Argument Explanation
The argument is a stasis argument. It was the best method of argument because it focused on key points, allowing the nature of the argument to be seen based on the facts. It disallows the presentation to be bogged down by communal assumptions, i.e. arts and humanities are important to all people. Arts and Humanities Majors are important, and many students want to pursue them, but the fact is they are offered everywhere. The audience’s conjecture is removing them from this university means no student can have them ever, and the argument negates that assumption. Moreover, the stasis argument states the nature of the issue. We plainly see there are viable reasons why the University of Bayberry is removing these majors, and that they are good reasons. Furthermore, the argument explains the seriousness of the issue, which is the future of the students and how important it is the university is allowed to allocate resources to an area that will be of use to them occupationally. Finally, the plan of action is explained, allowing the audience to see why this is the plan, and how it well help students who attend the university. While a stock argument may have been a formidable way of explaining the process of erasing the majors, it would have allowed too many members of the audience to assume the university board’s intentions, which would have caused conflict throughout the community. In order to win the community’s trust, the four points of the stasis theory were necessary.
Introduction
There will be an erasure of all Art and Humanity Majors within the university. These majors have become obsolete in today’s world, and no longer hold a place in the lives of students wishing to make a change in the job market or the lives of others. The erasure, though difficult for some to expect, is a step toward growth and change. It will make room for more viable classes that will better prepare students for lucrative jobs. Occupations in I.T. and medical fields, for example, are quickly growing and are just a few of the studies that need to be maintained in order for the University of Bayberry to remain at the top of the educational food chain. Finally, the University of Bayberry has elected to eliminate its Art and Humanity Majors in an effort to dedicate itself to being a university of the future. Community colleges across the nation offer courses in emerging fields, at cost. The education is lower quality, as students will get what they pay for. Bayberry is reducing costs, but because these majors will be cut, the institution will still be able to devote the same amount of time and dedication to an expensive university to the fields it chooses to keep.
Majors in art and humanities are growing stagnant .
Many companies rely on Human Resources to meet the demands of any Humanities Major .
HRM will be a widely regarded major at the University of Bayberry once the Humanities and Art Majors are phased out, allowing students to continue making a difference.
Art has become a menial major that is not only offered in most schools across the nation but is also performed often without a degree.
An apprenticeship would suffice most art positions.
These majors will soon be regarded as unnecessary.
The erasure of Art and Humanities will make room for more viable classes concerning majors that allow for more growth.
Fields such as medicine and I.T. are our nation’s future .
These and other fields related to these are some of the highest paying, as well as the most sought after.
The university needs the space and resources to accommodate them in order to meet the demands, for our students’ futures.
In addition, many community colleges across the nation are offering these courses .
Few universities offer them at cost ( the University of Bayberry is reducing admissions prices), with a higher quality education, allowing the public to enjoy a better quality of service.
Society will receive higher quality service while students pay lower prices.
Community colleges will be forced to raise their standards, as more college follow the university’s lead.
Universities around the world now a day seem to focus more on the fact that their students are acquiring prime positions in prestigious organizations in both public and the private sector. The emphasis is on the factor of making careers and making money when the colleges and universities advertise themselves.
Large scale organizations often prefer inducing students coming from certain colleges and universities. Many times, students fail to get employed in an organization just because they were not educated from the desired institute. Professions are pigeonholed by organizations in different organizations; which means that certain professionals should belong to certain institutes in order for them to be considered eligible for jobs.
Competition is on the rise and job creation is not as quick, and because of this, students are more considerate towards making their careers and making money rather than getting educated. When students get degrees, they automatically get educated but then the purpose of education gets changed, and so does the mindset of the students.
The requirements of organizations are also changing and increasing. They specifically demand their employees to get further certification and degrees from institutes and colleges of their desire without doing what they would not get promoted or may even lose their jobs.
In conclusion, these cuts are necessary. Students must be left to study subjects that will affect the world and their future in a positive way. Moreover, they should be allowed to do so in a stimulating setting that is not simplified based on its lowered price. The University of Bayberry aims to meet these goals by eliminating the Arts and Humanities majors in an effort to focus on studies that could make more of a difference in the lives of the institution’s students.
Works Cited
Bradley, Elizabeth S. The Effect of the Business Cycle on Freshman Major Choice. Thesis. Munich: Munich University, 2012. Print.
Cohan, Peter. "To Boost Post-College Prospects, Cut Humanities Departments." Forbes (2012): 14-16. Print.
Chytilová, Helena, and Zdeněk Chytil. "Economic Education and Money Illusion: An Experimental Approach." Politická ekonomie 2014.4 (2014): 500-520.
Di Leo, Jeffrey R. Corporate Humanities in Higher Education: Moving Beyond the Neoliberal Academy. Chicago: Palgrave Macmillan, 2013. Print.
Selingo, Jeffrey J. College (Un)Bound: The Future of Higher Education and What It Means for Students. Boston: Houghton Mifflin Harourt, 2013. Print.
