Stories Assignment Example | Topics and Well Written Essays - 250 words - 2

Stories - Assignment Example The Lt. conveyed the blame and fault since he put his fantasy as a significant factor in the story. Pete proposed stories help hose forlornness. He composed of â€Å"interviewing† Mt. Hood. In passage 5 of page 3, Pete cites â€Å"Leaves of Grass† by Walt Whitman to clarify his feeling of stories. Like the Mumford Sons music, verse and other fine arts of narrating give organization and diminish confinement through the comprehension of the normal experience. Pete’s retelling about the mountain helped me to remember â€Å"On a Rainy River†. This account of a physical boundary to opportunity, the stream among Canada and the U.S. disclosed O’Brien’s hesitance to walk out on his own history, his own accounts. Also, since as Pete reminds, stories are forever, when memory is no more. O’Brien would not like to have his story end in despicable weakness, as he proposed draft evading would be. O’Brien’s old neighborhood individuals would not see such a demonstration. Stories disgraced him into remaining in the U.S. what's more, be ing

Health Promotion Paper Example

Health Promotion Paper Example Health Promotion Paper â€" Case Study Example > Promoting healthy eating habits among obese adolescentsCreighton UniversityPromoting healthy eating habits among obese adolescentsObesity is a huge problem and spreading throughout the world (Popkin and Gordon-Larsen, 2004). When defined clinically, obesity is BMI of greater or equal to 95th percentile (Pediatrics, 2007). Obesity is often the term used to refer to anyone who is overweight with a body mass index or BMI that is equal to or greater than 95th percentile (Zidenberg Wright, 2008). The Centers for Disease Control and Prevention, which defines the parameters of BMI, issues the following â€" overweight are those with BMI of =95 percentile, at risk of being overweight with a BMI =85 percentile and =95 percentile (Harrington, 2008). The CDC, in its report, notes that over 60% of young people consume a lot of fat, while only 34% of boys and 33% of girls consume the suggested 5-a-day servings of fruits and vegetables. In fact, obesity has increased by one-third in the United States since 1976 (Willett, 1994), and contrastingly by 100 percent between 1980 to 1994 (Harrington, citing Ludwig, Peterson, and Gort-maker, 2001). Moreover, overweight adolescents were recorded at an alarming 21 to 30 percent (Wilson, August 2007). In a study conducted for 548 different ethnicity in Boston area public school system in a span of 19 months found tremendous link between SSB intake, weight change, and incident of obesity. Ludwig et al found a remarkable associations among these children’s consumption of SSB or sugar-sweetened beverages intake, weight change, and incident of adiposity. As a standard measure, Wilson recommended that prevention and treatment must address this imbalance. As obesity grows relentlessly as a global health epidemic and major social dilemma, numerous and devastating myriad consequences are gradually taking its toll in people’s health and the society. Zidenberg Wright note the marked increase in the rate of bariatric surgery or operatio n to induce weight loss has significantly rose three times than in 2000 and 2003. Likewise, Wilson (cited by Daniels, 2006, 230) predicts that the future generation may never experience longer life expectancy since today’s obese adolescents are at high risk of living less healthy and shorter lives than their predecessors. Thus, there is an issue bigger than the increase in the waistline of Americans. There is the challenge, however, to make intervention programs such as promoting healthy eating habits and nutritional education relevant to its obese adolescent constituents. This paper aims to implement a care management process that approaches the education and promotion of healthy eating to obese adolescents, such as educating adolescents about the benefits of fruits and vegetables, and the required servings each day. Thus, any prevention intervention must address and prioritize overweight children, particularly adolescents, since these segments are key predictors of obesity in a dulthood. The need for evidence-based health care management process is critical in aiding nurses design and implement a strategic care management process. For the purpose of this research, nurses will attempt to recruit adolescents who are already obese. In this case, nurses expect obese adolescents are already aware of their weight issue and may have already attempted several weight loss strategies. Nurses will prepare and deliver the required five of the targeted food combination of fruits and vegetables daily to the participants during the duration of the program. Hence, nurses expect participating obese adolescents to eat friuts and vegetables at least five times a day. Upon the completion of this program, nurses expect participants to have cut their BMI into less than 95 percent.

Health Promotion Paper Example

Health Promotion Paper Example Health Promotion Paper â€" Case Study Example > Promoting healthy eating habits among obese adolescentsCreighton UniversityPromoting healthy eating habits among obese adolescentsObesity is a huge problem and spreading throughout the world (Popkin and Gordon-Larsen, 2004). When defined clinically, obesity is BMI of greater or equal to 95th percentile (Pediatrics, 2007). Obesity is often the term used to refer to anyone who is overweight with a body mass index or BMI that is equal to or greater than 95th percentile (Zidenberg Wright, 2008). The Centers for Disease Control and Prevention, which defines the parameters of BMI, issues the following â€" overweight are those with BMI of =95 percentile, at risk of being overweight with a BMI =85 percentile and =95 percentile (Harrington, 2008). The CDC, in its report, notes that over 60% of young people consume a lot of fat, while only 34% of boys and 33% of girls consume the suggested 5-a-day servings of fruits and vegetables. In fact, obesity has increased by one-third in the United States since 1976 (Willett, 1994), and contrastingly by 100 percent between 1980 to 1994 (Harrington, citing Ludwig, Peterson, and Gort-maker, 2001). Moreover, overweight adolescents were recorded at an alarming 21 to 30 percent (Wilson, August 2007). In a study conducted for 548 different ethnicity in Boston area public school system in a span of 19 months found tremendous link between SSB intake, weight change, and incident of obesity. Ludwig et al found a remarkable associations among these children’s consumption of SSB or sugar-sweetened beverages intake, weight change, and incident of adiposity. As a standard measure, Wilson recommended that prevention and treatment must address this imbalance. As obesity grows relentlessly as a global health epidemic and major social dilemma, numerous and devastating myriad consequences are gradually taking its toll in people’s health and the society. Zidenberg Wright note the marked increase in the rate of bariatric surgery or operatio n to induce weight loss has significantly rose three times than in 2000 and 2003. Likewise, Wilson (cited by Daniels, 2006, 230) predicts that the future generation may never experience longer life expectancy since today’s obese adolescents are at high risk of living less healthy and shorter lives than their predecessors. Thus, there is an issue bigger than the increase in the waistline of Americans. There is the challenge, however, to make intervention programs such as promoting healthy eating habits and nutritional education relevant to its obese adolescent constituents. This paper aims to implement a care management process that approaches the education and promotion of healthy eating to obese adolescents, such as educating adolescents about the benefits of fruits and vegetables, and the required servings each day. Thus, any prevention intervention must address and prioritize overweight children, particularly adolescents, since these segments are key predictors of obesity in a dulthood. The need for evidence-based health care management process is critical in aiding nurses design and implement a strategic care management process. For the purpose of this research, nurses will attempt to recruit adolescents who are already obese. In this case, nurses expect obese adolescents are already aware of their weight issue and may have already attempted several weight loss strategies. Nurses will prepare and deliver the required five of the targeted food combination of fruits and vegetables daily to the participants during the duration of the program. Hence, nurses expect participating obese adolescents to eat friuts and vegetables at least five times a day. Upon the completion of this program, nurses expect participants to have cut their BMI into less than 95 percent.

Class Conflict in The House of the Spirits and Madame Bovary - Literature Essay Samples

German philosopher Friedrich Engels once said â€Å"All history has been a history of class struggles between dominated classes at various stages of social development†. In all societies, each social class has unique characteristics and distinctions, especially in lifestyles and privileges within their respective cultures; however, when differences between social classes become too great, problems begin to arise. Despite the different settings of Allende’s The House of the Spirits and Flaubert’s Madame Bovary, the distinctions between social classes in each novel produce the same problematic results for the characters; the problematic results demonstrate the negative effect of vast distinctions between social classes.Allende depicts the differences between the social classes in The House of the Spirits well through the interaction between the people of Tres Marà ­as. Tres Marà ­as contains two major social classes: the landowning class and the peasant class. Th e landowning class consists of the Trueba family, for Esteban Trueba is the patron of the hacienda, while the peasant class consists of the hacienda’s workers, including the Garcà ­a family. Allende presents the two classes as foils of each other. While Allende portrays the wealth of the landowning class through their fancy clothing, she depicts the peasant class as poor through their filthy rags. Relationship-wise, the landowning class has complete control over the peasant class; the Truebas have control over the happenings in the hacienda and the people who work there. While the peasants toil over the land, all of the rewards go towards the Truebas. The distinctions between the two social classes make them too different to live in harmony, causing major problems for the characters. Because of his title as the patron of Tres Marà ­as, Esteban Trueba finds himself superior to the peasants and expects the rest of his family to feel the same. However, the other family members ’ involvement with the lower social class causes tensions within the family. To get around her father’s prohibition, Blanca hides her relationship with Pedro Tercero. â€Å"Without anyone telling them, they realized that they could not act so freely in front of others†¦ they began to hide when they wanted to play. They stopped walking hand in hand within sight of the adults, and they ignored each other so as not to attract attention† (Allende 147). Once Esteban Trueba discovers Blanca’s secret, he becomes furious with her. Blanca’s brothers Jaime and Nicolas also have interactions with the peasant class. Both feel sympathetic and charitable towards the workers of Tres Marias and other people less fortunate. Their involvement with the peasants causes tension between them and their father because Esteban Trueba does not want them to ruin the family reputation by becoming involved with people below them. Because of the great differences between t he two classes, jealousy arises. Esteban Garcà ­a provides a perfect example; Esteban Garcà ­a envies the Truebas’ luxurious life and believes that if Esteban Trueba realizes and accepts that the Trueba blood flows through his veins as well, he too can live that life. However, Esteban Trueba fails to acknowledge Esteban Garcà ­a as his illegitimate grandson, which results in a growing hatred within Esteban Garcà ­a. This hatred fuels Esteban Garcà ­a’s desire for revenge.In Flaubert’s Madame Bovary, differences between social classes also cause problems for the characters. As a member of the bourgeoisie, protagonist Emma Bovary finds herself bored with the lifestyle of her social class and desires the elegant life of the aristocrats. Emma uses her affairs with Rodolphe and the new, cosmopolitan Leon in order to feel like she belongs in higher society. As the story continues, her desire for acceptance by the aristocrats becomes out of control and her endeavo rs fail to meet her expectations. Ironically, as Emma tries to force her way into a higher class, she ends up falling down a class. â€Å"The men whispered in one corner, probably discussing the expenses. There were a clerk, two medical students, and a shop assistant. What company for her! As for the women, Emma quickly realized from their voices that almost all of them were from the dregs of society. Then she grew frightened, pushed back her chair, and lowered her eyes† (Flaubert 273). Flaubert uses irony to show how Emma realizes that she has failed to live the social lifestyle she originally envisions. The difference and the isolation of the bourgeoisie and the aristocracy cause Emma to concoct ideal visions of the lives of the aristocrats, which does not reflect reality. This results in Emma trying to realize her ideal expectations of the upper class, which eventually leads to her death. The House of the Spirits and Madame Bovary incorporate the dangers of the vast differ ences in social class in similar ways. For example, both authors have social class bring about tragedies in their novels’ plots. In The House of the Spirits, Esteban Garcà ­a personifies the struggle involving social class. As a child, Esteban Garcà ­a aspires to become a recognized part of the Trueba family and the landowning class. However, his illegitimate grandfather fails to acknowledge him as part of the family, spurring hate within Esteban Garcà ­a which intensifies as he becomes older. This hate fuels his desire for revenge on the Trueba family, which he releases upon Alba Trueba, who he keeps as a personal prisoner. In Madame Bovary, Emma’s desire to change social classes brings about her ultimate downfall. Desiring to enhance her social class, she buys extravagant gifts for her lovers. Her expenses, however, bring her deeper into debt. Under desperate measures to get herself out of debt, she takes her own life. Also, both Esteban Garcà ­a and Emma Bovary, the characters involved with the social class-caused tragedies, aspire to rise in social classes; in the end Esteban Garcà ­a succeeds while Emma does not. Allende and Flaubert use different distinctions between their cultures’ social classes in order to create the conflict in their respective novels. In The House of the Spirits, Allende describes the peasant class as less classy than the landowning class. In fact, Allende describes them in a negative way. â€Å"They were a sorry lot. He saw various women of indecipherable age, their skin dry and cracked, some apparently pregnant, all of them barefoot and dressed in faded rags† (49). The landowning class, the Trueba family, owns a large estate, has a lot of power over the other class, and benefits from the peasants’ work. In Madame Bovary, Flaubert uses the protagonist’s influence on the reader to characterize the two classes. Emma finds her bourgeoisie life boring and mediocre. The reader perceives the aristocratic class as superior because Emma believes so. Also, the two novels have different settings. Allende’s novel takes place in a Latin American country whereas Flaubert’s novel takes place in France. The novels, which have similar conflicts that revolve around distinctions between social classes, occur in different settings, but still produce the same, tragic result. This proves that issues caused by the differences in social classes can happen in any culture.In their respective novels, Allende and Flaubert demonstrate that the differences between social classes can have negative impacts on the lives of the characters. The great differences cause Emma Bovary and Esteban Garcà ­a to strive to become part of the better class. As a result of their efforts, they cause tragedies within their respective novels’ plots. The novels teach its readers that the increase in differences between social classes can have dire results. They also encourage the readers kee p these results in mind while they look at our own culture in order to make sure that differences in social classes do not have the same or similar negative impacts.

Writing Tool of the Twentieth Century Stream of...

Stream of Consciousness Thoughts, emotions, and motives make up whom a person is. These are the same things that make up the characters in some of the most famous literary works. Stream of consciousness shows the thoughts, feelings, and ideas of a character through the character’s point of view. Stream of consciousness is a writing tool used most notably in the early twentieth century, during the rise of modernism. Another description for stream of consciousness is interior monologue. This interior monologue gives the reader a look into the thoughts that drives the character to their actions. William James explains the term in The Principles of Psychology, stating, â€Å"Consciousness, then, does not appear to itself chopped up in bits. Such†¦show more content†¦Alfred Prufrock†. In â€Å"Prufrock†, Eliot uses a combination of stream of consciousness and imagery to tell the story. The imagery is evident by the amount of descriptive language the speaker uses, while stream of co nsciousness is represented by the story being told entirely through the speaker’s mind. In â€Å"Prufrock†, the thoughts are of Prufrock himself, not of the author, T. S. Eliot. The use of stream of consciousness in â€Å"Prufrock† opens the mind of the character, allowing the thoughts and feelings of the character to be exposed. This exposure makes the character more relatable because it shows the strengths, and more primarily, the insecurities of the character. Prufrock’s insecurities are on full display during the entire poem, and are apparent in the fifth stanza, line 39, as he thinks â€Å"Time to turn back and descend the stair, / With a bald spot in the middle of my hair- / (They will say: ‘How his hair is growing thin!’)† (39-41). The parenthesis indicates a break in his original thought. As he notices the bald spot in his hair, he seems to immediately think to himself what â€Å"they† will say. He adds, â€Å"My mornin g coat, my collar mounting firmly to the chin, / My necktie rich and modest, but asserted by a simple pin- / (They will say: ‘But how his arms and legs are thin!’) (42-44). Again, his thought is broken by a worry. He realizes that his clothes do not fit him as well as they used to, andShow MoreRelatedKatherine Ann Porter Research Paper1968 Words   |  8 Pagesseveral different towns in Texas and Lousiania, and Porter bagan to change, and disassociated from schooling. Porter was raised in Louisiana and educated in many different free schools in Texas, and Louisianan. From early childhood Porter had been writing stories, an activity she described as the passion of her life. ( Unger 5: 433) She attended her first real source of schooling in small Southern convent school, Thomas School for Girls. (Harcourt) She later ran away from the school for a man by theRead MoreModern English Literature3556 Words   |  15 PagesCHARACTERISTICS OF MODERN ENGLISH LITERATURE * Formal/Stylistic characteristics Juxtaposition,  irony, comparisons, and  satire  are important elements found in modernist writing. Modernist authors use  impressionism  and other devices to emphasize the subjectivity of reality, and they see omniscient narration and fixed narrative points of view as providing a false sense of objectivity.  They also employ discontinuous narratives and fragmented plot structures.]Modernist works are also often reflexiveRead MoreRhetorical Analysis Of Harold Pinter s The Room 9709 Words   |  39 Pagesand all acts of violence in the society such as direct, structural and cultural violence are pathologies or social diseases which are detrimental to public health. 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Once the domain of speculation by mystics and philosophers, this realm has in recent decades been visited and revisited by scientists, who have produced an impressive array

Is Racism in the Heart by Tommie Shelby Essay - 1343 Words

Racism is not a factor of the heart, according to Tommie Shelby in â€Å"Is Racism in the ‘Heart’?† He writes â€Å"the ‘heart’ does not have to be involved in order for an action or institution to be racist† (483). Instead, Shelby argues that racism is based on the effect of a person’s actions on deepening racist institutions or promulgating the oppression of a particular group of people based on their race. The individual intention of a person or the â€Å"purity† or his or her heart does not take precedence over the effect of his or her actions. Shelby’s argument is constructed as follows: Individual beliefs can be true or false but not inherently immoral. Therefore, it is not appropriate to morally condemn someone for holding a particular belief.†¦show more content†¦For Shelby, it seems as though Garcia contends an individual’s â€Å"attitudes† not his or her â€Å"beliefs† are what make t he individual racist (479). Still, Shelby maintains that â€Å"beliefs are essential to and even sufficient for racism† (480). Basically, Shelby argues that in order to determine whether a person is racist or not, the reasons for one’s dislike of another must be evaluated. Shelby gives the hypothetical case of Stephen (white) disliking Andre (black) because Andre was having an affair with Stephen’s wife. In this example, Shelby illustrates that Stephen’s derives his dislike of Andre from Andre’s behavior not his race (480). Thus, Shelby raises the question of what racism actually signifies. Rather than disliking someone simply on the basis of skin color, Shelby suggests that is has a â€Å"deeper meaning† (480). Shelby’s strongest counterpoint to Garcia is in his example of the woman who â€Å"has no ill will toward blacks but learned as a child to believe that they are ‘naturally’ disposed† to particular antisocial behaviors, and now as â€Å"an adult, she uncritically continues to hold on to this belief.† Based on Garcia’s logic, this woman would not be considered a racist because her â€Å"beliefs are not rooted in racist motives.† For Shelby, however, the quality or intention of a person’s ‘pure heart’ is not enough to exempt him or her from blameworthiness. Shelby adds, â€Å"If racism must always be morally wrong, and racism is primarily a matter of having certainShow MoreRelatedThe Heart Of Racism, And Tommie Shelby Paper1177 Words   |  5 PagesWhat is racism? The Merriam-Webster’s dictionary defines racism as â€Å"a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race†. Is it actions or beliefs that make someone or something fundamentally racist? These are the main ideas behind J.L.A Garcia’s paper â€Å"The Heart of Racism† and Tommie Shelby paper â€Å"Is Racism in the Heart?† Exposition of the opposed position: According to Garcia racism is definedRead MoreRacism Is An Umbrella Term And Indicates Separation1689 Words   |  7 PagesRacism is an umbrella term and indicates separation in view of race, as well as society, ethnicity, and financial force. It is the conviction that one race or culture is in a general sense better than another, paying little mind to anthropological proof despite what might be expected. This difference, the apparent mediocrity of one race over another, is generally utilized as reasonable justification for separation, whether systematized or person. Racism keeps running as a counterpoint to the general

How to Make Biodiesel From Algae

An attractive candidate for full-scale biodiesel production, algae is easy to produce and requires less land than many other plant sources commonly used for making fuels. Also, with a composition containing about half lipid oils, algae appear to be a rich resource as a biofuel feedstock. How to Extract Oil From Algae Not surprisingly, there are numerous ways to remove the lipids, or oils, from the walls of algae cells. But you may be surprised to learn that none of them are particularly earth-shaking methods. For example, ever hear of an olive press? One of the ways for extracting oil from algae works very much like the technique used in an oil press. This is the simplest and most common method for extracting oil from algae and yields about 75% of the total available oil from the algae plant. Another common method is the hexane solvent method. When combined with the oil press method, this step can yield up to 95% of available oil from algae. It utilizes a two-step process. The first is to utilize the oil press method. Then, instead of stopping there, the leftover algae is mixed with hexane, filtered and cleaned to remove all traces of the chemical in the oil. Used less frequently, the supercritical fluid method can extract up to 100% of available oil from the algae. Carbon dioxide is pressurized and heated to change its composition into both a liquid as well as a gas. It is then mixed with the algae, which turns completely into oil. Though it can yield 100% of available oil, the plentiful supply of algae, plus the additional equipment and work required, make this one of the least popular options. Growing Algae for Biodiesel The methods used for promoting algae growth in a particular way to yield the most oil are more diversified than the extraction processes. Unlike practically universal extraction methods, growing algae for biodiesel varies greatly in the process and method used. It is possible to identify three primary ways to grow algae, and biodiesel manufacturers have worked hard to tweak these processes to customize and perfect the growing process. Open-Pond Growing One of the easiest processes to understand, open-pond growing is also the most natural way to cultivate algae for biodiesel production. As its name implies, algae are grown on open ponds in this method, particularly in very warm and sunny parts of the globe, with the hope of maximizing production. Though this is the simplest form of production, it has serious drawbacks, like comparatively high potential for contamination. To truly maximize algae production this way, water temperature needs to be controlled, which can prove very difficult. This method is also more dependent on weather than others are, which is another impossible to control variable. Vertical Growth Another method for growing algae is a vertical growth or closed-loop production system. This process came about as biofuel companies sought to produce algae faster and more efficiently than they could with pond growth. Vertical growing places algae in clear plastic bags, which are stacked high and covered as protection from the elements. These bags allow exposure to sunlight from multiple directions. The extra light is not trivial, as the clear plastic bag allows enough exposure to increase production rates. Obviously, the greater the algae production, the greater the amount of oil to extract. Plus, unlike the open pond method that exposes algae to contamination, the vertical growth method isolates algae from it. Closed-Tank Bioreactor Plants The third method of extraction biodiesel companies utilize is closed-tank bioreactor plants, a method of growing algae inside that increases already high oil production levels. Indoor plants are built with large, round drums that can grow algae under near-perfect conditions. Algae can be manipulated into growing at maximum levels in these barrels, even to the point of daily harvests. Understandably, this method results in very high outputs of algae and oil for biodiesel. Some companies build closed bioreactor plants near energy plants to recycle extra carbon dioxide than polluting the air. Biodiesel manufacturers continue to hone the closed container and closed-pond processes, with some developing a variation known as fermentation. This technique cultivates algae that eats sugar in closed containers to spur growth. Fermentation is attractive to growers because it provides complete control over the environment. Another advantage is that it doesnt rely on weather or similar climatic conditions to be viable. However, this process has researchers mulling over sustainable methods to obtain enough sugar to maximize algae production.