The following list consists of a few opportunities that I have been considering over the past couple of months. A couple are realistic for the immediate future and the others are more of long- term goals.
To reiterate, I am a Microbiology major with a minor in Chemistry. It is my desire to attend graduate school and maintain a Ph.D in Virology or Microbiology/ Immunology. I would like to do AIDS research and perhaps one day work in a renowned lab in the United States with other scientists.
*1. Summer Internship for this summer or next summer that several MS college students have participated with over the past few years. It is a paid, ten- week position working with NASA or other well- known institutions doing work related to one's major.
http://ms.spacegrant.org/index.php?page=wfd-intern-program
*2. Undergraduate Research with a (biology) professor. This is something that I hope to do beginning in the Fall semester. I am looking for a professor that is currently doing research in something related to what I am studying and potentially doing research for him. This will give me experience as well as something to put on a resume.
*3. Graduate Program: This school is in North Carolina. They offer a Ph.D program that allows study and direct work with an AIDS center that is in collaboration with the university. I find this school to be particularly interesting due to its credibility as a university as well as its impressive credentials offered to doctoral students. The location is also something I admire; the state of North Carolina is beautiful and I have wanted to live in that general location for a long time.
http://www.med.unc.edu/microimm
*4. Center for Disease Control- Atlanta. This is a component of the federal government that is responsible for the research, vaccination of, and prevention of major diseases within the United States as well as being familiar with deadly viruses and pathogens that exist in the world. Top scientists work for the CDC and are responsible for immediate action when the situation presents itself in a national crisis. There are also many international positions offered by the CDC.
http://www.cdc.gov/employment/
The qualifications for these four options are generally the same: an impressive resume, proven interest in the field and study of Microbiology, proven academic ability to handle the course work and research, as well as dedication to the demands of time that go along with it. For school and jobs, recommendation letters from esteemed professors/ professionals who know you are necessary.
Considering that I have just recently changed my major this semester, my list of qualifications for these four goals is rather slim. Last summer I participated at an overnight summer- camp that is held for children suffering from cancer and their siblings. I served on the medical staff and assisted the nurses with their jobs.
This Spring semester I have also had the opportunity to assist with science fairs at USM. This week I am judging the elementary division.
Lately I have been getting to know my Biology professor on a personal level. We have spoken on several occasions about personal interests and my career goals. She was kind enough to write a recommendation letter for me earlier in the semester when I was applying for scholarships. It is important for me to maintain such personal relationships with my professors in the future so that not only will they be willing to write letters for me, but that the recommendations will be personal with genuine desire for my acceptance into the school or job position.
It is important that I make as high of a gpa as possible from here on out. My grades are an essential requirement into graduate programs, especially ones of higher caliber with the best resources and faculty. My dream to do AIDS research will only benefit from being well rounded in academics as well as maintaining an undergraduate job or research opportunity with my professors. These are things that I will highlight in my cover letter and resume.
In the closest foreseeable future, I would especially like to apply to UNC's doctoral program to study Microbiology and Immunology. I would go about writing a cover letter and resume to show my qualifications as well as why I am well suited for the program. I would explain why the school would benefit from having me as a successful student in their program.
Sunday, March 20, 2011
Week 6
This is my revision of the e-mail sample given to us. I think that overall the e-mail should be more cordial yet still maintain the tone originally set by the author. The author is upset by the continued incidents and demands a change; he lets his opinions be known by his straight forward approach and bluntly states his mind. He knows that the mistakes did not occur in his particular office and is standing up for his staff members. He did research and can confidently make the claim that the clerks' performed inadequately.
My changes include a more elaborate approach on what the author originally stated as well as offering new suggestions to address the problem. I changed the wording to be respectful yet displeased.
To: T. Leoni, Manager, Personnel Department
From: Donald Pryzblo, Manager, Data Processing Department
Subject: INCORRECT PAYROLL CHECKS
Mr. Leoni,
I have been reviewing the “errors” in the computer files and would like to express my opinion.
I disagree with what was discussed in our meeting; by summarizing the series of events with my staff and analyzing the paperwork myself, I feel as though the mistakes were made in the clerks' office rather than by the computer operators.
I took it upon myself to examine the time sheets, time tickets, and computer files associated with the 37 incorrect payroll checks; in 35 cases, it can be noted that the clerks made the errors.
You and I discussed requiring my computer operators to perform the very time-consuming task of comparing their entries against the time sheets from which your clerks are miscopying. I feel that this is not practical; my staff do not have the means of time to perform this request.
I cannot hire additional help to adhere to this suggestion. It is my opinion that there should be an institution of requiring the clerks be more thorough while doing their jobs so that such mistakes will not continue to happen.
If we address the problem in every department rather than putting the blame solely on one, this matter may be handled more smoothly and quickly. It should be required of every staff member to slow down yet remain efficient in their position in order to prevent further mishaps.
I recommend that you tell your clerks to review their work carefully before giving it to the computer operators.
My changes include a more elaborate approach on what the author originally stated as well as offering new suggestions to address the problem. I changed the wording to be respectful yet displeased.
To: T. Leoni, Manager, Personnel Department
From: Donald Pryzblo, Manager, Data Processing Department
Subject: INCORRECT PAYROLL CHECKS
Mr. Leoni,
I have been reviewing the “errors” in the computer files and would like to express my opinion.
I disagree with what was discussed in our meeting; by summarizing the series of events with my staff and analyzing the paperwork myself, I feel as though the mistakes were made in the clerks' office rather than by the computer operators.
I took it upon myself to examine the time sheets, time tickets, and computer files associated with the 37 incorrect payroll checks; in 35 cases, it can be noted that the clerks made the errors.
You and I discussed requiring my computer operators to perform the very time-consuming task of comparing their entries against the time sheets from which your clerks are miscopying. I feel that this is not practical; my staff do not have the means of time to perform this request.
I cannot hire additional help to adhere to this suggestion. It is my opinion that there should be an institution of requiring the clerks be more thorough while doing their jobs so that such mistakes will not continue to happen.
If we address the problem in every department rather than putting the blame solely on one, this matter may be handled more smoothly and quickly. It should be required of every staff member to slow down yet remain efficient in their position in order to prevent further mishaps.
I recommend that you tell your clerks to review their work carefully before giving it to the computer operators.
Sunday, March 6, 2011
Other Universities
I viewed the Biology/ Microbiology sections of other universities' websites as if I were a prospective student looking at their programs.
Site 1: The University of Alabama http://bsc.ua.edu/site/ugrad.htm
I really enjoy UA's website; it is easy to maneuver and search for what I am looking for. Their Biology page is self explanatory and makes it very simple for the prospective student to gain a strong understanding of what pursuing a degree there entails.
Site 2: The University of Tennessee http://web.bio.utk.edu/micro/default.htm
UT's website was very unappealing; their use of gray and dull orange colors are not very exciting. Also, I found it very difficult to find what I was looking for related to academic studies. Eventually I was able to locate the major description and a list of general courses for a microbiology degree.
I noticed that it could be considered a norm for the science departments at universities to discuss and attempt to draw students in by discussing the current exciting time in science. This is certainly a true statement. Students who are serious about pursuing a degree within the field of science are looking for universities that offer the best possible education and research opportunities.
1. What are you writing? A brochure that will attract students interested in majoring in my selected profession.
2. What prompts you to write? This assignment is required by my ENG 333 class.
3. What outcome do you desire? A brochure that is appealing to prospective students.
4. What outcome does your reader desire? An appealing source of information that pertains to their major of interest.
1. Who is your primary reader? My instructor
2. What is your reader's relationship to you? Someone who is looking to obtain information that I can provide.
3. What are your reader's job title and responsibilities? The theoretical reader's responsibility would be to look heavily into what the brochure is offering and take all things into consideration.
4. Who else might read your communication? Colleagues and fellow students.
5. How familiar is your reader with your subject? Moderately.
6. How familiar is your reader with your specialty? This would depend on who the reader is and what they are looking to get out of reading the brochure.
7. Does your reader have any communication preferences you should take into account? Readers usually enjoy seeing photographs of the program being advertised. Receiving visual aids helps students make decisions.
8. Should you take into account any other things about your reader when writing? Colors, font, and level of writing.
What events and circumstances influence the way you should write?
Where my writing is being published/ where it is going to appear. Also, who I know is going to be reading it.
1. What are the key questions your reader will ask while reading? What can I get out of this?
2. How will your reader search for the answer? Key terms.
3. How will your reader use the information you provide? Attempt to determine how the information you provide will affect him or her/ Attempt to determine how the information you provide will affect him or her.
1. What is your reader's attitude toward your subject? Why? What do you want it to be? I want the reader to share a common interest in the subject so much so that they are considering my university to obtain a high level of education. Their current attitude is probably that of interest and in search of how they can benefit from my provided information.
2. What is your reader's attitude toward you? Why? What do you want it to be? They are probably indifferent.
1. Who are stakeholders in your communication? Myself, my boss, my colleagues.
2. How will they be affected by it? If I am writing a brochure that is to draw prospective students in, my colleagues would be affected because those students may, in fact, end up attending our university.
What expectations, regulations, or other factors limit the way you can write? By being familiar with other sources of similar information, the author should keep in mind and use parallel strategies of writing.
Site 1: The University of Alabama http://bsc.ua.edu/site/ugrad.htm
I really enjoy UA's website; it is easy to maneuver and search for what I am looking for. Their Biology page is self explanatory and makes it very simple for the prospective student to gain a strong understanding of what pursuing a degree there entails.
Site 2: The University of Tennessee http://web.bio.utk.edu/micro/default.htm
UT's website was very unappealing; their use of gray and dull orange colors are not very exciting. Also, I found it very difficult to find what I was looking for related to academic studies. Eventually I was able to locate the major description and a list of general courses for a microbiology degree.
I noticed that it could be considered a norm for the science departments at universities to discuss and attempt to draw students in by discussing the current exciting time in science. This is certainly a true statement. Students who are serious about pursuing a degree within the field of science are looking for universities that offer the best possible education and research opportunities.
1. What are you writing? A brochure that will attract students interested in majoring in my selected profession.
2. What prompts you to write? This assignment is required by my ENG 333 class.
3. What outcome do you desire? A brochure that is appealing to prospective students.
4. What outcome does your reader desire? An appealing source of information that pertains to their major of interest.
1. Who is your primary reader? My instructor
2. What is your reader's relationship to you? Someone who is looking to obtain information that I can provide.
3. What are your reader's job title and responsibilities? The theoretical reader's responsibility would be to look heavily into what the brochure is offering and take all things into consideration.
4. Who else might read your communication? Colleagues and fellow students.
5. How familiar is your reader with your subject? Moderately.
6. How familiar is your reader with your specialty? This would depend on who the reader is and what they are looking to get out of reading the brochure.
7. Does your reader have any communication preferences you should take into account? Readers usually enjoy seeing photographs of the program being advertised. Receiving visual aids helps students make decisions.
8. Should you take into account any other things about your reader when writing? Colors, font, and level of writing.
What events and circumstances influence the way you should write?
Where my writing is being published/ where it is going to appear. Also, who I know is going to be reading it.
1. What are the key questions your reader will ask while reading? What can I get out of this?
2. How will your reader search for the answer? Key terms.
3. How will your reader use the information you provide? Attempt to determine how the information you provide will affect him or her/ Attempt to determine how the information you provide will affect him or her.
1. What is your reader's attitude toward your subject? Why? What do you want it to be? I want the reader to share a common interest in the subject so much so that they are considering my university to obtain a high level of education. Their current attitude is probably that of interest and in search of how they can benefit from my provided information.
2. What is your reader's attitude toward you? Why? What do you want it to be? They are probably indifferent.
1. Who are stakeholders in your communication? Myself, my boss, my colleagues.
2. How will they be affected by it? If I am writing a brochure that is to draw prospective students in, my colleagues would be affected because those students may, in fact, end up attending our university.
What expectations, regulations, or other factors limit the way you can write? By being familiar with other sources of similar information, the author should keep in mind and use parallel strategies of writing.
Tuesday, March 1, 2011
Week 4/5
I am having difficulty finding on Blackboard our Blog post requirements. However, my next post with this week's assignment will be coming tonight because I think that I finally figured it out! I use a Mac computer which may hinder Blackboard's accessibility for me.
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