Women in music an Example by

Women in music It has been written that Western Music originated in the Western world which includes Western Classical music, Western and Country, American Jazz, Pop music, and Rock and Roll. Western Music was also related to old an English, Scottish, and Irish folk ballad which were originally composed by the people from Western America and Western Canada as well. It is also influenced by Mexican music, particularly in the American Southwest, which added to its development. (Wikipedia Encyclopedia). Need essay sample on "Women in music" topic? We will write a custom essay sample specifically for you Proceed Women's involvement in western music have different roles such as audience, as participant, as a sponsor and as a creator (Cyrus, 2003). According to Touliatos (1996), during the period of early Christianity in Byzantium, Byzantine women are considered inferior to men in intellectual and spiritual aspect. With this, we can assume that womens involvement in music is very minimal. We have known before that few numbers of women are associated with prostitution so they are forbidden to perform using musical instruments, specially the unmarried women. Also in Byzantine society the result of being a single woman who cannot act freely chooses between marriage and the monastery (Touliatos 1996). As I read the life of this woman named Fanny Mendelssohn, I realized that she is a good example of a woman who has a unique talent in music but surpassed so many trials before her music became known. Fanny expresses an exceptional ability in music as a child and she loves to write music. However, his father did support her with her desire to write compositions but she is being tolerated at least. The reason behind this is the notion that women should only stay at home and later will become a housewife. Abraham, her father, was a well-off banker at that time. Fanny has a brother named Felix who is also talented so they became well gifted composers and pianists. However, Fannys talent as a composer was quite comparable to those of her brother but her father is having a contrasting attitude towards this calling which he considers inappropriate for a young lady. With this Felix carried on this opposition after their father's death until Fanny decided to pursue what she wants to do and finally she got married. Felix becomes supportive with her sister about her composition and performance at last but he was also being cautious for family reasons so he published Fannys works under her own name and some of her songs are published under his own name as well. In turn Fanny helped Felix by to constructive his own pieces by criticizing it. It was then that her music becomes known through concert performances and by the released of CDs on labels. Fannys repute has been highly developed by a research for female musical creativity, where she is one few exemplars during early 19th century (Pendle, 1991). In conclusion, women dont always appear inferior to men when it comes to music. As of this generation, the 21st century, there are top female artist in the field of music, who continually inspires people by their song compositions and the like. Similar to Fanny, and the rest of the women of their times and the present, it is indeed a good experience from the past that women are deprived of getting involved into music, because they only proved that everybody is accepted whether men or women in the music industry. Many women are living proof that we are splendidly proficient in creating an important and long-lasting cultural contribution such as being composers, performers, patrons, poets, and subject of musical expression. Widely know from being criticized in olden days, what is important is the involvement that women made to the world of Musical history. References Cyrus, C.J., (2003) Medieval Women and Music. Touliatos, Diane. (1996). Women Composer: Music Through the Ages, vol. I Composers Born Before 1599, eds.Martha Furman Schleifer and Sylvia Glickman. New York: G.K. Hall, pp. 1-24.Pendle, K. (1991), Women in Music: A History. Bloomington: Indiana University Press. Wikipedia, the free encyclopedia

Outline of Sioux History essays

Outline of Sioux History essays The Sioux Nation contained about twenty thousand people in seven different tribes throughout the Northern Great plains. The Sioux were originally part of the seven council fires, Oceti Sakowin, which was made up of seven bands: four Dakota, two nakota and one teton or lakota band. The word Sioux originated from the near by Chippewa tribe where they called the Oceti Sakowin Nadoweisiw meaning little snakes. The French later corrupted the term to nadowessioux which the English later shortened to Sioux. The Sioux lived in the head waters of Mississippi, Minnesota, and Wisconsin. Around 1750-1775 the Oglala Lakota split off of the main Dakota homeland in Minnesota and moved west to the Black Hills where the Cheyenne along with the Kiowa and Crow lived. By 1794 the Lakota controlled the Black Hills and latter created alliances with some of the tribes. The lakota also set a trend for the rest of the tribes to follow. Around 1851 the US and Native American tribes signed the Fort Laramine treaty which was to guarantee peace between the US and many tribes in the plains area. However, this did not happen. There was constant US involvement which broke many of the treatys promises. Chief Red Cloud, along with the Lakotas and Cheyenne fought the US and maintained ground. This is the only time any Indian leader totally defeated the United States in an extended all out war. The result was the 1868 Laramine treaty, which withdrew military forces from the Black Hills area. This later created the great Sioux reservation in which Sioux could live and hunt on. With constant confusion between where the Lakota could stay and go, they began to go off the reservation. Some of the Lakotas or Siouxs did not go back to the reservation, so on June 25th 1876 Chief Sitting Bull, along with other tribes were taken by surprise by General George Armstrong Custer. Within twenty minutes, Custer along with seven cavalr...

EBay Stock Option Plans Essay Example | Topics and Well Written Essays - 750 words

EBay Stock Option Plans - Essay Example When the figures are compared between the two methods, the figure that denotes eBay’s unprofitable operations can be turned to a profitable one with the choice of the accounting method. Thus, ethical considerations which should be based on accurate reporting of its performance to its investors, are of little importance to eBay in choosing the method for reporting its options. Certain financial considerations seem to play part in the choice of eBay’s financial reporting for stock options. As the choice will impact a handful of items in the financial statements of the company, financial considerations seem to be very relevant as for eBay’s choice of intrinsic value over fair market value (Bradshaw 2004, 3). According to an article from Darden Business Publishing, University of Virginia, the main advantage of choosing intrinsic value over fair market value is that firms will not record compensation expense when the market price is equal to the exercise price (2004, 12). This gives a firm a significant financial advantage as it reduces the effect of compensation expenses to the company’s operating expenses, which then affects the company’s net income. When a company like eBay can choose to report its stock options based on the intrinsic value method, it is required to put footnotes in order to show the figures if fair market value method is used for financial reporting. However, because this is just a footnote and does not require recognition in the financial statements of the company, the choice has some strong relevance to the financial considerations that are associated with it. According to the article from the University of Virginia, the shift from intrinsic value to fair market value method of reporting stock options will impact eBay’s financial statements by recognizing a deferred tax asset for the estimated future benefit, which will

The Use of Financial Tools in the Management Process Term Paper

The Use of Financial Tools in the Management Process - Term Paper Example Investments have related interest expense amounts. The same return shows the interest rate that is used to generate a resultant zero net present value. The present value is arrived at by using an interest rate in the computation. The annual or periodic cash inflow is collected. Examples of inflows of cash are: ? 260 for year 1, ? 280 for year 2, ? 250 and for year 3. The interest rate is given. The periodic or annual inflows of cash are multiplied by the present value factor (interest rate). The result of the multiplication activity is the present value amount of the periodic inflows of cash (Hilton, 2011). To computation of the rate of internal return, the present values are determined. Next, the decision maker must equate the cost of the investment as the total inflows of cash. Subtracting the two accounts, the net present value is nil (Daft, 2011). Next, the internal rate of return can be easily computed (Sollenberger, 2008). The total present value of net inflows of cash is divid ed by the total inflows of cash. The computation outcome is traced is plotted on the net present value table. The decision maker searches for the column where the division result falls. Further, the internal rate of return (IRR) tool is used to compare the financial performance of two or more entities. For example, the internal rate of return of Reagan Company is 6 percent. Further, Washington Company has an internal rate of return of 8 percent. Comparing the two companies’ internal rate of return, Washington Company has a better internal rate of return. The company with a higher internal rate of return output shows a financially better business image (Gitman, 2008). Compared with the net present value decision-making tool, the internal rate of return is a better management tool. Most decision makers prefer the internal rate of return. The internal rate of return places importance on times’ effect on money, cash flows. Time value analysis includes placing a higher value on the earlier collection or payment of cash amounts over the same amount of cash collected at later years.  

Career Development Coursework Example | Topics and Well Written Essays - 2000 words

Career Development - Coursework Example Consequently, in order to develop high level of educational accomplishments amongst students, it is fundamental that one start by building stronger self-efficacy for the scholar early enough. Thus, self-efficacy is much imperative topic amongst the educators and psychologists as studies have established, self-efficacy to have an impact on psychological states to motivation to behavior. Individuals can be persuaded to believe and consider that they have the capabilities and skills to succeed. When an individual says something encouraging and positive to another person will help one to attain a goal The most important action plant towards self-efficacy personal development is mastery experiences; the most effectual means of developing strong sense of self-efficacy is by mastery experiences. Performing a task successfully strengthens our sense of self-efficacy. Conversely, failing to sufficiently deal with duties or confront may weaken and undermine self-efficacy. Therefore repeated carrying out of an activities in business for instance auditing, it will help in grasping all the essential details required in auditing, hence mastering of experience. The next action plan self-efficacy personal development is social modeling. With keen observation of what others performing the tasks and duties, I will be able to perform it later. Therefore, social modeling is achieved by witnessing other individuals successfully finishing a job or task. Observing individual accomplishing something by continued endeavor raises observers attitude and beliefs that they can also have the capacity to master similar activities to thrive. With social modeling, it boosts one’s self esteem to carry out the tasks that has been observed. Similarly, when the other party performing the tasks made a mistake, one can correct from the mistake observed and perform much better. The third action plan for self-efficacy

The Benefits of Java

The Benefits of Java JAVA INCLUDES A LIBRARY OF CLASSES AND INTERFACES: The Java platform includes an extensive class library so that programmers can use already existing classes, as it is, create subclasses to modify existing classes, or implement interfaces to augment the capabilities of classes. Both classes and interfaces contain data members (fields) and functions (methods), but there are major differences. In a class, fields may be either variable or constant, and methods are fully implemented. To use an interface, a programmer defines a class, declares that it implements the Interface, and then implements all the methods in that interface as part of the class. These methods are implemented in a way that is appropriate for the class in which the methods are being used. Interfaces let one add functionality to a class and give a great deal of flexibility in doing it. A package is a collection of related Java classes and interfaces. The following list, however not complete, gives example of some Java packages and what they cover. Java.lang: The basic classes. This package is so basic that it automatically is included in any Java program. It includes classes that intercepts with numeric, strings, objects, runtime, security, and threads. Java.io: Package that includes classes managing reading data in input streams and writing data into output streams. Java.util: Miscellaneous utility classes, including generic data structures, bit sets, time, date, the string manipulation, random number generation, system properties, notification and enumeration of data structures. Java.net: Classes for network support. Java.awt: Classes that manage user interface components such as windows, dialog boxes, buttons, checkboxes, lists, menus, scrollbars, and text fields, the â€Å"AWT† stands for Abstract Window Toolkit. Java.awt.image: Classes for managing image data, including color models, dropping color flittering, setting pixel values, and grabbing snapshots. Java.applet: The Applet class, which provides the ability to write applets, this package also includes several interfaces that connect an applet to its documents and to its document. Java.sql: The JDBC API, classes and interfaces that access databases and send SQL Statements. The first three packages listed, java.lang, java.io and java.util form the basis, they are basic classes and interfaces for general-purpose programming. Java development kit version1.1 added some new packages, with JDBC being one of them. Other new packages include such thing as Remote Method Invocation, Security and Java Beans, the new API for creating reusable components. In Java, packages serve as the foundation for building other packages, as discussed in the following section. JAVA IS EXTENSIBLE: A big plus for Java is the fact it can be extended. It was purposely written to be lean with the emphasis on doing what it does very well, instead of trying to do everything from the beginning, it was return so that extending it is very simple. The JDBC API, the java.sql package, is one example upon which extensions are being built. In addition to extensions there are also main tools being developed to make existing capabilities easier to use. For example, there is already a tool that greatly Simplifies creating and laying out Graphical User Interfaces such as menus, Dialog boxes and buttons. SECURITY: It is important that a programmer not be able to write subversive code for Applications or applets. This is especially true with the Internet being used more and more extensively for services such as electronic commerce and electronic delivery of software and multimedia content. The Java platform builds in security in four ways. The way memory is Allocated and laid out: In Java an object’s location in memory is not determined until The runtime, as opposed to C and C++, where the compiler makes memory layout Decisions. As the result, a programmer cannot look at a class definition and figure out how it might be laid out in memory. Also since, Java has no pointers, a programmer cannot forge pointers to memory. The way incoming code is checked: The Java virtual machine doesn’t trust any incoming code and subjects it to what is called throughte code verification. The throughte code Verifier, part of the virtual machine, checks that the format of incoming code is correct incoming code doesn’t forge pointers, it doesn’t violate access restrictions, it accesses objects what they are. The way classes are loaded: The Java throughte code loader, another part of the virtual machine, whether classes loaded during program execution are local or from across a network. Imported classes cannot be substituted for built in classes, and built in classes cannot accidentally reference classes brought in over a network. The way access is restricted for untested code: The Java security manager allows user to restrict untested Java applets so that they cannot access the local network, files and other resources. JAVA PERFORMS WELL: Java performance is better than one might expect. Java has many advantages, such as having built in security and being interpreted as well as compiled, do have a cost attached to them. As a result, Java has done quite respectably in performance tests. Its performance numbers for interpreting throughte codes are usually more than adequate to run interactive graphical end user applications. For situations that require unusually high performance, throughte codes can be translated on the fly, generating the final machine code for the particular CPU on which the application is running at run time. High level interpreted scripting language generally offer great portability and fast prototyping but poor performance. Low level compiled language like C and C++ offer great performance but require large amounts of time for writing and debugging code because of problems with areas such as memory management, pointers and multiple inheritance. Java offers good performance with the advantages of high level languages but without the disadvantages of C and C++. JAVA IS ROBUST: The multi platformed environment of the WEB places extraordinary demands on a program, because it must execute reliably in a variety of systems. Thus the ability to create robust programs was given a high priority in the design of Java. To gain reliability, Java restricts you in a few key areas to force you to find your mistakes early in program developments. At the same time, Java frees you from having to worry about many of the most common cause of programming errors. Because Java is strictly typed language, it checks your code at compile time. However, it also checks your code at run time. In fact, many hard to track down bugs that often turn up in hard to reproduce runtime situations are simply impossible to create in Java. Knowing that what you have written will behave in a predictable way under diverse conditions is a key feature of Java to understand how Java robust. For example in C/C++ the programmer must manually allocate and free all dynamic memory. This sometimes leads to problems. For example some programmers some times forget the free memory that has been previously allocated. JAVA SCALES WELL: Java platform is designed to scale well, from portable consumer electronic devices to powerful desktop and server machines. As a result, Java accommodates the need for low storage and for low bandwidth transmission over the Internet. In addition the Java operating system offers a standalone Java platform that eliminates host operating system overhead while still supporting the full Java platform. API makes Java ideal for low cost network computers whose sole purpose is to access the Internet. JAVA IS MULTITHREADED: Multithreading is simply the ability of a program to do more than one thing at a time. For example an application could be faxing a document at the same time it is printing another document. Or a program could process new inventory figures while it sustains a feed for current prices. JAVA IS IMPORTANT TO THE INTERNET: The Internet helped catapult Java to the forefront of programming and Java in turn has a profound effect on the Internet. The reason is simple. Java expands the universe of objects that can move about freely in cyberspace. In a network, there are two broad categories of objects transmitted between the server, your personal computer, passive info and dynamic, active programs. For example, when you read your e-mail, you are viewing passive data. Even when you download a program, the program’s code is still only passive data until you execute it. However, there is a second type of object that can be transmitted to your computer, a dynamic, self executing program. Such a program would be an active agent on the client computer, yet it would be initiated through the server. As desirable as dynamic, networked programs are, they also current serious problems in the areas of security and portability. Prior to Java cyberspace was effectively closed to half the entities that now live the re. Java addresses these concerns and doing so, has opened the door to an exiting a new form of program.

Hooters and Men :: Personal Narrative Restaurants Papers

Hooters and Men I don’t know why I feel so nervous. I’ve eaten at Hooters once before and it wasn’t so terrible. It’s just a wing joint where the waitresses are famous for being bosomy. Maybe that’s it. I feel inadequate. My small chest will pale in comparison to the over abundance of female flesh put so confidently on display and my boyfriend will never look at me the same. Come to think of it, why was he so proud and anxious to tell every male friend he had that his girlfriend asked him to go to Hooters with her? And why did they respond with cheers, hollers and, â€Å"man, you’re so lucky?† The feeling of trepidation grows as our car nears the dreaded restaurant. I don’t need to feel uneasy: how busy could this restaurant be at 7:30 on a Wednesday night? The sight of a parking lot full of cars almost causes me to force my boyfriend to turn the car around, leaving skid marks as the only piece of incriminating evidence to prove that I was on Hooters property. No, face your fear. I open the car door and walk up to the restaurant, with my boyfriend doing a good impression of not being giddy following at my heels. When I have almost reached the door, a car pulls up and two older couples, probably in their middle sixties, get out. I find it odd that they would patron this particular restaurant, but their presence helps to put me at ease. Maybe I won’t look so bizarre walking into the restaurant next to them. I open the door to a small room where Hooters paraphernalia is sold. Everything from T-shirts to shot glasses, all decorated with the Hooters logo. I have to admit it’s a good marketing strategy: this room is the first thing to greet a customer walking in and the last thing a customer sees on the way out. But the strategy doesn’t work (or at least at this point) for either the older couples or my boyfriend and I. Instead, we walk into the crowded restaurant and try to find a place to sit. My boyfriend and I choose a table against the wall. This table is high off the ground and we sit on stools, which makes it feel like we are at a bar, or another type of informal eatery.

Flute Chords

Safe and Sound Taylor Swift We Are Never Ever Getting Back Together Taylor Swift Hinahanap – Hanap Kita Daniel Padilla/Rivermaya Kahit Maputi Na Ang Buhok Ko Noel Cabangon Tanging Yaman Reflection (From Disney's Mulan) I E F G Look at me, E F G G C2 You may think you see E G F E D Who I really am, F F F G E D But you'll never know me. II E F G Everyday, E F G G C2 C2 it's as if I play G G F A part. III E F G Now I see, E F G G C2 If I wear a mask, E G F E DI can fool the world, F F F G E D C C but I cannot fool my heart. Chorus: D2 D2 D2 C2 D2 E2 C2 Who is that girl I see? B C2 A Staring straight, G C2 F Back at me. E G C2 C2 E2 E2 F2 D2 D2 When will my reflection show D2 E2 C2 B C2 Who I am inside? (REPEAT III) D2 D2 D2 C2 D2 E2 C2 Who is that girl I see? B C2 A Staring straight, G C2 F Back at me. E G C2 C2 E2 E2 F2 D2 D2 D2 D2E2 C2 D2 When will my reflection show Someone I don't know? D2 D2 D2 C2 D2 E2 C2 Must I pretend that I'mB C2 A G C2 F Someone else for all time? E G C 2 C2 E2 E2 F2 D2 D2 When will my reflection show D2 E2 C2 B D2 C2 Who I am inside? D2 E2 D2 C2 B G F†¦.. E D There's a heart that must be Free to fly B C2 C2 C2 That burns D2 E2 D2 D2 C2 B with a need to know G A E2 D2 E2 F2 The reason why (REPEAT CHORUS) ENDING: E G C2 C2 E2 E2 F2 D2 D2 When will my reflection show D2 E2 C2 C2 B C2 Who I am inside? C2 C2 C2 C2 C2 C2 What Makes You Beautiful One Direction F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F You're insecure F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  CDon't know what for F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  G A G You're turning heads when you walk through the door F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F Don't need make up F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  C To cover up F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F F  Ã‚  Ã‚  F G A G Being the way that you are is enough F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2  Ã‚  Ã‚  D2 D2  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  G Everyone else in the room can see it F  Ã‚  Ã‚  Ã‚  A  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  D2 C2  Ã‚  A G Everyone else but you [CHORUS] A  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  G A  Ã‚  Ã‚  G Baby you light up my world like nobody elseA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  G  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G The way that you flip your hair gets me overwhelmed A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  G But when you smile at the ground it aint hard to tell A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  A You don't know Oh Oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F You don't know you're beautiful F  Ã‚  Ã‚  F F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  A  Ã‚  Ã‚  G If only you saw w hat I can see A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  G You'll understand why I want you so desperatelyA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  G Right now I'm looking at you and I can't believe A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  A You don't know Oh oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F  Ã‚  Ã‚  G  Ã‚  Ã‚  A You don't know you're beautiful Oh oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F That what makes you beautiful F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F So c-come on F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  C You got it wrong F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  F  Ã‚  F  Ã‚  G A G To prove I'm right I put it in a song F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F I don't know why F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  C You're being shyF  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G A G And turn away when I look into your eyes F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2  Ã‚  Ã‚  D2 D2  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  A   Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  G Everyone else in the room can see it F  Ã‚  Ã‚  Ã‚  A  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  D2 C2  Ã‚  A G Everyone else but you [REPEAT CHORUS] [BRIDGE] F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2D2D2C2 A  Ã‚  A  Ã‚  Ã‚  G Nana Nana Nana Nanana F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2D2D2C2 Nana Nana Nana F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2D2D2C2 A  Ã‚  A  Ã‚  Ã‚  G Nana Nana Nana Nanana F  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  C2D2D2C2 Nana Nana Nana A  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  G A  Ã‚  Ã‚  G Baby you light up my world like nobody else A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  G  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G The way that you flip your hair gets me overwhelmedA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  G But when you smile at the ground it aint hard to tell A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  A You don't know Oh Oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F You don't know you're beautiful [CHORUS 2] A  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  G A  Ã‚  Ã‚  G Baby you light up my world like nobody else A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  G  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G The way that you flip your hair gets me overwhelmed A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  G But when you smile at the ground it aint hard to tellA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  A You don't know Oh Oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F You don't know you're beautiful F  Ã‚  Ã‚  F F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  A  Ã‚  Ã‚  G If only you saw what I can see A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  G You'll understand why I want you so desperately A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  F F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  G Right now I'm looking at you and I can't believe A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  Ã‚  A You don't know Oh oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F  Ã‚  Ã‚  G  Ã‚  Ã‚  A You don't know you're beautiful Oh ohA  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  G F  Ã‚  Ã‚  Ã‚  G  Ã‚  Ã‚  A You don't know you're beautiful Oh oh A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A  Ã‚  Ã‚  Ã‚  Ã‚  G F That's what makes you beautiful My Heart Will Go On (Titanic Theme Song) INTRO: C2 D2 E2 D2 E2 D2 C2 D2 G2 G2 F2 E2 C2 A A A F G C2 D2 E2 D2 E2 D2 C2 D2 G2 G2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   D2 E2 A2 G2 D2 I C2 C2  Ã‚  Ã‚  C2  Ã‚  C2  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2 Every night in my dreams C2 B  Ã‚  Ã‚  C2  Ã‚  C2 E2  Ã‚  D2 I see you, I feel you C2  Ã‚  Ã‚  Ã‚  C2  Ã‚  C2 C2  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  C2  Ã‚  Ã‚  D2  Ã‚  G That is how I know you go on II C2 C2 C2  Ã‚  C2  Ã‚  Ã‚  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2 Far across the distance C2  Ã‚  Ã‚  Ã‚  Ã‚  B  Ã‚  Ã‚  C2  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  E2  Ã‚  D2And spaces between us C2  Ã‚  Ã‚  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2  Ã‚  Ã‚  C2  Ã‚  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2  Ã‚  D2 G You have come to show you go on Chorus: C2 C2 C2 C2 D2  Ã‚  G G2  Ã‚  F2 F2 E2 D2 Near,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  far, wherever you are E2 F2 E2  Ã‚  D2  Ã‚  C2  Ã‚  Ã‚  Ã‚  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2  Ã‚  Ã‚  Ã‚  B A†¦. G I believe that the heart does  Ã‚  Ã‚  go  Ã‚  on C2 C2 C2 C2 D2  Ã‚  Ã‚  Ã‚  Ã‚  G G2  Ã‚  F2 F2 E2 D2 Once  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  more you open the door E2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  F2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  E2  Ã‚  Ã‚  D2 C2  Ã‚  Ã‚  Ã‚  B And you're here in my heart C2  Ã‚  Ã‚  Ã‚  C2  Ã‚  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C2  Ã‚  C2  Ã‚  E2  Ã‚  D2  Ã‚  C2 And my heart will go on and on (Repeat I and II, then Chorus) Ending: C2 C2 C2 C2 D2 G G2 F2 F2 E2 D2 E2 F2 E2 D2 C2 B B A C D E D E D C D G G G G G

Free Essays on Japans Ageing Society

Since 1868, Japan has developed a culture that is well accustomed to the idea of population control. With its population consisting of just 30 million, the upcoming government encouraged a growth, in order to compensate its isolation from the rest of the world. This population growth was designed for two purposes; industry and reform of a developing country, which would eventually become the economic tiger that it is today. Before this time, large families paved the way to a prosperous life, and the government no longer encouraged previously encouraged behaviors, such as infant genocide, delayed marriages, and abortions, in order to keep the population at a necessary minimum. The government instituted plans for both social and economical improvements. With the discouragement of births outside of marriage, women were encouraged to achieve higher degrees of education, which directly caused its purpose; later and fewer marriages. With aided increases in income, improved social security and pensions, and decreasing rates of infant mortality, the need for large families decreased and brought the birth rate to an average of 1.38 for each woman in 1998, and 1.32 in 2002.(Asiasource.org-Special Report: Japan’s Aging Population Challenge for its Economy and Society) This particular strategy, inflicted by the government, has impacted the demographics of Japan, considerably, and has increased their life expectancy to 76.4 for men and 82.8 for women, the highest in the world. This article also mentions an alarming statistic that the number of children, aged 14 and under, has decreased by about 20% since 1949, and makes up only 15% of today’s population. In a related article, (www.kkc/usa/org) Japan’s Aging Society Overview, it was found that senior citizens, in 1950, made up 4.16% of the total population. With a steady increase, almost 22% of the population, in 2000, were senior citizens. Other factors which have also infl... Free Essays on Japans Ageing Society Free Essays on Japans Ageing Society Since 1868, Japan has developed a culture that is well accustomed to the idea of population control. With its population consisting of just 30 million, the upcoming government encouraged a growth, in order to compensate its isolation from the rest of the world. This population growth was designed for two purposes; industry and reform of a developing country, which would eventually become the economic tiger that it is today. Before this time, large families paved the way to a prosperous life, and the government no longer encouraged previously encouraged behaviors, such as infant genocide, delayed marriages, and abortions, in order to keep the population at a necessary minimum. The government instituted plans for both social and economical improvements. With the discouragement of births outside of marriage, women were encouraged to achieve higher degrees of education, which directly caused its purpose; later and fewer marriages. With aided increases in income, improved social security and pensions, and decreasing rates of infant mortality, the need for large families decreased and brought the birth rate to an average of 1.38 for each woman in 1998, and 1.32 in 2002.(Asiasource.org-Special Report: Japan’s Aging Population Challenge for its Economy and Society) This particular strategy, inflicted by the government, has impacted the demographics of Japan, considerably, and has increased their life expectancy to 76.4 for men and 82.8 for women, the highest in the world. This article also mentions an alarming statistic that the number of children, aged 14 and under, has decreased by about 20% since 1949, and makes up only 15% of today’s population. In a related article, (www.kkc/usa/org) Japan’s Aging Society Overview, it was found that senior citizens, in 1950, made up 4.16% of the total population. With a steady increase, almost 22% of the population, in 2000, were senior citizens. Other factors which have also infl...

The Unseen Eye Example

The Unseen Eye Example The Unseen Eye – Book Report/Review Example A Review of William Ewing’s More than Meets the Eye The article written by William Ewing entitled More than Meets the Eye satisfactorily captured the core meaning and purpose of the W.M. Hunt’s photograph collection. Ewing accurately described how the visual and narrative contexts of the photographs have formed a movement, which is anti-portraiture in nature. Hunt’s insightful quest for expressive and haunting pictures has led to a compendium that successfully reminds an image of a person’s lifetime, with all the accompanying touches of sorrow, fear, sexuality, and memory. As described by Ewing, every photograph in the collection reveals an entity whose look and stare has been averted. At times the eyes are shielded entirely. Ewing is correct in his observation that the collection combines the ordinary and the extraordinary, and humour with misfortune. Reading Ewing’s article makes one aware of the very purpose of Hunt in showcasing closed, covered , or averted eyes- it is a psychological ride that takes the one who sees to the mystery, virtue, and anonymity of humanity’s reality and experiences. Ewing’s descriptions of the book were interesting, provocative, and exciting. The images are bizarre and mind-boggling, and spellbinding and frightening at the same time. In summary, Ewing has successfully consolidated the insightful ideas of Hunt in a very brief introduction to the volume. Work CitedW.M. Hunt. Introduction. More than Meets the Eye. By William Ewing. New York: Thames & Hudson, 2011. Print.

Ace Jeans Speech or Presentation Example | Topics and Well Written Essays - 250 words

Ace Jeans - Speech or Presentation Example Ace Jeans views is the designer collection of denims, aimed at the sophisticated, feminine, stylish and confident lady, who is not afraid to showcase her intrinsic beauty! Ace Jeans, which is a new entrant in the denim pants market, embarks on its USP, which is its composition---certified organic cotton, non-toxic, denim. The production is based in Mexico, which significantly lowers production costs; and manufacturing is done though Border Assembly Inc. With L'Atelier as the west coast and east coast distributor in the United States, Ace Jeans is all set to invade the market. The brand will be available in local boutiques in Los Angeles and New York, as well as high-end department stores such as Bloomingdales, Saks Fifth Avenue, and Nordstrom , thus entering the horizon associated with elite wear. Say the brand owners, "We currently do not have our own brand store, therefore saving a good amount of money and cutting certain overhead charges that would typically occur running a store.

The Role of Religion in the Trans-Atlantic Slave Trade Essay

The Role of Religion in the Trans-Atlantic Slave Trade - Essay Example The researcher states that in the Americas, the European masters claimed that it was through Christianity that the African slaves would be compliant to their rule but the unkind treatment of the slaves which led to many deaths illustrates how religion was used to justify the economic interests of the traders and the consequences of the trade. This paper gives a critical analysis of the role of religion in the development of the Trans-Atlantic slave trade in relation to the capture, domestication, and control of the African slaves from Africa to the Americas. Transatlantic Slave Trade The Trans-Atlantic slave trade took place from the 16th to the 19th centuries across the Atlantic Ocean. Slaves from the west and central Africa were traded between Africans and slave traders from Europe. The European then shipped the slaves across the Atlantic to South and North America. In the Americas, the slaves were forced to work in the British colonies. The slavery involved forced labor in the pla ntation of tobacco, coffee, cotton, cocoa, and sugar. Moreover, the slaves were forced to work in silver and gold mines. Some slaves also worked as servants while others toiled in the construction industry and rice fields. The British, Portuguese, Americans, the Dutch, the Spanish and the French were involved in the slave trade. The local tribal leaders in the West and Central Africa sold the slaves to the slave traders. The beginning of the trans-Atlantic slave trade was motivated by religious factors. The influence of Bartolome de las Casas, who was a Spanish missionary of the Catholic Church led to the replacement of the Amerindians in America's labor force with Africans. When Christopher Columbus arrived in the west, he encountered the Amerindians who were the natives in the Americas. The Amerindians provided hard labor in the western plantation. The settlement of the Spanish in this area was motivated by the need to find gold. The determination of the Spanish led to forced labo r on the Amerindians in search of gold. Many Amerindians died as a result of the harsh treatment in the forced labor. However, most of the Amerindians died out of the attack of epidemic diseases. The significant reduction in the number of Amerindians and the disputed harsh treatment of the Amerindians is what gave birth to the transatlantic trade because Africans were targeted as the replacement of the Amerindians as slave workers in the Americas. The Role of Religion The Trans-Atlantic trade is known for the inhumane treatment of slaves and the forced labor which they were forced to provide in the Americas. The happenings during the trade are usually referred as the conquest of the Americas. This conquest led to a great loss of human life and destruction of African cultures. Religion played a significant role in this trade as illustrated by the different religious backgrounds of the slave traders in the transatlantic slave trade. The European for example entered Africa as a way of spreading the Christian religion to the local people. On the other hand, the Muslim Arabs who were involved in the slave trade were motivated by the need to convert as many people as possible to the Islamic religion.