10 Career Lessons You Should Learn in Your 20s

10 Career Lessons You Should Learn in Your 20s Every hiring manager is looking for something different- a unique combination of experience and skills. But there are also a few universal skills and values you should always work to keep sharp. Everyone, no matter what place on the job hierarchy, should check in once in a while to  dig deep and  ask yourself  if you’re working at the top of your personal game.Here are 10 of the top lessons working in the current landscape should teach you. Learn them now, and use them to keep your skills sharp and updated.1. Networking MattersYou may hate social media- and hate small talk even more- but social networks are proven to be a crucial factor in professional success. Put some time and effort into broadening yours. Stand by the proverbial water cooler, even if you hate it. And cultivate as wide and diverse a network as you can.2. Keep LearningThe second you decide you’re done learning, or know enough, is probably the second you become obsolete in your industry and in tod ay’s economy. Don’t be left behind. Be the old dog that learns new tricks, acquires new skills, reads up on all the current trends. Even if it weren’t important for success, your life will still be richer for it.3. Failure is ProductiveDon’t give up next time you fail. Think of each failure as an opportunity, or a beginning. What can you learn or improve for next time. What can you try differently? Build up the dusting-yourself-off muscle.4. Teamwork is DreamworkMost potential bosses are going to want you to demonstrate that you can be a team player. Make sure to build the ability to manage others, to delegate, and to build positive working relationships with your colleagues that help you all do your best work and achieve your loftiest goals.5. Organization  is KeyYou won’t get very far if your desk is buried under a pile of messy papers and your time management skills are nonexistent. Start working on prioritizing, systematizing, and setting you rself up to get things done in a timely and tidy fashion. Demonstrate that you can meet deadlines without sacrificing the quality of your work.6. Practice Awareness/AcumenThis is something you can beef up anytime, and might just prove invaluable. Learn what makes a company or industry tick, what works and doesn’t. What are the newest trends, the deepest seated problems? If you can show that you really get what a company is trying to do and achieve, then you’re halfway to getting hired.7. Cultivate IntegrityDon’t be petty or dishonest. Be fair and responsible in all of your dealings and activities. This is seen as a sign of maturity, self-confidence, and trustworthiness and that’s worth a lot in the hiring process.8. Problem SolveYou’ll need this skill throughout your life, not just on the job. But do find a way to demonstrate to hirers that you can attack a problem, find a solution, and get it done. Prove that you can go the extra distance, every t ime.9. Be AwareDiversity is a hugely important issue in the workplace. You should be as sensitive as possible and as aware as possible of other people and other cultures- and be prepared to demonstrate this in your job search. No excuses for ignorance or intolerance.10. Be Open to Trying New ThingsMake sure you have a willingness to try things different ways, to work alone or on a team, to work remotely, work in an office, to work on multiple things at once. Adaptability is a valuable skill that will serve you both on the job and in your life.

Examples of Radiation (and Whats Not Radiation)

Examples of Radiation (and What's Not Radiation) Radiation is the emission and propagation of energy. A substance does not need to be radioactive in order to emit radiation because radiation encompasses all forms of energy, not just those produced by radioactive decay. However, all radioactive materials do emit radiation. Key Takeaways: Radiation Examples Radiation is emitted whenever energy is propagated.A substance does not need to be radioactive to emit radiation.Not all isotopes of element emit radiation.Common examples of radiation include light, heat, and alpha particles. Radiation Examples Here are some examples of different types of radiation: ultraviolet light from the sunheat from a stove burnervisible light from a candlex-rays from an x-ray machinealpha particles emitted from the radioactive decay of uraniumsound waves from your stereomicrowaves from a microwave ovenelectromagnetic radiation from your cell phoneultraviolet light from a black lightbeta particle radiation from a sample of strontium-90gamma radiation from a supernovamicrowave radiation from your wifi routerradio wavesa laser beam As you can see, most of the examples on this list are examples from the electromagnetic spectrum, but the energy source doesnt need to be light or magnetism to qualify as radiation. Sound, after all, is a different form of energy. Alpha particles are moving, energetic helium nuclei (particles). Examples of Things That Are Not Radiation Its important to realize isotopes are not always radioactive. For example deuterium is an isotope of hydrogen that is not radioactive. A glass of heavy water at room temperature does not emit radiation. (A warm glass of heavy water emits radiation as heat.) A more technical example has to do with the definition of radiation. An energy source may be capable of emitting radiation, but if the energy doesnt propagate outward, its not radiating. Take, for example, a magnetic field. If you hook up a coil of wire to a battery and form an electromagnet, the magnetic field it generates (actually an electromagnetic field) is a form a radiation. However, the magnetic field surrounding the Earth is not typically considered radiation because its not detached or propagating outward off into space. Source Kwan-Hoong Ng (October 2003). Non-Ionizing Radiations – Sources, Biological Effects, Emissions and Exposures (PDF). Proceedings of the International Conference on Non-Ionizing Radiation at UNITEN ICNIR2003 Electromagnetic Fields and Our Health.

Describe Joe leap horn Essay Example | Topics and Well Written Essays - 250 words

Describe Joe leap horn - Essay Example Thatcher came to Joe’s aid by seeking his help in investigating a heinous crime. Joe agrees to live the house and accompany Thatcher for the investigation. The chapter presents Joe Leaphorn as a complex character who accommodates the Navajo traditions and the western thinking. Joe studied at assimilationist schools where he specialized in cultural anthropology though he did not like it (Hillerman 68). He dropped his academic pursuit and joined Navajo Tribal Police to be close to his wife, Emma. He lacked a deep connection with Anasazi culture and adopted the western way of thinking. However, he respected the Navajo rituals and the society had immense respect for him. Apparently, the balance between respect for traditions and modernity depicts Joe as a fascinating character. The chapter presents Joe as an intuitive and dedicated cop who knew the terrain very well thus becoming significant in criminal investigations. Indeed, the chapter ends by showing how Joe Leap Horn succeede d in unearthing the mystery behind the Houk

I will upload picture for you Research Paper Example | Topics and Well Written Essays - 750 words

I will upload picture for you - Research Paper Example Though this theme gets strongly adopted in the play, it gets significantly mocked when every marriage faces a crisis that reduces the intensity of the phrase ‘an ideal husband’. In the beginning, Lady Chiltern brings out a marital life on worship; bringing out her husband as the ideal one both in public and private life. Sir Robert Chiltern gets painted in the beginning as a perfect gentleman and a brilliant politician (Wilde 14). He is the ideal husband for Lady Chiltern. Their marriage gets widely envied until Mrs. Cheveley appears with an intention to reveal a dark secret from Chiltern’s past. Mrs. Cheveley uses the secret she knows about Sir. Robert to try and blackmail him into supporting a fraudulent scheme and the theme of blackmail comes in early in the play. It threatens the marriage and the ideal husband as Sir. Robert agrees to do as Mrs. Cheveley wants, but also wants to please her wife who is not in agreement with the idea due to her moral inflexibili ty (Wilde 19). For Lady Chiltern, all that matters is having an ideal husband. She insists on having a model spouse that she can worship. For this matter, it is her sole priority that Sir Robert remains impeccably clean in all his decisions. This brings out the theme of hypocrisy as Lady Chiltern believes that only her husband and his deeds can ruin the image of their marriage and not her. Sir Robert succumbs to the lady’s wishes and seals his doom. The scandal begins at this point as now his secret that he so wishes to conceal gets revealed (Williams 2). Sir Robert decides to turn to his long time friend Sir Goring who apparently once got engaged to Mrs. Cheveley, but is currently the most eligible bachelor in town (Wilde 49). This also brings out a picture of the ideal husband but the picture does not last long as he soon gets caught up in a spin of lies, temptations and secret liaisons. As the play progresses, Lady Chilterns love comes out as unreasonable. This happens onc e Sir Roberts’ secret sin gets revealed by Mrs. Cheveley to his wife. When this secret gets revealed, the theme of hypocrisy comes out clear. This is the hypocrisy of the love that Lady Chiltern apparently had for Sir Robert. She refuses to accept the Sir Robert that has become unmasked. Lady Chiltern refuses to forgive her husband and denounces him. This is the height of hypocrisy in the play because originally the bond between the two got marked as unbreakable (Wilde 71). As all this unfolds, the theme of political corruption gets clearly outlined. It is the genesis of all Sir Roberts problems. This is because the scandal that he gets webbed in is a political scandal. Mrs. Cheveley’s mentor, Baron Arnheim who passed on, convinced Sir Robert numerous years ago and sold him a cabinet secret (Wilde 39). The secret suggested that he buy stocks in the Suez Canal a few days before the British government announced its intent to purchase the same stocks. Sir Robert had made his immense fortune with this illicit money, and Mrs. Cheveley had the evidence in a letter to prove his crime. Political corruption also comes out clearly when Mrs. Cheveley attempts to use this knowledge to blackmail Sir Robert into supporting the scheme to build a canal in Argentina (Wilde 26). Wilde clearly brings out that there is no one who is ideal in this play. Everyone is after some personal gain. Wilde carries through the theme of betrayal when Sir Robert

Defining Race and Ethnicity Essay Example for Free

Defining Race and Ethnicity Essay The term â€Å"race† means to me a group of people with the similar backgrounds and cultures. Race can also be defined as a species of people. Society defines race as the color of your skin but this is a myth. Race is more than the color of your skin; it is your lineage and heritage. It is who you are. The term â€Å"ethnic† means belonging to races or nations based on distinctions of race or ethnological. Ethnic is when you relate to a sizable group of people and share a common and distinctive racial, national, religious, linguistic, or cultural heritage. When I hear the word ethnic, I associate it with the race of black people. I’m not sure why but somewhere in my life, this was instilled in my mind. I have read somewhere that this word means heathens. I don’t agree with this analogy of the word but society has labeled this word to mean something bad. Ethnic has also been defined as a group of people who denounce Christianity. These concepts are important in today’s society because of the issues of racism and prejudice. People should not be classified by the color of their skin but by their citizenships. All people that were born in America should be classified as Americans alone, not White, Blacks, Latinos, Mexicans. These terms border on the issue of prejudice and racism. This is a very touchy subject and one has to be careful not to offend anyone when addressing these issues. It is important that when people are classified by race, that the proper terms are use when identifying these groups. Some black people prefer to be called â€Å"African Americans† rather than black and vice versus. Prejudice is a big issue in our nation and needs to be overcome. No one wants to be discriminated against no matter what their race or ethnic background is.

Critos Argument Essay -- essays research papers

The purpose of "Crito" seems intended to exhibit the character of Socrates in one light only, not as the philosopher, fulfilling a divine mission and trusting in the will of Heaven, but simply as the good citizen, who, having been unjustly condemned is willing to give up his life in obedience to the laws of the State. The main argument that seems to entail the discussion between Crito and Socrates is the opinion of the majority on Socrates’ fate. In the "Crito" Socrates states, "Why should we care so much for what the majority think?" (Plato 45) Socrates believes that we should not care what the majority thinks because those who are reasonable people will understand. However, Crito’s counter-argument to this is that the majority can cause great harm; therefore we should care what they think. Socrates further goes on to say the majority acts haphazardly; therefore, they cannot do great good or great harm (Plato 45). Crito says that "the opinion of the many" would judge us wrong if we didn't help you (and anyone in your position would agree that you ought to escape). Socrates notes that some opinion is right and some opinion is wrong. It is not simply a matter of mere opinion, but of correct opinion. The authority in this case is the actual truth of the matter. Socrates introduces a distinction between true opinion and false opinion. And the path to the latter is through argu ment and reason. By appealing to the opinion of "the many," Crito seems to be committing the Ad Populum Fallacy (i.e., something is right, true, etc., because the majority of the population says it is). Socrates seems to pose an open argument: the opinion of the many says that escaping from jail is right – but is it right? Socrates seems to believe that although the majority believes it is right for him to escape from jail he is going against what he believes to be true. Socrates believes that he has a tacit consent with the state by living in Athens for 70 years he has accepted their laws. Furthermore disagrees with retaliation and rejects Crito’s suggestion to flee to Thessaly he will be welcomed there and free to speak. Socrates seems to have adhered to the belief that if he was born and raised in this state and had children here he must have agreed with the ways in which the state operates; therefore, he cann... ...ur country to intervene and help countries less able. South Vietnam needed the support of the U.S.—especially when the North Vietnamese forces threatened them. 	Thus, in conclusion I believe that Socrates was correct to disregard the opinion of the majority. Socrates accepts his fate, for this reason alone he is not a coward. Socrates disagrees with retaliation and has faith in the government of Athens. Although Socrates may not agree with the decision of the assembly to put him to his death, he realizes that he was done wrongly by the assembly rather than the laws of Athens themselves. I believe Socrates feels this way because he has lived under the laws of Athens for 70 years and he has raised his children under the same principles. Socrates accepts the fact that being a member of society demands a certain respect and obedience. Without the rules and punishment system Athens would not be able to function properly. As Socrates decided to become a citizen of the state of Athens he also takes along with him the responsibility of being a citizen of that state. In following the more reasonable people I believe Socrates is merely followi ng the path in which the Gods intended.

History of Immigration †Movie Gangs of New York Essay

Although Martin Scorsese’s 2002 film â€Å"Gangs of New York† purports to be an historical film which recounts ethnic based gang rivalries in 1863 New York City, the film relies heavily on poetic-license, accentuating violence and a typical Hollywood â€Å"good versus evil† story-line, rather than delving into the historical specificities and realistic detail. While it is almost certainly true that Gangs captures the flavor and mythopoetic spirit of America’s ethnically diverse past and the violence and tensions which seethed during the American Civil, it is equally true that the historical themes with which Gangs deals are of a secondary nature to its main thrust: which is to produce a slick, and profitable film. So, while the movie deals with a tremendously important historical period in American history, the historical background â€Å"is incidental to Scorsese’s larger vision of reminding Americans of their violent past† 1 and, as such, the film’s viewpoints regarding immigration are abstraction from history and not representative of history itself. That said, the film’s portrayal of immigration is to show it as a bloody, tremendously difficult process, a sort of pressure-cooker where the amalgam of cultures clashed in a violent soup, which, itself produced a unity through an altogether new culture, an American culture, born through a traumatic and protracted birth-struggle. This vision is a romantic vision which simplifies the complex realities of the history of immigration in America in the nineteenth century. Scorsese, as mentioned, is not interested in depicting history, but to use the verisimilitude of history, the details and gritty realism of historical record, to paint a dramatically believable portrait of myth: a myth describing the birth of American culture in the fiery crucible of ethnic prejudice and competition. Historical detail is a device, not a theme: â€Å"while Gangs is accurate in detail, it is distorted and mistaken in its larger characterizations and interpretation. This should not be surprising: Gangs of New York is a moneymaking enterprise. † 2 If the film’s relevance to history is not one of accurate portrayal and realistic delving into the lives and events of the era depicted, then from where does its importance to history derive? The answer to that question lies in the fact that while â€Å"Gangs of New York† may play fast and loose with historical accuracy, while it may simplify the complex sociological realities of intercultural integration — or lack thereof — in America’s war-torn past, the film remains faithful to a central, thematic idea which is also a core-reality of American history: that a nation which is ethnically diverse but upholds individual liberty must in the end cast-away the ethnic and racial barriers and competitions of the â€Å"Old World† in order to actualize the opportunities of the future. That core-idea is a core-principal of American Democracy and it is a principle by which American history, including the American Civil War, has turned on as though upon an axis. The great value, historically speaking, of â€Å"Gangs of New York† is not in its depiction of history or its re-creation of historical events, but in the film’s vision of racism of cultural division and of American Democracy as a â€Å"melting pot† and also an ideal which transcends race or specific culture. The problem in the presentation of this vision is that the Hollywood â€Å"hero and villian† paradigm, along with a stock formula of violence and greed, results in a film which buries these important themes beneath a slick â€Å"whitewash† and this is: â€Å"a foolish simplification, a stereotype, and not the business of historians. Rather, the problem with Gangs is that it wants us to think that Irish gangsters were â€Å"good† by ignoring their racism while it wants to make us think others are â€Å"bad† because they are racist. â€Å" This kind of pretzel-logic may make for an interesting and immediately understandable film, but it does little to shed light on history or on the diffusion of cultural tensions in America. The film is conspicuously incompatible with a detailed or immersive reading of history. I do not personally belive that â€Å"Gangs of New York† accurately depicts the feelings of the people at the time or even the historical tensions themselves. Instead, the film â€Å"Without the veneer of historical righteousness[†¦ ] is just another Scorsese bloodbath among white men. With that in mind, there is merit in the film’s mythopoetic imaging of the emotional energy which explodes from America’s cultural diversity. Unfortunately, â€Å"Gangs of New York† fails to depict substantive and historically accurate characters who — if shown realistically — would be comprised of multi-faceted and perhaps contradictory impulses and beliefs. In conclusion, while Martin Scorsese’s â€Å"Gangs of New York† faithfully represents the formulaic, Hollywood notion of slick, effective commercial film-making, the film fails to faithfully represent the historical period from which is ostensibly draws its setting, theme, and characters. While immigration can and should be rightfully regarded as a part of America’s mythopoetic past and also its mythopoetic identity, the historical realities of immigration and the actual historical ramifications of the cultural pressure-cooker that helped to birth America are absent from â€Å"Gangs of New York. † In their place, broad generalization, ethnic stereotyping, epic contrasts of good and evil, and the classical arc of the hero-myth are used to both simplify and stylize an aspect of American history which is too nuanced and too complex to be accurately depicted through such an approach. It is possible that â€Å"Gangs of New York† will inform a significant portion of its audience with the flavor of an historical period they might have otherwise missed observing altogether. However, in all liklihood, those who are stimulated to study this time-period by Scorsese’s poetic vision, will find themselves startled, and perhaps confused, by the amount of drama and profound thematic issue which were left out of â€Å"Gangs of New York. â€Å"