...DAVID MARTINEZ SUMMARY OF QUALIFICATIONS ▪ 10 years experience as an army medic in hospital, clinical, and deployed environments. ▪ Highly motivated and dedicated to achieve set goals ▪ Ability to remain calm and work well under demanding conditions ▪ Nationally registered EMT-B ¬ EDUCATION Brown Mackie College, San Antonio, Texas ¬Associates, Health Care Administration, (Expected Graduation 8/2013) ¬ ¬Colorado Technical University, Colorado Springs, Colorado ¬Associates, Liberal Arts (2008) PROFESSIONAL EXPERIENCE United States Army May 2001 - April 2011 Health Care Non Commissioned Officer in Charge ▪ Supervised, mentored, coached, and counseled over 20 military and civilian personnel ▪ Conducted quarterly equal opportunity training to over 300 personnel ▪ Supervised clinical activities and responsible for serviceability of assigned equipment in area of responsibility ▪ Responsible and accountable for over 500,000 dollars of medical equipment and supplies with zero loss ▪ First line supervisor of the largest medical in-processing center on the largest military installation of the Armed Forces ¬ Health Care Team Lead ▪ Provided emergency care to soldiers and civilians in both combat and civilian settings ▪ Performed emergency diagnostic and treatment procedures including immobilization, stomach suction, airway management, heart monitoring, and medication administration ▪ Operated EKG's, external defibrillators, and bag-valve...
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...is obtained and subsequently evaluated, and scored using a standardized process.” Furthermore, Hogan stated that a test is a systematic and standardized qualification procedure or device that produces information about behavior, and cognitive processes, and measures a sample of behavior rather than an extensive examination of the variety of individual’s behaviors Describe the major categories of tests and identify the major uses of these tests. The major categories of psychological tests are, mental ability, achievement, personality, interests and attitudes, and neuropsychological tests. Mental ability tests measure cognitive functions, such as intelligence, memory, spatial visualization, and creative thinking. Achievement tests assess capability within certain areas of expertise, and sometimes include assessments of reading, math, science, and social studies, at the same time identify more specific achievement. Personality tests are designed to produce information about personality and are most widely applied of all psychological tests. These tests compare an individual’s responses to different clinical groups for similarity, and sometimes measure depression, eating disorders, pathological or disabling conditions, or fascinations of the human personality. Interests and attitudes tests include vocational interest...
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...Psychological Testing Tabitha Taney PSY/475 September 18, 2013 Maggie Boone Psychological Testing There are tests of every type that most people will have to take throughout their lives. There are driving tests, tests to get into college, tests in all varieties of schools and even in the workplace, when being hired or promoted. There are also tests in the world of psychology, including testing in schools and the workplace. Psychological testing will be defined, with a few different varying descriptions from a few sources, since there is not just one definition for this type of test. The major categories of tests will be described and the major uses and users of these tests will be identified. The concepts of reliability and validity will be compared and contrasted, and how they both impact the field of psychological testing will be discussed. Definition of the term “test” “The glossary of the authoritative Standards for Educational and Psychology Tests,” according to our textbook, “says that a test is an evaluative device or procedure in which a sample of an examinee’s behavior in a specified domain is obtained and subsequently evaluated and scored...
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...At any position, employee or manager, it is important to realize that the key asset to an organization is the team of people who work for it. Whether the project succeeds or fails is entirely in the hands of the team working to achieve the desired outcome. This means that in order to produce a successful project, the team working on the project must be successful as well. It is the project manager’s job to make sure that the project is staying on schedule and that each task is being completed as planned. It is also within the project manager’s role to oversee the project team and provide good human resource management on projects. In order to provide a team with good human resource management, the project manager must keep employees confident and motivated and be successful in mentoring areas of conflict. As the manager of a project, you should expect to be working with people of a variety of different skill types. You’re going to have people who are very capable at certain things and you are also going to have people who are capable of doing many things whose jobs might vary. As project schedules can be somewhat hectic at times, it is important to make sure there are qualified people working on each part of the project and that each person knows exactly what their objectives are and what is expected of them. As project manager, if the project fails, you are responsible. Maintaining a good relationship with the project team as well as making sure they are capable of successfully...
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...E: Steps involved in selection process (1) Application Blank—The application blank is invariably used as one of the selection tools. The applications are the starting point of the selection process. Where application forms i.e., application blanks are used the data can become a part of the employee's record is hired. Further it provides factual information needed for evaluating the candidate's suitability. Application blank contains written record of the following informations: (a) Identifying Information—Such a family background, date and place of birth, age, sex. height, citizenship, marital status etc. (b) Information regarding Education—It includes information, his academic career, subjects taken at various school certificate and degree levels, grade, division or place awarded in school and college, technical qualification etc. © Information regarding Experience—Giving full details of past jobs such as nature of work, job responsibilities, periods involved, designations, salaries with allowances, reasons for leaving the present assignment etc. (d) Expected salaries and allowances and other fringe benefits. (e) Information regarding Community Activities consisting of details regarding extra-curricular activities, hobbies, positions. 2. Preliminary Interview—Preliminary or initial interview is often held in case of "at the gate" candidates. This interview is usually of a short duration and is aimed at obtaining certain basic information with a view to identifying...
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...share typical traits but are, at the same time, unique. Everyone is driven by power, love, and achievement, but “different needs are dominant in different people” (Nelson and Quick 157). In essence, different things make us tick. I appreciate this humanistic approach to understanding motivation because it looks at what’s on the inside. It challenges us to realize there’s more than meets the eye. “McClelland maintains that each of us has a Motivation Profile” (Forbes 64). But, what does this mean in the real world…in the business world? I think, it inspires leaders to refrain from operating on “auto pilot” and instead take a more engaged approach to management. This ensures greater situational awareness — or in our case what I’ll call personality awareness, thereby, uncovering the dominant needs or motivating forces that dictate people’s behavior. People who are driven by the need for achievement are concerned with “issues of excellence, competition, challenging goals, persistence, and overcoming difficulties” (Nelson and Quick 157). They tend to outperform others and take great pleasure in the doing…in the work itself. Achievement-motivated individuals are goal setters who seek the middle ground. They are not risk-takers but rather aggressive realists (The Three Basic Approaches to Improving Productivity: David C. McClelland 2). Furthermore, people with a high need for achievement want feedback, specifically job-related feedback (The Three Basic Approaches to Improving Productivity:...
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...possible that the psychologists might make a mistake that could ruin their research. Through this course it will be explained the different assumption and questions that psychologists look at during their research. Psychological Tests “Psychological tests are written, visual, or verbal evaluations administered to assess the cognitive and emotional functioning of children and adults. Psychological tests are used to assess a variety of mental abilities and attributes, including achievement and ability, personality, and neurological functioning” (Psychological Tests, 2012). Some examples of psychological tests include; mental ability, achievement, personality, interests and attitudes, and neurological. Some of the context that these tests include; clinical, educational, research, and personal. Within these tests it is crucial that the information provided to individuals is true and accurate (or valid and reliable). Achievement Tests According to The Free Dictionary (2012), for children, academic achievement, ability, and intelligence tests may be used as a tool in school placement, in determining the presence of a learning disability or a developmental delay, in identifying giftedness, or in tracking intellectual development. Intelligence testing may be used with adults to determine vocational ability (e.g., in career counseling) or to assess adult intellectual...
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...Psychological Testing in the Workplace Introduction Companies use psychological testing in delivering an enormous amount of information for future employee candidates as well as present employees within the company. There are different types of psychological testing that employers use to determine who is well fitted as a new hire as those same tests will be administered to retain current employees. The three that will be addressed in this paper will be characteristics, knowledge and skills, and personality testing. The level of degree deemed to be useful depends of the validity and reliability of these psychological tests. Each company would face the legal and ethical issues that may be implicated administering these types of tests. 3 Types of Psychological Testing Many types of tests are available and can assess hundreds of individual characteristics. The course of nature for the characteristic of interest aids in determining which test should be administered. Characteristics of test have four subcategories are as follows: group versus individually administered tests, close-ended versus open-ended, paper and pencil versus performance, and power versus speed tests (Spector, 2012). A group test can be administered to several people at once. An individual test is one that is given to one single examinee. Closed-ended tests the examinee must choose one from several answer choices. An open-ended exam the examinee comes up with a response as a whole rather than choosing...
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...CHAPTER I Introduction This chapter includes the background of the study, statement of the problem, hypothesis, conceptual framework, definition of terms used, significance of the study and the scope and limitations. Background of the Study Statement of the Problem This study aims to determine the influence of Study Habits in the Academic Performance of First Year Bachelor of Elementary Education students at Western Visayas College of Science and Technology during first semester, Academic Year 2014-2015. Specifically, this study will seek answer to the following questions: 1. What is the profile of respondents when grouped according to sex, income of the parents, birth order, library use, and place of residence while in school? 2. What are the study habits of first year students as a whole or grouped according to sex, income of the parents, birth order, library use, and place of residence while in school? 3. What are the academic performance of first year students as a whole or grouped according to sex, income of the parents, birth order, library use, and place of residence while in school? 4. Is there a significant difference between the study habits and academic performance of first year BEED students? 5. Is there a significant relationship between the study habits and academic performance of first year BEED students? Hypothesis of the Study To answer the aforementioned questions, the researchers tested the following null hypotheses. There is...
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...School Context, Student Attitudes and Behavior, and Academic Achievement: An Exploratory Analysis Theresa M. Akey, Ph.D. January 2006 This paper was funded by the William T. Grant Foundation and the Bill & Melinda Gates Foundation. Principal funding for First Things First comes from the Institute of Education Sciences, U.S. Department of Education. Additional support to supplement the core project comes from the Ford Foundation, the Bill & Melinda Gates Foundation, the William T. Grant Foundation, and the Ewing Marion Kauffman Foundation. A grant from the Pew Charitable Trusts for MDRC’s research methodology initiatives was an important source of funding for the First Things First Classroom Observation Study. Dissemination of MDRC publications is supported by the following funders that help finance MDRC’s public policy outreach and expanding efforts to communicate the results and implications of our work to policymakers, practitioners, and others: Alcoa Foundation, The Ambrose Monell Foundation, The Atlantic Philanthropies, Bristol-Myers Squibb Foundation, Open Society Institute, and The Starr Foundation. In addition, earnings from the MDRC Endowment help sustain our dissemination efforts. Contributors to the MDRC Endowment include Alcoa Foundation, The Ambrose Monell Foundation, Anheuser-Busch Foundation, Bristol-Myers Squibb Foundation, Charles Stewart Mott Foundation, Ford Foundation, The George Gund Foundation, The Grable Foundation...
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...McClelland’s Theory of Needs Posted by emarmabasa on October 20, 2009 · Leave a Comment Over the years behavioral scientists have observed that some people have an intense need to achieve; others, perhaps the majority, do not seem to be as concerned about achievement. This phenomenon has fascinated David C. McClelland. For over twenty years he and his associates in Harvard University studied this urge to achieve. McClelland’s research led him to believe that the need for achievement is a distinct human motive that can be distinguished from other needs. More important, the achievement motive can be isolated and assessed in any group. Also, he developed an Achievement Motivation Theory consisting of the following set of needs: * Achievement * Affiliation * Power The Need for Achievement This need is the extent to which a person wants to perform difficult, challenging, but attainable tasks in a high level. Persons with this need have the following characteristics: * They want to have success and need to receive positive feedback often * They seek to stretch themselves and thus tend to avoid low-risk and high-risk situations. They avoid low-risk situations because the easily attained success is not a genuine achievement. In high-risk projects, achievers see the outcome as one of chance rather than a result of their own effort. * They like to work alone or with other high achievers * McClelland believes that these people make the best leaders, although there...
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...David McClelland’s Theory of Achievement Motivation David McClelland (believes that the need for achievement is a distinct human motive that can be distinguished from other needs. One characteristic of achievement motivated people is that they see to be more concerned with personal achievement than with the rewards of success. He believes that they do not reject rewards but the rewards are not essential as the accomplishment itself. Both McClelland and Atkinson’s achievement and motivation theory was based on a personality characteristic that manifested as a dispositional need to improve and perform well according to a certain standard of excellence In order to assess people’s need for achievement, they used a projective instrument called the Thematic Appreciation Test (TAT) that elicits unconscious processes. In this instrument, people are asked to write a story describing the thoughts, emotions and behaviors of a person in an ambiguous picture or drawing (for example, a child sitting in front of a violin). The stories are then coded for achievement-related content including indicators of competition, accomplishments, and commitment to achieve. This technique, labeled the Picture Story Exercise (PSE), was used in numerous studies that tested the relations of nAch with various indicators of performance. McClelland, David C. "The American Psychologist." July 1985. Reviews research that demonstrates the importance of motivation, incentive value, and probability of success...
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...Mrs. Johnson, We are writing to remind you about the conference scheduled on Monday, July 5th at 10 a.m. During the meeting, we will be covering a lot of material and want to ensure you thoroughly understand the next assessment that will be given to evaluate Jonny. This assessment is a behavioral assessment and will require more information from Jonny’s family than the last assessment, the intelligence test. What test will the child be taking? Jonny will be taking an adaptive behavior assessment. This purpose of this assessment is to understand Jonny’s adaptive skills in everyday life. Additionally, the data collected will help us, his school, prepare Jonny for independent living. What type of test will your child be taking? Jonny...
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...Sample Notification of Achievement Testing Letter to Parents To Parents of Students in Grades 9: In May and June of this year, all Grade 9 students throughout the province will write provincial achievement tests in language arts, mathematics, science, and social studies. Results from these tests will provide Alberta Education, school administrators, teachers, parents, students, and the public with information about what students know and can do in relation to provincial standards at the end of Grade 9. Achievement tests are based on what students have been learning throughout the school year, so I will mark them before they are returned to Alberta Education. This will allow me to get an initial look at the performance of the students in my class and will enable me to use each child’s achievement test score as ___ percent of their final grade in each subject tested. In the fall, an Individual Student Profile showing your child’s achievement test results will be available at our school. This profile is prepared by Alberta Education after the marking and scoring of tests has been completed and final scores are calculated; it will present your child’s performance on each test in relation to provincial standards. This information may be useful in planning your child’s instructional program for the coming year. You are invited to review your child’s results with his or her new teacher and to discuss how results will be reflected in the instructional program that...
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...raising two children was $13,423. Researchers have criticized the poverty threshold on numerous counts. First, government transfers such as food stamps and housing subsidies as well as tax benefits (e.g., the Earned Income Tax Credit) and tax payments are not included when assessing the poverty threshold. Second, regional and urban differences in the cost of living are not considered when computing the poverty threshold. Despite the criticisms levied against the way poverty is assessed in the United States, the current review highlights research that has used this definition of poverty, while acknowledging its weaknesses. This article reviews the literature linking family poverty to children's cognitive and educational outcomes such as achievement tests, grade completion, and high school graduation. Timing of poverty has been shown to make a difference vis-à-vis child outcomes; thus, the discussion focuses on three stages of childhood: early childhood (age two to four), middle childhood (age five to twelve), and adolescence (age thirteen to eighteen)....
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