Customize this Outstanding Network Technician Resume Sample

Customize this Outstanding Network Technician Resume SampleCustomize this Outstanding Network Technician Resume SampleCreate Resume Seymour Picard100 Broadway LaneNew Parkland, CA, 91010Cell (555) 987-1234example-emailexample.comProfessional SummaryDedicated Network Technician with extensive experience in integrating legacy systems into new platforms. Developed a successful history by maintaining a variety of certifications, pursuing training seminars on personal time and innovating installation and repair solutions. Dedicated to staying ahead of the curve when it comes to network technology.Core QualificationsCertified Network TechnicianCertified UNIX ExpertSales Certified By Several ManufacturersSolutions CenteredProject Management ExperienceCertified Network Hardware ExpertExperienceNetwork Technician, September 2010 May 2015Hillside Professionals New Cityland, CAResponsible for maintaining a repair and installation log that was turned in to management each day.Assisted in the planning and administration of several large UNIX network installations.Innovated several solutions that allowed customers to save money by utilizing their legacy networks.Network Technician, June 1998 July 2007Creators Technical Experts New Cityland, CASpecialized in the maintenance and upgrade of legacy workstations and servers.Developed several innovative network troubleshooting methods.Acted as the on-call emergency technician twice each week.Education1998 Bachelor of Science, Network EngineeringCraymore College New Cityland, CACustomize Resume

Robot Teachers Transform Education

Robot Teachers Transform Education Robot Teachers Transform Education Robot TeachersTransform Education There was always something a little off about Jill Watson.In early 2016 Watson had been assigned as the teaching assistant for Dr. Ashok Goels graduate course in artificial intelligence (AI). Offered online through Georgia Institute of Technology, the course taught hundreds of students from all over the world. The workload, Goel remembers, quickly became overwhelming for him. There were far more students than in a typical class. They lived across a dozen different time zones and they all had questions for their professor at all hours of the day and night.It was a large class and the questions were constant, Goel says. It takes a lot of time to pursue all of those messages and answer the questions. So we started off looking for a way to make the work easier on ourselves.So he called Jill, an artificial intelligence-backed robot TA that was developed at Georgia Tech and based on IBMs Watson ordnungsprinzip.The students, at least in the beginning, didnt even notice they were dealing with a robotTA.Jill was an incredibly effective TA. She answered student questions within minutes, no matter when they contacted her. She offered in-depth answers to a wide range of complex queries. She was generally more accessible, more personal, and more upbeat than any human could ever be. The class rolled through half a semester beforeGoel gave up Jills real identity. Since then, hes used the AI system in a few other classes and has noticed that, beyond helping with his workload, Jill also improves the overall student experience, making for better, more effective, and more engaged learning.Professor Ashok Goel in the classroom. Image Georgia TechWhat we realized is that, when a student asks a question, a human TA may not get to that question for six hours, 12 hours, 24 hours, Goel says. But Jill answers your question within a few minutes. That does tend to be really important be cause, if youre a student say, somewhere in Japan, and you ask a question and you dont even get a response for 24 hours, by the time the response comes you have moved on. Youre doing something else. But when Jill responds within five minutes then youre still on the topic and can stay focused.Getting PersonalAI is another step on the path to personalized learning, Goel says. Teachers play many roles in the classroom. They are coaches and mentors. They provide assessments and offer cognitive challenges. The long-term goal for systems like Jill, is to combine all of those functions into one solution that can do it all. Eventually, the hope is that students will be able to ask an AI system a question and, based on data about a students learning trajectory or demographic or cognitive profile, the answers and guidance that come back will be tailored specifically to them.My understanding is that 400 years back, 500 years back, much of education was personalized, except it was accessible on ly to the elite. Goel says, Then mass education started and all of us started getting learning, but it became impersonal. And now I think we are swinging back toward personalized learning, where we will have systems that will build very excellent models of students, and then use those student modelsto personalize all the tutoring and teaching.To get there, technology needs to become more human. These systems need to understand human beings. They need to understand what we want and how we think, and then use that information to interact with us. In many cases, AI needs to emerge from a technological vacuum and function effectively in the real, human world.Being able to have AI that understands the learner is incredibly important because it gets a deeper focus on that learner and understands what theyre doing, says futurist Brian David Johnson, a professor of practice at Arizona State Universitys School for the Future of Innovation in Society. But, for me, we need to certainly get the core skills and we need to teach, but we also have to remember that were going to have this AI and this technology doing more and more of our work for us.Its the things that machinescant do in the classroomempathize, read emotions, adjust guidanceJohnson says that will really matter as AI systems become more common.We cant lose sight of the fact that education is not just about skills, he says. Its also about developing human beings and developing whole learners.Growth and ScaleThe potential applications for robot teachersand AI-based learning systems in general are broad and ambitious. One limitation for educators today is reach. A teacher standing in front of a classroom can teach up to about 50 students at a time. A college lecturer can reach maybe 200 or so. Digitally, though, the scope is almost limitless. Digital assistance allows educators to scale their services and reach communities and individuals who didnt have access to different types of education.If you look at the gl obal picture, were short somewhere around 18 million teachers in the world today, says Thomas Frey, author and futurist with the DaVinci Institute. Teachers dont want to go to Africa, they dont want to go to Siberia, they dont want to go to Afghanistan. There are lots of places in the world teachers dont want to go to, and thats whats created this shortage of teachers.As a result, he says, nearly 25 percent of children worldwide are growing up today without any schooling whatsoever. This hinders their potential and consigns them to unskilled labor and subsistence jobs. Digital forms of educationcan help reverse that and actually raise the IQ of the entire planet.We have the Googles and the Facebooks of the world trying to bring Wi-Fi to the other three billion people on the planet, so educating those people just changes the equation almost instantly, Frey says Even small things, like teaching people how to take care of themselves or how to use a water filtration system, minor improv ements in understanding of how the world works would be a huge change.Tim Sprinkle is an independent writer. For Further DiscussionBeing able to have AI that understands the learner is incredibly important because it gets a deeper focus on that learner and understands what theyre doing.Prof. Brian David Johnson, Arizona State University

Army Valorous Unit Award

Army Valorous Unit AwardArmy Valorous Unit AwardThe Army Valorous Unit Award is a prestigious award for extraordinary heroism in action against an armed enemy of the United States in a single action or short period of time. It is theunitaward equivalent of earning a Silver Star for an individual action. The highest unit award is the Presidential Unit Citation, with the Valorous Unit Award being the second highest. Description of the Valorous Unit Award The Army Valorous Unit Award ribbon has a gold frame of laurel leaves surrounding 11 stripes in the pattern of theSilver Star Medal ribbon. The first stripe is 3/8 inch of Old Glory Red followed by 1/16 inch of Ultramarine Blue, 1/64 inch of White, 3/32 inch of Ultramarine Blue, 3/32 inch of White and a center stripe of 3/32 inch of Old Glory Red.The stripes then repeat in reverse order. The streamers for the Army Valorous Unit Award are the saatkorn pattern as the Silver Star Medal ribbon. Criteria The action earning the Valor ous Unit Award must have occurred on or after August 3, 1963. The action for which the award welches given must involve armed conflict with an opposing foreign force or while the unit is serving with friendly foreign forces in an armed conflict in which the United States is not a belligerent party. The degree of gallantry, determination, and esprit de corps necessary for the awarding of the Army Valorous Unit Award isa lesser degree than that necessary to be awarded the Presidential Unit Citation. However, the recipient unit must have been recognized above and beyond other units participating in the same conflict for their actions under hazardous conditions in the achievement of its mission. The degree of heroism required is the same as that which would justify awardingthe Silver Star to an individual under similar circumstances. It is not enough to have been in combat duty for extended periods of time or to have participated in several operational grounds or air missions. On most o ccasions, the award is warranted when units have taken part in single or successive actions that cover comparatively short time spans. The actions required forawarding the citation could not reasonably be performed for any extended time periods except under very unusual circumstances. Rarely will a unit larger than a battalion meet the qualifications for awards of this decoration. Who Can Wear It? All members of the unit cited for the award are approved to wear the emblem of the Army Valorous Unit Award. The emblem is thought of as an individual decoration for those in connection with the cited abroll-container-transport-system and is approved to be worn if they continue as members of the unit or not. Other personnel serving with the unit are approved to wear the emblem to show that the unit is a recipient of the Army Valorous Unit Award. Army awards and decorations are approved inaccordance to the guidance contained inArmy Regulation 600-8-22. Rules for the proper wear of Army awards and decorations can be found inArmy Regulation 670-1. The policy for display of unit awards on guidons and flags and supply of streamers is found in AR 840-10. History A review of the unit awards program was carried out in 1965 in order to expand the capacity of the Meritorious Unit Commendation to include acts of valor, at a request from the Commander, USMACV. This study found that there was indeed a gap in the awards program as The Distinguished Unit Citation was awarded for gallantry in action for heroism that would warrant the Distinguished Service Cross to an individual and there was no lesser unit award for heroism. A recommendation was given to expand the capacity of the Unit Commendation to include acts of heroism. This recommendation of the review was not approved by the DCSPER, but rather a memorandum was sent to the CSA on 7 January 1966 to suggest am Army Valorous Unit Award to be adopted to show unit gallantry in combat equivalent to that required for anawa rd of a Silver Star to an individual. The Chief of Staff approved this recommendation on 12 January 1966.