Page 6
The Voice
March 4, 1983
Writing
A Resume
Resume—a French word meaning
“summary” or an English word
meaning probably the only way youll
ever get a job.
A resume is a way to advertise
yourself on paper. A resume won't get
you a job, but it will get your foot in the
door for that all-important job
interview.
There are four items you should keep
in mind when writing your resumes: it
should be brief—one or two pages; it
should be neat;, with no errors; it should
be easily understandable and it should
be honest.
Most students use the chronological
formula for their resumes in which they
list their education and work experience
in reverse chronological order. The
chronological resume should begin with
the student's personal data.
Included in this section should be
your name, address, and the school and
permanent phone numbers. You also
may wish to incorporate such data as
sex, age, height, weight and marital
status. You should not attach a picture
with their resumes, and it is illegal for an
employer to ask for one.
Career objectives should follow
personal data on the resume. List both
your short-and long-term career
objectives. Make sure your professional
objectives are relevent to the job you are
applying for, while keeping them broad
enough for several job possibilities.
Education information should be the
next section. You should list their
educational background in reverse
chronological order, starting with the
highest level of formal education. The
years of attendance at each institution
should appear on the resume as well as
the degrees earned. Your GPA and any
special courses taken which pertain to
career objectives should be included if
they are impressive.
Following the educational
background should be a work history
section. Don't only list where you
worked, but what you did while you
were there. Use action words like
“directed” and “assisted with,” when
describing your duties at a particular
job. Although some employers are
mostly interested in work experience
that pertains to their job, others think
part-time or volunteer work shows
initiative.
The next section should include
whatever related professional
experience you have, including
membership to professional
organizations, internships, extra
curricular activities and any honors,
awards or scholarships earned.
The final section of the resume should
have three or four references. Previous
employers and professors are the best
references because they can provide the
work performance evaluation that
future employers want to have.
It is a good idea to always send
prospective employers an individually
typed cover letter with the resume. You
should send the cover letter and the
resume to the department where you
want to work, since the department
rather than personnel, will probably do
the hiring.
The cover letter should contain an
opening paragraph stating why you are
sending the resume. The middle
paragraph should briefly describe why
you are qualified for the job, perhaps by
highlighting education or skills that
pertain to that particular job. Do not
include all education or work
experience because then employers
won't bother to read the more detailed
information in the resume.
Close the letter by thanking the
employer for his time, and suggesting an
interview in the future. Follow-up your
resume with a phone call requesting an
interview. Some firms wait for
prospective employees to call them,
reasoning that no call means no
initiative...and no job.
Teachers
Examination
Successful completion of the
National Teachers Examination Core
Battery and Area Test by students
enrolled in Teacher Education and
other persons desirous of becoming
teachers in the Public Schools of the
State of North Carolina, is one of the
requirements in the process of
becoming a Certified Teaching
professional. The Core Battery tests
general knowledge in the areas of
English, Mathematics, Fine Arts,
Literature and Social Studies. The Core
Battery is recommended by the N.C.
State Department of Public
Instruction, but not required. The Area
tests are specific in nature and are
required in the State of North Carolina
for teacher certification in each
discipline, (Teaching Area) i.e.: English
and Literature; Mathematics;
Elementary Education; Biology;
Chemistry, etc, prior to entering the
teaching profession. Area test scores are
forwarded to the N.C. Department of
Public Instruction and prospective
hiring Public School Units.
Test-taking skills are a prerequsite for
any student to achieve success on
standardized tests. These skills include
how to use time wisely and maximize
scores.
Why You Should Attend:
Answers are given to, commonly
asked questions about the National
Teacher Exam Core Battery and Area
Test.
To correct misconceptions about the
Core Battery and Area Test, as well as
to review test-taking strategies.
To recognize clues and other
strategies for answering test questions
on the NTE.
To develop an understanding of
sample questions used which
correspond closely to actual test items.
To learn how to use time wisely
during test taking.
To learn how to develop and
implement individual test-taking
strategies.
Who Should Attend:
The National Teachers Examination
Core Battery and Area Test Workshops
are designed for students who are
seniors enrolled in Teacher Education
Programs and other persons needing to
take the NTE Core Battery Test in
March, 1983 and the Area Test in April,
1983.
Workshop Content:
Core Battery Workshop:
The Core Battery Workshop will
consist of twelve hours. Each session
will be three (3) hours, meeting Tuesday
and Thursday of each week, 6:30 P.M. -
9:30 P.M. from February 22, 1983-
March 3, 1983.
College Guides
Lacking
Choosing a college to attend is a hard
choice and takes a lot of research and
planning. There are so many aspects to
consider, including location, costs,
programs offered, student aid available
and more.
But now, choosing your college has
been simplified. Just buy the
appropriate guidebook from the new
crop of released titles and your decision
will be easy.
At least that's what the authors of all
these hot-selling guidebooks are hoping
you will think. If you are black, you'll
need to buy the “Black Students' Guide
to Colleges.” If you are a woman, you
will want to read “Everywoman's Guide
to Colleges and Universities.” And if
neither of those specific guides will be
appropriate, then try “The New York
Times Selective Guide to Colleges” or
“The Insider's Guide to the Colleges.”
Sounds easy, doesn't it. But the
college picture is only made all the more
confusing by these manuals, because
you will find contrasting opinions in
each one. The problem is that they are
not giving (and you are not getting) an
objective opinion.
College guidebooks are not a new
form of information. “Barron's Profiles
of American Colleges” and “Lovejoy's
College Guide” are just two of the many
books that have been available to
prospective students for years. Their
strong point is the amount of statistical ■
research and data they present on each
college or university profiled.
But the difference is that the new
breed of college guidebooks show life
on various campuses from the student's
point of view rather than a purely
statistical point of view.
The new manuals are prepared in a
subjective manner with student
questionnaires being the basis for most
of the evaluations. Criticism of the new
books arises from college administra
tors who claim that categorizing schools
on the basis of unidentified students'
opinions can often present a distorted
picture of the school.
But the best authority on actually
attending a particular school should be
the students themselves. The subjective
guidebooks may even turn out to have a
beneficial impact if the schools profiled
take stock of the shortcomings the
students outline, and make
improvements.
The best way to choose a college is to
research both the statistical guides as
well as the subjective guides, combining
research with a visit to the campus the
student is most interested in for an on
site evaluation.
Incoming students never had it so
good in terms of the immense amount of
information available for scrutiny. Now
their only problem is to make sense out
of that mountain of information.
Class Of '83
Facing Bleak
Job Outlook
The panic is beginning to set in at
colleges and universities across the
country. That panic from graduating
students not being able to find a job in
their desired field.
May graduates are facing bleak
recruiting from most major companies.
Starting salaries are expected to remain
at basically 1982 levels, ahhough some
companies will offer marginally higher
starting salaries.
A glut of Master of Business
Administration (MBA) graduates is
causing panic also. Graduates from
well-known schools will face somewhat
better prospects, since companies will
be able to pick out the best students
from the best schools.
Many students will be forced to take
jobs outside of their chosen specialty, as
well as outside of their chosen field.
Black Eagles
Continued from page 3
the 99th Fighter Squadron was formed,
which demonstrated that Blacks could
fly. But can they fight? As Part I ended
the 99th went overseas to face the
enemy.
Part II, “The Enemy Within,”
continued with the second phase of the
experiment: Can Blacks fly and fight?
This segment focused on the critical
period in the Tuskegee Experiment
when critics of the 99th's overseas
combat performance claimed that
Blacks had failed the test. After
stateside controversy over the fitness of
Blacks to fight as combat pilots and a
Senate hearing, the experiment was
expanded to include the all-Black 332nd
Fighter Group.
The war record of the 99th and 332nd
highlights the third part of the series,
“Jim Crow's Graveyard.” The program
documents the illustrious combat
performance of the Tuskegee Airmen in
Europe after the 99th joined the 332nd
Fighter Group in July, 1944. The all-
Black fighter group ended the war with
the Distinguished Unit Citation,
numerous individual citations and a
spectacular record.
During the war, the 99th and the
332nd flew 200 missions as heavy
bomber escorts into Western Europe
and the Balkans without losing a single
bomber to enemy planes. Only this all-
Black air force can make that claim.
Had the sacrifices been in vain? Had
the 99th and 332nd made Black
American's case for an integrated air
force? “Red Tails and Black Aces,” the
last episode of “The Black Eagles,”
answers those questions. This segment
chronicles the evolution of the “Red
Tailed Angels,” as they were
affectionately called by the White
bomber crews they protected.
The elimination of the American
version of apartheid and the desegrega
tion of the armed forces were, in large
part, accomplished by the combat
performance of the Tuskegee Airmen
during WWII. What they proved was
one of the greatest civil rights
accomplishments of the 20th century.
Guests on this Black History Month
public television special read like a
veritable “Who's Who” among Black
Americans, Tuskegee Airmen who have
gone on to succeed in other fields. Also
shown in this series was a classic WWII
film narrated by movie actor Ronald
Reagan, detailing the sacrifices of the
Tuskegee Airmen and Afro-Americans
during the World War II mobilization
effort.
Have
A
Safe
Spring
Break