Interviewing for the Future Essay Example for Free

Interviewing for the Future Essay Interviewing is considered by many people to be an art. As an adolescent, I never had the chance to interview someone before and it really made me have to expose myself to the world outside of my comfort zone. Being only eighteen years old, I wanted to explore my future career path a little more in depth from somebody who knows the field. I chose to do my interview on someone I admired off campus who works in my field of interest. As a freshman in college, most students don’t know which direction they want to go in, most of them are undeclared. Upon entering CCSU this fall I, too, was undeclared; however, very recently I discovered that I wanted to work in the field of dentistry. I noted that I wanted to talk to an expert, somebody who had been in the field for many years so I could get a concrete grasp on what a day-in-the-life was like. I decided that I wanted to know more on the field and conducted an interview with Lyudmila Adamitskaya, a dental hygienist at Smiles for the Future a pediatric dentist office in Glastonbury, CT. Before I decided to conduct the actual interview, I did some basic background research on Smiles for the Future. I looked at their company website to get a sense of what the atmosphere was like. After I got the general idea of what the pediatric dentistry field was similar too, I brainstormed a variety of questions. I wanted to know what it was like for Lyudmila and what the work environment was like. I had already known quite a bit about the actual field itself, but I wanted to find out things about the pediatric dentistry field that a person couldn’t read about in Chemistry books or through Anatomy lectures. I wanted to discover why she liked her job and what she didn’t like about her job. I desired to know the obstacles she had to overcome and if her expectations were fulfilled from what she had perceived them to be while in college. At first I couldn’t find the right words to put down on paper prior to the interview. From the in class essay we read â€Å"The Art of Interviewing† I took away a central point that really stood out to me, â€Å"Substance is powerful to conduct a meaningful interview† (Foster 1). This quote really jumped off the page for me because it made me think that if I didn’t have the questions I wanted answered, then what was the point of even doing the interview? This point certainly got me to brainstorm for quite a long time to get the right questions. I took away another point from the essay, â€Å"If the interviewer already suspects what content is coming then why conduct the interview?† (Foster 1). This acknowledgement made me really concentrate on questions I could not possibly know the answers to, so that my interview would be meaningful to me and not just a waste of time. I knew that going into the interview, I was going to be nervous but I had no idea what was going to happen. On the afternoon of September 24th, 2012 I walked into the colorful pediatric office of Smiles for the Future in Glastonbury, CT. I anxiously waited until Mrs. Lyudmila Adamitskaya was finished with a small girl who looked as if she were around six or seven years old. I looked around at my surroundings and noticed many toys thrown about the waiting room. Normally, this wouldn’t bother me, I love working with children; however, today seemed different. I couldn’t place what it was that bothered me so much about this but I was abruptly pulled out of my dream-like state when Mrs. Adamitskaya greeted me with a warm and cheery â€Å"Hello!† The first thing I noticed about her was her bright purple scrubs. Her hair was neatly tied back and she had a professional, but friendly, demeanor about her. We shook hands briefly and she invited me to come to the back, into room six. She invited me to sit in the patient’s chair, which was significantly smaller than I was and we shared a brief ice-breaking laugh at the situation. She asked me how old I was and I told her I was eighteen and conducting the interview for my English class. I also told her how I was considering going into the field of pediatric dentistry. Immediately, I saw her face light up and I smiled at how much I could tell just from that simple body language she really enjoyed her job. I opened up the interview with the most basic question I could think of; what made you want to become a dental hygienist? She paused momentarily, trying to search for the right words, a puzzled yet relaxed expression on her face. Finally she stated with an enormous smile, â€Å"I always wanted to work in the medical field or dental field to make a difference in people’s oral and overall health† (Adamitskaya). Just that statement alone told me most of what I needed to know about Mrs. Adamitskaya’s attitude not only towards her patients, but towards all people. The statement told me that she genuinely cared how people were doing and she wanted to make a difference in the community. I nervously looked around the room at small stuffed animals and butterfly wallpaper and asked, â€Å"Do you like your work environment?† Mrs. Adamitskaya looked relieved and a little less under pressure. She quickly stepped back into the upbeat woman I first had seen and said, â€Å"I love my work environment because I get to work with amazing doctors and team members who dedicate their work and knowledge to improve and educate people about oral health† (Adamitskaya). This really perked my interest that she felt so strongly about the field and how much her doctors and co-workers cared for other patients as much as she did. I wanted to know more so I added â€Å"Do you like your job? What’s the best and worst part about your job?† She glanced around, looked at me and smiled. â€Å"I don’t like my job.† She paused, gave me a strange look and continued, â€Å"I love my job! I love it because everything we do is for our patients and it brings positive feedback. It encourages patients to keep coming back. It’s always rewarding to work with patients and make a difference in people’s lives and build relationships. The worst part would be the cost of health insurance for families† (Adamitskaya). I could sense she felt bad about the state of the economy, and briefly went on to discuss with me how â€Å"unfortunate it is that most families struggle to put food on the table at night while balancing family and school life† (Adamitskaya). When I saw how much this bothered her it made me eager to get more information on her personal background and struggles. I was nervous to ask at first, but my inner child’s curiosity got the best of me and I rather excitedly asked â€Å"What obstacles have you had to overcome to get where you are today?† She laughed a little; I’m assuming at how embarrassed I looked, I must’ve been a little flushed because my face felt hot as I waited for an answer. She proudly said, â€Å"Going through my college years, I didn’t speak English until I came to America when I was 22 years old. I was raising two children, working full time for minimum wage at Subway to put myself through school. I was trying to learn English and all the dynamics that go into a dental hygiene program at the same time. There were nights I didn’t sleep, but I did it all to provide a better future for my family† (Adamitskaya). It was at this point in the interview I really felt a huge personal connection with Mrs. Lyudmila Adamitskaya. I told her that I, myself, had been working two jobs and putting myself through college full time and she simply replied with a soft smile, â€Å"All hard work has rewards† (Adamitskaya). After this significant quote, Mrs. Adamitskaya wasn’t just another dental hygienist I was interviewing; she became somebody I truly admired. But I had to know if all that she worked for paid off for her and if in her heart her expectations were fulfilled. I asked, â€Å"Were your expectations fulfilled when you entered your career field from what you thought it would be like in college?† She eagerly answered very quickly, â€Å"Yes! They were fulfilled for certain. I am very pleased with what I have achieved over the last ten years of working as a dental hygienist† (Adamitskaya). When she said that her expectations were fulfilled, it somehow made me feel much more relaxed about the career path I had finally decided I wanted to go with. I then asked her what her opinion was on the industry in terms of job openings for after I completed college. She hesitated; looking almost worried, and said, â€Å"It’s easier to find a part time job rather than a full time position because of the economy, but it is an ever growing field and will always expand† (Adamitskaya). Her words had a way of relaxing me almost instantly. Mrs. Lyudmila Adamitskaya was definitely a woman who I would love to go back to for a second, third or even fourth interview with. She was extremely honest, kind and opened up her office doors to me in a very warm and friendly environment. I thanked her for meeting with me, shook her hand again and told her that I would love to meet with her again in the future to talk about dental hygiene and the wonderful world of pediatric dentistry. She laughed at my humor and said to â€Å"stay in school.† I walked back to my car with a newfound confidence in my ability to interview somebody. What I took away from this experience was not only how to interview a person I wanted to know more about, but how to go with the natural flow of conversation to fulfill my own curiosity. I had tons of questions lined up on paper, but I realized when I got back to my car that I hadn’t asked any of the basic questions I had written on the paper. I found that it was much more natural to talk from what I honestly wanted to know than from what I brainstormed in the midst of cramming all of my homework into one night. I learned that interviewing really isn’t as difficult as it had seemed before. It takes determination as well as a sense of confidence and curiosity in the subject to conduct a successful interview. Interviewing, from this experience, showed me that it’s not just about the answers, but how carefully the questions are tailored to how the person responds to a statement that is made. I learned that interviewing is truly an art form in itself. Work Cited Adamitskaya, Lyudmila. Personal Interview. 24 Sept, 2012. Foster, Linda. â€Å"The Art of Interviewing.† 25 Sept, 2012.

Hypertext and Literary Study Essays -- Literature Education English Te

Hypertext and Literary Study Hypertextual fiction (hyperfiction) and other hypertext applications are making their way into the literature courses where, Professor Larry Friedlander says, â€Å"learning has basically meant the study of texts,† in the form of the â€Å"printed word† (257). And these newer works, inseparable from their contemporary technologies, offer the possibility of a very different type of literary study than the one most English majors experience in traditional literature courses. Print and book technology perpetuate and validate linear experience, thought, and narratives, which buttresses a hierarchical educational structure that shapes the roles of writers, readers, teachers, and students. Challenging our trust in the order and logic of linear narratives, linear cause-and-effect thought processes, the authority of the individual author, and our common dependence on the stability of the printed text, hyperfiction requires the interaction of the reader to decide the story, i ncorporates multimedia elements, and promotes associative thought processes. Whereas the print tradition supports the power of the author over the text, the text over the reader, and the teacher over the student—as the interlocutor to the domain of literary discourse and study—hypertext fiction empowers student interpretations, even requires them, distributing authority among the author, reader, teacher, and student. To understand how print technology precipitates specific social consequences for the structure of literary study, we must consider the print tradition as part of a culture in which ideological and political choices have been made that effect learning and thinking. In other words, we must situate print in its social context, ... ...rt Moulthrop’s Hypertext Novel Victory Garden.† Contemporary Literature 41, No. 4 (Winter 2000): 642-60. Shakespeare, William. â€Å"Sonnets.† The Norton Anthology of English Literature, Vol. 1, 6 ed. New York: W. W. Norton & Company, 1993. Slatin, John. â€Å"Reading Hypertext: Order and Coherence in a New Medium.† Hypermedia and Literary Studies. Edited by George P. Landow and Paul Delaney. Cambridge, Mass.: The MIT Press, 1994. Swiss, Thomas. â€Å"Electronic Literature: Discourses, Communities, Traditions.† Memory Bytes: History, Technology, and Digital Culture. Edited by Lauren Rabinovitz and Abraham Geil. Durham: Duke UP, 2004. Vielstimmig, Myka. â€Å"Petals on a Wet Black Bough: Textuality, Collaboration, and the New Essay.† Passions, Pedagogies, and the 21st Century Technologies. Edited by Gail Hawisher and Cynthia Selfe. Logan: Utah State UP, 1999.

Light in August Essay

Violently employed, religion sallies forth the souls and lives of the Deep South. Consequently, â€Å"the weight of God’s wrath, according to the Bible, becomes white men’s ‘burden’ to carry [†¦]† (Bush 1). Bible Revealed through myriad characters, Light in August not only proves that Southerners inculcate their practice of religion but also engender religious brutality. Presented through Reverend Hightower, Doc Hines, and Mr. McEachern, Light in August establishes distinctive notions of faith. Reverend Hightower â€Å"believed with a calm joy that if ever there was a shelter, it would be the Church; that if ever the truth could walk naked and without shame or fear, it would be the seminary† (Faulkner 478). Diverging from Hightower, Mr. McEachern, viciously pious, believes that â€Å"the two virtues are a work and fear of God† (Faulkner 144). Blinded by his own version of religious life is Mr. Hines. Through lives of these characters, religious views with power from the Bible are evident. The initial moment Mr. McEachern adopts Joe Christmas, he emphasizes the significance of religion. In a serious manner, while introducing himself he avers, â€Å"†¦I will have you learn soon that the two abominations are sloth and idle thinking, the two virtues are work and the fear of God† (Faulkner 144). From a failure to memorize the â€Å"Presbyterian catechism,† Joe receives routine whippings from Mr. McEachern merely at the age of eight. (Faulkner 147). Habitual whippings â€Å"desensitized† Joe towards pain and violence; as a result, receiving them did not have an effect of him. (Faulkner 149). Using violence to teach religion, Mr.  McEachern employs two opposite methods which alter Joe’s mentality. Because the punishment and pain he receives from McEachern, he refuses to learn anything religious; consequently, Joe sees religion as pain. Without reservation, the single answer to this young boy’s incapability to memorize is severe punishment. â€Å"He believes that his job was to teach Joe his religion even if it meant by force, hence, his means to achieve this goal was relentless physical punishment. † (Bush 2) His own inability â€Å"to do God’s work† is his own failure as well, which tremendously frustrates him. This brutal implementation causes Joe to see Mr. McEachern and â€Å"His† religion as antagonists. Moreover, one night as Joe returns home accompanied by a number of bruises and marks, Mr. McEachern asks if Joe left a mark on the person he fought with. He does not ask who he is fighting with or why he is fighting; therefore, this proves to Joe that violence is tolerable. With his pants around his knees while McEachern sadistically beats him ten strokes per whipping, Joe ‘did not flinch. ’ The boy stares outward ‘with a rapt, calm expression like a monk’ (Faulkner 149). The scene demonstrates how a young child is taught, through brutal religious fanaticism, [†¦], he is nothing more than an animal: ‘Joe rose from the bed and went and knelt in the corner [†¦ ] above the outraged food kneeling, with his hands he ate, like a savage, like a dog. ’ (Bush 1) Faulkner produces characters that illustrate a failure to amend. Joe still receives that same punishment at the age of eighteen as he did when he was eight. Out of fear, Joe lies to Mr. McEachern about selling the heifer just to save himself from physical punishment; however, treating him as if he’s still young, Mr.  McEachern strikes Joe after discovering his lie. Present, Faulkner suggests a yearning of vengeance in Joe as he asserts, â€Å"Don’t you hit me again† (Faulkner 164-5). The last time Mr. McEachern attempts to strike Joe steers him to his death. Despite teaching Joe the peace, love and joy of religion, McEachern forcefully teaches Joe his own extreme vision of religion, the dark side. As a result, McEachern fails; he also lessens Joe’s feelings and emotions. Inherently, Joe inherits violence through the lessons of Mr. McEachern.

Literary Analysis of A Dolls House by Henrik Ibsen Essay

In the play â€Å"A Doll’s House† Henrik Ibsen introduces us to Nora Helmer and shows us how spontanesly her design of the ideal life can change when a secret of her is revealed. Nora’s husbands promotion to Manager of the town Bank, leaves her convince she will be living a wonderful life; stress and worry free. However, Nora’s idea of a wonderful life is completely changed when her long-kept secret is revealed. It is Christmas time when the play begins and with a larger income starting after the New Year, Nora is excited for a arrival of a new life. Yet, this ideal life for her begins to change when an old friend by the name of Mrs. Linde pays a visit to the Helmer household. Mrs. Linde, looking for a job has come to Nora looking for help†¦show more content†¦As Torvald receives the letter, he acts out with rage â€Å"It is so incredible that I can’t take it in. But we must come to some understanding. Take off that shawl. Take it off, I tell you. I must try and appease him some way or another. The matter must be hushed at any cost. And as for you and me, it must appear as if everything between us were just as before- but naturally only in my eyes of the world. You will still remain in my and that is a matter of course. But I shall not allow you to bring up the children; I dare not trust them to you. To think that I should be obliged to say so to one whom I have loved so dearly, and whom I still-. No, that is all over. From this moment happiness is not the question; all that concerns us is to save the remains, the fragments, and the appearance-â€Å"(715 ). In was in this spite of rage that’s Nora’s dream of the soon to be wonderful life, is changed. Although it was shortly after this outrage from Helmer that he receives another letter saying Nora’s secret is safe; it was too late for Nora. The outrage has caused Nora to realize things about her life and explains to Helmer â€Å"I mean that I was simply transferred from papa’s hands into yours. You arranged everything according to your own taste, and so I got into the same tastes as you- or else I pretended to, I am really not quite sure which- I think sometimes the one and sometimes the other. When I look back on it, it seems to me as if I haveShow MoreRelatedBibo1025 Words   |  5 PagesFiction Brunnemer, Kristin. Sexuality in Henrik Ibsens A Dolls House. In Bloom, Harold, ed. Human Sexuality, Blooms Literary Themes. New York: Chelsea House Publishing, 2009. Blooms Literary Reference Online. Facts On File, Inc. Web. 6 Nov. 2012. In this article, Kristin Brunnemer explores writer Henrik Ibsen and the transformation of Nora, the main character in Ibsen’s â€Å"A Doll’s House† (Brunnemer 1). There is much debate over whether Ibsen intended to promote feminism through hisRead More Essay on Lies and Self-realization in A Dolls House1162 Words   |  5 PagesSelf-realization in A Dolls House    In Ibsens play,   A Dolls House,   the characters willingly exist in a situation of untruth or inadequate truth that conceals conflict.   Noras independent nature is in contradiction to the tyrannical authority of Torvald.   This conflict is concealed by the way they both hide their true selves from society, each other, and ultimately themselves.   Just like Nora and Torvald, every character in this play is trapped in a situation of untruth. A Dolls House, can beRead More A Dolls House: A Push To Freedom Essay examples1371 Words   |  6 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Sometime after the publication of quot;A Dolls Housequot;, Henrik Ibsen spoke at a meeting of the Norwegian Association for Womens Rights. He explained to the group, quot;I must decline the honor of being said to have worked for the Womens Rights movement. I am not even very sure what Womens Rights are. To me it has been a question of human rightsquot; ( ). quot;A Dolls Housequot; is often interpreted by readers, teachers, and critics alike as an attackRead MoreA Critics Opinion of a Dolls House1743 Words   |  7 PagesDestiny Maxfield Mrs. Collar Engl. 1302 19 November 2012 A Critic’s Opinion of A Doll’s House In Henrik Ibsen’s A Doll’s House many views could be seen from both sides of the gender world. Critics will argue about the true meaning of the story and why Ibsen wrote the story. The main points of the play that critics discuss are sexuality i.e. feminism, the wrong doing of the father figure, and spiritual revolution. I believe these critics are each right in their own way from my understanding of theRead MoreA Dolls House Feminism Essay1763 Words   |  8 Pageswrote about feminist issues without realizing it, such as Henrik Ibsen. In his play ‘A Doll’s House’ Henrik approaches the topic of marriage, gender roles within marriage, and whether a not a women becomes an extension of her husband once she is married; it brings about an interesting debate about women individuality in marriage. And by writing this, he caused a spark a debate that is still being held today. Henrik Ibsen’s ‘A Doll’s House’ effectively questions and shatters the role of women in theRead MoreIbsen11859 Words   |  48 PagesM.F.A. Committee Member ______________________________ Kenneth Cleaver, Ph.D. Committee Member ______________________________ James Nutter, D.A. Honors Director ______________________________ Date Forshey 3 Abstract In Henrik Ibsen’s plays, A Doll’s House, The Wild Duck, The Lady from the Sea, and Hedda Gabler, the theme of captivity is demonstrated in the female protagonists Nora, Hedvig, Ellida, and Hedda. The theme of captivity also serves as a performance guide for the portrayalRead MorePeer Gynt Analysis1481 Words   |  6 Pages4/10/11 EL-123-03 Play Analysis Paper Analysis of Henrik Ibsen’s Play â€Å"Peer Gynt† â€Å"Peer Gynt† (1867) was the first of Henrik Ibsen’s successful plays in the nineteenth – century. Most commonly known as the â€Å"father of modern theater†, Ibsen devoted his entire career to the reconstruction of theater from a large, exaggerated spectacle, to more psychological and condensed productions. He was able to accomplish this through the use of several literary techniques such as the centralizationRead MoreA Dolls House -H.Ibsen ,Critical Analysis1554 Words   |  7 Pagesï » ¿Subject : Drama B Writer : Henrik Johan Ibsen Genre : Realistic Modern Drama Name of the Work / Play : A Doll’s House ( 1897 ) in three acts Characters : Major Characters / Minor Characters Nora Helmer ( wife of Torvald Helmer ,mother of three children ) Torvald Helmer( husband of Nora Helmer , a lawyer ,father of three children ) Dr. Rank ( doctor ,friend of Nora Torvald Helmer, confidant ,commentator ) Mrs. Kristine Linde ( old friend of Nora Helmer ) Nils Krogstad ( barristerRead MoreThe Theme of Feminism in Henrik Ibsen’s A Doll’s House Essay2521 Words   |  11 Pagesand social dependence, and her dependence through her children. In A Doll’s House, Ibsen argues that a dependent woman will be passive and unwilling to speak her mind. She will not try to understand the abstract reality of life, unless it contain to her lifestyle at home. Instead she will let the title of her marriage suppress her. She will lose sight of finding her own independence and instead become a doll living in a house. Nora, the protagonist of the play has all of these qualities Nora’sRead MoreA Comparison of Feminist Writings614 Words   |  2 PagesNora Helmer in Henrik Ibsens â€Å"A Dolls House† And Mrs. Mallard in Kate Chopins â€Å"The Story of an Hour† find themselves facing very different dilemmas, yet both women faced their respective challenge in a way that went against the social norm for women in their time period, this was done by these pioneering writers to show the oppression faced by women who were trapped in their marriages during their respective time periods. Nora and Louise are both faced with problems in their lives and both women