#This is like an essay for a degree I could submit this for peer review akdghjdjfsjl

[somegrumpynerd]

HEY. POINTS FINGER… any thoughts on how everyone reacted when the other joined the team? as in how did killer react when dust came, how did he and dust react when horror came, how did they all react when cross came, etc. i love love LOVE your bad sanses thoughts way too much they make me so happy. if i write hurt you write comfort and it’s awesome. also how do you think they slowly started to get closer? just.. bah give me your thoughts on them!!!! any thoughts!!!!!!!!!

You fool!! You’ve given me a chance to ramble about my special little guys and now this post will stretch on forever!! Mwahahahahah >:3c

No but seriously this is probably gonna be wicked long cause I have 1 million thoughts about these guys joining and meeting each other so uh, readmore for everybody’s safety and sanity

(^ I wrote that in the document before I started typing out my actual thoughts and uh

yeah no kidding, this is like a fucking essay so proceed with caution)

OKAY SO

I’ve said before that Nightmare got Dust for two reasons; one being that Dream had just recently started working with Ink (and soon Blue) so he and Killer were no longer able to gang up on Dream. He wanted somebody else to bulk up their numbers and give Killer a little back up. He also was starting to realise that Killer didn’t handle being alone very well, since this was when he most often got worked up and broke things around the castle (and sometimes tipped over into stage 3). Dust would be a perfect fit since he had the same amount of lvl and fighting experience as Killer, and since they were so close in circumstance they would be practically like brothers right?

The irony that he thought this about a guy he was recruiting to help kill his brother was apparently lost on him.

They absolutely hated each other. Like, it was instant. Killer saw him as a replacement, why would boss go out and get another sans - one with almost the same backstory as me - when I’m right here? Does he think I’m not good enough? Am I disposable and this is the backup for when I die in combat? He didn’t take it well. He took it all out on Dust too, not cooperating in battle, trying to start fights in the castle, etc. He couldn’t outright kill him because Nightmare had given him strict orders not to, but Killer loves a loophole. If he roughed Dust up down to 1hp and something else happened to finish him off, technically he’d followed orders.

Dust just straight up didn’t want to be there. Nightmare just showing up and yoinking him had worked fine with Killer, but Dust had wanted to sit in his empty au and die, he had no intention of joining a team or doing work of any kind - good or bad. The only reason he didn’t just lie down and refuse the entire time was that he had to fight back against Killer, as much as he wanted to die he refused to give this ass the satisfaction or lvl. He didn’t intend to be any help out in the field either, but again, Killer was making sure he got fired at so he had to retaliate to stay alive.

Eventually it got bad enough that Nightmare had to pull Killer aside and demand answers. In the year or so of knowing him Killer had never willfully disobeyed orders before, so Nightmare needed to know what had gotten into him. He dispelled the replacement rumour right away, he still wasn’t quite softened up enough to be sappy about it but he made sure Killer understood what a good worker he was and that Nightmare had no intention of losing him. It didn’t help a lot, they still hated each other for other reasons, but it eased a little.

Killer still had pretty frequent dips into stage 3, except now he would go straight for Dust usually. Nightmare had tried to explain what he’d learned about it to Dust, but he didn’t really believe that it wasn’t just Killer deciding to try and kill him for funsies. He only accepted it after a particular episode where he attacked Nightmare instead, which Dust knew Killer wouldn’t try in his right mind.

After he came back to his senses he sought Dust out. The air around Killer was very different after a stage 3, sort of sombre and almost calm, so Dust let them sit together and Killer apologised for giving him such a hard time. They actually talked for the first time in months while Killer was still calm (or tolerable, as Dust describes it), and it didn’t magically fix everything but, things were a little better. They still fought and argued and bothered each other but it wasn’t as sharp, there was a lack of real murderous intent in it all, and sometimes after an episode they would talk a little bit. It was the best Nightmare was going to get for now, so he took it.

They were still completely incompetent about taking care of themselves though. Neither of them would eat unless prompted and Nightmare didn’t have good enough knowledge of mortals to know when that should be to stop them passing out from hunger on the job. Not to mention the stars were now a full team, and with the way Killer and Dust would sometimes rather target each other on the field he could do with more backup.

Horror was the first of the group to get a choice in joining. Nightmare had taken note of how much Dust didn’t want to be part of things, and while it was in his best interests in the long run given his situation, Horror’s au was still mostly intact - though a little in disrepair. Horror was also the first in the group to have a good (and ongoing) relationship with his brother, so Nightmare knew he couldn’t just pop in and steal him, he had to be a bit more diplomatic with this one and offer a deal.

He gave Horror some time to think on his proposal - he would set up regular deliveries of food to Horror’s au in exchange for him joining their team - and was quite surprised when Horror agreed, with some stipulations. Horror was equally surprised when Nightmare agreed so easily to his terms (that he didn’t want his brother to know what he’d be doing, and that he wouldn’t kill). A little down the line the terms were altered to add that he would also be left to visit his au every week or so.

Horror was not impressed meeting the other two. He didn’t need his power as judge anymore to sense the lvl coming off them both, and given who they were working for he was instantly distrustful of them both (the uh, brother situation did not help). He was also in a place that had an abundance of food for the first time in probably years, so he was doing a lot of going hog wild in the kitchen and then getting very sick as a result.

Dust didn’t particularly feel anything for him. This guy hated him, sure, but it wasn’t forward and slashy like with Killer, it was just quiet loathing which was fine. That’s how Dust felt about himself so, y’know, mood. He did kind of feel sorry for him though, not just because of the whole famine and everything, but also because he was watching this guy eat like his life depended on it and then get sick and undo it day after day. He was the one who suggested Horror getting his food in moderation to Nightmare, which did help but was an absolute ordeal to enforce. Y’know how some people get hangry? Imagine that but you haven’t had a proper meal in years and now these people give you tiny amounts of food and don’t let you eat more for hours. The hunger mood swings were a sight to behold, you would never have guessed in those days that Horror specified not wanting to kill.

When his ability to eat had evened out and he was in better shape, Horror made a point of apologising to Dust for being aggressive with him. Over time he’d kind of softened up on him from his initial impression, since he could see plainly how wracked with guilt Dust was over his situation. It was a little easier to imagine that whatever he’d done was truly out of desperation and not just for fun, as Horror had assumed at first sight. 

They also both retained that classic sans laziness, so it was easy for them to share a space while saying and doing nothing. It made Horror the first person that Dust willingly spent time around in the castle (and vice versa since Horror was still largely suspicious of Nightmare and Killer - the deal seemed too good to be true and the stage 3 episodes didn’t help). As time went on, Horror kind of became Dust’s emotional support skeleton in a way. Dust had become quite averse to touch in his solitude and Horror very slowly brought him back out with casual gentle touches, until not only did he no longer freeze or stiffen at being grabbed but Dust would seek him out to flop next to on the couch. Horror claimed it was just returning the favour for helping with his eating situation, but really it was nice to have something resembling a friend here.

Killer, for his part, was going through This is My Replacement 2: Electric Boogaloo. Not to the same degree as with Dust, since Horror was quite a bit different, but Killer was still wary of this new addition. He didn’t really instigate anything though since, to be honest, Horror had the intimidation factor. He was like a foot taller than both of them, he had a cracked skull and completely different magic and it seemed like every time Killer saw him he was eating bread like a wolf eats a deer. So while he was going through his food moderating, Killer mostly just stayed quiet and kept his distance.

Horror had not softened on him like he had with Dust, since Killer didn’t openly show remorse. He still watched him with distrust, especially after seeing the way he scrapped with Dust for seemingly no reason other than for violence’s sake. Killer was still mostly targeting Dust in his stage 3s, but Horror had to be careful to stay out of his way since he was still working with much lower hp than the other two. What did start to convince him was seeing how similar Killer and Dust were after a stage 3 episode. Once Killer was slightly more composed (ie stopped crying), he became so tired and quiet and blunt about things he normally joked his way around. It was a little startling, but also started to bring Horror around to the idea that Killer might regret his actions too, just buried under several layers of whatever the hell is also wrong with him at any given time.

Killer and Horror only really started interacting after talking about Dust. Killer was asking how he got Dust to like him since he seems to hate everyone and everything else, Horror told him very pointedly it was because he wasn’t trying to kill Dust. Killer admitted he wasn’t trying to kill Dust, at least not anymore, he just wanted to fight for fun. It opened up a better channel of understanding, knowing that Killer did not actually have murderous intent behind his swings (stage 3 notwithstanding). It made it easier for Horror to occasionally get involved in the roughhousing which Killer delighted in, knowing that the other two knew how to hold back enough to keep him from dusting.

Speaking of stage 3, it was around this time that Killer and Dust made a very important deal. After a particularly rough episode with a little too close of a call, Killer showed up in Dust’s room and begged him shakily to make a promise - that if he ever got too out of control during one of his stages, Dust would kill him. He’d been told over and over by Nightmare that it was impossible for Killer to hurt him since he was immortal, but now there were more people around him where that wasn’t the case, and he wouldn’t be able to live with himself if he came out of a stage and found himself alone. Dust promised.

It’s also worth mentioning that, once they were all close enough to be on speaking terms, Horror started bullying the shit out of these two about eating. Now that Horror knew neither of them were going to kill him, he felt safe enough to pick them up by the scruff and set them at the table to say they weren’t leaving until they had at least a snack. He let them pick what they would eat - he wasn’t that cruel about it - but he had to see them eat at least 3 times a day or they would hear about it.

It was by no means perfect or regular, but after about half a year Nightmare finally had henchmen who ate food and worked together (mostly).

Now here’s the problem… I still haven’t really figured out how or why Cross joined the team. Like, obviously there’s some kind of point in the events of underverse where it splits off into an alternate timeline, but I haven’t really figured out where yet so. Leave that one with me just a little longer. Cross joins.

Nightmare really truly didn’t intend to take anyone else in. They were (mostly) getting along, they were pretty well matched to fight the stars, he had no need of more mortals.

…but he was also pretty soft at this point. Every one of them had taken a blow to his I’m immortal I’m an island I don’t get attached to others persona and he’d gotten pretty damn fond of them all. This was why when he felt the sheer weight of loneliness radiating off of Cross, he just couldn’t bring himself to leave him.

So Cross entered the castle. 

He did not particularly intend to stay or make friends, he was trying to get his world back and nothing more. He even revealed a little down the line that he outright refused to kill, and was quite surprised to find that Nightmare was fine with that. At the start he was polite but not friendly with the others and mostly kept to himself.

Dust, as is often the case, did not really have an opinion. Another new guy, this one was self sufficient and didn’t bother him so he had no reason to get involved. He was content to be in the same room as Cross but didn’t start up any conversations.

Horror felt the need to speak to Cross, since Dust would happily stay silent for years and Killer was, well, Killer. Horror was somehow the closest thing to normal they had, so he was the one that made small talk. Mostly asking what Cross would like for meals and encouraging him to pick something he liked when he got the answer of “anything is fine”. As Cross settled in a bit more and actually opened up, they bonded over being the only two to enjoy food. Horror made a point of adding chocolate to the stock they kept in the kitchen and making tacos here and there for Cross.

Horror was also the first Cross kind of warmed to, mostly because he was the one devoid of lvl and Nightmare had mentioned he’d also said he wouldn’t kill. Learning a little about his au’s situation only softened Cross to him more, especially seeing that he still cared a lot for his brother and was trying to protect his home (even if Cross found it unthinkable that he lived away from it). It was through Horror that he also got accustomed to Dust, how being quiet and distant was kind of his default and that he also felt deeply haunted by the loss of his world. They weren’t exactly friends, but it was comfortable enough.

So now boss had taken in another new person, someone who takes orders like a soldier and fights with knives and ruthless precision and aims to be his righthand man, and Killer was ecstatic. By now he’d mostly put his fears of being disposable behind him, Nightmare had gotten a bit less subtle in showing how important they all were to him and Killer felt confident he wouldn’t be replaced. Which was a little bit funny, because the only guy he didn’t feel threatened by was the one who absolutely competed for his spot.

Cross needed to prove he was useful, he had to feel like he earned his keep and that all the training and suffering he’d done was for a reason. When Nightmare sent them on missions, Cross aimed to be the fastest and the most efficient and to report to Nightmare without question. Horror and Dust looking on would have expected Killer to see this 100% as a threat to his position as (self proclaimed) Nightmare’s second in command, and to go for this guy’s throat when nobody else was around.

But Killer was fascinated. Cross was completely different from any of them, bar Nightmare whose au is a whole different kettle of fish, so he had a certain element of unpredictability to him. Horror and Dust were both based on classic sans just like him, so to a certain degree he knew how they would feel about most things and what they might say, the only differences being in what they had experienced through their own timelines. Cross was based on a swap sans and his au had taken wild twists and turns away from usual events, so Killer had to learn everything about him by poking and prodding for answers or observing from a distance, much like back when it was just him and Nightmare. Cross was something new to be studied and Killer loved taking notes.

Cross did not see this as friendly. He was competing with Killer for approval, not realising Killer was playing their contest like a game. When he saw Cross training he would jump in to spar for fun, but Cross saw his rival trying to get a jump on him and take him out of the running. When Killer would hang around and pester Cross in their off time with questions, it didn’t seem like someone taking interest, it seemed like someone being nosy and looking for weaknesses to exploit. When Horror mentioned that Killer was being surprisingly contained and friendly, Cross really thought he was fucking with him.

The first time Cross was willing to even consider this was the case was when his locket came loose on the field and Killer ran back to find it, since one of the notes he’d taken was how the locket wasn’t something Cross would play about (the same as Horror with food). It didn’t make sense for someone who was seriously competing to have him kicked out to just hand his necklace back, no ransoms or attempts to crush it to upset him, just some vague remark about “owing him one” and then right back to Nightmare for orders.

Cross had to give him something of a chance after that, Horror helped a lot by telling him “he doesn’t want to hurt you, he just doesn’t know how to be normal”. It was mostly a playful jab at Killer, but reframing their interactions changed it significantly for Cross. Now they were sparring playfully and having friendly competition on jobs. He wasn’t as put off when Killer went into stage 3 because he knew he could match him in combat and the others were always on hand to help restrain or distract him. Cross also took note of how Killer calmed down a lot for physical touch, not unlike how Dust had warmed up to Horror. It went a long way into not only making him a little less combative for attention every day, but it seemed to put longer stretches between his episodes (which Cross had also started tracking so they wouldn’t be caught out by them as much).

For his part, Killer has disobeyed instructions in the past to benefit Cross, usually ignoring the task to help him if he’s hurt. He’s also given Nightmare nudges towards praising him because he’s noted that that’s what Cross needs in the same way he needs touch (not that Nightmare doesn’t praise them normally, but when Cross is going through it and needs something). He also doesn’t particularly like chocolate but has made a point of not admitting this to Horror so he can give his chocolate to Cross.

(It’s also worth noting that Cross is the only one, besides Nightmare, that has been to Horror’s au. He offered to help out during the food delivery and got to meet Horror’s Papyrus (who he is a little intimidated by but ultimately friendly with, even though it’s a little weird since he’s a good bit different from his own Papyrus). Dust and Killer can’t really visit for a few reasons, mostly because everyone will notice their lvl immediately and know what they’ve done. Dust especially doesn’t know how he would react to having a Papyrus in front of him again and doesn’t want to put Horror's family at risk to find out. Whenever he visits, his Papyrus asks about Cross now and sometimes tries to make tacos for him (key word tries, he’s still a Papyrus after all). He may have joked that seeing Cross sometimes is “like having another brother but younger and less lazy” and when Horror told him this Cross may or may not have cried.)

And that’s where we are now!

They’re a very strange group who’ve been through some inexplicable events and have all changed each other in one way or another. And whether or not it can be admitted, they are a family c:

Now onto how Nightmare was made emotionally open by each of them!! In this essay I will no just kidding could you imagine this is already like 7 pages long

If you got to the end of this post please drink some water and get yourself a snack

[preserve-or-raze]

i had a realization:

journalism is what happens when you don’t peer review.

hear me out, this one’s a doozy.

okay so quick background info about how Science works. you wanna learn how something is. what do you do? you play around with all kinds of shit until you discover the ins and outs of how that thing works. bam, Science. except— not quite. this method is missing the Important Science Factor, which means that this is a process we instead call: Dicking Around. in order to call it Science there’s one very specific process that we have to go through: Writing Shit Down™. anything that you do in order to answer a question you have— whether it be setting something on fire, googling something, nailing two things together, duct taping your friend to something— if you did it to answer a question (even if you didn’t actually answer the question or if you answered a totally different question altogether, and especially if it’s a stupid-ass question), it can be Science, but ONLY if you keep a record of what you did by Writing Shit Down™.

now, achieving Science is good and all, but what good is your new knowledge if you don’t share it? you already did the Writing Shit Down™ after all… okay so you take the shit you wrote down and you give it to a friend who also had some degree of interest in the question you tried to answer. they look over it and will say one of three things:

wow. you totally fucked up your answer by doing [thing you did to fuck up your answer]. try it again, but without fucking up this time.

okay… i see why you got the answer you did. nice!

here’s the deal: i did what you did, exactly how you said you did it, and i did NOT have the same outcome. what’s wrong with you?

if the friend gives you #1 as a response, then you should have a convo about it with them and then probably take their advice since they know as much as you do about your subject. this doesn’t mean you didn’t do Science, it just means you didn’t get a correct answer to a question. if you got #3 then you’ve got problems. hopefully you didn’t ignore Writing Shit Down™ in favor of Making Shit Up. because Making Shit Up is a hair’s breadth short of illegal and causes everyone to never believe you again no matter how faithfully you do Science. if your friends says #2 then you’ve got yourself a Publishable Paper (some formatting required, title not included, citations all sold separately). congratulate yourself and submit it to a journal, where it will hopefully be turned from Publishable Paper into a Peer Reviewed Article©, the best kind of article.

BUT

that’s not the point of this essay post. the point of this is that “Journalism” is the halfway point between Writing Shit Down™ and Peer Reviewed Article©. see, until someone has evaluated what you wrote down, you’re kind of still just Dicking Around. you could say anything you want and no one could stop you. in Journalism there’s supposed to be editors and publishers that will catch your falsities and correct them/prevent their publication, but because of Profits™ they won’t. this is why tabloids are the way that they are. any lies that sell get published because that creates Profits™, but people who do that get a bad reputation from people who try to prioritize truth over Profits™.

in the US, Journalism and Profits™ are synonymous, now more than ever. and because no one objectively evaluates the Writing Shit Down™ that happens for Journalism, there can never be a veritable truth like there is with a Peer Reviewed Article©. unfortunately, this doesn’t stop people from pretending that Journalism is actually Science with all of the evaluation that comes from publishing a Peer Reviewed Article©. this lying is very dangerous because you can lead the public, who doesn’t know as much about the question you tried to answer as you do should, to believe what you tell them. and if you can make the public believe in lies, then you can eradicate Science and the objectivity it brings and manipulate truth to be whatever you want it to be. people will believe that your Dicking Around is absolute and then your possibilities are endless.

Journalism can be good, but don’t ever let its subjectivity replace the objectivity of good old Science.

[yourmoonmomma]

um so I’m in a bit of a panic-y situation rn and i can’t think straight so could you please give me some advice? I basically submitted a thesis draft to my supervisor but she’s suddenly go on leave for personal reasons. I have 3 and a but weeks for the 10k deadline and I’m stressed bc i need the feedback. she’s not going to respond and Im panicking bc this is worth 60% of my degree + the draft was really crappy bc i was hoping her feedback would help me with the writing. idk if any of that made sense but my anxiety is through the roof

And they didn't give you a contact to reach out to while she's away??? That definitely seems like a mess up on the school's part...

My advice however, is to try and find someone else who can review it and provide feedback!! Maybe there's another supervisor or TA or prof that would be willing to look it over for you, especially if you explain the circumstances!

As well, i know at my university, they had like peer tutors and stuff like that. I believe they even had a designated time and place where you could go and get help. Perhaps see if your school offers anything like that, and ask a couple of those peers to review it with you and give you a hand! My university also had an app for like.... socializing? Idk lol. But I commonly saw people saying they would review or edit essays, projects, etc. So if your school has something like that, or a Facebook group, you could post something there asking for some peer editing!!

Good luck my love!!! I hope it all works out 💗 I did go to school for English Lit, so let me know if there's a more practical way i can help, because I'd be happy to!

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Thoughts on library inductions

How can we effectively and productively pass on information literacy skills to students?

Right at the beginning of my undergraduate degree I was given a library assignment, carefully crafted to introduce me to the world of finding, evaluating and referencing sources. It was a brilliant activity similar to a scavenger hunt, leading students around the library to find and experience texts. It was also compulsory in order to pass the first year, making information literacy a core part of our first step into academia.

Now a confession: like many of my peers, I did the whole thing in bed using Amazon.

Introducing students to the library and providing them with the information literacy skills they need is a core responsibility for an academic librarian. It can also be very difficult. In this blog I will explore various ways in which this responsibility is addressed and the challenges faced when tackling it.

An age-old favourite, the induction tour allows the librarian to introduce a batch of newcomers to the library, giving them a chance to make contact and get their bearings. For the student, realistically, this is another hour on a hectic induction timetable, another block of information that will be forgotten, and another handout to go in the bin. The induction tour can also be very limiting in how it portrays the library. A tour often emphasises physical location rather than services, doesn’t allow students to gain skills through interaction with resources, and relegates the library to an external space, rather than making it a part of the overall learning experience. Some of its attributes are positive, particularly when used to explain physical processes or items – for example, our library tour includes a chance to discover and touch some of our old and rare books. However, attempting to communicate the full range of services and resources available through the academic library using an induction tour is overall ineffective and restrictive.

A variation or extension of the above would be induction activities, where students must find and explore resources themselves. This gives new students an experience of using resources, introducing them to important elements of information literacy. When run solely as a library activity separate from actual study, however, these activities can easily feel like busy work. Moreover, they can feel externalised and theoretical, losing any connection with actual study and any learning value for the student.

An interesting technique for passing on information literacy skills is the Transformation Project at George Mason University in Virginia. This is a yearlong project run by the library in which students select a topic to research, exploring and evaluating their skills in research and using resources along the way. This is quite similar to an EPQ, which is an optional independent research project done alongside A-levels in the UK. While the Transformation Project is a wonderful concept in terms of making information literacy a part of in-depth, assessed academic work, it wouldn’t be possible in every setting, as it generates a large workload. It could potentially also be overbearing – ultimately the responsibility to develop skills lies with the student as an independent individual. If you’d like to learn more about the Transformation Project, read Kevin Simon’s ‘The learning library in context: community, integration, and influence’ (Research Strategies 17, 2000, pages 123-132).

My proposal for a more effective induction technique would be a combination of positive elements of the above. My first piece of work for my undergraduate degree was a short essay, marked not so much for content as for writing style and research skills. This meant my tutors could get an insight into my current skill set and where I needed to develop. At this point in the degree, I think it’s essential that academic work and library services come together. Rather than an external, theoretical ‘extra’, the information literacy skills provided through the library must be integrated into that initial academic step.

I would work with academic staff to organise an additional short reflective piece, similar to a literature review, to be part of a student’s first submitted work, requiring the use and evaluation of different types of resources. Flagging this critical process up early in the academic experience would enable students to practice engaging with information effectively, and allow academic and library staff to note areas in need of development. Information literacy can then be a central part of actual coursework from the get-go, with library services playing an active role in a student’s academic experience.

As with any induction technique, this idea has flaws and grey areas. Would this piece of work be assessed, and if so, how and by whom? If areas for development are identified, how is this followed up? Through this post I wanted to explore the challenges of passing on information literacy skills and consolidate my thoughts into the beginnings of an actionable idea – this is of course not an attempt at a watertight, all-encompassing solution! I look forward to exploring the issue further and hearing other ways of tackling this challenge.

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Application and Admission

“I plan for my next post to be about my application and admission process; how, when, and where I applied; where I was accepted, what I thought about the colleges, what I was looking for, etc. Then, I’ll be documenting my post-commitment journey so far, and in the future!” (from my last post)

So, here’s how my admission process kind of went, the results, and why I decided on Smith College!

Applications

In about October of my senior year, we began working on our Common App essays in my AP Literature and Composition class. Our teacher helped us brainstorm, draft, edit, and finalize our essays, and we had many chances to have them peer reviewed and peer edited. It was very structured and I found it incredibly helpful, mostly because it kept me on-schedule. I wrote about being in my high school’s inaugural orchestra as the only cellist (there were only, say, 9 kids in orchestra) even though I hadn’t played since fifth grade. I’m a generally good writer, although I tend to overuse commas and have an issue with the whole “show don’t tell” thing.

I did not have class time or assistance from my teacher while writing my supplemental essays. I pushed them off--way, way off. If I could change one thing about my application process, it would be how much time I put into it. My supplemental essays all got finished very last minute, like I’m talking a week or even days before the deadline. I was so stressed about them and I didn’t feel like I was letting myself shine through because I just didn’t give myself enough time to work on them. If I had started earlier, I would have been much happier with them.

I submitted all my applications last-minute through the Common App to nine schools, all of which I had visited and liked about the same amount, with Vassar and Smith being my top choices and UMass Amherst being at the bottom.

I didn’t do any interviews before applying, which is a big regret of mine. I was under the impression that you had to have applied to do an interview. I don’t know where I got that idea from, but that’s what I thought, and as I didn’t get my applications in until right up to each school’s deadline, lots of schools’ interview periods were almost over. The only interview I did was with Dartmouth, with an alum who had never done an interview before, but it went well! I wish that I had done more at more schools that were between safety and reach schools.

As for my application, here are some things that probably looked good on paper:

above a 4.0 GPA (weighted, including art, religion, and phys ed classes)

hispanic/latina and female

both parents have a graduates degree

went to a college prep school and was still ranked high in my class

6 AP classes (Language and Composition, Calculus AB, US History my Junior year; Literature and Composition, French Language and Culture, and Calculus BC my Senior year) - passed all 3 Junior year exams, with high scores except US History (the devil’s class imo)

had plenty of art credits (4.75 credits - 9.5 semesters’ worth)

math, science, foreign language, social studies, and English all 4 years

French and honor roll awards

high SAT composite score

volunteered at school events, though not much outside of school (regrettably)

ran cross country for 3 years (though I was the worst on the JV team lol) and did the school musical for 4, and was part of the inaugural orchestra

Schools

In a college, I was looking for liberal arts schools, mostly smaller, with a good reputation and a good math department. I looked in New England and New York. I didn’t know what I wanted to major in (I still don’t), but I know I enjoy math and care about social issues and wanted a generally liberal school with a strong LGBT+ community, varied courses, smaller class sizes, and close teacher-student relationships.

Here’s where I applied, my thoughts, and the result.

Vassar College - reach school - my top choice, beautiful campus, newly redone dining hall, great academics and reputation, small town, detached, far from home - denied acceptance

Dartmouth College - reach school - I liked the quarter system and sophomore summer idea, also detached and kind of isolated, gorgeous location, great outdoors program - denied acceptance

Mount Holyoke College - safety school - small, all women’s (which I was open to but not specifically looking for), seemed humanities-oriented, pretty - accepted

Smith College - small, all women’s, more STEM-oriented than Mnt Holyoke I felt, botanical gardens!, great downtown, close to my uncle and his family, good first-year programs - accepted & committed

Wellesley College - all women’s, VERY focused on female empowerment and diversity (which is a plus but I felt like at least my tour guide overlooked academics to talk about it), nice school and similar to others I saw but didn’t really wow me in any way, my mom’s alma mater - waitlisted

Williams College - reach school - pretty campus, great service and research opportunities, blended in to me a little like Wellesley - denied acceptance

UMass Amherst - safety school - HUGE (downside for me), tons of class choices, great facilities, super cheap for me because I live in MA and my mom works in the UMass system - accepted

Skidmore College - Saratoga Springs was an amazing location (like the best of any of the colleges imo), arts-oriented, good dining, good study-abroad programs, good first-year programs - accepted

Boston College - very near home, bigger, seemed less personal than Skidmore or Smith or Mnt Holyoke, a little more athletics-focused (but not overly so), good first-year programs - accepted

Decision Making

After hearing back from all the schools, I decided it was between Smith, Skidmore, and Boston College. It was an incredibly difficult decision for me, and what really helped was the accepted students’ days/revisiting the school.

I attended Skidmore’s accepted students’ day first. I had a great time and really enjoyed how much focus was put on a liberal arts education and the arts themselves. A psyche professor also gave a mock lecture to the entire group, so even though it was a huge group of people listening and I know nothing about psychology, it was engaging and fun. I also took a bus tour of Saratoga Springs, which was a huge draw to the school. It’s a great location, and with most of Saratoga’s big crowd-drawing events in the summer, there was plenty to do and places to go without it being really crowded during the school year. After the accepted students’ day, I was thinking it would be impossible to decide on a school.

Then I attended Boston College’s “Admitted Eagles’ Day.” There were a ton of people and I felt the presentations focused more on academics than on teacher-student connections. I’d also heard that BC’s housing was pretty bad, and I wasn’t able to see a dorm room because they only had a few open and there was a giant line. Still, the proximity to both Boston and home was a huge draw for me, and I was still absolutely torn about where to go. I still had no idea where I was going to end up committing.

I wasn’t able to go to Smith’s accepted students’ days because of timing issues and upcoming AP exams, but I stayed with my uncle and aunt (who works at Smith) in Northampton for a night and saw Smith again anyways. My cousin, who is the same age as me but spends tons of time on campus because of my aunt’s job, gave me a quick tour of downtown Northampton and the campus, and then we parted ways. One of my childhood best friends is in the class of ‘22, so I sat in on her math class, grabbed lunch in a dining hall with her, chatted, and saw her dorm.

I really felt drawn to the atmosphere at Smith. It was similar to Skidmore’s, but I felt like there was more focus on STEM subjects (which may just have been my perception, but that’s how I felt). There was obvious LGBT+ presence and students of color making their voices heard, and my friend told me about tons of great events that she had attended in her first semester and the beginning of her second semester. She told me about all the upperclassmen friends she had made and how they helped her get an internship and how she loved her astronomy professor and advisor. I felt like she really enjoyed being at Smith, and I just had such a gut feeling that it was the right place for me, too. I went home and immediately knew that that’s where I was going to commit. My mom said she could tell from the first time I toured it back in my junior year of high school.

[loislaneinvestigatesauthors]

From lab science to the art of the novel: historical fantasy writer Linda McCabe

Linda McCabe speaks in Oakland, CA at 2pm at the California Writers’ Club meeting at 1204 Preservation Park Way this Sunday, October 21st. Open to the public for a $10 cash donation at the door. 

More info on the Club and on Linda here. 

1. What drew you in to Greek mythology and to the story of Orlando  Furioso? Why do you think those stories have appealed to readers  throughout time? I started reading Greek mythology as a small girl. I loved the larger than life stories and characters. The first time I ever stayed awake reading until the wee hours of the night was with D'Aulaire's Book of Greek Myths. I adore that book. It is wonderfully illustrated and it introduces each member of the Greek pantheon with their own story. My favorite Greek goddess is Athena. She is powerful, respected and derives her strength from her intellect and not from beauty.  She's not only the goddess of wisdom and victory, but also of the arts such as weaving tapestries. One of my favorite stories is of a mortal who was a gifted weaver who had boasted she was more skilled than Athena. The goddess disguised herself, tried to get the girl to take back her words. The girl, named Arachne, refused to take back the boast and instead issued a challenge to the goddess. Athena threw off her disguise and accepted the challenge. They both created incredible tapestries. While Athena's depicted the Olympian gods in all of their glory, Arachne's made fun of Zeus and his various wives. Athena's wrath brought about the destruction of the irreverent artwork and transformed the talented girl into a spider who would weave for all eternity.

Harsh, but fair punishment. Pride cometh before the fall. Hubris. Greek mythology is filled with these kinds of stories. I started reading Orlando furioso in 2003 when I was engaged in online debates regarding the Harry Potter series. This was before the series was finished, and there were many various theories floating about. One theory involved the symbolic meaning of hippogriffs. I wound up reading Ariosto's masterpiece because that was the first time a hippogriff was used as a character in literature. I became drawn to the love story between Bradamante and Ruggiero, which was considered one of many subplots in this epic poem. Bradamante reminded me of Athena. She was a respected warrior who was cool under pressure. The major difference is that Bradamante fell in love, whereas Athena never allowed herself to love a man. Bradamante was the niece of Charlemagne and was a Christian. She fell in love with an honorable warrior who was a Muslim and on the opposing side of a holy war. Their love was kept secret until they could find a way to be together with honor, and there were many, many obstacles for this couple to overcome. She was even given the Call to Adventure to rescue him when he was being held captive by a wizard. It is amazing that this incredible kick-ass heroine was created over 500 years ago, but has somehow become largely forgotten over the years.

These stories become timeless because they demonstrate heroism and perseverance as well as Karmic punishments for those without honor. 2. How do you know when you've done enough research and you're ready to write? This is a gut feeling. There's a point when I feel like I am procrastinating more than I am doing research. Sometimes I just have to shift gears and stop researching if the aspect I am trying to understand isn't "knowable" or maybe isn't all that important. I spent over a week wondering about diapering in the middle ages. This was all because I wanted to have a character do some action in a scene with her baby. I started imagining the characters in my setting and thought of where would the dirty diaper would be placed. Then I wondered how the diaper would be closed, (did they have diaper pins?) How often would they wash them? How many diapers would a noble household have for a baby? Some research suggested that babies might not have been put in diapers at all. Instead, the parents would watch them carefully and hold them at arm's length over straw to absorb urine flow. I considered this matter for too long. I was obsessing over a minor detail that did not enhance or further the plot. I decided to take it out and not "go there." Instead, I described the baby as been freshly bathed in the scene.

3. Conversely, where can you go to make sure your writing doesn't contain obvious  historical errors or anachronisms? Are there 'continuity readers' or  'historical readers' available to regular authors?  I have several beta readers who have looked at various passages or  aspects of the story to give me this kind of feedback. Finding experts  for your writing can be a challenge. I suggest during the writing  process to try and identify those who may be able to provide specific feedback. I joined different list servs where I could ask experts questions that I had been unable to find answers to on my own. 

There is a wonderful internet resource for a multitude of disciplines called H-Net for Humanities and Social Services. https://networks.h-net.org/ I recommend that resource for those who wish to find experts. Go to the website, explore different listings, subscribe and read back postings to get familiar with the style of discussion before posting. Most of the subscribers are university faculty members, so being an "independent scholar" will set you apart. Don't be intimidated, but try not to ask overly broad questions showing that you haven't done research on your own first. Tell them you are a writer and have a few specific questions. Or write a post stating that you are looking for beta readers for historical accuracy who will give feedback. Many of the professors read fiction in their spare time, make an appeal asking for help in identifying errors might work.  Finding good 'continuity readers' is a more difficult nut to crack. You have to find close, careful readers who will notice nit-picky items that contradict earlier details in your story. This cannot be done effectively for beta readers who get a few pages here and there. You need critique group members who will read large chunks or the entire manuscript *and* will focus on minutiae. For example, someone who will pull up a calendar from the year your story takes place and notice if there really was a full moon on the night of the murder. That's the kind of thing I do for my critique group partners, and sometimes they appear annoyed prior to expressing gratitude for my corrections/feedback.

In regard to historical errors or anachronisms, I have had some instances where I balance historical accuracy versus dramatic needs. I initially try to find a way to make the historical record work, but there are times when it would lessen the drama. Or it would cause the narrative to become immensely more complicated. In those occasions, I will choose dramatic necessity over historical accuracy and write a disclaimer in my author notes to detail the reasons behind my decision. I feel that the greatest sin a writer can commit is to bore readers. 

An example of this type of decision regarded the Medieval walls around the city of Paris. The poets described a complex set of ramparts that were first built by King Philippe Auguste in the 12th century.  The story of Charlemagne and his knights is set in the 9th century. I considered removing the historically inaccurate walls, but quickly realized that my already complicated plot would become exponentially worse. I decided to keep the walls and mention my dilemma in my author notes. After all, I am retelling a grand story originally written to entertain one noble family in Italy and it featured wars that never took place with mostly fictional characters, magical realms and flying hippogriffs. Therefore, know that I took care in telling this tale, so please just enjoy the ride! 4. I notice you also write essays and editorials in addition to your  historical fiction. Would you agree with the advice I myself heard as an aspiring novelist, to get other pieces of writing published before you  go out there to agents and publishers with a first novel? While I believe that having publication credits is important to demonstrate your authority as a writer, it isn't as important to an agent as the sample pages of your completed novel. Writing an article or short story is like running a 100 yard dash while writing a novel is more like running a marathon.  Perfecting the art of the query letter or verbal pitching to an agent in order to get the request to submit sample pages is a different skill set than regular writing. Once you get the go-ahead to send your manuscript and synopsis, your overall craft will be on full view. The agent and subsequent potential publishers will only green light a publishing contract based on the strength of your finished product and not because you had an op-ed published in the LA Times. Honestly, I think getting a pithy book description will do more for you with agents and publishers than having multiple credits to your name. However, it is a different matter if you are writing non-fiction. If you had publication credits in magazines or peer-reviewed journals and you were submitting a book proposal on the same topic - it might help influence the decision of the agent/publisher to sign you as a client/author.

5. How do your feel your "day job" has influenced your writing? And what is your educational background? While I love writing, my education is in the sciences. My undergraduate degree is in Laboratory Medicine and my master's degree is as an Historian of Science. I also have training in competitive public speaking from high school and acting in plays. My only creative writing classes were in screenwriting and those were taken without being applied to any degree program. Screenwriting helped me analyze scenes in movies to determine how best to distill narrative and reveal characters into scenes that further a plot. Participating in debate and drama helped me understand how to craft a strong argument and then overlay my steel girder like-logic with pathos to stir the emotional senses. As a laboratorian, over the years I have developed a keen analytical mind. One of my previous jobs, I managed the organ recipient list of over one hundred patients for a laboratory in downtown Detroit. I reviewed and monitored changes and updates to the statewide list published by the Organ Procurement Agency of Michigan. Soon after I took over that responsibility  I discovered and corrected numerous errors on our list of patients . Learning to have a scope of memory to track and manage so many details helped prepare me for adapting a story of epic grandeur with a massive cast of characters.

Similarly, having been trained in historical methods of researching for my master's degree, I feel obligated in learning about the time, place, cultural practices, etc., in my story. I have done my best to ground this story in a real time and place, giving my narrative the historical details of ninth century Francia. So once I decided on doing an adaptation of Orlando furioso, I had to learn about Medieval history and the life of Charlemagne. I immersed myself in research while simultaneously trying to determine parts of the story to retain and parts to cut. After doing an intense analysis of my source material, I discovered continuity errors. One enchanted castle was located in three (!) separate and distinct locations. The narrative is immensely complicated, and I doubt the patrons noticed the discrepancies let alone raised any objections. However, I am well aware of L.O.O.N.s (the League of Obsessive Nitpickers) and so I had to fix one location for this enchanted castle and made this determination based on my plot necessities. I also moved several locations of other plot points that I felt made more logical sense.

The Carolingian legend cycle spanned several centuries in the south of France and north of Italy. The jongleurs and troubadours told and retold these legends for the nobles and the masses. By the time Ludovico Ariosto and Matteo Maria Boiardo wrote their masterpieces, these characters were popular. My contribution in this legend cycle is to transform a portion of these stories into a tale for modern day audiences using current storytelling techniques. ***side note*** The Italians do not capitalize the second word in the title of the poems. I'm not sure why, because I do not speak Italian or know the particulars of Italian grammar rules. So my use of Orlando furioso and not Orlando Furioso is not accidental, it is purposeful. If you do a quick Google search, the results for capitalization are not consistent. However, once this was pointed out to me, I have endeavored to follow the Italian convention.

More about Linda McCabe and her current works here. 

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Technology in the High School Classroom - 7 Ways to Prepare Your Teen - Student-Tutor Blog

 Technology in the High School Classroom - 7 Ways to Prepare Your Teen - Student

Student

At a very young age I can remember my gradeschool peers and I eagerly awaiting the chance to go up and write on the brand new Smartboards. In my senior year of high school my English teacher rolled a cart into the room with laptops for researching our essays.

Unlike you or I, your high schooler today may not remember the awful, Star Wars-esque sound of internet dial-up or waiting for the VCR tape to rewind.

Today, entire college DEGREES are offered online. The majority of college students don’t take their quizzes or exams in person. Homework is submitted, for the most part, digitally.

Chalkboards are going extinct, and as teachers move to further integrate technology into the high school classroom, it’s important that your student obtains some level of proficiency in the internet and digital citizenship.

Time to learn about technology in the high school classroom, and the 7 ways you can prepare your student!

1. Take a digital citizenship course

What is digital citizenship?

The Digital Citizenship Institute breaks it down into 9 elements.

I cannot stress this enough!

College admissions officers today admit to checking student’s social media profiles. Your student’s online identity can actually affect their college admissions chances.

Teaching Digital Citizenship is a free, 1-hour program that gives you the skills needed to teach your high schooler about being a digital citizen.

2. Introduce your high schooler to helpful apps and college resources

Student-Tutor has a list of the top 10 college resources for high school students, but past college planning, your student can use several other apps and websites to stay on top of their schoolwork.

High School Apps:

3. Be your student’s friend on social media

I know what you may be thinking…

“My student would NEVER accept my Facebook friend request…”

If your student doesn’t want you to see what they posted, they probably shouldn’t be posting it. Unfortunately, your teen may be taking their “internet privacy” for granted.

“…building a truly anonymous app is a bit of an impossible dream in an ecosystem filled with GPS coordinates, app store accounts, phone numbers, password keychains, and any other data point that could expose a user’s identity. Yet still the promises get made.”

If your student isn’t letting you see their online profiles, have a conversation about WHY you want to see them.

Ask your teen why they don’t want you to see their profile

Explain why you want to see it

If they still won’t let you see it, ask them to make it private and check to see that it is (this is a last resort!)

4. Educate your student on cyberbullying

Cyberbullying is a very real thing in the world today.

We define cyberbullying as: “Cyberbullying is when someone repeatedly harasses, mistreats, or makes fun of another person online or while using cell phones or other electronic devices.” Approximately 34% of the students in our sample report experiencing cyberbullying in their lifetimes.

What are the consequences of cyberbullying?

Victims of cyberbulling

Cyberbullying can lead to different stages of depression in teens.

Studies conducted by ASU have shown that as much as 20% of teenagers (1 out of 5 teens) will experience depression — this can directly impact their academic performance.

Teenaged depression can significantly impair a student’s ability to learn and connect with peers during a crucial period for academic achievement and social growth.

Cyberbullying offenders

If your high schooler isn’t a victim, they may be an offender. 15% of teenagers admit to cyberbullying and this comes with its own consequences.

There are a variety of different consequences of cyberbullying for the bully, including being suspended from school and being removed from sports teams and school organizations. Depending upon the acts and motives of the bully, there are legal consequences of cyberbullying and charges that may be filed against him or her.

What to do

Explain to your high schooler what classifies as cyberbullying

Inform your high schooler of the consequences of cyberbullying

Talk to your student’s school about their cyberbullying policies

5. Teach your high schooler to cite their sources

While plagiarizing a paper can cause you to fail a class or be expelled from school, the world outside colleges can be even harsher, resulting in lost jobs, missed opportunities and even a criminal record.

With the internet, plagiarism is just a click away for your student… and they may not even realize they’re doing it!

Most high schools and colleges today have strict policies about plagiarism. As Kori states above, consequences can be as severe as suspension or expulsion.

Many schools require students to submit their papers to “plagiarism-checkers” like Turnitin. If your student is guilty of accidental OR purposeful plagiarism, they’re likely to be caught.

When/how should your student cite their sources?

The University Libraries at Albany University has a great article on when and how to cite your sources.

6. Consider online tutoring

Online tutoring is on the rise in today’s world, and is quickly becoming the better option for many students.

…beyond technical skills, by far a learner’s general abilities and qualities such as motivation, attitude, confidence, and independence are most highly correlated with success in online courses.

If your student is struggling in classes or showing other signs that they may need tutoring, OR they’re simply aiming to get accepted into an elite university, tutoring is one way to reinforce their subject proficiency and motivate them toward their goals.

7. Find out how your student’s high school integrates technology in the classroom

Schools are still experimenting with different forms of education technologies. There are many ways that teachers can choose to integrate technology in the high school classroom.

What to do

Talk to your student’s high school to find out more about what they are using and how it works.

Research these methods online

Help inform your student on how to best use these methods to their advantage

Conclusion

So there you have it. Technology in the high school classroom is not the same for your student as it may have been for you and I, but you can still help them use it to their advantage!

To review, the 7 ways to prepare your student for technology in the high school classroom were:

Take a digital citizenship course

Introduce your high schooler to helpful apps and college resources

Be your their friend on social media and take note of what they post

Educate your student on cyberbullying

Teach them how to cite their sources

Consider online tutoring as an option

Find out how your student’s high school integrates technology in the classroom

Have you or your student experienced any new forms of education technology, and what did you think? Let us know in the comments below!

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How The internet Is Changing The arena Of Startups

New Post has been published on https://pagedesignhub.com/how-the-internet-is-changing-the-arena-of-startups/

How The internet Is Changing The arena Of Startups

Startups are being allowed to IPO without having to expose a lot of facts at all approximately how they make money. Take Twitter. Twitter IPOed with tens of millions of fake or “bot” customers that polluted some crazy percentage (if now not almost all) of their paid transactions. Now, that’s fraud. Simple and easy. Why might a Fortune a hundred organization pay to advertise to… Robots?! That’s the equivalent of setting Television commercials on televisions which can be busily being watched by no one.

Lamentably, Twitter is an example of a media corporation preying at the fact that lots of its customers (forty-to-sixty-some thing CMOs) don’t actually use or understand their product.

These execs regularly eagerly consider something they hear about approximately various tech platforms, without ever surely the usage of (or “dogfooding”) the ones merchandise for themselves. (I have an essay about how the Twitter sausage is certainly made my e-book, as well, and it entails lots of outsourcing to twenty-somethings and leadership frequently most effective intervening while there’s a mistake.)

A number of the various Methods to Make money on the Net In case you are an enterprising man or woman who does not mind doing quite a few research, you’ll locate that there are masses of Ways to make cash on an internet-Based totally groups. You’ll be capable of earn everywhere from 3 cents to hundreds of thousands of greenbacks each month, all you want is a goal and the need to analyze.

There are numerous Methods to earn money online, this kind of is to promote objects on the Internet. If you have heard of eBay, you will recognize that it’s miles an awesome platform where hundreds of hundreds of individuals bid on and buy gadgets, from keychains to big price ticket digital merchandise. Marketers on eBay earn billions of greenbacks! You could have a big slice of this rewarding pie, as nicely. When you have gadgets you need to promote or have to get entry to a provider of fast-selling merchandise, You could make money on Net selling, fast!

Any other fast way to make cash is through advertising. In case you already have an internet site that generates a lot of site visitors, You can begin to earn extra money on-line through banner advertising and marketing for your web page. Google AdSense is one profitable instance. To receives a commission, traffic on your site simply need to click on in your banner.

Becoming a member of an associate application is Every other technique of earning. In case your website isn’t promoting any product, You may sign up for an affiliate program where people can purchase products through your site. One such instance is Amazon.Com, in which there is a success software that allows you to make money as an associate.

There are different top notch cash-making strategies that You may harness online. All you need is enough enthusiasm, a worthy purpose, a solid plan, and the willingness to make it all work.

An Ought to Have Device For the Net Marketer IM faceplate becomes released with the aid of Logiscape men. If you are an internet marketer You could take gain of IM faceplate. That is a very important Device any Internet entrepreneurs ought to considered. If in comparison to Facebook or Twitter, there is an extremely good difference. As a new person, I found that after writing or submitting a piece of writing You may without difficulty edit and upload a hyperlink on your internet site. It additionally has a couple of shouts for your faceplate. Although faceplate continues to be beneath structures nearly every day they replace it.

some guidelines and advice when the usage of faceplates. must making a decision to use faceplate and additional care should accept an attention. As you emerge as use to it you rest assured that you are going to meet many pals and provide you many merchandises. They’ll additionally urge or inspire you to enroll in their program., and also you may do the same. I inform you this isn’t an awesome habit and practice. Constructing and setting up yourself as a trustworthy character is one number one importance before sending any associate hyperlinks to humans you simply meet a while ago.

Another piece of recommendation does not use fake names on the forum. This is Some other excellent opportunity to emblem you that you are an accept as true with worth character and they are able to believe you. Writing a great article is always the important thing factor to get and draw human beings’ interest. In case you want to become influential creator someday That is simple, write a great and satisfactory article. In case you do not have an account You can connect every time to IM faceplate.

Earn extra money the use of the Internet There are many people accessible searching for a way to get a few extra cash and you will be one of them. Many flip to the Internet as a way due to the fact it is getting hard to find out of doors paintings and the Net is simply convenient. It allows you to work at home at your own agenda providing you with masses of flexibility.

If you want money fast there are a couple Ways you would possibly make it paintings. You can write articles and publish then to directories like Associatedcontent.Com as a way to pay you around $3.00 according to the article when accredited. You do not receive a commission right away, it is able to absorb to every week earlier than your article is reviewed. Once accredited they switch charge for your PayPal account inside a pair days.

you would possibly try doing online surveys, there are lots of websites You could sign up with for this. You receive a commission for doing surveys and a few payout fairly quick, check them out to peer which program fits you. you may even attempt an aggregate of different methods so you will have a consistent float of money coming in. do not assume to get wealthy doing surveys, but you can get a few extra spending cash.

In case you need to have the capacity to make the maximum money, you have to test out affiliate advertising and marketing. That is wherein many of people who make a terrific amount of money determined their achievement. You do not want any previous knowledge of doing enterprise at the Net. Nor do you want a university degree in commercial enterprise to get commenced with affiliate marketing. the ones which can be trying this enterprise model are simply common human beings making either more or complete time income.

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New Post has been published on Online Professional Homework Help

New Post has been published on http://hwcampus.com/shop/unv-104-entire-course-gc/

UNV 104 Entire Course-GC

UNV 104 Entire Course-GC

UNV104

UNV 104 Grand Canyon Week 1 Discussion 1

Alana has been employed as a cashier at the local grocery store for two years, is always on time, and has excellent customer service skills. An assistant store manager position will be available soon and Alana’s manager is considering her for the position. She will be the only internal candidate considered. To prepare for the selection process, Alana’s manager has asked her to prepare a report that provides ideas for how the store could be improved and remain competitive with other grocery stores. Describe how Alana might create the report by using the information literacy skills of:

• Recognizing when information is needed

• Locating, evaluating, and effectively using the needed information

What specific skills will she need to do these things well? Could you successfully complete this report if you were Alana? What challenges would you have?

UNV 104 Grand Canyon Week 1 Discussion 2

In this module you are required to begin the development of your expository essay by completing several prewriting strategies. Share with your classmates two examples of brainstorming that you seem to prefer. Did you brainstorm? If so, was brainstorming helpful to you? If not, why didn’t you? How confident do you feel about completing the essay? Do you have any concerns or questions? Locate at least one resource on the Internet (remember what you learned about information literacy) that may be useful to your classmates in writing their essays. Provide a link to the resource and a brief summary of why you think it will be useful.

UNV 104 Grand Canyon Week 2 Discussion 1

The module lecture and readings have reviewed the reasons and importance of using library resources in your research. Explain why it is important to use resources retrieved from the online GCU Fleming Library vs. a general Internet search. In those instances where you need to do a search on the Internet, what guidelines should you follow? Why?

UNV 104 Grand Canyon Week 2 Discussion 2

In this module, you will be working on a Library Scavenger Hunt. The lecture from this week also discusses how to use the library to find sources when writing. As you’ve worked on this module, what have you learned that you feel will be the most useful to you when searching for a resource to support your essay? Suppose a new GCU student needs assistance with locating resources to complete an essay. Based on what you’ve learned this module, provide at least three tips to the student for navigating the GCU Library.

UNV 104 Grand Canyon Week 3 Discussion 1

Access the “Paraphrasing Resources” document. Use the resource to practice paraphrasing a text. Copy and paste a quote from the article you found to support your Expository Essay. Include a citation in GCU style. Below the quote, paraphrase the information from the quote. Comment on the paraphrasing completed by your peers. Are their paraphrases an accurate summary of the quoted material without copying the actual words from the quote? Why or why not?

UNV 104 Grand Canyon Week 3 Discussion 2

Review the reading strategies on pages 70-73 in the textbook. Use one of the reading strategies to complete one of the required readings or your article for this module. How effective was the strategy you used? Explain. Which reading strategy are you most likely to use in the future, and why?

UNV 104 Grand Canyon Week 4 Discussion 1

A thesis statement guides the reader to what the writer is going to say in the body of an essay. Reply to this post with the thesis statement for your expository essay. Respond to two of your peers’ posts, commenting on the clarity and other qualities of their thesis statements. For each of your peers, explain the type of evidence you think he or she would need to provide in order to adequately support their thesis statement?

UNV 104 Grand Canyon Week 4 Discussion 2

Why is it important to use prewriting strategies when developing an essay? Which prewriting strategy featured in the multimedia piece works best for you and why?

Reply to two of your peers’ posts that chose a different strategy. Comment on pros and cons of using the strategy your classmate chose.

UNV 104 Grand Canyon Week 5 Discussion 1

When someone’s writing is not focused, clear, and precise the message is often lost. To succeed in today’s competitive professional world you must be able to communicate effectively, especially through writing. Describe a situation (real or fictional) where not having a focused message in your writing could lead to a problem. Describe how you can use the writing process to ensure your writing is focused and effective.

UNV 104 Grand Canyon Week 5 Discussion 2

After reviewing the readings from Chapter 5 this week, discuss the importance of verbal communication and how it is different from other forms of communication (body language, etc.). Please provide an example of each form of communication and how it is linked to literacy in the classroom.

UNV 104 Grand Canyon Week 6 Discussion 1

Imagine you created a piece of writing such as a book, song, or poem. Suppose someone else used that piece of writing without giving you credit for creating it. How would that make you feel? Find an instance on the Internet where there was a dispute involving copyright issues. How was the problem resolved?

UNV 104 Grand Canyon Week 6 Discussion 2

Describe a time you delivered information you thought was clear, but the receiver did not. What could you have done to improve your communication in this situation?

UNV 104 Grand Canyon Week 7 Discussion 1

What do you find most difficult about taking exams? Which of the strategies outlined in this module’s chapter do you think will be the most useful to you and why?

UNV 104 Grand Canyon Week 7 Discussion 2

How have the strategies and skills learned throughout this course influenced your learning? How will you use the information and communication literacy skills you’ve learned in this course in your future courses?

UNV 104 Grand Canyon Week 1 Assignment 1

Class Wall Biography

Details:

Getting to know other students in your class is important in creating the online community at GCU. The Class Wall is a place for students to network and get to know one another. Your first post to the Class Wall will be a short biography to introduce yourself to your fellow students.

Access the “Sample Bio” and “Biography Outline” documents and use them as resources to help you organize some facts about yourself. Use your completed outline to write a biography formatted in a similar fashion as the sample biography.

Once other students have posted their bios, go back to the Class Wall and read them, and also your instructor’s bio.

UNV 104 Grand Canyon Week 1 Assignment 2

Expository Essay: Pre-Writing Worksheet

Details:

Before you begin any writing assignment, it is often necessary to complete several “pre-writing” activities. This worksheet will assist you with several of the pre-writing activities necessary for completing your expository essay including selecting a topic, developing a thesis statement, and identifying the audience for you essay. Follow the instructions to complete these pre-writing activities.

1. Choose a Topic

Here is a list of possible essay topics to use for your expository essay.

Please choose only one topic. You will indicate the topic you have chosen within the table below.

· Video games AND violence

· Internet AND workplace

· Exercise AND obesity

· Academic achievement AND library

2. Read the Module 1 lecture and review “The Writing Process” media piece.

Be sure to read your Module 1 lecture and review the “The Writing Process” media piece for instructions on how to develop a thesis statement and how to identify your audience. You will need to know how to do this in order to complete the table below and successfully begin your writing process.

“The Writing Process”

Ø “Menu”

ü “Who is the audience?”

ü “How should I brainstorm?” (Because you are required to choose your topic from the list above, not all brainstorming examples will be pertinent to this assignment. When reviewing the “Brainstorming Examples”, “Break down Topic” may be a good one to start with. However, be sure to review them all to determine which works best for you.)

ü “How do I develop a thesis?”

ü “How do I organize my brainstorm into an online?” (You will complete this in Module 4)

3. Complete the following table as demonstrated in the “Example Student Response” below. Submit this completed worksheet to the Expository Essay: Pre-Writing Worksheet drop box by the end of Day 7 of Module 1.

Criteria

Example Student Response

Example Instructor Feedback

Your Response

Instructor Feedback

ü Choose a Topic · You must choose a topic from the list provided above.

Adults and Online Learning Great choice!

ü Develop a Thesis Statement · Brainstorming may assist with this.

Earning a degree online is great for working adults.

You have a good start, but you can improve your thesis statement by explaining why earning a degree online is great and making it more specific. Try finding resources that explain why and this will support your thoughts and allow you to expand your thesis statement. Refer to your module 1 lecture for examples of a good thesis statement.

ü Identify Your Audience: · What would be important to your audience? · What is the appropriate way to address this audience (professional, familial, friendly)?

My audience is other adults who maybe considering enrolling in an online degree program.I think my audience would need to know the benefits of earning a degree online. I should address them professionally and use appropriate language and correct grammar because… Perfect!

ü Questions I Have

What should my supporting paragraphs include?

Each supporting paragraph should provide information discussed in your introductory paragraph and thesis statement. For example, you first supporting paragraph might discuss the benefits to earning a degree online.

UNV 104 Grand Canyon Week 2 Assignment

Expository Essay: Pre-Writing Worksheet

Details:

GCU Fleming Library Scavenger Hunt and Gathering Resources Worksheet

Overview: The GCU Fleming Library will be a vital resource for you during your academic career. The Library contains a wealth of resources that will help you find, research, and broaden your understanding on any given topic. Learning to correctly use resources to support your writing is an essential component of your academic success.

Directions: Each step of this assignment will ask you to navigate and explore different components of the GCU Fleming Library. There are seven steps, each containing a question. Record your answers to the questions in the appropriate sections.

Before starting this Scavenger Hunt, review the short walk-through tutorial on the GCU Fleming Library. This tutorial consists of five short segments:

http://tutorials.gcumedia.com/libraryWalkThrough/vp02.swf

If you have time, you can also attend the GCU Library Introduction Webinar. Sign up on this page: http://www.gcu.edu/Student-Life/Library/Webinar-Sign-Up.php

Step 1: How to Access the Library

There are a number of ways to access the library’s website. Use one of these to reach the Library Research & Resources page:

1. Go directly to the GCU Library Research & Resources page by typing http://www.gcu.edu/Student-Life/Library.php into your Internet browser and clicking “Enter”.

2. Under the “Access Library Resources” section on the right, select the “Library Research and Resources Page”.

Question 1: List three ways you can contact the library for assistance, as listed on the Library Research &Resources page.

Step 2: How to Find Books

Books have increasingly become available electronically. Unfortunately, these are rarely free, unless they are in the public domain. Most public domain books are quite old, so if you wish to find more current books, the best place to go is the library website. Because you have access to the GCU Fleming Library, you have access to over 100,000 books—free.

Note: The library also lists the physical books available on the Phoenix campus. You can remove those from your search for your convenience. See below for instructions.

1. On the Library Research & Resources page, click the link that says: “Find Books and More”.

2. In the search box type: “study skills” and click the Search button.

3. Under “Form of Item” in the column on the left, click “Electronic”.

4. To access an electronic book of your choice, under the listing of the book, click the link below the word “Online,” or if that is not available, click the title of the book, and click the link that says “View E-resource” in the box below the title information.

Question 2: Write the Title, Author, and Publisher of the 3rd book in the list of results you retrieved.

Step 3: Library Databases

The vast majority of resources available are in the library’s databases. These are collections of articles that you can access using various search platforms. Resources available include magazines, newspapers, reports, journal articles, encyclopedias, and streaming videos. The easiest way to find articles on your topic is to search in a database that specializes in your subject area. This allows you to search for more relevant information without having to sort through masses of sources not related to your topic.

1. On the Library Research & Resources page, click the link that says: “Find Journal Articles.”

2. Choose a Subject in the list located under “Find Databases by Subject.” (Hint: Choose one related to your degree program.)

3. Scroll down to see all of the databases relevant to this subject. Those in the first section under “Recommended” are the top databases in that area.

Question 3: State what subject you chose and list the first three databases in this subject area:

Step 4: Narrowing Your Search for Articles

For this section, you will be working in a database called “Academic Search Complete.” ASCis a multidisciplinary database containing a variety of topics and types of resources including magazines, newspapers, and scholarly journals and publications. There will be times when it may seem easier to use magazines and newspapers, but in general, focusing on scholarly sources (mostly located in peer-reviewed journal articles) will bring a stronger academic quality to your research. Follow the instructions below to access and begin searching in Academic Search Complete.

1. On the Library Research & Resources page, click the link “Find Journal Articles.”

2. In the box to the right titled “Don’t Know Where to Start.” click on “Academic Search Complete.”

3. Sign in if prompted, using your GCU login and password.

4. On the Search page, scroll down to the “Limit Your Results “section.

5. Check the box beside “Scholarly” (Peer Reviewed) journals and make sure “Full Text” is checked as well.

Question 4: Explain why checking the boxes beside “Full Text” and “Scholarly” (Peer Reviewed) journals are important. When might you not check the box beside “Scholarly “journals?

Step 5: Finding Journal Articles

The key to successful searching is using keywords appropriately. Combining terms and thinking of alternative words (such as synonyms) will help you find better and more relevant articles.

A quick note about databases: EBSCO is the name of the company that provides this database, the actual name of the database is “Academic Search Complete.” You may see other databases similar to this one provided by EBSCO as well, but the most important factor is what collection you are in, as each collection contains different kinds of articles and resources.

1. On the page you ended at in Step 4, scroll to the top. (Make sure the Peer Reviewed and Full Text boxes are still checked.) In the first search box to the right of the EBSCO Host circle, type the words “classroom management.”

2. In the second box down, to the right of the word “and”, type the words “learning disabilities.”

3. Click the Search button located to the right of the search boxes.

4. Scroll down to see the articles retrieved by the database.

Question 5: Provide the title of the third journal article that is listed in the results.

Step 6: Article Details

In addition to the actual full text of the article, the databases will provide valuable information about an article. You will see things such as authors, source, subject terms, and abstract. The abstract is a brief summary of the article you found.

1. Click on the title of the third article you found in Step 5.

2. Scroll down this page and find the Article Abstract.

Question 6: Copy and paste the abstract below. Explain how an abstract is valuable to your research process and how it will save you time.

Step 7: Permanent and Persistent Links

Databases are designed as powerful searching tools; unfortunately, this means the website link located at the top of any page in a database is temporary and is based on your search at the time. Should you try to save that link as a bookmark or copy and paste it to use at a later time, it will not work. However, the databases have links that are tied directly to the articles you find. Follow the steps below to find the permalink (persistent, durable link, or document URL)to the article you accessed in Step 5.

1. On the same page where you found the abstract, look to the right for the “Tools” column.

2. Click on the link that says “Permalink.”

3. A box will pop up above the article title with a permanent link.

Question 7: Copy and paste the permalink to the article here:

Step 8: Using Library Databases to Cite Articles

Another important option under the tool bar is the “Cite” button. In academic writing, citing your sources is very important. It will tell your reader that the information that you are using is the property of someone else. It will also show your reader exactly where you found this information and how to access this information again. This is a necessary step in avoiding academic dishonesty issues like plagiarism.

Note: Remember, GCU Style required for your undergraduate coursework is a simplified version of APA.

1. On the same page where you found the abstract look to the right for the “Tools” column.

2. Click on the link that says “Cite”.

3. A box will pop up above the article title with different citation styles.

Question 8: Copy and paste the APA citation below. According to the GCU Style Guide, where should you include this information in your essay?

Gather Resources Worksheet

Complete the Resource Worksheet: Use the skills you learned above to locate a resource to support your essay. The resource or article you find should be about the topic you chose when completing the Module 1 Pre-Writing Worksheet. Then complete the table below (to assist you, an example table has also been provided):

Your Topic Resource Name Resource Type Explain how you accessed your resource Explain how the resource is relevant to your essay topic?

Permalink

Abstract

GCU Style Citation (APA Style)

Example Table

Topic Resource Name Resource Type Explain how you accessed your resource How is the resource relevant to your essay topic?

Adults and Online Learning Journal of Educational Technology & Society Academic Journal Clicked on the link above to the library home page. Selected “Find Journal Articles”. Clicked on “Education” under “Find Databases by Subject”. Selected “Academic Search Complete”. Used keywords “Adults and Online Learning” Describes a study done to determine whether characteristics are different for successful adult online learners and those that dropout.

Permalink http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=44785109&site=ehost-live&scope=site

Abstract The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning’s many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners’ decision to drop out or persi