Prompt Graduation Quotes

Postfeminism, as a term, suggests that women have made plenty of progress because of feminism, but that feminism is now irrelevant and even undesirable because it supposedly made millions of women unhappy, unfeminine, childless, hairy, lonely, bitter and prompted them to fill their closets with combat boots and really bad India print skirts. Supposedly women have gotten all they could out of feminism, are now "equal," and so can, by choice, embrace things we used to see as sexist, like a TV show in which some self-satisfied lunk samples the wares of twenty-five women before rejecting twenty-four and keeping the one he likes best, or like the notion that mothers should have primary responsibility for raising the kids. Postfeminism means that you can now work outside the home even in jobs previously restricted to men, go to graduate school, pump iron, and pump your own gas, as long as you remain fashion conscious, slim, nurturing, deferential to men, and become a doting, selfless mother.

One graduate student told me, “When the Apocalypse comes, you want to know an archaeologist, because we know how to make fire, catch food, and create hill forts,” and I promptly added her to my address book. Knows how to make hill forts—who can say when that will come in handy?

Across the town students were fast asleep. Next to them, tomes by Plato and Locke and Montesquieu waited to be read, discussed, gesticulated about; theoretical rights like freedom and liberty would be debated between those who already enjoyed them, stale concepts that, upon their readers' graduation ceremonies, would promptly be forgotten. That life, and all of its preoccupations, seemed insane to him now; he could not believe there was ever a time when his greatest concerns were what colour neckties to order from Randall's, or what insults to shout at houseboats hogging the river during rowing practice. It was all such frippery, fluff, trivial distractions built over a foundation of ongoing, unimaginable cruelty. Robin gazed at the curve of Babel against the moonlight, at the faint silver glow cast off by its many reinforcements. He had a sudden, very clear vision of the tower in ruins. He wanted it to shatter. He wanted it to, for once, feel the pain that had made possible its rarified existence. 'I want it to crumble.' Victoire's throat pulsed, and he knew she was thinking of Anthony, of gunshots, of the wreckage of the Old Library. 'I want it to burn.

Ted and Rick. Ted graduates from university and starts his climb up the corporate ladder. Every day he works long hours. He spends Saturday on projects to try to get ahead. No time for sports, no time for relationships, and no money to save. Every month he reviews his goals to see how far he can climb the corporate ladder. Extra meetings, extra projects. Gradually, Ted begins his climb to the top. And after 18 short years, Ted has his chance. He could become the next new, semi-young, chief executive of the company. But the owner gives the chief executive job to his recently graduated grandson, who promptly fires Ted. Ted has lost 18 years of his life, his dignity, his hard effort, and is again unemployed. Ted’s friend, Rick, also leaves university, but takes an ordinary job. However, Rick does something different. In the evenings, after work, Rick starts his part-time network marketing business. Four years later, Rick fires his boss, and lives the rest of his life on the earnings of his network marketing business.

Erroneous plurals of nouns, as vallies or echos. Barbarous compound nouns, as viewpoint or upkeep. Want of correspondence in number between noun and verb where the two are widely separated or the construction involved. Ambiguous use of pronouns. Erroneous case of pronouns, as whom for who, and vice versa, or phrases like “between you and I,” or “Let we who are loyal, act promptly.” Erroneous use of shall and will, and of other auxiliary verbs. Use of intransitive for transitive verbs, as “he was graduated from college,” or vice versa, as “he ingratiated with the tyrant.” Use of nouns for verbs, as “he motored to Boston,” or “he voiced a protest.” Errors in moods and tenses of verbs, as “If I was he, I should do otherwise,” or “He said the earth was round.” The split infinitive, as “to calmly glide.” The erroneous perfect infinitive, as “Last week I expected to have met you.” False verb-forms, as “I pled with him.” Use of like for as, as “I strive to write like Pope wrote.” Misuse of prepositions, as “The gift was bestowed to an unworthy object,” or “The gold was divided between the five men.” The superfluous conjunction, as “I wish for you to do this.” Use of words in wrong senses, as “The book greatly intrigued me,” “Leave me take this,” “He was obsessed with the idea,” or “He is a meticulous writer.” Erroneous use of non-Anglicised foreign forms, as “a strange phenomena,” or “two stratas of clouds.” Use of false or unauthorized words, as burglarize or supremest. Errors of taste, including vulgarisms, pompousness, repetition, vagueness, ambiguousness, colloquialism, bathos, bombast, pleonasm, tautology, harshness, mixed metaphor, and every sort of rhetorical awkwardness. Errors of spelling and punctuation, and confusion of forms such as that which leads many to place an apostrophe in the possessive pronoun its. Of all blunders, there is hardly one which might not be avoided through diligent study of simple textbooks on grammar and rhetoric, intelligent perusal of the best authors, and care and forethought in composition. Almost no excuse exists for their persistent occurrence, since the sources of correction are so numerous and so available.

In a physician's office in Kearny Street three men sat about a table, drinking punch and smoking. It was late in the evening, almost midnight, indeed, and there had been no lack of punch. The gravest of the three, Dr. Helberson, was the host—it was in his rooms they sat. He was about thirty years of age; the others were even younger; all were physicians. "The superstitious awe with which the living regard the dead," said Dr. Helberson, "is hereditary and incurable. One needs no more be ashamed of it than of the fact that he inherits, for example, an incapacity for mathematics, or a tendency to lie." The others laughed. "Oughtn't a man to be ashamed to lie?" asked the youngest of the three, who was in fact a medical student not yet graduated. "My dear Harper, I said nothing about that. The tendency to lie is one thing; lying is another." "But do you think," said the third man, "that this superstitious feeling, this fear of the dead, reasonless as we know it to be, is universal? I am myself not conscious of it." "Oh, but it is 'in your system' for all that," replied Helberson; "it needs only the right conditions—what Shakespeare calls the 'confederate season'—to manifest itself in some very disagreeable way that will open your eyes. Physicians and soldiers are of course more nearly free from it than others." "Physicians and soldiers!—why don't you add hangmen and headsmen? Let us have in all the assassin classes." "No, my dear Mancher; the juries will not let the public executioners acquire sufficient familiarity with death to be altogether unmoved by it." Young Harper, who had been helping himself to a fresh cigar at the sideboard, resumed his seat. "What would you consider conditions under which any man of woman born would become insupportably conscious of his share of our common weakness in this regard?" he asked, rather verbosely. "Well, I should say that if a man were locked up all night with a corpse—alone—in a dark room—of a vacant house—with no bed covers to pull over his head—and lived through it without going altogether mad, he might justly boast himself not of woman born, nor yet, like Macduff, a product of Cæsarean section." "I thought you never would finish piling up conditions," said Harper, "but I know a man who is neither a physician nor a soldier who will accept them all, for any stake you like to name." "Who is he?" "His name is Jarette—a stranger here; comes from my town in New York. I have no money to back him, but he will back himself with loads of it." "How do you know that?" "He would rather bet than eat. As for fear—I dare say he thinks it some cutaneous disorder, or possibly a particular kind of religious heresy." "What does he look like?" Helberson was evidently becoming interested. "Like Mancher, here—might be his twin brother." "I accept the challenge," said Helberson, promptly. "Awfully obliged to you for the compliment, I'm sure," drawled Mancher, who was growing sleepy. "Can't I get into this?" "Not against me," Helberson said. "I don't want your money." "All right," said Mancher; "I'll be the corpse." The others laughed. The outcome of this crazy conversation we have seen.

Controlled Crying (Graduated Extinction) Consider using this strategy at night after six weeks (from the due date) when you expect longer blocks of sleep at night and an earlier bedtime is emerging. When your twin cries, wait for five minutes before going in to soothe him. Unlike checking and consoling, where you respond promptly, the delayed response with controlled crying or “graduated extinction” means that your twin will likely become more upset. Therefore, with this method your soothing can and should take the form of whatever will calm your baby back down to a drowsy but awake state: pick him up, sing to him, breastfeed, or rock him. The goal is to eventually soothe him to a drowsy but awake state, but if your baby falls asleep while you are soothing him, that’s okay. Drowsy or asleep, you then put your baby down to sleep. At that time or later, if there is more crying, you will wait for ten minutes before you return to soothe your twin. Repeat your soothing performance. And again put the baby back down to sleep. At every subsequent time of crying, delay your response by an additional five minutes. There is nothing particularly magical about a five-minute interval, but some delay is necessary and consistency is key; you might want to try three-minute intervals. You might cap the maximum time of your delay to twenty to twenty-five minutes, or you might start out the next night with a ten-minute delay in your response time. Your expectation here is that eventually your baby will fall asleep during one of your delays. This begins the process of allowing your twins to learn how to return to sleep unassisted. It is my experience that, again, this method works faster and better when it is the father who does the soothing. Even though feeding the babies is accepted in this method, if the father is the one to do the soothing, breastfeeding—which many babies prefer—is not an option. Some babies will settle down and get to sleep faster when the breast is not available to them. The entire controlled crying or gradual extinction process may take a few nights or a few weeks. The process works faster when you start early in the evening, when drowsy signs first appear. Sometimes the repeated bouts of crying are overwhelming and you might decide that letting your twins “cry it out” (see below) is the best option for speeding up the process of getting to “no more tears.” “For the first week, they often would cry for up to thirty to forty-five minutes. This would be through one five-, ten-, and fifteen-minute cycle with consoling in between. By week two, they were usually asleep before the first ten-minute cycle had passed. By week three, they were down usually within the first five minutes. Now they go down within a minute or two. Sometimes they talk and play a bit longer, but they don’t cry.

PROMPTS FOR WRITING RESUMES AND BIOS Generate a compelling professional summary for a marketing manager with 5 years of experience. Create a list of 10 action verbs to effectively describe accomplishments in a resume. Draft a LinkedIn bio for a recent college graduate with a degree in computer science. Suggest 5 resume formatting tips to create a visually appealing and easy-to-read document. Write an engaging personal bio for a freelance graphic designer’s website. How can transferable skills be effectively showcased in a career change resume? Create a list of 5 questions to ask a client before writing their resume or bio. Develop a powerful resume objective statement for a sales professional targeting a managerial role. Provide tips for optimizing a LinkedIn profile to increase visibility and attract recruiters. Write an attention-grabbing personal

Out of the three of us, she was the only one to graduate. Casey and I both dropped out. But rather than taking a seat on the family throne, she once again thumbed her nose and moved to Nags Head permanently, where she promptly put her inheritance to work by opening the islands’ only no-kill animal shelter, simply called The Haven. She funds it entirely and works tirelessly helping homeless and abused animals have a second chance at life.

There are some important myths to dispel: The average college student does not live on campus—only around 15 percent of undergraduates do. Most do not attend selective institutions that accept fewer than half of their applicants. 4 Only 19 percent of full-time undergraduates in four-year public degree programs graduate on time, and it’s 5 percent for two-year programs. 5 Students from poor families who go to college will probably remain working-class—38 percent of people from low-income families will remain in the bottom two deciles regardless of their educational accomplishment. But the biggest myth is probably the one about students and wage labor. In her book Paying the Price, Sara Goldrick-Rab (herself a scholar of education policy) writes about how she assumed that a drowsy student of hers had been partying too hard and failing to take her studies seriously. When Goldrick-Rab confronted the student, the professor learned a valuable lesson: The student had been working nights at the local grocery store because the graveyard shift paid a little better. She had been attending class after an 11-p.m.-to-6-a.m. shift, taking her education very seriously. This is a good example of the difference between college student stereotypes and the reality, and the experience prompted Goldrick-Rab to take a look at how hard students are working outside the classroom:

But his graduate advisor, the eminent poverty scholar William Julius Wilson, promptly sent Venkatesh into the field. His assignment: to visit Chicago’s poorest black neighborhoods with a clipboard and a seventy-question, multiple-choice survey. This was the first question on the survey: How do you feel about being black and poor?         a. Very bad         b. Bad         c. Neither bad nor good         d. Somewhat good         e. Very good

Prompts (for High School Teachers Who Write Poetry)" Dante Di Stefano Write about walking into the building as a new teacher. Write yourself hopeful. Write a row of empty desks. Write the face of a student you’ve almost forgotten; he’s worn a Derek Jeter jersey all year. Do not conjecture about the adults he goes home to, or the place he calls home. Write about how he came to you for help each October morning his sophomore year. Write about teaching Othello to him; write Wherein of antres vast and deserts idle, rough quarries, rocks and hills whose heads touch heaven. Write about reading his obituary five years after he graduated. Write a poem containing the words “common” “core,” “differentiate,” and “overdose.” Write the names of the ones you will never forget: “Jenna,” “Tiberious,” “Heaven,” “Megan,” “Tanya,” “Kingsley” “Ashley,” “David.” Write Mari with “Nobody’s Baby” tattooed in cursive on her neck, spitting sixteen bars in the backrow, as little white Mike beatboxed “Candy Shop” and the whole class exploded. Write about Zuly and Nely, sisters from Guatemala, upon whom a thousand strange new English words rained down on like hail each period, and who wrote the story of their long journey on la bestia through Mexico, for you, in handwriting made heavy by the aquís and ayers ached in their knuckles, hidden by their smiles. Write an ode to loose-leaf. Write elegies on the nub nose of a pink eraser. Carve your devotion from a no. 2 pencil. Write the uncounted hours you spent fretting about the ones who cursed you out for keeping order, who slammed classroom doors, who screamed “you are not my father,” whose pain unraveled and broke you, whose pain you knew. Write how all this added up to a life. -- Dante Di Stefano. Originally published in Poem-a-Day on May 4, 2019, by the Academy of American Poets.

For Ki-young, who had just graduated from the Operations Class of Kim Jong Il University of Political and Military Science, commonly called Liaison Office 130, the man's defeatist attitude was surprising. How could he live in enemy territory without being alert? How could he let go of his animosity toward the South, where the great enemy Chun Doo Swan massacred thousands of people in Kwangju in broad daylight? Later, he realized the South specialized in lifelessness and defeatism. Indiscriminate weariness was prevalent. Ki-yong knew what ennui was, but this was the first time he personally observed it. At home, it was an abstract idea batted about when criticizing capitalism. Of course, there was ennui back home, too. But in a socialist society it was closer to boredom. And it was really a matter of inadequate motivation; a bit of stimulation could change the feeling of boredom. But the prototypical capitalist ennui Ki-yong encountered for the first time in the South was heavy and voluminous. Like poisonous gas, it suffocated and suppressed life. Mere exposure to it prompted the growth of fear. Sometimes you encountered people who inspired in you an immediate primal caution, something that made you say, I don't want to live like that. That civil servant in the office had this effect on Ki-yong. He represented depression, emptiness, cynicism.

Sara’s interest in Charlotte and Elizabeth prompted us to look for other women medical pioneers and heroes, leading us to Dr. Rebecca Lee Crumpler, the first black woman doctor in the United States. Born in Delaware in 1831, she grew up in Pennsylvania watching her aunt care for sick people in their community. Rebecca worked as a nurse until she was accepted to medical school. After she graduated in 1864 from the New England Female Medical College, she started her career as a physician caring for low-income women and children in Boston. When the Civil War ended, she moved to Virginia, where she worked for the Freedman’s Bureau to care for freed slaves

Such were the circumstances under which the system of War Communism came into being and which prompted the government to proclaim the Soviet Republic a “military camp” in a decree of September 2, 1918. War Communism has been described as a compound of war emergency and socialist dogma. Its main features, in addition to the forcible food requisitions, were extreme centralization of economic life, the state’s effort to take both production and distribution into its own hands as far as possible, the compulsory mobilization of labor, and the attempt to abolish money in favor of direct exchange in kind.[317] It remained in force until 1921, when the regime proclaimed the New Economic Policy in order to revive the shattered economy. Under the NEP, forcible grain requisitions were replaced with a graduated tax in kind upon the peasant farmsteads, a money economy was restored, and private enterprise was legalized in agriculture, the service trades, and parts of light industry.

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