High School vs College Essay

A good education is an important part of one’s life. To achieve a good education, one should attend both high school and college. Although some people think high school has a lot in common with college, I find them to be very different. After graduating from high school, I enrolled into college and noticed that there are many differences between them. A few of these differences include the amount of work given to the students, and the attitude and responsibilities of the teachers and students as well. First of all, high school is the first step to a higher level of learning. This place equips us with the proper knowledge needed in order to survive college and other higher levels of learning. The topics being taught in high school are generalized in basic Math, Science, English, foreign languages, and many other subjects. The students are more relaxed and their responsibilities are not that complicated and heavy in a sense that there are fewer requirements and their due dates are not immediate. High schools have been criticized for not giving enough homework or assignments to its students. The main contrast between the two educational institutions is the workload that is given to the students by the teachers. While I was attending high school, I could go days without having any homework during the entire week. High schools are characterized for assigning a single homework assignment or task per class or even per day. On other hand, there are many ways in which the attitudes of the teachers in high school differ from the attitudes of the teachers in college. In high school, the majority of the teachers seem to be stricter and have more rules for the students to follow. High school teachers are responsible for making sure each student obeys those rules to the fullest extent and carry out disciplinary ac tions for those who do not obey them. One example in which a teacher has taken on a disciplinary action was when students were tardy or skipped their scheduled class, the students usually received detention along with an â€Å"F† for the day. I have also noticed high school teachers have strict rules to obey given to them by a higher authority. These rules include no eating or drinking in class, and sometimes not even chewing gum. Another way in which the attitude of the teachers differ is that in high school the teachers seems to be more responsible for what they say and have to make sure they do not curse or say something that can offend a student. If a high school teacher offends a student, the  student has the privilege to complain to the principal, and most of the time the teacher has to take full responsibility. Furthermore, the attitude of students in high school and college also differs greatly in ways such as their dedication to schoolwork and to learning. High school students believe they most attend to class because they are being forced by the law or because their parents insist them to attend, and not because it helps for their future. The majority of high school students start the school year with excitement, but as the time goes, they become frustrated and bored. They begin questioning why they are in school, or what the purpose of doing homework is. While I was in high school, I had the opportunity to notice that many students prefer to goof during class time rather than doing their assignments. For the most part, high school students do not take their courses as seriously as they should. Moreover, there is always a class clown or someone tending to sleep, or even carrying a private conversation with other classmates during lectures. In contrast to high school, college is very specific and cautious about studying. In college, I was told by one of my instructors that a college student is expected to study for three hours a week, per credit. The subjects a student will learn and discuss are much more specific since you finally chose a career path you will take in the future. College students are notorious more mature, but also more responsible causing their workload to be more complex and heavier. Responsibility encourage changed for the simple fact that the curriculum is much more tedious and complicated due to the detailed topics that are discussed regarding your chosen career path. A college student may be given several tasks or homework assignment to do all that the same time for one class. For example, as a college student I have been given several pages to read from a text and a seven hundred word paper as well. Although colleges requires attendances and many of them try to enforce it; some teachers do not. While I am attending college, I am now able to see the difference between how there are some teachers who feel it is the student’s responsibility to come to class or not. If a student chooses to skip the class, the teacher will rarely say something to the student. However, even if colleges instructors are considered more flexible than any other teachers, students usually get an â€Å"F† for the day in which they are absents. Colleges provide a huge variety of freedom and independence to its students  because they believe students should be mature enough to make their own decisions on whether to attend a class or not. In contrast to high school teachers, college instructors are even able to say almost anything they want regardless of whether it offends someone or not such as in the occasion when a college instructor said, â€Å"We don’t need more black people around here† during one of his lectures. By the time students get accepted at colleges, most of them already know their educational goals. Through my time spent in college I have realized students have the mindset to succeed in college because they want to be able to achieve their goals. People who decide to attend to college are working towards obtaining a higher level degree, and not just to play around on campus, or to waste their time pretending to pay attention. This is a higher level of learning, thus, requiring more time, and effort as well as devotion to studies. High school and college are very important in the educational processes because often one cannot get a good job without a well-developed education. This education frequently comes from having a high school diploma and a college degree. Although high school and college carry some of the same features; they also have several differences between them. Some of the ways which high school and college differ include the amount of work given to the students, the teachers’ attitudes and responsibilities, and the students’ attitudes and responsibili ties as well. High school and college play important parts in the lives of many people although they may be thought as similar, they also differ in several ways.

Events Leading Up to the American Revolution

Events Leading to the American Revolution The American Revolution was a gradual process. It did not happen overnight. We were gradually pushed there by the English. They first gave us the right to govern ourselves, and implement our own laws such as the no taxation without representation law in Pennsylvania. Only then to impose trade restrictions like the Navigation Acts, Sugar Act, and the Stamp Act. The British also set limits on where the Colonists could settle as in the Proclamation of 1763, and finally new taxes which there were many that the English imposed.The people in America had left Europe to get away from the monarch’s supreme rule and persecution. The monarch granted the settlers with royal charters which allowed them the same rights as they would have in England. Only to have the monarch in the end take away their rights and freedoms as Englishmen, and to abuse the British right to collect taxes with our proper representation. All of this pushed us to make our st and against the tyranny of Great Britain, and to assert our Independence in the American Revolution. Early on in the settlement of the Colonies there was a shift in priorities from finding gold to a society that valued family.Therefore you have an increase in the population where there is now a need for more schools, churches, and other town infrastructure. With these advances there became a more educated population that helped aid in the advancement and growth of new modern thinkers such as Benjamin Franklin and his contributions to the Colonies during the Age of Enlightenment. Due to the growth in population people began settling further and further west encroaching on French and Indian lands causing friction that would later led to the French and Indian War.A dispute over land in the American Ohio Valley between the Indians, French, Pennsylvanians, and Virginians brought about the French Indian seven year war. The first battle in the Seven Year War happened in May of 1754 where t he Mingo Chief led a small group of George Washington’s men to a French encampment where he led them to victory. Washington was weary of retaliation so he had his group erected a makeshift fort called the â€Å"Fort of Necessity†, to which he later fled from due to the impending French retaliation.The end of the war was signified by the Proclamation of 1763, which the Colonists ignored because it limited where Colonists could settle. This is one of the ways in which the Colonies and Great Britain’s relationship begins to deteriorate. During this time period England was involved in wars all over the globe, and because of it had racked up a large debt funding the various wars. They needed money to cover their expenses, so the King started to evaluate the Colonies and recognized that he needed to implement new laws in order to control the trade, and create new revenue.Some of the various ways Parliament and the King of England implemented trade restrictions, and im posed taxation were through the Navigation Acts, Sugar Act, Stamp Act, and Townshend Duties. Each one of these in various ways angered the Colonies because they never had a chance to vote on any of them, due to the fact that they were not represented in England. Under your rights as a citizen of Great Britain you were supposed to be represented, but Parliament and the King did not care that they were implementing laws that would go against the royal charters and the basic rights of their citizens in the Colonies.Another way Great Britain undermined its relationship with the Colonies was through the implementation of the Coercive Acts, otherwise known as the Intolerable Acts. All of the Acts mentioned above worked to create a lot of tension and strife between the Colonies and Great Britain. To further aid in the problem the people in the Colonies are now fourth or fifth generations, and have never been directly under the King’s rule or they have never visited England. So the C olonists start to get angry at this ruler whom they do not know, and start to get frustrated with Great Britain’s interference in their lives.From this uprising the Colonies start to get organized and form various different Militias. The most famous group that impacted the direction of the American Revolution was The Sons of Liberty. The Sons of Liberty helped to get the Colonists organized. They staged several events that demonstrated the Colonist anger and frustration toward Great Britain and the laws that Great Britain imposed on the Colonies. The Sons of Liberty were not a passive easy going group their demonstrations were very extreme, but they were effective in the repealing the Stamp Act and organizing the Colonists against the tyranny of British rule.One such way the Sons of Liberty incited the masses to unite was when one of their founding members, Samuel Adams coined the term the Boston Massacre after the fight in Boston broke out between eight British army official s and the town’s people. The Colonists are beginning to become more unified. The Colonist formed the First Continental Congress in response to the Coercive Acts. Where they implemented a total boycott of all British goods, declaration of rights to Parliament, and gave Great Britain a time limit of six months to respond.During the waiting time the Continental Congress advised its delegates to go home and start drilling their men to get them ready if they were needed. The Sons of Liberty were also instrumental in the Boston Tea Party, which was in response to Tea Acts. All of this helped to fan the roaring fire of the spirit of the American Revolution. Finally the last incident that really showed the British how organized and how serious the Colonies were was when Thomas Gage landed in Boston harbor with 400 British soldiers.He was going to lead his troops to Concord to capture Samuel Adams or John Hancock, and locate a supply house to take away the Colonists weapons. They made it to Lexington were the British encountered a group of armed Colonists. Gage commanded that they lay down their weapons, but someone, we don’t who, fired their gun. That shot is called the Shot that was heard around the world. Gage went on to Concord, but was unable to locate anything except a bucket of bullets and a barrel of flour. On his way back to his ship Minute Men were posted along the trail, and the Minute Men ended up taking out over half of Gage’s men.The Colonists were organized, educated, and willing to die for their rights. The British kept on pushing the envelope to see what the Colonists would take, and eventually they pushed too hard and the Colonists reacted. There are many events leading to the American Revolution, but the one thing that they all have in common is the right to Liberty and Freedom. The Colonies stood up to Great Britain, and they were successful in the American Revolution. ———————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ].Bruce and William Catton, The Bold and Magnificent Dream, (Garden City, NY: Doubleday & Company, Inc, 1978) 72. [ 2 ]. Ibid. , 74. [ 3 ]. Library of Congress, The American Revolution, posted January 2010 http://www. loc. gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/rebelln/. [ 4 ]. US Department of State Office of the Historian, Milestones in American History posted Feb 2011 http://history. state. gov/milestones/1750-1775/FrenchIndianWar. [ 5 ]. Bruce and William Catton, The Bold and Magnificent Dream, 261. Events Leading Up to the American Revolution Events Leading to the American Revolution The American Revolution was a gradual process. It did not happen overnight. We were gradually pushed there by the English. They first gave us the right to govern ourselves, and implement our own laws such as the no taxation without representation law in Pennsylvania. Only then to impose trade restrictions like the Navigation Acts, Sugar Act, and the Stamp Act. The British also set limits on where the Colonists could settle as in the Proclamation of 1763, and finally new taxes which there were many that the English imposed.The people in America had left Europe to get away from the monarch’s supreme rule and persecution. The monarch granted the settlers with royal charters which allowed them the same rights as they would have in England. Only to have the monarch in the end take away their rights and freedoms as Englishmen, and to abuse the British right to collect taxes with our proper representation. All of this pushed us to make our st and against the tyranny of Great Britain, and to assert our Independence in the American Revolution. Early on in the settlement of the Colonies there was a shift in priorities from finding gold to a society that valued family.Therefore you have an increase in the population where there is now a need for more schools, churches, and other town infrastructure. With these advances there became a more educated population that helped aid in the advancement and growth of new modern thinkers such as Benjamin Franklin and his contributions to the Colonies during the Age of Enlightenment. Due to the growth in population people began settling further and further west encroaching on French and Indian lands causing friction that would later led to the French and Indian War.A dispute over land in the American Ohio Valley between the Indians, French, Pennsylvanians, and Virginians brought about the French Indian seven year war. The first battle in the Seven Year War happened in May of 1754 where t he Mingo Chief led a small group of George Washington’s men to a French encampment where he led them to victory. Washington was weary of retaliation so he had his group erected a makeshift fort called the â€Å"Fort of Necessity†, to which he later fled from due to the impending French retaliation.The end of the war was signified by the Proclamation of 1763, which the Colonists ignored because it limited where Colonists could settle. This is one of the ways in which the Colonies and Great Britain’s relationship begins to deteriorate. During this time period England was involved in wars all over the globe, and because of it had racked up a large debt funding the various wars. They needed money to cover their expenses, so the King started to evaluate the Colonies and recognized that he needed to implement new laws in order to control the trade, and create new revenue.Some of the various ways Parliament and the King of England implemented trade restrictions, and im posed taxation were through the Navigation Acts, Sugar Act, Stamp Act, and Townshend Duties. Each one of these in various ways angered the Colonies because they never had a chance to vote on any of them, due to the fact that they were not represented in England. Under your rights as a citizen of Great Britain you were supposed to be represented, but Parliament and the King did not care that they were implementing laws that would go against the royal charters and the basic rights of their citizens in the Colonies.Another way Great Britain undermined its relationship with the Colonies was through the implementation of the Coercive Acts, otherwise known as the Intolerable Acts. All of the Acts mentioned above worked to create a lot of tension and strife between the Colonies and Great Britain. To further aid in the problem the people in the Colonies are now fourth or fifth generations, and have never been directly under the King’s rule or they have never visited England. So the C olonists start to get angry at this ruler whom they do not know, and start to get frustrated with Great Britain’s interference in their lives.From this uprising the Colonies start to get organized and form various different Militias. The most famous group that impacted the direction of the American Revolution was The Sons of Liberty. The Sons of Liberty helped to get the Colonists organized. They staged several events that demonstrated the Colonist anger and frustration toward Great Britain and the laws that Great Britain imposed on the Colonies. The Sons of Liberty were not a passive easy going group their demonstrations were very extreme, but they were effective in the repealing the Stamp Act and organizing the Colonists against the tyranny of British rule.One such way the Sons of Liberty incited the masses to unite was when one of their founding members, Samuel Adams coined the term the Boston Massacre after the fight in Boston broke out between eight British army official s and the town’s people. The Colonists are beginning to become more unified. The Colonist formed the First Continental Congress in response to the Coercive Acts. Where they implemented a total boycott of all British goods, declaration of rights to Parliament, and gave Great Britain a time limit of six months to respond.During the waiting time the Continental Congress advised its delegates to go home and start drilling their men to get them ready if they were needed. The Sons of Liberty were also instrumental in the Boston Tea Party, which was in response to Tea Acts. All of this helped to fan the roaring fire of the spirit of the American Revolution. Finally the last incident that really showed the British how organized and how serious the Colonies were was when Thomas Gage landed in Boston harbor with 400 British soldiers.He was going to lead his troops to Concord to capture Samuel Adams or John Hancock, and locate a supply house to take away the Colonists weapons. They made it to Lexington were the British encountered a group of armed Colonists. Gage commanded that they lay down their weapons, but someone, we don’t who, fired their gun. That shot is called the Shot that was heard around the world. Gage went on to Concord, but was unable to locate anything except a bucket of bullets and a barrel of flour. On his way back to his ship Minute Men were posted along the trail, and the Minute Men ended up taking out over half of Gage’s men.The Colonists were organized, educated, and willing to die for their rights. The British kept on pushing the envelope to see what the Colonists would take, and eventually they pushed too hard and the Colonists reacted. There are many events leading to the American Revolution, but the one thing that they all have in common is the right to Liberty and Freedom. The Colonies stood up to Great Britain, and they were successful in the American Revolution. ———————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 1 ].Bruce and William Catton, The Bold and Magnificent Dream, (Garden City, NY: Doubleday & Company, Inc, 1978) 72. [ 2 ]. Ibid. , 74. [ 3 ]. Library of Congress, The American Revolution, posted January 2010 http://www. loc. gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/amrev/rebelln/. [ 4 ]. US Department of State Office of the Historian, Milestones in American History posted Feb 2011 http://history. state. gov/milestones/1750-1775/FrenchIndianWar. [ 5 ]. Bruce and William Catton, The Bold and Magnificent Dream, 261.

Challenging Characteristics of Online Learning Essay

In online learning there are some challenging characteristics that an online learner need to face during their study periods among them are lack of motivation, stress, bad time management and learning style, computer illiterate, and language barrier. Firstly in lack of motivation, having lack of motivation is one of the characteristic challenges in online learning. If a student has lack of motivation this will make them less interested in their studies and this will drag the online learners down from producing good results in their studies. This is because without any motivation it will affect on how well the online learners do in their work and on when they will want to do their work and this also affects on how long will it take for them to work on the task given and this will automatically make the online learners lose their concentration on their studies. Next is when the online students are having stress during their study periods. Stress is an emotional challenge that the online learner faced in online learning. When one is having stress during his or her study period it is never a good sign because stress can affect both the body and mind. Warnings of stress such as significant changes in the behavior and life patterns can indicate that a person might be having stress. Among the symptoms of stress are the sudden bursts of anger, restlessness and or uneasiness, lack of joy, spontaneity, enthusiasm and or happiness. By having stress the online learner will have difficulty in concentrating on their studies as well as having trouble or problems in making decisions. Then there is time management and learning style. If the students or online learners are not well discipline and cannot manage time in a reasonable manner, he or she will not be able to cope up with their studies, work and personal life. A disorganized person is not going to have a good experience in their online learning. As an online student one need to have a good time management skills. An older student tends to manage their time properly because they have developed better time management skills. Therefore the younger generation of students mostly will have problems in managing their time accordingly. With a bad time management this will influence on the online learner learning skills. This is because with a bad time management the online learner will not be able to cope up with their studies and thus will make them lose their concentration in understanding their learning style. Meanwhile being a computer illiterate is also one of the challenges that people have with online learning. This is because not many people out there who are an online learner are computer literate. Most of the online learners are adults who might not be familiar with the recent technologies and software. Even though there are many computer literate students but not all of them possesses all the necessary skills needed in online learning. Some may still not know on how to use the Microsoft Office Words, Excels, and Power Point features and some online learners might have lack of technical problem solving skills and basic technology literacy skills such as file management. Lastly is the language barrier among the students and their study materials. This is also one of the challenges faced by the online learners in online learning especially in a non – English speaking country like Malaysia. Most of the references retrieved by the online learners online are in English and some of the teaching materials provided for the online learner are also in English. Growing up with a non – English native mother tongue will somehow give trouble for some students to understand their study materials. They will need to take more time than other students to understand their study materials. So these will one way or another lower their self esteem and their confidence in doing the task given to them.

Describe how the debate concerning human origins began, how new Essay

Describe how the debate concerning human origins began, how new descoveries added to the debate, and explain how you see the argument concerning our human origi - Essay Example against those that support creationism, a religious-based belief that attributes the creation of Earth, humanity and the universe to a God or deity (Hayward, 1998). The creation versus evolution debate is most prevalent in the conservative regions of the United States, where Creationism is believed to have strengthened after World War I as a consequence of stories that became popular at the time and told of the German aggression being a result of their belief in the concept of "survival of the fittest" introduced by Charles Darwin (Numbers and Coleman, 2007). After this, the situation worsened in many cases when several US states passed laws against the teaching of evolution in public schools and others went a step further by introducing the teaching of creationism instead. It is so that the study of evolution was not included until the late 1960s in textbooks of many US sates. Even during the 1980s, creationism was quite prevalent in certain states (Arkansas and Louisiana), where creationism and evolution obtained equal teaching time in public shools' curricula. This seriously opposes the separation between State and Church recognized in the Constitution, which would avoid interference in each other's issues. The legislation passed for the teaching of creationism seriously contravenes the First Amendment, which states as follows: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof..." Consequently, in 1987 the Supreme Court declared this law illegal and an unconstitutional intrusion of religion in public schools. Paleoanthropology Evolution is supported by the study of paleoanthropology. Until the 19th century, the similarity between apes and humans had been sorely discussed and, based purely on morphological similarities, chimpanzees and gorillas were thought to be our closest relatives. In fact, some scientists of the time believed that humans and apes shared a common ancestor and that fossils of this ancestor would eventually be found in Africa. It was not, however, until the discovery of Neanderthal man in 1856 was made and Darwin published On the Origin of Species a few years later, that the concept of evolutionary theory was first introduced. A few years later, paleoanthropology, the discipline that studies ancient populations using fossil evidence in the form of petrified bones and foot prints, as well as the remains of tools and forms of habitation, began. Although there had been a series of minor findings in the 1830s, it was not until 1924 that the first remains of a hominid were discovered in Africa. The fossils were thought to be part of the skeleton of an Australopithecus africanus, a species with a small skull that contained a small but, contrary to those of apes, rounded brain, like that of a human. Additionally,

Journal 1 Essay Example | Topics and Well Written Essays - 1250 words

Journal 1 - Essay Example In the United States constitution, the term commerce clause is used to refer to Article 1, Section 8, and Clause 3 of the U.S. Constitution. This clause gives the Congress power to initiate regulations on the commerce between America and other nations, between states and between America and Indian tribes. This clause has for long been used in a way that the people of America and some interest groups feel that is a show of power by the Congress rather that the application of the law. The clause is used for instant in making regulations on the business that the business community in America is in, between themselves and with other nations. An application of this is the control of oil importation and prices. The statute of limitations is a type of federal or state statute or law that provides restrictions on the time within which the filing of a legal proceeding may be. The statute applies to both civil and criminal cases and is at preventing proceedings that have been shaped and spiced with fraudulent claims especially when the available evidence is not sufficient to allow the case to proceed or in case the evidence is. For example, the time allowed for a convicted criminal to appeal is usually 14 days. Beyond this time, an appeal cannot be filed. This ensures that obscure facts and defense evidence is not with to bring in a new picture of the case. A tort in legal terms refers to something that is wrong. It is an act by one person to cause harm to a different person. When this harm is unintended, then the act becomes known as unintentional tort or negligence. This means that the harm was caused through actions that resulted from negligence or unreasonable act, but the harm was intended. For example, if driving past a truck loaded with bricks and one brick fall from the truck and cause considerable damage to the car, then the person can file a lawsuit against the owner of the

Examine the view that media industries view audiences as commodities Essay

Examine the view that media industries view audiences as commodities. Discuss with reference to at least two theorists - Essay Example Notwithstanding the varied nature of broadcasting in each of these systems, the fundamental purposes remain more or less the same - advocating for social and business issues, including marketing, advertising, public relations, propaganda and political communication. When it comes to entertainment, mass media plays a key role in the production and distribution of music, acting and sports (Croteau and Hoynes, 2003; Pg 15). Another crucial function of mass media is to make public service announcements in region-specific manner. Our article is going to focus exclusively on the interrelation between media industries and audiences - whether media industries view audiences as mere commodities or not. To address the concern of the main question we need to look at the socio-cultural impact of media on its audiences. It can be said without an iota of doubt that media and culture in today's world play a leading role in sustaining and reproducing contemporary societies, regardless of geographic barriers. Any society needs to replicate itself to survive, and culture inculcates ethics and behavioral patterns that make people susceptible to abide by institutionalized ways of intellection and conduct. Now while any form of media should ideally strive to promote harmony and ethical standards among the mass, it's often been observed that the 'narratives of media culture' present blueprints of both acceptable and unacceptable behavior, candying important social and political issues and thereby, distorting them. The audience tends to relate themselves, often paradoxically, to what is being fed to them rather than what needs to fed more often (Durham and Kellner, 2006; pg 9). Gradually the so ciety runs the risk of getting detached with the root of indigenous culture and moral standards. This is especially applicable to media and entertainment where subaltern imageries are often promoted. The subaltern classes are largely disintegrated in any society, and they are prone to impressionism to a great extent. The economic development and production of a state also interferes with their ideologies. In addition to this, the subaltern classes generally give active or passive consent to the existent hegemony (Media Studies, 2008). Now the question we have raised here has direct connections to exertion of political authority over media. According to Antonio Gramsci, the Italian Marxist theorist, the Italian fascism wielded its stifling authority over the media and other social, cultural and political establishments (Durham and Kellner, 2006 Pg 3). When similar situations occur, media starts acting as the mouthpiece of the hegemony, and it begins exploiting the audience as commodi ties by producing and distributing provocative materials that lack depth. The role of television can be held as a relevant topic of discussion in this regard. Charlotte Brunsdon raises a valid question pertaining to the ideologies of television programs from a nonacademic perspective. She also makes a liberalist evaluation of television audiences in the United Kingdom since the 1970s. She argues that while already tried and tested art forms such as theater, music and literature have principled values tagged with them; television is something more 'real', or in other words, has potential to be a medium of airing productions that can be comprehended by the mass in general, and that have extensive

Green engineering Essay Example | Topics and Well Written Essays - 1250 words

Green engineering - Essay Example In the contemporary world, many people have installed the technologies to maximally benefit from solar energy. It is not only efficient, but a sustainable energy that can be relied on even in the future. The sun provides energy in two ways; by heating and through lighting. It radiates great amount of energy that travels through space and spreads all through the earth’s surface. Naturally, the inner core of sun produces the energy through a nuclear fusion of the hydrogen and helium atoms, radiates onto the sun’s surface, and consequently emits electromagnetic radiation onto the earth using a wide variety of wavelengths (â€Å"Alternative energy† kennesaw.edu). Upon reaching the earth surface, it is harvested for greater use in various processes. Solar energy is of great importance in supporting the life and processes of plants, as well as those of humans. Specific Aspects of how Solar Energy works There are two specific technologies of converting solar energy into electricity. These are the commonly known photovoltaic systems and solar thermal systems. They both employ very distinct mechanisms to produce power from the suns light. Photovoltaic energy This system of sunlight conversion uses solar panel technologies with the photovoltaic cells as the core element in generation of power (European communities 5). Solar panels are devices or modules of a connected assembly of photovoltaic cells, with the capability of collecting the sunlight photons for conversion. The solar panels are developed in different sizes of rectangular shape, from which several can be used as a combination to produce enough electricity. The solar cells in the panels are made up of semiconductor materials (silicon is very common), whose conductivity can be increased by introducing impurities (European communities 5). Basically, in the presence of light or sunshine, some of the radiant energy that hits PV cells is absorbed and transferred to the electrons within the atoms of the semiconductor. Because of the continuous transmitting energy from the sun, electrons of the cells tend to shift from their positions as they move towards a preferential side of attraction in the cells, creating an electric voltage that can be collected and channeled (â€Å"How do solar† nwwindandsolar.com). As the electrons move, they create space for others to move into, and hence generating the current in the electrical circuit (direct conversion of sunlight into electricity). Generally, once the energy as electricity is produced, the direct current generated and collected is converted through an inverter, into alternating current required to run most electronic appliances. The electricity can also be used by connecting the inverter to any load, or connect to the battery banks to store energy for further use. Suppose one switches into solar generated electricity using this technology, he has to enquire and seek suitable number and sizes of the solar panels that can be placed on the roof s, away from shade, and in a suitable position (South facing installations on the roof recommended), with correct angle inclinations to benefit

Exchange Rate Regime - Korea Essay Example | Topics and Well Written Essays - 1750 words

Exchange Rate Regime - Korea - Essay Example On May 3, 1964, there was abolition of the official rate of Korean currency whose official rate was Won (W) 130.00 per U.S. dollar with an establishment of a unitary floating system was established on a basic rate of around W 255.00 per US dollar. There was also introduction of foreign exchange certificates that were issued by the Bank of Korea against foreign currencies that could be sold in a free market. In November 1964, there was extension in the foreign exchange certificate system for covering practically foreign exchange dealings. With the establishment of fluctuating certificate rate system in the year 1971, there has been dynamic depreciation in the Korean currency. With the devaluation in US dollar there has been reduction in the gold content of Korean currency by a percentage of 7.89%. In the month of February, the currency of Korea established link with the U.S. dollar was being controlled and there was establishment of a floating exchange rate regime ( a regime where the exchange rate is freely determined by the foreign exchange market). Running a single currency peg against the US dollar there was introduction of multiple currency basket peg in Korea in 1980.The effective rate was associated with SDR (special drawing rights) along with the combination with basket of the currencies of the major trading partners of South Korea and they are namely USA, Japan, Germany and Canada. From the year 1989, the exchange rate of Korea was being allowed to fluctuate within a percentage range against the basic rate. In the month of March 1990, there was replacement of effective rate by a market average rate (MAR). There was a managed floating exchange rate regime with determination of market forces in the interbank market and the Seoul Foreign Exchange Market. Under the system of MAR, there were fluctuations in currency of Korea being restricted within a narrow band.

Speech Evaluation Essay Example | Topics and Well Written Essays - 750 words

Speech Evaluation - Essay Example The presentation I chose is that of Neurolife speech, the reason why I chose this speech is because of the position it which is first runners up. This presentation is both a persuasive and informative speech whereby the presenter uses techniques to make this audience to become interested in his message and also to prove his idea. The writer starts his speech with a small narrative and example of his ideas, by this he makes his presentation more interesting and this also helps in making the audience to be attentive.The use of statistics in his speech makes his idea more realistic and interesting to his viewers, through these the presenter is able to present his idea, the problem involved and the solution to the problem.At the end of your speech, return to the topic sentence and revise it. Ask for their assistance by challenging them to do something, summarizing the important points, and indicating your own intention to do something. Close with a strong appeal for action.The main aim o f this presentation is to persuade and at the same time inform the audience, the presenter directly conveys this method by presenting his case to his audience using statistics and at the same time facts of the idea.the presentation was organised in a logical manner whereby there was an introduction, followed by the problem statement, possible solutions and then the best solution and finally the recommendations, after this the presenter asked questions to be forwarded to him, the presenter uses an ascending order of points whereby he starts with an introduction and lastly finishes with the question part. The presenter motivates his audience by analysing the possible benefits and solutions to his idea, through this he motivates his audience to do exactly what he prefers to be done. Speech delivery: the presenter is good in presenting this speech in that he is not shy and is confident enough in that he presents his speech in the best way, he talks in a confident voice and the audience to not struggle to hear what he has to say because he talks in an audible volume level, the presenter also does not read his presentation from a source he rather reads out only the topic and then discusses the tropic without referring or reading from an other source, this shows that the presenter is confident. The presenter also has eye to eye contact with the audience and this is very help full as it motivates them to pay attention and also shows how much confident the presenter is with his idea. The standing posture is also very important in presentation, the presenter stands upright, moves from one position to another and he talks in a clear and confident voice taking necessarily breaks to avoid the change in tone or talk strains. The length of the speech is of good time period, the presenter does not take long to finish his presentation as very long speeches tend to be tiring and boring to the audience, therefore he adheres to time and presents his speech in the time provided.Conclusion: The presenter summarises his main points in his speech at the end, the presenter afterwards concludes is objective to the speech and asks for any question that the audience may have, he later thanks his audience and exits. This speech therefore is an example of a good speech whereby the presenter properly and logically brings out his main points and finally concludes having convinced his audience. the use of body language and direct eye to eye contact with the audience is a clear indication of confidence in the presenter and also with the idea he presents, he uses humour and questions in order to keep his audience to

Mobile learning, technology leadership and technology competency Article

Mobile learning, technology leadership and technology competency - Article Example The article discovered that the principals’ skills that were aligned with NETS-A were fluency in using programs or hardware, knowledge of data and information recovery, interacting with stakeholders, and planning and overseeing resources (Garcia and Abrego). Garcia and Abrego compare their findings to those of the studies cited in the theoretical framework. The article’s conclusion does not deviate from the research question, which is highly commendable. The representation of findings in graphs also makes understanding the study easy. I learned that innovation leaders should be capable of planning and overseeing their respective innovations. I could use this information to expand the research for my dissertation and assist my discussion group while working on our project on mobile technology. Park’s research work did not involve any particular population. Instead, Park used former theories about mobile innovations used for educational purposes to test against and with electronic and ubiquitous learning. Park says the study’s purpose was to offer an improved insight of the features of mobile learning in terms of distance education by comparing three different learning innovations, and changing and accepting the TD (Transactional Distance) theory to suit his research. (Park, 2011). As a result, Park tries to fix former research works into four kinds of mobile education. The outcome of this analysis is the confirmation that mobile gadgets are compatible especially with continuous movement and shifts. The article also says mobile gadgets specially support mixed learning between high and low transactional distances. The lack of systematic methods and research design turn Park’s work into an investigative and argumentative research. The research presented theoretical frameworks adopted from previous researches with the aim of analyzing and comparing them (Park, 2011). All vocabulary in the article are well defined but the

Economic Development Essay Example | Topics and Well Written Essays - 750 words - 1

Economic Development - Essay Example To what extend does the international environment positively or negatively magnify the situation? One remarkable indicator of inequality in North Africa is unemployment, which only enhances the tough condition of poverty, not to mention the inability of the government to supply the actual needs of its people. In this way, the government in North Africa needs to remarkably consider making some ways in order to make both ends meet for its people. Economically speaking, countries in North Africa struggle to at least feed a hungry stomach considering the inability of the government to provide sufficient water supply for farming, large quantity supply of fertilizer and substantial amount of investment for infrastructure to reduce transportation costs. The unemployed in North Africa contributed to a big discrepancy in the distribution of wealth. In this case, the industry could not sufficiently provide all the essential needs of the people. Although, there might be a good sign of improveme nt, the economy could not still sustain the balance flow of wealth because almost everybody seems to be wallowing in poverty. If there are many people having no jobs, poverty is remarkable because the wealth of the nation might just be limited at some certain level. On the other hand, the problem with food production due to global financial crisis substantially had made the situation even worse. In other words, among the most remarkable features of inequality especially in the case of North Africa, which consists of developing countries, are unemployment, lack of food production and even vulnerability to be at a disadvantage side as influenced by global economic trend. In other words, in North Africa, people’s source of income could be quite in a limit because there is less on agriculture but a bit higher on some industries. However, this source of income could still be unable to provide for many. The global financial crisis, for instance, brought food shortages in North Afri ca’s countries. In other words, agriculture can substantially help developing countries’ economy to survive. However, large private or government investment is necessary for agriculture, especially in sufficient water supply for farming. Furthermore, there is a need for coordination with international market for bringing in enough quantity supply of fertilizer, which is also necessary. Finally, investment by the government through infrastructure improvement is necessary to reduce transportation costs among farmers. In this way, farmers could save on costs associated with transportation and other relevant costs. In this case, there is a need for North Africa to keep in touch with the world especially in relevance to its financial condition. Global financial crisis is a significant component of international environment, but it is clear that it negatively affects the situation in North Africa especially at its poverty level and at the micro-level, its capacity for agricu lture. However, on the other hand, this marks a significant point in which North African governments should try to create ways and means in order to at least alleviate a substantially down situation for its economic and financial aspect in particular. The government, therefore, should ensure financial support from the international environment in order to at least reach a substantive ways in order to maximize its potential for food production. After all, agriculture could substantially boost a country’s economy especially of a developing one. It is at this point that the North African countries should seek support from the international environment, particularly investors which could not only promote high production output for agriculture but could also provide substantial employment. In other words, what

Case Study on Early Childhood Essay Example for Free

Case Study on Early Childhood Essay This study will provide an understanding of a child’s physical, cognitive, and social development. Early childhood is a time of remarkable physical, cognitive, social, as well as emotional development. Infants enter the world with a limited range of skills and abilities. Watching a child develop new motor, cognitive, language and social skills is a source of wonders for parents and caregivers. The study of human development is a rich and varied subject. We all have personal experience with development, but it is sometimes difficult to understand exactly how and why people grow, learn, and change. What happens or doesn’t happen to children in the earliest years of their lives is of critical importance, both to their immediate well-being and to their future. If you received the best start in your earliest years of life, you are more likely to have grown healthy, developed language and learning capacities, or gone to school and led a productive, rewarding life. Let’s take a closer look at early childhood development including the well-being of potential influences around the child. Five year old Madison, a cheerful and clever girl, is one of the most active children I have ever met. She is a member of gymnastics, dancing, and little league softball team. Weighing about thirty five pounds and very lean, she has the energy times three of one child. To determine Madison’s maturity of her motor skill development, I created a test for both her gross motor skills and fine motor skills. To test her development of her gross motor skills, I told her to run up and down the driveway of her yard, which was about 9 feet in length, until she was tired. Madison only ran this length four times before giving up. I determined that her gross motor skills were above average because of her speed, pace, and length of running. To test her fine motor skills, I gave her one sheet of wide ruled paper and told her to copy each sentence: â€Å"My name is Madison. I am five years old. I like to play ball. † Madison showed that she could write these sentences neatly and accurately. I tested her again on her fine motor skills by testing her strength. I rolled a soccer ball to her five times and she kicked it back to me three of those five times. She showed that her strength was average as well. I also asked her parent a series of questions about her physical development: What was Madison’s appetite on a daily basis? What is her energy level before and after school? What is the pattern of her physical growth? Her parent stated that her appetite was normal and that she ate three full meals a day including snacks in between these meals. She then stated that before school her energy level is low being that most children do not like to be woken early in the morning. After school her energy level is fair because she has been active for more than seven hours and attends practice after school. Her parent also explained that Madison’s weight gain is steady but she has gotten taller by two inches. I determined that Madison’s physical development is excellent and well above average of children her age. Not only a period of amazing physical development, early childhood is also a time of extraordinary mental development. Cognitive development combined with memory and thinking continues to emerge throughout childhood. It would be impossible to avoid mentioning the work of Piaget when it comes to childhood cognitive development. According to Piaget’s theory, Madison is automatically in the preoperational stage. During this stage, children do not yet understand concrete logic, cannot mentally manipulate information, and are unable to take the point of view of other people. I asked Madison does she like to read and she answered â€Å"yes. † I also asked her does she like to learn and she said â€Å"yes. † To test her cognitive skills, I tested her by giving her a paper with a picture of three balls on it. I told her to circle the biggest one, put a square around the smallest one, and underline the medium size one. She correctly circled the biggest one which was in the middle, followed by the smallest one on the right and the medium one on the left. I gave the same test but with different pictures and in a different order. She missed this question because she assumed that the biggest bear was in the middle because of the first test she took. She failed to understand the perception of size because she focused on what she saw before not noticing the change of appearance. This showed that she used static reasoning believing that the world is unchanging. I asked Madison how many fingers she had and she counted ten. I then raised only four of my fingers on one hand and three on the other. I asked her how many did I have on my and and she stated seven but then told me I was hiding more. As you can see I could not pull a trick on Madison with this test. In children, there is perhaps nothing more amazing than the emergence of language. Early childhood is a sensitive period for language learning. I asked her parent does Madison easily learn words. She stated that Madison learns words everyday and often repeat words that she might have said to other people and to her as well. To test Madison on her social development, I sat a phone, a bottle of water, and a book on a table. I asked her what was the first object and why do we use it. She correctly answered the question saying that the phone was used to call people. Second, she could not tell me what the container was (bottle) but she did say it was water. Last, she correctly stated that the book was used to read about things. I asked her does she play with other kids and she said yes. I then asked her did she have friends and she named two friends. Her parent also stated that Madison talks about her friend all the time and has gotten into trouble for talking too much at school. It shows that Madison is a very sociable child and she will more than likely be successful in anything that she does.

Jesus Rejected At Nazareth Theology Religion Essay

Jesus Rejected At Nazareth Theology Religion Essay 54  Coming to his hometown, he began teaching the people in their synagogue,  and they were amazed.Where did this man get this wisdom and these miraculous powers. they asked.  55  Isnt this the carpenters son?  Isnt his mothers  name Mary, and arent his brothers  James, Joseph, Simon and Judas?  56  Arent all his sisters with us? Where then did this man get all these things?57  And they took offense  at him. But Jesus said to them,  Only in his hometown and in his own house is a prophet without honor.  58  And he did not do many miracles there because of their lack of faith. Introduction: The aforementioned verses are from Matthew of New Testament and the authorship of the book weather it was written by Mathew himself or not is in question itself. Matthew was tax collector in his early life. Harrington(1991, pp.8) mentions though this Gospel is called anonymous but we still can find the evangelist and his community to be from Jewish background. In the above given verses, it talks about Jesus being rejected at his home town when he returns from his ministry. If we follow the accounts in synoptic gospels, Jesus rejection has been mentioned in Mark 6:1-6, Matthew 13:54-58 and Luke 4:16-30.France (2007, pp.20) states that it was widely accepted Matthew was first Gospel until middle of nineteenth century and for more than a century it was considered Mark as first and Matthew and Luke drew on Mark, along they had access to some source called as Q. The incident takes place in Nazareth. The verses includes Jesus and the people of Nazareth as parties of communication. Before rejection story Matthew mentions about Jesus using parable to teach his disciples. The above passage are full of implications, people were in tolerant of his visit due to his ministry at the place. He is pointed not as a messiah rather as a common labor, they were not ready to accept him anything else than a common carpenters son. Mathew 58 sums up he did not performed many mighty works because of their unbelief. Whereas Mark 5 says he could not do many might works but heal some people there. Both agree that Jesus did performed some miracles in his hometown. Mathew put it as Jesus did not performed much miracles because of their unbelief irrespective of what they saw. it is not that he could not rather limited himself because of their unbelief. Body: In this part we try to scrutinize the rejection from different perspective. This is a unique pericope where Jesus does not stand as a central theme rather other characters are dominant in the story . View of pericope through Mark : Mark talks about parables in 4:1-34 and the rejection story in 6:1-6, but the middele of those two incident are filled with Jesus miracles ,Jesus calms the storm (Mark 4:35-41), restoring Demon-possessed man (Mark5:1-20) and raising a dead girl and healing a sick woman (Mark 5:21-43).As Rudolf Schnackenberg, In Mark 6:1-6, Jesus rejection in Nazareth is recorded by way of intentional contrast with his cures in Mark 5. In Mark the rejection story starts after Jesus healed the lady and little child (Mark 5:21-42). So through this verse Mark tells us Jesus can do miracle and had worked. But when he visits Nazareth, the people there cannot accept the wisdom and miracles of Jesus with the ordinary Jesus they knew as. So Marks writes about Jesus not being able to do much miracles. Mark here tries to show the emphasis on importance of relationship between faith and miracles View of pericope through Matthew .Whereas Matthew talks less about miracles. There are no supporting miracles ahead of these above verses. In Mark, the people ask about numerous question at a time about wisdom, origin and miracles as they cannot relate this with common man. While we go through Matthew we come to the verses appear after parable discourse. Also it focuses on teaching of Jesus rather than miracles. Here Matthew tries to show Jesus himself chooses not to show miracles to people because of their unbelief. 54: When he visits Nazareth he teaches people in synagogue and gives them messages of God when he delivers it people are taken in surprise but they lacks the faith to believe it was Jesus who did it. Nazarens asks. Where did this man get this wisdom and these miraculous power? Here we can read people knew what Jesus was saying is wise and he had miraculous power but they can only remember him being carpenters son. 55-56: The mention of Jesus family and its members is to disrespect or to show that he was from socially lower origin. And when the verses it to complete Matthew states, Where then did this person get all this? (which we cannot read in Mark). 57: 58: Matthew focuses on unbelief of people of Nazarens for less miracles of Jesus whereas Mark only concerns about Jesus lack of miracles. Conclusion: Unbelief is negative attitude and it is always disheartening. Jesus after his long ministry out of his hometown comes back to home with remembrances of friends and family. But his town mates at Nazareth refuses to acknowledge his wisdom, his teaching and his mission as they identified Jesus with his ordinary childhood. When Jesus limits himself with miracles its not because he could not rather it was his will. Now we can see the significance of the whole story. It is narrated as a rejection story in midst of miracles and wisdom. But the vitality of the story lies in part of Jesus and his reaction to whole rejection. Matthew convinces us that despite what Jesus has to hear from his hometown folks he stands strong and confronts the rejection. He wins a battle of rejection with a rejection to show many of his mighty deeds. He does so because he Jesus knew its not worth to change unbelief through miracles. This pericope on the rejection of Jesus at Nazareth is followed by rejection and death of John. Immediately after rejection by his people, Matthew tells us about death of John in Matthew 14:6-10, here we can also see how the teaching of Jesus have been rejected by a ruler of his home town.

What Is Street Art Cultural Studies Essay

What Is Street Art Cultural Studies Essay Over the last decade, there has been an increasing interest in a transient form of art that is marking urban settings around the world and has developed a thriving culture. Street art is becoming a formless creature embracing art which is found and inspired by the urban environment. Some people consider this kind of art as controversial and offensive, although on the other hand others find it appealing and attractive. By nature, humans are expressive; they have been drawing on walls since the beginning of humanity. Street art is an ancient art form in a more complex society which requires no formal artistic training or schooling and that in itself makes it so globally appealing for any person regardless of their background to express themselves in ultimate freedom. The use of media has evolved but the message has always remained the same which always translates into freedom. Some people consider this very disturbing, while others find it beautiful. Whether it is interpreted as vandal ism or public art, it attracts interest around the world. Street art today and what it has evolved into is part of our pop culture whether people understand it or not. Clothes, shoes, toys, and more are influenced by street art on a daily basis. To some people, this is beautiful as long as is not being seen on their buildings and walls. As soon as they see it on a wall, they consider it as vandalism. This essay explores this long issue by researching the world of street art. Hopefully by the end of this essay a general conclusion will be extracted about how people react, feel and think about this way of expression but also what the society and the authorities could possibly do about it. The research for this project included an online survey that was answered by ninety six persons of different ages and nationalities. Chapter 1 What is street art and who are the artists that represented it? Street art is any type of art created outside in public view and is usually connected with social and political meaning. There are many different types of street art such as graffiti, sticker art, stencil, wheat pasting-street poster art, falsification of a street sign or an advertisement. Toward the end of the 1960s and in the beginning of the 1970s, children started writing their nicknames on walls, mailboxes and even in tubes and this came to be known as tagging. As hip hop culture spread from America, street art became a worldwide phenomenon growing in the 1980s as the symbolic language of the young population. It was then that street art became legally restricted and a conflict started between artists and the authorities. Even though this divergence arose, street art was widely spreading around the world during this decade and artists were adding more colours, different styles, creating or drawing comic heroes and imaginary faces. In addition, it attracted the attention of media, thus movies and magazines about street art begun to publish. Although street art is being used by many people, not all of them do it for the same reasons. There are artists that use street art as a mean to express themselves while others use it to communicate or raise awareness for social and political issues. Simply put, people see the empty spaces of the city as a blank canvas and want to be creative with the use of humour while others are more willing to take the risk of creating some sort of an illegal art. In some cases street art is being used as a mean of a memorial to a fellow man or a great artist that passed away. Through their work, artists aim to communicate with everyday people without the intent to offend or create a conflict but rather to create a connection with the general public through their artwork. There are many ways in which the types of street art can be graded, while some are considered as simple drawings on a wall, others are classified as actual works of art, depending on whether the artist was given permission to create it. The techniques used remain the same but having permission to express it changes the whole meaning since without any permission it is simply considered as vandalism. Vandalism is described as an inexcusable destruction of property, showing to have negative effects on its setting. Criminologists have also observed that vandalism has a snowball effect on causing negative effects in its surrounding environment. Dr. George Kelling and Dr. James Q. Wilson have studied the effects of a broken window case, a disorder in an urban setting and concluded that even one instance of neglect can lead to the possibility of more incidences like that one to appear. Furthermore, an increase in actual violent crimes led researchers to the conclusion of a direct link between street violence, vandalism and the decline of the society (Broken window theory) (Art Radar Asia, 2010). Whichever way is referred as, vandalism or art, this way of expression has been a worldwide phenomenon as well as the artists that represent it. There are hundreds of street artists whose work and projects made this type of art one of the most debated issue in the world of art. With their own unique way, they have managed to spread this phenomenon all over the world and put themselves on the map just by doing what they like. Using their skills and imagination they have found a way to express themselves and offer some people the chance to embrace something really beautiful and not to see it as something that others consider vandalism. Nevertheless, these refined artists have attracted the interest of the world. Keith Haring was one of the first street artists and consequently, responsible for the spread of this kind of art. Haring was studying to be a commercial graphic artist but after two semesters in the Ivy School of Professional Art in Pittsburgh he realized that he only had little to no interest in that, so he dropped out. He kept working and studying on his own, but choosing to move to New York and enrol in the School of Visual Arts, came as an inspiration to work on an alternative outside landscape of creativity. He was first inspired by an empty black panel that was used for advertising. Haring thought that it was a perfect place to draw on so he went after to buy a box of white chalk from a card shop and he started to do so. The white chalk was perfect on the black paper and thats why following that, he kept drawing on all of the black spaces that came to his attention. People seemed to show respect for what they saw and surprisingly did not try to mess it up. The subway pictures evolved into a new medium of communication as the images created travelled the world through magazines and television. He was immediately actively involved in the city of New York and the hip hop scene including rap music, break dancing and graffiti. This kept on going for the following five years showing that it was reaching all kinds of viewers from various social and ethical backgrounds (David Sheff, 1989). Banksy is another well-known street artist whose work is responsible for the popularity of street art as it is now. Despite the fact that he is from Easton, his artistic home is the streets of London. He began his career as a graffiti writer and later on he progressed to the use of stencils because it was quicker to apply and on effect it created a harder impact, which has always been essential for his work. In his mind he cannot accept the fact that this kind of art could work indoors as he likens it with the domestication of an animal- turning a wild creature into a sterile and languid pet. He believes that this is an outdoor art and should remain as it is even though some people get a lot of comfort from being indoors. It is very different to paint in the street having to capture a burst of adrenaline enhanced by the thought of being arrested rather than to do it in a cosy studio while drinking coffee (Ossian Ward, 2010). It seems like for some people the search for inspiration goes beyond their limits. Maybe the people who steal graffiti off walls are on to something the edge is still there. But those people are funny they ask me for a letter of authentication saying I painted a certain piece, but thats basically a signed confession on headed notepaper. (Ossian Ward, 2010) C215 is a French artist who started drawing as a teenager in the city of Orleans in France and now he paints portraits worldwide. He has a special technique in which he makes the stencils by hand without the use of computer. His work can be seen around the world in many cities such as Rome, Barcelona, London, and Berlin. C215 uses stencil because as he says the stencil allows him to combine his two passions, drawing and graffiti. He mostly paints people who experience the life of being in the street such as refugees, tramps and street kids. The great philosopher Heraclitus said: No man ever steps in the same river twice. Similarly C215 believes that no one can compare every life event and every period to anything else because they are unique (Vincent Morgan, 2009). Jerome G Demuth is a street artist from Paris. G is the nickname he uses for his activities in the streets. He was a photographer and now he found a way to show his work in the streets using large scale technical print like a photo placed on a billboard. Pasting a photo on a billboard was actually the first thing he did nine years ago. He tries to illustrate the way he sees life and society. Through his work he wants to raise peoples awareness about respect and love for earth and other humans instead of caring only about money and success. In general, he tries to show them that they could have an alternative way of life. One of his most well-known projects is the installation of swings in many cities and calls them Swing Cities. Another street artist is Ink 187 or also known as Oiler, coming from Los Angeles, California. The nickname Oiler as he says is due to the fact that he is too slick. He is a tattoo lover and thats why he is called Ink. 187 is in a memorial for a friend of him. Oiler is a graffiti artist and through his work, expresses his feelings and emotions. After being expelled from the state of California due to graffiti presence, Oiler became a mentor for young artists in North Portland and tries to help them practise their art legally. Putting his past behind him, he hopes for a better life and future. He tries to keep his graffiti on t-shirts and paper hoping to start a career in fashion. He has on his mind that if artists use their talents legally, street art could become profitable. It does not matter where they are from and what techniques they use. Street artist just want to share their thoughts and believes. Others do it for their social concern and others for their own personal satisfaction. Nevertheless, they do not want to offend anyone with their work, rather than to raise their attention towards its prosperity. No matter what happens there will always be a conflict between people concerning street art. Most importantly, there will always be people against this type of art. Chapter 2 How do people and society perceive street art? Todays youth uses street art to portray their social and political views. In order to make their mark, artists choose high traffic areas to express themselves in order to spread their messages broadly. The reason is that by displaying a unique artistic creation people cannot miss it as they walk by, thus it serves their cause efficiently. They could easily use a social network to express an idea but unquestionably that is not as effective as street art. Over the recent years, it came to be as a form of communication. Since young people are not as interested in the news, the modern urban feel of street art combined with its awareness of political and social changes makes it perfect for almost everyone. Some people even though they enjoy street art, they do not agree with it when it expresses political views. They prefer to see something entertaining and humorous instead of a message containing political views. In some neighbourhoods, sometimes gangs use street art in order to mark their territory or their crews power and status. They mark their territorial boundaries as a warning to other gangs as well as to the police. Sometimes a gangs graffiti sign or symbol may also be a memorial to a fellow fallen gang member. Because of the connection between gangs and street art, it has stereotyped the art and influenced society to relate it particularly with street violence and crime. However, the last couple of years, people have been accepting this type of art and the majority enjoys seeing it. They believe that living in a neighbourhood where street art is being displayed shows the uniqueness of every place, its identity. Grey bowing buildings are transformed into something alive and admirable. Even when a person sees street art outside his window, it has an effect on his mood. It can create a warmer atmosphere which at the same time can create a feeling of being somewhere different, a better, m ore desirable place. On the other hand, some people say that they do not like it in their neighbourhood. According to their views, it states a sense of anarchy, violence and moreover destroys the appearance of buildings, parks and streets. This of course depends on what the artist creates. (see appendix 4) It makes sense when the members of the community get angry when vandals deface their properties, homes and public spaces making it clear that an effective approach to manage street art should incorporate the removal of unwanted or even offensive wall paintings. Nevertheless, the zero tolerance policy is self-contradictory. Many young artists experience frustration and disappointment towards the criminalisation of their art and as a result they rebel against the local authorities, perpetuating more illegal creations (Moo, E. Wardle, F. Lyons, S. Heim, J. Wodds Alum, E. 2009). Paintings expressed on walls are not equivalent to the paintings hung on the walls and this is apparent by how street art is perceived by the general population. The act of taking the street art from the outside of a building and placing it inside of a building completely changes the work from anarchy to artistry and consequently vandalism gains value. There is a substantial increase in people who believe that street art should be displayed in indoor places. Some though may argue that by doing this, the meaning of this particular art changes completely. Nowadays the number of people visiting galleries is decreasing and even less of them have the funds to organise a gallery exhibition. This is one of the reasons why these artists have turned public walls into their canvases in order to express themselves and even evolve their skills, which could not be done on an average piece of canvas. It could be seen as a privilege to the society that so many people are given the opportunity to vi ew such works of art free of charge. Some people find it as a nice vibrant change after seeing hundreds of generic bland advertisements on a daily basis. As soon as street art crossed over from criminal to commercial, it stopped being an expression and became an industry of its own. The street art has started receiving international approval in the latest years with artists, such as the mysterious Bansky, selling their creations at Sothebys for huge amounts of money. Nowadays, prestigious galleries exhibit street art and collectives have been formed in many cities all over the world. Several books have published the colourful displays of public art which has reached critical mass around the world, even though it is still considered illegal as a form of expression and a street crime (Lonely Planet, 2010). There is a correlation between the artistic approach of the artists and the cities concerns as it helps the culture programming for attracting the tourists, aids in the institutional communication of social action in poor neighbourhoods and informs about the local economy. Huge events attracting impressive crowds are developing street art and contribute to the European Capitals of Culture success. More than 100 000 people from Porto, Graz, Brussels and Copenhagen are drawn to these events as Lille has recorder approximately 600 000. They are mostly happening in the city centres while other areas and rural zones also have a social and spatial integration call on street art. These artists usually work in abandoned districts or problematic places such as former factories, participating in linking territories and developing their projects in areas with little access to cultural events and products (Fitzcarraldo, 2007). An artist can paint the Mona Lisa on the front of a house and even though it can be considered as art by most people, according to the law its vandalism. Thus, reform comes into play and various actions can be taken to help legitimise street art. In order for this to happen, the government would need to cooperate with the general public and create a non-profit organisation which works to protect specific public spaces as well as graphic festivals could be organised and designated areas for artists to express themselves could be given. In contrast with the societal views regarding street art, many benefits were raised that are usually ignored. As any kind of art, similarly, street art is an expression of the artists feelings and emotions. There are no legal opportunities for these young artists to create, develop and exhibit their work which is clearly and fundamentally a kind of art and not vandalism in action. Society should accept this form of art and protect it before the situation becomes worse. Street artists want to be considered, recognised and respected as artists (Rae Ferris, 2008). Chapter 3 Survey findings and analysis For the needs of this essay a survey was completed by the public. In the survey there were questions asking peoples opinion about street art in relation to their educational level, age, gender and the place they grew up. Due to the fact that each country deals with this issue differently, people may respond differently as well. Also their age and level of education is important since, it is possible to affect their opinion. The results obtained from the survey were analysed by SPSS. Interestingly, the results show that most of the respondents find this way of expression entertaining, beautiful and appealing to the eye rather than offensive and violent. (See appendix 1) On a question about whether street art should be displayed in streets most of the answers were positive. Nevertheless, it can be seen on appendix 2 that less people think it should be displayed in indoor places. They believe that street art should be displayed in its original environment. The age group thirty to thirty-nine, answered that they do not have a strong opinion about this kind of art being displayed in streets, but they strongly disagree with the idea of being displayed in indoor places. Furthermore, results showed that people between the ages of thirties-thirty nine disagree with street art that expresses political views but they agree with it when it expresses the artists him/herself. According to the findings displayed in appendix 3 younger people and people between the ages of forty to forty nine agree with street art displaying political messages. In the question whether people agree or disagree with graphic festivals being organized and designated areas for artists to express themselves being created, most people agree. By giving the artists a place to do whatever they feel, will reduce the unwanted. (see appendix 5) Overall, the feedback that was extracted from the survey was really positive and in most cases it can suggest that no matter what their age, gender, level of education or nationality people feel the same way about street art. Conclusion Art or vandalism; street art can be considered as both, due to the fact that is done on a public property which is more likely to offend anyone out there. However, there is no doubt that these people both influence and express the feelings of many other people in the society. This is the reason that there is great centralisation in each event they organise and the support they get from all over the world (Bret McNee, 2009). The definition of what is considered as art can be argued to no end but the government cannot define what that is yet, therefore street art requires social acceptance through legitimacy to be accepted as art. These street artists do not aspire to change the definition of their artwork but rather question the existing environment around them in their own language. Through their works, they aim to communicate with everyday people about socially relevant issues without any intention to offend or to create a conflict but rather make a connection with the general public through their artwork. People can argue for or against street art over and over again without coming up with a worldwide acceptable decision. There will always be disagreements. That is what makes street art interesting. It cannot be held, but it can be seen everywhere. It cannot be bought but it is often used to sell everything. Art is created to be seen and enjoyed, debated and discussed. Appendices Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 References

Organisational Behaviour and Motivation Essay -- GCSE Business Marketi

Organisational Behaviour and Motivation Term Paper Organisational behaviour is described as 'A field of study that investigates the impact that individuals, groups, and structure have on behaviour within organisations, for the purpose of applying such knowledge towards improving an organisations effectiveness.' (Robbins and Millet and Cacioppe and Waters-Marsh, 1998, p.10). An important area within organisational behaviour is motivation. Herzberg describes the main problem in business practice is, 'How do I get an employee to do what I want him to do' (1991, p.13) Motivation is a word that is used to describe how eager a person is to complete a task. 'Motivation is the set of processes that arouse, direct and maintain human behaviour towards attaining a goal' (Robbins et al., 1998, p.199). Robbins uses a rounded approach when explaining motivation as the willingness to exert high levels of effort towards organisational goals but 'conditioned by the efforts ability to satisfy some individual need.' (Robbins et al., 1998, p.199). Inkson and Kolb relate motivation to ability, environmental conditions and performance (1999). 'Highly motivated people with average abilities may succeed given supportive environments. Conversely, capable people in supportive environments may perform poorly if they lack motivation' (Inkson and Kolb, 1999, p.319) Motivation interests me as I enjoy finding out about what factors are required for employees to achieve the desired goals that the business expects of them. Greater knowledge of how people are motivated will also help me personally as it will enable me to understand what drives me to wanting to achieve my goals. Motivation is complex and there are many theories which explain how motivation can be brought out in people and as a result how employers can get the most out of their employees. ?Theories of motivation in business have passed through many stages, influencing and being influenced by the prevailing management ideologies and philosophies of each era.? (Bowey, 2001) There are many differing views about how employees should be treated and tended too in order for them to achieve the desired goals. Herzberg believes that ?The only way to motivate the employee is to give him challenging work in which he can assume responsibility? (1991, p.13). Other common ideas include incentive plans, job loading, i... ... issue in remuneration. http://www.netnz.com/gainsharing/Motivation.html c) Inkson, K. & Kolb, D. (1999). Management: Perspectives for New Zealand. (2nd ed.) New Zealand: Pearsons Education (p.317 ? 335). d) Herzberg, F. (1991). One More Time: How Do You Motivate Employees?: Harvard Business Review: business Classics: Fifteen Key Concepts For Managerial Success. (p.13 ? 22) e) Young, S. (1995 March 23). Taking Care of Employees is the Route to Business Health: People Management: The magazine for professionals in personnel, training and development. (p. 53) f) Little, B. (1995 February 23). Different Approaches to the Role of Work Place Mentoring: People Management: The magazine for professionals in personnel, training and development. (p. 51) g) Kohn, A. (1993 September - October). Why Incentive Plans Cannot Work: Harvard Business Review. (p.54 ? 63) h) Myers, C. & McCutcheon, M. (1995 April 20). Different Approaches to the Role of Work Place Mentoring: People Management: The magazine for professionals in personnel, training and development. (p. 32 - 34)

Jean Piagets Stages of Cognitive Development Essay -- childs intelle

Piaget's Stages of Cognitive Development Very briefly describe Piaget’s stages of cognitive development and explain what he meant by saying that young children are egocentric. Use experimental evidence to consider this claim. Cognitive development is what psychologists talk about when discussing a child’s intellectual growth. Jean Piaget (1896 to 1980), a Swiss psychologist developed a theory of cognitive development, which is still much discussed and critiqued today. Providing a firm building block to all work done in the study of child development and the concept that young children are egocentric. Piaget’s stages are divided into four main steps of cognitive development. Stage one begins at birth and is completed at approximately two years; this is called the period of sensorimotor intelligence. Second stage builds on from the first at the age of about two years, the preoperational period lasts for five years of the child’s life. From that the child moves into the Concrete Operations stage, a stage which lasts to the age of eleven. Finally a child will reach the fourth stage the period of Formal operations aged eleven plus. Piagets first stage of intellectual growth, the Sensimotor period can be split into another six parts, each part can be tested by use of simple experiments with babies. Object Permanence is understanding that something any object is there weither or not the person can see it. For example when we put an object such as a cup down on a table and turn our back to it, it is rational to state that the cup will still be exactly where it was left. Piaget’s theory stated that babies within the Sensimotor pe... ...e of formal operations the person is now able to think hypothetically In conclusion Piagets theory of cognitive development is backed up with the experimental evidence given from experiments run with infants and children. From birth to the stage of concrete operations the child is termed egocentric. What Piaget meant by calling young children egocentrics was that they are not selfish but have not yet attained the ability to see things from another perspective. Bibilography Gleitamn,H.,Fridlund, A.J.,& Reisburg, D. (1999) Psychology, (5th ed.). New York: W.W.Norton & Co. Ginsburg,H.P.,Opper,S.(1988) Piagets Theory of intellectual development,(3rd ed.). London:Prentice Hall International (UK). Glover, J.A.,et.al.(1949).Educational psychology Principles and Applications. Boston: Little Brown and Company.

Characteristics of Orientalism Essay

There are several differences between the Arab and Muslim groups. The actuality is that Arabs are an ethnic group and Muslims are a religious group. A Muslim is a person who practices the Islam religion. In the world, most Muslims are not necessarily Arabs and most Arabs are not necessarily Muslims. â€Å"Orientalism is the simplistic view of the people and history of the Orient, with no recognition of change over time or the diversity within its many cultures† (Schaefer, 2006). This term is a misrepresentation of people from the East by those in the West. One characteristic is stereotyping the difference in religious expression. Discrimination and prejudice are other characteristics of orientalism. For example, the overemphasis of Arab and Muslim women wearing face veils in the media. This is seen as oppressing women but yet the history behind it is not being told. After the 9/11 attacks, the USA Patriot Act, which was passed in October 2001, had specific provisions that condemned discrimination against Arab and Muslim Americans. This act was revised because it had been accused of contributing to the fear within the Arab and Muslim communities. Unfortunately, all policies were not changed in a positive way. The U. S. Department of Justice required all foreign-born Muslim men to report to the Bureau of Citizenship and Immigration Services. They have to be fingerprinted, photographed, and interviewed. There are several things that individuals can do to promote tolerance and reduce prejudice in their towns and cities. One way to achieve this is by treating everyone equally. Another way to reduce prejudice is by educating ourselves about a person’s culture. If we can gain an understanding of an individual’s cultural background, we are opening up our minds to realize that those that we consider â€Å"different† may have similar views.

Control being over business by government Essay

What are the arguments for and against, greater control being exercised over business by government? How do these arguments differ between the countries of the group members? We would like to start the answer by an example of USA when they were heavily involved in the industrialization and expansion. People of all different occupations were involved in some part of the industrial revolution. However there was a debate over the government intervening in the building of infrastructure. Chief Justice John Marshall made many landmark court decisions which played a role in defining the business climate that developed during the industrial revolution and strengthened the central government’s control over the business. Thus finally the government was involved in the early stages of the industrial revolution. The government’s decision of this era laid the ground work of the future U.S. growth of the nation. Without these pro-business decisions, the United states would not have made the change from being agriculturally dependent to the industrialized nation it is today. [www.historyteacher.net/USProjects/myessay21.htm] Hence it sounds better in some situation and it doesn’t in some. For example in China, local governments stand passively by as private firms aggressively reject long-standing official right because the government officials in south China are increasingly anxious to shed their responsibility for economic management. Also they fear the risks and dangers associated with the more complete market system that has emerged during the 1990s. As a result, China’s southern provinces have already begun the process of separating government from business, while, in the north, leading officials emphasize the slogan â€Å"separate government from enterprises† but, fearing slow growth, practice the opposite. [www.pitt.edu/~tgrawski/paper98/china.html] To what extent do you think a change of government in a) UK would affect the business community? b) the countries of group members? It can have a great impact on businesses in UK or in other countries like India, China etc. For example: Regulatory systems can be improved to provide faster access to exploration land and clarification of aboriginal disputes, taxes such as corporate taxes, income taxes etc can be reduced, Business leaders can hope for a complete overhaul of the resource-rich province’s economic structure, Economic growth can be affected by change in government, it is expected that the new government can come up with creative solutions on how to reduce government indebtedness during its term, the new government will aim to solve deficit of balance of payments by boosting production through attracting direct foreign investments, also new government can change the manufacturing scenario in the country like instead of importing products, they can plan to manufacture in their own land which will indirectly reduce the unemployment in the manufacturing field. Also it can provide grant to those regions in which unemployment is high. [http://www.rba.hr/web/pdf/rrr/rba-rrr-012-2003-12-18.pdf] What are the implications of â€Å"privatising† a public sector business organisations? With privatization programs still active in several countries in Sub-Saharan Africa, there is a growing debate on effects on economic development. To address such issues the representatives of privatization agencies of different nations established the African Privatization Network (APN) in November 1995. APN aims at promoting the concept of privatization and encouraging its implementation in African countries by sharing legislation and other relevant documentation; studying the nature and scope of privatization in each country according to its special circumstances and needs; and monitoring the process of privatization in Africa, identifying problems and obstacles and offering advice where required. The positive view of privatization suggests that it went ahead, in spite of domestic opposition, because politicians and bureaucrats perceived real benefits to themselves and their supporters. They could influence the sales to their own benefit, while, on the other hand, a more focused public sector improved service delivery. A well functioning private sector is essential for increasing economic growth and thus reducing poverty. Yet international development institutions recommend sophisticated policies to improve the business environment that governments in developing countries cannot successfully implement. The result is often a worsening of private sector performance. The promotion, support, financing, marketing and management of small and medium sized enterprises and industries is the core business of any privatisation programme. [ http://www.developmentgateway.org/node/130679/]

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