#coursework example

[mrskayathefrog]

lots of people homeschool their kids, not just fundies.

when i was a kid i got a 90% on my kindergarten "what are your favorite things?" test because for the question "what is your favorite animal?" i wrote down "puma" and it got marked wrong because my teacher said a puma isnt even an animal its a kind of shoe

[appleonjust-ice]

today i finally clocked how much coursework i actually have to do and yknow what it may actually be over

[litreviewwriting]

https://www.nursingwritingservices.com/samples/c361-mlm1-performance-assessment-2

[3liza]

in the same way that I think the "people shouldn't cheat on coursework with AI because they will be bad at their jobs" argument is invalidated by the "if coursework is possible or necessary to cheat with AI it's not an effective indicator of expertise or teaching methods in the first place" retort, it is also true that "the economy is good actually it doesn't matter that there are more homeless people every year and no one you know can afford to have children or eat at restaurants anymore" argument is nonsense against the assertion that "if your definition of 'the economy' excludes the subjective financial realities of the majority of the country it doesn't actually describe The Economy and you should call what you're talking about something else"

constructing an actually informative model of consumer prices, cost of living, debt and buying power is simultaneously extremely complex in the granular sense (TVs cost less now than in 1990 because TVs are now subsidized by selling consumer data and serving ads, for example) and extremely simple (are you able to pay for a better life now than in 1990). the simple view is something like, are you happier now than you were in 2010. is doing things, in general, easier or harder. can you afford to buy things you need, or are you having to put up with broken things instead of fixing or replacing them. the average guy on the street has his own personal understanding of line go up or down, which is why vibes based polling should be taken extremely seriously in economics discussions.

economics discussions about "the economy" are currently stuck in the same place 20th medicine got stuck in, describing an objective underlying illness that's disconnected from the subjective experience of the patient, even though the patient themselves will tell you, and it should be obvious btw, that whether they have pain or find things harder to do or will die sooner is actually the only thing that matters.

i am absolutely not interested in hearing arguments about why the economy actually rocks now and Gen Z is rich when we have unambiguous numbers about homelessness increasing sharply every single year. you pay for housing and all the things that you need in order to get and keep housing with your own personal access to resources. access to those resources has decreased for almost everyone. therefore the economy, the shared delusion we all have to participate in to survive and operate in extractive capitalism, is bad. any other definition of "the economy" is irrelevant in the context of discussing the national and international Normal Guy.

i simply don't care about anything else. i don't own property. i don't even own any money, I'm just a hole that money passes through on its way to debt and expenses. 71% of Americans are living this way according to Forbes as of 2024.

[malusokay]

Rory Gilmore inspired morning routine

Wake up early so you have plenty of time to get ready before school; if you want to, you can change your alarm to the Gilmore Girls theme song!!

Open your curtains and let in some fresh autumn air; maybe you'll even catch a glimpse of the morning mist!! :)

If you want to, you can play an episode of Gilmore Girls in the background while you get ready to set the mood for the day and motivate yourself… <3

Do your skincare, brush your teeth, fix your hair, maybe some light makeup… the usual haha

Put on a cut and cosy outfit; if you want something Rory-inspired, you could go for a cute knitted sweater and some flared jeans, for example!!

Check your bag and make sure you didn't forget anything!! Also, make sure to bring your current book, so you can read on the bus or between classes. :)

Make yourself a nice breakfast and Tea or coffee!! Having a warm drink before going outside is an absolute autumn essential. <3

If you have some extra time, go through some of your school notes and coursework so you will be extra prepared for class!! :)

Also, make sure to check out my "Rory Gilmore Autumn" playlist on Spotify; if you're going for a cosy autumn vibe or are just looking for a new study playlist, I'm sure you will love it!! <3

As always, Please feel free to add your own suggestions and tips in the comments!!

✩‧₊*:・love ya ･:*₊‧✩

[loki-zen]

it also kinda ignores that like. there are jobs where it is a good idea to legally mandate some recognised standard of a person having been adequately trained for it, and degrees are currently a part of that system.

the other thing about the chatgpt essay handwringing that's so insidious is the idea (perpetrated both by academics and often by other undergrad students) that someone 'cheating' the system this way is somehow 'devaluing' other people's degrees---in a direct sense this is of course horseshit; why should i care whatsoever what you're up to across the classroom from me, if i personally am enjoying writing my essays For Real and Learning From Them---but what this argument is actually getting at is the idea that the access barrier that is an earned degree is a limited commodity by design, and so works 'less well' the more people have it; it's in fact implicitly an argument that this student doesn't deserve entry into the professional classes and shouldn't be granted it because that would make my entry ever so much harder to execute. which is to say that these people do understand that the university degree is an access barrier; they simply won't say so in as many words because they believe themselves to be ontologically People Who Should Benefit From The Barrier, unlike Those Others Over There

[summerclementine27]

Meet Me in The Hallway🌷pt. 1

summary: Mr. Styles has possibly interested Y/N more than his literature classes and she finds herself pining for him over the months.

pairings: professor!harry, student!reader

warnings: small age difference, mentions of smut

word count: 4.7k

note: i wanted to make this one part but it will be too long so there will have to be a part 2

part 2: https://www.tumblr.com/summerclementine27/757559698881986560/meet-me-in-the-hallway-pt2

Tender days of mid-October

As I took my seat in the large lecture hall, a sense of anticipation loomed over me. Today, Mr. Styles was giving us the results of the last literature and theory criticism coursework I had handed in the previous week. This was my third class with him, one of two this school year, the other being Contemporary Literature. Last year, he taught me Introduction to Literature, a mandatory class for my degree. Though I dreaded it at first due to his choice of reading list, I ended up falling in love with the course because of the way he taught it. Some works I initially criticized him for choosing, he ended up using as examples and critiqued them himself, like "The Awakening" by Kate Chopin. Plus, it helped that he was impossibly handsome with his tall frame, tousled brown hair, and piercing green eyes.

When my friends noticed how much I liked his class, they were unfazed. However, as I became somewhat of a teacher’s pet in a class rudimentary compared to the others I took this year—such as Feminism and Literature, Historical Narratives in Fiction, and Postcolonial Literary Criticism—they realized that maybe the tall, green-eyed man was what had really piqued my interest, not discussing "Middlemarch" for four classes.

On days when I had his class, I dressed extra nicely, sometimes even daring to pair a clean collared shirt with a shorter-than-usual skirt. One time, I even left my wool trench coat on during the first period and stood up from my auditorium seat to take it off. Sitting in the back, the rows of chairs likely covered the lower part of my body, but I was sure the space between my long boots and short skirt was visible from his vantage point. Surely, my abrupt standing would grab his attention. What I didn’t anticipate was him pausing in the middle of a long train of thought to stare, then quickly catching himself and stuttering before continuing seamlessly as I knew he would. My friend Anika, seated in one of the front rows, noticed and turned to see what had caught his attention. To her dismay, I was playing games with someone totally unattainable again. But she knew I thrived on academic validation, and this little crush of mine would only drive me to excel in more classes.

"Are you serious, Y/N? He's our professor." she exclaimed once.

"I know, but he's just... different."

"Different? Or is it the way he looks at you when you answer a question?"

"Maybe both. Besides, this crush is making me work harder. You can't argue with the results."

"Just be careful. I don't want you getting hurt."

In fact, it drove me to do more than that. One time, Mr. Styles noticed my passion for poetry after I shamelessly defended the works of Sylvia Plath with a controversial view that modern poetry should not shy away from the stark realities of mental health. He gave me a few poetry anthologies and compilations, including his annotated copies. I fawned over reading his notes and even emailed him once, pretending that I had "accidentally" annotated something, forgetting it wasn’t my own copy after losing myself in the literature. He replied kindly:

Mr. Styles: "Please, feel free to annotate as much as you like. I would be honored to have your opinions inked on my favorite copies."

By the next semester, after encouraging me to join the poetry society, Mr. Styles nominated me for president, and I was thrilled to win. He insisted on celebrating, gently grasping my upper arm and smiling warmly as he said he expected nothing less. I brought a bottle of wine to his office, where he had asked me to meet him, only to find the entire poetry society there, ready to congratulate me. The gathering lingered for a few delightful hours before everyone left, leaving just the two of us to clean up.

"You really impressed everyone tonight, Y/N. Not that I'm surprised." He began once we were truly all alone.

"Thank you, Mr. Styles. I couldn't have done it without your support."

"Well, you deserve it. By the way, outside of class and school hours, you can call me Harry." He said in his thick Manchester accent.

"Only if you stop calling me Ms. Y/L/N." I joked.

"Hey! I only do that sometimes. Plus, I can't call out to you in class like, 'Y/N, will you read the next slide?' People will think..."

"...think I’m the teacher’s favorite?" I finished his sentence with a teasing smile.

I couldn’t take the lingering stares and supposedly accidental touches we were both guilty of. But I knew that if I really wanted this, if I wanted to be more than just a student he regretted being tempted by when I graduated, then I had to play the long game.

And indeed I did. I kept up my habit of always showing up well-dressed in elegant coats and well-fitting clothing. I accentuated my features with a light coat of makeup, even if I had to apply it on a bumpy bus ride to campus. I even signed up for his office hours, despite really not needing them, just to exchange thoughts and opinions under the guise of “wanting to make sure I'm on the right track.” I wanted him to get to know me more, to realize that despite my youth, I was mature and thoughtful.

At the start of the second year, he emailed me to come to campus a few times in August, a month before the start of term, to discuss my responsibilities as the founder of the debate team. The idea sparked in his mind after I excelled in the heated debate he chose to hold as our first-year final assessment. He was so in awe that he went as far as saying I could compete at a national level on the English debate team, which neither of us was certain of, but I accepted the compliment.

Our earlier meetings were spent cooped up in his office, reviewing why the last debate team failed almost a decade ago and planning the structure for the new team. We discussed everything from team dynamics to potential debate topics, ensuring we were prepared for any challenge.

On one of the hotter days in August, we took our meeting to the university courtyard, having grown tired of experiencing the last bursts of England’s so-called summer from his office window. It was a beautiful window, and a big one at that, but it didn’t compare to actually being outside. That day, I realized the majority of planning for the next few months had already been accomplished in our first few meetings, and I got the hint that he didn’t actually need my help now that I had settled everything I could that wasn’t on an administrative level. So naturally, I decided to have a little fun.

I was wearing penny loafers with black tailored pants that I got fitted for when I visited my mum in London in July. I had paired them with a light knit sweater that fit slightly loosely over my shoulders, often falling down to reveal a collarbone. When I saw him take off his blazer and loosen his tie, I took that as my green light to take off something of my own, knowing I was wearing a neat white tank top underneath. As I slipped the sweater off, covering my face with the fabric, I could see his face through the thin material, making out his features and briefly noticing his eyes on my body. Sitting up straight, I managed to remove the sweater from over my head neatly. Once he saw my face, a soft blush made it to his own.

"Did I mess up my hair?" I asked, as if I hadn’t planned on brushing down the strands that had likely gone astray or as if I was oblivious to the fact that I had just taken off my sweater in front of him.

"Um, yeah, a bit at the top," he said, chuckling as if he wasn’t just clearing his throat in a flustered manner before my face was revealed from under the sweater.

To my surprise, he reached out, inching himself closer to where I was sitting on the bench we shared. With two fingers, his index and middle, he gently brushed down the messy hair on either side of the top of my head.

"Thank you, Harry," I said softly.

However, nothing could have prepared me for what would happen later this year.

As the class settled down to receive their marks on the literature and theory criticism coursework, Mr. Styles walked in, dressed in a well-fitted navy suit with a crisp white shirt. He took off his coat and placed it on the edge of his desk, a departure from his usual habit of draping it over the back of his chair. He wasted no time before pulling out the papers from his leather satchel and making his way down the aisles of the lecture hall, passing out the papers to everyone. When he read out my name, I watched as his eyes searched for me across the hall, darting from one side of the room to the other. It was unlike me to skip his class, so he knew all he had to do was find me. I hadn’t planned this specific event, but I enjoyed it, nonetheless. Once he found me, he smiled sheepishly, yet much more subtly than he did when we were alone and made his way to me.

"Excellent work, Y/L/N," he said as he gently placed the papers on my desk. "I especially appreciate the effort of handwriting this," he remarked, although everyone knew he didn’t care if papers were written by hand or typed on a computer.

I had deliberately written my paper by hand after he replied to an email of mine. I had thanked him for letting me borrow his books, and his response was a charming note saying he’d enjoyed reading my annotations and adored my handwriting. For once, I was glad that my all-girls school had emphasized cursive writing, as I used it to add a romantic touch to my work.

When I finally read his comments and feedback, I was met with admiration and praise. In one of the margins, he had written, “Your insights are so compelling, it’s impossible not to fall in love with your analysis.” On the final page, at the bottom, he had added, “It’s a privilege to be your professor. Your brilliance shines so brightly that it’s clear this paper is a testament to your exceptional talent.”

Often times I worried that there actually was something going on between us, and that his praise and charming were remarks were not that of a proud professor, but of an infatuated man instead. So that day, I decided to address it.

As the lecture drew to a close, I lingered in my seat, carefully packing up my belongings with deliberate slowness. The classroom slowly emptied, the murmur of students’ conversations fading into the background as they made their way out. I wanted to be alone with Mr. Styles, to discuss something that had been weighing on my mind. By the time I made my way down the row of seats to his desk, the room was empty except for the two of us.

“Mr. Styles,” I began hesitantly, catching his eye as he gathered his papers. “I was hoping to ask you something.”

He looked up, a faint smile playing on his lips. “Of course, go ahead. I’m actually glad you stayed behind. There’s something I’d like to ask you as well.”

A sudden rush of anxiety gripped me. The possibility of crossing a line—whether I had done so with my subtle flirtations or if he were about to make a move that could alter our dynamic—was almost too much to bear.

My fantasies of him flashed through my mind. I had dreamt of intimate moments with him like kissing him, waking up in his bed, or better yet, on the couch in his office after a late romantic night together. I had once pictured us sitting on the floor around his small coffee table as we did one time when they ordered takeout during one of our August meetings except this time I would slip my shoes off casually and find a way to stroke my foot, clothed thin leggings, against his leg, looking at him with doe eyes as I dare to not so innocently asks if he ever thought about me sexually.

Hell, I even pictured him going down on me after laying me on his desk and even touched myself to the idea of riding him while he sat on his office chair. I would sneak into the small space between him and his desk and shut off his laptop while he graded my papers, cockily saying “We already know I got an A” – despite my crippling self-doubt without tangible affirmation – as I sit on his lap. In this fantasy he would laugh at my remark and gladly embrace me with a hand on my ass, the other intertwined among thick locks of my long hair, messing it up as I teasingly kiss him, ever so aware of the friction I’m creating between our crotches.

But still, to think that he would propose something to me in that moment, sexual or romantic, casually after class as if I haven’t been pining for two Octobers made me incredibly nervous.

I cleared my throat, trying to steady my voice as I met his gaze. “Mr. Styles, well, first of all this has nothing to do with the actual course itself, maybe a bit but...” I trailed off “It’s... it’s been on my mind for a while.”

He raised an eyebrow, curiosity evident in his expression. “Sure, go ahead. I’m happy to answer anything.” He smiled shyly to comfort me.

I took a deep breath, my heart pounding as I prepared to voice my concerns. “Do you think that maybe my behavior in class, my enthusiasm, or even my approach to your feedback has influenced you to… um… maybe to favor me? Over other students I mean.” I began nervously, desperately searching for an expression on his blank face.

“Maybe sometimes I get a little excited and forget that you are my professor and not my friend or something, I think I may have overstepped my boundaries but… but you treat me as an equal which, by the way, I have always greatly appreciated. I mean, it has offered me an opportunity to grow as a student like no other, but I still worry…”I trailed off, now a stern look evident on his face and possibly even hurt.

He paused for a moment, his gaze thoughtful as he considered my words. “I appreciate your honesty and self-awareness,” he said finally, his voice steady but soft. “It’s clear that you’re passionate and dedicated, and I value that. But it’s important to remember that I strive to maintain fairness in all my interactions with students.”

I bit my lip, feeling a mix of relief and apprehension. “I understand, Mr. Styles. I just want to make sure that if I take pride in these academic accomplishments… if I want to revel in the fact that I always receive praise from you and rarely any criticism – like todays feedback for example, which included no criticism, I want to make sure it is because I am worthy of it. And not because I won you over by involving myself in your extracurriculars or because we are… uh.. friendly.”

He looked at me with a reassuring smile, his gaze steady and sincere. “First of all, let me assure you that you are never inappropriate. The friendship we’ve developed is separate from our academic interactions. Outside of school hours, I call you by your first name to maintain that distinction. In the classroom, I evaluate you purely on your merit.”

He leaned forward slightly, his tone earnest. “The reason your feedback today contained no criticism is that your paper was truly flawless. If there had been any weaknesses or areas for improvement, I would have pointed them out without hesitation. I hold you in very high regard academically, and that respect extends to all aspects of your work. If I ever notice any shortcomings, I will address them so you have the opportunity to refine and grow.”

His expression softened, a touch of concern in his eyes. “The only issue I see here is that you are doubting yourself. Your achievements and the praise you receive are well-deserved. You have a remarkable ability, and I believe in your potential. My only hope is that you start to see in yourself what I see in you – a brilliant, dedicated student who deserves every bit of recognition they receive.”

I nodded, feeling a sense of relief and a renewed confidence. When I looked down at my lap I heard him continue:

“And of course I value the relationship we have fostered outside of class. Would I be the man I am today if you hadn’t introduced me to the wonders of Moroccan cuisine?” He tried to joke to ease the tension and unsurprisingly it worked as it earned him a soft chuckle of honest amusement.

“Theres the y/n I know and love” he bantered though I cant say my heart didn’t skip a beat at the mention of the word “love”.

“You know, there are many other cuisines you’re yet to try,” I said with a playful glint in my eye. “For someone who’s so well-traveled and cultured, it’s surprising how much you’ve missed out on when it comes to food.” I teased.

“Well, perhaps you’ll tell me all about it when we’re in Amsterdam for the debate competition,” he said with a smile, his eyes twinkling with genuine excitement.

I blinked, momentarily stunned. “Wait, what? You secured that for us?” My voice wavered slightly as my heart leaped with joy. “I can’t believe it! I’m so excited. This is incredible news!”

He chuckled, clearly pleased with my reaction. “I thought you’d like that. It’s an excellent opportunity, and I know how much you’ve been looking forward to it.”

I couldn’t help but beam, my excitement bubbling over. “This is amazing, truly. Thank you so much!” I stepped closer, touched by his thoughtfulness and dedication.

As I reached out, our hands brushed briefly, a fleeting touch that sent a shiver through me. His gaze softened, and I could see the sincerity in his eyes. “I’m just glad we get to share this experience together,” he said softly.

The moment felt charged, filled with unspoken words and mutual appreciation. I nodded, my heart full of gratitude and warmth. “Me too,” I murmured, feeling the depth of our connection more than ever before.

Time jump – December is getting ready for Christmas.

As we stepped into the hotel lobby, the excitement was palpable among the debate team. Amsterdam was already charming me, even though I’d only glimpsed it through the bus window. The streets were lined with picturesque canals and quaint buildings, each one more enchanting than the last. I couldn’t help but talk animatedly about how I’d dreamed of visiting the Netherlands ever since my father told me stories about the blooming flower fields when I was a child.

Harry, who had been sitting beside me on the bus, watched with a fond smile. “You really seem to love the city,” he said. “Maybe we could find a couple of free days between the training and the competition to visit the flower fields.”

My eyes widened in delight. “Really? That would be incredible. But managing a whole field trip with the debate team might be a bit complicated.”

He grinned, a glint of mischief in his eyes. “Well, we could go alone. Just you and me. A little escape from the team.” He added. “We could explore some other things too if we’d like.”

The thought of spending time alone with him, wandering through a sea of flowers, made my heart race. I felt a warm blush creep up my cheeks. “That sounds amazing. I’d love that.”

When we checked into the hotel and were given our room keys, Anika, my vice president, and I realized that Harry and I had rooms on a separate floor. In fact, they were deluxe rooms though him and I booked standard rooms for everyone when we went over the budget. Anika seemed particularly perplexed by this.

“Why did you get such a nice room and I didn’t?” Anika questioned, her tone tinged with curiosity as she approached me in the lobby.

I shrugged, trying to sound nonchalant. “Maybe Mr. Styles thought I needed a little extra comfort. You know, as president” I joked, not really sure if that was the case. “Besides, he probably just had to make decisions based on what was available.” I found myself lying, knowing I was curious myself.”

Anika raised an eyebrow. “Or maybe he’s using the budget money to splurge on you. I’ve noticed you two have become quite friendly. Could it be that he has a thing for you?” she teased, knowing I have spent months pining and flirting.

I laughed, shaking my head. “I don’t think so, Anika. We’re friends, and that’s all it is. I don’t think he feels anything else.” I said, confidant of my words for the first time in this conversation. “Plus, you are the only person other than me and Harry that got her own room. Others are sharing and you likely have a king bed all to yourself.”

“Harry? Is that his name now?” she smirked. “I guess you forgot to tell me you are on a first name basis. Are you holding out on me Y/L/N?” she joked though she was never oblivious to the fact that you kept some encounters with Harry to yourself, as if it would fuel the fantasy somehow.

I raised an eyebrow and gave her a playful grin. “Oh, come on. You have to admit everyone in the poetry society calls him that when we are outside the university.” I said, knowing that it was only one guy who was a family friend of Harry’s who got the honor.

She chuckled, but there was a hint of curiosity in her gaze. “Right. But you can’t deny there’s something a bit… special about how you two interact. Just saying.”

I rolled my eyes but couldn’t suppress a smile. “Well, if it makes you feel any better, I’m not holding my breath for anything more on this trip. We’re here for the debate, remember? That’s the focus. But if anything happens later…” I shrugged playfully as she returned my knowing smile.

“Fair enough. Just keep your eyes open anyway, okay? Sometimes things happen when you least expect them to.”

I heard Harry calling my name from the end of the hall. I turned around to see him walking towards me with a thoughtful expression.

“Hey, do you still want to gather the debate team for a brief practice session before the afternoon debate?” he asked, his tone carrying a hint of concern.

I shook my head, smiling. “No, no need. You were right; they need a break. Plus, everyone has their notecards and seems prepared.”

Harry nodded, his smile relaxing into a satisfied grin. “Alright then. Let’s head to the elevator; it’ll be a bit quieter now anyway.”

We walked to the elevator together, and once inside, he pressed the button for my floor. The confined space seemed to amplify the gentle hum of the elevator, making it feel intimate.

Harry glanced at me with a soft smile, his eyes lingering a moment longer than usual. “Your hair looks different today. Did you do something special with it?” he asked, his voice carrying a playful undertone.

I felt a tinge of embarrassment, my cheeks warming slightly. “I just blow-dried it differently since I was in a rush this morning,” I replied, trying to sound casual.

Harry’s smile grew, his eyes twinkling with a mix of admiration and something else I couldn’t quite place. “Well, it looks beautiful. I wouldn’t have guessed it was rushed.”

His compliment made my heart flutter, and I couldn’t help but smile. “Thanks, Harry. That makes me feel a lot better about this hectic morning” I tried to divert the conversation, feeling nervous at his focus on me.

“Yeah, well, at least you have matching socks,” he joked, and before I could ask him what the hell he was talking about, he lifted his foot, revealing his own mismatched socks with a playful grin.

I couldn’t help but laugh. “You and your accidental fashion choices,” I said, shaking my head with a smile, remembering that time I complimented his shoes only to find out he ordered the wrong ones online and couldn’t get them returned. He looked handsome in them anyway, I had told him.

He shrugged, his eyes twinkling with mischief. “What can I say? I like to keep things interesting. And besides, it’s a good thing someone’s got their fashion game on point around here.” He said, brushing off the fact that it was a rushed accident.

I playfully nudged him. “Well, I guess I’ll take that as a compliment. And for the record, I do have matching socks today, just in case you were wondering.”

Harry’s eyes softened as he looked at me, a warmth in his gaze that made my heart flutter. “Well, I must say, your socks are a lot less distracting than mine.”

I chuckled, feeling the tension between us ease into something more comfortable and light-hearted.

As the elevator chimed and the doors slid open to my floor, Harry didn’t make a move to exit. Instead, he turned to me with a charming grin, his eyes sparkling with warmth. “Let me walk you to your room. It’s the least I can do. After all, it’s not every day I get to be a gentleman,” he said, completely ignoring the fact that his room was directly across from the elevator.

I laughed softly, touched by his thoughtfulness. “You’re too kind, Harry. It’s just down the hall here,” I said, gesturing toward my door, which was a short distance away from his.

As we walked together down the hallway, the atmosphere felt lighter, filled with a quiet, pleasant tension. Harry’s presence beside me was comforting, and I found myself appreciating the little things—like how he occasionally glanced my way, as if trying to make the moment last just a bit longer.

When we reached my door, Harry reached out and brushed his hand lightly against mine as he opened the door for me. “Even so, a little extra time with you—well, when else can I talk about my accidental shenanigans and have someone listen intently?” His voice was low and warm, and his gaze lingered on me with an intensity that sent a thrill down my spine.

I felt a flutter in my chest at his words but remained blissfully unaware of the deeper implications behind his gaze. “Well,” I said, smiling as I unlocked the door and stepped inside. “Thanks for walking me. It’s always nice to have a bit of company, especially when the company is as pleasant as yours.”

Harry’s smile grew softer, and he took a step back, still holding my gaze. “Anytime, y/n. I’ll see you in a few hours. Get some rest.

“You too, Harry.” I said as he walked back to his own room.

——————————————————————

PART TWO IS NOW UP 🌷🌷

[yackers]

so secondary school is ages 11 to 16 and you spend these five years basically working towards your gcse exams. these are a set of exams taken in the summer of year 11 (when you’re 15/16) in most subjects and you tend do go on study leave for these and only come into school to take them.

then in years 12 & 13 you attend 6th form which is usually either at the same school you’ve been going to or at a separate college for just those two years. you spend these two years working towards your a-level exams, which you take in the summer of year 13 (aged 17/18) and once again these are usually on study leave, but for a boarding school study leaves would only really be possible for local students so they’d probably all just stay at school and continue to have classes between exams. these exams (maybe 2 each per school subject) are usually in like may and june so my best guess would be that tor took place after these so that they are all fully done with school so like end of june early july. after that, in a fancier school like theirs there’d probably then be a leaver’s ball. results day is on like the second week of august where you either have your results posted to you, emailed to you or you pick them up in person depending on your availability so no you’re not in school for it

VERY IMPORTANT QUESTION FOR MY BRIT MOOTS: how do your final exams work for secondary? like, is there a final exam result day?? are you still in classes when this happens? honestly if you’re willing, please just explain your whole secondary education system <3

[literaryvein-reblogs]

Hi!! I love your blog, thank you for everything you do!! could you make a post similar to the one you did recently about the British school system, but about the American system instead?

I'm not American, and I’ve noticed there are a lot of little details about the U.S. education system that often go unexplained — which makes sense, since they probably seem basic, obvious, and second nature to Americans.... but for outsiders it can be confusing

If you could also point to some resources on the topic, I’d be really grateful! thanks again for your blog, you're so helpful and inspiring<3

Writing Notes: U.S. Education System

Basic Structure of the U.S. Education System:

In the United States, there are 3 levels of education:

elementary,

secondary, and

postsecondary

The approximate age range of people at the elementary and secondary levels:

Students ordinarily spend 6 to 8 years in the elementary grades,

which may be preceded by 1 to 3 years in early childhood programs and kindergarten.

The elementary program is frequently followed by a middle school or junior high school program, which generally lasts 2 or 3 years.

Students then may finish their compulsory schooling at the secondary or high school level, which may last 3 to 6 years depending on the structure within their school district.

Students normally complete the entire program through grade 12 by age 18.

High school completers who decide to continue their education may enter a technical or vocational institution, a 2-year college, a 4-year college, or a university.

A 2-year college normally offers the first 2 years of a standard 4-year college curriculum and a selection of career and technical programs.

Academic courses completed at a 2-year college are usually transferable for credit at a 4-year college or university.

A technical or vocational institution offers postsecondary technical training leading to a specific career.

The term "degree-granting institutions" used in this report refers to colleges and universities that offer associate's or higher degrees and whose students are eligible to participate in Title IV federal financial aid programs.

An associate's degree requires the equivalent of at least 2 years of full-time college-level work;

a bachelor's degree normally can be earned in 4 years.

At least 1 year beyond the bachelor's is necessary for a master's degree, while a

doctor's degree usually requires a minimum of 3 or 4 years beyond the bachelor's.

Professional schools differ widely in admissions requirements and in program length.

Medical students, for example, generally complete a 4-year program of premedical studies at a college or university before they can enter the 4-year program at a medical school.

Law programs normally require 3 years of coursework beyond the bachelor's degree level.

Other types of educational opportunities for adults are offered by community organizations, libraries, religious institutions, and businesses.

Some Vocabulary

ACT: A curriculum-based multiple-choice assessment that tests reading, English, mathematics, and science, with an optional essay section. The ACT is widely accepted at accredited two and four-year colleges and universities in the United States.

Community College: A postsecondary institution that offers associate degree programs, as well as technical and vocational programs.

Core Course: Courses that provide the foundation of the degree program and are required of all students seeking that degree.

Fellowship: A form of financial assistance, usually awarded to a graduate student. Generally, no service is required of the student in return.

Honors Program: A challenging program for students with high grades.

Minor: The student's secondary field of concentration. Students who decide to pursue a minor will usually complete about five courses in this second field of study.

Prerequisites: Programs or courses that a student is required to complete before being permitted to enroll in a more advanced program or course.

Semester: Period of study lasting approximately 15 to 16 weeks or one-half the academic year.

Subject: Course in an academic discipline offered as part of a curriculum of an institution of higher learning.

Syllabus: An outline of topics covered in an academic course.

Sources: 1 2 3 4 ⚜ More: Notes & References ⚜ Writing Resources PDFs

Hi, thanks so much for your kind words! Glad to hear these references help with your writing <3 You can find more information and terms in the sources. Hope this helps!

[vague-humanoid]

The Equitable Grading Project, a nonprofit organization that seeks to change grading practices, compared 33,000 course grades with students’ scores on standardized exams, including Advanced Placement tests and annual state assessments. The organization considered a course grade to be inaccurate if a student’s test score indicated a level of knowledge that was at least a letter grade off from what the teacher had issued. For example, a grade was classified as inaccurate if a student’s test score indicated a C-level of skills and knowledge, but the student received an A or a B in the course. In this example, a D or an F grade would also be inaccurate.

Inflated grades were more common than depressed grades. In this analysis, over 40 percent of the 33,000 grades analyzed – more than 13,000 transcript grades – were higher than they should have been, while only 16 percent or 5,300 grades were lower than they should have been.  In other words, two out of five transcript grades indicated that students were more competent in the course than they actually were, while nearly one out of six grades was lower than the student’s true understanding of the course content.

The discrepancy matters, the white paper says, because inaccurate grades make it harder to figure out which students are prepared for advanced coursework or ready for college. With inflated grades, students can be promoted to difficult courses without the foundation or extra help they need to succeed. Depressed grades can discourage a student from pursuing a subject or prompt them to drop out of school altogether. 

“This data suggests that hundreds, perhaps thousands, of students in this study may have been denied, or not even offered, opportunities that they were prepared and eligible for,” the white paper said.

@that-biracial-geek-girl @el-shab-hussein

[songwritingauslly]

i'm working on my resume so it's something!!!! i'm so stressed about making it perfect but it's hard bc i literally don't know how to describe what i did

ok guys today is the day i stop being a little piss baby about the shit i need to do so here's my to do list:

update my resume (pain and agony this is always sosososo hard it never looks right but oh well)

finish reading a research paper from a lab i wanna volunteer in (i'll skim the abstract intro results and conclusion i dont need to be an expert)

skim through another article (it shouldnt be too hard since im actually interested in her research)

draft an email asking to talk to her about her research and volunteer in her lab (PAIN AND AGONY)

send the stupid fucking email dumb fucking bitch it's scary but so help me god im gonna do it scared

hopefully i get all this done today :) im posting it here to hold myself accountable

[foxbirdy]

hi!

just saw your pictures of you doing some marine biology fieldwork and i just wondered if you have any stories about the experience that you would like to share. Im in 1st year uni right now and i have no idea what im gonna specialize in other than “science!!” but i work on boats for my job right now (tallships, very cool stuff) and so marine environment work really appeals to me. If you have the time, I would love to get a picture of what the work you’re doing entails.

(What does the day-to day of marine biology research look like? What kind of stuff are you studying/information are you gathering? Whats it like? Is it awesome? feel free to answer none of these also)

thank you!!

OH, I'm jealous - it's a dream of my mine to get to work on a tallship. & I love to talk about this stuff!

In all honesty, the day-to-day changes pretty dramatically depending on what project work is available. Right now, as a student, a lot of what I'm involved in ties into coursework or research that's happening at the university! I volunteer with a couple different labs, and there's a huge variety of stuff to get in on. For example:

Last Saturday, I spent about six hours pulling otoliths and gonads out of eighty invasive roi, taape, and toau caught by local spearfishermen. Otoliths are the ear bones of fish, and similar to the rings of a tree, they have ringed annuli that can give a lot of information about the life history of the individual species. We cast these otoliths in resin, and then cut cross-sections to look at them under the microscope. The hope is that this information will help us understand when these species become reproductive, and how to control their populations.

The last several Fridays, I've been involved with an effort to collect some water quality and plankton data after a lot of heavy rain. This work was out on the boats, and we used deep and shallow drogues, YSI, light meter, secchi disk, and a couple plankton nets, moving out from the swollen rivermouth and into deeper, saltier water.

Last month, I spent a lot of time on invertebrate snorkel surveys, mostly looking for presence/absence in the nearshore. Next Tuesday, I'll be doing fish surveys in the same location. The Wednesday after I'm hopping on a wetlands restoration project & removing invasive bull grass, and a night snorkel afterwards. Next Friday is a lab day, working to process the plankton samples we've collected, and I'll be in the coral nursery afterwards. That's the really fun thing about university - there's so much different work going on, all the time!

In the summers, outside of school, that work is just as varied. I've really enjoyed having jobs that allow me to do a little bit of everything, and thus far, my supervisors have been very supportive of me in that. Here's some other projects I've gotten to work on, all within just one position:

Servicing passive monitoring systems! These are pictures of my replacing a SEABIRD logger, which has been taking a water temperature measurement every thirty seconds for the past 360 days. This helps conservation managers track heatwaves in sensitive ecosystems. We prepped new loggers with batteries and SD cards and waterproof tape to prevent biofouling, and then used snips and zipties to make the switch.

Scientific fishing! This helps get life history and population data for our target species, large pelagic fish. We collected biopsy samples, placed tags, and released primarily ahi, but also ono, and mahi. (Full disclaimer: this picture is from a subsistence fishing trip and not a scientific one, where people generally have too many things in their hands & are moving too quickly to take pictures. He was a very delicious dinner for our crew, though.)

Other marine tagging! I got to assist with bluewater cetacean tagging of several different dolphin and small whale species, and shark tagging for galapagos, blacktip reef, grey reef, and dusky sharks. Cetacean tagging was done with an air rifle, not easy at high speeds on the boat. Shark tagging was more hands-on, as we had to manually apply the tags.

Coral reef monitoring! The mission of these surveys was to track coral health through heat stress events, and to identify harmful species. I'm looking under the coral head in these pictures for crown-of-thorns starfish, one of the most urgent species threats to reefs in the Pacific.

This is the bastard. Notice the dead coral around him.

Oh I'm about to smack into the photo limit, huh. Please hold!

[markrosewater]

Hi Mark,

My name is Isaac Holguin. I sent a detailed email regarding your work on the color pie over the years to making.magic@hotmail.com. I hope that is the correct avenue to reach out to you. I had the pleasure of being answered on this blog as well, so I thought I'd double check by contacting you here. In case the email listed isn't in service anymore, I've copied my message below. I hope this reaches you and that you're doing well. If you're able, I'd love to hear back at interactnm@gmail.com. Thanks for all you do!

----------

Hello Mr. Rosewater,

My name is Isaac Holguin and I'm a nurse studying leadership and education in Tucson, Arizona. Before I get into the topic of my email, I'd just like to say thank you for being a spokesperson for Magic the Gathering all these years! I've played the game since I was thirteen years old, all through college, and well into my career. Magic the Gathering has helped me make new friends and deepen bonds with people I already had in my life. Though I've stopped participating in recent years, the game will always hold a special place in my heart and I've still got an Alpha Serra Angel that is as old as I am!

One of the best memories I have from my time with Magic was diving into the color wheel breakdown series from your "Drive to Work" podcast. During my pursuit of a Bachelors in Nursing Science, I often cited the color wheel as a tool to determine personality traits and compared it to other topics in my studies. Now that I'm pursuing my Master's degree in Nursing Education, I'm interested to see if there were any references or inspirations for the development of the color pie. With the recent popularity of the Myers-Briggs assessment (16 Personalities), Ten Faces of Innovation, and other similar tools I'd like to try and adapt the color pie as a leadership/personality assessment. I understand there will be multiple steps involved to publish such a study with respect to Hasbro and Magic the Gathering as a company, but I would like to attempt to lay the foundation of this project during my studies.

The goal of this project would be to introduce an existing, incredible, fun, and easy to use tool to a vast new audience. Helping others acknowledge that all aspects of the personalities presented exist within them to some degree and can evolve over time has become a core belief for me both personally and professionally. Examples of "your greatest weakness is your greatest strength pushed too far" and the idea that the capacity for good and evil exists in any aspect of a personality are incredible insights that I haven't seen cited enough throughout my studies. My wildest hope is that this tool would be utilized in coursework for multiple professions, similar to the curriculum I'm studying now, to help future leaders reflect on their strengths and develop effective leadership styles.

In short, I hope that you're doing well and would love to hear your insights, recommendations, and references for the work you've so passionately brought to thousands of others of the years. Even if you're unable to share certain aspects of your work, I'd like you to know that your endeavors have not only brought relief and happiness to healthcare workers like me, but that you've inspired so many others to apply the lessons of fictional works to improve our reality. The lessons gained from my long history with this franchise have helped me connect to others in their most vulnerable moments, and improve their quality of life. Thank you for all that you've done, and I wish you continued success in a field you've already become an exemplary expert in.

Sincerely,

Isaac Holguin

BSN, RN

I’m always excited to hear about ways people can use the color pie outside the context of the game. I’m not sure what I can do to help you.

[transmutationisms]

how'd you learn to read french? could you point me to some resources? ideally free, i don't got them dollars or euros.

i took it for about 7 years in school, but a lot of that was kind of useless as far as reading knowledge goes because they were trying to teach us conversational skills lol. i had three semesters in undergrad that exclusively focussed on reading, which helped a lot, but since then i've just gotten stronger by practicing.

what i would recommend is just to download a 'french for reading' book (there are 5 different ones on libgen for english -> french; i believe i used the palmeri in college, but they're probably all fine) and work through at least the basic grammar that way. then it's really just a matter of starting to translate things.

iirc my coursework started us on larochefoucauld's maxims and pascal's pensées, then we did some descartes and rousseau's émile, and then switched to literature: racine's phèdre, one of molière's plays, baudelaire's fleurs du mal, rimbaud, and passages from proust's à la recherche du temps perdu. but there's nothing magical about that sequence -- what would be most helpful to you will depend on what sorts of things you want to read in the long run (eg, for me personally it would have been more useful if i'd learned on biology texts or something, just to introduce me to that vocabulary set earlier, but oh well).

you can also find collections of children's stories (i did this for german and found it boring but often helpful; fairy tales might be fun but be aware of the literary passé simple tense vs the more common-use passé composé) or you can also start on news articles since those tend to be written in plainer language with limited tenses. we used to use le monde in high school lmao. in any case just try to pick texts that have translations available so you can check your work.

i'd also strongly recommend wordreference.com if you don't already use it (online dictionary, but it'll give you examples of the word in sentences and in unusual usages, plus there's a discussion forum feature that is actually useful sometimes) and linguee.com, which lets you search phrases and shows actual documents and websites where they occur. most of the corpus is things like government websites, but it still saved my ass a good few times when i was starting out and would run into usages i just hadn't learned in the classroom.

& if you're looking for historical sources, the french national library's digitised collection is free/searchable at gallica.bnf.fr, and includes texts that have translations available as well as ones that don't.

[aandvarchaeology]

I’m studying archaeology at the moment and I didn’t get into my university’s field school this year as I have not super good grades from being chronically ill and having three knee surgeries while at university so far and its just mentally upsetting. But I’m still dedicated to doing archaeology and I was wondering what advise the two of you had for students? Love reading about what you both do btw

Hi Anon, Mod V answering here :D. Mod A is currently on sick leave and will add his thoughts as soon as he is better. First of all - thank you for the compliment! And second of all - that really sucks, and I'm so sorry for you. Also, I hope I can even give you any good tips, because I have to preface the following advice segment by saying that I don't have any experience with university systems outside of Germany (besides what I learned from tumblr osmosis, which is not a lot), and the fact that you mentioned that you have a MINIMUM GRADE REQUIREMENT to get into a FIELD SCHOOL is a pretty big clue that you're not based in Germany. Because we don't do either of that shit here.

(click on read more for advice I hope is maybe a little bit relevant to your situation)

If you were in Germany, my advice would be pretty simple: Go to your university's disability rep (because you qualify for accomodations [I hope that's the correct word, in German "Nachteilsausgleich", literally compensation for disadvantages] both for the chronic illness and the bum knee), milk your situation for all it's worth, then put in a request for a semester off due to health reasons, during that semester do everything you can to heal up your knee and maybe revise some of your notes and do some reading, come back in 6 months stronger and with better grades. Which you wouldn't need to get into a German field school, because field basics are part of your university curriculum here and your uni organizes teaching excavations that you maybe need a passing grade in Grabungstechnik [lit. excavation technique, I'm sorry I don't know what the subject equivalent in English would be] for, but that's usually it. Also, take advantage of university mental health counseling.

But, I'm guessing (because most Engish speaking countries have MUCH higher tuition costs that here) that taking a semester off isn't an option. Regardless, some of my advice stays the same, starting with: Know your rights. Here in Germany, if you have a disability (defined as any sort of illness or condition that keeps you from functioning at average person levels for longer than 6 months), universities are legally obligated to get you some kind of help for that. If you have dyslexia, you're entitled to more time on exams. If you're a wheelchair user, you're entitled to lectures in rooms that you can actually reach. If you have migraines, you're exempt from compulsory attendance. You get it. I would very very strongly recommend finding out if your country and/or your university have something similar.

Even if there isn't - tell your profs that you're having difficulties. You don't have to go into detail, you don't have to reveal anything personal, but showing up to office hours, saying something along the lines of "due to illness that makes it hard for me to do X I struggle with Y aspect of the coursework", and asking for help (I would recommend going into the conversation with some reasonable idea what that help could look like, for example if you're hard of hearing asking the prof to speak facing the classroom and keep a seat near the front free for you) will often either get you an accomodation or an extra assignment to boost your grade (if you struggle with something like chronic fatigue or depression and extra assignments would make your grade worse, tell them if they offer you any). If there is a such thing as a Fachstudienberatung [lit. Subject-specific advisor, basically someone who you can go to who will help you with admin stuff like exam credit and your schedule but not a secretary, again, I really don't know how universities outside of Germany work] at your university, that may also be someone worth talking to.

My personal, subjective advice for studying with chronic illness and/or disability in general: Make peace with the fact that it will most likely take you a lot longer than your peers to reach the same degrees. I've been studying for my bachelor's for five years (not joking). That doesn't mean I'm going to be or am a worse archaeologist than anybody else. It simply means it took me longer. And once you have your degree, I promise no employer on earth will care. (How do I know this? I spent 3 days at the beginning of October last year being repeatedly told by about 50 professionals from any and every field imaginable that nobody cared that THEY took 2-7 years longer than they should have to get their bachelor's/master's/doctorate.) It's also important not to compare yourself to others doing it faster. I know this is hard, but again, it really doesn't matter (except on a financial level) (which, I realize, may be a lot bigger thing for you than it was/is for me).

Try to take advantage of any accomodations offered to you, even if you're embarrased to do so. Try to make as many friends as you can, involve yourself in as many clubs and organizations as you can. University contacts can become business contacts in a few years, and even if not - in Germany we say "geteiltes Leid ist halbes Leid". Dealing with hard things, as studying with a chronic illness is, is easier when you're not alone. Also: Do everything you can to show your profs that you're trying. Go to office hours, take part in class discussions, ask questions even if you think they're dumb, do your absolute best for assignments. Even if your grades are bad, if you show you're trying your absolute hardest, your profs will want to give you a leg up. I know you're probably already doing all that you can. The key word is "show" - literally go to office hours and say that you are. Make yourself visible.

Now, for my advice for field work with chronic illness, a knee that you needed multiple surgeries on, and grades so bad you didn't get into field school. First of all, unless you're literally on your last semester and you won't graduate if you don't do it, I wouldn't even think about field school at the moment. I hope I'm not ripping the proverbial bandaid off too harshly when I say that, for excavating, a knee that is in any way not healthy is bad. There is a lot of kneeling involved in digging. That is NOT to say that you should give up your field ambitions, but it IS to say that, when you do go into the field, you should a) be VERY sure your knee is healed, and b) be EXTREMELY careful not to hurt yourself again while working. Where- and whenever you do your field work qualifications, make sure the person in charge knows about your knee condition and lets you take breaks. If they don't do that, leave.

That being said, field work, even commercial field work, isn't all digging. If you do your field school and find that digging is something that just isn't sustainable long term, there are options. Archaeology is steadily working toward integrating more and more geophysical prospecting methods, like geoelectrics and geomagnetics, and lots (if not most) of commercial archaeological companies (at least here in Germany) are integrating them as well. 3D scanning technologies for heritage conservation are gaining more and more importance. So are mapping techniques with ArcGIS, QGIS and CAD-programms. Just to name a few things. And even outside of field work, archaeology is a pretty broad field. My advice for digging would be - make sure your knee is as healed as possible, try it, but don't "hang your heart on it", as we say in Germany.

Beside digging, I would STRONGLY encourage you to do a little bit of career orientation. I'm not saying this because I think you "won't make it" digging (also I do not think that), this is not "just" advice for you or any other chronically ill or disabled student of archaeology reading this, I truly believe this is one of the most important things you can possibly do during your university career. In Germany, you have to do you career orientation yourself unless you're really lucky and your university offers a seminar on structures in archaeological work and teaching or something, I don't know how it is at your university - if they have a service or a job fair or anything like that, USE IT. If not, there may be conferences - in Germany we have ARCHAEOworks and ARCHAEOskills. (ANY GERMAN ARCHAEOLOGY STUDENTS READING THIS: GEH DA HIN UND NIMM DEINE KOMMILITON*INNEN MIT.) Google them, find them, go there, talk to people. I cannot overstate how important this is.

Another thing to consider is that you can get field work experience through other means than a field school. (I'm talking about internships.) (I'm also really hoping that there isn't some sort of law against interning on archaeological excavations where you live.) The pros of internships are, of course:

You don't have to pay for them.

In fact, YOU might get paid!

Most archaeological firms don't care about your grades, they care about cheap labour and that's what you are as an intern.

You're much more likely to get insights into what actual day-to-day work looks like than at a field school or a teaching excavation.

You have an opportunity to establish first business contacts.

If you do a good job a company might make you a job offer, whether that be now or for when you graduate.

There is a lot more variety to choose from than there is in field schools (Do an internship at a museum! Do an internship at a conservation lab! Whatever takes your fancy!).

Depending on your university, an internship might count towards your degree as an alternative to field school.

In Germany, there is also the option to just...work at an archaeological excavation, either as a volunteer or as a working student. Both ways, you even get paid. I've heard through the grape vine that this may not be an option in some other countries, but hey - asking doesn't hurt!

Lastly, I'm going to take a wild stab in the dark and guess that you might be...U.S. American? and tag @chaotic-archaeologist, who can surely tell you much more about managing field schools and disability in the U.S. than I can, and might be so friendly as to correct me if I advised you to do anything illegal above. Any archaeologists from other English-speaking countries who have experience with these problems, please also feel free to add on! I wish you the best of luck, Anon, and I truly hope Archaeology will work out for you. Keep us updated if you want, we would love to hear how it's going from time to time!