4 Tips for Writing A Strong Cover Letter

4 Tips for Writing A Strong Cover Letter While a well-written resume shows off a job candidate’s skill set, an effective cover letter offers a different yet related opportunity: the chance to demonstrate why you’re the right candidate for the job on one pithy page. Consider these four tips designed to help your cover letter stand out from the crowd. 1. Make it PersonalWhile you might be able to get away with recycling your resume for multiple jobs, this is an absolute no-no when it comes to cover letter writing. Why? Because cover letter are all about showing off how your background, skills and experience match the needs of a company as they pertain to the job for which you’re applying.Effective cover letters are anything but cookie cutter. Rather, each cover letter should be carefully crafted to match with the job at hand.Making it personal also means addressing the letter to an actual human person. While it may take a little time to identify the proper department head or hiring manager, doing so demon strates initiative and resourcefulness.2. Focus on FitEven if you’re the most amazing candidate in the world, this attribute is worthless if your cover letter fails to convey how your skills match the position. Pay careful attention to the job description when writing your cover letter, using keywords and key phrases to showcase your qualifications.However, keep in mind that anyone can throw some keywords on a page. Don’t arbitrarily stuff your cover letter with keywords; instead, come up with specific examples which align with what the company is looking for.In addition to researching the job, also research the company, along with its products and services. More and more companies are prioritizing â€Å"cultural fit† when it comes to filling open positions. Understanding a company’s culture can help you focus your cover letter for best success, while further enhancing your status as a desirable candidate.3. Catch Their EyeHundreds of resumes may cross a hiring manager’s desk every single day. How do you make sure yours gets noticed? Skip the conventional â€Å"five paragraph† letter, and instead use bullet points to highlight your strengths. This spares hiring managers the task of sorting through your essay trying to identify its main points. Instead, it does the work on their behalf. You will still need an introduction and closing paragraphs, but stick with bullets to deliver the content you want to emphasize.4. Assert YourselfMany cover letters lack one essential element: a call to action. While expressing your gratitude is important, ending with a follow-up is a much stronger appeal. Whether you mention that you’ll call to check in on the status of your resume next week or express that you’re looking forward to further discussing why you’re right for the position, including a call to action not only demonstrates confidence, but also gives you the chance to show you’re accountable.Ultimat ely, if a good cover letter is a foot in the door, a call to action is the chance to leverage that food into something greater.One tip, however: if you say you’re going to follow up, FOLLOW UP.While it’s impossible to fully understand what’s going through a hiring manager’s mind when evaluating candidates, a cover letter gives you the opportunity to make a positive first impression. These four tips can help you take your cover letter from average to amazing.

Compare and contrast Essay Example | Topics and Well Written Essays - 500 words - 2

Compare and contrast - Essay Example Also, along with the teacher, a school counselor should help a child who is struggling with learning or using appropriate behavior. The role of the principal is to ensure that the discipline plan is being used appropriately school wide. Q2. Identify and discuss the three organizing principles about the learner. There are three principles about the learner. The first principle is that the learner should always be treated with respect. The teacher should treat the learner with respect, the other learners should treat each other with respect and the learner should respect himself. The second is that every learner has a great capacity to learn. Although all students start at a different level, they all have a great capacity to learn and grow from the level where they started. Effort will need to be made by the learner and the teacher to help the learner grow. The last principle states that the learner's behavior or performance always has a purpose. The purpose will vary with different le arners in different circumstances. Most misbehavior happens with one of these 4 purposes: seeking attention, seeking power, seeking revenge or lack of self confidence. An example of a student misbehaving who is seeking attention would be a student who calls out at inappropriate times during class.

The cinema of Hong Kong Essay Example | Topics and Well Written Essays - 2250 words

The cinema of Hong Kong - Essay Example They are able to share the costs and expenses, as well as able to gain large market coverage in Mainland China The contents of a film have mixture of elements from the Hollywood and elements from traditional Chinese drama and art, particularly a penchant for stylization and a disregard for Western standards of realism (Wikipedia, 2008). Successfully surviving and competing in the industry since about fifty years, Shaw Brothers is one of the most famous production companies in Hong Kong having more than 80 films to their credit. Shaw Brothers (HK) Ltd. is the biggest movie production company of Hong Kong movies. The company focuses on investment holding and investments in media and entertainment industries. Activities mainly consist of distributing films and the provision of filming facilities and services. Sir Run Run Shaw, Chairman of Shaw Brothers (Hong Kong) Ltd., has said "In the film industry, one walks a tightrope, with all its thrills, satisfactions and dangers. That is perhaps why the business of making movies has given me the pleasure, the excitement and the fulfilment which I have always craved" (Sir Run Run Shaw, Movie/TV Marketing, Eighth issue, 1977). Sir Run Run Shaw started Shaw Studios with his vision to produce quality Chinese movies in Hong Kong. This information was found in the company website of Singapore (www.shaw.sg). Section Two - Informal Learning - 500 words An important approach to managing the creation and exchange of tacit knowledge is the creation of a shared workspace, or environment, for the elicitation and sharing of knowledge (Smith, 2001). I shared the space with Mr. Wong and his secretary Miranda. By sharing the space I was provided with a chance to undertake knowledge creation. According to Nonaka, there are two dimensions to tacit knowledge. The first is the technical dimension, which encompasses the kind of informal personal skills often referred to as "know-how." The second dimension is cognitive. The cognitive dimension consists of beliefs, ideals, values, and mental models, which are often taken for granted (Nonaka and Konno, 1998, p. 42). But in my placement case I not only focused at the technical dimension of learning but also gave importance to the cognitive aspect. Section Three Placement Analysis: As the production assistant of Mr. Lawrence Wong, my general duties were to assist in some projects he was working on. My work involved assisting Mr. Wong in different stages of film and movie production, from early preparations to finalizing the film. I participated I each step with him from the negotiation of the contract to the final step of shooting and editing the films. My learning process at Shaw Brothers was undertaken according to the theory Y assumptions being presented by McGregor. According to these assumptions: "The expenditure of physical effort and mental effort in work is as natural as play or rest". I found it as entertaining and pleasant to gain knowledge at Shaw Brothers as I could have at any other leisure activity. "External control and the threat of punishment are not the only means for producing effort toward organisational

Externality and differences between the Pigovian and Cosian views Essay

Externality and differences between the Pigovian and Cosian views - Essay Example This paper discusses externalities and compares and contrasts Pigovian and Cosian Views. Externalities can cause inefficient allocation of resources, because when a negative externality is present, we produce and consume too much of the product and consequently, over-allocate resources to production. For example, when the fisherman is not aware of the effect of the fertilizers on his livelihood, he exerts more time and energy to catch fishes that has a dwindling population. His resources are inefficiently allocated. When a positive externality is present, we produce and consume too little of the product, which leads to under-allocation of resources to production. For instance, if there is a positive externality that involves one homeowner improving his property, other homeowners might not be motivated to improve their own properties. There is under-allocation of resources. Over-allocation and under-allocation of resources evidently result to inefficient allocation of resources. Furth ermore, the price system attains efficiency, if it rewards producers who can serve the customers well, mainly through providing the lowest possible prices (Baumol and Blinder 312). This system becomes faulty, when positive and negative externalities are not identified and integrated into the equation (Baumol and Blinder 312). There are diverse views on how to manage externalities. Some economists advocate for government intervention, while others want to rely on market mechanisms to correct externalities. When an externality causes the market to allocate resources inefficiently, the government can respond in one of two approaches: command-and-control policies or market-based policies (Mankiw 212). Command-and-control policies aim to regulate externalities directly by requiring or banning certain behaviors or actions (Mankiw 213). The government also uses subsidies to require positive behaviors that lead to positive externalities. Also, it is a crime to dump toxic wastes into the riv ers. The costs of pollution and adversities to health and livelihood greatly exceed the benefits to the polluter. Still, it is not always easy to control and monitor all negative externalities. For instance, every transportation vehicle produces some sort of externality or pollution by-products and it will not be feasible to eradicate or ban them all. As a result, the government creates government agencies that develop and implement policies that protect the environment, such as the Environmental Protection Agency (EPA) of the U.S. Other forms of government intervention that regulates externalities are market-based policies. They seek to align private incentives with social efficiency (Mankiw 213). For instance, the government can internalize externality by taxing activities that produce negative externalities, or it can subsidize activities that generate positive externalities (Mankiw 213). Taxes that internalize negative externalities are called corrective taxes (Mankiw 213). They are also called Pigovian taxes, after the economist, Arthur Pigou, who is one of the first advocates of such taxes. An ideal corrective tax would equal the external costs of activities that lead to negative externalities, while an ideal corrective subsidy would equal the external benefit of activities that produce positive externalities (Mankiw 213). This paper proceeds to explore the similarities between

Fraunhofer Diffraction Experiment

Fraunhofer Diffraction Experiment INTRODUCTION Diffraction is one of the most important topics in optics, it refers to a spectacle which occurs when a wave encounters an obstacle or slit in its path. The wave will then bend around the edges or corners of the obstacle or aperture, into the region of a geometrical shadow of the obstacle. The Fraunhofer diffraction equation is used to model the diffraction of waves when the diffraction pattern is viewed at a long distance from the diffracting object, and also when it is viewed at the focal plane of an imaging lens. In contrast, the diffraction pattern created near the object, in the near field region, is given by the Fresnel diffraction equation. If the shadow of an object cast on a screen by a small source of light is examined, it is found that the boundary of the shadow is not sharp. The light is not propagated strictly in straight lines, and peculiar patterns are produced near the edges of the shadow, which depend on the size and shape of the object. This breaking up of the light, which occurs as it passes the object, is known as diffraction and the patterns observed are called diffraction patterns. The phenomena arise because of the natural wave nature of light. Apertures and objects produce a similar effect. In Fraunhofer diffraction, a parallel beam of light passes the diffracting object in question and the effects are observed in the focal plane of a lens placed behind it. From the diagram in FIG 1, AB represents a slit whose length is perpendicular to the plane of the paper given by the distance $d$, and which parallel beam of light passes through from left to right. Per Huygenss principle, each point in the slit must be considered as a source of secondary wavelets that spread out in all directions. Now the wavelets travelling straight forward along AC, BD, and so on, will arrive at the lens in phase and will produce strong constructive interference at point O. Secondary wavelets spreading out in a direction such as AE, BF, and so on will arrive at the lens with a phase difference between successive wavelets, and the effect at P will depend on whether this phase difference causes destructive interference or not. It will be noticed that there will always be a bright fringe at the centre of the diffraction pattern. The separation of the diffraction bands increases as the width of the slit is reduced; with a wide slit the bands are so close together that they are not readily noticeable. The separation also depends on the wavelength of light, being greater for longer wavelengths. In the case of the slit shown in the diagram, the first dark line at P is in a direction $theta$ such that BG is one wavelength, $lambda$. If d is the width of the slit, then $theta = lambda/d$. This is assuming the angle is so small then $sin(theta) approx theta$. EXPERIMENTS In these sets of experiments a low power (0.5 mW) Helium-neon laser is used as the source of light. The laser light produced by the laser used is coherent and parallel, but for these sets of experiments the beams diameter is far too small. To get around this problem a beam expander arrangement is set up in front of the laser source to expand the beam to a larger width before hitting the object being examined. From FIG 2 it can be seen that the biconcave lens A causes the beam to diverge, and appear to emerge from the point X in the focal plane of the lens A. If a second lens B with focal length $f_B$ and place it $f_B$ away from X as shown, the outputted laser light will be parallel again, but it will have a large width. The output of this beam is used to examine Fraunhofer diffraction patterns produced under various circumstances, viewing the resulting patterns on a white screen or with the use of a photodetector to detect beam intensity at varying locations. A good bit of time is spend aligning the laser to be as close to the center of the lenses as possible and therefore careful note is taken for where each position of the lenses stands are set, this will help with consistency between different days and if the apparatus is tampered with. The distance from the object being examined to the photodetector was kept at a constant $(0.53pm 0.01)m$ throughout all experiments carried out. SINGLE SLIT The first object to be examined is the simple single slit. Setting up a variable slit in the object path the slit width can be adjusted allowing investigation of slit width and intensity to be measured. The intensity distribution on the screen is given by the equation, The resulting laser beam from the beam expander passes through the single slit then through another lens to focus on a detector screen. Placing a white sheet of paper on this screen the maximas can easily be seen by eye allowing simple marks to be placed where they are. These marks then can be easily measured with a set of digital callipers, which have a measurement uncertainty of $pm$0.02mm for measurements less than 100mm and $pm$0.02mm for less than 200mmcite{digitalcalipers}. It is seen that for a varying single slit the separation of the diffraction bands increases as the width of the slit is reduced; with a wide slit the bands are so close together that they are not readily noticeable. This is as expected from the predicted theory. Using a single non-variable slit as the object, the resulting slit separation can be calculated. This is done by taking the measurements from the central maximum and plotting them against their order. This relation is given by Youngs equation,  where $y_m$ is the distance from the central maxima for the mth order fringe, $lambda$ is the wavelength of laser light used, $D$ is the distance from the object to the screen and $a$ is the slit width. Plotting the values of $y_m$ versus the corresponding order value $m$ the resulting line of best fit is the value of $frac{lambda D}{a}$, with the use of the known constant the value of $a$ can be determined. This calculation is easily done with MATLAB which would give a more accurate result than hand drawing a graph, using the function $nlinfit$ the error in the line of best fit can be obtained and thus the uncertainty in the measurement of the slit width. Each value for $y_m$ is taken multiple times to reduce reading uncertainty and also the marking of maxima on the paper is repeated to further reduce reading uncertainty. From measurements taken the calculated value for the slit width was found to be $(7.31pm 0.39)cdot10^{-5}m$, this agrees with typical values for a single slit which are in the order of Nano meters. At this point it was found that the photodetector didnt function properly. Trying to measure intensity it was seen that the measured value was negative. It was also not notable to see second and third maximas, just the central maxima could be clearly detectable. Many attempts were made to correct this, re alignment of the laser had very little effect. Ensuring the room was constantly dark to try to eliminate the background light was also tested, but again no improvement in the reading. It was decided to stop taking any measurements of the intensities for the remaining experiments. MULTIPLE SLITS An arrangement consisting of many parallel slits, of the same width and separated by equal distance is known as a Diffraction grating. When the spacing between the lines is of the order of the wavelength of light, then a noticeable deviation of the light is produced. The intensity of light can be adapted from one single slit to a generalisation for N number of slits, the distribution for N number of slits is given by, The $sin^2beta/beta^2$ term is describing the diffraction from each individual slit. While the $(sin^2(NY))/(sin^2(Y))$ describes the interference for the N slits, and so this gives a maximum and minimum where, Each diffraction grating was placed in the source holder one by one and the outputted diffraction patterns on the detector screen were observed. It was found to be that the second maxima were weaker as the number of slits on the source was increased and the central maxima became sharper. Grating with 6 slits was found to be the sharpest central image while the slit with only 2 was the weakest. ONE AND TWO DIMENSIONAL One dimensional gratings can now be used to examine the difference in slit width and to examine the difference in diffraction patterns observed, for this part there were three unknown one dimensional gratings to be examined. The gratings were loaded in one by one and marking the central maximum and other maximum observed on the screen the distances can be measured allowing slit width to be calculated. It was observed that the different gratings gave a different spread of maxima on the screen. For a one dimensional grating the measurements were repeated 3 times for three different gratings. The same method is used to calculate the slit distance as in the single slit experiment. The measurements for the gratings widths were found to be, $(6.90pm 0.51)cdot10^{-5}m$, $(2.37pm 0.46)cdot10^{-5}m$ and $(1.49pm 0.14)cdot10^{-5}m$. All these values lie within the expected range for a slit to diffract light. To measure the output of the two-dimensional grating we can model it as two one dimensional problems. Measuring the maxima in one direction then again in the other direction, these two can be compared and should be with in similar value is the grating is equally spaced in both directions. Results were found to be $(5.84pm 2.62)cdot10^{-5}m$ and $(5.24pm 2.62 CONCLUSION All parts of the experiments were carried out effectively and for all parts of the experiment data was collected and analysed. For a single slit of unknown width the calculated value for it was found to be $(7.31pm 0.39)cdot10^{-5}m$, which is in the right order of magnitude for a single slit resulting in light diffracting. Also observing multiple slits on a source was found to show that the second maxima were weaker as the number of slits on the source was increased and the central maxima became sharper. Finally, a one and two-dimensional grating was analysed to calculate wire separation. It was found for the one dimension samples the separation width was $(6.90pm 0.51)cdot10^{-5}m$, $(2.37pm 0.46)cdot10^{-5}m$ and $(1.49pm 0.14)cdot10^{-5}m$ and for the two dimensional it was found that in each directions the width was $(5.84pm 2.62)cdot10^{-5}m$ and $(5.24pm 2.62)cdot10^{-5}m$. Unfortunately, the photodetector did not work accordingly. The values obtained from one measurement did not match with values obtained later or on different days. Attempts were made to try and improve readings; keeping room constantly pitch black and realignment of the mirrors. It was decided to stop taking detector measurements.

Are Spinozistic Ideas Cartesian Judgements? :: Philosophy Philosophical Essays

Are Spinozistic Ideas Cartesian Judgements? Abstract Some commentators of Spinoza maintain that Spinozistic ideas are judgements. I shall call this view the common interpretation, since it is popular to interpret Spinoza as reacting against Descartes’s theory of ideas and accordingly consider Spinozistic ideas not as Cartesian ideas, but as Cartesian judgements. The clearest difference between Descartes and Spinoza here is that whereas Descartes thought that ideas are passive, Spinoza thought the opposite. The concept of activity plays accordingly an important role in interpreting Spinoza’s theory of ideas. According to the common interpretation Spinoza and Descartes use the concept of activity in the same way. And since Descartes thought that judgements are active, it is maintained that the Spinozistic, active ideas are like Cartesian judgements. I find that the considerations according to which the activity of Spinozistic ideas is seen in the light of Descartes’s distinction between action and passion are based on too superficial an interpretation of Spinoza. I argue that what Spinoza means by saying that ideas are active does not merely mean that they are active in a Cartesian sense. He has in mind something additional to the mere Cartesian activity. Whereas Spinoza wants to say that active ideas incorporate the property of truth or certainty, Descartes does not think in that way about judgements. Thus, the Spinozistic ideas can be called truth-expressing. Introduction Renà © Descartes brought the concept of idea into a central place in epistemology. Another famous rationalist—Benedictus de Spinoza—made use of the same term "idea", but had an entirely different view concerning the nature of ideas. Whereas Descartes thought that ideas are passive, Spinoza had the opposite view according to which ideas are active. In this paper I shall examine what Spinoza means by the activity of ideas. According to some commentators Spinozistic ideas should be seen as Cartesian judgements. I call this view the common interpretation and I shall argue that it does not capture the whole of Spinoza’s theory of active ideas. The activity of Spinozistic ideas is something more than merely the kind of activity found in Cartesian judgements. In the first part I will sketch Descartes’ conception of ideas as passive. In the second and third part I move on the outline Spinoza’s position and point out that there are passages which motivate the common interpretation. In the fourth part I will proceed to argue that the activity of Spinozistic ideas is not merely that of Cartesian judgements.

Our Experience as Teachers of ILEC Essay

We are Mauricio Munoz (a teacher) and Adela Perez del Viso (a lawyer and trainee teacher), the two Legal English teachers at the Colegio de Abogados de San Luis, the San Luis (Argentina) Bar Association. My idea of teaching Legal English started in 1998 when I took a course at an Academy (located on Huntingdon Road, Cambridge, U. K. ). My teacher was, by then, Mr. Brian Catlow. The organizers made us visit different courtrooms in Cambridge and in London. It was fascinating. Afterwards, I got to know about the ILEC exam, which was a huge academic improvement: now we had a purpose for these studies, a method, a set of contents, a book (and now more than a book), etc. I sat for the Ilec exam in 2009, after two complete years of hard study. Now we organize these courses at the Bar Association, and we know that only some students will come and stay: those who have a very good command of the language, and at the same time those who are keen on the legal field. During this year we organized two â€Å"modules†: the first one, based on General Principles and Contracts. with all the units related to Contracts); the second module, devoted to Company Law (3 units) plus Labour/Employment Law. The decision to divide the whole course in 3 or 4 modules have allowed us to set some goals which seem to be not so far in time; at the same time, it allows other students (who have not started with the original group) to join us, for instance, at the 2nd module. We organize every class with the material presented by the Ilec book, along with videos taken from the internet, movies, trailers (in this sense, John Grisham? books, movies and trailers are quite good), some University classes that can be retrieved from the internet (for instance, some classes from American universities, related to Contracts), etc. Only when time presses, we work on the ILEC book alone, which is quite complete. Next year we are planning to acquire the new edition of the ILEC/ TRANSLEGAL/ C. U. P. book, with the hope that it will present new material to practice with our students. One thing that is quite important, as always when training for any international exam, is to teach strategies to cope with the requirements of the different papers. We explain every one of the papers, and rehearse them with the students, so as they do not feel out of place whenever they sit for the final exam, in the future. Our students are quite committed, even though most of them are lawyers and have a lot of work to do. One of our students comes every time from a place located 140 km from our centre. They have felt quite encouraged with the contents of the course, and some of them are dreaming to travel abroad, or perhaps to get any kind of scholarship and study a course in an English-speaking country. The only thing that our students sometimes ask us is to provide some information as regards criminal law. We sometimes take some elements from the other book related to Legal English, called Introduction to International legal E. and from â€Å"Profesional English in Use†. But we explain to them that these contents are not required for the ILEC exam so far. We think that the ILEC course, and the ILEC exam have really fulfilled the aim of setting an outstanding goal to Legal English students; establishing a future goal to those who like to study English hard, and to combine the experience with their own legal expertise.

Love in the Cornhusks

â€Å"LOVE IN THE CORNHUSKS† By: Aida Rivera Ford Setting:  The  story  happens  in  a  Barrio. Climax:  Tinang  discovers  after  reading  the  love  letter  from  her  first  love, Amado, that she is still loved by him. However, by then, she is already married to a Bagobo and has a son with him. REACTION Aida Rivera Ford, according to my research, has lived with her husband in their large farm in Davao, the place where I live as well. In connection to this, the short story of Love in the Cornhusks is somehow related with her life like its barrio-setting and the characteristics of  the Characters as well.Perhaps, the main character is a woman based on the fact that the writer of this short story is a woman too. The story is very simple, easy to understand and yet realistic. It begins in a situation where the main character, Tinang, starts her day as she visits her Senora with a good vibe that shifted to a different one lately. The author ma de the life of Tinang centered between two men. The Bagobo, her husband, and Amado do not speak in the story but they are characterized differently with each other.It appears that her husband, the Bagobo, is a simple man, whom is satisfied of being a farmer with the 2 hectares of land for his family. On one hand, Amado, the one she loved before her husband, is portrayed as a tractor driver, whom wears formal clothes every Saturday and a yet man who gives importance to his future as he wants to study mechanical engineering someday. I see in the story that in life, choices are given to us and yet what we have to do is to discern and stand in the decision we may select.Hence, marrying is not a joke and to marry the Bagobo is not just a coincidence in Tinang’s life but it is her decision when she did so, even if she did not know yet the reason why Amado had suddenly gone. The last part of the story has some symbolic figures. Tinang still loves Amado even after she got married to her husband. Reading the letter is a moment when Tinang’s feeling for Amado has reawakened. To cry is the first thing she does, then, she tries to recollect her first experiences with him. A snake comes in  the scene sneaking towards her baby.As I analyze it, I see that snake is the representation of such discovery and poses threat towards her relationship with her family. Why the snake is going to her baby? It is because that snake, if Tinang lets herself be taken by her emotion, can destroy her relationship with her Bagobo husband. Indeed, the snake is about to attack her son for he is the symbol and the fruit of the love that she and her husband shared together. In the end of the story, the author’s symbolisms are saying that Tinang chooses to accept the consequences in the decision she made in her life.First, she stands up from her sitting position–telling that life must go on; then she embraced the baby–telling that she has to embrace her own conse quences and situatedness and especially the people whom God has given to her; next, she prayed and beg the almighty not to punish her after thinking other things outside from her married life–saying that she realizes that her thoughts are wrong; afterwards, she checks the skin of the baby searching for some marks–showing the possible scars in her married life after reincarnating the feelings she once had with Amado; and the last one, the letter fell unnoticed among the cornhusk–  saying that she leaves that momentum without knowing that her very strong feeling and longing to Amado, if is not totally gone yet, is at least eased and is left among the cornhusks, which is meant to be consider as only a past of her life. REFLECTION â€Å"Destiny is not a matter of chance, but of choice. † This is a famous saying I have been hearing since my early teenage years. After reading the story, I am affirmed that a relationship tantamount to what Tinang and Amado had is not always certain. Life is full of twisting events and human beings have to understand that decisions done in every moment must be discerned well and its consequences should be accepted.If I were Tinang, I would surely find myself too thinking about the other possibilities that could happen in my life if I did not marry the Bagobo. However, though it is a little bit painful, I know that I cannot rewind anymore the time and what I have to is to accept that life is like that. We tend to experience the excruciating consequences of our hasty or even faulty decisions in order for us to become a better and mature person someday in making decisions once again in our life. Hence, love in the cornhusk, as it is portraying that life has to be dealt with acceptance, I learn that at the end of the day, I must reserve a part of myself a chance of being able to move on and cope with the excruciating moments I may face in the future.