13 Skills You Need to Put On Your Resume

13 Skills You Need to Put On Your Resume You got skills. And you know how to use them. Presumably, that’s why you’re trying to get someone to pay you for them. Your resume is nothing if not a fancy package of your skills- but did you know that not all skills are created equally? Skills that helped you win your college ping pong championship are not necessarily the same ones that will land you the new job you want, so you have to be discerning. Here are 13  skill types, and how to use them on your resume if you have them.The Hard Skillsâ€Å"Hard† skills are the ones that can tie most directly to the job you’re seeking. They’re easy for a recruiter or an interviewer to recognize and quantify, and they tell a lot about you. These include:1. Foreign language fluency2. Specific certifications you may have3. Computer programming skills4. Typing speed (words per minute)5. Specific software proficiency and training6. Proofreading and copyediting skillsHard skills don’t leave a lot of wig gle room, so this is not an area you want to fudge. If you put on your resume that you speak excellent French, when your experience is really limited to 8th  grade lessons, you run the risk of interviewing with someone who spent a semester in Paris. And when that happens†¦c’est dommage, mon ami.Building hard skills is pretty straightforward as well. If you want to learn HTML coding to add it to your resume, you can take any number of online courses or tutorials. If you want to get your typing skills up to 80 words per minute, you can drill yourself until you get up to speed (ha). These are specific skills with specific goals.The Soft Skillsâ€Å"Soft† skills are less tangible abilities. They’re just as important, because they tell the resume reader more about what you could bring to the job on a day-to-day basis. Soft skills include things like:7. Teamwork/collaboration8. Time management9. Flexibility and adaptability8. Communication skills9. Problem solv ing10. Conflict resolution11. NegotiationUnlike hard skills, soft skills do often leave a bit of room for interpretation. You can adapt all sorts of real world scenarios to back them up. For example, if you brokered peace between feuding teams in your last job, boom- negotiation skills. Where hard skills tell the reader information right away, soft skills are more about showing. Always have specific examples of your soft skills in mind, so that you can come up with evidence on the spot if necessary.If you want to build soft skills, it might not be as easy as with the hard skills, but it can be done. You can take public speaking courses to improve your communication skills, or sign up to volunteer in order to gain experience. Another great way to boost soft skills is to pick a mentor, and work with that person on areas where you could use some enhancement/improvement. Downloading someone else’s expertise can help you see what you need, and can help you brainstorm ways to get t here.The Skills to AvoidRemember when I said not all skills are created equally in resume world? There are some skills that don’t necessarily belong on your resume, no matter how awesome you are at them. Unless they apply directly to the job at hand, there’s no reason to include skills like these:Personal/hobby skillsSports skillsAcademic skillsWhile these are all great, and probably show how well-rounded you are as a person, they undermine your resume as a lean, mean, job-specific machine. Unless you’re applying for grad school or a volunteer position based on your extra-professional hobbies, these types of skills shouldn’t be on your official resume.Your resume should be a snapshot of the best of your abilities, as they pertain to your next job opportunity. You already have a ton of skills, so it’s just a matter of rounding them up and figuring out which ones make for the best applicant package.

User Needs Essay Example

User Needs Essay Example User Needs Essay User Needs Essay I am going to create a database for a cinema organiser/manager to help them keep on task with the cinema club that the students go to, an up to date with their members. At the moment the data is held on a paper based document, this can cause problems because paper can easily be lost or damaged and back-ups are some times impossible or hard to deal with because to copy all the information out again will take a long time.My database will be electronic, which means I can save changes and make back-up copies of the data easily. My database will allow them to do searches and queries to find data. The database is going to include a list of names, genders, addresses and telephone files. This database will be professional, reliable and easy to use; particularly if the owner does not know the necessary ICT skills. The database will be able to print out reports and present data.The user will need the necessary software and hardware to run the software and also a printer to print out reports. T hey will need to have a back up storage facility e.g. another drive, memory sticks or floppy disks.The plan of my databasePlan for the Card Holder Table:Field NameField TypeFormat/LengthRequired?Primary Key?Personal Reference NoNumberIntegerYesYesSurnameText20YesNoFirst NameText15YesNoSchoolText30YesNoGenderText1YesNoDate of BirthDateMediumYesNoAddressText150YesNoPost CodeText8YesNoPlan for the Schools Table:Field NameField TypeFormat/LengthRequired?Primary Key?School NameText30YesYesHeadteacherText25YesNoAddressText150YesNoPost CodeText8YesNoTelephoneText12YesNoSetting up the databaseI choose to set up the tables in design view, so that I could control how the tables were going to be formatted. After opening the design view the blank design form can be typed into so that you can create your own field names. Data types and field lengths.Relationships in my databaseTo make the relationship database work I had to form relationship between the two tables by clicking on the relationship icon and dragged one key field to another to create it (shown below on the left of the screen shot). Because one school can have many pupils I chose a many to one relationship, between my tables. On the right hand side of the screen shot shows the relationship editing window which shows that I have created a one-to-many relationship which means one school in the schools table will relate to many schools in the card holders table.How I entered data into the databaseWhen entering data you should not enter data straight into the tables particular if you want someone to enter data for you. Its easier for a novice to enter data because its more accurate and secure if they use an input form. I created an input form for both tables by clicking on the Forms tab in the database window and using the form report wizard to createCard holders form School formTo move through the records or check and edit them you have to use the navigation button at the bottom of the form box.Checking and correc tingSearching/Sorting the databaseReporting using the databaseI created two reports from my two queries by using the report wizard. To do this you should click on reports in the database window and then create report by using the wizard. This will take you through various steps to create the report. You can choose the data source, the style of the report, the layout, the fields you want to include and how to sort the report. I created two reports from my two queries. In the first one I chose one style for the report and in the second I chose a different one to look at the more suitable style. The two reports are shown below. One is landscape to get all the data in (even then I had to amend the formatting in design view because the first and last fields did not fit on the paper). The bottom one is much neater and professional looking and has fewer fields so that it can fit in a portrait orientation.Backing UpYou need to back up your data regularly in case there is system rash or othe r data loss of some kind. Backing up ensure that you have another copy that you can refer to if you lose the original copy.

How were Martin Luther King and Malcolm X different in their attitudes Essay

How were Martin Luther King and Malcolm X different in their attitudes to the United States and its political traditions How were they similar - Essay Example In America for instance, throughout the United States, there were numerous activism activities, especially by the black Americans in the early 19th Century, who felt segregated from getting an equal share politically, socially, and economically in the American soil. In this case, the essay evaluates approaches that were used by activist, Malcolm X and Martin Ruther King in the early 19th Century within the United States. Among the African Americans, there were numerous issues that were viewed as unacceptable to the American culture. This included the acts of discrimination on the basis of color, in the political arena, socially and in equal distribution of wealth among the whites and the black Americans leading to Montgomery Bus Boycott (Jo Ann, 1987, p. 44). In other cases, there were accusations against the police using force on the black Americans. Through numerous activists such as Malcolm X, there were efforts to change such situations by advocating for equality through different activist organizations formed by the black Americans. In 1964, there was an achievement by such groups when a law on civil rights was signed by President Lyndon Johnsons in presence of activist Martin Luther King, Jr. by the passing of the civil rights law, this promoted equality among all the Americans whether black or white. Malcolm X and Martin Luther King, Jr. were both black American activists born and brought up in the United States in the early in 19th Century. Their contributions toward black America activism were exclusive, and their impacts are felt to date in the American soil. Their activism efforts, though, were different as they both used different approaches towards their activism activities. Malcolm X, for instance, based his activism activities on the Islam teachings, while Martin Luther King, Jr. based his activism activities on Christianity. Additionally, Martin Luther King, Jr. fought

Raymond Carver, Cathedral Essay Example | Topics and Well Written Essays - 1250 words

Raymond Carver, Cathedral - Essay Example Indeed â€Å"blindness and sight† is embedded within both the structure and the content of the story. The author essentially propounds that, though blessed with eyesight; the crust of individualism does not let modern man see what lies beneath the surface or appearance. Indeed Carver’s narrator is one of those commoners who never want to go through the stress to interpret mindfully what they are attached to. Ingenue Simplicity in the story’s Plot Indeed the plot of Carver’s story is ironically simple. It is endowed with a great fluidity of expression that enables the readers to read the story palatably. Apparently it details a homely dialogue between a narrator and his guest Richard, a blind man who is paying visit to Richard’s house. Like any other homely conversation the story’s plot also continues having no apparent predestined goal. But elements like the blind guest’s success in bonding a relationship, in opposition the narratorâ⠂¬â„¢s failure, etc make this apparent simplicity ironical and provoke Carver’s readers to delve deep in what lies beneath the surface level of the story. Regarding the ironical simplicity of the story, Carol Simpson Stern says that like other stories of Carver, the Cathedral’s plot is â€Å"about people who work mindlessly, drink, have broken marriages, and take in life, not directly, but through an immersion in mediated images† (1). Indeed the ‘blindness’ of the narrator has been used as an irony in the structure of the whole story. The narrator relates the story in his own way that provides the readers with the opportunities to look into the communicational incapability in his character. Analysis of Major characters All the two major characters of the â€Å"Cathedral† are those who do not stand alone in the society; rather they are submerged in the society and fraught with all the characteristics of a modern man. In the story, the unnamed narrator, the only developing character, is self-doubting, introvert, and self-absorbed. At the beginning of the story, he lacks communication skills. But as the story progresses, he, breaking his comfort zone of â€Å"nonchalant detachment†, gradually learns to decode the unfathomable meaning of the blind man’s long-lasting relationship with his wife and eventually forges a true connection with him. One of the stories’ themes is to unearth and uphold the root cause of modern man’s failure to forge a successful relationship and to perceive what lies beneath the materialistic existence, coming out the crust of individualism induced by materialism. This theme has prudently been applied in the literary relationship that exists among the three characters of the blind man, Robert and Robert’s wife who are the characters in focus. These three characters uphold the three themes of religion, public relations and composition. The author cautiously and sensi bly engages these characters to explicate and, at the same time, explain the theme. Internal and External Conflicts in the Story In the story the narrator is in conflict with his blind guest Richard. He is quite annoyed at the blind man’s visit and a bit jealous of his relation (Richard’

Mental Health of Geriatric Population Comparison

Mental Health of Geriatric Population Comparison AIM Mental health of Geriatric Population: A Comparative study between old aged living with family and in old age homes. OBJECTIVE To assess the dimensions of mental health of the old aged living with family and in old age homes. HYPOTHESIS There will be a significant difference in the mental health of geriatric population living in old age homes and with family. There will be a difference between anxiety of old aged living with families and old aged living in old age homes. There will be a difference between depression of old aged living with families and old aged living in old age homes. There will be a difference between loss of behavioural control of old aged living with families and old aged living in old age homes. There will be a difference between general positive affect of old aged living with families and old aged living in old age homes. There will be a difference between emotional ties of old aged living with families and old aged living in old age homes. There will be a difference between life satisfaction of old aged living with families and old aged living in old age homes. There will be a difference between psychological distress of old aged living with families and old aged living in old age homes. There will be a difference between psychological wellbeing of old aged living with families and old aged living in old age homes. RATIONALE To study the impact of old age problems on psychological well being in Indian context because of different societal values they experience different kinds of psychological problems. Growing numbers of elderly in countries of the developing world presage an increase in those affected by organic, age-related mental diseases such as dementia. A simultaneous rise in the burden of non-organic mental disorders in elderly populations is likely because stressors in many countries are affecting the mental health of the elderly directly and/or indirectly by altering the ability of families to provide care for them. It is believed that in order to improve the conditions of the old aged around the world we need to address the issues of mental health. RESEARCH DESIGN The between groups design is used to conduct the research work. Variables Independent variable –the place of stay of geriatric population Dependent Variable – Mental Health SAMPLE To achieve the objective of the current study a sample of 30 old aged males females in old age homes and 30 old age man females living with family. Their socio demographic details were taken and it was seen that samples were distributed randomly to both the genders. The age group between 60- 80 was taken and it was found that the mean age came out to be 75. It was seen that half of the population belong to the urban area and had their education till 12th standard. The sample belongs to the middle class socio economic status. SAMPLING To achieve the above objective a technique of Purposive sampling is used. Type of the study Quantitative study is being used. INCLUSION CRITERIA Males and females Between 60-80 years of age Same geographical area i.e. Delhi/NCR Old age homes Aged living with their families. EXCLUSION CRITERIA Males who are above 80 years of age and who are below 60 years of age Females who are above 80 years of age and who are below 60 years of age People with physical problems. Patients having any other psychiatric or neurological disorder RESEARCH TOOLS Mental Health Inventory (MHI; Veit Ware, 1983) The MHI measures general levels of psychological distress and well-being. The MHI consists of 38 items that are scored on a 6-point Likert scale according to the frequency of its occurrence over the past month. The MHI has elicited reliably strong internal consistencies ranging from .83 to .96 (Veit Ware,1983). It is a Self Rated Questionnaire measuring 38 items which describe symptoms or states of mind. Items are rated in terms of frequency or intensity of symptoms or states of mind over the past month. All of the 38 MHI items, except two, are scored on a six- point scale (range 1- 6) Items 9 and 28 are the exception, each scored on a five- point scale (range 1- 5). The MHI may be aggregated into 3 types of summary scores: Emotional †¢ Six subscales – Anxiety, Depression, Loss of Behavioural/ Control, General Positive Affect, Emotional Ties and Life Satisfaction. †¢ Two global scales Psychological Distress and Psychological Well-being. †¢ A global Mental Health Index score Validity and Reliability Mental health inventory has a reported .93 Cronbach alpha rating whereas its abridged version has .82 rating. The test referred to herein have been field tested on large number of people and is a well known test. Further it is pertinent to note that the mental health inventory depicted high correlation rating with MSQLI or Multiple Sclerosis Quality of Life Inventory. MHI has reported both internal reliability and Test Retest reliability which are highly acceptable. PROCEDURE The first step in the research required that permission be sought from the publishers of the selected questionnaire for carrying out the study using their questionnaire. Having obtained the permission from the publishers; permission was sought from old age homes and with family members for carrying out the study on the old aged. The study was discussed with them in detail. Participants for the study were selected randomly and they comprised a purposive sample. Consent was obtained from the participants and their family members by taking their signatures on the consent forms. They were duly informed that the information provided by them would be used for research purpose only and that it would not be misused in any way. Having obtained their permission the questionnaires were then administered on the old aged. STATISTICAL TOOLS T-test was used to assess the correlation among the variables of the study SPSS 17.0 was used for result analysis The data collected by the researcher on the questionnaire selected for the present study from each of the 60 participants was subjected t statistical analysis using the Statistical Package for Social Sciences Software Programme (SPSS 17.0) in order to test the suggested hypotheses. TABLE 1 The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of anxiety where group 1 indicates the lower mean (28.2000) than the mean of group 2 (34.9667) with the t-score of -3.123 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of depression where group 1 indicates the lower mean (12.4667) than the mean of group 2 (15.2000) with the t-score of -2.580 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of loss of behaviour/emotional control where group 1 indicates the lower mean (26.6333) than the mean of group 2 (33.9000) with the t-score of -3.701significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of general positive effect where group 1 indicates the higher mean (42.1667) than the mean of group 2 (26.9667) with the t-score of 7.106 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of emotional ties where group 1 indicates the higher mean (7.5000) than the mean of group 2 (5.3667) with the t-score of 3.560 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of life satisfaction where group 1 indicates the higher mean (4.3333) than the mean of group 2 (2.4333) with the t-score of 6.697 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of psychological distress where group 1 indicates the lower mean (74.0667) than the mean of group 2 (92.2333) with the t-score of -3.644 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of psychological well being where group 1 indicates the higher mean (57.2667) than the mean of group 2 (36.9667) with the t-score of 7.549 significant at 0.01 level. The above result table compares the mean and t score of the elderly living with families and old age homes at the scale of mental health index where group 1 indicates the higher mean (1.4707E2) than the mean of group 2 (1.1563E2) with the t-score of 4.252 significant at 0.01 level. TABLE 2 The above table suggest that Anxiety (with family) has a Positive Correlation with depression, LOS, Psychological Distress and ET which are significant at 0.01 levels. Also, it shows that anxiety has a Negative Correlation with GPA, LS, Psychological Wellbeing and KMHI significant at 0.01 levels. Anxiety of old aged living in old age homes has a positive correlation with depression, loss of behaviour/emotional control psychological distress which are significant at 0.01 level. Also, it has a negative correlation with General positive affect, emotional ties, life satisfaction being significant at 0.05 levels. The above table suggest that Depression (with family) has a Positive Correlation with Anxiety, LOS, Psychological Distress and ET which is significant at 0.01 levels. Also, it shows that Depression has a Negative Correlation with GPA, LS, Psychological Wellbeing and KMHI are significant at 0.01 level and ET, LS are found to be insignificant. Depression of old aged living in old age homes has a positive correlation with anxiety, loss of behaviour control which are significant at 0.01 levels. Also, it has a negative correlation with general positive affect, emotional ties life satisfaction, psychological wellbeing and mental health being significant at 0.05 levels. The above table suggest that LOS (with family) has a Positive Correlation with Anxiety, Depression and Psychological Distress which are significant at 0.01 levels. Also, it shows that LOS has a Negative Correlation with GPA, Psychological Wellbeing and KMHI significant at 0.01 level and ET, LS being insignificant. Loss of behaviour control of old aged living in old age homes has a positive correlation with anxiety, depression and psychological distress which are significant at 0.01 levels. Also, it has a negative correlation with general positive effect, emotional ties, life satisfaction, psychological wellbeing and mental health which are significant at 0.01 levels. The above table suggest that GPA (with family) has a Positive Correlation with LS and Psychological Wellbeing and MHI which are significant at 0.01 levels. Also, it shows that GPA has a negative Correlation with ET, anxiety, depression, LOS and psychological Distress significant at 0.01 levels. General positive affect of old aged living in old age homes has a positive correlation with emotional ties, life satisfaction and psychological well being which are significant at 0.01 level. Also, it has a negative correlation with anxiety, depression, loss of behaviour and psychological distress control which are significant at 0.01 levels. The table suggest that ET (with family) has no significant correlation with any of the dimensions mentioned above. Emotional Ties of the old aged living in old age homes has a positive correlation with general positive affect, life satisfaction which are significant at 0.01 level and psychological well being is significant at 0.05 levels. Also, emotional ties have negative correlation with anxiety, depression, loss of behaviour control being significant at 0.01 level and psychological distress being significant at 0.05 levels. The above table suggest that LS (with family) has a Negative Correlation with depression, Anxiety, LOS, ET and Psychological Distress which are significant at 0.01 levels. Also, it shows that LS has a Positive Correlation with Psychological Wellbeing significant at 0.01 level and General positive affect, KMHI significant at 0.05 levels. Life satisfaction of old aged living in old age homes has a positive correlation with General positive affect, emotional ties, psychological well being and mental health which are significant at o.01 level. Also, it has a negative correlation with anxiety, depression, loss of behaviour control which are significant at 0.01 level and psychological distress being significant at 0.05 levels. The above table suggest that Psychological distress (with family) has a Positive Correlation with depression, Anxiety, LOS and ET which are significant at 0.01 levels. Also, it shows that Psychological Distress has a Negative Correlation with GPA, LS, Psychological Wellbeing and KMHI significant at 0.01 levels. Psychological distress of old aged living in old age hoes has a positive correlation with anxiety, depression and loss of behaviour control being significant at 0.01 levels. Also it has a negative correlation with GPA, distress and mental health significant at 0.1 level and ET, The above table suggest that Psychological Wellbeing (with family) has a Negative Correlation with Anxiety, depression, LOS and Psychological Distress which are significant at 0.01 levels. Also, it shows that Psychological Wellbeing has a Positive Correlation with GPA, LS, and KMHI significant at 0.01 levels. Psychological well being of old aged living in old aged homes has a positive correlation with GPA, MHI significant at 0.01 levels and ET being significant at 0.05 levels. Also it has negative correlation with depression, psychological distress significant at 0.01 level and LOS being significant at 0.05 levels. The above table suggest that KMHI (with family) has a Negative Correlation with depression, Anxiety, LOS and Psychological Distress which are significant at 0.01 levels. Also, it shows that anxiety has a Positive Correlation with GPA, LS and Psychological Wellbeing significant at 0.01 levels. The above table suggest that MHI of old aged living in old age homes has a positive correlation with GPA significant at 0.05 level and psychological well being significant at 0.01 level.

Organizational Performance Management Essay

Each Learning Team member must select a different type of health care organization to study for the purpose of this group assignment. You are encouraged to select a different type of organization from the one chosen in the Week Three individual assignment but it’s not necessary. Group members compare their chosen organizations to complete the table and paper. Resources: Organizational Performance Management Table and Paper Grading Criteria and University of Phoenix Material: Organizational Performance Management Table Conduct a group discussion and address the following points:  · Summarize the type of health care organization you selected.  · Compare the main regulatory and accreditation standards that apply to each type of organization and identify standards that apply broadly to most or all types of health care organizations.  · Discuss the influence of regulatory and accreditation standards on performance-management systems.  · Discuss how the performance-management systems affect risk and quality management in each type of organization.  · Identify key areas in the organization that will have direct responsibility for carrying out the day-to-day responsibilities associated with the regulations or standards.  · Identify other areas in the organization that will be indirectly affected by the regulations or standards.  · Outline what oversight activities you could use to ensure that the regulatory and accreditation requirements are being implemented and are achieving the desired results. Collaborate to write a 1,400- to 1,750-word paper in which you address the following points:  · Address the similarities and differences among the types of organizations.  · †¦ Follow the link Now for full guide – https://bitly.com/1DNjhaY Look into attending community college for your first year or two. By taking your basic core studies at a community college, you can save a considerable amount of money. You can then transfer all of your credits to a university of your choice. If the cost of a 4-year degree is beyond what you can afford, this is a good option. General Questions – General General Questions Each Learning Team member must select a different type of health care organization to study for the purpose of this group assignment. You are encouraged to select a different type of organization from the one chosen in the Week Three individual assignment but it’s not necessary. Group members compare their chosen organizations to complete the table and paper. Resources: Organizational Performance Management Table and Paper Grading Criteria and University of Phoenix Material: Organizational Performance Management Table Conduct a group discussion and address the following points:  · Summarize the type of health care organization you selected.  · Compare the main regulatory and accreditation standards that apply to each type of organization and identify standards that apply broadly to most or all types of health care organizations.  · Discuss the influence of regulatory and accreditation standards on performance-management systems.  · Discuss how the performance-management systems affect risk and quality management in each type of organization.  · Identify key areas in the organization that will have direct responsibility for carrying out the day-to-day responsibilities associated with the regulations or standards.  · Identify other areas in the organization that will be indirectly affected by the regulations or standards.  · Outline what oversight activities you could use to ensure that the regulatory and accreditation requirements are being implemented and are achieving the desired results. Collaborate to write a 1,400- to 1,750-word paper in which you address the following points:  · Address the similarities and differences among the types of organizations.  · Propose how each organization will monitor performance, achieve regulatory and accreditation compliance, and improve overall organizational performance.

Humans Live in a World Where Everything Tries to Make You Something Else Essay

Identity is now so hard to define. No longer as simple as whom am I? Identity is it solid or fixed? Neither is it constantly changing from birth till death. In addition to the problems faced with growing a developing an individual also faces problems from ideas surrounding personal problems. These can be examples from the environmental influence, such as arriving into a new school or even a new culture. These experiences can be both positive and negative though, negative as they may leave an individual disillusioned with their direction and place in life, yet positive in the way that an individual may feel reinvigorated and their perception of personal boundaries removed. Growing up in Australia is a short collection of stories from various artists that entails their stories of being different to others and the challenges that they faced in order to fit in when their identities are so different. Sticks and Stones and Such Like by Sunil Badima is a story about How being different, can isolate an individual and make it difficult for them to belong. The main difference in this story is the name Sunil, it singled him out and showed his different nature compared to everyone else. The way that people couldn’t pronounce it only served to exacerbate his push for a more ‘western’ name, Neil. This changing of an identity, from the Indian Sunil to the Aussie Neil, represents how people are willing to change and conform in order to fit in and be accepted by others, even going so far as to forego cultural preoccupations. How to be Japanese by Leanne Hall is a story that Discusses the stereotypes that exist, the racial prejudices that those from a culture deemed the minority are subject to. An individual cannot control how they look yet they’re judged about this. The cultural differences usually hinder an individual, whereby once cultural values sporting exploits as that of success another views success educationally as high marks, yet it is the minority group which is subjected to being stereotyped. This stereotyping is an action that removes an individual’s identity, placing an individual into a wider group whereby they lose their identity, given a set of predetermined characteristics, which is extremely common amongst the racial groups, e. g. the Japanese love hello Kitty. Reveals how a loss of identity can occur as an individual is adjudged to be something else before qifference, alienating them, difficult to conform. A personal identity is impossible without belonging to a family, society and culture. Without Belonging to a group somewhere an individual cannot hope to find their identity, the two are inextricably linked. Without a place in the world, an individual is lost and cannot hope to find their place. This is shown progressively throughout the film of ‘Skin’. Because Sandra is coloured and her parents and brother are white, she is constantly confused about her identity and who exactly she is. rBelonging is an innate predisposition that majority of the populous seek the feeling of acceptance and a place in the groups ranks offers. Once Sandra relises she can’t find this within her family and the society she grew up in she looks to the Black people of South Africa to find a sense of belonging. Belonging to a group offers a sense of security and acceptance that people seek. It is through this environment that an individual will learn and their identity flourishes under the experiences of the group and that of their own, belonging to a group reaffirms our own identity. Whilst belonging to a group may culminate in the formation of an identity, this may not be the true potential of the individual. This influence may upon an individual’s identity may be detrimental, their identity a mere extension of the group’s prerogative. May also lead to an individual being stereotyped and/or alienating their past. Therefore those that cannot belong or alienate themselves from the rest of society struggle to find their place in the world, they are constantly drifting, the question of who am I, left unanswered. This is emphasised throughout the film Skin as Sandra is constantly changing her state as a white South African to a colored South African, so that she is able to find a sense of identity and belonging. People are put into groups, like family and school, and this is a struggle when it conflicts with identity. Whilst belonging to a group, the choice to conform is one that most people must make, we are all born into a group of some degree. Yet it is this place within a group, the arrangement of parameters that can lead to conflict surrounding an individual’s identity. When we are born, we are born into a family environment, born into a group already. Yet through this group, as individual’s we learn and model ourselves off the actions of those in the group, the decisions and perceptions of its members are reaffirmed onto our own. Yet this predetermined group can cause problems for our identity as individuals. This family whilst providing a base from which an identity can develop, also masks an individual’s identity, the individual may have of been raised in the interests of the group, unfulfilling their true potential. Moreover this placement of an individual occurs through other avenues of life as well. At school an individual may be labelled, stereotyped in a particular way based upon something as simple as they way in which they dress. This stereotyping and prejudice can breed only conflict within an individual as they struggle to determine who they truly are, are they the person they are perceived as? Or are they more? Furthermore in order to fit into a group, an individual’s conformity may be misaligned with the values and perceptions of this group, only giving birth to further conflict surrounding an individual’s identity. They struggle to find who the truly are, their true identity against the restraints that conformity offers them. There is conflict between identity and belonging. Where conflict is resolved it is good for the individual’s identity. The need to belong is an innate predisposition for most humans. As we are social creatures we seek a place in the world, a place where we can be accepted, a place of security. Yet in our willingness to conform, conflict can arise between an individual’s identity and that of the group. This discrepancy something that breeds only discontent as an individual discovers that the interest of the group may be misaligned to those of their own. Furthermore in a group the needs of the group are put before those of the individual, thereby stifling the true identity. Yet this creates further conflict as some of the decisions of the group, the choices that it makes may not be reflective of those of the individual. As the individual takes second wrung to the needs of the group, the individual may become discontent about where they are, questioning their own identity.