Keep motivation for your business growing

By Chemeketa SBDC

Small business owners are required to wear many hats, often at the same time. It is not uncommon for the business to drain you of energy and motivation, regardless of how much you enjoy it. When that happens, remember these tips to help you remain motivated in your work and living.
Find your passion. As you reflect ask yourself, “Why did I start my business in the first place?” When you tap into the real motivation that’s driving you, you’ll become more eager to take action. Staying focused on this purpose will feed your imagination, and drive and enthusiasm.
Appreciate your customers. Customers are the reason you have a business. If you empathize with them, understand why they seek out your products and services, your customers will notice, patronize you, and bring you more customers.
Set honest goals. A critical step to remaining motivated setting reasonable and achievable goals for yourself and your business. Create a list of goals that are both longer and short term. Then prominently display your short term list, along with an inspirational quote, in a place you can see them, so that you are reminded to strive for them daily.
Schedule your days logically. There are certain times of the day that you are going to always be more productive than other times. Get to know your most successful work schedule and then plan your days carefully to make the best use of that time. Once you establish a daily rhythm, you will stay happily motivated by your work.
Limit distractions. Distractions are one of the most problematic things when it comes to staying motivated. Keep your work area clean and organized, check your email, Facebook and other distracting sites on a specific schedule, with designated times to keep these manageable.
Treat your team with respect. No business grows without a team and the business owner is the team leader. At its simplest, a wise truism emphasizes that if you keep doing what you’ve always done, then you will keep getting what you’ve always gotten. If you want your business to grow, then you need to motivate it.
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Sustainable Cat Bed Design Contest

Tuft + Paw is looking for a new way to think about furniture that helps cats, humans, and the Earth. Got an idea? Show us your best, and you could win $1,500. Your winning design will be produced in the U.S. and promoted as one of Tuft + Paw’s new flagship products. It will also be donated to shelters across the country.
The winner will be decided before November 30th 2017. Submissions deadline is October 31st 2017.

The Details

Create an original design for cat furniture that meets the below criteria.
  1. It’s sustainableAs part of Tuft + Paw’s commitment to environmentally responsible products, it must be made of ethically sourced and produced materials that don’t harm our planet.
  2. It’s affordableWhen your piece goes into production, we want it to be inexpensive enough that any cat owner can have it in his or her home.
  3. It’s beautifulDon’t skimp on style, we want to see something that adds a “wow” factor to modern homes and looks more like it belongs to an interior designer than a Tabby cat.
  4. It’s easy to shipWe want your design to be our customers’ go-to choice when they donate an item to a shelter. This means it has to be lightweight and easy to ship. Bonus points for collapsible flat-pack shapes.
  5. It’s practicalAlong with your physical prototype, give us technical drawings that specify exact dimensions and instructions for how it will be produced. Good luck!
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

How satisfied are tech company employees at work?

by Marcin Wichary via Flickr CC
Tech companies have developed something of a reputation in recent years for being inherently cool places to work. Many established and emerging tech firms successfully project an image of themselves as nurturing, individual-focussed and typically quite creative environments, underpinned by a relatively youthful outlook that blends a healthy dose of levity in with the hard graft. But how accurate is this picture in practice?
A reputation for building distinctly atypical office environments certainly contributes to the imaginative, casual and slightly unorthodox ethos we’ve come to associate with employers like Google, Facebook, and Apple. The idea that these sorts of offices are commonly filled with giant indoor slides and adult soft play areas has become much more an overblown caricature than a true reflection of most corporate tech environments, of course; in reality, very few are quite so self-consciously wacky as all that.
However, it’s fair to say that many do eschew the traditional cubicle-based office layout common to various other industries, opting instead for more open-plan, communal spaces that frequently include gadget-filled breakout zones and plenty of scope for personalization. But providing a reasonably colorful and creative workplace is just one of the ways in which some tech employers aim to attract and retain talent in a competitive, high staff turnover market.
Whether or not they’re succeeding in doing so was one of the key questions asked by online salary, benefits and compensation company PayScale in a recent employee survey, and the results made for interesting reading.
The study sampled a range of different employee demographics across 17 of the leading tech corporations, including responses from staff at such companies as Microsoft, Apple, IBM, Google, Amazon, Facebook, Tesla and more. PayScale’s research charted respondents’ perceptions of overall job satisfaction against a range of variables including median staff age, number of years at the company, total years of industry experience, and average early/mid-career pay levels. The results, compiled into a series of compiled into a series of infographics, reveal some striking trends.
Firstly, it will likely come as no surprise that – just like in most other industries – job satisfaction tended to correlate pretty directly with median pay rates. The companies whose staff reported lower levels of job satisfaction were almost always placed lower down the average salary scale than rivals whose staff appeared more satisfied overall. While this is precisely what you’d expect to see across most corporate landscapes, it’s worth noting that trendier offices clearly aren’t the most powerful tool when it comes to maintaining a content and loyal workforce.
In fact, the charts also indicate a fairly stark inverse correlation between median employee age and job satisfaction: on the whole, the higher a tech company’s average staff was, the less likely individuals were to report back as being strongly satisfied. Notably, only three businesses in the study had a median staff age of over 35 – namely IBM, Hewlett Packard and Oracle – and these same three brands’ workers were the ones who claimed to find their jobs among the least rewarding. (They’re also the employers with the longest-serving and most experienced workforces. While there are various conclusions one could draw from this, it seems highly unlikely to be coincidental.)
One theory it’s tempting to infer from the data is that the industry’s renowned youth-orientated outlook might eventually prove problematic for some of the longest-serving and most experienced staff. It appears that better average rates of pay might stave off any sense of itchy feet to a degree, but the charts also seem to show that for tech staff at most levels, there’s perhaps something of an industry ceiling. While it may be possible to climb the ladder faster at a younger age in tech than in many other sectors, the obvious inference is that it becomes increasingly difficult to continue that progression in later years.
Of course, this is very much conjecture based on a few apparent trends in what remains a relatively young industry populated by hundreds of new startup companies. For all but the most established brands, there’s also a lack of sufficient long-term data to draw more solid conclusions. And yes, it’s also true that tech company employees as a whole do tend to be reasonably young, reasonably well compensated and reasonably happy in their current positions. That’s presumably why so many of the industry’s familiar names can be found scoring high placements in all manner of global ‘top employer’ longlists, after all.
But, looking ahead, it will certainly be interesting to see how these workforces shift and develop as individuals’ careers (and ages) progress – and moreover, if many of those individual staff members go on to achieve tenures with any single tech company that compare favourably against average loyalty and retention rates in other industries.
https://www.youtube.com/channel/UCCzOJDJZHoBttdHAjJsnN9w?sub_confirmation=1

Ready, Set, Start Your Business

By Chemeketa SBDC

Are you ready to start your business? Not sure if you have everything in order or you don’t know what you don’t know? Begin your business the right way.
This course covers the essentials needed to start a small business. Learn about:
  • business structure
  • business registration
  • licensing
  • taxes
  • miscellaneous rules and regulations
The information presented can help you eliminate mistakes before they happen. This fast-paced class is the perfect first step!
Time: 12:30 – 2 pm
Location: Chemeketa Center for Business & Industry, 626 High Street NE, Downtown Salem
Cost: $49
Registration and Information: 503.399.508
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

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