How to Get a Job Essay Example | Topics and Well Written Essays - 2500 words

How to Get a Job - Essay Example The essay "How to Get a Job" analyzes how a fresh graduate can get the right job in a competitive job market environment. First of all, the applicant should write a resume. The graduate should first have the kind of job they want and then design headings that are in line with this job. An example lies with someone seeking an accountancy job. This graduate in accounting should develop headings for their work that is in line with the accounting profession for example to have words like Record Keeping, Computer Skills and much more. The main aim of upholding clarity and relevance with headings is to ensure that they are eye catching and give overview information of the applicant. In an actual sense, a resume is supposed to give overview information within five seconds as the consideration here is that many resumes are under scrutiny and at this point it is the appeal that is important to the one selecting. After this, the resume should now be written in details. Of importance to note in this area is the inclusion of any relevant experience that one has. If there are areas where one was involved in teamwork or demanding tasks it is important to include them clearly with the dates of each accomplishment or task. Therefore, the main idea here is to be coherent and that the events that have happened in one's life to be chronologically inserted for clarity and easy follow-up of information. In the case of a cover letter, it is important to consider a number of issues that can make the whole process a success or failure.

Business Strategy Able Corporation Essay Example | Topics and Well Written Essays - 1000 words

Business Strategy Able Corporation - Essay Example To avoid this situation, it is important to take into account operational and measurable factors and data for various attributes. "A vision statement pushes the association toward some future goal or achievement, while a mission statement guides current, critical, strategic decision making" (Drohan, 1999 cited Cardani n.d.). At first, it is important to identify the target audience of the company and analyze whom the mission statement is addressed to. The mission statement is based on goals and performance of the company and answers the question: "Why do we exist" (Hamel, Prahalad 1996). The information needed for the mission statement includes current and future goals, purpose and main priorities of Able Corporation. This information can be found in financial documents of the company and its advertising slogans, strategic plans and corporate objectives of Able Corporation. It is known that Able Corporation operates on the electronic market proposing customers a wide range of portabl e electric power tools of professional and consumer quality. Also, it manufactures some products for the cordless business segment being an innovator in this market segment. Establishing a value creation agenda is paramount to meeting the challenges of today's competition. Organizations like Able Corporation must examine their value added in the services they provide, develop a capability to rapidly create and deploy product service offerings as customers' requirements evolve, realign the organization in order to make customer relationship management a core competency and establish a network of partners that provides a broad range of product offerings. Able Corporation must re-examine the value it add to products and determine what the primary added value is, if it will remain valuable over time and if it is perceived by customers as a clear differentiation in the market. When formulating a strategy to derive a value proposition, organizations should consider the following factors: technology will continue to alter consumer interaction, brand identity must be distinct and identifiable, mature markets are often areas of great change, major changes in the market create many new opportunities, etc (Frame, 2003). The main elements that might be contained in Able's value proposition should be the customer segment and the core differentiation of its products from competitors. Customers are the main driven force in this market, so it is crucial to take into account their needs and expectations. Simply reshuffling the existing organization provides little value as a beginning stage to reshaping the culture and attitudes towards a customer-focused orientation. Establishing a value creation agenda is vital to meeting the challenges of today's competition. Abel Corporation must examine its products and develop a capability to rapidly create and deploy product offerings as customers' requirements evolve, realign the organization in order to make customer relationship management a core competency and establish a network of partners that provides a broad range of offerings. The value proposition of the value network lies in the organization's ability to collect resources to fulfill a process and/or opp ortunities that may or may not be delimited by time. The main principles of strategic development will be innovations,

Patient Case Study of Knee Injury

Patient Case Study of Knee Injury Short case description: 25 years old, female injured her right knee during basketball game. She left playing, required little assistance to get her car. PCP evaluated her, gave her non-steroidal anti-inflammatory with P.T referral. Brief summary of patient history: injury occurred when she planted her right leg and rotated to the right to evade a defender. She denied hearing a pop, she reported immediate pain was 8 out of 10 on a visual analog scale. Her current pain level is 5 out of 10. Patient came 2 days after injury, with knee swelling and locking. . Patient pain and mechanism of injury are consistent with a meniscus injury. Examination: Key Examination elements ICF category assessing Finding Pain Body structure function 5/10 with non-steroidal medication Effusion Body structure function Present (first grade) Active knee flexion Body structure function 10-110 Active knee extension Body structure function 0-10 Passive knee flexion Body structure function 10-120 Passive knee extension Body structure function 0-5 Manual Muscle test for knee flexion Body structure function 4/5 Manual Muscle test for knee extension Body structure function 3+/5 McMurrays test Health condition Positive with palpable click Joint line tenderness test Body structure function Positive with reproduction of pain on medial tibiofemoral joint Apleys compression test Health condition Positive with reproduction of pain consistent with medial meniscal injury Ambulation Activity limitation Assistive tool (single cane) Limping, antalgic gait squatting Activity limitation Quite a bit difficult Walking a mile Activity limitation Extreme difficulty Going up or down   10 stairs Activity limitation Quite a bit difficulty Standing one hour Activity limitation Extreme difficulty Running over even ground Activity limitation Extreme difficulty Ability to kook at home kitchen participation-involvement Quite a bit difficulty Ability to attend social meetings participation-involvement Quite a bit difficulty Usual sports activity participation-involvement Extreme difficulty Assessment/evaluation: 25 Y/O female had right medial meniscus sprain with positive special Tests, pain, effusion, weakness, limited knee range of movement of flexion and extension and limited activities of daily living with inability to participate in usual sports activities. Interventions: physical therapy treatment include: Modalities to reduce pain (whirlpool, electric stimulation, and cryotherapy). Modalities to reduce knee effusion (whirlpool, taping, pulsed ultra sound, and static quadriceps drill exercise). Intervention to restore range of motion deficits: therapeutic exercise progression, joint mobilization/ manual therapy. Therapeutic exercise to restore muscular strength and aerobic fitness. Functional strengthening exercise to return to previous level of function and participate in usual sports routine. Outcomes: After 7 weeks of rehabilitation patient get improved with following outcomes: Outcome ICF category Changes at D/C Pain Body structure function 2/10 with strenuous activity Effusion Body structure function Absent Active knee flexion Body structure function 0-140 Active knee extension Body structure function 0 Passive knee flexion Body structure function 0-140 Passive knee extension Body structure function 0 Manual Muscle test for knee extension/ flexion Body structure function 5/5 McMurrays test Health condition , disease, injury negative Joint line tenderness test Body structure function negative Apleys compression test Health condition , disease, injury negative Ambulation Activity limitation Normal gait without cane squatting Activity limitation No difficulty Walking a mile Activity limitation No difficulty Going up or down   10 stairs Activity limitation No difficulty Standing one hour Activity limitation No difficulty Running over even ground Activity limitation No difficulty Usual sports activity participation-involvement No difficulty Ability to attend social meetings participation-involvement Participating with no difficulty Ability to kook at home kitchen participation-involvement Participating with no difficulty LEFS SCALE activity Changes at D/C 20 points improvement to be 76/80 After 7 weeks of successful rehabilitation, patient was able to participate in routine sports activities and her daily living with no need to more medical or physical therapy assistance.

My Philosophy of Education Essay -- essays papers

My Philosophy of Education A philosophy of education is very important in the teaching profession. All teachers have their own unique philosophies. My personal philosophy of education contains many different aspects. For instance, in my opinion all teachers are valuable. The younger the teacher the more current the knowledge, the older the teacher the better the wisdom. Determining a personal philosophy of education is a very important part in becoming a teacher. One day, I hope to be able to utilize my philosophy. My philosophy of education begins with my ideal classroom. Inside my classroom, I would like the children to feel comfortable with themselves, their peers, and myself. An ideal classroom for any teacher and myself is a classroom large in size. I would utilize a large classroom by putting one or two long tables towards the back of the classroom, for various special projects, group work, story time, sharing time, etc. All of the students desks in the classroom will form a huge semi-circle with enough room between each desk, so each student has their individual space. I will let my student choose where they want my desk to be in the classroom. The walls in the classroom will be decorated with the student’s drawings and what they would like on the walls, if allowed by school codes. In my opinion a room like this creates conversation, individuality, gives the students a sense of freedom, make the student feel like it is their class, as well as helping to gai...

Recruiting in the High Schools Essay

You see them everywhere dressed up head to toe in camouflage and shiny boots, with the image of a super hero. With the recent conflicts in the Middle East, parents across America have protested the military being inside of our children’s schools auctioning off a better life. Let’s face it, who can give a better life to you than your mother? In 2002 the government made a flagship program designed to help underprivileged kids called the â€Å"No Child Left Behind Act†. â€Å"Since 2002 the â€Å"No Child Left Behind Act† has meant that US schools which receive government money must allow the military in to talk to students† (Act of Congress). So this poses a huge problem for the parents that are trying to fight to get the military out of the schools and to put a ban on recruiting from within the confines. The military shouldn’t be able to recruit in high schools for many reasons. The most important reasons why the military shouldn’t recruit inside of high schools is because the mind of a high school student isn’t developed enough to make the right decisions to join; the military gives false hope to kids of financial freedom, and the possibility of death isn’t realistically depicted by the recruiters to the high school students. Why are we recruiting in high schools instead of on college campuses? There could be a lot of reasons behind it, but first and foremost is that seventeen year olds aren’t ready to join. The mind of a seventeen year old isn’t fully developed until their in their twenties. So the judgment of a right and a wrong decision isn’t mindfully thought through. Yes, a seventeen year old only needs a high school diploma and parental consent but, how can they think they are ready for war when they can’t even drink alcohol or vote for their commander and chief? In high schools there are cliques and like any kid they want to be in these so called cliques. Robert Ayers discusses in his book how kids are looking for a clique or group to belong to, â€Å"High school kids are at an age when being a member of an identifiable group with a grand mission and a shared spirit — and never underestimate a distinctive uniform — is of exaggerated importance, something gang recruiters in big cities also note with interest and exploit with skill† (William Ayers). Ayers is depicting to us how easy it is to manipulate, and convince a young mind, seventeen years old, just wants to be part of a group with an image no matter what group it is. All someone has to do is depict an image of greatness and the young people are sold. The fact and bottom line is that our kids look up to a glorified image that the military and their commercials depict from a young age and they shouldn’t be capitalized on nor taken advantage of due to this overwhelming lopsided image. The military is currently under quota of manpower that they need to run a successful defense, so turning to seventeen year olds without the knowledge of military recruiting tactics is the logical and more efficient way to get people to join our depleted military. But this is not a reason to prey on sixteen and seventeen year olds who aren’t even old enough to vote nor drive, but they can make life and death decisions to join the military. But having the undeveloped brain, like we all went through, as they do they are not old enough to cypher through the presentations that the recruiter gives in order to make a valid and rational decision. Why do you see more recruiters in poverty stricken areas contrast to those in areas of good or well financial being? This is because the military is unethically targeting the vulnerable kids in our school system. Recruiters unethically target low income kids while promising them financial aid for school after these students serve in the military. Some of the students are promised is school fully paid for via the â€Å"Post 9/11 bill† and the â€Å"GI Bill†. But if you go www. va. gov website you will see the underlying criteria to actually get 100 percent free tuition. The Veteran Affairs website referenced these criteria’s; Active duty status, months and years served, months retired and a plethora of underlying circumstances. Getting high school students seem to be the plan for high school students, â€Å"The U. S. military’s practice of targeting low-income youth and students of color for recruitment, in combination with exaggerated promises of financial rewards for enlistment, undermines the voluntariness of their enlistment† (Soldiers of Misfortune). So why does the military seem to recruit people of color? Well according to www. census. gov the website tells us a lot about Caucasian children eighteen and under below the poverty line was seventeen percent and the children of the minority races were thirty five percent and higher. So this is actually the ideal place for a recruiter to so called â€Å"fill their quota†. Going back to the argument of recruiters promising false financing of school, this could be an advantage for the recruiters. Promising people who don’t have anything something is unethical and misleading. This is mostly unethical because the recruiters that are usually E-4 to E-6 have no pull to get you in different schooling programs nor give you the position that you could want, in terms of career and financing. â€Å"Many possible recruits are promised that they will receive tens of thousands of dollars in education when, in actuality, 57 percent of veterans who have applied for Government Issue (GI) benefits have not received any financial aid, according to the non-profit organization Finding Alternatives to Military Enlistment† (FAME). Promising financial benefits to kids that less than the majority of the military veterans receive is morally and ethically wrong. Also, the recruiters don’t tell you that in some circumstance you can’t attend school while in an â€Å"Active Duty Status†. Reason being is that you could get deployed and be called off to duty at any time and then the government would have to reimburse the institution for the incomplete credits. The recruiters also don’t tell recruits that if you are a reservist you are not eligible for the GI Bill, being in the reserve status it will be impossible to accumulate four years’ worth of active duty. The military also made it so that this could never be reached, it’s like a safe guard they have in place. The U. S. government also targets disadvantaged communities and areas. The philosophy of recruiters seem to be â€Å" The more in poverty a student is, the more likely they will look for a way out and join the ranks†. When the recruiters target these areas their showing that the more fortunate kids lives are more valuable and worth sparing more than others. It just isn’t right to exploit children from these backgrounds and hold their lives to a lesser status than other backgrounds. Why isn’t war realistically depicted to recruits before they join? Because, it’s nothing like what you see on the video games like â€Å"Call of Duty† or movies like â€Å"The Expendables or The ‘A’ Team†, when people shoot a plethora of bullets at you someone or something gets hit. â€Å"War is catastrophic for human beings, and, indeed, for the continuation of life on Earth. With over 120 military bases around the globe and the second largest military force ever assembled, the U. S.  government is engaged in a constant state of war, and American society is necessarily distorted and disfigured around the aims of war† (William Ayers). A good statistic that should be shared while a recruit is debating whether or not to join the military is, â€Å"During the last decade of that spectacular century, two million children were killed, 20 million displaced, six million disabled† (William Ayers). Now this is a statistic that should get shared with recruits along with the good statistics that are put in there to glorify military service. Another good fact that recruits probably don’t know about â€Å"108 million people were slaughtered in wars during the 20th century† (William Ayers). Now the recruiters should tell the recruits to put this into perspective. 108 million people like you and me were killed within 100 years due to war and military conflict. The kids in high school need to understand that those were kids their age and younger, on some continents that were getting killed over things not fully understood. Then when your contract is up and you are honorably discharged from your branch of service people are still left with images of war and relive it every day. â€Å"Vets suffer long-term health consequences including greater risk of depression, alcoholism, drug addiction, sleep disorders, and more. About one-third of Vietnam vets suffered full-blown post-traumatic stress disorder. Another 22% suffered partial post-traumatic stress disorder. This is the nature of the beast. Anyone who’s been there knows† (William Ayers). If kids the age of 18 and lower are allowed to see and experience these things, then when their brains are fully developed they will be brain washed and war could be instilled in them with no turning back. This could also be that kid’s brains are not fully developed so they don’t have a clear concept of death. Recruiting in the high schools is ethically wrong due to the lack of the recruits’ brain development to cypher through and make a decision based on facts instead of the image the recruiters portray of the military. Also, the recruiters promise tens of thousands of dollars to these kids when that is a very farfetched truth. The recruiters need to tell them what you actually have to do to earn and qualify for that money so it can actually be yours’. Military recruiters also don’t depict a clear picture of war and all that is lost during it. People’s sanity, lives and total way of living are altered forever. Recruiting in high schools should be closely monitored in schools if not done away with all together. Kids eighteen and younger just don’t have a grasp on what’s reality and what’s fabricated. Works Cited Ayers, William. â€Å"Hearts and Minds: Military Recruitment and the High School Battlefield. † Www. democraticdialogue. com. N. p. , 07 Apr. 2006. Web. Cave, Damien. â€Å"Growing Problem for Military Recruiters: Parents. † Editorial. New York Times [New York] 3 June 2005: B6. Www. newyorktimes. com. Web. â€Å"Census Bureau Homepage. † Census Bureau Homepage. N. p. , n. d. Web. 02 Nov. 2012. . â€Å"FAME Time Series. † FAME Time Series. N. p. , n. d. Web. 02 Nov. 2012. . Www. gibill. va. gov. N. p. , n. d. Web.

Movie Analysis Paper on The Joy Luck Club

The movie I selected is â€Å"The Joy Luck Club† that illustrates the gap and the misunderstanding between foreign-born mothers from China and their American-born daughters who are ignorant of their culture, life, morals, and ways. Jing-mei, the main character in the film, has taken her mother, Suyuan’s place playing mahjong in a weekly gathering that her deceased mother had organized in China and revived in San Francisco- The Joy Luck Club. The club’s other members- auntie Lindo, Ying-ying, and An-mei are three of her mother’s oldest friends and fellow immigrants.The movie, which was filmed after the success of the book by Amy Tan, alternates viewpoints from each set of mother-daughter’s story, in which each recalls the relationship with their own mothers. Following that, the daughters- Waverly, Jing-mei, Lena, and Rose, relate their recollections of their childhood relationships with their mothers. As they grow up, they narrate the troubles in the ir marriages and careers. The daughters’ search for solutions inevitably brings them back to their relationships with the older generation.Once I went over the movie list on the guideline, I instantly knew that I was going to choose this movie as the name popped up. The Joy Luck Club has always been one of my favorite books in my teenage years. I was first introduced to the book version by my English tutor in 7th grade, and found it fascinating as it reflects the similarity the movie has between my family and myself. My family emigrated from Taiwan to the U. S. when I was 9-years-old, so that partly made me an Asian American who can speak a decent amount of Chinese.Grewing up, I was aware of the clash between the two opposing cultures of the East and West as I interacted with friends from the American culture and parents from the Chinese culture. As I read the book, I can strongly relate the stories to my own personal experiences, like acting as â€Å"obedient daughter† by playing the piano to make mother proud, and mothers comparing each of their child to others. The book encouraged me to reflect back to my relationship with my own mother, and challenged me to think about my own identity as a 1.5-generation Asian American.The first time I watched the movie was after I finished reading the book in 7th grade. At that time, nothing really hit me much, that may be partly because I was not emotionally mature enough to have had enough experience to relate to the stories. So instead, I was just focusing on how the plots in the movie were different from that in the book, what scenes were left out in the movie that were included in the book, how each character’s look is compared to my own imagination†¦etc.But as I watched it a second time in the past few days, the feelings just progressed so strongly that it turned out irresistible to refrain from tears, especially during the last scene as Jing-mei reunited with her long lost Chinese half-sis ters as she returned back to China. I guess, as I am now a young adult now, I can more maturely attach the emotional feelings of the daughters to my own feelings as an Asian American. I now try to treasure the time I get to spend with my mom, and respect, appreciate the every little thing she did for me while I was growing up.Throughout the movie, there were several scenes perpetuating prejudice and discrimination. Gender role is a big problem that can be easily identified. For example, in China, Lindo was forced to live almost as a servant to her mother-in-law and husband, conforming to idealized roles of feminine submission and duty. Another example is that An-mei’s mother being raped by her father, that she must marry him to preserve her honor; whereas he, as a man, may marry any number of concubines without being judged harshly.In America, the daughters also encountered the problem of sexism as they grew up. Rose’s passivity with Ted is based on the stereotypical g ender roles of a proactive, heroic male and a submissive, victimized female. Lena’s agreement to serve as a mere associate in the architecture firm that she helped her husband to found, as well as her agreement to make only one seventh of his salary, may also be based on sexist ideals that she has absorbed. After watching the movie, I became more aware of the inferior role women play in both Chinese and American culture.Men were undoubtedly in a dominant position socially, economically, and sexually. Discrimination against ethnicity can also be seen in the Chinese in-group from the daughters’ behaviors. Even though the daughters were genetically Chinese and have been raised in Chinese households, they also identified with and felt at home in modern American culture. Waverly, Rose, and Lena all had white boyfriends and husbands, yet they regarded their mothers’ customs and tastes as old-fashioned and ridiculous.They have also spent most of their childhood escapin g their Chinese identity- Lena would walk around the neighborhood with her eyes opened to the widest to make them look European. Jing-mei denied having any internal Chinese aspects and insisted her Chinese identity was limited only to her external features. Waverly would have joyfully clapped her hands if her mother had told her she did not look Chinese. The examples mentioned above depict some of the prejudice the daughters’ formed against their own Chinese ethnicity.Not only does prejudice comes from the in-group, it comes from the out-groups as well. The most conspicuous example is when Rose’s mother-in-law pulled Rose aside and tried to convince her that Ted was going to work for a big firm, that other people are not as â€Å"understandable† as them, at the same time indirectly asking her to leave Ted because she was not â€Å"White†. Another example is when Waverly introduced Rich into the family and brought him home for dinner.Lindo’s condesc ending gaze at Rich when he did not understand the Chinese tradition of eating and criticized her cooking made her being more despiteful of the â€Å"Caucasian† Rich. The last example I picked up on is at the very beginning, when Jing-mei was playing mahjong with the three aunties, and auntie Lindo commented on Jing-mei having known to play Jewish mahjong and not familiar with Chinese mahjong. She disdainfully expressed that the two types are entirely different, that Jewish mahjong has no strategy while Chinese mahjong is very tricky.Although just of a subtle hint, I translated it as auntie Lindo’s prejudice towards the Jews. Alongside from the prejudice and the discriminations, I found several of the old Chinese traditional stereotypes in the movie to be fascinating for me to relate to. The scenes where Jing-mei’s mother was escaping the Japanese war in China with the twin babies made me think back to my grandparents escaping the Communist armies with my baby u ncle and aunt and fleeing to Taiwan by a boat.The scenes where auntie Lindo and Jing-mei’s mother was sitting at Jing-mei’s piano recital comparing the accomplishments of their daughters made me relate back to when my mom was constantly telling me the kids in the neighborhood passing the piano exam with higher levels than me, or that my friends scoring a very good score on the SAT, etc. Elements from the Chinese belief system- the twelve animal zodiac, the five elements, reappeared in the aunties’ explanations of their personalities in which I used to talk about to compare personalities with friends.One last stereotypical resemblance I noticed is the mothers’ sacrifices of love. Many of the mothers make great sacrifices for their children and parents. An-mei’s mother sliced off a piece of her own flesh to put in her mother’s soup, superstitiously hoping to cure her through her obedience. Later, she committed suicide in order to protect An-me i’s future status in Wu-Tsing’s household since she knew he was afraid of ghosts. Jing-mei’s mother also took an extra job cleaning the house in order to earn Jing-mei the opportunity to practice piano.These examples make me think back to my own mother, who decided to let our whole family immigrate to the U. S. in order to avoid my health problem with tympanitis (inflammation of the eardrum) that I caught for a long time since childhood. To sum it up, The Joy Luck Club is a wonderful movie to watch that explores the conflicts between the two Chinese generations in two different cultures through storytelling and viewpoints. One can definitely learn much about gender role and prejudice through watching this movie by presenting two very different cultures while learning to appreciate the difference.