Evaluating Your Options: Eight Things to Consider Before Accepting a Job Offer

If you’re looking for work, it’s tempting to inundate the job market with your resume and take the first offer you get. But as a career seeker, you need to think strategically, while keeping your options open. You’ll have more success with landing a job—and being happy once you’re there—when you’ve assessed your needs, as well as the company’s, in advance. Following are ten things to consider before accepting a job offer.

1. Company culture. Does the company’s dress code, leadership style, and overall mission fit your personality and work habits? An interview can confirm your instincts and help you make an informed decision.

2. Salary. Be realistic. For most companies, the slow economic recovery doesn’t permit high starting salaries. However, after you’ve been offered the job, you have the chance to prove your worth.

3. Benefits. Does your employee package include medical and dental benefits? Are other benefits included in the employee package such as profit sharing? Is there a retirement plan or tuition reimbursement?

4. Opportunities for career advancement. What are the projected timetables for promotion? If the job doesn’t lead to advancement, does it offer an opportunity to sharpen your skills or meet people in your field? Think creatively to determine alternative ways that the job can bolster your career.

5. Training program. Will you receive formal training? Who will train you and for how long? Find out what tools the company offers to help you perform optimally.

6. Travel. Many corporate positions, particularly in sales-related fields, require travel. How often must you travel? What is the company’s policy for reimbursements? If travel is local, will you have use of a company car?

7. Commute. How much time will it take to get to and from your job each day? Is this acceptable to you? Is public transportation an option? Is there someone you can carpool with?

8. Evaluations. How often are evaluations given? What skills and qualities are rated on the evaluation? How does the company measure success within your position?

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The Creativity Crisis

Carol’s Summary:
For the first time, is has been reported that Americans’ creativity is on the decline. Even though Americans grow increasingly intelligent, creativity scores have been falling since 1990. The College of William and Mary collected data in the form of creativity test scores from 300,000 children and adults nationwide, and found the scores from children in kindergarten to sixth grade were most troubling.

The creativity test was created by Professor E. Paul Torrance in the 1950s, and has been administered to people by psychologists worldwide. No one knows exactly why creativity has declined in younger generations, but it is suspected that television, videogames and other forms of technology may have something to do with the problem. Children aren’t as often encouraged to exercise their creativity at school nor at home.

Some researchers believe that “creativity training” programs may be able to help adults and children who struggle with creativity. In creativity training, people would be asked to perform tasks such as creating music on a keyboard, and finding different ways to solve common problems, such as how to reduce noise vibrations in a library.

Creativity is just as much, if not more important than conventional intelligence. Many of the world’s greatest leaders, inventors and other historical figures were and are people who thought outside of the box of conventional thinking. Creativity fosters innovation, which brings about new ideas and products for the masses and enables nations to evolve and grow.

Despite the fact that people are becoming more intelligent, the fact that creativity is on the decline is quire worrisome, especially for children since they are our future. As educators and parents, it is our responsibility to foster children’s creative abilities; Critical and Creative Thinking for Teenagers is a book that presents students with the opportunity to use their imagination, be inquisitive, and create new ideas. To learn more about this book and Lifebound’s other books, visit www.lifebound.com or e-mail contact@lifebound.com.

Article:
The Creativity Crisis

Back in 1958, Ted Schwarzrock was an 8-year-old third grader when he became one of the “Torrance kids,” a group of nearly 400 Minneapolis children who completed a series of creativity tasks newly designed by professor E. Paul Torrance. Schwarzrock still vividly remembers the moment when a psychologist handed him a fire truck and asked, “How could you improve this toy to make it better and more fun to play with?” He recalls the psychologist being excited by his answers. In fact, the psychologist’s session notes indicate Schwarzrock rattled off 25 improvements, such as adding a removable ladder and springs to the wheels. That wasn’t the only time he impressed the scholars, who judged Schwarzrock to have “unusual visual perspective” and “an ability to synthesize diverse elements into meaningful products.”

The accepted definition of creativity is production of something original and useful, and that’s what’s reflected in the tests. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).
To read the full article: www.newsweek.com

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How Should Schools Handle Cyberbullying?

Carol’s Summary:
An estimated one in five middle school students has been affected by cyberbullying. Bullying has always been an issue that teachers and principals have had to handle. However, in middle and high schools lately, the problem has evolved to involve technology. Schools are now finding ways to cope with issues of cyberbullying, in which children are harassed through text messages and social networking websites.

Much of cyberbullying occurs after school and on weekends, when children are not under the guidance and care of the school system.

Cyberbullying can affect a child’s academic success, self-esteem, social skills and emotional growth. While this is a relatively new problem that students, school officials and parents must deal with, it is spreading fast and has proven to be dangerous.

Many school districts are conflicted with whether or not they have the right to inspect students’ cell phones and social networking accounts, unless the issue deals directly with a conflict within the school. There are legal issues involving privacy which makes many school officials either nervous or leery about doing so.

Many administrators are concerned about the possibility of looking through a child’s cell phone and finding compromising photos and text messages that could bring about child pornography cases. There is also the issue of how students should be punished if they are cyberbullying other students.

Cyberbullying is growing into a major conflict in today’s schools, and not only for the students involved. Teachers and parents are finding themselves concerned for the well-being of children, but are not always able to get involved since technology is the medium for these behaviors.

LifeBound’s Making the Most of High School, 2nd Edition and the accompanying curriculum shows students how to use technology in a beneficial and safe manner. To find out more about Making the Most of High School and other LifeBound materials, visit www.lifebound.com or e-mail contact@lifebound.com

Article:
Online Bullies Pull Schools Into the Fray
By JAN HOFFMAN
June 27, 2010

The girl’s parents, wild with outrage and fear, showed the principal the text messages: a dozen shocking, sexually explicit threats, sent to their daughter the previous Saturday night from the cellphone of a 12-year-old boy. Both children were sixth graders at Benjamin Franklin Middle School in Ridgewood, N.J.
Punish him, insisted the parents.
“I said, ‘This occurred out of school, on a weekend,’ ” recalled the principal, Tony Orsini. “We can’t discipline him.”
Had they contacted the boy’s family, he asked.

To read the full report: www.nytimes.com

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Ten Tips for Unemployed College Graduates

College graduates are facing the worst unemployment market in a decade. Today’s grads find themselves competing for entry-level jobs against laid-off workers with M.B.A.s and years of experience. Plus, war jitters have kept economic recovery from moving into it’s natural next phase. Yet with a little tenacity, college grads can keep their career goals on track and their emotional equilibrium in tact.

1.) Get Help. Whether you pay a personal career coach or you have a role model you admire who is willing to work with you, it is useful to have objective advice as you continue your job search and build your professional skills.

2.) Work as an intern. If there is a company or field in which you ultimately want to work, apply for an internship. Getting your foot in the door and proving what you can do can often land you full time employment after a few months.

3.) Use on-line resources. There are many on-line resources, like Monster.com, which provide job leads and expert advice to help you weigh the pros and cons of job options. If you are interested in working for a specific company, do online research about that company and follow the business decisions being make online and in the newspapers. Continue to look up job opportunities on their web site.

4.) Develop a Supportive Cadre of Friends. Thousands of college graduates are unemployed right now. Take the time to cultivate friendships with people who are positive and up beat despite the challenges in the economy. These people will make the most of this opportunity, and they will give you encouragement when you need it.

5.) Take a Leadership Role in a Volunteer Organization. If you aren’t the leader you have always wanted to be, change that now. Join a volunteer or non-profit organization and volunteer to do something significant to make a difference. You can parlay this experience to your advantage when the economy turns around.

6.) Keep Expenses to a Minimum. While you are working two jobs, one of which may be non-paying, keep your costs down. Be creative with how you can save money. Cook at home and entertain yourself on less.

7.) Network. Meet as many people as you can who may be able to help you in the job search—friends, neighbors, grandparents and anyone else you may meet. Ask crucial questions and enlist their help and advice on the job search.

8.) Interview. Call the company or business where you would like to work and ask if you can interview someone with your dream job. Ask that person relevant questions about how they got started and what are the pros and cons of their job. These people will often be flattered that YOU want to spend time interviewing THEM out of respect, and can therefore be very helpful and perhaps give you some connections or people to contact. Again, this is NETWORKING!

9.) Continue to Learn. Employers value employees who are self-directed learners. So be aware of current events and know your industry by reading trade publications. Be disciplined about keeping your learning alive, especially after you have graduated.

10.) Keep the Faith. The economy will turn around. Until that happens, keep upgrading your skills even if you are not in your dream job. Have a resilient attitude and ask yourself what the lessons are in this time period. If you can answer that in some future interview, your prospective employer will know that you create opportunities no matter how tough the situation.

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‘Let’s Move’ goal is to keep kids moving and healthy through summer

CAROL’S SUMMARY:

In Belleview, Illinois, St. Elizabeth’s Hospital considers its health efforts with Henry Raab Elementary School students part of its responsibility to their community. As the article below details, the new health education program, “Let’s Move”, requires students to honor a “Contract for Fitness” by staying active and eating healthy over the summer. Hospital staff provided students with T-shirts, lists of healthy snack options and tools to help them keep track of their physical activity.

Childhood obesity in the US means that today’s students need to be taught nutrition information and exposed to healthy activities at a young age in order to foster healthy lifestyles and develop healthy habits they can maintain throughout their lives. LifeBound’s title, Success in Middle School, for fifth graders, introduces students to the concept of nurturing your brain and body to perform your best in school. Then the newly revised Making the Most of High School, for high school freshmen, reinforces developing a healthy lifestyle with a chapter devoted to healthy with everything from exercise to dining in vs. dining out to eating disorders to drugs and tips for healthy habits throughout the text. To learn more about LifeBound’s stair step student success and transition materials visit www.lifebound.com or call free 1-800-737-8510.

ARTICLE:

News – Metro-east news – Belleville news
Monday, Jun. 14, 2010
‘Let’s Move’ goal is to keep kids moving and healthy through summer
BY RICKEENA J. RICHARDS – News-Democrat

BELLEVILLE — Students at Belleville’s Henry Raab Elementary School will be taking on healthier habits this summer as part of a new health education program presented by St. Elizabeth’s Hospital.

To view this entire article visit www.bnd.com

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Hobsons’ new online tool simplifies college searches

Carol’s Summary:

College Confidential is launching a new search engine that allows students and parents to select from optional criteria and in order to match them with specific higher education institutions that meet their direct criteria. Often, students choose a college based solely on location and tuition costs and miss out on other important opportunities. College Confidential is taking the next step in providing students with the skills necessary to pursue their dreams and reach towards success.

Not only is the search engine exceptional, they have also developed an online community that links parents and students with people of like mind. There are also parent forums to answer questions and several tools to assist students in figuring out which school is the best fit for them.

So many factors are in important in determining what career path to choose and what educational path t o follow to get there. Majoring in the Rest of Your Life is a resource that through self-discovery, explores students’ options and provides the skills necessary to follow them through. Students need to be prepared for success not only in college, but in the rest of their lives. To learn more about Majoring in the Rest of Your Life as well as other LifeBound books and materials, visit www.lifebound.com or e-mail contact@lifebound.com.

To learn more about College Confidential visit www.news.cincinnati.com

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A Self-Appointed Teacher Runs a One-Man ‘Academy’ on YouTube


CAROL’S SUMMARY:

Salman Khan, 33-year-old began making lecture videos from his home studio in 2006; and has now become The Khan Academy on YouTube. Khan has created over 1,400 videos on various academic subjects. Khan states in the article below, “The Khan Academy explicitly challenges many of higher-education’s most sacred assumptions: that professional academics make the best teachers; that hour long lectures are the best way to relate material; and that in-person teaching is better than videos. Mr. Khan argues that his little lectures disprove all of that.” Khan has received over $150,000 in donations and has helped many students further understand classroom material. “When I called a couple of students who posted enthusiastic posts to Facebook, they said they saw it as a helpful supplement to the classroom experience,” said Khan.

YouTube is a great way to communicate with others and to share new ideas. Creative thinking is important in achieving academic success. Not every student learns the same way and having alternative teaching options is another way to help students become more successful. LifeBound’s materials designed for grades 5-12 promote students to be creative.  Through tips and helpful strategies students can become more academically and career successful.. LifeBound is currently networking through Facebook, Twitter, and a blog page. To learn more about LifeBound’s materials visit www.lifebound.com or email contact@lifebound.com.


ARTICLE:

A Self-Appointed Teacher Runs a One-Man ‘Academy’ on YouTube

Are his 10-minute lectures the future?

The most popular educator on YouTube does not have a Ph.D. He has never taught at a college or university. And he delivers all of his lectures from a bedroom closet.

This upstart is Salman Khan, a 33-year-old who quit his job as a financial analyst to spend more time making homemade lecture videos in his home studio. His unusual teaching materials started as a way to tutor his faraway cousins, but his lectures have grown into an online phenomenon—and a kind of protest against what he sees as a flawed educational system.


http://chronicle.com/article/A-Self-Appointed-Teacher-Runs/65793/?sid=at&utm_source=at&utm_medium=en

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Lingering Seniors Get a Soft Shove From Cal State

CAROL’S SUMMARY:

Students with more credit hours than necessary to graduate, but chose to stay in college for more than four years, or “super seniors,” are now seeing a push from California State’s 23 campuses. Due to budget cuts that led to enrollment reductions, the campuses hope to encourage super seniors to graduate in order to make room for new students.

The Cal State administration feels this program is a low-cost way to reduce enrollment pressures and possibly raise their graduation rate (in the fall of 2008, 3 percent of all undergraduates at the Northridge campus alone consisted of super seniors). Each campus will take differing actions, but according to the Chronicle of Higher Education article below, “most will involve holding departments responsible for super seniors, expanding focused advising services, and setting new limits on financial aid.”

The difficulty will be determining which students are staying to party and avoid the real world of work and which students are truly lost, trying to find their desired career path through trial and error. College is a time of self-discovery and character building, and like with most things, each person is on their own clock. We don’t want to rush students through such a pivotal time in their lives. That’s why LifeBound’s materials help 5-12 grade students discover their gifts and talents, become emotionally intelligent, encourage critical and creative thinking and develop effective study habits – to lead them to earlier self-discovery and prepare them for academic, social and emotional success in order to make the most of college. My book, MAJORING IN THE REST OF YOUR LIFE, is a great resource for students unsure of their direction in life and seeking guidance. To learn more about LifeBound’s resources or to request a free review copy of any of our texts visit www.lifebound.com or email contact@lifebound.com.

ARTICLE:

Chronicle of Higher Education
May 2, 2010
Lingering Seniors Get a Soft Shove From Cal State
Like other colleges, the system seeks to help longtime students move on
By Josh Keller
Northridge, Calif.

California State University at Northridge just wants Randy Vitangcol to graduate already.
Mr. Vitangcol has been in college since 2005. He is on his second major. By the time he plans to finish college next spring, he expects to have amassed twice as many credit hours as he needs to complete the requirements for his current major, financial services.

“I’ve been in college for so long, sometimes it feels like I don’t know anything else,” he admits. He compares himself to Van Wilder, one of a long line of cinematic college students who party endlessly and studiously avoid graduation.

The Cal State system has historically taken a lax attitude toward “super seniors,” students with large numbers of credit hours who linger in college for more than four years. But no more. After budget cuts forced sharp enrollment reductions over the past few years, many of the system’s 23 campuses have taken aggressive measures to thin their ranks and make room for new blood.

To view this entire article visit www.chronicle.com

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More Pre-K Pupils Qualify for Gifted Programs

Carol’s Summary:

Experts claim that only 2.5 % of students are truly gifted, but many students’ talents don’t show up in school. Moreover, some children are both gifted and learning disabled, exhibiting characteristics of both, a combination that makes their gifted identification and childhood learning much more challenging than either their gifted or average peers. I know a highly gifted student who is now in college who was diagnosed with ADHD in elementary school and had difficulty with reading, but who was a whiz at working with animals, particularly reptiles. When he was in middle school he made $200 a week at birthday parties showing his collection of reptiles and sharing facts that he researched about them. Like this student, every child deserves to have their area of inherent interests and talents developed, as Howard Gardner’s Multiple Intelligences confirms.

Many districts are struggling financially right now to serve this population of students (TAG), but we are working with the Thompson school district in Colorado (and other districts) to creatively offer programs to students and their parents. One of our books and curriculum for middle grades titled, GIFTS AND TAKENTS FOR TEENAGERS, is designed to help students discover and capitalize on their unique strengths. For a review copy, please call our national toll free # at 877.737.8520 or email contact@lifebound.com.

ARTICLE:

More Pre-K Pupils Qualify for Gifted Programs
New York Times
By SHARON OTTERMAN
April 30, 2010

The number of students qualifying for gifted kindergarten programs in New York City public school districts rose by 10 percent this year, and those qualifying for the elite citywide program jumped by a third, raising the possibility that parents and their children have begun to master an admission process that was retooled three years ago.

According to figures released Friday by the Department of Education, the spike in students eligible for gifted programs occurred despite a 16 percent drop in the number who took the exams. The city described the decrease as a “leveling off” after an increase in test-takers last year, which they attributed to a publicity campaign.

Of the 12,454 in New York City who took the test this winter, 3,542 (or 26 percent) scored at or above the national 90th percentile, up from 3,231 the year before, qualifying them for one of the 70 gifted kindergarten programs spread through the city’s school districts. But the most striking increase occurred in the number of children scoring at or above the national 97th percentile: 1,788, up from 1,345 last year. Those students qualify for one of the five citywide gifted programs, which have only about 300 seats in all, meaning the competition for them this year will be even fiercer.

To view this entire article visit www.nytimes.com

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