Search results

The purpose of this study is to offer original analysis to examine the prevalence of publication titles, subtopics and methods present in peer-reviewed articles containing the search term “resume content” in ProQuest Central.

As a means for understanding better the scope of empirical studies in resumes, a limited search was conducted in ProQuest to build a data set of research articles under the limited search heading of “resume content”. Using ProQuest Central, a popular repository of peer reviewed, indexed articles for database searches in academic and institutional settings, the researchers queried a 34-year period, from 1984 to 2018. The qualitative content analysis included recording the respective scholarly disciplines populating the articles, the publication subject titles, identification of subtopics that inhabit the empirical works in the data set across time and recognition of the methodologies evident in the 47-article population set.

The analysis revealed six subtopics, which included content, gender, recruitment, social, branding and ethnicity. The highest concentration of articles appeared in psychology, business and management publications, with the highest subtopic concentrations published in the areas of content and recruitment. Evidence of methodologies was also observed. The 34-year population consisted of 30 works using quantitative methods, seven with qualitative methods, six with mixed methods and four with no evidenced method – only offering instructional content. These findings offer insight to resume content articles on the ProQuest Central databases.

Although highly accessed and respected as an initial source for searching academic knowledge bases, using ProQuest Central created the limitation of one aggregate database search, with limited indexes, coupled with a focus on specific terms which limited the data set and breadth of the study. In addition, this study was limited in building a data set using one set of specific terms, rather than testing and comparing more search terms, which could be a strategy for future studies.

These findings outline the need for empirically grounded advice to inform teachers, professors and career counselors tasked with helping students with resume content creation, whether formally or informally. Understanding the disciplines and domains that are publishing resume content research provided a window into seeing how future studies can delve deeper into these search terms to harvest pinpointed articles that can benefit practitioners and researchers with interdisciplinary opportunities to marry resume content research with other domains. This has practical implications for the depth of scientifically drawn knowledge available on resume content and creation.

Resume creation and the teaching of resume content and design can be rooted better in research-based data rather than anecdotal suggestions from faculty, staff, teachers and advisors.

This original study illuminates that the evolution of resume research is slow on ProQuest, with a small group of disciplines yielding a majority of the research articles. This knowledge may help drive future studies and build a greater conversation on the need for empirical work in teaching and mentoring students in resume development at the secondary and post-secondary levels.

The purpose of this paper is to investigate whether managers at different levels differ in terms of ability and personality.

Assessment centre results for over a thousand managers on two cognitive and two non‐cognitive tests were subject to analysis of variance.

Non‐manager specialists scored highest on one ability test, but lowest on the other. Senior managers had highest Expressed Inclusion and Control scores but lowest Wanted Inclusion and Control scores. Non‐managers were found to be most diligent and dutiful.

Level is inevitably confounded with age and experience, which may impact onto the individual difference variables making it difficult to accurately attribute causality.

It is important to use psychometric test data to help in selection of all managers. Different levels require different profiles.

An exploration of individual differences in a large sample of managers that may relate to promotion to senior management levels.

The Institute of Circuit Technology's Annual Symposium, which took place on 12–13 May 1987, returned this year to Brunel University, Uxbridge, where it had last been held in June 1984.

Purpose – The gradual release of responsibility (GRR) framework has long been used as a model to provide explicit and scaffolded literacy instruction (Pearson & Gallagher, 1983), but has seen far less application within the teaching of writing. As such, a framework for further incorporating the GRR model into comprehensive writing instruction is presented.

Design – This chapter describes a recursive writing process that includes four iterative and connected steps: we study, we write, we share, and we react and revise. From direct modeling needed to build efficacy (Bloomberg & Pitchford, 2017), prompting in the “we do it together phase” (Fisher & Frey, 2016), and peer collaboration offering students the opportunity to move from the solve it together to the self-regulated stage of learning, the GRR model of writing supports students as they move recursively between the phases of learning.

Findings – The recursive nature of the GRR model of writing offers scaffolded support calibrated to each student’s phase of learning. The gradual release model of recursive writing provides an opportunity for students and teachers to engage in a feedback cycle and permit teachers to pass the pen to students at an ideal time, often encompassing many opportunities to write, react, and revise with their peers serving as an authentic audience.

Practical implications – Writing proficiency is linked to relationship building and social networks (Swan & Shih, 2005) as well as academic and career success (Cormier, Bulut, McGrew, & Frison, 2016). The GRR model of writing offers a new model of a flexible, social, and recursive writing process needed in professional development and teacher education programs.

The Food Bill has emerged from the Grand Committee on Trade, and will shortly be submitted, as amended, to the House of Commons. Whatever further amendments may be introduced, the Bill, when passed into law, will but afford one more example of the impotence of repressive legislation in regard to the production and distribution of adulterated and inferior products. We do not say that the making of such laws and their enforcement are not of the highest importance in the interests of the community; their administration—feeble and inadequate as it must necessarily be—produces a valuable deterrent effect, and tends to educate public opinion and to improve commercial morality. But we say that by the very nature of those laws their working can result only in the exposure of a small portion of that which is bad without affording any indications as to that which is good, and that it is by the Control System alone that the problem can be solved. This fact has been recognised abroad, and is rapidly being recognised here. The system of Permanent Analytical Control was under discussion at the International Congress of Applied Chemistry, held at Brussels in 1894, and at the International Congress of Hygiene at Budapest in 1895, and the facts and explanations put forward have resulted in the introduction of the system into various countries. The establishment of this system in any country must be regarded as the most practical and effective method of ensuring the supply of good and genuine articles, and affords the only means through which public confidence can be ensured.

Writing as a hot topic in literacy has recently gained a foothold in terms of importance to academic and career success, finally receiving the attention it warrants and thus, this chapter provides timely information about how to teach writing products and processes in the 21st century.

Through a historical examination of writing instruction, this chapter provides a contextual lens for how writing has not always been a priority in the field of literacy; how writing and reading are interconnected; and how differing theories aim to explain writing development.

Writing has taken on a balanced approach between writing for product and writing as a practice. Teacher pedagogy has been heavily influenced by the advent of high-stakes assessments. Other factors such as maintaining motivation and engagement for writing affect student performance. Writing and reading benefit from an integrated instructional approach.

Elements of writing instruction are deconstructed to provide information for teachers to support students’ confidence in their writing abilities, build their identity as writers, and promote individualization and creativity to flourish through independence.

The paper seeks to examine how the uniqueness and ethnicity of first names influence affective reactions to those names and their potential for hire.

In study 1, respondents evaluated 48 names in terms of uniqueness and likeability, allowing us to select names viewed consistently as Common, Russian, African‐American, and Unusual. In Study 2 respondents assessed the uniqueness and likeability of the names, and whether they would hire someone with the name.

Results indicated that Common names were seen as least unique, best liked, and most likely to be hired. Unusual names were seen as most unique, least liked, and least likely to be hired. Russian and African‐American names were intermediate in terms of uniqueness, likeability and being hired, significantly different from Common and Unique names, but not significantly different from each other.

The name an individual carries has a significant impact on how he or she is viewed, and conceivably, whether or not the individual is hired for a job.

Human resource professionals need to be aware that there seems to be a clear bias in how people perceive names. When resumés are screened for hiring, names should be left off. Our findings also suggest that when selecting, parents may want to reconsider choosing something distinctive.

This study offers original findings in regards to names, combining diverse research from social psychology and labor economics, and offering practical implications.

The body of literature in the field now commonly known as the “quality of working life” (QWL) has grown steadily over a period in which the industrialised nations have increasingly come to question the role and status of human beings in the modern technological environment. In recent years concern with the nature of work, its impact upon people, and their attitudes towards it, seem to have sharpened. Investigation of, and experimentation with, the qualitative aspects of working life—its ability to confer self‐fulfilment directly, for example, as opposed to being a means of acquiring goods—has gained momentum under the influence of a unique set of economic, social, political and technological factors. The outpouring of books, reports and articles from a wide variety of sources has, not surprisingly, grown apace.

Research has shown that when presenting large amounts of social media information on small devices, design should consider multiple contexts which include user preferences, time, location, environment and so on. It should also take into account the purpose of use, for example, the kind of tasks undertaken by users. However, little research has been done on the organization of social media information by multiple context and tasks. The paper aims to discuss these issues.

Using tourism as a domain, the authors conducted a user evaluation study with a prototype to investigate users’ preferred ways of organizing different types of social media information based on multiple contexts.

In this paper, the authors present a sequence of context types for organizing four types of social media information (recommendations, events, friends and media elements). The study revealed that users preferred to view recommendations by location and environment context, events by location and temporal context, contacts by location and identity context and finally, list of media elements by environment and identity context.

There may be different sequences of context types for organizing social media information in domains other than tourism. Researchers are encouraged to analyze users’ needs in other domains so as to find their preferred ways of organizing social media information.

This paper includes implications for the design and development of user interface, in particular, for mobile applications presenting large amount of social media information.

It presents a new way of organizing social media information using multiple context types and with consideration of users’ needs.