The Benefits and Challenges of Obtaining a Masters at 50 Essay

The Benefits and Challenges of Obtaining a Masters at 50 - Essay Example According to an article published by the Quacquarelli Symonds (QC) Top Grad School entitled â€Å"Can you ever go back? Graduate study later in life†, there are eminent benefits of studying later in life, to wit: â€Å"older candidates tend to be more focused and less likely to succumb to the financial pressures of their younger counterparts. They can also draw on a range of professional and personal experiences often relevant to their graduate field of study† (QC, par. 3). The discourse likewise noted this group of students are more motivated, are highly confident and able to share relevant applications of the course to younger counterparts. On the other hand, the challenges are seen in terms of time management and prioritizing work, social and family life and the academic requirements of graduate studies. Whatever the reasons are for older students to pursue masters at 50, or even at later ages, the contemporary stance of most graduate schools globally encourage older applicants due to their maturity and professionalism that would enhance learning in the programs they delve into. As for me, I am definitely pursuing my master’s degree in Nursing at 50 due to the genuine desire to learn something new from this field of endeavor, and to eagerly share what I have experienced in return, from my career for the past 30 years.

Slave Culture Assignment Example | Topics and Well Written Essays - 250 words

Slave Culture - Assignment Example h of slavery, as Couvares and Saxton state, â€Å"had plunged him deeply into social history, that is, into the realm of group experience and collective fate that seemed very far away from the world of intellectuals and political leaders that had once so occupied him† (16). Morgan found no conflict between the ideas of liberal democracy as espoused by America’s founding fathers and the country’s dependence upon slavery. Instead, he believed that slavery minimized class conflict, thus making the experiment of social democracy easier to accomplish in the late seventeenth and early eighteenth centuries. Unlike other historians of his era, Morgan believed that racism had little to do with the origins of slavery. Rather, he felt that its existence had more to do with â€Å"elite English attitudes towards manual labor, a short supply of indentured servants, and an elite fear of their unruliness† (111). In other words, slavery was used by the English colonists of the U.S. to control the lower classes. For Morgan, slavery was more of a class issue than a race issue. Black slavery developed out of a response to a serious labor shortage in the colonies, not due to violent feelings towards Africans. Morgan pointed to the English treatment of Native Americans earlier and stated that they were not enslaved as Africans were because their attempts to exploit Native Americans failed. Consensus about other beliefs, Morgan held, had more to do with the origins and development of slavery in