LinkedIn Jobs: It’s Not What You Know, It’s Who You Know

Guest Blog by the LinkedIn Careers Team – Article 1/5
LinkedIn Jobs: It’s Not What You Know, It’s Who You Know
Your soon-to-be awarded degree is likely a requirement for your dream job. But what is going to set you apart from everyone else who just graduated college with the same qualification? Your network! 

Harness the power of your network, providing you an edge in your job search
Do I even have a network?
LinkedIn is helping soon-to-be grads from around the country tap into their professional community—whether they realize they have one already or not.  LinkedIn has the power to uncover 1st and 2nd degree connections that will boost your chances of getting hired for highly sought-after jobs in a competitive market.  We found that 70% of people were hired at a company where they had a connection.
One of the easiest ways for students to make connections is through the LinkedIn Alumni tool. It’s a simple way to explore and create alumni connections from your school.  You can lean in on where they work now and in what cities. Simply search for your school and select “see alumni” to get started. You can access career paths for more than 23,000 colleges and universities worldwide.
Your First Job is a First Step!
Even if you land your dream job right out of college, the most successful professionals will warn you about complacency and how it may negatively affect your earning potential over time.  Searching for jobs can seem like a daunting task, especially right after you’ve just landed one. It’s ideal to continue interviewing and keep an open mind for your next career move.  LinkedIn has made it easier than ever to keep your options open even when you’re not actively seeking alternative employment.  It’s called Open Candidates and it’s as easy as updating your LinkedIn career interest preferences.  By flipping the switch, you privately signal to recruiters that you’re interested in new opportunities.
What Now?
Create or update your LinkedIn profile today.  There is no other place where you can access such a wide range of knowledge, skills and resources to help you reach your goals!

Federal Contracting Success Series

By Chemeketa SBDC

1. The Basics of Government Contracting
Topics:
• Who is GCAP and how can we assist your small business to succeed in government contracting
• Understanding the federal codes NAICS and PSC
• Finding leads FedBizOpps, FedConnect, GCOM
• Federal Acquisition Regulations (FAR)
• Federal contracting set-asides HUBZone, 8(a), SDVOSB, VOSB, WOSB, EDWOSB
• Registrations SAM and DSBS
Date: February 13, 2014
Time: 9 am to 12:00 pm
Instructor:  Marta Clifford
2. Understanding Federal and State Small Business Certifications
Topics:
• FEDERAL-Understanding Small Business Certifications
• Understanding Small Business Goals|• Small Disadvantaged Business (SDB) Certification & 8(a) Program
• Service Disabled Veteran Owned Small Business Certification (SDVOSB)
• Woman Owned / Economically Disadvantaged Woman Owned Small Business Certification
• HUBzone Certification
• Veteran Owned Small Business (VOSB) Certification
• STATE-ESB- Emerging Small Business, DBE- Federal Disadvantaged Business Enterprise
• WBE-Woman Business Enterprise, MBE- Minority Business Enterprise
• What are the benefits of state certifications?
• How do I market to state agencies? Do any agencies set aside contracts for certified small businesses?
• What are the requirements for state certification?
• How to leverage your small business certifications
Date: February 20, 2014
Time: 9 to 11 am
Instructor:  Marta Clifford
3. Marketing Materials and Methods
Topics:
• Capability Statement what it is, how to write one and how to use it to market to the Federal government
• Websites: why you should have one and what should be included on your website
• BUSINESS cards what do they say about your business
• GCOM GCAP’s Government Contracting Opportunities Match how to make it work for you.
The instructor will assist you with the form while in class.
Date: February 27, 2014
Time: 9 to 11 am
Instructor: Marta Clifford
Location: Chemeketa Center for Business & Industry
626 High Street NE, Downtown Salem
Cost: $10 each session or $25 for all three
Registration and Information: 503.399.5088

ANALYZE THIS: PART I. TOP SKILL #4 IN THE EYES OF EMPLOYERS IS ANALYTICAL REASONING AND CRITICAL THINKING

According to the annual survey of the American Association of Colleges and Universities, one of the top skills sought by employers is a combination of critical thinking and analytical reasoning. Our own sample of 162 employers who attended the Job and Internship Fair in March 2016 has confirmed this finding: 89% of them were looking for candidates with this particular skill combination. These employers range from not-for-profits and businesses to government agencies and international organizations in various fields and industries.
What do the employers mean by “analytical” and “critical thinking” skills? Why are these skills so much in demand? Do you possess these skills? If you do, how would you demonstrate that to your potential employer? What activities would help develop analytical reasoning and critical thinking?
Find out this and more in my two part blog.
First, what are we talking about?
We are talking about two higher order cognitive skills. Both analytical reasoning and critical thinking help understand the information, topic, problem, data, etc. They enable one to tackle a problem and make the right decision in a more efficient way. However, these skills are not identical.
Analytical reasoning refers to a thinking process that entails breaking the information (topic, problem, data, etc.) into the parts, researching, and evaluating each part separately, to comprehend the complexity of the topicdiscover connections, causes and effects, patterns, etc.  
Critical thinking refers to a thinking process that entails coming up with questions, searching for flaws or strengths, evaluating possible scenarios, etc., to interpret the complexity of the topic based on the facts as well as prior knowledge and experience. Critical thinking involves figuring out the “Why?” and “Why not?”
For sure, I have simplified the definitions of these skills — there is much more to both analytical reasoning and critical thinking.
Why do employers look for analytical reasoning and critical thinking skills? 
There are three major reasons:
First, employers look for these skills because of the complexity of the today’s workplace. Such complexity involves multiple sources of information, numerous stakeholders, complex challenges (economic, social, or political), increasing competition, etc.  To achieve success in whatever organizations do (development or implementation of products, programs, services, projects or policies, etc.) in such complex environments, employers need analytical and critical thinkers who can grasp individual components and their relationships, as well as probe deeper to figure out what is important and what is not.
Second, many organizations have concluded that the decentralized structure of decision-making help them work more efficiently. This means that junior staff get more responsibilities to make decisions, come up with solutions, and recommend innovations. All these tasks call for good analytical reasoning and critical thinking skills.
Finally, the employer prefers new hires who will be able to become effective in their job as fast as possible. This requires figuring out how the organization operates, your tasks and expectations, where to get mentorship, communication channels, etc. To master all this information fast, the new hire should use analytical reasoning to understand these important components and their relations at the new workplace.
Obviously, different fields and industries would require their own analytical approaches and modes of critical thinking. Research assistants in the science fields would use different inquiry methods than research assistants in policy organizations. Business professionals of various specializations would employ different analytical tools to meet their goals. Educators, media and communications specialists, program coordinators or event planners — all would use different analytical approaches, strategies and techniques in their day to day job. However, the principles of analytical reasoning and critical thinking are universal, which makes them essential transferrable skills.
Now, while I am working on my second part of this blog, I would like to suggest that you get busy as well.
First,  put on your analytical reasoning cap and analyze your academic, internship, leadership, work and other experiences to find suitable examples of utilizing analytical reasoning and critical thinking skills.  Think of specific projects and tasks that you have accomplished where you had to figure out components (factors, aspects, steps), research, and evaluate them separately and together. Think of any examples where you identified information gaps, flaws, or thought through and/or suggested possible alternatives.
Next, put on your critical thinking cap and try to assess your performance on these tasks and think of specific ways you can continue further developing these skills.

I Semester – Special English – Unit 3 – Skill Oriented Teaching


A quality time of period we have spent over discussing how teaching of a language differs from teaching a subject. The main difference falls in the instructional objectives of teaching the both.

Teaching a subject is predominantly knowledge oriented whereas through teaching a language, a teacher facilitates the learners to acquire / develop his/her communication skills. Hence, apart from teaching, a considerable amount of training aspect should also be found in the language teaching.

The teaching sessions should be oriented to incorporating varied skills of language.

1.      Reading skills are extremely important. Students that have the confidence and ability to read and comprehend reading material can begin to build a different English perspective. Articles and short stories are a great example of reading exercises, pairing reading with practice and production questions that will spark discussion with classmates.
2.      Discussion skills develop better conversation. Your students begin processing information in English when listening and speaking. They will be required to respond in English to what they hear. For video clips, you can have your students discuss the summary of what they had seen and heard. In a dialogue exercise, students can practice the art of conversation with a partner or in a collaborative group exercise.
3.      Writing skills are often overlooked in ESL, yet these skills are just as important as any other ESL skill around. Writing enables students to leap into description, putting their grammar and new vocabulary into practice. Your students can utilize writing in various ways, conveying their thoughts in English to the class, at home or even in their profession.
4.      Pronunciation skills allow your students to develop the sounds in their speech to be understood when speaking English abroad or during a business presentation. If your students lack the essential concepts within pronunciation, than they run the risk of being misunderstood and it may diminish the confidence they have built in your classroom after months of ESL study.

I I leave this list to you students to be further furnished / elaborated / added with other skills.

Expecting your contribution in the comments…

The Direct Method

The Direct Method
The direct method was originated in France in 1901. According to Webster’s New International Dictionary “Direct method is a method of teaching a foreign language especially a modern language, through conversation, discussion and reading in the language itself, without the use of pupil’s language, without translation and without the study of formal grammar.”
Meaning
            A child learns his mother tongue in a natural environment where the learner experiences what he learns. In the learning of a foreign language also a natural environment should be created. “To teach directly is to establish a direct or immediate association between experience and expression, between English word, phrase or idiom and its meaning” says H.Champion
Aims of Direct method
The major aims of Direct Method are:
X  To make the pupil think and express his own thoughts and feelings in English without the intervention of his mother tongue.
X   To enable the child to grasp what he hears or reads in English.
Features of Direct Method
H.E. Palmer has enumerated the following feature of this method
1.      Translation in every shape of form is banished from the class room, including the use of mother tongue and of the bilingual dictionary
2.      Grammar, when it is taught, is taught inductively
3.      Oral teaching precedes any form of reading and writing
4.      The use of disconnected sentences is replaced by the use of connected texts
5.      Pronunciation si to be taught systematically on a more or less phonetic lines
6.      the meanings of words and forms are taught by means of objects orr by natural context
7.            The vocabulary and structure of the language are inculcated to a large  extent by questions asked by the teachers and  answered by the pupil

Principles of Direct Method
Oral Practice:  This method lays emphasis on oral teaching. Thorough drilling is given to the pupils for listening imitating and speaking. Phonetics is also given much importance. Thus the students acquire a good pronunciation and fluency.
The Unit of Speech is a sentence not a word:     In the direct method emphasis is laid on speaking full sentences and the teacher presents every sentence with the help of appropriate situations.

Inhibition of Mother Tongue:        As far as possible mother tongue is not used while teaching. The language should be associated with its meaning directly, without the assistance of mother tongue.

Inductive teaching of Grammar: Main emphasis is laid on functional grammar not on theoretical grammar. Hence grammar is taught inductively and indirectly.

Introducing New Words:   There are certain ways in which the teacher can introduce new words;          By direct association with an action, gesture or an object
By association with a representation of the same in a picture
By inferences from the context
By explanation in English using words already familiar to students

Advantages:
The method is Psychologically Sound:    It follows the main principles of education viz. “proceed from particular to general, proceed from concrete to the abstract and practice must precede theory”

Natural Method:   in the direct method, the order of teaching is listening, speaking, reading and writing. This is the natural order of learning a language. It begets fluency of speech:  a lot of attention is paid to oral training in this method. Direct association between word and meaning tends to improve expression of speech.

It facilitates thinking in English:  the inhibition of mother tongue creates a direct bond between idea and expression. It associates “words with things, things with context, and context with expression in the new language”

Increased use of Audio Visual aids:   the use of objects, pictures and models, other illustrations, activities, demonstrations, T.V., radio, computer, etc. makes the lesson more interesting and real. They leave ever lasting impressions in the minds of the pupils.

Limitations:
Incomplete Method:  this method makes only aural-oral appeal and ignores reading and writing skills. Aural oral appeal is stronger but all children are not linguistically minded.

Lack of Teaching Formal Grammar:  Since grammar is taught inductively, students may not acquire mastery over grammatical rules

Lack of Trained teachers:  this method requires expertise on the part of the teachers with proper training in phonetics and linguistics are few in number.Lack of teaching aids:  this method needs proper facilities with well equipped language laboratory, teaching aids such as radio, television, linguaphone, etc. they are not affordable in Indian circumstances.

Not suitable for all learners:   Dr. Breton says “only the clever child can profit by this method’. Dull learners and below average learners cannot cope up with this method.

Time consuming method:  Only limited number of words can be directly associated with objects. Precious time is wasted in elaborating meaning, which may be successfully conveyed in mother tongue.

Suggestive Measures:
In the opinion of P.Gurrey and Dr. West, “It is a principle which can be used along with some method.” Morris recommends the following modifications in Direct method.
 The basis of language is its oral form. All lessons should be conducted on the lines of Direct method
 Translation may be used when the other medium is not effective
 It must be born in mind that this method is a positive method presented with briskness, liveliness and intensiveness.

Competition is Good

By Chemeketa SBDC

Do you sometimes wish your competition would just go away?  That you could be the only business in town that does what you do so you don’t have to worry about gaining or keeping customers? What if I told you that having competition can actually make your business stronger?
Whether it’s directly or indirectly, business owners almost always have to compete for their customers and then to retain those customers. And in an age of online shopping, the competition is both local and global. But, believe it or not, competition can be a good thing. It can help you understand your niche, it can show you where you are weak, it can motivate you to improve, and it can lead to unexpected partnerships. The key is to see your competition as an ally (of sorts) rather than an enemy.
In other words, competition doesn’t always have to be about winning and losing.  It can be about growth and learning, building and partnering. How would it feel to see your competition as there to help build your business? How would you do business differently if you believed that both you and your competitors can be profitable, that no one has to lose?
Here are a few things to think about the next time you look down the street, across town, or on the web to see what your competition is up to:
  • What do you know about your competitors? What are their strengths and weaknesses?  How long have they been in business?  What are they particularly known for? How might you support them? Be open to discovering you have immense respect and admiration for those you have been competing “against.”
  • Do you know what sets your business, product or service apart from theirs? Use this information to get clear about your target market and how it differs from your competitors’.  Perhaps a potential customer is really a better fit for your competition: are you willing to refer them so your customer gets what they are really looking for?
  • Make a list of five reasons customers should choose your product over your competitions’ without putting your competitions’ product down. If you have to spend energy making another business look bad, you don’t have that energy available to tell your potential customers why your business, product, or service is the best possible choice for them (assuming it is). Besides, it’s not very becoming either.
  • Be honest with yourself about how your competition is better than you.  Is their product superior?  Do they have better customer service? How can you learn from and emulate what they do well? Are you willing to ask them for help?
  • How can you collaborate with your competition to create win-win situations that lead to greater profits for you both? Be willing to make referrals to your competition as appropriate and don’t be afraid to play nice in the sandbox; you never know where a positive relationship with your competitor might lead.

More Than the Registration Fee: Reasons to Invest in LSAT Prep

There is a lot of conflicting advice out there about the best strategy for taking the LSAT – how long to study, how many times to take the test, and even about how “good” a predictor it is of anything at all. The one thing everyone seems to agree on? The LSAT is not just a test; it’s an investment. And it’s an investment that can significantly impact how much you pay for law school down the line. One major theme that emerged for hopeful law students who attended The True Cost of Law School: Budgeting Beyond Tuition on April 6: Invest in a quality LSAT prep program.
You’ve probably heard that law school admission is based on two things: LSAT and GPA. Of the two, many admissions officers will say the LSAT score is their priority in assessing how aid will be distributed. This is also true for merit-based aid. As the number of law school applicants has dropped, schools have begun to compete more actively for the best-qualified applicants – often using merit-based financial aid as incentive to attract those applicants. In this competitive environment, the higher your LSAT score, the better your odds not just for admissions, but also for scholarships. According to Benjamin Leff, professor at American University’s Washington College of Law, a three-point bump on the LSATS can mean the difference in thousands – or tens of thousands – of dollars in financial aid. Consider scholarships in India which is a very good alternative.
Another reason to commit your time and your money to preparing for the LSAT? It’s an opportunity to spend small (relatively – compared to law school tuition down the line) early in the process and figure out if law school is right for you. Though it’s often debated, research suggests that the LSAT is a key predictor of bar performance. Law schools often claim that your score is the most consistent predictor of how well you will do the first year in law school and on the bar exam. If studying and then sitting for a test like the LSAT isn’t something you’re willing to do, consider how you’ll handle the three or four months of studying you’ll eventually need to commit for preparing to pass the bar and become a practicing attorney.
For the budget-conscious law school hopeful, investing $1500 or more in an LSAT prep program might seem like a lot to ask. Be creative, and use all of your resources. Above the Law suggests online options like podcasts and videos, which may cost nothing. The Law School Admissions Council (LSAC) makes available (for free) Official Prep Materials, including sample questions with explanations, old tests, and videos. There are even free apps you can download to practice exam questions, connect with instructors in a community forum, and more. However, even if your hope is to get your LSAT prep for free, Above the Law still recommends that you invest in real LSAT materials to use for practice. At a minimum, take your LSAT prep seriously. Don’t try to take the test cold, or with only minimal preparation. Look for high quality test prep materials with strong reviews from actual test takers at every price point.
If you decide to enroll in a commercial preparation course, do your homework – before and during the class. Talk to others who have taken the same course at the same location, ideally with the same instructor. Be skeptical of any course that makes outrageous claims about raising your score. Commit to the program – showing up for the classes is not the same as participating and will not be enough to improve your score. You’ll need to devote significant time outside the classroom to master the material. And lastly, ask about discounts or scholarships. Though not widely advertised, some of the larger prep companies provide discounts to students with demonstrated financial need.
Most importantly, remember that becoming a lawyer is embarking on a career, not just finding a job. Taking the LSAT is one of the earliest steps in beginning your legal career on solid ground. Take it seriously, and invest your resources accordingly.

The Direct Method

The Direct Method
The direct method was originated in France in 1901. According to Webster’s New International Dictionary “Direct method is a method of teaching a foreign language especially a modern language, through conversation, discussion and reading in the language itself, without the use of pupil’s language, without translation and without the study of formal grammar.”
Meaning
            A child learns his mother tongue in a natural environment where the learner experiences what he learns. In the learning of a foreign language also a natural environment should be created. “To teach directly is to establish a direct or immediate association between experience and expression, between English word, phrase or idiom and its meaning” says H.Champion
Aims of Direct method
The major aims of Direct Method are:
X  To make the pupil think and express his own thoughts and feelings in English without the intervention of his mother tongue.
X   To enable the child to grasp what he hears or reads in English.
Features of Direct Method
H.E. Palmer has enumerated the following feature of this method
1.      Translation in every shape of form is banished from the class room, including the use of mother tongue and of the bilingual dictionary
2.      Grammar, when it is taught, is taught inductively
3.      Oral teaching precedes any form of reading and writing
4.      The use of disconnected sentences is replaced by the use of connected texts
5.      Pronunciation si to be taught systematically on a more or less phonetic lines
6.      the meanings of words and forms are taught by means of objects orr by natural context
7.            The vocabulary and structure of the language are inculcated to a large  extent by questions asked by the teachers and  answered by the pupil

Principles of Direct Method
Oral Practice:  This method lays emphasis on oral teaching. Thorough drilling is given to the pupils for listening imitating and speaking. Phonetics is also given much importance. Thus the students acquire a good pronunciation and fluency.
The Unit of Speech is a sentence not a word:     In the direct method emphasis is laid on speaking full sentences and the teacher presents every sentence with the help of appropriate situations.

Inhibition of Mother Tongue:        As far as possible mother tongue is not used while teaching. The language should be associated with its meaning directly, without the assistance of mother tongue.

Inductive teaching of Grammar: Main emphasis is laid on functional grammar not on theoretical grammar. Hence grammar is taught inductively and indirectly.

Introducing New Words:   There are certain ways in which the teacher can introduce new words;          By direct association with an action, gesture or an object
By association with a representation of the same in a picture
By inferences from the context
By explanation in English using words already familiar to students

Advantages:
The method is Psychologically Sound:    It follows the main principles of education viz. “proceed from particular to general, proceed from concrete to the abstract and practice must precede theory”

Natural Method:   in the direct method, the order of teaching is listening, speaking, reading and writing. This is the natural order of learning a language. It begets fluency of speech:  a lot of attention is paid to oral training in this method. Direct association between word and meaning tends to improve expression of speech.

It facilitates thinking in English:  the inhibition of mother tongue creates a direct bond between idea and expression. It associates “words with things, things with context, and context with expression in the new language”

Increased use of Audio Visual aids:   the use of objects, pictures and models, other illustrations, activities, demonstrations, T.V., radio, computer, etc. makes the lesson more interesting and real. They leave ever lasting impressions in the minds of the pupils.

Limitations:
Incomplete Method:  this method makes only aural-oral appeal and ignores reading and writing skills. Aural oral appeal is stronger but all children are not linguistically minded.

Lack of Teaching Formal Grammar:  Since grammar is taught inductively, students may not acquire mastery over grammatical rules

Lack of Trained teachers:  this method requires expertise on the part of the teachers with proper training in phonetics and linguistics are few in number.Lack of teaching aids:  this method needs proper facilities with well equipped language laboratory, teaching aids such as radio, television, linguaphone, etc. they are not affordable in Indian circumstances.

Not suitable for all learners:   Dr. Breton says “only the clever child can profit by this method’. Dull learners and below average learners cannot cope up with this method.

Time consuming method:  Only limited number of words can be directly associated with objects. Precious time is wasted in elaborating meaning, which may be successfully conveyed in mother tongue.

Suggestive Measures:
In the opinion of P.Gurrey and Dr. West, “It is a principle which can be used along with some method.” Morris recommends the following modifications in Direct method.
 The basis of language is its oral form. All lessons should be conducted on the lines of Direct method
 Translation may be used when the other medium is not effective
 It must be born in mind that this method is a positive method presented with briskness, liveliness and intensiveness.

Bringing Variety to the English classroom

Here are 14 ways to use variety in your classroom:

1. CREATE A BALANCE. Structure your lessons with a balance of listening and activity. Young people can listen effectively for about half their age in minutes e.g. if they are 12 they can listen for 6 minutes at one time.

2. USE A SCHEDULE. Make the structure obvious to the students by having a schedule on the board which could look like this: 10 mins teacher talk, 10 minutes paired work, 10 minutes sharing with whole class, 10 minutes recording in work books, 5 minute review and game.

3. Use paired and group activities.

4. GAMES AND SIMULATIONS. Having fun engages our brain and makes the learning memorable. I can still see students keenly learning their times tables to see how quickly they could recite them and beat their own time.

5. ALLOW CHOICE. Give students a say in when and with whom they present their work. Allow them to choose whether they present to the whole class, a small group or to the teacher.

6. ALL STUDENTS ANSWER. Use mini-whiteboards for students to write answers and hold up to the teacher. This approach reduces anxiety for students who fear failure as the answer can be erased, and gives the teacher immediate feedback about how well the students are learning.

7. INCORPORATE MOVEMENT. No one learns best by sitting at a desk or on the floor for long periods of time. Use movement to underscore the learning. Adding movements to learning can enhance and embed the learning. Think about using actions with a song or memory tricks to learn lists of dates.

8. JIGSAW OR EXPERT GROUPS. Students reading and learning a topic then teaching it to a small group.

9. USE MUSIC. It can signal the end of a task, transition time or pack up time. Use music as part of your lessons…as a break, as a movement, to lift the mood or to give students thinking time. Music has the power to change feelings- use it to provide a background to your activities. It can also promote positive relationships through shared tastes and knowledge of songs. Singing is a fantastic transition activity for younger students and could be used effectively with older students who also love to sing.

10. PAIRED AND GROUP DISCUSSIONS. We learn by talking about things and giving students opportunities to discuss the work will help to make it relevant and meaningful. Keep chatting times short and give clear boundaries for the discussions to keep students on task.
11. Give practical demonstrations to make the learning relevant and real.

12. PEER MENTORING. Have students explain content to each other.

13. CLASS MEETINGS. Conduct real life problem solving situations addressing student need e.g. how to develop time management skills or how to deal assertively with bullying behaviour.

14. USE A VARIETY OF RESOURCES. Raid the library to provide students with resources to use e.g. a range of texts, laptops, internet, encyclopaedias, posters, guest speakers, excursions, incursions etc.

Keeping Tabs on the Competition

By Chemeketa SBDC

Want to know what your competitors are up to? It’s important to keep tabs on them so you know what your customers know. It doesn’t have to cost you a lot of money nor time, and you’ll learn a lot.
Your first step is to clearly understand your own company’s goals and strategies, and where you stand in the marketplace. Then, and only then, can you understand how you stack up in comparison to competitors. Get a handle on your own business, then choose a handful of competitors to monitor.
Figure out what really matters to you, and hone in on those factors. Watching competitors often involves paying attention to their motivations (what is driving them?), their revenues or profits (as much as you can tell from the outside), how management is behaving and making decisions, and your assessment of their capacity to meet their goals.
Create a system to gather information and store it (folders in a shared drive that are accessible to anyone in your company for instance). And establish a regular time to analyze the information, perhaps quarterly.
Gathering the intelligence is easier than ever, and thanks to the internet, can be largely automated. Here are some common sources to check in with.
• Your competitors’ websites are a first stop to find out what they’re up to. Make a practice of scanning them. And then look into a free website likewww.WatchThatPage.com that monitors specific pages and sends you an email alert when they’re changed.
• News sources can give you information. Google your competitors, and sign up for email alerts on news.google.com.
• Check public sources like the Corporations Division to see changes in ownership. You can also access unpublished information through a Freedom of Information Act request.
• Ask your employees what they know; you might be surprised what they can tell you. They talk to customers all the time and pick up lots of tidbits along the way.

“Think Critically” by guest blogger, Robert Mack, SIS ’12 of PublicRelay

This post is the second in a series on critical thinking and analysis, one of the top skills employers want you to have.   Here, SIS alum Robert Mack tells  how the critical thinking skills he learned here at AU  have been important to his career at PublicRelay.  Robert is currently a Media Analyst and Recruitment Specialist. 
Think Critically, by Robert Mack
Analyze; problem solve; synthesize; think critically. To anyone perusing CareerWeb’s listings, these terms quickly become a dime a dozen. Yet these words appear often for good reason – employers need individuals who can come up with simple solutions to massively complicated problems. As evidenced by a recent survey, 93% of employers highly value critical thinking skills – so highly, in fact, that they value critical thinking skills more than an applicant’s undergraduate major.[i] Writing as an AU alum who now works in a recruiting role, I can attest to the fact that critical thinking and analytical reasoning skills are in demand more than ever and that AU is a great place to perfect them.      
Dan Black, Director of Recruiting at EY, defines critical thinking as “the ability to work with data, to accumulate it, analyze it and synthesize it, in order to make balanced assessments and smart decisions.”[ii] His definition may sound intimidating, but these skills are 100% learnable. Mastering the art of critical thinking just takes time, work, and patience.
For the students reading this, you can find opportunities to improve your critical thinking skills right in front of you. Many class assignments, especially research papers, require the collection, analysis, and synthesis of data in a way that parallels the critical thinking definition found above. Writing research papers, more than anything, teaches you how to think. In 10 years, most of you will probably not remember the specific topics that you covered in your research assignments. What you will remember is the critical thinking approach that you employed when building your arguments and conclusions, an approach that will stay with you for years to come.
At PublicRelay, we tackle the communications challenges facing our clients with our analytical reasoning and critical thinking skills. During the hiring process, we look closely at our candidates’ analytical and reasoning abilities to gauge how they would approach the challenges our clients encounter. We hire individuals who are sharp and want to think big – so much so that there is no one degree that we look for. Our Media Analysts have backgrounds in history, international relations, anthropology, and sociology, among many others. At the end of the day, we need people who can solve problems and think critically.
Since graduating 4 years ago, I’ve taken the critical thinking skills that I learned at AU and applied them to solving a number of complicated problems. Business theories change, Presidents will enter and exit office, but thinking critically will never go out of style.

Bringing Variety to the English classroom

Here are 14 ways to use variety in your classroom:

1. CREATE A BALANCE. Structure your lessons with a balance of listening and activity. Young people can listen effectively for about half their age in minutes e.g. if they are 12 they can listen for 6 minutes at one time.

2. USE A SCHEDULE. Make the structure obvious to the students by having a schedule on the board which could look like this: 10 mins teacher talk, 10 minutes paired work, 10 minutes sharing with whole class, 10 minutes recording in work books, 5 minute review and game.

3. Use paired and group activities.

4. GAMES AND SIMULATIONS. Having fun engages our brain and makes the learning memorable. I can still see students keenly learning their times tables to see how quickly they could recite them and beat their own time.

5. ALLOW CHOICE. Give students a say in when and with whom they present their work. Allow them to choose whether they present to the whole class, a small group or to the teacher.

6. ALL STUDENTS ANSWER. Use mini-whiteboards for students to write answers and hold up to the teacher. This approach reduces anxiety for students who fear failure as the answer can be erased, and gives the teacher immediate feedback about how well the students are learning.

7. INCORPORATE MOVEMENT. No one learns best by sitting at a desk or on the floor for long periods of time. Use movement to underscore the learning. Adding movements to learning can enhance and embed the learning. Think about using actions with a song or memory tricks to learn lists of dates.

8. JIGSAW OR EXPERT GROUPS. Students reading and learning a topic then teaching it to a small group.

9. USE MUSIC. It can signal the end of a task, transition time or pack up time. Use music as part of your lessons…as a break, as a movement, to lift the mood or to give students thinking time. Music has the power to change feelings- use it to provide a background to your activities. It can also promote positive relationships through shared tastes and knowledge of songs. Singing is a fantastic transition activity for younger students and could be used effectively with older students who also love to sing.

10. PAIRED AND GROUP DISCUSSIONS. We learn by talking about things and giving students opportunities to discuss the work will help to make it relevant and meaningful. Keep chatting times short and give clear boundaries for the discussions to keep students on task.
11. Give practical demonstrations to make the learning relevant and real.

12. PEER MENTORING. Have students explain content to each other.

13. CLASS MEETINGS. Conduct real life problem solving situations addressing student need e.g. how to develop time management skills or how to deal assertively with bullying behaviour.

14. USE A VARIETY OF RESOURCES. Raid the library to provide students with resources to use e.g. a range of texts, laptops, internet, encyclopaedias, posters, guest speakers, excursions, incursions etc.

ANALYZE THIS: PART I. TOP SKILL #4 IN THE EYES OF EMPLOYERS IS ANALYTICAL REASONING AND CRITICAL THINKING

According to the annual survey of the American Association of Colleges and Universities, one of the top skills sought by employers is a combination of critical thinking and analytical reasoning. Our own sample of 162 employers who attended the Job and Internship Fair in March 2016 has confirmed this finding: 89% of them were looking for candidates with this particular skill combination. These employers range from not-for-profits and businesses to government agencies and international organizations in various fields and industries.
What do the employers mean by “analytical” and “critical thinking” skills? Why are these skills so much in demand? Do you possess these skills? If you do, how would you demonstrate that to your potential employer? What activities would help develop analytical reasoning and critical thinking?
Find out this and more in my two part blog.
First, what are we talking about?
We are talking about two higher order cognitive skills. Both analytical reasoning and critical thinking help understand the information, topic, problem, data, etc. They enable one to tackle a problem and make the right decision in a more efficient way. However, these skills are not identical.
Analytical reasoning refers to a thinking process that entails breaking the information (topic, problem, data, etc.) into the parts, researching, and evaluating each part separately, to comprehend the complexity of the topicdiscover connections, causes and effects, patterns, etc.  
Critical thinking refers to a thinking process that entails coming up with questions, searching for flaws or strengths, evaluating possible scenarios, etc., to interpret the complexity of the topic based on the facts as well as prior knowledge and experience. Critical thinking involves figuring out the “Why?” and “Why not?”
For sure, I have simplified the definitions of these skills — there is much more to both analytical reasoning and critical thinking.
Why do employers look for analytical reasoning and critical thinking skills? 
There are three major reasons:
First, employers look for these skills because of the complexity of the today’s workplace. Such complexity involves multiple sources of information, numerous stakeholders, complex challenges (economic, social, or political), increasing competition, etc.  To achieve success in whatever organizations do (development or implementation of products, programs, services, projects or policies, etc.) in such complex environments, employers need analytical and critical thinkers who can grasp individual components and their relationships, as well as probe deeper to figure out what is important and what is not.
Second, many organizations have concluded that the decentralized structure of decision-making help them work more efficiently. This means that junior staff get more responsibilities to make decisions, come up with solutions, and recommend innovations. All these tasks call for good analytical reasoning and critical thinking skills.
Finally, the employer prefers new hires who will be able to become effective in their job as fast as possible. This requires figuring out how the organization operates, your tasks and expectations, where to get mentorship, communication channels, etc. To master all this information fast, the new hire should use analytical reasoning to understand these important components and their relations at the new workplace.
Obviously, different fields and industries would require their own analytical approaches and modes of critical thinking. Research assistants in the science fields would use different inquiry methods than research assistants in policy organizations. Business professionals of various specializations would employ different analytical tools to meet their goals. Educators, media and communications specialists, program coordinators or event planners — all would use different analytical approaches, strategies and techniques in their day to day job. However, the principles of analytical reasoning and critical thinking are universal, which makes them essential transferrable skills.
Now, while I am working on my second part of this blog, I would like to suggest that you get busy as well.
First,  put on your analytical reasoning cap and analyze your academic, internship, leadership, work and other experiences to find suitable examples of utilizing analytical reasoning and critical thinking skills.  Think of specific projects and tasks that you have accomplished where you had to figure out components (factors, aspects, steps), research, and evaluate them separately and together. Think of any examples where you identified information gaps, flaws, or thought through and/or suggested possible alternatives.
Next, put on your critical thinking cap and try to assess your performance on these tasks and think of specific ways you can continue further developing these skills.
 

Reading and Reflecting on Texts – “The Happy Prince”

Dear future teachers,

It is mandatory for every educated person to read and reflect over what she has read. Otherwise, it is impossible to develop Higher Order Thinking Skills (HOTS). 

The aim of this Skill Based Course is to make reading as your habitual action, almost your permanent behaviour. Hence, I believe that, you will develop good reading skills and sustain your love of reading in future also.

Do have a literary bend of reading while you read this incredible short story of Oscar Wilde.

HAPPY READING EXPERIENCE !!!!!


The Happy Prince – Oscar Wilde
High above the city, on a tall column, stood the statue of the Happy Prince. He was gilded all over with thin leaves of fine gold, for eyes he had two bright sapphires, and a large red ruby glowed on his sword-hilt.
     He was very much admired indeed. ‘He is as beautiful as a weathercock,’ remarked one of the Town Councillors who wished to gain a reputation for having artistic taste; ‘only not quite so useful,’ he added, fearing lest people should think him unpractical, which he really was not.
     ‘Why can’t you be like the Happy Prince?’ asked a sensible mother of her little boy who was crying for the moon. ‘The Happy Prince never dreams of crying for anything.’
     ‘I am glad there is some one in the world who is quite happy’, muttered a disappointed man as he gazed at the wonderful statue.
     ‘He looks just like an angel,’ said the Charity Children as they came out of the cathedral in their bright scarlet cloaks, and their clean white pinafores.  ‘How do you know?’ said the Mathematical Master, ‘you have never seen one.’
     ‘Ah! but we have, in our dreams,’ answered the children; and the Mathematical Master frowned and looked very severe, for he did not approve of children dreaming.
     One night there flew over the city a little Swallow. His friends had gone away to Egypt six weeks before, but he had stayed behind, for he was in love with the most beautiful Reed. He had met her early in the spring as he was flying down the river after a big yellow moth, and had been so attracted by her slender waist that he had stopped to talk to her.
     ‘Shall I love you said the Swallow’, who liked to come to the point at once, and the Reed made him a low bow. So he flew round and round her, touching the water with his wings, and making silver ripples. This was his courtship, and it lasted all through the summer.
 ‘It is a ridiculous attachment,’ twittered the other Swallows, ‘she has no money, and far too many relations;’ and indeed the river was quite full of Reeds. Then, when the autumn came, they all flew away.
     After they had gone he felt lonely, and began to tire of his lady-love. ‘She has no conversation,’ he said, ‘and I am afraid that she is a coquette, for she is always flirting with the wind.’ And certainly, whenever the wind blew, the Reed made the most graceful curtsies. I admit that she is domestic,’ he continued, ‘but I love travelling, and my wife, consequently, should love travelling also.’
     ‘Will you come away with me?’ he said finally to her; but the Reed shook her head, she was so attached to her home.
     ‘You have been trifling with me,’ he cried, ‘I am off to the Pyramids. Good-bye!’ and he flew away.
     All day long he flew, and at night-time he arrived at the city. ‘Where shall I put up?’ he said ‘I hope the town has made preparations.’
     Then he saw the statue on the tall column. ‘I will put up there,’ he cried; ‘it is a fine position with plenty of fresh air.’ So he alighted just between the feet of the Happy Prince.
     ‘I have a golden bedroom,’ he said softly to himself as he looked round, and he prepared to go to sleep; but just as he was putting his head under his wing, a large drop of water fell on him. ‘What a curious thing!’ he cried, ‘there is not a single cloud in the sky, the stars are quite clear and bright, and yet it is raining. The climate in the north of Europe is really dreadful. The Reed used to like the rain, but that was merely her selfishness.’
     Then another drop fell.
     ‘What is the use of a statue if it cannot keep the rain off?’ he said; ‘I must look for a good chimney-pot,’ and he determined to fly away.
<  3  >
But before he had opened his wings, a third drop fell, and he looked up, and saw – Ah! what did he see?
     The eyes of the Happy Prince were filled with tears, and tears were running down his golden cheeks. His face was so beautiful in the moonlight that the little Swallow was filled with pity.
     ‘Who are you?’ he said.
     ‘I am the Happy Prince.’
     ‘Why are you weeping then?’ asked the Swallow; ‘you have quite drenched me.’
     ‘When I was alive and had a human heart,’ answered the statue, ‘I did not know what tears were, for I lived in the Palace of Sans-Souci where sorrow is not allowed to enter. In the daytime I played with my companions in the garden, and in the evening I led the dance in the Great Hall. Round the garden ran a very lofty wall, but I never cared to ask what lay beyond it, everything about me was so beautiful. My courtiers called me the Happy Prince, and happy indeed I was, if pleasure be happiness. So I lived, and so I died. And now that I am dead they have set me up here so high that I can see all the ugliness and all the misery of my city, and though my heart is made of lead yet I cannot choose but weep.’
     ‘What, is he not solid gold?’ said the Swallow to himself. He was too polite to make any personal remarks out loud.
     ‘Far away,’ continued the statue in a low musical voice,’far away in a little street there is a poor house. One of the windows is open, and through it I can see a woman seated at a table. Her face is thin and worn, and she has coarse, red hands, all pricked by the needle, for she is a seamstress. She is embroidering passion-fowers on a satin gown for the loveliest of the Queen’s maids-of-honour to wear at the next Court-ball. In a bed in the corner of the room her little boy is lying ill. He has a fever, and is asking for oranges. His mother has nothing to give him but river water, so he is crying. Swallow, Swallow, little Swallow, will you not bring her the ruby out of my sword-hilt? My feet are fastened to this pedestal and I cannot move.’
<  4  >
     ‘I am waited for in Egypt,’ said the Swallow. ‘My friends are flying up and down the Nile, and talking to the large lotus flowers. Soon they will go to sleep in the tomb of the great King. The King is there himself in his painted coffin. He is wrapped in yellow linen, and embalmed with spices. Round his neck is a chain of pale green jade, and his hands are like withered leaves.’
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘will you not stay with me for one night, and be my messenger? The boy is so thirsty, and the mother so sad.
     ‘I don’t think I like boys,’ answered the Swallow. ‘Last summer, when I was staying on the river, there were two rude boys, the miller’s sons, who were always throwing stones at me. They never hit me, of course; we swallows fly far too well for that, and besides, I come of a family famous for its agility; but still, it was a mark of disrespect.’
     But the Happy Prince looked so sad that the little Swallow was sorry. ‘It is very cold here,’ he said ‘but I will stay with you for one night, and be your messenger.’
     ‘Thank you, little Swallow,’ said the Prince.
     So the Swallow picked out the great ruby from the Prince’s sword, and flew away with it in his beak over the roofs of the town.
     He passed by the cathedral tower, where the white marble angels were sculptured. He passed by the palace and heard the sound of dancing. A beautiful girl came out on the balcony with her lover. ‘How wonderful the stars are,’ he said to her, ‘and how wonderful is the power of love!’ ‘I hope my dress will be ready in time for the State-ball,’ she answered; ‘I have ordered passion-flowers to be embroidered on it; but the seamstresses are so lazy.’
He passed over the river, and saw the lanterns hanging to the masts of the ships. He passed over the Ghetto, and saw the old Jews bargaining with each other, and weighing out money in copper scales. At last he came to the poor house and looked in. The boy was tossing feverishly on his bed, and the mother had fallen asleep, she was so tired. In he hopped, and laid the great ruby on the table beside the woman’s thimble. Then he flew gently round the bed, fanning the boy’s forehead with his wings. ‘How cool I feel,’ said the boy, ‘I must be getting better;’ and he sank into a delicious slumber.
<  5  >
     Then the Swallow flew back to the Happy Prince, and told him what he had done. ‘It is curious,’ he remarked, ‘but I feel quite warm now, although it is so cold.’
     ‘That is because you have done a good action,’ said the Prince. And the little Swallow began to think, and then he fell asleep. Thinking always made him sleepy.
When day broke he flew down to the river and had a bath.
     ‘What a remarkable phenomenon,’ said the Professor of Ornithology as he was passing over the bridge. ‘A swallow in winter!’ And he wrote a long letter about it to the local newspaper. Every one quoted it; it was full of so many words that they could not understand.
     ‘To-night I go to Egypt,’ said the Swallow, and he was in high spirits at the prospect. He visited all the public monuments, and sat a long time on top of the church steeple. Wherever he went the Sparrows chirruped, and said to each other, ‘What a distinguished stranger!’ so he enjoyed himself very much.
     When the moon rose he flew back to the Happy Prince. ‘Have you any commissions for Egypt?’ he cried; ‘I am just starting.’
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘will you not stay with me one night longer?’
     ‘I am waited for in Egypt,’ answered the Swallow. To-morrow my friends will fly up to the Second Cataract. The river-horse couches there among the bulrushes, and on a great granite throne sits the God Memnon. All night long he watches the stars, and when the morning star shines he utters one cry of joy, and then he is silent. At noon the yellow lions come down to the water’s edge to drink. They have eyes like green beryls, and their roar is louder than the roar of the cataract.’
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘far away across the city I see a young man in a garret. He is leaning over a desk covered with papers, and in a tumbler by his side there is a bunch of withered violets. His hair is brown and crisp, and his lips are red as a pomegranate, and he has large and dreamy eyes. He is trying to finish a play for the Director of the Theatre, but he is too cold to write any more. There is no fire in the grate, and hunger has made him faint.’
<  6  >
     ‘I will wait with you one night longer,’ said the Swallow, who really had a good heart. ‘Shall I take him another ruby?’
     ‘Alas! I have no ruby now,’ said the Prince; ‘my eyes are all that I have left. They are made of rare sapphires, which were brought out of India a thousand years ago. Pluck out one of them and take it to him. He will sell it to the jeweller, and buy food and firewood, and finish his play.’
     ‘Dear Prince,’ said the Swallow, ‘I cannot do that;’ and he began to weep.
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘do as I command you.’
     So the Swallow plucked out the Prince’s eye, and flew away to the student’s garret. It was easy enough to get in, as there was a hole in the roof. Through this he darted, and came into the room. The young man had his head buried in his hands, so he did not hear the flutter of the bird’s wings, and when he looked up he found the beautiful sapphire lying on the withered violets.
     ‘I am beginning to be appreciated,’ he cried; ‘this is from some great admirer. Now I can finish my play,’ and he looked quite happy.
     The next day the Swallow flew down to the harbour. He sat on the mast of a large vessel and watched the sailors hauling big chests out of the hold with ropes. ‘Heave a-hoy!’ they shouted as each chest came up. ‘I am going to Egypt!’ cried the Swallow, but nobody minded, and when the moon rose he flew back to the Happy Prince.
     ‘I am come to bid you good-bye,’ he cried.
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘will you not stay with me one night longer?’
     ‘It is winter,’ answered the Swallow, and the chill snow will soon be here. In Egypt the sun is warm on the green palm-trees, and the crocodiles lie in the mud and look lazily about them. My companions are building a nest in the Temple of Baalbec, and the pink and white doves are watching them, and cooing to each other. Dear Prince, I must leave you, but I will never forget you, and next spring I will bring you back two beautiful jewels in place of those you have given away. The ruby shall be redder than a red rose, and the sapphire shall be as blue as the great sea.
<  7  >
     ‘In the square below,’ said the Happy Prince, ‘there stands a little match-girl. She has let her matches fall in the gutter, and they are all spoiled. Her father will beat her if she does not bring home some money, and she is crying. She has no shoes or stockings, and her little head is bare. Pluck out my other eye, and give it to her, and her father will not beat her.
     ‘I will stay with you one night longer,’ said the Swallow, ‘but I cannot pluck out your eye. You would be quite blind then.’
     ‘Swallow, Swallow, little Swallow,’ said the Prince, ‘do as I command you.’
     So he plucked out the Prince’s other eye, and darted down with it. He swooped past the match-girl, and slipped the jewel into the palm of her hand. ‘What a lovely bit of glass,’ cried the little girl; and she ran home, laughing.
     Then the Swallow came back to the Prince. ‘You are blind now,’ he said, ‘so I will stay with you always.’
     ‘No, little Swallow,’ said the poor Prince, ‘you must go away to Egypt.’
     ‘I will stay with you always,’ said the Swallow, and he slept at the Prince’s feet.
     All the next day he sat on the Prince’s shoulder, and told him stories of what he had seen in strange lands. He told him of the red ibises, who stand in long rows on the banks of the Nile, and catch gold fish in their beaks; of the Sphinx, who is as old as the world itself, and lives in the desert, and knows everything; of the merchants, who walk slowly by the side of their camels, and carry amber beads in their hands; of the King of the Mountains of the Moon, who is as black as ebony, and worships a large crystal; of the great green snake that sleeps in a palm-tree, and has twenty priests to feed it with honey-cakes; and of the pygmies who sail over a big lake on large flat leaves, and are always at war with the butterflies.
<  8  >
     ‘Dear little Swallow,’ said the Prince, ‘you tell me of marvellous things, but more marvellous than anything is the suffering of men and of women. There is no Mystery so great as Misery. Fly over my city, little Swallow, and tell me what you see there.’
     So the Swallow flew over the great city, and saw the rich making merry in their beautiful houses, while the beggars were sitting at the gates. He flew into dark lanes, and saw the white faces of starving children looking out listlessly at the black streets. Under the archway of a bridge two little boys were lying in one another’s arms to try and keep themselves warm. ‘How hungry we are’ they said. ‘You must not lie here,’ shouted the Watchman, and they wandered out into the rain.
     Then he flew back and told the Prince what he had seen.
     ‘I am covered with fine gold,’ said the Prince, ‘you must take it off, leaf by leaf, and give it to my poor; the living always think that gold can make them happy.’
     Leaf after leaf of the fine gold the Swallow picked off, till the Happy Prince looked quite dull and grey. Leaf after leaf of the fine gold he brought to the poor, and the children’s faces grew rosier, and they laughed and played games in the street. ‘We have bread nod’ they cried.
     Then the snow came, and after the snow came the frost. The streets looked as if they were made of silver, they were so bright and glistening; long icicles like crystal daggers hung down from the eaves of the houses, everybody went about in furs, and the little boys wore scarlet caps and skated on the ice.
     The poor little Swallow grew colder and colder, but he would not leave the Prince, he loved him too well. He picked up crumbs outside the baker’s door when the baker was not looking, and tried to keep himself warm by flapping his wings.
     But at last he knew that he was going to die. He had just strength to fly up to the Prince’s shoulder once more. ‘Good-bye, dear Prince!’ he murmured, ‘will you let me kiss your hand?’
<  9  >
     ‘I am glad that you are going to Egypt at last, little Swallow,’ said the Prince, ‘you have stayed too long here; but you must kiss me on the lips, for I love you.’
     ‘It is not to Egypt that I am going,’ said the Swallow. I am going to the House of Death. Death is the brother of Sleep, is he not?’
     And he kissed the Happy Prince on the lips, and fell down dead at his feet.
     At that moment a curious crack sounded inside the statue, as if something had broken. The fact is that the leaden heart had snapped right in two. It certainly was a dreadfully hard frost.
     Early the next morning the Mayor was walking in the square below in company with the Town Councillors. As they passed the column he looked up at the statue: ‘Dear me! how shabby the Happy Prince looks!’ he said.
     ‘How shabby indeed!’ cried the Town Councillors, who always agreed with the Mayor, and they went up to look at it.
     ‘The ruby has fallen out of his sword, his eyes are gone, and he is golden no longer,’ said the Mayor; ‘in fact, he is little better than a beggar!’
     ‘Little better than a beggar,’ said the Town Councillors.
     ‘And there is actually a dead bird at his feet,’ continued the Mayor. ‘We must really issue a proclamation that birds are not to be allowed to die here.’ And the Town Clerk made a note of the suggestion.
     So they pulled down the statue of the Happy Prince. ‘As he is no longer beautiful he is no longer useful,’ said the Art Professor at the University.
     Then they melted the statue in a furnace, and the Mayor held a meeting of the Corporation to decide what was to be done with the metal. ‘We must have another statue, of course,’ he said, ‘and it shall be a statue of myself.’
<  10  >
     ‘Of myself,’ said each of the Town Councillors, and they quarrelled. When I last heard of them they were quarrelling still.
     ‘What a strange thing!’ said the overseer of the workmen at the foundry. ‘This broken lead heart will not melt in the furnace. We must throw it away.’ So they threw it on a dust-heap where the dead Swallow was also lying.
 ‘Bring me the two most precious things in the city,’ said God to one of His Angels; and the Angel brought Him the leaden heart and the dead bird.
     ‘You have rightly chosen,’ said God, ‘for in my garden of Paradise this little bird shall sing for evermore, and in my city of gold the Happy Prince shall praise me.’

III semester & I semester – Elements of teaching poetry


Dear students,

Do visit the site in the following link and post me your comments which may reflect your understanding of the content….

Video 1  (https://youtu.be/b8q3xX0qyDA)

Video 2  (https://youtu.be/C1t2daf5_LE)

Video 3  (https://youtu.be/YylGOdLCc8c)


After watching the videos, visit the site in the following link

https://drive.google.com/open?id=1Lk4as86T2aJZAxabRc93KOcQnW6XML59


Expecting both I and II year students’ reply….