Debating For the Motion: "Students with Third-Class Honors Should Also Be Accorded podium recognition and Applauded, Just Like First-Class Students.

Abstract

This debate explores the proposition that Students with Third-Class Honors Should Also Be Accorded podium recognition and Applauded, Just Like First-Class Students, during a Graduation Ceremony and be granted the opportunity to receive handshakes from Chancellors, akin to their First-Class counterparts. The argument extends to advocate for the inclusion of these students in the tradition of receiving handshakes from Chancellors, aligning their ceremonial experience with that of high-achieving graduates. The central theme revolves around fostering inclusivity and fairness in acknowledging the diverse academic accomplishments of all graduates, challenging traditional norms, and promoting a more egalitarian approach to graduation ceremonies.

Review of Literature

The literature surrounding the debate on podium recognition and applause, as well as the opportunity for handshakes from Chancellors to students with a third-class honors designation, is limited but underscores the evolving landscape of graduation ceremonies and the broader discourse on inclusivity.

Existing studies on graduation ceremonies predominantly focus on the traditional hierarchy of recognition based on academic achievement. Little attention has been given to the experiences of students graduating with a third-class honor, who often find themselves marginalized during these ceremonies. An exploration of the psychological impact of such exclusion reveals potential implications for the self-esteem and sense of accomplishment of these graduates.

The debate also intersects with broader discussions on the changing dynamics of education and the acknowledgment of diverse forms of success. Critics argue that the current system perpetuates a narrow definition of achievement, while proponents of the motion emphasize the need for an inclusive approach that values the efforts and contributions of all graduates.

Ceremonial traditions, including podium recognition and handshakes from Chancellors, are deeply symbolic and play a crucial role in shaping the overall experience of graduation. Research exploring the significance of these traditions suggests that they contribute significantly to a graduate's sense of accomplishment and belonging. Thus, extending these symbolic gestures to students with third-class honor becomes a matter of recognizing their efforts and fostering a more egalitarian and supportive academic environment.

While empirical research on this specific topic is scant, the literature emphasizes the importance of continually reassessing and adapting graduation ceremonies to align with evolving educational philosophies and societal values. The debate surrounding podium recognition and handshakes for students with a third-class honors designation catalyzes reevaluating these ceremonies, prompting a shift towards a more inclusive and nuanced approach that acknowledges the varied achievements of all graduates.

Review Questions

What is the main motion being debated in the speech?

What broader principles does the speaker aim to highlight in the debate?

What is the speaker's role as a Social Worker in the debate, and how does it influence their perspective?

What metaphor does the speaker use to emphasize the diversity of paths to success in academic achievements?

How does the speaker connect the concept of recognition to Oprah Winfrey's quote about education being the key to unlocking the world?

What role does Nelson Mandela's quote play in the speaker's argument about recognizing and applauding graduates?

In what ways does the speaker argue that recognizing third-class graduates contributes to boosting confidence and self-esteem?

How does the speaker link the celebration of the journey in graduation ceremonies to fostering a culture of continuous learning and improvement?

What points does the speaker make regarding the workplace skills of third-class graduates, and how do these skills contribute to their value as employees?

What evidence or research does the speaker present to support the motion, particularly regarding academic success not solely determined by grades?

How does the speaker use examples of successful individuals with 2:2 or third-class degrees to strengthen their argument?

How does the speaker address the potential social stigma associated with lower academic grades in their argument?

What role do Alumni Success Stories and Post-Graduation Accomplishments play in the speaker's conclusion?

Completed Activities for the Proposition?????

Debate Simulation by dividing the audience into two groups – one in favor of the motion and one against it. Allow each group to present their arguments, encouraging participants to use the points mentioned in the speech.

Participants role-play where they take on the roles of graduates with different class degrees and discuss their feelings and experiences regarding recognition during graduation.

Assigning participants to research and present examples of successful individuals with 2:2 or third-class degrees. Discussion of the impact of their achievements on breaking stereotypes was held.

Participants wrote a reflective piece on a personal or observed experience related to the recognition of academic achievements, discussing the emotional and psychological aspects involved.

Facilitating a discussion on the broader role of education in society, and exploring how inclusivity in recognizing academic achievements aligns with societal values and expectations not left ajar.

?Creating a survey to gather opinions on whether graduates believe recognition during graduation ceremonies impacts their post-graduation experiences analyzing the results and discussing the findings was one key activity used.

Discussion and Conclusion

In my presentation on the topic of whether students with a third-class degree should receive podium recognition and applause alongside first-class students at graduation ceremonies as well as be granted the opportunity of a handshake from Chancellors, I would like to shed light on the broader principles of recognition, inclusivity, and the celebration of academic achievements, irrespective of the grade attained.

Delivering a speech can be an opportunity to engage and challenge the audience. In the realm of persuasive speeches, the aim is to encourage a shift in the audience's perspective. Special occasion speeches, particularly those directed at graduates, may pose a challenge by prompting reflection or inspiring action.

Consider, for instance, a student delivering an informative speech on creating a mosaic. Instead of presenting a straightforward step-by-step outline, the speaker could say, "By the end of my speech, you'll possess all the necessary tools to craft your mosaic." This kind of commitment not only enhances engagement but also transforms what could be a routine how-to presentation into an exciting promise, compelling the audience to lean in with anticipation.

Applying this approach to the topic of debate, arguing in favor of recognizing and applauding students with a third-class honors degree alongside their first-class counterparts during a graduation ceremony becomes a matter of framing. By advocating for podium recognition and handshakes from Chancellors, akin to those given to first-class achievers, the argument centers on equalizing the acknowledgment of all graduates, regardless of their academic standing. This reframing encourages the audience to consider the broader perspective of inclusivity and fairness in celebrating the achievements of every graduate.

While it's anticipated that some members of our community might argue against the motion, advocating for the exclusive recognition of top graduates to encourage excellence, maintain quality standards, and uphold competitiveness in the job market, I, as a ???????????? ????????????, am here to challenge these points and advocate for the motion – calling for the podium acknowledgment and applause of third-class graduates.

In the celebration of academic achievements, let us recognize that success takes diverse paths. Just as the sun shines on all, regardless of the clouds in the sky, let every graduate, regardless of their class, stand in the spotlight of acknowledgment by being also called to the podium and having a congratulating lady and gentleman handshake of feeling being part of the school at the end of the four years of study. For in the mosaic of achievements, every piece contributes to the beauty of the whole.

In the tapestry of education, every student, regardless of their class, contributes a unique thread. Let our graduation ceremony be a canvas that paints the diverse journeys of all graduates. Just as each color is essential to the masterpiece, so too is the recognition of every student, applauding their dedication, perseverance, and achievement, irrespective of the label on their degree.

Here's a quote by Oprah Winfrey that reflects the spirit of recognizing everyone's journey: "Education is the key to unlocking the world, a passport to freedom."?

In the landscape of education, every graduate holds a key, regardless of the class. Just as Oprah Winfrey sees education as the passport to freedom, let us acknowledge and celebrate the achievements of every student during graduation ceremonies by allowing both the first- and third-class students to enjoy a Chancellor handshake at the podium.

"Education is the most powerful weapon which you can use to change the world." - Nelson Mandela.

In the journey of education, every student's achievement is a powerful tool for positive change. Just as Nelson Mandela believed in the transformative power of education, let us recognize and applaud the accomplishments of every graduate, irrespective of their class by allowing both the first and third-class students to receive an honorable chancellor's feel of handshake to boost both morale.

Celebrating the Journey. Graduation ceremonies are not merely about honoring academic excellence; they are also a platform to celebrate the hard work, dedication, and perseverance of all students. Applauding third-class graduates and allowing them a Chancellor's handshake is a recognition of their efforts and the successful completion of their educational journey.

Boosting Confidence and Self-Esteem. Applauding all graduates, regardless of their grades, is instrumental in boosting their confidence and self-esteem. It sends a powerful message that they have accomplished a significant chapter in their lives and should take pride in their achievements by having the feel of steeping at the podium, being applauded, and granted the chance to feel the palm of their Chancellor for once as a sign of well done and confident booster.

Encouraging Continuous Learning. Recognizing third-class graduates can serve as a motivational factor for them to strive for further academic improvement and personal growth. By acknowledging their efforts, we inspire them to continue learning and working towards higher achievements and never lose hope after all, they both had the say podium ovation and shook the hands of their Chancellor and other important dignities during the graduation ceremony.

Fostering Inclusivity. Allowing both graduates to step into the echelon and have a podium handshake from their Chancellor promotes equity.? Inclusion is a cornerstone of a diverse and equitable society. Applauding all graduates equally promotes inclusivity, ensuring that no one feels marginalized or devalued based on their academic performance.

Acknowledging Unique Journeys. Every student's academic journey is distinctive, marked by individual challenges and triumphs. By applauding all graduates, we honor the diversity of experiences and the various paths that have led them to this significant point in their lives.

Overcoming Adversity. Yes, I know my opponent will argue that both graduates go through adversity at a point in their academic journey and adversities are seasonal, not affecting the entire four-year academic journey of students. However, I would like to debunk the point and emphasize that many third-class graduates have overcome substantial obstacles during their academic journey, such as biased grading, personal tragedies, or mental health challenges. Applauding them is a way to recognize their resilience and determination.

Workplace Skills. In the contemporary working environment, success often hinges on attributes like smartness, adaptability, and on-the-job training, which may not always be reflected in academic grades.? We make it look as if it is only the first-class students who belong to the job market. Third-class graduates may excel in these areas, making them valuable employees, so why not allow them to also claim the graduation podium and shake the hands of the Chancellor?

Addressing Unfair Treatment. Some third-class students may have faced unjust treatment or meanness from their lecturers or educational institutions, which can negatively impact their GPA. Acknowledging their efforts helps rectify such injustices and makes them feel like they are part.

Recognizing Personal Struggles. Students frequently encounter personal challenges, such as the loss of loved ones, leading to emotional and psychological disturbances that affect their studies. Applauding their graduation recognizes their resilience in overcoming adversity. So fair treatment of both graduates to the podium to shake their Chancellor will go a long way to erase the struggles they encounter and give them morale.

Encouraging Continuous Improvement. By celebrating all graduates, we foster a culture of continuous learning and improvement, motivating third-class graduates to strive for personal growth and better academic achievements in the future.

Reducing Discrimination. Offering equal employment opportunities can help reduce discrimination based on academic qualifications. It ensures that hiring decisions are made based on an individual's competencies, skills, and potential rather than their academic history.

Adaptability and Diversity. In a rapidly changing job market, adaptability, diversity, and a wide range of perspectives are increasingly important. Students with third-class degrees can contribute unique viewpoints and innovative solutions to the workplace.

To support my points for the motion, the following research was undertaken to prove the points for the motion.

Research has shown that academic success is not solely determined by grades. A study conducted by Mark Furda and Michael Shuleski (2019) found that measures such as extracurricular involvement, interpersonal skills, and practical experience are crucial indicators of overall success in the post-graduation period in their book The Excellence in Education Journal reveals that as such every graduate (first and third class) should be accorded the same treatment during graduation day.

Again, Long-Term Success of Third-Class Graduates Research by Lori Kay Baranek of Grand Valley State University (Summer 1996) indicates that individuals with lower academic achievements at the undergraduate level can go on to achieve significant success in their careers through continuous learning, professional development, and practical experience.

Recognizing their potential during graduation can contribute to their long-term motivation and success.

Psychological studies, including the work of Vera Arhin, College of Distance Education, (1959), emphasize the positive impact of recognition on an individual's motivation and well-being in her work Relationship between career aspirations and study behaviors among second-year distance learners of the University of Cape Coast, Ghana.

Acknowledging the achievements of third-class graduates can contribute to their psychological well-being, enhancing their resilience and perseverance.

These are some famous people who either have a 2:2 or a third-class degree. Among them are famous J.K. Rowling not just one of the most successful people with a 2:2, but one of the most successful people in the world.

She was known for her authoring the best-selling book series of all time and became the?world's first billionaire author, Rowling was just your run-of-the-mill student at the University of Exeter.

It was there that she studied French and Classics. This is the subject in which she ultimately earned her 2:2 degree in 1986. Little did she know at that point that a handful of copies of her first published book,?Harry Potter and the Philosopher's Stone, would go on to be?worth a huge amount of money.

Edward Michael Grylls (a.k.a Bear Grylls’) as a child, took up climbing and sailing and excelled in both. Not content with mastering land and sea, Bear learned to skydive as a teenager, also earning a second and black belt before the age of 20. Bear Grylls got a 2:2 in Hispanic Studies from Birkbeck, University of London. But it was his personality that got him where he is today.

Speaking about how his degree affected his job prospects, he said, "[what helped me] was understanding that hard work, persistence, and enthusiasm is king." Preach, hence it does not matter one’s first class.

If anyone ever tries to tell you that getting a 2:2 or below is somehow disappointing, it's worth pointing out that for 26 years, Carol Vorderman's job was basically 'being smart on TV'. And, far from getting a first at university, Vorderman got a third.

Admittedly, she got her third-class degree in Engineering. She also studied at none other than the University of Cambridge, a university consistently ranked as one of the best in the UK. Despite this, there's no denying that some people would let a third-get them down. Nonetheless, a year after leaving university, Vorderman secured a job as the resident math expert and all-around brainbox on Countdown. She held this role for almost three decades before stepping down in 2008. Not bad, eh?

Perhaps better known as 'Mel from Mel and Sue', Mel Giedroyc met Sue Perkins ('Sue from Mel and Sue') while studying at the University of Cambridge. The internet seems to be a bit divided on exactly what course Mel did as a student.

Some people say it was Italian Language and Literature, but we've spotted on the Cambridge website that it was French and Italian.?She graduated with a 2:2, meaning we had no choice but to feature her here. Mel's rise to stardom is arguably the best example in this list of hard work and perseverance mattering more than degree classification. So, whatever you want to do, stick to it.

We might be being a little cheeky on this one. After all, Prince Charles didn't get where he is today thanks to his degree.

But if anyone tries to tell you that a 2:2 isn't something to be proud of, it's a pretty cool slam to be able to say that you got?the same grade as the future King of the United Kingdom. Charles graduated from the University of Cambridge in 1970 with a 2:2 in History, Archaeology and Anthropology.

He became the first monarch or heir to the throne to complete a university degree. Again, not strictly relevant to where he ended up in life, but an impressive feat nonetheless.

Hugh Laurie (or Hugh Laurie CBE, to give him his full title) is one the biggest names in British comedy, British television, British cinema... well, one of the biggest names in Britain.

Laurie first found fame as one half of Fry and Laurie – the comedic double-act he formed with his close friend, Stephen Fry. The two met while they were studying at the University of Cambridge, where Laurie ended up?graduating with a third?in Archaeology and Anthropology.

Proving once again that?getting a first?or a 2:1 isn't the only route to success, Laurie's leading role in?House?made him one of the highest-paid actors on television (￡250,000 per episode, no less). In 2011, the?Guinness Book of World Records?ranked him as the most-watched leading man on TV.

It's almost as if?employers are more concerned with your skills, and not just how well you did at university. For the past 40 years or so, David Dimbleby has been the face of the BBC's political coverage.

Beyond hosting the flagship political debate show,?Question Time, for 24 years, he's anchored the Beeb's coverage of?every single general election?from 1979 right up until 2019 (when he was succeeded by Huw Edwards). This, as anyone who's ever tried to stay up and watch one of them will know, is no mean feat.

And where did it all begin? With a?third-class degree?in Philosophy, Politics, and Economics from the University of Oxford.

Furthermore, Employer Perspectives Surveys conducted among employers (https://forms.gle/a2pTVVHJCNczWjNX7) administered to members of the Civil and Local Government Staff Association, Ghana (CLOGSAG), Oti Region Branch reveals that many employers prioritize skills such as teamwork, communication, and adaptability over specific academic grades. Recognizing third-class graduates can align with the evolving expectations of employers in the modern job market.

The survey of 1627 participants indicates strong support for recognizing Third-Class Honors, with 998 respondents representing 61% endorsing podium acknowledgment and 1070 out of 1627 respondents representing 66% answering that students with Third-Class Honors be applauded, similar to their First-Class counterparts, graduation ceremonies and favored chancellors' handshakes. Respondents stressed the importance of inclusivity (1001, 61.5%), the morale-boosting effect (429, 26.3%), encouraging academic improvement (142, 8.9%), and those with other views (52, 3.19%).

NB: View below the embedded responses of 1627 respondents CLOGSAG Member Feedback Form

Suggestions include incorporating personalized messages, multimedia presentations, and publicizing the recognition process. Opportunities for students to share experiences and involve faculty are also recommended. A dedicated ceremony segment focusing on the journey of Third-Class Honors students is proposed, along with encouraging collaboration for creative enhancements. Overall, these insights highlight a collective push for more inclusive and meaningful graduation ceremonies for Third-Class Honors recipients.

A comparative analysis of graduation ceremonies across different countries, as documented by https://doi.org/10.3389/fpsyg.2019.01730 reveals diverse approaches to recognizing academic achievements. Some countries emphasize inclusivity and celebration of all graduates, irrespective of their class, highlighting global variations in acknowledging academic success.

Also, studies on the social stigma associated with lower academic grades suggest that exclusive recognition of top graduates may contribute to perpetuating negative stereotypes. Recognizing and applauding all graduates can help challenge and overcome such stigmas, promoting a more inclusive and supportive academic environment.

Both Alumni Success Stories and Post-Graduation Accomplishments of some famous people who got a 2:2 or third-class degree at university can provide tangible examples of the potential for achievement beyond graduation and can illustrate that these individuals often make significant contributions to their respective fields. Recognizing their achievements during graduation can be seen as an early acknowledgment of their potential impact on society.

The quote by Thomas John Watson, Sr. encourages independent thinking and the willingness to challenge conventional norms. In the context of the debate for recognizing third-class honors students, it aligns with the idea of advocating for a change in the traditional graduation ceremony, challenging established practices, and promoting inclusivity. It encourages individuals to speak their minds even if their ideas may face controversy or go against the norm, reflecting the spirit of embracing different perspectives and pushing boundaries in academic recognition.

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In conclusion, advocating for equal podium recognition and applause for students with Third-Class Honors, akin to their First-Class counterparts, during graduation ceremonies, along with the opportunity to receive handshakes from Chancellors, aligns with principles of inclusivity and acknowledges diverse academic achievements. By fostering an environment where all students are celebrated regardless of their honors classification, we promote a more equitable and supportive educational community. This proposition not only enhances the overall graduation experience but also contributes to a positive and inclusive institutional culture, reinforcing the value of academic accomplishments across various levels of achievement.

Limitations:

Considering the proposition that "Students with Third-Class Honors Should Also Be Accorded podium recognition and Applauded, Just Like First-Class Students, during a Graduation Ceremony and be granted the opportunity to receive handshakes from Chancellors, akin to their First-Class counterparts," several likelihood limitations could affect the feasibility and acceptance of this proposal.

The likelihood of resistance to altering traditional graduation practices may impede the widespread acceptance of extending podium recognition and handshakes to third-class honors students. Limited resources, both in terms of time and finances, might pose a significant obstacle, potentially making it difficult to implement such changes seamlessly. Existing institutional policies and ceremony protocols may present barriers, with the likelihood of these frameworks being resistant to rapid modification. Anticipated public perception and expectations surrounding academic honors may impact the likelihood of successfully challenging the established norms.

Moreover, the likelihood of logistical complexities in managing an extended ceremony, including increased time and coordination efforts, maybe a practical hindrance. The likelihood of disrupting the traditional flow of graduation ceremonies may deter acceptance, with concerns about the impact on the overall experience for graduates and attendees. There is a likelihood that equal recognition may be perceived as a departure from established academic standards, potentially raising questions about maintaining the rigor of the honors classification system.

Furthermore, the likelihood of variability in how students perceive and respond to equal recognition could impact the overall student body's cohesiveness and satisfaction with the proposed changes. The likelihood of varying perspectives among Chancellors, faculty, and university administration may influence the proposal's acceptance, with potential differences in opinions on the appropriateness of the suggested changes. Cultural sensitivity and diversity considerations may play a crucial role, as different cultural backgrounds may have varying expectations and perspectives on academic recognition practices.

There's also a likelihood that equalizing recognition might alter the symbolism traditionally associated with first-class honors, potentially affecting the prestige and meaning attached to this academic achievement. The likelihood of alumni and other stakeholders influencing the decision-making process could significantly impact the proposal's chances of success, depending on the level of support or opposition from these groups.

Implications

The discourse on the idea of this proposition reveals several considerations.

First, in terms of cultural sensitivity and inclusivity, elevating recognition for third-class honors students signifies a commitment to nurturing an inclusive and culturally sensitive graduation atmosphere, acknowledging diverse academic achievements.

Second, regarding student satisfaction and cohesion, implementing equal recognition holds implications for student satisfaction, fostering a more unified and supportive academic community.

Third, considering the impact on academic standards and perceptions, the proposal may exert far-reaching effects on academic standards, potentially reshaping perceptions of the honors classification system and the traditional significance associated with each tier.

Fourth, addressing logistical considerations and ceremony experience implies a willingness to adapt ceremony structures, enhancing the overall graduation experience for all students while preserving the event's integrity.

Fifth, recognizing stakeholder engagement and support highlights the need for active involvement and support from stakeholders, including alumni and faculty, to navigate potential challenges and foster a collaborative decision-making process.

?Sixth, augmenting the symbolism of academic achievements could redefine the attached symbolism, emphasizing a more inclusive and nuanced understanding of success beyond traditional classifications.

?Seventh, in terms of public perception and institutional image, managing how the proposal is communicated is crucial to maintaining a positive institutional image and navigating potential reactions from the wider community.

Eighth, acknowledging resource allocation and budgetary implications prompts consideration of how budget constraints may impact the implementation of equal recognition, requiring strategic planning to optimize available resources.

Ninth, regarding long-term educational impact, the proposal's acceptance may leave a lasting imprint on the educational environment, shaping the narrative around academic achievements and influencing future generations of students.

Tenth, embracing the idea contributes to promoting diversity in academic success, signifying a commitment to challenging conventional norms and fostering an environment where various accomplishments are valued.

Eleventh, the discussion signals a potential adaptation to changing educational norms, reflecting responsiveness to evolving perspectives on student achievements and recognition.

Recommendations

A pressing question that needs answering is whether a recommendation to embark on a comprehensive, multiyear longitudinal study to delve into the causal link between academic success and extracurricular engagement.

Further research could also be done by exploring various subgroup dynamics like race, sex, and socioeconomic factors while assessing the impact of diverse extracurricular involvement levels.

A look into advocating for a thoughtful consideration of optimal time commitments to safeguard against potential negative academic effects should be welcomed.

?Additionally, support embracing inclusive ceremonial practices and stakeholder engagement during graduation could be considered to highlight the importance of effective communication, logistical planning, and evaluating long-term educational impacts.

Propose launching a pilot program and establishing a committee to support a collaborative and adaptive implementation which will furthermore encourage the development of continuous feedback mechanisms to inform decisions that align with evolving educational norms.

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References

Furda, Mark, and Michael Shuleski. "The Impact of Extracurriculars on Academic Performance and School Perception." The Excellence in Education Journal, vol. 8, no. 1, Winter 2019.

Baranek, Lori Kay. "The Effect of Rewards and Motivation on Student Achievement." Grand Valley State University, Summer 1996.

White, R.W. "Motivation reconsidered: The concept of competence." Psychological Review, vol. 66, 1959, pp. 297-333.

Steinmayr, Ricarda, et al. "The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings." Frontiers in Psychology, vol. 10, 2019, article 1730.

Allingham, Tom. "Famous people who got a 2:2 or third-class degree at university." Graduates, updated by Nele van Hout, 12 July 2022.

?Nairaland Forum. "What Can A Person Do With A Third Class Degree?" (https://www.nairaland.com/6357435/what-person-third-class-degree), 17 November 2023.

Bradley University Scout 1966 1967. Bradley University.

?Doig, Ivan. "Heart Earth - ideas." The Ivan Doig Archive - Digital Collection, 1966-2000.

?Schreiber, Lisa, Ph.D., and Morgan Hartranft. Introduction to Public Speaking. Millersville University, Millersville, PA, 2013.

?Photo Credits

Lucian Alexandru Motoc | Dreamstime.com

Photo Credit: Leremy | Dreamstime.com

Glossary

Podium Recognition: The act of acknowledging and celebrating students with a third-class honors degree alongside their first-class counterparts during a graduation ceremony.

Applause: An expression of approval and celebration, typically through the clapping of hands, extended to all graduates, regardless of their academic classification.

Chancellor Handshake: The ceremonial gesture of a congratulatory handshake offered by the Chancellor to both first-class and third-class graduates at the podium during a graduation ceremony.

Persuasive Speeches: Speeches intended to challenge the audience's perspective and encourage them to think differently or take specific actions.

Special Occasion Speeches: Speeches delivered during special events or ceremonies, such as graduation, designed to prompt reflection or inspire action.

Inclusivity: The practice of ensuring that all individuals, regardless of academic performance, feel valued, accepted, and part of a community.

Continuous Learning: The idea of ongoing education and improvement, with a focus on motivating students to strive for further academic achievement and personal growth.

Resilience: The ability to bounce back from challenges and setbacks, a quality often demonstrated by students who overcome obstacles during their academic journey.

Adaptability: The capacity to adjust to new circumstances and challenges, a skill highlighted as essential in the contemporary job market.

Diversity: Embracing differences in backgrounds, experiences, and perspectives, promoting an inclusive and varied community.

Discrimination: Unfair treatment based on factors such as academic performance, which recognizing third-class graduates aims to mitigate.

Alumni Success Stories: Accounts of accomplishments and contributions made by graduates after completing their education, showcasing the potential for achievement beyond academic classifications.

Social Stigma: Negative perceptions and stereotypes associated with lower academic grades, which recognize all graduates seek to challenge and overcome.

Employer Perspectives Surveys: Surveys conducted among employers to understand their priorities, revealing a preference for skills over specific academic grades.

Global Variations in Graduation Ceremonies: Diverse approaches to recognizing academic achievements across different countries, emphasizing inclusivity or exclusivity.

Negative Stereotypes: Unfavorable generalizations and assumptions associated with lower academic achievements that recognizing all graduates aims to dispel.

Psychological Well-being: The state of mental and emotional health, acknowledging the positive impact of recognition on motivation and overall well-being.

Achievement Beyond Graduation: The potential for success and contributions to society by individuals who may have received a 2:2 or third-class degree.

Fairness: The principle of treating all graduates equally and providing equal opportunities for recognition and celebration.

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