Dos and Donts of Writing a Law School Resume

Some schools require that applicants submit a law school resume, but even if not requested, you should most likely send one anyway. Why? Because a resume can give you an added chance to show the admissions officers that you’re prepared to come into their school and make a difference. Indeed, this short summary of your professional and personal qualifications can end up being a very important component of your file, so you want to dedicate some time to putting forth the best law school resume you can. What follows are some tips for preparing your law school resume, namely what you should and shouldn’t do. What You Should and Shouldnt Do 1. DO set aside a couple hours to sit down and think about all the things you’d like to include on your law school resume. Start by asking yourself these questions for information-gathering purposes. 2. DO organize your resume using the sections Education, Honors Awards, Employment, and Skills Achievements.   3. DO emphasize activities, hobbies, interests, or experiences that demonstrate personal drive, responsibility, determination, dedication, language proficiency, compassion, extensive travel (especially international), cultural experiences, and community involvement. 4. DO proofread your resume several times and ask someone you trust to do so as well. 5. DO worry about presentation. For example, if you’re putting periods at the ends of bullet points, make sure you do so for each and every one. For more tips on what you should be looking for besides spelling and grammar errors, see the Law School Resume Style Guide. 6. DON’T simply use a work resume that you’ve been using and updating for years. You need to gear your resume to law school admissions officers, who are looking for different things than potential employers are. 7. DON’T include â€Å"Objective† or â€Å"Summary of Qualifications† sections. These are great in work resumes, but they serve absolutely no purpose in a law school resume and only take up valuable space. 8. DON’T include activities from high school unless they are extremely significant, like winning a national debate competition or performing at a very high athletic level. 9. DON’T include activities you only did for a short time or a long list of insignificant summer jobs. You can sum up such things in just a sentence or so if you really want to include them. 10. DON’T go longer than two pages. For most law school applicants, one page is plenty, but if you’ve been out of school for a considerable amount of time or have an unusual number of significant life experiences, a second page is fine. Very few people should go to that third page, though.

Computer Related Technology Use The Force Concept Inventory

In Computer-related technology use in the high school physics classroom: A case study, the study was done with a focus on qualitative data, but the Force Concept Inventory (FCI) was administered to students and analyzed to add a quantitative component to the study (McClure, 1996). The copy of the Force Concept Inventory in the study shows that it focuses on material from the first half of a physics curriculum, such as Newton’s laws, kinematics, and uniform circular motion. The study Assessing the Effectiveness of E-learning Integration in College Physics in the Alamo Community Colleges District, also used the Force Concept Inventory to assess achievement. According to the researcher, â€Å"The examination was designed to probe all the dimensions that are central to basic college physics. It serves as the most reliable single index of students understanding of basic college physics† (Zhou, 2012). The researcher also talks about how since the FCI was created it has been validated multiple times. The consistent validity makes this measure great for measuring achievement but only for the content in the first half of a college physics course.While this is extremely useful it is not useful for my study. The Physics Achievement Test (PAT) may be a more useful measure for my study. â€Å"This is a researcher developed multiple choice objective test, made up of forty items. Each item has one correct option and four distractors. The instrument tested the pre-service teachers’ intellectualShow MoreRelatedDell Competitive Advantage and Value Chain Analysis1544 Words   |  7 Pagesmiddlemen. They achieve value addition at the same time because of incurring low on total expenditure. This ensures dell to get the maximum advantage in the market. 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Oxidation-Reduction Series free essay sample

Place 10 drops of Zinc nitrate, Zn(N03)2 into well A3 of the 24-well plate. 5. Place 10 drops of Iron (Ill) chloride, FeC13 into well A4 of the 24-well plate. 6. Place 10 drops of Copper (II) sulfate, Cu S04 into well A5 of the 24-well plate. 7. Take the metal solids from your LabPaq 8. Use your tweezers to pick up and carefully insert the piece of magnesium into the sodium sulfate. Record your observations. 9. Carefully insert a piece of zinc into the magnesium sulfate. Record your observations. 10. Carefully insert a piece of lead into the zinc nitrate. Record your observations. 11. Carefully insert the lead into the iron Ill) chloride. Record your observations. 12. In the same way carefully insert the iron into the copper (II) sulfate. Record your observations. 13. Place a paper towel over the drain of your sink and pour the contents of the well plate through it. 14. Throw the paper towel and metal pieces in the trash Rinse the well plate and your Oxidation-reduction table (below) Reactions Mg Na2S04 -+ drain wit n running water. Da sodium is stronger than magnesium, turned iron duller, little amount of bubbles Zn in MgS04 Little to no reaction Less of an reaction than the Fec13, but kind of changed color Pb in FeC13 †+ Changed its color made it slimy green Fe CUS04 Completely stripped nail, turned the tip orange Conclusion I was surprised at the reaction that Iron had because although I did expect some reaction I didnt expect that much of a reaction. I was also surprise at how subtle Pb and Zinc and Pb in Iron could be, I feel that this lab was beneficial in honing our observational skills as some of the reactions where harder to see at first, such as Zinc in Magnesium. Potential Sources of Error I feel that human error could destroy this experiment because if you dont clean the well you wouldnt get an accurate response from the metal. I also thought that the pipet was hard to get the accurate amount of drops out (10). Also the time could play a role, if you recorded your observation at different points of the reduction series you might get different answers. Questions A. Based on your observations make an activity series of the metals used. List them in such a way that the most active metal is on the left and the least active metal is on the right. Remember, sodium and copper are metals, too. 1. Iron, Zinc, Lead, Magnesium B. Suppose you inserted a piece of copper into a solution of nickel chloride and bserved no reaction. Then if you inserted a piece of iron into the solution of nickel chloride a nickel deposit formed on the bottom of the well in the well plate. Where does nickel fit into your activity series? 1. Iron, Nickel, Zinc, Lead, Magnesium C. Suppose you inserted a piece of an unknown metal into a solution of zinc (II) nitrate and observed no reaction. Then if you inserted the unknown piece of the metal into the solution of iron (Ill) chloride a deposit formed on the bottom of the well in the well plate. Where does the unknown metal fit into your activity series? 1. Oxidation-Reduction Series free essay sample Purpose The purpose of this lab is to identify the different features that come about by using oxidation reduction and recording the observations, these tests will help determine the specific qualities each solution has. Hypothesis I theorize that nothing will happen with Magnesium because it is such a soft metal. Zinc should turn a greener color, because that’s what happens to a lot of statues and sculptures. I theorize that iron will tarnish badly because in air it can get tarnished so oxidation must do something as well. Materials 1 Paper towels 1 Well-Plate 1 Tweezers, plastic Experiment Bag Oxidation-Reduction Activity Series 1 Copper (II) Sulfate, 1 M 3 mL in Pipet 1 Iron (III) Chloride, 2 M 3 mL in Pipet 1 Iron Metal, 2 pc in Bag 2x 3 Magnesium Metal (ribbon) 2 Small Pieces in Bag 2x 3 1 Magnesium Sulfate, 2 M 3 mL in Pipet 1 Lead metal, 4 small pieces in bag 2 x 3† 1 Sodium Sulfate, 1 M 3 mL in Pipet 1 Zinc Metal 2 Small Pieces in Bag 2x 3 1 Zinc Nitrate, 2 M 3 mL in Pipet Procedure 1. Get all the materials 2. Place 10 drops of Sodium sulfate, Na2SO4 into well A1 of the 24-well plate. 3. Place 10 drops of Magnesium sulfate, Mg SO4 into well A2 of the 24-well plate. 4. Place 10 drops of Zinc nitrate, Zn(NO3)2 into well A3 of the 24-well plate. 5. Place 10 drops of Iron (III) chloride, FeCl3 into well A4 of the 24-well plate. 6. Place 10 drops of Copper (II) sulfate, Cu SO4 into well A5 of the 24-well plate. 7. Take the metal solids from your LabPaq 8. Use your tweezers to pick up and carefully insert the piece of magnesium into the sodium sulfate. Record your observations. 9. Carefully insert a piece of zinc into the magnesium sulfate. Record your observations. 10. Carefully insert a piece of lead into the zinc nitrate. Record your observations. 11. Carefully insert the lead into the iron (III) chloride. Record your observations. 12. In the same way carefully insert the iron into the copper (II) sulfate. Record your observations. 13. Place a paper towel over the drain of your sink and pour the contents of the well plate through it. 14. Throw the paper towel and metal pieces in the trash 15. . Rinse the well plate and your drain with running water. Data Table Oxidation-reduction table (below) Reactions Mg in Na2SO4 → sodium is stronger than magnesium, turned iron duller, little amount of bubbles Zn in MgSO4 → Little to no reaction Pb in Zn(NO3)2 → Less of an reaction than the Fecl3, but kind of changed color Pb in FeCl3 → Changed its color made it slimy green Fe in CuSO4 → Completely stripped nail, turned the tip orange Conclusion I was surprised at the reaction that Iron had because although I did expect some reaction I didn’t expect that much of a reaction. I was also surprise at how subtle Pb and Zinc and Pb in Iron could be, I feel that this lab was beneficial in honing our observational skills as some of the reactions where harder to see at first, such as Zinc in Magnesium. Potential Sources of Error I feel that human error could destroy this experiment because if you don’t clean the well you wouldn’t get an accurate response from the metal. I also thought that the pipet was hard to get the accurate amount of drops out (10). Also the time could play a role, if you recorded your observation at different points of the reduction series you might get different answers. Questions A. Based on your observations make an activity series of the metals used. List them in such a way that the most active metal is on the left and the least active metal is on the right. Remember, sodium and copper are metals, too. 1. Iron, Zinc, Lead, Magnesium B. Suppose you inserted a piece of copper into a solution of nickel chloride and observed no reaction. Then if you inserted a piece of iron into the solution of nickel chloride a nickel deposit formed on the bottom of the well in the well plate. Where does nickel fit into your activity series? 1. Iron, Nickel, Zinc, Lead, Magnesium C. Suppose you inserted a piece of an unknown metal into a solution of zinc (II) nitrate and observed no reaction. Then if you inserted the unknown piece of the metal into the solution of iron (III) chloride a deposit formed on the bottom of the well in the well plate. Where does the unknown metal fit into your activity series? 1. The unknown metal would fit in between Zinc and Lead. For the reaction (Fe (s) + NiCl2 (aq) à   2 Ni (s) + Fe Cl2 (aq) identify: 1. The oxidation number of Ni (s) =0 2. The oxidation number of Fe in the FeCl2 (aq)=+2 3. The oxidation number of Cl in the FeCl2 (aq)=-1 4. The oxidation number of Fe (s)=0 5. The oxidation number of Ni in the NiCl2 (aq) =+2 6. The oxidation number of Cl in the NiCl2 (aq) =-1 7. The element that is oxidized and the element that is reduced: Iron(Fe) was oxidized and the Ni was reduced. 8. The oxidizing agent and the reducing agent Iron was the reducing agent and the Ni was the oxidizing agent.