Sophia99

UWW Shares Facility with ROTC 

For several weeks, ROTC cadets and non-military students have been sharing the gym and track areas during overlapping time slots, creating confusion and frustration for many who have Physical Education or Athletic classes at the Williams Center early in the day. The ROTC’s presence in the space is not new or unexpected; their training schedule is approved at the start of the academic year. 

“The ROTC program schedules that area with the gym,” explained Sergeant Matthew Sullivan, who oversees military-conditioning courses at UWW. “It allows students who aren’t even interested in ROTC to take it, one, to experience how the military does PT, and two, to get PE credit.” 

However, this semester has brought unusually high enrollment, and the Williams Center is showing signs of strain. With more people than ever trying to use the same limited areas, coordination has slipped. “It’s getting pretty busy in there,” Sullivan noted, suggesting the concern needed to be raised with Williams Center staff. 

Students, who preferred to remain anonymous, reported that the crowding feels more than just inconvenient. Many expressed frustration that, as paying students, they were never informed about why their class experience had changed dramatically. It felt as if all the instructors themselves lacked the information needed to share. 

Scheduling Issues and Signs of Tension 

Observations over September and October (2025) revealed growing, subtle tension among instructional staff using the gym and track during early-morning hours. Nothing escalated into formal conflict, but there were repeated moments of discomfort. One instructor in particular from the sports department appeared consistently frustrated by unexpected overlaps and declined to participate in a formal interview. 

Students noticed patterns immediately. They expressed disappointment that the administration had not communicated any information related to how campus overpopulation affected class settings, nor how the reservation system worked behind the scenes, any information would have been better than being ignorant; after all this is a university. 

During the interview with Coach Corey Meredith, who has been working only two months by the time of the interview, made it clear that some staff had not been informed that the space functioned as a classroom or that there were many classes going on in the mornings, in the same area at the same time period. When asked about the reservation system and whether he knew what classes were scheduled in the same area, he explained: 

“I’m not aware. What I’ve understood is we kind of use the facility. I think athletics maybe takes precedence over it, like in season athletics, and then out of season athletics, obviously, if there’s a class, we work around that, or if there’s an event, we work around that. But that’s what I’ve understood it since I’ve been here.” 

His comment reinforced the central issue: instructors were doing their jobs but lacked clear information about shared facility scheduling and space. 

Causes Behind the Facility Overlap 

Although ROTC’s reservations were properly documented, confusion surfaced among non-ROTC instructors who either were not familiar with the reservation process or did not know which department to contact. Without clear communication channels, instructors ended up reacting in real time instead of planning ahead. Campus overpopulation amplified the situation, highlighting that these issues stemmed from logistical strain, not personal conflict. 

Impact on the Instructional Environment 

Nobody is acting with ill intention; everyone is just trying to teach or train, and students are trying to learn, but the lack of a unified communication protocol has created unnecessary stress. Students notice the tension, and classes feel more chaotic than they should. Multiple instructors teaching at once raise noise levels, split attention, can make it difficult to follow instructions. When the environment is overcrowded, even the most cooperative staff members cannot fully manage their teaching conditions. 

Findings and Outcome 

After speaking with instructors and observing several sessions, it was clear a big part of the confusion was simply not knowing the right details. Many instructors from different programs were unaware of how the reservation system worked, that existed or who to contact. The overcrowded campus only added stress to the problem and became more noticeable. The root cause, in the end, was not conflict between individuals or favoritism toward any group. It was a shortage of space combined with inconsistent communication. 

Ideally, the long-term solution would be additional space, a new gym, and track, but that is not feasible at the moment. For now, the hope is that with clearer scheduling, open communication, and a shared understanding that everyone is navigating the same overcrowded environment, the Williams Center can become a more coordinated and harmonious space for all who rely on it. 

This report helped bring everyone together on the same page. Since the interviews, staff posted signs, instructors have begun using other rooms in the Williams Center for classes, also staff and instructors have increased communication with one another. Whether these improvements will last remains to be seen, but at least now there is acknowledgment that the issue exists. The result has been a smoother flow during early-morning hours for instructors and students, and a more respectful sharing of the space under the circumstances. 

nightingale4898@gmail.com

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Time is constantly running. I thought I was writing every day, but I wasn’t I have been busy doing homework trying to rest and eat what took longer this weekend was looking for shoes Oh and a church. I can’t believe how tiny is this area mostly because they have a big university. Is not as bad as Milwaukee or Green Bay. or maybe I am so brained washed that I can’t tell the difference anymore 🤔 Regardless it is better than wht I had.

1

SOPHIA GUEDJ
CHX114
November 29, 2025
Prompted Reflection Essay

What did you learn about yourself this semester?

I was reluctant to take this class as it was imposed on me, and I did not have the necessary time or financial resources, I still have no money, especially now with housing raising my rent. I was really disappointed to find out that it will not be required for next fall. But because of timing, I did not have a choice. I had to just deal with it and move forward. But here is the funny part: after all the stress and complaining, I ended up needing this class anyway. If I did not take it now, I would have had to take it next spring. Isn’t that odd? I spent hours upset about the time and money, and suddenly it turned out I had to take it no matter what.
Once I got into it, I actually enjoyed doing the food experiments, even though one of them did not work the way I wanted to. The technological part, though? The computer and Wi-Fi did not want to work with me. That made the assignments frustrating, annoying, and honestly just obnoxious. I did not want to deal with that, especially when my laptop or internet kept failing. It is 2025 why we are still struggling with Wi-Fi, uploading, downloading, pictures, and all of that! I am paying enough money to have decent internet that should not make me want to scream.
After working so hard on my experiment, I was proud of what I did. I understood it, processed it, and was ready to submit. Then the tech problems ruined everything. If I ever must take a class this technical again, I am doing it in person. This type of class should not be online. I would rather be in a real kitchen with a teacher and classmates than alone, unable to ask questions, like when I saw the “bleeding” nail experiment. That was so cool, and I would have loved to talk about it in the moment.

Therefore, here is what I learned this semester in Chem 114:

• I never want to take a science or math class online again.
• Chemistry is not just for science experiments; it can actually be a life adventure. Doing
  something, I would never have thought of doing on my own and coming to real conclusions felt exciting, even artistic.
• The experiment was not the problem. The annoying part was the process of submitting everything. Technology was the real culprit, not me and not the class.
  So, thank you, Professor Gorman. I was able to figure out where my frustration was really coming from, and honestly, that is an achievement on its own, knowing what is wrong and why.

What did you learn about chemistry or science in general?

Chemistry, or science in general, has taught me that with the right tools, we can discover how lifeworks. If you are observant and open-minded, you can apply this knowledge to your daily life.
Throughout my experiments, I have consistently seen God’s presence at work. While we may believe we are creating things, we are, in fact, uncovering what already exists in His creation. It is like opening a book and discovering the meanings of the letters inside.
Chemistry and science are like a book that not everyone can read or access. For those who engage with it regularly, I am truly thankful. It is through these individuals who study, embrace, and apply chemistry that we experience the wonders of God’s creation in the form of good health, hygiene, clean environments, nutritious food, an overall better quality of life. This is what I have come to understand about chemistry, science, and God’s role in it all.

What did you learn about study habits and how to study to be successful academically?

To be honest, I did not expect this class to matter as much as it did. At first, it felt like
something imposed on me, just like PE this semester. But looking back, even those classes taught me something valuable: the importance of routine. Everything in life comes down to routine. If you want to move forward, you need to structure a healthy routine that builds you up, not one that tears you down. All my classes have had one common goal: academic success. That is why my GPA is high. That is why I care so much about my grades and seek help when I need it. For me, grades are not just numbers, they reflect effort, both mine and my teachers’. When a student fails, it is rarely because they are incapable; it is often because they did not have the right support. A teacher who cares can make all the difference.
My study habits are strong, but this class reminded me of something I have neglected: taking care of myself. Most days, I barely eat, sometimes just one meal. Supplements and vitamins help, but nothing replaces a wholesome meal. And honestly, that was part of this class: learning to eat well, cook, and use kitchen tools, skills I did not have before. I also learned that rest matters. I am not great at it because I am always working on finishing and submitting my assignments on time.
With seven classes, unhelpful staff, and personal challenges, it is hard and complicated. But here is what I have realized: sleep and food are not optional, they are essential. Without them, no one can thrive, let alone succeed academically.
Success starts with wanting it. If you do not want to succeed, nothing anyone does will help. Hopefully, most of us come to college with that desire. If not, what is the point? And I hope teachers understand that we want to grow, move forward, and never stop learning. The habits I have built with this class are part of a bigger truth: making time for what matters. That is the key to success, not just in school, but in life.

What advice would you give to future online Kitchen Chemistry students?

My advice to others: enjoy the process and learn something useful from it. Chemistry is not just a science; it is a way to understand life if you let it. Don’t just focus on what is in your hands; pay attention to the meaning behind it. Every experiment, every concept has a bigger picture. Observe, think, and connect it to the world around you. That’s where real learning happens.

What makes a good house? Is it just a structure or is it something more than a
home? A home isn't necessarily a house. It is made by the people who live in it. I
turned my dorm into my home; it is the only way I can survive at this stage of my
life. It is part of my college community, and I suppose that is the point, is where
my heart is, even if I have to remind myself of that just to stay functional. My
dorm helps me build a new history, one in which Hispanic women are not
commonly seen. My dorm is my house. It protects me and gives me the space to
study at the university here in Wisconsin. As a first-generation college student,
I'm breaking away from the traditional expectation that Hispanic women are
meant to be homemakers only. That was life’s offer for me, but I chose differently.
The price of that choice is high: I'm alone and I have no money. Still, I know it is a
necessary investment in my future.
The price of the place itself is not as important as how I feel in it. Like Rosetti
suggests in Goblin Market, it is the company that makes the difference. Laura had
Lizzie, someone who cared enough to save her. I don't think Laura truly
understood Lizzie’s sacrifice, but she was grateful. In my own way, I have also
people in this building who make me feel at home.
From the houses I saw on the slides, they were all pretty, but my style is more
eclectic. A mix of classical and modern, if you will. I will probably design my own
home one day, which brings me to A Pattern Language, I connected with patterns
141, 253 and 236. Having a room of one’s own. Surrounding myself with things
that represent my life and wide-open windows, I have those things here, I'm
thankful to God that I can confirm that, even if I cannot keep the windows open
because it is way too cold for me. Ultimately, the purpose of a house depends on
what we need from it and what we value. For me, my dorm is more than a place to
live. It is a space I shaped into a home as I carve out a path beyond traditional
limits, a shelter for my body, my mind, and my dreams.

Works Cited
Rossetti, Christina. Goblin Market, 1862.
Alexander, Christopher, Sara Ishikawa, and Murray Silverstein. A Pattern
Language: Towns, Buildings, Construction. Oxford University Press, 1977.
“Architecture and Nature.” PowerPoint Presentation. UWW
https://uwwtw.instructure.com/courses/761540/files/94854597/download?downl
oad_frd=1
“Architecture: Modernism and Beyond.” PowerPoint Presentation. UWW
https://uwwtw.instructure.com/courses/761540/files/94854598/download?down
load_frd=1

Have Things Changed for the Better? 

After watching The Facebook Dilemma Parts I and II, along with the 60 Minutes interview with the former Facebook executive, I began to see how deeply this platform has shaped the way people connect, communicate, and even understand themselves. The videos share one core message: Facebook did not invent loneliness; it simply revealed and magnified something that was already part of our society. The woman from the 60 Minutes interview, who worked for Facebook for seven years, gave insight into how the company grew beyond its intentions and lost control of the consequences. When I think about it, the problem is not Facebook itself, but the way humans use it, and the values we have allowed to fade while technology advanced. 

Were We Lonely Before Facebook? 

Yes, in my opinion, we were. Every generation faces its own kind of isolation, shaped by the time it lives in. The late 1990s and early 2000s brought major changes, economic recession, longer work hours, and a constant race to keep up. Families began to spend less time together because everyone was working harder just to survive. When Facebook appeared, it didn’t create loneliness; it simply gave us a mirror that reflected how disconnected we already were. Social media became the shortcut to feeling seen and connected, but in reality, it often left people emptier than before. 

The Double-Edged Sword of Connection 

Some say Facebook brings people together, and for many; it truly does. It helps families and friends stay connected across states and countries. Businesses use it to grow and reach new clients. Even community groups and schools use it to share information. For those reasons, I do not believe Facebook is evil. It is a tool. Like any powerful tool, it can be used for good or harm. 

Personally, I do not use Facebook because I want to; I use it because I have to. I do not scroll through it for fun or post updates about my life. I use it to check on businesses, report complaints, or find important information such as store hours or contact details. It is useful, yes, but it is not personal. For me, Facebook feels more like a public utility than a social gathering space. 

That is what I mean when I compare Facebook to a gun. The gun itself does not hurt anyone; it is the person holding it, their intent, and their carelessness that determine what happens. People have tried to regulate and ban guns for decades, yet the real issue is not the tool; it is the respect and responsibility people have toward it. The same applies to Facebook and every other online platform. Without awareness and discipline, people end up hurting themselves and others emotionally, mentally, or even socially. 

What the 60 Minutes Report Revealed 

The Facebook executive interviewed on 60 Minutes described how the company’s growth became uncontrollable. She spoke about algorithms, manipulation, and profit-driven decisions that put engagement above mental health. But I could not help noticing the contradiction: even though she still uses Facebook to communicate with family. She claimed it is the only way she can reach her grandmother, yet that excuse does not fully convince me. There are so many other ways to stay in touch: phones, emails, video calls, and dozens of other apps. If Facebook were truly as harmful as she says, wouldn’t she choose another option? 

That is part of what frustrates me about the discussion surrounding Facebook. Many people criticize it, but few take real steps to reduce their use of it. They stay because it is convenient, because it is where everyone else is, or because they do not want to lose their social circle. That is human nature, but it also shows our dependency. It is not just about Facebook; it is about how much control we have given to technology. 

The Question of Responsibility 

Every time I hear about young people suffering from social media pressure, I cannot help but wonder: where were the parents? Depression, anxiety, and self-harm do not appear overnight. They build up slowly, often because of isolation, lack of supervision, or neglect. Parents cannot rely on Facebook to raise their children, yet many do. They expect the internet to entertain, educate, and monitor their kids, then blame the platforms when something goes wrong. 

It is easy to say, “Facebook made my child sad,” but harder to ask, “Was I paying attention?” Social media may amplify pain, but it does not plant the first seed. That is why awareness and guidance are so important. The internet is not a toy, and Facebook is not a babysitter. Just like you would not go kayaking without knowing how to paddle or walk a mountain trail without the right shoes, you should not use powerful technology without understanding its risks. Awareness is the life jacket we all need when navigating the online world. 

How Relevant Are the Facebook Dilemmas Today? 

Even though the original Facebook Dilemma documentaries came out years ago, their message is still relevant today, maybe even more. Facebook has changed its name to Meta, the interface looks different, and people have moved on to Instagram, TikTok, and other apps, but the same patterns remain. The platforms might evolve, but the problems do not. 

We still see misinformation spreading faster than truth, people comparing their lives to unrealistic images, and attention spans shrinking. What has changed is that now it is not just Facebook; it is the entire internet. Privacy does not really exist anymore; it is an illusion. Whether it is a camera on a phone, a smart TV, or even a smartwatch, someone is always collecting data. Even just people eavesdropping, gossip is still a thing. What used to feel like connection now often feels like surveillance. 

My Own Choices and Reflections 

I have learned to be careful about my time online. I limit my use of social media because I do not want to fall into the trap of comparing my life to others or wasting hours scrolling through meaningless posts. I have already seen how toxic it can get. When I had Instagram, I could see why people, especially young ones, feel pressured to look or live a certain way. It is exhausting and fake. So, I stepped away and closed that account. 

Now, I use the internet with purpose. I research, study, and communicate responsibly. I am not perfect, but I try to be aware of what I am consuming and how it affects me. That is what I wish more people did, to take accountability instead of blaming technology for every outcome. Facebook did not pull a trigger or force anyone to act. It is people, families, and societies that shape what these platforms become. 

Conclusion 

So, is Facebook making us lonely? Maybe a little, but not on its own. We were already lonely, already disconnected, already too busy chasing money, success, or distractions to look at each other in the eyes. Facebook just exposed it, gave it a stage, and monetized it. 

The real problem is not Facebook or Zuckerberg or the algorithms, it is us. We created these systems, we use them every day, and we decide how much power they have over us. If something hurts us, we have the choice to step away. Just like I have learned to distance myself from toxic people or environments, I have learned to manage my digital life, too. It took time but it was worth it.  

Technology will keep evolving, and platforms will come and go. But loneliness and connections will always depend on one thing, how much we value real human contact over digital approval. In the end, that is something no app can fix, not even Facebook. 

Works Cited  Frontline. The Facebook Dilemma, Part One. Directed by James Jacoby, PBS Frontline, 29 Oct. 2018.  Frontline. The Facebook Dilemma, Part Two. Directed by James Jacoby, PBS Frontline, 30 Oct. 2018.  “Facebook Whistleblower Frances Haugen: The 60 Minutes Interview.” 60 Minutes, produced by Scott Pelley, CBS News, 3 Oct. 2021. 

The three videos, The New Industrial Revolution, Futureproof, and Changing
Work, Changing Workers, explore how technology, artificial intelligence, and social
changes are reshaping the meaning of work in the twenty-first century. Together,
they portray the challenges, inequalities, and opportunities of a “post-work” world,
one where machines and algorithms perform more and more of what is used to
define human labor. Watching them felt like looking into a mirror that reflects not
only how we live and work today, but also how much the world has changed in such
a short time, especially after the COVID-19 pandemic.
The New Industrial Revolution
The first video, The New Industrial Revolution, explores how automation,
artificial intelligence, and robotics are transforming industries across the world. It
argues that we are living through a new industrial revolution, one that is not
powered by steam or electricity, but by data and algorithms. At first, I thought of
technology as something normal, something we use every day without thinking. But
this video forced me to see it differently. It exposed how invisible automation has
become, and how deeply it already shapes our daily lives, from online shopping to
healthcare to education.
Much of the video reflects on the COVID-19 pandemic, a period that
accelerated technological dependence at an unprecedented speed. During those long
months of lockdowns and restrictions, millions of people were forced to stay home,
unable to work, to sell, to buy, or to live freely. Governments around the world took
control in ways that limited personal independence. At the same time, large
corporations like Amazon became essential lifelines for society, delivering food,
goods, and services when people could not leave their homes. Yet, behind that
convenience was another story: the exhaustion of warehouse workers, drivers, and
employees who kept the system running at great personal cost.
The video calls this shift an industrial revolution, but to me it also looks like
modern-day slavery. The people on the bottom of the economic ladder continue to
carry the heaviest burdens while those in higher-paying positions enjoy the benefits
of efficiency and automation. The machines might be new, but the imbalance of
power feels ancient. This new revolution should have been about freedom, about
humans doing less mechanical work and more meaningful, creative work, yet for
many it has only intensified pressure, stress, and economic inequality.
Still, the first video also opens a window of hope. It shows that the same
technology that replaces some jobs can also create new opportunities for
independence. Many people learned to work remotely, to build online businesses,
or to develop new digital skills that allowed them to survive and even thrive during
the pandemic. Some became freelancers, others entrepreneurs. For a few, it was a
wake-up call to rethink their relationship with work entirely. For others, it was an
act of survival. Either way, the world of work will never be the same again.
Futureproof
The second video, Futureproof, looks forward. It asks: what can people do
now to prepare for the jobs of the future? The message is clear: the only way to stay
relevant in this new world is to keep learning. Learning no longer stops at
graduation. It must continue throughout life. The video shows that people who are
willing to acquire new skills, embrace change, and invest in education will have
better chances of success and stability.
This idea resonated deeply with me. Like many others, I returned to school
because I realized that without completing my degree, my options would be limited.
The job market after COVID-19 became brutally competitive, and experience alone
is no longer enough. Education has become a form of survival. But learning today is
not just about getting a diploma; it is about adaptability, learning how to learn. The
video reminds us that the world has changed dramatically from the 1940s, when
having a strong work ethic was enough to build a decent life. Back then, even
without finishing high school, a person could support a family. By the 1960s, a
college degree became a standard expectation, and by the 2000s, continuous
upskilling became the new rule. Now, standing still means falling behind.
The video also exposes inequities in access to education. Elite universities
often remain closed to people of color, older students, or those from lower-income
backgrounds. The system favors privilege. That makes the message of lifelong
learning more complicated, because not everyone starts from the same place or has
equal opportunity to adapt. Yet the moral remains: do not stop learning. The world
will not slow down for anyone.
For me personally, this message carries hope and urgency. I want to keep
growing mentally, emotionally, and professionally. I don’t want to repeat my
parents’ pattern of staying in one job for 35 years until retirement. I crave change.
I want to expand beyond the sky because I already know there is more beyond it.
The only real limitation is fear: fear of failure, fear of discomfort, fear of the
unknown. The people who succeed in this new era are those who confront that fear
and move forward anyway.
Changing Work, Changing Workers
The third video, Changing Work, Changing Workers, brings everything
together. It revisits the themes of identity, purpose, and the evolving relationship
between people and their jobs. One of the central concepts introduced is “workism”,
the idea that in the United States, work has become almost a religion. Our jobs
define who we are. We measure our worth by our productivity. We sacrifice family,
health, and personal happiness in the name of being busy. But as the video points
out, this culture is breaking people down. The human body and spirit are not
designed to work endlessly.
The pandemic challenged this belief system. When millions of people
suddenly lost their jobs or were forced to work from home, society began to reevaluate the meaning of work. For women, especially, it was a double-edged sword.
Many had to leave the workforce to care for their families, which economists called
a “she-cession.” Yet at the same time, remote work opened new opportunities.
Companies began to embrace hybrid models, like the “3-2-2” schedule: three days
in the office, two days at home, and two days off. It is a more humane balance that
acknowledges life outside of work.
Still, this transformation revealed deep structural inequalities. Many workers
discovered how fragile their positions were. People were laid off suddenly, with no
warning, after years of loyalty. Others faced burnout from constant online
availability. Technology connects us but also traps us; we are reachable 24/7, with
fewer boundaries between professional and personal life. Work has evolved from
being a source of pride to being a constant demand. In the past, having a job defined
a man’s identity; today, losing one can destroy it.
Despite these harsh realities, the video encourages adaptation rather than
despair. The world changes constantly and complaining will not stop it. We must
watch how things evolve and embrace change, even when it feels uncomfortable.
That is the only way to survive and, hopefully, to grow.
Critical Issues and Inequities
Across all three videos, several critical issues emerge. First, there is a
growing divide between those who adapt and those who are left behind. People with
access to technology and education can reinvent themselves, while others are
trapped in low-paying, insecure jobs that offer no future. Automation threatens not
only factory workers but also office workers, drivers, and even creative
professionals.
Second, the emotional and psychological cost of this transformation is
enormous. Workism, stress, and burnout are symptoms of a culture that values
productivity over humanity. Third, social inequality remains at the core of the
problem. Race, age, gender, and economic status continue to determine who
benefits from the digital revolution and who gets pushed aside.
Finally, the COVID-19 pandemic exposed how fragile modern work structures
are. Millions lost jobs overnight, while others risked their health to keep essential
systems running. The idea of “essential work” forced us to rethink what jobs really
matter, and whether society rewards them fairly.
Solutions and Possibilities
To face these challenges, we must rethink education, policy, and cultural
values. The first and most urgent solution is free education for all. Learning is not
optional anymore; it is survival. Governments should invest in systems that make
lifelong education accessible, from vocational training to college to online
certification programs.
I also believe in dual education, where high school students can
simultaneously earn college credits or vocational certifications. By the time they
graduate, they will already hold an associate degree or technical credential. That
would give them options, real options, beyond minimum wage jobs.
Moreover, schools should encourage creativity and connect learning with the
real world. Even video games, often criticized as distractions, can be powerful
educational tools. The military, for example, uses gaming simulations for strategy
and training. If we can channel creativity into structured learning, students could
graduate not only smarter but more adaptable.
We also need to rethink how we structure careers. Some professions, like
policing, social work, or the military, are extremely stressful and mentally draining.
People in such jobs should rotate after ten or fifteen years, shifting to new roles
within their field to prevent burnout and stagnation. Staying too long in the same
position can narrow the mind and kill curiosity. Change keeps the human brain alive.
Comfort, on the other hand, is often the slow death of ambition.
Finally, we should encourage a gap year or mandatory period of real-world
work between high school and college. Too many young people enter higher
education immature and unprepared for independence. A year of working,
volunteering, or traveling can teach them discipline, empathy, and self-knowledge,
qualities no textbook can provide.
Preparing for a Secure Professional Future in the Age of AI and Robotics
In the age of artificial intelligence, nothing is guaranteed. Jobs that exist
today might disappear tomorrow. But uncertainty does not have to mean defeat. It
can mean an opportunity if we stay adaptable. The old pattern of “learn once, work
once, retire once” no longer applies. The new rhythm of life is learn, do, learn again,
do again, and never stop.
To prepare for a secure future, people must cultivate three things: curiosity,
flexibility, and humanity. Curiosity keeps us learning. Flexibility allows us to adjust
when change arrives, and humanity, empathy, ethics, creativity, are what machines
can never replicate.
The truth is that we humans are the perfect machines. Our bodies and minds
are built for growth and adaptation. We must keep exercising, eating well, learning
constantly, and evolving with the world around us. If we stop, we decay, not because
the world destroyed us, but because we refused to keep up. Change is not the enemy;
it is the proof that we are alive.
Conclusion
The videos of The New Industrial Revolution, Futureproof, and Changing Work,
Changing Workers capture the defining struggle of our time, the tension between
progress and humanity. Technology offers miracles, but it also magnifies inequality.
COVID-19 accelerated changes that were already coming, forcing people and
systems to evolve in ways no one expected.
Yet, amid all the disruption, one truth remains: humans are resilient. We
adapt. We learn. We dream. The post-work era is not the end of work, but the
beginning of a new understanding of it, one where we must define success not just
by what we do for a living, but by how we live while doing it.
If society can guarantee equal access to education, encourage continuous
learning, and build a culture that values people as much as productivity, then the
future of work can still be bright. The machines may take over our tasks, but they
can never take over our purpose.
We are not trees; we are meant to move, to grow, and to change. That is our
greatest advantage.

Real email to the Comm Dept.

Hello such and such:

I am writing because I am genuinely desperate for a way to graduate as soon as possible. I am requesting approval to take two Winter classes: Digital Photography and Comm 424, since they are the only courses that would move me forward in my program and are available this winter.

The form for this request opens on the 27th, but I have already been told I won’t succeed with it. That is devastating to hear, especially when I have done everything in my power to move forward responsibly and efficiently. I am paying for housing, parking, food, and other expenses out of pocket, I have no job, and the cost of simply existing here is overwhelming. The parking situation adds insult to injury: my car is over a mile away every time I want to use it. Therefore, I have to walk every time I need to get to class or even eat.

At this point, I feel stuck and financially drained by a system that gives students little control over their own progress. The three additional Gen Eds I was told to take this semester cost me over $2,200, and for what? I already completed similar coursework in Green Bay. Now I am hearing that Wisconsin will soon unify general education requirements across all its universities, meaning I have paid for redundant classes that would soon have counted anyway. That feels like a serious injustice and a waste of both time and money.

I truly don’t want to leave the Journalism major, I care about it deeply, but I can’t keep paying indefinitely while waiting for courses that are not conveniently offered throughout the year. Why aren’t Journalism classes available year-round? The lack of summer options makes it impossible to graduate sooner.

If taking Winter courses isn’t possible, I need guidance on what other degree paths I can switch to immediately to graduate sooner. I have even asked Molly to help explore alternatives, because at this point, I just need to finish my bachelor’s degree,  even if it is in a different field. I cannot keep accumulating debt because of scheduling limitations from an institution that does not care about the students, only about the profit.

I also do not understand why there is not a transient or consortium process that lets students take courses at other accredited institutions, even temporarily. If I could complete summer credits somewhere else, like in Florida, I could save on housing and finally be done. There ought to be flexibility for students who are willing to keep working hard, not barriers that keep us paying longer.

Please, Chris, I am asking for your help, whether that means approving these Winter classes, granting an exception, or finding another academic route that allows me to graduate soon. I have worked too hard to be held back by institutional limits that have nothing to do with my effort or ability. 

Thank you for your understanding and for helping me find a solution or options for graduation on Spring 2026.

Sincerely, 

Sophia