#class 1 first term syllabus

[arfan039]

Class-1 First Term Syllabus

CLASS: One – First Term Syllabus Download – Combined (All Books) – First Term Syllabus Download – Islamiat – First Term Syllabus Download – Urdu – First Term Syllabus Download – English – First Term Syllabus Download – Math – First Term Syllabus Download – Computer – First Term Syllabus Download – Art & Craft – First Term Syllabus Download – General Knowledge – First Term Syllabus

[leonscape]

ikepri as professors

jin- the chill professor. doesn’t really keep track of attendance. “come if you want to idk it’s your education.” he hates grading things so he doesn’t give a whole lot of assignments. he never misses a class tho. it’s very rare he cancels for the day. his office is always open and he wants his students to succeed.

chevalier- the expert in the field that does teaching on the side. some people say he shouldn’t be a teacher because he doesn’t know how. he just knows a lot of information but it’s hard for him to transfer that knowledge into terms that is easy to understand.

clavis- the professor that frequently cancels class because something urgent came up. has the craziest emails too. “hello students. please read the textbook pages 51-65. we will not be having class today because my brother fell in a hole that i dug and then my other brother fell in too trying to help him out. please email me if you have any questions. it might take me longer than usual to respond for obvious reasons but i will respond before thursday’s class. thank you.”

leon- the fun professor. textbook cost: $0. it’s very rare to have assigned readings. or essay assignments. his class isn’t very fun if you have a hard time sitting still for verbal lectures but he uses a lot of visual aids. he also uses a lot of videos and stuff so it’s not just him talking. but his projects are always fun. it’s usually a vague/broad topic and the students get to specify their topic.

yves- ugh yeah he does grade attendance. he has a sign in sheet and everyone has to initial next to their name. he starts teaching the first unit/lesson on day 1. he can never end the class on time. he’s always going over a few minutes after class was supposed to end. he’s very forgiving on the due dates though.

licht- the mf that never answers his emails (he’s really busy). it takes a while for him to grade things too. he only does online classes too so sometimes he’s not at his office. the quizzes are easy but they’re not open notes. because if you can’t answer simple questions without your notes, then you aren’t trying to learn.

nokto- cancels class because someone took his parking. also doesn’t answer his emails it takes him a while to respond. but he does give his phone number on the syllabus and responds faster there. also not very assignment heavy. maybe it’s just one sentence answers or a short poll to complete.

luke- bros a student he ain’t professor yet 🗿 jk if he was then i think he would also be a prof that cancels class a lot. he makes presentations and just reads off the slide. the tests are also pretty easy if you actually pay attention to the slides.

[anteroom-of-death]

Teacher's Pet part 1

Synopsis: The Doctor notices a student. She notices him.

a/n: thank u to the moots for sticking with me. Yall are the best. This is going to be a series. Somewhat of a dark!doctor ish fic maybe. I haven't planned this far. I have ideas. Will switch between a 3rd party but doctor centric POV and a 2nd party student centric POV.

The sun drew itself in on the cold day, light filtering through large windows in the lecture hall. It caught and reflected the motes of light swirling around. First day of the Spring term. Lots of new students trickled in and found their respective seats. Of course, the syllabus was now online and such. But the Doctor still preferred to give a paper one. He felt it helped students focus if they had it real and tangible…unable to forget.

Just like he forgot so much. A lingering pain….

He started up his usual dazzling spiel. Enough to keep them from dropping out, but not enough to rile them to madness. He learned that lesson early on in this particular charade he was distracting himself with. All he had to really do was keep Missy in the Vault and attempt to rehabilitate her. Humans were such a delicate group to keep balanced. Too much stimulation and they would self destruct. Not enough? The same but in a reverse spiral.

Or just fall asleep.

He preferred it if a few actually did fall asleep.

Allowed him to build a reputation as a teacher. Keep the act up.

He didn’t notice the young woman intently staring, writing down the key phrases from his opening statements. He was enraptured in the normal routine he has become familiar with.

The hour came to a close, and he did a bow. He was to visit Missy again some time soon. Just a cursory check. See if she’d calmed down from her last temper tantrum, where she demanded a saxophone and stated that Billy Clinton was also a war criminal, but made some sweet jazz.

He could hardly agree. She already was a mediocre piano player. And the drum set she demanded earlier lay in tatters in her cupboard.

Being her keeper and therapist was rotten work, but it warmed him. Gave him a gram of hope that she may get better and he may have his friend back once more.

Though, he knew in both is hearts, hope could be a fragile thing for a man to hold onto.

But, especially in this body, he believed in redemption and change. They both had forever to change. They had forever.

A few weeks had passed, and he noticed that keen eyes were burning the back of his neck as he scrawled on the chalkboard. It felt different than the usual glazed-over focus of people trying to write or type out his valid points. It was hot and felt more personal. Less trying to pass a class.

He paused his sentence and raked his eyes over. It was a student with large gold hoops and a few tangled gold necklaces. The Doctor recognized two or three of the symbols used on some of them from his travels through Earth’s history. She was chewing hard on her pen. He could see flecks of her tinted chap stick clinging onto the sides of it. Her eyes were squinted slightly and a slight patch of blush rested on her checks. He couldn’t tell if it was a make up look or some feverish feature of her human body. Perhaps she was in the first phases of getting sick!

He went back to his lecture. Some misfocused student was the least of his concern.

But he still felt her eyes bore into him. Intent on something. He trudged on.

He came to a close, reminded everyone of their upcoming projects and let the day start to rest. The Doctor announced that his office hours were changing to represent the spring coming soon and to “Allow you all to feel the sun on your faces, you don’t know how long you’ll have. Humans usually only live once!”

He scanned the audience and saw her shoving her notebook and that well-gnawed on pen into her bag. Big purse with a rhinestone buckle. Resembled something that Rose or Jackie would have had, he mused.

She slung that and a tote bag that seemed overstuffed and ripe for the breaking over her shoulder. She audibly groaned under the weight. He pitied her. The stressed look she had on her face was oddly enchanting in the light just starting to sink.

He knew she was struggling in the class. She did good work, yes. When he opened up questions and debate, she usually had such pointed takes that verged on mind-racing. Sometimes others would bristle against what she said on the more provocative topics he offered up. Essays and tests? Not so much. She floundered.

She had accommodations for some diagnosis or whatever. He could tell her mind was making connections in a far more tangential way than the other’s either couldn’t or wouldn’t make. And for that he did like her. Enjoyed what she brought to the table. Although, even his brains had difficulty making some of the leaps her brain did.

But why was she staring at him like that today? It was almost reverent. Very off putting.

She came forward to his desk and clicked open her notes app .

“Erm…Professor.” She cleared her throat and started up. “Uh, I was wondering if I could see you sooner rather than later. For office hours. I’m sorry for my late essay last week. I don’t know what’s going on with me. I can’t focus and I feel like I’m losing my mind half the time lately. May I have some insight or whatever you want on how I could do better. I know I’m doing…like, so bad.” She confessed and exhaled on the final note of her punctuation.

She turned a new type of stare towards him. Less intense and personal and more of a thousand-yard death grip.

Her entire demeanor in this moment was very lamb like. A confused air of innocent need to do well, to pass her classes, clouded her.

A weaker man would have felt more predatory, he noted.

She wasn’t unattractive for a human, not like past companions he worshiped the ground of. Of course. He was drawn to them for their natures, often ignoring their faces wholesale.

She started to chew and rip at her pinky nail and lower lip simultaneously…

“Of course,” He said. “I have to go help a friend with something, so I have to talk and walk.”

She nodded eagerly and gave such an appreciative smile. “Thanks!” The words came out so quickly, almost breathlessly.

She trotted along side him.

Once outside, they started discussing her options. She had to work nights, she stated, she said so they were arranging a time to work in a little extra help and tutoring.

He genuinely enjoyed her company and led her to a bench.

“What about your friend?” She asked.

“Oh, Nardole can handle himself.” He smiled. “He’ll not miss me for an extra four or five minutes.”

She laughed a bit.

She plunged her hand into her purse and started rifling around. It was a chaotic sight.

She produced a pack of cigarettes and a tiny green plastic lighter.

“Do you mind? I’m trying to quit, but it’s been hell lately.” She grimaced.

He shook his head, no, he didn’t mind. It wouldn’t affect him. Her, yes. But one little luxury, especially if she was trying to quit.

“So long as it’s your last for a while.” He took the teacherly route.

She lit up and took a huge drag. Closing her eyes he noticed that deep look of exhaustion had given her dark purple and almost black under eye circles. She had apparently tried to cover them up with some make up products and some mascara and smudged eyeliner. She held that breath in for a few seconds. It was almost beautiful.

She exhaled and fluttered them open. The smoke wisped and flew away quickly in the gentle breeze.

“Yeah, thanks. People get so weird about smoking. But they’ll vape? Like, indoors. All the time.” She rolled her eyes at that mildly hypocrisy.

They planned for her to meet up with him in his office on Monday just before the lunch hour. Then turned the conversation to some topics in debate that another student, a male who irked her with his constant urge to play Devil’s Advocate. She had some very often-overlooked viewpoints and a very bizarre way of describing things. It was enchanting.

“Thanks.” She ignored a boundary and squeezed his hand. He felt a holy jolt of electricity go up his arm from the small touch. “I gotta go…you’ve got a friend. Works been slow and I have some…appointments. So I have to make sure I’m perfect.” She elaborated with an almost tic-like shake of her head.

“Yes, my friend is probably going insane dealing with our little issue.” He responded in kind. Missy had probably caused Nardole to melt down or malfunction.

He watched her leave towards the bus stop. Her bags hitting her back as she rushed. Her coat barely covering her bottom and the belt caught in the hem of it. He felt himself feeling almost physically unable to leave the bench. Something tugging at his gut was preventing him from doing so. It felt akin to what River and Clara evoked in him but different.

River and Clara were strong and capable, avant-garde. Self-confident. Cocky. But this student was seemingly the inverse. Very vulnerable and nervous to the point of a near imperceptible, even to him with his keen Time Lord senses, shake and a heart that was audibly racing in its cage. Coupled with her addiction to cigarettes and minor tendency towards self mutilation via near-constant picking and chewing…

Something dark, but heartwarming rushed through his core and took root.

He felt himself deeply looking forward to Monday.

[chaotic-archaeologist]

Hi Reid! I have a question about the american college/uni system that I've been wondering about for a long time and you seem knowledgeable and friendly enough to maybe help: How big/long are your courses? Like, how many do you take every term? Is every course the same size? How many subjects do you generally study at the same time?

For context, I'm from Sweden and our course sizes are based on a point system, where 30 points is supposed to represent 20 weeks (a term) of full time studying (40 hours a week). It's common to take 30 point courses (usually divided into subcourses, say 4×7,5 points, two for the first half and two for the second half of a term (or 6×5 with three at a time)), but you can also pick smaller courses (usually 7,5 or 15 points taken at 50%) until you get 30 points.

I think my real question is how this translates. If people speak about a, say, linguistics 101 course, is that a 30 point or 7,5 point course? And do all your courses stretch over an entire term? Please help, I just want to know how to interpret people talking about their courseload

Hi there, sorry it's taken me a while to get to this—I've been very busy prepping for the class I'm teaching.

Every university here is different, and credits (how many points you get per class, and how many total points you need to graduate) also vary based on whether your school does quarters, trimesters, or semesters. My only experience has been with semesters, so that's what I'll focus on here.

Here, most classes are either 3 or 4 credits. A usual 3 credit class might meet twice a week for 1:15 minutes each time. A class might be four credits if it's a higher level seminar or discussion based class with a higher number of more difficult readings.

Classes that have both a lab and lecture component can be more (around 6, I think? I never took one), and then there are less difficult classes that usually only run for half the semester that might be 2 credits. For example, I took a half-semester costume design class my freshman year. Below is the official jargon that talks about how credits are determined.

The current nationally recognized standard, the Federal Credit Hour Standard, defines a three-credit course as three fifty-minute classes per week over a fifteen-week semester (including final exam week), or the equivalent (for courses using a non-traditional format such as blended or online learning). This standard assumes that each credit hour generates two hours of assigned work for every hour of in-class contact. Thus, the guiding rule is 45 hours of work per semester for each unit of credit. For laboratory courses or their equivalent, one credit hour is assigned for three hours of laboratory, workshop, studio, fieldwork, independent study, etc.

You can also (sometimes) take a class pass/fail, although usually that reduces the number of credits it is worth. Finally, you can audit a class, which means that you get access to the syllabus, do the readings, and show up, but you don't have to do any of the assignments. Audited classes are worth no credits, but they do show up on your transcript.

Our undergraduate classes are often numbered 100-400, with 100 level classes being introductory, and 400 level classes being highly specialized with prerequisite requirements. Graduate level classes are 500 or higher.

Credits are different than the grades you get. Grades are on a 4 point scale, where 4.0 would be 100%, with 70% being a 2.0 and the lowest passing grade. I'm attaching a picture of the grade breakdown from my own syllabus to show you how my current institution assigns grades to percentage points.

Most colleges/institution require you to earn a C in order to pass a class. If you get that C, you get the full amount of credits for the course, same as anyone who got an A. However, your Grade Point Average (GPA), which is calculated by taking the average of every grade you've gotten, will be lower than someone who got all As.

At most institutions, you have to take 12 credits a semester (so 4 classes for 3 credits each) in order to qualify as a full time student, which comes with certain privileges. Usually you can take up to 18 credits, although this may cost more if the school doesn't have a flat rate tuition.

Finally, with a grading system like this one, undergraduate students are expected to earn a total of 120 credits to complete their bachelor's degree.

As for course sizes, they can range from 200+ person lectures at the really big universities, to 5-12 person seminar/discussions for the higher level classes. Lab classes or more hands on options will be in the 20-30 person range. But it highly depends.

I know that's confusing. Hopefully that helps? -Reid

[enterpris]

An Education in Attraction, Chapter 13

Pairing: Reader x Gojo

Summary: It's spring when you start your Master's degree. As the flowers and leaves unfold, so too do your feeling for Gojo

Warnings: none

Previous Chapters: 1 2 3 4 5 6 7 8 9 10 11 12

Ao3: PlaidSparrow

Your mood remains neutral for the rest of the week leading up to classes, and you try to approach the second term with a cautious optimism. 

The first day of your second term is hot and bright, the sun blazes through the window of your dorm and beats down through the cloudless sky on campus. It’s still summer in Tokyo, and the sun has come back with a vengeance after your stormy break.

After spending breakfast enjoying your friends’ company at a cafe off campus, the three of you walk towards your new building across the grounds. As you wind down the brick paths, strong branches block the worst of the sun and a light breeze drifts through the buildings, cooling your face. 

Your first class of the day, Implementing Classroom Lessons, is in one of the newer buildings of the Education division- the warm brick walls and low entrances house the more intimate classrooms and lecture halls for the advanced teaching classes. As your trio searches for your classroom on the first floor, you recognise some of the other students in your program and are struck by just how much has changed since you began classes five months ago.

While you’d felt welcome on campus since the beginning, completing the first term and delivering speeches at the conferences has been a sort of crucible, binding your cohort of students together. Your group follows your peers to the correct room down the hall. 

Full bookshelves line two of the walls and the front is dominated by a long chalkboard, giving the room an intimate, cluttered feel. While you initially hadn’t been fond of the scratch of chalk or the mess it brings, chalkboards have remained popular in high schools in Japan and you��ve come to associate them with teaching. The final wall offers high windows that look out onto the campus and bring in natural light.

You settle beside Saito near the front of the room and prepare a fresh document for notes before turning to face your colleagues and chat.  

There’s a comfortable and warm energy in the classroom- it vibrates with the conversation of your peers catching up with each other and an overall enthusiasm to begin courses. The dusty smell of chalk and the old books makes the room feel homey. 

A flash of silver on the periphery of your vision catches your eye. It could just be the bright white of an open notebook, but you know better. Your stomach drops and you train your eyes on the front of the room.

He’s magnetic though, and you glance back at Gojo for just a moment before he reaches the back of the room and slouches into a seat. He seems as unengaged with your classmates as he had last term. It's a stark difference from the animated speaking and camaraderie he offered you at the conference. 

Even though this room is darker than the previous classroom you shared, he keeps his shades on and head down, even while he idly scrolls on his phone. 

Soon after Gojo enters, your professor calls attention to the front of the room and passes around copies of the syllabus. You center your attention on the new professor and lose yourself in the material. Between the key dates and projects for this course, there's plenty of moving parts to prioritize over your former partner. The rest of the class passes quickly, a blend of instructions and lecturing from the professor. 

By the time he dismisses your class you’ve completed several pages of notes and are already thinking of how to organize your time to meet the reading deadlines. You notice that Gojo's already left by the time you walk out the door. 

When you head towards your second class, you can’t help but wonder if Gojo will be there too. It’s possible that he may have tested out of the Assessments class you’ll have next- after all, with three degrees already completed, he’s surely had more experience with exams and testing than anyone else in the cohort. 

Luck isn’t on your side though. As usual, he enters the classroom nearly late, and finds a seat in the back of the room. 

His presence isn’t enough to dampen your mood though- creating fair and accurate assessments is crucial as a teacher, and you’ve never had formal training on how to build a good test. You try to ignore his presence the best you can. 

Similar to your first course, the majority of the period is dedicated to an initial lecture describing the importance of testing structures, the elements of design you will cover throughout the course, and how this class will build on the courses you’ve already taken. When your professor releases the class, you linger in the room to schedule the first review session with Kuzume and Saito. 

Many of your classmates filter out of the classroom quickly, but you’re too engrossed in your conversation to notice that Gojo hangs back at his desk until you gather your things to leave. 

Walking back out onto campus after a successful first day, you can’t help but feel energized and truly optimistic.

Your renewed vigor makes you eager to get a jump on your first assignments. Since it’s still the early afternoon you stop by the annex of the library and grab one of the smaller tables. The space is so much livelier than when you had visited over the break, student conversations and shuffling pages echo off the domed roof. 

The table is soon covered with the syllabi, your planner, and your laptop as you try to organize your schedule for the coming weeks. You’d managed to stay ahead of schedule last term by managing your time carefully, and you’d like to be just as successful with this round of classes. 

It’s easy to lose yourself in the stream of assignments and readings, and in the first week of the term, you allow yourself to be swept up in planning and school work. You meet with Kuzume and Saito for a “study group,” but so early in the term your session consists more of chatting and laughing together than actual review. 

As the end of summer slowly draws nearer, your days get busier and your nights become long once more, filled with readings and careful note-taking. 

Due to the nature of your classes this term, your professors are very hands on in the lectures and classroom assignments. You’re regularly asked to participate in discussions based on the initial readings and interact with your peers.

Most of your classmates offer their opinions and speak more openly with each other, but Gojo remains silent and distant. Since the symposium, you’ve given each other a wide berth, and you’re sure that as time passes, you’ll feel the loss of his friendship less keenly. Your busy schedule helps to keep him off your mind. 

On Sunday following the first week of classes, you’re enjoying the afternoon in your bright and cozy room. The good weather has held up, and if the gray weather over summer break mirrored your gloomy mood then, this sunny day couldn’t be a better indicator of your mood today. You're trying to get through the next chapter of the text for the Assessments class, and even though you’re not feeling particularly inspired by this author, you’re eager for the new knowledge.

You take a moment to stretch, then light a candle. The section is due for class tomorrow, so you try to pull your focus back to the reading. You crack the book back open, but before you can begin to re-focus, there's a knock on your door. 

Kuzume probably wants to grab lunch, and having something to eat will help you focus as you read. You grab your student ID and crack the door without a second thought, but the man standing in front of your room stops you in your tracks. 

Gojo is here. Now. 

You stare at him for a moment, mind abruptly blank. 

“Hello?” you ask dumbly. 

“Hey.” He peers down over the rims of his glasses. “Can I come in?”

[monaisme]

Sicktember: Day 1

#1- “I’m not hungover. I’m just sick.” (Or vice versa)

“Mr. Parker,” Dr. Zhang intoned as Peter tried- and failed- to sneak into his class four minutes past its 8:30am start time. The man had obviously taken in Peter’s haggard appearance, because he continued, “While I can appreciate that this is relatively early for a Monday morning class, and we are approaching the end of term, can you please explain to me why you think it is appropriate to slink into my class hungover?”

Peter tried to process exactly what he’d meant, then hiked his backpack over his aching shoulders, wishing he was back at the apartment rather than here. “I’m sorry, sir?” He was confused. “I don’t understand.”

“That is precisely my point.” Apparently Dr. Zhang had reached an end, “How do you, or any of you, for that matter,” The professor waggled a finger at everyone one of the other students in the lecture hall, “expect to succeed in Principles and Applications of Genetic Engineering for Biotechnology and Neuroscience if you continue to not take it and its requirements seriously?!”

“But—” Peter tried to stop him... to explain, but the man was on a roll.

“Yes, the parties and socializing are enjoyable—even I remember what it was like to be young and stupid!—But now is the time to decide how seriously you are going to take your education!” He pointed to his syllabus, framed and hung on the wall beside the smart board. “You must commit! Exams are only weeks away. Can any one of you honestly say that you’re fully prepared?”    

The students stayed silent as they watched their professor’s face grow more and more red, all of them refusing to become a part of the unscripted drama.

“Very well, then. What about you, Mr. Parker?” He turned his frustration back to its original target. “In your current state, do you think you’d be ready to pass this class if I handed you your final exam right now?”

Professor Zhang finally stopped for a breath.

Peter cleared away the tickle in his throat. “Uh, sir?” he felt that he’d caught up enough to what he’d been raving about to finally get a word in, “I’m not hungover. I’m just sick.”

Even feeling as fuzzy-headed as Peter was, he could see the righteous indignation evaporate and the embarrassment creep in as Dr. Zhang deflated and he realized his error. He heaved an audible sigh, pinched the bridge of his nose, and dropped his head, “Very well. Grab a mask from my desk and take your seat, Mr. Parker... and please make a greater effort to arrive on time for class going forward.”

Peter ignored the whispers coming from the rest of the students. He simply mumbled a, “yessir,” and shuffled to the man’s desk to pluck a mask from the box sat on its corner, put it on, and then finally made his way to the empty seat that was furthest away from the rest of his classmates.

This was going to be a long day.

/-/-/

It was as Peter was packing up his notes and textbook at the end of his third class of the day that he realized that he’d hit a wall and needed to be done. His throat was aching, his head was pounding, and he was fairly certain he was developing a fever, which was strange because when that usually happened, it was almost a guarantee that—

‘Thunderstruck’ blared from the phone Peter was positive he’d silenced before his first class had finally started for the day, but it didn’t even matter. What Tony wanted, Tony got, and Tony wanted to talk to Peter. He sagged in defeat, sighed, and pulled his phone from his pocket, propping it awkwardly against his shoulder as he accepted the call. “Hey, Tony,” he rasped.

“Yikes! You’ll have to forgive me for what I’m about to say, but I was just talking to Morgan and you know that once the ‘dad vibe’ starts flowin, it’s all but over, so.” Tony paused, then, “In light of how amazing you sound, the rock factory called and they want their gravel back.” Tony teased lightheartedly, then sobered. “And now that I’ve gotten that out of the way, I’m guessing you’ve noticed your biometrics are a little wonky, huh? And I’m hoping that means that I don’t have to fight to convince you to call it a day?”

“Oh, no convincing necessary.” Peter ground out painfully as he zipped up his backpack, and shifted the phone from his shoulder to his hand as he exited the room and ducked into an out of the way nook. “I noticed, and yeah, I think I’m gonna head back to the apartment. I’ve just gotta catch the TA for my next class to get the reading assignment before I go home and hunker down with this thing.”

Tony didn’t say anything for a moment, but Peter could hear the sound of traffic in the background and realized that the man was driving, “While that sounds like a solid start to your plan, kid, can I make it better for you? Perhaps by offering you a car ride home?”

Peter tried to chuckle, whimpered at the pain in his throat instead, and soldiered on with the conversation, “I’m not sure if you’re aware, Tony, but MIT is not exactly in Manhattan. Do we need to do the whole google maps thing for you?”

“Hilarious, kid, don’t even joke about google—you know that Stark Industries offers the superior product.”

“I do,” Peter nodded, even though Tony couldn’t see. “Doesn’t change the fact that you’re not exactly in my neighbourhood.”

“But what if I told you I was in town for the next couple of days for meetings and I’d planned on surprising my favourite spider-baby today with a big ol’ midday hug and lunch at my favourite diner before he’d gotten all diseased and festering?”

“Now who’s being funny?” Yeah, the drive and the hug sounded amazing, but idea of eating was about as appealing as the idea of lingering in the overcrowded hallway any longer than he had to, so he ignored that altogether, “But, uh, are you sure about the ride to the apartment?” Peter had to ask. “I’d hate it if you got sick because of me...”

“Pfft. Kid, if I can survive Morgan’s preschool and kindergarten years, I think I can manage driving you home and getting you sorted for the rest of the day—or at least until one of your buddies gets home to tag in— or kicks me out, if it’s MJ, whichever comes first.”

The idea had Peter almost weeping with relief. “That sounds great,” Newly motivated, Peter made his way toward the building exit, “Where do you want me to meet you after I find my TA?”

Tony went quiet again, then, “I’ll be on Amherst in about twenty minutes. Does that give you enough time to get things done?”

Peter calculated how long he’d need to find Anne in the next building over and to get what he’d need for what he guessed was going to be the next few days. It would be cutting it close, but Tony knew the area and could loop back if worse came to worst, “Yeah, I think I can do it.” He stepped out into the cold early December air. “I’ll see you soon.”

/-/-/

“Yeesh! Kid! What the heck are you doing?!” Tony called out as a still face-masked Peter jumped into the front seat of the car. “Your aunt would murder you dead if she saw you without a coat!”

Peter didn’t reply, only tossed his backpack onto the floor, pulled up his hoodie hood and tighten the strings as he shivered. “I am young and I am invincible.”

Tony put a hand to the part of Peter’s forehead not covered up and winced in sympathy, “I think the word you’re actually looking for is ‘idiotic.’”

Peter hugged himself for warmth. “Shh. Be nice to me. I’m sick,” he insisted as he tried to get comfortable.

“I’m not sure how much ‘nicer’ I can get?” Tony pulled away from the curb, ignoring the honks of the cars behind him and wound his way through traffic. He looked over to his son-in-all-but-blood. “Though I do feel obligated to say that I’m not sure I can make the fact that you look like death warmed over sound any nicer either?” He pressed the button to turn on Peter’s seat warmer and adjusted the vent to help the kid out.

Peter glared. “Ugh. Don’t even. I mean- I knew something was coming on this morning, but I can usually fight it off pretty quick.”

“Maybe it’s something going around campus?” Tony asked.

“Not that I can tell- classes are still full enough.” Peter shook his head as he answered, then stopped. “I wonder if—” While it shouldn’t have been possible, Peter paled even further. “Aww, man. I wonder if I caught something from that guy I had to perform CPR on when we were all home for Thanksgiving?”

“Oof. It could explain things.” Tony thought for a second, “You’d think we’d have found a way to work around the whole mask thing by now, though, huh? But no! That’s not a now problem,” he shook off the distraction. “Did you want me to follow up and see if I can access his medical records from after he was admitted to hospital? See what the deal was?”

“Yeah,” Peter relaxed and melted into his now warmed seat. “At least I won’t need to worry that I’ve caught the plague or something.”  

“Anything for you, kid—FRIDAY? Can you jump on that?”

“Of course, Boss,” the AI echoed through the car, “Though it would seem New York Department of Health is currently reconfiguring some systems and have implemented additional security features. There will be delay while I navigate—with apologies.”

“All good,” Tony replied, then glanced over, “So did you still want to head to the apartment or should we head to the tower and get you checked out by your favourite doctor? Especially if you’re worried about it.”

Peter glared back, “Don’t promise to take me to my own bed and then try to take it back, mister.”

Tony only caught a glimpse of his death stare, but chuckled nonetheless. “Alright then, no need to tell me twice, but if it gets any worse...”

“I’ll say something, Tony. I promise.”

Satisfied, Tony nodded, and the car grew quiet, staying that way until Peter’s apartment block came into view.

“Home again, home again, jiggety-jig.” Tony sang to himself as he pulled into one of the visitor parking spots. “Okay, Pete,” he unbuckled his seat belt then shifted to face a very dozy Peter. “Let’s get you upstairs. You can take a quick shower, and while you do that, I’ll set up the couch for a movie marathon to end all movie marathons and double check the grocery situation just in case you need any soup or the like. Sound good?”

Peter barely shrugged. “Sure,” he mumbled then unbuckled his own seatbelt with some effort.

“Perfect!” Tony exited the car with a spring in his step, “Let’s get this party started.” He walked around to the passenger side door and took the backpack from a struggling Peter. “And if I forget to say this later,” Tony wrapped a supportive arm around Peter’s shoulder and guided him to the apartment entrance, “Thank you so much for getting sick today. Pepper had me attending a meeting with Accounting, if you can believe it!”

Peter snorted, “I’m glad I could be of some use to you.” He winced as he spoke.

“Zoinks, kid! I wasn’t sure it could happen, but I think you’re sounding worse! Let’s get you upstairs.”  

“Agreed,” Peter whispered, not even trying to pretend.

“And no texting anyone that I’m taking care of you, either.” Tony demanded as they arrived at the elevator, “They’ll skip class and come rushing to your aid like the Scooby gang that you all are—don’t tell MJ I said that.” The elevator door opened and they stepped in, Tony pressing the button for the sixth floor. “All joking aside, now that you’re all grown up, I don’t get to take care of my first kid all that often and, you know—”

Peter sighed. “I know... Pepper will send reinforcements and make you go back to your meetings?”

Tony chuckled, “And Pepper will absolutely make me head back to my meetings.”

@sicktember

[readyfreddy]

Ok a question: is the bad grade because you're missing so many assignments that the 0s are stacking up, or is it because of a series of poor grades?

Because for the first one, ask for an incomplete and give them a TIMELINE on which you will complete the work over eg summer (like 1 assignment a week or sth, nothing super intense just to prove that you're actually going to do it) and maybe also offer to meet with them regularly/send them email updates regularly while you're working on their work (again to prove you won't ghost them and will actually finish the class).

The second one, you could try to ask them to bend the syllabus for you. Definitely tell them how much they mean to you as a prof and how much you like their class, but also just express the difficulty you've been having honestly (tbh just like the first two lines in quotes in your post) and maybe see if they will let you maybe do something to your grade advantage, like take a final essay grade or final exam grade in place of your average if it's higher.

I don't know what your relationship with them is or your other needs, but you could also ask to retake the class with lower demand (like attending lectures you feel you need to and not the ones you don't need over again) or ask for maybe an independent study class to help with their research or something to help raise your overall GPA if the course grade doesn't matter as much in the grand scheme.

Sorry for the rambling in your inbox 😅 I live surrounded by academics so it's kind of the stuff I hear about all the time and this seemed less wierd then DMing idk? Uh I hope this helps and isn't like intensely overstepping 😅

All good and I genuinely appreciate your imput <3 Inbox or DM work equally as well for me :)

I've handed everything in on time but have a series of 50's and below :( , and I don't really have a relationship with him beyond discussion my academic accommodations. I'm aiming for pharmacy school, but at that becomes less of a reality every single day (or at least what it feels like). I have other options that I'd be happy with, but as of right now, pharmacy school is a big goal of mine.

I ended up sending him an email, that he'll likely see Monday morning, my email (w/o identifying features) is below the cut:

I have enjoyed your class thoroughly and have learnt a lot. Despite what it looks like on paper, I am trying my best and working hard to succeed in this course. 

This term has been incredibly difficult for me as I have been balancing two jobs,  handful of extracurriculars, as well as dealing with an out of province parent who is becoming increasingly disabled as time progresses and doing extensive research regarding their condition. It is hard to ignore that there is a lot going on in my life and I am trying to keep a lot of different areas of my life in control, even if those matters are completely beyond my control. 

As a result, this has taken a major toll on my mental health. What I was once able to successfully manage has now become near debilitating. I have used some of the on-campus resources, and they have made a noticeable difference. One of my lab instructors has already expressed concern regarding my mental health and have taken some small actions to help me.

I’ve been able to go to all your classes; however, I have found it hard to focus and retain information, even if I am taking notes and engaging in classroom discussion. 

I know that it is very late in the term, and there is very little that can be done while still maintaining fairness to all students. If there is anything that can be done, please let me know at your earliest convenience. Unfortunately, I will not be able to attend your office hours this upcoming Monday,  I am aiming to be there around 9:30 on Wednesday. If these times do not work for you, please let me know and we can discuss a time that works best for both of us.

[baeddel]

i find that i read textbooks a lot slower, struggle with them more, and end up failing to complete my goals with them more often than i do anything else, like a paper or a book. why should that be the case when they're supposed to be teaching material?

here is one parsimonious reason: why do you read a textbook? it's because you don't know anything about the topic. you're a total beginner, so the topic is inherently harder to understand, you have less of a knowledge base for the things you learn to find their place in.

that's probably true. but i think there is another reason. here is my other reason: when you read a paper, you have a bunch of techniques that help you read a paper. first of all you can skim the paper and get the idea. that might be all you need to do. but if you decide it's worth doing you can scratch at it a little more. you might read the introduction and conclusion, for example. and then you get the idea of the argument, and you decide if you ever need to see the working out you can come back to it. but even if you read the whole thing from start to finish there are a lot of parts you're going to skip and say 'alright, i get the idea.'

with a book (or a thesis) all of this is true, but there are even more advantages: first of all, it has a table of contents at the start. if the chapters are titled correctly then you can get a very good idea what the whole book is about just looking at the chapters. here's a marvelous one, from Jennifer Liu's thesis the Problem of Philosophy in Classical Chinese Thought:

just the first handful of chapters. look at that! you get the problem right away: the term 'philosophy' has a specific origin, it's not clear how we can apply it across cultures, so we're going to look at how people from that culture translated that term and find an argument there. now you can just hop into 0.2.2 to see the ending if you don't have time to read the rest.

a table of contents that is less detailed but still useful, from Kenneth Clatterbaugh's the Causation Debate in Modern Philosophy 1637-1739:

if you took out the page numbers you could make this figure 1, 'timeline of the modern causation debate', and it acts as a useful point of reference if you want to dip in and out.

plus some books will have an index at the back so you can find particular terms easily and things like that. now look at my phonology textbook, Bruce Hayes' Introductory Phonology:

"More on Phonemes" and "Phonological Alternation II" are almost as helpful as "Features." but what are you going to call them? you can find better ones than this, but sometimes this is the best you can do. you're not making an argument, you're teaching information, so the Phonetics chapter is just the Phonetics chapter. it has all the Phonetics stuff thats in the book. go read it.

so basically it's impossible to know what shortcuts to take with a textbook when you're self-studying. classes that use textbooks (which i can snoop on via things like MIT Open Courseware, or when students i talk to show me their class syllabus—thanks girl reading this!) will generally call out a handful of specific chapters or even just a couple of pages and tell you to read those. the teacher will frame the textbook content with the discussion in class and only give you the important parts to read. they can do that becuase they already know the textbook. when you're reading on your own you can't possibly know which parts are going to be useful yet, so you just have to read it front to back. which is hard, boring, and not usually worth doing, so i never end up sticking with them.

[artleaguemdcnorth]

2D CLASS / MDC LIVE Summer A- FIRST DAY 5/6/2024

Welcome to the 2D class MDC LIVE summer A Semester 2023-3.

An email was sent to students with the class instructions and other information including a link to the course blog along with the class syllabus.

We will have the first virtual class meet via TEAMS on Monday , May 6 at 9am..

You will only need a notebook or sketchbook on this day to take notes.

On the first day all students who have not done so, will create their own portfolio blog using the Tumblr platform and they will create a Threads  handle to follow additional instructions during the semester.

FIRST DAY INFO and class assignments for today after our virtual meet and greet will be as follows:

THIS NEEDS TO BE DONE THIS MORNING:

1) Create your Threads handle. 2) Find the class threads handle and follow it:

3)Create your own Tumblr handle.

4)Follow class blog ONLY nothing else.

THINGS TO KNOW FOR CLASS:

This is a mini term and it goes by pretty fast. I will give class assignments weekly .

Each week as a class , students will work on developing creative ideas related to the vocabulary of art.

I will lecture at the start of class on Monday and Weds by 9am.

Students will have class time after the lecture and as well as homework if needed to complete the assignments. All class work needs to be complete by either Tuesday or Thursday the latest.

Think of Thursdays as your day to catch up on any work that needs to be completed or corrected.

Assignments will be posted here on the class blog.

Students can come to the class blog and follow directions at any time.

I will always share the link to new assignments from the class blog on threads the day they are given as I did today.

Pay attention as I can also post suggestions and information there during class time.

I will also show photos with examples and or additional instructions on Threads when needed.

All work to be done in class will be done on the Bristol pad except when otherwise noted .

Some Homework assignments are done on the sketchbook.  

All work needs to be framed within the picture plane as stated during class meets.

Work completed during class will be posted on your Tumblr (portfolio page) as they are completed by end of class time, Monday through Thursday.

Work that is not completed during class , needs to be completed during lab hours (Tuesday & Thursday) .

Today and tomorrow , students will work on various assignments listed below.

Students will also use today only to purchase class materials.

A) FIRST DAY CLASS ASSIGNMENTS:

1) Today after class is dismissed, students will watch three short videos.

You will be  looking at the work of two artist,

Franz Kline

Etel Adnan

Throughout the semester we are going to be looking at work from different artists who work in the following genre:

Non Objective , Abstract , Modern Art.

2) As you watch the videos posted below, take notes  regarding the three videos (two about Franz Kline and one from Etel Adnan).

See if you can answer the questions below:

a) Pay attention to how they create art and why if that is so stated.

b) What inspires them?

NEXT

B) WRITE THE FOLLOWING IN YOUR TUMBLR PAGE ,

THIS WILL BE YOUR FIRST TUMBLR POST:

Brief statement of what you understand about how FRANZ KLINE and ETEL ADNAN  create art.

In regards to the work of Franz Klein comment on the issues below:

How does he divide the page ?

How is line changing from one stroke to the next?

Is it the same kind of line, thick , bold or thin and light?

Is space painted first (white), before line (black) or the reverse?

One you have finished the videos and written your statement, proceed to your sketchbook to sketch some ideas of your own version of the following:

C) Create 3 Franz Kline inspired work.

Start out by playing with line as it divides the composition.

These are preliminary ideas known as sketches

How would  you do it?

1) Use  three pages from your sketchbook to create THREE Franz Kline inspired compositions.

You will be using black and white paint.

D) Post review of the videos by 5 pm Tuesday.

(This is your first tumblr blog )

E ) Sketches by tomorrow at 5 pm

F ) LIBRARY - Check out a book from the library as per instructions in your class syllabus.

BUY CLASS MATERIALS

ALL MATERIALS CAN BE PURCHASED AT BLICKS, MICHAELS, AND OTHER ART SUPPLY STORES NEAR YOU. 

DO NOT ORDER ANYTHING ONLINE AS WE DO NOT HAVE TIME THIS SEMESTER FOR ITEMS TO ARRIVE.

ALL MATERIALS NEED TO BE ON HAND BY WEDNESDAY START OF CLASS.

SEE THE LIST ADDED BELOW:

The materials listed below are essential to complete class assignments.

CLASS MATERIALS:

BRISTOL PAD 100lbs. ( 9x 12  )

Sketchbook bound 8 x 11 or bigger

Black ink or Black acrylic paint (mars black)

White paint Acrylic Titanium White

Beginners acrylic paint set assortment of brushes

Painters tape (blue tape from Home Depot or Lowes)

Black assortment of sharpies different sizes (thick, thin etc )

RULER

Scissors

Glue sticks

MATERIALS:

BRISTOL PAD 100 LBS (9 X 12 )

starter set acrylics ( CAN BE GOLDEN , WINSOR NEWTON BRANDS  6 or 8 colors )

Variety of brush set or something similar - different sizes

Higgins black ink

small tube of Mars ink

small tube of Titanium white

Bound Sketchbook

GLUE STICKS

Note: Students who have taken drawing classes with me have most of these items. 

Additional Materials list will be  discussed on the first day of class.

VIRTUAL MEETING VIA TEAMS WILL START AT 9AM.

Make sure you enter the chatroom 10 minutes before start time.

[myers-meadow]

Hogwarts Uni AU: Potion for Dreamless Sleep

Chapter 1: Potion for Dreamless Sleep. Chapter 2 here.

Summary: After returning to Hogwarts, Minoes is nervous about meeting her old crush again, and hopes the emotions have run out over the summer. The first day passes by, introducing her back into the university life. It's a good thing she's not there alone.

Warnings: none.

Word count: 2370

Thank you so much for indulging me and sharing this AU with me. Jasmine belongs to @devil-doll13, Scarlet belongs to @vincent-sinclair-deserved-better. This is a heap of fun, and already a considerable wordcount for just a fragmented single day at Hogwarts university. I hope you enjoy! Dividers by saradika.

Hogwarts, how I’d missed it, yet being in the halls again filled me with that strange mix of dread and excitement. I missed my own country, my home, as soon as I took the first train, but as soon as I saw Scarlet on the Hogwarts Express, all the homesickness vanished.

The first week, and my schedule started strong. Potions on Mondays!

I pinned my braided hair in place in front of the mirror in the dorm Scarlet and I shared, followed by the usual routine; dark lipstick, my dear spider necklace, strings of beads and a floral headscarf tied loosely under my chin. This early in the morning, Scarlet didn’t seem to share my good mood. I put in some newly enchanted snake earrings, glad to be able to wear magical jewellery on a daily basis again. Mom never liked magic much, so she didn’t want to see or hear anything about it during the summer. I frowned as I thought of her – it was hard to understand. After all, she married a wizard.

The first class of the day was Charms. On the way in the classroom, a familiar young woman in a Ravenclaw robe walked by. The one we shared the train car with during the journey, how fun to see each other again.  

“Hey, Jasmine,” I greeted, finding myself a seat beside her. Scarlet entered a little later, sitting on my other side. “Looks like we have Charms together this year. Mind if I join you?”

“No, not at all, go ahead,” she said, opening her book on the first chapter and getting her quill and ink out. Before we could talk more, Flitwick started the lesson.

“How nice to see all your familiar faces again! During this school year, there will be more challenges for you, as the end of year exams will impact those of you who seek to become an auror, or go into researching careers. Let’s go over the course syllabus,” and the sheets of parchment flew to each of our seats, landing softly in front of us. I glanced it over, seeing what subjects would come up this term.

Soon after, the strange swirling feeling in my tummy distracted me from the lesson. Flitwick truly has a nice voice to stare out the window too.

Class ended as usual. I packed my bag slowly, taking my time to arrange my bag neatly while I normally wouldn’t.

“Do you guys also have Potions after this?” asked Jasmine.

“We do,” answered Scarlet, who had their bag already packed. “Minoes, what’s taking you so long? You know Snape doesn’t tolerate tardiness.”

I sighed and slung the bag over my shoulder. “I’m coming.”

We walked next to each other, the three of us. It was nice with an extra person there. The halls and staircases on the way to the dungeons gradually got chillier.

“What’s gotten into you?” asked Scarlet, “Normally you can’t wait to get to Potions.”

Jasmine eyed us curiously.

“I don’t feel like going today,” I grumbled, hoping the cold of the dungeons will clear my thoughts. “Just… Nevermind.”

“I don’t blame you,” said Jasmine, kindly. “Snape’s not exactly known for his good mood and easy-going classes. We’ll probably get a ton of homework again, even though it’s just the first lesson.”

We reached the door, immediately spotting Draco, who’d already sat down and whose eyes spewed fire as soon as he spotted Scarlet. To let her know she wasn’t alone, I briefly squeezer her arm.

“Oh boy,” I hissed. Last year I sat all the way at the front, like a pathetically eager student, and I was determined to be normal about Potions this year. So I directed us to an empty table the furthest away from the sacred pureblood students. “Let’s maybe sit here.”

Scarlet quirked an eyebrow. “Not up front?”

With a thud I sat my bag down and got the book out. “I know what you may think about me, but I’ll have you know I had this lovely summer fling with some sweet muggle guy, and it really helped. So, no, sitting this far back is just fine for me.”

Jasmine looked from one to the other, and I felt bad that she wasn’t in the loop on this, but was simultaneously relieved. It’s freeing that she doesn’t seem to have too many prejudices against me yet. Although, when it comes out, I’m sure she’ll dislike me then…

It was already bad enough last year, when the rumours first started going around Slytherin, about my pathetic crush on professor Snape. Letting myself fall down in the chair, I steeled my nerves. Yes. This year was going to be normal. Normal; and I’d get passing grades but nothing special, and I’d complain about Snape just like the other students, and everyone will forget about the mess that was me the first year. And that one embarrassing slip-up as we making Amortentia… I rubbed my temples. Yes, this year will be normal.

Then the door opened and Snape entered, a silhouette moving like an ink spill in a glass of water, and he reached his lectern. His eyes passed over the rows of students, meeting some by eye, although most cast their eyes down as soon as he reached them. When his gaze reached me, his eyebrow quirked up almost imperceptibly and the butterflies in my stomach released themselves in such whirlwind fashion that it felt like having taken a kick to the gut. I sucked in a breath. All else fell away. Still looking straight at me, he started the lesson.

“This year will present new challenges to you all, and I expect only the best of you will make it to the third year of this class. In today’s lesson, you will brew a potion for Dreamless Sleep. The instructions are on page 22 of your handbook, and I suggest you start quickly, the ingredients need to be added with great care.”

Scarlet got up, on her way to the ingredients cupboard along with the rest of the students. It was Jasmine who shook me from my thoughts, as she laid a hand on my shoulder.

“Are you alright?” she asked softly. I got up with her, keeping my eyes on either her or Scarlet.

“I’m good, just nervous. Let’s try to get the potion done well. I’ll really be needing that dreamless sleep,” I joked.

As we chopped ingredients, and stirred as per instructions, I remembered the times my dad would sit with me over the summer, to keep my skill in potion’s up, and the advice he gave. Chopping in meticulously equal bits, removing the skin with a sharp knife instead of with a peeler, and rather stir too often than too little. The lavender we had for this was dried instead of fresh, and while the recipe didn’t specify whether it required fresh or dried, I put a little more in to be sure. This was only the first class, so if this failed, I could find a free evening this week and try again.

Jasmine anxiously picked at the skin next to her nails as she stared to a point somewhere beside us, before clamouring to lower the heat under her cauldron. I followed her line of sight and my heart skipped a beat – Snape was making his way over to our table. She adjusted her glasses, before returning to the instructions. I quickly threw in another hand of the dried and crushed lavender flowers and stirred, ignoring the prickling feeling of my hair in my neck standing on end as Snape surely stood beside me by then, looking over my shoulder without a word.

“Miss Vleerebosch, what have you done with the lavender?” his stern voice rang, and I almost jumped, my heart rate spiking. Oh, this is certainly gonna be my normal year. Scarlet gave me a terse look.

“The recipe didn’t specify whether dried or fresh was best, and assuming they wanted fresh, I added more just to be sure.”

Snape sighed as if I just said the stupidest thing he heard that day. “Is it not that dried ingredients are often more potent?” he drawled, sounding almost bored, ready to give me a fail grade within the first hour of the new semester.

I didn’t look at him as I stirred counter clockwise. “Not if the active ingredient is the lavender oil, Professor, so I added more to compensate for the lack of moisture.”

“A daring choice…” and I expected him to follow up with something scathing, but he didn’t. As I looked behind me, to check his expression for how bad I messed up, he had already moved on to Jasmine’s potion, which was nothing like the soothing pale purple it should be after stirring the ingredients. I held my breath for her as he tore into her. She looked down into her cauldron, adjusting her glasses and waited for him to pass on to Scarlet. Scarlet didn’t receive any comment, which was praise in Snape’s books, and he moved on to the next table. They sent me a triumphant look for a brief second, before turning back to the instructions for the next step.

“You okay?” I said softly, brushing elbows with Jasmine, to let her know I was looking out for her.

“Yeah,” she said, a bit shaky. “Potions isn’t my best course.”

“I’ll help, if you want,” said Scarlet. “And don’t mind him, he’s…”

“Like that,” Jasmine finished, nodding. “I know.”

I held myself back from defending him, reminding myself that this was my normal year.

“If he gives you nightmares, you can always have some of the potion,” I said to try and cheer up the mood. “Merlin knows I’ll need it.”

Jasmine gave me a soft smile and adjusted her glasses.

Scarlet scoffed at my remark, “yeah, for another reason, though.”

“I’d like for this class to be over,” I mumbled.

Lunch break, Great Hall. Jasmine sat at the Ravenclaw table and I felt her pleasant energy leave along with her, chatting and laughing with friends and I was glad Snape’s harshness left her less shaken than she seemed when we left the dungeon. Further down the table, I spotted two friends, Dana and Anatoli. We took Ethics of the Wizarding World together last year. They greeted me with enthusiasm and Dana patted the seat next to her.

“So, first part of the day done, it’s already feeling a lot less daunting to be back,” said Dana, as I sat down with them on the bench.

“How have you been?” I asked. “Look at you, you’ve gotten so tan!” And reached over the table to briefly link hands with Anatoli.

“It was such a good summer!” he said. “Good to be back too, though. Which other classes are you taking this year?”

“Just the usual. I’d love to drop Ethics, but I just can’t do without you both,” I joked.

“Show us your schedule,” said Dana. “I think we’ll have Transfiguration together, maybe?”

Lunch passed with laughter and a I gained a new excitement for even the dullest course (Ethics).

Defence Against the Dark Arts. I was nervous about being late, so I was the first one there. The teacher, a kind but shabby looking man, was still setting up the final things for the first lesson. I greeted him and found myself a seat.

Just as I bent down to get my things from my bag, another person sank into the seat.

“Found you,” they said. It was Scarlet. They grinned a handsome playful grin at me, and I smiled.

“I forgot how nice Hogwarts lunches were,” I said, making easy conversation.

Lowering their voice, they glanced to the teacher, mischievous look in their eyes. “Looks like he could use a good lunch, too.”

I chuckled. “I’m actually excited for DADA this year.”

“Right. Always glad to learn to defend myself from little gits like Malfoy.”

The new teacher introduced himself as Professor Lupin. Class passed without much of interest.

The final class of the day, and after a laidback summer, I was tired and ready to be done with it. Ancient Runes. This class had more Gryffindors in it than some of my other classes, and I sat next to Neville. Just before the class started, Jasmine entered, and sank down on Neville’s other side with a wave and a soft-spoken greeting.

After class, as we were packing up, Neville asked: “Are we still on for our agreement from last year?”

Herbology’s Neville’s best course, where mine is Potions, so near the end of the year, we helped each other out, through some tutoring, but also… He grew some extra plants that didn’t do so well and it just so happened that he let me turn those in when mine horribly failed, and I then wrote him an assignment about the best ways to use Knotgrass in potions, which then turned into a regular thing. We still did as much as we could ourselves, of course.

I grinned. “You bet. Herbology’s gonna be tough this year, I can feel it. Can I see your timetable?”

“Yeah, we have Herbology together, but not Potions,” he said, as he compared our schedules. “Starting the week off with Potions- whew, rough…”

“If you need some more practice, let me know and I’ll find some time.”

“Thanks. See you tomorrow, then!”

After a filling dinner, I visited the library to borrow two books on different potion ingredients, which I read in bed until it was late enough to go to sleep. With the curtains closed, staring at the ceiling, I cast a spell to make little stars glitter and pulse. What a flop… Even though I didn’t fail the Potion for Dreamless Sleep, it was jarringly obvious that I can’t be normal about Professor Snape. Another year of pining stretched before me in my mind’s eye, and I watched the stars twinkle until I fell asleep, the books still next to me in bed and my wand in my hand.

[usefulfictions]

What is Digital Humanities? [Week 1/Introduction]

Writing from:

September 2023

The first week of my MA program (Philosophy, specialization in Digital Humanities)

A particular interest in digital storytelling and the role it plays in our understanding of life's meaning

As an introduction post, it is worthwhile to clarify what the purpose of this is: to fulfill a requirement for a course I have to take for the completion of my degree. That said, I also aim for this to be a resource for myself (and potentially others who might stumble across it) to reflect and recall the way my understanding of Digital Humanities and the issues contained within it has changed, developed, and become more complicated as my familiarity with the discipline and my interaction with others within it increases.

This - like all of the other blog posts for this course - is being posted at the end of my term. As someone who tends to be more tactile than technical, which is perhaps a not ideal tendency for someone interested in Digital Humanities. Nonetheless, that tendency led me to write these reflections in a physical journal and the business of school and the several jobs I have to pay for it led to me putting off actually typing up these posts. But, here we are! Several of my other courses have ended, and I am writing between work hours.

The first week of this course, called 'Issues in Digital Humanities' introduced us to Digital Humanities as a whole as well as to a specific question to help centre the course (and one that I carry with me beyond this single course): What is Digital Humanities?

Through discussion and referral to other sources and ideas of individuals beyond those in the class, it became very clear that even a technical definition of the discipline is hard to achieve in a way that seems faithful to Digital Humanities' aims and methods (which are in themselves hard to define or even determine). This was especially evident in a website that the instructor introduced us to, aptly called What Is Digital Humanities? This site generates responses to that question provided by participants in 'Day of DH' events (a date dedicated to examining the state of digital humanities as relayed by those who do work within the discipline) from 2009 to 2014. These responses range from paragraphs to short sentences, illuminating the expansiveness of just DH's definition, without saying anything about the expansiveness of DH itself. One answer I appreciated that came up in the random generation that I did when encountering the site was one from Daniel Hooper: "The stuff humanities people do when they get a computer."

In the syllabus for the course I am writing this post for, we are encouraged to specifically engage with what we find weird, wonderful, and worrying in each post. In future reflections, I imagine it might be easiest to split the post into three sections, each dedicated to one of these 'W's, but this week I think this central question 'What is Digital Humanities?' is all three in a way that would be diminished by my dividing it into three sections. So, instead, I think I'll highlight one main takeaway I have from this question which is weird, wonderful, and worrying: Digital Humanities seems to be relatively boundless. This is weird, especially from the context of Academia from which I write, as even the shape it takes as a quasi-department in which students can specialize is made up entirely of cross-appointed faculty. DH doesn't (and perhaps can't) stand on its own, which is something I think is wonderful and aptly counters the siloing which occurs in discussions of academic disciplines or expertise, if DH is based on its relation to other topics, whether humanities or technology, then it is interdisciplinary in a way that cannot be ignored like other disciplines might. My worry from this is perhaps much more pragmatic than it is theory/conceptually based, but the problem of legitimacy is one that DH faces off against in a multitude of ways. In DH's tendency to admit its own interdisciplinary expansiveness, I wonder if it risks delegitimizing itself. This is not something I think is inherently concerning, but I do think it is concerning in the context of academia, where things like individual grants and departmental funding pay great mind to the legitimacy of what is being funded, and that funding is essential to the survival of research and disciplines in academic spaces.

[dr-scarlette-witch]

Heyyyy, so I love your blog, especially the study tips/advices you give to other med students. And I too decided to reach out to ya for kinda the same thing.

I'm not a med student actually, but I have to cover a vast syllabus of memorisation based subjects (archaeology sigh). I was wondering how are med students able to retain so much in a small amount of time. How many hours did you put in during your first few years of med school and lastly, how to maintain focus for long study sessions?

Would really appreciate your help!

Heyyy!

Thank you for appreciating 💜

When I started on my med school journey I used to study for 2 hours a day or even lesser. Somedays I would just not read at all but as I got closer to finals I realised how backlogged I was and I had to cram for weeks. Despite passing my first year with first class I was not happy about how I had to study for ridiculously long hours days before my exams because I wasted my initial days and this was a huge learning moment for me. Having learned from my mistake I made it a point to read consistently every day for 2 hours or more ( excluding my college hours) and I spent my weekends on revision and my hobbies.

Some tips to retain the vast syllabus:

1. Rapid-spaced revision: minimum of two revisions after primary reading, that are appropriately spaced.

2. Active learning by making my own notes.

3. Revising factual information at the last minute so that it stays in my short-term memory and it helps with my exam. While I don’t spend too much time revising concepts once I understand them as they are a part of my long-term memory.

How I would focus for long study sessions?

So recently I appeared for a national-level post-graduation entrance test, the preparation for which required me to study for long hours.

I used to study for 8 hours a day. I would suggest anyone wanting to study long sessions by starting small. I started out by studying 3 hours a day to slowly increasing my study duration by 1 hour a week. I would plan out my day the day before or the morning and make an elaborate to-do list (including breaks). It is very important to make time for hobbies and entertainment in between. I would reward myself with short phone breaks and long Netflix breaks 😋. And when I feel things are overwhelming or when it is hard to focus I take a mental health break for the day and spend on self-care or being with friends.

Sorry for a very long answer but I hope this helps :)

[dranoffdesigns]

WEEK ONE - class one

5/16 -

Starting the Summer term taking Graphic Design 1, we reviewed the syllabus and our first assignment. Our first assignment is a photo- typo! We must capture photographic images representing typographic characters, numerals, & associated symbols. After class ended, I scavenger-hunted around FGCU's campus to capture these images. My plan for the week was to find places that would have lots of inspiration.

[sernstudies]

01.8.23 ; term 2 week 1

Guess who's already behind on readings?

This was a short week, as first day of classes was on Wednesday. We went straight to clinical on the first day. My placement is at an older longterm care home that mostly cares for veterans. It's funny that last term I was a little worried that I wasn't going to get a chance to care for a male patient, but now I'm at a facility that's like 90% men.

Our teacher for lab class is a woman after my own heart. She likes to get class done early and then let us go home. We also have her for a nursing knowledge class, so I have a good feeling about it.

We have about 80 students in our intake, divided into 2 sections. This term there was a lot of mixing of the sections so now half of our class are people I don't know. It seemed that because of this there were some cliques happening, but I know that this will improve as time goes on. Our pathophysiology class is altogether at least.

It's now Saturday and the syllabus for Mondays class isn't even posted yet. I guess it's ok, because I have some catchup to do. Today I mostly did cleaning and then hung out with some friends. I will have to really hunker down tomorrow because I don't want to get so behind that I'm overwhelmed.

[annehstevens]

Fall 2024 Honors 175 syllabus

Satire and Society

Tuesday/Thursday 3:00-4:30                         

Professor Anne H. Stevens

e-mail: stevensa@uwosh.edu

office phone: 920-424-1302

Office Hours: by appointment

Room 128, Swart Hall

This course will examine the role of satire in commenting upon social and political issues. From antiquity to the present day, satirists have used humor, irony, parody, and other tools to call attention to political corruption, injustice, and hypocrisy. In this class we will study some memorable works of verbal and visual satire while also drawing upon a range of contemporary examples.

 Having completed HNRS 175, students will be able to:  

Access the resources and facilities available to them within the university community in general and the Honors College in particular, as a means of promoting success in their scholarly and extracurricular pursuits

Understand the importance of interdisciplinary approaches to both a university education and engaged citizenship 

Think critically about central issues related to the course theme from an interdisciplinary perspective, recognizing the unique contributions afforded by the course instructors’ diverse disciplinary purviews

Elaborate their interdisciplinary insights in writing that is clear, correct, ethical, and purposeful.

 In this particular section of HNRS 175, you will

read a variety of satirical works and criticism related to satire from antiquity to the present day.

learn some key terms for discussing the techniques and genres of satire.

develop skills needed to understand and analyze literary texts and to make connections among different authors, genres, and literary movements

practice writing about satirical texts through informal response papers and a longer paper

lead a class discussion, presenting a summary of an outside text and getting others involved in the conversation.

Quest: The University Studies Program (USP):

This course satisfies your Quest 1 requirement. (Honors 275 will satisfy your Quest 2 and Quest 3 requirements.) As you take these Quest courses, you will encounter Signature Questions:

How do people understand and engage in community life?

How do people understand and create a more sustainable world?

How do people understand and bridge cultural differences?

We will focus on the first signature question in this course.

Required Texts (available at bookstore):

            Jonathan Swift, Major Works

            Alissa Nutting, Unclean Jobs for Women and Girls

            Evelyn Waugh, The Loved One           

Additional readings posted on Canvas          

Disclaimer about readings: Many of the readings this semester will depict sexual situations, bodily functions, grotesque scenarios, and offensive language. It comes with the satirical territory. If you have any concerns about any of the readings please let me know.

Course requirements:  Presentation, 10 short response papers, 2-3 page film paper, 4-6 page longer paper, and in-class participation. Grading will be weighted as follows: presentation = 20%, responses = 20%, film paper = 20%, longer paper = 25%, participation = 15%.

Response papers: You are required to turn in ten response papers over the course of the semester. Response papers are brief but thoughtful reactions to the day’s materials. You shouldn’t summarize the reading or provide background information; rather, you should focus on a particular passage you found interesting, a question that the reading raised, a way to connect one or more of the readings, or some other narrowly focused question or problem that you think will help to generate class discussion. These should be a paragraph or so in length. I will comment on these responses but will not assign them a letter grade. I will only accept response papers on the day’s reading if you are present in class that day. No late responses and no turning in a response if you didn’t come to class – that’s why you only have to do ten of them.

Presentation: Each of you will be expected to present to the class on a work of satire outside of the syllabus. You can choose whatever you want, provided you can make a good case that the work you’re presenting is satirical. You could pick a text from any period of history and any national tradition or another work by one of the authors we’re reading. You could also pick a nonliterary work, something from contemporary culture, such as a film, a work of journalism, a work of visual art, a website, or an episode of a TV show. Because this is an election year, you shouldn’t have trouble finding examples. If appropriate you should use visual aids including video clips. In your presentation, you should briefly describe the work you have chosen and why you have chosen it. You should explain why you consider it to be satire, what the objects of its satire are, what sort of effects it is trying to produce, how it attempts to achieve those effects, and whether or not you think the work is successful. Talk about the work in relation to the critical readings, if appropriate.

Film paper: You must view one satiric film (I have provided links to a variety of trailers on Canvas, or you can pick something else) and write a 2-3 page review. Your review should address the ways in which the film uses satiric techniques and whether or not they are successful.

Final paper: At the end of the semester you must complete an 4-6 page paper on a topic of your choosing but related to the course topic. You must submit a paragraph describing your topic in class by November 26. I will hand out more information about this assignment later in the semester.

Other class policies:

Class attendance is mandatory. You are allowed three unexcused absences; more than that will result in a reduced grade. If you know you will miss class because of travel, illness, or another reason you must let me know ahead of the class time (via email is fine) for it to count as excused.

Over the course of the semester, there may be extra credit opportunities for attending and writing a short response to university events such as lectures and readings.

The Importance of Academic Integrity

Academic integrity is essential to the mission of The Honors College.  It requires that Honors students maintain high standards and conduct their work with honesty.  It is only within a framework of academic honesty that students can fulfill their intellectual promise and develop a range of abilities and talents needed to become critical thinkers, problem solvers, and community leaders. 

The Honor Pledge

As a reminder of the importance of academic integrity, Honors students are required to write and sign the following pledge on all assignments:

“On my Honor, I have neither given nor received any unauthorized aid on this [exam/paper/etc.]”

The pledge serves as a reminder that the assignment is covered under the Honors Integrity Policy and that the work put forward is expected to be representative of one’s own ideas and efforts.

Sanctions

In cases in which it is clear that an Honors student has violated the Honors Integrity Policy, the student may be removed from The Honors College.

In cases in which an Honors student accused of violating the Honors Integrity Policy wishes to appeal, the matter will be subject the University’s academic misconduct process as detailed in Chapter UWS 14: Student Academic Disciplinary Procedures.

Based on the outcome of a student appeal, The Honors College may institute additional sanctions up to and including removal from The Honors College.

Schedule of readings and assignments:

September 5: introduction to course

September 10: Gilbert Highet, introduction to The Anatomy of Satire; Horace, satires 1.1, 1.10, 2.1

September 12: Northrop Frye, “The Nature of Satire”; Juvenal, satires 1, 10

September 17: Lucian, A True Story

September 19: no class

September 24: Swift, The Battle of the Books; Wayne C. Booth, “Is It Ironic?” from A Rhetoric of Irony

September 26: Swift, “A Modest Proposal,” Wayne C. Booth, “Essays, Satires, Parody” from A Rhetoric of Irony

October 1: Swift, “A Description of a City Shower,” “Verses on the Death of Dr. Swift,” “A Beautiful Young Nymph Going to Bed”; Rochester, “A Satyr Against Reason and Mankind”; Dorothy Parker, selections

October 3: Waugh, The Loved One

October 8: Waugh, The Loved One

October 10: Waugh, The Loved One (watch movie)

October 15: Gray, Jones, and Thompson, introduction to Satire TV; Stephen Colbert White House Correspondents Dinner

October 17: Satiric TV (Veep, Ziwe)

October 22, 24: Alissa Nutting, Unclean Jobs for Women and Girls

October 29: Day on visual art (Hogarth, Komar & Melamid, political cartoons)

October 31: Day on other media (music, internet, etc). Listen to Malcolm Gladwell, "The Satire Paradox".

November 5: Election Day; film paper due

November 7: no class

November 12: Day on activism: watch some of The Yes Men

November 14: no class, reading day

November 19, 21: George Saunders, “Sea Oak,” “In Persuasion Nation,” “The Tenth of December”

November 26: Percival Everett, “The Appropriation of Cultures”; submit paper topics

November 28: Thanksgiving holiday

December 3, 5: Simon Rich, “Sell Out”

December 10: Study week

December 12: Final papers due

[beekaads]

How to Choose the Right Digital Marketing Course for You

You can take a step ahead in your career only by choosing the right course in the dynamic domain of online marketing. Whether you are a new entrant or looking to bring your skills to the table, you need to find a course that matches your objective and study style. If you are looking for Digital marketing institutes in Kochi, here is a guide that will help you make your way through the choices to pick a course that fits your needs.

1. Identify Your Career Goals

First, know what your career goals are. Do you want to become a Social Media Manager, SEO, or Content Creator? Knowing your goals will help you enroll in a course that will provide you with relevant skills and training. Say you want to work on SEO; then look for courses that will teach you keyword research, on-page optimization, and link building.

2. Evaluate the Course Curriculum

Any learning experience is incomplete without a well-structured curriculum. Any worth studying course should at least have the following areas to be covered:

SEO (Search Engine Optimization)

PPC (Pay-Per-Click) Advertising

Content Marketing

Social Media Marketing

Email Marketing

Web Analytics

Check if the course includes practical exercises, case studies, or internships. Digital marketing emphasizes earning from practical experience; therefore, it would be beneficial for the course to have hands-on activities where one applies what they have learned.

3. Consider the Learning Format

There are different formats for digital marketing courses: online, in-person, or hybrid. Opt for a format that will best suit your learning style and schedule:

Online courses: provide flexibility in terms of space and self-ace and thus are perfect for someone who has to juggle both studies and several daily commitments.

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Hybrid Courses: Mix the convenience of online coursework with the occasion for in-class sessions to allow greater interaction.

4. Look for Accreditation and Certification

Accreditation from any recognized body would make sure that the course at least reaches up to industrial standards or near them. Moreover, a certificate from known platforms like Google and HubSpot could further help shine your CV. It is important for the digital marketing institute in Kochi that you choose to offer certifications of value in the industry.

5. Check the Instructor's Expertise

Most of the time, the course quality depends on the instructors. The background of the instructors should be researched to ensure that they have practical experience and a large professional network. If the instructor is experienced, he/she will be able to share practical insights and theoretical knowledge.

6. Reading Reviews and Testimonials

Reviews and feedback from former students may reflect the truth about the courses. See if feedback has been provided concerning course content and instructor effectiveness, along with overall experience. Getting in touch with the alumni will also help get a clearer picture of the difference the course has brought to their careers.

7. Evaluate Post-Course Support

This may incorporate post-completion support. Check if the course offers refreshed materials, alumni networks, and job assistance. Some courses include resume reviews, job placement help, and interview preparation which can be quite helpful in your career.

Conclusion The right digital marketing course will ensure that you are set on the path to your goals. First, examine your objectives; then take a closer look at the syllabus, format of learning, and qualification of the instructor. In case you are searching for a reliable Digital marketing institute in Kochi, ensure that it offers a comprehensive syllabus, practical experience, and valuable certifications. Invest wisely in your education, and you will successfully pave your way into a digital marketing career.