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BA (BACHELOR OF ARTS ) COURSE : A COMPLETE GUIDE

Discover all you need to know about pursuing a Bachelor of Arts degree with our comprehensive guide. Explore curriculum, career paths, and more.

The first step in starting a higher education career is usually choosing the appropriate subject, and the Bachelor of Arts (BA) program is frequently seen as a flexible and rewarding choice. Then again, what really is a BA degree? What varieties of BA are there? What makes a Bachelor of Arts degree an important work? All of these issues and more about BA programs—from entrance examinations to career opportunities—are covered in this thorough recommendation.

What is a BA Degree?

A BA (Bachelor of Arts) degree is an undergraduate academic degree awarded upon completion of a program typically lasting three to four years. It is generally awarded in fields such as humanities, social sciences, fine arts, or liberal arts, emphasizing a broad education in these areas. The degree involves coursework in diverse subjects, critical thinking, and often includes a final project or thesis. A BA degree prepares students for various careers or further academic pursuits. It is recognized internationally and is a foundational qualification for many professions requiring a degree.

Types of BA

General BA: Provides a broad-based education across multiple disciplines.

Honours BA: Provides a greater understanding of a particular topic and frequently calls for a thesis or capstone project.

Integrated BA: Combines professional or vocational courses with a BA to provide a combination of theoretical and practical understanding. Why study Bachelor of arts ?

Flexibility: Students in BA programs can customize their education to fit their interests and professional aspirations.

Critical Thinking: Provides a high value on analytical thinking, creativity, and problem-solving capabilities.

Versatility: Gives graduates employable skills that work in a variety of sectors.

Cultural Understanding: Provide insights into many communities and viewpoints.

Preparation for Further Studies: Serves as a basis for obtaining graduate degrees in particular fields.

BA Entrance Exam

The entrance tests for BAs differ based on the country and the university. Here are a few typical entrance exam formats for bachelor's degree programs:

Aptitude Tests: Analyzing one's capacity for critical thought and reasoning.

Language Proficiency Exams: Displaying command of the instruction's language.

Subject-Specific Tests: Assessing one's understanding on relevant topics. Entrance Interviews: Explores the motivations and interests of academics.

Merit-Based Selection: Admission depends on previous educational achievement.

BA Eligibility Criteria 

-Completion of secondary education (12th grade or equivalent).

-Fulfilling the university's minimal percentage or grade criterion.

-Ability in the instruction's target language, such as English. -Completing any entrance exam requirements that the college may specify.

Syllabus in BA

Students can study a wide range of topics in the humanities and liberal arts in a bachelor's degree program. Typical subjects taught in bachelor's degree programs are:

English Literature: Analysis and interpretation of literary texts, including novels, poetry, drama, and essays.

History: Historical methodology and analysis are the main emphasis of this study of historical events, society, cultures, and civilizations.

Philosophy: examination of basic issues in philosophy and critical thinking including existence, knowledge, ethics, and the nature of reality.

Psychology: Through experiments and psychological theories, human behavior, emotions, cognition, and mental processes are understood.

Sociology: Analysis of social institutions, dynamics, interactions, and structures with an emphasis on sociological ideas and methods.

Political Science: Examination of institutions, philosophies, political systems, power relationships, governance, and public policy.

Economics: Study of economic ideas, models, and policies as well as the production, distribution, and consumption of goods and services.

Fine Arts: Examination of artistic principles and techniques as well as the visual arts, such as painting, sculpture, photography, drawing, and art history.

Languages: Developing knowledge and expertise in one or more foreign languages, encompassing syntax, lexicon, literary works, and cultural nuances.

Geography: Knowledge of the physical characteristics of Earth, its ecosystems, landscapes, and how people interact with nature, as well as geographic ideas and methods.

Environmental Studies: Analysis of the effects of humans on the environment, sustainability, ecology, conservation, and environmental challenges.

Job Opportunities after BA 

Graduates with a BA degree have access to several career options in a variety of industries. Among the possible job pathways are:

Writing and Journalism: Jobs in journalism, editing, reporting, and writing for magazines, newspapers, websites, and broadcast media.

Education and Teaching: Possibilities for employment in curriculum development, education administration, and educational consulting, in addition to elementary, secondary, and university teaching positions.

Public Relations and Communications: Positions in marketing communications, corporate communications, social media management, public relations, and media relations for businesses, agencies, or organizations.

Social Work and Counseling: Careers working with individuals, families, groups, or communities in social work, counseling, advocacy, community development, and charitable organizations.

Marketing and Advertising: Roles in marketing research, advertising, branding, digital marketing, market analysis, and product management for companies, advertising agencies, or marketing firms.

Human Resources: Possibilities for businesses and organizations in HR consulting, employee relations, training and development, organizational development, and human resource management.

Government and Public Administration: Careers at local, state, federal, or international levels in government agencies, public administration, civil service, policy analysis, public affairs, and governmental relations.

Entrepreneurship: Pursuing entrepreneurship and launching one's own company or endeavor in fields including event planning, freelancing, content production, consultancy, or the creative arts.

Conclusion 

In conclusion, A Bachelor of Arts degree is not just something you can get by with; it's an experience of self-discovery, intellectual development, and future readiness. With its wide dimension, multidisciplinary approach, and focus on creativity, communication, and critical thinking, a BA degree gives graduates the information and abilities they need to succeed in a world that is always changing.

Frequently Asked Questions (FAQs)

Q1. What can I do with a BA degree?A1.  BA degree offers diverse career opportunities in fields such as education, media, marketing, social work, and more.

Q2. How long does it take to complete a BA degree?

A2. The duration of a BA program typically ranges from three to four years, depending on the university and country.

Q3. How do I decide which BA program is right for me?

A3. Consider your interests, career goals, and the curriculum offered by different universities to determine the best fit for you.

Q4. Can I switch fields after completing a BA?

A4. Yes, the skills acquired during a BA program are transferable, allowing for career transitions into different fields.

Q5. Is a BA degree suitable for a career in business?

A5. Yes, a BA degree provides skills such as critical thinking, communication, and research, which are valuable in business settings.

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Beginners writing Tips

Academic writing is an important element in higher levels of education. Writing end-of-semester papers is something that you cannot avoid while in the university or college; university instructors use it to gauge how conversant you are with given subjects.

Learners find it stressful writing end-of-semester essays. Have you ever written such a paper before?

Writing any type of academic essays requires great mastery of subject under investigation. Before you start writing an essay, prepare thoroughly. Here are reliable tips to get you started on how to write a term paper:

✔Familiarize with the requirements

Have you understood the assignment requirements? Read instructions several times, and if something is not clear, ask for clarification.

✔Create an outline

Do you know how to write an outline for a term paper? An outline refers to a short list of ideas to help writers address the subject of essay comprehensively. It keeps you on track when writing, so a detailed outline will guide you into developing a great essay.

✔Research widely

Begin the research process immediately after choosing the topic. Research process is about searching enough materials and information to help address the given subject. Ensure that you use scholarly sources in academic writing.

Use library or internet to find books, articles, and journals that have information about your subject. If you are writing a history paper, look for materials with insights on how to write a history term paper and don’t forget about putting relevant event dates.

✔Understand what writing the paper entails

What is a term paper? Before you delve into actual writing process, it is important to understand what it involves. It refers to any research paper that students write at the end of each semester.

Writing a term paper requires the combination of technical writing skills and much research. Such essay is useful in evaluation of knowledge of students in the given subject.

✔Choose your topic wisely

You might encounter two possibilities when writing any essay. For example, your professor may give you the topic while in other cases, you are required to choose topics to address yourself. If you are choosing the essay’s focus independently, plan everything well.

The first step should be to understand the subject of assignment. Visit the school’s library to find resources to help you come up with the best title. The topic should be interesting and narrow, helping you develop essays faster and easier while at the same time address all required issues.

✔Create an outline

Do you know how to write an outline for a term paper? An outline refers to a short list of ideas to help writers address the subject of essay comprehensively. It keeps you on track when writing, so a detailed outline will guide you into developing a great essay.

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Why Essay Writing Skills Matter

Have you ever thought about why professors assign you essay writing tasks? Why don’t they ask you to express yourself in oral form? The logic behind the essay writing is pretty simple. You can easily express yourself more logically when you write an essay. By assigning you an essay task, your professor is trying to help you develop your writing skills, vocabulary, and unique writing styles.

For students of different academic levels, essays hold great importance. Essay writing is an important tool for professors to judge how knowledgeable students are about various topics. Also, students require essay writing as a part of their course or degree. When students are not able to perform better in essays, they obtain poor grades. In the case of getting top grades, there is always a big chance to increase the overall GPA. Therefore, students must score better in their academic writing tasks to get high GPA scores.

Writing essays help students in many ways. For example, it helps students develop logical thinking and their writing styles. After students develop their style of thinking and writing, it will become easy for them to produce content for an essay or other writing assignment and express themselves in the form of writing. For students to become experts in essay writing, they must keep practicing to polish their skills.

Students intending to look further in education must undergo continuous assessments. Writing is a skill that students not only use in essays but also in other writing assignments, like research papers, term papers, course work, homework, dissertations, thesis papers, and many more. These writing assignments require excellent writing skills to complete tasks successfully. These skills can only be achieved through practicing and writing essays.

You can’t achieve these essay writing skills with oral activity. By completing simple essays, students grow their creative skills like writing, speaking, or how to think logically. Writing in a peaceful environment will help you polish all these skills and broaden your way of thinking. If you have difficulty writing an essay, you can always ask Superb Research Writer to write one for you or learn from our content.

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The Art of Video Blogging

This past semester, I finally got a chance to teach the course I created nearly two years ago for my graduate capstone project: The Art of Video Blogging. This course consisted of 29 students from first-years to seniors. This class counts towards our general education program, and is classified as a creative thought direction through the communication department. CMDI1300 ended up being the course ID, for example. 

I created this course to fill a gap. The university has some wonderful courses for upper level film makers, and there are plenty of film theory courses, but there was nothing really in between. And there was nothing that tied into where people post videos today. 

As I was crafting this course, I took an interdisciplinary approach when it came to putting together objectives. I wanted the class to be fun, but also teach the students an applicable 21st century skill that they would be able to use in other classes and in the workplace. Because of this, students across multiple disciplines signed up for the course, such as: English, Communication, Adventure Education, Public Health, Marketing, Nursing, Criminal Justice, Social Work, Finance, Business Administration, Geography, Sports Management, and Undeclared. It was so nice to have such a diverse group of students all come together for this class. 

Students need creative outlets. I’m sure there are a number of case studies about this, but this is just something I know from experience. Students jump to take photography courses, drawing courses, etc because it lets them take their minds off of everything else for a while. Today’s students are going through so much. As a first-year academic advisor, I see first-hand every day how drained these students are. I was happy to be able to teach a course that provided this creative outlet that so many of them needed. 

The first few weeks of the course was dedicated to getting everyone up to speed on film and film theory. In order to make a captivating video, you have to know how captivating videos are made. I also asked the class where they watched most things, and they all said online. YouTube is the main source of entertainment for these students. So, we looked at popular YouTube channels, and we discussed what makes them successful. I wanted them to learn how audiences are made and retained. Consistency is key in the world of YouTube and Tik Tok. 

As we were discussing YouTube, I showed the class a few different examples of video blogs and essays. I also wanted to show them the difference between a video blog and a vlog. A vlog is a video that is just compiled snippets of someone’s day, or an event that occurred. Whereas a video blog is just a blog that’s turned into a video. I had the class focus on video blogs that are about music, TV, and movies. I wanted them to see that high level discussions can be had about their favorite media. 

For a fun way for the students to discuss what they learned about film, film theory, and character development, as a class we watched Goldfinger and Austin Powers. I then had the students write me a 3-page essay comparing and contrasting the two films. This was a great “beginning of the semester” assignment.

After having an assessment on the basics, I dove into what’s needed for pre-production. We discussed screenwriting, shot lists, lighting, sound and more. Even though the students would be talking directly to the camera, I wanted them to know that it’s important to have their shots set up, and even if they don’t need an official script, they should still have notes for what they’re going to talk about. While we were discussing all these things, I also had the class watch The Imagineering Story on Disney+. This wasn’t to provide free propaganda for the mouse company, however, this documentary does an incredible job of going over the imagination, creativity, and innovation process. I wanted the students to see that their first idea doesn’t have to be their best idea, and that it was okay to start over and try something new. 

I did a couple of weeks of filming and editing workshops with the students. I had them get into groups and put a script together for how someone in the group met their best friend. Each group performed a skit, and then we voted on which one we wanted to film as a class. I shot the clips on my phone, since most of the students were using their smartphones to film their video blogs, and then I explained how to upload them to their computers. The following class, I gave them a real time tutorial on how to use Adobe Premiere CC. This is a product students can use for free on campus computers. I showed them everything from importing clips to exporting the final product, and how to then upload that final product onto YouTube. From there, we talked about channel branding on YouTube, and I had everyone set up their YouTube channels for what their video blog was going to be about. 

I gave the students many in-class work days for filming and editing. I wanted to be there in case they had questions, but I also wanted to give them more autonomy on their projects. Many editing platforms have quick tutorials for things on YouTube, and I wanted them to see that they could easily find answers themselves. Editing can be a tedious part of making a video, but it can also be the most fun because that’s where you can really put some flavor on your video. Editing can make or break a video. So, I made sure to show the class some examples of well edited videos vs. not well edited videos. We talked about keeping audiences engaged. I would often ask them, “Would you actually sit and watch this entire video?”, and I would often remind them, “Make the video you would want to watch”. 

About 2/3 of the way through the semester, I had one on one appointments with each student. I wanted a pulse check on how they were doing in general, how they were doing in the class, and so I could see the progress they were making on their final projects. The students really appreciated this because it gave them a chance to talk to me about things that they maybe didn’t feel comfortable sharing in front of the class, or quickly after class. I was able to discuss turning in late assignments with many of the students that had been previously out sick. I’ll definitely continue to do this in future courses since the experience for the students was so positive. Many of them told me that they wished more professors would do this. 

Throughout the course, I had the class read Imagination First: Unlocking the Power of Possibility,  Liu, E., Noppe-Brandon, S., & Institute, L. C. (2011). This was a text I read for one of my graduate level courses, but it’s a very easy read, and it applied to what the students were learning about the imagination, creativity, and innovation process. I wanted them to have something they could connect to the course, the documentary, and to their every day lives. 

The week before finals week, I had each student present their video. I knew a lot of them had things going on, or wouldn’t be able to attend the actual final exam period, so I wanted to make sure everyone got a chance to present. (I also let a few students present to me one on one via zoom to accommodate their needs.) I was so impressed with the quality of work these students brought. What I could see overall is that they had fun making their videos. Many of them tied in little skits, or other amusing things, to keep the viewers interested in what they had to say. It was also nice to see the excitement so many of these students had while analyzing their favorite TV shows, movies, video games, and more. 

For the final itself, I had us all arrange the class so we could sit in a circle and really reflect on the semester we shared. For many students, it was their first semester on campus, or it was their first fully in-person semester for classes. Since it was my first time getting to teach this course, and I’m hoping to teach it again next fall, I had each student tell me their “rose” and “thorn” of the class. I wanted to know what worked well and what didn’t work well so I could improve on things. Here are some common responses:

more class periods in a computer lab (something I already plan to do)

another film comparison project (more work! I couldn’t believe it)

another group project (again, I’m shocked they wanted more!)

loved the less stressful and “chill” atmosphere I provided

loved having creative freedom

appreciated in class work time

appreciated the practical aspect of YouTube/Internet to relate to how these use things today

more editing workshops (we discussed this at length during the final so I could get a feel for what they truly needed more of)

enjoyed getting to have a place where they could watch and discuss videos

appreciated the one on one pulse check meetings

appreciated the easy navigation of the Canvas course

I was lucky to have such an amazing group of students for my first go around teaching this course. I’m excited to take some time over our winter break so I can work on changing some things on my syllabus. (I want to do it while a lot of this is still fresh in my head.) I appreciated the students being candid with me. Overall, they really enjoyed the course, and that made me so happy. It’s important to remember that all students are like snowflakes. Not a single one of them is the same, which means they all learn differently. I made sure to have written assessments along with the video projects because I wanted to make sure different students could shine where they already felt confident. 

I think it’s important for students to know their professors are human too. I was often candid with the class about how I was feeling about certain things. I reminded them just about every class period to make sure they were wearing their masks correctly for their safety and the safety of others, but to really drive it home, I told them that I was finally going to see Harry Styles in concert after waiting two years due to COVID. So a little running joke at the beginning of class would be me asking, “Why do your masks go over your noses?”, and the students would collectively respond, “So you can see Harry Styles.” Many of them would even email me when they were going to be out sick, and would say things like, “I don’t want to ruin your dreams of seeing Harry, so I wont’ be in class today.” It was silly, but I loved that I could create a playful atmosphere. This helped a lot of students know they could come to me with any issues because they saw me as a human just the same as they are. One of my students is even going to be taking engagement photos for my fiancé and I! 

I love working in higher education, and I’m grateful that I work at an institution that easily allows staff members to teach classes and try new things. My long-term professional goal is to be a full-time professor, and teaching this class reaffirmed that that is truly, exactly what I want to do. 

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Can Money Buy You Happiness Argumentative Essay

Can Money Buy You Happiness Argumentative Essay Anyone who uses a ghostwriter to create their writing assignments is in clear violation of those policies. As I talked about there, I even have two youngsters in high school, and every of them was required to sign an settlement that specifically addressed this and a variety of other matters, corresponding to plagiarism. Furthermore, I was required to sign the doc as nicely to point that I additionally had learn and understood the policies. Turnitin is a plagiarism detector that is net-based mostly. It was created for instructional functions by iParadigms LLC in 1997 – which makes it even older than we thought. If you're employed for yourself, you should take into consideration charging wherever from $15.00 per web page to $40.00 per web page, relying upon quite a lot of factors discussed below. Over time, as you acquire extra experience within the business, it is possible for you to better value projects so you receive a good wage. What ways do you utilize to speed up the paper writing process? This received’t all the time be potential, however typically your professor might be willing to give you suggestions earlier than you flip the paper in, especially if it’s a time period paper or capstone project. Professors often build this suggestions into the assignment by setting separate due dates for a proposal, a draft, and a final model. The basic idea behind Turnitin was to verify for matching textual content that isn't authentic and is in any way plagiarized. It will identify the sources and then the hammer of justice can be delivered upon the wrongdoer. Thumbs up for them, though; as a result of whether we prefer it or not, it was created for the good thing about students. Share them in the comments under, or discuss them within the College Info Geek Community. If your college offers classes particularly geared to improve your writing, do yourself a favor and take a least one. Strong writing expertise are all the time a benefit, each in faculty and beyond. A productivity killer.Adding citations is the worst, particularly whenever you just spent hours writing a paper and are so over it. If you don’t want to spend further hours paging via some arcane fashion manual, do yourself a favor and use a quotation administration/generation device. It was to assist them enhance their own writing, without copy-pasting one thing off the Internet. Single spaced, 3000 phrases yields about 6 pages, while double spacing produces round 12 pages. Depending on your word processor and preferences the web page count could range barely, but with typical margins and 12 point Arial or Times New Roman font you need to expect an analogous number of pages. Try our straightforward to use online word depend tool to quickly count characters, words, paragraphs and pages all in real time. The reply to this question will, after all, differ depending upon whether or not you work for yourself or a company. Because after procrastination, the greatest impediment to writing a paper rapidly is distraction. If you don’t have an environment the place you possibly can focus, you’ll waste hours leaping backwards and forwards between the paper and whatever distractions come your method. The flat outline works because it mirrors the writing course of. For instance, when writing this text I placed on Muse’s The 2nd Law. You higher imagine I felt prepared to beat the world with that within the background. If you’re in search of a killer pre-made collection of examine music, have a look at Thomas’s Ultimate Study Music Playlist. If you want the internet to write down (perhaps you’re writing in Google Docs, for instance), then you'll be able to set up an app similar to Freedom or SelfControl to dam distracting sites. Frankly, some topics don’t want 7 pages–5 is lots. If you attempt to stretch it out, you might find yourself diluting your argument. If you don’t discover it distracting, then I suggest utilizing music that can get you within the zone to write down. I even have a couple of albums on rotation that get me right into a mode of writing move. A high school or a university will usually have to purchase a license to make use of the web site. Turnitin doesn’t catch plagiarized ideas – it solely catches strings of similar texts. But even if they don’t, it never hurts to ask for suggestions. Knowing this, why would you ever write greater than you need to? It’s not just a waste of time or effort; it could even be counterproductive. Wrong.Every professor I had in college advised me that they wouldalwaysprefer a good 5-page paper over an okay 7-web page paper.

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Simple Write My Essay For Me Plans

Simple Write My Essay For Me Plans It’s not only a waste of time or effort; it might even be counterproductive. Wrong.Every professor I had in faculty advised me that they wouldalwaysprefer a great 5-web page paper over an okay 7-web page paper. For example, when writing this text I put on Muse’s The 2nd Law. You better believe I felt prepared to beat the world with that within the background. If you’re in search of a killer pre-made collection of study music, have a look at Thomas’s Ultimate Study Music Playlist. But I wanted desperately to supply something for that whole month. But even those of us who are not wealthy and who are not males spend most of our time working. Frankly, some topics don’t want 7 pages–5 is lots. If you attempt to stretch it out, you could end up diluting your argument. If you don’t find it distracting, then I recommend using music that will get you in the zone to write down. I even have a number of albums on rotation that get me into a mode of writing flow. All of papers you get at Aussieessaywriter.com.au are meant for analysis functions solely. Over the years of existence, our service has never been accused of plagiarizing Australian writings. If your school provides classes particularly geared to enhance your writing, do your self a favor and take a least one. Strong writing skills are always a profit, both in school and past. A productivity killer.Adding citations is the worst, particularly when you simply spent hours writing a paper and are so over it. If you don’t want to spend additional hours paging by way of some arcane type manual, do yourself a favor and use a citation administration/era device. This won’t all the time be possible, however typically your professor shall be prepared to provide you feedback earlier than you turn the paper in, particularly if it’s a time period paper or capstone project. If you need the internet to put in writing (maybe you’re writing in Google Docs, for example), then you can install an app corresponding to Freedom or SelfControl to block distracting websites. Because after procrastination, the greatest obstacle to writing a paper quickly is distraction. If you don’t have an surroundings where you'll be able to focus, you’ll waste hours jumping forwards and backwards between the paper and whatever distractions come your way. The flat outline works as a result of it mirrors the writing process. No one sits down to put in writing with an ideal idea of what they’re going to say. Professors typically construct this feedback into the project by setting separate due dates for a proposal, a draft, and a last version. But even when they don’t, it by no means hurts to ask for feedback. Knowing this, why would you ever write more than you have to? I tried to write down an essay about productivity in quarantine. There is a disconnection between first-year writing instruction and the writing that happens in other school programs. I assign a lot of writing in my first-12 months writing course, but I’ve gotten out of the essay business nearly completely. Writers deliver orders strictly following supplied directions and requirements. Therefore, each scholar is assured to obtain a 100% unique and mistake-free copy. A round the clock support service was launched together with an online calculating tool. What techniques do you use to speed up the paper writing process? Share them in the comments beneath, or talk about them in the College Info Geek Community.

[davidschnuckel]

Emails That Kick Ass (Vol. 19): Lemonade

3/30/2020

It took some time, but I eventually realized that I write a lot.  In fact, much more than I truly realized.  Just not in the way that I had always saw myself doing. As an educator, I’m approached by students, alumni, colleagues, administration and outside parties through email…a ton.  In fact, a big part of my after hours is spent on replying to all sorts of issues.  Some big.  Some small.  Never anything in between, interestingly enough.  But, the big-issue emails are the ones I’m most proud of because they usually provide a platform where I can address a significant issue (or issues) that relate to important matters regarding what this glass thing fully entails. I see these emails as small essays in the form of correspondence; emails that - should a student of mine ever take interest in this blogspot - provide a teachable moment that happens behind-the-scenes of what's going on in studio and addresses a very real issue within the realm of glass making, glass thinking, glass teaching, and/or glass learning.  An indirect form of "mentoring"  by example...but in digital space. I put a lot of care into every thing I do and, although trying to be informative, my secondary intention with these well considered emails is to impress upon my students the power of words and the value in articulating thought through written form.  EMAILS THAT KICK ASS are a collection of such correspondence, cut and pasted directly from my Outlook box, but with names changed to protect the guilty... ​ *Lemonade* is a long response to a cynic who had strong responses to the nation-wide decision by universities to transition their curriculum online due to the outbreak of COVID-19 that arose at the approximate midpoint of the semester.  Especially studio-based courses....and specifically in relation to RIT's Glass program.   Of course, our immediate concern was in thinking how to provide an appropriate learning environment...and one that would enable our students and curriculum to be delivered in the best possible capacity under the circumstances.  What's down below is an effort to map out our strategy and our thinking in developing the most suitable experience within such a compromised circumstance of glass education.  But also to illustrate that there's much, much more to a glass education than just the hands-on component...and that there are some silver-linings that have revealed themselves due to the limitation that have elevated. our approach to teaching and student approaches to learning that we just wouldn't have observed without this time of constriction.  That perhaps the "making" lesson to be gained in this moment is the art of "making do"...

" ...I mean, how do you even fulfill studio requirements in your teaching without providing your students the studio needed to fulfill them? How can anyone make any glass? Where's their reimbursement? And what about afterwards? How are they supposed to foster a studio-based career after being cheated like this?  What good is their degree at this point? Sounds fraudulent.  And how do you sleep at night knowing that you're a part of the fraud as a professor in this time? Especially knowing that your career as a studio glass person is on pause? and maybe in jeopardy? " - {personal fan}

Dear {personal fan}, ​Yes, you're right. If I read in between the lines of what your concerns are, I can agree with where you're coming from: this is definitely not an ideal learning experience for anybody engaging glass within our program. We are a hands-on, tactile field of study.  We rely on very specific facilities, equipment, tools, and materials to engage the conceptual, aesthetic, and technical problems we’re asking our students to solve.  We are also a communal field of study.  When studios and student peers are taken out of the equation, one's "glass education" isn't quite the same. So on that front, yes, again, not an ideal studio learning experience without the studio. With that said, when the switch to remote learning was mandated I knew we had an exceptional problem to solve.  Not impossible, but not straightforward either. Here's the thing, though:  I've never promised my students or my administration (or myself, even) that I could design an equivalent to studio learning without a studio.  But - in this moment and given these very extraordinary circumstances - I can deliver course content that finalizes the work we started...we can bring a sense of finality to the 8 weeks of studio experience we were fortunate to have before shifting to an online delivery method.  And to the graduating?  We can still bring a sense of finality to the scholastic requirements of their Capstone or Thesis experience. Again, not ideal nor the same.  But curriculum delivered in the best possible capacity under the circumstances. On one hand, it could easily be argued that each Glass course’s stated learning objectives for learning safe and competent material engagement had been fulfilled up to the point where campuses closed.  Not to its fullest potential by any stretch of the imagination…nor would any student say that they are satiated by only half a term’s worth of hands-on experience/exploration of material and process.  And…as educators, none of us are either.  However, the course learning objectives that address issues of critical assessment, thinking, and dialogue regarding glass, glass making, and glass ideas were/are still ripe for accomplishing in this remote way through various research-based projects.  And then, of course, there is room in our remote re-design for quirky "studio" projects that ask students to translate things about glass materiality, glass process, and glass phenomena  through glass-like items or substances that are around their household. The content of our remote course materials for each student category (i.e. intro, intermediate, advanced) varied between assignments that were serious and others that were lighthearted…but, for us at RIT folks, it was really important that, whatever we decided to do, that the new content be built with student flexibility in mind and that it was applicable to where we left off, what we were working towards, and what the course description and syllabus held us accountable to.  That, essentially, was the underlying motive in how we proceeded.  Even though the HOW of glass education is off the table, that doesn't mean we can't fully immerse our students in the WHY of our stated objectives. ​Susie and I have finished our first week of going online and, quite honestly, it’s been an enriching problem to solve.  Of course, no one is thrilled with the new method of “learning” that many university studio programs are currently implementing, but I’ve always felt that the essence of the job the artist is tasked with is to make something meaningful out of any given moment.  Whether with things or circumstances.  And that's the moral of the COVID story at the moment...not just in the world of academics or art or glass...but in all things. So, here we are…Susie and I using this past week to begin reaching a sense of finality within our coursework in a variety of remote objectives.  Ones that indirectly teach perhaps one of the best lessons the studio has to offer: that an artist isn't defined by what one can do, but how one can adapt.  Perhaps surrendering one’s self to this piece of wisdom alone is worth the cost of tuition in and of itself during this funky semester.  The hope is that our students can open themselves to a broader sense of understanding a bigger picture of what it means to learn about learning in this time of constriction and limitation.   In this time of uncertainty and quarantine, I do believe it is an opportunity for artists to truly prove that they are indeed just that: an artist.  Even without the standard studio needs and requirements that they think they’re practice relies on.  What are our ideas?  What are the questions prompting our making?  What is essential?  What needs do we rely on in our relationship with glass and/or glass working to navigate these things? ...and how can these things translate with what's around? For me, yes, my career is impacted with the international lockdown and the efforts to flatten the curve.  In and out of studio.  Shows postponed...perhaps on the verge of cancellation.  Opportunities retracted.  Funding awards rescinded.  Promotions and pay raises on pause.  But I'm optimistic.  And because I am, I keep busy. I follow my own advice to my students mentioned above...always practice what I preach:  I acknowledge that this sucks,  but I don't allow that to interfere with the attempt to make forward practice.  Instead, I make do; I use this time to maintain all the various parts of my practice (which isn't just about making, making, making)...there's the writing, the research, more writing, the idea development, the drawing, some efforts at art making from time to time, the website, the CV, the statement, the bio, the proposal packages, the image editing, the video editing...  Plenty to fucking do.  All in the name of being prepared for that sweet, sweet moment when the pandemic is eliminated and life returns to some sense of normalcy...I'll bust out on the scene like a bat out of hell ready with work to make, work to show, and shows to pitch. In fact, I see my productivity in this time as the greatest remote demo I could ever provide for my students in showing them how to handle themselves like artists in this time of uncertainty.  Because being an artist - whether with glass or not - is not a career choice.  It's a livelihood. This is where I'm at, ​David  

[comm351strickland]

How to Write an Application Essay (#2)

NOTE: CHOOSE TWO CHARACTERS TO ANALYZE. During the semester, we will view three culturally rich films that pertain to lessons from class. After viewing, you will be asked to turn in a two-page paper applying course concepts to the film. Use concepts from the course and analyze the intercultural/interpersonal relationship and communication styles of two major characters in the movie.

Readings

Barta, Alexa, "When in Spain: Intercultural Competence in Hemingway’s The Sun Also Rises" (2017). Honors Capstone Projects. 8. http://digitalcommons.morris.umn.edu/honors/8 

You will note that this article is about a different Hemingway work. Take the ideas from it and apply them to A Farewell to Arms.

***Use at least two to three key terms or ideas from Barta in your paper. You may draw other connections from any other material found in the course.***

Purpose

The purpose of these analytical essay assignments is to teach students to examine a feature film, interpret its meaning, and develop an argument based on and supported by material presented in the film itself as well as in Comm. 351.  Thus, these papers have been designed not only to develop intercultural skills but to teach students to make meaning of experience. You analyze, evaluate, conceptualize, condense, and synthesize ideas presented in the film and then relate them to course information.

Note-taking skills

In order to write an analytical essay, you must start out with raw materials that will eventually be condensed into a refined piece of writing.

The Writing Center at Miami-Dade Community College said:

As you view a film or listen to a class lecture for that matter, don’t take down every word that you hear. The best technique is to be attentive for visual cues as well as listen for keywords, main concepts and supporting evidence. For instance, it is very probable that in the beginning of the presentation, whether in a lecture or a film, the speaker or narrator will announce what the purpose is or a mood will be created. Once you have jotted these down, in all probability, the presentation’s organizational pattern will begin to emerge. Take down only essential information; keep it brief. Separate main points from sub-points and evidence. Now that you have the raw material from which your analytical essay is about to emerge, look at your notes carefully and begin to relate all of the parts to the whole. Ask yourself what did the speaker or narrator want to accomplish as well as what information was presented. After having decided what the purpose and the thesis are, you are now ready to write. Make sure that the thesis is backed up by main points, and these, with sub-points and evidence. Furthermore, make sure to connect all of the main points through the use of transitions so as to indicate the relationship between them. Remember to be brief but, at the same time, complete.  

Demographics

When analyzing a character, mention age, gender, appearance, class, race, ability or disability, national origin, sexual orientation, religion, and similar categories. In a case when the author doesn’t mention certain characteristics, make your own conclusion based on the information shown in the film. Try to guess approximate age, profession, or social class a character belongs to; according to story plot, historical and cultural background of the time described in a story. An intercultural analysis focuses on the ways in which culture shapes the characters and their view of reality as presented within the film.  We find culture most readily in setting, character’s qualities, and social relationships. It also comes to light amidts social and gender roles.

Examples

To get a look at the type of thoughts you can include in an application essay, take a look at these samples. Each includes analysis of a character(s) from works of fiction. And remember to integrate concepts from class:

Why ‘Black Panther’s T’Challa Is a Better Man Than Most Superheroes, by Adam Chitwood:

http://collider.com/black-panther-masculinity-superhero-movies/

I Hated Tonto, Still Do, by Sherman Alexi:

https://www.latimes.com/archives/la-xpm-1998-jun-28-ca-64216-story.html

Why are gay characters at the top of Hollywood’s kill list? by James Rawson

https://www.theguardian.com/film/filmblog/2013/jun/11/gay-characters-hollywood-films  

Batman Character Analysis: He ain’t crazy but he is complex, by Nav K

https://girloncomicbookworld.com/2015/02/17/batman-character-analysis-he-aint-crazy-but-he-is-complex/

Orientalism in Big Trouble in Little China, by Jo Fu:

https://womenwriteaboutcomics.com/2016/04/orientalism-big-trouble-little-china/

***

Finally, please note that you need to write in the APA style. See this quick guide: https://www.nwtc.edu/NWTC/media/student-experience/Library/APA-Citation-Handout.pdf.

[bookmylectures1]

Impact of Social Media on Student Life

There was a time, long ago, when social media was a vision that we had yet to realize. Then came Facebook, Twitter, Instagram and many other social media platforms. Some have managed to withstand the tides of time, while others are fading with memories.

Several studies have been conducted on the effects of social media over the last decade. Its use can be felt independently in almost all areas of human life and the education sector. We will focus on how the impact and increased use of social media by students affects them.

You might be a student or working on some professional projects, but you can’t stop checking your social media accounts.

Below we have discussed the positive as well as negative impacts of social media on the education sector.

Pros:

• It Encourages Collaboration:

These platforms are a social network that encourages content sharing. They make it easy for students to collaborate on assignments or projects. You don’t have to meet physically, work together. Spread the word with hashtags on Twitter or by communicating on WhatsApp or joining groups on Facebook.

• Improves Learning:

With the evolution of the internet, students can now access a lot of information that may not be available in their school libraries. They can communicate and exchange ideas with friends elsewhere to hone their mindset. This exposure has a significant impact on students’ non-standard thinking.

• Increase Knowledge and Desire to Explore Technology:

We cannot ignore the speed at which technology is causing major paradigm shifts in our daily lives. More and more millennials are coming into the tech field. So by using and understanding how social media works, social media plays a role in increasing the focus on technology.

• Facilitate Online Learning:

Different social media platforms meet or are aimed at specific audiences. Some platforms are just for communication, others offer more than just social networking opportunities. You can search and find various platforms that focus on a particular course, school, environment, etc.

The Bad:

• There Is Chance of Distraction:

Have you ever been working on a capstone paper, cell phone in hand, and browsing social media? Well, that happened with everyone, and nobody can deny it. It can be annoying if you can spend your time on important topics like research, but you’re always online, replying to messages, commenting on photos, and so on.

• This can be attributed to poor writing in students:

Various students use abbreviated words on social media. It gets to the point when you’re writing an essay, for example, that you can’t tell the difference between “you” and “you are.”

Abbreviations that represent sentences or emoticons do not encourage the use of appropriate writing skills.

• Encouraging Excessive Internet Use:

Students are used to “Googling” answers, so they can’t count on finding the right solution. Exam cheating is not uncommon in many schools. Students rely heavily on the internet and their gadgets for answers to tests.

The Evil

• Provide Room for Cyber bullying:

In today’s world, bullying is not limited to physical or verbal attacks. Social media platforms have given bullies another chance to act. Because there are no restrictions on the types of online words, some children are bullied on social media by other students.

• Can Damage Morals:

In this modern-day era, almost everyone has social media accounts. There aren’t many filters on social media for what you post on your account. This affects a person’s behaviour, and students will engage in activities that were once disgusting but are now considered cool.

Conclusion:

Social media’s positive and negative impact on education is not just black and white. It can distract you while studying or working. It all depends on how you decide to use it as a student.

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