Search results for 'tag:Curriculum vitae tag:Numbers' matching tags 'Curriculum vitae' and 'Numbers'

HELP! grade my essay on "the education system does more harm than good to students."

eirelav — Thu, 25 Sep 2008 13:03:40 GMT

At the dawn of the 21^stcentury, where previously infallible giant insurance firms and banks are taking turns to crash to bankruptcy and information explosion in the media adheres to Mooreâs law, global citizens in this knowledge based economy need to find a way to survive, be it learning to fight tooth and nail for their lives. A tiny slip, like reinsurance giant AIG showed us, can cause a catastrophic chain reaction and its effect will be felt exceptionally so because we are all living in one interconnected global society. An action somewhere will trigger off another in another place of the world. No one can depend on solely oneself to survive, no man is an island. An almost foolproof solution our forefatherâs have discovered to ensure our survival is through educating the younger generation by teaching the future of society survival skills, preparing them for the ever more challenging global landscape ahead. So with many different countries with many different specific needs, a number of education systems have been developed to cater to different students to produce different results. Education in Singapore in the 1960s was to produce skilled workers where basic linguistics and numeracy were required, thus the education system was simply the âsit down, shut up, memorizeâ. But Singapore since then has moved on to equipping the bulk of its students with critical thinking, multilingualism and creativity to ensure survival of Singapore in the merciless 21^st centuryâs economy. The education system in the world today, is thus more beneficial to the student than it be harmful.

An educated person is one who possesses knowledge, general knowledge and expert knowledge. And knowledge, whatever form it may be in, is equivalent to power as it can create. Take for example God almighty: he is omnipotent, he can create universes. In the process of receiving education from a system, the students in the system are given power to control their futures, or rather, a greater hold in dictating their futures as no system in this world exists as an isolated system and is constantly affected by fluctuations in other systems within proximity. This empowerment to create opportunities for oneself, give the students a higher chance of surviving in this ever morphing geopolitical landscape of economic, political, geographical boundaries, as they possess knowledge on how to select useful information to cause a desired change to their advantage. For example, an average European student taking up part time job at a law firm as a paper boy, to gain experience and to be able to put it down in his curriculum vitae to stand a higher chance of getting into Yale. In the absence of an education system, there would be chaos in the method of information dissemination of education, and the student would end up learning bits and pieces here and there, confusing the student and diminishing his chance of perform exceptionally, such as in Sri Lanka where 95% of the schools were destroyed in post independence riots and left many students hanging halfway clueless of what to do with life.

All education systems in the world today, be it kinesthetic such as in child learning centers like Montessori, or systematic, such as is conventional primary, secondary and tertiary, or even alternative education systems for those with special needs, also equip its students with abilities such as academia based abilities like literacy and numeracy, and cognitive abilities like comprehension at the very least. Education systems catering to creating a strand of superpower humans who stand a higher chance of dominating the global economy, teach students the art of critical thinking. All the effort going into impressing upon students certain abilities, is to ensure success in the future, in which individuals will be high fliers earning ostentatious incomes, which would in turn benefit the countryâs capita. If earning 6 digits a month equates to âgood for the studentâ then it would be obvious that education systems is indeed good for students

However the social engineering present in any system is unusually prominent in education. Education institutions tell students studying and doing well in schools is the only way to achieve a desired career, a nice big fat pay cheque, and a corresponding higher socio-economic status. So for the sake of the students, mentors sometimes ask the students to shut up and listen. The importance of school lies with what the mentor deems essential for the student and not the studentâs interest. This results in curiosity of the students being viciously castrated by the time they leave public education systems. An American study showed that at from the age of 3 to 5, an average child asks 30 questions a day. By the time the child reaches grade 5, the frequency of questions dwindles to zero. This gradual loss of curiosity consequently causes a gradual loss of freedom of thought. The childâs mind is cruelly conditioned into fitting the world the mentor sees, and is stripped of its right to fantasize and question as it wishes. The status quo is never challenged and the child loses his freedom without knowing it. Though Epictetus might say âonly the educated are freeâ, perhaps in this scenario, he be wrong. Harm is done to the student without the student realizing it. How far more despicable can this jamming of square pegs into round holes be?

As the world moves towards becoming an integrated global society, nations will devise more and more education systems to produce better students with an extra competitive edge. And unless one is living in an isolated society where only oneâs decisions influence oneself, one cannot say that education systems do more harm than good to the students.

Survival in the 21^st century or freedom? Take your pick.

Valerie Tan Huali

Re: I need native english teacher in Indonesia

bakarebolaji — Tue, 22 Apr 2008 14:17:46 GMT

Am Bolaji Aderemi Bakare,an industrial chemist by profession,presently residing in Nigeria,i am 53years of age,and presently the production/quality control manager ot Tasty Time Nig. Ltd,Lagos

I hereby willing to make an enquires about how and the critarium at which i can be given an offer of appointment as an English Teacher,since i am an international candidate.

Attached is my c.v,and i will be greatful if my request can be granted or successful.

Thanks.
B.A.Bakare

CURRICULUM VITAE

NAME ` BAKARE BOLAJI ADEREMI

DATE AND PLACE OF BIRTH; 7-04 1955

SEX MALE

MARITAL STSTUS; MARRIED

STATE OF ORIGIN; LAGOS STATE

NATIONALITY; NIGERIA

PERMANENT ADRESS; 32,AKANNI STREET,,(TINUBU

AREA ) LAGOS.

NAME OF SPOUSE BAKARE OYENIKE MUYINAT

POSTAL ADRESS 32, AKANNI STREET (TINUBU AREA),

LAGOS.

NEXT OF KIN; ABOSEDE BAKARE

POSTAL ADRESS 32,AKANNI STREET (TINUBU AREA)

LAGOS.

NUMBER OF CHILDREN AND AGE; â¦â¦â¦â¦â¦â¦â¦â¦â¦â¦â¦â¦â¦â¦..

POST HELD LAST/PRESENTPOSITION; PRODUCTION/QUALITYCONTROL

MANAGER

EDUCATIONAL INSTITUTION ATTENDED WITH DATES ST PAUL SCHOOL BREADFRUIT, LAGOS JAN.1961-DEC1969

LAGOS SECRETARIAL TRAINING COLLEGE, YABA, JAN 1970-JUNE 1974

UNIVERSITA ITALIANA PER STRANIER, PERUGIA-ITALY FEB.1977-AUG 1977

ISTITUTO TECNICO INDUSTRIALE STATALE, G.GALILEI

CARRARA AVENZA(MS)ITALY SEPT.1977-JULY 1981

ACADEMIC/PROFESSIONAL QUALIFICATIONS WITH DATES

FIRST SCHOOL LEAVING CERTIFICATE DEC 1969

W.A/S/C.GRADEII JUNE1974

PREPARATORY DIPLOMA IN ITALIAN LANGUAGE AUG 1977

H.N.D.INDUSTRIAL CHEMISTRY JULY 1981

PREVIOUS/PRESENT EMPLOYMENT,POST HELD WITH DATES.

U.T.C.DEPARTMENT STORESS LAGOS (FIRST SALES) APRIL 1975- FEB 1977

PROF.SSA FERARI INDUSTRIAL LABORATORY,

(PART-TIME)LAB.ASSISTANT,CARRA,ITALY JUNE 1979-JUNE 1981

SONA BREWERIES LTD OTA.(Q,C.ANALYST(NYSC) MAR,1982-MAR.83

FISCO CHEMICALS NIG. LTD,LAGOS(SALES MANAGER) MAR.83-MAR.87

UNIQUEPHARMACEUTICAL LTD OTTA,

(PROCESS CONTROL SUPERVISOR) APRIL 87-1992

TANU GROUP,ABA(GROUP QUALIYT CONTROLLER) APRIL1992-DEC 1992

MAYLUX PAINTS NIG. LTA,ABA,(PRODUCT DEV. JAN.1993-MAY 1994

ELOPMENT MANAGER.

SELLAR PAINTS NIG,LTD.(ASST.GENERAL

MANAGER) JUNE 94-APRIL 2002

TASTY TIME NIG.LTD.IPAJA-LAGOS.(PRODUCTION/

QUALITY CONTROL MANAGER MAY 2002 TILL DATE

CONTACT TELEPHONE NUMBER;08059420817

CONTACT E-MAIL.bakarebolaji@yahoo.com

REFEREES;

MR,BEN A. MENSAH

PROTECTIVE AGENCY MANAGER

DADDO MARITIME SERVICES

9,WHARF ROAD,APAPA,LAGOS

TEL;08033308759

FAUSAT MOOSHOOD

22,LALUBU STREET

OKELEWO,ABEOKUTA

TEL;08038439457

TAIWO OYEJOLA

19,LADEGA STREET

IKORODU,LAGOS

(BUSINESS MAN)

TEL;08020429439

Re: My Personal Statement for Scholarship for Masters - Please Comment

Mister Micawber — Sun, 24 Feb 2008 06:25:41 GMT

I have underlined some problems. It is also a bit wordy, and I have struck out phrases which should be eliminated (you will probably have to revise the sentences to accommodate these omissions):

Dear Sir or Madam:

I am writing this personal statement because of the need of external funding in order to improve my intellectual capacity by mastering on European Studies and create higher utility for Turkish Cypriot society by making new linkages, learning new languages and being aware of other cultures, which is currently very important to Turkish Cypriots on the stage of significant turning point.

~~I am Mertkan Hamit.~~ I will be graduated from Marmara University, Istanbul, Department of Economics at the end of 2007 â 2008 study year. After my graduation my target is making my master degree on the area of European Studies. The main reason, ~~making my master degree on European Studies,~~ among the many problems and conflicts in Cyprus ~~island~~, it emphatically remain as a European Union Member-State ~~country~~ either Cyprus problem solved or not . ~~There is a fact that,~~ Cyprus ~~island~~'s two zones' are inequal in terms of economics or welfare. ~~As a young person who is being aware of this fact~~, the main need of ~~the~~ Turkish Cypriot society is professions who knows Europe very well, and have academical point of view for European ~~states'~~ economics, politics and culture. From my point of view, all those that I have implemented, can not be learned just from ~~the~~ academic works, nevertheless living and sharing the same atmosphere is substantial .

~~Having studied for~~ four years, in Istanbul have brought me great range of benefits. Living in a metropolitan like Istanbul, helped to broaden my vision ~~in wider perspective~~. During my bachelor studies I became a member of Cyprus Youth Platform, which is a student association for Turkish Cypriot students who are studying abroad in countries such as Turkey, England, Germany, USA, Canada, France, Ukraine and the Netherlands. Currently I am the Secretary General of the organization and have participated in many conferences and workshops about Europe and the Euro-Mediterranean region in various countries. Personally I am or under the name of Cyprus Youth Platform many projects constituted that funded by United Nations Development Program (UNDP) and the European Union. The primary goal of these projects is the re-unification of Cyprus which we hope to achieve by focusing on ~~re-~~rapprochement between the Turkish-Cypriot and Greek-Cypriot communities. We aim to bring Turkish Cypriots closer to Europe and help all Cypriots to build a culture of peace on the island. Also with our projects we aimed to improve youth's direct relations with Europe, by visiting European Union states, increasing awareness and improve the socialization of youth.

As well as these macro-level goals, Cyprus Youth Platform also aims to develop solutions to problems facing young Cypriots. We print a monthly magazine, that I am in editorial board, called "Cypriot Youth", which educates and raises awareness around issues such as drug addiction and sexual discrimination and so on.

We have also formed a working group to improve studentâs rights and employment prospects in North Cyprus. The working group involves many participants including the office of the President, the Ministry of Education, state planning boards and universities in North Cyprus. It aims to develop ~~long-run~~ sustainable education policies through targeted hands-on solutions.

The main reason why I am applying for such a scholarship is I am planning to make master in Netherlands which is one of the former-state of European Union, on the topic of European Studies. In this one-year study period, the university ~~that I have applied to make my masters~~ is located in city of Maastricht that denominated European Union's economic criteria. ~~Being~~ aware of ~~this fact, out of~~ Maastricht University's high academic reputation, I believe that it help me to analyse Europe better. Spreading the ideas that I will learn or the linkages that I will make while studying abroad would benefit Cyprus and all Cypriots in many ways. ~~On the other hand~~ I know that there are ~~considerably high number of~~ many youths from Turkish Cypriot society and Greek Cypriot society studying in The Netherlands, which will give me another advantage. I believe in a country like Netherlands, all attempts on improving bi-communal relations and relations with other countries, will form new ideas that increase ~~the~~ tolerance in understanding that will give Cypriots and whole Europeans extra value added.

~~It is a fact that,~~ on the Northern Side of the island, there is a high need for professionals which have master on European studies and related areas. ~~The scholarship that I get in order to make~~ my master on European Studies, will fill ~~the~~ one of the urgent need of Turkish Cypriot society. ~~That means,~~ having this education give me high chance in employment when I return back to Cyprus after my studies over. Moreover it is my goal that being the person who serves ~~for~~ Cypriots in order to minimize ~~the~~ problems occur on integration process to European union in political, cultural or economical points. Out of benefiting only Cyprus, incorporating growing European Unions' problems and producing solutions from Cyprus, will both give practical and intellectual benefits to whole Europe. This will lead all Europe to gain surplus value from the scholarship ~~that I will get in order to make my master on European Studies~~.

Finally, the scholarship ~~that is~~ for Turkish Cypriots who are somehow victims because of political reason on European Union state Cyprus, make Turkish Cypriots to widen their visions and perspectives by visiting new countries, facing with new cultures and having new relations with new people. To sum up, I think this scholarship is an excellent opportunity for my career and ~~the scholarship~~ seems like the perfect opportunity for me to facing with other cultures, meeting with new people, learn other languages and experience the European education system.

Please find enclosed my curriculum vitae, academic records and my references. Please contact me if you require any further details or documents. I hope to hear from you in the near future.

Best Regards

Mertkan Hamit

My Personal Statement for Scholarship for Masters - Please Comment

Anonymous — Sat, 23 Feb 2008 14:49:18 GMT

Dear Sir / Madam

I am Mertkan Hamit. I will be graduated from Marmara University, Istanbul, Department of Economics at the end of 2007 â 2008 study year. After my graduation my target is making my master degree on the area of European Studies. The main reason, making my master degree on European Studies, among the many problems and conflicts in Cyprus island, it emphatically remain as a European Union Member-State country either Cyprus problem solved or not . There is a fact that, Cyprus island's two zones' are inequal in terms of economics or welfare. As a young person who is being aware of this fact, the main need of the Turkish Cypriot society is professions who knows Europe very well, and have academical point of view for European states' economics, politics and culture. From my point of view, all those that I have implemented, can not be learned just from the academic works, nevertheless living and sharing the same atmosphere is substantial .

Having studied for four years, in Istanbul have brought me great range of benefits. Living in a metropolitan like Istanbul, helped to improve my vision in wider perspective. During my bachelor studies I became a member of Cyprus Youth Platform, which is a student association for Turkish Cypriot students who are studying abroad in countries such as Turkey, England, Germany, USA, Canada, France, Ukraine and the Netherlands. Currently I am the Secretary General of the organization and have participated in many conferences and workshops about Europe and the Euro-Mediterranean region in various countries. Personally I am or under the name of Cyprus Youth Platform many projects constituted that funded by United Nations Development Program (UNDP) and the European Union. The primary goal of these projects is the re-unification of Cyprus which we hope to achieve by focusing on re-rapprochement between the Turkish-Cypriot and Greek-Cypriot communities. We aim to bring Turkish Cypriots closer to Europe and help all Cypriots to build a culture of peace on the island. Also with our projects we aimed to improve youth's direct relations with Europe, by visiting European Union states, increasing awareness and improve the socialization of youth.

As well as these macro level goals, Cyprus Youth Platform also aims to develop solutions to problems facing young Cypriots. We print a monthly magazine, that I am in editorial board, called "Cypriot Youth", which educates and raises awareness around issues such as drug addiction and sexual discrimination and so on.

We have also formed a working group to improve studentâs rights and employment prospects in North Cyprus. The working group involves many participants including the office of the President, the Ministry of Education, state planning boards and universities in North Cyprus. It aims to develop long-run sustainable education policies through targeted hands on solutions.

The main reason why I am applying for such a scholarship is I am planning to make master in Netherlands which is one of the former-state of European Union, on the topic of European Studies. In this one year study period, the university that I have applied to make my masters located in city of Maastricht that denominated European Union's economic criteria. Being aware of this fact, out of Maastricht University's high academic reputation, I believe that it help me to analyse Europe better. Spreading the ideas that I will learn or the linkages that I will make while studying abroad would benefit Cyprus and all Cypriots in many ways. On the other hand I know that there are considerably high number of youths from Turkish Cypriot society and Greek Cypriot society studying in Netherlands, which will give me another advantage. I believe in a country like Netherlands, all attempts on improving bi-communal relations and relations with other countries, will form new ideas that increase the tolerance in understanding that will give Cypriots and whole Europeans extra value added.

It is a fact that, on the Northern Side of the island, there is a high need for professionals which have master on European studies and related areas. The scholarship that I get in order to make my master on European Studies, will fill the one of the urgent need of Turkish Cypriot society. That means, having this education give me high chance in employment when I return back to Cyprus after my studies over. Moreover it is my goal that being the person who serves for Cypriots in order to minimize the problems occur on integration process to European union in political, cultural or economical points. Out of benefiting only Cyprus, incorporating growing European Unions' problems and producing solutions from Cyprus, will both give practical and intellectual benefits to whole Europe. This will lead all Europe to gain surplus value from the scholarship that I will get in order to make my master on European Studies.

Finally, the scholarship that is for Turkish Cypriots who are somehow victims because of political reason on European Union state Cyprus, make Turkish Cypriots to widen their visions and perspectives by visiting new countries, facing with new cultures and having new relations with new people. To sum up, I think this scholarship is an excellent opportunity for my career and the scholarship seems like the perfect opportunity for me to facing with other cultures, meeting with new people, learn other languages and experience the European education system.

Please find enclosed my curriculum vitae, academic records and my references. Please contact me if you require any further details or documents. I hope to hear from you in the near future.

Best Regards

Mertkan Hamit

Re: My Cover - Motivation Letter - Please Comment

Anonymous — Tue, 19 Feb 2008 15:24:30 GMT

To whom it may concern,

I'm writing this letter to show my desire to apply for the master program at the *** University for the 2008- 2009 study year about *** European Studies. In the following letter I would like to present my reasons for choosing this program and to provide a general background about me.

First of all I would like to introduce myself. My name is *** *** and I am from Cyprus. As you know Cyprus is the last divided country in Europe for many decades. I live in Northern part of the island, which is not legally recognizd country. I have lived and studied in Cyprus until I graduated from Famagusta Maarif College, than I start studying in Ä°stanbul, Marmara Univeristy about Economics.

My major is Economics however I have studied some lectures related on Europen Union Studies and I give special importance on Europe, I have studied one year in Lithuania, Vilnius as an erasmus student. From that time, I interested more in European Studies, European Politics and it's relations.

During my bachelor studies I was also the member of Cyprus Youth Platform, which is the largest student association targeting TurkishCypriot students who are studying abroad. Currently I am the President of Cyprus Youth Platform, which is located in Turkey, England, Germany, USA and have representatives in Canada, France, Ukrain and Netherlands. Currently under the name of Cyprus Youth Platform, I have joined many conferences about Europe and Euro-Med region, create many projects which are funded by United Nations Development Program (UNDP) and European Union. Projects mostly aimed on Unification of the island, Re-approachment between TurkishCypriots and GreekCypriots, approachment of TurkishCypriots to European Union and increasing their integration with Europe, Rehabilating Cypriots with peace culture. Out of this âmacro aspectsâ Cyprus Youth Platform aim to develop solutions to students and youth problems, increasing awareness, socialization and preventing degeneration of youth, fighting with drug addiction, sexual harrashment.

The main reason why I am applying this program is that out of pratically, I want to improve myself in theoretically about Europe. After finishing succsessfully this program I would like to create benefits for Cyprus. For this prospect living and studying in *** will give me high opportunites. I found that with high number of foreign students, unique character of the program and its multidisciplinary approach, combining political science, history, international relations, culture and economics *** University is the best place to mastering about European Studies. Especially with the possibility to choose different study tracks, either specialising in âEuropean international politicsâ or in âEuropean politics and administrationâ make this program is the best for my future prospects.

Finally, I think *** University is an excellent place to start my career and the program seems like the perfect opportunity for me to meet other cultures, learn another language and experience European education system as well as gain more independence.

Please find enclosed my curriculum vitae, certificate and my degrees/ diplomas with marks, inquires, references as per the requirements of application. Kindly contact me if you require any further details or documents. I hope to hear from you in the near future.

Great motivation letter, it`s good, just correct the misspellings that is typed in yellow :)

Good Luck

My Cover - Motivation Letter - Please Comment

Anonymous — Tue, 12 Feb 2008 11:29:44 GMT

Dear Sir or Madam;

First of all I would like to introduce myself. My name is *** *** and I am from Cyprus. As you know Cyprus is the last divided country in Europe for many decades. I live in Northern part of the island, which is not legally recognizd country. I have lived and studied in Cyprus until I graduated from Famagusta Maarif College, than I start studying in Ä°stanbul, Marmara Univeristy about Economics.

My major is Economics however I have studied some lectures related on Europen Union Studies and I give special importance on Europe, I have studied one year in Lithuania, Vilnius as an erasmus student. From that time, I interested more in European Studies, European Politics and it's relations.

During my bachelor studies I was also the member of Cyprus Youth Platform, which is the largest student association targeting TurkishCypriot students who are studying abroad. Currently I am the President of Cyprus Youth Platform, which is located in Turkey, England, Germany, USA and have representatives in Canada, France, Ukrain and Netherlands. Currently under the name of Cyprus Youth Platform, I have joined many conferences about Europe and Euro-Med region, create many projects which are funded by United Nations Development Program (UNDP) and European Union. Projects mostly aimed on Unification of the island, Re-approachment between TurkishCypriots and GreekCypriots, approachment of TurkishCypriots to European Union and increasing their integration with Europe, Rehabilating Cypriots with peace culture. Out of this âmacro aspectsâ Cyprus Youth Platform aim to develop solutions to students and youth problems, increasing awareness, socialization and preventing degeneration of youth, fighting with drug addiction, sexual harrashment.

The main reason why I am applying this program is that out of pratically, I want to improve myself in theoretically about Europe. After finishing succsessfully this program I would like to create benefits for Cyprus. For this prospect living and studying in *** will give me high opportunites. I found that with high number of foreign students, unique character of the program and its multidisciplinary approach, combining political science, history, international relations, culture and economics *** University is the best place to mastering about European Studies. Especially with the possibility to choose different study tracks, either specialising in âEuropean international politicsâ or in âEuropean politics and administrationâ make this program is the best for my future prospects.

Thank you for considering my application and your time.

Yours faithfully,

Should I mention example production in my motivation letter?

BMX — Mon, 14 Jan 2008 13:02:20 GMT

Hello everyone,

First of all, thank you to all the people who are supporting this website and the posts of the Forum Gurus, who helped me to understand the essentials of writing a letter of motivation.

I'm based in EU and I'm applying for a job as a multimedia developer. It is required to provide one example of my multimedia production. I plan to submit a flash movie which I have developed recently.

My questions are:

1. Should I mention this example in my motivation letter supplying more details about it or to attach the file with no extra explanations? Just to note that the application is online (no paper copies of the CV and LoM).

2. Should I put my name, address and telephone number at the top right corner of the LoM?

Looking forward to your replies.

P.S.: Once I have a draft of my Motivation letter I will post it here.

CV writing

Anonymous — Tue, 08 Jan 2008 15:37:14 GMT

Hi,

I need help with my c.v. Can anyone tell me if I have some mistakes, and any suggestion will be appreciate.

Tanks!

GENERAL INFORMATION

Address: ***, ****-*****

*****, ** (Canada), *** ***

Telephone: (***) ***-****

E-mail address: ****.*****.*@*******.ca

Date of birth: ****** **, ****

First language: French

Second language: English

Programming languages: Matlab, C/C++ and Maple

EDUCATION

Â· Bachelor of Science in physics with a theoretical physics concentration, planning to graduate in April 2008 (***** ****, 2005 - present).

Â· College diploma in natural sciences (CÃGEP ******, 2003 - 2005).

Â· High school diploma (Polyvalente *********, 2000 - 2003).

AWARDS, SCHOLARSHIPS AND RESEARCH GRANTS

Ã Excellence and perseverance scholarship of the department of physics (***** ****, fall 2005 and winter 2006).

Ã Academic excellence admission scholarship of the faculty of science and engineering (***** ****, 2005).

Ã High school academic excellence award (Polyvalente *********, 2003).

RESEARCH EXPERIENCE

Â· USRA internship at **** (supervisor: ********, summer 2007).

Program data acquisition applications and numerical simulations for the **** control room.

1) Wrote Matlab applications to measure the ion beam energy, to tune the linear accelerator and to update databases.

2) Modeled the temperature distribution of a Tantalum target hit by a proton beam with non-linear partial differential equations.

3) Programmed numerical simulations that display the ion beam envelopes evolution through the beam lines.

4) Attended ****** meetings, presented research results to an audience and wrote papers at the supervisorâs request.

Â· Part-time research work at ******* ***** in physics (supervisor: Prof. ********, fall 2006).

Continue the summer 2006 project: minimized functions with a great number of independent variables with a Monte Carlo algorithm.

Â· NSERC USRA internship at ******* ***** in physics (supervisor: Prof. ********, summer 2006).

Explore the possibilities of an adaptive optics technology using a liquid mirror made of ferrofluid with various configurations of copper wires transporting direct current.

1) Programmed Matlab numerical simulations of the ferrofluid surface over the magnetic field generated by the direct current in the wires.

2) Minimized functions with a Monte Carlo method to find the optimal configuration of copper wires and the best currents needed to produce a mirror capable of generating the various Seildels and Zernikes that correct a given wavefront.

3) Conceived and constructed an experimental set up to verify the accuracy of the simulations.

4) Participated to weekly meetings of ******* liquid mirrors research group and wrote a summer report.

<Edited: I tried to fix some formatting issues in the post but I'm not sure if I was successful.>

PleasePlease proofread my report

Anonymous — Mon, 10 Dec 2007 03:49:29 GMT

Hey, sorry to repost, but the other came out really difficult to read so i have delete tables etc. Could someone please proof-read my work. I am dyslexia and find proof-checking my work near impossible. It is long but will probably only be stupid mistakes.

***

Introduction

Due to social and media pressures the ideal body shape is becoming thinner and this contributes to eating disorders in both males and females Harrison & Cantor (1997).

Anorexia nervosa is defined by the DSM-IV (American Psychiatric Association, 1994) as being 15% under recommended weight for height, age and gender. The patient also has to have a distorted body view and a drive to become thin.

Gordon, (2000) states the ratio of females suffering from an eating disorder compared to males at 9-1. He recognises a gender difference in eating disorders but urges people to acknowledge the existence of the male sufferers. He describes a male patient had visiting a doctor, who had replied to the patients anorexia as âa problem that only happens to girlsâ. He claims that being labelled as suffering with a âfemaleâ disorder can lead to the male feeling ashamed and emasculated and therefore more hesitant to get help, and for this reason some believe that male anorexia is largely unreported. Gordon claims this feeling of shame is enhanced when even female anorexics are judgemental at group therapy.

This negative attitude towards male anorexia causes health risks. It may result in professionals and the males themselves not recognising their early symptoms and therefore may develop chronic anorexia nervosa before they are diagnosed. (Margo, 1987, cited in BMA publication 2000)

Whitney et al (2005) studies individual experiences of people who carers of anorexic people. The femalesâ reports were more emotional than the males who appeared to be less attached with a less sympathetic viewpoint, suggesting males have a more negative attitude towards anorexia nervosa than females do.

Support that males have unhealthy eating patterns in addition to females comes from Forman-Hoffman (2004) who conducted a study involving 9,118 adolescents, 7.3% of females and 3.1% of males reported unhealthy eating patterns over the previous week.

However, theory correlates with the attitudes as many eating disorder theories are specific to women. For example some psychoanalysists argue that anorexia nervosa is developed during whilst females experience separation anxiety from their mothers. (Darvell, BMA, 2000)

Literature on male anorexia nervosa is limited and there does not appear to be any prior research into the difference between attitudes towards male anorexia nervosa and gender. Furthermore, there appears to be a fair amount of ignorance when it comes to male anorexia nervosa, present in medical professionals as well as psychological theories not even accepting its existence might be suggesting that additional education about male anorexia needs to be put into place.

To clarify an attitude is a negative, positive or neural feeling towards an âattitude objectâ, which does not have to be a physical object; it could be an event for example. Attitudes are formed by affective and cognitive responses and behavioural intentions. The following study only examines explicit attitudes, which are attitudes which are self-reported, which can be easily measured on a likert scale.

The aim of this study is to investigate the different attitudes towards male anorexia nervosa between males and females by use of a questionnaire will remain reliable over time.

The hypothesis for this study is gender will affect attitudes towards males suffering from anorexia nervosa.

Method

50 male and 50 female students were selected by opportunity sampling to be participants for the study. Each participant was asked to fill out two questionnaires a week apart. The males were either part of a university football club or an engineering society, while the females were psychology students.

A 5-point likert scale was used.. The questionnaire used 18 affective, 18 behavioural and 14 cognitive. 25 of the questions were testing for a negative attitude, and 25 for a positive attitude.

The first questionnaire conducted had 50 questions but after the analysis had been carried out questions were removed from the questionnaire. Below is a table showing the removed items and why they were removed.

The overall design was a survey. The independent variables (IVs) of this study were gender of the participant and which questionnaire was completed. Gender is a between subjects IV, which has two levels; male and female. Which questionnaire completed is within subject IV, as each participant completed both questionnaires. This IV has two levels, the first questionnaire and the second questionnaire. The dependent variable (DV) is the scores on the questionnaire. The predictor variable (PV) in this study was the scores of the first questionnaire, while the criterion variable (CV) in this study was the scores of the second questionnaire.

The participantsâ details were anonymous and were only identified by their mothersâ maiden name and consent was gained from all participants involved who were briefed beforehand and understood that they could withdraw at any time.

First a questionnaire was constructed by brainstorming statements indicated positive and negative attitudes towards male anorexia nervosa and a mixture of affective, behavioural and cognitive, (18,18,14 respectively) with 25 negative attitude questions and 25 positive attitude was deliberately used. Then the questionnaire was typed up with a 5-point likert scale, with the options of â1. Strongly Disagreeâ, â2. Disagreeâ, â3. Neither Agree Nor Disagreeâ â4. Agreeâ â5. Strongly Agreeâ beneath each question. A brief and a form of keeping the participants details anonymous by using their motherâs maiden name, was also constructed and then potential participants were approached and asked to partake in the study. Once 50 male students and 50 female students had completed the questionnaire the results were coded into numbers as shown above. Then the negative attitude questions were recoded so that 5=1, 4=2, 3=3, 2=4 and 1=5, and then the questionnaires were both qualitatively and quantitatively analysed.

Qualitative analysis was done by looking at the questionnairesâ results and seeing if there was any reason why any particular question shouldnât be there. For example, if most people selected âneither agree nor disagreeâ then the question clearly did not serve its purpose. Quantitative analysis involved looking at the mean, and deleting any items which lay considerably outside 2.5-3.5 margins. Any items with a significantly larger standard deviation or lower correlation figures were also deleted. Then with the questions deleted new quantitative analysis was conducted to check that the results were significant. Then the questionnaire was handed out to the same participants to complete. The second set of data was then reanalysed and a t-test was carried out to compare the totals of each participant for either questionnaire to check the questionnaire was reliable over time, and Leveneâs test was perform to check for a homogeneity of variance. None of the participants where told we were comparing male and female attitudes until after the questionnaires were completed at which point they could disagree for their data to be used.

Results

The item means statistics are as would be expected when testing two opposing attitudes on a 5-point likert scale. From table 2 it is clear that all the means and standard deviations are similar. With the standard deviation being around 1. The item means are as they should be, with the mean around 3, (M = 3.137) with a few deviations, (Range = 1.290, Variance = 0.124,) no items having a mean of much less than 2.5, (Min = 2.470), or much higher than three point five, (Max = 3.760). The item variance is fairly low (M=1.011) and deviates little (Range = 0.634, Variance = 0.33)

These show similar results to those found in the 1^st questionnaire. Standard deviation are around 1. Means are around 3, (M = 3.128) with a few deviations, (Range = 1.320, Variance = 0.136,) These very similar results would suggest that the questionnaire had consistency over time; however this is tested for and discussed further later.

Reliability analysis of 1^st and 2^nd questionnaires

A reliability analysis of the items of the first questionnaire was performed to explore to what extent the scale was internally consistent. The results showed strong internal consistency in both questionnaires (Cronbach's Alpha = 0.891). The result suggest that the scale is not unidimensional (Inter-Item Correlation = 0.289) Similar findings were found with the reliability analysis of the second questionnaire, there was a similar strong internal consistency (Cronbrachâs Alpha = 0.882) and the scale still appeared to be multidimensional (Inter-Item Correlation = 0.270)

Test-Retest Reliability

The results above show that both tests are internally consistent but to discover if the test was consistent over time a test-retest correlational analysis was conducted, scores from the same individuals, on the same items on both questionnaires should be similar to indicate reliability over time. Each participantsâ total score was calculated for questionnaire one and questionnaire two and then the relationship between the two variables was examined. A significant strong correlation between scores on the two questionnaires was found (R = 0.949, p = 0.001). These results indicate that the test was reliable over time. The strong correlation between the two tests is illustrated below in a scatter-graph.

The hypothesis for this study was 1-tailed. The females scored a mean of 70.04 while males scored a mean of 55.06. An independent t-test was conducted to explore the influence gender had on attitudes towards male anorexia. A Leveneâs test of homogeneity of variance was carried out and found to be non-significant (p = 0.183) and therefore it can be assumed that there are no significant differences between variances. Gender was shown to have a significant effect on attitudes towards male anorexia, (df = 98, t = 8.045, p = 0.001).

Discussion

To summarize the results, internal consistency and consistency over time were present in the questionnaires; homogeneity of variance was assumed an independent t-test yielded significant results indicating that there is a difference between male and female attitudes towards male anorexia with males holding the negative viewpoint, while the average female has a more positive attitude towards male anorexics. This is supports the hypothesis that gender affects attitudes towards male anorexic.

Although these findings are highly significant it would be beneficial to conduct research where the scale was unidimensional as opposed to multidimensional.

These results support that Gordonâs viewpoint (2000) was correct that males suffering with anorexia nervosa are stigmatised, however Gordon also expected females to have negative attitudes towards anorexic males which this study does not find supportive evidence for. To ensure that it is not just female anorexics that stigmatise male anorexics a study could be conducted to investigate the difference between female who are suffering with anorexia nervosa and females who are not.

Negative attitudes towards male anorexia may be due to males being undereducated about anorexia as the condition is mainly associated with females. These results could be the consequence of a lack of media coverage. Female bias in academic publications about male anorexia may also contribute (Darvell, 2000). According to Margo, (1987) this will indirectly cause anorexic males health to become worse.

All the participants where students, with no mature students included, which served as a control, however further research to see if the results can be generalised would be worthwhile.

All the participants completed the questionnaires in similar conditions and the use of a questionnaire meant all the questions were standardised. Opportunity sampling was a suitable method for this study due to limitations on time, and the results were highly significant, but if a random sampling method was used for similar research in the future it would reduce possible criticisms. Because none of the participants where told we were comparing male and female attitudes until after the questionnaires were completed, the likelihood of demand characteristics was minimised.

To conclude, the results show a significant difference between male and female attitudes towards anorexia. Males showed a more negative attitude. The questionnaires internal consistency and reliability over time, along with homogeneity of variance of the results can all be assumed. The negative attitudes theorists suggest could be affecting the sufferersâ physical and mental health (Margo, 1980; Gordon, 2000) so it is a vitally important area of study to as evidence will in itself raise awareness and encourage other means of doing so

Please proof read my report

Anonymous — Mon, 10 Dec 2007 03:40:06 GMT

I am dyslexic and find proof-reading really hard. Please proof-read my work. I know that its kind of long, but its all in 3rd person and under the right headings etc. its only the prose and silly spelling mistakes I am conserned with which would be obvious to others. Thankyou so much. Obviously the stats arent relevent at all but thought that it might be really annoying reading something so out of context.

Introduction

Due to social and media pressures the ideal body shape is becoming thinner and this contributes to eating disorders in both males and females Harrison & Cantor (1997).

The aim of this study is to investigate the different attitudes towards male anorexia nervosa between males and females by use of a questionnaire will remain reliable over time.

The hypothesis for this study is gender will affect attitudes towards males suffering from anorexia nervosa.

Method

A 5-point likert scale was used.. The questionnaire used 18 affective, 18 behavioural and 14 cognitive. 25 of the questions were testing for a negative attitude, and 25 for a positive attitude.

Item Number deleted

Item Question

Exclusion Method

I would not find it odd if a straight male told me he longed to have the body shape of another male.

I believe any man with an eating disorder is not a âreal manâ.

3,4

It would not affect me if I heard a close male friend had dealt with anorexia alone

If a male told me he desired to be a underweight body size it would be fine with me.

1,3

I would be more worried about a female who was not eating than I would a male.

1,3

I would feel more uncomfortable discussing a maleâs body shape with himself than I would a femaleâs body shape with herself.

I would be equally worried about a male who wasnât eating just as much as I would a female.

1,3

I would feel unsympathetic to a male with anorexia.

1,3

The gender of a person would not affect how much I would intervene if they were suffering with anorexia.

I believe males who suffer from anorexia are effeminate.

I believe all males with anorexia are attention seeking.

I would actively try to discourage a male friend that I was worried was anorexic.

I would be equally likely to assume a male had an eating disorder than a female.

1,3

I would be just as likely call a female friend âfatâ as I would a male friend.

1,3

I would try to be supportive to any friend or family member with anorexia.

I would reassure a female friend that she is not overweight just as much as I would a male.

I would feel ill at ease if a male told me he desired to be a worryingly underweight weight.

1,3

I believe only homosexual males suffer from anorexia.

I would not be supportive to any friend or family member with anorexia.

1,3

I believe it is unlikely that a male that suffers with anorexia would be good at football.

1,3

I would spend as much time with a clinically underweight male as I would with a male of normal weight.

I would feel upset if I felt a close male friend or family member had suffered from anorexia alone.

I believe anorexic males should be treated differently than anorexic females.

I would reassure an insecure average/ underweight male that he is not overweight as much as I would a female.

2,3

I do not believe male anorexic is related to testosterone levels.

I would be more likely to call a male friend âfatâ in a jokey manner.

I would be faster to assume an underweight female has an eating disorder than I would a male.

1,2,3

I believe anorexic males should be treated the same as anorexic females.

It is just as normal for a male to suffer with anorexia as it is a female.

I believe it is weirder for a male to suffer from anorexia than it is for a female.

1, 3

Table 1 â A table showing the deleted items and reason for exclusion, 1 = Excluded due to mean, 2=Excluded due to standard deviation 3=Excluded due to item total correlation, 4= Other reasons, mainly qualitative (ie: Participants commented question was unclear or did not appear attitudes towards anorexia well)

Results

Descriptive Statistics from 1^st Questionnaire after items removed

Item

Mean

Std. Deviation

item4

3.57

1.07

item6

3.76

1.00

item8

3.35

0.98

item14

3.41

1.03

item21

3.33

1.00

item22

3.25

0.86

item27

3.15

1.09

item28

3.45

1.13

item30

2.95

1.11

item31

2.92

0.99

item32

3.03

1.13

item33

3.43

1.07

item36

2.96

1.03

item41

2.47

0.94

item42

3.38

0.81

item43

2.65

0.99

item44

3.39

1.03

item46

2.73

0.96

item47

2.97

1.01

item48

2.59

0.81

Table 2 â A table showing the descriptive statistics for each item of the first questionnaires after items removed (to 2dp.)

Mean

Minimum

Maximum

Range

Maximum / Minimum

Variance

N of Items

Item Means

3.137

2.470

3.760

1.290

1.522

.124

Item Variances

1.011

.648

1.282

.634

1.977

.033

Table 3 â A table summarising the descriptive statistics for 1^st questionnaire.

Descriptive Statistics from the 2^nd Questionnaire

Item

Mean

Std. Deviation

t2item4

3.60

1.082

t2item6

3.75

1.029

t2item8

3.36

1.020

t2item14

3.40

1.110

t2item21

3.33

1.045

t2item22

3.22

0.894

t2item27

3.20

1.110

t2item28

3.46

1.141

t2item30

2.96

1.127

t2item31

2.91

1.036

t2item32

3.00

1.181

t2item33

3.43

1.057

t2item36

2.94

1.127

t2item41

2.43

0.987

t2item42

3.38

0.862

t2item43

2.61

1.043

t2item44

3.38

1.033

t2item46

2.68

1.062

t2item47

2.97

1.029

t2item48

2.54

0.904

Table 4 â A table showing the descriptive statistics obtained by the 2^nd questionnaire (to 2dp.)

Summary Item Statistics

Mean

Minimum

Maximum

Range

Maximum / Minimum

Variance

N of Items

Item Means

3.128

2.430

3.750

1.320

1.543

.136

Item Variances

1.096

.743

1.394

.651

1.876

.029

Inter-Item Correlations

.270

-.164

.750

.914

-4.576

.028

Table 5 â A table summarising the descriptive statistics for 2^nd questionnaire

Reliability analysis of 1^st and 2^nd questionnaires

Test-Retest Reliability

Criterion Statistics

Gender

Mean

Std. Deviation

Std. Error Mean

TOTAL2

55.06

10.25

1.45

70.04

7.34

1.04

Discussion

Although these findings are highly significant it would be beneficial to conduct research where the scale was unidimensional as opposed to multidimensional.

All the participants where students, with no mature students included, which served as a control, however further research to see if the results can be generalised would be worthwhile.