What to Expect on College Graduation Day

Graduation day is everything youve worked so hard for, all rolled up into one super-charged day. So how can you make sure youre able to relax and enjoy your celebration instead of just running from one chaotic situation to another? Knowing what to expect on graduation day can make sure that the memory of you have of this important milestone is one of great joy and calm instead of chaos and frustration. Expect to be challenged as you try to balance everything All of a sudden, all of your worlds are going to collide. Youll have friends you want to see and say goodbye to, youll have family in town, and youll have all kinds of logistics to work out. You will likely feel pulled in a bunch of different directions, all at once, by the people who mean the most to you. Realize that this will likely feel a little overwhelming at times and that youll just have to roll with it. Expect the administration to be busy If you think you can take care of some last-minute to-dos like talking with the financial aid office, you might be surprised to learn that graduation day is one of the worst days to try to get things done. Many offices are super busy with student and family requests at a time when theyre also expected to be involved with graduation itself. If you have things you need to get done before you graduate, plan to do so before graduation day arrives. Expect to serve as a guide for your family You may have no problem knowing where to park, where to get food, where the bathrooms are, and where all the buildings are located on campus...but your family doesnt. Expect to serve as their guide and plan accordingly, either by being available physically to show them around or by being available via cell phone. Expect not to have much time with your friends You and your friends might plan on all seeing each other, eating together, and overall hanging out, but—just like you—everyone will be pulled in a million different directions. Do your best to cram in as much time with your friends as possible before graduation day arrives. Expect a challenge when youre trying to find people Even with cell phones, campus maps, and text messages, it can be a serious challenge to find your family, especially in a large crowd. Plan in advance to meet at certain places (e.g., next to the large tree by the church) instead of out front after the graduation ceremony is over. Expect large crowds around town Even if youre graduation in a major city, the restaurants and hotels nearby will likely be crowded before, during, and after graduation. If youre hoping to go out to eat afterward, make sure you have reservations in advance. Expect to see people for only a short amount of time Aha! You finally found your sorority sister after graduation. You say hello, introduce her to your family, and then...shes disappeared among the crowd. With so much activity and so many people on campus, its likely that youll only have a few moments to cherish with those who mean the most to you. Consequently, keep your camera handy (and fully charged) so that you can capture some amazing graduation pictures before they fade away. Expect to be on your cell phone—a lot The night before graduation is not the time to forget to charge your cell phone. Your friends will be calling and texting you; youll be calling and texting your friends; your parents and/or family will also be in touch; and even your grandmother, whos 1,000 miles away, will want to call and congratulate you. Consequently, make sure your cell phone is charged and ready. Expect a lot of conflicting emotions After all youve worked for and as ready as you thought you were to graduate, graduation day can be an emotional experience. You might very well find yourself not wanting to leave while also excited, and nervous, about what the future holds. Instead of trying to ignore your emotions, just let yourself feel and process whatever the day brings. It is, after all, one of the biggest days of your life, so why shouldnt it be an emotional one, too? Expect things to run late No matter how well you, your friends, your family, and the campus administration plan, things will inevitably run late. Taking it all in stride can help make sure you still enjoy yourself, no matter how far behind schedule things seem to run. Expect the day to be one of the most memorable days of your life Think of all the hard work you put into earning your degree; think of all your family has contributed and sacrificed; think of all the ​benefits of being a college graduate, both professionally and personally. When youre old and gray and looking back on your life, your college graduation will probably be one of the memories you are most proud of. Consequently, do your best to take a few moments throughout the day to absorb everything thats going on. It can be challenging, but after all youve done to make your graduation possible, youre definitely worth the few extra moments it might take to relax and congratulate yourself on a job well done.

The History and Evolution of Dogs Essay - 2359 Words

(word count includes Annotated Bibliography) Throughout the world there are many different countries that contain diverse cultures, religions, and life styles. There is however certain aspects within these countries and cultures that acts as a common ground between one another. One dominant aspect is the existence of dogs within these cultures. Dogs are common throughout the world, either as a domestic pet, a protector on a farm, or an assistant for hunting; amongst others. Regardless of the reason for having a dog most people have either owned one for themselves or has known somebody who has owned one at some point in their life. Despite the relative normality of having a dog in your life in one way or another, the reasons†¦show more content†¦Before a detailed description of how dogs evolved from wolves can be made, an understanding of the process of evolution must first be acquired. The evolutionary process means in basic terms that only the best survive. Animals and plants with better qualities have a better chance of survival; therefore the qualities that allowed them to survive can then be passed on to their offspring. Slowly this plant or animal begins to become different from its ancestors and eventually will become a different species entirely. This form of evolution is known as natural selection (Harris 3). This means that it is the plant or animals natural habitat that is in control of their survival. Another similar but notably different scenario can also take place. This is known as artificial selection. Artificial selection is similar to natural selection in the sense that only the best will live long enough or be able to have offspring and be able to pass on their personnel qualities. The difference is that instead of a natural environment being in control of this, it is instead humans who are in control. Humans pick which individual plant or animal they feel has favorable qualities and will only breed those particular individuals, so over time those qualities are passed on from ge neration to generation and eventually will become a new species much like the phenomenon that occurs in natural selectionShow MoreRelatedARTICLE2 Essay1036 Words   |  5 Pagesï » ¿ The Facts of Evolution 1. What is the point Shermer is trying to make in this article? Shermer’s point is that evolution is a historical science and it did in fact happen and there is a lot of evidence to support that it did. 2. What was Darwin’s contribution to our understanding of coral reefs? Our understanding of coral reefs is now that there aren’t different kinds of coral reefs but rather all coral reefs are in different stages of development. 3. 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Is it viable?† He gave an example about Noah’s Ark. He said it was impossible thatRead MoreThe On The Other Hand, Parole, By De Saussure1070 Words   |  5 Pagesanother way to study language by diachronic reconstruction of its history. This required a full study of all cultural influences that change a language during its evolution and development through history. For example, if researchers investigate the evolution of word order in a sentence from old English to modern English, they would adopt a diachronic study. In contrast, a synchronic approach does not consider a language’s history, but everything else present at a particular time. Generally, theRead More Reflection of Cannibalistic Societies through Diary of a Madman And the Correlation to Todays Society1685 Words   |  7 Pagescannibalistic nature of humans corrupting them-selves over an d over again therefore feeding upon themselves. The analysis of Diary of a Madman gives way to a new interpretation of societies of the past, present, and future. Following the idea that history tends to repeat itself, I have paralleled the idea that society as a whole can be seen as cannibalistic not only in the reference by Lu Xun, but also in the current society we live in today. Only through willingness to change can societies transformRead MoreThe God And The Devil880 Words   |  4 PagesA constant thought throughout the history of philosophy, regardless of the philosopher’s school of thought, is the idea of opposition between forces. Every day must have its night, every ocean its land, every up its down, every hero its villain. Taking the last to an extreme brings the â€Å"constant battle between good and evil.† When this idea meets culture, we find the appearance of religion with its gods and demons. In American culture, one of the best known examples of t hese opposite forces withinRead MoreCreationism Vs. 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Comparison of the Japanese and American Cultures Free Essays

Comparison of Japanese and American Culture Abstract There are some interesting issues engaging gender and cultural diversity in non-verbal communication. It begins by looking over gender variations in body language and the different uses of gestures and posture in comparing the Japanese and American cultures. Nonverbal communication is used in all social settings. We will write a custom essay sample on Comparison of the Japanese and American Cultures or any similar topic only for you Order Now Many times nonverbal communication is not seen for its real definition. In this period of internationalization the American education method is unequipped to handle successfully with the latest realism of a mutually dependent national country. American education is lagging at the end of the charts of Japans developed nation. America’s education needs to be retransformed to suit the needs of a rising nationalized financial system. Nowadays, humanitarians have inspirations of achieving the maximum level of schooling and they know it is vitally important for them to be successful. The steady declining of the American instructional method; the expectation for a victorious outlook for many appear desolate. The idea behind educational curriculums within schools must not only position onward the capability to master reading and comprehension skills, writing skills and mathematical and statistical problem solving, but also get each student ready from the primary, middle, and high school levels with skills in understanding the highly skilled requirements in the everyday working world. Comparison of Japanese and American Culture All societies differ among different cultures. Their cultures differ through customs, and education. A comparison of Japanese and American culture reveals a wide range of societal differences. Japanese culture is not always simple to comprehend, assessing it from an external point of view. The Japanese are a uniquely homogenous country. Japan has been secluded by natural features and by preference of their own, that moderately hardly any outsiders reside in Japan. A culture distinction that the Japanese discover in America is their greeting traditions. Although the greeting is one of the easiest ways for man-kind to communicate, both countries include diverse ways of addressing one another. Three differences include arrival, self-introduction, and leaving. The focal rationale for the diversity is that Americans exercise spoken gestures and the Japanese use unspoken gestures. Cultural beliefs offer implication to individual awareness of â€Å"who does what to whom wherever. † Nonetheless, the outcome of the various actions intended at oneself has been scientifically analyzed. Cross-cultural differentiations in generating a signification of self-fulfillment or self-actualization are communicated through feeling, labeling and characteristic attribution. The process of self-introduction varies between America and Japan. Americans are quick to have a discussion regarding their private matters. Americans usually converse about their relatives, spouses, or themselves. The Japanese prefer a more low key method. Japanese people are akin to chat about where they belong. For example, what school or university they attend, what there major is, or what type of club they have joined. Leaving a place or being in the American and the Japanese cultures depend on whether people are close in proximity or far away. Americans seem to say â€Å"bye† for either situation. Some Americans give a hug or a kiss when they leave one another. Unlike Americans, who immediately say â€Å"goodbye,† commonly Japanese build a trivial bow and glance back several times while waving their hand. Amongst the varied farewells, every Japanese individual who resides in America is shocked when they receive a embrace from an American, and they believe Americans are sappy. Japanese sense meaninglessness when Americans say â€Å"bye† and immediately leave. The variations in greetings are that the Americans prefer to be verbal and the Japanese prefer to be nonverbal. Americans are quick to exercise the verbal, so Americans say â€Å"Hi† or â€Å"How are you? Even people who are strangers say â€Å"How is it going? † Japanese people who arrive in America are puzzled whether they should react or be quiet. Japanese believe Americans are friendly and rejuvenating. Japanese people are likely to communicate a nonverbal language. Many Japanese just make a bow with a smile indicating respect. Usually, young people have to make a deep bow for their superiors. Not only gesture but also voice and countenance are very significant. Every American who is in Japan feels uncomfortable at first because they are not used to Japanese customs. Normally, we anticipate conversing face to face than when conversing obliquely, for example through letters. Nonverbal communication, such as one’s appearance, quality of voice, facial appearance, and body language all present additional information that enhances ones understanding. Nevertheless, when cultural diversity is engaged, this extra information can root added misunderstanding. Body languages are an essential part of greetings. Japanese usually bow as they articulate their greetings and Americans extend their arms for handshakes in the form of a greeting. Mainly Japanese who are accustomed with the global view are familiar to handshakes, but when it comes to embracing hugs and extending kisses very little Japanese identify the acts and manners implicated. Even with handshake greetings it can be uncomfortable since a lot of them are not capable of withholding bows while they extend shake hands. Bowing is an essential way of greeting and politeness for the Japanese. It allows them to acknowledge one another without invading each other’s personal space; Americans do not take that into consideration when they are greeting each other. It also allows them to greet each other at a distance, whenever a verbal greeting is not practical. It foreshadows words in the vivid expressions of emotions. The Japanese feel that if they lose it, it would be like losing part of their courteousness. Making eye contact can be culture dependent. Americans might become uncomfortable when talking to their Japanese associates, who often do not control and maintain good eye contact during conservation. For example, Japanese would become angry if an American that was driving looked away from the traffic to make conversation with their passenger. Even and continuous communication is more than understanding words and etiquette. The tempo of communication seems to fluctuate amongst America and Japan. Regularly, Americans talk relentlessly. But Japanese continue gentler, pausing from time to time to evaluate the circumstances or to let the quietness speak for itself. Whenever English is the preferred language, the American’s have a tendency to speak without having to pause and can simply devastate the Japanese, whose English aptitude is probably not elevated sufficiently enough to listen in and at the same time think of what to say next. Often the Japanese businessmen use an interpreter to avoid those types of situations. In contrast, Americans seem to get nervous when Japanese pause in conservation and their break in conversation seem like eternity before they continue speaking. To many Japanese, Americans seem to rely a lot on drawn out verbal dialogue where a simple chart or table is adequate. Conventionally, the Japanese rather brief verbal expressions. In fact, telling one they are skillful with words could be can be seen as a bad compliment, and referred to as being underhanded. Voice pitch plays a significant sociocultural role in the expression of emotion and politeness in conversational speech. (Yuasa 2008) The theory that the entire Japanese communal connection is modeled after the mother and child bond sets a tone for their country. The outcomes of affect and power models imply a multifaceted picture where juvenile American boys are taught to be self-sufficient, but juvenile American girls are pushed to exhibit dependence. Mothers that raise children in America try to validate their character through most favorable actions with kids who operate beyond a normal child’s character produce boys that fight back and girls who are passive if they follow the Japanese rules of character development. The mother of an American child conforms her character as a mother by teaching her youngster to be independent. The mother of a Japanese child has the nurturing spirit to carry and hug their child as a way of showing their love. The Japanese model imitates the over controlling and overly understanding approach of native Japanese mothers. The Japanese mother who oversees or observes her child is given an incentive with distinctive characteristics validating reactions like hanging on to and supplying conduct from the youngster not expected for mothers and kids in the United States. Japan and the United States are eagerly focused on education. Both homelands focus on education as a shared accountability of the nation. Even though there are many comparisons, there are also differences among American and Japanese missions and visions of education, and there positions are aimed in different paths of transformation in both homelands. Schooling is also obligatory for both countries. In the United States most children begin primary education with kindergarten and depending on the district prerequisites; they complete their education in their senior year of high school. Since Americans are actively creating universal goals and targets, increasing and utilizing additional standardized tests for all scholars, and shifting in the direction of traditional based school improvement; the Japanese appear to want the reverse unassembled standardized standards, shifting away from the anxiety of nationalized examinations, and centering more attention on the creativeness and possibilities of each scholar. This is an objective that has frequently been disregarded in Japanese culture and the education reflections. Japan’s education method allows teachers to inspire students learning throughout their well organized programs of study, securely joined together through all subject matters, that connects students and fabricates well-built classroom affiliations. Complete course group teaching aids Japanese schools to encourage their students by highlighting exertion over aptitude, connecting students, constructing well-built classroom associations, and uniting students under a common objective. Customary functions focused on the gender separation of hard work among a male wage earner and a female head of household have become defying in several current industrialized homelands by transforming women’s communal outlooks. A convergence of trends, including increasing female wages and employment rates, decreasing fertility and family size, rising divorce rates and numbers of female-headed households, and increasing education and participation in women’s movements, have undermined many of the incentives and requirements of a traditional family arrangement (Mason and Lu 1988). References 1. â€Å"What Japan Thinks of Us: a Nation of Crybabies? Newsweek April 2, 1990 2. Doi, T. (1996) â€Å"Foreward† Pp. Xv-xvii in D. W. Shwalb and B. J. Shwalb (editors), Japanese childrearing: Two generations of scholarship, New York: The Guilford Press. 3. Mason, Karen O. and Yu-Hsia Lu. 1988. â€Å"Attitudes Toward Women’s Familial Roles: Changes in the United Stat es, 1977- 1985. † 4. Osgood, C. E. , W. H. May, and M. S. Miron. 1975. Cross-Cultural Universals of Affective Meaning. Urbana: University of Illinois Press. 5. Yuasa, I. 2008. Culture and gender of voice pitch; a sociophonetic comparison of the Japanese and Americans, 2009. Equinox Publishing Limited; Questia. com ` How to cite Comparison of the Japanese and American Cultures, Papers

Criminology Essay Example For Students

Criminology Essay Hai Pham 6/16/99 Criminology Essay One child grows up to be somebody who just loves to learn. And the other child grows up to be somebody who just loves to burn (198) An excerpt of this poem paints a picture of two brothers, John and Robert Wideman, leading different lives. Robert Wideman, embraced a path common for black men during that era; a life of crime, glamour, and drugs. Quietly sitting in jail, he reminisces deeply about his troubled past and the consequences of the future that now haunts him. John, on the other hand, chose the path less taken by those living in the same world as he did and in due time become a successful professor at a University. How did two people from the same origin, living in similar environments, and raised by a caring family choose such different paths? Some might explain the cause to be risk factors, learned behavior, or missed opportunities. When explaining criminal behavior, it is inevitable to identify sociological, behavioral, and psychological problems as causes of crime. John and Robert always dreamed about running away from the poverty embracing their community. Even though they shared the same dream, each considered different means of achieving this dream. John determined early on that to get ahead, to make something of myself, college had seemed a logical, necessary step; my exile, my flight from home began with good grades, with good English (27). In order for John to climb the social status, he realized that his only ticket out of poverty and his community is through a good education. Status must be earned through hard work and determination. Robert is just the opposite of John. Early on, Robert acknowledged that school and sports could not satisfy the glamour that Robert so much desired? Unlike John who disliked blackness, Robert got a thing about black. See black was like the forbidden fruit (84). Robert embraced the people living in Homewood, Pittsburgh. He felt connected to them especially when he discovered Garfield cause thats where the niggers was. Garfield was black (85). By embracing what other people valued and thought, Robert incorporated the same criminal values as his own. Robert has accepted his fate, a life of glamour through deviant behavior. Delinquency at an early age may have contributed to Roberts behavior. According to Cohen, deviant behavior derives from an inversion of values. Roberts values can be best summed up by the statement the thing was to make your own rules, do your own thing, but make sure its contrary to what society says or is (58) . Inversion of values is practically portraying what society views as socially acceptable, unacceptable. A great example explaining this inversion of values is captured during a school strike. Robert recaptures the greatest moment of his life when he took over the school. Through his eyes, it was the white mans world and wasnt no way round it or over it or under it so I kept on cutting classes and *censored*ing up and doing my militant thing every chance I got. (114). It seems that Robert felt frustrated living in such an oppressed environment. He once believed that prosperity can be achievable but somehow his belief in what society has taught him relating to success is wrong. Through this belief, Robert maintains a violent life. Other variables such as family, the community, and opportunities for success play a critical role in shaping the behavior of adolescence according to Cloward and Ohlin. There were lost opportunities when Roberts family decided to move back to Homewood from Shadyside. A good education in a community that cared for the student was stripped from Roberts grasp. Robert was never able to attend the school that his older brother had previous graduated from. Now living within the boundaries of the poor community, Robert is exposed to violence and the substandard values of the neighborhood. Homewood is a community that scared Roberts Mother. Her prediction of trouble and Roberts wild side connecting turned into reality and she was right. Nineteen Eighty Four - Fiction Essay The tricks of the trade, so to speak, are much more readily available in a city where most crime occurs than in a far off suburb. For example, even if one does figure out how to hot-wire a car on their own, where are they going to take it after the fact? The car is hot (it has either been reported stolen, or soon will be, to the police, who will put out an APB on the stolen car) so one doesnt have much time to get rid of it. The longer one is on the road, the higher their .