Edit the Resume Essay Example | Topics and Well Written Essays - 750 words

Edit the Resume - Essay Example I would appreciate the opportunity to meet you to discuss my qualifications and the opportunity for a position in your company. Thank you for your time and consideration in reviewing my application. I will contact you within the next ten days to confirm your receipt of my application and to answer any questions. Thank you very much for the opportunity to discuss openings at the entry-level in the accounting department of †¦Ã¢â‚¬ ¦ I enjoyed meeting with you and learning more about your company and the career paths available. I am confident that a career at ---- will present many exciting opportunities for me to develop my potential and be an asset to the company. I believe that my personal skills and the solid foundation in commerce which I have developed through my studies at the University of Toronto equip me for an entry-level position in your company. I would like to add that the Choi Jung Ho Accounting Tax Service achieved their best record for accuracy during the summer I worked there. I am confident that I have the accounting savvy necessary to ensure that I will be productive and profitable accountant at ------. I can be reached at 647-300-8548 or by e-mail at cuttyhindi@hotmail.com. I look forward to speaking with you soon, and will keep in touch with you in the hope that you will give me the opportunity to join your firm. Thank you once again for your time and

The Structure Of Personality Psychology Essay

The Structure Of Personality Psychology Essay Everyone is created unique and special in their own way. Everyone has a personality of their own that is developed throughout ones life. To effectively and efficiently teach and ensure that each learner grasp the concepts, the teacher needs to understand each student and their personality. Personality can be defined as the pattern of behaviour that is enduring, distinctive thoughts, emotions and behaviours that differs from every individual and is used to adapt to the world. The personality of a person is forms with nature and nurture playing an integral role. With reference to the work of Child Dennis (2007:410), posited that personality involves knowledge of the total organization of humans A classroom is not just a cognitive habitat but consist of intricate personal interactions which deeply affect the learning and teaching processes. In classroom there are so many different personalities and characters that one must understand personality so as not to discourage the students because they are different. According to Buskist William (1990:496), personality is a particular pattern of behavior and thinking prevailing across time and situations that differentiates one individual from another.  [1]  No two persons think alike, everyone is different in attitudes, interest, learning abilities as well as thoughts. The personality of each individual develops though their genetics composition as well as their interaction with the environment. Plomin et al (2002:392) stated that from a sample of 24,000 twins his evidence points to genetic factors accounting for 40 percent of the variance and environment factors the remaining 60 percent. This means that the influential environmental factors are experienced by the twins independently of each other.  [2]   The researchers intent to highlight the structure of personality, personality theories, big five factors of personality, personality and the school environment and type A behaviour of students and teachers so that the researchers can emphasis the need to promote education on personality in schools and in the society so that everyone can accept each other with their differences. THE STRUCTURE OF PERSONALITY Personality according to Freud is made up of the Id, ego and superego. They involve in the process of shaping the individuals mind. According to Buskist William (1990:505), the unconscious mind is a perceptual battleground in which the Id, ego and superego are engaged in unending conflict. The result form the battle cause everyone to behave or react differently forming and showing a different personality. According to Freud the Id is the pleasure principal that seeks gratification and the instincts are: food, sexual pleasure and aggression.  [3]  The adolescents are often hungry and teachers would find them eating in class, fighting to get justice they think they deserve rather than complaining to the teachers. To deal with these behaviour teachers need to understand the students personalities. The ego involves cognitive thinking which allows reasoning, reality and process information about the environment. The ego links the individual and the environment and self awareness. According to Santrock (1994:31), Freud states that the Id is an absolute ruler, owed complete obedience; it is spoiled, willful, impatient and self-centered. The ego has the job of getting things done; it is tuned into reality and is responsive to societys demands. The superego is concerned with right and wrong; its role is to tell the greedy Id that nobler purposes should be pursued. The superego is the moral part of the self.  [4]   According to Santrock (1994:33)  [5]  Defense Mechanisms which are unconscious methods by which the ego distorts reality to protect itself from anxiety are: Repression is a powerful and pervasive defense mechanism since it works to push unacceptable Id impulses out of awareness and back into the unconscious mind. Rationalization is the psychoanalytic defense mechanism that occurs when the real motive for an individuals behaviour is not accepted by the ego and is replaced by a sort of convert motive. Displacement occurs when the involvement of unacceptable feelings from one object to another, more acceptable object. Sublimation occur when a useful course of action replaces and unacceptable one. Projection occurs when we attribute our own shorting, and faults to others. Reaction formation occur when we express an unacceptable impulse by transforming it into its opposite. Regression occur when we behave in a way characteristic of a previous developmental level. COMPARING PERSONALITY THEORIES INNATE VS. LEARNED FACTORS The question is; which factors affect the personality more innate or learned? Both of these factors are important in the development in an individuals personality. In the study of fraternal twin who were separated at birth proves that both twin were very different. They had the same genetic composition but their environment was different. One of the twins was in a wealthy environment with everything and the other in a poorer environment and they both turned out so different all because of the environment they were exposed to. The environment or society you belong to will influence your personality since your will be groomed and taught what that society feel is right or wrong. The richer family will provide moral, emotional support, financial security which all human beings need as stipulated by Abraham Maslow in the theory of hierarchy of needs. However, a different society or a poor society will think differently and react differently. If your change the persons environment they wil l adapt to the new environment and change their personality to adapt to their present environment. It is simply our human nature of survival. According to Santrock (1994), Skinner and social learning theorist believe personality is behaviour that is environmentally determined. However, humanistic theories believe that personality is influences by experience and can be changed and people have innate ability to self actualized.  [6]  It can be seen that both heredity and environment plays and important part in an individuals personality development. CONSCIOUS VS. UNCONSCIOUS According to Freud in Buskist William (1990:505), personalities are determined by both conscious and unconscious powers, with the unconscious exerting considerable influence on the conscious.  [7]  Therefore repressed ideas, thoughts and wished influence our conscious way of thinking and behaviour. Also repressed ideas and thoughts can surface in dreams and mistakes of speech known as Freudian Slips. The Conscious mind hold things we are fully aware of, that we can think and rationalize while the unconscious mind is the bulk of the mind. The mind suppresses the things we dont want to remember like pain, hurt, conflict, abuse and things we hid from the world that we hid it so far we ourselves do not remember. According to Freud, our deeply repressed experiences in infancy and early childhood determined what our personality will be in adulthood. While psychoanalytical theorist argues that individuals are unaware of our personality development.  [8]  Students are different and they all have different personality and to understand their needs teachers need to understand personality. Students in our classroom have pain and hurt deep within them causing them to behave reserved or misbehave and the teacher without studying the child plaster a label as indiscipline, pest, dunce without understanding or thinking about what is causing this child to behave this way. INTERNAL VS. EXTERNAL DETERMINANTS The internal dimensions of personality according to Freud are the Id, ego and superego whiles the external determinants being cognitive and social learning. People are prisoners of their past since the problem may have hurt the persons ego before when a similar problem arise the individual struggles with low self esteem and low self confidence. Also the cognitive development, social learning and moral guidance help to make decisions rather than overacting with the Id but the superego controls all the extreme actions and it helps both the internal and external determinants to harmonize. According to Freud (1933:69): The poor egoà ¢Ã¢â€š ¬Ã‚ ¦feels hemmed in on here sides, threatened by three kinds of danger to which, if it is hard pressed it reacts by generating anxietyà ¢Ã¢â€š ¬Ã‚ ¦Thus the ego, driven by id, confined by the superego, repulsed by reality, struggles to master it economic talk of bringing about harmony among the forces and influences working in and upon it, and we can understand how it s that so often we cannot suppress a cry: Life is not easy!  [9]   THE BIG FIVE FACTORS OF PERSONALITY Some individual have a high level of intellect or gifted while some students are slow learners. Some students are social and interact while others are reserved and quiet, some are funny and jolly while some are sad and depress and these are all personalities of people. Everyone deal with situation differently since everyone is being guided differently by their superego. Everyone is taught different values depending on their culture. According to Child (1998), Eysencks big five are Neuroticism-Emotional Stability, Introversion-Extraversion, Openness-Convergence, Agreeableness-Antagonism and Conscientiousness-Undirectedness.  [10]   Extroversion Agreeableness Conscientiousness Neuroticism Openness to experience Low Scorers Loner Quiet Passive Reserved High Scorers Joiner Talkative Active Affectionate Low Scorers Suspicious Critical Ruthless Irritable High Scorers Trusting Lenient Soft hearted Good-natured Low Scorers Negligent Lazy Disorganized Late High Scorers Conscientious Hard-working Well-organized Punctual Low Scorers Calm Even-tempered Comfortable Unemotional High Scorers Worried Temperamental Self-conscious Emotional Low Scorers Down-to-earth Uncreative Conventional Uncurious High Scorers Imaginative Creative Original Curious Table 1:1 The dimensions of personality according to Eysencks (1916)  [11]   http://alleydog.com/images/eysenek-wheel.gif Figure 1.1 Eysencks Wheel of Personality http://alleydog.com/images/eysenek-wheel.gif Temperament according to Galambos and Costigan (2003) as citied by Santrock (2005:192), is an individuals behavioral style and characteristic way of responding and it is the foundation of personality. There are three types of temperament: Easy Child: this child is generally in positive mood, quickly establishes regular routines, and adapts easily to new experiences. Difficult Child: this child reacts negatively to man situation and is slow to accept new experience. Slow-to-warm-up child: this child has a low activity level, is somewhat negative and displays a low intensity of mood.  [12]   With reference to the table and the wheel the researchers have experience with students who behave in all these ways. However, it is seen that not all the time the trouble students are poor performers but sometime the more privilege students have greater pain from pressure and high expectations that they behave differently at home and in school. They can be stable at home and at school the complete opposite and need love and attention. Students when away from home they want to be themselves and live a little and teachers need to help them by showing them how to behave an help them understand life during the period of Adolescence, that they are going through. At this point, students are forming an identity and developing a personality that will define who they are as individual. It is important that teachers understand personality, their own personality so that they can tolerate others so the students will imitate them and tolerate their peers in the classroom and this knowledge about personality can help students to avoid conflict and confrontation among peer because they will understand that everyone is different and is part of our society. PERSONALITY AND SCHOOL ENVIRONMENT A classroom is not just a cognitive habitat, but consists of intricate personal interactions which deeply affect the learning and teaching process. Personality characteristics play an important role when it comes to the learning process and the attitudes and perceptions of learning. Every student views learning differently since their parents and teachers would try to convenience them that learning is beneficial to them in the future. Some students are interested in learning one way while others are not motivated by when teachers utilize multiple intelligence methods students will find what stimulates their interest and will become interests. According to Child and Smithers (1971) reviewed and cited by Child (2007:403): Variations in performance are not entirely a question of intellect, motivation or thinking skills, but may depend on the personal attributes which can enhance or inhibit the quality of that performance. In the classroom and in the teaching profession there are individuals with Type A behaviour personality and they can be difficult individual so that is why it is often a problem that some students and teachers just cannot get along because they dont understand each other personality or even realize they have a Type A behaviour. After the work of two American Heart Specialist Friedman and Rosenman 1974 was reviewed, endorsed and cited in Child (2007:403) the characteristics of Types A behaviour are: Tries to do or think of two or more things at once, (b) Cannot sit doing nothing-feels guilty when not working, (c) Develops ticks, facial movement (eyebrow raising), (d) has a thing about punctuality, (e) gets impatient watching others doing a job he or she thinks can be done better, (f) plays to win- even when playing with children, (g) drums fingers impatiently, (h) does lots of arm waving when talking, (i) hurries others along who are speaking, (j) tries to steer conversations to her or his own interests, (k) tries to pack a lot of work into little time, (l) shows no interest in aesthetic aspect of surroundings (m) gets very cross in queues, (n) has the motto if you want something done properly, do it yourself and (o) pushes other people hard at work Students with this kind of behaviour do not usually get along with their peers since they want everything perfect and bossy. If the students are aggressive and dominant then they will be fidgety and argue with the teachers and be disruptive to prove their points. Also, it is can be very alarming if teachers have that types of behaviour since they can be cold, detach and no-nonsense person with no lenience who the students will fear and this can cause students to underperform since they do not understand what is requires of them from the teacher. These persons will have a high self-esteem and confidence and will work hard and be professions. The students will be hard working striving for only A. This type of behaviour cause stress, frustration and aggression that is not good for the students or the teachers health. Summary Personality can be defined as the pattern of behaviour that is enduring, distinctive thoughts, emotions and behaviours that differs from every individual and is used to adapt to the world. A classroom is not just a cognitive habitat, but consists of intricate personal interactions which deeply affect the learning and teaching process. The unconscious mind is a perceptual battleground in which the Id, ego and superego are engaged in unending conflict. Defense Mechanisms which are unconscious methods by which the ego distorts reality to protect itself from anxiety are: Repression, Rationalization, Displacement, Sublimation, Projection, Reaction and Regression Both heredity and environment plays and important part in an individuals personality development. The cognitive development and social learning and moral guidance help to make decisions rather than overacting with the egos but the superego controls all the extreme actions and it helps both the internal and external determinants to harmonize. Eysencks big five are: Neuroticism-Emotional Stability, Introversion-Extraversion, Openness-Convergence, Agreeableness-Antagonism and Conscientiousness-Undirectedness. Three types of temperament: Easy Child, Difficult Child and Slow-to-warm-up child. Variations in performance are not entirely a question of intellect, motivation or thinking skills, but may depend on the personal attributes which can enhance or inhibit the quality of that performance Type A behaviour personality can cause a person to be difficult to deal with and understand. Conclusion The researchers can confidently conclude that this was the most informative and beneficial researcher that they have ever pursued: understanding personality From the readings the researchers believe that there is still so much yet to uncover about personality. Understanding personality opens the eyes of an individual to accept and tolerate the behaviours, attitudes and cultures of others. The researchers being teachers looked at how the concept of personality can influence their attitudes and behaviours when dealing with the adolescents. Understanding the personalities and difference will help teachers to interact better with the students and also they are better able to counsel the students into tolerating each other and to help students and teacher to better deal with situations. Personality studies will never come to an end because each person is different, complex and sophisticated in their own way.

Abraham Lincoln Essay -- essays papers

Abraham Lincoln In Abraham Lincoln: The Man Behind the Myths, Stephen Oates interpretation of the Historical Lincoln had three examples of Lincoln’s actions; Moral decisions, his expression and progression. The first illustration that I see is his beliefs in moral determination. He not only believed that ethically slavery was wrong, but also believed that he could do something about it. One way that he tried to change peoples mind was to pass the Emancipation Proclamation Act. The proclamation declared "that all persons held as slaves" within the rebellious states "are, and henceforward shall be free." Even though this Proclamation did not immediately free a single slave, Lincoln believed that it was a start in ending slavery. Lincoln â€Å"†¦contended in any case that blacks who had tasted freedom would never consent to be slaves again† (p.115). He believed that once the â€Å"black’s† or slaves had a chance at freedom, Lincoln knew that they would never go back to being treated unequally. Lincoln was not much more than the simple saint, he was just an abolitionist. He was determined to stand by his word. He was willing to do anything and everything to get his beliefs out. Another action that I choose to illustrate his ways was his expressions. Lincoln felt so strongly about the Union that he expressed that the â€Å"†¦slaves were a tremendous source of strength†¦Ã¢â‚¬  (p. 105). He conjectured that having the slaves freed meant that the military would be much stronger. Even though ...

Medical Laboratory Technologist

Have you ever wondered what a Medical Laboratory Technologist does? Well, a Medical Laboratory Technologist performs essential laboratory testing that is critical to the detection, diagnosis, and treatment of disease. To define the work of a Medical Laboratory Technologist, this paper will discuss the job itself and its working conditions, the skills and schooling needed for success, a salary range and pathways to advance in the field, and the further job opportunities predicted for the career area. Well, a Medical Laboratory Technologist, also known as clinical laboratory technologists they examine and analyze body fluids and cells. They look for different types of bacteria, parasites, other microorganisms, body fluids of chemical content, and many others procedures. Their conditions they are trained to work with different infectious specimens. They are to follow the Standard Precautions, which include wearing your personal protective equipment (PPE) consists of gloves, masks, goggles, and gowns. Medical Laboratory Technologist works in different sizes and employment setting. Usually medical laboratory technologist keep their areas clean, but their time when specimen solutions are being used, they spend lots of hours on their feet. And work in different hours depending of work area they in. To be a medical laboratory technologist one's usual requirements is to have a bachelor's degree with a major in medical technology or life sciences. And an associate degree and completion of accredited medical laboratory technician program. Read this  Respiratory Activity Well a medical laboratory technologist skill is to know problem solving to be able to perform plenty of tests and need to be able to assess further tests. Must be able to know how to use lab equipment to conduct performance checks and to maintain lab equipment. So they must be trained in order to be able to use the equipments. Know how to read the specimens and lab results of patients. Must have a good judgment, good communication skills, having respect of safety regulations, to work in a team, and to work under pressure at all times. The advancement that medical laboratory technologist the range is $45,700 for staff to $66,500 for managers. â€Å"The median annual wages for medical technologists were $53,500 as of May 2008. The highest 10 percent were paid more than $74,690, while the lowest 10 percent were paid less than $36,180. The middle 50 percent were paid between $44,560 and $63,430†. A different branch of medical laboratory technologist has different wages for example: Cytotechnologist in the hospital it $27. 55, a private clinic its $28. 75, and physician’s office laboratory is $26. 4. The benefit of being medical laboratory technologist is. The job outlook on medical laboratory technologist is it growing very rapidly and excellent job opportunities are very expected. It expected to grow â€Å"by 14 percent between 2008 and 2018, faster than the average for all occupations†. But it said â€Å"hospitals are expected to continue to be the major employer of clinical laboratory workers, employment is expected also to grow rapidly in medical laboratory, offices of physicians and other ambulatory health care services†. And also their jobs in molecular diagnostics, molecular biotechnology companies, in vitro fertilization laboratories, and research laboratories. The work of a Medical Laboratory Technologist is very demanding and must be focus at all times in order to get the correct results and complex. Why understanding the aspects of the career mentioned above is important for the person building a resume for success in this field, because it important for the person to understand the concept the career if he or she wishes to go into that career for long-term to get fully understanding of this jobs.

Germany experienced a period of political Essay

Political calm, spd can’t compromise, Hindenburg causing problems, lack of cooperation between parties causing polarisation but no outright revolutions that happened during 1919-24, growing foreign relations lorcano/treaty of berlin Economic development, result of lorcano meant breathing space from reparations also dawes and young plan and rentenmark – dawes plan borrowed US money lead to increase in capital. Later though fulfilment still causing problems and unemployment pay is causing issues, increase in taxes Social progress, conservative right unhappy and manifests in literature and cinema expressing glory in WW1 contrasts with neue sachlichkiet modern Weimar culture, Bauhaus linking art and functionality. Highlighting social issues within Weimar Overall relative calm but lack of progress, economic development but in short term and social progress but not helping Weimar. The years 1924 to 1929 are often described as the ‘Golden years’ but it is debatable to what extent Germany actually experienced political calm, economic development and social progress during this time. Certainly there was not the turbulence of post-war Germany and the consequences of the crippling Versaille Treaty were not as harsh in this period but this does not mean it was a time of development and progress. It can be suggested that it was not a period ‘of political calm’, there was certainly a lot of tension between the various political parties that made up the many coalition governments in this period, the failure of so many governments alone suggests that there were serious political issues. The narrowing of the interests of each party meant that it was becoming increasingly difficult for effective coalition governments to be formed. The SPD were especially difficult in this time as they were against compromising with the ‘bourgeois parties’ as they felt a change in ideals would occur and proposed policies like the Heidelberg Programme which would see private ownership of industry be taken over by social owners. Obviously many parties from the left felt this but the SPD had the largest amount of seats in the Reichstag, over 150 at their peak in the 20’s, and therefore had the ability to put the government into a stalemate. The SPD’s inability to compromise makes the political stage even worse when Hindenburg is elected as president  in 1925. Hindenburg, being a veteran of the Franco-Prussian war and the general who won the battle of Tannenburg was already conservative and took as many steps as he could to reduce the power the SPD had. Hindenburg also believed the powers of the president should be unrestrained and even blocked a draft that would limit his ability to use Article 48. This incoduscive atmosphere meant that by the time the SPD were willing to cooperate with a coalition government, individual interests and polarisation of parties had developed and no one else was interested. Therefore this cannot be classed as a period of political calm due to the stagnant politica l system. However, it could be suggested that this tension is to be expected as people are still feeling the effects of the First World War and political calm could be defined by the lack of extreme political parties attempting to take over. When this era is compared to the years 1919 to 1924 it is by far a time of political calm as there were no outright attempts at revolution. The years before saw extreme right and left wing idealists try to take over and the fact that this was not attempted during the ‘golden years’ meant it was a time of relative political calm. This is not to mention the successes in Stresemann’s foreign policy, which put Germany back on track to becoming a serious European power once again. The admittance of Germany into the league of nations and the signing of various treaties, such as the Lorcano treaty, meant Germany were in a period of political calm; not experiencing the diplomatic humiliation of the years before. The various treaties signed by Stresemann also helped the economic development in this period. The Dawes gained significant investments from the US and the Young Plan reduced the reparations Germany would have to pay, and set a timescale for how long they would have to pay. This gave the country some ‘breathing space’ to repair and develop its own economy. The young plan, for example, reduced the amount they would have to pay by 1700 million marks than they would in conjunction with the Dawes plan. These plans, alongside the introduction of the rentenmark meant there was an increase in German capital in this period, which can certainly be classed as a period of economic development. Whilst there is definitely evidence of economic development in the mid-1920’s it did also experience financial issues. The increase in unemployment, 15% of the workforce were unemployed by 1929, put a heavy strain on the welfare system of Weimar Germany. The institution for paying unemployment benefits had to borrow money from the Government, 342 million reichsmarks, and the parties could not agree how to find this money. The SPD would increase taxes while the DVP would cut benefits. This can be seen as a backwards move in economic development, as the system did not address the problem of unemployment, but just found more money to pay it, with the decision of how to pay for the unemployment benefits was delayed until 1930. This can be seen as the government almost shooting themselves in the foot and making a short term fix for a long term problem. This short-sightedness can also be argued to be found in Stresemann’s policies, for borrowing money from the US. An international financial crisis would leave over-dependant-on-America Germany in a high amount of debt, which is what happened when the Wall Street Crash occurred. Therefore it can be said that these years were a period of economic development, but that there would be little long term effect on the country from these developments. Social progress is probably the only contention that can be absolutely agreed with, with very influential movements like the Bauhaus dominating this period of time, summed up as Neue Schlachkliet. This movement, saw a progression in modern views and an attempt to undermine the Weimar government by exposing the issues faced through literature, theatre and film. The need for educational and social reform was well documented and although this did not bode well for the Weimar government it definitely showed progress in attitudes of the general public. The conservative nature of many Germans could still be found and also classed as a social progress in the form of anti-democratic writings and films that promoted the glory of the First World war. The two social ideas both grew in this period, but neither celebrated the Weimar Government so whilst it was undoubtedly social progress it was not productive for the Weimar republic. There is definitely a case for political calm, economic development and social progress in the mid-1920’s but they were not necessarily the advances  that would warrant the term ‘golden years’. The political calm was only due to a lack of serious opposition to the government but still they could not successfully form an effective coalition government and whilst the economy did improve in this time the provisions made were short-sighted and the country was over-reliant on foreign investments. Whilst social progress was made in this era it is easy to see that the progress wasnot in the name of democracy and presented the Weimar government with future problems as popular ideology differed from what they promoted.