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Best Resume Examples for a Variety of Jobs. Thinking Brillantmont International! Do you need to write a resume? Knowing how to Bromsgrove School start can be the biggest challenge and looking at examples can be very helpful. The following samples are among the best resumes and you can use them as a starting point for creating your own resume. They vary greatly in thinking International, skill level, profession and critical Hanze Sciences format and are filled with inspiration. Take notes as you browse the examples, this will help you remember what you like and dislike and which elements you want to include when you begin writing your own. The first step to writing a great resume is to choose the best type of resume for your work history, experience and the jobs you#39;re applying for. Thinking Thinking International School! Browse these examples to get a sense of your options before choosing the right format for you. Chronological Resume - A very traditional resume format that focuses on your work experience and lists previous jobs in order.

Functional Resume - Focus on my essay Buckland School your skills and expertise with a minor emphasis on the companies you worked for. Combination Resume - Combine the elements of chronological and functional resumes to thinking and critical Brillantmont School highlight both your skills and previous employment. Targeted Resume - Write a resume tailored to the specific position you#39;re applying for. Mini Resume - Everyone in your job search does not need to see a full-length resume, use the example to write one that#39;s brief and to the point. Nontraditional Resume - From a video to an online portfolio, discover how to create and of Applied Sciences use a resume that is unique. Resume Examples with Specific Highlight Sections. Every job seeker#39;s experience and goals are different and Brillantmont it#39;s important to add sections to your resume that highlight what makes you the best candidate. In these resumes, you will find examples of specific sections that can help you direct a hiring manager#39;s attention to what you feel is most important. Resume with Profile Statement - Give a brief and specific overview of your skills. Write My Essay West Buckland! Resume with Accomplishments Section - Highlight your career accomplishments at the top of your resume to show off your biggest achievements. Resume with a Branding Statement - Create a short, catchy statement that sells you and your skills.

Resume Example with Headline - Add a headline to bring attention to your value as a candidate. Resume with Summary of Qualifications - Summarize your entire resume in a well-written paragraph that gets to International School the heart of your work experience and skills. Resumes for Executive and how to write short Academy Management Positions. The following resumes are good examples for individuals in management and executive positions. They can be used when applying for other office and business jobs as well. And Critical Thinking Brillantmont! The highlights of these resumes are the supervisory experience and business management. These are skills that employers are looking for when hiring business professionals and Bromsgrove School Thailand it is best to include concrete facts and thinking and critical Brillantmont examples of your achievements.

The world of business is vast and International School there is a great variety of positions available in it. The examples below are a sampling of great resumes used by business professionals. Thinking And Critical Brillantmont International School! No matter your skill level or the elsevier review International School, position you#39;re applying for, these resumes should provide inspiration while writing your own. They include various skill sets and thinking Brillantmont International experience, which will help you along the way. Elsevier Thailand! Positions in the tech industry are particularly competitive and and critical Brillantmont International School it is extremely important that your resume stands out from your competition. You need to be specific about problems Hurtwood House, your skills, the programs you#39;re proficient with, and it#39;s good if you can give examples of end results as well. Many resumes in the technology space include a #39;Technical Skills#39; section in which you list every program, language, etc. International! Sign up for stages, the Doyle Report and get expert job-hunting advice sent straight to thinking thinking Brillantmont International School your inbox, with tips on writing a great resume and acing your interview! you know. Critical Thinking Programs! It gives your prospective employer the chance to quickly understand where your skills lie. Resumes for Education and Human Services Positions. If your career is in education or any field related to human services, your resume needs to highlight both your work experience and certifications.

Be sure to include any professional licenses or affiliations you have as well. You will notice that a number of these sample resumes feature volunteer experience. What you do outside the thinking and critical thinking Brillantmont School, workplace can have an write West Buckland, impact in landing a great job in these fields, so it#39;s worth noting any volunteer work you do. Careers in healthcare are filled with technical skills as well as patient interaction and both should be highlighted in your resume. Nurses, therapists and medical specialists should include any certifications and licenses you hold as well as details of your work experience. Volunteer experience is also a nice addition to healthcare resumes because it shows the hiring manager that you have compassion off the job as well. If possible, include how you went above the call of duty or add any significant career achievements. Every trade position has a specific set of skills that are required on the job and it is thinking thinking Brillantmont International important that you highlight your technical training in your resume. Include any certifications, licenses, affiliations and achievements that are relevant or necessary to your field. Notice how the example resumes are very specific when it comes to technical skills. Many also include supervisory and management experience as well as the thinking, adherence to and critical Brillantmont International School codes and the ability to troubleshoot technical problems.

Resumes for Writers, Creatives, and Freelancers. Stages Of Critical! Freelancers, writers, and and critical thinking other professionals in creative fields may have the most difficult time writing a resume. Your jobs may be varied, your experience and skills vast, and it can be difficult getting it all on critical thinking School paper. There are many ways to approach these types of resumes and the examples should help you find a direction that#39;s right for you. You are a creative, so you need to put some of that ingenuity into writing the most effective resume you can. You might also consider developing a curriculum vitae (CV) and have that available as well. Resumes for Customer Service Jobs. Customer service is a key element in many jobs and it is thinking School important that you focus on that in your resume.

Whether you are applying at thinking Hurtwood a restaurant, a hair salon or a local store, the hiring manager will want to know that you will put their customers first. Some of these resume examples also include specific skills required for the position. For instance, a chef may choose to highlight the presentation and speed involved in serving meals to customers. A stylist will want to focus on and critical School special treatments they have learned and a retail associate may want to critical Hanze University of Applied Sciences show off their merchandising expertise. Also, be sure to include any special honors or achievements you have received. Were you the employee of the month?

Did you reach a high sales goal? Teenagers and recent college graduates may need to write a resume as well and and critical International this can be tricky because of your limited work history. Of Critical Thinking Holderness! You will need to supplement your resume with other achievements. International! Include volunteer work and of critical thinking School accomplishments at school in your resume and use these examples to thinking thinking Brillantmont School learn how to feature them. Employers understand that you are young and looking to stages School add to your experience, so give them as much as you can that shows you#39;ll be a valuable employee.

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Glossary of Sales and Selling Terms. account – a customer, usually in a B2B or business-to-business organization; a major account is and critical thinking Brillantmont International, usually a large corporation (Top 1000) capable of write my essay West Buckland, significant purchases; or a national account is a customer or prospect with branches, offices or plants covering a wide territory – usually multiple states or regions. These type of accounts require special handling (and some pricing adjustments) and a senior sales person or team. Active Listening – Term used to thinking and critical thinking School, describe higher levels of listening activities, involves actively seeking to understand how the customer or prospect feels and how to short Princeton Academy, what are their personal and business issues to thinking Brillantmont School, be addressed during the sales process. Critical Hanze Of Applied? Involves things such as stance or leaning into the customer, observing all movements and changes of position and body language tips. And, key is asking questions for clarity and understanding.

Added Value – the element(s) of service or product that a sales person or selling organization provides, that a customer is prepared to pay for because of the benefit(s) obtained. Thinking Brillantmont School? Added values are real or perceived; tangible or intangible. A good, reliable, honest, expert, informed sales person becomes a very significant part of the selling organization’s added value, as perceived by the customer, if not by the selling organization. advantage – the aspect of a product or service that makes it better than another, especially the one in-situ or that of a competitor. advertising/advertising and promotion/AP – the methods used by write my essay Buckland School a company to and critical School, publicize and how to short Academy, position its products and services to its chosen market sectors, including product launches, image and brand building, press and public relations activities, merchandising (supporting and promoting the product in retail and wholesale outlets), special offers, generating leads and inquiries, and incentivizing distributors, and and critical thinking School, agents, and arguably sales people. AP methods are sometimes described as above-the-line (media advertising such as radio, TV, cinema, newspapers, magazines) or below-the-line (non-‘media’ methods or materials such as brochures, direct-mail, exhibitions, telemarketing, and PR); advertising agencies generally receive a commission (discount ‘kick-back’) from above-the-line media services, but not from below the line services, in which case if asked to arrange any will seek to critical thinking programs Westbourne School, add a mark-up. appointment – a personal sales visit to a prospect, usually arranged by phone.

benefit – the gain (usually a tangible cost, but can be intangible) that accrues to the customer from the product or service. buyer – most commonly means a professional purchasing person in thinking Brillantmont a business; can also mean a private consumer. Buyers are not usually major decision-makers, that is to say, what they buy, when and how they buy it, and how much they pay are prescribed for thoughts them by the business they work for. If you are selling a routine repeating predictable product, especially a consumable, then you may well be able to restrict your dealings to buyers; if you are selling a new product or service of any significance, buyers will tend to act as influencers at most. Thinking And Critical International School? See decision-makers, and the buying techniques page. buying signal – a buying signal is a comment from a prospect which indicates that he is visualizing to whatever extent buying your product or service.

The most common buying signal is the question: “How much is it?” Others are questions or comments like: “What colors does it come in?”, “What’s the lead-time?”, “Who else do you supply?”, “Is delivery free?” “Do you use it yourself?”, and surprisingly, “It’s too expensive.” call/calling – a personal face-to-face visit or telephone call by a sales person to a prospect or customer. Also referred to a sales call (for any sales visit or phone contact), or cold call (in the case of a first contact without introduction or notice in writing). call center – a department or company for outgoing and/or incoming (outbound/inbound) telephone calls to/from customers, commonly now extending to email communications also if useful for customer service, but not extending to write my essay, email marketing. Call centers can be primarily reactive (inbound) or proactive (outbound – covering telemarketing, telesales, and research), or both. Call centers can be in-house, part of the thinking International School employed organization, or external, effectively a contractor or an critical thinking problems, agency. Most modern in-house or long-term out-sourced call centers are effectively customer service centers or departments, containing staff dedicated to telesales and customer services activities.

Other types of call center activities and operations can be concerned more with short-term telesales, telemarketing or market research campaigns. Run well a call/contact center is a wonderful function. Poorly run call centers are a nightmare for staff and customers alike. Thinking International School? Since the 1990s when the call center function became de-humanized and obsessively cost-driven by many large corporations the nightmare scenario largely applies. Some call/contact centers are now such vast business units that they warrant being ‘off-shored’ (outsourced to Buckland, countries with lower costs), which generally equates to corporate own-foot-shooting on a truly huge scale. A call center which is inherently liable to thinking and critical International School, upset customers due to inadequate levels of customer empathy and service is quite obviously utterly self-defeating. Staff turnover is unsurprisingly a major challenge in call centers. canvass/canvassing – cold-calling personally at the prospect’s office or more commonly now by telephone, in an attempt to arrange an write Princeton, appointment or present a product, or to and critical thinking International, gather information.

challenger selling – based upon the study of sales people during and after the great global recession of 2008-2011. The consulting group who engaged this study discovered five types of sales profiles during the study and ranked each of the five profiles based upon their performance levels. At the top of results list were a set of sales people labeled the challengers. These sales people did three primary items not done by the other four profile groups. They 1. Maintained control of the sales process; 2. My Essay West Buckland? they introduced innovative ideas into the sales process to thinking thinking Brillantmont International School, entice the customer/prospect; and how to short Princeton Academy, 3. they educated the customer/prospects on thinking School, new better methods of improving their results. close/closin g – the penultimate step of the ‘Seven Steps of the Sale’ selling process, when essentially the sales-person encourages the prospect to say yes and sign the order. Thinking Problems Hurtwood? In days gone by thinking and critical thinking International a Sales person’s expertise was measured almost exclusively by how many closes he knew. Thank God for evolution. But don’t expect to kid any buyer worth his salt today, and using certain ones might even get you thrown out of critical thoughts of Applied Sciences, his office.

Use with great care. closed question – a question which generally prompts a yes or no answer, or a different short answer of just two possible options, compared to open questions, which typically begin with who, what, where, when, etc., and which tend to invite much longer answers. cold calling – typically refers to the first telephone call made to a prospective customer. More unusually these days, cold calling can also refer to calling face-to-face for the first time without an appointment at commercial promises or households. Cold calling is also known as canvassing, telephone canvassing, prospecting, telephone prospecting, and more traditionally in the case of thinking thinking Brillantmont School, consumer door-to-door selling as ‘door-knocking’. collaboration selling – very modern and stages of critical thinking Holderness, sophisticated, in which seller truly collaborates with buyer and buying organization to help the buyer buy. A logical extension to Brillantmont, ‘strategic’ or ‘open plan’ selling. commodities/commoditized (products and services) – typically a term applied to describe products which are mature in critical problems Hurtwood development, produced and sold in vast scale, involving little or no uniqueness between variations of different suppliers; high volume, low price, low profit margin, de-skilled (‘ease of Brillantmont, use’ in consumption, application, installation, etc). Traditionally the ‘commodities’ term applies to the ‘commodities markets’ which trade and how to essays Princeton, set prices for fundamental commodities such as coffee, grain, oil, etc., however in a more generic sales and selling sense the thinking and critical thinking Brillantmont International School term ‘commoditized’ refers to a product (and arguably a service) which has become mass-produced, widely available, easy to make, de-mystified, and simplified; all of which is almost invariably associated with a reduction in costs, prices and critical School, profit margins, and which also has massive implications for the sales distribution model and School, methods for thoughts Hanze of Applied Sciences taking the product or service to market. Commoditized products are amenable to mass-market and thinking and critical Brillantmont, large-scale sales distribution methods and models, as opposed to School, specialized or high-complexity products, which tend to require closer customer support and greater expertise and advice at the point of selling and installation, and commissioning and application, if appropriate. An electric battery torch is a commoditized product that is freely available, at thinking School, competitively low price, ‘off-the-shelf’ at my essay Buckland School, any supermarket (or via the internet); whereas a holographic projector is only available via a specialized supplier, at relatively high cost and International School, profit margin, potentially without a similar competing product, and problems, requires a significant degree of technical advice and support, and possibly user-training.

Similarly, a microwave oven is a commoditized product, widely available, inexpensively, off-the-self from a retail store (or via the internet); whereas an integrated commercial kitchen is thinking and critical Brillantmont, a specialized system, requiring a high level of sales and selling expertise, support and installation. Commoditized products sell by the millions; specialized products might only of critical Holderness, sell in hundreds or less. All consumer products and services become commoditized over time. Virtually all B2B products and services become commoditized over time. And Critical Brillantmont School? Color TV’s are cheaper than they were thirty years ago because they’ve become commoditized.

Same can be said for mobile phones, home security systems, computers; even motor cars are becoming genuinely commoditized. In our lifetimes perhaps so too will houses and buildings. concession – used in critical thinking Hurtwood the context of negotiating, when it refers to an aspect of the sale which has a real or perceived value, that is thinking and critical Brillantmont International School, given away or conceded by seller (more usually) or the buyer. Stages? One of the fundamental principles of sales negotiating is never giving away a concession without getting something in return – even a small increase in thinking and critical Brillantmont School commitment is better than nothing. consultative selling – developed by Westbourne various sales gurus through the 1980s by thinking and critical Brillantmont Mark Hanan among others, and practiced widely today, consultative selling was a move towards more collaboration with, and critical Westbourne School, involvement from, the buyer in and critical International School the selling process. Strongly based on questioning aimed at gaining useful information. consumer – in the context of selling a consumer typically refers to a private or personal customer or user, as distinct from a business or organizational, or trade customer. Bromsgrove International Thailand? Notably we see this term in the acronym B2C, which means ‘business-to-consumer’, which describes the type of business in thinking and critical thinking Brillantmont which the critical thinking problems Hurtwood House transaction and relationship is between a business and a private ‘domestic’ customer.

A household insurer, or an estate agent, are examples of B2C sales organizations. Retail is by its nature consumer business. A holiday company is a B2C business. B2B describes ‘business-to-business’ – which is trade and selling between businesses. customer – usually meaning the purchaser, organization, or consumer after the and critical International School sale.

Prior to Holderness, the sale is usually referred to as a prospect. customer relationship management:CRM – CRM is now a commonly used term to describe the process of managing the and critical thinking Brillantmont International entire selling process within a department or organization. Computerized CRM systems enable management of of critical thinking Holderness School, prospect and customer details, contacts, sales history and account development. Well known examples of CRM computerized systems are Sage’s ACT!, which claims to be the thinking School world’s most popular CRM system, and Front Range’s Goldmine. Write Short Essays Princeton Academy? is making a big push in the CRM market with its web-based system.

Chief elements of a CRM system (or strategy, since the term is used to describe the process and methodology as well as the thinking Brillantmont system) are: • compilation and write short Academy, organization of thinking School, data (prospects, customers, product, sales, history, etc) • planning, scheduling and integrating customer development activities and critical University of Applied, communications. • analysis and reporting of all sales related activities and data. Good CRM strategy and systems are generally considered necessary for modern organizations of any scale to enable effective planning and implementation of sales (and to an extent marketing) activities. deal – common business parlance for the sale or purchase (agreement or arrangement). It is and critical Brillantmont, rather a colloquial term so avoid using it in serious company as it can sound flippant and unprofessional. decision-maker – a person in critical thinking programs Westbourne the prospect organization who has the power and budgetary authority to agree to International School, a sales proposal. Problems House? On of the most common mistakes by sales people is to attempt to sell to someone other than a genuine decision-maker.

For anything other than a routine repeating order, the only two people in any organization of any size that are real decision-makers for significant sales values are the CEO/Managing Director/President, and the Finance Director. Everyone else in the organization is thinking International School, generally working within stipulated budgets and supply contracts, and will almost always need to refer major purchasing decisions to one or both of the above people. In very large organizations, functional directors may well be decision-makers for significant sales that relate only to their own function’s activities. See influencer. deliverable(s) – an aspect of a proposal that the provider commits to do or supply, usually and critical problems House, preferably clearly measurable. demonstration/demo/ – the physical presentation by the sales person to the prospect of how a product works. Generally free of charge to the prospect, and International, normally conducted at the prospect’s premises, but can be at another suitable venue, eg., an exhibition, or at the supplier’s premises.

demographics – the study of, or information about, people’s lifestyles, habits, population movements, spending, age, social grade, employment, etc., in terms of the consuming and programs, buying public; anyone selling to the consumer sector will do better through understanding relevant demographic information. discipline – within the context of an organization this is similar to function, i.e., job role, although a discipline can refer more generally to a capability or responsibility, for example ‘financial disciplines’, or ‘customer service disciplines’, or ‘technical support disciplines’. Discipline can of course mean separately ‘control’, others or oneself, which is certainly relevant to sales and and critical, selling, but not the write short reason for its inclusion in this glossary. In business-to-business selling of a complex strategic nature looking at disciplines (capabilities and responsibilities) can help to thinking, explore the write different ways that people are affected by a change or proposition, which generally accompanies the International School sale of a product or service. distribution/sales distribution – the methods or routes by which products and services are taken to market. Sales distribution models are many and various, and are constantly changing and programs, new ones developing. Understanding and establishing best sales distribution methods – routes to and critical International, market – are crucial aspects of running any sales organization, and any business organization too. Sales distribution should be appropriate to the product and service, and the end-user market, and the model will normally be defined by these factors, influenced also by technology and write West, social trends. For example, commoditized mass-market consumer products (FMCG – fast-moving consumer goods, household electronics, etc) are generally distributed via mass-market consumer distribution methods, notably supermarkets, but also increasingly the internet. Brillantmont International? A lesson in changing sales distribution models, and the need for manufacturers and critical thinking, sellers to anticipate changes is found in the switching of book sales and and critical Brillantmont, CD sales from retail store distribution to review Bromsgrove International, websites, with the resulting demise of many retailers in those sectors. Future changes in sales distribution will see for example music transferring increasingly via online downloads, thus threatening those involved with or dependent upon physical shipping of Brillantmont International, products.

B2B (business-to-business) sales distribution models have their own shape, again dependent on critical Hanze University, products and services, customer markets, technology, plus other influences such as economical trends, environmental and legislative effects, etc. Examples of B2B sales distribution models are franchising, direct sales forces (employed), direct sales forces (sales agents), telephone sales (call-centers, out-bound and and critical School, in-bound), the internet (online website businesses), distributors (independent sellers who carry products and services of write essays Princeton Academy, other manufacturers and ‘principals’), and channel partners and partnering arrangements (prevalent in telecoms and IT sectors). empathy – understanding how another person feels, and thinking Brillantmont School, typically reflecting this back to the other person. The ability to feel and show empathy is central to modern selling methods. Critical success factor that is write my essay School, totally misunderstood by many sales managers and sales people. ethics/ethical selling/ethical business – this would not have appeared in a selling glossary a few years ago, because the line between right and wrong was a mile wide. To certain leaders and companies it still is, although gradually, slowly business and selling is becoming more civilized. Honesty, morality and social responsibility are now crucial elements in any effective selling method, and for any sustainable business. In Spring 2008 someone left a message on my answerphone. The person said he was from ‘central government’, working on a ‘policy piece’ about e-learning, and could I give him a call back.

I duly called back. After several sidesteps, the thinking ‘seller’ eventually clarified that the purpose of the contact was to sell me some advertising in a directory, supposedly endorsed or approved by a ‘government department’. This is a fine example of stages thinking Holderness, unethical selling, and thinking and critical Brillantmont School, unethical business too, since the seller was clearly following a company script and set of tactics designed to critical thinking House, deceive. Unethical business and selling have always been wrong, but nowadays they carry far greater risks for those who behave badly. Consumers are wiser and better informed. The courts are less tolerant and more sensitive to transgressions. In all respects today poor ethics guarantee personal and business failure. FAB – features advantages benefits – the links between a product description, its advantage over thinking thinking Brillantmont International, others, and the gain derived by the customer from Bromsgrove International School, using it.

One of the central, if now rather predictable, techniques used in and critical thinking International School the presentation stage of the critical thinking selling process. feature – an aspect of a product or service, eg., color, speed, size, weight, type of technology, buttons and knobs, gizmos and gadgets, bells and whistles, technical support, delivery, etc. Also referred to a product or service detail. field – means anywhere out of the sales office. Field sales people or managers are those who travel around meeting people personally in the course of managing a sales territory. To be field-based is to work on the sales territory, as opposed to being office-based. forecast/sales forecast – a prediction of thinking and critical Brillantmont International, what sales will be achieved over a given period, anything from a week to International Thailand, a year. Sales managers require sales people to forecast, in order to provide data to production, purchasing, and other functions whose activities need to be planned to meet sales demand. And Critical Thinking International School? Sales forecasts are also an essential performance quantifier which feeds into how to short essays Academy, the overall business plan for any organization. Due to the traditionally unreliable and optimistic nature of sales-department forecasts it is entirely normal for the sum of all individual sales persons’ sales annual forecast to grossly exceed what the thinking and critical thinking business genuinely plans to sell.

See targets. function/functional – in the context of an organization, this means the job role or discipline, eg., sales, marketing, production, accounting, customer service, delivery, installation, technical service, general management, etc. Understanding the functions of people within organizations, and critically their interests and needs, is very important if you are selling to businesses or other non-consumer organizations. influencer – a person in the prospect organization who has the power to influence and persuade a decision-maker. Influencers will be generally be decision-makers for relatively low value sales. West Buckland? There is usually more than one influencer in any prospect organization relevant to a particular sale, and large organizations will have definitely have several influencers. It is usually important to sell to influencers as well as decision-makers in the same organization. Selling to large organizations almost certainly demands that the sales person does this. The role and power of and critical thinking School, influencers in any organization largely depends on the culture and of critical Holderness, politics of the organization, and particularly the management style of the and critical thinking International School two main decision-makers. See decision-makers.

intangible – in a selling context this describes, or is, an aspect of the product or service offering that has a value but is difficult to see or quantify (for instance, peace-of-mind, reliability, consistency). introduction – the word introduction has two different main meanings in selling: Introduction refers either to first stage of the face-to-face or telephone sales call (see the Opening stage in the Seven Steps of the Sale), or the term means a personal introduction – also called a referral – of the critical thoughts Hanze University sales person to someone in thinking thinking School the buying organization by a mutual friend or contact. Personal introductions of Holderness, this sort tend to imply endorsement or recommendation of the seller, and thinking Brillantmont International School, since they are made by an existing contact they help greatly in critical programs Westbourne establishing initial trust. The value and potency of a personal introduction generally reflects the importance of the introducing person and the strength of their relationship with the buying contact. Networking is essentially based on using (sometimes several quite informal) introductions, to connect a seller with a buyer.

introductory letter – a very effective way to thinking and critical thinking International, improve appointment-making success, and to open initial dialogue, especially for selling to large organizations. LAMP® – Large Account Management Process – sales acronym and critical thoughts University of Applied Sciences, methodology for major accounts management developed by Robert Miller, Stephen Heiman and Tad Tuleja in thinking and critical thinking Brillantmont School their 1991 book Successful Large Account Management (see the critical thinking problems House books at and critical thinking Brillantmont, the foot of write Buckland School, this page). Note that LAMP® and Strategic Selling® methods and materials are subject to copyright and intellectual property control of Miller Heiman, Inc. Thinking And Critical Brillantmont School? Also note that LAMP® and School, Strategic Selling® methods and thinking and critical Brillantmont International School, materials are not to problems House, be used in the provision of training and thinking and critical thinking School, development products and services without a licence. lead-time – time between order and delivery, installation or commencement of a product or service.

listening – a key selling skill, in that without good listening skills the process of questioning is rendered totally pointless. major account – a large and complex prospect or customer, often having several branches or sites, and generally requiring contacts and relationships between various functions in the supplier and customer organization. Often major accounts are the responsibility of designated experienced and senior sales people, which might be formed into a major accounts team. Major accounts often enjoy better discounts and terms than other customers because of thinking Hurtwood House, purchasing power leveraged by and critical thinking International bigger volumes, and lower selling costs from economies of scale. marketing – perceived by lots of business people to mean simply promotion and advertising, the write my essay West Buckland term marketing actually covers everything from company culture and International, positioning, through market research, new business/product development, advertising and promotion, PR (public/press relations), and arguably all of the sales functions as well.

It’s the process by International Thailand which a company decides what it will sell, to whom, when and thinking and critical Brillantmont International, how, and critical thinking programs Westbourne, then does it. margin/profit margin – the difference between cost (including or excluding operating overheads) and selling price of and critical School, a product or service. Percentage margin is generally deemed to be the difference between cost and selling price, divided by the selling price ex tax (ex.- something that costs $100 and is sold for elsevier School Thailand $200 plus tax produces a 50% margin – gross margin that is – net margin is after overheads are deducted). mark-up – this is the money that a selling company adds to the cost of a product or service in thinking Brillantmont order to produce a required level of profit. Strictly speaking, percentage mark-up refers to the difference between cost and selling price as a factor of the cost, not of the selling price. So a product costing $100 and selling for $200 has been given a mark-up of 100%; (at the same time it produces a margin of 50%). needs-based selling – a selling style popularized in the 1970s and 80s which asserted that sales people could create needs in a prospect for critical Westbourne their products or services even if no needs were apparent, obvious or even existed. The method was for the sales person to question the prospect to identify, discover (and suggest) organizational problems or potential problems that would then create a need for the product. Thinking Thinking Brillantmont International School? I’m bound to thinking Holderness School, point out that this is no substitute for good research and thinking Brillantmont International School, proper targeting of critical Hanze University, prospects who have use of the products and thinking thinking, services being sold.

negotiation/negotiating – the trading of concessions including price reductions, between supplier and Bromsgrove International School Thailand, customer, in an attempt to shape a supply contract (sale in other words) so that it is acceptable to both supplier and thinking School, customer. Of Critical Holderness School? Negotiations can last a few minutes or even a few years, although generally it’s down to one or two meetings and one or two exchanges of thinking, correspondence. Ideally, from the seller’s point of view, negotiation must only critical Hanze of Applied, commence when the and critical Brillantmont International sale has been agreed in principle, and conditionally upon satisfactory negotiation. However most sales people fall into the trap set by my essay School most buyers – intentionally or otherwise – of starting to negotiate before the selling process have even commenced. NLP:Neuro-Linguistic Programming – A very accessible branch of psychology developed by Bandler and thinking and critical Brillantmont International, Grinder in the 1960s. Thinking Hurtwood House? NLP involves language, thinking and thinking Brillantmont, communications, and West School, is therefore immensely useful and often features in sales training. networking – an increasingly popular method of developing sales opportunities and thinking Brillantmont School, contacts, based on referrals and introductions – either face-to-face at meetings and gatherings, or by other contact methods such as phone, email, social and business networking websites, etc. objection/overcoming objections – an objection is a point of resistance raised by International School a prospect, usually price (“It’s too expensive..”), but can be anything at thinking and critical, any stage of the selling process. Stages Holderness? Overcoming objections is a revered and much-trained skill in thinking thinking Brillantmont the traditional selling process, but far less significant in modern selling.

Modern collaborative selling principles assume that objections do not arise if proper research, needs analysis, questioning and empathic discussion has taken place. Also the notion of elsevier review School Thailand, using techniques or pressure to thinking thinking, overcome what may be legitimate obstacles is critical problems Hurtwood House, contrary to principles of International, modern selling. Modern selling methods tend to identify objections much earlier in the process, and either to filter out the prospect at short essays Princeton Academy, that stage and abandon the and critical thinking approach, or where objections arise from multiple decision influencers within the buyer organization, to agree collaboratively a strategy with the main contact at the prospective customer for dealing with objection(s) arising. open/opening – the first stage of the actual sales call. opening benefit statement/OBS – traditionally an initial impact statement for sales people to use at first contact with prospect, in how to short Princeton Academy writing, on the phone or face-to-face – the OBS generally encapsulates the Brillantmont School likely strongest organizational benefit typically (or supposedly) derived by customers in the prospect’s sector, eg., “Our customers in the clothing retail sector generally achieve 30-50% pilferage reduction when they install one of our Catch-A-Crook security systems…” open question – a question that gains information, usually beginning with who, what, why, where, when, how, or more subtly ‘tell me about..’ – as distinct from Princeton Academy, a closed question, for example beginning with ‘Is it…?’ or ‘Do you…?’ etc., which tend to glean only a yes or no answer. package – in a selling context this is another term for the product offer; it’s the whole product and service offering at a given price, upon thinking and critical International, given terms. partnership selling – very modern approach to organizational selling for business-to-business sales. pattern interrupt – term used for gaining the attention of the buyer or customer. Buyers have been conditioned to assume a pattern or flow of ideas or statements from a sales person. Therefore, in the pattern interrupt, the sales person goes off-script or makes an unexpected statement – truthful statement – that suddenly grabs the attention of the buyer / customer who is asking themselves the question – What? And therefore tuning back into write my essay West, the conversation to find out thinking and critical Brillantmont International, if what they thought they heard was true.

Very powerful attention gaining method used by thinking the top sales and marketing professionals. perceived – how something is thinking thinking, seen or regarded by someone, usually by the prospect or customer, irrespective of what is believed or presented by the seller, ie what it really means to the customer. positioning – more a marketing than sales term, although relevant to experienced and sophisticated sellers, and related to targeting – positioning refers to how a product/service/proposition is presented or described or marketed in relation to the market place – with reference to Hanze of Applied, customers, competition, image, pricing, quality, etc. Positioning basically refers to whether a proposition is thinking Brillantmont International School, being sold appropriately – in the right way, to the right people, at the right time, in the right place, and at critical thinking Hurtwood, the right price. A potentially brilliant business can fail because its products are not positioned properly, which typically manifests as sales people being unable to sell successfully. There might be little or nothing wrong with the sales people and their skills, and the product/service, but the venture fails because the positioning is wrong. Conversely, good positioning can rescue a less than brilliant product/service.

Effective selling is not only about quality and skills – its about suitability of targeting. preparation – in the context of the selling process this is the and critical thinking Brillantmont International work done by the sales person to research and plan the sales approach and/or sales call to a particular prospect or customer. Critical Hanze University Of Applied? Almost entirely without exception in the global history of selling, no call is adequately prepared for, and sales that fail to thinking thinking International, happen are due to this failing. presentation/sales presentation – the process by critical which a sales person explains the and critical thinking International product or service to how to write Princeton Academy, the prospect (to a single contact or a group), ideally including the product’s features, advantages and benefits, especially those which are relevant to the prospect. Presentations can be verbal only, but more usually involve the Brillantmont School use of visuals, commonly bullet-point text slides and images on critical Hurtwood, a computer display or projected onto thinking thinking Brillantmont School a screen.

product – generally a physical item being supplied, but can also mean or include services and intangibles, in which case product is used to mean the whole package being supplied. product offer – how the product and/or service is positioned and presented to the prospect or market, which would normally include features and/or advantages and also imply at elsevier review International School Thailand, least one benefit for the prospect (hence a single product can be represented by Brillantmont International a number of different product offers, each for different market niches (segments or customer groupings). One of the thoughts Hanze of Applied great marketing challenges is always to thinking thinking International School, define a product offer concisely and meaningfully. proposal/sales proposal – usually a written offer with specification, prices, outline terms and conditions, and warranty arrangements, from a sales person or selling organization to a prospect. Generally an stages of critical thinking, immensely challenging part of the process to get right, in that it must be concise yet complete, persuasive yet objective, well specified yet orientated to the customer’s applications.

An outline proposal is often a useful interim step, to avoid wasting a lot of time including in and critical thinking International a full proposal lots of material that the customer really doesn’t need. proposition – usually means product offer, can mean sales proposal. The initial proposition means the basis of the first approach. PSS – Professional Selling Skills – highly structured selling process pioneered by the US Xerox (and UK Rank Xerox) photocopier sales organization during the 1960s, and adopted by countless business-to-business sales organizations. PSS places a huge reliance on critical School, presentation, overcoming objections and 101 different closes. Largely now superseded by more modern two-way processes, but PSS is still in use and thinking and critical International, being trained, particularly in review Bromsgrove old-fashioned paternalistic company cultures.

The regimented one-way manipulative style of thinking thinking International School, PSS nowadays leaves most modern buyers completely cold, but strip it away to the bare process and it’s better than no process at all. prospect – a customer (person, organization, buyer) before the West Buckland sale is made, ie a prospective customer. puppy dog sale/puppy dog close – a classic method of selling or closing a deal whereby you let the customer try the product or service for free without commitment, for a limited period, in the confidence that once they live with it they won’t want to give it up – just like giving someone have a puppy for a day. These days the puppy dog approach would ideally extend to giving the prospective customer some education and support about thinking thinking International looking after the puppy so that they understand and stages of critical thinking, are prepared for the changes that come with a new puppy. questioning – the second stage of the sales call, typically after the opening or introduction but also vital to modern selling methods, notably collaborative/consultative selling. A crucial selling skill, and rarely well demonstrated. The correct timing and and critical International, use of the important different types of questions are central to the processes of gathering information, matching needs, and elsevier review Bromsgrove Thailand, building rapport and empathy. Thinking And Critical Thinking? Questioning also requires that the sales person has good listening, interpretation and empathic capabilities.

referral – a recommendation or personal introduction or permission/suggestion made by someone, commonly but not necessarily a buyer, which enables the seller to approach or begin dialogue with a new perspective buyer or decision-maker/influencer. Seeking referrals is a a widely trained selling technique, in which the seller asks the buyer (or other contact) at the end of a sales call for referrals, i.e., details of other people who might be interested in the seller’s proposition, or who might be able to make their own introductions/referrals. research/research call – the act of stages of critical thinking School, gathering information about a market or customer, that will help progress or enable a sales approach. Often seen as a job for telemarketing personnel, but actually more usefully carried out by thinking thinking sales people, especially where large prospects are concerned (which should really be the short essays only type of prospects targeted by modern sales people, given the need to recover very high costs of sales people). retention/customer retention – means simply keeping customers and not losing them to competitors. Modern companies realise that it’s far more expensive to and critical Brillantmont International, find new customers than keep existing ones, and so put sufficient investment into looking after and growing existing accounts. Less sensible companies find themselves spending a fortune winning new customers, while they lose more business than they gain because of poor retention activity. Thinking? (The hole in thinking School the bucket syndrome, where it leaks out faster than it can be poured in.) risk reversal – concept used in marketing quite often to entice the passive decision maker into making a decision. The seller assumes all or the majority of the risk involved in the business transaction, thus taking away the primary negative in critical House a buying decision – the risk to the buyer. sales cycle – the Sales Cycle term generally describes the time and/or process between first contact with the customer to when the sale is made. Brillantmont? Sales Cycle times and processes vary enormously depending on the company, type of business (product/service), the effectiveness of the sales process, the market and the particular situation applying to the customer at the time of the how to Princeton Academy inquiry.

The Sales Cycle can be less than a minute or can be many months or even a few years. A typical Sales Cycle for thinking Brillantmont School a moderately complex product might be: 1. lead generated. 3. arrange appointment. 4. customer appointment with questions. 5. verify depth of problems and consequences. 6. presentation of proposal. 7. and close sale.

sales forecasts – also called sales projections, these are the predictions that sales people and sales managers are required to elsevier review Bromsgrove, make about future business levels, necessary for thinking thinking Brillantmont International their own organization to plan and budget everything from stock levels, production, staffing levels, to advertising and promotion, financial performance and thinking Holderness School, market strategies. sales funnel – describes the thinking International pattern, plan or actual achievement of conversion of prospects into elsevier Bromsgrove School, sales, pre-inquiry and then through the sales cycle. So-called because it includes the conversion ratio at each stage of the sales cycle, which has a funneling effect. Thinking And Critical Thinking School? Prospects are said to essays, be fed into the top of the funnel, and converted sales drop out at the bottom. The extent of conversion success (ie the tightness of each ratio) reflects the quality of prospects fed into the top, and the sales skill at and critical Brillantmont, each conversion stage. The Sales Funnel is a very powerful sales planning and sales management tool. sales report – a business report of sales results, activities, trends, etc., traditionally completed by a sales manager, but increasingly now the responsibility of sales people too. A sales report can be required weekly, monthly, quarterly and annually, and often includes the need to provide sales forecasts. sales pipeline – a linear equivalent of the Sales Funnel principle. Prospects need to be fed into the pipeline in elsevier review order to and critical thinking Brillantmont, drop out of the other end as sales. The length of the pipeline is the sales cycle time, which depends on of Applied, business type, market situation, and the effectiveness of the sales process.

sector/market sector – a part of the International School market that can be described, categorised and then targeted according to its own criteria and characteristics; sectors are often described as ‘vertical’, meaning an industry type, or ‘horizontal’, meaning some other grouping that spans a number of vertical sectors, ex. Of Critical Holderness School? a geographical grouping, or a grouping defined by age, or size, etc. segment/market segment – a sub-sector or market niche; basically a grouping that’s more narrowly defined and thinking and critical thinking Brillantmont International, smaller than a sector; a segment can be a horizontal sub-sector across one or more vertical sectors. service contract – a formal document usually drawn up by the supplier by which the thoughts Hanze of Applied Sciences trading arrangement is agreed with the customer. Also known as trading agreements, supply agreements, and other variations. solutions selling – a common but loosely-used description for thinking and critical thinking International a more customer-orientated selling method; dependent on identifying needs to thinking Holderness School, which appropriate benefits are matched in a package or ‘solution’. The term is based on the premise that customers don’t buy products or features or benefits – they buy solutions (to organizational problems). It’s a similar approach to ‘needs-creation’ selling, which first became popular in the 1970s-80s. Solutions selling remains relevant and its methods can usefully be included in and critical thinking Brillantmont International the open plan selling style described later here, although modern collaborative and facilitative methodologies are becoming vital pre-requisites.Michael Bosworth developed this method as continuation of SPIN selling methods. SPIN® and SPIN® Selling – A popular selling method developed by elsevier review School Neil Rackham in the 1970-80s: SPIN® is an acronym derived from the basic selling process designed and defined by and critical thinking Brillantmont Rackham: Situation, Problem, Implication, Need, or Need Payoff.

Note that SPIN® and SPIN SELLING® methods and materials are subject to copyright and intellectual property control of the Huthwaite Organisations of the write short Princeton Academy US and UK. Strategic Selling® – when used in thinking Brillantmont International School upper case and/or in of critical thinking Holderness the context of Miller Heiman’s Strategic Selling® methodology (which features in their books of the same name, first published in 1985) the Strategic Selling® term is thinking Brillantmont, a registered and protected product name belonging to the American Miller Heiman training organization – so be warned. How To Princeton Academy? LAMP® and Strategic Selling® methods and materials are subject to copyright and intellectual property control of Miller Heiman, Inc., and again be warned that LAMP® and Strategic Selling® methods and materials are not to be used in the provision of training and development products and thinking thinking, services without a license. strategic selling – you will also hear people (me included) referring to ‘strategic selling’ in a generic sense, and write West, not specifically referring to the Miller Heiman methods and materials. In a generic ‘lower case’ sense, ‘strategic selling’ describes a broad methodology which began to be practiced in thinking School the 1980s, literally ‘strategic’ by critical programs School its nature (the principles involve taking a strategic view of the and critical thinking International School prospective customer’s organization, its markets, customers and strategic priorities, etc), which is described below and Bromsgrove International, referred to as ‘open plan selling’. When using the ‘strategic selling’ terminology in a training context you must be careful therefore to avoid confusion or misrepresentation of the Miller Heiman intellectual property. If in any doubt don’t use the ‘strategic selling’ term in thinking thinking Brillantmont International relation to providing sales training services – call it something else to avoid any possible confusion with the Miller Heiman products, (see the Miller Heiman Strategic Selling® copyright details below.

tangible – in a selling context this describes, or is, an aspect of the product or service offering that can readily be seen and stages of critical Holderness School, measured in terms of cost and value (eg., any physical feature of the product; spare parts; delivery or installation; a regular service visit; a warranty agreement). See intangible. target account – in a sales context this is the issued (or ideally agreed) level of sales performance for a sales person or team or department over a given period. Bonus payments, sales commissions, pay reviews, job gradings, life and death, etc., can all be dependent on thinking Brillantmont International School, sales staff meeting sales targets, so all in all sales targets are quite sensitive things. Targets are established at the beginning of the trading year, and then reinforced with a system of regular forecasting and reviews (sometimes referred to as ‘a good bollocking’) throughout the year. See forecasting. targeting – this has a different meaning to the usual noun sense of review International School, target (above). Targeting is a marketing term – very relevant and important for sales people and sales managers too – which refers to the customers at which the selling effort is aimed, hence targeting. In this respect the term relates to thinking and critical thinking Brillantmont, ‘target markets’, or ‘target sectors’.

This is the customer aspect within ‘positioning’ of a product or service or proposition. Targeting is represented by the question: Who will buy the how to short essays Princeton Academy product/service? Deciding targeting on a company scale is and critical Brillantmont International School, normally the responsibility of a marketing department or agency, but each sales person and sales team as huge potential to develop and refine their own local targeting – so as to aim their efforts at the sectors or customers which will produce the greatest results. For example – and many sales people, especially self-employed providers and Bromsgrove Thailand, traders – completely ignore the fact that sales generally come more easily from existing or previous customers than prospective new customers to whom the supplier is completely unknown. Thinking And Critical Brillantmont International? Similarly size of prospective customer is another largely overlooked aspect of targeting. Any business will naturally have more amenable sectors of potential customers than other parts of the market. Targeting is the process by which the critical problems selling organization maximizes its chances of thinking School, engaging with the most responsive and profitable customers. telemarketing – any pre-sales activity conducted by telephone, usually by short specially trained telemarketing personnel – for and critical thinking Brillantmont School instance, research, appointment-making, product promotion. telesales – selling by elsevier Bromsgrove Thailand telephone contact alone, normally a sales function in its own right, ie., utilizing specially trained telesales personnel; used typically where low order values prevent the use of expensive field-based sales people, and a recognizable product or service allows the process to succeed.

It is thinking Brillantmont International, usually an Bromsgrove International School, outbound sales method. territory – the and critical thinking International School geographical area of responsibility of a sales person or a team or a sales organization. A generation ago a field-based sales person’s territory would commonly be a county or state. Now in short this globalized age, where so much selling is done online and remotely by School telephone rather than by expensive face-to-face selling, field-based sales people’s territories are much bigger, and can be entire countries or continental regions. territory planning – the process of planning optimum and most cost-effective coverage (particularly for how to write essays Princeton Academy making appointments or personal calling) of a sales territory by the available sales resources, given prospect numbers, density, buying patterns, etc., even if one territory by and critical thinking International one sales person; for one person this used to be called journey planning, and stages of critical Holderness School, was often based on a four or six day cycle, so as to avoid always missing prospects who might never be available on thinking Brillantmont International School, one particular day of the week. trial close – the technique by which a sales person tests the write prospect’s readiness to buy, traditionally employed in response to a buying signal, eg: prospect says: “Do you have them in stock?”, to which the sales person would traditionally reply: “Would you want one if they are?” Use with extreme care, for fear of looking like a clumsy desperate fool. If you see a buying signal there’s no need to jump on it – just answer it politely, and before ask why the question is important, which will be far more constructive. unique/uniqueness – a feature that is peculiar to a product or service or supplier – no competitor can offer it.

See the marketing section for more detail about developing unique selling propositions. And Critical Brillantmont School? Uniqueness is a much overlooked aspect of thinking, selling. Thinking Brillantmont International? The vast majority of sales organizations focus their efforts on review International Thailand, selling ‘me too’ products and services, where inevitably discussions tend to concentrate on price differences, whereas the most enlightened and progressive sales organizations strive to develop unique qualities in the propositions, which dramatically reduces competitive pressures. UPB – unique perceived benefit – now one of the central strongest mechanisms in the modern selling process, an Brillantmont International School, extension and refinement of the product offer, based on detailed understanding of the prospect’s personal and organizational needs. A UPB is your USP from the customer’s perspective, in other words, what your USP means to your customer, which is a very different way of approaching selling than from the traditional angle of seller-oriented USPs. Write My Essay Buckland? It’s essential to discuss your offering in these terms with your customer. USP – unique selling proposition – this is what makes the product offer competitively strong and without direct comparison; generally the most valuable unique advantage of a product or service, for the market or prospect in question; now superseded by UPB. variable – an aspect of the sale or deal that can be changed in order to better meet the needs of the seller and/or the buyer.

Typical variables are price, quantity, lead-time, payment terms, technical factors, styling factors, spare parts, back-up and thinking, breakdown service, routine maintenance, installation, delivery, warranty. Variables may be real or perceived, and often the perceived ones are the most significant in any negotiation.

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The Impact of Brown vs. Board of Education Essay Sample. All throughout America, racial segregation in public educational institutions was considered a norm in the early 1950’s. Even though all the public schools in a particular district were meant to be equal, the thinking and critical thinking Brillantmont majority of critical Westbourne, black schools were far inferior when compared to thinking Brillantmont their white counterparts. But this would all be changed in 1954 because of the write my essay Buckland School story of thinking and critical Brillantmont School, Linda Brown who lived in Topeka, Kansas. Linda was a black third-grader who had to walk one mile by way of a railroad switchyard to of critical go to her black elementary school, although a white elementary school was just seven blocks away from her home.

Oliver Brown, Linda’s father, attempted to register Linda in the white elementary school; however, the principal of the school declined. Thus, Oliver sought the help of and critical thinking, McKinley Burnett, the head of Topeka’s branch of the National Association for the Advancement of Colored People (NAACP). The group was more than willing to help the Browns since it had long aimed to confront the issue of segregation in public schools. The NAACP thought that with the Brown’s protest, it had the right plaintiff at the right time (Knappman, 1994). In the year 1951, other black parents united with Brown, and so the NAACP asked for a ruling that would prohibit the University segregation of Topeka’s public schools (Knappman, 1994). During the trial on June 25-26, 1951, the and critical thinking Brillantmont International School NAACP contended that segregated schools conveyed the message to black children that they were inferior compared to elsevier International School Thailand whites; consequently, the schools were essentially unequal. And Critical International! One of the expert witnesses, Dr.

Hugh W. Speer asserted that if the black children are robbed of the experience in school of merging with white children, who account for around 90 percent of our national society in which these black children should reside, then the black child’s curriculum is being extremely restricted (Knappman, 1994). However, according to the Board of Education’s defense, since segregation in Hanze University Sciences, Topeka and somewhere else encompassed several other facets of thinking and critical Brillantmont, life, segregated schools merely groomed black children for the segregation they would deal with when they become adults. Moreover, the short essays Princeton Academy board likewise contended that segregated schools were not inevitably damaging to black children and that great African Americans like George Washington Carver, Booker T. Washington, and Frederick Douglass had prevailed over thinking, more than just segregated schools to Bromsgrove International Thailand attain what they attained (Knappman, 1994). Because of these arguments, the thinking School call for elsevier review International an injunction placed the court in a hard and complex decision because on thinking thinking Brillantmont the one hand, the judges concurred with the expert witnesses since in of Applied Sciences, their decision they wrote that segregation of white and black children in public educational institutions has a damaging effect upon the black children. Hence, a feeling of inferiority influences the and critical motivation of the student to learn.

The precedent of Plessy v. Ferguson , on the other hand, enabled separate but equal school systems for both whites and blacks, and no Supreme Court decision had reversed the Plessy decision yet. Of Critical Thinking! As a consequence of the precedent of the thinking and critical School Plessy ruling , the court felt obliged to rule in support of the Board of Education (Ziegler, 1958). Because of this decision, Brown and the NAACP requested to the Supreme Court on October 1, 1951 that their case be merged with other cases that confronted the issue of school segregation in South Carolina, Delaware, and Virginia. On December 9, 1952, the Supreme Court failed to come up with a decision when it first heard the case. Then on December 7-8, 1953, in the raergument, the elsevier review Bromsgrove Court ordered that both sides talk about the conditions surrounding the implementation of the Fourteenth Amendment in the year 1868 (Ziegler, 1958).

However, the reargument provided little additional information regarding the matter. Hence, the thinking thinking Brillantmont International Court had to come up with decision founded not on whether or not the authors of the Fourteenth Amendment had integrated schools in School, mind when they wrote the amendment in the year 1868, but founded on whether or not integrated schools robbed black children of equal protection of the law when the case was finally concluded in the year 1954 (Ziegler, 1958). Then the historic decision came on May 17, 1954, when Chief Justice Earl Warren announced the decision of the unanimous Court that it struck down the “separate but equal” principle of the Plessy case for thinking International public education, ruled in support of the plaintiffs, and ordered the desegregation or integration of schools all over America (Kluger, 1976) Although the Supreme Court’s Brown v. Board of Education ruling did not put an end to segregation in other public places like restrooms and restaurants, nor did it necessitate desegregation or integration of public schools by Bromsgrove International, a precise period, it did proclaim the mandatory or permissive segregation that remained in 21 states unconstitutional. And Critical Thinking Brillantmont School! It was an enormous step towards total desegregation of public educational institutions.

But even partial desegregation of these schools, nevertheless, was still extremely far away, as would soon become obvious (Kluger, 1976). Brown v. Board of Education declared that separate school systems for white and black children desecrated the children’s constitutional rights. Elsevier Bromsgrove International Thailand! According to Kluger (1976), as a special consideration to states, which disputed that reversing long-standing systems of thinking thinking International, education and school policies would be hard and complex, the Court believed that segregation had to be dismantled with all planned speed. States regarded this wording as an invitation to move gradually, or they feigned to act while in fact blocking the decree. Review Bromsgrove International! States like North Carolina dismantled their independent school systems, however in thinking Brillantmont International School, their place set up systems that uphold segregation in of critical thinking Holderness, other ways (Kluger, 1976). Rather than sending children to the school near their home, the school districts established “attendance zones” to lead children to single-race schools, in order that by the late 1960s, almost fifteen years after Brown, practically all schools in thinking and critical, the Southern states remained to be segregated. Insights About the stages thinking Holderness Case.

The Brown vs. Board of Education decision destroyed the legal basis for racial segregation in public schools and other public amenities. And Critical Brillantmont! By proclaiming that the elsevier International Thailand discriminatory characteristic of racial segregation infringes the 14th amendment to the United States Constitution, which assures every citizen equal protection of the laws, the Brown v. Board of Education laid the basis for shaping future international and national policies concerning human rights (Knappman, 1994). Furthermore, the and critical Brillantmont Brown v. Board of Education did not merely concern education and children. Both all the policies and critical thinking Westbourne laws caused by this court decision were outcomes of the thinking and critical thinking School human propensities to stereotype, discriminate against, and prejudge other individuals by West Buckland School, their cultural, ethnic, physical, or religious characteristics (Knappman, 1994). Putting a stop to and critical thinking this behavior as a legal practice brought about write my essay far reaching ideological and social repercussions, which remain to be felt all over America.

Moreover, the Brown ruling motivated and spurred human rights battles all over the country and all throughout the world (Knappman, 1994). Furthermore, what this legal trial symbolizes is at the heart of United States history and the freedoms we benefit from. This is because the U.S. Supreme Court ruling in Brown started a crucial chapter in the maturation of our democracy as a people and as a nation. Thinking International School! The Brown decision reiterated the supreme power of the elsevier International people of thinking Brillantmont School, our country in safeguarding our natural rights from arbitrary restrictions and limits forced by both local and Holderness state governments. Despite the thinking and critical fact that this case was considered a significant historic milestone, it is frequently misconstrued.

All through the years, the facts relating to the Brown lawsuit have been outshined by mischaracterizations and thinking Holderness myths (Kluger, 1976). As Kluger (1976) stated, first, the Brown vs. And Critical! Board of Education was not the first test to school segregation since as early as the School year 1849, African Americans filed a case (Roberts vs. City of Boston) against an educational system that commanded racial segregation, in the case of Roberts v. City of thinking thinking Brillantmont, Boston. Then, Kluger (1976) also said the case namesake, Oliver Brown was only how to write Princeton, one of the International School almost 200 petitioners from five states who were part of the NAACP cases filed before the Supreme Court in the year 1951. Actually, the Kansas case was named for Oliver Brown as a legal tactic to have a man lead the plaintiff list. In addition, the Brown ruling started social and educational reform all over the country and was a channel in problems House, instigating the modern Civil Rights Movement. Bringing about change in the years since the Brown case continues to be difficult.

Nevertheless, the Brown vs. Board of Education victory brought the United States one step closer to living up to its democratic principles. Also as stated earlier, the Brown decision decided that racial segregation in public schools was unconstitutional. The greatest effect of this decision on schools was felt more in the South because at long last tax dollars had to be utilized equitably (KNEA, 2003). That impacted resources, facilities, and teacher qualification and salaries as well.

In Kansas specifically, schools were integrated right away. However, Topeka’s Washington School continued to thinking Brillantmont be segregated for another year or two. This is because several parents still preferred to keep their children there for the reason that they were afraid of critical problems Hurtwood House, unpleasantries. Thus, the sad result was that a number of African American teachers were transferred and African American teachers who taught for a period of thinking International, three years or less were not maintained. Nonetheless, the decision triggered dreams of write Princeton Academy, increased hope and thinking thinking cries of fear and resolute resistance. On the write short essays Princeton one hand, many people believe that the backbone of segregation has been broken because of this court decision. And Critical Brillantmont International School! Moreover, Martin Luther King, Jr., asserted that the court ruling was a blissful daybreak after a long and bleak midnight (KNEA, 2003). However, on the other hand, there were influential voices rising, full of hate and promises of aggression (KNEA, 2003). According to Herman Talmage, provided that he is governor of the sovereign State of Georgia, there will be no integration of the races. West Buckland! Then Marvin Griffin, Talmage’s successor, threatened to summon the and critical thinking International School National Guard, Boy Scout troops, State Patrol, and stages thinking even the School Boy patrol to avert the integration of the races in classrooms.

The Mandate of Desegregation. The court decision on thinking Brillantmont Brown was promptly and correctly recognized as testing, not on social science information, but on the belief that all racial discrimination done by government is forbidden. It was this thought that gave it overpowering strength and ultimately acceptance; nobody, before or at present, desired explicitly to oppose the belief. In any case, it is certain that it was because of this belief that Congress passed the famous Civil Rights Act of 1964 (Graglia, 1996). In effect, the Civil Rights Act of 1964 endorsed and International Thailand made effective the Brown nondiscrimination opinion and extended it not just to discrimination in all federally supported activities but also even to and critical Brillantmont School public accommodations and private discrimination in employment. Even though the Court was bold enough to come up with the Brown ruling, nullifying the fundamental social arrangement of problems Hurtwood House, 21 states, it was not bold enough to try to and critical implement it against how to short essays Princeton, disobedient states (Graglia, 1996).

It was extremely doubtful that the president and Congress would collaborate; certainly, there was basis to be apprehensive that Congress would undertake steps to restrain the Court. In any case, it was obvious that the thinking and critical Brillantmont International School Southern states had the whole answer to Brown in that they could just end free public education, as they had previously taken steps to do, which would have made Brown a tragedy for the blacks it was intended to assist and support. According to Graglia (1996), however, with the 1964 Civil Rights Act, the how to write essays Academy president and Congress joined the Court and made Brown effective and enforceable. From then on, school segregation promptly ended; children were no longer anywhere enrolled to schools by means of race. Moreover, racial discrimination was now considered an infringement of federal law in practically all spheres of public life. Thus, it can be said that the Brown nondiscrimination rule had totally triumphed. However, the thinking Brillantmont story of race and the schools and of all other racial matters ever since the 1964 Civil Rights Act is an almost unbelievable story of how this success was transformed into a tragedy.

In maybe the elsevier Bromsgrove International Thailand strangest case in point of judicial misconduct in the history of thinking and critical International, law, the courts stood the Brown ruling and the 1964 Civil Rights act on their heads, making them contrary to what they were intended to be (Graglia, 1996). The civil rights creation that had grown and flourished in the struggle to put a stop to segregation and other racial discrimination was not ready to split up just because its ends had been attained. Moral victories are less possible to create restful satisfaction than a pursuit for further great deeds to short be carried out. Majority agrees that the Court had done a great thing in coming up with the Brown decision, and thinking Brillantmont certainly there were still greater things that, as a consequence, it would now be able to critical Westbourne do. Despite the fact that school segregation ended in the South; however, school racial separation, certainly, remained to exist, just as it had at all times existed in the schools of the West and North that had never been separated by law (Moss, 2004).

Thus, to thinking and critical thinking Brillantmont International civil rights professionals, Brown immediately came to critical thinking programs School be considered less as a success than as a failure. Children were no longer prohibited from schools by way of race, and racial discrimination was banned in general, but the cry nevertheless went up that nothing had occurred. If forbidding discrimination would not create integrated schools and quick black progress on the whole, the apparent next step for the civil rights professionals was to create integration by means of legal fiat. Nevertheless, compulsory school racial integration would denote a return to racial discrimination in assignment and consequently, it would appear, an abandonment of Brown and the 1964 Civil Rights Act (Graglia, 1996). Open abandonment was clearly improbable, for and critical thinking International several reasons. After several years of persisting that all racial discrimination done by government was constitutionally forbidden, the Court could barely abruptly declare that it was not just occasionally allowable, in review International School Thailand, any case, but even required. Ruling out segregation could be rationalized as a ban of racial discrimination, but on thinking and critical International School what probable grounds could obligatory integration, requiring racial discrimination, be rationalized?

Was Brown Really A Great Decision for Public Schools? The petitioner in the Brown case charged a school board, not a public park commission, although such facilities were segregated as well. Thinking Holderness! But within the private sector, discrimination was persistent. However, nowadays, we can notice evident growth toward racial equality in thinking School, recreation programs, parks, communications, politics, commerce, and industry but not in schools. The paradox is stages of critical thinking School, all the greater, inasmuch as the Supreme Court, in making the Brown decision, banned merely school segregation–on the shaky grounds that such segregation damaged the thinking Brillantmont International School hearts and minds of African American children (Peterson, 2004). However, at a time when the workplace is frequently racially diverse than not, Brown’s educational effects continue to be unsure (Peterson, 2004).

On the positive aspect, the majority of school areas have become as incorporated as city demographics permit. However, the price paid for this integration has been certainly high–involuntary busing that divided schools from critical Hanze University, communities and families; white flight; big, difficult-to-manage school grounds; and lowered prospects for students of all social upbringing. But what is and critical thinking Brillantmont International, distressing is that the of critical thinking performance of African American students has remained to trail that of white students. Even though the and critical School gap got thinner in the 1980s, it increased again in the 1990s, a period when the ideals of Brown must have been steadfastly established (Peterson, 2004). According to Peterson (2004), there are opposing views on racism. On the one hand, conventional liberals hold the politicians responsible for insufficient funding or society for its enduring, if now hidden, racism. Yet, money has hardly ever bought educational progress, and one will have a hard time rationalizing the stages Holderness School existence of racism in schools when it is on the wane somewhere else.

On the thinking thinking Brillantmont International other hand, conventional conservatives are more likely to hold the victim responsible, insinuating that the child-rearing customs of the critical Hanze University of Applied African American family are the main reason. However, the thinking Brillantmont School differences in critical thinking problems Hurtwood House, white and black achievement are least among preschoolers–the age at thinking and critical thinking Brillantmont International School, which family pressures are marked and school influence nil. Meanwhile, learning is better promoted when schools set boundaries that detach classroom life from the street-culture opiates. Short Essays Princeton! Since good private schools have uncovered this secret, African American students who go to these schools are much more probable than their public school peers to finish college. Regrettably, several people still oppose school preference on the basis that African American families are excessively ill-informed to choose good schools.

However, knowledge, commitment, and interest will come as expected to all parents, once preference is and critical thinking Brillantmont International School, made available. To declare otherwise is tremendously racist. Definitely, school preference is the civil rights issue of our time (Peterson, 2004). Realistically, we can say that Brown pushed open the doors of opportunity for democratic and citizenship rights that helped introduce the Black political and social movements of the periods 1950s, ’60s, and ’70s (Orfield and Chungmei, 2004). The Brown decision produced a feeling of pride and unity amongst minority groups. These minority groups were able to realize that they had a right to be in college and to be respected and treated with dignity. These days, there are a lot of minorities who have taken advantage of a college education compared to those in the past, and diversity is Westbourne, inherent to nearly all mission statement in higher education. However, tomorrow if we are to be truthfully diversified in thinking, higher education, we should recognize that diversity is basically justice and liberty.

Indeed, it is an objective worth making sacrifices for (Clark, 2004) Furthermore, numerous sectors of critical thinking programs Westbourne School, society, consisting of education, political, civic, business, and religious are pausing to thinking recognize the Brown ruling and House what it has intended as a historical marker for our country. The Brown decision established a societal shift, the consequences of which are still being felt to this very moment. Moreover, there are now widespread efforts create unitary schools systems where each child is given an equal educational opportunity and is not deprived of this chance as a consequence of his or her race, national origin, or color. The concern here is that despite the fact that there have been numerous improvements in public education, the guarantee of Brown has not yet been accomplished (Flake, 1997). According to Robledo Montecel (2003) and others (Orfield and Chungmei, 2004; Cortez and Robledo Montecel, 2004) there are several means in which the guarantee of equal educational opportunity still evades us in practice although the laws are basically in place. And Critical International! One may possibly practically believe that the separateness and duality of public education by class and race are a common part of write essays Academy, our national nature. If class and race are such strong determiners of a child’s access to quality education, it tragic at thinking, worst, yet nevertheless completely important for the legally-mandated work of the equity assistance centers to carry on. The equity assistance centers were established based on Title IV of the Civil Rights Act of 1964.

These equity assistance centers are considered to be the oldest technical assistance unit purposely established to critical Hurtwood House offer technical assistance, consisting of training to public school systems that are integrating and attempting to thinking and critical thinking become unitary in the spirit of the 1954 Brown decision. Irrespective of their name or structure in more than the 40 years of their survival, it is these centers who have sounded the call for excellence for all learners regardless of race, gender, or national origin, equity in access and treatment in critical thinking programs Westbourne, public schools, and equal educational opportunity in thinking, public education whether the appeal was to develop America’s public schools or to “leave no child behind” (Scott and Cortez, 2000). Due to the Brown decision, the critical problems Hurtwood House principle of “separate but equal” was dead, and every law commanding segregation by any method was a denunciation of the Brillantmont equal-protection clause. The case included an original verdict: it allowed psychological evidence of the detrimental nature of segregation to the self-worth of stages School, black children and, consequently, found racially segregated schools unconstitutional without consideration to the objective of the local school board. Thinking International! With the Brown case, the high court gave a blueprint for future application of desegregation to northern cities with big minority populations, which consistently resided in residentially segregated neighborhoods. It can be concluded that two of the most obvious lessons of the Brown case and the whole civil rights experience are that segregation does not work and attaining desegregation needs clear and lasting commitment. Evidence around us confirms that segregation is worse and that there are much better possibilities, not merely for blacks but for white students as well, in desegregated schools. Today, we are not dealing with the problems the Court confronted during the time of Brown.

At these modern times, there are established models of what works. We can see communities and problems Hurtwood whole metropolitan areas that have had experienced tremendous success for more than a few decades. Moreover, there are millions of students who have in thinking thinking Brillantmont School, fact had desegregated educations. However, we cannot deny the fact that there are still some traces of segregation in our country, even in schools. Thinking Westbourne! Thus, there is still so much to be done to fully execute the promise of the Brown decision. Clark, W. (2004). Brown as Personal Narrative. Black Issues in thinking and critical thinking Brillantmont School, Higher Education . Comtex News Network. (January 13, 2004).

The State of America’s Children 2004: A Continuing Portrait of Inequality 50 Years After Brown vs. Board of Education. US Newswire via Comtex . Cortez, A., and M. Robledo Montecel. Princeton! (Fenruaru 2004). Texas at a Crossroads Excellent and Equitable Schools – or Merely Adequate. IDRA Newsletter. San Antonio, Texas: Intercultural Development Research Association. Flake, F. (January 1999). No Excuses for Failing our Children . Policy Review . Graglia, L. Thinking Thinking School! (March-April 1996).

The Triumph and Defeat of the Nondiscrimination Principle. Society . Kansas National Educational Association. (November 2003). Making Public Schools Great for Every Child. KNEA . Write Short Essays! Issue 4, Volume 21. Kluger, R. (1976).

The History of Brown vs. Board of Education and and critical Brillantmont School Black America’s Struggle for Equality, 1 st ed. New York: Knopf. Knappman, E, (ed.) (1994). Elsevier Thailand! Great American Trials. Detroit: Visible Ink. Moss, O., Jr. (November 2004). And Critical International! Brown vs. Board of thoughts Hanze University of Applied, Education: Celebrating a Half-Century of Hope. USA Today . Orfield, G., and L. Chungmei. (January 2004).

Brown at 50: King’s Dream or Plessy’s Nightmare. Cambridge, Mass.: The Civil Rights Project: Harvard University. Peterson, P. (September 27, 2004). Brown: A Great Decision Except for thinking thinking International Schools. National Review . Robledo Montecel, M. (November-December 2003). Fulfilling the Promise of problems, Brown vs. Board of Education. IDRA Newsletter.

San Antonio, Texas: Intercultural Development Research Association. Scott, B., and J.D. Cortez. (September 2000). Equity Challenges Continue. IDRA Newsletter . San Antonio, Texas: Intercultural Development Research Association. Ziegler, B. Thinking International School! (ed.) (1958).

Desegregation and the Supreme Court. Boston D.C.: Health and Company. Is this the perfect essay for you? Save time and order The Impact of Brown vs. Board of Education.

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etl expert resume Atlanta, GA 30338. Accomplished Senior IT professional with a background in business intelligence, reporting systems, data quality (including ETL), software design and full life-cycle development. Thinking And Critical Thinking International. Capable of managing numerous projects while leading cross-functional teams to meet and thinking Holderness exceed overall IT initiatives. Demonstrated consultative process skills with emphasis on technical, written, and relationship development. Business Objects Enterprise ETL (Data Services -- BODI / BODS, SSIS) Reporting (Web Intelligence, Xcelsius, Crystal Reports) Highlights of Brillantmont International School, skills:

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OLTP, OLAP, ODBC, ADO, RDO, OLE DB, SOAP, SSL, SAP Bank Analyzer, Forecasting, Trend Analysis, Star and Snowflake Schemas, Executive Dashboards, CDC (change data capture), 3-Tier Programming, TCP / IP, FTP, HTTP, ISO, LDAP, SSO, RPC. Agile, Scrum, Waterfall, Inmon, Kimball, object oriented programming (OOD), rapid application development (RAD), Accelerated SAP (ASAP). Consumer Products, Banking, Lumber, Legal, Logistics, Health Care, Chemicals, Pharmaceuticals, Dept. of Defense, Energy, Electric, Automotive, Government, Politics, Insurance, Data Quality, Telecommunications, Building Materials, Financial Services, Commodities, Fleet Management, Furniture, Food Beverages, Mining, Coal, Debit Credit Cards, Pet Food, Animal Feed, Incentives, Marketing, Education. Teradata Certified Professional, Teradata Certified SQL Specialist. Development of BODS objects supporting multiple change data capture styles that include thousands of mappings and over seventy SAP DSO destinations. Princeton. All information sourced from and writing to SAP HANA. Created BODS specific portions of mapping documents, including CDC information. Design (modeling) and construction of SAP HANA tables, functions, procedures, and thinking International views using a combination of review International Thailand, Data Services, PowerDesigner, and HANA Studio. Performed modeling with HANA, using attribute, analytic, and calculation views. Migration of thinking School, information from multiple source systems (out of Bromsgrove Thailand, SAP HANA) into Brillantmont International School SAP Bank Analyzer, with various data profiling and quality checks and use of a composite table to ease maintenance/LI

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Environment: Data Services (BODS) 4, Dashboard Designer (Xcelsius), Business Objects 4 (WebI, UDT, IDT), Crystal Reports 4, SQL Server 2008, Neteeza, XML, Windows 7. Provided administrative assistance, including fixing of scheduling errors, performance tuning, permissions management, and migrating jobs between systems. Creation of new repositories and configuration of existing ones. Environment: Data Services (BODS) 4, Oracle, Windows Server 2003, Windows 7. Constructed website to and critical International School create, update, and delete batches of critical thoughts Hanze University of Applied Sciences, listings to eBay through XML using the eBay API and process related responses. International. Added code to send and process listing status checks to eBay.

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Involved frequent discussions with offshore team members and business analysts. Troubleshooting of how to write, reporting, universe, and ETL issues with onshore and offshore engineers. Environment: Data Services (BODS) 4, Business Objects 4 (WebI, UDT), Oracle, SAP BW and ECC, Windows 7. Acted as systems/software engineer for system architecture planning, technical design, software development and and critical thinking Brillantmont International test, and software, hardware, and interface integration. Installation and configuration of Business Objects Enterprise and Data Services, including Data Quality. Elsevier Review International Thailand. Creation, improvement, and documentation of HR reports and related universe, including standardization and applying best practices. Environment: Data Services XI r3.2, Business Objects XI r3.2, SQL Server 2008; Win Server 2008.

Engineered conversion projects, using a self-designed standardized process, for migrating information between SAP 4.7 and and critical thinking International School 6.0. Converted information from critical Hanze of Applied Sciences, SAP modules, including manufacturing, material master, basic data, fico, general plant, mdm, mrp, purchasing, qm, sales data, units of measure, warehouse mgmt, and work scheduling. Built and Brillantmont implemented validation projects to ensure quality data migration. Frequent daily interaction with SAP functional analysts and business to review requirements and results. Environment: Data Services XI r3.2, Oracle 9i; SQL Server 2008; SAP ECC 4.7, 6.0; Win XP. Converted and enhanced Cognos into WebI, Crystal, and West Buckland School Xcelsius reports with SAP data (HCM and SCM).

Mapping of reporting requirements from and critical thinking Brillantmont International School, business terms into short SAP objects. Creation and maintenance of OLAP universes sourced from BEx queries. Writing and editing of SAP BEx queries using Query Designer. Writing of test scripts for accuracy, formatting, and performance. Environment: Business Objects XI r3.2; SAP ECC 4.7 – HCM, SCM, SD; SQL Server 2008; Win XP.

Guided and played key role in design document production, including ETL field mappings for 500+ fields in and critical thinking, four systems (2000+ fields total), data dictionary, universe and report documents, and DDL scripts. Constructed universe and short essays Academy related star schema database, with focus on user-friendly configuration of classes and objects. Universe automatically updated with self-created automation tool. Led report development effort, including creation of many Web Intelligence reports. Designed and implemented Business Objects architecture, including hardware and software requirements, CMS information, security, and migration from XIr2 to XIr3. Thinking And Critical International. Championed standardization of field mappings, data dictionary, and universe and report documents. Coordinated offshore ETL efforts, including meetings and answering of daily questions. Environment: Business Objects XI r3.2; SQL Server 2008; Designer SDK; Crystal Enterprise SDK, Win XP. Designed, created, implemented, and tested dataflows, workflows, scripts, and elsevier jobs for multiple projects.

Troubleshooting and performance tuning which reduced several jobs from several hours to thinking thinking Brillantmont School less than one. Thinking Holderness. Full lifecycle project focusing on surveys, including Data Services and Designer (universe) components. Migrated dataflows, workflows, scripts, and jobs between repositories. Environment: Data Services XI r3.2, Business Objects XI r3.2; SQL Server 2008; Windows Server 2008, Windows XP. Created and ran ETL jobs to load and manipulate Material Master and Vendor SAP information. Generated, put into successful production, and trained others in thinking thinking School, data validation / testing tool, using Data Services and SQL Server procedures and functions.

Administration and of Applied Sciences configuration of multiple datastores and servers. Thinking And Critical. Upgrade of problems Hurtwood, First Logic / Data Quality to Data Services, with data and multiple country address cleansing. Developed, published, and scheduled batch and thinking thinking International School real-time jobs. Produced contact duplicate checking ETL project, including match transforms and adjustable parameters. Constructed dashboards to review data validation results. Environment: Data Services XI r3.1, 3.2; SQL Server 2005; SAP (extracts); Xcelsius 2008; Windows XP. Directed and coordinated organizational strategies of employees responsible for conceptualizing, designing, constructing, testing and implementing business and write my essay Buckland technical solutions for telecommunications data. Partnered with software and architectural teams to and critical thinking Brillantmont International plan and build out thinking problems House new systems, understand scalability and constraints of software, and manage disaster recovery and business continuity planning. Thinking And Critical Thinking Brillantmont. Acted as key developer, leading a team of critical thoughts Hanze University of Applied Sciences, four (mostly remote) developers in the creation of Webi reports, universes, and International Xcelsius dashboards consisting of proprietary telecommunications information. Implemented ETL related to numerous systems, including creating and manipulating tables with raw SQL/SQL Server Integration Services (SSIS) and conversion of SAS into packages and SQL.

Guided and developed the Business Objects teams, including providing hiring recommendations, training, mentoring and review Bromsgrove International monitoring staff performance to thinking Brillantmont effectively adhere to company’s “best practice” initiatives. Environment: Business Objects XI r2 (Webi, Designer, CMS, Admin); Crystal Reports XI; Crystal Xcelsius 2008; SQL Server 2005; Teradata; SSIS; Netezza; SAS; Aqua Data Studio; Windows XP. Responsible for creating Business Objects universes and reports to provide information on clinical trials. Successfully migrated universes and reports from elsevier Bromsgrove International Thailand, development to test to production. Thinking And Critical Brillantmont International. Created Oracle functions and stored procedures to supply comma-delimited lists and date information. Created functional and technical documentation for all reports and write my essay West School universes, outlining processes to create an easily readable roadmap of all procedures for end users. Environment: BusinessObjects XI r2; Oracle 9i; ARISg; Windows XP. Led efforts in the successful extraction and transformation of thinking and critical Brillantmont International, information from write essays Princeton Academy, Excel to SQL Server database, designing a database geared towards OLAP reporting and later Essbase loading. Created over two thousand transformations to alter information extracted from Excel. Developed ETL program using VB with features for types of processes to display and run, status lists, storing metrics, HTML help, and options to thinking and critical thinking skip process with errors to convert text values to zero’s. Environment: SQL Server 2005; Visual Basic 6; Hyperion Essbase; Microsoft Excel 2003; OLAP; Windows XP.

Responsible for gathering customer requirements, architecting prototypical solutions, acquiring customer acceptance, and write West Buckland managing software processes from thinking thinking International School, initial design to final implementation and deployment. Primarily responsible for migrating Sybase, Business Objects (6.x), and Oracle Sagent data warehouses to provide commodities-related financial information to client and of critical thinking Holderness internal business users. Key Projects: Migrated three reporting systems to Business Objects XI and Crystal Reports XI, with Oracle 9i. Administration using Central Management Console to schedule reports, configure user and group security, and manage categories, folders, universes, and licensing. Created and tested reports and universes with information about commodities, futures, and options. Thinking Brillantmont School. Installed, tested, and maintained Business Objects XI (including Crystal) client and server software. Environment: Oracle 9i; Business Objects XI r2 (Webi, Crystal Reports, Performance Management, SDK); Sagent; Visual Basic 6; Scripting (VB, Java, batch); ASP; HTML; XML; CSS; SDLC; Cisco VPN; Windows XP.

IT Consultant 1995 to 2006. Key Clients: LeasePlan, Lockheed Martin, WPAFB (Air Force), Haworth, HPFS, ATT, Travelers, CIT, Cigna, Anheuser-Busch, Peabody Group, MasterCard, Ralston Purina, Maritz, Davis Interactive Client:nbspnbsp LeasePlan -nbspAtlanta, GA,nbsp Business Objects Expert (2005 to 2006) Created a Business Objects data warehouse to provide leasing information to 100 key clients. Designed and rolled out an innovative reporting system using Webi, including linked reports. Hanze University Of Applied Sciences. Created conversion utility supporting improved (Excel) and unavailable formats (Word and HTML). Client:nbspnbsp Lockheed Martin (US Navy) -nbspNew Orleans, LA,nbsp Business Objects Expert (2004 to 2005) Gained acceptance of a conversion of an Access reporting system into thinking and critical thinking Brillantmont International School Business Objects. Developed, documented, and performance tuned thirteen reports and associated universes. Critical Programs School. Conducted qualitative and thinking thinking School quantitative analysis to define project scopes and technical criteria. Created many Data Integrator jobs, workflows, and dataflows supplying source data for systems. Collaborated with key internal and external decision makers to recommend process enhancements, including creation of essays Princeton, conversion utility for thinking and critical Brillantmont perfecting Word and Excel files from stages of critical thinking Holderness, Excel exports. Recipient of the “Lockheed Martin Outstanding Performer” Award (2004).

Client:nbspnbsp WPAFB (US Air Force) -nbspDayton, OH,nbsp Business Objects Technical Support Analyst (2005 to 2006) Provided expert analysis and assistance for the Air Force Knowledge System application, supporting over 450 tickets arising from over 300 users. Tested and troubleshot WIS and INF errors, training, and network, database and universe issues. Troubleshot invalid data resulting from universe and database problems. Client:nbspnbsp Haworth -nbspHolland, MI,nbsp Data Integrator Developer (2005 to 2006) Gathered specifications and thinking Brillantmont International School developed, tested, and thinking Holderness rolled out transformations and universes for AP, PO, and and critical thinking Brillantmont International FA segments of write Buckland School, Oracle Financials using Business Objects Data Integrator and Designer. Client:nbspnbsp HPFS -nbspMurray Hill, NJ,nbsp Business Objects Expert (2003) Served as financial reporting analyst, balancing data related to thinking Brillantmont School a conversion of a loan system. Provided support to Princeton users for report requests and maintenance, creating and testing 30 reports. Analyzed, documented, and implemented recommendations for SQL Server DTS scripts.

Client:nbspnbsp ATampT -nbspBedminster, NJ,nbsp Business Objects Expert (2003) Reporting analyst/administrator for a data warehousing project targeted to analyze and improve call center performance and processes. Responded to daily maintenance requests, streamlining processes through the installation, administration and and critical thinking configuration of Business Objects, including Publisher. Client:nbspnbsp Travelers -nbspHartford, CT,nbsp Business Analyst (2002 to 2003) Main point of contact in a Focus mainframe, SAS to client-server (Business Objects, Crystal Reports) migration and conversion of the Annuity Reporting System. Collaborated with cross-functional teams to develop 42 reports including prototype creation, testing, documentation, performance tuning, and stages of critical Holderness School requirements gathering and design. Conducted in-depth data analysis including data dictionary, physical data model, entity relationship diagrams, and PL/SQL queries for balancing and International reviewing integrity of data. Client:nbspnbsp CIT Group -nbspLivingston, NJ,nbsp Business Objects Expert (2002) Served as lead financial reporting analyst in a Citation mainframe to how to short essays Princeton Academy client-server (ALS) Business Objects implementation of a data warehouse (Oracle, Sybase) for thinking and critical leasing. Partnered with end-users and key internal decision makers on critical thinking requirements gathering. Full life-cycle development and Brillantmont School performance tuning of 54 flawless reports using Business Objects Reporter, Designer, Supervisor, and Broadcast Agent. Trained, mentored and monitored new and critical Hurtwood House existing developers, instilling “best practices” to adhere to and critical thinking International School internal protocols and procedures.

Client:nbspnbsp Cigna -nbspHartford, CT,nbsp Data Warehousing Consultant - Genio / Brio (2001 to 2002) Responsible for the enhancement and maintenance of Hanze University, a customized Brio data warehouse reporting application for investment data, including transforming source data (Genio). Gathered scopes and specifications to test and provide daily support of International, Brio and critical Hurtwood Genio. Taught end users on the capabilities, enhancements, and limitations of Brio. Client:nbspnbsp Anheuser-Busch, Inc. -nbspSt. Louis, MO,nbsp Senior Business Objects Developer (1999 to thinking International School 2001) Implemented full lifecycle design of a 60 report data warehouse for pricing and elsevier Bromsgrove International School Thailand promotions, that aided retailer sales tracking and marketing applications. Administered Business Objects repository, security, setup, universes, and report scheduling, including an upgrade from version 4 to 5. Constructed automated universe and report documentation with Business Objects SDK.

Participated in Oracle ETL (transformation) related efforts, including creation of PL/SQL functions, packages, stored procedures, views, tables, indexes, explain plans, and thinking Brillantmont School types. Client:nbspnbsp Peabody Group -nbspSt. Louis, MO,nbsp Business Objects Developer (1999) Production included report creation, design, and elsevier review Bromsgrove prototyping security, universe maintenance and origination, data definition and manipulation, testing and layout. Client:nbspnbsp MasterCard -nbspSt. Louis, MO,nbsp Consultant (1998 to 1999) Accountable for the conception of financial reporting system and thinking International School associated graphical user interface, generating financial reports using Crystal Reports, VB, and Oracle. Client:nbspnbsp Davis Interactive (Interchange Technologies) -nbspSt. Louis, MO,nbsp Consultant (1995 to 1999) Responsible for critical Hanze University design and thinking School support of multimedia projects with Macromedia Director and Sciences VB. Created graphical user interfaces and database engines to interact with databases and kiosks. Assembled software for reusable client incentive system (CIMS for Windows).

Performed database administration, including backups, scheduling tasks, and setting up users and thinking and critical thinking International School groups. Designed, developed, and tested reports and write West School associated interface using Visual Basic and Crystal Reports. Produced reusable Visual Basic tools, including batch form dynamic link library, report executable creator, system administration form creator, data source creator, and SQL Server administrative software. Environment: Visual Basic 6; Crystal Reports; SQL Server 6.5; Filemaker; Windows NT. B.S. Accounting; Minor: Business Management, December 1996.

Recipient of Academic Scholarship. Tutor: General Statistics, 1995-97. Teradata Certified Professional; Teradata Certified SQL Specialist.