To Understand a Deaf Child essays

To Understand a Deaf Child essays When Coles parents find out he is deaf his mother makes an attempt to communicate with Cole. By taking classes to help her learn signs and to understand sign language. Coles father on the other hand does not go to the classes with his wife and makes no real attempt to communicate with Cole. The father uses his wife as an interpreter to help him know what Cole is saying. I was shocked when I saw Coles dad not making an effort to communicate with Cole. Most parents of deaf children devote most of their time to their children, but Coles father did not. Instead Coles father did everything opposite of what he should have. Instead of taking the class, he put more effort into his work life. I thought that was ridiculous how he spent more time with other children that he taught instead of his own son, that I think was very stupid. Even though he was providing food and shelter for his family, thats all he did. He did not provide much love at all, to Cole anyways. Another way Coles going deaf effected his life was his relationship with his father. Instead of playing ball or doing stuff together they did stuff separate. Cole would go on with his life and his father would go on with his work life, not paying much attention to Cole at all. I think that if Coles father put a little more time into Cole instead of his work life they would have had a much better relationship. The fight they had when Cole opened up all the windows and him and his father got in an argument opened up Mr. Hollands eyes. As you know nearing the end of the movie Cole and his father were closer then they ever were in Coles entire life. I think if Cole and Mr. Holland had not had that argument then Mr. Holland would have never realized that he never pays attention to his son. I really dont think that Coles deafness actually effected his life. One reason is that Cole did almos ...

How to Format PHP Text

How to Format PHP Text So youve gone through the PHP  tutorials  or are new to PHP in general, and you can make some nifty things in PHP, but they all look like plain text. How do you jazz them up? Formatting PHP text isnt done with PHP; its done with HTML. You can do this in two ways. You can add HTML inside the PHP code or you can add the PHP code inside the HTML. Either way, the file must be saved as a .php or another file type that is allowed to execute PHP on your server. Changing PHP Text Color Using HTML Inside PHP For example, to change the PHP text color to red. Hello World!; ? In this case, the hex color number #ff0000 sets the PHP text that follows it to red. The number could be replaced by other  hex color numbers for other colors. Notice the HTML code is located inside the echo.   Changing PHP Text Color Using  PHP Inside HTML The same effect is achieved with the following code, which uses PHP inside HTML. In the second example, a single line of PHP is inserted inside the HTML. Although here it is only a line to make the text red in this example, it could be inside a fully formatted HTML page to get any look you want. Types of Formatting Available in HTML It is easy to make text formatting changes to PHP text inside HTML. Although many of these formatting commands have been suspended in Cascading Style Sheets, they all still work in HTML. Some of the text formatting commands that can be used include: Bold - Italic -      Underline -  Strike-out -   or  Small -  Font size -   , replace the ? with a number from 1 to 7, 1 being the smallestCenter text -   A complete list of text formatting tags is available.

The Biblical Model for Discipleship Essay Example | Topics and Well Written Essays - 1000 words

The Biblical Model for Discipleship - Essay Example Applying Paul’s ministry to this week’s lesson on the â€Å"Biblical Model for Discipleship†, I have realized that obeying God and being a faithful servant of His is simple. It can basically be summed up to – A change of heart, a change of life. According to Michael Mitchell, in his book, â€Å"Leading, Teaching, and Making Disciples†, the Biblical model for discipleship could be achieved in as easy as four steps – Accepting God’s words; Listen and Apply; Study God’s word to gain more understanding; and lastly, Walking in the ways of Good Men (Mitchell, Michael R., Leading, Teaching, and Making Disciples). In studying the book of Philippians, a book written by Paul in his journey to win the people of Philippi to God, we can see Paul’s practical approach in ministering to the Philippians that are as 1 practical as the four steps of discipleship suggested by Michael Mitchell. To get a clearer background of what he did, it i s best to look at the verses of Philippians 4: 1-2 which says, â€Å"Therefore, my brothers and sisters, you whom I love and long for, my joy and crown, stand firm in the Lord in this way, dear friends! 2  I plead with Euodia and I plead with Syntyche to be of the same mind in the Lord.† (Bible Gateway, Philippians 4 NIV). We can see that Paul started his teaching to the Philippians by directing them to having a heart and mind that is in line with God’s will. We all know that our hearts and minds direct us towards certain actions that may or may not be pleasing to God. The danger of sin only happens when we set plans in our lives without consulting God first. Thus, Paul urges the Philippians here to start their walk with God by teaching their hearts and minds to get to know who God really is and what He wants us to do, so obedience would be easier and purposeful, knowing that despite the rocky roads you are sent to take, you know you are on your way to giving God the glory He deserves. This complements the first model of discipleship which is to accept God’s word and having faith to do it. Also, in Philippians 4: 5-7, that says, â€Å"Rejoice in the Lord always. I will say it again: Rejoice! 5  Let your gentleness be evident to all. The Lord is near. 6  Do not be anxious about anything, but in every situation, by prayer and petition, with thanksgiving, present your requests to God. 7  And the peace of God, which transcends all understanding, will guard your hearts and your minds in Christ Jesus†, we can see that Paul encourages the Philippians to listen and apply God’s teachings even when it seems impossible or unreasonable at times, parallel to Mitchell’s second model for discipleship. We all know that in our Christian life, it is easy to hear God’s word and 2 accept them as truth. However, the challenge for us is greatly seen in how well we stick to what we know and actually obey God despite persecutio ns, inconvenience, and doubt. Today, especially when the world presents so much good things that are not necessarily pleasing to God, the only way we can fight temptation is to cling onto God’s word and promises, and rely on His grace to help us withstand it all. To sum up Paul’

Inequality and Politics in the United States Essay

Inequality and Politics in the United States - Essay Example The following discussion aims at addressing economic and political inequality and discusses the role of social movements in improving the lives of the poor in society. Some of the important economic challenges facing the United States and other developed economies are the increase in economic inequality. Over the last two decades, no other industrialized country in the world has a bigger gap between wage growth and productivity growth than the U.S. The U.S economic inequality is at historically high levels because there is a great disparity in the way wages and income are distributed. Americans today live in an unequal society characterized by higher gaps in wages, income and wealth. Most poor and middle class households are left out in matters of economic growth and they watch as the GDP, stock markets, productivity and corporate profits rise everyday while their incomes stagnate or grow at a very slow rate (Kenworthy and Smeeding 31). The stock market has risen to 60 percent; the GDP is up by 8 percent nationally while the median house hold income has fallen by 5 percent. From the year 1979 to 2007, the richest 1 percent of the population experienced tripling of incomes while those of the middle households rose only to about 25 percent. Currently, the richest 1 percent claims ownership to over 60 percent of the total wealth while 5 percent of the richest people claim over 60 percent of the total wealth in the United States. The gender and racial gap in wages, incomes and wealth has also widened throughout the period. While racial segregation has reduced in the last ten years, economic segregation has been on the rise. The great recession through 2010/2011 had its negative effects on the U.S. economy. Indeed it has permanently and negatively changed the level of well being as well as the distribution of resources in the whole country. With the nation’s economic growth abruptly halted during the 2008 recession, many workers turned

Intro University Studies Syllabus Essay Example for Free

Intro University Studies Syllabus Essay The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Gardner, J. N. , Jewler, A. J. , Barefoot, B. O. (2011). Your college experience: Strategies for success (9th ed. ). Boston, MA: Bedford/St. Martin’s. All electronic materials are available on the student website. Week One: Academic Success Details Due Points Objectives 1. 1 Differentiate between academic and casual communication. 1. 2 Identify university resources required for student success. Reading Read Ch. 1 of Your College Experience. Reading Read the â€Å"Choosing the Best Way to Communicate with Your Audience† section in Ch. 10 of Your College Experience. Participation/ Discussion Questions. Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation University of Phoenix Resources Watch the â€Å"Center for Writing Excellence (CWE)† video on the student website. View the Microsoft ® PowerPoint ® presentation, Center for Mathematics Excellence, on the student website. Access the Toolwire ® Learnscape: Finding. Information at the University Library by clicking the link located on the student website. Complete the Learnscape activities. Post completed assessment page to the thread in the Main Forum for participation credit. Activities and Preparation Communication Watch the information presentation, Academic vs. Casual Written Communication, located on the student website. Activities and Preparation MyFoundations Lab Click the MyFoundationsLab link on the student website. Click the Browser Check link to ensure you can access materials. Click the Take a Tour link for an orientation to MyFoundationsLab. Activities and Preparation Punctuation. Take the Skills Check for Punctuation, Mechanics, and Spelling. Access the following components in MyFoundationsLab: Writing: Punctuation, Mechanics, and Spelling Commas Final Punctuation Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Communication Styles Resource: Academic vs. Casual Written Communication information presentation Complete Appendix A located on the student website. Day 7 Sunday 70 Week Two: Personal Responsibility Details Due Points Objectives. 2 2. 1 Recognize the importance of personal responsibility. 2. 2 Evaluate goals using SMART criteria. Reading Read Ch. 2 of Your College Experience. Reading Read the following sections in Ch. 16 of Your College Experience: â€Å"Managing Stress† â€Å"Mental Health† Participation/ Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Ethical Lens Inventory Complete the Ethical Lens Inventory located on the student website. Note: The Ethical Lens Inventory will be used in Individual Assignments in Weeks Six and Nine. Activities and Preparation Punctuation Access the following components in MyFoundationsLab: Writing: Punctuation, Mechanics, and Spelling Quotation Marks Other Punctuation Apostrophes Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Goal Evaluation Resource: Appendix B Read Appendix C located on the student website. Choose five of the scenarios. Evaluate the goal action plan included with each of the chosen scenarios. Complete Appendix D located on the student website for the chosen scenarios. Day 7 Sunday 70 Week Three: Collaboration Details Due Points Objectives 3 3. 1 Describe methods of collaboration. 3. 2 Describe various learning styles. Reading Read Ch. 3 of Your College Experience. Reading Read Ch. 4 of Your College Experience. Reading Read the â€Å"How Collaboration Fosters Critical Thinking† section in Ch. 5 of Your College Experience. Reading Read the following sections in Ch. 15 of Your College Experience: â€Å"Confessions of a College Student† â€Å"Understanding Diversity and the Source of Our Beliefs† â€Å"Forms of Diversity† â€Å"Discrimination, Prejudice, and Insensitivity on College Campuses† â€Å"Challenging Yourself to Experience Diversity† Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Attitudes and Learning Complete the Emotional Intelligence Questionnaire in the â€Å"Assessing Your Emotional Intelligence† section in Ch. 3 of the text. Complete the Multiple Intelligences Inventory in the â€Å"Multiple Intelligences† section in Ch. 4 of the text. Activities and Preparation Mechanics Access the following components in MyFoundationsLab: Writing: Punctuation, Mechanics, and Spelling Abbreviations and Numbers Capitalization. Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Activities and Preparation Sentence Skills Take the Skills Check for Sentence Skills. Access the following components in MyFoundationsLab: Writing: Sentence Skills Sentence Structure Fragments Run-ons Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Collaboration Resources: Emotional Intelligence Questionnaire and the Multiple Intelligences Inventory Complete Appendix E located on the student website. Day 7 Sunday 70 Week Four: Academic Reading Strategies Details Due Points Objectives 4 4. 1 Explain effective textbook reading. 4. 2 Recognize strategies for improving reading comprehension. Reading Read Ch. 7 of Your College Experience. Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Reading Strategies and Media Utilization Access the Toolwire ® Learnscape: Reading Strategies and Media Utilization by clicking the link located on the student website. Complete the Learnscape activities. Post completed assessment page to the thread in the Main Forum for participation credit. Activities and Preparation Reading. Access the following components in MyFoundationsLab: Study Skills Concentrating When You Read and Study Getting the Most from Your Reading Complete the following activities for each unit: Overview Interactive Activity Self Check Activities and Preparation Spelling Access the following components in MyFoundationsLab: Writing: Punctuation, Mechanics, and Spelling Complete the following activities for the Spelling unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Reading Strategies. Resources: Toolwire ® Learnscape: Reading Strategies and Media Utilization; MyFoundationsLab: Concentrating When You Read and Study; MyFoundationsLab: Getting the Most from Your Reading; Ch. 7 of the text Complete Appendix F located on the student website. Day 7 Sunday 70 Week Five: Effective Study Habits Details Due Points Objectives 5 5. 1 Identify effective study strategies and techniques. Reading Read Ch. 8 of Your College Experience. Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Study Strategies Access the following components in MyFoundationsLab: Study Skills Rehearsal Strategies Effective Note Taking Complete the following activities for each unit: Overview Interactive Activity Self Check Activities and Preparation Writing Take the Skills Check for The Craft of Writing. Access the following components in MyFoundationsLab: Writing: The Craft of Writing Getting Started The Writing Process Prewriting Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Ethical Actions Complete the Ethics Exercises: Student Code of Conduct and Academic Integrity located on the student website. Complete Appendix G located on the student website. Day 7 Sunday 70 Week Six: Academic Writing Details Due Points Objectives 6 6. 1 Demonstrate the key elements of the writing process. Reading. Read the following sections in Ch. 10 of Your College Experience: â€Å"Confessions of a College Student† â€Å"Writing† â€Å"Using Freewriting to Discover What You Want to Say† â€Å"The Writing Process† Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation. Writing Access the following components in MyFoundationsLab: Writing: The Craft of Writing Recognizing a Paragraph The Topic Sentence Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Personal Ethics Statement: Topic Sentence and Outline Resources: Ethical Lens Inventory; Ethics Exercises; MyFoundationsLab: Recognizing a Paragraph; MyFoundationsLab: The Topic Sentence; Sample Outline in the CWE Complete Appendix H located on the student website. Create a topic sentence and informal outline for your Personal Ethics Statement due in Week Nine. Day 7 Sunday 70 Week Seven: Critical Thinking Details Due Points Objectives 7 7. 1 Identify the process of critical thinking. 7. 2 Examine ethics issues. 7. 3 Identify personal bias and emotion. Reading Read Ch. 5 of Your College Experience. Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Writing Access the following components in MyFoundationsLab: Writing: The Craft of Writing Developing and Organizing a Paragraph Complete the following activities for the unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Activities and Preparation Personal Ethics Statement: Rough Draft Resource: Ethical Lens Inventory; Appendix H. Write a 200- to 300-word rough draft of your Personal Ethics Statement based on your topic sentence and informal outline. Include the following: Describe your ethical perspective as identified by the Ethical Lens Inventory, including your blind spot, strengths, weaknesses, and values. Define what personal ethics means to you. Explain how your personal ethics might help you determine a course of action in a situation. Note. APA formatting is not required for this assignment. Individual Critical Thinking Complete Appendix I located on the student website. Day 7 Sunday 70 Week Eight: Information Utilization. Details Due Points Objectives 8 8. 1 Perform research in the University Library. 8. 2 Evaluate sources of information. Reading Read Ch. 11 of Your College Experience. Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Research. Review the Toolwire ® Learnscape: Finding Information at the University Library by clicking the link located in Week One on the student website. Access the Toolwire ® Learnscape: Utilizing Information from the University Library by clicking the link located on the student website. Complete the Learnscape activities. Post completed assessment page to the thread in the Main Forum for participation credit. Activities and Preparation Plagiarism Tutorial Complete the Plagiarism Guide in the Center for Writing Excellence. Activities and Preparation Writing Access the following components in MyFoundationsLab: Writing: The Craft of Writing Revising the Paragraph Editing the Paragraph Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Activities and Preparation Personal Ethics Statement: Revision Resources: Facilitator feedback; WritePointSM Submit your paragraph to the WritePointSM reviewing service in the Center for Writing Excellence. Revise your paragraph based on your facilitator’s feedback and the WritePointSM report. Individual Reliable Sources. Resource: University Library research tutorial Locate two sources in the University Library on a topic of your choice. Complete Appendix J located on the student website. Day 7 Sunday 70 Week Nine: Communication Details Due Points Objectives 9 9. 1 Construct an academic paragraph. 9. 2 Create a short presentation. Reading Read the following sections in Ch. 10 of Your College Experience: â€Å"Speaking â€Å"Preparing a Speech† â€Å"Using Your Voice and Body Language† â€Å"The GUIDE Checklist† Reading Review the following sections in Ch. 10 of Your College Experience: â€Å"Confessions of a College Student†. â€Å"Writing† â€Å"Using Freewriting to Discover What You Want to Say† â€Å"The Writing Process† â€Å"Choosing the Best Way to Communicate with Your Audience† Participation/ Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Creating a Presentation. Complete the Microsoft ® PowerPoint ® tutorial on the student website. Access the Toolwire ® Learnscape: Making a Successful Presentation by clicking the link located on the student website. Complete the Learnscape activities. Post completed assessment page to the thread in the Main Forum for participation credit. Individual Personal Ethics Statement Resources: Ethical Lens Inventory; Personal Ethics Statement draft; WritePointSM report; facilitator feedback Write a 350-word reflection that defines your personal ethical viewpoint. Include what you learned through the Ethical Lens Inventory: Your preferred ethical lens. Your blind spot Your strengths and weaknesses Your values and the resultant behaviors Answer the following question: How might you use your personal ethics to determine a course of action? Day 6 Saturday 120 Individual Resources Presentation Resources: Microsoft ® PowerPoint ® tutorial; Toolwire ® Learnscape: Making a Successful Presentation Create a 5-slide Microsoft ® PowerPoint ® presentation with speaker notes on your experience in this course. Include the following: The importance of personal responsibility Upholding academic honesty Improving reading and study skills Developing writing skills Five tips for new students. Note. Oral presentations are not required for this assignment. Day 7 Sunday 50 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.

Roman Religions :: essays research papers

The ancient Romand worshiped many gods, godesses and spirits, each of whom was responsible for a different part of life. Juno was the goddess of woman; Jupiter, the king of the gods was also the god of the sky; Mercury was the god of merchants; Wulcan the god of fire; Mars the god of war; Minerva the goddess of wisdom; Venus the goddess of fertility and love. The ancient Romans adopted gods and goddesses from other cultures as well. Bacchusor or Dionysus, the Greek god of wine; Cybelle, the Turkish goddess of motherhood; and Isis from the Egyptian pantheon who was concerned with reincarnation. Emperors and empresses were sometimes worshiped after their deaths.   Ã‚  Ã‚  Ã‚  Ã‚  Emperors showed their devotion to their favored deities by building temples to them. Roman citizens left offerings such as food, milk, wine, money, jewels or statues at temple alters and engaged in ceremonies and animal sacrifices to win the gods approval.   Ã‚  Ã‚  Ã‚  Ã‚  The Romans were generally accepting of other people’s religions but persecuted the Christians because, among other things, they displeased the gods by refusing to patricipate in such animal sacrifices and unjust ceremonies. Christianity finally because the official religion during the 4th century in Rome.   Ã‚  Ã‚  Ã‚  Ã‚  The Romans built large temples for these many gods. They were often built in places that people believed were special to their gods. The Acropolis, in Greece is one of these places.   Ã‚  Ã‚  Ã‚  Ã‚  In ancient Greece, the Greeksk alson believed in many gods and goddesses. The gods behaved much like ordinary people, but they had great wisdon. They were wiser, more cunning, and more powerful. The gods not only controlled nature, but they also controlled people’s fate. There were 12 main gods of the Greek belief, known as the Olympians. Some of the most famous included Zeus, Athena, Poseidon, and Apollo.   Ã‚  Ã‚  Ã‚  Ã‚  When you walked into a Greek or Roman temple, you would find a statue of a god or goddess at the end of a long, dark room. A row of columns ran down the center of the room along both sides. A worshiper of the time might have visited the temple to thank the god for a favor and leave them a gift.   Ã‚  Ã‚  Ã‚  Ã‚  The inside of the temple wasn’t a gathering place for worship like churches and sacred buildings of today. Worship services were held outside on an alter. The temple protects the statur of the god from the weather and anyone who would come along and harm it.

Night World : Secret Vampire Chapter 7

Then you must have had a reason,† Poppy saidflatly. When he looked at her, she shrugged. â€Å"I know you.† She knew him in a way she'd never known anyone. James looked away. â€Å"I didn't have a reason, but there were some †¦extenuating circumstances. You could say I was set up. But I still have nightmares.† He sounded so tired-so sad.It's a lonely world, fullof secrets, poppythought. And he'd had to keep the biggest secret of all from everyone, including her. â€Å"It must have been awful for you,† she said, hardlyaware that she was speaking out loud. â€Å"I mean, all your life-holding this in. Not telling anybody. Pretending†¦Ã¢â‚¬  â€Å"Poppy.† He gave a shiver of repressed emotion.†Don't.† â€Å"Don't sympathize with you?† He shook his head. â€Å"Nobody's's ever understood before.† After a pause he said, â€Å"How can you worry about me? With what you're facing?† â€Å"I guess because -I care about you.† â€Å"And I guess that's why I didn't treat you like Michaela or Jacklyn,† he said. Poppy looked at the sculpted planes of his face, atthe wave of brown hair falling over his forehead like silk †¦and held her breath. Say â€Å"I love you,† she ordered mentally.Say it, you thickheaded male. But they weren't connected, and James didn't givethe slightest sign of having heard. Instead he turned brisk and businesslike. â€Å"We'd better get started.† Hegot up and drew the window curtains shut. â€Å"Sunlight inhibits all vampire powers,† he said in a guest lecturer voice. . Poppy took advantage of the pause to go to the CDplayer. The music had changed to a Dutch club song,which was fine for doing the Netherlands skippydance to, but not very romantic. She punched a but ton and a velvety Portuguese lament began. Then she twitched the sheer hangings around the bed dosed. When she sat down again, she and James were in their own little world, dim and secluded, enclosed in misty eggshell white. â€Å"I'm ready,† she said softly, and James leaned inclose to her. Even in the semidarkness Poppy felt mesmerized by his eyes. They were like windows tosome other place, someplace distant and magical. The Night World, she thought, and tilted her chinback as James took her in his arms. This time the double sting at her neck hurt good. But best was when James's mind touched hers.The feeling of oneness, of suddenly being whole-it spread through her like starshine. Once again she had the sense that they were melting together, dissolving and merging everywhere they touched. She could feel her own pulse echoingthrough him. Closer, loser†¦ and then she felt a pulling-back. James? What's wrong? Nothing,he told her, but Poppy could sense that itwasn't quite true. He was trying to weaken the growing bond between them †¦ but why? Poppy, I just don't want to force you into anything.What we're feeling is-artificial†¦. Artificial? It was the realest thing that she'd everexperienced. Realer than real. In the midst of joy, Poppy felt a surge of hurt anger at James. I don't mean it like that,he said, and there was desperation in the thought.It's just that you can't resist the blood-bond. You couldn't resist it if you hated me. Itisn't fair†¦. Poppy didn't care about fair.Ifyou can't resist it,why are you trying?she asked him triumphantly. She heard something like mental laughter, andthen they were both clinging together as a wave of pure emotion swept them. The blood-bond, Poppy thought when James raisedhis head at last. It doesn't matter if he won't say he loves me-we're bonded now. Nothing can changethat. And in a moment or so she would seal that bondby taking his blood. Try and resistthat,she thought, and was startled when James laughed softly. â€Å"Reading my mind again?† â€Å"Not exactly. You're projecting-and you're verygood at it. You're going to be a strong telepath.† Interesting. . . but right now Poppy didn't feelstrong. She suddenly felt kitten-weak. Limp as a wilting flower. She needed †¦ â€Å"I know,† James whispered. Still supporting her, he started to lift one wrist to his mouth. Poppy stopped him with a restraining hand. â€Å"James? How many times do we have to do thisbefore I-change?† â€Å"Once more, I think,† James said quietly. â€Å"I tooka lot this time, and I want you to do the same. And the next time we do it †¦Ã¢â‚¬  I'll die, Poppy thought. Well, at least I know howlong I have left as a human. James's lips slid back to reveal long, delicate fangs,and he struck at his own wrist. There was something snake like in the motion. Blood welled up, the colorof syrup in a can of cherry preserves. Just as Poppy was leaning forward, lips parted,there was a knock at the door. Poppy and James froze guiltily. The knock came again. In her muddled and weakened state, Poppy couldn't seem to make herself move. The only thought that resounded in her brainwasOh,please. Please don't let it be†¦ The door opened. Phil. Phillip was already speaking as he poked his headin. â€Å"Poppy, are you awake? Mom says-â€Å" He broke off abruptly, then lunged forthelightswitch on the wall. Suddenly the room was illuminated. Oh,terrific,Poppy thought in frustration. Phil waspeering through the filmy draperies around the bed. Poppy peered back at him. â€Å"Whatis going-on?† he said in a voice that would have gotten him the lead role in The Ten Com mandments.And then, before Poppy could gather enough wits to answer, he leaned in and grabbed James by the arm. â€Å"Phil,don't,† Poppysaid. â€Å"Phil, you idiot†¦Ã¢â‚¬  â€Å"We had a deal,† Phil snarled at James. â€Å"And you broke it.† James was gripping Phil's arms now, as ungentlyas Phil was grasping him. Poppy had the dismayed feeling that they were going to start head-buttingeach other. Oh, Lord, if she could onlythinkstraight. She feltso brainless. â€Å"You've got the wrong idea,† James said to Philthrough clenched teeth. â€Å"The wrongidea? Icome in here and find the two of you in bed, with all the curtains drawn, and you're telling me I've got the wrongidea?† â€Å"Onthe bed, Poppy interjected. Phil ignored her. James shook Phil. He did it quite easily and withan economy of movement, but Phil's head snapped back and forth. Poppy realized that James was not athis most rational right now. She remembered the metal chair leg and decided it was time to intervene. Letgo,†she said, reaching in between the two boys to grab for hands. Anybody's hands. â€Å"Come on,you guys!† And then, desperately, â€Å"Phil, I know youdon't understand, but James is trying tohelp me-â€Å" â€Å"Help you? I don't think so.† And then to James:†Look at her. Can't you see that this stupid pretending is making hersicker? Every time I find her with you, she's white as a sheet. You're just making things worse.† â€Å"You don't know anything about it,† Jamessnarled in Phil's face. But Poppy was still processing something several sentences back. â€Å"Stupid? Pretending?† she said. Her voice wasn't very loud but everything stopped. Both boys looked at her. Everyone made mistakes then. Later, Poppy wouldrealize that if any of them had kept their heads, what happened next could have been avoided. But noneof them did. â€Å"I'm sorry,†Philsaid to Poppy. â€Å"I didn't want totell you-â€Å" â€Å"Shut up,†James said savagely. â€Å"But I have to.This-jerk-isjust playing with you.He admitted it to me. He said he felt sorry for you,and he thinks that pretending he likes you makesyou feel better. He's got an ego that would fill Dodger Stadium.† â€Å"Pretending?† Poppy said again, sitting back. Therewas a buzzing in her head and an eruption gathering in her chest. â€Å"Poppy, he's crazy,† James said. â€Å"Listen-â€Å" But Poppy wasn't listening. The problem was thatshe couldfeelhow sorry Phil was. It was much more convincing than anger. And Phillip, honest, straightforward, trustworthy Phillip, almost never lied. He wasn't lying now. Which meant†¦ that James must be. Eruption time. â€Å"You. . .†she whispered to James.,†You . . .†She couldn't think of a swear word bad enough. Some how she felt more hurt, more betrayed than she hadever felt before. She had thought sheknewJames;she had trusted him absolutely. Which made the betrayal all the worse. â€Å"So it was all pretending? Isthat it?† Some inner voice was telling her to hold on andthink. That she was in no state to make crucial decisions. But she was also in no state to listen to innervoices. Her own anger kept her from deciding if shehad any good reason to be angry. â€Å"You just feltsorryfor me?† she whispered, and suddenly all the fury and grief that she'd been suppressing for the last day and a half flooded out. Shewas blind with pain, and nothing mattered exceptmaking James hurt as much as she hurt. Jameswas breathing hard,speaking rapidly.†Poppy-this is why I didn't want Phil to know-â€Å" â€Å"And nowonder,† Poppyraged. â€Å"And no wonderyou wouldn't say you loved me,† she went on, not even caring that Phillip was listening. â€Å"And no wonder you would do all that other stuff, but you never even kissed me. Well, I don't want yourpity-â€Å" â€Å"Whatotherstuff?.Allwhatotherstuff?†Philshouted.†I'mgonna kill you, Rasmussen!† He tore free of James and swung at him. Jamesducked so that the fist just grazed his hair. Philswung again and James twisted sideways andgrabbed him from behind in a headlock. Poppy heard running footsteps in the hall. â€Å"What's happening?† her mother gasped in dismay, regarding the scene in Poppy's bedroom. At almost the same instant Cliff appeared behindPoppy's mother. â€Å"What's all the shouting?† he asked, his jaw particularly square. â€Å"You'rethe one who's putting her in danger,†James was snarling in Phillip's ear. â€Å"Right now.† Helooked feral. Savage. Inhuman. â€Å"Let go of my brother!† Poppyyelled. All at onceher eyes were swimming with tears. â€Å"Oh, my God-darling,† her mother said. In two steps she was beside the bed and holding Poppy.† You boys getoutof here.† The savagery drained out of James's expression,and he loosened his hold on Phillip. â€Å"Look, I'm sorry. I have to stay. Poppy†¦Ã¢â‚¬  Phillip slammed an elbow into his stomach. It might not have hurt James as much as it woulda human, but Poppy saw the fury sweep over his face as he straightened from doubling up. He lifted Phil off his feet and threw him headfirst in the general direction of Poppy's dresser. Poppy's mother let out a cry. Cliff jumped in between Phil and James. â€Å"That's enough!† he roared. Then, to Phil: â€Å"Are you all right?† And to James: â€Å"What's this allabout?† Phil was rubbing his head dazedly. James saidnothing. Poppy couldn't speak. â€Å"All right, it doesn't matter,† Cliff said. â€Å"I guesseverybody's a little jumpy right now. But you'd better go on home, James.† James looked at Poppy. Poppy, throbbing all over like an aching tooth,turned her back on him. She burrowed into her mother's embrace. â€Å"I'll be back,† James said quietly. It might have been meant as a promise, but it sounded like a threat. â€Å"Not for a while, you won't,† Cliff said in a military command voice. Gazing over her mother's arm, Poppy could see that there was blood on Phillip'sblond hair. â€Å"I think everybody needs a cooling-off period. Now, come on, move.† He led James out. Poppy sniffled and shivered, trying to ignore both the waves of giddiness that swept over her and the agitated murmuring of all the voices in her head. The stereo went on blasting out madcorestomping music from England. In the next two days James called eight times. Poppy actually picked up the phone the first time.It was after midnight when her private line rang, and she responded automatically, still half-asleep. â€Å"Poppy, don't hang up,† James said. Poppy hung up. A moment later the phone rangagain. â€Å"Poppy, if you don't want to die, you've got tolisten to me.† â€Å"That's blackmail. You'resick,†Poppy said, clutching the handset. Her tongue felt thick and her head ached. â€Å"It's just the truth. Poppy, listen. You didn't takeany blood today. I weakened you, and you didn't get anything in exchange. And that could kill you.† Poppy heard the words, but they didn't seem real.She found herself ignoring them, retreating into afoggy state where thought was impossible. â€Å"I don'tcare.† â€Å"You do-care, and if you could think, you'd knowthat. It's the change that's doing this. You're completely messed up mentally. You're too paranoid andillogical and crazy toknowyou're paranoid and illogical and crazy.† It was suspiciously like what Poppy hadrea!izedearlier. She was aware, dimly, that she was acting the way Marissa Schaffer had after drinking a sixpack of beer at Jan Nedjar's New Year's party. Making a ranting fool of herself. But she couldn't seemto stop. â€Å"I just want to know one thing,† she said. â€Å"Is ittrue that you said that stuff to Phillip?† She heard James let his breath out. â€Å"It's true thatI said it. But whatI said wasn't true. It was just toget him off my back.† By now Poppy was too upset to even want tocalm down. â€Å"Why should I believe somebody whose whole lifeis a lie?† she said, and hung up again as the first tears spilled. All the next day she stayed in her state of foggy denial. Nothing seemed real, not the fight withJames, not James's warning, and not her illness. Especially not her illness. Her mind found a way toaccept the special treatment she was getting from everyone without dwelling on the reason forthetreatment. She even managed to disregard her mother's whispered comments to Phil about how she was going downhill so fast. How poor Poppy was getting pale, getting weak, getting worse. And only Poppy knew that she could now hear conversations held in the hallway as clearly as if they were in her own room. All her senses were sharpened, even as her mindwas dulled. When she looked at herself in the mirror, she was startled by how white she was, her skintranslucent as candle wax. Her eyesso green and fierce that they burned. The other six times James called, Poppy's mothertold him Poppy was resting. Cliff fixed the broken trim on Poppy's dresser.†Who would have thought the kid was that strong?† he said. James flipped his cellular phone shut and banged a fist on the Integra's dashboard. It was Thursday afternoon. I low you.That's what he should have said toPoppy. And now it was too late-,she wouldn't even talk to him. Whyhadn'the said it? His reasons seemed stupid now. So he hadn't taken advantage of Poppy's innocence and gratitude †¦well, bravo. All he'd donewas tap her veins and break her heart. All he'd done was hasten her death. But there wasn't time to think about it now. Rightnow he had a masquerade to attend. He got out of the car and gave his windbreaker a twitch as he walked toward the sprawling ranch style house. He unlocked and opened the door without callingto announce his presence. He didn't need to announce it; his mother would sense him. Inside, it was all cathedral ceilings and fashionablybare walls. The one oddity was that every one of the many skylights was covered with elegant custom made drapes. This made the interior seem spacious but dim. Almost cavernous. â€Å"James,† his mother said, coming from the back wing. She had jet-black hair with a sheen like lacquerand a perfect figure that was emphasized rather thandisguised by her silver-and-gold embroidered wrap.Her eyes were cool gray and heavily lashed, like James's. She kissed the air beside his cheek. â€Å"I got your message,† James said. â€Å"What do youwant?† â€Å"I'd really rather wait until your father gets home†¦.† â€Å"Mom, I'm sorry, but I'm in a hurry. I've got thingsto do-I haven't even fed today.† â€Å"It shows,† his mother said. She regarded him fora moment without blinking. Then she sighed, turning toward the living room. â€Å"At least, let's sit down†¦.You've been a little agitated, haven't you, these last few days?† James sat on the crimson-dyed suede couch. Nowwas the test of his acting ability. If he could get through the next minute without his mother sensingthe truth, he'd be home free. â€Å"I'm sure Dad told you why,† he said evenly. â€Å"Yes. Little Poppy. It's very sad, isn't it?† The shadeof the single treelike floor lamp was deep red, and ruby light fell across half his mother's face. â€Å"I was upset at first, but I'm pretty much over itnow,† James said. He kept his voice dull and concen trated on sending nothing-nothing-through hisaura. He could feel his mother lightly probing theedges of his mind. Like an insect gently caressing with an antenna, or a snake tasting the air with its black forked tongue. :†I'm surprised† his mother said. â€Å"1 thought youliked her.† â€Å"I did. But, after all, they're not reallypeople,are they?† He considered a moment, then said, â€Å"It's sort of like losing a pet. I guess I'll just have to find another one.† It was a bold move, quoting the party line. Jameswilled every muscle to stay relaxed as he felt the thought-tendrils tighten suddenly, coiling aroundhim, looking for a chink in his armor. He thought very hard-about Michaela Vasquez. Trying to project just the right amount of negligent fondness. It worked. The probing tendrils slipped away fromhis mind, and his mother settled back gracefully and smiled. â€Å"I'm glad you're taking it so well. But if you everfeel that you'd like to talk to someone †¦ your father knows some very good therapists.† Vampire therapists, she meant. To screw his headon straight about how humans were just for feeding on. â€Å"I know you want to avoid trouble as much as Ido,† she added. â€Å"It reflects on the family, you see.† â€Å"Sure,† James said, and shrugged. â€Å"I've got to gonow. Tell Dad I said hi, okay?† He kissed the air beside her cheek. â€Å"Oh, by the way,† she said as he turned towardthe door. â€Å"Your cousin Ashwillbe coming next week. I think he'd like to stay with you at the apartment-and I'm sure you'd like some companythere.† Over my unbreathing body, James thought. He'dforgotten all about Ash's threat to visit. But now wasn't the time to argue. He walked out feeling likea juggler with too many balls in the air. Back in his car he picked up the cellular phone,hesitated, then snapped it shut without turning it on. Calling wasn't any good. It was time to change hisstrategy. All right, then. No more half measures. A seriousoffensive-aimed where it would do the most good. He thought for a few minutes, then drove toMcDonnell Drive, parking just a few houses awayfrom where Poppy lived. And then he waited. He was prepared to sit there all night if necessary,but he didn't have to. Just around sunset the garage door opened and a white Volkswagen Jetta backedout. James saw a blond head in the driver's seat Hi, Phil. Nice to see you.When the Jetta pulled away, he followed it.

Psy250 Biological and Humanistic Approaches to Personality

Biological and Humanistic Approaches to Personality The stages of human development are influenced by biological and humanistic theories. Maslow's hierarchy of needs stresses the need for and individual to discover their own personality and gain self-control in their personal life. Abraham Maslow had a theory that an individual will desire more in life once they have accomplished the basic needs in life. Humanistic features of personality focus on freedom and self-fulfillment. Unlike Maslow, Hans Eysenck and other theorist proclaimed that personality comes from a biological approach that an individual’s behavior is influenced by genetics.The following will consist of a description of how Maslow’s hierarchy of needs influence personality formations, biological factors that influence the formation of personality, the examination of the relationship of biological factors by Maslow’s theory of personality, along with basic aspects of humanistic theories incompatible with biological descriptions of personality. Maslow's hierarchy of needs is a theory of human motivation based on biological, safety, love and belongingness, esteem, and self- actualization.Personality is influenced by ideas that create a foundation of an individual's life relations and peak experiences. An individual's experiences assist an individual to transform and discover the inner self. Peak experiences are familiar to individuals whom have matured and discovered their full potential. Maslow believed that individuals strive for self-actualization once they have satisfied their more basic needs. Maslow also characterized self-actualization as being the most superior out of all hierarchy needs.Each of Maslow's hierarchy of needs define the patterns of human motivations for an individual to survive. Each stage also defines the personality growth in humans as well as in animals. The simplest level of needs must mature before the individual will be motivated to achieve higher need s. Biological needs are the simplest and main requirements for human survival such as water, food, air, and shelter. Maslow's hierarchy of human needs is categorized in two groups D-motives and B-motives (Friedman & Schustack,  2012, pg304). Biological needs are the needs of the body that uphold homeostasis.Food, water, and air are requirements for individuals to survive and produce a steady foundation for growth. Safety needs are crucial in protecting self for growth. Individuals who are smart, tough, fast, consistent, and organized have recognized a defense of security for survival. Challenges associated with the external urges influence defense mechanisms such as repression, denial, displacement, reaction formation, regression, sublimation, projection, and rationalization. Each defense mechanism allows people to protect their ego.Therefore allowing them to avoid posttraumatic stress and continue to strive toward self-actualization. Love and belongingness reflects off safety. Hu mans need to feel a sense of belongingness and love. If love comes from a social group, religious group, classmates, coworkers, family members, and friends, individuals need to love and be loved by others. Without the features of love an individual may become an object to social anxiety and depression. The need for belonging can overcome the biological and security needs, depending on the power of peer pressure from other individuals.Humans have a self-esteem influenced by self-respect. Esteem shows importance and appreciation, which influences the accomplishments of receiving a great education, career, friends, and respect. Individuals with low esteem require respect and attention from others but on the other hand high esteem requires self-respect along with self-confidence. The maximum developed need detects to be at peace with oneself. Self-actualized individuals are independent, choose privacy, love, freedom, and avoid social stress (Friedman & Schustack,  2012 pg305).Biologic al factors such as chromosomes, hormones, and the brain all have a main influence on human behavior. Biological factors that influence personality can involve genetics, disease, drugs, and medical disorders. Personality can be affected by many factors. Psychologist considers personality traits as sensors inside the brain, controlling a limit of behaviors and attitudes (Nettle, 2008). Sensor settings characterize where an individual stands on a measurement for each personality trait.The Big Five traits characterize the strength of certain type of psychological reaction, which depends on certain neurobiological mechanism in the brain (Nettle, 2008). Genetics considers being an influence to personality. Genetics are the primary involvement of personality. Genes affect how an individual's body and brain matures and functions. Individuals who may suffer from loss of genes on a specific chromosome contribute to disorders that genetic factors strongly influence personality (Friedman, Schus tack 2012 pg147). Personality can be affected by disease in which traits may onnect with how individuals handle situations and the emotional results that situations at hand create. It is believed that genetics influence the simplest characteristics. Hormones and brain structure influence behavior but neither has an effect on personality traits. Genes do not have control over personality traits but on the other hand genes influences behavior. The nervous system contributes to notification of the surrounding and dangers of the environment but also emphasizes the notion of importance of appropriate behavior.Biological theories have a stronger impact on personality than humanistic theories may have. Health issues such as mental illness, cancer, high blood pressure, and depression also can have an effect on an individual's personality. The medications that are prescribed to an individual to treat health issues may also have an impact on the personality. Illegal drugs and the abuse of alc ohol can contribute to the changes of personalities that have been established but triggered by chemicals within the drugs and alcohol.The nervous system and the growth of the brain both contributes to biological factors that are influenced by the environment an individual places themselves in and not only by genes. Humanistic approach attempts to stress an individual’s inner personality and spirit. Humanistic approach also stresses the viewpoint of being human. In addition, the humanistic approach also proclaims that individuals focus on the ability of other human beings having an effect on their personality.According to (Friedman & Schustack,  2012 pg291) attending small groups such as human potential movements, which started in the over fifty years ago, with other individuals whom have established all their hierarchy needs in life may influence an individual to become more creative and establish a level of self-fulfillment. In the humanistic approach, the theory is an ef fort that stresses the values and an individual's self-worth. Life matures while individuals plan their lives and take actions for their responsibility.Each individual must learn to have self-control and perform discipline to obtain a healthy lifestyle. Obtaining a healthy lifestyle will contribute to an individual discovering their inner potential. Humanistic believes that spiritual growth and awareness grounds personality in the full appreciation of the everyday world (Friedman & Schustack,  2012 pg303). Humanistic theorists focus on each individual’s personality, appreciation of naturalness, and the value of life (Friedman & Schustack,  2012 pg304). Humanistic theories follow the belief that every individual has their life and is in control of their own free will.Humanistic approach also influences an individual's feelings rather than thought process. Biological theories follow the belief that genetics influence the control of personality. The basic concepts of humanis tic and biological theories are different similarities. Healthy people must take responsibility for themselves, regardless of the actions and therefore, negative actions do not contradict the value of the person. Biological theories focus on thought or reason rather than feelings for self-worth and value. Biological theorists believe that genetics have an influence on an individual's personality.This secondary affect controls how a person develops into adulthood. Biological standpoints also teach that intelligence and genes determine a person’s personality. For example, twins who have similar traits or personalities share the same genetic traits. Genetics can also have an effect on how an individual copes with their personality. A child's childhood environment plays an extremely high influence on the outcome of an individual's personality as well. Therefore, biologic theorists believe that personality traits are genetic therefore, unavoidable.Some theorists believe that a com bination of psychotherapy and drug therapy could correct poor personality traits, leading to a productive life. Humanistic therapists believe that a productive life is an accomplishment of completing each stage of Maslow's hierarchy of needs life. Poor personality traits are learned not inherited but can be changed if willing. References Friedman, H. S. & Schustack, M. W. (2012). Personality: Classic theories and modern research (5th ed. ). Boston: Pearson/Allyn & Bacon. Nettle, D. (2008). Embrace your personality New Scientist, 197(2642), 36-39.

7 Essential Elements to Consider When Writing an International Executive Resume

7 Essential Elements to Consider When Writing an International Executive Resume I had the privilege last Friday of listening to a webinar led by Tim Windhof, an international executive resume/CV writer. Tim explained many of the challenges U.S. and Canadian writers can face when writing these job search documents for an international audience, and how to address those challenges. To write this article, I also leaned on Sandra Ingemansen’s helpful articles posted on CareerDirectors.com on international CV writing. For simplicity’s sake, let’s say for the purposes of this article that â€Å"CV† is just a European term for â€Å"resume.† Don’t worry for now about the academic or scientific CV you might be familiar with in the United States, which might contain a long list of honors, publications, patents, etc. Where should I start when writing an international executive resume? Let’s start with some good news: The basic purpose of a resume or CV is the same everywhere – to sell yourself as a great candidate for the position by highlighting your talents and accomplishments. And the basic elements of an international executive resume are the same no matter where you are. You’ll always have an Experience section, most often in chronological order, and an Education section. Almost all resumes will begin with a Summary section, though as a caveat, I’ve seen many legal professionals who prefer to skip that section. In a multi-cultural world, you could live in one country and want to apply to positions in several others, or in global companies with an American presence. With all these combinations and permutations, you might be called to write a carefully considered â€Å"hybrid† resumes, and you might need an expert to advise you on the best approach. Here are 7 main points to consider if you are applying to a position in a country other than the United States and Canada: 1. Do your research! There is not one binding â€Å"international† resume standard. You can’t safely make any assumptions about what will be appropriate for any given country. For instance, in some countries, such as Germany, a photo, as well as personal details like marital status, number of children, country of citizenship, and birthday, are standard. These details might be included on a cover page. In other countries, including the UK, these personal details should be left out. In Germany there are some very specific requirements for submitting a job application that often comprise 20+ pages of material. And standards are changing rapidly! So make sure you’re up to date before you submit an application. Formats vary between countries, too, trending simpler, with more white space, in countries outside the U.S. The A4 page format is also generally accepted in most non-U.S. countries. CVs tend to be longer than 2 pages in other countries as well, so you don’t need to focus as hard on shortening your resume to 2 pages. In Europe, dates are usually listed down the left-hand column, a practice that is being moved away from in the United States. I repeat: Do your research! Find out what will be accepted, and respected, in the country where you want a job, and follow that standard. 2. C-A-R (Challenge – Action – Results) stories work no matter where you are in the world. But be careful how you write them. While bullets with stories of your executive accomplishments are desirable regardless of country, they should include less detail in other parts of the world than they do in the United States and Canada. This is in part due to confidentiality and non-disclosure regulations, and in part due to cultural differences. Be especially careful not to violate any regulations when sharing specific numbers (dollar amounts and other metrics) in a resume! Furthermore, on international resumes, â€Å"braggy† verbs like â€Å"Propelled,† â€Å"Championed,† and â€Å"Rocketed† work well in the U.S., but would likely be offensive to a reader in Asia or even some areas in Europe. In some countries, you might need to start bullets with nouns instead of verbs, which is also a way to avoid being â€Å"braggy† about your accomplishments. When writing an international executive resume, be sure to emphasize your cross-cultural skills as you share your accomplishments. You absolutely must demonstrate your multi-cultural fluency. 3. Written reference reports might be standard attachments. These reports are regularly provided in some countries and can be up to 2 pages per position. They might be requested to accompany a resume submission. Some of the details of your accomplishments might be covered in these documents, meaning you don’t have to write as much detail in your resume or CV. 4. Language specifics are important! In an international executive resume, it’s essential to be specific – and brutally honest – about your language skills. Are you fluent or proficient? Native speaker? Business or basic level? Written or spoken? Do you have a score on an internationally accepted language exam that you can share? Or, can you use one of the categories in the Common European Framework of References for Languages? Note: If you claim fluency, you will be asked to interview in that language. So don’t stretch the truth. 5. Education – make it universal. Be sure that whatever degree you obtained, you list it in a language equivalent that will be understood in the country you’re applying to work in. You don’t want to undersell or oversell the degree you obtained. Overseas, you will often be served by writing the full span of years in which you attended school, vs. listing only your graduation date. Furthermore, in Europe you will want to include the date of your high school diploma, as recruiters want to see the full timeline of your schooling and whether you took any breaks. 6. Hobbies might be fair game! Don’t be afraid to share hobbies if they are worth noting and good conversation starters. You could find unexpected interest or even commonality with your interviewer! Interests seem especially welcome in international resumes, though they can sometimes be a boon in a U.S. resume as well. I’m pretty sure I once got a job offer because I could recite Dr. Seuss’s â€Å"The Sneetches† from memory. 7. Citizenship and Immigration Status In an international executive resume, your country of citizenship and your ability to work in the country where you’re applying are essential to include on your resume. If you are an executive with a Blue Card, be sure to include that status up front and center. The most important lesson we can learn here (which I am repeating again) is the importance of doing your research! If you’re targeting a position outside of your home country, you need to conform to the proper standards in order to be taken seriously. As Sandra Ingemansen so aptly points out, â€Å"Taking notice of these subtleties lets employers know that if an applicant is the type of person willing to go above and beyond on a job search campaign, then so will she be on the job as well.† Want to look at sample international executive resumes? Check out Brenda Bernstein’s TORI Award Winning International Executive Resume and other TORI Award winning resumes.

Family Tree and Ancestors of Alfred Sharpton, Jr.

Family Tree and Ancestors of Alfred Sharpton, Jr. The Reverend Alfred Al Sharpton is a well-known civil rights activist and Pentacostal minister. He was preaching in his hometown of Brooklyn, New York, by the age of four, and in 1964, at the age of 10, he was ordained as a minister. His parents divorced the same year, after Alfred Sr. began an affair with Al Sharptons half-sister, Tina - his mother Adas daughter from a previous marriage. In 2007, Ancestry.com discovered that Al Sharptons paternal great-grandfather Coleman Sharpton was a slave once owned by a relative of the late segragationist South Carolina Senator Strom Thurmond. Tips for Reading This Family Tree First Generation: 1. Alfred Charles SHARPTON Jr. was born 3 October 1954 in Brooklyn, New York to Alfred Charles SHARPTON, Sr. and Ada RICHARDS. Rev. Al Sharpton married Kathy Jordan in 1983 and the couple has two daughters: Dominique and Ashley. Second Generation (Parents): 2. Alfred Charles SHARPTON Sr. was born about 1927 in Florida. 3. Ada RICHARDS was born about 1925 in Alabama. Alfred Charles SHARPTON Sr. and Ada RICHARDS were married and had the following children: i. Cheryl SHARPTON1 ii. Alfred Charles SHARPTON, Jr. Third Generation (Grandparents): 4. Coleman SHARPTON, Jr. was born 10 Jan 1884 in Florida according to his WWI Draft Registration Card and the SSDI, although this may be inaccurate, as he does not appear in the 1885 Florida State Census with the rest of his family. He died 25 April 1971 in Wabasso, Indian River County, Florida. 5. Mamie Belle JACKSON was born 25 Feb 1891 in Georgia and died 12 July 1983 in Jacksonville, Duval County, Florida. She is most likely the Mamie SHARPTON appearing in the 1910 Berrien County, Georgia Census, with husband C. Sharpton and son Casey JACKSON. Other SHARPTON siblings are also found in Berrien County in 1910. Coleman SHARPTON Jr. and Mamie Belle JACKSON married about 1910 and had the following children: i. Kate Kanovia SHARPTON b. 1 March 1912 and died 1 December 1979 in Florida. She married Louis Baker, Sr.ii. Remather SHARPTON b. abt. 1914 in Florida and died 1932 in Florida.iii. Jesse SHARPTON b. 23 June 1915 in Florida and died 8 Dec 1973 in Indian River County, Florida. He married Emma WARREN.iv. Charlie SHARPTON b. abt. 1917 in Floridav. Magnolia SHARPTON b. abt. 1918; married Chester YOUNG in 1934 vi. Nathaniel SHARPTON b. 3 May 1920 in Liberty County, Florida and d. 16 June 2004 in Brooklyn, New York. He was fully paralyzed in an accident on 9 September 1951.vii. Ladia Bell SHARPTON b. abt. 1922 viii. Elijah SHARPTON b. abt. 1923; married 1942 Jushita ROBINSONix. Elisha SHARPTON b. abt. 1923; married 1942 Inez COXx. Viola SHARPTON b. 24 Aug 1924 d. 24 Aug 2004xi. Essie Mae SHARPTON b. abt. 1926; married ? GREEN2. xii. Alfred Charles SHARPTONxiii. Leroy SHARPTON b. abt. 1929xiv. Raymond H. SHARPTON b. 24 May 1932 d. 23 Aug 1988 6. Emmett RICHARDS was born abt July 1900 in Henry County, Alabama and died 6 Nov 1954 in Henry County, Alabama. 7. Mattie D. CARTER was born 7 Mar 1903 in Alabama and died Dec 1971 in Eufaula, Barbour County, Alabama Emmett RICHARDS and Mattie CARTER were married abt. 1922 in Alabama and had the following children: i. Ree Dell RICHARDS b. abt. 19233. ii. Ada RICHARDS

Managment information system Research Paper Example | Topics and Well Written Essays - 3750 words

Managment information system - Research Paper Example However, it is possible for organizations to provide decision makers in management with raw data, which is automatically consolidated and processed. This data is given to them in a manner, which is understandable and easy to work on and these organizations are able to provide their decision makers with insightful information. These organizations utilize business intelligence processes and capabilities. This is a field of research, which is focused on the practical, in addition to, theoretical aspects, for organizations to achieve good information for them to make solid decisions. This research paper will seek to study this experience in, as well as how it helps organizations to shape data processes to get the correct information for quick and rational making of decisions. Objectives of the Research Study Find out what business intelligence is Find out the advantages that BI endows organizations with Find out the phases of implementation for business intelligence Find out the role of the Chief Information Officer in BI implementation Find out the best way to choose the tools of BI and the implementation partner Business Intelligence Business intelligence deals with the specific field of the processing and consolidation of data to retrieve information needed, for an organization, to make correct decisions. The main objective of this process is to give the correct knowledge, through various solutions, at the right time and to the right personnel (arizona.edu 1). In order to do this, it is essential have the correct mix of data collection methods, structures of data, data architectures, IT systems, and responsibilities to give meaningful information. When it comes to key performance indicators, or KPI, business intelligence has an impact that is proven. For instance, Return on Equity, or ROE, climbs to twice as high as it is in organizations that use tools for performance management widely as compared to organizations in the same industry that do not use them. In a ddition, over 60% of executive managers have said that using tools for performance management has a positive impact on the value for shareholders (arizona.edu 1). When most of the companies studied are assessing their business intelligence capabilities, they consider four levels. The first level is reporting, which is a core functionality of tools used in business intelligence, especially since its objective has to do with the creation of standard and recurrent reports in a manner that is user friendly, effective, and efficient (arizona.edu 1). By nature, reports are static and predefined and are generated through an end user request or periodic refreshing via automatic schedulers that can be uploaded on servers in the intranet or shared drives that are accessible to corporate users. The department’s key functionality, therefore, is reduced to consolidation and aggregation of data in an ideally automated and repetitive approach from sources of data that are trusted. The secon d level for the organizations is dashboards, which contain aggregated and high level strategic organizational data that is also inclusive of consolidated performance indicators and comparable presentations (arizona.edu 1). They are inclusive of interactive and static reports with the data being translated into illustrations, gauges, charts, and graphics to make communication simpler with regards to complex topics. The dashboards allow for primary interactions and