I would like to create an educational virtual reality program to help train some of our first responders, such as EMTs and Firefighters. According to National Fire Protection Association, based on a poll of 1,160,450 local firefighters in the United States, 70% of all firefighters are volunteers (“U.S. fire department profile” Haynes). It has also been studied that “EMS volunteers answer close to half of the nation’s 911 calls – possibly up to 90% in the most rural states” (“Why volunteers are critical to the future of EMS.” Magee). Majority of our first responders are volunteers, meaning they don’t get paid. However, just because they are volunteers doesn’t mean they don’t require training. For volunteer firefighters a minimum of 110 hours of study in National Fire Protection Association may be required (“How long does it take to become a firefighter” FireTatics) along with specific training required by the fire department itself, resulting in costs that a volunteer firefighter may not have. According to an EMS website, to become an EMT, a CPR certification and EMR or EMS certification may be required. EMR or EMS certifications can take up to a whole semester at a community college (“How do I volunteer as an EMT?” EMS1 Staff) costing around $90 dollars for CPR training (“Register for Classes” American Red Cross) and approximately $800 for the EMT certification course (“EMT Program” Emergency Medical Technician (EMT) Training and Classes). Both volunteer firefighters and EMTs are required to pay large sums of money for training that is mostly book work in a classroom and written tests. Both careers need better simulation training that prepares them for the real world. Written tests and real-life situations aren’t the same. Somebody could be a great test taker and even work well on mannequins in training, but fail in a real-life situation which could potentially be life threatening. Not only should they get a hands-on experience without endangering their lives, but they should also have practice in real-life situations without endangering other people’s lives. If I was ever to need EMTs or firefighters to come help me or save my life, I would want to make sure they are highly qualified. All first responders aren’t volunteer, but that doesn’t change the type of training they get. All first responders go through the same training, unless there is a need for more intensive training for the paid first responders. No matter whether they are paid or volunteer, everybody should have simulation training based on real life. People may crack under pressure, and when somebody’s life is on the line it is best to not figure that out in real time, but better to figure it out while virtual people’s lives are on the line.
Works Cited:
American Red Cross. “Register for Classes.” American Red Cross, American Red Cross, 2017, www.redcross.org/courses/index.jsp.
EMS1 Staff. “How do I volunteer as an EMT?” EMS1, EMS1.Com, 5 Oct. 2016, www.ems1.com/volunteer-rural-ems/articles/130564048-How-do-I-volunteer-as-an-EMT/.
“EMT Program.” EMT Training, Emergency Medical Technician (EMT) Training and Classes, 2016, www.topemttraining.com/emt-training/.
Haynes, Hylton J. G., and Gary P. Stein. “U.S. fire department profile.” NFPA report – U.S. fire department profile, NFPA, Apr. 2017, www.nfpa.org/News-and-Research/Fire-statistics-and-reports/Fire-statistics/The-fire-service/Administration/US-fire-department-profile.
“How long does it take to become a firefighter?” FireTactics, FireTatics, 25 Apr. 2015, www.firetactics.com/blog/how-long-does-it-take-to-become-a-firefighter/.
Magee, Nancy. “Why volunteers are critical to the future of EMS.” Why volunteers are critical to the future of EMS, EMS1.Com, 7 May 2015, www.ems1.com/community-awareness/articles/2169080-Why-volunteers-are-critical-to-the-future-of-EMS/.
The twenty-first century is continuously making technological advances. With TVs, you had to get up and change the channel or fix the volume on the actual TV instead of using remotes or phone apps to do it without getting up. Phones were hooked up to a landline, meaning you could only talk where the cord could reach, leading to cordless landlines and now cell phones. The internet used to only be available on computers accessing the internet solely by ethernet cable and now we have laptops, iPads, tablets and mobile devices. Our world has constantly been changing since it was first created. The only way we can function in the constantly changing world is to be technological inclined and know how to use all technology devices. In our personal lives we are always learning how to use new technology, but what about teaching it in our schools. We are starting to surpass the use of internet in schools, it’s time to move on to virtual reality since it is becoming such a big impact on our everyday lives.
As we had read in “Now You See Me”, “Learning is the constant disruption of an old pattern, a breakthrough that substitutes something new for something old” (Davidson 5). Our everyday life around us is recurrently advancing and we need to be able to progress with it. First came the internet and people were scared to use the internet because it was the new thing and they just simply didn’t know how to use it. Now, the internet is being used every second of everyday and I can’t even imagine where our society would be without it. The internet has made it achievable for us to get access to information swifter than we used to be able to, allowing us to be more “productive thinkers” (‘Is Google Making Us Stupid? Carr). Now, more cutting-edge technology is being introduced and we should be learning to acclimate to it. If we began to introduce VR into school systems, students would already have a background on how to use it as it becomes an immense part of our everyday life. They would also be able to multitask by doing one thing right after another, decreasing the amount of time needed for certain things, allowing better time management which a lot of students tend to struggle with.
With the use of VR students would be able to have a prodigious understanding of what is taught in schools as they would be able to be subjected to first-hand things they learn about. With VR you can see and experience things that you aren’t able to come into contact with in person at all or even just in a timely budget manner and on a budget. In Ready Player One, Wade talks about his experience with his OASIS school in virtual reality. He states that, “Teachers could take their students on a virtual field trip every day, without ever leaving school grounds” (Cline 47). Classrooms are the definition of mind-numbing in regular schools. Personally, the best days in school are when we get to watch a movie in class in my opinion. Nobody wants to sit through lecture after lecture after lecture and still have no idea of what they are supposed to be learning. In middle school we were required to take a test, so we would learn what type of learners we were and how we would study best. The test concluded that majority of the class were visual or hands-on learners. Students would benefit from being able to see and experience what they are learning first-hand. For example, Wade went to King Tut’s tomb for World History, traveled through the human heart in Biology, toured the Louvre in Art, and visited each of Jupiter’s moons in Astronomy in one day (Cline 478). If our school systems were able to integrate these types of lessons, students would have a better comprehension of what they are learning in class and make school more stimulating than listening to a teacher talk. Since I want to be a neonatal nurse, I personally think simulations where we get to experience what it is like in real life would benefit us, so we know what to expect.
The integration of VR into the classroom would not only result in more intriguing lessons, but also ensure students were paying attention when they were in class. While students are attending classes in virtual reality, “the simulation prevented students from accessing any data or programs that weren’t authorized by their teachers” (Cline 61). In schools now, there are electronics such as phones and computers that could become a huge distraction, along with passing notes or laughing and talking to other students. In the virtual reality space there is no room for any distractions, once the visor is on then you are completely submersed into the space you are entering in the visor. There is no room for any outside distractions which makes sure that students are paying attention to what is being taught at that very moment.
There are many advantages to using virtual reality in our school systems, just like there were many benefits to using internet in our classrooms. Our students are continuing to advance technologically so why not integrate what they are already use to into the curriculum. Using virtual reality in classrooms would enhance the learning experience of the students and allow for a more hands-on learning experience. Virtual reality would decrease the amount of money needed for school budgets and increase the knowledge of the students resulting in a better future for us all. These kids are our future, don’t you want to make sure they are competent enough to perform your surgery or fix your plumbing issue before you go to them? This is where we are headed, so we better start teaching our students how to use it properly and how it can help their overall experience in school.
I made my avatar look nothing like me for a variety of reasons, but the major one being because it looked nothing like me so if someone like the Sixers tried to find me they wouldn’t be able to. His name is Zeus after the greek god who essentially the ruler of both the sky and the land, to make him seem like he is above all the other gamers. I decided to make my avatar a male because I believe that most people take male gamers more serious than girls. I decided to go with a full beard and a nice head of hair to make my avatar look like he is in his 20’s and because in real life I don’t have a beard or hair like that. I decided to make the eyes a weird color to make him stand out more than a normal person on the game and possibly intimidate other players. I chose majority of the features I did to make people think it was a real person in real life, but add a little bit of an intimidation feature that would make people stop and say “did you see him?”.
Wade’s avatar got an email titled, “We Can Dance If We Want To.”, from Ogden Morrow which was an invitation for Og’s 73rd birthday party. As soon as Wade opened it he called Art3mis to ask if she had been invited also. Wade didn’t think they should go, but he didn’t want to look like a chicken, so he decided to toughen up and go since Art3mis wanted to. The place it was at, “Distracted Globe”, was a PvP zone which made it a risky place for anybody in the “High Five” to go since there was potential for violence. Halfway through the party the Sixers blasted a hole in the roof, firing pistols directly at Wade and Art3mis. Og then used red lightning from his fingertips striking each Sixer avatar in the chest, eventually vaporizing every Sixer in the club. Once the party started back up again, Wade realized the love of his life was flying out of the hole the Sixers had just created and would never speak to him again until the hunt for the egg was over.
Would you have risked everything and went to Og’s party? What do you think was the sole motivation for Wade to go to the party? Do you think Wade will start to lose sight on the quest for the egg and work on trying to get Art3mis back in his life instead?
According to the latest 2017 statistics based on technology use in the classroom, 98% of schools have one or more computers in the classroom (“Technology & Computers in Classroom Statistics”, Statistic Brain Research Institute). Why should your school be any different? Middle school is when students need the most guidance. We all remember being there, trying to figure out who we are as people and transitioning from the “kid” status to a “teenager” or “young adult” status. Kids in the twenty-first century get some sort of technological device by the time they are done with elementary school. By the time they get to middle school they are already more tech savvy than a lot of adults. Why not amalgamate something that they are drawn to and depend on into the classroom experience? Whether you have strict technology policies or not, the devices will be used in the classroom. So why not make it a productive use of technology? The middle school educational system should adapt by integrating some technology based resources; however, not 100% online schooling.
As you watch the kids come in to school every day, majority of them have their phone, iPod, iPad or laptop in hand. We live in a technological advancing society, if you continue to use the regular curriculum without the use of technology, you will be hurting our future since we are headed into a technological era. Cathy Davidson exclaims in her book, “A recent survey found that 84 percent of those polled said that they could not accomplish their day’s work if the computers were down at their office” (Davidson 10). Technology is used and depended on in the real world. Every school system’s job is preparing children for the real world, which results in students needing to be taught how to use technology properly. I know personally for my career (neonatal nursing), we depend on technology to help save patient’s lives, if you do not know how to use certain equipment then you are putting people’s lives in danger. According to Jabr’s article, “attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common”, even including those who prefer paper (Jabr “The Reading Brain in the Digital Age: The Science of Paper versus Screens”). Whether we want it to or not, the technology is going to begin to become more and more advanced without stopping. Technological devices and digital books are becoming more communal, meaning we should teach students how to read and deal with the digital age so they know how to become competent members of society. Teachers would be able to do this by having their students read online articles and using the highlighting feature to get a greater comprehension of the articles. Teachers could also use the website “Hypothes.is” which allows the students to read articles while posting comments and annotating with their other classmates as they read, promoting more comprehensive reading.
There are a lot of benefits when it comes to assimilating technology into our classrooms. Not only does it prepare the students for our evolving society, but also for jobs in the future, as more and more jobs use a variety of technology. Since there are always new technological advances, we need to advance with the technology. If we want our students to learn then we need to be able to “disrupt an old pattern” to result in “a breakthrough that substitutes something new for something old” (Davidson 5). For the students to industriously learn, we should break the old habits and incorporate what they are used to in our curriculum. All this would require is the use of computers to write their papers, graphing on excel, creating and presenting PowerPoints, research, etc. It also makes us become better thinkers as we can access more information faster than before (“Is Google Making Us Stupid?” Carr). The more information you can access, allows you to be more productive since you are multitasking. If we can teach our students how to use technology to multitask profitably, then it will result in them being more knowledgeable and getting things done in a fast and efficient matter. Just being able to access articles faster though would promote their research ability. The teachers also need to teach them how to find a credible source. They can do this by having an in class activity where the teacher gives them a topic to research and the students use a certain criteria to assess which article is best, most professional and accurate.
The technology can be used in a lot of different ways in the classroom. On all the computers in the classrooms, a software interface can be downloaded forcing users to take breaks at certain times (“Neuroscientists say multitasking literally drains the energy reserves of your brain”, Goldhill). According to Levitin, “Studies have found that people who take 15-minute breaks every couple of hours end up being more productive” (qtd by Goldhill). If we promote breaks to our students, their overall education will improve. We set up our class schedule so students have just enough time to walk to their next classes, but no break. The only break we build into the schedule for our students is lunch, which is rushed and spent eating, not allowing time for relaxation, mind-wandering breaks, etc. If you were to install this software, it would ensure that throughout the day your students are getting the break they deserve, promoting more focus after the break. Students would also be able to perform research using the technology, which would end up saving time during the classes leading to more topics being covered in a shorter amount of time. As stated in Carr’s article, “Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes” (“Is Google Making Us Stupid?”, Carr). If we implement technology based research assignments, then the students will be able to get the research done faster compared to the past. The faster they can perform their hands-on learning experiences, the more you will be able to cover in one class period leading to more knowledgeable students leaving your school at the end of the day.
We should start integrating technology into the classrooms in the middle schools because overall that’s when the students will be able to pick it up the easiest. In elementary school, they are dedicated to teaching the kids how school works and the basics of schooling. By the time they are in middle school, they are changing, their life is changing, there mind is changing, preparing the students for high school. There are a lot of changes in the middle school years, so why not just add this in and teach them how to use technology productively as they have already been using it for a few years and are starting to get the hang of it. If we focus on how to multitask, and use the technology in a beneficial way during these years of their lives then in high school they will already know how to use it properly. High school’s coursework is a lot more vigorous and fast paced, so why not teach the students before they get there how to handle that type of work by using technology and multitasking?
Works cited:
Carr, Nicholas. “Is Google Making Us Stupid?” The Atlantic. Atlantic Media Company. 27 Apr. 2017. www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/.
Davidson, Cathy N. Now you see it: how the brain science of attention will transform the way we live, work and learn. Viking, 2011.
Goldhill, Olivia. “Neuroscientists say multitasking literally drains the energy reserves of your brain.” Neuroscientists say multitasking literally drains the energy reserves of your brain. Quartz. 3 July 2016. qz.com/722661/neuroscientists-say-multitasking-literally-drains-the-energy-reserves-of-your-brain/.
Jabr, Ferris. “The Reading Brain in the Digital Age: The Science of Paper versus Screens.” The Reading Brain in the Digital Age: The Science of Paper versus Screens. Scientific American. 11 Apr. 2013. www.scientificamerican.com/article/reading-paper-screens/.
Statistic Brain Research Institute. “Technology & Computers in Classroom Statistics.” Statistic Brain. Statistic Brain Research Institute. 25 Sept. 2017. www.statisticbrain.com/technology-computers-in-classroom-statistics/.
The author of the article, “Is Google Making Us Stupid?”, is Nicholas Carr. Nicholas Carr is well known for his publications, The Shallows and The Glass Cage: Automation and Us (“Is Google Making Us Stupid”). He has also written for The New York Times, The Wall Street Journal, and Wired (Carr, “Is Google Making Us Stupid”). In a biography of Carr it asserts he specializes in writing about technology and culture. He is also a former member of Encyclopedia Britannica’s editorial board of advisors and an executive editor of Harvard Business review. According to his personal site “Nicholas Carr“, his education entailed a B.A. from Dartmouth College and a M.A. in English, American Literature and Language from Harvard University (“Home”). Carr seems like he has credibility, which makes his article trustworthy. He comes across as if he is very knowledgeable about technology and uses a variety of dependable research from media theorists, bloggers, developmental psychologists, media scholars, historians, MIT computer scientists and studies which back up his assertions throughout the article.
Carr’s article, “Is Google Making Us Stupid?”, was published on The Atlantic. The Atlantic covers “news, politics, and international affairs, education, technology, health, science and culture” (Wikipedia, “Introduction”). The primary audience of this publication are middle aged people, including both men and women, who are frequently searching for a variety of news coverage. The secondary audience of The Atlantic are any age, specifically 14-25 year old’s, who are inquisitive about what is happening in the world or for research purposes. The audience for Carr’s article is congruent to the audience for this publication. Carr’s primary audience is middle aged people continuously accessing The Atlantic for primarily news coverage. His secondary audience are matured students in school who may have to research about how technology affects the way we read and write or people who are fascinated by the of technology’s impact on our reading and writing skills. Carr makes this clear by referencing A Space Odyssey in the first paragraph. This movie was produced in 2001, which makes the reference for 20-50 year old who would have been old enough to watch the movie and understand it. I know in my class nobody understood the reference because none of us were old enough to watch the movie when it came out and was prevalent. There were also flashing advertisements, in between paragraphs, for other articles on The Atlantic which were called “Rise of the connected family” and an article on the Vietnam war, “To Pledge Allegiance”, targeting middle aged individuals who most likely have families of their own. On the article page were also advertisements for internet and cable, which means you must have money and a house to find the ad relevant to your life. At the top of the article were buttons that say “share” and “tweet”, which shows there must be tech savvy people reading the article. If this article was made for elderly people, they wouldn’t know what those buttons mean nor how to use them.
Carr’s purposes are to display how the internet has modified the way we read and write and how we have simply become lazy, distracted readers. Carr portrays his purpose by using a variety of evidence in the article. He starts off by using his own personal experience stating his “concentration starts to drift after two or three pages” and he “becomes fidgety, lose the thread, and begin looking for something else to do”. He also talks about how the internet has made us become lazier. Before we would have to research for days in the library, but now we are able to search on google and find exactly what we need in a matter of minutes. Carr also talks about himself as well as his friends saying that they all think “the Net is becoming a universal medium”. This statement is true because no matter what we need, it is always there on the internet. Carr states that the conclusion of a study performed by University College London showed “skimming activity” and the subjects would read “no more than one or two pages before hopping to another source” (qtd. in a study of online research habits from University College London). He also brings up the fact that “the last thing these companies want is to encourage leisurely reading” and that “it’s in their best economic interest to drive us to distraction” since they get paid for how much they advertise. This ultimately ensues in our attention being scattered and disseminated concentration. The internet is a machine designed to get quick and competent information, which results in us becoming an idler and not being able to work to find information. Carr ends by stating “Kurbick’s dark prophecy” saying that the more we rely on computers, “our own intelligence flattens into artificial intelligence” (Carr, “Is Google Making Us Stupid?”).
This is the only illustration throughout the whole article
The medium of the article I read was on the web, but The Atlantic also published magazines and the article was also published in the July/August 2008 edition. This article was meant to be delivered on a phone or laptop when you have a full attention span. Whether you are looking for news articles in school, at work, in some cases at a doctor’s office or on your couch, you need to be able to focus as you read. On the website, similar informational and news articles surround it which means that these articles are all supposed to be read when you can concentrate and figure out what they are articulating. Carr adds an illustration by Guy Billout where the “internet patrol” is writing a ticket for a guy holding a book next to a speed limit sign. This picture is meant to add some humor to the article and show that the internet controls our everyday lives.
The genre of this article is an informational and critique article on how technology is affecting our reading and writing abilities. It is an informational article because it uses a lot of evidence to explain and depict how the internet affects our English skills. It is also a critique article because Carr is criticizing how we all depend on the internet to do everything for us and how he thinks it is affecting our intelligence.
These are the first things you see when you pull up the article
At the beginning of the article there is a big headline, bolded and bigger than everything else on the page to signal that this is the title and you can expect google and our intelligence to be talked about. Under the big headliner, there is the issue date and the author’s name in capital letters and highlighted in red, so you know who wrote the article without searching for the name. The web page is all white with black letters that are in a regular Times New Roman font. The only variation of font throughout the article can be found with the hyperlinks that are in a blue color font, which directs your attention to who the sources are. There is only one illustration in the whole article, which looks like it was designed on the computer and may even be clip-art. The picture shows an internet patrol officer by his car giving a man with a book a ticket, as they are standing by a speed limit sign. This picture was put into the article to show that it is uncommon for people to use books now, and that when you aren’t using the internet, there is a problem.
This article does an efficient job of persuading me that Google has made us lazy, preoccupied readers. While reading the article there are flashing advertisements and a variety of hyperlinks. This results in you getting distracted as you read about today’s society getting distracted while reading online. Not only do you firsthand get distracted, but Carr also uses a plethora of research to back up his claims. My first reaction to the article was “wow this is long” and honestly skimmed the entire article. It wasn’t until I decided to write my rhetorical analysis on the paper that I did a deep, diagnostic reading. Not only did I do a deep reading, but I printed out the article to read it. Which backs up all of his claims that we only skim read online, but use printed sources get a better understanding of the article.
Works cited:
Carr, Nicholas. “Is Google Making Us Stupid?” The Atlantic, Atlantic Media Company, 27 Apr. 2017, www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/306868/. Accessed 20 Sept. 2017.
Two parents were talking one day and one asked the other what their son was taking in college. The one replied: He’s taking every penny I have (Cirelli)! I graduated High School in June 2017 from Century High School in Carroll County, MD and now have begun college at Stevenson University in Owings Mills, MD. I am currently studying nursing, as I aim to become a Neonatal RN after I graduate. I am 5’5 feet tall, have brown hair that goes down past my shoulders, and brown eyes. I have always been tech savvy and tend to figure things out quickly. I have always been an honor roll student, but have always found myself struggling with reading and writing.
When I first began to read when I was younger the two main things I relied on were flash cards and a Leapfrog. First, my Mom and Dad started helping me learn little words such as cat, hat, bat, pot, etc. using the flashcards. My Mom is about 5’4 feet tall, has brown hair with blonde highlights, has brown eyes, and has a soft voice. My Dad is about 5’9 feet tall, has brown short hair that is always in a buzz cut, brown eyes, and a stern but caring voice. My parents have been together since I was born and both care about me very much and have always set high standards, wanted the best for me, and were always there to help me. We first started using these flash cards when I was around the age of four. The flash cards were the ones that would come in the little cardboard box that you can buy at Walmart, Safeway or Target. They were in the shape of rectangles and had a plastic feel to them, so kids around my age wouldn’t just tear through them. On the cards they had a big picture of an object that you already knew about halfway down on the card with the word of what the object was below it, so you could start to put the words and spelling together with the object that you already knew.
Laura, Flashcards, March 29, 2016
After I had already become familiar with most of the flashcard words, we then moved on to the Leapfrog. The Leap Frog that I owned wasn’t like the current ones that are sold. My Leapfrog was pink and had room for a Leap Frog book that was kind of like a spiral notebook to sit in it. The Leap Frog book would come with a little plug-in that you would insert into a certain spot so the system would know that was the book you had in there. The Leap Frog system also had a pen connected to the actual leap frog that you could run over the words with the pen and it would read the words you went over. This also really helped me learn how to read because I had a variety of ten different books that I would continually use and eventually it allowed me to learn the words.
My tenth grade English teacher, Mrs. Dill
My learning to write never stopped though. My 10th grade English teacher at Century High, Mrs. Dill, was a huge asset to my writing. Mrs. Dill was from Tennessee, a huge Peyton Manning fan, had maroon dyed hair that was always cut into a bob, always wore high heels and had a few tattoos that you could always see. Going into 10th grade I would always just write, not knowing there were certain structures or ways you should organize your writing. I always knew I wasn’t a proficient writer, so I had always just accepted B’s or C’s on my papers. After I had written my diagnostic paper in her class on the first day of school, she read it and told me to come see her during our flex mod the next day. The next day I went to see her and she sat me down and told me that I had no structure in my paper. This was the very first teacher in my 11 years of going to school that specifically went out of their way to explain to me what was wrong with my writing. Every week she would teach more and more about structure and how to become a good writer. Every week the grades on my papers would start increasing. She wasn’t the only one who helped me with my writing though, since my Dad has also helped me with my writing. My dad has always kind of been my personal tutor when it comes to my writing. I would always write my papers and then sit down with him and we would talk about what could be better and edit it together. Even to this day we sit down and edit my papers together and my grades have increased after double, triple and even quadruple checking and editing my own papers.
Old school ways of learning to read and write were always proficient, but now we live in a world filled with technology. Today’s generation gets a bad rep because we all turn to technology instead of figuring things out for ourselves, or writing with paper and a pencil. Not all technology is bad though. I got my first cell phone in sixth grade. Of course, back then we all had our separate iPod touches and a regular slide up phone. Now I have my 5th phone and I have never done more writing in my life. I currently have a rose gold iPhone 7 that I keep in a gray Lifeproof case because I tend to drop my phone a lot.
An example of my every day text messages from my iPhone
Every day I have at least three people text me, I text at least four people, I send at least three emails or I post on variety of social media sites at least once a day. With all of this technology and a tiny computer in my hands at all times, I have found myself doing more and more writing. I am one of those texters that will send lengthy paragraphs describing my side on the argument, what I am doing, where to meet me, the plans for today, etc. With all of this extra writing on a daily basis, I have become much better at getting my point across in words just as if I were talking to someone face to face. Throughout the years, the increase in social media posts, messages, reading of articles on Facebook or Snapchat, I have developed my writing and reading skills more than I would have without always having a tiny computer right there at my fingertips every second of every day.
With the ever changing world that we currently live in, you never stop learning. Everyday whether it’s a paper for Biology or English, or even an article on Facebook or Snapchat, we read something new. In an era where we never stop developing, there is always something new to learn. One of my favorite lines spoken by Hercalitus is, “the only thing constant is change”, and that has never been more true. As I continue through the next three years of college there will be paper after paper, assignment after assignment, and a bunch of reading. Even after I graduate I will have to continue to learn in the medical field, because there is always new technology and new research findings that as a nurse I will need in order to stay up to date. I look forward to continuing to learn in this constantly evolving world we live in.
