10 Factors That Led to the Syrian Uprising

5 things you can do at University to improve your CV Free Essays

Aside from all the parties and socialising that you might get out of university, there will also be plenty of opportunities to get involved in activities outside of lectures and – god forbid – the pub! However, as daunting as this might seem, these opportunities could actually benefit your future employability; after all a university qualification only gets you so far – adding weight to your CV outside of your degree is essential. Boosting your CV can set you apart from other graduates and be the difference in getting you that job after you graduate. Here are five things you can do while at university that will improve your CV and employability prospects to a future employer. We will write a custom essay sample on 5 things you can do at University to improve your CV or any similar topic only for you Order Now 1. Join a sports team Perhaps an obvious one but a large percentage of students join sports clubs only to drop out after the first few weeks. But think about the benefits – no business wants to employ someone who has no personality or outside interests. Sport is a great way to showcase your ability to work as part of a team, to compete, and to give things a go. Sign up with a local netball, football, rugby or hockey team – either in the local community or with the university – as getting involved with a sports team will show a future employer that you have teamwork skills, commitment and endurance. Getting a spell in the first team, or as captain, will always look good on a CV as well. 2. Get involved with Student politics You might have noticed that, for a few weeks every year, universities all over the country become plastered with hundreds of posters and flyers, detailing exactly why you should vote for various members of the student body. Budding politicians and entrepreneurs might can use this opportunity to campaign for a Student Union position, as President or one of the many other roles. Campaigning and, hopefully, winning will demonstrate a drive to lead change and manage projects. Putting yourself in the frame for an official role can also make university life more interesting and is great for impressing employers if you are elected. The fact that you can make all your friends wear T-shirts with your face on is just a bonus. 3. Student media For anyone with the intention of going into the media world after university, getting involved with the university radio stations, film teams or newspapers can be the ideal proving ground. Startlingly, recent studies have shown that there are significantly more journalism graduates than there are entry-level jobs. This is why you need to set yourself apart, and working for a student newspaper or radio station – particularly if it’s in a position of power – can ensure that your CV will be placed on the top of any pile. Working with the student newspaper or radio station you can get practical experience and learn the techniques and skills that are invaluable when trying to get the attention of employers. Many universities also have dedicated TV channels now, so budding TV presenters can get a chance to cut their teeth in front of the camera. 4. Volunteer An easy way to make your CV more impressive and make a difference is by volunteering. Many agencies take on volunteers and there will also be volunteer societies at university. Volunteer work looks excellent on your CV as it throws you into many tasks you wouldn’t usually do, such as cooking, gardening or even customer service. This way you demonstrate that you’re able to learn new and transferrable skills. Volunteering also gives you the opportunity to build a network, possibly even in the field you plan to start your career in. A popular place to volunteer is with Nightline. Nightline provides emotional support to students in distress with phones manned throughout the night during term time when other specialist university welfare services are closed. As a volunteer you will receive all necessary training, and again it is perfect for displaying your communication skills, as well as showing the you are a genuinely kind and helpful person. 5. Part-time or casual work Aside from earning a bit of cash, working actual jobs provide useful experience and insights into the working world. They are helpful in presenting future employers with evidence of skills such as teamwork, working under pressure, dealing with people, and balancing the demands of work and life. How to cite 5 things you can do at University to improve your CV, Essay examples

Is George right to kill Lennie Essay Example For Students

Is George right to kill Lennie? Essay In my opinion no one should have the impudence of taking the life of any human being, only God has the authority to take somebodys life. Although Lennie would had suffered more if he got killed by someone else.  There were two things to do after Georges realization that Lennie had killed Curleys wife: either help him like last time in Weed or take courage in his hands and kill him before he could do more damage and before anybody could do it for him. Personally I would had put him in a mental hospital, but Steinbeck chose what to do with him. I think that Steinbeck focuses deeply on the atmosphere of the last chapter. First of all he goes back to where he starts the novel, before any bad things happened to the two friends when they were happy and still with dreams of a better life. He first makes George reassure Lennie and make him feel as if he was in heaven; all the things they wanted then he shoots him. George reassured him with words like I aint mad. I never been mad, an I aint mad now. Thats a thing I want ya to know. George inspirits him before his death. If Lennie was going to be killed by a man of the ranch he would had suffered more and would had died in pain and even if George would had helped him escape like in Weed they couldnt had kept running from things for the rest of their lives. The second option for Lennie was to go to jail and risk the electric chair. George had to do it for everybodys sake because Lennie could had done the same thing again, then slim said to the Suffering George Never you mindA guy got to sometimes Lennie not being very bright likes to stroke live creatures and at all times he kills them. Maybe George exaggerated his action of killing his own friend and partner of job migration. The incentive is that George, even if he killed him while he was at peace, he promised aunt Clara that he would have take care of him, I think that killing is not a good way of taking care of a person.  I cant decide whether he made the right choice because Im not the writer and I cant change things; although I personally remain of the Idea that only and only God can decide of the faith of any human being, this is my idea even though George made him die in peace.

A Comparison Of The Raven And The Tell-Tale Heart Essays

A Comparison Of The Raven And The Tell-Tale Heart Comparisons of ?The Raven? and ?The Tell-Tale Heart? Edgar Allen Poe's story A Tell Tale Heart, has the protagonist obsessed with an old man's eye. This obsession causes a conflict between the protagonist and his sanity. In ?The Raven the man imagines that a raven is a godsend, intended to relieve him of his anguish. The man imagines that like all other blessings of his life, the bird will leave. One of the main things of both stories have an eerie and dark side to them that are in common in Poe's writings. Darkness is one of the characteristics in Edgar Allen Poe's writings. In ?The Raven? the poem takes place in the month of a dark, and bleak, December and in the story of ?The Tell-Tale Heart? the murder that the man commits takes place at midnight, showing the darkness of Poe's writings yet again. All of Poe's writings have a certain darkness and gloom to them that personifies the dark side of romanticism writing. In conclusion the 2 poems hav ea significant deal English Essays

Adolecent Internet Shopping essays

Adolecent Internet Shopping essays How to Spend an Allowance Without Leaving Home This article by Michelle is an article about young kids and how they are using the Internet. This article shows the advantages that kids have by using the Internet. I think that the most important advantage that all of the kids in this article learned was how to save money. Each kid had to save their money in order to buy some of their favorite things which made them understand the importance of saving money. In this article, we are introduced to three parents who introduced their children to the Internet as a resourceful way to save to the mall, and teach their children financial dicipline. In each case, the parents feel that by introducing their children to the Internet, will teach their kids the value of money and the importance of saving to get what you want. Jordan Ray and his parents one example. Jordans dilemma was that he was too young to go the mall to check out his favorite things. His parents were busy and his dad felt as though he was Jordans pay objects. The Rays alleviated this problem by introducing Jordan to the Internet. Fifty dollars of credit and an account online is what helped Jordan to understand the importance of saving. With credit and an account, Jordan was now able to visit some of his favorite without taking time away from his busy parents. Next we met Anna Morton whose situation was a little different. She lived in a small town where the closets stores that she liked was 18 miles away. Shopping online made Annas time a lot easier than traveling 18 miles. Anna also learned the importance of saving money in order to buy what she wanted. Last, we met Kelly Cirilli who says that her daughter Stephanie is also learning how to save money by using the Internet. After reading this article, I am quite convinced that the Internet can be a great way for kids to shop but also learn. I think that the Inter...

Ralph Ellisons Invisible Man Essay Example | Topics and Well Written Essays - 1250 words

Ralph Ellisons Invisible Man - Essay Example Because he is black, the narrator automatically finds himself straddling racial barriers and prejudices yet he only begins to realize how he is regarded through the divisions of the equal rights movement by recognizing that he himself is "both sacrificer and victim." (p. 506). This description is apt for every social circle that has accepted him, for the narrator has either been a tool or a symbol in each instance; whether the gathering is white or black, the narrator is never a full member of any group, but only included until sacrificed in the interest of the group. Ellison reinforces this notion that the narrator is "a disembodied voice" (p. 581) by never offering any real description of him to the point of never even giving the character a name, even when it is changed. The narrator at one point ruminates about his history of humiliations, observing that "They were me; they defined me." (p. 508). Working form this basis, the narrator's degree of invisibility can therefore also be measured by them and, since they hinge upon racial issues, a closer examination of these instances and the people involved underscore the narrator's ultimate lesson. Likewise, the narrator is not the only "invisible character in the book, given that it applies to an outsider's view of another he is just the only one in the novel that suspects the enormity of the injustice. This paper will attempt to examine both these issues.. The racial strata are divided into four rough categories: bigoted whites, whites sympathetic to the black cause, blacks who seek to achieve solidarity across racial lines (equality with whites), and blacks seeking to uplift/aid their race without the help (or interference) of whites. The first and last tend to believe the absolute worst stereotypes about the other race, while the border categories are often to blinded by their intentions to realize the full ramifications of their actions. The most extreme case of bigoted whites occurs in the scene of the battle royal, where the prominent whites of the narrator's hometown gather to witness a cruel brawl. The narrator, invited to give a speech, is instead forced to box nine other men black men, all of them blindfolded. The fighter are paid after the fight with money scattered across an electrified rug and they must get repeatedly shocked in order to get their reward. When the narrator is finally allowed to deliver his speech, which in cludes such platitudes as "cultivating friendly relations with the southern white man" (p.30), under constant heckling form the audience, which results in his accidentally inserting the phrase "social equality." By assuring the crowd that it is a verbal slip, he is allowed to finish his speech and is rewarded with a briefcase and a scholarship to college. In this scene, the narrator and his peers are essentially invisible as individuals to the white gathering, who in turn allow their hatred and prejudices to erase their own identity. Both groups then become faceless and unidentifiable other than by the color of their skin. Yet is the white gathering who are evidently in control, for, not only do they demean the black men, they reward the blacks only for adhering to the expected social order what

Living with Stigma Case Study Example | Topics and Well Written Essays - 1000 words

Living with Stigma - Case Study Example The purpose of this paper is age-related and Mrs. D evidently comes as a gritty person in spite of her age and ailment. She would not be living as an 81-year old otherwise. Nonetheless, Mrs. D is labeled as an old person, a substance abuser and as a patient. This label separates her from the others and there appears to be bias in her treatment as also the entire approach as a patient. In other words, she is living with the stigma of age. Mrs. D is a gritty old lady. She has lived life on her terms and is content to continue living on her own terms. It is not mentioned if she is in a nursing home (NH) or in residential care or assisted living (RC-AL). Nonetheless, she is living in some protective environment where visitors are allowed. She is also receiving medical care as a patient. Mrs. D has visitors. Her daughter visits her once a week. Other friends and relatives may visit periodically without any regular commitment. Due to her age, people who visit do so with some preconceived notion that they feel will be relevant to the aged. This is not just an ordinary visit. It is a visit to a place where people are left to die. It is the place where people come to spend the last days of their lives. Then there are other inmates and the staff. The inmates and staff perform according to the rules of the institution. The all-pervasive rules are noticeable in the atmosphere. Undoubtedly the place has some means of entertainment such as the television. However, the genuine love and care that is found in familial environment is missing (Becca R. Levy) The atmosphere is negative due to the label under which Mrs. D and her ilk are made to live. Stigmatization has three interrelated components. First, dominant cultural beliefs link undesirable characteristics to labeled persons. Second, labeled persons are placed in distinct categories so as to separate "them" from "us." Third, the labeled persons experience status loss and discrimination that result in unequal outcomes (Debra Dobbs et al). Therapeutic Intervention Mrs. D can continue to lead normal life. This is possible if the younger generation allow Mrs. D to live on her terms. The treatment for osteoporosis and substance abuse can continue on regular basis. The problem is not about treatment but about attitudes. The aged can endure the treatment, but it is difficult to perceive if they can endure the negative attitudes about them. Undoubtedly, the line of treatment for the aged cannot be the same as that of the younger generation. The psychology, and physiology of the aged change and they require different doses that go along with their diagnosis and symptoms. The digestive system, including the kidneys and liver, slow down with age. There is the need for support when walking. There are cases of dementia. The notion that youngsters have about the aged is not altogether wrong. The aged do need care and they also need to be tended with love and respect. However, the aged can live much of the time alone and can look after themselves with only marginal support of the younger generation (Richard T. Penson). What they need is assistance when required. They can be devastated if there is nobody to lend a hand