Frederick Douglass’ Fourth of July Speech -- Literary Analysis, Dougla

On July 5th of 1852, the Ladies Antislavery Society of Rochester requested that emancipated slave, Fredrick Douglass, speak for their celebration of the United States’ national independence. Douglass accepted this request and presented a powerful speech that explained and argued his true beliefs and feelings concerning this event. He considered their decision to request him as a speaker on that day to be a mockery of his past and of the ongoing status of blacks as slaves in America at the time. Nevertheless, Douglass skillfully constructed his speech utilizing various methods that forced his audience to take him seriously and think twice about the issue of slavery in America. His passion about the subject, his ability to captivate his audience, and his persuasive skills combine to form a clearly effective speech that continues to be studied to this day. Douglass warmed up his audience by commending the moral and patriotic excellence of their forefathers. He then delivere d the argument of his speech which cleverly criticized the hypocrisy of the institution of slavery and those who tolerated or supported it. Yet, to conclude his speech, Douglass asserts that there is still hope for the young nation so as not to leave the audience completely discouraged. The way in which Douglass constructed and delivered this speech had a lasting impact and left his audience with an effectively argued point to consider. In his speech, Frederick Douglass made it clear that he believed that the continued toleration and support of slavery from both a religious and legal standpoint was utterly absurd when considering the ideals and principles advocated by America’s forefathers. He began by praising the American framers of the Constitution, an... ...hout his speech making for a powerful argument overall. The effectiveness and excellent structure of Frederick Douglass’ Fourth of July speech is apparent. His rhetorical arguments served as powerful rebuts to opposing contentions and forced his audience to consider the undeniable error in their nation’s policy and approach regarding slavery. Douglass also compelled his audience to take his words seriously by establishing his credibility, recognizing his audience, and skillfully constructing and executing his speech. The end product of his efforts became a provocative speech at the time and a historical delivery in the future. Douglass succeeded in giving a speech that clearly and effectively argued the absurdity of the institution of slavery in America, leaving it up to his audience to consider his position and decide for themselves how to act in the future.

Coney Island and Victorian Culture Essay

Coney Island at the turn of the century was a bustling and growing place. People of all classes traveled from New York City as well as other parts of the world to take part in the famous amusements that helped to loosen the tight corsets of Victorian gentility. Inspired by the Columbian Exposition in 1893 George Tilyou began to build a park on Coney Island beginning with the Ferris Wheel similar to that featured at the exposition which was designed by the Pennsylvania Steel Company. By 1895 Tilyou opened Steeplechase Park and began to fill it with acts and side shows thus inspired by his travels a few years prior. While concentrating on the appeal to all walks of life Tilyou acquired A Ride to The Moon from Fredric Thompson and Elmer Dundy who built the ride specifically for the Pan-American Exposition in Buffalo, New York. A short season later in 1902 Thompson and Dundy left Steeplechase to create Luna Park taking the amusement with them. Playing off the most popular sport on Coney Island, Tilyou obtained a mechanical horse race that took riders on a thirty second ride around a track complete with hills and sharp turns. Other attractions added to the park included the Human Roulette Wheel which threw riders in all directions and Earthquake Stairs which jostled climbers and challenged them to descend a shaking stair case. These attractions as well as the wild side shows caused people to throw off all conventionality and made them rub elbows with other classes while having unrestricted fun. While Steeplechase drew visitors to the peninsula it also increased in the popularity of swimming or bathing as it was referred to in Victorian speak. People on a hot New York day adventured to Steeple Chase and the beach by various means of transportation. Donning the latest in bathing fashions people enjoyed more unrestricted fun regardless of any class system in the water. Although Victorians looked down their noses at the amusements and public bathing, people still flocked to the beaches and splashed in the chilly waters of the Atlantic Ocean. Ruckus rides and the ability to socialize appealed to the younger generations looking to toss off the oppressive garbs of Victorian gentility and just have plain unrestrictive fun. In 1907 tragedy struck Steeplechase as fire ravaged the park leaving a smoking ruin. In the efforts to still turn a dollar Tilyou charged admission to the ruins of the once great park. During the rebuilding, Luna Park benefited from the loss and treated guests to a modern park with rides to thrill everyone. The â€Å"old-fashionedness† of Steeplechase was challenged as Luna Park, the most modern of it’s time dazzled park goers with electric lights and tall white towers bathed in bright bulbs. This enabled the park to operate at night. But still people remained loyal to the original amusement park they knew so well even though built anew from smoldering ruins. George Tilyou sadly passed away in 1914 after seeing his park through another fire in 1911 which claimed Dreamland. Luckily enough the winds shifted and spared his park from a second disaster. By 1914 the amusement park began to fall out of favor. The once well loved and most visited park suffered a loss in the visitors during the hot New York summers. Steeplechase continued to operate and help people socialize and essentially come out of the tight bonds of gentility by offering a carefree time with out restrictions. Then on New Year’s Eve 1964 the last light was turned off for the final time at the ill fated old fashioned park. Luna Park on the other hand was not as popular as the original park but provided new wonders for those curious and daring enough to seek it out. Created after the Beaux-Arts movement of the time Thompson an erratic architect began to design the park as a world where someone could be lost in fantasy. By opening day on May 16th 1903 Luna Park opened its doors to the wonderment of many people seeking out entertainment and new amusements to help them shed the conventionality of the structured Victorian world. Here we can clearly see where still Steeplechase was cherished like a child hugs a ragged teddy bear but the new adventure which was named Luna was embraced for its latest technologies that Steeplechase clearly was lacking. With over 1 million lights, long distance telephone service, telegraph and radio services Luna Park became a city with in a city. With Thompson and Dundy’s success in creating illusion rides for the park guests they still relied on others as well. When they left the employment of Tilyou after the 1902 season they brought their famed â€Å"Ride to the Moon† amusement with them. Counting on its fame from Steeplechase park and the illustrious past of being featured at the Pan-American Exposition in 1901 the creators hoped it would bring the crowds in. With more and more people seeking a day at the park and on the beach both parks helped make Coney Island known world wide and soon became a top tourist destination. At a time when high society still held restrictions of how men and women should act in public in high regards, more and more people used these parks as a way to shed the restrictions of society and seek titillating amusements and fill curiosities each other had that Victorian culture had suppressed over the years with rules and barriers against those who dared to go against the prim and proper societies. Technology in these times were changing and what better place to display these but at amusement parks and expositions. Younger Victorians embraced these changes and viewed them as a move toward the future. We can clearly see where walls were broken down between classes while all walks of life frolicked on the beaches of Coney Island, screamed on the same rides, and traveled faster than they ever had in their lives. Luna Park and Steeplechase side by side were wonderful examples of old an new. While people still embraced the old curious onlookers sought out attractions that displayed futuristic gadgets. By the creation of the final park Dreamland in 1904 tourism and the shedding of Victorian genteel ways were in full swing. Dreamland brought more pleasure seekers to the peninsula and more bathers to the sea shore. The park was built by William Reynolds who is best known for his crooked dealings with Tammany Hall. Dreamland became the park to rival the other 2 on the peninsula. It is said that the park would be anything unlike the modern world has seen. The main tower of Dreamland had a beacon that shined out to sea and confused many ships coming into port. The amusement park sparkled as guests promenaded through the many attractions and thrill rides. With Dreamland promising amusement in a more dignified way the creators tried to offer Culture to those who visited the park. Providing a grand ballroom and upscale restaurants from around the world Dreamland attempted to cater to the upper class leaving lower classes to attend the older less dignified parks. The developers still provided rides and attractions that rivaled the other parks and even stole ideas from them as well. Americans were fascinated by disasters. Fighting the Flames was a good example of this as New Yorkers were most familiar with tenements catching fire and many people dying. People could identify with this ride. As tenement style buildings covered in asbestos were set ablaze, firefighters came to the rescue of the tenants who jumped to their safety in huge nets below. With rides like Shoot the Chutes guests at Dreamland were still treated to rides that caused them to throw off all conventionalities. Dreamland with its intentions to preserve all that is roper and dignified still provided outrageous outlets that caused people to smile and scream like they never had before. Sideshows still prevailed like Bostock’s Circus and Captain Bonavita’s Lion Show. They treated guests to clowns, wild animals, and daring stunts which caused people to gasp and look on in awe. Dreamland gave people a look at the world in their own backyard. Rides like Touring the Alps which provided ride rs with a simulated ride through the Alps complete with blasts of cold air to the Japanese Tea Room which gave people a look at cultures foreign to their own. The achievements of creating an atmosphere of wonderment and awe like that of the previous expositions held in Chicago and Buffalo, Reynolds achieved ultimate success in helping people question their hum drum ways and rules that bound them tightly. On May 27 1911 the wonderment that was known as Dreamland came to an end when it burned to the ground. Complaints by the fire departments that fought the flames were low water pressure. It was said that Reynolds built the park so fast that he built over fire hydrants. The mistakes and rush to greed cost him his park only seven short years later. The fire although sparing because of the winds did not leave Thompson’s railway alone. Sadly but fortunately that was one of a few external victims of the fire caused by greed. Fred Thompson found General Manager Samuel Gumpertz staring blankly at the ruins. Reynolds decided not to rebuild the park and Gumpertz opened a freak show in a large tent. This was the beginning of the end of Coney Island, the most famous playground of the early 20th century. Luna Park and Steeplechase continued to operate through many changes of attractions. The 1920’s ushered in rides like The Wonder Wheel and The Cyclone. It is joked immigrants who came to this country saw The Wonder Wheel first before seeing the Statue of Liberty. Still The Wonder Wheel is a wonderful example of freedom through good times and laughter and the shedding of old ways to a new life. By the close of the season of 1946 Luna Park could no longer afford to keep its gates open to the dwindling visitors. That which was new and exciting became old and worn out. Steeplechase continued to operate and pride itself of being risen from the ashes still provided visitors with aging and familiar rides. By the opening of Astro Park in 1962 this began to spell the end of the turn of the century amusements. At the stroke of midnight New Years Eve 1964 the last light was turned out on the oldest amusement park of the time leaving behind a legacy of fun and a little known waltz written for the opening of Dreamland entitled â€Å"Meet Me Tonight in Dreamland†. By looking at the amusement parks of the early 20th century we can clearly see where proper Victorians were given the opportunity to shed the constrictions of a culture that forced them into a protected part of society. Here creators of parks provided a person all types of amusements and bathing which for proper Victorians swimming with people of the opposite sex was just scandalous. Many of the older generations still held fast to their convictions of manners and proper ways. In many ways Coney Island was a petrie dish for societies and cultures. Could they truly leave behind the tight corsets and stiff collars to have fun with all folks of all classes with out concern for class stratification due to wealth, power or even dress? The writer of this believes yes. This was a place where society began to leave behind their constrictions and just have plain fun. Therefore unmaking Victorian culture as it was known.

American vs Nepalese Culture

The American and Nepalese culture have some similarities but many differences. The American culture is a Western and a diverse culture; whereas, the Nepalese culture is Eastern and less diverse. There is a public education system for everyone in the American culture, and the literacy rate is high. In Nepal, there is a public education system also but the literacy rate is low. There is more freedom for people in American culture; on the other hand, in Nepalese culture, there is less freedom and more rules. One of the other differences that can be seen between American and Nepalese culture is in family relations.The behavior of the people is very different between this tow cultures. Many different racial groups form the American culture. The major ethnic groups in the United States are Europeans, Hispanics, African/Americans, Asians and Pacific Islanders, and many other minor ethnic groups. The distinct groups in the United States have different religions. The major religions in the Un ited States are Catholicism, Protestantism and Judaism. Islam, Hinduism and Buddhism are also minor religions in the United States.English is the main language in the United States but also Spanish and other languages are spoken in different cities. In the Southern part of Texas, New Mexico, Arizona, and California, the majority of people are Spanish speaking. In Nepalese culture, there is little ethnic diversity and the ethnics groups are not from other countries. The major groups are the Sherpa, the largest group, who lives in the northern, mountainous part of the country; the Gurung, who live in the central part of Nepal, and the Adabasi, who live in the southern part of the country.These people are born in Nepal and are not from other countries like the American ethnic groups. There are a few Muslims and Christians, but the major religions are Hinduism and Buddhism. Nepali is the major language in Nepal. In government offices, private offices and in school, they use the Nepali l anguage; whereas, in cities and towns, the different ethnic groups speak their own dialects. The Nepalese school system is based on tradition and religion in the rural areas and in the urban areas, there is a modern education system.Parents can choose any public school, they like for their children; there is no restriction on children having gone to school in the town or village where they live. In America, students have to go to the school in the town in which they live. In the American culture, people are individual oriented and individual value is greater than family value. People believe in their work, and they do the hard work. The American people plan things ahead, and they become successes in their future. The American people are independence, and they make their own decisions.Americans follow the time and its value. In Nepalese culture, people are family-oriented and the family value is greater than the individual value. The Nepalese people believe in god, and they wait for the people who can do their work. The Nepalese people do not plan any things and do their work, and they become unsuccessful in their future. In Nepalese culture, people depend on other, and they cannot make their own decision. The elder's person in the makes the decision, and other family's member follow that decision. In Nepalese culture, people cannot follow the time, and they are lazy.The American people follow a law and order. They behave friendly to each other, even if they are unknown. The American are polite and helpful. The American people wait for the turn and follow the advice, given by other. The Nepalese people do not follow the law and order. The rich people dominate the miserable people and there is a slavery system in Nepal. The poor people live in the house of rich, and do their work for nothing. Nepalese do not behave friendly to each other. Nepalese people do not wait for the turn instead and crowed in the same place fighting each other.

Cepillarse Conjugation in Spanish, Translation, Examples

Cepillarse Conjugation in Spanish, Translation, Examples The Spanish verb cepillar  means to brush. It is a regular  -ar  verb like  caminar  and  desayunar. However, this verb can also be used in its  reflexive  form  cepillarse,  which implies that the action returns to the subject of the verb. You will often hear the verb used reflexively, thus the tables below show the conjugations for the reflexive form  cepillarse,  including the  reflexive pronouns  (me, te, se, nos, os, se). The conjugation tables include  the present, past and future indicative, the present and past subjunctive, the imperative, and other verb forms. How to Use the Verbs Cepillar and Cepillarse When cepillar is used non-reflexively, it is simply a transitive verb that means to brush something. For example, El hombre cepilla sus zapatos para limpiarlos  (The man brushes his shoes to clean them). Also, it can be used to talk about brushing someone elses hair or teeth. In that case, you need to use the indirect object pronouns, which indicate who receives  the action. For example, La mam le cepilla los dientes a su hijo  (The mom brushes her sons teeth).   When used reflexively, cepillarse  is most often used to talk about brushing ones hair or teeth. For example, Ella se cepilla el pelo antes de acostarse  (She brushes her hair before going to bed) or El nià ±o se cepilla los dientes por la maà ±ana  (The boy brushes his teeth in the morning). However, there are two other verbs that are also used for the same contexts. Peinarse  is used to talk about combing ones hair, and lavarse  is commonly used to talk about washing ones teeth.   Cepillarse Present Indicative Yo me cepillo I brush Yo me cepillo los dientes tres veces al da. T te cepillas You brush T te cepillas el pelo con cuidado. Usted/l/ella se cepilla You/he/she brushes Ella se cepilla el cabello. Nosotros nos cepillamos We brush Nosotros nos cepillamos la barba. Vosotros os cepillis You brush Vosotros os cepillis los dientes despus de comer. Ustedes/ellos/ellas se cepillan You/they brush Ellos se cepillan el pelo por la noche. Cepillarse Preterite  Indicative Yo me cepill I brushed Yo me cepill los dientes tres veces al da. T te cepillaste You brushed T te cepillaste el pelo con cuidado. Usted/l/ella se cepill You/he/she brushed Ella se cepill el cabello. Nosotros nos cepillamos We brushed Nosotros nos cepillamos la barba. Vosotros os cepillasteis You brushed Vosotros os cepillasteis los dientes despus de comer. Ustedes/ellos/ellas se cepillaron You/they brushed Ellos se cepillaron el pelo por la noche. Cepillarse  Imperfect  Indicative The imperfect tense  can be translated as used to brush or was brushing.  It is used to talk about ongoing or habitual  actions in the past.   Yo me cepillaba I was brushing Yo me cepillaba los dientes tres veces al da. T te cepillabas You were brushing T te cepillabas el pelo con cuidado. Usted/l/ella se cepillaba You/he/she was brushing Ella se cepillaba el cabello. Nosotros nos cepillbamos We were brushing Nosotros nos cepillbamos la barba. Vosotros os cepillabais You were brushing Vosotros os cepillabais los dientes despus de comer. Ustedes/ellos/ellas se cepillaban You/they were brushing Ellos se cepillaban el pelo por la noche. Cepillarse Future  Indicative Yo me cepillar I will brush Yo me cepillar los dientes tres veces al da. T te cepillars You will brush T te cepillars el pelo con cuidado. Usted/l/ella se cepillar You/he/she will brush Ella se cepillar el cabello. Nosotros nos cepillaremos We will brush Nosotros nos cepillaremos la barba. Vosotros os cepillaris You will brush Vosotros os cepillaris los dientes despus de comer. Ustedes/ellos/ellas se cepillarn You/they will brush Ellos se cepillarn el pelo por la noche. Cepillarse Periphrastic Future  Indicative The periphrastic future is formed with the verb  ir  (to go) conjugated  in the present indicative tense, plus the  preposition  a,  and the infinitive of the verb. With reflexive verbs remember to put  the reflexive pronoun before the conjugated verb  ir. Yo me voy a cepillar I am going to brush Yo me voy a cepillar los dientes tres veces al da. T te vas a cepillar You are going to brush T te vas a cepillar el pelo con cuidado. Usted/l/ella se va a cepillar You/he/she is going to brush Ella se va a cepillar el cabello. Nosotros nos vamos a cepillar We are going to brush Nosotros nos vamos a cepillar la barba. Vosotros os vais a cepillar You are going to brush Vosotros os vais a cepillar los dientes despus de comer. Ustedes/ellos/ellas se van a cepillar You/they are going to brush Ellos se van a cepillar el pelo por la noche. Cepillarse Conditional  Indicative The conditional tense  is used  for talking about possibilities or probabilities. In English it is translated as would brush.   Yo me cepillara I would brush Yo me cepillara los dientes tres veces al da. T te cepillaras You would brush T te cepillaras el pelo con cuidado. Usted/l/ella se cepillara You/he/she would brush Ella se cepillara el cabello. Nosotros nos cepillaramos We would brush Nosotros nos cepillaramos la barba. Vosotros os cepillarais You would brush Vosotros os cepillarais los dientes despus de comer. Ustedes/ellos/ellas se cepillaran You/they would brush Ellos se cepillaran el pelo por la noche. Cepillarse Present Progressive/Gerund Form The  present participe or gerund  for  -ar  verbs is formed by adding the ending  -ando. You can use the present participle to form progressive verb forms like the present progressive.   Present Progressive of  Cepillarse  se est cepillando   She is brushing  Ella se est  cepillando el cabello. Cepillarse  Past Participle The past participle for -ar  verbs is formed by adding the ending -ado.  You can use the past participle  to form compound tenses like the present perfect.   Present Perfect of  Cepillarse  se ha cepillado   She has brushed  Ella se ha cepillado el cabello Cepillarse Present Subjunctive The  subjunctive mood  is used in subordinate clauses for situations that describe doubts, desires, emotions, or situations that are pending or subjective. Que yo me cepille That I brush El dentista recomienda que yo me cepille los dientes tres veces al da. Que t te cepilles That you brush La estilista espera que t te cepilles el pelo con cuidado. Que usted/l/ella se cepille That you/he/she brush Mam quiere que ella se cepille el cabello. Que nosotros nos cepillemos That we brush Federico recomienda que nosotros nos cepillemos la barba. Que vosotros os cepillis That you brush Lucas espera que vosotros os cepillis los dientes despus de comer. Que ustedes/ellos/ellas se cepillen That you/they brush Leo recomienda que ellos se cepillen el pelo por la noche. Cepillarse Imperfect  Subjunctive The imperfect subjunctive  can be conjugated in two different ways. Below you can find the two conjugations, which are both considered correct. Option 1 Que yo me cepillara That I brushed El dentista recomendaba que yo me cepillara los dientes tres veces al da. Que t te cepillaras That you brushed La estilista esperaba que t te cepillaras el pelo con cuidado. Que usted/l/ella se cepillara That you/he/she brushed Mam quera que ella se cepillara el cabello. Que nosotros nos cepillramos That we brushed Federico recomendaba que nosotros nos cepillramos la barba. Que vosotros os cepillarais That you brushed Lucas esperaba que vosotros os cepillarais los dientes despus de comer. Que ustedes/ellos/ellas se cepillaran That you/they brushed Leo recomendaba que ellos se cepillaran el pelo por la noche. Option 2 Que yo me cepillase That I brushed El dentista recomendaba que yo me cepillase los dientes tres veces al da. Que t te cepillases That you brushed La estilista esperaba que t te cepillases el pelo con cuidado. Que usted/l/ella se cepillase That you/he/she brushed Mam quera que ella se cepillase el cabello. Que nosotros nos cepillsemos That we brushed Federico recomendaba que nosotros nos cepillsemos la barba. Que vosotros os cepillaseis That you brushed Lucas esperaba que vosotros os cepillaseis los dientes despus de comer. Que ustedes/ellos/ellas se cepillasen That you/they brushed Leo recomendaba que ellos se cepillasen el pelo por la noche. Cepillarse Imperative   In order to give orders or commands, you need the imperative mood. You can use positive or  negative commands, which differ in the  tà ºÃ‚  and vosotros conjugations. Notice that the placement of the reflexive pronoun is also different in the positive and negative commands.   Positive Commands T cepllate Brush! Cepllate el pelo con cuidado! Usted cepllese Brush! Cepllese el cabello! Nosotros cepillmonos Lets brush! Cepillmonos la barba! Vosotros cepillaos Brush! Cepillaos los dientes despus de comer! Ustedes cepllense Brush! Cepllense el pelo por la noche! Negative Commands T no te cepilles Dont brush! No te cepilles el pelo con cuidado! Usted no se cepille Dont brush! No se cepille el cabello! Nosotros no nos cepillemos Lets not brush! No nos cepillemos la barba! Vosotros no os cepillis Dont brush! No os cepillis los dientes despus de comer! Ustedes no se cepillen Dont brush! No se cepillen el pelo por la noche!

Want the Hard Truth Soft Skills Can Make or Break Your Job Search

Want the Hard Truth Soft Skills Can Make or Break Your Job Search Workers in tech-centric roles are right to be proud of the technical skills they’ve acquired over the course of their educations and careers. These skills are hard won and are imperative to their success in their chosen fields. However, a recent study suggests that recruiters today have a soft spot for soft skills, regardless of the role they are looking to fill. Even in careers where soft skills haven’t historically held a ton of weight – such as software development and accounting, for example – employers are now looking for candidates who are the whole package. In other words, it’s critical today that workers, even ones in highly technical jobs, demonstrate that they also possess soft skills.To start, let’s define what a tech-centric job is exactly. According to LiveCareer’s recently released 2018 Skills Gap Report, researchers defined tech-centric jobs as those jobs for which some form of higher education is required to perform the role. These jobs typically rely heavily on a bevy of hard skills – or skills that can be learned and measured.(This contrasts with soft-centric occupations, which are defined as roles that don’t require formal training or higher education. These roles include bartenders, customer service representatives, and sales associates, among others.)To better understand the skills that employers want – and to compare those skills to the ones that jobseekers are listing on their resumes – the study took a â€Å"big data† approach to analyzing thousands of resumes and job ads across 12 different occupations. The question the study sought to answer is this one: is the skills gap is real, or are jobseekers just underreporting their skill sets in resumes?Jobseekers in tech-centric occupations should analyze the study’s most arresting findings on soft skills to increase the likelihood of success in the job market. Some key finding to consider include:The s tudy found that – across the board – employers increasingly value customer service and communications skills. In fact, job ads in 11 of the 12 occupational types list customer service as among the most desirable skills.This means that even in jobs where customer service isn’t traditionally a requirement – such as accountants, teachers, and registered nurses – employers expect jobseekers to make those skills a focus today.Communication skills appear in job ads for 12 of the 12 occupation types that the study focused on, meaning all jobseekers should place an emphasis on this soft skill in their resumes.Tech-centric employers demand largely the same soft skills as customer-facing employers. In fact, three of the top five required soft skills in both occupational categories are the same.Jobseekers in all professions are listing far too few skills on their resumes, overall. Individual job ads, on average, contain 21.8 skills. Resumes, on average, conta in only 13 skills.It’s not surprising that tech-centric workers aren’t emphasizing soft skills since job ads for these professions are asking for 4.25x more hard skills than soft skills. However, the report also found that since employers increasingly value customer service and communications skills in candidates, jobseekers who neglect to thoroughly list soft skills on their resumes may be doing themselves a disservice.The takeaway for jobseekers in tech-centric occupations: shine a light on those intangible but increasingly important soft skills on your resume; they matter just as much as your hard skills. In fact, jobseekers who can clearly communicate their soft skills to potential employers – both in their resumes and in job interviews – will have an advantage over those candidates who cannot.Experts agree that the best way to accomplish this goal is for jobseekers to concentrate on learning how to write a resume in such a way that it mimics the lang uage of a job ad. This ensures that they are including all the most valuable skills cited in the job post, and it will also help get their resumes past an applicant tracking system (ATS), which many employers use today to screen out unqualified candidates.Wording is of key importance, because most ATSs don’t understand nuance in language, which means you must echo the language the ads use precisely in resumes. Fail to do so and you risk being eliminated from the running, even as a qualified candidate. How precisely do you need to match the wording? Exactly. If a job ad asks for â€Å"solid verbal communication skills,† and you list writing â€Å"solid oral communication skills,† you could be knocked out of the running!Jobseekers can find additional learnings, plus a PDF download of the report, via the 2018 Skills Gap Report link at the beginning of the article.LiveCareer bio:Need more guidance on how to incorporate soft skills into your resume? Peruse LiveCareer ’s free resume examples, and see how other successful professionals have expressed those skills in their resumes. All examples are arranged by industry and job title. And if you need help building a resume from the ground up, try our free, easy-to-use Resume Builder.

Short Stories Summary Essay Example | Topics and Well Written Essays - 750 words

Short Stories Summary - Essay Example Although, when he heard about his brother that he was jailed, this made him fear that some of his students may end up like his brother who indulged in drug abuse to forget about his problems. The narrator does not communicate with his brother for a long time until the death of her daughter. Sonny later replies his brother’s letter, and this makes them be in touch. The narrator recalls how they had differences with his brother when he decided to become a musician. The story shows how at first the two brothers had differences but later the story ends with them understanding and appreciating each other. The story tells us of the problems that the two brothers had and how they were able to tackle them. Thus, the story illustrates how there was anguish and recovery in the Harlem ghetto. It is evident that the narrator was able to handle his problem because of the teaching job that he had. From the story, we see him to be concerned about his students hoping that they would not be th e same as his brother. He also cares for his brother as he was the oldest. This is contrast to his brother who indulged into taking drugs to tackle his problems, which leads him to jail. As Sonny tries to deal with his problems, he tries to find his identity and feel accepted in the society. The narrator does not comprehend why his brother prefers to play piano. In the story, piano represents his problems, and in the end the figure of Sonny playing the piano, indicates how he struggles to deal with his problems. Summary of Paul’s case Acceptance and freedom of expression is two virtues that should be practiced to avoid emotional confinement (Brown 67). According to Willa Cather, in the story Paul’s case he tells of how Paul tries to fight against the social standards in the area where he lives in because he had no freedom to express what he felt. The story tells of a youth who is emotionally confined and how he tries to confront his problems. In school where Paul is, h e is called and faces the school faculty for his misbehavior. Paul is a student who does not follow teacher’s instructions and is less concerned with his studies. He ends up being a rude and comical student. He lived with his father in a quiet place but he wanted to go to New York where he could live the life that he was expecting. Although, he is seen to be careless and does not seem to care about anything, he loves music, theater, and arts. In contrast, Paul’s father wants him to work hard in school and venture into the business world. His father believes that it is only money that matters in people’s lives. This creates a big difference between them and has great influence on Paul’s character. For example, when his father stops him from going to watch movies in the theater drives him to steal money where he is working. He also ran from home and went to New York because he was not given the freedom to enjoy his life. Even though he enjoyed his life shor tly, his decision to leave home made him lose his life. Summary of Revelation In the story of Revelation by Flannery O’Connor’s, the main character feels that everyone is equal before God, regardless of their race and social status. The story starts when Mrs. Turpin goes to see a doctor with her spouse. As she gets in the hospital, she attracts people’

International Relations - Iraq Conflict Essay Example | Topics and Well Written Essays - 2500 words

International Relations - Iraq Conflict - Essay Example . Fifteen years after the United Nation Security Council imposed sanctions and containment on Iraq, U.S. forces continued to battle remnants of the former regime and a range of other adversaries inside Iraq. Iraq remains a decisive battle front for both those who support and those who oppose the development of more moderate and globalized Islamic societies. The economy of this oil – rich country had been completely devastated by hyper inflation and debt. In 1990s Iraqis suffered under the dictatorship of Saddam Hussein and things got tragically worse with the horror of the attacks of September 2011.This gave a wonderful opportunity for America to retaliate against Islam radicals and the target was Iraq. The reason for this was possession of weapon of mass destruction by Iraq which was a military threat to America. The killing and counter killing continued for years. But the root cause of conflict in Iraq can be of various natures and one being religious indifferences. The othe r main reasons are poverty, ignorance, regression and fanaticism. According to Cordesman (2008,pg 45)â€Å"Tension between Sunni and Shiite legislators remained heightened as both sects accused each other of propagating sectarian killings and conflict† The root causes of conflict in Iraq can be associated with the following: The conflict in Iraq is not a civil war. It is a sectarian violence, complicated by the region’s wider religious rifts and their intersection with state – supported terrorism networks.