Inspirational quotes with models.
Find someone who has a life that you want and figure out how they got it. Read books, pick your role models wisely. Find out what they did and do it.
The leading cause of death among fashion models is falling through street grates.
Charlotte: "It’s too bad they don’t give out diplomas for what you learn at the mall, because I could graduate with honors in that subject. No really. Since I’ve worked there, I’ve become an expert on all things shopping-related. For example, I can tell you right off who to distrust at the mall:1) Skinny people who work at Cinnabon. I mean, if they’re not eating the stuff they sell, how good can it be?2) The salesladies at department store makeup counters. No matter what they tell you, buying all that lip gloss will not make you look like the pouty models in the store posters.3) And most importantly—my best friend’s boyfriend, Bryant, who showed up at the food court with a mysterious blonde draped on his arm.
Love, like madness, can only fill the models that society makes available.
I do not want to drive across a bridge designed by an engineer who believed the numbers in structural stress models are relative truths.
Dear God, Why don't you ever get inspired by those carmakers who recall defective models? Please be humble, accept that you made and mistake and recall all idiots, criminals, haters, terrorists and replace their defective minds.
The biggest mistake people make when trying to be authentic is just that: they try. They see these role models of what an "authentic" person is supposed to look like or act like, and they try to emulate that. Authenticity isn't about what things appear to be. It's about allowing things to be what they are. Authenticity is about getting away from hiding, from wearing a mask, from always asking, "How should I act? What should I say? What will people think?" That includes asking, "How should an authentic person act? What would a genuine person say?"Being authentic isn't about making yourself a certain way. It's not even about finding out what you "really" enjoy as opposed to what other people enjoy, or who you "really" are as opposed to who other people are. Authenticity is allowing your likes, dislikes, personality, appearance, hobbies, and beliefs to be fluid, to change, to evolve as you learn, grow, and experience the world.At its core, authenticity is the practice of surrendering the tiresome task of keeping up appearances and taking up of the lifetime work of allowing what is already within you to come out while you remove as many internal and external obstacles as possible.And who knows what will spill out of you if you just allow it to? Who knows what is within you awaiting recognition, awaiting permission to show itself to the world? Even you don’t know—until you try. Or, rather, until you stop trying. Until you become curious.
Others have seen and experienced the good, the bad, and the ugly, and their experiences serve as models you can learn from.
The poet is the sayer, the namer, and represents beauty. He is a sovereign, and stands on the centre. For the world is not painted, or adorned, but is from the beginning beautiful; and God has not made some beautiful things, but Beauty is the creator of the universe. Therefore the poet is not any permissive potentate, but is emperor in his own right. Criticism is infested with a cant of materialism, which assumes that manual skill and activity is the first merit of all men, and disparages such as say and do not, overlooking the fact, that some men, namely, poets, are natural sayers, sent into the world to the end of expression, and confounds them with those whose province is action, but who quit it to imitate the sayers. The poet does not wait for the hero or the sage, but, as they act and think primarily, so he writes primarily what will and must be spoken, reckoning the others, though primaries also, yet, in respect to him, secondaries and servants; as sitters or models in the studio of a painter, or as assistants who bring building materials to an architect.
I discovered ... that a novel has nothing to do with words in the first instance. Writing a novel is a cosmological matter, like the story told by Genesis (we all have to choose our role models, as Woody Allen puts it).
Perseverance is the act of true role models and heroes.
I like to work in watercolor, with as little under-drawing as I can get away with. I like the unpredictability of a medium which is affected as much by humidity, gravity, the way that heavier particles in the wash settle into the undulations of the paper surface, as by whatever I wish to do with it. In other mediums you have more control, you are responsible for every mark on the page — but with watercolor you are in a dialogue with the paint, it responds to you and you respond to it in turn. Printmaking is also like this, it has an unpredictable element. This encourages an intuitive response, a spontaneity which allows magic to happen on the page. When I begin an illustration, I usually work up from small sketches — which indicate in a simple way something of the atmosphere or dynamics of an illustration; then I do drawings on a larger scale supported by studies from models — usually friends — if figures play a large part in the picture. When I've reached a stage where the drawing looks good enough I'll transfer it to watercolor paper, but I like to leave as much unresolved as possible before starting to put on washes. This allows for an interaction with the medium itself, a dialogue between me and the paint. Otherwise it is too much like painting by number, or a one-sided conversation.
HOW CAN YOU KNOW THIS?” the Voice demanded.“I look at things and think about them,” Folly replied. “And use my intuition, of course, and deduction and induction, as well as any historical or theoretical models that seem to apply.
Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.
Left to our own devices, we are apt to backslide to our instinctive conceptual ways. This underscores the place of education in a scientifically literate democracy, and even suggests a statement of purpose for it (a surprisingly elusive principle in higher education today). The goal of education is to make up for the shortcomings in our instinctive ways of thinking about the physical and social world. And education is likely to succeed not by trying to implant abstract statements in empty minds but by taking the mental models that are our standard equipment, applying them to new subjects in selective analogies, and assembling them into new and more sophisticated combinations.
Nowadays, nobody can teach you a useful thing about life, since models are outdated one moment after.
Even if a particle could travel backward in time, information could not. Retrocausality will be replaced by something more sophisticated. There are no perfect symmetries, there is no pure randomness everything is an approximation of something else. Information may appear in a digital form but meaning never does. Spacetime is built up from approximations, not discrete ones and zeros, and the only constant may be ratios. Quantum entanglement and geometry; if we think of a particle as being at one pole of an expanding sphere that is not perfectly symmetrical, this surface would be "rippling" like the surface of the ocean (in the audio world this is called dithering), at the other pole is the entangled particle's pair and it is a property of the sphere that gives the illusion of connectivity. This is not a physical geometry, it is a computational geometry. Is spacetime a product of entanglement? Renate Loll believes that time is not perfectly symmetrical. Her computer models require causality. Possibly some form of quantum random walk in state space. If a photon is emitted by an electron inside of a clock on Earth and it travels to a clock four light years away, time stops for the clock on Earth and time jumps forward eight years for the distant clock also, the electron that will capture the photon becomes infinitely large relative to the photon but the electron that emitted it does not become infinitely small therefore, time is not perfectly symmetrical.
This fascination with computer models is something I understand very well. Richard Feynmann called it a disease. I fear he is right.
IF YOU WANT TO CREATE A CHANGE, you must challenge not only the models of Unreality, but the paradigms that underwrite them.
It’s hard to build models of inflation that don't lead to a multiverse. It’s not impossible, so I think there’s still certainly research that needs to be done. But most models of inflation do lead to a multiverse, and evidence for inflation will be pushing us in the direction of taking [the idea of a] multiverse seriously.
... nothing in Nature is black or white, few solutions are clean and clear; rather, reality, and especially our models of it, possess shades of gray throughout.
Anthropologist Donald Symons is as amazed as we are at frequent attempts to argue that monogamous gibbons could serve as viable models for human sexuality, writing, "Talk of why (or whether) humans pair bond like gibbons strikes me as belonging to the same realm of discourse as talk of why the sea is boiling hot and whether pigs have wings.
We tend to hear much more about the splendors returned than the ships that brought them or the shipwrights. It has always been that way. Even those history books enamored of the voyages of Christopher Columbus do not tell much about the builders of the Nina the Pinta and the Santa Maria or about the principle of the caravel. These spacecraft their designers builders navigators and controllers are examples of what science and engineering set free for well-defined peaceful purposes can accomplish. Those scientists and engineers should be role models for an America seeking excellence and international competitiveness. They should be on our stamps.
Nature in her creative dreaming, dreamt the same thing both here and there, and if one spoke of imitation, then certainly it had to be reciprocal. Should one take the children of the soil as models because they possessed the depth of organic reality, whereas the ice flowers were mere external phenomena? But as phenomena, they were the result of an interplay of matter no less complex than that found in plants. If I understood our friendly host correctly, what concerned him was the unity of animate and so-called inanimate nature, the idea that we sin against the latter if the boundary we draw between the two spheres is too rigid, when in reality it is porous, since there is no elementary capability that is reserved exclusively for living creatures or that the biologist could not likewise study on inanimate models.
So, look at the world around you, and if you notice things that don't seem right - injustices, inefficiencies, or just oddities - investigate them further. Think about why and how those things might happen and what you could do to change them for the better. Test your ideas by trying new things, making more observations, refining your models, and repeating the process. And when you find something that works to explain or improve your situation, tell everyone about it, so we can all benefit.
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