Farming Essay Example | Topics and Well Written Essays - 1000 words

Farming - Essay Example This word is a combination of â€Å"Taino batata† which stands for the sweet potato and the â€Å"Quecha papa† which is the actual potato. Reportedly, it was first cultivated in Peru and Bolivia (Spooner, McLean, Ramsay, Waugh, and Bryan 14694). It is a tuber that usually grows up to about 24 inches or 60 centimetres. Like other tubers, potatoes’ formations are dependent on daylight hours (Amador, Bou, Martinez-Garcia, Monte, Rodriguea-Falcon, Russo, and Prat 38). However, this tendency has been controlled in several varieties. As stated by the United Nations Food and Agricultural Organization in 2005, potato is the world’s fourth-largest agricultural yield. It is following other staple crops such as wheat, rice, and corn. In fact, the common individual eats up to 33 kilograms or 73 pounds of this root vegetable each year. Aside from food, potato can also be used in other ways. It has otherwise been employed in different merchandises such as alcoholic beve rages, adhesives, and even ointments. Regarding potatoes’ role in history, potatoes were one of the crops used to help keep soldiers fed during the American Civil War. Logistics showed that the different armies strived to have enough nutrition. This is depicted in the documentary film, The Civil War which was created by Ken Burns in 1990. The vegetable was usually served in small compressed cubes. Potatoes were particularly helpful in those rations since other kinds of food such as rice were frequently infested. This information is backed up by the history of rations prepared by the Quartermaster School of the United States Army Quartermaster Foundation. The notes show that a part of the civil war rations by congressional acts in 1860 and 1861 have included potatoes. The record stated that 7 ounces of potatoes per soldier was proportioned. The potato ration was then increased in the Spanish American war. Additionally, a memoir of a soldier documented some of their usual nouri shment. â€Å"Each battalion has its own galley, but chow on Pavuvu consisted mainly of heated C rations: dehydrated eggs, dehydrated potatoes, and that detestable canned meant called Spam† (Manchester 260). To make rations last longer, the usual perishable goods were preserved often through dehydration. Another anecdote is from Private Walter Carter, 22nd Massachusetts Regiment. He wrote from near Washington in September 1862, â€Å"This morning I went foraging, and got corn, potatoes, cabbages, beets, etc. to make a grand boiled dinner. It was a great treat, after living so long on nothing; it tasted like home. It is fun to see the boys roasting corn and potatoes, frying meat and making coffee. I can cook almost anything now in a rude way† (161). From the aforementioned statements, it is clear that the soldiers lived on potatoes among other kinds of food. Relatedly, potato is one of the central harvests that were maximized in World War I. The government produced pamp hlets such as â€Å"Without Wheat†, â€Å"Sweets without Sugar†, and â€Å"Potato Possibilities†. These propagandas aimed to conserve resources for those fighting in the battle fields. The pamphlets were issued by the Federal Board of New York and supported by the United States Food Administration. The four-paged-pamphlet introduced potato as a â€Å"staff of life†, the introductions were written as: â€Å"It furnishes fuel for the body. It gives mineral salts which help to keep the blood in good condition. It is easily digested. It is a good food all

Do 10 on 1 with the newspaper article assigned by my professor Essay

Do 10 on 1 with the newspaper article assigned by my professor - Essay Example Cho's looks and gestures are compelling and are indicative of the abnormality that was breeding in his mind for a long time. Although the same visual inputs result in radically different perceptions, here in Cho's case all the visual inputs from his pictures lead to one terrifying perception - that of a monster lurking behind those piercing eyes. The multi media pictures reveal a consistent and deadly pattern of a man suffering from paranoia. Ours is an age of tremendous growth of knowledge and of rapid social change. More scientific and technological advances have been made in past fifty years than in all previous recorded time. Whereas the United States and the developed world have progressed by leaps and bounds, the family values and the concept of integrated families have vanished. This has given rise to enormous tensions among families and has broken the cohesive thread that ran through families in earlier times and sustained broken units within themselves through the balm of social security and family love. Despite this tension and stress of modern life in the United States, most people still manage to "muddle through," worrying along and solving their problems after a fashion. But for a large number of people the stress proves too much. It is startling to note that the emotional disturbances incapacitate more people t han all other health problems combined. Cho Seung Hui is revealed as an emotional wreck through these pictures. The rigidly stiff stance that he projects through these videos and pictures are indicative of his troubled personality and "sitting on edge" perception of life. What do these pictures reveal They clearly reveal the abnormal behavior at its extreme. These pictures also reveal that any effective personality adjustment would have been extremely difficult in Cho's case. The careful analyses of these pictures reveal aggression and anger in Cho that has been welling up inside him for a long time. The picture in which Cho is seen as holding a hammer depicts merciless behavior where the subject is willing to kill an ant with a hammer. This is a classic case of paranoia. There are clues of this kind of behavior in Cho's play titled "Richard McBeef"1. This play is basically a vent that Cho has given to his grudge against his step-father whom he calls "lazy, fat, demonic, uncultivated piece of shit and many other derogatory superlatives" because he feels that Richard, his step-father, has not been treating his Mom with respect and that he, on occasions, had also been hitting her. After the shooting spree and subsequent suicide by Cho was over, a class mate of Cho's McFarlane stated that, "When I first heard about the multiple shootings at Virginia Tech yesterday, my first thought was about my friends, and my second thought was "I bet it was Seung Cho".2 Thus we clearly deduce from these pictures a menacing pattern of a man overcome by paranoid feelings that the entire world is conspiring against him and out to get him. Also, the pictures reveal Cho as remaining on guard always top pay back to the rest of the world. School is the best place for a young man to learn his spurs, good or bad. Cho had been watching other kids, hearing their stories of their parents and friends and

Discover culture not related to mine Little Italy Essay

Discover culture not related to mine Little Italy - Essay Example When I arrived to San Diego last Thursday afternoon around 3 pm. I dropped my stuff at Sheraton hotel near to San Diego airport where about three minutes away from Little Italy. Then when I arrived to Little Italy, I took pictures of Indiana street where the big sign represents the name of community as " Little Italy" underlined by San Diego. I noticed the are buildings where hanging the Italy flight to welcome tourisms to their community. There are painted colorful art of different shape and draw on the wall on Nelson photo supplies shop. While I walking around, I was fascinated by fountain where has in the middle round statue carry the anthropomorphic hemisphere. However, to investigate more about Italian community, I decide to interview old female who was walking at street with her husband. I got the lady attention when I asked her if wither she is Italian origin. She stared at me in astonished looked asking me "what was regard to". I explained to her that I would like to know det ails from original people. Nevertheless, ladys name is Anna and she was at the age of 3 when she immigrates to the U.S with her family in order to start the fishing business. Italian families build up their community and business fifteen years ago which was based on tuna industry. Nowadays, Italian business has been declined and the tuna trade has been owned by some families business. Even though the Italian community changed their traditional buildings, you can still taste the culture of Italy by the art galleries on some walls, and having pizza. I went to a boutique for custom made accessories, the decoration of the boutique is look like a small house with outside balcony allow customers to be seated on chairs and choose what designed they wish to manufacture their accessory. I went to Mona Lisa Italian Restaurant which located at 2016 Indiana street, San Diego. The restaurant offered very wide selection of

Lesson Plan Essay Example for Free

Lesson Plan Essay In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether their education ought to be directed more towards the intellect than towards the character of the soul. And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials. And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally they differ also about the proper training for it. Aristotle wrote that passage more than 2,300 years ago, and today educators are still debating the issues he raised. Different approaches to resolving these and other fundamental issues have given rise to different schools of thought in the philosophy of education. We will examine five such schools of thought: Essentialism, Progressivism, Perennialism, Existentialism, and Behaviorism. Each has many supporters in American education today. Taken together, these five schools of thought do not exhaust the list of possible educational philosophies you may adopt, but they certainly present strong frameworks from which you can create your own educational philosophy. Essentialism Gripping and enduring interests frequently grow out of initial learning efforts that are not appealing or attractive. William Bagley Essentialism refers to the traditional or Back to the Basics approach to education. It is so named because it strives to instill students with the essentials of academic knowledge and character development. The term essentialism as an educational philosophy was originally popularized in the 1930s by the American educator William Bagley (1874A1946). The philosophy itself, however, had been the dominant approach to education in America from the beginnings of American history. Early in the twentieth century, essentialism was criticized as being too rigid to prepare students adequately for adult life. But with the launching of Sputnik in 1957, interest in essentialism revived. Among modern supporters of this position are members of the Presidents Commission on Excellence in Education. Their 1983 report, A Nation at Risk, mirrors essentialist concerns today. Underlying Philosophical Basis (American) essentialism is grounded in a conservative philosophy that accepts the social, political, and economic structure of American society. It contends that schools should not try to radically reshape society. Rather, essentialists argue, American schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens. Essentialists believe that teachers should instill such traditional American virtues as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality. Reflecting its conservative philosophy, essentialism ten(tends to accept the philosophical views associated with the traditional, conservative elements of American society. For example, American culture traditionally has l)placed tremendous emphasis on the central importance of tile physical world and of understanding the world through scientific experimentation. As a result, to convey important knowledge about our world, essentialist educators emphasize instruction in natural science rather than non-scientific disciplines such as philosophy or comparative religion. The Essentialist Classroom Essentialists urge that the most essential or basic academic skills and knowledge be taught to all students. Traditional disciplines such as math, natural science, history, foreign language, and literature form the foundation of the essentialist curriculum. Essentialists frown upon vocational, lift-adjustment, or other courses with watered down academic content. Elementary students receive instruction in skills such as writing, reading, measurement, and computers. Even while learning art and music, subjects most often associated with the development of creativity, the students are required to master a body of information and basic techniques, gradually moving from less to more complex skills and detailed knowledge. Only by mastering the required material for their grade level are students promote(l to the next higher grade. Essentialist programs are academically rigorous, for both slow and fast learners. The report A Nation at Risk reflects the essentialist emphasis on rigor. It calls for more core requirements, a longer school day, a longer academic year, and more challenging textbooks. Moreover, essentialists maintain that classrooms should be oriented around the teacher, who ideally serves as an intellectual and moral role model for the students. The teachers or administrators decide what is most important for the students to learn and place little emphasis on student interests, particularly when they divert time and attention from the academic curriculum. Essentialist teachers focus heavily on achievement test scores as a means of evaluating progress. In an essentialist classroom, students are taught to be culturally literate, that is, to possess a working knowledge about the people, events, ideas, and institutions that have shaped American society. Reflecting the essentialist emphasis on technological literacy, A Nation at Risk recommends that all high school students complete at least one semester of computer science. Essentialists hope that when students leave school, they will possess not only basic skills and an extensive body of knowledge, but also disciplined, practical minds, capable of applying schoolhouse lessons in the real world. Progressivism We may, I think, discover certain common principles amid the variety of progressive schools now existing. To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to statistics and materials is opposed acquaintance with a changing world. John Dewey Progressivisms respect for individuality, its high regard for science, and its receptivity to change harmonized well with the American environment in which it was created. The person most responsible for the success of progressivism was John Dewey (1859-1952). Dewey entered the field of education as a liberal social reformer with a background in philosophy and psychology. In 1896, while a professor at the University of Chicago, Dewey ounded the famous Laboratory School as a testing ground for his educational ideas. Deweys writings and his work with the Laboratory School set the stage for the progressive education movement, which, beginning in the 1920s, has produced major lasting innovations in American education. The progressivist movement stimulated schools to broaden their curricula, making education more relevant to the needs and interests of students. Its influence waned during the 1950s, particularly after the 1957 launching of Sputnik by the Soviets prompted schools to emphasize traditional instruction in math, science, foreign languages, and other defense-related subjects. In the late 1960s and 1970s, under the guise of citizenship education and educational relevance, many of Deweys ideas enjoyed a renewed popularity that decreased again during the education reform movement of the 1980s.

A New House Readiness Essay Example for Free

A New House Readiness Essay When making a decision to purchase a new house, one of the economic principles which one must consider will be that people face tradeoffs. If one decides to purchase a new house, he or she will need to give up things such as a holiday, new truck or what they eat which the same amount of money can purchase. In this case, one will need to weigh the priorities. For example, purchasing a new house may make travelling to school and local services more convenient, however it will require one to give up the purchase of a new car which makes travelling to work more inconvenient. Depending on what the decision maker feels is more important, he or she will decide for or against the decision to purchase the house. One of the principles of economics states that trade can make everyone better off. When trade flourishes, it results in a greater purchasing power. In such a case, marginal costs appear small owing to a better purchasing power among people. In this situation, marginal benefits exceed marginal costs and it would be a good idea to purchase the new house Another economic principle which one should consider will be to think at the margin. This will involve weighing marginal benefits and costs of the decision. In this case, marginal benefits of purchasing the house will be its close proximity which will be close to schools and local services. In addition purchasing a new house will provide cleaner, larger and newer space which will improve living conditions. However, marginal costs will include that of lowering one’s disposable income which will lower their ability to purchase other goods such as baby food necessary for the growth of the child. The marginal costs and benefits of the decision to purchase a house will depend on the other factors such as income level. When income level is low, purchasing a new house will greatly affect the disposable income and purchasing power of the decision-maker, hence it is more likely that the person make the decision against purchasing a new house.

Gender Representation in Film

Gender Representation in Film Gender is a significant reflection in development. Through it we can analyze how social norms and power structures influence on the lives and opportunities accessible to different groups of men and women. Gender analysis explores the way power is distributed between women and men, how it function, who uses it and for what reasons.In contrast to men, women control less both economical and political resources, such as property, employment and traditional positions of authority. This uneven distribution of gender relation of power is also represented in the media. Media, as a framework for interpretation and a message in the contemporary society, can have an imperative role in promoting or even obstructing gender equality, both within the working environment and in the representation of women and men. Women and men are often stereotyped and depicted unevenly by the media. Women and girls are positioned in underprivileged situations, for instance in passive and submissive roles whereas men and boys are portrayed to be more possessive in their occupations and more probable to thrive. According to Ferguson, the majority of female characters in the mass media â€Å"holds and uses private power as wives, mothers, partners† (Ferguson, 1990). Accordingly, traditional gender roles and power relations have been profoundly internalized in public’s sub consciousness through the mass media which limit the progress of both human personalities and social equality. Visual images especially, are arranged in a way that have the power to stir beyo nd the entertainment and evoke emotional responses by having a immense influence on our state of mind (Alcolaea -Bangas, 2008). As Berger (1992) pointed out â€Å"‘Like fish, we â€Å"swim† in a sea of images, and these images help shape our perceptions of the world and of ourselves†. An essential derivate of visual images are films which are adhered images together in order to create a story that transmit certain ideologies or ideas and has an impact in peoples lives. As Gerald Mast, a film scholar, affirmed, â€Å"there are fewer cultural products more influential in contemporary life than films†. Thus, those ideologies also shape our everyday perception of women. According to Dutt, Hollywood films’ portrayal of women sticked to the patriarchal structures, but later on, have veiled these messages under the faà §ade of female empowerment and independence (Dutt, 2014). According to many criticism power is at the central of a patriarchial society. Foss describes patriarchy as â€Å" a system of power relations in which men dominate women so that women’s interest are subordinates to those of man and they view themselves as inferior to men† (Foss, 1989). The portray of women can be seen in the way of how a film is constructed. Male charac ters play an active role and are shown as mentally and physically powerful. They are dominant guardians looking to â€Å"gaze† at women. On the other hand women are passive, dependent and in need for support. Furthermore a major criticism from feminist perspective has been towards the â€Å"male gaze†. Laura Mulvey used this concept to show the gender power assymety in film. Mulvey states that female are objectified in film because heterosexual men are in control of the camera. Thus, the man becomes as the dominant power inside the created film fantasy. The woman is submissive to the active gaze from the man. The use scopophylia, sexual satisfaction through viewing, to communicate adds an element of patriarchal system and it is regularly viewed in iIIusionistic narrative film (Mulvey, 1989). A very controversial representation of women can be traced in the early beginning of Hollywood era. Film Noir, is a term which is used to describe Hollywood crime dramas in 40’s and 50’s with cynical attidues and sexual motivations. During these era the concept of femme fatale flourished. The archetypal femme fatale of film noir use her sexual attractiveness and merciless manipulation to trick men in order to achieve power, money, or independence, or all of them at the same time (filmnoirstudies, 2008). Femme fatale refuses the conventional roles of devoted wife and cautious mother that mainstream society set down for women, and in the end her disobedience of social norms leads to her own distruction and the destruction of the men who are attracted to her (filmnoirstudies, 2008). Film noirs depiction of the femme fatale, according to film noir studies, aims to sustain the actual social order and especially its strictly defined gender roles by creating the powerful, inde pendent woman, only in the end to penalize her. Later during the period of 70’s and 80’s, in Hollywood, we had the muscle obsession. Blockbusters such as Rambo, Terminator, Leathal Weapon were produced where masculinity was over displayed. A dominant ideology of that time were the masculinist figure of gender that characterizes masculinity regarding the male warriorwith the attributes of great strenght, effective use of force, and military bravery as the main expressions. As Susan Bordo articulated ‘†¦muscles have mainly symbolized and maintain to symbolize masculine power as physical potency, regularly operating as a means of coding the naturalness of sexual difference. (Bordo, n.d). Genres as well assist in preserving stereotypes in cinema (Gledhill, 2012). For example, war, action, spy films are considered male film genres, and romantic, comedy film are female genres with a female protagonist. However, in the 90’s we saw the surfacing of some female actions heroes defined by a quality of â€Å"m asculinity†. Sigourney Weaver in Aliens, confronted those cultural norms. She was putted as Judith Butler would call a â€Å"gender performance† where she was required to perform the stereotypical â€Å"masculinity† as a strong and dominant warrior. Tasker (1998) articulates this â€Å"as an enactment of a muscular masculinity involving a display of power and strength over the body of the female performer† (Tasker, 1998). Nowadays, referring to Dutt, in most of the films women are obliged to incorporate everything. They must be tough and aggressive but also beautiful and sexy. This is the â€Å"empowered† woman of corporate consumer society’ (Dutt, 2014). For example in the film â€Å"The Devil Wears Prada†, women and power are main themes throughout the film. Female power relationships examined in the film shows how women exercise power effectively to race in the world of business. The film is a good illustration which shows how a women shatter through traditional gender stereo-types and exercise a leadership type associated with masculinity. The protagonist Miranda Priestley, is depicted as a powerful women often associated as the â€Å"devil† boss who is ruthless, demanding and very hard hard to please. The film prehending the way gender relations with leadership is practiced in the work-place. On the other hand, Juno, an independent non-Hollywood film gives a more realistic representation of women’s. The film is about a young girl who becomes pregnant during the high-school by his teen boy-friend. According to Dutt her character signify an rising cultural formulation of girl hood that have as a attribute independence and strength (Dutt, 2014). Juno is someone who is unconventional and indifferent with her appearance. She doesn’t care what others think of her and takes the decisions for herself. For instance, she doesn’t listen to her mother and boyfriend and decides to keep the baby. As Dutt points out, her agency marks a considerable progression for female portrayals in films. She embodies the ‘visual characterization of newly emerging constructions of girls that fuse particular aspects of traditional â€Å"femininity† and â€Å"masculinity†Ã¢â‚¬â„¢(Dutt, 2014). References Alcolea-Banegas, J. (2008). Visual Arguments in Film.Argumentation, 23(2), pp.259-275. Berger, A. (1991). Seeing Is Believing: An Introduction to Visual Communication.The Journal of Aesthetics and Art Criticism, 49(1), p.101. Bordo, S. (1999).The male body. New York: Farrar, Straus and Giroux. Dutt, R. (2014).Behind the curtain: women’s representations in contemporary Hollywood. MSC. London School of Economics. Ferguson, M. (1990). Images of power and the feminist fallacy.Critical Studies in Mass Communication, 7(3), pp.215-230. Filmnoirstudies.com, (2008).Film Noir’s Progressive Portrayal of Women – A Film Noir Studies Essay. [online] Available at: http://www.filmnoirstudies.com/essays/progressive.asp [Accessed 12 Mar. 2015]. Foss, S. (1989).Rhetorical criticism. Prospect Heights, Ill.: Waveland Press. Mast, G. (n.d.).How to watch movies intellegently. [online] Bluffton.edu. Available at: http://www.bluffton.edu/~mastg/Watchingmovies.htm [Accessed 10 Mar. 2015]. Mulvey, L. (1989).Visual and other pleasures. Bloomington: Indiana University Press. Tasker, Y. (2002).Working girls. London: Routledge.

Michael Kearns on Henry James Washington Square :: Henry James Washington Square

Michael Kearns on Henry James' Washington Square: Much Ado About Nothing It never fails to amaze me how someone can take a theory and expand on the idea so much that it takes twenty pages to defend his or her thesis. Such as the case with Michael Kearns, an English professor at the University of Texas. In Kearns' journal article that appeared in College English, he cites a student's question regarding Chapter 10 of Washington Square: "Why does the narrator tell us that 'this is all that need be recorded of their conversation'? And why does he tell us that if Catherine's aunt had been present for this conversation, she 'would probably have admitted that it was as well it had not taken place beside the fountain in Washington Square'"? (Kearns 766) Had this question been posed in our class discussion of Washington Square, it would be possible that we would discuss it for a short while and then move on. Not Mr. Kearns instead, he goes on for 19 pages about the questions that his student asked. Granted, there were some but only a few arguments about the questions that I thought Kearns presented well. However, most of the article was cumbersome to me, as the reader, and I questioned whether Kearns was just elaborating on nothing in hopes of being published in an academic journal. Kearns writes that the question that his student posed was valuable for several reasons, among them being that "it demonstrated for the class an act of critical reading reading that goes beyond a novel's characters, plot, setting, symbols, motifs, and so forth to look at the rhetoric of intention embodied in all of the choices that comprise a novel" (Kearns 766). This is a very valid opinion that Kearns has. Somehow in academic readings, it seems that the important things gets left behind as we stress heavily on the listing that Kearns chose. Another valid argument that Kearns had is that the student used naà ¯ve realism in her reading, and therefore showed ethical issues that are part of the human condition (Kearns 766). As a result, Kearns feels that this enhances the reading of the characters: "I assume that readers will accept the invitation to respond, not only ethically but also emotionally" (Kearns 769-770). In conclusion, had Kearns left his argument to a simplistic means, I think that this article would have been fascinating to read.