Paper Essays (213 words) - Food Preservation, Clarence Birdseye

Paper 2/9/15 The Father of Frozen Foods The article "Clarence Birdseye and the Birth of Frozen Foods" demonstrates that when presented with an opportunity to succeed Clarence will work until the task is completed. During the course of his life Clarence faced many tough challenges that he did not let stop him from accomplishing his goals. Even after being short of money he persevered in his quest to support his family. Despite not having the financial support to finish college Clarence used his intelligence to help support his family, and people across the world. The most significant traits that contribute to Birdseyes success, are determination and intelligence. Before Clarence was wealthy he went about making money in various ways, he was skilled in taxidermy and passed the skill on to others often making money whilst doing this. Another hobby of his that put money into his pocket was catching frogs and selling them to a nearby zoo. Later in his life he could not afford the luxury of a college education and had to work full time to support his family. When Clarence began working full time for the department of agriculture he did not know it would present him with such a huge opportunity in the future. Later in his life, Birdseye had more enough

Free Essays on The Connection Between Happiness And Virtue

The Connection Between Happiness and Virtue Aristotle's Nicomachean Ethics is an analysis of character and intelligence as they relate to happiness. Aristotle distinguished two kinds of "virtue," or human excellence: moral and intellectual. Moral virtue is an expression of character, formed by habits reflecting repeated choices. A moral virtue is always a mean between two less desirable extremes. Courage, for example, is a mean between cowardice and thoughtless rashness; generosity, between extravagance and parsimony. Intellectual virtues are not subject to this doctrine of the mean. Aristotle argued for an elitist ethics: Full excellence can be realized only by the mature male adult of the upper class, not by women, or children, or barbarians (non-Greeks), or salaried "mechanics" (manual workers) for whom, indeed, Aristotle did not want to allow voting rights. This idea does not hold strong, however, because it asserts that morality is a virtue or morality is a coefficient of external factors, namely rich and the poor; the educated and the uneducated, etc. However, morality is a factor by itself and can only be expressed in its true form, independent of what kind of person is expressing it. According to Aristotle, the good is "defined as that which all things aim" (1094a2-3, 3). For example he sites politics as being an example of the good because "the end of politics is the good for man" (1094a 8-9, 4). He stipulates the difference between the good and the highest good by analyzing different degree of outcome in difference fields. He compares for example the good of the state as a whole and that of the individual, showing that it is far more significant to safeguard the well being of the state over that of an individual. Yet, Aristotle admits that even the good does not yield happiness of all involved. This is what he calls the limitations of ethics and politics. Here, he shows that politics has it flaws because not everyone is ... Free Essays on The Connection Between Happiness And Virtue Free Essays on The Connection Between Happiness And Virtue The Connection Between Happiness and Virtue Aristotle's Nicomachean Ethics is an analysis of character and intelligence as they relate to happiness. Aristotle distinguished two kinds of "virtue," or human excellence: moral and intellectual. Moral virtue is an expression of character, formed by habits reflecting repeated choices. A moral virtue is always a mean between two less desirable extremes. Courage, for example, is a mean between cowardice and thoughtless rashness; generosity, between extravagance and parsimony. Intellectual virtues are not subject to this doctrine of the mean. Aristotle argued for an elitist ethics: Full excellence can be realized only by the mature male adult of the upper class, not by women, or children, or barbarians (non-Greeks), or salaried "mechanics" (manual workers) for whom, indeed, Aristotle did not want to allow voting rights. This idea does not hold strong, however, because it asserts that morality is a virtue or morality is a coefficient of external factors, namely rich and the poor; the educated and the uneducated, etc. However, morality is a factor by itself and can only be expressed in its true form, independent of what kind of person is expressing it. According to Aristotle, the good is "defined as that which all things aim" (1094a2-3, 3). For example he sites politics as being an example of the good because "the end of politics is the good for man" (1094a 8-9, 4). He stipulates the difference between the good and the highest good by analyzing different degree of outcome in difference fields. He compares for example the good of the state as a whole and that of the individual, showing that it is far more significant to safeguard the well being of the state over that of an individual. Yet, Aristotle admits that even the good does not yield happiness of all involved. This is what he calls the limitations of ethics and politics. Here, he shows that politics has it flaws because not everyone is ...

Analysis of the Migration in UK, France and Germany Research Paper

Analysis of the Migration in UK, France and Germany - Research Paper Example The European Union developed from a series of inter-state relationships that were developed after World War II that were designed to assure that such a war could never occur again within Europe and to provide bonds between countries by providing for the free movement of goods, services and eventually people. The founding members of the European Union, the central fifteen states, have diverse economies and cultures, but they held in common the fact that they were advanced, rich countries with educated populations and high GDPs. The recent admittance of the EU-10 countries on May 1, 2005, has led to a growing concern regarding migration, but this may be seen as merely exasperating trends that were already occurring (Migration, 2005). The fact is that there has been a discrepancy between the avowed aims of the EU: to enable the four freedoms of movement of foods, capital, workers, and services across national borders and the often individual policies of some of the founding, and richer countries. Thus France and Germany have instituted policies, both on a public and private level, that reflect their worry about so-called "wage or social dumping" (Migration, 2005). The perceived "problem" arises from the fact that many German, Dutch, French and British firms have established employee leasing firms in lower-wage members of the EU such as Poland and Portugal. The employees hired by these countries are then often sent to the richer countries where they are paid at rates equivalent to their home countries rather than the ones that they are now working in. Thus there are many Portuguese laborers on English construction sites, and in turn, Ukrainian workers are found on Portuguese construction sites.Changes in employment practices within certain industries have been quite startling because of this movement of workers. Thus leasing firms have replaced about 50% of the c. 60,000 workers in the German slaughterhouse industry with Polish workers. While Germany has no minimum wage laws, it has attempted to regulate this movement through, among other policies trying to extend its mid-1990's law mandating union-agreed wages for all workers in the construct ion industry to other sectors of the economy.These individual country laws are often at odds with the wider push of the EU towards greater freedom. In this case "freedom" is argued to be the need for competition and lowers wages/prices in countries such as France and Germany. But these countries do not want the lower wages and what is perceived as the lower standards of living and quality of life that will occur. In an economic sense, there is a deep suspicion of the new EU countries and pus to tighten national laws, but it is one that will inevitably come up against a shifting balance of power with Europe.

Conventional medicine vs. Modern (such as herbs) & are herbs ethical Research Paper

Conventional medicine vs. Modern (such as herbs) & are herbs ethical - Research Paper Example Thus, it is important to understand the ethical issues raised by the use of unconventional medicines in treatment of various conditions. Conventional Medicine vs. Modern Medicine Traditional medicine is an ancient and culture-oriented medical practice, which was in existence in the human societies before the use of modern science in health. The traditional medicine practice varies widely and they attempt to keep the cultural and societal heritage of different nations. The human community responds to treatment of diseases and maintenance of health through the development of a medical system. Thus, the traditional medicine practice is evident in almost all cultures. The traditional medicine practice is mainly relies on personal experience and conventional use. The benefit of traditional medicine and majority of modern medical treatments have not been assesses using contemporary scientific methods. Extensive accounts of experiences and use from one generation to the other offers some ev idence that traditional medicine is effective. However, there is need for scientific research to offer additional evidence to the safety and effectiveness of the traditional medicines (World Health Organization [WHO], 2000). Complementary and alternative medicine (CAM) is used by most of the Americans as they pursue health and well-being. Complementary and alternative medicine (CAM) is a group of various health care and medical systems, and products currently not regarded as part of the conventional medicine. Complementary medicine is utilized together with conventional medicine. On the other hand, alternative medicine is utilized in place of conventional medicine. CAM practices are divided into different categories such as body-based practices, manipulative practices, mind and body medicine, and natural products (National Center for Complementary and Alternative Medicine [NCCAM], 2011). Herbal Medicines In the category of natural products, there are various minerals, vitamins, herb al medicines (also referred to as botanicals), and other natural products. Of great importance in this study are the herbal medicines. Botanical or herbal medicines indicate some of the earliest attempts to enhance the human condition (NCCAM, 2011). MedlinePlus (2010) defines an herb as part of a plant or a plant used for its flavor, therapeutic, or scent properties. People take herbal medicine products as dietary supplements to improve their health. Most of the herbs have been used for quite a long time because of their claimed health benefits. However, not all herbs have health benefits, some cause health problems, others are not effective and others fail to interact well with other drugs the patient is taking (MedlinePlus, 2010). Are Herbs Ethical? There are volumes of literature that offer examples of patients who have been cured of their diseases and ailments through the use of unconventional therapies such as meditation, herbal therapies, and acupuncture. However, the basis of most of these reports is on poorly managed clinical trials or testimonials. Thus, it has become a big dilemma for the physicians to properly measure the benefit of unconventional therapy for the patients. There are cases where the patient may demand the use of unconventional therapy for his or her condition or for someone they have control over. For instance, a case is given where a mother demanded that the caregivers use â€Å"

History of Vehicles Essay Example for Free

History of Vehicles Essay Vehicles had provided humans a means of transportation and vehicles had been a great help in building early civilizations such as of Mesopotamia with its chariots, Egypt with its reed boats, and China with its wheelbarrow. The old had been improved; the new had been invented; and the future had been conceptualized. These had been the cycle of vehicles through the change of time. Looking ahead†¦ The Wheel and the Ship (3500 BC) The oldest wheel discovered was in Mesopotamia and is believed to be over fifty-five hundred years old. Rock drawings of ships were found in Egypt and are believed to have been drawn around 6000 BC. These thus proved that wheel and ships are known by man at that very early time and were used as a part of their trading and technology. Wheels are taught to had been conceptualized when â€Å"humans realized that heavy objects could be moved easier if something round, for example a fallen tree log, was placed under it and the object rolled over it† (Bellis, â€Å"The Invention of the Wheel†). First boats then were usually built of wood while animal skins, clay pots, and reeds had served as an alternative. The Wheelbarrow (181 234 AD) The wheelbarrow is believed to have originated from China and was invented by a general named Chuko Liang to transport supplies to injured soldiers. It is believed that â€Å"wheelbarrows do not exist in Europe before the 11th or 12th century (the earliest known Western depiction is in a window at Chartres Cathedral, dated around 1220 AD). Descriptions of the wheelbarrow in China refer to first century BC, and the oldest surviving picture, a frieze relief from a tomb-shrine in Szechuan province, dates from about 118 AD† (â€Å"Wheelbarrow†). The Early Triumphs to Fly (400 BC-1850s) Kite flying started by the Chinese had been the pioneer of man on how he could fly. Different thoughts as to how man could meet this objective had undergone. These included the experiment to imitate a bird by attaching feathers or light weight wood to arms which had been proven disastrous since human arms’ muscles are not like of birds and cannot move with a strength like of a bird. Other experiments though were not originally intended so as man could fly included the work of Hero of Alexandria on Aeolipile. â€Å"Hero mounted a sphere on top of a water kettle. A fire below the kettle turned the water into steam, and the gas traveled through pipes to the sphere. Two L-shaped tubes on opposite sides of the sphere allowed the gas to escape, which gave a thrust to the sphere that caused it to rotate. Aeolipile must be included in the history of vehicles because it gave the principle for engine created movement† (Bellis, â€Å"Early history of Flight†). In the 1480s, with over 100 drawings that illustrated theories on bird and mechanical flight, Leonardo da Vinci had also entered this search to man’s mean to fly (Bellis, Early history of Flight). Leonardo’s Ornithopter concept had been the basis to the invention of the modern day helicopter. In 1783, Jacques Etienne and Joseph Michel Montgolfier invented the first hot air balloon (â€Å"How Did We Learn to Fly Like the Birds? †). Using the smoke from a fire to blow hot air into a silk bag that was attached to a basket, they had been able to fly aboard the hot air balloons’ first passengers, a sheep, a rooster, and a duck. On November 21, 1783, the first ever successful manned flight took place sending Francois Laurent and Jean-Francois Pilatre de Rozier up in the air (Bellis, Early history of Flight). Further studies then went on. In the 1850’s, George Cayley, the considered founder of Aerodynamics, had made his contribution through his gliders wherein a young boy had been the first to fly. The Submarine (1578 – 1620) Designs for underwater boats or submarines date back to the 1500s and ideas for underwater travel date back even further but only in the year 1578 did appear a record of a craft for underwater navigation. â€Å"William Bourne, a former Royal Navy gunner, designed a completely enclosed boat that could be submerged and rowed beneath the surface (Bellis, â€Å"History of the Submarine 2†). Bourne’s idea had never been implemented but a similar apparatus was launched in 1605 (Bellis, History of the Submarine 2). The apparatus didn’t get farther as its designers did not considered the tenacity of underwater mud which caused the craft to stick in the river bottom in its first underwater trial. But in the year 1620, Cornelius Van Drebbel had invented the first â€Å"practical† submarine which was a rowboat covered with greased leather (Bellis, History of the Submarine 2). His submarine had successfully maneuvered at depths of 12 to 15 ft. below the surface of Thames River. He had then further made revisions of his first submarine and legends says that after repeated tests, King James I of England rode to one of his later models (â€Å"The Saga of the Submarine†). Despite success, Drebbel’s invention did not quickly amaze the British Navy that made submarine warfare infeasible during that time. Steam Powered Automobiles (1600 1700) Steam power had been known for the past centuries but it was only in the 1600’s where it had been in practical use. â€Å"Ferdinand Verbiest created a model steam carriage in 1678, that moved by using a principle that is used in the modern day turbine. In the 17th century the Dutch physicist, Christiaan Huygens built an engine that uses air pressure. About 1750, the French inventor Jacques de Vaucanson gave a demonstration of a carriage propelled by a large clockwork engine. The steam engine had then developed the motorized land transport by the 1760s† (Brainard). The first built automobile is attributed to Nicolas Joseph Cugnot in the year 1769. He made his three wheeled steam driven tractor intending to help the French army to move its heavy artillery pieces in and around Paris (Brainard). His being the first had made also his automobile to be also the first to be involved in an automobile accident in 1771. Steamboat (1783 1787) After a century of steam power exploration used in automobiles, development of steam powered boats then took place. In 1783, the first practical steamboat was demonstrated by Marquis Claude Francois de Jouffroy d’Abbans – a paddle wheel steamboat. â€Å"The era of the steamboat then began in America in 1787 when John Fitch (1743-1798) made the first successful trial of a forty-five-foot steamboat on the Delaware River on August 22, 1787, in the presence of members of the Constitutional Convention. Fitch later built a larger vessel that carried passengers and freight between Philadelphia and Burlington, New Jersey. † (Bellis, â€Å"History of Steamboats†). Modern Bicycles (1790) The next notable improvement in the history of vehicles is the invention of modern day bicycles which is disputed on whether the invention of Pierre and Ernest Michaux were the first ever built or not. â€Å"Some history books states that Pierre and Ernest Michaux, the French father and son team of carriage-makers, invented the first bicycle during the 1860s. Historians now disagree and there is supporting evidence that the bicycle is already known before. However, historians all agree that Pierre and Ernest Michaux invent the modern bicycle pedal and cranks in 1861. † (Bellis, â€Å"Bicycle History†, â€Å"Bicycle History in Debate†). Steam Powered Locomotives (1801) Locomotives were designed first by Richard Trevithick but not originally for railroad tracks but for roads while George Stephenson is regarded as the inventor of the first steam locomotive engine for railroads. â€Å"Richard Trevithicks invention is considered the first tramway locomotive, however, it was designed for a road, not for a railroad. † (Bellis, â€Å"Richard Trevithick†). The Motorcycles (1867) The mechanical version of the bicycles had been born with the invention of motorcycles in 1867. â€Å"American, Sylvester Howard Roper (1823-1896) invented a two-cylinder, steam-engine motorcycle (powered by coal) in 1867. This can be considered the first motorcycle, if you allow your description of a motorcycle to include a steam engine. † (Bellis, â€Å"Motorcycle†).

Cultural Relativism as Applied to Female Genital Mutilation Essay

Cultural Relativism as Applied to Female Genital Mutilation "I remember the blade. How it shone! There was a woman kneeling over me with the knife. I bit her; it was all I could do. Then three women came to hold me down. One of them sat on my chest. I bit her with all my might." These words reflect Banassiri Sylla’s account of her experience undergoing female circumcision, also known as female genital mutilation (FGM), at the young age of eight in the Ivory Coast. This disturbing description of her struggle makes it hard to understand why any culture could support such a practice. Yet, it is estimated that about 132 million women and girls in about thirty African countries have undergone the same, or at least similar, cultural procedure as Banassiri. According to the World Health Organization, about two million girls undergo female genital mutilation every year and the percentage of women circumcised is as high as ninety-eight percent in countries such as Djibouti . Despite its popularity in Africa, FGM is under scrutiny by members of the international human rights community. In 1993, female circumcision was deemed harmful by the international Human Rights Conference in Vienna . The World Health Organization, UNICEF, and the UN Population Fund have planned programs designed to â€Å"completely eliminate [female genital mutilation] within three generations† , on the basis that FGM is a human rights violation. This gives rise to the obvious question as to whether human rights activists and organizations should be sensitive to the cultural practices of the people of Africa. Some human rights activists have even professed FGM as a â€Å"knock-down counterargument to cultural relativism†, and use the practice as an example of how hum... ...ture of others. Works Cited Dorkenoo, Efua and Scilla Elworthy. â€Å"Female Genital Mutilation: Proposals for Change†. British Library Cataloguing in Publication Data. (1992): 3-36. â€Å"Female Genital Mutilation: An Overview†. World Health Organization Publications. Geneva: 1998. Viewed 1 Dec. 2001. http://www.who.int/dsa/cat98/fgmbook.htm#2.%20Prevalence%20and%20epidemiology> Fluehr-Lobban, Carolyn. â€Å"Cultural Relativism and Universal Rights†. The Chronicle of Higher Education. June 1995. Viewed 1 Dec. 2001. http://www.cs.org/publications/featuredarticles/1998/fluerhlobban.htm> Reaves, Malik Stan. â€Å"Alternative Rite to Female Circumcision Spreading in Kenya†. Africa News Service. Nov. 1997. Pp 1-3. Robinson, Simon. â€Å"The Last Rites†. Time Europe. Dec. 2001: Vol 158, No 23. 1 Dec. 2001. http://www.time.com/time/europe/af/magazine/0,9868,185799,00.html>

Developmental Profile †Cognitive

The classroom is the venue with which a child learns how to use his/her cognitive abilities for greater understanding and mastery of educational skills like reading, problem solving, critical thinking and hypothesis testing. Piaget’s theory of cognitive development shows that each person undergoes cognitive milestones which have to be attained by a child before he/she can go into the next stage. Each stage is composed of cognitive skills that have to do with the cognitive processing of information (Atherton, 2005).For example, in the early stages a child first knows that he/she is separate from other people. Next, he/she is able to use language and can identify objects and what they represent. The school age child normally is able to think logically; makes use of number, mass and weight conservation and classify objects in terms of various characteristics. The last stage is when the child can think abstractly and test hypothesis as well as be concerned with ideological thinkin g and problems (Atherton, 2005).The classroom offers different activities that promote the learning of this cognitive sills, as well as delivering information and knowledge in ways that are cognitively appropriate for their age. This developmental profile report shows how the teacher supports the cognitive development of her students through the instructional approaches he/she uses in the classroom. Ms. Lisa is a 4th grade teacher, she is well aware that children are still in the concrete stage and that they are more able to understand the lessons if it is presented using concrete examples and models that the children could touch and feel or observe.For today’s lesson, Miss Lisa is introducing the concept of classifications; she has Amber, Stacy and Luis to help her in the lesson presentation. Ms. Lisa presents the 3 children with colored balls and in different shapes, She firsts asks Amber to describe what she sees and then to arrange the balls in size. Amber seems to smile because she knows that her task is very simple, she first places the golf ball in the line, followed by the baseball, then the volleyball and the basketball. Ms.Lisa check Amber’s work and is satisfied, she then asks the class why the balls are correctly lined up. Now Ms. Lisa tells Stacy to arrange the balls by color, Stacy claps gleefully as she proceeds to arrange the balls with the golf, baseball and volleyball on one side and the basketball on the other side. Stacy seeks the approval of her teacher as she asks whether her answer is correct. Ms. Lisa tells her it is correct and she smiles even more. Finally, Ms. Lisa tells Luis to arrange the balls in shape.The class fell silent and Luis scratched his head and made inquisitive looks to his teacher. He approached the balls not really sure of what to do since all the balls looked the same. Then Ms. Lisa encouraged him to go and try out his answer so he would know if it was right or not. In an instant, Luis eyes brightened a nd became rounder, he then went to the balls more confident and then went on to lump the balls in one pile. He smiled and said â€Å"that’s it, they are all round, and they are balls†. Ms. Lisa smiles and tells the class that Luis is right. The process that Ms.Lisa used to demonstrate classification of different characteristics using the same objects showed that the children have achieved the ability to classify objects, in the process the teacher have contributed to the self-esteem and confidence of the student in working with her class demonstration. Amber definitely knows she has the right answer and Ms. Lisa did not have to encourage her, on the other hand Stacy was unsure but tried her best, and Ms. Lisa affirmed her answer. Ms. Lisa however spent more time with Luis since he had difficulty with the task, but in a moment of insightful thinking, he was able to give the correct answer. Reference Atherton, J. (2005).   Learning and Teaching:   Piaget's developmental theory. Retrieved November 12, 2007, from http://www.learningandteaching.info/learning/piaget.htm