobs. Consumer spending: consumer spending declined for a 2nd straight month signaling a slowdown in the economy. Retail sales declined 0.4% in January marking the largest drop in the last ten months. The slowing economic fortunes are likely to see further reduction in consumer spending. The Manufacturing sector experienced expansion as shown in PMI, 51.3% although this was drop by 5.2% compared to seasonally adjusted rate of 56.5% in December. However, the reading being more than 50% indicates expansion of the manufacturing sector. The number of unemployed people (10.2 million) as well as the unemployment rate (6.6 %) recorded little change in January. This is a continuous trend from October which has seen joblessness rates reducing by 0.6%. Of the major work groups 20.7% of the unemployed are teenagers, 5.7% are whites, 6.2% are adult men, 12.1% are blacks, 5.9%

Public Schools then And Now Education Essay

Public Schools then And Now Education Essay Desegregation of the nations public schools was mandated by the Supreme Court on May 17, 1954 with the Brown v. Board of Education of Topeka ruling. Nine years later, racial tensions related to segregation reached a critical point. Early in 1963, the Alabama Governor George Wallace kicked off his reign by stating segregation now, segregation tomorrow and segregation forever (Elliot, 2003). Later that year, Wallace would stand in the doors of the University of Alabama in an attempt to physically prevent African-American students form enrolling. Civil rights leaders championed Wallaces failures as a victory for school desegregation and proof that the movement was progressing. Wallaces failed attempts did not kick start the movement as most civil rights leaders had hoped, however. In 1975, Marian Wright Edelman (1975) of the Childrens Defense Fund in Washington, DC, wrote: The current status of school desegregation is complex. Twenty-one years after Brown v. Board of Education of Topeka, school desegregation is caught in a crossfire of opposition. There are those who have always opposed it; those who say they are for it but eschew the means to achieve it; those who feel the costs of achieving it are not worthwhile because the early experiences have not produced instant brotherhood or IQ gains; and those who, after twenty years of resistance, struggle, and mixed progress, pronounce it irrelevant and a failure because three hundred years of slavery and segregation have not died by decree. Edelman went on to conclude that if school desegregation continued to progress t the same pace as housing desegregation in the 1960s, then America would see schools desegregated in about twenty-five decades. While the ruling most often regarded as the foundation for school desegregation is Brown v. Board of Education, not much changed in public schools following the Supreme Court decision. A full decade following Brown saw less than one percent of black students in the south begin attending previously all white schools. It was not until the Civil Rights Act of 1964 passed that desegregation began transforming the face of public schools, especially in the south. While the broad language of the legislation gave minorities the right to file suits forcing desegregation, Title VI of the Act allowed the federal government to withhold funding for any programs that discriminated against students based solely race. By the end of 1968, the percentage of black students in the south enrolled in previously all white students had climbed to twelve percent. By 1973, these numbers had climbed from less than one percent in 1964 to over forty-six percent (Edelman, 1975). While the desegregation movement has hit stumbling blocks along the way, the policy has long been instituted in the nations public schools. What have been the results? Some would argue that todays public schools are more segregated than schools prior to Brown. Much of the discussion about school reform in the United States in the past two decades has been about racial inequality. While goals of the No Child Left Behind Act and institution of high stakes testing in high schools have been to end a perceived low-expectation from all students, especially minority students, a disproportionate number of the schools being officially labeled as failures have been segregated minority schools. Inner-city school systems are making major efforts to break large segregated, high-poverty high schools into small schools. This is being done in an attempt to create schools better equipped to reduce inequality. Some argue that charter schools and private schools could substantially reduce racial inequa lities, even though both of these settings often create more segregated schools than traditional public schools. Additionally, Harvard University researchers have found no evidence to support claims for either of these school settings (Orfield Lee, 2005). Even so, court orders and plans for equal opportunity and desegregated schools are being challenged in court and sometimes terminated. Leaders of the small number of high achieving segregated schools in some inner-cities are being heralded as proof-positive we can have educational success within the context of existing segregation (Thernstrom, 2003). It appears that the new movement champions the idea that separate schools can be equal. In fact, since the 1980s, there has been increasing segregation among both African-American and Latino students. A common misconception over the issue of re-segregation of schools is that many people view segregation as a simple change in the skin color of the students in a school. If skin color were the only variable and other issues associated with inequality were not linked to varying skin tones, then skin color would be of little or no significance to social policy, including educational policy. In our society, however, no issue is so simple. Race is linked to many other issues in society. Like some experts, I take the position that schools today are more segregated than schools of yesterday, but not necessarily by race. Instead, it is socioeconomic status of families and students that have led to segregation by income in many cases. Socioeconomic segregation multidimensional and causes much of the educational inequality in todays society. Our nations schools contain less Caucasian students than ever. Forty-one percent of all students are not white and the great majority of the nonwhite students attend schools which show substantial signs of socioeconomic segregation (Orfield Lee, 2004). Achievement scores are strongly linked to school racial composition the presence of highly qualified and experienced teachers (Schellenberg, 1999). The high level of poverty among children, together with many housing policies and practices which exclude poor people from most communities, force families living in poverty into inner-city neighborhoods with housing projects or low-value property. This geographical isolation of low-income families mean that students in inner-city schools face isolation not only from more prolific community members, usually white families, and from middle class schools. With only access to poverty-st ricken schools, children from poverty have limited access to resources that will help break the poverty cycle. Because of this, minority children are far more likely than whites to grow up in persistent poverty. Another reason for the apparent re-segregation of schools is immigration. African-American students are no longer the most prolific minority. As the number of black students grew slowly during the last 15 years, the number of Latinos and Asian students exploded. Proportionally speaking, white enrollment continuously declined. The total number of white students did not decrease, but the percentage of white enrollments compared to minority enrollments has continued to fall. Latinos are now the largest minority group at 18 percent, closely followed by black students at 17 percent. Together, these two groups are now more than a third of the total student population (Orfield Lee, 2005). African-American and Latino students comprise at least 30 percent of the student population in most of the states. Asians now outnumber black students in some regions of the West while Latinos are the most prevalent minority in the Northeast. With the decrease in white students and the increase in minority presence in education, one may conclude that segregation should be a non-issue. It is important to understand that segregation was never just a black-white problem. It was never just a Southern problem and most definitely not just a racial problem. By the time Dr. Martin Luther King organized his last movement, the Poor Peoples Campaign, his approach was openly multiracial, emphasizing poverty as well as racial discrimination. Just a few days before his assassination, Dr. King addressed this issue directly by saying that it was absolutely necessary now to deal massively and militantly with the economic problemà ¢Ã¢â€š ¬Ã‚ ¦. So the grave problem facing us is the problem of economic deprivation, with the syndrome of bad housing and poor education and improper health facilities all surrounding this basic problem (Washington, 1986). This raises some intriguing questions. What would have happened if Dr. King had not died s o abruptly? Would the relationship between racial and economic isolation have been brought to the forefront of American politics? Would desegregation of public schools actually have addressed the issue at the heart of student performance, socioeconomic status not race? In the purest sense of the words, the civil rights movement was never about blacks sitting next to whites on busses or in restaurants. It was about equalizing opportunities. Opportunities for education are of the utmost importance. If high poverty schools are systematically unequal and segregated minority schools are almost always high poverty schools, it is much easier to understand how schools segregated on the basis of socioeconomic status do not provide the same equal access to educational opportunities as non-segregated schools. Plans must be enacted to addresses what some educators and sociologists have long known to be the greatest barrier to equal educational opportunity: poverty. We must recognize that separate schools for rich and poor are, by design, unequal. Consideration of socioeconomic status also makes sense in the broader context of school desegregation. While it is inappropriate for todays educational leaders to say that predominantly black schools are inherently in ferior or that blacks need to sit next to whites in order to learn, it needs to be understood that if we educate rich and poor students in separate schools, the high-poverty schools will undoubtedly be of lower quality. It is important to understand that regardless of ethnic makeup, research has found that a student of low-socio-economic status will perform worse academically at a low-income school than if that same student attends a predominantly middle-class school. In fact, the converse has been found to be true as well. Students from middle and upper-class families perform worse at high-poverty schools as well (Kahlenberg, 1999). Critics of these findings suggest that steps be taken to supplement high-poverty schools rather than desegregation by socioeconomic status. Some have said to simply provide more funding to supplement needs or to raise standards if the curriculum is watered down. If teachers in such schools are not qualified or unprepared, simply improve teacher training . While each of these ideas may be worthy of consideration, could we not achieve more sense of equality by addressing the underlying cause of school inequality, economic segregation. High-poverty schools, even with extra funding, are problematic. A good school fosters a student culture that values learning. Students learn from one another. For instance, students expand their vocabularies when exposed to classmates who know more words than they do. Often students have a broader vocabulary that comes from experiences outside of the school that are often missing in low-income students lives. Instead, poor practices and misconceptions are often reinforced by peers because actions are accepted as the norm. Some experts point to this phenomenon as the root cause for the developing ebonics dialect among students from some inner-city schools. Rather than encouraging advancement, peers may actively denigrate achievement in high-poverty schools. The extra needs poor students often bring to school can effectively overwhelm schools with large numbers of needy kids. How do we address these issues as a nation? What is the next step? San Francisco officials have implemented a unique approach to school zoning that attempts to address the issue of socioeconomic segregation. Historically, in San Francisco and other cities across the country, policy has not attacked poverty concentrations. Instead, policy has focused solely on racial desegregation, in part because the 14th Amendment has been read to address segregation by race but not by class. Today, school districts are beginning to turn directly to the socioeconomic factors in determining a schools quality. This has led leaders to work to redraw school zones based on socioeconomic considerations. San Francisco is considering many socioeconomic factors in developing school zones, including parental education, income, and geographical location. Children with parents who did not attend college and children who receive free or reduced-price lunch, live in public housing, or live in high-poverty neighborhoods will be integrated with more-affluent students. Goal of the redistricting is to distribute the citys wealth throughout the school system so that no one school is wealthier than another. Likewise, no one school will have a higher percentage of low-income students than another (Kahlenberg, 1999). While this seems like a novel concept, San Francisco has set in motion a plan that, if enacted correctly, will sufficiently desegregate city schools in a manner consistent with the goals of the civil rights movement. The concept is not new. Reaching back to Horace Manns concept of common schools, the plan will provide all students equal access and opportunity to a quality education regardless of socioeconomic status. While the concept may be foreign to many in the education field, this concept, is adopted nationally, is the best process for once again making public schools engines for social mobility.

Porter Diamond Automotive Market China

Automotive market in CHINA China’s domestic car sales, growing at more than 10% annually, these growing sales were in the domestic market and did not improve China’s competitiveness in the global auto industry. The rise of China as a Automotive car producer has lead to better roads, new distribution channels, the deregulation of the auto market, and China’s WTO entry. The multinational automotive companies invest in China for several reasons they try to find lower production costs, increase their market share in that specific areas while increasing their efficiency while operating and producing.In the early stages of China’s economic development, many foreign firms invested in China for cheap material and labor costs, as well as low worker unionization rate and environmental standards. Thus, most of China’s exports come out of miscellaneous manufacturing and labor-intensive industries. The central government has increased investment in basic infrast ructure development in order to remove the bottleneck effect caused by low infrastructure conditions and to increase energy productivity, transportation quality and communication ability.Although China’s auto firms have few competitive advantages comparing to leading global companies in terms of technological and managerial skills, China is still the largest potential demand market in the world. predicted that China’s average income will increase at an annual rate of 6% by 2011. Currently, for every 100 families in Beijing, 12 own private vehicles. While this number is insignificant compared with developed nations. Currently the country’s per capita GDP is low by international standards, and the majority of Chinese families are preoccupied with issues such as housing, medical care, and education.Many auto firms is the asymmetric distribution of China’s population and income. Competition in major cities has been accelerated in almost all market segments. D uring that period, in China, the supply chain underwent a major transformation. Multinational part suppliers began to work closely with local suppliers, in response to growing pressure from global auto assemblers. Meanwhile, Chinese domestic carmakers tried to improve their research capacity and economy of scale by standardizing local supply network. The first and most obvious strength is low production costs.Secondly, available production facilities build a solid infrastructure for parts manufacture and technological upgrading. Major auto assemblers invested heavily in the emerging markets, increasing production capacity and modernizing existing plants. They are attracted not only by the sales growth prospects offered by low motorization rates in developing nations, but also by the potential cost reduction that may be obtained through integrating low cost manufacturing locations and spreading the vehicle development costs across a greater number of markets.In China, the government promotes the development of large business groups in the auto sector so as to concentrate foreign investment and help build up competitive Chinese automakers. Finally a shared supplier network can help improve the suppliers’ economy of scale while promoting global quality standards and reducing the cost of vehicle manufacturing.