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Archive for August, 2008


There are certain procedures and requirements that a student needs to fulfill if he/she plans to study more than 6 months at a Mexican University or college must get a student visa before coming to Mexico. The application requirements are as follows:
  • Apply in person to the Mexican immigration office in their country/city
  • Submit the Letter of Acceptance from the school or university in which the student wishes to pursue further studies.
  • Submit 6 front-view and 5 profile photographs, 2″x2″, with a white background
  • Certificate declaring the student is in good health
  • Consular visa fee of 29.00 US $ is required for some nationalities
Please note that any student enrolling for a course of duration six months (or less) can legally enter into Mexico with a tourist card, and does not necessarily need a visa.

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British employed the strategy of emotional and intellectual colonization in India, to consolidate the political colonization. It was the affinity of the elite section of Indian society to English culture, ideology and education, which facilitated the British to psychologically harness the nation`s mindset. Literally speaking, the British wanted the malleable Indians to learn, speak and believe English and become shadows of Englishmen. The Charter of 1833, English was announced to be the official language.

The cunning colonial government selected the education system as the instrument for hitting the target. Since 1813, the planned enterprise started, and was given a precise dimension, with the formulation of Macaulay`s “Minute” in February 1835. The “Minute” was an intended trick. It wore the mask of general welfare, broadcast under the banner of educational advancement. “Minute” recommended the advent of Western learning as beneficial: “For the revival and promotion of literature and the encouragement of the learned natives of India, and for the introduction and promotion of a knowledge of the sciences among the inhabitants of the British territories.”

The politics lurking behind the objective of the “Minute” is evident in the scheming Macaulay`s clarification: “We must do our best to form a class who may be interpreters between us and the millions whom we govern, a class of persons Indian in blood and color, but English in taste, in opinions, words and intellect.” The British were actually looking for services that would not only be inexpensive, but also efficient. And the suitable ones were the colonized Indians. Macaulay was dreaming of breeding an economically flourishing colony, generating enormous wealth as well as cheap labor.

The arrogant and racist Macaulay asserted the British ideology of the superiority of Western learning over the oriental reserve of knowledge. His condescending evaluation of Indian tradition and level of education, is reflected in his derogatory remark: ” …who could deny that a single shelf of a good European library was worth the whole native literature of India and Arabia”. “It is, no exaggeration to say, that all the historical information which has been collected from all the books written in Sanskrit language is less valuable than what may be found in the most paltry abridgments used at preparatory schools in England”.

The colonial master`s urgency for a uniform and proper administration throughout the colonial empire spawned the emergence of a class of clerks and translators. In the major presidencies of Bengal, Madras and Bombay, the British government had to rely on the ability of the District Judges and Collectors, for handling the administrative affairs, while the native princes functioned as per as the instructions of the colonial authority. A big administrative issue was the exaction of land-revenues from the indigenous farmer-class.

British government. The overriding sense of separation in these foreign administrative officials and subordinate native rulers from the mass was making situations pretty difficult for the British. British decided to feel the pulse of the nation, through the effective medium of an English educated, servicemen`s class. This section of the clerks would act as the mediators and convey to the two poles- British and the general people, their messages. Moreover, the exorbitant cost of maintaining British officials was exerting a toll on the British Government. They were aware of the profitable prospect that the colonized natives bore for them. Ideally therefore the Indian employment incurred in much fewer expenses.

The success of the plan was soon witnessed. The recruitment of Indian brains in the junior posts of British administration, reaped in the rich harvest of government income, around, £30 million, of which £16.7 million was produced from land revenues, only. The negative repercussion of English education, was the evolution of the Babus or the Anglicized identity-less Indians, deprived of the traits of the Indian heritage. This new cult of Babus, was given impetus by the Lord Hardinge`s diplomatic assurance given in 1844. Hardinge convinced that government would give priority to the natives furnished with English knowledge, in terms of government jobs.

Pundit Ishwarchandra Vidyasagar.Nevertheless, the true intellectual Indians, like Pundit Ishwarchandra Vidyasagar, imbibed in the illumination of Western learning, while preserving, simultaneously the inherent Indian ness associated with him. . His exposure to the rational attitude of the Western philosophy, the ideology championing the rights to liberty, equality and fraternity, the scientific inventions and theories, invited the dawn of consciousness on him. He utilized the Western scientific, rational and intellectual thought to complement the oriental sense of respect for tradition and culture, and the cohesive pro-life force innate in Hinduism. But Hinduism over times had got polluted with blind, meaningless superstitions. He aimed at cleansing the Hindu religion and society of harmful customs. The Enlightened Vidyasagar innovated modern and liberal modifications, like widow-remarriage. Similar were the instance of the educated Rammohun`s memorable contribution in the abolition of the atrocious ritual of Sati and the rescue of the Indian womanhood from intolerable torment.

Raja Rammohun Roy.Indeed, the native reformists performed the feat of pioneering the English Education. The Hindu College in Calcutta, established in the year 1817, authenticated the ushering of the Bengal Renaissance. The foundation Committee was presided over by the stalwart, Raja Rammohun Roy. On October, 1853, a proposition was made, that “the College should be open to all youths of every caste, class or creed…”. Accordingly it was renamed Presidency College in 1855 . This was done to allow non Hindu students like Muslims, Christians, Jews, Buddhists and followers of the Brahmo Samaj to attain the light of education. In 1857, Presidency College was incorporated under the governance of the educational headquarters, the University of Calcutta .

Presidency College has the proud history of permitting access to female students. In fact , the first female student joined the instituion in 1897. However, documents report that the Hindu College, the celebrated seat of learning, was the right place for the making of the perfect know-how for the government assignments of the East India Company.

One must note that the blossoming of Western education happened due to the funds flowing in from the opulence of the affluent Indians. The truth applies to the history of the Hindu College and other institutions of the same pattern, for the first twenty-thirty years. The atmosphere was abuzz with the brewing contest among the schools of Western learning and the centers of traditional subjects, namely, Sanskrit, Persian, and Arabic. In the first three decades of the twentieth century Hindu College and similar schools throughout British India depended on the patronage of wealthy Indians and were in direct competition with traditional schools teaching Sanskrit, Persian, and Arabic. As economic patterns changed, patronage for traditional schools disappeared. At about the same time, bright young men decided to study English.

Meanwhile, the Christian missionaries marched forward to plant the flag of British Imperialism in India, under the humanistic camouflage of Educational Campaigns. They circulated the mantra of benefiting Western education. Their target was the elite Indian section of the society. It was so, because many prestigious families were enamored of the newness of English Education.

William Carey .William Carey visited Bengal in 1800, and conducted the first missionary work in Srerampore of Bengal. With his two partners, Joshua Marshman (1768-1837) and William Ward (1769-1823) he formed the famous Serampore Trio. The Nathaniel Forsyth of the London Missionary Society also embarked on their operations from the Dutch town of Chinsura . And after the Charter of 1813, erased the ban on missionary- activities in India, even the Church Missionary Society came down India to spread its sway. In 1816, the church missionaries, Greenwood and Schroeter, made their way to Calcutta. William Carey , the committed evangelist, was primarily interested in the advancement of the native vernaculars and literature.

The Srerampore Trio tried to make education available, to the mass through the adoption of the native frameworks such as sardar-pado (monitorial system). They prescribed a curriculum consisting of arithmetic, preliminary science, synopsis of history, geography, natural philosophy, scripture and ethics. The curriculum was expanded to 103 elementary schools constructed for educational development. It was amazing enough, that by 1818, a total of 6,703 students studied in these schools.

Serampore CollegeThe greatest achievement of the Srerampore Trio is the foundation of the Srerampore College to patronize the proper cultivation of Oriental Literature and Western Sciences. The Srerampore Trio recommended the modifications of some Hindu practices like the demeaning Caste System, the inhumanity of Sati, and Infanticide, to welcome a life of non-violence, equality and liberty. They sustained their combat against social evils, by legislating acts, forbidding these malpractices between 1804 and 1829.

The London Missionary Society also fantastically accomplished in their project under Robert May. In 1814, 36 primary schools came into existence in Chinsura. The Governor General, Lord Wellesley, carved out the Fort William College in 1800. Along with this over brimming enthusiasm for education, resided the inclination for eminent translations of Bible into the oriental versions of Sanskrit,Oriya, Assamese, Bangla and Marathi. Indian scholars like Ramram Basu and Mrityunjay Vidyalankar, carried out the work with the foreign experts. Translations of the epic, Ramayana and other Indian classics were sculpted skillfully.

This path was followed by the Calcutta School-Book Society (1817), which upheld Bengali Prose to the helm of affairs. Journalism became a widespread phenomenon. J. Marshman`s Digdarshan (the Direction Signifier), Magazine for Indian Youth, Samachar Darpan (the News Mirror), published in 1818 and The Friend of India (1818) revealed some social troubles present in the then social republic before the eyes of the British authority.

Alexander DuffAlexander Duff (1806-1878), the famous Scottish missionary, stepped in Calcutta in May 1830. He was a key factor in the formation of the Scottish Church College, on July 1830. Duff is also found responsible for the conversion of enchanted Calcutta boys, for e.g. Mahesh Chandra Bose, Krishna Mohan Banerjee and a few more, into Christians.Thus conversion of the colonized into Christianity, was another motivation, playing behind the promotion of Western Education in India. The liberal Raja Rammohan Roy supported duff`s educational efforts. However, Rammohan remained aloof from the religious mission of conversion. His Brahmo Samaj was an embodiment of his unique ideas, born out of a mixture of the healthy notions of Hindu religion and his own rules, meant for giving the momentum to his movement of social reform.

Female Education however did not rise to to that much of prominence, as it should have been. No matter how publicly British tried to advertise the importance of the growing “woman question”, dealing with the rights of females, the actual scenario was much different. It was the native glory, Pundit Ishwarchandra Vidyasagar who opened 30 schools to boost up female education all over Bengal. Still, one cannot deny the role of the unmarried female missionaries who crowded in India to elevate the status of the downtrodden women and children. They taught the women their value through education. Their way of imparting education was through narration of stories in the domestic space of the households. Women learnt the art of needlework, not only for daily family use, but also for earning livelihood. Christian Missionaries very wittily manipulated the adult Indian women to embrace Christianity.

Presidency College (1855).However, success was very limited. The reason was that women were dominated by the male who were the law-makers . The wave of Western Education yet did not die away. British India, got its final platform for the spread of Western Education, when the Wood`s Despatch was structured in 1854. The Despatch,, promised to provide grant-in-aid for the amelioration of the private educational institutes. History, reports that the schools flourishing under the industrious Bengali reformers surpassed the missionary-schools by virtue of quality. Cathedral Mission College (1865) was in no way a match for the indigenous symbol of educational perfection, the Presidency College (1855).

The strife for superiority continued. James Long, the noble British, together with the Missionary organizations kept alive the zeal for dissipating education among the mass. Finally, the Hunter Education Commission (1885) officially sanctified their resolution to attain mass education. It is worth realizing the truth, that the British might have credited themselves as harbinger of Western Education in India, but then all their efforts would have been in vain, had not the brilliant Indian intellectuals, not been able to capture its essence. The Indians had the radiance of merit to not only cope with Western learning, but also increase its treasure with their precious literary contributions, and scientific inventions. Today, it is the Indians, who rule the domain of global science, a field of knowledge, which was once the prerogative of the Westerners.

Source : http://www.indianetzone.com/6/promotion_western_education_british_india..htm

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What to Expect, How to Prepare

Realistic expectations, a good educational background, involvement in professional organizations, and a genuine desire to help pave the way to the rich rewards that can come from teaching English abroad.

Myths and Realities

“Hey, you don’t even need a degree to get a good job. Schools will accept anyone who speaks English.”

I’ve heard this statement many times before, but before you launch into a career in the field of TESOL (Teaching English to Speakers of Other Languages) you should ask yourself some important questions:

1. What are you looking for in a career in TESOL? First you have to determine your options and what interests you most. Talk to people in the field: your teachers, former graduates, and colleagues you might meet online. One place to explore options is an online jobs forum like Dave’s ESL Cafe Job Discussion Forums (www.eslcafe.com/forums/job/index.php). Teachers and students from around the world post messages about potential job opportunities based on their experiences.

Next find out whether there is a market for the skills you want to acquire in the part of the world where you want to live. You have to be prepared to go where the jobs are.

Keep in mind that any job could lead you to other rewarding experiences that you hadn’t planned for. Over the past decade, I have been fortunate to have traveled (because of my work in Web-based language learning and technology) to Canada, China, Europe, Korea, Japan, Saudi Arabia, and throughout the US. In these travels, I have met many wonderful people and have been able to share many things with them. Few professions give you opportunities to be a part of other cultures to the degree that TESOL does.

2. Are you mentally prepared for teaching overseas? Too often, teachers who go to another country soon return home disenchanted because things did not turn out the way they expected. While the employer bears some of the responsibility for preparing the new recruit, this does not exempt the employee from gathering as much information as possible about the host country and the place where they will work. Study up and consider the following:

Anyone can teach English abroad. Until recently, this was true. Many foreign schools and companies, seeking to take advantage of the boom in students interested in learning English, tended to hire anyone who could speak English or had any post-secondary education. However, since the profession has come into its own and more qualified teachers are available finding a good job with no qualification is no longer a sure thing.

Go with a purpose in mind. Teachers who have clear professional goals and can sustain themselves by nurturing their professionalism through outside activities and (and don’t blame the foreign culture for personal misfortunes) have the best chance of a successful teaching experience.

Learn to expect the unexpected. I have found that no matter how well I planned things out, there were always a few surprises. For example, I have sometimes been asked to carry out additional teaching or administrative duties beyond the stipulations of my contract (this could happen anywhere). Under some situations, teachers who are willing to contribute beyond these contractual boundaries will be well rewarded by the company for which they are working.

Speaking of flexibility, teachers may become perplexed because their attempts to initiate positive change are sometimes misinterpreted or shunned. Remember that resistance to change is often the result of underlying cultural factors that we are not aware of. Therefore teachers have to approach a new teaching situation with their eyes and ears open and be patient for their ideas to take root.

Study the language and culture of the host country. Although many training programs focus on the linguistic elements of the profession, an equally compelling reason should lead us to focus attention on diversity training to help teachers in the acculturation process they will need to undergo in a foreign land. Teachers themselves should make an earnest attempt to learn something about cultural adjustment and training that will lead to successful experiences abroad. Learning the language is a key step to adjustment, so you are able to become an active participant in everyday life. Tapping into what is “hot” and “what’s not” with our students shows them we are not removed spectators.

Contribute to the local culture through volunteer, social, and educational activities: So much could be said about a teacher’s involvement in the lives of the people beyond the day-to-day teaching responsibilities at work. When we lived in Japan, our family enjoyed serving in a local Japanese church even though we didn’t speak the language in the beginning. We also enrolled our children in local Japanese public schools so they could develop friendships with children in the area and understand the culture in which they lived.

3. How can I better prepare myself to teach overseas? You can start planning for the future even during the first year of your program. Here is a brief list of possibilities, with references for each:

Read up on the profession. Understand what kinds of opportunities are available. Make sure you know the qualifications for specific jobs. Here are some of the best places to begin your homework:

Starting Your Career in TESOL: www.tesol.org/careers. See the TESOL Career Counsel Guidebook at www.tesol.org.

Common Qualifications for ESOL Teachers: www.tesol.org/careers/counsel/qualifications.html.

Dave’s ESL Cafe Job Discussion Forums: www.eslcafe.com/forums/job/index.php.

Become an active member of TESOL and your local affiliate. Volunteer. Attend a conference. Give a presentation on any teaching idea you have. Getting your face out there is important as you prepare for your job search, and you can do this by becoming involved in a local TESOL society or organization. Because many conference attendees are looking for practical ideas for the classroom, you (or perhaps a group of TESL colleagues) could present some teaching ideas on any of the skills areas (e.g., how to use comic strips to teach listening and speaking skills). In addition to seeing your name on the conference program, you can add this presentation to your résumé.

Find out what jobs are available where you want to go. Talk to people. Ask questions. Consider all possibilities. A number of web sites carry information about jobs overseas, but try to talk personally with people who have spent time in the field. Remember that each person’s experience will be colored by their own expectations, perceptions of the world, and their working situations.

Job Seekers: www.TESOL.org
Job Opportunities and Information: www.linguistic-funland.com/tesljob.html
O-Hayo Sensei (the newsletter of teaching jobs in Japan): www.ohayosensei.com
(Web editor’s note: see www.tesall.com for excellent info on jobs teaching English abroad).

Publish an article in a newsletter, magazine, or journal. If you have been a student of TESL or other related study, what are you going to do with all those papers you wrote for your university classes? Why not put them to work for you? Often, students don’t see the potential usefulness of their ideas—a teaching tip or article that educators are looking for to spice up their classes.

A good place to begin is to write a book review. Many TESL-related journals and magazines encourage and welcome submissions from students as well.

Besides sharing your ideas with others, you can add this effort to your résumé. Few recently-graduated students or other prospective teachers will have done this, so publishing can set you apart from the crowd. Here is a short list of publications:

TESL Reporter, a bi-annual publication of the Division of Languages and Linguistics at Brigham Young University-Hawaii with feature articles, tips for teachers, and reviews (www.byuh.edu/academics/lang/teslr.htm).

The Language Teacher Online, a monthly publication of the Japan Association for Language Teaching (JALT) containing full-length articles, teaching tips, perspective pieces, and book reviews (www.jalt-publications.org/tlt).

The Internet TESL Journal, a monthly online journal containing articles, research papers, lesson plans, teaching techniques, and thousands of links (www.teslj.org).

TESOL Matters Online, a publication by TESOL containing practical articles and news for language teachers and administrators in a variety of ESL and EFL workplaces and situations (www.tesol.org/pubs/magz/et.html).

Teaching English with Technology: A Journal for Teachers of English, a web-based journal focusing on the use of technology in language learning and teaching, which also includes teaching tips and web site reviews (www.iatefl.org.pl/call/callnl.htm).

Work toward advancing your degree if TESOL is your goal. Having a bachelor’s degree in TESL or in any other field is usually the minimum requirement for teaching jobs in most countries and a master’s in TESL or a related field is needed for some jobs, particularly in higher education. There are a variety of options for securing an MA. Distance learning is becoming a realistic choice for many who are working overseas, far away from schools that offer such degrees.

Consult TESOL Graduate Schools, www.gradschools.com.

Prepare yourself for your job search. Despite the best preparation, a poor interview can jeopardize your chances of landing your ideal job. Web editor’s note: please see The TEFL Job Interview: The Ten Most Important Questions to Ask for more.

A career in a TESL-related field can be extremely satisfying. You can have a meaningful impact on so many lives. Understanding the profession and preparing yourself adequately for an overseas position will go a long way to ensuring positive experiences for you and your students. Good luck.

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*  Make the most of the time you have.

 ALL of your time is valuable, so be sure to use it.

 

    * Make your study sessions reasonable in length, working no longer than 2 hours without a break. If you plan to spend all 5 hours on Thursday studying, you should plan to take a 30 minute break in the middle to recuperate. Your mind needs time to assimilate and process the new information, and you will need a break to stay in good spirits.

 

Breakdown your studies in one of two ways:

 

         1. You can study the most critical material first.

 

         2. You can study the material in the chronological sequence that you learned it.

 

            The most important feature of both types of planning is to spend

 

              the most time on your highest priority work,

 

              a medium-amount of time on your second-priority work, and

            

                the least time on your lowest priority work (usually by skimming it).

 

    * Schedule any supplemental meetings you might need, such as time with your TA, a tutor, your study group or a friend. Plan those meetings in advance, as well as the material you expect to cover during them. Establishing goals will keep you on track.

 

Planning Pitfalls

 

    * Over-Preparing. Is your study plan too ambitious and unrealistic? Students with perfectionist tendencies can find themselves overwhelmed with exam preparation, feeling that a “perfect” understanding of all the material (and all possible combinations of the material) is required. Instructors at MIT will challenge you with exam questions requiring you to apply concepts creatively, but there is no way for you to anticipate every possible application of what you are learning. The technique of thinking flexibly is a skill you will develop with practice– not by studying to an extreme degree. Be reasonable when you plan your studies and remember that instructors are testing what you can be reasonably be expected to know– which is a finite and manageable amount of work.

 

    * Too Little Time. Do you not have enough time to cover everything on your moderate and realistic list? Unfortunately, you will have to choose which things to study, and plan not to cover the rest. Only you will be able to judge which information is most critical to you, but remember this: Some studying is always better than no studying, so don’t give up because it isn’t possible to learn everything. Incremental progress is still progress, so cover what you can well. Quality, not quantity is the key.

 

From Planning Into Action

 

Here are some techniques to make certain your thoughtful planning stays on track.

 

    * Choose a good location to study. This place should be clean, quiet, well-lit, a cool temperature and away from all distractions, such as friends or the television. Studying in a place similar to your exam environment might make you more comfortable during the test itself, as familiarity will help to mitigate the “alien” feeling of testing. Use this location for studying only, to help you cultivate a studious frame of mind while you are there. Always be certain to take everything with you that you will need to work, including books, lecture notes, past assignments, pens and pencils.

 

    * Bring your checklist and stay on task. If you become stuck on a concept or problem, make a notation on your checklist to speak with your TA and move along. You might go over your allotted time and need to schedule more time for later. This is fine; your study plan is a guideline, not an absolute. Catch up as soon as possible, and continue as planned.

 

    * Practice, practice, practice. Rework past assignment problems and sample problems from the text, noting how and why techniques are implemented. If you cannot explain the reasoning behind a mathematical process, then you likely don’t understand it fully.

 

    * Note similarities and differences among problems. This helps to cultivate the skill of thinking flexibly. How and why does a solution work? How else could a problem be solved? How does the knowledge you are acquiring relate with other concepts?

 

    * Keep a list of formulae and major concepts. As you study, jot down items that you need to memorize and carry the list with you throughout the day. Review this material when you are caught standing in line or with time to spare between classes.

 

    * Selectively review your texts. Do not re-read your text book; you have already done it once and to do so again would overload you. Review sections you have highlighted, any notes you made in the margins, formulae, definitions and chapter summaries. You should be refreshing your memory and clarifying information, not assimilating it in extreme detail.

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study-abroad-opportunitiesStudents who want the opportunity to embrace the cultures of France, Germany and Switzerland should seize the chance to go abroad.

The HMS department is hosting an abroad trip from May. 21 through Jun. 3. Students from any major are allowed to participate, including graduates and undergraduates. There is a 25-student minimum, and so far a little less than half have signed up.

For two weeks students can join Chay Runnels, human services instructor; Sheryl Wittenback, hospitality instructor, and Carol Bradley, nutrition instructor to travel to these countries through CEPA (Customized Educational Programs Abroad).

“We’ll customize the trip for each student to make sure that they’re focused on their area of study,” Runnels said. She said CEPA is known for its travel, and it’s safe and organized.

Students may receive and submit applications from Runnel’s office in the Human Sciences Building. The nonrefundable application fee is $75. Students will also have to get a passport, which would also be $75 plus a $25 execution fee.

Trip sponsors recommend that students have at least $700 for extra spending money. A down payment of $1,000 is due by Dec. 15.

Students can pay for the remainder through installments or all at one time. The installment plan requires the amount of $1,370 by Jan. 23, $1,000 by Feb. 20 and $843.43 by Mar. 13. The total sum for the trip is $3,643.43.

The total has been lowered by $200 because of the currency rate in those countries will allow students to buy more.

The program cost includes round trip airfare, lodging, some meals, planned excursion fees and planned transportation costs in country and health insurance.

If students wish to spend more time in Europe after the end of Maymester, they will be able to do so by contacting Ines Maxit in the Study Abroad office. For general information, students can visit their website, http://www.sfasu.edu/oip/studyabroad/faculty-led.asp.

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“What Color Is Your Parachute? A Practical Manual for Job-Hunters and Career-Changers” is the best-selling job-hunting and career-changing book in the world. Twenty thousand people buy the book each month, and there are more than 8 million copies in print. In its lifetime, it has been on the New York Times Best-Seller List (paperback) a total of 288 weeks.

In 1995, the Library of Congress’ Center for the Book listed it as one of “25 Books That Have Shaped Readers’ Lives” (alongside such works as Maya Angelou’s “I Know Why the Caged Bird Sings,” Saint Exupery’s “The Little Prince,” Henry Thoreau’s “Walden,” Cervantes’s “Don Quixote,” Tolstoy’s “War and Peace,” and Mark Twain’s, “The Adventures of Huckleberry Finn”).

The author coined the word “parachute” to mean career transitions, back in 1968 when people commonly said, “Well, I’m tired of this job – – I’m going to bail out?” Bolles’ playful rejoinder at that time: What color is your parachute? It later became the title of the book.

A writer for Life Magazine said that the phrase “golden parachutes” appeared for the first time a decade or more later, as a “play” on this book’s title. In fact, a number of common phrases in our culture: “golden parachutes,” “informational interviewing,” “transferable skills” etc., were all born out of this book.

It was first published December 1, 1970 — self-published, in fact, with the author using a local copy shop (CopyCopia) in downtown San Francisco. Its first commercial edition was published in November 1972, by Ten Speed Press in Berkeley, Calif. It began appearing on best-seller lists in 1974, has been revised and updated annually since 1975.

Recent reviews have called it “the jobhunter’s Bible,” “the Cadillac of job-search books,” “the most complete career guide around,” and “the gold standard of career guides.”

If you wish to find a copy, check with your local bookstore for the current edition (2006) or order the book online at http://www.bn.com/ or http://www.amazon.com/ or directly from the publisher, Ten Speed Press in Berkeley, Calif., at 1-800-841-BOOK (that’s -2665) or at http://www.tenspeed.com/.

Source : http://www.jobhuntersbible.com/articles/wciyp.php

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The experience of studying overseas is rife with opportunities for academic and personal development. To garner the greatest results from the experience, though, it’s important to select a university with strong academic credentials and a competitive course of study.

Whether your preference is to study in Australia, New Zealand or Fiji, the university systems of this region more than meet these requirements. Additionally, there are many study abroad programs from which to choose. Students may decide to study in New Zealand or other locations for a shorter-term summer program, a semester, a year or even for the duration of a full degree program. For those seeking to round their academic qualifications even more, there are even internship programs from which to choose. The wide selection of programs makes it easy to meet almost any academic or scheduling goals.

What Are the Benefits of Studying in Australia, New Zealand or Fiji?

Most study abroad programs share basic benefits. These programs are a distinctive addition to college applications and resumes. Electing to study in New Zealand, Australia or Fiji carries these additional benefits for students:

•Exposure to a rich and diverse culture – Classroom experience as well as downtime in a study abroad program provides numerous opportunities to experience diverse cultures, traditions and social norms. In addition, the cultures and history of these nations share similarities with that found in North America. As a result, students gain the cultural insight afforded by international travel while enjoying the commonalities of our shared heritage. Students studying in Australia or throughout the South Pacific obtain a broadened perspective on the world as well as a more grounded perspective of their place in it.

•Outstanding educational opportunities—The region boasts internationally recognized degree programs and a world class university system. Students enrolling in study abroad program in Australia, New Zealand or Fiji are privy to some of the finest courses of study in an established, respected academic setting.

•No language obstacles — Since English is the predominant language in the region, extensive language study is not a prerequisite of study in Australia, New Zealand or Fiji. Classes are taught in English, and coursework and testing is done in English. Students are free to focus on soaking up the experience rather than worry about the accuracy of translating it.

•Breathtaking surroundings – One of the more striking benefits of choosing to study in New Zealand, Australia or Fiji is exposure to some of the most unique surroundings on the planet. Whether you are drawn to Australia’s Great Barrier Reef, volcanoes in New Zealand or the pristine landscapes of Fiji, the region offers students the finest of educations in an unforgettable setting.

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