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On the uses of a liberal education

I am a 57 year old women who is taking care of my 85 year old mother with dementia. I am a junior in college at Eastern University New Mexico on-line. Being a full time care taker is very constricting and rewarding. I lost my job 5 years ago, the timing was a blessing because that is when my mother wasn’t capable of taking care of her self so I moved her in with me. I went ahead and got student loans this semester but can not afford to get more in the future.
I would love to be able to get my BA in social work and keep my mind stimulated. Thank-you for your consideration.
Sincerely,
Lesa DiPomazio

On the uses of a liberal education: 1

The culmination of Bernstein's formal teaching came in 1973, when he was invited backto Harvard to deliver a series of six lectures. Bernstein threw himself into the project,devoting nearly two years to their preparation. In them, he used equal helpings oflinguistic theory, musicology and mysticism to demonstrate that all musical expression,from childish taunts to Mahler adagios, are an integral part of a unified system ofuniversal communication. At turns colloquial and at others bafflingly dense, the lectureswere entitled "The Unanswered Question," in reference to the title of one ofBernstein's favorite works, Charles Ives's visionary tone poem which traces man'sunfulfilled quest for meaning throughout his existence: a trumpet incessantly propounds anunchanging "question" to which flutes posit increasingly complex and confoundinganswers, all over an unchanging background of soothing strings representing the unaffectedeternity of the indifferent universe. Bernstein concluded the lectures on a note oftouching optimism: "The answer to the question, although I forget what it is, is'yes'."

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Sample Illustration Essay - how to answer why this college pt 3 essay samples applying how to answer why this college pt 3 essay

As we point out in our "" section, a bunch of philosophers have gotten inspiration from Sisyphus's eternal punishment. Perhaps most famously, Albert Camus's essay "The Myth of Sisyphus" uses Sisyphus's predicament to represent the plight of all humanity, which he says is totally absurd. In Camus's mind, our continual search for meaning in life, for some sort of definitive answer that explains it all, is some ways just as pointless as Sisyphus's eternal task. Camus didn't believe in any sort of god, or that there's any such thing as concrete truth. So no matter how much any of us would like to believe that the things we do have importance on a larger scale, they just don't. Therefore, the pursuit of anything and everything is absurd.

How did we reach this point? In part the answer is a matter of demographics and (surprise) of money. Aided by the G.I. bill, the college-going population in America dramatically increased after the Second World War. Then came the baby boomers, and to accommodate them, schools continued to grow. Universities expand easily enough, but with tenure locking faculty in for lifetime jobs, and with the general reluctance of administrators to eliminate their own slots, it's not easy for a university to contract. So after the baby boomers had passed through -- like a fat meal digested by a boa constrictor -- the colleges turned to energetic promotional strategies to fill the empty chairs. And suddenly college became a buyer's market. What students and their parents wanted had to be taken more and more into account. That usually meant creating more comfortable, less challenging environments, places where almost no one failed, everything was enjoyable, and everyone was nice.

September 1, 1997 Harper's Magazine

Argumentative Essay On Standardized Testing Free …

My students' answers didn't exhibit any philosophical resistance to the idea of greatness. It's not that they had been primed by their professors with complex arguments to combat genius. For the truth is that these students don't need debunking theories. Long before college, skepticism became their habitual mode. They are the progeny of Bart Simpson and David Letterman, and the hyper-cool ethos of the box. It's inane to say that theorizing professors have created them, as many conservative critics like to do. Rather, they have substantially created a university environment in which facile skepticism can thrive without being substantially contested.

Perhaps it would be a good idea to try firing the counselors and sending half the deans back into their classrooms, dismantling the football team and making the stadium into a playground for local kids, emptying the fraternities, and boarding up the student-activities office. Such measures would convey the message that American colleges are not northern outposts of Club Med. A willingness on the part of the faculty to defy student conviction and affront them occasionally -- to be usefully offensive -- also might not be a bad thing. We professors talk a lot about subversion, which generally means subverting the views of people who never hear us talk or read our work. But to subvert the views of our students, our customers, that would be something else again.

Argumentative Essay On Standardized Testing
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Pope’s Poems and Prose An Essay on Man: Epistle IV …

Teachers who really do confront students, who provide significant challenges to what they believe, can be very successful, granted. But sometimes such professors generate more than a little trouble for themselves. A controversial teacher can send students hurrying to the deans and the counselors, claiming to have been offended. ("Offensive" is the preferred term of repugnance today, just as "enjoyable" is the summit of praise.) Colleges have brought in hordes of counselors and deans to make sure that everything is smooth, serene, unflustered, that everyone has a good time. To the counselor, to the dean, and to the university legal squad, that which is normal, healthy, and prudent is best.

Pope’s Poems and Prose Questions and Answers

The evidence that many students cheat in college is overwhelming. There are popular “self-help” handbooks published on the subject, and a growing number of classes in high school and college where teachers ban cell phones so that students can’t text message test answers to each other (there are other good reasons to ban cells in classes, too). As cited in the article in The Seattle Times, one survey of 70,000 students conducted by the Center for Academic Integrity at Duke University found that 95 percent of high school and college students “admit to some form of academic cheating.” Other surveys report far less shocking but equally troubling results, usually settling on figures of about 50 percent of students who note that they have participated at least once in academic cheating.

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The biographical material in this article is primarily indebted to the Peyser, Burtonand Secrest books. Useful supplements are (Carroll & Graf,1991), a profusely-illustrated coffee-table book boasting a fine introduction by DonalHenahan, and William Westbrook Burton’s (OxfordUniversity Press, 1995), providing colleagues’ personal reminiscences. Also crucialto an understanding of Bernstein are his writings, particularly (Simon & Schuster, 1966), (Simon & Schuster, 1982) and (Harvard, 1976), a transcription of his 1973 Harvard lectures. Toview the TV star on his own medium of choice, there is (Unitel), a video overview of his career that includes some superb concertfootage and is occasionally shown on PBS.

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