Anne Frank †Primary Source Essay

The Diary of Anne Frank is a remarkably moving book about the short life of a young girl and her family. The Holocaust was a horrible time for Jewish people and Anne and her Jewish family’s lives were completely turned upside down as a result. The war resulted in the deaths of countless people, mostly innocent people. Before the invasion on D-day and the end of the war not too long after, the rest of the world didn’t know the real disaster going on over seas. Anne Frank’s once secret diary has introduced the immense suffering and horror that occurred during the Holocaust. Anne Frank was only thirteen years of age when trouble began to arise. Adolph Hilter’s reign in Germany had become more powerful and people were falling under his evil spell. People were forced to believe that the Jewish race was inferior and needed to be destroyed. It is believed that Hilter hated Jews due to the fact that they were successful in a time where most Germans faced tremendous hardship, therefore jealousy. Jewish families tried to escape to surrounding countries to be safe. Some of Germany’s neighboring countries were sucked into the war and experienced great loss. When things started to get bad in Germany, Jewish families received â€Å"call-ups† in which family members were requested by the Nazi’s. Anne recalled that the first call-up in their family was for her sixteen year old sister Margot. The worried young girl of thirteen stated in her diary that day â€Å"Margot is sixteen; would they really take girls of that age away alone? But thank goodness she won’t go, Mummy said so herself; that must be what daddy meant when he talked about us going into hiding†. The Frank family then proceeded to send their belongings to different friends and neighbors for safe-keeping as they prepared to relocate. They had a detailed plan for going into hiding, from location, to essentials, to receiving goods. They would live in a confined space which they called the â€Å"secret annexe† with the Van Daan family. Thursday, July 9, 1942 was the day the family left for hiding. It was the last of the normalcy Anne knew and the beginning of a long three years in hiding. Anne was a very intelligent young lady and although she had her fair share of crazy ideas, she was quite mature for her age. She had a few close friends and the boys at her school seemed to be pretty interested in her, although she mostly ignored it. Leaving that all behind was hard enough for a thirteen year old girl but to go through one of the most confusing parts of her young life in this new unfortunate situation was even harder. Anne had a close relationship with her father, whom she adored, but not so much with her mother. Throughout many different parts of the story does Anne mention her disliking for her mother, including when she says â€Å"Margot and Mummy’s nature are completely strange to me. I can understand my friends better than my own mother – too bad!(42)† During her time in hiding Anne goes through phases of disliking her mother, disliking her father, and disliking just about everyone in the annexe. Through becoming a teenager she is desperately trying to find herself and her purpose in life. The adults constantly put her down and make her feel stupid. Anne writes in despair â€Å"If I talk, everyone thinks I’m showing off; when I’m silent they think I’m ridiculous; rude if I answer, sly if I get a good idea, lazy if I’m tired, selfish if I eat a mouthful more than I should, stupid, cowardly, etc., etc.† She feels very putdown and discourage by the people surrounding her 24/7, that is until she finds comfort in Peter. Peter Van Daam was hardly of any interest to Anne upon meeting him but as the days dragged on in the secret annexe she finds herself intrigued by him. After spending some time together they develop a deep friendship, which leads to a loving, intimate relationship. Peter is Anne’s stronghold; the one person to get her through each and every day.

Generation Gap Paper Essay

Refer to the â€Å"General requirements for all papers† found in your syllabus. Submit a 2-3 page short essay discussing Generation Gaps. How is your generation different from your grandparents? What personal changes do you see? Name cohort changes. Do you agree with age grading? (Pg 83) How do they apply to you and to your career choices? Can you see area of your current job, or career goal; where age grading might occur? (a tip to doing well on papers: answer all the questions systematically; one by one. If you don’t answer all the parts to the papers, you won’t get full credit!!! ) Don’t forget your 2 outside sources. You must submit this paper in the â€Å"writing assignments† icon on the home page. Trying to find differences from my generation to my grandparents generation is going to be hard for me. My grandfather on my dad’s side died when I was 12, my grandmother on my dad’s side died about 5 years ago but really, I wasn’t very close with her at all. My grandparents on my mom’s side I don’t remember at all. If I had to start somewhere in differences between my generation and my grandparents generation my views between what I knew from both sides of my families would differ greatly. Let’s start with my dad’s side. My grandfather was a hard working, self employed Real Estate agent. I’m not sure at what age he got into the Real Estate business but he was young. He was originally married to my grandmothers sister. When she died she made my grandfather promise to take care of her sister. He married my grandmother and not only took care of the kids he had with his 1st wife, but also the 14 kids he had with his 2nd wife (my grandmother). He took his responsibilities very seriously. Hard working, he kept his grievances to himself, any problems were taken care of or dealt with. He didn’t complain about his hard life. He just did what he had to do and took care of his family. You didn’t complain about your life. I remember my aunt telling me once, â€Å"You complained to grandpa and you got knocked on your butt. He always told us to be happy with what we have and if we weren’t stop bitching and get to changing it. † Through my dad’s family I saw how my grandparents were. Hard working, loyalty to your family, taking care of your responsibilities, but I also saw the dark side of those times. Keeping feelings withheld, the hard working never complain mentality has done it’s number on my dad and our family. My dad treated my sisters and I the same. We disrespect our parents, we got our butts whooped. We obeyed out of fear not respect. We saw my dad work 16 hour days on a farm, come home and be completely miserable. We saw our mother not for the loving mother or housewife she was, but the miserable, lonely woman she was made into. Although I was instilled with the same hard working values, loyalty and determination that my grandfather instilled into my dad, aunt’s and uncles, I also see the damage that my grandpa’s generation has done. Instead of hardworking loving families, I see tired, resentful, angry people. I too have a desire to work hard. But I also had hidden anger issues, depression and a controlling nature. Between these generations I see more of an acceptance to want to change the way we do things. Therapy, work programs, counseling, a better school environment for children. My dad and mom did not graduate from high school, nor did my grandparents. Yet they still had jobs, albeit not the best ones, but they worked. I’m not so quick to spank my kids. I want to teach them respect through love and kindness. I want to make sure they know their voices are heard and that they have choices. I want my kids to know that their choices will affect them and that there is a cause and effect for what they do. I want to make my children proud when I get into the profession that I have worked hard to get into. I also want to teach my kids the values that were taught to my parents, that were taught to their parents and probably taught to their parents.

The Independence Movements of Nigeria and Algeria Research Paper

The Independence Movements of Nigeria and Algeria - Research Paper Example The Nigerian freedom struggle was a multidimensional effort that involved various Nigerian communities, popular classes, the intelligentsia, labor groups, youth, traders, and market women in order to securer political, economic, and cultural independence from the British colonial masters (Johnston, 2000). The Nigerian freedom movement achieved its goal in five wide phases: first phase (1880s to 1900), second phase (1900s to 1930s), third phase (mid-1930s to the 1940s), fourth phase (mid 1940s to early 1950s) which was a continuation of 1930s developments, and the final phase (1950s to 1960 independence). The first phase (1880s to 1900s) The early anti-colonial struggle was led and organized by the intelligentsia that were mainly descendants of former slaves who had returned to their homes in Lagos and other parts of western Nigeria . The intelligentsia was mainly educated elite who were socially and politically active, and mostly, they promoted their struggles through framework of ideas (Falola, 2003 p.83). At this stage, the nationalist intelligentsia advocated for grievances of various groups such as traders, ordinary citizens, and workers who being oppressed by the colonial masters, thus they mobilized social groups and formed political associations, pressure groups, nationalist movements and even formed political parties (Aborisade & Mundt, 2002). Among the notable events of this period was the religious and cultural nationalism between the 1880s and 1900s, through which the nationalist intelligentsia sought assertion of the normalcy and validity of African cultural usages, social norms, religious beliefs and pr actices, since the European Christian and colonial imperialist devalued African culture, viewing it as evil, inferior, and primitive (Coleman, 1971, p.175). Through their enlightenment, some African clerics objected to the Europeans missionaries’ view of African religious and spiritual beliefs. Thus, they opted out of the European controlled churches and even formed African independent church movements such as the United Native African Church (1883) and African Church Inc (1901), while other advocated for appreciation of African history and heritage, with people like Reverend D.B. Vincent changing his name to Mojola Agbebi (Coleman, 1971, p.175). The second phase (1900 to 1930s) This was period of early reformist political nationalism in which nationalist intelligentsia focused on struggle for political and civil rights, protesting against specific colonial policies and initiatives; thus, they were calling for reforms within the colonial system. The independence movements at this time mainly focused on changes within the established colonial system, while the call for self-rule and political independence was more of a long-term goal. The first independence movements emerged including the People Union (PU), the Aborigines Rights Protection Society (APRS), and the Nigerian Reform Association (NRA), and they mainly championed a single matter rather than the broad aspect of colonialism. During post 1914 period, nationalist also used the Press to attack the colonial rule, with journalist such as Horatio Jackson and others constantly and

African Geography and Growth Essay Example | Topics and Well Written Essays - 1500 words

African Geography and Growth - Essay Example The geography of Africa has to a large extent shaped the kind of economic opportunities available for the African countries and, thus, impacted on the economic development of the continent in general. The interaction between human and physical geography within the framework of economic development has been a major factor which is shaping the direction and rate of Africa’s economic development. This essay gives a critical analysis and discussion of the importance of geography in the economic growth of Africa, including the tragic economic challenges that the continent is experiencing. The essay also presents a discussion of the policies which would have to be put in place to safe Africa from the challenges it is facing which are hampering its growth. Africa’s physical geography, such as climate, has been described as the causes of its minimal economic growth. However, Collier (2007, p. 6) argues that there are geographic factors which act to divide Africa instead of unif ying it. These are said to be the most significant factors which are derailing the economic growth of the continent. To begin with, Africa is an expansive continent. Regardless of this, the nations within the continent and its economic regions are characterized by low income. This is explained by the fact that the natural resources within Africa are not evenly distributed. Some regions have an abundance of natural resources while in some regions of the continent, the resources are very scarce. This has contributed to the uneven economic growth within the continent with most of the continent’s regions registering minimal growth as compare to other parts of the world, such as Asia and Europe, as illustrated in figure 1 below. Figure 1: Comparative Per Capita Growth The physical geography of Africa is very enormous. Bloom and Sachs (1998, p. 207) point out that even if Africa is a large continent, it has been divided into many countries. For this reason, most of the countries wi thin the continent are landlocked. The divisions of countries within Africa have a result caused nations to be divided into those landlocked states which are rich in resources and those which have scarce resources. Moreover, some countries are coastal and rich in resources while others are costal but lack adequate resources. These four categories define the economies of Africa in terms of its physical geography. Those states which have scarcity of resources whether coastal or landlocked are lagging behind in the economic development. Because these two categories of nations are the majority within the continent, Africa’s growth in generally slow as compared to other regions. The landlocked states within Africa lack competitiveness in export and import trade. Lack of competitiveness has also affected the coastal countries. Naude (2004, p. 821) explains that the differences between the resource rich African states are not significant. This is the case whether the resource rich s tates are landlocked or coastal. It is because of the divisions within African states that the competitiveness in the export and import business has been derailed and thus making the content to have a tragic growth level within its economy. However, costal states in Africa participate in export trade but the landlocked countries are prevented from economic interaction with the world markets. The distribution of the African population is even unlike other developing regions such as Asia in which a majority of the population lives within the costal countries. Even though the trend of economic growth in Africa is generally parallel to that of the global economy, Africa

What are the main differences in the organisation of the labour Essay

What are the main differences in the organisation of the labour process in Fordism and Post-Fordism Use a case study to explain your answer - Essay Example The job in the industrial units wasn’t very encouraging for the employees. The manufacturing procedure was not appealing for the workforce. Scholars were researching regarding innovative techniques which could raise the wealth and could build their nation stronger. Post-Fordism is founded on the supremacy of a flexible and enduringly inventive model of growth and it is based on flexible production, growing revenues for capable employees (Jessop, N.D.). This essay explains the various features of Fordism and post-Fordism Fordism is a model of Taylorism. Friedrich Taylor (1856-1915) talked regarding the significance of a balanced and capable organization of corporations by consistency of the manufacturing procedure. In Taylorism the executives had less understanding regarding the practical work involved in the production; consequently the executives had to be acquainted with how the manufacturing was planned. Taylor stated that the potential thinking ought to be separated from the shop and placed in the planning department giving responsibility to executive to work stringently executive in its character. The executives had to fix on what the employees ought to perform. This is the real meaning of Taylorism: the partition of thinking and doing. While an employee thought regarding his action he accustomed to it and tries to improve it. Human and machine has to be one with no sentiment for the employee that he is a kind of a robot. The scheduling department required to have a capable manufacturing procedure although workers wanted to have an excellent payment, not so much working hours and a good work environment. Ford accepted the significance of the relation involving employee and employer. He set up an eight-hour workday and offered improved payment for enhanced production. However these developments were prepared on a financial base to create improved earnings of labor (Beek, et al. N.D). Henry Ford was an accepted symbol of the change from

MANAGING HUMAN CAPITAL Essay Example | Topics and Well Written Essays - 4000 words

MANAGING HUMAN CAPITAL - Essay Example This has been in terms of falling revenues and loss of crucial talent and problems in talent retention. The critical literature puts forth a direct relationship between the HR polices and organizational productivity. This is followed by the primary research which supplements the critical literature through primary findings. The findings reveal that Emirates HR policies and practices in the HR departments must be redesigned to cater to the immediate business needs of the organization. The redesigning must come in the form of changes in recruitment activities, change in compensation packages and aligning training modules with the aim of serving the business needs of Emirates. Introduction The project seeks to put forth the present human resource conditions in Emirates Airlines which is the largest airline operating in the Middle East flying over 2400 passengers in a week. The company’s are located around 111 numbers of cities across 62 nations in the world. It also operates thre e of the nonstop commercial flights from Dubai. This company has been chosen for the study as it is the fastest growing global airlines in the world and is known for the high quality of services that it provides to its customers (Emirates, 2011). Known for its advanced and improved human resource management practices the company has evolved as the being one of the most employee friendly organizations to work with. Not only does its HR practices aim to reduce costs and enable the development of learning and development, it also tries to facilitate employees’ growth and prospective in the organization. The most remarkable part of its human resource management practices is the way they are directed towards the attainment of the company’s goals and objectives (Emirates-a, 2011). The project tries to analyses the present human resource issues and challenges confronting the company. Based on the analysis it provides an action plan for the same. This is done by the developmen t of an outline plan for the company which would contribute to its growth in business as well. The literature review presents critical analysis of how HRM practices can affect and regulate the business development of organizations and add to its goodwill. It would be presented with reference to the examples of major organizations in the world. In this context special emphasis would be provided to the Michigan model and the Harvard’s model. To supplement the above critical analysis primary research would be conducted to bring about a relationship between the HR practices in organizations and the development of its businesses. Analysis of Company background and current challenges/issues they are facing With the growing number of international airlines across the world, the organization has been confronting with a problem of employee crunch and employee retention. It is felt that the company redesigns its recruitment strategies in order to attain a competitive position in terms of attracting and retaining talents. The study suggests that Emirates Airlines must seek to develop a dedicated recruitment services team within the various departments which would ensure the

Foundations of Motivation (Module 9) Assignment Example | Topics and Well Written Essays - 750 words

Foundations of Motivation (Module 9) - Assignment Example In contrast the test samples in India were able to perform the task requiring complex cognitive skills for the highest incentive because that incentive was in consonance with the outcomes they associated with such a tough goal. Thereby the results of this experiment were in tandem with the expectancy theory of motivation. The other conclusions arrived at by this experiment also happened to be strictly as per the expectancy theory of motivation. Once the workers get satisfied in relation to the remuneration, the start considering other desirable outcomes and tend to commit to a task as per the value they assign to these outcomes. These outcomes may not necessarily be monetary, but may comprise of varied other desirable outcomes like autonomy or self direction, opportunity to gain mastery over a skill, the thrill of the eventual challenge posed by a task, and a sense of direction and purpose. As evinced by the expectancy theory the outcomes that specific individuals tend the value diff er from person to person, and the motivation of an individual is directly proportional to the extent to which one values a possible outcome. 2. Them speaker’s message aligns a lot with my own personal experience. As per the conclusions pertaining to motivation deduced from my personal experience, the extent of motivation that an individual commits to a specific goal has a lot to do with the outcomes that an individual expects to solicit from the achievement of that goal. However, the one thing that needs to be taken care of is the fact that the outcomes that a person aspires for or values differ from person to person. I remember when I was in High School; I was quiet good at accounting. It was owing to my proficiency in accounting that a local retail merchant offered me the job of going through his sales accounts every evening. I used to spend about an hour everyday at his shop, checking his accounts. I really enjoyed this job. It allowed me to earn some money without comprom ising on my studies. It happened that during the holiday season the sales of this retailer went up and he offered to pay much more to me if I spent an extra hour or two every day checking his accounts. At first the possible outcome of earning more money appealed to me and I agreed to his proposal. However, as the time passed, this work started interfering with the time I ought to have dedicated to my studies. I soon realized that I valued the need to score better grades much more over the opportunity to earn money at the cost of my studies. Thereby I got immensely demotivated and quit this job after a few days. 3. As a manager the first thing that I learned from the given video is that once the employees are paid as per their expectations, they stop thinking about money and start focusing on the work at hand. Thereby, I will always make it a point to set the remunerations of the employees working for me at a level which is in consonance with their expectations and caters to their se nse of equity. Once this is done, I will never forget the fact that money is not the only outcome that motivates an employee, but people expect varied other attributes from a job that they really feel motivated about, like autonomy or the freedom of self direction, chance to achieve mastery over a skill, the sense of challenge posed by a goal and the sense of direction or purpose associated with a goal. Thereby

Has the Digital Revolution Had a Positive or Negative Effect on Essay

Has the Digital Revolution Had a Positive or Negative Effect on Communication in Today's Society - Essay Example The ability of computers to replicate and generate digital and graphical information enabled the digital world to flourish. The computers and the internet is the soul to the business world and with most part of the population possessing a personal computer allowed the digital technology to penetrate into every aspect of human life. The social media has advanced beyond imagination and every field from educational to entertainment has evolved drastically. According to (Walker ,1999,pg.39-48)â€Å"All types of information can now be transformed into digital form, manipulated by computers and transmitted by common networks†. The telecommunication field, media and information technology field has seen unbelievable changes due to the digital revolution. Moreover, the advancement in communication field has enabled the world economies to prosper in a short span of time. In concise, the revolution in digital world with the application of unique technology, methods and hardware has posi tively changed the face of the world. Positive Effects of Digital Revolution The technological, social media and communication field has undergone profound change due to digital revolution. ... In the article (Nations,2011)writes thatâ€Å" social media is such a broad term, it covers a large range of websites. But the one common link between these websites is that you are able to interact with the website and interact with other visitors†. Along with social media, the education sector has also seen major change which promoted the learning quality of students worldwide. Nowadays most of the educational curriculum is online based as it allows multimedia application which enhances the quality and absorption of learning information. Internet has advanced the communication procedure of students as they are facilitated with an advantage of online education. With the emergence of online education, students are rarely confined to a specific physical space. Digital evolution has given opportunity to students to access educational information and participate in educational programs and courses from any part of the world in minimum time. Apart from students, educators are equa lly benefited from online education as it eases the learning procedure and its outcome. Even the entertainment source of people has changed enormously due to advancement in digital technology. Today, video games has emerged has a main source of leisure activity for both young and adults alike. The video game has taken over the entertainment world as it exemplifies the leisure activity of people with its inspiring graphical and virtual presentation. According to (Beaumont,2009) â€Å"The sales of video games in the four years between 2003 to 2007 increased 40 per cent in the US, while over that same period, sales of cinema tickets had fallen six per cent†. The next best entertainment source for people are social websites and chatting services

The Great Gatsby Essay Example for Free

The Great Gatsby Essay They say that money is â€Å"the root of all evil. This novel exemplifies how the characters live for money and are controlled by it. Love and happiness cannot be bought, no matter how much money was spent. Tom and Daisy were married and even had a child, but they both still committed adultery. Daisy was with Gatsby and Tom was with Myrtle. They tried to find happiness with their lovers, but the risk of changing their lifestyles was not worth it. They were not happy with their spouses but could not find happiness with their lovers. Happiness cannot be found or bought. Daisy lost her love and respect for Gatsby when she found out he was a bootlegger. The important thing was not just having money, but where they money came from. In F. Scott Fitzgerald’s novel, The Great Gatsby, money is a prominent theme. The author shows that money is earned and spent in very specific ways. Each character’s relationship with money allows the reader to see their personalities more clearly. In the beginning of Chapter Two, Nick and Tom Buchanon have just met Tom’s girlfriend Myrtle. The three of them are on their way to Tom and Myrtles apartment when an elderly man selling puppies on the side of the street catches Myrtle’s eye. The author explains, â€Å"I want to get one those dogs, she said earnestly. I want to get one for the apartment. They’re nice to have- a dog-I think its cute†¦Is it a boy or a girl? She asked delicately. † â€Å"It’s a bitch,† said Tom decisively. † Here’s your money. Go and buy ten more dogs with it† (pages 27-28). Tom’s actions and choice of words when he is buying the puppy for his girlfriend Myrtle show the reader that he does not have respect for women. The way Tom throws his money around illustrates that he believes he, because he has money, is better than the person selling the puppies. Fitzgerald uses the money theme again when he writes about the parties that his characters attend. He notes â€Å"I like your dress, â€Å" remarked Mrs. McKee, â€Å"I think it’s adorable. †Ã¢â‚¬  Mrs. Wilson rejected the compliment by raising her eye brow in disdain. † â€Å"It’s just a crazy old thing,† she said. † I just slip it on sometimes when I don’t care what I look like† (page 31). Myrtle rejects the compliment on her dress because she wants to portray herself as a woman who wears extravagant clothing. When in reality, the dress that she is wearing was a dress that Tom had bought for her. It is actually the most expensive dress that she owns. Prestige and money are so important that she lies to impress those around her. In the 1920s money was very abundant. This was known as the golden age. People were very materialistic during this time period. The wealthy families in the novel such as Gatsby or the Buchanons were always trying to impress rather than trying to be themselves. This was a period of drinking, partying, and spending which was best portrayed by the Buchanons. They seem to be very self-centered people who couldnt give up a bit of the ritzy life to take care of their own child. Nick Carrows, the narrator of the novel differentiates and alternates between the two different types of money in the novel. East Egg and West Egg. The West Egg is the less fashionable side of Long Island where Gatsby and Nick live. The East Egg is the fashionable side of Long Island where the Buchanons and other old money people live. Those living in West Egg have wealth, but they have earned it themselves, but the people in East Egg have had money in their families for generations. People from East Egg only associate themselves with other people from East Egg and are rather ashamed of people of a lower status. The author explains a situation with Tom on the train, â€Å"Mrs. Wilson sat discreetly in another car. Tom deferred that much to the sensibilities of those East Eggers who might be on the train† (page 26). Tom is dating a girl named Myrtle who is from the Valley of Ashes; The Valley of Ashes is a very poor area. She has no money to her name whatsoever, and that is why Tom will not sit in the same car with her on the train. He will not allow people to see that he associates with someone of her station in life. Nick sees firsthand how different people from West Egg act compared to those from the East Egg. The author writes, â€Å"Come along, â€Å"he said- â€Å"but to her only. † Gatsby looked at me questioningly. He wanted to go, and he didn’t see that Mr. Sloane had determined he shouldn’t†¦My Go, I believe that man’s coming,† said Tom. â€Å"Doesn’t he know she doesn’t want him? (page 103). Gatsby was invited to a party at the East Egg as a form of an apology for having to leave Gatsby’s house. Gatsby is from West Egg; he completely missed the apology and took it as an invitation. The authors point is that even though people from West Egg and East Egg both have money, they live completely different lifestyles and behave complet ely differently. The author uses money to reveal several different traits in the novel. All of the characters personality traits in the novel are based off of wealth. Without the money, these characters would be nothing. Gatsby is known for his money and attitude. The author writes, â€Å"I heard the familiar â€Å"jug-jug-sput† of a motorcycle, and a frantic policeman rode alongside. † All right, old sport, called Gatsby. Taking a white card from his wallet, he waved it before the man’s eyes. † â€Å"Right you are,† agreed the policeman, tipping his cap. â€Å"Know you next time, Mr. Gatsby. Excuse me! † (page 68). Because of Gatsby’s past he has been able to meet popular people in his lifetime and acquire special privileges over the years. The only reason Gatsby can act this way and get away with it is because of his wealth. Another important character who portrays that her personality is shaped by money and wealth is Daisy. She lives a rich lifestyle but is forced to live with a man she can’t stand. The author explains, â€Å"Everybody thinks so-the most advanced people†¦The instant her voice broke off ceasing to compile my attention, my belief, I felt the basic insincerity of what she had said† (page17). Daisy is talking about how she knows so much because she has traveled the world and talked to interesting people through out her life. The author uses Daisy as a prime example to show that while money may provide opportunities in life, it is what you do with those opportunities that matter. If Daisy didn’t have money, she wouldn’t be considered smart or sophisticated; she would just be another boring person. New money and old money represents the way in which people are criticized, judged or understood. Old money has a tendency to seclude themselves from lower classes but do not discriminate. While new money tends to show off their wealth to the lower classes by throwing spectacular parties and get togethers. A new money party is portrayed as if it were the time of your and a night that no one will ever forget. The author says, â€Å"The groups change more swiftly, well with new arrivals†¦confident girls who weave here and there among the stouter and more stable†¦excited with triumph, glide on through the sea-change of faces and voices and color under the constantly changing light† (page 40-41). New money parties are exciting and extravagant but the only reason these parties exist is because people with new money become selfish and proud. They pride themselves on where their wealth has brought them. Newly acquired wealth causes people to change, to become someone they really aren’t, and to do things or be with people they normally would spend time with. An old money party is more like a get together. People must be invited and old old money is expected. The author explains, â€Å"People disappeared, reappeared, made plans to go somewhere and then lost each other, searched for each other found each other a few feet away† (page 37). The author describes the old money parties in a relaxing manor because parties are not new to people who have had money all their lives. It is not difficult to see the importance that money played not only in the novel, but apparently in the 1920’s. The author crafted each character around their social station in life, which was determined by where their money came from. It was apparent that despite the fact that Jay Gatsby worked and earned his money, that it didn’t change the fact that he was from the â€Å"wrong side of the tracks†. And while being from the â€Å"right† side of those same tracks, having money didn’t really give Daisy what she wanted or needed to be happy. In the end, Gatsby died a lonely death, remembered by few.

Sucralose Essay Example for Free

Sucralose Essay Sucralose (1,6-dichloro-1,6-dideoxy-b-D-fructo-furanosyl 4-chloro-4-deoxy-a-D-galactopyranoside), sold under the trade name Splenda (R), is usually categorized as non-nutritive sweetener or flavor enhancer. The molecular formula is C12H19Cl3O8 (1). It exists at room temperature as a white to off-white, crystalline powder, which is freely soluble in water, in methanol, and in alcohol, and slightly soluble in ethyl acetate (1). Sucralose has molecular weight of 397. 64 (2). As a sweetener, it has 400 to 800 times that of sucrose (2). Its melting point has been recorded as 130 degrees Celsius, and the boiling point is between 614. and 724. 4 degree Celsius under the condition of press 760 Torr (3). Sucralose is stable in solution at low pH, and also stable in solution at high temperatures as sucrose. Therefore, it can be stored for several years in liquids (3). The density of sucralose is about 1. 694 g/cm3 (3). The below chemical structure for sucralose was retrieved from the Dictionary of Food Compounds (2): Sucralose was first synthesized by Hough and co-workers at the Queen Elizabeth College at the University of London during the 1970s and was developed commercially as an intense sweetener by Tate Lyle, LLC and McNeil Specialty Products Co (4). Sucralose is made by the selective substitution of three hydroxyl groups of sucrose with three chlorine atoms, which was first approved as a food additive in Canada in 1992 and has subsequently been approved in over 80 countries as an intense sweetener (4). Sucralose can be slowly hydrolyses to the two monosaccharides 1,6-dicholorofructose (1,6-DCF) and 4-chlorogalactose (4-CG) under severe acidic conditions, so the formula cannot be found in natural waters (4). Sucralose is usually used in baked goods, sugars, alcoholic drinks, dairy products, cereals, fruit, beverages and nut products (3). In general, sucralose may cause toxicity to aquatic organisms at concentrations ? 1123 mg/L (4). A range of long-term mammalian toxicity studies indicates that sucralose has no known specific mode of toxic action and causes no adverse effects on major physiological systems (4). Recent research concerns that the potential biological effects in non-target species living in areas receive discharges from anthropogenic activities due to the widespread usage and the high stability of sucralose. The Predicted Environmental Concentration (PEC) for sucralose, based on measured data in surface water, was determined to be 10 ? g/L. During the process, data support that sucralose does not cause toxic effects. In conclusion, the resulting conservative PEC risk quotient is 0. 08, thus indicating low risk to aquatic organisms. Although available data suggest that sucralose is persistent in the aquatic environment, current knowledge also suggests that this intense sweetener should not be classified either as bioaccumulative or toxic using standardized and regulatory valid PBT criteria (4).

Trends in Fast Food Consumption

Trends in Fast Food Consumption Fast food is food which is prepared and served at a fast-food restaurant or shop at low cost. Fast food is often processed and prepared in an industrial fashion (i.e., with standard ingredients and methodical cooking and production method). It is served usually in bags or cartoons in a manner in order to save costs. Fast food outlets often provide take-away food in addition to a dine-in service. Drive-through, could be found in some fast food restaurant, allow food to be ordered and delivered without leaving the car to speed up the service. Fast food is usually finger food that can be eaten quickly and without cutlery needed (using bare hand). Fast food often offers fish and chip, sandwiches, hamburger, french fries, chicken nuggets, pizza, and ice cream. Moreover, many fast food restaurants offer some other easily consumed choices like, mashed potato, or salads. Chinese cuisine, although the food could be served as take-away, is not always a fast food. Because of its convenience, fast food is successfully popular in most modern society; however, it is often criticized for having alleged shortcoming, for example: It has poor nutritive value, It contributes to obesity, It uses exploitative advertising and marketing. The unhealtiness of fast food, pointing one, comes from cooking method. Fast food tends to be deep-fried which resulting high amount of fats and calories. To illustrate this complaints, the documentary film Super Size Me, had the director eat nothing but McDonalds without exercise within 30days. Due to the combination of food and lack of exercise, his health was impacted. In order to overcome those health issues, some of the largest fast food chains are beginning to incorporate healthier alternatives, adding salads and fruits to their menus. However, some people are unbelieving about this, seeing it as tokenistic and commercial measure, rather than appropriate reaction about peoples health. The rapid growth of the fast food industry during the last decade has added another dimension to the change in food consumption pattern of Malaysians. The Westernisation of global eating habits, make possible through food imports, fast food and rising consumption of sugars and animals fats, is often blamed for the rising epidemic of obesity and associated chronic disease (Gopalan C. 1992). The fast food industry in Malaysia had a sizzling growth throughout most of the 1990s. The total sales were RM1 billion (US$ 263million) in 1997 increasing to RM 1,3 billion (US$ 340 million) in 2000(The Edge, 2001). Some of the major fast food companies in Malaysia and their estimated sales for the year 2000 are shown in table 1. Table 1 Fast food companies in Malaysia a selected list Brand (origin) Year established Number of outlets Market share(%) Sales (US$million)à ¢Ã¢â€š ¬Ã‚   KFC (USA) 1973 294 45 152.3 McDonalds (USA) 1982 141 30 92.0 Pizza Hut (USA) 1984 85 8 31.6 A W (USA) 1961 44 4 19.1 Marrybrown (local) 1981 88 4 NA Sugar Bun (local) 1981 45 * 9.5 Kenny Roger (USA) 1994 25 * 9.5 *all others combined = 9% à ¢Ã¢â€š ¬Ã‚   US$ 1.00 = RM 3.80 NA not available. Source : The EDGE. (2001) Still sizzling? Survey Guide, pp. 59-63 Psychologically, adults develop their independence, and try and fit into their social circle. Peer and working pressure may cause them to choose soft drinks instead of milk, skipping meals because of their duties. Adults want to develop independence and make choices for themselves (they choose what and where to eat and drink). Truswell AS (ABC of Nutrition, 1999) has suggested the following eating behaviour as common in adults, such as, skipping meals (being on a diet), eating snack, consuming high amount of fast food, consuming convenience food, drinking high amount of alcohol and soft drinks. Trends in Food Consumption Income and population, coupled with changes in lifestyle to one of urbanisation, have increased the demand for food and convinced changes in food habits, food purchasing, and consumption patterns (Noor MI, 2002). Food balance sheet data are useful to indicate trends of food intake pattern rather than consumption per se in the absence of nation-wide food consumption surveys. The intake pattern of calories increased from 2430 kcal person-1 day -1 in 1961 to 2990 kcal person-1 day-1 in 1997, protein from 49g person-1 day-1 to 61g person-1 day-1, and fat from 49g person-1 day-1 to 87g person-1 day-1 (Food and Agriculture Organization, (1961-1997)). The food balance sheet also revealed that, from 1961 to 1997, the amount of calories obtained from cereals decreased from 61% to 41%, meanwhile, calories from meat, eggs and fish increased from 6.2% to 14,3% sweeteners from 9.5% to 18%, and oils and fats from 11.% to 14.8% (Table2) Table2 Changes in sources of calories in Malaysia, 1961-1997 Year 1961-63 1970-72 1979-81 1988-90 1997 Cereals 61 57 48.6 40.0 41.0 Starchy roots 1.9 1.9 1.9 2.9 1.9 Vegetables fruits 4.2 3.8 3.8 3.8 3.8 Pulses 1.0 1.0 1.0 1.0 1.0 Meat, fish, eggs 6.2 6.7 9.5 12.4 14.3 Milk, excluding butter 2.9 2.9 3.8 3.8 3.8 Sweeteners 9.5 12.4 12.4 13.2 18.0 Oils fats 11.4 12.4 17.1 21.0 14.8 Miscellaneous 1.9 1.9 1.9 1.9 1.4 Source : Food and Agriculture Organization (FAO), (1961-1997). The Ministry of Agriculture reported that per capita consumption of major food commodities between the years 1985 and 2000 as shown in table 3. The trend learnt, where there is a shift towards an affluent diet that is high in energy-dense foods and rich in fats at the expense of complex carbohydrate foods, is consistent with the increased national wealth. The report also revealed a doubled increase in imported food from US$ 909 million in 1985 to US$ 2 billion in 1995. Food intake studies In the absence of nation-wide food consumption surveys, this report is able to highlight some selected studies which are conducted in the last several decades. A household food consumption survey in poverty villages reported a mean energy intake of 1874 kcal, of which 12% if the total energy was obtained from protein, 18% from fats and 70% from carbohydrates (Chong YH, Tee ES, Ng TKW, et al. 1984). A study by Chee SS, Ismail MN, Ng KK, et al.(1997). In poor villages, using 3-day food record, reported a similar mean energy intake of 1871 kcal with a difference in the constituents, 13% of the total energy from protein, 20% from fats and 67% from carbohydrates. Their study also expressed a significant difference in mean energy intakes of urban (1718 kcal) and rural woman (1711 kcal) were similar, fat contributed 30% of the total calories in the urban subjects compared with 29% in the rural counterparts. An examination of the fat composition of the Malaysian urban populations diet by che mical analysis, using a 7-day rotation menu, revealed that the diet provided 2300 kcal obtained from 66g of total fat ( 51g of vegetable fats and 15g of animal fats), 36g of protein and 360g of carbohydrates (Tony NKW, 1995) Table 3 Per capita consumption (kg year-1) of major food commodities, 1985-2000 Year Item 1985 1990 1995 2000 Crops Rice 102.2 89.8 86.9 85.7 Vegetables 42.4 45.4 48.5 52.0 Fruits 39.7 44.3 49.9 53.5 Livestock Beef 2.4 3.2 4.3 5.3 Mutton 0.4 0.4 0.6 0.6 Poultry 14.6 19.0 30.0 35.3 Pork 10.1 12.0 13.2 8.1 Eggs 11.4 15.7 16.4 16.8 Milk* 37.2 37.7 51.5 53.0 Foodfish 33.4 34.8 39.1 49.0 Food imports (US$ million) 909 1205 2017 NA *Milk per capita consumption in litres per year. NA not available. Source : Ministry of Agriculture. (1999)

Educational Theory of Teaching Writing Essay -- English Writing Teache

When I first encountered Paulo Freire’s work, I was struck with the hypocrisy of my own teaching. I had deluded myself into thinking, to a certain extent, that I was creating a democratic and equal space that was free from the influence of. It was a stark reminder last year when I encountered Richard Shaull’s introduction to Peter Freire’s The Pedagogy of the Oppressed. He writes, â€Å"There is no such things as a neutral educational process. Education either functions as an instrument that is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom,’ the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world† (Freire 16). Then, over the summer, as I delved into Lisa Delpit and Sonia Nieto’s work, I came face to face with the socio-econom ic reality of our education system, and how in some ways, I was not nearly as enlightened as I thought myself to be. According to Delpit, â€Å"Many liberal educators hold that the primary goal for education is for children to become autonomous, to develop fully who they are in the classroom setting without having arbitrary, outside standards forced upon them. This is a very reasonable goal for people whose children are already participants in the culture of power and who have already internalized its codes† (Delpit 28). I think that I fall into the category that Delpit discusses here. So many of my original assumptions about what I attempt to do in the classroom have been blown out of the proverbial water, and I am left with the question of what exactly am I doing in the classroom? I am specifically concerne... ... way in which I view grading my students’ essays. Despite the fact that I have found no clarity, perhaps it is the fact that I am still grappling with these issues, facing them on a daily level that keeps me an actively engaged teacher in the realm of teaching writing. Works Cited hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York, NY: Routledge, 1994. Delpit, Lisa. Other People’s Children: Cultural Conflict in the Classroom. The New Press, 1995. Freire, Paulo. Pedagogy of the Oppressed. New York, NY: Continuum Press, 1970. Bartholomae, David. â€Å"Writing with Teachers: A Conversation with Peter Elbow.† Cross-Talk in CompTheory. National Council of Teachers of English, 1997. Elbow, Peter. â€Å"Being a Writer vs. Being and Academic: A Conflict in Goals.† Cross-Talk In CompTheory. National Council of Teachers of English, 1997. Educational Theory of Teaching Writing Essay -- English Writing Teache When I first encountered Paulo Freire’s work, I was struck with the hypocrisy of my own teaching. I had deluded myself into thinking, to a certain extent, that I was creating a democratic and equal space that was free from the influence of. It was a stark reminder last year when I encountered Richard Shaull’s introduction to Peter Freire’s The Pedagogy of the Oppressed. He writes, â€Å"There is no such things as a neutral educational process. Education either functions as an instrument that is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the ‘practice of freedom,’ the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world† (Freire 16). Then, over the summer, as I delved into Lisa Delpit and Sonia Nieto’s work, I came face to face with the socio-econom ic reality of our education system, and how in some ways, I was not nearly as enlightened as I thought myself to be. According to Delpit, â€Å"Many liberal educators hold that the primary goal for education is for children to become autonomous, to develop fully who they are in the classroom setting without having arbitrary, outside standards forced upon them. This is a very reasonable goal for people whose children are already participants in the culture of power and who have already internalized its codes† (Delpit 28). I think that I fall into the category that Delpit discusses here. So many of my original assumptions about what I attempt to do in the classroom have been blown out of the proverbial water, and I am left with the question of what exactly am I doing in the classroom? I am specifically concerne... ... way in which I view grading my students’ essays. Despite the fact that I have found no clarity, perhaps it is the fact that I am still grappling with these issues, facing them on a daily level that keeps me an actively engaged teacher in the realm of teaching writing. Works Cited hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York, NY: Routledge, 1994. Delpit, Lisa. Other People’s Children: Cultural Conflict in the Classroom. The New Press, 1995. Freire, Paulo. Pedagogy of the Oppressed. New York, NY: Continuum Press, 1970. Bartholomae, David. â€Å"Writing with Teachers: A Conversation with Peter Elbow.† Cross-Talk in CompTheory. National Council of Teachers of English, 1997. Elbow, Peter. â€Å"Being a Writer vs. Being and Academic: A Conflict in Goals.† Cross-Talk In CompTheory. National Council of Teachers of English, 1997.

Pigments Essay examples -- History, Prehistoric Painters

Pigments From prehistoric times, humans had discovered that pigments could be used to colour a surface and they have left their mark on their environment in the form of painted images [7]. Prehistoric painters used the pigments available in the vicinity of their homes. These pigments were the so-called earth pigments, soot from burning animal fat and charcoal from the fire. The colours available were yellow ochre, red ochre, and black [7], but with time, more colours were being discovered. In general, pigments are coloured material which is insoluble in a medium where they are incorporated [8]. Pigments will tend to absorb certain wavelength of light and reflect the others [9]. Wavelength reflected will represent the colour of the pigment. Dyes are coloured material which will dissolve in the medium and lose their crystal or particulate structure during the process [9]. Pigments can be classified into synthetic pigments and natural pigments [8]. The examples of natural pigments founded in animals and vegetables are carotenoids, chlorophyll, melanins, flavins, quinones, and anthocyanins [5, 6, 10]. In the industry, pigments are widely used as colouring agents in dyeing of cottons, silks and wool sample [11]. 2.1.1 Synthetic Pigments The first chemically synthesised pigments were made in Germany in 1704 by Diesbach who manufactured red lake pigments using potash and alkali as substrate [7]. Synthetic pigments can be divided into inorganic and organic pigments. Synthetic inorganic pigments usually composed by metal oxide or compound which from by the host of metal oxides. Moreover, the inorganic pigments possess thermal and chemical stabilities at high temperature. Most of the inorganic pigments are derived from toxic meta... ...-degradable. The increase of the packaging wastes caused serious global environmental problem [36]. Therefore, the development of biodegradable packaging materials from renewable natural resources has received widespread government support in EU countries and many national or international organisations [35]. The term ‘‘biodegradable’’ materials is used to describe those materials which can be degraded by the enzymatic action of living organisms, such as bacteria, yeasts, fungi and the ultimate end-products of the degradation process [37]. Biodegradable packaging materials may be broadly classified into biodegradable polymers and biopolymers based on whether the dominating ingredient is synthetic oil-based polymer or a biologically derived polymer. Biopolymers are naturally occurring long-chain molecules such as cellulose, polysaccharides, proteins and DNA [35].