Fast Food Transforming American Society Essay

Fast food has grown to be a big part of American Society. According to Eric Schlosser, â€Å"Over the past few decades, fast food has infiltrated every nook and cranny of American Society† (3). In a sense, his statement about fast food is not too exaggerated. Today, we see fast food all over America, whether it is through television advertisements, billboards, and magazines. America has grown to be the number one fast food country in the world. The increase of fast food has resulted in good business for the fast food industry: â€Å"In 2000 Americans spent about $110 billion on fast food compared to $6 billion in 1970† (Schlosser). Why are Americans spending huge amounts of money on fast food? How has the fast food industry grown to become a huge influence on American society? Seyhan Sipahi states, â€Å"Recent global economical crisis†¦had a crippling effect on almost all financial sectors in many countries. Surprisingly, the fast food industry had not be adversely affected†¦Ã¢â‚¬  What is keeping the fast food industry alive? Could it be that more families are turning to fast food because recent economic crisis? The fast food industry has grown to be more efficient than when it first started. Making food selling more convenient, fast and for a cheap price has attracted customers. There are multiple ways the fast food industry has transformed American society and what it is to live in America. In this generation, more mothers are in the workforce than there were in the past. Since â€Å"Women’s labor force participation is significantly higher today than it was in the 1970s, particularly among women with children† (Labor Force Participation of Women and Mothers, 2008, The Editor’s Desk) ever since then the rate has been going up. Now that both parents are away from home working it makes it harder for them to make home cooked meals. Due to the lack of home cooked meals, many Americans families have turned to fast food. According to Schlosser, â€Å"three generations ago more money was being spent on food in the United States to make meals at home† (3). Fast food has taken over the diet of many American families. It is more convenient to buy something that is near by, prepared fast, and is reasonably priced for its proportion. Another reason why people choose fast food is because frankly it is delicious. Nothing that is made at home can compare to something made at a fast food restaurant. It is hard to get sick of fast food because there are so many restaurants to choose from that each have their own tastes in foods. The largest class in America is the middle class. Since middle class makes up the majority of the American population it is reasonable to say these families with lower income tend to buy fast food more often. Fast food restaurants have grown to be more efficient in the way that they produce their meals. On â€Å"Dec. 12, 1948, when Richard and Maurice transformed their barbecue joint into the first McDonalds restaurant, focusing on speed, value and high volume. † (Hill). This helped build a kind of assembly line of workers, each worker in charge of one job. For example, in order to make a hamburger, one would be in charge of getting the buns, another in charge of putting the patty, another in charge of putting the lettuce and tomato, and on. In doing this, production of the food becomes much faster. Food being frozen before preparing it is another way that fast food restaurants have grown more efficiently. Schlosser gives an example with guacamole that is made in Mexico, frozen, and shipped to the restaurant (40). Many fast food restaurants do this with the products they serve, although their advertisements may say fresh. Drive-throughs and computerized cash registers have also helped fast food restaurants speed up time for their consumers. An example of how drive throughs are so successful is Victoria’s experience: There’s just one place that Victoria Vollaire stops every day. It’s not the supermarket. It’s not the ATM. It’s the drive-thru. This costs her $400 a month right out the drive-thru window. â€Å"I don’t like getting out of the car,† explains Vollaire, who lives in Ontario, Calif. , and works as a hotel guest service aide. More than half the money spent on fast food rolls in through the drive-thru lane. (Horovitz) Drive-throughs give restaurants the ability to take multiple orders and give convenience for customers that are in a hurry. People like the conscience of not even having to get out of there cars to get their food. Computerized cash registers with buttons for every order possible help to make orders quick and precise. These days it is not surprising to see a fast food restaurant almost at every corner in America. A study was made on how fast food restaurants cluster around schools in America. Steven Gortmaker, in charge of this study, states, â€Å"78% of schools had at least one fast food restaurant within 800 meters. Fast food restaurants tend to cluster near schools and offices because it is more convenient, with the idea to gain more business. Many fast food restaurants are close to places where children and adolescent are close by. They do this because these two age groups are the most targeted by the fast food industry (Fast Food Targeted Marketing). Another study, on a high school that sold fast food products concludes that fast food is 70% of all food sold at the school (Calderon. ) As the expansion of fast food companies continues to increase, more restaurants are seen closer together. Before, companies use to stay away from competition, but now they are clustered all over the place. It seems as though fast food restaurant expansion has forced them to cluster even to the extent of having fast food shopping centers. Fast food has greatly transformed popular culture in America. By looking at McDonalds as an example, McDonalds has far surpassed any other fast food chain in America and possibly the world. McDonalds has grown very close to many children: â€Å"A survey for American schoolchildren found that 96 percent could identify Ronald McDonald† (Schlosser). What makes fast food so popular in America? Many people appraise fast food industries for their products because they are delicious and affordable. Did affordability of fast food make it so popular? Fast food transforms popular culture in America mainly through advertising. Whether it is on television, sponsoring professional athletes, or even promoting events like the Olympics or the World Cup. It is said that â€Å"In 2009, teens saw 5 fast food ads each day† (Fast Food Targeted Marketing). The majority of the commercial on TV are based on fast food companies. Fast food has become a trend in American society, eating it is in the norms of society today. Fast food advertisement has a monkey, see monkey do effect on people. If people see famous celebrities on TV eating or promoting the fast food company, it encourages them to go. The constant selling of fast food causes higher demands in agricultural resources. According to Schlosser, â€Å"The fast food chains now stand atop a huge food-industrial complex, taking control of American Agriculture† (59). It is getting harder for farmers outside of this â€Å"food industrial complex† to find business. Many times farmers and cattle ranchers become hired hands for the agribusiness giants† (Schlosser). Although the giant agriculture business may seem powerful, it is still on the bottom of the fast food companies because they are what make their business. â€Å"The fast-food industry changed the nation’s retail economy, eliminating small businesses, encouraging the spread of chains and uniformity, fast food has transformed American agriculture† (Schlosser). Apart from agriculture fast food, companies have also influenced how cattle should be raised, killed, and made into ground beef. The influence of the fast food companies on slaughterhouses has made the work environment a dangerous place. These slaughterhouses sound dangerous for the workers as well as for those consuming the meat. Meatpacking as grown to be one of the most dangerous jobs in America (Gardner). There is a lot of equipment that is dangerous and can cause severe injuries to workers. According to Gardner, â€Å"at least 29. 3% of meat workers suffered injury or illness compared to 9. 7% for the rest of manufacturing†¦Ã¢â‚¬  (Working Conditions in American Slaughterhouses: Worse than You Thought). Carl Karcher started his fast food business by buying one hot dog cart and then from there he bought another three hot dog carts in Los Angeles. Not too much time past before Karcher had some competition. Recently moved from New Hampshire, the McDonald brothers came to California to find jobs. They opened up a hamburger shop and became famous for their delicious hamburgers. The brothers strived in coming up with new ways to make more money until finally one day they closed down their shop. A few months later the McDonald brothers reopened their shop, with a bigger grill, and a whole new process to make hamburgers. They would divide the food preparations into tasks. This is what started the whole assembly line style to preparing fast food and has been implemented by many fast food restaurants ever since. Two groups that fast food companies look to for hiring are teenagers and illegal immigrants. Having these two types of groups as a workforce allows fast food companies to spend less money on hired hands and more on advertising and expanding (Schlosser. ) Having workers that are not looking for a long-term job lets fast food companies have fewer benefits for their workers. The wages for fast food employees is far too little in ratio to the work that is expected. Fast food companies hire teenagers because they can survive with low pay and most are dependent on their parents. The statistics from the ages, 16-20, alone makes up 25% of the fast food workforce (Food Services and Drinking Places). Immigrants, on the other hand, cannot complain if they get paid so little because they are illegal and will work under most circumstances. The expansion of fast food companies has created many jobs over the years. Out of all food services and drinking places, fast food companies make up 47% (Food Services and Drinking Places). In the past few decades, food-related illness has increased (Schlosser). The way food is processed has affected its quality. Many of the livestock used to produce that typical hamburger patty are mistreated. The most common sickness that the livestock catch is E Coli. In December 2006 â€Å"71 people became sick with E. coli after eating at Taco Bell restaurants in New Jersey, New York, Pennsylvania, and Delaware† (O’Shea). It is hard to know for sure what is in fast food because most of the time this side of the story is covered up. Aside from meats getting pathogens, artificial flavoring is another key aspect of many fast food products. Many fast food companies injected their products with artificial flavoring. McDonalds for example â€Å"infuses its fries and chicken sandwiches with essences that mimic beef tallow† (Tamminen). Does the food taste that bad that places like McDonalds has turn to artificial flavoring? Can the chemicals being put in fast food be harmful to humans? Although there maybe some companies using artificial flavors, there many other companies that live up to natural flavors. What is the future of fast food industry in America? Will the fast food industry just keep growing until one day it not only becomes a big part of American life but also other places around the world? Fast food companies are expanding at an increasing rate causing high demands for more food. At this rate, could it be possible that someday the fast food industry will control all of the food distribution in America? They practically do already because they are the greatest contributors in meats, corn, potatoes and more. What will be the future for fast food in America? At its grown rate, the fast food industry seems to be taking over many Americans highways. Having many fast food chains by highways makes it all most impossible to not run into a fast food restaurant. Will the constant expansion of fast food restaurants bring down the big grocery stores and replace them? America has grown accustom to convenience when it comes to food. What do other countries think when they see America? Should America be proud because it is the number one fast food country in the world? It is hard to say where fast food will take America in the future, but one thing is certain: fast food and America can never be separated.

Friedrich Froebel, Founder of Kindergarten Essay

Friedrich Froebel was a German educator of the nineteenth century who developed an Idealist philosophy of early childhood education. He established kindergarten and education for four and five-year-old children. Kindergarten is now a part of education worldwide. Friedrich Froebel was born in the small town of Oberwiessbach, Germany in 1782. His mother died when he was a baby. His father remarried, but Froebel never liked his stepmother. His feeling of rejection and isolation remained with him for life. This had a strong effect on his theory of early childhood education. He believed the kindergarten teacher should be loving, kind and motherly. Froebel also had an unsatisfactory relationship with his father which, along with his shyness, caused him to be â€Å"introspective and socially inept† (Gutek, 2005, p. 261). Therefore, he wanted his kindergarten to â€Å"foster a sense of emotional security and self-esteem in children† (Gutek, 2005, p. 261). At the age of ten, Froebel went to live with his uncle. As a young child, Froebel spent a lot of time playing in the garden around his home. This led to his love of nature and had a profound effect on his educational philosophy. When he was fifteen years old, Froebel apprenticed with a forester and surveyor and studied forestry, geometry and surveying in school. He briefly attended the University of Jena from 1800-1802. Then he studied architecture at Frankfurt University. Although he ended his studies without receiving a degree, Froebel gained a sense of artistic perspective and symmetry he later used to design his kindergarten â€Å"gifts† and â€Å"occupations. † While in Frankfurt Froebel was hired as a teacher at the Frankfurt Model School, which was a Pestalozzian school. He studied the Pestalozzi method of instruction which emphasized using objects to teach. His method rejected the use of corporal punishment and emphasized respecting the dignity of children. This method of teaching very much appealed to Froebel. Froebel wanted to incorporate Pestalozzi’s method and creation of a loving and secure environment for children in his own teaching methods. After teaching at the Model School for three years, Froebel studied with Pestalozzi for two more years Froebel also decided to study languages and science at the University of G? ttingen. He wanted to identify linguistic structures that could be used in language instruction. During this time he became very interested in geology and mineralogy, and also pursued this in his studies. Froebel believed that the process of crystallization (moving from the simple to the complex) emulated a â€Å"universal cosmic law that also governed human growth and development† (Net Industries, 2008, Biography section,  ¶ 3). He would later incorporate the geometric shapes and formations in crystals to create his kindergarten â€Å"gifts. † In 1816, Froebel started a school in Griesheim called the Universal German Educational Institute. He enrolled students who were 7 years old or older. The school eventually moved to Keilhau. The school remained opened until 1829 when it struggled and was forced to close. However, Froebel was able to test and develop some of his educational ideas in his school. In 1818 Froebel married Henrietta Hoffmeister. She shared Froebel’s love of children and assisted in his educational work until her death. Froebel established an educational institute at Wartenese in 1831. Later, he was invited to establish an orphanage at Burgdorf. Here he conducted a school for the town children and a boarding school for those who lived away. He trained teachers and established a nursery school for 3 and 4 year olds. He developed songs, rhymes, games, physical exercises and other activities for the nursery school. He experimented with the objects and other materials that eventually became his kindergarten gifts. He also stressed play and its role in education. In 1837, at the age of 55, Froebel relocated to Blankenburg and established a new type of school for early childhood education. He called it â€Å"kindergarten,† or â€Å"the children’s garden† (Smith, 1999,  ¶ 5). This word expressed Froebel’s vision for early childhood education: â€Å"Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers† (Smith, 1999,  ¶ 6). He used play, songs, stories, and activities to establish an educational environment in which children, by their own activity, could learn and develop. According to Froebel, this meant that children, in their development, would learn to follow the â€Å"divinely established laws of human growth through their own activity† (Net Industries, 2008, Biography section,  ¶ 5). This is where he used his kindergarten gifts and occupations. â€Å"Gifts were objects Froebel believed had special symbolic potential. Occupations were the raw materials children could use in drawing and building activities that allowed them to concretize their ideas† (Gutek, 2005, p. 265). Froebel became famous as an early childhood educator in Germany and by 1848, forty-four kindergartens were operating in Germany. Froebel began training young women as kindergarten teachers. Kindergarten achieved its greatest influence in the United States. It was brought to America by the Germans after the European Revolution of 1848. Kindergartens appeared wherever there was a large concentration of German immigrants. Henry Barnard, the first United States Commissioner of Education, introduced Froebel’s kindergarten into educational literature in the 1850’s by including it in the American Journal of Education, of which he was the editor. He also recommended to Congress that a public school system be established for the District of Columbia that would include kindergartens. In 1873, William Torrey Harris established a kindergarten at a school in St. Louis, Missouri and incorporated it into the public school system. This event led to more public schools incorporating kindergartens into their systems. Eventually, Harris became the U. S. Commissioner of Education and he continued to press for the incorporation of kindergartens into public school systems throughout the United States. Before Froebel started his kindergarten, children under the age of seven did not attend school as it was believed that these young children did not have the ability to develop the cognitive and emotional skills needed to learn in a school environment. However, Froebel believed in early childhood education: â€Å"because learning begins when consciousness erupts, education must also† (Pioneers, 2000,  ¶ 7). In his book, Education of Man, Froebel states the idealist themes of his philosophy: â€Å"(1) all existence originates in and with God; (2) humans possess an inherent spiritual essence that is the vitalizing life force that causes development; (3) all beings and ideas are interconnected parts of a grand, ordered, and systematic universe† (Net Industries, 2008, Froebel’s Kindergarten Philosophy section,  ¶ 1). This is what Froebel based his work on, claiming that each child had an â€Å"internal spiritual essence – a life force† (Net Industries, 2008, Froebel’s Kindergarten Philosophy section,  ¶ 1). This life force seeks to be manifested through self-activity. He also believed that â€Å"child development follows the doctrine of preformation, the unfolding of that which was present latently in the individual† (Net Industries, 2008, Froebel’s Kindergarten Philosophy section,  ¶ 1). Froebel’s kindergarten created a special educational environment in which this self-activity and development occurred. Froebel used his kindergarten gifts, occupations, social and cultural activities, and especially play to promote this self-activity. Froebel also believed that children were to learn that they were members of â€Å"a great universal, spiritual community† (Gutek, 2005, p. 266). Thus the use of games and social activities. According to Froebel, play was essential to educating the young child. He believed that through engaging with the world, understanding would develop. That is why play was so critical – it is a creative activity through which children become aware of their place in the world and the world around them. Education was to be based on each child’s interests and spontaneous activity. The kindergarten teacher’s job was to create an environment that would stimulate the child’s development. She was also to create a safe, secure environment that prevented anything from disturbing this process. It was essential to the kindergarten children’s progress that the teacher did not hinder the child’s free play and individuality. Each child would learn what he was ready to learn when he was ready to learn it. As Froebel states: â€Å"Education in instruction and training, originally and in its first principles, should necessarily be passive, following (only guarding and protecting), not prescriptive, categorical, interfering† (Sniegoski, 1994, p. 8). Froebel believed the kindergarten should have a pleasant physical environment. He recommended the use of an adjoining garden or a brightly painted room with plants, animals and pictures. This should also be a prepared environment which would provide the teacher with the proper tools which the teacher felt would be most beneficial to the learning environment. And instead of traditional books, the kindergarten should teach using geometrical play objects of different shapes, sizes and colors (â€Å"gifts†). He also believed in symbolism and that if a child played with the â€Å"gifts,† they would help the child to understand fundamental truths. Froebel’s gifts consisted of: six soft colored balls; a wooden sphere, cube, and cylinder; a large cube divided into eight smaller cubes; a large cube divided into eight oblong blocks; a large cube divided into twenty-one whole, six half, and twelve quarter cubes; a large cube divided into eighteen whole oblongs with three divided lengthwise and three divided breadthwise; quadrangular and triangular tablets used for arranging figures; sticks for outlining figures; wire rings for outlining figures; various materials for drawing, perforating, embroidering, paper cutting, weaving or braiding, paper folding, modeling, and interlacing. (Net Industries, 2008, The Kindergarten Curriculum section,  ¶ 1). Also, Froebel designed â€Å"occupations† to be used in the kindergarten. These allowed more freedom and were things that children could shape and manipulate. Examples of â€Å"occupations† are string, sand, clay, and beads. As always, there was an underlying meaning in all that was done in Froebel’s kindergarten. â€Å"Even clean up time was seen as a reminder to the child of God’s plan for moral and social order† (Nichols, n. d. , Occupations section,  ¶ 1). Froebel’s careful study of the nature of children and their part in the world continues to be of great importance, as it opened a door to a new world in childhood education. Froebel attached importance to what â€Å"originated in children, not merely what adults gave them to do or learn† (Sniegoski, 1994, p. 15). He also discovered the educational value of play and the use of new non-book, hands-on materials in teaching children. Froebel provided a â€Å"theoretical basis for early childhood education that recognized stages of intellectual growth† (Sniegoski, 1994, p. 15). The one aspect of Froebel’s theories that has disappeared for the most part is the mysterious symbolism that overcastted his educational philosophy. However, his ideals of freeing children to develop according to their own interests and needs and giving them a bright, playful, nurturing environment in which to learn remains an important and vital part of early childhood education today. References Gutek, Gerald Lee. (2005). Friedrich Froebel: Founder of the kindergarten. In Historical and philosophical foundations of education: a biographical introduction (4th ed. ) (pp. 256-273). Upper Sadle River, NJ: Pearson Education, Inc. Lucas, Bill. (2005, October 24). Studying the creation of kindergarten. In Boxes and Arrows: The Design Behind the Design, July, 2008. Retrieved July 12, 2008, from http://www. boxesandarrows. com/view/studying_the_creation_of_kindergarten. Net Industries. (2008). Friedrich Froebel (1782-1852): Biography, Froebel’s kindergarten philosophy, the kindergarten curriculum, diffusion of the kindergarten. In Education Encyclopedia. Retrieved July 10, 2008, from http://education. stateuniversity. com/pages/1999/ Froebel-Friedrich-1782-1852. html. Nichols, Rachel. (n. d. ). Friedrich Froebel: Founder of the first kindergarten. Retrieved July 11, 2008 from http://hubpages. com/hub/ Friedrich-Froebel-Founder-of-the-First-Kindergarten. Pioneers in our field: Friedrich Froebel: Founder of the first kindergarten [Electronic version]. (2000). Scholastic: Early Childhood Today, August, 2000. Retrieved July 11, 2008 from http://www2. scholastic. com/browse/article. jsp? id=3442. Smith, Mark K. (1997). Friedrich Froebel. Retrieved July 12, 2008 from http://www. infed. org/thinkers/et-froeb. htm. Sniegoski, Stephen. (1994). Froebel and early childhood education in America. Retrieved July 12, 2008 from the Educational Resources Information Center Web site: http://www. eric. ed. gov/ERICDOCS/data/ericdocs2sql/content_storage_01/ 00000196/80/14/19/02. pdf.

Chemically prepared or sensitized material

Chemically prepared or sensitized material INTRODUCTION OF PHOTOGRAPHY Photography is defined as the science and art of producing an exact impression of an object on chemically prepared or sensitized material by using light. It depends on the sensitiveness of silver compound to light. The photographs are usually taken by means of a photographic camera. Camera is an instrument consisting of a light-tight box with a place for the light sensitive film at one end and covering lens or a combination of lenses by which a real, inverted and diminished image can be obtained on the other hand. This instrument called camera is so devised that lens may be moved forward and backward by screw arrangement, with a view to getting a distinct and clear image of an object, placed before the lens, on the film. While it is easy to make comparisons between the pupil of the eye and the f-stop of a camera or between the retina of the eye and photographic film .Once we get past the basic similarities of the optics of the two systems comparisons begi n to rapidly break down. The eye is not only much more complex than a camera and its film but the two imaging devices function by different chemical mechanisms. The photographer the automatic exposure system of the camera regulates the f-stop opening and time of exposure of her camera to match the sensitivity of film while the iris and retina sensitivity of the eye adjust to correspond to the light level of the scene. This first installment on the chemistry of photography is intended to introduce in a simplified way the basic concepts of silver halide photography. It will not delve into the physics of optics the functioning of cameras and lenses, photographic techniques, non-silver processes, or the artistic aspects of photography. Photography encompasses many things – there is a science to photography, but as a means of expression, it is ultimately an art form. There are many techniques and forms of photography which fill many books in the library and many pages on the Inter net. Beyond this point, the actual taking of pictures, style, and good composition will not be mentioned again. Chemistry is an even larger subject area, encompassing all areas of life and invisible details that are often mind boggling. To couple photography and chemistry is narrower than either subject on its own, but still includes a lot of material. These pages will look at some basics, presenting only a small fraction of the information relevant to the chemistry of photography. Photography encompasses many things – there is a science to photography, but as a means of expression, it is ultimately an art form. There are many techniques and forms of photography which fill many books in the library and many pages on the Internet. Beyond this point, the actual taking of pictures, style, and good composition will not be mentioned again. Chemistry is an even larger subject area, encompassing all areas of life and invisible details that are often mind boggling. To couple photogra phy and chemistry is narrower than either subject on its own, but still includes a lot of material. These pages will look at some basics, presenting only a small fraction of the information relevant to the chemistry of photography.

Choose one of the 19th century historical figures of the American Research Paper

Choose one of the 19th century historical figures of the American Civil War - Research Paper Example Harriet Beecher Stowe stated clearly that she believed that the horrors that were experienced during the American Civil War were defined by a type of justice that was afflicted upon those who had owned slaves the same kind of terrible conditions that slaves had suffered under their master’s ownership. The condition of legalized slavery was intolerable to Stowe who wrote about her point of view on the subject in her book Uncle Tom’s Cabin. The work was used to ignite a passion for the abolitionist movement, a source for relating to the inhumane treatment that was experienced by those who were subjected to the slavery of the South. Stowe came out of obscurity to write a story that could provide a framework for the slavery experience, a tale that expressed to the Caucasian public a point of view that had not been considered by many. Through the power of her beliefs about the wrong of slavery, Stowe participated in motivating the public into action against the terrible cond itions that had allowed one culture to put another into ownership and slavery. Stowe was born on June 11, 1811 and died on July 1 1896 having written her seminal work, Uncle Tom’s Cabin and published it after she turned 40 in the year 1851. She was born Harriet Elizabeth Beecher and was the daughter of a famous minister, Lyman Beecher with her sister being growing to be a famous educator, Catherine Beecher. She married Calvin Stowe in 1836 and bore seven children, one of which died at a very young age from cholera (Claire Parfait, The Publishing History of Uncle Tom’s Cabin, 7-8). Stowe was originally a teacher, writing her first book which was a text book, Primary Geography for Children, in 1833. She became part of a writing group, Semi-Colon, in Cincinnati and used the forum to submit her writings in order to improve her skills. In 1834 her work began to appear in a Cincinnatti weekly paper called Chronicle. She also wrote for the Western Monthly and The Evangelist, a religious magazine out of New York. While she wrote because she loved the experience of writing, she made a small income that supplemented that of her husbands. When in 1837 her husband’s salary was cut due to a financial crisis, she began to work to increase her income through devoting herself to becoming a professional writer (Parfait, The Publishing History, 9).

How has culture and society influenced the way women's breasts have Essay

How has culture and society influenced the way women's breasts have been viewed throughout history - Essay Example Women breasts were still seen as being sacred in the 16th century. In the painting â€Å"The Origin of the Milky Way†, the interpretation of the painting follows closely to a story in the Roman mythology. Jupitor, the father of gods who wished to immortalise the infant Hercules whose mother was the mortal Alcmene, held him to the breasts of the sleeping Juno. The milk, which spurted upwards, formed the Milky Way in the space while some flowed down to have lilies on the ground. The sketch of the painting started in the year 15383. Juno was the sister of Jupiter and important Roman goddesses. She was known to be a protector of the Roman people and especially women, being the goddess of marriage, fertility and childbirth.4 As such, it proved that the belief in Juno was strong during the 16th century. It can also be interpreted that at that time, they knew that breast milk is nutritious and because of wars and food storage, breast milk was the best alternative for the baby. Theref ore, breasts were seen as sacred due to the main source of food provided by the women for the baby. Without breast milk, the baby might not survive. As a result, we can also say that during times of turmoil, the war changes the society which in turn, views breasts as source of milk for their children compared to sacred originally. As the society became more open-minded and comfortable with discussions about body issues, breasts were also starting to be seen as being erotic by the man. This could be evidenced from a comment made by early 16th century Clemant Marot, a French poet who once compared breasts to "lawns of milk."5 From his opinion, it implies that breasts stimulated the male sexual desire. As the society and culture becomes more open-minded, the painting, "Eva Prima Pandora" (1540) by Jean Cousin, is one of the first few paintings that have hints of lust and eroticism. According to references, the passive pose of Eve in the painting was similar to Cleopatra who was labelled as a cruel and lustful woman during that period.6 In addition, from the painting, Eve was depicted to have physical characteristics such as having long bodies and legs and round breasts. Coincidentally, most men during that period saw the characteristics she has in the painting as desirable and erotic. However, these physical characteristics of Eve were also seen as evil and lustful under the Judaism and Christianity religion due to the association with Pandora who was responsible for bringing evil into the world. Therefore, in the eye of the society during that era, desirable physical attributes like round breasts equates to evil. Unlike modern times when there is physical contact between the doctor and patient, Holland during the 17th century showed an opposite situation. From the painting, "The Doctor and his Patient" by Jan Steen, it could be interpreted that breasts were considered a private area of a woman in Holland and there should not be any physical contact

Ethical fashion Essay Example | Topics and Well Written Essays - 750 words

Ethical fashion - Essay Example Consumers have certain expectations about particular product or service offerings (De la Merced, 2011). In line with this, their main concern is to acquire a product or service offering which is in line with their expectation in order to satisfy their needs. Consumers therefore focus on what they can get. This is a self-centered approach because they believe they always have the right to demand for the best. In reality, they do not care so much how the product was produced for as long as they will ultimately receive one with best quality at a reasonable cost and substantially good quality. In fact, this is further illustrated how the modern marketing approach continues to give high priority on creating certain value for customers. The modern marketing techniques ensure how to create needs for customers. In line with this, modern marketers are after of how they could specifically create a need for their product or service offerings especially in the fashion industry (Young, 2011; Oliv er, 2011). As a result, customers end up with various choices and options. They could even essentially look out for the best, but one thing for sure is clear about this, they could also demand for what is best for them. The market has become customer-centered, as customers become highly sophisticated in understanding their rights, which definitely leaves a highly competitive market with various key players trying to win as many customers as possible. This gives the opportunity for customers to have high expectations on certain products. However, the point of understanding how and who created the product would seldom come to mind. Customers care most about the kind of service given to them which particularly involves the cost (Wilson, 2011). As a result, it is not an integral part of their expectations to understand the entire process of how the product or service offering was formed, but on how much value they could get in return of the monetary value they

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

Inclusion - Essay Example Thus disabled children are intended to be included into the normal group of students in a school, as a part of this concept, supported with the special assistance that they might need (Hall, 2010, pp.11-12). The present study focuses an understanding of the concept of inclusion, the services benefitting disabled students, and the advantages and disadvantages thereof. Services Benefitting Disabled Students: There are certain services that have been found to help the disabled students in schools. Here three of such services shall be discussed that include: Inclusive Service Models, Collaborative teaming or planning, and Family Involvement. Inclusive Service Models: There are several models for inclusion in teaching intended to serve the disabled students. The consultant model involves consultation of a special educator with a general instructor for lessons in areas related to â€Å"curriculum adaptation, instructional accommodations, remediation for struggling students, and assessment accommodations and/or modifications† (Holdheide & Reschly, 2008, p.6). The coaching model reflects on all-purpose and particular educators teaching and coaching students in turns in the subjects of curriculum and instruction. These are the subjects where these educators tend to be more expert and have greater amount of knowledge. A third model of this service is the collaborative teaming model in which the â€Å"special and general educator share equal responsibility for the lesson design, implementation, and assessment of instruction† (Holdheide & Reschly, 2008, p.6). Collaborative Teaming or Planning: Unlike the early times, in the present times, the educators have realized the need for working in teams in order to share their knowledge in an effective manner to their students. Thus, collaborative practices are welcome more in the recent times, even in the inclusive teaching programs. However, such planning has been found to create complexities as well since general educators may not be comfortable with the practices. However this service has been demanded by the bodies of literature and collaborative teaching has been incorporated as the most preferred system of teaching for disabled students as well. When collaborative teaching is applied on inclusive teaching, then disabled students along with normal students are provided with equal lessons and hence the disabled students do not get ignored. â€Å"Graduates of teacher education programs that practice what they preach and provide general and special education teacher candidates opportunities to see and experience collaboration in practice are better equipped to engage in collaborative teaching models† (Holdheide & Reschly, 2008, pp.7-8). Family Involvement: This is one of the most important components of the services to disabled students. It has been observed that when students and their families are supportive in nature and well informed then they tend to become powerful advocates for the inclusive form of teaching for disabled students in classes. This service requires that the parents are well involved in the process and are capable of anticipating the students well otherwise the efforts may be at loss. â€Å"Sharing consistent and frequent information on the purposes and benefits of inclusion and involving the students and families during the development and implementation of inclusion plans facilitates buy-in and secures support†