A template for university essay introductions

An article in the Guardian entitled How to write better essays: ‘nobody does introductions properly’ has, toward the end, a template for any essay that produces an ideal introduction in under 100 words.  I was not convinced.  He says:

Introductions are the easiest things in the world to get right and nobody does it properly,” Squirrel says. “It should be ‘Here is the argument I am going to make, I am going to substantiate this with three or four strands of argumentation, drawing upon these theorists, who say these things, and I will conclude with some thoughts on this area and how it might clarify our understanding of this phenomenon.’ You should be able to encapsulate it in 100 words or so. That’s literally it.

I was going to strongly disagree and came up with an example to prove it, but failed.  I took his template:

Here is the argument I am going to make, I am going to substantiate this with three or four strands of argumentation, drawing upon these theorists, who say these things, and I will conclude with some thoughts on this area and how it might clarify our understanding of this phenomenon.

and tried turning it into a very simple (and silly) introduction to prove it cannot be done in 100 words:

I am going to argue that in visual perception black is actually white.  I am going to substantiate this with the claims that black is black, white is white and in between are shades of grey.  I am going to refer to Tom, Dick and Harry who say black is dark, white is light and there is a sliding scale between them.  I will conclude with some thoughts on how reading 50 Shades of Grey will pass some time but it will not clarify our understanding of optical perception in humans.

But that’s only 91 words.  He might actually be right.  His template might be a good one.

Oops, I forgot the “Never use the first person” rule that applies in some subjects.  Second attempt:

This essay argues that rodents in the visual media don’t always like aged pressed milk curds.  This will substantiated with examples from old cartoons, feature films and modern digital cinematography, drawing on productions by Fred Quimby, Walt Disney and Pixar.  Their works demonstrate titbit-laden mousetraps, no dairy products and toy rodents who don’t eat at all.  The essay will conclude that it depends on context but that there is an age to cheesiness correlation, and it might be worth watching some Dreamworks videos for further research.

How’s that for a comprehensive media studies TMA introduction in 86 words?

I’m convinced.  What do you think of this method?

What is the learned journal for peace?

I started writing this in August 2015 and got stuck.

I’ve been wondering something for a week or two.  If I want to do research into alternatives to war, and there is such a thing as Peace Studies, then there must be a relevant learned journal.  The place where relevant articles are published for peer review.  I should have subscribed to it ages ago.  But what and where is it?

Courtesy of Google I see there is more than one. Searches I have tried:

  • “learned journal” “peace studies”
  • “peer-reviewed journal” “peace studies”

Searches I need to do: The OU library.

Results…



Title: Conflict Management and Peace Science
ISSN: Digital: 15499219 Print: 07388942
Publisher: Peace Science Society (International)
URL: http://cmp.sagepub.com/
Desc’n: A peer-reviewed journal. Contains scientific papers on topics such as: international conflict; arms races; the effect of international trade on political interactions; foreign policy decision making; international mediation; and game theoretic approaches to conflict and cooperation. Features original and review articles focused on news and events related to the scientific study of conflict and peace.
Began: 1973
Frequency: 5 times per year (supposedly)
Cost: One article: £18. Either one issue or one year: £69
Comment: About 5 articles per issue. Only abstracts available online. Looks more like war studies than peace studies.



Title: Genocide Studies and Prevention: An International Journal
ISSN: Electronic: 1911-9933 Print: 1911-0359
Publisher: The International Association of Genocide Scholars (IAGS)
URL: scholarcommons.usf.edu/gsp
Desc’n: A much-needed forum for discussion. Fosters awareness of the atrocities linked to genocide while promoting the necessity of prevention. This peer-reviewed journal publishes articles on the latest developments in policy, research, and theory from various disciplines including history, political science, sociology, psychology, international law, criminal justice, women’s studies, religion, philosophy, literature, anthropology and art history.
Began: 2006
Frequency: 3 issues / year
Cost: Free
Comment: About 10 articles per issue.



Title: The International Journal for Peace Studies
ISSN: ?
Publisher: The International Peace Research Association (IPRA)
URL: www.gmu.edu/programs/icar/ijps
Desc’n: An educational research journal with articles on the causes and solutions to the social, cultural, and ethnic conflicts in the world.
Began: 1996
Frequency: 2 issues per year
Cost: Free
Comment: All articles are available online



Title: Journal of Conflict Resolution
ISSN: Digital: 15528766 Paper: 00220027
Publisher: Peace Science Society (International)
URL: jcr.sagepub.com
Desc’n: Peer-reviewed, provides scholars and researchers with the latest studies and theories on the causes of and solutions to the full range of human conflict. Focuses on conflict between and within states, but also explores a variety of inter-group and interpersonal conflicts that may help in understanding problems of war and peace.
Began: 1957
Frequency: 8 times / year, supposedly.
Cost: £17 for an article. £107 for, probably, a year.
Comment: About 8 articles per issue.



Title: Journal of Peace Research
ISSN: 00223433
Publisher: Peace Research Institute Oslo (PRIO)
URL: jpr.sagepub.com
Desc’n: An interdisciplinary and international peer reviewed bimonthly journal of scholarly work in peace research.  Strives for a global focus on conflict and peacemaking.  Encourages a wide conception of peace, but focuses on the causes of violence and conflict resolution.
Began: 1964
Frequency: Bi-monthly
Cost: £80 per something.  Probably a year.
Comment: Can download a few articles.  Can subscribe to the Table of Contents.



Title: Journal of Peace Studies
ISSN: ?
Publisher: International Centre for Peace Studies
URL: www.icpsnet.org/journal.php
Desc’n: An interdisciplinary approach and aims at promoting peace and understanding among societies of the world in general and South Asian societies in particular.
Began: 1993
Frequency: Quarterly
Cost: ?  I cannot see how to obtain it.
Comment: Produced by the International Center for Peace Studies



Title: Peace Research: The Canadian Journal of Peace and Conflict Studies
ISSN: 0008-4697
Publisher: Menno Simons College, Canadian Mennonite University
URL: www.peaceresearch.ca
Desc’n: Canada’s oldest and primary scholarly journal in its area.  Distributed internationally.  Publishes broadly on issues of conflict, violence, poverty, just peace and human well-being. Peace and conflict studies holds peace as a value, and peaceful methods as the most desirable form of conflict transformation.
Began: 1969
Frequency: Twice a year
Cost: $US 60 / year
Comment: Can download a few articles from 2007 to 2013 for free.



Title: Peace Studies Journal
ISSN: 2151-0806
Publisher: Central New York Peace Studies Consortium
URL: peacestudiesjournal.org/about-psj
Desc’n: An international peer-reviewed scholarly open access journal in the field of peace, conflict and justice studies.
Began: 2007
Frequency: 4 issues / year
Cost: Free
Comment: About 5 articles per issue.



Title: x
ISSN: ?
Publisher: x
URL: x
Desc’n: x
Began: x
Frequency: x
Cost: x
Comment: x


Center for Peacemaking Practice, School for Conflict Analysis and Resolution, George Mason University



Now in February 2017 it has just dawned on me to search the OU Library for journals with ‘peace’ in the name where they have the text available online and it is within the last 20 years and in English.  They hold ten items:

Title: Conflict management and peace science (Online)
Author: Peace Science Society (International)
Subjects: International relations — Research — Periodicals; Peace — Research – Periodicals
Publisher: Thousand Oaks, Calif. : Sage Publications
Identifier: ISSN:0738-8942
Publication date(s): 1980-1999
Opinion: looks good.

Title: Journal of peace education (Online)
Author: International Peace Research Association. Peace Education Commission.
Subjects: Peace — Study and teaching — Periodicals; Peace — Periodicals; Peace; Peace — Study and teaching
Publisher: Abingdon, Oxfordshire : Carfax Pub.
Identifier: ISSN:1740-0201
Publication date(s): 2004
Opinion: looks really interesting and relevant.

Title: Journal of international peace operations (Online)
Author: International Peace Operations Association.; International Stability Operations Association, issuing body.
Subjects: Peaceful change (International relations) — Periodicals; Political science — Foreign relations — Periodicals; Peaceful change (International relations)
Publisher: Washington, DC : International Peace Operations Association
Identifier: ISSN:1933-8198
Publication date(s): 2006
Opinion: stuck in the weird OU ‘loop11’ loop.

Title: Global change, peace & security.
Author: La Trobe University. Centre for Dialogue, issuing body.; La Trobe University. Institute for Human Security, issuing body.
Subjects: Security, International — Periodicals; Peaceful change (International relations) — Periodicals
Publisher: Abingdon, Oxfordshire : Routledge
Identifier: ISSN:1478-1158
Publication date(s): ©2003-
Opinion: has some really interesting looking articles.

Title: Journal of aggression, conflict and peace research Elektronische Ressource
Publisher: Bingley Emerald
Publication date(s): 2009-
Opinion: Primarily about interpersonal violence, does have a few articles on international violence.

Title: The journal of peace, prosperity & freedom.
Author: Liberty Australia (Organization)
Subjects: Libertarianism — Australia — Periodicals
Publisher: Brunswick, VIC : Liberty Australia
Identifier: ISSN:2200-3037
Publication date(s): 2012]-
Opinion: Three issues and nothing of interest.

Title: International journal of engineering, social justice and peace.
Subjects: Engineering ethics — Periodicals; Engineering — Social aspects — Periodicals
Publisher: Kingston, Ontario : Queen’s University
Identifier: ISSN:1927-9434
Publication date(s): 2012-
Opinion: Can’t get to it online (it has moved) and it doesn’t look relevant anyway.

Title: Peace and democracy in South Asia .
Author: Stockholms universitet. Politics of Development Group.; Asiawide Network.
Subjects: Peace — Periodicals; Democracy — South Asia — Periodicals; South Asia — Periodicals
Publisher: Malaysia : Asiawide Network
Publication date(s): c2004-
Opinion: three issues.  Cannot see anything immediately relevant.

Title: Performance and accountability report
Author: Peace Corps (U.S.)
Subjects: Peace Corps (U.S.) — Periodicals; Peace Corps (U.S.)
Publisher: Washington, DC : Peace Corps
Identifier: ISSN:1930-1251
Publication date(s): 2004-
Opinion: Useless, broken link.

Less conventional postgraduate peace degrees

In a discussion about transferability of degree modules, it got me thinking about the history of universities and how 900 years ago one could switch between Bologna, Paris and Oxford universities willy-nilly because they offered the same curriculum.  Now it is really hard to get one university to give credits fro study in another even in the same country.  Division and protectionism, even in education.

Anyway, international peace degrees.

The University for Peace or UPEACE is (according to Wikipedia) “an intergovernmental organization with university status established in 1980 and based Costa Rica“.  I have looked at it before and eliminated it primarily on not having $US15,000 and partly because of lack of recognition for the qualification.  I also wasn’t too impressed with the course content.

The United Nations University or UNI is (according to Wikipedia) “the academic and research arm of the United Nations, established in 1973.  Based in Tokyo, Japan, has since 2010 been authorized to grant degrees. It provides a bridge between the UN and the international academic, policy-making and private sector communities.”  Most of its programmes seem to be about international development with the exception of the Institute for Sustainability and Peace Tokyo (Wikipedia) (their web site is down as I write this).  Even their Master’s Degrees are about the environment, sustainability and public policy rather than peace.  So, no conflict prevention type degrees.

Both are dead ends for me.

First Level 3 module chosen

After my experience this past academic year, there is no way I am doing more than 60 credits at once at Level 3, that is, full-time study while working.  The year saved is not worth the stress, the loss of value-for-money from skipping material, the lost opportunity from not having time to read around the subject nor the impact on the grade.  And at Open University Level 3, it’s all about the grade since that is most of the final grade weighting.

I was going to do A333 Key questions in philosophy but my experience of A222 Exploring philosophy has put me off.  It was not what I thought it would be.

I had also planned to do DD301 Crime and justice as it includes ‘trans-national policing, international criminal courts and universal human rights‘ but those are only a minor part of the syllabus.  Also, it is intended for those going into ‘crime prevention and conflict resolution‘ (amongst other things) and my desired career is in conflict prevention.  Similar, but not the same thing.  I’ll need to have another think.

I downloaded the list of all the 107 Level 3 modules available to me and went through each module in turn, deciding afresh if I wanted or needed to do it.  A day’s work turned that into a shortlist of 12.

So many things to consider:

  • When does the module first run?  (DD317 Advanced Social Psychology should have started this October but will be October 2017 and DD311 Crime, harm and the state in October 2019 which is one year too late for me to do it.)
  • When does the module cease to be available?
  • 30 credits or 60 credits?
  • Does it have an exam?
  • Is there team work?  (No thank you.  I’ve carried others before, and discovered you don’t get any thanks for doing so.  A shame, as that has put me off S382 Astrophysics which I really fancied.)
  • Will it help my career?
  • I only have 120 credits left (or 150 if I’m devious and willing to add another year by doing 30, then 60 then 60).
  • Which 60 credits I want locked into the 300 credits that make up the open (non-honours) component.  (What a weird rule.)
  • Whether I want a name degree (that was a realistic option until A222 put me off philosophy).
  • Will I enjoy it?  (I can’t excel at something I do not enjoy.)
  • Ought I to do it for my career?  (Peace Studies.)
  • Will I learn something useful?

I really fancy S350 Evaluating contemporary science as it would be interesting, challenging and probably very useful to me.  One is expected to research, produce and present a scientific paper as practice for being a real scientist!  I could do something on sensor reliability in unmanned ground vehicles (or autonomous fighting machines, multi-function utility vehicle, warbots, kill-bots, autonomous drones, call ’em what you will) or the environmental impact of war in an oil-producing region.

But, it is 30 credits and I have talked myself out of the other 30 credit modules.  I’ll re-consider it this time next year.

I think I have settled on which one to do next, A327 Europe 1914-1989: war, peace, modernity, mostly because it will look relevant on a Master’s Degree application and because it ought to be relatively easy for me.  I’ve been informally studying war and how & why it happens for decades, so those parts ought not to be too alien.  However, although the title sounds relevant, I’m not terribly interested in war in history as a subject of study because that has changed nothing.  My interest is evidence-based peace process research.  But, I shall use it as a corridor of doorways to other paths to study.

Risk: what will be new to me is that it is a history module and I’ve never done one of those.  I wonder what new skills and methods I will need for that.

I’ve bought and downloaded the A327 exam paper for 2015 and it asks for “Write a commentary on the following primary source extract…” but I do not know what a ‘commentary’ looks like.  It also says “Answer the following thematic question” but what is a thematic question and what is special about how one answers one?

I have asked those queries on the Arts & Humanities forum and I hope somebody understands.  I should probably ask it on the Open Degree forum – the polymathic folk there might understand my concern better.

Meanwhile I can do advance reading by getting the set book and by going through the OpenLearn material that has been produced based on this very module.

First Level 3 module chosen

After this year’s experience, there is no way I am doing more than 60 credits at once at Level 3.  The year saved is not worth the stress (for real: sleeping disrupted, home life disrupted, poor skin, social life ceased completely, et al), the loss of value-for-money from skipping material, the lost opportunity from not having time to read around the subject nor the impact on the grade.  And at Level 3, it’s all about the grade.

I was going to do A333 Key questions in philosophy but my experience of A222 Exploring philosophy was so bad (I can’t be confident I’ve even passed the exam) that it has put me off.  This may be unfair on the module as the experience I had visiting another group’s day school at the end of the year was very different from my experience up to that point: this was a large group of engaged students who knew the subject well, discussing how to tackle questions with tutors who were focussed and challenging and who provided excellent hand-outs.  If I could move to Edinburgh, I would probably do A333.  But I can’t.  So I won’t.

I had also planned to do DD301 Crime and justice as it includes ‘trans-national policing, international criminal courts and universal human rights‘ but those are only a minor part.  It is intended for those going into ‘crime prevention and conflict resolution‘ and my desired career is in conflict prevention.  Similar, but not the same thing.  I’ll need to have another think.

I downloaded the .HTML file of all the 107 Level 3 modules on the Module Finder available to me and turned it into a table and went through each module in turn, deciding afresh if I wanted or needed to do it.  A day’s work turned that into a shortlist of 12.

So many things to consider:

  • When does the module first run?  (DD317 Advanced Social Psychology should have started this October but will be October 2017 and DD311 Crime, harm and the state in October 2019 which is one year too late for me to do it.)
  • When does the module cease to be available?
  • 30 credits or 60 credits?
  • Does it have an exam?  (My recent bad experience has made that a deterrent.)
  • Is there team work?  (No thank you.  I’ve carried others before, and discovered you don’t get any thanks for doing so.  A shame, as that has put me off S382 Astrophysics which I really fancied.)
  • Will it help my career?
  • I only have 120 credits left (or 150 if I’m devious and willing to add another year by doing 30, then 60 then 60).
  • Which 60 credits I want locked into the 300 credits that make up the open (non-honours) component.  (What a weird rule.)
  • Whether I want a name degree (that was a realistic option until A222 put me off philosophy).
  • Will I enjoy it?  (I can’t excel at something I do not enjoy.)
  • Ought I to do it for my career?  (Peace studies.)
  • Will I learn something useful?

I really fancy S350 Evaluating contemporary science as it would be interesting, challenging and probably very useful to me.  One is expected to research, produce and present a scientific paper as practice for being a real scientist!  I could do something on sensor reliability in unmanned ground vehicles (or autonomous fighting machines, multi-function utility vehicle, warbots, kill-bots, autonomous drones, call ’em what you will) or the environmental impact of war in an oil-producing region.

But, it is 30 credits and I have talked myself out of the other 30 credit modules.  I’ll re-consider it this time next year.

I think I have settled on which one to do next, A327 Europe 1914-1989: war, peace, modernity, mostly because it will look relevant on a Master’s Degree application and because it ought to be relatively easy for me.  I’ve been informally studying war and how & why it happens for decades, so those parts ought not to be too alien.  However, although the title sounds relevant, I’m not interested in war in history as a subject of study because that has changed nothing.  My interest is evidence-based peace process research.  But, I shall use it as a corridor of doors into other paths to study.

Risk: what will be new to me is that it is a history module and I’ve never done one of those.  I wonder what new skills and methods I will need for that.

I’ve bought and downloaded the A327 exam paper for 2015 and it asks for “Write a commentary on the following primary source extract…” but I do not know what a ‘commentary’ looks like.  It also says “Answer the following thematic question” but what is a thematic question and what is special about how one answers one?

I have asked those queries on the Arts & Humanities forum and I hope somebody understands.  I should probably ask it on the Open Degree forum – the polymathic folk there might understand my concern better.

Meanwhile I can do advance reading by getting the set book and by going through the OpenLearn material that has been produced based on this very module.

What is the point of academic philosophy?

I have been struggling with my philosophy module all year, mostly because I cannot see how it applies to real life.  It has contained dualism (the mind is not a physical thing), arguments for ‘the self’ that do not consider sociology or psychology and, to my utter incredulity, intelligent design (FFS!).

On talking to a different tutor last weekend, it was explained that modern teaching of philosophy in the UK does not teach one philosophical thinking, it teaches one philosophical methods and tools.  Hence we have had to study 16th and 17th century texts that are clearly utterly irrelevant today.  They are contrived arguments produced by withholding modern thinking and results of scientific research to produce ways of writing essays.  Sadly, in so doing, they are also teaching some of their students to believe utter bollocks.

My mind-set is that of a practitioner, not an academic, and I do not enjoy studying a pointless subject for the sake of studying it.  If it cannot be applied to real life then it is a waste of time, energy and neurones.

So I have been wondering why it is taught this way.

A common accusation aimed at the priesthood of just about any significant religion, anywhere, at any time, has been of being very conservative, advising the little people to support the status quo, pay their taxes, respect their betters and be glad their suffering will be compensated in the next life.  Meanwhile, the little people are assured the rich and powerful will suffer for their comforts.

But why aren’t philosophers challenging the status quo?  “Isn’t that what they are for?” I thought.  What I am seeing is more like the behaviour of this stereotypical compliant priesthood, telling the little people how to behave.  Then as I was typing up my notes on political philosophy and the arguments for political obligation, a little light came on.  There are shed-loads of reasons provided for why we should adhere to the law and fulfil our political obligations and scant few for why we should not.  Why is this?  It seems this goes back to Socrates who was sentenced to death 2,500 years ago for subverting the state.  He had the chance to not be executed but instead we get a long treatise from him on why he should allow himself to be executed by the state, in a particularly ghastly way, for a variety of reasons.  He is trotted out time and time again – a lesson to young wannabe world-changers: “This will be your fate if you do not comply!

How many academic philosophers since then have stood up to the state?

I think the purpose of philosophy as it is taught might just be to maintain the status quo of the paymasters who pay for the establishments in which the teaching is done.  It is just one huge “busy work” subject, of negative worth to society.  There to prevent students rioting on the streets, chucking petrol bombs at the Police, in protest at the behaviour of the government of the day.

As far as I have seen in this module, philosophy is not about teaching you to think and change the world, it is how to stick your head up some dead bloke’s arse and comment on whether he should have kept that second packet of crisps to himself or shared them out.

As it is taught, philosophy is a pointless dead subject that just serves to maintain the status quo and convert otherwise activist students into confused compliant citizens.

Our tutor said, at the start of the year, he has students who drop the subject early because “This is not what I wanted, it’s just telling me what to think“.  They were right to do so.  I have learned nothing of any practical use.  What a waste.

Philosophy at third year of study – yea or nay?

Been too busy to post, lately.  Life, eh?

Anyway, do I do philosophy at level 3 in my custom Peace Studies degree?

I had intended to do module A333 Key Questions in Philosophy with the Open University specifically for topic 2 of 5: “War – Can there be justice in war?

That part is described thus:

“Is there a clear moral distinction between killing combatants and killing non-combatants? Are there circumstances – situations of supreme emergency – in which it is justifiable to suspend the accepted conventions of war? Should all soldiers be treated in the same way, regardless of whether their cause is just? This book will guide you through some of the core ideas of Just War Theory and recent criticisms of this approach.”

I could just study those questions for myself and produce my own conclusions on here.

Just keep going

This year has included a death, moving home, a new job which itself is requiring training and my wife getting some awful medical news which will effect the rest of her life.  But I am still going, doing 120 credits of study at level 2.  It requires selfishness to do a degree as a married adult, and it requires an understanding partner who will let you be selfish… for years.

TMA05 of A222 Exploring Philosophy has been a toughie.  Running two weeks late, the content meant little to me, and I could not relate to the material.  In trying to write the essay, I could not grasp how the arguments, counter-arguments and counter-counter-arguments worked.  I could not see how to construct the essay.

In frustration I just defined the terms, gave the context for the essay question, mentioned the philosophers and their theories and then proceeded to rant about the material, the subject and generally vented my spleen.    Three days I spent on that, mostly tearing my hair out, writing what I thought of the material.

It confirmed what I had thought while reading the material – I should have saved myself some time and skipped this TMA.  Just not done it.

Then, having run out of time, I submitted it anyway.  

I got more than 40% !    My rant about the material got marked (and I even got advice on how I should have presented it so that it would have been a valid philosophy essay!)

As a consequence, the average across the first five TMAs went down by 1%.  Had I submitted nothing, a very poor mark for the final TMA, TMA06, would have meant failing the module.  I now cannot fail the TMA part of the module.

Moral: no matter how frustrated, always submit something.

Lancaster University Post-Graduate Open Day

Went to Lancaster University today to attend one of their many post-graduate open days.  It has seemed to me other universities only have the one day per year, or bundle post-graduates in the the undergraduates, but Lancaster University have made more of an effort.

I attended by bus from Lancaster town centre.  Although it is just outside the city centre, it is easy to get to by bus if you live in Lancaster.  There is an underpass road with the bus stops down there.  This means the buses drop you off right in the centre of the university campus, but there is no traffic on the campus.  It is very cleverly done.  You just go down a staircase and voilà! there’s a road and bus stops down there.

It was better run and better organised the the others I have been to.  It started at 1 pm and, being a Thursday, the weekly market stalls were up.  The centre of the university is like a tiny town centre with a WH Smiths, Greggs, cash machines, Costa and a bunch of other shops.  It feels like a new town’s town centre, especially with these farmer’s market type market stalls which are there every week during term times.

Personally escorted round the library taking in the very collections I personally needed.

Big chat with a departmental manager about the options.

Discovered that if only 1 person chooses a module, it gets run, unlike elsewhere.

I can do a custom degree (within reason).

One can attend all the department’s lectures; this means if one changes one’s mind about which 5 modules to do, it is less of a problem.  Just start out by doing all the ones you want and not doing the 5,000 word essays in the ones you want to drop.

St Andrews University open day

I attended the St Andrews University open day to see if it was somewhere I would want to do a master’s degree in peace studies.

The town is pretty, small and full of history.  It is also clearly a town around a university, not a university in a town.  Over a third of the 20,000 population are students.

Learning is self-driven.  There would be four contact (teaching) hours per week with tutors doing more when they can; Peace Studies would typically be five hours per week.  I am capable of self-learning, it is the teaching I would be paying for.  I want more than that.

It does not feel like a suitable environment for a mature student.  There’s nothing to do.

We could not afford to live there.

I am sure it is brilliant for an independent, focused, young adult with self-control and a passion for their subject.

But I’m ruling it out for me for cost and value-for-money reasons.