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The failure to find a single country where this is the case points to the presence of a strong genetic factor.
At first it was just the Caribbean blacks who were a subject of this unexpected outcome. As black Africans kept immigrating into the US, they showed even higher levels of achievement than the native blacks. What most of these theories failed to predict was that the children of these immigrants would also show exceptional achievements, especially academically.
It is only in recent years, as the immigrants have stayed long enough to produce a sufficiently high number of offspring, that it has been observed that they are over-represented among high academic achievers, especially when compared to native blacks, particularly at very elite institutions.
What has been missed in the IQ debate is the full logical implication of these achievements: Even more fatal for the racial hereditarian side of the debate has been the corroborating data of school children performance in the UK, particularly when the black Africans are divided into their respective Employability of ia grad and tribal ethnicities, as reported in the latter section of this article.
Arthur Jensen gave at least two empirical tests that could potentially falsify his thesis of a race based genetic explanation for the black-white IQ gap. Firstly, if the gap is caused by genetic racial differences, the blacks with more white admixture should tend to show a higher IQ than blacks with less whiteness.
Social experiments concerning the first test have not been decisive, especially due to the difficulty of separating out environmental factors since lighter American blacks have historically faced more favorable socioeconomic conditions.
The second test did indicate some evidence of regression to a lower black mean for African Americans, which only means that the racial genetic hypothesis was not nullified; it remained a valid proposition. In the US, it is not only at elite universities where there is a clear over-representation of black immigrant children, it is also at public gifted schools and any kinds of intellectually gifted programs that are highly selective on intelligence.
For example, when the New York Times did a story to show the experiences of blacks at Stuyvesant High School in New York, they had to use the personal account of a West Indian black child there Ann-Marie Miller ; if they had many native blacks, that would have certainly been their preferred subject.
Furthermore, the only other student who was interviewed for that article, Opraha Miles, a former president of the black student society at Stuyvesant, also just happened to be Jamaican ; no black American student was mentioned in the story.
A close look at a number of other such institutions shows even more clear evidence of a tendency for black immigrants to be over-represented as selectivity requirements for an academic institution or complexity of a subject goes higher.
In the world of intellectually gifted schools, perhaps the most selective in the United States is a special program called the Davidson Academy started by Jan and Bob Davison in in Reno, Nevada. The program has attracted funding from a lot of companies by gaining a reputation for achieving something totally unexpected in American society: However, a closer look at the program reveals that their key to success is much simpler than it appears: For example, listening to the names of the graduating class of posted on youtubethis author could identify about half of the blacks in this class who were clearly of African immigrant descent.
The other half can be expected to have a good number of Caribbean blacks, besides blacks with only an African immigrant mother and black American father.
Many programs that have tried to emulate the Meyerhoff Program in other universities have failed, particularly in solving the problem of retention rates, according to one report in Science Magazine.
Their homepage has a section on their members and it features the profiles of five minority students in their program, two of whom are black. Both blacks just happen to be of African immigrant descent!
In the Annual Report on their web site, they do not give all the names of their winners, but they give some special profiles of their most outstanding scholars. Of the three long profiles given in the report, one of the names is from the West Indies, and the other two are from Africa one Ghanaian and one Nigerian ; there is no native black American.
The West Indian was awarded a scholarship to study multiple languages including Arabic due to her extraordinary talent in this area that has apparently been recognized by the State Department; the Ghanaian was awarded for medicine and the Nigerian for electrical engineering. Among the other smaller profiles given, the black immigrant names are still over-represented, especially for the harder sciences.
The predictable response of the hereditarians is to adopt the environmentalist argument of super high immigrant selection to explain this unexpected trend: But like the hyper-driven-personality hypothesis, this argument cannot explain the equally, if not more impressive, achievements of their children: The stubborn refusal of their children to conspicuously regress to the much lower African genetic mean IQ and not even to the African American mean IQ predicted by hereditarians is simply inexplicable under their racial genetic hierarchy.
In a Harvard University paper that later sparked some unfortunate controversyRichwine estimated the IQs of the black African immigrants from a supposedly culture-free test of backward digit span as Although many in the hereditarian HBD crowd accepted these numbers on faith and the Heritage Foundation used his paper to try to influence immigration policysuch estimates can be highly misleading.
They lump together black Africans into one homogenous group when there are different kinds of black Africans, including a good number coming in as refugees from highly troubled countries, while other nationalities consist of the most educated ethnicities in America.
In other words, the mean IQ of African immigrants may be as unrepresentative of black Igbo immigrants as it is of white South African immigrants.
Without accepting this fact, the IQ approximations of Africans do not make sense in the context of their academic achievements in the US compared to black Americans. If these black immigrants really have a representative mean IQ from a normal distribution that is lower than the black mean in 30 whole states, there is no way they would dominate the native black Americans so conspicuously and predictably in all academically elite institutions.
There certainly would be no Caribbean names there. As the UK data below shows, it is very unlikely that children of immigrants from the Igbo or Yoruba groups of Nigeria or the Ashanti group of Ghana, for example, have an average IQ below the white mean IQ.
These results sparked instant reactions in the IQ debate world as soon as they started being reported by the news media, with some strong hereditarians suddenly becoming some kind of neo-environmentalists just to explain why white school children were not showing the kind of academic superiority over blacks that they have become accustomed to in the United States wrong tests, declining white culture, an alleged war on whites, etc — the same kinds of reasons they always dismissed from liberal environmentalists explaining black underachievement in the US.
The first report that caused some consternation in the IQ blogosphere indicated that black African pupils were apparently catching up with British white pupils on their GCSE tests and that in fact, they had already overtaken them at the lower end: Hereditarian psychometricians and scholars from Jensen to Gottfredson, Lynn, Rushton, et al had after all declared that IQ predicted test scores on all kinds of tests since a common factor of intelligence, g, was highly robust.
How Fair is Britain? Many bloggers and commentators came up with countless explanations for the unexpected trend among blacks from Africa who were expected to be around two standard deviations 30 IQ points below whites in average IQ scores, but were only half a standard deviation below.
Almost all the guesses on what could be causing this unexpected trend assumed that the upward trend would not continue in future to the point of actually equaling white scores, an event that could cause a crisis in the hereditarian camp.The Group of Eight (Go8) is a coalition of leading Australian universities, intensive in research and comprehensive in general and professional education.
The dif¬ferences of employment experiences, internship, gender and age groups were highlighted throughout the report. In the end it elicits recommendations on how IA graduates can raise their profiles internationally and enhance their employability. Serving on college committees.
Preferred– Graduate of building, grounds, and maintenance or equivalent program and more than two years of work experience. ii GRADUATE EMPLOYABILITY IN ASIA Published by UNESCO Bangkok Asia and Pacific Regional Bureau for Education Mom Luang Pin Malakul Centenary Building .
The UI Office of Student Financial Aid hosts an annual Student Job Fair and a frequently updated online list of employment opportunities on- and off-campus. Job Opportunities; Paying Taxes. You may be taxed for income earned in the United States. Money is deducted each pay period from most employees' paychecks for federal and state income taxes.
Graduate employability means that higher education alumni have developed the capacity to obtain and/or create work. Furthermore, employability means that institutions and employers have supported the student knowledge, skills, attributes, reflective disposition and .