Free Essays on Examination of Sexuality

Alfred C. Kinsey argued in 1948, â€Å"It would encourage clearer thinking on these matters [of labeling homosexuals] if persons were not characterized as heterosexual or homosexual, but as individuals who have had certain amounts of heterosexual experience and homosexual experience. Instead of using these terms as substantives (real and apparent entities) which stand for persons, †¦they may be better used to describe the nature of overt sexual relations, or of the stimuli to which an individual erotically responds.† Here I shall look at this statement regarding sexuality and gender from a sociological perspective on deviance. In this discussion, I will address the following questions: What role does sexuality (and gender) play in society? How are these categories constructed? How are they maintained? What do these categories reveal about important configurations of power in American society? The â€Å"social construction† of the category of gender has had its roots firmly planted since biblical times: from the creation of the female, Eve for man (so Adam would not be lonely) to the 1800s when women were not allowed (by men) the right to vote. It has been prevalent in marriage ceremonies as brides promised to â€Å"honor and obey† their husbands (although the â€Å"obey† part seems to be absent recently). The role of the male being dominant or superior to the female is one that insists on transcending time despite modern day efforts for gender equality in society. We (society) constructed this category based on a patriarchal system that places the primacy of masculinity above all else. Gender ensures a distinction between male and female, affirming male dominance over the weaker female. Moreover, the dichotomy of the patriarchy over all else that threaten it must be maintained through continual reaffirmation and reinforcement. The reinforcement of gender roles and boundaries through societal constructs is shown in Woodhouse’... Free Essays on Examination of Sexuality Free Essays on Examination of Sexuality Alfred C. Kinsey argued in 1948, â€Å"It would encourage clearer thinking on these matters [of labeling homosexuals] if persons were not characterized as heterosexual or homosexual, but as individuals who have had certain amounts of heterosexual experience and homosexual experience. Instead of using these terms as substantives (real and apparent entities) which stand for persons, †¦they may be better used to describe the nature of overt sexual relations, or of the stimuli to which an individual erotically responds.† Here I shall look at this statement regarding sexuality and gender from a sociological perspective on deviance. In this discussion, I will address the following questions: What role does sexuality (and gender) play in society? How are these categories constructed? How are they maintained? What do these categories reveal about important configurations of power in American society? The â€Å"social construction† of the category of gender has had its roots firmly planted since biblical times: from the creation of the female, Eve for man (so Adam would not be lonely) to the 1800s when women were not allowed (by men) the right to vote. It has been prevalent in marriage ceremonies as brides promised to â€Å"honor and obey† their husbands (although the â€Å"obey† part seems to be absent recently). The role of the male being dominant or superior to the female is one that insists on transcending time despite modern day efforts for gender equality in society. We (society) constructed this category based on a patriarchal system that places the primacy of masculinity above all else. Gender ensures a distinction between male and female, affirming male dominance over the weaker female. Moreover, the dichotomy of the patriarchy over all else that threaten it must be maintained through continual reaffirmation and reinforcement. The reinforcement of gender roles and boundaries through societal constructs is shown in Woodhouse’...

Appositive Adjective Definition and Examples

Appositive Adjective Definition and Examples An Appositive Adjective is a traditional grammatical term for an adjective (or a series of adjectives) that follows a noun and, like a nonrestrictive appositive, is set off by commas or dashes. Appositive adjectives often appear in pairs or groups of three (tricolons). Examples and Observations Arthur was a big boy, tall, strong, and broad-shouldered.(Janet B. Pascal, Arthur Conan Doyle: Beyond Baker Street. Oxford University Press, 2000)No Chinese emperor was more resplendently arrayed. As for the cigarette that he holds out, half smoked, to be taken and deposited by his valet, a whole civilization- urbane, authoritative, preposterous, and doomed- resides in that single gesture.(Anthony Lane, Life and Death Matters. The New Yorker, February 8, 2010)Much of the greatest poetry, ancient and modern, has been occupied with a similar image: the figure of the abandoned woman.(Lawrence Lipking, Abandoned Women and Poetic Tradition. The University of Chicago Press, 1988)Since then the starless night is gone,The warm south-western showers have passed;The trees, forlorn and bare, sigh on,And shiver in the northern blast.(Caroline May, Dead Leaves, 1865)Though Sfars fantastic visual excesses distort some facts, they perfectly reflect the spirit of Gainsbourgs life and reputation- exc essive, brilliant, controversial, and tortured.(Michael Rabiger and Mick Hurbis-Cherrier, Directing: Film Techniques and Aesthetics, 5th ed. Focal Press, 2013) Melrose in his skullcap, sitting sideways in his chair, his cigarette held aloft, presented a profile which might have been that of some Venetian Doge, old, withered and crafty.(Mary Augusta Ward, The Mating of Lydia, 1913) Characteristics of Appositive Adjectives Appositive adjectives, which hardly ever spring naturally to our lips, differ from regular adjectives both in placement and in punctuation. They are placed after the noun or before the determiner, and they are set off by commas. When there is no determiner, they are still set off by commas. Their functions are somewhat different, too, although the difference is hard to pin down. It should be fairly easy to feel, however, if you read these three sentences aloud, one after the other. Adjectives in normal position:The sturdy old cabin survived the hurricane.Appositive adjectives following the noun:The cabin, old but sturdy, survived the hurricane.Appositive adjectives before the determiner:Old but sturdy, the cabin survived the hurricane. In the second and third sentences, the placement and punctuation of old but sturdy lead you to place a stress on both appositive adjectives that they do not get in the first sentence... [T]he placement and punctuation of the adjectives focus special attention on the contrast. This is partly because the information is not there primarily to identify the noun. If the adjectives for cabin were old and red- The old red cabin survived the hurricane- we would not think of putting old and red in the appositive position. They describe, they modify, but they do not suggest the same idea as old but sturdy. Appositive adjectives typically suggest a relation between information found in a sentence and information carried by the adjectives themselves.Appositive adjectives hardly ever appear singly... When they do, they are almost always modified by a prepositional phrase.(Michael Kischner and Edith Wolin, Writers Choices: Grammar to Improve Style. Harcourt, 2002) A Loose Construction The Appositive Adjective. When an adjective is loosely joined, almost as an afterthought, to a substantive which has a separate existence in the mind, the construction is called appositive. It is the loosest of all constructions, as is shown by the fact that it is usually set off by commas. It resembles the noun in apposition as far as any adjective resembles a noun; i.e., it assumes a single attribute, while a noun assumes a group of attributes large enough to imply a partial identity. Example: All sizes, large and small, are sold here. (Irene M. Mead, The English Language and Its Grammar. Silver, Burdett and Company, 1896)

Data structures and algorithms for social media Essay

Data structures and algorithms for social media - Essay Example This treatise discusses how the choice of data structures and algorithms affect social media. The paper also focuses on the differences in security procedures when it comes to large data sets as found in social media sites as compared to simpler and Java-driven websites. Social media are a group of websites that aid in social interaction, and consist of voluminous databases. In understanding data structures, one should take into account that they mostly define the memory mechanisms. In a computer, data is conveyed in chunks from the Random Access Memory (RAM) to the hard disk. The running time of this transfer is determined by the blocks/chunks. Data structures enhance efficiency in computing. The more powerful a computer is enables it to handle more complex applications, which lead to more complex calculations (Bender & Kuszmaul, 2014). The choices applied in the selection of data structures and algorithms determine whether a particular calculation will be carried out in many days or in just a few seconds. In social media, the information is stored in large database; hence, computations that result in searching of different information need to be performed at a very fast rate. This calls for keen choice of data structures and algorithms. In enhancing efficiency, a given solution will be termed efficient once it solves the problems assigned to it within the confines of the resource constraints (Shaffer, 2014). In deciding the data structure to use in a social media site, some of the steps to consider include; an analysis of the problem for determination of the applicable resource constrains, determination of the operation to be supported against the resource constrains, and selection of the most appropriate data structure for the given problem. In selecting a data structure, it is always good to consider the cost of the solution, which is a factor of the resources used,

Occupational Safety and Health Workplace Violence Coursework

Occupational Safety and Health Workplace Violence - Coursework Example Increased use of hospitals by police and other criminal justice systems for unlawful holds and an increasing number of releasing the mentally ill without proper follow-ups program also presents a threat. Work-related violence has been coupled with reduced productivity, absenteeism, increased turnover, increased counseling costs, reduced value of life and decreased staff morale (CDC, 2006). Another outcome of the abuse at the workplace is the deterioration in the quality of patient healthcare. The tangible or visible impacts of violence at the workplace are disability accompanying physical injuries, but aggression has other, less apparent effects. Nurses have described reduced job performance, difficulty sleeping, chronic pain, declining morale, flashbacks, and nightmares have in the aftermath of workplace violence (CDC, 2006). The physically injured nurses frequently fail to seek out treatment for the injuries. Psychological, as well as emotional impacts, include the feelings of helplessness, fear of recurrent attack, sadness, and irritability. In addition, there is an actual, human cost associated with workplace violence (OSHA, 2004). For example, the nurses who get assaulted exhibi t higher degrees of anxiety, depression, substance abuse and post-traumatic stress disorders, and this are human resources that were lost. Impacts of workplace violence mostly reported through media are incidences that result in non-fatal yet solemn injuries. Statistics have shown that workplace violence is a significant threat to health care and social workers. Bureau of Labor and Statistics data has shown that most of the injuries from assaults at work result in absentees in the health care and social work settings (CDC, 2006). Additionally, workers given inadequate support following a violent incident, might leave or be frightened to return to work.  

Nursing and American Nurses Association Essay Example for Free

Nursing and American Nurses Association Essay Describe the definition of nursing as put forward by the American Nurses Association. How does it address the metaparadigm theories of nursing? According to the American Nurses Association (ANA), the definition of nursing is â€Å"the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations.† Metaparadigm theories of nursing consists of theories that describe the four interrelated concepts, which are persons, environment, health and illness, and nursing. Persons are the recipients of nursing care and include individuals, families, and communities. Environment refers to the surroundings of the client, internal factors affecting the client, and the setting where nursing care is delivered. Health and illness describe the clients state of well-being. Nursing refers to the actions taken when providing care to a patient. ANA’s definition of nursing has included three of the four concepts that make up the metaparadigm theories of nursing. Its definition strongly emphasizes the concept of nursing. It listed many functions that nurses perform such as: protecting, promoting, optimization of health and physical abilities, preventing illness and injury, alleviating suffering, and advocating for patients (ANA website, n.d.). All these nursing actions are related to the care of health and illness, which is the second concept of the metapardigm theories of nursing. The ANA’s definition of nursing describes in more detail the concept of health and illness in terms of health, abilities, illness, and injury. These physical conditions affect the state of well-being and may lead to one’s own suffering and negative responses (ANA website n.d.). Persons is the third concept. According to the ANA definition of nursing, persons include: individuals, families, communities, and populations that receive nursing care. The fourth concept is environment. It is directly related to the other three concepts mentioned above. The environment is the surroundings or the settings in which nursing care is delivered and includes the in the hospital, home, theater, etc†¦

Personal Teaching Philosophy Essay -- Education Sociology Children pap

Personal Teaching Philosophy Introduction "Children become, while little, our delights†¦when they grow bigger, they begin to fright’s." This quote is from John Bunyan’s poem "Upon the Disobedient Child," and rings the truth. But, how can we help children develop into normal, healthy adults? That is a question society has been asking since the first days of civilization. There are four areas of development that allow children to grow into strong adults: motor, cognitive, language, and social-emotional. Motor Development Motor development is defined as "the development of skill in the use of the body and its parts" (Charlesworth 12). There are three areas of motor development: gross motor skills, fine motor skills, and perceptual motor skills. Gross motor skills require the "use of large muscles†¦as well as general strength and stamina" (Trawick-Smith 201) and they are the first to develop in infants. Two examples of these skills would be creeping or standing with help. For older children, examples of gross motor skills would be jumping rope, martial arts, soccer, or swimming. Fine motor skills require the use of "smaller muscles in the arms, hands, and fingers" (Trawick-Smith 209). In infants, an example of this motor skill would be grasping an object. In older children, examples of fine motor skills would be writing, drawing, tying a shoestring, or building with Lego’s. However with these motor skills, particularly with fine motor skills, one must keep in mind that perception helps to put together these movements. "This ability to integrate movements and perception" (Trawick-Smith 210) is called perceptual-motor skills. Examples of using these skills would be baseball, football, or copying what a teacher drew ... ...n certain subjects. So, I’ll try to have creative lessons in which the children will learn something and have fun while doing the activity. Finally, I hope I can become a good teacher and pass on what I have learned from my teachers in the past. Works Cited Charlesworth, Rosalind. Understanding Child Development. United States: Delmar Thomson Learning, 2000. 12, 16, 107, 271, 374. Mayesky, Mary. Creative Activities: for Young Children. United States: Delmar Thomson Learning, 2002. 309. Muzi, Malinda Jo. Child Development: Through Time and Transition. New Jersey: Prentice Hall, 2000. 187, 213, 264. Smith-Trawick, Jeffery. Early Childhood Development. New Jersey: Prentice Hall, 2000. 135, 174, 201, 209, 210, 293, 295, 298. 300. Wood, Chip. Yardsticks: Children in the Classroom Ages 4-14. Massachusetts: Northeast Foundation for Children, 1997. 1.

Katherine Mansfield’s short story Essay

Katherine Mansfield’s short story â€Å"Miss Brill† is the story of a woman who is lonely and isolated from the world around her although she tries to make herself believe that she belongs to the community and is connected to the rest of the people who live in her little world. This theme of loneliness and isolation and Miss Brill’s attempts to waive them away would recur many times throughout the plot. Miss Brill is an old maid and that in itself makes her an outsider in a society that believes that being married is the norm rather than the exception. Every Sunday afternoon she visits the park and spends the entire time looking at the people and delighting in the activity going on. She compares herself to an audience watching a play unfolding before her. However, by regarding the world around her as a stage, she is unconsciously referring to her own life as another plot in a make-believe play of life. She is a lonely woman pretending that everything is fine with her life as much as everything looks fine with everyone during that afternoon in the park. While walking, with her ermine fur around her shoulders, she â€Å"breathed something light† which she denies as â€Å"sadness†. When she listens to the band playing, she feels a certain â€Å"chill† that she insists is not â€Å"sadness†. Her ultimate denial happens when she comes home after having eavesdropped upon a young couple making fun of her. While she replaces the fur in its box, â€Å"she heard something crying. † Every time, Miss Brill waives away the pangs of loneliness so that she is even able to pretend that the crying comes from inside the fur box. But at every instance of denial, her sadness and isolation only becomes more obvious to the reader. Work Cited Mansfield, Katherine. Miss Brill.

Family in the 21st Century Essay

Family inthe 21st Century Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the past years family has been the base of the society but there has been an enormous change in this 21st century. This change has brought a new meaning of a family. There are a lot of factors that has contributed to this change of the real meaning of a family. This change is not for the better of the family but for the worse and because of that there has been a failure in the society.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The real concept of the family according to peter, 1998 was based on extended family where all families were staying together even some under one roof. In those families, children were taken-care by all members of the family. This has eventually changed in this century where now families live far from their relatives and even most of the children they do not know their grand parent (Clarke et al, 1998). This has made evil to increase in the society in that relatives can marry because they do not know one another’s origin. In the past, families consulted their grand parents during difficult time, but in this generation there is no respect between families and there grand parents. This reflects the true meaning of a family in this generation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mothers were not allowed to work outside home job a century ago; this was for the advantage of the children because they were raised in a good manner. Due to change in labor market in this generation the percentage of working women has increased. This has caused a situation where both parents are working and thus children’s are left to house workers, this is the reason why the young generations of this century are so evil because they do not have anybody to guide them. That is the new meaning of families today where they are so business oriented and they forget parental (Clarke et al, 1998).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Families of this century have become ant-technology in that they spend all their time on televisions, phones and in the social media. This is not only children only but also parents. Parents lack time to teach their kids good morals and they end up to be a problem in the society. The exposure of children to this social media has caused them to be introduced to evil things at a younger age. Due to lack of time between parents and children’s, there has been lack of unity in the today’s families (Clarke et al, 1998).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is because parents are to busy with their work and they have no time with their children’s and even themselves. The new concept of families today is that families do not know each other. Parents do not know each other and children do not know their parents. Lastly many families today consist of single parents or children being raised by their grand parents this is because of divorce in many families. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The concept of family has changed in the 21st century for worse and thus family has lost its position as a corner stone in the society. The evil that is in the society today is due to the failure of the family to stand in its position. Children are the most affected in this dramatic change of families, this is because when parents divorce children’s are the ones who suffer and when they lack morals due to their parent’s failure, they are still the ones who suffer. Reference Peter Clarke, Cheri Viniall and others, (1998) Raising the standard: Thecode of practice forchildren’s information service.Published by Choices in Childcare. Out of print. Source document

Major General John B. Gordon, American Civil War

Major General John B. Gordon, American Civil War The son of a prominent minister in Upson County, GA, John Brown Gordon was born February 6, 1832. At a young age, he moved with his family to Walker County where his father had purchased a coal mine. Educated locally, he later attended the University of Georgia. Though a strong student, Gordon inexplicably left school before graduating. Moving to Atlanta, he read law and entered the bar in 1854. While in the city, he married Rebecca Haralson, daughter of Congressman Hugh A. Haralson. Unable to attract clients in Atlanta, Gordon moved north to oversee his fathers mining interests. He was in this position when the Civil War began in April 1861. Early Career A supporter of the Confederate cause, Gordon quickly raised a company of mountaineers known as the Raccoon Roughs. In May 1861, this company was incorporated into the 6th Alabama Infantry Regiment with Gordon as its captain. Though lacking any formal military training, Gordon was promoted to major a short time later. Initially sent to Corinth, MS, the regiment was later ordered to Virginia. While on the field for the First Battle of Bull Run that July, it saw little action. Showing himself to be an able officer, Gordon was given command of the regiment in April 1862 and promoted to colonel. This coincided with a shift south to oppose Major General George B. McClellans Peninsula Campaign. The following month, he ably led the regiment during the Battle of Seven Pines outside Richmond, VA. In late June, Gordon returned to combat as General Robert E. Lee began the Seven Days Battles. Striking at Union forces, Gordon quickly established a reputation for fearlessness in battle. On July 1, a Union bullet wounded him in the head during the Battle of Malvern Hill. Recovering, he rejoined the army in time for the Maryland Campaign that September. Serving in Brigadier General Robert Rodes brigade, Gordon aided in holding a key sunken road (Bloody Lane) during the Battle of Antietam on September 17. In the course of the fighting, he was wounded five times. Finally brought down by a bullet that passed through his left cheek and out his jaw, he collapsed with his face in his cap. Gordon later related that he would have drowned in his own blood had there not been a bullet hole in his hat. A Rising Star For his performance, Gordon was promoted to brigadier general in November 1862 and, following his recovery, given command of a brigade in Major General Jubal Earlys division in Lieutenant General Thomas Stonewall Jacksons Second Corps. In this role, he saw action near Fredericksburg and Salem Church during the Battle of Chancellorsville in May 1863. With Jacksons death following the Confederate victory, command of his corps passed to Lieutenant General Richard Ewell. Spearheading Lees subsequent advance north into Pennsylvania, Gordons brigade reached the Susquehanna River at Wrightsville on June 28. Here they were prevented from crossing the river by Pennsylvania militia which burned the towns railroad bridge. Gordons advance to Wrightsville marked the easternmost penetration of Pennsylvania during the campaign. With his army strung out, Lee ordered his men to concentrate at Cashtown, PA. As this movement was in progress, fighting began at Gettysburg between troops led by Lieutenant General A.P. Hill and Union cavalry under Brigadier General John Buford. As the battle grew in size, Gordon, and the rest of Earlys Division approached Gettysburg from the north. Deploying for battle on July 1, his brigade attacked and routed Brigadier General Francis Barlows division on Blochers Knoll. The next day, Gordons brigade supported an attack against the Union position on East Cemetery Hill but did not take part in the fighting. The Overland Campaign Following the Confederate defeat at Gettysburg, Gordons brigade retired south with the army. That fall, he participated in the inconclusive Bristoe and Mine Run Campaigns. With the beginning of Lieutenant General Ulysses S. Grants Overland Campaign in May 1864, Gordons brigade took part in the Battle of the Wilderness. In the course of the fighting, his men pushed the enemy back at Saunders Field as well as launched a successful attack on the Union right. Recognizing Gordons skill, Lee elevated him to lead Earlys division as part of a larger reorganization of the army. Fighting recommenced a few days later at the Battle of Spotsylvania Court House. On May 12, Union forces launched a massive assault on the Mule Shoe Salient. With Union forces overwhelming the Confederate defenders, Gordon rushed his men forward in an attempt to restore the situation and stabilize the lines. As the battle raged, he ordered Lee to the rear as the iconic Confederate leader attempted to personally lead an attack forward. For his efforts, Gordon was promoted to major general on May 14. As Union forces continued to push south, Gordon led his men at the Battle of Cold Harbor in early June. After inflicting a bloody defeat on the Union troops, Lee instructed Early, now leading the Second Corps, to take his men to the Shenandoah Valley in an effort to draw off some Union forces. Marching with Early, Gordon took part the advance down the Valley and the victory at the Battle of Monocacy in Maryland. After menacing Washington, DC and forcing Grant to detach forces to counter his operations, Early withdrew to the Valley where he won the Second Battle of Kernstown in late July. Tired of Earlys depredations, Grant sent Major General Philip Sheridan to the Valley with a large force. Attacking up (south) the Valley, Sheridan clashed with Early and Gordon at Winchester on September 19 and soundly defeated the Confederates. Retreating south, the Confederates were defeated again two days later at Fishers Hill. Attempting to recover the situation, Early and Gordon launched a surprise attack on Union forces at Cedar Creek on October 19. Despite initial success, they were badly defeated when Union forces rallied. Rejoining Lee at the Siege of Petersburg, Gordon was placed in command of the remnants of the Second Corps in December 20. Final Actions As the winter progressed, the Confederate position at Petersburg became desperate as Union strength continued to grow. Needing to force Grant to contract his lines and wanting to disrupt a potential Union assault, Lee asked Gordon to plan an attack on the enemys position. Staging from Colquitts Salient, Gordon intended to assault Fort Stedman with the goal of driving east towards the Union supply base at City Point. Moving forward at 4:15 AM on March 25, 1865, his troops were able to quickly take the fort and open a 1,000-foot breach in the Union lines. Despite this initial success, Union reinforcements quickly sealed the breach and by 7:30 AM Gordons attack had been contained. Counterattacking, Union troops forced Gordon to fall back to the Confederate lines. With the Confederate defeat at Five Forks on April 1, Lees position at Petersburg became untenable. Coming under attack from Grant on April 2, Confederate troops began retreating west with Gordons corps acting as a rearguard. On April 6, Gordons corps was part of a Confederate force that was defeated at the Battle of Saylers Creek. Retreating further, his men ultimately arrived at Appomattox. On the morning of April 9, Lee, hoping to reach Lynchburg, asked Gordon to clear Union forces from their line of advance. Attacking, Gordons men pushed back the first Union troops they encountered but were halted by the arrival of two enemy corps. With his men outnumbered and spent, he requested reinforcements from Lee. Lacking additional men, Lee concluded that he had no choice but to surrender. The afternoon, he met with Grant and surrendered the Army of Northern Virginia. Later Life Returning to Georgia after the war, Gordon unsuccessfully campaigned for governor in 1868 on a staunch anti-Reconstruction platform. Defeated, he achieved public office in 1872 when he was elected to the US Senate. Over the next fifteen years, Gordon served two stints in the Senate as well as a term as Governor of Georgia. In 1890, he became the first Commander-in-Chief of the United Confederate Veterans and later published his memoirs, Reminiscences of the Civil War in 1903. Gordon died at Miami, FL on January 9, 1904, and was buried at Oakland Cemetery in Atlanta. Selected Sources Civil War: John B. GordonNew Georgia Encyclopedia: John B. GordonCivil War Trust: John B. Gordon

Your 5-Question Resume Checklist

Your 5-Question Resume Checklist Even if you don’t feel iffy about your resume, it’s always worth checking in from time to time to do a little self-evaluation- just to make sure your resume is as strong as it can be. Here is your 5 question resume checklist to make sure your documents are doing the work they need to do to get you hired. 1. Does it show you off enough?The most important thing a resume can do is show a potential employer what you can offer them. Does your resume clearly and quickly show off your particular strengths: your skills, your experiences, your qualifications? Give it a quick read and see if you can name your top five biggest strengths or assets without thinking too hard. And whether you’ve shown enough proof of them in your descriptions.2. Does it look good?It may make you look good on paper, but what if it isn’t quite so presentable itself? Give it a quick eyeball for layout and design. It should be clean, clear, and easy to read. The font and formatting should no t be distracting. And there should be no unnecessary clutter, or long rambling paragraphs. Consider bullet points to clean up longer sections, and make sure your margins and headers are all uniform.3. Is it special?You want your resume to stand out among the crowd. If it’s appropriate in your field, you could consider adding a subtle touch of color, or perhaps an infographic of some kind. If experimentation isn’t valued in your field, stick with the basics, but err on the side of clean and clear.4. Is it precise?You want to be as accurate as possible when describing your qualifications. That means no fibbing, no truth-stretching, and no outright lies. It also means proofreading to avoid embarrassing spelling, punctuation, or grammatical mistakes. Any of these will get your resume thrown straight into the shredder. Speak the truth and nothing but the truth, and do it in well-crafted error-free sentences.5. Does it have that special something?The number one question recr uiters ask themselves after reading a resume is: so what? Yes, this candidate has the necessary background skills and required experience. So what? See if your resume leaves a lingering air of You have to hire her; she’s great! Do this by making sure your resume answers all the questions a hiring manager might have, and shows that you’re the candidate that fills in all the missing pieces to their puzzle.

2 films Essay Example | Topics and Well Written Essays - 500 words

2 films - Essay Example Dadier but the two gradually get to respect each other. View of Teaching: Richard Dadiers view of education is rather idealistic to start with and out of touch with the schools realities but this turns as he gets to interact with his new reality more and more through out the movie. The principle has a rather hard time admitting the schools disciplinary issues. He struggles to assert his authority on the unruly students and since he has a disciplined approach to running the school though its ineffective at best. View of Students: Despite the principles attempts to instill discipline, the students end up more unruly and undisciplined. The students actually develop gangs and are led by leaders that hate the principal. The students are seen by Mr. Dadier as being able to change and be more disciplined thus harboring potential to perform well in school. However the new teacher Joshua Edwards is so Naà ¯ve in his impression of the students that they end up picking on him and destroying his music records. The decisions made by the principal are for the good running of the school and for the students some are just there to pass the time till they can attain legal age to go do their own things away from school without the risk of being taken to reform school. For his first teaching job and faces a multitude of problems in his new role. He does his Job well and plays his role well throughout the movie interacting with both the teachers and students adequately to achieve his goals and principles. Gregory Miller: he is the rather intelligent and slightly less bitter student class leader as compared to Artie West. Initially he also has a dislike for Mr. Dadier which diminishes with time as respect for each other grows gradually all through the film. He initially tried hard to maximize his benefits from his education but soon realizes no one cares. This makes

Employment, labor and anti-discrimination Essay Example | Topics and Well Written Essays - 250 words - 1

Employment, labor and anti-discrimination - Essay Example 1). Applying this law in the case of Sam who works as a driver for Toxic Games Warehouse, a wholesale distributor and online retailer of video games and accessories, he could in fact file a complaint with the EEOC for his employer’s repeated denial of promotions to the position of dispatcher for no valid reasons. As indicated,. Sam meets the requirements for the job, which are a years driving experience and a specific license. Therefore, it is obvious that the employer violates this law by discriminating against Sam and denying his promotions. Likewise, by virtue of this law, when Sam files his complaint with the EEOC, his employer could not retaliate since there were no legal and valid grounds for refusing Sam to be promoted, as applied. Having worked for Toxic Games Warehouse for 10 consecutive years, in conjunction with the skills he possess which are needed for the next higher level position, should make Sam more than just qualified to be promoted to the next higher