paula


 * Week #4: Resume Writing**
 * **Contact Information** || Click on the ‘Edit’ button, and type in your information in the boxes on the right column, for example your name in the next box…. ||
 * * Name ||  ||
 * * Mailing address ||  ||
 * * Daytime phone ||  ||
 * * Night time phone ||  ||
 * * Cell phone ||  ||
 * * Fax ||  ||
 * * Email ||  ||
 * **Resume Objective - this is one or two short sentences that explain if you are seeking employment:** ||
 * * With a particular company ||  ||
 * * In a specific field of employment ||  ||
 * * For a specific job ||  ||
 * **Profile or Summary of Qualifications - another optional section that is most often used in the skills resume format.** ||
 * * Publications ||  ||
 * * Awards ||  ||
 * * Achievements ||  ||
 * **Employment History - usually a reverse chronological record of employment, but in addition to jobs may include:** ||
 * Military Experience ||  ||
 * Paid Internships ||  ||
 * Education ||  ||
 * Colleges ||  ||
 * Trade School ||  ||
 * High School (GED) ||  ||
 * Continuing Education ||  ||
 * In-house training ||  ||
 * Honors & awards ||  ||
 * Internships ||  ||
 * Relevant Course Work ||  ||
 * Advanced Career Training ||  ||
 * Continuing Education ||  ||
 * Skills ||  ||
 * Technical Skills (i.e. office machines you can operate, programming skills) ||  ||
 * Office Skills (e.g. clerical skills like filing, data entry skills, bookkeeping or accounting skills) ||  ||
 * Languages ||  ||
 * Organizational (e.g. seminars, events, presentations) ||  ||
 * Sales skills ||  ||
 * Administrative ||  ||
 * Licenses ||  ||
 * Certifications ||  ||
 * Activities ||  ||
 * Professional ||  ||
 * Community Service ||  ||
 * Memberships ||  ||
 * Volunteer Work ||  ||
 * Affiliations ||  ||
 * Affiliations ||  ||

Dominican culture in NewYork City

search engines: 1) google.com

http://www.nyu.edu/classes/blake.map2001/dominican2.html Three Dominican boys whom we met during our study unanimously agreed that the home was a central part of the Dominican world, a kind of nucleus around which their sense of community, loyalty, and identity sprung and continues to revolve. It is in the privacy of this sphere that children acquire their cultural identity, where kids learn what it means to be "Dominican" and "American." They learn here, often first in Spanish, then in English, about their roots and ethnic traditions. They develop a palette for Dominican cuisine, adopt the values of their family and their people, and absorb the full meaning of their Dominican personhood, and to what extent they can become "American" before it is compromised. Some Dominican children, for example, are given an extremely strong sense of linguistic priority in the home, being taught that English is restricted to the public domain, and, even there, relegated to necessity.

http://www.worldpress.org/Americas/2330.cfm Bureaucracy, language barriers, social stigmatization: newly arrived high school students from the Dominican Republic face unprecedented challenges in their journey through the labyrinthine New York City Department of Education. Along the way, they are confronted by contrasts in expectations that, in the end, force them to reconsider their roles as teenagers in their newly adopted countries.

http://www.adominicanthing.com/

http://en.wikipedia.org/wiki/Dominican_American

http://www.acdp.org/