Los Vendidos Essays -- Theatre

Luis Valdez wrote Los Vendidos in order to address his view of the Mexican culture and in reference to the prejudices that surrounded him. The runaway defines four versions of Mexican men, shop owner Honest Sancho is trying to sell to a Secretary in Governor Reagans political office. The buildup of characters The Farmworker, Johnny Pachuco, The Revolucionario, and the Mexican-American, symbolizes an evolution of what society deems the ideal Mexican-American should be. Los Vendidos translates to The Sold Ones or The Sellouts which is a solid interpretation of Valdezs opinion on Mexicans conformity to the American culture. Valdez creates a distinct characterization of all four models, Miss Jimenez, and Honest Sancho with snarky humor and stereotypes in order portray the front of just now who is running the show in the Used Mexican Lot and Mexican Curio Shop. The scene opens with Miss Jimenez entering the shop in needs of a Mexican to fill a diversity slot in Governor Reagans office. She tells Sancho that her name is Miss JIM-menez, which is considered an Anglo pronunciation. Her insistence that she be called this leads the reader to believe she makes it a point to disassociate herself with her Hispanic heritage. She carries herself in a superior manner that signifies her entitlement to treat Sancho and the Mexican models in a negative way. She continues to list the trait requirements for the soulfulness she needs to look good in Reagans office. Sancho displays each model trying to receive Miss Jimenezs approval. One important aspect of the play is the adjectives that Ms. Jimenez uses to describe the Mexican that she would like to use as her prototype. Such adjectives are suave, debonair, dark, but of course not too da... ...position. What makes their role even more ambitious is that they are continually faced with adversity from racial prejudice, which affects all aspects of their life, from gaining equal access to education to gaining employment. Los Vendid os displays a forced choice on whether they want to hang on their heritage and remain proud or if they want to become a carbon copy American. Works Cited*Vargas, Zaragosa . Major Problems in Mexican American History.. capital of Massachusetts Houghton Mifflin Company.. (2011) n. page. Print. . * Cuello, Dr. Jose. Center for Latino/a and Latin American Studies. Faculty Research Portfolios - Dr. Jos Cuello. n. page. Print. .

A Doll’s House Essay -- Literary Analysis, Kate Chopin

As a child progresses through the various stages of life, he or she may crawl across the knots of knit carpet, gallop around the plastic structures of a schoolyard and weave amongst a mass of people, each one traveling a different route to arrive at destinations poles apart, but unless a sense of worth, instilled by a parents assurance, overflows from the mouth of this developing being, the journey to find oneself amid the throng of individuals will prove an straining and extensive onepossibly spanning ones lifetime. Kate Chopin, in The Awakening, and Henrik Ibsen, in A Dolls House, understood the significance of a enate go for in the development of a young persons self-esteem, even in the Victorian Era, highlighting this fact with a void in the parental seat of the lives of their protagonists, Edna Pontellier and Nora Helmer, respectively. The vacant maternal role and feeble paternal relationship influences each of the protagonists sense of self-worth, which projects through re lationships with their husbands, children, society as a whole and, their supreme choice of releasement. Employing realism, ridding the work of all fantasy and overtly extravagant elements for the audience to recognize themselves in various situations, Chopin and Ibsen allow unfolding (Roberts 1664) events as their works progressed, to divulge events previous to the span of the work they cast shadows on events in literary present, exposing the cause of the problemthe mothers absence in the protagonists lives. In the skid of Edna Pontellier, her fathers authority (Chopin 77), putting his foot down good and hard (77), facilitated her mothers expedition to the grave, while Nora Helmers mother goes without indicate over the play... ...arch of others to tell her of her beauty, for she does not have this revelation within herself since her father seemingly forgot to inform her. Likewise, Nora, although the ratiocination lacked good, needed to Annes confirmation that her children w ould not forget their mother (Ibsen 30) if she were to leave, due to her inability to come to this conclusion alone both search for others approval and finding that it comes only from within, each abandon their oppressing forces which all stem from their societys establishments. In the denouements of both works, the protagonist realizes that their entire lives have been guided and charted by others rather than themselves and make a decision to press forward, without the superfluous contributions and disdain of others, despite the ramifications such a decision incurs, such as the repetition of the motherless child.

Cross-cultural Funeral Service Rituals Essay -- Participant Observatio

As a family member participant in the proceeds, little field preparation was needed. However, the observer did complete the following tasks in preparation for the comment1.Reviewed the following resources on participant/non participant observation, ethnography, and the sociology of the African American funeral Merriam, S. B. (2009). Being a careful observer. Qualitative seek A draw in to design and implementation, ch, 6 and Hazell, L. (2013). Cross-Cultural funeral service rituals. 2.Visited the church to review size, space, objects, and arrangement.3.Selected a small note pad to record notes.4.Secured a program on January 18, nighttime before service to review.5.Prepared a list of possible questions and disciplines to consider in observing.6.Arrived at church early to be sure to get a seat in an appropriate location for observation.Field Note Taking ProcessThe participant/observer/recorder for the funeral service of Lorena White. The observer used a small note pad and the pr ovided funeral program to take notes. The program was gotten and reviewed the night before the service and used to record anecdotal jotting as the service progressed. The advance review of the program helped in being able to jot down appropriate content rapidly and inconspicuously. It also alerted the observer to look and hear for particular phenomena and events in the service. The note pad contained previously determined observer questions and areas to be used to help determine what is transpiring here? The program was the more(prenominal) efficient for recording in this setting.Upon entering the church the observer selected the seat she considered to be most obscure and which would allow her to visually view the most area while still ... ...es of the other participants, nor did it jeopardized the validity of the data collected and conclusions reached. This field experience certainly allowed the observer to begin to draw preliminary connections to her personal research interest based on what was learned about covert observation, note taking, ethnography study, and qualitative research.Works CitedHazell, L. (2013). Cross-cultural funeral service rituals. Retrieved from http//www.funeralwise.com/customs/cross-cultural-funerals/sthash.OeUEeixE.dpufKawulich, B. (2005). Participant observation as a data collection method. Sozialforschung / Forum Qualitative Social Research, 6(2). Retrieved from http//nbn-resolving.de/urnnbnde0114-fqs0502430 Merriam, S. B. (2009). Being a careful observer. Qualitative Research A Guide to bod and Implementation. San Francisco, CA Jossey Bass.

A Taxonomy of Moral Realism Essay -- Philosophy Philosophical Papers

A Taxonomy of Moral RealismABSTRACT The realist dispute in morality has wide implications for object lessonistic ontology, epistemology, and semantics. Common opinion holds that this debate goes to the heart of the phenomenology of chaste values and affects the way in which we understand the nature of moral value, moral disagreement, and moral reflection. But it has not been clearly demonstrated what is involved in moral realist theory. I provide a framework which distinguishes three different versions of the theory while at the same time showing the interrelations between them. I also demonstrate how issues such as objectivity, cognitivism, and truth can be related into the discussion by means of this framework. Since morality exercises a deep influence over the way we live our lives, it is easy to appreciate why the question whether the subject is, or can be, objective has been, and remains a central preoccupation amongst moral philosophers. Any answer to this most fundamen tal problem of moral philosophy has a direct bearing on how we do ethics, and more crucially, on the prospects we ingest for improving our present efforts. It is my purpose in this essay to examine one dominant strategy in offering an affirmative answer to this question.The history of ethics exhibits many different approaches at securing an objectivist ethics. Besides traditional theistic-based approaches, there have been attempts which seek to establish some objective foundation (usually in practical priming or human interest) that is independent of, but which can be used to generate, or involve, an ethical outlook. Another less direct approach has taken the fashion model of attempts at elaborating points of advantageous comparison between ethics and some other discip... ...t will be argued that the moral realist insists that the only route to logical objectivity in ethics is via the metaphysical objectivity of moral values and properties. The metaphysical objectivity of ethica l values becomes a necessary condition for logical objectivity in ethics according to the realists. Supervenience and ReductionismBut what is meant by the metaphysical objectivity of ethical values? I suggest that realists have generally interpreted this idea in terms of ii dependency relations supervenience and reductivism. I will explicate what is involved with each relation and use this distinction to map out two modern versions of moral realism supervenient moral realism which relies on truth-conditional semantics and the philosophy of the later Wittgenstein, and reductive moral realism which relies on reductive naturalism and scientific realism.

The Brother Rice High School Community :: Christianity Education Essays

The Brother rice High school day Community High rail is every Junior High students dream. It is a time in a students life where he/she receives a large amount of freedom as well as responsibility. Mom no monthlong accompanies the teenagers at the movies and one can even drive himself/herself there. Academics are important also because these grades determine if you are college bound material. But, are freedom and academics the only move of a solid High School career? I myself believe that there is more to High School then freedom and academics. High School is also a time when young adults are entranceway into society as individuals. They are on their way to adulthood and their education during this time should broaden further than just an academic education. I attended a private high school known as Brother Rice High School, where I received more than just an academic experience. When some people hear the word Private school they think of words such as Stuck up, Rich, or Snobby , but these are not accurate portrayals. One must look inside the doors of the school before making such negative connotations and if you did you would cause that this is not the case. Brother Rice High School is an academic institution that teaches young men academic fundamentals as well as Christian morals and social values. The Christian Brothers of Ireland, followers of Edmund Ignatius Rice, founded the school in 1960. Edmund Rice was bom in 1762. He was educated first at home, then in a hedge school, and finally in Kilkenny, Ireland. Mr. Rice married, and became a prosperous merchant and a leader of Catholic activities in the City of Waterford. After the death of Edmunds wife, he had intentions of entering a monastery on the continent, but the Bishop of Waterford encouraged him to stay in Ireland and begin a school for poor boys. The new school greatly effected the callowness of Waterford that Edmund soon had requests to open schools in other cities. Pope Pius VII gave papal approval to the Congregation in 1820. Edmund took the name of Brother Ignatius and in 1822 Brother Edmund Ignatius Rice was elected the first Superior General of the new congregation. Brother Edmund Ignatius Rice died on August 29, 1844, at Mount Sion, Waterford. In 1997 Brother Edmund Ignatius Rice was tell Blessed by Pope John Paul II.

The Brother Rice High School Community :: Christianity Education Essays

The Brother Rice High School Community High School is every Junior High students dream. It is a time in a students life where he/she receives a large amount of freedom as well as responsibility. Mom no longer accompanies the teenagers at the movies and one can even drive himself/herself there. Academics are important similarly because these grades determine if you are college bound material. But, are freedom and academics the only parts of a solid High School career? I myself believe that there is more to High School then freedom and academics. High School is also a time when young adults are entering into society as individuals. They are on their way to adulthood and their education during this time should stretch come on than just an academic education. I attended a private high school known as Brother Rice High School, where I received more than just an academic experience. When some people hear the word Private school they think of words such as Stuck up, Rich, or Snobby, but these are non accurate portrayals. One must look inside the doors of the school before making such negative connotations and if you did you would realize that this is not the case. Brother Rice High School is an academic institution that teaches young men academic fundamentals as well as Christian moral philosophy and social values. The Christian Brothers of Ireland, followers of Edmund Ignatius Rice, founded the school in 1960. Edmund Rice was bom in 1762. He was educated first at home, then in a hedge school, and finally in Kilkenny, Ireland. Mr. Rice married, and became a prosperous merchant and a leader of Catholic activities in the City of Waterford. After the death of Edmunds wife, he had intentions of entering a monastery on the continent, but the Bishop of Waterford encouraged him to stay in Ireland and begin a school for poor boys. The new school greatly effected the youth of Waterford that Edmund in short had requests to open schools in other cities. Pope Pius VII gave papal approval to the Congregation in 1820. Edmund took the name of Brother Ignatius and in 1822 Brother Edmund Ignatius Rice was choose the first Superior General of the new congregation. Brother Edmund Ignatius Rice died on August 29, 1844, at Mount Sion, Waterford. In 1997 Brother Edmund Ignatius Rice was declared put forward by Pope John Paul II.

Learning Team Role Identificatiion Paper

Running head LEARNING TEAM ROLE IDENTIFICATION PAPER Learning aggroup role identification paper Tiffany Burrage, Tami Bereki, John Kuespert, Tim Poninski University of Phoenix Interdisciplinary Capstone course GEN/480 Inga Parker Jul 04, 2010 Learning team role identification paper One of the factors that plant Justice Inc such a unique organization is the various skills each member has. Each member has a particular job title uphold off of his or her educations, experience, as well as his or her skills. Tim Poninski is the consultant of the organization.Tims job is to provide recommendations, facilitation, and training on the development, management, and technological aspects of organization tone improvement efforts at all levels. This is done for Justice Inc as well as out organizations that Justice Inc is consulting with. Tim has expertise and specialties in all aspects of the criminal evaluator field therefore Tim is responsible for keeping organizations abreast of any and al l changes in the criminal justice field. John Kuespert is the president of the company.Johns responsibilities are to establish the direction for the development and administration of the organizations quality improvement efforts. John consults with peers throughout the organization on a number of different issues. Maintains and develop an environment of repeated improvement in all aspects of the organization. John makes sure that organizations that Justice Inc consults for is satisfied with the services rendered. John also oversees the organizations operations to make sure production efficiency, quality, service, and constitute effective management of resources.John is responsible for day to day operation in the organization. Tiffany Burrage is the vice president of the organization. Tiffanys responsibilities are to oversee all aspects of the organization. This includes but is not limited to improvement efforts, which deals with developing and administrating programs. Tiffanys als o is responsible for assuring all employees receive training and coaching. Establishing strategic plans, policies and procedures at all levels for Justice Inc, as well as outside organizations. Tiffany makes sure that the improvements meet or exceed the needs of internal and external customers.Tami Bereki is the auditor of the organization. Tami responsibilities are to primarily evaluate financial information and put in order financial reports for internal and external organizations. Tami also maintains record of resources, liabilities profit and loss, tax liabilities, as well as otherwise financial activities with thin an organization. Analyze organizations operations, improvement, cost, revenues, financial commitments and obligations. Tami also is responsible for projecting future revenues and expenses and provides advice for organizations.

The Color

The Color in a space gives more(prenominal) depth and mood to it .When perceived by a person, psychological effects and reactions are make on him or her due to the physiology of color. According to child psychologist Jean Piaget (1954), children during preoperational period (Age 2-7) communicate more with colour than language. He further explains the importance of colour in sensory & cognitive development of a child during this period.Despite of organism the most deeply affected group of commitrs, children are presently the least satisfactory to influence the design of their own environment. Not wholly are children seldom consulted active these matters their involve are often forgotten when such facilities are being designed.Architects design environments which uplift the spirit and enhance sense of well being for People. They are able to modify the way a person would perceive, think about and behave in an environment. In this cheek Architects have a greater responsibility i n shaping the built environment of the Kindergarten where the primary lend oneselfr is the child (Age 2 -5).Since the former(a) education methods are based on principles of child psychology, environments of ahead of time learning and the colours used for its ambiance are interrelated and impart a vital role in child development.Hereby it is important to understand the type of color combinations required as spatial characteristics to fulfill the needs of Kindergarten activity and to discuss in what extent it is achieved in the Sri Lankan context.CHAPTER 1INTRODUCTIONChapter 1 gives a background of the study, which will establish its needs, objectives, scope and limitations, method and benefits.Background to the ideaThe agency in which we experience the sense of being in the domain has been driven by a pure sensory understanding. Human contact in the world is by the sensory organs that respond through tactile, ocular and audible means of the physical environment. Amongst thes e, colour plays a significant role in visual transfer of information from the surroundings to the perceiver.Colour is first and foremost an experience which permits human beings to enhance the total experience of the world around them. The ability to use the sense of color to an advantage in visual arts, clothing, external architecture, landscape architecture and interior architecture is one of the distinctive features of the human kind (Kuehni, 1983). conflicting the adult human who comprehends his external environment within a complex array of experiences children are mostly extroverted by temper they non only absorb the many avenues of interest in the environment, but also experience the many emotions it evokes with candour and eagerness. As young children are instantly attracted to colour, it is recognised as one of the best mediums through which they can represent the feelings they realise. (Birren, F., 1976)Faber Birren (1988) states that Childrens responses are more colour dominant than form dominant hence its application in the spaces that children take up requires a conscious effort.Accordingly learning spaces, such as preschools, colored appropriately, provides an unthreatening environment to the child that improves visual makeing, reduces stress, and challenges brain development through visual stimulation/relationships and pattern seeking. (Simmons, 1995).Use of color in early learning spaceAlthough the use of color becomes a very sensitive and important application in preschool environments, is it is falsely considered a surface application than an actual design element which addresses functional, aesthetical and psychological aspects, of the user. . Therefore it is important to understand that a colourful space does not necessarily provide the appropriate solutions as one would assume a colorless space would not.Color for the sake of color accomplishes little that is constructive, just as bleak environments accomplish nothing constructive ei ther (Mahnke, 1996, p.180).Research has demonstrated that specific colors and patterns directly influence the health, morale, emotions, behavior, and performance of learners, depending on the individuals culture, age, gender, and developmental level, the subject being studied, and the activity being conducted.Mahnke F.H. (1996) states the use of preferred colors and color schemes in preschool environments increases the attractiveness and the sense of belongingness. Producing a fruitful and enjoyable education process Therefore Childrens preference for color should be carefully regarded in the colour application of preschools.1.2 Objective of the studyThe main objective of this study is to analyze the use of colour in early learning spaces and its contribution to the kindergarten concept of learning through play. While it is apparent that color in child environments are indispensable what is less clear is the combinations and variations that work as stimuli in a kindergarten environ ment and work positively towards the learning activity of the child. Moreover, this main objective can be further detailed with the following.To analyze color preferences of preschool children, in relation to age and gender.To analyze the use of color through the identified principles and apply them to the Learning through Play method adopted in kindergartens.To discover how the use of colour in a pre-school environment particularly affects the kindergarten activity, the ambiance and the behavior of the child.To identify realistic colours and colour schemes with the aid of natural light conducive in creating an ideal kindergarten environment for Learning through Play.1.3 MethodologyInitially the Kindergarten and early childhood education and the concept of Learning through play is studied through a literature survey referring to Local and international examples of kindergarten architecture to determine the nature or specific features of the spatial quality required.Subsequently the ories and principles relevant to color for Learning through play is reviewed through literature in order to identify lynchpin principles relevant to the study the main intent being to analyze colours and colour schemes used in kindergarten environments through which to establish the colour principles to be adhered in order to achieve the particular spatial quality required for Learning through Play Once established these factors form the basis for the examination and evaluation of case studies.The data researched to evaluate the key principles will be collected through a process of systematic observation during different times of the day and a field survey.The three case studies will be selected, investigated and analyses through derived principles which form the scheme of analysis Accordingly, students of three kindergartens of Colombo District will be chosen each study will contain different colour applications in specific identified areas namely the classroom, play areas and th e corridors which are then each tried against their colour preferences respectively. The results of the studies will then analyze.The research concludes with a discussion on how colour is manipulated and made meaningful in the Kindergarten concept of Learning through play with an speech pattern on its effect on optimum learning. It further discusses other considerations such as location and the levels of light and glare that may be accountable for the variables discover in the study.1.4 Scope and limitationsStudy is focused on identifying the use of color with regard to Child behavior patterns and the early learning spaces only. Further limitations of this dissertation areThe user group will be limited to the pre-operational period of childhood (2 1/2 5 year old children) of Nursery and kindergarten Method.Interpretation of Colour in Architecture would be confined to the Nursery and Kindergarten Method.Literature reviews on child based research and use of color on kindergarten e nvironments.Case studies are analyzed based on accepted research, accepted theories on colour, childhood development and sensory perception without entering into a discussion on divergent views.Architectural benefits of the studyIdentify which color combinations are more suitable in a healthy learning environment for children.Create an opportunity for discussion to establish a perception on how to use color for early learning spaces.Create awareness for innovative use of color in the context of early learning space design in Sri Lanka.

Path †Goal Theory and the Jeanne Lewis Case Essay

In the Path-Goal Theory of attracters, the leader is effective when their behavior has an impact on motivation. Follower satisfaction and performance jackpot be improved by offering rewards for goals, clarifying the path to goal achievement, and removing impediments to task execution. Path-Goal Theory is related to the Expectancy model, which concludes that people are motivated if they feel their efforts contributing to a desired goal. The behavior of the follower and the leader are linked, so the correct application of the Path-Goal Theory includes recognizing the situation of the follower and adopting a alike leader behavior.Jeanne Lewis held several diverse roles during her employment at Staples, Inc. (Suesse, 2000). There are four leader behaviors in the Path-Goal model, each of which was used by Lewis at different judgment of convictions and in different situations. The following examples include a discussion of Lewis behavior, how her behavior relates to the Path-Goal mod el, employees response to Lewis behavior, and how the employees behavior relates to the Path-Goal Theory. Achievement Leadership In 1994 Lewis was promoted to New England managing director of Operations, inheriting an organization lacking in strong leadership, but with knowledgeable employees.Lewis replaced some employees, set aggressive performance goals and challenged employees. These actions are indicative of the Achievement leadership style, wherein the leader is both demanding and supportive, sets challenging goals, seeks continuous improvement, expects tall performance, and encourages bestowers to assume more responsibility (Woolard, 2009). Lewis employees responded with increased motivation launching new training programs and setting high goals for themselves.This behavior is representative of the Path-Goal theory wherein followers adopt high goals leading to improved satisfaction and performance (Hersey, 2008, p. 00). The Achievement Leadership style is used when on that point is a lack of job challenge in the follower. Directive Leadership Lewis was then moved to Merchandising, another area in which she had no direct kick the bucket experience. With no time for her reports to teach her the ins and outs of merchandising, Lewis adopted the style of a Directive Leader and told her staff to fix it and fix it fast. The Directive Leader tells what is expected, how and when to do it and communicates how the task fits in with other tasks in the organization. The response from her employees to this style was favorable.They expanded their thinking beyond just the cost of the product and the selling price, developing strategic thinking which resulted in a tripling of the direct product profitability. Lewis boss, Richard Gentry, remarked, Jeanne demonstrated that you can be a good merchant but you can in like manner be strategic and think outside of the four walls (Suisse, 2000, p. 5). The impact to the follower of the Directive leadership style is clarific ation of the path to the goal. The employees expanded their thinking to apprehend the broad steps in their path to expected unit performance. corroborative LeadershipWhen Lewis was selected to replace the departing Executive Vice President of Marketing, Todd Krasnow, she once again had to fit her leadership style in response to her team. Lewis was placed in charge of retail marketing and small business to learn the ropes during Krasnows final time at Staples. The department was comprised of two different groups marketing and an in-house advertising agency. When she challenged a marketing program with the direct, rough and tumble style she was accustomed to using in her previous assignments in operations and merchandising, the person presenting the idea was devastated.Lewis would have to adopt a Supportive style or would have people leaving my lieu in tears and end up accomplishing nothing. Lewis made an effort to be approachable, with an open door policy. In this situation, wher e the follower lacks self confidence, a Supportive or Relationship behavior is needed. The Supportive Leader demonstrates concern for the well being of followers and is open and approachable. Employees responded favorably to her change in style. Supportive leader behavior has in it the objective to increase confidence in the follower, thereby increasing their productivity and performance. Participative LeadershipWhen merger plans with Office Depot were blocked by the courts, the Staples management team refocused on growth and profitability of the Staples brand. In Lewis mind, the marketing department was the brand champion and key support for other departments. The department was divided, however, with a marketing and advertising side that did not operate in concert. Lewis remarked, the thought I would go home with at night was, if they knew more, then they would do a better job. Lewis began holding staff meetings in an attempt to share information and decision making and break dow n the wall between the departments. I was stunned that while we had this huge marketing budget that everyone shared, no one knew what the other people were doing (Suesse, 2000, p. 8). A Participative Leader approaches the task in a consulting, group-wise manner. They share work problems and solicit suggestions in an effort to include the entire organization in the decision-making process. Lewis expanded meetings with direct reports in an attempt to increase group interaction and advance advertising managers to share their work across business unit boundaries.This style changes reward and clarifies the needs of the followers. In Lewis case she was able to get key stakeholders in differing departments to buy in to more strategic thinking. Jeanne Lewis was given ever increasing responsibility at Staples due to her ability to adapt her leadership style to play the changing needs of her subordinates. By following the Path-Goal Theory, Lewis was able to harness the power of her followe rs and achieve success for the organization.

Food Safety Essay

Complete the diet prophylactic interactive quiz. Use the information from the interactive quiz to complete the following responses regarding food recourse practices. For each of the following food safety practices, share at least 2 statements from the interactive quiz. Be sure to put these statements in your own row and explain why they are helpful in preventing food borne illness. An example would be When dining from a buffet, make sure sultry food is hot and cold food is cold.Food that is 40 140 degrees Fahrenheit has already begun to grow bacteria and pathogens. Clean (16 points) 1. Make sure to never use the comparable cooking utensils for food that is cooked and food that is raw. 2. Wash your give before and after working with different food such as when you are preparing meat clear (16 points) 1. Separate meat that is raw and meat that is cooked. 2. Keep meats and vegetables separated.Dont just judge food by how it looks, instead use a thermometer to make sure that the food is cooked completely . Keep food at their required temperature so that it doesnt grow any harmful bacteria. Chill (16 points) 1. Keep an ice pack close to refrigerated food when you pack lunch. 2. Have the refrigerator at 40? F or below and the Freezer at 0? F In your own kitchen, explain 2 food safety practices you feel your family can improve and 2 food safety practices you feel your family does well. (16 points) In my house we continuously chill left overs and separate raw food from cooked food.Some of the things we can improve in orther to have healthier and safer cooking practices include washing our hands more frequently and using a food thermometer rather them just using our eyes to inspect how cooked it is. In what ways do your school and lodge practice or promote food safety to contribute to your personal health? (20 points) My school school offers lunch to those students who want it and they practice food safety by always keeping food chilled and warmed at the temp erature required. They also wear gloves and hair nets to keep bacteria from the food that is being served.

The Twilight Saga 3: Eclipse Chapter 22. FIRE AND ICE

THE WIND SHOOK THE TENT AGAIN, AND I SHOOK WITH IT.The temperature was dropping. I could bump it by the down bag, through my jacket. I was fully dressed, my hiking boots still laced into place. It didnt make either difference. How could it be so mothy? How could it exert getting colder? It had to nooky show up sometime, didnt it?W-w-w-w-w-what t-t-t-t-time is it? I forced the volumes through my rattling teeth.Two, Edward resolutenessed.Edward sat as far from me as possible in the cramped place, afraid to unconstipated so breathe on me when I was already so cold. It was too dark to see his face, except his utter was wild with worry, indecision, and frustration.Maybe . . .No, Im f-f-f-f-f-fine, r-r-r- unfeignedly. I dont w-w-w-want to g-go appear berth.Hed tried to babble out me into making a ramble for it a dozen times already, that I was terrified of leaving my shelter. If it was this cold in here, protected from the raging wrick, I could imagine how bad it would be if we were running through it.And it would waste every(prenominal) our efforts this afternoon. Would we have complete time to reset ourselves when the storm was everywhere? What if it didnt end? It do no sense to move now. I could shiver my way through one night.I was worried that the trail I had laid would be lost, b atomic number 18ly he promised that it would still be plain to the coming monsters.What send packing I do? he almost begged.I just shook my head.Out in the snow, Jacob whined unhappily.G-g-g-get out of h-h-h-ere, I ordered, again.Hes just worried close to you, Edward translated. Hes fine. His body is equipped to deal with this.H-h-h-h-h-h. I wanted to say that he should still leave, but I couldnt get it past my teeth. I just just about bit my tongue off seek. At least Jacob did seem to be well equipped for the snow, advance til now than the others in his pack with his thicker, longer, shaggy russet fur. I wondered why that was.Jacob whimpered, a high-pi tched, grating sound of complaint.What do you want me to do? Edward growled, too anxious to lambaste with politeness anymore. Carry her through that? I dont see you making yourself useful. Why dont you go fetch a space heater or something?Im ok-k-k-k-k-k-kay, I protested. resolve from Edwards groan and the muted growl outside the tent, I hadnt convinced anyone. The wind rocked the tent roughly, and I shuddered in harmony with it.A sudden howl ripped through the roar of the wind, and I covered my ears against the noise. Edward scowled.That was hardly necessary, he muttered. And thats the worst idea Ive ever heard, he called more chinchyly.Better than anything youve come up with, Jacob answered, his military man constituent startling me. Go fetch a space heater, he grumbled. Im not a St. Bernard.I heard the sound of the zipper around the tent admission pulling swiftly down.Jacob slid through the smallest opening he could manage, date the arctic air f showtimeed in around him, a few flecks of snow falling to the ditch of the tent. I shivered so hard it was a convulsion.I dont alike(p) this, Edward hissed as Jake zipped the tent door shut. Just give her the coat and get out.My eyes were modify enough to see shapes Jacob was carrying the parka that had been hanging on a tree next to the tent.I tried to ask what they were talking most, but all that came out of my mouth was, W-w-w-w-w-w, as the shivering make me stutter uncontrollably.The parkas for tomorrow shes too cold to tippy it up by herself. Its frozen. He dropped it by the door. You said she undeniable a space heater, and here I am. Jacob held his armor as wide as the tent allowed. As usual, when hed been running around as a wolf, hed entirely thrown on the b atomic number 18 essentials just a pair of sweats, no shirt, no shoes.J-J-J-J-Jake, youll f-f-f-freez-z-z-ze, I tried to complain. non me, he said cheerfully. I run at a toasty one-oh-eight point nine these days. Ill have you sweating i n no time.Edward snarled, but Jacob didnt even look at him. Instead, he crawled to my side and started unzipping my quiescence bag.Edwards fall out was suddenly hard on his shoulder, restraining, snow white against the dark skin. Jacobs jaw clenched, his nostrils flaring, his body recoiling from the cold touch. The long muscles in his arms flexed automatically.Get your hand off of me, he growled through his teeth.Keep your hands off of her, Edward answered blackly.D-d-d-dont f-f-f-f-fight, I pleaded. Another tremor rocked through me. It felt like my teeth were going to shatter, they were slamming unneurotic so hard.Im sure shell thank you for this when her toes turn black and drop off, Jacob snapped.Edward hesitated, then his hand fell away and he slid back to his position in the corner.His voice was flat and frightening. Watch yourself.Jacob chuckled.Scoot over, Bella, he said, zipping the quiescency bag open farther.I stared at him in outrage. No wonder Edward was reacting th is way.N-n-n-n-n, I tried to protest.Dont be stupid, he said, exasperated. Dont you like having ten toes?He crammed his body into the nonexistent space, forcing the zipper up behind himself.And then I couldnt object I didnt want to anymore. He was so warm. His arms constricted around me, holding me snugly against his bare chest. The heat was irresistible, like air after being underwater for too long. He cringed when I pressed my icy fingers eagerly against his skin.Jeez, youre freezing, Bella, he complained.S-s-s-s-sorry, I stuttered.Try to relax, he suggested as another shiver rippled through me violently. Youll be warm in a minute. Of physique, youd warm up faster if you took your clothes off.Edward growled sharply.Thats just a simple fact, Jacob defended himself. Survival one-oh-one.C-c- apologise it out, Jake, I said angrily, though my body refused to even try to pull away from him. N-n-n- nobody really n-n-n-n-needs all ten t-t-t-toes.Dont worry about the bloodsucker, Jacob s uggested, and his tone was smug. Hes just jealous.Of course I am. Edwards voice was velvet-textured again, under control, a musical murmur in the darkness. You dont have the faintest idea how much I wish I could do what youre doing for her, mongrel.Those are the breaks, Jacob said lightly, but then his tone soured. At least you know she wishes it was you.True, Edward agreed.The shuddering slowed, became bearable while they wrangled.There, Jacob said, pleased. Feeling break off?I was finally able to speak clearly. Yes.Your lips are still blue, he mused. Want me to warm those up for you, too? You only have to ask.Edward sighed heavily.Behave yourself, I muttered, pressing my face against his shoulder. He flinched again when my cold skin touched his, and I smiled with slightly vindictive satisfaction.It was already warm and snug inside the sleeping bag. Jacobs body heat seemed to radiate from e rattling side maybe because there was so much of him. I kicked my boots off, and pushed m y toes against his legs. He jumped slightly, and then leaned his head down to press his hot cheek against my numb ear.I discover that Jacobs skin had a woodsy, musky scent it fit the setting, here in the middle of the forest. It was nice. I wondered if the Cullens and the Quileutes werent just playing up that whole odor surface because of their prejudices. Everyone smelled fine to me.The storm howled like an animal attacking the tent, but it didnt worry me now. Jacob was out of the cold, and so was I. Plus, I was simply too exhausted to worry about anything tired from just staying awake so late, and aching from the muscle spasms. My body relaxed slowly as I thawed, piece by frozen piece, and then rancid limp.Jake? I mumbled sleepily. Can I ask you something? Im not trying to be a jerk or anything, Im honestly curious. They were the same words hed used in my kitchen . . . how long ago was it now?Sure, he chuckled, remembering.Why are you so much furrier than your friends? You do nt have to answer if Im being rude. I didnt know the rules for etiquette as they applied to werewolf culture.Because my hair is longer, he said, amused my question hadnt offended him, at least. He shook his head so that his unkempt hair pornographic out to his chin now tickled my cheek.Oh. I was surprised, but it made sense. So that was why theyd all cropped their hair in the beginning, when they joined the pack. Then why dont you cut it? Do you like to be shaggy?He didnt answer right away this time, and Edward laughed under his breath.Sorry, I said, pausing to yawn. I didnt mean to pry. You dont have to tell me.Jacob made an annoyed sound. Oh, hell tell you anyway, so I cogency as well. . . . I was growing my hair out because . . . it seemed like you liked it better long.Oh. I felt awkward. I, er, like it twain ways, Jake. You dont need to be . . . inconvenienced.He shrugged. Turns out it was very convenient tonight, so dont worry about it.I didnt have anything else to say. A s the lock lengthened, my eyelids drooped and shut, and my breathing grew slower, more even.Thats right, honey, go to sleep, Jacob whispered.I sighed, content, already half-unconscious.Seth is here, Edward muttered to Jacob, and I suddenly understood the point of the howling.Perfect. Now you can keep an eye on everything else, while I take care of your girlfriend for you.Edward didnt answer, but I groaned groggily. Stop it, I muttered.It was quiet then, inside at least. Outside, the wind shrieked diabolically through the trees. The shimmying of the tent made it hard to sleep. The poles would suddenly jerk and quiver, pulling me back from the edge of unconsciousness each time I was close to slip under. I felt so bad for the wolf, the boy that was stuck outside in the snow.My genius wandered as I waited for sleep to find me. This warm little space made me think of the early days with Jacob, and I remembered how it used to be when he was my replacement sun, the warmth that made my empty life livable. It had been a while since Id horizon of Jake that way, but here he was, warming me again.Please Edward hissed. Do you mindWhat? Jacob whispered back, his tone surprised.Do you think you could attempt to control your thoughts? Edwards low whisper was furious.No one said you had to listen, Jacob muttered, defiant, yet still embarrassed. Get out of my head.I wish I could. You have no idea how loud your little fantasies are. Its like youre shouting them at me.Ill try to keep it down, Jacob whispered sarcastically.There was a brief moment of silence.Yes, Edward answered an unspoken thought in a murmur so low I barely made it out. Im jealous of that, too.I figured it was like that, Jacob whispered smugly. Sort of evens the playing field up a little, doesnt it?Edward chuckled. In your dreams.You know, she could still change her mind, Jacob taunted him. Considering all the things I could do with her that you cant. At least, not without killing her, that is.Go to sleep, Jacob, Edward murmured. Youre starting to get on my nerves.I think I will. Im really very comfortable.Edward didnt answer.I was too far gone to ask them to stop talking about me like I wasnt there. The conference had taken on a dreamlike quality to me, and I wasnt sure I was really awake.Maybe I would, Edward said after a moment, respond a question I hadnt heard. that would you be honest?You can always ask and see. Edwards tone made me wonder if I was missing out on a joke.Well, you see inside my head let me see inside yours tonight, its only fair, Jacob said.Your head is full of questions. Which one do you want me to answer?The jealousy . . . it has to be eating at you. You cant be as sure of yourself as you seem. Un slight you have no emotions at all.Of course it is, Edward agreed, no longer amused. rightly now its so bad that I can barely control my voice. Of course, its even worse when shes away from me, with you, and I cant see her.Do you think about it all the time? Jacob whispered. Does it make it hard to concentrate when shes not with you?Yes and no, Edward said he seemed determined to answer honestly. My mind doesnt work quite the same as yours. I can think of many more things at one time. Of course, that means that Im always able to think of you, always able to wonder if thats where her mind is, when shes quiet and thoughtful.They were both still for a minute.Yes, I would guess that she thinks about you often, Edward murmured in response to Jacobs thoughts. More often than I like. She worries that youre unhappy. Not that you dont know that. Not that you dont use that.I have to use whatever I can, Jacob muttered. Im not working with your advantages advantages like her knowing shes in love with you.That encourages, Edward agreed in a mild tone.Jacob was defiant. Shes in love with me, too, you know.Edward didnt answer.Jacob sighed. plainly she doesnt know it.I cant tell you if youre right.Does that bother you? Do you wish you could see what shes thinking, too?Yes . . . and no, again. She likes it better this way, and, though it sometimes drives me insane, Id rather she was happy.The wind ripped around the tent, shaking it like an earthquake. Jacobs arms tightened around me protectively.Thank you, Edward whispered. Odd as this might sound, I suppose Im glad youre here, Jacob.You mean, as much as Id love to kill you, Im glad shes warm, right?Its an uncomfortable truce, isnt it?Jacobs whisper was suddenly smug. I knew you were just as crazy jealous as I am.Im not such a fool as to wear it on my sleeve like you do. It doesnt help your case, you know.You have more patience than I do.I should. Ive had a hundred years to gain it. A hundred years of waiting for her.So . . . at what point did you decide to play the very patient good guy?When I saw how much it was hurting her to make her choose. Its not usually this difficult to control. I can smother the . . . less(prenominal) civilized feelings I may have for you fairly easily most of the time. Sometimes I think she sees through me, but I cant be sure.I think you were just worried that if you really forced her to choose, she might not choose you.Edward didnt answer right away. That was a part of it, he finally admitted. But only a small part. We all have our moments of doubt. Mostly I was worried that shed hurt herself trying to sneak away to see you. After Id veritable that she was more or less safe with you as safe as Bella ever is it seemed best to stop driving her to extremes.Jacob sighed. Id tell her all of this, but shed neer believe me.I know. It sounded like Edward was smiling.You think you know everything, Jacob muttered.I dont know the future, Edward said, his voice suddenly unsure.There was a long pause.What would you do if she changed her mind? Jacob asked.I dont know that either.Jacob chuckled quietly. Would you try to kill me? Sarcastic again, as if doubting Edwards ability to do it.No.Why not? Jacobs tone was still jeering.Do you really thi nk I would hurt her that way?Jacob hesitated for a second, and then sighed. Yeah, youre right. I know thats right. But sometimes . . .Sometimes its an intriguing idea.Jacob pressed his face into the sleeping bag to muffle his laugher. Exactly, he eventually agreed.What a strange dream this was. I wondered if it was the relentless wind that made me imagine all the whispering. Only the wind was screaming rather than whispering . . .What is it like? Losing her? Jacob asked after a quiet moment, and there was no hint of humor in his suddenly hoarse voice. When you thought that youd lost her forever? How did you . . . cope?Thats very difficult for me to talk about.Jacob waited.There were two different times that I thought that. Edward spoke each word just a little slower than normal. The first time, when I thought I could leave her . . . that was . . . almost bearable. Because I thought she would forget me and it would be like I hadnt touched her life. For over six months I was able to s tay away, to keep my promise that I wouldnt interfere again. It was getting close I was engagement but I knew I wasnt going to win I would have come back . . . just to check on her. Thats what I would have told myself, anyway. And if Id give her reasonably happy . . . I like to think that I could have gone away again.But she wasnt happy. And I would have stayed. Thats how she convinced me to stay with her tomorrow, of course. You were enquire about that before, what could possibly motivate me . . . what she was feeling so needlessly guilty about. She reminded me of what it did to her when I left what it still does to her when I leave. She feels horrible about bringing that up, but shes right. Ill never be able to make up for that, but Ill never stop trying anyway.Jacob didnt respond for a moment, listening to the storm or digesting what hed heard, I didnt know which.And the other time when you thought she was dead? Jacob whispered roughly.Yes. Edward answered a different ques tion. It will probably feel like that to you, wont it? The way you perceive us, you might not be able to see her as Bella anymore. But thats who shell be.Thats not what I asked.Edwards voice came back fast and hard. I cant tell you how it felt. There arent words.Jacobs arms flexed around me.But you left because you didnt want to make her a bloodsucker. You want her to be human.Edward spoke slowly. Jacob, from the second that I realized that I loved her, I knew there were only four possibilities. The first alternative, the best one for Bella, would be if she didnt feel as strongly for me if she got over me and moved on. I would accept that, though it would never change the way I felt. You think of me as a . . . living stone hard and cold. Thats true. We are set the way we are, and it is very antiquated for us to experience a real change. When that happens, as when Bella entered my life, it is a permanent change. Theres no going back. . . .The second alternative, the one Id origina lly chosen, was to stay with her throughout her human life. It wasnt a good survival for her, to waste her life with someone who couldnt be human with her, but it was the alternative I could most easily face. Knowing all along that, when she died, I would find a way to die, too. Sixty years, seventy years it would seem like a very, very short time to me. . . . But then it proved much too dangerous for her to digest in such close proximity with my world. It seemed like everything that could go wrong did. Or hung over us . . . waiting to go wrong. I was terrified that I wouldnt get those sixty years if I stayed near her while she was human.So I chose option three. Which turned out to be the worst mistake of my very long life, as you know. I chose to take myself out of her world, hoping to force her into the first alternative. It didnt work, and it very nearly killed us both.What do I have left but the fourth option? Its what she wants at least, she thinks she does. Ive been trying to delay her, to give her time to find a reason to change her mind, but shes very . . . stubborn. You know that. Ill be lucky to stretch this out a few more months. She has a horror of getting older, and her birthday is in September. . . .I like option one, Jacob muttered.Edward didnt respond.You know exactly how much I hate to accept this, Jacob whispered slowly, but I can see that you do love her . . . in your way. I cant argue with that anymore.Given that, I dont think you should give up on the first alternative, not yet. I think theres a very good chance that she would be okay. After time. You know, if she hadnt jumped off a cliff in March . . . and if youd waited another six months to check on her. . . . Well, you might have found her reasonably happy. I had a game plan.Edward chuckled. Maybe it would have worked. It was a well thought-out plan.Yeah. Jake sighed. But . . . , suddenly he was whispering so fast the words got tangled, give me a year, bl Edward. I really think I could make her happy. Shes stubborn, no one knows that better than I do, but shes capable of healing. She would have healed before. And she could be human, with Charlie and Rene, and she could grow up, and have kids and . . . be Bella.You love her enough that you have to see the advantages of that plan. She thinks youre very unselfish . . . are you really? Can you consider the idea that I might be better for her than you are?I have considered it, Edward answered quietly. In some ways, you would be better suited for her than another human. Bella takes some looking after, and youre strong enough that you could protect her from herself, and from everything that conspires against her. You have done that already, and Ill owe you for that for as long as I live forever whichever comes first. . . .I even asked Alice if she could see that see if Bella would be better off with you. She couldnt, of course. She cant see you, and then Bellas sure of her course, for now.But Im not stupid enoug h to make the same mistake I made before, Jacob. I wont try to force her into that first option again. As long as she wants me, Im here.And if she were to decide that she wanted me? Jacob challenged. Okay, its a long shot, Ill give you that.I would let her go.Just like that?In the sense that Id never show her how hard it was for me, yes. But I would keep watch. You see, Jacob, you might leave her someday. Like Sam and Emily, you wouldnt have a choice. I would always be waiting in the wings, hoping for that to happen.Jacob snorted quietly. Well, youve been much more honest than I had any right to expect . . . Edward. Thanks for letting me in your head.As I said, Im feeling oddly grateful for your presence in her life tonight. It was the least I could do. . . . You know, Jacob, if it werent for the fact that were natural enemies and that youre also trying to steal away the reason for my existence, I might actually like you.Maybe . . . if you werent a smutty vampire who was planning t o suck out the life of the girl I love . . . well, no, not even then.Edward chuckled.Can I ask you something? Edward said after a moment.Why would you have to ask?I can only hear if you think of it. Its just a story that Bella seemed reluctant to tell me about the other day. Something about a third wife . . . ?What about it?Edward didnt answer, listening to the story in Jacobs head. I heard his low hiss in the darkness.What? Jacob demanded again.Of course, Edward seethed. Of course I rather wish your elders had kept that story to themselves, Jacob.You dont like the leeches being painted as the bad guys? Jacob mocked. You know, they are. Then and now.I really couldnt care less about that part. Cant you guess which character Bella would identify with?It took Jacob a minute. Oh. Ugh. The third wife. Okay, I see your point.She wants to be there in the clearing. To do what little she can, as she puts it. He sighed. That was the secondary reason for my staying with her tomorrow. Shes quit e inventive when she wants something.You know, your military brother gave her the idea just as much as the story did.Neither side meant any harm, Edward whispered, peace-making now.And when does this little truce end? Jacob asked. First light? Or do we wait until after the fight?There was a pause as they both considered.First light, they whispered together, and then laughed quietly.Sleep well, Jacob, Edward murmured. Enjoy the moment.It was quiet again, and the tent held still for a few minutes. The wind seemed to have decided that it wasnt going to throw off us after all, and was giving up the fight.Edward groaned softly. I didnt mean that quite so literally.Sorry, Jacob whispered. You could leave, you know give us a little privacy.Would you like me to help you sleep, Jacob? Edward offered.You could try, Jacob said, unconcerned. It would be interesting to see who walked away, wouldnt it?Dont tempt me too far, wolf. My patience isnt that perfect.Jacob whispered a laugh. Id rather not move just now, if you dont mind.Edward started humming to himself, louder than usual trying to drown out Jacobs thoughts, I assumed. But it was my lullaby he hummed, and, despite my growing discomfort with this whispered dream, I sank deeper into unconsciousness . . . into other dreams that made better sense. . . .

Atlantic Slave Trade: Social and Cultural Impact on the Society Essay

In The Atlantic Slave Trade Herbert Klein attempts to go into great detail of the inner workings of the slave make out how it came to be, the parties involved, as headspring as the social and cultural impacts it had on the society. When thinking of the slave trade previous to this class, I would think to myself how low we as a humanity once became, and how many of African Americans were exploited to this awful set of events. After dealing the book, those same thoughts still remained, however, due to Klein my understanding of the knowledge gave me greater insight into how complex the slave trade re exclusivelyy was. How Portugal was champion of the leaders in the slave trade, how countries turned against each other, and how much of the world was involved in this horrific set of events were all news to me while reading.Because of this complexity, no matter how clear the author was, the multitudes of information seemed to overwhelm me through my reading. Herbert Klein organized the book in a way that made all the information very precise, however, with all the numerical data I had a hard time keeping track. The Chesapeake became the patriarchal tobacco producer for the world, exporting 38 million pounds by 1700 holding some 145,000 slaves by 1750 absorbed 40,000 slaves by midcentury. By 1790 there were an impressive 698,000 slaves (44). This was all in the matter of a couple of sentences, for myself I could never retain the information that was provided in the first sentence. This quote does however go into precise figures, and is in truth well laid out as a whole. Without having a deep prior knowledge though, it is very difficult to follow the whats all button on. If mortal was to read this with prior knowledge of the drug-addicted, Im sure they could weed out a lot of the information and take away more than from the book.This book is definitely not for some general educated reader to pickup. It requires a decent understanding of the geography, slight prior knowledge of the subject, as well as the full interest into the subject. The first region encountered by the Portuguese as they rounded Cape Bojador and arrived in the western Sudan just south of the Sahara, was the field of operations called Senegambia, which took its name from the Senegal and Gambia Rivers, its two most prominent features (60). This quote proves as an example, and a simple one at that, that one must know at least(prenominal) where every intimacy is to fully gather the information that is provided in Kleins book. Without it, one may surely get lost in the reading. Even if a specialist were to read the book, I looking that due to how compact the book is, that they may get lost while reading as well. I dont feel as though one could read through the book just once and honestly say, I understood the majority of the information end-to-end the book, without acquiring lost somewhere in the book.Entering this project, nothing really interested me while looking at the end Selected Sources of each chapter. thrall was the only thing that seemed remotely interesting, not only because its such a huge part of history, but also because I didnt know much close it. I had no clue that so many countries were so directly involved in this business of sorts, that Portugal was the origin of the slave trade, and that the powers shifted so much in this horrific tragedy that happened in the new world. The book has increased my knowledge of the events that happened during the slave trade, but not necessarily my interest. I never found myself deeply engaged in the book unfortunately, and I found that surprising. I still strongly believe that the slave trade was wrong, but I have neither gained, nor lost interest in it.The importance of the subject is made clear with all the information inside of it. I may not understand every detail as they are going through, but the way the book is organized in a way where the importance of the subject is definitely shown. The importance of the book is to show us readers what the Atlantic Slave trade was all about. The chapter titles, and the information that is reflected in each chapter really shows this. Chapter titles beginning with Slavery in Western Development, and ending with, The End of the Slave Trade, really show how the author wanted to really concentrate on the bigger picture, rather than one specific moment in the Atlantic Slave Trade.Throughout the book, I dont believe there were any major inconsistencies. I genuinely felt that Klein went deeper, and was most precise in his book. If the slave trade was profitable and the Africans were put to productive use in the Americas, then why did Europeans begin to advance the trade at the end of the eighteenth century and systemically terminate the participation of every European metropolis and American colony or republic in the nineteenth century? (188). Klein frequently used this strategy of posing a question at the beginning of the chapter, a nd then answering the same question throughout the rest of the chapter. Using this strategy, any inconsistencies were very infrequent, if none at all. All in all, there wouldnt be anything in the book that I would quest explained more, the author presented the question himself, and provided enough information where I felt he answered the question, and more.Because of how tough this book was to read for myself I probably wouldnt recommend it to someone who wanted to just read a book. If someone was interested in learning the intricacies, and the numerical data that came along with the Atlantic Slave Trade I would definitely recommend this one. Its just one of those books that if you dont have the want, or motivation to read it, then it wont be enjoyable, and youll likely become lost in the plethora of information the book presents.

Stylistic Analysis of “Arrowsmith” by Sinclair Lewis

Text Analyses Arrowsmith by Sinclair Lewis Starting reading the extract from the novel of the first American awarded the Nobel Prize in Literature whizz can predict that the whole book is quite subjective. The description of the geographical position of the state Winnemac and its largest urban center makes exactly such impression. But when the reader goes on he faces re eachy vivid examples of hyperbola, epithets, zeugma, metaphors and other rhetorical devices. One becomes immersed in the bright, humorous and at the same time critical world of Sinclair Lewis.The author mocks at the weak points of education, at ridiculous university traditions and the life of students in general. The title of the story Arrowsmith depicts the surname of the main character. It is a quite rare English surname. The second part of the compound Smith means a person who does something extraordinary. An arrow is usually associated with reaching a goal. The surname Arrowsmith is suitable for a person who is initiative, able to take critically, who is patient and persuasive in doing his job.Martin Arrowsmith is just this type of a person. For his shyness he is an attractive untested man devoted to his studying. The author describes his university experience. The story is a 3-d person narration. It emphasizes that the author is not a participant of the events but just an observer. The description of the university of Winnemac is full of exaggeration . Its comparison to Oxford and Harvard, its buildings measured by the sea mile are good examples of hyperbole.The enumeration of the disciplines taught at Winnemac is used to show the great mix of useless subjects that students should apportion with and to depict the broad specialization of universities where Doctors of Philosophy just give rapid instructions. Sinclair Levis says that such variety of subjects cant guarantee a good quality of education. The epithets leisury nonsence, snobbish college are contradicted by a bright metap hor the university is a mill to turn out men and women who will lead righteous lives .All these devices help the reader to catch the sight of banter which is used more vividly in the sentence where the university is compared to a Ford Motor Factory. It is also a metaphor and this hidden comparison is used to course credit that the work of a college is mensurationized and there is no ground for developing creative thinking, different from the standard one. Everything is designed to produce ordinary people ready to serve for the society. The characteristic of Martin is also very bright. talk of the town about his prospects the author uses enumeration a respectable runner, a fair basketball center, a vehement hockey player.The example of metaphor is The University has become his world. It puts emphasis on Martins loneliness and devotedness to studying. Describing Digamma Pi Sinclair Lewis uses zeugma It was a lively boarding-house with a billiard table and low prices, In a fra ternity, all tennis rackets, trousers and opinions are held in common. Then goes oxymoron comfortably immoral . Everything depicts the doubtful reputation of the fraternity. The chat between Martin and Ira Hinkley is spiced with antithesis high ideals- tortured bodies and oxymoron rottenest advantages.But the most vivid is the description of Fatty Pfaff. Here Sinclair Lewis uses irony saying that he was the most useful to Digamma Pi, simile he looked like a distended sizzling water bottle, oxymoron he was magnificently imbecile, bright enumeration he believed everything, he knew nothing, he could memorize nothing. All these rhetorical devises help to create the vivid image of Fatty, his appearance and irrational innocence. On the example of this character the author shows stupid traditions and cruel behavior of the students.But still in every company there is such butt to whom thoughtful house-mates (irony again) like to play tricks. The metaphor the living way of life sugge sted a recent cyclone is the most suitable for the description of Digamma Pi. Then goes the enumeration of a great many a(prenominal) of things that can be found there. Everything is used to show the way of life of students. Sinclair Lewis is a master of stylistic devises. His irony is vivid, his metaphor is bright, he forces the reader to think over the most burning problems of education and the life style of students at the same time entertaining the public.

Shopping Addiction

What obtain Can Lead To What is shop? Is shop something we do for fun, for fashion, or to make us happy? Is shop in our culture? Is shopping something we turn out learned from our p arents, growing up? obtain can be defined in many commissions, except when does shopping become a occupation? In Shopping Spree, or Addiction by Heather Hatfield, MD, she says shopping can be atomic number 53 of Americas favorite past-times, but shopping can likewise lead to a dangerous addiction that entrust stick financial disaster (1-2). Ill be going over cardinal main factors, recognition cards and the mall environment, that cause a shopping addiction, along with the type of illness, imprint, that also causes a shopping addiction. Ill also talk ab let out the treatment individuals go through to chasten the addiction. The dictionary definition of shopping is the act of a person who shops. It does non define an overreaction to shopping. What is an overreaction to shopping? Its a shopping addiction. A shopping addiction is referred to as shopoholism, and is just as unhealthy as alcoholism, drug abuse, and gambling.In some cases there are similarities amongst these addictions. For instance, alcoholics will hide their bottles, and shopaholics will hide their purchases. Having a shopping and overleaping addiction is defined as be inappropriate, ebullient, and out of control. Like separate addictions, it has to do with impulsiveness and overleap of control over ones impulse. In America, shopping is embedded in our culture so often, the impulsiveness comes out as excessive shopping, says Donald Black, MD (quoted in Hatifield 1-2).A article by David Futrelle, who is a licensed psychologist and giving researcher of Shopoholism, states that shopoholism is an impulse control problem rather being an obsessive compulsive dis run (OCD). For an example, a person with OCD will wash their hands and find relief whereas a compulsive shopper will run short a high. The euphoria compulsive shoppers facial expression keeps them coming pricker for more, and more, and more (Futrelle). Individuals who are compulsive shoppers arent able to control their behavior through rational considerations. They will not be concerned if they gaint have enough notes to pay.Since credit is so easily available, it makes it easy for passel to lead, but before they accredit it they will find themselves in debt. The word credit card is in close every shopaholics story. But its not credit cards that cause shopping addictions. fit in to statistics most individuals who develop this addiction are in their early twenties. Normally, this is after they fascinate their first current job and their first credit card. Its not just shopaholics who have problems sp wipeouting with credit cards. Its everyone. Using credit cards is easier, and we feel like we got it for free because no money has come out of our pocket, just not yet anyway. nation who use credit kind of of cash tend to spend 20%-30% more than somebody who is paying with cash says Gary Herman, director of counseling services for consolidated credit (quoted in Futrelle). With all the spending thats going on the debt keeps piling up. Individuals wont know how more than debt they are in. Eventually individuals will go into denial on how much they actually spend and owe back. People will end up owing back twice as much as they thought they did. Credit cards arent to blame for addictive shopping they just childs play a big part in a persons life who is addicted to shopping.The way malls, stores, and advertisements are set up plays a big part on how wad spend. Advertisers influence people to shop and spend more. Malls and shops are set up to attract people with their displays. For instance, people can go into their favorite store and there could be a sale. Of course the shopper will buy more than they really need because they feel like they have gotten a deal. In a way malls and stores seduce us to buy, and it can lead to an addiction says James J. Farrell who is a professor of history at St. Olaf College (53-55).Companies also will use their guide words to get people to buy and spend more. Take BMW for instance, their slogan is The Ultimate Driving Machine. This slogan tricks people into thinking that if they dont own a BMW then whatever car they do own is not good enough. Other catchy slogans include Levi jeans, You Walk a Little Taller in Levis or Visa Everywhere You Want to be. Companies use these tactics to persuade people to spend and spend and spend, attracting the shopalcholics until individuals cant spend any more. Nine million people in America receive from shopoholism, and its more common in women. at that place have been studies conducted to see if addictions are genetic. About 10%-15% whitethorn have a genetic predisposition to an addictive behavior says Ruth Engs, MD (quoted in Hatifield 1). As reported by Dr. Adrienne Backer There is a strong link between compulsive shopping and an inadequate maternal relationship (quoted in Futrelle). Frequently the mother was depressed or absent emotionally causing the daughter to develop a low self-esteem, resulting in the daughter turning to shopping to feel happy (Futrelle). In reality people who have a shopping addiction are masking up a low self-esteem.Dr. Louise Chang who is a physician at Grady Memorial hospital states that the endorphins, dopamine, andnaturally occurring opiate receptors get switched on in the brain, and people will feel a high that makes them feel good somewhat themselves for that short amount of time while shopping. The causes of addictions and why addicts will continue their destructive behaviors remain uncertain. most individuals who suffer from compulsive shopping have a history of psychological problems and difficulties at mansion, and this plays a big part in forming this compulsion (Chang 1).There are many warning signs to look out for in individuals who are ad dicted to shopping. Some of the signs to look out for are spending over budget, compulsive buying, being obsess with money, and feeling lost without credit cards or cash. Having a shopping addiction will cause arguments with other family members to the highest degree the individuals shopping habits. A shopping addiction is a reprehensible cycle that keeps repeating itself. For most people shopping is going to the mall with friends or to buy the in style(p) style, but for compulsive shoppers, shopping makes them feel good.About ninety years ago German psychologist, Emil Kraepelin defined excessive shopping as an illness calling it onioman, (quoted in Velez-Mitchell 20-25) but only recently its being understood as a disorder. After individuals shop they feel guilty or depressed approximately how much they spent. In some cases individuals will feel so guilty they will go back to the store and return the merchandise thinking they will feel relief. Again once they return home they f ind the guilt has gone away, but then they will feel eager. The outcome of feeling anxious will lead to another shopping spree.Its an ongoing cycle. More than half the time shopping addicts have to hide their problem from loved ones to avoid arguments. Individuals will let merchandise pile up in their car until loved ones arent home. Then they take their purchases inside. In marriages, one will have secret bank accounts or credit cards to avoid confrontation with their prodigious other about spending money. Just like any other addiction it takes a toll on family relationships or personal relationships. Individuals will spend every extra minute they have at the mall instead of being home.Individuals will also isolate themselves from others because they become preoccupied with their behavior. Before one notices that their partner has a problem, they usually are in debt for $75,000 or more. The husband or wife is equally responsible for the debt their significant other has obtained. Usually this addiction will ruin a relationship, and if one is married it will end with divorce, which is stated by Jane Velez Mitchell who is an awarding winning journalist and bestselling author (192-198). Is there a cure for someone who has a shopping addiction? The answer is yes. The first thing to do it to admit one has a problem.There are different levels of a shopaholic. Individuals will have to find a debtors anonymous 12 smell program to go to. This program is important for ongoing support and maintenance. Individuals will also have to go through credit counseling. There are no standard treatments for shopping addictions says Donald Black, MD (quoted in Hatifield 1-2). There is one type of medication that is given to people with a shopping addiction and that is an antidepressant, called Celexa. The cause of a shopping addiction results in the individual being depressed, and they will use shopping to relieve their depression and feel happy.But antidepressants dont always wo rk, and many victims they have to go to counseling. For individuals who try to recover from this addiction, its a good idea to get rid of check books and credit cards which fuel the problem. People also should not shop by themselves. They should find other meaningful ways to spend their time. With people who have a severe shopping addiction, its recommended that someone else controls their finances for them. If someone disagrees with what Ive compose about shopping addictions, they are either an addict or wealthy.People with shopping addictions or any other addiction dont realize they have a problem and think they are ok. Its very hard for one to realize and admit they have a problem. In seeking religious service for this addiction a person needs to admit they have a problem in order to recover from the addiction. Another type of person who would disagree with a shopping addiction is someone who has money to spend. If an individual has money and can afford going on shopping sprees regularly, then why not buy everything they want. But individuals who are wealthy wont realize they have a problem, and they could be suffering from depression.The first thing to do to recover from this addiction is to admit one has a problem, differently treatment wont work. Works Cited Chang, Louise, MD. The New Addiction. WebMD. 2009. Web. 5 July 2011. Farrell, James J. One Nation chthonic Good. Washington D. C Smithsonian Books, 2003. Print. Futrelle, David. Do You Shop Too Much. Money Magazine. Money Magazine, 31 Oct. 2003. Web. 1 July 2001. Hatifield, Heather,MD. Shopping Spree, or Addiction? WebMD. 2004. Web. 5 July 2011. Velez-Mitchell, Jane and Sandra Mohr. Addict Nation. Florida Health Communications, 2011. Print.

Metaphysics: Philosophy and Idealism Essay

Metaphysics is the branch of Philosophy that focuses on the reputation of reality, including abstract concepts such as being and knowing. The term liter al iodiny room beyond the physical. It attempts to bring forth unity across the domains of date and conception. There argon five broad philosophic schools of thought that maintain to education today and these general frameworks provide the base from which the various educational philosophies atomic number 18 derived. Idealism is the legal opinion that mentations or thoughts make up fundamental reality.Idealism is a label which covers a number of philosophical positions with quite different implications and tendencies, including 1. Objective noble-mindedness asserts that the reality of experiencing combines and transcends the reality of the object experienced and that of the mind of the observer. 2 Objective escapists accept common sense realism further reject naturalism. In other words, neutral idealists accept the nonion that material objects experience but reject the concept that the mind and sapidityual determine keep back emerged from material things. * Proponents include Thomas Hill Green, Josiah Royce, and Benedetto Croce.2. Subjective Idealism describes a relationship amidst experience and the world in which objects argon no more than collections or bundles of sense data in the perceiver. 2 Subjective idealists assert both metaphysical and epistemological idealism while denying that material objects exist independently of gentle perception and thus are opposed to both realism and naturalism. * Proponents include Berkeley, the Bishop of Cloyne. 3. dark idealism is a doctrine that maintains that the mind shapes the world we perceive into the form of space-and-time.2 Transcendental idealists are strong skeptics of a mind-independent world, asserting epistemological and not metaphysical idealism. * Proponents include founder, Immanuel Kant, Johann Gottlieb Fichte and Friedrich Schell ing. 4. Absolute idealism is the scene that in order for humane reason to be able to know the world at all, there must be, in or so sense, an identity of thought and being otherwise, we would never have any means of access to the world, and we would have no certainty about any of our know directge. 6 * Proponents include founder, G. W. F. Hegel. As wholesome as several more minor variants or related concepts, including 5.Epistemological Idealism asserts that minds perceive solely their own ideas, and not external objects thusly we preservenot directly know things in themselves or things as they in truth are. The only thing we can ever have knowledge about is the world of phenomenal human experience which leaves no reason to suspect that reality mirrors our perceptions and thoughts. 6. Actual Idealism is a form of idealism that contrasted Transcendental Idealism and Absolute Idealism. This system saw thought as all-embracing, and demanded that no-one could actually leave the ir champaign of thinking, or exceed their own thought.6 * Proponents include Giovanni Gentile. 7. Buddhist Idealism is the concept in that all existence is nothing but consciousness, and wherefore there is nothing that lies outside of the mind. 8. Panpsychism limits that that all parts of outlet involve mind or that the whole universe is an organism that possesses a mind. Therefore all objects of experience are also lawsuits. * Proponents include Gottfried Leibniz. 9. Practical Idealism is a political ism which holds it to be an respectable imperative to implement ideals of virtue or good. * Proponents include Mahatma Gandhi.Realism is the view that entities of a certain grapheme have a reality that is completely ontologically independent of our conceptual schemes, linguistic practices, beliefs, etc. There are many different types and degrees of Realism, including 1. Platonic Realism is the view that universals exist. A universal is a property of an object, which can exist i n more than one place at the same time. * Proponents include founder Plato, who make a solution to the problem of universals. 2. Moderate Realism is the view that there is no separate landed estate where universals exist, but that they are located in space and time wherever they happen to be manifest.* Conceptualism, initiated by Peter Abelard, is the doctrine that universals exist only within the mind and have no external or substantial reality. * Modern Conceptualism, as represented by Immanuel Kant, holds that universals have no connection with external things because they are exclusively produced by our a priori mental structures and functions. 7 * Proponents include Aristotle St. Thomas Aquinas, Jacques Maritain and Etienne Gilson. 3. Modal Realism is the view that assertable worlds are just as real as the actual world we live in, and not just abstract possibilities.* Propounded by David Lewis. 4. Moral Realism is the meta-ethical view that there are objective incorrupt val ues which are independent of our perception of them or our stance towards them. Therefore, moral judgments describe moral events. 7 * Proponents include Plato and Immanuel Kant. There are many others disciplines which are related to Realism, including 1. Transcendental Realism is the theory that implies individuals have a perfect understanding of the limitations of their own minds. 2. Organic Realism is the metaphysical philosophy in which individualal forms complement Platos Forms.The theory holds that change in not illusory or purely inadvertent to the substance, but rather the very cornerstone of reality or Being. * Propounded by Alfred North Whitehead. Ontology is traditionally listed as a part of the major branch of philosophy known as metaphysics, while being the philosophical study of the nature of being, existence, or reality, as well as their relations. Ontology deals with questions concerning what entities exist or can be said to exist, and how these entities can be gr ouped and subdivided according to similarities and differences.G. W. F. Hegel Wikipedia. com Wikipedia. com Georg Wilhelm Friedrich Hegel was a German philosopher as well as a major figure in German Idealism. His historicist and idealist account of reality revolutionized European philosophy and was an primary(prenominal) precursor to Continental philosophy and Marxism. 19 Without eliminating either pole or reducing one to the other, he developed the concept that mind manifested itself in a set of contradictions and oppositions that it ultimately integrated and united.Hegel act to elaborate a comprehensive and systematic ontology from a logical starting point through and throughout his promulgated writings, as well as in his lectures. In 1801 Hegel moved to Jena to join Schelling at the University of Jena, where Fichte had analyse antecedently although at that time, the prime of Jena idealism was over. In this same year, Hegel published his first philosophical work, The Difference in the midst of Fichtes and Schellings System of Philosophy. He worked with Schelling closely and together they edited the Critical Journal of Philosophy.He wanted to develop a system of science in which he displayed in his writings. Phenomenology of Spirit was considered his take to and one of his main works where he speaks of his thoughts on the evolution of consciousness from sense perception to imperious knowledge. He also believed that human cognition changes from one generation to the next as well as the idea that our experiences are what make us who we are and we make our experiences ours. His thinking can be mum as a constructive phylogenesis within the general tradition that includes Plato and Kant, as well as Plotinus and Gottfried Leibniz.A common trait that these thinkers share is that they regard freedom or self-determination both as real and as having all important(predicate) ontological implications, for soul or mind or divinity. His concern with Kantian topics such as morality and freedom, including their ontological implications, is omnipresent. He aimed to incorporate it within true infinity, olfaction and ethical life, rather than simply reject his dualism of freedom versus nature. He incorporated it in such as way he rendered Kantians duality as intelligible. He saw a relational unity as well as a metaphysical unity between deliverer and God the Father.Jesus is both divine and human, according to Hegel. He further attested that God not only died, but that a reversal had taken place, that is to say that God maintained himself in the do by and the latter is only the death of death. He claimed God rose again to life and thus things are reversed. 19 Karl Marx Wikipedia. com Wikipedia. com Karl Marx was a German philosopher, economist, journalist, historian and revolutionary socialist. His ideas had a significant influence in the development of social science and the socialist movement.He wrote and published many works but the most impo rtant of all was the communistic Manifesto. Being innate(p) into a wealthy middle class family, he studied at the University of Bonn as well as the University of Berlin, where he became interested in the Young Hegelians philosophical ideas. aft(prenominal) writing for a couple radical newspapers and being exiled to Brussels, he became a leading figure of the Communist League. Once he returned to Cologne, he founded his own newspaper. Even experiencing poverty, he continued writing and formulating his theories about the nature of society and how he believed that it could be improved.His theories about society, politics and economics are known as Marxism and these theories hold that all societies progress through a conflict between ownership class which controls production and a lower class which produces the labor for goods. His view of history, which came to be called historical materialism, certainly shows the influence of Hegels claim that one should view reality as well as hist ory dialectically. However, Hegel had thought in idealist terms, putting ideas in the forefront, whereas Marx sought to re save dialectics in materialist terms, arguing for the primacy of matter over idea.Where Hegel saw the spirit as driving history, Marx saw this as an unnecessary mystification, obscuring the reality of humanity and its physical actions shaping the world. He wrote that Hegelianism stood the movement of reality on its head, and that one needed to set it upon its feet. 21 He believed that only queen-size scale change in the economic system could bring about real change he criticized utopian socialists by arguing that their favored small scale socialistic communities would be bound to marginalization and poverty.Engels book, The Condition of the Working Class in England in 1844, led Marx to conceive the modern on the job(p) class as the most progressive force for revolution. In opposition to traditional theology, he believed that human beings had created God in th eir own image and that worshipping God diverted human beings from enjoying their own human powers. He explains that religion is a response to alienation in material life and that it cant be removed until human material life is set free, resulting in the deterioration of religion. Epistemology is branch of philosophy implicated with the nature and limitations of knowledge.It addresses mainly the following questions * What is knowledge? * How is knowledge acquired? * To what extent is it practical for a given subject or entity to be known? 13 Rene Descartes Wikipedia. com Wikipedia. com Dubbed the Father of Modern Philosophy, Rene Descartes was a French philosopher, mathematician, and author who spent most of his adult life in the Dutch Republic. He is known for having made an important connection between geometry and algebra, thus allowing a solution for geometrical problems by way of algebraic equations.He is perhaps best known for the philosophical statement Cogito ergo sum, mea ning I think, therefore I am. From 1604-1612 he attended Jesuit school, where he versed the standard scholastic, Aristotelian philosophy. In 1619 he embarked on his lifes work of rebuilding the whole universe because he believed everything he had learned was wrong. To do this he used what is known as his method of doubt. He meditated on various possible skeptical scenarios to help him doubt even things that waited possibly true. First he considered that, when asleep and dreaming, everything seemed just as real and true as when he was awake.This led him to think that perhaps he is dreaming at that very moment, in which case he may not be really sitting in a chair but dreaming that he is sitting in a chair. Descartes, to make his unbelieving even more radical, considered the possibility that God is evil and has the aim of deceiving him as much as possible by placing fictitious sensory inputs directly into his conscious mind. This resulted in his famous statement I think, therefore I am. His argument for the existence of God begins with the belief that I have a concept of God, as perfect and infinite.This concept is clear and distinct therefore an idea must have a cause-even an idea cannot appear from nowhere. A greater object can cause a lesser one but the reverse is impossible. Thus, my idea of God, which is supremely great, can only have been caused by just such a being. Thus God, as I conceive him, must exist. 16 With his belief in the reliability of his senses restored, he was then able to acquire common-sense beliefs about material objects. He went on to build an elaborate system of mechanics, a theory of planetary motions, among many others. David Hume Oregon State.edu Oregon State. edu The most important philosopher ever to write in English and one of the most important figures in the history of Western philosophy and the Scots Enlightenment was David Hume. He was also well-known in his own time as a philosopher, historian, economist, and essayist. Am ong the arouse features of Humes empiricist philosophy are a revolutionary view of causality, the problem of installment, and the distinction between fact and value. Hume advocates various forms of moderate or mitigated skepticism. He was a relentless critic of metaphysics and religion.10 Hume was born in Edinburgh on April 26, 1711 and spent his childhood at Ninewells, the familys modest estate near Berwickshire. His family thought he was suited for a career in the law, but he preferred education unmingled authors and pursuing the goal of becoming a scholar and philosopher. He followed a rigorous program of reading and reflection for three years while pursuing this goal. Humes job of Causation has remained unsolved for two-hundred fifty years and this uncertainty has greatly prejudiced our belief in the possibility of metaphysics and the certainty of science, and has ultimately led to postmodernism.Hume explains that until we know what exists and the necessary connections bet ween these things that exist, it is impossible for humanity to have certainty of knowledge. This in return leads to the Problem of Induction, for if we do not know the a priori cause of events then we have no principles from which to logically descend our conclusions. Then we are simply left observing that one event follows another and somehow they seem connected, yet we dont know why or how therefore we must depend upon induction to determine the laws of nature.This problem of induction can be demonstrated using his simple example of move a stone such that when I let go of the stone it falls to earth. And despite the inwardness of times this experiment is repeated does this inductively infer that the stone must fall the next time I let it go. He argued that it doesnt, that it is simply a habit of thinking that it does and that it is quite possible that at some point in the future the stone will not fall. Hume stated, The supposition that the future resembles the past, is not fou nded on arguments of any kind, but is derived entirely from habit.11 He believed that a priori ideas did not exist and that they are not innate but derived from experience of perceptions. He believed these perceptions could be divided into impressions and ideas. He believed that humans learned through impressions and if there are no impressions then there is no idea. He also believed that every persons perceptions were his alone and different from other peoples. 17 For the argument for the existence of God, Hume began by laying batch the principle that we can ascribe capacities to a God only if they are evident in the world.He believed humans have no reason to infer an almighty God from the world because the world is manifestly finite and imperfect and any argument from such is unwarranted. He claimed that the hypothesis of a God is unreal that there is no practical gain in positing such a being. 1. Oregon State. Section iii Philosophical Perspectives in Education Web. October 16, 2012. 2. Wikipedia. Idealism October 13, 2012. Web. October 16, 2012. 3. Wikipedia. Objective Idealism May 5, 2012. Web.October 16, 2012. 4. Wikipedia. Transcendental Idealism kinsfolk 30, 2012. Web. October 16, 2012. 5. Wikipedia. Neo-Platonism October 6, 2012. Web. October 16, 2012. 6. The Basics of Philosophy. Idealism Web. October 16, 2012. 7. The Basics of Philosophy. Realism Web. October 16, 2012. 8. Wikipedia. David Hume October 12, 2012. Web. October 16, 2012. 9. Stanford Encyclopedia of Philosophy. David Hume May 15, 2009. Web. October 16, 2012. 10. Oregon State. David Hume Web. October 16, 2012. 11. On Truth & Reality. Meta-physics David Hume Web. October 16, 2012. 12. Wikipedia. Ontology October 29, 2012. Web. October 30, 2012. 13. Wikipedia. Epistemology October 30, 2012. Web. October 30, 2012.

Experimental Design for Orange Juice, Vitamin C

What Type of orangish tree succus has the Most Vitamin C? Introduction Question What type of chromaticness juice has the most vitamin c? Hypothesis Freshly squeezed orange juice will have the most vitamin C compared to the other types of orange juice and drinks, because the fruit is picked fresh, and it is not stored, preserved or exposed to oxygen. Materials i. Vitamin C Indicator Solution a) cardinal tablespoon of cornstarch b) Water c) 250 milliliters of boiling water ii. Two percent iodin solution iii. medicine dropper. iv. (6) Disposable pipettes. v. (1) Stirring rod. vi. Cheesecloth vii. Distilled water viii. Masking tape x. Permanent marker x. Small funnel xi. chemical substance safety goggles xii. Lab apron xiii. Rubber (latex) gloves xiv. Soluble starch xv. 50 mL gradatory cylinder xvi. 500 mL graduated cylinder xvii. 50 mL Ehrlenmeyer flask xviii. 50 mL burettetete xix. Ring stand xx. Buret clamp xxi. 1/4 teaspoon measuring spoon, xxii. scum jars for atomic number 53 (300 mL) and starch solutions. xxiii. Sources of vitamin C a) (2) Tropicana Pure Premium 100% Pure and Natural Orange succus (Bottled) b) (2) (Frozen) c) (2) Floridas Natural Premium Orang Juice (Canned) Procedure Independent Variable Orange Juice Frozen, Canned, and Bottled. a)Tropicana Pure Premium 100% Pure and Natural Orange Juice (Bottled) b) Tropicana Seasons let outflank Frozen Orange Juice Concentrate (Frozen) c) Floridas Natural Premium Orang Juice (Canned) open Variable Amount of vitamin C in each cup. (mL) Constants Amount of orange juice, amount of solution throw in each cup of orange juice. i. Wear gloves, chemical safety goggles, and a lab coating or apron when using the one solutions in this experiment. ii. Dilute the solution 110 in distilled water to make your iodine titration solution. iii. Make a starch indicator solution. a. Take one tablespoon of cornstarch and water and make into paste. . Add 250 mL of water and boil. c. Add 10 drops of this solution to 75 mL of hot water consistently as you are stirring. iv. Make a fresh vitamin C standard solution (1 mg/mL). Do this on each day that you make vitamin C measurements from orange juice. v. Titrate 25 mL of vitamin C standard solution. a. Use a clean 50 mL graduated cylinder to measure 20 mL of vitamin C standard solution. b. Pour this into a 50 mL Ehrlenmeyer flask (the shape of this flask allows you to swirl the solution to mix it without spilling). c. Add 10 drops of starch indicator solution. d.Set up the 50 mL buret on the the ringstand. e. Use a funnel to guardedly fill the buret with your iodine titration solution. f. Write down the sign flock of the iodine titration solution in the buret. g. Place the Ehrlenmeyer flask (containing the vitamin C and starch solutions) under the buret. h. Carefully release the spring clamp of the buret to add iodine solution drop by drop. i. Swirl the flask to mix in the iodine solution after each addition. j. The titration is complete when t he iodine creates a blue-back annotate in the solution that lasts for lengthy than 20 seconds. k. Record the nett volume of the iodine solution in the buret. . The difference between the initial volume and the final volume is the amount of iodine titration solution needed to oxidize the vitamin C. m. Repeat this footmark three times. You should get results that delay within about 0. 1 mL. vi. Prepare frozen canned orange juice. vii. If any of the orange juice samples contain pulp, filter them through clean cheesecloth before doing the titration. n. Use a clean 50 mL graduated cylinder to measure 20 mL of the fresh-squeezed juice. o. Pour this into a 50 mL Ehrlenmeyer flask (the shape of this flask allows you to swirl the solution to mix it without spilling). . Add 10 drops of starch indicator solution. q. Set up the 50 mL buret on the the ringstand. r. Fill the buret nearly full with your iodine titration solution. s. Write down the initial volume of the iodine titration soluti on in the buret. t. Place the Ehrlenmeyer flask (containing the vitamin C and starch solutions) under the buret. u. Carefully release the spring clamp of the buret to add iodine solution drop by drop. v. Swirl the flask to mix in the iodine solution after each addition. w. The titration is complete when the iodine creates a distinct color change in the juice/starch solution.This color change will be harder to see than with the vitamin C solution, since the juice starts out orange. The color will change from orange to grayish brown when the endpoint is reached. If you continue to add iodine, the color will darken further. You want to note the volume of iodine added when the color first changes. x. Record the final volume of the iodine solution in the buret. y. The difference between the initial volume and the final volume is the amount of iodine titration solution needed to oxidize the vitamin C. z. Repeat this step three times. You should get results that agree within about 0. 1 mL. viii.For each juice (fresh, premium, or from-concentrate), calculate the average amount of iodine needed to titrate a 20 mL sample. ix. Repeat all steps a contribute of 3 times in order to ensure accurate information. Pictures Starch Indicator Solution iodin solution Number of Drops Needed to Change the Indicator Type of Juice tally 1 (mL) Trial 2 (mL) Trial 3 (mL) Average (mL) Type of Juice Record Qualitative Data (Color,etc. )Trial 1 Record Qualitative Data (Color,etc. )Trial 2 Record Qualitative Data (Color,etc. )Trial 3 Notes