Top Career Advice from Former Presidents

Top Career Advice from Former Presidents Feel like you need a bit of career inspiration? In honor of the upcoming President’s Day, you might enjoy these tidbits from former statesmen, great and†¦ less great. Their advice, however, is uniformly fabulous. So follow in their footsteps and achieve your dreams. Remember, some of these guys got to be the leader of the free world. â€Å"It is better to offer no excuse than a bad one.†This tidbit was offered by our first president, George Washington, to his niece in 1791. The emphasis here is on honesty and integrity. The takeaway: don’t be one of those people constantly making excuses for yourself. Only make them if they’re really good and really can honestly get you off the hook. Otherwise, keep your mouth shut and vow to do better next time.â€Å"Better to remain silent and be thought a fool than to speak out and remove all doubt.†This nugget is similar, but from Lincoln. And about how to look much smarter by not jumping into the conversat ion too quickly. If you don’t know enough of what you’re talking about to dazzle or contribute constructively, then sit back and listen until you do. You can’t take back stupid comments. Also, nobody loves the coworker who talks too much. Be like Lincoln and value brevity, directness, smarts.â€Å"If you treat people right they will treat you right†¦ 90 percent of the time.†This little gem comes from Franklin Delano Roosevelt. Keep this in mind when you are networking. The Golden Rule is called that for a reason. Sometimes others won’t respond in kind, but for the most part, they will.â€Å"Never put off until tomorrow what you can do today.†This from Thomas Jefferson goes without explanation. We should all do better at following this advice.â€Å"Take time to deliberate; but when the time for action arrives, stop thinking and go in.†Thanks, for the motivation  Andrew Jackson. In other words: think before you act, but eventuall y you have to actually act. Don’t be afraid to jump once you’ve thought through the landing plan a few hundred times.â€Å"If you could kick the person in the pants responsible for most of your trouble, you wouldn’t sit for a month.†Teddy Roosevelt there. Remember, you can spend a whole lot of time blaming other people for your problems, but you cannot forget to ask yourself what part you had in where you are.â€Å"I not only use all the brains that I have, but all I can borrow.†Woodrow Wilson. Teamwork is dreamwork, baby.â€Å"If, when you get a job, you don’t believe you can get to the top in it, it’s the wrong job.†Reagan said this back in 1942. First, love what you do. Second, believe that it’s important and eventually everyone else will too. And third, don’t take any opportunities that aren’t going to let you soar (with hard work of course) straight to the top. Don’t set yourself up for anything less than total success.â€Å"To those of you [students] who received honors, awards and distinctions, I say well done. And to the C students, I say you, too, can be President of the United States†George W. Bush knows that a little hustle and using what connections you have can lead to marvelous results. Just keep your nose down and work hard. A little blind faith in yourself can’t hurt either.â€Å"Worry less about what you want to be and more about what you want to do.†And from 44, Barack Obama, is  this gem. Sometimes it isn’t about being famous or important, it’s about choosing something that you believe in and devoting your career and life to that cause. Make it bigger than yourself and you might just end up doing major things.

Compare and contrast the different conception Essay

Compare and contrast the different conception - Essay Example However, there are more profound explanations and awareness that karma includes and this also varies in the three religions of Jainism, Hinduism and Buddhism that all adopt it. The similarities among these important religions as well as their differences give a more insightful explanation of the different dogmas that they carry. Yuvraj Krishan writes that there are three essential features of karma. First, it is an ethical law where good would yield happiness and evil will generate suffering. Second, the soul through the person who does an act has moral responsibility over its consequences and in this sense it has the effect of retributive justice. Third, justice in the second feature is carried through punarjanma or rebirth. This is the most appropriate religious explanation on why there is inequality in the world and why some men had to suffer more from others (3). It is an effect of karma that a person may be born of a lower stature in life or even be reborn as an animal or some other life form as a consequence of karma he had amassed in his past life. Thus, one who has not merited what equates to eternal life will be reborn time and again until he reaches being worthy of such state. In Jainism, the concept of karman is refined where the mind is a product thereof. The tapas or austerity is an important aspect that is considered to be material such that it can be exhausted. â€Å"It is a consequence of the material character of the karmas that intent is not the only ingredient in committing a lapse or offence; the Jainas recognize unintentional lapses† ( Krishan 50). The Jainas are stricter in their observance of the right conduct. They practice penance as the ordinary course of life and this is the most distinguishing feature of Jainism from Hinduism and Buddhism. There are five practices in Jainism that are different for monks and for laymen. For monks they are called mahavratas consisting of what

Mayor Bloombergs Dedication to Arts in Education For New York Citys Essay

Mayor Bloombergs Dedication to Arts in Education For New York Citys Schools - Essay Example The 1970's were a time of fiscal crisis in New York City's public schools. Among the first items to be lopped from the education budgets were classes in the fine arts (Mandell, 2005). While the money would later return, the attitude at the top toward the arts did not change much - Mayor Giuliani even established a "decency commission" to determine what art would and would not be acceptable for public support, and even for public display (Steinhauer, 2005). Mayor Bloomberg, in stark contrast, has demonstrated a serious commitment to the arts in New York City. He has established Percent for Art, a policy that requires the consultation of the arts commission for any significant public-works project. Additionally, he has borrowed sculptures and paintings from galleries and museums across the city and placed them in public areas. He has donated more than $40 million to the Carnegie Corporation, for distribution to 162 cultural organizations in New York City (Steinhauer, 2005). ... Sharon Dunn, the new head of Arts Education for New York City schools, has said that "One of the areas identified as most in need of development is the need to acquaint school administrators with the benefits and elements of arts education." (Mandell, 2005). Under Mayor Bloomberg's leadership, the Department of Education secured a $1 million grant from the Bank of America, aimed at educating the leaders of New York City schools about the importance of culture in learning. Over 400 principals and local superintendents benefited from the Cultural Pass Program, which gave them free admission to 25 cultural institutions in New York City, as well as discounted admission to performances and concerts. According to Schools Chancellor Joel I. Klein, this program will "better acquaint principals with the many cultural and arts institutions available to their teacher and students across the City" and promote the idea of cultural organizations as "instructional resources" (NYC Department, 2004). Other objections to Mayor Bloomberg's education policy have included the following: an instruction plan that does not cover enough of the arts; insufficient and inequitable distribution of resources, and insufficient facilities and supplies; a shortage of qualified art instructors; and a "variation" in the quality of partnerships between schools and cultural organizations (NYC Council Report, 2003). A lot of these concerns boil down to one issue: money. While the current education budget includes $70 million for Project Arts, and while Mayor Bloomberg is committed to "focus on arts education to ensure that students learn about the arts and fully experience" the cultural life of New York City (Bloomberg, 2005), the City has a mammoth lawsuit to

Art History Essay Example for Free

Art History Essay 1. How does Ernst Gombrich define style and how might we understand the relationship between an object’s style and the time and place in which it was created? Ernst Gombrich defines style as â€Å"any distinctive, and therefore recognizable, way in which an act is performed or an artifact made or ought to be performed and made.† He also portrays style as distinguished event or pieces that has â€Å"desirable consistency and conspicuousness† and â€Å"stands out from a mass of ‘undistinguished’ events or objects†. In relation to time and place in which style was created, â€Å"The analysis of stylistic traditions in terms of the means peculiar to individual arts cuts across another approach, which is less interested in longitudinal study of evolution than in the synchronic characterization of all activities of a particular group, nation, or period.† 2. Based upon the readings, what is the relationship between style and form? Style is observing and seeing recognizable features in an object; form is in representing the event, portrays the idea, in which style and form come together to create pictorial representation. 3. Jacques-Louis David is often described as the leader of the Neoclassical school of painting and Oath of the Horatii is frequently described as the quintessential Neoclassical painting. Identify five elements of David’s painting that might be described as Neoclassical. 1. â€Å"Neoclassic artists and critics sought to revive the ideal of classical Greece and Rome.† The drapery and clothing worn by the figures in the drawing represent the classical Greek era, as well as; the columns in the background show a great representation of classical architecture. 4. The harsh, slanting light gives the figures their relief, and their contrasting characters are conveyed using different forms. The figures are separated by large empty spaces in a stage-like area shown head-on. The applied shade and shadow contrasted to the lighting emphasis enhanced the perception of depth. 5. â€Å"There is a sense of order, logic, and clarity in the subject matter and content, concepts† such as dedicating it to a ruler. Also there is a sense of decorum, appropriateness, and morality was emphasized. The painting isn’t styled with playful subject matter, or dreamy mythological, Greek god-like figures and bright colors, but technical approach by the artist. 6. Through the use of shade and applied shadows to representing three dimensional space on a two dimensional canvas. The 1-point perspective of the room was convincingly natural; the human figures were well proportioned and anatomically accurate. 7. The return to the Roman antiquity was the primary source of inspiration, which led to a period of resurgence in classicism and classical knowledge. It was also a period of enlightenment and rational thinking. This entire picture was a result of an imagination, drawn up with convincing realism to serve as an illustration to convince the viewers at their first glance. 8. Explain the significance of genre and narrative in the classification of David’s Oath as Neoclassical. This image is classified in the genre of history painting. This painting was based on the legend about the founding of Rome. David tells the story of three brothers that make an oath of loyalty to their father swearing defend their city ‘til death. . Most Neo-Classical paintings take their subjects from Ancient Greek and Roman history. In this painting, the Horatii brothers are swearing an oath on their swords, which their father presents to them to fight until they die for their country. David creates the ideal image to represent â€Å"greater seriousness and moral commitment,† which are the basic principles of Neo-Classicism. David achieves what most neoclassical artists and critics strive for in their art by reviving the idea of classical Greece and Rome.

Hardys Jude the Obscure :: Religion Religion Jude Hardy Essays

Hardy's Jude the Obscure   Ã‚  Ã‚  Ã‚  Ã‚  In Hardy's Jude the Obscure, Hardy shows his views on religion and commitment to the Church which were said to have declined in the latter years of his life. (Ingham, xxvii) Throughout the book Hardy displays his feeling that religion is something that people use in order to satisfy themselves by giving their lives meaning. One instance in which Hardy clearly displays this is when he writes, "It had been the yearning of his heart to find something to anchor on, to cling to." (Ingham, 94) In order to bring out this point Hardy chooses to create Jude as an orphan and has him come from obscure origins. By doing this he creates a character who is looking for something to give him an identity. As a result of his relationship with Mr. Phillotson (who leaves for Christminster in order to become ordained), he finds religion and feels that he can use it to help him gain an identity. Hardy feels that people should shy away from their old ways of thinking and begin to form new opinions of their own. He feels that people should not just blindly follow religion without deciding for themselves that this is what they want. People should not be as Jude who becomes obsessed with religion simply because his mentor Phillotson felt this way. One of the major reasons that causes Hardy to have these views is that he feels religion leads to hypocrisy. He feels that man has many desires that go against the laws of religion, and these desires lead man to feel very hypocritical. These feelings of hypocrisy then cause man to have many inner conflicts that lead to many problems. This negativity towards religion is seen both through symbols in the book and in the plot itself. The symbols that convey this message are the name Jude, which is an allusion to Judas Iscariot who was a traitor to Jesus. The name Jude can also be a reference to the wandering Jew. The second symbol is Christminster. Christminster symbolizes a world in which Jude sees how remarkable the Church is, but it is a place that exists only in Jude's imagination. Another symbol that we encounter is that of Samson who is symbolic of man going after women that are forbidden to him. We also encounter a reference to Nebuchadnezzar's furnace, which is used to question God by asking why the righteous suffer. Finally, the job Jude chooses is also symbolic of the anti-religious attitude that is shown.   Ã‚  Ã‚  Ã‚  Ã‚  The negativity towards religion is first revealed in the name Jude.

Does Source B support the evidence of Source C about the Suffrage campaign?

During the early 20th century, Women's battle for equality reached its very peak as their campaign to be granted suffrage became even more passionate and frantic, as. It was around this time that the first real changes started occur; and as with any revolutionary crusade, there was a great deal of controversy surrounding it. It therefore comes as no great surprise that an immense amount of media was published concerning the subject. This was created by people on both sides of the campaign, and so there is a very wide range of the opinions voiced through forms of books, newspaper articles, speeches and in particular propaganda posters. Both these sources depict an extremely disdainful view towards women's suffrage, however to what extent they support each other in the rest of their views is rather debatable and needs to be considered to a further degree. Although these two sources were written for entirely different purposes, they surprisingly share one of their common principles, sending out an almost identical message on the actions of Suffragettes. Both authors feel that they were behaving in a maniacal manner which was totally unacceptable, and one which would only be used by the most preposterous lunatics. Source C depicts a suffragette protesting [maniacally], in a very emotional posture with greatly exaggerated and unwomanly actions. The viewer immediately feels contempt towards her, seeing her as nothing but a [nuisance]. This feeling is then enhanced by the label underneath- ‘The Shrieking Sister'. This is implying that the suffragette is very mentally unstable, to the extent of hysteria. Also, by ‘Sister' it is associating her into an [organization], as part of a brethren which we are led to believe are all like this. This immediately lowers all suffragette campaigners, making their cause worthless. Source B is portraying a very similar [feeling], labeling the protests as a ‘shrill cry'. The word shrill here implies how they are [hysterical], irrational and desperate. It's purpose, similar to that of Source C's is to demote them and point out how ridiculous their actions are. Another way in which the two sources are [linked/similar] is in the way they dehumanize women suffrage campaigners. Source B does this simply by the title of the book- â€Å"Women or Suffragette†. This suggests that a woman could only be one or the other, and that should they be a suffragette they are letting go of an femininity. Even by just reading the title of the book, the public feel forced into making a decision between the two sides- between being a respected, charming woman or being an indistinguishable/undefinable monstrosity. Source C uses similar tactics in putting this point across, using the label and the drawing of the Suffragette behaving in an animalistic way to highlight the beastiality and violence of the woman. Text is used to great advantage by both Corelli and Partridge to make their views [noticed], and both use fonting techniques to capture the readers attention, Partridge using a larger, bolder, more noticeable font and Corelli simply putting it in italics to stress the importance of that view. This results in the viewer being able to interpret their main [points] even at a glance, which increases the liklihood of success of their work. (Success being that people begin to reflect on the situation through the view of the authors). Whilst the Sources may support each other in their fundamental [reasons], they differ quite a bit in the rest of their views. One of the biggest ways in which their opinions vary is on the whole suffrage campaign. Source B is quite clearly against the whole cause, as Corelli does not differentiate between Suffragists and Suffragattes whilst she is slandering female campaigners, and simply generalizes them together. On the other hand, Source C makes it clear that they have no [issues] whatsoever with Suffragists. In the portrait, the Suffragists is represented as calm, mature and is standing very upright and [sensibly]. She is making no radical actions, and appears to be heavily critizing the [actions] of the Suffragette. In the caption, she is even labelled as the ‘Sensible Woman'. This implies that Partridge is by no means against the cause, and that if campaigners behave in appropriate and [sensible] manners then he is perfectly happy to listen to their cause, and that he is simply refusing to tolerate the violence of Suffragettes. However, this view is not very clearly shown by the poster, and it left to the viewer to interpret it themselves. In general, Source C is only commenting on the tactics used in the campaign, not the reasoning behind the campaign. Source B is completely different to this, and it is full of critism of Women for demanding suffrage. Corelli clams that ‘Women were and are destined to make voters rather than to be voters themselves'. By the comment, she is stating that she feels that the situation is never going to change, and that women should just stay in the Private Sphere where they are expected to be. She feels that women are not capable of voting, and that the injustices they suffer should be stopped through other means. Corelli suggests that the lack of equality it women's own fault, saying that it is a result of ‘the way in which mothers have reared their sons'. This is saying that if Women want to change the way in which they are treated in society, they must do it by giving their sons, the generation which will shape the future as they become adults, a more [morally intact] view of women. Whereas contrary to this belief of it being due to women's own mistakes that society is so obvlivious to their rights, Source C suggests that it is due to Suffragettes that the campaign is still failing, as is exampled by the Suffragists commenting that Suffragettes were the cause's ‘worst enemy'. In conclusion, I feel that Source B does support a great deal of the evidence in Source C- that about the campaigning techniques of Suffragettes; however it can vary a great deal in other views and in some ways they even contradict each other, such as with the opinion of who was to blame for the great sexism of the time. In general, I feel that although the views of the two sources are in places identical, this is just a coincidence, as they are for different reasons. This is most likely due to the fact that the original media had different purposes. Source B was from a book which was very clearly anti-women's suffrage. Anyone who would be reading the book would clearly already be leaning towards these views, and Corelli was simply trying to persuade them more, or share her opinions with them. Partridge was using his poster to appeal to Suffragettes, and to the public, to try and make them realize that violent, militant campaigning was not helping the cause, and making the whole thing seem just rants of hysterical, moronic women. By acting like animals with ‘shrieking' and ‘shrill cries', they bring a bad reputation to all women, and simply give support to the claims that women were 'emotionally weak'. The one thing which they most storngly support each other in is in blaming Suffragettes for the level of disfain the public have towards Women's Suffrage, and it is this solely which links the too.

Essay on The Benefits of a Liberal Arts Degree - 556 Words

Liberal Arts are academic subjects such as literature, philosophy, mathematics, and social and physical sciences as distinct from professional and technical subjects. This approach to education provides students with specialized ability in a chosen major as well as builds a foundation of skills and knowledge that can be applied among many career paths and academic pursuits. Employers value the ability to solve problems, adapt to change, work across disciplines, and collaborate with others, which are distinctive tenants acquired when you pursue a major in liberal arts. Clearly, all successful careers require critical thinking, teamwork, sensitivity to cultural, demographic, economic and societal differences and political perspectives. A†¦show more content†¦In a philosophy class you learn about virtue by studying the numerous early century philosophers. These philosophers dedicated their lives to gaining what they believe is true wisdom. By studying them we gain knowledge of what is virtuous and how we set our morals. Virtue and moral depict the type of person you are and can be crucial when trying to get a job. Philosophy is one class that is purely learning to understand philosophy and by doing this you look into you and gain integrity and learn better ethics and how to treat others. This course also requires students to express what they have learned in writing, giving evidence from research and required reading. Literature course go into detail about communication which is important when I comes to any career. No matter what line of work you decide to go in being able to communicate well is critical. Liberal arts classes are the most important classes that someone can take. When pursuing a long-term career, knowing how to demonstrate ethical judgment and integrity is what employers are looking at now. They favor graduates who know how to conduct research by using evidence based analysis and who know how to apply it in real-world settings. They want those with the confidence you gain through learning how to write, present and, solve problems. I think we should put liberal arts education at the fore-front of higher education. It will always be superior to stem courses. IfShow MoreRelatedAnalysis Of Sanford J. Ungar s The New Liberal Arts 978 Words   |  4 Pagesâ€Å"The New Liberal Arts† by Sanford J. Ungar is an essay that talks about the benefits and misconeptions of receiving a liberal arts with Ungar on the benefits of students receiving a liberal arts education, but way the current education system is a liberal arts education isn’t the best financial choice to receive is a degree. education. Ungar was the president of a liberal arts education and the essay uses Ungars knowledge of liberal arts education to counteract arguments against students receivingRead MoreEssay On Liberal Arts And Business Connection1671 Words   |  7 PagesLiberal Arts and Business Connection At first glance liberal arts and business may seem to have no real connection but the underlying education and skills taught allow them to work well together. In an article entitled, Dimension of Precariousness, discussed being entrapped in a career or profession that lacks passion. The article stated that, â€Å"Entrapment can be considered as the long-lasting condition and weak part of young-adult independent professional beyond the first stages of their careersRead MoreThe Liberal Arts Program Catches Your Attention944 Words   |  4 PagesYou arrive on campus for a tour, hear the beautiful music of the band, see some of the most amazing pieces of art and get to sit in the classes of current students. 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But there is a grouÃ'€ that can not be severely criticized and is considered as a very imÃ'€ortant Ã'€art of our lives - it is education. Liberal education is one of the basic values of modern society and it Ã'€lays a very imÃ'€ortant role in our lives. Liberal educationRead MoreAnalysis Of The New Liberal Arts 1002 Words   |  5 Pagesof The New Liberal Arts Living in the Digital Age it is not uncommon to believe the STEM fields- science, technology, engineering, and mathematics- are far more superior degree choices than its outdated counterparts, the liberal arts. However, Sanford J. Ungar attempts to shed light on the highly scrutinized and critiqued liberal arts education by clearing up seven common misperceptions. In his essay, The New Liberal Arts, Ungar strings together counterarguments on why a liberal education stillRead MoreEducation Vs Liberal Education1328 Words   |  6 Pagesin many ways. A liberal arts college aims to communicate a vast general knowledge and create general intellectual limits, in comparison to a professional, vocational, or technical curriculum. In Charles Murray’s essay, â€Å"Are Too Many People Going to College†, his opinion is that the most core knowledge should be learned in the K-8 grades, while high school should be more survey courses such as humanities and social sciences. However, i n Sanford Ungar’s essay, â€Å"The New Liberal Arts†, he argues thatRead MoreLiberal Art Schools Worthiness Essay1366 Words   |  6 Pagescapital societies. Today, collage standards expand and people discovered that some institutes are better than the others due to the options that each system provides. Of course liberal art school is one of them due to its philosophical base of the way that people should follow to learn. Nonetheless, nowadays, liberal art school is not economically worth the money to students because it is not providing students with what they actually need. Anything that is not providing students with what theyRead MoreWhy I Am A Liberal Arts Education1123 Words   |  5 PagesA liberal arts education encourages freedom by allowing students to grow individually and academically. Before I read the summer reading packet, I did not know this. By reading the packet, I understand what it means to be liberally educated at Loras College. The freedom and growth that I will experience through the liberal arts at Loras will allow me to become better-rounded as an individual. Because of this, I will have learned how to be a critical thinker and learner, see the whole picture of why