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04.Why Should We Hire You

04.Why Should We Hire You
04.Why Should We Hire You

Lesson 04

Text A Why Should We Hire You? VOCABULARY ITEMS

1.query: n. an instance of questioning 问题,疑问,询问

2.postsecondary: adj. of any education or training after your secondary education (typically high school); this could mean college, technical school and university高中之后的;大学的;大专的

3. credentials: n. documents attesting to the truth of certain stated facts资格证书

4. downsize: v. to reduce in size(指公司、机构为降低成本)裁员,紧缩编制

5. slack: (1) adj. lacking in strength or firmness or resilience (弹回, 恢复力); lacking in rigor or strictness松(弛)的;清淡的;懈怠的(2) n.松驰;空隙;不活跃(时期);萧条

6. nasty: adj. thoroughly unpleasant; disgustingly dirty令人讨厌的;令人厌恶的;污秽的

7. [(1)adj.残忍的; n.畜生] brutish: adj.] resembling a beast; showing lack of human sensibility如野兽般的,粗野的

8. (complacence= complacency) complacent: adj. contented to a fault; self-satisfied自满的,自鸣得意的

9. make-over: n. using again in altered form; remaking; making new修改,改造

https://www.doczj.com/doc/e0145117.html,munity college: a nonresidential junior college offering a curriculum fitted to the needs of the community社区学院(一般为大专)

11. contract work: a work based on contract合同制工作(通常没有正式工的福利)

12. turn around: to turn to the opposite direction or order反过来;转换方向;改变意见;曲解

13. sound out: to speak, pronounce, or

utter in a certain way; fly to learn someone's opinions and intentions试探意见,探听口气

14. pay off: to eliminate by paying off (debts); yield a profit or result; do or give something to somebody in return付清,还清;使得益;有报偿

Text A Why Should We Hire You?

Jim Maloney

I

[1] "Why should we hire you for this position?"

[2] I remember the first time I was asked that question. I remember it the same way I remember the first time a police officer asked to see my driver's license and registration. I was no more prepared to be caught speeding than I was prepared to explain why I should be permanently employed teaching English at

a community college. In both cases, I experienced a sinking feeling in my stomach, and a quickening of my pulse: the sensations that come with being caught.

[3] I got a speeding ticket, but I didn't get the job.

[4] Looking back at the difficulty I had with that basic question, I can't believe that I approached the interview so badly prepared. If I had been as prepared for the job interview as I was for doing the job, I would have felt no surprise. I had a number of previous jobs where I was hired only for my ability to perform physical tasks, so the interviews for these jobs were far less crucial than was the simple ability to do the work. However, just as exceeding the speed limit will, when traffic police are performing properly, lead to a speeding ticket, so being interviewed for an attractive career-entry position will, when

the interviewer knows what to look for, lead directly or indirectly to the question "Why should we hire you?"

[5] The question is a significant one, not just because you will encounter it, in some form, as part of a job interview, along with other "open-ended" queries designed to uncover your understanding of the position and of the suitability of your qualifications. The question is also important to consider in preparing your résuméand application letter—documents crucial to creating possible interviews. Moreover, the question is relevant to you, who haven't yet finished your postsecondary career preparation and, therefore, won't be immediately facing interviews for positions in your- chosen field. For you at this stage, the question "Why should we hire you?" may seem pointless, premature, or irrelevant. Try turning the question around: "Why should

I be hired?" Now the question may have more meaning to you. Indeed, considered in this form, the question can guide you towards preparing for a career. So, thinking about how you will answer such a question will help you not only to understand the significance of the question but also to back up your answers with the right credentials, skills, and experiences.

II

[6] Too frequently, students seem to take for granted their right, or even their access, to interviews and to jobs needed to begin their careers. Such optimism can no longer be justified. Ten years ago, graduating students were warned that continued employment in one field for one company for one's entire working life was increasingly becoming a thing of the past. Students could expect three or four career shifts. Today, many college or university graduates will never have the chance even

to begin careers in their chosen fields. Others may find only part-time or contract work. The last decade has produced enormous changes in the way business and industry operate in North America, and in the ways in which people are employed.

[7] Corporate downsizing—reductions in the workforce needed by a company for operating purposes—has been a fact in business life for some time now. Global competition is usually given as the reason for smaller workforce requirements, while, it is claimed, technological developments, especially computerization, have led to massive employee lay-offs with no loss to productivity. Of course, there is an alternative view of downsizing: that remaining employees are expected to be more productive—to work longer and harder—to pick up the slack. A consequence of downsizing and technological change is a reduced full-time

workforce, many of whom either handle more tasks or perform more specialized technological activities. In some companies, another consequence of a smaller workforce is the replacement of permanent full-time employees who receive higher salaries and significant benefit packages with part-time or contract workers who are offered lower salaries and few, if any, benefits. Some companies have virtually nothing to offer but these limited, rather unpromising positions.

[8] These changes are not limited to the private sector. Recently, some local governments initiated large-scale downsizing projects in their civil services. Many job lay-offs in health care, education, and local governments have resulted from such funding cuts. For someone wishing to begin a new career, the prospects are starting to look nasty and brutish, and the immediate picture is distinctly short of

jobs, hours, and rewards for new employees. Quite simply, there may not be jobs for college and university graduates who don't know how they fit into this brave new work world.

[9] Consequently, it is now more important than ever for you to consider and act on The Question while there is still time for you to learn the needs of employers and to make yourself capable of meeting those needs.

III

[10] There are numerous reasons why students may not be seriously addressing The Question. Many students place so much trust in the educational system that they fail to look onward to life beyond graduation. Often, the very fact that students are attending college or university may be the reason they don't take advantage of their school years to prepare themselves effectively for the next step.

Some students make the error of seeing an employment ad's requirement of a postsecondary diploma or degree as a guarantee of entry into that career. These students may be so impressed by their status as college or university students that they are complacent about their futures. Unfortunately, being a student is not a career and, with few exceptions, is not very profitable. Other students may find their academic work difficult and demanding enough without adding the headache of anticipating yet more demands. Still others may trust their chosen vocationally based academic program to put them on the correct job track. The problem is that they may not actually know where it is that they are going. I am amazed every semester by the number of students in specialized programs who are utterly unaware of jobs that may be available to them, of skills

needed and of the actual nature of duties they may be expected to perform. Clueless in an academic fool's paradise, all of these students are caught in wishful rather than realistic thinking.

[11] But what actual difference will it make to familiarize yourself with job

and employment prospects during your education instead of when you graduate? Preparing yourself to be desirable to prospective (potential) employers can have clear advantages during your college or university years. Even if there were no other consequences (results), a sense (knowledge) of the ultimate (final) purpose of your studies (subjects) should make your efforts more significant (meaningful), less abstract—less academic (=theoretical). Being aware of (Realizing) the competition you face in your chosen field could certainly make the (pursue->)

pursuit of good grades (marks/ scores) more meaningful. If you are in a program (project/ course) with a variety of optional (<->compulsory) courses, your knowledge of the job market's demands (needs) will help you to make more informed decisions. Should you be registered (enter for) in a more rigidly structured (controled) program, knowing that the real requirements of the job you want differ from your program's offerings (provisions) could indicate (imply) that you should supplement (补充) your education with additional (extra) courses beyond your curriculum (课程). Reading job (describe->) descriptions during your school years will teach you that certain types (kinds/ sorts) of work experience are desired (necessary), even for entry-level (beginner) positions (jobs). Therefore, choosing summer or part-time work in an area related to your chosen career, even if

the pay is less attractive, may ultimately be more rewarding (回报<->award奖励). Most career-advice (agent->) agencies now recommend volunteer (n.) work, and many students volunteer (vt.) their time to organizations connected to their career paths. In the cases (examples) of both occasional and volunteer work, the contacts [(1)n. connection; (2)vt.接触] made and the experience gained (obtain/ got)can be very valuable. Finally, you may never need a total (thorough完全彻底的) personality make-over (change), but you should think about personal characteristics (features特征) of successful people in your chosen field.

IV

[12] With all these advantages to be gained from planning ahead for employment, how do you go about finding out what employers want?

[13] One place to start is within your

school. Many vocationally (professional)based programs (prjects) have a faculty member (who is) responsible for student employment. Some of your instructors (teachers) may be actively involved in their fields; others may have informal (<->formal) but vital (very important) contacts with employers or former students in business and technology. You may discover (find out) that it is quite easy to gain [see<->sight] insight (understanding/ comprehension) into your field of interest just by sounding out (detecting) your teachers. Yet another source of information is your school's student employment office. As well as placing (streaming) graduating students, this facility (organizations/ equipment) usually offers a range of (a series of) services including personality testing, career counseling (advising咨询服务), information resources on companies, and job profiles (侧面, 外形, 轮廓).

[Graduate->] Graduation is too late to find out what your school has to offer.

[14] Don't feel limited to these paths as (when) you try to discover a career direction. Find out requirements for actual jobs in order to become the candidate you want to be [competitive]. Even though you are not applying for a permanent position now, make a habit of following not only jobs listed in your school's employment office but also those advertised in newspapers, professional journals (magazines), or (occupy->) occupational (professional/ vocational) periodicals. Best of all, visit human resources offices of major (main or important) employers in your field; check (examine) job requirements for current (present) or future positions; meet (person->personal->) personnel officers (人事部), and read any information available about their companies. The time spent will pay off in

your career.

[15] At this point, you may be ready to get in touch with someone already working in your chosen field to gain first-hand knowledge of positions you would like. You don't need to know personally someone who fits this (describe->) description; one of your teachers or friends may know someone you can contact. Alternatively, speaking with or writing to an employer in your field may help you to find a person suitably placed (employed) to answer your questions about (quality->qualify->) qualifications, duties, and responsibilities. You would be surprised by how easy it is to get information, even from a stranger. If you try some of these approaches (methods), you are on your way to a personal network.

[16] Today, you need to work hard to find the work you desire [(1)vt. Want; (2)n.

need]. That means knowing the reasons you should be hired and taking the steps

needed to prepare a (convincing) based answer (n.) before you are asked The Question.

(1,724 words) ABOUT THE AUTHOR

Jim Maloney is an English professor in the University of Toronto, Ontario, Canada.

EXERCISES

I. Reading Comprehension

A. Answer the following questions or complete the following statements.

1. Which sentence best expresses the main idea of the selection?

A. Right choices of courses make jobs accessible to students on graduation.

B. The workplace is a "buyer's market", and students have to prepare to be the

"right products".

C. Students today have to be prepared for several career shifts.

D.Technological developments have eliminated many traditional job opportunities.

2. The author believes that _____.

A.students should concentrate on the employer's viewpoint as they acquire education

B. concentration on writing good résumés and cover letters will ensure job interviews

C. students should focus on career goals early in their college experience

D. changes in business and industry will create few jobs in the next few years

3. According to the selection, college graduates may _____.

A. find contract jobs only

B. have to change their jobs once in a year

C. seldom find jobs in their major

D. never find their life-time jobs

4.Corporate downsizing has led to _____.

A. a need for technological workers with higher degrees

B. a mixture of highly efficient and very specialized workers

C. companies consisting part-time workers alone

D. changes only in the private sector

5. The author implies that _____.

A. looking toward the employment market involves working on many aspects

B. looking forward to job interviews is pointless and terrifying

C. it is never too early to start preparing a good résumé and cover letter

D. looking for work in the public sector is

a waste of time

6. The essay suggests that _____.

A. being in focused vocational training gives students enough advantage in job markets

B. a sense of future job needs may motivate students toward better performance

C. knowing which skills will be needed and what jobs may be available will lead to success

D. becoming "the ideal student" while in college is the way to ensure job interviews 7. According to the author, well-written résumés and application letters _____.

A. must be specific in career goals

B. are justifiable for applicants to fmd their jobs

C. have to be prepared early in one's college

D. can help applicants get more interview opportunities

8. In the last paragraph, the author _____.

A. implies that he is going to answer the question later

B. answers the question raised at the

陆在易艺术歌曲_桥_的钢琴伴奏研究

2007年9月 第5期浙 江 教 育 学 院 学 报JOURNAL OF ZHEJIANG EDUCATION INSTITUTE Septe mber 2007No 5 收稿日期:2007-08-04 作者简介:李晨(1970-),男,江苏南通人,浙江教育学院艺术学院音乐系讲师。陆在易艺术歌曲 桥 的钢琴伴奏研究 李 晨 (浙江教育学院艺术学院,浙江杭州310012) 摘 要:钢琴伴奏声部是艺术歌曲的重要组成部分,其地位是与演唱声部等同 的,这是艺术歌曲在创作上的重要特点。陆在易所作艺术歌曲 桥 的钢琴伴奏部分 在和弦写作多样化与音型、节奏的合理布局等方面都体现了伴奏在歌曲中的重要性。 关键词:陆在易; 桥 ;艺术歌曲;钢琴伴奏 中图分类号:G614 7 文献标识码:A 文章编号:1671-6574(2007)05-0093-04 艺术歌曲源自18世纪末19世纪初,是欧洲盛行的一种抒情歌曲,它有一些区别于其他类型歌曲的特征:(1)它的歌词是具有较高艺术性的文学作品。(2)它的声乐部分与器乐部分是不可分割的整体,钢琴或乐队部分起的作用绝不只是单纯的伴奏,而是与演唱者平等的 演奏者 [1]。这些特征可以从国外古典时期及浪漫时期的艺术歌曲中发现,如:贝多芬、舒伯特、拉赫玛尼诺夫等人的作品。中国的艺术歌曲起步较晚,但从一开始就具有既借鉴外国艺术歌曲的表现手法,又注意与我国的民族语言、民族气质和民族情感表达方式相结合的特点[2],如赵元任的 教我如何不想她 、张肖虎的 声声慢 等。从上世纪80年代初起,我国逐渐涌现出一些优秀的艺术歌曲作家,陆在易就是其中的佼佼者。 桥 [3]是陆在易创作于1981年的一首艺术歌曲,描绘的是一幅游子眼中的江南水乡风情画卷,钢琴伴奏部分的写作无论从中西风格的结合,还是音型的安排等都恰到好处地衬托了歌曲所要表达的意境。正是因为钢琴伴奏部分与歌曲融为一体,因此,这首歌曲就像呈现在听觉世界里的一幅江南水墨画,写意与具象并举,浓墨与淡彩共存,令人遐想无限。本文将从两方面对 桥 的钢琴伴奏部分进行分析。 一、和弦多样化 歌曲除了前奏为小调式之外,基本以大调式为主线贯穿全曲,伴奏部分的写作中穿插色彩变音,使歌曲的风格从纵向上呈现出多样化,暗合了江南风景中 一步一景 的特点。 表1 前奏中的和弦性质 小节 和 弦1 2 3 4 5 6 7 8 9 10 11 九和弦 大七和弦 小三和弦小三和弦 减三和弦小三和弦 大七和弦减小七和弦 小三和弦小三和弦 大三和弦 减三和弦小三和弦 大小七和弦带倚音的小三和弦 小三和弦

黄自艺术歌曲钢琴伴奏及艺术成就

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我国艺术歌曲钢琴伴奏-精

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