1. DIFFERENCE BETWEEN RESUME AND CV
Maddali Laxmi Swetha, MBA (HR)
- http://maddaliswetha.blogspot.com
2. Resume Introduction:
A resume is a French word which means “summary” i.e. summary of a person’s work life.
3. What is resume?
Resume is the most common document that required from job applicants or the student who face Interview.
4. Resume Definition:
1. According to Wikipedia - A resume is a document used and created by a person to present their background, skills, and accomplishments.
2. It can be used for variety of reasons, but most often they are used to secure new employment.
5. What is CV?
1. Curriculum Vitae (CV) defines as it is a long application document and may be contains 5 or 6 pages long.
2. It covers in-depth all information including Academic Background, Research Experience, Awards, Honors, Publications, Teaching, Volunteering Experience and Other Specific Accomplishments.
6. Types of resumes:
Chronological Resume: It is the most commonly used resume format among job seekers. This can be called as a reverse-chronological resume.
Functional Resume: It is a resume format where skills and achievements are the focal points.
Combination Resume: It looks like the skills-based functional resume format; a combination resume focuses on the applicant’s skills and abilities.
7. Difference between Curriculum Vitae (CV) and Resume:
Exact Meaning:
A document containing information related to individual's past qualification, experience, skills, competencies and achievements is known as a CV or Curriculum Vitae and a Resume is a document having details of an individual's education, work experience, competencies and previous job achievements.
8. Difference between Curriculum Vitae (CV) and Resume:
Type of Document: Curriculum Vitae are a Comprehensive. A Resume is concise.
9. Difference between Curriculum Vitae (CV) and Resume:
Length of the pages: Curriculum Vitae - 2 to 20 or more pages. A resume contain only 1 to 2 pages.
10. Difference between Curriculum Vitae (CV) and Resume:
Modification: Curriculum Vitae has no modification needed, it is same for all jobs. And a resume, it can be modified according to job description of a company.
11. Difference between Curriculum Vitae (CV) and Resume:
Education: It is mentioned at the top of the (Curriculum Vitae) CV. And a resume it is mentioned after experience.
12. Paper presentation made by Maddali Laxmi Swetha.
Maddali Swetha Blog -http://maddaliswetha.blogspot.com/
https://in.linkedin.com/in/maddali-swetha-a0a424a6
https://twitter.com/maddali_swetha
E-Mail ID: maddali_swetha@yahoo.com
13. THANK YOU
Who does not need a Curriculum Vitae? Of course no one does. So, what are the things to do with Curriculum Vitae? How do we make our own CV? Check this thing out!
Smartest Resume Guide for Students and FreshersTwenty19.com
First time in India – A Smart guide (e-book) that will take you through the entire resume making process in simple steps and ensuring you’re resume is extremely effective and will make the best impact on your potential employer whether you’re looking for an internship or a job.
1) Based on SmartResume – A product based on the study conducted on the Student Resume Technology in India in January 2010 – ensures the guide covers all the critical points to make an effective resume
2)Specifically designed for students and freshers
3)Comprehensive guide – Explains everything required to make a high-impact resume right from scratch
4) A thoughtfully crafted user-friendly step-by-step guide
A presentation designed to help Sixth Formers write their first CV given as one of the careers units of the L6th General Studies programme at Berkhamsted School, Herts, UK
1. DIFFERENCE BETWEEN RESUME AND CV
Maddali Laxmi Swetha, MBA (HR)
- http://maddaliswetha.blogspot.com
2. Resume Introduction:
A resume is a French word which means “summary” i.e. summary of a person’s work life.
3. What is resume?
Resume is the most common document that required from job applicants or the student who face Interview.
4. Resume Definition:
1. According to Wikipedia - A resume is a document used and created by a person to present their background, skills, and accomplishments.
2. It can be used for variety of reasons, but most often they are used to secure new employment.
5. What is CV?
1. Curriculum Vitae (CV) defines as it is a long application document and may be contains 5 or 6 pages long.
2. It covers in-depth all information including Academic Background, Research Experience, Awards, Honors, Publications, Teaching, Volunteering Experience and Other Specific Accomplishments.
6. Types of resumes:
Chronological Resume: It is the most commonly used resume format among job seekers. This can be called as a reverse-chronological resume.
Functional Resume: It is a resume format where skills and achievements are the focal points.
Combination Resume: It looks like the skills-based functional resume format; a combination resume focuses on the applicant’s skills and abilities.
7. Difference between Curriculum Vitae (CV) and Resume:
Exact Meaning:
A document containing information related to individual's past qualification, experience, skills, competencies and achievements is known as a CV or Curriculum Vitae and a Resume is a document having details of an individual's education, work experience, competencies and previous job achievements.
8. Difference between Curriculum Vitae (CV) and Resume:
Type of Document: Curriculum Vitae are a Comprehensive. A Resume is concise.
9. Difference between Curriculum Vitae (CV) and Resume:
Length of the pages: Curriculum Vitae - 2 to 20 or more pages. A resume contain only 1 to 2 pages.
10. Difference between Curriculum Vitae (CV) and Resume:
Modification: Curriculum Vitae has no modification needed, it is same for all jobs. And a resume, it can be modified according to job description of a company.
11. Difference between Curriculum Vitae (CV) and Resume:
Education: It is mentioned at the top of the (Curriculum Vitae) CV. And a resume it is mentioned after experience.
12. Paper presentation made by Maddali Laxmi Swetha.
Maddali Swetha Blog -http://maddaliswetha.blogspot.com/
https://in.linkedin.com/in/maddali-swetha-a0a424a6
https://twitter.com/maddali_swetha
E-Mail ID: maddali_swetha@yahoo.com
13. THANK YOU
Who does not need a Curriculum Vitae? Of course no one does. So, what are the things to do with Curriculum Vitae? How do we make our own CV? Check this thing out!
Smartest Resume Guide for Students and FreshersTwenty19.com
First time in India – A Smart guide (e-book) that will take you through the entire resume making process in simple steps and ensuring you’re resume is extremely effective and will make the best impact on your potential employer whether you’re looking for an internship or a job.
1) Based on SmartResume – A product based on the study conducted on the Student Resume Technology in India in January 2010 – ensures the guide covers all the critical points to make an effective resume
2)Specifically designed for students and freshers
3)Comprehensive guide – Explains everything required to make a high-impact resume right from scratch
4) A thoughtfully crafted user-friendly step-by-step guide
A presentation designed to help Sixth Formers write their first CV given as one of the careers units of the L6th General Studies programme at Berkhamsted School, Herts, UK
Effect cv writing tips for better job success by jobsrmine.comjobsRmine
This presentation tells you why writing a good CV is important, different ways to write a CV effectively, where and how to find jobs and finally how to successfully face interviews
This presentation was uploaded for the fans of GE Energy Europe Careers. If you liked it you are welcome to be our fan on facebook http://www.facebook.com/geenergyeuropecareers
International education - Global currency or global citizenshipSherrie Lee
New Zealand hosts more than 100,000 international students each year. The value of international education, however, is often about global currency rather than global citizenship. Can we move beyond the economic discourse, and encourage meaningful intercultural relationships between international students and their host community? We can, and we must.
Sherrie Lee
TheDiasporicAcademic.com
Seeking academic help: A case study of peer brokering interactionsSherrie Lee
Lee, S. (2017, December). Seeking academic help: A case study of peer brokering interactions. Refereed paper presented at the combined 2017 ISANA/ANZSSA Conference, Gold Coast, Australia. Abstract available from http://www.isana-anzssa.com/2046
A Chinese researching other Chinese: Problematizing the bilingual researcherSherrie Lee
Lee, S. (2017, November). A Chinese researching other Chinese: Problematizing the bilingual researcher. Paper presented at the New Zealand Asian Studies Society (NZASIA) International Conference, Dunedin, New Zealand.
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
Crossing Cultures in Research on International StudentsSherrie Lee
Presentation at Toi-Ohomai Institute of Technology (Rotorua, New Zealand) on 9 June 2017. I discuss the implications of cross-cultural research such as translating non-English data and using a reflexive approach to consider how a researcher’s cultural background influences the research.
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
Uncertainty lurks in all areas of the PhD journey such as interacting with supervisors, establishing yourself as a researcher, and, most importantly, finishing the PhD. I will share how I have navigated obstacles in my PhD journey and reflect on the current challenges that I face in my 3rd year of studies.
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
Brokering: A sensitising concept for understanding learningSherrie Lee
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
Using Images from the Web by Sherrie LeeSherrie Lee
A short presentation on how to find images legitimately for free. Learn about the differences between public domain images, stock photography and creative commons images. Originally available as a Google Presentation: https://docs.google.com/presentation/d/1CbZ79D0bKmCRpnWgGmNelvMYUxFp7rQfA2pbjkQ12AI/edit?usp=sharing
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
Have you ever heard that user-generated content or video testimonials can take your brand to the next level? We will explore how you can effectively use video testimonials to leverage and boost your sales, content strategy, and increase your CRM data.🤯
We will dig deeper into:
1. How to capture video testimonials that convert from your audience 🎥
2. How to leverage your testimonials to boost your sales 💲
3. How you can capture more CRM data to understand your audience better through video testimonials. 📊
Navigating the world of forex trading can be challenging, especially for beginners. To help you make an informed decision, we have comprehensively compared the best forex brokers in India for 2024. This article, reviewed by Top Forex Brokers Review, will cover featured award winners, the best forex brokers, featured offers, the best copy trading platforms, the best forex brokers for beginners, the best MetaTrader brokers, and recently updated reviews. We will focus on FP Markets, Black Bull, EightCap, IC Markets, and Octa.
Event Report - SAP Sapphire 2024 Orlando - lots of innovation and old challengesHolger Mueller
Holger Mueller of Constellation Research shares his key takeaways from SAP's Sapphire confernece, held in Orlando, June 3rd till 5th 2024, in the Orange Convention Center.
B2B payments are rapidly changing. Find out the 5 key questions you need to be asking yourself to be sure you are mastering B2B payments today. Learn more at www.BlueSnap.com.
Understanding User Needs and Satisfying ThemAggregage
https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
• Introduce a taxonomy for user goals with real world examples
• Present the Onion Diagram, a tool for contextualizing task-level goals
• Illustrate how customer journey maps capture activity-level and task-level goals
• Demonstrate the best approach to selection and prioritization of user-goals to address
• Highlight the crucial benchmarks, observable changes, in ensuring fulfillment of customer needs
Anny Serafina Love - Letter of Recommendation by Kellen Harkins, MS.AnnySerafinaLove
This letter, written by Kellen Harkins, Course Director at Full Sail University, commends Anny Love's exemplary performance in the Video Sharing Platforms class. It highlights her dedication, willingness to challenge herself, and exceptional skills in production, editing, and marketing across various video platforms like YouTube, TikTok, and Instagram.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Personal Brand Statement:
As an Army veteran dedicated to lifelong learning, I bring a disciplined, strategic mindset to my pursuits. I am constantly expanding my knowledge to innovate and lead effectively. My journey is driven by a commitment to excellence, and to make a meaningful impact in the world.
Top mailing list providers in the USA.pptxJeremyPeirce1
Discover the top mailing list providers in the USA, offering targeted lists, segmentation, and analytics to optimize your marketing campaigns and drive engagement.
3. Take a poll via TEXT or WEB TEXT response to 73300 WEB response at http://PollEv.com Ready? Go! ORGANISATIONAL CULTURE
4. TYPES OF ORGANISATIONS MNC – Multinational National Corporation GLC – Government Linked Company SME – Small and Medium Enterprise http://myorbit.tv/temasek-holdings-reveals-39-billion-loss/
5. ORGANISATIONAL CULTURE POWER CULTURE - decisions are centralized and power rests on one or a small number of individuals, usually found in small to medium enterprise ROLE CULTURE - exists in a large organisation in which each individual is assigned a clear role
6. ORGANISATIONAL CULTURE TASK CULTURE - project teams are formed to complete particular tasks PERSON CULTURE - individuals are fully allowed to express themselves and make decisions for themselves
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8. DISSECTING A JOB AD Blind Ad: Job agency Title and level of position Type of company: MNC Location Job description Qualifications and skills required Cover letter and resume should highlight relevant experience for job, qualifications and skills. Eligibility Add. Info: current/expected salary and photo Email address
31. GROUP WORK Identify …. Gp: 1Types of Interviews Gp 2: Types of Interview Structures Gp 3: Types of Interview Questions Gp 4: Three things to note about dress code
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38. DRESS CODE Taken from http://www.employmentbranding.com/id67.html
39. DRESS CODE Taken from http://www.employmentbranding.com/id67.html
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