Personal development Statement Example | Topics and Well Written Essays - 3000 words

Development - Personal Statement Example With a good GPA scored during the Bachelor’s course and work experience gained as the marketing advisor, I managed to enroll myself at University of New Brunswick. My tenure at this University has been one of tremendous learning, and this has contributed towards personal development along with high prospects in the professional career. I came to the university with an open mind with no assumptions and no expectations. I would first like to present what I learned through the academic courses and then move on to the other teachings that an MBA course offers. The environment itself has much to teach, and learning during the MBA stretches far beyond the academic module. However, one has to be open to learning, observing, perceiving and absorbing. Benefits through academic learning The academic course was divided into three modules and the first module comprised of accounting, marketing, statistics and research, and effective communication. I dreaded accounting as I had not fared w ell during the pre-MBA phase. However, to overcome the fear and to understand the accounting concept, I took up the two-week quant camp which definitely did a lot to develop interest in accounting. After that there was no looking back, and I pursued the subject seriously, making sure I solved problems after each class. This one of my biggest achievements in this course – I understood and overcame the fear of accounting. I am glad I did so because the basics of accounting are essential to run your own business. Marketing had been my domain and interest before I started this course. This course was very interesting and at the same time it helped me develop professional skills on how to actually market products or services. The course stretched into marketing for profit- and non-profit organizations. What I specifically enjoyed was the analytics that provide insight into marketing efforts and help the marketers further amend their strategy. Statistics and research, while essenti al for business, was a little difficult for me. I guess it is enough to understand its value and the basics, so that we can extract information when necessary. Not everyone can be an expert in every field, so I decided not to spend too much energy in a subject which I would not be keen to pursue later as a career. However, I did learn to use excel, which is very important in analytics. Analytics help in marketing decisions and statistics help to decide on the target audience. As a marketer, communication has always been my strength but this course taught me the finer techniques in communication. Business communication becomes essential for every professional, both in oral and written format. Communication is also essential in dealing with colleagues and subordinates. Thus, even though many may consider this as a natural or innate talent, I feel the course does provide a guideline on communication at different levels. The second module was even more interesting as it taught us how to apply the theories and technical knowledge in business. Management skills development is an essential trait because one needs to develop the competencies to manage and lead an organization. This course also taught us the difference between a manager and a leader. I never knew the difference between the two, before the course. The different leadership traits and qualifications essential in different circumstances was an interesting learning. Another major learning for me

Using Technology to Improve Education Essay -- technology and Educatio

Purchasing a new technological gadget can be an exciting experience. After tearing through stubborn security labels, discarding excessive wasteful inner packaging, and tolerating the scent of new plastic wafting through the air, the consumer finally reaches their electronic goodie. Without power, the device is useless. It is simply a plastic brick with some fancy buttons attached. However, when this device is given a source of energy, it comes to life, and brings to its user access to entertainment, information, or communication. Many people treasure their high end technologies, and use them on a day to day basis. What some people fail to see is the full potential of their device. Their electronic gadget, when in their own hands, improves their happiness and quality of life. That same gadget in the hands of a student can promote knowledge gain, personal growth, and allows them to receive an overall better education. The educational experience in America can be enhanced great ly by utilizing various new technologies available today. One of the fastest growing technological trends in the classroom is the integration of computers. The appeal in using computers is seen in its wide capabilities; the possibilities are virtually endless. A computer in today's world can do almost anything for its user, so of course it can be used to enhance a student's learning experience. Use of computers and their complementing technologies in the classroom present a teacher with many options. When the teachers have options, the students can greatly benefit from experiencing a wide variety of teaching methods. â€Å"Research shows that children who use computers in an academic setting experience better development than children who do not use compu... ...oir Fitz Gibbon. â€Å"Is IT worth it?.† Teaching With Technology, Rethinking Tradition. Les Lloyd. Medford, NJ: Information Today. 2010. Pg. 23-37. Hernandez, Marjorie. â€Å"Governer launches digital textbook initiative in Calabasas.† Ventura County Star. N.p. 8 JUN 2009. Web. 16 FEB 2012. â€Å"Interactive Whiteboards in the Classroom.† Florida School for the Deaf and Blind. US Department of Education. 6 NOV 2009. Web. 17 FEB 2012. â€Å"Internet.† Merriam-Webster Online Dictionary. Merriam-Webster Online. 2010. Web. 8 MAR 2012. Perry, Bruce D. Interview. â€Å"Using Technology in the Early Childhood Classroom.† By Kimberly Moore Kneas. Scholastic. n.d. Web. 8 FEB 2012. Shen, Lynda. â€Å"Ebooks are especially suitable for educational purposes. Why is that so?.† ebook88. N.p. n.d. Web. 15 FEB 2012. â€Å"Software for the tablet PC.† Tabletpc2. Blue Thunder. n.d. Web. 8 MAR 2012.

A Comparison of Poems against Racism

Racism is intolerance and hatred of another race. Many protest poems are used by composers in society to express their desire for social change. â€Å"Strange fruit† by Lewis Allen and â€Å"took the children away† by Archie Roach are haunting lyrics protesting against the area of racism. Both poets have been influenced by either personal events or events occurring in society. Both Allen and Roach effectively use strong poetic techniques and pursue subject matter to the audience through racism to create a desire for social change in the society. Strange fruit† was written in the mid-1930s about 60 years ago. Lewis Allen whom is a Jewish American communist had seen a photo in the paper of two young boys that had been beaten and hung. This horrific picture encouraged Allen to take action and write this lyric protesting about the lynching that had occurred in Americas South. Allen saw that the lynching of African Americans was generational. He protested against racis m to create a desire in society for social change. The powerful techniques shown through the lyric â€Å"strange fruits† are extended metaphor and physical imagery.Extended metaphor is shown throughout the whole lyric as it is continuous which makes it more powerful. This helps the reader relate to the horrific situation and understand how Allen is feeling about the lynching. The physical imagery that is portrayed in the lyric is â€Å"the bulging eyes and twisted mouth†. This shows the haunting image of a person being hung and draws the responders attention to the strong confronting words used to describe the dead †black bodies†. The lyric is extremely confronting and distressing which is deliberately shocking to the audience in attempt to create a desire for social change. Took the children away† was written in 1990 by an indigenous Australian Archie Roach. He had a very difficult life by having a disturbed background and childhood. He was sadly rem oved from his family at a very young age which was known as â€Å"the stolen generation†. The difficulties that he had suffered as a child encouraged Roach to become a protest poet and stand up for the indigenous Australians. Roaches lyric produces a true story about the aboriginal children that had been forcefully detached from their families.The lyric is extremely confronting to the audience which creates them to feel the desire for social change. There are many poetic techniques employed throughout the lyric â€Å"took the children away† that encourage the responder to understand the racism and concept of the stolen generation. First person technique has been used strongly by Roach in attempt to show that it was his personal recount. This is shown in the finishing line of the lyric â€Å"yes I came back†. This visibly shows the responder that is was roach himself.Anaphora is a strong technique used effectively in the lyric. This is clearly shown in the last s tanza â€Å"back to their mother; father, sister, brother, people, land† this shows how the indigenous children had been taken from their family and then later reunited. Therefore both techniques clearly shock the audience and connect with the responders emotions in order to make them see the need for social change. In conclusion â€Å"strange fruits† by Lewis Allen and â€Å"took the children away† by Archie Roach are clearly both powerful protest lyrics protesting against racism.The poetic techniques are used effectively to get their own personal opinion across to the audience. Therefore these effects show that there is a need to create a desire for social change in the society. Many protest songs and poems are used by composers in society to express their desire for social change. Archie Roach’s ‘Took The Children Away’ and Lewis Allen’s ‘Strange Fruit’ are both protest poems in which the area of racism is being protest ed against. Each poet has been inspired by either events in their life or events in society that they have felt deeply against.Both Roach and Allen adequately and effectively use a wide range of poetic techniques and language devices to successfully carry out their ideas against racism and create a desire for social change through subject matter their purposes are also achieved. Roach strongly uses first person along with anaphora to get his point of view across to the responder. Allen persuasively uses extended metaphor and juxtaposition to make the responder see the need for social change. Archie Roach is an indigenous Australian with a disturbed back ground and upbringing.He was removed from his family at young age as part of ‘the stolen generation’ Roach’s devastating childhood experiences inspired him to develop into a powerful protest poet and be a strong voice for indigenous Australians. A haunting story is told through roach’s song, a true story of aboriginal children being forcefully removed from their family as was done to thousands of aboriginal children during the application of the governments assimilation policies. It is a very confronting song that makes the responder feel a desire for social change. Took The Children Away’ is a protest poem which employs many powerful poetic techniques to encourage the responder to understand the effects and the injustices of racism and the stolen generation. One poetic technique from the lyric that can be highlighted as important is first person as it is very strongly used by roach in an attempt to display himself in the poem. First person is most effective in the finishing line of â€Å"yes I came back† this is effective because the responder then finally realises that the poem is in fact a recount of what actually happened to Roach.Anaphora is also successfully used in the poem. In the last stanza anaphora is powerfully used by roach, â€Å"Back to their mother; fath er, sister, brother, people, land† this anaphora is used in order to state all the things that had been left behind and taken away from indigenous children of the time. The anaphora connects with the responder’s emotions in an attempt to shock the responder therefore making them see the need for social change. Lewis Allen was a Jewish man, a school teacher and also a member of the American communist party which was risky and unusual in its self at the time of the 1930’s.Allen was inspired to right by a photograph of a lynching he saw that shocked him. The subject matter of the poem is about the lynching of African Americans in Americas south. Allen saw the harsh injustices of racism and how it was generational â€Å"Blood on the leaves and blood at the root. † He protested against racism in order to create a desire in society for social change. Lewis Allen uses a range of poetic techniques and language devices in order to effectively get his purpose across to the responder. The extended metaphor of â€Å"strange fruit† is a very strong and helpful device.It makes the responder think about the harsh realities and injustices of racism in Americas south the word â€Å"strange† makes the responder comprehend the idea of lynching, it is â€Å"strange† not right, and it is unjust. Juxtapositions is also employed by Allen in the poem â€Å"Scent of magnolias, sweet and fresh/ Then the sudden smell of burning flesh† this juxtaposition is effective as it makes the responder see the harsh realities of lynching by putting these two things together it shocks the responder as it is from one extreme to the other and Allen is attempting to shock the audience in an attempt to create a desire for social change.

The princely powers of the Duchess of Malfi - 1040 Words

The Tragedy of the Dutchesse of Malfy, originally published under this name in 1623, is a Jacobean drama written by John Webster in 1612-13. The play starts off as a love story with the Duchess secretly marrying the steward of the household Antonio; a man beneath her class who she has fallen in love with. This marriage immediately shows the Duchess’ â€Å"princely powers† by defying the wishes of her brothers, Ferdinand and the Cardinal, to not marry again after being widowed. â€Å"The Duchess of Malfi is ostensibly a story of resistance of a wilful widow who actively defies her brothers’ wishes and refuses to be constrained by (male) authority† (Bartels 420). Webster portrays her brother Ferdinand’s power as a corrupted duplicate of an ideal. An ideal that the Duchess reaches through the drag of patriarchy. However the play ends as a tragedy with the deaths of almost all the major characters in the play. The Duchess of Malfi contains a lot of stag e violence and horror especially in the later scenes which attracted many visitors. However this is not the reason Webster’s play is a great English renaissance drama. The poetic language usage by Webster and the complex characters should ultimately receive the credits. The focus in this paper will be on the complexity of the Duchess’ character and especially on her comment in Act III, scene 2: â€Å"For know, whether I am doomed to live or die, I can do both like a prince.† (Webster 1603). Furthermore the exploration of the theme ofShow MoreRelatedThe Princely Powers of the Duchess of Malfi849 Words   |  3 Pages1612-13. The play starts off as a love story with the Duchess secretly marrying the steward of the household Antonio; a man beneath her class who she has fallen in love with. This marriage immediately shows the Duchess’ â€Å"princely powers† by defying the wishes of her brothers, Ferdinand and the Cardinal, to not marry agai n after being widowed. Webster portrays her brother Ferdinand’s power as a corrupted duplicate of an ideal. An ideal that the Duchess reaches through the drag of patriarchy. However theRead MoreThe Duchess of Malfi1313 Words   |  6 Pagesï » ¿The princely powers of the Duchess of Malfi The Tragedy of the Dutchesse of Malfy, originally published under this name in 1623, is a Jacobean drama written by John Webster in 1612-13. The play starts off as a love story with the Duchess secretly marrying the steward of the household Antonio; a man beneath her class who she has fallen in love with. This marriage immediately shows the Duchess’ â€Å"princely powers† by defying the wishes of her brothers, Ferdinand and the Cardinal, to not marry againRead MoreDuchess Of Malf Open Learn10864 Words   |  44 Pagesï » ¿John Webster, The Duchess of Malfi Introduction 3 Learning outcomes 3 Background 3 Description 4 Act 1: setting the scene 5 Courts ideal and real 5 Discussion 5 Description 8 Bosola the malcontent 8 Discussion 9 Marriage for love: family opposition 10 Discussion 10 Love and marriage: Antonio the steward 13 Discussion 14 Love and marriage: the Duchess 15 Description 16 Description 17 Discussion 19 Act 2: discovery 21 Ferdinand 21 Discussion 22 Conclusion 24 References 24 Further reading 25 Next