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On the uses of a liberal education: September 1, Harper's Magazine Mark Edmundson A college student getting a liberal arts education ponders filling out a questionnaire that includes an opportunity for him to evaluate his instructor.
At times it appears that the purpose of his education is just to entertain him. Today is evaluation day in my Freud class, and everything has changed.
It’s time to stop fooling ourselves, says a woman who left a position of power: the women who have managed to be both mothers and top professionals are superhuman, rich, or self-employed. Also, “it starts to look like me and the feminists” should be “looks like I”. And “untitled” doesn’t really make sense. And if biology is a hard science, it’s on the extreme soft edge of hard sciences. The Full Story of Living After Trauma. This was a long time ago and I am trying my best to be as accurate as possible, but please forgive any inaccuracies.
The class meets twice a week, late in the afternoon, and the clientele, about fifty undergraduates, tends to drag in and slump, looking disconsolate and a little lost, waiting for a jump start. To get the discussion moving, they usually require a joke, an anecdote, an off-the-wall question -- When you were a kid, were your Halloween getups ego costumes, id costumes, or superego costumes?
That sort of thing. But today, as soon as I flourish the forms, a buzz rises in the room.
Today they write their assessments of the course, their assessments of me, and they are without a doubt wide-awake. Whatever interpretive subtlety they've acquired during the term is now out the window. As I retreat through the door -- I never stay around for this phase of the ritual -- I look over my shoulder and see them toiling away like the devil's auditors.
They're pitched into high writing gear, even the ones who struggle to squeeze out their journal entries word by word, stoked on a procedure they have by now supremely mastered.
They're playing the informed consumer, letting the provider know where he's come through and where he's not quite up to snuff.
But why am I so distressed, bolting like a refugee out of my own classroom, where I usually hold easy sway? Chances are the evaluations will be much like what they've been in the past -- they'll be just fine.
It's likely that I'll be commended for being "interesting" and I am commended, many times overthat I'll be cited for my relaxed and tolerant ways that happens, toothat my sense of humor and capacity to connect the arcana of the subject matter with current culture will come in for some praise yup.
I've been hassled this term, finishing a manuscript, and so haven't given their journals the attention I should have, and for that I'm called -- quite civilly, though -- to account.
Overall, I get off pretty well. Yet I have to admit that I do not much like the image of myself that emerges from these forms, the image of knowledgeable, humorous detachment and bland tolerance.
I do not like the forms themselves, with their number ratings, reminiscent of the sheets circulated after the TV pilot has just played to its sample audience in Burbank. Most of all I dislike the attitude of calm consumer expertise that pervades the responses.
I'm disturbed by the serene belief that my function -- and, more important, Freud's, or Shakespeare's, or Blake's -- is to divert, entertain, and interest. Observes one respondent, not at all unrepresentative: I don't teach to amuse, to divert, or even, for that matter, to be merely interesting.
When someone says she "enjoyed" the course -- and that word crops up again and again in my evaluations -- somewhere at the edge of my immediate complacency I feel encroaching self-dislike.
That is not at all what I had in mind.This data indicates that: It takes about 18 years for a doctor to approximately equal the lifetime earnings of a UPS driver working full-time. It takes about 27 years for a doctor to approximately equal the lifetime earnings of a UPS driver working as many hours as I did to become a doctor, then practice medicine.
Doctor of Nursing Practice (DNP) If you have a college degree and want to become an advanced practice registered nurse your future begins here. If you can tell a Harvard student from a UC Berkeley student and know all there is to know about college, it's time to throw your mortarboard into the entrepreneurial arena by becoming a college.
Replies to: My "Why i want to be a doctor" essay #1. I would like to read because most of these essays tend to become cliche.
Hopefully you somehow manage to turn such a hard topic into something interesting I am wondering why you chose a "why I want to be a " for you college essay. Is this one of the essay choices? Or is this a.
Essay Sample When I first went to college, I did so with the full intention of becoming a teacher. This was because of my inborn love of children and my willingness to help them to the best of my abilities.
This approach to the “why I want to be a doctor” theme is dangerous for a different reason. Says one officer: “It’s a prejudice of mine, but the legacy essay, the one that reads, “My dad and my grandpa and my great-grandpa were all doctors so I should be too,” makes me suspect immaturity.