To Reinvent Oneself :: College Admissions, Personal Narrative

Before I go about fixing the world, I must first try a little self-improvement. Many people walk through life without really considering who they are and fewer still ask themselves if that is who they want to be. In my experience this is because most folks can't see how to go about changing themselves and some even think that this is somehow a betrayal of their essence. To reinvent yourself you need three things. A vision of who you want to be. You need to know how to make a change in yourself and finally you need to have the courage to do it. Your vision can be reached through many paths. Look at those things that you take pride in about yourself and contrast them with those things that embarrass you. This should start to indicate where your soul is trying to head. Next flesh out the ultimate form that you would take if you followed this path. And now you have your vision. But don't think this will remain constant throughout your life. As you change, grow and learn you will want to alter your vision. This is a good and normal thing, so fear not. The method that I have found to change myself is simplicity itself. Become an actor. Take one part of yourself at a time and start acting as if you had already achieved that modification. It will feel awkward and false at first but the more you practice it, including the feelings behind the actions, the more it will become natural to you. Eventually you will be acting correctly without even thinking about it and your motivation will become a part of who you are. Then you are ready to tackle the next part of yourself that needs improvement. You will need courage to do this. Remember, all of your friends and family are expecting you to stay the same. Whether you know it or not you are partly who you are because of a desire to meet these expectations. It is therefore natural for you to fear the confusion and perhaps rejection of those nearest and dearest to you.

Movies Represent Storytelling at Its Best Essay

Imagery, sounds, storytelling ability, excellent editing, serious acting and creative imaginations are all technically combined to make a good movie. Movies represent storytelling at its best. The writer gives a script to the director who interprets it and creates a core team of professionals that includes the cinematographer, the designer (and his team), the sound engineer, the actors, and the editor. They make ï ¬ lms to entertain, to express emotion, tell stories, deliver messages, to dream, to imagine, and it is all because they have a passion that drives them. Filmmaking takes time, patience, dedication, commitment, and an understanding of the process in its totality. If ï ¬ lmmakers are oriented toward story and performance, they must learn to visualize the narrative. The story must unfold in the mind’s eye, as it is conceived and created. The ï ¬ lmmaker has to see the movie while the screenplay is being written and during pre-production before the cameras roll. (LoBrutto 2002) Matthew Vaughn created a make-believe movie which insinuates that mutants are everyday people that exist among us; and there were times during the movie that the thought actually crossed my mind. Owing to the fact that, making a film is a most complex artistic enterprise and that, movie making is the only creative endeavor that encompasses all of the arts: writing, photography, painting, acting, music, dance, and architecture; the filmmaker must take on the challenge of telling a story via image and sound each time a movie is made. (LoBrutto 2002) Storytelling A movie is a story; it is as simple as that. Movies are really a category of art that use various kinds of technical combinations of imagery and sounds to tell stories. However, how the story is told, often make fictions seem real, non-fictions become personal, fantasy appear realistic and musicals, like Burlesque, http://youtu.be/9snF_LsF-OI expand into song and dance. There is always something that viewers can relate to in movies. Nevertheless, â€Å"Movies are not, and are not meant to be, blueprints for how to live our lives. They are, however, reflections of lives.† (Goodykoontz, & Jacobs 2011) The story, X-Men: First Class, is about former closeted mutants coming out and embracing their difference. However, the film began with a setting during the period of the holocaust when Magneto was a young boy in Poland. The boy’s name was Erik Lehnsherr (later named Magneto). The story highlights aspects of the enslavement of Jews by the German Gustapo. The close-up shots of the numbers that were branded on the arms of the Jewish people in the concentration camp align the story with an actual historical event. Those shots coupled with the boy’s forceful separation from his mother help to authenticate and solidify the director’s attempt at reality. His anger and fury at the separation triggered his mutant power of magnetism that caused him to rip the metal fence that stood between himself and his mother. The Gustapo commander’s name was Schmidt (later Sebastian Shaw). It was he who shot and killed Erik’s mother in cold blood, before the child; resulting in Erik’s mutant power of magnetism being triggered and magnified during his subsequent angry outburst. Sebastian Shaw murdered the boy’s mother because he wanted to see a demonstration of the boyâ€⠄¢s mutant powers. Mission accomplished, Shaw wanted to train and harness Erik’s mutant power to use it as a weapon. On the other hand, Charles Xavier was a brilliant academic who is of gentry stock. As we saw it when he was a boy, he had the power of telepathy. He also had the ability to read and control other people’s minds. In the beginning of the film, Charles was quite blatant and unapologetic about reading people’s minds without their permission as was the case when he was talking the woman at the bar, before Raven interrupted. He became a CIA consultant on humans with mutant abilities then later he and Erik (who became his close friend) recruited, trained and formed X-Men: First Class a department within the CIA. Both men, Charles and Erik formed a league of mutants to fight against the plans of the evil Sebastian Shaw. There were also minor storylines about interpersonal relationships and the mutants’ personal insecurities as it related to personal acceptance. Overal l the storyline of a Jew’s revenge against his former Gustapo torturers was good; revenge in this case was sweet. Acting Actors are the most visible elements in a film. The actors †¦. In X-Men: First Class There was wild card and character actors but there were no star actors (except for Hugh Jackman’s one clip appearance when he used the f word). The acting was mediocre because at times it did not come across as being natural. It appeared to be acting, more the type for a stage production than for the cinema. However, if I should compare the two main characters; Michael Fassbender did a good job of portraying Erik’s anger, loss and hurt that he suffered growing up in a concentration camp. McAvoy in Charles’ character on the other hand, did not have much negative experience to work with and his character came across as Erik’s boring telepathic side-kick. Kevin Bacon did justice to Sebastian Shaw’s character. With the exception of Raven, the other actors were not really given much screen time. There were many actors but not much solid acting, although there was a lot of action. Cinematography The director of cinematography’s job is to take the director’s view of how the movie should look and help the director to get the shots that he wants with ideas on camera angles, types of cameras, and lighting suggestions that will best serve the director in getting the type of feel he wants out of each scene in the movie. (Goodykoontz, & Jacobs 2011). The cinematographer is specifically responsible for its look, in very specific, shot-by-shot terms. He or she is responsible for the images that the camera sees, and by extension the images that the audience will see in the finished film. . Cinematography means â€Å"writing with movement.† (Goodykoontz, & Jacobs 2011). http://www.youtube.com/watch?v=IAbhclxSNTw The cinematographer demonstrated knowledge based brilliance and skillful use of all type of shots in this clip. He coupled it with the bright natural sunshine made the finale to this clip quite moving. The words â€Å"Never Again† were delivered in a deep focus close up shot of Magneto. The cinematographer used long, medium and close-up shots as well as deep focus. His variety of shots and choice of lightings made this film very entertaining. Editing â€Å"The film editor helps create the film, literally constructing it, piecing together different takes of individual scenes and then placing the selected scenes in the order that tells the story the director wants to tell. The editor’s role is crucial to the making of a successful film. Poor editing does the audience the ultimate disservice when it comes to film.† (Goodykoontz, 2009). The scenes were fast paced, action packed, story driven to the point where there was nothing noticeably wrong or out of place with the editing. It was done in an incongruous style and that added to the overall excitement. The fast movements created the desire to watch this film again and again. The editing was clean. There were no visible or audible hitches. The story flowed and it was quite riveting and entertaining because it reflected real life human struggles for acceptance. Sound â€Å"Music has been a crucial part of the movie going experience since before the advent of recorded sound in films. So important was its use that over time directors began inserting musical cues, or signals, for specific music to be played at specific times.† (Goodykoontz, & Jacobs 2011) I particularly favored the scene that brought Xavier and Erik together; it contained a variety of magnificent sounds. When Erik was in the sea and there was also a bevy of boats and ships around him; there were sounds of boat horns; there were natural sounds of water splashing against the sides of the ships and the ripping sounds of the speed boats dividing the water. During the destruction of Shaw’s ship, there were credible sound effects of the unreeling of the massive chain on the anchor; the crashing banging sounds and the explosive sounds. The complimentary sound of background orchestra music playing that loaded repeated andante beat (da-dap da-dap da-dap) that suggests action and then there was the dialogue. Overall, the music and sounds were seamlessly interwoven into each scene to further engage the audience’s attention. Added to that, amidst all the other sounds, the dialogue was clear and audible. The overall sound for this movie was good. Style and Directing A film director is the creative force behind a movie. He is the one who is responsible for the end product that the viewing public pays to see at the movie theatre. His word is final on the visuals, the sounds and the acting. According to Vincent LoBrutto in his book, The Filmmaker’s Guide to Production Design; â€Å"A good director must have a ï ¬ rm idea of how to translate the script cinematically.† (LoBrutto 2002) LoBrutto went on further to say that, directors read the script for an overall impression and impact. It does not matter who the scriptwriter(s) is/are, it is the director’s interpretation, shots and takes that viewers see at the movie theatres. The buck stops at the film director. (LoBrutto 2002) Director Matthew Vaughn has his own fast-paced action-packed style of directing. http://www.imdb.com/name/nm0891216/ He tried to make comic book characters seem real by fusing natural historic events like the holocaust (Erik was in the concentration camp during the Holocaust where his mom was killed) and the Cuban missile crisis into the plot. Vaughn created elaborate props and set designs and he used every computer graphics skill to enhance the story. X-Men: First Class doesn’t just rely on the usual fast paced scenes and top notch special effects that are typical of action movies; it raises the bar several notches. It doesn’t lose its sentimental core amidst the explosions and super feats but it continues to provide viewers a complex storyline to follow. This is Vaughn’s â€Å"Kick Ass† style. There is humor as in the training sessions when Banshee, after receiving clear instructions and encouragement; fell straight to ground without even attempting to try. There was much laughter at his expense. Humor is Vaughn style; as his previous work â€Å"Kick Ass† showed; that coupled with the elaborate props and high tech sound effects; complete his signature on the project. The director Matthew Vaughn placed his stamp on this movie through the production design, the acting, the dialogue, the cinematography and especially the sounds. http://www.imdb.com/name/nm0891216/ Impact of society on the film and vice versa Whether it is in appearance, fashion, or behavior, films romanticize a certain lifestyle that is eagerly imitated by audiences. Fashion magazines promise that we can â€Å"Get Angelina’s Look† if we follow the tips inside. Celebrity gossip publications keep readers up-to-date on the comings and goings of seemingly everyone who has appeared in a movie. The Internet and social media are practically choked with chatter about film— box-office results, reviews, gossip, and more. Beyond such obviously shallower aspects, film can influence how we live, our morality, and our behavior. (Goodykoontz, & Jacobs 2011) â€Å"Film can influence how we live, our morality, and our behavior.† (Goodykoontz, & Jacobs 2011) Filmmakers will argue that, this effect is unintentional because movies are a part of a make believe world but there are those who pattern what they see, and make it their reality. An example of society’s impact on film is portrayed in the indelible affect that the holocaust had on Erik; he was soaked with hatred and revenge for the former Gustapos who imprisoned him, especially Sebastian Shaw. This is a portrayal of the agony that the Jewish people suffered at the hands of the Germans. That intrinsic hatred became the fuel for his mutant powers. The others had to hide their difference from normal society, for fear of rejection but above all the fear of unknown reaction to them. Likewise, the film is highlighting the fact that some people among us who are different from us, want acceptance and they also want to feel a sense of belonging just like normal people. Their differences are as varied as the characters in the film and their needs are as similar. It is sending a message of acceptance, brotherhood and unity. Genre â€Å"A genre is so called because it tends to use familiar story formulas, character types, settings, and iconography (visual imagery with symbolic implications), all of which lead viewers to have certain expectations about what the movie will be like before actually watching it. .† (Goodykoontz, & Jacobs 2011) It is a type, or category of films that is usually easily recognizable as part of a certain genre. Genres tell the audience up front what to expect from the product they are buying. If they like a particular kind of story, chances are they will like this particular film, especially if the writer and director give the expectations a little twist. X-Men: First Class is an action-fantasy. It is loaded with action but it is also loaded with some fantastic comic book feats. At the start of the film, the MARVEL logo is shown; that is an indicator that it is a comic book story. The ability for humans to alter and mutate into other beings, is genre specific activities for fantasy. While the fast-paced actions during the confrontations/battles with good and evil are typical of action films. Therefore, it is difficult to place the film within any one genre because it can fit into several: drama (Erik’s beginning and the dramatic separation from his mother); fantasy (Erik’s control of the missiles in mid-air); action (the air and sea confrontation). Application of at least one approach to analysis and Interpretation Films are often used to express emotion, deliver a message, to dream and to imagine; all having to do with human psychology. A psychological approach to analyzing a film is especially concerned with how a film provides examples of various psychological theories and concepts, particularly those of Sigmund Freud and Carl Jung (e.g., sexual symbolism, subconscious repression and dreams, the id, ego, and superego, the collective unconscious). Identity crisis was an issue in the film. Psychologist Erik Erikson’s psychosocial theory of human growth and development at the fifth stage looks at Identity versus Identity confusion. This was played out so well by Raven. It states that adolescents must be allowed to explore different roles in a healthy manner in order to achieve a positive identity; or else they will experience identity confusion. (Santrock, 1989) Raven obviously received no previous parental guidance regarding self-acceptance and role explorations; she hid behind a morphed socially accepted form. She was more comfortable being someone else and she often abandoned her true identity. Accept Yourself: http://www.youtube.com/watch?v=Csii_f5f204 â€Å"You want society to accept you, but you can’t even accept yourself,† said Magneto to Raven. Raven had a serious problem of identity confusion and she struggled with self-acceptance. In the above clip Erik challenged her to accept herself in her true blue form. The movie embraced people who were physically different, while at the same time it was highlighting their struggles to gain social acceptance and their deep-down desire to be normal. This point was introduced as early as the meeting with Charles and Raven. http://www.youtube.com/watch?v=UEKxXYrb2Rk The insecurities about their difference continued to play out in the dialogue between Raven and Charles as well as Raven and Hank. http://youtu.be/PKnL_MwwU3o Charles Xavier, who like Erik, had no visible disability, seemed to have had a more rational approach to life in general. He was more in control of his behavior and his decisions than Erik. According to Psychiatrist Sigmund Freud, the ego makes rational decisions (Santrock, 1989 p. 34). An example of this was the scene where Charles was in his kitchen and Raven (who he looked upon as a sister) entered in her unclothed blue form, in a sensual rather sexual manner. Charles’ ego quickly assessed the situation and decided that it was wrong and he chided her with disgust in his voice. His conscious ego made a decision. Similarly, psychologist Albert Bandura’s social learning theory speaks to conforming to social behavior within the one’s environment (Witt & Mossler, 2010). Charles Xavier knew that society, especially the upper class to which he belonged, would definitely not accept Raven in her true form. His socialization caused him not to even consider having a relationship with a blue woman; blue blooded one, perhaps. Overall textual themes There are five categories that make up the theme of every film: the plot, the emotional mood, the character, style or texture, and ideas. (Goodykoontz, & Jacobs 2011) There were several themes in this film. †¢Self-Acceptance: The lack of social acceptance motivated the mutants to bond together as a brotherhood; and help each other to gain control of their super power as well as provide them with a safe non-judgmental environment. †¢Brotherhood and Unity: They watch out for and watch over each other; they literally function like a family with Erik and Charles as the parents. At Charles castle during the training days. †¢Inter-Personal Relationships: Charles and Erik seem to have a deep seated tenderness for each other as was seen in those close up shots when Charles was shot in his back. Erik held him in his arms and the moment captured a deep relationship. †¢Revenge: Erik hunted and killed all his torturers. Sebastian Shaw’s killing was the final reveng e and the sweetest. Conclusion Imagery, sounds, storytelling ability, excellent editing, serious acting and creative imaginations are all technically combined to make a good movie. Movies represent storytelling at its best. The writer gives a script to the director who interprets it and creates a core team of professionals that includes the cinematographer, the designer (and his team), the sound engineer, the actors, and the editor. They make ï ¬ lms to entertain, to express emotion, tell stories, deliver messages, to dream, to imagine, and it is all because they have a passion that drives them. Filmmaking takes time, patience, dedication, commitment, and an understanding of the process in its totality. If ï ¬ lmmakers are oriented toward story and performance, they must learn to visualize the narrative. The story must unfold in the mind’s eye, as it is conceived and created. The ï ¬ lmmaker has to see the movie while the screenplay is being written and during pre-production before the cameras roll. (LoBrutto 2002) The film was good, exciting, colorful, action packed and almost believable. However, due to its suggested sexual contents and the one time use of the f word, I cannot recommend it for the family. Twaitney O. Reference Goodykoontz, B., & Jacobs, C. P. (2011). Film: From Watching to Seeing. San Diego, CA: Bridgepoint Education, Inc. LoBrutto, V. (2002) The Filmmaker’s Guide to Production Design New York, NY: Allworth Press Santrock, J. W. (1995). Life-Span Development. Dubuque, IA: Brown & Benchmark Witt, G. A., & Mossler, R. A. (2010). Adult Development & Life Assessment. 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Write a Conscious Summary to Demonstrate Your Understanding of Your Role and Responsibilities as a Teacher.

Lesson aim (s)| The aim of this lesson is to teach new language. This lesson also aims to help the students to learn the techniques of scanning and skimming. | Room | Training Room| Characteristics of learners| The learners are of intermediate level. Majority of them come from Asian background. The age group is between 30 to 45 years. | Objectives| The learners will be learn some new vocabulary and will be able to use English properly| Resources| Wipe board, markers, hand outs| Duration| 60 Minutes| Lesson Plan Course: General English Topic: Reading and VocabularyName of teacher: Anisur Rahman Khan Time and date: 15/03/2012, 13. 00 Timing| Teacher activity| Learner Activity| 0-5 mins| Greet learners, introduce myselfIce breaker activity to engage the learners| Learners will be attentive to the class, then will interact with fellow learners and teacher | 06-15 mins| Show them a picture. Introduce and explain the topic to help the learners to participate| Learners will interact activel y to complete the task. First individually, then will check in pairs| 16- 30 mins| Ask learner to read the text and answer the exercise. Learners will interact actively to complete the task. First individually, then will check in pairs| 31-35 mins| Then go through all the answers from the students and show them to correct statements, using evidence from the text. | Learners will answer| 36-42 mins| Ask them to answer the next exercise then go through the answer| Learners will complete the task individually then check in pairs| 43-55 mins| Ask learners to discuss the next exercise with their partners| The learners will discuss in pairs| 56-60 mins| Recap the session| Learners will ask any questions if they have any|

Choose one case study and evaluate it from the perspective of the Behaviourist Approach. Provide strategies for intervention based only on this theory The WritePass Journal

Choose one case study and evaluate it from the perspective of the Behaviourist Approach. Provide strategies for intervention based only on this theory Abstract Choose one case study and evaluate it from the perspective of the Behaviourist Approach. Provide strategies for intervention based only on this theory . Porter, L. (2006). Behaviour in Schools: Theory and Practice for Teachers. Open University Press. ISBN-10: 0335220010. Premack, D. (1959). Empirical Behaviour Laws: Positive Reinforcement. Psychological Review. Vol. 66. Shirley, R. (2009). The Behaviourist Approach to Teaching in Class. Accessed: https://suite.io/rachel-shirley/1qz5268. Last Accessed 04/07/2014. Wheldall, K. Glynn, T. (1989). Effective Classroom Learning. Blackwell. Oxford. White, R. Renk, K. (2011). Externalizing Behaviour Problems during Adolescence: An Ecological Perspective. Springer Science and Business Media.

What Is Zema Dosage, Effects, and Safety

What Is Zema Dosage, Effects, and Safety SAT / ACT Prep Online Guides and Tips Have you recently started using a Zema-pak or been told that you’ll be prescribed it to treat a specific illness or symptom? If so, you’ve come to the right place. In this article, I’ll explain what Zema is, what it treats, how to take it, and what you need to know to safely use the drug. Feature image source: NIH.gov What’s Zema Used For? A Zema-pak tablet is an oral corticosteroid hormone that’s used to treat a number of different conditions. Zema’s generic name is dexamethasone. Dexamethasone is used to treat a variety of different conditions, including allergic reactions, arthritis, adrenal gland disorders, bowel disorders, skin conditions and certain cancers. Dexamethasone can also be used to treat symptoms caused by illnesses like Lyme disease. Corticosteroid hormones like dexamethasone are used to decrease your body’s natural defensive response. For instance, someone with ulcerative colitis may take dexamethasone to decrease inflammation in their large intestine. Zema-Pak Dosage and Administration Zema-paks come in three separate doses: the 6-day pack, the 10-day pack, and the 13-day pack. The 6-day pack contains 21 tablets, the 10-day pack contains 35 tablets, and the 13-day pack contains 51 tablets. Each tablet is a Zema-pack is a 1.5mg dexamethasone pill. Corticosteroids like dexamethasone can cause dependency and can be dangerous if you stop taking them without warning. Each Zema-pak is designed to slowly and carefully help you stop using the drug. You should take each of the pills in the Zema-pak by mouth as directed by your doctor. To avoid upsetting your stomach, take the pill with food or milk. You should also drink at least one full glass of water when taking the medicine. Make sure you take your pill at the same time each day, for the entire length of the prescription. If, for instance, you’re on a 10-day Zema-pak and start to feel better around day six, you should still take the rest of the pills until you finish the pack. Stopping the medication suddenly can lead to serious side effects or the return of symptoms that you were initially trying to ease. Zema Drug Name and Manufacturer While there are both brand name and generic versions of dexamethasone, Zema-paks in particular are only available in the 6, 10, or 13 day packs. Zema Side Effects Corticosteroids can have serious long and short-term side effects. If you’re experiencing any side effects from your Zema-pak that cause you distress or discomfort, you should seek help from a medical professional. If you’re taking dexamethasone for a long period of time, you should visit your doctor regularly to monitor you for long-term, unwanted side effects. Minor Side Effects The following side effects are minor and do not require immediate medical care. However, if you experience any of these side effects and they worsen, are bothersome, or if you have any questions about them, you should speak with your doctor. Aggression Agitation Headache Irritability Nausea Noisy breathing Shortness of breath Sweatiness Weight gain Major Side Effects The following side effects are more severe and require medical attention from your doctor. Anxiety Darkening of skin Decrease in height Depression Facial hair growth in females Increased risk of serious infection Menstrual irregularities Nervousness Skin rash Trouble thinking, speaking, or walking Long-term use of corticosteroids like a Zema drug pack can lead to serious personality changes, such as increased aggression and irritability. While these side effects may seem minor at first, they can increase and become more out-of-control as time goes on. Corticosteroids can also put you at greater risk of developing serious infections. If you have any signs of infections, such as prolonged fever or sore throat, make sure you inform your doctor. Precautions for Taking Zema Before starting a new drug, it’s important to keep your doctor informed about your medical history so he or she can plan for any potentially dangerous side effects. In particular, make sure you inform your doctor about allergies, infections, kidney or liver disease, mental or mood conditions, high blood pressure, heart problems, brittle bones, and history of blood clots. Interactions to Avoid While Taking Zema Do not get any new immunizations, vaccinations, or skin tests while taking dexamethasone, as you may be at increased risk for infection. You should also avoid people who’ve recently gotten the oral polio vaccine or have inhaled the flu vaccine. Dexamethasone can make it difficult for people with diabetes to control their blood sugar levels. You may need to adjust your medicine or diabetes treatment plan while taking a Zema-pak.= If you have a history of ulcers, you should avoid drinking alcohol while on dexamethasone, as it may increase your risk of intestinal bleeding. There are many drugs that may interact with dexamethasone. You should check with your doctor or pharmacist before taking any new medication to ensure that it interacts properly. Here are some medications that may interact with Zema-paks: Birth control pills Certain cancer drugs (dasatinib, lapatinib) Estrogen hormone replacements HIV inhibitors Antifungals Seizure medications like Phenytoin You should always inform your doctor or pharmacist that you’re taking a Zema-pak if you need to start another medication. Recap: What Is Zema? Zema is a corticosteroid that’s used to treat a variety of conditions from skin rashes to Lyme disease. Zema-paks are brand name and come in three standard doses: 6-day, 10-day, and 13-day. Your doctor will work with you to determine the dosage that’s right to meet your needs. As with any drug, Zema has potential side effects, ranging from minor, such as headache, to major, such as depression. If you’re experiencing any side effects that cause you discomfort or seem particularly dangerous, you should contact your doctor.

Editi a paper Essay Example | Topics and Well Written Essays - 250 words - 6

Editi a paper - Essay Example By doing these things, the researcher will be inspired to come up with brilliant ideas and these will open new paths to conducting a well-structured research. There are some steps and characteristics that make a good researcher what he is. The most important characteristics he has to have, in my opinion, are open-mindedness, constantly seeking the truth and adapting a critical way of thinking, and by this he not only criticizes, but also knows how to expand and develop the research topic into something more than what has already been done. Being an open-minded researcher means understanding, accepting other peoples` ideas and respecting their opinions. When writing a research paper, the researcher should seek the truth to develop a trustworthy and valid research. A researcher should be a critical thinker, which means that he has to search for, compare different perspectives and clarify important concepts on the target topic. Moreover, a researcher should be honest, should never cease to ask even the seemingly easy questions and should base his judgment on good evidence. In the overall research writing, a good researcher is the one who nev er ceases to ask the hows and whys. Before enrolling in this master program, I only had a little knowledge on how to write a research paper or conduct a study due to the lack of research method curriculum in my university. After enrolling in this program, I learned a lot about research methods and how to write a well organized paper. I also learned how to collect data and find reliable resources, which, in my opinion, are some of the most important factors of a research. Finally, I would encourage graduate and undergraduate students to be enrolled in a research methods course and to read more about writing research papers, as this also helps to develop the way they think and deal with whatever data they may be presented in the

Accomplishments Essay Example | Topics and Well Written Essays - 500 words

Accomplishments - Essay Example It was she who arranged me a music class every Saturday afternoons with the little bucks she obtained from her tailoring shop. As music was my passion, I learned all the lessons that my teacher taught me with great interest and enthusiasm. It took only six months for me to master the primary notes though they were really hard to practice. But still there was a problem; I never had a guitar to practice at home. As for me, a guitar was necessary to practice the long notes and rather difficult codes. For, the time that was available for me in the music class was quite little. Attracted by my enthusiasm my teacher promised me to grant me an old guitar with which he used to practice us. I was excited to hear it from my master because, getting a guitar for my own was a priceless gift for a child like me. I practiced with it earnestly and became a little expert at the age of nine. Until I finished my studies, I never paid much thought to showing my talents to the public.