Citizen Eco Drive – Wrist Watches

Citizen Eco Drive – Wrist Watches

This very slogan was introduced by CITIZEN Watch Company presenting their innovating technology called ECO-DRIVE. The Eco-Drive watch has become a real step towards the future. The original idea of these watch coined in 1995 is a complete realization of contemporary development in the sphere of high tech. More »


Women American Golf | Golf Clothing Women

1. Maria Bueno
Maria Ester Audion Bueno, won the title of being first women player (14 years) for her country, Brazil, started playing tennis at early age and without any formal training won her first tournament at the age of 12. She was also the first non-American women to capture Wimbledon and U.S Championships. In her career, she won the singles titles at Wimbledon three times and U.S. Championships for the four times She also won twelve Grand Slam championships as a double player with six different partners. Again in 1960, she became the first women to win the women’s doubles title at all four Grand Slam tournament in a year.

2. Billie Jean King
Billie Jean Moffit, born in California, was an exceptional softball player in her early years, yet her parents introduced her to tennis, the game that would change her life and the lives of other women players. In 1967 she was selected as “Outstanding Female Athlete of the World”. In 1972 she was named Sports Illustrated “Sportsperson of the Year”, the first woman to be so honored; and in 1973, she was dubbed “Female Athlete of the Year”. She was the first female athlete to win over $ 100,000 prize money in a single season. Billie Jean King spoke out for women and their right to earn comparable money in tennis and other sports. Her constant lobbying and commitments have broken many barriers. For her contributions to tennis as President of Tennis-America, Billie Jean King was awarded the National Service Bowl.

3. Tracy Austin
The Worlds No. 1 tennis player from United States, Tracy Ann Austin Holt, started her career at very early age and as a Junior player won 21 age-group titles, including the U.S. national 12 and under title at the age of 10 (1972). She became famous as the youngest player to win a professional tournament at the age of 14 (1977). She was the one to become the youngest-ever U.S. Open Champion at the age of 16 (1979). In 1980 she broke the records of Chris Evert and Navratilova’s of being six year monopolization of the top spot. She continued with the same success and defeated again Evert at Toyota Series Championships (1981). In 1992, she became the youngest person to be inducted into the International Tennis Hall of Fame. After her retirement from the game she worked as a commentator for NBC and the USA Network and now usually participates in the BBC’s Wimbledon coverage.

4. Dorothea Douglass Chambers
One of the early starters in women’s tennis players, Dorathea Katherine Douglass Lambert Chambers from England won her first seven ladies single tiles in 1903. She was the one to play the longest Wimbledon final up to that time. She took retirement from singles in 1921 but continued as doubles player till 1927. From 1924 to 1926 she was captained Britain’s Wightman Cup team and turned to professional coaching in 1928.

5. Charlotte Cooper
Charlotte Reinagle Cooper, England, a very young lady was a member of the Ealing Lawn Tennis Club. In 1895, she won her first of five Wimbledon championships singles and continued to success. Also known as “Chattie” was a tall, slender and elegant woman but a powerful athlete who became the first women to win the Olympic Gold Medal. At her time when she was 30 she was called as “spinster” got married, during the same year when she could win her fourth Wimbledon championship. After living a family life she returned to active tennis and won her fifth Wimbledon championship (1908) at the age of 37, an age record that still stands. Till the age of 41, 1912, she was still tone of the best players. She died at the age of 96.

6. Lottie Dod
Lottie Dod starting her career at the age of 11 won her first Wimbledon title at the age of 15. An English athlete best known as tennis player won five times the Wimbledon Championships. She remains the youngest players to win the women’s singles tournament and press dubbed her as “Little Wonder”. She was not only a tennis player but she also played golf, field hockey and archery. She is also named in the Guinness Book of Records as the most versatile female athlete of all time. She died at the age of 88, unmarried, listening to the Wimbledon radio broadcasts in bed.


A Brief Glance Into The History Of Seiko Watches

Japan is thought to start copy western technology after WWII and applied it in their own technology. This thought might be true, however there is a fact that need to be considered. In 1881, a jewelry shop was openned in Tokyo by Kintaro Hattori and clocks started to be produced in 1892 under the brand name of Seikosha.


This was the start of what is today the Seiko Group, consisting of ‘Seiko Corporation’, ‘Seiko Instruments Inc’ and the ‘Seiko Epson Corporation’.


Today, Seiko Corporation produces among other things: watches, glasses, jewelery, semiconductors, precision instruments, safety razors etc…


A few milestones of Seiko watchmaking are:

1895, start of the production of pocket watches.

1913, first wristwatches for the Japanese market.

1924, first wristwatches with the brand ‘Seiko’.

1955, production of automatic winding watches for Japanese market starts.

1963, introduction of the first quartz driven portable stopwatch.

1969, production of the first quartz wristwatch.

1973, first LCD quartz wristwatch.

1988, first quartz driven watch powered by automatic generators.

1997, Seiko introduces the ‘Kinetic’ driven quartz system.

2005, Seiko introduces ‘Spring Drive’, a mechanical automatic watch with quartz regulation.


In October 2008, Richard Garriott, a well known video game designer and adventurer, was the sixth private space explorer in history visiting the International Space Station, wearing a special designed Seiko watch, the Seiko Spring Drive Spacewalk. Unfortunately the planned spacewalk did not take place. But the watch was used in the Space Station.


However, the first automatic watch known to be used in space was also a Seiko, the 6139-6002. It was the astronaut William R. Pogue who took this watch to Skylab 4 in 1974. As his private watch. Astronauts are allowed to take some private stuff with them into space and a lot of them use their own watches next to the official provided watches by NASA.


As you can see, Seiko has been very innovative and uses new technology to improve their products.


Today Seiko produces watches, ranging from good quality affordable mechanical watches (Seiko 5), quartz driven watches, divers, dress watches, sports watches, etc.. up to the luxury ‘Grand Seiko’ with Spring Drive technology.


Do you like to have one? Look at eBay and use the search engines on the internet. You will not be disappointed.


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Buy The Christmas Gifts Choose Tag Heuer Carrera Replica Watches

Although English scholars can pursue collaboration with colleagues in foreign languages to begin creating a multilingual rhetoric and writing pedagogy that encourages Womens Shoes students to use languages to promote understanding across lines of difference, they also need to write these values concerning languages and language study into the documents that shape everyday activities in their colleges and universities.

Institutional critique as an analytical, action-oriented method can usefully inform such work. Scholars can draw on this method to engage the current national language policy debate from within the local spaces of their home institutions. Micro-level policy writing, informed by institutional critique, should be Wholesale Shoes seen as an activity through which literacy educators can create substantive, sustained change that challenges the implementation of a national language policy that is based solely on national security concerns and instead builds on the nation’s linguistic diversity as a means to strengthen U.S. public life.

Working with the methodology of institutional critique, scholars identify micro-level policy texts that give their local institution its rhetorical and material shape and that govern the daily activities of its members.

Of course, the extent to which shared governance among faculty, administrators, and trustees marks the policymaking process varies significantly across the range of academic institutions in which scholars work, and scholars must clearly understand their school’s established policymaking structures as they work to pinpoint “places where writing can be deployed to promote change” (Porter et al. 631).

In short, language scholars must identify points of leverage through which they can compose broad-based appeals to the institution’s key policymakers that make commitment to language diversity a core element driving the school’s research, teaching, and service activities.

A few examples here can illustrate how compositionists might use institutional critique to create a deeper disciplinary and communal commitment to linguistic diversity, in the name not only of a more efficient military but also of a more robust democracy.

As Pratt has noted, public schools and universities might use federal funding from the NSLI to develop programs in Mandarin Chinese or Arabic when the surrounding community faces a more pressing need to develop professionals who can serve the local population through bilingualism in English and Vietnamese.

Institutional critique prompts scholars to identify policy texts within their own universities and colleges that, through either top-down or bottom-up writing and revision, could redirect institutional practices toward valuing local language resources and addressing local language needs.

A university’s strategic plan and their trustees’ public agenda could be two such texts that shape institutional activities in top down fashion.

Among their many rhetorical functions, these two texts, particularly at land-grant and metropolitan institutions, articulate how the school fulfills its responsibility to serve the public interest. English scholars can work with their colleagues in the foreign languages to argue for the school’s strategic plan and the trustees’ public agenda to be written in ways that define “the public” not as an assumed linguistically homogeneous population, but rather as a heterogeneous community reflecting the linguistic diversity present within it.

To appeal to the range of values held by faculty, administrators, and trustees involved in the policymaking process, scholars could define local linguistically marginalized communities in terms not only of their unmet social and political needs, but also of the resources that exist within them for economic, cultural, and intellectual development.

Changes in institutional culture can also happen from the bottom up, of course, and English scholars employing institutional critique can identify rhetorical strategies for prioritizing departmental programs and faculty activities that build on the community’s linguistic resources to develop the school’s intellectual strengths. For example, scholars might compose arguments within their faculty development grant applications or their annual faculty evaluation narratives to legitimize multilingual-ism as an important skill for academics to possess.

Depending on one’s department and institutional contexts, these arguments might range from the intellectual benefits of expanding one’s cultural and linguistic frameworks for research to the opportunities to create teaching and service activities that connect faculty to the local communities within which they live and work.

The goal would be to use these texts to circulate, through formal institutional channels, arguments about the interests and concerns of local linguistic minority communities, whose existence is often not acknowledged when universities talk about the “public” that they serve. Advocacy for linguistically diverse communities should entail incrementally changing the values that guide daily practices within our schools.

English scholars can strategically leverage the rhetorical resources that are available within their school’s policymaking networks in order to shape public ideas about the need for linguistic diversity and the civic values of serving, unifying, and building on the strengths and resources of local communities.