Discuss three of your achievements or accomplishments

Being employed while I was still in college was my first achievement. Although I still had a year to complete my college education, a company offered me a position as Information Technology technician after passing three stages of job interview. Initially, I tried to send my Curriculum Vitae to the company because I wanted to test my ability. Since I was still studying in the university, the company decided to give me a part job as Desktop Supporter. The job gave me a lot of hands-on experience and I was able to put all my knowledge into practice.Completing a program with a high grade and performing well in my job was my second achievement. After working for three years, I decided to upgrade my knowledge by attending the American Cooperation program. This program was conducted in the English language and it was a challenge for me since English is not my native language. However, while I was going through the program, I learned to use my time and effort wisely so I could complete all the required assignments of the program while maintaining a full time job as Business Analyst. In the end, I completed the Cooperation program with a 3. GPA and maintained a high job performance rating in the company. Getting my dream job was my third achievement.After five years of working in the software industry, I was given the System Analyst position at CSC Vietnam. Since I was a student, I wanted to become a System Analyst because this position will enable me to utilize all the knowledge that I have gained from my studies and work experience in the IT and business industry. CSC Vietnam is one of the biggest software companies in Vietnam and working in this company will provide a brighter future for my career path.

Intelligence Testing Article Analysis Essay

No other topic in psychology has ever generated as much interest as the study of human intelligence. Numerous tests and strategies have been designed to explore the quality of human intelligence in depth and to analyze the basic factors and processes which take place within the structure of human cognitive functioning. From the viewpoint of psychology, intelligence testing may provide professionals with a wide range of effective instruments of research and analysis. Simultaneously, not all professionals and scholars in the field of psychology agree that intelligence testing is an effective and a relevant tool of psychological analysis. In this context, a number of theories have been designed to explain the essence of intelligence testing as such and the factors which may impede or enhance one’s successes in the process of testing intelligence. Intelligence Testing Article Analysis Introduction No other topic in psychology has ever generated as much interest as the study of human intelligence. Numerous tests and strategies have been designed to explore the quality of human intelligence in depth and to analyze the basic factors and processes which take place within the structure of human cognitive functioning. From the viewpoint of psychology, intelligence testing may provide professionals with a wide range of effective instruments of research and analysis. Simultaneously, not all professionals and scholars in the field of psychology agree that intelligence testing is an effective and a relevant tool of psychological analysis. In this context, a number of theories have been designed to explain the essence of intelligence testing as such and the factors which may impede or enhance one’s successes in the process of testing intelligence. It is difficult not to agree to Gottfredson (2006): â€Å"the debate over intelligence and intelligence testing focuses on the question of whether it is useful or meaningful to evaluate people according to a single major dimension of cognitive competence†. Nevertheless, researchers keep to believe that intelligence testing may be of extreme value, when measuring specific aspects of human cognitive activity and seeking to expand the boundaries of human cognitive functioning. Gottfredson (2006) develops a whole set of theoretical assumptions, trying to remain objective in her evaluation of intelligence testing relevance as a tool of psychological analysis. In Gottfredson’s view, intelligence testing is usually designed to measure one specific aspect of one’s cognitive ability (e. g. , mathematical skills), but where psychologists seek to evaluate one specific cognitive function, they tend to forget that intelligence tests cannot be fully released and clarified of other mental skills. These are usually referred to as â€Å"mental impurities†; they do not have any significant effects on cognitive testing results, but should be taken into account to guarantee the objectivity of testing procedures. Interestingly, Gottfredson (2006) links the effectiveness of intelligence testing to biological factors. In her view, the effectiveness of one’s cognitive functioning depends on age; moreover, researchers tend to believe into existence of a human gene responsible for IQ. Finally, it is at least incorrect to assume that social and psychological environments produce marked effects on one’s IQ. As a result, it is unclear whether measuring one’s intelligence may produce any significant changes on the quality of one’s wellbeing (Gottfredson, 2006); nevertheless, professional psychologists are still committed to the idea of using intelligence testing to define one’s learning disabilities. O’Brien (2001) develops a set of theoretical assumptions which place intelligence testing as the outstanding means to define one’s learning disabilities and the means of resolving them, and while intelligence testing has been widely used to analyze and determine one’s learning disabilities, it would be fair to say that to some extent intelligence testing had been devised for this purpose. In his theory, O’Brien (2001) refers to the cut-off scores which may prevent professionals from investigating the cognitive implications of low-IQ groups, but which cannot also serve a serious obstacle on professionals’ way to developing more effective intelligence testing forms. It appears that on the basis of IQ alone it is possible to predict the pathways children will follow in their cognitive development, and develop a set of social adjustments low-scored children will need to improve the quality of their well-being. In this context, intelligence testing is expected to produce long-term impacts on one’s life and one’s prospects for individual and professional self-realization. Given that intelligence testing involves information processing mechanisms and relevant nerve centers which require activation, the speed of this activation and the quality of information processing shapes the cognitive image of a person and turns intelligence testing into a relevant tool of psychological analysis (Schweizer, 2000). However, how is effective intelligence testing? And what factors professionals need to consider in order to promote objectivity of testing results? Despite the wide application of intelligence testing in psychological practice, its effectiveness remains the topic of hot debate. On the one hand, there is no single definition of what intelligence is. On the other hand, it is not clear, how appropriate it is to measure the social usefulness of a person based on a single cognitive criterion (Gottfredson, 2006). It appears that the effectiveness of intelligence testing also depends on one’s mood, fatigue, or motivation. From the cultural viewpoint, the majority of intelligence tests are designed to fit to Westernized cultural criteria, and are thus of limited use in mixed populations (O’Brien, 2001). Finally, Schweizer (2000) suggests that due to the limited access of human consciousness to information, the processes of information processing involved into intelligence testing may not always reveal the true state of cognitive functioning in children and adults. Certainly, intelligence testing remains one of the most reliable and widely used methods of investigating cognitive mechanisms in humans; but the problem is that we have not yet gone beyond the boundaries of traditional cognitive knowledge. For psychology professionals, intelligence testing remains the only available tool of research, the reliability of which is usually taken for granted. As a result, whether professionals are able to look deeper into the essence of human cognition and to develop sound analytical strategies depends on their preparedness to cross the boundaries of traditional research, and to investigate the effectiveness of traditional intelligence testing procedures. Conclusion Intelligence testing remains one of the central instruments psychology professionals use to test human cognitive abilities. Despite the stable popularity of intelligence testing, its effectiveness remains the topic of hot debate. Numerous factors have to be reconsidered and reevaluated to guarantee objectivity of testing procedures. To a large extent, the reliability of intelligence testing is taken for granted, and whether this type of analytical research works to promote individuals’ social wellbeing depends on the psychology professionals’ ability to look deeper into the essence of intelligence testing and cognitive mechanisms, which are involved into the process of testing one’s cognitive features. References Gottfredson, L. S. (2006). The general intelligence factor. Scientific American. Retrieved April 28, 2009 from http://www. psych. utoronto. ca/users/reingold/courses/intelligence/cache/1198gottfred. html O’Brien, G. (2001). Defining learning disability: What place does intelligence testing have now? Developmental Medicine and Child Neurology, 43 (8): 570-573. Schweizer, K. (2000). Cognitive mechanisms at the core of success and failure in intelligence testing. Psychologische Beitrage, 42 (2): 190-200.

Why Burning Money Is Illegal in the United States

Why Burning Money Is Illegal in the United States If you have money to burn, congratulations- but youd better not actually set fire to a pile of cash. Burning money is illegal in the United States and is  punishable by up to 10 years in prison, not to mention fines. (More fun facts: Its also illegal to tear a dollar bill and even flatten a penny  under the weight of a locomotive on the railroad tracks.) The laws making defacing and debasing currency a crime have their roots in the federal governments use of precious metals to mint coins. Criminals were known to file down or cut off portions of those coins and keep the slivers for themselves while spending the altered currency. The odds of being prosecuted under the federal laws that making burning money or defacing coins, however, are fairly slim. First, coins now contain very little precious metals. Second, defacing printed currency in an act of protest is often compared to burning the American flag. That is to say, burning money may be considered protected speech under the U.S. Constitutions First Amendment. What the Law Says About Burning Money The section of federal law that makes tearing up or burning money a crime is  Title 18, Section 333, which was passed in 1948 and reads: Whoever mutilates, cuts, defaces, disfigures, or perforates, or unites or cements together, or does any other thing to any bank bill, draft, note, or other evidence of debt issued by any national banking association, or Federal Reserve bank, or the Federal Reserve System, with intent to render such bank bill, draft, note, or other evidence of debt unfit to be reissued, shall be fined under this title or imprisoned not more than six months, or both. What the Law Says About Mutilating Coins The section of federal law that makes mutilating coins a crime is Title 18, Section 331, which reads: Whoever fraudulently alters, defaces, mutilates, impairs, diminishes, falsifies, scales, or lightens any of the coins coined at the mints of the United States, or any foreign coins which are by law made current or are in actual use or circulation as money within the United States; or whoever fraudulently possesses, passes, utters, publishes, or sells, or attempts to pass, utter, publish, or sell, or brings into the United States, any such coin, knowing the same to be altered, defaced, mutilated, impaired, diminished, falsified, scaled, or lightened shall be fined under this title or imprisoned not more than five years, or both. A separate section of Title 18 makes it illegal to debase coins minted by the U.S. government, meaning to shave some of the metal off and make the money less valuable. That crime is punishable by fines and up to 10 years in prison. Prosecutions Are Rare for Mutilating Currency Its pretty rare for someone to be arrested and charged with defiling or debased U.S. currency. Even those penny press machines found at arcades and some seashore attractions are in compliance with the law because theyre used to create souvenirs and not to debase or shave metal off the coin for profit or fraud. Perhaps the highest profile case of currency mutilation dates to 1963. An 18-year-old U.S. Marine named Ronald Lee Foster was convicted of whittling away the edges of pennies and spending the 1 cent coins as dimes in vending machines. Foster had been sentenced to a year of probation and $20, but more seriously the conviction prevented him from being able to get a gun license. Foster made national news in 2010 when President Barack Obama pardoned him.

The United States of Europe Essay Example

The United States of Europe Essay Example The United States of Europe Essay The United States of Europe Essay Jacob Hawkins The United States of Europe Chapter 9 Appraise one concept (benefit, challenge, or either) relating to each of the following: Political: * A problem that EU runs into when they try to become the United States of Europe is also a problem the United States of America had when they came together to build the constitution. It is how to allocate the power in the EU throughout 25 big and small member states when writing the constitution. Economic: Something that helps them is the elimination of trade barriers, and the advent of the euro which has been the world’s strongest currency for much of its life makes the EU a financial and commercial superpower. Social: * The U. S. A. is giving people less privacy because of the attacks on 9/11/2001 while the EU is creating more laws about not being able to give out personal information. So, the U. S. A. demands the information and the EU says it’s illegal to give that information. Technological: Throughout the world, i t used to be that if you made a product to meet the U. S. A standards that you could pretty well sell it all over the world. Now, international companies have to follow Brussels’ regulations because they are tougher than the regulations that the U. S. A. abides by. Certain chemicals can be used in the U. S. A. when those same chemicals are banned from being used for certain products in Brussels. In order to sell to Brussels you obviously have to follow their regulations.

Modern

Modern Introduction Who is your hero? Most people when presented with a scenario to answer this question would think of a selfless character that braved the odds and rescued a situation that was getting out of hand. A hero is a person who is well-liked due to their successes and noble characteristics (The hero).Advertising We will write a custom essay sample on Modern-Day Heroes in Society specifically for you for only $16.05 $11/page Learn More The likes of Martin Luther King Junior who advocated for equality among all races, Nobel Peace Prize Laureate Wangari Maathai who was buried in a papyrus casket for her love of nature, Clara Barton-an American activist; who risked her life on the battlefields of the Civil War to start the Red Cross and Oedipus of the Greek myths are all considered heroes by lots of people. Although the heroes are understood differently among individuals, they are ordinary persons who posses more or less similar characteristics and could be anybody whose actions touch another person’s life. Characteristics and Journey of a Hero Irrespective of gender, culture or traditions from which they are depicted, heroes possess some common characteristics. Although a hero could possibly possess all the five characteristics shared by heroism outlined by Miriam Polster ( 2-5), some could be more evident and overshadow others. Heroes and Heroines have respect for human life; they believe in the sanctity of life and often risk their lives for other’s sake. They have faith in the effectiveness of their choices and would pursue them in spite of opposition and criticism they may face. They possess an original perspective and are not forced to accept and conform to agreements as they are but rather advocate for issues to be as they way should be. Heroism entails physical courage that makes one risk death and injury for other’s sake as well as mental courage that drives one not to be limited by the accepted â€Å"tru ths.† The acts of heroes usually may have public impacts or may impact profoundly to an individual and pass unnoticed. The heroes usually go through a number of stages before they attain their desired destiny. Joseph Campbell ( 57) outlines the steps of the hero’s Journey. They reside in a normal world until they are â€Å"called to adventure† by the rise of a discovery or an event in need of help. They are faced with the task of refusing or accepting the call and enter a world of the unknown where they encounter a supernatural aid that helps them through their quest. They require a talisman and a helper along the way for success. They go through a series of tests that strengthen and prepare them for the final hurdle. The heroes finally encounter the supreme ordeal, pass it successfully and are finally rewarded for the hard toil. Their success changes their lives and the lives of those around them and are stand qualified e.g. for marriage, Kingship or Queen ship. Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Modern-Day Heroes Today the definition of the hero above as â€Å"a mythological or legendary figure often of divine descent endowed with great strength or ability† is long fading into history (Thomson 116-117). The meaning of a hero has changed and depends entirely on the time and reason for which one is considered a hero and parallel to the advancement of society, religion and politics to suit the wishes of those involved. This is because the characters of people have changed; people no longer live in those old days where societal rules were rigid and leadership hereditary. People strive to do good and those who take the task to the extreme end are considered heroes or do-gooders (Moore 2). â€Å"Social entrepreneurs† as are commonly referred to are less interested in their success but rather on changing the system as a whole. Today extreme do-gooders focus their attention to environmental protection, improving the education of a child and eradication of poverty and diseases from the face of the earth. They are pleased to do good even though their actions may negatively affect them. A good example is that of the late professor Wangari Maathai from Kenya who advocated for environmental protection through a worldwide program â€Å"the Green Belt Movement† for planting trees in deforested zones and lost her parliamentary seat in the process. She however won the 2004 Nobel Peace Prize becoming the first Woman in East and Central Africa to win the prestigious award. Another example is by Erick Brockovich, a legal secretary who dedicated her efforts in petitioning against a service company for polluting a source of water for a community. Conclusion Heroes have tales of adventure written against their names and an audience to listen to them; however they go past the usual fame and celebrity status (Tollefson 1). They are people who dedicate themselves to simplifying tasks for others and live lives that others strive to emulate by setting standards not achievable by the common man yet encourage him to pursue. Heroes envision positive change and work towards it. Each person is faced with the same difficulties and the path they choose to follow in making their journey unrivaled is always different. People should be well aware of the mission of their journeys to successfully accomplish it and emerge as the ultimate hero. Gone are the days when heroes were considered supernatural’s and enigmas, the future foresees a world where everyone strives to be their own hero.Advertising We will write a custom essay sample on Modern-Day Heroes in Society specifically for you for only $16.05 $11/page Learn More Campbell, Joseph. The Hero With a Thousand Faces. Novato Calif: New World Library, 2008. Web.. Moore, Jina. Extreme do-gooders – what makes the m tick? The Christian Science Monitor 7 September 2009: pp. 1-2. Web. Polster, Miriam. Eve’s Daughters. Gestalt Journal (2001). Web.. Help me :The hero. 2011.. Web. 123helpme.com.. Thomson, Iain. Sparks in the Darkness: Deconstucting the Hero. Jackson: University Press of MIssissippi, 2005. pp. 116-117. Web.. Tollefson, Ted. Is a Hero Really Nothing but a Sandwich? Utne Reader May-June 1993. n. pag. Web..

Example Student Teacher Observation Checklist

Example Student Teacher Observation Checklist To prepare yourself for a student teacher role, familiarize yourself with the roles and responsibilities of a student teacher. The experience is rewarding, demanding, and depends on periods of review from other teachers and administrators. These general checklists closely align to ones a student teacher would encounter in the field from college professors and mentoring educators.   Classroom Observation by Cooperating Teacher Here you will find a question or statement followed by specific areas the cooperating teacher will be observing the student teacher on. 1. Is the student teacher prepared? Do they have an organized, detailed lesson plan and all materials needed? 2. Do they have knowledge of the subject matter and a purpose? Can the student teacher answer students questions? Can he/she motivate students to peak their interest in the subject matter? 3. Can the student teacher control students behavior? Keep their attentionInvolve students in the lessonStop lesson when neededAware of individual needsProvide positive reinforcement 4. Does the student teacher stay on topic? Do they follow a logical sequence? 5. Is the student teacher enthusiastic about the lesson they are teaching? Are students excited shown through class participation and behavior?Are the activities appropriate? 6. Does the student teacher have the ability to: Stay on topic?Give directions?Reach objectives?Vary questions?Involve students?Encourage participation and thinking?Summarize lesson? 7. Is the student teacher able to present: Enthusiasm?Details?Flexibility?Speech and grammar? 8. Do students actively participate in class activities and discussions? Are students attentive and interested?Are students cooperative and responsive? 9. How do the students respond to the student teacher? Do they follow directions?Do they display understanding?Are they respectful? 10. Does the teacher communicate effectively? Provide visual aidsTone of voice Areas of Observation by College Supervisor Here you will find several topics that can be observed during a single lesson. 1. General appearance and demeanor Dresses appropriatelyGood posture, animation, and smiles 2. Preparation Provides and follows a lesson planHas knowledge of the materialIs organizedIs creativeProvides teaching aids 3. Attitude towards the classroom Respects studentsListens to studentsEnthusiasticDisplays a sense of humorHas patience and sensitivityHelps students when needed 4. Effectiveness of lessons Motivates through instruction and presentationMeets objectivesStays on topicPaces lessonEncourages class participationCarefully directs and explains expectationsUses effective questioningAbility to summarize the lessonHas a concluding activityCorrelates lesson with other subjects 5. Presenter effectiveness Speaks clearly using proper grammarAvoids using  colloquialisms such as you guys and yeahAttentive to detailsHas confidenceBoard writing is legibleMaintains authority 6. Classroom management and behavior Does not embarrass, use sarcasm, or argue with studentsRemains an adult at all timesDoes not tolerate or dwell on inappropriate behaviorKeeps lesson flowing and knows when to stop or wait Areas of Observation Used in Self-Evaluation This list of questions forms the basis of a self-evaluation process for a student teacher. Are my objectives clear?Did I teach my objective?Is my lesson timed well?Do I remain on one topic too long or too short?Do I use a clear voice?Was I organized?Is my handwriting legible?Do I use proper speech?Do I move around the classroom enough?Did I use a variety of teaching materials?Do I show enthusiasm?Do I have make good eye-contact with the students?Did I explain the lesson effectively?Were my directions clear?Did I show confidence and knowledge of the subject?

Chavin cultural and ceramic influence on the Moche Essay

Chavin cultural and ceramic influence on the Moche - Essay Example In addition, the Chavin also engaged in metalworking as evident in the production of hammered gold items or ornaments. On the other hand, it is the elements derived from the Chavin civilization that influenced the Moche culture. The Moche are recognized for various art form which include sculpture and pottery, and their design provides a history of how the Moche civilization progressed in phases. Through the objects they incised on their pottery, it is evident that the Moche civilization was popular and their main aim was to amass power and wealth.1 Moche vessels appeared to be flat-bottomed, and their stirrup-spouted jars are a product of the Chavin prototypes. These pots were decorated using a bichrome slip; however; early vessels made by the Moche were molded to using the hands and not potter’s wheel that helped in fashioning later vessels to form two-piece molds. The Moche pottery later focused on refining their vessels; thus, narrowing the vessels and making them smaller compared to the Chavin vessels. Furthermore, the Moche ceramics were produced through molding and had standardized shapes in addition to their distinct decoration. There exists nine different shapes of Moche ceramics documented in literature and this includes vessels such as flared bowls and stirrup-spout bottles. It is through these vessels that artists illustrated complex paintings and figurative scenes. Moreover, Moche vessels are considered to represent an infinite and different variety of subjects, whereby among the identifiable zoomorphic figures involves reptiles, bats among other figures. Moche pottery is viewed as varied and mainly focuses on mold technology, which facilitates the production of various forms of ceramic vessels. In addition, Moche pottery is unique in terms of theme and the shape and most of their social activities have been documented in their pottery work. Moche ceramics which were produced at around 150-800AD illustrates the use of a limited palette; furt her, their coloration is viewed as simple, and the pottery they produce often appear to depict actual individuals.2 Stirrup- Spout Vessels were a common ceramic form during the Pre-Columbian period and these vessels were available in various designs or elegances; however; their shared characteristic was a handle or a spout. In essence, these vessels represented a window into the traditions that were practiced by the Pre-Columbian cultures. These vessels depicted various aspects of life such that of animals, plants whereby some of these animals represented deities or portraits symbolizing daily life events. The first produced vessels in Pre-Columbian period can be associated with the Chavin culture, and were later duplicated by other cultures that emerged after the Chavin demise. Vessels produced by the Chavin consisted of large chambers, a surface relief, a dark burnished color and a spout. Furthermore, Chavin vessels contained both aggressive and powerful images and they had decora tions that were crudely incised. These Stirrup- Spout vessels became more popular with the emergence of the Moche culture and they relied on various techniques to create vessels. On the same note, a common feature with the Moche ceramics involved the use of red colorings and cream. In addition, the incised objects depicted symbols that represented deities, animals and anthropomorphization of various figures undertaking different