Style Essays (526 words) - Suit, Workwear, Clothing, Fashion

Simply Stylish: Your Ideal Silhouette What is Style? Style is the image or impression that you project to the world. Is it innate, or is it something that can be learned and refined? For some women, putting themselves together well is purely instinctive as they are naturally drawn to the right styles and colours for their body. For others research, an understanding of their body shape and good advice can be the right ingredients to achieving personal style. Even the most stylish women often have mentors or stylists to help them make the right clothing choices. Women with style consider carefully what they purchase and give thought to whatever they wear and wherever they wear it. Style isn?t about money, it is about making the right clothing choices. Stylish women understand how to mix and match their wardrobe and they have good taste. Stylish women also know how to adapt current looks to suit their age. Few things are more self affirming than dressing well. As Yves St Laurent said, ?fashion fades, style is eternal? How to Achieve Style Five major elements go into the creation of a garment. These are shape or silhouette, design details, colour, fabric weight and texture and fabric print and pattern. To find a garment with all these elements ideal for you can be difficult, but aim to achieve at least 3 out of the 5. With this knowledge, you can choose the best style suited to your shape, colouring and personality. In developing your personal style, consider also: Comfort ~ wear clothes that fit you perfectly, suit your personality and lifestyle. Confidence ~ know that you are presenting yourself at your best. Illusion ~ accentuate your positives and camouflage your challenges. Individuality ~ be you, not a clone of someone else. Appropriateness ~ dress appropriately for every occasion. Attitude ~ be positive. Current ~ maintain a current appearance. Body Proportion Analysis Your Ideal Silhouette is designed to provide women with an objective approach to successful dressing. Armed with only your dress size, shopping can be a frustrating experience if you have no real idea about what suits your body type, resulting in time wasted in the fitting room and money wasted on clothes that may or may not fit well or which may or may not be flattering to your figure. The programme will help you to take control of your wardrobe by eliminating poor clothing choices and aid in the selection of only those items that maximise positive features and minimise problem areas. Emphasis is placed on how to project a professional, polished and self-confident image. Measuring Up A woman?s body is divided into 4 sections to determine her proportions. The ideal body is supposed to be equal in each section. The sections are from the top of the head to the full bust, the full bust to the full hip, the full hip to the centre of the knee, the centre of the knee to the floor. Unequal proportions are not a problem. It is important, however, to know where you are long and short so that garment lengths can be altered to give you a balanced appearance.

Lascaux Cave Closed essays

Lascaux Cave Closed essays I think that they should keep the caves closed from public access. I believe that prehistoric caves with preserved art that starts to deteriorate due to human disturbances should be closed to preserve the findings for professionals and for future generations. The cave in Lascaux has wall art showing the animal life living around the artists. There are over 1500 pictures of animals and proof of wild life from centuries before. Humans are not depicted naturally; they were drawn more like stick figures. There are also historic treasures hidden for centuries found in the cave everywhere you look. This cave was found by accident and now gives meaning to historical evidence. The Rouffignac Cave, also known as The Cave of the Hundred Mammoths, is still open to the public, but can only be explored by electric train tours. The artwork is threatened by the same causes as the artwork in Lascaux Cave. This prehistoric art is at risk and the cave requires a critical equilibrium. Caves work as a great preservation spot for artifacts. Deterioration can come from natural causes, or animal or human disturbances. Alternate freezing and thawing causes scaling of the rock, or also a form of peeling. Modern day environment changes have caused severe weather causing peeling to occur more rapidly. Increased openings have caused more natural light into the caves, which increases the growth of mosses and other vegetation on the cave walls. Artificial lighting from light fixtures mounted on the cave walls, which causes damage to the cave walls and fades the pictures. If caves are open the air masses circulate more easily, also excess amounts of carbon dioxide would circulate from the air and visitors breath. Carbonic acid dissolves the limestone of the cave walls. Seepage of rainwater mixed with modern day thermal conditions causes calcite on the walls of the caves, which would cover the wall paint...

America is Finished Essay Example | Topics and Well Written Essays - 1000 words

America is Finished - Essay Example Spence, an economics professor at New York University’s Stern School of Business, a superior fellow in the Hoover Institution and former chairperson of Growth and Development Independent Commission, lives in Italy and California. The book is a nonfiction depiction of the future based on current trends and statistics in relation to previous happenings. The book talks about the Industrial Revolution third century, which is the era we are presently living in. As scholars that one can find can deduce it from limited resources, it is found that for numerous hundred decades until approximately 1750, the growth of the economy was insufficient anywhere in the Globe. By the world’s standards, majorities of people were pitiable and only a small group of the elite was rich. In some parts, there existed a small middle class, who were commercially oriented. This was the case visible almost the entire world. In 1750, England began a new and much improved course of the Industrial Revo lution raising the income per capita. The growth increased and was maintained for the pioneer time in the world’s history. This was the case for almost twenty decades until the Second World War began. By 1950, the standard earnings of persons living in the Industrial nations had increased by twenty times and in the case of more developed nations, this value rose more than this. This dramatic change of the growth pattern was limited to what we term industrialized or advanced nations. This changed the lives of about 15% of the globe's population. Apart from this group, the pattern of the previous hundred years merely presided thus little growth and people were still poor. This is to explain that, the global pattern was just one of the rapid divergences between the already developed and advanced verses others who are not. Commencing after the Second World War, the shift in pattern was tough at the initial stages to perceive it as a prominent trend started again. The nations in t he developing world began to develop. Initially, the growth was comparatively slow and only in distinct cases, there which it started to step up and spread. This signified the start of the international economy century extensive journey. The result is probably the world that 75% of its people reside in advanced nations with all that it comprises: escalating income growth with comparatively accelerating patterns of energy consumption and use. The next convergence is likely to bring debates how well to continue in the post crisis era and reset the equilibrium between national and global economic welfare and temporary fixes and continuing sustainability. Main Body With the Industrial revolution of the British, a fraction of the globe's population commenced to encounter peculiar economic growth that lead to gaps in living standards and wealth between the developed Europe and the rest of the globe. This trend of divergence was reverted after the World War II and presently we are halfway through 100 years of escalating and high development in the developing countries and a novel convergence with the developed nations are enormous but still comprehended. This book dates about further than 100 years that started in 1945 and will go into mid 21st century meaning that after two hundred years of high speed and accelerating divergence, a trend of convergence has engulfed the world. The author boldly and precisely outlines what is at stake globally as he portrays the future of the manner in which the global economy will rise over the subsequent fifty years. A number of our most renowned econopundits dwell in such basic, commotional public speaking, particularly in periods of market confusion and

Jews and Slavery Term Paper Example | Topics and Well Written Essays - 1000 words

Jews and Slavery - Term Paper Example In ancient times, Jewish laws and society permitted slavery (Schorsch 37). Slaves made up a significant part and property of a Jewish household. This paper will discuss the Jew’s involvement in slavery and the slave trade. Religious literature on Judaism contained in the Hebrew Bible, also known as Tanakh, contain various laws on the ownership and handling of slaves. The initial Israelite slavery laws as seen in the Tanakh have a resemblance to the slavery laws of the 18th century (Faber 21). The Passover, which is a holy time among the Jews, relates to freedom from slavery. In the middle ages, the Jews, just like their Muslim and Christian neighbors, owned slaves and took part in the slave trade (Schorsch 37). When Portugal and Spain expelled their Jewish subjects, the Jews involved themselves in all types of trade, including the slave trade. Their first participation in the slave trade was recorded in the 5th century after Pope Gelasius allowed them to bring slaves into Ital y from Gaul (Faber 19). Later, in the 8th century, a king called Charlemagne gave the Jews authority to act as the sole mediators in the slave trade. The Spanish Jews then sold slaves as body guards to the Caliphs of Andalusia. Jews formed the key traders in the sector of Christian slaves in the medieval ages (Shavit 24). They financed the trade and plotted to enslave, convert and sell non Jews on routes previously created by Muslims and Christians, rarely creating their own routes. They were active in North Africa, Slavonia, Eastern and Central Europe. Their most significant territory was in Portugal and Spain between the tenth and fifteenth centuries (Shavit 20). During the colonization of the Americas by Europe, Jews owned Latin American and Caribbean slaves, most notably from Brazil, Jamaica, Barbados and Suriname. Slave trade was their key occupation and became the region’s largest slave holders (Shavit 12). In that period, the Jews owned large plantations in these count ries. Later, in the 17th century, North African Muslim states were more tolerant to the Jews than were the Christians of Spain and Britain. This led to many Jews living in the North African region and establishing business contacts with the people. The most notable buyers of Christian slaves were the Jews from Algiers (Shavit 31). Their counterparts, the Jews from Italy were the key planners of ransom negotiations for the Christian slaves in Algiers and their subsequent freedom and return to their home countries. Following the expulsion of Jews from Portugal and Spain, they heightened their activities in the Atlantic slave trade (Shavit 19). The discovery of the New World further fuelled the activities. In the Atlantic slave trade, the Jews moved African slaves to the New World from Africa in exchange of sugar and manufactured goods (Schorsch 14). There was also a significant participation in the slave trade, in Brazil, by Jews and their descendants who had converted to Christianity , also known as New Christians. The Jews dominated the trade to such an extent that the Christians of Brazil became envious of the plantations owned by the Jews in the Pernambuco river valley (Schorsch 15). In the southern regions of the United States, Jews were not significantly active in the slave trade, and they only represented less than 2 percent of all slave owners in that region. Rather than Judaic laws, the practice of slave

Externalities Essay Example | Topics and Well Written Essays - 1500 words

Externalities - Essay Example , implications will be generated regarding whether Profit Ltd should embrace upon changes due to consideration of externalities or it should attempt to resist the change with the help of lobby groups. The objective of this research paper is to incorporate comprehensive understanding of the concept of externalities and various issues in relation to regulations towards externalities. Externalities occur when the producers or consumers of goods and services unintentionally create indirect impacts upon other producers or consumers of goods and services (Zilberman, 1999). Externality is such an aspect of the economy that although it does not depict any monetary effect upon the producers or consumers of goods and services but bears an impact upon the society’s standard of living. Most of the economists consider externalities to be a market failure. This is because upon the occurrence of externalities, the market prices do not represent the actual marginal costs or benefits coupled with the goods and services dealt with in the market. The concept of externalities can be prominently associated with the activities related to production or consumption or both. Both production as well as consumption externalities occur when the respective activities of production and consumption of one individual inflicts costs and benefits towards the other individuals that are n ot spread precisely in the course of various market operations (Zilberman, 1999). Externalities can be either positive or negative. Positive externalities occur when the individuals’ actions generate benefits for the other individuals. The concept of positive externalities can be best understood through citing the example of technological overrun. The positive externalities in this regard occur when an invention of a firm benefits the entire society due to the technological up gradation along with the firm. On the other hand, negative externalities occur when the action of one individual generates harmful

Non Print Media On Education Education Essay

Non Print Media On Education Education Essay The positive impact of non-print media on education is increasingly important among students who are struggling to learn English in school settings. As Aufderheide (1993) claims, media influences peoples understanding of social reality. In particular, non-print media has a close relationship with contemporary technology which students have access to in their daily life. The value, belief and understanding of the world views may be constructed from non-print media. For example, the first point is that their participation in online chat provides a precious opportunity to communicate with people in the whole world so as to improve their language expression and construct the world views. Secondly, commenting on fan fiction processing and evaluating online information are beneficial for students to share opinions and develop critical thinking. Thirdly, playing video games, in some ways, develops students narrative thoughts, which is helpful for improving their written compositions. Theref ore, we need to recognize the genuine pleasures and benefits students receive from non-print media. Compared with the previous blog 3, I place an emphasis on the teachers input this time. The teacher will teach students language structures which will be used in photo captions and utilize non-print media such as movie segments and photos to guide students. When students understand what they need to do in the final presentation, they will pay more attention to non-print media effectively in the preparation stages and gradually find non-print media assisting their language learning. Barthes (1968) indicates that a writerly text has various meanings, and it requires people to actively explore and appreciate it. Students are asked to make photo albums and recreate or delete one character based on the original movie they choose. In the preparation stage their abilities of innovative thinking and language proficiency are gradually developed. For example, in my activities, the teacher gives examples of how to use language structures to write photo captions. It is a helpful way to construct students basic knowledge. When students understand the instructions, they can take the initiative to discuss, search for useful information and work in cooperation with each other. Task 2 requires students to recreate or delete a character and this part is not taught in class but needs students active exploration and appreciation. In the presentation, students need to do reasonable assumptions and give detailed explanations. In my activities, formative assessment will be used to monitor students learning progress and score their final presentation because formative assessment is an effective tool to adapt the teaching to meet students need. There are some reasons why I use formative assessment. First, it helps the teacher to know what students learn at a particular period and modify the instruction accordingly. For instance, when students ask the teacher questions or present what they have done, the teacher will know current status of their language ability and give them advice. Because of effective feedback from the teacher, students may find opportunity to revise and rethink their learning. I think students need to ask themselves what I have done and what I need to improve in every step. Second, it helps students to reduce pressure. Formative assessment is an ongoing assessment and it focus on process rather than results. In every stage, students may receive the teachers feedback and other peers sugges tion, so they may have clear direction how to do better in the final presentation. To a certain extent, it releases students pressure. Their participation in discussion and feedback time also gives them chances to modify and replan the upcoming presentation because the role of formative assessment is to improve learning. So the purpose of using formative assessment is to help the teacher and students clearly know learning improvement in every stage. A students feedback form will be designed as one part of formative assessment because I think students self-reflective process is very important. When filling in the feedback form, they may rethink what they have done, where they should improve and what they learn from this cooperation work. Students feedback form helps the teacher to modify the instruction, and create appropriate lessons and activities next time. Teaching material and Assessment Target group: F.6 ESL students with high English proficiency Class Size: 6 groups of 4 students (24 students) Learning Objectives:  ·impart basic knowledge of language structures  ·improve communication and cooperation skills by using non-print media  ·develop critical perspectives on movie characters adaptation  ·improve their confidence in speaking English Non-print media involved:  ·Photo  ·Movies  ·Electronic Magazine  ·Facebook  ·Websites Requirements:  ·Students work in groups of 4.  ·Each group needs to make a photo album and the photos (not more than 15) need to be chosen from the movie they watch. Task: 1 Present photo captions (15 minutes each group) by using certain language structures (the teacher will give the input before the presentation). Every student need to attend the presentation. 2 Based on the original movie, recreate or delete one character and state reasons. Date Duration Input Output Sep 4th Lesson 1 40 minutes Break 15 minutes The teacher needs to 1 teach students some language structures which are used in photo captions 2 tell students what content and features should be involved in captions The students will 1 understand how to use a one-sentence or two-sentence description in a photo caption 2 know how to use a photo caption to best present the movie theme Lesson 2 40 minutes 3 show some movie segments and choose photos which best present the theme 4 give the examples by using language structures to describe photos Students preparation stage 1 Students review what they learn in class individually. 2 Students discuss which movie they want to choose and what photos best represent the theme. (Remarks: Students can share ideas after class or use online tools such as Facebook because it functions as a discussion board and photo sharing platform. 3 Students can read some electronic magazines because they include the latest news of movies and characters, a great number of photos and film reviews. 4 If necessary, students can ask the teacher questions when they meet difficulties. 5 Each group spends some time rehearsing the presentation. Date Duration Students The teacher Sep 16th Lesson 3 50 minutes Break 15 minutes Continuous 50 minutes 1 play some movie segments and briefly introduce the main theme and content 2 show photos album and use certain language structures to describe the photos 3 Illustrate the reasons why your group recreate or delete one character 4 Other groups students can ask questions if necessary 1 assess each groups presentation 2 ask questions after the presentation Feedback Form: Presentation Group ___ Group members name:___________________ Grade:________ Assessment items Needs improvement Satisfactory Good Excellent Ideas and organisaiton 1 Can use certain language structures to describe photos 2 Can link the movie theme and supporting details to photos 3 Can express reasons why recreate or delete a character 1 1 1 2 2 2 3 3 3 4 4 4 Language 1 Can use appropriate words and expressions 2 Can use grammar structure clearly 1 1 2 2 3 3 4 4 Pronunciation and delivery 1 Can pronounce words clearly and accurately 2 Can speak at a measured pace 3 Can make the voice heard satisfactorily 1 1 1 2 2 2 3 3 3 4 4 4 4 Communicative strategies 1 Can use appropriate body language (i.e. eye contact, movements, gestures) 2 Can use the available time to cover the main point 3 Can finish the presentation in the regulated time 1 1 1 2 2 2 3 3 3 4 4 4 Cooperation and Responses 1 Can cooperate with group members fluently 2 Can answer the teacher and other students questions immediately 1 1 2 2 3 3 4 4 Comment Students feedback form Non-print Media Less use Appropriate use Usually use More often Photo Movies Electronic Magazine Facebook Websites Do you think non-print media is useful in your language learning? If Yes/No, state some reasons. _______________________________________________________________________________________________________________________________________________________________________________________________________________ What difficulties you meet when you start your group work? __________________________________________________________________________________________________________________________________________ In your mind, what do you need to improve in your final presentation? __________________________________________________________________________________________________________________________________________ What do you learn from this group work? __________________________________________________________________________________________________________________________________________ Do you have any suggestion for the next activity? __________________________________________________________________________________________________________________________________________

Symbolism in August Wilsons Piano Lesson Essay -- August Wilson essay

In The Piano Lesson each central character learns a lesson. August Wilson uses plenty of symbolism throughout his play, the strongest symbol being the piano itself, representing the family's history, their long struggle, and their burden of their race. Throughout the play, the conflict revolves around the piano, and Berniece and Boy Willie's contrasting views about its significance and about what should be done with it. Berniece is ashamed and cannot let go of the past, or the piano, and Boy Willie wants to move his life forward, and use the piano to do so. Wilson portrays the 'lesson' of the piano as accepting and respecting one's past and moving on with one's life gracefully, through Berniece and Boy Willies contrasting actions and the play's climactic resolution. Berniece believes the piano represents the spirits of the past and should be left alone and never bothered, and is afraid to accept or embrace her family?s history. The piano represents a particularly bloody and disturbing past for her. She sees Sutter?s ghost and senses his presence, and is constantly haunted by the thought of the dead spirits coming into her life. She believes the piano stands for the bloodshed in her family?s history, and is ashamed of the violence associated with obtaining it. When encouraged to play the piano, she refuses steadfastly, saying ?that piano?s got blood on it.? She thinks that the spirits in the piano are bad, and is ashamed of the bloodshed they have caused. ?All this killing and thieving,? she exclaims. Berniece also believes the piano has strong sentimental value, and won?t agree to let go of it any way. She remembers how her mother cared so much about it. Berniece says, ?For seventeen years she rubbed on it till her hands bled.... ..., and Boy Willie finally realizes the true power and significance of the piano, the conflict is resolved. Wilson demonstrates how one should accept and respect the past, move on with their life or slow down to pay respects to their family?s history, by describing the struggle over a symbolic object representing the past like the piano. Often people will sulk in the past and struggle with themselves and the people around them when they cannot come to terms with their personal history or a loss. Others will blatantly ignore their personal history and sell valuable lessons and pieces of it for a quick buck to advance their own lives. Berniece and Boy Willie in The Piano Lesson are great examples of these people. Through these contrasting characters and supernatural occurrences, Wilson tells the tale of overcoming and embracing a rough and unsettling family history.