I need someone expert in technical writing and expert in skill based resume to do for me a skill baed resume

While most of us are familiar with resumes, as a genre, we normally only see them in one form, where qualifications are organized around specific positions (usually called chronological). For this class, you will create a different type of resume, called a skills-based resume, where your qualifications are organized around what you identify as your major skills.

Your resume should:

• Display relevant education, work, and volunteer experience;
• Be organized according to major skills not positions, with appropriate descriptions under each skill/strength;
• Feature detailed, quantified/qualified descriptions that reference where/how they were gained;
• Utilize active, vibrant, and precise language;
• Be easy to peruse, with good design choices that create a cohesive document; and
• Have zero obvious typos or errors.

HSCO 508 Portfolio for Studies in Interpersonal Communication.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

1. Demonstrate familiarity with the various aspects of the interpersonal communication process.
2. Critically evaluate self-assessments and examine the impact of personal strengths and weaknesses on interpersonal communication in a variety of contexts.
3. Apply active and empathic listening to engage in authentic conversations.
4. Identify appropriate and effective communication skills for developing and maintaining healthy, healing, and helping relationships in both personal and professional arenas.

Steps to complete this process:

Please read every essay question carefully before answering to make sure you have acquired the necessary experience/knowledge/skills needed to meet the stated learning outcome.

Pay particular attention to how you attained knowledge, reflected on this knowledge acquisition, and then applied this knowledge to help address new challenges.

You must provide examples and relevant documentation (certificates of completion, letters of recommendation, training records, etc.) to support your accumulation, reflection and application of this knowledge.

All answers should be presented as an original work of the student and represent college-level writing. All essay answers will be run through Safe Assign to check for plagiarism.

In order for you to receive approval for credit, each essay question should be answered in its entirety. In order to increase your chances of approval, please be thorough in your answers.

Each question contains an opportunity to attach one supporting document, but the last question gives you opportunity to attach additional documents at once.

Please Label each response and provide relevant reference under each response. I do not need a full reference page. Provide in-text citation, APA style (peer review journal article dated within 5 years) to support each essay response. Please incorporate my work experiences as listed on resume and my trainings in each response. Refer to the grading rubic that is attached to verify that all requirements are met at the MASTERY level.

Portfolio for Studies in Interpersonal Communication

An interactive learning experience designed to equip students with a comprehensive understanding of self and the “listening-to-understanding” skills which facilitate improved interpersonal communications in establishing and maintaining relationships with God and others.

One of the goals of formalized training is to provide students with information and training and to have them apply this learning both inside and outside the traditional classroom environment. Through your life experience, you have essentially completed the same process, but in reverse. Keep this in mind as you answer the following question for each learning outcome.

1. Critically evaluate self-assessments and examine the impact of personal strengths and weaknesses on interpersonal communication in a variety of contexts.
2. Demonstrate familiarity with the various aspects of the interpersonal communication process.
3. Apply active and empathic listening to engage in authentic conversations.
4. Identify appropriate and effective communication skills for developing and maintaining healthy, healing, and helping relationships in both personal and professional arenas.

1)Prior to reading this DQ, please read the CLA1 assignment and understand what the assignment is asking you to complete. Once you have an understanding of the CLA1 assignment, please continue to the paragraph below to complete DQ1.

Using the Library Information Resource Network (LIRN), JSTOR, or any other electronic journal database, research eight (8) peer-reviewed articles that can be used to answer your upcoming CLA1 assignment. Your discussion should summarize the articles in such a way that it can justify any arguments you may present in your CLA1 assignment and should be different from the abstract. In addition to your researched peer-reviewed article, you must include an example of the article researched as it is applied by industry (company, business entity, and so forth).

Please note: This article summary should not be the only article researched for your CLA1 assignment. You may (and should) have several other articles researched to fully answer your CLA1 assignment. The concept of this DQ is to allow students to be proactive in the research necessary to complete this assignment. You may use your article summary, partially or in its entirety in your CLA1 assignment.

Important: Please ensure that your reference for the article is in correct APA format, as your reference in your discussion post. Depending on which electronic database you use, you should see a “Cite” selection for your article. In addition, there should be a variety of articles summarized and as such, students should have different articles summarized. Your summary MUST include ALL of the following in your DQ post (include every item in the bullet list below, or you will not receive full credit):

Do these in order:

• In correct APA format, write the Reference of the article.
• Clearly state what the article is about and its purpose.
• Describe how you will use it in your upcoming assignment.

• Repeat for a total of eight (8) peer-reviewed sources.

2)CLA 1 Comprehensive Learning Assessment – CLO 1, CLO 2, CLO 3

This CLA1 requires that you define what are the systems of resistance, and provide some understanding by answering the following questions:

1. What symptoms of resistance to change have you experienced? Have you experienced both active and passive forms? Have you experienced them as a resistor yourself (as a recipient of change)? Have you experienced them as someone responsible for the management of change (as an initiator of change)?

1. Which of the various reasons for resisting change do you believe to be the most common? What are your “top three” in this regard?

1. Which of the various reasons for resisting change do you believe to be the most difficult to deal with (as a manager)? What are your “top three” in this regard?

1. When senior managers resist change at the strategic level, they are in a position to cause more damage than employees resisting changes at the operational level. Have you worked in a company where you believe that management resistance to change may have existed? As a manager yourself, what would you try to do to prevent this from happening?

1. Which approach to the management of resistance attracts you? What is the reason for your choice? For example, is it because you think it to be the most effective or does it also relate to a view that you have about how people should be managed?

*Please refer to the Grading Criteria for Comprehensive Learning Assessments (CLAs) on page 18 of the University Policies for specific guidelines and expectations.

This week we have learned about incorporating play into the classroom and planning for disruptions and transitions in the classroom. These ideas are connected to the second pillar of becoming theWhole Teacher, incorporating developmentally appropriate practice. How will you know if the teachers you work with are able to effectively implement developmentally appropriate strategies in the classroom for play, transitions, and disruptions? One way to know for sure is to utilize a rubric as a tool for evaluating teachers and providing constructive feedback. Rubrics provide clarity regarding what is expected and therefore are commonly used tools for providing feedback in education.

Assignment Directions:

For this assignment, you will be creating a rubric that you will use to evaluate your staff based on how they are incorporating play into their classroom and how they handle transitions. Before creating your rubric, it is suggested that you read the article, “How to Create Rubrics” to ensure that you understand how to develop an effective rubric. You can create your rubric using a table in a Word document or by using the rubric generator Rubi Star (Links to an external site.). Your rubric must contain the following:

• Performance Level Titles (.5 points): Includes four performance levels titles (emerging, progressing, partial mastery, mastery, etc.) to describe each characteristic.
• Characteristics (.5 points): Includes at least five characteristics (skills, knowledge, or behaviors) to be rated on the rubric. Three of these characteristics must be related to play (see Figure 3.1 of text for ideas), one must be related to transitions, and one must be related to disruptions.
• Performance Level Descriptors (2 points): Creates a performance level descriptor for each characteristic.

In addition to creating your rubric, address the following:

• Defend your decision to include the characteristics you did on your rubric. Support your defense with current research. (1 point)
• Explain how using this rubric will encourage the 21st-century skill of collaboration. Support your explanation with scholarly or credible sources. (1 point)
• Summarize how you would use this rubric to foster the knowledge and skills of your staff regarding play in the classroom, transitions, and disruptions. Support your summary with scholarly or credible sources. (1 point)
• Explain how you might utilize this rubric to encourage self-reflection in your staff and ways in which self-reflection foster’s professional growth. Support your explanation with scholarly or credible sources. (1 point)

Research and Resource Expectations:

• Source Requirement (.75 points):

  • At least two scholarly peer-reviewed sources
  • At least one professional credible source

Writing and Formatting Expectations:

• Title Page: Must include a separate title page with the following:

  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted

• Academic Voice (.25 points): Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
• Purpose and Organization: (.25 points): Demonstrates logical progression of ideas.
• Syntax and Mechanics (.25 points): Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
• APA Formatting (.25 points): Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Ashford Writing Center (Links to an external site.).
• Suggested Assignment Length (.25 points): This assignment should be three to four double-spaced pages in length (not including title and reference pages).