All about plastic: The defining moment of plastic bottle creation

Kamar Ledgister

November 28, 2018

Plastic bottles are everywhere. Probably a plastic bottle is in your backpack now. Have you ever wondered how plastic bottles are made? Plastic bottles are made up of several substances that are in our environment such as: High Density Polyethylene, Polyethylene Terephthalate (PET), Low Density Polyethylene (LDPE), Polypropylene (PP), Polyvinyl Chloride (PVC), Polystyrene (PS), Fluorine Treated (HDPE), and Post Consumer Resin (PCR).  Plastic bottles are universal renowned product that are used by most people today. Plastic bottles are very popular with both manufacturers and customers due to their light weight, their superior resistance to breakage, their low production cost and their low transportation cost. They were invented in America in 1973 by Dupont engineer Nathaniel Wyeth (Petra). This lead to the first plastic bottle which was able to withstand the pressure of carbonated liquids and remains the same today.  Plastic can be created in numerous ways. One of the most important ingredients used to make plastic bottles is Polyethylene terephalate. Mahmound A Moshin explains, that Polyethylene terephalate is a group of material that make up of thermoplastic polymers that are used in food and beverage industries. The writer’s is illustrating the important of PET in the food and beverage. PET manufacturing involve blow molding process to create plastic bottles. Blow molding is a process that modify plastics material to liquid which then transfer in mold. Compressed air is then transmit to liquid substance which help to shape hollow plastic objects such as plastic bottles. There are three main types of blow molding: extrusion blow molding, injection blow molding, and injection stretch blow molding. Plastic bottles are here to stay in my opinion it is one most durable and efficient component that are necessary to improve our life.

Now I want to shed some light on extrusion blow molding. Dmitry Sidorov explains that extrusion blow molding, which is a method of obtaining products from thermoplastic materials, the thermoplastic materials are then melted in a hollow cylindrical sleeve that captured the substance in a container which then formulate the plastic bottle when compressed air is apply. The essence of argument is showcase the creative of plastic bottles.

Figure 1. Methods of Extrusion Blow Molding (source: Wikipedia)

Now I will explore Injection blow molding method. According to Khalid Alzoubi, “Injection blow molding is the process of forming parts by placing pellets into one side of a cylinder through the Hopper, heating them inside heating chamber and through heating bands located along the screw, and extruding the molten material out to a closed mold in which the material fills and take the shape of a mold cavity” and then it cool where air is blown in to mold to form the shape of bottle. The writer’s the emphasizing how other method of making plastic bottle is incorporated from the previous method.

Figure 2. Method of Injection Blow Molding(source: Wikipedia)

Also Injection stretch blow, According to Plastic Technology, “Injection stretch blow molding is the common method for producing soda bottles. The process begins with an injection molded perform. The perform is typically pre-heated then stretched in the axial direction and blown into its final shape by a stretch blow molding machine”. The writer is showcasing method on how you can increase the size of plastic bottle.

F0igure 3. Injection stretch blow molding (source: Wikipedia)

The journey to create plastic bottles has been difficult and complicate, but now that you have learned the methods of  producing plastic bottles. I hope you maybe have great appreciation for plastic bottle.

Reference

An Introduction to PET (polyethylene terephthalate) | PETRA: Information on the Use, Benefits & Safety of PET Plastic. (2018). Retrieved from http://www.petresin.org/news_introtopet.asp

Alzoubi, K. (2016). Parametric Study for a Reciprocating Screw Blow Injection Molding

Process Using Design of Experiments Tools. Jordan Journal of Mechanical & Industrial Engineering, 10(4), 279–284. Retrieved from http://ccny-proxy1.libr.ccny.cuny.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=121809911&site=ehost-live

Mohsin, M. A., Abdulrehman, T., & Haik, Y. (2017). Reactive Extrusion of Polyethylene

Terephthalate Waste and Investigation of Its Thermal and Mechanical Properties after Treatment. International Journal of Chemical Engineering (1687806X), 1–10. https://doi-org.ccny-proxy1.libr.ccny.cuny.edu/10.1155/2017/5361251

Sidorov, D. 1. dmitrysidorov36@gmail. co., Kolosova, E. 2.

mrselkolosova@gmail. co., Kolosov, A. 3,4,., & Shabliy, T. 6. dsts1@ukr. ne. (n.d.). https://doi-org.ccny-proxy1.libr.ccny.cuny.edu/10.15587/1729-4061,2018.126015

Calling all gamblers : The study of probability through dice

Kamar Ledgister

Professor Adam Bubrow

Writing for Engineering

October 30, 2018

Abstract

In this study we examined the rolling of a pair of dice and we analyzed the dice probability outcome over the number of rolls. The results were collected from rolling a pair dice at least 100 times to determine occurrence odds of the dice. The data that accumulate determine dice probability odds and how frequently you predict an outcome.

Introduction

The dice probability experiment was studied by rolling a pair of dice, a small cube object with each side having a different number of spots on it, ranging from one to six. Dice is arguably one of oldest gambling games that is still in existence today, which involve chances, or, as referred here, probability. The main purpose of this experiment is to determine the probability of the dice when it is rolled and to determine how often each result occurs over the course of one hundred rolls. Reducing the number of times a pair of dice is rolled will result in the odds of rolling a seven are higher with fewer rolls attempts will increase chance of predicting a better outcome. This is because the more times the pair of dice is rolled the lower the probability will become of rolling any combination.

Materials

• Pair of dice
• Wooden surface

Methods

1. Put a pair of dice in your hand and gently shake your hand while moving in a forward motion.
2. Stretch your hand out in a vertical position and then release the dice on wooden surface.
3. Record the result from the pair of dice.
4. Repeat steps 1-3 100 times and record the results of each roll.
5. The researcher did not weigh the pair of dice.

Results

During the accumulation  of data  the study revealed that when the pair of dice were rolled they landed face up. The dice probability odds outcome become lower between 2,3, 4, 6, 11 and 12. While on the other hand dice probability outcome become higher  between 5,7,8, 9 and 10.

Table 1. The dice probability result data

Figure 1. Data of the dice probability when plotted.

Analysis

In this experiment we studied the dice probability to determine occurrence. A two was rolled 3 times out of 100 attempts, a three was rolled 5 times out of 100 attempt, a four was rolled 4 times out of 100 attempts, a five was rolled 18 times out of 100 attempts, a six was rolled 3 times out of 100 attempts, a seven was rolled 17 times out of 100 attempts, a eight was rolled 17 times out of 100 attempts, a nine was rolled 11 times out of 100 attempts, a ten was rolled 7 times out of 100 attempts, a eleven was rolled 3 times out of 100 attempts and a twelve was rolled 3 times out of 100 attempts . These data illustrate that odds of rolling between 2-4 and 11-12 are lower than odds of rolling 5 or 7 through 10. Rolling a 6 is a lower probability.

Dice probability yields better chance of rolling a 5 or 7 through 10. According to similar dice probability studies conducted by C. Foster and D. Martin, when the data were compared with a previous experiment, there were similarities in both data sets. 2-4 and 10-12 had lower probability. While on the other hand from 5-9 dice probability odds are higher at that time period. Foster and Martin’s study supported the present experiment. There data in the article has similar result

There could have been some contributing factors of error by following: inefficiency space to rolled the pair of dice on the wooden surface and collision of dice in midair could have change the outcome of the dice.

Conclusion

In this experiment, we demonstrate that dice probability odd occur best during 5, 7-10. While on the other hand the dice probability odds are worst between 2-4, 6, 11 and 12. Reducing the number of times a pair of dice is rolled will result in the odds of rolling a seven are higher with fewer rolls attempts will increase chance of predicting a better outcome. This is because the more times the pair of dice is rolled the lower the probability will become of rolling any combination When the dice were rolled ten more times, a 5 and an 8 were rolled twice each and a 7 was rolled thrice. This showcase that if I was recommend individual to gamble the best outcome is to choose number between seven through ten.

Appendix 1. Dice Probability data result.

References

Dice.(n.d). Merriam- Website Collegiate Dictionary online. Retrieved

from https://www.merriam-webster.com/dictionary/dice.

Foster, C., & Martin, D. (2016). Two-dice horse race. Teaching Statistics, 38(3), 98–101.

https://doi-org.ccny-proxy1.libr.ccny.cuny.edu/10.1111/test.12108

Jason Azayev ; Kamar Ledgister

11/14/18

Student Educational Penalty : Death of Tenured Positions

** Note: We are trying to target universities, with a focus on the analysis of CCNY. Although we focus on universities, we explain why it is important for government action and encouraging students to take action, and the university’s role.

**Note: Unless we write that something is assumed, it was gathered from a reference. We keep reference notes as (#).

Imagine a world where credentials, experience, and extensive education leads to a job where you have to worry about paying rent, living paycheck to paycheck, and wondering whether a pay raise could ever be in sight. This is the reality for many adjunct (usually part-time) professors in these United States – people who are tasked with educating the future American academic and high skilled workforce (AHSW). The median adjunct professor earns about $2,700 per course taught (3), not per the hours of effort they put into these courses they are teaching. Adjunct professors’ salaries are determined by the department and not based on their class sizes or experience in teaching which leads to negative incentives for professors, namely to teach as many courses as they can solely to survive (Append 2). This leads to a large portion of the adjunct community dependent on government assistance in order to survive (Append. 1). This sad reality is also coupled with the fact that the majority of professors now teaching at state and community colleges are adjunct professors(3), making up over 50% of the faculty(1), while a falling number of adjuncts are being placed on the tenure track (1). In fact, 75.5% of college faculty looked at by source (1,2) have no access to the tenure track, leaving 1.3 million out of 1.8 million faculty members with no hope in salary/status advancement. This leaves AHSWs with professors who have to work multiple jobs and take government assistance to survive, leaving little time for professors to actually focus on their students and the courses being taught. To fully understand this problem, it is important to understand just how dire this situation is by looking at a few best cases.

About 30 out of every 100 professors had three weeks or fewer to prepare for their lectures. 34 out of every 100 professors do not have access to a university phone, and 21 out of every 100 do not even have an office. Usually, these best cases come under the condition of unionization. These are dire numbers that highlight just how little adjunct professors are given to educate their students. Such a short duration to prepare for a course could lead to an incomplete syllabus and gaps in the education of the course as there is not enough time to properly reason the timescales of each lesson. This is a big problem assuming that adjunct professors are part-time professors, which means that the way the current system stands, it seems like it is almost purposeful to set up professors to fail at teaching their courses. Possibly, it could also mean that the lines between part time and full time are blurred with adjuncts with the administrations responsible for paying them knowing this, which seems like the likely case. 80% of which responded to half worked for over 3 years as adjuncts, and 50% of which have responded to working for over 6 years. These numbers prove that adjuncts are not just temporary employees at their respective campuses, but that they tend to stick around for a long time. Despite this experience and possible greater credit, adjuncts still tend to be paid similar in wages and overall, greatly underpaid compared to their tenured counterparts.

Lack of office space could also have serious impacts on the students. With a lack of location to gather and discuss class assignments, exams, or other works, students are penalized access to their professors outside of the assigned class hours. Even when adjuncts have office spaces, it is likely that they would not be able to make it at a time the school announces as they tend to juggle more jobs to survive. This penalization is a lack of resources to the students who may be struggling to understand the content they have read in their assigned textbooks, exams, or class lectures, which disproportionately affects lower-income families who could not afford tutors.

This problem isn’t niche: adjunct professors have been speaking up for a long time. Mrs. Masito (6) says “All of these conditions affect the quality of teaching and convey the idea that adjuncts are substandard and unimportant. It’s a very precarious employment situation on lots of different levels, and our concern is what that does to the quality of education.” Mrs. Masito is the president of the New Faculty Majority (7), a foundation which “engages in education and advocacy to provide economic justice and academic equity for all college faculty.”

Yet, this educational tax burden on students does have a solution. In fact, it has multiple. One possible solution is to increase the wages of all adjunct professors to at minimum, livable wage. A second possible solution is to drastically increase enrollment into tenure tracks while raising standards for adjunct professors. Both of these are viable actions that schools could take, but the second one seems optimal.

It is important to recognize the responsibilities of a tenure professor first. They are full time professors who are more specialized in their field, and appropriately teach a higher number of classes with a standardized pay rate. It is important to make a distinction between certain professors who want to focus on research and those who want to focus on education as both are important to the school community. Professors who are more focused on teaching should be initially more sought out after from the adjunct community, and advance to teach a higher number of classes. This does not necessarily mean that there will be less adjunct professors, but that could possibly be an outcome. This does not mean those adjuncts should be fired, but trained under tenure until they themselves can become tenure professors. Research focus professors should also teach classes, but not as many as those required to be taught be education based professors. This is where adjuncts could play a large role, in taking over those classes while the students are provided the opportunity to conduct research with the tenured professor.

Increasing the number of tenured professors also increases the base pay of the average faculty member at the university. This comes from the fact that with a promotion from part time to full time comes more hours and higher compensation for those hours spent. This full time focus on the one particular university will also come with the benefit of professors being able to spend more time on their students, being able to educate them further even past classroom hours for those who seek the help.

Increasing the number of tenured professors is also possible by looking at the statistics of how many “part-time” adjunct professors are actually seeking full employment as tenured professors. Although it might not be possible for all adjuncts to be promoted, that is fine as not all adjuncts are looking to get promoted to tenured positions. This population of adjuncts usually is constituted by those who don’t want to be tied down to any particular school, want to try different schools before they settle at one, or those who just don’t want to be full time tenured professors due to their seeking other jobs. These aspects should be accounted for, and should any of them decide to seek promotion to tenured, their qualifications should be considered.

This would greatly relieve the educational penalty on students. They would have adjuncts who put in a greater effort to get promoted to tenured, knowing that this route is open to them, while new tenured professors would get the chance to take on full time roles to educate their students. This knowledge of possible promotion would put people to ease, knowing that there will come a day they can focus solely on their professorships.

For this to become a reality, there needs to be funds to provide this increase. At The City College of New York (CCNY), there are approximately 16,000 students both undergraduate and graduate, 13,000 of which are assumed to be full time undergraduate students (Appendix 3 for correction). Increasing the average tuition by 1,000$ per semester (excluding summer and winter, these to be addressed) for undergraduates would bring in an additional $13,000,000 (not looking at financial aid gaps, to be addressed) per semester, being about $26,000,000 per year. By increasing graduate classes by $2,000 per semester, that would yield approximately $6,000 per semester. This would bring CCNY an additional $38,000,000 per year.  By making summer and winter classes cost $200 more each, assuming each student takes two classes and 20% of the undergraduate student body takes one or two summer and winter classes classes, CCNY can incur an additional $1,040,000 – $2,080,000 per semester. Assuming best case, this gives CCNY an additional $40,000,000 budget per year additional budget.

CCNY has 914 (8) part time, adjunct employees. On average, 75.5%(2) of professors have no track to tenure. In this scenario, we have approximately 690 professors who are not on a tenure track. Research conducted by CAW (9) has found that on average, 3 out of 4 respondents would take the opportunity to become part of the tenure track.  This leaves us with approximately 518 professors who would take the opportunity to become tenured given the chance. Note, this number also leaves out a number of adjunct professors who are part time students and are teaching a course, which means that the total cost we will calculate with actually be lower than the number we report.

If we were to give all 518 of these professors tenure tracks, we must first calculate how much we will save if they were to be fired and subtract that savings from their tenured salaries. First, we will assume that the average adjunct professor takes on 4 classes at the rate of the average salary, $2,700. Assuming they also don’t teach seasonal classes, we can see they make approximately $21,600 per year without taxes. Over the entire 518 people, this amounts to an average of $11,188,800 per year of expenses on adjuncts who want to be promoted. Putting these professors on tenure and bumping their salaries up to $90,000 per year starting, we get about $46,620,000 per year expenses going to new tenured positions. This means that after promoting up all adjunct professors who want to be tenured track, the school will still turn a profit of minimum $4,568,800. This number is likely to be larger ceteris paribus (all else equal), as there could possibly be even less professors seeking tenured tracks, and not everyone might want to transition into a tenure, yet this profit could also go down due to cuts from government tuition aid.

However, the sharp tuition increases could cause backlash. This is intended. People who can not afford that tuition raises are still covered under FAFSA and TAP, so there isn’t a disproportionate negative financial effect on low income students. Still, there are limits on financial aid, which could cause students to try and understand, or outright protest these changes. This could be a push for students to start petitioning their governments to a greater extend in order to reduce the TAP gap and other similar programs, which tend to cut the schools’ incomes.

The key to the survival of our community is to educate the people in their respective municipalities. To achieve this goal, we need large enough financial resources to develop and mold the mind of people in our communities. Institutions that help achieve college level education to the average American can improve the lives of millions people. To achieve this initiative, we need to lobby the government to allocate more money to educational institution. One of the steps that we propose is to lobby lawmakers to slightly increase the tax rates of high net worth individuals. This type of revenue can generate significant amounts of capital, which can then be used to alleviate problems that colleges and universities are facing such as an underpaid part-time faculty with no hope of promotion.

It is important to understand why as an educational municipality dependent on government subsidies, it is important to encourage greater student government action, especially when it has a direct effect on the the municipal financial well being (Example lobby in appendix 2). It is easy to feel stuck in the corner as an institution when the same students that advocate for higher adjunct wages also advocate for lower tuitions. This is where the opportunity comes in for schools to start encouraging their students to put pressure on their local governments and vote for bureaucrats who are willing to invest more in helping their education, as nothing in the hands of the majority in these United States is ultra vires.

Appendix

• 1 in 5 families of part-time faculty receive Earned Income Tax Credit payments. 7 percent of families of part-time faculty members receive food stamp benefits. 7 percent of adjuncts and 6 percent of their children receive Medicaid. Families of close to 100,000 part-time faculty members are enrolled in public assistance programs. (10)
• We propose that the state integrate corporate America in their decision making to achieve goal of raising the quality of life of our adjunct professors. The state would implement economic policies such as companies that partner with colleges and universities would have their corporate tax reduced by half the initial cost that they are currently paying now, if they provide monetary funding to local colleges in the state.
• Including part-time student undergraduate enrollment is a difficult task, as there is not as much data available on the recent number of part time students at CCNY. CCNY does publish their own “CCNY Facts” paper (12), however that lists numbers from 2000-2009 for undergraduate part-time and full-time students. These numbers are likely to be different for our current day system, as the social climate and political environments change due to the political cycle and end of events such as the recession of 2008. Even between 2000-2009, we see a big change in the percentage of part time students. A more holistic approach would be to increase the cost associated with earning each credit, instead of increasing the cost as an aggregate due to a fee. By taking this approach, it is likely that there would be breakeven with the tuition raise proposed in this paper. $1,000 for undergraduates and $2,000 for graduates are not static numbers, but dynamic numbers that do need to be adjusted for inflation with time and cost of specific credits associated to particular majors.

Biographies

Jason Azayev

Jason Azayev was born in Brooklyn, New York. He is currently attending the City College of New York under the Macaulay Honors College, where he is completing the Computer Science and Applied Mathematics major. Jason has served as Vice President of data-science in a startup called Centiment.io, where he managed and built a software as a service (SAAS) applications and consulted. He is also a former CTO at Xerxes, where he worked with strategists to develop financial trading applications, primarily in the crypto world. He is currently not working at a c-level position in order to have the time to prepare for his actuarial exams, pass his double-major workload, and serve on HackCCNY (treasurer at CCNY Hackathon hosting club).

Kamar Ledgister

Kamar Ledgister was born in Saint Elizabeth, Jamaica. He received his Associate Degree in Engineering Science from Bronx Community College in 2018 and he currently pursuing a Mechanical Engineering Degree at City College of New York. Kamar is support specialist at Catholic Guardian  Services since 2012. He is a member of National Society of Black Engineer. He was the recipient of the Peter Jennings

Scholarship Award of the City University of New York. He currently lives in Bronx, New York.

REFERENCES

(1) Bears, Z. (2017, June 30). Students Don’t Deserve Underpaid, Overworked Professors. Retrieved November 11, 2018, from (2)http://www.wbur.org/edify/2017/06/30/students-dont-deserve-underpaid-overworked-professors.THE DOE 2009

(3)Facts about adjuncts. (n.d.). Retrieved November 11, 2018, from

http://www.newfacultymajority.info/facts-about-adjuncts / Referenced the DOE (4)Deltacostproject.org. (2018). Home Page | Delta Cost Project. [online] Available at:

https://deltacostproject.org/ [Accessed 12 Nov. 2018].

(5)Greenberg, I. (2014). Impossible Unity: Adjuncts and Tenure-Track Faculty. New Labor Forum (Sage Publications Inc.), 23(1), 11–13. https://doi-org.ccny-proxy1.libr.ccny.cuny.edu/10.1177/1095796013512623

(6) Adjunct Professors Step up Their Efforts to Increase Pay. (2018). Retrieved from

(7) New Faculty Majority | Faculty working conditions are student learning conditions. (2018). Retrieved from http://www.newfacultymajority.info/

(8)City College of New York. (2018). Retrieved from

https://en.wikipedia.org/wiki/City_College_of_New_York

(9)Coalition on the Academic Workforce. (2018). Retrieved from

http://www.academicworkforce.org/index.html

(10) A Portrait of Part-Time Faculty Members | The Coalition On The Academic Workforce June 2018 http://www.academicworkforce.org/CAW_portrait_2012.pdf

(11)Your College Professor Could Be On Public Assistance | NBC News https://www.nbcnews.com/feature/in-plain-sight/poverty-u-many-adjunct-professors-food-stamps-n336596

(12)  City Facts | The City College of New York https://www.ccny.cuny.edu/sites/default/files/institutionalresearch/upload/City-Facts-Fall-2009-07152010.pdf

Kamar Ledgister

952 Tilden Street

Bronx, NY.10469

917-946-5978

March 30, 2018

Human Resources

59-17 Junction Boulevard

Flushing, NY 11373

Dear Sir/Madam:

I have learned that the New York City Department of Environmental Protection has an open position for a Mechanical Engineering Intern in the Bureau of Engineering Design and Construction through the website Indeed.com. I am excited by the potential opportunity to design and construct a major water-related capital project because it will give me an understanding of how engineering impacts the everyday life of millions of NYC residents. The knowledge that I have gathered through academics, campus involvement and personal work have prepared me for this opportunity today.

• Academics. I am a third year student at City College of New York (CCNY). I transferred to CCNY from Bronx Community College with an Associate Degree in Engineering Science. Currently, I am taking courses in Computer Aided Design, Electric Circuits, Mechanics, Linear Algebra and Vector Calculus.
• Campus Involvement. As a member of the STEM Club, I have gained experience in developing drones and circuit analysis. Also, I learned how to operate a 3D Printer at a College Science Fair. I am currently a member of the National Society of Black Engineers.
• Personal Work. For years I have disassembled televisions, printers and cellphones then reassembled them. In addition, during my leisure time I like to assemble furniture and analyze the structure of drawbridges in the City.

These skills will be a tremendous asset to this position, and I would be excited to learn alongside fellow engineers in your agency. As I prepare for a career in Mechanical Engineering, I am looking forward to gaining vital experience that will help me in my career. Thank you for your time and consideration. I look forward to discussing more in person.

Sincerely,

Kamar Ledgister

Kamar Ledgister

952 Tilden Street n Bronx, NY 10469 n 917.946.5978 n Kamarledgister1@gmail.com

OBJECTIVE

To obtain a challenging position as a Mechanical Engineering Intern where I can utilize skills that I have developed in City College of New York to support agency overall mission.

EDUCATION

8/18-Present                 City College of New York / CUNY                                              New York, NY

Bachelor of Science – Mechanical Engineering

• Anticipated date of graduation: June 2020

6/18                              Bronx Community College / CUNY                                                  Bronx, NY

Associate in Science Degree – Engineering Science

• Dean’s List: Fall 2015, Fall 2016
• Part-Time President’s List: Spring 2016

EXPERIENCE

7/13-Present                 Catholic Guardian Services                                                                Bronx, NY

Direct Support Professional

• Assist consumers with activities of daily living
• Prepare meals for consumers and accompany them to appointments
• Administer medication as scheduled
• Provide companionship through social and recreational activities

10/08-5/12                    Seaside Environment Services                                               St. Elizabeth, JA

Housekeeping Aide

• General housekeeping duties
• General floor care duties
• Customer service

TRAINING

• 8/Hour Security Guard Training
• 16/Hour Security Guard Training
• Fire Guard Training- Introduction

SKILLS

• NYS Driver’s License
• Excellent communication and customer service skills
• Microsoft Word and Internet Research
• Ability to interact with people of diverse backgrounds and cultures

References Furnished Upon Request.

Intro Paragraph

My name is Kamar Ledgister, I moved to New York six years from Jamaica. I am currently pursuing a degree in Mechanical Engineering. One of the reason why I am interested in pursuing a career in Engineering is because of experience of growing up in an area and seeing pipelines without running water in the community. After witnessing that experience, I started the journey of researching about how can I solve the problem. When I am not think about  solving problem like to listen to music and play soccer.  On my journey search for Mechanical Engineer it was an eye open experience based on how people view black men in the society. It was pretty hard to find an engineer that would agree do an interview for my class project. Most of the individual rejected the notion of a black man interviewing them because you live in the Bronx. I was shock that people have this type of mine set is still in today 21^st century.

Doing group project this semester I learned a lot about myself when writing this proposal on adjunct salary reform has been an overwhelming experience because how educators are treated in their workplace. It was an honor to shred some light on adjunct salary reform. I have learn a lot on how to negotiate with my team when we have difference of opinion and learn to compromise to accomplish our goal our goal on writing the proposal. I hope that the information that we have shared with you guys we take it into consideration.

Kamar Ledgister

Writing for Engineering

Professor Adam Bubrow

December 13, 2018

Feeding the mine: My Journey in Writing For Engineering

If you are on WordPress probably you are reading my portfolio paper about my journey in Writing for Engineers. Writing for Engineering is a writing course that develop your writing skills, presentation skills and ability to work with others in group assignment. Throughout the semester we work on different writing assignment such as : proposal project, technical description, lab report, interview report, resume and cover. These assignment have developed my writing skills for the next stage of the writing career. These assignment are a part of class syllabus that are used  in course objectives to help developed students writing skills. These course objects are information literacy, citation, drafting reading, synthesis, audience and use of technology.

Writing for Engineering was unlike any other course that have taken this semester. We discuss the course objective that appear in syllabus this semester. These course objective have boarding my horizon on how I can improved my writing skills. Now I would like to explore the effect these writing objectives such as: information literacy, citation, drafting, collaboration, reading, synthesis, audience and use of technology have help me developed my writing skills for the future.

• Information literacy: using the City College of New York online library was very help for me to find material on specific topic that I am writing about which was useful for the paper.
• Citation (APA style): using APA style citation have taught me how to site information from a source while giving credit to writer of source.
• Drafting: learning how to organize information and ideas into sentence without losing the overall meaning of paragraph.
• Collaboration: learning how compromise with others and valuing the opinion of others.
• Reading: learning new content from technical communication textbook and research content have improve my knowledge on how to be better write a paper and to help increase my read.
• Synthesis: learning how to combine ideas from my writing assignments have help me to simplify materials in more precise way to express thought.
• Audience: be mindful of content that you are presenting to your peers and try let them be a part of writing experience for example writing thing that your peers would related to.
• Use of technology: using blackboard, excel, powerpoint and website have assisted student in my opinion to gather and use content from different source to developed and enhance there writing skills.

The semester have been challenging one and I hope that course objective that I have learned will improve my writing for future writing project. Implementing these ideologies consistently in my writing can improve my writing and put me in the right path to be successful.

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