Personal experiences in leadership roles, facilitating changes, and mentoring others.

#experiences #leadership #roles #changes

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Born and raised in a family of educators, the spirit of teaching runs in my blood.

This

spirit is reflected in my

experiences

during my undergraduate studies in the Department of

Oceanography

at Bandung Institute of Technology (ITB), Indonesia, as a teaching

assistant

for

courses

such

as OS2102 Fluids Mechanics, OS3105

Ocean

Tides, OS3106

Ocean

Current Circulation, OS3004

Ocean

Remote Sensing, OS3001 Environmental

Oceanography

, and OS3203 Hydro-oceanographic Survey. I actively contributed to the academic success of the

students

I mentored by fostering a positive learning environment through personalized guidance and hands-on

experiences

such

as analyzing

oceanography

data using MATLAB, Python, and other related software. A quotation from Richard P. Feynman, “If you want to master something, teach it,” made me realize that my teaching assistantship experience

also

taught me profound lessons. Being an

assistant

in introductory theoretical

courses

such

as OS2102 Fluids Mechanics, strengthened my mathematical and physical understanding of fluids mechanics theory and equations. The more applicative

courses

such

as OS3105

Ocean

Tides, OS3106

Ocean

Current Circulation, and OS3004

Ocean

Remote Sensing, not only equipped me with essential oceanographic knowledge but

also

enhanced my programming skills,

for example

, calculating the Ekman transport, the tidal harmonic analysis, and satellite data processing in MATLAB and Python.

Furthermore

, the OS3001 Environmental

Oceanography

and OS3203 Hydro-oceanographic Survey

courses

assistantship provide me with practical skills in using

ocean

and atmosphere observation tools,

such

as Water Quality Checker (WQC), Acoustic Doppler Current Profiler (ADCP), Conductivity Temperature Depth (CTD), and Automatic Weather Station (AWS),

as well as

managerial skills in conducting a field survey.

Furthermore

, I am

also

trusted as a teaching

assistant

coordinator, explicitly focusing on OS3106

Ocean

Current Circulation and OS3004

Ocean

Remote Sensing

courses

. My dual role as a teaching

assistant

and

assistant

coordinator allowed me to take on a broader leadership role. As the

assistant

coordinator, I am responsible for orchestrating the course structure and content, designing a curriculum that

met

Wrong verb form

meets

show examples

academic standards and

encapsulated

Wrong verb form

encapsulates

show examples

the state-of-the-art in

oceanography

, and managing the other teaching assistants. Balancing assisting the

students

and coordinating specialized

courses

equipped me with a holistic understanding of academic administration. These

experiences

have

also

cultivated a multifaceted skill set I am eager to bring into my future

endeavors

Change the spelling

endeavours

show examples

. In my professional career as a researcher at the BRIN Indonesia, my responsibilities extended beyond the

research

work in the office. I took on the crucial role of mentoring

research

interns and undergraduate

students

as their co-supervisor, guiding them through the intricacies of

research

methodologies and cutting-edge data processing and analysis for their

research

projects. Through constructive feedback and encouragement, I aimed to create an environment that nurtured creativity and critical thinking.

Together with

my mentees, I have proudly produced two Python-based applications and over a dozen

research

manuscripts in the publication process during my mentorships. Apart from that, I am

also

proud to have assisted over eight

students

from various Indonesian national universities under my co-supervision to pursue their bachelor’s degrees in marine sciences. After all, my engagement in mentorship

experiences

and leadership roles have been integral to my personal and professional development. These

experiences

allowed me to witness firsthand the transformative effect of guidance and support on the professional growth of young researchers. Moving forward, I am committed to leveraging these

experiences

to continue fostering positive change and mentorship in whatever professional path I pursue, contributing to the growth and success of young scientists in Indonesia.

Submitted by periset on Thu Nov 30 2023

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coherence cohesion

Ensure a clear logical structure by increasing the use of linking words and cohesive devices to enhance the flow between ideas.

coherence cohesion

Enhance the introduction to include a clear thesis statement which outlines the essay's direction and focus.

coherence cohesion

Support main points with a balanced number of examples and explanations. This strengthens the reader's understanding of your experiences and emphasizes their relevance to the topic.

task achievement

Provide a comprehensive response to the prompt by addressing all parts of the task and staying closely aligned with the topic throughout the essay.

task achievement

To improve clarity, make sure that each paragraph focuses on a single idea and provide comprehensive elaboration on this idea before transitioning to the next paragraph.

task achievement

Integrate relevant and specific examples into the essay to reinforce your claims and to illustrate the impact of your leadership and mentoring experience effectively.

Include an introduction and conclusion

A conclusion is essential for IELTS writing task 2. It is more important than most people realise. You will be penalised for missing a conclusion in your IELTS essay.

The easiest paragraph to write in an essay is the conclusion paragraph. This is because the paragraph mostly contains information that has already been presented in the essay – it is just the repetition of some information written in the introduction paragraph and supporting paragraphs.

The conclusion paragraph only has 3 sentences:

Summary
Restatement of thesis
Prediction or recommendation

Example:

To summarize, a robotic teacher does not have the necessary disciple to properly give instructions to students and actually works to retard the ability of a student to comprehend new lessons. Therefore, it is clear that the idea of running a classroom completely by a machine cannot be supported. After thorough analysis on this subject, it is predicted that the adverse effects of the debate over technology-driven teaching will always be greater than the positive effects, and because of this, classroom teachers will never be substituted for technology.

Start your conclusion with a linking phrase. Here are some examples:

In conclusion
To conclude
To summarize
Finally
In a nutshell
In general

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7
Linking words
meeting the goal of 7 or more
8
Word repetition
meeting the goal of 3 or fewer
3
Grammar mistakes
detected issues

0123456789.0505

Overall Band Score

Coherence and Cohesion: 5.0

Logical structure

Introduction & conclusion present

Supported main points

Accurate linking words

Variety in linking words

Lexical resource: 5.0

Varied vocabulary

Accurate spelling & word formation

Grammatical Range: 6.0

Mix of complex & simple sentences

Clear and correct grammar

Task Achievement: 7.0

Complete response

Clear & comprehensive ideas

Relevant & specific examples

Appropriate word count

5 paragraphs

566 words

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Personal experiences in leadership roles, facilitating changes, and mentoring others.

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