Charles H. Wetzel

Current Address:
My specific address, in Hachiōji, is a secret.
charleshenrywetzel
@hotmail.com

Permanent Address:
My specific address, in Hachiōji, is a secret.

Current and Permanent Addresses in Japanese:
八王子に住んでいます。具体的な住所は内緒です。

PERSONAL INFORMATION

Date of Birth: October 24, 1986
Nationality: United States of America
Visa Status: I have the (relatively new) Engineer/Specialist in Humanities/Int'l Services Status of Residence (在留資格: 技術・人文知識・国際業務) in Japan until July 4, 2021 (3 Y, extendable)
Military Base Status: I have received the United States Forces Japan ID card to access Yokosuka Naval Base and Kadena Air Base. These were only valid until May of 2014 and January of 2016, respectively, but it means that my background check has already been done, and I can receive future base passes more easily than an ordinary civilian who has not gone through the background check.
Marital Status: Single

OBJECTIVE

A position in the computer/IT field or other position making use of my skills

EDUCATION
(degrees are listed first, certificates/diplomas second)

Degrees:

University of Maryland University College Asia (メリーランド大学ユニバーシティ・カレッジ校 [UMUC アジア]), official completion**: July 14, 2016
UMUC Asia
GPA: 4.000 / 4.000 (Summa Cum Laude)
Completed a second Bachelor of Science degree (in Computer & Information Science)
Earned and financed 100% of college education and expenses

Northern Virginia Community College*, confer date: May 10, 2015
Northern Virginia Community College Extended Learning Institute, Fairfax, VA
Plan GPA: 3.875 / 4.000 (Graduation Honors: Summa Cum Laude)
Completed an Associate of Science degree in Information Technology
Earned and financed 100% of college education and expenses

Associate's and Bachelor's Degrees in Liberal Arts/Studies (Areas of Focus/Depths: History and Korean), completed in 2009 and 2010, respectively: in-depth information omitted from this version of the résumé to make it slightly shorter, click here to see that information: Master Résumé


Certificates/Diplomas (please note that certificates/diplomas requiring only one course/test are listed under "SKILLS," next to the specific skills that they represent):

Information Systems Technology Department, Northern Virginia Community College*, confer date: May 10, 2015
Northern Virginia Community College Extended Learning Institute, Virginia
Plan GPA: 4.000 / 4.000 (Graduation Honors: Summa Cum Laude)
Completed a Career Studies Certificate in Application Programming
Earned and financed 100% of college education and expenses

Business Management Department, Northern Virginia Community College*, confer date: August 11, 2013
Northern Virginia Community College Extended Learning Institute, Virginia
Plan GPA: 4.000 / 4.000
Completed a Career Studies Certificate in Business Information Technology
Earned and financed 100% of college education and expenses

The Korean Language Institute, the Institute of Language Research and Education, Yonsei University (연세대학교 한국어학당, 延世大學校韓國語學堂), graduation: June, 2008: in-depth information omitted from this version of the résumé to make it slightly shorter, click here to see that information: Master Résumé

Robinson Secondary School, graduation with Advanced Studies Diploma: June, 2005: in-depth information omitted from this version of the résumé to make it slightly shorter, click here to see that information: Master Résumé


*Something with an asterisk (*) next to it means I completed it while living in Asia, by distance, from an accredited college or university (more information: <http://resume.charles-wetzel.com/more_information.html>).
**"Completion" means when the courses/exams were all finished. The completion date and the graduation date may differ slightly.

SKILLS

Information Technology (IT):
Skill Course, Exam, or Other Qualification Grade, Score, or Other Achievement
Relational databases (theory and Oracle SQL*Plus and PL/SQL programming, with some minor assignments completed using MySQL and phpMyAdmin)
  • UMUC CMIS 320, Relational Database Applications & Concepts
  • UMUC CMIS 420, Advanced Relational Database Concepts and Applications
  • A
  • A
UNIX/UNIX-like operating systems (such as Linux) and shell programming knowledge including the command line, vi, the Korn Shell, etc. UMUC CMIS 325, UNIX with Shell Programming A
Java programming skills including the Swing GUI and a little bit of libGDX NVCC ITP 120, Java Programming I, UMUC CMIS 242, Intermediate Programming, and CMSC 495, Current Trends and Projects in Computer Science
  • A
  • A
  • A
C++ programming skills
  • C++ Programming for Game Developers - Module I
  • UMUC CMIS 315, C++ Programming
  • B (2009)
  • A (2014)
BASIC (QBasic, FirstBasic, Puchikon, TI-BASIC), pseudocode, and Raptor programming skills
  • Maxcoderz, Greenfire Pong [programming] Contest, April 2004
  • UMUC CMIS 102, Introduction to Problem Solving and Algorithm Design
  • First Place in TI-BASIC programming language division for graphics
  • A
Web development technologies including HTML and basic XHTML, Dreamweaver, Photoshop, and Flash with basic ActionScript 3.0
  • Webmaster of the site now located at <http://www.charles-wetzel.com/>, from 2006-present
  • NVCC ART 116, Design for the Web (Dreamweaver)
  • ITE 115, Introduction to Computer Applications/Concepts (XHTML)
  • ITE 170, Multimedia Software (Adobe Dreamweaver, Photoshop, and Flash with ActionScript 3.0)
  • A
  • A
  • A
XML UMUC CMIS 170, Introduction to XML A
Software Engineering UMUC CMIS 330, Software Engineering Principles and Techniques A
Computer applications/concepts such as Microsoft Office's Access, Word, Excel, and PowerPoint NVCC ITE 115, Introduction to Computer Applications/Concepts A
PC hardware and operating system architecture
  • NVCC ITE 221, PC Hardware & O/S Architecture
  • Built an Intel Core i7-based system (2013) and a Pentium 3-based system (2006)
A
Telecommunications and Networking
  • NVCC ITN 100, Introduction to Telecommunications
  • UMUC CMIS 435, Computer Networking
  • A
  • A
Information systems and computer applications CLEP Information Systems and Computer Applications 66/80

English Teaching:
- Native speaker of American English (raised near Washington, D.C.)
- Several English teaching credentials: in-depth information omitted from this version of the résumé to make it slightly shorter, click here to see that information: Master Résumé
- Skills in understanding East Asian culture and living successfully in East Asia: have lived in East Asia for ~17½ years (more than half my life), including:
Approximately five years in Seoul, South Korea
Approximately three years in Hong Kong Special Administrative Region, China
Approximately 1½ years in Kaohsiung, Taiwan
Approximately 8 years in Japan (~2 years in Yokkaichi City, Mie Prefecture, ~1½ years in Utsunomiya City, Tochigi Prefecture, ~1 year in Aizu-Wakamatsu City, Fukushima Prefecture, and ~2½ years in Western Tokyo)

Other Linguistics:
- KLPT (Korean Language Proficiency Test [세계한국말인증시험, 世界韓國말認證試驗] taken April 26, 2009) Level: 5 (5급, 五級, advanced, vocabulary of 6,000+ words)
- JLPT (Japanese Language Proficiency Test Level N2 [日本語能力試験 N2], taken December 6, 2015): ~6,000 words, hiragana, and katakana: Vocabulary Grade: A, Grammar Grade: A
- Kanji Kentei 3-kyū (漢字検定三級, the official test of Sino-Japanese characters [kanji] in Japan, taken February 4, 2018): Passed, which certifies knowledge of 1,607 kanji
- Goethe-Zertifikat A1 Start Deutsch 1 (the official German test offered by Goethe Institut), taken November 27, 2018): Prädikat · Grade: 90% (Hören · Listening: 18.26/25, Lesen · Reading: 24.9/25, Schreiben · Writing: 24.07/25, Sprechen · Speaking: 23.24/25)

Other:
- Knowledge of personal finance (passed the DSST Personal Finance exam with a passing score: 438/500 [only 47.62% of examinees pass])
- Knowledge of Japanese history (took UMUC HIST 482, History of Japan to 1800, in Kadena, Okinawa under Professor Kishō Azama, for personal interest [not required for degree], grade: A)

EXPERIENCE

Teacher (Tokyo, Japan), with multiple employers (teaching from toddlers to the elderly), Tokyo, Japan, October 2016-Present

- Working at Shane (シェーン英会話) in Kanda from February, 2019 to Present (boss: Rosie Houlding)
    - Dispatched to Daini Shoka Nursery and Kagai (kindergarten) classes in Yokohama from March, 2019 to Present
    - Dispatched to Eikoh Seminar lessons all over Tokyo (teaching elementary school students) from April, 2019 to Present
    - Have games and activities to make the lessons more interesting, and I am not afraid to sing and dance!
    - Follow official lesson plans and submit attendance records and Cover Notes after each Eikoh Seminar lesson using SHANE Global Intranet
    - Attending optional training sessions to learn more songs, games, etc. and also to share my own ideas with other teachers, collaboratively

- Working at Linguage (リンゲージ) in Shinjuku from November, 2018 to Present (boss: Alfonso-Tomás Leung)
    - Dispatched to teach adults business English at Technicolor Pioneer from December, 2018 to February, 2019
    - Dispatched to Hitachi for voice recording work, November, 2018
    - Dispatched to give feedback on engineering student presentations at Shibaura Institute of Technology, December, 2018
    - Being dispatched to Konica Minolta to teach adults intermediate- and advanced-level business English from May to October, 2019
    - Occasionally teaching adults at the headquarters in Shinjuku
    - For the Technicolor Pioneer students, provided specialized business English to help them explain Technicolor Pioneer's main product, set-top boxes (STBs) for cable TV. Elicited information from the students from the software development process (mostly using GNU C on Linux), to the transfer of drivers, middleware, interface, etc. software to the STBs, to the testing using a special device that emulates cable TV broadcasts using MPEG technology, as well as all the cables and ports that make this possible. This drew heavily on my IT background (I have a Bachelor of Science in Computer & Information Science).
    - Had activities to make the lessons more interesting, for example, the "Page 11 Triathlon," in which the students competed in three different events about business English, using their new vocabulary and phrases about occupations (a businessperson, an entrepreneur, a mechanic, etc.), positions (an executive director, a vice president, a section manager, etc.), departments (administration, accounting, marketing, etc.), nationality adjectives (Brazilian, German, Thai, etc.), etc.—this activity included oral quizzing, slamming cards I had made for the lesson, and a writing race.
    - Made lesson plans, submitted monthly reports, individual student reports, and attendance records via Linguage's online Instructor Report Management System (IRMS)
    - Checked and corrected homework
    - Prepared the Technicolor Pioneer students for teleconferencing
    - For most lessons, used High Five: English for Business Success: step 1

- Worked at Guarantee Language (ギャランティーランゲージ) in Koganei from December, 2016 to March, 2019 (owner: Andrew Docktor)
    - Taught toddlers to the elderly, with the majority of my students being adults, and with the lessons being a mix of private, semi-private, and group lessons
    - More information about this position: in-depth information omitted from this version of the résumé to make it slightly shorter, click here to see that information: Master Résumé
Although this was not a computer and/or IT position per se, here are several computer- or IT-related things that I accomplished there:
    - I noticed that many of my students were having trouble with big numbers. For example, if asked to say "3,000,000," many students would say "three hundred ten thousand" or something nonsensical like that (because English deals with numbers in groups of three digits [thousand, million, billion, etc.] whereas Japanese deals with them in groups of four digits [ten thousand, hundred million, trillion]). To help my students practice saying big numbers, including Japanese→English and English→Japanese, I created the following PHP program called "Charles Henry Wetzel's Variable-Digit Random Big Number Generator (VDRBNG)." I shared a link with students (<http://education.charles-wetzel.com/>) at which they could access it on their personal computers or their Android devices (iPhones, iPads, etc. are not supported, unfortunately). Here is a snapshot of the program running in a browser (in this snapshot, the first answer is lighting up in red because the user is mousing over it):
VDRBNG Snapshot
    - One of my students was a retired Z80 programmer (the Z80 is a microprocessor from the 1970s which is still used in some devices today). I created an extensive lesson plan to use with him and other students in the IT/computer fields that combined interesting facts about the Intel 8080 (the first microprocessor suitable for a personal computer), the Z80 (which he programmed, and which was backwards-compatible with the 8080), and the life of Masatoshi Shima, an Intel and Busicom employee who worked on both microprocessors. Click here to access the reading about the Intel 8080 and the Z80. Click here to access the comparison of microprocessors mentioned in the article (this is supplementary material for the reading, which is the main document).
    - I instructed students about how to install and use Anki SRS (Spaced Repetition System) to increase the amount of information they could remember over time. We used both the Windows and AnkiDroid (Android) versions.
    - I taught many students in the IT/computer industries successfully. For example, one student was writing his Waseda University master's thesis (in the Computer Science program) about using image recognition technologies to get a $1 million robot to grasp drills and valves, which would be useful for dealing with the Fukushima nuclear power plant meltdown without endangering humans. I frequently checked his writing and presentation materials to help him get ready both for events at Waseda University, and international conferences outside Japan, as well, such as in Spain, Australia, etc. Another student was the aforementioned Z80 programmer, and one woman I sometimes taught was a Sony Computer Entertainment employee who enjoyed discussing the video game industry.

- Worked at Live English, Inc. (株式会社 ライブ イングリッシュ) online (the corporation is headquartered in Shinjuku but I taught students located not only in the Kantō Region, but also Hawaii, New York, Southeast Asia, etc.) from October, 2016 to October, 2017 (director: Atsuko Suzuki)
    - Taught adults, including extensive business English, especially from materials such as Market Leader and Breaking News English.
    - Before lessons, assembled various forms of multimedia from around the Internet including images and videos to make the lessons more interesting
    - Planned lessons and gave students feedback via the online My Live platform, through Lesson Memo, etc.
    - Used Skype for Linux, Windows, and iOS and would help students troubleshoot their technical problems
    - Checked and corrected homework
    - Prepared students for the TOEIC exam

English Teacher (Fukushima, Japan), with Windmill English Center (official British spelling: Centre, Japanese: ウィンドミルイングリッシュセンター) (teaching primarily adults), Fukushima, Japan, April, 2015-August, 2016
- Signed a 16-month contract (April 14, 2015-August 13, 2016), contract complete
- Worked at the Nakajima-machi main office and was also dispatched to Alte Meister (a company that crafts Buddhist altars and Buddhist altar equipment) and Fujitsu
- Manager: Junko Holland
- More information about this position: in-depth information omitted from this version of the résumé to make it slightly shorter, click here to see that information: Master Résumé
- Although this was not a computer and/or IT position per se, here are several computer- or IT-related things that I accomplished there:
- Designing custom visuals and worksheets for my business classes at Aizu Fujitsu Semiconductor Manufacturing that were based around the old 1954 FACOM-100 computer, the 1980 Fujitsu FM-8, the various steps of the IC manufacturing process from silicon wafer from Shinetsu to finished product, etc.
- Teaching my students how to use the Spaced Repetition System (SRS) Anki. I not only demonstrated, but had them practice hands-on, how to download and install the program, create flash cards, add multimedia to the flash cards, quiz themselves using those flash cards, the commands they needed to type to create filtered decks, and how the SRS algorithm works. Using these 21st-century techniques, certain students, especially one Fujitsu engineer, were able to increase their vocabularies and therefore their TOEIC scores and English communicative skills greatly.
- In order to make my business English students as fluent as possible at saying things like "once a week" or "twice a day," I designed a Japanese-English translation program using Java and the Swing GUI in which they had to type the correct English expression given the Japanese expression. The program would then evaluate whether the typed expression was correct or not, and give 1 point or 0 points accordingly. Then we had relay races using this program. Their speed at making such expressions increased greatly.
- I was often the first line of tech support at the school. I dealt with all sorts of technical problems ranging from a printer that would not close, to someone who had deleted the Users directory from his computer to free up space, to how to type International Phonetic Alphabet symbols in Word using the Alt keys and the numpad, or CHARMAP.EXE.
- I often introduced Computer Aided/Assisted Language Learning (CALL) tools (either finding them or making them), which my boss often had me demonstrate at staff meetings for other teachers to use in their lessons, for example, a quiz show maker, Flash games to teach concepts such as colors and shapes, a minimal pairs Word template, etc.

English Teacher (Utsunomiya, Japan), with Utsunomiya English Center (宇都宮イングリッシュセンター) (teaching kindergarteners to senior citizens), Utsunomiya, Japan, September 2013-March 2015
- UEC dispatched me to a private elementary school and junior high school (I was a full-time ALT [Assistant Language Teacher] for a year, and I also taught kindergarten on the same campus).
- I was dispatched to Honda Engineering, Sumitomo Densō, and the YMCA, where I taught English.
- I taught business English and conversational English, mostly to adults at UEC headquarters (Manager: Hideo Muramatsu).
- More information about this position: in-depth information omitted from this version of the résumé to make it slightly shorter, click here to see that information: Master Résumé

English Conversation School Teacher (Yokkaichi, Japan), with Big Apple International School of English (ビッグアップル英会話スクール) (taught all ages from newborn babies to 65 years old), Yokkaichi, Japan, March 2011-August 2013
- I worked at the main school in Yokkaichi (manager: Kaori Nakamura)
- More information about this position: in-depth information omitted from this version of the résumé to make it slightly shorter, click here to see that information: Master Résumé
- Although this was not a computer and/or IT position per se, here are several computer- or IT-related things that I accomplished there:
- To make the learning of their weekly calendar quiz words more fun, I created a piece of software, called "Big Apple Word Search," which allows students to do word searches with their weekly calendar quiz words (randomly-generated so the word searches are different almost every time). The program contains all 366 calendar quiz words for 2012, is written in BASIC (551 lines of code), and is available to all enrolled Big Apple International School of English students upon request.
Big Apple Word Search Screenshot 2
- Webmaster of the Big Apple Web site — I used HTML, FTP, and other basic technologies to keep our Web site current and also had the idea to move the Web site to a new server. I assisted the manager with this, and now she is paying 50% less than before for Web hosting.

English Teacher (Kaohsiung, Taiwan), with Amigo School (私立阿米格英語短期補習班) as my primary ARC-sponsoring school (I taught children full-time, as well as substitute teaching adult classes, sometimes), Kaohsiung, Taiwan, July 2009-March 2011
- Worked at the Shihjia Branch until March 2010 (director: Cindy Huang), then at the Wujia Branch from March 2010 to March 2011 (director: Mandy Chi)
- More information about this position: in-depth information omitted from this version of the résumé to make it slightly shorter, click here to see that information: Master Résumé
- Although this was not a computer and/or IT position per se, here was one computer- or IT-related thing that I accomplished there:
- Our school had a "Dance Party" based on StepMania, a freeware clone of Dance Dance Revolution. This party required procuring and connecting USB dance pads from shops on Jianguo Road, installing and configuring the StepMania software, and installing song packs.

Various positions from when I was a teenager to save money so I could study in Korea: in-depth information omitted from this version of the résumé to make it slightly shorter, click here to see that information: Master Résumé

HONORS AND ACTIVITIES

- Amateur programmer, 1997-present—my portfolio of programs I have written is at <http://programming.charles-wetzel.com/>.
- Amateur mountain hiker, having reached the summits of the following mountains: Vaalserberg (the small mountain at the three-country border of the Netherlands, Germany, and Belgium) (2019), Mt. Jinba and Mt. Takao (2017), Mt. Bandai (2016), Mt. Gozaisho (twice in 2013, including once in the winter), Mt. Fuji (2012), Mt. Halla on Jeju Island, South Korea (2012), etc.
- Yokkaichi International Center (四日市国際センター) Japanese Circle, August 2012-August 2013, Aizu-Wakamatsu International Association (会津若松市国際交流協会) Japanese course, April-June 2016
- NVCC ELI Pedometer Challenge 2013: Won the Challenge with 1,163,345 pedometer steps in just 28 days (~508 miles [~817 kilometers]); walked from Yokkaichi to Tsu, Yokkaichi to Nagoya, climbed to the peak of Mt. Gozaisho during the winter, and walked from Yokkaichi to Kyōto-fu (passing through Kameyama and Iga on the way), February-March 2013.
- Special Prize winner in the Korean Ministry for Food, Agriculture, Forestry, and Fisheries UCC Makgeolli Video Contest (농림수산식품부 글로벌 막걸리 UCC 공모전), September 2012
- UMUC Dean's List, Spring 2014, Spring 2015, Fall 2015
- NVCC Presidential Scholar, Summer 2008, Dean's List, Spring 2009, Spring 2013
- Fairfax County Public Schools [Non-Credit] Adult Education Program for Korean Language, 2005-2006
- Boy Scouts of America (reached Eagle Scout rank), 1993-2004
- Robinson Secondary School Pi Day Pi Memorization Competition (2004: First Place with 205 digits, 2003: Second Place with 128 digits)

AVAILABILITY

Immediately

REFERENCES

available on request

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