4 Google Searches to Boost Interview Success

4 Google Searches to Boost Interview Success When a company has contacted you about an interview, you might think your work (getting your resume in order, pulling together your application package) is over. After all, ball’s in their court, right? Not so much. The legwork you do between the initial outreach from the company and the day of your interview can make the difference between getting the job and going through this process again with a different company and job. Preparation is essential ahead of the interview, and thanks to the wonders of Google (or your preferred web search engine), you can set yourself up nicely.Find as much information as you can on the company.Check for news alerts in particular, as these can tell you what the company’s public face is. Are they constantly on the defensive for financial shenanigans? Are they always at the forefront of raising money for your favorite charity? Good or bad, this research can give you a baseline of information about the company in general.The good things (s trong financial success, major philanthropy efforts) can be casually worked into the conversation during your interview to show that you’ve been paying attention to the company’s fortunes. The bad stuff, well, that’s for your own reference. It won’t endear you to that company’s employees if you open with, â€Å"Jeez, you guys had a heck of a bad quarter, huh?†Do a little digging into the company’s key people.This can include the person who will be interviewing you. A quick check of LinkedIn can tell you if you have any shared school or business connections. When you do this bit of research, though, tread carefully. Remember that on networks like LinkedIn, you  can see who’s been looking at your  profile, and how many times. So while natural curiosity can seem proactive, definitely be wary of seeming stalker-y.That same policy applies in the interview itself, too. If you and the interviewer both went to the same school, grea t! You have an in to talk about the football team during the small-talk portion. But if you just recite personal facts you gleaned from social networks, it may make you look aggressive or obsessive.Research your potential job title at the company.Even if you don’t have specific names from the place where you’re interviewing, you can easily search for more generic information. Try typing in â€Å"[company name] + [job title]† to see if there’s any information floating around about the specific job- that might turn up information at sites like Salary.com and similar review websites. This could also help later, if you receive a job offer: it can give you a frame of reference for salary or benefit negotiations.Know the company’s mission.This type of information is often readily available on the company’s own website. Knowing their stated core values puts an answer in your back pocket if the interviewer asks, â€Å"What drew you to this company? † or â€Å"What do you already know about this company?† If you can smoothly say, â€Å"Like Company X, I also fully support providing organic snacks to baby seals,† without missing a beat, it’ll emphasize you can fit well in the company’s culture.The more information you have before you ever set foot in the interview, the better off you’ll be. After all, they’re not just evaluating you and your specific skills, but also you as a potential team member and ambassador for the company.

The Beatles Essay Example | Topics and Well Written Essays - 2000 words

The Beatles - Essay Example Two of the Beatles are now dead, but the icon of "Beatles" remains, having moved from a Modernist, central position within world culture to a postmodernist, ironic placement as a mixture of nostalgia and commercialism. When The Beatles first appeared on music scene in 1963, the idea of a musical band being anything more than simply a group of young men (and sometimes women) who played live and who would, if successful, release records, had yet to be invented. Pop groups, even those that became phenomenally successful in a manner never seen before, were clearly definable, and limited Modernist figures. A clear delineation could be made between the pop group and the musical culture/general world in which they performed and lived. In a modernist and semiotic sense, the relationship between signifier ("The Beatles") and signified (the live performances and records) was fairly clear (Barthes, 1978). But as early as the late stages of Beatlemania in 1964, a postmodern uncertainty was coming into the sign "Beatles" as a slippery commutability between signifier and signified started to occur. Essentially "The Beatles" became a signifier for much more than the signified of their music. The hysterical "love" that surrounded the four young from Liverpool reached such extreme and massive proportions that some seriously suggested that the fans were suffering from some kind of mass hysteria. "The Beatles", to put them in a Freudian context, were bringing out an id within their fans that dominated their ego and superego. While the raw sexuality of Beatles music was making the previous icon of rebellion, Elvis Presley, seem relatively tame by comparison, their success within Britain caused them to become icons of the mainstream establishment as well. In 1965 Queen Elizabeth II bestowed the MBE, a civil honor, on the band. Their dominance of the music industry - on April 4th 1964 they had all top five records on the Billboard Top 100 (Spitz, 2006) - had apparently led them to become icons of that most traditional of British institutions, the monarchy. When John Lennon told the Royal Command Audience that they should applaud, only the rich should jangle their jewelry the "servants" of the Queen who had been commanded to perform for her (and who bowed so low) were now ironically commenting upon the British class system. The move to postmodern irony had already started before the famous mop-tops were grown long, the Beatles stopped performing live, and the concept studio album took over. The role of the Beatles as something more than merely a pop group began to take on far greater proportions as the Sixties rolled on. Thus they were seen as having snubbed the President of the Philippines' wife and barely escaped the country with their lives, and John Lennon caused a huge uproar by his less-than-diplomatic, but probably correct assertion that the Beatles were at the time more popular than Jesus (Spitz, 2006). Much of 1970's fashion can be traced to a single Beatles album cover: that of Sergeant Pepper's Lonely Hearts Club Band. Thus the sheer range of culture and society that the Beatles influenced eventually drowned out the importance of their music. An ideal symbol of this tendency was the perhaps apocryphal moment when the band stopped playing at a gig only for the audience not to notice because of the noise they were

Modern Imperalism(The british Empire) Essay Example | Topics and Well Written Essays - 2500 words

Modern Imperalism(The british Empire) - Essay Example Being often dubbed â€Å"internal colonialism†, those relationships, according to Levine, did little, if anything, to narrow the gap between the rich and the poor, but exploited the divide for colonial ends (11). Insofar as the poor had found a solution, although not always an easy one, to their problems, migrating in large numbers from their impoverished regions into distant lands, the eighteenth- and nineteenth-century British Empire is largely considered â€Å"a significantly Scottish enterprise† (Levine 11). On the other hand, as Judd points out, the primary motive and most powerful drive behind the establishment of the Empire and its global growth was the â€Å"desire for profitable trade, plunder and enrichment† (3). Thus, having served many useful purposes, besides bringing wealth to a substantial part of the British population, the Empire was seen as both â€Å"a mainstay† of the restored Stuart monarchy after the period of republican rule known as â€Å"the Commonwealth and Protectorate† and the stabilising factor in â€Å"the post-revolutionary Britain of the late seventeenth century† (Judd 3-4). ... d been perceived as â€Å"underwriting the nation’s future in a variety of ways†, including as â€Å"a means of uniting the British people in a common cause, a means of â€Å"inspiring a sense of international mission†, as well as a â€Å"device to blunt the edge of class warfare and egalitarian philosophies†; most notably, however, the Empire helped boost both the confidence of the individual and the nation, stifling fears of degeneration and decline. (Judd 4-5). This essay is intended to review the reasons for the British invasion in Egypt in 1882, including such as the situation in Europe, imperial geopolitics, commercial and strategic interests, as well as domestic economic concerns due to the pressure of increased international competition. The essay argues that the invasion was necessitated by a cocktail of factors, whose relative weigh varied with each stage of the British involvement. 2. Historical Background Porter point out that the British Empi re significantly changed over the nineteenth century; thus, the West Indian islands rapidly lost their relative importance in the British trade after 1815, whereas the westward extension of Canada to the Pacific, along with the emergence of six colonies in Australia, transformed not only altered the pattern of investment distribution within the Empire, but also created a number of â€Å"self-governing, self-confident ‘settler capitalist societies’†, which generated nearly â€Å"16.5 per cent of Britain’s overseas trade† (Porter 5). Despite the changes, India, which underwent a consolidation of the British control over its territories between 1819 and 1870 – remained of â€Å"paramount importance in any assessment of Imperial assets† (Porter 5-6). This expansion, in turn, brought about other significant developments,

Caparisoned like a man Essay Example for Free

Caparisoned like a man Essay In this act, the weary travellers purchase a cottage and a flock of sheep from Corin. This quick financial exchange might seem humorous to the audience, as it is very unrealistic and theatrical. The audience can also see that strangers, for example Corin, are fooled by Rosalinds disguise  In Act III Scene Two, Celia teases Rosalind, who wants to find out who wrote the poems about her, and nailed them to trees. She reminds Celia that she is a woman, although she is caparisoned like a man. This might also be a reminder to the audience that Ganymede is female. Finally, when Celia admits that she knows the poet is Orlando, Rosalind, dressed as Ganymede, is distressed. She is distressed because she knows she wont be able to let him woo her if he thinks she is a man, Ganymede, instead of his love, Rosalind.  Rosalind: Alas the day! what shall I do with my doublet and hose?  However, she then realises that in a mans attire, she is able to speak to him (Orlando) like a saucy lackey, which she then does for the rest of the play. She teases him about his love, and says he does not look like a man in love. Throughout this scene, Rosalinds motive to disguise herself as a man has now changed from practical reasons to personal ones; to find out how much Orlando loves her, and perhaps to educate him, on how to love her. For example, in Act IV Scene 1, when Orlando is an hour late for their meeting, she shows that if he would have done that to Rosalind, Cupid hath clapped him o the shoulder. Through her disguise, which she uses to her full advantage, she playfully suggests to him that she will pretend to be Rosalind so he can woo her. This Orlando feels able to do, so he can say what he wanted to say when they first met, in Act I Scene 2, and she can hear what she never expected to hear, because they are not bound by social expectations, as Orlando does not know Ganymede is Rosalind. Their relationship stays fun and lively, because he can be open and honest, and express his emotions, and she can willingly accept his proposals, for example in Act IV Scene 1: Rosalind: But come, now I will be your Rosalind in a more coming-on disposition; and ask me what you will, I will grant it.  Orlando: Then love me, Rosalind.  Rosalind: Yes, faith, I will, Fridays and Saturdays and all.  In the play Shakespeare questions the rigid rules of societys wooing of that time, since he wrote the play with the idea of a traditional romance; (an archetype) a boy meets a girl, they fall in love, and marry happily ever after after overcoming several obstacles and misunderstandings. However, Shakespeare was forward thinking of his time, letting Rosalind orchestrate the wooing, which was very unconventional. As we can see from Act III Scene 4, Rosalind is a very strong and intelligent character, as she has tricked Orlando into wooing her, even though she is dressed as a man. She is also very witty, a characteristic she only feels able to express properly when she is disguised. She is perhaps the wittiest person in the play, apart from Touchstone, who is a professional comedian, after having been a fool or jester at the court for many years. In Shakespeares time, royal men at court showed their wittiness by putting down a fool. He is someone we call a stooge nowadays. However, Touchstones jokes and puns are less friendly than Rosalinds, whos aim is simply to tease or humour people, and not make fun of them, like Touchstone does. Today, Rosalinds role is a sought-after part, since it is one of Shakespeares only good main female characters. The reason for this is that the roles of his time were pre-dominantly male, as there were no female actresses then, and men had to act female parts, which would not have been desirable. This adds humour to the play, from the audiences perspective, because the players with female roles, e.g. Celia and Rosalind, were young adolescent males. So, Ganymede was a teenage boy, acting a female (Rosalind), dressed up as a man. A particularly humorous moment is when Orlando attempts to kiss Ganymede, for two reasons. One is that the player acting Orlando is attempting to kiss his true love, Rosalind, even though he doesnt know this. But, from the audiences point of view, this is also funny since the actor Orlando is attempting to kiss another man. Even now, cross-dressing is found humorous, explaining why people watch cabarets and pantomimes. Further on in the play, in Act III Scene 4, we see Rosalind and Celia alone together. Alone with Celia, Rosalind does not pretend to act masculine, instead she talks about her love to Orlando in a feminine way, and Celia teases her.  Rosalind: Never talk to me: I will weep.  Celia: Do, I prithee; but yet have the grace to consider that tears do not become a man.  Then, Corin comes in, and invites them to see Phebe and Silvius together. They do so gladly, and Rosalind takes another opportunity to use her disguise to her full advantage: she insults Phebe, somewhat cruelly.  What thought you have no beauty-  As by my faith, I see no more in you  Than without candle may go dark to bed However, this has an adverse effect, since Phebe falls head over heels in love with Ganymede, who in fact is Rosalind. This is another way Shakespeare has brought comedy to the play using the dramatic device of disguise, for Rosalind is, like she says, unable to return the love. From this we also see that Shakespeare did not think about relationships of the same sex, presumably because that would be too forward of his time. Also, it was illegal to demonstrate homosexual relationships; Oscar Wilde was put in jail, 200 years later for his gay relationships. Using the dramatic device of disguise, Shakespeare also uses Rosalind to expose the shallowness and absurdity of conventional modes of wooing, in Act 4 Scene 1. This is when Ganymede mocks Orlando, which was very unconventional of that time, since normal women did not act like that; they were supposed to be very gentle, docile, etc.  However, in Act IV Scene 3, Shakespeare does make Rosalind seem more feminine again, since Ganymede faints, after hearing Orlando was hurt. Fainting was not seen as a manly tribute, which nearly gives away to Oliver than Ganymede is a woman. You lack a mans heart. When Ganymede awakens again, Rosalind admits that she is tired of disguising herself, and hiding her feelings, I would I were at home.  This is not the only time Rosalind makes the mistake of showing her female characteristics. In Act III Scene 2, Rosalind nearly gives away that she is female while Corin is there because Touchstone makes up an offensive poem about Rosalind and she reacts to it vehemently.

Macbeth Issues Essay -- essays research papers

In Shakespeare’s Macbeth, there are many issues that may have had an affect on the play. The complex marriage between the power hungry Macbeths, lady Macbeth’s dominant character directing Macbeth in the murders, the role reversal during the murders, Macbeth’s reaction to his wife’s death, and male and female marriages for authority. When analyzed these issues help describe the Macbeth’s relationship. They are the very issues that eventually lead to the â€Å"Great Tragedy†. The relationship of Macbeth and Lady Macbeth is a complex one. Macbeth in the beginning does not come across to us as dominant. He more so looks to Lady Macbeth for comfort, assurance, and direction.†Ã¢â‚¬ ¦ Go get some water And wash your hand. Why did you bring these daggers from the palace? They must lie there. Go, carry them and smear The sleepy grooms with blood.† (Act II, Scene 2) Here Lady Macbeth directs Macbeth what to do after the murder of Duncan. Lady Macbeth takes control of their situation. †Lady Macbeth brought a directness, a practicality, an inability to see difficulties in a good cause†. Says Barbara Everette in â€Å"Macbeth As A Married Couple†. This shows how much Lady Macbeth’s views were a major part in their relationship. Both Lady Macbeth and Macbeth corrupted their relationship with their struggle for power. They both felt the need for authority, which as a result lead to their downfall. In the beginning of the play Lady Macbeth comes across to us as evil-willed and ready to do any and everyt...

Outline and Evaluate One Biological Therapy for Schizophrenia

The main form of biological therapy for schizophrenia is drug therapy. Some drugs are more effective at reducing the positive symptoms such as delusions and hallucination than negative symptoms such as lack of motivation and social withdrawal. There are two main categories of drugs, neuroleptic drugs and atypical drugs. Neuroleptic drugs such as Prolixin are conventional drugs that reduce psychotic symptoms but produce some of the symptoms of neurological diseases. These drugs block the activity of the neurotransmitter dopamine within 48 hours and their effect on dopamine are believed to be very important in therapy.However it takes several weeks of drug therapy before schizophrenic symptoms show substantial reduction. These drugs are more effective in reducing positive symptoms than negative symptoms. This is supported by Birchwood and Jackson 2001 whose conclusion was the same. These drugs appear to be a more effective treatment for schizophrenia than any of the other approaches us ed alone. (Comer 2001) Researches have shown that patients can get independent to drugs which means they might not be able to stop taking them otherwise they might have to face serious problems. Neuroleptic drugs also have side effects.Windgassen 1992 found 50% of patients with schizophrenia who take neuroleptic drugs reported grogginess or sedation, 18% reported problems with concentration, and 16% had blurred vision. In addition many patients developed symptoms closely resembling those of Parkinson’s disease such as muscle rigidity, tremors and foot shuffling. Also it was found that more than 20% of patients who take neuroleptic drugs for over a year develop the symptoms of tardive dyskinesia. These symptoms include involuntary sucking and chewing and writhing movements of the mouth or face.Atypical antipsychotic drugs (such as clozapine) also combat positive symptoms of schizophrenia but there are claims that they also have beneficial effects on negative symptoms as well. These antipsychotics also act on the dopamine system but are thought to block serotonin receptors in the brain as well. They help by only temporarily occupying the dopamine receptors and then rapidly dissociating to allow normal dopamine transmission. Atypical drugs have several advantages over neuroleptic drugs. Firstly they have fewer side effects than neuroleptic drugs.Secondly they benefit 85% of patients with schizophrenia, compared with 65% given neuroleptic drugs. However, the atypical drugs can produce serious side effects. For example, schizophrenic patients who take clozapine have a 1-2% risk of developing agranulocytosis. This involves reduction in white blood cells, and the condition can be life threatening. Although the use of antipsychotic drugs is crucial in the treatment of schizophrenia, many people do not experience the benefits they offer, normally due to their side effects.As a result, additional psychological treatments are used. The cognitive behavioural therap y (CBT) follows the assumption that people often have distorted beliefs which influence their behaviour in maladaptive ways. In this therapy, patients are encouraged to trace back the origins of their symptoms in order to get a better idea of how the symptoms might have developed. As well as this, they are also encouraged to evaluate the content of their delusions to consider ways in which they might test the validity of their faulty beliefs.Next the patients would be given behavioural assignments with the aim of improving their general level of functioning. The learning of maladaptive responses to life's problems is often the result of distorted thinking by the schizophrenic. Researches over time suggest that CBT has a significant effect on improving the symptoms of patients with schizophrenia, however the majority of studies of the effectiveness of CBT have used schizophrenics who are also taking antipsychotic drugs. This leaves the question, how much of the improvement is due to CBT alone?Also, CBT for schizophrenia works by trying to generate less distressing explanations of psychotic experiences, rather than trying to eliminate them completely. The negative symptoms shown by a schizophrenic may well serve a useful function for the person and so can be understood as safety behaviours and could cause potential damage. Lastly, it has been found that CBT doesn't actually work for all Schizophrenics, Kingdon and Kirschen found that many patients were not deemed suitable for CBT because psychiatrists believed that they would not fully engage with the therapy.

School Science Fair Project Ideas Memory

What could be more fun than testing your friends and familys memory skills? It is a subject that has fascinated people for centuries and memory is the perfect topic for a middle or high school science fair project. What Do We Know About Memory? Psychologists divide memory into three stores: sensory store, short-term store, and long-term store. After entering the sensory store, some information proceeds into the short-term store. From there some information proceeds to the long-term store. These stores are referred to as short-term memory and long-term memory respectively. Short-term memory has two important characteristics: Short-term memory can contain at any one time seven, plus or minus two, chunks of information.Items remain in short-term memory around twenty seconds. Long-term memory is stored in our brains forever.  We use recall to retrieve memories. Since your experiment cannot go on forever, you should probably stick with short-term memory for your science fair project. Memory Science Fair Project Ideas Prove that people will remember more numbers if given the numbers in chunks. You can do this by giving them a list of one-digit numbers first and see how many they can remember, recording your data for each person.Then, give each person a list of two-digit numbers and see how many of those numbers they can remember. Repeat this for three- and even four-digit numbers—most people will find four digit numbers the hardest to recall.If you use words, rather than numbers, use nouns like apple, orange, banana, etc. This prevents the person you are testing from making a sentence out of the words you have given.Most people have learned to chunk things together, so run separate tests with related words and with non-related words and compare the difference.Test gender or age differences. Do males remember more or less than females? Do children remember more than teens or adults? Be sure to log the gender and age of each person you test so you can make accurate comparisons.Test the langua ge factor. What do people remember better: numbers, words or a series of colors?For this test, you may want to use flash cards with different numbers, words or colors on each card. Begin with numbers and have each person you are testing try to memorize a series of numbers they are shown on the cards. See how many they can remember in one round. Then, do the same with nouns and colors.Can your test subjects remember more colors than numbers? Is there a difference between children and adults?Use an online short-term memory test. Within the links below, you will find two of the many memory tests available online. Have the people you are testing run through each of the tests while you watch them. Record how well they did along with data like their gender age and what time of day they took the test.If possible, test subjects twice at different times of the day. Do people remember better in the morning or the evening after a long day at work or school?Take your laptop or tablet to the sci ence fair and let people see how their own memory compares to your test group when they take the same test. Resources for a Memory Science Fair Project Penny Memory Test. DCity.orgChudler, Eric. On-line Short Term Memory Game (Grades K-12). Neuroscience For Kids. Seattle: University of Washington, 2019.