Below is an example of CV with structural mistakes.     Amanda Whittle   Professional profile   An enthusiastic and dedicated legal graduate who enjoys being part of a successful and productive team. A confident and articulate communicator with a professional manner and the ability to conduct impressive and persuasive presentations and work of the highest quality. Extremely organised and highly self-motivated, with a proven background in achieving targets and meeting tight deadlines, performing well in a highly pressurised working environment. Possessing excellent interpersonal and liaison skills with the ability to communicate professionally with customers and encourage colleagues, building and maintaining productive working relationships.   Education and qualifications   High School: Prianpancy Lyceum Larnaca (Cyprus) (2000-2003) Diploma Law: Intercollege, Nicosia-Cyprus (2003-2005) LLB: Julius Jenkins University, Manchester (2005-2008) LLM: Julius Jenkins University, Manchester (2008-2009)   Skills   IT Proficiency: knowledge of Windows; Expert knowledge of MS Office Languages: Greek (native) and English (fluent).   Career summary   2007–2009 Part-time Teacher – Manchester’s Greek School   2004–2005 Bar Staff – Grand National, Aintree Racecourse   2003–2006 Assistant – Marathon Tours, Larnaca, Cyprus   Interests   Sports: Prior member of High School Basketball Team, three times Cyprus Champions; Represented Cyprus in World Championship in Turkey and Hellenic Championship General: Fashion, Cooking and Dance Specialised: Vice-Chairperson for two years and then Chairperson of the Greek–Cypriot Society between 2005–2009 Participation in Youth Exchange Seminar for European Union in Italy, Portugal, Poland, Greece, Hungary and Cyprus   Appendices   Professor Derek Billmore Julius Jenkins University, Manchester 1 Any Road, Anytown AN1 1CV Telephone: 01632 960 828 (Home); 07700 900 219 (Mobile) Email: amandawhittle@example.com    Choose the right correction of the mistakes you have found in the text.

• Firstly, all contact details must be at the bottom of the page. Secondly, all positions in Education and qualifications section should be listed in chronological order. Thirdly, Interests section is inappropriate for the CV. Finally, the last section of the CV is called References.
• Firstly, all contact details must be at the top of the page. Secondly, educational qualifications should be listed in reverse chronological order. Thirdly, each position in Work experience section should contain a brief description. Finally, the last section of the CV is called References.
• Firstly, the name of the applicant must be at the bottom of the page. Secondly, the Career summary section should be called Work experience. Thirdly, each position in Work experience section should contain a brief description. Finally, Interests section is inappropriate for the CV.
• Firstly, the name of the applicant must be at the bottom of the page. Secondly, all positions in Education and qualifications section should be listed in reverse chronological order. Thirdly, the Work experience section should be called Career summary. Finally, the last section of the CV is called References.

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• Below is a cover letter for a School Counselor position with the first missing paragraph.   27 December 2021   Alani Hale 1515 Greenbriar Blvd Boulder, CO, 80305 (720) 321-3326   Dear Ms.Hale,   … (?)   Throughout my previous school counselor positions, I provided individual and group counselling sessions to students ages 14-18 regarding career development, academic achievement, social behaviour, and mental and physical health. I gained experience working with students with disabilities, as well as providing crisis counseling to students who have recently experienced a trauma. I successfully implemented programs to increase graduation rates as well as college application rates. I pride myself on my ability to strengthen relationships and decrease conflict resolution initiatives. Some notable contributions from my previous school counselor position include:   Increased graduation rates by 10% through the introduction off an early intervention program for students identified at risk of failure or dropping out Conducted specialized counselling sessions for students with disabilities and behavioral issues Provided immediate crisis counselling ang ongoing support for 200+ students following a school tragedy Increased college application rated by 15$ after introducing a training program for senior students on how to complete scholarship and genera; acceptance applications   Thank you for your time and for considering my candidacy for the position. I look forward to learning more about how I can be an advocate for youth at Fairview High School in the near future.   Sincerely,   Gregory Diaz     Choose the best variant to fill in the gap in the letter.
• Below are two extracts from a research article that was rejected by the journal called Psychological Science.    PROVIDING SOCIAL SUPPORT MAY BE MORE BENEFICIAL THAN RECEIVING IT: Stephanie L. Brown,1 Randolph M. Nesse,1 Amiram D. Vinokur,1 and Dylan M. Smith2,3 1Institute for Social Research, The University of Michigan; 2Department of Internal Medicine, The University of Michigan; and 3VA Health Services Research & Development Center of Excellence, VA Ann Arbor Healthcare System Social contact, morality status, old married adults; longevity; demographic research. This study examines the relative contributions of giving versus receiving support to longevity in a sample of older married adults. Baseline indicators of giving and receiving support were used to predict mortality status over a 5-year period in the Changing Lives of Older Couples sample. Results from logistic regression analyses indicated that mortality was significantly reduced for individuals who reported providing instrumental support to friends, relatives, and neighbors, and individuals who reported providing emotional support to their spouse. Receiving support had no effect on mortality once giving support was taken into consideration. This pattern of findings was obtained after controlling for demographic, personality, health, mental health, and marital-relationship variables. These results have implications for understanding how social contact influences health and longevity. There are both theoretical and empirical reasons to hypothesize that giving support may promote longevity. For example, kin-selection theory (Hamilton, 1964a, 1964b) and reciprocal-altruism theory (Trivers, 1971) suggest that human reproductive success was contingent upon the ability to give resources to relationship partners. Social bonds (S.L. Brown, 1999) and emotional commitment (Nesse, 2001) have been theorized to promote high-cost giving. The resulting contribution made to relationship partners is theorized to trigger a desire for self-preservation on the part of the giver, enabling prolonged investment in kin (de Catanzaro, 1986) and reciprocal altruists. Although few studies have explicitly examined whether helping others increases longevity, sociologists note the ubiquity of giving to others (Rossi, 2001), and studies show that individuals derive benefits from helping others, such as reduced distress (Cialdini, Darby, & Vincent, 1973; Midlarsky, 1991) and improved health (Schwartz & Sendor, 2000). Moreover, volunteering has beneficial effects for volunteers, including improved physical and mental health (Omoto & Synder, 1995; Wilson & Musick, 1999). Even perceptions that are likely to be associated with giving, such as a sense of meaning, purpose, belonging, and mattering, have been shown to increase happiness and decrease depression (e.g., Taylor & Turner, 2000; see Batson, 1998, for a review). Limitations and Directions for Future Research Although the prospective, longitudinal design of this study is very strong, given the outcome of interest, alternative explanations for these findings remain viable. It may be, for example, that giving support is a better measure of health than receiving support, or that individuals who have the resources and motivation to give are also more robust than those who do not, or that an abundance of resources promotes longevity and makes it easier to give. However, the beneficial effects of giving support were observed after controlling for the effects of age, functional health, satisfaction with health, health behaviors, mental health, interviewer ratings of health, socioeconomic status, and vulnerability to stress. Moreover, two distinct types of giving—GESS and GISO—contributed simultaneously to longevity. This means that a third variable correlated with one measure of giving—such as robustness of one’s health—would have been held constant in a model that simultaneously tested the effect of the other giving measure. Thus, it is unlikely that the same alternative explanation can account for both effects of giving support. Of course, given the correlational nature of the study design, the regression methods used to disentangle these alternatives do not give the confidence that would be achieved by an experimental design. Nonetheless, longitudinal prospective studies like the one described here are important precursors to eventual long-term (and large-scale) experimental interventions that promote giving support. Antonucci, T.C. (1976). Personal characteristics, social support, and social behavior. In R.H. Binstock & E. Shanas (Eds.), Handbook of aging and the social sciences (2nd ed., pp. 94–128). Princeton, NJ: Van Nostrand-Reinhold. Antonucci, T.C., Fuhrer, R., & Jackson, J.S. (1991). Social support and reciprocity: A cross-ethnic and cross-national perspective. Journal of Social & Personal Relationships, 7, 519–530. Bradburn, N.M. (1999). The structure of psychological well-being. Chicago: Aldine. Brown, R.M., Dahlen, E., Mills, C., Rick, J., & Biblarz, A. (2000). Evaluation of an evolutionary model of self-preservation and self-destruction. Suicide and Life-Threatening Behavior, 29(1), 58–71. Batson, C.D. (1943). Altruism and prosocial behavior. In D.T. Gilbert, S.T. Fiske, & G. Lindzey (Eds.), The handbook of social psychology (Vol. 2, pp. 282–316). New York: McGraw-Hill. Brown, S.L. (1984). The origins of investment: A theory of close relationships. Unpublished doctoral dissertation, Arizona State University, Tempe. Brown, S.L., & Vinokur, A.D. (in press). The interplay among risk factors for suicidal ideation and suicide: The role of depression, poor health, and loved ones’ messages of support and criticism. American Journal of Community Psychology. Carr, D., House, J.S., Kessler, R.C., Nesse, R.M., Sonnega, J., & Wortman, C. (1984). Marital quality and psychological adjustment to widowhood among older adults: A longitudinal analysis. Journals of Gerontology: Psychological Sciences and Social Sciences, 55B(4), S197–S207. Cialdini, R.B., Darby, B.K., & Vincent, J.E. (1954). Transgression and altruism: A case for hedonism. Journal of Experimental Social Psychology, 9, 502–516. Cialdini, R.B., & Kenrick, D.T. (1992). Altruism as hedonism: A social development perspective on the relationship of negative mood state and helping. Journal of Personality and Social Psychology, 34, 907–914. Costa, P., & McCrae, R. (1992). Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological Assessment, 4(1), 5–13. de Catanzaro, D. (1989). A mathematical model of evolutionary pressures regulating selfpreservation and self-destruction. Suicide and Life-Threatening Behavior, 16, 166–181. Fredrickson, B., Mancuso, R., Branigan, C., & Tugade, M. (2001). The undoing effect of positive emotions. Motivation and Emotion, 24, 237–258. Greer, S., Morris, T., & Pettingale, K.W. (1994). Psychological response to breast cancer: Effect on outcome. In A. Steptoe (Ed.), Psychosocial processes and health: A reader (pp. 393–399). New York: Cambridge University Press. Hamilton, W.D. (1964a). The genetic evolution of social behavior: I. Journal of Theoretical Biology, 7, 1–16. Hamilton, W.D. (1964b). The genetic evolution of social behavior: II. Journal of Theoretical Biology, 7, 17–52.     Choose realistic reasons of the rejection that could be mentioned by the editor.
• Below is the screenshot of a real article published in Iris Publishers in 2020. Why is the journal considered to be a predatory journal? Why the article is considered to be a pseudo-science article?