Age of Imperialism Free Essays

Imperialism (1850~1914) * Imperial refers to * Empire * Royalty * Extending powers * Age of Imperialism  (http://www. smplanet. com/teaching/imperialism/#SAW1) * Main Events * 1823 –  Monroe Doctrine reflected special U. We will write a custom essay sample on Age of Imperialism or any similar topic only for you Order Now S. interest in Americas * 1850 –  European trading with Africa becomes well established * 1852 –  Napoleon III (Louis Napoleon) proclaimed himself emperor of France * 1869  Ã¢â‚¬â€œÃ‚  Suez Canal opens (Egypt) 1871  Ã¢â‚¬â€œÃ‚  Bismark completed unification of German Empire * 1884~1885  Ã¢â‚¬â€œÃ‚  Berlin Congress sets rules for African colonization * 1898 * United States acquired Philippines, annexed Hawaii * United States won Spanish-American War * 1899  Boer War began in South Africa * 1910 –  Mexican Revolution began * 1914 * Most of Africa is under European control * World War I began * 1918  World War I ended Industrialism  Imperialism  Nationalism Industrialism * Profit maximization England – Factory system * Resources from colonies * Mass production goods = sell export to the colonies * Profit maximization * Industrialization stirred ambitions in many European countries * Competed new markets for own goods * Saw Africa as a so urce for materials and a market * Colonial power seized lots of areas in Africa during the 19th and 20th centuries * Imperialism * Colonization * World market * England as the world power in the 1820s. * Power – World standing â€Å"the sun never sets on the England Empire† * Usually through military might and sometimes economics * Seizure of a territory by a stronger country * * Throughout out most Africa, stronger countries dominated in many areas * * Europeans ignored the claims of African ethnic groups, kingdoms, and city-states * * African nations continue to fell the effects of the colonial presence more than 100 years later * Europeans established colonies. * 1823  Monroe Doctrine A reaction to the independence Latin America+ Mexico+Central America    * * After 1823, only Bolivia is still under spanish control * It warned European nations that continuing to be in the Americas is going to be seen as an act of aggression    * Claimed to help the Latin Americ as, but it actually restrained and threatened them to follow rules from the United States * The United States  had the right to intervene problems in the western hemisphere * White Man’s Burden * Nationalism and social Darwinism Racist patronizing that preached that â€Å"superior† Westerners had an obligation to bring their culture to â€Å"uncivilized† people in other pars of the world   * Germany and Russia especially used imperialistic drives to divert popular attention from the class struggle at home and to create a false sense of national unity. Causes of Imperialism * Nationalism * British colonized Canada, Australia, New Zealand, Ireland * Colonists wanted their freedom (1800s) * To gain power, European nations compete for colonies and trade * European Migration Between 1815 and 1932 more than 60 million people left Europe * Migrants went primarily to European inhabited areas * North and South America * Australia * New Zealand * Siberia * European mi gration provided further impetus for Western expansion (Westernization) * More were poor from rural areas, though seldom from the poorest classes (due to oppressive land policies) * Economic Competition * Search for new markets and raw materials * Missionary works * more successful in African and Asian areas Europeans believe they must spread their Christian teachings to the world * New military and naval bases to protect one’s interests against other European powers * British concerned by French and German land grabs in 1880s * might seal off their empires with high tariffs and restrictions * future economic opportunities might be lost * Increases tensions between the â€Å"haves† (British Empire) and the â€Å"have nots† (Germany Italy) who came in latte to the Imperialist * Dr. David Livingston 1st white man to do humanitarian and religious work in south and central Africa Old New Imperialism * Europe’s influence continued to expand in the 19th centu ry, and for all the same old reasons * European imperialism became global in nature, with Britain the world leader (â€Å"The sun never sets on the British Empire†) * Contradictory: Many European nations explored nationalism, liberalism†¦Ã‚   * Old Imperialism * 15th ~ 16th century * Didn’t penetrate into Africa or Asia * No substantial influences on lives of people European powers did not usually acquire territory except for Spain in Americas and Portugal in Brazil, but rather built a series of trading stations * Respected and frequently cooperated with local rulers in India, china, Japan, Indonesia, another areas where trade flourished between locals and european coastal trading centers * New Imperialism * A policy in which one country seeks to extend its authority by conquering other countries or by establishing economic and political dominance over other countries. European nations conquers with armies * New military and naval bases to protect their interest * Raising taxes to restrain land grab * 18th ~ 19th century * Influences over economic, political and socials lives of people * People were used to benefit the European   economies * Forms of Imperialism * Colony * A country or territory governed internally by a foreign power * Protectorate * A country of territory with its own internal government but under the control of an outside power * Sphere of Influence An area in which an outside power claims exclusive investment or trading privileges * Economic Imperialism * An independent but less-developed country controlled by private business interest tauter than other governments   Imperial Management Methods * Indirect Control * Local government officials used * Limited self-rule * Develop future leaders * Government institutions are based on European styles but may have local rules * Direct Control * Foreign officials brought in to rule * No self-rule Paternalism – Europeans governed people in a parietal way by providing fo r their needs but not giving them rights * Assimilation – based on the idea that in time, the local populations would adopt French culture and become like the French * Government institutions are based only on European style * Legacy of Colonial Rule * Positive * Colonization * Europeans control lands and people in areas of Africa, Asia, and Latin America * Reduced local warfare (variety in ethnic groups) * Humanitarians provided schools and hospitals (better living conditions) * Colonial Economics Europeans control trade in the colonies and set up dependent cash-crop economies * African products came to be valued on international market * Christianization * Christianity spreads to Africa, India and Asia * Negative * Africa lost its independence and its land * Contempt for the traditional culture and admiration of European life undermined stable societies and caused identity problems for Africans * Division of African continent * created problems that plagued African colonies during European occupation Africa 1880  Europeans controlled 10% of Africa (mainly on the coast) * Scramble for African Territory because of the discoveries of diamonds in South Africa * By 1914  Europeans controlled all Africa  except Liberia and Ethiopia * late 1860s  Ã¢â‚¬â€œ Congo Sparks Interest * David Livingstone traveled with a group of Africans to central Africa to promote Christianity * 1871  Henry Stanley  found Livingston (whom westerners thought to be dead) * his newspaper reports created European interest in Africa * Stanley sought aid of king of Belgium to dominate the Congo region. 1879 ~ 1882  Ã‚  Stanley signed treaties with local chief of the Congo River Valley * Gave King Leopold II of Belgium the control of these lands * He claimed that his motive in establishing colony was to abolish the slavery and promote Christianity * But he exploited Africans brutally (collect sap from rubber plants) * At least 10 million Congolese died due to his abuses * 1 908  Belgian Government took over power of the colony * Belgian Congo (80 times larger than Belgium) This action alarmed France * Soon Britain, Germany, Italy, Portugal and Spain claimed parts of Africa * Berlin Conference * 1884~1885 * 14 European Nations established the â€Å"rules† for conquest of Africa * PAPER PARTITION * Sponsored by Bismarck Jules Ferry * Sought to precent conflict over imperialism * Coincided with German’s rise as an imperial power * Agreed to stop slavery and slave trade in Africa * No African rulers were invited to attend these meetings * Factors promoting Imperialism in Africa European technical superiority * 1884  Maxim Gun (world’s 1st auto machine gun) * Invention of steam-boat, made it easy to travel (for Europeans) * Susceptible to malaria (disease carries by dense swarms of mosquitoes in Africa’s interior * 1829  perfection of drug protected Europeans from malaria * Various languages and cultures in Africa * Discou raged the unity in Africa * Africans, Dutch and British  Clashed over South Africa for resources and lands * Zulus British * 1816  Shaka, a Zulu chief created a large centralized state by isciplined warriors and good military organization * 1879  Zulu king Cetshwayo refused to dismiss the Zulu army * Not accepting British Rules * British invaded Zulu nation * July 1879  Battle of Ulundi * The Zulus lost the Battle and their Kingdom * 1887  Under British control * Boers British in Cape * 1st Europeans settle in South Africa were the Dutch * 1625  Dutch came to the Cape of Good Hope * established way station for sailing between Dutch East Indies and the Netherlands * Those Dutch settlers were known as the  Boers 1880s  British took over the Cape Colony PERMANENTLY   * Boers clashed over British policy (land slaves) * 1830s  Great Trek * Boers moved to North in order to escape the British African Colonization Independence * 1884  Western leaders met to divide Africa into colonial holdings * 1914  nearly all of Africa is under European controls * European imperial powers set national borders in Afirca without regard for local ethnic or political divisions 1898 Fashoda Incident * France Britain nearly went to war over Sudan France backed down in the face of the Dreyfus Affair * Wanted to connect Cape to Cairo by railroads 1899 ~ 1902 The Boer War (South Africa War) * Boers blamed British bringing the â€Å"outsiders† into Africa (for minerals†¦ diamonds and gold) * 1st modern â€Å"total† war * British countered by burning Boer lands and imprisoning women and children * Black South Africans were involved in the war * British won * 1910  Boer republics joined Union of South Africa, which was controlled by the British * Cecil Rhodes * Prime Minister of Cape Colony Principal sponsor of the Cape-to-Cairo (British wanted to control over the continent) * Rhodes wanted to extend his influence there after the diamonds and g old were discovered in the Transvaal but rein controlled by Boers (Dutch settlers) * Kruger Telegram (1902) * Kaiser Wilhelm II (starter of WWI) * Congratulated Boers on defeating British invaders without need of German assistance * Anger swept through Britain and targeted at Germany Asia 1898 Spanish-American War * Mid-1890s  Ã¢â‚¬â€œ the United States had developed substantial business holdings in Cuba. It had an economic stake in the fate of the country. * Objected to the Spanish brutality. * Helped Cuban war for independence. * Lasted about four months. * U. S. forces launched their first attack not on Cuba but on the Philippine Islands   * Unprepared for a war on two fronts, the Spanish military quickly collapsed. * U. S. defeated Spain (took Philippines, Guam, Hawaii Cuba) * 1901  Ã¢â‚¬â€œ Cuba became an independent nation * BUT United States installed a military government and continued to exert control over Cuban affairs. -; caused tensions * American had become the d ominate imperial power in Latin America 1898 ~ 1901 Boxer Rebellion * Anti-foreign pro to nationalist movement by the Righteous Harmony in China * Took place against a background of serious drought and economic disruption in response to foreign influence * Opposing Imperialism and Christianity from the foreigners * June 20th  A German minister stationed in China (Klemens Freiferr von Kettler) represented various countries’ going zongli yamen and demanded protection, is ambushed by the clear soldier on the way * Led to war 904 ~ 1905 Russo-Japanese War * Sino-Japanese War * Japanese Victory, China lost Manchuria * 1903  They had a war over Manchuria * Japan claimed they will recognize the right of Russian in Manchuria if Russian stayed out of Korea. Russian refused * Japan launched a surprise attaching on Russian ships at Manchuria, which this action resulted in Russo-Japanese War How to cite Age of Imperialism, Papers

Our staging of Blood Brothers Essay Example For Students

Our staging of Blood Brothers Essay As the narrator my outfit is primarily black because the narrator is a constant reminder of what is to come in the play and so by wearing only black I reinforce the message of doom, by wearing all black I also dont give anything away about my character and so he remains a rather enigmatic person throughout the play. We know why he is there but we dont know who he is or where hes from. I wear black, straight cut trousers with a white shirt and a fitted black blazer. I also wear a top hat which I use to show my change between characters, when Im the narrator I wear it but when Im another character I carry it or place it on the floor. By doing this the audience receives a very clear signal that Im no longer the narrator, Due to unforeseen circumstances we were not able to have lighting however we had planned what light we would have had, we would have begun with a white light centre stage where the twins lay dead and when the narrator approached them clutching a bible the lighting would turn red to represent the seriousness, I also feel that by using the colour red when the narrator first comes on the audience would being to recognise the narrator as a bad omen, a doom bringer. We would used light colours such as white and yellow for the twins in their early years to represent and symbolize their innocence but as they grow we would add darker colours such as green and blue to show the change and the fading of their innocence up until the final scene where they die in which we would use red lighting because the audience would be able to relate the red back to the narrator and so the audience could blame the narrator for what has happened. Scenes such as the pill scene would have to be in dark colours such as blue to show how the twins lost their innocence and to show how much they have changed since that very first scene with them. For our performance we were intending to play the song kids game however, since no body could download it, we decide to sing the song instead. By doing this I think the song became more personal t5o the characters and so we decided to sing the song again at the end 6to show the irony between the games they used to play the whole things just a game when they were kids and the reality that, when their all grown up, it stops being a game and it all becomes real. We also planned to play the song its my life by Bon Jovi during the scene were Mickey is searching for his pills as we felt that the song represented what Mickey was feeling at the time. The anger, the hurt, the controlling. The props that we intend to use are minimalistic as we feel that having too many props could over power the message of the story because the actors and the audience would get caught up with them and give them more significance than they should have and so, to prevent this, we made sure that the few props we do have are significant. We used a gun and this was important because the gun Mickey is playing with is the same one that he uses to shoot Eddie with later on and we felt this created impact as the audience would be reminded how much has changed since then and now. We also chose to use a bible and a small handful of money because these remind the audience of the superstitious aspect of the play and how Mrs Johnstone practically sold Eddie. This is further emphasised because the narrator has the bible and the money on him at all times. The final prop we decided to use was the box of pills that Mickey was addicted to because we though that this was an important aspect of the play as when the play was set many people in Liverpool and The UK in general were depressed due to job shortages so we chose the pill box to remind the audience of the plays original setting. .u42b689568dd863bdbff12d55affe53b4 , .u42b689568dd863bdbff12d55affe53b4 .postImageUrl , .u42b689568dd863bdbff12d55affe53b4 .centered-text-area { min-height: 80px; position: relative; } .u42b689568dd863bdbff12d55affe53b4 , .u42b689568dd863bdbff12d55affe53b4:hover , .u42b689568dd863bdbff12d55affe53b4:visited , .u42b689568dd863bdbff12d55affe53b4:active { border:0!important; } .u42b689568dd863bdbff12d55affe53b4 .clearfix:after { content: ""; display: table; clear: both; } .u42b689568dd863bdbff12d55affe53b4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u42b689568dd863bdbff12d55affe53b4:active , .u42b689568dd863bdbff12d55affe53b4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u42b689568dd863bdbff12d55affe53b4 .centered-text-area { width: 100%; position: relative ; } .u42b689568dd863bdbff12d55affe53b4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u42b689568dd863bdbff12d55affe53b4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u42b689568dd863bdbff12d55affe53b4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u42b689568dd863bdbff12d55affe53b4:hover .ctaButton { background-color: #34495E!important; } .u42b689568dd863bdbff12d55affe53b4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u42b689568dd863bdbff12d55affe53b4 .u42b689568dd863bdbff12d55affe53b4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u42b689568dd863bdbff12d55affe53b4:after { content: ""; display: block; clear: both; } READ: In Cold Blood EssayOur primary use of semiotics was through the props we used because the props that we chose to use all had a significance that went beyond that of their primary role. Another example of the semiotics we used is the way we hard Mickey and Eddie lying on the floor dead as our first scene. By doing this the audience couldnt escape and/or forget what is going to happen and so they cant be completely comfortable with the characters during the film, they know what is going to happen and so they try not to get attached by their childish antics eventually win them over until its too late. We use proxemics constantly throughout the play however it is most noticeable during the change between Mickey and Lindas relationship. As children they stand closely together and are constantly touching each other however when they become teenagers we can see in the school scene and the cinema scene Lindas attempts to be close to Mickey whilst Mickey is always moving away from her, signifying to the audience that he is uncomfortable with Lindas advances as he is always trying to put distance between them. Another example is the scene between Miss Johnstone and Mrs Lyons where Mrs Lyons stands very closely to Miss Johnstone as she tries to persuade her to giver up her baby which shows that she is trying to be close to her emotionally and yet when she takes the baby she immediately puts distance between them as she feels that that is the best way to protect the secret. She goes about thus by putting physical distance between them and backing away whenever Miss Johnstone approaches her and then even more physical distance by first dismissing her from her jobs and then moving to the countryside. All to keep her away from Eddie.

On Tuesday, November 14, 1995, In What Has Been Perceived As The Years

On Tuesday, November 14, 1995, in what has been perceived as the years biggest non-event, the federal government shut down all "non-essential" services due to what was, for all intents and purposes, a game of national "chicken" between the House Speaker and the President. And, at an estimated cost of 200 million dollars a day, this dubious battle of dueling egos did not come cheap (Bradsher, 1995, p.16). Why do politicians find it almost congenitally impossible to cooperate? What is it about politics and power that seem to always put them at odds with good government? Indeed, is an effective, well run government even possible given the current adversarial relationship between our two main political parties? It would seem that the exercise of power for its own sake, and a competitive situation in which one side must always oppose the other on any issue, is incompatible with the cooperation and compromise necessary for the government to function. As the United States becomes more extre me in its beliefs in general, group polarization and competition, which requires a mutual exclusivity of goal attainment, will lead to more "showdown" situations in which the goal of good government gives way to political posturing and power-mongering. In this paper I will analyze recent political behavior in terms of two factors: Group behavior with an emphasis on polarization, and competition. However, one should keep in mind that these two factors are interrelated. Group polarization tends to exacerbate inter-group competition by driving any two groups who initially disagree farther apart in their respective views. In turn, a competitive situation in which one side must lose in order for the other to win (and political situations are nearly always competitive), will codify the differences between groups - leading to further extremism by those seeking power within the group - and thus, to further group polarization. In the above example, the two main combatants, Bill Clinton and N ewt Gingrich, were virtually forced to take uncompromising, disparate views because of the very nature of authority within their respective political groups. Group polarization refers to the tendency of groups to gravitate to the extreme of whatever opinion the group shares (Baron & Graziano, 1991, p.498-99). Therefore, if the extreme is seen as a desirable characteristic, individuals who exhibit extreme beliefs will gain authority through referent power. In other words, they will have characteristics that other group members admire and seek to emulate (p. 434). Unfortunately, this circle of polarization and authority can lead to a bizarre form of "one-upsmanship" in which each group member seeks to gain power and approval by being more extreme than the others. The end result is extremism in the pursuit of authority without any regard to the practicality or "reasonableness" of the beliefs in question. Since the direction of polarization is currently in opposite directions in our two party system, it is almost impossible to find a common ground between them. In addition, the competitive nature of the two party system many times eliminates even the possibility of compromise since failure usually leads to a devastating loss of power. If both victory and extremism are necessary to retain power within the group, and if, as Alfie Kohn (1986) stated in his book No Contest: The Case Against Competition, competition is "mutually exclusive goal attainment" (one side must lose in order for the other to win), then compromise and cooperation are impossible (p. 136). This is especially so if the opponents are dedicated to retaining power "at all costs." That power is an end in itself is made clear by the recent shutdown of the government. It served no logical purpose. Beyond costing a lot of money, it had no discernible effect except as a power struggle between two political heavyweights. According to David Kipnis (1976, cited in Baron & Graziano, 1991), one of the negative effects of power is, in fact, the tendency to regard it as its own end, and to ignore the possibility of disastrous results from the reckless use of power (p. 433). Therefore, it would seem that (at least in this case) government policy is created and implemented, not with regard to its effectiveness as government policy, but only with regard to its

Supercharge your resume in 30 minutes or less

Supercharge your resume in 30 minutes or less Okay, so you already know you should spend lots of quality time honing your resume, lovingly crafting the masterpiece that will get you your next job. Resumes benefit from time and editing. But reality doesn’t always give us the time we’d like, and sometimes you need to produce a great resume on short notice. Maybe it’s been a while since you updated and an awesome new job opening has popped up, or maybe someone in your network has mentioned that hey, there’s this new job that would be perfect for you- can you submit you resume today? Whatever the time crunch is, it means you have to produce something solid without much notice. So what do you do when you want to spruce up your resume but you don’t have much time at all? Don’t panic†¦it’s doable! Let’s walk through some of the best things you can do to supercharge your resume in no time flat.Choose a format- and stick to it.If you had more time, you could play with different formats and see what works best for your skills and experience. No time for that today, so choose your path quickly.If you have a lot of work experience in your field: Go with the traditional reverse-chronological format, where you put your work experience section prominently up front and work backwards through your jobs.Here’s an example of how your resume can look if you want your experience to be the most prominent feature:Jenny Smith21 Jump StreetEvanston, IL 12121JSmith45@emaildomain.comExperienced Store ManagerQUALIFICATIONS SUMMARYStore manager with more than 10 years experience.Creative, innovative team leader with proven results.Exceeded sales goals by more than 15%, three years in a row.WORK EXPERIENCEBig Box Store ‘R Us, 2013 – presentStore ManagerManage a busy Chicago branch of a national department store chain.Lead a team of 60+ employees.Improved in-store sales by 10% in 2017, 9% in 2016, and 8.5% in 2015.In this example, Jenny goes straight for t he emphasis on her work history, and her results.If you are inexperienced, or just starting out in the field: Go with a skills-based format, where you lead right into a skills summary that relates directly to the job you’re applying for.Here’s an example of how your resume can look if you want your experience to be the most prominent feature:Kai Burns1 Main StreetLos Angeles, CA 12312KaiBurns@emaildomain.comDisciplined, enthusiastic recent grad seeking a marketing role at X Corp.SKILLS SUMMARYSocial media expertise (Instagram, Twitter, Facebook)Demonstrated leadership on team projectsStrong written and verbal communication skillsIn this example, Kai leads with her skills, because she’s a recent grad and doesn’t yet have a ton of work experience or concrete professional results she can call out.Don’t reinvent the wheel.You’ve only got 30 minutes, so unless you’re really attached to the idea of creating a resume from scratch at breaknec k speed, work with something that already exists. That may be your current resume, but if it’s really outdated or not great then there are lots of pre-existing templates where you can drop in your information and go from there. Using a resume library template can be a major time-saver, especially when you’ve only got a few minutes.Focus on the short, sweet elements.You don’t have a lot of time to pore over your experience bullets, but you can spend your time making sure that some of the shorter, punchier parts of the resume are in good shape. For example, make sure you have an effective, attention-grabbing headline. Your headline helps you set the narrative yourself. And this is where having less time can work in your favor: you want to focus on the most important, relevant parts of yourself as an applicant for this particular job, without overthinking it too much.Similarly, a good summary can help you really focus on your most important strengths as a candidate and what you want to say in your resume.Use bold action words.You want your supercharged resume to be potent, not wordy, so it’s all about the word choice. Instead of using long bullet points to develop a point, use a targeted action verb to get the point across faster. It’s not only more effective, but also cuts down on your writing and editing time. Some examples of strong action verbs that look good on your resume:ChairedCoordinatedExecutedHeadedImplementedMaximizedOperatedOrchestratedOrganizedOutperformedOverhauledOversawPlannedProducedRedesignedStreamlinedSaying more by taking up less space is something you can do pretty quickly that has a big impact on the quality of your resume. You’re using your limited time to make sure that parts of your resume pop instead of using the same old verbs that pass unnoticed as a reader skims your resume.For more on how to punch up your verbs:5 Action Verbs That Will Energize Your ResumeHow to Create a Resume Packed with A ction WordsPowerful Action Verbs That Will Make Your Resume Look Like a Million BucksDon’t skimp on editing.The final proofread can be the first thing to go when you’re in a rush. It’s done, it needs to be out the door†¦it’s probably fine, right? Not so fast. If you’re only taking half an hour with your resume, make sure you slot five minutes at the end to do a careful read of the final doc before you hit send. Ideally, you’d have someone else look at it to make sure everything reads well and there are no glaring errors, but if you truly don’t have enough time to do that, use your own critical eye. You may only have half an hour to work on your resume, but you don’t want your resume to look like it.Make it look nice.Again, since you don’t have time for the deep resume dive, focus on as many of the aesthetics as you can. Is your layout clean and easy to read? Are there blocks of uninterrupted text that could be broke n into reader-friendly chunks? Is your resume free of odd formatting that might not work on a computer or device screen? A quick pass to make sure your resume looks appealing should be one of the last things you do before you send.Whether you’ve got 30 minutes or 300, you want to put out the best resume possible. After all, it can be your first step to a new job, and you want to make sure you’re presenting yourself in the best possible way. If you’re crunched for time, it’s important to accept that you don’t have time to finesse every detail- but you do have time to pick the most important points and shine them up so the reader never knows you had such a tight timeline.

Avon Products or GE Money America Case Study Example | Topics and Well Written Essays - 1000 words

Avon Products or GE Money America - Case Study Example A client then selects a product to purchase after which the sales representative places the item selected on order with the relevant distribution center assigned to the representative (Bartholdi, 2002, p. 2). Items produced by Avon include skin care items; make up, perfume fragrance, hair care, personal care, body care, and sun care. The most conspicuous products of the company are Skin-So-Soft which is a bath products while a new product include â€Å"Avon color† comprising lip, eye, face shades and nail colors (Clinton, 1993, p. 2) In the business world today, human capital is one of the company’s most valuable assets therefore companies must retain and engage talented employees. They must also equip their employees with the necessary skill to become more beneficial. Talent management includes attracting, identifying, recruiting, developing, motivating, promoting, and retaining people that have a strong urge to succeed within an organization (Laff, 2006, pp. 42-50) By 2005, the company was an $8 billion company with a 10% growth in its annual revenue and 25% growth in the profits. However, in 2006 the company experienced problems mainly associated with decreasing revenues and profits. The root cause of these challenges was that the company was growing at a rate faster than it could support in terms of infrastructure and talent. The main problem was on the management of talent and talent practices. Therefore, something had to be done to solve these problems and make a revolution in the company. This could be through making changes to these talent practices in order to make the practices easy to use and very effective From the Case Study it is clear that the company embraced several models to improve talent practices among them was the model for simplification of every process. It has been noted that majority of talent practices possess unnecessary complexity that discourage managers from using them and this dragged the pace at which talent was growing in

Technology in the classroom Essay Example | Topics and Well Written Essays - 750 words - 1

Technology in the classroom - Essay Example The addition of these technological advancements within the classroom has several benefits and disadvantages associated with it for both teachers and students. Adoption of technology in classroom can help in satisfying different learning needs of different students within the classroom. A classroom comprises of various students who belong to different backgrounds and who prefer to learn in a different manner. According to the left side brain versus right side brain researchers, students who experience domination of the left side brain learn with the aid of artistic materials such as videos (Templeton, 2012). Furthermore, the students who experience right side brain dominance prefer learning through notes and lectures. Technological advancements such as multimedia devices help both kinds of students in learning at the same time. These devices have the ability to exhibit videos that support the students who learn through creative material and these devices can be used to exhibit text in form of PowerPoint slides and this supports the learning of students who prefer learning through texts and lectures. Adoption of technology within classrooms increases the access to information which helps both the student and the teacher population. A survey was conducted by Purcell et al. during the period of 2013 and in this survey the researchers figured out that 92% of teachers use technology such as internet in their classroom to access content over the internet and this content helps them in delivering more information to the students (Purcell et al., 2013). This study clearly explains that internet use can increase the access of information in classroom and students and teachers go beyond basic textbooks to facilitate learning. Inclusion of technology has replaced the use of paper in classroom and this is helping in solving a major issue of excessive cutting down of trees. Lindquist conducted a

Week 10 discussion paper Essay Example | Topics and Well Written Essays - 500 words

Week 10 discussion paper - Essay Example SMEs in relatively homogeneous, more rural communities will not find it relevant at all, compared to the larger businesses in urban centers with a more diverse population (Pegues, 2009). Therefore, I would say my perspective has indeed shifted but my opinion is qualified. If anything, the course has made me aware of the intricacies of D&I as it is defined in the American context, not only as a potential source of competitive advantage, but as a disadvantage in certain cultures and environments. In an increasing number of cases, diversity and inclusion are non-issues, not because underrepresented minorities are not welcome, but simply because people of different backgrounds are not tagged as â€Å"minorities†. Persons who are most capable for the job are hired whatever their racial, cultural, religious, gender, or other affiliations, but are not identified or symbolized as such. That, I think, is the eventual aim of all D&I efforts, that the economic and political disadvantages that are historically perpetuated against some social groups would eventually disappear. Then diversity and inclusion will be a non-issue and will render itself irrelevant. To a certain extent, I had found the book â€Å"Trailblazers† useful and enlightening, because it focused attention on the application of diversity and inclusion in specific aspects of a business. Quite fittingly, the early chapters dealt with the importance of CEO and upper mangement involvement in D&I, rather than just relegating diversity programs to a vague function in HR. From the beginning, emphasis was given to leadership commitment. Any other aspect may fall short of D&I requirements, but with the support and mandate given by the CEO and the Chief Diversity Officer, all other shortcomings may be compensated. Succeeding chapters underscored the necessity for the twin frameworks,