How to Interview for a Job
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The Bullying of Teachers Is Slowly Entering the National Spotlight. How Will Your School Respond?
UNDER ATTACK The bullying of teachers is slowly entering the national spotlight. How will your school respond? BY ADRIENNE VAN DER VALK ON NOVEMBER !, "#!$, Teaching Tolerance (TT) posted a blog by an anonymous contributor titled “Teachers Can Be Bullied Too.” The author describes being screamed at by her department head in front of colleagues and kids and having her employment repeatedly threatened. She also tells of the depres- sion and anxiety that plagued her fol- lowing each incident. To be honest, we debated posting it. “Was this really a TT issue?” we asked ourselves. Would our readers care about the misfortune of one teacher? How common was this experience anyway? The answer became apparent the next day when the comments section exploded. A popular TT blog might elicit a dozen or so total comments; readers of this blog left dozens upon dozens of long, personal comments every day—and they contin- ued to do so. “It happened to me,” “It’s !"!TEACHING TOLERANCE ILLUSTRATION BY BYRON EGGENSCHWILER happening to me,” “It’s happening in my for the Prevention of Teacher Abuse repeatedly videotaping the target’s class department. I don’t know how to stop it.” (NAPTA). Based on over a decade of without explanation and suspending the This outpouring was a surprise, but it work supporting bullied teachers, she target for insubordination if she attempts shouldn’t have been. A quick Web search asserts that the motives behind teacher to report the situation. revealed that educators report being abuse fall into two camps. Another strong theme among work- bullied at higher rates than profession- “[Some people] are doing it because place bullying experts is the acute need als in almost any other field. -
Summary of Human Subjects Protection Issues Related to Large Sample Surveys
Summary of Human Subjects Protection Issues Related to Large Sample Surveys U.S. Department of Justice Bureau of Justice Statistics Joan E. Sieber June 2001, NCJ 187692 U.S. Department of Justice Office of Justice Programs John Ashcroft Attorney General Bureau of Justice Statistics Lawrence A. Greenfeld Acting Director Report of work performed under a BJS purchase order to Joan E. Sieber, Department of Psychology, California State University at Hayward, Hayward, California 94542, (510) 538-5424, e-mail [email protected]. The author acknowledges the assistance of Caroline Wolf Harlow, BJS Statistician and project monitor. Ellen Goldberg edited the document. Contents of this report do not necessarily reflect the views or policies of the Bureau of Justice Statistics or the Department of Justice. This report and others from the Bureau of Justice Statistics are available through the Internet — http://www.ojp.usdoj.gov/bjs Table of Contents 1. Introduction 2 Limitations of the Common Rule with respect to survey research 2 2. Risks and benefits of participation in sample surveys 5 Standard risk issues, researcher responses, and IRB requirements 5 Long-term consequences 6 Background issues 6 3. Procedures to protect privacy and maintain confidentiality 9 Standard issues and problems 9 Confidentiality assurances and their consequences 21 Emerging issues of privacy and confidentiality 22 4. Other procedures for minimizing risks and promoting benefits 23 Identifying and minimizing risks 23 Identifying and maximizing possible benefits 26 5. Procedures for responding to requests for help or assistance 28 Standard procedures 28 Background considerations 28 A specific recommendation: An experiment within the survey 32 6. -
The Evidence from World Values Survey Data
Munich Personal RePEc Archive The return of religious Antisemitism? The evidence from World Values Survey data Tausch, Arno Innsbruck University and Corvinus University 17 November 2018 Online at https://mpra.ub.uni-muenchen.de/90093/ MPRA Paper No. 90093, posted 18 Nov 2018 03:28 UTC The return of religious Antisemitism? The evidence from World Values Survey data Arno Tausch Abstract 1) Background: This paper addresses the return of religious Antisemitism by a multivariate analysis of global opinion data from 28 countries. 2) Methods: For the lack of any available alternative we used the World Values Survey (WVS) Antisemitism study item: rejection of Jewish neighbors. It is closely correlated with the recent ADL-100 Index of Antisemitism for more than 100 countries. To test the combined effects of religion and background variables like gender, age, education, income and life satisfaction on Antisemitism, we applied the full range of multivariate analysis including promax factor analysis and multiple OLS regression. 3) Results: Although religion as such still seems to be connected with the phenomenon of Antisemitism, intervening variables such as restrictive attitudes on gender and the religion-state relationship play an important role. Western Evangelical and Oriental Christianity, Islam, Hinduism and Buddhism are performing badly on this account, and there is also a clear global North-South divide for these phenomena. 4) Conclusions: Challenging patriarchic gender ideologies and fundamentalist conceptions of the relationship between religion and state, which are important drivers of Antisemitism, will be an important task in the future. Multiculturalism must be aware of prejudice, patriarchy and religious fundamentalism in the global South. -
Recruiting and Attracting Talent
SHRM FOUNDATion’S EFFECTIVE PraCTICE GUIDELINES SERIES Recruiting and Attracting A GUIDE TO UNDERSTANDING Talent AND MANAGING THE RECRUITMENT PROCESS James A. Breaugh, Ph.D. Recruiting and Attracting Talent This publication is designed to provide accurate and authoritative information regarding the subject matter covered. Neither the publisher nor the author is engaged in rendering legal or other professional service. If legal advice or other expert assistance is required, the services of a competent, licensed professional should be sought. Any federal and state laws discussed in this book are subject to frequent revision and interpretation by amendments or judicial revisions that may significantly affect employer or employee rights and obligations. Readers are encouraged to seek legal counsel regarding specific policies and practices in their organizations. This book is published by the SHRM Foundation, an affiliate of the Society for Human Resource Management (SHRM©). The interpretations, conclusions and recommendations in this book are those of the author and do not necessarily represent those of the SHRM Foundation. ©2009 SHRM Foundation. All rights reserved. Printed in the United States of America. This publication may not be reproduced, stored in a retrieval system or transmitted in whole or in part, in any form or by any means, elec- tronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the SHRM Foundation, 1800 Duke Street, Alexandria, VA 22314. The SHRM Foundation is the 501(c)3 nonprofit affiliate of the Society for Human Resource Management (SHRM). The SHRM Foundation maximizes the impact of the HR profession on organizational decision-making and performance by promoting innovation, education, research and the use of research-based knowledge. -
What Makes a Good Job? Job Quality and Job Satisfaction
ANDREW E. CLARK Paris School of Economics–CNRS, France, and IZA, Germany What makes a good job? Job quality and job satisfaction Job satisfaction is important to well-being, but intervention may be needed only if markets are impeded from improving job quality Keywords: job quality, job satisfaction, welfare, mismatch ELEVATOR PITCH Job satisfaction and high income are weakly correlated, 2005 70 Many measures of job satisfaction have been trending 60 Job satisfaction is high downward. Because jobs are a key part of most people’s 50 Income is high lives, knowing what makes a good job (job quality) is vital 40 30 to knowing how well society is doing. Integral to worker 20 Percentage well-being, job quality also affects the labor market through 10 related decisions on whether to work, whether to quit, and 0 e y k d UK US New y how much effort to put into a job. Empirical work on what Japan Czech Franc Norwa Denmar Republic Zealand German Switzerlan constitutes a good job finds that workers value more than Former West wages; they also value job security and interest in their Note: High job satisfaction is the percentage of respondents with a score work. Policy to affect job quality requires information on of 6 or 7 on the 1–7 scale. High income is the percentage of respondents who agree or strongly agree with the statement that “my income is high”. the cost of the different aspects of job quality and how Source: Calculations based on data from the 2005 International Social much workers value them. -
Sample IRB Application Relevant for Those Conducting Surveys
Sample IRB application relevant for those conducting surveys EXEMPTION FORM San Jose State University Human Subjects–Institutional Review Board Request for Exemption from Human Subjects Review Name: Dr. Shishir Mathur and Dr. Melinda Jackson Department: Urban and Regional Planning (Dr.Mathur); Political Science (Dr. Jackson) Phone Number : Work:408-924-5875 During: 9 am to 6 pm Home: N/A Cell Phone: N/A Pager: N/A E-mail address: [email protected] Address: One Washington Square, SJSU, San Jose, CA 95192-0185 Select one: SJSU Student ___ SJSU Faculty _X___ SJSU Staff ______ Non-SJSU Investigator _____ If Non-SJSU Investigator, SJSU contact: ______________________ If Student, Name of Faculty Advisor: Signature of Faculty Advisor: ______________________________________ Title of proposed project: Five Wounds / Brookwood Terrace (FWBT) Neighborhood: Residents’ Perception Survey Abstract: This study aims, through the survey of residents of Five Wounds / Brookwood Terrace area of San Jose’, to find out: a) residents’ perception of the quality of their neighborhood; b) r esidents’ perception of the involvement of neighborhood. San José State University in their neighborhood; and c) residents’ political views. Funded by: INSTRUCTIONS DESCRIBE: 1. Purpose of proposed research 2. Methodology 3. Timelines 4. Procedure for selecting subjects 5. Number and age of subjects 6. Status of the information collected is Archival Data Base Non-Collected Others: ____________________________ 7. How and where information collected will be kept safe ATTACH: 1. Example of materials such as questionnaires, interview questions, representation of computer-generated stimuli, etc. 2. Document (on SJSU letterhead) that ensures informed consent (form for subjects signature, text to be read in telephone interviews, or introduction to inquiry with “primary sources” 3. -
Long-Term Unemployment and the 99Ers
Long-Term Unemployment and the 99ers An Emerging Issues Report from the January 2012 Long-Term Unemployment and the 99ers The Issue Long-term unemployment has been the most stubborn consequence of the Great Recession. In October 2011, more than two years after the Great Recession officially ended, the national unemployment rate stood at 9.0%, with Connecticut’s unemployment rate at 8.7%.1 Americans have been taught to connect the economic condition of the country or their state to the unemployment Millions of Americans— rate, but the national or state unemployment rate does not tell known as 99ers—have the real story. Concealed in those statistics is evidence of a exhausted their UI benefits, substantial and challenging structural change in the labor and their numbers grow market. Nationally, in July 2011, 31.8% of unemployed people every month. had been out of work for at least 52 weeks. In Connecticut, data shows 37% of the unemployed had been jobless for a year or more. By August 2011, the national average length of unemployment was a record 40 weeks.2 Many have been out of work far longer, with serious consequences. Even with federal extensions to Unemployment Insurance (UI), payments are available for a maximum of 99 weeks in some states; other states provide fewer (60-79) weeks. Millions of Americans—known as 99ers— have exhausted their UI benefits, and their numbers grow every month. By October 2011, approximately 2.9 million nationally had done so. Projections show that five million people will be 99ers, exhausting their benefits, by October 2012. -
World Values Surveys and European Values Surveys, 1999-2001 User Guide and Codebook
ICPSR 3975 World Values Surveys and European Values Surveys, 1999-2001 User Guide and Codebook Ronald Inglehart et al. University of Michigan Institute for Social Research First ICPSR Version May 2004 Inter-university Consortium for Political and Social Research P.O. Box 1248 Ann Arbor, Michigan 48106 www.icpsr.umich.edu Terms of Use Bibliographic Citation: Publications based on ICPSR data collections should acknowledge those sources by means of bibliographic citations. To ensure that such source attributions are captured for social science bibliographic utilities, citations must appear in footnotes or in the reference section of publications. The bibliographic citation for this data collection is: Inglehart, Ronald, et al. WORLD VALUES SURVEYS AND EUROPEAN VALUES SURVEYS, 1999-2001 [Computer file]. ICPSR version. Ann Arbor, MI: Institute for Social Research [producer], 2002. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2004. Request for Information on To provide funding agencies with essential information about use of Use of ICPSR Resources: archival resources and to facilitate the exchange of information about ICPSR participants' research activities, users of ICPSR data are requested to send to ICPSR bibliographic citations for each completed manuscript or thesis abstract. Visit the ICPSR Web site for more information on submitting citations. Data Disclaimer: The original collector of the data, ICPSR, and the relevant funding agency bear no responsibility for uses of this collection or for interpretations or inferences based upon such uses. Responsible Use In preparing data for public release, ICPSR performs a number of Statement: procedures to ensure that the identity of research subjects cannot be disclosed. -
How to Prepare for Job Interview Questions
Talking the talk: How to prepare for job interview questions At best, a job interview can be a thoughtful conversation about a subject close to your heart: You! At worst, it can be a sweaty interrogation. Don’t sweat it. Be prepared. Before an interview, carefully review your transcript and resume, think critically about your personal successes and failures, and inventory your skills and experiences. You should be ready to answer detailed questions about your academic and professional past, and demonstrate that you are thinking about your future. There are two main question types you are likely to encounter in an interview: 1. Behavior Based Questions: - Tell me about a situation where you took on a leadership role. - Give an example of a time when you had to communicate effectively. - Describe your proudest academic achievement. 2. Personal History Questions: - Who do you consider to be your role model? - What are your long-term career goals? - Why do you want to work for this organization? In the heat of the moment, these questions can seem overwhelming. By anticipating how you will answer them, you can stay in control of the interview. 1. Behavior Based Questions: Employers have to assume that the past is precedent, so they will ask you to share personal experiences that illustrate relevant skills. Your examples may come from work experiences, internships, coursework, research, extra-curricular activities or volunteer work. The STAR technique (Situation or Task, Action, Result) can help you structure informative and concise personal narratives. Situation/Task: Description of a specific situation or task related to a relevant skill Action: Description of the specific steps you took in the situation or to 1 complete the task. -
Avoiding Underemployment
NC VETERAN NEWS Avoiding Underemployment While no official definition of underemployment exists, most of us consider ourselves underemployed if we feel underpaid, work at a job that doesn’t match our level of education, or work only part time when we really want a full-time job. Underemployment does happen, and although we can’t control everything in our lives, here are a few strategies to avoid having to take jobs that turn out to be “less” than you expected. Start Early Keeping in mind that it’s not unusual to take six months or more to get a job, you should start your job search early. Start looking at job postings, applying for jobs, and polishing your job search skills at least six months from your projected date of discharge or retirement. If you wait too long to start your job search, you may feel pressured to take any job just to have some income. That may mean taking one that doesn’t fit your skills and experience and that may have a lower salary. Professional Online Profile First impressions count, so make it easy for job recruiters to find positive information about you online. In the process of transition, you will probably “rebrand” yourself to meet new career expectations. Since recruiters often search the Internet for job applicants’ information, find out what your online information looks like and take action to put your best electronic foot forward. • Know what recruiters will see about you or about someone who has the same name as yours. Google your name to see what information shows up. -
Who Is the Real Bully? Teacher Bullying and Occurrences in Racially-Disparate Classrooms by Patrice W
PROCTOR RESEARCH BRIEF | MARCH 2021 Who Is the Real Bully? Teacher Bullying and Occurrences in Racially-Disparate Classrooms By Patrice W. Glenn Jones, Embry-Riddle Aeronautical University Worldwide EXECUTIVE SUMMARY Teacher Bullying, which can be defined as any of many malicious abusive behaviors or comments toward a student, has been documented and studied by researchers. These behaviors have profound and long-term negative effects. Many of America’s students can speak to its existence. The research brief highlights teacher bullying and places particular attention on this form of abuse in racially-disparate classrooms. Included within this brief is a review of previous studies on teacher bullying; (b) explanation of associated outcomes of peer bullying; (c) details of connections between student-teacher interaction and the effects of bullying; (d) details related to the relevance of racially-disparate classrooms and racism; and (e) findings from qualitative data of teacher-imposed teasing, bullying, and abuse collected from among randomly selected, Black American college students. Recommendations for action are also provided. ABOUT THE AUTHOR Patrice W. Glenn Jones is the Executive Director of Online Education and Programs at Alabama State University, an assistant professor at Embry-Riddle Aeronautical University-Worldwide, and Visiting Scholar at Rutgers Graduate School of Education. The student-centered virtual learning ecologies specialist is a Jacksonville, Florida native who began her career as a high school teacher and radio air personality. Patrice is also a professional editor and educational program evaluator. With a master’s degree in English from the University of North Florida, an educational specialist degree in information science and learning technologies from the University of Missouri-Columbia, and a Ph.D. -
Bullying and Harassment of Doctors in the Workplace Report
Health Policy & Economic Research Unit Bullying and harassment of doctors in the workplace Report May 2006 improving health Health Policy & Economic Research Unit Contents List of tables and figures . 2 Executive summary . 3 Introduction. 5 Defining workplace bullying and harassment . 6 Types of bullying and harassment . 7 Incidence of workplace bullying and harassment . 9 Who are the bullies? . 12 Reporting bullying behaviour . 14 Impacts of workplace bullying and harassment . 16 Identifying good practice. 18 Areas for further attention . 20 Suggested ways forward. 21 Useful contacts . 22 References. 24 Bullying and harassment of doctors in the workplace 1 Health Policy & Economic Research Unit List of tables and figures Table 1 Reported experience of bullying, harassment or abuse by NHS medical and dental staff in the previous 12 months, 2005 Table 2 Respondents who have been a victim of bullying/intimidation or discrimination while at medical school or on placement Table 3 Course of action taken by SAS doctors in response to bullying behaviour experienced at work (n=168) Figure 1 Source of bullying behaviour according to SAS doctors, 2005 Figure 2 Whether NHS trust takes effective action if staff are bullied and harassed according to medical and dental staff, 2005 2 Bullying and harassment of doctors in the workplace Health Policy & Economic Research Unit Executive summary • Bullying and harassment in the workplace is not a new problem and has been recognised in all sectors of the workforce. It has been estimated that workplace bullying affects up to 50 per cent of the UK workforce at some time in their working lives and costs employers 80 million lost working days and up to £2 billion in lost revenue each year.