And Then Some Publishing News
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Thursday's And Then Some Essay preview:
Thursday’s essay is called, "The lessons of college translate well into life." What are the lessons students learn from their college life? So many students today doubt the value of college because they don’t believe, first, that it has any practical value. Will it prepare me for a job? Second, time spent in college is time wasted when it comes to earning money, as far as they’re concerned. And the more time that it takes, the more money lost. Third, it is a lot of work, and they feel they have just put in a lot of work finishing high school, and they just can’t see putting up with a whole lot more of that “crap.”
The lessons of college translate well into life
by Richard L. Weaver II
Excerpt:
Students need to understand that if the point of life is to not just to run the race but to succeed, college helps teach them that what they sacrifice today, they will gain tomorrow. I know that for me college reinforced the importance of hard work, strengthened my ability to work as part of a team, underscored the value of playing by the rules, buttressed the role that rewards played in my life, encouraged my change in direction because of a teacher’s influence, and, in addition, deepened, enriched, and improved my ability to live beyond the college walls.
And Then Some Works!
Showing posts with label college education. Show all posts
Showing posts with label college education. Show all posts
Tuesday, September 28, 2010
Thursday, April 23, 2009
Trying to understand everything
by Richard L. Weaver II
Perhaps I was too easily influenced, however, my parents, teachers, and ministers always impressed me as I was growing up with how much they knew. They just seemed to have all the answers, and because of that they not only had my attention and respect, but my admiration as well. When I read books, too, I couldn’t believe the expertise of authors. When I was young — much of the way through high school and college, too — I placed authors on a pedestal. I didn’t just think highly of them, I revered, even worshiped them.
It was only four years after completing graduate school that I was asked if I was interested in writing a textbook, and both my co-author and publishing company had to convince me that I was now in a position to approach such a task. It was hard for me to believe that I had acquired that level of expertise because, for me, it meant taking my place at the same noble and lofty height at which I had placed the many authors I had read — and so recently, too, it seemed to me.
To illustrate how common the experience is — placing parents, teachers, ministers, and especially authors on a knowledge pedestal — a student came down to the front of the lecture hall after one of my lectures and asked me, “Do you know everything there is to know about speech communication?” The question shocked me at first because of the surprise factor. It seemed to have come from nowhere. But it shocked me, too, because in my mind I had resolved that issue, and many times when I have worked through ideas, I think others have come to similar conclusions. How was it possible he could think that of me? No way!
Now, thinking of this situation in retrospect, it revealed the naivete of the student, but, more importantly, how being in the position of director and lecturer of the course and the author of the textbooks could cause a student to think I knew everything.
I treated the student’s question and the questioner with the utmost care. First, I wanted to treat him with the respect and dignity he deserved, of course, but I wanted to make sure I left him with the feeling that I was, indeed, open to any future questions he chose to ask. Second, I wanted to instruct him, too, without belittling, deprecating, or trivializing his question. Thus, I began slowly.
You know, we are tiny complex human beings living in a huge and complex world. And, if you think about it, we will never be able to understand everything. That applies to all levels and all areas of life. It took me a long time to grasp this, but as an author of a textbook, I realized that there will always be things just outside of my comprehension. Also, because there is so much background, such a wealth of history, and so many factors to be considered, we all have a difficult time — no matter how long and hard we study — learning everything there is to know, no matter how much we refine and narrow the subject. New experiences, inventions, experiments, and opinions continually arise, too, that must be considered. Despite everything there is to know, all we can do, in the end, is offer the very minuscule, limited, and biased picture we have as a result of raising our periscope from where we are located, turning it slowly around to view everything we can, and then trying to compose some sort of representation of what’s out there from our perspective — because that’s all we have.
Some of what exists in my own discipline, I will never know. Some of it I will view and try to work out. And even what is known, or what I find out, I will have to interpret and put into a context for myself. Unfortunately, what I have had to do is accept the fact there is and always will be stuff out there that I won’t have time to examine much less understand, and I just have to let it go at that.
One way to understand all of this is to view the entire world in which we live as an enormous jigsaw puzzle with trillions of pieces. We may only have access to just one corner or just a few pieces. The more we search and investigate, of course, more pieces of the puzzle become known to us. But, from the pieces we are dealt and the pieces we discover, we must make assumptions. For the most part, we don’t even know what the whole puzzle looks like, and it is likely that when the veil gets taken away and we see that the puzzle is, indeed, massive, we might even discover that the pieces we were scrutinizing were actually something else entirely or, when the parts at our disposal are put together, we end up looking at an entirely different picture than the one we had imagined.
The student who asked me, “Do you know everything there is to know about speech communication?”actually humbled me somewhat. If students truly believed that I either knew everything (or thought I did), this places an imposing burden on me for representing the information in the best manner possible, offering contrary evidence and information where appropriate, and making certain that I never presented it in a patronizing or arrogant manner. It meant labeling my own insights and opinions, when uncorroborated with supporting evidence, for what they are, and putting facts, statistics, and other data into their proper and appropriate context. That constitutes an awesome burden.
What students do when they assume you know everything there is to know is entrust you with the responsibility of presenting everything in the most accurate, forthright, truthful, genuine, and responsible manner that you can. To be the least bit deceitful or deceptive would be to jeopardize the trust relationship between teacher and student. To add irrelevant opinions such as political, moral, or tangential commentary (unrelated to the subject at hand) would be totally inappropriate and out-of-line.
You see what the problem was when I was first asked if I wanted to write a textbook? The problem was that I didn’t know or understand everything, and I felt that was a necessary prerequisite for approaching such a task. I had to be convinced that what I knew — and would then acquire through research and investigation — was, indeed, sufficient. And, I might add, even after asking the questions, wondering to myself, talking to other people, and completing the research and investigation, I was still unsure that the textbook I had completed satisfied the criteria I had set for authors. The popularity of my first textbook proved otherwise, and convinced me that not only does life not always make sense but that I could let my doubts go, recognize for sure that I would never know everything, and go on to write several more.*
(*To satisfy the curiosity of some readers, it should be known that I went on to write well over thirty college textbooks (including editions), and the ninth edition of Communicating Effectively (written through six editions with Saundra Hybels) was published in 2009.)
-----
At The Times of India, in an essay, “O-Zone: Must You Understand Everything?,” Vinita Dawra Nangia has offered a delightful perspective on trying to understand everything. She ends her essay saying: “Very often as we move on in life, mysteries and open ended situations we left behind, start falling into place. And invariably we realize as the coins start finding their slots that everything had a reason and a time.... And much as we may have imagined, didn’t need us unraveling or understanding it...Somebody, somewhere understood it all...”
Richard Bernstein writes this review of Roger Shattuck’s book, Forbidden Knowledge at The New York Times website. I have not read Shattuck’s book, but I love the review, especially this paragraph by Bernstein: “Indeed, there is a paradox appreciated by the author in the fact that he had to acquire enormous amounts of knowledge himself in order to address the question of when knowledge becomes too much. Mr. Shattuck's overall purpose is cautionary. Writing at a time when most of humankind is swept up in a Promethean quest for knowledge and liberation, he wants to put in a word for restraint, for boundaries.” Bernstein ends his review saying: “''Forbidden Knowledge'' is the effort of a first-rate thinker to combine personal experience with literature, philosophy and the history of science to produce a moral whole, a creed to live by. The edifice trembles here and there, but it is nonetheless a fine structure, full of dark passages and richly furnished rooms. It will take some time and effort to visit them all, but it will be time and effort well spent.” The book seems to be a quest by Shattuck not to know everything but to make sense of everything he knows.
-----
Copyright April, 2009 - And Then Some Publishing L.L.C.
Perhaps I was too easily influenced, however, my parents, teachers, and ministers always impressed me as I was growing up with how much they knew. They just seemed to have all the answers, and because of that they not only had my attention and respect, but my admiration as well. When I read books, too, I couldn’t believe the expertise of authors. When I was young — much of the way through high school and college, too — I placed authors on a pedestal. I didn’t just think highly of them, I revered, even worshiped them.
It was only four years after completing graduate school that I was asked if I was interested in writing a textbook, and both my co-author and publishing company had to convince me that I was now in a position to approach such a task. It was hard for me to believe that I had acquired that level of expertise because, for me, it meant taking my place at the same noble and lofty height at which I had placed the many authors I had read — and so recently, too, it seemed to me.
To illustrate how common the experience is — placing parents, teachers, ministers, and especially authors on a knowledge pedestal — a student came down to the front of the lecture hall after one of my lectures and asked me, “Do you know everything there is to know about speech communication?” The question shocked me at first because of the surprise factor. It seemed to have come from nowhere. But it shocked me, too, because in my mind I had resolved that issue, and many times when I have worked through ideas, I think others have come to similar conclusions. How was it possible he could think that of me? No way!
Now, thinking of this situation in retrospect, it revealed the naivete of the student, but, more importantly, how being in the position of director and lecturer of the course and the author of the textbooks could cause a student to think I knew everything.
I treated the student’s question and the questioner with the utmost care. First, I wanted to treat him with the respect and dignity he deserved, of course, but I wanted to make sure I left him with the feeling that I was, indeed, open to any future questions he chose to ask. Second, I wanted to instruct him, too, without belittling, deprecating, or trivializing his question. Thus, I began slowly.
You know, we are tiny complex human beings living in a huge and complex world. And, if you think about it, we will never be able to understand everything. That applies to all levels and all areas of life. It took me a long time to grasp this, but as an author of a textbook, I realized that there will always be things just outside of my comprehension. Also, because there is so much background, such a wealth of history, and so many factors to be considered, we all have a difficult time — no matter how long and hard we study — learning everything there is to know, no matter how much we refine and narrow the subject. New experiences, inventions, experiments, and opinions continually arise, too, that must be considered. Despite everything there is to know, all we can do, in the end, is offer the very minuscule, limited, and biased picture we have as a result of raising our periscope from where we are located, turning it slowly around to view everything we can, and then trying to compose some sort of representation of what’s out there from our perspective — because that’s all we have.
Some of what exists in my own discipline, I will never know. Some of it I will view and try to work out. And even what is known, or what I find out, I will have to interpret and put into a context for myself. Unfortunately, what I have had to do is accept the fact there is and always will be stuff out there that I won’t have time to examine much less understand, and I just have to let it go at that.
One way to understand all of this is to view the entire world in which we live as an enormous jigsaw puzzle with trillions of pieces. We may only have access to just one corner or just a few pieces. The more we search and investigate, of course, more pieces of the puzzle become known to us. But, from the pieces we are dealt and the pieces we discover, we must make assumptions. For the most part, we don’t even know what the whole puzzle looks like, and it is likely that when the veil gets taken away and we see that the puzzle is, indeed, massive, we might even discover that the pieces we were scrutinizing were actually something else entirely or, when the parts at our disposal are put together, we end up looking at an entirely different picture than the one we had imagined.
The student who asked me, “Do you know everything there is to know about speech communication?”actually humbled me somewhat. If students truly believed that I either knew everything (or thought I did), this places an imposing burden on me for representing the information in the best manner possible, offering contrary evidence and information where appropriate, and making certain that I never presented it in a patronizing or arrogant manner. It meant labeling my own insights and opinions, when uncorroborated with supporting evidence, for what they are, and putting facts, statistics, and other data into their proper and appropriate context. That constitutes an awesome burden.
What students do when they assume you know everything there is to know is entrust you with the responsibility of presenting everything in the most accurate, forthright, truthful, genuine, and responsible manner that you can. To be the least bit deceitful or deceptive would be to jeopardize the trust relationship between teacher and student. To add irrelevant opinions such as political, moral, or tangential commentary (unrelated to the subject at hand) would be totally inappropriate and out-of-line.
You see what the problem was when I was first asked if I wanted to write a textbook? The problem was that I didn’t know or understand everything, and I felt that was a necessary prerequisite for approaching such a task. I had to be convinced that what I knew — and would then acquire through research and investigation — was, indeed, sufficient. And, I might add, even after asking the questions, wondering to myself, talking to other people, and completing the research and investigation, I was still unsure that the textbook I had completed satisfied the criteria I had set for authors. The popularity of my first textbook proved otherwise, and convinced me that not only does life not always make sense but that I could let my doubts go, recognize for sure that I would never know everything, and go on to write several more.*
(*To satisfy the curiosity of some readers, it should be known that I went on to write well over thirty college textbooks (including editions), and the ninth edition of Communicating Effectively (written through six editions with Saundra Hybels) was published in 2009.)
-----
At The Times of India, in an essay, “O-Zone: Must You Understand Everything?,” Vinita Dawra Nangia has offered a delightful perspective on trying to understand everything. She ends her essay saying: “Very often as we move on in life, mysteries and open ended situations we left behind, start falling into place. And invariably we realize as the coins start finding their slots that everything had a reason and a time.... And much as we may have imagined, didn’t need us unraveling or understanding it...Somebody, somewhere understood it all...”
Richard Bernstein writes this review of Roger Shattuck’s book, Forbidden Knowledge at The New York Times website. I have not read Shattuck’s book, but I love the review, especially this paragraph by Bernstein: “Indeed, there is a paradox appreciated by the author in the fact that he had to acquire enormous amounts of knowledge himself in order to address the question of when knowledge becomes too much. Mr. Shattuck's overall purpose is cautionary. Writing at a time when most of humankind is swept up in a Promethean quest for knowledge and liberation, he wants to put in a word for restraint, for boundaries.” Bernstein ends his review saying: “''Forbidden Knowledge'' is the effort of a first-rate thinker to combine personal experience with literature, philosophy and the history of science to produce a moral whole, a creed to live by. The edifice trembles here and there, but it is nonetheless a fine structure, full of dark passages and richly furnished rooms. It will take some time and effort to visit them all, but it will be time and effort well spent.” The book seems to be a quest by Shattuck not to know everything but to make sense of everything he knows.
-----
Copyright April, 2009 - And Then Some Publishing L.L.C.
Thursday, February 19, 2009
Eliminate Every Excuse?
by Richard L. Weaver II
Don Wilder, cinematographer, says excuses are the nails used to build a house of failure. I’ve not been one to make a whole lot of excuses, but having taught college for close to 30 years one automatically hears a wide range. It seems to go with the territory. “I didn’t do well on the exam because the professor asked questions on sections we hadn’t studied,” or “She didn’t explain the material well enough,” are some typical responses when the real reason is, “I wasn’t prepared,” or “I didn’t go to class.”
Education isn’t alone in making people experts when it comes to using excuses. What it does is embed the process deeply in students’ psyches. The problem isn’t that difficult to discover; nobody wants to take responsibility for their problems or failures. Excuses are simply ploys to divert attention from themselves. Marcus Stroup clarified the problem in his quotation, “There aren’t nearly enough crutches in the world for all the lame excuses.”
People will say, “I can’t eat healthier, because I’m too busy, and I have to depend on fast foods,” or “I can’t lose weight because I can’t stand being hungry all the time,” or “I can’t exercise because I just don’t have the time.” The key to understanding all excuses is this: we make room in our lives for what we consider important. An old Yiddish proverb states, “If you don’t want to do something, one excuse is as good as another.”
It doesn’t take a rocket scientist to discover the problem in our society. Things have been made too easy. Food is as close as the nearest drive-through, information arrives with a mere keystroke, music of our choice is on the iPod, a family or friend contact is on the cell phone, delicious snacks and beverages are available to suit every taste, and a wide array of amusing, entertaining, and captivating play-diversions are available to occupy any extra moment in our busy, fully-occupied, consumer-oriented lives. We are easily distracted, amused, and entertained.
When the standards are set low, there is no bar to raise; it lies below ground-level. There is no challenge, no difficulty, no strain, nor need to stretch. The flab of the fat reflects the sagging society. If things seem a bit lackluster and lifeless, check no further than many of those listless, uninspiring bodies simply occupying space.
Let’s first discuss the harm that lies in excuses. It was Benjamin Franklin who said, “He that is good for making excuses is seldom good for anything else.” According to Chuck Gallozzi in his essay, “Making Excuses,” at the website personal-development.com, there are two major harms. First, they negate responsibility, “and it is responsibility,” Gallozzi adds, “that separates man from the rest of the animal kingdom.” Second, they prevent one from succeeding. Gallozzi says, “When we make excuses and repeat them often enough, they become a belief. The belief then becomes a self-fulfilling prophecy.”
Let’s reverse it and rather than discuss the harms, look at the rewards. Is it really worth it to drop the excuses? The answer is clearly, “Yes.” First, it brings all the benefits of living a life of responsibility. For example, an attitude of responsibility builds self-respect, pride, and confidence. And with these traits, too, comes competence and power. Second, it puts you in charge. You have control over your life, and you don’t have to hide behind excuses. Hiding is a weakness. When you admit your failures, you can delight and glory in your strengths. It is at these times when you realize that your success or failure depends on you — only you.
Third, and as a direct byproduct of the first two rewards, dropping the excuses will make you a better person. It could have a direct effect on your intelligence, and your actions will become deliberate and thoughtful — the actions of a responsible human being.
Fortunately, your life doesn’t need to be built on excuses. Yes, it could be argued that you need them. Donald Lawrence explains the need in an online essay at the website Helium. He noted in his essay, “Stop Making Excuses!,” “We need them to make sense of the senseless, find sanity in the insane, and a resemblance of order in chaos.” One of his most insightful comments is, “Our excuses are the walls of stone that we construct. They are our silent shields, our perfect protection.” So, the solution, obviously, is not to eliminate all excuses from our lives. Perhaps we need a wall or two or a silent shield. But, there are things we can do to limit them.
The first step in changing from a life of excuses to one of taking responsibility is to begin to have confidence in yourself and your talents. This was the first of four steps listed at the eHow website in an essay there by the eHow health editor entitled, “How to Stop Making Excuses.” Excuses make us doubt our abilities and qualifications.
The second step discussed by the eHow health editor is to seize the opportunity. The point is simply that there is no “perfect” time for anything. Make a commitment to yourself to start right now. What are you waiting for? You don’t have time? That reflects no commitment whatever. If you are afraid of failure or afraid of getting out of your comfort zone, nobody can take this step for you: make the commitment, and make it now. Take charge of your life.
The third step is to focus on your successes and learn from your failures. Sure, you’ve failed before; we all have. Life is too short to dwell on failures. The eHow health editor suggests making a list of your accomplishments for times when you can use a pep talk.
The fourth step is to be honest with yourself. Are you serious about changing your behavior? What is it that is really holding you back? Are excuses hiding something much deeper?
Always along the road to change, you must stop to examine your progress. When you compare where you are now with where you would like to be, create specific plans to change. Also, along the way, too, there will be mistakes. Accept responsibility; learn from them; don’t repeat them. Sure, excuses could be the nails used to build a house of failure, but Henry Ward Beecher offers strong motivation in his comment, “Hold yourself responsible for a higher standard than anybody else expects of you, never excuse yourself.”
-----
Bryan Clark has a delightful, motivational essay entitled, “Stop producing excuses and start producing results,” that has to do with how to become wealthy online. His essay can be found at the website OneMansGoal.com. His is a short, enjoyable read if all you need is just a shot-glass full of adrenaline.
Scott H. Young has a thoughtful, short, little essay, entitled “How to stop making excuses,” on his website. Scott claims the solution to stopping the use of excuses lies in two steps: organizing your priorities, and breaking large, uncomfortable steps into manageable pieces.
-----
Copyright 2009 by And Then Some Publishing L.L.C.
Don Wilder, cinematographer, says excuses are the nails used to build a house of failure. I’ve not been one to make a whole lot of excuses, but having taught college for close to 30 years one automatically hears a wide range. It seems to go with the territory. “I didn’t do well on the exam because the professor asked questions on sections we hadn’t studied,” or “She didn’t explain the material well enough,” are some typical responses when the real reason is, “I wasn’t prepared,” or “I didn’t go to class.”
Education isn’t alone in making people experts when it comes to using excuses. What it does is embed the process deeply in students’ psyches. The problem isn’t that difficult to discover; nobody wants to take responsibility for their problems or failures. Excuses are simply ploys to divert attention from themselves. Marcus Stroup clarified the problem in his quotation, “There aren’t nearly enough crutches in the world for all the lame excuses.”
People will say, “I can’t eat healthier, because I’m too busy, and I have to depend on fast foods,” or “I can’t lose weight because I can’t stand being hungry all the time,” or “I can’t exercise because I just don’t have the time.” The key to understanding all excuses is this: we make room in our lives for what we consider important. An old Yiddish proverb states, “If you don’t want to do something, one excuse is as good as another.”
It doesn’t take a rocket scientist to discover the problem in our society. Things have been made too easy. Food is as close as the nearest drive-through, information arrives with a mere keystroke, music of our choice is on the iPod, a family or friend contact is on the cell phone, delicious snacks and beverages are available to suit every taste, and a wide array of amusing, entertaining, and captivating play-diversions are available to occupy any extra moment in our busy, fully-occupied, consumer-oriented lives. We are easily distracted, amused, and entertained.
When the standards are set low, there is no bar to raise; it lies below ground-level. There is no challenge, no difficulty, no strain, nor need to stretch. The flab of the fat reflects the sagging society. If things seem a bit lackluster and lifeless, check no further than many of those listless, uninspiring bodies simply occupying space.
Let’s first discuss the harm that lies in excuses. It was Benjamin Franklin who said, “He that is good for making excuses is seldom good for anything else.” According to Chuck Gallozzi in his essay, “Making Excuses,” at the website personal-development.com, there are two major harms. First, they negate responsibility, “and it is responsibility,” Gallozzi adds, “that separates man from the rest of the animal kingdom.” Second, they prevent one from succeeding. Gallozzi says, “When we make excuses and repeat them often enough, they become a belief. The belief then becomes a self-fulfilling prophecy.”
Let’s reverse it and rather than discuss the harms, look at the rewards. Is it really worth it to drop the excuses? The answer is clearly, “Yes.” First, it brings all the benefits of living a life of responsibility. For example, an attitude of responsibility builds self-respect, pride, and confidence. And with these traits, too, comes competence and power. Second, it puts you in charge. You have control over your life, and you don’t have to hide behind excuses. Hiding is a weakness. When you admit your failures, you can delight and glory in your strengths. It is at these times when you realize that your success or failure depends on you — only you.
Third, and as a direct byproduct of the first two rewards, dropping the excuses will make you a better person. It could have a direct effect on your intelligence, and your actions will become deliberate and thoughtful — the actions of a responsible human being.
Fortunately, your life doesn’t need to be built on excuses. Yes, it could be argued that you need them. Donald Lawrence explains the need in an online essay at the website Helium. He noted in his essay, “Stop Making Excuses!,” “We need them to make sense of the senseless, find sanity in the insane, and a resemblance of order in chaos.” One of his most insightful comments is, “Our excuses are the walls of stone that we construct. They are our silent shields, our perfect protection.” So, the solution, obviously, is not to eliminate all excuses from our lives. Perhaps we need a wall or two or a silent shield. But, there are things we can do to limit them.
The first step in changing from a life of excuses to one of taking responsibility is to begin to have confidence in yourself and your talents. This was the first of four steps listed at the eHow website in an essay there by the eHow health editor entitled, “How to Stop Making Excuses.” Excuses make us doubt our abilities and qualifications.
The second step discussed by the eHow health editor is to seize the opportunity. The point is simply that there is no “perfect” time for anything. Make a commitment to yourself to start right now. What are you waiting for? You don’t have time? That reflects no commitment whatever. If you are afraid of failure or afraid of getting out of your comfort zone, nobody can take this step for you: make the commitment, and make it now. Take charge of your life.
The third step is to focus on your successes and learn from your failures. Sure, you’ve failed before; we all have. Life is too short to dwell on failures. The eHow health editor suggests making a list of your accomplishments for times when you can use a pep talk.
The fourth step is to be honest with yourself. Are you serious about changing your behavior? What is it that is really holding you back? Are excuses hiding something much deeper?
Always along the road to change, you must stop to examine your progress. When you compare where you are now with where you would like to be, create specific plans to change. Also, along the way, too, there will be mistakes. Accept responsibility; learn from them; don’t repeat them. Sure, excuses could be the nails used to build a house of failure, but Henry Ward Beecher offers strong motivation in his comment, “Hold yourself responsible for a higher standard than anybody else expects of you, never excuse yourself.”
-----
Bryan Clark has a delightful, motivational essay entitled, “Stop producing excuses and start producing results,” that has to do with how to become wealthy online. His essay can be found at the website OneMansGoal.com. His is a short, enjoyable read if all you need is just a shot-glass full of adrenaline.
Scott H. Young has a thoughtful, short, little essay, entitled “How to stop making excuses,” on his website. Scott claims the solution to stopping the use of excuses lies in two steps: organizing your priorities, and breaking large, uncomfortable steps into manageable pieces.
-----
Copyright 2009 by And Then Some Publishing L.L.C.
Tuesday, September 23, 2008
And Then Some News
You Rules!: All you need for Self Improvement is scheduled for release November 1st. The proof arrived and there are a few minor changes and it's on the way to becoming fantastic! Stay tuned...You Rules! answers the questions:
- How do you establish the characteristics for success?
- What are the essentials for a healthy lifestyle?
- What methods can you use to get where you want to go?
- How can you best exercise your creativity?
- What can you do to maintain your program of self-improvement?
- How do you look to a positive future?
Thursday’s essay, “Hidden benefits of college,” is another essay on education. I seem to be preoccupied with this topic, but having been involved in college life for most of my own, it makes some sense.
Share your And Then Some Story about benefits of a college education. For how many years have you been involved in college life? How successful are you or were you? Can you tell us how college has affected your life? When it comes to the hidden benefits of college, what would be YOUR message? Can you share your tips, stories, or suggestions regarding college? We would love to hear your story. Do you have a friend, a family member, a neighbor, or someone you just know from a distance who is or has been involved in college? Can you tell his or her story? Feel free to use a pseudonym for the person’ real name.
Click here to share your And Then Some story
Thursday's And Then Some Essay preview
Hidden benefits of college
by Richard L. Weaver II
Excerpt:
Financial rewards, increased knowledge, and social contacts may be some of the obvious benefits of getting a college education, but there are numerous benefits that are not so obvious and which may, indeed, be overlooked when students and parents make their decisions about either going to college or not. For many, it is these benefits that make the cost, time commitment, and energy worthwhile. I call these the hidden benefits of a college education.
And Then Some Works - see you THURSDAY!!
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