Analysis Of Do Schools Kill Creativity By Ken Robinsons...

Speech Midterm Essay Ken Robinson’s, â€Å"Do Schools Kill Creativity,† is the most viewed video on Ted Talks, and arguably rightfully so. Robinson effectively employs various techniques in his speech to maintain the attention of the audience while effectively delivering his message and spreading his ideals unto the audience. From beginning to end, Robinson has the audience’s complete attention. Just as he starts off his speech, he already has the audience roaring in laughter. Robinson employs humor as a way to reel in the audience, as a way to constantly keep the audience keen on what he has to say. It’s almost as if this humor is part of a repeating pattern. After a joke is made and the seats are turned into a pool of giggles and†¦show more content†¦Robinson made the audience members feel relevant. They would feel as though they themselves could make a noticeable impact. He instilled that in his audience by connecting them with himself. It felt as if he himself wa s reaching out to help the audience. By the end of his speech, near everyone in the stands had risen and the audience clapped thunderously. Robinson managed to create a lovable persona during his speech and by doing so, invoked trust in the members of the audience, trust that would have never existed otherwise if he was anyone else. With all this, Robinson ends off quite strong with his conclusion. The audience is briefly reminded again of the problems mentioned before in his speech. Once again, it’s made to be easy to understand and remember so that the those who attended the hearing that day will have a hard time forgetting about it. It will remain ingrained within them so that they are constantly reminded of the problems with which he described regarding schooling and a child’s imagination. After going over these problems, Robinson gives a call to action. He encourages the people there to help make a change, to not squander the imaginations of children and to help reconstruct the foundation of our educational systems. The ability to publicly speak is an undervalued trait that can be a powerful tool in public relations. Near anything can be achieved with a compelling speech. A man can be sent to the moon and back, theShow MoreRelatedRhetorical Analysis Of How Schools Kill Creativity By Ken Robinson1205 Words   |  5 PagesRhetorical Analysis: â€Å"How Schools Kill Creativity† by Ken Robinson Creativity is equally as important as literacy, and we need to start treating it that way in schools around the world. According to Ken Robinson’s claim in his, â€Å"How Schools Kill Creativity† speech, he believes this to be exceptionally true. All children are creative and talented, however, we have grown up in a world where we believe that it’s wrong to exemplify our creativity. Robinson uses both, pathos, and ethos to help make his

Definition and Examples of Infinitive Clauses

In English grammar, an infinitive clause is a subordinate  clause whose verb is in the infinitive form. Also known as an infinitival clause or a to-infinitive clause The infinitive clause is called a clause because it may contain such clausal elements as a subject, object, complement, or modifier. Unlike most other subordinate clauses  in English, infinitive clauses are not introduced by a subordinating conjunction. Verbs that can be followed by infinitive clauses (as objects) include: agree, begin, decide, hope, intend, like, plan, and propose. Examples and Observations Im sorry but theres a handsome man in my spoon. Youll have to come back later.(Tom Tucker, The Kiss Seen Round the World. Family Guy, 2001)Jane was firm in her desire to live life on her own terms.Desperate to prove his innocence, Jamal tells the story of his life in the slums of Mumbai.If you want to make God laugh, tell him about your plans.(Yiddish proverb)We merely want​ to live in peace with all the world, to trade with them, to commune with them, to learn from their culture as they may learn from ours, so that the products of our toil may be used for our schools and our roads and our churches and not for guns and planes and tanks and ships of war.(President Dwight Eisenhower, quoted in Time magazine, 1955) Infinitive Clauses as Subjects and Objects A subordinate clause with an infinitive often acts as the subject or object of the main clause. In the following examples, the whole infinitive clause [in bold] is understood as the subject of is human, is decadent or was unnecessary. - To err is human.- To drink Martinis before noon is decadent.- For Mervyn to redirect Maggies mail was unnecessary. And in the following examples, the whole infinitive clause [again in bold] is understood as the direct object of hates, loves and expected. - Jim hates to wash his car.- Rosie loves to plan parties.- Phil expected Martha to stay at home all day. In case this is not obvious at first, you can test this by answering questions such as What does Jim hate? (answer: to wash his car), or What did Phil expect? (answer: Martha to stay at home all day). (James R. Hurford, Grammar: A Students Guide. Cambridge University Press, 1994) Perfect Infinitives To express time preceding that of the main verb, the infinitive takes a perfect form: to have past participle. (58) The parents were lucky to have found this specialist for their sick child. The perfect infinitive can be used with progressive aspect to emphasize duration. This construction consists of to have been V-ing. (59) He was too scared of the police to have been telling lies all the time. (Andrea DeCapua, Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers. Springer, 2008) Passive Infinitives An infinitive that is derived from a passive finite verb clause will itself be passive: (20) a. I expect that all the calamari will be eaten before 7:00. (passive verb)(20) b. I expect all the calamari to be eaten before 7:00. (passive infinitive) You can verify that to be eaten is a passive infinitive in (20b) because it contains the passive marker [BE (-en)]: be eaten. Remember that eaten is a transitive verb; in its active form, it will have a subject (an indefinite pronoun like someone or they) and a direct object (all the calamari). (Thomas Klammer et al., Analyzing English Grammar, 5th ed. Pearson, 2007)

Gender Expectations Gender And The Orientation Of A...

Mini PIP On that Subject†¦ Have societal gender expectations affected subject selection in schooling, and do the experiences of Generation X students differ from those of Generation Z students in relation to such expectations? Introduction – 675 Words Over time, society has created perceptions and expectations of gender which distinctly influence the socialisation process, influencing the formation of a sense of identity. The personal interest project I conducted focuses on the role of societal stereotypes of gender and the influence this has on individuals’ subject selections throughout their schooling and education. Throughout my own schooling experiences, the concept of gender-specific subjects has become increasingly interesting. It appeared, in my own microenvironment, that a commonly held attitude was that scientific and mathematically based subjects are those which males were encouraged or expected to partake. Meanwhile, female were often expected to enter creative, life-skill based subjects. From this, I decided to study whether gender acts as a socialisation agent in relation to a person’s subject choice, leading to my focus question: Have societal gender expectations affected subject selection in schooling, and do the experiences of Generation X students differ from those of Generation Z students in relation to such expectations? As the task criteria requires a cross-generational element of study, I decided to research whether the effect of gender on subjectShow MoreRelatedSexual, Gender, And Gender964 Words   |  4 Pagesidentity male or female while gender refers to social expectation and behaviors assigned to each sex, but not everyone conform this expectation we can say that gender is based on self-concept and the way we interact with others this is formed through social life(family ,friends , religion , media†¦)where a lot of behaviors are shaped through what is socially accepted and what is not which for example even though many people are not naturally born into these gender expectation there is a strong set ofRead MoreChildren s Gender Identity Development : The Dynamic Negotiation Process Between Conformity And Authenticity1545 Words   |  7 PagesBrinkman, B. G., K. L. Rabenstein, L. A. Rosen, and T. S. Zimmerman. â€Å"Children s Gender Identity Development: The Dynamic Negotiation Pr ocess Between Conformity and Authenticity.† Youth Society (2012): 835-52. Print. This article describes the experiment performed by aspiring scientists along with the results of the experiment. In their experiment, the aspiring scientists questioned children of varying ages on how they felt about the sex they were assigned at birth, and the stereotypes thatRead MoreAnalysis of Hobbits Restaurant1635 Words   |  7 Pagessuccessful companies today sought and found a precise understanding of how it could create an advantage in the operations system and delivery options of the business organization in order to address detailed customer specifications. Every business person is determined to know what kind of work they would and would not do for their customers and in return, they carefully learn how to fulfill the needs of each kind of customer in their target markets. Customers Profile With regards to the surveyRead MoreFactors of Career Choice3456 Words   |  14 Pagescareer choice Contents 1. Introduction 1.1 Role 1.2 Objective and Subjective Constraints 1.3 Key Theories of Occupational Choice 1.3.1 Developmental Theory 1.3.2 Structural Theory 1.3.3 RIASEC Model 2. Factors of Occupational Choice 2.1 Family and Class 2.2 Neighbourhood and Peer Group 2.3 School and Education 2.4 Race 2.5 Gender 2.5.1 Horizontal and Vertical Segregation 2.5.2 Pay 2.5.3 Hours Worked Read MoreErik Erikson s Development Theory1603 Words   |  7 PagesErik Erikson’s lifespan development theory has proven to be popular and applicable to many people. However, Erikson’s theory was a bit bias and generalized groups of people whose cultures, genders and environments did not apply to his theory. This paper will focus on Erikson’s last four stages of development, and discuss how each stage may be impacted by these various factors. Identity vs. Role Confusion The adolescence stage of development in Erikson’s theory was labeled as identity vs. role confusionRead MoreThe Death Of The Box2039 Words   |  9 Pagesfront of your eyes and it is driving you crazy because the only thing you can do is watch. But on the other side of the box, the side you have no choice but to stare at, it feels as if nobody can see you, nobody can hear you as you let out a mental cry for help. It also ranges from peculiar to frustrating when you get all these ridiculous expectations thrown at you that you don’t feel comfortable following, but you can t do anything about it, because people who attempt to do something about it areRead MoreA Sociological Perspective On Male And Masculinities Written By Richard Pringle And Queer ( Y ) Ing Masculinities Essay2167 Words   |  9 Pagesand have many ideologies but I have summarised only the key ideas and claims the author’s draw on. The summary of the first reading focuses on these key points, fir st, to analyse on how the relationship is developed between sport, masculinities and gender relations. Second, is the importance of rugby in schools and the effects of masculinities and third, the author draws on Foucault’s theories to understand power relations. In the second reading I have selected the three key heteronormative practicesRead MoreEssay on Negative Consequences of Gender Role Stereotyping3050 Words   |  13 Pageson nothing more than their biological gender. Although these roles do not hold true for each individual, the majority of people live out their lives in accordance with these extremely pervasive roles. Society tends to assign classes of social roles to male individuals and classes of social roles to female individuals (as society perceives their sexes). These gender roles limit what both males and females can and cannot do. Gender roles enslave individuals and forceRead MoreMulticultural counseling, diversity counseling, counseling diverse populations, APA references.2828 Words   |  12 Pagespeople may think of groups that differ from the dominant culture in our society, such as, race, culture, ethnicity, etc. Many people do not think beyond these categories to consider a second tier of diversity, for instance, age, disability, sexual orientation, etc. What is the dominant culture? In most references the comparison is associated with the White Euro-American norms. The basic assumption that heterosexuality is the only normal path of all human beings creates a need for counseling traineesRead MoreFeminism And The Feminist Movement1451 Words   |  6 Pagesexpected to obey their husbands. They had no say over what they wanted out of life. Women stayed home and raise the children because societal expectation took away any aspiration of working outside the home. The spirit of freedom and equality for all human being has been a long a nd steady growth to success. Before, massive gatherings, and inspirational texts of gender equality many upper-class white women protected for women suffrage in their homes, against their powerful husbands. For example, Abigail

A Comparison of Two Love Poems, First Love by John Clare and Shall I compare thee by William Shakespeare Essay Example For Students

A Comparison of Two Love Poems, First Love by John Clare and Shall I compare thee by William Shakespeare Essay First Love by John Clare and Shall I compare thee? by William Shakespeare are two romantic love poems, the first about how it feels to be in love and the second about the durability of the poets loves beauty. The first poem, First love, is a love lyric written in the first person to the reader about a woman that the poet has fallen head long in love with. It has a rhyming pattern of ABAB CDCD, this is to keep the poem flowing and it adds to the romantic atmosphere. The second poem Shall I compare thee? by William Shakespeare was written in the 16th century this poem is a sonnet one of a cycle to his mysterious lover. It contains three quatrains rhyming ABAB CDCD EFEF and one couplet rhyming GG, all written in iambic pentameter. This makes the poem very steady, easy flowing and even. There are ten syllables per line. The kind of love that is addressed in this poem is fairly romantic; we can tell this from the title. The first poem that I will write about is called First love is a romantic love poem written by John Clare in the nineteenth century. This poem deals with a poet that has been struck down with love for the first time, we can tell this from the first line, I neer was struck before that hour, with love so sudden and sweet. This implies he is experiencing love for the first time; he also uses sibilance for emphasis so sudden and so sweet. In the third line the poet begins to describe the woman that has struck him down so hopelessly in love and stolen his heart by using some traditional similes, Her face bloomed like a sweet flower. My face turned pale, as deadly pale, in this line the repetition of pale suggest the confusion of the poet in this love trance that he has fallen into. Even though love is affecting him mentally, it also starts to affect him physically, we can see in line six, my legs refused to walk away. This gives the reader this idea of the love causing death symptoms, striking him in such a way that he cant do anything about it. My life and all seemed turned to clay. this example of reification suggests a corpse entering the soil. In verse two there is still a romantic atmosphere, we can see that there are more physical affects the poet is experiencing, And then blood rushed to my face. This suggests that the poet is starting to blush; this again is a physical reaction to love. The poet also gives brief description of the surroundings, The trees and bushes round place, This adds to the romantic atmosphere. Half way through the second verse it is made clear by the poet that he is beginning to lose all sense of time, Seemed midnight at noonday. This demonstrates that the poet is has lost all awareness of everything but this woman he is so madly in love with, I could not see a single thing. In the next three lines the poet describes his word towards the young woman as from my heart and he uses a simile to compare his words to the music of love. He also makes it clear that it is very passionate and heated in the last line of that verse, blood burnt around my heart. In verse three the poet starts the verse with, Are flowers the winters choice? Is loves bed always snow? These are rhetorical questions that are in other words saying, why is love so physically cruel? As we can see the atmosphere is less romantic and starts to get far more depressing. He also realises that as hard as he tries, he will not get her. She seemed to hear my silent voice and loves appeal to know, this suggests that words are not needed because due to social reasons it would be impossible for them to fall in love with each other. .ua771c791f1f30d8220bed14048fc485c , .ua771c791f1f30d8220bed14048fc485c .postImageUrl , .ua771c791f1f30d8220bed14048fc485c .centered-text-area { min-height: 80px; position: relative; } .ua771c791f1f30d8220bed14048fc485c , .ua771c791f1f30d8220bed14048fc485c:hover , .ua771c791f1f30d8220bed14048fc485c:visited , .ua771c791f1f30d8220bed14048fc485c:active { border:0!important; } .ua771c791f1f30d8220bed14048fc485c .clearfix:after { content: ""; display: table; clear: both; } .ua771c791f1f30d8220bed14048fc485c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua771c791f1f30d8220bed14048fc485c:active , .ua771c791f1f30d8220bed14048fc485c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua771c791f1f30d8220bed14048fc485c .centered-text-area { width: 100%; position: relative ; } .ua771c791f1f30d8220bed14048fc485c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua771c791f1f30d8220bed14048fc485c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua771c791f1f30d8220bed14048fc485c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua771c791f1f30d8220bed14048fc485c:hover .ctaButton { background-color: #34495E!important; } .ua771c791f1f30d8220bed14048fc485c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua771c791f1f30d8220bed14048fc485c .ua771c791f1f30d8220bed14048fc485c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua771c791f1f30d8220bed14048fc485c:after { content: ""; display: block; clear: both; } READ: Admiration towards forbidden love EssayMy heart has left its dwelling place and can return no more, he is saying that his heart left him for her and this use of personification giving his heart human qualities. The second poem I studied is called, Shall I compare thee by Shakespeare. The first line, Shall I compare thee to a summers day? implies that he is talking about his lover in a romantic manner, because summer is usually associated with and lovely weather and generally a better time of the year. We can also see that the first line is a rhetorical question. This would also make the reader question himself. In the second line Shakespeare actually starts to describe the woman, Thou are more lovely and more temperate. This portrays to us that the author thinks of the woman as more beautiful than a summers day. The following lines, Rough winds do shake the darling buds of maie and summers lease hath all to short to date indicates to the reader that even though summer has its beauty there are some bad points to summer. For example, summer has wind, summer is too hot and summer is too short. This is all to make the woman seem greater than summer. Sommer shall not fade, here Shakespeare uses a metaphor to imply that her beauty will never fade, unlike summer which is seasonal. Nor shall death brag though wandrst in his shade, the poet expresses here, that she is so amazingly beautiful that not even death would be able to conquer her. He also gives death human characteristics saying that it would, Brag which shows use of personification. As we approach the end of the poem, Shakespeare ends it by, saying, So long as men breathe or eyes can see, so long lives this gives life 2 thee. This tells the reader that as long men are here to witness her, it will give life to her beauty as her beauty is nurtured by the glances of men. In conclusion there are many differences and similarities betweens the two poems that I had studied. They were quite similar in many ways. For example in both the poems the love that is expressed I feel has a hint of an unrequited nature especially in John Clares First Love. Also both poems refer back to nature and both used rhetorical questions, which added affect to their poems. They also differ in many ways with Shakespeare in his poem seeming to appear less desperate, almost as if he had found his true love whereas Clare in his poem seemed desperately in love with a woman that could not return that love. Also the English that is used in Shakespeares poem is far more different to that of Clares poem, maybe because Shakespeares was written in the 1500s, whereas Clares poem was written during the nineteenth century.

Knights And Knighthood Essays - Holy Grail, , Term Papers

Knights And Knighthood What is a knight? What is the concept of knighthood all about? Knighthood exists in two places simultaneously--in the world and in our imagination. We can speak of ideals versus realities, probably the central problem with knighthood and the chivalric ideals. Swords, horses, jousts, armor, castles, fair maidens, kings, queens?these are the words that come to mind when people mention the word knight. The mental image of a knight embedded in everyone's minds shows an armor-clad man on a horse. The noble beings beneath the armor are virtually unknown to many. Behind every knight's intimidating physical appearance lay the values, morals, and history of chivalry that has made these people great historical figures. In the fourth century A.D. the Roman Empire fell and various barbarian tribes invaded Europe. One of the dominant groups was the Franks of central and Western Europe, who gradually expanded their power until, in A.D. 800; their leader Charlemagne became emperor of the West. Charlemagne and his forebears added to the number of horsemen in their army, giving land to mounted warriors. In the ninth century the empire, torn by civil wars and invasions, broke up. Powerful local lords and their mounted warriors offered protection to peasants, who became their serfs in return. In this feudal system, which first developed in Western Europe, the lords themselves owed allegiance to greater lords, and all were bound by oaths of loyalty. All these lords, and some of the men who served them, were knights ? warriors who fought on horseback. By the 11th century, a new social order was formed by armored knights, who serve a local lord, count, or duke, and were in turn served by serfs (Gravett, 40). How were knights made? When boys of noble birth who were going to become knights were around seven years old, they were usually sent away to a nobleman's household, usually of his uncle or great lord, to be a page. There they were taught how to behave and how to ride. When they reached the age of fourteen, they were apprenticed to knights to whom they would serve as squires. Then, they could learn to handle weapons and how to tend to their masters' armor and horses. Sometimes, they would even go to battle with their masters, to help if they were hurt or unhorsed. They were taught how to shoot a bow and to carve meat for food. When they were twenty-one years old, successful squires were knighted (Gravett, 48). After years and years of training, they then were faced with high expectations and a code of honor to act by. A knight's code of chivalry was made up of a number of rules. They were to possess certain qualities such as prowess, justice, loyalty, defense, courage, faith, humility, largesse, nobility and franchise. Due to its high demand, the code of chivalry caused the knights to perform many a noble deed and to always be available to lend a helping hand. The lady and the demands of court also shaped what the knight was to become. She demanded, through the romance literature that remains a powerful influence today, that the knight act with strength on one hand, and courtesy and respect on the other. A knight should respect women; he should defend them in their hour of need, eschewing the magnetic gravity of mere lust. Love could be a powerful influence over the knight, a strengthening force that could propel the knight to greatness beyond his own capability. The church agreed, arguing only that the spiritual love of Christ was superior to the love of a woman; but the important detail was that love as an ennobling motivator was added as a chivalric element that was to stay. As a nobleman and dispenser of justice, the knight was required to seek justice, to defend the right, and to dispense of his wealth with largesse, showing the generosity that thwarted greed and thus helped the knight to ennoble himself in deed as well as blood (Pric e, 1996). A knight, under the rules of courtly love had to prove his devotion through heroic deeds and by amorous writings presented anonymously to his beloved, often a married woman of equally high birth or

Use the STAR Method to answer any interview question

Use the STAR Method to answer any interview question It’s interview day. You’ve worked on your handshake, your eye contact, your head-to-toe professional outfit. You know your resume backwards and forwards, and you’ve reviewed the job description so many times you can practically see it when you close your eyes. So, you’re ready. And then in the interview, you get a question you weren’t necessarily expecting: â€Å"Tell me about a time when you†¦Ã¢â‚¬  Argh, the dreaded behavioral questions. Now what? First, don’t panic. You can answer any question an interviewer throws your way, without grinding the whole thing to a halt. It’s as simple as being a STAR.What’s the STAR Method  and  how  do  you  use  it?STAR is a method you can use to frame an answer quickly and efficiently. It’s an acronym for:Situation: Where/when did this example take place?Task: What was your level of responsibility in this example?Action: What steps did you take?Result: What was the outcome, and what did you learn or achieve?Let’s break down some strategies for using the STAR method in your next and future interviews.Find the right exampleUnless something comes to mind right away, this can be the hardest part. But think of it this way: the question is likely to be a situation that is tied to something on your resume or a task in the job description, so this is something you can think about in advance, even if you don’t know what will be asked specifically. Ahead of the interview, come up with examples or anecdotes for every experience bullet point and skill on your resume. That way, when you’re asked, â€Å"Tell me about at time you showed leadership,† you will already have a list of relevant points ready to go.Relevance is the key- you don’t want to start rambling about something that doesn’t really fit what the interviewer is asking. So the quick internal check should be, â€Å"I think this is the right story- does it answer what’s being asked?†And if you need a bit of time to think things over, say so- it’s okay to ask for a minute to think things over. â€Å"That’s a really great question; I’d like to think about it for a minute!† You don’t want your contemplation to go too long, but taking 30 seconds to gather your thoughts will lead to a better answer.Set the sceneThis doesn’t have to be an elaborate, cinematic story. However, you should be able to give a few quick details to show the interviewer what the context is for your story.I was the lead on a project, and 80% of my team had called in sick†¦We were on schedule and on budget, when the client changed his mind in the middle of the meeting†¦I took a call from an angry customer, who was not interested in hearing the company’s side of the story†¦You’ll want to make it conversational so that it doesn’t sound like you memorized a card. All you need are a few short sentences- no need to provide detailed backstory about everyone involved or a history of your employment. You want the details to be directly relevant to your story. And it’s okay to be humorous or light in your response, as long as you keep the tone professional.Talk about what you did to solve the problem or approach the issueOnce you’ve set the scene for the interviewer, talk about what you did to resolve the issue. Usually, when interviewers ask behavioral-style questions, they’re just as interested in the how as the what. And again, this doesn’t need to be a long-winded, detailed step-by-step. A few succinct bullet points about what you did in the situation will be just fine. If the interviewer has any follow-up questions, she’ll ask.Talk up your achievements- or lessons learnedWhen you’re talking about the results, don’t be afraid to talk about what you achieved- especially if it puts you in a positive light. You don’t want to come off like a braggart, but you should own your accomplishments.The project came in under budget thanks to my fix, and we broke sales records that year.Because I caught the order before it was processed, I was able to stop 5,000 widgets from being shipped accidentally. That was a great feeling.And if you picked an example that didn’t necessarily have a happy ending (because hey, sometimes that’s the only anecdote that fits), be sure to talk about what you did gain from the situation.Although it was difficult   while I worked to resolve the issue, it taught me that nothing is more important than providing a superior customer experience.It was definitely a learning experience, and having worked with such a demanding client, I know I can work with anyone to get the job done.Like with your other STAR points, a couple of sentences should be all you need to summarize and wrap up your story.Practice beforehandIf you’re not all that comfortable with storytelling, this is definitely a skill you can build before you’re in the interview hot seat. Just like with body language or your handshake, practice until it becomes second nature! Grab a trusted person who can ask you general behavioral questions, and apply the STAR method to your conversation. If you do this enough times in your everyday life, you won’t be sitting in the interview thinking, â€Å"Okay, time for S. What’s the situation?† You’ll already be searching through your mind’s archive for the relevant anecdote.   Ã‚  If you prep for interviews with the STAR method, you can tackle any question an interviewer throws your way, even if it seems like it comes out of nowhere. Quick, to-the-point answers will impress your interviewer and demonstrate that you have one of the most important skills- thinking on you r feet.

Commentary between Joel Hoff's Bladerunner and the Shakespearean play, Essay

Commentary between Joel Hoff's Bladerunner and the Shakespearean play, Merchant of Venice - Essay Example Their agony with the feeling of being constantly ostracized is portrayed by Shylock in his eloquent arguments that Jews are also humans. In â€Å"Blade Runner†, the outcasts of society are the replicants, wanting desperately to belong to Earth and be human, yet doomed to never be able to achieve their objective because their life span is so short. One of the major themes explored in both works is the nature of humanity. The character of Shylock in the â€Å"Merchant of Venice† appears to exemplify the valuing of business relationships over human ones, in contradiction to the general trend in human relationships. This may be noted in particular when Shylock runs through the streets, moaning: â€Å"Oh, my ducats! O my daughter!† (Shakespeare, II:viii:15) thereby implying that he values money almost as much as his own daughter. The film â€Å"Blade Runner† also questions what it means to be human. The replicants are â€Å"designed to copy human beings in every way except their emotions†, yet some of them appear â€Å"more human than human (Blade Runner). Their creator Tyrell on the other hand is a man trying arrogantly to play God, creating human beings endowed with intelligence and super human strength but making them slaves because their termination dates cannot be reversed. The divine quality of mercy is a strong theme in â€Å"The Merchant of Venice†. The law is on Shylock’s side and a strict application of the law would mean that Shylock does in fact, secure his pound of flesh. But the expectation is for him to demonstrate his humanity through the divine quality of mercy, which Portia explicates in detail beginning with â€Å"The quality of mercy is not strained.† (Shakespeare VI:i:179). A similar theme resonates in â€Å"Blade Runner†, where the law is on the side of protagonist Deckard and supports him in his mission to destroy the four replicants, yet his human memories call to