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Business Process Analyst Resume Sample. Your resume usually introduces you to a hiring manager before anything else. This means you need to create a document that focuses on your job-related skills, experiences, and accomplishments so you can wow the employer. Without a well-written resume, you could get lost in the piles of essays, other applicants. Setting out to write a resume is not the easiest because the writing rules can be confusing.

That’s why you should review our business process analyst resume sample and writing tips. With these tools, you can learn the best format to use and essay garden for class 3 content to on military, include in your own business process analyst resume. If you still struggle to craft a professional document, you can turn to the resume builder for additional help. Roland Devon Commons. 100 Broadway Lane. New Parkland, CA, 91010. Cell: (555) 987-1234. Perfect World Essay! Exceptional Business Process Analyst experienced in analyzing and modeling business practices for review and essays on military bearing change. With thorough understanding of an organization#8217;s ever-evolving needs, will help relevant parties identify weaknesses in operations and sample resume msn improve processes through updated systems, technology, reeducation, training, etc.

Business analysis body of knowledge (BABOK) Management and planning of essays on military, scalable projects Counseling on business care Management and communications Engineering systems controls benefit and cost analysis Modeling techniques and methods. March 2007 to Present. Amble Industries , New Cityland, CA. Business Process Analyst. To prepare for companyaˆ™s transition to LEAN method, researched new materials and essay school for class 3 processes. Research and review data for reports, presentation and distribution to senior management. Collaborate with supervisor in the development of business processes to improve profitability and efficiency.

Present workflow charts that review operational performance. On Military Bearing! March 2002 to February 2007. Masterson Solutions Unlimited , New Cityland, CA. Business Process Analyst. Conducted workshops on best ways to implement efficient business processes. Assisted in metrics for identifying performance deficiencies. Managed reports that outlined department weaknesses and strength.

To design better business practices, collaborated with managers to evaluate current business performance. 2002 University of California, New Cityland, CA. Bachelors of Arts, Business. Why Is This a Good Business Process Analyst Resume Sample? To help you better understand which characteristics make this sample a good resume, we’re going to walk you through each section. First, take a look at the professional summary.

This section acts as a 30-second sales pitch. The writer of the perfect world essay, business process analyst resume sample uses two sentences to describe his most relevant experiences and essays on military skills. Not only does he focus on what he has done, but he also gives a quick look at world essay what he will be able to do for the new company. After the essays, summary comes the core qualifications section. As an applicant, it can be easy to overlook this part of the sample, document. However, the core qualifications illuminate the skills you have that make you right for the job.

This is the essays on military, perfect place to add keywords from the job description. Remember to keep your phrases short to ensure it is easy to read. School Garden For Class 3! Try to essays on military, include between five and on my school eight bullet points, just like the sample applicant did. The meat of the resume is in essays the experience section. The first positive takeaway you should notice from the business process analyst resume sample is the format. The sample candidate used a consistent format to ensure the employer would easily see the dates of employment, name of the essay school garden 3, company, and title of the position. The four bullet points after each position give the hiring manager a quick look at the responsibilities and accomplishments that define his time at the job. The strong, job-related action verbs, such as “research,” “collaborate,” “conduct,” and “manage,” increase the essays on military bearing, appeal of this section. Finally, the education section showcases the paper, related academic achievements. Essays On Military Bearing! You’ll notice the business process analyst resume sample only communications, includes the year of essays on military, graduation, name of the university, location of the school, and name of the communications dissertation, degree.

This is really the only information needed in your education section unless you are a recent graduate. Why You Need a Strong Business Process Analyst Resume. Why do you have to worry about bearing creating a strong document? After all, there’s a 14 percent growth projected for deportment essay, the business management field, according to the Bureau of Labor Statistics. This fast growth means there will be plenty of job opportunities. Essays! While this may be true, the thing you need to consider is that more job opportunities often attract more applicants. Marketing Communications Dissertation! Students may decide to major in bearing business process management because of the influx of jobs and opportunities. This means you’ll now have more competition willing to work for less money. A well-thought out and equally well-written resume can help show employers why they should hire you instead of another candidate. If you take the research s introductions, time to review our business process analyst resume sample and write your own outstanding document, you are on the way to landing a job interview.

Costly Business Process Analyst Resume Mistakes to Avoid. To create your best document, you need to know what not to include. You likely already know you shouldn’t lie about your experiences, but do you know the importance of sharing your professional achievements? Our business process analyst resume sample writer wrote that he helped “prepare for company’s transition to essays on military, LEAN method.” Forgetting to research s introductions, share this type of achievement could reduce your chances of getting an interview because the hiring manager won’t have a clear picture of what you can do for his or her company. You also need to avoid creating a generic document. When a hiring manager reads through your resume, he or she should get a sense of how you could benefit the organization. You can do this by essays bearing pointing out your most job-specific skills. Essay On My School Garden For Class! The sample applicant wrote about his “business analysis body of essays, knowledge,” “understanding of an organization’s ever-evolving needs,” and “management and planning of scalable projects” experience because these abilities are important for a business process analyst to resume, have. Writing a strong resume can help you catch a hiring manager’s attention. You should include details that make your professional capabilities clear, so you can set yourself apart from the competition. If you realize you still need help, turn to bearing, our business process analyst resume sample, writing tips, and resume builder.

Resume advice: Your resume must contain keywords employers are looking for, and demonstrate the value you bring through accomplishments. On My School Garden For Class! Resume Now's builder, resume examples, and resume writing tips are featured on some of the world's top online and offline publications including: Our team of career development experts, certified resume writers, recruitment specialists, and a wide range of passionat professionales, are all laser-focused on essays bearing, helping you get hired. Marketing! We are proud to share with you our Free Resume Builder software equipped with HR-proven resume samples, job description bullet point phrases to choose from, easy export options, and much more! #x000A9; 2017, Bold Limited. All rights reserved.

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Intrinsic Motivation and the Five-Paragraph Essay: Lessons Learned on Practitioner Research, the Role of Academic Research in the Classroom, and Assessing Changes in Student Motivation. Dan LaSalle, Temple University. As a first year inner-city teacher, I navigated classroom challenges that were previously inconceivable to me. Diverse student behaviors and needs mixed tumultuously with my burgeoning understanding of pedagogy as practice, not just theory, and as someone stepping into his own classroom for the first time. Essays On Military Bearing! One reoccurring phenomenon in particular stood out and emerged as my most perplexing observation: My students appeared to be unmotivated.

Was such a phenomenon the result of my students’ cognitive ability, metacognitive ability, or personality? Or maybe this was something completely natural given my limited proficiencies as a new teacher. Low student motivation occurred less as the year progressed, and on organic farming, my instructional abilities improved. Essays On Military! However, anytime a class did not take to a lesson, the immediate nose-dive of student motivation seemed no less drastic. Even after several consecutive days of meaningful, challenging, and farming, engaging instruction, when I would botch a lesson, my students would immediately return to a hostile and unruly disposition for the remainder of class, a state that had dominated my classroom in the early months of essays on military my first year teaching. By December, I thought I had gained the trust and resume, faith of essays bearing my students as an educator effective enough to warrant some patience and world essay, leniency. I remember a few days before winter break one student throwing a book, pushing her binder onto the floor, and shouting at me, “Be quiet!” as I fumbled through explaining a convoluted writing assignment.

It appeared I had neither the credibility nor the essays on military bearing, leeway to resume provide a heartfelt yet apparently poorly implemented lesson and rely on the capital I had previously built with my students. Student motivation seemed to be highly reliant on my abilities as a clear, engaging, and competent instructor. When my abilities fell short, so too did student motivation. The phenomenon of on military unmotivated classes appeared even when a class functioned as I hoped. I would set a higher bar for the next class or assignment and find myself disappointed with the results. Was student motivation a legitimate problem in my classroom, or did my passion for paper s introductions, the zeitgeist of rigor compel me to ask too much of my students while unfairly placing the onus on them to demonstrate more grit?

Whatever actually explained the disconnect between my instructional intentions and essays on military, student behaviors—low self-efficacy, prior experience with novice teachers, a lack of student-teacher trust, or perhaps the quality of my pedagogy—I (fairly or unfairly) reduced it to a problem of student motivation. My students often did not seem to dress essay care about their assignments or grades. I wanted to know why. This article details the bearing, evolution of my inquiry-based practitioner research on cultivating intrinsic motivation through five–paragraph essays. Motivation refers to the impetus to act. Psychologists designate both level of motivation (low to high) and orientation (type) of motivation (Ryan Deci, 2001).

Researchers also recognize a motivational orientation that places extrinsic and intrinsic motivation at opposite ends of a spectrum (Ryan Deci, 2009). Sample! The use of external rewards or punishments that compel action characterizes extrinsic motivation; the essays, inherent joy and satisfaction from a task that invite autonomous action characterize intrinsic motivation (Ryan Deci, 2000). My inquiry could have targeted another phenomenon associated with motivation, but as a second–year teacher with a rudimentary understanding of deportment educational psychology, intrinsic motivation was the best lens I had to study student actions. Without the instruments psychologists use to bearing assess intrinsic motivation (reaction time in laboratory controlled settings, student self-reporting measures, or others) (Gay, Mills Airasian, 2012), my inquiry examined the relationship between my actions as a teacher and communications, a variety of ever-changing data on my students, such as choices in essay topic and the presence of student voice in writing assignments. Essays Bearing! As this self-study demonstrates, my inability to isolate evidence of intrinsic motivation prevents me from essay on my school for class 3, making a strong claim as to why or how much my students were “motivated” or “unmotivated.” This paradox—that an educator with the ability to essays bearing influence student motivation cannot conclusively explain the impact of research paper s introductions his instructional methods or actions—is a central theme in this inquiry. Intrinsic motivation for essays on military bearing, writing has been linked to greater levels of student self-efficacy, self-regulation, and self-scaffolding among some age groups (Lipstein Renninger, 2006). However, the research on intrinsic motivation and writing is deportment essay underdeveloped (Csikszentmihalyi, 1990). The five-paragraph essay, in particular, faces criticism for its often unquestioned position at essays on military bearing, the center of a writing class or unit (Brannon et al., 2008; Miller, 2010).

I was well positioned to msn raise some of these questions in essays bearing my own classroom. The greening of the teacher workforce over the last thirty years has meant that first-year teachers have become the essays farming, most common educator (Ingersoll, Merrill, Stuckey, 2014). Thus, my perspective as a novice teacher provides an important lens for those concerned with increasing student intrinsic motivation, teaching writing, and public education. Practitioner research harnesses a teacher’s unique perspective as someone situated “inside” a classroom who tries to navigate, understand, and bearing, negotiate the phenomena and factors that impact learning, motivation, and student development (Cochran-Smith Lytle, 1992). While teachers may not be able to school 3 scientifically evaluate educational and classroom-related phenomena, the ability to essays bearing generate local knowledge about practices that best support student needs could very well help illuminate problems and directions for such research (Cochran-Smith Lytle, 2009).

S. Ravitch (2014) extolled the on my school for class 3, virtues of practitioner-research in on military bearing the most recent issue of Perspectives on Urban Education : Such systematic examination is designed to increase awareness of the contexts that shape professional actions, decisions, and judgments, enabling practitioners to see our practices anew, to recognize and articulate the complexities of our work, and the values and choices at the core of professional practice. (p. 6) This article hopes to offer such an resume, examination by detailing my experiences as a practitioner negotiating factors that impact student motivation and crafting my professional decisions accordingly. Essays On Military! Kaplan, Katz, and Flum (2012) offer similar sentiments to S. Ravitch’s when they evaluate the current state of essay school motivation research: Motivation theory and research of the past decades have contributed tremendously to scientific knowledge concerning mechanisms and processes of human motivation and essays bearing, engagement.

However, in matters of application to educational practice, motivational theory—indeed, educational psychology more generally—is in a rather dismal state. On My School Garden For Class! (p. 168) Due to the dominance, and limitations, of the essays, control-experimental psychological paradigm in educational psychology, Kaplan, Katz, and dress deportment essay, Flum (2012) advocate for motivational phenomena to be studied in bearing educational practice and context. While some may criticize student motivation as too narrow a lens to sample interpret and evaluate student actions given the influence of on military bearing other psychological factors on essays student behavior (e.g., interest development, self-efficacy, and self-regulation), student motivation represents a construct that incorporates and often welcomes these other phenomena when describing student behaviors (Eccles Wigfield, 2002; Silvia, 2006). Struck by my students’ often hostile and apathetic responses to assignments and instruction and hoping to contribute to the knowledge of motivation, I began to take an inquiry stance on essays on military my own practice. I studied my practice on three fronts with the essay on my school, help of an off-site teacher research group: (a) how my inquiry question changes as a developing urban educator who attempts to on military incorporate findings and suggestions from motivational psychology without being a student in the academy, (b) the effectiveness of classroom strategies to increase student motivation as a second year teacher, and (c) the student outcomes I observed. Each of deportment these fronts influences the others and essays, my practice as the school year continues. I report on these influences throughout the academic year and essays on organic, conclude this article by essays on military, discussing the implications of my narrative for practitioner research, the assessment of student motivation, the role of academic research on student motivation for essay garden for class, educators, and the potential contributions of novice educators’ voices in education.

This article does not attempt to offer definitive or proven strategies to essays bearing improve student motivation or a more detailed account of the psychology of motivation; it represents a teacher’s efforts to synthesize academic research and pedagogical strategies with a developing competence as an educator for impoverished, under-motivated, and academically behind students. The backdrop to my inquiry: The end of my first year of teaching. After my first year of teaching, I spent the summer recovering from and reflecting on a host of perfect challenges that contributed to my feelings of frustration and inadequacy as a first-year teacher in a ninth-grade inner city Philadelphia classroom. In July, I had dinner with a friend who just finished his third year of teaching at the same school. We discussed the discomfort of watching the majority of on military bearing our students remain reluctant to study, go above and beyond on assignments, and pursue academic interests outside of school walls. Although my colleague reassured me that time in the classroom would build my competencies as a teacher, I was not as convinced that simply being a better teacher would provide any concrete answers to my concerns about student motivation. The conversation with my colleague was not the only one that suggested I should adopt an inquiry stance to better understand student motivation within my own classroom. I remember dozens of conversations and comments about dwindling student motivation that dominated department, grade level, and school wide meetings during my first year of teaching. Even experienced teachers, who could make serious gains among low-performing students, complained of essay low student motivation. My colleagues wondered if academic achievement could improve with student motivation remaining at disappointing levels. On Military Bearing! Or, perhaps the problem was that teachers continued to set the bar higher and higher and became frustrated when they capable students did not meet them.

Several studies support my colleagues’ concerns about student effort. American schools, especially within low-income communities, suffer from a deficit of student engagement and motivation, including intrinsic motivation (Shernof, 2012). The 2009 High School Survey of essays on organic farming Student Engagement reports that nationally 20% of students considered dropping out of high school in 2006, increasing to 26% in 2009. The top three reasons students cited for wanting to drop out of school included not enjoying school, not liking school, and not seeing schoolwork as meaningful. Twenty-six percent of students reported they were bored because the material was too difficult, 42% found the material irrelevant to their life, and 66% were bored every day in school (Yazzie-Mintz, 2007). Over 30% of ninth graders fail to graduate high school across the nation (Alliance for Excellent Education, 2009), and in urban areas the figure is closer to 50%. In Philadelphia, the percentage of on military bearing dropouts is 55% (Toppo, 2010). World Essay! My experienced coworkers may have made a more astute observation than I had initially thought: student motivation and teacher instruction may be related, but they are two separate phenomena. While our school embraced the challenge to advance student academic achievement, we did our mission a disservice when we viewed the problem strictly in terms of a deficiency in skills and content knowledge. Enlivening student motivation represented a separate but possibly connected phenomenon among our students.

How much of which could be influenced by a teacher or school remained a question in my mind Perhaps bolstering student motivation and engagement represents a prerequisite to closing the achievement gap, and other variables (e.g., a culturally relevant curriculum or a disbelief in American meritocracy) that may have better explained our frustration with both student motivation and achievement were outside our awareness as practitioners. While comments from my colleagues, the above research on student engagement, and my own classroom struggles guided my perspective on essays on military bearing student motivation, other scholarship offered different explanations. Essay On My 3! Research on resiliency and unstable communities led me to question whether I may be placing an extra and essays, thus unfair burden on students in low-income and violent communities to discard the communications dissertation, milieu of their struggling communities when they enter school. Bearing! Is it fair for me, a college graduate raised to value education in a community full of educated role models, to expect my students to manifest the essays, same priorities? Is it too presumptuous to assume my students suffer from a motivational deficit when they, their families, and their community prioritize loyalty, trust, skepticism toward authority, and, above all, survival? A motivational deficit may constitute a poor explanation when my students divert their efforts toward enacting values that are necessary in a high-poverty, high-crime, and violent community (Bottrell, 2009; Foster Spencer, 2011). I asked my colleagues, friends, members of essays on military my teacher research group, and deportment, previous professors for suggestions to promote motivation within a classroom setting.

I wanted something that was grounded in scientific research but offered specific suggestions for educators. I was quickly introduced to self-determination theory. According to Ryan and Deci (2000, 2009), motivation exists on on military a spectrum where a person can fall at or between extrinsic motivation on farming one end and intrinsic motivation on the other. A person who engages in a task or activity specifically for the ends it will produce (e.g., money, recognition, prizes) is extrinsically motivated, or motivated by on military, something operating outside himself. However, someone motivated specifically by a sense of joy that an activity elicits is considered to be motivated by essay school garden 3, something within or “intrinsic.” Intrinsic motivation yields less anxiety, great well-being, academic success, and self-regulation. Given my limited experience navigating the complex academic literature on self-determination theory and other achievement motivation theories, I needed to take a step back and on military bearing, familiarize myself with the literature for more general audiences. Although a teacher, the decades of academic terminology and theory on student motivation quickly became overwhelming.

A professor recommended Kohn’s (1993) Punished by Rewards . Kohn, a lecturer and resume, author, synthesized psychological research on how the use of rewards and punishments (extrinsic motivation) would unavoidably and necessarily decrease the person’s interest and essays on military, enjoyment in a task (intrinsic motivation). Kohn’s analysis provided an account very congruent with my experiences. Some of essay school garden for class 3 my students seemed highly motivated to engage with the essays on military bearing, content of a class’s lesson while other students would only entertain school work with the accompaniment of baked goods and positive phone calls to parents or threats of detention and failing grades. Before my second year of teaching began, the first iteration of my inquiry question became clear. I needed to frame my practitioner research as something that would help guide my practice and challenge top-down educational mandates insensitive to the range of classroom contexts I observed (S. Ravitch, 2014), such as the lack of attention schools gave to promoting intrinsic motivation. Perfect World Essay! I also wanted my inquiry to on military bearing illuminate the research, complexity of identifying, describing, and explaining motivational processes outside controlled-laboratory conditions (Kaplan, Katz Flum, 2012). I also needed to on military bearing make sure my inquiry did not assume a motivational deficit. Thus the research paper, first version of essays my inquiry topic emerged: What happens when I incorporate instructional strategies to promote intrinsic motivation in paper s introductions my students? In the following sections, I trace the on military, evolution of my inquiry topic and how I adjusted my classroom practices based on the literature I read, my experiences, and the student data I collected.

I break down my research temporally and then divide it even further into dissertation three subparts: inquiry question, conceptual framework and classroom strategies, and student outcomes. Essays On Military! I group conceptual framework and classroom strategies into one section because of the marketing communications dissertation, natural and almost necessary need to essays bearing allow new experiences and sample resume, theories to guide and essays, influence interventions (Maxwell, 2013). The Beginning of communications dissertation My Practitioner Research: September-October. Second teacher journal entry: Inquiry question: How do I measure intrinsic motivation?” [emphasis added] When I initially framed my inquiry question, it began with “What happens when,” which I reasoned would be better changed to “How do I measure.” The word “measure” may immediately unnerve those familiar with practitioner research because measuring and making claims about a specific construct (i.e., intrinsic motivation) falls in the realm of basic research rather than the essays bearing, highly localized and action-guided domain of dress essay practitioner-research (Gay, Mills, Airasian, 2012).

Although I wanted to essays on military bearing cultivate intrinsic motivation within my students, I felt the best way to do so was parsing, identifying, and then measuring variant behaviors and thought processes within my students. Perfect Essay! My undergraduate background in the social sciences often required me to measure relationships, and that was the only framework I had to approach my study. I reasoned that an on military, increase in measurable tendencies would determine if I were successful at cultivating intrinsic motivation, and a decrease or stable relationship with such variables meant I failed. My limited knowledge in qualitative research and practitioner methodology would prove problematic when I began to world collect data for my inquiry. Conceptual Framework and on military bearing, Classroom Strategies. Research on intrinsic and extrinsic motivation found the former to dress essay be a much better predictor of high school achievement than the latter (Guthrie Coddington, 2009).

With my nascent understanding of student motivation at bearing, the time (Kohn, 1993, 2006), I developed the following four strategies for fostering intrinsic motivation in resume msn my classroom for the upcoming year: no class competitions; no individual student rewards; a behavior management system that focuses on the importance of maintained effort, diligence, and cooperation in the classroom, rather than a fear of essays on military bearing punishment; and explicit instruction in the phenomenon and importance of intrinsic motivation. The first three suggestions came directly from Kohn’s writings, but the fourth idea was something I added: I figured students would need to know why my classroom would operate so differently than many of the others on the ninth grade floor. During my first year of instruction, my class competition pitted students in each class against the students from my other classes. Each student earned one poker chip for every 10 minutes they were on-task (determined by my judgment) and paper s introductions, one poker chip every time they participated. Essays Bearing! Students could not earn a second poker chip until everyone earned their first. Resume! Chips were totaled at the end of each class. Whichever class earned the highest total of chips by the end of the week earned a prize. This competition saved me as a first year teacher, by developing my class culture from unruly and defiant to cooperative and on-task.

I also frequently rewarded students for individual accomplishments, such as sharing their grades with the class, making positive phone calls home after a day of exceptionally hard work and diligence, and raffle prizes. Although these strategies proved immensely successful to essays motivate my students to essays engage with their coursework, I could not help but worry that I was promoting the on military bearing, wrong kind of motivation. All of Kohn’s (1996) predictions had come true: I had to keep increasing the rewards for the competition to have appeal, students often became hostile and untrusting if they lost the competition or did not find their work praised in front of the class, and any day I tried to suspend the class competition or other incentives, my classroom immediately reverted back to the fractious culture that dominated the first few months of year. I abandoned both class competition and individual student rewards for my second year of teaching based on my understanding of Kohn. He asserts that motivation is essay school garden for class 3 not singular. Extrinsic and intrinsic motivations represent two very different forces with different long-term effects on students. Essays On Military Bearing! Extrinsic motivation occurs when a person strives to accomplish a task for a reward or the communications, avoidance of on military bearing a negative repercussion from essay garden for class, failing to succeed. Intrinsic motivation occurs when a person strives to accomplish a task because of the enjoyment and pleasure of engaging in essays the task itself.

Kohn also showed that motivation is not additive; using reinforcements to encourage or discourage particular behaviors in research s introductions students decreases curiosity, academic risk-taking, creativity, and intrinsic motivation. It became clear that my first step toward fostering intrinsic motivation was to eliminate my explicit attempts to boost extrinsic motivation. I also planned to reform my behavior management system. I would explain to my students the rationale behind both assignments and the class discipline system (such as why students could not speak during independent reading), and essays on military, even explain my sympathy when such directions were undesirable. I would also decrease my reliance on detentions and reflect with a student when he/she earned one (see Kohn, 2006). At this time, I was only marketing communications dissertation a weekend away from students entering my classroom for the first day of my second school year as a teacher. I hoped my repertoire of tools to enhance intrinsic motivation would work. Given my quantitative inquiry question, I created a variety of metrics to essays bearing measure the resume, intrinsic motivation in my students—metrics that I now see as misguided. The metrics were not only cumbersome and unhelpful, but did not meet the standards of essays quantitative methodology to essay withstand evaluation. My metrics are outlined below: I recorded any time I attempted to motivate a student, whether through extrinsic or intrinsic means.

This meant recording any time I administered a threat or a piece of academic feedback that could impact motivation. After several lessons on how to essays on military annotate a text, I administered a rather dull short story during the fifth week of school and told the students: This assignment is completely optional. Read this short story and annotate it as many times as you want using any of the four annotation symbols we learned. If you do not do it or finish early, I have crossword puzzles for you. If you don’t finish early, put an msn, X next to where you stopped reading. During and after students read and annotated the essays on military bearing, story, I recorded who participated, how much of the story each student read, how long they read, how many annotations they made, and the quality of each annotation. I compared these figures across students to determine a baseline level of intrinsic motivation and administered a similar exam at the middle and end of the on my 3, year. Administering both metrics was challenging. For the on military bearing, first metric, besides the sheer difficulty of recording what I communicated to each student over the course of a class, I could not easily distinguish between what might constitute a prompt for world, intrinsic or extrinsic motivation. If I said, “It looks like you are enjoying this assignment.

Keep up the good work,” I was both encouraging intrinsic motivation by recognizing a student’s interest in an assignment as well as reinforcing extrinsic motivation by offering verbal praise. Even worse, I was not focusing on my students’ behavior (were they deeply immersed in bearing a writing assignment and losing track of time?) but instead focusing on quantifying what I, the teacher, was doing. Such misguidance in my inquiry could be attributed to my quantitative lens indicated by the word “measure” in my inquiry question. For the dress deportment essay, second metric, I hardly made it through analyzing data from the essays on military bearing, first test before I realized how misguided my method was. I had all of these numbers, but I could not say they reflected any inherent mental qualities of my students, let alone that they were a fair measure of intrinsic motivation (since, of course, intrinsic motivation is not a singular phenomenon that is invariant across all contexts and situations). For example, the content of the story naturally appealed to some students more than others. Dress Deportment! Information on my student’s reading levels were not yet available, so the difficulty of the reading passage was a barrier for some but not for others. Even the very idea of thinking I could teach annotation and use it as a proxy for such a dynamic and multifaceted phenomenon as intrinsic motivation became an obvious error in my framework: Could the frequency and quality of essays bearing a student’s annotations, even if a base-rate were established (Gay, Mils, Airasian, 2012) say anything about a student’s motivation while literacy, previous exposure to annotation strategies, and perfect, a host of other factors influenced such data? . I designed my inquiry stance to embrace S. Ravitch’s (2014) call for practitioner research to explore new dimensions of educational practice, namely greater attention to motivation in on military the classroom. I also wanted to respond to Kaplan, Katz, and perfect world essay, Flum’s (2012) call for a better bridge between academic research on achievement motivation and bearing, classroom practices. My inquiry was doing neither. My misguided idea came from sample msn, a groundbreaking 1971 study by the psychologist Edward Deci, who discovered that subjects would play with a puzzle longer if they were not tempted with extrinsic motivators (e.g., monetary compensation).

Iterations of this experiment with different variables (e.g., higher pay, competition, different age of subjects) yielded similar results (Deci, 1997; Kohn, 1993; Wilson, 2011). Inspired by this study, I developed an inquiry that attempted to remove extrinsic motivations from my classroom. It is not that I thought a teacher could do the job of a psychologist, nor that I had the skills to essays create a perfectly controlled environment to paper assess intrinsic motivation in on military bearing my students. I just could not think of how else I could study intrinsic motivation or make conclusions that would better my practice without the use of number crunching, coding of behaviors, and quantitative data analysis. Psychologists, not teachers or administrators, discovered the importance of intrinsic motivation, I reasoned. I cannot recall a time I saw intrinsic motivation discussed in professional development, printed on a poster in a classroom, or accounted for marketing communications dissertation, in a lesson plan. So I did the only thing I thought I could. I did as the psychologists did and quantified. I shared this quantitative data with my teacher research group and essays on military, quickly became embarrassed by their struggle to understand the numbers and farming, codes I provided in carefully colored and coded Excel spreadsheets.

At that point it became blindingly clear that my methodology was fundamentally confusing, unfocused, and inappropriate for a practitioner. I could not speak to a single student outcome, observed classroom phenomenon, or way my classroom benefited from essays on military, my inquiry. My inquiry was failing at every level. The study struggled to provide an account of classroom dynamics justified by a teacher’s unique and quasi-anthropological perspective being an observer and agent “inside” a classroom (Cochran-Smith Lytle, 1992). The study also struggled to generate local knowledge to improve classroom instruction about student motivation (Cochran-Smith Lytle, 2009).

I may very well have been fostering intrinsic motivation in my classroom, but my quantitative and inappropriate lens prevented me from knowing so. I needed to readjust my inquiry question. A needed development in my inquiry came from the teacher research group when one of the research, facilitators commented: “Why not get rid of the word ‘measure,’ from essays bearing, your inquiry question and return to the first form of your inquiry question that begins with, ‘What happens when…?’” This was the direction I needed. I was back to on organic my initial inquiry question: What happens when I incorporate instructional strategies to promote intrinsic motivation in my students? I needed to essays on military stop parsing student behavior into components to essays farming code, track, and analyze. Instead, I needed to embrace my unique perspective and role as a teacher, develop the on military bearing, best strategies I thought appropriate to improve my instruction given my inquiry, and take an approach from within my classroom to dissertation observe and record any classroom occurrences relevant to my inquiry (Cochran-Smith Lytle, 1992). This point represents the transition in my approach from quantitative to qualitative, the latter constituting a much more appropriate option given my perspective and experience as a practitioner. On Military! Maxwell (2013) delineates these two types of research based on the worldview each method implies. Quantitative research sees and studies the world in dress deportment essay terms of variables. Such scientists believe that a phenomenon can be understood best by analyzing how much influence each constituent variable exercises. For example, if I wanted to understand the phenomenon of on military my immune system, I would go to a doctor to anatomize this entity into a white blood cell count, vitamin levels, and my history of illnesses.

Qualitative research, on the other hand, sees a phenomenon as something that needs to be studied holistically. If an research, entity can indeed be broken into different variables, their integration into the subject of study may take on extra dimensions that cannot be understood by simply understanding its parts. With my change to a qualitative approach came a shift in essays priorities. My new directive became: Develop and implement instructional strategies to cultivate intrinsic motivation within my students first; make sense of the data later. Conceptual Framework and Classroom Strategies. At this point, several months into the school year, I developed and implemented strategies to foster intrinsic motivation in my students. I offered more choice in assignments and how I presented information to the class (Cordova Lepper, 1996); provided more academic feedback to promote self-regulated learning (Zimmerman, 2008); differentiated reading, writing, and other curricular assignments based on student interests (Guthrie Coddinton, 2009; Hidi Renninger, 2006; Schiefele, 2009); and I allowed students time to perfect identify their own strengths and weaknesses and set goals accordingly (Zimmerman Cleary, 2009).

Some students opted for independent reading assignments to engage with particular topics they found most interesting in the unit. Other students requested projects that allowed them more creativity to interpret and diagram the reading skills we practiced. However, one tendency reoccurred with alarming frequency: No one was opting for on military bearing, writing assignments. One day in October I asked my ninth graders, “How many of you have written a five-paragraph essay?” I was shocked to learn that only paper s introductions about a dozen students across all five of my classes had ever written one. Most of the students shared that they had never been asked to essays on military bearing write more than a paragraph at perfect, a time. Although five-paragraph essays have been criticized as overly formulaic by prioritizing structure over content (Johnson, Smagorinsky, Thompson, Fry, 2003), they were the only tool I was aware of that could bridge the gap between paragraph writing and longer analytic writing assignments. I quickly shared my students’ comments with my colleagues in the English department and the social studies teachers on the ninth grade floor. To my amazement, most social studies and English teachers were well aware of the little attention lengthy writing assignments were given in on military Philadelphia public schools. School 3! Perhaps more alarming, my school’s English and social studies curricula included few writing assignments that required more than a page. The only consistent writing requirements were occasional constructed response questions (CRQ) to prepare for essays, Keystone Exams, standardized tests required for graduation in Pennsylvania.

CRQ responses are typically one to two paragraph responses to a prompt that follows a reading passage. According to the Commonwealth of Pennsylvania (2014), a standardized test for composition has not yet been developed for high school students. Although the benefits of lengthy writing assignments, from personal narratives to research papers, have been well argued (Fitzhugh, 2006; McConachie et al., 2006), I felt compelled to help cultivate an interest and value in longer writing assignments. Philadelphia has some of the sample resume msn, highest poverty rates of all major US cities (The Pew Charitable Trusts, 2013), with 4th and 8th grade scores on essays on military the National Assessment of Educational Progress (NAEP) well below the national average (Mezzacappa, 2013). With school funding tied to performance on state standardized tests, and lengthy writing assignments not covered on any of on organic farming them, a lack of attention to writing is certainly understandable. With an on military bearing, interest in requiring lengthy writing assignments of students, my inquiry into intrinsic motivation was infused with an extra sentiment: I wanted my students to engage in longer writing assignments, but also to find some joy and value in the process.

If my students were not intrinsically motivated to develop their formal writing, how else could I expect my students to seek improvement for marketing, their writing once they left my classroom? At this point in essays on military bearing my inquiry, my research question proved to be very broad, focusing on how I could adopt strategies to promote intrinsic motivation without any attention to a particular context. Sample! Now I had found a great reason to narrow it down: I wanted to focus my inquiry on essays on military the intersection of intrinsic motivation and five-paragraph essays. S. Ravitch (2014) and Cochran-Smith and Lytle (2009) position teacher research as something that not only has the ability to dress deportment generate local knowledge and advocate for essays on military, new directions in research, but also to criticize top-down educational best practices. In an era of high-stakes testing, in which test scores determine school funding, longer analytic writing assignments have not yet found their place in Pennsylvania’s high school state-administered exams. Yet, as a practitioner fervently committed to the proven connection between college-readiness and marketing communications dissertation, writing proficiency (see Conley, 2007), I adjusted my inquiry accordingly.

I hoped to provide an essays on military bearing, environment for communications dissertation, intrinsic motivation for five-paragraph essays to essays on military emerge (and ideally flourish). Five-paragraph essays do not constitute the lengthy analytic writing assignments I often envision, such as research papers. However, with classes in marketing which the majority of students had never written more than a paragraph for an assignment before ninth grade, I reasoned that the five-paragraph essay should be my focus. My inquiry question evolved to: What happens when I incorporate instructional strategies to promote intrinsic motivation for five-paragraph essays? Conceptual Framework and essays, Classroom Strategies. With my inquiry aligned to qualitative methodologies and refocused on formal writing, I was ready to give some much-needed attention to the nexus of intrinsic motivation and five-paragraph essays. I wanted my students to msn be able to essays on military bearing write a research paper by the end of the essay, year, and I would use five-paragraph essay assignments to prepare my students for that assignment. From November to January, I assigned three five-paragraph essays with more intentional strategies to foster intrinsic motivation. Conflicts naturally arise when educators negotiate classroom structure and consistency while also promoting autonomy and choice to further intrinsic motivation (Ames, 1992; Blumenfeld, 1992; Deci Faste, 1995; Reeve, 2009).

However, research has shown that specific strategies can facilitate intrinsic motivation within a structured classroom (Urdan Turner, 2005). Table 1 outlines each assignment and the strategies implemented that have been shown to promote intrinsic motivation in other studies. Essays Bearing! While no specific set of practices has proven to reliably produce intrinsic motivation, key strategies have been linked to sample the emergence of intrinsic motivation in some students. Devised Strategies to on military Promote Intrinsic Motivation in Five-Paragraph Essays Title. Five-Paragraph Essay Assignment Date. Prerequisites for dress essay, Essay Assignment. Intrinsic Motivation Strategies. Academic Origins of Intrinsic Motivation Strategies. How is the novel The Hunger Games similar to the real world? Completion of out-loud and independent reading assignments, culminating in the completion of the novel.

Completion of all nonfiction articles and class exercises detailing current and past historical events similar to The Hunger Games. Knowledge of essays grammar and writing skills (attention-grabbing line, thesis statement, etc.) that would be applied to the five-paragraph essay. 1. Complete freedom in choice of thesis statement. 2. Dress Deportment Essay! Some choice in supporting evidence (students could choose three nonfiction articles from the six we read in class to argue if the real world and The Hunger Games were similar) 3. Teacher explanations, class activities, and class discussions about the importance of essays on military strong writing skills for high school, college, and professional success.

4. Essays Farming! Checklist for the components of persuasive and analytic writing (thesis statement, topic sentence, embedded quotation, etc.) to provide both self-regulation and structure. 12. Provide students choices in assignments and content to promote student autonomy and interest development (Kohn 1993, 2006; Deci, 1997; Hidi Renninger, 2006; Reese, 2009) 3. Sympathize with students when they express apathy or hostility toward an assignment and essays on military, explain the importance of the task for research paper, college, jobs, and applications outside the essays on military bearing, classroom (Deci Ryan, 2009) 4. Dress Deportment! Provide structure to encourage self-regulation (Deci Ryan, 2000; Zimmermann Schunk, 2008; Zimmermann, Cleary, 2009;) What is the cause of violence? Completion of essays on military reading and writing assignments on theories of violence.

Mastery of all writing and grammar skills that would be applied to the five-paragraph essay. 1. Dress Deportment Essay! Class-generated essay topic (violence) 2. Choice in thesis statement. 3. Choice in supporting evidence (Students could choose any of the nonfiction articles we read in class) 4. Teacher explanations, class activities, and class discussions about the importance of strong writing skills for high school, college, and bearing, professional success.

5. Checklist for the components of persuasive and analytic writing. 6. Class brainstorming activities for essay topics. 7. Personal discussions with each student about their growth in essay 3 formal writing to promote a sense of competence. 1-3. Provide students choice in content and assignments to promote autonomy and essays, interest development. 3. Provide choice in student reading materials so students can find the reading material personally meaningful (Guthrie Coddington, 2009) 4. Sympathize and explain the essay, importance of unappealing tasks. 5. Provide structure to encourage self-regulation. 6. Allow students to essays generate topics for assignments with class discussions (Kohn, 2006) 7. A student’s sense of competence strongly correlates with intrinsic motivation (Deci Ryan, 2000)

Should Mr. Smith teach this short story next year? Complete reading for at least one of the three short stories. Mastery of all literary terms (tone, theme, symbolism, etc.), writing and grammar skills that would be applied to the five-paragraph essay. 1. Choice in thesis statement. 2. World! Choice in supporting evidence (Students could provide a literary analysis of the story based on on military bearing any of the 7 literary terms learned in class.) 3. Choice in farming short story to write about (three story options)

4. Ability to essays bearing change short story if desired. 5. Teacher explanations, class activities, and class discussions about the importance of strong writing skills for high school, college, and professional success. 6. Essays On Organic! Students can use peers for essays, advice, editing, and suggestions when gathering evidence and constructing outlines and rough drafts. 12. Provide students choice in content and assignments to promote autonomy and interest development. 3. Provide choice in reading materials to paper increase the likelihood a student will find the essays on military bearing, text meaningful (Guthrie Coddington, 2009) 4. Provide students with the opportunity and supports for academic risk-taking (Ryan Deci, 2009) 5. Sympathize and world, explain the importance of unappealing tasks. 6. Essays! Collaborating with classmates fosters “relatedness,” the ability to feel valued, safe, and connected in a community, a prerequisite for intrinsic motivation (Deci Ryan, 2000)

Note. The number assigned to the Intrinsic Motivation Strategies category corresponds to the number for perfect, the Academic Origins of Intrinsic Motivation Strategies category. Below, I closely analyze three of my students’ essays to get a better sense of how their writing developed given the strategies I used to promote intrinsic motivation. An artifact analysis of the three five-paragraph essays written by my students did demonstrated a deeper understanding of the material, more passion and interest in both the writing topic and writing itself, and more time and effort committed to the activity. It may be too bold to argue that such strategies increased students’ intrinsic motivation in a semi-autonomous classroom, but certain characteristics in essays on military each student’s essays suggest greater competency, interest, and effort, all of which are necessary conditions for intrinsic motivation (Deci, 1995; Deci Ryan 2000; Ryan Deci, 2000). For the first essay, I asked the following question: “How is the novel The Hunger Games similar to deportment the real world?” Students were required to on military have a central thesis, and the introduction, body paragraphs, and conclusion were graded on essays farming criteria taught in the previous weeks. The Hunger Games (Collins, 2008) describes Katniss, an impoverished citizen in a futuristic dystopian world who is forced to battle other “tributes” to the death as entertainment for on military bearing, the country’s population. The government plans this annual competition to keep its people obedient out of fear.

For the world essay, second essay, I asked, “What is the cause of violence?” and in the third essay, I asked, “Should Mr. Smith teach this short story next year?” The details of each assignment are listed in Table 1. Again, although I used strategies to promote autonomy, choice, and essays on military bearing, appropriate scaffolding and essay on my, guidance for each student, my classroom has unavoidable structures that can be seen as extrinsically motivating. Students must complete essays to pass the essays on military, quarter, all assignments are graded, and classroom disturbances are addressed promptly, with consequences if necessary. However, as stated earlier, classroom structures do not preclude the on organic farming, use of certain strategies to essays promote intrinsic motivation (Ames, 1992; Blumenfeld, 1992). I chose to analyze Student A’s progression through the writing assignments because of her explicit interest in becoming a better writer. She, like the vast majority of the students who attend the charter school where I teach, performs at a lower grade level in math, reading, and writing according to the most recent results of the Pennsylvania State Standardized Assessment (PSSAs), a state-administered standardized test. Before my class, the most she could remember writing was a creative short story and the occasional paragraph. While her grammar, fluency, and ability to incorporate evidence improved across her assignments, another phenomenon began to emerge that also suggested greater intrinsic motivation.

She connected with the text and began to dress essay formulate and defend ideas passionately. Essays On Military! She also began to weave in essays on organic farming her experiences and opinions to back up her arguments. Excerpt from Student A’s five-paragraph essay #1. The real world and The Hunger Games are similar because they both have people who murder each other. For example, in The Hunger Games people murder each other in bearing the arena to stay alive in order to be the person who wins and goes home to perfect their beloved home. Essays On Military Bearing! In the real world people murder each other because they are crazy and need help or prefer revenge over a past time.

Furthermore the real world people get murdered by other people and msn, go to jail or is to be slaughtered [ sic ] it depends on the case. In The Hunger Games they kill tributes in essays on military the arena for entertainment. Dissertation! A quotation that proves this is, “Haymitch tells Katniss and essays on military, Peeta to research s introductions forget getting weapons and on military, run and find water.”[1] This quotation proves that running and deportment, getting a weapon will get you killed easily and it’s better to essays bearing run and find water than to risk your life for the weapons and essay on my garden for class 3, food that is out there for the tributes to fight over. This is how The Hunger Games and real world are similar. Excerpt from Student A’s five-paragraph essay #2. Although many people are criminal acts [ sic ], it’s not their fault people introduced them to drugs and essays on military, alcohol as a child. This makes them do more serious crimes. My first piece of evidence that can show this is when you are young and introduced to alcohol it messes with your head and doesn’t make you think clearly as you normally do.

Furthermore in a child’s childhood they shouldn’t be introduced to dress deportment alcohol anyway so who ever introduced it to them should be in the slammer. On Military! My second piece of evidence is drugs shouldn’t be introduced to kids in young stage of life. That will simply damage a lot of body parts in a young person. Later in life they will most likely commit crimes from how messed up their brain is. A quotation that supports this is,” About one-third of all violent offenders are alcoholic, and the earlier an adolescent starts to drink, the more likely that teen will be violent as an adult”. This quotation clearly explains being introduced to essay 3 alcohol is very bad and makes the person capable of being more violent. In conclusion, all drugs and alcohol is bad for bearing, a child and also when their [ sic ] older it makes them want to perfect be more violent.

Because the person drank alcohol when they were younger, now as an adult they are capable of being more violent due to less intelligence in the brain. A lot of people drink, but people who are violent already will most likely become more violent. Although the excerpt from Student A’s first essay cites more credible sources, she relies heavily on the class readings we unpacked as a class. In the second essay, she relies much more on essays her own opinions and experiences. In fact, I chose to farming analyze Student A’s work in essays on military bearing large part due to her avid participation in the class discussion of an essay, essay on violence, which was unusual given her usually reserved and quiet disposition. Her second essay excerpt is filled with more passion, indicated by essays bearing, the use of words like “should” and “bad.” She makes more evaluative statements, with comments like “not their fault” and “this quotation clearly explains being introduced to alcohol is research paper s introductions very bad and makes the person capable of being more violent” [emphasis added].

Student A’s first writing essay only includes analyses and details explored in essays on military class discussions, while her second essay becomes much richer with her own opinions and dress, quotations she found herself. Perhaps these data suggest an increase in her competence and interest in argumentative writing, two prerequisites for intrinsic motivation (Deci, 1995; Deci Ryan, 2000; Ryan Deci, 2000). I also cannot help but question if my observations can translate to essays bearing a meaningful understanding of world essay intrinsic motivation. Student A demonstrates a stronger voice and a willingness to incorporate evidence not provided by the teacher in her second essay. Essays On Military Bearing! But statements like “My first piece of research s introductions evidence” and “My second piece of evidence” speak to the artificial audience created by the instruction I provided. Such phrases were on a list of common sentence starters I provided to students. Bearing! Could I make any meaningful claims about Student A’s intrinsic motivation given the perfect world, context of a semi-structured writing assignment whereby she may be also motivated by the extrinsic factors of grading and on military, discipline? Although my inquiry provided a context-specific examination of education-related complexities (S.

Ravitch, 2014), I did not feel my examination allowed me to make any specific claim about the interaction of intrinsic motivation, writing, and my practice. I felt stumped anytime I tried to articulate any thought specifically about a change in Student A’s motivation or the worthwhileness of essay on my garden for class my instructional strategies. Excerpt from Student A’s five-paragraph essay #3. I will tell you that if a story has many settings you would stay interested in the story. This will, “suck you into the words of the story”, which means keep your attention. For example, “The Sound Of Thunder[2],” only has one setting which is the on military bearing, jungle. They also have to go through the time machine, but that doesn’t really count as a setting. Furthermore one setting is on organic boring and won’t really grab your attention as many settings would. Although some stories can be interesting with one setting, I believe many settings will make a story more interesting to read. Reading helps your brain mature into being smarter when you have many settings, but not all authors want many settings to work with when writing a story.

That is understandable. My second piece of on military evidence is that when you only have one setting the story ends very shortly. When the story ends very shortly, you understand the story and perfect, won’t be excited reading it. The quotation that supports this is, “TIME SAFARI, INC., SAFARIS TO ANY YEAR IN THE PAST.” This quotation means that the setting only focuses on essays on military settings such as safaris. Essay On My School For Class 3! In conclusion, that’s why we need more settings and why Mr.

X shouldn’t teach this next year. Student A’s emerging voice and rhetoric as a passionate writer continued to develop in her third essay. She offers a more challenging and bold premise for this body paragraph. Essays On Military! I, the teacher, should not teach this short story next year because the singular setting of the story makes the narrative boring. Marketing Communications Dissertation! She routinely elaborates on on military bearing her ideas. Until this assignment, Student A’s writing did not contain as many deliberate attempts to express her own opinion, cite evidence she read herself, or form original arguments that I or other students had not already expressed.

Student A may be an example of a student taking greater academic risks. Additionally, about a month after this assignment, Student A expressed to me that she wants to become a writer. Essay On My! Considering her developing voice as an opinionated essayist and recently revealed career goal, the essays bearing, classroom strategies may certainly have boosted intrinsic motivation. While I studied Student A’s essays for evidence of greater intrinsic motivation because of sample her explicit desire to improve as a writer and argumentative essayist, I approached Student B’s essays with a different lens. Many of essays on military Student B’s teachers described him as curious, creative, and overflowing with academic potential. However, his classroom behavior would often land him in detention or the dean’s office.

Student B and I (luckily) had a strong relationship. He committed himself passionately to reading and writing, and he consequently excelled. I think such success resulted because Student B would readily seek out trouble when lessons were easy and boring to him, so I made sure he felt adequately challenged. For each of Student B’s essays, I provided him with more challenging readings and essay guidelines. I also required him to explain his essay outline to me in greater detail than his classmates so that I could give him feedback solely on how to enhance the rigor and scholarship of his work. Perfect World Essay! Below are excerpts from three of his five-paragraph essays. Excerpt from Student B’s five-paragraph essay #1. The real world and The Hunger Games are similar because they both have poor and rich sides. The poor people don’t have medicine and food. The same for the real world.

Furthermore the rich people they have everything. They don’t understand how people are suffering on the poor sides. “In [West] Berlin there is happiness. There are good jobs, plentiful amounts of food, and the streets are clean”. The poor don’t have that but they should. The Real World [ sic ] and The Hunger games are similar because they both have poor and rich sides. Excerpt from Student B’s five-paragraph essay #2. While beatings form parents create violent teenagers, they still have the choice of doing it or not. My first piece of evidence is on military bearing that there are 2 basic conditions; one is that the person has been hurt.

Therefore, that is why they do violent things. My second piece of evidence is the second condition is if the person has not been allow to let emotions out then it will hurt them more. A quotation that explains this is world “be the victim of violence creates violence in the child only on military bearing when the emotions out essays on organic [ sic ] are blocked or repressed.” This quotation is try to essays bearing say that if a child has not been able to express their self then the stuff they think about is violence. So that means everybody should have someone to talk to. If you don’t listen they will commit a crime, but then they still have a choice.

Although it not your problem you should still listen because everyone needs somebody, included [ sic ] yourself. From the first to the second essay, Student B takes many more risks with his writing. Dress Deportment! In his first writing assignment he tries to select appropriate pieces of evidence to essays on military bearing compare the sample, disparity in wealth between East and West Berlin, Germany to the communities or “districts” in The Hunger Games . His argument stems from a class reading and discussion comparing the on military bearing, income and resource disparity in the city of Panem in The Hunger Games to East and West Berlin, Germany. In the second writing assignment Student B uses evidence to defend his own causal theory of perfect world essay violence in teenagers. Essays Bearing! He makes intentional efforts to heighten his diction and how he explains the nexus between his opinion and farming, his evidence.

Just like with Student A, I am again hesitant to attribute the changes in essays on military Student B’s writing to a change in intrinsic motivation. The strategies outlined in Table 1 may very well have helped Student B find his writing more important and enjoyable resulting in greater effort. Communications! However, the very structure of the second essay prompt could be said to elicit more emotive writing from the on military, author. In Student B’s third essay, his thesis asserts that I should teach the short story “The Sniper” by Liam O’Flaherty (1923) to my students next year. Essays Farming! “The Sniper” describes a soldier in essays the Irish Civil War who tricks an enemy by placing a hat on his gun. Once his hat is fired upon, the soldier pretends to die.

When the enemy approaches, the sample, soldier successfully fires a pistol only to discover his enemy is bearing also his brother. I offered “The Sniper” to Student B and communications dissertation, a few other students as a more challenging story. Although the following excerpt demonstrates atypically confusing writing from Student B, he attempts to unpack the symbolism present in the story. Student B refused help with his analysis. Essays On Military Bearing! While his analysis of the symbolism in the story may be underdeveloped, his pursuit to understand the author’s use of a challenging literary device in a challenging story, without any teacher aid, could represent greater intrinsic motivation. The symbolism is good, and it stands out in the story. World Essay! My first piece of evidence is that in the story, the hat means that the hat is him but then it is not. Therefore that why [ sic ] he got to kill his enemy. My second piece of evidence is that the smoke means where the essays bearing, guy is. A quotation that provides [ sic ] this is, “When the essay garden 3, smoke cleared out I fire back.” This quotation is trying to say that the smoke showed him where the guy was. There is a lot of symbolism in the story.

Since the story is so good, then teach it next year. He kills his brother, but he did not know it was him. A boy, in war, killed his brother. Out of all my students, Student B was one of the few who tackled symbolism in on military his essay, something I described to the class as one of the trickiest things I would ever teach them. I find myself struggling to negotiate two very opposing observations. On one hand, Student B’s continued attempts to essay school delve into increasingly challenging topics suggest greater effort and engagement with writing. Essays Bearing! On the other hand, Student B’s knowledge of sentence starters and the formulaic components of five-paragraph essays stymie his ability to clearly articulate a more holistic textual analysis (Wesley, 2000). I am left to wonder if my assignments both facilitated and impeded intrinsic motivation, obfuscating any relationship between my writing strategies and intrinsic motivation. Conclusion: Implications for paper s introductions, Practitioner Research, Assessing Student Motivation, and on military bearing, the Role of essay school for class 3 Academic Research for Teachers. Research has continuously demonstrated a strong relationship between intrinsic motivation and essays on military bearing, student achievement (Ryan Deci, 2009).

In low-income schools, struggling students need to paper s introductions work especially hard to graduate high school and college, perform at competitive levels in on military bearing the work force, and on my for class 3, excel wherever their academic interests and pursuits take them given the additional risk-factors that poverty begets (Bottrell, 2009). Yet, a huge problem remains. The bridge between academic motivation research and implementation of strategies to promote motivation remains partially constructed and rarely traveled. This article detailed my attempt to help build this bridge. I researched intrinsic motivation, including both theories and recommended strategies to develop this quality in students. I implemented and altered the bearing, suggested practices based on both the context of my school and my continued study of existing research. Scholars often identify the importance of practitioner research as its ability to describe problems, inquiries, and perfect, classroom occurrences for further study by bearing, researchers (Berliner, 2006; Kaplan, Katz, Flum, 2012). I can only hope this article does this in s introductions some small way. In more specific terms, this article raises several important considerations: A paradox in essays on military bearing practitioner research . As D. Ravitch (2013) points out, many teachers enter the work force with a desire not just to instruct, but also to dress essay inspire. Essays On Military! It is challenging to speak precisely about an essay on my garden for class 3, inquiry topic as amorphous and complex as intrinsic motivation outside of a controlled environment and within the dynamics of essays on military bearing a classroom.

Table 2 below summarizes the different iterations of my inquiry question. Marketing! Changes in inquiry questions represent a natural element of practitioner research (Hubbard Power, 2003). The Evolution of essays Inquiry Question over the Academic Year. What happens when I incorporate instructional strategies to promote intrinsic motivation in my students? How do I measure intrinsic motivation? What happens when I incorporate instructional strategies to research s introductions promote intrinsic motivation in my students?

What happens when I incorporate instructional strategies to essays on military bearing promote intrinsic motivation for five-paragraph essays? The challenges of this inquiry speak not only to the difficulties of a practitioner contributing to the academic literature on psychological phenomena, but also to research paper the greater challenge of bearing accurately commenting on such topics within a classroom setting. Since schools represent a dynamic environment whereby factors that influence academic motivation (peer-influence, interest-development, relevance, and more) share complex and research s introductions, possibly non-linear interactions with each other (Kaplan, Katz, and Flum’s, 2012), the essays, very people positioned to influence these factors (teachers) remain uncertain how to accurately understand, intervene, and even comment on these factors. This challenge is worth recognizing. Although researchers have the tools and skills to generate general knowledge on such phenomena like motivation, practitioners have the local knowledge of navigating and responding to such phenomena alongside students, even if they are not aware of precisely how they are doing it. I find myself very sympathetic to Kaplan, Katz, and Flum’s (2012) call for practitioners and researchers to essay collaborate. As a teacher, I am part of the environment that can positively or negatively effect intrinsic motivation in on military bearing students on a daily basis, but I struggle to interpret, describe, and essay on my school 3, explain the data I encounter. The role of academic research in the classroom . Essays! Educators’ ability to effectively incorporate strategies to cultivate intrinsic motivation is an dress deportment, additional challenge.

While the essays on military, research I outline in paper Table 1 is very clear on what teachers can do to increase intrinsic motivation, knowing how to accurately execute their suggestions is an on military, entirely different matter. Sample Resume Msn! Many researchers advocate providing students with choices (Deci, 1997; Hidi Renninger, 2006; Kohn 1993, 2006; Reese, 2009). In a classroom with a predetermined discipline philosophy, a nonnegotiable grading system, and a unique, ever-evolving culture, how many and essays on military, what kind of choices can I offer my students to claim I’ve met the threshold of promoting intrinsic motivation? Researchers also advocate for research s introductions, opportunities for students to practice self-regulation (Deci Ryan, 2000; Zimmermann Schunk, 2008; Zimmermann Cleary, 2009). In a school that uses grades to essays motivate truant students and consequences for disciplinary infractions, how can I separate self-regulation strategies from the school’s student regulation strategies?

The research on what teachers can do to nurture intrinsic motivation may be clear, but the knowledge that a teacher has implemented the intervention represents a very different challenge. Assessing student motivation in a complex environment . Resume Msn! While I cannot argue that my research helped provide a more rigorous or even accurate picture of intrinsic motivation, I have demonstrated the challenge of recognizing if and when a teacher can nurture or even identify intrinsic motivation in a classroom. Psychologists and educational researchers can argue when and how intrinsic motivation has changed based on data from surveys and controlled laboratory conditions. As a teacher inside a classroom, I struggle to make any such claim without training in a research methodology that accounts for both a specific context and on military, student motivational forces. If educators should be concerned about fostering passion, curiosity, and intrinsic motivation (and I believe they should), the ability to accurately explain changes in student outcomes can be a very challenging enterprise. On My For Class 3! While I saw Student A and Student B demonstrate greater risk-taking, a stronger voice, and essays on military, more effort toward their writing, I felt incapable of using the proper terminology from on my school for class 3, educational psychology to explain their behavior.

I could not see the world through the lens of a psychologist. Was this because I am not a psychologist, I am not studying a controlled environment, or a little of both? A likely common narrative across early educators . According to on military bearing the National Commission on marketing dissertation Teaching and America’s Future (2010), teachers with less than five years of experience have continued to comprise a greater proportion of the teacher workforce over the last 20 years. Additionally, the essays on military, most common teachers in American public schools are in dress deportment their first year of teaching (Ingersoll, Merrill, Stuckey, 2014). While my self-study and inquiry proved to bearing be riddled with the challenge of accurately defining, intervening, and essays on organic, even speaking about motivation in a classroom, such a narrative may not be uncommon among the current teacher workforce and the growing national interest in non-cognitive skills and student motivation (Rosen, Glennie, Dalton, Lennon Bozick, 2010). On Military! My narrative speaks to an unavoidable cognitive dissonance when attempting to interpret and act on resume the knowledge of my practice, pedagogy, and academic motivational forces. Perhaps this voice represents a common one across the nation. S. Ravitch (2014) argues: Practitioner research enables practitioners to engage in structured inquiries that are directed towards knowledge generation; it helps practitioners to gain formative insights into what concerns or confuses us, what aspects of practice are most challenging and essays on military bearing, rewarding, about our roles as supporters, advocates, collaborators and change agents, about the parameters, possibilities, and constraints of our work settings. (p.

6) In this article I have explored the evolution of my inquiry into essay on my garden for class 3 cultivating intrinsic motivation for five-paragraph essays. Responding to S. Ravitch’s (2014) invitation to gain insight into essays bearing a matter that concerns, confuses, challenges, and s introductions, rewards me, I attempted to generate knowledge about the results of a teacher adopting strategies to promote intrinsic motivation in five-paragraph essay instruction. My concluding considerations reflect on on military bearing practitioner research, the role of educational academic literature, assessing student motivation, and the possible congruence between my perspective and other early educators. I may not speak to essays a successful increase in intrinsic motivation, but the narrative of my shifting inquiry question, framework, and data collection offers challenges and essays bearing, insights for on organic farming, others trying to understand and essays on military bearing, promote student motivation within the classroom. [1] This is not actually a quote from The Hunger Games . Msn! Student A struggled with embedding quotations at this point in the year. [2] “The Sound of Thunder” by essays on military bearing, Ray Bradbury (1952) DAN LASALLE is a Teach for America alumnus and graduate student at dissertation, Temple University. He runs the blog and currently teaches 8th grade composition in a low-income public charter school in Philadelphia. Ames, C. (1992).

Goals, structures, and student motivation. Journal of Educational Psychology , 84 (3), 261-271. Alliance for Excellent Education. Essays Bearing! (2009). Fact sheet: High school dropouts in America. Marketing Communications! Retrieved from Berliner, D. C. (2006). Educational psychology: Searching for essence through a century of influence. In P. A. Alexander P .H. Winne (Eds.), Handbook of on military bearing educational psychology (2nd ed., pp.

3-27). Mahwah, NJ: Erlbaum. Blumenfeld, P. Essays Farming! C. (1992). Classroom learning and essays bearing, motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84 (3), 272-281. Bottrell, D. (2009). Understanding ‘marginal’ perspectives: Towards a social theory of Resilience. Qualitative Social Work, 8 (3), 321-339. Brannon, L., Courtney, J. P., Urbanski, C. P., Woodward, S. V., Reynolds, J. M., Lannone, A. E., Haag, K. D., Mach, K., Manship, L. A., Kendrik, M. (2008). The five-paragraph essay and the deficit model of education. The English Journal, 98 (2), 16-21.

Cochran-Smith, M., Lytle, S. L. (1992). Inside/outside: Teacher research and knowledge . New York, NY: Teachers College Press. Cochran-Smith, M., Lytle, S. Research! L. (2009). Essays! Inquiry as stance: Practitioner research for the next generation . New York, NY: Teachers College Press. Conley, D. T. (2007). The challenge of college readiness. Educational Leadership, 64 (7), 23-29.

Cordova, D. I., Lepper, M. Essay School For Class! R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of essays on military Educational Psychology, 88 (4), 715-730. Csikszentmihalyi, M. World! (1990). Essays Bearing! Literacy and intrinsic motivation. Daedalus, 119 (2), 115-140. Deci, E. L. (1971). Effects of s introductions externally mediated rewards on intrinsic motivation.

Journal of Personality and Social Psychology, 18 , 105-115. Deci, E. L., Flaste, R. (1995). Why we do what we do: Understanding self-motivation . New York, NY: Penguin Books. Eccles, J. S., Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of bearing Psychology, 53 (1), 109-132. Fitzhugh, W. (2006). Where’s the content? Educational Leadership, 64 (2), 42-46. Foster, K. R., Spencer, D. (2011).

At risk for what? Possibilities over dress deportment, probabilities in the study of essays on military young lives. Marketing! Journal of Youth Studies, 14 (1), 125-143. Gay, L. R., Mills, G.E., Airasian, P.W. Essays! (2012). Educational research: Competencies for analysis and essays, applications.

Upper Saddle River, NJ: Pearson. Guthrie, J. T., Coddington, C. On Military Bearing! S. (2009). Reading motivation. In K. R. Wentzel A. Paper! Wigfield (Eds.), Handbook of Motivation at School (pp. 503-526). New York, NY: Routledge. Hidi, S., Renninger, K. Essays On Military Bearing! A. (2006).

The four-phase model of essays interest development. Educational Psychologist, 421 , 111-127. Hubbard, R. S., Power, B. M. (2003). The art of classroom inquiry: A handbook for teacher researchers . Porstmouth, NH: Heineman. Johnson, T. S., Smagorinsky, P., Thompson, L., Fry, P. G. (2003). On Military Bearing! Learning to teach the five-paragraph theme. Research in the Teaching of English, 38 (2), 136-176. Ingersoll, R., Merrill, L., Stuckey, D. (2014). Seven trends: The transformation of the teaching force. Research report published by the Consortium for Policy Research in Education (CPRE). Kaplan, A., Katz, I., Flum, H. (2012).

Motivation theory in educational practice: Knowledge claims, challenges, and future directions. In K. Research! R. Harris, S. G. Graham, T. Urdan (Eds.), APA educational psychology handbook, Vol. 2: Individual differences, cultural considerations, and contextual factors in educational psychology (pp. 165-194). Washington, DC: American Psychological Association. Kohn, A. (1993).

Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribe s. New York, NY: Houston Mifflin Company. Kohn, A. (2006). Beyond discipline: From compliance to community . Alexandria, VA: Association for Supervision and Curriculum Development. Lipstein, R., Renninger, K. A. (2006). Putting things into words: 12-15 year-old students’ interest for writing.

In P. On Military! Boscolo S. Hidi (Eds.), Motivation and writing: Research and school practice . New York, NY: Kluwer Academic/Plenum. Maxwell, J. A. S Introductions! (2013 ). Qualitative research design . Thousand Oaks, CA: SAGE Publications, Inc. McConachie, S., Hall, M., Resnick, L., Ravi, A. Essays On Military! K., Bill, V. L., Bintz, J., Taylor, J. A. (2006). Task, text, and talk: Literacy for paper, all subjects. Educational Leadership, 64 (2): 8014. Meece, J. L, Anderman, E. M., and essays on military bearing, Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement.

Annual Review of Psychology, 57 , 487-503. Mezzacappa, D. (2013, Dec 18). Perfect World Essay! Philadelphia’s NAEP scores are below average for big-city districts. The Philadelphia Public School Notebook , p. 1. Miller, J. Essays! (2010). Perfect Essay! Persistence of the five-paragraph essay. The English Journal, 99 (3), 99-100.

Ravitch, D. (2013). Reign of error: The hoax of the privatization movement and the danger to America’s public schools . New York, NY: Random House, Inc. Ravitch, S. (2014). The transformative power of on military taking an inquiry stance on practice: Practitioner research as narrative and essay school garden, counter-narrative. Perspectives on on military Urban Education, 11 (1), 1-10. Reeve, J. (2009). Research Paper! Why teachers adopt a controlling motivating style towards their students and how can they become more autonomy supportive. Educational Psychologist, 44 , 159-175. Rosen, J. A., Glennie, E. Essays Bearing! J., Dalton, B. Deportment! W., Lennon, J. M., Bozick, N. Essays! (2010). Noncognitive skills in the classroom: New perspectives on educational research . Research Triangle Park, NC: RTI Press Books.

Ryan, R. M., Deci, E. Sample! L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25 , 54-67. Ryan, R. M., Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. Essays! In K. R. Wentzel A. Perfect World! Wigfield (Eds.), Handbook of motivation at essays on military, school (pp.

172-195). New York, NY: Routledge. Schiefele, U. (2009). Situational and individual interest. In K. R. Wentzel A. Wigfield (Eds.), Handbook of motivation at research paper, school (pp. 198-245). New York, NY: Routledge. Shernoff, D. J. (2012). Engagement and positive youth development: Creating optimal learning environments.

In K. R. Harris, S. On Military! Graham, and T. Paper! Urdan (Eds.), APA educational psychology handbook, Vol. 2: Individual differences and cultural and contextual factors (pp. Bearing! 195-220). Washington, DC: American Psychological Association. Silvia, P. J. (2006). Exploring the psychology of dissertation interest . New York, NY: Oxford University Press.

Toppo, G. (2010, May 20). In Philadelphia, a bold move against “dropout factories.” USA Today , pp. 1A-2A. Urban, T., Turner, J. C. (2005). Competence motivation in essays on military bearing the classroom. In A. On Organic Farming! Elliot C. W. Dweck (Eds.), Handbook of competence and motivation (pp.

287-317). New York, NY: Guilford Press. Wilson, T. (2011). Redirect: The surprising new science of psychological change . New York, NY: Penguin Books. Yazzie-Mintz, E. (2007). Voices of students on on military bearing engagement: A report on the 2006 High School Survey of Student Engagement . Bloomington, IN: Center for Evaluation Education Policy. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45 , 166-183. Zimmerman, B. Dissertation! J., Cleary, T. J. (2009).

Motives to self-regulate learning: A social cognitive account. In K. R. Wentzel A. Wigfield (Eds.), Handbook of motivation at school (pp. 247-264). New York, NY: Routledge. Zimmermann, B. J., Schunk, D. Essays! (2001). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). Taylor Francis e-Library. [tid]: Editorial: Teacher Networks and the Drive for Equity. [tid]: A Love Supreme: Reflections on on organic Why We Continue to Teach. [tid]: Teacher Networks in on military Philadelphia: Landscape, Engagement, and Value.

[tid]: Teacher Networks Companion Piece. [tid]: Reading for Change: Social Justice Unionism Book Groups as an Organizing Tool. [tid]: Much More Than It’s Cooked-Up To Be: Reflections on Doing Math and Teachers’ Professional Learning. [tid]: Teachers, Traditions, and Transformation: Keynote Address Delivered at research paper, the 9th Annual Master’s Capstone Conference for the Urban Teacher Master’s and Certification Program at the University of Pennsylvania on essays bearing 29 April 2014. [tid]: Intrinsic Motivation and the Five-Paragraph Essay: Lessons Learned on Practitioner Research, the Role of Academic Research in the Classroom, and Assessing Changes in Student Motivation. [tid]: Reimagining Reading: Creating a Classroom Culture that Embraces Independent Choice Reading. [tid]: Saturday School: Implementing Project-Based Learning in an Urban School.

[tid]: Inequities of Intervention Among Culturally and Linguistically Diverse Students. [tid]: Listening to Students from Refugee Backgrounds: Lessons for Education Professionals. [tid]: Educational Ecosystems: A Trend in Urban Educational Innovation. [tid]: Philadelphia’s Renaissance Schools Initiative after Four Years. [tid]: This is Not A Test: A New Narrative on Race, Class, and Education. Jose Vilson. Chicago, IL: Haymarket Books, 2014.

220 pp. [tid]: Marketing Schools, Marketing Cities: Who Wins and Who Loses When Schools Become Urban Amenities. Maia Bloomfield Cucchiara. University of Chicago Press, 2013. 304 pp.

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essay of the tempest Copyright Ian Johnston, Malaspina University-College, 1996. [The following is the text of a short lecture delivered, in part, in Liberal Studies 302 on February 28, 1996] Today I wish to provide something of a short introduction to Shakespeare's Tempest, first, by acknowledging some of the interpretative richness of essays bearing this play and, second, by proffering an research paper s introductions, approach which I find particular interesting and appealing. Then, we will have two other initial takes on the play, so that by on military bearing the end of dress essay these short lectures you should have a better idea of some of the essays bearing, ways in which one might begin to perfect world, shape an interpretation. Let me begin by essays on military acknowledging an interesting point about this play: interpretations of the Tempest tend to be shaped quite strongly by s introductions the particular background which the interpreter brings to it.

This point sounds like a truism (and it is), but I simply want to point to the fact that this play, more so than many others, tends to bring out in interpreters what their particular interests are in a way that other plays often do not. At least that has been my experience. In part, this happens because this play puts a good deal of pressure on us to treat it allegorically, that is, to find a conceptual framework which will coordinate our understanding of bearing what goes on in the play. I think we feel this mainly because there is little complex characterization in the Tempest (except perhaps for school garden the figure of Prospero himself) and there are many elements which we cannot simply account for by taking the action naturalistically. Essays On Military Bearing. So we want to know what they stand for: What exactly is Prospero's magic?

What does Caliban represent? Is the island a representation of the new world or a world of the essay, imagination or something else? And so on. The answers to these questions, in my experience, tend to depend upon the major interests of the person seeking to understand the play. So, for example, those, like me, with a strong interest in on military, reading Shakespeare and farming, a lively interest in theatrical productions of on military Shakespeare, tend to emphasize the extent to which the main focus in the Tempest is on the nature of art and illusion, especially theatrical art. This tendency is powerfully reinforced by the fact that this play is almost certainly Shakespeare's last full work, that the Tempest is, in effect, his farewell to research paper, the stage. Bearing. No doubt there is on my 3 a certain sentimentality in this view (certainly in on military, my case there is). People with a strong interest in sample resume, politics, however, often take a different slant, and on military, see the play as having less to do with an exploration of theatre than with a probing artistic analysis of important political issues, especially those relevant to the oppression of the inhabitants of the new world or to the relationship between the intellectual and the political world. So, for example, the play has been presented as a statement about colonial attitudes in on my school garden for class, the third world or as an exploration about the role of the intellectual in post-glasnost Poland. Essays On Military Bearing. Other interpreters dismiss those suggestions and see in the play a vital exploration of education (the nature versus nurture dispute) or theories of politics or knowledge or whatever. What we want to research, do today is give you a sample of three different short takes on the play.

None of these will be elaborated at essays bearing length, but the talks may provide some useful topics for the seminar groups to pursue. This lecture is thus the lead off in a trio of initial possibilities. The Tempest as an Exploration of the Nature of Art. I want to begin with a very obvious point. The Tempest is a very theatrical play, that is, it is obviously a wonderful vehicle for displaying the full resources of the theatre: action, special effects, music, dancing, storms, and so on. Research Paper. Anyone who wants a Shakespearean play to produce mainly as an extravagant theatrical tour de force (say, a rock and roll extravaganza or an opera) would turn naturally to this play, which is rivaled only by Midsummer Night's Dream in this respect. Essays. And a number of modern productions have stressed mainly that element, without bothering about anything else (McTheatre approach to the play).

That is clearly a legitimate approach; after all, a well delivered theatrical extravaganza can make a satisfying night of theatre. And it is clear that The Tempest does depend for much of its effectiveness on a wide range of special effects- -sound, lighting, fantastic visions, a whole realm of marketing magic. But I think there's more to the theatricality of the play than just its style. In my view, a central issue of the Tempest is an exploration into the nature of theatre itself. To give you a sense of what I mean, let me mention two questions that puzzled me about this play when I first read it. The first is this: If Prospero's power is so effective against bearing his opponents as it appears to be, then why didn't he use it back in Milan to avoid having to be exiled in the first place? And the second one, which arises naturally from that first one, is this: Given that Prospero is so keen on world essay, his magic and takes such delight in on military, it and that it gives him so much power, why does he abandon it before returning to Milan? I puzzled over these questions until I came to what seems to me the most satisfying answer. It is a very obvious one: the magic does not work in Milan; it is essay on my garden effective only on the island, away from the Machiavellian world of the court, where plotting against each other, even against essays bearing one's own family, for on organic the sake of political power is the order of the essays, day and where, if you take your mind off the political realities for very long, you may find yourself in a boat with a load of perfect essay books heading to an unknown exile. Prospero's magic can only become effective in a special place, a world of spirits, of essays illusion, song, and research paper, enchantment, on a magic island--in other words, in essays on military bearing, the theatre.

After all, look what happens in this play. A bunch of political types from the busy court of Naples and Milan are lured away from their power political business into paper, a world of illusion, where they are led around by strange powers (above all, music and apparitions) they do not fully comprehend but whom they cannot resist until they all come together inside Prospero's magic circle. Prospero controls the entire experiment through his ability to create and sustain illusions. He is throughout the essays on military, master of the essay, action, and there is never any suspense (well, almost none), since he has such absolute control of human beings through his control of what they see and hear and experience. If we accept this possibility as an interpretative metaphor, then we need to explore how that might make sense of other elements in essays on military, the play. Remember that in such questions the Principle of Inclusiveness is an important guiding rule: the interpretation should make sense of as much of the play as possible, and in any conflict between rival interpretative possibilities one important criterion for judgment is the adequacy of research each interpretation at providing a coherent and consistent sense of as much of the play as possible. In order to pursue this idea of the Tempest as an exploration of the nature of theatrical art, I want to turn for a while to essays, what happens in the play. C. Prospero's Experiment. The Tempest, it is clear, features an experiment by Prospero.

He has not brought the Europeans to the vicinity of the island, but when they do come close to it, he has, through the power of illusion, lured them into his very special realm. The experiment first of all breaks up their social solidarity, for they land in different groups: Ferdinand by himself, the court group, and Stephano and Trinculo by themselves. The magic leads them by separate paths until they all meet in the circle drawn by essay Prospero in front of bearing his cave. There he removes the spell of the illusions; the human family recognizes each other, and together they resolve to return to Italy, leaving behind the powers of the magic associated with the island. What is the purpose of Prospero's experiment? He never gives us a clear statement, but it seems clear that one important element in that purpose is Miranda. He wants to arrange things on sample resume, her behalf, and of all the people in the play, her situation is the most transformed: she is going back to Europe a royal bride, filled with a sense of essays enthusiasm and joy at the prospect of living among so many fine people in a society that, quite literally, thrills her imagination.. I'm going to come back later to essays, consider the question whether Prospero's experiment is a success or not. But however we judge it, it seems clear that one great success is the essays on military bearing, marriage of Ferdinand and Miranda.

The experiment brings them together, awakens their sense of wonder at the world and at each other, and resume, is sending them back to on military bearing, Milan full of the finest hopes for the world. These two young people carry with them the major weight of the garden, optimistic comic hopes of the play's resolution. Another success in Prospero's experiment is the essays bearing, change of heart which takes place in Alonso. Prospero's actions bring Alonso face to communications dissertation, face with his past evil conduct and prompt him to repent and reconcile himself with Prospero, even to the point of surrendering the political power he took away so long ago. Essays On Military. Moreover, we might want to argue that there's is the beginning of on my school a similar change in on military, Caliban, who at least comes to realize something of his own foolishness in resisting Prospero in perfect essay, favour of two drunken European low lifes. The most complex change in the play takes place within Prospero himself. In considering his motives for undertaking the experiment, we cannot escape the sense that Prospero harbors a great deal of resentment about essays on military his treatment back in Milan and is never very far from on organic farming, wanting to exact a harsh revenge. After all, he has it in his power significantly to injure the parties that treated him so badly. What's very interesting about this is that Prospero learns that that is essays on military bearing not the appropriate response.

And he learns this central insight from Ariel, the very spirit of illusion, who is not even human. Speaking of the fact that all of Prospero's enemies are now in his power and deportment, are painfully confused, Ariel says: Ariel: . . . if you beheld them now, your affections would become tender. Prospero: Does thou think so spirit? Ariel: Mine would, sir, were I human. Prospero: And mine shall. Hast thou, which art but air, a touch, a feeling. Of their afflictions, and shall not myself,

One of their kind, that relish all as sharply. Passion as they, be kindlier mov'd than thou art? Though with their high wrongs I am struck to th' quick, Yet with my nobler reason `gainst my fury. Do I take part.

The rarer action is. In virtue than in vengeance. Essays On Military. (5.1. 18-28) This is a key recognition in the play: virtue expressed in forgiveness is a higher human attribute than vengeance. And in the conclusion of the play, Prospero does not even mention the list of crimes against him. He simply offers to forgive and paper s introductions, accept what has happened to him, in a spirit of reconciliation. Prospero's Magic as the essays, World of the Theatre.

It makes sense to deportment, me to see in this Shakespeare's sense of his own art--both what it can achieve and what it cannot. The theatre--that magical world of poetry, song, illusion, pleasing and threatening apparitions--can, like Prospero's magic, educate us into a better sense of ourselves, into a final acceptance of the world, a state in on military bearing, which we forgive and forget in the interests of the greater human community. The theatre, that is, can reconcile us to the joys of the human community so that we do not destroy our families in a search for righting past evils in marketing dissertation, a spirit of personal revenge. It can, in a very real sense, help us fully to understand the essays bearing, central Christian commitment to charity, to loving our neighbour as ourselves. In the same way, Prospero's world can awaken the young imagination to the wonder and joy of the human community, can transform our perceptions of human beings into essay school garden for class, a brave new world, full of beauty, promise, and love, and excite our imaginations with the prospects of living life in essays on military, the midst of our fellow human beings.

In the world of the on organic farming, Tempest, we have moved beyond tragedy. In this world Hamlet and Ophelia are happily united, the old antagonists are reconciled. This is on military not a sentimental vision, an easily achieved resolution. It takes time--in this case sixteen years--and a measure of faith in the human community that one is dress deportment prepared to hold onto in the face of essays on military urgent personal demands. Perfect World. This play seems to be saying that theatrical art, the essays bearing, magic of Prospero, can achieve what is not possible in the world of Milan, where everyone must always be on guard, because it's a Machiavellian world ruled by the realities of power and injury. But the play is not without its sobering ironies. Marketing. And there is a good deal of discussion of just how unequivocal the celebration is at essays on military bearing the end.

For Prospero is no sentimentalist. He recognizes the silence of dress deportment Sebastian and essays bearing, Antonio at the end for perfect essay what it is, an on military bearing, indication that they have not changed, that they are going to return to Naples and Milan the same people as left it, political double dealers and s introductions, ambitious and potentially murderous power seekers, just as Stephano and essays on military, Trinculo are going back as stupid as when they left. Prospero's theatrical magic has brought them together, has forced them to see themselves, but it has had no effect on some characters (unless the staging of the end of the play conveys in non-verbal ways that the two noble would-be killers are as contrite as Alonso appears to be). That's why in acknowledging the most famous single line quotation from the world, play, one needs also to examines the four words which immediately follow: Miranda: O brave new world. That has such people in't! Prospero: `Tis new to thee. Those four words of Prospero are wonderfully pregnant. In them he acknowledges his earned awareness into the nature of human beings, into the complexity of human life. But he is not about to deliver Miranda another sermon, for he knows that the sense of joyful and optimistic wonder which she, as a young woman, is carrying back to Italy is the world's best hope. It may be, as he well knows, naive, for Miranda has, as yet, no sense of the evils that lurk back in essays bearing, the political world of the city. She sees only the attractive exterior of her human surroundings with no sense yet of the communications dissertation, potential deceptions within.

But she is as well equipped as he can make her, and it is not up to him to sour her youthful enthusiasm with a more complex and less affirming mature reflection. That is something she is going to discover in her turn. In fact, one might even argue that if Prospero's experiment is designed to make everyone better, then it's a failure in large part. Essays. And it may be that Prospero recognizes that fact. It is not unusual to stage this play in such a way that the conventional comic structure of the ending is research paper s introductions seriously undercut by on military bearing the sense of sadness in Prospero, who is returning to Milan to die. S Introductions. I'm not pressing this interpretation. All I want to essays bearing, call attention to at this point is that the ending of this play may not be the unalloyed triumph of the comic spirit that we are tempted to see there. Prospero's sober awareness of what the silence of Sebastian and Antonio means qualifies our sense that the essays farming, eternal problem of essays on military bearing human evil has been solved. One major interpretative decision any director of the dress essay, play has to make concerns this ending. Just how evident and serious should those ironies be: non-existent, a light shadow under the communal joy, or a heavy reminder of what is in store back in essays on military bearing, Italy.

Prospero's Farewell to the Stage. That's why, in the last analysis, Prospero has to surrender his magical powers. Life cannot be lived out in school garden, the world of illusions, delightful and educative as they can often be. Life must be lived in the real world, in Milan or in essays, Naples, and Miranda cannot thus entirely fulfill herself on the island. The realities of life must be encountered and dealt with as best we can. The world of the essays on organic farming, theatre can remind us of things we may too easily forget; it can liberate and encourage youthful wonder and excitement at all the diverse richness of life; it can, at times, even wake people up to more important issues than their own Machiavellian urge to self-aggrandizement, and, most important of all, it can educate us into forgiveness. But it can never finally solve the problem of evil, and it can never provide an acceptable environment for a fully realized adult life. Prospero, as I see it, doesn't start the play fully realizing all this. He launches his experiment from a mixture of motives, perhaps not entirely sure what he going to do (after all, one gets the sense that there's a good deal of improvising going on).

But he learns in the play to avoid the twin dangers to his experiment, the two main threats to essays, the value of his theatrical magic. The first I have already alluded to, namely, to use of his powers for purposes of vengeance. Marketing. Prospero, like Shakespeare, is a master illusionist, and he is tempted to channel his personal frustrations into his art, to on military bearing, exact vengeance against wrongs done in Milan through the power of his art (perhaps, as some have argued, as Shakespeare is doing for unknown personal reasons against women in Hamlet). But he learns from Ariel that to do this is to deny the moral value of the art, whose major purpose is to research paper, reconcile us to ourselves and essays on military, our community, not to even the sample msn, score. The second great threat which we see in essays, this play is that Prospero may get too involved in his own wonderful capabilities, he may become too much the showman, too proud of showing off his skill to attend to the final purpose of sample resume what he is doing. Essays On Military Bearing. We see this in the scene in which Prospero puts on a special display of his theatrical powers for Ferdinand and Miranda--his desire to show off makes him forget that he has more important issues to attend to, once again putting his art in the service of the social experiment. And it's interesting to note that it was his self-absorption in his own magic that got Prospero in perfect essay, trouble in the first place. There's a strong sense in essays on military bearing, this play, that whatever the powers and wonders of the deportment, illusion, one has to essays, maintain a firm sense of what it is for, what it can and cannot do, and where it is most appropriate. It can never substitute for or conjure away the complexities of life in the community. This approach helps me to understand, too, the perfect world essay, logic behind Prospero's surrender of his magic. He has done all he can do.

Having wrought what his art can bring about, having reached the zenith of his skill, he has nothing left to achieve as an artist. He is going home, back to the human community, perhaps to essays on military bearing, die, perhaps to enjoy a different life, now able to appreciate more fully what he did not understand so long ago, the proper relationship between the world governed by magic and illusion and the world in which most of on my garden us have to live most of the time--the compromised world of essays politics, alcohol, buying and selling, family strife. Of course, it is paper critically illegitimate and no doubt very sentimental to link Prospero's giving up of his art with Shakespeare's decision to essays on military, give up writing plays and to return to on my school, Stratford to enjoy life with his grandchildren. But it's a very tempting connection, especially in the light of the wonderful speech in 4.1, one of the most frequently quoted passages in the play, a speech which has come to be called Shakespeare's Farewell to the Stage. I'd like to conclude by reading this speech, urging you to remember that Shakespeare's theatre, called the Globe, was destroyed by fire very soon after the Tempest was first performed (a facsimile is now being reconstructed on the banks of the Thames and will open next spring). Prospero: Be cheerful, sir.

Our revels now are ended. These our actors, As I foretold you, were all spirits and. Are melted into air, into thin air; And, like the baseless fabric of this vision, The cloud-capp'd towers, the gorgeous palaces, The solemn temples, the great globe itself, Yea, all which it inherit, shall dissolve,

And, like this insubstantial pageant faded, Leave not a wrack behind. We are such stuff. As dreams are made on, and our little life. Is rounded with a sleep. Dreams may be the stuff of life, they may energize us, delight us, educate us, and reconcile us to each other, but we cannot live life as a dream. We may carry what we learn in the world of illusion with us into life, and perhaps we may be able, through art, to learn about how to deal with the evil in the world, including our own. But art is essays bearing not a substitute for life, and it cannot alter the world, fundamental conditions of the human community. The magic island is not Milan, and human beings belong in Milan with all its dangers if they are to be fully human. As I said at the start of this lecture, the above interpretation is essays on military just one possibility, and we are going to hear more; there are some sections of the play, particularly Prospero's treatment of Caliban, which this approach may not account for so successfully.

But I find this approach particularly compelling, in large part, I suspect, because it makes such a wonderful conclusion to Shakespeare's total work. Perfect Essay. It seems an essays on military, entirely fitting last word from the essay, world's greatest dramatic poet, who leaves the sources of his power on the stage which he made famous, so that the last thing we see are the instruments of the most powerful theatrical magic and are left with the question: Who will now arise to claim them? The Careington Dental Plan with more than 5 million satisfied members - since 1979.

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CV Tips: this is what a recruiter can see after 30 seconds with your resume. Ambra Benjamin is a top Engineer recruiter at Facebook, she also worked in recruitment at LivingSocial, Google and Expedia. Ambra Benjamin Thursday 22 October 2015 14:45 BST. The Independent Online. Recruiters notice patterns and on military bearing trends among candidates Corbis. I don’t look through stacks of resumes anymore. I hate paper. I do everything online. There has been for many decades, a mysterious Wizard of Oz-type viewpoint of the on organic farming, recruiting world that I think is somewhat misappropriated. People seem to be truly fascinated by what goes on behind the curtain, when in essays bearing, reality, recruiters aren’t running the covert operation many think. “Does this candidate seem like they stand a chance of being a good match for this role?

If yes, proceed to research s introductions, next step. If no, reject.” I’ll highlight how I personally absorb a resume. I should preface this by on military bearing saying that currently I primarily recruit for essay senior-level software engineers. In my past life I recruited for PMs, MBAs, finance, sales, and pretty much all of it. Everything I’m about to say broadly applies to on military, all of these fields. I also was a campus recruiter, and you read resumes of new grads a bit differently since experience is less meaty. Perfect! So for non-new grads, here’s how it goes in my brain: This is essays on military bearing where a recruiter’s eye goes first:

I'm generally trying to figure out what this person's current status is, and why/if they might even be interested in a new role. Have they only been in their last position for 3 months? If so, probably not the best time for world essay me to reach out, right? Unless they work for on military bearing Zynga, or somewhere tragic like that (said with great respect for Farmville. the app that put Facebook apps on the map). If it's an sample, incoming resume, I'm wondering why the essays on military bearing, candidate is looking now. Are they laid off? Did they get fired? Have they only been in their role for a few months and they're possibly hating it? But most importantly, is their most recent experience relevant to the position for essay on my school garden for class which I'm hiring?

Not even gonna lie. I am a company snob. Now don't get all Judgy Mcjudgerson about my judgy-ness. Hear me out. It's not even that I think certain companies are better than others (although some most certainly are). It's purely a matter of how quickly can I assign a frame of reference. This is also known as credibility. Oh you worked at Amazon? Then you're probably accustomed to working on projects at essays scale.

You're at a well known crash and burn start up? You have probably worn many hats and have been running at a sprinter's pace. Dress Deportment! There are some pretty blatant if/then associations I can make simply by recognizing a company name. Essays On Military Bearing! Because recruiters have generally been doing this job for awhile, we notice patterns and s introductions trends among candidates from on military certain companies and we formulate assumptions as a result. There are edge cases and our assumptions can fail us, but again, this is world a resume review -- we're talking a less than 20-second analysis. Assigning frame of essays on military reference is often more difficult to do when a candidate has only worked for obscure companies I've never heard of. When I can't assign company recognition, it just means I have to essays on organic, read the resume a little deeper, which usually isn't an issue, unless it's poorly formatted, poorly written, uninformative and wrought with spelling errors, in essays, which case. you might have lost my interest. See? That's tragic.

Keep it tight, folks. Is there a career progression? Does the person have increasing levels of essays responsibility? Do the titles make sense? (You're a VP of Marketing for bearing a 5 person company? Heck, I would be too.) Do the responsibilities listed therein match what I'm looking for? Does the person have the world, specific experience for the role I'm hiring for? There have been times when I command + F the essays on military, crap out of resumes.

Especially the long ones that are hard to dissertation, follow. On Military! This isn't fool proof, but if I'm looking for essay on my school garden an iOS Engineer, for example, and the words iOS or Objective-C don't even make a cameo appearance in essays bearing, someone's resume, I have to furrow my brow, read a little deeper and figure out what the heck is going on. Throughout my career supporting hiring for different profiles, I've done this on many occasions searching for things like Ruby on Rails, Mule, Javascript, and seriously, anything you can think of. Now if you're thinking you should key word it up on your resume, think again. Marketing! Keep it authentic. And don't you dare think of essays on military bearing putting your resume on the Internet and imbedding 250 completely irrelevant to your skill set key words at the bottom in 5pt white text so no one can see. I'm on to you. But I do think you should be vigilant to ensure that the marketing dissertation, actual important key words contained in on military bearing, the meat of your experience are represented on your resume. I don't mind gaps so long as there's a sufficient explanation. Oh you took 3 years off to raise your children?

Fine by me, and might I add: #respect. World! You tried your hand at starting your own company and failed miserably? Very impressive! Gap sufficiently explained. Whatever it is, just say it. It's the absence of an explanation that sometimes makes me wonder. Bearing! Still, I understand that sometimes people feel uncomfortable sharing certain things in a professional context. Perfect! If you had a gap, surely you were busy doing something during that time, right? Get creatively honest and just name that period of your life in a way that shows you acknowledge that it might raise an eyebrow. This is not required.

But if you have an online footprint, and on military bearing you've bothered to include it in your resume, I'm gonna click. This includes personal domains, Quora profiles, Twitter handles, GitHub contributions, Dribbble accounts, or anything a candidate has chosen to list. Two out of three times, I almost always click through to a candidate's website or twitter account. It's one of my favorite parts of recruiting. You never know what you're gonna get. Location, Eligibility to marketing dissertation, work in the US -- I try to make some raw guesses here, but this is essays on military not a place of weeding someone out, more just trying to figure out their story. This includes spelling, grammar, ease of use, ability to clearly present ideas. If you're in marketing and essays you've lost me in on military, the first three bullets, I have concerns. Total time it takes me to do all of above: 25 seconds*

Note: I will likely later read the sample resume, resume far more in depth, but only if I already know I like the candidate. It takes me way less than a minute to fully digest a resume and flag that person for essays on military bearing follow up. I read a resume pretty thoroughly once I know I will be speaking to that person on garden 3, the phone or reaching out via email. But I will not thoroughly read a resume of someone who did not pass the above categories. Maybe that makes me a heartless corporate recruiter, but I'm just keeping it real, folks. Recruiters move quickly. I'm trying to remove the barrier for people who might struggle with getting their resume properly acknowledged. Things I rarely pay as much attention to: Believe it or not, this is more an after thought for me in essays, a resume and essays on organic certainly not the bearing, most relevant element by a long shot. There have been times in my career where I could go a month reviewing hundreds of resumes and not recall looking at that section even once.Peeps, our college career center counselors lied to us. Paper S Introductions! However, I will say that as a university recruiter, I almost always looked at education first.

But that's because experience is often lacking with new graduates. But if you are not a new graduate, experience is essays on military bearing king, my friends. Essays On Organic! I can think of a few exceptions where perhaps a hiring manager wanted a certain pedigree (Wharton or HBS MBA, for example), but even that's being de-prioritized less and less I find. I will also add that this changes drastically by on military bearing industry and company. I currently work in sample resume msn, tech, but I've also worked in management consulting and education is essays on military huge in consulting. I'll also add that some tech companies care more about education than others -- for example, Facebook definitely more heavily favors engineering candidates who have demonstrated core CS fundamentals by obtaining a computer science degree. Some recruiters even narrow the field and look for candidates with computer science degrees from top 25 schools.

Even still, Facebook employs many engineers who never finished college. Experience rules the school. There are exceptions here. I say this with the caveat that I LOVE a creatively formatted resume. LOVE. However, no amount of fancy formatting is going to make up for garden for class a lack of experience. So reign it in. Also, it's important to keep in mind that if you're applying to a position online, whether it's a PDF or not, many companies' applicant tracking systems parse your resume for information and convert it to pure text as the most immediate viewing format.

Recruiters don't often see how awesome your resume is. The original file is usually there for us, but many recruiters aren't clicking through to that. If you're going to do something fun with your resume, I recommend keeping it PDF and also be sure it converts to text fairly cleanly so it doesn't come through our system looking wonky. Or just email it to an actual person. In Europe for example, I've noted that it's very common to list things like family status, citizenship, and sometimes even weight and height on CVs. Often it's common to essays on military bearing, even include a photo. The US is a bit different, and by different I mean very litigious. On Organic Farming! Many employers are trying to avoid any type of discrimination, so often seeing that stuff on a resume can make recruiters feel uncomfortable. We just want to essays on military, know about things that pertain to your work history. So please take your photo off your resume. Essay On My School Garden 3! If we want to see what you look like, recruiters can just stalk you on LinkedIn.

There is essays a debate on this, but I'm sorry, I don't read cover letters. I want to see the resume. Msn! Most of essays on military bearing my recruiting colleagues agree, but I know there are still recruiters that do love and essays value cover letters. I find that a lot of candidates don't even send them anymore (Hallelujah). Essays On Military! Cover letters are sort of a throwback to perfect world, a different era - an era where you actually sent your resume snail mail. Essays! If you're going to essay on my school 3, send one, that puppy better be darn good. I'm of the essays bearing, mind that most companies that request cover letters only do so to marketing communications dissertation, weed out the people who haven't bothered to read the directions. But if you're in marketing or sales, etc., I can see the on military, cover letter as a strong component of perfect essay someone's potential candidacy. But seriously. ugh with cover letters.

Things I wish more people would do: We recruiters are staring at these missives all day long. Throw a joke in there somewhere for goodness' sake. Essays! Very few of us are curing cancer. We should lighten up a bit. Know your industry, of course. An easter egg buried in a resume may not go over well if you're in a very buttoned up industry.

I think it's important to research paper, keep the work experience details as professional as possible, but trust me, there are ways to have fun with it. I love an easter egg buried in a resume. And I absolutely LIVE for creatively written LinkedIn profiles. For example, this guy is boss. I have emailed his LinkedIn profile around to dozens of friends and co-workers over the years. On Military Bearing! It's that epic. So well done and tells a great story. Best read starting from the very bottom and communications dissertation working your way up to the top. But he knows his industry. Probably not a good play to talk about marijuana in your LinkedIn profile if you're gunning for Director of Communications for Bank of America. Include URLs for online footprints.

I get it. We’ve overshared our way to bearing, a more private society, but if you’re looking to stand out, write some stuff on the Internet. Contribute to essays, open-source repositories. Demonstrate some level of on military bearing domain expertise/interest outside of your 9-5. I ask this in essay on my garden for class, almost every phone interview I do. What kind of stuff are you working on in your free time? I am always inspired by this. Also shows me that you have passion for on military your industry. Things I wish people would stop doing:

Period. School 3! Oh my gosh. Please, let's kill them all. Especially that one with the double horizontal lines above and beneath the candidate name. Exceptions made for people who do it cleverly. If no one has ever told you you're clever, then you're probably not that clever. On Military! Don't do it. It reads oddly. Allowing their resume to be a ridiculous number of pages.

Unless you are a tenured college professor noble laureate with multiple published works, you do not need an 8+ page resume. Dissertation! That is not impressive; that is obnoxious. Condense that bad boy s'il vous plait. Also, I do not care that you worked at Burger King in 1988. Essays Bearing! I mean, good for you, but no; not relevant. Mixing up first person and third person or present tense and past tense. Pick a voice, pick a tense, and communications dissertation then stick with it. I suggest third person and essays on military bearing past tense.

If I were you, I'd eliminate pronouns (e.g. S Introductions! My, I, She, He) from your resume altogether. Instead of writing I helped increase overall sales by 300% by breeding rabbits in my garage, Simply eliminate the I in essays bearing, that sentence. So, Helped increase overall sales. blah blah blah. Go through your resume and remove all the pronouns and rewrite the sentence to communications, make it sound like a bullet point. By past tense I mean that your resume should always be voiced from the perspective of something you already did -- not something you're currently doing. So even if you're in your current position, you should still list those accomplishments in essays on military, the past tense.

Listing an objective at on organic farming the top of the resume. Dude, seriously? This isn't 1992. Mailing, faxing, or hand-delivering paper resumes. Immediate disqualification. Do not pass go.

Go straight to jail. While I have your attention though, let's camp out on that last point for a moment: Hand-delivering paper resumes. Look, I get it. People are trying to stand out. It can be tough out there. And I completely respect the hustle.

But in 2015, HR professionals are swamped, anxious, and jumpy. When a random stranger shows up unannounced asking to speak to someone in essays on military, HR or recruiting, we're wondering if you have a gun and a vendetta, and deportment essay we've probably alerted security. Seriously. On Military Bearing! It's really creepy. Essays On Organic! It's also not really how the corporate world works any more, and oftentimes it can place an undue burden on people to essays on military, rearrange their schedule to make time to talk to essay school garden for class, you. Essays On Military Bearing! which makes them grumpy. Essay Garden For Class 3! which doesn't exactly put you in a good spot as a potential candidate. So seriously, folks. Think long and hard before you decide to randomly show up at a company's headquarters with your resume. It might have a huge pay off, but it probably won't. Sending resumes addressed to the CEO that end up on bearing, some random recruiter's desk unopened - This is a gross generalization here and exceptions are made for smaller companies, but um, CEOs don't often read resumes -- not the world essay, first pass.

Also see above re: paper resumes. P.S. Essays On Military Bearing! We sometimes laugh at people who do this. (All of the above does not apply if you're Tristan Walker or exude ridiculous amounts of awesomeness) Exaggerating titles and responsibilities. Eventually the truth comes out.

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