#should both be part of graduate degree curriculum for the given language

[educations11]

Why is Mysore University Online Education Better? 

A state university accredited by the University Grants Commission is the Institution of Mysore (UOM), which was established in 1916. (UGC). The organization is additionally known as UOM Mysore. The university was accredited by NAAC with a CGPA of 3.67. The University Grants Committee (UGC) has identified the varsity as a potential-excellence institution (UPE). The university achieved 34th place overall in its division in the NIRF ranking 2021. Mysore University Online Education moved up one spot from number 27 in the NIRF ranking 2020 to position 19 in the university category of the NIRF ranking 2021. The Mysore University campus spans a total of 739 acres. The university as a whole employs 232 professors.

Mysuru, the cultural epicenter of Karnataka, is home to the university. The Mysore was the seat of the Wadiyar dynasty. Temples, palaces, and gardens are all across the city. It is a spectacular tourist destination with historical landmarks and distinctive architecture and is well-known for its silk, sandalwood oil, and items made of ivory and rosewood. All year round, the city has a pleasant climate.

We must make use of the human resources found in all areas of society in order to develop human capital, including men and women of character and competence who are capable of serving as leaders of tomorrow and finding answers to problems arising from fast-changing local and global realities.

Mysore University Online Education Courses 

Engineering, language, and business-related courses are all available at the college, totaling 119. The University of Mysore (UOM Mysore) offers courses at the undergraduate, graduate, and diploma levels. B.A., L.L.B., M.Tech, M.A., and M.Sc., among other courses, are offered online by Mysore University. By specialization and depending on the level of degree, Mysore Universities Online courses' costs and lengths differ. It should be noted that the University of Mysore provides alternatives for traditional and online course delivery.

Bachelor in Business Administration

Bachelors in Commerce

Bachelor in Computer Application

Masters in Business Administration 

Masters in Commerce

Master in Computer Application

Mysore University Online MBA 

An online, professional MBA General Management degree program lasting two years is available from the University of Mysore in India. A practical and comprehensive approach to fostering applicants' general cognitive capacities is part of the Mysore University Online MBA. In addition to teaching theory, the curriculum places a strong emphasis on the growth of analytical abilities, communication skills, leadership, teamwork, and problem-solving skills. Business owners, mid-level executives, and senior-level executives have many opportunities to enhance their careers thanks to the training. The curriculum puts a strong emphasis on the overall development of managerial skills by teaching the problem-solving approach towards Human Centric Issues with the Help of Management.

Mysore University Online BBA 

Mysore University Online BBA program is a three-year undergraduate degree program. Getting your business idea off the ground or advancing in your career goals can be accomplished by developing the appropriate organizing abilities. Your business savvy and leadership skills will be developed through the curriculum. Given the evolving dynamics of businesses and their operations, the degree will enable you to pursue an administrative position in the sector of your choice. The goal of the program is to prepare you to perform management duties in a strategic and tactical administrative capacity by assisting you in understanding how to do so.

Mysore University Distance Education Admission 

The university's undergraduate, graduate, and diploma programs all accept applications from prospective students. The grades received on the university entrance tests are used to determine admission to both undergraduate and graduate programs. Except for the M.C.A., M.B.A., and M.Tech. programs, admission to postgraduate programs at Mysore University is determined by a candidate's performance on the university entrance exam.

Computer Science and Technology, as well as M.Tech. in computer science and technology. For consideration for admission to the M.C.A., M.B.A., M.Tech. Computer Science and Technology, and M.Tech. For Computer Cognition Technologies programs, candidates must sit for the Karnataka PGCET and score a passing score. Mysore University Online MBA Admission applications can only be submitted by individuals who meet the program's eligibility standards. Candidates can complete the university's application form by visiting the UOM Mysore admissions portal.

When students contact the university's admission counselors, they are informed of the intricacies of admission and the courses available at the University of Mysore. This allows students who have questions or concerns about admission to the university to receive answers. Via the phone, email, or website chat, students can get in touch with the counselors.

Admission Procedure 

Students can begin the application process for the course by using the "Apply Now" button on the university's official website. The steps in filling out an application form often include the following:

Log in to the university's official website using your Facebook or Google IDs.

the fundamental data fields on the application

use of an email address and a phone number for information confirmation

Providing accurate and acceptable personal and professional information on the application form is the next step.

Attach the Documents That Are Required

Making Fee Payments to the University in Light of the Course Information Submission

Fee Structure 

These are the tuition prices for the University of Mysore. In comparison to other Indian online universities, the University of Mysore's courses is extremely affordable and user-friendly.

Hence, individuals who are unable to pursue further education due to financial restrictions may want to consider enrolling in a program at the University of Mysore. The university's admission counselors can check the specifics of these choices. There are several financing options available for paying the cost.

During a two-year program, the Mysore University Online MBA Fee ranges from 62,000 to 92,000 Indian rupees. The price ranges from 38,000 to 52,000 Rupees for everything else besides UG and PG.

[shaanks]

So. This semester has been unpleasant from start to midterm and looks as though it’s going to be unpleasant all the way to the bitter end. I’ll make a separate post about it later but tl;dr the only real bright spot in a sea of needless unpleasantness and tedium is my German class. The teacher is a lot of fun, attentive, and knows how to balance group work and guided work so that we’re engaged but not left adrift in a language none of us speaks.

I really like my German teacher. 

However, there was a bit of an incident yesterday that’s left me stewing ever since. Partially because of the abrupt and incorrect nature of it and partially because this is the not the first time I’ve been around this circle. 

We were discussing silent letters in words in English. Specifically, we were discussing why words like “knight” and “knife” have the letter K in them if they’re not spoken and do nothing for the word. 

Now, I’m not saying my explanation was the gospel truth, but it went a little something like this. I raised my hand, she called on me, and I started to suggest that perhaps it was due to legacy impressions on our language made by French, as French has a HIGH prevalence of words with letters included that serve no purpose in pronunciation. (See here: Connaisaient, pronounced Connay. That’s six whole ass letters on the end you better fucking put in the right order but never ever say.)

Before I could get through the end of the word “French,” she jumped all over me. “English is a Germanic language.” She said. 

Which is factually accurate. English and German are definitely sister languages and definitely share a lot of linguistic and grammatical behaviours. 

“French has had no influence on English, neither has any other language. English is Germanic, and the only language that has ever influenced it or that it bears any resemblance to is German.” 

...Not factually accurate, even vaguely. 

“Nice try, good guess, but you’re still annoying anyone trying to learn your language with the  K in knife.” she jokes. Everyone has a good laugh, the class moves on, and honestly, she didn’t mean anything by it so I wasn’t gonna flex linguistic anthropology on her. (it was a little embarrassing to be laughed at about something I wasn’t actually wrong about, but that was my button that got pressed, not her problem, not the time or place, ya know?)

My big issue was mostly that this is the third professor I’ve had with a Ph.D. in both their own first language and English that did not seem to have any objective history on my birth language. This German teacher, with a Ph.D. in both German and English, and TWO French teachers, with Ph.D.s in French and English, have all said with absolute certainty that the only language to have any linguistic influence on English is German (said by the German teacher) and French (stated separately by both French teachers.) 

Wrong...and wrong. English is the weird Frankenstein’s monster of languages, stealing bits of older languages like the flu steals pieces of a host immune system and stitching them together into an amorphous blob of viral, living tissue that is constantly shifting and changing over time. Anything that got close to English in its infancy and adolescence was sifted through, stolen from and left without one of its kidneys in the ice bath of history. There is no single source for its evolution, regardless of whether the person asserting so sources that singular influence as German OR French. While I’m deeply considering writing the only-partially abridged anthropological perspective, I will stick to listing a few examples of vocabulary that help to illustrate the--at the VERY least shared-- parentage of English. 

Pork. In German, Pork is called Schweinefleisch. You can see some familiar cognates here, schweine = swine, fleisch = flesh. Both fairly easily recognizable. In French, Pork is called...Porc. Funny how that’s one single letter off the English word. Couldn’t possibly be a legacy word from when French-English was considered the high English in the 1600s, a period where germanic-English was the low English. Just a coincidence, I’m sure. 

Letter (as in to write a letter to a friend.) The word for letter in German is “brief.” Again, an easily recognizable cognate as we use the term brief in English for professional write-ups, we call certain types of meetings “briefings,” etc. The word for letter in French is...lettre. Again, impossible they’re related, must be a cosmic coincidence. 

Hospital. In German, this is krankenhaus, which translates to “sick house” as krank is sick and haus, another easy cognate, is house. In French, the word for hospital is--wait for it--hôpital. Technically one letter off again, although the accent mark here is used to denote where a word in old-French used to have an s in it, which was later omitted as the language shifted towards modern pronunciations. 

Forest. In German, this is Wald. Not really an easily recognizable cognate this time. In French, the word for forest is forêt. Again with the accent mark to show the placement of a since-omitted s. 

I realize these are only four words. Am I suggesting that these four words make up a decisive thesis on the linguistic heritage of my birth language? Absolutely not. And hell, I could be wrong about why English has so many words that contain letters that must be present in the spelling but are never said, or a least never pronounced consistently. (Looking at you rough, through, thought.) All I’m saying--and really all I’m trying to illustrate here--is that the presence of a linguistic behaviour inconsistent with the Germanic roots of the language pretty thoroughly disqualifies the theory that English had a singular origin, and all other grammatical quirks must have developed spontaneously. We live on a tiny little planet all on top of each other. 

Languages definitely have stronger similarities with other languages that share their roots (which is why it’s arguably easier to learn French if your first language is Spanish or Italian, for example, and likely why I find German much more intuitive than French.) but that doesn’t mean languages not related by root have had no influence on each other. That would be like saying the only people that influence your personality in your life are your direct blood relatives. Do you get a lot of your basic physical and psychological traits from your blood relatives? Of course! But that doesn’t mean we don’t take on board the traits and lessons of the people around us, and language is no different. How could it be, when language is the vehicle with which we communicate with those other people around us?

Anyway, it’s 1:53 AM and I think I’ve gotten this mostly out of my system. Sorry for the long ass post on your dash in the middle of the night and for the unsolicited mini linguistics lecture, I just had to get this out of my head or I was gonna keep stewing on it. 

[edie-k]

Legally Ginger - Chapter 3 "What, Like It's Hard?"

Title: Legally Ginger Chapter 3: "What Like It's Hard?"

Rating: Teen (I'm sorry Ron and I are equally fond of the f word)

Summary: Based off the movie Legally Blonde. Ron makes the move to Boston but his Harvard career is off to a rough start.

Author Notes: I do want to caveat that not everyone who attends an Ivy League school is a snob so no offense to anyone that did; it’s just a fun romcom stereotype.

Additionally, I felt the need to address that it can be a bit scary for anyone to stalk someone across the country but particularly a man stalking a woman across country is historically problematic. Unfortunately, given it's basically the entire plot of this story, we can't completely avoid it. So remember, this is a fun thing in movies but a red flag in real life.

And yes, I do crib more from the movie on the curriculum. I did not attend law school and can use the help. So I bolded the language that was either verbatim or heavily cribbed from the movie.

Chapter title is a movie quote.

Thank you so much to adnei for all of the beta help and feedback!

I've been so excited to share this chapter with all of you and I think when you get to the end, you'll know why. Let me know what you think!

Link to AO3 or read more below.

“All set then?” asked his dad, closing the back of the old Ford Escape Bill had passed off to him.

“I think that’s all of it,” Ron agreed.

“Well, I’ll go get your mother then to see you off,” Dad said.

The twins and Ginny were standing on the curb, having already loaded the boxes they carried in the vehicle.

“Well, in two days, you’ll be knocking on Astoria’s door to find out if this crazy plan worked.”

Ron laughed. “Not exactly. Hopefully I run into her the first week.”

George’s jaw dropped. “You spent 90k of Muriel’s cash and wasted the best party semester of your life to hope to run into her?”

He hadn’t gone the entire spring semester without seeing Stori. She’d sought him out a few times for a bit of, as she put it, mutual stress relief, but refused to discuss anything further about their relationship. She had bid him a teary goodbye at their commencement ceremony, where he had been evasive about his post graduation plans.

“The point was to be worthy of her, not scare her. Ginny, imagine you get drafted by the Red Stars and suddenly that douche you dated, Corner, is working there as the strength and conditioning coach. You’d be freaked out.”

“It’s a good point,” said Ginny.

“Look, I’ll show up, I’ll get to know everyone, make my connections, and charm the professors. She’ll know I’m there without me ever telling her.”

“You never faded into the background at CULA,” Fred agreed.

“I’ll say hi if I see her but she’ll be knocking on my door by October,” Ron said confidentially.

“Oh yeah?” George’s voice was skeptical.

“You didn’t think I’d make it this far,” pointed out Ron. “It’s… it’s got to work.”

Suddenly, he felt his confidence drop. Was this a stupid plan?

“Best of luck, bro,” said Fred, giving him a one armed hug.

“Regardless of everything… Ron, you got into Harvard. Harvard. Don’t let them take that away from you,” Ginny said fiercely.

“Yeah, yeah, you sound like Mom now,” Ron said, brushing her off before his cheeks could burn. “Where’s she at? I’m burning daylight here.”

“I’m right here,” said his mom, walking out the front door of the ranch home he’d grown up in, holding a cooler. “I have some sandwiches to at least get you through the first day on the road,”

“First hour maybe,” George scoffed.

“Thanks Mom,” he took the cooler and stuck it in the car. When he turned back around, his dad had joined them again.

“Well, this is it,” he said awkwardly.

“Oh… Ginny, go pack a bag and join your brother. We’ll buy you a plane ticket home. Or I can come along,” his mom blurted out, nervously twisting her hands.

“Mom,” Ron groaned.

“Molly, he’ll be okay,” his dad said gently.

“Call me once a day,” Mom said. “Just during the trip,” she added, when Ron started to object.

“Okay,” he agreed. He drew her into a hug.

After he’d said goodbye to each of them, he whistled. “Pig, come on boy!” The pug ran across the yard and allowed Ron to scoop him up and put him in the passenger seat. He climbed into the driver’s seat and swallowed hard. Was this a big mistake?

“We’re so proud of you, son,” his dad said.

“We’ll see you at Christmas?” his mom asked.

Ron didn’t trust his voice so he just nodded and closed the car door. He started the vehicle and with one last wave, he backed out of the driveway.

**********************************************

Five days later, Ron’s alarm was blaring.

“What fucking time is it?” he muttered, slamming the sleep button. In response, Pig grunted and rolled over.

It had been four days of naps and showers at truck stops, coffee, Monster, and fast food but he’d arrived yesterday in order to get a decent night’s sleep before today’s orientation. He, however, had failed to calculate in the three hour time difference that combined with his driving fatigue, was wreaking havoc on his mind and body.

He sighed and went to a still packed box marked “clothes”. He immediately groaned. His khakis were wrinkled as hell. Should have hung them in the bathroom last night when he showered to at least get a little help from the steam.

Luckily, he had a couple dress shirts in the garment bag with his sports coat and two suits. During his brother Percy’s summer visit, he’d used one of Ron’s rare free days to take him shopping. Percy had gotten some advice from a friend of his that attended the University of Chicago on law school attire and had insisted Ron needed at least three suits.

Ron, who was expecting that this whole thing would be wrapped up by spring, balked at the idea but finally agreed to one new suit to go with the one he already owned, a blazer, khakis, and a few polo shirts. He had shirts and tie combos from various formal and semi-formal events, but doubted he’d need much of it. Percy’s friend had said classes were business casual and while his golf shirts were comfortable enough, Ron really hoped that by the second week, everyone was wearing hoodies in class.

He finished getting ready and then grabbed Pig’s leash. “Come on boy,” he prodded the slumbering pug. “If you don’t go now, you’ll be holding it all day.”

They walked the campus, enjoying the morning quiet. While it didn’t give Ron the ease and sense of belonging CULA did, it was an impressive campus. For a moment, he wished he’d taken his mom up on the offer to come out with him - she’d love to see this. He hated the loneliness he felt and was glad to see Pig do his business. Sooner he could get to orientation and meet some people, the better.

********************************

Orientation had been a mix of boring and interesting. He’d slipped in right at the last minute and sat in the back row to ensure he went unnoticed if he were in the same group of students as Astoria. Luckily, he didn’t notice her in the room. While he missed her terribly, he hadn’t come this far to destroy his plans now, and running into her before classes even started was not the plan.

Now they had moved into the social mixer part of the evening, which he was delighted to see that unlike undergrad, law school mixers included booze.

“Uh… you have anything local?” Ron asked the bartender.

“Nothing craft but I do have Dogfish Head,” the bartender said.

“That’ll do,” Ron responded, sticking a dollar in the tip cup. Had Astoria accepted his proposal, maybe he would have pursued the Boston Beer job and he’d have cases of this stuff in their kitchen. The bartender handed him a glass full of his other life and he wandered over to a small group of people, chatting.

“Hi, Ron Weasley,” he said sticking out his hand to the woman on his right.

“Uh, hi,” she said, sounding surprised but not unfriendly. “Lisa Turpin.”

“Nice to meet you.”

“Ernie MacMillan,” said a blonde man, standing next to Lisa. Ron shook his hand and then shook the hand of the man next to him who introduced himself as Jack Sloper.

“We were just discussing undergrads,” Ernie said. “Jack and I were both Princeton men, although I took a gap year in Europe so different classes. Lisa here was an Eli. How about you?”

Ron inwardly winced. This guy sounded so pompous. An Eli, really? Anyone who watched a few seasons of Gilmore Girls knew what that was. Ron took a deep breath. “West coast here. I graduated from CULA.”

“That’s a solid state school system,” said Ernie. It wasn’t an insult, but when he said it, somehow it sounded like one.

“Yeah, well, it got the job done,” he said, forcing his friendliest tone.

“What were your undergrad degrees in?” Jack asked the group.

“I’m afraid I’m a bit of a stereotype. Political science for me,” Ernie chuckled.

“Same,” said Lisa. “Although I double majored in French.”

“I was a double major as well. Economics and Spanish,” Jack responded.

“There just wasn’t time for a double major while I was student body president, I’m afraid,” Ernie said. “What about you, Ron?”

“Uh, yeah, just the one major for me. Food science,” he said self-consciously.

“Food science,” Lisa repeated, her tone again not unfriendly but certainly not welcoming. Ron’s whole body stiffened.

“Like cooking?” asked Jack skeptically.

“No, there are a few different concentrations but I was focused on food biochemistry and microbiology,” he explained.

“I think the only micro I’m aware of with food is microwaves or microbrewing,” Jack said, letting out a condescending chuckle.

“Actually, brewing was a big part of my internship last summer. I was at Anheuser-Busch working on their new sustainable brewing initiative,” he said.

“Interesting,” said Lisa. “Ernie, where did you spend your time abroad?”

“I assume you’re interested in whether I spent any time in France, which I can assure you that I did.”

“I hope when you say France, you don’t just mean Paris,” said Jack and Ron was glad to see his condescension focused on someone else.

Ernie laughed loudly in response. “Of course not.”

Ron took a big swig of his beer. This was going to be a long night.

***********************

Ron shifted his backpack as he carefully studied the room numbers next to each door. Everyone else looked so comfortable and confident and he wondered if all of his fellow students had mapped out their routes in advance of the first day of classes.

His eyes were so busy shifting from the left side of the hallway to the right that he failed to notice someone stopped right in front of him until he slammed into them.

“Ooof,” he said. “I’m sor - ”

“Ron?!”

Of course he had just walked right into Astoria.

Astoria stood there, mouth hanging open as she stared at him. Despite the gormless look on her face, she looked absolutely gorgeous with her blonde hair pulled back into a tight curled ponytail, the kind he used to love to pull out at the end of the day. Even though it was just barely September, she was wearing an orange cardigan and he thought about how she obsessively dressed in what she called “the colors of the season”.

“Hey there,” he forced out in what he hoped was a casual tone.

“What the hell are you doing here?” she asked, looking shocked.

“Going to class,” Ron responded. “Don’t want to be late; see you!” He took broad steps around and away from her.

Ron let out a sigh of relief as his classroom was the next one he spotted. He took a deep breath as he walked into the lecture hall for his first class. He spotted a seat near the middle of the room that felt like the right place for the impression he wanted to make.

“Hey,” he greeted the guy next to him. The guy nodded, not even looking up from his laptop. Ron shrugged and pulled his computer out of his bag and powered it up.

While it was sooner than he had hoped, Ron had played it pretty cool with Astoria during their chance meeting. Short and to the point, nothing dumb or embarrassing said. His most successful interaction at Harvard to date.

While he was congratulating himself, a severe looking older woman walked purposefully to the front of the classroom and cleared her throat.

“Welcome to the start of your legal education,” she said. “I’m Professor McGonagall.”

As the professor began to speak about the syllabus, Ron allowed his mind to wander back to Astoria. She hadn’t looked upset or angry to see him, merely surprised. Maybe a bit uncomfortable, which was understandable. She also looked phenomenal. It had been way too long since they had been together and he had almost forgotten how stunning she was.

“Can you tell us about Gordon v. Steele?”

Ron looked up with a start. “Huh?”

Professor McGonagall was standing right in front of him, looking annoyed. “Can you tell us about Gordon v. Steele as it relates to subject matter jurisdiction?”

“Uh…” Ron said, shocked. “It’s the first day of class.”

The classroom was now silently watching him.

“Did you not read the first fifty pages of the assigned text?” McGonagall asked.

“I didn’t realize there was an assignment,” Ron said nervously. He heard a snort behind him and his head whipped around to look at the source.

Professor McGonagall seemed to hear the snort too and shifted her focus. “And you, young man? You could answer my question?”

“Of course,” the smartass snorter said. He ran a hand through his hair and leaned back in his chair.

Oh, thought Ron. This guy is the worst.

“So would you support my decision to ask this student to remove himself from class until he’s prepared?”

Ron froze.

“Yes Professor,” said the cocky douchebag.

Professor McGonagall motioned to Ron. “Once you’re prepared, you will be welcomed back to class. Until then…”

Ron packed up his laptop, completely stunned. He gave a hard stare at the messy haired jerk, who smirked back at him as he stomped out of the room.

**********************

“You have to be fucking kidding me. Where the fuck does she get the right… and that fucking douchebag,” Ron muttered.

“Excuse me,” a voice rang out from behind him. “That’s more profanity than I care to hear in a week, let alone at 8:30 on a Monday.”

Ron looked up, irritated by the interruption to his own self pity. The reprimand came from a pretty curly haired brunette perched on a neighboring bench, a giant stack of books beside her. Despite her scolding words, she had a hint of a smile. A smile that actually looked friendly.

“Sorry,” he said, ears turning red. “I just… are they always that mean?”

“Mean?”

“Yeah, like, call you out like that. My professors have always liked me all right,” Ron replied, feeling quite embarrassed to explain this to her.

“Yes, they tend to do that. Socratic method,” said the woman.

“Ah,” he responded. He knew the name Socrates thanks to his philosophy major ex, but nothing of the method.

“Were you with McGonagall?”

“Yeah. She kicked me out!”

The brunette made a sympathetic noise.

“She ever kick you out?”

The woman now looked scandalized. “Never! But I had nightmares about her my whole first week. Who else do you have?”

“Uh, Sprout, Slughorn, Umbridge…”

“Umbridge likes when you speak up in class but make sure you always concede to her in the end. Slughorn’s kind of pretentious but if you make good use of your thesaurus for his papers, he’s easy to please.”

“Nice, thanks,” Ron said, nodding his head with a slight smile. She grinned back at him.

“This place is tough; don’t let one setback your first day throw you off,” she urged.

“I’m glad I picked this bench. So what year are - ”

“Ron? Can we talk?” Astoria was standing in front of him, looking a bit nervous.

“If you want,” he said carefully.

“Please,” she said, taking a few steps back. Ron lifted a hand in goodbye to the girl on the bench before approaching Astoria.

“So… you’re at Harvard,” she said nervously, rubbing her right hand over her left.

“I am,” he confirmed.

“And… you got into Harvard,” Astoria said.

“Clearly,” he answered, a bit irritated by her tone. She didn’t really think he was an idiot, did she?

“How was your first class? “

“It could have been better,” Ron admitted.

“That’s because you-you don’t belong here,” Astoria said. “Look, maybe I shouldn’t, but I’m trusting that you’re not here to, like stalk me or hurt me or something. Regardless, this just isn’t something you can do. The people that are going to be successful here… they’re like, bred for this. And it’s not you. I didn’t break up with you to be a bitch. This just isn’t something you’re cut out for.”

“Stori - ” he tried to interrupt.

“And Ron, it costs a fortune to go here! How are you even covering this? I still care about you. Please, just cut your losses now,” she pleaded.

“No way,” said Ron, feeling the fire to prove himself ignite. “Look, my first class was rough but it’s because I didn’t get it. I didn’t understand how all of this works. Now I do. Frankly, that asshole that got me kicked out did me a favor because - ”

“Stori, there you are.” Out of nowhere, the aforementioned asshole from class appeared and slung a possessive arm around Astoria’s shoulder.

“Oh, hi,” she said, biting her lower lip and no longer meeting Ron’s eyes.

“We haven’t properly met although, after that disaster in class, maybe it’s pointless,” chuckled the douchebag.

“Ron, this is Harry Potter… my fiancé.”

Ron clenched his jaw but he knew his ears were reddening in a dead giveaway. “Really?”

“Harry was my high school boyfriend. We reconnected this spring and it just felt… right,” Astoria answered awkwardly.

“Well… congratulations.”

“Thanks buddy,” Harry said, voice dripping in mock sincerity.

“I, uh, I’ve got to go,” Ron said. Summoning every ounce of self control he had, he quickly walked in the direction of his residence hall, Astoria calling after him.

[adhdtoomanycommas]

ADHD, Gifted Programs, and Accidental Accommodations

So one big thing has been on my mind pretty consistently since I got diagnosed last year at the age of 30—why did it take so long to figure this out?  At no point in my K-12 education or my 4 year bachelor’s degree schooling did any teacher or counselor question or suggest I may have ADHD, despite the fact that I check nearly every single box on every diagnostic criteria (both inattentive and hyperactive!)

One obvious reason is sexism.  Pretty early in my reading on the subject, I learned that ADHD is dramatically under-diagnosed in girls and women. Partly this is because of different presentations, but a lot of it is just that the stereotype people have in their heads of what an ADHD kid looks like is always a boy.  

But the other big reason, and the one I want to talk about today, is the fact that one of the few ADHD diagnostic boxes that I didn’t check was “bad grades.”  So really, the question is, why weren’t my grades bad?

That’s not to say I was especially good at school work. My backpacks, desks, and binders were always a complete mess, and I NEVER did the homework.  I would do the big projects (at the last possible second, of course) but daily homework just straight up didn’t happen.   If there was time left at the end of class I would sometimes quickly do the homework for the next day, and occasionally jot down some approximation of it in the minute or two before class started, but when I was actually at home, I never touched it.

But here’s the thing with ADHD brains:  We can focus on things with no problem, as long as we find them interesting.  And I’ve always read quickly enough that doing the reading for class was usually interesting. And for the most part, the class content itself usually seemed interesting enough.    But probably most importantly, I consider tests interesting. There’s always been enough of a challenge racing-the-clock game-like aspect to them to me that I would stay engaged on the tests, and even if didn’t completely know the material, I was good at using logic to get a pretty good guess (like using all those tricks they teach for standardized tests—narrowing down the options on a multiple choice question, looking for answers in the other questions, etc.)

So even in the classes where turning in the daily homework counted for part of the grade (math and language classes mostly) I was usually able to scrape a B with only the occasional C thrown in,  and everything else was A’s.  

But part of my saving grace was the “gifted” classes.  I was very lucky that, despite not knowing about her own (probable) ADHD, ��my mom knew enough about how she worked as a student to know that me (and my brother) really needed to be engaged and challenged in order to thrive.  Because of this, she advocated for us hard—she insisted we be allowed in my elementary school’s “gifted” program in kindergarten (based on our test scores of course)  even though the “gifted” program officially wasn’t even available until first grade.  And when we moved to a different state, she advocated for us again and got us included even though the “gifted” class was “full.”   She knew that nothing would make us fail faster than being bored in class, so she made sure that there was at least one day a week when we would be challenged and actually get to engage with material we found interesting.  

Aside,  despite how essential they were for me to thrive in school,  the entire concept of “gifted” programs and “gifted” kids is problematic as hell.  Half of the screening is basically just looking for class signifiers and seeing whose parents had enough free time to give them a head start (or whose parents have the time to advocate for their kids the way my mom did for me).  Not to mention there’s likely a massive racial bias. So in all this discussion of why I did ok despite my ADHD, it’s important to note that there’s a lot of privilege at play here determining who gets access to these types of programs.  

This is also why I keep putting “gifted” in quotes--  I don’t think there is anything inherent about academic ability. Also, academic ability, reading ability, testing aptitude, etc. are definitely not indicative of intelligence. Plus the entire concept of the measurability of intelligence is based on eugenics ideas, so clearly one should take the whole thing with a huge grain of salt.

Nowadays the term all the parenting blogs like to use for kids like me, with ADHD (or dyslexia, or autism, or whatever else) who also test well enough to be flagged as “gifted,”  is “Twice Exceptional”  which is a term that makes me immediately want to punch whoever uses it. Seriously,  it makes me gag.  Like, it doubles down on the “special” euphemism and seems entirely designed to make parents feel better about their kid without any consideration to how the kid feels.  No kid wants to be singled out, especially one who’s already probably pretty socially isolated (which I could digress about but that’ll be another essay for another day), and being Twice singled out certainly doesn’t help anything.  

But ultimately the teaching in the “gifted” class itself wound up being really good accommodations for ADHD. I wouldn’t have been a bit surprised if they were better than the accommodations in the separate classes actually intended for kids with ADHD and other learning issues, though since I wasn’t diagnosed as I kid I can’t actually speak to that as I don’t have any experience there.  But in the gifted classes, firstly, we were given more specific subjects as opposed to the overviews we got in regular classes.  And it’s way easier to be engaged on specific subjects like ice age mammals, or the wreck of the Titanic, than it is to be engaged with a broad list of dates or categories.  We did logic problems that were presented as games, but that were indirectly teaching us the basics for higher level math. In 6th grade, we did research projects and got to pick our own subjects completely, so we could write about whatever we were hyperfixating on at the moment (mine was on medieval warfare as depicted in the Bayeux tapestry).   And if we happened to get excited and blurt out an interesting fact vaguely related to whatever was being discussed, that was likely encouraged instead of reprimanded like it would be in the normal classroom. This continued into high school, as honors and AP level classes tended to be a lot more discussion based rather than the top-down approach at other levels, as well as affording more opportunity to choose one’s own subjects.

The story you’ll hear from (or about) a lot of ADHD kids (especially undiagnosed) flagged as “gifted” is of hitting a wall at some point, academically speaking.  That did happen to me briefly, in middle school. We started being assigned a lot more long-term projects, and there was a bit of a learning curve while I figured out how to put things off Until the last minute and not Past the last minute.  But thanks to some patient teachers who believed in me (which I might not have had outside of honors classes), I managed to pull out of it and improve my grades (with the exception of the only report-card F of my entire academic career, from a sadistic gym teacher who seemed to think that enough berating would cure asthma).

Even more stories I’ve read and heard from people who were diagnosed with ADHD as an adult say they hit that wall academically when they started college—the first time they were really self-guided in their studies.  But again, there, I was saved by an honors program.  In this case,  it was the Honors Tutorial College,  a truly strange program at Ohio University.  I was tracked into HTC by one particular professor who very much wanted HTC to expand into the art program and decided that because I had both strong test scores and a strong art portfolio (and probably, lets be real, because I was the daughter of one of the other professors) that I was the perfect person to be the first student in the new program.

OU’s website describes HTC as “flexible curriculum and one-on-one tutorials with renowned faculty that allow your curiosity to take the lead in your education.” It’s rigorous, but comes with a lot of perks, like waiving certain gen-ed classes,  being able to take classes without first taking the required prerequisites,  and designing one’s own independent study classes individually with instructors.  And those perks are (as far as I know entirely accidentally) the perfect accommodations for an ADHD student (and probably pretty good for Autistic ones as well, based on some of my peers in the program).

A lot of the gen-ed classes I waived were ones I probably would have been bored in and thusly not done well.  Being able to skip pre-reqs meant that, for instance, for my English requirements I was able to take far more interesting classes like Shakespeare’s Comedies,  YA Lit,  and Playwriting instead of English 101, 102 etc.  If I wanted to learn about something in particular, I had help finding a professor willing to help me in an independent study/tutorial class.  Being the pilot of the program meant I was able to shape it so that I could get an art degree without ever having to choose one medium (which as far as I know is still an option for anyone pursuing an HTC Studio Art degree).  And at the end of the program, when we were required to complete a massive thesis project and paper (at basically graduate level), not only could I choose my subject to meet my hyperfixations, but I had individual help from a professor keeping me on task on the less-fun parts at every step of the way.  

HTC students are required to keep their GPAs above a high threshold. At one point one of my grades (in Latin class) was low enough to hurt my average, and I was called into HTC headquarters for a check-in meeting.  I was asked why my grade had fallen, and I explained that the class wasn’t that interesting (at that level it was mostly grammar) but that it was getting better as we were moving up into translating more actual historical material. That explanation was entirely accepted.  Imagine if “it’s not interesting enough” was considered a valid excuse for grades slipping for everyone, how much less stressful school would be for ADHD kids!

So ultimately it’s pretty much been having the luck and privilege to get myself flagged for “gifted” classes that kept my grades up throughout my school years.  Accidental accommodations have continued into my adult life as well. At my most recent office job, for instance (which I lost due to covid layoffs), I had a pretty hands-off boss who just didn’t care if I doodled, got up to stretch my legs every once in a while, and listened to audiobooks at my desk all day as long as the work got done.  

I didn’t need a diagnosis to get these accommodations, because they were given freely, which meant I was able to succeed even without knowing about my own ADHD.  If I had been diagnosed, and had had to ask for accommodations, I wonder if I would have done as well as bias against people with ADHD means people wouldn’t have expected as much from me.  

So if you’ve made it this far, I’ll ask for the same for others that I got for myself.  If you are a teacher (or a manager in an office setting),  I strongly encourage you to consider how to make your classroom, office, etc. more accessible in general, without someone having to disclose a diagnosis or be singled out for accommodations.  The biggest easiest one you can do is to allow (or even encourage) doodling in lecture settings. Even for neurotypicals,  there have been plenty of studies proving people retain information better when doodling, so everyone should know by now that someone doodling doesn’t mean they’re not listening.   If at all possible, encourage discussion and contribution.  Give everyone breaks to stretch and move around.  And give as much freedom as possible on what to learn about.  You might be surprised what people are capable of when these reasonable steps are taken to give everyone room to thrive.  

That’s all for now,  hopefully you got something out of this unwieldy ramble.   I’d be curious to hear if you’ve run into any accidental accommodations in your life and how they’ve helped.  Until next time!

[loudlytransparenttrash]

This Week Within Our Colleges: Part 23

A University of Virginia student urged white people to leave the campus Multicultural Student Center, claiming that it is a “space for people of color” and that there were “too many white people” in the building. “If y’all didn’t know, this is the MSC and frankly there’s just too many white people in here. This is a space for people of color. So just be really cognizant of the space you’re taking up, because it does make some of us POCs uncomfortable when we see too many white people in here. Frankly there’s the whole university for a lot of y’all to be at and there’s very few spaces for us. So keep that in mind.“ The student received a round of applause, of course.

Texas State University now requires students studying to become teachers to complete a series of assignments on “whiteness.” The assignments asks students to “analyze the construct of whiteness and its relationship to privilege and equity for students” and to make a “detailed analysis of whiteness” by defining the term and providing examples. The guide suggests using other keywords to talk about whiteness, such as prejudice, race and discrimination.

Princeton University and Brown University announced that they have eliminated standardized testing requirements for graduate admission in the name of creating a more diverse student body. Princeton announced its decision to do away with the standardized test, calling it “biased against minority groups.” They insist that scrapping the requirements will help Princeton achieve its goal "diversifying their undergraduate populations.” Brown University announced a similar initiative, eliminating GRE requirements to "attract a wider pool of applicants” and “reduce barriers that discourage some students from groups historically underrepresented.” They join Cornell University who dropped the same requirement from its biomedical engineering program over concerns that such requirements "can be biased against” women and minorities.

The California State University-Chico State Faculty Association released a statement assuring the student body that it is aware of what it characterized as the harm caused by a Republican group on campus, calling President Donald Trump a “symbol of insult, derision and ridicule of specific groups within our society” and urged the administration to take disciplinary action. “We take this stance because students of color have expressed that they are experiencing an increasingly hostile racial climate, both on and off-campus, since President Trump took office. It is unjust for students of color to experience overt and/or covert forms of racism ideologically, systemically, and/or in practice.” Ironically, look at what conservative students have to deal with at this school: 1 / 2.

University of Notre Dame held a forum where panelists urged the university to pay reparations to blacks and native Americans. They discussed how black and indigenous communities have a “right” to pursue reparations at Notre Dame and these reparations must be paid in cash. They called it “appropriate remedies” for Notre Dame for the people who have been “historically robbed of their right to a safe and secure life.” “We must acknowledge how white institutions contribute to black disadvantage and commit to the appropriate remedies.” “Everything at this school is extremely white” and “for every dollar earned, the moral debts have accumulated. The debt is accruing exponentially day by day.” Other suggested “remedies” included hiring a chief diversity officer, providing free tuition to native students, increasing diversity and inclusion programming, replacing white professors teaching native American studies with native professors and flying a native flag at all Notre Dame events.

Also at University of Notre Dame, students demanded that courses be reworked to reduce the number of reading materials penned by white, male scholars in an effort to “eliminate the violence of only privileging white scholarship.” “No course or program of study should have a view limited to white, western, and/or male voices. We demand that people who are of Color, Indigenous, Black, queer, or not male are represented in the authorship of at least half course and major required readings.” They also demanded the school’s policy that permits students from entering opposite sex dorms after midnight on weekdays and 2am on weekends to be removed as it enforces “white, cis-heteronormative hegemony.”  

A University of Georgia professor states white teachers need to get some anti-racist therapy. “It may sound counterproductive” to require teachers to engage in anti-racist practices but these educators need to know that “their students’ traumas are a direct result of oppressive systems and ideologies.” “Yes, educators who are people of color feel the ever-present pain, weight, and torment of racism and need therapy, too, but White teachers have a different task: Many must first win the fight regarding racism within themselves.” “We need school therapists and counselors who are trained to help White educators and students process their emotions and their fragility.”

Loyola Marymount hosted an “anti-racist” meeting that seeks to educate and support white-identifying employees in their battle against racism. The Alliance of White Anti-Racists Everywhere describes itself as a white affinity group “that supports white faculty and staff in deepening our learning about the impact of systemic racism on individuals, institutions, and society.” “The focus of the group is to develop the capacity of those who identify as white to participate in challenging conversations about race or racism without expecting people of color to be educators.” White members are encouraged “to grow and learn without further burdening people of color” with their “inevitable mistakes.”

Boise State University also rolled out new white guilt meetings, with a “book circle” for faculty and staff focused on white privilege in an attempt to “dig deep into ourselves to explore the ways in which we all, as individuals, sometimes unknowingly, support racism and white supremacy.” The book circle is hosted by the Gender Equity Center and is centered on the book “What Does It Mean to Be White?: Developing White Racial Literacy” by Robin DiAngelo, a “white fragility” expert who speaks at college campuses nationwide. "The primary audience of this book is people who are interested in unpacking white identity and how white folks distance themselves from conversations about race, as well as learning how to engage white folks in recognizing their privilege.”

Williams College students launched a boycott of the entire English department, claiming the curriculum is “whitewashed” and its scholars “racist.” Their main complaints include allegations of microaggressions, a curriculum that prioritizes white authors and claims that professors of color are not given enough praise. They demand the chair of the department be fired and replaced with someone specialized in Ethnic Literature, that four new faculty specialized in non-white literature are hired and that the department is investigated to stop the “harm” that’s being inflicted on “the physical, emotional, and mental well-being of both faculty and students of color.”

Harvard University students have promised “daily escalation” if their demands for the school to divest from fossil fuels are not met by Earth Day. The students took over a building after previously staging mock oil spills, shutting down speeches by the university president and interrupting football games. Less than one percent of Harvard students and faculty have signed the group’s petition.

San Diego State University held a “Pronouns 101” workshop where students were advised not to use the word “guys” when addressing a group of people, and call out those who do, and instead use terms such as “y’all” or “folks.” Another option was “beautiful people.” Students were then showed a massive list of pronouns that should be learned. They were also advised to always tell people of what our pronouns are when introducing ourselves, even if they coincide with the gender we were born with. “Referring to somebody with the wrong pronouns can make them feel just gross, it’s just disrespectful and it makes people feel invalid or invisible, and dismissed, alienated, dysphoric, and a bunch of unpleasant things.”

Evergreen State College’s Writing Center informed tutors to not teach proper grammar to students in the country illegally over sensitivity concerns. “Tutors are there to provide culturally sensitive feedback on writing, not to correct grammar.” The two flyers attached to the memo also advised educators to encourage their students to avoid using “hurtful language,” such as “illegal,” in order to be inclusive to illegal immigrant students.

A group of students at Syracuse University have now spent over a week occupying an administrative building, refusing to move until their demands are met. The sit-in, led by a black student group, have made numerous demands, including the right to have a roommate of the same race, a required curriculum on “anti-racism,” and the resignations of Syracuse President Kent Syverud and other officials. The students are now complaining that they’re being denied their human right to be fed and taken care of during their own protest.

Tulane University’s student government approved an “equity fee” where students must pay a $240 increase on existing student fees to fund more support for “marginalized” students. “The liberation of our most marginalized students will only strengthen our university and create a better environment for all who aspire to earn a degree from Tulane University.“ “There are some Black women who tirelessly organized and researched and put their hearts into writing a piece of legislation that attempts to rectify the historical wrongs of this university built on the backs of enslaved Black people.”

Wake Forest University will cancel classes in April so professors can attend diversity and inclusivity training. The lessons will include helping with the “anxieties” of educators when shifting to more diverse and inclusive teaching, appreciation for the structural challenges students of color encounter when addressing bias incidents, motivating girls of color and underrepresented groups to pursue STEM, creating identity-affirming classroom learning environments for racially and ethnically minoritized students and to help the professors “uncover” their own biases. The school also began offering a “Beyond Whiteness” course in an effort to "address historical complicity with systems of white supremacy" and the “damaging tendency to focus on white scholars and perspectives in studies of the ancient Greek and Roman worlds.”

Macalester College stripped the name of its founder from a building on campus after students discovered he had referred to Indian tribes as savages in an 1882 book about Minnesota’s colonial history. Edward Duffield Neill was a pastor, historian and author, founded the college and served as president for ten years.

University of Maryland was the latest school to take a strong stance against costumes deemed to be guilty of “cultural appropriation,” warning students that costumes referencing other cultures have “no place in an inclusive community.” Students were told to ask themselves, “Did people from the other culture represented by the costume endure negative experiences that people from your culture have not?” They go on to suggest only “historically dominant groups” can be guilty, adding that “the differences in social and institutional power result in reinforcement of already-existing inequality.“

Ball State University hosted a presentation on “how English language practices in college classrooms contribute to white supremacy.” “We are all implicated in white supremacy,” the speaker said, “this is because white supremacist systems includes reproduction of dominant, white, middle-class, monolingual standards for literacy and communication,” which means “your school can be racist and produce racist outcomes, even with expressed values and commitments to anti-racism and social justice.” "Grading is a great way to protect the white property of literacy in schools and maintain the white supremacist status quo without ever mentioning race.”

The College of New Jersey hosted a white privilege event where participants were asked to close their eyes and answer if the fifty white privilege examples  applied to them, based on activist Peggy McIntosh’s “Unpacking the White Knapsack.” White participants were asked to think about how the presence of privileges had benefited their lives, while people of color were asked to think about the negative impacts of not having the same privileges. Students also discussed their feelings of privilege in a group after the activity, with the goal of understanding who must be held responsible in eliminating oppression.

Michigan State University student government voted to ban cafeteria trays in an effort to help the school become more eco-friendly. “MSU prides itself on sustainability” but until now, it lacked this “key policy.” The bill further aims to help shape student diets, stating “reducing tray usage would improve the health of students by encouraging conscious portion sizes.” The resolution criticized the “astronomical” amount of animal products consumed and demanded more vegan and vegetarian options. It also asked for compost bins in all residence and dining halls.

Santa Barbara City College students protested the conservative student group Turning Point USA being recognized as a campus club. The protestors cited its potential presence on campus as “a direct threat to our student democracy,” they also accused Turning Point USA of “targeting” African Americans and compared the club to Nazi Germany.

University of Massachusetts-Amherst advertised to students how they can earn credit for “organizing” for “social justice.” “Do you have a passion for social justice? Do you want to make a difference?” Students will earn five-course credits by getting involved in grassroots community organizing and learning how to “act in effective and complex solidarity with communities organizing for social, economic, racial, and environmental justice.” It also refers to “the issue for the left” as being “how do we get from where we are today to where we want to be in terms of making our marches blacker and browner.”

A Baltimore County high school compared Trump’s immigration policy to Nazis and communism as part of a class lesson in history. Staying on Trump, a University of Texas Southwestern Medical Center professor said he is "mentally impaired,” “cannot think normally, “is dangerous,” and has the “early onset dementia in an elderly, out of shape, obese male." A Rutgers Universitywomen’s and gender studies professor tied racism and President Trump’s policies to black female obesity. “I hate when people talk about Black women being obese. I hate it because it becomes a way to blame us for a set of conditions that we didn’t create. We are living in the Trump era and look, those policies kill our people. You can’t get access to good health care, good insurance. She also claimed the increased stress of being black is responsible for the difference in metabolism between whites and blacks.

Grand Valley State University voted to stop reciting the Pledge of Allegiance at its Student Senate meetings, arguing it’s non-inclusive and represents an oppressive government. “The arguments to remove it were to create an inclusive environment, that it represented an oppressive government, and that there are international students that we should be representing.” The University of Oklahoma student government also voted to scrap the pledge.

A professor at University of Florida told students to not use the terms ‘illegal immigrants,’ ‘illegal aliens,’ or ‘illegals’ when writing their assignments about migration, despite ‘illegal alien’ being the legal term for any person unlawfully in the U.S. The professor instead says it’s a “slur,” linking a CNN article to prove it. He also warns his students that they will receive zero points if any of their work is disrespectful, offensive, or contains "slurs.”

[falsificatore]

       introducing liam d’antona as antony

“ our courteous antony, whom ne’er the word of ‘no’ woman heard speak ”  - enobarbus, antony and cleopatra (act II, scene II)

gday ! my name’s jason, i’m 18, use he/him pronouns, and live in eastern melbourne/the aedt timezone. this is my last year of mostly free time before i move to scotland to get my bachelors degree in acting - i’m insanely excited for this group, and i can’t wait to meet and write with you all! without any further ado, here’s liam!

stats

full name: liam riley santino d’antona age: 18 dob: 5th of december, 2001 gender: cis male pronouns: he/him nationality: english hometown: london, england current residence: edinburgh, scotland spoken languages: english & italian, both fluently - also knows some latin from school

history

( his full bio ended up being i-dont-even-know-how-many-thousand words long - again, kati, i’m so sorry - so for this intro i’m just gonna do my best to boil it down to the key points, but if you’d like to take a gander at the full thing you can do so here! )

tw for parental neglect, alcoholism, and death

liam d’antona was born the first and only child of an english businessman and the heiress of a historic italian winery - his parents had met in edinburgh in their early twenties, his father a student at ashcroft and his mother simply there on holiday. they kept up correspondence even when she returned home to campania, and pretty much as soon as he graduated he came down to stay with her - he won her parents affections through very quickly managing to expand their business to being more of a household name in the uk, and after they got married only a year and a half into their proper relationship they spent a few years making connections, going to lavish parties, and spending way more money than they needed to. both had already come from fairly wealthy families, but the increase in business certainly helped boost them a fair bit. 

finally, for no reason that liam could retrospectively figure out, they had him - and it was fair to say they weren’t the most generously loving parents. he was more a trophy baby than anything else, and while they were never especially vicious to him, they didn’t go out of their way to make sure he was being cared for. luckily, though, he had relatives who did - those being his grandfather on his father’s side, and his nonna on his mother’s. 

the two of them had only met in person once at his parent’s wedding, but they played equally important roles in essentially raising him as he grew up. his grandfather’s house was only a few minutes drive from his parent’s in london, so he spent more time there than not in his early childhood, spending most his time being read any book from his shelves that looked intriguing visually, and when it wasn’t that he would be taken to plays, galleries, museums, he’d be taught how to use a fountain pen and tie a tie, told stories upon stories about his life before his father was born. that was only for three quarters of the year, however - in the summers, liam’s family would travel down to campania to be with his mother’s family. while his nonno took care of business and entertaining his parents, his nonna would tell him about their family history, take him through the vineyard and down ancient streets, let him vent about his school life and tell reaffirm all the things he should be proud of about himself, her passerotto - she’d only ever get stern with him when his italian was off, but even then, she’d come round and forgive him within seconds. 

he doesn’t have a lot of clear memories of his early childhood, but he knows one thing for sure - it was golden.

primary school is where his early memory starts to clear up, especially when it comes to how he met his best friends - distracted when they were first put together as a group for an art class, they’d ended up essentially just spending the first ten minutes throwing paint at one another to see what worked, and when they got sent out and told to wait in the hallway, they’d ended up just heading outside and spending the rest of the lesson time trying to clean their uniforms under the bubblers while they got properly acquainted. he did manage to get on the good side of pretty much everyone else in his year level over time - he could tell jokes, he could speak italian, he knew enough random bullshit to impress people, and he’d actually argue with their teachers but in a way he just couldn’t get in trouble for it - but his gang of four? they were absolutely inseparable. 

when it came to actually learning, that’s where liam fell short - he’d only be able to focus if he actually cared about the subject, which was rare, and even then, liam’s always learned in conversations - all the random bullshit he’s learned, that’s all through things people have told him in discussion. he needs to be able to talk back if he wants to actually retain anything or he’ll just zone out and do something he finds more interesting - any individual studying he’s done is just to win an argument or make a point. the only extracurricular he ever did was debating - he was on his primary school team for his last two years there, but wasn’t allowed on his highschool one given how he outwardly said that the other teams points were ‘absolute bullshit’ when it was his turn to speak in the trial debates.

for his whole schooling career up until he was 16, there were only two classes he could say he did well in - latin, since it was close enough to his second language to be able to piece most things together, and english/literature, since he’d spent most of his time as a kid reading the books that would end up part of the curriculum. pretty much all of his electives were either with teachers he knew loved him, ones no one else would pick so all his friends could make it in, or simple bludge subjects - and one of the ones that fell into the last category was philosophy. he went into it with no clue what he should be expecting, but within twenty minutes he’d fallen in love - it was the one class where he was supposed to argue about nonsensical bullshit, supposed to think of out-there justifications, supposed to do all the shit he’d been sent outside time and time again for in every single other subject. it was like it was made for him - and for a teen alcoholic with an unfavourable learning style, those sorts of classes don’t come easily.

an alcoholic isn’t what liam would call himself - but the compulsive liar he is, his word shouldn’t always be trusted, especially when it comes to drinking. for him, it’s never been a risk, never an act of rebellion - his family’s fortune, his parent’s whole relationship, it was built on wine. he’s been drinking since he was five, sat up at his nonni’s dinner table with a glass of red next to his meal, and when he was finally allowed to tag along to his parent’s parties, no one seemed to mind him taking the champagne only offered by the waiters out of courtesy - some because they found it adorable, some because they were too inebriated themselves to think about it, and his parents? they simply just didn’t care. his mother had grown up with the same familiarity - it was just family custom, really. family custom that may have lead to a dependence, sure, but custom nonetheless - the passing around and judging of a new brand is the d’antona monopoly night.

for seven years since he started, his consumption was minimal - he’d have a glass at dinner, of course, and he’d take something if he was offered at a soiree, that was just polite - but it wasn’t until he was twelve when he slowly started to swim into dangerous waters. he himself wasn’t fully aware of the cause, but then, he wasn’t fully aware anything was changing other than he suddenly needed more and more to distract himself and feel anything but how he was - but the cause was there.  

his grandfather’s passing was nothing less than objective - one day he’s in his library, bitching about one of the dickheads from across the city they’d debated in their tournament that afternoon, and less than a week later his father arrives home from an unusual absence, sits him down at the table, and tells him - actually, he doesn’t know what he told him. he just comes away from it knowing he’d died. he can’t remember the conversation, can’t remember anything between the talk and the funeral - only that he hadn’t cried. neither of them had cried. he treated the funeral with the same business formality he treated his parent’s parties, keeping conversations short with a polite enough smile - but then, when the service starts and people he’d never met before start coming up and telling stories about him, his whole life, a life he’d only been there for a tiny fraction of, and the sheer love they have for him, the same as his - it’s too much. he can’t carry the coffin, can’t watch the hearse drive away - he simply collapses into his mother’s shoulder when they walk past the front row, and he sobs. for the first time since he was a newborn, he goes to her for comfort, and she gives it, in murmured italian he can’t be bothered trying to understand - but it can only last a few minutes before he has to pull away, wipe his eyes, and join the rest of the crowd. he stands alone at the burial. he doesn’t go to the wake. 

from then on out, he does remarkably fine. he goes back to talking at the back of the classroom, back to roaming the city with his friends, back to fancy parties - yes, he’s started topping up his own glasses more, taking a bottle with him when he and his friends go to hang out in the park, but he’s not crying, he’s not wallowing, and that, to him, is what matters. if there is one thing, though - he can’t bring himself to clear out the house with the others. when he comes home from an outing he’d organised as an excuse to get out of it and finds boxes and boxes of books in the corner of his room, he can’t touch them - can’t touch them for two more years. it’s only when he wakes up, fourteen, with one of the worst hangovers he’s ever had, that he finally turns to them - he can’t leave his room, he can’t look at a screen, so he finally grabs one at random. and he reads. and he cries, a bit, when he comes to the parts he can suddenly remember reading with him, when he’d do the voices or chime in to explain for the millionth time why what a character did was stupid - it’s cathartic, in a way. that becomes practice - whenever he’s hungover, at first, but soon it’s whenever he’s bored, whenever he’s lonely, he’ll go over and pick up another book, and he’ll read it until it’s done. soon enough, he uncovers a set of fountain pens, the ones he’d been taught to use as a kid, and he starts to use them again, properly, even if his friends give him shit for it at first. he goes down to his grave for the first time since he was buried, and though he doesn’t cry like he still feels like he’s meant to, he opens up a bottle of baileys - his favourite - and just talks. fills him in on all he’d missed, how his friends are doing, the girlfriends he’s had and lost since he started highschool, everything - and though he doesn’t stop drinking or properly clean up his act, he’s able to carry on.

as much as he would like to carry out all the wishes he doesn’t fully know, theres one thing liam knows he can’t do - and that’s go to ashcroft. both his father and grandfather went, business and literature majors respectively, and he knows full well they were both star students - but school’s not for him, especially not a school that posh, no matter how much they’d both encouraged him to apply as soon as he’s able. he’s seventeen, and he and his friends are taking full advantage of the fact that the school courtyard’s empty during their free gcse study period while everyone else is either in classes or, in their year, in the library - and then one of them comes up with the first spark of the plan. it’s simple - he knows he won’t have good enough results to get in, so to get his dad off his back, he’ll send whatever he gets off to ashcroft anyway, tucked in an envelope with a letter from his philosophy teacher - because who else - and some bullshit essay, and when he inevitably gets rejected, he’ll take as much money as he can and flee in shame. they all will - they’ll move to another part of london, or travel europe, or go to stay in campania, or wherever, and they’ll keep living their lives in opulence, only several hundred miles from where they first began. he does his exams, completely wasted all the while, and when his results come back he doesn’t even bother giving more than philosophy a glance before throwing them into the photocopier and sending the copy away to edinburgh. it’s flawless.

it should’ve been flawless.

when the acceptance letter comes, an actual letter in the actual post, the dickheads, he’s stunned. it takes over an hour for him to process it - there’s no way in hell he should’ve got in, but it’s his name on the envelope, his name at the top of the letter, he’s read it over and over and over again, there’s no mistake. he spends hours trying to find where the original copy of his grades were - on the photocopier, where he’d left them - and when he actually looks, he’s nearly paralysed where he stands. his mark for every subject, they’re all amazing. his whole life, he’s barely managed an average for most of his classes - when he asks his father, he just shrugs. he knows, he knows these can’t be his actual grades, he barely even remembers the exams - it isn’t until muckup day that he finds his answer.

they’re hidden at the back of the staffroom pigeonholes, only the ones belonging to his teachers - in each one, three bottles of wine, tied together with a ribbon, and attached, a card he immediately recognises as bearing an all-too-familiar signature.

it’s a school full of rich wankers, any family could use money as a bribe for better grades - but he knows full well how much all of this is worth.

not just any family can freely give out some of the finest wine in europe.

at first, he wants to go straight home, shout at his parents, call them out on all of their bullshit - he’s lied to get out of worked, sure, but he’s never cheated to get a ‘not exactly one in a million but pretty damn close’ position in one of the most prestigious schools in the country, and this isn’t even what he wants - but as he’s heading down the hallway back towards the main entrance of the building, he realises. he can’t. if he tells them he knows, then he’s admitting that he didn’t want to get in, he’s admitting he was trying to get rejected - he’ll ruin any chance he may have at salvaging the plan.

so he doesn’t mention it. he books a hotel he can stay in while he’s there for the campus tour, packs a bag and jumps on the 5:30am train from london to edinburgh. when his phone inevitably dies, he’s left only with the book he threw in last minute if he doesn’t want to just stare out into the countryside like he’s reenacting some kind of harry potter bullshit - it turns out to be moby dick, which is fine, not ever really a favourite, but decent enough for passing the time - but then he hits chapter 39. 

‘i know not all that may be coming, but be it what it will, i’ll go to it laughing.’

he’d managed to forget about it until that moment, let it sink away like basically everything else he’d lost from his childhood, but - it was the quote his grandfather had always used to reassure him, to give him confidence. the evening before his first day of primary school, he’d kneeled before him, lifted his chin, and they’d said it together, and he had, he had gone in laughing, if he hadn’t he wouldn’t have made any of his friends, gotten away with any of the shit he had - it feels like a sign, in some stupid sort of a way. and then, when he actually arrives for the tour the next day, he happens to spot a board up on the wall, and at first he’s willing to just look past it, it’s just a boring old honours board, he’d seen plenty in his time - but then a name catches his eye. his grandfather’s name, illuminated by the faintest bit of sunlight coming in through the window - and it hits him like a bolt of lightning.

he has to be here. 

it only cements itself further and further as he walks around with the rest of the group, takes in the art, the architecture, everything - it doesn’t matter if he doesn’t deserve to stay, he’ll make it so he does. he’ll work hard. he’ll actually pay attention, even when he doesn’t want to. he’ll study everything he’s told, not just the things he wants to prove a point about. he won’t stop drinking, but he’ll only do it at the end of the day. he’ll be the model of a philosophy student. he’ll care. because if he doesn’t, he’ll have to leave - and if he has to leave, he has no idea what he’ll do with himself. 

it may be a retrospective resolution, but he’ll do it. he’ll earn his place at ashcroft or he’ll die trying.

personality 

(very, very narrowed down, only key points)

+ definitely something he’s inherited from having successful businesspeople as parents, liam is quite the charmer - he’s been able to get away with most of the shit he’d pulled at school for so long simply with a smile, a shrug, or a baffled ‘i don’t know, it wasn’t us, do you want me to try and ask around?’  + despite being largely neglected save for social situations by aforementioned successful businesspeople parents, liam is genuinely compassionate more often than not, and he tries his hardest to stay polite and civil, avoiding conflict when possible and trying to include people if they’re being left out - or at least figure out why it is they got left out in the first place. + even though schoolwork isn’t really his forte, he is naturally quite curious about the world, and loves debating questions and figuring out answers - if something intrigues him, he won’t be able to forget about it until it’s properly dealt with - even then the chance of it leaving his mind is rather small. when he wants to learn, he’ll learn, and he’s good at it - he’s a quick thinker and has a good memory. + above all else, liam is a romantic - he’s had more than his fair share of partners, but all of them he’s treated with equal adoration and respect. he falls in love with someone before even properly realising they’re in front of them, and he’ll do anything he can to make them feel cared for and like they can be comfortable around him. he has a lot of love, not just for people - old books, italy, good drinks, fountain pens - he’ll love something for the love of it, not because it’ll make him look more cultured or help him get further with those around him.

= liam is fairly matter-of-fact and objective - though this helps him get things done and does certainly lend a hand coming straight into the middle of a post-murder scene without letting emotions that aren’t really his cloud his vision, it can get in the way of him properly connecting with people he may not see as justified.  

- though it did help him make his way through both primary and secondary school without having to do much work, liam is a compulsive liar, and he has very little problem with it - he’s keeping up a lie he was at first horrified by that his parents put in place to stay at ashcroft, for example. being a good bluffer isn’t necessarily a good thing, and he doesn’t fully understand that. this extends to how he acts around others, able to quickly put on a mask and discard his emotions, no matter how well he’s actually doing. he doesn’t have time to feel bad, he has a job to do.

- although he does try to avoid lashing out, his temper can quickly rise and get the better of him - he does try to handle his argumentative streak by debating about irrelevant, stupid topics, which does work a treat to stop him from yelling at people, but it can definitely be annoying to some.

- despite confidence being good in some situations, it doesn’t always lend him a hand in trying to fit in with the others - especially in the aftermath of a murder, he should have more tact when it comes to approaching members of the society, but he really has no qualms with going up and just talking to them even if they’d love nothing more but to swat him like a fly, which, in some cases, he may definitely deserve.

- unless he really cares for the subject, liam will put in as little effort as possible, if any, to try and do a good job - despite being energetic, he mostly directs it strictly away from his schoolwork. if he doesn’t want to lend a hand, he’ll simply walk away with no concern for who he’s leaving behind.

imperium

it’s fair to say that liam got into not just ashcroft, but the imperium society because of his family’s notoriety and history with the school - but his name isn’t all he has, even if he doesn’t fully see it himself. he’s a skilled debater, able to see things both objectively and have that objective be outside of the box, and this has lent more than a hand when it comes to his work in his philosophy classes. he can take a lot of knowledge in and boil it down to the things that really matter, which, given how large some of the concepts covered are, is a fairly significant skill for his subject, and he’s able to apply or retract lenses to matters at the drop of a hat to see things from another perspective. he can find an argument in anything, and until he’s perfectly sure he’ll never be 100% concrete in any one view. in short; despite being brash about it, he’s a good philosopher.

octavia

liam honestly didn’t even know that there had been a murder at ashcroft until after he arrived - when he did learn about it properly, he was already beyond the point of being put off from the school by the fact. it was only when he was invited to the imperium society that he had to properly think about it - because it didn’t take a genius to realise there’s no way he’d be in if the spot hadn’t open up. immediately it started gnawing at him, and it was only made worse when he moved into escalus house, in the empty room he quickly learned was once lysanders. he’s felt like he’s being watched since he came in, and even though he knows its ridiculous and he has no reason to feel like he’s overstepping by being there, he’s tried to avoid being in the room on his own since he arrived, much preferring to hang around the communal spaces or just stick close to ophelia. he’s tried to avoid getting involved in the other member’s feelings about octavia’s death since it’s not his place and, honestly, he has no real idea what to make of it. he knows it was a tragedy, and he know it affected them all deeply, especially his cousin who he has the heaviest concern for - but he’s never been the best griever, he knows that just carrying on with his life and ignoring it isn’t a good way to go about death even if it “worked” for him, what’s he supposed to say to those still in the throws of mourning?

he doesn’t remember when he first dreamed about her, because really, he didn’t even know it was her - it wasn’t until he saw her photo up in one of the rooms that he was able to put a person to the face, but by that point, the dreams had been numerous. at first he just brushed it off - he’d probably just seen the photo in passing, and drinking a bit too much every night to make up for not being able to do it between classes like he had in highschool probably did something to his mind. but they kept coming, relentlessly - so, slowly, he’s started looking into things. this is just a problem he needs to deal with, deal with it and he’s done, he doesn’t need to get it involved with the others - and even though he tells himself he wants it to be done with faster, truly, he’s intrigued. he can’t rule out ghosts not existing, he’s a philosophy student, he’s spent more than his fair share of time debating it in class, what happens after death - so if she is really her, and it isn’t just because he’s thinking about it a lot more now, then doesn’t that mean something’s happened to bring her back? he’s no detective - but he’ll find an answer. despite this, he’s avoided joining in on rumours of her return, and denies ever having seen her, dream or otherwise.

miscellaneous

ExTP (50/50 observant/intuitive) the debater/the entrepreneur 9w8, the referee  sanguine gryffindor

- he has genuinely no idea what he wrote in his essay to get accepted into ashcroft - he was drunk while writing it, which isn’t a huge surprise given he hasn’t been fully sober at any given moment since he was about 14, but usually when he’s closer to sober than not he’s able to recall something. with the essay, though, complete blank.

- he’s never played any instrument, but he loves violin music - his first celebrity crush was alexander rybak, and he still has most of his discography on his playlists 11 years after first seeing him in eurovision.

- he’s been to italy every summer without fail since he was born, and though his mother was fluent in english, she still spoke to him in italian when they were at home.

- he is dependent on alcohol, but he’s pretty good at hiding the fact he has a few shots to wake him up in the morning and at least two glasses of wine in the evening - but he’s been drinking as a family thing since he was a kid, so you’d suppose he’s used to it. it takes a lot for him to get properly drunk.

- he’s never learned how to drive, but, again - hasn’t been sober since he was 14.

- he never watched a lot of movies or tv growing up, and still doesn’t, but he adores the truman show - he watched it for his philosophy class in high school when he was first starting out, and now it’s a go-to whenever he’s bored.

- he likes the debating aspect of his philosophy classes more than actually learning about the philosophers behind what he’s being taught.

- his handwriting is more than illegible, and it’s definitely not helped by the dual factors that he’s using easily smudged fountain pen ink and that half his notes are in italian - granted, translating helps him remember, but it’s no help to anyone else who wants to read them for revision.

- as far as his gang from school are aware, he hates ashcroft and is still trying to find a way to get himself expelled.

- he’s good at breaking things but can rarely put them perfectly back together - in his own words, he’s perfectly capable of undoing knots, but he struggles beyond shoelaces and ties and has literally no clue how people manage to tie two pieces of string together.

- despite struggling in school environments, he does still know a fair bit about history and just general random trivia, though for the most part its just things he picked up in conversations.

pinterest

[meakashnarwade]

What is the MCA course?

MCA or Master in Computer Applications is a two-year degree course offered at the postgraduate level. It is designed for candidates who wish to acquire advanced knowledge in computer applications and programming languages. MCA course endows the learner with the knowledge and skills required in the information technology sector.

Mca course duration is of two years, as stated above, and it can be pursued both full time and part-time with several specializations available and mentioned below:-

Systems management

Systems development

Troubleshooting

Networking

Application software

Hardware Technology

Eligibility:-

The eligibility criteria for the mca course are as follows:-

As per the AICTE directive, mca aspirants should have an undergraduate degree like BCA, BA, B.sc, or B.com with math as one of the subjects at 10+2 level or graduation.

Some colleges might ask for a minimum aggregate of 50% -60% at graduation level and a minimum score of 55% at the +2 level. However, this may vary from college to college.

The curriculum for a regular mca course includes topics like database management, cloud computing, in-depth knowledge of programming languages such as Java, python,c++, etc., financial accounting, and mobile technologies. In short, major technological trends in computer applications and information technology are included in the course structure.

Job profiles:- 

After completing MCA, you can get ample opportunities in this sector. Majority of job profiles offer lucrative salaries and numerous possibilities for career advancement and future growth. Some of the popular profiles can be seen in the list:-

App developers:- One of the very asked-for job profiles among mca graduates. Keeping in mind the digital advancement that we are moving towards, professionals who can create, develop and maintain apps for mobile and other smart gadgets are hired by top-notch recruiters.

Ethical hackers:- Cyber crimes are also quite prevalent nowadays. To ensure your system and enterprise's safety and cyber security, ethical hackers are called in. Their main job is to identify any loopholes in the security system and protect your data from malicious spammers.

Web designers:- They are the people whose main task is to construct a website and thus help in the digital marketing of your product. With the necessary technological skills, this profile also demands a creative bent of mind from the job seeker.

Apart from these sought job profiles, there are other positions, such as hardware engineer, social media handler, technical writers, teaching faculty, etc. The mca professionals can choose that.

Popular colleges for mca course:-

Major central and private universities and colleges offer mca programs to the candidates. The admission is given based on a written test and interview. Colleges may differ in their selection process. Some rely on the entrance exam, and some also conduct interviews. We can state some of the most popular colleges or universities offering MCA:-

Delhi University - Admission is based on the entrance exam.

National Institute of Technology, Trichy - Admission based on the entrance exam

Amity University - Noida, Gwalior, and other branches: A separate entrance exam is conducted by the university for admission

GGSIPU, JNU, Delhi- Admission based on the entrance exam

Mca course is a highly asked-for study program among students, and its scope and course structure cater to the modern advancements in information technology.

[meaning-of-dreams]

Eligibility, Application, and Authorizations for CPT for International Students

In the United States, you can learn how to work or acquire an internship in your field of study.

At her employment, a female foreign student with a lanyard and ID smiles for the camera.

Are you looking for a job or an internship in the United States? International students can receive professional training experience in their industry through Curricular Practical Training (CPT) while studying in the United States. International students can work full- or part-time internships, work/study positions, or other roles with CPT as long as the training takes place before the programme ends, is relevant to their course of study, and meets a few other CPT work authorization conditions. Continue reading to find out more.

Curricular Practical Training (CPT) is a term that refers to training that takes place outside of the classroom.

CPT is one of two types of practical training available to F-1 student visa holders while in the United States. (Optional Practical Training, or OPT, is the other type.) Practical training can take the form of an internship or even a paid employment in your field of study. CPT allows you to gain the kinds of hands-on experience that are crucial while deciding on a career path.

There are some rules that apply to both types of practical instruction. If you're applying for CPT or OPT, for example, you can't be studying English as a second language right now. The most crucial thing to keep in mind is that CPT must occur prior to graduation or completion of your degree. OPT, on the other hand, can happen before or after you finish your programme.

The following qualifications, according to the United States Department of Homeland Security — DHS.gov — assist define Curricular Practical Training:

Training is directly related to your major.

Your program's curriculum must include training.

Your CPT is authorized in SEVIS by your Designated School Official (DSO), who also updates your official I-20 form.

CPT occurs before the completion of your programme as stated on your I-20 form.

Each CPT work authorization is only valid for a certain company and for a limited time.

Before CPT can be allowed, you must have a training opportunity offer.

Before you can start working, your CPT must be formally confirmed.

At any given time, you can have multiple CPT work authorizations.

Your OPT eligibility is revoked after one year of full-time CPT.

What is the duration of CPT for international students?

Your training must end by the end date on your form I-20, according to CPT international student visa rules. In other words, you can continue to receive CPT benefits as long as you are enrolled full-time in your programme and actively working toward your degree. You can hold numerous CPT positions, even more than one at a time; but, you will not be eligible for OPT if you have worked for more than 12 months on CPT.

With CPT authorization, you can work full-time as an F-1 visa holder. Full-time CPT or part-time CPT must be chosen by students. Students who choose full-time CPT can work up to 40 hours per week, while part-time CPT students can work up to 20 hours per week. Make sure you understand your alternatives before making a decision that could influence your ability to qualify for OPT after graduation.

Who Qualifies for CPT?

To study in the United States as an F-1 student CPT visa holder, you must complete the following requirements:

Your university has received SEVP certification.

You are a full-time student who has been enrolled for at least one year.

You are not a second-language learner of English.

You've already been offered an internship or a job.

If you meet these requirements, you should be eligible for CPT and be able to apply for a CPT visa in the United States.

Application for a CPT Many students and officials argue that obtaining CPT is easier and takes less time than obtaining OPT because CPT international student rules just demand a meeting with your DSO and because CPT is generally a scheduled part of a degree programme. However, it is always a good idea to plan ahead. Before you begin the CPT international student application process, speak with your university's DSO so you know what to expect when you're ready to apply for CPT.

The first step in applying for CPT is to obtain a job offer letter from your desired company. Make sure your letter is signed and printed on your employer's official letterhead. The following information must also be included in the letter:

Your name

Job title

Job description

Address of employment

Start and end dates of your CPT employment

Whether you are working full time or part time

You can start the CPT work permission and CPT visa application procedure with your university-appointed DSO once you get the letter from your employer. Your DSO will make the necessary changes to your I-20 and send you a new copy with your amended CPT status.

Authorization for CPT Have questions about CPT requirements for international students, CPT eligibility, or the CPT visa application process? Our knowledgeable counselors can assist you. So get in touch with us today and let us help you move faster on your path to success.

Your DSO will write a CPT international student authorisation notation on page three of your I-20 once you are eligible for CPT F-1 visa status. Keep in mind that your CPT work authorization is only valid for one employer, for a limited time, and at one specific location. This information is included in your authorization details on page three, as it relates to your position. To keep your CPT eligibility, you must follow certain job standards. If you see an error or have any questions, you must see your DSO as soon as possible.

Job Requirements for CPT Students

While studying at a university in the United States, there are numerous ways to apply for and use a CPT visa. Professional development options are included in the syllabi of some schools, such as Adelphi University's Global MBA programme. Look for US university departments that can fit with CPT foreign student opportunities when you begin your degree programme research.

You must train as part of your curriculum to meet CPT foreign student criteria. For example, as a requirement for graduation, you may be required to do an internship in your field of study. Furthermore, the training must be relevant to the field of study in which you intend to major.

If you get a work-study job in engineering but are studying for an English degree, you won't be eligible for CPT. While the government states you can work full- or part-time, your school may have a policy limiting how much you can work per semester or while taking a full course load. Before committing to a position, it's critical that you understand your school's policies.

If you're looking for internship and job options following graduation, OPT may be a better option than CPT.

[ahz-associates]

Drama and Theatre Studies

Intake: January, September

Mode of Study: Full Time, Part-Time

Course Length: 3-4 years

Graduate Employability: 74-82%

Fee Range: £12,000 -21,200 (approximately) for BA, £14,050 -20,400 (approximately) for MA, £15,230-19,800(approximately) for PhD.

Overview

Several universities offer a BA (Hons) or MA degree in acting as part of the drama and theatre studies field. Here, the experts will teach you everything you need to know about being a modern actor. Movement, voice, classical text, rehearsal techniques, acting for screen, radio, and voiceover, as well as devising and professional preparation, are all part of the students' instruction. When students graduate as industry-ready, they will have a showreel, a voice-reel, and a professional headshot to show for it.

The drama and theatre studies curriculum is very hands-on and performance-oriented. Most institutions will have students perform in directed public performances in their second and third years, including industry showcases in theatres and cultural gatherings across the country

Drama and Theatre Course Details

Undergraduate

Please note that this is an indicative list of modules and is not intended as a definitive list applicable for all universities. The courses listed here may also be a mixture of core and elective modules.

Students will be regularly informed about the learning and assessment strategy. The programme leaders along with the tutors ensure this happens at the start of each year, as well as at the annual assessment induction session. Key assessment points and course subjects are given below-

Courses  - Rehearsal Project

Fundamentals of Acting in Traditional Chinese Theatre - The Ensemble

Fundamentals of Directing - Narrative

Fundamentals of Stage Make-Up - The Actor and the Space

Acting Studies - Heightened Practice

Voice and Speech Studies - Collective Creation

Postgraduate

The universities manage blended learning successfully during the academic year with core teaching/performance/production activity offered in both in-person and online classes and tutorials. At the postgraduate level, students will gather knowledge on these topics-

Voice and Movement

Productions

Independent Study

Acting Research

Critical Evaluation-etc.

PhD. In Drama and Theatre Studies

The PhD thesis is generally completed within three to four years and has a length of around 80,000 words. This PhD degree is awarded after students’ successful defence of their thesis in an oral examination, in which they are interviewed about their research by two examiners, at least one of whom will be from outside of the host university.

Available Universities

Here are some renowned universities according to the QS and THE (Times Higher Education) ranking who offer BA and MA programs:

Central Lancashire

Conservatoire for Dance and Drama

Guildhall School of Music and Drama

University of Essex

Lancaster University

Birmingham City University

Glasgow University

Manchester University- and many more.

Along with these institutes, there are also some universities that offer the same course with affordability. These are-

East London University

Greenwich University

Kent University

Queen Margaret University-etc.

Drama and Theatre Study in UK Entry Requirements

English Language Proficiency Test

IELTS: At least 7, and a minimum score of 6.5 in each element of the test.

TOEFL: At least 100 overall with no less than 20 in any module.

PTE: Minimum 59 (59 in all sub scores)

If a student’s score falls short of the institute’s standards, some universities provide pre-sessional English language programs. Because some English language proficiency tests, such as IELTS test results, can only be approved if they are less than two years old, the English Language test report should be valid on the course start date.

Academic Qualifications

Undergraduate:

A level with no less than C in any subject is encouraged to apply. Along with A level or equivalent grades students, the students holding an International Baccalaureate Diploma with completion of a minimum of 29 points can also apply for the course.

Graduate and Ph. D. program:

The UK universities usually expect students for a Master's level of education with a first or upper second-class honours degree or its equivalent in drama and theatre-related discipline. However, from the background of creative arts, social science or equivalent are also eligible for submitting applications.

What jobs can drama GCSE get you?

Apart from Acting in an entry-level position, the graduates can find the jobs like theatre, radio or television scriptwriters and others with an average salary range of up to £23,971 yearly. Apart from these, there are a vast range of job opportunities that are given below-

Actor

Bloggers

Broadcast presenter

Community arts worker

Drama therapist

Theatre director

Theatre stage manager- and so on.

What is theatre and drama studies?

The theatre and drama studies programme is highly practical and geared toward performance. Students will appear in directed public performances from their second and third year in most of the universities, including industry showcases in several cities' theatre and cultural gatherings.

What do you need to study drama in the UK?

IELTS: At least 7, and a minimum score of 6.5 in each element of the test.

TOEFL: At least 100 overall with no less than 20 in any module.

For undergraduate: minimum A level

For postgraduate: an upper second class degree.

Where can I study drama in the UK?

Here are some renowned UK universities according to the QS and THE (Times Higher Education) ranking who offer Fine Arts for BA and MA programs:

Central Lancashire

Conservatoire for Dance and Drama

Guildhall School of Music and Drama

University of Essex

Lancaster University

Birmingham City University

Glasgow University

Manchester University- and many more.

What are drama and theatre arts?

The drama and theatre studies discipline can also be found as a BA (Hons) degree of acting course in several universities. Here, the practitioners will teach everything one may need to know about being a contemporary actor. Students' training involves several activities including movement, voice, classical text, rehearsal processes, acting for screen, radio and voiceover along with devising and professional preparation. When students will graduate as industry-ready, they will find themselves as complete with a showreel, voice-reel and a professional headshot.

[senior70]

Civics - Too Often Neglected

Our news and social media seem to be full of protest by people clamouring about their sadly perverted understanding of “rights” and “freedoms” with little actual knowledge of what these terms mean in a socio-democratic society. Much less mentioned is the term “responsibilities”. 

It is easy to point at the US as a prime example of how this perverted understanding is seriously threatening their democracy, but, to a lesser extent, the voices of similarly misguided sectors of the populations of Canada, the UK, Australia and other nations are also in the news. 

A headline reads “Civic Engagement in America at an All-time Low” and the question that needs to be addressed is Why? Why are social democracies developing sectors of their populations who have no understanding of their role as citizens in the democratic process.? The simple answer is a lack of education. School curricula have tended towards stressing the improvement of academic achievement in reading and math and the introduction of courses considered more relevant to our workplaces and busy lifestyle. But, this has come at the expense of a broader curriculum. 

Among other courses that that have lost emphasis in many school curricula, particularly in the US, are History, Geography and Civics. These core subjects in turn develop a “sense of time”, a “sense of place” and a “sense of responsibility”. An education without an emphasis on these senses can leave the school graduate at sea with no anchors on board, and with the only recourse to become self-centred, self-opinionated, self-ignorant and lacking a sense of social sensitivity and responsibility. Often, these same curricula tend to be conservative minded, under emphasizing the key skill of critical thinking. 

In its education policy platform, the Texas GOP included this statement. “We oppose the teaching of higher order thinking skills, critical thinking skills and similar programs...[which] have the purpose of challenging the student’s fixed beliefs and undermining parental authority.” (2012). The teaching of critical thinking is clearly believed to be subversive.

Civics - a social science dealing with the rights and duties of citizens, widely included in school curricula up to the 1980’s.

“Civics is the study of the theoretical and practical aspects of citizenship, its rights and duties; the duties of citizens to each other as members of a political body and to the government. In civics one studies the rights and duties of citizenship which can help one become a better citizen.” 

“Civics and Ethical Education is a field of study that deals with both rights and responsibilities, which is guided by social values and encouragement of active participation. It is a relationship between an individual and a state and governing an individual citizen's relations with other individuals and social groups.”

The main components of civic education, as defined above, are:

Human rights education.

Teaching a culture of peace.

Education of tolerance.

Development of intersectoral social partnerships.

Management of self-governing associations of citizens.

To the Texas GOP, though unstated, the disadvantage of such education is that citizens might not be so easily manipulated, might stand up for their genuine rights and might vote out incompetent and greedy government officials. A poorly educated, uninformed, gullible and self-centred electorate is a boon to any such political party. In the US only nine states and the District of Columbia require one year of Civics. Thirty-one states only require a half-year of Civics education, and 10 states have no Civics requirement.

Canada and other social democracies do better, but the increasingly loud call is that they need to do better still. To take one encouraging example, part of the Grade 10 curriculum for Ontario students is summarized in the table below.

To some degree, the effectiveness of such a curriculum depends on the teacher, but one cannot help but conclude that coming out of such a curriculum, a key lesson learned would be that “It is not Me that matters, nor You, but Us”.  This mantra applies equally well to a partnership between two people as to a partnership between a democracy and its citizens. 

One hesitates a little to point to a civics lecture given by Jesus, since the right wing evangelical “Christians” have recently besmirched the Christian faith and given the word “Christian” such a negative connotation, particularly in the US. In this talk, Jesus offered eight suggestions for leading a life that is socially responsible and worthy, and both in his day and today, they make a lot of sound sense. A modern, loose paraphrase accompanies each since word use and meaning has changed considerably. For example, “meek” today implies “easily imposed upon” or “submissive” but in Middle English meant “courteous”, “indulgent” or “gentle”.

1 Blessed are the poor in spirit for theirs is the kingdom of heaven. (Be the last of all, the servant of all, share all and do not judge others.)

2 Blessed are those who mourn, for they shall be comforted. (Consider well the people you and others have lost, the things you have not done well and the things you long to do well.)

3 Blessed are the meek, for they shall inherit the earth. (Be slow to anger and subdue your ego.)

4 Blessed are those who hunger and thirst for righteousness, for they shall be filled. (Love peace and be involved in helping others to make peace. Trust everyone but know they may let you down.)

5. Blessed are the merciful for they shall obtain mercy. (Strive to do the right thing. Forgive others, then yourself.)

6 Blessed are the pure in heart for they shall see God. (Look at all things through the eyes of others, not just your own.)

7 Blessed are the peacemakers, for they shall be called the children of God. (Build your life on peaceful and blameless foundations.)

8 Blessed are those who are persecuted for righteousness sake, for theirs is the kingdom of heaven. (Do not stop doing the right thing because of the opinions or actions of others.)

For those who prefer a non sectarian origin, The Four-Way Test of Rotary International is a nonpartisan and nonsectarian ethical guide for Rotarians to use in their personal and professional relationships. The test has been translated into more than 100 languages, and it is displayed at most Rotary meetings as a reminder.

Of the things we think, say or do

Is it the TRUTH?

Is it FAIR to all concerned?

Will it build GOODWILL and BETTER FRIENDSHIPS?

Will it be BENEFICIAL to all concerned?

It is a mantra that should be considered as a basic civic and ethical guide by a much wider population than the 1.2 million Rotarians worldwide. 

Yes, we all indeed have personal rights and freedoms in our society, but at no point do the rights of the individual take precedence over the rights and freedoms of our society as a whole. We are individuals, but we are individuals gathered together to form a societal unit. Our civic and ethical responsibilities within that unit must always take precedence over what we might consider our personal rights and freedoms. It is not My rights or Your rights that are central to our society, but Our rights.

To operate effectively and positively in a social democracy, all individuals need to fully understand the civic and ethical basis of their society. Only education can serve such a goal. 

Alas, too many have muted their ears to all but what they believe already.

senior70  Aug. 2021

#126

[avitstuff]

MBBS in Vietnam

Studying MBBS abroad has progressed over time. Destinations abroad are famed for providing progressive universities, world-class schools, and a globally recognized degree.

Medical education is one of the dream courses for the students who complete their higher school education. In Vietnam also the same trend follows as there is always a huge gap between the number of students applying for the course and the number of seats available for the students. With less number of doctors and other healthcare workers available in the country, the vietnmese government has formulated laws to increase the student intake capacity of the medical universities and to provide quality education for the students.

Vietnam provides quality education, at affordable fees. Studying MBBS in Vietnam is a great choice for Indian students.

In Vietnam, there are around 20 universities and schools of health sciences providing medical education to the students. These universities are located across the country and contribute to the strengthening process of the country’s healthcare system. In 2008, the Ministry of Health Directive aimed at increasing the strength of the country’s healthcare sector and thus providing them with an opportunity to intake a number of students of their own.

With reforms in the educational system, the medical education curriculum is changing with the trend and the students are offered with both traditional and modern medical education. The students undergo both classroom training as well as clinical training during their course duration. As most of the medical universities are having their hospitals, the students are able to get real time experience during their course.

Highlights of MBBS in Vietnam

The medical education education in Vietnam is undergone in two formats. One is 6 years medical education and the other is a 4 year course. In the 6 year program the student can join the medical university by clearing the entrance examination after the high school graduation. In the 4 year program, the students have to complete the 3 year ``Physician assistant program” and work for a duration and then join the medical college for a 4 years course.

Medical education consists of two stages — general education and professional education. The general education is during the first 2 years of the 6 year course and the first year of the 4 year course. This will comprise mostly of the classroom program and this is further classified as general and basic science courses. In the professional education stage, the student will undergo clinical training as well as the class program. This is classified as a basic and professional medicine course.

After the graduation of the medical courses, the students have to undergo the University’s in-house graduation examination to continue practising medicine. There is no common medical practice examination conducted nationwide.

The recent advancement in the medical education system in Vietnam, has led the way for the international student approach. The universities have started forming joint ventures with various international universities and are involved in training and student exchange programs. Health Professionals Education and Training for Health System Reforms project (HPET), 2013 is targeted in increasing the quality of the medical education in the country and to increase the healthcare workers quality in turn. The nationwide graduation exam methodology is also under construction. Thus with the new reform, and training schemes, the Vietnam medical colleges are involved in creating quality doctors and the country has started to attract international students towards them.

1.Number of Medical Universities- 12

2.IELTS/ TOEFL- Not required

3.Official Language- Vietnamese

4.Currency- Vietnamese Dong

5.Course Duration for MBBS- 5 + 1 Years paid internship

6.Medium of Instruction- English and Vietnamese

7.Types of Colleges- Both private and government

8.Minimum Age of applicant- 17 years

9.Basic Eligibility- 40% in higher studies

10.Recognition of Medical Universities- NMC and WHO

11.Climate- Moderate

Eligibility criteria for MBBS in Vietnam

To study medicine education in Vietnam, the candidate should have graduated from the high school education with qualifying marks.

The candidate should have the basic command over the vietnmese language or the language of the instruction. Supporting documents should be submitted at time of admission process. If not, the student can appear for examination for their language skills

Physical fitness certificate to prove their health conditions

Required age for the medical education

If international student, the student has to provide the documents stating the student is free of crime record

Being physically fit to complete their medical education in Vietnam

Admission process for MBBS in Vietnam

The medical education system in Vietnam is 6 years old. The students graduating from their high school education can apply for medical education in any particular university by filling out the application forms available on the university website. Once the application is filled, the student has to undergo a preliminary selection process where the students will be interviewed and the required documents will be submitted. In the second stage the documents submitted by the candidate will be checked for their reliability and the candidate’s eligibility for medical education.

Once the candidate is able to successfully clear the first two rounds, the university will be offering the admission letter to the students. The students can start their medical education in the University of their dream.

Entrance examination for medical education:

There is no nationwide examination conducted for the admission process in the Universities in Vietnam. With the latest reforms in the education quality, the number of seats in the universities have been increased. But the competition for the medical education is also increasing, thus the universities might have their own screening test to get the qualified students.

MBBS course syllabus

The medical curriculum in Vietnam is divided into three parts — Basic science, Preclinical education and clinical education. The basic science education will be instructed for the 1st year, preclinical will be educated for the next 1.5 years followed by the 3.5 years of clinical education. The basic curriculum is shared.

Year 1: Advanced math, biology, foreign language, physics, chemistry, anatomy, computer science, and philosophy.

Year 2: Biochemistry, histology, environmental science and health, foreign language, nutrition and safety food, basic nursing, physiology, microbiology, epidemiology, basic internal medicine, basic surgery.

Year 3: Pathology, pathophysiology, foreign language, surgery in practice, psychology, bacteriology, basic internal medicine, basic surgery, pharmacology, health education.

Year 4: Radiology, statistics, internal medicine pathophysiology, surgery pathophysiology, radiation medicine, sport medicine, genetics, obstetric, pediatrics.

Year 5: military medicine, health organization, epidemiology, traditional medicine, rehabilitation, infectious disease, tuberculosis, psychiatry, allergy, dermatology, neurology, ophthalmology, tooth-mandible-face, forensics medicine

Year 6: Obstetrics pathophysiology, pediatrics pathophysiology, internal medicine pathophysiology, surgery

List of Medical universities in Vietnam:

There are around 20 universities in Vietnam and schools of health sciences that provide medical education for the students. The universities are mostly under the government control and the student admission will be taken care of by the university itself.

List of universities offering medical education in Vietnam are listed below for your reference.

Hanoi Medical University.

University of Medicine and Pharmacy, Ho Chi Minh City — Faculty of Medicine.

Vietnam Military Medical University.

Hue University of Medicine and Pharmacy.

Can Tho University of Medicine and Pharmacy — Faculty of Medicine.

Hai Phong University of Medicine and Pharmacy.

HongBang International University

VinUniversity

Advantage of studying MBBS in Vietnam:

Scholarships and financial aid

To promote foreign countries to pursue medical studies, universities and medical institutes have offered many scholarships and financial support to students to encourage learning.

Low cost

The Tuition fee and other expenses are very much affordable for the Indian students.

Worldwide repute

Students get international exposures, it helps them to adopt different culture, languages and expose people from different background

High standard infrastructure

Every universities, has Modern equipments, world class structure and highly qualified faculties

No entrance test required

To secure admission in Vietnam, there is no need of entrance test

No donation required

Apart from university fees, no donation or capitation fee required

Internationally recognized seminars

There is a great opportunity to participate in international seminars and conferences

TRAININGS GIVEN:

FMGE — License examination conducted by NBE, for the students who have pursued medicine in abroad and willing to practice in India

PLAB — License examination conducted for the students to practice in UK

BEFORE HEADING TO VIETNAM:

Apply for your visa

amendment the currency to Vietnamese Dong

Learn a little little bit of Vietnamese

Climate vary from place to place

Vietnam foods are low cost and Indian style foods are available

ATM’s don’t seem to be out there in each places

Wi-Fi is extremely good in cities

Top Medical Universities in Vietnam:

Hanoi Medical University

University of Medicine and Pharmacy, Ho Chi Minh

City — Faculty of Medicine

Vietnam Military Medical University

VinUniversity

Hue University of Medicine and Pharmacy

Medical Education in Vietnam

The bachelor course for medical study in Vietnam is UME, Undergraduate Medical Education, and the duration of the course varies between four to six years.

UME of six years

• Students who graduate from high school are eligible

• Students will be filtered through a common medical entrance exam, as like in India and other Asian countries

• Six-year programme will be divided into three equal halves: the first two years will focus on basic science and medical knowledge skills; the next two years will focus on clinical clerkship, and the final two years will deal with knowledge and skill related to the medical specialities.

UME of four years

• Students who hold a bachelor degree in science are eligible — nursing, medical technique and public health.

• Entrance exam remains as the gateway.

• 4-year study programme is the same as the 6-year programme, where the first two-year study doesn’t exist.

Both the UMEs will have clinical theories, clinical exposure and hospital rotations throughout the course.

Master Degree and Doctorates

Preferring a Masters or Doctorates is willing to go deep into a specific stream. In Vietnam, as in other countries, the duration of a Master degree or a Doctorate is not fixed. It will vary depending upon the stream and the university. Each university will have its own Master and Doctorate programmes, recognized by the Ministry of Education and Training.

Period of study for UME, Master and Doctorates will also be varying based on the track. A candidate can either choose an academic track or a residential track, where the academic track includes core medicine and the latter deals with psychology and in-campus study mechanisms.

Professional grades

UME graduates are Medical practitioners, and Master degree holders are the Specialists in them, but the highest grade in Vietnamese medical education is the PhD.

PhD holders of Vietnam have their grades, and that are listed below

1. Specialist I — who will not require to submit a thesis but still a PhD holder

2. Specialist II — who submits his/her thesis and pursues the PhD

3. Doctoral — who is the same as the specialist II but his/her degree is considered as the highest in the field of medicine by the Ministry of Education and Training, on the other hand, the Ministry of Health treats Specialist II as the highest degree of its kind.

Universities of Vietnam

Vietnam has a century-old medical university called Hanoi Medical University started in the year 1902. Vietnamese university teaches both the western medicine and traditional medicine of their region. There are sizeable universities in Vietnam, and top of them are listed below

• Hue College of Medicine and Pharmacy

• Military Medical University, Hanoi

• Pham Ngoc Thach University of Medicine, Ho Chi Minh City

• Thai Binh Medical University

• Thai Nguyen Medical University

• Bac Giang Medical School

• Can Tho University of Medicine and Pharmacy

• Hai Phong University of Medicine and Pharmacy

• Hanoi Medical University

• Hanoi School of Public Health

• Ho Chi Minh City University of Medicine and Pharmacy

FREQUENTLY ASKED QUESTIONS:

1.Is qualifying NEET compulsory?

Can take admission without qualifying NEET also.

2.Do the students have to write any entrance examination?

No, students don’t want to write any entrance exams

3.What is the age criteria for the admission process?

Candidate should be 17 or above 17

4.Can an internship be done, after course completion?

Yes, after clearing the exams

5.Can I practice in my country after the degree?

Yes, after the MCI screening test. It happens twice the year and students can give unlimited attempts.

6.Is medical education in Vietnam cost-effective?

Like other Asian countries, the fee for medical education in Vietnam is nominal. It would come around 2500 USD per year of study. The case of private institutions is entirely different, and an aspirant will be required to pay more than the afore-mentioned cost.

7.Is Vietnam a good to go for an Indian Medical Aspirant?

The simple answer is a No. Since the entrance exams and other eligibility tests are conducted in Vietnamese, it is not preferable for a foreign medical aspirant to look for his/her medical studies and career here, unless and until if he/she knows or willing to learn Vietnamese.

For a Vietnamese medical aspirant, choosing medical education in Vietnam is visionary and need of the moment. And the medical field will continue blooming due to the recent developments happening in the field of education and medicine in Vietnam.

If you’re wishing to pursue your education in Vietnam, the Aieraa Overseas Studies is the right destination. Here we guide the students to acquire their medical education dream. We lay your steps for the medical education abroad and will be supporting the students in getting admissions in world class medical universities.

SERVICES PROVIDED BY THE AIERAA:

Guaranteed admission in MCI approved universities

University selection

Educational counseling

Helps in admission, documentation and accommodation process

Assist in your immigration

Provides scholarship assistance

Gives career guidance

Helps in visa permits

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[erincardenthailandblog]

Genevieve Forbes

(Genevieve—top row, second from the right—poses with WorldTeach Thailand cohort 2017-2018).

As a result of globalization and great technological progress, English has become the most dominant language in the world. In today’s society more people want to learn English than ever before.  As the most common foreign language, English is primarily used as a common way to communicate. Thus, in order to communicate on an international level, English must be spoken and understood. As a result, proficiency in English is often associated with higher incomes, increased employment, and is promoted as a language that can improve the livelihoods of people in developing countries.

 Teaching English to non- native speakers is challenging. For one teacher in particular, Genevieve Forbes ’87, (current WorldTeach Thailand Field Director) her experience teaching English in South East Asia is shaped by a belief that the value of teaching ESL is not that English is the most important language—but more significantly—that ESL instructors have the ability to simultaneously promote multicultural awareness and cultural sensitivity.

 Genevieve Forbes was born and raised in Milton, an Irish Catholic suburb outside Boston. As a child, conversations revolving South East Asia were held daily. Her aunt and uncle—who met working for Earth Rights—a Human Rights organization—first sparked her interest in Thailand. According to Forbes, both her aunt and uncle were involved with aid work on the Thai Myanmar border. While her aunt protested the Hatgyi Dam,[1] which was displacing the hill tribe population [2] due to flooding, Forbes’ uncle was suing the U.S., company providing the majority of materials and technology for the Hatgyi damming project. “ I grew up watching the videos my aunt and uncle took while working on the Thai Myanmar border, and read the articles they published about their work.” Forbes’ father’s business was also based in South East Asia, and she traveled to Thailand with him frequently. When she was eleven years old Forbes took her first trip to Southeast Asia with her aunt and uncle. “For a very long time my impression of Thailand was that everyone maintained an enduring, ‘you have to keep going’ mentality,” she explained. “When I first got to Thailand I was really overwhelmed. I saw half a dozen temples in twenty-four hours.”

 As a result of her family’s business in South East Asia, Forbes too became interested in the region, and decided to focus her undergraduate thesis on the forced slave labor of Burmese migrant workers in Thailand. In 2011 a report by the International Organization for Migration revealed widespread trafficking within Thailand’s fishing industry, with Burmes migrant fishermen being forced to work onboard for years without pay.[3] “I was passionate about this issue because while everyone else was focused on the tourists in this area, they all forgot about this huge migrant population,” she explained. After finishing her thesis in 2010, Forbes decided to continue pursuing her interest in South East Asia. She joined WorldTeach and taught ESL in Nakhon Phanom—a province in northeast Thailand—for one year.Nakhon Phanom is located in Thailand’s Isan region, the only part of the country Forbes had never visited. Generally poorer than the rest of Thailand, Isan is where most of the country’s rice and other central crops are grown.  “I was thrilled to finally go there,” she recounted. “I had been interested in exploring it for years.”

 Some of the biggest cultural adjustments Forbes faced as a WorldTeach volunteer centered around the language barrier and the differing cultural expectations, especially surrounding appearance. Throughout her time as a volunteer Forbes was hosted by a Thai woman who didn’t speak any English. “This woman had very specific ideas about how I should present myself,” she explained. “She frequently offered me unsolicited advice on my appearance. She told me how to do my makeup, which made me feel self-conscious at times.“

 Major class cancellations were another challenge Forbes faced as a new teacher. “I didn’t teach at all for the two first months of my first semester,” she explained. Despite her frustration, Forbes took cancelled class as an opportunity to teach English to any interested students after school hours. “I decided to teach phonetics because I knew it wasn’t part of the Thai rote memorization curriculum,” she told me. “ I believed it would be something all Thai students would benefit from.”  To her delight, Forbes’ after school program proved to be very popular. “I was astonished by the sheer enthusiasm I received from my students. Fifty to sixty students showed up at my house every day ready to learn. “

 After completing one year teaching ESL in Thailand, Forbes attended UH-Manoa in Hawaii and received her graduate degree in Asian Studies. In 2015, shortly after receiving her masters, WorldTeach offered Forbes the position as field director for the same program that she had served in four years previously. She accepted and moved back to Nakhon Phanom, Thailand. Because she had already lived in Thailand in 2010, Forbes easily readjusted to Thai culture. Comments on her physical appearance no longer bothered her. “I developed a hard shell,” she laughed. “I even learned how to make fun of myself.”

 As a field director for the Worldteach Thailand program Forbes was able to focus on issues affecting the Thai education system. In particular, Forbes began paying close attention to the fact that Thai school directors switched schools every one to three years, which she claimed, “is not always conducive to fostering the longevity and emotional connection necessary to impact change.” Forbes also came to realize that the Thai culture of “saving face” had a great impact on the Thai school system. “Saving face” can otherwise be understood as avoiding confrontation, and attempting not to embarrass oneself or others. In Thailand, agreement and harmony are two of the most important characteristics everyone must strive to uphold. According to Forbes, the Thai culture of “saving face” has negatively impacted the education system. “Thai students are passed through classes even if they haven’t learned all the skills required for their grade level,” she explained. “These students are passed because Thai schools are focused on trying to ‘save face,’ they are trying to save their reputation and keep up their appearance as a good school. Schools that do this to primary school students put the students at an extreme disadvantage because they are completely lost when they start secondary school.”

 Since Forbes’ initial year living in Nakhon Phanom in 2010, the Isan region has changed dramatically. “When I first came to Thailand with WorldTeach there were no airplanes or taxis in and out of Nakhon Phanom,” she claimed. “There were only overnight buses. There was only one coffee shop in all of Nakhon Phanom city whereas now there are 711s on every two or three blocks.“ Forbes attributes this development to the EEC (the Eastern Economic Corridor) development plan, a new railway trade system in Thailand which has given the trade industry a new focus on capitalizing on areas that were previously disregarded. [4]

Over the years, Forbes has come to realize the various ways she internalized Thai culture.“One of the biggest realizations I had about the effects Thai culture has had on me occurred when I was in Singapore for business,“ she told me. According to Forbes, her persuasive powers worked best in Thailand when she was “sweet” and “nice,” if she entered a business meeting “strong, stern, and surely, it would be unproductive because Thai people would not be as willing to work” with her. “But when I arrived in Singapore,” she recalled, “I tried to get rid of the learned behavior I had adopted in Thailand. My sweet and nice behavior used in business meetings in Thailand was not appropriate for professional meetings in Singapore where, as a woman, you’re not taken seriously unless you have a strong presence.”

 Since living in Thailand Forbes has distanced herself from the American saying, “good fences make good neighbors,” and has fallen in love with the strong sense of community found in Thai culture. “If I’m too tired to go to the market to buy food, I know I have a standing invitation to join my neighbors and eat whatever they’re eating,” she explained. “One of my neighbors in particular frequently knocks on my door to give me fruit that’s in season.” This sense of community is not only found in Thai neighborhoods, but also extends to the workplace. “If someone in the office has a sweet treat, they will bring a lot into the office to share with everyone.”

 Forbes believes teaching English abroad to be an important endeavor because, in her eyes, “ it promotes multicultural awareness and cultural sensitivity.”

“Many Thai students have never traveled outside the Isan region of Thailand, so having foreign volunteers teach them about different parts of the world opens up their minds in an extremely beneficial way. There was a Chinese student who, after studying with a WorldTeach volunteer, decided to study abroad; first in Finland, then in Germany, and finally decided to go to the U.S., for her bachelors degree. The impact this WorldTeach volunteer had on this one student was enough to inspire the student to step outside of the world that she was born into, and see the parts of the world that were previously unknown. This teacher brought cultural awareness and enthusiasm to the classroom, two very important qualities I believe every good teacher should have.”

 In addition to the importance of bringing cultural awareness and enthusiasm to the classroom, Forbes also highlights the importance of having a sense of humor as a teacher. “It will take you a long way, no matter where you are in your life,” she chuckled. “If you’re able to see the humorous part of a seemingly stressful or crazy situation—such as a student who wants to take off his wet shorts because he went swimming in the pond during recess—being equally frustrated and amused takes you a long way.”

 Forbes advises that individuals considering teaching abroad should, “open themselves up so they can be all in. And not only for the adventure” she claimed, “ but also for the hard stuff. I recognize the challenges of teaching abroad, but I think it’s important to know that the experience won’t be smooth sailing. Personal growth is never considered to be easy. Look for the ‘silver lining.’ It’s a challenge, but it’s rewarding.”

      [1]A hydropower project on the Salween River. Hatgyi Dam. EarthRights International, https://earthrights.org/what-we-do/mega-projects/hatgyi-dam/.

[2] Various ethnic groups who inhabit the mountains of western and northern Thailand, including both sides of the border between northern Thailand, Laos,and Myanmar. To read more about hydropower development in this region: “Damned By Burma's Generals: The Karenni Experience with Hydropower Development from Lawpita to Salween.” (2006). Karenni Development Research Group.https://www.internationalrivers.org/sites/default/files/attached-files/proposed_salween_dams_revive_development_nightmare_for_karenni_in_burma.pdf

[3] Trafficking of Fishermen in Thailand. (2011). Sathorn District, Bangkok: IOM Thailand. Available at:https://www.iom.int/jahia/webdav/shared/shared/mainsite/activities/countries/docs/thailand/Trafficking-of-Fishermen-Thailand.pdf.

[4] Eeco.or.th. (2019). Public Private Partnerships | EEC. Available at:https://www.eeco.or.th/en/content/public-private-partnerships.

[vitmelbourne]

Master of Information Technology Melbourne Could be Your Best Fit

Many universities don't have the stigma that they once did, and if you're researching what it takes to obtain a Master of Information Technology Melbourne, you should know there are advantages, too. After all, since many of the more prestigious institutes now not offer these courses, it's up to students to learn why it may benefit them. So, how does it help you to take courses in VIT Institution.

Keep in mind that most of the time you spend in information technology, even in a managerial role, will be behind a computer. That means that you can take advantage of the curriculum to test out theories and techniques you use in your courses on your own computer, or your own personal network. Even if you take the courses at a library or another public venue, you can still find more resources on classes than you would in a lecture.

Just as important is flexibility. If you end up in a senior role in the IT department of a major company, you will likely start out in an on-call role. Adjusting to new schedules is part of going to school, so it prepares students for completing work as it comes. That's a lot closer to what real life in information technology is like.

And one great factor in choosing programs is that traditional institutions hold the same weight with employers like the state and federal government. In both cases, advanced degrees can mean tens of thousands of dollars more in salary each year. In the private sector, universities are no longer judged by whether they have a ton of buildings. Instead, prestige, and that can help students who are worried about positions with top firms.

But getting a Master of Information Technology Melbourne isn't the easiest thing in the world. For one, you can expect to be learning a lot of technical components on everything from servers to routers to what an NIC is. There is a lot to understand, both at the conceptual level and then when you put theories into practice. The rewards for IT managers when they graduate it may be well worth it, with average salaries nearly six figures for advanced degree holders with some experience.

These resources Master of Information Technology Melbourne and master’s degree in IT programs provide great information on institutions with master’s in information technology degrees.

A Master of Information Technology Melbourne systems Is a Constant Success

The world of information technology is constantly expanding in unison with the innovations of newer and more powerful forms of technology. These new movements fully re-utilize the means we tend to communicate and knowledge the world around us daily. The effects stem to everything from gaming hardware, computer programs, data modules, to programming languages; nothing is left untouched by the long arm of information technology.

Anything that gathers or transmits data in any visual or audio medium can be classified in this genre and a career in their fields can be secured with a Master of It Melbourne. Just as the technology is increasing, the areas of study that come with it are growing. to stay up with these radical changes the scholars should perpetually stay in an exceedingly learning mode, even long once graduating with a master’s in information technology

 The constant expansion

 This is a reasonable expansion in technologies and studies when considering that the world of Information Technology is boundless in its limitations. The only factor that holds back the expansion is that the human imagination and learning method. Therefore, it really makes sense to take the plunge and go for your Master of It Melbourne Degree.

 This will prepare you for work in a huge variety of fields that you can take your pick from. You'll ne'er pay days or nights worrying concerning finding employment as a result of people with these specific skill sets are constantly in need by businesses across the globe. The world of Information Technology has been responsible for wide spread job increases across the spectrum, from young graduates to seasoned professionals in the game. Getting on track along with your education degree in data Technology could be a step within the right direction.

 The constant education

 Thanks to this widespread use of technology, students will get Associate in equal normal of education via the net as they will at any ancient schooling system. Previous years looked down upon education because the lack of a personal connection, but this is no longer the case. Perhaps in IT above all other courses, using a Master of Information Technology Melbourne medium can even be somewhat more beneficial.

 Students will still cover the same implements in learning developments, designing, programming, and installation for various computer applications and systems across the board. If you are still unsure which route you want to take to receive your education there are plenty of websites that offer reviews and opinions regarding the situation.

 The constant employment

 Like several alternative field of studies, the Master Of Information Technology Melbourne degree will deliver you over simply a future job. You will master the abilities of operating in an exceedingly team, enhancing your sole ability and perceive the importance of lifelong learning as IT is a broad field to slowly discover. There are endless opportunities that you can further pursue such as security specialist, network engineer, computer forensic analyst, and systems administrators. Besides, you're given the choice to specialize in network development, systems advancement or forensics analysis.

 VIT - Victorian Institute of Technology offers Master Of It Melbourne is a great place to begin your education in the field of IT. The Degree in Information Technology will pave a profitable path for the rest of your life.

  For getting more information visit here VIT - Victorian Institute of Technology.

14/123 Queen St, Melbourne VIC 3000, Australia

1300 17 17 55 (or) support@vit.edu.au

[cnasnmu]

NMU Graduate off to Master’s Program says Native Studies have Cross-field Application

MARQUETTE, Mich. – The Center for Native American Studies (CNAS) at NMU has various courses available in the fall of 2019 for academics, students, and professionals pursuing careers in the education field. Four courses will offer aspiring educators – or current professionals aspiring to be better – a broader understanding of education through Indigenous lenses.

Caitlin Wright, a NAS NMU graduate says after majoring in Native American Studies, she couldn’t imagine herself anywhere else.

“In my experience, Native peoples tend to be the subject rather than having any authority when it comes to history and historic preservation and I aim to change that,” says Wright.

Wright has been accepted into Central Michigan University's Cultural Resource Management Master’s program, and she says the program has given her the skills and knowledge to help her people reclaim and preserve culture.

“My background in NAS will act as a guide in my studies at CMU,” says Wright. “This program will put me on the track to working with Tribal Historic Preservation offices as well as gain Federal Register status as a historian and/or museum professional.”

For Wright, one of the many moments during her education that stands out happened during the ‘History of Boarding School Education’ course.

“This course is what I return to every time I think of why I'm doing what I'm doing, why I'm pursuing higher education,” says Wright.

At the beginning of one of Wright’s course, the students were introducing themselves and explaining why they were there. One woman said that she was an education major and that she thought this course should be required for anyone pursuing a degree in education because the history of Native peoples is not taught in any depth in K-12.

“I imagine my grade school education experience would have been vastly different if there were more teachers like that leading our classrooms,” says Wright.

Attn: Michigan & Wisconsin Educators - Where are you teaching?

For anyone teaching in the Americas, one of the biggest things of which to be cognizant is you’re teaching in Indigenous territory.  All schools in Michigan and Wisconsin reside on Anishanaabe land. CNAS offers curriculum to help educators understand tribal relations, a boarding school history, Indian education, and classroom inclusion of Native Americans.

“I was currently minoring in Native American Studies (NAS) and majoring in Spanish when it was announced that a major in NAS was being introduced,” says Wright. “I knew instantly that I wanted to turn my minor into my major. NAS classes have always been the ones that made me feel most passionate and focused.”

Wright says the major has cross-field application.

“The NAS major prepares you to work within Native communities and with Native peoples,” says Wright. “Knowledge like that has its value in any field.”

Teachers can make a bigger impact if they’re exposed to this type of curriculum as it has cross cultural implications. When educators understand the perspectives of Indigenous lives and histories, it builds empathy for other minority groups as well. The result is a more inclusive classroom – and subsequently a community -- that celebrates diversity and recognizes non-traditional educational disciplines.

Exploring a more accurate and acute version of history, better educated educators entice more profound classroom discussion and encourage participation from students of all walks of life. Including Indigenous perspectives on education benefits everyone.

NAS 212 – Michigan and Wisconsin Tribal Relations (Registration CRN: 81385)

Michigan and Wisconsin Tribal Relations, NAS 212, focuses on the political culture, governance, and history of various sovereign nations across the two states. For those looking to work in Wisconsin, this course meets the PA 31 Requirement. With Dr. Martin Reinhart, students will explore Native American treaties with the U.S. government and the aspects of what it means for tribes to remain sovereign.

The class meets in the afternoon.

NAS 484 - Native American Inclusion in the Classroom (Registration CRN: 82172)

This course will challenge students and educators’ preconceptions of what Native American inclusion means, and provide methods and materials that will help them meet state standards will effectively including Native American cultural concepts across the curriculum. Emphasis is on State of Michigan standards and Anishinaabe language and cultural concepts.

This two credit class, taught by Martin Reinhart, PhD., meets four times on September 7 & 21, and October 5 & 19.

NAS 485 – ZOOM: American Indian Education (Registration CRN: 82173)

This three credit online video class can be beneficial to educators globally. Students will explore significant American Indian education policy from pre-colonial times to the present day. Students will investigate treaties with education provisions and current U.S. federal Indian education law. Focus is on standards-based reform and Native American inclusion.

Through online chat rooms, students will discuss these issues with individuals from different parts of the world. The online core course is offered as part of the TEDNA endorsed Masters of Educational Administration program with an American Indian Education emphasis.

With faculty approval, this class taught by Dr. Reinhart also meets the teacher certification credit for Wisconsin educators (P.A. 31).

NAS 315: History of Boarding School Education (Registration CRN: 80662)

What happens when education goes bad? Study the historical and cultural impacts of forced assimilation. Learn about this poignant part of education’s past and its cross generational effects on Indigenous students today.

Class participants will explore the history of the initiation, development, alteration and demise of the federally mandated Indian boarding school education experience in the U.S. and Canada. Intergenerational and contemporary repercussions, both positive and negative with Indigenous societies are considered.

The class, taught by Grace Chaillier, meets in the mornings.

Registration for tiny.cc/Fall2019 is open at nmu.edu/registrar.

[themanuelruello]

Will My Kids Fall Behind? (And Other Homeschooling Questions)

I’ve never been this excited to get back to homeschooling…

I’m in year five of this homeschool gig, so it’s not exactly a novelty anymore. However, I’ve found myself literally counting down the days until we’re back to the books next week.

What a weirdo.

Is it because I redid our school room and I can’t wait to sit on the new rug and drink my coffee in there?

Maybe.

Is it because we’re doing a deep dive into American history this year and I’m kind of a history nerd?

Kinda.

Is it because there’s something about fresh curriculum that makes me strangely giddy?

Very possible.

Helping to build the chicken tractor

Truthfully, I think the root of my excitement has come from the many talks I’ve had with brand new and prospective homeschoolers this year.

All these conversations have given me a chance to revisit why we chose this lifestyle in the first place (because make no mistake– homeschooling is a lifestyle), and my fire has been rekindled.

I realize that many of you have been thrust into this world unwillingly. It’s not what you ever saw yourself doing, but here you are.

I want you to know that it’s all gonna be alright. 

We’ve been homeschooling since our firstborn was in kindergarten and I was homeschooled K-12 myself (yup– in the legendary homeschool culture of the 1990s– it’s changed a lot since then. Thank goodness.)

I’m not an expert, but I do have a unique perspective– both as a homeschool graduate and a current homeschooling mother of three.

Here are a few of the most common questions I’m seeing right now, along with a few of my thoughts:

Art with Goats

#1 What Curriculum Should I Use for Homeschooling?

This question is, by far, the toughest one I get. It’s not that using curriculum is hard, but there are eleventy-billion different choices, and sorting through them all is somewhat mind-numbing.

There’s not a one-size-fits-all answer to this question. Period.

Most newbie homeschoolers are drawn to an all-in-one style of curriculum where you make one purchase and get ALL the things.

There’s nothing wrong with that, per say, but I don’t know many veteran homeschool moms who use those sort of curriculum options, since they rarely fit the uniqueness of the child.

Most of my homeschooling friends piece together their own curriculum (i.e. they use one set of books for math, a different set from a different publisher for reading, etc).

My best advice in this realm is two-fold:

Keep it simple. Focus on the core subjects and don’t worry about the extras your first year

Do not attempt to replicate a public school classroom. Public schooling was created for a specific purpose and is designed to move a large group of diverse children through the exact same curriculum in a way that is mostly successful for the majority. You don’t have to do that. You get to tailor this whole thing to fit your family and your children. Education does NOT have to be cookie-cutter, nor should it be. Also, I will preach this until the cows come home– the 8am-3pm schedule that most public schools follow came as a result of the Industrial Era and was created to fit the work schedules of parents. It rarely takes that amount of time to teach a child the crucial subjects, plus free time and free play are some of the best educational pieces you can ever offer your child.

My 4-year old helping me mulch the garden

Our Homeschool Routine and Curriculum

We’re not fancy.

I don’t lesson plan much, if at all, and we generally school for 2.5-3 hours each morning. That’s it.

Math and language arts are our main focus, with science and history coming in at a close second.

(Another post coming soon with my current curriculum choices.)

We don’t do a lot of extra stuff on top of these four subjects unless I think the kids need something.

Actually, allow me to rephrase that: 

We do a LOT on top of those four subjects, but not in the “formal” sense.

Making pretzels

My kids build, create, and problem solve ALL DAY LONG.

We let them use scrap lumber, tape measures, hammers, saws, and nails to build all sorts of contraptions.

They basically live in an animal science lab and help with breeding, birthing, nutrition, husbandry, and more.

They’re helping us remodel our fixer upper house project, and are learning how a house is put together, how to use tools, and loads of problem-solving.

They can identify dozens of different plants, grow and nurture vegetables, and they actively participate in preserving food.

They can make their own breakfast, safely use our gas stove, make scrambled eggs, bake desserts, and are currently learning how to make yeast breads.

Honestly, when the fleeting thought of sending my kids to public school has crossed my mind in the past, my instant reaction is “They’d miss out on too much if I sent them to school!”

Helping to pour concrete

Whatever, Jill. We don’t live on a homestead so it’s not the same for us.

Oh, but it is.

Even if you live in the heart of the city, the learning opportunities abound.

Take me, for example. Homeschooling (and the free time that came with it) is the #1 thing that fostered creativity, leadership, ingenuity, and resilience in me as a child and young adult.

And I was raised in a small housing development-– no homestead, no land.

It’s not about where you live, it’s about how you maximize the opportunities in front of you– and there are MANY.

My favorite book to help foster this mindset shift is Weapons of Mass Instruction by John Taylor Gatto. Read it. It’ll change you forever.

#2 What If I’m “Not Good Enough” To Teach My Kids?

I hear this one expressed in a variety of ways:

“I’m not qualified to teach my kids”

“I don’t know enough”

“I wasn’t a very good student myself”

“I didn’t go to college”

There is a commonly held belief that if you don’t have a bachelors degree in childhood education, then you can’t adequately homeschool your own offspring.

Listening intently at a horsemanship clinic

I don’t buy it.

There’s nothing wrong with a teaching degree, but I wholeheartedly reject the notion that one needs four years of higher education to teach their own children.

As long as you are willing to learn alongside your kids and follow a book or lesson plan with your kids, you will do fine.

That’s why we have curriculum.

So if you don’t need a teaching degree, what do you need?

Consistency and the ability to read instructions and troubleshoot situations that might come up.

And as your kids get older, they will learn to follow the instructions and troubleshoot issues, which is just as important as the lessons themselves.

Teaching our kids to learn how to learn (aka how to teach themselves), is one of the MOST valuable things we can impart to them. An adult with a healthy dose of curiosity and love for learning (that hasn’t been snuffed out) is pretty much unstoppable.

P.S. My mom never went to college. Yet, I was in the upper 95% percentile in my standardized tests each year, had above-average ACT and SAT scores, and even attended an English class at the University of Idaho when I was still in highschool. After I graduated, I double-majored in Equine Science at a community college, graduated with Honors and a 4.0, and tutored other students, all while holding down a job and riding on the college horse show team. I’m not saying this to brag, rather I’m telling you this because I was MORE than prepared for college, even though my “teacher” never attended herself.

Helping to remove the plaster on the chimney at our fixer-upper renovation

#3 What About Socialization?

Ah, the good ol’ “S” word…

As a homeschooler in the Nineties, this was the thing people rubbed in our faces more than anything else.

Not gonna lie, it gets old.

I honestly don’t hear this one come up as much as it used to– I suspect it’s because homeschooling has been around a little longer and there are AMPLE examples of well-adjusted homeschooled adults.

But that doesn’t mean it has disappeared entirely.

Truthfully, I’ve found that TOO MUCH socialization is generally the issue when it comes to homeschooling, rather than not enough.

There are SO many activities and opportunities available to homeschooled kids, the tricky part for us is finding a balance and still making sure we have enough time to do actual school work.

If this is an area that makes you feel a little uncertain, all it takes is a quick Google or Facebook search to find options in your community– whether that’s 4-H, music lessons, dance, sports, volunteering, shadowing someone in a trade or skill that interests your child, etc. There are SO many opportunities, you just have to be willing to think outside of the box.

Butchering chickens together

Does Socialization Really Happen in a Homogenous Herd?

It’s a question I’ve pondered for years…

I’ve come to be of the personal opinion that true socialization does not happen by putting a child in a large herd of other kids that are their same age.

Historically, not only did children learn in one-room schoolhouses with wide age ranges, but they spent a LOT more time operating in the adult world.

This idea that socialization equates to a child spending the majority of their time in a group of 40 other kids their exact age feels out-of-touch to me.

There’s absolutely nothing wrong with having friends of similar age, but I also want my kids to be able to interact with smaller children, with adults, and with the elderly.

#4 What if My Child Falls Behind in School?

I LOVE this question.

Because I don’t think it’s as big of a deal as people think it is.

*gasp*

I hear SO many parents expressing SO much worry this spring when school districts had to switch to distant learning for a short time.

“My kid didn’t learn ANY new math!”

“They are going to be SO far behind!”

“This is going to mess them up for the rest of their school career!”

Eh, maybe.

Or maybe not.

The term ‘falling behind’ is tricky because it assumes that all children learn and progress at the exact same pace at the exact same time.

We know that’s not true.

I understand why institutionalized schooling is the way it is. I understand the need for benchmarks and “levels”.

However, established benchmarks and levels obviously don’t fit everyone.

They often inadvertently slow down the kids who want to work more quickly, and discourage or alienate the kids who are a bit slower-paced in certain areas.

The beauty of homeschooling is that you can tailor it to the pace of your child. Let them run fast in a certain subject if it’s their jam. Or if they’re struggling in a certain area, go back. Keep at it until you reach that mastery, then move on. There’s no stigma and no stress.

Yes, we still finish our textbooks. Yes, we are consistent in doing school each day. Yes, it’s important that my kids do their school work well and have a firm grasp on all of the important topics before they become adults and leave home.

However, the ability to be resilient, to solve problems, to think for themselves, to not get stuck in the cycle of conformity, to cultivate the ability to create… THOSE are the pieces that are ultimately the game-changers.

Friend, You Got This.

At the end of the day, what you do with your kids’ education is your call.

If you know public school is right for your child, do it.

If you know your child would thrive in the homeschool environment, do it.

The only real mistake you can make??

To make your choice based on the opinions of those around you, or what friends/family are telling you should do.

Block out those voices and go with your gut.

Because here’s the deal: 

Regardless of what you choose, somebody is going to think that what you’re doing is wrong.

It’s annoying and freeing, all at the same time, dontcha think?

You are capable, my friend. And this decision, as scary as it may feel at first, might just be the best choice you ever made.

I’m rooting for you.

More Tips on Raising Old-Fashioned Kids:

Homeschool on the Homestead

Raising Old-Fashioned Kids in a Modern World

Life Lessons My Kids Have Learned from the Homestead

Why I’m Teaching My Kids to Fail

  The post Will My Kids Fall Behind? (And Other Homeschooling Questions) appeared first on The Prairie Homestead.

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