Write an article based on this "Be direct. Show empathy. Actively listen Remain calm. Keep the conversation on your terms."
article: When you're nervous, it can be tempting to dance around the subject. However, it is important to make your point clear early in the conversation. Otherwise, your parents might grow confused or frustrated. A good opening line could be, "Do you two have time to talk? I have something important to tell you about my sexuality." You might also choose to wait until you are actually sitting down to talk and say, "I want to let you know that I am gay. I hope that you can support me in being who I am." Coming out is an emotional experience for you. Try to understand that your parents might be feeling emotional, too. For example, if your dad cries, don't immediately take that as a sign of rejection. He's allowed to process emotions, too. If your mom says she needs time to think, allow her some space. There is a difference between showing empathy and letting people hurt you. If there is any kind of abuse in response to what you've shared (such as insults or verbal abuse), walk away. If you have made arrangements with a supportive friend or family member, go to their house so they can help you through this difficult time. . The best conversations are ones in which everyone contributes and participates. Obviously, you have a lot you want to tell your parents. But remember that they deserve a chance to speak, too. Show that you are willing to listen. Maintain eye contact. You can also avoid defensive postures, such as crossing your arms. In most cases, this will be a very emotional conversation. And remember, it is completely fine to show your emotions. However, remember that you might make more progress if you are able to do so calmly. Instead of yelling, "Why won't you listen to me!?" try calmly saying, "It makes me feel frustrated when you keep interrupting me." Try taking a deep breath before speaking. It's also fine to take a little time to think about what you want to say next before speaking. This is your news and you want to feel in control of the situation. Remember, your parents do not have the right to verbally abuse you. If you find yourself being shamed or yelled at, you can end the conversation. You can say, "I understand this is emotional for you, but I will not listen to these hateful words. Please let me know if you would like to continue this conversation when you calm down."

Write an article based on this "Explain how to develop daily and weekly schedules. Advise your students to keep a long-term schedule. Describe how to set priorities. Give tips on dealing with procrastination. Discuss the pitfalls of perfectionism. Remind your students to keep their workspace organized. Mention the importance of building flexibility into schedules."
article: Tell your time management students to structure their time using an electronic or paper planner. Advise them to start by planning out their short-term tasks. Show school students how to budget time each day for homework. For instance, on a Monday, they might do math homework from 4:00 to 4:45, study for history from 5:00 to 6:00, have dinner, then draft an essay from 7:00 to 8:00. Professionals should similarly plan their daily tasks, which vary widely by industry. For example, a product designer might check and respond to emails from 8:30 to 8:50, have a conference call from 9:00 to 9:30, and draft blueprints from 9:30 to 12:00. In addition to daily and weekly schedules, the should also keep track of the bigger picture with a long-term calendar. Have school students keep track of unit tests, term papers, and other long-term projects on a calendar. Suggest that they use colored markers or draw asterisks to call attention to important dates. Long-term tasks for a professional might include quarterly sales goals, project deadlines, business trips, or bill due dates. Instruct your time management students to sort their daily and weekly tasks into categories based on urgency and importance. For categories with multiple items, they should list tasks from highest priority to lowest priority. Urgent and important tasks need to be completed immediately. For example, if a project is due tomorrow, it's urgent and immediate. Important but not urgent tasks need to be on the agenda, but don't need to be completed right this minute. For instance, a deadline next month isn't as important as one tomorrow. Painting your bedroom walls might be important to you, but it doesn't require your immediate attention. Urgent but not important tasks might include phone calls, texts, emails, and other disruptions. They're urgent in the sense that they require your attention but, unless they involve an emergency, they're lower-priority items. Tasks that aren't important or urgent are primarily distractions, like browsing social media or watching TV. While everyone needs time to relax, downtime isn't a task with a pressing deadline. Everyone procrastinates at some point, so help your time management students develop strategies to stay on track. Tell them to start by making sure their workspace is free of distractions. If they're tempted to play on their phone, they should keep it out of sight, such as in a bag. If they surf the web when they should be working on their computer, they could use an app, such as the SelfControl app, to temporarily block distracting websites. Suggest that they reward themselves for completing tasks as scheduled. For example, if they finish their science lab report, they can play video games for 30 minutes. Most people put off tasks that seem overwhelming. Suggest that they break up unapproachable projects into smaller, more manageable steps. If a student needs to write a 15 page paper, they could outline it, then work on 2 to 3 page sections per day. Tell your time management students that they shouldn't set the bar low, but they should accept that no one is perfect. Trying to achieve perfection is unrealistic, and obsessing over a task is counterproductive. Suggest that they set a realistic time limit for a task and use checkpoints to stay on track. For instance, they might budget 1 hour for a homework assignment or work report. After 30 minutes, they should be halfway through the project. Remind them that they shouldn't dwell on finding perfect word choices for a short essay that doesn't count for much of their grade. Likewise, a professional shouldn't spend 20 minutes drafting an email about a trivial topic. Wasting time trying to find things in a messy workspace is counterproductive. Encourage your time management students to stay organized by: Developing a filing system or keeping important papers in folders. Storing office supplies in designated spots. Putting things away immediately after using them. While planning is the foundation of time management, it's still important to be flexible. Unforeseen responsibilities will come along and render a to-do list obsolete. Recommend that they leave around 25% of their time open for unexpected tasks. For example, a homework assignment could be more difficult than expected and take an extra 20 minutes. An urgent project might come up at work and take priority over all other tasks.

Write an article based on this "Eliminate items that aren't relevant to the job you're applying for. Highlight hard skills that set you apart from other applicants. List relevant volunteer work in your "Experience" section. Remove references unless required by the potential employer. Include hobbies and interests only if they're relevant to the job. Trim your "Education" section to relate specifically to the job."
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While you may be proud of a particular job experience or educational opportunity, it has no place on your resume if it has nothing to do with the job you're applying for. You can cut a lot out of your resume by taking out everything that isn't directly related to this employment opportunity. For example, suppose you're a recent graduate applying for a full-time job as a financial analyst. While in school, you worked as a parking attendant. However, since your work as a parking attendant is not relevant to the work you would do as a financial analyst, you can leave it out. Some part-time jobs may have relevance, even if they aren't in the same industry. Think about your job experiences critically. For example, if you're applying for a job as a veterinary technician, it might be relevant that you worked as a pet groomer or pet sitter. Your resume essentially markets you to the potential employer and shows them why you are a strong candidate for the job. You don't need to include anything that doesn't add to that message. Read the job listing carefully and look for hard skills that the employer requires or recommends that candidates have. List as many of those as possible on your resume. Hard skills include certification or demonstrated proficiency in computer programming or operation, the ability to speak languages other than your first language, and office skills such as typing speed. Do not include soft skills, such as "leadership" or "team player." Instead, show these qualities through the description of your accomplishments. It can be tempting to list hard skills you don't actually have. Be careful with this because it may come back to haunt you. Assume that, if hired, you will be asked to do anything included in the job listing as part of your job. Work experience means work that you've done not just work that you got paid for. Volunteer work or internships that are relevant to the job you're applying for can help boost your resume, especially if you're looking for an entry-level job. For example, if you're applying for a job as a veterinary technician, you would definitely want to include information about volunteering at your local animal shelter, zoo, or nature center. If you have the space, you can leave in significant volunteer work even if it doesn't directly relate to the job you're applying for. This is a good idea if you've researched the employer and know they support particular causes related to your volunteer work. A potential employer may ask you for references, but they generally aren't necessary on a resume. Cutting them out can buy you a few lines. There's also no need to include a sentence that says "references available upon request." If an employer does require references, you can often include them on a separate piece of paper, rather than including them on your resume. The section on hobbies and interests in any resume is typically fluff that can easily be removed if you're trying to cut your resume down to one page. However, if they relate directly to the job you're applying for, it's a good idea to keep them in. For example, if you play a sport in a community amateur league, you might want to keep that information on your resume if you're applying for a job as a sports writer. If you really need the space, you might include them as a line under your work experience section. Change the section heading to "Experience" rather than "Work Experience." Through your research, you may have discovered that you and the hiring manager have various hobbies or interests in common. In that situation, it's tempting to leave them on your resume. However, it's better to save them for the interview when you can strike up a conversation about your mutual interests. It may be that you've earned a degree or certificate that is entirely unrelated to the job you're applying for. If that's the case, simply list the degree and the school, but don't include any additional detail. If the degree isn't required for the job, you can leave it off entirely. For example, if the job listing states that a bachelor's degree is required, you would need to include your bachelor's degree on your resume even if it was in a field of study unrelated to the job. However, if you had a higher degree, you could safely leave the bachelor's degree off to save some space. If you have a bachelor's degree, you don't need to include your high school education. The potential employer will realize that you have a high school diploma if you have a bachelor's degree. However, you may want to leave it on if you went to an elite high school and you learned through research that the hiring manager graduated from the same school.