My last blog entry entitled “The paradox of time” seemed like an appropriate segway to open and close my final blog on. As I’m sure most of you can relate to, time has flown by and it’s hard to conceive that October to June could be so shortly spaced together. For some students, myself included, the school year has not quite ended as we work towards finishing our thesis projects.
A man is going into space and at first he is excited by the prospect. As time moves closer to the launch date there is stress and anticipation before the rocket launch. Then we have lift off and soon the rocket is in space. The man looks down on Earth and, seeing the glow of the Earth, realises that it was all worth it in the end.
The rocket moves slowly away from Earth and the Earth becomes smaller and smaller, and the view from the windows darker and darker, until there is only black and the loneliness of an empty space. Fear sets in over whether the right coordinates are being followed and will the rocket crash into the sun.
This is how many people feel after starting a distance learning course and before and after exams. It is how I felt soon after starting my current job and meeting my colleagues which lead me to study with the University of London.
In this blog I am going to show you how you can make learning more enjoyable with wordplay, teach you some epidemiology terminology learned on the Epidemiology course, as well as how to cash in on a Zombie outbreak.
The University of London International Programmes (UoL) has just begun releasing exam results for students who sat for exams in May. Suppose that on the day that results are released for your program, you access them in the way you’re officially instructed to by UoL, which involves entering your personal information into a UoL-supplied web form. You do precisely as you’re instructed, and as you pull your results up, you learn that you scored a 71 on exam X. ‘Excellent!’ you happily exclaim. And from this information, coupled with your awareness of the fact that all scores of 70 and over merit a first, you validly deduce,
(B) ‘I scored a first in exam X’.
Most of us, on the basis of the information provided above, would unhesitatingly say that you know that you scored a first on exam X. That is, we would ascribe knowledge of (B) to you. And the reason we’d be inclined to say that you have knowledge in this case is because you have excellent reasons for holding a true belief. For you validly inferred (B) from two powerfully supported premises, viz. (1) I scored a 71 on exam X (which is supported by the results you received, in a legitimate way, from a highly reliable source), and (2) all scores over 70 merit a first (which is supported by information received through legitimate sources like student handbooks etc.).
Over a month has passed since I finished taking my second year UoL exams. But this time was a bit different. I was not a BSc Accounting and Finance student anymore but a student of BSc International Relations. Not to drag this blog again into exams, I would say as minimum as possible regarding the exams. Admittedly, I could deliver as per my expectations and my preparations, though I don’t expect to achieve results to the best of my capability. Still, a notch above in performance compared to the previous year, and hopefully the results reflect it. This improvement may be attributed to me getting used to the environment of the UoL and the LSE. They have almost become my home and I need to fantasize hard to feel like an alien – which I used to feel on joining the International Programmes during my very first days.
By now, many of us have completed our 2015 University of London (UoL) exams. We’re hoping for good results. But that’s only because there’s a sense in which we don’t know how well we performed. That is, we have doubts about how well we performed. In this case, our doubts are in a sense forced upon us by the nature of our situation. For we desire good grades, we’ve completed our exam essays, and there are criteria that our essays must satisfy to earn good grades. But we have insufficient information to determine precisely what criteria our completed exam essays in fact satisfy. Thus, we’re left with our doubts and our hopes (at least until July!).
Doing a master’s course is a great learning process. The four core modules form a great theoretical basis which Moodle and all the readings turn into a practical discovery and global exploration. The subsequent elective modules are more demanding as academic writing comes in! If, like me, you have not done such serious assignment writing before, it is really tough to write six essays in two years and not get desperate because of fear for wrong referencing, paraphrasing, quoting or not fitting within the strict word limits. Still, it is an ideal learning process for the project report of 10,000 words that I am about to start as soon as I get ethical approval locally and from LSHTM.
Well, unless you’ve been trapped in a Yotel for the last three weeks, (or if like me you’ve been studying like a mad thing for your LLB exams then you are forgiven), you’ll be aware that there’s been a fight. Now this was not just any schoolyard brawl, nor even any other professional fight, it was billed as THE fight of the 21st century and even the media began running out of superlatives. The indomitable Emmanuel “Manny” Dapidran Pacquiao (first and only “eight-division world champion”) went glove-to-glove with Floyd Joy Sinclair known to us as the seemingly undefeatable Floyd Mayweather Jr. in what was the richest fight in boxing history.