Category Archives: RCL

College Reflection

I’ve learned how to project my voice in writing a little more. I like how this course is not solely focused on writing but I was still able to learn from it. I feel like if I had been required to write an essay a week or something I wouldn’t have found that quite as valuable. I also really liked learning about ideology. I appreciated the small tangents that our class took, like meeting the education representative or having the ideology reading. I honestly miss reading scholarly sources because many of my courses now in science lack that, so that reading was a good refresher. Also, we use ideology so much in arguments etc but I never truly knew what it meant until now.
Similarly in my math class I find myself fascinated by the study of math the same way. Instead of just learning a process, we learn proofs that explain how a certain process works. It makes for a more fundamental understanding of the course. Although that class is probably one of my most challenging classes, I have come to appreciate math so much better.
In general I think I have struggled most in my non science/math classes (which is a good indication that I picked the right major I guess), but I never expected being worried about my grade in English or Econ, but it has come to that. I think in these sorts of classes there is a higher emphasis on reasoning which I may have not practiced as effectively in my science/math classes. Hopefully I can find a balance next semester.

TED talk reflection

I thought the TED talks were very interesting in our class. To me the most challenging part was making the style conducive to what a TED talk sought. I watched many videos trying to figure out exactly what style to uphold. During the ted talk this seemed like the most challenging for me as well. I did not want to make it a speech but instead wanted a relevant angle with what I was talking about. Hopefully it was more than just a history lesson. It was also difficult making sure I stayed stationary to be in the frame of the camera and not to go over time. I did like however, that the assignment concerned more the video than a presentation style like a speech so the technology did help in giving a timer. I found that very helpful because that way I wouldn’t have to stress about the speed at which I was talking and more about the content. I know in media conveyed to the public there is a lot of presentation aid like tele prompters and timers and lights to make the subject appear very evenly etc. It is interesting to note how different a production is from a speech. I didn’t like when people referred to the TED talk as a speech but I learned a lot from the technology and the way it can make a discussion successful. While it is difficult adjusting to using all these tools, I will be sure to find more useful ways with these awesome resources.

TED Talk Ideas

My essay was about a change in war theory because of the cold war. Because this is a little dry, I’m going to veer off of that and speak more to the effects of the cold war. So for my TED Talk I’m thinking of speaking about the changes in civic life because of the threat of nuclear war. I’ll talk about the real threat back in the cold war and how much it influenced the ads that played on TV, and the way people were trained to avoid nuclear attack repercussions. I might even be able to show a short clip; some of those ads were haunting! Also, I can get more cynical with the talk and put a little bit of attitude into it by noting the fact that how come all those changes in civic life don’t exist now? How come if this nuclear science has advanced even more that the threat is not even more apparent now?
I will mostly be discussing how bomb shelters and such were built. Also, I can talk a lot about the social effect on education. I can explain why “STEM” even became a thing. How really it was to fuel an arms race, but now it is such a positive force/motivation in education.

Paradigm Shift Draft

In this section of my essay I describe what the effects of the paradigm shift called to war policy MAD were. I introduce the idea that they can relate to today’s war policy. In the draft edit people thought they needed more of an explanation of “how” the shift occurred and hopefully that is explained here.

The Cold war was a large culmination of tensions that often demonstrated itself as brinksmanship. This means bringing tensions to the brink of complete destruction, and often times complete destruction was deferred by limited wars. The Korean War is considered an extension of the Cold War because it was attempting to save southern Korea from domination from the communist north influenced by Stalin. While the north refused to admit that they indeed were receiving help from Korea to fight this war, this was a fallacy because there were clearly Russian planes flying and bombing the American soldiers fighting there. The main goal was a containment of communism to avoid any nuclear war which they knew Russia was capable of doing. There was a tendency in the early 20th century for countries seeking security to eventually broaden horizons to attempt some sort of domination, which George Kennan’s Long Telegram explained in 1948 calling for the containment of communism. In respect to this policy the Americans hoped to avoid any nuclear war because they knew that now that that knowledge and technology could not be contained, the possibility of a nuclear war was indeed possible. It was really out of this paranoia that the policy of mutually assured destruction emerged because if a nuclear war did erupt, there was no turning back. Consequently, an arms race persisted.
The paradigm shift from a practice of conventional war to “resolve” tensions between a country to the use of instilling fear to avoid elimination of the world population was brought about by the Cold War. As per any shift, the aftermath of how it still persists must be discussed. (Otherwise if the doctrine changed than clearly another shift would have occurred). During the cold war what really persisted was an arms race fueled by the idea that America should have the best second strike capabilities. Words like “missile gap” were thrown around only to increase paranoia but in reality one did not exist. While in the beginning of the war both Russia and America did not have the kinds of nuclear power to fight against each other advancement in missile technology was a primary concern in the 60’s. Especially after Russian launch of Sputnik, the US became incredibly paranoid that if the Russians could indeed send a man into space, that means they have the means to research and develop technology to make very dangerous weapons. Thus the arms race was born.

The Common Core by David Hutchinson Response

Discussion on this subject is always interesting for me because when making my academic choices, I often seek environments that deviate from rote memorization and teachers who are not committed to helping the students learn. This article gives me an opportunity to discuss how amazing my high school experience was. I do agree that public school “build character” but because it is so standardized, it is difficult for the learning environment to be anything other than high risk tests making the academic stars of the class those who are good at memorizing, not those who have actually learned physics or english. I went to the Downingtown STEM Academy and the learning environment there was completely different from most public high schools. It was a magnet school, so we were graded on essays to gain admission, but there was no extra tuition. We were a “STEM” focused school, and we also implemented the IB curriculum. With small classes, long term projects, group discussions, group projects and harder material, my class size diminished from 250 to 174 by the time we graduated. Because I was the first graduating class, the district took the risk of investing in us students and the dynamic they hoped for us to establish with our teachers. Going to that high school taught me so much I can’t even begin to explain. I never took a multiple choice test that drastically decided my grade (to be honest I can only think of 2 multiple choice tests I ever took). Instead, we were graded on essay tests about twice a week, 60pt, 5 question long answer science/math problems, lab reports, etc, and presentations.
I agree with the article in that certain resources should be allocated to create learning environments like this. In my district instead of building a new high school to solve overpopulation, they renovated an old one and created a public school. At first there was much lower demand but after we were established as the number one high school in Pennsylvania, I know that this academic year they are succeeding incredibly. We had to invest 150 hours total in creativity, action and service hours, 30 hours in a practicum which exposed us to industry, and we were all very involved in our school community. However, I completely disagree with the article that the teachers are the problem. I think the policy makers are the problem. The public high school model was created and is still being followed but the teachers adapt to whatever environment they are put in. My teachers were simply recruited from large high schools in my district and relocated to mine, and they taught me in the most meaningful ways. So I do not think that the teachers signed up to teach to a multiple choice test; I think most educators will go through all that schooling to that only: educate. It is probably the policies, resources allocation, and pressure from the state government to create high risk assessments of the students. For example, I received no scholarships from GA tech, but students less qualified than me from Georgia receive full tuition (not even a partial scholarship) because of the pressure created by the government to increase educational success in the lower income parts of Georgia with the motivation of a free tuition. Also, it is hard to expect of every child in the public school system to seek an education. Some are lazy and some pursue other objectives. Therefore, this kind of curriculum will fail without a properly motivated student body.
Although I feel this article makes a few drastic generalizations, I do agree with most of its talking points especially having experienced them. I’m excited to see what Mr. Hutchinson has to say in class today. I love when people engage well enough with current issues that I have to cut down a blog post because there is too much I want to discuss.

Rhetorical Analysis essay draft

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Most clothing ads are in fact trying to sell their company’s clothing, but the rhetoric it uses for the message it is relaying to a specific audience is intriguing within each company’s context. While targeting the young, attractive, and caucasian youth, the rhetorical proofs used with the risqué physical representation of these models, specifically the positioning and appearance of the woman, conveys the message that being sexually rebellious is to dress edgily by wearing Abercrombie and Fitch clothing. In the context of the company, one can understand what motivates Abercrombie to convey this specific message. Lately, “indie” or “hipster” is a prominent goal for the youth to dress. Westernized cultures promote individuality and edginess in fashion that are often equated to sexual rebellion. Sexual “rebellion” for girls means posing naked for a picture which implies an edginess, and “rebellion” as depicted in this ad for boys is having a girl naked on top of you. The company only caters to people who are very skinny and “attractive” but apparently hides the woman’s presence. Her face is hidden. This also speaks to the image of the company. Besides just their advertisement in their stories, even their employees are ads having been chosen to fit a certain caliber.

Using the idea that “sex sells” this highly erotic advertisement attracts young buyers with the implication is that buying Abercrombie clothes will lead to a life full of love, and success. When one looks at the photo, both the male and the female are not wearing a shirt. However, the company takes it upon the audience to understand that the female is considered topless in that she is doing something wrong, while the guy is shirtless, but males in today’s society are typically “allowed” to go about life bare chested. For females, however, this implies promiscuity. While a very sexual image is being portrayed, there is a contradiction to normal societal norms in that the girl is not wearing a shirt. Lately, as established before, the youth is attempting to dress edgily in a new sense to counter uniform fashion. Abercrombie presents itself as a brand that could lend itself to that style. Pathos and logos are primarily used in this clothing ad. Most clothing ads use logos to promote consumers to buy their products. The key of an advertisement for any company, from a marketing perspective, is to create a quick rationalization where people will think to buy the product. Attractive people wearing the jeans of this company could attract buyers who consider themselves attractive, and have found themselves the perfect pair of jeans, and people who are trying to find clothes to make them attractive. Pathos exists in the message the ad is trying to convey, that this high risk love is a possibility for people who wear these jeans.

The company’s advertisements often follow such a theme and are not only restricted to their photos. The company hires employees with a specific “look” which fits the standards of the audience they are trying to sell to. Indeed, they are not trying to reach as large of an audience as possible – to make as large of a profit as possible – but they are instead limiting the targeted consumers by the size of their clothing. In the photo, two caucasian models are depicted. It targets the caucasian audience, but apparently the targeted audience was indeed too little to be solely caucasian, so now the company has it easier for colored people to find jobs with them. In the end, however, only the caucasian models are depicted on the photographs. There are problems with this ad with the assumptions it makes about the audience as well. The girls face is completely hidden, while the man’s profile is being shown. It implies a vulnerability, and sends a message to girls as to what is considered attractive and fashionable. This is a concurrent issue in many clothing advertisements and is definitely used to sell Abercrombie and Fitch clothing. Often times, the male models are incredibly strong looking males, while the females do not have similar athletic bodies, but instead incredibly skinny bodies. While looking at the ad, it can easily be said that the woman is being objectified, and to an extent, the male as well. Both bodies are being advertised as a part of the campaign to sell the clothing and they stop being models as people but objects for the company. The employees are the same way, considering the models are former part time employees. The way the company hires, they exploit the young attractive part time employees and hire them in as “models” not “sales-associates”. Then, pictures are taken and eventually certain part timers become the models on the bags, and in the photographs. Advertisement, and appearance are the company’s ultimate pride, and that is why it is so easy to objectify these models’ bodies and eliminate most/all of their faces from the photo.

The company assumes that a young attractive audience is trying to dress rebelliously and they also assume that the public will not be offended by this message. The ad is slightly misogynistic, and although that necessarily is not an object of concern in society, nudity in general usually is. Parents in a typical family structure do not want their children seeing an ad like this as an example of what to wear. Although the people in the advertisement appear in their late twenties, the rhetorical devices used in it apparently seem to not be working. Abercrombie and Fitch uses specific kairos with the theme of the ad and the type of edgy fashion people in this time are seeking. However, is sex really selling for the company? It appears as if the message that it assumes the audience to capture, and the context in which they want the audience to derive it is failing. The company has been required to cut hours for their stores and worst of all decrease their standard. Physical appearance is key for Abercrombie and Fitch. Other clothing brands rely on the name, or theme within the clothes, but A&F uses its precise standard and “look” as a marketing strategy. Most stores have standard implemented, but it is incredibly specific in A&F stores. All jeans and tee shirts have a certain fold, and each fold is required to be exactly similar in length as the previous. Now, however, because of budget cuts, hours have been cut, employees reduced, and standards abandoned. The standards represent the importance in which Abercrombie puts in physical appearance, a message also conveyed by the objectifying of the models in this ad. Clearly, sex is not selling. The rational decision that they assume consumers to make, that this clothing is meant for attractive people, is simply not happening. Their “attractive” store employees are apparently not selling the clothing well enough, and this highly erotic ad is not attracting customers as it use to.

Abercrombie and Fitch uses a highly erotic display to intrigue buyers which adheres to its core belief as a company that a sexual approach to selling clothes will be successful. It uses pathos to invoke logos in the rationalization they expect from their customers that one can be attractive by wearing Abercrombie and Fitch clothing. Also, it caters to a certain audience: a younger attractive audience. In terms of the success of this advertisement, its limited audience could be hurting its sales, and perhaps their ads are not appealing enough as well. It can be analyzed further to understand the misogynistic implications made by the hidden features of the female. Eventually, the conclusion that the ad is only somewhat successful can be drawn.

Speech do’s and don’ts: Post Speech

The civic artifact speech was kind of a difficult project. First off, the rubric is very subjective because I have no idea what the difference between “average” and “good” is, and therefore didn’t exactly give a standard. Also, it is difficult to give a thoughtful reflection on a certain topic in such a short amount of time, but that way we had no excuse to not memorize the speech considering how short it is.

Elements of speeches which I thought were successful are:

1. Standing in front of the podium
2. Having a memorized speech
3. Powerpoint with picture, no words

I thought it was better when people were more mobile in front of the podium as opposed to stuck behind it. This leads into my second point. Most of those who stood behind the podium did not have the speech memorized and likely had notes or the speech itself typed in front of them and had the podium to hide it. I think only Obama should be allowed to do this… Anyway, I this cue cards should serve the purpose of exactly that: cues. A memorized speech should only require about 3 small notecards with cue words. I also found that powerpoints with many words made the speech more of a presentation as opposed to a speech. I liked when people used only one picture and simply referred to details about it.

Unsuccessful elements I noticed:

1. Adding a casual/non rehearsed tone
2. Tangents
3. Refutes to above successes (standing awkwardly, no memorization, too many ppt slides)

To successfully present a formal speech is a little bit difficult considering one must not sound preachy, but it needs to interact with the audience and not turn into a presentation of a project (like high school). However, in efforts to not make it monotone I and others tried adding a casual tone and it often resulted in um’s and pauses which pretty much hurt us. This also lead to awkward tangents which often times digressed from the question, and with so little time this was a big mistakes. Also, there were examples of people who did not do the successes I listed above, like standing in an awkward spot, printing a speech and literally pasting it onto a notecard, and too many powerpoint slides treating Project 1 like the presentation of an essay as opposed to a discussion of a civic artifact.

Education in America

The way Ifem describes school in America is completely correct and exactly what I see it as too. The other day when scheduling classes for next semester, I have already experienced that if I change my major, my schedule will change. Sure, “C’s get degrees” and if I’m in a major and graduate with a degree, I’ll get a job. But why did I have to decide exactly how I’d spend my life a week ago? I don’t know that yet, and I can see why Ifem was disconcerted by how everyone acted while at college.
It seems in Nigeria an education is solely about getting a degree, and because of that, things like class participation and the expenses of college dawned more on her than her peers. Here in America, college is paying for more than just a degree, and is considered to be an adventure of four years most everyone should try to achieve. In Nigeria, Ifem treated University as solely her learning place and nothing more.
Her description compares to PSU and she would probably be more astonished here. The culture in State College is like no other. People are always being social, joining groups (whether Greek life or a math study group), and because there are so many people around, it is clearly evident how much more PSU is than solely an education. For example, something like the day of a football game would surprise Ifem and make her wonder why so much effort and time are spent celebrating a sport, when there are things to be learned, or bills to be paid. I just think in college in America, it takes until perhaps your junior year to understand that in a mere two years you will be living real life. This may have been something Ifem realized too early, or that the idea of leisure was not concurrent with a rigorous education in Nigeria.

Speeches that make you laugh

Ellen Degeneres’s 2009 commencement speech for Tulane University is one speech I am very happy to have discovered one day. Every time I watch it I start laughing at my computer and it is a great way to forget about all the homework I have to do tonight. She manages to share her story and make a point to stay true to yourself while continuing to make it a light and funny speech. The rhetoric to be humorous is something I think is very difficult to accomplish but she succeeds flawlessly.

She connects with the students by referencing their graduation parties while also referencing their overcoming of hurricane Katrina. She creates humor by purposely using bad rhetoric by saying things like “In conclusion to my conclusion”. Sometimes, she rationalizes things like “So really what I’m saying is when you’re older you’ll all be gay”, again creating humor. So perhaps the rhetoric she is using is slightly self deprecating by purposely making mistakes.

When sharing her life story, she uses an anecdote and then connects her struggle, a very unique story which normally would not be relatable, to a general piece of advice to tie her speech together as a whole, to not give into peer pressure and understand that their futures will be okay. What makes her speech a success is the combination of humor that references civic events her audience has overcome together and also celebrated together (Katrina, parties). I actually found this while finding inspiration for a commencement speech I could have given, and although I am not as hilarious as Ellen, it was refreshing to watch.

Civic Spaces in “Americanah”

A civic space Ifem is very attached to is her University in Nsukka. She did not treat it as Obinze’s home but rather as her University. I thought it was important that she received her first education alongside Obinze but never defined that space by Obinze. Although he was a large part of her life there she always called Nsukka “University”. She was not only learning academically but she was out of her life at home constricted to her lower income family and could learn a little about herself as well. I think this space served as her “university” not only academically but also because she learned how to be an adult, how much she relied on Obinze, and sometimes the unfortunate realities of life she knew existed at home but something her father tried his hardest to conceal from her. For example, she expected to be in a flowering breadth of knowledge at University but the strikes kept lasting longer and longer interfering with her education. It was not what she expected from her education but accepted it as a reality. I can relate to this in that I did not realize how college is much more than just academics. It is a social game and I am lucky to have my academics so solidly grounded at my University that I only have to worry myself about community involvement. Both Ifem and I realized that a civic space is almost always more than its definition. University is a community in itself and almost always more than simply the academics.