Distributor retailer integrated inventory model (in supply chain) Essay - 1

Distributor retailer integrated inventory model (in supply chain) - Essay Example Business has become very competitive in the present world. Customers are now exposed to more information regarding the product and this allows them to select the best product in the market. Globalization has made business to be competitive outside the region of operation. It is very important that every organization determines suitable method to make the product and service to the people at lowest price. Company will be able to provide products under reduced cost only if the operating cost of the organization is reduced. In the business world every amount that is spent on the product is countable, by reducing the cost of operation the firm will be able to reduce the price of the product and this will increase the competitive advantage of the organization. Supply chain management is now being identified as an important factor for the effective functioning of an organization. Supply chain management provides large opportunity for reducing the cost of operation and to ensure that the firm functions effectively. Supply chain management covers all the process in the production of a product or service starting from the collection of raw materials to the delivery of the product. Effective supply chain management depends on several factors. With the increase in sequences and participants in the supply chain the complexity of the chain increases. Inventory management is an important aspect of the supply chain management. The main focus of inventory management is to determine the activities of inventory like determining the amount of inventory that a company would require to meet the demand of the customer. Proper inventory control enhances the firm to have the optimum amount of inventory to meet the demands of the customer. Low inventories may result in the organization having deficient inventories and will have to face a shortage of inventories. Most of the companies in the past used the

Are attitudes, policies and procedures for dealing with female Essay

Are attitudes, policies and procedures for dealing with female offenders difficult to justify when compared with their male counterparts - Essay Example In line with this, this research will answer the question ‘Are the attitudes, policies and procedures for dealing with female offenders difficult to justify when compared with their male counter parts?’ the methodology employed in order to address this question is documentary research. The study, utilising the documentary research methodology, relied on using secondary data collected from various scholarly literatures written about female offenders, UK Case Laws, crimes, and legislation. In the documentary analysis undertaken, the answer to the primary question is NO. It is not difficult to justify. This answer to the question is supported by the following suppositions: 1. Justice is impartial. The gender and sex of the offender is immaterial in the resolution of the case 2. There is a need to redefine the court system in such a way that it will accommodate female offenders and workers in the justice system 3. There is a need for restructuring of the justice system. 4. Reformation in the justice system 5. Training among the workers on treatment of female offenders. The notion of women committing crimes have been considered as a deviancy from the cultural image and gendered expectations that society has of women.1 Being such, traditional theories pertinent to female delinquency and female offending have been focused on how women are biological destined in committing crimes or by explaining it away via citing pathological explanations that confound the criminal act. Recognizing the importance of these views as necessary in understanding the criminal behaviour of women, does not preclude the fact that women ‘do’ commit crimes and that there are factors and explanations behind their criminal acts and not simply because of their gender or sexuality.2 Although Table 1 shows that compared with men, women commit less crimes but it does not show the fact that there is an increase in the number

The Pros And Cons Of Video Games Media Essay

The Pros And Cons Of Video Games Media Essay The world of electronic gaming has undergone radical transformation since it was conceived more than two decades ago. At the beginning, games like Super Mario Brothers, and Pong were just childish, enjoyable, and essentially harmless. However, today, video gaming has become a thriving industry that has a wide range of customers, spanning various ages, genders, nationalities, and moral beliefs. Just like books, television, and movies, some video games are aiming at the older audience through the use of violence, sex, and adult content. Despite the existence of a rating system and recognition for people wishing to purchase adult video games, some politicians and parents claim that video games have a hugely negative impact on the young generation. In efforts to locate the blame about the content of video games, politicians and developers alike seem to have forgotten that parents have a responsibility to make decisions on the type of material that is suitable for their children. Farrales observes that Video game content appears to have become an issue for the first time when Mortal Kombat was released in 1993 (12). Many parents complained the high degree of violence evident in the graphic depictions of blood, fighting, and death. The ESRB (Electronic Software Ratings Board) was formed by the Entertainment Software Association with the aim of coming up with a rating system for monitoring the content of video games. Fernandez indicates that video games stand accused of bringing about violence, obesity, and lousy grades (3). However, some people beg to differ, pointing out that the games are ideal for childrens mental well being. Video games are not just hard, they are adaptively hard. The games tend to challenge the players at the edge of their mental abilities. As players become better and score higher points, they are challenged to move up the ladder of more demanding play levels. This adaptive challenge can be stunningly powerful in the case of entertaining video games. Scientists point out to the importance of video games in ascertaining the extent to which the human brain is malleable. In this regard, fast-paced video games that are action-packed have been proven, in different studies, to boost spatial perception, visual acuity and the ability to pick out objects easily in a scene. Complex games that are strategy-based can significantly improve many cognitive skills, including reasoning and memory. These findings fit in well with the scientists increasing understanding of the malleability of the human brain. Researchers are now aware of the way in which practicing and learning an extremely challenging task can change the human brain. The question of generalizing gaming situations to non-game situations remains one of the main issues that surround many emerging game software being marketed as a way of keeping the human neurons spry as we continue to age. It is still unclear whether these games are helpful in situations that are outside the context of the game. However, in a promising study carried out in 2008, senior citizens who began playing Rise of Nations, a game devoted to nation building and acquisition of territory, started improving on many cognitive abilities, thereby performing impressively on various subsequent tests of memory, multitasking, and reasoning. The tests were administered after training was carried out for eight months. Unfortunately, no follow-up testing was carried out to determine whether the gains lasted or not. There are attempts by researchers to concentrate on the most crucial aspects of off-the-shelf games, potentially allowing designers to come up with many new games that can boost the human brain power. In the same light, there has also been some focus on determining how video games can be used to promote socially acceptable behaviors, particularly actions that can be of help to other people. Unlike, say books and movies, video games do not just have content, they are also defined by rules that are clearly stipulated. In every video game, certain actions are rewarded while others are punished. For this reason, they contain an immense potential to train children about values and ethics. However, the same games could also be used to reward antisocial behavior just as easily as the pro social behavior. A significant number of off-the-shelf games contain strong pro-social themes, for instance, the Oregon Trail or The Sims. These two video games make the players fully responsible for the well being of each other. A big challenge for developers of new games will be to figure out ways of wrapping virtuous features into a highly engaging package. Ultimately, quips Gallagher, every video game should be an entertaining experience (2). On the other hand, it is true that some of the most popular video games are the violent ones. The reason why the market is flooded with violent games is that violence sells. People enjoy action-packed violent games most. It is rarely a matter of contention whether a game is violent or not. The contention arises regarding how violent the games actually are. In an interview with Dr. Craig Anderson, a leader in the current research on the various effects of prolonged exposure to violent computer and video games on aggressive behavior, the General Aggression Model was discussed at length. Dr. Anderson pointed out that he was motivated to research about aggression in video games by the work he did on the model as well as on media violence literature. Dr. Anderson pointed out that although there were hundreds of studies on aggression and violent video games, many questions remained unanswered. Students were looking for compelling and publishable research topics, and in this way, they were able to come up with many gaps in the literature. In the beginning, Dr. Anderson looked at priming issues in the context of media violence effects. However, after debating with cognitive psychologists, the researcher thought about modifying the Stroop test, although he chose to adopt reading reaction time tasks among participants. Dr. Anderson pointed out that many researchers in the media violence generally think that everyone who is high on trait aggression is influenced more by exposure to media violence than by anything else. In other words, the conviction among many scholars is that highly aggressive people are the ones who are most susceptible to the video games harmful effects. In the early years of video gaming, violence used to be cartoonish. In games such as Space Invaders and Wonder Boy, when a player killed an enemy, this would be shown by the unfortunate subject disappearing in a small explosion or a cloud of smoke and debris. At the time and with the technology that was current, these games were considered violent. Today, with improvements in technology, people no longer disappear in a cloud of smoke and debris. Today, enemies have to bleed before they die. The grotesque image of the corpse also has to appear, complete with a gunshot wound. A game such as Metal Gear Solid 2 portrays enemies performing elaborate maneuvers when a player shoots them. It is always thoroughly entertaining to shoot them at the limbs and to see them go limp, or to shoot at their radio, rendering it useless. Some people say that what has increased is the level of realism and not violence, since the aim has always been to shoot and kill anything that comes in ones way. However, this very aspect of realism makes some forms of violence appear acceptable, for example, in Wonder Boy, and others unacceptable, for example, in Metal Gear Solid 2. Yet others do not notice any difference in various types of violence, insisting that violence of whatever nature brings about the same effect on society. Farrales highlights the views of General Everett Koop, a U.S. surgeon, who once claimed that home and arcade video games are among the top three reasons where there is family violence (4). There are many instances that would perfectly make Koops statement on the negative impact violent video games on behavior agreeable. However, there are also many instances that portray violence as having little or no any negative effects on the individuals playing them. Some kids play video games and end up becoming violent people. Others play them but do not become increasingly aggressive. These varying outcomes make it difficult for the effects of video violence on all players to be determined accurately. Meanwhile, the most undesirable aspects of violence in video games include lack of punishment for killing, constant killing and hurting of other people, and perpetual justification for killing other people. This situation makes players to start accepting killing as an acceptable means of solving problems. They are also made to believe that there is nothing wrong with violence. In other words, violence is desensitized, and players start seeing human beings as mere objects rather than human beings, thus drastically lowering their empathy levels. Of course older players can differentiate between fantasy and reality, but children cannot. Surprisingly, argues Anthes, these older people are affected by video games as well, though not in the same way as kids. Among kids, the violence contained in video games leads to increase in aggression. A common effect of video games is to make players developed abnormally high adrenaline rates, which may result to hyper-aggressiveness together with the symptoms of Attention Deficit Disorder. Increase in adrenaline rates leads to stimulus addiction, a common response among children who are often immersed in violent video games. People who suffer from stimulus addiction require stimulation that is increasingly strong in order to attain the same emotional experience. Sometimes, this search for stimulation leads them so go looking for more violent video games. Meanwhile, the question of whether video games result in violence in the real world remains unanswered. Many parents are worried that violent games will not only bring about restlessness in their children, they will make them more violent their behavior as well. Farrales points out to the research that was done in 1998 on a group of children aged between 5 and 7 years (9). In this study, the children were observed to imitate during free play whatever they had experienced in video games. Children who had played games with violent themes were aggressive, while those who played active, nonviolent games reflected their experiences in their play. The level of stimulation in both cases appeared to be more profound in girls than in boys. This could be because, generally, males are exposed to violence more, making a significant increase in aggression to be more profound in females. Unlike TV or movies, which present a predominantly passive viewing experience, violent video games require an individual to shoot, stab, rob, and kill enemies actively. With a movie, even if one was to watch it several times, some additional details may be obtained but it is fundamentally about the same thing. With a video game, many things can be changed according to ones way of thinking, level of play, and dexterity in pressing the control buttons. Fernandez points out that Cho Seung-Hui, a student who killed 32 people at the Virginia Tech Campus back in 2007, is reported to have been played video games obsessively, and many commentators have been instinctively linking game violence with the killings in the campus. Claims of Cho Seung-Huis stint with obsessive video games were debunked by the campus panel that investigated the killings. The obvious problem with the desensitization claim made on video games after the Virginia Tec incident is that millions of adults and kids play violent video games every day and they never engage in any violent behavior. In fact, during the past decade when video games have surged in popularity, violence by youth has declined. According to a study that the Center for Disease Control and Prevention released, the number of school killings reduced considerably between 1992 and 2006. However, this is not where the debate ends. Although video games may not directly result in school shootings, it is undoubtedly strongly linked with aggressive feelings. Those who are opposed to computer and video games would want to see them censored. These people cite many reasons for their stance. They insist that over-dependence on video games fosters social isolation, since in some cases the games are played alone. They also point out that women are portrayed as the weaker sex, sexually provocative and always helpless. Moreover, game environments are always based on gender bias, aggression and plots of violence. Additionally, video games have inspired criticism because of the way in which they fail to provide actions that require creativity and independent thought. Instead, they confuse fantasy with reality. In most of these games, there is no alternative route to winning other than being a violent player. Furthermore, not surprisingly, academic achievement tends to be negatively related to the overall time that is spent playing computer and video games. Anand indicates that there is a correlation between use of video games and academic performance, if the grade-point average (GPA) and scholastic aptitude tests (SAT) on students who use video game are anything to go by (555). According to Anands study, there is a negative correlation between the time spent by student playing video games and the students SAT and GPA scores. The research findings presented by Anand suggest that video and computer games could be having a detrimental effect on the GPA of the individual, and possibly, on SAT scores as well. Although the results portray statistical dependence, it still remains rather difficult to prove a cause-and-effect relationship. This difficulty arises from the complex nature of academic performance as well as student life. In a New York Times article published on the November 15, 2010 edition, the question of whether stores should sell violent video games to minors was raised. Indeed, the question was not of the article writers own making, it was being debated by the Supreme Court in an attempt to determine what the writers of the Bill of Rights would have thought about a violent video game like Postal 2. In the New York Times Article, Adam Liptak wrote that the justices struggled to define the manner in which the First Amendment ought to apply to video games. A suggestion was made on the imposition of a $1,000 fine on all stores that continue to sell violent video comes to minors. The violence in the computer games, according to the Supreme Court, is characterized by acts of killing, dismembering, maiming, and sexually assaulting a human beings image, in a manner that is patently offensive, lacks serious artistic, scientific, political or literary value, and appeals to the deviant and morbid interests of minors. In summary, the cons of video games by far outweigh the pros. There is a need for these games to be regulated, particularly with regard to access by minors. The regulation standards imposed by the ESRB should be revised to reflect the need to protect children and students from being lured into the world of aggressive video games.

Doc Holliday :: essays research papers

Few gunmen in history have been as notorious as the late John"Doc" Holliday. Part of the reason Doc has enjoyed such a famedhistory is because of the overall descent man he was, that is when hewasn’t gambling, drinking, and gunslinging. When Doc died he mighthave had a handkerchief, a pocket knife, a deck of poker cards, a flaskhalf full of whiskey, and a small essay entitled "My Friend DocHolliday" by Wyatt Earp. The most important item Doc would have had on him when he diedwas a handkerchief. Doc most likely had a handkerchief because of thesevere case of tuberculosis he had, which led to his untimely demise. Doc contracted this disease while traveling the west, staying up long hours, drinking, smoking, and gambling most of the time he was awake. This handkerchief would have helped Doc wipe up any blood, and ordead lung tissue he might have coughed up on his last day of life. Doc was not only a very sick man, he was also a very cultured man. Being cultured might have provoked Doc to wear a handkerchief as a fashion accessory, because rumor has it that although Doc was a mans man, he still liked to look as good as possible no matter where he went. This handkerchief in his eyes may have shown people his intelligent, well educated side. This educated side is a side of Doc that few people know about today. Usually when someone hears the name Doc Holliday, they think about fighting, drinking, and gambling, all of these are true of Doc, but these people had barely scratched the surface. As a young man Doc attended Valdosta institute where he became knowledgeable of the Greek, Latin, and French languages. Amazingly Doc’s favorite subject was rhetoric, his teachers claimed that Doc had a way with words unsurpassed by anyone in his class. All of these factors may have contributed to Doc having a handkerchief with him on his final day of life. A second item which might have been found in Doc Hollidays pocket on the day he died is a small pocket knife. Doc might have had a pocket knife first of all because he was a dentist by trade. Being adentist may seem like it has nothing to do with having a pocket knife,but being a dentist by trade helped Doc develop amazing skills with cutlery. Doc was famous mostly for his gunrunnig, but could rarely be found without a pocket knife.

L’origine Du Monde Essay

L’Origine du monde is an oil painting realized by Courbet in 1866. It may be the most controversial piece of art that the famous artist has ever presented. Consisting of a 46Ãâ€"55 centimeters close up on a woman’s genitals, the picture makes all the conventions shatter and gets any audience uncomfortable. This essay first explores the historical trajectory of L’Origine du monde, from its origins to its rediscovery since 1995. The painting results from Courbet’s imaginary as well as a precise historical context: the era of the Second Empire was indeed characterized by its interest for nude and erotic painting, what encouraged Courbet to revitalize in his realistic manner this kind of practicing art. Considered as scandalous, the picture has remained hidden during almost one century until its being given to the Orsay Museum, which the piece of art enters on the 26th June 1995. Turning to a more precise analysis of the painting, the essay then emphasizes its ambiguity: although the aim of the painter was to represent the reality of a woman body, trying to reach objectiveness, there is also a will to make the audience react, mind about his relation to nudity. Therefore, the paper leans upon the taxonomy of nudity vs. nakedness in order to understand the peculiar subject of this painting. The last issue the paper deals with is the question of genders in L’Origine du monde. Lots of artists have included Courbet’s painting in their artwork. A case in point of this broad reinterpretation is Orlan’s photograph entitled War’s Origin: Orlan took the same disposition up for its picture as Courbet’s one but represented a man’s genitals instead. By the play on words between both titles, she makes L’Origine du monde enter the gender debate, using nudity as a weapon and genitals as witnesses. Introduction The gender debate highlights the difficulty to get over the biologics and give a social definition of woman. The status of women artists and broadly talking the relation between art and women are some quite good indicators of these difficulties. They help revealing the huge evolution which art has experienced over one century regarding the feminine gender. Since feminist movements rose in modern societies during the seventies, it seems like women have tried to get rid of the taboos around their body. Although they were meant to protect decency, the sense of modesty has in fact prevented any social evolution of the status of woman and any changing in the social perception of her body. Dealing with this issue one hundred years before it becomes one of the main topics of public debate, Courbet painted L’Origine du monde in 1866. Consisting of a 46Ãâ€"55 centimeters close up on a woman’s genitals, the picture makes all the conventions shatter and gets any audience uncomfortable, what may explain the chaotic history of this piece of art. We may therefore wonder what Courbet’s intents were by choosing to bring such a provocative picture to the fore. In which debate did he want his work to take part? What is the current role of L’Origine du monde in the gender show? L’Origine du monde : a time bomb†¦ The painting genesis How did Courbet come to this piece of art? This has been the big questioning since Courbet has painted it in secret in the 1860s. Several previous pictures had yet announced the tone of what would be named much later L’Origine du monde. A case in point is the painting Paresse et Luxure, also dated from 1866, where the artist stages two women making love. We could also quote Les Baigneuses painted in 1853 that shows a naked fat woman coming out of the water, with all her rolls of fat and her smudged feet. Courbet has a real fascination for woman’s body which he aim at representing with no effect, in his natural – and to him beautiful – state. To realize its close up, the painter surely got inspirited from pornographic photographs which were becoming more and more numerous at that time. He also brought his imaginative world in: Courbet spent his whole childhood in the mountains of the Jura, and L’Origine du monde presents a troubling likeness with a drawing he had realized in his youth of the entry of La Dame verte cave. The same disposition, close colors, all these factors contribute to make woman’s genitals become fascinating and schemer, like this cave that used to fill Courbet’s dreams in. The historical context At the time Courbet painted L’Origine du Monde, nudity was a fashionable topic. The audience was keen of â€Å"vaguely erotic pieces of art provided they were idealized, [†¦] almost immaterial. † Thus many artists who represented nudity and exhibited their paintings at the Salon des representations became famous and obtained a great recognition for their work. Among these, considered nowadays as academic or even classical, let’s quote Alexandre Cabanel and his painting entitled La Naissance de Venus. It represents a naked woman surrendered by a few putti who is having an orgasm. Though, due to the mythological topic, this piece of art has not been considered as scandalous at the time it has been presented, in 1863. This is precisely what Courbet rejects. To his mind, this way of painting women’s body is hypocritical. His ultimate goal is to get as close as possible from reality, and not to conform to the classic rules. The way he paints fleshes is therefore interesting: he gives them a crude consistency and bright colors. The exile until 1995 In 1864, Venus et Psyche a previous painting from Courbet was refused at the Salon because of its â€Å"indecency†. This do show that the audience could not have appreciated L’Origine du monde: people would have simply rejected it without trying to understand its message. That’s why Courbet kept his work hidden until his death. Concealed behind a green tapestry, he showed it to some rare and privileged visitors, which he considered as able to understand the artistic intents behind genitals. The piece of art has ever since had a chaotic story: going from owner to owner, the painting remains reserved to a restricted circle of initiates. A roman has even been published that tells the whole story of the piece of art: Le roman de l’Origine by Bernard Teyssedre. It ends with the entry of L’Origine du monde, in Orsay museum on the 26th, June 1995. In a nutshell, the painting has experienced a long exile from its being realized in secret to its being revealed to the world in 1995. One century off the spotlights: here is the price of Courbet’s brilliant audacity. †¦which asks the question of nudity. 1. Construction of the painting L’Origine du monde is an oil painting that offers an unconventional and pornographic framing of a woman’s body. In the center of the picture, she presents her pubis topped by an imposing hairiness contrasting with the pervasive flesh. She also shows generously proportioned hips and belly. We can even make a breast out, which is partly hidden by the white woolen surrounding the painting’s subject. In both bottom corners, there are wide thighs, which emphasize the pinkish crack in the foreground that is like a knife wound in the picture. 2. A naked woman Courbet was issued from the realist movement. That is to say that he contemplated to draw things as he saw them, trying to reach what he considered as objectiveness. That’s partly what he did by painting L’Origine du monde. What is it? A naked woman, nothing more, nothing less. There is no fig-leaf to hide what conventions would condemn. There is nothing else than the woman on the picture: her body is the only thing represented, what means that it has an interest in itself. Nakedness becomes the subject of the painting. But nakedness does not imply aesthetics. Courbet painted each roll of fat, each stretch mark, each hair that constitutes this dark and schemer hole in the middle of the picture. He wanted to draw a woman, not the woman as men were used to idealizing her, because even if the first is only part of the diversity of women in the world, the second one is linked with fantasy rather than with reality. That’s what John Berger described as nakedness: â€Å"to be naked is to be oneself† he said. Who then could be more naked than the model of L’Origine du monde? A nude woman However, shall we deny any longer that there is something more than description in this picture? No we don’t! The first sign which shows that Courbet did not content himself with painting what he saw is the position of the model’s legs. They make a right angle: quite an uncomfortable position which has nothing natural! He did not paint a sleeping woman; he painted a woman voluntarily and deliberately exhibiting her genitals. This painting seems to be aggressive; even if this woman has no head, she looks at the audience and encourages viewers to examine her pubis. They cannot look elsewhere; whatever they do, the picture wins: Courbet shows what should not be visible what cause any viewer to become a voyeur who must face his own relationship to nudity. This way, the model is nude rather than naked. According to John Berger and the famous taxonomy we have already dealt with, to be nude is â€Å"to be seen naked by others. [†¦] Nudity is placed on display. † Here we are! L’Origine du monde carries a message to the viewer. Its shocking nature is no goal, but a mean to make us mind about our relation to nudity. An ode to woman 1. Unveiling the sacred Religions are bound to regulate relations between what is sacred and what is on Earth. Sense of modesty has been enforced by the Christianity in the Middle-age. It is thus a product of religion that tells us which corporal behavior is acceptable and which is not. Religion has become the intermediate between us and our body, above all as far as woman’s body is concerned. Christianity established rules to interact with nudity. Nudity must not be public, naked body should never be seen. Courbet parodies this narrow-minded way of thinking with L’Origine du monde. First, the circumlocution that constitutes the title is revealing: endowing the woman’s genitals with the power of creation, he gives to his work a universal dimension, a solemnity that contrasts with the effective subject of the painting. This should never be seen? Well Courbet dedicated a whole painting where he tried to be as accurate as he was able to. A single detail misses: the model seems to have no clitoris. Maybe another way Courbet found to give his work a more serious tone to mock the Christian vision of nudity. Another case in point is the white woolen under the model, which almost gives a mythological atmosphere to the painting. In a nutshell, Courbet displays contempt towards classical vision of nudity by unveiling what should never be seen. But this distancing with classical vision goes further: he aims to put woman social status in question. L’Origine du Monde vs. L’Origine de la guerre In 1989, a French artist, Orlan, realized L’Origine de la guerre, which is actually a rerun of Courbet’s painting. It is a photograph of a man’s tumid genitals, where the disposition is scrupulously the same as in L’Origine du monde. The style is also meant to match perfectly with the realism of her model: Orlan chose photography – a proof of Courbet’s talent to draw reality. She even has imitated the baroque frame of L’Origine du monde so as to make the parallel between her work and Courbet’s one get striking. Why did she so? In fact, Orlan had understood the polemical impact of L’Origine du monde behind the struggle on decency issue. She had foreseen that the painting dealt with woman rather than with nudity. As a consequence, she wanted it to enter the gender debate and that’s what she did by exhibiting her piece of art entitled L’Origine de la guerre. The play on words between both titles is the starting point of her message. Man is violent, dominant, what may be emphasized by the fact the penis has been represented in erection. Sexuality is a mean for man to settle his domination, whereas woman’s genitals represent life and peace. By putting the blame on man, Orlan speaks in favor of woman. By rerunning Courbet’s work, she allows for a better understanding of its message. Woman’s status in question We saw that Courbet, through his painting, puts the stress on our relation to nudity and by the way on the status of woman in modern societies. L’Origine du monde is a reflection on woman’s misleading status as well as a cure to remedy it. He makes every taboo about woman body shatter since he seems to be thinking this is the way woman will get their social emancipation. Sense of modesty is in fact a way to keep woman prisoner of society. This prevents any changing in the established order that could jostle male domination on woman. Looking at what should never be seen compels any audience to come to the conclusion that decency is arbitrary. Sense of modesty has nothing natural and one can easily outstrip such a moral rule.

A Chip of Glass Ruby Responses

A Chip Of Glass Ruby Written Responses 11. I would describe Bamjee as aloof and proud. Aloof because he doesn’t show his emotions very much or say how he’s feeling or talk to his stepchildren very much. Showing his true feelings only this one time, Bamjee reveals his opinions when the police come to arrest his wife for participating in and promoting a cause that he is opposed to. Before and after that outburst of his though he really is rather distant and detached from his family and what’s going on.As aloof as Bamjee is, he is also quite proud. He is proud that wealthy and influential people are coming and going through his house, but he is even more proud of his ethnicity. He is proud because he is Indian which means he is of a higher social status than the Bantu. 12. When Mrs. Bamjee was taken away by the police she reminded Bamjee about Ismail’s, Mrs. Bamjee’s daughter Girlie’s fiance’s, engagement party.This shows that even in the midst of the arrest she keeps her cool and remains the good and normal wife that Bamjee fell in love with by reminding him of something as insignificant as an engagement party. Protesting and promoting equality, she is still a simple Indian woman who wants the best for her family and to respect the values of others (in this case, making sure not to offend Ismail by not showing up to his party). 13. In South Africa the social classes are prominent barricades from equality in the country.Having the highest social status, the whites remain the most powerful while the Indians, like Bamjee, are below them and even lower are the Bantu, the native people of South Africa. Bamjee considers himself better than the Bantu and this is showed in the story when he snaps at her â€Å"There you are! That’s what you’ve got for it. † ‘It’ referring to her helping organize the protests and getting involved in the issues of the Bantu. Another part of the story that dem onstrates Bamjee’s belief of his superiority over the Bantu is after Mrs.Bamjee has been arrested and gone for two weeks. Bamjee is talking to himself out of rage saying â€Å"For a crowd of natives who’ll smash our shops and kill us in our houses when their time comes. †, â€Å"She will starve herself to death. †, â€Å"She will die there. †, â€Å"Devils who will burn and kill us. † Clearly he believes that his wife must not be acting so ridiculous for people she is better than and clearly he believes the Bantu to be devilish creatures.

Environmental Ethics and Policy Essay †Biology Research Paper (200 Level Course)

Environmental Ethics and Policy Essay – Biology Research Paper (200 Level Course) Free Online Research Papers Environmental Ethics and Policy Essay Biology Research Paper(200 Level Course) Determining a comprehensive, all-inclusive environmental ethic is no easy task. Human interests, desires, and consciences are hard to accommodate, considering that all vary with the individual. And according to world statistics, there are over six billion of us, each with a different experience of the natural world, its plants and animals. So, of the following perspectives, which makes the most sense when making decisions about environmental policy? Considering the plethora of interests and varied needs of humans all over the world, a middle ground must be found, tempered by the radical reasoning of extremist ethics. On the one extreme, anthropocentric ethicists view nature’s value only in relation to the well-being of humans. Nature’s value subsists only in its capacity to provide for the human race. Often, this takes the form of an economic capability, ignoring the destruction of parts of the environment that have no direct use to humans. A familiar case study involves the preservation of the north spotted owl. Continuous logging in the Pacific Northwest threatened the habitat of the species, but logging companies argued that to discontinue logging would mean the loss of jobs and the logging companies themselves. Loggers argued that preserving the owl would be a detriment to the economy. In this case, the loggers held an anthropocentric view. Environmental champions, however, would argue that saving the spotted owl would save an entire ecosystem on which plants, other animals, and humans depend. The criticism of anthropocentrism then, is that it has a narrow view of what maintains the â€Å"well-being† of humans. The other extreme environmental ethic, biocentrism, calls for all life forms to be treated as though they possess the same moral standing. Contrary to anthropocentrism, biocentrism says that all life is good in and of itself. It argues that no living thing is more valuable than another. This perspective is often criticized for ignoring the reality that life survives by feeding on life. In the case of the spotted owl, biocentrism would say that the owl should be preserved, not merely because its value can be measured in more than dollars, but because it shares the same rights as that of human, including the right to life. The radicalism of this view is difficult to understand when trying to compare it with a more moderate view, like the third possible ethic, ecocentrism, because both recognize importance in preserving say, the life of the spotted owl. It is important to note therefore, that to align with the biocentrism ethic would be to go against many aspects of modern life, principally, the necessity of surviving on other life. Research Papers on Environmental Ethics and Policy Essay - Biology Research Paper (200 Level Course)Genetic EngineeringRelationship between Media Coverage and Social andPETSTEL analysis of IndiaMoral and Ethical Issues in Hiring New EmployeesEffects of Television Violence on ChildrenUnreasonable Searches and SeizuresBringing Democracy to AfricaComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraBionic Assembly System: A New Concept of Self

12 Angry Men Essays (440 words) - Fiction, Film, Law, Free Essays

12 Angry Men Essays (440 words) - Fiction, Film, Law, Free Essays 12 Angry Men Every man put on trial is considered innocent until proven guilty. In 12 Angry Men this theory can almost be considered false to the jurors involved in this murder case. But one man can be credited with sticking to the innocent until proven guilty theory that most likely saved a mans life. This juror must show 11 other jurors that he can prove with enough valid evidence that this boy is be wrongfully accused of killing his father. Reginald Rose shows us how that one mans integrity can prove to make a big difference in a kids life. Juror #8 can be credited with saving someones life. Under intense and hostile scrutiny juror #8 is the only juror to vote not guilty on the stabbing death of a boys father. #8 doesnt believe straight out that this boy is innocent of this crime. #8 believes that it would wrong to send a boy off to be executed without discussing it first. Jurors #3 and #10 are the most hostile of the jurors. They believe deep down that this boy killed his father. They believe that everything they heard in the courtroom holds true and they dont really want to see this kid live any longer. Juror #8 still had reasonable doubt about the murder. He doesnt want to vote guilty until he has enough evidence that this boy did indeed kill his father. Many different points are made about the boy who supposedly stabbed his father, that are cross examined well by juror #8 who still stands alone at not guilty. All of the evidence that the 11 jurors found contains flaws in them. For instance the woman who supposedly witnessed the stabbing wasnt wearing her glasses. Also the stab wound in the boys father was made so that a taller man or boy could have made that type of wound with a switchblade knife. When these key pieces of evidence becomes clearer to the 11 jurors we start to see jurors questioning there own guilty vote. #9 is the second juror to vote guilty, because he too has some reasonable doubt. As more evidence is put on the table the 12 jurors come together and decide that this boy is innocent. In conclusion, juror #8 believes that every person is innocent until proven guilty. He was given many pieces of key evidence that showed this boys guilt but the evidence was examined carefully, and as more evidence was put out more jurors believed this boy was indeed innocent bringing them all together to believe this boys innocence Bibliography don't got one

Aplastic Anemia

Aplastic anemia is also sometimes associated with exposure to toxins such as  benzene, or with the use of certain drugs, includingchloramphenicol,  carbamazepine,  felbamate,  phenytoin,  quinine, and  phenylbutazone. Many drugs are associated with aplasia mainly according to case reports but at a very low probability. As an example, chloramphenicol treatment is followed by aplasia in less than 1 in 40,000 treatment courses, and carbamazepine aplasia is even more rare. Exposure to  ionizing radiation  from  radioactive materials  or radiation-producing devices is also associated with the development of aplastic anemia. Aplastic anemia is present in up to 2% of patients with acute  viral hepatitis[citation needed]. In some animals aplastic anemia may have other causes. For example, in the  ferret  (Mustela putorius furo) aplastic anemia is caused byestrogen  toxicity. This is because female ferrets are  induced ovulators, so mating is required to bring the female out of heat. Intact females, if not mated, will remain in heat, and after some time the high levels of estrogen will cause the bone marrow to stop producing red blood cells. The condition needs to be differentiated from pure red cell aplasia. In aplastic anemia the patient has pancytopenia (i. e. , anemia, neutropenia and thrombocytopenia) resulting in decrease of all formed elements. In contrast, pure red cell aplasia is characterized by reduction in red cells only. The diagnosis can only be confirmed on  bone marrow examination. Before this procedure is undertaken, a patient will generally have had other  blood tests  to find diagnostic clues, including a  complete blood count  (CBC),  renal function  and  electrolytes,  liver enzymes,  thyroidfunction tests,  vitamin B12  and  folic acid  levels. Following tests aid in determining differential diagnosis for aplastic anemia: 1. Bone marrow aspirate and biopsy: to rule out other causes of pancytopenia (i. e. neoplastic infiltration or significant myelofibrosis). 2. History of iatrogenic exposure to cytotoxic chemotherapy: can cause transient bone marrow suppression 3. X-rays, computed tomography (CT) scans, or ultrasound imaging tests: enlarged lymph nodes (sign of lymphoma), kidneys and bones in arms and hands (abnormal in Fanconi anemia) 4. Chest X-ray: infections 5. Liver tests: liver diseases . Viral studies: viral infections 7. Vitamin B12  and folate levels: vitamin deficiency 8. Blood tests for  paroxysmal nocturnal hemoglobinuria 9. Test for antibodies: immune competency. Treating immune-mediated aplastic anemia involves suppression of the  immune system, an effect achieved by daily  medicine  intake, or, in more severe cases, a  bone marrow transplant, a potential cure. [2]  The transplanted bone marrow r eplaces the failing bone marrow cells with new ones from a matching donor. The  multipotent  stem cells in the bone marrow reconstitute all three blood cell lines, giving the patient a new immune system, red blood cells, and platelets. However, besides the risk of graft failure, there is also a risk that the newly created white blood cells may attack the rest of the body (graft-versus-host disease). Medical therapy of aplastic anemia often includes a short course of  anti-thymocyte globulin  (ATG) or  anti-lymphocyte globulin  (ALG) and several months of treatment with  ciclosporin  to modulate the  immune system. Mild  chemotherapy  with agents such as  cyclophosphamide  andvincristine  may also be effective. Antibody  therapy, such as ATG, targets T-cells, which are believed to attack the bone marrow. Steroids  are generally ineffective, though are often used to combat  serum sickness  caused by ATG use. One prospective study involving cyclophosphamide was terminated early due to a high incidence of mortality, due to severe infections as a result of prolonged  neutropenia. [3] In the past, before the above treatments became available, patients with low leukocyte counts were often confined to a sterile room or bubble (to reduce risk of  infections), as in the famed case of  Ted DeVita. 4] [edit]Follow-up Regular  full blood counts  are required to determine whether the patient is still in a state of remission. 10-33% of all patients develop the  rare disease  paroxysmal nocturnal hemoglobinuria  (PNH, anemia with thrombopenia and/or  thrombosis), which has been explained as an escape mechanism by the bone marrow against destruction by the immune system. Flow cyto metry  testing is performed regularly in people with previous aplastic anemia to monitor for the development of PNH.

Globalisation Essay Example | Topics and Well Written Essays - 2000 words - 1

Globalisation - Essay Example Consequently, it has made a resounding effect on the picturesque of mankind playing a pivotal role in the social aspect and thereby making drastic changes in the welfare of the civilisation of mankind. Hence, globalisation can be referred as a process of amalgamation through which exchange of world views, products, ideas and different facets of cultures takes place (Lee & Vivarelli, 2006). Based on this context, the paper will be concentrated on explaining the concept of globalisation as an on-going phenomenon by critically discussing the major features of the terminology. Emphasising on the vividness of the term ‘globalisation’, an explanation will also be provided in the discussion henceforth, elaborating the theoretical context of the phenomenon. Concept of Globalisation Globalisation can be referred as one of the major outcomes of the continuous expansion of trade activities and exchanges taking place since ages in the progressively integrated and borderless internat ional economy. There have been extraordinary developments in the trade and exchange related activities, through services, production functions and also through the interaction of currencies in the capital movements (Ojeili & Hayden, 2006). Consequently, globalisation has emerged as one of the revolving strata, opening the doors in the international economy and leading towards the assimilation in relation to markets on a global basis. Although the phenomenon is much debated and illustrated in the economic sphere of the world economy, it has also been playing a crucial role in influencing the social sphere of mankind, interrelating and apparently comparing one culture with another. This also provides a broader scope of harmony and uniformity within the global social atmosphere. Hence, it is on the basis of these rudiments that globalisation has often been regarded as a ‘mega-phenomenon’ rather than a mere change process (Stefanovic, 2008; Houghton & Sheehan, 2000). It is in this context that globalisation process is often argued to facilitate ways for trade liberalisation as well as economic liberalisation heading towards the reduction of conservative and monopolistic trade contributing largely in the development of a liberal world. The description provided by Archibugi & Iammarino (2002) further illustrates that â€Å"the pace of globalisation and that of technological change have in fact been strictly interrelated and, from a long-term perspective, it appears less important to establish which one should be considered responsible for triggering the other rather than to establish that they mutually enforced each other† (pp. 99). Hence, globalisation can also termed as a change driver in today’s context. For instance, globalisation have often been observed to influences changes within organisations, economies, as well as social environment of various cultures facilitating technological changes through resource mobilisation rendering gre ater chances for innovation and development. Another vital dimension of globalisation, which has often been identified in its conceptual framework, is its role to augment better communication within the various participants. Contextually, the major communicators or drivers of globalisation have

The Five Porter Forces Essay Example | Topics and Well Written Essays - 500 words

The Five Porter Forces - Essay Example This is thus applicable to the Coke and Pepsi industries who are major rivals in the production of carbonated soft drinks. The structure of the concentrated producers is such that a blend of the raw material ingredient  is produced, packaged in plastic canisters and taken to the bottlers. Concentrate producers add artificial sweeteners to carbonated drinks while the bottlers add sugar or high fructose is making the process of the former to be less capital intensive than the latter. Production cost is low under the concentrate producers with little capital being used on machinery, labor and overheads and still ensuring that production can serve the whole of the United States (Greenwald & Kahn 91). Innovation and sophistication is a key goal in the firm with high investments awarded to marketing, advertising, research, promotion and bottler support. However, key emphasis is given to the development of customer development agreements with other advanced companies to promote marketing strategies and employment of many people to meet the production demand Bottlers on the other hand add sugar, carbonated water, high fructose corn syrup to the concentrates and packed it ready for delivery to customers. The sales include maximization of space, positioning of brand, setting displays and points of sale and coming up with promotional activities. The process of the bottlers is capital intensive, involves high speed and high cost the o produce a package that is of similar type and size. Much of the system is capital intensive with major investments being accounted for trucks and distribution process. The industry structure of the concentrate producers is more attractive based on the model provided by Porter on industrial framework.  

Policy proposal Essay Example | Topics and Well Written Essays - 1000 words - 1

Policy proposal - Essay Example As such, in order to proactively meet this challenge, it is the responsibility of the respective police department to not only retain a zero tolerance policy as has been exhibited in the University of Arizona’s police manual/handbook, but also to actively engage key shareholders within the university to work to educate and inform based on the unique threat that such incidents place on everyone involved in the university environment. It is therefore the recommendation of this brief analysis that the University of Arizona’s Police Department should engage in actively raising awareness among both faculty and staff with regards to the threats that exist as well as what efforts can be made on behalf of the community to reduce the threats that exist as a function of weapons safety and violation. It goes without saying that our current era has seen a drastically increased incidence of gun related university incidents. From the horrors of what happened at the Virginia Tech, the University of Alabama professor who shot and killed three of his colleagues during a faculty meeting, the Northern Illinois University incident involving the shooting death of 5 graduate students, and our very own University of Arizona School of Nursing incident in which 3 professors plus the gunman was killed. All of these incidents have taken place within the past 15 years and represent a vast increase in the number and severity of mass murder perpetrated within the university environment. Accordingly, a zero tolerance policy alone is not sufficient to provide deterrence to such acts of horror. Although it is incumbent upon other entities within the university setting to broach this topic with students via orientation programs and introductions to university etc., it is also incumbent upon the University Police Department to become closely involved with the student and faculty in eliciting their support and help with minimizing threats that are faced by all as a

Inhalants(toluene) Research Paper Example | Topics and Well Written Essays - 2500 words

Inhalants(toluene) - Research Paper Example Toluene can be difficult to identify especially without any chemical tests since it smells like most other hydrocarbons and most people might pass it for any ordinary hydrocarbon. Like other hydrocarbons, toluene is soluble in organic solvents and does not dissolve in any polar solvent such as water. Therefore, to test its presence using chromatography, t has to be dissolved in an inorganic solvent. This way, it can be able to be separated by chromatography. This allows it to be tested from other substances including blood to check if someone has inhaled it. This is a physical separation technique for separating volatile mixtures. It is practiced in areas such as pharmaceuticals, environmental conservation and cosmetics. Due to their volatility, human breath, secretions, and other body fluids can be analyzed using this technique. It can also analyze air samples for various compounds. This is one of the analytical methods that are used to test toluene. This technique came up in early 60s. Among the various forms of GC, gas-liquid chromatography is the most popular method. Combined with techniques such as mass spectrometry, it becomes invaluable to separation and identification of molecules. This technique has been applied in the separation of toluene from other compounds for a very long time. Various kinds of detectors can be used to separate toluene and the other components in the substance. They include flame ionization detector, thermal conductivity detector and electron capture detector. Factors influencing the separation process include the stationary phase’s polarity. The polar compounds have strong interactions during this phase. This causes polar compounds to have a longer retention times than their non-polar counterparts. The temperature also affects the process by reducing the retention time. Chromatographic detectors react differently to each compound. To

The Age of Innocence Essay Example | Topics and Well Written Essays - 750 words

The Age of Innocence - Essay Example He applies the brakes at the last minute. Among the early indications given that Archer may just defy social conventions and give in to the dictates of his heart are the kind of thoughts that run through his mind in New York as he prepares for the meeting with Ellen Olenska in Paris. This is a pivotal scene in the story, which puts Archer on a crossroad: Should he continue to live according to the strict moral code of his society, alone and unloved? Or will he dare these social tenets and be united and happy with his one true love, never mind if the tongue of society which looks down on Ellen as â€Å"different† keep wagging? Anyway, they could live in Paris if the situation calls for it. Part of Archer’s heart says the latter is the better option, since the thoughts of Ellen has persistently troubled him for most of the past 30 years and prevented him from forming liaison with any other women since his wife May died. The conditions now seem right for this decision, too. Archer’s son Dallas, who brings him to Paris for the meeting with Ellen, encourages his father to do it. Dallas confesses that before his mother May died, she told him how she knew that Archer married her with a broken heart and suggested that Dallas help his father reunite with Ellen when she is gone. This revelation only makes a renewed relationship with Ellen more attractive because Archer knows then that in so doing he would not be violating the memory of his wife May. In short, everything is set for Archer and Ellen to end up in each other’s arms. When at last Archer is in Paris about to meet Ellen, he is thus described as feeling â€Å"his heart beating with the confusion and eagerness of youth.† Meanwhile, Ellen herself is shown to be receptive to the love-is-lovelier-the-second-time-around idea as she waits â€Å"a few streets away, a few hours away,† thinking: â€Å"There was nothing now to keep her and her Archer

Policy proposal Essay Example | Topics and Well Written Essays - 1000 words - 1

Policy proposal - Essay Example As such, in order to proactively meet this challenge, it is the responsibility of the respective police department to not only retain a zero tolerance policy as has been exhibited in the University of Arizona’s police manual/handbook, but also to actively engage key shareholders within the university to work to educate and inform based on the unique threat that such incidents place on everyone involved in the university environment. It is therefore the recommendation of this brief analysis that the University of Arizona’s Police Department should engage in actively raising awareness among both faculty and staff with regards to the threats that exist as well as what efforts can be made on behalf of the community to reduce the threats that exist as a function of weapons safety and violation. It goes without saying that our current era has seen a drastically increased incidence of gun related university incidents. From the horrors of what happened at the Virginia Tech, the University of Alabama professor who shot and killed three of his colleagues during a faculty meeting, the Northern Illinois University incident involving the shooting death of 5 graduate students, and our very own University of Arizona School of Nursing incident in which 3 professors plus the gunman was killed. All of these incidents have taken place within the past 15 years and represent a vast increase in the number and severity of mass murder perpetrated within the university environment. Accordingly, a zero tolerance policy alone is not sufficient to provide deterrence to such acts of horror. Although it is incumbent upon other entities within the university setting to broach this topic with students via orientation programs and introductions to university etc., it is also incumbent upon the University Police Department to become closely involved with the student and faculty in eliciting their support and help with minimizing threats that are faced by all as a

The Age of Innocence Essay Example | Topics and Well Written Essays - 750 words

The Age of Innocence - Essay Example He applies the brakes at the last minute. Among the early indications given that Archer may just defy social conventions and give in to the dictates of his heart are the kind of thoughts that run through his mind in New York as he prepares for the meeting with Ellen Olenska in Paris. This is a pivotal scene in the story, which puts Archer on a crossroad: Should he continue to live according to the strict moral code of his society, alone and unloved? Or will he dare these social tenets and be united and happy with his one true love, never mind if the tongue of society which looks down on Ellen as â€Å"different† keep wagging? Anyway, they could live in Paris if the situation calls for it. Part of Archer’s heart says the latter is the better option, since the thoughts of Ellen has persistently troubled him for most of the past 30 years and prevented him from forming liaison with any other women since his wife May died. The conditions now seem right for this decision, too. Archer’s son Dallas, who brings him to Paris for the meeting with Ellen, encourages his father to do it. Dallas confesses that before his mother May died, she told him how she knew that Archer married her with a broken heart and suggested that Dallas help his father reunite with Ellen when she is gone. This revelation only makes a renewed relationship with Ellen more attractive because Archer knows then that in so doing he would not be violating the memory of his wife May. In short, everything is set for Archer and Ellen to end up in each other’s arms. When at last Archer is in Paris about to meet Ellen, he is thus described as feeling â€Å"his heart beating with the confusion and eagerness of youth.† Meanwhile, Ellen herself is shown to be receptive to the love-is-lovelier-the-second-time-around idea as she waits â€Å"a few streets away, a few hours away,† thinking: â€Å"There was nothing now to keep her and her Archer

Unknown Language Log Essay Example for Free

Unknown Language Log Essay Lesson 1 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) Lesson one consisted of an introduction to the new language, we were taught how to greet others and introduce ourselves, how to give personal information (though it was only regarding our nationality), the alphabet was introduced to us in order to explain further vocabulary, and along with it the pronunciation of the letters, and words which had two of the same vowels together and made a longer sound, so we realized that Finnish is a phonetic language, that is the opposite of English which is not. Moreover, we learned a few subject pronouns such as ’’he, she(which do not have separate pronouns, they are the same word), you and I’’, the present of the verb ’’to be (olen)’’, some well-rounded basic vocabulary in order to explain how a word can change its meaning by having two of the same letters together (’’mato’’ means worm, while ’’matto’’ means carpet), and possessive adjectives (only ’’My’’). There were many exponents used to teach us the functions previously said, introducing yourself/greeting (’’Mikà ¤ sinun nimesi on?/What’s your name?’’, ’’Minà ¤ olen Ricardo/My name is Ricardo’’, ’’Mità ¤ kuuluu?/How are you?’’, ’’Kiitos, hyvà ¤Ãƒ ¤!/Fine, thanks!’’), personal information (’’Mistà ¤ olet kotoisin ?/Where are you from?’’, ’’Minà ¤ olen uruguaylainen/I am Uruguayan’’). (2) Lesson structure (stages, presentation, practice, etc.) The main structure of the lesson consisted of an introduction to the language and the country, along with some cultural background, the teacher introduced herself and talked (always in Finnish) about Finland, and where she was born and lived. Then she taught us how to introduce ourselves and how to ask someone their name (a basic small talk including â€Å"How are you?†), and  introduced the subject pronoun ’’I’’, she acted as a model saying what her name was and then asking another student his name, then we did a chain drill where we all had to introduce ourselves to the classmate next to us, we repeated a few times (repetition drills) and then moved forward to the alphabet, consonants and vowels. She taught us basic vocabulary and the pronunciation when there are two of the same letters together in a word, which makes the sound longer or more plosive (depending if it is a vowel or a consonant), we did repetition drills after modeling of some words. Afterwards, we learned the possessive adjective ’’my’’, how to offer something to someone, and to give thanks, then again as practice we did chain and repetition drills offering a book to the classmate next to us and thanking for it. To end the first lesson we learned more subject pronouns such as ’’he, she and you’’ and how to say where we are from, and practised it with repetition drills. The structure itself was presentation and controlled practice consisting of drilling on each new language form. Although she checked if we understood the lesson by asking individually, the main goal was not achieved since most of the practice was repetition drills. We did no production since we were total beginners. (3) What kind of aids and handouts does the teacher use? When she gave the introduction to the country she used a map of Finland along with a flag, the whiteboard was her main aid to teach vocabulary, as she made drawings of the new vocabulary in order to not to translate. She used gestures all the time to give instructions or explain concepts, though when they were more abstract it was harder to understand. She pointed the person she was referring to, whether it was her or one of us, put her hands together when she wanted us to do an activity in groups (like introducing to each other). When she tried to convey by gestures the fact that Spanish and Finnish are more similar as languages alternately to English and Finnish, she separated her hands when referring to English, while putting them together when referring to Spanish (This was confusing, since I actually thought that English people did not get well with Finnish people, and  Spanish people did), when she taught us new vocabulary, for example animals, she did the gestures of some of them(like a cat, or a dog). (4) Personal response to lesson (progress, difficulties, ambiguities, interest, etc.) At first it was confusing as I did not know anything about Finland or Finnish, but through gestures and the aids such as the map or the drawings it became clear, although sometimes I could not understand the instructions and I had to watch what my classmates did in order to know what to do, since it was all drilling it was not so complicated. Regarding to interest, the teacher was very enthusiastic and had a nice attitude though doing drilling all the time was not really motivating. As she did not use L1 in the class, sometimes it was hard for me to follow the pace of the class and had to watch what my classmates were doing to continue. (5) Observed response of group – Please comment I realized that most of them had the same difficulties as me, the lesson was confusing at first, it got clearer after some time, and at certain points we could not follow the pace of the class. Although not all of them were like that, there were others who could keep the rhythm of it (Since we are not all the same when we talk about learning, we all have our ways and speed to learn). I did not find any of them motivated with the lesson, I believe there was too much drilling which does not encourage one to study or be interested. Lesson 2 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) Regarding lexis and pronunciation, we learned more basic vocabulary (the name of some of objects like hat, cat, orange, apple, dress, and the colours of them) and how to pronounce them, the functions where how to ask what object  is it and its colour(’’Mikà ¤ se on?/What is it?’’, ’’Mikà ¤ và ¤ri?/What colour is it?’’, ’’Omena on punainen/Apple is red’’). (We did not learn any specific type of vocabulary apart from the colours, there were mostly random objects and animals) (2) Listen carefully to the Teacher’s instructions. How does she give instructions? (Language used, gestures, visual support, concept-checking, etc.) She never spoke in L1, the instructions were always given in Finnish, but as learners, gestures were crucial, and she used them constantly. She also modelled what we had to do, so instructions were short and clear. She did concept-checking by drilling, she asked us to say what the image on a book she had was, along with its colour, and repeat. (3) If working in pairs or groups. Do you think the activity was successful? Explain why/why not. What did you learn from it? We did an activity which was based on vocabulary, we had to match the words with the images, I think the activity was successful for many reasons, since it was a kind of game, the activity was motivating and interesting, and the fact that it was a group activity made it even better, not only regarding motivation, but also helping each other, when one of us did not know a word, probably there was another who did, and therefore the activity was successful in my opinion. What I have learned is that making a group activity for the class is a good idea to make a change and not to do always the same (in this case drilling all the time as in the previous lesson), is motivating and therefore language acquisition is better. (4) Share your thoughts on the activities with your classmates and comment on theirs. We all agreed that there was too much drilling, the teacher could have done more practical things instead of making us repeat all the time which at some point became boring. The group activity we made was good to make a change  from all the drilling along with the activity we did in which we had to colour some drawings. But again, after colouring we did more drilling and repeated the colours several times. For me instructions were clear although not all of them believe the same, sometimes they found them confusing. (5) As a student, which activities in the lesson do you consider were the most valuable? Why were they valuable? As a student I believe that the most valuable activities were the one of colouring the circles and the group activity. The reason is because after doing so much drilling, I got really bored, and doing these 2 activities were a kind of ’’break’’ from it, but not only because they were motivating, I also think that both of them helped to lower the affective filter of the class, and by doing so, improving language acquisition. Lesson 3 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) The functions were how to ask and give information (asking what language do you speak, and where are you from), more subject pronouns were introduced (We, they, you [plural]), the numbers (and how to say them), we did concept checking of the previous class and corrected homework. The main structure was mostly a presentation or modeling of the task, and controlled practice with drilling. Exponents: ’’Mità ¤ sinà ¤ puhut?/What language do you speak?’’, ’’Minà ¤ puhun suomea/I speak Finnish’’, ’’Missa asut?/Where do you live?’’, ’’Minà ¤ asun Montevideossa/I live in montevideo’’. (2) How does the teacher respond to and manage error correction? (Self- correction, peer-correction, etc.) Whenever someone made a mistake during the drilling activities(for example repetition drills), the teacher would repeat again with the correct pronunciation, and in other exercises(writing down numbers in letters) when  it was not correct, she made a facial expression to indicate there was a problem and allowed self-correction. (3) Is there any revision of previous lessons? How is it done? Yes, when the class started we corrected homework which was to colour the drawings of some objects (the new vocabulary we learned the previous class), and write which colour it had. Then we checked the colours again on the book she had and did some drilling. As she connected previous topics with new ones it was useful for us, for example the vocabulary and the colours, she mixed both in one task, the same with numbers, when we had to count how many apples there were, or how many cars. (4) What techniques and aids does the teacher use to present the new aims? She repeated and re-phrased old language in order to associate it with new one to acquire meaning. Visual aids were also used, which helped us convey meaning, she used a book with the colours and objects, used the whiteboard to draw, or gave us handouts with drawings on them. She talked slowly when giving instructions or explaining something, always keeping eye contact, this made it easier to understand. Gestures were also heavily used, which was necessary to convey necessary meaning since we were total beginners. The use of drills was also used most of the times, mostly repetition drills. (5) Is there a focus on form, meaning or both? Since we were beginners, the teacher focused mainly on meaning, rather than on the form. She did not explain the tenses or rules of the language, but instead made sure that we understood the meaning of what she was teaching. We had plenty of communicative activities and drilling, so meaning was emphasized, also we learned a lot of vocabulary. We were thought the new vocabulary with functions (describing an object, counting objects) such as, ’’This apple is red’’, ’’What colour is this dress?’’, ’’There are three cars’’, ’’How many cars are there?’’. Lesson 4 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) New vocabulary was introduced to us, related to the seasons. She made a connection between the seasons and colours (’’Kà «sa on vihrea ja keltainen/Summer is green and yellow’’), also with vocabulary we saw on previous classes. We learned family vocabulary and how to ask someone’s relatives names (’’Mika sinun isà ¤n nimi on?/What is your father’s name?’’, ’’ Minun isà ¤n nimi on martti/My fathers name is Martti’’). (2) Pace is crucial in keeping students alert, motivated, engaged and â€Å"on course†. What comment would you make on the pace of the lesson observed? What factors are relevant here? Doing drilling activities certainly distorted the pace of the class as it became demotivating; the teacher also connected seasons with colours, which I believe was rather confusing instead of helpful. As she introduced new concepts to the class, she skipped others and left the students wondering some concepts, for example when the concept of the sun was thaught, she could have taught the moon. Moreover, when we made groups to play a game which was a kind of lottery with the seasons, it was quite boring, as it was too childish and easy for us. At some point I got bored of the constant drilling, or confused because of the connection the teacher was trying to make between seasons and colours. The most relevant factor is motivation, the pace of the class has to change in order not to bore students, a monotonous lesson is not good for language acquisition, and as it became confusing sometimes it became hard for us to follow the pace of the class. (3) Observing group. What external signs did they give of keeping up with the pace? (Or not) We managed to follow the pace of the class but at some points, some of us could not do it, as she taught too much vocabulary, and made relations  between them that were rather confusing (Making relationships between the colours and the seasons, made the lesson confusing). This was evident since when one of us was asked to carry on a task, we would not do anything and say we did not understood what she was asking us to do, facial expressions from my classmates also showed me that they were having difficulties. When following the pace was possible, it would be shown with concept checking or following the tasks instructions successfully. (4) Study the teacher’s physical position and movement in the class. Do you think these are planned and have a special purpose? Please give examples supporting your views. She did not stand on one side of the class or sit behind the desk, she would move through the whole classroom, which has the purpose of lowering the affective filter, and to motivate, also provides the idea that the teacher is the one in control of the class. She also moved when doing concept checking, when we had to do a task on our own or in groups she came to correct us instead of doing it with the whole class. The purpose of moving through the class is because of conditioning the environment, if the teacher sits all the class, students will become demotivating, the class becomes monotonous, by moving she gets our attention and makes us to be interested. (5) Points of contrast between English and L2 Finnish is a phonetic language, while English is not, pronunciation problems could happen for Finnish native speakers trying to learn English as they may find trouble discriminating the short and long vowel sounds such as sit-seat and pip-peep. In Finnish the verbs show tense by the addition of suffixes while English uses auxiliary verbs (’’Puhun [I am talking about/Puhuin [I was talking about]). The subject pronouns have no gender like in English (he and she are the same word in Finnish). Although Finnish and English words share the same letters, there are no cognates since the languages are from distinct language families. Also, many words which are uncountable in English such as furniture or people, can be counted in Finnish. Lesson 5 (1) Apparent lesson objectives (functions, structures, lexis and pronunciation) Lesson 5 was mainly concept checking and cultural approach to Finland. We corrected homework from the previous class and learned new vocabulary. We were taught how to say the plural of objects by adding a letter ’’A’’ at the end of it (’’Kissa/Cat’’, ’’Kissaa/Cats’’) (2) Was there a point in the lesson or a lesson in particular in which you felt that certain â€Å"cultural factors† affected either the teaching or your learning? Please explain and comment. The fact that she brought magazines, pictures, and other pieces of art related to Finland made the class more interesting and motivating, therefore it helped language acquisition, but since we were not learning any specific form or language rule it was not so successful (in the 5th lesson), as for the other lessons it made them more interesting as it had an influence on us, curiosity about the country motivated us and helped us on language acquisition and motivation. The video showed lots of aspects from Finland, being a video about something we did not know could be motivating, although we did not have a task and since it was all in Finnish it became rather ’’boring’’. (3) Is the teacher always providing information in the class? Have you noticed (s)he serves other roles? If you have, which are these? The teacher had many roles inside the class; she acted as a planner, as she planned the lessons and materials. The teacher had the role of a resourcer, providing students with information and tasks, as well as checking and clarifying language. She also acted as a language resource, by helping, modeling and answering language questions. She was also a facilitator, since she checked and clarified language, also a monitor, by checking and observing while we were doing the tasks provided. (4) Checking of learning. Can you identify if this took place? If you can, when did it happen and how did the teacher do it? When we corrected homework, which was an exercise based on numbers, she checked if we did right, but apart from that she started writing random numbers on the whiteboard so we would say which number it is, and therefore know if we learned the rule of how numbers are formed. No checking of learning was made furthermore, since we made no production because we were complete beginners. Conclusion as a learner: As a learner, I believe there was too much vocabulary, plenty of drilling activities that made the lesson demotivating, and really confusing at some points. I experienced a lack of motivation during the lessons, as they were monotonous, always doing drills and learning more vocabulary. Conclusion as a teacher: The classes could have been better prepared, so that they were not so monotonous, contexts were not used during any lesson which does not help students, and does not convey meaning, the activities were not purposeful (They did not show students the purpose of the language acquired). The aids used were adequate, gestures, realia, and pictures were helpful since they made the students more interested and helped them to follow the pace of the class. All in all, more variety of activities could have been used, as for the aids they were successful.

Effect of Biological and Social Influences on Development

Effect of Biological and Social Influences on Development Gemma L Sobah Evaluate the contribution of biological and social influences to human psychological functioning Introduction: As humans, our psychological functioning is vital to our survival and succession. So what do we mean by psychological functioning? Psychological functioning is the way in which our minds work. It includes our thoughts, feelings and emotions. Human beings are thinkers and feelers. Our worlds evolve around, our thoughts, our feelings, and our hopes and dreams. How we view the world, and how we feel the world views us. We are driven by our emotions, our morals and our understanding of the people and world around us. Every experience in our life has the ability to impact our psychological functions. In this essay we will be looking at development and sex and gender. Charles Darwin was an evolutionary psychologist. He argued and believed that we have certain behaviours that have evolved and adapted because of how they benefit our survival and there for increased the chances of passing them on genetically. Darwin (1859) demonstrated the idea that genetics and evolution play an important part in influencing psychological functioning through natural selection. Evolutionary psychology claims that our brains (which includes the mind) evolved to be able to problem solve, which many of our hunter-gatherer ancestors encountered. A perspective known as the functionalism perspective was an idea that developed explanations for why people’s behaviour changed. It was believed that it was for an adaptive cause, and therefore has a ‘function’ to serve. Darwin argued that these changed came about because they proved to increase chances of survival and were therefore selectively chosen through evolution. So according to Darwin, we do certain things and act certain ways as we grow, not because we have had certain experiences in our life’s that have impacted us and shaped the way we see things, and have a direct effect on the way we act, but because genetically we have evolved and have certain traits and behaviours that will aid our survival. Therefore, those people displaying behaviours that will have a negative effect on their survival have no developed the necessary traits and skills through natural selection. Although this approach does give insight into how genetically we have been designed to act a certain way, and be certain people, the downfall to it is to the extent to which it can be applied. It does not explain how evolution has genetically changed us to act certain ways emotionally. It doesn’t goes as far to show how a woman who was born a man, can grow to live her life as both genders and it have no negative affect on her mental health. Furthermore it does not give insight as to how she became this way and not something else. But social influences could prove to have contributed to her current state of mind and mental health. From an early age we take in and absorb the things that happen around us, and studies have demonstrated how the social influences in our life at a young age, can affect our adult lives. In 1996, Schaffer, (as cited in Wood et al, pg. 9), explained that social influences, such as our peer or sibling relationships, are very influential in our development. He notes that they spend a lot of time in each other’s company, and in this time they will observe each other’s behaviour, and they will share many experiences, and it has been noted that their relationships are very emotionally based. These kinds of sibling relationships could have all sorts of influences on our development, both positive and negative. Siblings of a similar age may be more likely to have a friendship, because they will be increased in similar things from their age group, giving them more in common with each other. But this could also mean more chance of rivalry, for who has what toy and they may also fight for the attention of their parents. The positive side of this kind of relationship are that they could learn things from the other sibling, such as the meaning of sharing, they experience feelings that they may not if they only siblings much older. For example, two boy’s ages 7, and 9 both seek the attention of their parents, but their parents are too busy wondering where their older sister of 16 is. They can them empathise with one another and understand how each other are feelings. They can also be each other’s company when they want attention. And console one another when they are sad. This could bring out a caring side of them, allowing them to fill roles they would not fill if they only had older siblings or was an only child. In later life, as they develop further, they may then carry with them a caring nurturing side that they experiences as a child. The negative side of this kind of social influence are that there could potentially be a lot of rivalry between them. Which one gets the most parent-child attention, which gets the most/best toys? They could grow up feeling unfulfilled and needy. In 1986, Abramovitch, Corter, Pepler, and Stanthorpe, conducted an observational study on siblings which revealed to them, ‘that their interactions are diverse and multifaceted’. (Wood et al, pg. 9, 2007). As we can see from the example above, and as the observational study shown, there are many sides to a sibling relationship but they all have the potential to affect our future. Biologically there are many differences between a brother and sister, i.e. a girl and boy. The obvious one being our genitals, but as we go more in depth we will find that hormonally we are different, and our bodies have different strengths and weaknesses. But can the biological gender difference create cognitive and behavioural differences too? Money and Erhardt 1972 (as cited in Hollway et al, pg. 141, 2007,) conducted a study to try and answer this question. They conducted a study where they exposed girls to the drug progestin, to look at the masculinization of the girls after taking the drug , compared to girls who hadn’t taken the drug and girls with hyperplasia which affects the level of testosterone. They revealed that the girls with hyperplasia and the ones exposed to progestin, appeared to become more ‘tomboyish’ which means to play like a boy, prefer boys clothing, and that they played more energetically than the girls with no alteration to their hormone levels. So it appeared that the biological changes to the girls involved in the study, slightly altered their preference to ‘girlish’ or ‘boyish’ things. The girls seemed to become more masculine than the unaffected girls. Nevertheless it does pose the question as to the reliability of the results. In this day and age, it is not frowned upon as much for a girl to play with toys that were intended for a boy, and with the changes within the social world, less and less labels are being put on what is ‘for girls’ and ‘for boys.’ The reliability of the test also comes down to what the parents, who gave the report as to the changes in the girls, see as ‘boyish’ or ‘girlish’. It could have been less of a biological influence on the girls and more of a personal evaluation of boyish or girlish. Therefore, in conclusion, there are many perspectives within psychology that try and explain behaviours and their origins but not one has overall explanatory power over the rest, rather they depend on each other and all connect somehow. Only with some types of psychology which contradict each other (nature-nurture debate), connect with each other or expand on one another (biological and social psychologist), can we recognise and generate appropriate solutions when problems arise so we maintain a healthy mind and body. There are many different perspectives which go to show how complex human behaviour is. The evolutionary theory does don’t include the experiences we have as humans, but it concentrates more on being preordained in its methods and ability to provide evidence. The attachment theory concentrates too much on childhood and parental interaction. In doing so, it loses sight of the role biology and how our genetic makeup could account for certain behaviours. The biological perspective sees humans as a set of instruments and physical structures that are obviously important and significant (e.g. genes). Furthermore, it does not consider our conscious minds and how the overall influence of the social world on our behaviour. Our adult lives tend to be a mix of what we experiences and learn as a child, how our genetic makeup develops in us as we grow and how our conscious mind, interprets and understands the world we live in and forms its own reaction to it. We are not influences by just one thing, but many, continually and progressively. Word count: 1,455 References: Hollway, W., Cooper, T., Johnston, A., and Stevens, J. (2007) The Psychology of Sex and Gender in Cooper, T. and Roth, I. (2007) Challenging Psychological Issues, 2nd ed. Milton Keynes. The Open University Wood, D., Littleton, K. and Oates, J. (2007) Life span Development in Cooper, T. and Roth, I. (2007) Challenging Psychological Issues: Lifespan development, 2nd ed. Milton Keynes. The Open University

Bruises :: essays research papers

A bruise is one of the most common types of injury. It occurs when there is a blow or fall that causes small blood vessels to break under the skin. The discoloration and swelling in the skin are caused by the blood seeping into the tissue. The symptoms are pain, a redness that later turns blue, then green, then brown and yellow before fading away. Cold compresses or ice are useful immediately after the injury. This reduces local bleeding and swelling. If the bruise is on the extremities elevate the limbs above the level of the heart to decrease blood flow. After 24 hours apply moist heat. Heat dilates the vessels and increases circulation to the affected area. The proper homeopathic remedy greatly speeds the time of healing bruises and relieves the bad quickly. Materia Medica ACETIC ACID (2). Shock causes great relaxation, with vertigo and fainting. Dry heat after much bruising or sprains. Eyes sunken and surrounded by dark rings. Emissions the next night. ARNICA (3*). The first remedy to give in bruising as it will prevent pain and soreness and help the absorption of blood. The entire body feels bruised and aches. Arnica tincture should be use externally if the skin is unbroken. BELLIS (2*). Useful when it seems that an internal organ or bowel has been bruised. It is sometimes called the internal Arnica. It is also useful for bruises of bangs to the female breast. (a). If Bellis is not sufficient it may be followed by Conium in bruises to the breast. CONIUM (2). Indurations following bruises. Bruises to the glands with stony hardness. Injuries to the breast. (a). Sulph-ac. follows well here. HAMAMELIS (3). The entire body feelings bruised and sore after traumatic injuries. Follow Arnica if it does not remove these feelings. Can be use as a tincture on severe bruising esp. if the skin is broken. HYPERICUM (2). Bruises that affect the nerves. Neuritis after bruising. LEDUM (3*). Bruises with dark purple ecchymosis. Discoloration long after injury. The injured part feels cold but is Better > by cold worse < by heat. Blackeyes. PHOSPHORUS (3). Bruise appear for almost no reason. Easy bleeding under the skin. The sufferer does not even know when they got the bruise. RUTA (3). This remedy is use for bruises to the bone and periosteum. It may also be used externally in tincture over the area. SYMPHYTUM (2). Pain in the eye after a blow with an obtuse body.

I Know Why the Caged Bird Sings Essay -- Essays Papers

I Know Why the Caged Bird Sings In the beginning of I Know Why the Caged Bird Sings, Marguerite, later known as Maya begins to tell the story of her childhood. When her parents divorced, they sent her & her brother, Bailey to live in Stamps, Arkansas with their Grandmother (Momma) and their Uncle Willie. The kids go to school in Stamps and work in the store that Momma and Uncle Willie own. One year, while they were in Stamps, their father came to visit. When he was getting ready to return to California, he asked the kids if they wanted to come back with him to live. They agreed. Momma was also glad to have them off her hands even though she enjoyed having them around. While they were in the car, their father revealed that they were going to St. Louis to see their mother. Maya and Bailey hadn’t seen her for a very long time to they were happy about the side trip. After three days in St. Louis, their father left again. They were there to live with their mother. Maya felt that he was a stranger anyway so it didn’t bother her at all. Maya and Bailey’s mother had three brothers who had good jobs with the city. Their family was respected in the area they lived in and everyone knew who they were. The children were also introduced to Mr. Freeman, their mother’s boyfriend. He didn’t interact with them much. He often came home late at night and they didn’t talk to him very much. One morning, after Maya’s mother had left, Mr. Freeman ca...

Difference between monopoly pricing and competitive rricing Essay

Essay #1 – Congress is discussing the possibility of removing patent protection for life saving drugs in order to reduce the cost of the Medicare and Medicaid systems. Discuss both the short-run and long-run implications for the economic situation of the drug industry. Include in your answer the impact on prices, new development, etc. of drugs. Include appropriate graphs showing the difference between monopoly pricing and competitive pricing. The drug industry currently takes on both monopolistic and competitive market structures. When a drug company develops a new drug, there are patent laws that allow the company to have a monopoly on selling the drug. In the short-run, the company is able to charge the monopoly price (above marginal cost) and maximize profit by producing the quantity where marginal revenue equals marginal cost. Once the patent runs out, other drug companies have an incentive to enter the market causing it to become more competitive. These new companies produce generic versions of the drug and charge a price below the monopolist’s price. As more and more competitors enter the price is driven down to marginal cost. If congress were to remove patent protection on life-savings drugs, drug company’s profits for life saving drugs would decrease. More companies would be able to begin producing the drugs without waiting for the patent period to end therefore, the original drug maker would not be able to charge the monopoly price for very long because competitors could quickly engineer generic versions. The original producer would no longer be a price maker and instead need to follow profit maximization rules of a competitive market by producing the quantity where marginal revenue equals marginal cost and charge a price equal to marginal marginal revenue. Since the original drug maker will not be able to benefit from monopoly pricing during the patent period, there will be less incentive for them to create lifesaving drugs. A part of the benefit of higher profits during the monopoly period is the ability to recoup some of the research, develop, and testing costs of producing these drugs that the generic makers do not incur. Consumers on the other hand would benefit from competition in the market which prevents a single drug maker from dictating the market price of these newly developed lifesaving drugs.

Eating out Vs. Eating In Essay

Throughout the years the economy has changed drastically, putting us into a terrible recession. Gas prices have increased, taxes have increased, and many foolish, young girls are having babies that they cannot support, causing them to go on welfare, making hard working citizens such as you, and me pay for their needs. Food is an essential part of daily life. Why waste even more of my hard earned money by eating out, when I can easily save it, and be much healthier by eating in? I am on a tight budget, very family oriented, and conscious about my health, so eating at home, rather than going out is more beneficial because it’s healthier, cheaper, and more comfortable for me to be in my own environment. I don’t know about you, but to me, there is nothing better than a full wallet, a full belly, and being able to kick back, relax, and enjoy the comfort of my home. First off, eating at home is much healthier than eating out. Preparing food at home allows me to control the ingredients that I add to the meal, and I can be sure that the food and dishes are properly cleaned, since I did it myself. Being a huge germ-a-phoebe, I always wash my dishes in hot water, and use lots of soap. I find relief in knowing that only myself, and my family have used our utensils; no one else. Furthermore, I always make sure to thoroughly clean my food before I cook it, to ensure that it is not rotten, and all the bacteria is removed. I do this mostly with meats, lettuce, fruits, and vegetables. I am very conscious about my weight, and my health, so I eat in portions, grill instead of fry, and try to cut out as many carbs, sugars, and fats as I can. However, restaurants do not try to cut out any of those things. In fact, restaurant meals are often fried, and contain high sodium, oil, and fat, which can cause high cholesterol, and weight gain, making them very unhealthy. It also cuts down my options on their menu a great deal. I find it very important to eat healthy so I can keep my energy levels up, maintain a strong mind and body, and prevent myself from possibly developing any health issues in the future. Statistics show that 1 in 4 people a year, suffer from food poising caused by eating out. When I eat at a restaurant I always worry about who is touching my food, if their hands are clean, what they put in my food, or if the food is old, or cleaned properly. I also worry about the eating utensils, and if they are cleaned thoroughly. If they are not, I could be ingesting millions of germs and bacteria from a complete stranger who ate there before me. Restaurants are public places with many people inside; some of which could be ill. If I were to come in contact with them, I could easily catch their germs, and become ill as well. When I eat at home, prepare and clean my own food, and use utensils that I cleaned myself, I never have to worry about any of those health risks caused by eating out. Secondly, eating at home instead of at a restaurant enables me to cut down on my budget, and save more money. Usually, there is always food at my house. My mom always buys macaroni and cheese, soup, lunch meats, cereal, or hot pockets. Whenever I don’t have a taste for any of those things, or if there is none left, my mother and I take a five minute walk to our local Jewel-Osco, where they always have great deals. Just the other day, we bought a four pack of boneless chicken breasts, a pound of pasta, pesto sauce, mushrooms, garlic, lemons, and a 2-liter of soda, for a total of roughly $32 dollars. Restaurants, on the other hand, have to ensure on making enough money to buy more ingredients, pay their employees, pay bills, etc. , so food prices at restaurants are always higher than food I buy at the grocery store, and prepare myself. For example, when my family of four goes out to our favorite Italian restaurant, Giacomos’s, and we order the same exact meal my mother and I purchased at Jewel, it is $16 dollars a plate per person, plus $2 dollars per glass of soda, 25% of the bill as a tip for the waiter, and around $10 dollars in gas to drive there. That totals out to be around $100 dollars, meaning we save roughly $70 dollars just by eating in. A U. S. survey shows that a family can save around $2,000 dollars a year, just by eating at home. Last but not least, I am much more comfortable eating at home, rather than eating out at a restaurant for many reasons. A few years ago, I was with my friend, Sarah at Panera Bread, and a middle aged man came and sat down at a table right next to us, even though there was many empty tables further away. While I was eating, I started to tell Sarah a joke, and when I reached the punch line, we both burst out laughing, and so did the man. After that, he kept staring at me eat, while listening intently to more of our conversation. I felt very annoyed, uncomfortable, and I just wanted to leave. Sometimes restaurants are also very crowded, and noisy, and they have disgusting looking bathrooms that have toilet paper all over the floor, and they smell like rotting pee. Like I mentioned, I am a germ-a-phoebe, and I’m also claustrophobic, so it is very hard to find peace, and comfort in an environment like that. Furthermore, any time I go out to a restaurant, or in public, I always try to look my best just in case I run into a cute guy, or someone I know. This of course takes time. I have to put on makeup, do my hair, and try on a hundred different outfits until I am completely satisfied with how I look. Most of the time I’m satisfied with tight fighting clothing that squeezes my whole body, causing extreme discomfort. Yet when I eat at home, I don’t have to waste time doing any of those things. I can be a bum if I want to, and wear sweatpants. I don’t need to put on makeup, I can throw my hair up in a messy bun, and not have to worry about impressing anyone. Most importantly, I don’t have to stress out about it being too crowded or noisy in my home, since I only live with three other people. I can even sit on my couch, relax, and watch my favorite TV shows while I eat, all snuggled up, comfy, and stress free. More so, I can use my own clean, and fresh smelling bathroom without having to wait in line, or squat above the toilet seat. Can’t beat that. In conclusion, I prefer eating at home rather than eating out because it is healthier, cheaper, and much more comfortable. Not to mention much more sanitary also. I don’t have to worry about food poisoning, nosey strangers, being broke, getting ready, or being uncomfortable. Restaurants cook mainly fatty foods, charge way too much, and are usually crowded and noisy. After a long, hard day at work, I can’t wait to kick my shoes off, change into comfy PJ’s, eat a healthy dinner, and relax in my quiet, stress free house, saving time and money, while finding comfort in the privacy of my home, sweet home.