The Principle Idea Found In Sura 2 Is Not Only The Notion Of Gods Omn

The principle idea found in Sura 2 is not only the notion of God's omniscience (the fact that he is all knowing), but also the idea of God's extreme munificence (his giving spirit). The text also stresses two major attitudes found in people; those who are believers (or one's who trust and serve God) and those who are non-believers (those who doubt God, either openly or in their hearts). Finally, Sura 2 the tells of practices one must perform to show his faith in God and generally how you must go about living your life. The text opens by saying, "This Book is not to be doubted", that is to say, God's authority must not be challenged. It says that God is the only "God" and to worship anther or doubt God in any way would bring about "stern retribution". The text provoked fear by saying that just as God had created the world, he could and would (without hesitation) send someone to a life of hell. However the Koran is quick to point out that only those who doubt God would ever receive this treatment (and even those people he would forgive if they truly believe in him). To all others it is said that he gives "abundantly" and is "forgiving and lenient". God is also described throughout Sura 2 as "having knowledge of all things", and as being "aware of whatever you do". There can be no questioning his power and no way of hiding your true thoughts from him. Also described are two major attitudes among the people, believers and non-believers. Believers are those people who exemplify the same characteristics that are found in God, they are charitable, honest, caring, etc. More importantly though, is the fact that they are righteous in the eyes of God because they fear, worship and give thanks to him. Non-believers are described as being, "deaf, dumb, and blind" and it is said that they know nothing. They are the ones who suppress parts of the Holy Scriptures and kill God's apostles. On the day of reckoning God will not forgive these people, their will only be a "woeful punishment" for them. Sura 2 sets up what seems to be laws or perhaps the proper way to show your appreciation for God. It approves of fighting only in retaliation or in the defiance of God's name. It also deals with issues like marriage, divorce, drinking, and gambling. With regards to prayer and worship the text is very precise about the dates and duration a person should take a pilgrimage or fast. One thing that was very noticeable to was the seeming omitcion of the idea of God's omnipotence. On numerous occasions there was mention of God's supreme knowledge, but I was hard pressed to find any occasion where his power was referred to.

Texas Political Culture and Immigration essayEssay Writing Service

Texas Political Culture and Immigration essayEssay Writing Service Texas Political Culture and Immigration essay Texas Political Culture and Immigration essayPolitical culture has a considerable impact on the development of the nation as well as local communities. Texas is one of the states with a distinct political culture that has a considerable impact on the worldview of the local population and policies conducted in the state. In this regard, the current paper focuses on the study of Texas political culture to understand its key principles that uncovers policies and decisions taken by policy makers. Texas has a considerable impact on the national politics of the US because it is one of the main states that opens the way for local politicians to enter federal political elite. This is why the understanding of Texas political culture will help not only to understand better policies conducted in Texas but also the national politics as well.Political CultureElazar distinguishes three types of political culture: traditionalistic, individualistic and moralistic (Foner Garraty, 2011). The moralist ic political culture holds society to be more important than an individual. The moralistic political culture tends to develop a positive view on the government and states with this type of culture view the government as a positive force that often leads to the wider government interference into economy and wider government regulations concerning economic, social and other aspects of the state life (Foner Garraty, 2011). States with the moralistic political culture stand on the ground of serving the community as their priority even at expense of individual interests.On the contrary, the traditionalistic political culture stands on traditional political and cultural values and focuses on the minimal intervention of state into economic and social life (Foner Garraty, 2011). The traditionalistic political culture limits the role of the government to the role of the actor responsible for the maintenance of the existing social order, which helps communities to maintain their traditional social systems. This political culture adheres to conservatism as the core of its political philosophy.Finally, Elazar distinguishes the individualistic political culture, which prioritizes the individual initiative and put needs and interests of individuals above those of communities as long as they match principles and norms of basic human rights (Foner Garraty, 2011). The individualistic political culture restricts the role of the government to the role of facilitator of individual initiative and does not admit the extensive government regulation of social life, economy or regulations in private matters of individuals.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As politics and society are dynamic, the political culture of certain states, regions or nations can change that contributes to the shift from traditionalistic to moralistic culture, for example, or emergence of a blend of cultures, such as traditionalistic and individualistic ones. Therefore, in some states, it is poss ible to trace the blend of different political cultures, which though are closely integrated but may change in the course of time and dynamic development of the political life and social norms, values and beliefs. For example, the political culture may change under the impact of profound demographic changes, which may occur in case of the rapid and substantial increase of the immigrant population. As a result, such demographic changes can bring changes into the political life and change the political culture of the state but such changes take normally a long time to be fully completed.Texas political culture  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Traditionalistic aspects of Texas political cultureOne of the distinct features of the Texas political culture is the dominance of one political party. Within the last thirty years, the Republican Party, which is associated with traditionalist policies and conservative ideology, has held control over the state’s politics. At this point, it is possible to refer to table 1, which shows the results of Presidential elections in Texas with only two wins of the Democrats in nine cases of Presidential elections.Moreover, Texans have not elected Democrats to a statewide office since 1994, while Democrats can gain support from minority groups mainly in East Texas and South Texas and from some urban voters in Beaumont, El Paso, Austin, San Antonio, Dallas and Houston (Foner Garraty, 2011). The dominant position of the Republican Party is the distinct feature of the traditionalistic political culture and Texas maintains this trend for decades. This is why it is possible to estimate that Texas has a historical inclination to the traditionalistic political culture.In fact, a distinct feature of Texas political life is the low voter turnout that is a characteristic of the traditionalistic political culture according to Elazar (Foner Garraty, 2011). Voters turnout remains stable and, more important, voters tend to have the similar political preferences and do not change them much for decades. For example, Texans prefer voting for the Republicans and they vote for them over and over again, regardless of changes in policies and situation in the state.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Individualistic aspects of Texas’ political culture  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Texas politics tends to support private business with the minimal interference of the state government and authorities into the economic life of the state (Foner Garraty, 2011). The non-interference government stance is typical for the individualistic political culture. In the case of Texas, this trend is very strong since the state government traditionally avoids direct interventions into the economic life of the state. Instead, the government focuses on the stimulation of individual business initiative and eme rgence of small businesses. Texan legislation is favorable for business initiatives and current policies create favorable conditions for starting up a business in Texas (Foner Garraty, 2011).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Texas turns out to be in the opposition to the political government and stands for the larger opportunity for exercising the principle of people sovereignty in Texas (Foner Garraty, 2011). Texans and local politicians stand on the ground of the supremacy of people sovereignty over the authority of the federal government. This is why they oppose to the increasing role of the federal government in the field of public education. Similarly, Texans have a strong opposition to current health care reform, which contradicts to their principles and beliefs.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore, Texas politicians and the public maintain a strong faith in individual initiative (Foner Garraty, 2011). They put it prior to the government regul ation. Instead, they believe that the government should just facilitate the individual initiative by means of non-interference and liberalization of the legislation to let individuals to implement their initiatives successfully. Such policy and political culture is traditional for Texas and these features are features of the individualistic political culture.Texas Political Culture and Immigration essay part 2

Quantitative Easing (Pros and Cons) Essay Example | Topics and Well Written Essays - 1250 words

Quantitative Easing (Pros and Cons) - Essay Example main aim of quantitative easing is to inject money into the economy to stabilize nominal spending by purchasing assets from private or public sector. When the government uses their new central bank currency to purchase resources, it boosts the quantity of central bank currency held by financial institutions which in turn boost the sum of deposits retained by firms and households. The increase in the amount of assets held by firms and households increases spending which is healthy for a stable economic system. Since central bank is the sole supplier of the currency in circulation, it takes money in the form of reserve balances held by banks to make payments between different banks. Benford argues that such a scenario was witnessed in in England in order to reduce the rate of inflation to protect consumers from economic crisis and it succeeded to some extent. According to Benford, the bank may decide to generate this money electronically simply by increasing the balances on the reserve account so that it credits the bank reserve account when the bank purchases an asset. The central bank can also decide to purchase asset from a non banking institution by paying the amount directly via the seller’s bank thereby crediting the reserve account of the seller’s bank (Berger & Weber 36). By so doing, the asset of central bank increases which consequently increases the assets of commercial banks and the non bank institutions concerned. This ultimately leads to an increase in assets prices and spending and consequently reduces the rate of inflation to desired levels (Berger &Weber 37). Economists argue that this is a perfect method of expansion of supply of central bank money without increasing the rate of inflation in an economy (Benford 3). Controlling inflation is not easy due to pressure from financial hawks who are always interested in seeing high interest rates (Krugman). Since quantitative easing involves large amounts of currency, there needs to be se t properties to procure for it to be successful in the short term. Most of the purchases go to public organizations with private organization receiving less purchase with the aim of improving the conditions of the corporate credit. The injection of government money into the economy is helpful in increasing the liquidity in return for the assets which helps to improve the balance sheet of the private sector households and firms (Berger &Weber 37). Since money is highly liquid, its injection into the economy increases the buying of goods and services hence is a good manipulating tool for inflation. Purchase of assets by the government increases the prices of assets reducing the cost of borrowing from household and companies thus resulting to higher consumption and investment spending (Benford 3). When companies have cheaper access to

Individual assignment Example | Topics and Well Written Essays - 2750 words

Individual - Assignment Example After a thorough discussion the group members converged in common inference that communication among employees is vital in an organization in order to maintain a proper work flow. In an organization each employee is a part of a bigger employee network. The work allocation must be communicated among the employees in order to have a clear idea of the work progress in the desired direction. Communication among employees has evolved over the years, from verbal and written communication to email and instant messaging. Even though the mode of communication has changed to ease off our efforts at workplace, it also has put a significant effect at our personal life. This essay reflects on the concept of checking work emails all the time and how email communication has changed the way we communicate at our workplace. I will also discuss about the group members’ individual contribution in the discussion and how I have inferred my opinion from the group activity. In order to collect relevant theories regarding organizational communication and the use of email communication in work place, the group members collected several articles from relevant journals. From the collected data, we tried to highlight the important factors and outcomes related to a proper organizational communication. One of my colleagues pointed out that Spaho (2011) has emphasized on the importance of organizational communication, and how it is an important factor for the organization’s success. He mentioned that miscommunication or poor communication can lead to poor relationship between the managers and the employees, which in turn can result in internal conflicts. I further added my opinion that a proper communication from the managers gives the right direction to the employees, which results in increase in their efficiency. Likewise, regular communication from the employees’ end also

Theories of learning Essay Example for Free

Theories of learning Essay This assignment will address andragogy – a theory of learning. To do this it will focus on the specific areas of andragogy and compare them to other theories of learning. The theory of andragogy has been around for nearly two centuries and the findings are particularly linked to the work of Malcolm Knowles. The judgements will be related to the experiences of students in higher education. The theory of adult learning is a â€Å"dynamic area of research and theory building. † (Merriam, 2008 p2). Malcolm Knowles explains that â€Å"andragogy assumes that the point at which an individual achieves a self concept of essential self-direction is the point at which he psychologically becomes adult. † (As cited by Atherton J. S, 2005 p1). Knowles (1970) sees andragogy as a contrast to pedagogy (the teaching of children) which he says is a â€Å"teacher dominated form of education, long regarded as appropriate for children’s learning, and [andragogy] a learner-centred one, now viewed as particularly relevant for non-traditional adult learners. † (Bartle, 2008 p1). Knowles explains andragogy to be the â€Å"art and science of helping adults learn† (as cited by Bartle, 2008 p1). He also argues that â€Å"adults were self-directed, problem solving learners whose life experience constituted a significant learning resource. Thus instead of the traditional hierarchical relationship between the teacher and pupil, the adult learner participates fully in his or her education, influencing the curriculum and determining learning objectives. †(Bartle, 2008 p1) Knowles’ assumptions are based around five key facts: 1. Self-concept: as a person matures his concept moves from one of being a dependant personality toward one of being a self-directed human being 2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning. 3. Readiness to learn. As a person matures his readiness to learn becomes orientated increasingly to the developmental tasks of his social roles. 4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject- centeredness to one of problem centredness. 5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12) (As cited by Smith M. K, 1996; 1999 p1) Each of these assumptions comes under considerable debate. His idea of self-concept implies that all adults move from dependant to self-directed learning and that they need to be responsible for their own decisions. Adults need to be treated as capable of self-direction (Smith M. K, 1996; 1999). Knowles believes that adults should participate in designing their own development tasks and the educator should help to focus on the goals and provide ideas, resources and feedback to guide towards progress (Knowles, 1970). The next point explains the belief that adults learn effectively through â€Å"experimental techniques of education such as discussions and problem solving† (as cited by Smith M. K, 1996; 1999 p3). Sometimes experimental learning in inappropriate, especially when large amounts of new information are necessary and the decision must be made as to what is being learnt before making judgements (Smith M K, 1969; 1999) It could be argued that different experiences could be bias and presumptuous. Knowles third assumption regarding readiness to learn emphasises the place at which the importance of study becomes clear to carry out a particular task. It could be interpreted as adults learn things that are useful rather than intriguing or interesting – do we not learn some things just for sheer pleasure? (Smith M.K, 1969; 1999). It has also been argued by Dewey (1993) that â€Å"literature on reflection (e. g. Boud et al 1985) would support the argument that age and amount of experience makes no educational difference† (cited by Smith M K, 1996;1999). If this is the case then Knowles assumptions on the difference between andragogy and pedagogy are queried. With regard to orientation to learning Knowles sees this as conditioned rather than natural learning (as cited by Smith M. K, 1996; 1999). He states that the educator should ensure the adults desire for growth and anticipated results are clear, personal and realistic. He also expresses that adults are goal orientated in their learning (Knowles 1970). In his final point Knowles (as cited by Bartle, 2008) suggests that as adults the motivation to learn becomes internal, enquiry based and directed by the learner. He also suggests that as adults the relationship between the educator and the learner is one of mutual responsibility where the educator is seen more as a guide or coach. The life experiences of the learner are respected by the educator who becomes â€Å"a colleague who contributes to the learner’s self-esteem and sense of accomplishment† (Knowles, cited by Bartle, 2008 p4). This creates a setting to help the adult realise their full potential and move towards fully independent learning. In comparison to angragogy the constructivist theory of learning, as suggested by Biggs (2003), focuses on the learners knowledge and their approach to learning, suggesting learning is not just about acquiring knowledge but â€Å"as we learn our conceptions of phenomena change and we see the world differently. The acquisition of information in itself does not bring about such a change, but the way we structure the information and think with it does. † (Biggs, 2003 p13) Angagogy relates to Higher Education students as it recognises the great amount of learning that takes place throughout life and in various non-academic settings with the adult learner taking control. Knowles suggests that â€Å"students should be empowered for self-education, determining course content and self evaluation† (Knowles as cited by Bartle, 2008 p4) and prominent adult educators maintain a student-centred classroom by encouraging a problem-solving curriculum inclusive of self-pacing, designed by students, and also offering the opportunity for risk taking. The educator continues to â€Å"raise student consciousness while acknowledging life experience, and building a democratic, flexible, and personally supportive climate. † (Bartle, 2008 p4). In this assignment I have looked at the main areas of andragogy – adult learners being self directed, ready to learn and intrinsically motivated. Andragogy has been compared to pedagogy and constructivism theories and the differences highlighted. The findings have been related to the experiences of students in higher education showing the educators role to remain meaningful but less instructive and the learners learning what they need to know in order to grow. Adult learning is an ever-expanding area of research and theory, challenging ideas and confronting the theories of learning. (1,050 words) Reference List Atherton, J (2005) Learning and teaching: Knowles’ andragogy; an angle on adult learning. [On-line] UK; available; file: //f:/Knowles’%20andragogy%20an%20angle%20on%20adult%20learning. mht Bartle, S (2008) Andragogy. EBSCO Research starters. EBSCO publishing Inc Biggs, J (2003) Teaching For Quality Learning at University. Second Edition. The Society for Research into Higher Education and Open University Press. Knowles, M (1970) Modern Practice of Adult Education. Chicago: Follet. Merriam, S (2008) Adult Learning Theory for the Twenty-First Century. From http://www. interscience. wiley. com Smith, M. K (1996; 1999) â€Å"Andragogy†, the encyclopedia of informed education. http://www. infed. org/lifelonglearning/b-andra. htm Bibliography Brockbank, A and McGill, I (1998) Facilitating Reflective Learning in Higher Education. Buckingham: SHRE/Open University Press. Mortimore, P (1999) Understanding Pedagogy and its Impact on Adult Learning. London:Chapman. Payne, E (2000) Developing Essential Study Skills. London; prentice Hall.

Edgar Allan Poe, son of Actress Eliza Poe and Actor David Poe Jr., :: English Literature

Edgar Allan Poe, son of Actress Eliza Poe and Actor David Poe Jr., born 19th of January 1809, was mostly known for his poems and short tales Edgar Allan Poe, son of Actress Eliza Poe and Actor David Poe Jr., born 19th of January 1809, was mostly known for his poems and short tales and his literary criticism. He has been given credit for inventing the detective story and his pshycological thrillers have been infuences for many writers worldwide. Edgar and his brother and sister were orphaned before Edgar's third birthday and Edgar was taken in to the home of John and Fanny Allan in Richmond, Va. The Allans lived in England for five years (1815-1820) where Edgar also attended school. In 1826 he entered the University of Virginia. Although a good student he was forced to gambling since John Allan did not provide well enough. Allan refused to pay Edgar's debts and Edgar had to leave the University after only one year. In 1827 Edgar published his first book, "Tamerlane and other poems" anonymously under the signature "A Bostonian". The poems were heavily influenced from Byron and showed of a youthful attitude. Later in 1827 Edgar enlisted in the Army under the name Edgar A Perry where his quarrels with John Allan continued. Edgar did well in the army but in 1829 he left and decided to apply for a cadetship at West Point. Before he was able to enter West Point Edgar published a book entitled "Al Aaraaf, Tamerlane, and minor poems", this time the book was published, not anonymously, but under the name Edgar A. Poe, where the middle initial acknowledged John Allan's name. Before Edgar left West Point he received financial aid from his fellow cadets to publish a third edition of the book. Edgar called it a second edition though and it was entitled "Poems by Edgar A. Poe" in which his famous poems "To Helen" (another version was published in 1848) and "Israfel" appeared. These show of the musical effect that has come to characterize Edgar's poems. Later Poe moved to Baltimore to live with his aunt, Maria Clemm, and his first cousin Virginia. In 1832 he won a $50 prize for his story "MS. Found in a Bottle" in the Baltimore Saturday Visiter. In 1835 Poe brought his aunt and cousin to Richmond where he worked with Thomas Willis White at the Southern Litterary Messenger. He also married his cousin Virginia, only thirteen years old. Most of Edgar's work with the Messenger were of a critical nature but he also published some literary work such as "Berenice".

To Write a Proper and Well-Constructed Resume

Generally, a resume is a list of credentials that serves as an introduction to those who will hopefully employ a person for a particular job or position. To write a proper and well-constructed resume is often a rather daunting task, due to the need to thoroughly assess one's personality, accomplishments and acquired skills. The act of composing and submitting a resume also requires a careful consideration of the company that might be one's future employer. A person must know exactly what the company is looking for and if his/her qualifications meet the company's overall needs. But writing the resume is but one crucial step in the process, yet it is the most important element which will eventually lead to a new job or position. A poorly written resume often results in a negative response from employers, yet a well-written and conceived resume can influence the employer or interviewer to ask about one's strengths and the skills that a person can bring to a prospective employer. Even a person with little or no experience can find a good job is he/she is helped by a thoughtful and well-polished resume. In today's modern world, employers do not have the time nor the patience to read lengthy and disorganized resumes, for in reality, they look for tightly-composed, straightforward and action-based resumes. Although a one-page resume is the normal type, a two-pager may be needed if the person seeking employment has extensive work experience or has changed careers and requires the proper space to relate their accomplishments and work experience. According to â€Å"Writing Resume Tips,† the following traits must be part of every successful resume-careful proofreading with attention paid to spelling, punctuation, grammar and style; all information must be organized in a logical fashion; all descriptions must be clear and to the point; simple and easy to read fonts are mandatory, such as New Times Roman, Palatino, Helvetica and Arial; if possible, the resume must be confined to one single page; always include as much work experience as possible, even if it does not relate directly to the job one is seeking; all information must be tailored to the job one is seeking, and lastly, if one is not sure on how to proceed with the writing of a resume, always seek out professional assistance, either at school or the local library (Jobweb, Internet). Of course, knowing exactly what to include in a resume is an art in itself, for everything depends on a person's â€Å"individual career goals as well as one the professional goals of the companies hiring in (one's) area or field of interest. † Thus, through â€Å"research, planning, questioning and self-reflection,† a person will be able to create a well-written and positively-viewed resume (â€Å"Your Resume: General Concerns,† Internet). There are three types of resumes that are currently being used by students fresh from the university and by professional persons seeking new positions or changing their careers. The first is called the reverse chronological resume in which the most recent job or position is listed first. This is the type of resume usually preferred by employers who have to read a large number of resumes and it is by far the most popular and widely circulated. However, this type of resume may not be the most effective means of highlighting one's skills and accomplishments. A second type of resume is known as the functional resume which is generally used by those re-entering the workforce after many years or trying to change career fields. This type places the focus on achievements instead of the sequence of one's work history as in the chronological resume. In the functional resume, a person's experience is presented via general accomplishments and the skills developed over one's entire working life. Also, the functional resume is organized quite differently. For example, the work experience section is divided in two with job duties and accomplishments making up one section; the second section contains the basic elements of one's work history and comes after the accomplishments section which is often called â€Å"employment history,† due to being a chronological overview of former jobs and positions. In today's technological age, there is now another type of resume known as the electronic resume which is cut and pasted in an email and transmitted as part of the email message. Generally, this type of resume contains no formatting-â€Å"Whatever was bold becomes regular type; underlining, italics, centering and justification disappear, and the resume ends up being transmitted in the font designed for emailing† (Eyler, Resumes for Success, 67). However, under exceptional circumstances, a person may opt to create a generic resume which contains no industry-specific information and is meant to appeal to a wide range of organizations and companies. For the most part, all of these type of resumes, with the exception of the electronic type, contain two important sections-first, the primary section, made up of an introduction, experience and education, and then the secondary section which may contain the objective, professional honors and awards, publications, computer skills, professional organizations, community activities, club memberships, volunteer positions, college work experience, military experience and some personal information such as supportive references (Eyler, Resumes for Success, 78). Obviously, the three most important elements of any well-organized resume are the introduction which gives the potential employer some basic background information on exactly which job or position is being sought, the experience section which details a person's work history and the education section which highlights a person's educational achievements at the high school, local community college and university levels. The experience section of a resume describes the work that a person has performed throughout his/her working life or career and thus appears first on the resume. However, if a person is changing careers, his/her work experience may be completely unrelated to the type of job or position being sought which makes the education section more important, thereby placing it before the experience section. Also, if a person has held a position in which certain degrees or related documents were required for employment, such as in law, medicine, engineering or management, the resume must begin with the education section. If a resume is begun with the work experience section, it should be in reverse chronological order, starting with the most current or recent employer. This section must also include accomplishments and duties via what type of work was done, what was achieved and how an employer benefited from one's accomplishments on the job. Special consideration should be given to supervision, such as holding some type of management position in which one supervised or managed a number of people along with the specific title one held (Eyler, Resumes for Success, 95). Following the primary section, the resume then offers more information on various personal traits. With the objective, this statement refers to the type of position one is seeking, but often it is omitted, due to limiting the types of positions which may be offered to the prospective employee by the company or institution. When describing the job objective, it is a good idea to keep it extremely simple and direct and to make certain that it tells the employer what one wants to do within a company. Professional honors and awards can also be included in the objective, but only if they relate to the position being sought. For instance, a person applying as a manager in the automotive business might include awards from major automobile manufacturers or recognition for some type of innovative change. A person might also include any type of publishing credentials, especially those related to the position one is seeking. Since today's world is so reliant on technology, it is a good idea to include a short description on one's computer skills, particularly if the skills are related to programs essential to engineering or statistical management. Professional organizations can often play important roles, for they demonstrate â€Å"a sincere interest and commitment to one's career and reflect real involvement in a person's chosen field of specialty† (Eyler, Resumes for Success, 124). The same holds true for community activities, club memberships and voluntary activities outside of the work environment, and by mentioning them, it may be beneficial if the position one is seeking requires strong social skills, such as in management and personnel recruitment. For those seeking to change careers and recent university graduates, including college work experience on a resume can make all the difference, for the potential employer will see that the person seeking the job or position was highly interested as a student in a particular vocation, especially if there is an indication that the work experience was as an intern, meaning that it was unpaid and voluntary. Of course, military experience can often be highly influential, for some employers may be veterans or currently hold reserve status in the National Guard or Coast Guard. One final piece of advice has to do with mentioning memberships in organizations that indicate a person's religion, such as Masonic lodges or fraternities, and political preference, such as a member of a political party. In the field of management, the narrative paragraph adds the finishing touch to most resumes and is designed to provide â€Å"key information about one's abilities, including any advanced or specialized education, publishing credentials and speaking engagements, all of which usually greatly impressive prospective employers† (Eyler, Resumes for Success, 126). When composing the narrative, those seeking positions in management should try to include descriptive statements that pertain to one's accomplishments, responsibilities and personal strengths. For example, a resume could mention that the prospective employee is an innovative and energetic leader, a skilled communicator and team builder; an accomplished expert at organizational repositioning and the development of strategic initiatives; an accomplished corporate strategist; has demonstrated leadership abilities to develop and implement solutions that improve sales and revenues; an expert at identifying and capturing business in high-growth market segments; accomplished at managing diverse groups, people and situations and an expert at human resources development, motivation and management. In conclusion, a resume is an extremely subjective document, and while its primary goal is to illustrate a potential employee's strengths, accomplishments and capabilities, the exact way to present these traits depends on the interviewer/employer. However, a well-constructed and written resume will always be appreciated by potential employers, for it not only demonstrates a person's organizational abilities but also illuminates one's dedication and perseverance to the often agonizing pursuit of finding the right job or position. To Write a Proper and Well-Constructed Resume Generally, a resume is a list of credentials that serves as an introduction to those who will hopefully employ a person for a particular job or position. To write a proper and well-constructed resume is often a rather daunting task, due to the need to thoroughly assess one's personality, accomplishments and acquired skills. The act of composing and submitting a resume also requires a careful consideration of the company that might be one's future employer. A person must know exactly what the company is looking for and if his/her qualifications meet the company's overall needs. But writing the resume is but one crucial step in the process, yet it is the most important element which will eventually lead to a new job or position. A poorly written resume often results in a negative response from employers, yet a well-written and conceived resume can influence the employer or interviewer to ask about one's strengths and the skills that a person can bring to a prospective employer. Even a person with little or no experience can find a good job is he/she is helped by a thoughtful and well-polished resume. In today's modern world, employers do not have the time nor the patience to read lengthy and disorganized resumes, for in reality, they look for tightly-composed, straightforward and action-based resumes. Although a one-page resume is the normal type, a two-pager may be needed if the person seeking employment has extensive work experience or has changed careers and requires the proper space to relate their accomplishments and work experience. According to â€Å"Writing Resume Tips,† the following traits must be part of every successful resume-careful proofreading with attention paid to spelling, punctuation, grammar and style; all information must be organized in a logical fashion; all descriptions must be clear and to the point; simple and easy to read fonts are mandatory, such as New Times Roman, Palatino, Helvetica and Arial; if possible, the resume must be confined to one single page; always include as much work experience as possible, even if it does not relate directly to the job one is seeking; all information must be tailored to the job one is seeking, and lastly, if one is not sure on how to proceed with the writing of a resume, always seek out professional assistance, either at school or the local library (Jobweb, Internet). Of course, knowing exactly what to include in a resume is an art in itself, for everything depends on a person's â€Å"individual career goals as well as one the professional goals of the companies hiring in (one's) area or field of interest. † Thus, through â€Å"research, planning, questioning and self-reflection,† a person will be able to create a well-written and positively-viewed resume (â€Å"Your Resume: General Concerns,† Internet). There are three types of resumes that are currently being used by students fresh from the university and by professional persons seeking new positions or changing their careers. The first is called the reverse chronological resume in which the most recent job or position is listed first. This is the type of resume usually preferred by employers who have to read a large number of resumes and it is by far the most popular and widely circulated. However, this type of resume may not be the most effective means of highlighting one's skills and accomplishments. A second type of resume is known as the functional resume which is generally used by those re-entering the workforce after many years or trying to change career fields. This type places the focus on achievements instead of the sequence of one's work history as in the chronological resume. In the functional resume, a person's experience is presented via general accomplishments and the skills developed over one's entire working life. Also, the functional resume is organized quite differently. For example, the work experience section is divided in two with job duties and accomplishments making up one section; the second section contains the basic elements of one's work history and comes after the accomplishments section which is often called â€Å"employment history,† due to being a chronological overview of former jobs and positions. In today's technological age, there is now another type of resume known as the electronic resume which is cut and pasted in an email and transmitted as part of the email message. Generally, this type of resume contains no formatting-â€Å"Whatever was bold becomes regular type; underlining, italics, centering and justification disappear, and the resume ends up being transmitted in the font designed for emailing† (Eyler, Resumes for Success, 67). However, under exceptional circumstances, a person may opt to create a generic resume which contains no industry-specific information and is meant to appeal to a wide range of organizations and companies. For the most part, all of these type of resumes, with the exception of the electronic type, contain two important sections-first, the primary section, made up of an introduction, experience and education, and then the secondary section which may contain the objective, professional honors and awards, publications, computer skills, professional organizations, community activities, club memberships, volunteer positions, college work experience, military experience and some personal information such as supportive references (Eyler, Resumes for Success, 78). Obviously, the three most important elements of any well-organized resume are the introduction which gives the potential employer some basic background information on exactly which job or position is being sought, the experience section which details a person's work history and the education section which highlights a person's educational achievements at the high school, local community college and university levels. The experience section of a resume describes the work that a person has performed throughout his/her working life or career and thus appears first on the resume. However, if a person is changing careers, his/her work experience may be completely unrelated to the type of job or position being sought which makes the education section more important, thereby placing it before the experience section. Also, if a person has held a position in which certain degrees or related documents were required for employment, such as in law, medicine, engineering or management, the resume must begin with the education section. If a resume is begun with the work experience section, it should be in reverse chronological order, starting with the most current or recent employer. This section must also include accomplishments and duties via what type of work was done, what was achieved and how an employer benefited from one's accomplishments on the job. Special consideration should be given to supervision, such as holding some type of management position in which one supervised or managed a number of people along with the specific title one held (Eyler, Resumes for Success, 95). Following the primary section, the resume then offers more information on various personal traits. With the objective, this statement refers to the type of position one is seeking, but often it is omitted, due to limiting the types of positions which may be offered to the prospective employee by the company or institution. When describing the job objective, it is a good idea to keep it extremely simple and direct and to make certain that it tells the employer what one wants to do within a company. Professional honors and awards can also be included in the objective, but only if they relate to the position being sought. For instance, a person applying as a manager in the automotive business might include awards from major automobile manufacturers or recognition for some type of innovative change. A person might also include any type of publishing credentials, especially those related to the position one is seeking. Since today's world is so reliant on technology, it is a good idea to include a short description on one's computer skills, particularly if the skills are related to programs essential to engineering or statistical management. Professional organizations can often play important roles, for they demonstrate â€Å"a sincere interest and commitment to one's career and reflect real involvement in a person's chosen field of specialty† (Eyler, Resumes for Success, 124). The same holds true for community activities, club memberships and voluntary activities outside of the work environment, and by mentioning them, it may be beneficial if the position one is seeking requires strong social skills, such as in management and personnel recruitment. For those seeking to change careers and recent university graduates, including college work experience on a resume can make all the difference, for the potential employer will see that the person seeking the job or position was highly interested as a student in a particular vocation, especially if there is an indication that the work experience was as an intern, meaning that it was unpaid and voluntary. Of course, military experience can often be highly influential, for some employers may be veterans or currently hold reserve status in the National Guard or Coast Guard. One final piece of advice has to do with mentioning memberships in organizations that indicate a person's religion, such as Masonic lodges or fraternities, and political preference, such as a member of a political party. In the field of management, the narrative paragraph adds the finishing touch to most resumes and is designed to provide â€Å"key information about one's abilities, including any advanced or specialized education, publishing credentials and speaking engagements, all of which usually greatly impressive prospective employers† (Eyler, Resumes for Success, 126). When composing the narrative, those seeking positions in management should try to include descriptive statements that pertain to one's accomplishments, responsibilities and personal strengths. For example, a resume could mention that the prospective employee is an innovative and energetic leader, a skilled communicator and team builder; an accomplished expert at organizational repositioning and the development of strategic initiatives; an accomplished corporate strategist; has demonstrated leadership abilities to develop and implement solutions that improve sales and revenues; an expert at identifying and capturing business in high-growth market segments; accomplished at managing diverse groups, people and situations and an expert at human resources development, motivation and management. In conclusion, a resume is an extremely subjective document, and while its primary goal is to illustrate a potential employee's strengths, accomplishments and capabilities, the exact way to present these traits depends on the interviewer/employer. However, a well-constructed and written resume will always be appreciated by potential employers, for it not only demonstrates a person's organizational abilities but also illuminates one's dedication and perseverance to the often agonizing pursuit of finding the right job or position.