Jacob Johnson
Dr. Tinberg
ENG 101-A07
12/06/10
“Texting Our Lives Away”
Fifteen minutes before class starts, and a dozen students sit in wake of the
oncoming academia. All are deeply engaged in conversation, yet no word is spoken.
Trapped in silence—eyes glazed-over—fingers pounding relentlessly—all, oblivious to
the people around them. These students are merely a fraction of greater phenomenon.
We see it. We recognize it. However, we rarely look at the consequences.
Texting has become one of the most popular forms of modern communication,
without doubt. Whether it be in the classroom, at restaurants or even on the road, this
phenomenon simply cannot be avoided. While it is easy to recognizing the role that
texting plays in our advancing world, the need to look more critically at this practice is
becoming very apparent. Although the idea of texting may have been completely foreign
a few decades ago, it is now an undeniable growing aspect of our culture. As we take a
closer look at texting, we will see how simply it has become popular and how dire its
effects can be.
The first notable cause in the increase of texting would simply be in the available
of cell phones. While mobile devices are now common place, it is important to recognize
the fact that this is still fairly recent. Back in 2001, we saw reports of cell phone usage
accelerating as phones became more available and affordable(Sbranti). For text
messaging to truly take off, there needs to not only be a large audience of phone owners,
but also a sufficient period of time, over which users could become comfortable using a
phone for more than the traditional conversation. Naturally, as phone became more
popular and technology advanced, the accessibility of texting increase significantly. Once
the availability was in place, all that would be need would be a catalyst to make texting
go viral.
A second reason why texting has become so popular, is simply its convenience.
The fact is that teens—some of the most frequent texters—are now using texting to
replace phone conversations. (Bucciarelli) Texting allows for conversations to take place
in areas that would loud for phone conversations—on the flipside, it also allows for
conversations in intentionally quite place, such as classrooms. By making communication
so simple, it is easy to always spend a few more seconds to send yet another message.
Although texting is most popular among teens, adults are by no means immune to this
phenomenon. For many, texting has become to new way to send reminders or ask a quick
question. People love to talk. Any device which offers quick, easy communication is very
likely to catch on.
While texting has offered many advantages when it comes to staying it touch,
there certainly are draw backs which need to be mentioned. Perhaps the most notable
negative of effect of text messaging, is the distraction it creates while driving. It has been
reported that “Research has actually shown that texting while driving can make you 20
times more likely to get into a car accident”(Don’t text). While it is perfectly
possible to simply abstain from texting while driving—as many do—a significant amount
of texters do not use such caution. Although certain measures have been taken to prevent
texting while driving—such as petitions and ever laws—there remain concerns about how
many of these dangerous drivers will remain on the road.
Although texting while driving posing is a very immediate consequence of
texting, are also some long term concerns. One major concern which has been raised, is
the toil that text messaging has been taking on students’ writing skills(Texting,
Microblogging and overuse). Texting focuses on communication information as quickly
as simply as possible, thus abbreviations, informal acronyms and poor grammar become
common. As it becomes more and more a part of a students daily routine, many fear that
texting will soon become taxing on a student academic progress. There does not appear to
be any answer to this concern yet.
There is also see a more unique concern which is perhaps the most apparent. We
have just seen a concerning threat that texting may pose, but lets draw our attention to a
more immediate effect of this increasing trend. While text messaging may provide quick
and efficient communication, there are uncertainties about the social and psychological
effect it may be having on texters. It was reported by the New York Times in May of
2009 that texting is causing teenagers to have a sense of obligation to constantly be in
contact with friends. This hyper-connectivity could likely result in an unhealthy
dependence on constant, immediate communication(Hafner). Like any form of unnatural
dependence, there are certainly concerns that this progression of texting can have sever
social effects in the future. Studies have also shown, that many teens admit that their
social life would be hindered, if not cease altogether if they were to give up
texting(Teens).It is unclear what type of effects may be caused in the future, but by
simply looking at the world around us, it is clear that texting is certainly doing something.
All being said, texting has been becoming a large part of our modern culture, and
may very well continue in this process. There certainly are many benefits and
conveniences to this trend, but we cannot ignore the effects of it. The short-term
consequences of texting while driving cannot be ignored. This issue certainly has been
addressed to an extent, but it is unlikely it will be resolved easily. Also, the long-term
consequences, although not immediately apparent, may have drastic effects for future
generations. It is not entirely clear how we should proceed in regards to this trend, but the
one thing which is clear, is that we must be aware the effects it has had, and may have in
the future.
Bibliography:
Bucciarelli, Suzzane. "Teens are the Textiest People." Geeks Planet 11 Nov 2010: n. pag. Web. 27 Nov 2010.
“Don't text, or drink, behind the wheel." Industrial Engineer 42.5 (2010): 14. Academic OneFile. Web. 27 Nov. 2010.
Hafner, Katie. "Texting May Be Taking a Toll." New York Times. 26 May 2009: Web. 4 Dec 2010
Sbranti, J.N. "HTML Full TextCompetition for Cell Phones Is Fierce, Options Endless, Expansion Nonstop ." Newspaper Source. 7 Jul. 2001, web. Nov. 2010
"Teens Who Text." Communications of the ACM 51.11 (2008): 19. Academic Search Premier. EBSCO. Web. 3 Dec. 2010.
"Texting, microblogging, and overuse of online tools will have a negative effect on student writing and academic performance." The Futurist Nov.-Dec. 2010: S3. Expanded Academic ASAP. Web. 27 Nov. 2010.
Sunday, December 5, 2010
Saturday, November 27, 2010
Trend Analysis (1st draft)
Jacob Johnson
Dr. Tinberg
ENG 101-A07
11/29/10
“Texting Our Lives Away”
Fifteen minutes before class starts, and a dozen students sit in wake of the
oncoming academia. All are deeply engaged in conversation, yet no word is spoken.
Trapped in silence—eyes glazed-over—fingers pounding relentlessly—all, oblivious to
the people around them. These students are merely a fraction of greater phenomenon.
We see it. We recognize it. However, we rarely look at the consequences.
Texting has become one of the most popular forms of modern communication,
without doubt. Whether it be in the classroom, at restaurants or even on the road, this
phenomenon simply cannot be avoided. While it is easy to recognizing the role that
texting plays in our advancing world, the need to look more critically at this practice is
becoming very apparent. While the idea of texting may have been completely foreign a
few decades ago, it is now an undeniable growing aspect of our culture. As we take a
closer look at texting, we will see how simply it has become popular and how dire its
effects can be.
The first notable cause in the increase of texting would simply be in the available
of cell phones. While mobile devices are now common place, it is important to recognize
the fact that this is still fairly recent. Back in 2001, we saw reports of cell phone usage
accelerating as phones became more available and affordable(Sbranti). For text
messaging to truly take off, there needs to not only be a large audience of phone owners,
but also a sufficient period of time, over which users could become comfortable using a
phone for more than the traditional conversation. Naturally, as phone became more
popular and technology advanced, the accessibility of texting increase significantly. Once
the availability was in place, all that would be need would be a catalyst to make texting
go viral.
A second reason why texting has become so popular, is simply its convenience.
The fact is that teens—some of the most frequent texters—are now using texting to
replace phone conversations. (Bucciarelli) Texting allows for conversations to take place
in areas that would loud for phone conversations—on the flipside, it also allows for
conversations in intentionally quite place, such as classrooms. By making communication
so simple, it is easy to always spend a few more seconds to send yet another message.
Although texting is most popular among teens, adults are by no means immune to this
phenomenon. For many, texting has become to new way to send reminders or ask a quick
question. People love to talk. Any device which offers quick, easy communication is very
likely to catch on.
While texting has offered many advantages when it comes to staying it touch,
there certainly are draw backs which need to be mentioned. Perhaps the most notable
negative of effect of text messaging, is the distraction it creates while driving. It has been
reported that “Research has actually shown that texting while driving can make you 20
times more likely to get into a car accident.” (Industrial Engineer ) While it is perfectly
possible to simply abstain from texting while driving—as many do—a significant amount
of texters do not use such caution. Although certain measures have been taken to prevent
texting while driving—such as petitions and ever laws—there remain concerns about how
many of these dangerous drivers will remain on the road.
Although texting while driving posing is a very immediate consequence of
texting, are also some long term concerns. One major concern which has been raised, is
the toil that text messaging has been taking on students’ writing skills. (The Futurist)
Texting focuses on communication information as quickly as simply as possible, thus
abbreviations, informal acronyms and poor grammar become common. As it becomes
more and more a part of a students daily routine, many fear that texting will soon become
taxing on a student academic progress. There does not appear to be any answer to this
concern yet.
All being said, texting has been becoming a large part of our modern culture, and
may very well continue in this process. There certainly are many benefits and
conveniences to this trend, but we cannot ignore the effects of it. The short-term
consequences of texting while driving cannot be ignored. This issue certainly has been
addressed to an extent, but it is unlikely it will be resolved easily. Also, the long-term
consequences, although not immediately apparent, may have drastic effects for future
generations. It is not entirely clear how we should proceed in regards to this trend, but the
one thing which is clear, is that we must be aware of the effect it is, and may have.
Bibliography:
Bucciarelli, Suzzane. "Teens are the Textiest People." Geeks Planet 11 Nov 2010: n. pag. Web. 27 Nov 2010.
“Don't text, or drink, behind the wheel." Industrial Engineer 42.5 (2010): 14. Academic OneFile. Web. 27 Nov. 2010.
Sbranti, J.N. "HTML Full TextCompetition for Cell Phones Is Fierce, Options Endless, Expansion Nonstop ." Newspaper Source. 7 Jul. 2001, web. Nov. 2010
"Texting, microblogging, and overuse of online tools will have a negative effect on student writing and academic performance." The Futurist Nov.-Dec. 2010: S3. Expanded Academic ASAP. Web. 27 Nov. 2010.
Dr. Tinberg
ENG 101-A07
11/29/10
“Texting Our Lives Away”
Fifteen minutes before class starts, and a dozen students sit in wake of the
oncoming academia. All are deeply engaged in conversation, yet no word is spoken.
Trapped in silence—eyes glazed-over—fingers pounding relentlessly—all, oblivious to
the people around them. These students are merely a fraction of greater phenomenon.
We see it. We recognize it. However, we rarely look at the consequences.
Texting has become one of the most popular forms of modern communication,
without doubt. Whether it be in the classroom, at restaurants or even on the road, this
phenomenon simply cannot be avoided. While it is easy to recognizing the role that
texting plays in our advancing world, the need to look more critically at this practice is
becoming very apparent. While the idea of texting may have been completely foreign a
few decades ago, it is now an undeniable growing aspect of our culture. As we take a
closer look at texting, we will see how simply it has become popular and how dire its
effects can be.
The first notable cause in the increase of texting would simply be in the available
of cell phones. While mobile devices are now common place, it is important to recognize
the fact that this is still fairly recent. Back in 2001, we saw reports of cell phone usage
accelerating as phones became more available and affordable(Sbranti). For text
messaging to truly take off, there needs to not only be a large audience of phone owners,
but also a sufficient period of time, over which users could become comfortable using a
phone for more than the traditional conversation. Naturally, as phone became more
popular and technology advanced, the accessibility of texting increase significantly. Once
the availability was in place, all that would be need would be a catalyst to make texting
go viral.
A second reason why texting has become so popular, is simply its convenience.
The fact is that teens—some of the most frequent texters—are now using texting to
replace phone conversations. (Bucciarelli) Texting allows for conversations to take place
in areas that would loud for phone conversations—on the flipside, it also allows for
conversations in intentionally quite place, such as classrooms. By making communication
so simple, it is easy to always spend a few more seconds to send yet another message.
Although texting is most popular among teens, adults are by no means immune to this
phenomenon. For many, texting has become to new way to send reminders or ask a quick
question. People love to talk. Any device which offers quick, easy communication is very
likely to catch on.
While texting has offered many advantages when it comes to staying it touch,
there certainly are draw backs which need to be mentioned. Perhaps the most notable
negative of effect of text messaging, is the distraction it creates while driving. It has been
reported that “Research has actually shown that texting while driving can make you 20
times more likely to get into a car accident.” (Industrial Engineer ) While it is perfectly
possible to simply abstain from texting while driving—as many do—a significant amount
of texters do not use such caution. Although certain measures have been taken to prevent
texting while driving—such as petitions and ever laws—there remain concerns about how
many of these dangerous drivers will remain on the road.
Although texting while driving posing is a very immediate consequence of
texting, are also some long term concerns. One major concern which has been raised, is
the toil that text messaging has been taking on students’ writing skills. (The Futurist)
Texting focuses on communication information as quickly as simply as possible, thus
abbreviations, informal acronyms and poor grammar become common. As it becomes
more and more a part of a students daily routine, many fear that texting will soon become
taxing on a student academic progress. There does not appear to be any answer to this
concern yet.
All being said, texting has been becoming a large part of our modern culture, and
may very well continue in this process. There certainly are many benefits and
conveniences to this trend, but we cannot ignore the effects of it. The short-term
consequences of texting while driving cannot be ignored. This issue certainly has been
addressed to an extent, but it is unlikely it will be resolved easily. Also, the long-term
consequences, although not immediately apparent, may have drastic effects for future
generations. It is not entirely clear how we should proceed in regards to this trend, but the
one thing which is clear, is that we must be aware of the effect it is, and may have.
Bibliography:
Bucciarelli, Suzzane. "Teens are the Textiest People." Geeks Planet 11 Nov 2010: n. pag. Web. 27 Nov 2010.
“Don't text, or drink, behind the wheel." Industrial Engineer 42.5 (2010): 14. Academic OneFile. Web. 27 Nov. 2010.
Sbranti, J.N. "HTML Full TextCompetition for Cell Phones Is Fierce, Options Endless, Expansion Nonstop ." Newspaper Source. 7 Jul. 2001, web. Nov. 2010
"Texting, microblogging, and overuse of online tools will have a negative effect on student writing and academic performance." The Futurist Nov.-Dec. 2010: S3. Expanded Academic ASAP. Web. 27 Nov. 2010.
Sunday, November 21, 2010
Annotated Scholarly Articles (2nd draft)
Preston, Paul. "Persuasion: what to say, how to be." Journal of Healthcare Management
50.5 (2005): 294+. Academic OneFile. Web. 14 Nov. 2010.
In this article, the author proposes that persuasion is more than just a plea, but that it involves an understanding of various factors. Preston states that words carry implications which may not be immediately apparent. The article goes on to emphasize the point that
persuasion requires an understanding of the audience being addressed. Likewise, it is also
critical to understand how you—the communicator—appear to the recipient of your
message.
The intended audience of this article would be managers in the healthcare field. Several
references are incorporated into the article, reasonably demonstrating its credibility. The
author himself is a professor of management, making him well qualified to write on this
subject. The article focus on how to improve communication and presents several
practical points to aid in this process. Preston recognizes the importance of
communication to managers, and presents am instructive article on this topic. As a whole, the is very constructive without seeming at all critical.
50.5 (2005): 294+. Academic OneFile. Web. 14 Nov. 2010.
In this article, the author proposes that persuasion is more than just a plea, but that it involves an understanding of various factors. Preston states that words carry implications which may not be immediately apparent. The article goes on to emphasize the point that
persuasion requires an understanding of the audience being addressed. Likewise, it is also
critical to understand how you—the communicator—appear to the recipient of your
message.
The intended audience of this article would be managers in the healthcare field. Several
references are incorporated into the article, reasonably demonstrating its credibility. The
author himself is a professor of management, making him well qualified to write on this
subject. The article focus on how to improve communication and presents several
practical points to aid in this process. Preston recognizes the importance of
communication to managers, and presents am instructive article on this topic. As a whole, the is very constructive without seeming at all critical.
Sunday, November 14, 2010
Jacob Johnson
Dr. Tinberg
ENG 101
11/15/10
Annotated Scholarly Article
Preston, Paul. "Persuasion: what to say, how to be." Journal of Healthcare Management
50.5 (2005): 294+. Academic OneFile. Web. 14 Nov. 2010.
The author proposes that persuasion is more than just a plea, but that it involves
an understanding of various factors. Preston states that words carry implications which
may not be immediately apparent. The article goes on to emphasize the point that
persuasion requires an understanding of the audience being addressed. Likewise, it is also
critical to understand how you—the communicator—appear to the recipient of your
message.
The intended audience of this article is managers in the healthcare field. Several
references are incorporated into the article, reasonably demonstrating its credibility. The
author himself is a professor of management, making him well qualified to write on this
subject. The article focus on how to improve communication and presents several
practical points to aid in this process. Preston recognizes the importance of
communication to managers, and presents a constructive article on this topic.
Dr. Tinberg
ENG 101
11/15/10
Annotated Scholarly Article
Preston, Paul. "Persuasion: what to say, how to be." Journal of Healthcare Management
50.5 (2005): 294+. Academic OneFile. Web. 14 Nov. 2010.
The author proposes that persuasion is more than just a plea, but that it involves
an understanding of various factors. Preston states that words carry implications which
may not be immediately apparent. The article goes on to emphasize the point that
persuasion requires an understanding of the audience being addressed. Likewise, it is also
critical to understand how you—the communicator—appear to the recipient of your
message.
The intended audience of this article is managers in the healthcare field. Several
references are incorporated into the article, reasonably demonstrating its credibility. The
author himself is a professor of management, making him well qualified to write on this
subject. The article focus on how to improve communication and presents several
practical points to aid in this process. Preston recognizes the importance of
communication to managers, and presents a constructive article on this topic.
Sunday, November 7, 2010
Proposal Writing (2nd Draft)
College is more than just an experience of education. It is a time of growing—a
time of building relationships—a time, of becoming part of something bigger. While
community colleges contribute greatly to the local community, they often come up short
when it comes to building a strong college community, compared to most four year
schools. While BCC certainly has done well so far with this issue, it is certainly far from
solved. While this might seem like a minor social issue, the concern is not nearly that
simple. USA TODAY reports: “Studies show that the more engaged students are in such
activities and relationships, the more likely they are to learn.” (Marklein) With concern for both community and education, this situation deserves further exploration.
The nature of this problem is not simple and is caused by numerous factors. While
there are many aspects to this predicament, there are two primary facets which should be
noted. The first cause of this problem is the issue of commuting. To be clear, in
general, commuting is a great opportunity to keep prices down while at college. While all
students must commute at BCC, this does cause a hindrance when it comes to engaging
students. If students must drive to and from their classes, their time spent on campus will
be minimum. Unfortunately, this problem challenges most community colleges. Studies
have shown that “75% of full-time students and 87% of part-time students report that they
spent zero hours in a typical seven-day week participating in college-sponsored
extracurricular activities.” (Community College Survey) If engagement is difficult for anyone, it is certainly difficult for college students who commute.
A second reason why BCC students may not be well engaged is that they aren’t
full time students. The Community College Survey of Student Engagement stated that
“The phenomenon of part-timeness stands as one of the greatest challenges community
colleges face in creating strong connections with students. Close to two-thirds of
community college students attend college part-time”(Community College Survey). When students only take a couple classes, they are often less invested in their college life. Often, this is accentuated by the convenience of online classes for part-time students. The nature of community college makes it quite accessible to people who are too busy to take more than a couple courses at a time. The consequence of this, is that a significant amount of students either aren’t able or interested in giving more of their time.
While this obstacles are not easily conquered, BCC has taken great steps engage
students, despite the odds. I would suggest, however, a proposition which may make the
school more effective in its efforts. The previously mentioned USA Today report went on to say that the use of social media—such as Facebook—can help community college students become more engaged(Marklein). While social media have been used by some degree by BCC, I believe that these assets can be used even more so to increase engagement. Firstly, BCC has over a dozen clubs, yet only a few are online. Getting all clubs online—even if it is simply by creating a Facebook group—would be a simple, yet effective step forward. While it may be difficult to engage students on-campus, there is still the option to engage them online. Once all clubs are on the web, their events, meetings and general information can be both provided and advertised. Not only will this allow students to become more engaged online, but online engagement always has the potential to result in on-campus interaction. While in-person relations are valuable, there is strong reason to believe that virtual engagement can strength the community.
The cost of such a project would be quite minimal. Financially, there would be
nothing to pay to put more information online, especially if it were done via a social
medium. When it comes to update and overseeing this process, it would make most sense
to have a member of the club help out voluntarily. This would cost some time, however,
it would be unlikely to amount to anything significant. Thus the expense of change
would be virtually non-existent while the benefits, as we have seen, could certainly be
worth while.
With all this being said, I believe the facts are clear. Keeping students engaged is
an important responsibility which is more challenging than normal for community
colleges. While there is no magical solution to this issue, the internet and social media
can act as powerful assets. With the cost being so minimal, I strongly encourage you to
not only consider this option, but to take the steps needed to build up our community. If
we can’t engage students on campus, then why should we hesitate to engage them online?
Bibliography:
Community College Survey of Student Engagement. "Making Connections: Dimensions of Student Engagement", 2009
Marklein, Mary Beth. "Social networks could help community college students" USA TODAY 16 November 2009
time of building relationships—a time, of becoming part of something bigger. While
community colleges contribute greatly to the local community, they often come up short
when it comes to building a strong college community, compared to most four year
schools. While BCC certainly has done well so far with this issue, it is certainly far from
solved. While this might seem like a minor social issue, the concern is not nearly that
simple. USA TODAY reports: “Studies show that the more engaged students are in such
activities and relationships, the more likely they are to learn.” (Marklein) With concern for both community and education, this situation deserves further exploration.
The nature of this problem is not simple and is caused by numerous factors. While
there are many aspects to this predicament, there are two primary facets which should be
noted. The first cause of this problem is the issue of commuting. To be clear, in
general, commuting is a great opportunity to keep prices down while at college. While all
students must commute at BCC, this does cause a hindrance when it comes to engaging
students. If students must drive to and from their classes, their time spent on campus will
be minimum. Unfortunately, this problem challenges most community colleges. Studies
have shown that “75% of full-time students and 87% of part-time students report that they
spent zero hours in a typical seven-day week participating in college-sponsored
extracurricular activities.” (Community College Survey) If engagement is difficult for anyone, it is certainly difficult for college students who commute.
A second reason why BCC students may not be well engaged is that they aren’t
full time students. The Community College Survey of Student Engagement stated that
“The phenomenon of part-timeness stands as one of the greatest challenges community
colleges face in creating strong connections with students. Close to two-thirds of
community college students attend college part-time”(Community College Survey). When students only take a couple classes, they are often less invested in their college life. Often, this is accentuated by the convenience of online classes for part-time students. The nature of community college makes it quite accessible to people who are too busy to take more than a couple courses at a time. The consequence of this, is that a significant amount of students either aren’t able or interested in giving more of their time.
While this obstacles are not easily conquered, BCC has taken great steps engage
students, despite the odds. I would suggest, however, a proposition which may make the
school more effective in its efforts. The previously mentioned USA Today report went on to say that the use of social media—such as Facebook—can help community college students become more engaged(Marklein). While social media have been used by some degree by BCC, I believe that these assets can be used even more so to increase engagement. Firstly, BCC has over a dozen clubs, yet only a few are online. Getting all clubs online—even if it is simply by creating a Facebook group—would be a simple, yet effective step forward. While it may be difficult to engage students on-campus, there is still the option to engage them online. Once all clubs are on the web, their events, meetings and general information can be both provided and advertised. Not only will this allow students to become more engaged online, but online engagement always has the potential to result in on-campus interaction. While in-person relations are valuable, there is strong reason to believe that virtual engagement can strength the community.
The cost of such a project would be quite minimal. Financially, there would be
nothing to pay to put more information online, especially if it were done via a social
medium. When it comes to update and overseeing this process, it would make most sense
to have a member of the club help out voluntarily. This would cost some time, however,
it would be unlikely to amount to anything significant. Thus the expense of change
would be virtually non-existent while the benefits, as we have seen, could certainly be
worth while.
With all this being said, I believe the facts are clear. Keeping students engaged is
an important responsibility which is more challenging than normal for community
colleges. While there is no magical solution to this issue, the internet and social media
can act as powerful assets. With the cost being so minimal, I strongly encourage you to
not only consider this option, but to take the steps needed to build up our community. If
we can’t engage students on campus, then why should we hesitate to engage them online?
Bibliography:
Community College Survey of Student Engagement. "Making Connections: Dimensions of Student Engagement", 2009
Marklein, Mary Beth. "Social networks could help community college students" USA TODAY 16 November 2009
Sunday, October 31, 2010
Prospal Writing (1st draft)
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
11/01/10
College is more than just an experience of education. It is a time of growing—a
time of building relationships—a time, of becoming part of something bigger. While
community colleges contribute greatly to the local community, they often come up short
when it comes to building a strong college community, compared to most four year
schools. While BCC certainly has done well so far with this issue, it is certainly far from
solved. While this might seem like a minor social issue, the concern is not nearly that
simple. USA TODAY reports: “Studies show that the more engaged students are in such
activities and relationships, the more likely they are to learn.” (Marklein) With concern for both community and education, this situation deserves further exploration.
The nature of this problem is not simple and is caused by numerous factors. While
there are many aspects to this predicament, there are two primary facets which should be
noted. The first cause of this problem is the problem of commuting. To be clear, in
general, commuting is a great opportunity to keep prices down while at college. While all
students must commute at BCC, this does cause a hindrance when it comes to engaging
students. If students must drive to and from their classes, their time spent on campus will
be minimum. Unfortunately, this problem challenges most community colleges. Studies
have shown that “75% of full-time students and 87% of part-time students report that they
spent zero hours in a typical seven-day week participating in college-sponsored
extracurricular activities.” (CCSSE) If engagement is difficult for anyone, it is certainly difficult for college students who commute.
A second reason why BCC students may not be well engaged is that they aren’t
full time students. The Community College Survey of Student Engagement stated that
“The phenomenon of part-timeness stands as one of the greatest challenges community
colleges face in creating strong connections with students. Close to two-thirds of
community college students attend college part-time”(CCSSE). When students only take a couple classes, they are often less invested in their college life. Often, this is accentuated by the convenience of online classes for part-time students. The nature of community college makes it quite accessible to people who are too busy to take more than a couple courses at a time. The consequence of this, is that a significant amount of students either aren’t able or interested in giving more of their time.
While this obstacles are not easily conquered, BCC has taken great steps engage
students, despite the odds. I would suggest, however, a proposition which may make the
school more effective in its efforts. The previously mentioned USA Today report went on to say thatuse of social media—such as Facebook—can help community college students become more engaged(Marklein). While social media have been used by some degree by BCC, I believe that these assets can be used even more so to increase engagement. Firstly, BCC has over a dozen clubs, yet only a few are online. Getting all clubs online—even if it is simply by creating a Facebook group—would be a simple, yet effective step forward. While it may be difficult to engage students on-campus, there is still the option to engage them on-line. Once all clubs are on the web, their events, meetings and general information can be both provided and advertised. Not only will this allow students to become more engaged online, but online engagement always has the potential to result in on-campus interaction. While in person relations are valuable, there is strong reason to believe that virtual engagement can strength the community.
The cost of such a project would be quite minimal. Financially, there would be
nothing to pay to put more information online, especially if it were done via social
medium. When it comes to update and overseeing this process, it would make most sense
to have a member of the club help out voluntarily. This would cost some time, however,
it would be unlikely to amount to anything significant. Thus the expense of change
would be virtually non-existent while the benefits, as we have seen, could certainly be
worth while.
With all this being said, I believe the facts are clear. Keeping students engaged is
an important responsibility which is more challenging than normal for community
colleges. While there is no magical solution to this issue, the internet and social media
can act as powerful assets. With the cost being so minimal, I strongly encourage you to
not only consider this option, but to take the steps needed to build up our community. If
we can’t engage students on campus, then why should we hesitate to engage them online?
Bibliography:
Community College Survey of Student Engagement. "Making Connections: Dimensions of Student Engagement", 2009
Marklein, Mary Beth. "Social networks could help community college students" USA TODAY 16 November 2009
Dr. Tinberg
ENG 101 - A07
11/01/10
College is more than just an experience of education. It is a time of growing—a
time of building relationships—a time, of becoming part of something bigger. While
community colleges contribute greatly to the local community, they often come up short
when it comes to building a strong college community, compared to most four year
schools. While BCC certainly has done well so far with this issue, it is certainly far from
solved. While this might seem like a minor social issue, the concern is not nearly that
simple. USA TODAY reports: “Studies show that the more engaged students are in such
activities and relationships, the more likely they are to learn.” (Marklein) With concern for both community and education, this situation deserves further exploration.
The nature of this problem is not simple and is caused by numerous factors. While
there are many aspects to this predicament, there are two primary facets which should be
noted. The first cause of this problem is the problem of commuting. To be clear, in
general, commuting is a great opportunity to keep prices down while at college. While all
students must commute at BCC, this does cause a hindrance when it comes to engaging
students. If students must drive to and from their classes, their time spent on campus will
be minimum. Unfortunately, this problem challenges most community colleges. Studies
have shown that “75% of full-time students and 87% of part-time students report that they
spent zero hours in a typical seven-day week participating in college-sponsored
extracurricular activities.” (CCSSE) If engagement is difficult for anyone, it is certainly difficult for college students who commute.
A second reason why BCC students may not be well engaged is that they aren’t
full time students. The Community College Survey of Student Engagement stated that
“The phenomenon of part-timeness stands as one of the greatest challenges community
colleges face in creating strong connections with students. Close to two-thirds of
community college students attend college part-time”(CCSSE). When students only take a couple classes, they are often less invested in their college life. Often, this is accentuated by the convenience of online classes for part-time students. The nature of community college makes it quite accessible to people who are too busy to take more than a couple courses at a time. The consequence of this, is that a significant amount of students either aren’t able or interested in giving more of their time.
While this obstacles are not easily conquered, BCC has taken great steps engage
students, despite the odds. I would suggest, however, a proposition which may make the
school more effective in its efforts. The previously mentioned USA Today report went on to say thatuse of social media—such as Facebook—can help community college students become more engaged(Marklein). While social media have been used by some degree by BCC, I believe that these assets can be used even more so to increase engagement. Firstly, BCC has over a dozen clubs, yet only a few are online. Getting all clubs online—even if it is simply by creating a Facebook group—would be a simple, yet effective step forward. While it may be difficult to engage students on-campus, there is still the option to engage them on-line. Once all clubs are on the web, their events, meetings and general information can be both provided and advertised. Not only will this allow students to become more engaged online, but online engagement always has the potential to result in on-campus interaction. While in person relations are valuable, there is strong reason to believe that virtual engagement can strength the community.
The cost of such a project would be quite minimal. Financially, there would be
nothing to pay to put more information online, especially if it were done via social
medium. When it comes to update and overseeing this process, it would make most sense
to have a member of the club help out voluntarily. This would cost some time, however,
it would be unlikely to amount to anything significant. Thus the expense of change
would be virtually non-existent while the benefits, as we have seen, could certainly be
worth while.
With all this being said, I believe the facts are clear. Keeping students engaged is
an important responsibility which is more challenging than normal for community
colleges. While there is no magical solution to this issue, the internet and social media
can act as powerful assets. With the cost being so minimal, I strongly encourage you to
not only consider this option, but to take the steps needed to build up our community. If
we can’t engage students on campus, then why should we hesitate to engage them online?
Bibliography:
Community College Survey of Student Engagement. "Making Connections: Dimensions of Student Engagement", 2009
Marklein, Mary Beth. "Social networks could help community college students" USA TODAY 16 November 2009
Sunday, October 24, 2010
News Writing (2nd Draft)
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
10/25/10
“accessBCC Refund Card—a source of new opportunity”
As the Fall semester begins, BCC students are finding bright green envelopes in the mail. This envelope will contain the student’s accessBCC Refund Card—part of a system which is advertised as revolutionizing the way BCC handles refunds. The primary purpose of the card is to aid the refunding process, however, its uses certainly do not end there. As more and more students acquire these cards in hand, it is essential to learn how to properly use this new opportunity.
“I feel that they[accessBCC Refund Cards] will be useful to most students, especially to those who are a full time students as they will be spending most of their time on campus.” said BCC student, Patrick Kalunga. However, he goes on to say “I feel that the school could've done a better job to raise the awareness of this new feature…[The] bottom line is I am not sure I am aware of all of its benefits” While students may be unsure of the details, the following information has been made available on the BCC school website.
These new Refund Cards are a result of a partnership with HigherOne—a financial service company which focuses on higher education. These cards expedites the formerly lengthy process, by making refunds available in a matter of days rather than weeks. If a students chooses to, when they activate their account, they may choose to allow their card to work as a fully functional debit card. This debit card may be used on campus—such as at the bookstore—but may also be used off campus like a standard debit card.
The new refund options available are varied. Opposed to having their refund placed on their accessBCC Refund Card, students may choose to wait 2–3 days to have their refunds deposited into their personal bank account. A more time consuming option, however, is to request a refund in the form of a check, a process which will take roughly 2–3 weeks.
Backed by the MasterCard network, refunds can be immediately added to a student’s accessBCC Refund Card account as well as any deposits a student wishes to make to this account. There are two HigherOne ATMs on the Fall River campus, allowing local students to withdraw money from their account while at school as needed without any fees.
This system uses the internet in attempts to keep the process as simple and easy as possible. Once their account is activated, students can choose how they would like their refunds to be processed. This process can take place entirely online. Literally, students are never more than a few clicks away from find any information about their account. This option is one of many that come with this new service.
Dr. Tinberg
ENG 101 - A07
10/25/10
“accessBCC Refund Card—a source of new opportunity”
As the Fall semester begins, BCC students are finding bright green envelopes in the mail. This envelope will contain the student’s accessBCC Refund Card—part of a system which is advertised as revolutionizing the way BCC handles refunds. The primary purpose of the card is to aid the refunding process, however, its uses certainly do not end there. As more and more students acquire these cards in hand, it is essential to learn how to properly use this new opportunity.
“I feel that they[accessBCC Refund Cards] will be useful to most students, especially to those who are a full time students as they will be spending most of their time on campus.” said BCC student, Patrick Kalunga. However, he goes on to say “I feel that the school could've done a better job to raise the awareness of this new feature…[The] bottom line is I am not sure I am aware of all of its benefits” While students may be unsure of the details, the following information has been made available on the BCC school website.
These new Refund Cards are a result of a partnership with HigherOne—a financial service company which focuses on higher education. These cards expedites the formerly lengthy process, by making refunds available in a matter of days rather than weeks. If a students chooses to, when they activate their account, they may choose to allow their card to work as a fully functional debit card. This debit card may be used on campus—such as at the bookstore—but may also be used off campus like a standard debit card.
The new refund options available are varied. Opposed to having their refund placed on their accessBCC Refund Card, students may choose to wait 2–3 days to have their refunds deposited into their personal bank account. A more time consuming option, however, is to request a refund in the form of a check, a process which will take roughly 2–3 weeks.
Backed by the MasterCard network, refunds can be immediately added to a student’s accessBCC Refund Card account as well as any deposits a student wishes to make to this account. There are two HigherOne ATMs on the Fall River campus, allowing local students to withdraw money from their account while at school as needed without any fees.
This system uses the internet in attempts to keep the process as simple and easy as possible. Once their account is activated, students can choose how they would like their refunds to be processed. This process can take place entirely online. Literally, students are never more than a few clicks away from find any information about their account. This option is one of many that come with this new service.
Sunday, October 17, 2010
News Writing (1st draft)
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
10/18/10
“accessBCC Refund Card—a source of new opportunity”
As the Fall semester begins, BCC students should expect to find a bright green envelope in the mail. This envelope will contain the student’s accessBCC Refund Card—part of a system which is advertised as revolutionizing the way BCC handles refunds. The primary purpose of the card is to aid the refunding process, however, its uses certainly do not end there. As more and more students have this cards in hand, it is essential to learn how to properly use this new opportunity.
These new Refund Cards are a result of a partnership with HigherOne—a financial service company which focuses on higher education. These cards expedites the formally lengthy process, by making refunds available in a matter of days rather than weeks. If a students chooses to, when they activate their account, they may choose to allow their card to work as a fully functional debit card. This debit card may be used on campus—such as at the bookstore—but may also be used off campus like a standard debit card.
The new refund options available are varied. Opposed to having their refund placed on their accessBCC Refund Card, students may choose to wait 2–3 days to have their refunds deposited into their personal bank account. A more time consuming option, however, is to request a refund in the form of a check, a process which will take roughly 2–3 weeks.
Backed by the MasterCard network, refunds can be immediately added to a student’s accessBCC Refund Card account as well as any deposits a student wishes to make to this account. There are two HigherOne ATMs on the Fall River campus, allowing local students to withdraw money from their account while at school as needed without any fees.
This system uses the internet in attempts to keep the process as simple and easy as possible. Once their account is activated, students can choose how they would like their refunds to be processed. This process can take place entirely online. Literally, students are never more than a few clicks away from find any information about their account. This option is one of many that come with this new service.
Dr. Tinberg
ENG 101 - A07
10/18/10
“accessBCC Refund Card—a source of new opportunity”
As the Fall semester begins, BCC students should expect to find a bright green envelope in the mail. This envelope will contain the student’s accessBCC Refund Card—part of a system which is advertised as revolutionizing the way BCC handles refunds. The primary purpose of the card is to aid the refunding process, however, its uses certainly do not end there. As more and more students have this cards in hand, it is essential to learn how to properly use this new opportunity.
These new Refund Cards are a result of a partnership with HigherOne—a financial service company which focuses on higher education. These cards expedites the formally lengthy process, by making refunds available in a matter of days rather than weeks. If a students chooses to, when they activate their account, they may choose to allow their card to work as a fully functional debit card. This debit card may be used on campus—such as at the bookstore—but may also be used off campus like a standard debit card.
The new refund options available are varied. Opposed to having their refund placed on their accessBCC Refund Card, students may choose to wait 2–3 days to have their refunds deposited into their personal bank account. A more time consuming option, however, is to request a refund in the form of a check, a process which will take roughly 2–3 weeks.
Backed by the MasterCard network, refunds can be immediately added to a student’s accessBCC Refund Card account as well as any deposits a student wishes to make to this account. There are two HigherOne ATMs on the Fall River campus, allowing local students to withdraw money from their account while at school as needed without any fees.
This system uses the internet in attempts to keep the process as simple and easy as possible. Once their account is activated, students can choose how they would like their refunds to be processed. This process can take place entirely online. Literally, students are never more than a few clicks away from find any information about their account. This option is one of many that come with this new service.
Sunday, October 10, 2010
Essay of Application (2nd Draft)
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
10/4/10
“find x”
(University of Chicago Application Question—Option 1)
For centuries, sojourners have sought to find the Holy Grail. Throughout various
forest, swamps and mountains countless hunters have strived to find the evasive Bigfoot.
Fruitlessly, thousands upon thousands of anguished children have struggled to find Waldo. Today, however, we turn the discussion to a much more significant and relevant search. That is, “find x”. “Why is this question so important?” you may ask. On this topic rests the burden of whether or not I get accepted into your excellent establishment. While I seek my ideal college, you seek your ideal student. To discover if this match is meant to be, we will begin our quest to find x.
Before we can uncover the truth of x, we must establish the context. To a pirate,
Finding x signifies the discovery of buried treasure. If you’re a student, x most
likely marks the answer to a headache-inducing algebra problems. Or, if you are one of all too many Americans, your x is someone you avoid at all costs. Semantics aside, x symbolizes an unknown—the essence of an ideal we seek to understand. Ultimately, x represents a mystery—an answer we seek to discover.
Naturally, while answers are important things to have, we must first have a question. Without a question answer means nothing—likewise, without an overarching focus, reason or goal, x also is pointless. Essentially, it is impossible to find x if we don’t know what we are looking for. This is the significance of a greater question. Without seeking out difficult questions, we will never learn to truly grow in knowledge or understanding. Likewise, if we are to ever find x, the underlying question is critical.
For Hamlet, this question was “To be, or not to be”. For me, however, the question was not “to be”, but rather “where to be?”—specifically for the next two years of my education. The answer was clear—x is a place in the Chicago University class of 2012. This is not merely an idle goal, but rather my motivation—the driving force each and every key stroke. To be blunt, my point is that while finding x is important, we cannot stop there. If the answer to our question becomes apparent, should it not then change our actions? Can a question be worth asking in the first place, if the answer has no propensity to alter our path?
Stripping away the philosophy and rhetoric, finding x simply is finding our goals. x began as an unknown, but it has become knowledge, and that knowledge cannot remain static, but must itself become a focal point for our efforts. Finding the University of Chicago is but one x among many in my life. I pursue it, because I know here I will be equipped and empowered to continue in this process. A process not of casual musing, but a dynamic process to continually and repeatedly “find x.”
Dr. Tinberg
ENG 101 - A07
10/4/10
“find x”
(University of Chicago Application Question—Option 1)
For centuries, sojourners have sought to find the Holy Grail. Throughout various
forest, swamps and mountains countless hunters have strived to find the evasive Bigfoot.
Fruitlessly, thousands upon thousands of anguished children have struggled to find Waldo. Today, however, we turn the discussion to a much more significant and relevant search. That is, “find x”. “Why is this question so important?” you may ask. On this topic rests the burden of whether or not I get accepted into your excellent establishment. While I seek my ideal college, you seek your ideal student. To discover if this match is meant to be, we will begin our quest to find x.
Before we can uncover the truth of x, we must establish the context. To a pirate,
Finding x signifies the discovery of buried treasure. If you’re a student, x most
likely marks the answer to a headache-inducing algebra problems. Or, if you are one of all too many Americans, your x is someone you avoid at all costs. Semantics aside, x symbolizes an unknown—the essence of an ideal we seek to understand. Ultimately, x represents a mystery—an answer we seek to discover.
Naturally, while answers are important things to have, we must first have a question. Without a question answer means nothing—likewise, without an overarching focus, reason or goal, x also is pointless. Essentially, it is impossible to find x if we don’t know what we are looking for. This is the significance of a greater question. Without seeking out difficult questions, we will never learn to truly grow in knowledge or understanding. Likewise, if we are to ever find x, the underlying question is critical.
For Hamlet, this question was “To be, or not to be”. For me, however, the question was not “to be”, but rather “where to be?”—specifically for the next two years of my education. The answer was clear—x is a place in the Chicago University class of 2012. This is not merely an idle goal, but rather my motivation—the driving force each and every key stroke. To be blunt, my point is that while finding x is important, we cannot stop there. If the answer to our question becomes apparent, should it not then change our actions? Can a question be worth asking in the first place, if the answer has no propensity to alter our path?
Stripping away the philosophy and rhetoric, finding x simply is finding our goals. x began as an unknown, but it has become knowledge, and that knowledge cannot remain static, but must itself become a focal point for our efforts. Finding the University of Chicago is but one x among many in my life. I pursue it, because I know here I will be equipped and empowered to continue in this process. A process not of casual musing, but a dynamic process to continually and repeatedly “find x.”
Monday, October 4, 2010
College Appliation Essay (1st draft)
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
10/4/10
“find x”
(University of Chicago Application Question—Option 1)
For centuries, sojourners have sought to find the Holy Grail. Throughout various
forest, swamps and mountains countless hunters have strived to find the evasive Bigfoot.
Fruitlessly, thousands of children have struggled to find Waldo. Today, however, we turn
the discussion to a much more significant and relevant search. That is, “find x”. “Why is
this question so important?” you may ask. On this topic rests the burden of whether or not
I get accepted into your excellent establishment. While I seek my ideal college, you seek
your ideal student. To discover if this match is meant to be, we will begin our quest to
find x.
Before we can uncover the truth of x, we must establish the context. To a pirate,
finding your x signifies the discovery of buried treasure. If you are a student, your x most
likely marks the answer to a headache-inducing algebra problems. If you are one of all too
many Americans, your x is someone you avoid at all costs. Ultimately, x represents a
mystery—an answer we seek to discover. Naturally, while answers are important things to
have, we must first have a question. This is the key to having proper context. Without a
question answer means nothing—likewise, without an overarching focus, reason or goal,
x also is pointless. Essentially, it is impossible to find x if we don’t know what we are
looking for. This is the significance of having a greater question. Without seeking out
difficult questions, we will never learn to truly grow in knowledge or understanding—
never mind finding x.
For me, the question was “Where should I spend the next two years of my life?”
To answer this question, x was a place in the Chicago University class of 2012. This is
not merely an idle goal, but rather my motivation—the driving force each and every key
stroke. The point I am getting at here, is that finding x is important, but we can’t stop
there. If the answer to our question because apparent, should it not then change our
actions? Stripping away the philosophy and rhetoric, finding x is simply finding our
goals. The entire process of questioning and answering is like a joke with no punch line if
we don’t actively pursue that goal. While x may have begun as an unknown, it has
become knowledge, and that knowledge cannot remain static, but must itself become a
focal point for our efforts. Finding the University of Chicago is but one x among many in
my life. I pursue it, because I know that it is here, that I will be equipped and empowered
to continue in this process. A process not of casual musing, but a dynamic process to
continually and repeatedly “find x.”
Dr. Tinberg
ENG 101 - A07
10/4/10
“find x”
(University of Chicago Application Question—Option 1)
For centuries, sojourners have sought to find the Holy Grail. Throughout various
forest, swamps and mountains countless hunters have strived to find the evasive Bigfoot.
Fruitlessly, thousands of children have struggled to find Waldo. Today, however, we turn
the discussion to a much more significant and relevant search. That is, “find x”. “Why is
this question so important?” you may ask. On this topic rests the burden of whether or not
I get accepted into your excellent establishment. While I seek my ideal college, you seek
your ideal student. To discover if this match is meant to be, we will begin our quest to
find x.
Before we can uncover the truth of x, we must establish the context. To a pirate,
finding your x signifies the discovery of buried treasure. If you are a student, your x most
likely marks the answer to a headache-inducing algebra problems. If you are one of all too
many Americans, your x is someone you avoid at all costs. Ultimately, x represents a
mystery—an answer we seek to discover. Naturally, while answers are important things to
have, we must first have a question. This is the key to having proper context. Without a
question answer means nothing—likewise, without an overarching focus, reason or goal,
x also is pointless. Essentially, it is impossible to find x if we don’t know what we are
looking for. This is the significance of having a greater question. Without seeking out
difficult questions, we will never learn to truly grow in knowledge or understanding—
never mind finding x.
For me, the question was “Where should I spend the next two years of my life?”
To answer this question, x was a place in the Chicago University class of 2012. This is
not merely an idle goal, but rather my motivation—the driving force each and every key
stroke. The point I am getting at here, is that finding x is important, but we can’t stop
there. If the answer to our question because apparent, should it not then change our
actions? Stripping away the philosophy and rhetoric, finding x is simply finding our
goals. The entire process of questioning and answering is like a joke with no punch line if
we don’t actively pursue that goal. While x may have begun as an unknown, it has
become knowledge, and that knowledge cannot remain static, but must itself become a
focal point for our efforts. Finding the University of Chicago is but one x among many in
my life. I pursue it, because I know that it is here, that I will be equipped and empowered
to continue in this process. A process not of casual musing, but a dynamic process to
continually and repeatedly “find x.”
Sunday, September 26, 2010
"This I Believe" 2nd draft
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
9/20/10
“This I Believe”
I was an average 14 year boy, plucked out of my comfort zone, and seeing the world through new eyes. I was in Honduras to do short term mission work with a small team. Not only was it my first time doing this type of work, but also my first time out of the country. Tirelessly we did construction work for most of the week, helping to build a nursing home. On the last work day however, we bypassed the construction site for darker destination. We were going to the Tegucigalpa city dump. It is here that hundreds of homeless Hondurans lived day to day, endlessly searching the filth for anything of worth. Worst of all, I couldn’t do anything for these people other than to give them a simple meal.
As the bus pulled into the dump, the sight was as revolting as I could imagine. Vultures polluted the sky with a black cloud. Surrounded by mounds of filth, I was crippled with nausea . Those steps it took to get off the bus were some of the hardest steps of my life. “People cannot live here” I kept telling myself, but the poorly constructed cardboard shelters were there to prove me wrong. Mere yards away from me were desperate parents—starving children—hopeless lives. It was here that I witnessed the human spirit in a state of utter brokenness.
That night I sat outside, staring at the city in the distance. Tegucigalpa was illuminated with thousands of lights in the distance, as if the night sky had fallen in the valley below. I was alone with my thoughts in seemingly endless contemplation—calculating questions—coming to conclusions—consumed by this conviction. We always hear people say “Be thankful for what you have, because there are people in the world who have nothing”—that day, I didn’t hear the truth, I felt it. For the first time, I realized how good my life really was.
I believe that I am greatly blessed. I have a roof over my head, plenty of food, a healthy family and uncountable luxuries. They say that the shadow proves the sunlight. After seeing my fellowman, writhing in the darkest corner of the world, I know how bright the light truly is. For me, dissatisfaction would always come easily, but that has changed. In Honduras, I set out to give a week of work, but gained something much greater. Through these new eyes, I have a fresh perspective. I can see the light for what it is. Though my life may not be perfect, I know how much I truly have.
Dr. Tinberg
ENG 101 - A07
9/20/10
“This I Believe”
I was an average 14 year boy, plucked out of my comfort zone, and seeing the world through new eyes. I was in Honduras to do short term mission work with a small team. Not only was it my first time doing this type of work, but also my first time out of the country. Tirelessly we did construction work for most of the week, helping to build a nursing home. On the last work day however, we bypassed the construction site for darker destination. We were going to the Tegucigalpa city dump. It is here that hundreds of homeless Hondurans lived day to day, endlessly searching the filth for anything of worth. Worst of all, I couldn’t do anything for these people other than to give them a simple meal.
As the bus pulled into the dump, the sight was as revolting as I could imagine. Vultures polluted the sky with a black cloud. Surrounded by mounds of filth, I was crippled with nausea . Those steps it took to get off the bus were some of the hardest steps of my life. “People cannot live here” I kept telling myself, but the poorly constructed cardboard shelters were there to prove me wrong. Mere yards away from me were desperate parents—starving children—hopeless lives. It was here that I witnessed the human spirit in a state of utter brokenness.
That night I sat outside, staring at the city in the distance. Tegucigalpa was illuminated with thousands of lights in the distance, as if the night sky had fallen in the valley below. I was alone with my thoughts in seemingly endless contemplation—calculating questions—coming to conclusions—consumed by this conviction. We always hear people say “Be thankful for what you have, because there are people in the world who have nothing”—that day, I didn’t hear the truth, I felt it. For the first time, I realized how good my life really was.
I believe that I am greatly blessed. I have a roof over my head, plenty of food, a healthy family and uncountable luxuries. They say that the shadow proves the sunlight. After seeing my fellowman, writhing in the darkest corner of the world, I know how bright the light truly is. For me, dissatisfaction would always come easily, but that has changed. In Honduras, I set out to give a week of work, but gained something much greater. Through these new eyes, I have a fresh perspective. I can see the light for what it is. Though my life may not be perfect, I know how much I truly have.
Monday, September 20, 2010
This I Believe
Jacob Johnson
Dr. Tinberg
ENG 101 - A07
9/20/10
“This I Believe”
Just over 5 years ago, my perspective on life was impacted in a deep way. Plucked out of my comfort zone, I saw the world through new eyes. I was part of a small team doing short term mission work in Honduras. Not only was it my first time doing this type of work, but it was my first time out of the country. For most of the week we did construction work, helping to build a nursing home. On the last work day however, we bypassed the construction site for a forlorn destination. It was this day, that I went to the Tegucigalpa city dump. It is here that hundreds of homeless Hondurans lived day to day, endlessly searching the filth for anything of worth. The mission of the team was clear. I knew that all I could do for these people was to feed them a simple meal.
As the bus pulled into the dump, the sight was as revolting as I had imagined. Vultures polluted the sky with a black cloud. Surrounded by mounds of filth, I felt nausea creeping in. Once I got off the bus, I was struck with the most putrid odor. “People cannot live here” I thought to myself, but the poorly constructed shelters—made from nothing more than cardboard boxes—were there to prove me wrong. Mere yards away from me we desperate parents—starving children—hopeless lives. It was here that I witness the human spirit in a state of utter brokenness.
That night I can remember sitting on the patio, starring at the city in the distance. Tegucigalpa was illuminated with thousands of lights, as if the night sky had fallen in the valley below. I sat alone with my thoughts in seemingly endless contemplation. Not a word was spoken amongst the team, but all were consumed by the same conviction. I have always heard people say “Be thankful for what you have, because there are people in the world who have nothing”—that day, I didn’t hear that truth, I felt it. That night, for the first time, I realized how good my life really was.
I believe that I am greatly blessed. I have a roof over my head, plenty of food, a healthy family and uncountable luxuries. For me, dissatisfaction would always come very easily, but that has changed. In Honduras, I set out to give a week of work, but gained a perspective for a lifetime. Through these new eyes, I have a fresh perspective. Though my life may not be perfect, I know how much I truly have.
Sunday, September 12, 2010
Diagnostic Essay Response
Things are constantly changing—evolving—progressing. Out of all the ways man has progressed in the last century, the most apparent by far is that of technological progress. With the portability, speed and abilities of modern computers, we find a wealth of information at our fingertips. While modern technology has had great effects on us individually, it has also been posing serious questions to the field of education. Questions of how and when to integrate technology into academia are becoming increasing difficult and controversial. We will examine these questions by observing two factors which should considered in these decisions.
Firstly, the fundamentals are fundamental. This might sound like it is stating the obvious; this is because it is. However the obvious is all too often being overlooked. As was presented by Prof. Gelentner, basic skills such as reading, writing and mathematics are being grossly under addressed currently. While technology can offer many advantages to the field of education, it more of a distraction than aid when it comes to teaching basic skills. Essentially, there is no need to reinvent the wheel. Fundamental skills have been and can continue to be taught without modern innovations.
A second principle to keep in mind is that embracing the future does not mean we must devalue the past. This issue was certainly highlighted by the case of Cushing Academy. With the ushering in of e-books they saw the exodus of thousands upon thousands of well-bound pages. Of course, it is always important to utilize modern technology, but we must also recognize the need to use older technology. While old fashion books may not have all the bells and whistles of e-books, they are certainly a tool which should be embraced. When integrating technology into education, it is crucially important to consider the worth of all means, whether recent or ancient.
With progress comes questions. These questions are hard and pose great difficulty on many accounts. With these tough decisions at hand, there is a dire need to establish standards to guide the process. When it comes to technological process, we have considered two principles which always warrant consideration. Firstly that the fundamentals must be priority and secondly that we can continue to benefit from our current resources while taking advantage of new innovations. These are key to progress in education.
Firstly, the fundamentals are fundamental. This might sound like it is stating the obvious; this is because it is. However the obvious is all too often being overlooked. As was presented by Prof. Gelentner, basic skills such as reading, writing and mathematics are being grossly under addressed currently. While technology can offer many advantages to the field of education, it more of a distraction than aid when it comes to teaching basic skills. Essentially, there is no need to reinvent the wheel. Fundamental skills have been and can continue to be taught without modern innovations.
A second principle to keep in mind is that embracing the future does not mean we must devalue the past. This issue was certainly highlighted by the case of Cushing Academy. With the ushering in of e-books they saw the exodus of thousands upon thousands of well-bound pages. Of course, it is always important to utilize modern technology, but we must also recognize the need to use older technology. While old fashion books may not have all the bells and whistles of e-books, they are certainly a tool which should be embraced. When integrating technology into education, it is crucially important to consider the worth of all means, whether recent or ancient.
With progress comes questions. These questions are hard and pose great difficulty on many accounts. With these tough decisions at hand, there is a dire need to establish standards to guide the process. When it comes to technological process, we have considered two principles which always warrant consideration. Firstly that the fundamentals must be priority and secondly that we can continue to benefit from our current resources while taking advantage of new innovations. These are key to progress in education.
Friday, September 10, 2010
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