What interested me in philosophy was the sustained and rigorous attempt to think through intellectual questions not necessarily to "the answers," but towards more sophisticated formulations of alternative viewpoints and arguments. In contrast to my intuitive attraction to philosophy, I stumbled upon the world of computers in my junior year of college. Tired of working unrewarding jobs during the summer, I figured that I should develop some practical, marketable skills (especially since graduation was nearing and I knew my philosophy degree, while invaluable to me, was not a hot commodity on the job market). In that context, I took a few computer programming classes. I soon discovered that I actually liked designing programs.
I was thrust into a new world with very little English. I soon learned the language to an extent where I now consider it my primary tongue. But, even with my rapid learning, I still had a learning gap which was prevalent in math. Many I know think I was always adept at math, that it was just something I was naturally good at, but at this time they would not say so. I struggled with the most basic concepts of math, the four basic operations, for years while my brother was accepted into an advanced math course, and I admired him for that, aspired to do the same.
I have read wide variety of books about atom and its structure. Actually, I had learned a lot about particles and their properties through self-study before I studied them at school. In addition, I loved mathematics and solving mathematical problems was really challenging and enjoyable for me. Subsequently, in high school, I chose physics and mathematics as my major. I studied at State Exemplary high school and I ranked 24th in the entrance exam among more than 1000 students.
This is class was very difficult for me. While math has always come easy to me, I’ve always struggled at helping others find the same kinds of success. I could get good assessment scores in math, but I couldn’t help my friends do well. This is how I felt while working the coursework lined up in this class, like I couldn’t help the kids in my class do well. I do feel more confident about my ability to assist individuals, large group math instruction seems like a daunting task destined for failure.
I am a person with one of the most ancient cultures, studying a very modern and continuously changing profession upon third millennium. My culture has instilled insight within me, encouraging me to study diligently and acquire knowledge as much as possible. This philosophy propelled me to study master of computer science (Distributed computing) at Universiti Putra Malaysia (UPM), and I’m a former B.Sc graduate of computer engineering (Software) at Islamic Azad University of Sari (IAUS). To take the wisdom to pursue my PHD program and expand my research experiences, I believe University of Pittsburg is one the prestigious institutes with its well-organized programs, outstanding staff, and highly motivated and glorious research communities. Diploma As far as I can remember I explored my propensity toward physics and mathematics at Alborz High School.
should be taught by hand first, and then when these concepts are used to solve higherlevel math problems, a calculator may be used to speed the process along. If we, as a society, become too dependent on technological devices to solve math problems, we will be in trouble when computers crash or electricity. The basic mathematical concepts are so important for many life activities (paying bills, balancing check books, time management, etc.) and they should be learned without ... ... middle of paper ... .... Each student has a different path in life. Some will continue their education with college and others will go straight to work, but either way they will need to be familiar with technology programs.
I was very capable of giving definitions and explaining ideas that we studied in the class; however, I was almost helpless when I was asked to state an example representing a concept we learned. This situation was greatly intensified when the AP Exam came around last spring, where I received a very unsatisfactory score for my standards. I can empathize to Feynman’s frustration with students who were unable to articulate the ins and outs of concepts that physics students should have known. Feynman wrote, “I discovered a very strange phenomenon: I could ask a question, which the students would answer immediately. But the next time I would ask the question– the same subject, and the same question as far as I could tell- they couldn’t answer it at all,” (Feynman 54).
In my schools days I was not so used to computer, but I have some experiences with it .I always felt Computer as some kind of a mystery. So I took it challenging to explore the mystery. And with that enthusiasm I took admission as an undergraduate in Computer Science Department at Amrita Vishwa Vidyapeetam University. Initially it was hard for me as I am novice to the Programming languages. But the faculty we had in our university helped me a lot to overcome the difficulty and the efficient lab facilities had given me the practical experience of programming which is the need of the hour for me as I always understand the things much better with practical experience.
Hoping for the best but expecting the worst, I walked in to English not knowing what to expect. English 111 was boring at times but in many ways helpful. College Composition I main objective is to teach students the fundamentals of academic writing and critical thinking. Aside from learning how to academically write, recognizing grammatical errors, tone, and different styles such as MLA, APA, and CMS, are some other things learned in the course. This essay will be evaluating the book as a whole, self-reflections, essays, my strengths and weaknesses and my professor.
N. E. Genge’s book kept me mesmerized, and I read the entire book at one sitting. It was so interesting that if I were just beginning my college journey, I would be sorely tempted (based upon what I read in this particular book) to pursue a career in forensic science—even if it meant that I had to take Pre-Calculus--and I dislike Math! Works Cited Genge, N. E. The Forensic Casebook: the Science of Crime Scene Investigation. New York: Ballantine, 2002. Print.