social studies o level essays

Complete Social Studies Issue 3 SRQ

Issue 3 is all about the forces of globalisation on the world. It focuses on why there is globalisation before it moves on to the economic, cultural and security consequences of globalisation. You can download the pdf version of this issue in the box below.

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Chapter 8.2: Driving Forces of Globalisation 

(8.2.1) Developments in Transportation

( P ) Developments in transportation is an important driving force of globalisation. 

( E ) In the 20th century, commercial jet aircraft, large ocean-going vessels and containerisation significantly increased the movement of goods and people from one place to another. The improvements in size and speed of the different mode of transportation, and the development and integrated transportation infrastructure such as airports, seaports, railways and expressways has led to increased mobility of goods and people to facilitate movement. The efficient transport network worldwide has made it possible for goods to be moved around the world easily. At the same time, it also meant that people could travel faster. 

( E ) With developments in transportation, it allows for a more efficient and convenient movement of items and people, allowing businesses to function at high speeds. As a result, more people and goods can be carried per trip resulting in cost savings at a lower cost; it facilitates the process through which people’s activities and ideas become more interconnected, promoting the exchange of ideas. People can also travel easily to anywhere in the world for business or leisure. As a result, these improvements allow integration and interconnectedness between different countries’ companies and cultures.

( L )Thus, developments in transportation encourage and drives globalisation. 

(8.2.2) Growth of Multinational Corporations (MNCs)

( P ) The growth of MNCs is an important driving force of globalisation. 

( E ) Multinational companies are businesses with significant economic activities in more than one country. With the growth of MNCs, they set up facilities in different parts of the world. As a result, economies become more integrated due to the economic interconnection between people and goods across the globe. These interconnections can also lead to interdependent relationships between the parties involved in the operations of MNCs, bringing about integration and driving globalisation. Besides financial benefits, MNCS also facilitates the exchange of ideas between countries, which further encourages globalisation. 

( E ) One example is Starbucks, which operates all over the world. Starbucks would grow their coffee beans in a few countries, roast and then deliver them to stores worldwide. Thus, the African and South American coffee farmers work with their overseas partners in the Starbucks logistics chain to bring coffee to consumers in Asia, Europe and North America.

( L ) Thus, the growth of MNCs is an important driving force of globalisation. 

(8.2.3) Advances in Technology

( P ) Technological advancements in communication is an important driving force of globalisation. 

( E ) Technological advancements have resulted in greater access to the internet and the increase of mobile communications. These facilitate the communication and exchange of information from anywhere across the world. As a result, there is efficient movement of ideas and information, leading to a more interconnected and integrated world. Furthermore, businesses across the globe become interconnected due to the shrinking world as people can now purchase goods and services anywhere, and new ideas can be formulated and conveyed at a much faster rate. Hence, it sparks off a cycle that continuously encourages the rate of interconnectivity worldwide, leading to globalisation.

( E ) For example, technology has enabled many individuals to own a smartphone with many applications in it. The smartphone allows people to communicate instantly and cheaply through texting, phone or video calls.  People are also connecting with friends and even strangers via social media apps like Instagram and Tik Tok. In addition, businesses can sell their products all over the world via Amazon, Lazada and Taobao.

( L ) Thus, advancement in technology is an important driving force of globalisation.

Chapter 9: Economic Impacts of Globalisation 

(9.2) Economic Impacts on Countries 

(9.2.1) Advantages

( P ) The impacts of globalisation can be favourable for countries 

( E ) For example, the signing of Free Trade Agreements (FTAs) such as the United States-Singapore Free Trade Agreement (USSFTA) and the Trans-Pacific Partnership (TPP) has allowed for the cheaper import of goods and services from foreign countries into Singapore. It has also encouraged foreign investment and capital into Singapore, providing jobs and promoting Singapore as a regional financial haven. 

( E ) With globalisation, more inflow of foreign capital gives Singapore higher tax revenues as companies set up regional headquarters in Singapore. Hence, the Singaporean government can spend more money on infrastructure development and funding into various schemes that seek to improve the way of life of Singaporeans. Globalisation also aids in the effortless movement of goods and services as well as skilled personnel, facilitating business to flourish, which in turn attracts even more investment and help Singapore attain constant economic growth and prosperity 

( L ) Hence, globalisation can be favourable for countries. 

(9.2.2) Disadvantages

( P ) The economic impacts of globalisation can be detrimental for countries. 

( E ) For example, the 1997 Asian Financial Crisis saw many Southeast and East Asian countries suffer as their currencies devalued rapidly and foreign debt rose drastically. As a result, many investors lost confidence in the region and demand for goods and services from Southeast Asia plummeted. Singapore was plunged into a recession which depreciated Singapore’s currency and crashed Singapore’s stock market. 

( E ) With globalisation, the economies of various countries become interconnected. The free fluid flow of capital throughout economies worldwide makes countries more susceptible to a sudden economic downturn as every economy is connected. Hence, a drop in the demand for the goods and services of one country will spread throughout the region like a domino effect as people will have reduced confidence in the stability of trade markets, and there will be less capital exchange between economies.

( L ) Hence, globalisation can be detrimental to countries. 

(9.3) Econo mic Impacts on Companies 

(9.3.1) Benefits: MNCs

( P ) The economic impacts of globalisation can be favourable to MNCs. 

( E ) For example, Starbucks sources their coffee beans from areas with lower labour costs, such as South America and Africa. They then distribute their coffee beans to 2100 stores in more than 65 countries worldwide and make more profits because the beans were farmed in cheaper locations.

( E ) The economic impact of globalisation can be favourable for large multinational corporations. They can exploit the cheaper cost of production in one country and sell their products at a markup in another wealthier country. As a result, it boosts profit margins. Also, these corporations can bring a wide array of goods worldwide for consumers to choose from, making their goods and services more appealing, increasing their sales.

( L ) Hence, globalisation can be favourable towards MNCs. 

(9.3.1) Benefits: SMEs

( P ) The economic impacts of globalisation can be favourable towards SMEs. 

( E ) An example would be MMI Holdings, a local SME that supplies hard drive discs to the US-based Seagate Technology, a large MNC. The arrangement between these two companies has enabled MMI Holdings to grow and make a lot of money.

( E ) The economic impacts of globalisation bring about business opportunities for SMEs. For example, many SMEs play a complementary role in MNCs by providing components, goods, and services. As MNCs earn more profits from globalisation, SMEs also benefit. They can sell these goods, services and components at higher prices, leading to better profits.

( L ) Hence, globalisation can be favourable for SMEs. 

(9.3.2) Disadvantages: MNCs

( P ) The economic impact of globalisation can be detrimental to MNCs. 

( E ) For example, in 2012, French hypermarket chain, Carrefour, closed its only branch in Singapore after 15 years due to competition from other MNCs and SMEs offering similar products in Singapore. 

( E ) The economic impact of globalisation allowing MNCs to set up locations worldwide is that there will be more competition between MNCs. As a result, the consumer base is spread out, lowering their profit. Furthermore, having competition means that MNCs will have to upgrade to outdo one another constantly. Companies that cannot ensure that their products and services remain relevant and competitive will face lowered profits and even bankruptcy. Companies may end up having to close down and stop their operations in the country, and some may even be in debt. 

( L ) Hence, globalisation can lead to detrimental impacts on MNCs. 

(9.3.2) Disadvantages: SMEs

( P ) The economic impact of globalisation can be detrimental to SMEs. 

( E ) For example, the number of SMEs closing down has exceeded the number of newly formed enterprises in 2016. Enterprises such as Five Stars Tours and Banquet Food Court have been unable to anticipate changing markets and ensure their products and services remain relevant, failing to keep up with human resources and rental costs. 

( E ) With globalisation, more MNCs will set up locally, meaning there will be competition between MNCs and SMEs. The competition will affect the livelihood of local companies as they are unable to compete with the MNCs due to their small setup. They have a shortage of expertise, and most of their labour would likely move over to MNCs due to the better incentives. With no profit, expenses and workforce, SMEs will gradually shut down one by one. 

( L ) Hence, globalisation can lead to detrimental impacts for SMEs. 

(9.4) Economic Impacts on Individuals 

(9.4.1) Advantages

( P ) The economic impacts of globalisation can be favourable to individuals. 

(E) For example, individuals can travel to other countries to work for much higher pay. Some Singaporeans, for example, work in other countries like Dubai, the United States or the United Kingdom. As a result, many of them enjoy higher pay or have lifestyles that are not so stressful. 

( E ) Globalisation has allowed for the ease of movement of people, resulting in more chances to find work overseas. Jobs in a foreign land could be more appealing due to higher pay, a slower pace of living, higher job compatibility or the luxury to travel. In addition, individuals have more freedoms and can find better-paying jobs and seek a better way of life. 

( L ) Hence, the economic impact of globalisation can be favourable to individuals. 

(9.4.2) Disadvantages

( P ) The economic impact of globalisation can be detrimental to individuals. 

( E ) For example, positions may be lost when global companies close down their operations to shift to another location that offers lower labour costs or when workers cannot equip themselves with the skills required for those jobs. For example, the Japanese fashion chain Uniqlo started product operations in Shenzhen, China, because of the low labour costs. However, as China’s manufacturing and labour prices rose, Uniqlo moved out of China into Vietnam, where labour costs were half China’s. 

( E ) The economic impact of globalisation can be detrimental to individuals. They may find themselves out of jobs when other markets offer lower labour costs or are not equipped with the right skills. Furthermore, individuals will lose their income when they do not have jobs and thus affect their living standards as they may not meet their basic needs. 

( L ) Hence the economic impact of globalisation can be detrimental to individuals.

Chapter 10: Cultural Impacts of Globalisation

(10.2.1) Homogenisation in Entertainment

( P ) One impact of globalisation is the domination of the local entertainment industry by a foreign culture.

( E ) For example, American entertainment companies generate close to 30 per cent of worldwide entertainment revenue. American companies like Disney and Netflix provide most entertainment people view and dominate the theatres, television programmes, and the internet. It is almost impossible not to watch an American movie or television series.

( E ) As a result, American culture like freedom and liberty spreads to the people watching American movies. American ideas like individuality are more important than the community is also transmitted. Hence, many youths have become more Americanised.

( E ) Some locals view the domination of American culture negatively. They believe that it leads to culture dilation or, worse, loss of culture. For example, many Chinese were upset when Americans made Kung Fu Panda as it misinterpreted Chinese culture. Hence, there were widespread protests in China against the movie.

( L ) Hence, globalisation has bought about the dominance of a foreign culture, leading to homogenisation.

(10.2.2) Hybridisation in Entertainment

( P ) One impact of globalisation is the hybridisation of the local entertainment industry between foreign and local cultures.

( E ) When two cultures mix, they end up taking characteristics of both. For example, many songs end up having elements of the local and foreign culture. Many non-English popular songs include English and Western elements like jazz or hip-hop, which is already a blend of African and Western music genres. Furthermore, you can also see aspects of Japanese manga in Western cartoons and comics.

( E ) When two cultures mix, they take characteristics of both as the creatives like song composers and artists experiment with styles from other cultures. The gelling of two or more cultures leads to various music, films, and television shows as creators use their creativity to blend elements from two or more cultures together.

( L ) Hence, globalisation brings about hybridisation in entertainment.

(10.3.1) Homogenisation of Food

( P ) One impact of globalisation is the homogenisation of food.

( E ) For example, American restaurants now dominate the world. MacDonalds, KFC and Starbucks are found almost everywhere in the world. Many youths grow up eating MacDonalds, and many white-collar workers worldwide drink Starbucks coffee daily.

( E ) The mass proliferation of food choices worldwide means accepting the American food culture. It means that there is something they can identify with, and thus it has created a common culture among people worldwide.

( E ) However, some people resent the domination of American restaurants. Italians and French believe that the American fast-food culture is destroying their traditional food heritage. As a result, some in both countries have tried boycotting American fast-food restaurants with little success.

( L ) Hence, globalisation has brought about the homogenisation of food.

(10.3.1) Hybridisation of Food

( P ) One impact of globalisation is the hybridisation of the food between foreign and local cultures.

( E ) For example, during Hari Raya in Singapore, MacDonalds introduced Redang Beef Burger to cater to Singaporeans’ tastebuds. By incorporating Western food culture (burgers) and Malay (Redang), the variety of food increases, giving more choices to the consumers.

( E ) The cultural hybridisation of food may lead to some dilution of local culture, but it is mostly positive as it retains some aspect of local culture. It also can change the foreign culture. As a result, the best elements of both cultures are maintained.

( L ) Hence, globalisation has resulted in the hybridisation of food.

Chapter 11: Security Impacts of Globalisation

(11.2.2) Managing Cyber Security Challenges

( P ) Governments can be effective in managing cyber security challenges.

( E ) For example, the Singapore government upgraded the Cyber Watch Centre to track malicious activities and respond to security threats better. Furthermore, it established the Cyber Security Agency (CSA) to provide a centralised overview of Singapore’s national cyber security functions.

( E ) As a result, Singapore’s critical infrastructure, especially in the energy and banking sectors, has its cyber security enhanced. The CSA also grew the pool of cyber security experts in Singapore through education and training. The CSA has also promoted the adoption of cyber security measures among businesses and individuals. This has led to the improvement of cyber security in Singapore.

( L ) Hence, the government plays a significant role in managing cyber security.

( P ) Another way to manage cyber defence is to collaborate with other countries.

( E ) For example, Singapore is a founding member of the Asia Pacific Computer Emergency Response Team (APCERT). It helps to establish communication and collaboration between countries to manage cyber security. Singapore also plans the annual ASEAN CERT Incident Drill (ACID), strengthening the cyber security cooperation among ASEAN members in APCERT.

( E ) Through APCERT, countries share information and skills to combat cyber security threats. The cyber security experts in all these countries also maintain a network among themselves, improving the region’s competency in responding to threats in cyber security.

( L ) Hence, collaboration between countries helps defend against cyber security threats.

( P ) One way of managing cyber security threats is collaboration between the government and the private sector or between private companies themselves.

( E ) For example, Singapore works closely with many private cyber security companies. GovTech, the organisation responsible for cyber security matters in the public sector, collaborates with or encourages collaboration between private businesses to enhance cyber security. In 2017, Singapore worked with Huawei to partner with more than 30 private companies to develop practical cyber security solutions.

( E ) By working together, cyber security experts in the public and private sector can work together to combat cyber threats. Not only will this help to build up the technology to combat cyber threats, but they can also work together to track down cybercriminals.

( L ) Hence, collaboration between the public and private sectors can also defend against cyber threats.

( P ) Individuals have an important role to play in cyber security.

( E ) In the last few years, many successful cyber security vulnerabilities have always been traced to individual mistakes. It could be setting up a weak password, clicking on a phishing link or not installing an anti-virus.

( E ) For example, in the SingHealth cyberattack. One of the frontend computers was infected with malware, which allowed hackers to gain access. Even when the staff detected suspicious activity, they did not act until too late. 1.5 million records were stolen, including PM Lee Hsien Loong’s record. This was an example of individual mistakes that allowed the computer to be infected. Subsequently, there more were individual errors that allowed the attacks to continue.

( L ) Hence, individuals must play an important role in addressing cyber security threats.

(11.3.2) Managing Transnational Terrorism

( P ) Preventive measures are effective in keeping Singapore safe from terrorist attacks.

( E ) For example, Immigration Checkpoint Authority (ICA) in Singapore takes responsibility for fortifying our borders. One way is using biometric technology in the immigration and clearance process and radiographic image analysis of cargo vehicles crossing Singapore’s borders. As part of its commitment to safeguarding the region, Singapore collaborates with other member countries in ASEAN to fight against transnational terrorism through various platforms such as the ASEAN Counter-Terrorism Workshop, where countries exchange best practices to enhance cooperation in the region.

( E ) By using preventative measures, Singapore tries to prevent terrorist acts from occurring. By regulating and monitoring border access, terrorists and potentially dangerous materials like explosives are prevented from entering Singapore. Cooperation with other countries helps authorities nullify their threat, even before these groups can commit any terrorist acts.

( L ) These measures help deter terrorists and help prevent loss of lives, destruction of property and disruption to the economy and society.

( P ) Protective measures are effective in managing possible terror attacks.

( E ) Surveillance is enhanced for critical installations and infrastructures like power stations and public places with large numbers of people. For instance, Jurong Island, the site of Singapore’s petrochemical hub, is protected by the SAF troops, who work closely with the Singapore Police Force and Police Coast Guard, to guard the sea and land access to Jurong Island. In addition, the Navy works closely with the Police Coast Guard to patrol the Sea Line of Communication, and the Republic of the Singapore Air Force (RSAF) coordinates closely with the Civil Aviation Authority of Singapore (CAAS) to safeguard our skies.

( E ) As such, this protects people and places most vulnerable to terrorist attacks. These efforts also ensure that Singapore remains vigilant in the face of potential transnational terrorist threats. At the same time, it also deters terrorists when they know that surveillance is enhanced in such places with laws and consequences in place, and they would not be so bold to carry out their attacks where their plans would likely face intervention.

( L ) Thus, protective measures can keep Singapore safe from terror attacks.

( P ) Should preventative and protective measures fail, responsive measures are needed to manage transnational terrorism.

( E ) In Singapore, the Singapore Police Force and Singapore Civil Defence Force holds emergency preparedness exercises such as Exercise Heartbeat to help prepare for emergencies. Singapore also works with other countries such as the USA, France and Sweden on chemical, radiological and explosive (CBRE)-related research and development efforts to prepare for dangers posed by these attacks.

( E ) All these help Singapore be better prepared to deal with a range of security threats. They help Singapore be more resilient and united as a community and recover quicker after an incident.

( L ) Thus, responsive measures help with managing transnational terrorism.

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Tips on Scoring A1 on O-Level Social Studies

Table of Contents

Introduction

Social Studies is an important subject for O-Level students, as it equips them with essential knowledge and critical thinking skills to understand and analyze the social world. Scoring an A1 grade in O-Level Social Studies requires a strategic approach and effective study techniques. This article aims to provide valuable tips and guidance to help students achieve their desired results in this subject.

Importance of O-Level Social Studies

O-Level Social Studies plays a vital role in shaping students’ understanding of societal issues, historical events, and global affairs. It encourages students to think critically, develop empathy, and become responsible citizens. Scoring well in this subject opens doors to further education opportunities and enhances students’ overall academic profile.

Understanding the Syllabus

To excel in O-Level Social Studies, it is crucial to thoroughly understand the syllabus. Familiarize yourself with the content, themes, and topics covered in the curriculum. Pay close attention to the learning outcomes and assessment objectives, as they provide a clear indication of what is expected from you in exams.

Effective Study Techniques

• Active Reading: Engage actively with the textbook and supplementary materials. Take notes, highlight key points, and ask questions to deepen your understanding.
• Mind Mapping: Use visual tools like mind maps to organize information and make connections between different concepts and topics.
• Summarizing and Revising: Regularly summarize the content you have studied in your own words. This helps reinforce your understanding and aids in retention.
• Flashcards: Create flashcards for important definitions, theories, and key facts. Regularly review them to reinforce your memory.

Time Management

• Create a Study Schedule: Plan your study sessions in advance, allocating sufficient time to each topic. Set realistic goals and stick to the schedule.
• Prioritize Topics: Identify the areas that require more attention and allocate more study time accordingly.
• Avoid Procrastination: Break down your study tasks into smaller, manageable chunks and tackle them one at a time. Avoid leaving everything until the last minute.

Exam Preparation Strategies

• Past Papers: Practice solving past papers to familiarize yourself with the exam format, time constraints, and question patterns. Analyze your answers and learn from your mistakes.
• Mock Exams: Simulate exam conditions by taking mock exams. This will help you develop time management skills and reduce exam anxiety.
• Marking Scheme Analysis: Study the marking scheme to understand how marks are allocated for different types of questions. This will guide your approach to answering questions effectively.

Critical Thinking Skills

• Analyzing Sources: Develop the ability to critically analyze and evaluate different sources of information, such as news articles, primary documents, and statistical data.
• Identifying Bias: Be mindful of biases in sources and consider multiple perspectives before forming your own opinions.
• Constructing Arguments: Practice constructing well-reasoned arguments by providing evidence, examples, and logical reasoning to support your points.

Writing Strong Essays

• Essay Structure: Familiarize yourself with the structure of an essay, including introduction, body paragraphs, and conclusion. Ensure your essay has a clear thesis statement and a logical flow of ideas.
• Evidence and Examples: Support your arguments with relevant evidence, examples, and real-world illustrations to strengthen your essay’s credibility.
• Effective Language: Use precise and concise language, and vary your sentence structures to make your essay more engaging and coherent.

Effective Note-Taking

• Active Listening: Pay close attention during class lectures and discussions. Take notes on key points, important examples, and explanations provided by the teacher.
• Organized Notes: Develop a systematic approach to note-taking. Use headings, subheadings, and bullet points to structure your notes and make them easier to review later.
• Review and Clarify: Regularly review and revise your notes. If you encounter any unclear or incomplete information, seek clarification from your teacher or classmates.

Utilizing Available Resources

• Textbooks and Reference Materials: Make the most of your textbooks, study guides, and reference materials provided by your school. They contain valuable information and examples to enhance your understanding.
• Online Resources: Explore reputable websites, educational platforms, and digital libraries to access additional resources, such as interactive quizzes, videos, and study notes.
• Teacher’s Guidance: Seek guidance from your teacher whenever you have doubts or need further clarification on specific topics.

Practice and Revision

• Regular Revision: Review previously learned topics regularly to reinforce your understanding and prevent forgetting.
• Practice Questions: Solve practice questions and exercises to apply your knowledge and develop problem-solving skills.
• Group Study: Collaborate with classmates to discuss and explain concepts, share different perspectives, and test each other’s understanding.

Collaboration and Discussion

• Join Study Groups: Participate in study groups or form one with your classmates. Engaging in discussions and debates can broaden your perspectives and help you grasp complex concepts.
• Peer Learning: Teach and learn from your peers. Explaining concepts to others enhances your own understanding and can uncover different ways of thinking about a topic.

Tips for Acing the Exam

• Read Questions Carefully: Take time to read and understand each question before answering. Pay attention to keywords that indicate what is being asked.
• Manage Time Effectively: Allocate time to each question based on the marks allotted. Prioritize questions that carry more marks but ensure you attempt all questions.
• Answer Structure: Use clear headings, subheadings, and paragraphs to structure your answers. This makes it easier for the examiner to follow your thought process.

Scoring an A1 grade in O-Level Social Studies requires a combination of effective study techniques, critical thinking skills, and thorough exam preparation. By following the tips and strategies outlined in this article, you can enhance your understanding of the subject and improve your chances of achieving excellent results.

1. How much time should I allocate for studying Social Studies daily? It is recommended to allocate at least 1-2 hours daily for studying Social Studies, depending on the complexity of the topics and your personal learning pace.

2. Can I rely solely on textbooks for exam preparation? While textbooks provide a solid foundation, it is beneficial to explore additional resources such as online materials, reference books, and supplementary guides for a more comprehensive understanding.

3. How can I improve my critical thinking skills? Engage in activities that require critical analysis, such as reading articles, analyzing current events, and participating in discussions. Practice forming and supporting arguments with evidence.

4. What should I do if I’m struggling with essay writing in Social Studies? Seek guidance from your teacher, practice writing essays regularly, and review sample essays to understand the structure, language, and content expectations.

5. How can I overcome exam anxiety? Prepare well in advance, practice mock exams, and adopt stress-management techniques such as deep breathing exercises, mindfulness, and adequate sleep.

10 Common Mistakes to Avoid in the PSLE English Comprehension Exam

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Board of Trustees Recognizes Faculty Members

Congratulations to the 23 members of the faculty who were awarded promotions and/or tenure by the Ithaca College Board of Trustees at its May meetings.

The biographies of the faculty members were provided by their respective schools.

AWARDED PROMOTION FROM ASSOCIATE PROFESSOR TO PROFESSOR Department of Theatre and Dance Paula Murray Cole (M.F.A. Southern Methodist University) teaches acting, voice, and movement. Her professional work is centered on the development and dissemination of Rasaboxes, a suite of exercises originally devised by Richard Schechner. She co-authored and edited the first book dedicated to the exercises, “Inside the Performance Workshop: A Sourcebook for Rasaboxes and Other Exercises” (Routledge 2023), and co-authored “The Actor As Athlete of the Emotions: The Rasaboxes Exercise” for the book “Movement For Actors (2nd Edition, 2017), edited by Nicole Potter, Barabara Adrian, and Mary Fleischer. She has taught performance workshops at New York University, the University of Tennessee at Knoxville, the Dell’ Arte International School of Physical Theatre, Brown University, and Rose Bruford College and has presented Rasaboxes at conferences and workshops in Israel, Montreal, Turkey, Singapore, China, and Poland.

Department of Occupational Therapy Melinda Cozzolino (P.P.O.T.D. Creighton University) teaches courses in neuroscience, mental health, and research. She received the founding grant for the Center for Life Skills, an interdisciplinary program at Longview for adults with chronic neurological conditions. This program has operated for over 20 years and has provided experiential learning for thousands of students and therapeutic services for hundreds of community members. She is a prolific scholar in the areas of interprofessional education and supporting mental health and is an advocate for mental health at the local, regional, and national levels.

Department of Theatre Studies Chrystyna Dail (Ph.D. University of Maryland) serves as director of the Integrative Core Curriculum. Her area of specialization is theatre history, with research interests in U.S. social activist performance, labor theatre, 20th-century Ukrainian-American performance, and the representation of witches in performance. Her book, “Stage for Action: U.S. Social Activist Theatre in the 1940s,” is part of the Theater in the Americas series published through Southern Illinois University Press, and her chapter, “Driving Race Work: The UAW, Detroit, and Discrimination for Everybody!” is included in the edited collection “Working in the Wings: New Perspectives on Theatre History and Labor.” Additionally, her chapter on Margo Jones is included in the eight-volume book series The Great North American Stage Directors published through Methuen Drama. She is currently writing a book about theatrical stagings of the Salem witchcraft crisis by female-identifying artists, and is the book review editor of Theatre Survey, which is published through Cambridge University Press.

Department of Philosophy and Religion Serge Grigoriev (Ph.D. Temple University) imbues the array of courses that he teaches with his ready sense of humor and his gift for oratory. In his classes, laughter is a regular feature, allowing students to enjoy themselves intellectually as they grapple with complex material. His research focuses on pragmatism and the philosophy of history, and he has published prodigiously, producing original, philosophically significant, and refreshingly readable scholarly work. He has been a generous citizen of the college, bringing thoughtful insights to the H&S Faculty Senate, the C.P. Snow Lecture Series Committee, and the Faculty Grievance Committee, to name just three of his service endeavors.

Department of Management Narges Kasiri (Ph.D. Oklahoma State University) bridges theory and practice in her courses in operations management and business analytics. She has integrated cutting-edge technology, including generative AI, into the curriculum. Her collaborative projects with local businesses allow students to apply their skills in real-world settings, enhancing both their learning experience and IC’s engagement in the community. As a scholar, she has earned prestigious honors such as the Fulbright Innovation Award and a grant from HSBC’s Sustainability Office.

Department of Exercise and Athletic Training Patrick McKeon (Ph.D. University of Virginia) is best described as a teacher/servant/scholar. He teaches both graduate and undergraduate students to better understand research and its application to their clinical practice. He serves the department as the Athletic Training Clinical Education Coordinator, the college as chair of the Institutional Review Board and his profession as an editor of two prestigious professional journals. He is also a well-respected scholar, serving as an Executive Council member of the International Ankle Consortium and mentoring numerous students each year to present their own research at local, regional, and national conferences.

Department of Music Education James Mick (Ph.D. Florida State University) teaches undergraduate and graduate courses in string pedagogy, orchestral rehearsal techniques, instrumental conducting, and the psychology of music teaching and learning. In 2020 he was honored with Ithaca College’s Faculty Excellence Award. Recent all-state orchestra appearances include Alabama, Florida, Georgia, Kentucky, New York, Ohio, and Wyoming. Internationally, he has worked with student ensembles in the United Kingdom and Belgium. He served as music director and conductor of the Rochester Philharmonic Youth Orchestra from 2015 to 2023. During his tenure the RPYO held annual side-by-side performances with the Rochester Philharmonic Orchestra at Eastman Theatre’s Kodak Hall and performed at Carnegie Hall in New York City and the Kennedy Center in Washington D.C. A popular clinician, he has presented at numerous state, regional, and national conferences including the American String Teachers Association National Conference and the Midwest Clinic: An International Band & Orchestra Conference.

Department of Music Theory, History, and Composition Alexander Reed (Ph.D. University of Pittsburgh) is the author of the books “Assimilate: A Critical History of Industrial Music (2013 Oxford University Press) and “Laurie Anderson’s Big Science” (2021 Oxford University Press). He also co-wrote the volume on the They Might Be Giants album “Flood” (2014 Bloomsbury) for the 33 1/3 book series. He has published in the Journal of Popular Music Studies, Popular Music and Society, Perspectives of New Music, the Journal of Popular Music Education, ImageTexT, Music Theory Spectrum, Music Theory Online, and the Journal of Musicological Research. He is founder and former chair of the Popular Music Study Group of the American Musicological Society and has served on the board of the International Association for the Study of Popular Music’s U.S. branch. He has received awards, fellowships, and residencies at the Rock and Roll Hall of Fame, the Mellon Foundation, Contemporary Arts International, and the Association for Recorded Sound Collections. Active as a musician, he has toured internationally and released seven albums with his bands Seeming and ThouShaltNot. He has also produced dozens of records for others, and his work has aired on MTV and in popular television on series such as “Gossip Girl.”

Department of Music Performance Michael Titlebaum (M.M. Eastman School of Music) is a saxophonist/composer/arranger who serves as Director of Jazz Studies at Ithaca College, where he directs the Ithaca College Jazz Ensemble; coaches combos; and teaches jazz saxophone and courses in jazz standards, arranging, repertoire, and pedagogy. In 2010 he founded the Ithaca College Jazz Ensemble Composition Contest. He also teaches and coordinates the jazz area in the IC Summer Music Academy. He is the author of the book “Jazz Improvisation Using Simple Melodic Embellishment,” published by Routledge/Taylor and Francis in 2021. He has performed and given workshops and lectures at numerous state and national conferences, including the Jazz Education Network, the International Society for Improvised Music, the New York State School Music Association, the New York State Band Directors Association, and the Texas Music Educators Association.

Department of Computer Science Doug Turnbull (Ph.D. University of California) teaches across the computer science curriculum, exhibiting a persistent dedication to making his classes accessible and to providing research opportunities to the largest possible number of students. Students appreciate that he involves them in his research as genuine partners and grants them foundations for future careers. His scholarship has earned wide recognition in the form of NSF and NEA grants that have brought more than $600,000 to IC. He has published widely in the area of music information retrieval, and he recently delivered a keynote lecture at a conference in Singapore. In his service, he has continued his efforts to promote undergraduate research, and he serves on the H&S Faculty Senate. He also engages in service to the music information retrieval research community, nationally and internationally.

Department of Media Arts, Sciences, and Studies Andrew Utterson (Ph.D. Birkbeck College) has expertly taught courses across the Screen Studies curriculum including Film Aesthetics and Analysis, Hollywood and American History, and Fiction Film Theory as well as ICC courses and mini-courses for the Finger Lakes Environmental Film Festival, of which he is now co-director. The focus of his scholarship in film history, theory, and criticism is the intersection between film and new media as well as the changing nature of cinema from production to exhibition.

Department of Exercise and Athletic Training Justine Vosloo (Ph.D. West Virginia University) is a model for faculty within helping professions. She has spearheaded significant improvements to the department’s graduate Sport Psychology and Mental Performance programs. She is an outstanding mentor to students as they present their own research within professional journals and at national conferences and when they consult with student-athletes to improve their mental performance. Finally, she has grown to be a well-respected scholar within her profession as evidenced by her recent keynote lecture, “Reflections on cultural humility, inclusion, and belonging: Current trends and future challenges for the practice of sport psychology when considering the COVID-19 pandemic.”

Department of Music Education Baruch Whitehead (Ph.D. Capella University) is the founding director of the Dorothy Cotton Jubilee Singers, which is dedicated to the preservation of the Negro Spiritual. He also founded the Orff-Schulwerk certification program, a music education that views music as a basic system like language, at Ithaca College and Marshall University, and is the past director of the annual Orff Certification Training Course at Boston University. His other areas of expertise include diversity in music education, gospel music and its preservation within mainstream musical settings, African American music, and the music of the Civil Rights movement. He has been a featured speaker/workshop presenter at many state, national, and international conferences, including the International Arts and Humanities conference in Honolulu and MENC, NYSSMA, NJMEA, and the American Orff-Schulwerk Association national conference. He has taught at the World Music Village in Helsinki, Finland, and continues to present workshops on diversity in music education for state, national, and international conferences.

Department of Strategic Communication Cory Young (Ph.D. Bowling Green State University) regularly teaches Crisis Communication, and this topic is the focus of most of her research. She is an organizational communication scholar whose work also explores risk communication and projects on diversity and inclusion. She has served in many capacities, including administrative roles for her department and for the school’s graduate program as well as for the college as a whole, as director of the Honors Program, a member of All-College Tenure and Promotion Committee, and chair of the Faculty Handbook Committee.

AWARDED TENURE AND PROMOTION FROM ASSISTANT TO ASSOCIATE PROFESSOR Department of Music Performance Mike Truesdell (D.M.A. The Juilliard School) is a percussionist who has performed with numerous ensembles, including the New York City Ballet, International Contemporary Ensemble, and Lucerne Festival Ensemble conducted by Pierre Boulez, and with members of the New York Philharmonic, Metropolitan Opera, Chamber Music Society (New York), and Alarm Will Sound, among others. As an educator, he has previously been on the faculties of the University of Northern Colorado, Rutgers University, and Columbia University. Also engaged with mentoring the next generation, he has taught in the acclaimed Music Advancement Program at The Juilliard School, and founded Wildcat Percussion Camp, a summer percussion program to introduce aspiring percussionists to the spectrum of percussive sounds and techniques.

AWARDED TENURE AT RANK OF PROFESSOR Department of Media Arts, Sciences, and Studies James Rada (Ph.D. University of Georgia) expertly teaches budding journalists how to tell important stories in inventive ways in courses such as Documentary Journalism Workshop and Investigative Journalism. His creative activity includes producing and directing “With Infinite Hope: MLK and the Civil Rights Movement,” among other films he contributed to that tell the history of the movement and the Underground Railroad. He was awarded IC’s Faculty Excellence Award in 2020. He is an active reviewer and judge for several industry professional publications and organizations.

AWARDED TENURE AT RANK OF ASSOCIATE PROFESSOR Department of Media Arts, Sciences, and Studies Andy Watts (M.F.A. Columbia University) is an outstanding teacher who can successfully teach across the various film and television programs in the Roy H. Park School of Communications. His creative work as a screenwriter, director, and producer, combined with a 20-year career as a set lighting technician, directly contribute to his efficacy as an educator, mentor, and colleague. He has demonstrated an exemplary level of service to the department, the school, and the college, while maintaining ties to the industry.

AWARDED PROMOTION FROM ASSISTANT TO ASSOCIATE PROFESSOR Department of Biology Rebecca Brady (Ph.D. University of Texas at Austin) is renowned for her creative teaching of such classes as Human Genetics and Fundamentals of Biology, enlivening them with innovative techniques and placing a firm emphasis on students’ intellectual growth. Her scholarship is integrally connected to her teaching—she has contributed to the biology education literature through her published work in American Biology Teacher and is at work on a study of the flipped classroom. She has mentored student research projects that have resulted in public presentations, and her service contributions have students at their core. As examples, she has judged sessions for the Whalen Symposium and she was a member of the Innovation Scholars Program steering committee, helping to give birth to that vital new program in H&S.

Department of Music Performance Daniel Coakwell (D.M.A. Texas Tech University) teaches in the Voice area of the department, and students and peers alike commend his commitment to promoting a learning environment that prioritizes the mental health and well-being of his students. He also enjoys guest teaching artist residencies at institutions such as El Teatro Teresa Carreño in Venezuela, Yale University, and Dartmouth College. He specializes in the Evangelist and tenor roles of J.S. Bach, and he frequently performs the composer’s major oratorios—St. Matthew Passion, St. John Passion, Christmas Oratorio, and Mass in B-Minor—as well as many of Bach’s cantatas. Recent performances as a tenor soloist include G.T. Handel’s Messiah at the Myerson Symphony Center in Dallas, TX, and at the Steinmetz Hall in Orlando, FL, and as tenor soloist of J.S. Bach’s Mass in B Minor at the Judson Memorial Church in New York City and at St. Paul’s Episcopal Church in Salem, OR.

Department of the Environment Paula Turkon (Ph.D. Binghamton University) teaches generously not just in her own department but for programs across the college, including Anthropology and Innovation Scholars. She is known as an exuberant and imaginative instructor, and her students express gratitude for the lifelong impact she leaves on them, often helping them to forge careers in science. Her research in the areas of dendrochronology and aquaponics has resulted in three NSF grants as well as published scholarship. She has left an indelible imprint on H&S by leading a discussion that resulted in a new Innovation Scholars Program with sustainability at its core. Colleagues characterize her as an embodiment of the scholar-teacher ideal in the liberal arts.

Department of Writing Jaime Warburton (M.F.A. Sarah Lawrence College) offers courses at every level of the Writing curriculum, with a focus on first-year writing, poetics, creative writing, and gender. Faculty and students point to her welcoming and passionate approach to instruction, noting that she teaches with humor and vivacity, and she empowers students to interrogate their biases and preconceptions. She is a prolific author of creative nonfiction, poetry, and scholarship on the craft of writing. Reviewers call her work “gorgeous,” “self-aware,” and “self-deprecating.” She has been a generous citizen of IC, directing the Writing Center and the Ithaca Young Writers Institute, and chairing the Faculty Handbook Amendment Committee, among numerous activities.

AWARDED PROMOTION FROM CLINICAL ASSISTANT TO CLINICAL ASSOCIATE PROFESSOR Department of Physical Therapy Kayleigh Plumeau (D.P.T. Ithaca College) is a highly effective teacher and has exceptional clinical skills. She launched a novel mentoring program that directly addresses diversity, equity, and inclusion in clinical settings. She has had multiple presentations at national conferences including about the mentoring program, representation in clinical education, and growth mindset, with presentations and publications in interprofessional education and home exercise program for cancer survivors. She is the chair of the awards committee for the NY State Physical Therapy Association.

Department of Speech-Language Pathology and Audiology Jana Waller (M.S. Ithaca College) has been a clinical faculty member since 2011, serving as fieldwork coordinator, graduate co-chair, and interim chair. Since 2021 she has served as associate dean for the School of Health Sciences and Human Performance. She was selected for a prestigious HERS leadership development fellowship based on her leadership experience. She has conducted clinical research in autism, developing an innovative program for autistic adolescents and adults. More recently, her scholarly work has focused on interprofessional education in the health sciences.

O level Social Studies

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