Beauty Catcher free essay sample

When I was little my parents and I took a trip to Scotland. The place was completely different from my home. I wanted to get right back on that plane and I wanted it to fly me back to my country, my warm bed, my home. My uncle Alan met us outside the airport in his little black taxi. It was dark outside and I was exhausted, but I remember the smell. It smelled like cold and rain and freshly mowed grass. We stayed at my uncle’s house and when we first went in we were besieged by beautiful images of tall, dark forests where if you looked long and hard enough you felt as though you were there amongst the trees. You could hear the sounds of birds flying through leaves and chirping at one another. Other framed photos held rocky beaches, the tide coming in, the feeling of gloom oozed from the sun bleached drift wood. We will write a custom essay sample on Beauty Catcher or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page You could almost feel the spray of cold water sprinkling your visage and a mournful, contentment filling your whole being. I was only seven, but that was when I knew I wanted to make these pictures, too. I wanted to make worlds come alive for anyone who looked at them. The images on my uncle’s wall were all his and I thought that if my goof of an uncle could put his own photographic fantasias on the wall then so could I. I knew if I worked hard enough I could invoke imagination into the minds of people older, younger and cooler than me through photography. The way I see it, the world is a big photograph waiting to be framed. A few years after our visit, I joined the community center’s art classes. Every other student in the class was either in their twenties or older and then there was me, a little twelve year old kid with an ancient Olympus film camera her mom bought in Japan in the late ‘80’s. I’m not going to lie, it was intimidating at first. My class went through five teachers over the course of three years. All of them with different ideas of what art means coming from avant garde imaginations. Always creating radiant, electric, bewitching images. But, at the beginning of eighth grade my mom decided that classes were having a negative effect on her wallet. I was disappointed. No, that’s putting it lightly, I was utterly distraught. I loved my class with all my heart. It was a home away from home. I couldn’t imagine not being in my precious class. It was exactly like a piece of me was being savagely ripped from the whole. My school had mixed arts classes and I signed up for those but a small part of me was worried that it wouldn’t be the same. When I walked through the classroom door I was overwhelmed with all the vibrant colours and natural light coming from the floor to ceiling windows along the back wall. I had become accustomed to the sharply lit fluorescence of all my other classrooms and this was a welcome surprise. The smell was a pleasant mixture of oil paints, developer and printer ink. It was like walking into a faerie land, if faerie land was a cluttered classroom filled with eager students wanting to get elbow deep in some water colours. I didn’t know any of the other kids in class but I wasn’t worried, I would get to know their names and the people attached to them later. Right then I was in heaven and enjoying it. Finding my new art class happened in junior high. I’m a senior in high school now and have taken all the available photo classes. I have a few Best in Show awards and a book cover to give me a little push into starting a career in photography but there is still so much to learn. I’m excited and ready to get started. I’m hoping (INSERT SCHOOL HERE) can become my new home away from home.

The Forgotten Chinese Holocaust Essay Example

The Forgotten Chinese Holocaust Essay Example The Forgotten Chinese Holocaust Essay The Forgotten Chinese Holocaust Essay Can you imagine your body being an object for experimentation while youre still alive?Thats one of the things the Japanese did to the Chinese during the forgotten holocaust, the Chinese holocaust.Among the universal disputes between many countries, Japanese aggression on the Chinese was one of the worst events in history to ever take place.The Japanese also destroyed many cities of China. Specifically, they destroyed the city of NanJing by conducting mass bombings and remorseless killings.Other examples of Japanese horrific actions against the Chinese happened in a place called Unit 731. During the 1920s, NanJing only had a population of 250,000.However, during the 1930s, the city was highly populated with over one million residents.This increase was a result of the Japanese occupation and countless refugees fleeing to the city from Manchuria and other Chinese areas to the east of NanJing.The city of NanJing was a safe city for the Chinese until Japanese forces advanced towards it from Shanghai on November 11th, 1937.The Japanese planes bombed the wealthy and more populated areas of the city.The most devastating bombing occurred on September 25th, 1937.Its targets were focused upon hospitals with a red cross on the roof, refugee camps, power plants, water works, and radio stations.About 500 bombs were dropped from 9:30 a.m. to 4:30 p.m., and as a result, there were over 600 civilian casualties. ? On November 25th, Japanese forces attacked NanJing from three different directions.The Chinese city soon fell to the Japanese Imperial Army.As the Japanese entered the city, a massacre began which lasted six weeks. During that time, the Chinese were not simply murdered, but were humiliated, and tortured.The Japanese used unthinkable methods of murder.They chased the Chinese into the Yangtze River with machine guns, drowning them.They poured gasoline on people, shot them, and wa

Business Financial Markets Case Study Example | Topics and Well Written Essays - 2750 words

Business Financial Markets - Case Study Example Efforts are taken to identify the potential causes behind the downfall of the company. The purpose of the study is to gain understanding regarding the importance of financial risk assessment, compliance of regulations and proper management of credit grants. Dynamic Oil Trading was established in the year 2012, with its headquarters in Singapore and operations spread across the globe. It is a subsidiary of the Danish firm OW Bunker. Apart from Singapore the company is strategically present in Dubai. It also has ambitious plans of expanding into the nations of Europe, Asia and America. The company is operates in the field of oil bunkering and marine fuel logistics. It has been successful at establishing strong corporate relations in Singapore and run an efficient fuel supply chain. The company works with global partners and traders who believe in fast paced growth and operates in high energy environments. The prime objective of Dynamic Oil is to provide consumers with timely delivery of oil and lubricants, irrespective of different issues and challenges. The company is stated to be made up of traders possessing high experience in the field of oil bunkering and logistics. The company remains proud of its successful of corporate links whic h has facilitated in the establishment of a strong and well integrated supply chain. Dynamic oil believes that acquiring high liquidity and possessing suitable financial strengths is essential for the delivery of products on time and with bets possible deals. Shipping and fuel procurement in general is a complex business process, which requires trading oil and lubricant profitably. Hence the company is strategically involved in the financial markets. In order to attract business, the company assures its clients with full value for money. However the recent involvement of the company in alleged scandals and fraudulent dealings involving the financial markets has led the company into

Intervention Informed by Theory- Critical Exploration, Explanation and Essay

Intervention Informed by Theory- Critical Exploration, Explanation and Demonstration of Intervention Form - Essay Example The present research has identified that experiential learning offers an alternative and needed a mode of learning for many of Scotland’s youth, which in the regular course of their traditional schooling are in a way deprived of more experiential learning modes because of an emphasis on book and academic learning for most of the academic year. Experiential youth learning via targeted interventions that deal with sensitive and potentially traumatic life circumstances have great value for those involved, and for the larger community too. Often young people in difficult situations have no one to turn to, and academics and school learning seem irrelevant in such instances. The experiences are too raw, and the impact not always fully understood, and there is a need to provide avenues for processing those experiences and to transform them into learning and self-improvement opportunities. It is not difficult to see, moreover, from the wealth of academic literature on the various aspe cts of experiential learning as they apply in youth learning contexts that there is a rich and fertile ground for exploration that is available for both educators and learners. The literature is rich and therefore there is enough theoretical grounding to be able to successfully launch an exploration of an intervention along these lines, and in the process come up with a robust approach and a viable set of techniques to give flesh to the proposed intervention here. The richness of the literature pertains to the value of experiential learning to process youth experiences that are often difficult to do so otherwise. In the context of this discussion, when we talk of experiential learning or learning that is experience-based, we are referring to the same set of concepts tied to that learning mode where the learner and his or her experiences are central to the learning process or are the starting points of the learning process.

Profile Of Jefferson Davis History Essay

Profile Of Jefferson Davis History Essay Jefferson Davis was born on June 3, 1808 in Christian County, Kentucky which was renamed later to Todd County. He was named after his fathers political hero, Thomas Jefferson. He was in a family of ten kids; he was the tenth and the last child. His mother almost died giving birth to Jefferson Davis at age 45. He was the President of the Confederate States-the only president of the Confederate. This was the person the South looked up to. He chose all the generals/plans to work with in the Civil War. His dad, Samuel Davis, was in the Revolutionary War in 1776 along with his uncles. Jeffersons brothers were also soldiers, but in the war of 1812-some sat side by side with President Monroe. Jefferson was homeschooled at an early age. After homeschooling, he was sent to Transylvania University in Kentucky. He finished his school in 1824 at age 16. After, he was appointed by President Monroe to go to WestPoint Military Academy as a cadet. People said that he was very soldier like and should be one of the best soldiers. He had graduated from WestPoint at age 24 in 1832. Right after he graduated WestPoint, he was assigned his first active job in the army. He was working at posts in the North-West of Fort Crawford, Wisconsin in 1828-1833. In 1831, the Black Hawk War, his regiment participated in many battles. In 1833, he transferred to a new regiment named the First Dragoons. That same year, Davis was also promoted to being the first lieutenant. He married, Sarah Knox Taylor. She was the daughter of President Zachary Taylor. They didnt spend a lot of time together, so it must have been love at first sight. President Taylor didnt oppose of this marriage because of all the hardships they had to face in the war. They later divorced and Jefferson Davis married Varina Howell Davis. On February 9, 1861, he got a notice saying that he was the next President of the Confederate States. He didnt want to be president of the Confederate; he actually wanted to be the commander of the military. He was a different person compared to the rest of the generals in the Civil War. People like to have their business/job their first priority, but Jefferson Davis had his family his 1st priority instead of his business. He became famous by his writing. He wrote about loneliness, and being away from his family during the war. In 1847, he fought in the Battle of Buena Vista (the Mexican American War). In 1860, he came out for favor in seceding. This was his first time he actually came out and said that he was helping the South secede. Davis appointed a new state to the confederate in 1861. This was a good strategy because he was gaining more people to support slavery being legal in the U.S. This state was Tennessee. In 182, he signed the Conscription Bill; this shocked many people b ecause the southern army was small but very experienced and skilled. The conscription bill is saying that he is singing about 50-100 men to fight in the army. The southerners were shocked because they didnt think that Jefferson Davis would sign so many inexperience people. Davis said that they couldnt win the war without this. In 1861, he spoke his last speech before his illness in the U.S. Senate. This was an illness threatening to lose his left eye. 1865, he was captured in a Casemate at Fortress Monroe for two years. In prison, he sold his land to a former slave name Ben Montgomery. Ben was a good manager, mechanic and had already owned a General Store. On December 6, 1889, he had died in New Orleans. He had died around 12:30 to 1:00am. He had hit many front pages in the Southern Newspapers which had tributes and praises on how important he was and how much they loved him. He died of old age at the age of 81. This person was important because he was the person that the people in the South looked up to. He was the president, which meant, he chose all the generals and he ran the south to fight against the North. He was also important because he wanted to secede from the United States. He didnt want to be a part of the United States because he thought that Abraham Lincoln was going to take away their slaves. He was also a leader in the Civil War Period. This teaches us what the South really wanted to do since the North said that slavery should not be legal. This also teaches us about the past and why the South wanted to keep slavery legal and what they would do about it.

American Imperialism Essay -- Nongovernmental Oganizations

To use the title ‘Transnational American’ (Grewal, 2005) might be more politically correct than American imperialism but I contend that one is in fact an agent of the other. The two readings for this week converge around the discussion of transnationalism and neoliberalism although in slightly different ways. Grewal (2005) discusses transnationalism in relation to the United States and its cultural, social, political and economic influence on other nation-states specifically through technologies, biopolitics and geopolitics. Grewal presents interesting arguments to support the view that the construction of human rights activism since the 1960’s was a geopolitical strategy used by the United States to extend its imperialist grasp on the outside world. Grewal (2005) posits that the development of the feminist and women’s rights movements were born out of human rights discourse that quickly became â€Å"transnational instruments of technologies of governmenta lity, creating and applying knowledges and techniques that promote welfare and security, rather than just the rights of populations† (Grewal 2005:122). The birth of Nongovernmental Organization (NGO) came out of a desire to â€Å"move women [vulnerable populations] from the margins to the center by questioning the most fundamental concepts of our social order so that they take better account of women’s lives† (Grewal 2005:126). In the process human rights issues became wedded to women’s rights, social justice and later on to development. NGOs at the time of its inception were seen as politically autonomous entity that would intervene â€Å"to ensure the welfare of female populations, the inefficiency of the state, and its ideology of patriarchy† (Grewal 2005:127). But cultural, socio-political... ...loitation, the US maintains its embargo on Cuba and continues to police movements across its borders; only the future knows how the current anti-immigration sentiments might unfold and materialize. Space does not permit an elaborate discussion about the politics of the United Nations, the World Bank or the IMF, but as a parenthetical note, these are also examples of an imperial or should I say transnational apparatuses taken advantage of the by the United States. In the final analysis, I concur with Comaroff and Comaroff (2001) that â€Å"relationship between the nation-state and millennial capitalism†¦is not synonymous with globalism, although globalization is and inherent part of it† but I would add more specifically that globalization like its predecessor colonalization, imperialization and now neoliberalism is a capitalist apparatus (Comaroff & Comaroff, 2001:34)

Investigating stoichiometry Essay

In this experiment we are going to get a better understanding of chemical stoichiometry. We are going to be reacting sodium bicarbonate (NaHCO3) and sodium carbonate (Na2CO3) with hydrochloric acid (HCl). To start off the mass of two unknown substances (being the sodium bicarbonate and sodium carbonate) will be taken. We will need to construct balanced equations for both of the reactants with the HCl and use this to guide us to figure out how much HCl will be needed to react with each of the unknown substances. When this part is through we will then need to find the percent yield (actual yield/theoretical yield x 100). Determining the mass of sodium chloride at the end of the experiment is the actual yield. To find the theoretical yield we will need to heat the sodium chloride so that all the CO2 evaporates and that will leave us with the theoretical yield of sodium chloride. Chemical Reactions NaHCO3 + HCl = NaCl + H20 + CO2 Na2CO3 + HCl = 2NaCl + H2O + CO2 Theoretical yields .15g NaHCO3 (1mol NaHCO3/84.0059g NaHCO3) (1mol HCl/1mol NaHCO3) (58.44gNaCl/1molNaCl) = .1043 g NaCl .15g Na2CO3 (1mol Na2CO3/105.988g Na2CO3) (1mol HCl/1mol Na2CO3) (58.44gNaCl/1molNaCl) = .165 g NaCl Experimental Procedure Standardization of Unknown 1 1) Weigh duplicate 0.15 g samples of unknown 1. Dissolve samples in 100- ml distilled water. 2) Add bromocresol green indicator, until the solution turns into blue. Titrate it with HCl until green color is reached. 3) Heat and boil out CO2 gently. You should obtain a blue color again at the end of this step. Cool to room temperature, and continue titration until yellow color is reached. Note down the volume seen on the buret. 4) Heat the substance again until all the liquid is gone and you’re left with salt looking particles inside the beaker. 5) Weigh the beaker with the salt inside of it. Then, clean out the beaker thoroughly and weigh the empty  beaker again. Use these two weights to find the mass in grams of the salt like particles that were previously in the beaker. Standardization of Unknown 2 1) Weigh duplicate 0.15 g samples of unknown 1. Dissolve samples in 100- ml distilled water. 2) Add bromocresol green indicator, until the solution turns into blue. Titrate it with HCl until green color is reached. 3) Heat and boil out CO2 gently. You should obtain a blue color again at the end of this step. Cool to room temperature, and continue titration until yellow color is reached. Note down the volume seen on the buret. 4) Heat the substance again until all the liquid is gone and you’re left with salt looking particles inside the beaker. 5) Weigh the beaker with the salt inside of it. Then, clean out the beaker thoroughly and weigh the empty beaker again. Use these two weights to find the mass in grams of the salt like particles that were previously in the beaker. Now to identify which substance is NaHCO3 and which is Na2CO3 pay close attention the mass recorded for the salt like particles that were left in the beaker. The one that is closest to .1043 g is the NaHCO3 and the one closest to .165 g is the Na2CO3. Results Grams recorded for Unknown 1- .07 g Unknown 1=NaHCO3 Percent yield= 67% Grams recorded for Unknown 2- .14 g Unknown 2= Na2CO3 Percent yield= 85% Discussion When trying to identify which unknown substance was NaHCO3 and which was Na2CO3. We had to make sure to titrate and treat each unknown with the same amount of attention. By over titrating one of the unknowns we could have messed up the experiment and would have had to start over. When heating the liquid on the hot plate, we were making all the CO2 in the liquid evaporate leaving us with just the salt like particles that we were looking for. By weighing the salt we were able to justify what the substance was because of previous conversions that we had worked out. Conclusion The purpose of this experiment was to show how titrating a substance can help to identify that substance. Knowing how to work with stoichiometry equations is also a big part of this lab because we used those equations to help us compare and figure out the identity of the substance. After titrating and  evaporating the CO2, the weight of unknown 1 was .07 g which was closest to the theoretical yield of .1043 g. Unknown 1 was identified as NaHCO3. After titrating and evaporating the CO2, the weight of unknown 2 was .14 g which was closest to the theoretical yield of .165 g. Unknown 2 was identified as Na2CO3.