Kim resume
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Kimberly Ann Perez Zamora is seeking a position that utilizes her qualifications and allows her to develop her talents and skills. She is currently studying for a Bachelor of Science in Information Technology at Informatics International College. She is computer literate in programs like MS Word, PowerPoint and Excel. She is also a member of her college's Theater Guild and DOTA Organization.
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Rochelle Ubias is a 28-year-old Filipino nurse seeking a position that allows her to contribute fully using her skills and knowledge. She received a Bachelor of Science in Nursing from Philippine Women's University in 2007 and an Associate in Health and Science Education from Philippine Christian University in 2005. Rochelle has over 5 years of work experience in purchasing, inventory control, and material analysis roles. She is computer literate and familiar with Microsoft programs including PowerPoint, HTML, and Excel.
Stefen Roy
Stefen Roy Mercado is seeking a position that allows him to utilize and further develop his skills. He has a Bachelor's degree in Hotel, Resort and Restaurant Management from Eastern Samar State University. His work experience includes positions as a food server and stock clerk. Mercado has good communication, customer service, and teamwork skills. He is proficient in napkin folding and has participated in training related to culinary skills, banquet operations, and housekeeping.
Resume ii
Mary Ann Mariñas is seeking a position that matches her qualifications and allows her to apply her knowledge and skills. She has experience working as a tagger for two companies from 2007 to 2008 and again from 2010 to 2011. She also worked as a promodizer from 2011 to 2012. She provides her personal details, education history from elementary school through an associate's degree in secretarial computer studies, and character references.
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Advance figure intelligence scale (almost done)
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
Table for correlation
The document summarizes data from an experiment correlating scores on two intelligence tests:
1) The Advance Figure Intelligence Scale (AFIS) which measured participants' (N=129) non-verbal intelligence scores (X).
2) The SRA Non-Verbal Test which measured participants' non-verbal intelligence scores (Y).
It provides the total sums of X scores, Y scores, X squared scores, Y squared scores, and the product of X and Y scores.
Advance figure intelligence test (answer sheet)
This document appears to be an intelligence test consisting of 5 sets of figures (A, B, C, D, E) with 40 questions total. The participant is asked to provide identifying information and the test is timed. Their raw score and percentile are calculated after completion.
Advance figure intelligence scale (final edit)
The document discusses nonverbal intelligence tests and their use in evaluating students from diverse linguistic and cultural backgrounds. It provides guidelines for determining which intelligence tests are appropriate for a given student based on their individual characteristics and backgrounds. Nonverbal tests may be preferable to verbal tests for students with language deficiencies or those from minority ethnic groups to minimize cultural and linguistic bias. The results of verbal and nonverbal tests should both be considered to get a full picture of a student's abilities.
Demz assign in tourism
Tourism involves travel for leisure purposes outside one's usual environment. The document discusses various tourism products and destinations in the Central Philippines, including national parks, beaches, diving, festivals, and urban attractions. It provides details on popular destinations like Boracay island, Siargao island, and Samal island, which are known for their white sand beaches. It also mentions resorts, hot springs, and waterfalls that offer swimming and relaxation activities beyond beaches.
Spm info
The document summarizes a study that administered Raven's Standard Progressive Matrices (SPM) to 608 individuals aged 17-65 from four communities in Serbia. It found that on average participants solved 48 of 60 matrices, equivalent to an IQ of 93 based on American norms from 1993, or an estimated IQ of 88 after adjusting for differences in norms over time and populations. There were no significant differences found between Muslims and Christians or males and females in the sample. The study aims to further examine IQ scores in the Balkan region and Serbia based on previous research finding lower average IQs there compared to other parts of Europe.
Ravens intelligence test
This document summarizes a research paper that presents two algorithms for solving Raven's Progressive Matrices tests visually without propositional representations. The paper introduces the Raven's test and existing computational accounts that use propositions. It then describes two new algorithms called "Affine" and "Fractal" that use visual representations and similarity-preserving transformations to solve the problems. The paper analyzes the performance of the algorithms on all 60 problems from the Standard Progressive Matrices test and finds they perform best on problems requiring visual/spatial skills and less on verbal problems.
Ravens intelligence test
Raven's Progressive Matrices are multiple choice intelligence tests that assess abstract reasoning. Developed in 1936 by John Raven, the tests present patterns in matrices and ask test takers to identify the missing item to complete the pattern. There are three versions for different ability levels: Standard, Coloured, and Advanced. The tests measure two main components of general intelligence: eductive ability to think clearly and make sense of complexity, and reproductive ability to store and reproduce information. Studies have found individuals with autism spectrum disorders can score higher on Raven's tests compared to other tests.
Purdue intelligence test
1) A study was conducted to determine if using trimetric pictorials instead of isometric pictorials on the Purdue Spatial Visualization Test would be a more sensitive predictor of spatial visualization ability. Undergraduate students completed computer versions of the original PSVT, a revised PSVT with trimetrics, and the Mental Rotations Test.
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The document discusses the development and administration of the Standard Progressive Matrices (SPM) test, a non-verbal intelligence test originally developed by John C. Raven. It provides details on the theoretical frameworks of general intelligence, fluid intelligence, and Gestalt learning theory that informed the test's construction. Administration procedures and the test's item composition involving pattern analysis, visuo-spatial functions, clear thinking, eductive ability, and reproductive ability are also described.
Psychometrics 2 introduction
The document provides an introduction and overview of the Standard Progressive Matrices (SPM) test. It discusses that the SPM is a non-verbal test of intelligence originally developed by John Raven in 1936. It covers cognitive abilities like reasoning, problem-solving, and pattern recognition. The document also outlines the test's theoretical framework drawing from theories like the general intelligence factor and Gestalt learning theory. It describes the test administration process and how the items are generated to cover different cognitive domains in a progressively difficult manner.
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This document discusses nonverbal tests of intelligence and provides guidance on their appropriate use. It notes that nonverbal tests may provide a more valid estimate of intellectual functioning for students from diverse cultural or linguistic backgrounds compared to verbal tests. The document answers common questions about selecting tests, interpreting discrepancies between verbal and nonverbal scores, and how other professionals contribute to the evaluation process. Specific nonverbal intelligence tests that are discussed include the C-TONI, UNIT, RPM, Leiter-Revised, and selected subtests of the KABC-II.
Intro spm
1) The document discusses different types of intelligence tests, focusing on the Standard Progressive Matrices (SPM), a non-verbal intelligence test.
2) The SPM consists of diagrammatic puzzles with a missing part that must be identified, intended to measure intellectual ability across ages, education levels, and cultures.
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Intelligence test
This document summarizes key concepts from a chapter about intelligence:
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- It discusses intelligence testing and controversies, such as whether intelligence is a single ability or made up of multiple abilities. It also discusses research locating intelligence in the brain.
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Culture fair intelligence test
This study investigated the relationship between pupillary responses on a visual backward masking task and scores on the SAT, a measure of general cognitive ability. In the backward masking task, participants had to identify which of two lines was longer after it was briefly presented and then masked by overlying lines. Pupillary responses were analyzed to isolate components reflecting attention to the target line versus the mask. The researchers hypothesized that higher SAT scores would correlate with better target identification and less pupillary response to the irrelevant mask. They found that a late pupillary response component reflecting attention to the mask accounted for unique variance in SAT scores beyond other factors, supporting the idea that more cognitively able individuals process information more efficiently.
Spatial intelligence test for children
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Standard progressive matrices
This document discusses the construction and verification of norms for Raven's Progressive Matrices Test using a sample of students in La Plata, Argentina. It finds an increase in scores over time, known as the Flynn Effect, when compared to previous norms from 1964. It also finds differences in mean scores between age groups, education types, and for students in a Fine Arts program. The goals were to update the norms for the test using local data and compare results to previous norms and between demographic groups.
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Kim resume
- 1. KIMBERLY ANN PEREZ ZAMORA 1838 Interior-E G. Tuazon St. Sampaloc, Manila Contact No.: 09096873045 E-mail Address: kimmy_darkangel08@yahoo.com.ph OBJECTIVE To obtain a position that would best fit my qualifications and develop further my talents and skills for continuous career development. EDUCATIONAL ATTAINMENT Tertiary Informatics International College Bachelor of Science in Information Technology (BSIT) 2nd Floor, 870 Isabel Bldg., Florentino Cayco St. corner Extramadura St., Sampaloc, Manila June 2009 – Present Secondary Ramon Magsaysay High School Espana, Manila Graduated: March 2009 Primary Dr. Benigno Aldana Elementary School Prudencio Street, Sampaloc, Manila Graduated: March 2005 MEMEBERSHIP / ORGANIZATIONAL AFFILIATIONS • Theater Guild Member Informatics International College • DOTA Organization Member Informatics International College SKILLS AND ABILITIES • Computer Literate in various Windows-based software such as MS Word, Powerpoint, and Excel • Able to be a good leader and a follower • Can adapt easily to the changes that may occur • Fluent in English and Filipino languages CHARACTER REFERENCE Available upon request PERSONAL BACKGROUND Nickname: Kim Religion: Roman Catholic Date of Birth: June 27, 1992 Height: 5’6’’ Place of Birth: Sampaloc, Manila Weight: 119 kgs.
- 2. . I hereby attest that the above information is true and correct to the best of my knowledge. KIMBERLY ANN P. ZAMORA