Fashsion Statement :: essays research papers

Fashion Statement There are many reasons why we choose to wear a particular article or style of clothing. Many of us consider our choice in clothing as an extension of our identity; while many others pick items from their wardrobe that reflect their current mood. There are also many times when we choose to dress a certain way in anticipation of being in a particular social setting. When someone decides what to wear they need to keep in mind what messages will they be sending to the gazing eyes. Sometimes we forget or don’t realize, that we are sending both true and false message through our clothes. I am a calm, casual, musician however my clothes do not reflect this. To start, I am wearing skateboard shoes, fat toe-end and fat tongue, rather bulky. They are black except for the gum sole, and the logo on the tongue is golden. The golden logo is hidden by the cuffs of my black, neatly creased Dickies work pants. My pants fit nicely, not tight and not baggy. Holding my pants up is a black casual clamp belt, about an inch tall, with a small rectangular silver buckle. My belt is occasionally being revealed by my un-tucked, youth large, blue, button-up, collared t-shirt. The shirt is a basic plaid design, with a thin vertical line for every thick horizontal line and visa versa. Resting on parts of my shoulders and back is my surfer, guitarist length (about 8 inches long), brown, wavy hair parted down the center. Lastly, sitting backwards on my head, are my sleek, solid black Spy sunglasses. Spy is a company that makes sunglasses for the surfer, coastal alike. These clothes were not acquired in any special way, nothing more or less ordinary than anyone else. I tend to shop at stores that sell surf and skate brand clothing. These brands include Billabong, Quicksilver, Split, Osiris, Dickies, and many similar brands. Stores that sell these brands are found almost everywhere, but I tend to spend most of money at Tilly’s and Chick’s. When others decide what outfit to wear, they are making a statement on how they feel or how they would like to feel. For example, they may wear clothes that make them feel sexy, strong, smart, professional, relaxed, or powerful. The ways I feel in my clothes are relaxed and casual. I don’t feel either over or under dressed for any particular occasion.

Article About Advantage Phone in School

According to a 2008 study by the Pew Research Center, 75 percent of teenagers ages 12 to 17 own a mobile phone and use that phone for daily communication through talking and text messaging. Although mobile phones may be a distraction in schools, there are many advantages to teenagers keeping and using their mobile phones–among them a number of educational and informational smartphone applications and the ability to pinpoint a missing teenager's location via GPS tracking.One of the biggest advantages to a teenager having a mobile phone is the ability to call an emergency service in case of an accident or a towing service in case of a tire blowout while driving. According to the 2008 study conducted by the Pew Research Center, 75 percent of Americans claim to have used their mobile phones in emergency situations. Emergency agencies also support the use of mobile phones during an emergency by urging people to add the letters ICE (for â€Å"in case of emergency†) in front o f certain names in their mobile phone directory to designate who should be called in case of an emergency.Many new phones also include GPS location technology, allowing parents to pinpoint the location of their teens or to locate lost or stolen phones. Smartphones allow teenagers to keep in touch not only with their friends, but also with family members, schools and emergency services. Facebook and other social media applications allow for instant updates on a teenager's status, and mobile phones have revolutionized long-distance communication by including long-distance calling options in their service plans.The ability to send instant text messages is an added advantage, though it should be avoided while driving. According to the Pew Research Center's 2008 study, an estimated 88 percent of teenage mobile phones users use their phones to connect through text messaging. Smartphones enable teenagers and college students alike to download course lectures, lesson plans and other applica tions designed to aid in education.Many applications provide books in digital format, much like a Kindle, while other applications, such as the USA Today or the New York Times app, condense every aspect of the print newspaper so it fits in the palm of a teenager's hand. In addition, a number of informational and educational podcasts, as well as classes recorded in podcast format, are available for instant download to most smartphones. main idea 1. Cell Phones as an Aid in Emergency Situations * ability to call an emergency service in case of an accident or a towing service include GPS location technology, allowing parents to pinpoint the location of their teens or to locate lost or stolen phones. 2. Cell Phones as a Means to Connect * allow teenagers to keep in touch not only with their friends, but also with family members, schools and emergency services. 3. Cell Phones as Wellness and Educational Tools * enable teenagers and college students alike to download course lectures, less on plans and other applications designed to aid in education.

Child aimed reviews in the media Essay

My review is aimed generally at teenagers, the ‘Top Of The Pops’ article is based at early teenagers, although it is obvious that children of a younger age will read it. The purpose of the reviews are purely to entertain, but also to promote the band. This is done by using emotive and persuasive language. When i looked at real reviews from ‘Top Of The Pops’ i noticed that every review that was printed was in the favour of the band, using strong adjectives like ‘energetic’, and ‘deep’ in the bands favor. Whereas the review from ‘Kerrang’ (a magazine for teenagers who’s style of music is not mainstream) showed strong adjectives against the band such as ‘Nothing inspirational’. The reviews are aimed at teenagers but regarding the fact that younger people than teenagers are bound to read the magazine, this is because younger children want to look, and seem older. The article aimed at the ‘Times’ supplement is aimed at an age significantly higher than that of both reviews this is around the age of eighteen plus. The purpose of the article is one to entertain, and two to inform about the history of the band (Coldplay). When i looked at an example of an article from the times supplement it became clear that the in-house style had a very concentrated taste of music and they would be very particular about the things they would say about a band. I tried to make this clear in my piece by adding quotes and opinions from NME such as â€Å"The ideal debut album. Very Nick Drake. Very English†. The formality of the reviews in comparison with the article show big differences. The reviews use colloquialisms such as â€Å"same old†, â€Å"basically† and â€Å"might as well†. I think this is to create a relaxed atmosphere e. g. â€Å"Stand back Westlife†¦.. Pheobus Apollo is in town†. as the piece is aimed at teenagers and teenagers will understand a less formal format, and relaxed style of language. The review uses mild jokes to also create a relaxed atmosphere The review uses some incomplete sentences, for example â€Å"Great to finally see some good Brit rock again† whereas the article only uses incomplete sentences in quotes/statements for example † Very Nick. Very English†. The main text does not uses incomplete sentences. Both of the reviews use personal pronouns, for example in kerrang â€Å"you might as well†. In the article from the times supplement use less personal pronouns to keep up the formality of the piece, also to make the article more formal i wrote in the third person. Because i thought the review was to entertain (and to inform) i used exclamative sentences and declarative sentences, with the article i used predominantly declarative sentences as it was all basically informing. The reviews use proper nouns like band names; Blink 182, Finch, and Staind, when assuming that the reader will already know the band names, they also use personal pronouns to get this effect. This is to create a relationship with the reader, the reader will feel involved in the text because they will recognise the references to bands and this makes it exclusive. The times article uses proper nouns but assumes that the reader will have to have some of it explained for example â€Å"Coldplay released their first elf funded EP Safety†. The article also makes lots of references to time; dates, months and years. This is used to provide the impression that the writer has researched properly. The layout of the review is based on the reviews that i have looked at in Top Of The Pops and Kerrang, they were all in columns, but this has no relevance to linguistic language features. Both pieces use a lot of Jargon that is within the lexical field of music (in general) and bands. From the review this included â€Å"two chord, punk, Westlife, Finch, and album†. From the article the words include â€Å"acoustic, guitar, EP, Grammys, and charts†. The difference here between the two pieces is that the reviews assumes that the reader already knows the lexis, but the article gives extra information for the reader. Regarding this both articles do use brackets (to provide additional information). I carried out a smog test on the reviews article so i could compare the reading age and level of each piece. I found that both the reviews have a reading age of fourteen which suggests that the language used is relatively simple and easy. The article’s reading age was at the older age of eighteen, this indicates that the words used (and the language in general) is much more sophisticated than that of the review.

French Passive Constructions

French Passive Constructions Passive constructions are those in which a verbs action is performed on the subject, rather than the subject performing the action as in active (normal) constructions. The passive voice is the most common French passive construction, but there are a couple of others to watch out for as well. Other French Passive Constructions Passive Infinitive: Even though the French infinitive translates as to verb, the French infinitive sometimes needs to be preceded by a preposition. This is the case with the passive infinitive, which is commonly used with indefinite and negative words, such as Il ny a rien manger - Theres nothing to eat.Passive Reflexive: In the passive reflexive construction, a normally non-reflexive verb is used reflexively in order to express the passive nature of the action, as in Ça se voit - Thats obvious.Reflexive Causative: The reflexive causative (se faire infinitive) indicates something that happens to the subject, either per someone elses implied action or wish or unintentionally. Passive Reflexive in Detail In French (and English) it is preferable to avoid the passive voice. French has numerous constructions which are commonly used in place of the passive voice, one of which is the passive reflexive. The French passive reflexive is used in place of the passive voice in order to avoid naming the agent of a verb. The passive reflexive is formed with a noun or pronoun, then the reflexive pronoun se, and finally the appropriate verb conjugation (third-person singular or plural). In essence, this construction uses a non-reflexive verb reflexively in order to demonstrate the passive nature of the action. The literal translation of the French passive reflexive (something does something to itself) is strange to English ears, but its important to recognize this construction and understand what it actually means. Ça se voit. - Thats obvious.Ça saperà §oit peine. - Its hardly noticeable.Cela ne se dit pas. -  That isnt said.Ce livre se lit souvent. - This book is often read.Comment se prononce ce mot  ?  - How is this word pronounced?Comment à §a sà ©crit  ? (informal) - How is that spelled?Un homme sest rencontrà © hier. - A man was found yesterday.Un coup de tonnerre sest entendu. - A crash of thunder was heard.Les mà »res ne se vendent pas ici. - Blackberries are not sold here.Ce produit devrait sutiliser quotidiennement. - This product should be used daily.

Linearbandkeramik Culture - The First Farmers of Europe

Linearbandkeramik Culture - The First Farmers of Europe The Linearbandkeramik Culture (also called Bandkeramik or Linear Pottery Ceramic Culture or simply abbreviated LBK) is what German archaeologist F. Klopfleisch called the first true farming communities in central Europe, dated between about 5400 and 4900 BC. Thus, LBK is considered the first Neolithic culture in the European continent. The word Linearbandkeramik refers to the distinctive banded decoration found on pottery vessels on sites spread throughout central Europe, from south-western Ukraine and Moldova in the east to the Paris Basin in the west. In general, LBK pottery consists of fairly simple bowl forms, made of local clay tempered with organic material, and decorated with curved and rectilinear lines incised in bands. The LBK people are considered the importers of agricultural products and methods, moving the first domesticated animals and plants from the Near East and Central Asia into Europe. Lifestyles of the LBK The very earliest LBK sites have loads of pottery sherds with limited evidence of agriculture or stock-breeding. Later LBK sites are characterized by longhouses with rectangular plans, incised pottery, and a blade technology for chipped stone tools. The tools include raw material of high-quality flints including a distinctive chocolate flint from southern Poland, Rijkholt flint from the Netherlands and traded obsidian. Domesticated crops used by the LBK culture include emmer and einkorn wheat, crab apple, peas, lentils, flax, linseed, poppies,  and barley. Domestic animals include cattle, sheep and goats, and occasionally a pig or two. The LBK lived in small villages along streams or waterways characterized by large longhouses, buildings used for keeping livestock, sheltering people and providing workspace. The rectangular longhouses were between 7 and 45 meters long and between 5 and 7 meters wide. They were built of massive timber posts chinked with wattle and daub mortar. LBK cemeteries are found a short distance away from the villages, and, in general, are marked by single flexed burials accompanied by grave goods. However, mass burials are known at some sites, and some cemeteries are located within communities. Chronology of the LBK The earliest LBK sites are found in the Starcevo-Koros culture of the Hungarian plain, around 5700 BC. From there, the early LBK spreads separately east, north and west. The LBK reached the Rhine and Neckar valleys of Germany about 5500 BC. The people spread into Alsace and the Rhineland by 5300 BC. By the mid-5th millennium BC, La Hoguette Mesolithic hunter-gatherers and LBK immigrants shared the region and, eventually, only LBK was left. Linearbandkeramik and Violence There seems to be considerable evidence that relationships between the Mesolithic hunter-gatherers in Europe and the LBK migrants were not entirely peaceful. Evidence for violence exists at many LBK village sites. Massacres of whole villages and portions of villages appear to be in evidence at sites such as Talheim, Schletz-Asparn, Herxheim, and Vaihingen. Mutilated remains suggesting cannibalism have been noted at Eilsleben and Ober-Hogern. The westernmost area appears to have the most evidence for violence, with about one-third of the burials showing evidence of traumatic injuries. Further, there is a fairly high number of LBK villages that evidence some kind of fortification efforts: an enclosing wall, a variety of ditch forms, complex gates. Whether this resulted from direct competition between local hunter-gatherers and competing LBK groups is under investigation; this kind of evidence can only be partly helpful. However, the presence of violence on Neolithic sites in Europe is under some amount of debate. Some scholars have dismissed the notions of violence, arguing that the burials and the traumatic injuries are evidence of ritual behaviors​, not inter-group warfare. Some stable isotope studies have noted that some mass burials are of non-local people; some evidence of slavery has also been noted. Diffusion of Ideas or People? One of the central debates among scholars about the LBK is whether the people were migrant farmers from the Near East or local hunter-gatherers who adopted the new techniques. Agriculture, animal and plant domestication both, originated in the Near East and Anatolia. The earliest farmers were the Natufians and Pre-Pottery Neolithic groups. Were the LBK people direct descendants of the Natufians or were they others who were taught about the agriculture? Genetic studies suggest that the LBK were genetically separate from the Mesolithic people, arguing for a migration of the LBK people into Europe, at least originally. LBK Sites The earliest LBK sites are located in the modern Balkan states about 5700 BC. Over the next few centuries, the sites are found in Austria, Germany, Poland, the Netherlands, and eastern France. France: Berry-au-Bac, Merzbachtal, Cuiry-les-ChaudardesBelgium: Blicquy, VerlaineGermany: Meindling, Schwanfeld, Vaihingen, Talheim, Flomborn, Aiterhofen, Dillingen, HerxheimUkraine: Buh-DniestrianRussia: Rakushechnyi YarNetherlands: Swifterbant, Brandwijk-Kerkhof

Salve Regina Admissions and Acceptance Rate

Salve Regina Admissions and Acceptance Rate With an acceptance rate of 68  percent, admissions at Salve Regina University are fairly open. Students with good grades and test scores are likely to get in. Those interested in applying to the school will need to submit an application (which can be filled out and submitted online), official transcripts of high school work, two letters of recommendation, and a personal essay. For more information about these requirements, be sure to visit the schools admission web pages. Also, if you have any additional questions, feel free to contact the admissions office at the school. You can calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) Salve Regina University Acceptance Rate: 68  percentTest Scores: Salve Regina is now test-optional)SAT score comparison for Rhode IslandACT score comparison for Rhode Island Salve Regina University Description Founded in 1947 by the Sisters of Mercy, Salve Regina University is a Catholic university with an attractive 80-acre waterfront campus in the Ochre Point-Cliffs National Historic District of Newport, Rhode Island. Students come from 35 states and 16 countries with about 15 percent coming from  Rhode Island. Undergraduates can choose from 46 majors among which professional fields such as nursing, business, and criminal justice are quite popular. Academics are supported by a 14 to 1  student/faculty ratio. In athletics, the Salve Regina Seahawks compete in the NCAA Division II Commonwealth Coast Conference for most sports. Football competes in the New England Football Conference. The university fields 19 intercollegiate varsity sports. Enrollment (2016) Total Enrollment: 2,746  (2,124  undergraduates)Gender Breakdown: 30  percent male / 70 percent female93  percent full-time Costs (2016-17) Tuition and Fees: $37,820Books: $1400 (why so much?)Room and Board: $13,650Other Expenses: $2,300Total Cost: $55,170 Salve Regina University Financial Aid (2015 -16) Percentage of New Students Receiving Aid: 99  percentPercentage of New Students Receiving Types of AidGrants: 99 percentLoans: 75 percentAverage Amount of AidGrants: $21,548Loans: $10,313 Academic Programs Most Popular Majors:  Accounting, Biology, Business Administration, Criminal Justice, English Communications, Marketing, Nursing, Psychology, Special Education What major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 82  percent4-Year Graduation Rate: 64  percent6-Year Graduation Rate: 68  percent Intercollegiate Athletic Programs Mens Sports:  Football, Ice Hockey, Soccer, Basketball, Tennis, Baseball, Cross CountryWomens Sports:  Volleyball, Track and Field, Basketball, Field Hockey, Cross Country, Lacrosse If You Like Salve Regina University, You May Also Like These Schools University of Rhode Island: Profile | GPA-SAT-ACT GraphBrown University: Profile | GPA-SAT-ACT GraphUniversity of New Haven: Profile | GPA-SAT-ACT GraphBoston University: Profile | GPA-SAT-ACT GraphAlbertus Magnus College: Profile  Quinnipiac University: Profile | GPA-SAT-ACT GraphLasell College: Profile  Endicott College: Profile | GPA-SAT-ACT GraphBoston College: Profile | GPA-SAT-ACT GraphSaint Anselm College: Profile  University of New Hampshire: Profile | GPA-SAT-ACT GraphCurry College: Profile   Data Source: National Center for Educational Statistics

Pilosophy of Community Policing Essay Example | Topics and Well Written Essays - 500 words

Pilosophy of Community Policing - Essay Example The notions of team work and leadership management are those to be learnt by the police of today and future (Trojanowicz & Bucqueroux, 2004). Community policing officers are â€Å"to be particularly thoughtful, creative problem solvers†, and preferably to be of the local residents (Carter 1997). After you’ve got the people you need, it is necessary to provide training, fair working conditions, permanent evaluation, appraisals, professional development, and always be ready for changes. Community policing requires unique strategies and decision in each locality, ability to build strong and lasting relations, based on co-operation and trust. It is a long-term, on-going, iterative process, demanding constant attention and flexibility. This all requires funding and governmental support. These features and requirements of the philosophy make it not that easy to implement the community policing everywhere and simultaneously. 2. Brock University Campus Security Services (2007) describes five generally accepted and interrelated components of Community policing, including: Enforcement, Continuous learning, Community development, Security Service re-engineering, Community/Security partnerships. Enforcement is an active component responding to the safety concerns. Each platoon is responsible for the community involvement into objectives determining and enforcement priorities. Continuous Learning is an imperative for both the police of all ranks and community members. It is key for revealing the commitment to the philosophy. Community Development suggests the full partnership of community and police in developing crime prevention program and public education, development of communication and cooperation. Security Service Re-engineering presupposes on-going, iterative, adaptable strategy in developing programs addressing the needs of the community. Community/Security Partnerships means â€Å"a full and equal partnership and meaningful dialogue with internal and