Let's say you are Elon Musk, one of the most influential entrepreneurs in tech history whose career spans two decades of successful startups.

Let's say your accomplishments range from creating an electronic-payments industry and invigorating the solar-energy market to inventing high-performance electric cars and launching a commercial space and rocket industry.

All of that would surely need a couple of pages to explain on a résumé, right?

Not at all, say the experts at online résumé-writing firm Novorésumé, who believe in the less-is-more concept for writing résumés.

They created a sample résumé for Musk to prove "even a highly successful career like his can be presented in a one page résumé," cofounder Andrei Kurtuy tells Business Insider.

Now there's a few tongue-in-cheek elements to this résumé that you wouldn't want to copy for your own résumé. For instance, in a list of "Skills and competencies," one of his skills is "micromanaging."

Musk is famous for his high standards, and he has a reputation for being a rough guy to work for. He once described himself as a "nano-manager," a play on words meaning he's even more controlling than a micromanager. ("I have OCD on product-related issues. I only see what's wrong. I never see what's right. It's not a recipe for happiness," was how he explained his management style).

This résumé also includes a four-level rating system in which some of the skills listed are not rated at a full four bars. You might want to reconsider that idea before adopting it.

Still, it proves that with the right design, you never, ever, need more than one page for a résumé.

Source: http://www.businessinsider.com/elons-musk-resume-all-on-one-page-2016-4

With this trend of smart this smart that, devices might even get smarter than some people in the next few years

Many more smart devices are even on display in CES 2016. You can follow it up on www.cnet.com

Why grade inflation (even at Harvard) is a big problem


By Valerie Strauss December 20, 2013
The Harvard Crimson, the university’s student newspaper, recently published a story about the continuing problem of grade inflation at the elite institution. Here’s a piece about why it matters, from Diane R. Dean is associate professor for higher education administration and policy at Illinois State University. Arthur Levine is president of the Woodrow Wilson National Fellowship Foundation and president emeritus of Teachers College, Columbia University. They are co-authors of Generation on a Tightrope: A Portrait of Today’s College Student.

By Arthur Levine and Diane Dean

Harvard’s student newspaper recently reported that its median grade for undergraduates is A- and its most frequently awarded grade is A. The story produced a media hullabaloo, but grade inflation is neither new nor surprising.

College student grades in the United States have been rising steadily since the 1960s. In 1969, 7 percent of undergraduates had grades of A- or higher in contrast to 41 percent now. Similarly, grades of C or less have dropped from 25 percent to 5 percent.

For a long time, the situation seemed absurd, but not particularly important. Grade inflation was common knowledge and graduate schools and employers understood what was happening. Institutions that employed more rigorous standards were able to inform employers, and appropriate translations were generally made.

Yet grade inflation has become a serious problem for current undergraduates, as we learned when we conducted a study of today’s college students, using 45 years of national surveys, interviews, and focus groups of students and deans of students.

Every generation of college students has much in common with its immediate predecessors, but each generation is also different. According to deans of students, current undergraduates are more coddled, protected, and spoiled than previous students. They told us, “This is a generation that has never been allowed to skin their knees.” “They all won awards at everything they ever tried—most improved player, fourth runner-up, best seven-year-old speller born on March 8.” Their parents are the “helicopter parents” whose children were “never permitted to fail” at any undertaking. They grew up with an inflated sense of accomplishment and expect to continue to receive awards or at least praise for everything they do.


Interviews with two dozen employers produced a similar response. They criticized the recent college grads they hired for “expecting to be rewarded for showing up,” “wanting the keys to the kingdom on day one,” “asking for a raise after a month of mediocre work,” “having their parents fight their battles,” and “being unable to take criticism.”

Here’s the problem. Three out of five undergraduates now believe their inflated grades understate their true academic ability. To put this into perspective, 45 percent are coming to college weak in basic skills, having to take at least one remedial course in math or writing. Over the years that number has risen almost as quickly as their grades. On top of this, current undergraduates find the courses they are taking quite challenging. Fewer than one in ten (7 percent) describe them as easy, and more than half (54 percent) say they are difficult or very difficult.

At a minimum, a college education should develop in graduates the knowledge, skills and character to lead successful lives. It should identify a student’s strengths and weaknesses, seeking to augment the former and diminish the latter. Grade inflation is harmful because it cheats students of the opportunity to understand what they do and don’t do well. It denies them the chance to know how they stack up against what the world demands. It deprives them of experiencing failure and learning how to recover. Grade inflation tells students they do everything very well—a continuation of the applause and approbation most have experienced all of their lives. Grade inflation diminishes the ability of colleges to educate. Grade inflation is commonly thought of as a moral or ethical failing; it is in reality an education failing.

Our recommendation is simple. Colleges and universities should make grades meaningful. Ideally, there were would be common definitions across institutions and, when possible, they would be accompanied by rich evaluative commentary. This should be done not for the sake of any third party—grad schools, employers, parents, or media—but because we owe our college students a candid assessment of their achievements. Their education should offer them a reality check so that they are prepared to build on what they truly do well and learn from what they do not.

Source: https://www.washingtonpost.com/news/answer-sheet/wp/2013/12/20/why-grade-inflation-even-at-harvard-is-a-big-problem/

2 days ago was dec 30 when mary was 7 years old. mary became 8 years old on dec 31. today is jan 1 in the year mary will become 9 years old and mary will be 10 years old next year

Olsey:

Its a backdate on the session from the sponsor (SPDC) and administrator (Dragnet).
Same goes for Snepco scholarship ( check http://www.scholarship-nigeria.com/2014/10/2013-2014-snepco-national-merit.html )
I think the most important thing is to understand that the award opens and closes this year (2014) and winners will start receiving their disbursements next year.

okay, thanks a lot

Olsey:
ii. Have gained admission during the 2013/2014 academic session, and pursuing a first degree programme.
Copied from:: http://www.scholarship-nigeria.com/2014/10/2014-spdc-joint-venture-university.html

What of 2014/2015 academic session? Because i don't seem to understand

good evening pals, just want to thank you all for your advises and also I've resumed at CU. Lectures are starting tomorrow and please here i am again, any advice for an aspiring 5 pointer undergraduate?

kilokeys: CU should b better. no dull urself . haba
ur 1st class is surest at CU. ur actual grades are guaranteed, no bribing, no hating.
MORE Money though. but its worth it.


i rep FUTA class 2010. Agricultural Engineering.

thanks for d advice. And also I really appreciate all of u who commented, may u never lack helpers throughout ur life IJN

thank u all for all ur opinions and advices. I hope to tell u all my decision soon. I rep Elect. Elect. Engineering 100 level

though about d laboratories, it is said that c.u. eie dept has 10 labs

Elantracey: for me i'll prefer unilorin anyday anytime, first i believe they'll have better labouraties(am not sure of that though) and a federal degree is prefered to a private uni's degree in Nigeria, moreover i see convenant university as a glorified sech school. The only defect in federal school is just strike.

thanks for d advice. more opinions pls. pls about d preference of federal uni to private ones, how true is it or is it just a supposed truth?

Gud day house, pls I need help here. I am stuck between unilorin and covenant university for my elect elect degree, so I want to ask for d better option with reasons without any favouritism or partiality. Thanks in advance

please, how good is unilorin's engineering faculty in terms of teaching, research and the likes

please, how good is unilorin's engineering faculty in terms of teaching, research and the likes