Search results for 'tag:Paragraphs tag:Sample' matching tags 'Paragraphs' and 'Sample'

Re: does this paragraph has any modification?

Mr Wordy — Sun, 15 Jun 2008 12:27:57 GMT

The LCR meterâs terminals were connected with ~~Copper (Cu)~~ a copper connector to get ~~the Zero~~ zero capacitance.

The purpose of this step is not clear (to me). Are you calibrating the meter or something? Did you remove this connection before testing the samples?

That capacitance made from the interior parts of the LCR meter.

This sentence is ungrammatical, but again I don't really understand what you're trying to say. "That capacitance" doesn't seem to make sense -- in the previous sentence you said the capacitance was zero, so there isn't any.

Then all capacitor (dielectric) samples were labeled ~~According those name~~.

"According those name" doesn't mean anything.

Then LCR meterâs frequency was selected (set) according our practical requirement, such as 50 Hz, 100Hz, 1000Hz, up to 5000000Hz.Then initial LCRâs frequency was set 50 Hz. then dielectric sample was installed in to the device. Then readings (capacitance and D value) were taken from the LCR meter display. Same procedures were followed for each dielectric sample to get the reading (capacitance and D value). Then LCRâs frequency was set 100Hz. Then same procedures were followed for each dielectric sample to get the reading for all frequency.

You're missing the word "the" several places, but the whole thing seems a bit rambling, and the "then ... then ... then" style doesn't read well. How about:

The LCR meter's frequency was initially set to 50 Hz, and the first dielectric sample was installed in the device. Readings (capacitance and D value) were taken from the LCR meter display. This procedure was repeated for each sample. Further sets of readings were then taken with the LCR's frequency set to 100 Hz, 1 kHz, and various other values up to 5 MHz.

The word "installed" could be fine, but it suggests a more complicated procedure than just a quick connection of wires. (But if there's an "installation" procedure for each sample, then I don't understand why you would test all samples at the first frequency, then all samples at the second frequency, and so on. You're just multiplying the "installation" effort. If it was me then I'd test the first sample at all frequencies, then the second sample at all frequencies, and so on.)

I'm also not sure whether this "device" is supposed to be the meter itself or something else. If the former then do you really "install" things into the meter? If the latter then is the nature of this "device" explained elsewhere?

does this paragraph has any modification?

Nithila — Sun, 15 Jun 2008 06:43:54 GMT

LCR meterâs terminals were connected with Copper (Cu) connector to get the Zero capacitance. That capacitance made from the interior parts of the LCR meter. Then all capacitor (dielectric) samples were labeled According those name. Then LCR meterâs frequency was selected (set) according our practical requirement, such as 50 Hz, 100Hz, 1000Hz, up to 5000000Hz.Then initial LCRâs frequency was set 50 Hz. then dielectric sample was installed in to the device. Then readings (capacitance and D value) were taken from the LCR meter display.

Same procedures were followed for each dielectric sample to get the reading (capacitance and D value). Then LCRâs frequency was set 100Hz. Then same procedures were followed for each dielectric sample to get the reading for all frequency.

please help me

how to improve above paragraph. and any correction ?

Re: Grammar questions

Mister Micawber — Thu, 15 May 2008 02:12:49 GMT

1. (My husband Mark and I both do volunteer work) but (Ryan was only six years old) -- two independant clauses conected by the conj. but? -- Well, yes... BUT sample sentences should make some sense, Fernanda! There is no evident relationship between the two facts, so they should not even be in the same paragraph, much less the same sentence. 'I drive and my wife rides shotgun' -- two independent but RELATED clauses.

2. The principal has distributed a list (that shows the costs of buying supplies in developing countries)

the sentence between brackets is an adj. phrase and a postmodifier of "list", which is a direct object? -- Yes

3. Seventy dollars would buy (a well)

a well is a direct object in this sentence? -- Yes

4. We thought it was very nice (that he wanted to do something important)

the clause between brackets is a relative clause? which is its function? -- Yes. It is an adjective complement

5..that he wanted to do something important

is it a non-finite verb (to-infinitive)?-- 'To do' is.

Re: I thought a spider is/was an insect

Pter — Thu, 08 May 2008 23:53:09 GMT

Sorry to have confused all of you. My statement

"I thought *only* simple present was correct, but I thought wrong. I now know that both present tense and past tense are possible"

was only referring to the sample sentence given by Jim

(a) "My professor said that spiders are (were also possible) insects!" <-- reported speech

not the original sentence

(b) "I thought a spider was an insect" <-- not reported speech

My thoughts in my last post were presented in two paragraphs, the first one was about (b) and the second one was about (a).

Regarding the "universal falsehood", yes, I knew you were talking about just what the speaker believed, not necessarily the reality. You used this phrase just because I had been using "universal truths" to describe something that was in fact believed to be false.

Now I think I understand all of what you explained including Barbara's second post, but I am not sure you understand what I said. Thanks again.

Re: Top of Resume, Stating reason for 3 year gap in Employment.

Grammar Geek — Sun, 13 Apr 2008 02:21:25 GMT

Saturdays are slow, David. We have real lives here - softball games, trips to Sears, battling the grocery store. Don't get too upset if we take a few hours to respond.

Are you looking for help on the paragraph about your gap? Don't put that on your resume! It is WAY to much information for any propsective employer to hear. Simply mention something about returning to the workforce in your cover letter. 3 years is not something that sounds like "got fired - couldn't find a new job."

Your grammar is fine, but I don't like the "and more so" part. I'm also not sure if you should have a "the" before "clientele." Lastly, I would not capitalize adminstrative/financial.

You might want to check out Monster and Career Builder's resources for sample objectives

Formal Writing

Devil_god2101 — Wed, 12 Sep 2007 07:21:45 GMT

Hi all,

I am a student from New Zealand studying Measure for Measure by Shakesphere and we have to write a formal essay going beyond the text.

Here is the question

Context/setting:

This activity may be used as an extension to the study of a text. Students will develop an essay exploring an issue both within and beyond the text. The ideas in the essay can be developed in a variety of ways. The issue could be explored predominantly outside the text using the text as a springboard, or with a greater focus on the issue as seen within the text.

You will produce an essay of at least 500 words which explores an issue.

You will be assessed on:

Â· how well you develop your ideas about the issue within and beyond the text

Â· your ability to use a writing style that is appropriate for an essay

Â· how well you structure your writing with a introduction, body and conclusion

Â· your accuracy in spelling, punctuation and grammar.

Introduction

Texts sometimes challenge us to think more widely about the impact issues have on us or the world we live in. Students examining a range of texts linked by a âwar storiesâ theme might be challenged to go beyond the texts studied in class and explore what forces define who New Zealanders are today, given that world wars have helped define our national identity in the past.

You will take an issue raised in one or more texts you have studied in class and explore the issue beyond the text in an essay. As you develop your writing about an issue, you will guided through the process by a sample based on a âwar storiesâ theme. Your essay will be at least 500 words long. Your readers are your teacher and other students.

Task 1 Focusing on the issues in the text

a) As a class, list on the board several possible issues raised in one or more texts studied. Express the issues as questions. Which of these issues hold some relevance for you and can be explored in a modern day setting? To help you with this stage, a sample based on the âwar storiesâ theme is included.

Task 2 Taking an issue beyond the text

Choose an issue from task 1 which has relevance for you. Plan three main points you could make about the issue where you discuss the issue beyond the text and make links to the world we live in.

Task 3                       Taking a position - writing an introduction

Task 4                       Developing a structure â taking the issue beyond the text

a)          After your introduction, develop three main points where you write about the issue beyond the text. You can also refer back to the text as you develop your ideas. Each paragraph should have an S/E+C structure:

b)       Other paragraphs follow the same S/E+C structure. Identify the statement then examples and comments in each of these two paragraphs.

c)    Draft paragraphs for the three main points you will make in the body of your essay using the S/E+C structure.

d)   Draft a conclusion which re-emphasises your central opinion of the issue.

e)    Your finished essay will be at least 500 words long. It will:

Â·         develop ideas about your issue both within and beyond the text. The ideas in the essay can be developed in a variety of ways. The issue could be explored predominantly outside the text using the text as a springboard, or with a greater focus on the issue as seen within the text.

Â·         use language appropriate for a readership of students and your teacher

Â·         have an introduction, body and conclusion. Each main point will use an S/E + C structure as shown in Task 4 (a).

Â·         use writing conventions accurately (spelling, punctuation, grammar, syntax, paragraphing).

Exemplar A: Excellence (A+)

What should teenagers learn from the sacrifices of earlier generations?

What matters to some teenagers today? This stereo, those clothes, that car, whereâs the party? What about, âShould I go and fight for my country?â To many teenagers in 1914 going to war was an exciting prospect. It mattered, just like the clothes and the car matter in 2002. Would todayâs young New Zealanders react in the same way if they were suddenly faced the prospect of sacrificing their lives for their country? Not likely. We should learn from the sacrifices of earlier generations. Anzac Day is not a feeble excuse for a public holiday. It is a time for teenagers to acknowledge some important lessons about what really matters.

We lose a sense of who we as a nation if we let popular modern day events obscure Anzac Dayâs significance. Wins in major sports like rugby against other countries are often presented by the media as our defining moments. Many young New Zealanders seem to regard sporting success as all that matters to us as a nation. We need to see past the superficial glamorised way the media presents these victories as great national moments and their sports stars as heroes. Anzac Day is one public occasion in the year when New Zealand recognises its ordinary heroes, those who put their lives on the line for their country. We should also acknowledge those who honour their whakapapa and remember their ancestorsâ deeds in individual ways too. In the documentary The Last of the Anzacs Joe Pere placed soil he collected from Gallipoli where his grandfather fought and died at his motherâs grave to bring his spirit or wairua home. This kind of personal tribute is just as important as public Anzac Day ceremonies in recognising what our ancestors have done for us. It should hold greater significance for us than some media hyped sports result.

The disaster at Gallipoli also should also teach teenagers that knowledge and understanding are more powerful weapons than fighting. At the end of The Last of the Anzacs: 102 year old Anzac veteran Doug Dibley revealed a simple yet powerful insight: âIâve learned something Iâll never forget the rest of my life â how fruitless war is.â We should take notice of a man who had seen the horrors of war nearly 90 years ago. War is no game. The Anzacs had no idea of the brutal horror which lay ahead of them, the nightmare, the great misadventure. As teenagers they had hardly lived a quarter of their lives. Someoneâs child who had finished school and just started work was now charging uphill to certain death into machine gun fire at Chunik Bair. Perhaps if they had received some kind of insight into what war was about then they would have had second thoughts about going. Today we expect instant access to information in a way which was unimaginable in 1914. Imagine a teenager about to go to fight for king and country logging on to www.gallipoli.com, seeing how awful it was and saying no thanks!

There is little difference between teenage attitudes in 1914 and 2002. Young people often seek adventure and excitement. Listening to the stories of Les Leach and Doug Dibley in The Last of the Anzacs I found myself relating to their attitudes. In 1914 many young people saw war as an opportunity to take part in âthe great adventure.â It was revealed that Les Leach lied about his age in order to enlist. He was not alone. Many of those teenagers were scared when they joined up not of the risk to life and limb, but unbelievably that âit would be all over before we got there!â I appreciated how a generation of young men were scarred for life by what they thought would be a âlarkâ. Their values, their perspectives on life were changed for ever. I realised how lucky I am in that it is highly unlikely I will face anything resembling their awful wartime experiences. Some of my generationâs obsessions with superficial material things like cars, clothes and stereos seems trivial when compared to the emotional trauma the Anzacs had to deal with.

The fact that many people of all ages turn out at dawn on April 25 shows that New Zealanders still value Anzac Day and those who fought for their country. It is vital that teenagers appreciate their sacrifices in order to learn what is best for our country in the future. Lest we forget the saying âthose who ignore history are doomed to repeat it.â

Exemplar B: Merit (A/B+)

Is there any truth in fiction?

Is there any truth in fiction? We known Peter Weirâs film the The Truman Show is purely fictional and the people just characters, but there are alarmingly similar parallels between Trumanâs naivety and that of a nation being watched and monitored without knowledge and consent.

The Truman Show challenges us to consider the authenticity of our own lives, and take a look into our world today. It shows us a vision of a TV-made man, the unwitting star of a life manufactured for perpetual broadcast. Truman lives a life with actors as friends, sets for each âsceneâ of his life, and cameras watching his every move. Contemplating The Truman Show I was left wondering, is this concept really that paranoid or that far from reality? How far is it from our reality here in New Zealand?

Surveillance is everywhere in New Zealand. For example, Christchurch is said to have more surveillance than anywhere else in the Southern Hemisphere. But where are the cameras and what is their purpose? Perhaps as a nation we should be considering whether or not this is really necessary. Should we be so accepting of such an invasion of our privacy? A large department store recently installed cameras in a womenâs lingerie department. The reason for this was that many items of clothing were going missing. While the purpose of surveillance is easy to understand, we must challenge it from another perspective. It is wrong to invade oneâs privacy without their prior knowledge. How can we justify this?

Another point to consider is do the cameras that surround us really provide security and protection? In the Truman Show, Christoph is like an over-protective father figure who can also be likened to God. He created a world for his âsonâ and had total control over that world. In a rather warped sense he âprotectedâ Truman. Truman would be kept away from all danger in his world and no harm could come to him. We trust the surveillance in our country to give us protection much like Truman trusted his world to be reality. We allow ourselves to be watched and monitored in the fake belief that this will keep us safe. But at what expense do we allow this to happen? Do we really want such intrusion into our privacy? There have recently been a number of shows on television that peer into peopleâs lives twenty-four hours a day like Big Brother. The difference between these shows and real life, though, is that these people choose to put themselves in these situations. Perhaps such people are just so desperate for fame, fortune, or simply just a little attention. However, we do have a choice.

We need to weigh up the issues of safety versus our individual right to privacy. It is something we should consider very carefully. In contrast to the intrusion of privacy that took place in Trumanâs life, we, in New Zealand must be vigilant in our demand for privacy.

So far I have the main idea "Abuse of Power"

I don't no what my three points can be i think i can write about technology and corruption, but i don't know how to link technology to Measure for Measure. I want to write something like the A+. The topics are different it has to relate to NZ. I am not asking anyone to write it for me but can anyone guide me. I have 3 days to get this sorted before the actual assessment. I have a few more examples if you guys want to look at, if you want to please let me know.

So please help me prepare this formal essay.

Re: a/an and the.

GL2 — Wed, 15 Aug 2007 17:14:24 GMT

The rule with a and an is that you use a when the word that follows it starts with a consonant sound, and you use an when the word that follows it starts with a vowel sound. You probably knew that given you used an correctly in your sentence, but I thought I'd mention that for others who may read this.

A, an and the are all articles. They're also called limiting adjectives, noun markers or noun determiners. A and an limit a noun less than the does:

"A plan."

"The plan."

In your sample sentence, you could use either a/an or the in all of the blanks, and the sentence would still be correct.

"We live in an old house near a train station. It is two miles from a city center."

"We live in the old house near the train station. It is two miles from the city center."

Both sentences are grammatically correct. The sentence that uses the is more specific about which old house, train station and city center the speaker/writer is referring to. If you were talking to someone from your city who was familiar with the area and had seen your house before (but didn't know you lived there) and had seen the train station before and knew where the city center was located, you could use the. If you were talking to someone who was completely unfamiliar with your city and the buildings in it, you would use a/an. The makes reference to specific items, and its use assumes the listener/reader has familiarity with those items.

Not to complicate matters, but you could get away with using the with city center even if the listener/reader was unfamiliar with your city. With the, you're refering to not just any city center but the specific city center corresponding to the area where the house and station are located. If that's too confusing, then ignore this last paragraph and just follow the rules outlined above.

Re: Do I need a comma before all quotes?

GL2 — Tue, 14 Aug 2007 09:27:06 GMT

Anonymous wrote:

Hello,

I am just trying to find out if you put a comma before all quotes????

According to the National Institute of Standards and Technology (NIST), the EHR is, âa longitudinal collection of patient-centric healthcare information available across providers, care settings, and time. It is a central component of an integrated health information system.â NIST believes, "a personâs medical information is scattered among various providers who most often store it in thick paper files. Although pieces of this overall record may be in electronic format, they are probably located on different, incompatible health information systems. There is no coordinated, standardized system that integrates a personâs medical information within and across care settings. EHRs and EHR systems can provide this capability.â

The following text is from Simon & Schuster Handbook for Writers (Second Edition):

Use a comma to set off quoted words from short explanations in the same sentence. This rule holds whether the explanatory words come before, between, or after the quoted words. Examples:

"My love is a fever," said William Shakespeare about love's passion.

"I love no love," procalimed poet Mary Coleridge, "but thee."

This use of commas is especially important in communicating conversations or other direct discourse. Explanatory words like she said, they replied, and he answered are called speaker tags, and they are always set off from immediately following words of direct discourse...

When explanatory words have that just before the quoted words, however, do no use a comma after that. Example:

Shakespeare also wrote that "Love's not Time's fool."

Shaw quipped that "Love is a gross exaggeration of the difference between one person and everybody else."

Sometimes conversation is conveyed through indirect discourse. The writer does not use direct quotation but instead paraphrases material. Do not use a comma after that in indirect discourse. Example:

Shakespeare also wrote that people should be true to themselves.

Exceptions...

If you have made quoted words part of the structure of your own sentence, do not capitalize the first quoted word, and do not set them off with a comma. Example:

Mrs. Saintonge says that when students visit a country whose language they are trying to learn, they "absorb a good accent with the food."

Winking, she encouraged me to try "very speedy persistence."

~~~

Applying these rules to your sample paragraph above, I would not use the two commas that I've highlighted in red above.

Re: Kinldy check my motivation letter and correct if posible. Thx in advnce

Shanawaz Mohammed — Mon, 04 Jun 2007 06:40:27 GMT

Dear Mister Micawber

I heartly thank you for your effort to correct my lengthy letter. I have cut short my essay by reducing one paragraph as per your suggestion. Kindly check my letter and suggest me Micawber.

I am very eager to hear from you!
Regards
Shanawaz Mohammed

Statememt of Purpose

I am currently employed in a position with tremendous opportunity for advancement in Bangalore at Molecular Connections Pvt. Ltd. I have been recognized and lauded for my knowledge of biochemistry, and I enjoy intellectual interactions with my Ph.D. colleagues; I am trained to think logically and solve problems. Consistently my peers place me in a leadership position, and I have a reputation for performing well beyond what is expected. Still, I feel an empty place in my life. While my friends and colleagues do not understand my decision to leave this rewarding career, I know that I have no choice if I am to pursue my long-term goal and my childhood dream: to teach and to publish research. I think that I have made the right decision, although my friends think I am sacrificing certain career advancement for superfluous training. What they do not understand is that I will derive even greater satisfaction from pursuing a doctoral degree than by earning a higher salary and advancing in my present career. By pursuing a graduate degree, I will have the priceless opportunity to realize my dream.

Initially, I saw my current job as an valuable opportunity to further my learning experience, and indeed, over the past two years, I have acquired a broad knowledge of drug discovery, chemoinformatics and bioinformatics.But perhaps more importantly, my current job has contributed less toward my long-term career objective of teaching, and conducting and publishing research that would contribute to my field of specialization. I am driven more by my dreams than money and the prestige of a commercial career: I also hope to contribute to society by disseminating my knowledge as an academician.

A research career in neurobiology is my life goal. In my opinion, there is no scientific study more vital to man than the study of his own brain. Neuroscientists have learnt a considerable amount about the functioning of the brain, but they admit that it remains one of humanityâs most enduring mysteries. I have clearly envisaged my path in neurobiological research and am convinced that the stakes in this new and fast growing field are critical. I would like to make my contribution to unravelling the mysteries of neurobiology.

Excited by the idea of becoming a scientist since I was a child, my interest in pursuing graduate studies intensified during my undergraduate education and my initial research. Having a thirst for biology, I pursued my degree in Biochemistry at prestigious Vysya College, although I had opted for computer science in secondary school. With a chemistry background, I excelled in my undergraduate studies. My core subject became very interesting under the tutelage of an experienced faculty. I was even allowed to take biochemistry for twelfth grade students in my eleventh year. That opportunity secured me a 1st grade in Human Physiology and Cell Biology.

As a day scholar, I worked as a part-time trainee in their renowned clinical laboratory without salary. There I learnt molecular techniques and research approaches in molecular biology. I have undergone a laboratory course exclusively for electrophoresis techniques at the Electrophoresis Institute. My quest for advancement in biological sciences encouraged me to undertake clinical laboratory work at Gopi Hospitals. "One personâs life influences the lives of an unbelievable number of people," goes the saying, one of the most important lessons I have learnt. This experience taught me to be a responsible person and boosted my confidence. It also taught me that the basis for good work is self-reliance and very importantly, time management. Not all of these three years were free of shortcomings. I learnt [you used this spelling initially, and you should be consistent] to accept both criticism and praise with a positive frame of mind. My work involved organizing various events, which gave me the opportunity to work and interact with various kinds of people. This was a very gratifying experience for me, which I feel will stand me in good stead in the future.

I pursued my postgraduate degree in Biochemistry in order to gain basic eligibility for research. The core subject inspired me to carry the basics of biochemistry to undergraduate students, and I involved myself in self-help initiatives such as paper and poster presentations at various state-level seminars. In partial fulfillment of my postgraduate degree, I worked at the Central Leather Research Institute (CLRI-ADYAR) in the Department of Bioproducts. There, I worked on protein purification and its characterizations, which provided me a clear perspective of research and aided me in acquiring other molecular techniques.

As a prerequisite for attaining a PhD in Neurobiology, I have undergone intense training at the National Institute of Mental Health and Neuro Sciences by attending a course in Laboratory Animal Management. This course gave me practical exposure to isolating the brain and its major components. Drug administration and sample collection techniques with laboratory animals are fundamental parts of this course.

My journey so far, from undergraduate to current occupation, has been carefully planned. I believe that my serious intention to study further, my work experience in laboratories and academic background in various areas of biochemistry, will be very beneficial for my research work in your laboratory.

Re: Kinldy check my motivation letter and correct if posible. Thx in advnce

Mister Micawber — Fri, 01 Jun 2007 14:11:56 GMT

Ah, I found it myself. Here you are:

Statement of Purpose

I am currently employed in a position with tremendous opportunity for advancement in Bangalore at Molecular Connections Pvt. Ltd. I have been recognized and lauded for my knowledge of biochemistry, and I enjoy intellectual interactions with my Ph.D. colleagues; I am trained to think logically and solve problems. Consistently my peers place me in a leadership position, and I have a reputation for performing well beyond what is expected. Still, I feel an empty place in my life. While my friends and colleagues do not understand my decision to leave this rewarding career, I know that I have no choice if I am to pursue my long-term goal and my childhood dream: to teach and to publish research. I think that I have made the right decision, although my friends think I am sacrificing certain career advancement for superfluous training. What they do not understand is that I will derive even greater satisfaction from pursuing a doctoral degree than by earning a higher salary and advancing in my present career. By pursuing a graduate degree, I will have the priceless opportunity to realize my dream.

Learning gives me a sense of accomplishment and a world of satisfaction. The more I learn, the more fulfilled I feel. I do not learn solely to apply my knowledge in a practical setting; instead, it is the quest for knowledge and the challenge of learning that motivates me. Initially, I saw my current job as an valuable opportunity to further my learning experience, and indeed, over the past two years, I have acquired a broad knowledge of drug discovery, chemoinformatics and bioinformatics. I have also gained experience in annotation of research articles and patents for cellular targets like ion channels, GPCR, nuclear receptors, cellular enzymes (kinase, protease, phosphodesterase, viral enzymes), etc.

But perhaps more importantly, my current job has contributed less toward my long-term career objective of teaching, and conducting and publishing research that would contribute to my field of specialization. I am driven more by my dreams than money and the prestige of a commercial career: I also hope to contribute to society by disseminating my knowledge as an academician. An inspired teacher can bring out talents, encourage innovation and nurture a new generation of scientists and philosophers. I have always wanted to inspire others through the teaching process in addition to conveying knowledge through the curriculum.

A research career in neurobiology is my life goal. In my opinion, there is no scientific study more vital to man than the study of his own brain. Neuroscientists have learnt a considerable amount about the functioning of the brain, but they admit that it remains one of humanityâs most enduring mysteries. I have clearly envisaged my path in neurobiological research and am convinced that the stakes in this new and fast growing field are critical. I would like to make my contribution to unravelling the mysteries of neurobiology.

Excited by the idea of becoming a scientist since I was a child, my interest in pursuing graduate studies intensified during my undergraduate education and my initial research. Having a thirst for biology, I pursued my degree in Biochemistry at prestigious Vysya College, although I had opted for computer science in secondary school. With a chemistry background, I excelled in my undergraduate studies. My core subject became very interesting under the tutelage of an experienced faculty. I was even allowed to take biochemistry for twelfth grade students in my eleventh year. That opportunity secured me a 1st grade in Human Physiology and Cell Biology.

As a day scholar, I worked as a part-time trainee in their renowned clinical laboratory without salary. There I learnt molecular techniques and research approaches in molecular biology. I have undergone a laboratory course exclusively for electrophoresis techniques at the Electrophoresis Institute. My quest for advancement in biological sciences encouraged me to undertake clinical laboratory work at Gopi Hospitals. "One personâs life influences the lives of an unbelievable number of people," goes the saying, one of the most important lessons I have learnt. This experience taught me to be a responsible person and boosted my confidence. It also taught me that the basis for good work is self-reliance and very importantly, time management. Not all of these three years were free of shortcomings. I learnt [you used this spelling initially, and you should be consistent] to accept both criticism and praise with a positive frame of mind. My work involved organizing various events, which gave me the opportunity to work and interact with various kinds of people. This was a very gratifying experience for me, which I feel will stand me in good stead in the future.

I pursued my postgraduate degree in Biochemistry in order to gain basic eligibility for research. The core subject inspired me to carry the basics of biochemistry to undergraduate students, and I involved myself in self-help initiatives such as paper and poster presentations at various state-level seminars. In partial fulfillment of my postgraduate degree, I worked at the Central Leather Research Institute (CLRI-ADYAR) in the Department of Bioproducts. There, I worked on protein purification and its characterizations, which provided me a clear perspective of research and aided me in acquiring other molecular techniques.

As a prerequisite for attaining a PhD in Neurobiology, I have undergone intense training at the National Institute of Mental Health and Neuro Sciences by attending a course in Laboratory Animal Management. This course gave me practical exposure to isolating the brain and its major components. Drug administration and sample collection techniques with laboratory animals are fundamental parts of this course.

My journey so far, from undergraduate to current occupation, has been carefully planned. I believe that my serious intention to study further, my work experience in laboratories and academic background in various areas of biochemistry, will be very beneficial for my research work in your laboratory.

Overall, your letter is very verbose, Shanawaz, and I fear that they may think you will talk them to death if they accept you. Nevertheless, I have cut and/or simplified very little of your letter. I suggest that you go through it again yourself, and see if you cannot eliminate at least a paragraph or so.