Defining what is the "best" has always been a tricky endeavor. And if you came here hoping for a definitive answer to which art university has proven itself worthy of the title, then we're not going to lie to you: we don't have an answer. At least not one that comes in the form of a university's name.

Choosing the "Best Art Universities" can be an art! How do you make the best choice? So you want to attend a great art university. The best art universities are out there. But how do you choose the art university that's perfect for you? It could be said the process is as easy as 1-2-3-4.

It can be an incredibly challenging task to determine the best art courses among the wide selection of choices available. There are so many options it can get overwhelming. Artists emerge from every walk of life, with styles and artforms as diverse as the individual perception of what constitutes good art. Tolstoy defined art as "one of the conditions of human life." Indeed, this is evident by the continuously growing number of artforms present in society.

The best art schools will do more than just spit you out with a diploma in your hand. They'll stick with you, whether it be through alumni networks that help you find a company to work in after graduation, or a famous name that draws in clients in the future. At the very least, don't pick one that you know has a bad track history, and if you're lucky, your art university will do enough for you in the future that the tuition you put into your education pays for itself.

It sounds like a line from Jedi training, but there should be something inside that tells you when an art university is right for you. To get that feeling, you certainly have to visit some schools in person. If during your visit, a little voice inside is screaming, "This place isn't for me," listen to that voice! That's how you find the best art universities. TALK to other students there. Hear how enthusiastic they are about the school. Attend classes as observer. Does the faculty impress you? Try and contact alumni of the university. They'll tell you if the degree they earned was of benefit to them. Trust your feelings, Luke!

The best art courses all share some of the same key components, regardless of your specific artistic niche, including good location, knowledgeable and helpful faculty, state of the art resources, abundant internship or career networking opportunities, and an excellent reputation. This is true whether you are considering attending a liberal arts school to study graphic design or an art institution for ballet training.

What makes the best art universities, the ones that belong on your list? Well, YOU do! Give the search your best effort if you expect the best results.Do your homework and find the art university that holds the potential of being the best university for you!

So what are you waiting for? Find art schools and colleges today!

The 1965 Mako Shark II concept was so popular when it first appeared at car shows that it had the entire Corvette faithful buzzing and many practically demanding that the brass at GM put the car into production. Bill Mitchell and Larry Shinoda had created two Mako concepts for showcasing; one was a full runner and the other was only a mock up. The only difference between the two was that the mock up had massive side pipes and some other showcasing goodies and the runner did not.

The concept car seemed to take styling hints from an actual Mako shark which would explain the name. Mitchell had caught a massive Mako shark on a fishing expedition earlier and Shinoda was fascinated by the picture and the tough looking sea creature and incorporated many of the shark's features into the prototype car.

As GM likes to do, the concept Mako Shark II also had something that would be used in the upcoming model year's production. Distinct lettering on the hood hinted that a brand new engine was in the works and in fact it was the Mark IV big block that powered the concept and would also power the next model year of the Vette.

When the 1968 Corvette came out the end result was basically the same as the 1965 Mako Shark II concept, at least from the belt line down. The overall shaping of the two was similar, but the Corvette of 1968 had softer contours.

For all the hype that the 1965 Mako Shark II created no one was prepared for such a similar new generation of the Corvette to come out. But that's what makes speculating so interesting and fun. Many conjured up their idea of what the C3 would look like but few thought that GM had already given them a practical actual taste of the real thing in 1965. When 1968 rolled around some may have loved the new Vette and some maybe didn't like it so much, but what was to follow was the longest running generation of the Corvette that would see many highs and lows but prove to stand the test of time.

Once again GM has come out with a concept car in the 2009 Stingray and many are speculating that this will be the new Vette. GM is saying no, but then again they say maybe just a little bit. Either way let the rumors continue and in the end only time will tell if GM hid the new generation in plain sight like they did with the 1965 Mako Shark II concept or if they go in a totally different direction.

Casa de Sion Orphanage is located in Guatemala City, Guatemala, and cares

for some of the most needy children in the world. The courts are overloaded

with children for whom there is no room. These children who come to Casa de

Sion get another chance at a more normal life.

Seeing it from the outside, we have no idea of the reality that most

neglected children face. This inside view gives us the chance to understand

what a difference an orphanage can make.

Much of the following information was provided by a volunteer intern who

spent some time in the orphanage with the children:

The children wake up between 6 and 6:30 am. The oldest ones bathe

themselves, while the younger ones wait for the nanny to come at 7 am to

bathe and dress them. During this time they are either playing or reading.

They eat breakfast between 7:30 and 8 am. The teacher arrives at 7:30 am to

prepare for school. The children have a room dedicated upstairs for their

classes. At 8:30 am class begins. Children ages 4 and up participate in

school while the younger ones stay downstairs to play. They have their

morning snack at 10 am. They are served lunch at 12:30 pm. By 2 pm they are

back upstairs to resume class. On Mondays and Wednesdays they have English

class for an hour and then continue with their teacher until 4:30 pm. They

eat dinner at 5 pm. Sometimes between class and dinner they have time to

play outside and ride their bikes. After dinner they brush their teeth and

put on their pajamas. They have until 6:30 pm to enjoy themselves. At that

time we all gather together in the living room to read from the scriptures

and have family prayer. Then it is off to bed. I have noticed that following

a daily schedule allows the children to know what to expect and creates

consistency. Their days are flexible to court appointments, visitors, trips,

etc. that might arise.

When the children first arrive at the orphanage they are completely engulfed

in the Routine of things. The very first effort made is to find out about

the children since we receive no information from the court about the

children when they arrive. We try to ask them questions about their families

and their home life to understand better why they have been sent to the

orphanage. Having this knowledge also helps us to understand better their

behavior and how to relate to them. The employees take time to give

explanations of the different things that happen in the orphanage. More than

anything the children are shown love, discipline, and acceptance.

One of the first things that is taught when children newly arrive at the

orphanage is the importance of hygiene. They are taught how to bathe

themselves properly, brush their teeth, and the importance of not having

lice. One of the things that I have noticed is that many children who come

to the orphanage are not accustomed to wearing socks and shoes, so that is

something that has to be engrained in them. Also, because many of the

children come from backgrounds of sexual and physical abuse, they are taught

the sacredness of their bodies and how to properly interact with those of