Memorable Martha Graham Quotes

Martha Graham  (1894-1991) was one of the best-known teachers and choreographers of modern dance. Selected Martha Graham Quotations All things I do are in every woman. Every woman is Medea. Every woman is Jocasta. There comes a time when a woman is a mother to her husband. Clytemnestra is every woman when she kills. You are unique, and if that is not fulfilled, then something has been lost. Some men have thousands of reasons why they cannot do what they want to, when all they need is one reason why they can. The body is a sacred garment. There is a vitality, a life-force, an energy, a quickening that is translated through you into action and because there is only one of you in all of time, this expression is unique. And if you block it, it will never exist through any other medium and be lost. The body says what words cannot. The body is your instrument in dance, but your art is outside that creature, the body. Our arms start from the back because they were once wings. No artist is ahead of his time. He is his time. It is just that the others are behind the time. Dance is the hidden language of the soul. Dancing is just discovery, discovery, discovery. Nobody cares if you cant dance well. Just get up and dance. Great dancers are not great because of their technique, they are great because of their passion. Dance is a song of the body. Either of joy or pain. I did not want to be a tree, a flower or a wave. In a dancers body, we as audience must see ourselves, not the imitated behavior of everyday actions, not the phenomenon of nature, not exotic creatures from another planet, but something of the miracle that is a human being. I am absorbed in the magic of movement and light. Movement never lies. It is the magic of what I call the outer space of the imagination. There is a great deal of outer space, distant from our daily lives, where I feel our imagination wanders sometimes. It will find a planet or it will not find a planet, and that is what a dancer does. We look at the dance to impart the sensation of living in an affirmation of life, to energize the spectator into keener awareness of the vigor, the mystery, the humor, the variety, and the wonder of life. This is the function of the American dance. Think of the magic of that foot, comparatively small, upon which your whole weight rests. Its a miracle, and the dance is a celebration of that miracle. Dancing appears glamorous, easy, delightful. But the path to paradise of the achievement is not easier than any other. There is fatigue so great that the body cries, even in its sleep. There are times of complete frustration, there are daily small deaths. We learn by practice. Whether it means to learn to dance by practicing dancing or to learn to live by practicing living, the principles are the same. One becomes in some area an athlete of God. It takes ten years, usually, to make a dancer. It takes ten years of handling the instrument, handling the material with which you are dealing, for you to know it completely. Misery is a communicable disease. In 1980. a well-meaning fundraiser came to see me and said, Miss Graham, the most powerful thing you have going for you to raise money is your respectability. I wanted to spit. Respectable! Show me any artist who wants to be respectable. Im asked so often at ninety-six whether I believe in life after death. I do believe in the sanctity of life, the continuity of life and of energy. I know the anonymity of death has no appeal for me. It is the now that I must face and want to face.

Ludwig Van Beethoven ( 1770-1827 ) - 1428 Words

Ludwig van Beethoven (1770-1827) was a German composer, a representative of the Viennese classical musical school; was born in Bonn, but spent most of his life in Vienna. Notably, Beethoven s music is a complex synthesis of creative achievements of the Viennese classics (Gluck, Haydn, Mozart); art of the French Revolution; and the new emerging artistic direction, Romanticism. The works of Beethoven bear the imprint of ideology, aesthetics, and art of the Enlightenment. This explains the logic, clarity of form, reasoning of the whole artistic design and the particular parts of works. Being the composer of a new era, Beethoven expressed intonation using different tones – dynamic, restless, sharp. Thus, the sound of his music became much more saturated, dense, and dramatically contrasting. As a result, his musical themes were laconic, yet austerely simple. The audience was impressed by emotional power of Beethoven s music, manifesting in the rapid tension, grand epic sweep, or the soulful lyrics. But these qualities of art of Beethoven were admired by the musicians of the Romantic. And although the link with Beethoven and Romanticism is undeniable, his art in its main outlines does not correlate with that period. At least, it does not fit entirely in the frame of classicism, since Beethoven, like few others, was unique and multi-faceted.†¨Topics of Beethoven Works†¨Ã¢â‚¬ ¨Beethoven primarily focused on the hero s life, flowing in the constant struggle for the common bright future.Show MoreRelatedLudwig Van Beethoven ( 1770-1827 )858 Words   |  4 PagesIntroduction Ludwig van Beethoven (1770-1827) was a German composer, pianist and a key figure in the evolution of Classical music to Romanticism. While he is known as a key figure in the musical world, he faced the challenge of losing his hearing within the last 10 years of his life. History Born in the city of Bonn, Germany to Maria Magdalena and Johann van Beethoven. Naturally gifted in the field of music since a young age, he was first taught by his alcoholic father, who was rumored to have,Read MoreEssay on Ludwig Van Beethoven1148 Words   |  5 Pagesthe people on it as a whole, you see that there are very few influential people whose actions or opinions strongly influence the course of events. Ludwig Van Beethoven, a German musician, is one of those very few. He was an extraordinary musician that lived through hardship and had the horrific fate of deafness, any musician’s worst nightmare. Beethoven left a wall standing in history that captured the art of sounds and worked it beyond imagination into music so fragile and pure yet onerous, unableRead MoreBeethovens Life Outline1208 Words   |  5 Pages1. 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The one artist that I’m going to write about in this paper is the one and only Ludwig van Beethoven. Beethoven was a deaf GermanRead MoreThe History And Transitions Of Music933 Words   |  4 Pageshad many talented persons that have influenced music but none are so well known as Franz Joseph Haydn, Wolfgang Amadeus Mozart and Ludwig van Beethoven. All three of these great composers performed during the Classic period and it would act as the base of classic music for the next one hundred and fifty, to two hundred years. The names of Haydn, Mozart and Beethoven are so well known that people who have little to no knowledge of music will recognize their names. The urban communities of AustriaRead MoreBeethoven Biography1409 Words   |  6 PagesLudwig van Beethoven 17 December 1770 – 26 March 1827 [pic] [pic] Ludwig van Beethoven is perhaps the most famous and influential of all the pianist composers of his time. He was considered instrumental in the transition of between the classical and romantic eras in Western Art Music. Beethoven was born on December 16th, 1770 in Bonn (now called Cologne, Germany) to parents of Belgian descent. His father, Johann, was a musician at the court of Bonn, and his mother,Read MoreLudwig Van Beethoven : An Impact On Music733 Words   |  3 PagesLudwig Van Beethoven No other composer or musical artist has made as big of an impact on music as Ludwig Van Beethoven. He influenced many other composers, and made some of the most beautiful pieces that are still played today. It is truly amazing that he was able to master his craft and become questionably the greatest composer that has ever lived, despite having a condition that would seem to make composing music impossible. Beethoven, being born so long ago, does not have an exact recordedRead MoreA Short Research Paper On Ludwig Van Beethoven1269 Words   |  6 PagesA Short Research Paper on LUDWIG VAN BEETHOVEN MUS 1030 Walters State Community College Robbie Poteete, Instructor NIC NIX APRIL 22, 2016 Although there have been many famous composers over the years, probably none are as well-known as Ludwig van Beethoven. Regardless of one’s particular preference of musical style, almost everyone can quickly recognize Fur Elise, Moonlight Sonata, Ode to Joy, or Symphony 5. Beethoven â€Å"was born during the age of the Enlightenment, came to maturity duringRead MoreLudwig Van Beethoven : The First Four Notes1432 Words   |  6 PagesLudwig van Beethoven Do you think you could identify a composer’s work is the first four notes of their piece? A note sequence of short, short, short, long describes one of the most iconic classical symphonies of all time. For most people in the world this German composer has made that possible with the amount of success he achieved in his career. This composer has influenced generations of music makers and listeners from the 1800’s to today. Undoubtingly one of the most influential, well-knownRead MoreLudwig van Beethoven Essay952 Words   |  4 Pagesmusic period. Ludwig van Beethoven was one of the composers, along with other greats of the time like Haydn and Mozart, which helped to create a new type of music. This new music had full rich sounds created by the new construction of the symphony orchestra. Ludwig van Beethoven was born in the town of Bonn, Germany on December 16 of 1770. Bonn is located in western Germany on the Rhine River. Beethoven showed an affinity for music at an early age. His father, Johann, taught Ludwig to play the

Financial Projection Essay Example For Students

Financial Projection Essay financial projection essential element of planning that is the basis for budgeting activities and estimating future financing needs of a firm. Financial projections (forecasts) begin with forecasting sales and their related expenses. The basic steps in financial forecasting are: (1) project the firms sales; (2) project variables such as expenses and assets; (3) estimate the level of investment in current and fixed assets that is required to support the projected sales; and (4) calculate the firms financing needs. The basic tools for financial forecasting include the percent-of-sales-method, regression analysis , and financial modeling. Financial Forecasting Financial Forecasting describes the process by which firms think about and prepare for the future. The forecasting process provides the means for a firm to express its goals and priorities and to ensure that they are internally consistent. It also assists the firm in identifying the asset requirements and needs for external financing. For example, the principal driver of the forecasting process is generally the sales forecast. Since most Balance Sheet and Income Statement accounts are related to sales, the forecasting process can help the firm assess the increase in Current and Fixed Assets which will be needed to support the forecasted sales level. Similarly, the external financing which will be needed to pay for the forecasted increase in assets can be determined. Firms also have goals related to Capital Structure (the mix of debt and equity used to finance the firms assets), Dividend Policy, and Working Capital Management. Therefore, the forecasting process allows the firm to determine if its forecasted sales growth rate is consistent with its desired Capital Structure and Dividend Policy. The forecasting approach presented in this section is the Percentage of Sales method. It forecasts the Balance Sheet and Income Statement by assuming that most accounts maintain a fixed proportion of Sales. This approach, although fairly simple, illustrates many of the issues related to forecasting and can readily be extended to allow for a more flexible technique, such as forecasting items on an individual basis. Concepts Percentage of Sales Method The Percentage of Sales Method is a Financial Forecasting approach which is based on the premise that most Balance Sheet and Income Statement Accounts vary with sales. Therefore, the key driver of this method is the Sales Forecast and based upon this, Pro-Forma Financial Statements (i. e. , forecasted) can be constructed and the firms needs for external financing can be identified. The calculations illustrated on this page will refer to the Balance Sheet and Income Statement which follow. The forecasted Sales growth rate in this example is 25% Balance Sheet ($ in Millions)| Assets| 1999| Liabilities and Owners Equity| 1999| Current Assets| Â   | Current Liabilities| Â  | Cash| 200| Accounts Payable| 400 | Accounts Receivable| 400 | Notes Payable| 400 | Inventory| 600 | Total Current Liabilities| 800 | Total Current Assets| 1200 | Long-Term Liabilities| Â   | Â  | Â  | Long-Term Debt| 500| Fixed Assets| Â   | Total Long-Term Liabilities| 500| Net Fixed Assests| 800 | Owners Equity| Â  | | Â  | Common Stock ($1 Par)| 300| | Â  | Retained Earnings| 400| Â   | Total Owners Equity| 700| Total Assets| 2000 | Total Liab. and Owners Equity| 2000| | Income Statement ($ in Millions)| | 1999| Â  | Sales| 1200| Â  | Cost of Goods Sold| 900| Â  | Taxable Income| 300| Â  | Taxes| 90 | Â  | Net Income| 210| Â  | Dividends| 70| Â  | Addition to Retained Earnings| 140| Â  | | Percentages of Sales The first step is to express the Balance Sheet and Income Statement acc ounts which vary directly with Sales as percentages of Sales. This is done by dividing the balance for these accounts for the current year (1999) by sales revenue for the current year. The Balance Sheet accounts which generally vary closely with Sales are Cash, Accounts Receivable, Inventory, and Accounts Payable. Fixed Assets are also often tied closely to Sales, unless there is excess capacity. (The issue of excess capacity will be addressed in External Financing Needed section. ) For this example, we will assume that Fixed Assets are currently at full capacity and, thus, will vary directly will sales. Retained Earnings on the Balance Sheet represent the cumulative total of the firms earnings which have been reinvested in the firm. Thus, the change in this account is linked to Sales; however, the link comes from relationship betwen Sales growth and Earnings The Notes Payable, Long-Term Debt, and Common Stock accounts do not vary automatically with Sales. The changes in these accounts depend upon how the firm chooses to raise the funds needed to support the forecasted growth in Sales. On the Income Statement, Costs are expressed as a percentage of Sales. Since we are assuming that all costs remain at a fixed percentage of Sales, Net Income can be expressed as a percentage of Sales. This indicates the Profit Margin. Taxes are expressed as a percentage of Taxable Income (to determine the tax rate). Dividends and Addition to Retained Earnings are expressed as a percentage of Net Income to determine the Payout and Retention Ratios respectively. Percentage of Sales Calculations | The examples in this box illustrate the calculations which were used to determine the percentages provided in the following Balance Sheet and Income Statement. Cash| Cash/Sales = $200/$1200 = . 1667 = 16. 67%| Inventory| Inventory/Sales = $600/$1200 = . 5 = 50%| Accounts Payable| (Accounts Payable)/Sales = $400/$1200 = . 3333 = 33. 33%| Costs| Costs/Sales = $900/$1200 = . 5 = 75%| Taxes| Taxes/(Taxable Income) = $90/$300 = . 3 = 30%| Net Income| (Net Income)/Sales = $210/$1200 = . 175 = 17. 5%| Dividends| Dividends/(Net Income) = $70/$210 = . 3333 = 33. 33%| | Balance Sheet ($ in Millions)| Assets| 1999| %| Liabilities and Owners Equity| 1999| %| Current Assets| Â   | Â   | Current Liabilities| Â  | Â  | Cash| 200| 16. 67% | Accounts Payable| 400 | 33. 33% | Accounts Receivable| 400 | 33. 33% | Notes Payable| 400 | N/A | Inventory| 600 | 50. 00% | Total Current Liabilities| 800 | | Total Current Assets| 1200 | | Long-Term Liabilities| Â   | Â   | Â  | Â  | Â  | Long-Term Debt| 500| N/A | Argumentative Abortion EssayBalance Sheet ($ in Millions)| Assets| 1999| Liabilities and Owners Equity| 1999| Current Assets| Â   | Current Liabilities| Â  | Cash| 200| Accounts Payable| 400 | Accounts Receivable| 400 | Notes Payable| 400 | Inventory| 600 | Total Current Liabilities| 800 | Total Current Assets| 1200 | Long-Term Liabilities| Â   | Â  | Â  | Long-Term Debt| 500| Fixed Assets| Â   | Total Long-Term Liabilities| 500| Net Fixed Assests| 800 | Owners Equity| Â  | | Â  | Common Stock ($1 Par)| 300| | Â  | Retained Earnings| 400| | Â   | Total Owners Equity| 700| Total Assets| 2000 | Total Liab. nd Owners Equity| 2000| | Income Statement ($ in Millions)| | 1999| Â  | Sales| 1200| Â  | Cost of Goods Sold| 900| Â  | Taxable Income| 300| Â  | Taxes| 90 | Â  | Net Income| 210| Â  | Dividends| 70| Â  | Addition to Retained Earnings| 140| Â  | | Full Capacity The equation used to calculate EFN when fixed assets are being utilized at full capacity is given below . (Please note that this equation is based on the same assumptions that underly the Percentage of Sales Method. Namely that the Profit Margin and the Retention Ratio are constant. ) where * S0 = Current Sales, S1 = Forecasted Sales = S0(1 + g), * g = the forecasted growth rate is Sales, * A*0 = Assets (at time 0) which vary directly with Sales, * L*0 = Liabilities (at time 0) which vary directly with Sales, * PM = Profit Margin = (Net Income)/(Sales), and * b = Retention Ratio = (Addition to Retained Earnings)/(Net Income). When the firm is utilizing its assets at full capcacity, A*0 will equal Total Assets. L*0 typically consists of Accounts Payable (and if present Accruals). The logic of underlying this equation can be explained as follows. * = the required increase in Assets, = the spontaneous increase in Liabilities, and * = the spontaneous increase in Retained Earnings. The incresed in Liabilities and Retained Earnings in the equation are considered spontaneous because the occu r essentially automatically as a consequence of the firm conducting its business. Full Capacity Example | Use the Balance Sheet and Income Statement above to determine the EFN given that Fixed Assets are being utilized at full capacity and the forecasted growth rate in Sales is 25%. Solution:First calculate the Forecasted Sales. S1 = 1200(1 + . 5) = $1500Next, solve using the EFN equation. Note that we are substituting (Net Income)/(Sales) for Profit Margin and (Addition to Retained Earnings)/(Net Income) for the Retention Ratio. | Excess Capacity If the firm has excess capacity in its Fixed Assets then the Fixed Assets may not have to increase in order to support the forecasted sales level. Moreover, if the Fixed Assets do need to increase in order to support the forecasted sales level, then they will not have to increase by as much as would be required if they were being used at full capacity. When a firm has excess capacity in its Fixed Assets the first step is to determine the sales level that the existing Fixed Assets can support. This can be determined by dividing Current Sales by the percentage of capacity at which the Fixed Assets are presently being utilized. This sales level is called Full Capacity Sales, SFC. If Forecasted Sales are less than Full Capacity Sales, then fixed assets do not need to increase to support the forecasted sales level. On the other hand, if Forecasted Sales are greater than Full Capacity Sales, then Fixed Assets will have to increase. We shall consider these two cases below. Case 1: S1 Less Than SFC When the Forecasted Sales are less than or equal to Full Capacity Sales, EFN can be determined in one step using the above equation. The only adjustment is that A*0 now only consists of Total Current Assets since Fixed Assets do not need to increase to suppor the forecasted sales level. Excess Capacity Example: S1 SFC | Use the Balance Sheet and Income Statement above to determine the EFN given that Fixed Assets are currently being utilized at 60% of capacity and the forecasted growth rate in Sales is 25%. Solution:First calculate the Forecasted Sales and Full Capacity Sales. S1 = 1200(1 + . 25) = $1500SFC = 1200/. 60 = $2000Since Forecasted Sales are less than Full Capacity Sales the EFN can be found in one step. Here A*0 is equal to Total Current Assets which equals $1200. | Case 2: S1 Greater Than SFC When the Forecasted Sales are greater than Full Capacity Sales, EFN can be determined in two steps. The first step, illustrated by the equation for EFN1 below, finds the EFN needed to get to Full Capacity Sales. The second step, illustrated by the equation for EFN2 below, finds the additional EFN to get from Full Capacity Sales to the Forecasted Sales. The total EFN is simply EFN1 plus EFN2. Excess Capacity Example: S1 SFC | Use the Balance Sheet and Income Statement above to determine the EFN given that Fixed Assets are currently being utilized at 90% of capacity and the forecasted growth rate in Sales is 25%. Solution:First calculate the Forecasted Sales and Full Capacity Sales. S1 = 1200(1 + . 25) = $1500SFC = 1200/. 90 = $1333. 33Since Forecasted Sales are greater than Full Capacity Sales the EFN has to be found in two steps. | Financial Forecasting Equations Forecasted Sales| S1 = S0(1 + g)| Full Capacity Sales| | External Financing Needed (S1 SFC)| | External Financing Needed (S1 SFC)| | .

Lessons learned throughout To Kill a mocking bird! free essay sample

â€Å"You’ll learn, as you get older, that rules are made to be broken. Be bold enough to live life on your terms, and never, ever apologize for it. Go against the grain, refuse to conform, take the road less traveled instead of the well-beaten path. Laugh in the face of adversity, and leap before you look. Dance as though everybody is watching March to the beat of your own drummer. And stubbornly refuse to fit in. †-Mandy Hale In the south of the United States during the 30s in the town of Maycomb, Alabama we follow the upbringing of two children in a racist, judging, non compassionate society. In the book To Kill A Mocking Bird by Harper Lee Jem and Scout Finch learn many lessons through out the book that will help them further themselves in life. They learn valuable lessons on not judging a person without walking in their shoes, and to have empathy toward others. We will write a custom essay sample on Lessons learned throughout To Kill a mocking bird! or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Firstly, One lesson that Jem and Scout learn is dont pre-judge a person without walking in their shoes. Intolerance of peoples actions and opinions seem to be one of the most crucial problems we face in our world today, things were really no different down in Maycomb in the 30s. Weather it be racial bias or preconceived nations many of the problems or situations that go down in this book revolve around this delemia . Atticus was right when he told Scout â€Å"You never really understand a person until you consider things from his point of view until you climb into his skin and walk around in it. (Lee, pg. 39). Many characters were pre-judged by Jem and scout like Boo Radley, The children made him look like a monster the knowledge the children had of Boo comes from the gossip that runs around the town of him from the other characters in Maycomb, primarily Miss. Stephanie Crawford. As events happen throughout the novel, Jem and Scout come to respect him as an individual and his choice to remain seperated from society. Like Boo Radley rumors are spread around town when Dolphus Raymond comes to town for the trial. The children hear rumors on how he is a alcoholic and a nigger lover and chooses to like the black people over white people. They believe these rumors and go on with what they are doing, but when Dill had left the courthouse crying and was upset about the way Tom Robinson has been treated during the direct examination they come face to face with Dolphus himself. They come to understand that Dolphus indeed does prefer black people over the white people, but most of the rumors spread about him are not true. He said † Some folks don’t—like the way I live. Now I could say the hell with ‘em, I don’t care if they don’t like it. I do say I don’t care if they don’t like it, right enough—but I don’t say the hell with ’em, see? . I try to give ‘em a reason, you see. It helps folks if they can latch onto a reason. When I come to town, which is seldom, if I weave a little and drink out of this sack, folks can say Dolphus Raymond’s in the clutches of whiskey—that’s why he won’t change his ways. He can’t help himself, that’s why he lives the way he does. † (Lee, pg. 268) A character like Mrs. Dobous is believe to be a witch, a mean, cruel, and harsh lady. She is really pre-judged by Jem and Scout when they talk to her, but in reality Mrs. Dubose is a morphine addict who had vowed to go clean before she died, and needed Jem and Scout without their knowledge to keep her off the stuff for longer and longer periods of time. Atticus tells the kids the lesson he hopes theyve learned from her. The lesson on courage. Second, another lesson Jem and Scout learned through the novel was on treating people with empathy. Empathy is most often defined by the metaphors of standing in someone elses shoes or seeing through someone elses eyes. In the Novel Jem and Scout go through a lot of situations where empathy is needed to understand the situation or the bigger picture. Like the situation that went on with Walter Cunningham. During this novel Jem develops a strong emotional intelligence that helps and allows him to understand the situation of the people around him. He sees what goes on with Scout and Walter and he invites Walter over to their house for supper, Jem stops Scout form picking and beating on Walter because he understands the painful and unplesent things Walter and his family face on a daily basis. Scout develops her empathy from this situation when Calpurnia pulls her into the kitchen and lays out the Cunningham’s situation to her. â€Å"Yo’ folks might be better’n the Cunningham’s but it don’t count for nothin’ the way you’re disgracin’ ‘em. † (Lee. Pg 26). With everything that happens with Walter and the Cunninghams Scout and Jem Learn how to emphasize with both Walter and his family. Another situation where empathy was used to understand the bigger picture was with Aurther Radley (Boo). Jem and scout never understood why boo never wanted to come out of his house. They first believe all the rumors spread about him, but then slowly throught the book had a change of heart and started to turn around. They came to conclusion that Boo was not being forced to stay in his house but that he didnt want to come out, he didnt want to live with society of Maycomb. This was evident because in the end of the book Boo saves the children from Bob Ewell and brings them to Atticus, scout points him out to Atticus and Tate and he was so scared, timid, quiet, and very sensitive to his surrounding, he was harmless. Now we understand the Boo was not a â€Å"malevolent phantom but that Boo Radley is a discreet and quiet person who displays good moral values and knows when to stand up for what is right. Furthermore another example of empathy is when Scout brought up Dills father. Dill does not really have a father in his life, he bounces from family member to family member. He does not have a tight family like the Finches do. So hen Scout starts to question Dill about his father Jem steeps in and stops it. He kind of feels what Dill is going through, because his mother died so he knows how it feels not to have one parent around. Since he is such a caring and understanding boy, he knows Dill is probably hurting and crushed about his father situation and does not want him upset. In conclusion, Jem and scout have learned much on these lessons that will defiantly further them in life and have become very mature children through the development of this book. The challenges and obstacles that they have overcome not only are huge for their age but will impact their life forever.