Month: February 2020

B.Ed. I semester – Medium of understanding (Child\’s own language)

How a country chooses the language for its education system is not an easy process. The decision is usually influenced by multiple factors: colonial history, origins of immigrants, legal recognition of minority languages, cultural diversity, political interests – to mention but a few. In some cases, instruction is provided in more than one language; in others the medium of instruction may vary between primary and secondary education.
Underneath this tangled and evolving web of policies and priorities, however, lies an undeniable truth: teaching and assessing children in a language they understand will result in better learning.

The Global Monitoring Report of “Education for All” (UNESCO) 2005 argued that there can be no discussions of quality in education without consideration of the language of instruction. It lays out some key recommendations to ensure that children are taught in a language they understand.
1.      At least six years of mother tongue instruction is needed, if the gains from teaching in mother tongue in the early years are to be sustained.
2.      Education policies should recognize the importance of mother tongue learning. A review of 40 countries’ education plans finds that only less than half of them recognize the importance of teaching children in their home language, particularly in early grades.
3.      Teachers need to be trained to teach in two languages and to understand the needs of second-language learners. Teachers are rarely prepared for the reality of bilingual classrooms. In Senegal, only 8%, and in Mali, only 2% of trained teachers expressed confidence about teaching in local languages. The paper suggests hiring teachers from minority language communities as one policy solution to the problem.
4.      Teachers need inclusive teaching materials and appropriate assessment strategies to help them identify weak learners and provide them with targeted support.
5.      Provide culturally appropriate school-readiness programmes: Locally recruited bilingual teaching assistants can support ethnic minority children from isolated communities as they make the transition into primary school.
6.      Second-chance accelerated learning programmes in local languages can help the disadvantaged to catch up.
In an education system riddled with inequities, language can also be an obstacle that comes in the way of learning. Educationists agree that it\’s best to teach in the child\’s mother tongue, but the issue is a complex and emotive one, given the diverse number of languages and dialects in the country and the attendant linguistic chauvinism that politicians are eager to exploit for their own gains. English, considered the passport to social mobility, is meanwhile becoming the preferred language of instruction among parents.
The three-language formula
The National Curriculum Framework 2005, which lays down broad guidelines for teaching and learning, sums up the views of experts when it says: \”A renewed effort should be made to implement the three-language formula, emphasising recognition of children\’s home language(s) or mother tongue(s) as the best medium of instruction. These include tribal languages.\” The framework recommends that English should find a place with other Indian languages.
The National Policy on Education framed in 1968 and later in 1986 also recommends the three-language formula. Three Indian states, Mizoram, Manipur and Jammu and Kashmir, use English as a medium of instruction while all other states use the regional language as the medium, he explains. \”English and Hindi are the second and third languages, with Hindi being the second language for children who are non-Hindi speaking,\” says Jalaluddin. In Tamilnadu, however, Hindi is an optional language.
The three-language formula helps in fostering bilingualism and multilingualism, traits that improve \”cognitive growth, social tolerance, divergent thinking and scholastic achievement\”, according to the National Curriculum Framework.
The NCF report stresses that multilingualism should be made use of in the classroom. For instance, it says, \”Language teaching needs to be bilingual not only in terms of number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource.\”
The complexity of the issue is addressed by a paper on multilingual education brought out by UNESCO in 2003, which looks at the \”contrasting and deeply felt positions\” that the choice of language of instruction evokes in people. \”Questions of identity, nationhood and power are closely linked to the use of specific languages in the classroom. Language itself, moreover, possesses its own dynamics and is constantly undergoing processes of both continuity and change, impacting upon the communication modes of different societies as it evolves,\” says the introduction to the paper. The document says that political changes have led to new language policies in post-colonial countries; many languages have disappeared while others are endangered; the Internet has \”dramatically affected\” the way in which languages are used for communication and learning; and globalisation \”increasingly challenges the continued existence of small, local identities frequently based on language\”. The paper supports multilingual education, and points to a resolution adopted by UNESCO in 1999, which says that the \”specific needs of particular, culturally and linguistically distinct communities can only be addressed by multilingual education\”.
Udaya Narayana Singh, director of Central Institute of Indian Languages, Mysore, says that internationally, experiments by experts have pointed to the fact that one learns best through one\’s mother tongue. \”This is also the basis of UNESCO\’s recommendations on multi-lingual education. My choice would be to educate the child through her mother tongue keeping a strong component of English side by side.” However, one should be cautioned that when English is the medium of instruction, many children could get \”thrown out of the system\” if they have not been exposed to the language in domains such as homes or playgrounds.
While state governments can decide the standard in which English should be introduced, many have chosen to start teaching English from class one itself. Ideally, the second and third languages should be introduced from class three and above, says educationist A K Jalaluddin. The idea is that by the time children complete their secondary education, they should know three languages.
Jalaluddin notes that if children learn in English, they are often not exposed to the literature in their mother tongue. \”A major part of the linguistic experience comes from literature,\” he emphasises. One way of tackling this problem is to teach English as a subject well.
The other side of the problem
Students learning in regional languages do not have the kind of resources they need, as English books [for instance, on Physics] are not translated into their mother tongue, says Kumar. \”Knowledge is available only to those who understand English, and initiatives have not come from regional languages for translation,\” he adds.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

B.Ed. I semester – Medium of understanding (Child\’s own language)

How a country chooses the language for its education system is not an easy process. The decision is usually influenced by multiple factors: colonial history, origins of immigrants, legal recognition of minority languages, cultural diversity, political interests – to mention but a few. In some cases, instruction is provided in more than one language; in others the medium of instruction may vary between primary and secondary education.
Underneath this tangled and evolving web of policies and priorities, however, lies an undeniable truth: teaching and assessing children in a language they understand will result in better learning.

The Global Monitoring Report of “Education for All” (UNESCO) 2005 argued that there can be no discussions of quality in education without consideration of the language of instruction. It lays out some key recommendations to ensure that children are taught in a language they understand.
1.      At least six years of mother tongue instruction is needed, if the gains from teaching in mother tongue in the early years are to be sustained.
2.      Education policies should recognize the importance of mother tongue learning. A review of 40 countries’ education plans finds that only less than half of them recognize the importance of teaching children in their home language, particularly in early grades.
3.      Teachers need to be trained to teach in two languages and to understand the needs of second-language learners. Teachers are rarely prepared for the reality of bilingual classrooms. In Senegal, only 8%, and in Mali, only 2% of trained teachers expressed confidence about teaching in local languages. The paper suggests hiring teachers from minority language communities as one policy solution to the problem.
4.      Teachers need inclusive teaching materials and appropriate assessment strategies to help them identify weak learners and provide them with targeted support.
5.      Provide culturally appropriate school-readiness programmes: Locally recruited bilingual teaching assistants can support ethnic minority children from isolated communities as they make the transition into primary school.
6.      Second-chance accelerated learning programmes in local languages can help the disadvantaged to catch up.
In an education system riddled with inequities, language can also be an obstacle that comes in the way of learning. Educationists agree that it\’s best to teach in the child\’s mother tongue, but the issue is a complex and emotive one, given the diverse number of languages and dialects in the country and the attendant linguistic chauvinism that politicians are eager to exploit for their own gains. English, considered the passport to social mobility, is meanwhile becoming the preferred language of instruction among parents.
The three-language formula
The National Curriculum Framework 2005, which lays down broad guidelines for teaching and learning, sums up the views of experts when it says: \”A renewed effort should be made to implement the three-language formula, emphasising recognition of children\’s home language(s) or mother tongue(s) as the best medium of instruction. These include tribal languages.\” The framework recommends that English should find a place with other Indian languages.
The National Policy on Education framed in 1968 and later in 1986 also recommends the three-language formula. Three Indian states, Mizoram, Manipur and Jammu and Kashmir, use English as a medium of instruction while all other states use the regional language as the medium, he explains. \”English and Hindi are the second and third languages, with Hindi being the second language for children who are non-Hindi speaking,\” says Jalaluddin. In Tamilnadu, however, Hindi is an optional language.
The three-language formula helps in fostering bilingualism and multilingualism, traits that improve \”cognitive growth, social tolerance, divergent thinking and scholastic achievement\”, according to the National Curriculum Framework.
The NCF report stresses that multilingualism should be made use of in the classroom. For instance, it says, \”Language teaching needs to be bilingual not only in terms of number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource.\”
The complexity of the issue is addressed by a paper on multilingual education brought out by UNESCO in 2003, which looks at the \”contrasting and deeply felt positions\” that the choice of language of instruction evokes in people. \”Questions of identity, nationhood and power are closely linked to the use of specific languages in the classroom. Language itself, moreover, possesses its own dynamics and is constantly undergoing processes of both continuity and change, impacting upon the communication modes of different societies as it evolves,\” says the introduction to the paper. The document says that political changes have led to new language policies in post-colonial countries; many languages have disappeared while others are endangered; the Internet has \”dramatically affected\” the way in which languages are used for communication and learning; and globalisation \”increasingly challenges the continued existence of small, local identities frequently based on language\”. The paper supports multilingual education, and points to a resolution adopted by UNESCO in 1999, which says that the \”specific needs of particular, culturally and linguistically distinct communities can only be addressed by multilingual education\”.
Udaya Narayana Singh, director of Central Institute of Indian Languages, Mysore, says that internationally, experiments by experts have pointed to the fact that one learns best through one\’s mother tongue. \”This is also the basis of UNESCO\’s recommendations on multi-lingual education. My choice would be to educate the child through her mother tongue keeping a strong component of English side by side.” However, one should be cautioned that when English is the medium of instruction, many children could get \”thrown out of the system\” if they have not been exposed to the language in domains such as homes or playgrounds.
While state governments can decide the standard in which English should be introduced, many have chosen to start teaching English from class one itself. Ideally, the second and third languages should be introduced from class three and above, says educationist A K Jalaluddin. The idea is that by the time children complete their secondary education, they should know three languages.
Jalaluddin notes that if children learn in English, they are often not exposed to the literature in their mother tongue. \”A major part of the linguistic experience comes from literature,\” he emphasises. One way of tackling this problem is to teach English as a subject well.
The other side of the problem
Students learning in regional languages do not have the kind of resources they need, as English books [for instance, on Physics] are not translated into their mother tongue, says Kumar. \”Knowledge is available only to those who understand English, and initiatives have not come from regional languages for translation,\” he adds.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

B.Ed. I semester – Medium of understanding (Child\’s own language)

How a country chooses the language for its education system is not an easy process. The decision is usually influenced by multiple factors: colonial history, origins of immigrants, legal recognition of minority languages, cultural diversity, political interests – to mention but a few. In some cases, instruction is provided in more than one language; in others the medium of instruction may vary between primary and secondary education.
Underneath this tangled and evolving web of policies and priorities, however, lies an undeniable truth: teaching and assessing children in a language they understand will result in better learning.

The Global Monitoring Report of “Education for All” (UNESCO) 2005 argued that there can be no discussions of quality in education without consideration of the language of instruction. It lays out some key recommendations to ensure that children are taught in a language they understand.
1.      At least six years of mother tongue instruction is needed, if the gains from teaching in mother tongue in the early years are to be sustained.
2.      Education policies should recognize the importance of mother tongue learning. A review of 40 countries’ education plans finds that only less than half of them recognize the importance of teaching children in their home language, particularly in early grades.
3.      Teachers need to be trained to teach in two languages and to understand the needs of second-language learners. Teachers are rarely prepared for the reality of bilingual classrooms. In Senegal, only 8%, and in Mali, only 2% of trained teachers expressed confidence about teaching in local languages. The paper suggests hiring teachers from minority language communities as one policy solution to the problem.
4.      Teachers need inclusive teaching materials and appropriate assessment strategies to help them identify weak learners and provide them with targeted support.
5.      Provide culturally appropriate school-readiness programmes: Locally recruited bilingual teaching assistants can support ethnic minority children from isolated communities as they make the transition into primary school.
6.      Second-chance accelerated learning programmes in local languages can help the disadvantaged to catch up.
In an education system riddled with inequities, language can also be an obstacle that comes in the way of learning. Educationists agree that it\’s best to teach in the child\’s mother tongue, but the issue is a complex and emotive one, given the diverse number of languages and dialects in the country and the attendant linguistic chauvinism that politicians are eager to exploit for their own gains. English, considered the passport to social mobility, is meanwhile becoming the preferred language of instruction among parents.
The three-language formula
The National Curriculum Framework 2005, which lays down broad guidelines for teaching and learning, sums up the views of experts when it says: \”A renewed effort should be made to implement the three-language formula, emphasising recognition of children\’s home language(s) or mother tongue(s) as the best medium of instruction. These include tribal languages.\” The framework recommends that English should find a place with other Indian languages.
The National Policy on Education framed in 1968 and later in 1986 also recommends the three-language formula. Three Indian states, Mizoram, Manipur and Jammu and Kashmir, use English as a medium of instruction while all other states use the regional language as the medium, he explains. \”English and Hindi are the second and third languages, with Hindi being the second language for children who are non-Hindi speaking,\” says Jalaluddin. In Tamilnadu, however, Hindi is an optional language.
The three-language formula helps in fostering bilingualism and multilingualism, traits that improve \”cognitive growth, social tolerance, divergent thinking and scholastic achievement\”, according to the National Curriculum Framework.
The NCF report stresses that multilingualism should be made use of in the classroom. For instance, it says, \”Language teaching needs to be bilingual not only in terms of number of languages offered to children but also in terms of evolving strategies that would use the multilingual classroom as a resource.\”
The complexity of the issue is addressed by a paper on multilingual education brought out by UNESCO in 2003, which looks at the \”contrasting and deeply felt positions\” that the choice of language of instruction evokes in people. \”Questions of identity, nationhood and power are closely linked to the use of specific languages in the classroom. Language itself, moreover, possesses its own dynamics and is constantly undergoing processes of both continuity and change, impacting upon the communication modes of different societies as it evolves,\” says the introduction to the paper. The document says that political changes have led to new language policies in post-colonial countries; many languages have disappeared while others are endangered; the Internet has \”dramatically affected\” the way in which languages are used for communication and learning; and globalisation \”increasingly challenges the continued existence of small, local identities frequently based on language\”. The paper supports multilingual education, and points to a resolution adopted by UNESCO in 1999, which says that the \”specific needs of particular, culturally and linguistically distinct communities can only be addressed by multilingual education\”.
Udaya Narayana Singh, director of Central Institute of Indian Languages, Mysore, says that internationally, experiments by experts have pointed to the fact that one learns best through one\’s mother tongue. \”This is also the basis of UNESCO\’s recommendations on multi-lingual education. My choice would be to educate the child through her mother tongue keeping a strong component of English side by side.” However, one should be cautioned that when English is the medium of instruction, many children could get \”thrown out of the system\” if they have not been exposed to the language in domains such as homes or playgrounds.
While state governments can decide the standard in which English should be introduced, many have chosen to start teaching English from class one itself. Ideally, the second and third languages should be introduced from class three and above, says educationist A K Jalaluddin. The idea is that by the time children complete their secondary education, they should know three languages.
Jalaluddin notes that if children learn in English, they are often not exposed to the literature in their mother tongue. \”A major part of the linguistic experience comes from literature,\” he emphasises. One way of tackling this problem is to teach English as a subject well.
The other side of the problem
Students learning in regional languages do not have the kind of resources they need, as English books [for instance, on Physics] are not translated into their mother tongue, says Kumar. \”Knowledge is available only to those who understand English, and initiatives have not come from regional languages for translation,\” he adds.

https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

What to do if You are Injured on the Job

Do you know what to do if you are injured while on the job? After any injury, it is important to follow certain steps to make sure that the injury is properly dealt with. It may only seem minor, but the injury could be a lot more serious than you know, and you need to make sure that you know your legal rights when it comes to dealing with workplace injuries. Let’s take a look at the steps you need to take if you are injured in the workplace.

1. Report the Injury

If you have injured yourself while on the job, it is important that you report the injury immediately. If you are unable to do so, someone else should report the injury on your behalf. At the very least, report to your supervisor to let them know that you are injured and that you need to seek medical treatment. Also, in order to receive compensation if you need to miss time or incur other expenses due to the injury, the report must be filed within 90 days of the date of the injury.

2. Get First Aid

Before leaving the workplace after an injury, make sure that all first-aid has been properly seen to. “For instance, if you received a bad cut, it should be wrapped, and a tourniquet used to slow the bleeding until you can get to the hospital. Avoid taking any medication unless it is specifically prescribed by a physician. First-aid should be performed by an employee or supervisor who has had official first-aid training,” says Dr. Leon Reyfman. 

3. Visit a Doctor

The second thing you need to do after being injured on the job is to be examined by a medical professional. You need to find out how serious the injury is, and what needs to be done in order to treat it. If the injury doesn’t seem serious, you can make an appointment with your personal physician. If you need immediate medical treatment, you may be required to visit a hospital or a clinic. This will need to be documented in order to begin any claim for worker compensation benefits.

4. Get the Accident Report

You need to have a copy of the accident report for your own files. If you have prepared your own accident report, make a copy for yourself. That way, there can be no discrepancies when you are filing your claim for worker compensation. There should be at least three copies: one for you, one for your employer, and one to send off to the worker compensation board.

5. Follow All Medical Advice

If you have been ordered to stay off your feet after an injury, stay home and keep your feet up. If you are prescribed medications, take them. If you do not follow the advice of your physician right to the last letter, it could mean that you won’t get all of the compensation that you deserve. The last thing you need is to be seen being active when you are supposed to be at home resting.

6. Don’t Milk It

Too many people use a minor injury as a means to get a lot of additional benefits, time off from work, etc. Don’t think that employers don’t know when their employees are doing this. All they have to do is read the accident report and reports from your doctor to know just how serious the injury is, and if you are trying to scam the system, it could very well end up backfiring on you. Take what you are entitled to if you need it, but don’t go overboard, because an employer will usually know when you are crying wolf.
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Diplomat in Residence- Stewart Devine

Stewart Devine is the United States Department of State Diplomat-In-Residence for the Rocky Mountains region. His office is based in the Josef Korbel School of International Studies here at the University of Denver. He is available as a resource, not only to all DU students and Denver community members, but also to the entire Rocky Mountains region regarding careers with the Department of State.
His weekly office hours change, but he can be contacted through the information below:
Stewart Devine, Diplomat-In-Residence, Rocky Mountain Region

Tips for Talking to Scientists (and Other People)

Are you registered for Networking @ Nite? Wondering what to expect? What to say? How to follow up?
Networking events can be a little awkward, but this event is designed to be low stress. Networking @ Nite may not be as formal as a career fair or a conference, but it is still useful to reflect on your goals and a potential action plan for the evening.
Networking @ Nite, like most other networking mixers, will consist of many small groups of folks, chatting about themselves and their experiences. For this particular event, NSM alumni will be stationed at tables set up around the 5th floor of ECS and you will have 3-5 minutes to chat with each alum. You’ll approach one of the alumni, take a seat, chat, and repeat.
Some tips to help you prepare for any networking event:
Know your energy and how you approach others best. I believe this is the most important factor when attending these types of events. Ask yourself:
  • Do I feel more confident approaching large groups, smaller groups, or individuals?
  • Would I prefer to tag along with a friend to help ease the start-of-event jitters?
  • Is hanging out at the snack table my initial plan of attack? (Yes, it is OK to start here! But, you eventually want to move away from the table.)
  • What does success look like for me at this event? How many alumni should I chat with? (ex. “My goal is to talk to at least 3 people at this event and get their business cards. If I meet more than 3, great. If not, I met my goal.”)
When entering the conversation, you might say:
  • “Hi! May I join in on your conversation?”
  • “I overheard XYZ, do you mind if I join you?”
  • “Hello! I’ve been meaning to introduce myself to you. I saw that your research interests are ABC/you are doing XYZ conservation work. I’d love to hear more about it!”
  • “Hi! I am a Research Assistant/XYZ major and am looking to connect with scientists in XYZ. Tell me a little bit about the work you are doing!”
Having a strong personal introduction can also be useful. Be sure to check out these two blog posts to help you get started!
Gracefully exiting conversations can be challenging. Some guidance:
  • Be courteous and professional, but don’t be afraid to end the conversation. These events are designed to help you meet quite a few people in a short period of time, and the other attendees tend to be aware of this as well.
  • “Thank you so much for your time! I’m excited to continue the conversation. Would you be open to sharing your contact/LinkedIn information with me?”
  • “Thank you for chatting with me! I see a researcher I’ve been meaning to introduce myself to, but I’ve really enjoyed our conversation and hope we can connect again soon.”
I hope this helps you begin thinking about what to expect at a networking event, and ideas on what you might want to say. We are so excited to see you on the 28th!

Great Jobs to Consider If You Have Good Communication Skills

Do you have a knack for talking? Are you able to get your points across in an effective and comprehensive manner that allows you to effortlessly describe concepts and ideas, regardless of who’s on the receiving end? If so, then you might be perfectly suited for jobs which require a high-level of communication.
Not sure where to begin or what’s on offer? Here are some of the best jobs you can have as an individual with excellent communication skills.
A Lawyer
Being able to describe concepts and ideas is perhaps the most important aspect of becoming a lawyer and one of the most important careers in this day and age. There are hundreds of cases held in a court of law around the world every single day, each requiring a lawyer to stand up on their behalf. Great communication skills are essential here.
Pay Range – $100K or above a year (depending on experience)
Get Started: The Lawyer, Career.du.edu, Reed,
Content Writing
Content writing is one of the fastest and most profitable industries in the world right now and having excellent communication is a key to your success. Whether you’re writing blogs or articles, you need a firm grasp on the English language and being able to explain a collection of ideas and concepts to readers from around the world.
Pay Range – $5 – $50 per hour
Radio Jockey
Have you ever thought about how clear and defined your voice is? Are you able to maintain composure while under pressure and feel confident talking in front of potentially thousands of people? If so, a job as a radio jockey/DJ could be ideal for you. If you’re fun to listen to and can engage your readers, this can be perfect.
Pay Range – $20K and above
Get Started: Naukri, LinkedIn
Social Media Manager
Social media is such an important part of our everyday lives and, as a business, representing yourself in the best way possible in the eyes of your customers is essential. With this in mind, it’s no wonder that so many companies are turning to independent people who can manage their social media presence for them. If you’ve got intensive experience on social media, and know how to communicate a message effectively, this could be the ideal job for you.
Pay Range – Averages $51K per year
Get Started: Upwork, People per Hour
Online Tutoring
If you specialise in a certain subject, have teaching experience or simply extremely knowledgeable about a certain subject, why not impart your wisdom to people who want to learn about it? Online tutoring is a huge business right now since you can connect with students around the world using free platforms and then get paid by the hour.
Pay Range – $10 – $60 per hour (depending on experience)
Get Started: Tutor.com, Academadvisor
Writing Consultation
If you’ve got a knack for writing, but writing blogs and articles don’t appeal to you, why not use your skills to share your knowledge with other people around the world. Whether you’re teaching other bloggers, students, or people who simply want to improve their writing styles, you can analysis somebody’s work and give them tips to improve.
Pay Range – $10 – $40 per hour
Get Started: Academized, Indeed
Conclusion
As you can see, there is such a diverse number of different job types you can apply for if you have great communication skills. Since there is such diversity, be sure to research each role to ensure that it’s suited to you and you’ll be sure to find your dream job in no time at all.

B.Ed. I Sem – Special English – NPE 1986

National Policy on Education (1986)

Development of languages:
Regional Languages: The energetic development of Indian Languages and literature is a sine qua non for educational and cultural development. Unless this is done, the creative energies of the people will not be released, standards of education will not improve, knowledge will not spread to the people and the gulf between the intelligentsia and masses will remain if not widen further. The regional languages are already in use as media of education at the primary and secondary stages. Urgent steps should now be taken to adopt them as media of education at the university stage.

Three-Language Formula:
At the secondary stage, the State Governments should adopt, and vigorously implement, the three-language formula which includes the study of a modern Indian language, preferably one of the southern languages, apart from Hindi and English in the Hindi-speaking States, and of Hindi along with the regional
language and English in the Non-Hindi-speaking States. Suitable courses in Hindi and/or English should also be available in universities and colleges with a view to improving the proficiency of students in these languages up to the prescribed university standards.

Hindi
Every effort should be made to promote the development of Hindi. In developing Hindi as the link language, due care should be taken to ensure that it will serve, as provided for in Article 351 of the Constitution, as a medium of expression for all the elements of the composite culture of India. The establishment, in non-Hindi States, of colleges and other institutions of higher education which use Hindi, as the medium of education should be encouraged.

Sanskrit
Considering the special importance of Sanskrit to the growth and development of Indian languages and its unique contribution to the cultural unity of the country, facilities for its teaching at the school and university stages should be offered on a more liberal scale. Development of new methods of teaching the language should be encouraged, and the possibility explored of including the study of Sanskrit in those courses (such as modern Indian languages, ancient Indian history, Indology and Indian philosophy) at the first and second degree stages, where such knowledge is useful.

International Languages:
Special emphasis needs to be laid on the study of English and other international languages. World knowledge is growing at a tremendous pace, especially in science and technology. India must not only keep up this growth but should also make her own significant contribution to it. For this purpose, study of English
deserves to be specially strengthened

Crafting Your Personal Brand

Whether you realize it or not, everyone has a personal brand. The ubiquity of social media today makes it relatively impossible to fly under the radar. The question is whether or not you take the time to actively cultivate and shape your personal brand and persona. If your online presence is entirely social, you probably don’t need to spend quite as much time or effort into shaping it. However, if your job or industry relies heavily on an active online persona, you’ll want to take the time to deliberately cultivate a strong personal brand.
To start crafting your personal brand, begin by simply Googling yourself. Regularly run these searches or better yet, set up a Google alert to notify you anytime you have a new online hit. Maintaining a personal website is another great way to ensure you are in control of the message when someone else searches for you. Your website doesn’t need to be fancy or robust, but should include links to your social media outlets, a copy of your resume, a sampling of your portfolio or work (as applies to your industry) and a professional headshot.
Create and share meaningful content. Articles, tweets, or anything else you might share online is a great way to stay relevant and build your brand. However, don’t tweet just to tweet. It is tempting to just continually publish to stay at the top of someone’s feed or mind, but it is important that your content has substance and be worthwhile. If you don’t have anything of your own to share, consider highlighting another source’s article or post as a way to stay active without diluting your credibility.
Most importantly though, be authentic. People are drawn to others that the feel they can relate to and more so, that they can trust. Before you launch a “personal brand campaign” be sure that you understand your objectives and reasons for doing so. Take time to research the online presence of your industry peers and try to network to learn what has worked (and hasn’t) for them—your online self will thank you for it!
Are you an alum or current graduate student? If you are interested in learning more about how to create and maintain your personal brand, join the Alumni Professional Development Series on Tuesday, June 20 from 6:30-8:00 pm for their Personal Branding event. For more information and to register, please click here.
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Good to Know: Work-Life Balance “Tests” Are a Thing Now in Interviews

Good to Know: Work-Life Balance “Tests” Are a Thing Now in Interviews was originally published on The Muse, a great place to research companies and careers. Click here to search for great jobs and companies near you.
As someone who’s conducted hundreds of interviews, I can assure you: There’s a reason behind every question an interviewer asks. Our goal is to gain insight into who you are and how you work so we can find the person who’ll be the very best fit for the open role.
In other words, if we need a problem-solver, we’ll ask about times you had to think creatively. If we need a team player, we’ll ask about shared successes and failures (to see how you frame your work with others). If we need someone who excels at working independently, we’ll ask about self-driven projects.
And so, as an applicant, you come prepared with the stories and examples you’ll share to prove you’re the best person for the job.
But, as you may’ve experienced, interviews don’t always go as planned. I’m not talking about being asked a crazy-hard brain teaser (P.S: Here’s a foolproof strategy to crack one, should it come up). I’m referring to the times when you realize this role might not be the right fit on your end.
For example, I recently read two stories about CEOs testing a job applicant’s work-life balance (or lack thereof). According to The Cut, Barstool Sports CEO Erika Nardini admitted in a recent New York Times interview that she reaches out to candidates on Sundays, “…to see how fast [they’ll] respond.” That same week Business Insider reported that Vena Solutions CEO Don Mal asks candidates if they’d “…leave [their] family at Disneyland to do something that was really important for the company?”
The similarilty is striking: Both these CEOs want to know that a new hire won’t just put work first when they’re in the office, but anytime it would benefit the company—even on your day off.

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First things first, it’s important to note that—for some people—this isn’t a bad thing. You could be in a stage in your life and career, where (especially for a certain role), you expect to be available 24/7 and you’re OK with it.
If that’s the case, distinguish yourself in the interview by making it clear. Say something like: “I recognize what a unique opportunity this is, and at this point in my career, I’m comfortable putting the job first. I’ve already thought through what that would mean. For example, I’d make sure I have internet access, and—if needed—a way to be in the office, 365 days a year, regardless of if I was off or traveling.”
And if you’re not willing to make those sacrifices, that’s important information as well. Side-stepping this question—while it may get you to the next round—would also set you up to work at a company with values you don’t agree with.
In which case, pick the option below that is truest to your actual work style and preferences:

To Answer the Disneyland Question

  • “Before I left for Disneyland, I would bring all projects to completion. As for ongoing work, I would fill in my colleagues in advance of leaving and make sure there was a clear point of contact. If for some reason that wasn’t enough, I’d find a way to hop on a quick call or communicate over email to troubleshoot whatever was necessary.”
  • “I pride myself on giving 100% of my attention to the task at hand. So, I’m not the kind of person who’ll be checking Facebook or taking personal calls from my desk. But I apply that same thinking to my time at home or on vacation—giving my [family/hobbies, etc.] my full focus. I’ve found that allows me to recharge so I can give my all during the workweek without burning out.”

To Answer the Sunday Text

  • “My initial thought is [one line]. I’ll have more time tomorrow morning to review and send on additional ideas.”
  • “I’ll review this first thing tomorrow morning and send on my thoughts by [time on Monday].”
Then, when you do share more on Monday, you can intro your work with a line that says, “I’m always happy to answer as quickly as I can during the workweek, however I reserve weekends for [time with family/recharging/etc.] With that said…”
The most important thing to keep in mind is that the interview process is an audition—for you and the company. So while telling them what they want to hear might get you to the next round, it’s not worth it if you prize the ability to leave work at work.
Be honest about who you are and what you’re hoping for in a future role. While it might take you a bit longer to land a job, you know you won’t be kicking yourself every time your boss texts you.
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Sam Phillips Takes Pride In Her Internship

Sam Phillips, Senior and Mechanical Engineering major finds great satisfaction knowing that she can use her field to impact real lives rather than merely contributing to our consumerist society, a task she was able to accomplish during her internship with Arrow Electronics.
Her job during her internship included working with a team of 15 other mechanical engineers to complete a special project. Their project, nicknamed Project Mono, was to design and build a robotic arm that would allow a former race car driver who had been paralyzed to drive a car. Over the summer, they worked with each other, corporate officials, and other teams of interns to build a prototype. Although they were responsible for the engineering behind the project, other interns from fields such as marketing and business worked on the project as well.
“I’m very proud of this internship” Sam stated and for a good reason. Not only were they responsible for creating the product, they also presented it to an audience of corporate officials. All of the teams came together at the end of the internship to present their robotic arm and convince the company to expand the project. Sam described her internship as “challenging but rewarding”, a phrase she also applied to the internship application process.
Although she felt equipped to handle the work her internship required because of her engineering classes, she described how instrumental the Career Center was to her successfully obtaining the internship as she explains “my classes at DU taught me engineering, the Career Center taught me how to get the job.”
She met with many mentors, including career counselor Rebecca Damas before her application was due and it paid off. She got the internship at Arrow Electronics and had a blast working on a project that could potentially help someone in need.
Sam’s advice for anyone finding the interview process overwhelming included getting yourself out there and making as many connections as humanly possible, as scary as that may be to the introverts out there. Making connections can happen in a variety of way and some of them can be unexpected as in Sam’s experience. The hiring manger at Arrow Electronics approached her through contacts with one of her professors and the career center. 
iPhone Photos 975
There are many ways that a student can find an internship, and the Career Center offers many resources to aid in this process. The University Career Center provides an array of services and workshops from identifying career interests, helping students to select majors, how to search for internships and jobs and preparing for interviews.  Career Advisors are always willing to help students with whatever they may need. Call 303-871-2150 to set up an appointment with your Career Advisor.
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Getting Paid for What You Do

By Chemeketa SBDC

It doesn’t matter what type of business you operate, making sure you get paid on time and as seamlessly as possible is critical to your success and survival.
Tough economic times often lead to slower customer payments. Businesses allow customers to buy on credit so they can make more sales. Unfortunately, granting credit to customers has costs and risks. If collecting customer debts is becoming an issue for your cash flow, it’s time to take a hard look at credit policies and establish collection procedures that encourage prompt payment.
Reviewing your accounts receivable is the first step. Accounts receivable is a term used to describe the quantity of cash owed to a business by its clients and customers. From there, you need to contact the customers and ask for payment. This is not easy for most business owners.
You need to consider the relationship and desire for future business with the customer. You need to examine your client list on a case-by-case basis. It is important for small-business owners to keep in mind that most customers are not delinquent on purpose. Some customers run into financial issues, like a job layoff or major medical illness. In some instances, the customer may simply have an inattentive accounts payable department that needs repeated prodding to make its payment obligations. A personal phone call with the customer is often the best first step in collecting a past due account. Sometimes this call will identify the problem and a reasonable payment solution can be outlined.
Small business owners essentially have two options to tackle collection issues — going after customers who owe you money on your own or hiring a collection agency. For those business owners looking to keep the process in-house, you will save money, but remember, more of your time will be delegated to going after those individuals who have not yet paid. You need to determine if you have the manpower and the time required to be efficient in these processes.
On the other hand, you can hire a collection agency, which is trained for just such matters. You need to determine if the fee you will pay for this professional service is worth the time it will free up; allowing you to focus on the business at hand. So, which option is better?
In looking for a collection agency, keep these items in mind:
• Search for a collection agency that is familiar with your line of work and knowledgeable in working with a business your size.
• Get references from other small businesses you are familiar with on the debt collection agencies you are considering.
• Make sure the agency you end up hiring abides by the Fair Debt Collection Practices Act.
• Make sure the collection agency you choose has errors and omissions insurance, which protects both you and the collection agency should the debtor want to sue for unwarranted efforts to collect.
• Check on the collection agency’s past success ratio.
In the event you decide to keep the collection process in-house, there are some guidelines you should consider following, including:
• Remember that the individual or business you are attempting to collect from is still considered a customer, so treat them with the respect normally given to your customers.
• Train those employees who will be doing debt collection on how to treat customers.
• Make sure you have a solid collection policy in place.
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Moving from Insanity to Strategy on the Job Search—Leveraging Social Media to Land a Job

“Insanity is doing the same thing over and over again and expecting a different result.” Apparently, Einstein knew a thing, or two, about patterns of behavior that don’t serve us well; learning how to break those patterns is another thing.
The typical job seeker goes hunting for employment on a host of websites that aggregate job postings from a myriad of employers hoping that someone, somewhere will want them. Quite often, these individuals report back that for every fifty applications they’ve submitted, they maybe received one interview. While there is nothing inherently wrong with this approach, it is not the most effective way to land an interview, let alone a job. If anything, searching the likes of careerbuilder.com, or idealist.org, ought to be only one part of a multi-pronged job search.
From there, incorporating a method of identifying targeted employers becomes critical to narrowing your focus on opportunities that truly align with your career goals. When you are more clear on where you’d like to call ‘home,’ professionally, you’re more likely to develop a resume and cover letter that effectively articulate your interest and fit; and, you’re likely to deliver a far more compelling and relevant interview.
Finally, it helps to have some clarity around the types of roles, or positions you’re pursuing to hone in on specific job postings. Without a direction, or target you’re moving towards, it will be especially difficult to weed out the right opportunities and to convince employers on why you’re the best candidate for the job. Being open to anything and everything can be overwhelming, time-consuming and paralyzing to the process. As such, think about what topic, or issue resonates with you, or for which you desire to have an impact.
For example, if what fires you up is the topic of sustainability, then consider how it is you want to plug into this issue; are you the person analyzing data to help inform an organization’s decisions, are you leveraging your talent in project and program management to design and roll out initiatives that will support food justice, or might you be the one whose talent in social media helps you develop a strategic communications plan to raise the community’s awareness around recycling and mobilizes them to action? Whatever it is, let the answer to this question guide you in seeking roles that align with your strengths, interests, and values.
In the meantime, use the resources below to help you develop a targeted job search using LinkedIn and other tools. And, attend the upcoming workshop: The Power of Networks: Leveraging Social Media for the Job Search 
The goal of the strategy below is twofold———————————————————————————————————————–
  1. One part is to help you in getting really clear about the employers you want to work for while at DU, and post-graduation.
    • And, then, through informational interviews, to build relationships to folks in those companies who ultimately become your champion for opportunities, while also expanding your scope of what is possible for types of jobs and companies that would fit who you are.
  1. Additionally, the other part of this exercise is to search websites targeted by industry to identify job postings that resonate with you and begin applying.
Steps to Building a Targeted Job Search———————————————————————————————————————–
Research people (and/or organizations) on LinkedIn and Guidestar who are at the intersection of your interests, motivations and professional ambitions.
  • Use a keyword search and narrow down by city/state
  • Take note of the organizations and companies these individuals work for, including their current and past job titles that might align with future roles that could fit for you.
Create a list of 20-30 of those organizations you’re interested in (create an excel spreadsheet to track your findings)
  • Find at least one DU alumni, or other professional, working in that company with whom you could contact for an informational interview
  • Use the LinkedIn alumni page and Pioneer Connect to identify fellow Pioneers
From your list Send an email to one individual in your Top 5 Companies (or, career fields) requesting an ‘informational interview’
  • Keep the focus of your outreach on your desire to learn more about the company, the nature of the position and cultural fit; rather than on your pursuit
  • Repeat Step #3 every two weeks until you’ve reached out to all your contacts
Informational Interview Resources——————————————————————————————————————————
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

5 Ways to Break Into the Hidden Job Market

Hidden Job Market
What’s the first thing you do when you’re looking for a new job? Your instincts tell you to start exploring job boards. Of course, you should go through different job boards to find openings suitable for your skills and interests. However, when you exclusively base your quest on these platforms, you might end up frustrated. You’ll be sending countless applications and getting only a few calls.
Have you started exploring the “hidden” job market? We’re talking about opportunities that are not being advertised on job boards. Many organizations rely on recruiters and specialized sites to identify and attract qualified candidates.
You might be wondering why they are doing that. If these organizations advertise their job openings online, they will get tons of applications, and not all of those candidates will have the needed skills and education. Thus, they created a system that allows them to identify the best matches from a pool of viable candidates.
The main question is: how exactly do you find a job opening that’s hidden? You need to present yourself as a highly qualified candidate for a particular type of job so the recruiters will find you. We’ll tell you how to do that.

1. Focus on Networking

You need to establish a professional network of people, who will recommend you to potential employers. You already know this: LinkedIn is an irreplaceable tool for networking. Are you using it well? Your profile should be attractive and creative. Although the format is rigid, it still gives you space for creative presentation.
John Groove from Resumes Planet gives us a good tip: “LinkedIn networking isn’t something you should be doing only when you need a job. Turn it into a habit! When you keep connecting with people from the relevant industry every single day, you increase your chances of getting calls from recruiters. You don’t find the hidden job market. It finds you when you make yourself noticed.”

2. Start Posting Articles

There is one principle in networking you should always keep in mind: give, so you’ll get something in return. What exactly can you give, so you’ll attract more connections on LinkedIn and other social networks? The answer is content.
Start your own blog and write content related to the niche you aim for. You can also post on LinkedIn’s blogging platform. That’s a great way to get noticed by the right people. With the unique content of high quality, you’re building the status of an expert in the industry.
Don’t forget to forward useful content on Facebook, Twitter, Google+, and other channels. You need to make your profiles useful to follow.

3. Reach Out to Employers

You really want to work in a particular company? Why don’t you reach out? Instead of waiting for them to post an ad on job boards, you should make the first step. First, connect with people from that organization on LinkedIn.
Then, you’ll need to send a compelling request for an interview with the recruiter or hiring manager. It takes a lot of effort and skill to write such a request, but you can do it. Just introduce yourself and tell them why you want to work in that organization and how you can contribute to its growth. At the end of the request, nicely ask them to contact you in case they have an open position suitable to your skills. You can send this kind of request via email, but you can also call the hiring manager. That’s bold, but it works.

4. Work on Your Growth

Your degree is not enough. Recruiters want to see you’re doing everything you can to improve your knowledge and gain more skills. Attend as many courses and seminars as you can. Professional growth requires effort and finances, but you’ll see great benefits in return.
First of all, seminars, courses and conferences give you a chance to meet people from your industry. You can get noticed by the instructors so they will give you a recommendation. Most important of all, you’ll gain new skills that open up opportunities for better jobs.

5. Volunteer!

Working without getting paid? Who does that nowadays? – Smart people who know that’s a great way to impress employers. Volunteering positions are rarely advertised. If you really want to work for a certain company, contact the hiring manager and offer your services without compensation. You’ll get to do what you love, and you’ll leave a positive impression to the right people.
Volunteering can lead you to a job offer. Once you get into that organization, it’s up to you: will you prove yourself to be a valuable addition to the team? Even if you don’t get an offer for a full-time job, you’ll at least make great connections and you’ll get recommendations that lead you to other hidden opportunities on the job market.
It all comes down to your persistence, diligence, and ability to make connections. When you need a new job, you need to start knocking on as many doors as possible. Hiring managers expect that approach from talented candidates.
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Get Your Business Online

By Chemeketa SBDC

Can your business be found online? Are you struggling to choose and use social media? Does your website reflect who you are and what you offer?
This workshop is an overview on crafting an effective website, choosing and using the right social media for your business and setting up your business with Google.

3 dates, 3 locations
9 am to 11 am
$59 each session

DallasMonday, July 10
Chemeketa Polk Center, 1340 Holman Avenue (Room 108)
Register for this event online or call 503.399.5088
WoodburnTuesday, July 11
Chemeketa Woodburn Center, 120 E Lincoln Street (Room 207)
Register for this event online or call 503.399.5088
McMinnville
Wednesday, July 12
Chemeketa Yamhill Valley Center, 288 NE Norton Lane (Room 105)
Register for this event online or call 503.399.5088
What we’ll cover:
1. Your Website | Information and Engagement
You own your content, have control. Google likes fresh content, must update regularly
> Defining your goals
> Optimize for search
> Essential elements
> Basics for build/hosting
Summary of Tips for an Effective Website
> Content/copy
> Images
> Calls to action
> Checklist
2. Social Media | The Top 6
How do you choose what’s right for you? Know what your audiences are using. You may have to “pay to play”
> Facebook
> LinkedIn
> Twitter
> Pinterest
> Instagram
> Google+
Recommendations
> Pros and cons for each
> Images and elements
> Frequency of posting
> Boosted posts vs. ads
Google your business | Overview
> Reference and how to
> Set up your business to be found
Wrap Up and Questions
Handouts of reference guides/links and checklists to use
You’ll walk away with plenty of ideas and tips you can use right away, as well as reference guides and how to’s to build your online presence.

Speaker bio

Jennifer Larsen Morrow, president of Creative Company, an award-winning marketing and branding firm in McMinnville, has helped hundreds of organizations boost marketing results for more than 35 years. In presentations and workshops she motivates and delights local, regional and national audiences with her energetic style, fresh ideas, case studies and proven tactics. She’s been called “a brand guru extraordinaire,” “brilliant,” “strategic” and “engaging.” Morrow digs into the challenges and benefits of being online, building an effective website, and using social media as part of today’s marketing program.
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1