Undergraduate Graduation Quotes

Life is funny. I'd applied to the wrong graduate program, but that eventually led me to the right grad program. I'd taken what I thought was the wrong undergraduate major, and that was the thing that set me apart and allowed me to find my niche. I don't know if there are any lessons to take from that except to realize that the things you think are mistakes may turn out not to be mistakes. I realized wherever you are, if you make the most of what you've got, you can find a way to keep moving forward.

It may take a decade or two before the extent of Shakespeare's collaboration passes from the graduate seminar to the undergraduate lecture, and finally to popular biography, by which time it will be one of those things about Shakespeare that we thought we knew all along. Right now, though, for those who teach the plays and write about his life, it hasn't been easy abandoning old habits of mind. I know that I am not alone in struggling to come to terms with how profoundly it alters one's sense of how Shakespeare wrote, especially toward the end of his career when he coauthored half of his last ten plays. For intermixed with five that he wrote alone, Antony and Cleopatra, Coriolanus, The Winter's Tale, Cymbeline, and The Tempest, are Timon of Athens (written with Thomas Middleton), Pericles (written with George Wilkins), and Henry the Eighth, the lost Cardenio, and The Two Noble Kinsmen (all written with John Fletcher).

Imagine if we taught baseball the way we teach science. Until they were twelve, children would read about baseball technique and history, and occasionally hear inspirational stories of the great baseball players. They would fill out quizzes about baseball rules. College undergraduates might be allowed, under strict supervision, to reproduce famous historic baseball plays. But only in the second or third year of graduate school, would they, at last, actually get to play a game. If we taught baseball this way, we might expect about the same degree of success in the Little League World Series that we currently see in our children’s science scores.

New Rule: Now that liberals have taken back the word "liberal," they also have to take back the word "elite." By now you've heard the constant right-wing attacks on the "elite media," and the "liberal elite." Who may or may not be part of the "Washington elite." A subset of the "East Coast elite." Which is overly influenced by the "Hollywood elite." So basically, unless you're a shit-kicker from Kansas, you're with the terrorists. If you played a drinking game where you did a shot every time Rush Limbaugh attacked someone for being "elite," you'd be almost as wasted as Rush Limbaugh. I don't get it: In other fields--outside of government--elite is a good thing, like an elite fighting force. Tiger Woods is an elite golfer. If I need brain surgery, I'd like an elite doctor. But in politics, elite is bad--the elite aren't down-to-earth and accessible like you and me and President Shit-for-Brains. Which is fine, except that whenever there's a Bush administration scandal, it always traces back to some incompetent political hack appointment, and you think to yourself, "Where are they getting these screwups from?" Well, now we know: from Pat Robertson. I'm not kidding. Take Monica Goodling, who before she resigned last week because she's smack in the middle of the U.S. attorneys scandal, was the third-ranking official in the Justice Department of the United States. She's thirty-three, and though she never even worked as a prosecutor, was tasked with overseeing the job performance of all ninety-three U.S. attorneys. How do you get to the top that fast? Harvard? Princeton? No, Goodling did her undergraduate work at Messiah College--you know, home of the "Fighting Christies"--and then went on to attend Pat Robertson's law school. Yes, Pat Robertson, the man who said the presence of gay people at Disney World would cause "earthquakes, tornadoes, and possibly a meteor," has a law school. And what kid wouldn't want to attend? It's three years, and you have to read only one book. U.S. News & World Report, which does the definitive ranking of colleges, lists Regent as a tier-four school, which is the lowest score it gives. It's not a hard school to get into. You have to renounce Satan and draw a pirate on a matchbook. This is for the people who couldn't get into the University of Phoenix. Now, would you care to guess how many graduates of this televangelist diploma mill work in the Bush administration? On hundred fifty. And you wonder why things are so messed up? We're talking about a top Justice Department official who went to a college founded by a TV host. Would you send your daughter to Maury Povich U? And if you did, would you expect her to get a job at the White House? In two hundred years, we've gone from "we the people" to "up with people." From the best and brightest to dumb and dumber. And where better to find people dumb enough to believe in George Bush than Pat Robertson's law school? The problem here in America isn't that the country is being run by elites. It's that it's being run by a bunch of hayseeds. And by the way, the lawyer Monica Goodling hired to keep her ass out of jail went to a real law school.

Too many students, both graduate and undergraduate, think that the aim of education is to memorize settled answers to someone else's questions. It is not. It is to learn to find your own answers to your own questions. To do that, you must learn to wonder about things, to let them puzzle you--particularly things that seem most commonplace.

Notwithstanding the intense pressure on faculty members to publish, nationwide surveys indicate that they value teaching as highly as scholarly research.6 For every research superstar seeking international acclaim and association only with graduate students, there are many professors who value not only scholarship but also teaching and mentoring undergraduates.

I wish I had asked myself when I was younger. My path was so tracked that in my 8th-grade yearbook, one of my friends predicted— accurately— that four years later I would enter Stanford as a sophomore. And after a conventionally successful undergraduate career, I enrolled at Stanford Law School, where I competed even harder for the standard badges of success. The highest prize in a law student’s world is unambiguous: out of tens of thousands of graduates each year, only a few dozen get a Supreme Court clerkship. After clerking on a federal appeals court for a year, I was invited to interview for clerkships with Justices Kennedy and Scalia. My meetings with the Justices went well. I was so close to winning this last competition. If only I got the clerkship, I thought, I would be set for life. But I didn’t. At the time, I was devastated. In 2004, after I had built and sold PayPal, I ran into an old friend from law school who had helped me prepare my failed clerkship applications. We hadn’t spoken in nearly a decade. His first question wasn’t “How are you doing?” or “Can you believe it’s been so long?” Instead, he grinned and asked: “So, Peter, aren’t you glad you didn’t get that clerkship?” With the benefit of hindsight, we both knew that winning that ultimate competition would have changed my life for the worse. Had I actually clerked on the Supreme Court, I probably would have spent my entire career taking depositions or drafting other people’s business deals instead of creating anything new. It’s hard to say how much would be different, but the opportunity costs were enormous. All Rhodes Scholars had a great future in their past. the best paths are new and untried. will this business still be around a decade from now? business is like chess. Grandmaster José Raúl Capablanca put it well: to succeed, “you must study the endgame before everything else. The few who knew what might be learned, Foolish enough to put their whole heart on show, And reveal their feelings to the crowd below, Mankind has always crucified and burned. Above all, don’t overestimate your own power as an individual. Founders are important not because they are the only ones whose work has value, but rather because a great founder can bring out the best work from everybody at his company. That we need individual founders in all their peculiarity does not mean that we are called to worship Ayn Randian “prime movers” who claim to be independent of everybody around them. In this respect, Rand was a merely half-great writer: her villains were real, but her heroes were fake. There is no Galt’s Gulch. There is no secession from society. To believe yourself invested with divine self-sufficiency is not the mark of a strong individual, but of a person who has mistaken the crowd’s worship—or jeering—for the truth. The single greatest danger for a founder is to become so certain of his own myth that he loses his mind. But an equally insidious danger for every business is to lose all sense of myth and mistake disenchantment for wisdom.

Instead of educating college students for jobs that are about to disappear under the rising tide of technology, twenty-first-century universities should liberate them from outdated career models and give them ownership of their own futures. They should equip them with the literacies and skills they need to thrive in this new economy defined by technology, as well as continue providing them with access to the learning they need to face the challenges of life in a diverse, global environment. Higher education needs a new model and a new orientation away from its dual focus on undergraduate and graduate students. Universities must broaden their reach to become engines for lifelong learning.

The life of the grownups had caught me, at first by a lock of hair or a finger, but soon it would have caught and bound me completely, the life lived according to goals, according to numbers, the life of order and jobs, or professions and examinations; soon the hour would strike for me too, soon I would be undergraduate, graduate student, minister, professor, would pay calls with a high hat and leather gloves to go with it, would no longer understand children, would perhaps envy them. But actually in my heart I didn't want any of this, I did not want to leave my world where things were good and precious. There was, to be sure, a completely secret goal for me when I thought about the future. The one thing I ardently wished for was to become a magician.

The uninitiated often assumed that undergraduate students were at the bottom rung, but undergrads were the paying customers, or at least their parents were. And paying customers needed to be kept happy. Grad students worked for the school as teaching and research assistants--TAs and RAs--but weren't really proper employees, and as such they weren't entitled to the benefits that, say, a cataloger in the Coffey Library received. Then there was the fact that they had to learn to leave behind passive studying and test taking, which was what most of them had been taught in their school careers up to that point, and learn how to actively attack research problems and come up with new ideas, all while being poorly paid. Like Helen had said, a not insignificant number of grad students left after a year instead of sticking around to work on obtaining their PhDs. Who could blame them? Industry paid more and had better benefits.

Dontchev was born in Bulgaria and emigrated to America as a young kid when his father, a mathematician, took a job at the University of Michigan. He got an undergraduate and graduate degree in aerospace engineering, which led to what he thought was his dream opportunity: an internship at Boeing. But he quickly became disenchanted and decided to visit a friend who was working at SpaceX. “I will never forget walking the floor that day,” he says. “All the young engineers working their asses off and wearing T-shirts and sporting tattoos and being really badass about getting things done. I thought, ‘These are my people.’ It was nothing like the buttoned-up deadly vibe at Boeing.” That summer, he made a presentation to a VP at Boeing about how SpaceX was enabling the younger engineers to innovate. “If Boeing doesn’t change,” he said, “you’re going to lose out on the top talent.” The VP replied that Boeing was not looking for disrupters. “Maybe we want the people who aren’t the best, but who will stick around longer.” Dontchev quit. At a conference in Utah, he went to a party thrown by SpaceX and, after a couple of drinks, worked up the nerve to corner Gwynne Shotwell. He pulled a crumpled résumé out of his pocket and showed her a picture of the satellite hardware he had worked on. “I can make things happen,” he told her. Shotwell was amused. “Anyone who is brave enough to come up to me with a crumpled-up résumé might be a good candidate,” she said. She invited him to SpaceX for interviews. He was scheduled to see Musk, who was still interviewing every engineer hired, at 3 p.m. As usual, Musk got backed up, and Dontchev was told he would have to come back another day. Instead, Dontchev sat outside Musk’s cubicle for five hours. When he finally got in to see Musk at 8 p.m., Dontchev took the opportunity to unload about how his gung-ho approach wasn’t valued at Boeing. When hiring or promoting, Musk made a point of prioritizing attitude over résumé skills. And his definition of a good attitude was a desire to work maniacally hard. Musk hired Dontchev on the spot.

The biology of potential illness arises early in life. The brain’s stress-response mechanisms are programmed by experiences beginning in infancy, and so are the implicit, unconscious memories that govern our attitudes and behaviours toward ourselves, others and the world. Cancer, multiple sclerosis, rheumatoid arthritis and the other conditions we examined are not abrupt new developments in adult life, but culminations of lifelong processes. The human interactions and biological imprinting that shaped these processes took place in periods of our life for which we may have no conscious recall. Emotionally unsatisfying child-parent interaction is a theme running through the one hundred or so detailed interviews I conducted for this book. These patients suffer from a broadly disparate range of illnesses, but the common threads in their stories are early loss or early relationships that were profoundly unfulfilling emotionally. Early childhood emotional deprivation in the histories of adults with serious illness is also verified by an impressive number of investigations reported in the medical and psychological literature. In an Italian study, women with genital cancers were reported to have felt less close to their parents than healthy controls. They were also less demonstrative emotionally. A large European study compared 357 cancer patients with 330 controls. The women with cancer were much less likely than controls to recall their childhood homes with positive feelings. As many as 40 per cent of cancer patients had suffered the death of a parent before the age of seventeen—a ratio of parental loss two and a half times as great as had been suffered by the controls. The thirty-year follow-up of Johns Hopkins medical students was previously quoted. Those graduates whose initial interviews in medical school had revealed lower than normal childhood closeness with their parents were particularly at risk. By midlife they were more likely to commit suicide or develop mental illness, or to suffer from high blood pressure, coronary heart disease or cancer. In a similar study, Harvard undergraduates were interviewed about their perception of parental caring. Thirty-five years later these subjects’ health status was reviewed. By midlife only a quarter of the students who had reported highly positive perceptions of parental caring were sick. By comparison, almost 90 per cent of those who regarded their parental emotional nurturing negatively were ill. “Simple and straightforward ratings of feelings of being loved are significantly related to health status,” the researchers concluded.

It is somewhat ironic to have us so deeply disturbed over a program where race is an element of consciousness, and yet to be aware of the fact, as we are, that institutions of higher learning, albeit more on the undergraduate than the graduate level, have given conceded preferences up to a point to those possessed of athletic skills, to the children of alumni, to the affluent who may bestow their largess on the institutions, and to those having connections with celebrities, the famous, and the powerful.

his undergraduate degrees in English and creative writing from the University of North Carolina–Chapel Hill, publishing his first two novels within five years of graduation. Since then he has published eight additional novels as well as multiple

Just before I left for Long Island and my new life, I got another call, this one from Dr. Ernest Sachs, up at Dartmouth Medical School. He was head of neurology at the time, and he invited me up to give a lecture. I was thrilled. I was to play the role of professor at my old alma mater! It was especially sweet because the very same medical school had rejected my application eleven years earlier, even though I was an undergraduate at Dartmouth and my brother was one of their stellar graduates. It is events like this in one’s past that fall off the story line. What if I had been accepted and gone? There would have been no split-brain work for me. How would that whole story have been different? I believe that things just happen in life, and pretty much after the fact, we make up a story to make it all seem rational. We all like simple stories that suggest a causal chain to life’s events. Yet randomness is ever present.

was improving the lives of the current residents and laying the groundwork for generations to come. The CityForge founders had come up with the idea while they were undergraduates at UNC-Chapel Hill, and after graduating this past May, they had set out to make their concept a reality. They had spent the summer promoting their startup and raising money from friends, family, and passionate supporters. They used the funds for their trip to Kenya, where they planned to document every stop along the way—and identify their first “CityForge villages.” And, for reasons that remained unclear to Peyton, the two boys had made a

The recommendations were presented as twelve overarching ideas called “Imperatives.” In brief, they included strengthening the faculty both in excellence and in size, enhancing both the graduate and the undergraduate academic experiences, emphasizing the liberal arts, increasing ethnic and geographic diversity, expanding and enhancing the physical plant and landscape, developing more “enlightened” governance, attracting more financial resources, and building closer ties with the local community and the state of Texas.

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:

Swami Devi Dyal Institute of Pharmacy The Institute is approved by AICTE & Pharmacy Council of India and is affiliated to Pt. B.D. Sharma University of Health Sciences, Rohtak. Courses Offered: Bachelor in Pharmacy A Bachelor of Pharmacy (Abbreviated B Pharma) is a graduate education degree in the field of pharmacy. The degree is the basic condition for practicing in many countries as a pharmacist and it is about developing necessary skills for counseling patients about understanding and using the properties of medicines. Bachelor of Pharmacy (B.Pharm) is an undergraduate degree course in the field of Pharmacy education. The students those are interested in the medical field (except to become a doctor) can choose this course after the completion of class 12th. After the completion of this degree, the students can practice as a Pharmacist. Pharmacists can work in a range of industries related to the prescription, manufacture & provision of medicines. The duration of this course is 4 years. The B.Pharm is one of the popular job oriented course among the science students after class 12th. In this course the students study about the drugs and medicines, Pharmaceutical Engineering, Medicinal Chemistry etc. This course provides a large no. of job opportunities in both the public and private sector. There are various career options available for the science students after the completion of B.Pharm degree. The students can go for higher studies in the Pharmacy i.e. Master of Pharmacy (M.Pharm). This field is one of the evergreen fields in the medical sector, with the increasing demand of Pharma professional every year. B.Pharm programme covers the syllabus including biochemical science & health care. The Pharmacy Courses are approved by the All India Council of Technical Education (AICTE) & Pharmacy Council of India (PCI). B.Pharma – Bachelor in Pharmacy Program Mode Regular Duration 4 Years No. of Seats 60 Eligibility Passed 10+2 examination with Physics and Chemistry as compulsory subjects along with any one of the Mathematics/ Biotechnology/ Biology. Obtained at least 47% marks in the above subjects taken together. Lateral Entry to Second Year: Candidate must have passed Diploma in Pharmacy course of a minimum duration of 2 years or more from Haryana Board of Technical Education or its equivalent with at least 50% marks in aggregate of all semesters/ years.

Each of us, however old, is still an undergraduate in the school of experience. When a man thinks he has graduated, he becomes a public menace. —John Chalmers DaCosta

To pursue my career, I had always lectured myself that no momentary hesitancy or stoppage should be called a writing block. One must simply determine to go on writing, period. “Apply the seat of the pants to the seat of the chair”: the mantra I learned from Sandra and recited to undergraduate and graduate students assured them that personal effort and the struggle to continue expression would win out with the reward of word following word in paragraphs and pages that reflected their thought processes and clarified themselves to themselves. But what to write about not wanting, not doing, not knowing how to get through minute by minute of this dull but fearful day, even though (thankfully) there is no pain (I try to concentrate on this), just discomfort.

My path was so tracked that in my 8th-grade yearbook, one of my friends predicted—accurately—that four years later I would enter Stanford as a sophomore. And after a conventionally successful undergraduate career, I enrolled at Stanford Law School, where I competed even harder for the standard badges of success. The highest prize in a law student’s world is unambiguous: out of tens of thousands of graduates each year, only a few dozen get a Supreme Court clerkship. After clerking on a federal appeals court for a year, I was invited to interview for clerkships with Justices Kennedy and Scalia. My meetings with the Justices went well. I was so close to winning this last competition. If only I got the clerkship, I thought, I would be set for life. But I didn’t. At the time, I was devastated. In 2004, after I had built and sold PayPal, I ran into an old friend from law school who had helped me prepare my failed clerkship applications. We hadn’t spoken in nearly a decade. His first question wasn’t “How are you doing?” or “Can you believe it’s been so long?” Instead, he grinned and asked: “So, Peter, aren’t you glad you didn’t get that clerkship?” With the benefit of hindsight, we both knew that winning that ultimate competition would have changed my life for the worse. Had I actually clerked on the Supreme Court, I probably would have spent my entire career taking depositions or drafting other people’s business deals instead of creating anything new. It’s hard to say how much would be different, but the opportunity costs were enormous. All Rhodes Scholars had a great future in their past.

She was homeschooled and took enough dual high school and college credits as a teen that she only had to attend the university for two years to complete her undergraduate degree. Now that she’s in our graduate program she seems more excited about learning than anyone I’ve ever met in my life.

In a study of 106 undergraduate and graduate nonnative English—speaking students, Schmitt and Zimmerman (2002) found that it was rare for a student to know all four forms or no form of a word. In other words, partial knowledge of at least one form was the norm. Results also showed that learners tended to have a better understanding of the noun and/or verb forms rather than the adjective and/or adverb forms. The authors conclude that teachers cannot assume that learners will absorb the derivative forms of a word family automatically from exposure and suggest explicit instruction in this area of vocabulary.

The drama of what has happened to the President's speech, having been thoroughly politically analysed and the winners and losers fully identified, it is time to give it another perspective. Many of us, graduates may not really appreciate the meaning of the word 'plagiarism' aside what the dictionary has to offer about it (no grandstanding intended). Plagiarism is really a huge concept and theory which requires mastery of its rules by every literate user of words and ideas. The occasion of Mr. President's goofy act (if you like) is a chance for book lovers and lovers of intellectualism to pick up the topic and critically examine it. At the end, it may occur to you that you are a plagiarist all along. And to be serious, most of the thesis submitted for our undergraduate assessment is nothing close to original and wear garbs sewn in PLAGIARISM. Comment on the inclusion of a paragraph of President Obama's Speech in 2008 in the speech delivered by the Nigerian president, Muhammadu Buhari

She further claimed that she could make a computer do anything she could completely define. This announcement was met with great skepticism, but of course she was right.39 Hopper foresaw no end to the education of her computer. She told her colleagues that at present the UNIVAC had “a well grounded mathematical education fully equivalent to that of a college sophomore.” Moreover, the computer neither forgot nor made mistakes. It was making good progress in its undergraduate studies and was well on the way to graduation. “It is inevitable,” Hopper wrote, “that it will present itself as a candidate for a graduate degree.

high schools, by training undergraduate and graduate students to develop integrity education programs and serve as coaches in schools

With four years of undergraduate work-study in the stacks, not to mention two years as head librarian after graduation, her BA in history and minor in classics were just icing on the cake.

Ruslana Kakhrumanov is a graduate of Western Illinois University, where she received both a Bachelor of Arts and a Bachelor of Science. She also interned with the Russin Police as an undergraduate.