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The Importance Of Being A Special Agent - 861 Words

The Federal Bureau of Investigation is the United States main federal law enforcement agency. It is operated under the United States Department of Justice and is a member of the United States National Intelligence Community. The National Bureau of Criminal Identification was founded 1896 in order to identify criminals across the nation. This organization was combined with numerous other agencies and changed names multiple times. In 1935 this organization was given its final name, The Federal Bureau of Investigation. The FBI employs some 33,000 people which around 13,000 are Special Agents. (FBI) In this paper I will be discussing different aspects of being a Special Agent. The first important part about becoming a FBI Special Agent is ensuring you meet the hiring criteria. To apply, the applicant must meet several different minimum requirements. The applicant must be between 23-37 years old, have a valid United States drivers license, be physically able to preform the required duties, and have a bachelors degree. Not only must applicants meet these requirements, but they also may not have any of the disqualifying factors. These include: having a felony conviction, being in default of a student loan, illegal drug use including marijuana use within the past 3 years, and never registering for Selective Services. If someone meets all this criteria they can then start the application process. You then submit an application to your local FBI field office. After this applicationShow MoreRelatedWhat Classifies A Federal Agent?. Counterintelligence (Ci)1032 Words   |  5 PagesWhat Classifies a Federal Agent? Counterintelligence (CI) is a unique and challenging field in the United States government and within the United States Army. 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The Essence of Attribution Theory Free Essays

There are many reasons why an individual behaves in a particular way. Correspondingly, there are numerous guesses a person makes about the behaviors and characteristics of another. This is the essence of attribution theory. We will write a custom essay sample on The Essence of Attribution Theory or any similar topic only for you Order Now Since its development, attribution theory has been applied to an array of disciplines. This facet of cognition is not only of interest to social psychologists, but also to educators, sociologists, marketing professionals, management personnel, and those in the medical field. Attribution theory states that humans ‘tend to give a causal explanation for someone’s behavior, often by crediting either the situation or the person’s disposition’ (Myers, 644). As such, it requires three components: an actor, behavior, and observer. For example, if a driver swerves in front of another’s car, what is the explanation the latter will provide for the former’s action? The observer may conclude that there was an obstacle in the road or that the actor has fallen ill. These two explanations credit situational causes to the behavior. What is more likely, however, is for the observer to attribute the actor’s behavior to disposition, such as being a clumsy driver. The way in which an individual perceives another has important implications as it can alter subsequent attitudes and behaviors. Naturally, there are several possibilities why a person acts in a certain manner. Building on the example above, the actor’s behavior may be due to drunkenness or automobile malfunctioning. There is a curious phenomenon in attribution theory. As alluded to above, research indicates a high occurence of undamental attribution error, which is ‘the tendency for observers, when analyzing another’s behavior, to underestimate the impact of the situation and to overestimate the impact of personal disposition’ (Myers, 644). An internal attribution claims that the actor was responsible for the event. Using the ongoing example then, the observer will attribute the actor’s behavior to internal, stable characteristics, such as being an aggressive driver. This is true even when other variables are introduced that clearly indicate situational influences. If the observer spots a deer quickly running to the periphery of the road, he is still likely to attribute the actor’s behavior as Attribution theory includes providing explanations for one’s own behaviors. An individual who receives a failing grade on an examination may attribute this outcome to several reasons, most of which will be situational. He may believe the teacher is incompetent, the examination obscure, or the textbook poorly written. This is an illustration of self-serving attributional bias which indicates ‘a tendency to attribute successful outcomes to dispositional factors and unsuccessful outcomes o situational factors’ (Cardwell, 221). Self-serving attributional bias often helps an individual to rationalize an otherwise threatening situation. For example, if the individual who did not pass the examination admitted that he does not understand the material, this will likely lead him to feel uncomfortable about his intelligence or capabilities. To avoid this, he attributes the failure to circumstances beyond his control, which relieves his ego of admitting a personal incompetency. It is nteresting to note that humans usually view another’s behavior as stemming from dispositional attributes, regardless of outcome or observable environmental variables, but then conversely attribute their own behaviors to dispositional influences in times of success and situational influences when the outcome is negative. Attribution theory has its origins in the 1950’s with the pioneering work of Fritz Heider; his book The Psychology of Interpersonal Relationships was instrumental in the development of this social psychology theory (Brown). He coined the term ‘naive psychology’ which describes the way in which laypeople utilize pieces of information to construct explanations of others’ behaviors. Edward Jones and Keith Davis’ ‘systematic hypotheses about the perception of intention was published in 1965 in the essay ‘From Acts to Dipositions† (Brown, 1). Expanding on Heider’s work, Harold Kelley stated that ‘people attempt to function as naive scientists’ (Aronson, 118) and he added ‘hypotheses about the factors that affect the formation of attributions: consistency, distinctiveness, and consensus’ Brown, 1). ‘Kelley published ‘Attribution in Social Psychology’ in 1967†² (Brown, 1). During the 1970’s ‘the field of social psychology was dominated by attribution theorists and researchers’ (Brown, 1). In the 1980’s Bernard Weiner added to the knowledge and scope of attribution theory with his focus on achievement. He identified ability, effort, task difficulty, and luck as the most important factors affecting attributions for achievement’ (Attribution Theory, 1). Weiner added locus of control, stability, and controllability to the lexicon of attribution theory. Weiner’s theory has been widely applied in education, law, clinical psychology, and the mental health domain’ (Attribution Theory, 1). Schank’s work on the structure of knowledge, particulary ‘in the the context of language understanding’ (Script Theory, 1) is intimately tied to attribution theory. In the 1990’s attribution theory was applied to the health care field with the works of Lewis and Daltroy (Attribution Theory). Additionally, ‘attribution theory applied to career development is provided by Daly (1996) who examined the attributions that employees held as to why they failed to receive romotions’ (Attribution Theory, 1). Most recently, this influential theory has been utilized in studying phenomena such as consumer behavior and advertising Naturally the applications of attribution theory, due to its pervasive and pliability, are limitless. Understanding why people behave in one way over another and how an individual perceives others can lead to important developments in a variety of disciplines. Researchers have studied the different attribution attitudes of females and males. One’s attribution style and his corresponding projection during counseling has been investigated. Seligman proposed an attribution model, which provides an explanation of learned helplessness (Schultz Schultz). Even the children of holocaust survivors have not escaped the grasp of attribution Law is affected by attribution theory in that it comes into play when judges, lawyers, and jurors attempt to understand why a person committed a crime. Marketing and advertising specialists wish to know why consumers behave in a particular way and how their perceptions influence their consumption. Prudent managers seek insight into their employees’ perspectives and consequent behaviors. Sociologists study how attributions affect the development of prejudices. The health care practices and attitudes of patients are of obvious importance to medical professionals. It appears the application of attribution theory to information technology is a newly developing area of interest. With a growing movement of educational reforms, it seems attribution theory will be increasingly directed toward this area of humanity. In fact, educational professionals are eager to examine and apply the principles of attribution theory to the learning process. Of particular interest to both educators and researchers are high- and low-achievers. ‘Since 1960, hundreds of studies have contributed to understanding why some are highly motivated to achieve and and others are not’ (Tucker-Ladd, 1). Researchers have found that ‘high achievers will approach rather than avoid tasks related to succeeding because they believe success is due to high ability and effort which they are confident of’ (Attribution Theory, 1). This means that failure is typically attributed to external variables, hich leaves their self-esteem intact. Low-achievers, on the other hand, ‘avoid success-related chores because they tend to (a) doubt their ability and/or (b) assume success is related to luck or to ‘who you know’ or to other factors beyond their control’ (Attribution Theory, 2). Therefore, when low-achievers experience success they tend to find it less rewarding than high-achievers because there exists no sense of personal influence over the outcome. Within the gifted and talented population of students, there is a segment of under-achievers. Under-achievers are those individuals in which a discrepancy between ability and performance exists. Educators are oftentimes unable to effectively manage such students who exhibit above average intelligence and capabilities but who are, for whatever reason, not performing at levels that correspond to such abilities. Research indicates that attributions which then affect motivation are a common cause of such under-achievement. It is an intuitive statement to say that modifying one’s attributions will then create changes in one’s motivation. It logically ollows that increased motivation will lead to increased efforts. These psychological phenomena are of particular interest to educators of gifted and talented under- achieving students as they can utilize such findings to increase performance. While some research has attempted to shed light on this particular educational occurrence, more investigation is necessary to obtain a fuller understanding. Furthermore, how such findings apply to the learning process is of utmost importance to educators that serve this subpopulation. Particular attention to the ttributional style differences between female and male gifted and talented students will enable educational personnel to more accurately attend to the needs of such learners. More specifically, the attributional style differences between middle school female and male gifted and talented under-achieving students and how this contributes to poor academic performance is valuable area of educational and psychological research. The findings of such research will undoubtedly enable school personnel to more effectively attend to the needs of this subpopulation with the ultimate end of aligning their performance with that of their ability. How to cite The Essence of Attribution Theory, Essay examples

High School vs College free essay sample

Many people ask themselves, whats the difference or similarities of college and high school? Is very catchy into a student life as well as a big step to them. Ill be comparing and saying the difference between both of them. Some believe that high school and college are the same about education but dont go into and explore the difference. Both of those impacts a persons life. It also brings struggle but at end whoever worlds for gets a huge blessing as graduating. You might ask yourself whats similarities does high school and college have? Well to answer that both are two steps in someones life to full field a career. For example both of those are teached from professors, people that has been through that stage. Both gives you a learning and experience as well as a life experience. Based on those experience it helps you become a better person. We will write a custom essay sample on High School vs College or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Grades are very important in both high school and college because they reflect your future whether it’s for the career you want to pursue or the college you would like to get accepted to. In high school and college the main objective is to learn and become more knowledgeable to help prepare you for the big world ahead of you. Throughout the entire year of learning your teachers are preparing you for the final exam so you can move on to a more advanced class both in college and high school. Did you know that high school and college also have the same rules ? Cheating is the most well-known rule that probably has the worst consequences. Talking on your cell phone and disrupting class are two other rules that are similar in both. Both hit the same consequence which can include suspension or even expelled. High school and college have most of the same activities. For instance they have sports, organizations, and the student government, etc. Also both need textbook if you want I succeed in your classrooms. Another example can be, most of the time they might be an instructor that stands at the head of the class and lectures, while the students listen and take notes. The coursework of both to that which is used in high school and also in college are textbook. Students read their textbooks and study them because the information contained in them is usually what will be found on the tests. For the most part, quizzes and tests are given to see if they understood the subject. High school is mandatory and usually free, College is voluntary and expensive. Your time is based by others in high school and in college you make your own time based on how it fits you in your schedule. Throughout your high school years your in school about 32 weeks while in college is 15 weeks, half of whats is done in high school. In high school the majority of the classes are standard while in college you select varies of courses depending upon the students major and the quarter in which the student starts college. Many professor also expect students to study and get notes from classmate in which in high school most teachers review. In conclusion there is many similarities in between them as well as there is difference. One thing we can always know is that both gives us a big support and opens door to great jobs. Also, both have their difference and structures. Is based on how the students works their scheduled to the best. At the end, to have a better job we need a high school diploma and to become a professional we need an associate, bachelors, or master degree.