Cómo cambiar caso en Corte migratoria para otro estado

Cà ³mo cambiar caso en Corte migratoria para otro estado Los migrantes con una cita para presentarte en una Corte de Inmigracià ³n ubicada en un lugar alejado al de su residencia habitual pueden solicitar un cambio de Corte. Es lo que se conoce en inglà ©s como change of venue.  ¿Quà © puede pasar si un migrante no se presenta a su cita en una corte migratoria? Los migrantes que han recibido citacià ³n para presentarse en una fecha y hora determinada en una Corte de Inmigracià ³n durante su proceso de deportacià ³n deben cumplir con esta obligacià ³n. En caso de no hacerlo, lo ms probable es que se dicte una orden de deportacià ³n in absentia. En estos casos, si el migrante es posteriormente detenido ser deportado inmediatamente sin tener derecho a presentarse ante un juez. Adems, una vez deportado tendr un castigo adicional que le impide solicitar por un plazo de cinco aà ±os los perdones I-601 y/o I-212. 6 pasos para cambiar Corte migratoria a otra ms cercana al lugar de residencia Cuando un migrante desea cambiar la corte de inmigracià ³n para otra ms conveniente teniendo en cuenta su lugar de domicilio actual debe seguir los siguientes pasos: Cambio de corte, conocido en inglà ©s como Change of Venue Debe escribirse en inglà ©s una pgina de introduccià ³n a la que se debe titular Respondent ´s Motion to Change Venue, es decir, tu peticià ³n para cambiar la Corte. En esa pgina el migrante debe anotar su nombre completo,  el alien registration number, el estatus migratorio, el nombre y el tipo de procedimiento, el nombre del juez asignado a tu caso, el dà ­a y la hora de la cita en la Corte. Esta informacià ³n se encuentra en el documento llamado Notice to Appear (I-862), que es la carta en la que se cita al migrante para que se presente en corte. Adems, el migrante debe admitir o negar los cargos que se presentan en su contra en dicha Notice to Appear y la lista de alivios que se piensan solicitar como, por ejemplo, el asilo, la cancelacià ³n de la deportacià ³n, la salida voluntaria, etc. Asimismo, debe incluirse la nueva direccià ³n y nà ºmero de telà ©fono y argumentar por quà © se solicita el cambio de corte, incluyendo documentos y evidencia que prueben que, efectivamente, el migrante tiene su domicilio en un lugar alejado al de la corte inicialmente designada. Cambio de direccià ³n notificando el nuevo domicilio Se debe completar el formulario (forma) EOIR 33, donde se notifica a la Corte el cambio de direccià ³n. Es el papel azul en la documentacià ³n que se le ha entregado al migrante. En la actualidad existe un procedimiento diferente al que se ha mencionado (carta de change of venue y formulario EOIR 33, que es de color azul- y que solo aplica a los menores cuya corte est fijada en Harlingen, Texas. En ese caso, deben completarse las planillas azul y pà ºrpura que se encuentran en el paquete que se le entrega a cada menor. Copias de los formularios Hacer dos copias de la carta de change of venue y de la planilla de cambio de direccià ³n (la que es de color azul). Envà ­o a la corte de inmigracià ³n Enviar por correo certificado al juez de la corte de inmigracià ³n para la que se recibià ³ la citacià ³n la carta original y el formulario azul original junto en un mismo paquete. Todos esos papeles tienen que ser recibidos por la corte al menos 15 dà ­as antes de la fecha de la citacià ³n. Pero es muy recomendable enviarlos cuanto antes sea posible. La razà ³n es que la Corte puede solicitar ms evidencias, y se tendrà ­an que enviar dentro de plazo. Notificacià ³n al abogado del gobierno Enviar por correo certificado una copia de la carta de change of venue y de la planilla de cambio de direccià ³n a la oficina del abogado que representa a los intereses del gobierno en el caso. La otra copia que se hizo de los documentos debe guardarla el migrante, asà ­ como el resguardo de haber enviado dicha documentacià ³n por correo certificado. Verificacià ³n de que la corte recibià ³ los papeles Es obligacià ³n del migrante presentarse en corte el dà ­a y a la hora de su citacià ³n. Por lo tanto, debe llamar por telà ©fono a la Corte en la que originalmente se le cità ³ para verificar que recibieron la solicitud de cambio de corte.  ¿Quà © sucede despuà ©s de solicitar cambio de Corte? Pueden suceder dos cosas. En primer lugar, que la Corte acepte la peticià ³n, y asà ­ lo notificar por escrito. En este caso te tienes que presentar a la nueva corte en el dà ­a y a la hora que te citen. En segundo lugar, puede suceder que la Corte niegue la peticià ³n. En este caso, el migrante tiene la obligacià ³n de presentarse el dà ­a de la cita en la corte original, ya que no hay cambio. Tips y recursos à ºtiles Los migrantes que se sienten cà ³modos en inglà ©s puedes escribir por sà ­ mismos la peticià ³n para cambiar la corte. Se puede encontrar inspiracià ³n en  el Immigration Court Practice Manual. Pero ya que presentarse en corte y luchar contra una deportacià ³n es un tema muy grave, todos los migrantes deben considerar contratar a un abogado de Inmigracià ³n para que realice este trmite y su defensa en corte. Si es un gasto caro que no se puede permitir, es aconsejable consultar con una organizacià ³n sin fin de lucro tipo Catholic Charities u otra. Finalmente, siempre es posible consultar informacià ³n bsica sobre fechas y plazos en el caso de tener un asunto pendiente en corte migratoria. Para ello marcar al 1-800-898-7180. Tener a mano el nà ºmero del Alien Registration Number. Cambio de corte migratoria Todos los migrantes que reciben una notificacià ³n para presentarse en una corte de inmigracià ³n estn obligados a hacerlo en el lugar, dà ­a y hora indiciados. Esta obligacià ³n aplica a adultos y a nià ±os. De no cumplirla, la corte dicta una orden de deportacià ³n in absentia, es decir, sin que el migrante està © presente.Los migrantes pueden solicitar un cambio de corte cuando tienen su domicilio en un lugar alejado de la ciudad en la que est ubicada la corte. Por ejemplo, cuando se les detuvo en un estado y residen en otro.Si despuà ©s de enviar la solicitud pidiendo el cambio de corte y notificando la nueva direccià ³n el migrante no recibe confirmacià ³n de que la corte ha aprobado el cambio de ubicacià ³n, deber presentarse a la cita en el dà ­a, hora y lugar inicialmente previsto. Este es un artà ­culo informativo. No es asesorà ­a legal.

SAT Sample Questions Every Single Question Type Explained

SAT Sample Questions Every Single Question Type Explained SAT / ACT Prep Online Guides and Tips In delving into the world of test prep, you've probably uncovered a whole slew of unfamiliar terms describing the various question types featuredon the SAT. This jargon- improving sentences, identifying sentence errors, extended reasoning, literal comprehension- tends to feel extremely off-putting. Why all the lingo? Why all these divisions and subdivisions by topic and type? Well, this guide will explain the logic behind the different terms and walk you through every single question type, with real SAT sample questions. As you know, there are three types of sections on the SAT: reading, writing, and math. Each section has its own breakdown of major question types, all detailed below. Read on to discover exactly what types of questions you'll encounter on the SAT and get lots of sample SAT questions. What's the big idea? Because you don't want to spend any precious time on interpreting directionscometest day, you should make sure to familiarize yourself withthe standard instructionson the SAT. Each question type hasitsown set of instructions, so it's important to know how to approach eachone efficiently. It's also useful tounderstand what skills each task is designed to test: not only what content is covered but also how you're expected to apply your knowledge. Reading The reading section is divided into two main categories: sentence completions and reading passages. Let's go through the different types of questions you'll see for each with sample SAT reading questions. Sentence completions You should know right off the bat that this task will be gone when the SAT redesign takes effect in 2016. For now, though, it's an important component of the test. Out of 67 reading questions, 19 are sentence completions. You'll be faced with a series of incomplete and unrelated sentences, each one missing a word or two. Your mission (should you choose to accept it or not) is to choose the word or words that will best round out eachsentence. The sentence completion category of questions can be further subdivided one of two ways: one-blank vs. two-blank sentence completions, or vocab-based vs. logic-based sentence completions. Note that these are two separate systems of organization; a question will have either one blank or two, and it will test either vocab or logic. Remember these? Yes, that's right...the SAT is a cruel, cruel game of Mad Libs. One-blank sentence completions These are classic, prototypical sentence completions. One word (or, occasionally, one very short phrase) has been removed from the sentence. Two-blank sentence completions These questions contain the added layer of a second missing word (or phrase). Vocab-based questions These questions are designed specifically to test your understanding of words- often obscure ones. The sentences are fairly straightforward, and the test hands you definitions or descriptions of the missing terms. Often, a simple independent clauseis linked by a comma or colon to a phrase that reiterates the very same information. "Elementary, my dear Watson." (Sherlock Holmes) Logic-based questions The sentences featured in these questions have many more twists and turns. The vocabulary may be basic or more complex, but either way you're not likely to find any definitions handed to you. The point is to see if you can infer the meaning of the sentence without the help of the most crucial content words. It's common to see words that imply a contrast or contradiction, such asbut, while, although, or despite, in this type of sentence. Great! So...how do I deal with these? For any given question, if you're already familiar with all of the words, examine the logic of the sentence carefully. Be on the lookout for crucial structure words, especially those that signal a contrast or contradiction.Eliminate any answer that contains a word that doesn't fit. Continue to narrow down until you have your answer. But what if you don't know all of the words? There are ways to work with that! In fact, check out this great article on how to attack sentence completion questions strategically without swallowing a thesaurus. Passages Out of 67 reading questions, 48 are passage-based. There are single passages that stand alone and double passages presented as pairs. Passages vary considerably in length, from about 100 to about 850 words. Questions fall into three main categories: extended reasoning, literal comprehension, and vocabulary in context. Extended reasoning These questions are aimed at assessing your global understanding of passages. There are five basic types of extended reasoning question: Big picture questions ask explicitly about a passage's main idea or primary purpose. Check out our complete guide to mastering big picturequestions. Inference questions ask you to make inferences based on information suggested by, but not explicitly stated in, a passage. Check out our complete guide to mastering inference questions. Function questions ask you to figure out how a specific portionof the passage functions as part of the whole. Check out our complete guide to mastering function questions. Author technique questions ask about the use of literary devices in the passage. Check out our complete guide to mastering author technique questions. Analogy questions ask you to draw an analogy between ideas expressed in the passage and ideas drawn from another source. Check out our complete guide to mastering analogy questions. You have all the pieces to the puzzle; it's just a matter of fitting them together. Literal comprehension These questions test your understanding of information that's given directly in the passage. You'll be asked to refer to a specific point in the passage and select the answer that best explains that portion of the text. Basically, you won't have to go beyond what's written, though you will have to recognize the same information restated in different ways. You can also check out our complete guide to mastering literal comprehension questions. Vocabulary in context These questions test your vocabulary, including your understanding of secondary or nonstandard definitions of words. For instance, "bright" could refer to a luminescent object in one scenario and toa clever child in another. The good news is that you havecontext to help you figure out how the word is being used in any particular passage. For more information, check out our complete guide to mastering vocabulary in context questions. Great! So...how do I deal with these? I wish there were a one-size-fits-all formula for the SAT reading passages. I really do. Unfortunately, though, that's not the case. Some people prefer to give the passage a thorough read, then attack the questions. Others like to give the questions a quick skim before they pick apart the passage. As you consider what strategies might serve you best, definitely check out our detailed guide to reading passages on the SAT. That's SAT reading for you, in a nutshell. Don't stop there, though; there's much more to learn. Be sure to check out our complete guide to the entire reading section. Writing Before we delve too far into writing, I need to offer a disclaimer. The writing section of the SAT is getting a complete makeover starting in 2016. The information below refers to its current iteration. If you're preparing for the new test, head on over to our complete guide to the redesigned SAT. For now, however, there are four types of writing tasks: the essay and three varieties of multiple choice questions. Those are called identifying sentence errors, improving sentences, and improving paragraphs. We'll give you a bunch of sample SAT writing questions. Yes, anonymous pen-wielder; yes, you are. Essay As you are probably aware, there is precisely one essay question on the SAT. It accounts for 30% of your writing score. Generally speaking, SAT essay prompts are quite broad and philosophical. You need to take a stance on some issue and defend it. Essay prompts can be divided into a few different categories: Morality questions ask you to comment on an issue of right and wrong and evaluate possible human behaviors. Opinions and values questions ask you to weigh in on which of two options is inherently better than its counterpart. Success and achievement questions ask you to discuss different routes to and implications of human accomplishment. Society and culture questions ask about the status of today's human world. Knowledge, learning, and creativity questions ask you to assess some aspect of wisdom or growth. Counterintuitive statement questions ask you to discuss the viability of a seemingly paradoxical suggestion. Cause and effect questions ask you to gauge whether one reality results from another or not. If you're interested in a more detailed discussion of these categories, check out our article dedicated to examples of each type or our comprehensive list of what you might encounter on the test. There will always be a brief quotation or commentary included to help contextualize the debate, followed by an explicit question. Great! So...how do I deal with these? One thing to know is that, while the quotation may be helpful in getting your creative juices flowing, it's not a necessary component of your essay. The key to a high-scoring essay is a thesis that takes a strong stance on the issue at hand. You'll also want a handful of concreteexamples from your own life, from history, from literature, from current events, from pop culture...from anywhere, really, as long as they ground your argument in good, solid evidence. There's a lot more to know about crafting the essay, so be sure to check out our articles dedicated to the topic. Start with our step-by-step breakdown of the writing process. Then consider reading advice on how to get a 12 on the SAT essayor tips on improving your essay score. Rosie the Riveter's lesser known twin, Gertie the Grammarian. Multiple choice Multiple choice questions account for the other 70% of your writing score. The first two multiple choice tasks, identifying sentence error and improving sentences, test the same basic topics. These are discussed in depth in our article on the content of the SAT writing section. Identifying sentence errors There are 18 of these questions on the test. You're going to see a series of sentences. In each sentence, four words or short phrases will be underlined. At the end of each sentence you'll see the phrase, "No error". Anything that's underlined is a potential error and corresponds to an answer choice. There will never be more than one mistake in a sentence, and there will never be a mistake that isn't underlined. Your job is to find the mistake (if there is one). If there's no mistake, choose "No error": this applies to about one question out of every six. Great! So...how do I deal with these? These questions tend to be the quickest grammar problems, so it's a good idea to knock themout first. Read the full sentence. Does anything leap out as grammatically wrong? Is it underlined? If nothing strong strikes you as an obvious error, look at each underlined word or phrase and think about what it's likely to be testing. Remember: problems with verbs are most common, followed by problems with pronouns. For a more thorough exploration of these techniques, check out our full article on identifying sentence errors strategies. Improving sentences There are 25 of these questions on the test. Once again, you're going to see a series of sentences. In each sentence, one word or phrase will be underlined (or maybe even the entire sentence). The underlined portion of the sentence contains a potential error. Your job is to choose, from among the answer choices, the most suitable alternative to the underlined phrase. Choice A is always an exact replication of the original phrasing; it's like the "No error" option for this task and applies to about one question out of every six. Great! So...how do I deal with these? Be aware that these questions take a little more time than identifying sentence errors. But note that the last section of the test contains only improving sentences questions and nothing else, so you can't always opt to save them for later. Read the full sentence. Does anything leap out as grammatically wrong? If so, how would you correct it? Look for an answer choice similar to what you anticipated. If the sentence seems all right on a first read, though, examine the underlined portion of the sentence and try to figure out what it's likely to be testing. Still not finding anything? If time permits, try placing each answer choice in the context of the sentence and reading it over again. For a more thorough exploration of these techniques, check out our full article on improving sentences strategies. Improving paragraphs There are 6 of these questions on the test. This task is rather similar to improving sentences; however, some questions ask for a broader analysis of the passage. In other words, you need to think about the big picture as well as the nitty-gritty details. There are seven sub-categories of improving paragraphs questions. Note that not all seven will be on any given test. Improving sentences questions are, as you might suspect, just like normal improving sentences questions. Transition questions ask about creating the smoothest, most logical flow from one point to the next; often, it's a question of a single word or two. Organization questions ask you to move around the sentences within a passage. Conciseness questions rely on the idea that shorter is sweeter on the SAT, as long as no crucial information is left out. Meaning and purpose questions ask about why the author wrote a particular portion of the passage in a specific way or about the major idea behind the passage as a whole. Eliminating and adding sentences questions ask about the value of inserting or deleting information. Specificity questions askyou to recognize that sometimes the author's initial word choice can be improved upon by making the diction of the passage more precise. Great! So...how do I deal with these? First, skim the passage. This is not an in-depth read: just a quick gander to get the general gist. Mark anything that seems really off: grammar errors, transitions that don't make sense, etc. Next, dive into the questions! Don't be afraid to look back at the passage frequently to reestablish a sense of context. Also, remember to check out our article on the absolute best strategies for approaching this task. And that's SAT writing. It's really just the tip of the test prep iceberg, though, so be sure to look at our complete guide to the entire writing section. Math First and foremost, math questions come in two basic varieties: student-produced response questions, or grid-ins, and multiple choice questions. I'll show you sample SAT math questions for each. Student-produced response questions There are 10 of these questions. What makes them unique is that there are no answer choices provided to you; you must write down and bubble in your response. It's a relatively easy process, but I'm going to break it down for you, step by step- just in case you're curious. You can grid in whole numbers, decimals, and fractions ranging in value from 0 to 9999. You can't grid in negative numbers or mixed numbers,but improper fractions are okay. There are four boxes in a row at the top of the grid: write your answer in those boxes, one digit or symbol per box. Underneath each box is a column containing a series of bubbles, each representing a digit or other character as printed within the bubble. Fill in the bubble that corresponds to what you wrote in the box at the top of each column. You can write your answer starting in any column, space permitting- it doesn't matter whether you're aligned to the left or to the right. Leave any columns you're not using totally blank. Multiple choice questions Yep, these are just your standard, run-of-the-mill, multiple choice questions. There are 44 of them. There are four main categories of math questions, all of which are eligible to be tested by multiple choice or by grid-in: Numbers and operations Algebra and functions Geometry and measurement Data analysis, statistics, and probability Numbers and operations There are 11-13 of these questions. They cover topics like properties of integers, number lines, and elementary number theory, etc. Definitely check out our articles on integers, sequences, and fractions and ratios. Algebra and functions There are a whopping 19-21 of these questions. They cover topics like systems of equations, functions, and quadratic factoring, etc. Take a look at our articles on single variable equations, systems of equations, and functions. Geometry and measurement There are 14-16 of these questions. They cover topics like triangles, circles, and coordinate geometry, etc. Be sure you read our articles on triangles, polygons, circles, lines and angles, lines and slopes, and solid geometry. Data analysis, statistics, and probability There are 6-7 of these questions. They cover topics such as statistics, elementary probability, and geometric probability, etc. Don't forget to take a look at our articles on statistics and probability. Great! So...how do I deal with these? Make sure you understand the question. One of the toughest things about the SAT is its frequently deceptive wording. Check your assumptions at the door. Remember that drawings are not to scale and avoid jumping to conclusions. Always identify your own personal best method of solving. There's more than one way to solve a problem, and math can get creative; it's not a one-size-fits-all scenario. Keep track of your work- write it down! Also, use your calculator judiciously. It's a great tool, but it can be dangerous to rely on it too much. Try plugging in an answer or another sensible value if you're not comfortable proceeding algebraically. Take a moment to review our articles on how and when to plug in answer choices and how and when to plug in other values. Review and practice mathematical concepts on a regular basis. A good place to start is our complete guide to SAT math content. What's next? Now that you understand the kinds of problems you'll be facing, it's time to brush up on the content of the test and establisha regular practice regimen. Not convinced of how important this process can be? We have articles that specifically address whyyou need to prepare for the SAT and how many hours you should expect to commit, as well as the bigger picture of how long the process is going to take. Are you ready to get started? Get answers to your questions about when you should start studying, creating a study plan as a sophomore or junior, and creating a study plan as a rising senior. Not sure how to set a goal score? Read our article on deciding where to set your sights for the SAT. If you'd like help identifying which types of questions need the most work and how you can drill them, you may wish to consider a program with PrepScholar. Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Project Proposal. What strategies have proven most successful in Essay

Project Proposal. What strategies have proven most successful in getting the writer an interview - Essay Example A resume is a vital marketing tool. It enlightens a prospective employer everything concerning a person and what one is capable of bringing to the profession. It is also an opening for them to evaluate ones language, writing, and proficiency in presentation. While the standards of a resume alone will not make certain that one is selected, a resume that is well developed and that markets one as a viable candidate can in the long run establish whether one will be shortlisted for an interview. Introduction The aim of this project is to analyze concerning why it is fundamental to comprehend what companies look for in cover letters and resumes. It is also of significance to make out what to write when making a resume in order to be considered for a job opening. The majority of resumes are only reviewed for a maximum of 10 seconds prior to being disqualified (Block & Betrus, 1997). On this paper, I will illustrate systematically the way in which companies review and choose prospective cand idates for a job interview based on the quality of the resume. Discussion The project will be based on perception approach, which it will offer arguments in its favor, beginning with the most important to the least important. The points to be delivered will be: The significance of writing a resume that is successful Comparison and contrasting of the disparity between a hardcopy resume and an online resume The major points to consider when writing a resume I will investigate concerning why it is essential to understand what companies are seeking in cover letters and resumes. I will also explore the disparities involving a hard copy resume and a resume from the Internet. In addition, I will investigate the strategies which have proven most successful in getting the writer an interview. The reason why I chose this topic is because I am interested in learning how organizations make decisions when evaluating a resume. I will also compared and contrast the disparities involving a resume i n  hard copy form and a resume in electronic form. I am planning to use books from the public library, DeVry online library, magazines, journals and the Internet. At the conclusion of this project, I will have a better comprehension of the significance of creating a resume that is admirable in order to be successful when applying for a job position. What strategies have proven most successful in getting the writer an interview? It is obvious that everyone has heard of the expression first impressions are lasting ones. Well ones resume is the initial meeting involving an individual and a potential employer more frequently now than ever (Bennett, 2005). Therefore, in what manner does one want to be remembered: Craggy and unorganized; orderly and structured; lengthy and lackluster; or precise and remarkable? Organizations do not have the time to interview all candidates that are concerned with the job. If they did, there would be no organization to work for. Hiring managers employ an elimination process, which is resumes. Resumes inform an employer a great deal regarding an individual. Where one has been, where one is and where one is headed. Nevertheless, the details ought to be given in brief and clearly. One only has limited moments to persuade the hiring manager that his/her resume is worthy of additional

Ex-Basketball Player Essay Example | Topics and Well Written Essays - 2250 words

Ex-Basketball Player - Essay Example The poem explores the other side of fame and the downside of losing tracks of a big shot career. The protagonist’s failure and mediocrity as he experienced the pinnacle of his life at far too young an age is portrayed by strong characterization, use of symbolism and imagery to raise the theme about the harsh reality of what real fame can be in terms of sustaining it. The poem sends out a message that if one is sidetracked by the fame and does not work on his goals, it is not possible to reach his dreams. â€Å"The ball loved Flick† (Updike) and â€Å"he was the best† (Updike) this clearly mentions that Flick used to be a local hero and that the entire town looks upon his past with a sort of admiration as well as pride. Flick did not exactly make it big but he did make it big enough to be remembered by his peers. There is a sense of sorrow in the eyes of the townspeople, as if they are mourning the lost talent. Flick’s talent was realized but was never purs ued. ... It straightforwardly tells us that Flick now works at â€Å"Berth’s Garage† (Updike) and that he does not have a â€Å"chance to go two blocks† from his former high school. From the first stanza we can concluded that Flick is a failure who ended up working in a garage. His attachment to his old school is also very strong as he does not want to be very far from his old school where he had been celebrated as a hero. The description of his job indicates that Flick is doing a job which is less suited for him with no potential to move up in life. The poem does not have any rhyming scheme or a consistent meter. Throughout the poem, the author uses a free verse. This is effective in conveying the message and reminders amongst the young readers. The author uses simple language to express himself and to convey the message about the importance of learning a trade and honing your skills to make it out in the real world. High school may be the place where we are a star, but there is life outside high school where one needs to survive. Without real skills it is tough to survive in the real world and this is what the poem tries to convey. One needs to work hard to achieve his goals as there is no place in this word for the lazy people. Even though we may be gifted with a special talent, we cannot expect the gift to nurture itself, it is our responsibility to hone our skills. The author tries to convince us using a simple language and a simple example about the fact of life and how it is our responsibility to make use of our talent by not wasting it. Flick wasted his talents by not learning the trade and therefore he ended up doing a minimal monotonous job without any prospect of moving forward in life. In an interview, the

A Midsummer Nights Dream Essay Example for Free

A Midsummer Nights Dream Essay Genre is a term that is used to classify or describe a type or form of literature. While this sounds like a simple concept, it in actuality is a very complicated classing system. The reason for the complication is that literature does not always follow the typical characteristics set up by that type of genre. For example, one of the characteristics in the genre of tragedy is that there is a tragic hero, who is in a position of power. In the classical tragedy this is true, as can be seen in Sophocles Oedipus Rex because the tragic hero is Oedipus, who is the king of Thebes. In the Renaissance tragedy this is not always the case such as in Shakespeares Hamlet, the tragic hero is only a prince. Where this characteristic is completely abandoned is in the modern tragedy by Eugene ONeill, Desire Under the Elms, where the character playing the tragic hero is a farmer and it is difficult to determine which character is the true tragic hero. Yet all these plays are tragedies, despite their variations . Another aspect of genre that makes the concept difficult to define is that there are parts of plays that fall into other genres. An example of this is seen in parts of Desire Under the Elms, such as the party scene at the Cabot home. Although this play is a tragedy, in this scene there is comedy occurring in the witty remarks from the partiers and in the silly jig Ephraim dances. As one can see the simple concept of genre poses many complications when utilized to define a piece of literature. Genre is divided into two categories, which are representational genre and narrative genre. The first category, representational genre, consist of the number and types of voices in the piece of literature. (handout) There are three types of representative genre. The first type is Narrator, which is when one speaker talks directly to the audience and that speaker is responsible for telling the whole story to the audience without the aid of other opinions or sides to the story of the other persons involved. An example of this is when a comedian is doing stand up. The audience gets to hear the funny story of lets say when the comedian learned to ride a bike and his father let go to soon and the comedian fell etc. The comedian has the responsibility of telling this story to the audience, but the audience only hears the comedians side of the story. Another type of representative genre is Dialogue, which consist of more than one character speaking with each other. In this form, the audience acts as a third party and only gets to overhear and not have someone speak to them directly. An example of this is in Desire Under the Elms because the characters just converse with each other. The final type is Narrator plus Dialogue and this is a combination of the first two. The characters speak to each other but there is one character who acts a narrator and tells the audience what is going on. This is exemplified in a new sitcom called Titus. In this sitcom the characters talk to each other, but the main character Titus has side conversations with the audience where he reflects on the events. The other category of genre is the narrative genre in which the type of plot is described. These can be combined as is shown in my earlier example of comedy showing up in tragedy or a romantic comedy. The categories of the narrative genre are tragedy, comedy, romance, and satire. The first category tragedy starts with a problem that the tragic hero must solve, be it revenge taken or the truth discovered, and ends with the resolution to the problem where the tragic hero is banished or killed. The purest example of a tragedy is Oedipus Rex because there is a problem that the hero must solve and he is banished in order to solve the problem. Another type is the comedy in which there is a less significant problem that the characters try to solve and the story ends happily with the characters uniting in a marriage or party. A Midsummer Nights Dream exemplifies this because there is a plague due to the fighting of Titania and Oberon and there are young lovers trying to overcome the attempt at separating each other. The characters try to solve these problems and at the end there is a marriage and a party. Romance is another form of narrative genre in which the all begins well the characters are separated but the solution is they reunite and live happily ever after. This can be seen in the young lovers mentioned in A Midsummer Nights Dream. Finally, Satire is a category in which an existing story is spoofed. An example of this is the movie Naked Gun which satirizes the old cop movies. In comparison to other types of literature courses, the study of genre has advantages in that it helps to classify literature in ways that make it easy to see the typical characteristics. This can aid in comparing different works of literature and provide a starting point in analyzing literature. The problem with studying genre is that because it is so vague and that the works do not purely follow the guidelines in the genres it is difficult to define genre. Also, it is difficult to define the works using genre because there are so many different types of genre that different parts of the works can fall into. Teahers Note: Youre welcome to your opinion, but this part would certainly be stronger with an upswing at the end, maybe reviewing some of the insights gained by what youve written here.

Organizational Communication Essay -- Functions of Communication

Organizational Communication is probably the most important type of interpersonal communication a person has to perform in his or her adult life. Communicating with others in the work environment is a process that cannot be looked at as a small one, but as a very complex and of utmost significance to a person's life as a whole. We all know communication is a key factor in everyone's life, and communicating in the work place is just a larger key for cultural expectance and normalcy. Everyone communicates with each other in all different aspects of society. When you are younger, school is the main agency for social communication and in later life it is the job you occupy. It is socially stated and seen as a norm that in adult life you should have a job for means of survival. Therefore, another way to put it is the best way to survive in life is to work. Because of this sociological norm, you must be able to adapt to your job. This is the most important aspect of the work environment. A nd the only way to adapt to your surroundings and be able to participate in everyday work life is to communicate with others.   Ã‚  Ã‚  Ã‚  Ã‚  Organizational Communication is therefore basically broken up into two parts; The Socialization process of communicating, and the later communication between co-workers in everyday situations. First and foremost we will look at the more complex and significant process of communication socialization. Sociologist J. Van Maanen's definition of organizational communication is "the process by which a person learns the values and norms and required behaviors which permit him or her to participate as a member of the organization" In other words, its learning the ropes of the occupation. Not only any skill you may need, but how co-workers communicate, and understanding the importance of the organization as well. One thing to understand is socialization in an organization is not a temporary process that stops after the first few months on the job, but it is fact a continuos process that will change as the longer a person stays with that organization. All socialization proc ess are broken up into stages, and organizational socialization is not any different. Think back to when you were starting a new job and it will be very easy to see and understand these stages. Remember the first day on a new job, when you probably didn't know any one, and you didn't know... ...ange in an organization just as they change in the real environment, and we must be able to change with them just as we try to do in that real environment. Moreover, communication is in all areas an important facet that we must be able to master if we want to have the ultimate experience in what we do. Lets face it we are all young and have or whole lives ahead of us. Most of that time is going to be occupied by the occupation we choose. In fact we may go through many jobs to find the one that we are most comfortable in. But above all the ability to communicate well with important others are something we cannot easily pass by, but must use to make our lives satisfying. Works Cited Wood, Julia T. (1998) Communication Mosaics: A New Introduction to the Field of Communication. Wadsworth Publishing Company Roloff, Michael E. & Berger, Charles R. (1982) Social Cognition and Communication Sage Publications Deveroux Ferguson, Sherry & Ferguson, Stewart (1988) Organizational Communication Transaction Books Macionis, John R. (1998) Society: The Basics. Prentice Hall Inc. Berne, Eric (1963) The Structure and Dynamics of Organizations and Groups J.B. Lippincott Company

Soft System Methodology

Application of Soft Systems Methodology By Name Course Professor University City/State Date In management, problematic situations often arise. Some from a need to harmonize different peoples’ perceptions, some from need to expand the business and others from the need to start new projects The soft system methodology is a general approach for addressing real-world difficult situations in management.It has been developed with time as a result of extensive research by Peter Checkland and Brian Wilson among others. It grants a framework for a step by step enquiry and knowledge concerning the organization. It provides a clearly defined research approach that is action based to assist in addressing iniquitous problems. It concerns developing models that don’t represent the real world but allows people to structure their thinking about the existent world through the use of systems principles and rules.It constrains thinking with an intention of eventually expanding it. It all begins with a real world problem and it is from the problem that the model is created. It makes some assumptions: That most organizational and management problems cannot be perceived as wholesome systems problems because the system is too complex to analyze and it also assumes that applying a complete approach to a non-systemic problem is important.There are the factors that make it suitable for use in projects: It is suitable for complex, messy situations, it is adaptable to the real world, it culminates into a learning process, it teases the problem situation thus making it more creative in the problem solving process and it is excellent at pointing lines and/or areas of weakness and also at spotting relationships, a vital aspect in project management. The client’s project brief helps in identification of the firm’s goal, the strategic direction that the firm can use to achieve the goals.From it we can also identify the contrasting poles; the two options that can be taken towards achieving the goal. This makes it a complex problem, a specialization of Soft Systems Methodology. It has seven stages addressing both the conceptual and real worlds. The first stage is the problem situation that is considered difficult and messy. This stage is in the real world and it involves acknowledging, investigating and defining the problem. At this stage, there are no constraints caused by organizational boundaries or strict definitions.Data is collected in whatever form and using any statistically appropriate method. In the second stage, the problem is somehow expressed in the totality of its richness using the data collected. It should include processes, climate, issues that people express, people, conflicts and structures. According to Checkland, the best way of executing this stage is by the use of pictures. These inclusions should be evaluated to deduce what they entail. The third stage is about root definitions.A root definition is a sentence put across i n usual language, consisting of elements according to the mnemonic CATWOE, whereby C stands for customers who are the victims of the transformation, A for Actors who perform the transformation, T for the transformation process, W for Weltanschauung which is the world view that makes the transformation meaningful in a perspective, O stands for owners that are able to alter the transformation and E for environmental constraints; elements that the system takes as given.It is in the conceptual world and is mooted as the most difficult stage of the methodology. First and foremost, understanding of the different perspectives’ concepts that can be drawn from the rich picture is crucial. In the words of Checkland, they are called holons. Stage four is the development of the conceptual model using the root definitions. The conceptual model is the planned set of activities that logic calls for in a speculative system which essentially is the one described in the root definition. Stage five entails comparing conceptual models with the reality.Different models formulated can be compared in order to get the best model. Pitfalls of the model are outlined for improvement. Stage six involves outlining possible adjustments that are feasible and advantageous and finally, stage seven is the implementation of the approved changes at stage six. SSM ANALYSIS 1-Client’s perspective In the first stage we start with the situation that needs intervention in this project. The company is in the process of expanding to levels that it will be able to compete with the best in the United Kingdom.As the company expands, so do its responsibilities; to the industry, to the community and future trends. It has a responsibility to the environment. However, as it strives to fulfil its responsibilities to the environment, there are several other factors that have to be put into consideration. The other factors that come into play can be researched by the use of both quantitative and qu alitative methods of data collection. This would help to produce results as per the different perspectives of the company’s employees and those it affects.In the second stage, our problem situation is how to fulfil the company’s responsibility to the environment. Prospective clients I can’t affords that Competitors Will customers support the change? I think I can afford CompanyCustomer Will the change be very costly? I better clean it myself Will the changes be sustainable? It will all depend on the quality * Improved performance * Services that are environment friendly * Services at affordable cost Shareholders Environmentalregulators Root DefinitionA system that is jointly owned by the client and its consumers with the available cleaning resources to ensure that the consumers get cleaning services at an affordable cost and in a way that will not impact negatively on their environment by using environment friendly cleaners within the constraints of time and bud getary allocations while meeting the high standards expected by the shareholders, prospective clients and environmental regulators and ensuring it does not give competitors an edge. The customers are the consumers of the service that the company provides. The actor is the company (the client).The transformation is to ensure the consumers get cleaning services. The input for this transformation is the cleaning services to be offered while the output is the cleaning services offered. The Weltanschauung is at an affordable cost that will not have negative impact on the environment. The system is jointly owned by the client and consumers of its services. The environmental constraints are time, budget allocated to the service and living up to the standards set by the environmental regulators, shareholders and the watchful eye of competitors and prospective clients.After that we have to make a conceptual model that captures the root definitions in a conceptual world. Below is the activity model taking the client’s perspective. Know about the available cleaning resources Establish what a complete cleaning service is. Assess what an affordable cost entails. Determine available time Provide cleaning services Assess what negative environmental impact is Assess whether the service was high quality Establish the funds available Ensure that the service satisfies the quality standards set by shareholders and environmental regulators.It should also attract new customers and keep competitors at bay. Control action Controlac Efficiency (‘doing the thing right’; ‘is there least use of funds? ’) entails cost and process management, and is an interior weight of the managerialist model in principle and specifically project management literature. A lot of work has been prepared in generating methods to intensify the power exerted by project implementation teams, and thus progress project efficiency. A project is efficient if it brings the planned y ield within the budgeted inputs and on time.Within particular constraints, the efficiency of a project is a factor of the management aptitude of the implementation team. SSM emphasizes efficiency since a system is prone to fail to achieve the desired results without a wealth of resource usage. Efficacy (‘doing a successful thing’; ‘does the way work? ’) regards the pros of the assumption of change of a given project. Every aid project is based on an inherent ‘theory of change’ that supposes that the outputs of the project will advance changes in knowledge, approach or practice among persons with whom the project relates.That is, the degree to which the ‘means’ generate the projected ‘ends’. Efficacy is usually the focus of most appraisal literature and is a function of the design—the level to which the causality of the project is based in ingrained understanding and uses apposite means of social renovation. A pr oject design may be adjudged efficacious when the yields of the project lead to the estimated outcomes. SSM is keeps a keen eye on efficacy because a system could fail if the means chosen to convey about the intended transformation does not work. Effectiveness (‘doing the right thing’; ‘is this the right thing to do? ) encompasses the thoughtful and developmental value or aptness of an idea. Eventually, effectiveness is decided by the environmental, social and economic sustainability of intercession and therefore is a function of the guidelines and strategies espoused by the project implementing agency. Effectiveness is holistic in nature (i. e. the whole program or approach) to which any set project plays a role. That is, given a project considered to be efficacious, effectiveness is into whether or not the project result contributes to the expected impact.In a nutshell, effectiveness is a gauge of the degree to which certain system adds to the more comprehensive perspective that gives that system meaning. SSM B In this analysis, I’ll look at it from the view-point of the different departments of the company. The problem that needs intervention is the fulfilment of the company’s corporate responsibility and the departments, though in the same company, have different perspectives of how they view the situation. Some of them can be viewed differently are: * Clients are not sure if the increase in cost will be forwarded to them. Clients prefer degrading of environment to increase in prices. * Will clients support the new environment friendly approach? * Consider products practices if they are pleasing to the public. * Lessen environmental impact * Changing is likely to be more costly * [Don’t want to] change prices and practices * Clients might not support the change and go elsewhere * Operate at national level in the long term * Adding a recycling service * Tie in well with existing services These are even what the rich p icture would most constitute. CATWOE elements of fulfilling environmental responsibility.This would be better expressed through a rich picture that would capture the perspectives of the different stakeholders in the company. The inter-relationships of the different people would also come out. The subsequent analysis will go through the players in the system and then I’ll take a look at the impediments and catalysts of the implementation of the submissions and recommendations made. ANALYSIS I This centres on the roles of different people in the company. The interaction between the consultancy firm and the company is indicative that there has been established that there is a need for intervention.There are also those that can be affected by the whole intervention, those that the intervention revolves around. They include: a) The company’s clientele who have to be satisfied that the service is value for their money. As the price hike is implemented, they must feel that th e marginal price is equivalent to their marginal utility in terms of quality of service and environmental conservation. This quality should have a good face value. b) The company’s management should ensure that as the company grows it at the same time meets its goals and objectives. ) The sales office must ensure that the addition of the proposed quality does not affect the company’s sales negatively. d) Employees in general should feel that the project does not unnecessarily increase their work load without a perk associated with it. e) The environmental regulator should also feel that the company is true to its pledge towards environmental conservation. CULTURAL ANALYSIS (II) Information about the cultural dynamics in the company is scanty. This is because the project brief only explains what they want to implement but they don’t explain how different people behave or relate in the company.However, it is common knowledge that there are stakeholders in the comp any and to be specific, the sales office, the company’s employees, the finance office and the customers. The sales office is represented by the national sales manager Stephen Grant, a person whose character cannot be depicted from the interview but since there is a scheduled meeting, it will pose an opportunity to know him better. Information on employees is non-existent but in liaison with relevant departments with the company we’ll get it.This is critical because the change will directly affect their work load and how they respond to the changes is likely to alter the direction of the company. The national sales manager will also provide us with information about the constraints that face the financial office and the behaviour of their clients, another bunch that is meant to be affected by the changes. ANALYSIS OF POWER (III) In this section, I will look at the different interests at play and how the company will take care of all the interests in the system. The same issue owners wield the instruments of power in the company.Therefore, they will be Stephen Grant (national sales manager), finance department, clients (customers), Environmental regulators and employees. The finance department holds the financial power and goodwill of the company. Any tendency by the department to frustrate the project implementation can take it (the project) down. The employees on the other hand must feel motivated to work for the company and support the project. If the terms are not improved and the workload increases, they are likely to go in search of pastures new and this would not help in the success of the project.The clients also hold a very powerful position in the system; if they feel that the company’s project does not add value and decide to seek the services from another company the company’s sales will go down and this would mean the project has not succeeded. The environmental regulators who double as government agencies also wield some power and could influence the success of the project. They would like to see that the company is steadfast in its efforts to conserve the environment and also comply with the tax regimes that are forthcoming when the project is implemented.The national sales manager is also powerful owing to his role in deciding price floors and ceilings and would detect when sales falter. He is therefore in a position to influence the success of the project. The perspectives of different primary stakeholders are also of utmost importance in this project. They are the same issue owners save for the employees who in this case are replaced by the company’s management. Clients’ perspective PQR P- Responding to the company’s advances R-To help the company to implement its project on environmental conservation CATWOEC-Consultancy team A-Clients themselves and the consultancy team T-Making their feelings known to the consultancy team W-Working towards a higher quality, competent serv ice that is environmental friendly. O-Clients E-Time and mindset Management’s perspective PQR P-Put up systems that are both customer and environmental friendly Q-Investigating the available options and decide which one is best placed to achieve the objectives. R-In order to adapt an environmental friendly model and become more attractive to attract new customers CATWOEC-The Company itself, Government and environmental regulators, consumers A-Company’s management, Stephen grant, Consultancy team T- Introduces practices and products that are environmental friendly. W- Practices that can improve the image of the company to the genral public and the world at large. O- Company’s management. E- Budget, Time, market forces, conflict of interests. Consultancy team’s perspective PQR P-Perform the task requested by Forebys. Q- By doing research and presenting a clear report on ways in which Forebys could achieve its goals and objectives. R-In order to improve the image of the companyCATWOE C- Forebys A- Consultancy firm. T- Preparing a report that will give Forebys a clear direction on the practices and products they want to introduce. W- Forebys expects a comprehensive report that will be value for money. O- Forebys E- Budget, Time, expectations of Forebys, availability of information. Stephen Grant’s Perspective PQR P- To introduce environment products and practices by the company. Q- By hiring a consultancy firm to do the analysis and come up with a workable model R- In order to be competitive in the market and offer services that are environmentally sound.CATWOE C -Consumers, Company’s board A – Stephen Grant, Consultancy firm T- Introducing new products and services to the market W- Becoming an environmental friendly company in all aspects O- The company’s management E- Budgetary constraints, the customers’ desire, time, Competitors 3Es Efficiency- is there least use of funds? Efficacy- does the way wo rk? Effectiveness- is this the right thing to do? Briefing Notes Objectives of the Meeting i. The most pressing objective for the consultancy firm is winning the contract. ii. To familiarise itself with the dynamics of the company.Background of Company and Project (From project brief) i. Having been in operation for 4 years, the company has stretched its muscles to whole of west midlands and plans to go full throttle in the next five years. It offers cleaning and gardening services; it started as a window cleaning company but extended its services to cleaning houses after floods and fire. ii. Besides expanding, it desires to adopt an environmental friendly model which they have come up with two options that can be adopted to achieve it. However, none of these options have been ratified and so they have to be investigated.They are: * Introduction of products and practices that are environmental friendly. * Setting up a recycling service that would be incorporated by its existing netw orks and operations. Deliverables * The consultancy firm aims at doing a comprehensive investigation that will deliver beyond the scope of the firm. * The consultancy is dedicated to delivering highly feasible and easy to implement mechanism to achieve the intended goals. * We will gear our efforts towards a lucid, concise working formula to make it easy to achieve intended goals and objectives in a timely manner. Preliminary AnalysisA preliminary analysis shows that: * Customers should be the focal point when carrying out this whole investigation because their choice to shift allegiance would mean total collapse of not only the project but also the company. * Shareholders should also be willing to inject new finances to the company for a better future. * There will be conflicts of interests in the drafting and implementation of the projects and so it will be upon the company to balance the interests. Bibliography Wilson, B. 2008. Soft Systems Methodology: Conceptual Model Building and Its Contribution. New Jersey: John Wiley & Sons.

Reflection on Learning with Learning Contract

In this assignment, I need to reflect on the situation that took place during my working group. In this reflection, I am going to use Gibbs (1988) Reflective Cycle. This model is a recognised framework for my reflection. Gibbs (1988) modal of reflection consists of six stages to complete one cycle which is description, feelings, evaluation, analysis, conclusion and an action plan. Description I was put in groups for a week to work through a set of tasks. There was a mixture of males and females with a wide range of ages.There were some people that played a part in the group activities and there were some that did not, this was what contributed to the breakdown in communication in my group. The first day we got into groups, we had to do a learning styles questionnaire. In this questionnaire there were four types of learning styles, which where activists, reflectors, theorists and pragmatists (Honey, 1973). In my group of seven we were made up of reflectors, theorists and pragmatists.O n the second day we did a group activity about the skills knowledge and attitudes that a health care professional should have. During this task we were divided has a group even more because we all had different views on what we thought was the ideal health care professional. Day three we did a Kohlberg’s moral dilemma (1981) where we had to choose whether Heinz should steal the drug or not. My group was divided on whether he should steal the drug or not. On day four we did a self and peer-evaluation questionnaire. FeelingsI felt very frightened in the group setting because I preserved that I was the youngest in the group and I did not know anyone, which I was very shocked me because I am normally a very confident person. I also felt very out of place I really did not like being in a group that did not click with each other. I then started to get concerned that we would not get any of our group tasks finished. My second concern was that in a difficult situation that we might a ll argue because we all had such different views. But I was also excited to see what might have come out of the group tasks.I also think there should have been an icebreaker task; this would have eased us in. Evaluation The good experiences of the group tasks were that I learnt about myself and how other people work in small groups. It was also good to listen to other people’s opinions. It was also good to work with people I would not necessarily work with outside of these groups that were chosen for me. The bad points were that we has a group did not gel; there was a lack of communication throughout the whole week. I also think there should have been an icebreaker task. AnalysisThere were no activists in my group and I think this is why there was a breakdown in my group because activists like to be involved in new experiences. They are open minded and enthusiastic about new ideas but get bored with implementation. They enjoy doing things and tend to act first. Where reflecto rs, theorists and pragmatist are more reserved and like to think first and take a back sit (Honey, 1973). Some points of the task went well which were that as a group we found out what learning styles are and what the positives and negatives of each learning style and how we can use it to better are learning enhancement.The other members of the group also contributed on what they thought each learning style meant and if they thought it was a true representation of them. But some just did not contribute I am not sure if this was because they were shy or did not want to say the wrong thing or intimidated by the large group. Conclusion I have learnt a lot for from working in my group, I learnt to put myself in the others shoes and understand why people acted in a certain way. I came away being very emphatic and willingness to understand that not everyone is not the same.But now it has become a normal way of thinking and responding to a particular situation. So I have turned my reflecti on into learning. I have read that the more we read and think about a situation the more we can identify they importance of reflection (Boud et al, 1994). I have also learnt that ‘‘the basic unit of communication is made up of a sender, a receiver and a message set within a particular context’’ (Ellis et al, 1994, p. 4). Action plan If the situation came up again there would be a lot I would change one of hich would be more considerate to the group member’s feelings. Secondly I will continue to reflect and study the causes of why things go wrong. Reflection is based on allowing us to ground our thoughts and keep us focused. This helps to prevent reflection going off the subject. (Dallas et al, 2005). I would also like feedback because feedback is vital for development and change. Feedback is important to the on-going development of us has humans. ‘Feedback is central to developing learners' competence and confidence’ (londondeanery, 2010 )

Content Marketing Tips Should Never Be Trusted

Content Marketing Tips Should Never Be Trusted You shouldnt trust everything that you read on this blog. In fact, you probably shouldnt trust anything you read on any blog.  Doing so may actually be bad for your marketing. Why? Most Content Marketing Tips Are 100% Totally Made Up Content marketing tips are usually made up, and why wouldnt they be? Everything is made up these days – even scientific research. In a recent study, economists found that nearly all studies published in economics journals are likely to be wrong. After studying  49 papers in leading journals that had been cited by more than 1,000 other scientists, researcher  John Ioannidis found that  within only a few years, almost a third of the papers had been refuted by other studies. Yikes! Things arent much better in the medical field. Author  David Freedman published in his book Wrong  that about two-thirds of the findings published in the top medical journals are refuted within a few years. Even worse, as much as 90% of physicians medical knowledge has been found to be substantially or completely wrong according to  Time Magazines  article on the books findings. As much as 90% of physicians medical knowledge has been found to be substantially or completelyAre you finding this a bit creepy? You should be, and it should give you all the less reason to trust your friendly neighborhood content marketing professional  carte blanche. Most of what they say is full of crap someone has to say it. All Content Marketers Are Liars Heres the thing – too much marketing these days is based on what some other guy told me to do, and not enough on what our data told us to do, and thats a real problem. This post is about putting the other guys ideas on trial, and making sure that their tips actually work – for you. It may sound obvious, but it begs a reminder – never trust marketing advice that you havent tested.

Your LinkedIn Profile 10 Most Common Errors and Omissions

Your LinkedIn Profile 10 Most Common Errors and Omissions Your professional image is largely determined by whats on your LinkedIn profile. Dont think for a minute that any and I mean any employer who considers hiring you wont Google you and vet your LinkedIn profile. What would you like them to find there? I recently offered to review 20 peoples LinkedIn profiles for free, and I got an overwhelming response to my offer. What I learned through the process of conducting these reviews rather astounded me. Heres what potential employers and clients will see in most profiles: 1. Spelling, grammar and punctuation errors in the main profile. Dont let this happen. Find a good editor to review your profile! 2. Recommendations containing spelling, grammar and punctuation errors. Have someone check these and if there are errors, ask your recommender to replace the recommendation. Most people are very cooperative Ive made these requests myself! 3. No picture, a blurry picture, a picture with 2 people in it, or a picture with a busy background. I understand some people have privacy considerations that raise concerns about posting a picture on LinkedIn. If you do choose to post a photo, however, make it a head shot with a plain, light background. Were shooting for the professional look here! 4. Websites like My Company and My graduate school. These titles dont provide much information. Thankfully, its easy to personalize your URLs just choose Other and write in your specific website description. 5. Public profile URLs with lots of numbers, letters and slashes at the end. You can customize your URL to end with your name. Is that name taken? Try last name followed by first name, or use an initial or two, or insert dashes you can figure this one out. (Read more about this in my post Should I Include My LinkedIn Profile URL on My Resume?) Heres what potential employers and clients will NOT see in many cases: 1. Consistency. From one job description to the next, there are often discrepancies in format and structure. Consistency is extremely important in any resume-like document! If you have a heading that says Major Accomplishments, use it in all positions where you had major accomplishments. If you are writing in the third person, write everything in the third person. If you use periods at the end of your bullets, do it everywhere. Capisce? 2. Recommendations. If you own a business or are looking for work, it is especially important to use this opportunity to have people sell you! 3. Descriptions of your job duties and accomplishments why would you leave these out? Its okay on your 10th job in the list to leave out the bullets, but make sure you provide a description of what you did at your jobs. Start your phrases with verbs (past tense verbs for past positions, present tense verbs for present positions). Let us know not just what you did but what you accomplished. The more concrete and quantifiable the better. You can also attach a resume for this purpose if you download the application Box.net. 4. School activities and sometimes degrees. If you got a degree or participated in activities while in school, list them! 5. Applications. I recommend checking out the partner applications available through LinkedIn. You can attach documents, recommend books, and do many other things with these useful tools. Find out whats available and use it! If you avoid these errors and omissions in your LinkedIn profile, you will stand out in a positive way to the people reading it. Why would you take a chance by doing anything else? Are you getting the results that you want from your LinkedIn profile? If not, this book is for you. In my do-it-yourself Kindle book, How to Write a KILLER LinkedIn Profile And 18 Mistakes to Avoid! I provide you with 18 detailed strategies and writing tips that other â€Å"LinkedIn experts† don’t cover. First I tell you how to get found on LinkedIn, and then I tell you how to keep people reading. Click here for more info and to order. Category:Archived ArticlesBy Brenda BernsteinMay 22, 2009 2 Comments Irene Castillo says: May 25, 2009 at 5:14 am I am interested. How would I pay the $25? Thank you. Log in to Reply admin says: May 29, 2009 at 4:12 pm Here is the link to the profile review offer on my website: LinkedIn Profile Review Click ?add to cart? and you will be brought to a PayPal window where you can purchase the profile review. If you would prefer, we can send a PayPal request by email, or an invoice for payment by check. What you get in a LinkedIn Profile Review by The Essay Expert: ? Overview of your presentation, including strengths and weaknesses ? Detailed commentary on every section of your profile ? Substantive and technical suggestions for improvement Thank you for working with The Essay Expert. Log in to Reply

Economics of exchange rates Essay Example | Topics and Well Written Essays - 1000 words

Economics of exchange rates - Essay Example Operating under such a business scenario is too risky for any business. This is because, regardless of how much sales a business makes, and regardless of how much a business tries to minimize its costs and expenditures, it will always find itself on the receiving end, where its performance is not dependent on its efficiency or effectiveness but rather on the behavior of the foreign exchange markets (Sarno & Taylor, 2005, p. 83). XJP receives virtually all its supplies directly from J&J Ltd, which, in turn, invoices all the costs and expenditures in Euros. On the contrary, XJP makes its sales in Chinese Renminbi. Therefore, it has to convert the income made from the sales from the Chinese currency into the Euros so that it can submit its payment to J&J Ltd. This means that the amount XJP pays to J&J is not solely dependent on the value of the supplies it receives from this company, but also on the rate at which the Chinese currency exchanges for the Euro.... However, if the foreign currency gains over the local currency, XJP will be forced to pay the cost of supplies at higher costs. This will in turn reduce its profit margin (Moffett, Stonehill & Eiteman, 2008, p. 254). Therefore, system through which XJP and J&J structure and manage their currency exposure is not suitable for the business, since it influences their performance and growth negatively. This is because, even when they apply suitable strategies to grow their business and increase their profitability, it is not possible to achieve their targets, since the target will always depend on the exchange rates (Sarno & Taylor, 2005, p. 90). Therefore, the most suitable way for them to structure their business is employ a system that allows XJP to purchase and pay for its supplies using the local currency. This will serve to remove the uncertainty involved in the operation of the foreign currency markets, making it possible for the business to Strategize on improving its profitabilit y and consequently achieving the desired growth (Coyle, 2000, p. 41). Case Question 2: The situation in which XJP finds itself is very different from that of other foreign subsidiaries owned by J&J worldwide. This is because, while the other foreign subsidiaries are decentralized, allowing them to take responsibility of their own structure from top to bottom, the case is different for XJP. The organizational structure of XJP is characterized by a lot of control from its parent company. Thus, XJP is not capable for planning and procuring its own supplies, inclusive of the raw material, but instead depends on J&J to supply it accordingly (Moffett, Stonehill & Eiteman, 2008, p. 255). This arrangement might be beneficial for enhancing